Teaching Resources

This page was set up to provide resources for teaching courses related to Latino mental health and related topics. The materials were submitted and reviewed by NLPA members. If you would like to submit your materials for posting and/or update a resource, please contact Alinne Barrera at [email protected]


Sample Syllabi


Other Resources:


  • Description: An examination of poverty and how it impacts children and families. Limited description of Latino youth but useful in understanding how they may be impacted by poverty.  

Chafel, J.A., & Hadley, K.G. (2001). Poverty and the well-being of children and families. In C. Walker and M. Roberts (Eds.), Handbook of clinical and child psychology, Third edition (pp.48-71). New York: Wiley & Sons.

  • Description: General overview of cultural aspects that impact psychological assessment.

Lee, W.M. (1999). Cultural aspects of psychological assessment. In W.M.L. Lee, J.A. Blando, N.Mizelle, G. Orozco (Eds.), An introduction to multicultural counseling for health professionals (pp. 22-28). Hemisphere Publications. [Note: There is a 2007 second edition of this book]

  • Description: PEW Hispanic in-depth report on Hispanic/Latino youth ages 16-25 years.

Pew Hispanic Center. “Between Two Worlds: How Young Latinos Come of Age in America,” Washington, D.C. (December 11, 2009). Document can be downloaded here

  • Description: General overview of psychological testing with Hispanics in clinical settings.

Velásquez, R.J., Callahan, W.J., & Geisinger, K.F. (Ed.), (1992). Psychological testing of Hispanic Americans in clinical settings: Overview and issues. APA science volumes, (pp. 253-265). Washington, DC, US: American Psychological Association, xvii, 301 pp. 

  • Description: Presents cultural factors to consider when conducting psychological assessments.

Acevedo-Polakovich et al. (2007). Beyond Instrument Selection: Cultural Considerations in the Psychological Assessment of U.S. Latinas/os. Professional Psychology: Research and Practice, 38(4), 375–384.

  • Description: Discusses cultural and linguistic barriers and considerations when conducting neuropsychological assessments with Hispanic/Latino individuals. Recommendations provided.

Ardila, A., Rodríguez-Menéndez, G., & Rosselli, M. (2002). Current issues in neuropsychological assessment with Hispanics/Latinos. In F.R. Ferraro (Ed.), Minority and Cross-cultural Aspects of Neuropsychological Assessment (pp. 161-179). Lisse, Netherlands: Swets & Zeitlinger.

  • Description: Describes factors related to Mexican American fatherhood.

Cervantes, J.M. (2010). Mexican American fatherhood: Culture, machismo, and spirituality. In C.Z. Oren, & D.C. Oren (Eds.), Counseling Fathers (pp. 75-100). New York: Routledge.

  • Description: This article presents an integrated model to understand and guide working with Latino youth from a developmental perspective.

Raffaelli, M.,  Carlo, G., Carranza, M.A., & Gonzalez-Kruger, G.E. (2005). Understanding Latino Children and Adolescents in the Mainstream: Placing Culture at the Center of Developmental Models. New Directions for Child and Adolescent Development, 109, pp. 23–32.

  • Description: Overview of Hispanic/Latino demographic, psychosocial, and cultural factors to consider in clinical practice.

Sue, D.W., & Sue, D. (Eds.). (2008). Counseling Hispanic/Latino Americans. In Counseling the culturally diverse: Theory and practice. Fifth edition (pp.375-388). New York: John Wiley & Sons.

  • Description: In this Spanish language-original text, leading expert Dr. José J. Bauermeister offers Latino families with children struggling with attention problems proven strategies for overcoming frustrating behavior problems, succeeding in school, and finding the right professional help. This is a practical resource in Spanish for parents, teachers, and professionals.

Bauermeister, J. J. (2014). Hiperactivo, impulsivo, distraído ¿me conoces?: Guía acerca del déficit atencional (TDAH) para padres, maestros y profesionales [Hyperactive, impulsive, distracted—do you know me? A guide to attention deficit disorder (ADHD) for parents, teacher, and professionals] (3rd ed.). New York: Guilford Press. 



We thank the following NLPA members for sharing their syllabi and for suggesting additional resources they have used in their courses: Anabel Bejarano, Mari Carmen Bennasar, Melanie Domenech Rodríguez, Milton A. Fuentes, Brian McNeill, Eduardo Morales, and Manuel X. Zamarripa. We also thank the following NLPA members for reviewing all submitted materials: Paula Alvarez, Alison Cerezo, Marlen Kangui-Muñoz, and Johanna Rengifo Nevarez.