Session Abstract: This symposium will focus on a specific method of ensuring diversity-sensitive, context-informed psychological assessment, specifically during graduate level training, focused on the implementation and utilization of a culture-focused semi-structured interview. A specific measure, the Wright-Constantine Structured Cultural Interview (WCSCI; Wright & Constantine, 2020), based on the ADDRESSING model (Hays, 2003), will be introduced, including its purpose, foundation, process, utilization, and potential benefits in assessment training. The implementation of this measure in a small university-based assessment clinic offering low-cost assessments to a culturally-diverse population will be described via several graduate clinical psychology trainees. Trainees will discuss their own experiences with the learning process and overcoming various challenges when using this interview. This includes acknowledging personal bias, asking sensitive questions, and collaborating with clients to better understand their unique lived experiences as relevant to their referral questions and overall assessment process. The various benefits trainees identify in terms of their own personal and professional growth, assessment skills, and the overall assessment process, will be described along with insight toward future utilization of the WCSCI in assessment training based on such experiences. In addition, preliminary feedback from clients about their experience with this cultural interview and the related overall assessment process will be reviewed. Trainee reflections, lessons learned, and recommendations will be shared. Finally, input from supervisors will be offered about utilization of such a measure and suggestions for future research and clinical training will be provided.

Discussant Information: A. Jordan Wright PhD | New York University

Presentation 1 Title: The Wright-Constantine Structured Cultural Interview (WCSCI)

Presentation 1 Abstract: This presentation will describe the importance of explicitly incorporating and considering diversity factors as part of psychological assessment toward context-driven conceptualizations. Acknowledgement of and sensitivity to a client’s unique cultural experiences can begin with the clinical interview. An overview of a specific measure, the Wright-Constantine Structured Cultural Interview (WCSCI) based on the ADDRESSING model (Hays, 2003) will be provided. The purpose, foundation, process, utilization, and potential benefits will be discussed.


A. Jordan Wright PhD | New York University

Presentation 2 Title:Using a culturally focused interview in assessment training: Trainees' learning experiences with the WCSCI

Presentation 2 Abstract:This presentation will focus on the experience of graduate psychology assessment trainees learning to incorporate the culturally-focused interview (WCSCI) as part of their clinical assessment training at a university-based clinic. Trainees will reflect on their own experiences asking diversity-focused questions as part of the assessment process, challenges and rewarding aspects, impact on the relationships with clients, written reports, as well as lessons learned and recommendations for training and supervision. The presentation will focus on the implementation process of the WCSCI from initial introduction and practice with the measure to using it with clients when conducting assessments. The benefits of using such a culturally-focused interview, in terms of their own personal and professional growth as well as overall assessment skills, and specific to cases completed will be shared, along with suggestions for further utilization of such an interview in assessment training and practice.


Lisa Vassiliadis

Christine Chan

Presentation 3 Title: Using a Culturally Focused Interview in Assessment Training: Client Feedback and Lessons Learned

Presentation 3 Abstract: This presentation will include preliminary, informal feedback from assessment clients about their experience with the WCSCI, including participating in the interview in the context of the assessment relationship, process, and outcomes. Simple open-ended questions were used by trainees at the completion of the clinical interview, as well as at the end of the assessment. Trainees will tie client experience to their own clinical experience, share lessons learned, and offer recommendations for fellow trainees and assessment supervisors regarding incorporating a more culturally informed approach in assessment training.


Emily Crew

Manizeh Raza

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