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The article documents one school psychology program’s contexts, recruitment processes, and retention strategies that have enabled multiple Indigenous nations to graduate dozens of Indigenous school psychologists.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/preparing-indigenous-school-psychologists-stories-from-an-indigenous-specialization-project-in-school-psychology/598336/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/preparing-indigenous-school-psychologists-stories-from-an-indigenous-specialization-project-in-school-psychology/598336.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article argue that school psychology programs must improve preparation for Indigenous students?","Question",{"text":63,"@type":64},"It explains that Indigenous youth face long-standing educational disparities, while evidence-based practices and assessment tools often are not normed on Indigenous communities or created with community consultation. As a result, training may lead to deficit-based labels and ineffective interventions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the main purpose of the Indigenous specialization project described in the article?",{"text":68,"@type":64},"The article presents an interdisciplinary Indigenous specialization project within a school psychology program. It focuses on developing culturally responsive recruitment, retention, and graduate outcomes supported by Indigenous mentorship and program contexts.",{"name":70,"@type":61,"acceptedAnswer":71},"What strategies does the article describe for recruiting and retaining Indigenous school psychologists?",{"text":72,"@type":64},"It highlights culturally responsive recruitment and retention strategies developed over time, including Indigenous mentorship, and the program’s ability to recruit, retain, and graduate participants across diverse tribal communities and language groups.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598336,1792165760,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Preparing Indigenous School Psychologists: Stories From an Indigenous Specialization Project in School Psychology  \nCanadian Journal of School Psychology 2023, Vol. 38(1) 30–45 © The Authors 2023  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08295735221146594](DOI: 10.1177/08295735221146594)[ ](DOI: 10.1177/08295735221146594)[journals.sagepub.com/home/cjs](journals.sagepub.com/home/cjs)  \nCarol Robinson-Zañartu 1, Bryanna Kinlicheene 1,2, and Nora Neztsosie3  \nAbstract  \nEducational disparities between Indigenous and non-Indigenous youth across Canada, as is true across the United States, pose challenges to education systems to examine and alter professional practices in ways that support closing these gaps. Calls for more Indigenous school psychologists who might bring skills and perspectives to bear are long-standing, yet few graduate preparation programs have responded. Whether Indigenous students begin and do not complete programs, or never apply, it is incumbent on programs to examine the systemic underpinnings of the problem and respond with culturally responsive recruitment and retention strategies. In this article, one school psychology program shares programmatic contexts, recruitment processes, and retention strategies that have supported the preparation and graduation of dozens of Indigenous school psychologists from multiple Indigenous nations.  \nKeywords  \nIndigenous school psychology, school psychology preparation, training, decolonizing  \n1 San Diego State University, CA, USA 2Diné (Navajo) Nation, AZ, USA 3Kayenta Unified School District, AZ, USA  \nCorresponding Author:  \nCarol Robinson-Zañartu, Department of Counseling and School Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-1179, USA.  \nEmail: [crobinsn@sdsu.edu](crobinsn@sdsu.edu)  \nIndigenous people worldwide have rich traditions in complex knowledge systems, place-based learning, holistic thought, and spirituality integrated throughout life. Highly effective methods of land management, knowledge of medicines, architecture, and cosmology are but a few manifestations ofthe assets of traditional knowledge and peoples. Yet, as Mi’kmaw scholar Battiste (2021) points out, most Canadians, as most North Americans, know almost nothing about Indigenous people, the first people of the land, the caretakers. She sees this as a result of cultural imperialism and the destructive Eurocentrism found in the hidden curriculum of schools. That Eurocentrism tends to assume cognitive inferiority of Indigenous peoples, promote deficit thinking, and conceive of equity as bringing othered people “up” to Eurocentric standards (Battiste, 2019) . Disciplinary knowledge, including in school psychology, is part of that Eurocentrism; significant percentages of school psychologists have reported being unprepared or underprepared to serve Indigenous communities (Robinson-Zañartu et al., 2011). Thus, as school psychologists, we must now deconstruct those Eurocentric narratives and theories of inadequacy, understand their political, legal, and historical roots, and re-think preparation programs. Decolonizing our narratives and actions must involve the refusal of deficit views of youth or gaps in their achievement, awareness of colonial histories of schooling, acknowledging, infusing Indigenous content and perspectives, and building networks of dialog with communities (Battiste, 2019) .  \nIn Canada, as in the United States, schools themselves have historically been sites of egregious practices against Indigenous youth and communities. Premised on assumptions of white supremacy (Dunbar-Ortiz, 2019; Newcomb, 2008), Canada’s Residential Schools (Milloy, 1999; National Centre for Truth and Reconciliation, n.d.) and the U.S.’s Boarding and Missions Schools (Adams, 2020) engaged aggressively in systematic attempts at cultural genocide. Their legacies are interw","cbCaifaMnWIq1UTH","https://ap.wps.com/l/cbCaifaMnWIq1UTH","pdf",450939,16,"English","# Abstract\n# Responding to the Need to Decolonize School Psychology Preparation\n## Programmatic Context: Commitment to Equity and Diversity in School Psych","[{\"question\":\"Why does the article argue that school psychology programs must improve preparation for Indigenous students?\",\"answer\":\"It explains that Indigenous youth face long-standing educational disparities, while evidence-based practices and assessment tools often are not normed on Indigenous communities or created with community consultation. As a result, training may lead to deficit-based labels and ineffective interventions.\"},{\"question\":\"What is the main purpose of the Indigenous specialization project described in the article?\",\"answer\":\"The article presents an interdisciplinary Indigenous specialization project within a school psychology program. It focuses on developing culturally responsive recruitment, retention, and graduate outcomes supported by Indigenous mentorship and program contexts.\"},{\"question\":\"What strategies does the article describe for recruiting and retaining Indigenous school psychologists?\",\"answer\":\"It highlights culturally responsive recruitment and retention strategies developed over time, including Indigenous mentorship, and the program’s ability to recruit, retain, and graduate participants across diverse tribal communities and language groups.\"}]","Preparing Indigenous School Psychologists - Stories From an Indigenous Specialization Project in School Psychology | PDF",1792086740]