Introduction to the series—personality assessment: The whole and its parts

Abstract

How is information about personality integrated in a comprehensive assessment for children? This is the general issue addressed by this topical volume. The assessment of children's personality is complicated by incomplete frameworks for understanding how the plethora of socioemotional variables fit together within the construct of personality. Many challenging questions persist about how the variables subsumed within the personality rubric relate to each other in the course of development and about how they join together in day to day functioning. Questions also remain about how personality variables team up with other types of variables to explain adjustment in various contexts.Contributors to this volume focus on the integration of multiple variables within an assessment battery by delving into issues about the connection between personality constructs and measures, frameworks for integrating multiple measures, implications of sociocultural contexts, intricacies of specific performance measures of personality, and design of assessment procedures to serve therapeutic goals.

Vulnerabilities in a School-Based Conduct Disorder Sample as Identified by the Rorschach and PCL: YV

“…Although the RIM does not determine the presence of psychopathy, it provides unique information that complements PCL: YV findings (Gacono, 1998). This combination of attitudinal/behavioral (i.e., PCL: YV) and performance-based measures (i.e., RIM) helps the clinician to understand the relationship between what an individual says (e.g., “I can control myself”) and what they actually do (Teglasi, 2007). Together, these instruments assess an individual’s problem-solving approach, personality traits, and aggressive acts.…”

Test Review: A Review of the Five Factor Personality Inventory—Children

“…Thus, if the goal of psychological assessment is to promote effective intervention, then the usefulness of the FFPI-C may be limited to a small percentage of students. Although research has demonstrated that socioemotional variables predict academic progress and intervention effectiveness (Teglasi, 2007), the utility of the FFPI-C for these purposes has yet to be empirically demonstrated.…”

“…the understanding of socioemotional, behavioral, and educational problems of students (Knoff, 2002). Socioemotional functioning should be addressed even when concerns about a student are principally academic because students with learning difficulties often demonstrate deficits in socioemotional skills and socioemotional variables predict academic progress (Teglasi, 2007). Further, school psychologists should consider using personality assessments because student strengths identified in these assessments can impact the effectiveness of intervention (Flanagan, 2007).…”