The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

Abstract

The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolation, poor self-concept, self-doubt, and extreme restlessness. Somewhat different profiles were seen with the university group as they indicated feelings of fear, obsessive thoughts, lack of self-confidence, self-doubt, and extreme self-criticism. Both groups demonstrated profiles of individuals under extreme short- and long-term stress leading to anxiety. The study also reviewed the relevance and appropriateness of using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) that will have direct application for the assessment and intervention of adults with learning disabilities either in a rehabilitation setting or seeking a university degree.

Social support networks, stress, sense of coherence and academic success of university students with learning disabilities

“…They seem to be more predisposed to stress and to be at higher risk for developing continuous stress (Cosden & McNamara, 1997), and often exhibit a number of psychological difficulties, including stress and anxiety (Barton & Fuhrman, 1994). These results are consistent with earlier research on college students (Gregg, Hoy, King, Moreland, & Jagota, 1992), in which students with LD from various universities were assessed on academic characteristics. Moreover, students with LD reported lower stress management and lower adaptability (Reiff, Hatzes, Bramel, & Gibbon, 2001), consistently described higher levels of anxiety and persistent feelings of lower self-efficacy, and experienced large gaps between their self-perceived competence and their actual achievements.…”

“…Although the findings cannot be compared with those for students with LD in traditional university settings, it appears from previous studies that individuals with LD are more predisposed to stress than their adult counterparts (Barton & Fuhrman, 1994;Gregg, Hoy, King, Moreland, & Jagota, 1992). In addition, the experience of stress was previously reported by college students with LD (Reiff et al, 2001) and supported the assumption that college students with LD may experience increased levels of stress due to academic demands, the study methods, and the intensive need for time management that might exacerbate their preexisting stress.…”

Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

“…In summary, current research suggests that adolescents with LD experience higher levels of trait anxiety than their normally achieving peers (Dollinger et al, 1988;Epstein et al, 1985;Epstein et al, 1986;Gregg et al, 1992;Margalit & Raviv, 1984;Margalit & Shulman, 1986;Margalit & Zak, 1984;Paget & Reynolds, 1984;Ritter, 1989). In addition, adolescents with LD were found to have a significantly higher prevalence of minor somatic complaints.…”

“…For example, in the study by Gregg et al (1992), reviewed above, results revealed that the 24 adolescent students with learning disabilities who were being served in a rehabilitation setting demonstrated more depression than would normally be expected in comparison to the norm group. The 26 students receiving rehabilitative services demonstrated a T score of 63.03 on depression, which is more than 1 standard deviation above the expected mean.…”

“…It should be quite apparent that the repeated inability of students with learning disabilities to exhibit competence in academic situations could lead to such feelings of powerlessness in school over the years, and one can hypothesize that these feelings become increasingly negative with increasing years of school failure. As the research on anxiety, academic self-concept, and attribution for failure demonstrates, many adolescents with LD are characterized by this negative pattern of thinking, as described by Beck. During the last decade researchers have documented the occurrence of depression among children and ado-JOURNAL OF LEARNING DISABILITIES lescents with LD (Brumback, Staton, & Wilson, 1980;Colbert et al, 1982;Goldstein, Paul, & Sanfilippo-Cohen, 1985;Gregg et al, 1992;Livingston, 1985;Maag & Behrens, 1989;Stevenson & Romney, 1984). In their early study, Goldstein et al (1985) assessed 85 children with learning disabilities in an alternative school program.…”