.png){kind=icon}
.png){kind=icon}
Return
An Examination of School Psychologists’ Training, Competence, and Needs in Working With Indigenous Students in Nova Scotia
.png){kind=icon}
OA
AI
S
K
L
M
C
C
N
DOI：10.1177/08295735251399351.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
<jats:p>Indigenous students in Canada typically experience lower educational attainment, graduate at lower rates, and are disproportionately represented on Individual Education Plans compared to their non-Indigenous peers, despite consistent efforts to meet the needs of these students in a culturally responsive way. Many school psychologists report that they do not have the necessary skills and training to work effectively with Indigenous students, meaning that these students might not be adequately supported in schools. Forty-nine Nova Scotia school psychologists completed a survey about their perceptions of their graduate preparation, current knowledge, and knowledge needed to practice effectively with Indigenous students across the APA’s six areas of cross-cultural competency. Results indicated that school psychologists felt that their graduate training did not adequately prepare them and that their level of current knowledge was not sufficient to practice effectively with Indigenous students and communities. However, the majority of respondents indicated that they believed it was important to be knowledgeable about Indigenous students’ backgrounds and culture, suggesting an openness to learning. Suggestions for training and practice are discussed in the context of the TRC Calls to Action and the CPA accreditation standards, with a focus on transformative education and culturally responsive practices.</jats:p>
Journal
IF:
1.8
Papers:
264
Citations:
722
Organization
Cited Papers