Psychoeducational Assessment and Intervention for Ethnic Minority Children
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School-based mental health professionals receive extensive training in assessment and treatment techniques with children. However, most of this training is based on research with white, middle-class populations, whose experiences are hardly universal.
In the next decade, ethnic minority students are projected to become the numerical majority in the U.S. public school population. There is a pressing need for assessments and interventions that treat black, Latino, and other ethnic minority children with the understanding and respect they deserve as members of unique cultures with particular mental health needs.
This book offers how-to guidance to psychologists and counselors who assess and intervene with ethnic minority children. Beginning with a historical tour of psychoeducational assessment related to ethnic minorities, the book situates basic areas of assessment — such as neuropsychology, social/emotional assessment, and early childhood development assessment — within an ethnic minority context. It then offers evidenced-based strategies for improving the educational performance and well-being of ethnically diverse students.
This invaluable resource is a comprehensive yet practical starting point for stakeholders to consider when designing and conducting research, clinical assessments, and interventions.
Contributors
Series Foreword
David Shriberg
Introduction
Scott L. Graves, Jr., and Jamilia J. Blake
I. Historical Context and Current Issues Related to the Assessment of Ethnic Minority Children
- History of Psychological Assessment and Intervention With Minority Populations
Scott L. Graves, Jr., and Candice Aston - Theoretical Frameworks of Ethnic Minority Youth Achievement
Jamilia J. Blake, Leann V. Smith, and Alicia D. Knight - 2014 Standards for Educational and Psychological Testing: Implications for Ethnic Minority Youth
Frank C. Worrell and Cyrell C. B. Roberson
II. Assessment of Ethnic Minority Students
- Intellectual Assessment of Ethnic Minority Children
Scott L. Graves, Jr., and Kayla Nichols - Academic Assessment of Diverse Students
Leah M. Nellis and Alyce M. Hopple - Social–Emotional and Behavioral Assessment
Jamilia J. Blake, Rebecca R. Winters, and Laura B. Frame - Early Childhood Assessment for Diverse Learners
Kara E. McGoey, Allison McCobin, and Lindsey G. Venesky - Neuropsychological Assessment of Ethnic Minority Children
April D. Thames, Ahoo Karimian, and Alexander J. Steiner
III. Promising Practices in Intervention for Ethnic Minority Students
- Assessment-Based Intervention Frameworks: An Example of a Tier 1 Reading Intervention in an Urban School
Matthew K. Burns, Sandra M. Pulles, Lori Helman, and Jennifer McComas - Manualized School-Based Social–Emotional Curricula for Ethnic Minority Populations
Sara M. Castro-Olivo, Kristine Cramer, and Nicole M. Garcia - Consultation-Based Intervention Services for Racial Minority Students
Markeda Newell - Implementing Community-Based Research and Prevention Programs to Decrease Health Disparities
Tiffany G. Townsend and Stephanie Hargrove - Increasing Academic Performance of Ethnically Diverse Learners Through Single-Subject Research
Laurice M. Joseph - Improving Service Delivery to Ethnic and Racial Minority Students Through Multicultural Program Training
Sherrie L. Proctor and Chamane Simpson
Index
About the Editors
Scott L. Graves, Jr., PhD, is an associate professor in the Department of Counseling, Psychology and Special Education at Duquesne University. He earned his doctorate in educational psychology from the University of Kentucky in 2006.
His interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social–emotional and academic outcomes. Dr. Graves has published widely in these areas.
Currently, he is an elected member of the APA Committee on Ethnic Minority Affairs.
Jamilia J. Blake, PhD, LSSP, is a licensed psychologist and associate professor at Texas A&M University in the school psychology program. She earned her doctoral degree from the University of Georgia in educational psychology.
Dr. Blake's research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth; and racial disparities in school discipline. She has published studies examining the social and psychological consequences of aggression for African American girls and the degree to which parental beliefs about aggression differentially influence African American and European American girls' use of aggression.
She teaches courses in emotional and behavioral assessment, child therapy, consultation, educational disparities, and multicultural counseling.
Considerable value to clinical, school and counseling psychologists. The editors provide a solid integration of practice and research that supports their emphasis on evidence-based approaches.
—New England Psychologist
This book is very informative, well organized, and pragmatic. Educators, psychologists, mental health professionals, and graduate psychology students working with ethically diverse students who struggle with academic success and social-emotional development will find this book useful and practical.
—PsycCRITIQUES
