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Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications / Edition 3

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Overview

Handbook of Multicultural Assessment offers the most comprehensive text on testing of racial and ethnic minorities in the United States. This thoroughly revised and updated edition includes the most current and state-of-the-art assessment information in a variety of psychological and educational domains.'The book highlights new and innovative testing practices and expands the populations of interest to include recent immigrants and refugees. It also includes ways to overcome barriers in the assessment process as well as forensic assessment. This important resource offers an instructional text for conducting culturally competent psychological assessment for clinicians, educators, and researchers.

The book contains black-and-white illustrations.

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Editorial Reviews

From the Publisher
"Designed to be useful for both researchers and clinicians, this reference work brings together a wide variety of authors to examine how multicultural issues affect assessment in general and several specific subsets of assessment in greater depth. The quality of this reference book is excellent. The authors are all highly competent to write about the subject, and their authority is unquestionable. It is highly recommended." (American Reference Books Annual, 2008)
Booknews
Aiming for comprehensiveness, this volume focuses on major assessment issues, popular instruments, and their application to diverse populations. Updated since the 1996 edition, the new volume takes into account the growing number of racial and ethnic minorities in the US and refines the those variables that affect performance on cognitive and personality tests. Written by academicians and clinicians who work with the particular assessment instruments and procedures described, contributions address general multicultural assessment issues; daily living assessment; personality assessment; and assessment of cognitive abilities. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Doody's Review Service
Reviewer: Nicholas Greco IV, MS, BCETS, CATSM (Columbia College of Missouri)
Description: This book provides a unique and comprehensive discussion of assessment issues and instruments as well as application with diverse populations. This edition updates the reviews and topics from the 1996 publication.
Purpose: With the changing number of racial and ethnic minorities in the U.S., the purpose of this book is to meet the need for a comprehensive reference source for multicultural assessment. The information is pertinent, applicable, and sheds light on a subject that is much too commonly overlooked. The author's objectives are unquestionably met.
Audience: The book is intended for students, educators, and practitioners of mental health and will serve as an excellent resource. The authors are knowledgeable, credible, and their expertise shines through.
Features: This book provides a solid discussion regarding the most pertinent issues of ethics and issues in multicutltural assessment. The section on personality assessment is definitely recommended as is the chapter on neuropsychological assessment. The tables illustrate the information quickly and easily. The index is easy to use, and the references are appropriate.
Assessment: The authors offer the mental health community a book that successfully addresses the issues of cultural sensitivity and awareness in assessment. There are few books that can truly contribute to this need. This publication undeniably offers the field a tremendous resource and an invaluable update to the authors' original work. This book is recommended without reservation.

5 Stars! from Doody
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Product Details

  • ISBN-13: 9780787987039
  • Publisher: Wiley
  • Publication date: 12/14/2007
  • Series: Wiley Desktop Editions Series
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 736
  • Sales rank: 612,808
  • Product dimensions: 7.17 (w) x 9.29 (h) x 1.82 (d)

Read an Excerpt


Foreword to the First Edition


Eric F. Gardner

The Handbook of Multicultural Assessment is an ambitious undertaking. It encompasses assessment in the conventional culture of the United States, plus assessment in the variety of new cultures introduced by the large numbers of new immigrants. It permits focusing on the number of prejudices already existing about what assessment is and how it should be undertaken as well as raising issues that will add to such questions.

There has been severe criticism of the use of personality and cognitive measures with diverse ethnic populations. Even the most widely used measures of achievement have been attacked because of claimed cultural and ethnic bias, while measure of aptitude have fared even worse. While much research has addressed these issues conducted by individuals and by publishing companies to refute the claims of bias in their publications, the information remains unintegrated, and much is scattered across various disciplines, especially in the fields of education and psychology.

The Handbook of Multicultural Assessment brings together contributions by scholars in the areas of psychometrics, assessment, and evaluation who have expertise in the application of testing and assessment in multicultural environments. Considering the changing demographics of the country and the need for valid and reliable measurement of psychological constructs, the Handbook of Multicultural Assessment fills an important need. It not only provides a comprehensive view of various cultural issues but offers updated information pertaining to the usage of major psychological instruments. Special stress is placed on the fact that, in addition to the cultural differences incorporated in the construction of the items themselves, the normative data are primarily based on samples of U. S. participants rather than on those of the specific subculture to which the individual to be assessed belongs.

The tendency to ignore the variability existing among subcultures within a commonly accepted subculture is explored, and many illustrations such as the differences in Spanish vocabulary between Mexican and Puerto Rican children are given. For the relatively few U. S. tests for which a translation into a single language exists, warnings as to errors in interpretation by clinicians are prevalent.

The topics covered are extensive and range from a review and integration of the most current literature on multicultural assessment issues to information about the usage cross-culturally of the most popular psychological measures. For example, there are such interesting chapters as "Multicultural Usage of the MMPI-2" and "Language Assessment: Multicultural Considerations."

Every educational or social program is initiated, continues, or is discarded because of some form of evaluation that is buttressed by various types of assessment. One's major concerns should be to ascertain that the assessments are systematic and that the value implications are explicit. The authors of the Handbook of Multicultural Assessment have this objective in mind. The various topical chapters provide important information to assessment educators and students as well as to practitioners in the field. In view of its competitive focus, the book will have utility for most mental health professionals.

Eric F. Gardner
Syracuse University, November 1995




Preface


The first edition of the Handbook of Multicultural Assessment (1996) was published to fill a great need in the fields of psychology and education, for a comprehensive text focusing on major assessment issues and popular assessment instruments and their application to diverse populations. Because of the growing number of racial and ethnic minorities in the United States and in recognition of the multitude of variables that affect performance on cognitive and personality tests, the second edition provides updated reviews and conceptual extensions of the topics covered in the 1996 text. Though many books have focused on multicultural issues related to assessment, the Handbook continues to serve as the most comprehensive resource in the area.

Once again, the authors of the various chapters represent experts in the field. Among them are academicians and clinicians working with particular assessment instruments and procedures. This edition also includes chapters written by the individuals actively involved in developing particular instruments (for example, UNIT, TEMAS and MBTI). The chapters are reviews of the most current literature on multicultural assessment issues and usage of the most popular psychological and educational measures with diverse populations. This book is appropriate for graduate courses in multicultural counseling, therapy, and assessment. Given the comprehensive scope of the Handbook, it will be of use to all mental health professionals.

It is beyond the scope of any text to cover all of the tests currently used in educational and clinical settings. The editors and chapter authors have attempted to review the most popular instruments in each area. Our hope is that readers can gain an understanding of the complexities of the assessment process and obtain general information that assists them in selecting, administering, and interpreting other instruments, with key information on multicultural considerations.

Certain topics such as acculturation, racial or ethnic identity, bilingualism, and ethics are repeatedly mentioned throughout the text in different assessment contexts. These are important key concepts that need to be understood within all testing settings.

This edition is divided into two major parts. The first pertains to general multicultural assessment issues, and the second to particular testing issues and instruments. Part One is divided into two sections, focusing on general assessment issues (critical issues, the clinical interview, cultural identity, and clinical diagnosis) and daily living assessment (family, vocational, and quality of living). Part Two is divided into sections on personality assessment (narrative assessments, Rorschach, objective personality assessment, the Myers-Briggs Type Indicator, MMPI-2/A, and Millon), and cognitive ability assessment (ability testing, IQ and aptitude, neuropsychological infant and preschool, geriatric, dynamic, and achievement).

The organization of this text represents a significant departure from the first edition of the Handbook. New areas have been added to broaden the coverage of the field (for instance, "normal" personality assessment, and quality of life) in addition to updated chapters on the most popular instruments. The text is designed to give the reader practical and in-depth reviews. Although there are other outstanding books in the area, this Handbook provides the greatest breadth of coverage in the assessment area.

We are pleased to offer this new edition to the growing field of multicultural assessment. It is, as always, our hope that this book continues to stimulate interest and ongoing debate regarding appropriate multicultural assessment practices. The complexities of the assessment process and the need for higher standards for clinical and educational practice make work in this area a growing imperative for all mental health professionals and educators.

Acknowledgments

We would like to sincerely thank Lyndon Aguiar for his assistance in reviewing and editing the various chapters in this book. Without his hard work and constructive feedback, the publication of this book would have been much slower and more difficult.

We would like to acknowledge the support and assistance of Alan Rinzler, Jossey-Bass executive editor. We are deeply grateful for his patience and support.

Completion of this book often took us away from our families and significant others for long periods of time. We will always be grateful for their support, love, and understanding.

New York University, Lisa A. Suzuki
Fordham University, Joseph G. Ponterotto
Hofstra University, Paul J. Meller
September 2000

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Table of Contents

Preface.

The Editors.

The Contributors.

PART ONE: GENERAL ASSESSMENT ISSUES.

SECTION ONE: GENERAL MULTICULTURAL ASSESSMENT ISSUES.

1. Issues in Culturally Appropriate Psychoeducational Assessment (Amado M. Padilla and Graciela N. Borsato).

2. Multicultural Assessment Validity: The Preeminent Ethical Issue in Psychological Assessment (Charles R. Ridley, Michael L. Tracy, Laura Pruitt-Stephens, Mary K. Wimsatt, and Jacquelyn Beard).

3. Building Community Test Norms: Considerations for Ethnic Minority Populations (Robert G. Malgady and Gerardita Colon-Malgady).

4. Cultural Identity, Racial Identity, and the Multicultural Personality (Alan W. Burkard and Joseph G. Ponterotto).

5. Acculturation and Multicultural Assessment: Issues, Trends, and Practice (Lourdes M. Rivera).

6. Multicultural Issues in Computer-Based Assessment (Muninder K. Ahluwalia).

7. Clinical Diagnosis in Multicultural Populations (Richard H. Dana).

8. A Cultural Assessment Framework and Interview Protocol (Ingrid Grieger).

SECTION TWO: ASSESSING IMMIGRANTS AND REFUGEES.

9. Considerations for the Cross-Cultural Evaluation of Refugees and Asylum Seekers (Judy B. Okawa).

10. Cultural Adaptation and Translation of Assessment Instruments for Diverse Populations: The Use of the Harvard Trauma Questionnaire in Rwanda (Mary Fabri).

11. Delivering Quality Mental Health Services to Immigrants and Refugees Through an Interpreter (Maria Prendes-Lintel and Francisca Peterson).

SECTION THREE: DAILY LIVING ASSESSMENT.

12. Assessment of Diverse Family Systems (Daniel T. Sciarra and George M. Simon).

13. Culturally Competent Vocational Assessment with At-Risk Adolescents in Middle and High School (Margo A. Jackson, Aisha M. B. Holder and Morgan T. Ramage).

14. Cross-Cultural Considerations in Quality-of-Life Assessment (Shawn O. Utsey and Mark A. Bolden).

PART TWO: TESTING ISSUES.

SECTION ONE: PERSONALITY ASSESSMENT.

15. TEMAS: A Multicultural Test and Its Place in an Assessment Battery (Rosemary Flanagan, Giuseppe Costantino, Elsa Cardalda and Erminia Costantino).

16. Multicultural Issues in Projective Assessment (Giselle B. Esquivel, Geraldine V. Oades-Sese and Sarah Littman Olitzky).

17. On the Multicultural Utility of the 16PF and the CPI-434 in the United States (Kristen M. Strack, Marcella H. Dunaway and Stefan E. Schulenberg).

18. Multicultural Applications of the Myers-Briggs Type Indicator (Mary H. McCaulley and Raymond A. Moody).

19. MMPI-2 and MCMI-III Performances of Non-White People in the United States: What We (Don't) Know and Where We Go from Here (Kwong-Liem Karl Kwan and Michael Lynch Maestas).

SECTION TWO: ASSESSMENT OF COGNITIVE ABILITIES.

20. Ability Testing Across Cultures (Robert J. Sternberg and Elena L. Grigorenko).

21. Educational Assessment of English-Language Learners (Graciela N. Borsato and Amado M. Padilla).

22. Multicultural Issues and the Assessment of Aptitude (Lisa A. Suzuki, Lorelei Prevost and Ellen L. Short).

23. Academic Achievement Testing for Culturally Diverse Groups (Craig L. Frisby).

24. Neuropsychological Assessment in a Multicultural Context: Past, Present and Future (Arthur MacNeill Horton).

25. Family-Oriented, Culturally Sensitive (FOCUS) Assessment of Young Children (Paul J. Meller and Phyllis S. Ohr).

26. Assessment Issues for Working with Diverse Populations of Elderly: Multiculturally Sensitive Perspectives (Amanda L. Baden and Grace Wong).

SECTION 3: FORENSIC ASSESSMENT.

27. Assessing for Child Maltreatment in Culturally Diverse Families (Lisa A. Fontes and Margarita R. O'Neill-Arana).

28. Competency to Stand Trial: A Multicultural Perspective (Sergei V. Tsytsarev and Amanda Landes).

29. Multicultural Assessment: Trends and Future Directions (Lisa A. Suzuki and Joseph G. Ponterotto).

Name Index.

Subject Index.

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