Encyclopedia of Cross-Cultural School Psychology

Cover Page......Page 1
Title Page......Page 3
ISBN 0387717986......Page 4
Preface......Page 6
Foreword......Page 8
Table of Contents......Page 10
Editor-in-Chief......Page 16
Editorial Board......Page 17
Editorial Assistant......Page 18
List of Contributors......Page 19
Part I Foundation Issues in Cross-Cultural School Psychology......Page 44
History of Cross-Cultural Psychology......Page 46
History of School Psychology......Page 49
Cross-Cultural School Psychology......Page 50
Cross-Cultural Assessment in School Psychology......Page 53
Cross-Cultural Consultation in School Psychology......Page 56
Interventions in Cross-Cultural School Psychology......Page 57
Multicultural and Cross-Cultural Training in School Psychology......Page 59
Implications......Page 60
References......Page 61
Cross-Cultural Psychology......Page 64
Cultural Competence......Page 65
School-Based Mental Health Programs......Page 67
Historical Context......Page 68
Mental Health Disorders Among Culturally Diverse School Children......Page 69
Acculturation......Page 70
Cuento Therapy and TEMAS Narrative Therapy......Page 71
Cognitive Behavioral Therapy......Page 72
Background......Page 73
Discussion......Page 74
Description of the TEMAS Multicultural Test......Page 75
Validity......Page 76
Acknowledgments......Page 77
Suggested Reading......Page 78
Suggested Resources......Page 81
Cultural Competence in Mental Health......Page 82
Defining Cultural Competence......Page 83
Barriers and Strategies to Address Cultural Competence in School Mental Health......Page 84
Why a Cultural Competence Agenda in Schools?......Page 85
Suggested Reading......Page 87
Early Educational Theory and Practice......Page 88
Early Mental Health Theory and Practice......Page 89
Continuance of Racial Inequity to the Present......Page 90
Attending to Common Assumptions......Page 91
Policy and Practice Attempts to Address Racial Inequity......Page 92
Summary......Page 93
Emerging Ideas for Remediation and Conclusions......Page 94
Suggested Reading......Page 96
English Language Learners......Page 98
Other Issues with High-Stakes Testing......Page 99
The Role of School Psychologists in High-Stakes Testing......Page 100
Future Research in High-stakes Testing......Page 101
Mixed-Method Research......Page 102
Training of School Psychologists......Page 103
References......Page 104
Part II Topics in Cross-Cultural School Psychology......Page 106
Academic Achievement in Minority Children......Page 108
African American Youth......Page 109
Asian American Youth......Page 110
Native American Youth......Page 111
Socioeconomic Status......Page 112
Parental Involvement......Page 113
Suggested Resources......Page 114
Suggested Resources......Page 115
Accountability......Page 116
Accreditation......Page 118
Acculturation......Page 119
Acculturation Factors......Page 120
Measurement Scales......Page 121
Achievement Tests......Page 122
Adolescence......Page 124
Major Group Batteries......Page 123
Adolescent Ethnic Identity......Page 128
Gender......Page 125
Ego Development......Page 126
The Role of Peers......Page 127
Ethnic Identity: The Societal Context......Page 129
Suggested Reading......Page 130
Adolescent Parents......Page 131
Adoption/Adopted Children......Page 133
Suggested Resources......Page 134
Access......Page 135
Environmental and Contextual Challenges......Page 137
Education and Academic Achievement......Page 138
Mental Health......Page 139
Vulnerability and Protective Factors......Page 140
Resilience and African American Youth......Page 141
Suggested Resources......Page 142
After-School Programs and Extended Learning......Page 143
After-School Programs and Group Differences......Page 144
Aggressiveness......Page 145
Suggested Reading......Page 146
American Academy of Child and Adolescent Psychiatry (AACAP)......Page 147
American Psychiatric Association (APA)......Page 148
American Psychological Association (APA)......Page 149
Suggested Resources......Page 150
Fellowships......Page 151
American Psychological Association (APA): Office of Ethnic Minority Affairs (OEMA) and Committee on Ethnic Minority Affairs (CEMA)......Page 152
American School Health Association (ASHA)......Page 153
Generalized Anxiety Disorder......Page 154
Specific Phobias......Page 155
Arab American Children......Page 156
Religion......Page 157
Education......Page 158
Introduction......Page 159
Asian American History and Demographics......Page 160
Acculturation......Page 161
Asian American Racial/Cultural Identity......Page 162
Asian/Asian American Values......Page 163
Model Minority Myth......Page 164
Asperger\'s Syndrome, PDD......Page 165
General Testing Issues......Page 167
Norming......Page 168
Projective Instruments......Page 169
Socioeconomic Status......Page 170
Equivalence......Page 171
Selecting Instruments......Page 172
Suggested Reading......Page 173
Attendance......Page 174
Attention Deficit/Hyperactivity Disorder (ADHD)......Page 175
Psychopathology......Page 176
Treatment Options......Page 177
An Alternative to Traditional Assessment......Page 178
Suggested Reading......Page 179
Autism Spectrum Disorders (ASD)......Page 180
Education......Page 181
Suggested Resources......Page 182
Models of Second-Culture Acquisition, Bicultural Competence, and Bicultural Efficacy......Page 184
Overall Outcomes Regarding Bicultural Competence and Bicultural Efficacy......Page 185
Biculturalism......Page 186
Ways of Becoming Bicultural......Page 187
Introduction......Page 188
Transitional Bilingual Programs......Page 189
Maintenance Bilingual Programs (Developmental or Enrichment)......Page 190
Dual Language Programs (Two-Way Immersion, Two-Way Bilingual)......Page 191
Cross-Cultural Competence......Page 192
Definition of a Bilingual School Psychologist......Page 193
Bilingual Verbal Ability Tests (BVAT)......Page 194
Suggested Resources......Page 195
Mutual Linguistic Influences......Page 196
Assessment of Bilinguals......Page 197
History of Challenges Encountered by Biracial Individuals......Page 198
Myths about Interracial Individuals and their Families......Page 199
Biracial Children......Page 200
Biracial Identity Development......Page 201
Strengths and Responsibilities of Interracial Families......Page 202
Conclusion......Page 203
Poston\'s Biracial Identity Development Model......Page 204
Root\'s Four General Resolutions of Biracial Identity......Page 205
Jacobs\' Identity Development in Biracial Children......Page 206
Black Intelligence Test of Cultural Homogeneity (B. I. T.C.H.)......Page 207
The Revised Nigrescence Theory......Page 208
Suggested Reading......Page 209
Block Scheduling......Page 210
Book Banning......Page 211
Suggested Reading......Page 212
Brown v. Board of Education of Topeka......Page 213
Impact......Page 215
Ecological Perspective......Page 216
BVAT......Page 217
Historical Notes......Page 218
Ethnic Minority Group Members......Page 219
Sexual Minority Groups......Page 220
Elementary School......Page 221
High Schools......Page 222
Future Trends in Career Education......Page 223
CEMA......Page 224
Center for School Mental Health (CSMH)......Page 225
Center for School-Based Mental Health Programs (CSBMHP)......Page 226
Center for the Advancement of Mental Health Practices in Schools......Page 227
Centre for Immigration and Multicultural Studies......Page 230
Certification, Alternate Routes to......Page 231
Character Education......Page 232
Suggested Resources......Page 233
Classroom Setting/Teaching Strategies......Page 234
Effectiveness......Page 235
Conceptualization of Child Abuse......Page 236
Correlates of Child Abuse in Cross- Cultural Perspective......Page 238
Preventing Child Abuse......Page 240
Brain Development......Page 241
Non-Recognition of Children\'s TBI......Page 242
Phases of Traumatic Brain Injury......Page 243
The Taxonomy of Neurobehavioral Disorders......Page 244
Patterns of Outcome......Page 245
Dysfunctions of Sexual Development......Page 246
Cross-Cultural Issues......Page 247
Beginning Research on Children......Page 248
Enduring Themes in Child Development......Page 249
Jean Piaget\'s Theory of Cognitive Development......Page 251
Information-Process Theories......Page 252
Sociocultural Theories......Page 253
Childhood Depression......Page 254
Criteria......Page 255
Psychotherapy......Page 256
A Brief Historic Perspective......Page 257
The Evolution of the Use of Children\'s Literature in the Classroom......Page 258
Children\'s Personal Meaning Profile (PMP-C)......Page 259
History......Page 260
The Two Faces of Model Minority......Page 261
Citizenship......Page 263
Suggested Reading......Page 264
Suggested Reading......Page 265
Classroom Management......Page 266
Psychological Factors......Page 268
Cognitive Behavioral Therapy (CBT)......Page 269
Applications of CBT......Page 270
Principles of CBT......Page 271
Group Processes that are Associated with Learning......Page 272
Effective Instructional Approaches......Page 273
Collaborative Learning and Students at Risk for School Failure......Page 274
Collaborative for Academic, Social and Emotional Learning (CASEL)......Page 275
College Board......Page 276
Comics/Jokes/Humor......Page 277
Defining Positive Youth Development......Page 278
Historical Notes......Page 279
Community-based Programs......Page 280
Team Sport Activities......Page 282
Rites of Passage Programs......Page 283
Suggested Resources......Page 284
School-based Service Delivery......Page 285
Barriers to Community-wide Mental Health Service Delivery for Youth......Page 286
The Role of the University in the Implementation of the STaR Model......Page 287
Identifying Potential Sites for STaR: The Criteria for Site Selection......Page 288
The STaR Model and Service Delivery......Page 289
The STaR Model and Research......Page 290
Suggested Reading......Page 291
Key Research Topics......Page 292
Suggested Reading......Page 293
The History of Community Schools......Page 294
Conclusion......Page 295
Rates......Page 296
Protective Factors......Page 297
Suggested Reading......Page 298
Computer Based Testing......Page 299
Diagnostic Criteria for Conduct Disorder......Page 300
Types and Course of Conduct Disorder......Page 301
Interventions......Page 302
Conflict Resolution......Page 303
Effectiveness......Page 304
Confucianism......Page 305
Consultation......Page 306
Context Communication......Page 307
Suggested Resources......Page 308
Arguments Opposing Corporal Punishment......Page 309
Council for Indian Education......Page 310
Counseling Theories/Approaches......Page 311
Counseling in Schools......Page 312
Creativity......Page 313
Crime in Schools......Page 314
Counselor Awareness of One\'s Own Culture......Page 315
Developing Appropriate Intervention Strategies and Techniques......Page 316
Critical Thinking......Page 318
Cross-Cultural Competence in School Psychologists\' Services......Page 319
Cross-Cultural Consultation......Page 320
Consultation Principles......Page 321
Cross-Cultural Dissonance......Page 322
Terms Defined......Page 323
The Multicultural Alternative......Page 324
African American Families......Page 325
Latino American Families......Page 326
Jewish American Families......Page 327
Counselors as Cultural Brokers......Page 328
Cultural Impact on Learning Styles......Page 329
Suggested Resources......Page 330
Challenges to Cross-Cultural Psychology......Page 331
Theoretical Frameworks and Ideologies......Page 333
Narratives......Page 334
Ethnic Identity......Page 335
Conclusion......Page 336
Cross-Cultural School Psychology......Page 337
The Absence of Cross-Cultural Psychology......Page 338
Emergence and Importance......Page 339
Value in School Settings......Page 340
Intervention......Page 341
Evidence for the Effects of Treatment......Page 342
Multicultural Counseling Competency Models......Page 343
Use of the Self-Assessment Checklist......Page 344
Families in the School Context......Page 345
Power Issues: Gender, Age, and Socioeconomic Status......Page 346
Disability and Special Education......Page 348
Sexuality......Page 349
Cultural Enmeshment......Page 351
Definitions of Culture Applied to Education......Page 352
Communication and the Culture of Education......Page 353
The Organizing Component of Educational Culture......Page 354
The Culture of Power in Education......Page 355
Unveiling the Opportunity Structure......Page 356
Peer Power—Peer Culture......Page 357
Suggested Reading......Page 358
Cultural Measurement Equivalence......Page 359
Cultural Perspectives on Trauma......Page 361
Cultural Coping Strategies......Page 362
Cultural Psychiatry......Page 363
Age and Socioeconomic Status......Page 364
Somatization and Dissociative Disorders......Page 365
Conclusion......Page 366
Empirical Studies......Page 367
Measurement Scales......Page 368
Culturalist Versus Scientific Paradigms......Page 369
Cultural Studies Versus Liberal Humanism......Page 370
Critical Social Theory......Page 371
Race, Class, Gender......Page 372
Multiculturalism and the Culture Wars......Page 373
Culture......Page 374
Hegemony and Counter-Hegemony......Page 375
Misperceptions......Page 376
Institutional Location......Page 377
Suggested Reading......Page 378
Use of Formal Assessment Procedures......Page 379
Summary......Page 380
Developing Culturally Competent Crisis Plans......Page 381
Communications Following a Crisis......Page 382
Suggested Resources......Page 383
A Historical Context......Page 384
The Emergence of Culturally Competent Practice......Page 385
Major Themes and Issues......Page 386
Culturally-Specific Guidelines for Guidance Counselors and School Psychologists......Page 387
Important Questions......Page 389
Introduction......Page 390
Conceptions of Nature......Page 391
Culture and Mathematics......Page 393
Culture and Interaction Styles......Page 394
Culture and Discourse Styles......Page 395
Implications for Formal Education......Page 396
Curanderism......Page 397
Suggested Resources......Page 398
Suggested Resources......Page 400
Daycare......Page 401
Debates in the Classroom......Page 402
Types of Defense/Coping Mechanisms......Page 404
Cultural Influences......Page 405
Delusion......Page 406
Democracy, Teaching About......Page 407
Demographics......Page 408
Recognizing Depression in Children and Youth......Page 411
Suicide......Page 412
Treatment for Childhood and Adolescent Depression......Page 413
Desegregation......Page 414
Desegregation Today......Page 415
Desensitization......Page 416
Graduated Real-Life Practice......Page 417
Suggested Resources......Page 418
Disasters and Disaster Prevention......Page 419
Discipline......Page 420
Models of Discipline and Classroom Management......Page 421
Racial Discrimination......Page 422
Discrimination against Students with Disabilities......Page 424
Suggested Reading......Page 425
Accounting for Disproportionality......Page 426
Responding to Disproportionality......Page 427
Distance Learning......Page 428
Diversity in Higher Education......Page 429
Divorce......Page 432
Risk Factors......Page 433
Interventions in School Settings......Page 434
Drama, Teaching......Page 435
Drug Education......Page 436
Suggested Resources......Page 437
Suggested Reading......Page 438
Dyslexia......Page 439
Historical Development of Early Childhood Education......Page 440
Contemporary Perspectives and Programs......Page 441
Early Head Start......Page 442
Timing......Page 443
School Intervention and Literacy Education......Page 444
Eating Disorders......Page 445
Risk and Protective Factors......Page 446
Ebonics......Page 447
Ecology......Page 448
Suggested Reading......Page 449
Dropout Rates......Page 450
Special Education......Page 451
Barriers to Achievement among Diverse Students......Page 452
Overcoming Barriers to Sociocultural and Linguistically Diverse Student Achievement......Page 453
Education for All Handicapped Children Act of 1975......Page 455
Suggested Resources......Page 456
Education Funding......Page 457
Educational Partnership......Page 458
Protective Factors and Supports in the Home......Page 459
Protective Factors and Supports in the School......Page 460
Suggested Resources......Page 461
Influence of Erik Erikson......Page 462
Elementary and Secondary Education Act (ESEA)......Page 463
Suggested Resources......Page 464
Suggested Reading......Page 465
Suggested Reading......Page 466
English as a Second Language Instruction (ESL)......Page 467
Beginning ESL Instruction......Page 468
Parental Involvement......Page 469
English Language Learners......Page 470
Suggested Resources......Page 471
Ethnic Identity Defined......Page 472
The Development of Ethnic Identity......Page 473
American Indian and Alaska Native Youth......Page 474
Achievements......Page 475
Achievements......Page 476
Achievements......Page 477
Achievements......Page 478
Multiracial Youth......Page 479
Suggested Reading......Page 480
Ethnicity......Page 481
Trends......Page 482
Co-Residential and Custodial Grandparents......Page 483
Extracurricular Activities......Page 484
Suggested Resources......Page 485
Families and Schools Together Program......Page 486
Evaluation and Effectiveness......Page 487
Suggested Reading......Page 488
Family Fragmentation......Page 489
Emergence of Family Therapy......Page 490
Theories of Family Therapy......Page 491
Systems Theory and Family Dynamics......Page 492
Change in Family Therapy......Page 493
The Effectiveness of Family Therapy......Page 494
Cross-cultural Family Therapy......Page 495
Father Involvement in Early Childhood Education......Page 496
Methodological Limitations and Implications for Future Research......Page 497
Suggested Reading......Page 498
Qualifications......Page 499
Challenges......Page 500
Foster Care......Page 501
History......Page 502
The Present Condition of Foster Care......Page 503
Challenges......Page 504
Suggested Resources......Page 505
Gang Statistics......Page 506
Suggested Reading......Page 507
Definitions......Page 508
Biology of Homosexuality......Page 509
Risk......Page 510
Gay Youth......Page 511
Schools......Page 512
Availability of Resources......Page 513
Gender Bias in Research......Page 514
Parental Influence on Gender Roles......Page 515
Historical Struggle in Education......Page 516
Gender Bias in Education......Page 517
Gender Bias and Moral Development......Page 518
Suggested Reading......Page 519
Generational Differences......Page 520
Gf-Gc Model of Intelligence......Page 521
Suggested Resources......Page 522
Gifted Education......Page 523
Global Assessment of Functioning (GAF)......Page 524
Suggested Reading......Page 525
Suggested Reading......Page 526
Elements of the Grading Process......Page 527
Culturally Aware Grading Processes......Page 528
Alternative Grading Systems in Higher Education......Page 529
Grief in Children......Page 530
Practices and Recommendations......Page 531
Gun-Free School Zones......Page 532
Suggested Reading......Page 533
Suggested Resources......Page 534
Program Support......Page 536
Outlook......Page 537
Health Education......Page 538
Suggested Resources......Page 539
Suggested Reading......Page 540
Cultural Implications of Abstract Thinking......Page 541
The Diversity of High School Sub- cultures......Page 542
The Structural Diversity of High Schools......Page 544
Cultural Transitions to and from High School......Page 546
Suggested Reading......Page 547
Hispanic Americans......Page 550
Values......Page 551
Acculturation......Page 553
Education and Development......Page 554
Natural History of HIV......Page 555
Current Interventions......Page 556
School-Based Issues......Page 557
Holocaust Education......Page 558
Home, Family, School Liaison......Page 559
Home-School Partnerships......Page 560
Factors Affecting Parent-School Partnerships......Page 561
Fostering Family-School Partnerships......Page 562
Homeschooling......Page 563
Historical Overview......Page 564
Research on Homework......Page 565
Suggested Reading......Page 566
Homophobia......Page 567
Definition......Page 568
The Status of Human Rights Today......Page 569
Cultural Issues......Page 570
Suggested Reading......Page 571
History of Immigration to the U.S.......Page 572
Educational Outcomes among Immigrant Populations......Page 573
Stereotyping, Prejudice, and Discrimination......Page 574
Family and Parental Involvement......Page 575
Establishment of Identity......Page 576
Gender and Immigrant Education......Page 577
Immigration Literature......Page 578
Impulsive Behavior......Page 580
Goals of Inclusion......Page 581
Clarifying Components of Inclusion......Page 582
The IEP Team......Page 583
IEP Content......Page 584
Legislative History......Page 585
Successes and Challenges of IDEA......Page 586
Suggested Reading......Page 587
Intelligence as a Common Factor......Page 588
Intelligence Testing......Page 589
Interpreters......Page 590
Challenges Working with Interpreters......Page 591
Translation and the Assessment Process......Page 592
Recommended Practices......Page 593
Recommendations for the Future......Page 595
IQ......Page 596
Challenges Facing Jewish American Children......Page 598
Suggested Resources......Page 599
History and Development......Page 600
Use of the KABC-II in Cross-Cultural Assessment......Page 601
Kindergarten......Page 603
KIPP (Knowledge is Power Program) Schools......Page 604
Korean American Youth......Page 605
Acculturation......Page 606
Suggested Resources......Page 607
Labeling in Schools......Page 608
Effects of Labeling......Page 609
Goals of Language and Academic Assessment......Page 610
Cultural Considerations in Assessment......Page 611
Language Arts, Teaching of......Page 612
Language Deficits......Page 614
Language Differences......Page 615
Language Proficiency......Page 616
Latin Americans......Page 619
History and Culture......Page 620
Latino American Youth and Education......Page 621
Historical Foundations......Page 623
Increased Public Awareness......Page 624
Response to Intervention......Page 625
LD and the Law......Page 626
Disproportionality in Special Education......Page 627
Learning Styles......Page 628
Cultural Influences on Students\' Learning Styles......Page 629
Life Cycle......Page 630
Learning through Play......Page 631
Academic Achievement......Page 632
Suggested Reading......Page 633
Suggested Reading......Page 634
Defining Literacy......Page 635
Literacy Acquisition......Page 636
Suggested Reading......Page 637
Magnet Schools......Page 638
Responsibilities of a Mandated Reporter......Page 639
Suggested Reading......Page 640
Mania/Hypomania......Page 641
Mathematics Teaching Approaches......Page 642
Ethnomathematics......Page 643
Media Literacy......Page 644
Medicaid......Page 645
Services Covered by Medicaid......Page 646
Melting Pot......Page 647
Background and Description......Page 648
Mental Retardation......Page 649
Brief History......Page 650
Factors in Minority Mental Retardation Identification Rates......Page 651
Mentoring Diverse Youth......Page 652
Conclusion......Page 653
Problems of Induction......Page 654
A Solution to Induction Problems......Page 655
Conclusion......Page 656
Acculturation......Page 657
Values......Page 658
Education......Page 659
Middle Eastern Youth......Page 660
Development of Ethnic Identity......Page 661
Suggested Resources......Page 662
Early Adolescent Development......Page 663
The Impact of Cultural Membership on the Early Adolescent Experience......Page 664
African Americans......Page 665
The Middle School Approach......Page 666
The Culturally-Sensitive Middle School Classroom......Page 667
Conclusion......Page 668
Suggested Reading......Page 669
Minority Identity Development of Children and Youth......Page 670
Practical Applications of Minority Identity Development in School Settings......Page 671
Montessori......Page 672
Moral Education......Page 673
Suggested Resources......Page 674
Social Context of Multicultural Education......Page 675
Student Perspectives......Page 676
Issues of Identity......Page 677
Cultural Practices and Traditions......Page 678
Student Experiences of Identity Tensions in a Culturally-Diverse School Context......Page 679
Multicultural Issues in Special Education......Page 680
Emotional Disturbance......Page 681
Mental Retardation......Page 682
Multicultural Teacher Training and Practices......Page 683
Challenges......Page 684
Multigroup Ethnic Identity Measure (MEIM)......Page 685
Multiple Intelligences......Page 686
Suggested Reading......Page 687
Muslim American Youth......Page 688
Historical Background......Page 689
Socioeconomic Status......Page 690
Acculturation and Values......Page 691
Identity Development......Page 692
Educational Experiences and Concerns......Page 693
Suggested Resources......Page 694
Suggested Reading......Page 695
National Assessment of Educational Progress (NAEP)......Page 696
National Association for Multicultural Education (NAME)......Page 697
National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)......Page 698
Suggested Resources......Page 699
National Association of School Psychologists (NASP)......Page 700
Mission, Purpose, and Goals......Page 701
National Information Center for Children and Youth with Disabilities (NICHCY)......Page 702
Native American Schools......Page 703
Native American Youth......Page 706
Enculturation and Acculturation......Page 707
Socioeconomic Status......Page 708
Mortality and Health......Page 709
Family......Page 710
Suggested Reading......Page 712
Goals of Neuropsychological Assessment......Page 713
Methods of Neuropsychological Assessment......Page 715
Disorders Associated with Neuropsychological Deficits......Page 716
History of Neuropsychological Assessment......Page 717
Suggested Reading......Page 718
New Freedom Commission on Mental Health......Page 719
Commission Recommendations......Page 720
Implications for Cross-Cultural Practice......Page 721
Goal 3: Disparities in Mental Health Services are Eliminated......Page 722
No Child Left Behind (NCLB)......Page 723
Parent Involvement and School Choice......Page 724
Nondiscriminatory Testing......Page 725
Nondiscriminatory Testing and Consumer Constituencies......Page 726
Consumer-Centered Nondiscriminatory Testing......Page 727
Nonverbal Assessment......Page 728
Types of Nonverbal Communication......Page 729
Functions of Nonverbal Communication......Page 730
Norm-Referenced Test (NRT)......Page 731
NRT......Page 732
Diagnosis......Page 734
Suggested Reading......Page 735
Outcomes-Based Education......Page 736
Suggested Resources......Page 737
Suggested Reading......Page 738
The Panic Attack......Page 739
Causes......Page 740
Treatment......Page 741
Paraprofessionals......Page 742
Parent Advocacy Coalition for Educational Rights (PACER Center)......Page 743
Parent Attachment......Page 744
Research and Theory......Page 745
Child Care and Attachment Theory......Page 746
Serving Families with Children with Disabilities......Page 747
Parent Centers and Schools......Page 748
Parental Involvement in Education......Page 749
Definitions and Conceptualizations of Parental Involvement in Education......Page 750
Historical Notes......Page 751
Research on Effectiveness of Parental Involvement in Education......Page 752
Diversity Issues......Page 753
Controversies about Parental Involvement in Education......Page 754
Suggested Resources......Page 755
Developmental Stages of Adolescence......Page 756
Effective Parenting......Page 757
PTA\'s Purposes......Page 758
PTA Programs and Campaigns......Page 759
Major Accomplishments......Page 760
Parent-Teacher Conference......Page 761
Parochial Schools......Page 762
Diversity on Campus......Page 763
The Public Funding Debate......Page 764
People of Color......Page 765
Frequency......Page 766
Groupings of Personality Disorders......Page 767
Gender Rates......Page 768
History of Personality Assessment......Page 769
Suggested Resources......Page 771
Proponents of Physical Education......Page 772
Suggested Resources......Page 773
Plessy v. Ferguson......Page 774
Poetry, Teaching......Page 775
Portfolios......Page 776
PBIS and Outcomes......Page 777
Positive Behavioral Interventions and Supports (PBIS): Process Considerations......Page 778
PTSD Defined......Page 779
Measures......Page 781
Suggested Resources......Page 782
Poverty and Education......Page 783
Poverty and Diversity......Page 784
Pregnancy, Teaching About......Page 785
Addressing Prejudice in Schools......Page 787
Preschool......Page 789
Preschool Language Assessment Instrument (PLAI) vs. a Thematic Version (PLAI-T) and Preschool Language Assessment Instrument-S......Page 790
Preschool Mental Health......Page 791
Suggested Resources......Page 792
Issues in Multicultural Teacher Education......Page 793
Future Directions in Multicultural Teacher Education......Page 794
Prevention......Page 795
History of Prevention and School Psychology......Page 796
Models of Prevention for School Settings......Page 797
A School-Based Prevention Model......Page 798
School-Wide Approaches......Page 799
Cross-Cultural Prevention in Schools......Page 800
Principals......Page 801
Leading Learning......Page 802
Private Schools......Page 803
Diversification of Campuses......Page 804
Suggested Reading......Page 805
Rorschach Inkblot Test......Page 806
Storytelling Tests......Page 807
Suggested Reading......Page 808
Prodromal Phase......Page 809
Biology......Page 810
Psychotherapy......Page 811
Types of Psychotropics......Page 812
Antidepressants......Page 813
Other Psychotropic Agents......Page 814
Puerto Rican Youth......Page 815
Suggested Reading......Page 816
Construction of Race, Ethnicity, and Identity in the U.S.......Page 818
School-Aged Population and Race......Page 819
School Psychologists\' Job Roles and Race......Page 820
Suggested Resources......Page 821
Ethnicity......Page 822
Ethnic Differences......Page 823
Racism: Individual, Institutional, and Cultural......Page 824
Types of Racism: Overt and Covert Racism......Page 825
Agents of Racism......Page 826
Combating Racism......Page 828
Suggested Reading......Page 829
Reading Aloud to Students......Page 830
Suggested Resources......Page 831
Suggested Resources......Page 832
Referral......Page 833
Reform Through Regulation......Page 834
Reform Through School Leadership......Page 835
Refugee Youth......Page 836
Suggested Resources......Page 837
Reggio Emilia......Page 838
Categories of Reinforcement......Page 839
Reinforcement-Based Interventions......Page 840
Parameters of Reinforcement (Factors that Influence the Effectiveness of Reinforcement)......Page 841
Religion, Teaching About......Page 842
Religious Holidays......Page 843
History of Religious/Ethnic Schools in America......Page 844
Trends in Religious/Ethnic Education......Page 845
Controversial Issues in Religious/Ethnic Education......Page 846
Curriculum in Specialized Religious/Ethnic Schools......Page 847
The Future of Ethnic/Religious Schools in America......Page 848
What is Remedial Education?......Page 849
Features of Remedial Education......Page 850
From At-Risk to At-Promise: The Resilience Movement......Page 851
Individual Protective Factors......Page 852
Autonomy......Page 853
Environmental Protective Factors......Page 854
Family Factors......Page 855
School and Community Factors......Page 856
A Note on Resilience Promotion......Page 857
Research on Resilience......Page 858
School-Based Resilience Prevention Programs......Page 859
Academic Resilience......Page 860
Retention......Page 861
Outcomes of Grade Retention......Page 862
Rewards......Page 863
Roles of Multiculturally Competent School Counselors......Page 865
Implications for Practice and Training......Page 866
Poverty, Mental Health Problems, and Substance Abuse......Page 867
Suggested Reading......Page 868
Safe Sex......Page 870
Same Sex Marriage Debate......Page 871
SAT......Page 873
Suggested Reading......Page 874
Diagnosis and Presentation......Page 875
Causes of Schizophrenia......Page 876
Safety Issues......Page 877
School Counselor......Page 878
Historical Origins and Developments of School Counseling......Page 879
Accreditation of School Counseling Programs......Page 880
National Standards for School Counseling Programs......Page 881
The ASCA National Model: A Framework for School Counseling Programs......Page 882
School Counselor Roles and Responsibilities in the Twenty-first Century......Page 883
Students\' Developmental Needs and School Counselors Responsibilities......Page 884
School Psychologist......Page 885
Research and Planning......Page 886
Family Problems......Page 887
Living in an Age of Terror......Page 888
Best Practices to Facilitate Recovery and Coping after Terrorist Attacks......Page 889
Suggested Resources......Page 890
School Roles in Mental Health......Page 891
School Standards......Page 892
No Child Left Behind and School Standards......Page 893
Suggested Reading......Page 894
Risk Factors......Page 895
Prevention and Intervention......Page 896
School, Size of......Page 897
Primary (Universal) Prevention......Page 898
Characteristics of Effective School- based Prevention Programs......Page 899
School-Community Mental Health Centers......Page 901
Benefits of School-Community Mental Health Service Delivery......Page 902
Suggested Resources......Page 903
Benefits of School-to-Work Programs......Page 904
Science, Teaching......Page 905
Screening and Early Warning Signs......Page 907
Cultural Considerations in Screening......Page 908
Identification of Culturally Significant Risk Factors......Page 909
Screening for Depression and Suicide in Schools......Page 910
Support for and Concerns about Screening......Page 911
Suggested Resources......Page 912
Responsibilities of Local School Systems......Page 913
Section 504 vs. IDEA......Page 914
Self-Assessment Checklist for Personnel Providing Services and Supports to Children and Their Families......Page 915
Definition......Page 916
Why the Interest in Self-Esteem......Page 917
Measuring Self-Esteem......Page 918
Multidimensional Scales......Page 919
Demographic Correlates of Self- Esteem......Page 920
Service Learning......Page 922
Sex Education......Page 924
Suggested Resources......Page 925
Sexual Development......Page 926
Sexual Harassment......Page 927
Effect on Students......Page 928
What Can Schools Do......Page 929
Sexual Orientation......Page 930
Sheltered Instruction......Page 931
Current Significance of Sheltered Instruction......Page 932
Suggested Reading......Page 933
History of Single-Sex Education......Page 934
Arguments Against Single-Sex Education......Page 935
Tobacco Use among American Youth......Page 936
Tobacco Use Prevention and Control......Page 937
Suggested Resources......Page 938
Access to Services......Page 939
Children with Special Needs......Page 940
Social Sciences, Teaching......Page 941
Consequences of Good Social Skills......Page 942
Social Skills Interventions......Page 943
Role of Schools in Social Skills Training......Page 944
Social Work......Page 945
Multicultural Issues......Page 946
Sociocultural Factors......Page 947
Sociocultural Theory (ST)......Page 948
Ethnography......Page 949
Youth Placed at Risk......Page 950
Youth and Consumer Culture......Page 952
Socioeconomic Status......Page 954
Components of SES: Income, Education, and Occupation as SES......Page 955
School and Neighborhood SES......Page 957
SES and Academic Achievement......Page 958
The Impact of SES on Physical, Cognitive, and Emotional Development......Page 959
Interventions to Level the Playing Field......Page 960
Somatization Disorder......Page 961
Suggested Resources......Page 962
History of Laotian and Hmong Refugees......Page 963
History of Vietnamese Refugees......Page 964
Cultural Influences on Parenting and Psychosocial Development......Page 965
Challenging the Myth of the Model Minority......Page 966
Limited English Proficiency......Page 967
Demographics......Page 968
History......Page 969
Self-Contained Classroom......Page 970
Conclusion......Page 971
Stanford-Binet Intelligence Scale......Page 972
Stereotyping Frameworks......Page 973
Consequences of Stereotypes......Page 974
Stigma......Page 975
Coping with Stigma......Page 976
Stress/Stressors......Page 977
Stress and Coping......Page 978
Who is Dropping Out......Page 979
Crime......Page 980
Educational Instruction......Page 981
Student Mobility......Page 982
Goals and Reward Structures......Page 983
Roles/Power Relationships......Page 984
Suggested Reading......Page 985
Student-Led Conferences......Page 986
The Individuals with Disabilities Education Improvement Act of 2004......Page 987
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990......Page 989
Disproportionate Representation in Special Education......Page 990
Assessment of Culturally and Linguistically Diverse Students......Page 991
Identification of Specific Learning Disabilities......Page 992
Homework......Page 994
Suggested Reading......Page 995
Tobacco......Page 996
School Factors......Page 997
Substitute Teachers......Page 998
History of the Suburban School......Page 999
Suburban School Psychology and Counseling......Page 1000
Acculturation......Page 1001
Education......Page 1002
Suicide......Page 1003
Psychiatric and Medical Illness......Page 1004
Summer Learning Loss......Page 1005
System of Multicultural Pluralistic Assessment (SOMPA)......Page 1006
Suggested Resources......Page 1007
Teacher Burnout......Page 1008
Self-Efficacy......Page 1009
Beginning Teachers......Page 1010
Purpose of Teacher Assessment......Page 1011
Student Assessment of Teachers......Page 1012
Introduction......Page 1013
Educational Models Designed to Support the Education of English Language Learners......Page 1014
Conclusion......Page 1015
Managing Instruction......Page 1016
Sufficient Practice......Page 1017
Differentiating Instruction......Page 1018
Task Demands......Page 1019
The Digital Divide......Page 1020
Adults and Technology......Page 1021
Conclusion......Page 1022
TEMAS (Tell-Me-A-Story) Multicultural Thematic Apperception Test......Page 1023
Testing......Page 1024
Measurement......Page 1025
Validity......Page 1026
Time Management......Page 1027
Introduction......Page 1028
Differences in Child Care Use and Resources......Page 1029
Culturally Sensitive Strategies......Page 1030
Cultural Awareness......Page 1031
Inclusive Tolerance......Page 1032
Suggested Resources......Page 1033
Torture......Page 1034
Suggested Resources......Page 1035
Suggested Resources......Page 1036
Historical Perspectives in Schooling......Page 1037
Determining Student Placement......Page 1038
Negative Effects of Tracking Practices......Page 1039
Examining Curriculum Differences Among the Various Tracks......Page 1040
The De-Tracking Movement......Page 1041
Suggested Resources......Page 1042
Middle and High School Years......Page 1043
Suggestions to Ease the Transition Process......Page 1044
History of Transracial Adoption......Page 1045
International Transracial Adoption......Page 1046
Identity Development for Transracial Adoptees......Page 1047
Defining Truancy......Page 1048
Prevalence......Page 1049
Risk Factors Related to School Non- Attendance......Page 1050
What Can We Do About School Refusal......Page 1052
Conclusion......Page 1053
Suggested Resources......Page 1054
Strategic Approach......Page 1056
Gender Under-Representation......Page 1057
Racial/Ethnic Under-Representation......Page 1058
Legislation......Page 1059
Uniforms......Page 1060
Universal Nonverbal Intelligence Test (UNIT)......Page 1061
Urban Schools......Page 1062
Urban Students......Page 1063
Urban School Psychology......Page 1064
Suggested Reading......Page 1065
Culture, Community, and Family Life......Page 1066
Delinquency......Page 1067
Vocational Schools......Page 1068
Pupil Culture and Staff Culture in Vocational Schools......Page 1069
Vouchers......Page 1070
Suggested Resources......Page 1071
Waldorf Schools......Page 1072
Wechsler Intelligence Scale for Children-IV (WISC-IV)......Page 1073
Cultural Concerns......Page 1074
Wechsler Intelligence Scale for Children-IV (WISC-IV) Spanish......Page 1075
Location and Geographic Characteristics......Page 1076
Independence, New Identities, Defining and Redefining Blackness in the West Indies......Page 1077
White American Youth......Page 1078
Assimilation......Page 1079
Suggested Reading......Page 1080
Helms\' White Racial Development Model......Page 1081
Rowe, Bennett, and Atkinson\'s Model of White Racial Consciousness......Page 1082
WISC-IV......Page 1083
Suggested Reading......Page 1084
Suggested Resources......Page 1085
Person-to-nature relations......Page 1086
Worldview in multicultural societies......Page 1087
Suggested Resources......Page 1088
Transitioning from High School to College......Page 1090
Transitioning from High School to Work......Page 1092
General Educational Development Programs......Page 1093
Suggested Resources......Page 1095