ABSTRACT
This chapter reviews the cultural characteristics, values, and attitudes that are most salient to the delivery of school psychology services to culturally diverse populations. It deals with the issues surrounding service delivery to blacks has been on urban school psychology and focuses on Hispanic and American Indian populations. The extreme heterogeneity within the Hispanic population makes it an excellent model for demonstrating the diversity of values school psychologists must consider when working in bicultural or multicultural settings. Delivering school psychology services in bicultural and multicultural settings is a challenging and exciting venture. In the meantime, school psychologists working in bicultural settings can begin to document for themselves the factors that appear to influence intervention acceptability as function of student and teacher ethnicity. School psychologists in bicultural settings must be prepared to encounter convictions such as the American Indians’ belief in the medicine man, Mexican Americans in curandismo, Puerto Ricans in esperitismo, and Cubans in santeria.
