Clinical utility of the MMPI in the evaluation of adolescent suicide attempters

MMPI profiles of female adolescents hospitalized on a general pediatrics floor following a suicide attempt were compared to a control group of medically hospitalized, female adolescents referred for psychiatric evaluation. The suicide attempters had only a lower score on the K scale when compared to the control group. Results do not suggest that a single MMPI profile differentiates suicide attempters from a comparison group of adolescents with emotional difficulties. Implications of these findings are discussed.     

Validity of the Millon Clinical Multiaxial Inventory in the assessment of affective disorders

The Millon Clinical Multiaxial Inventory (MCMI) was administered to 270 adult outpatients with major affective disorders at the same time that a semistructured, diagnostic interview was conducted by a clinician. The mood of the patient was then rated, and the clinician completed the Hamilton Depression Rating Scale and the Mania Rating Scale. A consensual diagnosis was arrived at by the team of investigators using DSM-III criteria. Significant correlations were found between four MCMI affective scales and the global mood state of the patient. Analysis of covariance indicated that the MCMI affective scales are significantly related to DSM-III affective disorders even after the effect of the current mood of the patient is partialled out. The clinical usefulness of each of the scales is discussed.     

The emotions of professional writers

In this study, 24 professional writers completed a short pencil-and-paper questionnaire on which they indicated how they felt before, at a pause, and after specific writing episodes. The intensity with which they experienced 20 emotions was assessed, as was the frequency with which these emotions were experienced when writing in general. Results indicated that the professionals experienced positive emotions significantly more often when writing in general than they experienced either negative-active or negative-passive emotions. Negative-passive emotions such as boredom, shame, and shyness were particularly rare and weak. During the actual writing process, positive emotions tended to intensify, whereas negative-passive and negative-active emotions resisted change. Sponsorship of writing had little impact on the quality of emotions experienced during the process. The professional poets, however, experienced negative-active emotions significantly more often when writing in general than did the prose writers.     

The MMPI and clinical diagnosis: a comparison of classification system outcomes with discharge diagnoses

This study examined the agreement or congruence rate between clinical-discharge diagnoses rendered by a psychiatrist, and admission and discharge MMPI-derived diagnoses from four diagnostic classification systems that have been developed for the MMPI. The four classification systems included a simple high-point code based on the most elevated clinical scale in the profile, the Henrichs revision of the Meehl-Dahlstrom rules, the Goldberg equations, and a system developed by Lachar. Subjects consisted of 150 patients selected from a larger pool of patients who had completed a 9-week adult residential treatment program. Overall, this study yielded modest hit rates between 26% and 34% for MMPI-derived diagnoses and psychiatric diagnoses across the various classification systems. In addition, stability of MMPI-based diagnoses from admission to discharge assessments ranged from 48% to 51% depending on the classification system employed. Findings are discussed in terms of their implications for the use of the MMPI in patient diagnosis. It is recommended that the MMPI be used in conjunction with other sources of clinical and test information in deriving clinical diagnoses.     

Distributed planning of movement sequences

Three experiments are reported that examine whether fast finger-tapping sequences are entirely planned before execution starts (advance planning), or if they can be started while planning is still under way (distributed planning). Subjects performed finger tapping sequences of three to eight taps at a high rate, under both simple and 2-choice reaction time (RT) conditions. The sequences differed in the location of an accentuated element within them. The RT to choose between sequences with different accent locations progressively decreased as an inverse function of the time-distance between the initial tap and the first point at which the alternative sequences differed. The shortening in choice reaction time (CRT) was never accompanied by noticeable changes in the inter-response times or force patterns of the tapping sequences. The RT to initiate sequences with accent location known beforehand (SRT condition) showed, in two of three experiments, a weak decreasing trend as the accentuated tap shifted away from the beginning of the sequence. The SRT results suggest a possible predominance of advance planning when the same sequence is repeated over a series of trials. The CRT results are taken as evidence that planning of the sequence beyond the unpredictable tap could be distributed before and after sequence initiation. Several factors are discussed that may influence the balance between planning in advance of, and planning in parallel with, sequence execution.     

Children's preference for challenge: the role of perceived competence and control

This research tested the hypothesis that children's perceptions of academic competence and their personal control over school-related performance affects subsequent intrinsic interest and preference for challenge in an evaluative setting. In a correlational study, children's self-reported perceptions of academic competence and personal control were found to relate positively to their intrinsic interest in schoolwork and preference for challenging school activities. A subset of this sample was exposed to varying levels of a controlling directive, and preference for challenge was assessed behaviorally during a free-choice period in which subjects were unaware that they were being observed. As predicted, the data indicated that when given the evaluative, controlling directive, children who had high perceptions of academic competence and control preferred a greater challenge than did children whose perceptions were low on these measures. No difference between groups in terms of preference for challenge was evident when no controlling directive was presented. These findings are discussed in terms of theories of intrinsic motivation and potential processes that underly these effects.