School Psychology Forum

Challenging the Assumptions of Multicultural School Psychology
Volume 9, Issue 2 (Summer 2015 )

Editor: Steven R. Shaw


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  • A Multiyear Investigation of Combating Bullying in Middle School: Stakeholder Perspectives

    By David Shriberg, Mallory Burns, Poonam Desai, Stephanie Grunewald, & Rachel Pitt

    pp. 143—161

    ABSTRACT: Working collaboratively to address bullying among middle school students is an ongoing challenge. This study used participatory action research to collaborate with key stakeholders within a middle school to identify needs and implement more effective practices. Extensive qualitative and quantitative data are presented, along with process recommendations for bringing different stakeholders together for a sustained change effort.

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  • Introduction to the Special Issue: Challenging the Assumptions of Multicultural School Psychology: How Best to Meet the Psychoeducational Needs of Minority Students

    By Steven R. Shaw

    pp. 71—73

    ABSTRACT: This special issue presents the need for debate and discussion of multiculturalism in education. The lead article gives a pointed critique and call for research on the assumptions of multiculturalism in education. This paper is largely inspired by the book Meeting the Psychoeducational Needs of Minority Students (Frisby, 2013), which presents a long-form argument. These writings represent a strong challenge to the value of multiculturalism in education and the utility of multicultural competency in school psychology. The value of challenging assumptions of the practice of school psychology is promoted. Moreover, the groundwork for a long-term discussion of the value of multicultural competence is provided.

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  • Helping Minority Children in School Psychology: Failures, Challenges, and Opportunities

    By Craig L. Frisby

    pp. 74—87

    ABSTRACT: Observations that led to the development of the book, Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel (Frisby, 2013), will be discussed. This will be followed by a summary of the wide variety of the difficult and complex issues embedded within school psychology's attempts to address the psychoeducational needs of ethnic and racial minority students. This commentary closes with suggestions for future directions that our profession is urged to consider.

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  • Meeting the Psychoeducational Needs of Ethnic Minority Students: A Discussion of the Necessity of Multicultural Competence

    By Chieh Li, Hong Ni, & Diana Stoianov

    pp. 88.95

    ABSTRACT: In addition to a critique of the primary components of Frisby's article, the value of multicultural competence and training school psychologists is defended. Although acknowledging some weaknesses concerning the value of multicultural competence, these problems should not overshadow the continuous efforts of the researchers who address the challenges, such as conceptualization of multiculturalism in school psychology and identifying critical competencies; responsive training in school psychology; and evidence-based practices in critical areas such as assessment, consultation, and systems-level interventions with culturally diverse students and their schools and communities. Therefore, we argue that what our field needs is to improve multicultural research, teaching, and practice rather than abandon multiculturalism.

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  • Considering Intersectionality in Multiculturalism

    By Madeline Clark

    pp. 96—100

    ABSTRACT: The intersection of feminist theory and multiculturalism is discussed. Although Frisby makes several strong points, there are several aspects of his definition of multiculturalism that are simplistic. Expansion of ideas borrowed from feminism has potential to increase the nuance and accuracy of the conceptualization of multiculturalism.

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  • Defining Minority Culture for School Psychology Practice and Training in the United States

    By Ruben Lopez

    pp. 101—104

    ABSTRACT: The value of myth busting of common thinking by professional school psychologists and the general public is discussed. The unique service provided by Frisby in challenging closely held assumptions about multiculturalism is described. The problem of a dearth of research supporting multicultural education is reviewed.

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  • Culture and Identity in School Psychology Research and Practice: Fact Versus Fiction

    By Frank C. Worrell, & Educational Research Seminar

    pp. 105—120

    ABSTRACT: This article reviews and critiques the article by Frisby (2015) in this special issue of School Psychology Forum as well as Frisby's book, Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel (Frisby, 2013). The concepts discussed are in the context of a class in which the Frisby book was assigned and frequently discussed. The perceptions of Frisby's article and book by graduate students in an advanced graduate seminar are summarized and discussed.

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  • Impact of Stepping Stones Triple P on Parents With a Child Diagnosed With Autism Spectrum Disorder: Implication for School Psychologists

    By Richard W. VanVoorhis, Kenneth L. Miller, Susan M. Miller, & Judith C. Stull

    pp. 121—142

    ABSTRACT: The Stepping Stones Positive Parenting Program (Stepping Stones Triple P; SSTP) was designed for caregivers of children with disabilities to improve select parental variables such as parenting styles, parental satisfaction, and parental competency, and to reduce parental stress and child problem behaviors. This study focused on SSTP training for caregivers whose children were diagnosed with autism spectrum disorder (ASD). Eighteen caregivers of children diagnosed with ASD who attended a university-based autism center participated in a quasi-experimental, pretest–posttest control group study. Results revealed a statistically significant improvement for caregivers in the intervention group on the Parenting scale total score and also on this measure's Laxness subscale from pretest to posttest time periods. There was also a significant improvement for caregivers in the intervention group on the Parenting scale Verbosity subscale from pretest to delayed posttest. Implications of the study for school psychologists are identified and directions for future research are specified.

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