Affordable Access

deepdyve-link
Publisher Website

An Exploratory Study of School Psychology Students’ Perceptions of Religious and Spiritual Diversity Training in their Graduate Programs

Authors
  • Parker, Janise S.1
  • Murray, Kate1
  • Boegel, Riley1
  • Slough, Madeline1
  • Purvis, Lee2
  • Geiling, Christie1
  • 1 William & Mary,
  • 2 Louisiana State University Shreveport,
Type
Published Article
Journal
Contemporary School Psychology
Publisher
Springer New York
Publication Date
Sep 14, 2021
Pages
1–16
Identifiers
DOI: 10.1007/s40688-021-00396-z
PMID: 34540342
PMCID: PMC8438905
Source
PubMed Central
Keywords
Disciplines
  • Article
License
Unknown

Abstract

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.

Report this publication

Statistics

Seen <100 times