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RESEARCH POSTER PRESENTATION DESIGN © 2011 www.PosterPresentations.com © 2011 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA 94710 posterpresenter@gmail.com Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon. The Minnesota Multiphasic Personality Inventory: What LPCs Need to Know Purpose History and Development Methods The Basics: The MMPI-2 is available for purchase via the Pearson Education website. It is a qualification level “C” test, meaning you must be a doctoral level clinician to administer the assessment (Pearson Education Inc., 2014.) If you pursue a doctoral-level psychology degree, you will most likely to trained to administer and interpret the MMPI-2 (Patterson-Meyer, personal communication, 2014.) The MMPI-2 consists of 567 true-false items. It can be given to anyone over the age of 18 with a 5 th grade reading level or higher. The MMPI-2 takes 60-90 minutes to administer. It can be given in paper and pencil format, or on a computer via CD or online. The MMPI-2 was normed on a representative sample of 1,138 males and 1,462 females from various geographic areas and diverse groups across the United States. The MMPI-A (adolescents) is normed on 805 boys and 815 girls (ages 14-18 years old) from across the United States encompassing different ethnicities and rural/urban living situations. There is also a restructured format version of the MMPI, called the MMPI-RF that is shorter than the MMPI-2 (367 items as apposed to 567 items) (Pearson Education, Inc., 2014.) The MMPI-RF has not enjoyed as much popularity as the MMPI-2 because less research has been conducted on the MMPI-RF. As an LPC, one would not administer an MMPI but an LPC might refer a client to a psychologist to be assessed. It is best to refer clients out for assessment so as not to color the therapeutic relationship and so assessment results will be as objective as possible (Patterson-Meyer, personal communication, 2014.) Psychometrics Strengths Named the most frequently used personality test in the U.S., the MMPI was used in inpatient, outpatient, and psychiatric and medical settings by community counselors and counseling psychologists (Graham, 1993.) The MMPI-2 is still one of the most widely used personality inventories in the world (Hayes, 2013.) The MMPI has been adapted to several different languages and is administered on almost every continent (Butcher, 1996.) The MMPI-2 also has several different types of validity scales (Graham, 1993.) The MMPI-2 features new validity scales and internal consistency scales that shed light on reading difficulties, cognitive disorganization, carelessness, and the subjective and objective nuances of introversion. On the MMPI-2, T-scores across scales are uniform, meaning you can compare scales to one another accurately. The MMPI-2 also assesses more in-depth regarding “critical items” like suicide and alcohol abuse (Nichols, 1992.) The MMPI-2 can provide information not only about clinical issues, but also personality issues and how a client might respond to therapy. The MMPI-2 helps with treatment planning and provides a standard way for clinicians to communication to one another about a client. (Patterson-Meyer, personal communication, 2014.) Limitations Critics of the original MMPI were concerned that until the MMPI-2 was published in 1989, the MMPI had not been updated, yet its use was widespread. The original MMPI was developed for use with adults, but had been mostly used with adolescent clients. There were also serious doubts about the original normative sample that consisted of friends and relatives visiting patients at the University of Minnesota Hospitals. The original sample was a convenience sample, and critics believe it did not represent the U.S. population. All members of this sample were white, came from the same geographic area, most were married, and around 35 years of age. Critics also cited concerns that the average American population had changed since the original publication of the MMPI. Some content items had become out of date, for example: references to a children’s game called “drop the handkerchief,” that was no longer popular, references to streetcars, and references to sleep powder (Graham, 1993.) REFERENCES Boone, D. (1994) Reliability of the MMPI-2 subtle and obvious scales with psychiatric inpatients. Journal of Personality Assessment 62(2), 346-351. Butcher, J. (1996). International Adaptations of the MMPI-2: Research and Clinical Applications. Minneapolis, MN: University of Minnesota Press. Butcher, J., Graham, J., Dahlstrom, W., & Bowman, E. (1990). The MMPI-2 With College Students. Journal of Personality Assessment, 54, 1-15. Duckworth, J., & Anderson, W. (1995). MMPI & MMPI-2 Interpretation Manual for Counselors and Clinicians (4th ed.). Bristol, Pennsylvania: Accelerated Development: A member of the Taylor & Francis Group. Graham, J.R. (1993). MMPI-2: Assessing Personality and Psychopathology. New York, New York: Oxford University Press, Inc. Hays, D. (2013). Assessment in counseling: A guide to the use of psychological assessment procedures (5th ed.). Alexandria, VA: American Counseling Association. McDaniel, W. (1997). Criterion-related diagnostic validity and test-retest reliability of the MMPI-164 (L) in mentally retarded adolescents and adults. Journal of Clinical Psychology, 53(5), 485-489. Nichols, D.S. (1992). [Review of the MMPI.] In Kramer, J.J. & Conoley, J. C., The eleventh mental measurements yearbook. Lincoln, NE: Buros Center for Testing Patterson-Meyer, H. Personal communication. November 3, 2014. Pearson Education, Inc. (2014). Minnesota Multiphasic Personality Inventory ® -2 (MMPI ® -2) Retrieved from: http://www.pearsonclinical.com/psychology/products/100000461/minnesota-multiphasic- personality-inventory-2-mmpi-2.html. Pietrzak, D. (n.d.) MMPI-2 [Powerpoint slides]. Retrieved from: drpietrzak.com/ppoints/mmpi.ppt. The purpose of the original MMPI was to be used by psychiatrists and psychologist to clinically diagnose new psychiatric patients as a part of routine assessment (Graham, 1993.) The MMPI-2 is still used to determine if an individual may have a mental or personality disorder. The MMPI- 2 helps counselors and other helping professionals in standardization of treatment planning (Hayes, 2013.) The MMPI can aid clinicians in diagnosis if traditional diagnostic tests yield inconclusive results (Patterson-Meyer, personal communication, 2014.) In addition to mental health settings, the MMPI-2 may be administered in occupational settings (Pearson Education Inc., 2014.) Prior to the MMPI, most personality inventories were designed using the logical keying approach; meaning test items were picked based on their face validity. The MMPI was one of the first of its kind to use the empirical keying approach. The empirical keying approach takes responses to each test item as an unknown, and empirical item analysis was used to highlight test items that differentiated between normative and diagnostic groups (Graham, 1993.) Scale Number Abbreviation Formal Name 1HsHypochondria sis 2DDepression 3HyConversion Hysteria 4PdPsychopathic Deviate 5MfMasculinity- Femininity 6PaParanoia 7PtPsychasthenia 8ScSchizophrenia 9MaHypomania 0SiSocial Introversion Kate Theall Wake Forest University Department of Counseling AbbreviationFormal Name AConscious Anxiety Scale RConscious Repression Scale EsEgo-Strength Scale LbLow Back Pain Scale DyDependency Scale DoDominance Scale ReSocial Responsibility Scale PrPrejudice Scale StStatus Scale CnControl Scale MACMacAndrew Addiction Scale ScaleMales (1 Week) Females (1 Week) L 0.770.81 F 0.780.69 K 0.840.81 1 Hs 0.85 2 D 0.750.77 3 Hy 0.720.76 4 Pd 0.810.79 5 Mf 0.820.73 6 Pa 0.670.58 7 Pt 0.890.88 8 Sc 0.870.80 9 Ma 0.830.68 0 Si 0.920.91 Items dealing with sexual behavior, bowel functions, and bladder functions did not seem to apply to a personality inventory. Many of the MMPI items contained grammatical and punctuation mistakes because they had not been editorially reviewed (Graham, 1993.) Some critics have scrutinized the Subtle and Obvious scales clinical utility due to inconsistent validity and “ambiguous identification of faking.” (Dubinsky, Gamble, & Rogers, p. 67 as cited by Boone, 1994.) Though the MMPI as been translated into several different languages, some items may not translate to have equal meaning in a different culture (Butcher, 1996.) Validity Scales: The MMPI and MMPI-2 have several validity scales, but for the purpose of this project the current report includes the Cannot Say Scale (?), the Lie Scale (L), the Infrequency of Feeling Bad Scale (F), and the Correction Scale (K.) These scales indicate the test-taking attitude of the subject (Duckworth & Anderson, 1995.) Clinical Scales : The first version of the MMPI was published in 1943 by test authors Starke Hathaway, Ph.D and Charnley McKinley, M.D. Hathaway and McKinley were both employed at the University of Minnesota Hospitals. They designed the MMPI to be used in routine diagnosis. Primarily, during the 1930s and 40s, the MMPI was used by psychiatrists and psychologists to diagnose individual cases with psychodiagnostic labels (Graham, 1993.) To create the clinical and validity MMPI scales, Hathaway and McKinley collected a pool of about 1000 personality-type statements from psychological and psychiatric case histories and reports, textbooks, and other personality scales. From the pool of 1000, authors selected 504 items they believed to be independent from each other. These 504 items were administered to two criterion group. The first group, called the “Minnesota normals,” primarily consisted of relatives and visitors of patients at the University of Minnesota Hospitals. This group also included a group of recent high school graduates attending a conference at the University of Minnesota, some medical patients at the hospital, and a group of Work Progress Administrators. The second group, referred to as the “clinical subjects,” consisted of psychiatric patients at the University of Minnesota Hospitals. This group was divided into subgroups of diagnostic samples based on their clinical diagnosis. Those with unclear diagnosis or dual diagnosis were not included in the clinical reference group. Administering the 504 items to these two groups resulted in the development of the MMPI’s clinical scales (Graham, 1993.) Because of the original MMPI’s limitations of sexist test items, irrelevant text items, convenient normative sample, concerns about item pool limitations, the University of Minnesota Press a restandardization committee in 1982. The MMPI-2 is similar to the original MMPI. The MMPI-2 brought a more contemporary and nationally representative standard sample, updated items, deleted obsolete items, and some new scales. The MMPI-A, used with adolescent clients, was also developed from this restandardization committee (Graham, 1993.) Population-Specific Research: Because the MMPI-2 is used so frequently, there is a wide variety of research on adapting the MMPI-2 for use with special populations. Butcher, Graham, Dahlstrom, and Bowman (1990) examined if MMPI-2 norms were appropriate to use with college- aged subjects. Researchers found that test-retest reliability for college students was comparable to MMPI-2 norms Butcher, et al., 1990.) McDaniel (1997) studied how a modified version of the MMPI-2 called the MMPI-164 could be used with psychiatric patients with mild to moderate mental retardation. McDaniel found that the MMPI-164 was an objective measure for assessing psychopathology and personality disorders in this population (McDaniel, 1997.) Databases utilized to search for relevant sources: PsycInfo GoogleScholar ZSR Library Key words and phrases used during search on databases: “MMPI-2” and “MMPI” “MMPI Limitations” “MMPI Reliability” “MMPI Validity” Limits: 1974-2014 Published in English Peer-Reviewed Results of search: ZSR Library and PsycInfo emerged as the databases that produced the greatest number of correlated results. Peer-reviewed articles, the Mental Measurements Yearbook, Interpretive Guidebooks, the Pearson Education Website, and an Assessment Textbook were used as references for the present project. Duckworth and Anderson have identified a profile for good mental health and another for poor mental health. Good mental health is associated with a T-score of 55 or above on scales Es, Do, and St and a T-score of 45 or lower on A, Dy, and Pr. Poor mental health is associated with low T-scores on Es and Do, with high scores on A, R, Dy, and Pr (Duckworth & Anderson, 1995.) Counselors must be conscious of their client’s cultural identity when interpreting results. For example, Native Americans may score higher on clinical scales than Whites (Greene 1987, as cited by Hayes 2013.) In practice, the clinical scales are referred to by their number because this is more neutral. Based on which scales are most elevated, (T-score of 65+) a subject will receive a “codetype.” For example, people with a 1-2 codetype will usually see themselves as ill and be depressed about their illness. Though many clinicians see the clinical scales as indicative of pathology, in some cases the clinical scales can allude to strengths and coping methods for a person (Duckworth & Anderson, 1995.) Supplementary Scales: There are over 550 supplementary scales suggested by individuals over time. Below are scales that authors Duckworth and Anderson (1995) recommend be included in MMPI-2 interpretations. Internal Consistency ScaleMalesFemales L0.620.57 F0.640.63 K0.740.72 1 Hs0.770.81 2 D0.590.64 3 Hy0.580.56 4 Pd0.600.62 5 Mf0.580.37 6 Pa0.340.39 7 Pt0.850.87 8 Sc0.850.86 9 Ma0.580.61 0 Si0.820.84 Stability (Pietrzak, n.d.) (Duckworth & Anderson, 1995.)