School Psychologist-Based Personality and Behavior Assessment Scenario According to Camara, Nathan and Puente (2000), the Minnesota Multiphasic Personality Inventory, commonly refered to as MMPI, is the most used researched and standardized psychometric for test for psychopathology and personality among adults. The MMPI-A is the version that was specifically designed to take on a different approach to personality test that targets adolescents aged between 14 and 18 years (Asendorpf, 2003). Using the approach among adolescents, psychologists can help in differential diagnosis, answer legal questions, formulate treatment plans and participate in therapeutic evaluation (Gass & Odland, 2014). From the perspective of a school psychologist, this Since it was designed as a self-report tool that assesses a broad scope of clinical conditions, its reliability and validity can be considered as strong. In its 478 items, the MMPI-A covers the 10 original scales of MPPI, six validity scales, PSY-5 scales, and 15 content component scales. Then there are also three social introversion sub-scales, the 31 Harris Lingoes sub-scales and six supplementary scales. More importantly, studies of the MMPI-A have shown high test and retest consistency through which reliability and validity can be guaranteed (Gass & Odland, 2012). With the exception of the MF scale that is part of the four factor model, the remaining three which are General Maladjustment, Social Introversion and Over-Control, relevantly address the behavioral problems exhibited by Jane. Hence, it is imperative that the racial disparity of the MF scale be considered from a cultural perspective because studies have shown that there is a tendency of non-Whites scoring higher than other races (Gass & Odland, 2014). Ideally, the variations in cultural values must be considered when applying the test on Whites and non-Whites since the differences reflect socio-economic factors rather than racial (2003). Head-to-head comparison of the predictive validity of personality types and dimensions. European Journal of Personality, 17(1), 327-346. Camara, W., Nathan, J., & Puente, A. (2000). Psychological test usage: Implications in professional psychology. Professional Psychology: Research and Practice, 31(2), 141- 154. Gass, C., & Odland, A. (2012). MMPI-2 revised form symptom validity scale-revised: Psychometric characteristics in a nonlitigation neuropsychological setting. Journal of Clinical and Experimental Neuropsychology 34(1), 561-570. Gass, C., & Odland, A. (2014). MMPI-2 symptom validity scale: Psychometric characteristics and limitations in a Veterans Affairs neuropsychological setting. Applied Neuropsychology: Adult, 21(2), 1-8. Paunonen, S., & Ashton, M. (2001). Big-five factors and facets and the prediction of behavior. Journal of Personality and Social Psychology, 81(1), 524-539. Pittenger, D. (2005). Cautionary comments regarding the Myers-Briggs Type Indicator. Consulting Psychology Journal: Practice and Research, 57(3), 210-221. University of Minnesota. (2016). MMPI-A overview. Retrieved from
The MIPS-R consists of 180 true/false items used to assess normal adult personality. The test can be administered and scored through paper-and-pencil or computer formats. The MIPS-R is comprised of 24 scales assembled into 12 contrasting pairs. The pairs are grouped into three categories: Motivating Styles, Thinking Styles, and Behaving styles. The MIPS-R has three additional scales used to assess the test results’ validity: a Negative Impression scale, a Positive Impression scale, and a Consistency scale. A higher raw score on the Negative Impression or Positive Impression scales, indicate examinees may be attempting to represent themselves in a negative or more positive way, respectively. Because my Negative Impression raw score was average
The Minnesota Multiphasic Personality Inventory-2 Restructured Form, or more commonly known as the MMPI-2-RF, is used to assess various components of personality and psychopathology (Cohen & Swerdlik, 2013). Developed by Yossef S. Ben-Porath, PhD, and Auke Tellegen, PhD, the MMPI-2-RF is a recently developed version of the MMPI-2 originally published 1943 by the University of Minnesota Press and distributed by Pearson Assessment. The University of Minnesota Press published the latest version of the MMPI-2, the MMPI-2-RF, in 2008. The MMPI-2-RF is comprised of 338 True-False items, typically taking 35-50 minutes to complete although there is no time limit. The MMPI-2-RF has different prices depending on which scoring and reporting option one chooses. The different kits available and its prices are the following: Q-global™ Web-based Scoring and Reporting ($175.00 - $230.00), Q-Local™ Software-based Scoring and Reporting (($175.00 - $230.00), Manual Scoring ($459.00), and Mail-in Scoring and Reporting ($175.00 - $235...
A notable strength of the MACI inventory is the ease of it all. The tests consist of true or false questions, it is only 20-30 minutes long, and it provides easy and comprehendible assessment question suitable for the age group. A noteworthy weakness, however, is that the MACI inventory is its method of comparing adolescents to a particular population rather a norming population; it limits the amount of more useful information that can be obtained. Tringone and Bockian (2015) suggest that in assessing the MACI with adolescent of differing cultural background, distinct cultural factor can affect the overall results (p. 569). Increasing the norming group would provide a more extensive, more approachable, and formative result. Despite its shortcomings, the Millon Adolescent Clinical Inventory serves its purpose in providing counselors and other trained professional working with adolescents with helpful assessment results, which ultimately helps in formulating treatment
Although I chose not to pursue a career in health psychology, I find that the fields of psychology that appeals to include families, children, and parents who are struggling to maintain control and are in need of guidance, which include the following:
This assessment was designed to interpret the mind of an adolescent utilizing and integrating his theory into the assessment. Based on the different general outlines of personality, the levels of personality, and the domains of personality, the assessment was designed to predict of help develop a hypothesis of what is troubling an adolescent mentally. There are four different assessments within the MACI broken by age and by gender. There is one assessment for males 13-15, one for females 13-15, one for males 16-19, and one for females 16-19. “The MACI has 31 scales divided into three clinical domains (clinical sydromes, expressed concerns, and personality styles) and a fourth domain consisting of three modifying indices (desirability, disclosure, and debasement) plus a basic validity check.” (Pinto & Grilo, p. 1508, 2004) The MACI was intended to work with the DSM-IV diagnoses for predicting likelihood of a clinical symptom in an adolescent. In the Mental Measurements Yearbook, Sandoval points out there are 31 scales in the MACI and the self- report system allows the personality and predisposition of the adolescent to be rated by the expert on themselves. It is intended to measure common adolescent issues, such as: mood disorders, major depressive disorder, dysthymia, alcohol and substance use, ADHD, etc. The participants in the assessment take a 160 question, true or false format assessment, which
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Interpreting The MMPI-2-RF included a vast amount of information about the reliability data in the MMPI-2-RF. For example, the scores on the Somatic/Cognitive Scales, Internalizing Specific Problems Scales, Externalizing Specific Problems Scales, and Interpersonal Scales amongst others were reliable based on test-retest correlations and internal consistency estimates in clinical studies. The empirical data offered by the Technical Manual shows strong and distinctive correlational findings, and consistent measures of the constructs the scales target. These findings provide strong evidence supporting the construct validity and reliability of the 51 Scales found in the MMPI-2...
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I took five personality assessments to see what personalities seem to define who I am. I agree with some of the results, but some I don’t agree with at all. These assessments tend to mostly be accurate, however, some aren't who I am.
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The Five-Factor Model of Personality gives an insight to psychologists when dealing with patients and test subjects. Due to this theory, research psychologist are able to research personality more accurately and uphold a better understanding when discussing the reasoning behind certain pre-disposed tendencies. Also, counselors which practice different types of therapy are enabled to learn details concerning their patient that can assist in the treatment of that specific patient. There have been multiple disputes in regards to the validity of the Five-Factor Model of Personality theory. Many skeptics believe that there are too many variations that come into play when dealing with personality in order to accurately depict and diagnose a 100% accurate declaration of ones’ characteristics (McCrae, 1991). The issue with relying on the model in order to declare one’s characteristics is that there is often overlap between the degrees of high and low (Popkins, 1998). Although this is a valid statement, the model is a significant role in sorting through the variations to achieve a probable consensus. Therefore, the model cannot achieve a result without any probable cause for doubt but generally will provide a clear depiction of ones’ traits and