{"title":"心理学中基于证据的干预和实践的文化适应。","authors":"Kamontá Heidelburg, Patrice M Leverett, Julianne Berte, Chanon Viriyasatien, Danielle Haslem, Rayna Hutcherson","doi":"10.1037/spq0000694","DOIUrl":null,"url":null,"abstract":"<p><p>Culture permeates all school psychology theory, research, training, and practice areas and is integral to culturally responsive psychological service delivery. This introduction to the special issue overviews culture and conceptualizes how culture is defined and evolved in psychology. The authors discuss frameworks and recommendations for cultural adaptations to evidence-based interventions and some limitations to culturally adapting evidence-based interventions. The collection of manuscripts in this special issue aims to advance the scholarship regarding intentional cultural adaptations to evidence-based interventions to promote equitable student outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"40 2","pages":"101-107"},"PeriodicalIF":0.0000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cultural adaptations to evidence-based interventions and practices in psychology.\",\"authors\":\"Kamontá Heidelburg, Patrice M Leverett, Julianne Berte, Chanon Viriyasatien, Danielle Haslem, Rayna Hutcherson\",\"doi\":\"10.1037/spq0000694\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Culture permeates all school psychology theory, research, training, and practice areas and is integral to culturally responsive psychological service delivery. This introduction to the special issue overviews culture and conceptualizes how culture is defined and evolved in psychology. The authors discuss frameworks and recommendations for cultural adaptations to evidence-based interventions and some limitations to culturally adapting evidence-based interventions. The collection of manuscripts in this special issue aims to advance the scholarship regarding intentional cultural adaptations to evidence-based interventions to promote equitable student outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>\",\"PeriodicalId\":74763,\"journal\":{\"name\":\"School psychology (Washington, D.C.)\",\"volume\":\"40 2\",\"pages\":\"101-107\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School psychology (Washington, D.C.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/spq0000694\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School psychology (Washington, D.C.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/spq0000694","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
文化渗透到学校心理学的所有理论、研究、培训和实践领域，是提供符合文化要求的心理服务不可或缺的一部分。本特刊的导言概述了文化，并对心理学中如何定义和发展文化进行了概念化。作者讨论了循证干预的文化适应框架和建议，以及循证干预的文化适应局限性。本特刊所收集的手稿旨在推动对循证干预进行有意的文化适应性研究，以促进学生取得公平的学习成绩。(PsycInfo Database Record (c) 2025 APA，保留所有权利）。
Cultural adaptations to evidence-based interventions and practices in psychology.
Culture permeates all school psychology theory, research, training, and practice areas and is integral to culturally responsive psychological service delivery. This introduction to the special issue overviews culture and conceptualizes how culture is defined and evolved in psychology. The authors discuss frameworks and recommendations for cultural adaptations to evidence-based interventions and some limitations to culturally adapting evidence-based interventions. The collection of manuscripts in this special issue aims to advance the scholarship regarding intentional cultural adaptations to evidence-based interventions to promote equitable student outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
