Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022)

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2022-09-23 DOI:10.1177/01430343221111049

Sally L. Grapin

引用次数: 2

Abstract

This commentary offers a reflection on Proctor's (2022) contribution to the special issue. In particular, it focuses on three primary threads: (a) centering Black voices in school psychology's history; b) applying an anti-racist lens to recruitment and retention research and practices; and c) recognizing the role of historically Black colleges and universities (HBCUs) in advancing school psychology. Future directions for school psychology research and practice are discussed.

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以黑人学校心理学家的贡献、观点和经历为中心：普罗克特评论（2022）

这篇评论反映了普罗克特（2022）对特刊的贡献。特别是，它关注三个主要线索：（a）在学校心理学史上以黑人的声音为中心；b）将反种族主义视角应用于招聘和留用研究和实践；以及c）认识到历史上黑人学院和大学在促进学校心理学方面的作用。讨论了学校心理学研究和实践的未来方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer