Assessment and Culture challenges the classical approach to the assessment of minority populations by pointing out the deficiencies in this approach and offers instead a bio-cultural model of assessment. The principle objective of this book is to help mental health professionals to more accurately assess individuals from various ethnic, cultural and linguistic backgrounds. The culture-fair techniques and strategies of the book tap into a broad range of the abilities and aptitudes of the examinee. Assessment and Culture provides a cultural frame of reference which allows the examiner to take into account the individual's social and cultural factors in development, coping style and personal history. Individual chapters consider the practical aspects of assessing the intellectual, linguistic, academic, visual-motor, emotional and vocational functioning of culturally diverse children. An entire section of the book is devoted to writing the assessment report.

Offering an alternative approach to the current models of assessing intelligence, this volume presents a comprehensive and informed understanding of the biological and cultural influences on intellectual behavior. In Assessing Intelligence, authors Eleanor Armour-Thomas and Sharon-Ann Gopaul-McNicol propose a "bio-cultural" model for intelligence assessment. This volume begins by examining the issues pertaining to intellectual assessment, the nature of intelligence, and the biological influences on cognition. It then explores a new model for assessing all childrenuThe Four-Tier Bio-Cultural Assessment System--and it presents an evaluation of that system. Finally, it offers training suggestions for teachers, parents, counselors, and psychologists for enhancing the intellectual potential of all children, and it presents implications for future research and clinical work as well as a vision for policymakers to ensure culturally sensitive assessment. Assessing Intelligence offers a diverse perspective from the fields of clinical psychology, school psychology, education, and education psychology. It will be a valuable resource for practitioners, researchers, and policymakers in the fields of general psychology, clinical psychology, education, social psychology, cross-cultural psychology, multicultural psychology, political science, and cultural studies.

Offering an alternative approach to the current models of assessing intelligence, this volume presents a comprehensive and informed understanding of the biological and cultural influences on intellectual behavior. In Assessing Intelligence, authors Eleanor Armour-Thomas and Sharon-Ann Gopaul-McNicol propose a "bio-cultural" model for intelligence assessment. This volume begins by examining the issues pertaining to intellectual assessment, the nature of intelligence, and the biological influences on cognition. It then explores a new model for assessing all childrenuThe Four-Tier Bio-Cultural Assessment System--and it presents an evaluation of that system. Finally, it offers training suggestions for teachers, parents, counselors, and psychologists for enhancing the intellectual potential of all children, and it presents implications for future research and clinical work as well as a vision for policymakers to ensure culturally sensitive assessment. Assessing Intelligence offers a diverse perspective from the fields of clinical psychology, school psychology, education, and education psychology. It will be a valuable resource for practitioners, researchers, and policymakers in the fields of general psychology, clinical psychology, education, social psychology, cross-cultural psychology, multicultural psychology, political science, and cultural studies.

With the growing interest in the great number of culturally, linguistically, and ethnically different families entering the United States, it is essential for researchers and mental health practitioners to acquire a working knowledge that can aid in a healthier adjustment of these families. Although it is impossible for any therapist to understand the traditions, values, and languages of all immigrant groups, a therapist may be guided by a conceptual operational principle that can be implemented across diverse groups and circumstances. Dr. Gopaul-McNicol introduces a model for assessment; the techniques and strategies proposed by this model range from cognitive behavioral interventions to multimodal and multisystems approaches to treatment.

The book covers historical and contemporary perspectives of the influence of culture on an individual's functioning. Assessment issues include intellectual, educational and visual motor assessment and its applicability with culturally diverse clients. The author also highlights ways of misassessing the personality of culturally different individuals and examines the major treatment approaches in counseling the culturally different.