An Exploration of the Influences on Work with Minority Cultural and Linguistic Communities within the Practice of Educational Psychology in the United Kingdom

Autor/inn/en	Ratheram, Elaine; Kelly, Catherine
Titel	An Exploration of the Influences on Work with Minority Cultural and Linguistic Communities within the Practice of Educational Psychology in the United Kingdom
Quelle	In: Educational & Child Psychology, 38 (2021) 4, S.9-23 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Educational Psychology; Minority Groups; Minority Group Students; Inclusion; Equal Education; Special Education; Disproportionate Representation; Research Reports; Second Language Learning; English (Second Language); Cultural Differences; Cultural Awareness; Psychologists; Counselor Client Relationship; Educational Environment; Special Needs Students; School Districts; White Students; Foreign Countries; Family School Relationship; Translation; United Kingdom + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Ethnische Minderheit; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Research report; Forschungsbericht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Psychologist; Psychologe; Psychologin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sonderpädagogischer Förderbedarf; School district; Schulbezirk; Ausland; Großbritannien
Abstract	Aim(s): This review aims to explore influences on educational psychology (EP) practice in the United Kingdom (UK) with children, young people (CYP) and families from minority cultural and linguistic (C&L) backgrounds, as presented in the literature (2006--2020). Method/Rationale: Educational psychologists (EPs) have a professional imperative to promote inclusion and equity, and work for the benefit of all service users. This includes CYP from minority C&L backgrounds who still experience disproportionality in special educational needs and exclusion statistics, and may lag behind their white British peers' educational outcomes. This literature review identified 11 England-based and peer reviewed studies that explored EP practice with CYP and families from minority C&L backgrounds, or the views of EPs and service users of EP practice. Garrard's (2016) Matrix Method was employed to analyse the studies, using a conceptual framework of influences refined in consultation with practising EPs. Findings: Significant influences identified included the practitioner's understanding of others' and their own cultural values; access to services through language; policies, systems and practices of the educational setting, educational psychology service (EPS) and local authority; national agendas and discourses. Limitations: Garrard's (2016) Matrix Method is relatively new and open to methodological interpretation, potentially impacting reliability and validity of findings. Conclusions: This review identified a need for EPs to develop cultural self-awareness, facilitate participation through language and inclusive policies and practices, and to challenge 'one size fits all' approaches. It suggests a role for the EP as scientist-practitioner-advocate in this development. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01