Diversity in Development & Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity (NASP, 2010).
"Society is unity in diversity."
- George H. Mead
"Society is unity in diversity."
- George H. Mead
Course Work
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders.
Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and
decision-making process is emphasized.
EDPS 654: Neurobiological and Developmental Bases of Learning and Behaviour
This course examined the field of cognitive neuroscience from an assessment framework, promoting our growing understanding of neurobehavioural disorders and current testing techniques and practices. A focus on brain development and brain-behaviour relationships, as well as the neurophysiological and cognitive aspects of developmental disorders were investigated.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to work with families from a variety of cultures, dynamics, and socioeconomic levels in which I was challenged to adapt my services to meet of their unique needs. I have had the opportunity to work with male and females, children, adolescents, and an adult; each diverse in their areas of concerns and desired outcomes.
EDPS 698: ADHD
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders.
Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and
decision-making process is emphasized.
EDPS 654: Neurobiological and Developmental Bases of Learning and Behaviour
This course examined the field of cognitive neuroscience from an assessment framework, promoting our growing understanding of neurobehavioural disorders and current testing techniques and practices. A focus on brain development and brain-behaviour relationships, as well as the neurophysiological and cognitive aspects of developmental disorders were investigated.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to work with families from a variety of cultures, dynamics, and socioeconomic levels in which I was challenged to adapt my services to meet of their unique needs. I have had the opportunity to work with male and females, children, adolescents, and an adult; each diverse in their areas of concerns and desired outcomes.
EDPS 698: ADHD
Work Samples
As a school psychologist, it's important to recognize that factors related to children and adolescents as an individual, as well as to their families, that can have an influence on how clients are developing or functioning in their academic, cognitive, and social/emotional and behavioural skills. As Johnson and Puplampu (2008) explain, it is essential that we recognize how technology can influence a child's and adolescent's development. This paper presents the potential positive and negative influences social networking media may have on the development of social competence of adolescents. |
During our ethics course, we were asked to use the ethical decision-making model to determine appropriate services for an aboriginal youth and his grandmother. This paper is an example of how essential it is for a psychologist to be aware of cultural diversity and their own potential bias while working with clients from a different culture than their own.
One area I want to examine further is the norming of assessment measures I will have available to me within our district. It will be important for me to be aware if the assessment I am using included individuals from certain cultural, socio-economic, and abilities background. |
Level of Competence
Rate: Medium
Reflection:
Overall this is an area where I feel knowledgeable about the diverse factors which affect students and their families. My experience with families of varying cultures, socio-economic status, family status, and other factors that can influence child and adolescent development assists me in terms of assessment, intervention, and ongoing support. I am continually aware of addressing any personal biases, whether they be positive or negative, when working with students and their families.
Rate: Medium
Reflection:
Overall this is an area where I feel knowledgeable about the diverse factors which affect students and their families. My experience with families of varying cultures, socio-economic status, family status, and other factors that can influence child and adolescent development assists me in terms of assessment, intervention, and ongoing support. I am continually aware of addressing any personal biases, whether they be positive or negative, when working with students and their families.
Annotated Bibliography
Ecklund, K., & Johnson, W. B. (2007). Toward cultural competence in child intake assessments. Professional
Psychology: Research and Practice, 38(4), 356-362. doi:10.1037/0735-7028.38.4.356
This article depicts a process for integrating assessment of cultural data within the traditional intake for assessment in children's mental health. The focus is to assist psychologists with developing applied cultural competency skills. This is definitely an article I will find beneficial in the future when working with families of diverse cultural backgrounds.
Grusec, J. E., & Hastings, P. D. (2007). Handbook of socialization: Theory and research. New York, NY: The Guilford Press.
This book examines how socialization processes, theories, and research findings related to family, peer, school, community, media, and social economic status can influence an individual`s development. The chapters within this book will be extremely valuable to me in understanding how diverse factors are needed to be investigated and considered throughout the assessment and intervention process.
Johnson, G. M., & Puplampu, K. P. (2008). Internet use during childhood and the ecological techno-subsystem. Canadian Journal of Learning and Technology, 34(1), 19-28
This article depicts how there is a need to add a techno-subsystems to Bronfenbrenner`s ecological model to fully examine how a child`s or adolescent`s environment can influence their development. I found this article very interesting, especially considering recent research on how texting and social networking media is contributing to adolescent girl`s anxiety. Technology is such a big part of our society today that it is important to recognize it`s influence on child and adolescent development.
Spencer, M. B., Harpalani, V., Fegley, S., Dell’Angelo, T., & Seaton, G. (2003). Identity, self, and peers in context: A culturally sensitive, developmental framework for analysis. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs (Vol. 1, pp. 123-142).
This chapter examines the factors that promote positive youth development, which include understanding identity, knowledge of individual differences, culture and ethnicity, and abilities. It further grounds diversity within socialization and the ecological
perspective on the promotion of positive youth development. This chapter has provided me with a clearer awareness that there are a variety of diversity factors that need to be considered when working with a client and their family.
Ecklund, K., & Johnson, W. B. (2007). Toward cultural competence in child intake assessments. Professional
Psychology: Research and Practice, 38(4), 356-362. doi:10.1037/0735-7028.38.4.356
This article depicts a process for integrating assessment of cultural data within the traditional intake for assessment in children's mental health. The focus is to assist psychologists with developing applied cultural competency skills. This is definitely an article I will find beneficial in the future when working with families of diverse cultural backgrounds.
Grusec, J. E., & Hastings, P. D. (2007). Handbook of socialization: Theory and research. New York, NY: The Guilford Press.
This book examines how socialization processes, theories, and research findings related to family, peer, school, community, media, and social economic status can influence an individual`s development. The chapters within this book will be extremely valuable to me in understanding how diverse factors are needed to be investigated and considered throughout the assessment and intervention process.
Johnson, G. M., & Puplampu, K. P. (2008). Internet use during childhood and the ecological techno-subsystem. Canadian Journal of Learning and Technology, 34(1), 19-28
This article depicts how there is a need to add a techno-subsystems to Bronfenbrenner`s ecological model to fully examine how a child`s or adolescent`s environment can influence their development. I found this article very interesting, especially considering recent research on how texting and social networking media is contributing to adolescent girl`s anxiety. Technology is such a big part of our society today that it is important to recognize it`s influence on child and adolescent development.
Spencer, M. B., Harpalani, V., Fegley, S., Dell’Angelo, T., & Seaton, G. (2003). Identity, self, and peers in context: A culturally sensitive, developmental framework for analysis. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs (Vol. 1, pp. 123-142).
This chapter examines the factors that promote positive youth development, which include understanding identity, knowledge of individual differences, culture and ethnicity, and abilities. It further grounds diversity within socialization and the ecological
perspective on the promotion of positive youth development. This chapter has provided me with a clearer awareness that there are a variety of diversity factors that need to be considered when working with a client and their family.