School Psychologists and the Opportunities and Challenges of Serving Dual Language and English Learners: an Introduction to the Special Issue

Empirical influence of the multicultural guidelines: A brief report.

“…The quantitative articles ranged in topic from addressing diversity issues in undergraduate courses (e.g., Elicker, Snell, & O’Malley, 2010; Warren, 2006), multiculturalism from the perspectives of clients and counselors (e.g., Dillon et al, 2016; Hammer, Vogel, & Heimerdinger-Edwards, 2013; Robinson-Zañartu et al, 2011; Wintersteen, Mensinger, & Diamond, 2005), assessment concerns in psychotherapy and research (e.g., Chao & Green, 2011; Green, Chen, Helms, & Henze, 2011), training (Lee, Sheridan, Rosen, & Jones, 2013; Liu, Sheu, & Williams, 2004), incarceration rates of juvenile offenders (e.g., Langrehr, 2011), and research publication trends (Hartmann et al, 2013).…”

A Systematic Review of Indigenous Representation in School Psychology Research

“…While this is crucial to the literature, professional issues and consultation are underrepresented topics. Because school psychologists report a lack of skills and training in this area (Robinson-Zañartu et al, 2011), greater research here is needed. Additionally, though NASP (2020) includes both consultation and advocacy as essential practice domains, these were not emerging as common topics in the research, suggesting these values do not extend to research and practice with Indigenous communities within school psychology.…”

“…Regarding cultural competence, while culturally responsive assessment was discussed with relative frequency, intervention is markedly left out of this discussion for Indigenous students. Practitioners and trainers need to be aware of how to adapt and implement educational and psychological interventions in a culturally responsive manner (Robinson-Zañartu et al, 2011).…”

“…School psychologists positioned at schools and clinics that are near a reservation with one or more Nations may serve more Indigenous students and families than any other ethnic group. However, school psychologists report feeling underprepared and lacking the necessary skills to serve Indigenous populations well (Robinson-Zañartu et al, 2011). A greater understanding of school psychology research related to Indigenous populations is necessary to supplement these training gaps and improve outcomes for Indigenous students.…”