LEADER 00000cam  2200553Ii 4500 
001    ocn940504776 
003    OCoLC 
005    20160415024341.0 
006    m     o  d         
007    cr ||||||||||| 
008    160222s2016    dcu     sb    001 0 eng d 
020    9781433821752|q(digital)|q(undefined format) 
020    1433821753|q(digital)|q(undefined format) 
035    (OCoLC)940504776 
040    DcWaAPA|beng|erda|cUTBLW|dOCLCO|dOCLCF|dSTJ 
043    n-us--- 
049    STJJ 
050  4 LC3731|b.P79 2016 
082 04 371.829/0973|223 
099    WORLD WIDE WEB|aE-BOOK|aEBSCO 
245 00 Psychoeducational assessment and intervention for ethnic 
       minority children :|bevidence-based approaches /|cedited 
       by Scott L. Graves, Jr., Duquesne University, and Jamilia 
       J. Blake, Texas A&M University. 
264  1 Washington, DC :|bAmerican Psychological Association,
       |c2016. 
300    xiv, 289 pages ;|ccm. 
336    text|2rdacontent 
337    computer|2rdamedia 
338    online resource|2rdacarrier 
490 0  Applying psychology in the schools book series 
504    Includes bibliographical references and index. 
505 0  I. Historical context and current issues related to the 
       assessment of ethnic minority children -- II. Assessment 
       of ethnic minority students -- III. Promising practices in
       intervention for ethnic minority students. 
520    "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"--
       Publicity materials. (PsycINFO Database Record (c) 2016 
       APA, all rights reserved). 
530    Also issued in print. 
533    Electronic reproduction.|bWashington, D.C. :|cAmerican 
       Psychological Association,|d2016.|nAvailable via World 
       Wide Web.|nAccess limited by licensing agreement.|7s2016  
       dcun s 
650  0 Children of minorities|xEducation|zUnited States. 
650  0 Children of minorities|xPsychological testing|zUnited 
       States. 
650  2 Minority Groups|xeducation. 
650  2 Minority Groups|xpsychology. 
650  2 Education. 
650  2 Psychology, Child. 
650  2 Psychological Tests. 
650  7 Children of minorities|xEducation.|2fast
       |0(OCoLC)fst00855438 
650  7 Children of minorities|xPsychological testing.|2fast
       |0(OCoLC)fst00855451 
651  7 United States.|2fast|0(OCoLC)fst01204155 
700 1  Graves, Scott L.,|eeditor. 
700 1  Blake, Jamilia J.,|eeditor. 
776 0  Original|w(DLC)  2015030762 
994    C0|bSTJ