Ch.6 Test Questions & Answers Cultural Assessment Interview - Complete Test Bank | Culturally Diverse Counseling 1e by Elsie Jones Smith. DOCX document preview.
Chapter 6: Culturally Responsive Assessment and the Cultural Formulation Interview
Test Bank
Multiple Choice
1. A(n) ______ assessment is the clinician’s use of procedures to determine the cause(s) or etiology of a client’s presenting issue for the purpose of developing a treatment plan.
A. clinical
B. actuarial
C. cultural
D. psychological
Learning Objective: 6-1: Utilize models of assessment for culturally responsive counseling.
Cognitive Domain: Comprehension
Answer Location: General Assessment Principles in Counseling and Psychotherapy
Difficulty Level: Easy
2. Formal tests, rating scales, instruments, and statistical methods are examples of what type of assessment?
A. clinical
B. actuarial
C. cultural
D. psychological
Learning Objective: 6-1: Utilize models of assessment for culturally responsive counseling.
Cognitive Domain: Application
Answer Location: General Assessment Principles in Counseling and Psychotherapy
Difficulty Level: Medium
3. Idiographic, informal, and impressionistic procedures are examples of what type of assessment?
A. clinical
B. actuarial
C. cultural
D. psychological
Learning Objective: 6-1: Utilize models of assessment for culturally responsive counseling.
Cognitive Domain: Application
Answer Location: General Assessment Principles in Counseling and Psychotherapy
Difficulty Level: Medium
4. All of the following are various types of cultural bias in assessment EXCEPT ______.
A. construct
B. method
C. content
D. item
Learning Objective: 6-2: Identify clinical issues in conducting a qualitative, culturally responsive assessment, such as learning how to listen for culture in a client’s story and honoring the client’s communication style for feelings, space, and contact.
Cognitive Domain: Comprehension
Answer Location: Cultural Bias in Assessment
Difficulty Level: Medium
5. Why is important for counselors to know how to select, administer, and interpret tests and scores for different cultural groups?
A. because inappropriate selection, administration, or interpretation may result in ethical charges against the counselor
B. because inappropriate selection, administration, or interpretation may invalidate the results for people from various cultural groups
C. because inappropriate selection, administration, or interpretation may result in legal charges against the counselor
D. because inappropriate selection, administration, or interpretation may result in early termination for a client
Learning Objective: 6-2: Identify clinical issues in conducting a qualitative, culturally responsive assessment, such as learning how to listen for culture in a client’s story and honoring the client’s communication style for feelings, space, and contact.
Cognitive Domain: Analysis
Answer Location: Cultural Bias in Assessment
Difficulty Level: Hard
6. Which of the following has the goal of improving cultural competence of mental health clinicians who are involved in culture-sensitive assessment?
A. Multicultural Assessment Procedure (MAP)
B. Multicultural Assessment-Intervention Process (MAIP)
C. Culturally Sensitive Practices (CSP)
D. Cultural Formulation Interview (CFI)
Learning Objective: 6-1: Utilize models of assessment for culturally responsive counseling.
Cognitive Domain: Knowledge
Answer Location: Models of Assessment for Culturally Responsive Counseling
Difficulty Level: Medium
7. All of the following are critiques of the Cultural Formulation Interview (CFI) EXCEPT ______.
A. amount of resources needed to administer
B. lack of conceptual relevance between client problem and intervention
C. lack of novelty for clients
D. too much repetition
Learning Objective: 6-4: Explain the criticisms and limitations of the Cultural Formulation Interview.
Cognitive Domain: Analysis
Answer Location: Criticisms and Limitations of the Cultural Formulation Interview
Difficulty Level: Hard
8. Ataque de nervios, Mal de ojo, and Wacinko are all examples of ______.
A. DSM-5 diagnoses
B. culture-bound syndromes
C. culturally relevant assessments
D. cultural practices
Learning Objective: 6-6: Describe culture bound syndromes and their assessment criteria.
Cognitive Domain: Application
Answer Location: Culture-Bound Syndromes and Assessment
Difficulty Level: Easy
9. All of the following are common strengths for a strengths-based therapist to assess for, EXCEPT ______.
A. relational
B. social
C. external
D. internal
Learning Objective: 6-8: Conduct assessments of clients’ external strengths, internal strengths, and relational strengths.
Cognitive Domain: Comprehension
Answer Location: Assessment of Clients’ Internal Strengths
Difficulty Level: Easy
True/False
1. With training and cultural exposure, clinicians may have the ability to improve their cultural empathy and become more attuned to their clients.
Learning Objective: 6-2: Identify clinical issues in conducting a qualitative, culturally responsive assessment, such as learning how to listen for culture in a client’s story and honoring the client’s communication style for feelings, space, and contact.
Cognitive Domain: Knowledge
Answer Location: Assessment, Cultural Resonance, and Empathy
Difficulty Level: Easy
2. The Cultural Formulation Interview (CFI) is the most widely used cultural assessment tool throughout the world.
Learning Objective: 6-3: Acquire the basic clinical skills involved in using the four domains of the Cultural Formulation Interview of the DSM-5.
Cognitive Domain: Knowledge
Answer Location: The DSM-5 and the Cultural Formulation Interview
Difficulty Level: Medium
3. The DSM-5 makes a clear distinction between culture-bound syndromes and cultural variations for clients.
Learning Objective: 6-6: Describe culture bound syndromes and their assessment criteria.
Cognitive Domain: Knowledge
Answer Location: Culture-Bound Syndromes and Assessment
Difficulty Level: Medium
4. The author emphasizes the use of an ipsative approach for strengths-based assessment.
Learning Objective: 6-7: Attain competency in using the culturally responsive, strengths-based therapy model’s assessment process.
Cognitive Domain: Comprehension
Answer Location: A Word About Models of Strengths-Based Measurement
Difficulty Level: Hard
5. A weakness genogram is a helpful tool for therapists to the dysfunctional interactions and deficits the client has experienced in their family system.
Learning Objective: 6-9: Construct and use a strengths genogram.
Cognitive Domain: Comprehension
Answer Location: Creating a Strengths Genogram
Difficulty Level: Easy
Short Answer
1. Describe the communication differences between high-context and low-context cultures.
Learning Objective: 6-2: Identify clinical issues in conducting a qualitative, culturally responsive assessment, such as learning how to listen for culture in a client’s story and honoring the client’s communication style for feelings, space, and contact.
Cognitive Domain: Analysis
Answer Location: Assessment: Cultural Communication in High- and Low-Context Cultures
Difficulty Level: Medium
2. What are the four domains in the core interview (Component 1) of the Cultural Formulation Interview?
Learning Objective: 6-3: Acquire the basic clinical skills involved in using the four domains of the Cultural Formulation Interview of the DSM-5.
Cognitive Domain: Knowledge
Answer Location: The DSM-5 and the Cultural Formulation Interview
Difficulty Level: Hard
3. Describe the steps outlined by Hardy and Laszloffy (1995) for constructing a cultural genogram.
Learning Objective: 6-5: Construct and use cultural genograms.
Cognitive Domain: Analysis
Answer Location: Cultural Genogram: An Assessment Tool
Difficulty Level: Hard
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Complete Test Bank | Culturally Diverse Counseling 1e
By Elsie Jones Smith