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Dissertationen zum Thema „Personality assessment“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Williams, Maureen Bernadette. „The psychometric assessment of schizotypal personality“. Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549491.

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2

Usala, Paul D. „Self-report trait personality and assessment center performance“. Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29852.

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3

Rose, Meghan June. „Relationships and social context in trait judgments self-other agreement in siblings versus peers /“. Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564023481&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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4

Jones, Robert Stephen. „Personality disorders and interpersonal traits /“. Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8914322.

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5

Heinzen, Hanna [Verfasser]. „Assessment of Offender Personality Characteristics / Hanna Heinzen“. Kiel : Universitätsbibliothek Kiel, 2012. http://d-nb.info/1053683103/34.

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6

Bhardwaj, Shally. „Personality Assessment Using Multiple Online Social Networks“. Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31734.

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Personality plays an important role in various aspects of our daily life. It is being used in many application scenarios such as i) personalized marketing and advertisement of commercial products, ii) designing personalized ambient environments, iii) personalized avatars in virtual world, and iv) by psychologists to treat various mental and personality disorders. Traditional methods of personality assessment require a long questionnaire to be completed, which is time consuming. On the other hand, several works have been published that seek to acquire various personality traits by analyzing Internet usage statistics. Researchers have used Facebook, Twitter, YouTube, and various other websites to collect usage statistics. However, we are still far from a successful outcome. This thesis uses a range of divergent features of Facebook and LinkedIn social networks, both separately and collectively, in order to achieve better results. In this work, the big five personality trait model is used to analyze the five traits: openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism. The experimental results show that the accuracy of personality detection improves with the use of complementary features of multiple social networks (Facebook and LinkedIn, in our case) for openness, conscientiousness, agreeableness, and neuroticism. However, for extroversion we found that the use of only LinkedIn features provides better results than the use of only Facebook features or both Facebook and LinkedIn features.

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7

湯旭瑜 und Yuk-yue Tong. „Lay models of personality: assessment and implications“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124368X.

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8

Salter, Daniel Wayne. „Design of the Environmental Personality Type Assessment /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688973685648.

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9

Tong, Yuk-yue. „Lay models of personality : assessment and implications /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702274.

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10

DeLong, Dana M. „THE UTILITY OF THE PERSONALITY ASSESSMENT INVENTORY“. OpenSIUC, 2008. https://opensiuc.lib.siu.edu/dissertations/273.

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Identification of Attention Deficit/Hyperactivity Disorder (AD/HD) in adults using the Personality Assessment Inventory (PAI) T-scores was investigated. Archival data from closed client files at a university counseling center were used to obtain information from 91 cases of individuals who received testing services and were diagnosed with AD/HD and 91 cases that received personal counseling and received a DSM-IV diagnosis but not a diagnosis of AD/HD. All cases had taken the PAI as part of the intake process. Four groups were identified; three AD/HD groups (Inattentive type, Combined type, & Not otherwise Specified) and a control group of counseling cases without an AD/HD diagnosis. The AD/HD-NOS group was excluded from the study due to the small group size of six. A MANOVA resulted in significance differences between the AD/HD-I and AD/HD-C groups; therefore, they were analyzed as separate groups. A MANOVA comparing the AD/HD groups and the control group revealed significance differences using select PAI clinical scales hypothesized to capture AD/HD symptoms. Descriptive and predictive discriminant function analyses (DFA) with a set of PAI subscales hypothesized to most relate to adult symptoms of AD/HD were significant, with modest results. DFA revealed a hit rate of 71.4% for prediction of clients with AD/HD-I; 30.8% for predicting AD/HD-C, and 78.9% predicting no AD/HD. Cut-off scores for AD/HD were suggested for four PAI scales. Strengths and limitations were discussed.

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11

Reynolds, Brady. „Determining behavior a study of the interaction between situation and dispositional factors /“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1320.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 110 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 72-76).

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12

Shoots-Reinhard, Brittany. „Personality Certainty: Increasing the Predictive Utility of Personality Inventories“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337350429.

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13

Grezmak, Tiffany. „Construct Validation of the Cleveland Adaptive Personality Questionnaire using the Personality Assessment Inventory“. Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1619442899037883.

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14

Foreman, Michael Ernest. „Interpersonal assessment of psychopathy“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/42514.

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This study was concerned with the relations between representations of psychopathy and interpersonal perceptions. From 147 inmates seen in a federal medium security prison, 79 of the men provided complete data for comparisons. Groups were defined under criteria from (1) the Psychopathy Checklist (PC) (Hare, 1985b), or (2) American Psychiatric Association (1980, 1987) outlines for Antisocial Personality Disorder (APD). Measures were derived from the Interpersonal Adjective Scales-Revised (IAS-R) (Wiggins, Trapnell, and Phillips, 1988 ) which relate interpersonally defined perceptions of personality as locations within a circumplex space--Interpersonal Circle (Wiggins, 1979, 1980). Self-ratings were obtained as descriptive of (1) self, (2) ideal self, (3) self as thought seen by a friends, and (4) self as thought seen by a specific member of the institutional staff. A rating was also obtained from the specific staff members as descriptive of the particular inmates. Comparisons were also made with respect to the specificity and sensitivity of MMPI profiles considered relevant to psychopathy. Supplementary comparisons used selected scales from the Adjective Checklist (ACL) (Gough and Heilbrun, 1980) and Rosenberg's (1965) Self- esteem Scale. These comparisons provided manipulation checks of the consistency of the data and contributed to the interpretive generalizability of the results. The primary hypotheses were that a group of individuals defined as psychopathic would show differences in representations obtained from self-rated and other-rated descriptions, with respect to circumplex location and derived difference scores from the IAS-R, in comparison to groups considered non-psychopathic. Results indicated differential perceptions, particularly by staff members, which provided good discriminations of groups based on the PC but not for groups defined by APD. Circumplex locations of psychopaths defined by the PC were consistent with expectations for the Interpersonal Circle. The discriminative utility of group differences was much higher for the PC-defined groups than for APD relative to the base rates for these different categorizations. The results are discussed in terms of (1) their contribution to the nomological network for the concept of psychopathy as represented by the PC, (2) specific limitations of the study, and (3) the evident confusion which can result from the use of measures assumed to to relate to the 'psychopath,' but that rely on primarily behavioural descriptions.
Arts, Faculty of
Psychology, Department of
Graduate

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15

Gluszik, Laura Ann. „Dependent Personality Inventory-Revised (DPI-R): Incorporating A Dimensional Model In The Assessment Of Dependent Personality Disorder“. Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1270666735.

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16

Denison, Gordon E. „Personality profile of a pastor“. Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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17

Schacherer, Marc. „Exploring personality in the assessment of service quality“. Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411411.

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18

Coles, Rebecca-Louise. „Risk assessment, personality disorder, and key developmental variables“. Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1732/.

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This thesis examined the relationship between key developmental variables, dynamic risk factors, and personality. First, a detailed review of the literature pertaining to these areas is presented. A narrative review with systematic search strategies was compiled due to the breath of the topic areas. Second, an empirical research project was conducted to investigate the relationship between key developmental variables, dynamic risk factors on the Stable-2007 (formally Stable-2000 and Sex Offender Needs Assessment Rating) (Hanson & Harris, 2001; Hanson, Harris, Scott, & Helmus, 2007), and personality disorders measured using the Million Multiaxial Clinical Inventory (MCMI-III) (Millon, Millon, Davis, & Grossman, 1997). The research had a secondary aim to evaluate whether any of the variables could be used to predict treatment attrition. The Challenge project data was utilised for this research which comprised information on 106 sex offenders both child molesters (n=69) and rapists (n=37). The research demonstrated number of relationships between personality disorder, key developmental variables, and the Stable-2007 items. There were very few significant associations between any of the variables and treatment attrition. Third, a case study aimed to demonstrate the practical utility of Stable 2007 discussed in Chapter 1 and researched in Chapter 2 is presented and relevant interventions are discussed. Fourth, a critique of a psychometric measure, the Stable-2007 is provided, which demonstrates continuing advances and validation of dynamic risk assessments. Finally, an overall discussion of each of the chapters is provided.

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19

Richaud, de Minzi María Cristina. „New statistical methods for research in personality assessment“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99784.

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In the present work a review of the new multivariate techniques and why they appear especiallysuited to the personality research is presented. Emerging models of personality and advances in the measurement of personality and psychopathology suggest that research in this field has ente red a stage of advanced development. The past two decades have shown importan! developments in statistics and measurement. Refinement of multivariate statistics has been especially importan! in personality assessment because of the complexity of relations among personality variables. Multivariate procedures provide the opportunity to examine the complexity of these interactions by providing methods of analysis for multiple variables. On the other hand, structural equation modeling and multivariate techniques for analyzing categorical variables have been developed. Multidimensional scaling and item response theory are the last developments.
En este trabajo se realiza una revisión de las nuevas técnicas estadísticas y de su utilidad para la investigación en personalidad. Los nuevos modelos y los avances en la medición de la personalidad y la psicopatología sugieren que la investigación en este campo y en su evaluación han entrado en un estadio avanzado de desarrollo. En las dos últimas décadas se han producido importantes desarrollos en estadística y medición. El refinamiento de las técnicas de análisis multivariado ha sido fundamental en la evaluación de la personalidad debido a la complejidad de las relaciones entre sus variables. Los procedimientos de análisis multivariado proveen la oportunidad de examinar la complejidad de esas interacciones a través de métodos de análisis para variables múltiples. Por otra parte, se han desarrollado los modelos de ecuaciones estructurales y técnicas multivariadas para analizar variables categóricas. Los últimos desarrollos corresponden al escalamiento multidimensional y a la teoría de la respuesta al ítem.

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20

Bink, Martin L. „Motivational distortion in personality profiles of undergraduate distance education students“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941727.

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Motivational Distortion is a construct of replicable error characterized by a shift in one's responding on a personality measure from an anonymous role to a role motivated by the testing situation. The Sixteen Personality Factor (16PF) contains an embedded scale designed to measure the this construct. Scores on this scale provide a basis for correcting scores on the primary factors.To date, individual studies on Motivational Distortion have not adequately addressed the construct validity of the scale. The present study utilized a sample of teleeducation students in an attempt determine if varying levels of role aptitude and role-congruent settings does impact Motivational Distortion.The results of regression and Aptitude-by-treatment interaction analysis (ATI) have two implications for Motivational Distortion. Namely, The relation of Motivational Distortion and its components may be moderating instead of causal, and the relation of the construct and other personality factors is more limited.
Department of Psychological Science

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21

Useda, J. David. „The construct validity of the paranoid personality disorder features questionnaire (PPDFQ) : a dimensional assessment of paranoid personality disorder /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025654.

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22

Salter, Robin Seely Lewis Philip M. „The psychometric assessment of meaning-making reactions to everyday dilemmas (RED) /“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/SALTER_ROBIN_36.pdf.

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23

Sparkes, Timothy James. „Personality, mood and daily work stress“. Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670246.

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24

Hudson, Amy H. „Personality assessment of female sex offenders : a cluster analysis /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.

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25

Meadows, Jamie Heather. „The five factor model and personality pathology : the role of dysfunction in the determination of dependent personality disorder /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946280.

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26

Sandifer, Joseph McNeill. „The factorial validity of Cattell's 16 personality factor questionnaire as a measure of personality in middle and lower socioeconomic status individuals“. Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/29386.

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27

Kene, Prachi. „Utility of the Personality Assessment Inventory in Assessing Suicide Risk“. Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1196965938.

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Thesis (M.A.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts Degree in Psychology." "A thesis entitled"--at head of title. Bibliography: leaves 57-82.

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28

Ronsisvalle, R. Michael. „Personality characteristics of church staff section leaders“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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29

Posey, Courtney Lee. „Positive self-presentation strategies in structured personality assessment the effects of job applicant and child custody contexts /“. Click here for download, 2006. http://proquest.umi.com/pqdweb?did=1208145001&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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30

Peltier, Bryan David. „A confirmatory factor analytic study of the major sources of variance in the MMPI-2 /“. Full Text accessible through UMI ProQuest Digital Dissertations, 1994.

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31

Cobb, Amanda R. „The spectrum of bulimic behaviors and attitudes and the Five factor model of personality“. Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1418/umi-uncg-1418.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 18, 2007). Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Includes bibliographical references (p. 59-70).

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32

Rath, P. K. „A theoretical analysis and empirical investigation of the projective inventory approach“. Thesis, University of Exeter, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373562.

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33

Rolls, Stevan Richard. „The validity and utility of computer based test interpretations (CBTIs) in staff selection decision situations“. Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385780.

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34

Houston, Hailee Echo. „PRELIMINARY STUDY OF MAIN SCALES AND SUB-SCALES OF THE CLEVELAND ADAPTIVE PERSONALITY INVENTORY“. Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462794904.

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35

Ashton, Naomi. „How Does Culture Influence Personality and Personality Assessments? An Emic Investigation Within the Teaching Profession“. Thesis, Griffith University, 2021. http://hdl.handle.net/10072/406523.

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Personality and assessments have important practical applications within the work domain (Salgado, 2017) making it important to examine the work-relevancy of personality descriptions. Generally-developed personality assessments have been useful for examining personality at work but modifying the assessment instructions enhances the work-contextualisation, allowing for responses that correspond more closely with work behaviours (Shaffer & Postlethwaite, 2012). The findings from cross-cultural research studies (Church, 2016) suggest that the work-relevance of personality may be further enhanced by developing assessments within specific cultures, leading to improvements in structural and criterion validity. An additional implication may be an improved ability to thoroughly evaluate personality structural consistency. Therefore, this dissertation examines the utility of adopting a cultural perspective to examine profession-based personality assessment and change within the professional group of teaching. Specifically, this dissertation summarises and examines the description of personality provided by members of the teaching profession and describes if and how members develop a culturally-relevant understanding of personality. This dissertation is comprised primarily of four studies: one critical review and three empirical studies (based on two stages of data collection). Study 1 is a critical review examining the importance of thoroughly contextualising personality assessments at work, by developing personality factors from within specific professions. This study integrates cross-cultural and personality literatures to examine why personality change may be expected during professional socialisation and whether investigations of change may be enhanced by adopting a cultural perspective. Study 1 concludes that lexically-derived personality assessments diverge from generic personality models. Emic research studies may provide an alternative approach to investigating structural consistency by allowing for examinations of how the description of personality changes. Therefore, Study 1 outlines the theoretical foundations that are subsequently empirically examined. Study 2 reports a qualitative examination of personality description and change across levels of socialisation within the teaching profession. Personality descriptors were obtained from members of the teaching profession, enabling comparisons with generic personality descriptions, and an examination of whether and how those descriptions differed with socialisation. Volunteers (n = 62) participated in group-based interviews from three groups: student teachers in their first and last years (or equivalent) of a tertiary education program and working teachers. The results identify work-specific personality descriptions that differ from broadly-developed descriptions. Group differences were identified across categories of lexically-based descriptions, varying with stage of socialisation. These findings provide initial evidence to demonstrate that entering and maintaining membership with the teaching professional culture influences how members describe personality. Study 3 identifies emergent teaching-based personality factors, enabling examinations of the associations with work-contextualised Big Five factors and scales of work behaviours, and examines whether personality factors vary across levels of socialisation. Volunteers (n = 508) participated in a self-report survey, recruited from the same three groups as Study 2. Analyses of the responses identified a six-factor personality structure, and the factors were mostly distinct from the Big Five factors. The teaching personality factors produced incremental validity when statistically predicting work behaviours. Significant differences in mean ratings and metric non-invariance indicates that personality ratings and factor loadings vary across groups. The findings show that teaching-based personality factors differ from general factors, and this culturally-relevant understanding of personality may develop with socialisation. Study 4 further investigates the influence of socialisation by examining how factor structures vary between earlier and later stages of socialisation. This study identifies and compares personality factor structures based on descriptions provided by first year teaching students and working teachers. The data reported in Study 3 are reanalysed by conducting exploratory factor analyses separately for each group, using only the descriptors provided by that group. Analyses of the descriptors provided by first year student teachers and working teachers identified personality factor structures that were mostly distinct from each other, and from work-contextualised Big Five factors. The lexically-based personality factors were associated with work behaviours, but the pattern of associations varied between groups. Study 4 demonstrates the importance of utilising an emic approach to examining personality structural consistency by showing how the description of personality differs with socialisation. By adopting a cultural perspective, this dissertation identifies personality factors that are relevant for describing personality within the teaching profession and correspond more strongly with work behaviours. By targeting participants who represent different stages of socialisation within the teaching profession, this dissertation shows how descriptions of personality change when learning what it means to be a teacher. Group-differences in factor structures were important because it provides evidence of personality structural inconsistency across levels of socialisation. Therefore, socialisation may influence personality to strengthen personal capacities to achieve the requirements of the teaching profession. Several implications resulting from the findings reported for personality and change theory, research, and practice are discussed.
Thesis (Professional Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Applied Psychology
Griffith Health
Full Text

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36

Motter, Ethan H. „PRELIMINARY STUDY OF THE NARCISSISTIC PERSONALITY QUESTIONNAIRE“. Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1263430913.

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37

Cashel, Mary Louise. „Assessing Defensiveness with the PAI: a Cross Validational Study“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc500994/.

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The use of scales on the Personality Assessment Inventory (PAI) to detect defensiveness in criminal and nonclinical samples was evaluated. Forty-five male inmates of a county jail and 38 male undergraduate psychology students were provided with incentives to complete the PAI under two conditions: standard instructions and experimental instructions to feign a specific, positive role. The sequence of instructions was counterbalanced in both samples for the purpose of examining ordering effects. A repeated measures multivariate analysis of variance (MANOVA) was performed, yielding significant main effects of condition, group and order. Additionally, a step-wise discriminant function analysis significantly predicted group membership (i.e., subjects under honest and faking conditions) with a hit rate = 84.4%. Finally, a more effective cutting score for the Positive Impression scale was recommended.

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38

Hedlund, Lars-Erik. „Response Time as Self-Schema Indicator : Implications for Personality Assessment“. Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112128.

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The focal objective of this thesis was to examine the potential advantage of introducing the self-schema concept, indexed by response time, into personality assessment. The basic rationale for the use of response time is that a self-schema facilitates response time for self-referent information as it permits people to make assessments easier and automatic. A self-schema is a cognitive structure containing the generic knowledge that people have about themselves, influencing all aspects of the processing of self-relevant information in order to organize, summarize and explain their behavior. Paper I examined the self-schema proposition that the relation between personality score and response time for the Big Five personality factors is curvilinear in accordance with the inverted-U effect. Using more appropriate statistical methods than in previous studies, Study 1 and Study 2 confirmed the existence of the inverted-U effect for all Big Five factors. Thus the results provided support for the self-schema perspective as people scoring low or high on the Big Five traits responded faster than those scoring in the middle. Previous research has shown that the Big Five personality factors Openness to Experience and Agreeableness are powerful predictors of prejudice. The main question in Paper II was whether this prediction could be improved by including a measure of self-schema (schematicity). The results of Study 3 demonstrated that response time significantly improved the prediction of generalized prejudice from the mentioned personality factors and disclosed both an additive and a moderating effect. Thus, the relation between personality trait score and generalized prejudice is moderated by how schematic a person is. Paper III examined the potential linkage between heritability and self-schema. In Study 4, 5, and 6, the relation between heritability and response time for the Big Five personality facets (subfactors) was examined. The results revealed that personality response time is related to personality heritability so that shorter response times are associated with higher heritabilities. Putting the present results into the context of self-schemas, this means that Big Five personality facets with a large heritability on the average would have higher schematicity than those with small heritability estimates. The results of the present thesis extend previous work in the area of self-schema. The findings suggest that self-schema, measured by response time, may be a useful additional tool to fine-tune personality assessment. Also, the findings put emphasis on the importance of considering possible curvilinear relationships and interaction effects in order to better comprehend the rationale underlying self-schemata processing. Finally, the results imply that the heritability of personality traits should be taken into account when we construct theories and models in personality psychology. The implications of these results are discussed and directions for future research are highlighted.

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39

Prenger, Jeannette H. „Neurological content and impact on Personality Assessment Inventory scale elevations“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60864.pdf.

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40

Giesen-Bloo, Josephine Hubertine. „Crossing borders: theory, assessment and treatment in borderline personality disorder“. Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=5230.

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41

Ingram, Lindsay D. Weathers Frank W. „Investigation of trauma type differences using the Personality Assessment Inventory“. Auburn, Ala., 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Ingram_Lindsay_35.pdf.

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Tsaousis, Ioannis. „The psychometric assessment of personality in a Greek speaking population“. Thesis, Goldsmiths College (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244022.

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Thompson, Claire. „The assessment and treatment of violence in personality disordered offenders“. Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/939/.

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This thesis examines the assessment and treatment of violence in personality disordered offenders, with the view of identifying pertinent issues to be considered when appraising risk within clinical practice. Chapter 1 reviews the relevant literature and outlines the remaining thesis. A systematic review evaluating Dialectical Behaviour Therapy (DBT) with borderline personality disordered (BPD) inpatients can be found in Chapter 2. Despite highlighting a number of methodological limitations, the review indicates DBT as having positive therapeutic effects within secure settings. Chapter 3 examines the predictive validity of the Historical/Clinical/Risk Management- 20 (HCR-20; Webster, Douglas, Douglas Eaves & Hart, 1997) showing it to be a valid and reliable within forensic populations. However, the review indicates the need for additional research, making recommendations for such work. The empirical paper in Chapter 4 investigates the concept Dangerous and Severe Personality Disorder (DSPD). A DSPD sample is compared to a non DSPD personality disordered group from the same setting on a number of risk related variables. Analysis of hospital incident data and Historical Clinical Risk Management-20 (HCR-20) scores suggests DSPD patients are at a higher risk of imminent harm to themselves and others than the comparison group. These findings offer substantiation to the DSPD label and the accompanying therapeutic programme. An individualised approach to risk assessment and treatment of a Learning Disabled offender with Borderline Personality Disorder is presented in Chapter 5, serving to highlight the difficulties with management of personality disordered inpatients. Chapter 6 offers concluding comments, discussing further implications for clinical practice.

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Dillman, Taylor Dalena. „Confirming the Constructs of the Adlerian Personality Priority Assessment (Appa)“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283856/.

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The primary purpose of this study was to confirm the four-factor structure of the 30-item Adlerian Personality Priority Assessment (APPA) using a split-sample cross-validation confirmatory factor analysis (CFA). The APPA is an assessment, grounded in Adlerian theory, used to conceptualize clients based on the four personality priorities most commonly used in the Adlerian literature: superiority, pleasing, control, and comfort. The secondary purpose of this study was to provide evidence for discriminant validity, examine predictive qualities of demographics, and explore the prevalence of the four priorities across demographics. For the cross validation CFA, I randomly divided the sample, 1210 undergraduates, at a large public research university (53% Caucasian, 13.1% Hispanic/Latino(a), 21.4% African American, 5.4% American Indian, and 5.8% biracial; mean age =19.8; 58.9% females), into two equal subsamples. I used Subsample 1 (n = 605) to conduct the initial CFA. I held out Subsample 2 (n = 605) to test any possible model changes resulting from Subsample 1 results and to provide further confirmation of the APPA's construct validity. Findings from the split-sample cross-validation CFA confirmed the four-factor structure of the APPA and provided support for the factorial/structure validity of the APPA's scores. Results also present initial evidence of discriminant validity and support the applicability of the instrument across demographics. Overall, these findings suggest Adlerian counselors can confidently use the APPA as a tool to conceptualize clients.

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Gluszik, Laura A. „Dependent personality inventory-revised (DPI-R) incorporating a dimensional model in the assessment of dependent personality disorder /“. Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1270666735.

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Thesis (M.A.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on April 15, 2010). Includes bibliographical references (p. 38-49). Available online via the OhioLINK ETD Center and also available in print.

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DUBRO, ALAN FRAZIER. „DIAGNOSIS OF DSM-III PERSONALITY DISORDERS THROUGH THE USE OF THREE SELF-REPORT INVENTORIES“. Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183880.

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Publication of DSM-III led to increased recognition and diagnosis of personality disorders by assigning them to a separate axis. Self-report inventories have recently been constructed to reflect these changes in psychiatric nosology. This study compared the diagnostic efficiency of three tests: MMPI personality disorder scales (MMPI PD scales), Million Clinical Multiaxial Inventory (MCMI), and the Personality Diagnostic Questionnaire (PDQ). Subjects were nonpsychotic psychiatric patients (n = 37), and medical control patients (n = 20). Subjects were given a clinical interview to diagnose any and all DSM-III personality disorders, and were then administered the three self-report inventories. Results indicate that the tests were extremely accurate at identifying the presence of any personality disorder, clusters of personality disorders, and specific personality disorders. Using the tests in combination further increased their efficiency. Implications for using cost-effective self-report tests in lieu of labor-intensive structured interviews are discussed.

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PRETI, EMANUELE. „Il modello di O.F. Kernberg per lo studio dei disturbi di personalità. Validazione delle versioni italiane dell'inventory of personality organization (IPO) e della structured interview of personality organization (STIPO)“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28335.

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Objective. This work aims at assessing the psychometric properties of the Italian versions of the Inventory of Personality Organization (IPO; Lenzenweger et al. 2001), a self-report instrument for the assessment of personality organization, according to Otto Kernberg’s model, and the Structured Interview of Personality Organization (STIPO), the interview-version of the IPO. Study 1 and Study 2 (Chapter 2) evaluated the psychometric properties of the IPO. Methods. 696 university students and people from the community (Study 1; males 37%; mean age=36.51 ys; SD=±14.08; range: 18-74) and 121 psychiatric patients (Study 2; males 43.8%; mean age=37.22 ys; SD=±10.54; range: 18-66) completed a set of questionnaires including the IPO, the Severity Indices of Personality Problems (SIPP-118; Verheul et al., 2008), the Borderline Personality Disorder Checklist (Giesen-Bloo et al., unpublished manuscript), the Response Evaluation Measure 71 (Steiner et al., 2001), and the Symptom Checklist 90-R (Derogatis, 1977). Results. Confirmatory factor-analyses conveyed results similar to those obtained by Ellison and Levy (2011) and supporting a 4-factor solution (instability of sense of self and others, instability of goals, instability of behaviors, and psychosis). The factor structure proved to be invariant across samples (non clinical and clinical) and gender. The four IPO subscales showed good levels of internal coherence (Cronbach’s alphas between .72 and .91), and good test-retest reliability in the non clinical sample (time frame: one month; ICC ranging between .80 and .96). Patterns of associations with the criterion measures, assessed through path analysis, emerged in line with theoretical expectations. The first factor, Instability of sense of self and others, showed associations with measures of identity integration and defensive functioning, as well as associations with borderline symptoms and psychopathological distress. The second factor, Instability of goals, showed associations with coherent measures of the capacity to set realistic goals and to achieve them. The third factor, Psychosis, showed the expected associations with paranoid/dissociative symptomatology only in the clinical sample. Finally, the fourth factor, Instability of behaviors, was found to be associated with personality functions and symptom clusters connected with difficulties in the regulation of anger, impulses, and aggression. The four factors showed the expected criterion relations: all the dimensions, in fact, discriminate between clinical and non clinical subjects, whereas only Instability of sense of self and others and Instabilty of goals discriminate between borderline patients and non borderline patients. The study presented in Chapter 3 evaluated the psychometric properties of the STIPO. Methods 30 university students and people from the community (males 23%; mean age=40.97 ys; SD=±14.35; range: 22-63) and 49 psychiatric patients (males 46.8%; mean age=36.60 ys; SD=±9.45; range: 20-53) were interviewed through the STIPO and completed a set of questionnaires including the IPO, REM 71 (Steiner et al., 2001), and the SIPP-118 (Verheul et al., 2008); psychiatric patients were also interviewed through the Structured Clinical Interview for Axis II Disorders (SCID II; First et al., 2001). Results Confirmatory factor-analyses confirmed the theoretical 7-factor dimensionality of the interview (Identity, Object relations, Defenses, Coping, Aggression, Moral values, and Reality testing). The STIPO subscales showed good levels of internal coherence (Cronbach’s alphas between .78 and .91), and good inter-rater reliability (ICC ranging between .82 and .97). For what concerns the three primary scales of the STIPO (Identity, Defenses, and Reality testing), the patterns of associations with the criterion measures, assessed through path analysis and regressions, were in line with theoretical expectations. The Identity scale showed associations with measures of the stability of self image and the capacity of pursuing goals. The Defenses scale resulted to be associated with the external measure of primitive defenses and with the domains of the IPO concerning the Instability of the sense of self and others and the Instability of goals, as well as with measures of lack of self-control and emotional instability. Finally, the Reality testing scale showed coherent associations with the Psychosis factor of the IPO. The three primary scales of the STIPO also showed the expected criterion relations: all the dimensions, in fact, discriminate between clinical and non clinical subjects, whereas only Identity and Defenses, and not Reality testing, discriminate between borderline patients and non borderline patients. Conclusions. Our results suggest that the Italian versions of the IPO and the STIPO are reliable and valid tools for the assessment of personality organization according to Kernberg’s model. Results are discussed in terms of their implications regarding research and clinical practice, as well as in the context of the new conception of personality disorders proposed for the DSM V.

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Farney, Darrell L. „Identifying continuing disciple-makers according to personality“. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Roberts, Dennis C. „Preliminary Development of a Q-Sort Measure of the Adlerian Concept of Personality Priorities: The Adlerian Personality Priorities Q-Sort (APPQs)“. Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1311882487.

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MATTA, MICHAEL. „Intellectual Giftedness in Adulthood. A Multimethod Assessment Approach“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/199079.

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La plusdotazione è stata ampiamente esaminata nei bambini e negli adolescenti, mentre un minor numero di articoli è stato pubblicato nello stesso gruppo in età adulta. Come suggerito dalla National Association for Gifted Children (2010), il termine plusdotazione si riferisce a "livelli eccezionali di attitudine (definita come un’eccezionale capacità di ragionare e apprendere) o di competenza (prestazioni documentate o risultati superiori o superiori al 10%) in uno o più domini (come intellettuale, creativo, artistico, leadership o accademico)”. Questa tesi ha esaminato il gruppo dotato di individui con elevate abilità intellettive (cioè punteggi ai test di intelligenza pari o superiori a 130) piuttosto che coloro che hanno raggiunto risultati concreti di vita. Nel corso dell'ultimo secolo, l'intelligenza elevata è stata spesso considerata una “carta vincente” perché forti relazioni sono state trovate con la salute fisica, l’adattamento psicologico e posizioni lavorative più prestigiose. Recentemente, questa posizione è stata contestata perché prove empiriche hanno dimostrato che le persone con straordinarie capacità intellettuali riportavano anche livelli più elevati di disregolazione affettiva, deficit di attenzione e iperattività, disturbi dello spettro autistico e disordini immunitari. La presente tesi mira ad affrontare questi problemi, esplorando le abilità cognitive, la personalità e il funzionamento emotivo di individui adulti plusdotati, applicando i principi del Multimethod Assessment. Nel Capitolo 1, la plusdotazione intellettiva è stata definita secondo il modello CHC. Quindi, ho esaminato il profilo cognitivo di questi soggetti; i pattern delle loro prestazioni (cioè quale fosse il miglior indicatore di intelligenza superiore); e la variabilità dei punteggi nei diversi domini. Nel Capitolo 2, ho esaminato i tratti della personalità e la regolazione emotiva dei soggetti gifted adulti secondo le teorie della developmental psychology and psychopathology. Ho considerato una versione aggiornata dell’“ipotesi della disarmonia” per descrivere come vulnerabilità e disadattamenti dello sviluppo possano derivare da inadeguate risposte dell'ambiente (ad esempio, amici, insegnanti, genitori, società) verso i bisogni delle persone con abilità intellettive sopra la media. Nel Capitolo 3, ho esaminato l'intelligenza emotiva (EI), intesa sia come insieme di abilità intellettive sia di tratti della personalità. Ho condotto uno studio esplorativo per verificare se gli adulti plusdotati mostrassero risultati simili a quelli ottenuti da soggetti più giovani e ho testato la teoria dell’investimento applicata all’EI che descrive le relazioni tra l'intelligenza cristallizzata e quella emotiva. In conclusione, ho integrato i risultati dei tre capitoli in base alla multiple lenses analysis (Lilienfeld, 2017) e ho descritto le somiglianze e le differenze di questo gruppo in base agli aspetti genetici, psicologici e socioculturali rispetto alla popolazione generale.
Giftedness has been extensively examined in children and adolescents, whereas fewer papers have been published on the same group in adulthood. As suggested by the National Association for Gifted Children (2010), giftedness refers to “outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains (such as intellectual, creative, artistic, leadership, or academic)”. This dissertation has examined the gifted group composed of individuals with high intellectual aptitude (i.e. intelligence test scores equal to or greater than 130) rather than who have obtained concrete life achievements. Over the last century, high intelligence has been often considered a “winning card” because strong relationships have been found with better physical health, psychological adjustment and more prestigious job position. Recently, this position has been challenged because empirical evidences have shown that people with extraordinary intellectual abilities reported higher levels of affective dysregulation, attentional and hyperactivity deficit, autism spectrum disorders, and immune disorders. The present dissertation aims to approach these issues, exploring cognitive, personality, and emotional functioning of intellectually gifted individuals in adulthood, applying the principles of the Multimethod Assessment Approach. In the Chapter 1, intellectual giftedness has been defined according to the CHC model. Then, I have examined cognitive profile of gifted adults; pattern of their performance (i.e. what is the best indicator of superior intelligence?); and scores variability across different domains. In the Chapter 2, I have examined personality traits and emotional regulation of gifted individuals according to developmental psychology and psychopathology theories. I have considered an updated version of the disharmony hypothesis in order to describe how vulnerabilities and developmental maladjustments may result from inadequate responses of the environment (e.g., friends, teachers, parents, society) to gifted individuals’ unique needs. In the Chapter 3, I have examined emotional intelligence (EI), both as a set of intellectual abilities and of personality traits. I have conducted an exploratory study to test whether gifted adults showed similar results to those obtained by gifted students, and the investment model of EI which describes the relationships between crystallized and emotional intelligence. In conclusion, I have combined results from the three chapters according to multiple lenses analysis (Lilienfeld, 2017) and I have described similarities and differences of this group in genetic, psychological, and sociocultural aspects compared to the general population.

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