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151 Pages·2013·4.12 MB·English
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UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY-REVISED (MMPI-2): EXTENDING AMERICAN INDIAN NORMS A Dissertation SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirements for the Degree of Doctor of Philosophy By KATHLEEN LACEY Norman, Oklahoma 2004 UMI Number: 3122294 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 3122294 Copyright 2004 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Copyright by KATHLEEN LACEY 2004 All Rights Reserved THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY-REVISED (MMPI-2): EXTENDING AMERICAN INDIAN NORMS A Dissertation APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY 2^^-^er^ M. Pace, Ph.D., Chair Denise Bee^sleW^P Phh.ID lockev/R^bi)ins, Ph.D. Cal Stoltenberg, Ph.D. RoberTren^, Ph.D. Acknowledgements I would like to acknowledge the many people, institutions, and events that contributed to my desire, motivation, and perseverance throughout the many stages of this research. First, I attribute my desire to engage in this project to my ancestors and to Indian people in general, for, without knowledge of their histories and concern for their future welfare, I may have chosen an easier, albeit less personally meaningful and less potentially useful research project. Throughout this duration of this project my primary motivator was the thought, the idea that the findings of this research might contribute, in some small way, to improve the lives of Indian people. I am on this earth today only because of what my ancestors went through, endured, and overcame; therefore I am obligated to give, in this small way, to other Indian people. The first of my gifts is this research; I only hope that it makes a difference. For my motivation to complete this project, I must acknowledge and thank many, many people, institutions, and events. I thank my class- and intemship-mates for their support, assistance, and encouragement throughout my long journey with this project. I thank my academic advisor, Terry Pace, and committee members, past and present, for their wisdom, feedback, and encouragement. I particularly acknowledge and thank my sons, Brandon and Garrett, and my companion, Tony Morris, for believing in me, remaining sane when I did not appear to be, and for accompanying me along this path. iv I thank my mother, Peggy Bullette Rentfro, and father, Terry Lacey, my brothers (Shaun, Shannon, and Mike) and sisters (Kelley, Tara, and Erin), my aunts, Pat and Nita, the Eastern and Western Delaware Tribes, the Delaware War Mother’s Society, the Educational Psychology Department, the University of Oklahoma (special thanks to the Financial Aid Department), Bill and Melinda Gates (for the Gates Millermium Scholarship), the American Indian Scholarship Fund, the Native American Graduate Center, and many others without the support of which I would not have been able to either begin or finish this project. For my perseverance in completing this project, I give special acknowledgement and thanks to the Delaware Tribal members who chose to participate in this project as well as the many who chose not to, for giving this research true meaning. I thank them for their warmth, honesty, trust, and acceptance as well as for the opportunity to become acquainted with the Delaware people and culture. I acknowledge and give extra special thanks to the following individuals for more things, tangible and intangible, than 1 could ever summarize within this paper: Erin Lacey, former Chief Curtis Zunigha, Jack Tatum, Sharia and Rockey Robbins, Paula Pechonick, Annette Ketchum, President Bruce Gonzales, the De La Rosa family, and Linda Poolaw. Wanishi (Thank you) Table of Contents List of Tables vi Abstract viii Introduction 1 Method 54 Results 58 Discussion 61 References 111 Appendices 121 Institutional Review Board Approval 141 VI List of Tables Table Page 1 Basic Scales: Delaware Tribe 125 2 Harris-Lingoes Subscales: Delaware Tribe 126 3 Supplementary Scales: Delaware Tribe 127 4 Content Scales: Delaware Tribe 128 5 Clinically Significant Within-(Delaware) Group Differences Basic Scales 128 6 Basic Scales (All AI Groups) 129 7 Harris-Lingoes Subscales (All AI Groups) 130 8 Supplementary Scales (All AI Groups) 131 9 Content Scales (All AI Groups) 132 10 One Sample T-Test 133 11 Tukey’s HSD - Mean Differences Between Tribes 135 12 Breakdown of Subscale T-Scores via shared items with Basic Scales 136 Vll Abstract This study obtained and compared MMPI-2 data collected from a non-ciinical sample of Oklahoma Indian tribal members to the MMPI-2's normative sample. Seventy- five, volunteer, self-identified members of the Delaware Tribe of Indians attending tribal events or meetings in two Oklahoma locations completed the MMPI-2 in full. Additional demographic data were collected including gender, age, and acculturative and educational level to satisfy methodological suggestions that these variables be considered and ruled out as sources of MMPI-2 scale variations. Average scores on the MMPl-2 Basic Scales were obtained, as were average scores on all of the Harris-Lingoes and Content subscales and most of the Supplementary subscales. Comparisons were made between these scores and (a) the MMPI-2 stan^ird of T = 50, (b) within-(Delaware) group, across gender, age, acculturative status, and education, (c) the scores of two other American Indian samples obtained from previous studies, and (d) between the combined scores of all three American Indian samples and the MMPI-2 standard. Data were analyzed in a series of stages to satisfy methodological suggestions postulated in the MMPl-2 interpretative manuals and MMPI-2 research. In the first stage, non K-corrected scale score averages for the Delaware Tribe were compared to those of the MMPI-2 normative standard of T = 50, using a one-sample t-test. Scores on three of the 13 Basic Scales (F, 1, and 6) reached clinical significance (a difference of >5 T points) and two others reached statistical significance (4 and 9; at < .004), after use of a Bonferroni adjustment to account for the thirteen scales. In the second stage, average Delaware T-scores on the Harris-Lingoes, Supplementary, and Content subscales were compared to those of the MMPI-2 normative standard via a one-sample t-test. Clinical significance was reached on three of the Harris- viii Lingoes subscales, on three of the Supplementary subscales analyzed, and on two of the Content subscales. Phase three involved within-(Delaware) sample comparisons on the Basic Seales relative to the demographic variables, gender, age, acculturation, and education, via separate ANOVAs. No clinically significant gender differences were found on Basie Scale scores, except that on Seale 5, Mf, as expected, and no differences were found between high and low educational levels. Two age differences were found, on Scales 6 and 9. Phase four involved combining the three Tribal samples' scores and comparing these, via a one-sample t-test, to the standard, wherein clinical differences were obtained on six Basic, nine Harris-Lingoes, on nine Supplementary, and five Content scales. In phase five, MANOVA was used to compare Delaware scores, on the above scales and subscales, to the scores of two other Tribal samples, wherein clinically significant differences were obtained on two Basie Scales, seven Harris-Lingoes, two Supplementary, and five Content subseales. This study was undertaken to ascertain historical or culture-bound personality differences between Euro-American, the Delaware, and two other Indian cultures, as well as between each of the three Indian samples compared. Additionally, results of this study establish a baseline from which to compare clinical profiles of, at least, individuals from the three tribes compared. Use of scores for the combined American Indian sample may also contribute to more valid use of the MMPl-2’s with American Indian populations in general. Most importantly, the results of this study may help establish a more adequate and appropriate cultural baseline from which to view pathology, in contribution to counseling psychology’s knowledge of, and treatment directions for, American Indian individuals. ix

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