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 MACI consists of a 160-item inventory, provided in the English and Spanish language, with a combination of the 27 subscales. The intention of the inventory is to provide counselors and other healthcare or school professional with information to assist in diagnosis and treatment planning for personality disorders in adolescent (Millon & Davis, 1993). The inventory consists of true or false questions; given that this inventory is shorter compared to other personality assessment, it only takes about 20-30 minutes to complete. Millon’s MACI inventory provides convenient and cost-effective methods for scoring the inventory, which include Q-global web-based scoring, Q-Local software-based scoring, and mail-in scoring. Since the MACI is tailored toward adolescents ranging in ages from 13-19, participants must have a minimum of a sixth grade reading level in order to
Cervone, D., Pervin, L. A. (2008). Personality: Theory and research (10th Ed.). New York: Wiley.
Hazan, C., & Shaver, P. (1987). Journal of personality and social psychology and. Retrieved from http://internal.psychology.illinois.edu/~broberts/Hazan & Shaver, 1987.pdf
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...
Through behavioral assessment, “psychologists can count and record the frequency of particular behaviors” (Wood, Wood, & Boyd, 2014, p. 382). According to the textbook Mastering the World of Psychology, the MBTI’s limitation is that it has an “absence of rigorous, controlled validity studies of the inventory” (Wood et al., 2014, p. 385). Unlike the MBTI, the behavioral assessment takes a deeper, more in-depth look at how people respond to certain situations which I believe is a much more reliable way to understand an individual’s true personality rather than relying on their answers to questions on a
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:
JASON RENTFROW, P. (2009). World of Psychology: The Big Five Model of Personality. Retrieved March 7, 2014, from PsychCentral: http://psychcentral.com/blog/archives/2009/11/10/the-big-5-model-of-personality/
Schultz, D.P. & Schultz, S.E. (2009). Theories of Personality, Ninth Edition. US: Wadsworth Cengage Learning.
Matthews, G., Deary, I. J., & Whiteman, M. C. (2009). Personality traits. Cambridge, UK: Cambridge University Press.
Costa, P. r., & McCrae, R. R. (1988). From catalog to classification: Murray's needs and the five-factor model. Journal Of Personality And Social Psychology, 55(2), 258-265. doi:10.1037/0022-3514.55.2.258
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.
Barlow, D., Durand, V., & Stewart, S. (2009). Abnormal psychology an integrative apporach. (2nd ed.). United States of America: Wadsworth
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
The Prentice Hall’s Self-Assessment Online Library contained different assessments that revelead different scores for personality traits and their relation to the workplace. The assessment contained 3 areas of focus, individual evaluation of self, working with others, and life in organizations. After completing the assessments a score was calculated and results were provided. First, I will briefly discuss my results from the various assessments. Organization behavior is important to study in the workplace to understand different behaviors, roles and structure. If we can recognize our strengths, then we can identify our weakness. Identifying our weakness can allow opportunity for us to be effective employees, leaders, and enhancing our