MAPIMACI2010

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1 MACI & MAPI Millon Adolescent Personality Inventory (MAPI) & The Millon Adolescent Clinical Inventory (MACI) Test and Measurements Janelle Harper August 1, 2010 Professor Car Ishart

2 MACI & MAPI Thesis This research paper will discuss testing measurement specifically designed for use with an adolescent population. The Millon Adolescent Personality Inventory (MAPI) and the Millon Adolescent Clinical Inventory (MACI) are both commonly used tools in the clinical setting to assess adolescent personality (Halloran, 2002). The MAPI is used for adolescent assessment in normal settings. The tool was designed for use with adolescents, and therefore concentrates on normal adolescent thoughts and beliefs. The MACI is used for adolescent assessment in treatment settings to help evaluate troubled adolescents and to confirm diagnostic hypotheses. Both assessments contribute significantly to individualized treatment planning and can be a valuable tool in the treatment process. (Millon, 1993) . In this study the personality styles, expressed concerns, and behavioral tendencies of depressed adolescents were investigated by means of the Millon Adolescent Personality Inventory (MAPI), a relatively new personality inventory designed specifically for this age group. How do the MACI or the MAPI indicate adolescent development. These testing instruments will assist in the future experiences with Child and Adolescent Development .

3 MACI & MAPI For the past forty years, Theodore Millon has worked in the field of psychology. To that end, he has enriched the field through numerous articles and books which illustrate the unique concept of personology and psychopathology. His concepts seek to enforce the science behind psychology by redefining the support structures for diagnosis. Millon’s theoretically derived personality disorder prototypes are unique in that they correspond directly to the official Diagnostic and Statistical Manual of Mental Disorders (APA, 1994) classification schema (Davis, 1999). The Millon Adolescent Personality Inventory (MAPI) instrument is a brief self-report inventory designed specifically for assessing adolescent personality characteristics including coping styles, expressed concerns, and behavioral patterns. The MAPI instrument was normed on both normal adolescents and adolescent patients. The MAPI instrument is used in clinical, correctional, and educational settings by psychologists, psychiatrists, and school counselors as well as other mental health and guidance professionals. It can be very useful in the initial evaluation of typical and troubled adolescents and in diagnosis and treatment planning. The MAPI was developed to assess adolescents outside of the clinical setting. The inventory reports on three concepts: personality styles, expressed concerns, and behavioral patterns. Thus, the MAPI can be used for diagnosis and treatment planning in clinical, correctional, and educational settings. Because of its design, the assessment is appropriate to use by most clinicians. (Million, 1993). The MACI is an adolescent directed inventory. The MACI is an assessment created to address the unique concerns, pressures, and situations facing adolescents; unlike other instruments which have been developed for adults and then adapted for adolescents. The MACI was designed with a focused sample that included adolescents in various clinical treatment

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4 MACI & MAPI settings, thereby including many significant clinical situations and inquiries. This assessment helps assess an adolescent's personality, along with self-reported concerns and clinical symptoms. (Million, 1993) The MAPI was developed to assess adolescents outside of the clinical setting. The inventory reports on three concepts: personality styles, expressed concerns, and behavioral patterns. Thus, the MAPI can be used for diagnosis and treatment planning in clinical, correctional, and educational settings. Because of its design, the assessment is appropriate to use by most clinicians (Million, 1993 ). The population that uses these MAPI includes include individuals between thirteen and nineteen years old. In order to accurately complete the test, however, the individual must also be able to comprehend at least a sixth grade reading level (Million, 1993). Adolescents that are not on the correct reading level with not find this test useful. Internal reliability for both the MAPI and MACI are established by employing statistical correlation of each of the test items with total scores on each of the scales. (Million, 1993) . Validity for both the MAPI and MACI is established through direct ties to the DSM-IV. (Millon, 1993; Millon, 1999). Adolescents can potentially experience problems with adjustment in several areas of functioning. In the biological realm, adolescents experience physical changes related to puberty, and marked changes in hormonal activity bring on increased sexual interest and tension. Therefore adolescents can experience concerns about their physical development, sexuality, and body image. Some of these concerns may be transient and relatively common, but others may reflect psychological discomfort and maladjustment. In the psychological realm, adolescents face changes in identity, self-concept, and cognitive maturity in response to gradually increasing

5 MACI & MAPI demands to select a career path and set of life goals. Again, these challenges may be relatively common, but in some cases the adolescent may develop marked discomfort or confusion about his or her identity or self-worth. In the social realm, adolescents face tension between developing greater interests with peers or adopting group norms and the demand to maintain some emotional and financial dependence on parents. This tension again can be the source of normal conflict between the adolescent and the family, but it can also escalate into marked disturbances such as insecurity among peers, oppositional or defiant acting-out, or a lack of empathy toward others (McCann, 1999). Working in the adolescent field it is important to access depression in teens before an issue with suicide. Disturbances in personality arise when the person becomes more rigid in a particular approach to coping, perpetuates vicious cycles in which the same difficulties arise in the person’s life, and there is greater susceptibility to psychological distress or decomposition (McCann, 1999). Moreover, clinical symptoms such as anxiety, depression, or thought disorder are viewed as extensions of personality disturbances. Using the three polarities, Millon outlines five disruptions that can occur in the person’s functioning that give rise to personality disturbances and psychopathology. The first disruption can arise in the person’s instrumental style of coping in that he or she becomes fixated on either an active or a passive mode of coping. The second disruption in functioning can arise in the source of the person’s life-enhancing experience when there is an excessive reliance on either the self (independent) or others (dependent (McCann, 1999). The three other disruptions all arise in the pain versus pleasure polarity. The person can be detached, with an unwillingness or inability to experience pleasure in life. Another disruption can occur when the individual reverses the polarities of pain and

6 MACI & MAPI pleasure, deriving pleasure from experiences that are normally painful and pain in situations that are normally pleasurable; this disruption is called a discordant personality pattern. The other disruption occurring in the pain versus pleasure realm is the ambivalent pattern whereby the person is conflicted between seeking out self-oriented versus other oriented experiences (McCann, 1999). Millon also conceptualizes three personality disorders, the schizotypal, borderline, and paranoid, as severe variants of the more basic personality disorders. These three disorders are considered more severe because of the manifestation of transient psychotic episodes, severe disruption in identity, and more extreme levels of emotional dysregulation. This arrangement of the MACI scales has some practical implications for interpretation because some MACI & MAPI profiles with multiple scale elevations can be understood using the theoretical framework. Many challenges occur in the assessment of adolescents. Because this transitional period of development sometimes requires unique provisions when assessing psychopathology in young people, clinicians must havespecialized techniques and instruments to assess the most significant concerns and difficulties of adolescence. The MACI and MAPI was designed specifically for adolescents and is a theory based instrument with a wide range of applications. This chapter provides a general overview of the issues relevant to adolescent development and the assessment of psychopathology in teenagers. In addition, it summarizes Millon’s theory of personality and psychopathology, which served as the guiding framework for developing the MACI. The text stresses the relevance of adolescent development and assessment and the principles in Millon’s theory to clinical use of the MACI. This introductory chapter thus gives a context for the material presented in the remaining chapters.

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7 MACI & MAPI Research I plan to utilize Capella’s library on MACI and MAPI. The narrow my search I will research adolescent depressions and tools to access. I will also research MACI and MAPI tools and the history of tools. I will also like to research the limitations of the test among the adolescent population. A list of references is also attached.

8 MACI & MAPI References American Psychiatric Association. (2000). DSM-IV-TR: Diagnostic and statistical manual of mental disorders (4th ed.). Arlington, VA: American Psychiatric Association. Blumentritt, Tracie L.; Van Voorhis, Carmen R. Wilson. (2004). The Million Adolescent Clinical Inventory: Is It Valid and Reliable for Mexican American Youth? Journal of Personality Assessment, Aug2004, Vol. 83 Craig, Robert J. (1997). Forensic Assessment With the Million Inventories. Journal of Personality Assessment, Aug97, Vol. 69 Davis, Roger D. (1999). Millon: Essentials of His Science, Theory, Classification, Assessment, and Therapy. Journal of Personality Assessment, Jun99, Vol. 72 Dorr, Darwin. (1999). Approaching Psychotherapy of the Personality Disorders From the Millon Perspective. Journal of Personality Assessment, Jun99, Vol. 72 Halloran, Elizabeth C.; Ross, Gloria J.; Carey, Michael P. (2002). The Relationship of Adolescent Personality and Family Environment to Psychiatric Diagnosis. Child Psychiatry & Human Development, Spring2002 Hood, A.H., & Johnson, R.W. (2002). Assessment in counseling: A guide to the use of psychological assessment procedures (3rd ed.). Alexandria, VA: American Counseling Association McCann, J. T. (1999). Assessing Adolescents using MACI. Using the Millon Adolescent Million Inventory , 1-30.

9 MACI & MAPI . Millon T, Green CJ, Meagher RB. (1993). Millon Adolescent Personality Inventory. Minneapolis,MN: National Computer Systems, Inc. Millon, T. (1993). The Millon Adolescent Clinical Inventory manual. Minneapolis, MN: NCS. Millon, T., & Davis, R. (1996). Personality disorders: DSM-IV and beyond. New York: Guilford. Millon, T. (1993). The Millon Adolescent Clinical Inventory. Minneapolis, MN: National Computer Systems, Inc. Millon, Theodore, PhD, DSc; Carrie Millon, PhD; Roger Davis, PhD (1993) The MAPI and MACI. Journal of Counseling and Development, 1993; 71, 570-575. Millon, Theodore. (1999) Reflections on Psychosynergy: A Model for Integrating Science, Theory, Classification, Assessment, and Therapy. Journal of Personality Assessment, Jun99, Vol. 72 Millon, Theodore; Davis, Roger D. (1993). The Millon Adolescent Personality Inventory and the Millon Adolescent Clinical Inventory. Journal of Counseling & Development, May/Jun93, Vol. 71 Pearson Assessments. (2005) MACI™ (Millon™ Adolescent Clinical Inventory. (retrieved Sept. 2005 from http://www.pearsonassessments.com/)

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10 MACI & MAPI Romm, Stephan; Bockian, Neil. (1999). Factor-Based Prototypes of the Million Adolescent Clinical Inventory in Adolescents Referred in Residential Treatment Journal of Personality Assessment, Feb99, Vol. 72 Issue 1 Strack, Stephen. (1999). Introduction. Journal of Personality Assessment, Jun99, Vol. 72 .

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