Detection of faking on the MMPI-2: differentiation among faking-bad, denial, and claiming extreme virtue

The purpose of this study was (a) to evaluate the ability of the existing validity indices of the Minnesota Multiphasic Personality Inventory (MMPI-2) in detecting faking. bad and faking-good profiles, (b) to differentiate between two strategies for faking-good (denial and claiming extreme virtue), (c) to determine the effectiveness of the new MMPI-2 validity scale, the S scale, in detecting people's tendency to present themselves in a superlative manner, and (d) to explore the response strategy under conditions in which individuals we known to be distorting their responses to the MMPI-2 Participants were 167 undergraduate, college students who were administered the test under different conditions, and 50 hospitalized, psychiatric patients. Mean profile configurations and optimal cutoff scores obtained in this study were similar to those reported in previous studies. Accurate identification of faked profiles was achieved. The new S scale and its subscales, especially S2 (Serenity), S3 (Contentment With Life), and S5 (Denial of Moral Flaws), showed particular promise in detecting faking-good (denial and claiming extreme virtue) profiles, Participant's debriefing provided valuable information about the participants' understanding of the instructions and their deception strategies. The attempts to differentiate between two strategies for faking-good, denial and claiming extreme virtue, were not successful, However, these results should not be taken to indicate that the particular strategies assessed in this study cannot be differentiated. Methodological issues reviewed suggest that further research might yield more understanding of the nature of any deception efforts made by respondents. In addition, future, research is needed to discover if the findings from this study generalize to other clinical settings and populations.     

A Playroom Observation Procedure to Assess Children with Mental Retardation and ADHD

Forty-two children (ages 6 to 12 years old) with moderate mental retardation to borderline intellectual functioning were studied in a laboratory playroom setting to determine whether children identified as ADHD (attention deficit hyperactivity disorder) or controls differed on activity and attentional measures. Children with ADHD were further divided into ADHD + conduct problems (ADHD + CD) and ADHD-only subgroups (with an ADHD-combined group comprising children of both subgroups). An interval recording system was used to code observations of independent play and a restricted academic task. Results indicated that the ADHD-combined group was significantly more vocal and engaged in a significantly greater number of toy changes than controls during independent play. Significant group differences were also noted during the restricted academic task, with the ADHD-combined and ADHD + CD groups more off-task and engaging in a greater number of toy touches than controls. Discriminant analyses found independent play measures to predict group membership in 70 percent of cases (ADHD-combined vs. controls), but in only 64 percent of cases using measures from the restricted academic task. No significant findings resulted when the ADHD subjects were further divided into two subgroups. Despite some inconsistent findings, such laboratory-based observations may be of value in the diagnosis of ADHD in children with moderate mental retardation to borderline intellectual functioning.     

Vocational role choice in second- and sixth-grade children

In a replication of two investigations reported by Looft (1971a, 1971b), 40 second- and sixth-grade male and female students were interviewed concerning their desired and expected vocational aspirations. In contrast to Looft's findings, no significant sex differences were found for either grade level in (a) the number of different (nonoverlapping) vocations nominated or (b) the number of subjects changing initial vocational role choices. When the issue of traditionality of vocational choice (i.e., vocations socially identified with the sex of the subject) was examined, it was found that half of the sixth-grade females interviewed nominated nontraditional vocations (e.g., basketball player, police officer). It was observed further that males in both the second- and sixth-grade samples overwhelmingly nominated traditional vocations. Contrary to Looft's interpretation, the findings suggest that although goals associated with the women's liberation movement (e.g., changes in sex-role expectations) are not demonstrated clearly in the vocational aspirations or expectations of young children, they may be reflected in the aspirations of adolescent females.     

Couples in marital distress: a study of personality factors as measured by the MMPI-2

This study examines the relationship between Minnesota Multiphasic Personality Inventory-2 (MMPI-2) measured personality characteristics and marital distress and provides empirical validation for using the MMPI-2 with a marital therapy population. Studied were 150 couples in marital therapy and 841 normal couples who participated in the MMPI-2 restandardization study. The MMPI-2, a biographical form, a partner rating form, and the Dyadic Adjustment Scale (DAS) were administered to all couples. The marital counseling group resembled previous marital counseling samples studied with the MMPI and scored significantly higher than the normative sample on several MMPI-2 scales. Relationships between the DAS and MMPI-2 clinical and content scale scores are reported. The Psychopathic Deviate (Pd) clinical scale and Family Problems (FAM) content scale were the most powerful group discriminators and strongest correlates of the DAS; their use as indices of marital distress is tested. The meaning of Pd as an index in assessing personality factors in marital distress is explored.     

The development of therapeutic consultations in child-focused family work

This paper outlines the theoretical influences that have led to our use of a consultation approach to work with children and families. Winnicott's notion of therapeutic consultation, the narrative approach in family therapy, the use of letters in therapeutic work and the two-plus-one model of therapeutic contact are discussed. A model of the consultation interview and process is presented together with examples of consultation letters responding to typical client expectations of the process.     

Attentional scanning and space errors

Using the method of paired comparisons, pairs of simultaneous horizontal or vertical lines, with one line above and one below or one on the left and one on the right of a fixation point, respectively, were presented tachistoscopically for length comparison. Space errors were found to have a pattern similar to that of time errors. The tendency to guess the comparative response from the absolute magnitude of stimuli is proposed as a basis for time and space errors. Manipulation of attentional scanning, which implies a more frequent usage of this guessing strategy for one of the two lines in a pair, was shown to affect space errors.     

Conditioned tilt naming: A modified absolute judgment method is used to measure the oblique effect

Two naive human observers were conditioned to report on the slant of a 3.8-cpd sinusoidal grating viewed monocularly with a light-adapted eye and presented at various orientations extending from ?45 to +135 deg. The procedures used yielded a baseline measure of performance and measures obtained during conditioning, extinction, and reconditioning of the tilt-naming response. Both subjects learned rapidly, achieving a level of performance that permits efficient measurement of meridional differences in perceived orientation Ithe oblique effect) at a large number of angles.     

‘Just leave it blank’ non-religious children and their negotiation of prayer in school

ABSTRACT

This article examines how non-religious children experience acts of collective worship and prayer in primary school settings and analyses how they negotiate religion and their non-religious identities in these events. Drawing on ethnographic fieldwork examining non-religious childhoods and collective worship in three English primary schools, the authors explore how non-religious children demonstrate their agency when confronted with particular boundaries and concepts related to religion and non-religion in school contexts. Attending to the experiences, perspectives, and practices of non-religious children adds to our understanding of the varieties of non-religion, which has to date largely focused on elite, adult populations. Focusing on non-religious children’s experiences of prayer reveals how these children did not experience tensions between praying to God and their non-religious identities and articulated their own interpretations of these practices, deepening understanding of the lived realities of non-religious cultures and identities.