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

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Overview

As our world continues to become more and more culturally diverse, this completely revised edition fills the need for an updated guide to psychological testing and assessment in multicultural environments.

The book contains black-and-white illustrations.

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Editorial Reviews

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: 1,105,255
  • 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

Foreword to the First Edition
Preface
The Editors
The Contributors
Sect. 1 General Multicultural Assessment Issues 3
1 Issues in Culturally Appropriate Assessment 5
2 Ethics in Multicultural Assessment: A Model of Reasoned Application 29
3 The Clinical Interview from a Multicultural Perspective 47
4 Cultural Identity and Multicultural Assessment: Quantitative and Qualitative Tools for the Clinician 67
5 Clinical Diagnosis of Multicultural Populations in the United States 101
Sect. 2 Daily Living Assessment 133
6 Assessment of Diverse Family Systems 135
7 Vocational Assessment with Culturally Diverse Populations 169
8 Assessing Quality of Life in the Context of Culture 191
Sect. 1 Personality Assessment 215
9 Narrative Assessments: TAT, CAT, and Temas 217
10 Multicultural Usage of the Rorschach 237
11 Use of 16PF and CPI with U.S. Racial and Ethnic Minorities: Issues of Cultural Application and Validity 253
12 Multicultural Applications of the Myers-Briggs Type Indicator 279
13 Minnesota Multiphasic Personality Inventory and Millon Clinical Multiaxial Inventory 307
Sect. 2 Assessment of Cognitive Abilities 331
14 Ability Testing Across Cultures 335
15 Multicultural Issues and the Assessment of Aptitude 359
16 Social and Emotional Assessment 383
17 Assessing Intelligence in a Population That Speaks More Than Two Hundred Languages: A Nonverbal Solution 405
18 Neuropsychological Assessment in a Multicultural Context 433
19 Family-Oriented, Culturally Sensitive (FOCUS) Assessment of Young Children 461
20 Multiculturally Sensitive Assessment with Older Adults: Recommendations and Areas for Additional Study 497
21 Multicultural Issues and Dynamic Assessment 523
22 Academic Achievement 541
23 Multicultural Assessment: Trends and Directions Revisited 569
Name Index 575
Subject Index 593
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