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The foundation of Dr. Jones' research and teaching is multiculturalism—an inclusive construct that recognizes that within each person co-existing cultures can interrelate and influence one another. As an author, she is committed to teaching culturally responsive approaches to prepare school psychologists to work with all children. Dr. Jones' ultimate goal is to bridge the gap between research and practice by developing culturally responsive and innovative approaches to emotional and behavioral intervention for all children.

Jones, J.M. (Ed.) (2009). The psychology of multiculturalism in schools: A primer for practice, training, and research. Bethesda, MD: National Association of School Psychologists.

Dr. Jones’ book, The Psychology of Multiculturalism in the Schools: A Primer for Practice, Training, and Research, has been adopted widely by school psychology training programs as a textbook for classes on multicultural school psychology and was identified by the National Center for Culturally Responsive Educational Systems (NCCRESt) as a “tool you can use.”

Her work can be found in peer-reviewed journals such as School Psychology Quarterly, Psychology in the Schools, Journal of Educational and Psychological Consultation, Training and Education in Professional Psychology, Contemporary School Psychology, and Journal of Black Psychology.   She has also written book chapters for sources such as Counseling and Psychotherapy with Children and Adolescents, Handbook of Multicultural School Psychology, Best Practices in School Psychology and School Psychology and Social Justice.

Book Chapters

Jones, J.M. (2017). Interdisciplinary interventions with collective impact: A vision for the future. In E. Lopez, S. Nahari, and S. Proctor (Eds.). Handbook of Multicultural School Psychology: An interdisciplinary perspective, 2nd Ed. Mahwah, NJ : Erlbaum.

Jones, J.M.  (2015)  Culturally responsive interpersonal psychotherapy with children and adolescents. In H.T. Prout & A. Fedewa (Eds.) Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings, 5th ed.  Hoboken, NJ: Wiley and sons.

Jones, J.M. (2014). Best practices in providing culturally responsive interventions. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology (6th ed). Bethesda: National Association of School Psychologists.

Jones, J.M. (2013). Family, school, and community partnerships. In D. Shriberg, S.Y. Song, A.H. Miranda, and K.M. Radliff (Eds.) School Psychology and Social Justice: Conceptual foundations and tools for practice.  New York, NY: Routledge Press.

Jones, J.M. (2012). Counseling children and adolescents from diverse backgrounds.  In J. A. Banks (Ed.) Encyclopedia of Diversity in Education (Vol. 1, pp. 458-461). Thousand Oaks, CA: Sage Publications.

Jones, J.M. (2011) Culturally Diverse Families: Enhancing Home-School Relationships. In A. Canter, L. Paige, L. & S. Shaw (Eds.) Helping children at home and school- III.  Bethesda, MD: National Association of School Psychologists.

Jones, J.M. (2009). Counseling with multicultural intentionality: The process of counseling and integrating client cultural variables. In J.M. Jones (Ed.), The psychology of multiculturalism in schools: A primer for practice, training, and research (pp 191-213). Bethesda, MD: National Association of School Psychologists.

Jones, J.M. (2008). Best practices in multicultural counseling.  In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: Volume 5 (5th ed., pp 1771-1783). Bethesda: National Association of School Psychologists.

Jones, J.M. (2004). Mood disorders in children and adolescents.  In F.M. Kline & L.B. Silver (Eds.) The educators guide to mental health issues in the classroom (pp 193-209).  Baltimore, MD: Brookes Publishing.

Journal Articles

Pearrow, M., Jones, J.M. and Sander, J.B. (accepted, 2017). Comparing Communities: The Cultural Characteristics of Ethnic Social Capital.  Accepted for publication in Education and Urban Society.


Jones, J.M., Lee, L.H, Matlack, A., and Zigarelli, J.C. (accepted, 2017). Using Sisterhood Networks to Cultivate Ethnic Identity and Enhance School Engagement. Accepted for publication in Psychology in the Schools.

Jones, J.M., Lee, L.H., Zigarelli, J.C., and Nakagawa, Y.S. (2017). Culturally-responsive adaptations in evidence based treatment: The impact on client satisfaction. Contemporary School Psychology, 21(3), 211-222. DOI: 10.1007/s40688-016-0118-6.

Zigarelli, J. C., Jones, J. M., Palomino, C. I., & Kawamura, R. (2016). Culturally Responsive Cognitive Behavioral Therapy: Making the Case for Integrating Cultural Factors in Evidence-Based Treatment. Clinical Case Studies, 15 (6), 427-442. DOI: 10.1177/1534650116664984.

Jones, J. M., Begay, K. K., Nakagawa, Y., Cevasco, M., & Sit, J. (2016). Multicultural Counseling Competence Training: Adding Value With Multicultural Consultation. Journal of Educational and Psychological Consultation, 26(3), 241-265.

Jones, J.M. (2014). Conflicting cultures with a common goal: Collaborating with school resources officers. Communique, 42(6), 4-6.

Jones, J.M, Sander, J.B. & Booker, K. (2013) Multicultural competency building: Practical solutions for training programs. Training and Education in Professional Psychology, 7(1), 12-22.

Jones, J.M. & Pearrow, M. (2011). Waiting for “Superman:” The school psychology perspective. Trainers Forum, 29 (5).

Jones, J.M., St. Peter, J., Fernandes, S., Herrenkohl, T.I. & Kosterman, R. (2011). Ethnic and gender variation in religious involvement: Patterns of expression in young adulthood. Review of Religious Research, 53 (2), 207-225, DOI: 10.1007/s13644-011-0006-5.

Newell, M., Nastasi, B., Hatzichristou, C., Jones, J.M., Schanding, T., & Yetter, G. (2010). Multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249-278.

Jones, J.M. (2010). What do you know about cultural styles? Tips for increasing cultural literacy. Communiqué, 38 (7), pp.1, 20. 


Sander, J., Wilson, M., and Jones, J.M. (2010).  Generating markets: Recruitment for programs and program faculty--encouraging diversity. Trainers Forum, 29 (2), 32-35.

Jones, J.M. (2010). Culturally diverse families: Enhancing home-school relationships. Communiqué, 38 (6), 31-32.


Berninger, V.W., Winn, W.D., Stock, P., Abbott, R.D. Eschen, K, Lin, S., Garcia, N., Anderson-Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., & Nagy, W. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing, 21 (1-2), 95-129.

Jones, J.M. (2007).  Mapping out our multicultural future: Beyond 2007.  Communiqué, 36 (3), pp. 1, 4-6.

Jones, J.M. (2007). Exposure to chronic community violence: Resilience in African American children. Journal of Black Psychology, 33(2), 125-149.

Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K.  (2006).  Early development of language by hand: Composing-, reading-, listening-, and speaking- connections, three letter writing modes, and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92.

Altemeier, L., Jones, J., Abbott, R., & Berninger, V. (2006) Executive factors in becoming writing-readers and reading-writers: Note-taking and report writing in third and fifth graders.  Developmental Neuropsychology, 29, 161-173.

Jones, J.M. & Pemble, R.E. (2004, Spring). School psychology training, practice, and satisfaction survey: A comparative analysis of training and experience of school psychologists in Washington State. SCOPE, 26(3), 1-6.

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