Latino immigration: Preparing school psychologists to meet students’ needs.

Abstract

As the population of immigrant Latino students continues to rise, school psychologists serving Latino children and families must develop the knowledge and skills necessary to provide high-quality psychological services to culturally and linguistically diverse students from immigrant families. Following a review of the relevant literature on the educational, social, and emotional needs of immigrant Latino children, we describe Project SUPERB (Scholars Using Psychology and Education to Reach Bilinguals), a grant-funded initiative to address the shortage of bilingual (Spanish-English) school psychologists. We discuss important issues regarding training and preparation to develop the competencies necessary for effective assessment, intervention, and collaboration in the context of school settings to help immigrant children achieve success. Finally, we identify ways in which school psychologists may adopt a leadership role in working with schools and families to promote positive outcomes. (PsycINFO Database Record

Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation

“…However, after direct experience working with Latino students, teachers are able to have a more individualized view of students apart from population statistics they may have learned in a teacher preparation program. This is not to minimize challenges facing Latino populations in the United States that interfere with school success (Benner & Graham, 2011;Garcia-Joslin et al, 2016), but to point out that present study findings suggest that more experienced teachers are able to see past generalized risk factors to view students as well-behaved and capable individuals, regardless of race/ethnicity. In addition, previous research has found that, although new teachers may enter the field feeling well prepared (knowledge-wise), knowledge does not immediately translate to effective teaching practices (Ronfeldt, Matsko, Nolan, & Reininger, 2018).…”

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

“…In contrast, in quantitative research it was referred to as a risk or resource with the same frequency (N = 15). Low educational level and family income were found to hamper parents' efforts to effectively support their children's learning Montazer & Wheaton, 2011;Moon et al, 2009;Sadownik & Mikiewicz, 2016) and were associated with higher vulnerability of children (Cook et al, 2015;Garcia-Joslin et al, 2016;Lin et al, 2011;Moinolnolki & Han, 2017;Murat & Frederic, 2015;, whereas higher levels of parental social capital were associated with fewer child difficulties at school (Moinolmolki, 2019;Montazer & Wheaton, 2011;Shoshani et al, 2016;Valdez et al, 2013). On the other hand, a few articles (e.g.…”

Delivering Home-Supported Applied Behavior Analysis Therapies to Culturally and Linguistically Diverse Families

“…For example, in Texas, a state with a relatively high percentage of English language learners (ELLs), there have been shortages of both special educators and bilingual teachers in every year since 1990. What information is available indicates a shortage of Spanish-speaking special educators, school psychologists (Garcia-Joslin et al, 2016), health service psychologists (American Psychological Association, 2016), and primary care physicians (Zuckerman et al, 2013) relative to the numbers of Spanish speakers in their communities.…”