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:
This book is appropriate for graduate courses and seminars dealing with multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries serving them.
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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. Esquivel 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, of 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.
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