Both the original Millon Clinical Multiaxial Inventory (MCMI-I; Millon, 1977) and the Millon Clinical Multiaxial Inventory-II (MCMI-II; Millon, 1987) were refined and strengthened on a regular basis by both theoretic logic and research data. This aspiration has continued. The new Millon Clinical Multiaxial Inventory-III (MCMI-III; Millon, 1994) has been further coordinated with the most recent official diagnostic schema, the Diagnostic and Statistical Manual of Mental Disorders (4th ed., [DSM-IV]; American Psychiatric Association [APA], 1994) in an even more explicit way than before. Although the publication of the first version of the MCMI preceded the publication of the DSM-IV, its author played a major role in formulating the official manual's personality disorders, contributing thereby to their conceptual correspondence. The DSM-III-R (APA, 1987) was subsequently published in the same year as the MCMI-II; the inventory was modified in its final stages to make it as consonant as possible with the conceptual changes introduced in the then forthcoming official classification. The present version of the MCMI, the MCMI-III, strengthens these correspondences further by drawing on many of the diagnostic criteria of the DSM-IV to serve as the basis for drafting the inventory's items. This article reports on a select set of theoretical and empirical developments that are being carefully weighed for possible inclusion in future MCMIs, or as a guide in the refinement process of future MCMIs.
The theoretical grounds, purposes, and features of the Millon Adolescent Personality Inventory (MAPI; Millon, Green, & Meagher, 1982) and its forthcoming replacement the Millon Adolescent Clinical Inventory (MACI; Millon, in press) are reviewed. The rationale and procedure for the construction of the component scales are briefly explained, and the logic of configural or profile interpretation is examined and recommended. Uses and limitations of the MAPI and MAC1 are considered. Evaluative research, although limited in scope, points to the general utility of the MAPI and MACI as clinical tools, and to areas where further study may enhance their applicability in a counseling context.
Change has emerged as a new focus for many adjacent sciences. In nonequilibrium physics, Gregoire Nicolis and nobelist Ilya Prigogine ( 1989) speak of a "new dialogue of man with nature," of new properties and "a new vision of matter, one no longer passive, as described in the mechanical view, but associated with spontaneous activity" (p. 3) and emergent complexity. In evolutionary theory, Eldrege and Gould (1972) have written about the sudden emergence of evolved forms after long periods of evolutionary stasis, called punctuated equilibrium. Indeed, the very vocabulary of science has changed, and is changing. Words like chaos, fractals, bifurcations, dynamical systems, stochastic phenomena, irreversibility, and organization are becoming more common. These constructs have demonstrated usefulness in such wide-ranging areas as weather prediction and population biology. In a world where specialization threatens to render the disciplines of science increasingly insular, the study of change is allowing researchers to transcend their preoccupations with horizontal refinements in order to see and seek out processes that integrate all the sciences. As noted by Nicolis and Prigogine, the dichotomy between the "hard" and "soft" sciences has narrowed 85
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