Comprehensive Handbook of Multicultural School Psychology

1. Auflage 2005
ISBN: 978-0-471-26615-0
Verlag: WILEY

Buch, Englisch, 1200 Seiten, Format (B × H): 180 mm x 262 mm, Gewicht: 1964 g

A comprehensive guide to current information about multicultural issues, science, and practice in school psychology

Today's schools are characterized by wide variations in students' ethnic, racial, language, religious, socioeconomic, and geographical characteristics. Cultural issues pervade all aspects of psychological practice as applied to school effectiveness, classroom learning and instruction, academic achievement, student behavior, and mental health. School psychologists and related personnel must apply critical thinking skills in successfully meeting the needs of an increasingly diverse student population, while working effectively with school personnel to maximize learning for all students. The Comprehensive Handbook of Multicultural School Psychology highlights the latest research in this area and offers practical information on integrating issues of cultural diversity into research and practice.

This new resource is the first text of its kind to examine the pervasive influence of culture on all aspects of school psychology, including child development, psychometrics, and interventions. Thought-provoking and practical, yet grounded in empirical research, this text covers:

* Conceptual, philosophical, and sociopolitical foundations of multicultural school psychology
* Cultural variation within American subgroups
* Educational and psychological foundations of culture, individual differences, and schooling
* Testing, assessment, and intervention issues
* Training and legal issues
* International school psychology

Featuring contributions from the world's leading scholars in this area, this definitive resource is required reading for all current and future school psychologists, as well as counselors, teachers, and administrators working in school settings.

Autoren/Hrsg.

Frisby, Craig

Reynolds, Cecil R.

Fletcher-Janzen, Elaine

Fachgebiete

• Sozialwissenschaften Psychologie Psychologische Disziplinen Angewandte Psychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Geschichte der Psychologie
• Sozialwissenschaften Psychologie Psychologische Disziplinen Verkehrspsychologie
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Beratungspsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie Kulturpsychologie, Ethnopsychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Berufe, Ausbildung

Inhaltsverzeichnis

Contributors.

External Reviewers.

Acknowledgments.

Preface.

Part I: PERSPECTIVES ON MULTICULTURAL SCHOOL PSYCHOLOGY.

1. Commentary #1: What Is Multicultural School Psychology?.

2. Commentary #2: What Is Multicultural School Psychology?.

3. Commentary #3: What Is Multicultural School Psychology?.

4. The Politics of Multiculturalism in School Psychology: Part 1.

5. The Politics of Multiculturalism in School Psychology: Part 2.

Part II: CULTURAL VARIATION WITHIN AMERICAN SUBGROUPS.

6. Cultural Variation Within American Families of African Descent.

7. Cultural Variation Within Southeast Asian American Families.

8. Cultural Variation Within European American Families.

9. Cultural Variation Within Hispanic American Families.

10. Cultural Variation Within East Asian American Families.

Part III: EDUCATIONAL FOUNDATIONS.

11. Effective Schools for All: ABrief History and Some Common Findings.

12. The Effectiveness of Bilingual Education Programs in the United States: A Review of the Empirical Literature.

13. Challenges in Urban and Rural Education.

14. Religion, Culture, and Schooling.

15. AReview and Critique of Multicultural Learning Styles.

16. Multicultural Influences on School Learning: Similarities and Differences Across Groups.

17. Effective Instruction for At-Risk Minority Populations.

Part IV: PSYCHOLOGICAL FOUNDATIONS.

18. Implications of Cognitive Differences for Schooling Within Diverse Societies.

19. The Search for Self: Racial/Ethnic Identity Development.

20. Self-Esteem, Ethnicity, and Academic Performance Among American Children.

21. Religiosity in Children and Youth: Psychoeducational Approaches.

22. Theory and Research in Acculturation and School Adjustment.

23. International Cross-Cultural Consistencies and Variations in Child and Adolescent Psychopathology.

24. Multicultural Perspectives on Delinquency Among African-American Youths: Etiology and Intervention.

25. Teen Pregnancy, Substance Abuse, and Violent Criminality.

26. Psychological Effects of Armed Conflict and Community Violence.

Part V: TESTING, ASSESSMENT, AND INTERVENTION ISSUES.

27. Methods for Assessing Cultural Bias in Tests.

28. Nonbiased Assessment: A Supplemental Approach.

29. Applied and Theoretical Contributions of Neuropsychology to Assessment in Multicultural School Psychology.

30. Psychometric Issues in the Measurement of Acculturation.

31. Translation and Adaptation Issues and Methods for Educational and Psychological Tests.

32. Ecobehavioral Assessment and Intervention for Culturally Diverse At-Risk Students.

33. Health-Related Issues Among Ethnic Minority and Low-Income Children: Psychoeducational Outcomes and Prevention Models.

34. Treatment Acceptability and Treatment Compliance in Ethnic Minority Populations.

35. Successful Community Programs for Youth in Multicultural Environments.

Part VI: TRAINING AND LEGAL ISSUES.

36. Multicultural Training in School Psychology.

37. A Critique of Multicultural Training in School Psychology: Rationale, Strategies, and Tactics.

38. Selected Legal Issues Affecting Students from Multicultural Backgrounds.

Part VII: INTERNATIONAL SCHOOL PSYCHOLOGY.

39. School Psychology in Four English-Speaking Countries: Australia, Canada, New Zealand, and the United States.

40. The Growth and Development of School Psychology in Hong Kong.

41. School Psychology in Sub-Saharan Africa: Results and Implications of a Six-Country Survey.

Author Index.

Subject Index.

Über Autor(innen)

CRAIG L. FRISBY, PhD, is Associate Professor and Director of the School Psychology Program at the University of Missouri at Columbia. He is coeditor of Test Interpretation and Diversity: Achieving Equity in Assessment, and has contributed chapters to the Handbook of Nonverbal Assessment (edited by R. Steve McCallum) and The New Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications (edited by Lisa A. Suzuki, Joseph G. Ponterotto, and Paul J. Meller).

CECIL R. REYNOLDS, PhD, is Professor of Educational Psychology and Professor of Neuroscience at Texas A&M University. He is the author of several widely used psychological assessment instruments, including the Behavior Assessment System for Children, and the author or editor of more than 40 books, including Handbook of School Neuropsychology (with Rik Carl D'Amato and Elaine Fletcher-Janzen) and The Handbook of School Psychology (with Terry B. Gutkin), now in its third edition.