Using Mixed Reality Simulation to Foster Multicultural and Social Justice Skill Development in Consultation

Abstract

Expanding the inclusion of multiculturalism and social justice into school psychology training is imperative in creating antiracist pedagogies in school consultation. The utilization of simulated learning activities within training has been identified as vital for building the capacity to promote multicultural and social justice skill development in consultation. Mixed Reality Simulation (MRS) o!ers the opportunity for school psychology trainers to observe their students and give feedback on consultation skills before and alongside fieldwork experiences. This study employed a convergent parallel mixed-methods design and qualitative content analysis to explore the use of MRS in the development of multicultural and social justice consultation skills. Findings suggested that participants perceived MRS as a positive tool for targeted practice and supportive of the development of multicultural consultation skills among school psychology trainees. However, as with other innovative technologies, MRS is a tool that may augment training, but its e!ective use should be coupled with comprehensive training practices that focus on building self-awareness and reflection as trainees process skill development.