As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse student and family populations, regardless of potential language or cultural barriers. The current article is focused on describing background and rationale for culturally responsive interviewing practices as they pertain to the roles and responsibilities of School Psychologists. Building on the guidelines and principles of the Cultural Formulation Interview (CFI), developed by the American Psychiatric Association, authors describe the potential applicability of the interviewing format for use with culturally and linguistically diverse students and families. Practical implications for use of culturally responsive interviewing strategies and culturally competent communication skills are discussed.
Hass, M.R. & Abdou, A.S. (2019). Culturally responsive interviewing practices. Contemporary School Psychology, 23, 47-56. https://doi.org/10.1007/s40688-018-0204-z
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This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Contemporary School Psychology, volume 23, in 2019 following peer review. The final publication is available at Springer via https://doi.org/10.1007/s40688-018-0204-z.
A free, read-only version of the final published article is available here.