The selection and adoption of culturally appropriate targets and practices, especially for home-based or parent-supported services, is an emerging interest in the field of applied behavior analysis (ABA). Variations in cultural norms, caregivers' ability to participate in home-based service delivery, and family and practitioner linguistic competencies are some of the areas that the culturally competent ABA therapist must consider when designing a home-based program of therapy. Given the paucity of empirical research related to cultural competency in ABA service provision, the goal of the current article is to provide practitioners, their supervisors, and researchers with information to overcome many perceived barriers to successfully working with clients whose home languages or cultures differ from that of the dominant U.S. culture. Practical examples, integration of research from ABA and allied fields, and terminology are used to support these points and provide actionable guidance grounded in empirical literature.
Many families elect to educate their children at home rather than enroll them in school. Whereas each family maintains its own reasons for deciding to homeschool, a factor for some families, including families of color, may be found in their response to institutions and systems that have historical roots in inequality, that have intentionally or unintentionally perpetuated inequitable outcomes for their children. This article considers the decision to homeschool in the context of families' efforts to regain agency and self-determination. Implications for school psychologists are discussed and recommendations for policy and practice are provided.
Impact and ImplicationsSchool psychologists, who most often serve public school students, may have little training in how to serve homeschooled students. This article encourages practitioners and policymakers to look through an alternative lens regarding the motivations of diverse families for teaching their children at home. Homeschooling is described from a strengths-based perspective to promote appreciation for, understanding of, and culturally attuned services for these families.
Ancestor worship is part of many world cultures, and healing ancestral trauma has become a nascent interest amongst therapeutic practitioners. This practice case report shares a brief description of energy healing as an indigenous tradition, and introduces a rationale for integrating intergenerational trauma healing work in the context of psychotherapy with diverse multicultural clients. One practitioner shares personal and clinical experiences, having worked with clients and students over decades of practice using chakra healing modalities. An example of engaging ancestral energy and imagery in a therapy session is described. Recommendations for research and practice are given.
Teamwork has never been more topical. This is evident not only in the practice of educational psychologists but also in the dominant discourse surrounding government policy. Multi-agency collaboration lies at the heart ofEvery Child Matters. The underlying assumption is that multi-agency teamwork is the best way to work, ensuring the most complete and effective service to children and their families. While not disputing this, we feel that the complexities of teamwork are not sufficiently considered. This paper will address some of the central issues related to the psychology of teams from the experience of three educational psychologists. We consider the complexities of teamwork by drawing on psychodynamic, systemic and social constructionist thinking. A grounded understanding and practical application of the psychology of teams is essential to effective practice. We support this with some reference to our own varied experience of work with multi-agency teams. This understanding will be used to suggest some ways to develop effective teamwork. Our focus throughout will be on adult, professional groups: the dynamics, group processes and our psychological understanding of them. Our intention is to provoke debate and to provide a ‘real’ account of the experience of three educational psychologists, all of whom have worked for a number of years within teams and independently of teams.
Despite the Brown v. Board of Education Supreme Court decision ending school segregation in 1954, African American children and other children of color still experience severe and adverse challenges while receiving an education. Specifically, Black and Latino male students are at higher risk of being placed in special education classes, receiving lower grades, and being suspended or expelled from school. Although adverse childhood experiences (ACEs), and the negative outcomes associated with experiencing them, are not specific to one racial or ethnic group, the impact of childhood adversity exacerbates the challenges experienced by male students of color at a biological, psychological, and sociological level. This article reviews the literature on how ACEs impact the biopsychosocial development and educational outcomes of young males of color (YMOC). A strengths-based perspective, underscoring resilience among YMOC, will be highlighted in presenting strategies to promote culturally responsive intervention with YMOC, focused professional development, and advocacy in the school counseling profession.
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