Identifying critical cross-cultural school psychology competencies

The purpose of this studs was to identify critical cross-cultural competencies for school psychologists. This, study used a Delphi procedure to bring together the expertise of a national sample of cross-cultural experts, including school psychology practitioners. faculty, and supervisors/administrators of whom 62% represented a racial/ethnic minority group member. To identify the competencies, we conducted an extensive literature search about cross-cultural school psychology competencies then used a questionnaire to ask expert panelists to rate the importance of the literature based competencies and to delineate additional competencies not represented in the integrated literature but based on expert opinion. The literature fielded 185 competencies and the panelists generated 75 additional competencies. Following the second questionnaire Found. 102 competencies were identified as, critical cross-cultural competencies, The 102 competencies covet, 14 major domains of professional activities and practices for school psychologists (e.g., Academic Interventions. Assessment. Consultation, Counseling, Culture, Language, Laws and Regulations, Organizational Skills, Professional Characteristics, Report Writing, Research Methods, Theoretical Paradigms, Working with Interpreters, and Working with Parents). Implications for research and training are discussed. (C) 2002 Society for the Study of School Psychology. Published by Elsevier Science Ltd.