This thorough analysis of multicultural assessment covers significant issues, including the major instruments and procedures, cognitive and educational assessment, and cross-cultural sensitivity and ethics. Offering the most current empirical research, theory, and specific recommendations, the volume includes case studies that illustrate culturally sensitive procedures and tables that highlight comparisons between particular measures, competencies, and assessment practices. Including updated articles from the original contributors as well as entirely new contributions, the revised version offers compelling ideas for conducting assessments with minority populations.
Jadual kandungan
Foreword to the First Edition (Eric F. Gardner).
Preface.
The Editors.
The Contributors.
PART ONE: GENERAL ASSESSMENT ISSUES.
SECTION ONE: GENERAL MULTICULTURAL ASSESSMENT ISSUES.
Issues in Culturally Appropriate Assessment (Amado M.
Padilla).
Ethics in Multicultural Assessment: A Model of Reasoned
Application (Charles R. Ridley, Carrie L. Hill, and Deborah L.
Wiese).
The Clinical Interview from a Multicultural Perspective (Ruby
Takushi and Jay M. Uomoto).
Cultural Identity and Multicultural Assessment: Quantitative and
Qualitative Tools for the Clinician (Joseph G. Ponterotto, Denise
Gretchen, and Rahul V. Chauhan).
Clinical Diagnosis of Multicultural Populations in the United
States (Richard H. Dana).
SECTION TWO: DAILY LIVING ASSESSMENT.
Assessment of Diverse Family Systems (Daniel T. Sciarra)
Vocational Assessment with Culturally Diverse Populations (Kathy
A. Gainor).
Assessing Quality of Life in the Context of Culture 191 (Shawn
O. Utsey, Mark A. Bolden, Christa F. Brown, and Mark H. Chae).
PART TWO: TESTING ISSUES.
SECTION ONE: PERSONALITY ASSESSMENT.
Narrative Assessments: TAT, CAT, and TEMAS (Giuseppe Costantino,
Rosemary Flanagan, and Robert G. Malgady).
Multicultural Usage of the Rorschach (Barry A. Ritzler).
Use of 16PF and CPI with U. S. Racial and Ethnic Minorities:
Issues of Cultural Application and Validity (Kwong-Liem Karl Kwan
and Felito Aldarondo).
Multicultural Applications of the Myers-Briggs Type Indicator
(Mary H. Mc Caulley and Raymond A. Moody).
Minnesota Multiphasic Personality Inventory and Millon Clinical
Multiaxial Inventory (Gordon C. Nagayama Hall and Amber H.
Phung).
SECTION TWO: ASSESSMENT OF COGNITIVE ABILITIES.
Ability Testing Across Cultures (Robert J. Sternberg and Elena
L. Grigorenko).
Multicultural Issues and the Assessment of Aptitude (Lisa A.
Suzuki, Ellen L. Short, Alex Pieterse, and John Kugler).
Social and Emotional Assessment (Rita J. Casey).
Assessing Intelligence in a Population That Speaks More Than Two
Hundred Languages: A Nonverbal Solution (Bruce A. Bracken and R.
Steve Mc Callum)
Neuropsychological Assessment in a Multicultural Context (Arthur
Mac Neill Horton Jr., Christine H. Carrington, and Ometha
Lewis-Jack).
Family-Oriented, Culturally Sensitive (FOCUS) Assessment of
Young Children (Paul J. Meller, Phyllis S. Ohr, and Rebecca A.
Marcus).
Multiculturally Sensitive Assessment with Older Adults:
Recommendations and Areas for Additional Study (Grace Wong and
Amanda L. Baden).
Multicultural Issues and Dynamic Assessment (Carol S. Lidz).
Academic Achievement (Craig L. Frisby).
Multicultural Assessment: Trends and Directions Revisited (Lisa
A. Suzuki, Joseph G. Ponterotto, and Paul J. Meller).
Name Index.
Subject Index.
Mengenai Pengarang
LISA SUZUKI is assistant professor of counseling psychology at New York University. Suzuki’s main research interests have been in the areas of multicultural assessment and training. She is the coeditor of the Handbook of Multicultural Counseling and coauthor of numerous chapters and encyclopedia entries focusing on multicultural assessment and intelligence testing. She lives in New York City.
JOSEPH PONTEROTTO is a professor in the Counseling Psychology Program at Fordham University in New York City. His professional focus is in the area of multicultural counseling and education and diversity training. He is an active consultant on multicultural issues to school districts, universities, and a variety of organizations. He lives in the Bronx, New York.
PAUL MELLER is assistant professor in the Combined Clinical and School Psychology program at Hofstra University. He has worked as a school psychologist or consulting psychologist in numerous school districts, head-start programs, and community mental health centers. He has authored numerous papers in the area of prevention and social competence, as well as on authentic assessment, social validity of interventions, and cross-cultural consultation. He lives in South Huntington, New York.
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