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Theories, Models, and Practices for Understanding Gender, Race, and Ethnicity in Clinical Assessment

  • Milton A. FuentesEmail author
  • Hector Y. Adames

Abstract

For most psychologists, assessment is an important and commonly practiced clinical activity. Addressing our professional curiosity and understanding about the human experience are a complex process that involves the understanding of factors with varied etiologies, varied course of progress, and varied multidimensional qualities and characteristics. Formal assessment can begin to help us organize these complex factors. Analogous to manipulating and transforming a “ball of wax” handed to us by our clients, assessment is likely to be impacted by who is doing the perceiving and handling of the “wax.” That is, the practitioner’s level of training, experience, and competency in assessment. The assessment process is also shaped by the referral question. Moreover, results from an assessment have a plethora of outcomes and consequences for the recipient of the evaluation. In this chapter, we discuss assessment as practiced by various psychologists, including clinical, projective, and objective assessment procedures, and explore ways to consider race, ethnicity, gender, and their intersectionality within these various assessment domains. We also provide recommendations for considering race, ethnicity, and gender in the assessment process and conclude with a case study that illustrates how to consider these variables in the scoring, interpretation, and formulation process.

Keywords

Eating Disorder Objective Assessment Assessment Process Identity Development Cultural Influence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2014

Authors and Affiliations

  1. 1.Montclair State UniversityMontclairUSA
  2. 2.The Chicago School of Professional PsychologyChicagoUSA

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