Guide to Psychological Assessment with Hispanics

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1 Guide to Psychological Assessment with Hispanics

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3 Lorraine T. Benuto Editor Guide to Psychological Assessment with Hispanics

4 Editor Lorraine T. Benuto Department of Psychology Victims of Crime Treatment Center University of Nevada Reno, NV, USA ISBN ISBN (ebook) DOI / Springer New York Heidelberg Dordrecht London Library of Congress Control Number: Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)

5 Para mi padre, Jorge, por haberme enseñado el valor del trabajo, la importancia de la educación, y el signi fi cado de la familia. Pero sobre todo por haber trabajado tan duro para que yo pudiera ser lo que soy hoy. Te lo agradesco. To my mother, Lorraine, for all you ve done for me (making sure I learned countless spelling words, making me much!) and all the things you still do today--i could not have accomplished as much as I have accomplished as much as I have without you.

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7 Preface Why Hispanics? Considering that ethnocultural minority individuals who are of Hispanic/ Latino origin make up the largest ethnocultural minority group in the United States, guidelines for working with this population are an absolute must. Given that a large subset of this percentage is comprised of immigrants many of whom do not speak English or who have learned English as a second langauge, special considerations when it comes to psychological assessment are neccessary. In fact, traditional assessments do not place much emphasis on language differences, validity of tests for ethnic minorities, or the in fl uence of cultural or social factors. Furthermore, acculturation issues accompany many disorders in Hispanics and can in fl uence the way in which psychological disorders are manifested. If the above are ignored, accurate diagnoses cannot be reached and psychological test results can be misinterpreted. The above has in part contributed to the awareness of cross-cultural psychopathology as a growing concern in the fi eld of psychology, and some researchers have indicated that cultural variations in symptom presentation exist (e.g., Ballenger et al., 2001 ) and others have even suggested that assessment measures do not fully capture endorsement of symptoms because of language or cultural barriers. The above calls to attention the importance of examining psychological testing and assessment practices as they relate to Hispanics. This book seeks to fi ll a large gap in the existing scienti fi c literature by consolidating the research on psychological assessment with Hispanic samples into one comprehensive volume and developing simple recommendations for the psychological assessment of Hispanic clients. Why Assessment? Accurate assessment is the pillar of effective mental health services as correct assessment informs treatment selection and implementation via the establishment of an accurate diagnosis. In fact, when misdiagnosis occurs in the realm of clinical practice, this can lead to the selection of an inappropriate (i.e., ineffective or minimally effective) treatment to the detriment of the client. The fi eld of psychology has long since shifted to an evidence-based perspective and much has been written about evidence-based practice (Ollendick, 2012 ) vii

8 viii Preface with a particular focus on empirically supported treatments. With regard to psychological testing and assessment, the parallel focus is on the psychometric properties of tests, and a measure is determined to be psychometrically sound when it has been demonstrated to be reliable and valid. The crux of this book is to offer researchers and clinicians an overview of the most commonly used and/or frequently researched assessment measures and to provide research-based guidelines for the assessment of the Hispanic clients and research participants. Organization of the Book In terms of organization, this book is structured such that there is a chapter speci fi c to the types of tests psychologists administer (e.g., self-report, IQ); most of the major diagnostic categories (e.g., eating disorders, mood disorders) in the Diagnostic and Statistical Manual of Mental Disorders IV-Text Revision (DSM-IV-TR: American Psychiatric Association [APA], 2000); and where appropriate chapters relevant to a certain type of psychological assessment (e.g., forensic, neuropsychological, school-based). Each chapter contains a general overview of cultural considerations that must be made when assessing the Hispanic client and then a speci fi c exploration of the most commonly used and/or frequently researched assessment measures and the research that has been conducted on these measures with Hispanic participants. Conclusions are drawn and guidelines are provided. The Cultural Sensitivity Movement The cultural sensitivity movement is clearly relevant to this book. Scholars and researchers alike have been writing about ethnic differences and their relationship to mental health for decades (e.g., Cardemil, 2010 ; Chavez, Cornelius, & Jones, 1985 ) and the majority of these writings have focused on discussing ethnic differences (in attitudes, use of health care, prevalence for certain disorders, etc.), identifying barriers to access, or discussing the problems associated with the lack of cultural sensitivity with very few writers/ researchers/experts proposing or implementing solutions to these problems (Benuto & Leany, 2011 ). This book aims to provide not only an overview of the scienti fi c literature on psychological testing and assessment with Hispanics but also a clear set of speci fi c, relevant, and implementable guidelines for psychological testing and assessment with this group. What Is the Goal of This Book? Ultimately, it should be the goal of all psychologists to use the highest quality and most psychometrically sound psychological assessment measures and procedures and to do so in a culturally sensitive manner. The goal of this book

9 Preface ix is to help facilitate the process of measure selection, administration, and interpretation for mental health professionals (clinicians, researchers, clinical supervisors, students, etc.) who work with Hispanics. References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association. Ballenger, J. C., Davidson, J. T., Lecrubier, Y., Nutt, D. J., Kirmayer, L. J., Lépine, J., et al. (2001). Consensus statement on transcultural issues in depression and anxiety from the International Consensus Group on Depression and Anxiety. Journal of Clinical Psychiatry, 62 (Suppl. 13), Benuto, L., & Leany, B. (2011). Reforms for women and minorities. In N. Cummings & W. O Donohue (Eds.), 21st century behavioral healthcare reforms: The promise of integrated healthcare. New York: Routledge. Cardemil, E. V. (2010). The complexity of cculture: Do we embrace the challenge or avoid it?. The Scienti fi c Review of Mental Health Practice, 7 (2), Chavez, L. R., Cornelius, W. A., & Jones, O. W. (1985). Mexican immigrants and the utilization of U.S. health services: The case of San Diego. Social Science & Medicine, 21, Ollendick, T. H. (2012). The role of assessment and case conceptualization in evidencebased practice. Psyccritiques, 57 (9). doi: /a

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11 Contents 1 Guide to Psychological Assessment with Hispanics: An Introduction... 1 Lorraine T. Benuto 2 Bilingualism and Its Impact on Psychological Assessment Antonio E. Puente, Davor Zink, Margie Hernandez, Tara Jackman-Venanzi, and Alfredo Ardila 3 The Assessment Interview: A Review of Structured and Semi-structured Clinical Interviews Available for Use Among Hispanic Clients Joan Ignasi Mestre, Paola Clementina Rossi, and Marta Torrens 4 Using Projective Tests with Hispanic Clients Orlando L. Pedrosa-Roche, Juan A. Nazario, and Joy Lynn Suárez-Kindy 5 Assessing Personality Using Self-Report Measures with Hispanic Clients Maria Garrido and José J. Cabiya 6 IQ Testing and the Hispanic Client Nicholas S. Thaler and Sharon Jones-Forrester 7 Assessing Effort and Malingering with the Hispanic Client Lorraine T. Benuto and Brian D. Leany 8 Assessing Mood Disorders and Suicidality in Hispanics John S. Wiebe, John A. Sauceda, and Carolina Lara 9 Special Considerations When Assessing the Hispanic Adolescent: Examining Suicide Risk Emilia Lucio-Gomez Maqueo and Paulina Arenas-Landgrave 10 Assessing Suicidality with the Hispanic Adult Dana M. Alonzo 11 Assessment of Anxiety with Hispanics Cassandra Snipes 12 Assessing Substance-Related Disorders in Hispanic Clients Lourdes Suarez-Morales and Danette Beitra xi

12 xii Contents 13 Assessing Sexual Dysfunction in Hispanic Clients Marta Meana, Taylor L. Oliver, and Sarah C. Jones 14 Assessing Eating Pathology in Hispanic Americans Marisol Perez and Cortney S. Warren 15 Assessing for Personality Disorders in the Hispanic Client Saul G. Alamilla and James V. Wojcik 16 Assessment of Dementia in the Hispanic Client: A Neuropsychological Perspective Lorraine T. Benuto and Brian D. Leany 17 Assessing Psychosis in Hispanics Veronica Cardenas, Paula Helu, Denisse Tiznado, and Jennifer Ho 18 Assessing Sleep Disorders in the Hispanic Patient Jose S. Loredo 19 Assessing Somatoform Disorders with the Hispanic Client Irene M. Bravo and Carmen S. Roca 20 Assessing Developmental Learning and Communication Disorders in Hispanic Children: A Neuropsychological Perspective Mónica Rosselli, Esmeralda Matute, and Alfredo Ardila 21 School-Based Assessment with Latina/o Children and Adolescents Manuel X. Zamarripa and Eunice Lerma 22 Neuropsychological Assessment with Hispanic Clients Brian D. Leany, Lorraine T. Benuto, and Nicholas S. Thaler 23 Assessing Risk, Recidivism, and Dangerousness in Hispanics Olga Cirlugea, Lorraine T. Benuto, and Brian D. Leany 24 Forensic Assessment with the Hispanic Client Lorraine T. Benuto, Brian D. Leany, and Olga Cirlugea Index

13 Contributors Saul G. Alamilla, Ph.D. Department of Psychology, Kennesaw State University, Kennesaw, GA, USA Dana M. Alonzo, Ph.D. School of Social Work, Columbia University, New York, NY, USA Alfredo Ardila, Ph.D. Department of Communication Sciences and Disorders, Florida International University, Miami, FL, USA Paulina Arenas-Landgrave, Ph.D. Mental Health and Diagnosis Program, Faculty of Psychology, National Autonomous University of Mexico, Mexico City, Mexico Danette Beitra, B.A. Center for Psychological Studies, Nova Southeastern University, Ft. Lauderdale, FL, USA Lorraine T. Benuto, Ph.D. Department of Psychology, Victims of Crime Treatment Center, University of Nevada, Reno, NV, USA Irene M. Bravo, Ph.D. Psychology Department, Carlos Albizu University, Miami, FL, USA José J. Cabiya, Ph.D. Scientific Research Institute (SRI), Carlos Albizu University, San Juan, Puerto Rico Veronica Cardenas, Ph.D. Department of Psychiatry, University of California San Diego, La Jolla, CA, USA Olga Cirlugea, B.A. Department of Psychology, University of Nevada, Reno, NV, USA Maria Garrido, Psy.D. Psychology Psy.D./Ph.D. Program, Ponce School of Medicine and Health Sciences, Ponce, Puerto Rico Paula Helu, M.S. Department of Psychiatry, University of California San Diego, La Jolla, CA, USA Margie Hernandez, B.A. Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA Jennifer Ho, B.S. Department of Psychiatry, University of California San Diego, La Jolla, CA, USA xiii

14 xiv Contributors Tara Jackman-Venanzi, B.A. Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA Sarah C. Jones, B.A. Department of Psychology, University of Nevada, Las Vegas, NV, USA Sharon Jones-Forrester, Ph.D. Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA Carolina Lara, B.A. Department of Psychology, University of Texas at El Paso, El Paso, TX, USA Brian D. Leany, Ph.D. California Department of Corrections and Rehabilitation, Adult Division, California Correctional Health Care Services, Susanville, CA, USA Eunice Lerma, Ph.D. Department of Educational Psychology and Leadership Studies, Brownsville, TX, USA Jose S. Loredo, M.D., M.S., MPH, FCCP, FAASM Division of Pulmonary and Critical Care Medicine, Director of the UCSD Sleep Medicine Center, San Diego School of Medicine, University of California, San Diego, CA, USA Esmeralda Matute, Ph.D. Neuroscience Institute, University of Guadalajara, Guadalajara, Mexico Emilia Lucio-Gomez Maqueo, Ph.D. Mental Health and Diagnosis Program, Faculty of Psychology, National Autonomous University of Mexico, Mexico City, Mexico Marta Meana, Ph.D. Department of Psychology, University of Nevada, Las Vegas, NV, USA Joan Ignasi Mestre, Psy, Ph.D. IMIM (Hospital del Mar Research Institute), Parc de Salut Mar, Barcelona, Spain Juan A. Nazario, Psy.D. Psy.D Program, Carlos Albizu University, San Juan, Puerto Rico Taylor L. Oliver, M.A. Department of Psychology, University of Nevada, Las Vegas, NV, USA Orlando L. Pedrosa-Roche, Ph.D. Psy.D Program, Carlos Albizu University, San Juan, Puerto Rico Marisol Perez, Ph.D. Department of Psychology, Texas A&M University, College Station, TX, USA Antonio E. Puente, Ph.D. Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA Carmen S. Roca, Ph.D. Carlos Albizu University, Miami, FL, USA Mónica Rosselli, Ph.D. Department of Psychology, Charles E. Schmidt College of Science, Florida Atlantic University, Davie, FL, USA

15 Contributors xv Paola Clementina Rossi, M.D., Ph.D. IMIM (Hospital del Mar Research Institute), Parc de Salut Mar, Barcelona, Spain Institute of Neuropsychiatry and Addictions, Hospital del Mar-IMIM, Parc de Salut Mar, Barcelona, Spain John A. Sauceda, M.A. Department of Psychology, University of Texas at El Paso, El Paso, TX, USA Cassandra Snipes, B.A. Department of Psychology, University of Nevada, Reno, NV, USA Lourdes Suarez-Morales, Ph.D. Center for Psychological Studies, Nova Southeastern University, Ft. Lauderdale, FL, USA Joy Lynn Suárez-Kindy, Psy.D. Psy.D Program, Carlos Albizu University, San Juan, Puerto Rico Nicholas S. Thaler, M.A. Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA Denisse Tiznado, B.S. Department of Psychiatry, University of California San Diego, La Jolla, CA, USA Marta Torrens, M.D., Ph.D. IMIM (Hospital del Mar Research Institute), Parc de Salut Mar, Barcelona, Spain Institute of Neuropsychiatry and Addictions, Hospital del Mar-IMIM, Parc de Salut Mar, Barcelona, Spain Universitat Autònoma de Barcelona, Barcelona, Spain Cortney S. Warren, Ph.D. Department of Psychology, University of Nevada, Las Vegas, NV, USA John S. Wiebe, Ph.D. Department of Psychology, University of Texas at El Paso, El Paso, TX, USA James V. Wojcik, Ph.D. Canvas Health, Oakdale, MN, USA Manuel X. Zamarripa, Ph.D. Department of Counseling & Educational Psychology, Texas A&M-Corpus Christi, Corpus Christi, TX, USA Davor Zink, B.S. Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA

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