Psychological Assessment With the MMPI-2

Friedman, Alan F.; Levak, Richard W.; Nichols, David S.; Webb, James T.

doi:10.4324/9781410600363

Cited by 11 publications

(14 citation statements)

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“…Among these results, we withdraw attention to the association between less consciousness, impulsivity, and lack of affability, on the one hand, and several unfavourable indicators of performance, interpersonal diffi culties, and behaviour problems, on the other (Caspi & Shiner, 2006;Poropat, 2009;Singh & Waldman, 2010;van Aken & Dubas, 2004;Zuckerman & Kuhlman, 2000). Although most of these studies refer to Big Five personality traits, we can consider them related to PSY dimensions, since they involve similar behaviours and characteristics (Friedman, Lewak, Nichols, & Webb, 2001). Therefore we considered the following specifi c hypotheses:…”

Section: Methodsmentioning

confidence: 99%

The Relationship between Structural Dimensions of Personality and School Life in Adolescence

Carvalho

Novo

2014

Psicol. Reflex. Crit.

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In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory -Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. Understanding the reasons that make individuals behave in a certain manner and to identify the factors contributing for the explanation of (un)adaptive pathways throughout the life cycle has always been a focus of research in the individual differences domain. Especially in adolescence, where major physical and psychosocial changes occur, and a plethora of new opportunities emerge, the comprehension of the factors infl uencing behaviour in normative contexts, such as school, is of uttermost importance.Adolescents spend more time in school that in any other place outside home (Eccles, 2004). It is in school where they can express their characteristics and are presented with several development opportunities, such as social interaction with peers and adults, discovery of interests,

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Section: Methodsmentioning

confidence: 99%

The Relationship between Structural Dimensions of Personality and School Life in Adolescence

Carvalho

Novo

2014

Psicol. Reflex. Crit.

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“…Several textbooks offer instruction on interpretation of the PSY-5-2 scores, including Butcher and Williams (2000), Friedman, Lewak, Nichols, and Webb (2001), and Graham (2012). Graham has offered a particularly detailed discussion of the scales with a chapter shared between the PSY-5 and the RC scales of the MMPI-2.…”

Section: Psy-5-rf Interpretationmentioning

confidence: 99%

The MMPI–2–RF Personality Psychopathology Five (PSY–5–RF) Scales: Development and Validity Research

Harkness

McNulty

Finn

et al. 2013

Journal of Personality Assessment

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This article describes the development, internal psychometric, and external validation studies on scales designed to measure the Personality Psychopathology Five (PSY-5) from MMPI-2 Restructured Form (MMPI-2-RF) items. Diverse and comprehensive data sets, representing various clinical and nonclinical populations, were classified into development and validation research samples. Item selection, retention, and exclusion procedures are detailed. The final set of PSY-5-RF scales contain 104 items, with no item overlap between scales (same as the original MMPI-2 PSY-5 scales), and no item overlap with the Demoralization scale. Internal consistency estimates are comparable to the longer MMPI-2 PSY-5 scales. Appropriate convergent and discriminant validity findings utilizing various self-report, collateral rating, and record review data are reported and discussed. A particular emphasis is offered for the unique aspects of the PSY-5 model: psychoticism and disconstraint. The findings are connected to the broader PSY-5 literature and the recommended review of systems (Harkness, Reynolds, & Lilienfeld, this issue) presented in this series of articles.

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“…Although it is unusual for youths who are being evaluated for legal dispositional purposes (rather than for purposes of emergency mental health evaluation, competence to stand trial, or waiver to criminal court) to over-report psychological and behavioral problems (Lachar et al, 2006: Pinsoneault, 1996), it is nevertheless important to examine test profiles for possible dissimulation, exaggeration, or over-reporting of problems. Exaggerated or distorted over-reporting of problems may result from an effort to draw attention to current fear, emotional pain, or psychological distress (Friedman, Lewak, Nichols, & Webb, 2001), and it may reflect a person’s experiential style to “overreact and to be traumatized” (Greene, 2011, p. 78). The FB validity scale on the PIY consists of 42 items, 37 of which overlap with, and are distributed fairly evenly among the clinical subscales.…”

Section: Item Overlap On the Piymentioning

confidence: 99%

Strengths and Limitations of the Personality Inventory for Youth (PIY) in Juvenile Delinquency Assessments

Semel¹

2014

SAGE Open

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Psychological Assessment With the MMPI-2

Cited by 11 publications

References 0 publications

The Relationship between Structural Dimensions of Personality and School Life in Adolescence

The Relationship between Structural Dimensions of Personality and School Life in Adolescence

The MMPI–2–RF Personality Psychopathology Five (PSY–5–RF) Scales: Development and Validity Research

Strengths and Limitations of the Personality Inventory for Youth (PIY) in Juvenile Delinquency Assessments

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