This special issue on Collaborative and Therapeutic Assessment (CTA) is the first significative acknowledgment in Rorschachiana of what has become over the past few decades one of the most important advances in the field of psychological assessment. Starting with the work of Connie Fischer (1994) and operationalized by Stephen Finn (2007), TA is today well documented and its efficacy has been shown in several studies. Moreover, CTA has an international presence through the Center for Therapeutic Assessment in Austin, the European Center for Therapeutic Assessment in Milan, and the Asian Center for Therapeutic Assessment in Tokyo. The authors contributing to this special issue are from the United States, Peru, Belgium, Italy, Brazil, and Japan. The editorial team regrets not being able to publish, in this issue, all the good submissions we received after the call for papers.For those for whom this is the first contact with CTA, I will simply outline the basics. TA is a brief therapeutic intervention that uses psychological assessment as its centerpiece. Although TA uses the most well-known and validated tests, the traditional way to use tests has been updated from the beginning to the end, putting the client at the center of the process. It has transformed a practice that was viewed as dehumanizing in the past into a therapeutic process during which people, parents, and partners change their way of seeing themselves, their child, their partner. Several techniques and concepts have been created or added such as the questions for the assessment, the extended inquiry, the assessment intervention, the Level 1, 2, and 3 information, the summary/discussion session, and many others, allowing the client to benefit fully from their own assessment. For those who are familiar with the method, they will find here the new assessment intervention, the latest findings, and additional goodies to add to their practice, not to mention the general spirit of TA.