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Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino students were achieving in the average range as a whole, certain subgroups (e.g., Dominicans, boys) were at higher risk for underachievement. Results highlighted the protective role of authoritative parenting, which was associated with academic and social-emotional school readiness, both of which predicted higher achievement at the end of first grade. The role of respeto and authoritarian parenting practices in academic achievement at first grade differed between Mexican and Dominican American families. Findings advance understanding of early achievement and parenting among Latino families from a cultural perspective. Educational Impact and Implications StatementCertain subgroups of Latino students (e.g., Dominican-origin, boys) are at greater risk for underachievement than their peers (e.g., Mexican-origin, girls). Authoritative parenting practices are a protective factor for academic achievement in first grade. Efforts to support Latina mothers in how they socialize and interact with their young children may have positive effects on their child's later academic achievement.

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Psychotherapy with children and adolescents presents its own set of unique ethical challenges and considerations. Unlike psychotherapy with adults, children are often referred to therapy by adults (e.g., parents or teachers), meaning that the circumstances and context for which they present to therapists or clinicians differ from the circumstances of most adults. This chapter provides an overview of ethical considerations specific to children and adolescents including issues of competence, confidentiality, boundaries, use of specific therapeutic techniques, and attention to diversity. The authors advocate for moving away from a traditional bioethical or risk management approach with clients, towards a relational approach to child and adolescent psychotherapy ethics, in which therapists and clinicians pay special attention to context, family dynamics, and culture. It is essential that mental health professionals involved in psychotherapy with children and adolescents engage in continuous reflection on ethical issues and work to best understand their clients in context so they can provide optimal services.