Consultation Through a Multicultural Lens: Multicultural and Cross-Cultural Consultation in Schools

Ingraham, Colette L.

doi:10.1080/02796015.2000.12086018

Cited by 134 publications

(44 citation statements)

References 36 publications

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“…Although there is a need for practitioners to alter their mode of consultation and intervention delivery by using alternative and flexible procedures that support the views and beliefs of those from diverse cultural backgrounds, attention to cultural issues in school consultation is limited (Ingraham, 2000). In addition, the majority of consultation models used in schools originate from the field of counselling psychology and are, thus, one-dimensional, failing to acknowledge the complexity and multidimensionality of the role of the psychologist working in schools.…”

Section: Discussionmentioning

confidence: 99%

“…Subsequently, in regard to the provision of consultation and therapeutic interventions in culturally diverse schools; these approaches may not be appropriate for all pupils (Mewborn, 2005). Ingraham (2000) argues that although the consultation literature provides some excellent models for delivering indirect, preventative and problem-solving psychological services in schools and for researching the efficacy of school consultation services, the attention to cultural issues in school consultation is currently limited in the literature. In fact, the need for multicultural models and practices has been long advocated within school psychology (Henning-Stout and Brown-Cheatham, 1999) as well as the fields of psychology overall (American Psychological Association, 1993;Hall, 1997).…”

Section: Consultancy and Interventionmentioning

confidence: 99%

“…the Multicultural School Consultation (MSC) which consists of five components (i.e. consultant learning and development, consultee learning and development, cultural diversity in consultation constellations, contextual and power influences and methods to support consultee and client success) and offers a conceptual framework to explore structures, processes, and interrelationships among consultation members (Ingraham, 2000); a conceptual model of multicultural consultation that aims to address the structural and relational issues that may develop when working with culturally diverse students and their families (Rogers, 2000) and identifies key cross-cultural consultation competencies as: understanding one's own and others culture, developing cross-cultural communication and interpersonal skills, examining the cultural embeddedness of consultation, using qualitative methodologies, acquiring culture-specific knowledge and understanding and skill in working with interpreters; and, others that have attempted to identify individual differences within and between cultural groups that are at the heart of multicultural models and which must be considered within relevant systemic contexts, e.g. awareness/sensitivity of the consultant, the ability to consider various frames of reference and procedures to implement these effectively into empirically validated conjoint/behavioural consultation models (Sheridan, 2000) to ensure the successful delivery of consultation services.…”

Section: Consultancy and Interventionmentioning

confidence: 99%

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The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

Ashraf¹

2020

Preprint

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One criticism of the increased ‘racial’, ethnic and cultural diversification of British society is the oft-repeated narrative in the British media about educational services being under enormous strain as they grapple with the influx of immigrant children moving into Britain. However, with figures indicating that children of immigrant parents, particularly those from minority ethnic backgrounds, face profound challenges in academic attainment and their school experiences compared to their non-BME peers, the changing demography of schools appears to be a matter of increasing importance for educational policy makers.With a significant number of the UK school population composed of those from linguistically, ethnically and culturally diverse backgrounds, it is unlikely for Educational Psychologists (EPs) not to encounter pupils who differ from them in terms of ‘race’, ethnicity and culture. However, with attitudes and perspectives of a culturally diverse population likely to be quite different from that of the helping professional, EPs must be adequately prepared to address the challenges presented when working with those from ethnically, ‘racially’ and culturally diverse backgrounds. Yet, herein lies the predicament. Since EPs rely on theoretical frameworks that are conventionally derived from a privileged, White Eurocentric/North American middle-class value system, the social, emotional and cognitive needs of other ethnic groups are likely to be neglected, as definitions of normality and abnormality may differ considerably. As a result of this, the need to become culturally competent as EPs has never been more important.On account of the researcher’s reflexivity on being a trainee from a minority ethnic background and, the majority of research into multicultural competence originating in North America, using a social constructionist stance, this study set out to explore the impact of ‘race’, culture and ethnicity on the practice of White, British EPs.Twelve EPs across three London local authorities were recruited to participate in the research and data collected via focus groups and semi-structured interviews.Data was analysed using thematic analysis which identified five final themes as impacting on EPs’ abilities to provide services to those from minority ethnic backgrounds; challenges of working with minority ethnic parents, the culture of schools, changes to education services, EP training courses and reflections on their role when working in a multicultural society.The implications of these findings for parents, schools, services, EP training courses and EPs are considered. In addition, the impact of this research on the researcher is also addressed.

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Section: Discussionmentioning

confidence: 99%

Section: Consultancy and Interventionmentioning

confidence: 99%

Section: Consultancy and Interventionmentioning

confidence: 99%

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The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

Ashraf¹

2020

Preprint

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“…Dr. Colette Ingraham developed the consultee-centered multicultural and cross-cultural consultation model that has impacted school psychology practice across the country (Ingraham, 2000 ).…”

Section: Professional Influencesmentioning

confidence: 99%

My Journey as a School Psychology Advocate

Ramage

2020

Women Leaders in School Psychology

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Dr. Jean C. Ramage has been a School Psychology Advocate for over 50 years. Her chapter traces the development of her advocacy efforts. Her guiding principle has been to bring about social justice for her own students and for the pupils they serve. She initially describes the influence of her family and their Civil Rights framework. She then writes about her early journey as a student in the 1960s. Her framework to bring about equity is reflected in the development of bilingual and multicultural school psychology programs. Her NASP and APA advocacy work reflects her efforts to work with others to provide the full range of academic and behavioral services to children and their families. She has always been willing to take on challenges and to see that the reforms last. She has done this both in school psychology and in teacher education. Today, she continues to be an active advocate. The goal of her chapter is to stimulate others to take on the challenges of today and tomorrow and to enjoy the journey along the way.

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“…Beginning with the medical community and moving through the divisions of applied psychology, professional organizations have sought to make research more accessible to practitioners, to conduct research that has greater utility to practitioners, and to involve practitioners in conducting research about their practices (Kratochwill & Stoiber, 2002). Involving field-based professionals encourages community-embedded research, which becomes increasingly important as society becomes more diverse (Ingraham, 2000;Meyers, 2002).…”

mentioning

confidence: 99%

Listening to Participants

Athanasiou

Hazel

Geil

2007

Canadian Journal of School Psychology

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Studying the social validity of consultation research could lead to research results being more widely used among practitioners, improving the validity of consultation research, and furthering social justice. The following qualitative study investigates school psychologists' and teachers' perceptions of school-based consultation in four elementary schools. The findings are organized into two interrelated themes: the impact of the research on the participants and the impact of the participants and their surrounds on the data collection. Soliciting participants' reactions to studies could advance our knowledge considerably, thereby leading to more sophisticated future studies that could make research results more useful to practitioners and, ultimately, improve outcomes for students. Résumé:Étudier la validité sociale de recherche-consultation peut aboutir à des résultats de recherche qui sont plus utilisés par les praticiens, à améliorer la validité de recherche-consultation, et à avancer la justice sociale. L'étude qualitative suivante a examiné les perceptions des psychologues et des professeurs des consultations scolaires dans quatre écoles primaires. Les résultats ont été organisés en deux thèmes en correlation: l'impact de la recherche sur les participants et l'impact des participants et leurs environnements sur la collecte de données. Solliciter les réactions des participants aux études peut avancer considérablement notre connaissance, de ce fait mener à plus d'études sophistiquées à l'avenir ce qui pourrait faire des résultats plus utiles aux praticiens et améliorer finalement les résultats pour des étudiants.

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Consultation Through a Multicultural Lens: Multicultural and Cross-Cultural Consultation in Schools

Cited by 134 publications

References 36 publications

The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

My Journey as a School Psychology Advocate

Listening to Participants

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