Cultural Humility as a Form of Social Justice: Promising Practices for Global School Psychology Training

Autor/in	Fisher, Emily S.
Titel	Cultural Humility as a Form of Social Justice: Promising Practices for Global School Psychology Training
Quelle	In: School Psychology International, 41 (2020) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisher, Emily S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034319893097
Schlagwörter	Social Justice; School Psychology; Counselor Training; Cultural Awareness; Self Concept; Student Diversity; Advocacy; School Psychologists; Global Approach; Reflection; Counselor Client Relationship; Training Methods; Disadvantaged Environment; Metacognition; Counselor Attitudes + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Schulpsychologie; Cultural identity; Kulturelle Identität; Selbstkonzept; Sozialanwaltschaft; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Globales Denken; Didaktik; Trainingsmaßnahme; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	In an increasingly diverse global context in which school psychologists strive to ensure appropriate educational services for all, addressing social injustice is critical. Cultural humility can serve as a link between cultural diversity and social justice, providing a deep awareness that allows school psychologists to understand themselves and their interactions with diverse students and families. Additionally, cultural humility provides a lens for framing advocacy necessary to address social justice concerns. This article reviews the literature on cultural humility and suggests promising practices for training school psychologists as culturally humble practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01