chapter 12 personality testing robert j. drummond and karyn dayle jones assessment procedures for...

Chapter 12Chapter 12Personality TestingPersonality Testing

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

ROLE OF ROLE OF PERSONALITY PERSONALITY THEORYTHEORY


Psychodynamic ApproachesPsychodynamic Approaches

Projective testsProjective tests Myers-BriggsMyers-Briggs


Behavioral ApproachesBehavioral Approaches

Behavioral observationBehavioral observation


Humanistic Humanistic ApproachesApproaches

Self-Concept ScalesSelf-Concept Scales Coopersmith Self-Esteem Coopersmith Self-Esteem

Inventories Inventories Tennessee Self-Concept Scale Tennessee Self-Concept Scale Piers-Harris Children's Self-Piers-Harris Children's Self-

Concept Scale Concept Scale


Trait, Type, and State Trait, Type, and State TheoriesTheories Myers-Briggs Type IndicatorMyers-Briggs Type Indicator State-Trait Anxiety Inventory State-Trait Anxiety Inventory

(example of trait and state)(example of trait and state)


Empirical ApproachesEmpirical Approaches

MMPIMMPI 16PF16PF


TECHNIQUES FOR TECHNIQUES FOR MEASURING MEASURING PERSONALITYPERSONALITY Verbal TechniquesVerbal Techniques Projective QuestionsProjective Questions Sentence CompletionSentence Completion Story CompletionStory Completion Visual TechniquesVisual Techniques Drawing TechniquesDrawing Techniques Objective TechniquesObjective Techniques


Objective versus Projective Objective versus Projective Personality TestsPersonality Tests

In objective testingIn objective testing– Examinee’s responses are a Examinee’s responses are a

behavioral samplebehavioral sample– These behaviors are known to These behaviors are known to

correlate with other behaviorscorrelate with other behaviors– Look across several types of Look across several types of

behaviorsbehaviors– Identify patternsIdentify patterns– Assessment of personalityAssessment of personality


Objective versus Projective Objective versus Projective Personality TestsPersonality Tests

In projective testingIn projective testing– Examinee is given an ambiguous Examinee is given an ambiguous

stimulusstimulus TAT card, Rorschach ink blotTAT card, Rorschach ink blot

– Asked to do somethingAsked to do something TAT: tell or finish a story about the TAT: tell or finish a story about the

people in the cardpeople in the card Rorschach: what does blot remind you Rorschach: what does blot remind you

of? represent?of? represent?Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Objective versus Objective versus ProjectiveProjective Theory of projective testing is that Theory of projective testing is that

responses reveal characteristics of responses reveal characteristics of the examinee’s psychological the examinee’s psychological structurestructure

SupposedSupposed advantage is that advantage is that projective tests get around a projective tests get around a person’s defense mechanisms person’s defense mechanisms

Projective tests seem to have some Projective tests seem to have some validity but validity but little or no incremental little or no incremental validityvalidity


Problems in Problems in Objective Personality Objective Personality AssessmentAssessment

Response styleResponse style: the tendency of the examinee to : the tendency of the examinee to approach a test in a manner that distorts the test approach a test in a manner that distorts the test results. results.

AcquiescentAcquiescent response style: the test taker to accept or agree response style: the test taker to accept or agree with statements regardless of the item content. with statements regardless of the item content.

Social desirabilitySocial desirability response style: the test taker chooses the response style: the test taker chooses the response that he/she believes to be socially desirable rather than response that he/she believes to be socially desirable rather than the response that more accurately reflects the individual's the response that more accurately reflects the individual's behavior or feelings (fake good or lie scales)behavior or feelings (fake good or lie scales)

NonacquiescenceNonacquiescence: disagreeing with whatever item is presented: disagreeing with whatever item is presented DevianceDeviance: making unusual or uncommon responses: making unusual or uncommon responses ExtremeExtreme: choosing extreme, rather than middle, ratings on a : choosing extreme, rather than middle, ratings on a

rating scalerating scale Gambling/CautiousnessGambling/Cautiousness: guessing, or not guessing, when in : guessing, or not guessing, when in

doubtdoubtRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Myers-Briggs Type Myers-Briggs Type Indicator®Indicator®

An instrument for measuring a person’s An instrument for measuring a person’s preferences, using four basic scales preferences, using four basic scales with opposite poles: with opposite poles:

extraversion/introversionextraversion/introversion sensing/intuitivesensing/intuitive thinking/feelingthinking/feeling judging/perceiving judging/perceiving


A description of the A description of the Myers Briggs “letters”Myers Briggs “letters”Where, primarily, do you direct your energy? Where, primarily, do you direct your energy? If you prefer to direct your energy to deal If you prefer to direct your energy to deal

with people, things, situations, or "the with people, things, situations, or "the outer world," then your preference is for outer world," then your preference is for Extraversion. Extraversion.

If you prefer to direct your energy to deal If you prefer to direct your energy to deal with ideas, information, explanations or with ideas, information, explanations or beliefs, or "the inner world," then your beliefs, or "the inner world," then your preference is for Introversion. preference is for Introversion.


How do you prefer to How do you prefer to process information?process information? If you prefer to deal with facts, what you If you prefer to deal with facts, what you

know, to have clarity, or to describe know, to have clarity, or to describe what you see, then your preference is what you see, then your preference is for Sensing. for Sensing.

If you prefer to deal with ideas, look into If you prefer to deal with ideas, look into the unknown, to generate new the unknown, to generate new possibilities, or to anticipate what isn't possibilities, or to anticipate what isn't obvious, then your preference is for obvious, then your preference is for Intuition. Intuition.


How do you prefer to How do you prefer to make decisions?make decisions? If you prefer to decide on the basis of If you prefer to decide on the basis of

objective logic, using an analytic and objective logic, using an analytic and detached approach, then your detached approach, then your preference is for Thinking. preference is for Thinking.

If you prefer to decide using values If you prefer to decide using values and/or personal beliefs, on the basis of and/or personal beliefs, on the basis of what you believe is important or what what you believe is important or what you or others care about, then your you or others care about, then your preference is for Feeling. preference is for Feeling.


How do you prefer to How do you prefer to organize your life? organize your life? If you prefer your life to be planned, If you prefer your life to be planned,

stable and organized then your stable and organized then your preference is for Judging (not to be preference is for Judging (not to be confused with “Judgemental,” which is confused with “Judgemental,” which is quite different). quite different).

If you prefer to go with the flow, to If you prefer to go with the flow, to maintain flexibility and respond to maintain flexibility and respond to things as they arise, then your things as they arise, then your preference is for Perception. preference is for Perception.


Minnesota Multiphasic Minnesota Multiphasic Personality Inventory (MMPI / Personality Inventory (MMPI / MMPI-2)MMPI-2)

Most frequently used and most researched Most frequently used and most researched personality inventorypersonality inventory

Developed to make diagnosesDeveloped to make diagnosesConstruction:Construction: Large pool of itemsLarge pool of items Administered to psychiatric patients and non-Administered to psychiatric patients and non-

psychiatric patientspsychiatric patients Retained items that differentiated a given Retained items that differentiated a given

diagnostic group from the non-clinical groupdiagnostic group from the non-clinical group 550 T/F items550 T/F items


Validity ScalesValidity Scales

Assess test-taking attitude or “response Assess test-taking attitude or “response sets”sets”

? (Cannot say) Scale? (Cannot say) Scale F (Infrequency) Scale F (Infrequency) Scale L (Lie) ScaleL (Lie) Scale K (Defensiveness) ScaleK (Defensiveness) Scale New validity scales in MMPI-2New validity scales in MMPI-2 Fb (back-page infrequency)Fb (back-page infrequency) VRIN (Variable Response Inconsistency)VRIN (Variable Response Inconsistency) TRIN (True Response Inconsistency)TRIN (True Response Inconsistency)


Validity ScalesValidity Scales

Checks on carelessness, Checks on carelessness, misunderstanding, malingering, misunderstanding, malingering, response sets, test-taking attitudesresponse sets, test-taking attitudes

?—Cannot say; a tally of omitted items?—Cannot say; a tally of omitted items TRIN—True Response InconsistencyTRIN—True Response Inconsistency VRIN—Variable Response InconsistencyVRIN—Variable Response Inconsistency F—infrequency F—infrequency F(p)—psychiatric infrequencyF(p)—psychiatric infrequency L—Lie L—Lie K—defensivenessK—defensiveness


F Infrequency scaleF Infrequency scale 60 items endorsed by no more than 10% of 60 items endorsed by no more than 10% of

standardization samplestandardization sample All undesirable behavior, but no particular All undesirable behavior, but no particular

pattern of abnormalitypattern of abnormality Unlikely a single person would exhibit all the Unlikely a single person would exhibit all the

problemsproblems Expect some elevations for people with Expect some elevations for people with

problems (T > 65) but not too high (T > 90)problems (T > 65) but not too high (T > 90) May be due to scoring errors, careless May be due to scoring errors, careless

responding, gross eccentricity, psychotic responding, gross eccentricity, psychotic processes, or malingeringprocesses, or malingering


Example items of F Example items of F scalescale My father is a good man. (F)My father is a good man. (F) My teachers have it in for me. (T)My teachers have it in for me. (T) I am troubled by attacks of nausea and vomiting. I am troubled by attacks of nausea and vomiting.

(T)(T) Evil spirits possess me at times. (T)Evil spirits possess me at times. (T) My parents do not really love me. (T)My parents do not really love me. (T) I am liked by most people who know me. (F)I am liked by most people who know me. (F) There is something wrong with my mind. (T)There is something wrong with my mind. (T) I think school is a waste of time. (T)I think school is a waste of time. (T) I get anxious and upset when I have to make a I get anxious and upset when I have to make a

short trip away from home. (T)short trip away from home. (T) I have gotten many beatings. (T)I have gotten many beatings. (T)Robert J. Drummond and Karyn Dayle Jones

Assessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

F(p) Psychopathology F(p) Psychopathology Infrequency ScaleInfrequency Scale

F scale normed on a psychiatric F scale normed on a psychiatric populationpopulation

Rare or extreme responding in a Rare or extreme responding in a psychiatric settingpsychiatric setting

More useful with persons you More useful with persons you expect to have a lot of problemsexpect to have a lot of problems


Lie (L) scaleLie (L) scale

Items that make the respondent appear Items that make the respondent appear in a favorable light but unlikely to be true; in a favorable light but unlikely to be true; claim of excessive virtueclaim of excessive virtue

Measure of cooperativeness and Measure of cooperativeness and willingness to endorse negative self-viewswillingness to endorse negative self-views

Psychological interpretation: suggests Psychological interpretation: suggests naiveté, lack of psychological naiveté, lack of psychological mindedness, rigid thinking, unrealistic mindedness, rigid thinking, unrealistic self-image, neurotic defensiveness self-image, neurotic defensiveness


L scale itemsL scale items Once in a while I think about things too Once in a while I think about things too

bad to talk about. bad to talk about. At times I feel like swearing. At times I feel like swearing. I do not always tell the truth. I do not always tell the truth. I do not read every editorial in the I do not read every editorial in the

newspaper every day. newspaper every day. Once in a while I put off tomorrow what I Once in a while I put off tomorrow what I

ought to do today.ought to do today. My table manners are not quite as good My table manners are not quite as good

at home as when I am out in company.at home as when I am out in company.Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

K scaleK scale

Measures defensiveness in responding Measures defensiveness in responding in a more subtle way than L scalein a more subtle way than L scale

Measures willingness to disclose Measures willingness to disclose personal information and discuss personal information and discuss problemsproblems

A high score may indicate “faking A high score may indicate “faking good” while a low score may indicate good” while a low score may indicate “faking bad”“faking bad”


K scale itemsK scale items At times I feel like smashing things. (F)At times I feel like smashing things. (F) I think a great many people may exaggerate their I think a great many people may exaggerate their

misfortunes in order to gain sympathy and help of misfortunes in order to gain sympathy and help of others. (F)others. (F)

It takes a lot of argument to convince most people of It takes a lot of argument to convince most people of the truth. (F)the truth. (F)

I have very few quarrels with members of my family. I have very few quarrels with members of my family. (T)(T)

Most people will use somewhat unfair means to get Most people will use somewhat unfair means to get what they want. (F)what they want. (F)

At times my thoughts have raced ahead faster than I At times my thoughts have raced ahead faster than I could speak them. (F)could speak them. (F)

I get mad easily then get over it soon. (F)I get mad easily then get over it soon. (F)


Clinical ScalesClinical Scales

1-Hypochondriasis (Hs)1-Hypochondriasis (Hs) 2-Depression (D)2-Depression (D) 3-Hysteria (Hy)3-Hysteria (Hy) 4-Psychopathic deviation (Pd)4-Psychopathic deviation (Pd) 5-Masculinity-femininity (Mf)5-Masculinity-femininity (Mf) 6-Paranoia (Pa)6-Paranoia (Pa) 7-Psychasthenia (Pt)7-Psychasthenia (Pt) 8-Schizophrenia (Sc)8-Schizophrenia (Sc) 9-Hypomania (Ma)9-Hypomania (Ma) 10-Social Introversion (Si)10-Social Introversion (Si) Supplementary scalesSupplementary scales


Case 1: 24-year-old white Case 1: 24-year-old white malemale

Walk-in at counseling centerWalk-in at counseling center Above average IQAbove average IQ Feeling depressed, stopped going to college Feeling depressed, stopped going to college

classesclasses Alcohol problems since adolescenceAlcohol problems since adolescence Difficulty interacting in social situationsDifficulty interacting in social situations Some family discordSome family discord Preoccupied with how his behavior affects the Preoccupied with how his behavior affects the

larger societylarger society Some suicidal thoughtsSome suicidal thoughts Seems tangential, unfocused, speech not fluidSeems tangential, unfocused, speech not fluid


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90

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120


Case 2: 14-year-old white Case 2: 14-year-old white malemale

Honors studentHonors student Many extracurriculars, captain of Many extracurriculars, captain of

wrestling team, many friendswrestling team, many friends Family discord, divorce-remarriageFamily discord, divorce-remarriage Arrested for felony: stole briefcase with Arrested for felony: stole briefcase with

expensive hockey tickets and sold expensive hockey tickets and sold ticketstickets

Emergency room for alcohol poisoningEmergency room for alcohol poisoningRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

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VRINF L K 1 Hs

2 D 3 Hy4 Pd

5 Mf

6 Pa7 Pt

8 Sc9 M

a0 Si


Case 3: 20-year-old African-Case 3: 20-year-old African-American femaleAmerican female

Under arrest for cocaine dealingUnder arrest for cocaine dealing IQ 70-75 rangeIQ 70-75 range History of sexual abuseHistory of sexual abuse Long history of violent and Long history of violent and

aggressive behavior, running from aggressive behavior, running from placementsplacements

Pregnant with third child; all Pregnant with third child; all removed from her custodyremoved from her custody

Suicidal and self-injurious behaviorSuicidal and self-injurious behaviorRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

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Millon Clinical Multiaxial Millon Clinical Multiaxial Inventory-IIIInventory-III

Self-report instrument Self-report instrument Assess DSM-IV-related personality Assess DSM-IV-related personality

disorders and clinical syndromes disorders and clinical syndromes


MCMI-IIIMCMI-III Clinical Personality Clinical Personality

Pattern ScalesPattern Scales ( (DSM-IVDSM-IV, , Axis II)Axis II)1 - Schizoid1 - Schizoid2A - Avoidant2A - Avoidant2B - Depressive2B - Depressive3 - Dependent3 - Dependent4 - Histrionic4 - Histrionic5 - Narcissistic5 - Narcissistic6A - Antisocial6A - Antisocial6B - Sadistic (Aggressive)6B - Sadistic (Aggressive)7 - Compulsive7 - Compulsive8A - Negativistic (Passive-8A - Negativistic (Passive-Aggressive)Aggressive)8B - Masochistic (Self-8B - Masochistic (Self-Defeating)Defeating)

Severe Personality Severe Personality Pathology ScalesPathology ScalesS - SchizotypalS - SchizotypalC - BorderlineC - BorderlineP - ParanoidP - Paranoid

Clinical Personality Clinical Personality Pattern ScalesPattern Scales ( (DSM-IVDSM-IV, , Axis II)Axis II)Clinical Syndrome ScalesClinical Syndrome Scales ((DSM-IVDSM-IV, Axis I), Axis I)A - AnxietyA - AnxietyH - SomatoformH - SomatoformN - Bipolar: Manic N - Bipolar: Manic D - DysthymiaD - DysthymiaB - Alcohol DependenceB - Alcohol DependenceT - Drug DependenceT - Drug DependenceR - Post-Traumatic Stress R - Post-Traumatic Stress DisorderDisorder

Severe Syndrome ScalesSevere Syndrome ScalesSS - Thought DisorderSS - Thought DisorderCC - Major DepressionCC - Major DepressionPP - Delusional DisorderPP - Delusional Disorder

Modifying IndicesModifying IndicesX - DisclosureX - DisclosureY - DesirabilityY - DesirabilityZ - DebasementZ - Debasement

Validity IndexValidity IndexV - ValidityV - Validity


The NEO-Personality The NEO-Personality InventoryInventory The Five-Factor Model of The Five-Factor Model of

personalitypersonality NEO-PI-R NEO-PI-R 240 items240 items NEO-FFI—short formNEO-FFI—short form


NEO-PI-R Domains: NEO-PI-R Domains: NeuroticismNeuroticism Facets: Anxiety, Hostility, Depression, Facets: Anxiety, Hostility, Depression,

Self-Consciousness, Impulsiveness, Self-Consciousness, Impulsiveness, VulnerabilityVulnerability

High N = Sensitive, emotional, and High N = Sensitive, emotional, and prone to experience feelings that are prone to experience feelings that are upsettingupsetting

Low N = Secure, hardy, and generally Low N = Secure, hardy, and generally relaxed even under stressful relaxed even under stressful conditionsconditionsRobert J. Drummond and Karyn Dayle Jones


ExtraversionExtraversion

Facets: Warmth, Gregariousness, Facets: Warmth, Gregariousness, Assertiveness, Activity, Excitement Assertiveness, Activity, Excitement Seeking, Positive EmotionsSeeking, Positive Emotions

High E = Extraverted, outgoing, active, High E = Extraverted, outgoing, active, and high-spirited. You prefer to be and high-spirited. You prefer to be around other people most of the time.around other people most of the time.

Low E = Introverted, reserved, and Low E = Introverted, reserved, and serious. You prefer to be alone or with serious. You prefer to be alone or with a few close friends.a few close friends.


Openness to Openness to ExperienceExperience Facets: Fantasy, Aesthetics, Facets: Fantasy, Aesthetics,

Feelings, Actions, Ideas, ValuesFeelings, Actions, Ideas, Values High O = Open to new High O = Open to new

experiences. You have broad experiences. You have broad interests and are very imaginative.interests and are very imaginative.

Low O = Down-to-earth, practical, Low O = Down-to-earth, practical, traditional, and pretty much set in traditional, and pretty much set in your ways.your ways.


AgreeablenessAgreeableness

Facets: Trust, Straightforwardness, Facets: Trust, Straightforwardness, Altruism, Compliance, Modesty, Altruism, Compliance, Modesty, Tender-mindednessTender-mindedness

High A = Compassionate, good-High A = Compassionate, good-natured, and eager to cooperate and natured, and eager to cooperate and avoid conflict.avoid conflict.

Low A = Hardheaded, skeptical, proud, Low A = Hardheaded, skeptical, proud, and competitive. You tend to express and competitive. You tend to express your anger directly.your anger directly.


ConscientiousnessConscientiousness

Facets: Competence, Order, Facets: Competence, Order, Dutifulness, Achievement Striving, Dutifulness, Achievement Striving, Self-Discipline, DeliberationSelf-Discipline, Deliberation

High C = Conscientious and well-High C = Conscientious and well-organized. You have high standards organized. You have high standards and always strive to achieve your and always strive to achieve your goals.goals.

Low C = Easygoing, not very well-Low C = Easygoing, not very well-organized, and sometimes careless. organized, and sometimes careless. You prefer not to make plans.You prefer not to make plans.


Clinical Use / Clinical Use / LimitationsLimitations Designed to assess “normal” personalityDesigned to assess “normal” personality Research suggests may be useful in Research suggests may be useful in

characterizing psychopathologycharacterizing psychopathology

Limitations:Limitations: No validity scalesNo validity scales Use for diagnostic purposes not yet Use for diagnostic purposes not yet

demonstrateddemonstrated Not yet demonstrated for clinical treatment Not yet demonstrated for clinical treatment

planningplanningRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Projective TestsProjective Tests

Ambiguous, unstructured stimuliAmbiguous, unstructured stimuli Examinees impose their own Examinees impose their own

structurestructure Indirect—examinees are not Indirect—examinees are not

aware of the purposes of the testaware of the purposes of the test Freedom of responseFreedom of response Interpretation of more variablesInterpretation of more variables


The RorschachThe Rorschach

10 cards10 cards Printed inkblots, symmetrical right to leftPrinted inkblots, symmetrical right to left 5 black/white, 5 colored5 black/white, 5 colored Each card presented individuallyEach card presented individually Record examinees response verbatimRecord examinees response verbatim Inquiry—what prompted each response?Inquiry—what prompted each response? Most common scoring approach: Most common scoring approach:

– Location, content, determinantsLocation, content, determinantsRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

The Rorschach—The Rorschach—ControversiesControversies

Questions of reliability and Questions of reliability and validityvalidity

““test” versus “method”test” versus “method”


The Thematic Apperception The Thematic Apperception Test (TAT)Test (TAT)

31 cards31 cards– people in ambiguous situations; objects; 1 people in ambiguous situations; objects; 1

blank cardblank card Examinees instructed to tell a story Examinees instructed to tell a story

about the picture. Who are the people? about the picture. Who are the people? What are they thinking and feeling? What What are they thinking and feeling? What came before this scene and how will it came before this scene and how will it turn out?turn out?

Not well-researched; difficult to evaluate Not well-researched; difficult to evaluate reliability and validityreliability and validityRobert J. Drummond and Karyn Dayle Jones


Sentence Completion Sentence Completion TechniquesTechniques

Rotter Incomplete Sentences Rotter Incomplete Sentences BlankBlank

““I like …”; “What annoys me …”I like …”; “What annoys me …” Scoring is objective and reliableScoring is objective and reliable


Rotter Incomplete SentenceRotter Incomplete Sentence

If only I could...If only I could...feel more hopeful about things.feel more hopeful about things. People I know...People I know...are usually fair and honest.are usually fair and honest. I can always...I can always...talk things out with someone.talk things out with someone. I think guys...I think guys...are less emotional than girls.are less emotional than girls. What makes me sad is...What makes me sad is...not being able to see my not being able to see my

kids.kids. I think girls...I think girls...were mysterious to me in High School.were mysterious to me in High School. My father...My father...would always listen to what I had to say.would always listen to what I had to say. Where I live...Where I live...is quiet and peaceful.is quiet and peaceful. My mother was the type . . .My mother was the type . . .who always took care of who always took care of

her family.her family. My health is...My health is...generally very good.generally very good.


The use of projective The use of projective measuresmeasures

When to use?When to use? What do they reveal beyond other What do they reveal beyond other

assessment methods?assessment methods?


OrientationOrientation Comprehensive Comprehensive ScopeScope

Specific DomainSpecific Domain

NormalNormal 16PF16PFMBTIMBTICPICPI

Piers-Harris Piers-Harris Children’s Self-Children’s Self-Concept ScaleConcept ScaleRotter Locus of Rotter Locus of ControlControl

AbnormalAbnormal MMPI-2MMPI-2Millon Clinical Millon Clinical Multiaxial Multiaxial InventoryInventory

State-Trait State-Trait Anxiety InventoryAnxiety InventoryBeck Depression Beck Depression InventoryInventory

Personality: Comprehensive/Specific Personality: Comprehensive/Specific DomainDomain


Common Characteristics of Common Characteristics of Comprehensive InventoriesComprehensive Inventories

Include large number of items (200-600)Include large number of items (200-600) Take between 30-90 minutes to Take between 30-90 minutes to

complete (without time limits)complete (without time limits) Yield many scoresYield many scores Have many applicationsHave many applications Use nationally representative norm Use nationally representative norm

groupsgroups Include narrative reportsInclude narrative reports


Common Characteristics of Common Characteristics of Specific Domain TestsSpecific Domain Tests

Have relatively few items (many have Have relatively few items (many have fewer than 30)fewer than 30)

Can be completed quickly (10-15 Can be completed quickly (10-15 minutes)minutes)

Yield only a few scores or one scoreYield only a few scores or one score Have targeted audiences and usesHave targeted audiences and uses Limited norm groupsLimited norm groups Scoring and reporting are simpleScoring and reporting are simple


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