Sara Castro-Olivo
Associate Professor, Educational Psychology
Office#: 704J Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-9722
E-mail:
Vita: View Document
Short Bio
Dr. Castro-Olivo is a Nationally Certified School Psychologist. She received her doctorate in School Psychology from the University of Oregon. Her research focuses on the development and validation of culturally responsive social-emotional and behavioral interventions for Latino ELL youth and families.
Dr. Castro-Olivo has over 15 years of experience working as an interventionist for Spanish-speaking populations in Texas, California and Oregon. She has worked as a bilingual community health educator, social skills trainer, parent trainer, school psychologist, and mental health care provider.
Publications (journal articles, books, book chapters)*

1. Pham, A., Castro-Olivo, S., Chun, H., Goforth, A. (2017). Cognitive abilities in bilinguals when tested in L1 and L2. In A. Ardilla, A. B., Cieslicka, R. R. Heredia, and M. Rosselli, (Eds). Psychology of Bilingualism: The Cognitive World of Bilinguals. Springers Publications.

2. * Castro-Olivo, S. M. (2017). Introduction to special issue: Culturally responsive school-based mental health interventions. Journal of Contemporary School Psychology, 21(3), 177-180.

3. Pham, A. V., Goforth, A. N., Chun, H., Castro-Olivo, S.M, & Costa, A. (2017). Cultural variations in consultation participation process: A sociocultural framework for mental health services. Journal of Educational and Psychological Consultation, (27) 3, 277-281

4. * Graves, S. & Castro-Olivo, S. (2017). Introduction: Incorporating culture in school-based interventions. Psychology in the Schools. *

5. Goforth, A. N., Pham, A., V., Chun, H., Castro-Olivo, S. (2017). Introduction to the Special Issue: Acculturation and Sociocultural Factors in Children[48]19s Mental Health Services: Applying Multicultural Consultation Frameworks. Journal of Educational and Psychological Consultation, (27) 3, 239-244

6. Castro-Olivo, S., Preciado, J., Sprague, J., Le, L., Marciante, M.*, & Garcia, M.* (2017). The effects of a combined culturally responsive behavioral and academic intervention in Latino ELs enrolled in Kindergarten and First grade. Psychology in the Schools *

7. Castro-Olivo, S., Cramer, K.*, & Garcia, N. *(2016). Manualized school-based intervention curricula for ethnic minorty populations. In S. L. Graves and J. Blake (Eds). Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence Based Appraoches. APA Publications. *

8. Chung, H., Merranda, M., Schwartz, J., Pham, A., & Castro-Olivo, S. (2016). Psychosociocultural Structural Models of College Success among Latino Students in Hispanic-Serving Institutions. Journal of Hispanic Higher Education, 9 (4). doi: http://dx.doi.org/10.1037/a0039881

9. Kramer, C. * & Castro-Olivo, S. (2016). Social-Emotional Learning Intervention Outcomes of Culturally Diverse High School Students. Contemporary School Psychology Journal, 20 (2), 118- 129. *

10. Goforth, A.N., Pham, A.V., Chun, H., Castro-Olivo, S. M., & Yosai, E.R. (2016). The role of acculturative stress and religious practices on Arab American Adolescents' internalizing symptoms. School Psychology Quarterly, 31(2), 198-212. doi: http://dx.doi.org/10.1037/spq0000135

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Evaluating the Social-Emotional and Academic Realities of Migrant Mexican Children: From Assessment to Intervention. (PI)
TAMU Office of the Vice President for Research - CONACYT (State)
2017/09/04 - 2018/08/31
Total Funding: 25,000.

PESCA: Technology-Delivered Emergent Literacy Assessment for Children with Autism Spectrum Disorder. (Co-PI)
TAMU Office of the Vice President for Research (State)
2017/05/01 - 2018/04/30
Total Funding: 25,000.

Catapult Round 3 - Improving Quality of Life through a Culturally Responsive Lens: Developing Social-Emotional and Behavioral Supports for Culturally and Linguistically Diverse Students At-Risk for Emotional and Behavioral Disorders ($30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2016/12/01 - 2018/05/31
Total Funding: 0.
Courses Taught
2016 - 2017
SPSY 642, SPSY 691
Editorial Positions

Editorial Board Member (2016 - ). Journal of Contemporary School Psychology

Editorial Board Member (2016 - ). Journal of School Psychology

EPSY Faculty   |   EPSY Staff