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Age: 11 Sex: M Referred By: You Interpret Date: 12/20/01 Test Date: 12/20/01 PSYCH SCREEN, INC. PHONE AND FAX (800) 588-9412 PERSONALITY INVENTORY FOR CHILDREN Mr. Sample was referred for psychometric screening to aid in diagnosis and treatment planning. To this end, both Mr. Sample's mother and father completed the Personality Inventory for Children. In addition, his mother and father completed the Personality Adjective Checklist to help describe Mr. Sample's enduring behavior patterns. The following test results are without benefit of clinical interview or history and should be taken accordingly. They represent each party's subjective view of Mr. Sample. This is a CONFIDENTIAL REPORT meant for qualified Mental Health and AODA providers. While feedback of test findings to clients is highly encouraged and should be an integral part of therapy and treatment planning, clients should not be directly given copies of this report since they are likely to misunderstand report contents and their tentative nature due to their lack of Mental Health training. MOTHER'S RATINGS VALIDITY Mr. Sample's mother appeared to have read test questions and did not answer in a random manner. She was consistent in responding to test questions, which indicates that she was deliberate and had good comprehension of test material. Moderate tendencies to over elaborate problems and magnify pathology were present in testing which may limit the Validity of test findings. Mr. Sample's true clinical picture is likely to be less severe than indicated in the test results given below. Such over exaggeration may indicate that Mr. Sample's mother is pessimistic and feels helpless and unable to deal with her child's problems. COGNITIVE FUNCTIONING Mr. Sample's mother reports that her child has an average overall level of cognitive functioning and denies that he has significant learning problems. Mr. Sample's mother rated her child's cognitive abilities as average, with him memory, language, and mathematical skills being normal. No learning difficulties or language problems were evident in ratings. Moderate school adjustment problems were said to exist with problematic classroom behavior possible. Mr. Sample's mother characterized her child's thinking as being moderately unrealistic and different from others. She views her child's thoughts as strange, atypical and unusual. His thinking is said to be somewhat confused with moderate judgment problems said to exist. Significant problems with Mr. Sample's ability to adjust to and cope with reality were described. Strong mental confusion is probable. She feels that that Mr. Sample understands the world around him to an average degree. IMPULSE CONTROL/HYPERACTIVITY Mr. Sample's mother reported moderate overall problems with patience, impulse control, frustration tolerance and ability to plan. She described Mr. Sample as having moderate difficulty completing tasks and achieving goals. Moderate amounts of impulsivity was said to exist. Risk taking/stimulus seeking behavior is not reported. EMOTIONAL FUNCTIONING Mr. Sample's mother described extreme levels of overall subjective discomfort that require clinical intervention. Extreme worry, anxiety and fear are reported. Markedly depressed mood is described in testing in testing. Sleep problems are not reported. ACTING OUT BEHAVIORS Mr. Sample's mother reports that her child can be mildly noncompliant with rules. He may have problems following the direction of adults and may manipulate and/or lie to avoid punishment. Mr. Sample's mother describes mild levels of argumentative, defiant and noncompliant behavior. He is said to at times resist limits, blame others for his problems and not take responsibility for his actions. Mr. Sample considers consequences before acting to an average degree. Mr. Sample's mother reports that her child is largely able to control his anger. Moderate antisocial acting out, to the point of possible legal involvement, is reported. PHYSICAL FUNCTIONING Severe physical health problems are said to exist. A significantly elevated number of psychosomatic-like symptoms and somatic preoccupations were reported. His mother reported severe tendencies for Mr. Sample's physical symptoms to be due to underlying emotional problems. INTERPERSONAL FUNCTIONING Mr. Sample's mother reports that her child feels extremely uncomfortable around people and avoids them. Mr. Sample is said to very easily be excessively fearful around others and almost always feels ineffective in dealing with people. This leads to avoidance and interpersonal isolation. He is described as extremely disliking social actively and as almost always avoiding social activities. Extreme social skill deficits were said to exist, as Mr. Sample was said to have severe difficulty interacting with others in a positive manner. He is rated as moderately interpersonally disrespectful, intrusive, brash and annoying, which can alienate others. Extreme conflicts with peers are reported as Mr. Sample's mother has much trouble making and keeping friends. Peer relationships are largely unsatisfying and extremely problematic to Mr. Sample. Very low social status is reported, as Mr. Sample's mother feels that her child is extremely unpopular. FAMILY FUNCTIONING Mr. Sample's mother reports good overall family relationships. Reported levels of Parent-Child and Parent-Parent conflict are average. Significant parental maladjustment and/or marital stress are not reported. MOTHER'S PERSONALITY RATINGS OF CHILD VALIDITY In testing Ms. Sample checked an average amount of adjectives as describing her child. Ms. Sample's response pattern does not appear to be random. She showed moderate tendencies to depict her child in an overly positive light, which may affect the validity of test findings. Moderate tendencies to depict Mr. Sample in an overly negative light were apparent in testing which may affect the validity of test findings. PERSONALITY FUNCTIONING Mr. Sample's mother's ratings of her child indicate that he has moderate personality problems that may contribute to other psychological problems and interfere with his ability to function productively. Testing indicates strong Histrionic features. Mr. Sample often seeks attention because of unresolved dependency needs. He frequently makes poor choices in friends and spouses; most relationships are stormy and result in little real or durable attachment. He adopts a seductive, flirtatious, sexually provocative stance to seek help, not sexual gratification. He is quite manipulative and unassertive. Mr. Sample's thought patterns are impressionistic and scattered; therefore, he does not easily learn from experience. Thinking can be superficial, naive, stereotyped, and lacking in insight as Mr. Sample's repressive style causes him to be unreflective and lacking in sharpness. His responses are based more on feelings than on rational analysis as Mr. Sample lives in a nonfactual world of emotional reactions and underlying conflicts. He construes situations as he wants rather than as they are and looks for magical solutions based on intuition without thinking through consequences, which results in poor judgment and self-defeating behavior. Repressed negative feelings can build until he overreacts dramatically to minor problems. When repression fails, Mr. Sample's exaggerated and changeable feelings can result in wild acting out. Mr. Sample is easily bored and may create chaos out of his excessive need for excitement and external stimulation. Maladaptive behavior is most often based on underlying emotional conflicts. FATHER'S RATINGS VALIDITY Mr. Sample's father appeared to have read test questions and did not answer in a random manner. He was consistent in responding to test questions, which indicates that he was deliberate and had good comprehension of test material. Moderate "fake good" tendencies exist as Mr. Sample's father made systematic efforts to deny problems and present his child as normal. The following findings may under represent pathology. COGNITIVE FUNCTIONING Mr. Sample's father reports that his child has an average overall level of cognitive functioning and denies that he has significant learning problems. Mr. Sample's father rates his child's cognitive abilities as average, with him memory, language, and mathematical skills being normal. No learning difficulties or language problems were evident in ratings. Mild school adjustment problems were said to exist with periodic problematic classroom behavior possible. Mr. Sample's father characterizes his child's thoughts as typical and normal. Goal directed thinking was described. His child's ability to adjust to and cope with reality is rated as average. He feels that that Mr. Sample understands the world around him to an average degree. IMPULSE CONTROL/HYPERACTIVITY Mr. Sample's father described his child as having severe overall problems with patience, impulse control, frustration tolerance and ability to plan. He rates Mr. Sample as having severe difficulty completing tasks and reaching goals. Severe impulsivity is reported. Moderate amounts of risk taking/stimulus seeking behavior were reported. EMOTIONAL FUNCTIONING Mild overall levels of current subjective discomfort are reported with these probably not presently being of clinical significance. Moderate worry, anxiety and fear are reported. Mildly depressed mood was described in testing. Sleep problems are not reported. ACTING OUT BEHAVIORS Mr. Sample's father reports that his child often ignores social norms and manipulates others to avoid consequences. Mr. Sample's father describes exceptional levels of argumentative, defiant and noncompliant behavior. He is said to almost always resist limits, blame others for his problems and not take responsibility for his actions. Mr. Sample is said to be a moderately fearless individual who can act rashly and impulsively without considering consequences. Mild difficulties with his child's anger control are reported, with Mr. Sample at times acting out on his anger. Severe antisocial acting out, to the extent of probable legal involvement, is reported. PHYSICAL FUNCTIONING Mr. Sample's child's physical health is said to be good. Psychosomatic symptoms and somatic over concern are unlikely. Physical symptoms are not as an expression of underlying emotional problems. INTERPERSONAL FUNCTIONING Mr. Sample's father reports that his child feels socially comfortable. Mr. Sample is said to rarely be fearful around others and feel able to effectively deal with people. He is described as liking to be with others to a normal degree and as not avoiding social activities. Severe social skill deficits exist, with Mr. Sample generally having difficulty interacting with others in a positive manner. He is rated as very interpersonally disrespectful, intrusive, usually brash, and annoying, which alienates others. An average amount of peer conflicts was reported. Peer relationships are largely positive and satisfying for Mr. Sample. Very low social status is reported, as Mr. Sample's father feels that his child is extremely unpopular. FAMILY FUNCTIONING Mr. Sample's father reports having extremely troubled, dysfunctional overall relationships within his child's family. His child's home-life is a source of great dissatisfaction to him. Extreme levels of Parent-Child and Parent-Parent conflict are reported. A very significant amount of discord between Mr. Sample's family members is said to exist. Severe parental maladjustment and/or marital stress is said to exist, as Mr. Sample's father described significant emotional problems that may affect parenting. FATHERS PERSONALITY RATINGS OF CHILD VALIDITY In testing Mr. Sample checked an average amount of adjectives as describing him. Mr. Sample's response pattern does not appear to be random. He showed moderate tendencies to depict himself in an overly positive light, which may affect the validity of test findings. Moderate tendencies to depict himself in an overly negative light were apparent in testing which may affect the validity of test findings. PERSONALITY FUNCTIONING Mr. Sample's father's ratings of his child indicate that Mr. Sample has significant Histrionic, Antisocial, and Passive-Aggressive features that are probable to effect daily functioning. A Criminal Thinker, Mr. Sample is unreliable, rejects obligations, and does not attempt to follow societal norms. His behavior alternates between passive-aggressive resistance and aggression. He is contrary and negative person who indirectly controls others through frustrating demands by being inefficient, stubborn, and incompetent. Relationships tend to be shallow and predatory; Mr. Sample exploits others for his own purposes. Interpersonal behavior is often attention seeking, dramatic and oppressively demanding. He is highly manipulative and adopts a flirtatious, sexually provocative stance to seek help, not sexual gratification. When manipulations fail, he attempts to dominate through anger as numerous power and control issues exist. Mr. Sample projects blame and rationalizes his behaviors and often believes himself to be harassed and victimized. Pathological lying, deception, insincerity, and disregard for the truth are likely. Mr. Sample's thought patterns are impressionistic and scattered; his repressive style makes him unreflective and lacking in sharpness. Mr. Sample is not rational or analytical, instead he lives in a nonfactual world based on his emotional reactions and underlying emotional conflicts. He has difficulty learning from experience since he does not believe that his behavior will be punished. Based on intuition, he looks for magical solutions to problems and does not attempt to think through options, which results in poor judgment. Mr. Sample over controls negative feelings, which can build until he overreacts to minor problems. He lacks remorse and tends to be irritable and malcontent. Underlying anger can also be expressed through subtle attacks, blame, insults, and complaints. When repression fails, Mr. Sample is overcome by intense feelings on which he acts out in flamboyant ways. Maladaptive behavior is most often due to underlying emotional conflicts, active Criminal Thinking, and rebelliousness. INTER RATER COMPARISONS Differences in ratings between mother and father of more than one Standard Deviation. Father Greater than Mother MINIMIZES PROBLEMS INTELLECTUAL DEFICITS/DELAYS ANGER AND DELINQUENCY FAMILY PROBLEMS Mother Greater than Father EXAGGERATES PROBLEMS CONFUSED THINKING, POOR REALITY TESTING DEPRESSION ANXIETY SOMATIC PROBLEMS SOCIAL SKILLS SHYNESS, INTROVERSION Mother and Father Equal ACADEMIC ACHIEVEMENT PROBLEMS PROBLEMS WITH COGNITIVE FUNCTIONING HYPERACTIVITY/ADHD SYMPTOMS SUMMARY The following summarizes the ratings of family members describing Mr. Sample. More detailed findings as well as inter-rater similarities and differences are available in the report above. Please pay particular attention to the rater response sets documented above in comparing ratings between individuals. COGNITIVE FUNCTIONING Average cognitive functioning - MOTHER Average cognitive functioning - FATHER Average cognitive capacities - MOTHER Average cognitive capacities - FATHER No learning difficulties or language problems - MOTHER No learning difficulties or language problems - FATHER Moderate school adjustment problems - MOTHER Mild school adjustment problems - FATHER Moderately confused thinking and judgment problems - MOTHER Average goal directed thinking and judgment - FATHER No hallucinatory-like experiences and/or delusional beliefs - MOTHER No Hallucinatory-like experiences and/or delusional beliefs - FATHER IMPULSE CONTROL/HYPERACTIVITY Moderate overall problems with self-control - MOTHER Severe overall problems with self-control - FATHER Moderate impulsivity - MOTHER Severe impulsivity - FATHER Average risk taking/stimulus seeking behavior - MOTHER Moderate risk taking/stimulus seeking behavior - FATHER EMOTIONAL FUNCTIONING Markedly depressed mood - MOTHER Mildly depressed mood - FATHER Extreme worry, anxiety and fear - MOTHER Moderate worry, anxiety and fear - FATHER ANGER AND ACTING OUT BEHAVIOR Mildly noncompliant with rules - MOTHER Severe noncompliance with social rules - FATHER Mild levels of argumentativeness, defiance and noncompliance - MOTHER Severe levels of argumentativeness, defiance and noncompliance - FATHER Considers consequences before acting - MOTHER Is moderately fearless and acts without considering consequences. - FATHER Average anger control - MOTHER Mild difficulties with anger control - FATHER Moderate antisocial acting out - MOTHER Severe antisocial acting out - FATHER PHYSICAL PROBLEMS Severe physical health problems - MOTHER Good physical health - FATHER Significant psychosomatic-like symptoms and somatic preoccupations - MOTHER Psychosomatic symptoms and somatic over concerns are unlikely. - FATHER Severe tendencies for somatization of emotions - MOTHER Average tendencies for somatization of emotions - FATHER INTERPERSONAL/FAMILY FUNCTIONING Extremely socially uncomfortable and avoidant - MOTHER Average socially comfortable - FATHER Exceptionally fearful and lacking in social confidence - MOTHER Rarely fearful around others, feels confidant - FATHER Extremely dislikes being with others - MOTHER Likes to be with others to a normal degree - FATHER Extreme social skills deficits - MOTHER Severe social skills deficits - FATHER Moderately interpersonally disrespectful or intrusive - MOTHER Very interpersonally disrespectful or intrusive - FATHER Extreme conflicts with peers - MOTHER Average peer conflicts - FATHER Extremely low social status is reported - MOTHER Extremely low social status is reported - FATHER FAMILY FUNCTIONING Good family relationships - MOTHER Extremely troubled family relationships - FATHER Average Parent-Child and Parent-Parent conflicts - MOTHER Extreme Parent-Child and Parent-Parent conflict - FATHER Average parental adjustment and marital stress - MOTHER Severe parental maladjustment and/or marital stress - FATHER PERSONALITY CHARACTERISTICS Histrionic features - Mother Histrionic, Antisocial, and Passive-Aggressive features - Father DIAGNOSTIC CONSIDERATIONS RULE OUT AXIS I Paranoia Social Phobia Attention Deficit Hyperactivity Disorder Panic Attacks with Agoraphobia Somatization Disorder Hypochondrias Dysthymia Adjustment Disorder with Depressed Mood Generalized Anxiety Disorder Adjustment Disorder with Anxious Mood Major Depression, Severe Post Traumatic Stress Disorder Intermittent Explosive Episodes Conduct Disorder Oppositional Disorder WHILE UNDER THE AGE OF 18, TESTING SUGGESTS THAT THE FOLLOWING PERSONALITY FACTORS MAY BE AT PLAY: Histrionic features - Mother Histrionic, Antisocial, and Passive-Aggressive features - Father TREATMENT CONSIDERATIONS Based on test results, the following corrective treatment approaches are recommended. Care should be taken to ensure that these suggestions match Mr. Sample's clinical presentation and history. If test invalidity indicators have been raised (see validity section), these recommendations may not reflect Mr. Sample's true clinical needs. Testing indicates possible cognitive problems that may need further Neurological/Psychological evaluation. DUE TO SEVERE LEVELS OF DEPRESSION REPORTED, IMMEDIATE EXHAUSTIVE CLINICAL INVESTIGATION OF POSSIBLE SUICIDAL IDEATION SHOULD OCCUR WITH NECESSARY INTERVENTIONS TAKEN. DUE TO SEVERE LEVELS OF AGGRESSION REPORTED, IMMEDIATE EXHAUSTIVE CLINICAL INVESTIGATION OF POSSIBLE HOMICIDAL IDEATION SHOULD OCCUR WITH NECESSARY INTERVENTIONS TAKEN. Mr. Sample NEEDS TO BE CHECKED MEDICALLY TO HELP DETERMINE THE EXTENT THAT HIS/HER PHYSICAL CONCERNS ARE GENUINE. Continued communication with his her physician is essential. PSYCHIATRIC REFERRAL FOR EVALUATION FOR PSYCHOTROPIC MEDICATIONS IS WARRANTED INCLUDING MEDICATION FOR: DEPRESSION, ANXIETY, ANGER, AND ATTENTION DEFICIT DISORDER Due to possible learning problems, much redundancy and multi-sensory input should be used. Care needs to be taken so that Mr. Sample's treatment does not become a failure experience due to his learning problems. Self-esteem issues over learning deficits should be addressed in therapy. As it is likely that Mr. Sample's emotions are interfering with his cognitive processing, immediate interventions to alleviate emotional distress are suggested. As testing indicates significant family problems, an exhaustive examination of Mr. Sample's family system is called for. Family therapy may be indicated. Significant marital problems were described by Mr. Sample that may require marital/couples psychotherapy. As significant emotional problems were reported, Mr. Sample's parents need to have their own individual psychotherapy or AODA treatment should be evaluated. Mr. Samples more likely to initially profit from individual rather than group therapy as he lacks social skills or is so afraid of rejection that she will probably withdraw in a group setting. While in the long run Mr. Sample needs group therapy to enhance social skills, he may initially require much individual work to prepare him for group involvement. Due to Mr. Sample's level of dependency, rebelliousness, and/or need for attention, Mr. Sample is most likely to respond to peer feedback. Due to Mr. Sample's level of interpersonal suspicion and mistrust, therapists must slowly approach him and build rapport. Constant checks on how Mr. Sample interprets situations are necessary as Mr. Sample projects his own feelings onto others. He must be made aware of this, as well as learn how his own behavior sets up negative reactions. A kind, but firm approach is indicated, as therapists must support Mr. Sample while also holding him accountable. Mr. Sample is most likely to change if he sees his therapist as supportive, yet at the same time as demanding change. In addition to changing thinking patterns, Mr. Sample must improve his underlying self-esteem and social skills. Use of praise and positive reinforcement is particularly useful as Mr. Sample is more likely to change his behaviors in order to receive praise than he would be to avoid punishment. Unless negative feedback is couched in carefrontational ways, Mr. Sample will ignore and discount it as criticism. Mr. Sample needs a confrontive, Reality Therapy approach, as strong confrontation may be necessary to overcome her child's defenses. Mr. Sample will not alter her child's thought and behavior patterns unless she is held highly accountable. A Cognitive Behavioral Criminal Thinking approach is primary, as Mr. Sample must alter his Criminal Thought patterns if he is to act prosocially. Due to the degree of oppositionalness and/or explosiveness noted, a Collaborative Problem Solving Approach (Greene) is indicated to enhance Mr. Sample's problem solving skills and frustration tolerance. Extensive value adjustment work is necessary as Mr. Sample lacks knowledge of normal societal conventions. He must be taught what acceptable social standards are through educational and Cognitive Behavioral approaches. Rationalizing and intellectualizing must be challenged as Mr. Sample needs to learn that what he does is much more important than his reasons and intentions. Mr. Sample's attempts to dominate and control are prime therapeutic issues. Mr. Sample must develop faith in his ability to cope with situations over which he has little control and gain insight into the historical causes of his power and control issues. Power struggles are to be avoided with consequences given in a matter-of-fact way. Therapists should not accept excuses and rationalizations as Mr. Sample needs to realize that his rebelliousness and "yes but" behavior is self-defeating. Underlying issues of anger and control must be brought directly to the surface and dealt with. Mr. Sample must learn to be less self-centered and increase his understanding of how his behavior impacts others through expressive techniques and victim script exercises. As Mr. Sample blames others for his problems, therapists should encourage him to be responsible and accountable for his actions and not allow him to fall into Victimstance. Significant environmental support and external structure are vital since Mr. Sample needs external restraints to deter maladaptive behavior. Liaison between Mr. Sample's probation/parole officer, caregivers, therapists, family, and/or school is essential. Behavioral techniques such as discrete target behaviors and immediate consequences are suggested to teach Mr. Sample to take responsibility for his actions and learn to connect actions with consequences. Need for consistency and clarity are all important with Mr. Sample not allowed to talk his way out of consequences. Mr. Sample must learn more prosocial and less maladaptive/manipulative ways of meeting his needs. Manipulations should be directly carefronted with Mr. Sample being made to meet his needs by himself rather than by conning others. Mr. Sample needs to learn more direct ways to deal with his feelings and to gain attention than through somatic problems. Do not let Mr. Sample's somatic concerns lead to avoidance. Significant Depression is reported which may require Behavioral and Cognitive Behavioral treatment as well as Antidepressant medications. The role of Depression and/or Dysthymic Victimstance in Mr. Sample's maladaptive behavior should be established. Mr. Sample reports significant anxiety or hyperactivity and could profit from Stress Management procedures as his anxiety may interfere with his ability to learn and/or may contribute to maladaptive activity. High levels of anxiety are reported that may require mental heath evaluation/treatment if they are clinically seen. Stress management techniques and alternate ways of coping with anxiety and anxiety-producing situations should be taught. Mr. Sample needs to learn anger control techniques. It is essential that Mr. Sample not be positively reinforced for covert or overt aggression. He must become aware of the negative impact of anger on his life to increase motivation to change. Cognitive Behavioral anger control technique in conjunction with Mr. Sample being taught prosocial, less aggressive ways of meeting his needs is necessary if he is to give up aggression as a coping technique. Mood stabilizing medications may be indicated if biological components to Mr. Sample's aggression are suspected. Mr. Sample needs to learn to regulate his moods through use of Cognitive Behavioral techniques and/or medication. Mr. Sample needs to increase impulse control and learn to see his feelings as "red flags" that call for problem solving rather than as imperatives upon which he must act. Mr. Sample needs education about the nature of emotions and must learn ways of not immediately responding once feelings arise. Use of Cognitive Behavioral techniques to increase cognitive mediation, to teaching problem-solving skills, increase frustration/stress tolerance through stress inoculation training, and discover impulse triggers is suggested. Insight-oriented technique may help Mr. Sample understand and deal with troubling Family issues as much maladaptive behavior is in part based on emotional conflicts rooted in his past. Insight-oriented techniques should be used to help him resolve underlying emotional conflicts and habitual self-defeating behavior patterns. As somatization is likely, Mr. Sample needs to be refocused away from somatic concerns once he has been medically evaluated. Medical problems should not be accepted as a way of avoiding responsible behavior and/or therapy. Mr. Sample should be assisted in gaining self-confidence and social skills, especially assertive skills. Mr. Sample social insecurity may lead Mr. Sample to associate with a negative peer group to gain acceptance. A Social Learning component is suggested to teach Mr. Sample positive, prosocial skills to replace current maladaptive patterns. Mr. Sample now relies on maladaptive tactics to meet his needs with him having few alternative prosocial coping skills. Variables: PIC2 MOTHER-ADULT1 IN REPORT AS MOTHER: INC_MO - 53 FB_MO - 65 DEF_MO - 20 COG_MO - 46 COG1_MO - 52 COG2_MO - 65 COG3_MO - 22 ADH_MO - 69 ADH1_MO - 68 ADH2_MO - 54 DLQ_MO - 62 DLQ1_MO - 67 DLQ2_MO - 54 DLQ3_MO - 63 FAM_MO - 53 FAM1_MO - 48 FAM2_MO - 55 RLT_MO - 68 RLT1_MO - 72 RLT2_MO - 54 SOM_MO - 85 SOM1_MO - 78 SOM2_MO - 90 DIS_MO - 99 DIS1_MO - 110 DIS2_MO - 94 DIS3_MO - 52 WDL_MO - 96 WDL1_MO - 87 WDL2_MO - 82 SSK_MO - 93 SSK1_MO - 87 SSK2_MO - 92 PIC2 BEHAVIORAL SUMMARY MO RATINGS AS MOTHER: INC_S_MO - 999 FB_S_MO - 999 DEF_S_MO - 999 ADH_S_MO - 999 DLQ_S_MO - 999 FAM_S_MO - 999 RLT_S_MO - 999 SOM_S_MO - 999 DIS_S_MO - 999 WDL_S_MO - 999 SSK_S_MO - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 PACL _MO RATINGS CHECKED_ - 30 RANDOM_M - 0 FAVORABL - 9 UNFAVORA - 0 INTROVER - 46 INHIBITE - 48 COOPERAT - 47 SOCIABLE - 65 CONFIDEN - 44 FORCEFUL - 39 RESPECTF - 33 SENSITIV - 47 PL_MO - 68 PIC2 FATHER-ADULT2 IN REPORT AS FATHER: INC_FA - 33 FB_FA - 53 DEF_FA - 66 COG_FA - 43 COG1_FA - 54 COG2_FA - 64 COG3_FA - 42 ADH_FA - 75 ADH1_FA - 73 ADH2_FA - 69 DLQ_FA - 78 DLQ1_FA - 75 DLQ2_FA - 64 DLQ3_FA - 83 FAM_FA - 89 FAM1_FA - 84 FAM2_FA - 78 RLT_FA - 43 RLT1_FA - 44 RLT2_FA - 54 SOM_FA - 45 SOM1_FA - 32 SOM2_FA - 56 DIS_FA - 60 DIS1_FA - 65 DIS2_FA - 62 DIS3_FA - 44 WDL_FA - 47 WDL1_FA - 35 WDL2_FA - 54 SSK_FA - 78 SSK1_FA - 87 SSK2_FA - 59 PIC2 BEHAVIORAL SUMMARY FA RATINGS AS FATHER: INC_S_FA - 999 FB_S_FA - 999 DEF_S_FA - 999 ADH_S_FA - 999 DLQ_S_FA - 999 FAM_S_FA - 999 RLT_S_FA - 999 SOM_S_FA - 999 DIS_S_FA - 999 WDL_S_FA - 999 SSK_S_FA - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 PACL-FATHER RATINGS CHECKED_ - 42 RANDOM_F - 0 FAVORABL - 5 UNFAVORA - 2 INTROVER - 56 INHIBITE - 34 COOPERAT - 56 SOCIABLE - 74 CONFIDEN - 55 FORCEFUL - 73 RESPECTF - 22 SENSITIV - 76 PL_FA - 66 PIC2 TEACHER-ADULT3 IN REPORT AS TEACHER: INC_TCH - 999 FB_TCH - 999 DEF_TCH - 999 COG_TCH - 999 COG1_TCH - 999 COG2_TCH - 999 COG3_TCH - 999 ADH_TCH - 999 ADH1_TCH - 999 ADH2_TCH - 999 DLQ_TCH - 999 DLQ1_TCH - 999 DLQ2_TCH - 999 DLQ3_TCH - 999 FAM_TCH - 999 FAM1_TCH - 999 FAM2_TCH - 999 RLT_TCH - 999 RLT1_TCH - 999 RLT2_TCH - 999 SOM_TCH - 999 SOM1_TCH - 999 SOM2_TCH - 999 DIS_TCH - 999 DIS1_TCH - 999 DIS2_TCH - 999 DIS3_TCH - 999 WDL_TCH - 999 WDL1_TCH - 999 WDL2_TCH - 999 SSK_TCH - 999 SSK1_TCH - 999 SSK2_TCH - 999 PIC2 BEHAVIORAL SUMMARY TCH RATINGS AS TEACHER: INC_S_TC - 999 FB_S_TCH - 999 DEF_S_TC - 999 ADH_S_TC - 999 DLQ_S_TC - 999 FAM_S_TC - 999 RLT_S_TC - 999 SOM_S_TC - 999 DIS_S_TC - 999 WDL_S_TC - 999 SSK_S_TC - 999 EXTERNAL - 999 INTERNAL - 999 SOCIAL_A - 999 TOTAL_S_ - 999 PACL _TCH RATINGS CHECKED_ - 999 RANDOM_T - 999 FAVORABL - 999 UNFAVORA - 999 INTROVER - 999 INHIBITE - 999 COOPERAT - 999 SOCIABLE - 999 CONFIDEN - 999 FORCEFUL - 999 RESPECTF - 999 SENSITIV - 999 PL_TCH - 999 |
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