Handbook of Multicultural School Psychology: An Interdisciplinary Perspective (Paperback) book cover

Handbook of Multicultural School Psychology

An Interdisciplinary Perspective

Edited by Emilia C. Lopez, Sara G. Nahari, Giselle B. Esquivel, Sherrie L. Proctor

© 2007 – Routledge

776 pages

Purchasing Options:$ = USD
New in Paperback: 9780805845624
pub: 2007-03-07
Hardback: 9780805845617
pub: 2007-03-07
eBook (VitalSource) : 9780203936528
pub: 2012-02-27
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This comprehensive handbook offers a beautifully balanced view of the emerging field of multicultural school psychology. The opening section provides an historical overview of how the field has developed, and succeeding sections discuss multicultural issues related to consultation, instructional interventions, alternative assessment, academic assessment, vocational assessment, culturally sensitive counseling models, and working with families and special populations. Theory, research, and practice are integrated throughout.

Key features of this exciting new book include:

  • Interdisciplinary Perspective - Many chapters are written by authors from different disciplines, all of whom have multicultural expertise. The last chapter provides summarizing commentaries written by leaders in different disciplines.
  • Scientist-Practitioner Focus - Evidence-based interventions for culturally and linguistically diverse students are provided for major competency areas such as consultation, counseling, and special programs (e.g., bilingual and multicultural education).
  • Assessment Focus - Multicultural and bilingual assessment issues are discussed in the chapters covering language, cognitive, personality, behavioral, neuropsychological, vocational, acculturational, and academic assessment.
  • Special Populations Focus - The needs of special populations such as culturally different parents, gifted and talented children, preschool children, migrant families, and children with low and high incidence learning disabilities are discussed in section VI.

This book is appropriate for graduate courses and seminars dealing with multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries serving them.

Table of Contents

Contents: S. Rosenfield, Foreword. Part I: A Multicultural Framework. G.B. Esquivel, T.M. Warren, S. Littman, A Historial Review of the Development of Multicultural School Psychology. J.H. Sandoval, Professional Standards, Guidelines, and Ethical Issues Within a Multicultural Context. E.C. Lopez, M.R. Rogers, Multicultural Competencies and Training in School Psychology: Issues, Approaches, and Future Directions. Part II: Multicultural Consultation. E.C. Lopez, L.A. Truesdell, Instructional Consultation With English Language Learning Students. C.L. Ingraham, Focusing on Consultees in Multicultural Consultation. S. Nahari, D. Martines, G. Marquez, Consulting With Culturally and Linguistically Diverse Parents. A.M. Harris, Systemic Consultation in a Multilingual Setting. Part III: Instructional and Classroom Interventions. K.C. Harris, B.C. Goldstein, Implementing Culturally Sensitive Interventions in Classroom Settings. A. Reyes-Carrasquillo, Multicultural Education Practices. N. Cloud, Bilingual Education Practices. S.H. Fradd, Integrating English Language Learning Students in General Education. Part IV: Multicultural and Bilingual Assessment. M. Gottlieb, E. Hamayan, Assessing Oral and Written Language Proficiency: A Guide for Psychologists and Teachers. E. Vazquez-Nuttall, C. Li, C. Armengol, K. Phoenix, J. Walton, D. Nelson, C. Hanley, Cognitive Assessment of Culturally and Linguistically Diverse Students. S.W. Kohn, D. Conti, G.B. Esquivel, Personality and Behavioral Assessment: Considerations for Culturally and Linguistically Diverse Individuals. L.B. Kestemberg, M.T. Silverman, M.R. Emmons, Neuropsychological Assessment of Culturally and Linguistically Diverse Children: A Review of Relevant Issues and Appropriate Methods. M. Jackson, J.W. Mendelson, M. Rotenberg, Vocational Assessment. C. Collier, A.E. Brice, G.V. Oades-Sese, Assessment of Acculturation. D. Martines, O. Rodriguez-Srednicki, Academic Assessment of Culturally and Linguistically Diverse Students. Part V: Multicultural Therapeutic Interventions. J.N. Fuertes, V.C. Alfonso, J.T. Shultz, Counseling Culturally and Linguistically Diverse Children and Youth: A Self-Regulatory Approach. M.A. Jackson, J.P. Rust, N.D. Santiago, Multicultural Vocational Interventions With Diverse Adolescents in Low-Income Urban Schools. Part VI: Special Populations. G.V. Oades-Sese, G.B. Esquivel, C. Añon, Identifying Gifted and Talented Culturally and Linguistically Diverse Children and Adolescents. E.M. Bernal, Educating Culturally and Linguistically Diverse Gifted and Talented Students Through a Dual-Language, Multicultural Curriculum. G. Elizalde-Utnick, Culturally and Linguistically Diverse Preschool Children. C.A. Michaels, S. Nahari, Culturally and Linguistically Diverse Children and Youth With Low Incidence Disabilities. M. Clare, G. Garcia, Working With Migrant Children and Their Families. J. Silverstein, C. Zhang, Culturally and Linguistically Diverse Children and Youth With Learning Disabilities. J. Kaufman, J. Sanchez, Culturally and Linguistically Diverse College Age Students. E. Trumbull, P.M. Greenfield, C. Rothstein-Fisch, B. Quiroz, Bridging Cultures With Parent Conferences: Implications for School Psychology. Part VII: Future Perspectives. A. Bursztyn, Directions for Future Research: A Research Agenda for Multicultural Issues in Education, Assessment, and Intervention. Future Directions for Practitioners, Trainers, and Researchers: Interdisciplinary Perspectives. L. Baca, Bilingual Special Education Commentary: The Education of English Language Learners With Special Needs: The Challenge for School Psychologists. C.R. Ridley, S.M. Kelly, Counseling Psychology Commentary: Counseling Strategies to Embrace Diversity and Eliminate Racism in Schools. S. Sue, Clinical Psychology Commentary: Multicultural Lessons Learned From Clinical Psychology and Implications for School Psychology. H. Takooshian, T.R. Grimes, Social Psychology Commentary: Social Psychology in the Multicultural Classroom. H. Adelman, L. Taylor, Organizational Psychology Commentary: Reorganizing Student Supports to Enhance Equity.

About the Series

Consultation, Supervision, and Professional Learning in School Psychology Series

Under the advisory editorship of Daniel Newman, the Routledge Consultation, Supervision, and Professional Learning in School Psychology Series will provide a full array of handbooks, textbooks, and books for practitioners focused on the areas of school consultation, supervision, and professional learning. Contributions to the series will focus on the process and outcomes of indirect service delivery in schools. Handbooks will be edited volumes that provide in-depth, up-to-date coverage of the latest theories, research, methodologies, issues, applications, and policies in targeted areas of study. Each handbook will profile the boundaries and various sectors within its field of study and will vary in length from 400 to 600 printed pages. Textbooks may be either edited or authored volumes that include some theory but focus mainly on the skills that are central to evidence-based practice. They will generally range from 200-400 pages. Books for practitioners will be authored volumes that provide actionable strategies for working professionals. They will generally range from 150-300 pages. Following is a list of recent publications and volumes currently in development:

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Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Counseling / General
EDUCATION / Multicultural Education
EDUCATION / Special Education / General
PSYCHOLOGY / Psychotherapy / Counseling