General Information
The title of the test is Millon Adolescent Clinical Inventory (MACI). It was generated by Theodore Millon, Carrie Millon, Roger Davis, and Seth Grossman. The publisher is Millon Personality Group, dates of publication are 1993 and 2006. Moreover, in 2006, Pearson announced the current version of the test. It is necessary to consider the procedure’s costs: the individual must have a pen and paper, which are not expensive to take the test. Additionally, MCMI-III Corrections Q-global Starter Kit (Digital) costs $128,70. It includes manuals, corrections reports, and global administrations. Furthermore, MACI is available on pearson.com, and the individual can pass it remotely. A computer program is available for quick access and comfortable scoring.
The full name of the test is Millon Adolescent Clinical Inventory (MACI). Its first edition was generated in 1993, while the current second edition has been available since 2006. It is developed for use in clinical and corrective purposes. Its primary goal is to assess the deviant behavior of problematic adolescents aged 13-18. The lexis of MACI is geared to a sixth-grade level of reading and understanding terminology. Millon Adolescent Clinical Inventory was created to diagnose potential Axis I and Axis II. The inventory is a personality test that helps to understand specific behavioral traits and attributes.
It is designed with the MACI Grossman Facet Scales to refine clinical implications and imply specific treatment measures. The test helps to detect personality attributes and deals with several clinical types of personalities. It involves 31 scales that enable understanding adolescents’ inclinations towards various types of behavior, for example, depressive, schizoid, avoidant, narcissistic, sadistic, and other styles. Accordingly, it contains 160 items of true-false responses; MACI measures human dysfunctions such as eating troubles, abuse, suicidal tendency, and anxious feelings. This test is projective, as it helps prevent teenagers’ deviant behavior. Furthermore, projective tests help uncover hidden feelings and intentions, especially in troubled adolescents.
MACI has an alternate online version available on pearson.com. It delivers a profile and narrative report on the results, depicting relatively similar objectives presented in the offline test. The profile report presents the scores of the adolescent; scores are needed to evaluate the extent to which the teenager needs special treatment. The narrative report implies personal and behavioral characteristics and is useful in clinical diagnostics. The online version differs from the offline one, as it was published in 2003 and primarily served adolescents above 18.
The Millon Adolescent Clinical inventory was designed firstly in 1993. It was generated specifically for clinical and residential use. The instrument was created to evaluate troubled adolescents; it helps to assess the behavior and contributes to planning the treatment if needed. The test is derived from psychopathology and personality theories, which increases its clinical and practical values. The test possesses a multiaxial format and validation system along with separate scales, which makes the tool efficient. Moreover, the history of MACI fits into the overall scheme of the analysis, as the test deals with psychological issues of teenagers, helps to evaluate troubled points in an individual’s behavior, and can be used in correctional settings. The test is assumed to detect potential issues in deviant adolescent behavior; it needs a specialist’s interpretation, and the results can be helpful in further therapy.
Test Description
The test consists of 31 scales involving modifying indicators that help to detect whether the adolescent was confused during the trial or answered randomly. Modifying indices include disclosure, desirability, debasement, and reliability. Moreover, Millon Adolescent Clinical Inventory detects personality patterns such as introversive, depressive, schizoid, dramatizing, egoistic, and other behavioral attributes. It involves 160 items that suggest the attendant give true-false answers. Each scale has a number and detects certain personality traits, which it is meant to evaluate.
- 1 – Introversive (Schizoid)
- 2A – Inhibited (Avoidant)
- 2B – Doleful (Depressive)
- 3 – Submissive (Dependent)
- 4 – Dramatizing (Histrionic)
- 5 – Egotistic (Narcissistic)
- 6A – Unruly (Antisocial)
- 6B – Forceful (Sadistic)
- 7 – Conforming (Compulsive)
- 8A – Oppositional (Negativistic or Passive-Aggressive)
- 8B – Self-Demeaning (Masochistic or Self-Defeating)
- 9 – Borderline Tendency (Borderline) (The Millon Personality Group, n.d.).
These personality scales are internally consistent; these scales are vital as personality traits play a significant role in mental wellness. By using these personality patterns, there is a possibility to denote problematic areas of behavior in adolescents and develop appropriate therapy. There is a clear connection between personality patterns and behavior – for example, how the teenager will react to external or internal stimuli depends on their attributes. It confines the adolescent capacity to manage particular issues happening in their life and assess their reaction. The clinical syndromes scales evaluate disorders frequently encountered in adolescents and tend to arise in teenagerhood. Millon Adolescent Clinical Inventory evaluates teenagers’ eating dysfunctions, substance-abuse proneness, suicidal tendencies, peer insecurity, body disapproval, self-devaluation, social insensitivity, family discord, depressive conditions, and anxious feelings. Therefore, each section measures the extent to which the teenager is inclined and determines whether they have dysfunctional or deviant behavioral traits.
An example of an item measuring MACI’s results is computer scoring. It involves Q-Global, Q Local, interpretive or narrative reports, and profile reports. The q-Global platform generates computer reports, which can conclude test results on the computer. Moreover, there is an option to count base rate scores to understand to results of MACI. These scores are based on the prevalence of each personality pattern, for example, the prevalence of depressive behavior. Hence, apart from hand scoring, specialists use computer technologies to interpret the results of MACI. The test is used under the examiner’s guidance to provide necessary test materials in the assessment setting.
Constructs of MACI are twelve personality patterns scales (Axis II), eight expressed concerns scales, and seven clinical syndrome scales. MACI’s personality domains involve behavioral, phenomenological, intrapsychic, and biophysical levels. Each of these levels implies a functional domain, for instance, cognitive style, expressive behavior, or regulatory mechanisms. Accordingly, the test suggests self-image, morphologic organization, and object representations, which assist the attendant in determining specific personality attributes. Furthermore, it contains three modifying indices, which assess random responses, if there are any, and a validity scale. The test is multidimensional; it works simultaneously in several directions. These include deviant behaviors of adolescents, their inclinations toward behavioral dysfunctions, and potential clinical syndromes. MACI has a theoretical foundation – the test is based on a coherent theory of personality and psychopathology (The Millon Personality Group, n.d.). MACI provides attendants with information on potential behavioral inclinations, concerns the examinee is experiencing, and adolescent personality patterns.
The purpose of the test is to identify scopes of adolescent behavior. Potential uses imply usage in clinical conditions to prescribe suitable treatment if needed. The test is designed for troubled adolescents and teenagers inclined to deviant behavior. MACI has the following structure: the test length is 20-25 minutes, containing 31 scales. There are facet subscales, MACI Grossman, for further interpretation of diagnosis; these subscales are helpful to determine a precise diagnosis and prescribe a suitable treatment. Moreover, the test is directed to identify the difference between Axis I, which represents personal attributes, and Axis II, which detect acute clinical disorders.
Administration procedures include having paper and pencil and CD. Instructions suggest removing all distractive tools, such as mobile phones, fax machines, printers, and other equipment that create audio noise. Moreover, the test is almost self-administered, so a specialist needs to monitor the individual (The Millon Personality Group, n.d.). Booklets, record forms, answer sheets, and report usages cost 7 dollars (Pearson, n.d.). In addition, manuals, stimulus books, replacement items, and other related materials cost 21 dollars (Pearson, n.d.). Special testing conditions should be considered – MACI is used for specific clinical purposes and needs to transcribe results by a specialist. If the individual passes the test online, the online administration should present.
Scaling in MACI involves Q-Global scoring and reporting and manual scoring. In addition, scoring procedures are managed according to the test format. For example, when the individual passes the test offline in clinical conditions, the doctor can interpret the results and describe them profoundly. If the person passes the test online, they receive a profile and narrative reports – the results are less descriptive—MACI subscales help detect the most problematic areas in adolescent behavior. Online scoring is unavailable; the results of the online test will be given in narrative and profile reports. These reports deliver data on the patient’s clinical and personological attributes.
Technical Evaluation
The normative sample of the test assumes low result scores in individuals. The higher the scores, the more the chance of clinical dysfunctions. Additionally, the size and demographics of the standardization sample suggest undergoing the online examination in all countries. For example, the patient has to complete a questionnaire with their age and gender. The standardized model makes the trial free of prejudices, premises, and other ethical considerations that can confuse the results. MACI does not imply any particular implications to a standardized sample.
Procedures to obtain the model include interpreting results by a specialist and following treatment if the individual needs it. MACI does not provide subgroup norms; indeed, it becomes evident that the absence of clinical dysfunctions determines adequacy. The reliability of the test is charged by its theoretical and empirical bases. Indeed, MACI does not imply retests, pre-tests, and post-tests, which can doubt the reliability of the results. MACI’s authors believe relying on the test’s initial results is necessary, as the subsequent attempt can confuse the attendant. MACI has been validated in various populations demonstrating adequate indexes of reliability and validity (Davanzo et al., 2018). A validity scale contained in Millon Adolescent Clinical Inventory depicts the extent to which respondents’ answers are reliable and truthful.
Authors charge criterion-related validity based on the interpretation of received results. Hence, the results are available since the anchor points present – for instance, scales grading specific interpretive benchmarks from 60 to 74, 75 to 84, and 85 and more. These points determine the possible presence of traits at the domain, quality, and impairing levels. Adequacy of validity evidence to support potential uses of MACI is defined by a clear separation of the presence or absence of distinguishing personality benchmarks in adolescents.
Practical Evaluation
Test materials can be attributed to high-quality data, as MACI detects numerous personal attributes during the test. For example, MACI offers a question to identify depression in teenagers and charges it with weak, average, or strong responses on polarity. Apart from identifying the presence of clinical syndromes, the test can distinguish sub-attributes of the individual, for instance, pessimistic, depleted, defenseless, or melancholic. It identifies cognitive style, temperament, morphologic organization, and regulatory mechanisms typical for people.
The reading level of MACI is available for six-grade students; it makes the test easy to read and interpret. There are no graphic items or pictures presented in MACI. Other aspects can include the innovativeness of MACI – authors state there is no additional inventory that serves as consonant with the official nosology (The Millon Personality Group, n.d.). In addition, Millon Adolescent Clinical Inventory uses MACI interpretive model, which is used in psychology in personality assessment. It starts with a patient review and involves their clinical features, previous personality test results, and personal background, including gender and age. It is vital to note that MACI refers to the effects of other or previous tests, which helps analyze modifying indices. Then, the test examines personality configurations to assess the importance of score variations.
The instructions provided by the test are clear to follow; there are special considerations for examination attendants and examiners. For example, the examiner should be responsible for delivering silence and the absence of visual distraction in the room. Lightning should be established for the examiner; the proper lighting without the distraction of shades and sun rays is necessary. In turn, the instructions for the test attendant administer appropriate behavior. The amount of time needed for preparation is determined individually; for instance, the examiner should prepare the room and make sure the conditions comply with the guidelines of instructions. Other specific implications include Q-Global questionaries and unique rating scales available for remote tests via teleconferences.
Summary Evaluation & Critique
Millon Adolescent Clinical Inventory is a compelling personality test used to detect adolescent clinical disorders. Regarding the study, MACI is a valuable screening tool for identifying teenagers’ psychological problems and pathological syndromes (González-Bueso et al., 2020). It can assist specialists in customizing the treatment plan and selecting the most troubled behavioral scopes in teenagers. The test’s strengths are the following: it is theoretically based and is derived from personality theories and relevant knowledge of psychopathology (Das & Mukherjee, 2020). Moreover, MACI offers extended data on personality traits; for example, it denotes specific inclinations toward behavioral disorders. According to the study, Millon Adolescent Clinical Inventory is one of the most prominent tools for noticing problematic areas in adolescent behavior (Newman et al., 2018). Accordingly, the test is granted with adequate validity and reliability indexes (Davanzo et al., 2018). MACI effectively determines juvenile offenders’ behavioral patterns (Rathi et al., 2020). Indeed, several weaknesses can be addressed; for instance, the test does not imply standardization for subgroups.
Moreover, it is primarily self-administered, which does not exclude the possibility of random test undergoing. Although the authors claim that single-attempt tests depict reliable results, it can be practical to consider the possibility of pre-and post-tests. It can help trace the outcomes in the behavior of troubled adolescents. Furthermore, the test might need an update, as its latest version is dated 2006. Although the test is structured profoundly, the revision of contents can be critical. The recommendation for further study of the test can involve implementing behavioral management and cognitive directive techniques.
References
Das, T., & Mukherjee, T. (2020) Parent-child relationship in adolescents with borderline personality disorder – a comparative study. EAS Journal Psychological Behavior Science, 2(4), 84-89. Web.
Davanzo, M. P., Larraguibel Quiroz, M., Rojas-Andrade, R., & Aldunate, C. (2018). Comparative study of adolescents with and without ADHD.Salud Mental, 41(6), 287–296. Web.
González-Bueso, V., Santamaría, J., Oliveras, I., Fernández, D., Montero, E., Baño, M., Jiménez-Murcia, S., del Pino-Gutiérrez, A., & Ribas, J. (2020). Internet gaming disorder clustering based on personality traits in adolescents, and its relation with comorbid psychological symptoms. International Journal of Environmental Research and Public Health, 17(5), 15-16. Web.
Newman, J. L. E., Larsen, J. L., Thompson, K., Cyperski, M., & Burkhart, B. R. (2018). Heterogeneity in male adolescents with illegal sexual behavior: A latent profile approach to classification.Journal of Research and Treatment, 1, 1-23. Web.
Pearson (n.d.) Millon Adolescent Clinical Inventory. Web.
Rathi, M., Tewary, C., & Chaudhuri, P. G. (2020). Cognitive processes in adolescents with borderline personality traits and its relation to temperament and comorbid psychopathology. Indian Journal of Private Psychiatry, 1, 1-6.
The Millon Personality Group. (n.d.). The Millon Adolescent Clinical Inventory (MACI) (1993 & 2006). Web.