Contents: I.B. Weiner, Foreword. Preface. Part I:Overview and a Non-Euro-American Perspective.R.H. Dana, An Assessment-Intervention Model for Research and Practice With Multicultural Populations. E.F. Morris, An Africentric Perspective for Clinical Research and Practice. Part II:Minimizing Bias in Assumptions, Methodology, and Research Studies.R.G. Malgady, Myths About the Null Hypothesis and the Path to Reform. J. Allen, J.A. Walsh, A Construct-Based Approach to Equivalence: Methodologies for Cross-Cultural/Multicultural Personality Assessment Research. F. Van de Vijver, The Nature of Bias. Part III:Acculturation and Cultural/Racial Identity.I. Cuellar, Acculturation as a Moderator of Personality and Psychological Assessment. G. Roysircar-Sodowsky, M.V. Maestas, Acculturation, Ethnic Identity, and Acculturative Stress: Evidence and Measurement. A.K. Burlew, S. Bellow, M. Lovett, Racial Identity Measures: A Review and Classification System. J.E. Trimble, Social Psychological Perspectives on Changing Self-Identification Among American Indians and Alaska Natives. Part IV:The Minnesota Multiphasic Personality Inventory and Other Objective Tests.R.W. Handel, Y.S. Ben-Porath, Multicultural Assessment With the MMPI-2: Issues for Research and Practice. D.S. Nichols, J. Padilla, E.L. Gomez-Maqueo, Issues in the Cross-Cultural Adaptation and Use of the MMPI-2. R.R. Holden, Are There Promising MMPI Substitutes for Assessing Psychopathology and Personality? Review and Prospect. Part V:Projective Methods: The Rorschach Comprehensive System and Holtzman Inkblot Test.D. Ephraim, Culturally Relevant Research and Practice With the Rorschach Comprehensive System. A. Andronikof-Sanglade, Use of the Rorschach Comprehensive System in Europe: State of the Art. E.V. Vinet, The Rorschach Comprehensive System in Iberoamerica. A.A. Pires, National Norms for the Rorschach Normative Study in Portugal. W.H. Holtzman, Application of the Holtzman Inkblot Technique in Different Cultures. Part VI:Projective Methods: The Thematic Apperception Test and Other Picture-Story Tests.D. Ephraim, A Psychocultural Approach to TAT Scoring and Interpretation. E. Herzberg, Use of TAT in Multicultural Societies: Brazil and the United States. A. Avila-Espada, Objective Scoring for the TAT. G. Costantino, R.G. Malgady, Multicultural and Cross-Cultural Utility of the TEMAS (Tell-Me-A-Story) Test. T. Fagulha, The Once-Upon-A-Time Test. Part VII:Special Issues in Practice.S.I. Carbonell, An Assessment With Hispanics in Minnesota. E.F. Morris, Assessment Practices With African Americans: Combining Standard Assessment Measures Within an Africentric Orientation. I. Cuellar, G. GonzAlez, Cultural Identity Description and Cultural Formulation for Hispanics. N.G. Dinges, M.M. Atlis, S.L. Ragan, Assessment of Depression Among American Indians and Alaska Natives. P.F. Langman, Assessment Issues With Jewish Clients. S.R. Lopez, Teaching Culturally Informed Psychological Assessment.