Parker Janise S, Murray Kate, Boegel Riley, Slough Madeline, Purvis Lee, Geiling Christie
P. O. Box 8795, Williamsburg, VA 23185 USA School Psychology and Counselor Education Department, School of Education, William & Mary.
Shreveport, LA USA Louisiana State University Shreveport.
Contemp Sch Psychol. 2023;27(2):370-385. doi: 10.1007/s40688-021-00396-z. Epub 2021 Sep 14.
Religiosity and spirituality are essential aspects of individuals' cultural identities. However, the field of school psychology has generally avoided in-depth discussion regarding the implications of religious/spiritual diversity within the context of multiculturalism and culturally responsive practice. One aim of this study was to examine school psychology students' perceptions of their current training relative to religious and spiritual diversity, because graduate training is critical for helping emerging practitioners develop attitudes, knowledge, and skills to employ culturally responsive services. Results showed that students received limited preparation and explicit teaching to address issues related to religious and spiritual diversity; and programs most frequently addressed disability diversity, socioeconomic diversity, and racial/ethnic diversity. Furthermore, the participants most frequently identified practicum experiences as facilitating their capacity to respond to religious and spiritual diversity in their professional practice. Key results suggest that school psychology graduate students may benefit from more explicit instruction during their graduate training to respond to religion and spirituality as aspects of cultural diversity in their professional work.
宗教信仰和精神追求是个人文化身份的重要组成部分。然而，学校心理学领域通常避免在多元文化主义和文化响应性实践的背景下，对宗教/精神多样性的影响进行深入讨论。本研究的一个目的是考察学校心理学专业学生对其当前与宗教和精神多样性相关培训的看法，因为研究生培训对于帮助初出茅庐的从业者培养态度、知识和技能以提供文化响应性服务至关重要。结果表明，学生在处理与宗教和精神多样性相关的问题时，所接受的准备和明确教学有限；课程最常涉及的是残疾多样性、社会经济多样性和种族/族裔多样性。此外，参与者最常认为实习经历有助于他们在专业实践中应对宗教和精神多样性。关键结果表明，学校心理学研究生可能会从研究生培训期间更明确的指导中受益，以便在其专业工作中将宗教和精神追求作为文化多样性的一部分加以应对。
