Handbook of Multicultural School Psychology

<p>The second edition of the <i>Handbook of Multicultural School Psychology</i> continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. Nineteen of the volume's twenty-three chapters are completely new to this edition, while the rest have been effectively revised and updated.</p><p>Comprehensive—In seven sections, this book covers theoretical, research, and practical concerns in a wide range of areas that include multicultural and bilingual issues, second language acquisition, acculturation, parent collaboration, research, and systemic issues. </p><p>Chapter Structure—Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including <i>Blueprint for Training and Practice III</i> (2006), <i>NASP Model for Comprehensive and Integrated School Psychological Services</i> (2010), and <i>APA Multicultural Guidelines</i> (2003) are covered.</p><p>Interdisciplinary Perspective—Contributing authors are from a wide range of related fields that include school psychology, special education, general education, early childhood education, educational psychology, clinical psychology, counseling, and mental health, thus exposing readers to theory and research from various approaches.</p><p>Changes—New to this edition is a section focusing on systemic issues such as overrepresentation of culturally and linguistically diverse (CLD) students in special education, prejudice, response to intervention (RTI) for CLD students and English Language Learners (ELL), and end-of-chapter discussion questions.</p><p>This book is ideal for graduate courses and seminars on multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries that serve them.</p> <p>Foreword by Jonathan Sandoval </p><p>Preface</p><p>Acknowledgments</p><p>About the Editors</p><p>List of Contributors</p><p>Part I: History and Professional Issues</p><p>1. The Evolution of Multiculturalism: An Interdisciplinary Perspective<br><em>Markeda L. Newell and Shannon Chavez-Korell </em></p><p>2. Professional and Ethical Issues from a Multicultural Perspective<br><em>Emily C. Graybill and Kris Varjas</em></p><p><b>Part II: Consultation and Collaboration</b></p><p>3. Supporting Teachers of English Learners via Instructional Consultation <br><em>Emilia C. Lopez and Patricia M. Velasco</em></p><p>4. Consulting with Culturally and Linguistically Diverse Parents<br><em>Sara G. Nahari, Danielle G. Martines, and Peishi Wang</em></p><p>5. Multicultural Process and Communication Issues in Consultee-Centered Consultation<br><em>Colette L. Ingraham</em></p><p><b>Part III: Interventions Focused on Academic and Mental Health Issues</b></p><p>6. Building Reading Skills for English Learners within a Response to Intervention Framework<br><em>Doris Luft Baker, Cara Richards-Tutor, Russell Gersten, Scott K. Baker, and Jean Lousie M. Smith</em> </p><p>7. Educating Culturally and Linguistically Diverse Children and Youth with Low Incidence Disabilities<br><em>Craig A. Michaels, Sara G. Nahari, and Carolyn Hughes</em></p><p>8. Culturally Responsive Mathematics Interventions for Culturally and Linguistically Diverse Students<br><em>Sun A. Kim</em></p><p>9. Counseling Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQQ) Youth of Color <br><em>Annaliese A. Singh</em></p><p>10. Cultural Adaptation of a School-Based Depression Prevention Program for Adolescents in Puerto Rico<br><em>Emily Saéz-Santiago, Natalia Rodríguez-Hernández, Angélica Núñez-Méndez, and </em><em>Guillermo Bernal</em></p><p><b>Part IV: Data-based Decision Making</b></p><p>11. Assessment of English Language Learners <br><em>Graciela Elizalde-Utnick and Patricio A. Romero</em></p><p>12. Social, Emotional, and Behavioral Assessment with Culturally and Linguistically Diverse Populations<br><em>Tara C. Raines and Howard Crumpton</em></p><p><b>Part V: Systems-based Issues</b></p><p>13. Systemic Approaches to Reduce Prejudice in Schools<br><em>Sheri R. Levy, Jiyun Elizabeth Shin, Ashley Lytle, and Lisa Rosenthal</em></p><p>14. Systemic Issues in the Implementation of Response to Interventions in Culturally and Linguistically Diverse Schools<br><em>Janette K. Klinger, Lucinda Soltero-González, Clara Smith, John J. Hoover, Amy Eppolito, Clara E. Smith, Edilberto Cano-Rodríguez, and Kathryn White</em> </p><p>15. Addressing Disproportionately High Rates of Disciplinary Removal for Students of Color: The Need for Systemic Interventions<br><em>M. Karega Rausch and Russell J. Skiba</em> </p><p>16. Cultural Reciprocity in Home–School Consultation and Collaboration within International Contexts<br><em>Maya Kalyanpur</em></p><p>17. Systemic Approaches to Addressing Disproportionality of Culturally and Linguistically Diverse Students in Special Education<br><em>Amanda L. Sullivan, Alfredo J. Artiles, and David Hernández-Saca</em> </p><p><b>Part VI: Training and Research</b></p><p>18. Preparing School Professionals to Deliver Services Using a Social Justice Framework<br><em>David Shriberg, Elizabeth M. Vera, and Casey McPherson</em></p><p>19. Qualitative Research with Multicultural Populations in Educational Settings<br><em>Sherrie L. Proctor</em></p><p>20. Conducting Multicultural School Psychology Research Using Quantitative Methods<br><em>Amado M. Padilla</em> </p><p>21. Critical Issues in Training School Psychologists to Work with Culturally and Linguistically Diverse Students <br><em>Margaret R. Rogers and Elisabeth C. O’Bryon</em> </p><p>Part VII: Future Perspectives</p><p>22. Culturally Responsive Collective Impact Teams: An Interdisciplinary Vision for the Future <br><em>Janine M. Jones</em> </p><p>23. Looking Back and Ahead: Envisioning Research, Training, and Practice in School Psychology<br><em>Alberto M. Bursztyn and Carol Korn-Bursztyn</em></p>