School psychologists demonstrate a respect for diversity in many contexts. They are able to implement effective strategies for all students, while being knowledgeable of their diverse backgrounds, abilities, and individual differences. School psychologists support the school in promoting fairness and social justice in school policies and programs.
Reference
Stuart, R. (2004). Twelve practical suggestions for achieving multicultural competence. Professional Psychology: Research and Practice, 35(1), 3-9. Retrieved from
Summary
Multicultural competence can be defined as the ability to understand and constructively relate to the uniqueness of each client in light of the diverse cultures that influence each person’s perspective.
How it has informed practice
Because the complexity of culture is often overlooked, multicultural research often inadvertently strengthens the stereotypes that it is intended to thwart. To avoid stereotypic thinking, clinicians must critically evaluate cross-cultural research and be thoughtfully creative in applying it to clinical practice. Twelve suggestions are offered for the use of multicultural research as a source of questions that enhance respect for clients’ cultural identities rather than as answers that foreclose it.
Reference
Arnet, J.J. (2007). Suffering, selfish, slackers? Myth and reality about emerging adults. Journal of Youth and Adolescence, 36, 23-29. Retrieved from https://link-springer-com.ezproxy.lib.ucalgary.ca/article/10.1007%2Fs10964-006-9157-z
Summary
This essay addresses three of the myths of adolescence: the claim that they suffer from a normative “crisis”; the accusations that they are “selfish”; and their alleged reluctance to “grow up” and become adults. For each issue, evidence is presented showing that the myths exaggerate or falsify the true experience of emerging adults.
How it has Informed Practice
This relates to the domain of diversity because not only do practitioners need to be aware and knowledgeable of cultural biases, they also need to be aware of working with clients from different ages and be aware of how our biases towards adolescents could affect our ability to provide them with the best care and recommendations.
Reference
Kaspar. V. (2013). Mental health of aboriginal children and adolescents in violent school environments: Protective mediators of violence and psychological/nervous disorders. Social Science and Medicine, 81, 70-78. Retrieved from http://www.sciencedirect.com.ezproxy.lib.ucalgary.ca/science/article/pii/S0277953612008283
Summary
The effect of school violence on mental health was examined among 12,366 Aboriginal children and adolescents. More than one-fifth of students in the sample attended schools where violence was perceived as a problem.
How it has Informed Practice
It is important to develop strategies for working with diverse populations. In my 676 coursework, I gained experience in training for conducting risk assessments, which will be essential when working with violent youth.
Reference
Tishelman, et al. (2015). Serving transgender youth: Challenges, dilemmas, and clinical examples. Professional Psychology: Research and Practice, 46(1), 37-45. Retrieved from http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001326-201502000-00006&D=ovft&PDF=y
Summary
This article describes an innovative program: the first mental health and medical multidisciplinary clinic to serve the needs of gender variant youth. the article focusing on the psychologist’s role within a multidisciplinary team and the mental health needs of the youth and families assisted.
How it has Informed Practice
Because this is still an evolving domain in pscyhology, it is important to be informed wiht up-to -date methods of working with diverse popultions, including transgendered youth. This is an area where I will continue to need to seek out research indicatign the best methods to meet the emotional needs of these clients.