Handbook of Multicultural School Psychology

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

• Foreword by Jonathan Sandoval PrefaceAcknowledgmentsAbout the EditorsList of ContributorsPart I: History and Professional Issues1. The Evolution of Multiculturalism: An Interdisciplinary PerspectiveMarkeda L. Newell and Shannon Chavez-Korell 2. Professional and Ethical Issues from a Multicultural PerspectiveEmily C. Graybill and Kris VarjasPart II: Consultation and Collaboration3. Supporting Teachers of English Learners via Instructional Consultation Emilia C. Lopez and Patricia M. Velasco4. Consulting with Culturally and Linguistically Diverse ParentsSara G. Nahari, Danielle G. Martines, and Peishi Wang5. Multicultural Process and Communication Issues in Consultee-Centered ConsultationColette L. IngrahamPart III: Interventions Focused on Academic and Mental Health Issues6. Building Reading Skills for English Learners within a Response to Intervention FrameworkDoris 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 DisabilitiesCraig A. Michaels, Sara G. Nahari, and Carolyn Hughes8. Culturally Responsive Mathematics Interventions for Culturally and Linguistically Diverse StudentsSun A. Kim9. Counseling Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQQ) Youth of Color Annaliese A. Singh10. Cultural Adaptation of a School-Based Depression Prevention Program for Adolescents in Puerto RicoEmily Saéz-Santiago, Natalia Rodríguez-Hernández, Angélica Núñez-Méndez, and Guillermo BernalPart IV: Data-based Decision Making11. Assessment of English Language Learners Graciela Elizalde-Utnick and Patricio A. Romero12. Social, Emotional, and Behavioral Assessment with Culturally and Linguistically Diverse PopulationsTara C. Raines and Howard CrumptonPart V: Systems-based Issues13. Systemic Approaches to Reduce Prejudice in SchoolsSheri R. Levy, Jiyun Elizabeth Shin, Ashley Lytle, and Lisa Rosenthal14. Systemic Issues in the Implementation of Response to Interventions in Culturally and Linguistically Diverse SchoolsJanette 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 InterventionsM. Karega Rausch and Russell J. Skiba 16. Cultural Reciprocity in Home–School Consultation and Collaboration within International ContextsMaya Kalyanpur17. Systemic Approaches to Addressing Disproportionality of Culturally and Linguistically Diverse Students in Special EducationAmanda L. Sullivan, Alfredo J. Artiles, and David Hernández-Saca Part VI: Training and Research18. Preparing School Professionals to Deliver Services Using a Social Justice FrameworkDavid Shriberg, Elizabeth M. Vera, and Casey McPherson19. Qualitative Research with Multicultural Populations in Educational SettingsSherrie L. Proctor20. Conducting Multicultural School Psychology Research Using Quantitative MethodsAmado 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 Perspectives22. 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 PsychologyAlberto M. Bursztyn and Carol Korn-Bursztyn