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Publicatioins Valerie Cook-Morales |
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PUBLICATIONS
Cook-Morales, V. J. (in press). The home/school/treatment team triangle. In D. T. Marsh & M. A. Fristad (Ed.), Handbook of serious emotional disturbance in children and adolescence. NY: John Wiley.
Cook-Morales, V.J., & Robinson-Zañartu, C.A. (1995, Winter). Beyond affirmative action: Equitable admissions for student diversity. The School Psychologist, 50(1), 8.
Cook-Morales, V.J., & Robinson-Zañartu, C.A. (1995, Summer). Systemic change toward educational equity in professional psychology programs. Communiqué (pp. 9-13). Washington, DC: Office of Ethnic Minority Affairs, Public Interest Directorate, American Psychological Association. Reprinted in: Office of Ethnic Minority Affairs (2000). Model strategies for ethnic minority recruitment, retention, and training in higher education. Washington, DC: American Psychological Associate, Public Interest Directorate.
Cook-Morales, V.J., & Morales, P. (1994). Multicultural special education: Issues, perspectives, and strategies. CASP Today.
Cook-Morales, V. J. (1994, Jan/Feb). Multicultural committee sets priorities. CASP Today, 19.
Cook, V.J., & Robinson, C.L. (1990). Alternative assessment. NASP Communiqué, 18(5).
Cook, V.J., Windsor, W., & Ritter, S. (1989). Ecosystems assessment. In Policy and alternative assessment guideline recommendations: Report of the Larry P. Task Force. Sacramento, CA: California State Department of Education.
Cook, V.J. (1987). Psychoeducational evaluation of ethnic minority children. In R. J. Velasquez & C. L. Uyeda (Eds.), A cross-cultural perspective for the helping professional: Conference proceedings (pp. 123-144). Fullerton, CA: California State University.
Heflinger, C.A., Cook, V.J., & Thackrey, M. (1987). Identification of mental retardation by the SOMPA: Nondiscriminatory or nonexistent? Journal of School Psychology, 25, 177-183.
Cook, V.J. (1987). A summer reading list. CASP Today, 37(5), 32.
Cook, V.J. (1987). Psychoeducational processes and testing: A rose by another name? CASP Today, 36(4), 19-20.
Ramage, J., Cook, V., Robinson, C., & Ingraham, C. (1987). Ethnic minority students in school psychology: Recruitment and retention. Convention '87 Proceedings: National Association of School Psychologists.
Cook, V.J., & Henry, B. (1987). Alternate assessment task force report. CASP Today, 36(3), 20-25, 35. (Reprinted in Larry P.: Documentation and Recommendations, a monograph published by the California Association of School Psychologists, Millbrae, CA.)
Millsap, P.A., Thackrey, M., & Cook, V.J. (1987). Dimensional structure of the Adaptive Behavior Inventory for Children (ABIC): Analyses and implications. Journal of Psychoeducational Assessment, 5, 61-66.
Sloan, K.A., & Cook, V.J. (1986). The structure of self-concept for black and white children (pp. 272-273). Convention '86 Proceedings: National Association of School Psychologists.
McShane, D., & Cook, V.J. (1985). Transcultural intellectual assessment: Performance by Hispanics on the Wechsler scales. In B. Wolman (Ed.), Handbook of intelligence: Theories, measurements and applications (pp. 739-785). New York: John Wiley & Sons.
Cook, V.J., Howe, G.W., & Holliday, B. (1985). Community psychology for clinical child psychologists: Perspectives and roles. In S.I. Pfeiffer (Ed.), Clinical child psychology: Introduction to theory, research and practice (pp. 331-363). New York: Grune & Stratton.
Cook, V.J., & Plas, J.M. (1984). Intervention with disturbed children: The ecological viewpoint. In M. J. Fine (Ed.), Systematic intervention with disturbed children (pp. 157-178). Boston: Spectrum, SP Medical & Scientific Books.
Parsons, R.J., Tittler, B.I., & Cook, V.J. (1984). A multi-trait multi-method evaluation of creativity and openness. Psychological Reports, 54, 403-410.
Eyler, J., Cook, V., & Ward, L. (1983). Resegregation: Segregation within desegregated schools. In C.H. Rossell & W.D. Hawley (Eds.), The consequences of school desegregation (pp. 126-162). Philadelphia: Temple University Press.
Cook, V.J. (1983). Individual intelligence testing: A workbook. Nashville, TN: Author.
DeMers, S.T., Cook, V.J., & Graybeal, S. (1982). Survey of school psychology faculty: Their training and professional experience. Professional Psychology, 13, 715-721.
Cook, V.J. (1982). Tennessee association develops model continuing education program. NASP Communiqué, 10(7), 1-2. (Reprinted in TASP Newsletter, 1982, 8(1), 23-24.)
Plas, J.M., & Cook, V.J. (1982). Variables which predict desire for work with special education adolescents. Psychology in the Schools, 19, 388-394.
Cook, V.J., Eyler, J., & Ward, L. (1981). Effective strategies for avoiding within school resegregation. Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Educational Policy Development Center for Desegregation.
Eyler, J., Cook, V., Tompkins, R., Trent, W.T., & Ward, L. (1981). Resegregation: Segregation within desegregated schools. In W.D. Hawley (Ed.), A review of the empirical research on desegregation: Community response, race relations, academic achievement and resegregation (Vol. 5). Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Center for Education and Human Development Policy.
Rossell, C.H., Schofield, J.W., Crain, L.R., Mahard, R.E. Tyler, J., Cook, V., Tompkins, R., Trent, W.T., & Ward, L. (1981). A review of the empirical research on desegregation: Community response, race relations, academic achievement and resegregation. In W.D. Hawley (Ed.), Assessment of current knowledge about the effectiveness of school desegregation strategies (Vol. 5). Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Center for Education and Human Development Policy.
Tittler, B.I., & Cook, V.J. (1981). Relationships among school, family, and clinic: Toward a systems approach. Journal of Clinical Child Psychology, 10, 184-187.
Cook, V.J. (1981). Training vs. education. NASP Communiqué, 9(5), 4.
Cook, V.J. (1980). The influences of home and family on the development of literacy in children. School Psychology Review, 9, 369-373.
Plas, J., & Cook, V. (1980). Working with parents and children: A transactional-ecological approach (pp. 294-295). Convention '80 Proceedings: National Association of School Psychologists.
Cook, V.J. (1980). Something old, something new, something borrowed, someone blue. [Review of School psychology: Perspectives and issues]. Contemporary Psychology, 25, 498-499.
Berry, K.K., & Cook, V.J. (1979). Personality and behavior. In H. E. Rie & E. D. Rie (Eds.), Handbook of minimal brain dysfunctions: A critical view (pp. 324-344). New York: Wiley-Interscience.
Cook, V., Kraft, S., Lamp, R., Plas, J., & Ysseldyke, J. (1979). School, counseling, clinical, and community psychology: Compatible mixed marriages (p. 30). Convention '79 Proceedings: California Association of School Psychologists and Psychometrists and National Association of School Psychologists.
Cook, V.J., & Patterson, J.G. (1977). Psychologists in the schools of Nebraska: Professional functions. Psychology in the Schools, 14, 371-376.
Cook, V.J., & White, M.A. (1977). The reinforcement potency of children's reading materials. Journal of Educational Psychology, 69, 231-236.
Dossi, V.C. (1976). Legislative review: Status report. Nebraska School Psychologist Journal, 5(3), 6-10.
RESEARCH AND GRANTS
2000-2005- The San Diego Bilingual School Psychology Partnership. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs. This partnership project joins the forces of SDSU and San Diego City Schools (in coordination with Jan McDaid, City Schools) in a collaborative venture to prepare qualified bilingual (Spanish) school psychologists and to improve the quality of bilingual school psychological services in City Schools. It is a school-based professional development program linking preservice students, interns, first year and experienced school psychologists in peer coaching and mentoring, a Summer Institute, and involvement in professional bilingual education associations. Participants design Individualized Language-Culture Learning Plans which typically include Spanish immersion programs in Mexico or Latin America. Awarded $1,252,890.
1999-2002- The Urban Poverty Project (Project UP). U.S. Department of Education, Office of Special Education. Project improves the preservice preparation of school psychologists to serve children with or at risk of high-incidence disabilities in California's multicultural urban school districts. The project provides financial support packages for our school psychology students while the faculty and governing bodies work toward revision of the Program to create a greater emphasis on prevention and intervention training for broad-based services in urban schools. Awarded $589,603.
1997-2000 - Transdisciplinary Collaboration for Preparation of Specialists in Serious Emotional Disturbance: Teachers, School Psychologists, & School Counselors (proposal with Patricia T. Cegelka, et al.). U. S. Department of Education, Office of Special Education. Project provides coordinated, interdisciplinary training in serious emotional disturbance for three graduate/professional programs in two departments: school psychology, school counseling, and special education teachers. Awarded $894,447.
1996-2000 - The Multicultural/Cross-Cultural School Psychology Project. U.S. Department of Education, Office of Special Education. Project is a four-year plan to revise and further infuse multi-cultural and cross-cultural perspectives, content, and processes in the curriculum. Provides support for 24 school psychology graduate students. Awarded $774,884.
1995-1998 - African-Centered Project in School Psychology (proposal with C. Robinson-Zañartu & M. Brown-Cheatham). U.S. Department of Education, Office of Special Education. Project provides an African-centered educational experience to support school psychology trainees specializing in services for African-American children and youth. Awarded $310,161.
1994-1997 - Bilingual Hispanic Project in School Psychology. U.S. Department of Education, Office of Special Education. Projects supports the specialized study of preservice bilingual school psychologists. Awarded $240,036.
1994-1996 - The Cultural-Linguistic Diversity (CLD) Project. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (OBEMLA-Title VII). Project supported preservice school psychologists,who are native speakers of the top 20 languages of need in California, who specialized in bilingual service delivery to CLD children and youth. Awarded $672,471 (for two of the originally approved three years; project terminated early due to Congressional cuts of the OBEMLA budget which eliminated all personnel preparation programs).
1993-1998 - Interdisciplinary Collaboration and Training Project: Bilingual School Psychologists and Speech-Language Pathologists (with V. Gutierrez-Clellen). U.S. Department of Education, Office of Special Education. Project supports preservice school psychologists and speech-language pathologists to develop shared expertise and collaboration competencies. Awarded $670,000.
1991-1994 - The African American Specialty Project in School Psychology. U.S. Department of Education, Office of Special Education. Project supports preservice school psychologists who specialize in African American issues in school psychology. Awarded $336,000.
1990-1993 - The Spanish-English Language Proficiency (SELP) Project. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (OBEMLA-Title VII). Project supported the development of skills in "professional" Spanish and English for 10 full-time school psychology students. Awarded $537,700.
1989-1994 - Bilingual-Bicultural (Hispanic) School Psychology Project. U. S. Department of Education, Office of Special Education. Project supports preservice school psychologists who specialize in nondiscriminatory assessment and special education service delivery for Hispanic Children. Awarded $424,400.
1989-1994 - Multicultural School Support Personnel Project (with C.L. Ingraham). U.S. Department of Education, Office of Special Education. Project supports preservice school psychologists and counselors who specialize in special education support service delivery in multicultural school settings. Awarded $423,000.
1986-1989 - Bilingual-Bicultural (Hispanic) School Psychology Program. U.S. Department of Education, Office of Special Education. Project supported the study of full-time graduate students. Awarded $240,000.