Personality Inventory for Children
PSY7610 – Research Worksheet
Assessment 1: Review and Selection of a Standardized Test
Section One: Test Review Table
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration.
Identify the professional setting:
||Test 1||Test 2||Test 3|
|Test Name||Millon Adolescent Personality Inventory (MAPI)||Personality Inventory for Children-Second Edition (PIC-2)||Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)|
|Types of Scores Obtained||27 scales: The patterns of the person
The Personality Patterns (Introversive, Self-conscious, Sad, Passive, Exaggerating, Narcissistic, Disruptive, Powerful, Compliant, Marginal Tendency),
The concerns demonstrated (Distinctiveness Dispersal, Low self-esteem, Body Displeasure, Sexual Discomfort, Insecurities , Social sensitivity, Childhood Abuse), Clinical Syndromes (poor eating patterns, venerability to drug use, Antisocial behaviour, Quickness to anger, Depression, Affect, Suicidal Tendency), and 3 Adapting categories (Revelation, Attractiveness, Disparagement)..
|The test has 9 Adjustment scales and 12 adjustments subscales: Cognitive disorder(poor abilities, low achievement, slow development), Impulsivity and easily distracted (Disturbs others , Boldness), Misbehavior (Rebellious Behavior, Decontrol, Nonfulfillment), Family Dysfunction (Conflict Among Members, Parent Instability), Reality Alteration (Developmental Nonconformity, Visions and Misapprehensions), Somatic Concern (Mental Preoccupation, Muscular Stiffness and Anxiety), Psychosomatic Discomfort (Fear and Worry, Depression, Sleep Disturbance/Preoccupation with Death), Social Withdrawal (Social Introspection, Loneliness), Social Skill Deficits (Limited Peer Status, Conflict With Peers), 3 Response Validity Scales (Defensiveness, Dissimulation, Inconsistency).||8 Validity Scales (Cannot Say (?), Falsehood (L), Irregularity 1 (F1), Uncommonness 2 (F2), Infrequency (F), Defensiveness (K), Variable Response Inconsistency (VRIN), True Response Inconsistency (TRIN)|
|Intended Population||Children of 13 to 19 years||Children of 5 to 19 years||Adolescents- Ages 14-18 years|
Purpose, Content, and Skills Tested
|Provides the scores of testing the person’s personality and behavior by providing a true or false answer to measure the personal dimensions, the concerns that the person expresses as well as their social behavior.
The user can evaluate the emotional ailments and identify the specific condition.
|The test demonstrates an illustration of the child’s emotional, social and cognitive adjustment.
The user derives information of the test to understand the person. Some concepts like conflicts influence the result. The test also involves other things like the individual’s problem like lack of sleep.
|Provides the ability to show the difference between groups of delinquent and nondelinquent adolescent females based on the differentiation in their scores on specific clinical scales.
This test allows the user to gain knowledge about the frequency of issues yet it does not offer specific looks into what may be causing the issues to arrive.
Appropriateness of Purpose, Content, and Skills
|The test asses the personality as well as the clinical signs.
The test enables the user to understand the condition that the adolescent is facing.
The user needs to evaluate the technical quality of the test.
Evaluation ensures test the administrator administers the right test.
|In this category broad and the narrow dimensions of the behavioral, emotional, cognitive, and interpersonal adjustment.
The procedure describes the parent
The test is a 3 part that provides a parent’s description, the child’s self-report, and a teacher rating. While each can work individually, they work better together to offer the whole picture of the child’s life both at home, in the community and at school. The test also offers a Behavioral Summary for a shorter administration which comprises the first 96 items on the test.
|Designed to find out the personality and emotional conditions.
The test seeks to find individuals experiencing certain mental illness.
The test sheds light on following ailments: Hypochondriasis, Depression, Hysteria, and Psychopathic Deviate Paranoia.
Review Test Materials
The budget of the materials is as follows computer:$128.75 per computer (Q Local) starter kit including manual (123 pages),
Three answer sheets with a report for administrations; $33.30 per machine
The hand scoring user’s guide,10 test booklets,50 answer sheets, and profile forms and the answer keys
Cost of the audio cd: $59.45
Cost per manual: $49.45 per manual.
*The publisher outlines all the materials that the test and the score requires.
Moreover, the tests can also be carried out via the email.
The budget of the materials is as follows
per hand scoring kit with manual, two reusable administration booklets, 50 answer sheets, set of scoring templates, 25 behavioral summary auto score forms, 50 standard form profile sheets, 50 critical items summary sheets: $262.50
;550.50 per $262.50 per computer scoring kit with manual, two recyclable administration brochures, 50 answer sheets, 25-use PIC-2/PIY/SBS scoring CD;
$38 per reusable administration booklet; $28 per 100 answer sheets; $48 per 25 behavioral summaries, auto score answer devices; $28 per 100 standard profile (both gender); 28 per 100 critical items summary sheet (both gender) $75 per manual; $50.50 per scoring templates.
*The publisher provides all the materials the test requires.
|2016: $64.45 per manual; $37 per manual supplement (2006); $44.90 per Adolescent Interpretive System User’s Guide; $44.35 per 10 softcover test booklets; $67.60 per 1 hardcover test booklet; $63.35 per audio CD; $114 hand-scoring materials package (50 answer sheets, 50 Validity/Clinical scales profile forms); $57.55 per 50 profile and record forms; price information for scoring and interpretive reports available from Pearson Assessments.
*The publisher provides the materials for the score and the test.
Test User Qualifications for professional administration of test (Letter A, B, C or number)*
In level C the test measures the intelligence of the person, the personal character and the personal projections.
A Master’s degree holder can offer the test, after having a one year experience.
|Parents or Legal Guardians||Certified Professional
Level C tests are given independently for intellect, personality and projective.
A Master’s degree holder can offer the test, after having a one year experience
* Report of the Taskforce on Test User Qualifications. This task force worked on the test qualification definitions and qualifications. Although APA has stepped away from the strict use of these levels, as noted, the publishers continue to operate and release tests using it. Subsequently, it is still a three-tiered system that professionals need to work with and be aware of in their roles.
Section Two: Test Selection and Rationale
Million Adolescent Personality Inventory (MAPI)
I believe that the Million Adolescent Personality Inventory (MAPI) test is the most appropriate for my desired profession. The test is simple when it comes to colleting data, and interpretation of results. The test also saves time because the administrator can conduct the test via the email.
MAPI implements true or false in the process of assessing the student. The process uses the true and form mode of asking questions to measure the personality dimensions, concerns the behavior. The method makes the test to be relatively simple. The method of analysis is also simple as it provides the data in a given scale. The data provided must be within a coefficient range of 0.74 to 0.67. The scale ensures that the procedure provides a given range that tests the internal and external validity.
Secondly, the tests also seek to evaluate the clinical conditions of the child. Many people do not realize that some clinical conditions such as poor eating habits and use of drugs may contribute to poor performance of the child on all levels. Poor feeding habit of a child may be an expression of a serious mental condition. In an instant, the young adult may not be able to express what they feel to the parent especially if they are victims of abuse.
Thirdly, the test evaluates the personality of the individual. The personality of a person affects their behaviors as well as how they conduct themselves. Parents may tend to forget that young adults have different personalities since they are human beings only that they are at a lower stage of growth.
Another point that has to be made is that the administrator can conduct the test long distance. The administrator uses both email or a piece of paper or the email. People send email messages even over continents or countries. The parent doesn’t have to leave their home activities at home to visit the administrator can reach them over the computer or a phone as long as the network connectivity is good. If the child can undertake the tests when they are at home will also save on the transport cost. Moreover, the test results are well kept in electronic form since there is no paperwork involved.
Million Adolescent Personality Inventory (MAPI), differs from tests 3 and 2 in that it provides a good opportunity in offering as it ensures that the administrator offers the right to the right person. The tests incorporate evaluation of the quality of the data. Quality evaluation will ensure that the administrator will only administer the right test reducing the chances of making wrong assumptions. The tests also allow for bulk tests and can be used on several children at the time. Therefore, MAPI test can be on kids with similar previous experience.
Moreover, the test incorporates investigating several problems then narrowing to one factor. Use of the test will help me develop relativity between several factors that might be the cause of the problem. Several factors attribute to mental conditions; therefore, it is wrong for a person to link a mental condition to a single factor.
Finally, as compared to test 2, the test requires to have a certification. The person to conduct the test must be a holder of a master’s degree and with vast experience. The person must have worked under a supervisor meaning that they interpret the results appropriately. In contrast, the second test may have lower internal and constructive validity since an expert does not conduct it.
Section Three: References
Archer, R.P., & Baker, E.M. ( 2005). Minnesota Multiphasic Personality Inventory-Adolescent. In T. Grisso, G. Vincent, & D. Seagrave (Eds.), mental health screening and assessment in juvenile justice (pp. 240-252). New York: Guilford Press
Butcher, J. N., Williams, C. L., Graham, J. R., Kaemmer, B., Archer, R. P., Tellegen, A., & Ben-Porath, Y. S. (1992). Minnesota Multiphasic Personality Inventory-Adolescent.
Clinical Psychology. (n.d.). Retrieved August 20, 2017, from http://www.pearsonclinical.com/psychology/products/100000097/millon-adolescent-personality-inventory-mapi.html
Forbey, J. D., & Ben-Porath, Y. S. (1970, January 01). Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-a). Retrieved August 18, 2017, from https://link.springer.com/chapter/10.1007%2F978-1-4615-1185-4_16?LI=true
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf
Lachar, D., & Gruber, C. P. (1977). Personality Inventory for Children, Second Edition.
Mauish, M. E. (2004). The use of psychological testing for treatment planning and outcomes assessment: instruments for adults. Mahwah, NJ: Lawrence Eribaum Associates.
Millon, T., Millon, C., Davis, R., & Grossman, S. (1993). Millon Adolescent Clinical Inventory.
(PIC™-2) Personality Inventory for Children™, Second Edition. (n.d.). Retrieved August 24, 2017, from https://www.wpspublish.com/store/p/2911/pic-2-personality-inventory-for-children-second-edition
Richardson, G., Kelly, T. P., Bhate, G., & Bhate, S. R. (2004). A personality-based taxonomy of sexually abusive adolescents derived from the Millon Adolescent Clinical Inventory (MACI). British Journal of Clinical Psychology, 43(3), 285-298.