Session 8 Appraisal of Personality

1. Session 8Appraisal of Personality

2. Schedule • Student tapes • Personality • 16 PF • Projectives

3. Definition • Personality comes from the Greek work persona –which referred to a role play by an actor in a play • Difficult construct to define and measure • Assessment of personality been around for thousands of years • However, field of formal psychological assessment is less than 100 years old

4. Personality Research Increasing • Butcher (1995) cited three reasons why upsurge in last 20 years • Increased research on the use of personality assessment • Personality assessment is more attractive to professionals than it was in the past • Increased use of personality assessment in forensic and industrial settings

5. Types of Personality Assessments • Formal • Structured personality instruments • MMPI • 16 PF • NEO-PI-R • MBTI • Projective techniques • Roschach • TAT • Informal • Observation

6. Reliability of Observation • Unsystematic error • Counselor off due to external stressors/events • Client is off for same or other possibilities • Counselor misinterprets client response (disinterested) • Consistency • Test-retest • Compare observations between sessions • Split-half • Split the session in half • Record observations at specific intervals during a session and comparing them • Receive training • Stattler (1993) found that reliability can be increased in observation when there are clear and precise definitions of behaviors and a systematic method of observing.

7. Validity Issues • When counselors are observing, they need to consider the representativeness and generalizability of their observation (Stattler, 1993). • The validity of observations may be restricted because only a sample of behaviors are observed. • Remedy is to increase the amount of time the client is observed • School counselors can observe on playground, in classroom, during lunch, and on playground for example. • Clients can be asked to keep a log (self-observation technique) • Can have others observe and record behaviors • Threat to validity issues that all information passes through the individuals lens (biases and beliefs) which may be very different from others’ reality.

8. Interviewing • Interview • Vacc and Juhnke (1997) found that structured clinical interviews fell into two categories: • Diagnostic assessment • The intent of interviews is to identify issues and possible disorders consistent with a diagnostic taxonomy (DSM-IV-R) • Descriptive assessment • Utilized when the purpose is to describe aspects of the client Counselors need to focus on the reliability and validity of their interviewing techniques.

9. Structured Personality Inventories • Anastasi and Urbina (1997) suggested that there are four basic methods of constructing self-report personality inventories • Content-related procedure-here the focus is on the content-relevance of the items (e.g., content scales of the MMPI-2). • Personality theory where the items are based upon the theory. Then conduct construct validation procedures (e.g., Myers-Briggs Type Indicator; MBTI). • Empirical criterion keying method is when items are selected based upon some external criterion. The MMPI is an example of this because the items were selected that separated people who were considered to normal from those people who were diagnosed with some form of pathology. Strong Interest Inventory was developed the same way because only items that differentiated between people working in that occupation from people not working in that occupation being used in coring each occupation scale. • Factor analysis examines the interrelationship of items and determining the similarities of the items that group together. The Neo Personality Inventory (the Big Five) is an example. • The MMPI-2 is the most widely used personality inventory. • The NEO-PI-R is moving up in use (rich research base) • The Myers-Briggs Type Indicator is that can be used in diverse settings.

10. MMPI-2 • Designed by Butcher, Dahlstrom, Graham, Tellegen, & Kraemmer, 1989 to replace the MMPI. • Reasons for revision • MMPI normed on (1930) were White, middle-class individuals from Minnesota. • MMPI-2 normed on 1980 census data • Includes high proportion of individuals with advanced degrees and in higher status occupations • Racial bias • Interpretation of MMPI-2 is complex and specific training is needed in order to use the results appropriately. • It could be dangerous in the hands of casual user. There is a movement to have tests such as these only available to licensed psychologists. • Scores are t scores values.

11. Psychometric Properites • Debate continues if MMPI-2 is as good as MMPI • Test-retest reliability coefficients • Men r = .67 to .92 • Women r = .58 to .91

12. NEO-PI-R • Researchers are saying that personality can best be described by five factors based upon factor analysis (Digman, 1990; Goldber, 1994; McCraie & John, 1992). • Five Factors • Factor I Surgency or Extra-version • Factor II Agreeableness • Factor III Conscientiousness • Factor IV Emotional Stability or Neuroticism • Factor V Intellect or an Openness to Experience

13. NEO-PI-R Scales • N Scale (Neuroticism) • Provides a measure of adjustment or emotional stability • High scores indicate a tendency to experience negative feelings such as fear, sadness, embarrassment, anger, and guilt. • Although clinicians make distinctions between types of emotional distress (e.g., anxiety, anger, and depression). Developers have found that if individuals are prone to one of these emotional states, they are more likely to experience the others. Thus, this domain measures a tendency toward coping poorly with stress, difficulty controlling impulses, and proclivity toward irrational thoughts. • E (Extroversion) • Concerns the individual’s tendency to be sociable, assertive, active, and talkative. • High scores are associated with being upbeat, energetic, and optimistic. • Costa and McCrae (1992) found that introverts are not unhappy, hostile, and shy. Their studies indicated that introverts are reserved rather than unfriendly, independent as compared to follower, and even-paced as compared to sluggish.

14. NEO-PI-R Scales • O (Openness) • Measures the degree of openness to a variety of experiences. • Elements associated with openness are an active imagination , aesthetic sensitivity, attentiveness to inner feelings, and intellectual curiosity. • Perhaps the most controversial of the domains have labeled this factor Intellect and contend that the openness label does not adequately address the factor. • A (Agreeableness) • Measures the tendency to be sympathetic, a desire to help others, and a belief that others will reciprocated and assist them. Low scores on this scale are associated with a tendency to antagonistic, egocentric, and skeptical of others’ intentions. • Costa and McCrae (1992) argued that extremes at either end were problematic. Low scores are associated with narcissistic, antisocial, and paranoid behaviors, while high scores are associated with dependency problems. • C (Conscientiousness) • Related to the individual’s ability to control impulses. • This domain measures self-control and the ability to plan, organize, and carry out tasks. • Low scores are associated with being more lackadaisical in the pursuit of goals. Extremely high scores indicate fastidious behaviors, compulsive neatness, and workaholic tendencies.

15. Validity Check • Three questions that address the validity of the profile: • Did you respond honestly? • Did you respond accurately? • Could a family member fill out for R? • Form for men • From for men

16. Strengths and Weaknesses • Weaknesses • Problems with identification of pathology • Instrument was normed on normal adults • Strengths • Valid predictor in virtually all occupations (concurrent validity-when ran with another established instrument) • Does not result in adverse impact for job applicants from minority groups

17. The 16 PF • The Cattell 16PF (16 Personality Factor) model defines basic, underlying personality, without regard to application or the environment.  • These PFs are considered relatively unchanging features that strongly influence human performance.  • But the way in which the human being performs is mainly influenced by environment. • The underlying personality is there all the time, but the way in which people understand themselves is affected by intelligence, and by culture, upbringing and education, which may have taught people either to emphasis or suppress aspects of their personality.  • Presumably if a person can understand what his or her personality is, s/he can then make better use of the strengths, and make allowances for the resultant weaknesses.  • Because personality is relatively unchanging through adult life, this understanding will be of long-term value.

18. The 16 PF • THE 16 PERSONALITY FACTORS • Each factor can be measured on a scale, determined by completing a questionnaire, and the word pairs indicate the extremes of each scale.  The letter codes were ascribed to each scale as a shorthand notation.

19. The 16 PF Scales Bipolar Dimensions of PersonalityWarmth (Reserved vs. Warm; Factor A)Reasoning (Concrete vs. Abstract; Factor B)Emotional Stability (Reactive vs. Emotionally Stable; Factor C)Dominance (Deferential vs. Dominant; Factor E)Liveliness (Serious vs. Lively; Factor F)Rule-Consciousness (Expedient vs. Rule-Conscious; Factor G)Social Boldness (Shy vs. Socially Bold; Factor H)Sensitivity (Utilitarian vs. Sensitive; Factor I)Vigilance (Trusting vs. Vigilant; Factor L)Abstractedness (Grounded vs. Abstracted; Factor M)Privateness (Forthright vs. Private; Factor N)Apprehension (Self-Assured vs. Apprehensive; Factor O)Openness to Change (Traditional vs. Open to Change; Factor Q1)Self-Reliance (Group-Oriented vs. Self-Reliant; Factor Q2)Perfectionism (Tolerates Disorder vs. Perfectionistic; Factor Q3)Tension (Relaxed vs. Tense; Factor Q4)

20. Limitations of Standardized Personality Inventories • Majority are self-report • Fake good or bad • Socially desirable responding

21. Projective Techniques • Intent is that clients will have hard time faking their responses • There are no right or wrong answers • Born out of psychoanalytic period (1900s) • Used mainly in clinical settings • Extensive training necessary to interpret

22. Five Projective Categories • Associations • Inkblots, word associations • Construction • Stories or biographies • Completions • Of sentences or cartoons • Arrangement or selection • Toys or verbal options • Expression • Drawing or dance

23. Exner’s Comprehensive System • Based on Rorschach • Location • Section of inkblot focused upon • Determinants • Form and movement of the blot • Color and shading • Content in items of scoring • Common responses compared to uncommon • Interpreting the results • Reliability significantly higher than with other systems

24. Construction Techniques • Thematic Apperception Test (TAT) • Examinee constructs a story based on a picture shown to him/her by examiner • Total of 31 cards • 30 black and white • 20 specific pictures • 19 pictures • 1 blank • Psychometric properties • Quantitative scoring systems that yield acceptable inter rater reliability (r = .80). • Normative data • Strenghts/Weaknesses • Lack of sleep and hunger can affect performance • Pictures are somewhat out of date • Clinicians interpretations can be quite controversial Like other projective instruments because so subjective in interpreting results seek other source of information to confirm or disconfirm (convergent or divergent validity).

25. Completion Techniques • Rotter Incomplete Sentence Blank • Involves providing a stimulus to the examinee and he/she then completes the task • Three levels of test: • High school • College • Adult • Client completes 40 sentences • Scored for conflict, positive response or neutral response • Aiken (1996) suggested research finding indicate that the Rotter Incomplete Sentence Blank can be used as a screening tool for overall adjustment. • The new manual provides new information on reliability and validity • Norms have been updated as well

26. Arrangement or Selection Techniques • Sandplay • Controversy if diagnostic or clinical assessment or therapeutic tool • Society for Sandplay Therapy has supported it as psychotherapeutic (Mitchell & Friedman, 1994) • Most research individual case studies • Three more promising techniques • Family does a collective drawing • Use of puppets with the family • Use of puppets in diagnostic interviews • Focuses is on analyzing the form and content of the child’s play with the puppets.

27. Expression mTechniques • House-tree-person • 3 separate drawings of a house, tree, and a person • House reflects the home situation • Tree represents relationship of self to the environment, and the person represents the self. • Kinetic-House-Tree –Person • All on one paper • Allows understanding of the of the interconnections among the three figures and the action of the person. • Kinetic-Family-Drawing • Family doing something together • Allows for clearer understanding of family dynamics

28. More difficult to fake Useful with nonverbal and/or child clients Opening into world that other techniques do not provide Higher proportion of errors Lack normative data Validation information is meager Not tests—clinical tools Strengths/Limitations of Projective Measures