¿Que Podemos Hacer?: Roles for School Psychologists with Mexican and Latino Migrant Children and Families

Abstract

The economic and health situations of Mexican and Latino migrant farmworkers and their children are severe, yet employment continues to be available and migration substantial. Recent public policy initiatives at both state and federal levels have increased the stress they experience. For school psychologists, questions persist about how best to support the learning and mental health of children and families engaged in migrant farmwork. This literature review includes social and cultural information needed by school psychologists serving migrant children and families, examples of successful school-based programs, and implications for public policy and practice.

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Notes on contributors

Mary Henning-Stout

Mary Henning-Stout, PhD, is Associate Professor of Counseling Psychology and Coordinator of the School Psychology Program for the Graduate School of Professional Studies at Lewis & Clark College, Portland, Oregon. Her research and scholarly interests include intercultural competence, culturally fair and educationally relevant assessment, consultation, and professional issues in school psychology. She is currently a member of the Committee on Children, Youth, and Families of the American Psychological Association and co-chair of the Task Force on Lesbian, Gay, and Bisexual Issues for the National Association of School Psychologists.