Psychological Assessment (MPC252N)

Hafsa Khan

23223314

Department of Psychology, Christ University- Delhi, NCR

Master of Science in Counselling Psychology

Ms. Neethu Elizabeth Thomas

26th February, 2024

 THE VINELAND SOCIAL MATURITY SCALES (VSMS)

INTRODUCTION

The Vineland Social Maturity Scale (VSMS), originally developed by Edgar Arnold Doll

in 1935, has played a crucial role in assessing social and adaptive functions globally. This

psychological assessment tool has been adapted to various cultural contexts, including a notable

effort by Rev. Fr. Dr. A. J. Malin in 1965 and another adaptation by Dr. J. Bharath Raj in 1992

specifically for Indian conditions. Defined by the APA dictionary of psychology as the "level of

behaviour in accordance with the social standards that are the norm for individuals of a particular

age," social maturity is integral to a person's ability to navigate societal expectations and form

meaningful relationships. The VSMS has been instrumental in measuring social maturity in

children and young adults, providing valuable insights into their ability to care for themselves

and contribute to society.

Social Maturity- Social maturity refers to an individual's readiness and willingness to

take responsibility for the development of their community. It encompasses a range of

characteristics and behaviors that indicate a person's understanding of societal needs and their

ability to navigate social interactions effectively. This concept has been used interchangeably

with social intelligence since the early 1920s. In a broader sense, social maturity includes not

only an individual's personal development but also their social identity within the larger

community. A socially matured person is expected to comprehend and respond to the needs of

others, demonstrating a level of empathy, cooperation, and adaptability. The importance of social

maturity is underscored in its role in holistic managerial competence, emphasizing its

significance in leadership and community-oriented roles (Importance and Role of Social

Maturity in the Concept of Holistic Managerial Competence, 2013).

 Social Intelligence- Social intelligence, as defined by David Wechsler in 1944, is the

aggregate or global capacity of an individual to act purposefully, think rationally, and deal

effectively with their environment. It represents a person's ability to navigate complex social

situations, understand social cues, and form and maintain meaningful relationships. Social

intelligence extends beyond traditional notions of intellectual prowess and incorporates a

nuanced understanding of human interactions. It involves skills such as empathy,

communication, situational awareness, authenticity, and clarity. Wechsler's definition

emphasizes the integrative nature of intelligence, acknowledging the importance of social

acumen alongside cognitive abilities. In more recent discussions, social intelligence has been

categorized into skill sets such as situational awareness, presence, authenticity, clarity, and

empathy, as highlighted in Karl Albrecht's S.P.A.C.E. Model (Albrecht, 2006). Overall, social

intelligence plays a pivotal role in personal and professional success by facilitating effective

communication, collaboration, and relationship-building.

Doll’s Sub-Stages- Edgar Arnold Doll established a developmental model that

incorporates many sub-stages to assess social maturity. The VSMS sub-stages offer a more in-

depth knowledge of a person's social development across age groups. These sub-stages are

intended to represent the evolution of social behaviors and abilities as children develop and

mature. Doll's model acknowledges that social growth is a continuous process, with each sub-

stage building upon the foundation laid in the previous one. The Vineland Social Maturity Scale

uses these sub-stages to measure an individual's social talents and behaviors at different stages of

their development, providing major insights into their overall social maturity.
 Infant Period (Birth to 3 Years) Rudimentary Sub-Stage: In the earliest years, infants

exhibit basic social responses such as forming attachments with caregivers, responding to simple

social cues, and developing trust.

Early Childhood Period (3 to 6 Years) Imitative Sub-Stage: Children in this stage

start to imitate behaviours observed in others. They learn by mimicking actions and language,

laying the foundation for more complex social interactions.

Middle Childhood Period (6 to 12 Years) Interpersonal Sub-Stage: As children

progress through middle childhood, they become more actively engaged in interpersonal

relationships. They learn to cooperate, share, and understand basic social rules.

Adolescent Period (12 to 18 Years) Conforming Sub-Stage: Adolescents focus on

conforming to societal norms and expectations. They become more aware of social standards and

strive to align their behaviour with accepted norms, often seeking peer acceptance.

Adult Period (18 Years and Beyond) Adaptive Sub-Stage: In adulthood, individuals

reach the adaptive sub-stage, demonstrating a higher level of social maturity. This stage involves

the ability to adapt to various social roles, responsibilities, and expectations, contributing

positively to the community.

DEVELOPMENT

The theoretical foundation of the VSMS rests on the concept of social intelligence,

drawing from influential theories such as Thorndike's definition of social intelligence and more

recent contributions by researchers like Daniel Goleman. It incorporates emotional intelligence

and Karl Albrecht's S.P.A.C.E. Model, highlighting five key skill sets: Situational Awareness,

Presence, Authenticity, Clarity, and Empathy. These components collectively contribute to an

individual's social age and social quotient, indicating their compatibility with the surrounding

environment.

The VSMS measures social capacities through tasks related to self-help, decision-

making, communication, occupation, and locomotion skills, offering a comprehensive

assessment of an individual's socialization abilities. This scale has been utilized not only as a tool

for evaluating social competence but also as a substitute for intelligence tests in cases where

traditional assessments may not be suitable.

Applications of the VSMS extend beyond assessment, encompassing diagnosis, treatment

planning, progress monitoring, prognosis, and research. Its reliability, demonstrated by

consistently high values ranging from 0.85 to 0.96, attests to its consistency in producing reliable

results. Concurrent validity studies have further validated its effectiveness, making it a valuable

instrument for clinicians, educators, and researchers working to enhance social functioning and

adaptive behaviour in diverse populations. In this way, the Vineland Social Maturity Scale stands

as a historical and enduring contribution to the field of psychological assessment and

intervention.

VSMS measures social maturity or social competence in individuals from birth to

adulthood. It consists of 89 items which can be interviewed with the primary caregiver or the

subject themselves if they are capable of doing so. From the age of 0 to 15 yrs. Measuring 8

different aspects of social maturity.

Self-help General (SHG) - This assesses whether a child can perform general activities on their

own, like head holding, telling what time it is, etc.

Self-help Eating (SHE) -Assess whether a child handles his/her eating pattern and takes care of

their nutritional needs.

Self-help Dressing (SHD) - Assess the child's ability to dress or cleanse themselves.

Self-direction (SD) - This includes how a child gradually breaks away from authority, followed

by the assumption of responsibility and authority for others.

Occupation (OCC) - includes a concentration of playful activities during infancy, self-

exploratory tasks, etc.

Communication (COM) -Assess the social usage of language, literacy, and other means of

communication.

Locomotion (LOM) - Involves social movements associated with social responsibilities.

Socialization (SOC) - This includes a child's social skills.

DEMOGRAPHICS

Name: MF

Age: 2.3 years

Gender: Male

Primary informant: Mother

Father: Business

Mother: Homemaker

Languages spoken: Urdu, English

Sibling: Younger Sibling of 5 months

SES: Higher Middle Class

Family: Joint

Domicile: Noida

Presenting concerns: Nil

Behavioural Observations: Normal

 ADMINISTRATION

Conducting VSMS is based on an interview-based informant report test. Parents along

with the children are required to respond, which ensures that the responses are marked accurately

since parents are usually assumed to recall their child's development accurately. The child and

parent are expected to give clear or correct answers. The scale provides a measure of the social

quotient (SQ) as well as a maturity age (MA) level for each domain, which improves the

capability of identifying developmental lags and subsequent training.

The assessment began with rapport building, which involved making the participant feel

at ease. The subject, a 2.3 years old male, was with his mother. In order to make the subject feel

comfortable, the subject's mother was sitting with him and the mother was informed about the

scale's function. Direct questions were posed in order to determine whether a particular trait was

present for certain scale items. The mother would answer.

Instructions given to the parent were as follows-- “I will be asking a few questions about

certain developmental milestones of your child for particular ages. Depending on whether or not

your child accomplished these tasks at that particular age, answer ‘yes’ or ‘no’. In case you do

not understand something, please clarify before answering”.

The participant received a score of 1 for each trait that was present. The overall raw score

was determined by adding up the scores for each characteristic after they had all been scored.

The manual's table was used to translate this raw score into social age. The social quotient was

then calculated using this data. The social quotient obtained from the formula, was then

interpreted. The ethical considerations were abided throughout wherein the subject mother's

consent was taken and was administered to the child in the presence of the mother.
 SCORING

Sum up the total number of items that have been ticked by the individual during the

assessment. Refer to a pre-established table that correlates the total ticked items to a

corresponding social age. The table provides a guideline for determining the social age based on

the performance on the VSMS. Find the row or range in the table that corresponds to the total

number of ticked items. The intersection of this row with the appropriate column should indicate

the social age.

Social Quotient (SQ): Calculate the social quotient by dividing the obtained social age

by the individual's chronological age and then multiplying the result by 100. The formula is as

follows: SQ = (Social Age/Chronological Age) × 100

The VSMS assesses individuals in 8 different domains, such as self-help skills, self-

decision making skills, communication skills, occupation, and locomotion skills, as well as

socialization. For each domain, the client's age-level maturity is determined by referring to a

table that outlines age-appropriate tasks. The table is used to assess whether the individual has

accomplished tasks expected for their age in each specific domain.

ETHICAL CONSIDERATIONS

It was ensured during the entire process of administering the VSMS, the ethical guidelines are

being followed. The consent was taken from the mother on behalf of the child, before the

sessions began. Rapport was established to develop trust with the client and to make him feel

comfortable in order to answer the questions. The client's mother was informed regarding the

nature and purpose of the test and informed consent was obtained. The client’s mather was

assured that their anonymity would be protected and was also informed that there were no right
and wrong answers. In addition, was told that if at any point they did not feel comfortable they

could discontinue the test at any point.

Procedure

 Ensure that the testing environment is congenial for the participant. The room should be

well-lit, well-ventilated, and provide a comfortable seating arrangement.

 Eliminate any potential sources of disturbance or noise in the testing room to create an

environment conducive to concentration and accurate performance.

 Before initiating the test, provide a comprehensive briefing to the participant about the

assessment. Ensure that they understand the purpose, format, and expectations of the test.

 Obtain informed consent from participants before administering the VSMS.

 Emphasize the importance of maintaining anonymity and confidentiality in using the test

results. Assure participants that their individual scores will be kept confidential, and their

identity will not be disclosed without their explicit consent.

 Ensure that the content and context of the test are culturally appropriate and do not

inadvertently disadvantage participants from diverse cultural backgrounds.

 Those administering the VSMS should be adequately trained to maintain consistency in

instructions, scoring, and overall test administration.

RESULT

Raw Score: 36

Social Age (SA): 28 months (2.4 months)

Social Quotient (SQ) = SA/CA x 100

= 28 / 27 x100

= 103.7
Table: Presenting the level of the client’s social maturity in years on various domains of the

Vineland Social Maturity Scale.

Area of Social Maturity Level of Social Maturity

Self- help general 32 months

Self- help eating 32 months

Self- help dressing 10.8 months

Self- direction -

Occupation 21.6 months

Communication 24.0 months

Locomotion 21.6 months

Socialization 19.2 months

Graph
 INTERPRETATION

The score on the VSMS scoring sheet is found to be 36. The corresponding social age of

the child is found with the help of VSMS table and the social age is 28 months. The social

quotient can be calculated using the formula. Where chronological age is 27 months. Thus the

social quotient is 103.7. This falls within the average intelligence range, suggesting that MF's

social maturity aligns well with his chronological age.

Self-Help General (32 months): MF demonstrates a social maturity level in self-help

general tasks that exceeds his chronological age by 5 months. This indicates a strength in basic

self-help skills such as balancing head, rolling over, and occupying self-unattended.

Self-Help Eating (32 months): In the domain of self-help eating, MF's performance

aligns with his chronological age, showcasing proficiency in tasks like masticating solid food,

drinking unassisted, and eating with his hands.

Self-Help Dressing (10.8 months): There is a notable delay in self-help dressing skills,

with MF performing at a level equivalent to 10.8 months. This suggests an area for potential

improvement and intervention.

Occupation (21.6 months): In the area of occupation, MF's social maturity exceeds his

chronological age by 6.6 months. This indicates proficiency in tasks related to occupying oneself

upright, marking with pencils, and engaging in activities with hands.

Communication (24.0 months): Communication skills show advanced social maturity,

surpassing the chronological age by 3 months. MF exhibits capabilities in tasks such as imitating

sounds, following simple instructions, and even showing initiative in reading books.
 Locomotion (21.6 months): Locomotion skills demonstrate a social maturity level

higher than the chronological age by 6.6 months. This includes abilities related to walking, going

up and down stairs unassisted, and navigating the neighbourhood.

Socialization (19.2 months): Socialization skills reveal a level of maturity exceeding the

chronological age by 8.2 months. This includes reaching for familiar persons, demanding

personal attention, and participating in pre-adolescent activities.

DISCUSSION

The Vineland Social Maturity Scale (VSMS) assessment for MF unveils a comprehensive

picture of his social development, encompassing notable strengths and areas for improvement.

MF exhibits commendable strengths in the domains of communication, locomotion, and

occupation, showcasing capabilities that surpass his chronological age. Proficiency in

communication, including imitating sounds and taking the initiative to read books, suggests

advanced cognitive and language development. Additionally, his adeptness in locomotion,

demonstrated through walking and navigating stairs unassisted, reflects physical prowess.

Furthermore, in the realm of occupation, MF's engagement in activities and tasks indicates a

well-rounded approach to social maturity. These strengths collectively contribute to his

cognitive, physical, and social advancement.

However, the assessment identifies a specific area for improvement, highlighting a delay

in self-help dressing skills. This observation underscores the importance of targeted interventions

to enhance MF's independence in daily activities. The development of dressing skills is crucial

for fostering autonomy and self-reliance, aligning with age-appropriate expectations.

The behavioural observations of MF aligning with normal social development further

enhance the reliability of the assessment. Normal behavioural patterns indicate that MF's
responses during the assessment are consistent with typical social expectations for a child of his

age. This consistency in behaviour lends credibility to the conclusions drawn from the VSMS

evaluation.

Significance of Each Dimension

Self-Help General (32 months): The demonstrated social maturity in basic self-help

skills, such as balancing head, rolling over, and occupying oneself unattended, is crucial for

overall physical and cognitive development. It reflects MF's ability to engage independently in

age-appropriate activities, contributing to autonomy and self-awareness.

Self-Help Eating (32 months): The alignment of MF's performance in self-help eating

with his chronological age indicates a positive development in feeding skills. Proficiency in tasks

like chewing solid food and drinking unassisted contributes to nutritional independence and lays

the foundation for healthy eating habits.

Self-Help Dressing (10.8 months): The notable delay in self-help dressing skills

highlights an area for potential intervention. Improvements in dressing abilities are essential for

fostering independence and building confidence in daily activities. Targeted support in this

dimension can enhance MF's overall self-care competence.

Occupation (21.6 months): The advanced social maturity in occupation-related tasks,

such as occupying oneself upright and engaging in activities with hands, suggests positive

cognitive and motor skill development. These skills are foundational for constructive play,

creativity, and overall cognitive growth.

Communication (24.0 months): Advanced communication skills, including imitating

sounds, following instructions, and showing initiative in reading books, are indicative of strong
language development. Effective communication supports social interactions, emotional

expression, and cognitive growth, laying the groundwork for future academic success.

Locomotion (21.6 months): The higher-than-chronological-age social maturity in

locomotion skills, such as walking unassisted and navigating the neighbourhood, reflects

physical independence and spatial awareness. These abilities contribute to overall mobility,

fostering exploration and a sense of environmental mastery.

Socialization (19.2 months): The elevated social maturity in socialization tasks,

including reaching for familiar persons and participating in pre-adolescent activities, signifies

positive interpersonal skills and social engagement. Strong socialization skills are essential for

building relationships and fostering a sense of belonging.

CONCLUSION

Practical implications arising from the VSMS assessment offer actionable

recommendations for optimizing MF's developmental trajectory. Leveraging MF's strengths in

communication, locomotion, and occupation can be achieved through tailored activities that

foster continued growth in these domains. Targeted interventions addressing the observed delay

in self-help dressing skills will enhance MF's independence and daily functioning. Ongoing

collaboration among caregivers, educators, and practitioners is essential for implementing and

monitoring interventions, ensuring a supportive and enriching environment for MF's overall

development.

In conclusion, the VSMS assessment serves as a valuable tool for guiding interventions

and support strategies to maximize MF's potential. The multifaceted nature of the assessment,

considering strengths and areas for improvement, facilitates a nuanced approach to address

specific developmental needs.

 REFERENCES

Doll, E.A. (1953). The measurement of social competence: A manual for the Vineland Social

Maturity Scale. Educational Publishers Inc.

Goleman, Daniel (2006). Social Intelligence: The New Science of Human Relationships.

Bantam Books. ISBN 978-0-553-80352-5.

Malin, A.J. (1965). Vineland Social Maturity Scale – Indian Adaptation. Nagpur. Pedrini,

B.C., & Pedrini, D.T., (73). An Evaluation of and a Detail-Profile for the Vineland

Social Maturity Scale. ERIC. https://files.eric.ed.gov/fulltext/ED080614.pdf

Pedrini, D. T.; Pedrini, Bonnie C. Title ... - eric. (n.d.).

https://files.eric.ed.gov/fulltext/ED080614.pdf

Roopesh, B.N (2019). Vineland Social Maturity Scale: An update on administration and

scoring. Indian Journal of Clinical Psychology, 46, 91-102