An exploration of the impact of invalid MMPI-2 protocols on collateral self-report measure scores

Although a number of studies have examined the impact of invalid MMPI-2 (Butcher et al., 2001) response styles on MMPI-2 scale scores, limited research has specifically explored the effects that such response styles might have on conjointly administered collateral self-report measures. This study explored the potential impact of 2 invalidating response styles detected by the Validity scales of the MMPI-2, overreporting and underreporting, on scores of collateral self-report measures administered conjointly with the MMPI-2. The final group of participants included in analyses was 1,112 college students from a Midwestern university who completed all measures as part of a larger study. Results of t-test analyses suggested that if either over- or underreporting was indicated by the MMPI-2 Validity scales, the scores of most conjointly administered collateral measures were also significantly impacted. Overall, it appeared that test-takers who were identified as either over- or underreporting relied on such a response style across measures. Limitations and suggestions for future study are discussed.     

A comparison of the PAI and MMPI-2 as predictors of faking bad in college students

Both the Minnesota Multiphasic Personality Inventory-2 (MMPI-2; Butcher et al., 2001) and Personality Assessment Inventory (PAI; Morey, 1991) offer a large set of scales devoted to the identification of response styles. This study directly compared the effectiveness of the 2 inventories as indicators of overreporting. The 2 measures were administered to 52 college students instructed to fake bad under conditions describing either a forensic (n = 24) or psychiatric (n = 28) setting as well as to 432 psychiatric patients. Results indicated that the MMPI-2 F - K index and Fp Scale were the best single indicators of a faking bad response style and that the MMPI-2 scales were the better indicators as a set. However, the PAI scales demonstrated a significant level of incremental validity over the MMPI-2 indicators in every analysis conducted. The findings suggest that either inventory offers an effective approach to the detection of overreporting, and administering both inventories can enhance the accuracy of prediction further.     

Computerized adaptive personality testing: a review and illustration with the MMPI-2 Computerized Adaptive Version

Computerized adaptive testing in personality assessment can improve efficiency by significantly reducing the number of items administered to answer an assessment question. Two approaches have been explored for adaptive testing in computerized personality assessment: item response theory and the countdown method. In this article, the authors review the literature on each and report the results of an investigation designed to explore the utility, in terms of item and time savings, and validity, in terms of correlations with external criterion measures, of an expanded countdown method-based research version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), the MMPI-2 Computerized Adaptive Version (MMPI-2-CA). Participants were 433 undergraduate college students (170 men and 263 women). Results indicated considerable item savings and corresponding time savings for the adaptive testing modalities compared with a conventional computerized MMPI-2 administration. Furthermore, computerized adaptive administration yielded comparable results to computerized conventional administration of the MMPI-2 in terms of both test scores and their validity. Future directions for computerized adaptive personality testing are discussed.     

Using early memories as a projective technique--the cognitive perceptual method

This paper will present the cognitive-perceptual method of interpreting early memories together with the first published sequence interpretation of a set of early memories using this method. The latter is especially apt to present in this issue, considering Walter Ktopfer's stress on sequence interpretation of the Rorschach. Attention is also directed to the formation of a cross-disciplinary group that will investigate autobiographical memory in general and early memories in particular.     

The impact of emotional priming on MMPI-2 scale scores

The current study investigated potential emotional priming effects on Minnesota Multiphasic Personality Inventory-2 (MMPI-2) scale scores. Participants included 98 college students who completed a personal narrative intended to induce temporary mood states, the MMPI-2, and a mood rating inventory. Results of the mood manipulation indicated that the individuals who first wrote a negative personal narrative reported a less positive mood (d = -.79). However, analysis of variance results indicated no statistically significant differences on MMPI-2 scale scores between groups (median η(2) = .005). Limitations and future directions are discussed.     

扩招时期研究生心理压力现状及其相关影响因素

文章采用研究生心理压力问卷对334名在读研究生进行调查和测试,研究扩招时期研究生心理压力现状及其相关影响因素。结果发现,研究生心理压力主要来自学业、就业、经济、爱情婚姻、人际关系、身心健康、成就需要等七个方面;研究生心理压力主要受专业、家庭教养方式、家庭经济状况、学校类型、学校所在地的生活方式和生活节奏以及学校所在地的气候等客观条件的影响。     

The Effects of "Mandatory Volunteerism" on Intentions to Volunteer

Abstract—With the widespread emergence of required community-service programs comes a new opportunity to examine the effects of requirements on future behavioral intentions. To investigate the consequences of such "mandatory volunteerism" programs, we followed students who were required to volunteer in order to graduate from college. Results demonstrated that stronger perceptions of external control eliminated an otherwise positive relation between prior volunteer experience and future intentions to volunteer. A second study experimentally compared mandates and choices to serve and included a premeasured assessment of whether students felt external control was necessary to get them to volunteer. After being required or choosing to serve, students reported their future intentions. Students who initially felt it unlikely that they would freely volunteer had significantly lower intentions after being required to serve than after being given a choice. Those who initially felt more likely to freely volunteer were relatively unaffected by a mandate to serve as compared with a choice. Theoretical and practical implications for understanding the effects of requirements and constraints on intentions and behavior are discussed.     

The MMPI-2 With College Students

MMPI-2 responses of 515 male and 797 female college students from four universities were examined. College students were compared with the new MMPI-2 normative sample on the clinical and validity scales. The reliability of MMPI-2 scores of college students were compared with reliabilities of the MMPI-2 normative sample. The results indicated that college students respond to the MMPI-2 in a highly similar manner to the MMPI-2 normative sample. Mean score differences on the validity and clinical scales were within 1 to 3 T-score points on most scales, and the frequency distributions of the college students were highly similar to those of the MMPI-2 normative samples, Slight differences obtained on the Pt, Sc, and Ma scales may reflect the younger age of the college groups compared to the MMPI-2 normative groups. The MMPI-2 norms were shown to be appropriate for use with college subjects. Test-retest correlation coefficients obtained from college students who were administered the MMPI-2 on two occasions showed reliabilities comparable to those found for the MMPI-2 normative sample.     

Teaching psychological assessment: training issues and teaching approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

Teaching Psychological Assessment: Training issues and Teaching Approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

MMPI-2 assessment of malingered emotional distress related to a workplace injury: a mixed group validation

In this study, we examined the capacity of MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 2001) validity indexes to identify malingered depression associated with a workplace injury. We compared 27 graduate students simulating depression with archival records of 33 inpatients diagnosed with major depressive disorder. We employed a mixed-group validation design to generate true positive rates (TPR) and false positive rates (FPR) for the various MMPI-2 validity scales [F, FB, F(p), FBS, F - K, Ds2] while we accounted for base rates of malingering in each sample. The Fake Bad scale (FBS) was the only validity measure that produced acceptable TPR and FPR or a significant correlation with malingering status.     

MMPI-2 at the crossroads: aging technology or radical retrofitting?

Paradigmatic shifts are uncommon in psychological assessment, which is often steeped more in tradition than innovative practices. The introduction of the Restructured Clinical (RC) Scales by Tellegen et al. (2003) represents a radical shift in the development and validation of the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989). In broadening the debate over the merit of the RC Scales, in this article, we examine current challenges to MMPI-2 interpretation including issues with discriminant validity and imprecision (e.g., standard errors of measurement).We evaluate the RC alternative in the context of these interpretive challenges. Although we note several improvements, the incremental validity for MMPI-2 interpretative statements remains to be established. MMPI-2 researchers may wish to test several innovative models for their comparative strengths in establishing scale properties and providing empirically based interpretations.     

Utility of the Multidimensional Health Profile—Psychosocial Functioning Scales (MHP-P) for Assessing Psychosocial Adjustment in Gastric Bypass Surgery Patients

This study examined the utility of the Multidimensional Health Profile—Psychosocial Functioning (MHP-P) for the preoperative assessment of gastric bypass surgery (GBS) applicants. The MHP-P, a 58-item screening inventory that assesses 4 psychosocial areas relevant to health (mental health, life stress, social resources, and coping skills), was administered to 449 morbidly obese patients who were being considered for GBS. Data were compared with the results of a much more lengthy assessment procedure involving a 273-item comprehensive biographical and medical history interview, the MMPI-2, the Basic Personality Inventory, and the Beck Depression Inventory. The 17 measures of the MHP-P showed highly significant correlations with other measures considered to be of relevance in GBS outcome, confirming the utility of the MHP-P as a cost-effective procedure for use in this clinical medical setting.     

Syndromal complexity, paradigm shifts, and the future of validation research: comments on Nichols and Rogers, Sewell, Harrison, and Jordan

In this comment, I address a number of the points raised in the reviews of the MMPI-2 Restructured Clinical (RC; Tellegen et al., 2003) Scales by Nichols (2006/this issue) and Rogers, Sewell, Harrison, and Jordan (2006/this issue), and I advocate for changes in assessment validation research. There is little evidence that the "syndromal complexity" Nichols ascribes to the original MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) Clinical Scales is worth preserving. Although their construction does not constitute the paradigm shift claimed by Rogers et al., the RC Scales are promising, psychometrically defensible measures of core features of the original MMPI-2 Clinical Scales. However, validation of inferences from multiscale inventories such as the MMPI-2 is limited at present by a disconnection between the integrative manner in which MMPI-2 profiles are interpreted and the scale-by-scale nature of most MMPI-2 validation studies. Q-sort procedures show promise for operationalizing integrated MMPI-2 interpretations, with both research and teaching applications.     

Profile validity standards for MMPI and MMPI-2 F scales

Although numerous indices of validity have been developed for the MMPI and MMPI-2, interest in the F scale and its variants continues, especially among practicing clinicians. The use of the binomial for assessing standards for random answering and possibly for judgments of malingering offers another approach for the interpretation of F-scale scores. The theoretical binomial distribution and Monte Carlo data are in accord. Cut-off scores of 24 for the MMPI and 23 for the MMPI-2 suggest random responses, and scores of 40 and 37, respectively, suggest clinical interpretation rather than randomness of responding.     

ASSESSMENT AND TRAINING OF CLINICAL INTERVIEWING SKILLS: ANALOGUE ANALYSIS AND FIELD REPLICATION

Two studies were conducted to assess and train clinical interviewing skills. In Experiment 1, eight university practicum students (“therapists”) and either role played or volunteer “clients” were audiotaped during simulated interviews. Following the collection of baseline data on both therapist and client responses, training was provided by way of written materials, classroom instruction and practice, and quizzes. Results of a multiple baseline design across subjects showed improvements in therapists' interviewing skills and subsequent increases in client responding. Experiment 2 replicated and extended the research to a hospital outpatient clinic, in which therapists interviewed the parents of children with behavior problems. In addition, four months following the completion of Experiment 2, follow-up data collected during a maintenance condition showed continued high levels of therapist and client behavior. Finally, a panel of expert peers indicated that each response category was judged highly relevant to the behavioral assessment process.     

Similarities and differences between MMPI and MMPI-2 applications to the assessment of posttraumatic stress disorder

The purpose of this study was to address the question: Is the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) comparable to the original MMPI in its applicability to the assessment of posttraumatic stress disorder (PTSD) among Vietnam combat veterans? The question was addressed by administering both the original MMPI and MMPI-2 to 29 subjects classified as meeting Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev.; DSM-III-R) criteria for PTSD and comparing MMPI and MMPI-2 scores in terms of: degree of association, code-type congruence, diagnostic hit rates (when compared to two other clinical samples, and one normal sample), and congruence of the Keane PTSD Scale (PK). Results reveal highly significant correlations between MMPI and MMPI-2 basic scales for the PTSD sample as well as congruence in 2-point codes comparable to previous studies. The MMPI-2 was found to identify effectively PTSD subjects from the other groups. Results also showed a high degree of association between the MMPI and MMPI-2 in regard to PK scores, although minor differences were found in PK raw scores between the two tests. Overall, the findings suggest a high degree of comparability between the MMPI and MMPI-2 in the assessment of PTSD.     

Hemispheric specialization for semantic and syntactic components of language in simultaneous interpreters

Hemispheric specializations for semantic and syntactic components in Italian (L1) and English (L2) were studied with a dichotic listening test, simulating simultaneous interpretation tasks in 24 right-handed female interpretation students at the Scuola Superiore di Lingue Moderne per Interpreti e Traduttori (SSLM) of the University of Trieste and in 12 right-handed female professional interpreters at the European Communities (EEC). The test involved the recognition of correct translations, translations with semantic errors, and translations with syntactic errors from L1 to L2 and vice versa. As an overall result, both students and interpreters gave significantly more correct answers when sentences in L2 as the target language were sent to the left ear. Students recognized significantly more sentences containing syntactic errors than did professional interpreters, while professional interpreters recognized significantly more sentences with semantic errors than did interpreting students. In regard to hemispheric specialization in interpreting students, no significant asymmetries were revealed in the recognition of semantic and syntactic errors. Professional interpreters showed a significant right-ear superiority in recognizing semantic errors in L1 and a significant left-ear superiority in recognizing semantic errors in L2. In the recognition of syntactic errors, professional interpreters showed significant left-ear superiority for L1 and significant right-ear superiority for L2. The prolonged practice in simultaneous interpreting strategies in EEC professional interpreters may account for some of their peculiar hemispheric specializations for languages revealed by this study.     

Detection of overreported psychopathology with the MMPI-2-RF [corrected] validity scales

We examined the utility of the validity scales on the recently released Minnesota Multiphasic Personality Inventory-2 Restructured Form (MMPI-2 RF; Ben-Porath & Tellegen, 2008) to detect overreported psychopathology. This set of validity scales includes a newly developed scale and revised versions of the original MMPI-2 validity scales. We used an analogue, experimental simulation in which MMPI-2 RF responses (derived from archived MMPI-2 protocols) of undergraduate students instructed to overreport psychopathology (in either a coached or noncoached condition) were compared with those of psychiatric inpatients who completed the MMPI-2 under standardized instructions. The MMPI-2 RF validity scale Infrequent Psychopathology Responses best differentiated the simulation groups from the sample of patients, regardless of experimental condition. No other validity scale added consistent incremental predictive utility to Infrequent Psychopathology Responses in distinguishing the simulation groups from the sample of patients. Classification accuracy statistics confirmed the recommended cut scores in the MMPI-2 RF manual (Ben-Porath & Tellegen, 2008).     

Stress,Sex Differences,and Coping Strategies Among College Students

The sources of stress (academics, financial, family, social, and daily hassles) and coping strategies (self-help, approach, accommodation, avoidance, and self-punishment) of 166 college students were examined. The relationship between sex, specific sources of stress, and coping strategies was also investigated. Students completed a stress assessment inventory and a stress coping inventory based on a 5-factor revised COPE model (Zuckerman and Gagne Journal of Research in Personality, 37:169–204, 2003). Results found that college women reported a higher overall level of stress and greater use of emotion-focused coping strategies than college men. College men and women also reported different coping strategies for different stressors; however the use of emotion-focused coping strategies dominated over problem-solving strategies for both men and women. These results have implications for designing stress reduction workshops that build on the existing adaptive emotion-focused strategies of college students.