The Use of the MMPI in Teaching Personality Assessment, continued
The student clinician, therefore, must be taught that there is no excuse for not looking at and thinking about the subject’s responses, to see in what ways this particular individual is similar to and different from the individuals on which these basic clinical scales and subsequent code types were developed, regardless of how many well-turned phrases are available among the descriptive statements for the scale elevations which he may find. He can then present what information he has regarding the normative group whose profiles were similar to the one at hand, the ways in which this individual’s self-description compares to that of the reference group, and his own speculation about what that might mean for this person, taking into account the extent to which the reference group comparison is appropriate, the likely validity of the subject’s self-description, everything he knows about what people can be like, the probable effect of what he says in his psychological report, and anything else which comes to mind. And it is that point that you have become engaged in the process of personality assessment.
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