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We propose a participatory approach for conceptualizing and implementing research-based interventions that has as its primary aim the development of acceptable and sustainable change efforts. The Participatory Intervention Model (PIM), rooted in participatory action research, provides a mechanism for integrating theory, research, and practice and for promoting involvement of stakeholders in intervention efforts. We present evidence of PIM's capacity for promoting intervention acceptability, drawing on our research experiences in international sexual-risk prevention work. We conclude with a discussion of PIM's potential for bridging the gap between research and practice, addressing cultural diversity, fostering partnerships, promoting disciplined reflective practice, and integrating the multiple roles of the school psychologist.In recent years, researchers and practitioners in the field of school psychology have recognized the need for a broad conception of intervention development and evaluation that addresses intervention acceptability and integrity, in addition to efficacy

School psychology training programs are required to provide multicultural training to preservice school psychologists; however, trainers have had difficulty adequately including multicultural content into the curriculum. Thus, there is a gap between the requirements and the training that many school psychologists receive. Training programs have grappled with multicultural training because of difficulty identifying the structure and content of such training for school psychologists. To advance multicultural training in school psychology, guidance is needed regarding the content and structure necessary to adequately develop multicultural competence. Hence, the purpose of this article is to critically review the evidence on multicultural training in school psychology and provide a synthesis of the best evidence for preparing multiculturally competent school psychologists.

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The purpose of this article is to demonstrate the application of mixed methods research designs to multiyear programmatic research and development projects whose goals include integration of cultural specificity when generating or translating evidence-based practices. The authors propose a set of five mixed methods designs related to different phases of program development research: (a) formative research, Qual →/+ Quan; (b) theory development or modification and testing, Qual → Quan →/+ Qual → Quan . . . Qual → Quan; (c) instrument development and validation, Qual → Quan; (d) program development and evaluation, Qual →/+ Quan →/+ Qual →/+ Quan . . . Qual →/+ Quan, or Qual →← Quan; and (e) evaluation research, Qual + Quan. We illustrate the application of these designs to creating and validating ethnographically informed psychological assessment measures and developing and evaluating culturally specific intervention programs within a multiyear research program conducted in the country of Sri Lanka.

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