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A theoretical framework for training monolingual school psychologists to work with multilingual/multicultural children: An exploration of the major competencies
Author(s) -
GopaulMcNicol SharonAnn
Publication year - 1997
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199701)34:1<17::aid-pits3>3.0.co;2-s
Subject(s) - multiculturalism , psychology , school psychology , pedagogy , work (physics) , cultural competence , training (meteorology) , medical education , multicultural education , applied psychology , developmental psychology , mechanical engineering , physics , meteorology , engineering , medicine
With the continued increase of children from diverse backgrounds entering the United States school systems, it is imperative that school psychologists gain a working knowledge of how to best serve these children. This article suggests the major competencies for training school psychologists in working with culturally and linguistically diverse students. The suggestions offered were gathered from both practitioners in the field, published data, literature reviews, and personal observations. © 1997 John Wiley & Sons, Inc.