The second edition of the Handbook of Multicultural School Psychology 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.
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.
Chapter Structure—Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including Blueprint for Training and Practice III (2006), NASP Model for Comprehensive and Integrated School Psychological Services (2010), and APA Multicultural Guidelines (2003) are covered.
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.
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.
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.
"Handbook of Multicultural School Psychology, 2nd Edition is required reading for any school psychology practitioner and graduate student. As school psychologists serve more diverse learners, this text provides an important resource in developing increased cultural competence with topics ranging from assessment to intervention with students and families. The questions at the end of each chapter lead to greater self-reflection and discussions to influence the study and practice of school psychology from a multicultural lens."
—Erika Wood, Certified School Psychologist, New Town High School, Cedarmere Elementary, USA
"Ideal for pre-service and in-service training on multicultural school psychology, this comprehensive and interdisciplinary book exposes readers to theory and research from various approaches. The new section on systemic issues, such as RtI for CLD and ELL students, is especially timely."
—Chieh Li, Associate Professor and Director of Clinical Training, School Psychology Program, Department of Applied Psychology, Northeastern University, USA
"As North America continues its evolution as a multicultural and multilingual continent, as many segments of our society contend with injustice and bias, and as our school systems and communities face increasingly complex challenges in promoting the academic, socio-emotional, and multicultural competence of our youngest generations, there exists no better book in the field to guide school psychologists and related professionals in their day-to-day service delivery, consultation, research, and training. Simply put, this new edition of Handbook of Multicultural School Psychology is an integrative masterpiece of interdisciplinary applied science that should be on the shelf or e-reader of every school psychologist in America."
—Joseph Ponterotto, Professor, Counseling Psychology, Graduate School of Education, Fordham University, USA
Foreword by Jonathan Sandoval
About the Editors
List of Contributors
Part I: History and Professional Issues
1. The Evolution of Multiculturalism: An Interdisciplinary Perspective
Markeda L. Newell and Shannon Chavez-Korell
2. Professional and Ethical Issues from a Multicultural Perspective
Emily C. Graybill and Kris Varjas
Part II: Consultation and Collaboration
3. Supporting Teachers of English Learners via Instructional Consultation
Emilia C. Lopez and Patricia M. Velasco
4. Consulting with Culturally and Linguistically Diverse Parents
Sara G. Nahari, Danielle G. Martines, and Peishi Wang
5. Multicultural Process and Communication Issues in Consultee-Centered Consultation
Colette L. Ingraham
Part III: Interventions Focused on Academic and Mental Health Issues
6. Building Reading Skills for English Learners within a Response to Intervention Framework
Doris Luft Baker, Cara Richards-Tutor, Russell Gersten, Scott K. Baker, and Jean Lousie M. Smith
7. Educating Culturally and Linguistically Diverse Children and Youth with Low Incidence Disabilities
Craig A. Michaels, Sara G. Nahari, and Carolyn Hughes
8. Culturally Responsive Mathematics Interventions for Culturally and Linguistically Diverse Students
Sun A. Kim
9. Counseling Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQQ) Youth of Color
Annaliese A. Singh
10. Cultural Adaptation of a School-Based Depression Prevention Program for Adolescents in Puerto Rico
Emily Saéz-Santiago, Natalia Rodríguez-Hernández, Angélica Núñez-Méndez, and Guillermo Bernal
Part IV: Data-based Decision Making
11. Assessment of English Language Learners
Graciela Elizalde-Utnick and Patricio A. Romero
12. Social, Emotional, and Behavioral Assessment with Culturally and Linguistically Diverse Populations
Tara C. Raines and Howard Crumpton
Part V: Systems-based Issues
13. Systemic Approaches to Reduce Prejudice in Schools
Sheri R. Levy, Jiyun Elizabeth Shin, Ashley Lytle, and Lisa Rosenthal
14. Systemic Issues in the Implementation of Response to Interventions in Culturally and Linguistically Diverse Schools
Janette K. Klinger, Lucinda Soltero-González, Clara Smith, John J. Hoover, Amy Eppolito, Clara E. Smith, Edilberto Cano-Rodríguez, and Kathryn White
15. Addressing Disproportionately High Rates of Disciplinary Removal for Students of Color: The Need for Systemic Interventions
M. Karega Rausch and Russell J. Skiba
16. Cultural Reciprocity in Home–School Consultation and Collaboration within International Contexts
17. Systemic Approaches to Addressing Disproportionality of Culturally and Linguistically Diverse Students in Special Education
Amanda L. Sullivan, Alfredo J. Artiles, and David Hernández-Saca
Part VI: Training and Research
18. Preparing School Professionals to Deliver Services Using a Social Justice Framework
David Shriberg, Elizabeth M. Vera, and Casey McPherson
19. Qualitative Research with Multicultural Populations in Educational Settings
Sherrie L. Proctor
20. Conducting Multicultural School Psychology Research Using Quantitative Methods
Amado M. Padilla
21. Critical Issues in Training School Psychologists to Work with Culturally and Linguistically Diverse Students
Margaret R. Rogers and Elisabeth C. O’Bryon
Part VII: Future Perspectives
22. Culturally Responsive Collective Impact Teams: An Interdisciplinary Vision for the Future
Janine M. Jones
23. Looking Back and Ahead: Envisioning Research, Training, and Practice in School Psychology
Alberto M. Bursztyn and Carol Korn-Bursztyn
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: