NASP Publications - Psychology of Multiculturalism in the Schools: Authors

The Psychology of Multiculturalism in the Schools: A Primer for Training, Practice, and Research: About the Editor and Chapter Authors

About the Editor

Janine M. Jones, PhD, is an Assistant Professor of School Psychology at the University of Washington. She is also a Licensed Child Psychologist with a private practice called For A Child, LLC. Dr. Jones has been involved in research, teaching, and clinical work since 1992. Her professional settings include community mental health centers, private practice, schools, and universities. Her professional experiences include providing child and adolescent therapy, psychological assessment, and teaching and supervision of graduate students. Dr. Jones specializes in clinical work with children suffering from depression, anxiety, exposure to violence, and trauma. Her research focuses on resilience in children from a cultural perspective. Her educational background includes a master’s degree in Marriage, Family, and Child Counseling from the University of Southern California and a doctoral degree in School Psychology from the University of Texas at Austin.

About the Chapter Authors

Lionel Blatchley, PhD, LP, worked as a School Psychologist for the Saint Paul Public Schools in Minnesota for 33 years, until retirement in 2006. He specialized in multidisciplinary teaming, assessment of culturally and linguistically different students, and alternative service delivery. Dr. Blatchley currently serves as a consultant to school districts and Minnesota Department of Education projects relating to disproportionate representation and CLD students.

Amy Boland, MA, is a third-year doctoral student in the School Psychology Program at Ohio State University. She has master’s degrees in Developmental Psychology and School Psychology. She currently works as a behavior consultant and psychometrician in private practice and is an adjunct psychology faculty member at Columbus State Community College.

Kimberly Booker, PhD, LSSP, is a Licensed Psychologist, a Licensed Specialist in School Psychology, and an Assistant Professor in the School Psychology Program at Texas Woman’s University. Her research, teaching, and practice focus on intervention and consultation with students at risk for academic failure and those in special education.

Julie Esparza Brown, EdD, is an Assistant Professor of Special Education at Portland State University. Her teaching and research interests are in bilingual special education, culturally and linguistically responsive RTI, and least biased cognitive assessment for English language learners (ELLs). Seeking social justice and equitable educational systems for ELLs is her passion.

Doris Wright Carroll, PhD, is an Associate Professor in the Department of Special Education, Counseling, and Student Affairs at Kansas State University. She brings more than 30 years of experience as a multicultural counselor, teacher, and educator. Dr. Carroll earned a PhD in Counseling Psychology from the University of Nebraska–Lincoln.

Valerie J. Cook-Morales, PhD, is a Professor of School Psychology at San Diego State University, where she has directed 19 personnel preparation grants offering culture-specific or multicultural training for school psychology students and practitioners. Her research, teaching, grants, and consultation focus on effecting educational equity from individual through system-wide levels.

Deborah Peek Crockett, PhD, NCSP, is a School Psychologist at the Fayette County Board of Education and an Adjunct Professor at Georgia State University. Her school practice, teaching, and research focus on providing culturally competent school psychological services and recruitment and retention of minority school psychologists.

Tonika Duren Green, PhD, is an Associate Professor of School Psychology at San Diego State University. Her publications and grants illuminate her passion for preparing school psychologists for multicultural schools. Most notable is a $1.5 million grant with Drs. Valerie Cook-Morales and Tam O’Shaughnessy to improve education for ethnolinguistically diverse students.

Megan Hemmeler, MA, is a third-year doctoral student in the School Psychology Program at Ohio State University. She has a master’s degree in School Psychology and currently works as a mental health consultant for a Head Start agency.

Trista M. Huckleberry, PhD, is an Assistant Professor of Interdisciplinary Psychology at the University of Washington Tacoma. Her research focuses on the social context of education, identity development, and the relation between popular culture and African American culture. Dr. Huckleberry currently teaches courses in adolescent and educational psychology and in African American culture.

Colette L. Ingraham, PhD, NCSP, is a Professor in, and Director of, the School Psychology Program at San Diego State University and the Founding Coordinator of the NASP Consultee-Centered Consultation Interest Group. Her research interests focus on multicultural and systemic issues in school psychology, with specialties in cross-cultural consultation and conceptual change.

Janine M. Jones, PhD, NCSP, is an Assistant Professor of School Psychology at the University of Washington and a Licensed Child Psychologist in private practice. Her research, teaching, and clinical work focus on culturally competent service delivery and resilience in children and adolescents from a cultural perspective.

Matthew Y. Lau, PhD, NCSP, is a Bilingual School Psychologist in the Minneapolis Public Schools. He provides training and consultation with other psychologists and school staff regarding assessment issues with ELLs and offers training and support to general and special education staff on the district’s problem-solving model.

Antoinette Halsell Miranda, PhD, NCSP, is an Associate Professor of School Psychology at Ohio State University. Her research interests include developing effective interventions with at-risk children in urban settings, early intervention, and the development of racial identity and its relationship to academic achievement.

Elizabeth D. Palacios, PhD, LSSP, LPC, is the Dean for Student Development and an Adjunct Professor in the Departments of Educational Psychology and Educational Administration at Baylor University. Her research, teaching, and university roles focus on multicultural issues, student development, and the retention of students of color in higher education.

Carol Robinson-Zañartu, PhD, is a Professor in, and Chair of, San Diego State University’s Department of Counseling and School Psychology. Her research, publications, and consultations focus on issues of equity and social justice and on dynamic intervention-based assessment. She holds special interest (and numerous federal grants) in Native American education and psychology.

David Shriberg, PhD, is an Assistant Professor in the School Psychology Program at Loyola University Chicago. His primary research interests are in the areas of social justice, leadership, and facilitating effective family/school/community collaboration. He is also the founder and cochair of NASP’s Social Justice Interest Group.

Pamala Trivedi, MA, MEd, NCSP, is a fifth-year doctoral student in the School Psychology Program at the University of Washington, and her research is centered on identity development in multiracial children. Her practice in different clinical settings is premised on the importance of taking into account culturally relevant and ecologically valid information in the evaluation and treatment of children.



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Her professional experiences include providing child and adolescent therapy, psychological assessment, and teaching and supervision of graduate students. Dr. Jones specializes in clinical work with children suffering from depression, anxiety, exposure to violence, and trauma. Her research focuses on resilience in children from a cultural perspective. Her educational background includes a master’s degree in Marriage, Family, and Child Counseling from the University of Southern California and a doctoral degree in School Psychology from the University of Texas at Austin. About the Chapter Authors Lionel Blatchley, PhD, LP, worked as a School Psychologist for the Saint Paul Public Schools in Minnesota for 33 years, until retirement in 2006. He specialized in multidisciplinary teaming, assessment of culturally and linguistically different students, and alternative service delivery. Dr. Blatchley currently serves as a consultant to school districts and Minnesota Department of Education projects relating to disproportionate representation and CLD students. Amy Boland, MA, is a third-year doctoral student in the School Psychology Program at Ohio State University. She has master’s degrees in Developmental Psychology and School Psychology. She currently works as a behavior consultant and psychometrician in private practice and is an adjunct psychology faculty member at Columbus State Community College. Kimberly Booker, PhD, LSSP, is a Licensed Psychologist, a Licensed Specialist in School Psychology, and an Assistant Professor in the School Psychology Program at Texas Woman’s University. Her research, teaching, and practice focus on intervention and consultation with students at risk for academic failure and those in special education. Julie Esparza Brown, EdD, is an Assistant Professor of Special Education at Portland State University. Her teaching and research interests are in bilingual special education, culturally and linguistically responsive RTI, and least biased cognitive assessment for English language learners (ELLs). Seeking social justice and equitable educational systems for ELLs is her passion. Doris Wright Carroll, PhD, is an Associate Professor in the Department of Special Education, Counseling, and Student Affairs at Kansas State University. She brings more than 30 years of experience as a multicultural counselor, teacher, and educator. Dr. Carroll earned a PhD in Counseling Psychology from the University of Nebraska–Lincoln. Valerie J. Cook-Morales, PhD, is a Professor of School Psychology at San Diego State University, where she has directed 19 personnel preparation grants offering culture-specific or multicultural training for school psychology students and practitioners. Her research, teaching, grants, and consultation focus on effecting educational equity from individual through system-wide levels. Deborah Peek Crockett, PhD, NCSP, is a School Psychologist at the Fayette County Board of Education and an Adjunct Professor at Georgia State University. Her school practice, teaching, and research focus on providing culturally competent school psychological services and recruitment and retention of minority school psychologists. Tonika Duren Green, PhD, is an Associate Professor of School Psychology at San Diego State University. Her publications and grants illuminate her passion for preparing school psychologists for multicultural schools. Most notable is a $1.5 million grant with Drs. Valerie Cook-Morales and Tam O’Shaughnessy to improve education for ethnolinguistically diverse students. Megan Hemmeler, MA, is a third-year doctoral student in the School Psychology Program at Ohio State University. She has a master’s degree in School Psychology and currently works as a mental health consultant for a Head Start agency. Trista M. Huckleberry, PhD, is an Assistant Professor of Interdisciplinary Psychology at the University of Washington Tacoma. Her research focuses on the social context of education, identity development, and the relation between popular culture and African American culture. Dr. Huckleberry currently teaches courses in adolescent and educational psychology and in African American culture. Colette L. Ingraham, PhD, NCSP, is a Professor in, and Director of, the School Psychology Program at San Diego State University and the Founding Coordinator of the NASP Consultee-Centered Consultation Interest Group. Her research interests focus on multicultural and systemic issues in school psychology, with specialties in cross-cultural consultation and conceptual change. Janine M. Jones, PhD, NCSP, is an Assistant Professor of School Psychology at the University of Washington and a Licensed Child Psychologist in private practice. Her research, teaching, and clinical work focus on culturally competent service delivery and resilience in children and adolescents from a cultural perspective. Matthew Y. Lau, PhD, NCSP, is a Bilingual School Psychologist in the Minneapolis Public Schools. He provides training and consultation with other psychologists and school staff regarding assessment issues with ELLs and offers training and support to general and special education staff on the district’s problem-solving model. Antoinette Halsell Miranda, PhD, NCSP, is an Associate Professor of School Psychology at Ohio State University. Her research interests include developing effective interventions with at-risk children in urban settings, early intervention, and the development of racial identity and its relationship to academic achievement. Elizabeth D. Palacios, PhD, LSSP, LPC, is the Dean for Student Development and an Adjunct Professor in the Departments of Educational Psychology and Educational Administration at Baylor University. Her research, teaching, and university roles focus on multicultural issues, student development, and the retention of students of color in higher education. Carol Robinson-Zañartu, PhD, is a Professor in, and Chair of, San Diego State University’s Department of Counseling and School Psychology. Her research, publications, and consultations focus on issues of equity and social justice and on dynamic intervention-based assessment. She holds special interest (and numerous federal grants) in Native American education and psychology. David Shriberg, PhD, is an Assistant Professor in the School Psychology Program at Loyola University Chicago. His primary research interests are in the areas of social justice, leadership, and facilitating effective family/school/community collaboration. He is also the founder and cochair of NASP’s Social Justice Interest Group. Pamala Trivedi, MA, MEd, NCSP, is a fifth-year doctoral student in the School Psychology Program at the University of Washington, and her research is centered on identity development in multiracial children. Her practice in different clinical settings is premised on the importance of taking into account culturally relevant and ecologically valid information in the evaluation and treatment of children.