School Psychology Training and the Education of Minority at-Risk Youth: The Texas A&M University Program Emphasis on Handicapped Hispanic Children and Youth

Abstract

Concern over identification procedures and special education instructional interventions for Hispanic youngsters with handicaps has been expressed in courts, legislatures, and professional forums. Increasing the number of qualified Hispanic and bilingual school psychologists is essential to delivering effective educational and mental health services to Hispanic children with learning or emotional handicaps. The Texas A&M School Psychology Doctoral Program, with support from the U.S. Department of Education/Office of Special Education, offers an ongoing training emphasis in Hispanic children and youth with handicaps. Factors related to the recruitment and retention of Hispanic trainees are identified and discussed. Graduates from this program have influenced the education of Hispanic students with handicaps through delivering services directly to that population, conducting related research and development activities, and training school psychologists and special and regular education teachers.

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Notes on contributors

Douglas J. Palmer

Douglas J. Palmer, PhD, Professor of Educational Psychology, earned his doctorate in Educational Psychology from the University of California at Los Angeles, with a specialty in special education. He is the principal investigator for Texas A&M University's federal grant to prepare doctoral school psychologists to work with Hispanic youth with handicaps. His research interests include children's attributions, social development, and training leadership personnel in special education.

Jan N. Hughes

Jan N. Hughes, PhD, is Professor and Director, School Psychology Program at Texas A&M University. Her research interests include consultation, child therapy, and child psychopathology.

Leo Juarez

Leo Juarez, PhD, is a Psychologist with Delano Joint Union High School District in California. He has been actively involved in both teaching and practice roles related to the education of Hispanic youth. He was project director of the federally-funded Handicapped Hispanic Children and Youth project at Texas A&M from 1987–1990.