Essay on The Millon Clinical Multiaxial Inventory IIi

Essay on The Millon Clinical Multiaxial Inventory IIi

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Introduction

The Millon Clinical Multiaxial Inventory III (MCMI-III) was first presented in 1994 during a meeting of the American Psychological Association (Retziaff, 1996). This edition of the assessment along with the MCMI and the MCMI-II editions were developed by Theodore Millon, his daughter C. Millon and colleagues R. Davis and S. Grossman. However, the first edition (the MCMI) was developed in the late 1970s as it used the criteria on different disorders from the Diagnostic and Statistical Manual of Mental Disorders (DSM-III). Since then, two other editions have been published by NCS Pearson Inc., one in 1987 which used the DSM-R, and the current edition of the assessment, the MCMI-III was published in 1994 which uses the criteria established by the DSM-IV (Millon, 1997). However, since 1994, the MCMI-III has been reviewed twice; the first time in 1997 and the second time in 2006 (Millon, 1997).
The MCMI-III is one of the many personality assessments that have been developed within the thirty-five years. However, it is important to remember that even though the MCMI-III is a personality assessment, it does not only focus on specific personality questions. In all actuality, it uses different scales to determine an individual’s final diagnosis (Millon, 1997). In general, not every psychological assessment cost the same amount of money. In the case of the MCMI-III, the assessment costs $406.95 for the initial test, however, that does not include any additional material that is needed.





Description

The main purpose(s) of the MCMI-III can be described in several different phases. The initial phase, the test administrator will used the assessment to “evaluate individuals with emotional, behavioral, or interpersonal diffi...


... middle of paper ...


...MI-III has also being translated to Spanish or English for individuals that chose to administer the assessment online (Millon, 1997).
Scoring
Depending on the administrator, it is up to their discretion on how the assessment will be scored. For that very reason, Millon et al. determined that the assessment could be scored in different ways. The methods that have been used by administrators to score the assessment include (1) Q-global software, (2) Q-local software, (3) mail-in scoring, or (3) using manual scoring (Million, 1997). However, when it comes to scoring the assessment, there are also certain circumstances that will prevent the administrator from doing so. These circumstances include and are not limited to the “client’s information is missing or incorrect, the client is not 18 or older, and 12 or more items are marked double or are omitted” (Millon, 1997).

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