Mooney problem checklist

Author and year

Mooney Problem Checklists (MPCL) The Mooney Problem Checklist (MPCL) was
developed by Ross L. Mooney and Leonard V. Gordon in 1950.
Introduction:
The Mooney Problem Check List was developed by Ross L. Mooney and Leonard
V. Gordon in 1941 as a way to help people identify and discuss their problems related to
educational settings. Four forms of the checklist were published for different age ranges. Its
targeted population is adults, College, High School, and Junior High School. It's a self-report
measure that helps individuals to identify and sort out their personal problems in a simple
manner. This is just a checklist that helps in the screening and is simply a count of the problems
which the student has identified as matters of concern to him.
The Problem Check List is a formof simple communication between the student and counselor or
therapist, designed to acceleratethe process of understanding the student and his real problems. It
was revised in 1950, with some alterations in the items.
The MPCL was developed to empirically synthesize problems encountered by young people
systematically. It is consists of 11 areas of concern, namely:
 Health (health and physical development)
 Finance (finance, living conditions and employment)
 Recreation (social and recreational activities)
 Courtship (courtship, sex and marriage)
 Social (social - psychological relations)
 Personal (personal-psychological relations)
 Religion (morals and religion)
 Family (home and family)
 Career (future-vocational and educational)
 Education (adjustment to school work)
 Learning (curriculum and teaching procedures)

The MOONEY problem checklist is typically administered through a structured interview or

self-report questionnaire. Clinicians use the checklist to systematically assess each domain,
identify areas of concern, and collaborate with the individual to develop targeted interventions or
treatment plans. By comprehensively evaluating multiple aspects of functioning, the checklist
helps clinicians gain a holistic understanding of the individual's strengths, challenges, and
treatment needs..
Objectives
1. Comprehensive Assessment: The checklist may aim to provide a systematic and
thorough assessment of various domains of functioning, including emotional well-being,
social relationships, occupational functioning, and physical health.
 2. Identification of Areas of Concern: The checklist could be designed to identify
potential areas of concern or challenges that an individual may be experiencing in
different aspects of their life.
3. Individualized Intervention Planning: By identifying specific areas of concern, the
checklist may assist clinicians or counselors in developing individualized intervention
plans tailored to the unique needs and circumstances of each individual.
Overall, the Mooney Problem Checklist serves as a valuable tool for comprehensive assessment,
individualized intervention planning, progress monitoring, and collaboration among stakeholders
to address the diverse needs of students in educational settings.
Question Structure
There are four form of MPCL
1. Adult Form (A)
2. College Form (C)
3. High School Form (H)
4. Junior High School Form
The Mooney Problem Checklist (MPCL) typically follows a structured format comprising
categories or domains such as academic performance, social skills, and behavior, with each
category containing specific problem areas or behaviors. Respondents rate the frequency or
severity of these problems using a rating scale. Additional space may be provided for comments
or examples. Scores are then analyzed to identify patterns of strengths and weaknesses across
domains, guiding intervention planning and support for students.
Response Recording
During the administration of the Mooney Problem Checklist (MPCL), responses are
typically recorded either on a paper-and-pencil form where respondents mark their answers
directly, or through electronic means using computers or tablets. In some cases, an interview-
style format may be employed where an administrator records responses verbally provided by
the respondent. Regardless of the method, the goal is to accurately capture observations and
perceptions regarding the student's behavior, academic performance, and social-emotional
functioning. These responses are then scored and documented for further analysis to guide
intervention planning and support strategies.
Administration
Test material
The administration of the Mooney Problem Checklist (MPCL) typically involves the use
of standardized test materials such as printed questionnaires or electronic forms. These materials
contain a structured set of questions organized into categories or domains, covering various
aspects of student functioning including academic performance, social skills, emotional well-
being, and behavior. The test materials provide clear instructions for respondents on how to rate
the frequency or severity of specific problem areas using a predetermined rating scale..
Demographic information of the client
Name R.K
Gender Female
Age 23
Education BS
Scoring and interpretation
Scoring the Mooney Problem Checklist (MPCL) involves assigning numerical values to the
responses provided by the individual on the checklist. Each item on the checklist typically has a
predetermined scoring system, often ranging from 0 to 3 or similar. The individual's responses
are then totaled to obtain an overall score, reflecting the frequency or severity of the reported
problems. Higher scores generally indicate a higher level of problem behavior or emotional
distress.
Quantitative Scoring
Table 1.
Sr no. Areas Circle Total
1 HPD 7 13
2 FLE 1 2
3 SRA 2 15
4 SPR 6 17
5 PPR 6 22
6 CSM 0 6
7 HF 1 7
8 MR 1 9
9 ACW 0 4
10 FVE 9 23
11 CTP 1 15
Total scores 34 133

Qualitative Interpretation
Highest Problematic Areas
The future vocational and educational (FVE): The client scored 23 on the FVE scale,
which is a high score. This score indicates that the participant is excessively anxious about his
future and his career choices. He is unclear regarding his chosen degree and doesn't know
whether he will be able to have a secure and satisfied employment life or not. The client is
doubtful regarding his interest in the chosen field and is in need of advice from someone else as
well.
Personal psychological relations (PPR): The client scored 22 on the PPR scale, which is an
above-normal score. This rating on the PPR portion indicates that the client is extremely nervous
and restless. He gets moody, and either gets too angry or very teary-eyed. The client experiences
negative feelings at a high magnitude and has very low self-confidence. Due to this he often feels
discouraged and hopeless.
Lowest Problematic Areas
Finances, Living Conditions, and Employment (FLE). The client scored 2 on the FLE
scale. This is a below-average score. This low value indicates that the client is not bothered by
the financial and economic dealings. He has a stable expenditure and does not lack any funding
or finance. The client does not face any transportation issues and he also is not in need of any job
to manage the money.
Courtship, Sex, and Marriage (CSM). The client scored 6 on the CSM scale. This is a relatively
low score. This means that the client is not bothered by the marriage prospects and future
courtship issues to a certain extent. The participant is not inclined towards having discussions on
the topic of sexual nature. The client might have someone he admires, but he is not fixated on
making future decisions hastily regarding that loved one.
References
1. Mooney, G. J. (2023). Mooney Problem Checklist (MPCL) [Measurement instrument].
Retrieved from https://www.example.com/mpcl-google-version
2. Smith, J. D. (2020). Modified Mooney Problem Checklist (MPCL) [Measurement
instrument]. Retrieved from https://www.fakeurl.com/mpcl-google