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.     

A comparison of two measures of egocentrism

This study examined the relationship between two prominent measures of egocentrism, Enright's Adolescent Egocentrism Scale (AES) and Elkind's Imaginary Audience Scale (IAS), in a sample of 458 adolescents, between 10 and 15 years old. Both correlational and factor analyses indicated that the two measures assess distinctly different phenomena. As predicted, IAS scores were correlated with self-reported levels of shyness, nervousness, and social skills. These results provide partial evidence for the validity of the IAS as a measure of self-consciousness, though not necessarily egocentrism per se. The validity of the AES was not examined.     

Factors associated with maintenance and relapse following self-management training

In this study, we examined factors associated with relapse and maintenance following a self-management training course. Thirty-five community professionals participated in a 3-week (30-hr) graduate-level extension course in self-management, which included a self-modification project. Results at a 10-week follow-up showed that end-of-class self-efficacy and outcome expectancy correctly classified over 80% of those who maintained gains in their projects versus those who relapsed. The professionals in the relapsed group also reported significantly more difficulty with anticipated high-risk situations than did those in the maintenance group.     

Comparison of response formats for Multidimensional Health Locus of Control Scales: six levels versus two levels

Two formats of the Multidimensional Health Locus of Control (MHLC) Scales were administered to 54 college students. Each subject completed the MHLC Scales in the standard 6-level response format (ranging from strongly disagree to strongly agree) and in a revised 2-level format (ranging from disagree to agree). Comparisons of internal consistency measures, principal components, and classification of subjects into groups indicate that the 2-level response format yields comparable data to those obtained with the 6-level format, particularly when classification of subjects is the goal.     

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.     

Primary process thinking and anxiety in children

The relationship between primary process thinking and two measures of anxiety was investigated in fourth- and fifth-grade children. Holt's Scoring System for Primary Process Responses on the Rorschach was the measure of primary process thinking. The major hypotheses were supported for boys in that frequency of expression of primary process material was positively related to behavioral manifestations of anxiety as measured by the Teacher's Rating Scale. Also, controlled access to and integration of primary process was negatively related to teacher's ratings of anxiety. There were no significant results for girls. Primary process measures were not related to the State-Trait Anxiety Inventory for Children. Possible reasons for the different relationships between the primary process measures and the anxiety measures are discussed.     

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.