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Life Problems Inventory for Adolescents

The document describes the Life Problems Inventory (LPI), a 60-item self-report measure used to assess features of borderline personality disorder in adolescents. It provides instructions for scoring the total scale and four subscales related to confusion about self, impulsivity, emotional dysregulation, and interpersonal chaos. The document also notes that a cutoff score of 126 or higher can distinguish adolescents with borderline features, and that the scale demonstrates good psychometric properties including reliability and validity.

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0% found this document useful (0 votes)
735 views3 pages

Life Problems Inventory for Adolescents

The document describes the Life Problems Inventory (LPI), a 60-item self-report measure used to assess features of borderline personality disorder in adolescents. It provides instructions for scoring the total scale and four subscales related to confusion about self, impulsivity, emotional dysregulation, and interpersonal chaos. The document also notes that a cutoff score of 126 or higher can distinguish adolescents with borderline features, and that the scale demonstrates good psychometric properties including reliability and validity.

Uploaded by

Mariana Silva
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
  • Introduction and Description
  • Instructions and Items
  • Continuation of Items

Life Problems Inventory (LPI)

Rathus & Miller


Scoring Instructions and Information

Description: The LPI is a 60-item, self-report measure designed for adolescents specifically to
correspond with features of Borderline Personality Disorder/Emotion Dysregulation as
conceptualized by Linehan (1993a; 1993b; 2015a; 2015b, Rathus & Miller, 2015) and as targeted
in DBT Skills Training. Clinicians/researchers can use both total scores and subscale scores.

Total scale score: Simply sum ratings across all 60 items. There is no reverse scoring.

Subscale scores: Sum the items corresponding to each scale, as follows:

Scale Items
Confusion about Self 1, 5, 9, 13, 17, 21, 25, 29, 33, 37, 41, 45, 49, 53, 57
Impulsivity 2, 6, 10, 14, 18, 22, 26, 30, 34, 38, 42, 46, 50, 54, 58
Emotional Dysregulation 3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43, 47, 51, 55, 59
Interpersonal Chaos 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60

 Scale is best used to compare groups or to mark change.

 Based on the means and standard deviations of BPD and normative adolescent samples,
we suggest a cut-off of 126 and higher on the LPI total score to distinguish those
adolescents with features of borderline personality from normal controls.

 Several adolescent-specific items can be slightly re-worded for use with adults.

 Psychometric data supports the scale’s internal consistency reliability, construct validity,
test-retest reliability, and sensitivity to change with DBT treatment. Research supports
the scale’s psychometric properties in teens and college students.

 Internal consistency reliability findings indicate that each scale is internally consistent
and distinct, AND the summed scales form a unified construct of BPD features/emotion
dysregulation (see articles, below).

 Psychometric evaluation references:

Rathus, J.H., Wagner, D., & Miller, A.L. (2015). Psychometric evaluation of the Life
Problems Inventory, a measure of borderline personality features in adolescents. Journal
of Psychology and Psychotherapy, 5.

Wagner, D., Rathus, J.H., & Miller, A.L. (2015). Reliability and validity of the Life
Problems Inventory, a self-report measure of borderline personality features, in a college
student sample. Journal of Psychology and Psychotherapy, 5.
Name__________________________________ Date________________________

Life Problems Inventory (LPI)

Instructions: Below is a list of statements of problems adolescents sometimes have. Please read each one and then
write in the number that describes the way you are MOST OF THE TIME.

NOT AT ALL A LITTLE BIT SOMEWHAT QUITE A BIT EXTREMELY


LIKE ME LIKE ME LIKE ME LIKE ME LIKE ME
1 2 3 4 5

____ 1. I’m not sure I know who I am or what I want in life.


____ 2. I usually act quickly, without thinking
____ 3. I sometimes get so upset that I want to hurt myself seriously.
____ 4. I worry a lot about being left alone.

____ 5. I sometimes go into a daze and lose awareness of things going on around me.
____ 6. Sometimes I plan to go to class, but will change my mind if something better comes along.
____ 7. Killing myself may be the easiest way of solving my problems.
____ 8. I often feel sad and unloved.

____ 9. I sometimes feel very unhappy with who I am.


____ 10. If I want to do something, I just do it without thinking of what might happen.
____ 11. More and more often I think of ending my own life.
____ 12. Relationships with people I care about have a lot of ups and downs.

____ 13. Other kids my age seem more sure than I am of who they are and what they want.
____ 14. I often have too much to drink or get drunk.
____ 15. When I don’t get my way, I quickly lose my temper.
____ 16. I hate to spend time alone.

____ 17. I feel lonely and empty most of the time


____ 18. I often get high on street drugs like marijuana or other drugs.
____ 19. Even little things get me really depressed.
____ 20. I will sometimes do almost anything to avoid feeling alone.

____ 21. I feel pretty lost and don’t know where I’m going in life.
____ 22. I have deliberately hurt myself without meaning to kill myself (such as cutting or scratching
myself).
____ 23. When things don’t go my way, I give up and feel helpless.
____ 24. I feel very depressed when I’m alone

____ 25. I’m not that mature for my age, and I don’t know what I want to do in life.
____ 26. I have made at least one suicide attempt.
____ 27. Once I get upset, it takes me along time to calm down.
____ 28. I feel very nervous, angry, or empty when I am alone.

2
NOT AT ALL A LITTLE BIT SOMEWHAT QUITE A BIT EXTREMELY
LIKE ME LIKE ME LIKE ME LIKE ME LIKE ME
1 2 3 4 5

____ 29. I often feel empty or bored.


____ 30. I’ve eaten so much food that I was in a lot of pain or had to throw up.
____ 31. I feel angry a lot of the time.
____ 32. I often fear I will be abandoned by people I feel close to.

____ 33. I often feel like I’m not real, as if I’m physically separated from my feelings.
____ 34. I’ve spent money on things I didn’t need or couldn’t afford.
____ 35. I often get furious at people.
____ 36. I often fear I will totally fall apart if someone important abandons or rejects me.

____ 37. I am so different at different times that I sometimes don’t know who I really am.
____ 38. I’ve lost my temper and really yelled or screamed at someone.
____ 39. I get into arguments very easily.
____ 40. Many of my relationships have been full of intense arguments.

____ 41. I’m often confused about my goals.


____ 42. I’ve threatened to physically hurt someone (such as hit or punch them).
____ 43. I often feel very anxious or worried about things.
____ 44. I have had lots of breakups with people I’ve been close to.

____ 45. I often change my mind about the kind of friends I want.
____ 46. I’ve physically hurt or attacked someone (such as slapped, punched, or gotten into
fistfights).
____ 47. I get very moody, where I change quickly from feeling OK to feeling really bad or angry.
____ 48. In close relationships, I often think the other person is perfect sometimes, but I think they’re
terrible at other times.

____ 49. I’m often not sure what I really believe in.
____ 50. I have damaged property (such as smashing dishes or breaking things).
____ 51. Sometimes I get so angry that I lose control.
____ 52. My relationships with others are often very strong or intense, but they don’t go that
smoothly.

____ 53. Sometimes it seems as if things around me are not real, as though I’m in a dream.
____ 54. I’ve done something that’s against the law (like shoplifting, selling drugs, etc.)
____ 55. Even little things get me really angry.
____ 56. Sometimes I beg someone to try to stop them from leaving me.

____ 57. I often have trouble keeping my attention on what I need to do (like homework or solving a
problem).
____ 58. I’ve had sex with people I hardly knew, or had unsafe sex.
____ 59. I get so angry that I hit people or throw things.
____ 60. I often don’t get along with authority figures (such as parents or teachers).

Common questions

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The psychometric reliability and validity of the LPI are supported by internal consistency reliability findings, which indicate that each scale is distinct yet forms a unified construct when summed. Test-retest reliability and construct validity have been confirmed through various studies on adolescents and college students. These robust psychometric properties underpin its application in both research and clinical settings by providing a reliable measure of borderline features conducive to both diagnostic and therapeutic evaluation .

Self-report measures like the LPI offer methodological benefits such as ease of administration, cost-effectiveness, and providing insight into the subjective experiences of the respondent. However, limitations include the potential for response bias, social desirability effects, and the reliance on the individual's self-awareness and honesty, which can affect the accuracy of the data collected .

Clinicians can use LPI subscale scores to identify specific areas where an adolescent may struggle, such as emotional dysregulation or interpersonal chaos. Tailored interventions can then be developed to target these areas, such as focusing on emotion regulation skills or interpersonal effectiveness in Dialectical Behavior Therapy (DBT), thereby enhancing the therapeutic process' specificity and efficacy .

The LPI can be adapted for adult populations by rewording certain adolescent-specific items to reflect adult experiences. When doing so, it is essential to consider the linguistic and cultural relevance of the items to ensure they maintain their validity. Moreover, psychometric properties should be re-evaluated to ensure reliability and validity within the adult demographic, as there may be differences in the expression of borderline traits across ages .

The LPI can aid in monitoring therapeutic progress in DBT by providing quantitative data through total and subscale scores pre- and post-intervention. Changes in these scores, particularly in areas targeted by DBT such as emotional dysregulation and impulsivity, can indicate improvements and guide further therapeutic focus, thereby offering a structured approach to evaluating treatment efficacy .

Scores on emotional dysregulation as measured by the LPI can negatively correlate with life outcomes such as academic performance and peer relationships. High dysregulation may lead to difficulties in concentration and school engagement, impacting academic achievement. Similarly, poor emotional regulation can contribute to conflict-filled or unstable peer relationships, leading to social isolation or peer rejection .

The LPI scoring method involves calculating both total and subscale scores based on the summation of item ratings. By comparing these scores over time, clinicians and researchers can track changes or improvements in the specific features of borderline personality disorder and emotion dysregulation. This sensitivity to change is enhanced by the LPI's established psychometric properties, which include internal consistency and test-retest reliability, making it a reliable tool for longitudinal assessment .

The LPI plays a crucial role in distinguishing adolescents with features of Borderline Personality Disorder (BPD) by providing a cut-off score of 126 and higher to differentiate these individuals from normal controls. The inventory’s design, reflecting key symptoms like impulsivity and emotional dysregulation, allows for an objective measure to identify those with potential borderline traits, thus aiding in targeted diagnosis and intervention .

The Life Problems Inventory (LPI) measures constructs that correspond to features of Borderline Personality Disorder/Emotion Dysregulation, specifically targeting Confusion about Self, Impulsivity, Emotional Dysregulation, and Interpersonal Chaos. These constructs are integral to understanding borderline personality features as they encapsulate the core difficulties adolescents face with identity, impulsive behaviors, emotion regulation, and unstable relationships, which are hallmark symptoms of borderline personality disorder .

Adolescents scoring highly in the 'Interpersonal Chaos' subscale may experience significant difficulties in maintaining stable and healthy relationships, marked by intense emotional fluctuations and fears of abandonment. This can lead to a cycle of unstable relationships, reinforcing feelings of rejection and loneliness, which are central concerns in borderline personality disorder. These issues may necessitate targeted interventions aimed at improving interpersonal skills and reducing sensitivity to abandonment .

Life Problems Inventory (LPI)
Rathus & Miller
Scoring Instructions and Information
Description: The LPI is a 60-item, self-re
Name__________________________________           Date________________________
Life Problems Inventory (LPI)
Instructions: Bel
NOT AT ALL
      A LITTLE BIT           SOMEWHAT
      QUITE A BIT          EXTREMELY
LIKE ME                   LIKE ME

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