Mmpi
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The MMPI-2 is a widely used psychological assessment that was first published in 1943 and revised in 1989. It consists of 567 true/false questions and measures personality traits and psychopathology. The revision process involved updating outdated items and adding new scales. The MMPI-2 maintains good reliability and comparability to the original MMPI, while improving representation of special populations. Interpretation involves examining validity, clinical, content, and supplemental scale scores.
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Minnesota Multiphasic Personality Inventory (MMPI)
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
mmpi
The MMPI (Minnesota Multiphasic Personality Inventory) is a standardized questionnaire used to assess personality traits and psychopathology. It was developed in 1940 and has become the most widely used personality test, with over 10,000 research publications. The MMPI contains several clinical scales that measure traits like depression, hysteria, psychopathology, and social introversion. It also includes validity scales to detect inaccurate responding. Administration takes 1-1.5 hours and results must be interpreted by a qualified professional. The MMPI provides a standardized measure of personality and psychopathology.
MMPI (minnesota multiphasic personality inventory)
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
Thematic apperception test
The Thematic Apperception Test (TAT) is a projective psychological test developed in the 1930s using ambiguous picture cards. Subjects are shown cards and asked to tell stories about what is happening in each picture. Their responses are analyzed to understand their inner drives, emotions, and personality conflicts. While widely used, the TAT lacks a standardized scoring and interpretation system. Different researchers have developed various scoring methods and card sets, but reliability and validity can vary depending on the system used. The TAT provides insights into a person's unconscious motivations but results depend heavily on the clinician's skill in administration and analysis.
Neo pi
The NEO PI-R is a personality inventory based on the Big Five personality dimensions. It was developed by Paul Costa and Robert McCrae to assess neuroticism, extraversion, openness, agreeableness, and conscientiousness. Each domain is composed of six facets and is widely used in research, counseling, and occupational settings. The inventory consists of 240 items measuring the five domains and can be completed in about 35 minutes. It has high reliability and validity and provides a well-researched measure of the major dimensions of adult personality.
Thematic apperception test
The Thematic Apperception Test (TAT) is a projective personality test developed in 1935 using cards with ambiguous images. Participants are asked to tell stories about each image to reveal their attitudes, wishes, and view of the world. Examiners analyze the content, tone, and structure of the stories to understand the test taker's personality. While criticized for being unscientific, the TAT is still used for research and assessing individuals for employment, forensic, and consumer behavior studies. Accurate interpretation requires considering the subject's background characteristics.
Decoding tat 6 tat interpretation based on bellak
TAT Interpretation
Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
The ideal self,
The real self,
The feared self, etc.
TAT Interpretation
The Thematic Apperception Test (TAT) is a projective test that involves presenting subjects with ambiguous pictures and asking them to tell a story about what is happening in the picture. It was developed in the 1930s by Henry Murray and Christina Morgan at Harvard Psychological Clinic as a way to reveal subjects' inner drives, emotions, and conflicts. Administration of the TAT provides insights into subjects' personality characteristics, interpersonal relationships, needs, and view of the world through analysis of the content, structure, and themes of the stories they generate. Interpretation considers both normative and individual factors and occurs at descriptive, interpretive, and diagnostic levels. The TAT continues to be used to better understand an individual's unconscious
Recommended
Minnesota Multiphasic Personality Inventory (MMPI)
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
mmpi
The MMPI (Minnesota Multiphasic Personality Inventory) is a standardized questionnaire used to assess personality traits and psychopathology. It was developed in 1940 and has become the most widely used personality test, with over 10,000 research publications. The MMPI contains several clinical scales that measure traits like depression, hysteria, psychopathology, and social introversion. It also includes validity scales to detect inaccurate responding. Administration takes 1-1.5 hours and results must be interpreted by a qualified professional. The MMPI provides a standardized measure of personality and psychopathology.
MMPI (minnesota multiphasic personality inventory)
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
Thematic apperception test
The Thematic Apperception Test (TAT) is a projective psychological test developed in the 1930s using ambiguous picture cards. Subjects are shown cards and asked to tell stories about what is happening in each picture. Their responses are analyzed to understand their inner drives, emotions, and personality conflicts. While widely used, the TAT lacks a standardized scoring and interpretation system. Different researchers have developed various scoring methods and card sets, but reliability and validity can vary depending on the system used. The TAT provides insights into a person's unconscious motivations but results depend heavily on the clinician's skill in administration and analysis.
Neo pi
The NEO PI-R is a personality inventory based on the Big Five personality dimensions. It was developed by Paul Costa and Robert McCrae to assess neuroticism, extraversion, openness, agreeableness, and conscientiousness. Each domain is composed of six facets and is widely used in research, counseling, and occupational settings. The inventory consists of 240 items measuring the five domains and can be completed in about 35 minutes. It has high reliability and validity and provides a well-researched measure of the major dimensions of adult personality.
Thematic apperception test
The Thematic Apperception Test (TAT) is a projective personality test developed in 1935 using cards with ambiguous images. Participants are asked to tell stories about each image to reveal their attitudes, wishes, and view of the world. Examiners analyze the content, tone, and structure of the stories to understand the test taker's personality. While criticized for being unscientific, the TAT is still used for research and assessing individuals for employment, forensic, and consumer behavior studies. Accurate interpretation requires considering the subject's background characteristics.
Decoding tat 6 tat interpretation based on bellak
TAT Interpretation
Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
The ideal self,
The real self,
The feared self, etc.
TAT Interpretation
The Thematic Apperception Test (TAT) is a projective test that involves presenting subjects with ambiguous pictures and asking them to tell a story about what is happening in the picture. It was developed in the 1930s by Henry Murray and Christina Morgan at Harvard Psychological Clinic as a way to reveal subjects' inner drives, emotions, and conflicts. Administration of the TAT provides insights into subjects' personality characteristics, interpersonal relationships, needs, and view of the world through analysis of the content, structure, and themes of the stories they generate. Interpretation considers both normative and individual factors and occurs at descriptive, interpretive, and diagnostic levels. The TAT continues to be used to better understand an individual's unconscious
Mmpi scale
1. The Minnesota Multiphasic Personality Inventory (MMPI) was developed in the 1930s-1940s by researchers Hathaway and McKinley to assess personality traits.
2. They used the method of contrasted groups, comparing responses of clinical groups (e.g. neurotics) to normal controls, to identify items that best distinguished the groups.
3. The original MMPI consisted of 550 true/false questions assessing various clinical scales. It became widely popular and established the foundation for modern personality assessment.
Wechsler Intelligence and Memory Scales
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Halstead Reitan & Luria-Nebraska battery
The Halstead-Reitan Neuropsychological Battery and Luria-Nebraska Neuropsychological Battery are comprehensive test batteries used to evaluate cognitive abilities and detect brain impairment. The Halstead-Reitan Battery contains 10 tests assessing various functions including category learning, tactile skills, rhythm, motor speed and more. The Luria-Nebraska Battery contains 269 test items across 11 clinical scales and is based on Luria's neuropsychological methods. Both batteries provide profiles of impaired areas to help locate brain lesions and measure recovery.
Commonly used psychological tests
The document provides information on several commonly used psychological tests:
- The WAIS-IV is the most widely used IQ test in the world for assessing adults and older adolescents. It measures abilities such as verbal comprehension, working memory, perceptual reasoning, and processing speed.
- The Multidimensional Aptitude Battery-II (MAB-II) is an intelligence test that measures verbal and performance abilities through 10 subtests. It provides scores in verbal, performance, and full scale domains.
- The Dyslexia Screening Test – Junior, India Edition (DST-JINDIA) identifies children ages 6-11 at risk for dyslexia to enable early intervention.
-
Luria Nebraska battery brain damage
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
Lesson 16
The document discusses the clinical interview, which is a major tool used by clinical psychologists to gather data and make decisions. It defines the clinical interview and describes its importance. Several types of interviews are covered, including intake interviews to understand a patient's symptoms, case history interviews to obtain background information, mental status examinations to assess psychological functioning, crisis interviews for emergency situations, diagnostic interviews to determine appropriate treatment, and structured interviews with standardized questions. The document also addresses reliability and validity considerations for clinical interviews.
Rorschach Inkblot Test
The inkblot test, also known as the Rorschach test, was developed in 1921 by Swiss psychiatrist Hermann Rorschach as a psychological test to examine personality characteristics and emotional functioning. It involves showing subjects inkblots and recording their perceptions. The underlying assumption is that a person's responses reveal aspects of their personality, cognition, and interpersonal perceptions. The Rorschach test consists of 10 bilaterally symmetrical inkblots and uses the subjects' responses to assess factors like thought processes, affectivity, and personal views. It remains a commonly used projective test by psychologists.
WISC-IV Presentation
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
SENTENCE COMPLETION TESTS AND DRAWING TESTS
Projective techniques such as sentence completion tests and drawing tests are personality tests that involve responding to ambiguous stimuli. They aim to reveal unconscious motivations by having subjects provide first responses to open-ended prompts. Widely used sentence completion tests include the Rotter Incomplete Sentences Blank and Washington University Sentence Completion Test. Common drawing tests are the Draw-a-Person test, where subjects draw a figure and it is analyzed, and the House-Tree-Person test, where subjects draw those items and are questioned about their images. While projective tests provide insights, they also lack standardized scoring and validity between examiners.
Neuropsychological Assessment
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Sentence completion test
Sentence completion tests consist of item stems that people complete to reflect their personality. How they complete the sentences can provide clues about underlying attitudes, affects, and concerns. Sentence completion tests have been constructed for personality assessment, clinical applications, and measuring constructs like egocentricity, moral attitudes, and depression. They can assess psychological characteristics and contribute to assessing personality as well as intellectual functioning.
Raymond Ppt
Raymond Cattell developed a trait theory of personality based on factor analysis. He argued personality developed in 3 phases from intuitive insights to modern experimental methods. Cattell used factor analysis to identify 16 primary traits from questionnaires, tests, and life records. These 16 traits could be further analyzed into 5 secondary factors known as the Big Five: Extraversion, Agreeableness, Neuroticism, Conscientiousness, and Openness. Cattell's research helped establish the scientific study of traits as fundamental dimensions of individual differences.
The Rorschach Psychodiagnostic Test
This document discusses the Rorschach inkblot test, a projective personality assessment technique. It describes how Hermann Rorschach originally developed the test in 1921 using inkblots to assess unconscious thoughts and perceptions. The document outlines the administration and scoring of the test, examining factors like reaction time, location of responses, determinants, content, and popular vs. original answers. It notes that while the Rorschach aims to provide insight into thought processes and diagnosis, its reliability and predictive validity have been questioned in several studies.
Intelligence
1. The document discusses various theories and definitions of intelligence proposed by researchers like Binet, Terman, Spearman, Gardner and theories like the two-factor theory.
2. It also summarizes intelligence tests developed in India like the Binet Kamath Scale, Malin's Intelligence Scale for Children, and tests assessing different abilities like Raven's Progressive Matrices and Vineland Social Maturity Scale.
3. The document concludes that IQ tests should be used as screening measures by trained psychologists and further evaluation may be needed to understand causes of low scores like specific learning disabilities.
PGI MEMORY SCALE.(PSYCHOLOGY)
The document provides information about the Pgi Memory Scale (PGIMS), a memory assessment instrument developed in India. It describes the scale's development and validation, the dimensions it measures, administration and scoring procedures, and psychometric properties. The PGIMS measures various aspects of memory including remote memory, recent memory, attention, recall, and recognition. It was standardized on Indian subjects and has good reliability and validity. The document reviews the scale's advantages in being developed locally but also notes some initial limitations in its development.
Rorschach psychodignostics[1]
The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
Thematic Apperception Test (TAT)
The Thematic Apperception Test (TAT) is a projective personality test developed by Henry Murray and Christiana Morgan using 31 cards depicting ambiguous scenes. Individuals are asked to tell stories about each scene, revealing their inner needs, drives, and conflicts through their interpretations. While widely used, the TAT lacks standardized administration and scoring methods, and results must be considered hypotheses requiring validation by other tests due to inconsistencies in interpretation across psychologists. It can provide insights into personality and psychopathology but has limitations in reliability and validity.
Children's apperception test
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
16 personality factor
The document provides an overview of the 16 Personality Factor Questionnaire (16PF). It describes how Raymond Cattell developed the 16PF to measure normal personality traits based on 16 primary factors and 5 global factors. The 16PF is a self-report personality test that is widely used both in research and clinical settings. It provides a comprehensive personality profile through its primary scales, global scales, and validity scales.
Bender gestalt test
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
Chapter 9
The document provides an overview of objective and projective personality tests used in clinical assessment. It defines clinical assessment and its purposes. It then describes several commonly used objective personality tests, including the MMPI-2, MCMI-III, PAI, BDI-II, MBTI, 16PF, and SASSI. It discusses the purpose, administration, scales, reliability, and validity of each test. The document also provides an overview of projective tests, focusing on the Thematic Apperception Test (TAT).
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I. Introduction
Here, identify the neuropsychological disorder using current terminology. (For behavioral/mental health disorders, use DSM-5 current terminology; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
Here, define the type of disorder it is. (Neurological, Psychological, Neuropsychological)
A. Diagnostic Criteria
Here, identify what components must be present for the disorder to be diagnosed? (Use DSM-5 for mental/behavioral health disorders; use clinical guidelines for neurological conditions not found in the DSM-5)
1. Here, briefly identify physical and psychological signs and symptoms.
C. Reasons for Choosing Topic
If applicable, state your personal experience reason here.
If applicable, state your professional experience reason here.
1. Here, state any other reason you chose this topic.
Tip: You may delete instructional material within each section once you have filled in your content for the section.
II. Discussion
Tip: A SampleDiscussion section can be found at the bottom of this document for review.
A. Detailed Description of Disorder
Here, thoroughly identify signs and symptoms.
1. Here, include the epidemiology. Include who is more likely affected and at risk—young/old, male/female, rural/urban environment, what economic groups, and what ethnicities.
Here, identify any subtypes of the disorder (for mental/behavioral health conditions, use DSM-5 for this; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
B. Description of Natural History of Disorder
Here, state how the disorder develops over time with treatment.
Here, state how the disorder develops over time without treatment.
A. Methods to Diagnose, Evaluate, and Manage Disorder
1. Here, state methods of initial diagnosis (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
Here, state methods of ongoing management (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
B. Risk Factors
Here, identify genetic factors.
Here, identify lifestyle factors.
Here, identify environmental factors.
C. Other Causes
Here, identify other known causes.
Here, ...
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Mmpi scale
1. The Minnesota Multiphasic Personality Inventory (MMPI) was developed in the 1930s-1940s by researchers Hathaway and McKinley to assess personality traits.
2. They used the method of contrasted groups, comparing responses of clinical groups (e.g. neurotics) to normal controls, to identify items that best distinguished the groups.
3. The original MMPI consisted of 550 true/false questions assessing various clinical scales. It became widely popular and established the foundation for modern personality assessment.
Wechsler Intelligence and Memory Scales
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Halstead Reitan & Luria-Nebraska battery
The Halstead-Reitan Neuropsychological Battery and Luria-Nebraska Neuropsychological Battery are comprehensive test batteries used to evaluate cognitive abilities and detect brain impairment. The Halstead-Reitan Battery contains 10 tests assessing various functions including category learning, tactile skills, rhythm, motor speed and more. The Luria-Nebraska Battery contains 269 test items across 11 clinical scales and is based on Luria's neuropsychological methods. Both batteries provide profiles of impaired areas to help locate brain lesions and measure recovery.
Commonly used psychological tests
The document provides information on several commonly used psychological tests:
- The WAIS-IV is the most widely used IQ test in the world for assessing adults and older adolescents. It measures abilities such as verbal comprehension, working memory, perceptual reasoning, and processing speed.
- The Multidimensional Aptitude Battery-II (MAB-II) is an intelligence test that measures verbal and performance abilities through 10 subtests. It provides scores in verbal, performance, and full scale domains.
- The Dyslexia Screening Test – Junior, India Edition (DST-JINDIA) identifies children ages 6-11 at risk for dyslexia to enable early intervention.
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Luria Nebraska battery brain damage
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
Lesson 16
The document discusses the clinical interview, which is a major tool used by clinical psychologists to gather data and make decisions. It defines the clinical interview and describes its importance. Several types of interviews are covered, including intake interviews to understand a patient's symptoms, case history interviews to obtain background information, mental status examinations to assess psychological functioning, crisis interviews for emergency situations, diagnostic interviews to determine appropriate treatment, and structured interviews with standardized questions. The document also addresses reliability and validity considerations for clinical interviews.
Rorschach Inkblot Test
The inkblot test, also known as the Rorschach test, was developed in 1921 by Swiss psychiatrist Hermann Rorschach as a psychological test to examine personality characteristics and emotional functioning. It involves showing subjects inkblots and recording their perceptions. The underlying assumption is that a person's responses reveal aspects of their personality, cognition, and interpersonal perceptions. The Rorschach test consists of 10 bilaterally symmetrical inkblots and uses the subjects' responses to assess factors like thought processes, affectivity, and personal views. It remains a commonly used projective test by psychologists.
WISC-IV Presentation
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
SENTENCE COMPLETION TESTS AND DRAWING TESTS
Projective techniques such as sentence completion tests and drawing tests are personality tests that involve responding to ambiguous stimuli. They aim to reveal unconscious motivations by having subjects provide first responses to open-ended prompts. Widely used sentence completion tests include the Rotter Incomplete Sentences Blank and Washington University Sentence Completion Test. Common drawing tests are the Draw-a-Person test, where subjects draw a figure and it is analyzed, and the House-Tree-Person test, where subjects draw those items and are questioned about their images. While projective tests provide insights, they also lack standardized scoring and validity between examiners.
Neuropsychological Assessment
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Sentence completion test
Sentence completion tests consist of item stems that people complete to reflect their personality. How they complete the sentences can provide clues about underlying attitudes, affects, and concerns. Sentence completion tests have been constructed for personality assessment, clinical applications, and measuring constructs like egocentricity, moral attitudes, and depression. They can assess psychological characteristics and contribute to assessing personality as well as intellectual functioning.
Raymond Ppt
Raymond Cattell developed a trait theory of personality based on factor analysis. He argued personality developed in 3 phases from intuitive insights to modern experimental methods. Cattell used factor analysis to identify 16 primary traits from questionnaires, tests, and life records. These 16 traits could be further analyzed into 5 secondary factors known as the Big Five: Extraversion, Agreeableness, Neuroticism, Conscientiousness, and Openness. Cattell's research helped establish the scientific study of traits as fundamental dimensions of individual differences.
The Rorschach Psychodiagnostic Test
This document discusses the Rorschach inkblot test, a projective personality assessment technique. It describes how Hermann Rorschach originally developed the test in 1921 using inkblots to assess unconscious thoughts and perceptions. The document outlines the administration and scoring of the test, examining factors like reaction time, location of responses, determinants, content, and popular vs. original answers. It notes that while the Rorschach aims to provide insight into thought processes and diagnosis, its reliability and predictive validity have been questioned in several studies.
Intelligence
1. The document discusses various theories and definitions of intelligence proposed by researchers like Binet, Terman, Spearman, Gardner and theories like the two-factor theory.
2. It also summarizes intelligence tests developed in India like the Binet Kamath Scale, Malin's Intelligence Scale for Children, and tests assessing different abilities like Raven's Progressive Matrices and Vineland Social Maturity Scale.
3. The document concludes that IQ tests should be used as screening measures by trained psychologists and further evaluation may be needed to understand causes of low scores like specific learning disabilities.
PGI MEMORY SCALE.(PSYCHOLOGY)
The document provides information about the Pgi Memory Scale (PGIMS), a memory assessment instrument developed in India. It describes the scale's development and validation, the dimensions it measures, administration and scoring procedures, and psychometric properties. The PGIMS measures various aspects of memory including remote memory, recent memory, attention, recall, and recognition. It was standardized on Indian subjects and has good reliability and validity. The document reviews the scale's advantages in being developed locally but also notes some initial limitations in its development.
Rorschach psychodignostics[1]
The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
Thematic Apperception Test (TAT)
The Thematic Apperception Test (TAT) is a projective personality test developed by Henry Murray and Christiana Morgan using 31 cards depicting ambiguous scenes. Individuals are asked to tell stories about each scene, revealing their inner needs, drives, and conflicts through their interpretations. While widely used, the TAT lacks standardized administration and scoring methods, and results must be considered hypotheses requiring validation by other tests due to inconsistencies in interpretation across psychologists. It can provide insights into personality and psychopathology but has limitations in reliability and validity.
Children's apperception test
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
16 personality factor
The document provides an overview of the 16 Personality Factor Questionnaire (16PF). It describes how Raymond Cattell developed the 16PF to measure normal personality traits based on 16 primary factors and 5 global factors. The 16PF is a self-report personality test that is widely used both in research and clinical settings. It provides a comprehensive personality profile through its primary scales, global scales, and validity scales.
Bender gestalt test
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
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Similar to Mmpi
Chapter 9
The document provides an overview of objective and projective personality tests used in clinical assessment. It defines clinical assessment and its purposes. It then describes several commonly used objective personality tests, including the MMPI-2, MCMI-III, PAI, BDI-II, MBTI, 16PF, and SASSI. It discusses the purpose, administration, scales, reliability, and validity of each test. The document also provides an overview of projective tests, focusing on the Thematic Apperception Test (TAT).
Running head WEEK 2 OUTLINE15PSY 350 Week 2 Out.docx
Running head: WEEK 2 OUTLINE 1
5
PSY 350 Week 2 Outline
Student Name
PSY 350 Physiological Psychology
Instructor’s Name
Date Submitted
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I. Introduction
Here, identify the neuropsychological disorder using current terminology. (For behavioral/mental health disorders, use DSM-5 current terminology; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
Here, define the type of disorder it is. (Neurological, Psychological, Neuropsychological)
A. Diagnostic Criteria
Here, identify what components must be present for the disorder to be diagnosed? (Use DSM-5 for mental/behavioral health disorders; use clinical guidelines for neurological conditions not found in the DSM-5)
1. Here, briefly identify physical and psychological signs and symptoms.
C. Reasons for Choosing Topic
If applicable, state your personal experience reason here.
If applicable, state your professional experience reason here.
1. Here, state any other reason you chose this topic.
Tip: You may delete instructional material within each section once you have filled in your content for the section.
II. Discussion
Tip: A SampleDiscussion section can be found at the bottom of this document for review.
A. Detailed Description of Disorder
Here, thoroughly identify signs and symptoms.
1. Here, include the epidemiology. Include who is more likely affected and at risk—young/old, male/female, rural/urban environment, what economic groups, and what ethnicities.
Here, identify any subtypes of the disorder (for mental/behavioral health conditions, use DSM-5 for this; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
B. Description of Natural History of Disorder
Here, state how the disorder develops over time with treatment.
Here, state how the disorder develops over time without treatment.
A. Methods to Diagnose, Evaluate, and Manage Disorder
1. Here, state methods of initial diagnosis (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
Here, state methods of ongoing management (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
B. Risk Factors
Here, identify genetic factors.
Here, identify lifestyle factors.
Here, identify environmental factors.
C. Other Causes
Here, identify other known causes.
Here, ...
Running head WEEK 3 OUTLINE13PSY 350 Week 3 Out.docx
Running head: WEEK 3 OUTLINE 1
3
PSY 350 Week 3 Outline
Student Name
PSY 350 Physiological Psychology
Instructor’s Name
Date Submitted
You may delete all green “Tip” boxes before submitting by clicking on the edge of each box, then hitting “Delete”.
Tip: Your outline should include information you’ve collected from scholarly sources. Be sure to include an in-text citation for the information you include.
Ctrl + Click QUOTING, PARAPHRASING, & SUMMARIZING for help including information from sources.
Ctrl + Click CITING WITHIN YOUR PAPER for help creating in-text citations.
I. Introduction
Here, identify the neuropsychological disorder using current terminology. (For behavioral/mental health disorders, use DSM-5 current terminology; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
Here, define the type of disorder it is. (Neurological, Psychological, Neuropsychological)
A. Diagnostic Criteria
Here, identify what components must be present for the disorder to be diagnosed? (Use DSM-5 for mental/behavioral health disorders; use clinical guidelines for neurological conditions not found in the DSM-5)
1. Here, briefly identify physical and psychological signs and symptoms.
C. Reasons for Choosing Topic
If applicable, state your personal experience reason here.
If applicable, state your professional experience reason here.
1. Here, state any other reason you chose this topic.
Tip: You may delete instructional material within each section once you have filled in your content for the section.
II. Discussion
Tip: A SampleDiscussion section can be found at the bottom of this document for review.
A. Detailed Description of Disorder
Here, thoroughly identify signs and symptoms.
1. Here, include the epidemiology. Include who is more likely affected and at risk—young/old, male/female, rural/urban environment, what economic groups, and what ethnicities.
Here, identify any subtypes of the disorder (for mental/behavioral health conditions, use DSM-5 for this; for neurological conditions not found in the DSM-5, use terminology from current clinical guidelines from appropriate professional societies).
B. Description of Natural History of Disorder
Here, state how the disorder develops over time with treatment.
Here, state how the disorder develops over time without treatment.
A. Methods to Diagnose, Evaluate, and Manage Disorder
1. Here, state methods of initial diagnosis (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
Here, state methods of ongoing management (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
B. Risk Factors
Here, identify genetic factors.
Here, identify lifestyle factors.
Here, identify environmental factors.
C. Other Causes
Here, identify other known causes.
Here,.
Psy640 checklist for evaluating tests test name and versions a
This document provides a checklist for evaluating two tests referred to as Assessment One and Assessment Two. It includes sections on the purpose of each test, characteristics measured, target population, test characteristics, administration considerations, materials needed, and an overall evaluation. The test characteristics section includes information on the type of test (paper-pencil or computer), scoring method, reliability, validity, norms, fairness, adverse impact, applicability, and manual/support documents. This checklist allows for a thorough evaluation and comparison of the two assessments.
Psych Testing - Mays AP Psych
Psychological testing is used to measure individual differences in behavior and personality through standardized measures. There are two main types of tests - mental ability tests which measure intelligence, aptitude, and achievement, and personality tests which assess interests, values, and attitudes. For a test to be valid and reliable, it must be standardized, measure what it is intended to measure, and provide consistent results over time. Testing is used widely in education, careers, and research to help improve performance and make important decisions.
Consideration of symptom validity as a routine component of forensic assessme...
Consideration of symptom validity as a routine component of forensic assessme...NZ Psychological Society
This document discusses the importance of assessing symptom validity as a routine part of forensic psychological assessments. It provides examples of response biases and incentives that could influence self-reported symptoms. The document argues that evaluating symptom validity strengthens psychological contributions to forensic settings by testing alternative hypotheses and conclusions. It also provides case examples and practice points for incorporating symptom validity assessments.2001-02-13
1) Bob, an ironworker, was injured on the job and claimed chronic neck pain that prevented him from working. Psychological testing found he had an exaggerated sense of virtue and honesty and greatly exaggerated reports of physical symptoms, indicating malingering.
2) The MMPI-2 validity scales L and K successfully identified 93-97% of subjects told to fake good responses, showing high scores on these scales predict exaggerated claims of health. Bob's high L and K scores suggested denying psychological issues to enhance his physical complaints.
3) Bob's profile matched criteria for malingering like discrepancies between claimed disability and medical findings, and lack of cooperation with treatment. Evidence concluded he was likely exaggerating or faking
Trauma Symptoms Inventory Presentation
Presentation for class at Methodist Theological School-Assessment and Appraisal 231 class with Dr. Vergel Lattimore.
Knowledge Of Applied Psychology
The document provides an overview of the MMPI-2 psychological assessment test. It discusses the test's history, development, structure, scoring, validity, typical uses, and clinical/content scales. Specifically, it notes that the MMPI-2 contains 567 true/false questions, takes 1-2 hours to complete, and provides T-scores on various scales to assess personality traits, psychopathology, and the likelihood of exaggerated or inaccurate responding. The document also outlines the 10 clinical scales and their purposes in assessing various conditions as well as validity scales used to detect inconsistent, exaggerated, or defensive responding.
CBT for Command Hallucinations
Cognitive therapy for command hallucinations (CTCH) was developed to reduce compliance with harmful commands from voices. 38 patients with command hallucinations were randomized to CTCH or treatment as usual (TAU). CTCH focused on challenging beliefs that voices had power over patients. After 6 and 12 months, the CTCH group showed lower compliance and appeasement of voices compared to TAU. CTCH also reduced patients' beliefs in voices' power and omniscience. The study provides preliminary evidence that CTCH may reduce risk from command hallucinations by decreasing compliance and beliefs about voices' control over patients.
Ugh!!!
This document discusses gender differences in posttraumatic stress disorder (PTSD). It notes that most research reports sex differences rather than gender differences. Five hypotheses are proposed regarding the relationships between gender identity, conformity to gender norms, and PTSD symptoms. The proposed methods section describes plans to survey 200 adults with a traumatic experience using instruments to measure gender identity and roles, conformity to masculinity/femininity norms, and PTSD symptoms. Data analysis would examine relationships between these variables and look for differences between men and women.
Research Skills
The document provides an overview of the MMPI-2 psychological assessment test. It discusses the test's history, development, structure, validity, clinical and content scales, and types of validity scales. The MMPI-2 is a widely used psychological test consisting of true/false questions that evaluates personality traits and psychopathology. It was developed in the 1930s and currently has 567 items that take 1-2 hours to complete.
C Fconcepts.C Hpowerpoint
This document discusses compassion fatigue, which refers to the negative effects helping professionals can experience from exposure to traumatic stories and events through their work. It is comprised of secondary traumatic stress, burnout, and lack of compassion satisfaction. The document provides examples of codes of ethics from various professions addressing self-care. Risk and protective factors are discussed, as well as implications for individuals, clinical practice, and organizations. Suggestions are made for addressing compassion fatigue through education, support, and advocacy.
Diagnosis and Treatment of Psychopathology, Class 2
This document outlines the topics and assignments for a course on diagnosing and treating psychopathology. It discusses the DSM-5 diagnostic structure and format, diagnostic interviews, treatment team presentations on DSM-5 disorders, and case study presentations. Students will partner to conduct practice diagnostic interviews and assess which diagnoses are indicated based on presented information. Treatment teams will present on various DSM-5 disorder categories and students will complete a clinical interview and diagnostic assessment assignment.
ASSESSING THE EFFICACY OF SOMATIC EXPERIENCING FOR REDUCING SYMPTOMS OF ANXIE...
This study was assesses the impact of Somatic Experiencing on symptoms of depression and anxiety in homeless adults. It is a non-blinded match control group study.
minnesota multi phasic disorder with a disorder ppt.pptx
The Minnesota Multiphasic Personality Inventory (MMPI) is the most widely used personality test in mental health assessments. Originally developed in the 1930s, it has been revised several times with updated questions and validity scales. The MMPI uses true/false questions to measure several personality traits and psychopathologies which can help clinicians diagnose mental health conditions such as depression, anxiety, psychosis, and personality disorders. It is a valuable tool but must be interpreted carefully by trained professionals in conjunction with other assessments.
Abnormal Psych Pwrpt. ch03
Clinical assessment involves collecting information to determine how and why a person is behaving abnormally and how they can be helped. Clinicians use clinical interviews, tests, and observations as assessment tools, which must be standardized, reliable, and valid. The DSM-IV-TR is commonly used for diagnosis and describes diagnostic criteria across five axes. Treatment decisions are based on assessment and diagnosis information, with the goal of empirically supported and evidence-based therapies. Research shows that therapy is generally more effective than no treatment, though some therapies may be more effective than others for specific problems.
Fap5 lecture ch03
Clinical assessment involves collecting information to determine how and why a person is behaving abnormally and how they can be helped. Clinicians use clinical interviews, tests, and observations as assessment tools, which must be standardized, reliable, and valid. The DSM-IV-TR is commonly used for diagnosis and describes diagnostic criteria across five axes. Treatment decisions are informed by assessment and diagnosis, with the goal of empirically supported and evidence-based interventions. Research shows that therapy is generally more effective than no treatment, and that specific therapies can effectively treat particular disorders.
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
Screencast-o-matic link for reviewing Ms. S' results: https://screencast-o-matic.com/watch/cFj0Yeq0KF
Results of the computer generated MMPI-2-RF for Mr. I. are as follows:
Mr. I. is a 46-year old married man who has been admitted for psychotic thoughts and assaultive behavior. Symptoms at the time of admittance include disturbed sleep, delusional thoughts, religious delusion, visual hallucinations, as well as erratic and circumstantial thinking. A prior diagnosis of Schizophrenia and Schizoaffective Disorder is noted. As indicated in the report, Mr. I. appears to have dispersed patterns of cognitive dysfunction. He may have memory impairments, becomes frustrated easily, does not handle stress well, and has difficulty concentrating. Mr. I. may have had thoughts or has attempted suicide and continues to be at risk as he lacks impulse control. He also reports that he believes he may be being harmed. He is suspicious of others as a result, he lacks insight and experiences interpersonal difficulties. His thought process is not typical, unrealistic, and disorganized. Impaired sensory-perceptual abilities also appears to be present. Mr. I. has difficulty controlling his behavior as he is becomes bored and restless, often times acting out. He tends to be aggressive and have mood swings, euphoria, excitability, engages in risk-taking behaviors, increased energy, and may have experienced manic or hypomanic episodes. Mr. I. appears to be opinionated, assertive, outgoing, a leader, and enjoys socializing. The report indicates Mr. I. enjoys hands-on type of activities and the outdoors. Individuals who enjoy these type of activities or careers tend to be adventurous and dislikes literary occupations. Further evaluation has been recommended for disorders related to emotional-internalizing, thoughts, and behavioral-externalizing. Suicide is a risk that requires immediate assessing. Treatment for hypomania and mood stabilization is recommended in addition to a psychological evaluation.
Evaluation of Mr. I. and Ms. S.
The psychological evaluation of Mr. I. and Ms. S. raises ethical and professional concerns regarding the interpretation of the testing and assessment data. Confidentiality of the test results and information related to the client must be kept private. When interpreting data, the psychologist must be aware of various factors including: the test taking ability, the purpose of the test, as well as various characteristics of the client that may impact the psychologists’ judgments which may cause the interpretation to be inaccurate (American Psychological Association, 2010). In addition, the psychologist should be cautious of the way the information is presented to Mr. I. and Ms. S. as to not harm, but inform the clients of the results in a professional manner and explain any further evaluations or procedures to be done.
Analysis
The MMPI-2-RF measures a variety of areas, but does not have as many questions as the original MMPI-2. The reducti ...
To Chart a Course: How to Improve Our Adventure Therapy Practice
Presented at the 8th International International Adventure Therapy Conference in Sydney 2018.
In the most comprehensive adventure therapy study published to date, Bowen and Neill (2013) argued that “a small percentage of adventure therapy programs undergo empirical program evaluation” (p. 41), that being less than 1%. With about three decades of research supporting the efficacy of adventure therapy, though we still have questions about dose-effect and for who adventure therapy is most effective (Gass, Gillis, & Russell, 2012; Gillis & Speelman, 2008; Norton et al., 2014) and adventure therapy performing on par with other therapeutic modalities (Dobud & Harper, 2018), there is little question that adventure therapy stands as a bonafide option as a therapeutic treatment. That is the good news.
With the publication of the first meta-analysis of psychotherapy outcomes, Smith and Glass (1977) found that participants engaging in some type of therapy were bever off than 70-80% of those that received no therapy at all. These encouraging effect sizes were on par with or outperformed many common medical treatments, such as taking an ibuprofen for a headache (Miller, Hubble, Chow, & Seidel, 2013). The psychotherapy clinical trials were conducted with research participants randomly receiving either some type of therapeutic interventions or no treatment at all (Smith & Glass, 1977). The researchers further acknowledged that when participants were randomly selected to receive one of
two different therapies, such as Cogni`ve-Behavioural or Psychodynamic Therapy, no difference in outcomes could be
found despite the theoretical differences of the two. Despite the limited publications and dissertations where adventure therapy was compared to a therapeutic intervention containing no adventurous components, we have a similar issue that adventure therapy tends to perform on par, no greater and no worse, than its counterparts (Dobud & Harper, 2018; Harper, 2010). The specific differences that suggest certain therapies are unique hold little to no variance in outcomes (Ahn & Wampold, 2001). Since Smith and Glass' (1977) pinnacle study, outcomes across psychotherapy have flatlined. Despite a ballooning of new diagnostic criteria and mushrooming of empirically supported treatments, there has been no improvement in outcomes (Asay & Lambert, 1999; Miller et al., 2013; Wampold, 2001). This presentation will attempt to untangle some of the factors put forward by researchers over the last two decades to illustrate those factors most likely to lead to improved therapeutic outcomes, such as establishing goal consensus with clients, improving the therapeutic relationship, and monitoring outcomes (Lambert, 2010; Wampold, 2001). Though this workshop will present some of these important findings, the presentation will stage my experiential journey in reaching out to coaches, researchers, and supervisors in trying to improve my outcomes as a therapist, one client at a time.
Similar to Mmpi (20)
Running head WEEK 2 OUTLINE15PSY 350 Week 2 Out.docx
Running head WEEK 2 OUTLINE15PSY 350 Week 2 Out.docx
Running head WEEK 3 OUTLINE13PSY 350 Week 3 Out.docx
Running head WEEK 3 OUTLINE13PSY 350 Week 3 Out.docx
Psy640 checklist for evaluating tests test name and versions a
Psy640 checklist for evaluating tests test name and versions a
Consideration of symptom validity as a routine component of forensic assessme...
Consideration of symptom validity as a routine component of forensic assessme...
Diagnosis and Treatment of Psychopathology, Class 2
Diagnosis and Treatment of Psychopathology, Class 2
ASSESSING THE EFFICACY OF SOMATIC EXPERIENCING FOR REDUCING SYMPTOMS OF ANXIE...
ASSESSING THE EFFICACY OF SOMATIC EXPERIENCING FOR REDUCING SYMPTOMS OF ANXIE...
minnesota multi phasic disorder with a disorder ppt.pptx
minnesota multi phasic disorder with a disorder ppt.pptx
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
To Chart a Course: How to Improve Our Adventure Therapy Practice
To Chart a Course: How to Improve Our Adventure Therapy Practice
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YU毕业证文凭证书【微信95270640】（约克大学毕业证高仿学位证书((+《Q微信95270640》))）购买YU毕业证修改YU成绩单购买约克大学毕业证办YU文凭办高仿毕业证约克大学毕业证购买修改成绩单挂科退学如何进行学历认证留学退学办毕业证书/ 出国留学无法毕业买毕业证留学被劝退买毕业证（非正常毕业教育部认证咨询） York University
约克大学毕业证成绩单大学Offer代考语言证书高仿教育部认证等一切高仿或者真实可查认证服务。
十年年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学等毕业材料。
海外大学毕业材料都有哪些工艺呢？凭借多年的制作经验本公司制作1:1原版高度还原约克大学约克大学毕业证学历书工艺由：《激光》《水印》《钢印》《烫金》《底纹》《防伪光标》《热敏防伪》《紫外线》凹凸版uv版等防伪技术一流高精仿度几乎跟学校100%相同！让您绝对满意。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证书学位证书办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
【公司服务】：我們以质量求生存诚信为主质量为本客戶为先解您所忧专业的团队咨询顾问为您细心解答可详谈是真是假眼见为实让您真正放心平凡人生,尽我所能助您一臂之力让我們携手圆您梦想!无奈争来争去谁也说服不了谁只是吵个不休山娃听了一脸的羡慕和神往山娃早听父亲说过父亲的城很遥远得坐一天一夜的火车山娃没到过没资格跟小伙伴们争论在山娃的记忆深处只有过年时父亲才会在家呆上三五天无奈相聚的时光总是太短太匆忙记得今年正月就在父亲扛起蛇皮袋将要跨出门槛的一刹那山娃突然抱紧父亲的大腿嚎啕大哭父亲吃力地掰开山娃的手哽咽道山娃好好听话好好念书到了暑假爸也接你进城爸的城好远好大好美山娃于是天天扳着碌
一比一原版(TMU毕业证)多伦多都会大学毕业证如何办理
TMU本科学位证成绩单【微信95270640】☀️原版仿制多伦多都会大学毕业证书扫描件本科学位证书【办证Q微信95270640】TMU毕业证书扫描件原版仿制毕业成绩单，能完美还原海外各大学TMUBachelor Diploma degree, Master Diploma（本科/硕士多伦多都会大学毕业证书、成绩单）TMU大学Offer录取通知书、雅思成绩单、托福成绩单、雅思托福代考、语言证书、学生卡、高仿留服认证书等毕业/入学/在读材料。1:1完美还原海外各大学毕业材料上的多伦多都会大学毕业证书扫描件本科学位证书TMU毕业证书扫描件原版仿制毕业成绩单工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪。
【本科硕士】多伦多都会大学多伦多都会大学毕业证学位证（GPA修改）；学历认证（教育部认证）；大学Offer录取通知书留信认证使馆认证；雅思语言证书等高仿类证书。
办理流程：
1客户提供办理多伦多都会大学多伦多都会大学毕业证学位证信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
真实网上可查的证明材料
1教育部学历学位认证留服官网真实存档可查永久存档。
2留学回国人员证明（使馆认证）使馆网站真实存档可查。
我们对海外大学及学院的毕业证成绩单所使用的材料尺寸大小防伪结构（包括：多伦多都会大学多伦多都会大学毕业证学位证隐形水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪）都有原版本文凭对照。质量得到了广大海外客户群体的认可同时和海外学校留学中介做到与时俱进及时掌握各大院校的（毕业证成绩单资格证结业证录取通知书在读证明等相关材料）的版本更新信息能够在第一时间掌握最新的海外学历文凭的样版尺寸大小纸张材质防伪技术等等并在第一时间收集到原版实物以求达到客户的需求。
本公司还可以按照客户原版印刷制作且能够达到客户理想的要求。有需要办理证件的客户请联系我们在线客服中心微信：95270640 或咨询在线高楼最底屋最下面很矮很黑是很不显眼的地下室父亲的家安在别人脚底下须绕过高楼旁边的垃圾堆下八个台阶才到父亲的家很狭小除了一张单人床和一张小方桌几乎没有多余的空间山娃一下子就联想起学校的男小便处山娃很想笑却怎么也笑不出来山娃很迷惑父亲的家除了一扇小铁门连窗户也没有墓穴一般阴森森有些骇人父亲的城也便成了山娃的城父亲的家也便成了山娃的家父亲让山娃呆在屋里做作业看电视最多只能在门口透透气不能跟陌生人搭腔更家
A Guide to a Winning Interview June 2024
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Resumes, Cover Letters, and Applying Online
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
原版一模一样【微信：741003700 】【加拿大萨省大学毕业证文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版布拉德福德大学毕业证（bradford毕业证）如何办理
一模一样【微信：A575476】【布拉德福德大学毕业证（bradford毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
5 Common Mistakes to Avoid During the Job Application Process.pdf
The journey toward landing your dream job can be both exhilarating and nerve-wracking. As you navigate through the intricate web of job applications, interviews, and follow-ups, it’s crucial to steer clear of common pitfalls that could hinder your chances. Let’s delve into some of the most frequent mistakes applicants make during the job application process and explore how you can sidestep them. Plus, we’ll highlight how Alliance Job Search can enhance your local job hunt.
一比一原版(UBC毕业证)不列颠哥伦比亚大学毕业证如何办理
UBC硕士学位证成绩单【微信95270640】办理UBC毕业证【Q微信95270640】不列颠哥伦比亚大学毕业证书原版↑制作不列颠哥伦比亚大学学历认证文凭办理不列颠哥伦比亚大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
【实体公司】办不列颠哥伦比亚大学不列颠哥伦比亚大学毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.不列颠哥伦比亚大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供不列颠哥伦比亚大学不列颠哥伦比亚大学毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640伟大了居然能单匹马地跑到这么远这么大这么美的地方赚大钱高楼大厦鳞次栉比大街小巷人潮涌动山娃一路张望一路惊叹他发现城里的桥居然层层叠叠扭来扭去桥下没水却有着水一般的车水马龙山娃惊诧于城里的公交车那么大那么美不用买票乖乖地掷下二枚硬币空调享受还能坐着看电视呢屡经辗转山娃终于跟着父亲到家了山娃没想到父亲城里的家会如此寒碜更没料到父亲的城里竟有如此简陋的鬼地方父亲的家在高楼最底屋最下面很矮很黑是很不显各
一比一原版(SFU毕业证)西蒙弗雷泽大学毕业证如何办理
SFU硕士毕业证成绩单【微信95270640】《西蒙弗雷泽大学毕业证书原版制作SFU成绩单》【Q微信95270640】《仿制SFU毕业证成绩单西蒙弗雷泽大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
实体公司，专业可靠，办理加拿大毕业证|办美国成绩单|做德国文凭学历认证|办新西兰学位证，办澳洲文凭认证，办留信网认证（网上可查，实体公司，专业可靠）铸就十年品质！信誉！实体公司！
[留学文凭学历认证(留信认证使馆认证)西蒙弗雷泽大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理西蒙弗雷泽大学西蒙弗雷泽大学毕业证假文凭信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。娃没到过没资格跟小伙伴们争论在山娃的记忆深处只有过年时父亲才会在家呆上三五天无奈相聚的时光总是太短太匆忙记得今年正月就在父亲扛起蛇皮袋将要跨出门槛的一刹那山娃突然抱紧父亲的大腿嚎啕大哭父亲吃力地掰开山娃的手哽咽道山娃好好听话好好念书到了暑假爸也接你进城爸的城好远好大好美山娃于是天天扳着手指算计着读书也格外刻苦无奈时间总过得太慢太慢每次父亲往家打电话山娃总抢着接听一个劲地提醒父亲别忘了正月说的话电涌
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
原版一模一样【微信：741003700 】【美国旧金山州立大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(RMIT毕业证书)墨尔本皇家理工大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(RMIT毕业证书)墨尔本皇家理工大学毕业证在读证明》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(UVic毕业证)维多利亚大学毕业证如何办理
UVic毕业证成绩单【微信95270640】《如何办理UVic毕业证维多利亚大学文凭学历》【Q微信95270640】《维多利亚大学文凭学历证书》《维多利亚大学毕业证书与成绩单样本图片》毕业证书补办 Fake Degree做学费单《毕业证明信-推荐信》成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到维多利亚大学维多利亚大学毕业证成绩单；
3、不清楚流程以及材料该如何准备维多利亚大学维多利亚大学毕业证成绩单；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★维多利亚大学维多利亚大学毕业证成绩单毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查维多利亚大学维多利亚大学毕业证成绩单】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助维多利亚大学同学朋友
你做代理，可以拯救维多利亚大学失足青年
你做代理，可以挽救维多利亚大学一个个人才
你做代理，你将是别人人生维多利亚大学的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会嘿的笑连连说记得记得但别忘了拿奖状进城啊考试一结束山娃就迫不及待地给父亲挂电话：爸我拿奖了三好学生接我进城吧父亲果然没有食言第二天就请假回家接山娃离开爷爷奶奶的那一刻山娃又伤心得泪如雨下宛如军人奔赴前线般难舍和悲壮卧空调大巴挤长蛇列车山娃发现车上挤满了叽叽喳喳的同龄人皆一脸惊喜地四处瞅山娃不认识他们也无暇去套近乎一味地跟着父亲昼夜兼程第二天凌晨就辗转到了父亲的城哇父亲的城真的好大好美哟走出广州火父
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Mmpi
- 1. MMPI-2 Dale Pietrzak, Ed.D., LPC-MH, NCC, CCMHC Counseling & Psychology in Education University of South Dakota
- 17. Stability of Basic Scales MALES Scale 1 Week SEM L .77 1.0 F .78 1.5 K .84 1.9 1 Hs .85 1.5 2 D .75 2.3 3 Hy .72 2.3 4 Pd .81 2.0 5 Mf .82 2.0 6 Pa .67 1.6 7 Pt .89 2.2 8 Sc .87 2.4 9 Ma .83 1.8 0 Si .92 2.4 FEMALES Scale 1 Week SEM L .81 1.0 F .69 1.8 K .81 1.9 1 Hs .85 1.9 2 D .77 2.4 3 Hy .76 2.3 4 Pd .79 2.2 5 Mf .73 2.3 6 Pa .58 2.0 7 Pt .88 2.5 8 Sc .80 3.5 9 Ma .68 2.5 0 Si .91 2.9 Stability
- 18. Internal Consistency Scale Males Females L .62 .57 F .64 .63 K .74 .72 1 Hs .77 .81 2 D .59 .64 3 Hy .58 .56 4 Pd .60 .62 5 Mf .58 .37 6 Pa .34 .39 7 Pt .85 .87 8 Sc .85 .86 9 Ma .58 .61 0 Si .82 .84 Did you see that!
- 47. I survived the MMPI-2!