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    DU dU DENT) ‘ 22/6/06. CIP, RANCHI ™ Minnesota Multiphasic Personality Inventory-2 This inventory consists of numbered statements. Read each [Eran Sea Statement and decide whether itis true as applied to you or | stanteor ee tf eonocty ames tls 28 applied you, { | {04,ate o mark your answers on the answer sheet youhave, | § @ © | jp ok atthe example ofthe answer sheet shown atthe right. |g oe 4, {1g siatement is true or mostly true, as applied to tou, to give a response to every statement, ” Remember to give your own opinion of yourself, Remember, try to respond to every statement Now open the booklet and go ahead. INTRODUCTION, 1 Development of the Original MMPI, 1 Development of the MMPI-2, 3 Preparation of the National Norms, 4 Derivation of Standardized Scores, 5 BASIC QUALIFICATIONS FOR USE; ADMINISTERING, SCORING, AND PROFILING THE MMPI-2, 7 Qualifications, 7 Incerprofessional Relationships, "8 Administering the MMPI-2, 8 Appropriateness of the MMPI-2 for Adolescents, 10 Scoring the MMPI-2, 10 — Completing the Validity and Clinical Scales Profil, 11 INTERPRETATION OF THE MMPI-2, 13 Determining-Protocol Acceptability, 14 _ The Clinigat’Scales, 24 S The Content Scales, 32 The Supplementary Seales, 36 Case Examples, 44 RerereNces, 53 "Tic Mons Mapa Peony tver tory-2™ (MMPI-2™) is a broad-band test designed to assess a number of the major patterns of personality and psychological disorders. It can be administered easily to an individual or to Broups. A sixth-grade clementary-school level of reading comprchension is required, as is a satis- factory degree of cooperation and commitment fo the task of completing the inventory. The test Provides internal checks to identffy when these gencral requirements have not been satisfied, The MMDPI-2 provides objective scores and profiles based on well-documented national norms. Re- search on the MMPI-2 scales and their patterns of incerrelationship, as well as research on the ‘al MMPI® scales, is available to guide inter- pretation of MMPI-2 test scores. The research lit- erature provides a wealth of data on the ways in which the MMPI-2 can be applied in various assessment settings. Computer-based interpretive services providing a wide range of diagnostic and assessment hypotheses are also available. | DEVELOPMENT OF THE ORIGINAL MMPI in a hospical seccing e inventory was developed in a hospi x ea ‘of Minnesota on groups of pa- d ronpatients (visitors to the wards an Be oar eae ake where durin for friends or relatives cients clinics who volunteer me spent waiting, the ti receiving medical creatment). These nonpatients were represéntative of the adult population of the state of Minnesota during the 1930s: mostly mar- ried, ranging in age from 16 to 65 and averaging in their mid-chirtes, living in small cowns or ru- ral areas, with an eighth-grade education. Hathaway and McKinley began work on the tesc in the late 1930s and in 1940 published their first article on the inventory (Hathaway & Mc- Kinley, 1940), initially called the Minnesota Per- sonality Schedule. In this article they summarized the steps they had followed in writing and editing the items, having gained ideas for potential items from many sources, including a number of texts on poychiatric interviewing and differential diag- nosis, social and emotional attitudes, and person- ality processes. Each item was written in the form ‘of a statement of some personal experience, belief, attitude, oF concern, ‘The content of the original items reflected the range of psychiatric, medical, and neurological disorders in which the investigators were interest- ed. After considerable preliminary work on the schedule, Hathaway and-McKialey added new < item’ to cover gender-role characteris defensivg style of self-presentation. These addi- tions brought the original number of items tn 550. (Some versions of the MMPI included the dy; n of 16 items to facilitate the machine * scoring available at the time, which brought the total number of items to 566.) ics and a os The first scale developed for the MMPI was based on a systematic contrast between the an- swers given to the rest statements by a group of carefully selected neurotic patients who manifest- ed'3 hypochondriacal disorder and che answers given by the nonpatient group of hospical visitors. Teems that were answered differently by these two groups to a statistically significant degree were identified and combined into a preliminary scale for hypochondriasis (McKinley & Hathaway, 1940). An additional sample of hypochondriacal neurotics was then collected, and the preliminary scale was cross-validated on these new cases to demonstrate that this measure provided a depend- able basis for separating patients from nonpatients. Similar contrasts and cross-validational studies were carried out for other groups of neurotic patients: psychasthenia (McKinley & Hathaway, 1942), depressive reaction (Hathaway & McKin- ley, 1942), and hysteria (McKinley & Hathaway, 1944). Three more scales were developed using patients manifesting psychorit disorders: manic- depressive psychosis, manic phase (McKinley & Hathaway, 1944), paranoia, and schizophrenia (Hathaway, 1956). Two scales rounded our the basic set of MMPI clinical scales: psychopathic deviate (McKinley & Hathaway, 1944) and mas- culinity-femininicy (Hathaway, 1956). Later, a tenth scale, social introversion, developed at the University of Wisconsin by L. E. Drake (Drake, 1946; Drake & Thiede, 1948) was added. As noted below, these same scales, with modifica- tions, comprise the present set of clinical scales in the MMPI-2 profile. When the MMPI was first published in 1942, Hathaway and McKinley provided the user with three indicators of the validicy of the answers of any given test-taker: the number of items in the inventory chat were left unanswered (Cannot Say score), a measure of defensive role-playing (L scale), and 2 measure of extremely deviant or ran- dom responding to the test (F scale). These indi- cators helped the test user evaluate the possibility that the test record was spoiled or marred by che respondent's failure to comply in one fashion or another with the rest inscructions. Later, a fourth validity indicator, the K (correction) scale (Mc- Kinley, Hathaway, & Mechl, 1948; Mechl & Hathaway, 1946), was added co appraise che pos- sibility that the test“taker had answered the MMPI with a more subtle bur pervasive tendency cither to cover up (high scores) or to exaggerate (low scores) his or her problems and difficulties. As will be explained below, in addition to its role in the set of validiep indicators, the K scale score may also be used so add corrective weights to five of the scales in dhe clinical set. - Data from the nonpatient group of Minnesota men and women were used to develop test norms; raw scores were converted into linear T scores for the validity and clinical scales. These norms were used in MMPI profiles throughout ‘ the United Seates as well as in many other coun- tries. In addition, alternative sets of norms were developed for adolescents, college undergradu- ates, and elderly individuals (Dahlstrom, Welsh, & Dahlstrom, 1972). Each employed the scale composition in the standard profile, although the K-seale corrections were not used in the adoles- cent norms. ‘After 1950 the basic format of the MMPI was sex, Acceptance of the test grew steadily in che Uniced Seates and in canslation throughout the world. In a number of new, nonclinical setings into which it had been introduced (e., employ- ment screening, admission to academic programs, military induction), concerns arose about some items dealing with sexual adjustment, bodily functions, and religious matters. Although these topics were relevant to the medical and psychi- atric evaluations for which the test was originally developed, they were often viewed as unnecessar- Iy intrusive and objectionable in these other con- texts (Bucher & Tellegen, 1966; Walker, 1967). ‘As American culture changed, concerns were also expressed about sexist wording, outmoded idio- matic expressions, and references to increasingly unfamiliar literary material and recreational activ- ities. More important, growing evidence that peo- ple were endorsing some of the items in substan- tially different ways (Colligan, Osborne, Swen- son, & Offord, 1983; Dahlsccom, Lachas, & Dahlstrom, 1986) made the nced for contempo- rary national norms apparent. = — > Hathaway and McKinley had planned to col- lect daca from a substantially larger number of — individuals for their nonpaticne samples (2,500+), bat funding limitations in the period of the eco- nomic depression forced them to sectle for less than a third of their goal (724). Although cross- validation groups were available o them for the various criterion groups of patients, it was not possible co obtain a cross-validation group of onpatients. Thorefore, the norms were estab- lished on the derivacional sample alone. A likely result was that many of the raw-score means and standard deviations used in the T-score transfor- mations for the basic scales were set too low. the Hathaway/MeKinle Aether ot ton aoe aor waa nomaive sample. As 2 rel of in aoa score, scores onthe gil MMPI were ct too high. The samples were also limited by inadequate representation of adults fom diffeene regional arcas,culeurl sexings, tnd echnie and racial groups. Although the sam- ple of nonpatienc collected by Hathaway and MeKinley marched the Minnesot population of the 1930s in germs of age range, educational level, and socioeconomic background, few black, native American, other minorisy members were recruited by their sampling procedures. A sampling program was needed co rem- dy these limitations in che original test norms. DeveLopmeNT OF THE MMPI-2 In the early 1980s the University of Minnesora Press and its MMPI consultants initiated a proj- cect co restandardize the MMPI. An experimental test booklet designated AX (adule experimenca) was developed. All the original. 550 items (82 of the items modified for the reasons noted earlier and the 16 duplicates deleted) were retained and 154 provisional items were added, bringing the icem total to 704. Some of the new items were alternate versions of existing items, introduced to decetmine whether they would constivuce im provements over the original items. But most of the additions were designed to provide becter cov- erage of topics and arcas ofconern than did the ‘original item pool (Schofield, 1966): family func- tioning, eating disorders, substance abuse, readi- ness for treatment or rehabilitation, and interfer- cence with performance at work. Collaceral forms were created to gather biogra- phical and supplementary information about the sample of adults whose responses would be used to establish the new test norms. Supplementary information included 2 measure of significant recent changes in the individuals lives (adapted from Holmes & Rake, 1967), and, for those who were willing to be examined in cohjunction with their spouses or live-in partners, a megsure of the spouses’ and partners’ perceptions of each other (using 2 rating form adapted from the Katz ‘Adjustment Scale {Form R] [Karz, 1968]) and of the degree of satisfaction they were experiencing in theie relationships (adapted from the Spanier Dyadic Adjustment Scale [Spanies, 1976) Individuals between the ages of 18 and 90 were concacted through a variety of methods itece mail from ditecoris and advertiing lta ‘Ac one ste—Chapel Hill, North Carolina’ -some participants were solicited by advertisements and special appeals, as well as by follow-up contacts with persons listed in stratified catchment area rolls. The sample was drawn from communities in seven states: California, Minnesota, Noh Carolina, Ohio, Pennsylvania, Virginia, and Washington. In addition, individuals were added proportionately to the sample from groupe of individuals tested on a federal Indian reservation (Tacoma, Washingron area) and on four military bases, since these people would not have been contacted through the other methods. Over 2,900 individuals were initially ested for inclusion in ghe-testandardization sample. Ex- amination of the completeness and validity of the test records and background information reduced the total number to 2,600 (1,138 men and 1,462 women). The most fequent reason for dropping an individual from the sample was an unaccept- able MMPI protocol: excessive item omissions (40 or more of the 704 items) or an excessively high score (20 or more) on either the F scale or Back F (Fg) derived from che later part of the AX test booklet. Additional sources of problemat ic records were incomplete or missing biographi cal or recent life-events forms, and omitted birth dates or gender identification, The ethnic backgrounds of these men and women are provided in Table 1 with a compara- ble breakdown from the 190 census data. Al- though the proportions are quite comparable for blacks and whites, Hispanic and Asian-American subgroups-are underrepresented in che normative sample, Native Americans ere somewhat overtep- resented in the normative sample. Similar comparisons berween census data and the normative sample for age (Table 2) and edu cation (Fable 3) ceveal that the most disparate feacure of the community sample in comparison with current U.S. Census data is in their educa- tional background. In the nermative sample, there igan excess of adult men and women with college and post-graduate educacion-and an under representation of chose who completed high school or who did not obtain a high-school di- ploma. However, research has indicated no sub- stantial association berween education and other SES indicators and scores on the MMPI-2 scales (Long, Graham, & Timbrook, 1994; Schinka & LaLone, 1997). most by se fesercrson amp Compue 18 Ces a tine Group Fa Mae Females Asin _——_% Census Fre % Conse Black ee ns: 26 1% 08) 26 : Hispanic = a 97 168» 129 107 [Naive American a a 7 e 26 69 Wo ~ ‘st a 06 2 27 08 Oe Direct 0 ‘a ies veal = ot 34 Q 00 23 pee 10 Te 100.4 1000 Te Cau tase ts ‘Source: ef ree US. Dope el Conmare Breas oe Cas, 180 Caso Papen an Ho. Taal 7 ILE 2. Age Distribution of Participants in the Restanidardlzation Sample, Compared to 1990 Census Data Nats LL fenaies Bete eg x Tei Fg % cons. be) 9 17 rr 2B 20 40 aa 289 238 nz m 255 a2 ay st 24 27 498 200 23 aon 7 156 177 m2 153 ee ao a 127 120 17% 122 0 oe 13 8 108 1 en mm s 48 66 6 4a a8 80-85 9 0a 18 2 08 oe Tou ; 00.1 Tor Taz 700.0 es ‘Source US, Deparment of Commerc, Bureau of be Caras, 1990 Census ol Popuaion and Housing 1d to 1998 Census Dat tion Sample, Compare cipants in the Rest TABLE 3. Education of Pe aes iii cation Fea % census Fee % ess han Sa ci gaa « “ ne High schoo graduate 22 213 m2 308 22 a ‘Some callege mm. 239 256 250 a Coleg graduate 310 22 158 287 ‘ Postgradiate 253 m2 82 185 58 To 8 00" 999 1000 39 Rote, Corsi data based on adul 18 o oer. Hot Cet dt bet Canmere, rea ol be Cosi, Curent Populate Suey, Septet 92 PREPARATION OF THE NATIONAL NORMS emibership) on the scales in quegtion, and by aspecial test-retest study by Bet-Porath and Butcher (1989) comparing responses to the origi- ral and che rewritten MMPI items. They found, generally, that the consistency of responses of the group administered both original and rewritten Som items on five of the MMPI validity and clinical scales were deleted and some underwent cdixorial changes, ranging in importance from 2 changed word or two to substantial clarification (ce Appendix Table H-1). =. items did not differ significantly frot chat of Before developing T-score conversions, the those who were administered the original items potential impact ofthese changes was evaluated “twice. For those exceptional items whose response by examining item-endorsement shifs, by com- _ patterning did-change significantly, no apprecia~ ig item-scale correlations (corrected for item _ble differences were found when comparing ch ales with ha of he OE ems id not _ Ter ce ppeomerepropertice, Derivation OF STANDARDIZED SCORES aa. a i chic aw sores on pycolog ey nt dey interpreble. For e ea normative sample che same raw ole the ame prente vale on sme form of standardization is ve sample, One fai ton Tis Sire ales. So needed using one's normat ecg se tansformation gives each sale the same norma: : tive mean (50) and standard deviation (10). 1fTn sddition, the distributions of che scales in ques- tion have che same overall shape, then the same Tineae T score on diferent scales will alo have the same percentile value. In other words, the T scores will be "percentile comparable.” Examination of che raw-score distributions of the MMPI-2 clinical scales revealed tha the posi- tive skew characterizing the normative distribu ions of most ofthe scales in 1940 characterizes the contemporary normative data a well. A posi tive skew is actually to be expected for measures of psychopathology and can be viewed as typical for such measures and a mote appropriate inthis cease than, for example, anormal distibution (Fellegen & Ben-Porath, 1992). However, 3s was true forthe 1940 norms, the degre of skewness i ‘ofethese raw-score distributions, and ofthe corte- sponding linear T-score distributions, varie fom | scale to scale. Consequently, che same linear T- score value, say, aT score of 70, can have differ- | enc percentile values for different scales. The lack of percentile comparabily” of linear 1 T scotes is not a psychometriclly desirable fea- ture. This undesirable characteristic has now been : corrected, and with a minimum of change in the ‘original linear Tscoredistribusions, thus prsery- ing the typical positive skewness ofthe MMPI > dlinicalggales. This was accomplished by the deri- | vation of uniform T (UT) scores (Tellegen & Ben-Porath, 992). | The UT scores were designed so have distibue tions that approximate the “typical” linear T-score ' distribution of the MMPI-2 clinical sales. A typ. ieal lincar T-score distribution was derived emy ically for that purpose and was adopted as a stan- dard. This distribution is essentially 2 composite of 16 individual distributions, namely che non. To arrive at this composite target distributio, linear T scores were first eed ge rn 16 raw-score distributions, using the formula T « 50 « [10K — M)I/SD, where X isthe raw seo and M and SD are the mean and standard devise tion of the raw scores. Next, a set of linear T. score values were derived, namely, those T-score values corresponding to each percentile value in ‘ach of the 16 distributions. Thus for exch per. centile value, 16 linear T-score values were clew- lated and were then averaged. The resulting series ‘of average or composite Ttcore values (one aver- age Tescore value for each percentile) represenied ‘operationally the adopted compotice target diser- bution. As expected, this dscibution is posively skewed, a illustrated in Figure 1, ‘The composite standard is alo illustrated in Table 4, which shows che percentile values for a subset of represeniative composi T-score values, Reflecring the same positive skew as Figure 1, che table shows, for example, that a high composiceT score of 70 (two SDs above 50) has percentile value of 96, whereas the correspondingly low composite T score of 30 (ewo SDs below 50) has a more excteme percentile value of less chan 1. Regression methods were then developed to ceansform the raw scores directly into UT scores that would conform as closely a possible to the ‘composite standard. Two regression equations ‘were empirically derived for each included clni- cal scale, one each for the normative men and the normative women. The UT:score transformation clemy succeeded in overcoming the initial linear ‘T-score distributional differences berween the clinical scales. The 16 obtained T-score distei- bbucions conform closely to the composite stan- dard and are consequently quite similar (Tellegen & Ben-Porath, 1992) = Using the same earger distribution, uniform T scores were derived for the K-corrected clinical and content scales. Percentile comparabi «specially important for these scales because they ae typically evalusted as profiles. For-all other scales, linear Tscore values were derived. More ‘ecenty, Harkness etal. (1995) developed UT scores for the PSY-5 scales. (See Appendix A for ‘uniform and linear T scores for all seales and sub- scales. See Appendix I for K-and non-Kecortect- ed T scores for the MMPI-2 L, F, K, and clinical scales based on the original MMPI norms) FIGURE 1. Prototype Distribution Serving as Target in the Derivation of Uniform T Scores Froneny : 2 75 0 38 4 4S Ss mes OS eS OS TOO 18s ure: uke Telegen and Yosset S. Ben-Porath, The New Unlom T Scores lor he MMPI: Ramovale,Devaton and Appraical Peycolgal sees, 182 4 15-155 Reproduced by pemison Renee TABLE 4. Percentile Equivalents of Uniform T Scores SS - Unio Perente 5 St ____Eaivatet 30

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