Handbook of Multicultural School Psychology

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.