Does context matter? An analysis of training in multicultural assessment, consultation, and intervention between school psychologists in urban and rural contexts

Abstract

AbstractThe purpose of this study was to analyze the extent of training in multicultural assessment, intervention, and consultation of school psychologists in urban and rural contexts. Although there is greater cultural and sociodemographic diversity in urban settings as compared to rural settings, it is unknown whether school psychologists in urban settings have more training than school psychologists in rural contexts to assess, consult, or intervene in these multicultural settings. For this reason, 86 school psychologists in rural and urban contexts were surveyed about their training in multicultural assessment, consultation, and intervention. Results indicated that, overall, the school psychologists had little to no training in multicultural assessment, intervention, and consultation. However, school psychologists in urban context did indicate significantly higher level of training in multicultural intervention. Implications for multicultural training are discussed.