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Personality theory and personality assessment measures: How helpful to the clinician?
Author(s) -
Vane Julia R.,
Guarnaccia Vincent J.
Publication year - 1989
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198901)45:1<5::aid-jclp2270450102>3.0.co;2-p
Subject(s) - minnesota multiphasic personality inventory , personality , psychology , rorschach test , strengths and weaknesses , personality assessment inventory , interpretation (philosophy) , personality test , subject (documents) , clinical psychology , psychological testing , cognitive psychology , personality disorders , social psychology , psychometrics , test validity , computer science , library science , programming language
One of the most important role‐defining functions of the clinical psychologist is personality assessment. Because of the wide range of personality assessment instruments available, there is a need for the clinician to be aware of their relative strengths and weaknesses. This article discusses the extent to which our present‐day tests of personality and theories of personality are helpful in guiding the clinician to meaningful conclusions and predictions. Indirect methods of assessment, such as the Rorschach and TAT, encourage the subject's free and open‐ended response to a small number of ambiguous stimuli so as to circumvent the subject's censorship of responses. To varying degrees, indirect methods have suffered from difficulties in establishing acceptable scoring systems and standardized norms. Direct measures, such as the MMPI, limit freedom of expression and assess fewer, but more clearly defined variables. Well‐defined and objective scoring and interpretation are considered major advantages of direct over indirect methods. However, direct methods are not without disadvantages. Some important concerns are limitations in subject's self‐knowledge, falsification of responses, and the development of response sets.