Handbook of Multicultural School Psychology An Interdisciplinary Perspective

ISBN-10: 0805845623

ISBN-13: 9780805845624

Edition: 2007

List price: $130.95
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Description:

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 withmulticultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries serving them.
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Book details

List price: $130.95
Copyright year: 2007
Publisher: Lawrence Erlbaum Associates, Incorporated
Publication date: 3/7/2007
Binding: Paperback
Pages: 776
Size: 7.25" wide x 10.25" long x 1.25" tall
Weight: 2.530

Giselle B. Esquivel is Professor in the School Psychology Program, Division of Psychological and Educational Services, Graduate School of Education at Fordham University. She is past Division Chair, the current Director of the PHD, PD and Bilingual PD School Psychology Programs, and Coordinator of the Psychology of Bilingual Students and Therapeutic Interventions Master’s Degree Specialization Programs. Dr. Esquivelnbsp; is a diplomate of the American Board of Professional Psychology, Fellow of the American Academy of School Psychology, Fellow of the American Psychological Association, and current President of the American Board of School Psychology. She is a Nationally Certified School Psychologist, and a NY and NJ Licensed Psychologist. Dr. Esquivel’s research and publications are in the areas of resilience, spirituality, culturally-sensitive narrative methods, and creativity among culturally diverse students. She has held a number of leadership positions in national professional organizations and has led the development of a nationally recognized model of multicultural training at Fordham since 1981. Emilia C. Lopez was born in Cuba and immigrated to the United States at the age of 12. Her own experiences in schools as a limited English proficient child motivated her to seek out a career working with culturally and linguistically diverse students. She became a certified school psychologist in 1984 after graduating from Fordham University with a specialization in bilingual school psychology. She completed her doctoral work in school psychology at Fordham University in 1989. While completing her doctoral studies she worked as a school psychologist in preschool, elementary and high school settings. She has been a full-time faculty member in the Queens College, City University of New York, Graduate Program in School Psychology Program since 1989. She was instrumental in creating the Bilingual and Multicultural School Psychology Specializations in the school psychology program at Queens College. She is currently the editor of the Journal of Educational and Psychological Consultation. Her teaching and scholarly interests are in the areas of multicultural issues in school psychology and consultation. Sara G. Nahari is an Associate Adjunct Professor and Coordinator of the Practica and Internship Placements, ofnbsp;School Psychology at Queens College, City University of New York. She received her doctorate from Fordham University, where she also received a Professional Diploma in bilingual school psychology. She was also the Assistant Director of the Bilingual Psychological and Academic Assessment Support Center, and her entire career as teacher, guidance counselor, and psychologist in the New York City Public Schools was devoted to multicultural and bilingual issues. In 1992, she received the Bilingual Support Personnel of the Year Award of the New York State Association for Bilingual Education, and in 2004 she received the Fordham School of Education Alumni Achievement Award. Her teaching and scholarly interests are multicultural assessment and parental involvement.

Foreword
Preface
Acknowledgments
About the Editors
List of Contributors
A Multicultural Framework
A Historical Review of the Development of Multicultural School Psychology
Professional Standards, Guidelines, and Ethical Issues Within a Multicultural Context
Multicultural Competencies and Training in School Psychology: Issues, Approaches, and Future Directions
Multicultural Consultation
Multicultural Issues in Instructional Consultation for English Language Learning Students
Focusing on Consultees in Multicultural Consultation
Consulting with Culturally and Linguistically Diverse Parents
Systemic Consultation in a Multilingual Setting
Instructional and Classroom Interventions
Implementing Culturally Sensitive Interventions in Classroom Settings
Multicultural Education Practices: Practical Applications
Bilingual Education Practices
Integrating English Language Learners in General Education
Multicultural and Bilingual Assessment
Assessing Oral and Written Language Proficiency: A Guide for Psychologists and Teachers
Cognitive Assessment of Culturally and Linguistically Diverse Students
Personality and Behavioral Assessment: Considerations for Culturally and Linguistically Diverse Individuals
Neuropsychological Assessment of Culturally and Linguistically Diverse Children: A Review of Relevant Issues and Appropriate Methods
Multicltural Vocational Assessment in Schools: Unexplored Barriers and Untapped Resources
Assessment of Acculturation
Academic Assessment of Bilingual and English Language Learning Students
Multicultural Therapeutic Interventions
Counseling Culturally and Linguistically Diverse Children and Youth: A Self-Regulatory Approach
Multicultural Vocational Interventions with Diverse Adolescents in Low-Income Urban Schools
Special Populations
Identifying Gifted and Talented Culturally and Linguistically Diverse Children and Adolescents
Educating Culturally and Linguistically Diverse Gifted and Talented Students Through a Dual-Language, Multicultural Curriculum
Culturally and Linguistically Diverse Preschool Children
Culturally and Linguistically Diverse Children and Youth with Low Incidence Disabilities
Working With Migrant Children and Their Families
Culturally and Linguistically Diverse Children and Youth With Learning Disabilities
Culturally and Linguistically Diverse College-age Students
Bridging Cultures in Parent Conferences: Implications for School Psychology
Future Perspectives
Directions for Future Research: A Research Agenda for Multicultural Issues in Education, Assessment, and Intervention
Future Directions for Practitioners, Trainers, and Researchers: Interdisciplinary Perspectives
Bilingual Special Education Commentary: The Education of English Language Learners with Special Needs: The Challenge for School Psychologists
Counseling Psychology Commentary: Counseling Strategies to Embrace Diversity and Eliminate Racism in Schools
Clinical Psychology Commentary: Multicultural Lessons Learned From Clinical Psychology and Implications for School Psychology
Social Psychology Commentary: Social Psychology in the Multicultural Classroom
Organizational Psychology Commentary: Reorganizing Student Supports to Enhance Equity
Author Index
Subject Index
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