Skip to main content
SpringerLink
Log in

A Pilot Study and Review of the School Psychology Cultural Competency Training Scale

  • Published:
Contemporary School Psychology Aims and scope Submit manuscript

Abstract

This study aims to evaluate the individual scales that comprise the School Psychology Cultural Competency Training Scale (SPCCTS), to examine school psychologists’ perceptions of the quality of training they received with regard to providing culturally competent services. Individual scales were created so that critical domains of professional practice in school psychology could be examined independently. One general scale and six measures examining critical multicultural professional practice competencies in specific domains were examined. All scales used were found to have an internal consistency within the adequate to excellent range and significantly correlated with each other. The general scale and five of the six domain-specific scales enjoyed very good to excellent internal consistency (0.88–0.94), whereas one domain scale demonstrated adequate internal consistency. Contrary to expectations, the level of graduate training or the racial/ethnic background of the respondent did not influence their perception of the quality of multicultural training they received in their graduate program. Perceptions of quality of graduate training within several domains of school psychology were evaluated and are discussed. Findings suggest that while students report that they received quality multicultural training in many areas of professional practice, findings suggest that there are practice domains of cultural competency that could be enhanced through improved exposure and training within graduate programs. Also, findings suggest that there is utility in providing ongoing professional development to practicing school psychologists. Implications and limitations were discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools: an evidentiary review and recommendations. American Psychologist, 63, 852–862.

    Article  Google Scholar 

  • Anda, R. F., Butchart, A., Felitti, V. J., & Brown, D. W. (2010). Building a framework for global surveillance of the public health implications of adverse childhood experiences. American Journal of Preventive Medicine, 39(1), 93–98. doi:10.1016/j.amepre.2010.03.015.

    Article  PubMed  Google Scholar 

  • Bartolo, P. A. (2010). Why school psychology for diversity? School Psychology International, 31(6), 567–580. doi:10.1177/0143034310386532.

    Article  Google Scholar 

  • Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturning environments for promoting human well-being. American Psychologist, 67, 257–271.

    Article  PubMed  Google Scholar 

  • Blad, E. (2017). States preparing expanded toolkit in assessment of school quality. Education Week, 36(16), 21–23.

    Google Scholar 

  • Blanchett, W. J., Klingner, J. K., & Harry, B. (2009). The intersection of race, culture, language, and disability: implications for urban education. Urban Education, 44(4), 389–409. doi:10.1177/0042085909338686.

    Article  Google Scholar 

  • Bocanegra, J. O., Newell, M. L., & Gubi, A. A. (2016). Racial/ethnic minority undergraduate psychology majors’ perceptions about school psychology: implications for minority recruitment. Contemporary School Psychology, 20(3), 270–281. doi:10.1007/s40688-016-0086-x.

    Article  Google Scholar 

  • Casillo, J. M., Curtis, M., & Gelley, C. (2012). School psychology 2010—part 2: school psychologists’ professional practices and implications for the field. Communiqué, 40(8), 4–6.

    Google Scholar 

  • Castillo, J. M., Curtis, M. J., & Gelley, C. D. (2013). Gender and race in school psychology. School Psychology Review, 42(3), 262–279.

    Google Scholar 

  • Constantine, M. G., & Sue, D. W. (2006). Factors contributing to optimal human functioning in people of color in the United States. The Counseling Psychologist, 34, 228–244.

    Article  Google Scholar 

  • Cronholm, P. F., Forke, C. M., Wade, R., Bair-Merritt, M. H., Davis, M., Harkins-Schwarz, M., et al. (2015). Adverse childhood experiences: expanding the concept of adversity. American Journal of Preventive Medicine, 49(3), 354–361. doi:10.1016/j.amepre.2015.02.001.

    Article  PubMed  Google Scholar 

  • Curtis, M., Castillo, J. M., & Gelley, C. (2012). School psychology 2010: demographics, employment, and the context for professional practices—part 1. Communiqué, 40(7), 1, 28–1, 30.

    Google Scholar 

  • Daly, B. P., Hildenbrand, A. K., Haney-Caron, E., Goldstein, N. E. S., Galloway, M., & DeMatteo, D. (2016). Disrupting the school-to-prison pipeline: strategies to reduce the risk of school-based zero tolerance policies resulting in juvenile justice involvement. In K. Heilbrun, D. DeMatteo, N. E. S. Goldstein, K. Heilbrun, D. DeMatteo, & N. E. S. Goldstein (Eds.), APA handbook of psychology and juvenile justice (pp. 257–275). Washington: American Psychological Association.

    Chapter  Google Scholar 

  • Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: the importance of student-teacher relationships for student outcomes. Journal of School Psychology, 43, 83–109.

    Article  Google Scholar 

  • Duan, C., & Brown, C. (2016). Becoming a multiculturally competent counselor. New York: Sage.

    Google Scholar 

  • Esquivel, G. B., Warren, T. M., & Olitzky, S. L. (2007). A historic view of the development of multicultural school psychology. In G. B. Esquivel, E. C. Lopez, & S. G. Nahari (Eds.), Handbook of multicultural school psychology: an interdisclipinary perspective (pp. 3–28). Philadelphia: Lawrence Erlbaum and Associates.

    Google Scholar 

  • Federal Interagency Forum on Child and Family Statistics (2016). America's children in brief: key national indicators of well-being. Washington, DC: U.S. Government Printing Office.

  • Ghosh Ippen, C. (2012). Integrating a diversity-informed approach into evidence-based practice. In R. A. McMackin, E. Newman, J. M. Fogler, & T. M. Keane (Eds.), Trauma therapy in context: the science and craft of evidence-based practice (pp. 29–50). Washington: American Psychological Association.

    Chapter  Google Scholar 

  • Graves, S. L., & Aston, C. (2016). History of psychological assessment and intervention with minority populations. In S. L. Graves & J. J. Blake (Eds.), Psychoeducational assessment and intervention for ethnic minority children: evidence-based approaches (pp. 9–21). Washington: American Psychological Association.

    Chapter  Google Scholar 

  • Handler, J. F., & Hasenfeld, Y. (2007). Blame welfare, ignore poverty and inequality. New York: Cambridge University Press.

    Google Scholar 

  • Huey Jr., S. J., & Polo, A. J. (2012). Assessing the effects of evidence-based psychotherapies with ethnic minority youths. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 451–465). New York: Guilford.

    Google Scholar 

  • Jones, J. M., Sander, J. B., & Booker, K. W. (2013). Multicultural competency building: practical solutions for training and evaluating student progress. Training and Education in Professional Psychology, 7(1), 12–22. doi:10.1037/a0030880.

    Article  Google Scholar 

  • Kazak, A. E., Hoagwood, K., Weisz, J. R., Hood, K., Kratochwill, T. R., & Vargas, L. A. (2010). A meta-systems approach to evidence-based practice for children and adolescents. American Psychologist, 65, 85–97.

    Article  PubMed  Google Scholar 

  • Kozol, J. (2005). The shame of the nation: the restoration of apartheid schooling in America. New York: Crown.

    Google Scholar 

  • Lopez, E. C., & Bursztyn, A. M. (2013). Future challenges and opportunities: toward culturally responsive training in school psychology. Psychology in the Schools, 50(3), 212–228. doi:10.1002/pits.21674.

    Article  Google Scholar 

  • Lopez, E. C., & Rogers, M. R. (2001). Conceptualizing cross-cultural school psychology competencies. School Psychology Quarterly, 16, 270–302.

    Article  Google Scholar 

  • Lopez, E. C., & Rogers, M. R. (2007). Multicultural competencies and training in school psychology: issues, approaches, and future directions. In G. B. Esquivel, E. C. Lopez, & S. G. Nahari (Eds.), Handbook of multicultural school psychology: an interdisclipinary perspective (pp. 47–67). Philadelphia: Lawrence Erlbaum and Associates.

    Google Scholar 

  • Lopez, E. C., & Rogers, M. R. (2010). Multicultural competence and diversity: university and field collaboration. In J. Kaufman, T. L. Hughes, & C. Riccio (Eds.), Handbook of education, training, and supervision of school psychologists in school and community (Vol. II, pp. 111–128). New York: Routledge.

    Google Scholar 

  • Malone, C. M., Briggs, C., Ricks, E., Middleton, K., Fisher, S., & Connell, J. (2016). Development and initial examination of the school psychology multicultural competence scale. Contemporary School Psychology, 20(3), 230–239. doi:10.1007/s40688-015-0079-1.

    Article  Google Scholar 

  • Martines, D. C. (2008). Multicultural school psychology competencies: a practical guide. Thousand Oaks: Sage.

    Google Scholar 

  • Metzler, M., Merrick, M. T., Klevens, J., Ports, K. A., & Ford, D. C. (2017). Adverse childhood experiences and life opportunities: shifting the narrative. Children and Youth Services Review, 72, 141–149. doi:10.1016/j.childyouth.2016.10.021.

    Article  Google Scholar 

  • Minke, K. M., & Anderson, K. J. (2005). Family-school collaboration and positive behavior support. Journal of Positive Behavior Interventions, 7(3), 181–185. doi:10.1177/10983007050070030701.

    Article  Google Scholar 

  • National Association of School Psychologist. (2010). Principles for professional ethics. Retrieved from http://www.nasponline.org/standards/2010standards/1_%20Ethical%20Principles.pdf

  • National Association School Psychologist. (2009). Mission statement: recruitment of culturally and linguistically diverse school psychologists. Retrieved from http://www.nasponline.org/about_nasp/positionpapers/CLD_School_Psych.pdf

  • National Research Council & Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Retrieved from Washington: http://books.nap.edu/openbook.php?record_id=12480&page=16

  • Newell, M., Nastasi, B., Hatzichristou, C., Jones, J. M., Schanding, T., & Yetter, G. (2010). Multicultural training in school psychology: recommendations for future directions. School Psychology Quarterly, 25(4), 249–278.

    Article  Google Scholar 

  • Pew Hispanic Center. (2011). Census 2010: 50 million Latinos Hispanics account for more than half of nation’s growth in past decade. Retrieved from Washington: http://pewforum.org/uploadedFiles/Topics/Religious_Affiliation/Muslim/FutureGlobalMuslimPopulation-WebPDF-Feb10.pdf

  • Pollifrone, A., Arafet, A., Gubi, A. A., & Bocanegra, J. O. (2016). Promoting multicultural competencies in school psychology. From Science to Practice to Policy, 8(4), 12–18.

    Google Scholar 

  • Rogers, M. R. (2006). Exemplary multicultural training in school psychology programs. Cultural Diversity and Ethnic Minority Psychology, 12, 115–133. doi:10.1037/1099-9809.12.1.115.

    Article  PubMed  Google Scholar 

  • Rogers, M. R., & Lopez, E. C. (2002). Identifying critical cross-cultural school psychology competencies. Journal of School Psychology, 40(2), 115–141. doi:10.1016/S0022-4405(02)00093-6.

    Article  Google Scholar 

  • Rogers, M. R., & O’Bryon, E. C. (2014). Multicultural training models and curriculum. In F. T. L. Leong, L. Comas-Díaz, G. C. Nagayama Hall, V. C. McLoyd, & J. E. Trimble (Eds.), APA handbook of multicultural psychology, Vol. 2: Applications and training (pp. 659–679). Washington: American Psychological Association.

    Chapter  Google Scholar 

  • Rogers, M. R., & Ponterotto, J. G. (1997). Development of the multicultural school psychology counseling competency scale. Psychology in the Schools, 34(3), 211–217. doi:10.1002/(SICI)1520-6807(199707)34:3<211::AID-PITS3>3.0.CO;2-R.

    Article  Google Scholar 

  • Salter, D. S., & Salter, B. R. (2012). Competence with diverse populations. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. Vande Creek (Eds.), APA handbook of ethics in psychology, Vol 1: moral foundations and common themes (pp. 217–239). Washington: American Psychological Association.

    Chapter  Google Scholar 

  • Skiba, R. J. (2011). Race is not neutral: a national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 30, 85–107.

    Google Scholar 

  • Splett, J. W., Fowler, J., Weist, M. D., McDaniel, H., & Dvorsky, M. (2013). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245–258.

    Article  Google Scholar 

  • Strobach, K. (2016). Ensuring effective implementation of the Every Student Succeeds Act: guidance for school psychologists. Communiqué, 45(1), 33–34.

    Google Scholar 

  • Strong, M. (2005). Teacher induction, mentoring, and retention: a summary of the research. The New Educator, 1, 181–198.

    Article  Google Scholar 

  • Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E. J., & Vasquez-Nuttall, E. (1982). Position paper: cross-cultural counseling competencies. The Counseling Psychologist, 10(2), 45–52. doi:10.1177/0011000082102008.

    Article  Google Scholar 

  • Tomes, Y. I. (2011). Building competency in cross-cultural school psychology. In T. M. Lionetti, E. P. Snyder, R. W. Christner, T. M. Lionetti, E. P. Snyder, & R. W. Christner (Eds.), A practical guide to building professional competencies in school psychology (pp. 35–49). New York: Springer.

    Chapter  Google Scholar 

  • United States Department of Education. (2014). Racial/ethnic enrollment in public schools. Washington: National Center for Education Statistics Retrieved from http://nces.ed.gov/programs/coe/indicator_cge.asp#info.

    Google Scholar 

  • Vera, E., Thakral, C., Gonzales, R., Morgan, M., Conner, W., Caskey, E., et al. (2008). Subjective well-being in urban adolescents of color. Cultural Diversity and Ethnic Minority Psychology, 14, 224–233.

    Article  PubMed  Google Scholar 

  • Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: an examination of major arguments. The Urban Review, 42(3), 175–192. doi:10.1007/s11256-010-0150-1.

    Article  Google Scholar 

  • Wright, J. B., Filter, K. J., Nolan, J. D., & Sifers, S. (2012). School psychologists’ self-perceptions of multicultural competence: the relevance of experience and training. Trainers’ Forum: Journal of the Trainer’s of School Psychologists, 31(1), 7–20.

    Google Scholar 

  • Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth. American Psychologist, 67, 272–284.

    Article  PubMed  Google Scholar 

  • Ysseldyke, D., Lehr, Reschly, Reynolds, & Telzrow. (2008). School psychology: a blueprint for training and practice III. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 37–70). Bethesda: NASP.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Advanced Studies in Psychology, Kean University, 1000 Morris Avenue, Union, NJ, 07083, USA

    Aaron A. Gubi & Jackaira M. Espinal

  2. Idaho State University, Pocatello, ID, USA

    Joel O. Bocanegra & Chung-Hau Fan

  3. Tucson Unified School District, Tucson, AZ, USA

    Carlos Dejud

Authors
  1. Aaron A. Gubi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joel O. Bocanegra
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jackaira M. Espinal
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Carlos Dejud
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Chung-Hau Fan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Aaron A. Gubi.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

This article does not contain any studies with animals performed by any of the authors. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gubi, A.A., Bocanegra, J.O., Espinal, J.M. et al. A Pilot Study and Review of the School Psychology Cultural Competency Training Scale. Contemp School Psychol 22, 369–383 (2018). https://doi.org/10.1007/s40688-017-0139-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40688-017-0139-9

Keywords

Search

Navigation