School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity. (2010 National Association of School Psychology standards )
Demonstration of Knowledge and Evidence of Proficiency: Training in this domain was received through the following courses: Multicultural Counseling (PSY 632), Practicum (749) and Theory and Practice of Bilingual/Multicultural Education (EDPS 671). Multicultural Counseling (PSY 632) was taken to effectively function in a multicultural society with clients from diverse backgrounds. In this course I was able to develop the knowledge, tools and skills to become a responsive counselors for different ethnic minority and cultural groups. In the Multicultural Counseling course, I became aware of my assumptions about human behavior, values, biases, preconceived notions, personal limitations and attempt to understand the worldview of culturally differences. Practice of Bilingual/Multicultural Education (EDPS 671) in this course my knowledge in the School District provided training within all aspects of school psychology, but provided a more experience among interventions, mental health services, cultural differences, and language barriers.
As evidence of my professional competency, I have included two work samples from Practice of Bilingual/Multicultural Education (EDPS 671). The first sample is a field placement report on Asian culture and the responsiveness of the school staff and personnel. During my field placement I had the opportunity to interview school staffs and learn the diversity factors that a school psychologist must consider when addressing the needs of English language learners. The second work sample is a literature review called Bilingual School Psychologists Assessment Practices with English Language learners. During a psychological evaluation that I observed, I had the opportunity to observe a bilingual student get evaluated for academic purpose. This student spoke Spanish in the home but spoke English during testing, it was fortunate that the student had a bilingual school psychologist that is fluent in both his second language and English. The article that I chose discussed the increase amount of children identified as English Language Learner (ELL) in schools. Lastly, the second work sample from Practicum (PSY 749) is a bilingual counseling cases on a young Haitian student. Cultural competency must be aware of before proceeding with any formal type of counseling. During my counseling sessions, I had the opportunity to observe a student with emotional disturbance who exhibits attention seeking and escape behaviors. The student I observed recently came from Haiti due to a tragic earthquake to get a better life in America. Student is classified as emotional disturbance (ED) mandated for counseling. During the process of interventions, the student will depend on the psychologist for direction and a sense of hope. During my counseling sessions, I recognized my student’s dependent on the school psychologist. He seek for directions, advice and recognition.