CrossCultural Competence in

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• Cross-Cultural Competence in
• School Psychology Practice

2
INTRODUCTION

• Introduction
• Demonstration
• Fill-out Question and answer sheets
• Reaction

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Need for Cultural Competence

• The rapidly changing demographics of the United
  States have increased the need for establishing a
  knowledge base in culture diversity.
• About 65 percent of Americas population growth
  in the next two decades will be minority
  particularly from Asian and Hispanic immigrants.
• The U.S. Census Bureau projects that by 2025
  Hispanics will be 18 of the U.S. population
• (Miranda, 2002)

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ETHICS

• NASP Principles for Professional Ethics, Appendix
  II- Standards for the Provision of School
  Psychological services, Practice Guideline 5
  School psychologist have the sensitivity,
  knowledge and skill to work with individuals and
  groups with a diverse range of strengths and
  needs from a variety of racial, cultural, ethnic,
  experiential and linguistic backgrounds

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LEGALITIES

• Individuals with Disabilities Education Act
  (IDEA)
• Students who are referred for special education
  evaluation should be assessed in their native
  language
• Parents must be notified of their rights in their
  native language
• Assessments must be conducted by a
  multi-disciplinary team
• Educational evaluations must be non-discriminatory

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LEGALITIES

• Diana v. State Board of Education (1970)
• Multiple measures must be used in decision making
  
• Adaptive behavior scores must also be used in the
  mental retardation diagnostic process
• Larry P v, Riles (1971)
• Explored issues of bias in intelligence tests
• Identified teacher referrals a as major arbiter
  in the special education decision for mental
  retardation placement

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BEST PRACTICES

• Needed Competencies
• Cross-cultural Awareness
• Non-discriminatory assessment
• Knowledge of language development and second
  language acquisition
• Knowledge of interventions appropriate for ELL
• Pre-referral Alternatives should be implemented
  prior to evaluation, e.g. consultation and
  prevention services
• Effective use of Multi-disciplinary team
• Should include educators who trained to work with
  ELL, parents, community resources a and
  significant others

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MORE BEST PRACTICES

• Review and critique assessment instruments on the
  basis of their linguistic and cultural
  appropriateness
• Multiple procedures should be used to collect
  data
• RIOT
• Testing tools that have validated for population
  being tested
• Use alternatives to traditional
  testing-Development of informal CBA, e.g. reading
  inventory and writing samples
• Use formal cognitive assessment tools that have
  proven validity and reliability
• Universal Non-verbal Intelligence Test (UNIT),
  1997
• Bilingual Verbal Ability Tests (BVAT), 1998

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SOME MORE BEST PRACTICES

• Administer and interpret language proficiency
  test
• Compare student performance in both native and
  secondary language
• Differentiate between adaptive and maladaptive
  behavior of culturally different students across
  social systems. Identify diverse life experiences
  that may affect learning
• Select well-trained interpreters who are
  knowledgeable about psychological services and
  the assessment process and who understand the
  values, language and culture of the student.

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Comprehensive Assessment of English Language
Learners (ELLs)

• Assessment Tools
• English proficiency vs. native language
  proficiency
• The Maculaitis Assessment Program (A Multipurpose
  Test for Non-Native Speakers of English in
  Kindergarten and First-Grade)
• Woodcock-Munoz Language Survey Normative Update
  (Woodcock Munoz-Sandoval, 2001)
• The Bilingual Verbal Ability Tests
  (Munoz-Sandoval, Cummins, Alvarado, Ruef, 1998)

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Non-Verbal Assessment

• Accommodations/Adaptations of Standardized Tests
• Caveats
• Low-Language Production Tests
• The Unit
• C-TONI
• The Use of Interpreters

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Non-Biased Information to Keep in mind
(www.Nasponline.org)

• APA Guidelines for Providers of Psychological
  Services to Ethnic, Linguistic, and Culturally
  Diverse Populations (1993) suggest that
  "providers need a sociocultural framework to
  consider diversity of values, interactional
  styles, and cultural expectations in a systematic
  fashion.
• consider variables such as environment, social
  issues, language development, second language
  acquisition, acculturation, educational history,
  quality of educational program, SES and racism.
• understand 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.
• It may take ELLs anywhere from 7-10 years to
  develop the academic language skills necessary to
  succeed in mainstream classrooms

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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)
• The integration and transformation of
• knowledge about individuals and groups
• of people into specific standards, policies,
• practices used in appropriate cultural settings
  to
• increase the quality services (Davis, 1997)

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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
• (Miranda, 2002) (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
• Universityhttp//www.georgetown.edu/research/gucd
  c/nccc/ncccpl
• annersguide.html)

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Ethnicity of the U.S. Population Source 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.Population
Source 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, Education Policy,
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

• 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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Addressing Over-Representation

• U.S. Department of Education, Office of Special
  Education Programs (OSEP) prepares the Annual
  Report to Congress on the Implementation of IDEA
  which has shown that African American and other
  minority students were
• 2.9 times as likely as white students to be
  labeled mentally retarded.
• 1.9 times as likely to be labeled emotionally
  disturbed.
• 1.3 times as likely to be labeled as having a
  learning disability.

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Over-Representation

• The U.S. Department of Education, Office of Civil
  Rights, has found that there is a linkage between
  the over-identification of African Americans and
  other minority students in special education
  programs and their lack of access to effective
  instruction and intervention in general education
  programs.

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Domain 4 Academic, Therapeutic,
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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References

• Curtis, M. J., Hunley, S. A., Walker, K. J.,
  Baker, A.C. (1999). Demographic characteristics
  and professional practices in school psychology.
  School Psychology Review, 28, 104-155.
• Davis, K. (1997). Exploring the intersection
  between cultural competency and managed
  behavioral health care policy Implications for
  state ands county mental health agencies.
  Alexandria, VA National Technical Assistance
  Center for State Mental Health Planning.
• 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.

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References.continued

• Lynch, E. W. Hanson, M. J. (1998). Developing
  cross-cultural competence (2nd ed.). Baltimore
  Brookes.
• Miranda, A. H. (1999). Best practices in
  increasing cross-cultural competence. In A.
  Thomas and J. Grimes (Eds.), Best Practices in
  School Psychology IV Vol. 1, 353-362. Bethesda,
  MD National Association of School Psychologists.
• NASP Culturally Competent Practice
  http//www.nasponline.org/culturalcompetence
• National Center for Cultural Competence of
  Georgetown University http//www.georgetown.edu/r
  esearch/gucdc/nccc/ncccplannersguide.html

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Referencescontinued

• 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/

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Helpful Web Sites

• http//www.georgetown.edu/research/gucdc/nccc/
• www.nasponline.org/culturalcompetence
• http//www.nasponline.org/publications/cq331latino
  .html
• http//www.nasponline.org/publications/cq281cultur
  e.html