Excerpts from:

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• Excerpts from
• Practicing the Three Cs
• Cross-Cultural Competence
• in School Psychological Services
• Emilia C. Lopez, Ph.D.
• Queens College, CUNY/NASP IDEA Resource Cadre
• Doris Páez, Ph.D.
• Furman University/NASP IDEA Resource Cadre

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The Three Cs Cross-Cultural Competence

• The ability to think, feel, and act in ways that
  acknowledge, respect, and build upon ethnic,
  sociocultural, and linguistic diversity.
• (Lynch and Hanson, 1998)

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Cross-Cultural Competence

• Awareness assumptions, values, biases
• Understanding worldview of culturally and
  linguistically diverse (CLD) clients
• Knowledge cultural differences, assessment and
  intervention strategies
• Skills providing assessment and intervention
  services
• (Sue et al., 1982)

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Culture

• An integrated pattern of human behavior that
• includes thoughts, communications, languages,
• practices, beliefs, values, customs, courtesies,
  rituals,
• manners of interacting and roles, relationships
  and
• expected behaviors of a racial, ethnic, religious
  or
• social group and the ability to transmit the
  above to
• succeeding generations.
• (National Center for Cultural Competence of
  Georgetown University
• http//www.georgetown.edu/research/gucdc/nccc/nccc
  plannersguide.html)

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Ethnicity of the U.S. PopulationSource 2000
Census
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Ethnicity of School PsychologistsSource 2003
NASP membership survey (69 response rate)
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Ethnicity Comparison
U.S. Population
School Psychologists
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Linguistic Diversity of the U.S.
PopulationSource 2000 Census

• 17.9 of the U.S. population (five years old and
  older) speaks a language other than English at
  home.
• Approximately 11 of the U.S. population is
  foreign born.

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Linguistic Diversity of School
PsychologistsSource NASP 2000 Bilingual
Directory

• 612 school psychologists speak at least one
  foreign language
• 97 school psychologists speak two or more foreign
  languages

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Diverse StatesSource 2000 Census

• 26-61 of the population in Alabama, Georgia,
  Louisiana, Maryland, Mississippi, South Carolina
  and the District of Columbia is African
  American/black
• 25-42 of the population in Arizona, California,
  New Mexico, and Texas is Hispanic
• 5 of school psychologists in the field are
  people of color
• (Curtis, Hunley, Walker Baker, 1999)

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Cross-Cultural Competence

• Important to develop given an increasingly
  diverse population
• Benefits children by improving cross-cultural
  communication and ensuring that consultation,
  intervention, and assessments are appropriately
  designed to meet student, staff, and parental
  needs
• Promoted by NASP through partnerships,
  recruitment efforts, bilingual publications,
  training, online resources, and advocacy
  (http//www.nasponline.org/culturalcompetence)

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Six Domains of Service Delivery

• Six domains of service delivery needed for
  cross-culturally competent practice
• Domain 1 Legal and Ethical Issues
• Domain 2 School Culture, Educational Policy and
  Institutional Advocacy
• Domain 3 Psychoeducational Assessment and
  Related Issues
• Domain 4 Academic, Therapeutic and Consultative
  Interventions
• Domain 5 Working with Interpreters
• Domain 6 Research
• (Rogers et al., 1999)

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Domain 1 Legal and Ethical Issues

• Knowledge of local, state, and federal laws and
  regulations, awareness of litigation, and
  understanding of ethics
• Advocate for public policy and educational law

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Domain 2 School Culture, Educational Policy, and
Institutional Advocacy

• Knowledge of aspects of organizational culture
  that promote achievement and mental health for
  culturally and linguistically diverse (CLD)
  students
• Ability to play a leadership role in the
  implementation of supportive interventions for
  CLD students and their families

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Domain 3 Psychoeducational Assessment

• Knowledge of and skills in assessing CLD
  students, including consideration of variables
  such as environment, social issues, language
  development, second language acquisition,
  acculturation, educational history, quality of
  educational program, SES and racism

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Domain 3 Psychoeducational Assessment

• Understanding that normed tests may not be a
  valid measure for English Language Learners
  (ELLs) due to inappropriateness of norms, scores
  reflecting English proficiency, product as
  opposed to process orientation, fairness of
  content, and differences in educational
  background, acculturation, and economic situation
  

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Domain 4 Academic, Therapeutic, and
Consultative Interventions

• Skills in multicultural counseling and
  cross-cultural consultation
• Knowledge of multicultural education, ELL
  programs, and school culture/culture of staff and
  students

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Domain 5 Working with Interpreters

• Knowledge of recommended systemic practices,
  including guidelines from professional
  organizations and national and state policies,
  and plans for hiring, training, and managing
  interpreters
• Knowledge of recommended practices for
  interpreters translating for parent conferences,
  including using school personnel and community
  members as interpreters (never children or family
  members)

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Domain 6 Research

• Knowledge of research related to culture and
  language issues and ability to conduct research
  that is sensitive to cross-cultural issues
• Awareness of Emic-Etic distinctions (Emic
  behaviors or views that are common to an ethnic
  or minority group Etic aspects of human
  functioning that are more universal to peoples
  across cultures)

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For More Information and Extensive References

• Curtis, Hunley, Walker Baker, 1999
• Lopez E. C., 2002. Best Practices in Working
  With School Interpreters to Deliver Psychological
  Services to Children and Families. In A. Thomas
  and J. Grimes (Eds.), Best Practices in School
  Psychology IV. Bethesda, MD National Association
  of School Psychologists.
• Lynch Hanson, 1998
• NASP Culturally Competent Practice
  http//www.nasponline.org/culturalcompetence

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continued

• National Center for Cultural Competence of
  Georgetown University
• http//www.georgetown.edu/research/gucdc/nccc/ncc
  cplannersguide.html
• Rogers, M. R., Ingraham, C. L., Bursztyn, A.,
  Cajigas-Segredo, N., Esquivel, G., Hess, R. S.,
  Nahari, S. G., Lopez, E. C. (1999). Best
  practices in providing psychological services to
  racially, ethnically, culturally, and
  linguistically diverse individuals in the
  schools. School Psychology International, 20,
  243-264.
• Sue, Bernier, Duran, Feinberg, Pedersen, Smith,
  Vasquez-Nuttall, 1982
• U.S. Census Bureau http//www.census.gov/