Pub Date : 2020-10-01DOI: 10.1080/10474412.2020.1809225
David Shriberg
{"title":"Acknowledgments","authors":"David Shriberg","doi":"10.1080/10474412.2020.1809225","DOIUrl":"https://doi.org/10.1080/10474412.2020.1809225","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1809225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-05DOI: 10.1080/10474412.2020.1818571
David Shriberg
ABSTRACT This article provides the perspective of the outgoing Editor of this journal. Reflecting on this editor’s seven years in this role, suggestions for future directions in consultation scholarship are offered. Specifically, the author comments on the need to publish work from all corners of the globe and to provide more clarity and flexibility in terms of how consultation is conceptualized. The “art’ of consultation is also explored, accompanied by a call for consultation scholarship that encompasses a broad range of methodologies and speaks directly to social justice. Finally, the author previews the other six articles in this special topic issue. All of these articles were written by former Associate Editors of this journal and outline a future expanded agenda for consultation research.
{"title":"The Present and Future of Consultation Scholarship: Reflections on Seven Years as Editor of Journal of Educational and Psychological Consultation","authors":"David Shriberg","doi":"10.1080/10474412.2020.1818571","DOIUrl":"https://doi.org/10.1080/10474412.2020.1818571","url":null,"abstract":"ABSTRACT This article provides the perspective of the outgoing Editor of this journal. Reflecting on this editor’s seven years in this role, suggestions for future directions in consultation scholarship are offered. Specifically, the author comments on the need to publish work from all corners of the globe and to provide more clarity and flexibility in terms of how consultation is conceptualized. The “art’ of consultation is also explored, accompanied by a call for consultation scholarship that encompasses a broad range of methodologies and speaks directly to social justice. Finally, the author previews the other six articles in this special topic issue. All of these articles were written by former Associate Editors of this journal and outline a future expanded agenda for consultation research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1818571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42599105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-19DOI: 10.1080/10474412.2020.1805326
Amanda B. Clinton
ABSTRACT Interest in international aspects of educational psychology and consultation, as well as other sub-specializations in the field, has grown significantly in recent years. However, a truly global perspective on human processes and behaviors has yet to come to fruition and the field remains largely Western-dominated. This paper discusses the challenge and need for psychology to work toward a truly inclusive science and profession in the interests of all peoples of the world.
{"title":"Psychological and Educational Consultation in the International Context","authors":"Amanda B. Clinton","doi":"10.1080/10474412.2020.1805326","DOIUrl":"https://doi.org/10.1080/10474412.2020.1805326","url":null,"abstract":"ABSTRACT Interest in international aspects of educational psychology and consultation, as well as other sub-specializations in the field, has grown significantly in recent years. However, a truly global perspective on human processes and behaviors has yet to come to fruition and the field remains largely Western-dominated. This paper discusses the challenge and need for psychology to work toward a truly inclusive science and profession in the interests of all peoples of the world.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1805326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-19DOI: 10.1080/10474412.2020.1793348
Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, Nai-Jiin Yang
ABSTRACT The purpose of this study was to examine an adaptation of the Consultation Self-Efficacy Scale (CSES) and its psychometric properties among Chinese-speaking populations. The participants included 428 undergraduate and graduate-level students from school counseling training programs in Taiwan. We performed exploratory factor analyses to examine the factor structure of the Chinese version of the CSES and identified five relevant factors that were different from the original factor structure: (a) Process and Awareness, (b) Client Skills, (c) Cultural Sensitivity, (d) Intervention, and (e) Facilitation. The results of reliability estimates supported the internal consistency of each factor (ω and α >.91). Collectively, the five factors accounted for 67.59% of the variance among the items, indicating its psychometric adequacy. Possible explanations for the restructuring of the CSES factors with the cross-cultural sample are discussed. The validated Chinese version of the CSES can be utilized as a progress monitoring or outcome measure for pre-service and in-service consultation training purposes in Taiwan. Additional validation research is warranted for generalization of its usage to other Chinese-speaking professions.
{"title":"An Examination of the Psychometric Properties of the Consultation Self-Efficacy Scale in Taiwan","authors":"Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, Nai-Jiin Yang","doi":"10.1080/10474412.2020.1793348","DOIUrl":"https://doi.org/10.1080/10474412.2020.1793348","url":null,"abstract":"ABSTRACT The purpose of this study was to examine an adaptation of the Consultation Self-Efficacy Scale (CSES) and its psychometric properties among Chinese-speaking populations. The participants included 428 undergraduate and graduate-level students from school counseling training programs in Taiwan. We performed exploratory factor analyses to examine the factor structure of the Chinese version of the CSES and identified five relevant factors that were different from the original factor structure: (a) Process and Awareness, (b) Client Skills, (c) Cultural Sensitivity, (d) Intervention, and (e) Facilitation. The results of reliability estimates supported the internal consistency of each factor (ω and α >.91). Collectively, the five factors accounted for 67.59% of the variance among the items, indicating its psychometric adequacy. Possible explanations for the restructuring of the CSES factors with the cross-cultural sample are discussed. The validated Chinese version of the CSES can be utilized as a progress monitoring or outcome measure for pre-service and in-service consultation training purposes in Taiwan. Additional validation research is warranted for generalization of its usage to other Chinese-speaking professions.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1793348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48145338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10474412.2019.1673759
Tamika P. La Salle, Cixin Wang, Chaorong Wu, Jesslynn Rocha Neves
ABSTRACT The student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed.
{"title":"Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward","authors":"Tamika P. La Salle, Cixin Wang, Chaorong Wu, Jesslynn Rocha Neves","doi":"10.1080/10474412.2019.1673759","DOIUrl":"https://doi.org/10.1080/10474412.2019.1673759","url":null,"abstract":"ABSTRACT The student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1673759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10474412.2019.1674152
Sujay V. Sabnis, J. Castillo, Jennifer R. Wolgemuth
ABSTRACT The federal RTI policy came into effect in 2004, and saw widespread diffusion. The culture of policy framework explicates the design inherent to the life cycles of equity-oriented top-down policies – how they get made, spread, and mutate. In this critical qualitative inquiry, we interviewed six white teachers about RTI, and their experiences of using its principles to serve Black students. Using the culture of policy framework, we conducted theoretical thematic analysis of the interview data to understand the rituals and ideologies driving the local enactments of RTI. Main findings involved a compliance-driven RTI, and deficit-based interpretations of students’ poor responses to inadequate Tier 2/3 supports. Tiers became a typology for classifying students similar to special education labels. These findings provide a glimpse into RTI’s appropriation into the existing system. We discuss recommendations to help consultants develop transformative anti-oppressive practice.
{"title":"RTI, Equity, and the Return to the Status Quo: Implications for Consultants","authors":"Sujay V. Sabnis, J. Castillo, Jennifer R. Wolgemuth","doi":"10.1080/10474412.2019.1674152","DOIUrl":"https://doi.org/10.1080/10474412.2019.1674152","url":null,"abstract":"ABSTRACT The federal RTI policy came into effect in 2004, and saw widespread diffusion. The culture of policy framework explicates the design inherent to the life cycles of equity-oriented top-down policies – how they get made, spread, and mutate. In this critical qualitative inquiry, we interviewed six white teachers about RTI, and their experiences of using its principles to serve Black students. Using the culture of policy framework, we conducted theoretical thematic analysis of the interview data to understand the rituals and ideologies driving the local enactments of RTI. Main findings involved a compliance-driven RTI, and deficit-based interpretations of students’ poor responses to inadequate Tier 2/3 supports. Tiers became a typology for classifying students similar to special education labels. These findings provide a glimpse into RTI’s appropriation into the existing system. We discuss recommendations to help consultants develop transformative anti-oppressive practice.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1674152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45759567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10474412.2019.1669451
Stacy A. S. Williams, Daria V. Hanssen, Carol R. Rinke, C. R. Kinlaw
ABSTRACT The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.
{"title":"Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community","authors":"Stacy A. S. Williams, Daria V. Hanssen, Carol R. Rinke, C. R. Kinlaw","doi":"10.1080/10474412.2019.1669451","DOIUrl":"https://doi.org/10.1080/10474412.2019.1669451","url":null,"abstract":"ABSTRACT The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1669451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10474412.2019.1683741
M. M. Chittooran
ABSTRACT Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.
{"title":"A Solution-Focused Consultee-Centered Consultation Model to Dismantle White Privilege: Applications in a Teacher Education Program","authors":"M. M. Chittooran","doi":"10.1080/10474412.2019.1683741","DOIUrl":"https://doi.org/10.1080/10474412.2019.1683741","url":null,"abstract":"ABSTRACT Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1683741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10474412.2019.1705162
Olivia G. Holter, Anisa N. Goforth, K. Pyke, Zachary R. Shindorf
ABSTRACT Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum.
{"title":"Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans","authors":"Olivia G. Holter, Anisa N. Goforth, K. Pyke, Zachary R. Shindorf","doi":"10.1080/10474412.2019.1705162","DOIUrl":"https://doi.org/10.1080/10474412.2019.1705162","url":null,"abstract":"ABSTRACT Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1705162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41319659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-29DOI: 10.1080/10474412.2020.1785884
Tracy Gershwin
ABSTRACT Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation’s 30th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy.
{"title":"Legal and Research Considerations regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation","authors":"Tracy Gershwin","doi":"10.1080/10474412.2020.1785884","DOIUrl":"https://doi.org/10.1080/10474412.2020.1785884","url":null,"abstract":"ABSTRACT Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation’s 30th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1785884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46603339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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