培训学校心理学家进行文化知情的功能行为评估面试
Margarida Veiga1, Lindsay M Fallon2, Melissa Collier-Meek3
1School of Social Work, Bridgewater State University.
School psychology (Washington, D.C.)
|September 12, 2024
概括
行为技能培训提高了学校心理学家在文化上谦虚地进行采访的能力,与自我培训不同,这种自我培训只确保了协议的遵守. 这凸显了学校需要有效的专业发展的需要.
科学领域:
- 教育心理学教育心理学
- 学校心理学 学校心理学
- 文化心理学 文化心理学
背景情况:
- 排斥性纪律不成比例地影响少数民族学生.
- 功能性行为评估 (FBA) 是一种替代方案,但文化因素往往被忽视.
- 学校心理学家需要为FBAs培训文化谦卑的做法.
研究的目的:
- 为了比较高强度 (行为技能培训) 与低强度 (自我训练) 在学校心理学家的FBA面试技能的有效性.
- 评估心理学家在文化谦卑的情况下进行采访的能力.
- 在培训后评估面试质量和遵守协议.
主要方法:
- 一项研究将行为技能培训 (BST) 与学校心理学家的自我训练进行了比较.
- 参与者与护理人员进行了模拟的FBA采访.
- 面试被评估在训练前和训练后遵守协议和交付质量.
主要成果:
- 自主训练确保了FBA协议的遵守.
- 行为技能培训显著提高了面试交付的质量.
- 两种培训方法都没有明确地详细说明文化谦卑的结果.
结论:
- 在提高FBA面试质量方面,行为技能培训比自我培训更有效.
- 针对性的专业发展对于学校心理学家来说至关重要,以实施文化知情的实践.
- 未来的研究应该进一步探索在学校心理学中培养文化谦卑的有效培训方法.
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