文化如何融入去执行化?实证研究范围综述

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres
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引用次数: 0

摘要

研究表明,与白人相比,少数种族和民族人口更有可能接受低价值的服务。因此,必须取消(即替换或停止使用)这些做法,以便为更有效的替代方案留出空间,减少结果上的差异。然而,人们对如何、何时以及为何停止使用这些方法的了解还很有限。事实证明,通过各种机制(如提高服务质量),停止使用这些做法可以改善客户的结果。本次范围界定审查有两个目的。首先,我们研究了与取消实施相关的实证文章,以确定是否对文化(从业者或客户的价值观和信仰)和种族/民族进行了评估或报告。其次,我们研究了在整个取消实施过程中是如何考虑这些因素的。共确定了 20 项实证研究。研究结果表明,关于文化和种族/民族如何影响取消实施及随之而来的结果的文献还存在空白。我们对不同环境下的研究进行了分析,以强调在实施去实施化过程中考虑文化和种族/民族因素的重要性。最后,我们对未来的研究提出了建议,并讨论了对从业人员的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How does culture fit into de‐implementation? A scoping review of empirical research
Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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