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Applications In Personality Testing Prior to beginning work on this discussion, read Chapters 8 and 9 in the textbook and carefully review Section 4 of Chapter 7 in the U.S. Department of Labor Employment and Training Administration (2006) guide, Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals (Links to an external site.). In addition, review all the required articles for this week, as well as the MMPI-3 Case Description: Mr. J - Interpretive Report Download MMPI-3 Case Description: Mr. J - Interpretive Reportand the PSY640 Week Four Psychological Assessment Report Download PSY640 Week Four Psychological Assessment Report. For this discussion, you will take on the role of a psychologist who was recently assigned two new clients. You will examine psychological assessment information presented in two different formats: a computer generated interpretative report of personality test results for the patient Mr. J and a psychological report written by a licensed psychologist for the patient Ms. S. In your initial post, you will examine the personality assessment instruments used in each report. Carefully review the MMPI-3 Case Description: Mr. J - Interpretive Report Download MMPI-3 Case Description: Mr. J - Interpretive Report; this patient was referred to you at a community mental health center after he was discharged from at a crisis stabilization unit. Write a one-paragraph summary of the computer generated MMPI-3 results for Mr. J based on the information in the interpretive report. Note: Your summary should primarily present test results, not the background information on Mr. J’s case. In your role as the psychologist who evaluated Ms. S., examine the personality and ability testing results in the PSY640 Week Four Psychological Assessment Report Download PSY640 Week Four Psychological Assessment Report. In your next meeting with Ms. S, you will be required to give her a copy of the psychological assessment report and discuss the results with her by explaining the psychological concepts effectively observing appropriate professional standards. In order to share this discussion with your colleagues, you will create a video of a three- to five-minute assessment feedback session. Begin with a 1-2 sentence summary of the reason the client was referred for testing and devote the remainder of the time summarizing the test results, diagnoses and recommendations. Do not repeat history information about the client in the assessment feedback session. Be sure to report and summarize the most important information from the psychological testing in language your client can understand. You may use any software you choose to create your video. Quick-Start Guides are available for Screencast-O-Matic (Links to an external site.) for your convenience. You may also record the video on your phone or computer and upload it into a site such as YouTube. Once you have created your video, include the link in your initial post. In your initial post, provide an evaluation of the contents of both psychological evaluations in terms of ethical standards and the professionalism of the interpretation of the testing and assessment data presented. Write an analysis of the psychometric methodologies employed in the development and validation of the MMPI-3 personality test used with both clients. Develop a list of at least two additional tests of personality or emotional functioning to administer to the two clients that demonstrate acceptable validity. Justify your inclusion of each additional assessment measure in terms of the validity of the assessment measure and your clients’ presenting concerns, diagnosis, and prognosis. TESTING AND ASSESSMENT: A GUIDE TO GOOD PRACTICES FOR WORKFORCE INVESTMENT PROFESSIONALS U.S. Department of Labor Employment and Training Administration 2006 i Foreword PURPOSE of the GUIDE Human capital is our most valuable resource in today’s globally competitive, highly technical, and increasingly diverse workplace. Investing in the development of our workforce is critical if we, as a nation, are to protect our economic well-being and maintain our standard of living. We develop our workforce in a number of ways by helping both individuals and organizations to identify and cultivate their abilities and competencies. Tests and assessments are often key tools in achieving this important goal. This Guide serves to help career counselors and training and development professionals use assessment practices in appropriate ways to support the overarching goal of workforce development. It conveys the essential concepts of testing and assessment in easy-to-understand terms so that counselors, trainers, and other workforce development professionals can: evaluate and select assessment tools/procedures that provide career counseling and guidance, and aid in training and career development; administer and score assessment tools that are the most efficient and effective for their particular needs; interpret assessment results in an accurate manner; and understand the professional and legal standards to be followed when using tests and assessments in counseling, training, and other career development programs. FORMAT of the GUIDE This Guide is structured around a set of assessment principles and their applications. The information is organized so that readers from a variety of backgrounds will find the information presented in a clear and useful manner. Each chapter covers a critical aspect of the assessment process. The issues involved in each aspect are outlined at the beginning of each chapter. Thirteen principles of assessment are explained in the Guide. The last chapter (Chapter 9) summarizes the main points of the principles, serving as a review of the material discussed in the Guide. Appendix A offers a list of resource materials for those interested in more information on a particular topic, and Appendix B is a glossary for quick clarification of terms and concepts. The Guide is designed to provide important information regarding testing as part of workforce development programs such as career counseling, training, and development. It gives general guidelines and must not be viewed as legal advice. ii Acknowledgments Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals (hereinafter referred to as the Guide) was produced and funded by the U.S. Department of Labor’s Employment and Training Administration. This Guide was prepared under Department of Labor grants with the North Carolina Employment Security Commission, Southern Assessment Research and Development Center, and National O*NET Consortium; the New York Department of Labor; and the Utah Department of Employment Security. The Guide was completed under the direction of David Rivkin and Phil Lewis. This Guide was adapted from Testing and Assessment: An Employer’s Guide to Good Practices, written by Syed Saad, Gary W. Carter, Mark Rothenberg, and Enid Israelson. Dianne Brown Maranto and Elizabeth McKenzie revised the Guide and adapted it for the workforce investment system. Grateful acknowledgment is made to Patrice Gilliam-Johnson, Jonathan Levine, Cindy Bell, and Brenda Dunn for their contributions. Thanks are also given to Ann Kump, Helen Tannenbaum, Don Kreger, Kristin Fiske, and Marilyn Silver whose valuable suggestions were very much appreciated. Grateful acknowledgment is also made to Suzan Chastain, Department of Labor, Office of the Solicitor, Division of Civil Rights, and Hilary R. Weinerand and Cynthia Misicka of the Equal Employment Opportunity Commission for consultant reviews and insights into the final preparation of this Guide. Special Notice: Intended use of information presented in Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals. The Guide is designed to provide important information regarding testing and assessment as part of workforce investment program activities such as career counseling, career training, and career development. It summarizes relevant laws and regulations. The information presented is not intended to be exhaustive. Additionally, the user should be aware that relevant new laws and regulations may have been instituted since development of the Guide. The Guide is not to be viewed as legal advice. Copyright Information Unless marked with a copyright notice, the materials contained in this Guide are part of the public domain and, therefore, may be used and reproduced without restriction. Any materials in this Guide that are copyrighted and protected under the federal Copyright Act of 1976 are marked with a copyright notice. Permission is granted to use such copyrighted materials for non-commercial, instructional, personal, or scholarly purposes. Any portion of this Guide reproduced for such a purpose must include a reference citation to the publication, including the title/date of the Guide, page number/s, and the authors. Use of the copyrighted material/s for any other purpose, particularly commercial use, without the prior, express written permission of the authors is prohibited. iii This project was supported by the U.S. Department of Labor-ETA, under a grant to the North Carolina Employment Security Commission: Grant No. M-6403-7-00-96-60. iv v Table of Contents Chapters Page Foreword......................................................................................................... i Acknowledgments ..........................................................................................ii Special Notice .................................................................................................ii Copyright Information......................................................................................ii 1 Assessment in Workforce Development: Career Counseling, Training, and Development .................................. 1-1 2 Understanding the Professional and Legal Context of Assessment in Workforce Development ................................................................... 2-1 3 Understanding Test Quality: Concepts of Reliability and Validity............... 3-1 4 Assessment Tools and Their Uses in Workforce Development ............... 4-1 5 How to Select Tests: Standards for Evaluating Tests ................................ 5-1 6 Administering Assessment Instruments ...................................................... 6-1 7 Using, Scoring, and Interpreting Assessment Instruments ......................... 7-1 8 Issues and Concerns with Assessment ...................................................... 8-1 9 A Review: Principles of Assessment.......................................................... 9-1 Appendices A Sources of Additional Information on Assessment in Workforce Development ...................................................................A-1 B Glossary of Assessment Terms ...................................................................B-1 vi 1 CHAPTER 1 Assessment in Workforce Development: Career Counseling, Training, and Development Assessment is a systematic approach to gathering information about individuals. This information can be used in a variety of ways to aid in workforce development. Assessment is always conducted for a specific purpose. Career counselors may conduct assessment to provide career guidance to clients. Tests may provide information that helps individuals choose occupations in which they are likely to be successful and satisfied. In training and career development programs, tests are used to help identify employees or individuals who might benefit from either remedial or advanced training, or who are suitable for particular career development tracks. They also can be used to find out whether employees have mastered training materials. Chapter Highlights 1. Assessment in workforce development 2. Assessment tools: tests and inventories 3. Relationship between workforce development and tests 4. What do tests measure? 5. Importance of using tests in a purposeful manner 6. Limitations of tests: fallibility of test scores Principles of Assessment Discussed Use assessment tools in a purposeful manner. Use the whole-person approach to assessment. 1. Assessment in workforce development Assessment can be used as an aid in workforce development in the following ways: Career counseling. Career counseling is an interactive process by which counselors and clients exchange and explore information concerning clients’ backgrounds, experiences, interests, abilities, self-esteem, and other personal characteristics that help or inhibit their work readiness and career planning. Career counseling is a systematic approach to providing information and advice to clients in such areas as outreach programs, training, internships, apprenticeships, and job placement. Although the career counselor’s primary concern is the client’s career development, counselors also may provide screening and referral services to employers. Counselors use information gathered through assessment to understand and respond to clients’ needs and concerns; clients use this information to 2 understand themselves better, clarify their goals and perspectives, and make plans for the future. Training. Training is often provided by employers to employees, usually for specific skills and abilities or for company procedures and rules. Training also can be provided by educational agencies, such as community colleges, or by private or governmental service providers as a means to help individuals gain skills to prepare them for employment. Training programs may be developed in-house or purchased off-the-shelf. Assessment can help identify those applicants and employees who might benefit from either remedial or advanced training. It also is used to monitor individual progress through training. Although the primary focus of this Guide is on the use of assessments for individuals, it is worth noting that assessment also can be used to evaluate the effectiveness of the training program through pre- and post-testing of participants. Development. Career development programs may be provided by employers or workforce investment agencies to help individuals pursue specific career tracks. A career development program may include specific training, a variety of work assignments, and mentoring. Assessment can be used to select candidates for career development programs, to monitor individual progress through programs, and to aid in individual guidance. 2. Assessment tools: tests and inventories There are many types of assessment tools that are used in the workforce investment system. These include traditional knowledge and ability tests, personality and interest inventories, and work samples or performance tests. In this Guide, the term test will be used as a generic term to refer to any instrument that measures traits, abilities, or other constructs. Workforce development assessment tools differ in: purpose, e.g., career counseling, referral, selection, placement, or completion of training and development programs; what they are designed to measure, e.g., knowledge, skills, abilities, personality traits, work styles, work values, vocational interests, managerial potential, career success, and job satisfaction; format, e.g., paper-and-pencil, work sample, or computer application; and level of standardization, objectivity, and quantifiability. Assessment tools and procedures vary greatly on these factors. For example, there are subjective evaluations of informal interviews, highly structured achievement tests, and personality inventories with no specific right or wrong answers. In training and development programs, there are several ways tests may be used as part of a decision-making process that affects an individual’s employment status (e.g., access to training and, therefore, access to opportunities). All assessment tools used to make employment-related 3 decisions, regardless of their format, level of standardization, or objectivity are subject to professional and legal standards. Assessment tools used solely for career exploration or counseling are usually not held to these same legal standards. Counselors should be aware of these issues if they engage in referral of clients for employment and also to better understand the proper use of assessments in workforce development efforts. 3. Relationship between workforce development and tests A test provides only part of the picture about a person. On the other hand, the assessment process combines and evaluates all the information gathered about an individual or a group of individuals to provide career guidance or to select individuals for training or development programs. Figure 1 below highlights the relationship between assessment tools and workforce development. Tests and inventories are assessment tools that may be used to measure an individual’s abilities, values, and personality traits. They are components of the assessment process. ! achievement tests ! aptitude tests ! assessment centers ! general ability tests ! interest inventories ! interviews ! personality inventories ! physical ability tests ! specific ability tests ! work samples/performance tests ! work values inventories Asse ssment process Systematic approach to combining and evaluating all the information gained from assessment and using it to provide career guidance, and aid in training and development. ! achievement tests ! aptitude tests ! assessment centers ! general ability tests ! interest inventories ! interviews ! personality inventories ! physical ability tests ! specific ability tests ! work samples/performance tests ! work values inventories Figure 1. Relationship between assessment tools and the assessment process. 4. What do tests measure? People differ in their relative knowledge, skills, abilities, competencies, personality, interests, and values. These characteristics are called constructs. For example, people skillful in verbal and mathematical reasoning are considered high on mental ability. Those who have little physical stamina and strength are assessed low on endurance and physical strength. The terms 4 mental ability, endurance, and physical strength are constructs. Constructs are used to identify personal characteristics and to distinguish between people in terms of how much they possess of such characteristics. Constructs cannot be seen or heard, but we can observe their effects on other variables. For example, we don’t observe physical strength, but we can observe people with great strength lifting heavy objects and people with limited strength attempting, but failing, to lift these objects. Tests give us information about characteristics we may not otherwise observe that, in turn, can be used to help individuals and organizations to develop their skill base or competencies. Individuals vary in terms of constructs. These differences systematically affect their job and occupational suitability, career choices, job satisfaction, training needs, and overall career success. These differences in characteristics are not necessarily apparent by simply observing an individual. In career counseling, assessment tools can be used to gather accurate information about career-relevant characteristics. For example, interest inventories are designed to measure people’s likes and dislikes for various activities. Scores on an interest inventory summarize interest patterns of the client that can be used to gauge his or her “fit” with different jobs or occupations. Therefore, interest inventories can play an important role in career planning. For training, tests can reveal skill and ability levels of individuals, indicating training needs. For example, a keyboard or typing test might be used to measure an individual’s current abilities and can be used to determine whether or not training is needed. Assessment tools also can be used to predict an individual’s success in training, aiding in selection of candidates for training programs. To give an example, an employee’s score on a mechanical test reflects his or her mechanical aptitude as measured by the test. This score can be used to predict that person’s likelihood of success in mechanical training. Skill or ability tests also can be used to assess an individual’s progress in training or to evaluate the effectiveness of a training program. By pre- and post-testing trainees, skill or ability tests can tell us how effective the training is in general, not just for an individual. In career development programs, tests can be used to identify and select suitable candidates for certain career tracks. For example, an ability measure might be used to determine managerial potential. Results of this assessment then can be used to place individuals in career tracks that lead to managerial positions. Part of this process also may include career guidance assessment, to help individuals determine their choices for career development programs. For example, a skills assessment might help an individual identify strengths that he or she can link to particular occupations. Tests also can be used to monitor an individual’s progress through a specific career development program. They can help determine if the individual is acquiring the necessary skills or knowledge required to move to the next step in their career. 5 5. Importance of using tests in a purposeful manner Assessment instruments, like other tools, can be extremely helpful when used properly, but counterproductive when used inappropriately. Often, inappropriate use stems from not having a clear understanding of what you want to measure and why you want to measure it. Having a clear understanding of the purpose of your assessment system is important in selecting the appropriate assessment tools to meet that purpose. This brings us to an important principle of assessment. Principle of Assessment Use assessment tools in a purposeful manner. It is critical to have a clear understanding of what needs to be measured and for what purpose. Assessment strategies should be developed with a clear understanding of the knowledge, skills, abilities, characteristics, or personal traits you want to measure. It is also essential to have a clear idea of what each assessment tool you are considering using is designed to measure. 6. Limitations of tests: fallibility of test scores Professionally developed tests and procedures that are used as part of a planned assessment program may help in career guidance, training, and development. However, it is essential to understand that all assessment tools are subject to errors, both in measuring a characteristic, such as verbal ability, and in predicting performance, such as success in training. This is true for all tests and procedures, regardless of how objective or standardized they might be. Do not expect any test or procedure to measure a personal trait or ability with perfect accuracy for every single person. Do not expect any test or procedure to be completely accurate in predicting performance or job satisfaction. There will be cases when a test score or procedure will predict suitability for a particular occupation, when in fact the person would not prove to be satisfied in that occupation. There also will be cases in which an individual receiving a low score will be advised against a particular occupation, when in fact the person actually would be a capable and good worker. Similarly, there will be cases where a test score or procedure will predict success in training for an individual who then does not succeed. Such errors in this context are called selection errors. Selection errors cannot be completely avoided in any assessment program. Why use testing despite these errors? The answer is that appropriate use of professionally developed assessment tools on average enables individuals and organizations to make more effective decisions than use of simple observations or random decision making. 6 Using a single test or procedure will provide you with a limited view of a person’s career interests or training needs. Moreover, you may reach a mistaken conclusion by giving too much weight to a single test result. On the other hand, using a variety of assessment tools enables you to get a more complete picture of the individual. The practice of using a variety of tests and procedures to more fully assess people is referred to as the whole-person approach. This will help reduce the number of selection errors made and will boost the effectiveness of your decision making. This leads to an important principle of assessment. Principle of Assessment Do not rely too much on any one test to make decisions. Use the whole-person approach to assessment. 2-1 CHAPTER 2 Understanding the Professional and Legal Context of Assessment in Workforce Development This chapter introduces some of the major laws and professional guidelines that govern the use of tests in career counseling, job placement, employment, and/or training and development. It also describes some of the laws and identifies the testing standards adopted by major professional organizations involved with psychology, testing, and measurement. Chapter Highlights 1. Overview of Pertinent Laws and Guidelines 2. Laws and Guidelines That Apply to Vocational Counseling Programs 2.1 Title IX of the Education Amendments of 1972, as amended 2.2 Section 504 of the Rehabilitation Act of 1973, as amended 2.3 Career Education Incentive Implementation Act of 1977 2.4 Vocational Educational Programs Guidelines of 1979 2.5 Carl D. Perkins Vocational and Training Education Act of 1990, as amended 2.6 Workforce Investment Act of 1998 2.7 Responsibilities of Users of Standardized Tests (RUST) - 2003 2.8 The Program Evaluation Standards - 1994 2.9 Title VI of the Civil Rights Act of 1964, as amended 2.10 Age Discrimination Act of 1975, as amended 2.11 Title II of the Americans with Disabilities Act of 1990, as amended 3. Laws and Guidelines That Apply When Tests and Assessments Are Used in Employment Situations 3.1 Title VII of the Civil Rights Act (CRA) of 1964, as amended 3.2 Age Discrimination in Employment Act of 1967 (ADEA), as amended 3.3 Uniform Guidelines on Employee Selection Procedures - 1978 3.4 Title I of the Americans with Disabilities Act (ADA) of 1990 3.5 Equal Employment Opportunity Commission (EEOC) 3.6 Record-keeping of adverse impact and job-relatedness of tests 3.7 Relationship between federal, state, and local employment laws 3.8 Standards for Educational and Psychological Testing - 1999; Principles for the Validation and Use of Personnel Selection Procedures – 2003 Several laws protect individuals with disabilities. These laws include, but are not limited to, the Workforce Investment Act of 1998 (WIA) and Section 504 of the Rehabilitation Act of 1973, as amended (Section 504), and Americans with Disabilities Act of 1990 (ADA). Any reference in this Guide to ADA should be interpreted to include pertinent provisions of WIA and Section 504. 2-2 Principle of Assessment Discussed Use only assessment instruments that are unbiased and fair to all groups. 1. Overview of Pertinent Laws and Guidelines The number of laws and guidelines governing workforce development (employment, training, counseling) has increased over the past four decades. This increase resulted from developments in the fields of civil rights, industrial psychology, vocational education, and career counseling. This chapter is presented to provide workforce professionals important information that can help them successfully utilize assessments to assist clients in career development and career exploration. The laws and guidelines discussed first in this chapter apply most directly to vocational counseling programs, for example, organizations which receive federal financial assistance, such as One-Stop Career Centers and vocational rehabilitation programs. Such programs conduct career counseling, including career exploration, career development, or training. The laws and guidelines discussed second in this chapter apply when employers use tests and other assessments in the context of the employment process. For example, an employer may provide career counseling or training or make an employment selection decision based on validated tests, inventories, and other assessment tools. The general purpose of the employment laws discussed in this chapter is to prohibit discrimination in employment and provide equal employment opportunity for all. Discrimination occurs when employment decisions are based on race, sex, religion, ethnicity, age, or disability rather than on job-relevant knowledge, skills, abilities, and other characteristics. Employment practices also may be discriminatory if they disproportionately disadvantage a particular group of individuals. Employment practices that discriminate against people are called unlawful or discriminatory employment practices. Laws and guidelines directed towards organizations receiving federal financial assistance that provide vocational counseling services also are geared towards prohibiting discrimination (e.g., not making decisions based on race, sex, religion, ethnicity, age, or disability) in these types of programs and providing equal access to services for all. The summaries of the professional standards and guidelines in this chapter focus on their impact on workforce development programs. Before you institute any policies based on these laws and regulations, read the specific laws carefully and consult with your legal advisors regarding the implications for your particular assessment program. 2-3 2. Laws and Guidelines That Apply to Vocational Counseling Programs As discussed above, this first set of information applies most directly to career counseling, career development, and career exploration programs. 2.1 Title IX of the Education Amendments of 1972, as amended This legislation prohibits recipients of federal financial assistance from discriminating on the basis of sex in educational programs or activities. Specifically, the statute states that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any educational program or activity receiving federal financial assistance.” Title IX seeks to ensure that federal financial assistance is not used to support sex-based discrimination and that individuals have equal opportunities, without regard to gender, to pursue, engage or participate in and benefit from academic, extracurricular, research, occupational training, employment, and other educational programs or activities. To comply with this legislation, your program should use assessments in your workforce investment activities that are fair and unbiased for both men and women. 2.2 Section 504 of the Rehabilitation Act of 1973, as amended The purpose of this Act is to empower individuals with disabilities to maximize their employment, independence, and integration into society. The Act aims to provide equal opportunity for persons with disabilities, especially in terms of gainful employment and participation in federally-funded programs and activities. Section 504 of the Rehabilitation Act prohibits discrimination on the basis of disability in programs and activities receiving federal financial assistance or conducted by an executive branch agency. No otherwise qualified individual with a disability may be excluded from participation in, or denied the benefits of, or otherwise be subjected to discrimination under any service, program or activity receiving federal financial assistance. Such services, programs, or activities must provide reasonable modifications to allow otherwise qualified individuals with disabilities to participate or benefit unless such modifications would fundamentally alter the nature of the service, program, or activity. It is important that your program use assessments which are fair and unbiased for persons with disabilities. When selecting assessments for your counseling or training program, think about whether or not they are appropriate for clients with disabilities whom you serve. If an assessment tool or the administration of a test discriminates on the basis of disability, you may be required to provide a reasonable accommodation or modification (e.g., equipment, timing, administration procedures). 2-4 2.3 Career Education … ® SAMPLE REPORT Case Description: Mr. J – Interpretive Report Mr. J is a 44-year-old divorced man assessed at intake for services at a community mental health center following a brief stay at a crisis stabilization unit. Mr. J was taken to the stabilization unit by law enforcement personnel after a serious suicide attempt involving vehicular carbon monoxide poisoning. He had been involved in very contentious divorce- and child custody-related proceedings for two years prior to this attempt. In addition to having a conflictual relationship with his ex-wife, Mr. J was estranged from his two teenage children, and he had minimal sources of social support. His only prior contact with a mental health professional involved a child custody evaluation conducted two years prior to the current assessment. Mr. J’s ex-wife was granted full custody minus planned bi-weekly visitations with Mr. J. The worker who conducted Mr. J’s intake interview described him as depressed, despondent, tearful, and withdrawn. He was characterized as speaking in a monotone and giving laconic responses to questions he was asked. He was fully oriented and showed no signs of thought disturbance. No significant history of acting out behavior was elicited. Mr. J acknowledged continuing suicidal ideation but denied current intent. He was diagnosed with a Major Depressive Disorder, Severe with Melancholic Features and accepted for treatment in an intensive outpatient program. Case descriptions do not accompany MMPI-3 reports, but are provided here as background information. The following report was generated from Q-global™, Pearson’s web-based scoring and reporting application, using Mr. J’s responses to the MMPI-3. Additional MMPI-3 sample reports, product offerings, training opportunities, and resources can be found at PearsonAssessments.com/MMPI-3. © 2020 Pearson Education, Inc. or its affiliates. All rights reserved. Pearson, Q-global, and Q Local are trademarks, in the US and/or other countries, of Pearson plc. MMPI is a registered trademark of the Regents of the University of Minnesota. CLINA24805-A EL 6/20 https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Personality-\%26-Biopsychosocial/Minnesota-Multiphasic-Personality-Inventory-3/p/P100000004.html Interpretive Report: Clinical Settings MMPI®-3 Minnesota Multiphasic Personality Inventory®-3 Yossef S. Ben-Porath, PhD, & Auke Tellegen, PhD ID Number: Mr. J Age: 44 Gender: Male Marital Status: Not reported Years of Education: Not reported Date Assessed: 08/01/2020 Copyright © 2020 by the Regents of the University of Minnesota. All rights reserved. Distributed exclusively under license from the University of Minnesota by NCS Pearson, Inc. Portions reproduced from the MMPI-3 test booklet. Copyright © 2020 by the Regents of the University of Minnesota. All rights reserved. Portions excerpted from the MMPI-3 Manual for Administration, Scoring, and Interpretation. Copyright © 2020 by the Regents of the University of Minnesota. All rights reserved. Portions excerpted from the MMPI-3 Technical Manual. Copyright © 2020 by the Regents of the University of Minnesota. All rights reserved. Used by permission of the University of Minnesota Press. Minnesota Multiphasic Personality Inventory and MMPI are registered trademarks of the University of Minnesota. Pearson is a trademark in the U.S. and/or other countries of Pearson Education, Inc., or its affiliate(s). This report contains copyrighted material and trade secrets. Qualified licensees may excerpt portions of this output report, limited to the minimum text necessary to accurately describe their significant core conclusions, for incorporation into a written evaluation of the examinee, in accordance with their professions citation standards, if any. No adaptations, translations, modifications, or special versions may be made of this report without prior written permission from the University of Minnesota Press. [ 1.0 / RE1 / QG1 ] SA MP LE MMPI-3 Validity Scales 20 100 90 80 70 60 50 40 30 KLFBSFsFpFTRINVRIN Raw Score: Response \%: CRIN VRIN TRIN Combined Response Inconsistency Variable Response Inconsistency True Response Inconsistency 1 39 F Fp Fs FBS RBS Infrequent Responses Infrequent Psychopathology Responses Infrequent Somatic Responses Symptom Validity Scale Response Bias Scale 1 47 1 50 8 66 14 54 9 51 0 36 8 58 120 110 Cannot Say (Raw): 13 T Score: T T --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- L K Uncommon Virtues Adjustment Validity RBS 2 38 The highest and lowest T scores possible on each scale are indicated by a ---; MMPI-3 T scores are non-gendered. CRIN 2 39 100100 91 93 89 100 100 97 96 93 MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 2 SA MP LE MMPI-3 Higher-Order (H-O) and Restructured Clinical (RC) Scales 20 100 90 80 70 60 50 40 30 RC9RC8RC7RC6RC4RC2RC1RCdBXDTHDEID Raw Score: T Score: Response \%: EID THD BXD Emotional/Internalizing Dysfunction Thought Dysfunction Behavioral/Externalizing Dysfunction 34 80 95 RCd RC1 RC2 RC4 Demoralization Somatic Complaints Low Positive Emotions Antisocial Behavior RC6 RC7 RC8 RC9 Ideas of Persecution Dysfunctional Negative Emotions Aberrant Experiences Hypomanic Activation 2 46 100 17 80 100 4 44 100 2 49 100 10 75 93 6 55 100 1 50 93 1 44 100 10 55 100 1 36 100 120 110 Higher-Order Restructured Clinical --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- The highest and lowest T scores possible on each scale are indicated by a ---; MMPI-3 T scores are non-gendered. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 3 SA MP LE MMPI-3 Somatic/Cognitive Dysfunction and Internalizing Scales 20 100 90 80 70 60 50 40 30 NFC ARXCMPSTR BRFANPWRYNUC EAT HLPCOG SFD Raw Score: T Score: Response \%: MLS NUC EAT COG Malaise Neurological Complaints Eating Concerns Cognitive Complaints 5 59 100 WRY CMP ARX ANP BRF Worry Compulsivity Anxiety-Related Experiences Anger Proneness Behavior-Restricting Fears SUI HLP SFD NFC STR Suicidal/Death Ideation Helplessness/Hopelessness Self-Doubt Inefficacy Stress 3 100 1 46 100 0 44 100 0 38 100 7 86 100 9 77 100 7 78 100 5 68 100 3 49 6 65 100 7 59 100 2 63 100 3 51 92 Somatic/Cognitive Internalizing 120 110 --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- MLS 88 72 SUI The highest and lowest T scores possible on each scale are indicated by a ---; MMPI-3 T scores are non-gendered. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 4 SA MP LE MMPI-3 Externalizing and Interpersonal Scales 20 100 90 80 70 60 50 40 30 SFI SHYSAVACTIMPSUBJCP AGG DSFCYN DOM Raw Score: T Score: Response \%: ACT AGG CYN Activation Aggression Cynicism 5 59 FML JCP SUB IMP Family Problems Juvenile Conduct Problems Substance Abuse Impulsivity SFI DOM DSF SAV SHY Self-Importance Dominance Disaffiliativeness Social Avoidance Shyness 1 41 1 45 4 58 1 48 1 49 1 37 9 55 1 34 5 55 4 58 InterpersonalExternalizing 120 110 --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- The highest and lowest T scores possible on each scale are indicated by a ---; MMPI-3 T scores are non-gendered. FML 6 69 80 100 100 100 100 100 100 100 89 57 78 100 MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 5 SA MP LE MMPI-3 PSY-5 Scales 20 100 90 80 70 60 50 40 30 INTRNEGEDISCPSYCAGGR Raw Score: T Score: Response \%: AGGR PSYC DISC NEGE INTR Aggressiveness Psychoticism Disconstraint Negative Emotionality/Neuroticism Introversion/Low Positive Emotionality 1 31 93 8 60 12 68 93 5 50 100 1 47 100 120 110 --- --- --- --- --- --- --- --- --- --- 86 The highest and lowest T scores possible on each scale are indicated by a ---; MMPI-3 T scores are non-gendered. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 6 SA MP LE MMPI-3 T SCORES (BY DOMAIN) PROTOCOL VALIDITY SUBSTANTIVE SCALES *The test taker provided scorable responses to less than 90\% of the items scored on this scale. See the relevant profile page for the specific percentage. Scale scores shown in bold font are interpreted in the report. Note. This information is provided to facilitate interpretation following the recommended structure for MMPI-3 interpretation in Chapter 5 of the MMPI-3 Manual for Administration, Scoring, and Interpretation, which provides details in the text and an outline in Table 5-1. Content Non-Responsiveness 13 39 39 54 T CNS CRIN VRIN TRIN Over-Reporting 66* 50 47 51 58 F Fp Fs FBS RBS Under-Reporting 36 38 L K Somatic/Cognitive Dysfunction 46 59 38 44 46 RC1 MLS NUC EAT COG Emotional Dysfunction 80 80 72 86 78 77 EID RCd SUI HLP SFD NFC 75 60* RC2 INTR 55 68 65 49* 59 51 63 68 RC7 STR WRY CMP ARX ANP BRF NEGE Thought Dysfunction 49 50 THD RC6 44 RC8 47 PSYC Behavioral Dysfunction 44 55 59* 48 58 BXD RC4 FML JCP SUB 36 45 41 49 55 RC9 IMP ACT AGG CYN 50 DISC Interpersonal Functioning 37 34* 31 58* 55* 69 SFI DOM AGGR DSF SAV SHY MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 7 SA MP LE SYNOPSIS Scores on the MMPI-3 Validity Scales raise concerns about the possible impact of unscorable responses on the validity of this protocol. With that caution noted, scores on the Substantive Scales indicate emotional, behavioral, and interpersonal dysfunction. Emotional-internalizing findings include suicidal ideation, demoralization, lack of positive emotions, helplessness and hopelessness, self-doubt, perceived inefficacy, negative emotionality, stress, and worry. Behavioral-externalizing problems relate to lack of energy and engagement. Interpersonal difficulties include lack of self-esteem and social anxiety. PROTOCOL VALIDITY Content Non-Responsiveness Unscorable Responses The test taker answered less than 90\% of the items on the following scales. The resulting scores may therefore be artificially lowered. In particular, the absence of elevation on these scales is not interpretable1. A list of all items for which the test taker provided unscorable responses appears under the heading Item-Level Information. Infrequent Responses (F): 89\% Compulsivity (CMP): 88\% Family Problems (FML): 80\% Dominance (DOM): 89\% Disaffiliativeness (DSF): 57\% Social Avoidance (SAV): 78\% Introversion/Low Positive Emotionality (INTR): 86\% Inconsistent Responding The test taker responded to the items in a consistent manner, indicating that he responded relevantly. Over-Reporting The test taker may have over-reported general psychological dysfunction. The extent of possible over-reporting cannot be precisely determined because of 4 unscorable responses on the 35-item Infrequent Responses (F) scale. The following table shows what the T scores for F would be if the unscorable items had been answered in the keyed direction. This interpretive report is intended for use by a professional qualified to interpret the MMPI-3. The information it contains should be considered in the context of the test takers background, the circumstances of the assessment, and other available information. The report includes extensive annotation, which appears as superscripts following each statement in the narrative, keyed to Endnotes with accompanying Research References, which appear in the final two sections of the report. Additional information about the annotation features is provided in the headnotes to these sections and in the MMPI-3 Users Guide for the Score and Clinical Interpretive Reports. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 8 SA MP LE See Chapter 5 of the MMPI-3 Manual for Administration, Scoring, and Interpretation for guidance on interpreting elevated scores on F. Under-Reporting There are no indications of under-reporting in this protocol. SUBSTANTIVE SCALE INTERPRETATION Clinical symptoms, personality characteristics, and behavioral tendencies of the test taker are described in this section and organized according to an empirically guided framework. (Please see Chapter 5 of the MMPI-3 Manual for Administration, Scoring, and Interpretation for details.) Statements containing the word reports are based on the item content of MMPI-3 scales, whereas statements that include the word likely are based on empirical correlates of scale scores. Specific sources for each statement can be viewed with the annotation features of this report. The following interpretation needs to be considered in light of cautions noted about the possible impact of unscorable responses on the validity of this protocol. Somatic/Cognitive Dysfunction There are no indications of somatic or cognitive dysfunction in this protocol. Emotional Dysfunction The test taker reports a history of suicidal/death ideation and/or past suicide attempts2. He likely is at risk for self-harm3, is preoccupied with suicide and death4, and is at risk for current suicidal ideation and attempts5. His responses indicate considerable emotional distress that is likely to be perceived as a crisis6. More specifically, he reports experiencing significant demoralization, feeling overwhelmed, and being extremely unhappy, sad, and dissatisfied with his life7. He very likely complains about significant depression8 and experiences sadness and despair9. In particular, he reports having lost hope and believing he cannot change and overcome his problems and is incapable of reaching his life goals10. He very likely feels hopeless, overwhelmed, and that life is a strain11, believes he cannot be helped11 and gets a raw deal from life12, and lacks motivation for change13. He also reports lacking confidence, feeling worthless, and believing he is a burden to others14. He very likely experiences self-doubt, feels insecure and inferior, and is self-disparaging and intropunitive15. In addition, he reports being very indecisive and inefficacious, believing he is incapable of making decisions and dealing effectively with crisis situations, and even having difficulties dealing with small, inconsequential matters16. He very likely experiences subjective incompetence and shame17 and lacks perseverance and self-reliance18. The test taker reports a lack of positive emotional experiences and a lack of interest19. He likely is pessimistic20 and presents with anhedonia21. He reports experiencing an elevated level of negative emotionality22 and indeed likely experiences various negative emotions23. More specifically, he reports an above average level of stress24. He likely complains about Scale: F T score based on scorable responses: 66 Cutoff for over-reporting concern: 75 If answered in the keyed direction The T score would be 1 69 2 72 3 75 4 78 MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 9 SA MP LE stress25 and feels incapable of controlling his anxiety level25. He also reports excessive worry, including worries about misfortune and finances, as well as preoccupation with disappointments26. He indeed likely worries excessively27 and ruminates28. Thought Dysfunction There are no indications of disordered thinking in this protocol. Behavioral Dysfunction There are no indications of maladaptive externalizing behavior in this protocol. The test taker reports a low energy level29 and indeed likely has a low energy level30 and is disengaged from his normal activities30. Interpersonal Functioning Scales The test taker describes himself as lacking in positive qualities31. He reports being shy, easily embarrassed, and uncomfortable around others32. He is likely to be socially introverted33 and inhibited34, anxious and nervous in social situations35, and viewed by others as socially awkward36. DIAGNOSTIC CONSIDERATIONS This section provides recommendations for psychodiagnostic assessment based on the test takers MMPI-3 results. It is recommended that he be evaluated for the following, bearing in mind possible threats to protocol validity noted earlier in this report: Emotional-Internalizing Disorders - Major depression and other anhedonia-related disorders37 - Features of personality disorders involving negative emotionality such as Dependent38 - Generalized anxiety disorder25 - Disorders involving excessive worry39 Interpersonal Disorders - Social anxiety disorder (social phobia)40 TREATMENT CONSIDERATIONS This section provides inferential treatment-related recommendations based on the test takers MMPI-3 scores. The following recommendations need to be considered in light of cautions noted earlier about possible threats to protocol validity. Areas for Further Evaluation - Risk for suicide should be assessed immediately41. - Need for antidepressant medication42. Psychotherapy Process Issues - Serious emotional difficulties may motivate him for treatment43. - Indecisiveness may interfere with establishing treatment goals and progress in treatment44. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 10 SA MP LE Possible Targets for Treatment - Demoralization as an initial target45 - Loss of hope and feelings of despair as early targets for intervention46 - Low self-esteem and other manifestations of self-doubt47 - Anhedonia48 - Developing stress management skills49 - Excessive worry and rumination39 - Anxiety in social situations40 ITEM-LEVEL INFORMATION Unscorable Responses Following is a list of items to which the test taker did not provide scorable responses. Unanswered or double answered (both True and False) items are unscorable. The scale(s) on which the items appear are in parentheses following the item content. Item number and content omitted. (VRIN, SAV, INTR) Item number and content omitted. (CMP) Item number and content omitted. (TRIN, F, DSF) Item number and content omitted. (TRIN, F, FML) Item number and content omitted. (VRIN, DSF) Item number and content omitted. (FBS) Item number and content omitted. (DOM, AGGR) Item number and content omitted. (EID, RC2, SAV, INTR) Item number and content omitted. (RBS, L) Item number and content omitted. (F, FML) Item number and content omitted. (VRIN, DSF) Item number and content omitted. (VRIN, EID, ANP, NEGE) Item number and content omitted. (F, RC6) Critical Responses Seven MMPI-3 scales—Suicidal/Death Ideation (SUI), Helplessness/Hopelessness (HLP), Anxiety-Related Experiences (ARX), Ideas of Persecution (RC6), Aberrant Experiences (RC8), Substance Abuse (SUB), and Aggression (AGG)—have been designated by the test authors as having critical item content that may require immediate attention and follow-up. Items answered by the individual in the keyed direction (True or False) on a critical scale are listed below if his T score on that scale is 65 or higher. However, any item answered in the keyed direction on SUI is listed. The percentage of the MMPI-3 normative sample that answered each item in the keyed direction is provided in parentheses following the item content. Suicidal/Death Ideation (SUI, T Score = 72) Item number and content omitted. (True, 22.2\%) Item number and content omitted. (True, 8.1\%) Item number and content omitted. (True, 2.5\%) Item number and content omitted. (True, 10.9\%) Item number and content omitted. (True, 8.7\%) Item number and content omitted. (True, 12.3\%) Item number and content omitted. (True, 4.6\%) Item number and content omitted. (True, 45.4\%) MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 11 SA MP LE Helplessness/Hopelessness (HLP, T Score = 86) Item number and content omitted. (False, 22.0\%) Item number and content omitted. (True, 8.4\%) User-Designated Item-Level Information The following item-level information is based on the report users selection of additional scales, and/or of lower cutoffs for the critical scales from the previous section. Items answered by the test taker in the keyed direction (True or False) on a selected scale are listed below if his T score on that scale is at the user-designated cutoff score or higher. The percentage of the MMPI-3 normative sample that answered each item in the keyed direction is provided in parentheses following the item content. Demoralization (RCd, T Score = 80) Item number and content omitted. (True, 11.3\%) Item number and content omitted. (True, 44.5\%) Item number and content omitted. (True, 14.9\%) Item number and content omitted. (True, 29.4\%) Item number and content omitted. (True, 41.0\%) Item number and content omitted. (False, 15.7\%) Item number and content omitted. (True, 35.3\%) Item number and content omitted. (True, 23.9\%) Item number and content omitted. (True, 21.9\%) Item number and content omitted. (True, 21.5\%) Item number and content omitted. (True, 58.0\%) Item number and content omitted. (True, 27.8\%) Item number and content omitted. (False, 46.0\%) Item number and content omitted. (True, 28.7\%) Item number and content omitted. (True, 25.7\%) Item number and content omitted. (True, 32.0\%) Item number and content omitted. (True, 22.0\%) Low Positive Emotions (RC2, T Score = 75) Item number and content omitted. (False, 17.9\%) Item number and content omitted. (False, 27.2\%) Item number and content omitted. (False, 41.2\%) Item number and content omitted. (False, 29.7\%) Item number and content omitted. (True, 13.2\%) Item number and content omitted. (False, 7.3\%) Item number and content omitted. (False, 9.1\%) Item number and content omitted. (False, 22.0\%) Item number and content omitted. (False, 33.5\%) Item number and content omitted. (False, 27.0\%) Self-Doubt (SFD, T Score = 78) Item number and content omitted. (True, 11.3\%) Item number and content omitted. (True, 29.4\%) Item number and content omitted. (True, 41.0\%) Item number and content omitted. (True, 11.8\%) Item number and content omitted. (True, 28.7\%) Item number and content omitted. (True, 14.6\%) Item number and content omitted. (True, 32.0\%) MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 12 SA MP LE Inefficacy (NFC, T Score = 77) Item number and content omitted. (True, 37.7\%) Item number and content omitted. (True, 45.2\%) Item number and content omitted. (True, 42.3\%) Item number and content omitted. (True, 35.3\%) Item number and content omitted. (True, 23.9\%) Item number and content omitted. (True, 25.2\%) Item number and content omitted. (True, 29.0\%) Item number and content omitted. (True, 20.9\%) Item number and content omitted. (True, 40.2\%) Stress (STR, T Score = 68) Item number and content omitted. (False, 31.7\%) Item number and content omitted. (False, 26.7\%) Item number and content omitted. (True, 30.9\%) Item number and content omitted. (True, 31.6\%) Item number and content omitted. (False, 58.8\%) Worry (WRY, T Score = 65) Item number and content omitted. (True, 42.5\%) Item number and content omitted. (True, 26.3\%) Item number and content omitted. (True, 40.6\%) Item number and content omitted. (True, 54.0\%) Item number and content omitted. (True, 57.8\%) Item number and content omitted. (True, 50.9\%) Shyness (SHY, T Score = 69) Item number and content omitted. (True, 27.8\%) Item number and content omitted. (True, 29.1\%) Item number and content omitted. (True, 38.0\%) Item number and content omitted. (True, 38.6\%) Item number and content omitted. (True, 52.2\%) Item number and content omitted. (False, 32.3\%) Negative Emotionality/Neuroticism (NEGE, T Score = 68) Item number and content omitted. (True, 31.2\%) Item number and content omitted. (False, 26.7\%) Item number and content omitted. (True, 16.9\%) Item number and content omitted. (True, 26.3\%) Item number and content omitted. (True, 38.4\%) Item number and content omitted. (True, 40.6\%) Item number and content omitted. (True, 46.0\%) Item number and content omitted. (True, 26.0\%) Item number and content omitted. (True, 35.8\%) Item number and content omitted. (True, 59.1\%) Item number and content omitted. (True, 54.0\%) Item number and content omitted. (True, 50.9\%) MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 13 SA MP LE ENDNOTES This section lists for each statement in the report the MMPI-3 score(s) that triggered it. In addition, each statement is identified as a Test Response, if based on item content, a Correlate, if based on empirical correlates, or an Inference, if based on the report authors judgment. (This information can also be accessed on-screen by placing the cursor on a given statement.) For correlate-based statements, research references (Ref. No.) are provided, keyed to the consecutively numbered reference list following the endnotes. 1 Correlate: Response \% < 90, Ref. 12 2 Test Response: SUI=72 3 Correlate: SUI=72, Ref. 7, 26, 31 4 Correlate: SUI=72, Ref. 4, 7, 20, 21, 30, 31, 32, 42, 45 5 Correlate: SUI=72, Ref. 4, 7, 20, 21, 31, 42, 43, 45 6 Correlate: EID=80, Ref. 7, 25, 33, 45 7 Test Response: RCd=80 8 Correlate: RCd=80, Ref. 1, 5, 7, 8, 9, 10, 13, 14, 16, 17, 18, 23, 24, 29, 30, 34, 36, 37, 38, 40, 41, 44, 45, 46, 47, 49, 50; RC2=75, Ref. 1, 5, 7, 8, 9, 10, 16, 17, 18, 23, 24, 34, 36, 37, 38, 40, 41, 45, 46, 47, 49, 50 9 Correlate: RCd=80, Ref. 7 10 Test Response: HLP=86 11 Correlate: HLP=86, Ref. 45 12 Correlate: RCd=80, Ref. 45; HLP=86, Ref. 45 13 Correlate: HLP=86, Ref. 7 14 Test Response: SFD=78 15 Correlate: SFD=78, Ref. 7, 45 16 Test Response: NFC=77 17 Correlate: NFC=77, Ref. 7 18 Correlate: NFC=77, Ref. 10 19 Test Response: RC2=75 20 Correlate: RC2=75, Ref. 15, 40, 45; HLP=86, Ref. 45 21 Correlate: RC2=75, Ref. 7, 45 22 Test Response: NEGE=68 23 Correlate: NEGE=68, Ref. 7 24 Test Response: STR=68 25 Correlate: STR=68, Ref. 7 26 Test Response: WRY=65 27 Correlate: WRY=65, Ref. 7 28 Correlate: WRY=65, Ref. 7; SFD=78, Ref. 7, 45 29 Test Response: RC9=36 30 Correlate: RC9=36, Ref. 7, 45 31 Test Response: SFI=37 32 Test Response: SHY=69 33 Correlate: SHY=69, Ref. 1, 2, 6, 7, 11 34 Correlate: SHY=69, Ref. 1, 6, 7, 45 35 Correlate: SHY=69, Ref. 6, 7, 10, 19, 30 36 Correlate: SHY=69, Ref. 7, 45 37 Correlate: RCd=80, Ref. 7, 22, 27, 28, 35, 41, 45, 48; RC2=75, Ref. 7, 22, 27, 28, 35, 41, 45, 48 38 Correlate: NEGE=68, Ref. 3, 7, 39 39 Inference: WRY=65 40 Inference: SHY=69 41 Inference: SUI=72 42 Correlate: RC2=75, Ref. 7 43 Inference: EID=80; RCd=80; NEGE=68 44 Inference: NFC=77 45 Inference: RCd=80 MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 14 SA MP LE 46 Inference: HLP=86 47 Inference: SFD=78 48 Inference: RC2=75 49 Inference: STR=68 MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J 08/01/2020, Page 15 SA MP LE RESEARCH REFERENCE LIST The following studies are sources for empirical correlates identified in the Endnotes section of this report. 1. Anderson, J. L., Sellbom, M., Ayearst, L., Quilty, L. C., Chmielewski, M., & Bagby, R. M. (2015). Associations between DSM-5 Section III personality traits and the Minnesota Multiphasic Personality Inventory 2-Restructured Form (MMPI-2-RF) scales in a psychiatric patient sample. Psychological Assessment, 27(3), 801–815. https://doi.org/10.1037/pas0000096 2. Anderson, J. L., Sellbom, M., Pymont, C., Smid, W., De Saeger, H., & Kamphuis, J. H. (2015). Measurement of DSM-5 Section II personality disorder constructs using the MMPI-2-RF in clinical and forensic samples. Psychological Assessment, 27(3), 786–800. https://doi.org/10.1037/pas0000103 3. Anderson, J. L., Wood, M. E., Tarescavage, A. M., Burchett, D., & Glassmire, D. M. (2018). The role of dimensional personality psychopathology in a forensic inpatient psychiatric setting. Journal of Personality Disorders, 32(4), 447–464. https://doi.org/10.1521/pedi_2017_31_301 4. Anestis, J. C., Finn, J. A., Gottfried, E. D., Hames, J. L., Bodell, L. P., Hagan, C. R., Arnau, R. C., Anestis, M. D., Arbisi, P. A., & Joiner, T. E. (2018). Burdonesomeness, belongingness, and capability: Assessing the interpersonal-psychological theory of suicide with MMPI-2-RF scales. Assessment, 25(4), 415–431. https://doi.org/10.1177/1073191116652227 5. Arbisi, P. A., Sellbom, M., & Ben-Porath, Y. S. (2008). Empirical correlates of the MMPI-2 Restructured Clinical (RC) Scales in psychiatric inpatients. Journal of Personality Assessment, 90(2), 122–128. https://doi.org/10.1080/00223890701845146 6. Ayearst, L. E., Sellbom, M., Trobst, K. K., & Bagby, …