Cultural Competence in Applied Psychology

Zusatztext

The first volume of its kind, this provocative book evaluates the construct of cultural competence from multiple perspectives. At the intersection of diverse disciplines and domains, contributors argue for greater clarity in understanding the cultural competence construct, a deeper level of analysis as to its multifaceted components, and call for concrete practical objectives and science-based means of measurement. Serious, nuanced discussion addresses challenges, strengths, and limitations of current cultural competence practice  in terms of sociocultural concepts (e.g., race, ethnicity) and practical concepts (e.g., sensitivity in the therapeutic relationship, treatment efficacy). In addition, contributors identify future directions for research, training, and practice with the potential to spur the further evolution of this clinically important construct. This timely book:   Critiques the cultural competence construct and its evaluation as it is currently disseminated within applied psychology.   Compares and contrasts how cultural competence is defined within clinical, school, and counseling psychology.   Analyzes difficulties and challenges in understanding the cultural competence construct as evaluated through the lens of closely related fields                    outside of  applied psychology.   Spotlights complexities in cultural competence issues pertaining to specific populations.   Sets out implications for education and training, offering a detailed outline for an ideal college course in cultural competence With this level of reasoning and rigor, Cultural Competence in Applied Psychology  is sure to stimulate long-overdue dialogue and debate among professionals across a wide variety of fields, such as clinical psychology, social work, child and socialpsychology, psychotherapy, school psychology, and counseling.

Autorenportrait

Craig L. Frisby, Ph.D is an associate professor of school psychology at the University of Missouri, Columbia. He is the former associate editor of School Psychology Review, the official journal of the National Association of School Psychologists, and currently serves as the associate editor of Psychological Assessment, the official assessment journal of the American Psychological Association. He is the co-editor of The Comprehensive Handbook of Multicultural School Psychology (2005), and the author of Meeting the Psychoeducational Needs of Minority Children (2013), both published by Wiley & Sons. He currently serves on the screening technical review committee of the National Center on Response to Intervention. He is a member of the National Association of School Psychologists, APA Division 16, and an elected member of the Society for the Study of School Psychology. William ODonohue, Ph.D. is a licensed psychologist and chairman and professor of psychology at the University of Nevada,Reno, and an adjunct professor in the department of philosophy and a faculty member of the National Judicial College. He has published over 70 books and 150 journal articles and book chapters. He holds advanced degrees both in philosophy and psychology. For the past 14 years, he has been director of a free clinic that treats children who have been sexually abused and adults who have been sexually assaulted.

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