Statement from Journal’s Editorial Leadership: Journal of Educational and Psychological Consultation as an Interdisciplinary Outlet for Transformative Consultation Research From Across the Globe (original) (raw)
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School Psychology Review, 2000
This article provides an introduction to the mini-series theme, Multicultural and Cross-Cultural Consultation in Schools: Cultural Diversity Issues in School Consultation. It discusses the context, goals, and key topics for the mini-series and offers a brief introduction to each article. The mini-series provides readers with scholarly material focusing upon several aspects of cross-cultural and multicultural consultation by including a diverse group of experienced authors from several regions of the country and from the fields of school psychology and special education. The mini-series is organized into seven featured articles and two featured commentaries. Featured articles provide scholarly content and depth on specific topics, most of which are empirically based. Featured commentaries offer shorter pieces that address multicultural consultation issues, based upon the unique vantage points of the authors.
Culturally Responsive Consultation Among Practicing School Psychologists
Journal of Educational and Psychological Consultation, 2019
School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists' experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists' experiences. We utilized specific components of Ingraham's Multicultural School Consultation framework to examine fifteen school psychologists' experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.
Multicultural Issues in School-Based Consultation
Journal of School Psychology, 1998
In this article, we review literature relevant to multicultural issues in school-based consultation. Specifically, multicultural literature in the counseling and psychotherapy fields is presented as it relates to consultation. Ways in which culture may affect the consultant, consultee, and client are suggested. Because of the paucity of multicultural research in consultation and lack of major break-throughs in multicultural research as related to consultation, a conceptual framework related to the utility of multicultural issues is presented as a new paradigm for future investigations.
Fifteen Years of the Journal of Multicultural Counseling and Development: A Content Analysis
Journal of Multicultural Counseling and Development, 2001
The authors present the results of a content analysis of articles that were published in the Journal of Multicultural Counseling and Development (JMCD) during the last 15 years. The analysis identified the leading contributors (i.e., authors, institutions) to JMCD, evaluated the content of the articles, examined the type of articles, and highlighted the particular cultural groups that were studied most frequently.
Journal of Counseling Psychology, 2013
Articles including multicultural content published in the Joumal of Counseling Psychology (JCP), from 1954 to 2009, were examined for themes. Multicultural content in this study was broadly defined to include the following identities: race/ethnicity, gender/sex, religion/spirituality, sexual orientation, social status, disability, age, and intersections. Inclusion of articles focused on each of these identity domains was reported by decade. Gender/sex was the most prevalent multicultural identity found in the JCP, followed by race/ethnicity. The most common themes for multicultural articles, in order, were counseling process, vocation/career, and psychological processes/interventions. Academic achievement, discrimination/minority stress, and research methodology were the other common themes that were found across multicultural research. Implications of these findings are discussed.
International Journal of School & Educational Psychology, 2017
In the United States, children that require mental health supports most frequently receive them in school. Promoting social-emotional skills is considered both a universal prevention against future psychological disturbances as well as a core component in the treatment of psychological disorders. However, fostering social-emotional skills requires the establishment of school programs or school reform. This study aimed to impact social-emotional supports by eliciting the participation of multiple stakeholders in problem solving and decision making to co-construct programs. Methods, data, and analyses illustrate to practitioners a process for cultural co-construction that remains congruent with traditional stages of problem solving.