This interactive presentation asks where the field of school psychology within Canada "is at" and where it might be headed, in terms of addressing the Truth and Reconciliation Commission of Canada (TRC) report. First, Dennis Wendt will discuss some broad trends in terms of attempts towards "Indigenization" of Canadian school psychology. He will discuss particular challenges and opportunities facing the field in light of new CPA accreditation standards—in particular, a new foundational competency called "Indigenous interculturalism." Next, Melanie Nelson will discuss ethical, relational, conceptual, and practical considerations in regards to assessment—a core practice of school psychologists that has done considerable harm to Indigenous communities. She will present a decolonizing framework for consideration while participants reflect on where their own practice "is going."
Dr. Melanie Nelson
Dr. Melanie Nelson is a proud Samahquam (St'at'imc) woman presently residing and working on the unceded lands of the Musqueam People. As an Assistant Professor in the School and Applied Child Psychology program, her work challenges clinicians and the profession of psychology to adopt a more responsive approach when dealing with Indigenous populations. Dr. Nelson's research focuses on the experiences of Indigenous caregivers within Western systems, including the assessment and diagnosis process, despite the absence of the construct of disability in traditional thought. Additionally, she investigates how Indigenous youth identify and access support for mental health and wellness in schools and their communities.
Dr. Dennis Wendt
For the past 12 years, Prof. Wendt has collaborated with Indigenous communities in Canada and the United States in exploring, developing, and evaluating culturally relevant interventions pertaining to mental health, substance use, and community wellness. The author of over 35 peer-reviewed publications, Prof. Wendt is the recipient of the 2021 Distinguished Early Career Contributions in Qualitative Inquiry Award and the 2016 Distinguished Dissertation Award in Qualitative Inquiry, both from the American Psychological Association (APA) Division of Quantitative and Qualitative Methods. His current research is funded by the the Canadian Institutes of Health Research (CIHR), the U.S. National Institutes of Health (NIH), the Quebec-Atlantic Node of the Canadian Research Initiative in Substance Misuse (CRISM), and the McGill Faculty of Education. He collaborates with researchers from Harvard University, University of Washington, University of New Mexico, Université de Montréal, University of Calgary, Dalhousie University, Concordia University, University of New Brunswick, and Lakehead University, as well as with nine First Nations or Indigenous organizations in Canada and two American Indian Tribes.
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