PERSONALITY ASSESSMENT IN THE PROCESS

VOCATIONAL GUIDANCE

Responsible professor:
Mg. Abel Cuzcano

Teaching assistants
Fernando Vílchez
David Salas
 TECHNICAL DATA SHEET

. Nombre: Inventario de Personalidad para Jóvenes de Millon -

MAPI.
. Autor:Theodore Millon.
. Administration: Individual or Collective.
. Duración: Entre 30 y 40 minutos
. Application: Adolescents between 13 and 18 years old.
. Meaning: evaluates personality traits in the
adolescence on 23 scales.
. Material: Manual, Cuestionario, Hoja de respuestas, Software
 THEORETICAL FOUNDATION
BASIC STYLES OF PERSONALITY
(MILLON, 1994)
DESCRIPTION OF THE SCALES
 SCALES OF VALIDITY
Reliability index
. If the PD is less than or equal to 2: the test is not reliable. Do not proceed.
. If the PD is equal to 1: questionable reliability. You may proceed.
. If the PD is equal to 0: acceptable reliability. You may proceed.

Validity Index
. If the PD is less than or equal to 2: the test is not reliable. Do not proceed.
. If the PD is equal to 1: questionable reliability. You may proceed.
. If the PD is equal to 0: acceptable reliability. You may proceed.

Index of coherence
Coherence between pairs of items.
 SCALES OF BASIC PERSONALITY STYLES
SCALE 1.- INTROVERTED (Passive-reclusive)
This personality pattern is characterized by:
a) An apparent behavior: passive.
b) An interpersonal behavior: suspicious.
c) A cognitive style: vague.
an affectionate expression: soft.
e) A self-perception: complacent

SCALE 2.- INHIBITED (Active-withdrawn)

This personality pattern is characterized by:
a) An apparent behavior: of alertness
b) An interpersonal behavior: shy
c) A cognitive style: of concern
an affectionate expression: restless
e) A self-perception: as a loner
 SCALE 3.- COOPERATIVE (Passive-dependent)
This personality pattern is characterized by:
a) An evident behavior: docile.
b) An interpersonal behavior: accommodating.
c) A cognitive style: open.
An affectionate expression: tender.
e) A self-perception: weak.

SCALE 4.- SOCIABLE (Active-dependent)

This personality pattern is characterized by:
a) An apparent behavior: animated.
b) Una conducta interpersonal: abierta.
c) A cognitive style: superficial.
d) An affecting expression: dramatic.
a perception of oneself: as charming.
 SCALE 5.- INSURANCE (Passive-independent)
This personality pattern is characterized by:
a) An apparent behavior: balanced.
b) An interpersonal behavior: not empathetic.
c) A cognitive style: imaginative.
an affectionate expression: dramatic.
A self-perception: as security.

SCALE 6.- VIOLENT (Active-independent)

This personality pattern is characterized by:
a) An apparent behavior: adventurous and risky.
b) An interpersonal behavior: intimidating.
c) A cognitive style: subjective.
An affective expression: of anger.
e) A self-perception: as assertive.
 SCALE 7.- RESPECTFUL (Passive-ambivalent)
This personality pattern is characterized by:
a) An apparent behavior: highly organized.
b) An interpersonal behavior: conformist.
c) A cognitive style: circumspect.
An affective expression: repressed.
e) A self-perception: scrupulous.

SCALE 8.- SENSITIVE (Active-ambivalent)

This personality pattern is characterized by:
a) An apparent behavior: erratic.
b) An interpersonal behavior: unpredictable.
c) A cognitive style: divergent.
d) An affective expression: pessimistic.
e) A self-perception: devalued.
 SCALES OF FEELINGS AND ATTITUDES

. Scale A.- Deterioration of Self-Concept.

Higher score = greater deterioration of self-concept.
. Scale B.- Deterioration of Self-Esteem.
Higher score = greater deterioration of self-esteem.
. Scale C.- Body discomfort.
A higher score = greater physical discomfort (physical appearance,
physical changes
. Scale D.- Sexual Unacceptance.
More score = more intensity in sexual non-acceptance.
 SCALES OF FEELINGS AND ATTITUDES

. Scale E.- Feeling of being different.

The higher the score = the more insecurity when compared to others.
. Social intolerance.
Higher score = greater difficulty for social tolerance.
. Scale G.- Inadequate family climate.
Higher score = greater deterioration of family climate.
. Scale H - School Distrust.
Higher score = greater distrust in school.
 BEHAVIORAL SCALES

. SS Scale - Inadequate impulse control.

Higher score = greater difficulty in impulse control.
. TT Scale - Social Discontent.
Higher score = greater discontent with the rules and ethics
social.
. Scale UU.- Inadequate Academic Performance.
A higher score = greater difficulty in academic performance.
. WW Scale - Disinterest in School
A higher score = greater disinterest in academic aspects
and school environment.
 APPLICATION STANDARDS

. Complete the requested identification data.

. Use a pencil, not a pen.
. If you want to change the answer, uncheck the box.
complete it and then mark the answer.
. Don't worry if the questions seem to you
strange.
. There is no time limit.
. You must check that the item number of the
questionnaire matches the number on the sheet of
answer.
 INSTRUCTIONS

Please read these instructions carefully before

to start. Then mark all your answers in the
Answer Sheet.
This questionnaire contains a list of sentences. Read each
phrase with attention and think if what you say describes or not your
way of being. If you agree with it, mark your
response in V (true). If you disagree,
think that it does not describe your way of being, mark F (false)
on the Answer Sheet.
See examples E1 and E2 that come below and how
it has been answered to the right.
Example T or F

I would like to pilot a F spaceship

E2 A la hora de vestir prefiero V los tonos oscuros
 INSTRUCTIONS
The person who has answered these examples has
it is indicated that it is false (F) that she likes to pilot a
spaceship; but it is true (V) that it prefers the
dark tones when dressing. As you can see, there are no
neither 'correct' nor 'incorrect' answers; therefore, try
to be as honest as possible.
Write a response to all the sentences and make sure to
mark each answer on the corresponding line to
the same sentence and in the option (T or F) that best fits
in their own way. Always try to decide on one of
these two options, trying to leave none
response without answering.
CORRECTION STANDARDS
 INTERPRETATION
• T < 40
It represents the significant absence of the personality factor.
evaluated.
• T = 40-60
It is the median score range that has been calculated for subjects.
school-age adolescents considered 'normal'
(absence of evident or significant pathology).
• T = 61-65
It represents a moderate presence of the evaluated factor.
• T> 65
They indicate the significant presence of this type of personality or
syndrome.
 SCALES PD PT CATEGORY PROFILE
RELIABILITY
Presence no Presence Presence Presence
VALIDITY significant lift significant moderate

INCOHERENCE Less than 40 40-60 61-65 Más de 65

1 INTROVERTED
2 INHIBITED
3 COOPERATIVE
4 Sociable
5 SECURE
6 Violent
7 RESPECTFUL
8 SENSIBLE
A Deterioration of self-concept
B Deterioration of self-esteem
C PHYSICAL DISCOMFORT
D SEXUAL INACEPTANCE
E FEELING OF BEING DIFFERENT
F SOCIAL INTOLERANCE
G INADQUATE SOCIAL CLIMATE
H SCHOOL MISTRUST
SS Inadequate impulse control
TT SOCIAL DISCONFORMITY
UU INADEQUATE PERFORMANCE
WW LACK OF INTEREST IN SCHOOL
EVALUATION REPORT
GENERAL DATA:
Last Names and First Names :
Sex :
Age :
Date of Birth :
Level of education :
Educational Institution :

Exam date :
Report date :
Examiner :

Techniques Used :
Applied Instruments :
REASON FOR EVALUATION
Vocational guidance course practice.

GENERAL OBSERVATIONS AND CONDUCT.

Register only the significant events and behaviors for the process of
vocational guidance.
Behaviors must be recorded at the beginning, during, and at the end of the session.
One must be objective in writing, describing behaviors.
specific and concrete.
Do not interpret or elaborate possible explanations.
The writing should be done in the past, from the point of view of the
observer and inprosa.
Aspects to observe: Way of relating, Language, Understanding of
consignas, Nivel de actividad, Fatigabilidad, Atención y concentración,
Estrategia de trabajo, Autonomía y confianza en sí mismo,Tolerancia a la
frustration.
RESULTS
Validity scales
The reliability index received a direct score of ____, indicating
whether the test is (reliable, questionable, or unreliable), therefore, it is
Is it convenient to continue or not continue working with the results?
Regarding the validity index, it obtained a direct score of
_____, pointing out that the test results are reliable,
questionable or unreliable, therefore, it is pertinent to continue or
continue working with the obtained results.
Regarding the incoherence index, a direct score of
___, categorizing the test as reliable, questionable, or not.
reliable. This indicates whether it is advisable to continue or not continue working
with the results achieved.
RESULTS
Basic Personality Styles

(The two highest styles are considered.)

In the _____________ style, the examined scored
director of ____ and score T of ___, categorizing this style
of personality as _________________ . This means
that the evaluated person exhibits an apparent behavior of type
_______; a pattern of interpersonal interaction ___________;
a cognitive style _____________; an affective expression
______________; and a perception of oneself ________.
RESULTS
Feelings and attitudes

(Everyone is considered)
On the scale _____________, the examined person scored a
director of ____ and score T of ____, categorizing this style
of personality as _________________ . This means
that the evaluated _____________.

On the scale _____________, the examinee obtained a score

director of ____ and score T of ___, categorizing this style
of personality like _________________ . This means
that the evaluated _____________.
RESULTS
Behavioral scales

(All are considered)

On the scale _____________, the examinee obtained a score
directly from ____ and score T of ___, categorizing this style
of personality as _________________ . This means
that the evaluated ____________.

On the scale _____________, the examined person obtained a score

directly from ____ and score T of ___, categorizing this style
of personality as _________________ . This means
that the evaluated _____________.
CONCLUSIONES

. The results are (not) interpretable.

. Most significant style.
. Second most significant style.
. More and less significant feelings and attitudes.
. More and less significant behavioral scales.
RECOMMENDATIONS

ANNEXES

• Profile for professional areas.

• Profile for technical areas.
• Answer sheet used.
 WORK

For next week you must bring:

•Evaluation report with the INVENTORY OF
PERSONALITY FOR MILLIONAIRE YOUTH in virtual.
•Answer sheet and physical profile to be
signed by the professor.