16 Personality Factors Assessment Report

Psychodiagnostic Lab- I

Name: Tanvi Mohindru

Reg No: 2339456

2MPCL B
 16 Personality Factors Assessment

Introduction

The term "personality" describes the enduring features, interests, motivations, values, self-

concept, abilities, and emotional patterns that make up an individual's distinct way of

adjusting to life. Though different theories provide diverse explanations for the construction

and evolution of personality, they all concur that personality plays a role in shaping behavior.

The word "personality" stems from the Latin word persona, which refers to a theatrical mask

worn by performers to play roles or disguise their identities. It is, in essence, what makes

each person unique; it is what propels people to continuously think, feel, and behave in

particular ways. These patterns have a long-term, significant impact on an individual's

expectations, perceptions, values, and attitudes.

Traits and patterns of thought and emotion play important roles, and so do these fundamental

characteristics of personality:

 Consistency: Behaviors usually follow a discernible pattern and order. In simple

terms, people behave consistently or similarly in a range of circumstances.

 Both psychological and physiological: Personality is a psychological construct, but

research suggests that it is also influenced by biological processes and needs.

 Affects behaviors and actions: Personality not only influences how we move and

respond in our environment, but it also causes us to act in certain ways.

 Multiple expressions: Beyond actions, personality can also be shown in other ways.

Our emotions, thoughts, intimate relationships, and other social interactions can all be

evidence of it.
Factors influencing personality

Our personalities set us apart from others, and knowing someone's personality can help you

predict their behavior and emotions in different contexts. Comprehending the distinct

personalities of employees is beneficial for proficiently overseeing organizational behavior.

Every person has a different personality, and there are a lot of factors that contribute to that

personality, these are known as the ‘determinants of personality or the factors of personality.

 Environmental factors- The society in which we are reared, our early conditioning, the

standards of our family, friends, and social groups, as well as other influences we

encounter, all have an impact on how our personalities are formed. These outside

influences have a significant impact on how our personalities develop.

It shapes a person's beliefs, attitudes, values, and social standards. Different people

develop distinct concepts of good and wrong depending on their cultures and

traditions. A person's personality is influenced by a variety of environmental

circumstances, such as the neighborhood in which they reside, their place of

employment, school, college, and university, as well as their friends and parents.

 Physical factors- A person's personality is determined by a variety of physical

variables. These physical characteristics include an individual's height, weight, color,

sex, beauty, body language, and other physical attributes. Among the main causes of

that are physical problems. Just as most physical structures evolve over time, so do

personalities. As a result of numerous bodily changes brought about by exercise,

cosmetic procedures, surgeries, etc., a person's personality also changes.

 Hereditary- Factors that were predetermined at conception are said to as hereditary.

Physical characteristics including as facial features, gender, energy level, reflexes,

muscular composition, physical structure, and biological rhythms are generally

thought to be entirely or significantly impacted by the parents. Certain mental,

 physical, and emotional conditions are predisposed by heredity. It has been

demonstrated by research that those psychological traits are heritable. However,

humans are not in possession of such definitive proof.

 Family and social factors- The two social groupings and families that have the biggest

effects on personality development are those. A child's personality development is

greatly influenced by their parents and other family members. Compared to other

family members, parents have a greater influence on the development of personality.

In addition to an individual's family and home surroundings, additional social

elements such as friends, neighbors, relatives, etc. might have an impact. Through the

socialization and identification processes, these groups have an impact.

 Cultural factors- The fundamental factor influencing human decision-making is

culture. In general, it establishes attitudes toward autonomy, hostility, rivalry, and

cooperation. Every culture has standards for behavior and teaches its members how to

live up to these expectations.

 Intelligence- There is unquestionably a connection between personality and IQ. The

majority of intelligence is inherited. Compared to others who are less brilliant, highly

intelligent people can adjust to life at home, school, and in society more easily.

Theories of Personality

 Behavioral theories- John B. Watson and B. F. Skinner are examples of behavioral

theorists. According to behavioral theories, interactions between an individual and

their surroundings shape their personality. Since internal thoughts, moods, and

feelings cannot be assessed, behavioral theorists focus on observable and quantifiable

 behaviors, dismissing theories that suggest these factors have a role. Behavioral

theorists contend that encounters with our surroundings ultimately mold our identities

through conditioning, or predictable behavioral reactions.

 Psychodynamic theories- Sigmund Freud's work has had a significant influence on

psychodynamic theories of personality, which highlight the impact of early

experiences and the unconscious mind on personality.4 Psychodynamic theories

encompass Erik Erikson's phases of psychosocial development and Sigmund Freud's

psychosexual stage theory. The id, ego, and superego were considered by Freud to

constitute the three parts of personality. While the superego controls morality and

values, the id is in charge of needs and urges. The demands of the id, superego, and

reality are, in turn, moderated by the ego. According to Freud, children go through a

sequence of stages when the energy of the id is directed toward various erogenous

zones.

 Humanistic theories- Humanistic theories place a strong emphasis on the role that

personal experience and free will play in the formation of personality. Abraham

Maslow and Carl Rogers are two examples of humanist theorists. The idea of self-

actualization the intrinsic drive for personal development and the manner in which it

drives behavior is one that humanist theorists espouse.

 Trait theories- In personality psychology, one of the most well-known approaches is

the trait theory method. These theories contend that personality is composed of

several general characteristics. A trait is an essentially constant quality that leads

someone to act in a particular manner. The psychological "blueprint" is fundamentally

what determines behavioral patterns. The three-dimension theory of Eysenck and the

five-factor theory of personality are two of the most well-known trait theories.

Eysenck used factor analysis, a statistical technique, to examine the data he collected
 from participants using personality questionnaires. Extrovertism, neuroticism, and

psychoticism are the three main qualities of personality, according to Eysenck.

 Biological theories- According to biological perspectives, personality is largely

determined by heredity. In the age-old nature vs nurture controversy, personality

theories based on biology take the natural side. Heritability research indicates that

personality traits and genetics are related. Twin studies are frequently used to look

into whether features are more likely to be influenced by environment factors than by

heredity. For instance, when comparing the personalities of twins raised together vs

those raised apart, researchers may compare and contrast their traits. Hans Eysenck

was a well-known biological theorist who connected some facets of personality to

physiological functions.

Sixteen Personality Factors (16 PF)

One useful instrument in clinical psychology is the 16PF, a self-report personality test

that was developed over several decades by Raymond B. Cattell, Maurice Tatsuoka, and

Herbert Eber through substantial empirical study. Psychologists and other mental health

practitioners use the 16PF not just as a personality test but also for clinical diagnosis,

prognosis, and therapeutic planning. Insights into an individual's capacity for insight, self-

esteem, cognitive style, internalization of standards, openness to change, empathy,

interpersonal trust, attachment quality, interpersonal needs, attitude toward authority,

reaction toward power dynamics, frustration tolerance, and coping style are just a few of

the aspects of the clinical and counseling process that it can be useful in demonstrating. In

order to guide the formation of a working alliance, therapy planning, and the selection of

efficacious therapies or treatment modes, clinicians find the 16PF to be useful in

assessing normal-range assessments of anxiety, adjustment, emotional stability, and

behavioral difficulties. Applications in various psychological domains, such as career and

vocational choices, are possible due to its adaptability. The 16PF (Sixteen Personality

variables) exam assesses 16 major personality variables and is used as an objective

measurement tool. Each component presents a dichotomy (e.g., Reserved vs. Warm,

Concrete vs. Abstract) that helps to provide a more detailed view of an individual's

personality structure. These factors range from Warmth and Reasoning to Emotional

Stability and Dominance. This structured evaluation has shown to be useful in a variety of

sectors, demonstrating its effectiveness in a range of applications.

Applications of 16 PF

1. Clinical Psychology: The 16PF scale provides clinical psychologists with insights into

the emotional and behavioral patterns of their clients while assisting in the assessment

and diagnosis of personality disorders. The test results contribute to a thorough

understanding of a person's personality structure by informing therapy actions and

treatment plans.

2. Career Counseling and Human Resources: The 16PF scale is used by career

counselors to help people make well-informed job decisions that complement their

preferences and personality traits. When choosing new hires, human resource experts use

the scale to make sure that potential employees fit the job specifications and company

culture.

3. Organizational Psychology: In order to improve self-awareness and leadership

effectiveness in leadership development programs, complementary personality traits are

identified using the 16PF scale, which is crucial for team-building initiatives within

businesses.

4. Educational Setting: Teachers and educators utilize the 16PF scale in educational

settings to modify their teaching strategies according to the learning styles of their

students. In order to meet social and emotional requirements, student counseling services

are also guided by the test findings.

5. Research Studies: Researchers employ the 16PF scale in studies exploring the

relationships between personality factors and various aspects of human behavior,

cognition, and emotion.

6. Personal Development: Individuals seeking personal development utilize the 16PF

scale to gain insights into their own personality, fostering self-awareness and growth.

7. Criminal Justice: Within criminal justice settings, the 16PF scale contributes to risk

assessment by identifying personality traits relevant to criminal behavior. Psychologists

may use the scale to inform rehabilitation programs for offenders.

8. Sports Psychology: Sports psychologists utilize the 16PF scale to assess athletes'

psychological profiles, identifying factors influencing performance and teamwork.

Description of the test

Developed by Raymond Cattell and colleagues in 1993, the 16PF is a 185-item multiple-

choice questionnaire assessing sixteen personality factors, including warmth, reasoning,

emotional stability, dominance, liveliness, role-consciousness, social boldness,

sensitivity, vigilance, abstractedness, privateness, apprehension, openness to change, self-

 reliance, perfectionism, and tension. This versatile test has proven highly valuable in

career guidance, vocational exploration, and occupational testing.

Validity: Factor analysis demonstrates the construct validity of the 16 PF scale, and

investigations with varying language, cultural, and educational backgrounds have

confirmed its usefulness. Extensive empirical analyses confirm the 16 PF's efficacy.

Reliability of the test: Using the test-retest approach to estimate dependability, the 16PF

consistently produces reliable findings. For forms (A+B), the long interval reliability

is.78, whereas the short interval reliability averages 80. By alone, Form A has a long

interval dependability of.52 and a short interval reliability of.80. With a range of.63 to

1.34, the Standard Error of Measurement (SEM) is equal to.89 with an averaged short

internal reliability of.80 (form A + B).

METHODOLOGY

Aim/Objective: To study personality factors using 16 Personality Factors Questionnaires-0

developed by Raymond Cattell.

Demographic Details

Name: xyz

Age: 21

DOB: 15/05/2001

Gender: Female

Family type: Joint Family

Educational Qualification: Undergraduate

Background info: The participant has completed her Bachelor’s in Psychology and is

currently pursuing Master’s in Clinical Psychology in Bangalore. The participant is born and

brought up in Punjab, she belongs to a joint family which includes her mother, father,

brother, grandparents and herself.

Procedure/Administration

The subject or participant is asked to be seated comfortably and good rapport will be

established. Then the subject is introduced about the test and asked to go through following

instructions printed on the facing sheet of the questionnaire or the administrator will read the

instructions and clarify the doubts of the participant if they have any.

Material required

16PF booklet, answer sheet, scoring keys, manual, pencil.

Instructions

What To Do: Inside this booklet are some questions to see what attitudes and interests you

have. There are no "right" and "wrong" answers because everyone has the right to his own

views. To be able to get the best advice from your results, you will want to answer them

exactly and truly If a separate "Answer Sheet'' has not been given to you, turn this booklet

over and tear off the Answer Sheet on the back page

Write your name and all other information asked for on the top line of the Answer Sheet.
First you should answer the four sample questions below so that you can see whether you

need to ask anything before starting. Although you are to read the questions in this booklet,

you must record your answer on the answer sheet (alongside the same number as in the

booklet).

There are three possible answers to each question. Fill in the left-hand box if your answer

choice is the "a" answer, in the middle box if your answer choice is the "b" answer, and in the

right-hand box if you choose the "c" answer.

The examiner will tell you in a moment to turn the page and start When you answer, keep

these four points in mind-

1. You are asked not to spend time pondering. Give the first, natural answer as if it comes to

you. Of course, the questions are too short to give you all the particulars you would

sometimes like to have. For instance, the above question asks you about "them games" and

you might be fonder of football than basketball. But you are to reply "for the average game,"

or to strike an average in situations of the kind stated. Give the best answer you can at a rate

not slower than five or six a minute. You should finish in a little more than half an hour.

2. Try not to fall back on the middle, "uncertain" answers except when the answer at either

end is really impossible for you-perhaps once every four or five questions

3. Be sure not to skip anything, but answer every question. Somehow Some may not apply to

you very well, but give your best guess. Some may seem personal; but remember that the

answer sheets are kept confidential and cannot be scored without a special stencil key.

Answers to particular questions are not inspected.

4. Answer as honestly as possible what 's" true of you, Do not merely mark what seems the

right thing to say to impress the examiner

Ethical considerations

1. Obtained informed consent from the subject before conducting the 16PF test, explaining

the purpose, nature, and potential outcomes.

2. Ensure confidentiality of the results and protect the subject's privacy, emphasizing that the

information will only be used for the intended purpose.

3. The participant's involvement is entirely voluntary, and they are informed that they can

withdraw from the test at any stage without facing negative consequences.

4. Feedback was provided with sensitivity, offering constructive insights into the results

without causing harm or distress to the participant.

5. After completing the 16PF test, a debriefing session was offered to address any concerns

or questions the participant may have, promoting a clear understanding of the results.

6. Proper care for minimizing distractions, maintaining comfortable room temperature, and

providing proper lighting was taken into consideration.

7. All necessary equipment, such as scoring materials, writing implements, and the test

booklet, was prepared and readily available which helped prevent interruptions during the

testing process, thus promoting efficiency and accuracy.

Scoring and Interpretation

1. Scoring will be done using the stencil or scoring key provided by the author.

2. Convert the raw scores in to Sten scores and interpret the primary factors.

3. Find out the Motivational Distortion score and convert it into Sten Score.
4. Find out the correction Sten scores as mentioned in the manual

5. Find out the second order factors by using the below mentioned equation

Introspective Report

I recently had the 16PF exam done, and it was a really interesting and fun experience. The

test was lengthy, but it was worth it because it gave me a thorough understanding of many

aspects of my personality. It was also thought-provoking.

Results

The 16 PF test was administered to the participant. The participant was calm, attentive, and

comfortable. The participant was given clear instructions on how to take the test, and their

informed consent was taken. The participant took around 45 minutes to complete the test.

After the participant completed the test, first the raw scores were calculated for each primary

factor separately, after which they were converted into Standard Ten (STEN). Scores

referring to the norms for college students - Females: Form C, as the participant was a

female. The STEN scores for the primary factors have been summarized in Table 1 below.

According to the manual, STEN scores 1-4 are low, 5-6 are average, and 7-10 are high. The

Motivational Distortion (MD) Factor raw score was 9, the STEN score of which is 7. Thus

there were few additional changes made to the STEN scores for primary factors.

Table1

Raw score, sten score and description of primary factors

Factor Raw score Sten score Description

 A-Warmth 7 4 low

B- Reasoning 4 4 low

C- Emotional 4 2 low

stability

E-Dominance 5 6 average

F-Liveliness 5 4 low

G-Rule 8 6 average

consciousness

H-Social boldness 7 6 average

I-Sensitivity 4 3 low

L-Vigilance 9 9 high

M-Abstractedness 6 6 average

N-Privateness 7 8 high

O-Apprehension 8 7 high

Q1- Openness to 6 5 average

change

Q2- Self reliance 6 7 high

Q3-Perfectionism 8 5 average

Q4-Tension 5 5 average

Analysis and Discussion

The subject scored a Sten score of 4 on Factor A- Warmth. People with low scores on this

factor are typically distant, stiff, chilly, and reserved. They enjoy working alone and are

meticulous and formal in their work. They are more prone to have inflexible beliefs and

methods of operation. They prefer to work alone, like things over people, and steer clear of
perspective compromises. They probably have "rigid" standards for themselves and are exact

in whatever they do. These qualities are desirable in various professions. They could

occasionally have a tendency to be harsh, demanding, or critical.

The subject scored 4 on Factor B- Reasoning. A person with a low Factor B score is typically

dull, sluggish to pick things up, and prone to internal and concrete interpretation. This

dullness could only be an indication of low intelligence, or it could be a sign of

psychopathology-related poor functioning.

The subject scored a Sten score of 2 on Factor C. A person with a low Factor C score is likely

to be neurotically tired, fretful, quickly irritated and emotional, active in dissatisfaction,

changeable and plastic, evading required reality demands, and exhibiting neurotic symptoms.

The subject scored 6 on Factor E- Dominance. Average scorers on this scale can occasionally

be subservient, modest, meek, easily led, and accommodating, but they also have a tendency

to be dominant, aggressive, competitive, independent-minded, and stubborn. They frequently

defy authority and appear authoritarian in certain situations, yet they can also be apprehensive

and reliant in others.

The subject scored a Sten score of 4 on Factor F- Liveliness. People with low scores for this

category are typically taciturn, sober, and cautious. They are reserved, quiet, and self-

reflective. They are occasionally gloomy, overly cautious, condescending, and politically

correct, according to onlookers. They are usually trustworthy and sober individuals.

The subject scored a Sten score of 6 on Factor G- Rule Consciousness. Individuals that score

low in this category tend to be reserved, sober, and cautious. They are quiet, contemplative,

and restrained. Observers can find them to be depressing, unduly cautious, patronizing, and

politically correct. They are often law-abiding, reliable people.

The subject scored 6 on Factor H- Social Boldness. A person with an average score on this

element might be reasonably emotional, somewhat open to trying new things, and fairly

gregarious. They might be more detail-oriented without going overboard and they might not

be unduly forceful or assertive. Even though they might not be as reclusive or bashful as

people with low scores, they might nevertheless choose a somewhat sized social circle and

not be very proactive in making new friends.

The subject scored 3 on Factor I- Sensitivity. People with low scores on this component are

typically autonomous, self-sufficient, pragmatic, grounded, and responsible, but they are also

wary of culturally subjective elaboration. Sometimes they are haughty, hard, cynical, and

unmoved. They usually maintain a group functioning on a "no-nonsense" foundation that is

pragmatic and practical.

The subject scored 9 on Factor L- Vigilance. Individuals with high Factor L scores tend to be

suspicious and mistrusting. They frequently have strong opinions about themselves, are

engrossed in their own egos, and are curious about their inner lives. They are typically

thoughtful in their behavior, indifferent to other people, and a bad team that isn't afraid to

take risks with others participants.

The subject scored 6 on factor M – Abstractedness. Average scorers on this dimension are

typically more pragmatic, which can occasionally cause them to feel uneasy. In emergency

situations, they tend to respond more thoughtfully and are occasionally preoccupied with

minutiae. They can be inventive, forgetful, lost in thought, and unrealistic at the same time as

they can be steady, grounded, and practical at other times.

The subject scored 5 on factor N – Privateness. These people are typically tactful, cool-

headed, and realistic, but they may also be sincere, sentimental, and honest with others. They

are adept at keeping both attributes in check.

The subject scored 5 on factor O – Apprehension. These people could have certain standards

for themselves, but they might not feel a great deal of shame or anxiety if those standards are

not reached. They are not unduly insensitive to criticism from others, but they do have a fair

amount of confidence in their talents.

The subject scored 8 on factor Q1 – Openness to Change. High scorers on this factor

typically have an interest in difficult subjects and a curiosity about learning about them,

whether they are new or old. These people are more inclined to swiftly adjust to any

inconvenience or change than they are to moralize.

The subject scored 10 on factor Q2 – Self Reliance. People with high scores for this aspect

are typically independent, self-sufficient, and like making their own decisions. They probably

won't feel the need to seek acceptance from others and will make their own decisions. They

won't be willing to seek for assistance if they need it. They are inherently powerful in their

interactions with others, but they also disregard popular opinion. They just don't require

people's approval or support; they don't despise them.

The subject scored 8 on factor Q3 – Perfectionism. People who score highly on this factor

typically have exact, obsessive, and perfectionist tendencies. They have excellent behavioral

control and are socially conscious. They value reputation and self-respect highly. Although

this strength might make them good leaders, it can also cause them to become overly detail-

oriented.

The subject scored 3 on factor Q4 – Tension. People with low scores on this factor are

usually calm, collected, and content—not irritated. In certain circumstances, their excessive

contentment may result in indolence and subpar work, as low drive generates minimal

opportunities for experimentation.

Table 2

Formulas for calculating second order factors

Extraversion .28A + .35F + .36H -.38Q2 +2.15

Anxiety -.29C - .12H + .13L + -.34O -.12Q3 + .34Q4 + 3.96

Tough Poise -.13A + .39E + .21F - .58I + .21L - .43M + 7.32

Independence .48E - .13G + .34G + .19M + .37Q1 + .13Q2- 2.09

Superego .68G + .49Q3 - .94

Table 3

Scores and description of second order factors

Factors Scores Description

Extraversion 3.17 low

Anxiety 7.31 high

Tough Poise 7.55 high

Independence 5.23 average

Super ego/ Control 5.59 average

Discussion
The extraversion score of the individual came out to be low. This means that means that the

person tends to be shy, a reserved worker in solitude and self-sufficient. She is inclined

towards detail-oriented behavior and has less interpersonal contacts.

The anxiety score of the subject came out to be high. As is generally known, those with high

scores on this component also have high levels of anxiety. They don't have to be neurotic

because anxiety can be situational, but it's likely that they have certain maladjustments; for

example, being unhappy with their score can indicate a lack of enthusiasm for challenging

jobs. They have the capacity to fulfill their goals and deal with life's challenges. Extremely

high levels of anxiety typically cause physical disruptions and interfere with performance.

The tough poise score of the subject came out to be high. High scorers in this area are more

swayed by facts than by emotions. They are usually tough, fearless individuals. bold and

determined, but frequently inconsiderate to others. Those with high scores tend to focus more

on the obvious than the nuances of life. As a result, despite their ability to make decisions

fast, they could act without giving it enough thought.

The independence score of the subject came out to be average. This implies that the

individual may exhibit aggressive, fearless, and autonomous personalities on occasion, as

well as group-dependent, chastened, and meek personalities on occasion. They occasionally

need and want assistance from others, and they are inclined to behave in a way that is

directed toward those who provide it.

The subject has a moderate score in Super Ego/Control. People who score moderately on this

element exhibit a balanced attitude that is influenced by their superego and combines

occasional flexibility with commitment to cultural norms. They exhibit dependability by

abiding by the rules and modifying their conduct according to the situation. This is a

balanced, flexible position that is in between total nonconformity and rigid conformity.
Conclusion

The subject is an introverted individual who radiates maturity, dependability, practicality, and

tact. She takes a very accurate and responsible attitude to her work, and she is not patient

with clumsiness or carelessness. Because she aspires to perfection, she has high standards for

herself, and when she falls short of them, she feels terrible and puts the blame on herself. She

pays close attention to details, so when she has worries about her work, she can become

nervous and paranoid, which can make her feel insecure and demotivated.

She works on her own and finds it difficult to ask for assistance when it is needed. She finds

it difficult to form relationships because of her reserved personality, yet if she does, she

might get emotionally reliant on them. The comparison between working independently and

relying on interpersonal interactions is fascinating. She also abides by the rules to win the

approval and affirmation of others, which highlights the necessity of having confidence in her

goals.

Table 4

Group mean of Primary Factors

Assessors P T S S S T S R S V T Mea Round Inter-

n Off pretation

A 9 1 3 1 5 5 4 1 6 1 2 3.5 4 Low

B 2 9 7 7 7 9 7 6 6 5 2 5.9 6 Average

C 3 8 1 6 6 7 5 3 8 4 3 5.5 6 Average

E 3 4 4 6 4 6 4 4 6 8 6 5.2 5 Average

F 2 3 2 4 5 8 4 5 5 5 5 4.8 5 Average
 G 5 7 7 5 8 5 5 8 7 5 5 6.0 6 Average

H 8 5 4 5 5 7 3 6 4 5 2 5.08 5 Average

I 8 4 6 7 3 5 3 1 3 3 3 5.08 7 High

L 7 5 9 7 6 7 3 8 6 8 6 6.83 5 Average

M 2 8 7 5 4 1 7 7 5 7 4 5.08 6 Average

N 6 4 1 4 9 7 6 4 3 6 9 6.42 6 Average

O 6 4 6 6 8 6 9 7 7 6 9 6.67 5 Average

Q1 3 1 3 5 4 4 6 6 7 7 6 4.92 8 High

Q2 8 9 9 7 6 4 9 0 7 4 0 7.58 6 Average

Q3 6 6 8 9 4 8 2 7 8 7 5 6.08 6 Average

Q4 8 8 8 7 5 5 2 6 5 8 6 6 3 Low

Table 5

Group mean of secondary factors.

Secondary P T S S S T S S R S V mean Round off Inter-

pretation

extraversion 5 2 2 3 4 7 2 2 4 3 1 3.42 3 Low

Anxiety 9 2 8 6 8 5 6 7 5 6 8 6.33 6 Average

Tough poise 7 5 4 6 8 9 6 3 7 8 9 6.75 7 High

Independence 4 4 5 6 3 4 6 6 5 7 6 5.25 5 Average

Superego 7 7 8 7 6 6 3 8 7 4 5 6.25 6 Average

Group Analysis

Primary Factor
Factor A - The mean score of warmth for the group is 4 which is a low score for the factor of

warmth which indicates the on average the subjects of the group members tend to exhibit a

low level of warmth in their personalities.

Factor B – The mean score of reasoning for the group is 6 which is an average score for the

factor of reasoning which indicates the on average the subjects of the group members tend to

exhibit a moderate level of reasoning in their personalities

Factor C - The mean score of emotional stability for the group is 5 which is a average score

for the factor of emotional stability which indicates the on average the subjects of the group

members tend to exhibit a moderate level of emotional stability in their personalities

Factor E - The mean score of dominance for the group is 5 which is an average score for the

factor of dominance which indicates the on average the subjects of the group members tend

to exhibit a moderate level of dominance in their personalities.

Factor F - The mean score of liveliness for the group is 5 which is an average score for the

factor of liveliness which indicates the on average the subjects of the group members tend to

exhibit a moderate level of liveliness in their personalities

Factor G - The mean score of consciousness for the group is 6 which is an average score for

the factor of consciousness which indicates the on average the subjects of the group members

tend to exhibit a moderate level of consciousness in their personalities

Factor H - The mean score of socially bold for the group is 5 which is an average score for

the factor of socially bold which indicates the on average the subjects of the group members
tend to exhibit a moderate level of social boldness in their personalities

Factor I - The mean score of sensitivity for the group is 5 which is an average score for the

factor of sensitivity which indicates the on average the subjects of the group members tend to

exhibit a moderate level of sensitivity in their personalities

Factor L - The mean score of vigilance for the group is 7 which is a high score for the factor

of vigilance which indicates the on average the subjects of the group members tend to exhibit

a high level of vigilance in their personalities

Factor M - The mean score of abstractedness for the group is 5 which is an average score for

the factor of abstractedness which indicates the on average the subjects of the group members

tend to exhibit a moderate level of abstractedness in their personalities

Factor N - The mean score of privateness for the group is 6 which is an average score for the

factor of privateness which indicates the on average the subjects of the group members tend

to exhibit a moderate level of privateness in their personalities

Factor O - The mean score of apprehension for the group is 7 which is a high score for the

factor of apprehension which indicates the on average the subjects of the group members tend

to exhibit a high level of apprehension in their personalities

Factor Q1 - The mean score of openness to change for the group is 7 which is a high score for

the factor of openness to change which indicates the on average the subjects of the group

members tend to exhibit a high level of openness to change in their personalities

Factor Q2 - The mean score of self-reliance for the group is 7 which is a high score for the
factor of self-reliance which indicates the on average the subjects of the group members tend

to exhibit a high level of self-reliance in their personalities

Factor Q3 - The mean score of perfectionism for the group is 7 which is a high score for the

factor of perfectionism which indicates the on average the subjects of the group members

tend to exhibit a high level of perfectionism in their personalities

Factor Q4 - The mean score of tension for the group is 7 which is a high score for the factor

of tension which indicates the on average the subjects of the group members tend to exhibit a

high level of tension in their personalities

Secondary Factors

Extraversion - The mean score of extraversion for the group is 7 which is a high score for the

factor of extraversion which indicates the on average the subjects of the group members tend

to exhibit a high level of extraversion in their personalities

Anxiety - The mean score of anxiety for the group is 7 which is a high score for the factor of

anxiety which indicates the on average the subjects of the group members tend to exhibit a

high level of anxiety in their personalities

Tough Poise - The mean score of tough poise for the group is 7 which is a high score for the

factor of tough poise which indicates the on average the subjects of the group members tend

to exhibit a high level of tough poise in their personalities.

Independence - The mean score of independence for the group is 7 which is a high score for

the factor of independence which indicates the on average the subjects of the group members
tend to exhibit a high level of independence in their personalities

Superego - The mean score of superego for the group is 7 which is a high score for the factor

of superego which indicates the on average the subjects of the group members tend to exhibit

a high level of superego in their personalities.

Diagnostic Formulation

Significant qualities in leadership, adaptability, cognitive processes, and a dedication to

accuracy are shown by the subject's psychological profile. These traits are valuable in both

professional and personal contexts. But difficulties also arise with regard to emotional

expression, interpersonal relations, and sporadic excursions into irrational thought. From a

clinical psychology perspective, these variables point to possible directions for investigation

and treatment.

The tendency to work alone and have few social relationships may have an effect on

teamwork and interpersonal functioning, two essential elements in clinical settings. Therapy

techniques targeted at improving social skills, creating connections, and investigating the

underlying causes of her inclination for isolation may be used to address these tendencies.

While emotional reliance on friends emphasizes the need of social support, it also presents a

complex issue that may be investigated in therapeutic settings. A person's total psychological

well-being may depend on their ability to comprehend the dynamics of this emotional

dependence and to create coping strategies for more balanced emotional regulation.

The self-blame and guilt that have been noticed in response to expectations not being met

may be a sign of a perfectionist disposition, which is a prominent theme in clinical

psychology. Potential treatment approaches include looking into the causes of these high

standards, correcting unhelpful thinking, and encouraging self-compassion.

Within the framework of therapeutic psychology, an individual can effectively traverse

problems by utilizing their strengths, and particular areas for growth can be addressed

through tailored interventions. A stronger psychological profile, more emotional control, and

greater interpersonal skills could all result from this holistic approach.

Recommendations by the Clinical psychologist

Social Skills improvement: Social skills improvement therapies can be helpful given the

subject's propensity for working alone and keeping a small social group. She may be able to

practice and improve her interpersonal skills in an organized setting through group therapy

sessions or social skills training programs, which could encourage a more cooperative

approach in both personal and professional contexts.

Examining Emotional Dependency: A clinical psychologist may lead conversations to

comprehend the nature of emotional dependencies by identifying friends as a possible subject

of investigation. The solution may include creating a wider support network outside of

friends and learning alternate coping strategies, which would encourage emotional resilience

and lessen dependency on a particular social group.

Integration of Strengths in Therapy: The clinical psychologist may include the subject's

leadership, adaptability, and cognitive processes as strengths into the therapeutic process. To

empower the person in her personal and professional growth, strategies to improve

adaptation, leadership-focused interventions, and cognitive restructuring approaches could be

included.

Long-Term Personal Development strategy: The subject and the clinical psychologist may

work together to create a long-term strategy for personal growth. This strategy might involve

techniques for preserving emotional well-being, targeted objectives for improving

interpersonal skills, and continuing therapy assistance. Sustaining growth and resilience can

be ensured by routine plan reviews and revisions.

Tanvi Mohindru Mrs. Pratibha M.V

Trainee Psychologist Consultant psychologist

References

Cattell, R. B., Cattell, A. K., & Cattell, H. P. (1993). 16PF Fifth Edition Questionnaire,

Champaign, IL: The Institute for Personality and Ability Testing.

Cattell, H. E., & Mead, A. D. (2008). The Sixteen Personality factor questionnaire (16PF).

Sage Publications, Inc.

Cattell, H. E., & Schuerger, J. M. (2003). Essentials of 16PF assessment (Vol. 40). John

Wiley & Sons.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An

introduction to tests and measurement (9th ed.). McGraw-Hill Education.

Conn, S. R., & Rieke, M. L. (1994). 16PF Fifth Edition Technical Manual. Champaign, IL:

The Institute for Personality and Ability Testing.

Appendix
 Minnesota Multiphasic Personality Inventory Assessment

Introduction
"Personality" refers to the defining characteristics, motives, values, interests, self-perception,

skills, and emotional patterns that constitute a person's unique approach to coping with life.

All theories agree that personality influences behavior, even though they offer different

explanations for how personality is formed and evolves. The Latin term persona, which

describes a theatrical mask actors wear to assume roles or conceal their identities, is where

the word "personality" originates. It is essentially what distinguishes each individual; it is

what drives people to consistently feel, think, and act in certain ways. Expectations,

perceptions, values, and attitudes of an individual are significantly impacted throughout time

by these patterns.

These core aspects of personality play crucial roles, as do traits and thinking and emotion

patterns:

• Consistency: Generally, actions have a clear sequence and pattern. Put simply, people act in

a consistent or comparable manner across a variety of situations.

• Both psychological and physiological: Research indicates that while personality is primarily

a psychological construct, biological processes and demands also have an impact on it.

• Impacts activities and behaviors: Our personalities not only affect our movements and

reactions in our surroundings, but they also lead us to take specific actions.

• Various expressions: Personality can manifest itself in ways other than only behaviors. It

may be seen in our thoughts, feelings, close relationships, and other social interactions.

Factors influencing personality

Each of us has a unique personality, and understanding a person's personality can help you

anticipate their actions and feelings in many situations. Understanding the individual
characteristics of staff members is helpful in effectively managing organizational behavior.

Each individual have a unique personality, which is shaped by numerous elements together

referred to as the "determinants of personality" or "factors of personality."

• Physical factors: A number of physical characteristics influence an individual's personality.

A person's height, weight, color, sex, beauty, body language, and other physical features are

examples of these physical characteristics. One of the primary reasons for that is physical

issues. Like most physical buildings, personalities change with time as well. A person's

personality changes as a result of various physical changes brought on by exercise, surgery,

cosmetic procedures, etc.

• Environmental variables: Our personalities are shaped by a variety of circumstances,

including the society in which we grow up, our early training, the expectations of our friends,

family, and social groups, among other influences. Our personalities are shaped in large part

by these external factors. It molds a person's social norms, attitudes, values, and beliefs.

Depending on their cultures and customs, different people come up with different ideas on

what is right and wrong. Numerous environmental factors, including a person's home area,

workplace, school, college, and university, as well as their friends and parents, can have an

impact on their personality.

• Hereditary: Hereditary factors are those that were predetermined at conception. It is

commonly accepted that a child's physical attributes, such as gender, energy level, reflexes,

muscular composition, physical structure, and biological cycles, are totally or greatly

influenced by their parents. Heredity predisposes people to certain mental, physical, and

emotional disorders. Research has shown that those psychological characteristics are

inherited. But humans do not possess such conclusive evidence.

• Social and familial factors: Families and social groups are the two social structures that

have the greatest influence on the formation of personalities. Parents and other family

members have a big influence on how a child develops their personality. Parents have a

bigger impact on a child's personality development than other family members do. Apart

from a person's family and domestic environment, there are other social factors that could

also be relevant, including acquaintances, neighbors, family members, etc. These groups have

an effect via the processes of identification and socialization.

• Cultural factors: Culture is the primary factor affecting how people make decisions. It

creates attitudes toward collaboration, rivalry, autonomy, and enmity in general. Every

culture sets expectations for its members' behavior and teaches them how to live up to them.

• Intelligence: There is little doubt that IQ and personality are related. The bulk of intellect is

inherited. Highly clever people have an easier time adjusting to life at home, at school, and in

society than those who are not as smart.

Theories of Personality

• Behavioral theories: Two prominent behavioral theorists are John B. Watson and B. F.

Skinner. According to behavioral theories, interactions between an individual and their

surroundings develop their personality. Behavioral theorists ignore ideas that contend interior

thoughts, emotions, and sentiments may play a part in behavior in favor of focusing on

observable and quantifiable behaviors. This is because these aspects cannot be evaluated.

According to behavioral theorists, interactions with our environment eventually shape who

we are through conditioning, or consistent behavioral responses.

• Psychodynamic theories: These ideas emphasize the importance of early events and the

unconscious mind on personality and have been greatly influenced by Sigmund Freud's

work.4 Sigmund Freud's psychosexual stage theory and Erik Erikson's phases of psychosocial
development are both included in psychodynamic theories. According to Freud, the three

components of personality are the id, ego, and superego. The id is in charge of desires and

urges, whereas the superego is in charge of morality and ideals. The ego in turn moderates the

demands of the superego, id, and reality. Children go through a series of stages when the id

directs its energy toward different erogenous zones, according to Freud.

• Humanistic theories: These theories strongly emphasize the part that free will and individual

experience play in the development of personality. Two humanist theorists are Abraham

Maslow and Carl Rogers. Humanist theorists support the notion of self-actualization—the

innate desire for personal growth and the way it shapes conduct.

• Trait theories: The trait theory method is one of the most well-known methodologies in

personality psychology. According to these beliefs, personality is made up of a number of

universal traits. A trait is a fundamentally unchanging characteristic that motivates an

individual to behave in a specific way. Behavioral patterns are essentially determined by the

psychological "blueprint". Two of the most well-known trait theories are the five-factor

theory of personality and the three-dimension theory of Eysenck. Eysenck examined the

information he gathered from individuals utilizing personality questionnaires using factor

analysis, a statistical method. According to Eysenck, there are three primary characteristics of

personality: neuroticism, psychoticism, and extrovertism.

• Biological theories: From a biological standpoint, a person's personality is mostly inherited.

In the age-old nature vs. nurture debate, biologically grounded personality theories lean

toward the natural side. Personality traits and genetics are related, according to heritability

study. To investigate if environmental factors have a greater influence on a feature's

likelihood of influence than genetics, twin studies are commonly performed. Researchers

might contrast and compare the features of twins who were raised together vs those who were
reared apart, for example. Hans Eysenck was a well-known biological theorist who tied some

elements of personality to physiological activities.

Minnesota Multiphasic Personality Inventory

One of the most widely utilized psychological exams in the US is the Minnesota Multiphasic

Personality Inventory (MMPI). It includes several true/false questions that are rated

according to a system that characterizes a person's thought processes and stress management

techniques. Primarily, the MMPI is used to help mental health practitioners assess and

diagnose mental health problems such as schizophrenia, depression, and anxiety.

History of MMPI

At the University of Minnesota, clinical psychologist Starke R. Hathaway and

neuropsychiatrist J. Charnley McKinley created the Minnesota Multiphasic Personality

Inventory (MMPI) in 1937. The test was initially created for use in the University of

Minnesota's Department of Psychology. Creating a tool that could be used objectively to

evaluate the severity of various psychiatric illnesses was the aim. The test's designers

believed that the self-report inventories of the day were overly open. Respondents could

readily manipulate the results because it was easy for them to infer what the purpose of these

inventories was. The initial test items were created by choosing questions that were approved

by individuals with various mental health diagnoses. Today, it's the most widely used clinical

testing instrument and is one of the most investigated psychological tests in existence. The

MMPI is a useful tool in the diagnosis and treatment of mental illness even though it is not a

perfect test.

Types of MMPI Tests

The accuracy of the MMPI was questioned by researchers and physicians in the years after its

initial publication. The inadequacy of the initial sample group was highlighted by critics.
Some contended that the test's results might have been biased, while still others said the exam

itself included racist and sexist questions. The MMPI was revised in the late 1980s in

response to these problems. Numerous questions were added, while many others were

changed or eliminated. In addition, the updated exam included additional validity scales.

MMPI-2- The test's updated version, known as the MMPI-2.3, was introduced in 1989. The

exam was revised once again in 2001 and updated in 2003 and 2009; it is still the most

widely used clinical assessment test in use today.

MMPI-2-RF- The Minnesota Multiphasic Personality Inventory-2-Restructured Form

(MMPI-2-RF) is an additional test version that was released in 2008 as a substitute for the

MMPI-2.4.

MMPI-A- Another MMPI designed for teenagers between the ages of 14 and 18 is the

MMPI-A, which was released in 1992. With 478 questions, it takes roughly an hour to

complete.

MMPI-A-RF- This assessment tool was released in 2016. It is shorter, too—only 241

questions that require 25 to 45 minutes to complete—than the MMPI-2-RF.

MMPI-3- The instrument's most recent iteration, MMPI-3, was made available in 2020. The

test is offered in English, Spanish, and French for Canada formats and takes 25 to 50 minutes

to complete.

Applications of MMPI

A popular psychological test for evaluating different facets of personality and

psychopathology is the Minnesota Multiphasic Personality Inventory (MMPI). Although its

initial purpose was to detect mental illnesses, it now has a wider range of uses. The following

are some typical uses for the MMPI :

1. Clinical Evaluation:

 Psychopathology Identification: Clinicians commonly utilize the MMPI to

evaluate and diagnose a range of mental health conditions, including anxiety,

depression, schizophrenia, and personality disorders.

 Treatment Planning: Based on the patient's personality traits and

psychopathology, clinicians can customize interventions and use the results of

the MMPI to inform treatment planning.

2. The Forensic Evaluation:

 Legal proceedings: The MMPI is used in courtrooms to evaluate parties to

legal proceedings, including witnesses, criminal defendants, and parents at

odds over child custody.

 Risk Assessment: It can be used to analyze the potential for violent behavior

or measure the risk of recidivism in forensic populations.

3. Occupational Evaluation:

 Employee Selection: The MMPI is utilized by certain firms in the hiring

process, particularly for roles where psychological stability is essential.

 Career Counseling: Based on an individual's personality traits and possible

areas of interest or concern in the workplace, the results of the MMPI can be

used to inform career counseling.

4. Educational and School Environments:

 Placement in Special Education: The MMPI can be used in educational

settings to determine a student's eligibility for special education or to spot

behavioral or emotional problems that could interfere with their ability to

study.
  Guidance and Counseling: School psychologists can help pupils with guidance

and counseling by using the MMPI.

5. Military Evaluations:

 Selection and Placement: The MMPI can be used to help identify people who

would be a good fit for particular tasks when it comes to personnel selection

and placement in military settings.

Description of the test

Test construction

 Item generation- The construction of the test involved the creation of a huge

pool of true/false items based on observations, clinical interviews, and

research of people with recognized psychological disorders.

 Item Selection: Using statistical analysis, items representing a wide variety of

psychological dimensions were selected based on their capacity to

differentiate between clinical and non-clinical groups.

Validity:

 Validity Scales: These assess response style, potential exaggeration, or symptom

distortion. Examples include the Lie Scale, F (Infrequency) Scale, and K (Correction)

Scale.

Content Validity:

 Experts in psychology and psychiatry ensured the test comprehensively covers

relevant aspects of personality and psychopathology.

Reliability:
  Test-Retest Reliability: Consistent results are obtained when the test is administered

to the same individual on separate occasions.

 Internal Consistency: Items within each scale are highly correlated, demonstrating

good internal consistency.

METHODOLOGY

Aim/Objective: To study personality factors using Minnesota Multiphasic Personality

Inventory (MMPI) developed by

Demographic Details

Name: abc

Age: 21

DOB: 19/08/2002

Gender: Female

Family type: Joint Family

Educational Qualification: Undergraduate

Background info: The participant has completed her Bachelor’s in Psychology and is

currently pursuing Master’s in Clinical Psychology in Bangalore. The participant is born and

brought up in Mumbai, she belongs to a joint family which includes her mother, father,

brother, grandparents and herself.

Reason for assessment: Tests were administered to better understand the client’s personality

traits, interpersonal relationships, and thought processes

Tests Administered
Minnesota Multiphasic Personality Inventory- RF-2

Procedure/Administration

The subject or participant is asked to be seated comfortably and good rapport will be

established. Next, the test subject is briefed about it and instructed to follow the guidelines

provided on the front page of the questionnaire. Alternatively, the administrator can read the

instructions and address any questions the participant may have.

DIRECTIONS

Please follow these directions when completing the identification areas on this page and

responding to the MMPI-2 items on page 3.

1. Print your name, birth date, age, gender, and test date in the area to the right.

2. Use a pencil only and fill in the circles on page 3 with heavy, dark marks.

3. If you make a mistake or change your mind, erase your first response completely and then

fill in the correct circle.

4. Do not make any marks outside the circles.

Scoring and Interpretation

1. Scoring will be done using the stencil or scoring key provided by the author.

2. Find out the Variable Response Inconsistency (VRIN) scores and True Response

Inconsistency (TRIN) scores using the scoring procedure given by the authors.

3. Convert the raw scores with K correction in to T scores and interpret the results.

Behavioral Observations
The test took about eighty-five minutes to administer, and the subject was willing, attentive,

and at ease throughout. They appeared to start growing weary, restless, and a little irritable in

the final 30 minutes of the test.

Results

The subject was calm, focused, and at ease when they were given the Minnesota Multiphasic

Personality Inventory – 2 (MMPI-2). Clear instructions on how to complete the test were

provided to the subject, and their informed consent was obtained. The test took the participant

about eighty-five minutes to finish.

After the participant completed the test, the raw scores were calculated for each scale.

Thereafter the Variable Response Inconsistency (VRIN) and True Response Inconsistency

(TRIN) scores were calculated, referring to the manual, to evaluate the validity of the scores.

The raw scores were then converted into T-scores with reference to the Table for Uniform

and Linear T-Score Conversions for the Validity and Clinical Scales without K Corrections

(Females), as the participant is a female. Finally, the scores were interpreted for each scale

with reference to the Profile Validity section of the manual. The raw scores, T-scores, and

interpretations for Validity and Clinical Scales are summarized below in Table 1, and for

each main scale in Table 2.

Table 1

Raw Scores, T-Scores and their Interpretation for Validity and Clinical Scales

Scale Raw T- score Profile validity Interpretation

score

VRIN 12 78 Valid The profile is likely

interpretable
 TRIN 12 73T Valid Profile should be

interpreted with

caution

Infrequency-F 4 51 Likely valid Accurately described

her current

psychological

functioning

Back frequency- 2 57 Valid _

FB

Infrequent 1 49 Likely valid Accurately described

Psychopathology- current mental health

FP status

Lie-L 5 57 Valid _

Correction- K 14 48 valid _

Superlative Self 25 49 Valid _

Presentation-S

Table 2

Raw Scores, T-Scores and their Interpretation for Main Scales

Sno. Main scale Raw T-scores Level Interpretation

scores

1. Hypochondriasis- 6 52 Average _

Hs

2. Depression-D 23 55 Moderate Dissatisfied with life

situation, introverted,
 withdrawn, lacking in

self confidence

3. Hysteria-Hy 21 47 Average _

4. Psychopathic 17 51 Average _

Deviate-Pd

5. Masculinity- 29 67 High Rejects traditional

Feminity F-Mf-f feminine role

6. Paranoia-Pa 12 56 Moderate Overly sensitive,

guarded, angry,

resentful

7. Psychasthenia-Pt 19 58 Moderate Anxious, tense,

uncomfortable,

insecure, indecisive

8. Schizophrenia-Sc 18 59 Moderate Limited interest in

other people,

impractical, insecurity

9. Hypomania-Ma 24 69 High Excessive energy,

lacks direction, low

frustration tolerance,

impulsive

10. Social 29 52 Average _

Introversion-Si

Discussion

Validity and Clinical Scales

The subject administered the test carefully and accurately, as evidenced by their scores on the

numerous validity and clinical scales, and the validity of the results. The interpretation of the

Variable Response Inconsistency (VRIN) and True Response Inconsistency (TRIN) scores as

valid indicates that the participant comprehended the questions, consistently reacted to them,

and provided accurate answers.

All three frequency scales—Infrequency (F), Back Frequency (FB), and Infrequent

Psychopathology (FP)—show scores that indicate the responses are probably valid, indicating

an appropriate description of psychological functioning. Nothing was faked or overdone in

terms of the problems.

The Lie (L) score certifies that the test taker did not lie or exhibit any defensiveness in their

responses. The fact that the participant receives a legitimate score on the Correction (K) scale

further supports this. The Superlative Self Presentation (S) score, which indicates that the

participant did not intentionally attempt to display oneself favorably or to fabricate responses

that they believed would seem better or more desirable, is also valid.

Main scales

The participant seems to have a moderate personality, with very little extremes and

mostly scoring a low or moderate score on each scale, indicating absence of any pathology or

very low level of symptoms present. The participant scored high on Masculinity-Feminity

indicating rejection of traditional feminine roles and Hypomania indicating excessive energy,

lacks direction, low frustration tolerance and impulsive.

A low score on the scale of Hypochondriasis- Hs indicates that the participant does

not have any extreme somatic complaints or possible somatic delusions. A low score on

Hysteria – Hy may also indicate this, especially better management of and coping with stress.
 A moderate score on the scale of Depression – D might mean that they are dissatisfied

with life, and perhaps may also show low energy and disinterest towards life. A low score on

Psychopathic Deviate- Pd shows that the participant is well adjusted to society and does not

show antisocial or rebellious behaviour that may be unlawful. They may be mature, and not

impulsive in their actions.

The participant scores high on Masculinity-Feminity F- Mf-f, which may show that

they are not comfortable with their sexuality and in their femininity. They reject traditional

female roles, but may also conform to traditional female interests. The participant scores

moderate on Paranoia- Pa, which may be interpreted as the participant being overly

sensitive, guarded, distrustful, angry, and resentful. They may face trust issues and may not

welcome people into their personal life easily. They may find it difficult to let go of past

insults or actions that may have hurt them. However, they are not delusional or do not show

any other psychotic symptoms.

The participant scored moderate on Psychasthenia- Pt, indicating moderate level of

anxiety, tension, insecurity, low self-confidence and indecisive. The participant scored

moderate on Schizophrenia- Sc, thus showing that the participant’s sense of reality testing is

intact, has limited interest in other people, is impractical and insecure.

A high score on Hypomania- Ma shows that the participant is overly excited,

energetic, extroverted, impulsive, has excessive energy, low frustration tolerance and is

impulsive. An average score on Social Introversion- Si further shows that the participant is

neither too introverted, nor too extroverted, but a balance of both and may depend on the

situation being faced. They may also be called an ambivert.

Diagnostic Formulation
 There is no psychological disease or pathology of any type affecting the participant.

Nearly every scale, with the exception of hypomania and masculinity and femininity, has

given them a moderate score. As a result, the person may exhibit hypomanic traits

occasionally, such as having too much energy, lacking purpose in life, having a low threshold

for frustration, and occasionally acting impulsively and without thought. People who exhibit

heightened hypomanic features frequently see noticeable increases in their energy levels.

They might experience increased motivation, restlessness, and activity. Moreover, less sleep

would be required. They might experience a reduction in the total amount of sleep duration

since they feel alert and rested even after a small quantity of sleep. An heightened or agitated

mood is a hallmark of hypomania. People may report experiencing unusual levels of

happiness, euphoria, or excitement. But some people could also feel agitated and irritable.

They would frequently report having fast-moving, sometimes racing, thoughts. This could

make it harder to focus or maintain attention on a single task. When hypomanic, a person

may speak excessively and quickly. It could be difficult for them to regulate the volume and

speed of their speaking. One of their common traits is impulsivity. People might act on their

impulses and ideas without fully weighing the repercussions. This impulsivity can manifest in

various areas of life, such as spending, risk-taking behaviors, or making impulsive decisions

and exhibit an inflated sense of self-esteem and confidence. They may feel exceptionally

capable and may take on more tasks or challenges than usual. Some individuals in a

hypomanic state may experience heightened creativity and increased productivity. They may

generate numerous ideas and feel a surge of inspiration.

Introspective report

The subject was cooperative, focused, and at ease during the entire process. She sat in a

well lit, peaceful lounge. The test took the participant about 85 minutes, or one and a half

hours, to finish. She thought the questionnaire was lengthy and had grown weary towards the
end. A handful of the questions were hard to understand and seemed strange or absurd.

Numerous inquiries helped the participant better understand themselves by getting them to

consider ideas that they had never considered before.

References

Chattopadhyay. (2018, January). ISC Psychology. Chhaya Prakashani Pvt Ltd.

Cherry. (2022, September 13). Id, Ego, and Superego: Freud's Elements of Personality.

Verywell Mind. Retrieved from https://www.verywellmind.com/the-id-ego-and-

superego-2795951

Cherry. (2023, February 27). What Is the Trait Theory of Personality? Verywell Mind.

Retrieved from https://www.verywellmind.com/trait-theory-of-personality-2795955

eGyanKosh. (n.d.). Retrieved from

https://egyankosh.ac.in/bitstream/123456789/23532/1/Unit-1.pdf

MMPI History. (n.d.). University of Minnesota Press. https://www.upress.umn.edu/test-

division/bibliography/mmpi-history

Personality: Humanistic Theories | SparkNotes. (n.d.). SparkNotes.

https://www.sparknotes.com/psychology/psych101/personality/section4/

Appendix
 Vineland Social Maturity Scale - Indian Adaptation

Report

Introduction

The Vineland Social Maturity Scale is one of the most widely used psychological assessment

instruments in the Indian Subcontinent (VSMS; Doll, 1935, 1953). Its main purpose is to

assess social competency, adaptive abilities, and social functions. To provide a whole picture

of the child's or person's abilities, VSMS is usually administered in conjunction with other

tests, such as the Binet-Kamat Test and Bhatia's Battery of Intelligence Test. When a person

exhibits active psychopathology or symptoms, when a child's speech output is insufficient,

when the person is uncooperative, or when a large number of subjects are awaiting

certification and assessment (e.g., disability assessment camps), standard intelligence tests

cannot be used for these reasons and others. Additionally, VSMS is advised due to its

comparatively shorter administration duration than other tests as well as its apparent

simplicity in scoring, interpretation, and administration (Roopesh, 2020).

Historical Background of the test

The Vineland Social Maturity Scale was created by Edgar Arnold Doll in 1935 and was

modeled after the Binet and Simon Intelligence Scale. 'Normal average life age progression'

was the chronological order in which the items were placed. The arrangement of the 117

things was based on increasing difficulty. It was created to evaluate the development of social

independence or social competence from early childhood to young adulthood, or from "0 to

25+." The main goal of each item is to represent a certain aspect of the capacity to attend to

one's own practical needs. The main objective of the test was to differentiate between
children who were cognitively disabled or mentally retarded and those who did not have

social incompetence. The exam showed a correlation of between.80 and.85 with recognized

intelligence tests such as the Stanford-Binet. In the Binet-Simon IQ test, Doll employed

social age (SA) rather than mental age (MA). In addition, Doll used a "direct total score-

conversion" table instead of age-credits, like in the Binet-Simon test, to determine the social

age (Roopesh, 2020).

Indian Adaptation

In 1965, Malin of the Nagpur Child Guidance Center adapted VSMS for use in Indian

contexts. The updated version assessed kids between the ages of 0 and 15 with just 89 items.

The 89 things are almost exactly the same (in content) as the first 89 items in the original

Doll version, with the exception of a few (please refer to table 2). It appears* that Malin

somewhat altered the same and arrived at "age-credits" for each item in each year to arrive at

the social age, in contrast to the "direct total score-conversion table." In 1992, Bharat Raj

expanded and altered the VSMS; in terms of item description and rating, this version is more

akin to the Doll's. With the exception of Doll assigning social age equivalents to each half

point between each whole number from item 1 to item 102, Bharat Raj's criteria are almost

exactly the same as Doll's (Roopesh, 2020).

Social Maturity

To function well in society and reach acceptable social conduct levels, one must possess

appropriate attitudes toward personal, interpersonal, and social deficiencies. This is known as

social maturity. Understanding proper behavior when interacting with friends, acquaintances,

and intimate partners is a sign of social maturity. Respecting those in positions of power,

whether they be civil, parental, professional, or spiritual, requires understanding

(Shanmuganathi, 2020).
Social Age (SA)

The APA Dictionary of Psychology states that social age (SA) is a numerical scale unit that,

when compared to individuals of the same chronological age, shows a person's maturity in

terms of interpersonal skills and capacity to match the norms and expectations associated

with particular social positions. A person's social age reflects their position in society at a

certain moment in time (Séguy et al., 2019).

Social Quotient (SQ)

The ratio of social age to chronological age is known as the social quotient, according to the

APA Dictionary of Psychology. Similar to IQ, a social quotient is a measure of average

performance for age; a score of 100 indicates above-average functioning, while a score of

less than 100 indicates below-average functioning. The social quotient was used as a social

maturity indicator by the Vineland Social Maturity Scale.

The formula for the calculation of Social Quotient (SQ) is

SQ = Social Age (SA)/ Actual Age (AA) *100

Social Areas: SHG, SHE, SHD, SD, OCC, COM, LOM, SOC

The Vineland Social Maturity Scale (VSMS) assesses an individual's differential social

capacities. It estimates Social Age (SA) and Social Quotient (SQ) and has a strong

association (0.80) with intellect. It is intended to assess social development in eight domains:

self-help general (SHG), self-help eating (SHE), self-help dressing (SHD), self-direction

(SD), occupation (OCC), communication (COM), locomotion (LOM), and socialization

(SOC).

Self-assistance General (SHG) tests a child's independence in performing general tasks

including head holding and telling time.

The term "self-help dressing" (SHD) describes a child's ability to dress and clean themselves.

The term "self-help eating" (SHE) describes a child's capacity to eat on their own.

Adolescent self-direction (SD) is characterized by a desire for social freedom in one's own

conduct. This shows itself as a progressive retreat from authority, which is followed in the

early stages of infancy by the acceptance of accountability and dominance over others.

Social movements pertaining to societal obligations are referred to as locomotion (LOM).

Playful activities during infancy, such as self-discovery and teamwork, are referred to as

occupation (OCC).

The term "communication" (COM) describes how people use literacy, language, and other

communication tools to become more adaptive.

Starting conversations with people is a key component of socialization and social skills (SC).

acquiring the ability to act in a way that is socially acceptable.

About the Test

The 89-item scale is suitable for children ages 0 to 15 and is broken down into year levels and

given in ascending order of difficulty. Usually taken in addition to other cognitive tests, this

exam paints a complete picture of a person's aptitudes. The Stanford-Binet Intelligence Scale

and this test have a range of correlations from 0.85 to 0.96.

Purpose of the test

Children's social quotient (SQ) can be evaluated with the Vineland Social Maturity Scale

(VSMS). SQ shows how well-suited a youngster is to their surroundings and the society in

which they reside. The period between seven and eight years old is crucial for a child's social

intelligence development.
Children's abilities in self-help, decision-making, communication, occupation and movement,

and socializing are evaluated by VSMS.

The test seeks to identify opportunities for development in the aforementioned categories,

which may aid in better preparing kids to deal with a range of social and environmental

challenges.

In addition, VSMS accomplishes a number of other goals that are not exclusive of one

another. Some instances are (Roopesh, 2022) –

 Evaluating intelligence

 Determining impairment for certification and benefits

 Assessing social and adaptive functions to plan solutions.

 Number of items- 89

 Age group- 0 to 15 years old

Reliability and Validity - The test is highly reliable, valid, and correlates well with IQ (r =

0.80). As is typical of any psychological examination, VSMS has also been adapted to

different regions/cultures, with a variety of items and ages (Roopesh, 2022).

OBJECTIVE: To assess the social maturity of the subject using Vineland social maturity

scale

Materials Required:

VSMS test booklet, Answer sheet, scoring key, pencil, Eraser

Participant Profile:

Name: ABC Age: 5 years

Gender: Female Date: 19/01/24

Procedure

Preparation

The materials needed to administer the test, such as the response sheet, pencil, and eraser, are

prepared. The test was disclosed to the subject. They asked him simple questions about his

day and interests. Simple information was gathered. The subject was pleasantly seated. A

confidentiality guarantee was provided along with the request for consent.

Instructions

The subject was given the following instructions: "The purpose of this test is to determine

your child's social quotient. Basic information such as name, age, sex, and educational

background must be provided. We promise to keep your answers and information private; we

won't share it with anybody. We can proceed with the test if you provide your permission.

The test consists of eight domains and eighty-nine total items. You must "cross" an item if

the child is unable to attend, and "tick" the things that best describe or meet the child's needs.

30 to 35 minutes will pass throughout the administration. If you experience any discomfort

during the exam, you are free to stop. You can ask doubts and your queries at any point of

time.

Administration

The individual who knows the child the best and has seen and interacted with them for a few

weeks to months is typically the one who provides VSMS information. Typically, it is the

primary caregiver. It could be the parents, grandparents, or mother. The child being
evaluated's primary care provider is interviewed before the exam is given. Depending on the

demands made by the goods, either the parent and the child or the child alone participate in

the semi-structured informal administration.

Introspective Report:

Throughout the test administration, the informant was focused, cooperative, and at ease. They

sat in a well lit, peaceful lounge. The participant spent enough time to vividly recall their

observations regarding the subject's evolution throughout time. Some behaviors were very

easy for them to remember, while others were harder. The informant found the test to be an

intriguing experience overall, as it allowed them to remember and relive a variety of

historical events connected to the subject's growth.

Results

The subject's aunt, who has been closely observing the 5-year-old subject's growth and

development throughout the years, served as the test subject's informant. She seemed

peaceful, focused, and at ease during taking the test, which was given to her in a well-lit,

quiet setting.

The subject's chronological age is five years, or sixty months. The subject's raw score was 60,

which, after consulting the handbook, translates to 5 years 8 months, or 68 months, of social

age.

The formula to calculate Social Quotient (SQ) is as follows-

S.Q. = [Social Age (S.A.)/ Actual Age (A.A.)] * 100

The S.Q. attained was 113. The interpretation of the score, similar to that of Intelligence

Quotient, was done based on the criteria mentioned in Table 1. Thus the subject has above

average development of social maturity

Table 1

Interpretation of Social Quotient Scores

Social Quotient Interpretation

Below 85 Below Average Development

85 to 105 Average Development

105 to 115 Above Average Development

115 to 135 Excellent Development

Above 135 Superior Development

The scores and interpretation of the subject are summarized in Table 2.

Table 2

Subject’s Social Quotient (S.Q.) and Interpretation

Actual Age Raw Score Social Age Social Quotient Interpretation

(A.A) [in mos.] (S.A.) [in mos. (S.Q.)

60 60 68 118 Above average

development

With a social age of 5 years and 8 months and a social quotient of 113, the 5-year-old subject

is considered to have developed their social maturity above average when compared to their

peers of the same age.

Nearly every social development task up to the age level of V–VI has been completed by the

subject, with the exception of one task at the age level of VI–VII, which is the ability to write

with a pencil. This shows that the individual can write at least twelve simple words with

proper spelling in pencil and that they can do it legibly (not print). Given that the assignment

falls within the VI–VII age range, it is developmentally advanced for the subject's actual age

level of 5 years.

Up until the V–VI age range, the subject has not been able to finish a few developmental

tasks in a few age levels. At the 0–1 age range, the subject was not able to mimic sounds or

speak, which is typical for this developmental stage. At the V–VI age range, the participant is
also unable to attend school alone, which is another typical developmental milestone. The

child has met all other developmental milestones up to the V–VI level, save from these.

Compared to other people in the same age range, the person exhibits a higher degree of social

maturity. As a result, the subject will be more skilled at navigating social situations than the

majority of kids their age.

As previously said, the youngster exhibited some early developmental issues with

communication because, according to item 10, which is under the social area of

communication (COM), they were unable to communicate or mimic sounds between the 0-1

level.

The participant also comes under the social area of Locomotion (LOC), indicating that the

child may have trouble moving around in social situations, and is unable to attend school

alone at the V-VI age level (item 61).

It's interesting to note that the subject currently exhibits the highest level of social

development in the social area of communication, which is also the one in which they

experienced early developmental difficulties. This is because they are able to perform tasks

that are above their age level, like writing with a pencil. This could be because the subject

could have improved their communication skills with formal schooling and appropriate

training in language and literacy-based communication approaches.

Diagnostic Formulation

While the subject showed early development issues in communication, that has been

improved upon as explained above through formal education and training. However,

locomotion skills of the subject needs to be improved. Locomotion involves social

movements associated with social responsibilities, such as in this case is ability to go to

school unattended.

As the subject is able to perform one activity of the age level VI-VII, which is using pencil

for writing, showing strong communication skills developed through training, the subject

may also be able to improve social maturity to be able to perform other activities in this age

level, which fall under the social areas Self Help Eating (SHE) and Self Help Dressing

(SHD).

Recommendations by the Clinical Psychologist

Parents may use the modeling strategy, which involves first demonstrating to the kids how to

perform these tasks, to help the subject improve in the three social areas that have been

identified: locomotion (LOC), self-help eating (SHE), and self-help dressing (SHD).

After that, under the supervision of the parents, they can offer scaffolding, or help, based on

the child's needs while they are completing the tasks on their own.

Eventually, the youngster should be helped to develop self-assurance and independence so

they may start completing the tasks on their own without help or supervision. Self-reliance,

self-assurance, and the capacity for personal accountability are prerequisites for all of these

social domains. Therefore, the child has to develop these qualities.

 References

Roopesh, Bangalore. (2020). Vineland Social Maturity Scale: An Update on Administration

and Scoring. Indian journal of clinical psychology. 46. 91-102.

Roopesh, B. N. (2022, March 8). Advanced Scoring and Interpretation of Vineland Social

Maturity Scale: Procedure to obtain ’Impairment Adjusted Social Quotient. Indian

Journal of Mental Health, 9(1), 13–24. https://doi.org/10.30877/ijmh.9.1.2022.13-24

Séguy, Isabelle & Courgeau, Daniel & Caussinus, Henri & Buchet, Luc. (2019).

Chronological age, social age and biological age. 10.13140/RG.2.2.28706.68801

Shanmuganathi, A. (2020, March 1). A Study on Social Maturity Among B.Ed. Student-

Teachers in Colleges of Education. Shanlax International Journal of Education, 8(2),

25–29. https://doi.org/10.34293/education.v8i2.2089
 Appendix A

SUBJECT RESPONSE SHEET