
Celeste M. MaloneHoward University | HU · Department of Human Development and Psychoeducational Studies
Celeste M. Malone
PhD School Psychology
About
47
Publications
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423
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Introduction
Additional affiliations
August 2014 - May 2020
August 2012 - July 2014
Education
August 2008 - August 2012
August 2005 - May 2008
August 1998 - May 2004
Publications
Publications (47)
To be responsive to the growing mental health inequities in our communities, we must move beyond incremental changes to our graduate training to bolder, more transformative changes. Such efforts must move beyond targeting our academic, internship, and postdoctoral programs and instead focus on critiquing our accreditation process. Without transform...
School psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multi...
Adolescent substance use is a top national public health concern with approximately 50% of youth having tried an illicit substance by the end of high school. The transition to high school is a critical point for substance use initiation. Despite this fact, there is relatively limited research looking at factors that can protect students from substa...
The extrajudicial murders of George Floyd and Breonna Taylor in 2020 sparked protests across the United States (U.S.) with demands that the country reckon with its legacy of structural racism. School psychology responded to this moment with the School Psychology Unified Anti-Racism Statement and Call to Action, a commitment among the national U.S.-...
Social justice has become a common goal in school psychology, including in practice guidelines. However, there is a paucity of research reflecting a representative sample of US practitioners providing input on key social justice competency areas and how frequently they employ these competencies. Utilizing a national sample of 145 practitioners, thi...
Although racial, ethnic, and linguistically minoritized school-aged students within the United States are increasing in population, school psychologists have historically been predominantly white, monolingual females. Diversity within the field of school psychology is important for improving students’ achievement and postsecondary success, particul...
School psychologists are well-positioned to serve as advocates for marginalized students to address educational inequities and challenge systemic barriers to well-being. However, if they do not personally endorse social justice values, they may be unwilling to take personal and professional risks to engage in social justice work. The purpose of thi...
Psychology training in North America faces a critical threat of White supremacy born from ignoring Whiteness imbedded in the training, which can no longer be ignored. We discuss Whiteness as an underlying force within our profession and training programs. This is followed by a review of critical race theory, decolonization, and indigenization of th...
Individuals from racial and ethnic minoritized (REM) groups have long been underrepresented in school psychology. While REM individuals comprise 23.6% of the United States population, REM representation in school psychology is only 12% (U.S. Census Bureau, 2019; Walcott & Hyson, 2015). Most efforts to diversify school psychology have focused on rec...
With the rapidly increasing racial and ethnic diversity of the school-aged population and the persistent presence of racial/ethnic education disparities, it is critical that school psychologists are prepared to engage in culturally responsive and socially just practices. The purpose of this session is to present graduate students’ perspectives on t...
Ample evidence suggests that PK‐12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes including increased depression and anxiety, decrease...
The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students’ well-being, psychoeducational experiences, and outcomes, spurring fears for a “lost generation.” In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses,...
The Tell‐Me‐A‐Story (TEMAS) test is a thematic apperception test specifically designed for use with racial/ethnic minority and non‐minority youth.
The Tell‐Me‐A‐Story (TEMAS) test is a thematic apperception test specifically designed for use with racial/ethnic minority and non‐minority youth.
As school psychologists, we have an ethical responsibility to engage in social justice and anti-racist action. School psychology organizations and graduate education programs play an important role in shaping future generations of school psychologists to lead the mental health, educational and research, and advocacy initiatives that promote equity...
With the rapidly increasing racial and ethnic diversity of the school‐aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s st...
School policies have increasingly criminalized students for common developmentally appropriate behaviors, such as talking back, public displays of affection, or repeated tardiness. Although their behaviors are no more problematic than their peers, children of color and children of color with disabilities are punished at higher rates. The increasing...
Substance use affects more than the individual user; all those who have relationships with the person using are impacted and suffer the consequences of substance use. Parental substance use places children at risk for a wide range of adverse physical, psychological, social-emotional, and behavioral outcomes at all stages of the developmental contin...
Traumatic or adverse experiences are pervasive among school-aged children and youth. These experiences undermine students’ ability to learn, form relationships, and manage their feelings and behavior. Meanwhile, educators and school-based professionals often remain unaware of the complex needs of their students or how to meet them within the hours...
With the rapidly increasing racial and ethnic diversity of the school-aged population, it is important that school psychologists are properly trained to engage in culturally competent practice. The purpose of this session is to examine the current state of multicultural training, determine the extent to which programs utilize the training recommend...
The purpose of this study was to investigate the multicultural course requirements and courses for school psychology training programs. Data were collected for 332 programs across 240 college and university campuses within 47 states and the District of Columbia through publicly available program websites. Overall, 76% of programs offered at least o...
Multicultural competence is broadly defined as the ability to work effectively with individuals from cultural backgrounds other than your own. Within school psychology, it has been described as the ability to translate knowledge of cultural differences into effective and sensitive school psychological services (Rogers, 2006). The development of mul...
Multicultural supervision is defined as a supervisory relationship in which the supervisor and supervisee are of different cultural backgrounds and/or the discussion of multicultural issues in supervision. Attention to cultural issues in supervision is associated with positive supervisory relationships and trainees' development in culturally compet...
The purpose of this presentation is to provide a starting point to determine how to improve course work in multicultural competence. We created a database of diversity training information about 332 school psychology programs across 240 colleges and universities. The data was used to identify: (1) multicultural courses offered; (2) program requirem...
This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists’ multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school psychol...
Anger regulation among adolescents is important to investigate given theoretical and empirical support for its critical association with peer relationships. This study examined two aspects of anger regulation (i.e., inhibition, dysregulation) using self-report and peer-nominations and their associations with social acceptance among 163 Black and Wh...
Children’s development is a product of parent–child interactions and the interplay between children’s environments and the individuals within them. Therefore, parenting dynamics and the context in which parenting occurs should be explored when examining children’s development. This study examines community violence exposure as a contextual variable...
Although bullying is a prevalent issue in the United States, limited research has explored the impact of school diversity on types of bullying behavior. This study explores the relationship between school diversity, student race, and bullying within the school context. The participants were African American and Caucasian middle school students (n =...
Community based needs assessments play a valuable role in the development of university-school-community partnerships. Schools and communities typically targeted for partnerships with universities often lack resources and access to services. As a result, they may be unwilling to turn away additional resources even if those resources are not address...
A major goal of specialist and doctoral programs in school psychology is to prepare trainees to understand and appreciate diversity and demonstrate sensitivity when working with diverse students and their families in a school setting. This goal is aligned with the Standards for Training and Field Placement Programs in School Psychology (NASP,