The F-K index has long been used as a validity indicator with the MMPI to help identify subjects who may be over- or underreporting psychological problems. The revision of the MMPI necessitates the collection of new norms and development of cutoff scores for the F-K index due to changes in the test itself as well as changes in the way subjects respond to items since the time of the development of the original test. Continuation of the use of old cutoff scores and clinical lore may lead to erroneous conclusions and decisions in the clinical and forensic arenas in which the index is used. MMPI-2 norms for the F-K index are provided for the standardization sample, and additional data are presented for samples of psychiatric patients, head injured patients, individuals seeking disability benefits, job applicants for police and priest positions, and substance abusers. Implications for use of the tables for interpretation of F-K scores are discussed.
Data from several clinical samples and the Minnesota Multiphasic Personality Inventory--2 standardization group are presented to familiarize the reader with response patterns of different groups on a new validity scale designed to assist in the identification of exaggeration or fabrication of psychological disturbance. Sensitivity-specificity analyses are included along with suggestions for use of the F(p) Scale with other validity scales. Cautions about setting single cutoff scores are also discussed.
Recent cross-sectional research has suggested that continuing education (CE) mandates are associated with higher levels of participation in CE. The current study provides a longitudinal assessment of CE participation across a nearly 10-year period of time during which CE mandates were implemented in the state of Illinois. The results of this study, conducted with an average of 132 psychologists per year (from 2008 through 2017), provide the strongest evidence to date regarding the significant impact of CE mandates on levels of CE participation as well as the range of positive outcomes that were perceived to be related to them. 2 tests, ANOVAs, and bivariate correlations were utilized to explore the impact of the mandates. Over the course of the implementation of the mandates, levels of CE participation increased and the number of CE minimalists decreased significantly. Moreover, across time, participants reported increases in their overall learning and their overall effectiveness as practitioners, suggesting the potential value of the CE mandates. The limitations and implications of these findings are discussed in relation to evidence-based continuing education and ongoing professional competency literatures and the increasing alignment between the 2 movements.
Public Significance StatementThis study provides evidence that legal mandates to complete continuing education may increase participation in continuing education and perceptions of its effectiveness.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.