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Publications and Research Colette L. Ingraham |
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PUBLICATIONS
Ingraham, C. L. (in press). Studying multicultural aspects of consultation. In W. P. Erchul & S. M. Sheridan (Eds.). Handbook of research in school consultation: Empirical foundations for the field. Mahwah, NJ: Lawrence Erlbaum Associates.
Ingraham, C. L. (in press). Focusing on consultees in multicultural consultation. In G. B. Esquivel, E. C. Lopez, & S. Nahari (Eds.) Handbook of multicultural school psychology, Mahwah, NJ: Lawrence Erlbaum Associates.
Ingraham, C. L. (in press). Context communication. In Y. Jackson (Ed.) Encyclopedia of multicultural psychology. Thousand Oaks: Sage.
Ingraham, C. L., & Oka, E. R. (2006). Multicultural issues in evidence-base intervention. Journal of Applied School Psychology, 22(2), 127-149.
Ingraham, C. L. (2006). A woman with vision and drive: Remembering Dr. Nadine M. Lambert. The School Psychologist, 60(4),143,145.
Ingraham, C. L. (2005). Cross-cultural consultation. In S. Lee (Ed.) Encyclopedia of school psychology (pp. 140-143). Thousand Oaks: Sage.
Green, T. D. & Ingraham, C. L. (2005). Multicultural education. In S. Lee (Ed.) Encyclopedia of school psychology (pp. 338-342). Thousand Oaks: Sage.
Ingraham, C. L. (2004). Multicultural consultation: A model for supporting consultees in The development of cultural competence. In N. M. Lambert, I. Hylander, & J. H. Sandoval (Eds.). Consultee-centered consultation: Improving the quality of professional services in schools and community organizations (pp. 133-148). Mahwah, NJ: Lawrence Erlbaum
Associates.
Ingraham, C. L. (2003). Multicultural consultee-centered consultation: When novice consultants explore cultural hypotheses with experienced teacher consultees. Journal of Educational and Psychological Consultation, 14 (3 & 4), 329-362.
Ingraham, C. L. (2002). School and learning: School entry, school failure, and the discovery of learning disabilities. In J. Sandoval (Ed.), Handbook of crisis counseling, intervention, and prevention in the schools (pp. 59-82). Mahwah NJ: Lawrence Erlbaum Associates.
Ingraham, C. L., & Meyers, J. (Eds.) (2000). Mini-series on Multicultural and cross-cultural consultation in schools: Cultural diversity issues in school consultation. School Psychology Review, 29(3).
Ingraham, C. L., & Meyers, J. (2000). Introduction to multicultural and cross-cultural consultation in schools: Cultural diversity issues in school consultation. School Psychology Review, 29(3), 315-319.
Ingraham, C. L. (2000). Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29(3), 320-343.
Rogers, M. R., Ingraham, C. L., Bursztyn, A., Cajigas-Segredo, N., Esquivel, G., Hess, R., Lopez, E. C., & Nahari, S. G. (1999). Providing psychological services to racially, ethnically, culturally, and linguistically diverse individuals in the schools: Recommendations for practice. School Psychology International Journal, 20(3), 243-264.
Ingraham, C. L. (1999). Towards systems interventions in multicultural schools: Practitioners’ training needs. The School Psychologist, 53, 72-76.
Tarver Behring, S., & Ingraham, C. L. (1998). Culture as a central component of consultation: A call to the field. Journal of Educational and Psychological Consultation, 9(1), 57-72.
Ingraham, C. L. (1997). Responsive assessment: Changing the paradigm for linking assessment to intervention. Contemporary Psychology, 42(2), 108-110. (a data-based review).
Ingraham, C. L. (Ed.). (1995). National directory of psychologists with expertise in working with culturally and linguistically diverse children and youth: Service delivery for culturally and linguistically diverse populations. Washington DC: American Psychological Association, Education Directorate.
Ingraham, C. L. (1995). A tribute to a rising star: Dr. Michaelanthony Brown-Cheatham,1960-1995. The School Psychologist, 49(4), 112.
Harris, A. M., Ingraham, C. L., & Lam, M. K. (1994). Teacher expectations for female and male school-based consultants. Journal of Educational and Psychological Consultation, 5(2), 115-142.
Ingraham, C. L. (1993). Qualities of effective university supervision of school psychology students. Trainers’ Forum, 12(1), 1, 3-4.
Ingraham, C. L. (1993). CEMA report. In M. Henning-Stout, B. Doll, C. Ingraham, B. Nastasi, J. Perry & E. Bard. Report from SEREMA. The School Psychologist, 47(4), 6,12.
Ingraham, C. L. (1993). Survey for directory of psychologists with expertise in service delivery for culturally and linguistically diverse children and youth. The School Psychologist, 47(4), 16.
Ingraham, C. L. (1992). Supervision in an era of professional development and school reform. Trainers’ Forum, 11(4), 1, 5-6.
Ingraham, C. L. (1992). Attracting a diverse applicant pool to your school psychology program. Trainers' Forum, 11(2), 6-8.
Ingraham, C. L. (1990). Final report on a two-year study of elementary counseling services at Wegeforth Elementary School. Research report prepared for San Diego Unified School District, San Diego, CA.
Ingraham, C. L. (1989). The inverted pyramid model: Counselors collaborating on the development of comprehensive student support services. California Association for Counseling and Development Journal, 9, 31-36.
Ingraham, C. L. (1989). Innovations in teaching assessment for school psychologists.Trainers' Forum, 9(2), 3.
Ingraham, C. L. (1989). The pyramid model for service delivery in schools: A collaborative systems approach for regular education. Commissioned paper for the California Department of Education, Program Development Unit, Sacramento, CA.
Ingraham, C. L. (1988). Self-esteem, crisis, and school performance. In J. Sandoval (Ed.), Crisis counseling, intervention, and prevention in the schools (pp. 21-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ingraham, C. L. (1988). School Related Crises. In J. Sandoval (Ed.), Crisis counseling, intervention, and prevention in the schools (pp. 35-49).Hillsdale, NJ: Lawrence Erlbaum Associates.
Ingraham, C. L. (1987). From crises to prevention: A service delivery system for schoolsupport services [Summary]. Proceedings of the 19th Annual Convention of the National Association of School Psychologists, 19, 4-5.
Ramage, J., Cook, V., Robinson, C., & Ingraham, C. (1987). Ethnic minority students in school psychology: Recruitment and retention [Summary]. Proceedings of the 19th Annual Convention of the National Association of School Psychologists, 19, 103-104.
Ingraham, C. L. (1985). Maximizing student contact and visibility through a systematic prevention program [Summary]. Proceedings of the 17th Annual Convention of the National Association of School Psychologists, 17, 117-119.
Ingraham, C. L., Cochran, A., & Childs, G. (1985). Study of counseling and psychological services in Cajon Valley Union School District. Research report prepared for the Board of Education, Cajon Valley Union School District, El Cajon, CA.
Ingraham, C. L. (1985). Cognitive-affective dynamics of crisis intervention for school entry, school transition, and school failure. School Psychology Review, 14, 266-279.
Publications Co-Authored with Professional Committees
Task Force on Cross-Cultural School Psychology Competencies. (1997). Best practices in providing psychological services to racially, ethnically, culturally, and linguistically diverse individuals in the schools. Washington, DC: Executive Council, Division 16, American Psychological Association. (M. Rogers, Chair).
Committee on Professional Practice and Standards (COPPS). (1995). Twenty-four questions (and answers) about professional practice in the area of child abuse. Professional Psychology: Research and Practice, 26(4), 377-385.
American Psychological Association Division 16. (1995). Multicultural issues: 1995 conversation series. Continuing Education Video and Study Guides, featuring Dr. Colette L. Ingraham and four other nationally known school psychologists. Washington, DC: American Psychological Association.
California Association of School Psychologists (CASP) Internship Task Force (1995). California Association of School Psychologist: Internship Manual. Sacramento, CA: California Association of School Psychologists. (B. Leung, Chair).
Committee on Professional Practice and Standards (COPPS). (1994). Guidelines for child custody evaluations in divorce proceedings. American Psychologist, 49(7), 677-680.
Program Evaluation and/or Technical Reports
Ingraham, C. L. & Robinson-Zanartu, C. (1997). Professional Preparation Program for Pupil Services Credential, Specialization in School Counseling: Institutional Request for Continuation of Approval. Submitted to and approved by the Commission on Accreditation/Commission on Teacher Credentialing, Sacramento, CA (part of NCATE review and state credentialing program review).
Ingraham, C. L. (1997). Report of School Psychology Program 1997 Recruitment Activities,San Diego State University: Author.
Ingraham, C. L. (1991). The SDSU School Psychology Internship Credential, a program approval document prepared for (and approved by) the California Commission for Teacher Credentialing.
Robinson, C.A., Cook, V. J., & Ingraham, C. L. (1989). National Association of School Psychologists (NASP) Portfolio. San Diego, CA: San Diego State University. (Approved without rejoinder).
Ingraham, C. L. (1987). New teacher retention project in inner-city schools: Year one internal evaluation report. San Diego: Dean’s Office, College of Education, San Diego State University.
Editorial and Reviewing Experience
2002-current |
Editorial Advisory Board and reviewer, School Psychology Quarterly, the official peer-reviewed journal of the Division of School Psychology of the American Psychological Association. |
2000-current |
Editorial Advisory Board and reviewer,Journal of Educational and Psychological Consultation, Lawrence Erlbaum Associates. |
2000-2002 |
Editorial Advisory Board and reviewer, School Psychology Review, the official peer-reviewed journal of the National Association of School Psychologists. |
2000-2006 |
Editorial Advisory Board and reviewer, California School Psychologist (CSP) Journal, the official peer-reviewed journal of the California Association of School Psychologists. |
2000-current |
Reviewerfor book proposals for Lawrence Erlbaum Associates. |
| 1999-2002 | Editorial Review Board and reviewer, Psychology in the Schools. |
| 1998-2000 | Co-Editor, School Psychology Review (2000), 29(3), special issue on "Multicultural and cross-cultural consultation schools: Cultural diversity issues in school consultation" (Colette Ingraham & Joel Meyers, co-editors) |
| 1989-1993 | Associate Editor, Trainers' Forum, official publication of the national organization, Trainers of School Psychology. |
GRANTS AND CONTRACTS
PROJECT DIRECTOR, 1989-1994. Multicultural School Support Personnel (MSSP) Project, US Department of Education, Office of Special Education and Rehabilitation Services. ($423,000/5 years) (Co-Director with V. Cook , 1989-1991.)
PROJECT DIRECTOR, 1993-1994 and Project Associate (1991-93), Multicultural Counseling for Children with Disabilities Project, funded by US Department of Education, Office of Special Education and Rehabilitation Services. ($330,000/ 3 years). (L. Rowell, Director, 1991-93.)
PROJECT/PROGRAM FACULTY, 1996-2000.Multicultural/Cross-Cultural School Psychology Project, US Department of Education, Office of Special Education. (V. Cook-Morales, Director.)
FACULTY PROJECT ASSOCIATE, 1986-1989. Bilingual/Bicultural School Psychologists: Specialists in Assessment of Bilingual (Hispanic) Children. US Department of Education, Office of Special Education. (V. Cook-Morales, Director.)
PROGRAM EVALUATOR (External), 1988-90. San Diego Unified School District, Guidance Services, San Diego. Evaluated the implementation and program effects of an elementary counseling center program over a three-year period.
PROJECT DIRECTOR, 1983-84. Success in Schools Project. Napa Valley Unified, CA. Authored grant and directed project for school-based K-6 services to improve school climate, student attitudes, attendance, and outreach to ethnically and economically diverse student populations.