Lopez / Nahari / Proctor Handbook of Multicultural School Psychology

An Interdisciplinary Perspective
2. Auflage 2017
ISBN: 978-1-135-01518-3
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 496 Seiten

Reihe: Consultation, Supervision, and Professional Learning in School Psychology Series

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.

Autoren/Hrsg.

Lopez, Emilia C.

Nahari, Sara G.

Proctor, Sherrie L.

Proctor, Sherrie

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Featuring chapters by:

Jonathan Sandoval

Markeda L. Newell and Shannon Chavez-Korell

Emily C. Graybill and Kris Varjas

Emilia C. Lopez and Patricia M. Velasco

Sara G. Nahari, Danielle G. Martines, and Peishi Wang

Colette L. Ingraham

Doris Luft Baker, Cara Richards-Tutor, Russell Gersten, Scott K. Baker, and Jeanie Mercier Smith

Craig A. Michaels, Sara G. Nahari, and Carolyn Hughes

Sun A. Kim

Annaliese A. Singh

Emily Saéz-Santiago, Natalia Rodríguez-Hernández, Angélica Núñez-Méndez, and Guillermo Bernal

Graciela Elizalde-Utnick and Patricio A. Romero

Tara C. Raines and Howard Crumpton

Sheri R. Levy, Jiyun Elizabeth Shin, Ashley Lytle, and Lisa Rosenthal

Janette K. Klinger, Amy Eppolito, Lucinda Soltero-González, Clara Smith, John J. Hoover, Amy Eppolito, Clara Smith, Edilberto Cano-Rodriguez, and Kathryn White

M. Karega Rausch and Russell J. Skiba

Maya Kalyanpur

Amanda L. Sullivan, Alfredo J. Artiles, and David Hernandez Saca

David Shriberg, Elizabeth M. Vera, and Casey McPherson

Sherrie L. Proctor

Amado M. Padilla

Margaret R. Rogers and Elisabeth O’Bryon

Janine M. Jones

Alberto M. Bursztyn and Carol Kom-Bursztyn

Über Autor(innen)

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.