A Pilot Study and Review of the School Psychology Cultural Competency Training Scale

Abstract

This study aims to evaluate the individual scales that comprise the School Psychology Cultural Competency Training Scale (SPCCTS), to examine school psychologists’ perceptions of the quality of training they received with regard to providing culturally competent services. Individual scales were created so that critical domains of professional practice in school psychology could be examined independently. One general scale and six measures examining critical multicultural professional practice competencies in specific domains were examined. All scales used were found to have an internal consistency within the adequate to excellent range and significantly correlated with each other. The general scale and five of the six domain-specific scales enjoyed very good to excellent internal consistency (0.88–0.94), whereas one domain scale demonstrated adequate internal consistency. Contrary to expectations, the level of graduate training or the racial/ethnic background of the respondent did not influence their perception of the quality of multicultural training they received in their graduate program. Perceptions of quality of graduate training within several domains of school psychology were evaluated and are discussed. Findings suggest that while students report that they received quality multicultural training in many areas of professional practice, findings suggest that there are practice domains of cultural competency that could be enhanced through improved exposure and training within graduate programs. Also, findings suggest that there is utility in providing ongoing professional development to practicing school psychologists. Implications and limitations were discussed.