2nd Edition

Handbook of Multicultural School Psychology An Interdisciplinary Perspective

Edited By Emilia C. Lopez, Sara G. Nahari, Sherrie Proctor Copyright 2017
    496 Pages 5 B/W Illustrations
    by Routledge

    496 Pages 5 B/W Illustrations
    by Routledge

    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.

    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
    Maya Kalyanpur

    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





    Emilia C. Lopez is Professor in the School Psychology Program at Queens College, City University of New York, USA.

    Sara G. Nahari was Adjunct Faculty in the School Psychology Program at Queens College, City University of New York, USA.

    Sherrie L. Proctor is Associate Professor in the School Psychology Program at Queens College, City University of New York, USA.

    "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