Dana, R. H. (2015). A personality approach to testing Hispanics. In K. F. Geisinger (Ed.), Psychological testing of Hispanics: Clinical, cultural, and intellectual issues (pp. 189-213). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/14668-011
This chapter begins with a description of extreme within-group and between-group differences among Hispanics. This diversity affects psychological test usage and mandates early evaluation of client language skills, acculturation status, countries of origin, and immigration details. An examination of psychometrics applied to standardized tests precedes description and discussion of adaptations of these tests. Adaptations of standardized tests include translations and adaptations, as well as comparisons between original and translated versions. Some adaptations may include approaches to assess Hispanic ethnic identity and/or one’s cultural self, as opposed to a translated Western self. The Tell-Me-A-Story (TEMAS; Costantino & Malgady, 1999), an underutilized, nonstandardized test, has acceptable psychometrics and provides an instrument comparable to standardized tests with adaptations. Of equivalent and comparable importance to test adaptation is adaptation of intake procedures. For example, attention to cultural issues identified by cultural formulations and culture-bound disorders can reduce cultural issues related to diagnosis and psychiatric treatment. Many community mental health centers use the multicultural assessment–intervention process (MAIP) model, described later in this chapter. Acculturation status categorization can be integrated in these settings to provide competent and ethical multicultural services. As a result, acculturated, bicultural, marginal, and traditional Hispanics receive different assessment services and psychological tests. Fundamental alterations in education and training are necessary to provide enduring changes in how psychological tests are used in a multicultural society. These changes include a cultural competency model associated with practice guidelines and fairness in representing ethnic minority students and faculty. Adequate mentoring and academic supports are required for all program students, and cultural contexts should permeate all program components and activities. Scientific competency and cultural competency are equally important and essential for practice and multicultural societies. Personal and professional language fluency assessment and training are now an ethical imperative for services to Spanish-dominant and bilingual clients. (PsycINFO Database Record (c) 2016 APA, all rights reserved)