The Role of a Bio-Ecological Assessment System in Writing a Culturally Sensitive Report: The Importance of Assessing Other Intelligences

This article shows how the bio-ecological assessment system is applied in assessing a child’s cognitive intelligence beyond a psychometric intelligence test. The authors conceive of intellectual behavior as an inextricable bio-ecological phenomenon and argue for an assessment system consistent with this conception. The recognition that there are many types of intelligences (such as musical and bodily kinesthetic) is discussed. The article presents a cursory review ofhow to assess the other intelligences ofa child and how to incorporate this into a culturally sensitive report. A case sample via a psychological report demonstrating this model is presented with the goal of showing how the psychological status of minority children can be enhanced if ,psychologists adopt an integrated approach to assessment by way of a bio-ecological model. The case presented is that of a child with deficient cognitive functioning on the psychometric tests, but advanced functioning on the “Other Intelligence Assessment Measure.” Diagnostic impressions are given and implications for report writing and intelVentions are suggested.     

Caribbean Families: Social and Emotional Problems

Families from the English-speaking Caribbean now comprise 30% of immigrants in New York State. Given the increase of Caribbean referrals to psychiatric hospitals and mental health clinics, it is important to begin examining more seriously the needs of this immigrant group. The concept of mental illness, risk factors that can lead to mental disorders, commonly accepted psychopathological disorders, issues in assessment and treatment as they apply to this cultural group are discussed in this article. A model for treatment—the multiculutral/multimodal/multisystems approach is examined.     

The role of a bio-ecological assessment system in writing a culturally sensitive report: The importance of assessing other intelligences

This article shows how the bio-ecological assessment system is applied in assessing a child's cognitive intelligence beyond a psychometric intelligence test. The authors conceive of intellectual behavior as an inextricable bio-ecological phenomenon and argue for an assessment system consistent with this conception. The recognition that there are many types of intelligences (such as musical and bodily kinesthetic) is discussed. The article presents a cursory review of how to assess the other intelligences of a child and how to incorporate this into a culturally sensitive report. A case sample via a psychological report demonstrating this model is presented with the goal of showing how the psychological status of minority children can be enhanced if psychologists adopt an integrated approach to assessment by way of a bio-ecological model. The case presented is that of a child with deficient cognitive functioning on the psychometric tests, but advanced functioning on the “Other Intelligence Assessment Measure.” Diagnostic impressions are given and implications for report writing and interventions are suggested.     

In search of correlates of learning underlying “learning disability” using a bio-ecological assessment system

A valid and consistent diagnosis of learning disability is constrained by many conceptual and methodological challenges. Chief among them is the lack of diagnostic efficiency of standardized tests to shed much light on the nature and quality of the “potential disability” underlying children's very poor academic achievement. In this paper, we make the point that any assessment measure of learning difficulty should do more than merely identify or confirm the presence of a problem. Rather, assessment in the service of learning should identify learning needs at a sufficient level of detail so as to inform adaptive pedagogical planning and intervention. Toward this end, a discussion of theoretical and empirical research on the correlates of learning from a sociocultural perspective is examined that provides the conceptual basis for a proposed bio-ecological assessment system. The components of the system are delineated and its feasibility explored in order to provide a richer source of information beyond what is possible with current standardized tests.     

Examining psychotherapeutic and psychosocial factors in working with immigrant families

In spite of the fact that the United States has been historically associated with immigrants, little is still known about the process of assimilation that immigrant families go through, and a lack of sensitivity to the cultural diversity of immigrant families persists. Some mental health workers still suggest that the same techniques employed in working with American families can be applied to immigrant families. Through years of research, behavioral scientists have come to realize that a different approach to tutelage and psychotherapy is needed if immigrant families are to acculturate smoothly in American society. This paper addresses some problems associated with acculturation, the process of acculturation, immigrant families in transition and perspectives on the effectiveness of psychotherapeutic interventions. Some rudimentary guidelines are presented for understanding immigrant families via a comprehensive assessment battery which can assist in determining the stages of acculturation, the client's social and emotional functioning, as well as any cultural transitional conflicts the client may be experiencing as a result of migration. Moreover, a model for treating immigrant families is suggested.