Department of Psychology, Tulane University.
School of Education, Saint Louis University.
Sch Psychol. 2020 Nov;35(6):440-450. doi: 10.1037/spq0000403.
School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated primarily in North America and Western Europe. Moreover, in the past 25 years, the profession has made insufficient progress in changing its focus toward an ecological systems perspective as initially envisioned by Conoley and Gutkin in 1995 and revisited in this issue. In this article, we embrace and expand that vision to include the infusion of global and intercultural perspectives into school psychology research, training, practice, policy, and advocacy as a means to address cultural diversity within local contexts across the globe, with a particular focus on school psychology within the United States. We begin with a discussion of terminology that addresses international and cross-cultural issues related to diversity. We then examine past and present perspectives and approaches to cultural diversity and globalization within school psychology and propose future directions for research, training, practice, policy, and advocacy within a global-intercultural perspective. We conclude with our reflections about transforming school psychology and school psychologists. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
学校心理学在国内外环境中对多样化人群的关注有限，且基于主要在北美和西欧产生的心理学知识的循证资源也有限，因此一直饱受批评。此外，在过去的 25 年中，该专业在将其关注点转向最初由 Conoley 和 Gutkin 于 1995 年提出并在本期重新审视的生态系统观点方面，进展甚微。在本文中，我们接受并扩展了这一愿景，将全球和跨文化视角融入学校心理学研究、培训、实践、政策和宣传中，以此在全球范围内解决当地环境中的文化多样性问题，特别关注美国的学校心理学。我们首先讨论与多样性相关的国际和跨文化问题的术语。然后，我们审视了学校心理学中文化多样性和全球化的过去和现在的观点和方法，并为全球跨文化视角下的研究、培训、实践、政策和宣传提出了未来的方向。最后，我们反思了如何改变学校心理学和学校心理学家。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
