ASSESSMENT OF PERSONALITY

Personality assessment refers to the systematic measurement and evaluation of psychological

traits, behaviours, thoughts, and emotions that constitute an individual's personality. This field is

critical in both clinical and research contexts, providing insights into how personality influences

behaviour, mental health, and social interactions. Personality assessments are employed through

various techniques such as self-report questionnaires, projective tests, and observational

methods, each tailored to capture different dimensions of personality. The study of personality

assessment is rooted in the broader discipline of psychology, where it serves multiple purposes. It

helps in diagnosing mental health disorders, guiding therapeutic interventions, predicting job

performance, and enhancing personal development. The assessment of personality has evolved

significantly over the years, incorporating advancements in psychometrics, neuropsychology, and

computational techniques.

Kaplan & Saccuzzo defines personality assessment as “Personality assessment is the

measurement of personal characteristics. These characteristics are aspects of the individual’s

consistent behaviour patterns and intrapersonal processes originating within the individual”

(Kaplan & Saccuzzo, 2017, p. 435). Cohen & Swerdlik defines it as “Personality assessment is

the practice of measuring and evaluating individual personality traits, states, and characteristics.

This involves various techniques, including self-report inventories, projective tests, and

observational methods” (Cohen & Swerdlik, 2018, p. 285). Groth-Marnat define it as

“Personality assessment is the process of using tools and methods to measure and understand an

individual’s characteristic patterns of thought, emotion, and behaviour” (Groth-Marnat, 2009, p.

227). Anastasi & Urbina defines it as “Personality assessment refers to the methods used to

evaluate the various attributes, behaviours, and thought processes that make up an individual’s
personality, often for purposes of understanding, diagnosis, and intervention” (Anastasi &

Urbina, 1997, p. 450).

The beginning of personality assessment dates back to ancient civilizations, where individuals

were categorized based on their temperament and behaviour. One of the earliest evidence for

personality assessment is found in the personality typing system called the Enneagram. Around

460 BC, Hippocrates described the four temperaments as ‘humours’ that is, moods. Each of these

moods was based on the four elements of nature, that is the fire, air, water and earth. In the year

1926, William Moulton Marston, a psychologist at Harvard University, devised a DISC system.

This could trap four traits of personality as follows:

Dominance (D)

Influencing (I)

Steadiness (S)

Compliance (C)

He referred to these moods as the normal emotions of people, however, it wasn’t until the late

19th and early 20th centuries that systematic methods for assessing the personality of an

individual began to emerge. Based on Carl Jung’s typology in personality development, the test

called Myers-Briggs Type Indicator (MBTI) came to be in use mostly and it is used in the

industrial parlance even today. The principle of projection, a defence mechanism in which a

person projects his her own desires, needs and feelings onto another person or object became the

basis for future personality tests. In projective tests personality is measured in an indirect manner

by presenting the person with an unstructured, vague stimulus or situation. Use of projective

techniques began when Leonardo da Vinci in 1400 AD when Vinci selected some children and
tested them for creativity. He asked them to identify patterns in ambiguous form and shapes. This

was followed by Binet in 1800 AD when he tried to measure passive imagination among children

using a game called Blotto. In the 1920s, the term “personality test” was coined by psychologist

Robert Woodworth. This marked a shift in focus from simply identifying mental health problems

to understanding the broader spectrum of human personality. The 1930s and 1940s saw the

development of several personality tests based on projective techniques, including the Rorschach

Inkblot Test and the Thematic Apperception Test (TAT). In the 1950s, the concept of the “Big

Five” personality traits emerged.

Trait theory, Psychoanalytic theory, Behavioural and Social Learning theories are some of the

theories that we use to develop personality assessments. Trait theory posits that personality is

composed of a number of broad traits, which are relatively stable over time. The big Five model

is a prominent framework within trait theory, categorizing personality into five major

dimensions: openness, conscientiousness, extraversion, agreeableness, and neuroticism. The Key

Figures related to this theory are Gordon Allport, Raymond Cattell, and Costa & McCrae.

Practical application includes The Big Five Inventory (BFI) and NEO Personality Inventory

which are commonly used tools based on this theory. The Big Five Inventory (BFI) and NEO

Personality Inventory are commonly used tools based on this theory.

Psychoanalytic Theory founded by Sigmund Freud, this theory suggests that personality is

shaped by unconscious motivations and conflicts. Assessment methods include projective tests

like the Rorschach Inkblot Test and the Thematic Apperception Test (TAT), which aim to

uncover hidden aspects of the personality. Few prominent figures in this theory are Sigmund

Freud & Carl Jung. Practical applications of these tests are often used in clinical settings to

explore unconscious thoughts and feelings that may influence behaviour. These tests are often
used in clinical settings to explore unconscious thoughts and feelings that may influence

behaviour.

Behavioural and Social Learning theories focus on the influence of the environment and learning

experiences on behaviour. Personality assessment from this perspective involves observing

behaviours in various contexts to infer personality traits and tendencies. Some key figures in

behaviourism are B.F. Skinner & Albert Bandura. Practical applications include administering

behavioural assessments and observational methods to understand how environmental factors

shape personality and behaviour. Behavioural assessments and observational methods are

utilized to understand how environmental factors shape personality and behaviour.

We use Personality assessments in the field of Clinical Psychology, in occupational settings,

educational settings, for research purposes, and in legal and forensic settings. In Clinincal

Psychology personality assessments are crucial in diagnosing mental health disorders, planning

treatment strategies, and evaluating therapeutic outcomes. Tools like the Minnesota Multiphasic

Personality Inventory (MMPI) help clinicians understand the underlying personality structure

and psychopathology of patients. In Occupational Settings Personality assessments are widely

used in employee selection, career development, and improving team dynamics. Instruments like

the Hogan Personality Inventory (HPI) help in predicting job performance, leadership potential,

and workplace behaviour. In Educational Settings, personality assessments aid in identifying

students’ learning styles, addressing behavioural issues, and providing career guidance. The

Myers-Briggs Type Indicator (MBTI) is often used to help students understand their personality

types and how these can influence their academic and career choices. Personality assessments are

integral to psychological research, facilitating the study of personality’s impact on various life

outcomes such as health, relationships, and career success. They also help in exploring the
interaction between personality traits and environmental factors. In forensic psychology,

personality assessments are used to evaluate individuals involved in legal cases, including

assessing competency to stand trial, risk of reoffending, and the presence of personality

disorders.

There are notable researches conducted on the theme of personality that enable an in depth

understanding of the subject. For example, Personality and Health Outcomes (Smith & Williams,

2017). This study explored the relationship between personality traits (as measured by the Big

Five Inventory) and various health outcomes. The researchers found significant correlations

between conscientiousness and better physical health, suggesting that personality traits can

influence health behaviours and outcomes.

The Predictive Validity of Personality Assessments in Employee Selection (Hogan & Holland,

2003). This research examined the use of personality assessments in predicting job performance.

The study concluded that certain traits, such as conscientiousness and agreeableness, were strong

predictors of job success, highlighting the value of personality assessments in occupational

settings.

Projective Tests: A Meta-Analysis (Lilienfeld, Wood, & Garb, 2000). This comprehensive meta-

analysis assessed the reliability and validity of projective tests like the Rorschach and TAT. The

findings indicated mixed results, with some projective tests showing limited reliability and

validity, questioning their widespread use in clinical practice.

Personality Traits and Academic Performance (Noftle & Robins, 2007). This study investigated

how the Big Five personality traits influence academic performance. The researchers found that
conscientiousness was a significant predictor of academic success, while other traits like

openness were associated with creativity and critical thinking skills.

Personality Assessment and Therapy Outcome (Smith, Glass, & Miller, 1980). This meta-

analysis examined the effectiveness of different therapeutic interventions based on personality

assessments. The study concluded that personalized treatment plans, tailored to the individual’s

personality profile, resulted in better therapeutic outcomes.

References

Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.). Prentice Hall.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction

to Tests and Measurement (9th ed.). McGraw-Hill Education.

Groth-Marnat, G. (2009). Handbook of Psychological Assessment (5th ed.). Wiley.

Hogan, J., & Holland, B. (2003). Using theory to evaluate personality and job-performance

relations: A socioanalytic perspective. Journal of Applied Psychology, 88(1), 100–112.

Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological Testing: Principles, Applications, and

Issues (9th ed.). Cengage Learning.

Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2000). The scientific status of projective

techniques. Psychological Science in the Public Interest, 1(2), 27-66.

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five

correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1),

116-130.
Smith, T. W., & Williams, P. G. (2017). Personality and health: Advantages and limitations of the

five-factor model. Journal of Personality, 85(1), 21-32.

Smith, M. L., Glass, G. V., & Miller, T. I. (1980). The benefits of psychotherapy. American

Psychologist, 35(5), 435-447.