Jones-Smith, Culturally Diverse Counseling, 1e
SAGE Publishing, 2019
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
2. Formal tests, rating scales, instruments, and statistical methods are examples of
what type of assessment?
A. clinical
B. actuarial
C. cultural
D. psychological
3. Idiographic, informal, and impressionistic procedures are examples of what type of
assessment?
A. clinical
B. actuarial
C. cultural
D. psychological
4. All of the following are various types of cultural bias in assessment EXCEPT ______.
A. construct
B. method
C. content
D. item
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
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)
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
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
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
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.
2. The Cultural Formulation Interview (CFI) is the most widely used cultural assessment
tool throughout the world.
3. The DSM-5 makes a clear distinction between culture-bound syndromes and cultural
variations for clients.
4. The author emphasizes the use of an ipsative approach for strengths-based
assessment.
5. A weakness genogram is a helpful tool for therapists to the dysfunctional interactions
and deficits the client has experienced in their family system.
Short Answer
1. Describe the communication differences between high-context and low-context
cultures.
Jones-Smith, Culturally Diverse Counseling, 1e
SAGE Publishing, 2019
Ans: High-context cultures are more relational, collectivist, intuitive, and contemplative.
Interpersonal relationships, group harmony, and consensus are highly valued in high–
2. What are the four domains in the core interview (Component 1) of the Cultural
Formulation Interview?
Ans: (1) Cultural definition of the problem; (2) cultural perceptions of cause, context, and
3. Describe the steps outlined by Hardy and Laszloffy (1995) for constructing a cultural
genogram.
Ans: Step 1: Define one’s culture of origin—The major group(s) from which a person has
descended that were the first generation to come to the United States; Step 2:
Organizing principles and pride/shame issues—Identify the major organizing principles
of each group that comprises the client’s culture of origin; Step 3: Create symbols–The
