Career Profiles of Black Adult Male Substance Abuse Felons Using Holland's Theory RIASEC PDF

PROJECT DEMONSTRATING EXCELLENCE
Career Profiles>&f Blade Admit Male Substance Abusev Felons Using Holland's Theory "MIASEC
fey
Carolyn Brown Shrewsbury
Submitted in partial fulfillment of the Requirements for the Degree of

Doctor of Philosophy
with a concentration in Clinical Psychology
May 13,2007
Core Faculty Advisors Lawrence J, Ryan, Ph,B.
Union Institute & University
Cincinnati, Ohio
UMI Number: 3326015

Copyright 2008 by
Shrewsbury, Carolyn Brown
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Acknowledgements
Jerry, my husband, you have again proven that patience really is a virtue.
I'm grateful for the patience and understanding you have shown, over the last 44 years of
our marriage. You have demonstrated amazing tolerance, especially during the long
process of completing my doctoral degree. Dr. Ronald Klein, my friend and mentor
made it possible to finish my degree. You encouraged me to reach out for what I
believed was an impossible dream. You have been there from the beginning, through
many protracted challenges when I was ready to give up. You and Jerry have always had
more faith in me than I had for myself. Dr. Larry Ryan, you were the one person from
Union Institute and University that accepted the responsibility to pick up all the
disjointed pieces of my program, and put them together, which resulted in the
culmination of my graduation as a Clinical Psychologist. Jerry, Dr. Klein, and Dr. Ryan,
you have performed "above the call of duty," for which I am truly grateful. Dr. Norman
Kane, you have always been there whenever your help was needed, as a friend,
committee member, and later as a supervisor. This goal could never have been reached
without the encouragement and inspiration of my children and their partners, Lorajean,
Brian, and Barbara. There has also been the help of my grandchildren; Brandon,
Meredith, Lauren, Derek, Adam, Kellen, Abby, Laura, Hayley, and Drake. Special thanks
goes to my mother-in-law, Adeline Shrewsbury, who at 95 demonstrates the importance
of living each day that God gives us to the fullest.
In Memory of
Dr. Noel Markwell, (1st. Core) Dr. Chuck Sells 2nd Core
Ruth and Earl Brown (my parents), and Edmond Shrewsbury (my father-in-law)
Abstract
Project Demonstrating Excellence (Dissertation)

Career Profiles of Black Adult Male Substance Abuse Felons Using
Holland's Theory "RIASEC" Classification: A post facto study.
The researcher employed an ex post facto design that was guided by past and
present theoretical and empirical data and by specific research hypotheses. Thus, the
research hypotheses were derived from logical and empirical findings. The study
participants were Black malesfroma Mid-Atlantic inner city correctional treatment
facility, including substance abuse felons with a history of criminal recidivism.
Participants werefromthe prison substance abuse treatment program and inmates that
could not read or write did not participate. Six psychosocial instruments were employed
for test differences six groups of inmates classified according to the Holland RIASEC
theory. Each participant was classified using the Holland single letter code of
identification to divide the population into the six groups. The SDS indicated that there
were no Investigative [I] single letter codes in the population; therefore, only five groups
were tested. The instruments used were the Structured Clinical Interview, Holland's SelfDirected Search, Career Attitudes and Strategies Inventory, verbal sub-tests (information,
comprehension, vocabulary, and similarities) of the Wechsler Adult Intelligence Scale R
(VICS), Rorschach Inkblot Method, and the Millon Clinical Inventory-II. A scale was
developed for this population to evaluate the quality of career development and quantity
of work experience the inmates had participated within the community. Through the use
of several expert judges the specific continuum of classification (numerical values) for
each group was established. The psychosocial variables were examined to determine if
they could significantly differentiate between the groups under investigation. The results
indicated that the sample had varied career personalities. The largest HSLC group was
Social (68) and the smallest was Investigative (0). A large majority of the sample fell in
the below average range of verbal (VCIS) intelligence and were ambient in their
decision-making skills. The Egocentricity Index varied according to HSLC. The MCMIII Cluster "B" (DSM-R) indicated that antisocial, compulsive personality, anxiety, and
thought disorder had a positive relationship with the population and HSLC. The CASI
scales demonstrated that the inmates had a dominant work style and good job satisfaction
in their jobs, even though most had no work history. The Quality and Quantity of Work
the inmates reported indicated satisfaction with both the low Quality and Quantity of
Work experience. The data were discussed in terms of potential problems for vocational
counseling and making changes in the attitude of work in the community
TABLE OF CONTENTS
Page
CHAPTER I. THE PROBLEM
Introduction
Assumptions
Definitions and Operational Terms
Delimitation
10
Reasons for Research
12
CHAPTER II REVIEW OF THE LITERATURE
14
The Impact of IQ and Education on Career Development
14
Career Development in "at risk" Populations
17
The Value of Vocational Inventories in Career

Development and Maturity
21
Job Satisfaction
26
Psychological Disorders and Its Impact on

Career Development
30
Substance Abuse Leading to Criminal Behavior and Recidivism*
39
Race, Sex, and Test Bias
46
Literature Review Integration
49
CHAPTER III
METHODOLOGY
51
Design of the Study
51
Population
52
IV
Sample
52
Procedures and Techniques
52
Instrumentation
58
Hypotheses
61
Data Collection
63
Statistical Treatment
64
Significance of the Study
66
Limitations
67
CHAPTER IV RESULTS OF THE STUDY
69
Section 1- Research hypothesis related to HSLC classification
70
Section 2- Research hypothesis related to (VICS) IQ levels
75
Section 3- Research hypotheses related to Rorschach Ink Blot

Method (EB and Egocentricity Index HSLC classifications
81
Section 4- Research hypotheses related to HSLC and the

scales according to the MCMI-II
87
Section 5- Research hypotheses related to CASI sub-tests

and predicting HSLC classifications
101
Section 6- Research hypotheses related to the CASI and

predicting Quality and Quantity of Work
103
Section 7- Research hypotheses related the HSLC Classification

to the CASI Sub-test and Job Satisfaction and Quality
and Quantity of Work within the community
105
Section 8- Summary
109
CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATION

Summary of the Study
111
111
Statement of the Problem
111
Statement of Procedures
112
Research Hypotheses Used
113
Conclusions
114
Area One: The division of inmates into groups classified using

Holland's Theory of single letter code career
classification (HSLC).
114
Area Two: Intelligence levels within the classified groups

according to HSLC.
118
Area Three: Rorschach EB styles (extratensive, ambitent,

introversive) and the prediction ability of the HSLC
in the sample.
119
Area Four: The ability of the MCMI-II Personality Clusters

(A,B,C) according to the DSM-R, Clinical Personality
Patterns, Severe Clinical Pathology, Clinical Syndromes,
and Severe Syndromes to predict the HSLC of the
classified inmate population.
122
Area Five: The CASI and its relationship with the HSLC in the
classified sample.
Area Six:
The CASI scale Job Satisfaction and its

relationship with the Quality and Quantity of Work
within the community in the HSLC sample
of inmates.
126
127
Implications
129
Recommendations
131
REFERENCES
133
APPENDIX A
154
Structured Clinical Interview
155
VI
APPENDIX B
Figure 1.1
166
The divisions in the pie chart equal the number
of inmates classified in each of the HSLC
APPENDIX-C
Figure 2.1
168
The figure shows that most of the HSLC classified
inmates ranged in intelligence levelfromBorderline (VICS) IQ
(70-79) to Average (VISC) IQ (90-109)
169
APPENDIX -D
Table 3.1Figure 3.1-
170
HSLC classification and correlation with Rorschach EB
style of decision-making
171
HSLC and Rorschach EB Score
172
APPENDDC -E
Table 4.2Table.4.3 Table 4.4 Table 4.5Table 4.6-
167
173
HSLC- Realistic Classification on
Egocentricity Scale
174
HSLC- Artistic Classification on

Egocentricity Scale
175
HSLC- Social Classification on

Egocentricity Scale
175
HSLC- Enterprising Classification on

Egocentricity Scale
177
HSLC- Conventional Classification on

Egocentricity Scale
178
APPENDIX ~F
179
Figure 4.1- The percentages of HSLC Realistic (R)

classification and where the inmates place on the
Egocentricity Index.
Figure 4.2- The percentages of HSLC Artistic (A)
vn
180
181
Figure 4.3-
Figure 4.4-
Figure 4.5-
The percentages of HSLC Social (S)

182
The percentages of HSLC Enterprising (E)

183
The percentages of HSLC Conventional (C)

Egocentricity Index
184
APPENDIX - G-
Table 5.1-
185
Any significant relationship between the HSLC
group and MCMI-II cluster "A" (DSM-R)
APPENDIX - H
187
Table 5.2 - Any significant relationship between the HSLC

group and MCMI-II cluster "B" (DSM-R)
Figure 5.1- The results of the MCMI-II personality
scale on the sample population for Antisocial
Figure 5.2- Uustrates by symbol and colors the number of
Inmates and their level of Antisocial Disorder within
their HSLC ClassificationAPPENDLX-1
Table 5.4-
186
188
189
190
191

group and MCMI-II cluster "C" (DSM-R)
APPENDLX- J
192
- 193
Table 6.1- Any significant relationship between the HSLC

group and the Clinical Personality Patterns
Figure 6.1- The level of Compulsive personality style
within the HSLC sample population.
196
Figure 6.2- Where each of the HSLC classified inmates

fell on the Compulsive scale.
197
vm
194
Table 6.2- Correlation coefficients of MCMI-II Compulsive

sub-test and MCMI-II validity scales
198
Table 6.3- The measure of variance that can be explained

by a proposed factor
Table 6.4- The "loading" on each factor of the factor
APPENDIX- K-
199
200
202
Table 8.1- Illustrates and predictability using the MCMI-II

Clinical Syndromes to the HSLC
Figure 8.1- The graph indicates the Anxiety level
of the HSLC sample population
APPENDIX - L
203
204
205
Table 9.1- MCMI-II Severe Syndrome and the

relationship with the HSLC
APPENDLX-M
206
207
Table 10.1- The ability of the CASI sub-test Job Satisfaction

in predicting with the HSLC classified group
Figure 10.1- The graph illustrates the relationship between the
CASI Syndromes to the HSLC sub-test Job Satisfaction
and the classified HSLC sample
Table 10.2- The ability of the CASI sub-test Dominant
Style in predicting with the HSLC classified group
208
209
210
Figure 10.2- The graph illustrates the relationship between

the CASI sub-test Dominate Style and the classified HSLC
sample
211
APPENDLX-N-
212
Table 11.1- The ability to predict the Quality and Quantity of Work within
the inmate sample population
213
IX
Figure 11.1- The quality for all HSLC inmates through

out each code.
APPENDIX-O
214
215
Table 12.1- CASI sub-test Job Satisfaction scale and its

Ability to predict the Quality of Work within the sample
Population
216
Figure 12.1- The graph illustrates the predictability in Job

Satisfaction and of the Quality of Work
218
Figure 12.2- The graph illustrates the predictability in

Quality of Work and Job Satisfaction
APPENDIX-P
219
220
Table 13.1- The data of Quality and Quantity of Work and

Grade Level with the HSLC
221
TABLES
Table 1.1
The number of predicted and actual inmates
classified in each of the HSLC.

Table 1.2
70
The expected number of inmates that classified in
each of the HSLC and the actual number the fell into each letter code 71
Table 1.3
The number of inmates tested using the SDS
72
Table 2.1
The number of inmates that were classified under the
HSLC and the correlation between the HSLC and the inmate's IQ score;75
Table 2.2
The mean and standard deviation of the (VICS) IQ
(information, comprehension, vocabulary, and similarities) scores

of the inmates classified using HSLC
Table 3.1
77
HSLC classification and correlation with Rorschach
EB style of decision-making
81
(Appendix D) p. 171
Table 4.1
The number of subjects that fell into each category
of the Egocentricity Index

Table 4.2
Table 4.3
83
HSLC- Realistic Classification on Egocentricity Scale

83
(Appendix E)p. 174
HSLC- Artistic Classification on Egocentricity Scale
84
(Appendix E)p. 175
Table 4.4
HSLC- Social Classification on Egocentricity Scale

84
(Appendix E)p.l76
Table 4.5
HSLC- Enterprising Classification on Egocentricity Scale

84
(Appendix E)p.l77
XI
12.
Table 4.6
13.
Table 5.1
HSLC- Conventional Classification on Egocentricity Scale85

(Appendix E) p. 178
group and MCMI-II cluster "A" (DSM-R)
87
(Appendix G) p. 186
14.
Table 5.2
group and MCMI-II cluster "B" (DSM-R)

15.
16.
Table 5.3
87
(Appendix H) p. 188
The mean score and standard deviation of the
sub-test Antisocial and cluster "B"
88
Table 5.4
group and MCMI-II cluster "C" (DSM-R)
90
(Appendix I) p 192
17.
Table 6.1
group and the Clinical Personality Patterns
91
(Appendix J) p. 194
18.
Table 6.2
The correlation of the MCMI-II Compulsive
scale and MCMI-II Validity scale of the MCMI-II
93
(Appendix J) p. 198
19.
Table 6.3
The measure of variance that can be explained
by a proposed factor
20.
21.
Table 6.4
The "loading" on each factor of the factors
(Appendix J) p. 199
94
(Appendix J) p.200
Table 6.5
The 2 tail prediction and significance level from the
t-test for paired samples: MCMI-II Compulsive and Desirability scale
95
22.
Table 6.6
The 2 tail prediction and significance level from the
t-test for paired samples: MCMI-II Compulsive and Disclosure scale

23.
Table 6.7
95
The 2 tail prediction and significance level
from the t- scale MCMI-II Compulsive scale and the MCMI-II

Debasement scale
24.
Table 7.1
96
Any predictability using the MCMI-II Severe
Personality scale to the HSLC

25.
Table 8.1
97
Illustrates and predictability using the MCMI-II Clinical
Syndromes to the HSLC
97
(Appendix K) p.203
26.
Table 9.1
MCMI-II Severe Syndrome and the relationship
with the HSLC
99
(Appendix L) p.206
27.
Table 10.1
The ability of the CASI sub-test Job Satisfaction
101
(Appendix M) p.208
28.
Table 10.2
The ability of the CASI sub-test Dominant Style
102
(Appendix M) p. 210
29.
Table 11.1
The ability to predict the Quality and Quantity of
Work within the inmate sample population
103
(Appendix N) p.213
30.
Table 12.1
CASI sub-test Job Satisfaction scale and its
ability to predict the Quality of Work within the sample population

105
(Appendix O) p.21
xiii
31.
Table 13.1
Grade Level, Quality of Work, and Quantity
of Work and the relationship with the HSLC
107
(Appendix P) p.221
32.
Table 13.2
The t-test for paired samples between the Quantity of
Work is paired with the HSLC sample population
XIV
108
FIGURES
1.
Figure 1.1
The divisions in the pie chart equal the number
of inmates classified in each of the HSLC

2.
Figure 2.1
Indicates that most of the inmates in the HSLC
classification, ranged from Borderline IQ to Average IQ

3.
Figure 3.1
Figure 4.1
(Appendix C) p. 169
Demonstrates the percentages of HSLC and the Rorschach
EB scores (Extratensive, ambitent, introversive)

4..
(Appendix B) p. 167
(Appendix D) p. 172
The percentages of HSLC Realistic (R)
classification and where the inmates place on the Egocentricity

Index
5.
Figure 4.2
(Appendix F) p. 180
The percentages of HSLC Artistic (A)

Index.
6.
Figure 4.3
(Appendix F) p. 181
The percentages of HSLC Social (S)

Index.
7.
Figure 4.4
(Appendix F) p. 182
The percentages of HSLC Enterprising (E)

Index.
8.
Figure 4.5
(Appendix F) p. 183
The percentages of HSLC Conventional (C)

Index
(Appendix F) p.l 84
XV
9.
Figure 5.1
The results of the MCMI-II personality
scale on the sample population for Antisocial

10.
Figure 5.2
(Appendix H) p. 189
Illustrates by symbol and colors the number of
Inmates and their level of Antisocial Disorder within their HSLC

Classification
11.
Figure 6.1
(Appendix H) p. 190
The level of Compulsive personality style
within the HSLC sample population.

12.
Figure 6.2
Where each of the HSLC classified inmates
fell on the Compulsive scale.

13.
Figure 8.1
(Appendix J) p. 197
The graph indicates the Anxiety level of the HSLC
sample population
14.
Figure 10.1
(Appendix J) p. 196
(Appendix K) p.204
The graph illustrates the relationship between the CASI
Syndromes to the HSLC sub-test Job Satisfaction and the classified

HSLC sample
15.
Figure 10.2
(Appendix M) p.209
The graph illustrates the relationship between the CASI
sub-test Dominate Style and the classified HSLC sample

16.
Figure 11.1
The graph illustrates the predictability the Quality
of Work and Quality of Work of the HSLC sample

17.
Figure 12.1
Figure 12.2
(Appendix N) p.214
The graph illustrates the predictability in Job Satisfaction
and of the Quality of Work

18.
(Appendix M) p.211
(Appendix N) p.218
The graph illustrates the predictability in Quality of
Work and Job Satisfaction
(Appendix N)p.219
XVI
CHAPTER I
THE PROBLEM
Introduction
Research suggests that Holland's Model of Career Assessment attempts to integrate the
three major areas Holland considers important in career assessment: abilities, interests, and
personality characteristics. This model demonstrates that career concerns are psychologically
complicated, just as people are psychologically complex. Career assessments must include
important aspects of a person to determine the appropriateness for particular careers and types
of work: abilities and aptitude, vocational interests, and personality characteristics (Lowman,
1991). Two other important variables include career indecision (Barrett & Tinsley, 1977) and
immaturity (Crites, 1974).
There have also been many psychological theorists who have questioned when the
sense of self develops (Lowman, 1991). Should have the developmental process of sense of
self fail within the individual, it would affect the initial development of the individual's
personality, maturity, aptitude, values, and perception. Added to this, restricted opportunity,
socioeconomic deprivation, stimulus nutriment, cultural differences, racial discrimination,
work attitude, limited education, cognitive deficits, and learning disabilities.
There is a need to confront these problems through an extensive holistic approach. The
individual needs to develop the tools to become an independent and productive individual in
society. Every one needs a sense of self-control over one's own life. A person without the
skills, interest, and understanding of self, has a greater propensity to relapse into the same
patterns that started them in the cycle of substance abuse and criminal behavior from their past.
Moreover, career is both a phenomenological and behavioral concept (Lowen, 1991). It is

the link between what a person does and how that person perceives the concept. Career
development and career choices in life are a profoundly important issue in today's society.
Around the middle 70s, Smith (1975) reviewed the research on the career and behavior
of Black Americans and drew the following profile. The profile would include many of our
Black felons in the prison system today who were youths during these years: Smith found the
profile of the Black individual in research studies portrayed as of a vocationally handicapped
person. The average Black American, if one can speak of average individuals of any racial
group, is one who may lack positive work role models. There is not a lifetime commitment to a
career as a way of life and is alienatedfromthe work force. A greater priority is placed on job
security rather than finding self-fulfillment in an occupation. There is a tendency to have a
negative self-image, which fosters identity foreclosure and closes out the self and directions.
His aspirations are high, but his expectations of achieving his desired goals are low.
"Limitations, which are placed upon his occupational mobility by reason of his racial
membership, evidences interests that are more person than thing oriented; and is vocationally
immature" (p. 55).
The Washington Post (Holms & Morin, 2006) published a relevant article that emerged
from a survey with the Henry J. Kaiser Family and Harvard University about being a Black
man in America today. The survey results indicated Black American men today are deeply
divided over the way they see themselves and their country. "In many ways, the outward and
inward struggles of Black men appear to reflect where the nation is on its journey toward racial
equality-unquestionably further along and, yet, at risk of moving backward" (p.l 1). Holms and
Morin report the suicide rate among young Black men has doubled since 1980. One in four
Black men has not worked for at least a year, twice the proportion of male non-Hispanic
Whites or Latinos. Trends suggest a third of Black males born today will spend time in prison.
Black men report that Black men put too little emphasis on education and too much on sports
and sex. They worry that the police will treat them unfairly. "Among Blacks with a college
degree, six in ten have had a family member or someone close to them murdered. They report
too little emphasis on education, their health, their families, and getting ahead at work. More
than half of Black men said that they or a member of their immediate family would get AIDS"
(p.12).
The understanding of a person's work history has further increased over the last decade.
It has demonstrated that most of workers have maintained stable employment. Workers may
change jobs, but they remain in generally the same occupational classification. There are others
whose work history is less successful, unstable, or even chaotic. According to the research of
Costa and McCrae (1980), workers high on openness or neuroticism may be more prone to
change jobs.
Research has also indicated that there emerged a disproportionate use of illegal
narcotics and self-destructive behavior by Black males (Lowman, 1991). Apathy and
hopelessness, generated by low self-esteem, socioeconomic problems, and background
difficulties, have contributed to repeat incarcerations that have seriously impeded career
development (Lowman, 1991).
John Holland believes that careers are an expression of the individual's personality, and
that a comparison of self with occupational perceptions, determines career choice. According
to Holland (1997), there are three variables that effect the development of personality:
intelligence, gender, and social class. Holland's theory is based upon eight basic assumptions
(Holland, 1997; Powell & Fritzsche, 1994). The first four of the eight assumptions were
utilized in this research: 1. Most people can be categorized into one of six personality types:
(Realistic [R], Investigative [I], Artistic [A], Social [S], Enterprising [E], or Conventional [C]),
2. There are six model environments, (Realistic, Investigative, Artistic, Social, Enterprising,
and Conventional), 3. People search for environments that will let them exercise their skills
and abilities, express their attitudes and values, and take on agreeable problems and roles, and
4. A person's behavior is determined by an interaction between his or her personality and the
characteristics of their environment.
While it is hypothesized by Roe (as cited in Lowman, 1991) that genetics play some
role in deterniining the field and level of an individual's occupation, the environmental
influence of early childhood experiences is an important determinant of occupation. A child, or
an adolescent, who strives hard to satisfy a high degree of psychological needs and eventually
achieves some success, will also strive hard to meet his or her needs later on in life. The child
whose needs were unmet will be less likely to attain higher occupational levels.
This researcher contends that youths entering the correctional system, especially as
juvenile offenders, never go through the developmental or decision-making stages needed to
make career decisions or to develop career maturity. During the early stages of adolescence,
problems develop in the educational process, social adjustment, and personality development.
Add to this, the environmental influence of childhood experiences, gender, and social class.
These individuals become part of a need-driven, group-survivor lifestyle. Without meaningful
work, basic needs were not met and self- concept was diminished (Maslow, 1968). Without
education and/or vocational training, individuals were limited in the job market. Many went to
the streets to support themselves in any manner possible. Many individuals started or continued
criminal behavior with the probability of entering the chain of recidivism in the criminal justice
system, eventually returning to criminal behavior, substance abuse, repeated incarcerations, or
even death.
Toward this end, this researcher retrieved archival data from the administration of the
WAIS-R verbal subtests (information, vocabulary, comprehension, and similarities), the
Rorschach Inkblot Method (RIM), Career Attitudes and Strategies (CASI), Holland's SelfDirected Search (SDS), and Clinical Structured Interview as a part of a battery used to develop
career profiles and help counsel 178 inmates.
The ultimate goal was to determine if certain selected inventories and techniques used
in counseling inmates, who were administered the above instruments, were effective in
establishing profiles of other inmates. More specifically, the purpose of the academic study
was to examine, using the single code letter of Holland's Theory (RIASEC), the career
development of Black male criminal substance abusers with a varied background of recidivism,
and the significance, if any, among their interests, abilities, personality, and work history in
career development within their community. The purpose of the academic study was also to
investigate the significance, if any, using the single code letter of Holland's Theory (RIASEC)
classification code, regarding the quality and quantity of work experiences with respect to
psychological, sociological, and ability variables, using psychosocial instrumentation.
This researcher hypothesized that there is a clear correlation between sociological,
psychological, and ability variables, according to Holland's (RIASEC) single code of
classification, in the quality and quantity of career development and work behavior of inmates.
Inmates with a higher level quality and quantity of work history within their community will
have significantly better profiles in ability, interest, and personality than those with a lower
level of quality and quantity of work history. It was also hypothesized that certain letter codes
of Holland's classification theory would be prone to both higher and lower work behavior.
Moreover, the problem investigated in this study was to systematically and empirically
determine if selected psychosocial variables were capable of differentiating between samples
of Black male substance abuse felons, utilizing Holland's theory (RIASEC) of classifications.
There are significant differences among various classified samples of adult Black male
substance abuse felons with histories of recidivism, regarding the quality and quantity of work
history within their community, as measured by psychosocial instrumentation.
Assumptions
It was this researcher's assumption, as hypothesized below, that psychosocial
instrumentation, combined with career inventories, could help predict the profiles of an
inmate's career development, which could lead to better success concerning work history:
H-l. It was assumed that the expectancy of the number of inmates in each of Holland's
six single letter code groups would be equal.
H-2. It was assumed that inmates whose measured intelligence on the verbal subtests of
the WAIS-R would have certain single letter code scores on the Holland inventory
(RIASEC).
H-3. It was assumed that the inmates' placement in one of Holland's single letter codes
would predict a certain EB style on the Rorschach.
H-4. It was assumed that the Rorschach Egocentricity Index (3r + (2)/R) would provide
an estimate of self- concern, and possibly, self-esteem in predicting the Holland's single
letter code (HSLC).
H-5. It was assumed that the Millon Clinical Multiaxial Inventory (MCMI-II), grouped
according to three subtest DSM-III clusters (A, B, C), would be able to predict
Holland's single letter code.
H-6. It was assumed that the Millon Clinical Multiaxical Inventory (MCMI-II), grouped
according to the 10 Clinical Personality Patterns, would be able to predict Holland's
single letter code.
according to Severe Personality Patterns, would be able to predict Holland's single
letter code.
according to Clinical Syndromes, would be able to predict Holland's single letter code.
H-9. It was assumed that the Millon Clinical Multiaxial Inventory (MCMI-II, grouped
accordingly to Severe Syndromes, would be able to predict Holland's single letter code.
H-10. It was assumed that the CASI subtest scales would be able to predict each
Holland's single letter codes.
H-l 1. It was assumed that Holland's single letter code (HSLC) would be able to predict
the Quantity and Quality of Work into one of three levels from the self-reported
employment history gathered on the Structured Clinical Interview.
H-l2. It was assumed that the CASI subtest scale Job Satisfaction would be able to
predict the Quality of Work among the classified group of Holland's single letter code.
H-l3. It was assumed that the Quality and Quantity and Grade Level would be able to
predict Holland's single letter code.
The factors explored included: substance abuse, attitudes, obstacles, recidivism,

criminal history, ability, interest, and personality. It should be stressed that these sets of
variables were systematically derivedfromthe literature review as elements to be considered in
the quality and quantity of career development and work behavior within the community.
Definitions and Operational Terms
In order to better understand the various terms that arefrequentlyused in this academic
study, a number of definitions are provided below:
Aptitude - The examiner's potential for learning a specific skill or performing a specific
task. It is usually considered a measure of innate ability that also reflects previous learning.
Ambitent - A coping style in which the emotions of the subject are inconsistent in terms
of their impact on thinking, problem solving, and decision making behaviors.
Career Maturity - A measurement of attitude and involvement with the choice process,
orientation toward work, independence in decision making, preference for but not
interdependent functions.
Debasement - Lowering of character, quality, or worth.
Extratensive - A coping style in which the subject will usually tend to try to intermingle
feelings with thinking, especially during a problem solving or decision-making activities
(Exner, 1993).
Interdomain model of career assessment - Holland's model of career assessment that
aims to integrate the three major areas that Holland considers important in career assessment:
abilities, interests, and personality characteristics.
Intelligence - An individual's potential for learning a specific skill or performing a
specific task. Dictionary definition generally refer to such abilities as the ability to adapt to
novel situations, utilize abstract concepts, and/or learn quickly. Psychologists tend to view
intelligence, either as a global mental capacity, or as a number of separate, but not
interdependent functions
Introversive - A coping style in which the subject usually prefers to keep his or her
feelings at a distance, particularly during the problem solving and decision-making.
Occupational Personality Types - Holland's model includes six basic occupational
personality types: Realistic ( R), Investigative ( I ) , Artistic (A), Social (S), Enterprising (E),
and Conventional (C) (Holland, 1985a, 1987, & Lowman, 1987). In essence, the researchers
define the six occupational personality types in this model as encompassing the following
traits:
Realistic - An occupational personality type that includes people who like to work
outdoors.
Investigative - The type of person characterized to have a high, and generally abstract
intelligence, is indifferent to social relationships, and troubled by highly emotional
situations.
Artistic - A person which is creative in orientation, is highly sensitive and emotional,
and may personally experience affective disturbances more than the average person.
Social - People oriented toward working with other people. They are individuals who
tend to be willingly helping by nature.
Enterprising - Individuals oriented toward people, rather than things, and who seek to
control or dominate others.
Conventional - Types of people who function best in a well established
structure and who are skilled at working with detail.
10
Additional terms that are frequently used in this study are defined as:
Personality - Represents a pattern of deeply embedded and broadly exhibited cognitive,
affective, and behavioral traits that persist over an extended period of time (Millon, 1985).
Projective Instrument - An instrument that indirectly measures motives, desires, needs,
or general personality functioning. The subject is asked to respond to ambiguous stimulus, such
as an inkblot, vague paragraph, picture, or open-ended sentences.
Quality of Work - The type of work measured by the degree of training, such
as:unskilled, semi-skilled, and skilled, as defined by the Department of Labor.
Quantity of Work - The length of employment, as measured by the time the inmate has
spent on a job in their community.
Recidivism - A continuing slip or a fall back into a former or worse state after a period
of improvement. It is a return to a negative behavior or activity.
Work - The systematic pursuit of an objective valued by oneself (even if only for
survival) and desired by others. Directed and continuous work requires the expenditure of
effort. It may be compensated (paid work) or uncompensated (volunteer work or an avocation).
The objective may be intrinsic enjoyment of the work itself, the structure given to life by the
work role, the economic support which work makes possible, or the type of leisure which it
facilitates (Super, 1976, p. 20).
Work Values - Based on a constant level of three types: security, affiliation, and
independence. Work values differ among gender, social position, and ethnic background.
Delimitations
This study focused on the six single letter codes (HSLC) classifications of Holland's
Theory (RIASEC) of career personality utilizing a voluntary sample of incarcerated adult
11
Black male substance abusers with a history of recidivism. According to Holland (1999), most
people can be categorized as having one of six personality types. The groups were as follows:
1.
Realistic \K]
2.
Investigative [I]
3.
Artistic [A]
4.
Social [S]
5.
Enterprising [E]
6.
Conventional [C]
There are different levels of congruence between a person and an environment. There
are also degrees of congruence between any two sets of codes. A more precise level of
congruence can be obtained if three letter codes are used, instead of the single letter code.
Holland uses a hexagonal model to explain the amount of relationship between each of the
single letter codes. The hexagon would have Realistic at the top point of the model. This would
be followed clockwise at each point with Investigative, Artistic, Social, Enterprising, and
Conventional. Therefore, if a person had a three-letter code of Conventional, Realistic, and
Enterprising the degree of fit would be high. This is because the three letters of the code are
beside each other on the hexagon. If someone had a three letter code of Investigative,
Conventional, and Social the level of fit or congruence would not be as good, because the
codes are spread around the different sides of the hexagon. Each of the six basic occupational
personality types differs in characteristics.
In this research, the researcher used only the single letter code, on account of the large
amount of data producedfromthe single letter code and the psychosocial instrumentation. In
terms of generalizability, this study focused on one sample that was tested. Therefore, further
12
generalization? beyond this group must be based on additional research using the same
instruments (updated) with different samples.
Reasons for Research
The researcher desires to investigate factors that contribute to the career choices of
Black adult male substance abuse felons. Psychosocial instrumentation was administered to
develop career profiles of the inmates incarcerated at an urban prison treatment facility. One of
the major problems confronting criminal and substance abuse treatment programs has been
recidivism. This pattern of behavior cannot be easily changed. Changes require long-term
retraining, education, and a desire within the individual to make the needed changes to become
a productive member of society.
After many years of working in the educational and counseling fields of the urban
public school system, there does not seem to be the importance of education and career
development instilled in the youth or adult population. Time and time again students drop out
of school by eighth grade and head to the streets with no skill training to be productive
individuals in society. Past research and observation has shown that these youths will find a
path to substance abuse and illegal activities partly as a result of the inability to find
sustainable jobs to support themselves within the community.
Later there was the opportunity to work within the youth and adult prison system in a
large urban city. Most of the population was Black American felons with a long history of
substance abuse and recidivism back into the criminal justice system. Upon release there was
still little hope of finding jobs. Many could not read or write and had extremely limited job
training or career development. Over the years there has been much discussion in research as to
the need to rehabilitate or only punish their behavior through intervention in prison. If a person
13
has extremely limited skills to support him in society and feels disenfranchised from being able
to be a part of the community the individual has to find a way to survive. This will often lead
back to criminal activity and/ or substance abuse.
There is a strong need to carefully place these individuals in programs while in prison
to develop the basic skills and career training needed to survive in the community. Then the
released inmates need to be closely followed with a support group to maximize success.
This research was initiated to develop profiles, using archival data of the sample inmate
population. Holland's RIASEC theory was use to classify the inmates and help establish career
profiles of the inmates. The profiles could be used to give counselors, educators, and
vocational training staff another tool to identify the needs of the inmates
14
CHAPTER II
REVIEW OF THE LITERATURE
The purpose of this chapter is to examine the literature related to the various
psychosocial variables that would clarify what factors were common to the profiles of the
offender sample that would be effective in counseling inmates toward successful career
development and work behavior.
In order to achieve this, this chapter has been divided into the following seven
areas: a) the impact of IQ and education on career development; b) career development in
"at risk" populations; c) the value of vocational inventories in career development and
maturity; d) job satisfaction; e) psychological disorders and its impact on career
development; f) substance abuse leading to criminal behavior and recidivism; and g) race,
sex, and test bias.
The Impact oflQ and Education on Career Development
Weisel (1987) conducted a academic study to develop a single measure that could
be used to identify learning problems. Using the Woodcock-Johnson Psycho-Educational
Battery and The London Procedure, a screening, diagnostic, and teaching guide for adult
learning problems, Weisel developed this "best test." Ninety-eight male prisoners at the
Ohio State Reformatory were tested, and any overlapping resultsfromthese two
measures were noted. The overlapping factors from each assessment were used to
produce the "best test," which will serve as a single assessment for classification of
learning problems.
15
Naglieri and Reardon (1993) completed a study which examined the relationship
between phonological decoding and intelligence using the Planning, Attention,
Simultaneous, and Successive (PASS) model of intelligence. Sixty male students between
the ages of seven to fifteen were tested using three planning tasks, three simultaneous
tasks, two attention tasks, and four successive tasks. Half of these students had been
identified as learning disabled by their Ohio school district. The other half was
considered to be "normally achieving." Phonological decoding tests using pseudo-word
reading and word recognition were found to have a possible relationship to intelligence.
This study suggests that for students with learning disabilities, their scores on
phonological coding tasks may be able to predict problems with their successive
processes.
A study conducted by Bestolarides (1993) was to examine the attitudes of
correctional educators toward their inmate learners. The findings demonstrated that the
attitudes of correctional educators seriously impacted the probability of educational
success. Success is defined, by breaking the cycle of recidivism, by providing training,
and instruction to inmate learners. Most of the correctional educators possessed a positive
attitude toward their jobs and showed sensitivity toward inmates with learning
disabilities. Smith (1996) completed a study to assess the dominant perceptual modalities
of functionally illiterate adults in a prison setting. The test used was the Multi-Modal
Paired Associates Learning Test-Revised (MMPALT-II). The sample included both
Black and White learning disabled subjects. Based on the significant differences in
subtests, it was determined that the dominant perceptual modalities of functionally
16
illiterate adults were the interactive, visual, and aural modalities of Black and White
functional illiterates.
According to Neisser, et al (1996), there are several different approaches to
measuring intelligence. The Psychometric Approach to measuring intelligence consists of
tests that are designed to measure the different constructs of intelligence, such as verbal
and spatial abilities. Howard Gardner's theory of "multiple intelligences" uses approaches
that test the whole spectrum of intelligent people, rangingfromthe brain damaged to the
gifted individual. Gardner also measures musical, bodily kinesthetic abilities, and
personal intelligence. The measures of verbal, spatial, and logical abilities were normally
tested using the Psychometric Approach. Robert Sternberg's theory suggests that
analytical abilities as tested using the first two approaches mentioned, makes-up only one
of three aspects of intelligence. The other two aspects this theory suggests are creative
and practical abilities. Measures based on developmental theories, which tend to focus
more on individuals, can be coupled with psychometric tests to serve as a measure of
intelligence.
Furthermore, there are also studies that focus on the biological make-up of the
brain to study intelligence. While measures of intelligence have not proven to be a stable
indicator of IQ, they have been shown to be a predictor of how well an individual will
perform in school. School attendance correlates with higher scores on intelligence tests.
Not only are students who are more intelligent more likely to graduate onto higher-grade
levels, but attending school also helps students to gain the knowledge and skills necessary
to perform well on psychometric intelligence tests. Biological factors that can have a
negative effect on intelligence scores include prolonged malnutrition in children,
17
exposure to lead, prenatal exposure to alcohol, and complications during child labor.
Additionally, differences in scores on intelligence tests among racial groups may be
attributed to socioeconomic factors and cultural differences. For example, the lower
average economic level of Black Americans versus White Americans, and the culture of
the average American classroom, can attribute to African Americans scoring lower on
intelligence test scores, on average, than do White Americans. However, the reason for
differences in intelligence scores among racial groups has not yet been proven in
research.
Career Development in "At Risk" Populations
Moreault (1992) attempted to find a relationship between family experiences and
career exploration. The hypothesis of this study was that higher levels of self and
environmental exploration would be positively related to positive family relationships,
and adequate levels of psychological separation and attachment. Participants in this study
were 304 undergraduate students who were from "intact families." This study did not find
a relationship between family separation, attachment, and career exploration. Further, the
purpose of a study by Anderson (1994) was to determine the effectiveness of career
assessment programs and career counseling for at-risk youths. By using several different
measurements, it was determined that career assessment programs can be helpful for atrisk students.
Feigley (1995) studied middle and high school students who attended school in an
area that is at high risk for dropouts. Forty-three students participated in the study and
also participated in the STAR program, which paired the students with a college student
for mentoring and tutoring. Each student was given a questionnaire and the Peirs-Harris
18
Children's Self-Concept Scale before and after their participation in the STAR program.
Each student's school records were also reviewed before and after their participation. This
study looked at the self-esteem, school achievement, school attendance, and behavior of
the participants in relation to their age, race, sex, and initial self-esteem levels. The
findings of this study included an increase in the participants' self-esteem levels, and
decreases in the participants' grade point averages and school attendance after having
participated in the program. There was not a significant difference among race, age, sex,
or initial self-esteem levels in almost all of the areas studied. The only significant
difference found was between different races' anxiety scores. While the anxiety scores of
Hispanic students decreased, White and Black students' scores increased.
Skorupa (1995) attempted to determine if any differences exist between adults
who grew up with an alcoholic parent and adults who did not grow up with an alcoholic
parent in the areas of career indecision, anxiety, and irrational thinking. The participants
in this study were 171 students at a community college. Each participant was given the
Career Decision Scale, My Vocational Situation, the State-Trait Anxiety Inventory, the
Irrational Beliefs Test, and the Children of Alcoholics Screening Test. This study found
no significant differences between both groups of participants in the area of career
indecision. However, the children of alcoholics scored higher on two anxiety subscales
and on two irrational belief subscales. A study by Morrow (1995) further suggests that an
individual's difficulty in career development may be a symptom of problems with
cohesion and adaptability within the individual's family. Thefindingsof this study can be
used to assist school counselors in understanding their students' problems with career
development.
19
An article by Lent and Brown (1996) outlines and explains the social cognitive
career theory (SCCT). There are three processes that provide theframeworkfor SCCT.
Thefirstis how academic and career interests develop, the second is interests that
promote career-relevant choices, and the third is how people attain varying levels of
performance and persistence in their educational and career pursuits. SCCT also indicates
that self-efficacy beliefs, outcome expectations, and personal goals are the things that
people use to form their career experiences (Lent & Brown, 1996). There are several
aspects of an individual's life experiences that provide the framework for their career
choices. From a young age, people are exposed to different activities that will assist them
to discover their talents and interests, and later know what kind of job, they may want to
pursue. During a person's life experiences, they develop personality characteristics that
will also help them in deciding what type of job, they would like to perform. Similarly,
by trying out different jobs, an individual can discover what types of tasks they are good
at and which ones they are less able to succeed well at. All of these things, together, help
individuals in discovering what career paths they want to take. Toward this end, Holmes
and Alexander (1996) conducted a study where 99 attorneys were given the Family
Environment Scale, the Career Beliefs Inventory, and a demographics questionnaire in
order to further examine Krumboltz's theory of social learning. This theory states that
family environment is influential in one's career development and in the formation of
career beliefs by means of social learning (Holmes and Alexander, 1996). Their study
found that there was a positive relationship between achievement orientation of the
family-of-origin and career achievement. Chartrand and Rose (1996) looked at "at risk"
individuals, which included people who, because of political, economic, social, and
20
cultural conditions have limited access to educational and occupational opportunities,

who have not been included in the research on career development. Therefore, the current
research on career development interventions, including social cognitive career theory
(SCCT), has a limited ability to generalize to "at risk" populations. The Chartrand and
Rose (1996) study explored the effects of project PROVE (Preventing Recidivism
through Opportunities in Vocational Education) on a group of female offenders who were
scheduled to be released within the following 6 months. The career development
strategies used in PROVE are based on SCCT and Bandura's informational sources of
self-efficacy beliefs. This developmental program consists of 6major constructs: Person
Inputs and Background, Life Events, Things You Learned, Who You Are, What You
Want to Do, and What You Accomplish. Each of these subjects are based on SCCT
constructs, but are applied in a way that the participants can understand and relate to.
Through PROVE and similar programs developed through the research, "at risk"
individuals, particularly young adolescents, should be able to gain the necessary skills
needed to succeed in the ever-growing and technology-advanced work force.
Hill and Rojewski (1999) examined the work ethic of ninth grade students who
were enrolled in a career pathways class. The students were grouped according to their
at-risk behaviors and gender. This study examined three aspects of the participants' work
ethic. The first aspect was whether there was a difference between the work ethic of
students who were considered to be "at risk," moderately "at risk," or not "at risk." In this
study the researchers defined being "at risk" as individuals who, due to social, economic,
political, or cultural conditions, have limited access to educational and occupational
opportunities. The second aspect was whether there was a difference between males and
21
females' work ethics. The third aspect was whether there was a relationship between
interpersonal skills, initiative, and dependability to work on ethics. Each participant was
given the Occupational Work Ethic Inventory, as well as a Risk Behavior Scale. This
study found statistical differences in work ethic between "at risk," moderately "at risk,"
and not "at risk" individuals, as well as between males and females. The mean scores on
the Occupational Work Ethic Inventory were the highest for the students considered to be
not "at risk," and the scores for students moderately "at risk" were higher than the "at
risk" students. Furthermore, the female students scored higher on the Occupational Work
Ethic Inventory than the male students did. Dependability was the characteristic that
differentiated the studentsfromeach other in terms of their "at risk" levels as well as
their gender.
The Value of Vocational Inventories in Career Development and Maturity
Tracey (1992) critiqued a study done by Galassi, Grace, Martin, James, and
Wallace (1992) with regards to career counseling. Tracey commended Galassi, et al. for
a noted distinction between anticipations and preferences in career counseling, as well as
the "generation of content categories" (p. 57). However, Tracey felt that the authors did
not include many important ideas from previous research done. Tracey regarded the use
of an open-ended question format in place of a fixed-format questionnaire as problematic.
The concerns with this type of information gathering include the unlimited types of
responses, as well as problems with interpreting the responses. Furthermore, there was a
high non-response rate for the questions, which Tracey felt had an effect on the validity
of the results. Each participant was also given the opportunity to respond to each item
with as many answers as they deemed necessary, which Tracey believed made the
22
responses "unequally weighted and thus biased" (p. 57). Tracey suggested that combining
some of the categories would make the test more user/reader friendly. Finally, Tracey
criticized the number of statistical tests done, as well as the interpretations.
In a study done by Davenport (1993), participants were students attending one of
two middle schools located in a predominantly black inner-city public school system
(Davenport, 1993). Each participant was given Crites's Career Maturity Inventory
Attitude Scale and Rosenberg's Self-Esteem Scale. The number of vocational exploratory
courses each participant had completed was also noted. In this study, a significant
relationship between the number of courses completed and the scores on the career
maturity scale was not found.
Gottfredson, Jones, and Holland (1993) conducted a study where 725 U.S. Navy
trainees were given the Vocational Preference Inventory and the NEO Personality
Inventory. This study found that social and enterprising vocational preferences of the
participants were related to extraversion. Investigative and artistic preferences of the
participants were related to openness, and conventional preferences of the participants
were related to conscientiousness.
Polk (1993) attempted to find a relationship between home life experiences as an
adolescent, and career decision-making. Participants in this study were three hundred 18
and 19-year-old college students. Each participant completed a series of questionnaires
that measured separation, individuation, and career obstacles. This study found that more
than one relationship exists between variables of the two measures. Martinez (1994), in
order to examine differences in minority students, compared to majority students, in areas
of career development, developed a survey and gave it to 130 college students. The
23
survey was designed to measure the self-assessment, career exploration, decision-making,

self-preparation, job search, and career management. The results from this study
indicated that the minority students surveyed were in need of more help, and were less
prepared than the majority of students.
Finch and Hughes (1994) conducted a study that used Super's Theory of
Vocational Development to examine self-concept and career maturity of high school
students. One hundred thirty-nine students between the tenth and twelfth grades were
grouped according to whether or not they chose vocational technical training, or did not
qualify for vocational training. The Tennessee Self-Concept Scale, the Career Maturity
Inventory, and a General Student Information Survey were used. Compared to students
who chose vocational technical training, those students who did not, had better selfconcept attitudes. However, those in vocational training, or those who were eligible for
vocational training, showed higher levels of career maturity.
A study by Loughead and Middleton (1995) followed a group of inner city youths
through the PRO-100 program. The PRO-100 is a program designed to give young
people in underprivileged areas the skills and experience necessary to be successful in
both the ability to search for a job, and in the job force itself. The program places
individuals in a real-life work environment and provides education, focusing on job
behavior, work-search skills, and in career development. Fifty-eight young people was
tested and observed throughout their participation in the PRO-100 program. The
individuals were tested at the beginning and end of the program using the Career
Maturity Inventory, the Self-Perception Profile for Adolescents, and the Pre-Test for
24
Interns. The individuals were also observed several times during their time with the
program. This program was successful in providing the education and skills necessary for
finding and holding a job.
Finally, Reardon (1999) followed a sophomore minority college student, named
Mandy, through participation in a career planning class. The class was composed of three
main parts: teaching career concepts and applications; exploring social influences on
careers; and advising students in implementing a strategic career plan. Two resources that
Mandy used while in the class were the SDS, which is based on Holland's RIASEC
theory, and the CTI, which is based on CIP theory. Through the use of Holland's
RIASEC theory, Mandy learned that there was a strong congruence between her
aspirations and measured interests. Overall, Mandy found that the career planning class
was helpful in teaching about interests, and how to use those interests in planning a
career.
According to Gottfredson and Jones (1997), the scales of the CASI are an attempt
to broaden the scope of career assessment to include other variables that could include
personal styles and situational variables. This could also include family and gender. The
CASI is used to assess job satisfaction, and work involvement, skill development,
dominant style, career worries, interpersonal abuse, family commitment, risk-taking style,
and geographical barriers. "Generality" ought to enable the counselor or teacher to
generalize behavior, ability, or status across different measurement options. This article
explored the dependability of scores from the CASI by employing techniques from
generalizability theory ( Cronback, Glaser, Nanda, & Rajaratnam, 1972).
25
More recent accounts of the generalizability theory have been provided by
Shavelson, Webb, and Rowley (1989) and Webb, Rowley, and Shavelson (1988). The
conduct rating obtained by a teacher might not be the same as for a parent. The article
examines information about error due to items (lack of homogeneity), and occasions
(instability over time), for this new inventory (Gottredson & Jones, 1997). A sample of
forty members of the clergy volunteered to complete the CASI on two occasions, 6-21
days apart. In general, the correlation was in the expected direction. Alpha's ranged from
.70 to .95 and the retest ranged from .65 to .92. There was very little of the variance
associated with time of measurement. The result for job satisfaction was about 36% due
to individual differences. The rest of the variation comes from something else. The Work
Involvement scale had 2% of variance due to "person-by-occasion interaction," and 34%
due to "item-by-occasion interaction" ( Gottredson & Jones, 1997). On interpersonal
abuse, it appeared that a large amount of variation was due to how different individuals
respond to sensitive questions. The Risk Taking scale had a large variance by item. This
would indicate that the specific items used to assess risk were important. The Job
Satisfaction scale was highly dependable, even when tested on one occasion, but on the
Work Involvement scale, it was determined that this scale must be measured on three
occasions to obtain a respectably high level of generalizability coefficient.
There has often been discussion that sometimes, specialists have not been as
precise as they should have been about whether a construct of interest can be stable over
time (Gottfredson & Jones, 1997). Lent, Brown, and Hackett (1994) stated that an
individual's self-efficacy expectations are important and that careers are subject to change
as learning continues. Gottfredson and Jones (1997) stated that work involvement and
26
skill development change over time. The CASI showed considerable consistency when
assessed over time; however, usually just one test occasion is needed. Work involvement
can be sensitive to work load, and there are differences over how some people see "risk."
These results suggest that job satisfaction is not oblivescent or poorly measured
(Gottfredson,1994).
Job Satisfaction
Lubinski and Benbow (2000) used the Theory of Work Adjustment (TWA) to
demonstrate how TWA concepts and psychometric methods, together, can help facilitate
positive development. Using a multifaceted assessment, focusing on strength, helping
people make choices, and providing a developmental context to help bridge educational
and industrial psychology to develop each individual's psychological growth throughout
their lifetime, this article demonstrates how individual-differences measures, used within
the TWA (Dawis & Lofquist, 1984) framework, can facilitate optimal development of an
individual's talent. The individual-differences tradition sets the stage for using ability and
preference assessments to design the highest learning environment for intellectual
growth. The spread of diversity found in the gifted and talented inidvidual was found in
intellectual and nonintellectual attributes. It is necessary to make curriculums at a level
and pace commensurate with their rate of learning. During the last 20 years, there has
been some agreement regarding the nature and structural organization of cognitive
abilities (Carroll, 1993; Gustatsson & Undheim, 1996), interests (Day & Rounds, 1998;
Holland, 1996), and personality (Goldberg, 1992; McCrae & Costa, 1997) among adult
populations. Gifted students often had remarkable results when placed in an environment
corresponding to their abilities. Holland's (1996) (as cited in Day & Rounds, 1998) robust
27
hexagonal model, used to describe adult vocational interests, can be used with
intellectually gifted adolescents (Lubinski, et al., 1995; Schmidt, et al., 1998). Holland's
RIASEC theory is the dominant model used to outline vocational interests. These
dimensions are mumfaceted, and for many purposes, need to be broken down (Schmidt,
et al., 1998). It is suggested that educational and vocational counseling should start with
an assessment to break down individual differences. Interest profiles can and do change
as we mature; however, there is enough stability and validity to consider them flexible
guideposts (Labinski & Benbow, 2000).
The TWA model is useful for organizing psychometric findings on ability and
interest to produce optimum development (Dawis & Lofquist, 1996). Combining the
TWA with the Radex Scaling of Cognitive Abilities (using radex scaling; Lubinski &
Dawis, 1992; Snow & Lohman, 1989), and Holland's (1996) RAISEC model, we produce
a multidimensional view of the individual. According to TWA (Dawis & Lofquist, 1984;
Lofquist & Dawis, 1991), education and vocational adjustment includes two dimensions
of correspondence: satisfactoriness (competence) and satisfaction (fulfillment).
Competence is determined by the correspondence between abilities and ability
requirements of the environment, and fulfillment determined by the correspondence
between personal needs and rewards provided by the environment. When satisfactoriness
and satisfaction co-occur, the person and the environment are in harmony with one
another. Then, sometimes, people are interested in things that they cannot do and are
competent to do things that they do not like to do. Self-concept, self-efficacy, internal
locus of control, and self-esteem all involve perceptions of self. Self-concept reflects our
28
perceptions of our abilities, skills, and our beliefs about our needs and values. Selfefficacy indicates the extent to which our abilities are effective. This sets up our locus of
control on how events are at meeting our needs (Dawis, 1996a).
Ackerman (1996) and Ackerman and Heggestad (1997) proposed a model of adult
intellectual development, which places abilities-as-process with personality and interest
dimensions, to conceptualize the acquisition of cognitive content throughout the lifespan.
Ackerman's theory is called PPIK. It integrates intelligence-as- process, personality,
interests, and intelligence-as-knowledge. Interests and personality traits tend to direct the
development of knowledge structures down different paths. To support the model, they
compiled ability-interest, ability-personality, and interest-personality correlates from
other psychological literature on adult populations. Trait complexes were identified:
social, clerical/conventional, science/math, and mtellectual/cultural. The last two trait
complexes are akin to Holland (1996) and R.E. Snow (1991). According to PPIK theory,
academic courses have relatively similar patternsfromkindergarten through 12th grade.
During adulthood, individuals mature and arefreeto make more choices. The choices are
made to conform to an individual's psychological characteristics. The individual's
particular competencies and knowledge structures become dependent on cognitive
abilities, interests, and personality (Bouchard, 1997; Reiss, Neider-Hiser, Hetherington,
and Plomin, 2000; Rowe, 1994; Scarr, 1992,1996). The magnitude of development,
according to both the TWA and PPIK theory, stresses individual differences in
development. Each individual has differences in drive and energy. The labels used to
include capacity for work, industriousness, perseverance, and zeal. There are always
individual differences in the amount of energy that a person is willing to invest in their
29
development (Goff & Acherman, 1992). It would still be interesting to see how far
individual psychological difference can take us (Messick, 1992). According to Lubinski
and Benbow (2000), outstanding achievements are simple results of the highest blends of
normal attributes, the affective, cognitive, and conative taken to extraordinary levels,
which were fostered through supportive environments.
Correspondent learning environments help to promote psychological well-being.
Students who are placed in a positive environment are less likely to experience punishing
events, including boredom. The learning environment may be considered challenging or
boring, depending on the student. That same environment may be motivational to some
and aversive to others. When distress ensues, performance is usually unsatisfactory, and
pain is associated with needs that are not met. Two kinds of psychological pain contribute
to a person's well being. Positive and negative punishment, which come from adverse
stimuli (anxiety), the removal appetitive stimuli (depression), and positive and negative
reinforcement, which is the presence of appetitive stimuli (joy) or the removal of adverse
stimuli (relief). Placing students in a learning environment that is congruent to their
abilities, and interests increases their chance of success. More learning occurs and
motivation builds (Lubinski & Benbow, 2000). Lofquist and Dawis (1991) linked Freud's
"pleasure principle" (peoples' need to avoid pain and achieve gratification) to TWA's
satisfaction and "reality principle" (the demands and requirements of the external world,
or TWA's satisfactoriness). To predict the environments that an individual might be likely
to work and thrive in, you must know what their abilities, capabilities, interests,
30
needs, and motivation are. It is possible that educators "should focus on developing the
capacities to do the same thing a little better every day, or continuous improvement,
which the Japanese call" kaizen" (Secretan, 1997, p. 49).
Psychological Disorders and Its Impact on Career Development
Millon and Everly, Jr. (1985) found that personality means many things to many
people. "Personality development starts in thefirstyear of life, and is a function of
complex interactions of biological experiences, environment factors, and how people
relate to those experiences" Thorndike (1935, p. 9) called this "trial and error" learning.
Pleasurable and un-pleasurable reinforcement teaches the child that the most appropriate
experiences are effective. As the child grows, his behavior becomes more of a habit and
later, the collective process develops into traits. Finally, this behavior becomes
crystallized into preferred patterns of behavior.
Millon (1981) defined personality as a pattern of deeply embedded and broadly
exhibited cognitive, affective, and overt behavioral traits. These traits persist over periods
of time and develop from a complicated biological and environmental matrix. Millon
(1981) referred to the biological foundations of personality development as temperament.
Temperament is basically the biological material with which personality will eventually.
Develop. A person's character is based on the values and customs of the society or
environment in which the individual lives. These behaviors can be traced primary to three
sets of factors: Biological, bioenvironmental, and environmental. Normal versus
abnormal personality patterns is represented along a continuum relating to how one
function or adapts to the social environment, and the fulfillment of self-actualization or
one's potential (Millon, 1981). Abnormality could then be noted by the deficits in these
31
qualities (Millon, 1985). Abnormal or unhealthy personality patterns develop from

adaptive inflexibility, self-defeating behavior, and lack of stability, which results in the
inability to cope in an ever-changing society. Through the act of reinforcement,
individuals learn to pursue behavior that the person derives as pleasurable. Some
individuals are proactive, ambitious and goal-oriented. Others are passive or reactive and
wait for something or someone to provide the stimulus or reinforcement needed to act.
Individuals will fall into four different categories in order to obtain satisfaction:
independent, dependent, ambivalent, and detached (Millon, 1985). The dependent
individual will seek reinforcement from others, the ambivalent will never be sure where
to seek reinforcement, and the independent willfindreinforcement and self-satisfaction
from within themselves. The detached individual is unable to achieve reinforcement from
others or self.
Choca, Shanley, and Peterson (1990) studied 235 Blacks and 471 White male
psychiatric inpatients, using the MCMI-II to determine possible racial bias of the test. In
predicting psychopathology for the two races, significant differences were found for all
diagnoses, except for personality disorders. There was a significant difference on 45 of
175 items answered. This suggests possible deficiencies in the cultural-fairness of the
MCMI-II items; however, at the structural level, principal components of factor analyses
of each group resulted in identical factor structures. At the same time, Piedmont,
Sokolove, and Fleming (1990) conducted a study which examined whether performance
on the WAIS-R can be used to discriminate between the taxonomies of personality
disorders. The three classification models used were: the biosocial (Millon, 1969,1981),
the interpersonal (Leary, 1957), and the Diagnostic Manual of Mental Disorders-III-R.
32
The results indicated that the WAIS-R proved most effective with the biosocial Millon
model (1981) demonstrating a robust and clinically meaningful pattern.
Another study by Ahrena, Evans, and Barneff (1990) examined 1,757 male
incarcerated felons, ranging in age between 16 and 71 years of age, to determine
personality, social history, and intellectual characteristics associated with dropping out of
school. The students were compared on the following variables: the Wide Range
Achievement Test (WRAT), the Multidimensional Aptitude Battery (MAB), and the
Millon Clinical Multiaxial Inventory. A significant discriminate function analysis (DFA)
differentiated the three groups on reading level, substance abuse, age, verbal IQ, and
personality factors of dependency and borderline personality. The results indicate the use
of the WRAT and MAB for incarcerated populations. In addition, identify personality
factors to be considered in rehabilitative efforts with felons who have not completed high
school. That same year, McCann (1990) calculated the degree of bias for each of the
personality disorders and clinical syndromes of the MCMI-II. According to the study, the
paranoid personality disorder, somatoform, bipolar, manic thought disorder, and
delusional disorder scales are prone to severe biases. When the test is used to diagnose
bipolar and schizophrenic disorders, they are likely to be grossly underestimated. The
MCMI-II, when used for clinical or research subjects, will result in inaccurate estimates
unless specific adjustments are made.
Bagby, Gillis, and Toner (1991) studied the effectiveness of the three validity
scales from the MCMI-II to detect the validity of fake-good and fake-bad responding.
The sample consisted of 150 college students and 75 psychiatric inpatients. The college
students were asked to take the MCMI-II and respond with fake-bad, fake-good, and
33
honest responses. Two separate discriminate-function analyses with cross-validation were

performed. The rate of successful classification was 76% for the faking bad group versus
the inpatient group, and 72% for the faking good group versus the honest group. Also, in
the same year, Bagby, Gillis, and Toner (1991) administered the MCMI and the
Inventory of Interpersonal Problems (IIP) circumplex scales to 177 outpatients being
treated for alcoholism. The subjects who demonstrated the characteristics of schizoid,
avoidant, and negativistic personality styles reported problems with being too guarded
and distant. Antisocial and paranoid subjects were both guarded and domineering;
narcissistic subjects were domineering; compulsives were too unassertive; histrionics was
both open and domineering; and, dependents were both open and non-assertive. The
results provide a useful heuristic for relating personality styles to interpersonal problems.
Previous research suggests that the interpersonal implications of personality
disorder measures are consistent across different populations. Chronically poor
interpersonal patterns are complementary with maladapted persons or relationships.
Donat, Walters, and Hume (1991) looked at 200 subjects who had been admitted into a
treatment center for substance abuse and given the MCMI measure and the Alcohol Use
Inventory (AUI). The results of different clustering methods were compared to the
MCMI personality scales. Subjects who have been identified by Cluster 1 and Cluster 2
scored lower on the AUI. People represented by Cluster 1 are "strongly motivated by a
sensitivity to and avoidance of disapproval by others" (p. 342). Cluster 2 individuals
place more emphasis on personal aspects, and can appear to others to be self-centered. On
the other hand, subjects who were identified by Clusters 3,4, and 5 scored higher on the
34
AUI. Subjects in Cluster 4 tended to be more critical of themselves and were more likely
to abuse alcohol while by themselves.
Craig and Weinberg (1992) stated that the MCMI-II has been used to assess many
drug abusers over the years. Research indicates that the test is useful to assess the
personality styles of drug abusers. This study indicated that the Clinical Syndrome Scales
present some problems. The Drug Dependence Scale has some difficulty in reliably
detecting drug-addicted individuals who were in treatment. Based on a reliable modal
MCMI-II profile among this population; however, there seems to be several different
clusters subtypes, each with different personality styles. The study found that the
narrative computer reports might over diagnose paranoid disorders, and under diagnose
antisocial disorders in this population.
Moreover, Walsh (1992) investigated whether the Wechsler P>V sign test is a
useful diagnostic tool for predicting delinquent behavior. Some doubt has been placed on
the usefulness of the Wechsler P>V or V>P for predicting delinquency since significant
correlations between it and the MMPI and MCMI have failed to turn up many of the
personality traits. This article argues that an imbalance between the P>V or V-P is a
useful predictor of possible delinquency in juveniles. It appears that once a youth
becomes delinquent, the frequency and severity of the delinquent behavior can be
predicted by the degree of P>V discrepancy.
Chick, Sheaffer, and Goggin (1993) conducted a study which examined the
relationship between elevations on the personality scales of the MCMI and the Diagnostic
and Statistical Manual of Personality Disorders-HI-R. Using the personality symptoms in
the DSM-III-R checklist with 101 adult psychiatric patients, diagnoses were made. These
35
same patients completed the MCMI. The results indicated that only the Schizotypal
scale on the MCMI was related to its respective DSM-III-R personality disorder in the
sample correlation. It was concluded that the MCMI personality disorder scales revealed
overall low sensitivity.
In another study by Bishop (1993), the MCMI-II was used to assess the
personality of 73 adult substance abusers in treatment. The influence of
neuropsychological functioning on personality functioning was evaluated. The past
history of substance abuse did not significantly relate to measures of neuropsychological
or personality functioning. MCMI profile validity was related to verbal and perceptualmotor functioning. Neuropsychological testing significantly predicted MCMI-II scale
scores, however, not with any consistency. Litman and Cernovsky (1993) also looked at
the MCMI-II. According to this research, a principal component analysis (varimax
rotation) of the MCMI-II's 25 scales yielded 5 factors that accounted for 82% of the total
variance. The five factors included: massive over-reporting of psychological symptoms;
rebellious-antisocial; attempts to present oneself in a socially favorable light; compulsive,
mistrusting, and socially detached; and compulsive-anxious somatoform.
Arboleda and Julio (1994) studied the relationship between inmates' mental health
and criminal behavior, which remains a matter of debate. This study explored the
relationship between mental illness and crime. A principal diagnosis on either Axis I or
Axis II was made in 728 of 1200 inmates. Substance abuse disorders, including alcohol,
were the diagnoses most frequently entered. Factors found to be significantly associated
with mental illness included: education, ethnicity, previous detentions, and previous
forensic assessments. In that same year, Huertas-Valdivia (1994) put in place a
36
psychosocial competence program in the Lleida prison for recidivist adult offenders. The
program was intended to promote the learning of several interpersonal problem-solving
methods, as well as the social skills of inmates. A technique was included for anger
control to avoid the excessive autonomic arousal in the decision-making process. The
program changed social skills, interpersonal skills, cognitive problem solving, values,
education, creative thinking, and emotional control. The most improvement was in the
optional thinking of the inmates, mostly because of the creative thinking technique.
Huertas-Valdiva (1994) concluded with the analysis that the most salient features
implicated the need for psychological intervention at the prison.
Craig, Kuncel, and Olson (1994) completed an investigation where 100 drug
addicts were asked to complete the MCMI-II, so as to avoid the detection of a drug or
alcohol problem. 52% were able to avoid detection. By reducing the number of times the
subjects endorsed the drug and alcohol prototype items, the amount of self-disclosure and
the frequency which the subjects debased themselves, increased the ability to avoid
detection.
Ellason, Ross, Conn, and Fuchs (1995) conducted a study of 96 individuals who
had been diagnosed as having Dissociative Identity Disorder (DID) who were given the
MCMI-II. Several personality disorders, as well as depression and substance abuse, were
identified in the subjects. Around the same time, Lindsay and Widiger (1995) looked at
the controversy in the research regarding sex bias in the diagnosis of personality
disorders. The study used self-reporting inventories, including the Millon Clinical
Multiaxial Inventory-II (Millon, 1987), Minnesota Multiphasic Personality Inventory
(Morey, Waugh, & Blashfield, 1985), Personality Diagnostic Questionnaire-Revised (
37
Hyler & Rieder, 1987), along with the Ben Sex Role Inventory (Ben, 1974), and
Symptom Checklist-90-Revised (Derogatis, 1977). The study included 189 subjects. The
scales completed were the Histrionic, Dependent, Antisocial, and Narcissistic scales from
these inventories. The items were considered for evidence of sex or gender bias. The
basis for comparison failed to correlate with dysfunction, but exhibited sex or gender role
differences. Thirteen items evidenced sex bias. Most werefromthe Narcissistic scales,
with a few from Histrionic items. The study found that women are more frequently
diagnosed with Histrionic, Dependent, and Borderline personality disorders than are men.
Men were morefrequentlydiagnosed with Antisocial, Obsessive-Compulsive, and
Paranoid personalities than are women (APA, 1987). The controversial issue is whether
the differences reflect an actual difference in the respective frequencies of the personality
disorders, or a bias in the self-report inventories.
Wierzbicki and Goldade (1993) found the Histrionic scale to be more male than
female-typed and the Compulsive scale to be more female-typed. Munley, et al. (1995)
compared the results on the MCMI-II for subjects who had previously been diagnosed as
having Post-Traumatic Stress Disorder (PTSD). This study found similar results for the
MCMI and MCMI-II. Hills (1995) compared two self-report measures of personality
disorders (MMPI-2; Butcher, Dahlstrom, Graham, Telligen, & Kaemmer, 1989; MCMIII; Millon, 1987) to a Structured Clinical Interview (SCID-II; Spitzer, et al., 1990)
diagnosis. Subjects included were 150 residential or outpatient volunteer subjects who
were measured across a variable disorder spectrum. The results indicated that the MCMIII appeared to be a more sensitive document. The MMPI-2 was more specific; however,
the two self-reported inventories had greater convergence with each other than with the
38
interview measure. All diagnostic results existed at acceptable levels, but the diagnoses
generated by the self-report versus the interview were not interchangeable. Self-report
inventories and structural clinical interviews were both only part of a complete battery
toward consideration of a personality disorder. The MCMI-II appeared more efficient at
identifying disorders when they were actually present. Specificity scores for the MCMI-II
were the highest on the Paranoid scale (91%), Histrionic scale (87%), ObsessiveCompulsive scale (91%), Antisocial scale (76%), and the Schizotypal scale (84%).
Sensitivity scoring on the MCMI-II resulted in higher scores on the Schizoid (71%),
Antisocial (69%), Borderline (70%), and Passive-Aggressive (88%). Overall, the MCMIII and the MMPI-2 retained overall diagnostic ability that could be considered reasonably
accurate, but further investigation with larger samples needs to follow.
A study by Hibbard and Hilsenroth (1995) investigated two projective measures
of object representations; the Concept of the Object on the Rorschach (Rorschach, 1994),
and the Social Cognition and Object Relations Scales (Westen, 1991) were compared.
Intelligence was measured using the Wechsler Adult Intelligence Scale-R ( Wechsler,
1981), and measures of pathology using the Millon Clinical Multiaxial Inventory
(Millon, 1983) and Minnesota Multiphasic Personality Inventory (Hathaway &
McKinley, 1983). Analyses focused on the construct validity of object representations
and the implications of structural and affective aspects of object representations for
psychopathology. The results support the construct validity of object representations and
an affective, but not a cognitive structural linkage between object representations and
pathology. Craig, Bivens, and Olsen (1997) conducted a study which attempted to
compare the MCMI-I and the MCMI-II to the results from the MCMI-III. The MCMI-III
39
has been updatedfromthe previous two measures to include scales for depression and
Post-Traumatic Stress Disorder (PTSD). 441 African American men who were dependent
on heroin, cocaine, or both, were given the MCMI-IH. Out of these participants, 161 were
identified as Cluster 1. In addition to other problems, these patients tend to have problems
with organization and may, therefore, encounter problems with treatment methods. 96
participants were identified as Cluster 2. These patients tend to be self-oriented and less
socially aware, which may be a factor in their substance abuse problems. The result of
this study suggests that results derivedfromthe MCMI-I and the MCMI-II can also be
generalized to the MCMI-III.
A study by Pearson (1998) focused on job and leisure satisfaction, and how they
relate to psychological health. This study also looked at the possible differences between
tiie relationships of blue-collar and white-collar workers' job and leisure satisfaction with
their psychological health. The participants of this study were 189 adult men with fulltime jobs. Each participant was given the Job Descriptive Index, the Leisure Satisfaction
Measure, and the Mental Health Inventory. The results of this study indicated a positive
relationship between job satisfaction and psychological health, and between leisure
satisfaction and psychological health. However, the results did not indicate any
relationship between type of job, in terms of their relationships between job and leisure
satisfactions and psychological health.
Substance Abuse Leading to Criminal Behavior and Recidivism.
Khantzian (1985) proposed a model of substance abuse that states that some drug
dependent persons choose a drug that helps provide relief from specific painful affective
states. Khantzian hypothesized those individuals who abuse heroin because of painful
40
affective states associated with extreme aggression and violence, experienced it as a

victim, perpetrator, or both. Cocaine users selected these drugs due to their stimulant
properties when suffering from depressed moods, or feelings of fatigue and emptiness.
Persons with attention deficit problems, hyperactivity, or volatile mood swings tend to
abuse cocaine due to the paradoxical, calming effects. According to the theory, some
alcoholics self-medicate due to anxiety and depression due to its calming effect.
A study by Wierson (1992) examined the roles of several variables in the
prediction of recidivism for juvenile delinquents. In the Georgia Division of Youth
Services, the recidivism rate was approximately one-third. Crime-related and mental
health variables were entered into discriminate function analyses to determine models for
predicting recidivism. Earlier age atfirstarrest, and higher severity of crime, significantly
discriminated recidivists from non-recidivists. The presence of a substance abuse disorder
appeared to be a positive prognostic indicator. A separate set of analyses was conducted
by race. The results were qualified by race, whereby differential processes may be
operating for Black versus White youths when considering recidivism.
Motiuk (1993) investigated 510 adult male inmates in order to explore the relative
efficacy of using simple predictors, classification methods, and a combination of
assessment procedures for improving actuarial predictions regarding important
correctional outcomes. The intake assessment and post-release reassessment procedures
were found to have predictive merit in relation to criminal recidivism. The analysis of
variance revealed that treatment in prison was associated with decreased recidivism
among high-risk cases. Office visits and interaction in general recidivism outcome
measures were found to be insignificant in the community. Increasing the frequency of
41
visits between professionals and offenders, without targeting and addressing the relevant
criminogenic needs, was not sufficient enough to reduce post-release recidivism.
Another study conducted by Ducan (1993) hypothesized that recidivists among
juvenile delinquents would exhibit more hostile and aggressive behavior, more antisocial
characteristics and behavior, and have more involvement with illegal drugs. It was also
hypothesized that non-recidivists would show higher academic and intellectual
functioning, more psychological distress, and better adjustment to the current placement.
All the youths in this study were arrested on felony offenses. The results accurately
predicted recidivism in the population of chronic, severe, and juvenile offenders using
classes of behavior, rather than individual variables. A history of antisocial behavior was
shown to be the strongest predictor of recidivism. The residents' adjustment to the
program, intellectual achievement, and psychological distress was found to play only
minor roles in the prediction of recidivism. The inclusion of these variables in the
equation significantly improved the prediction rate.
Around the same time, Major (1993) studied 335 clients who were chemically
dependent recidivists. The study investigated the relationships among drug history and
participation in substance abuse treatment. Factors, including employment history,
medical history, psychological history, demographic variables, and participants'
perception of inmates' drug using behavior, were also included. Each member of the
study filled out a questionnaire developed by Major (1993) called "The Drug and
Recidivism Assessment" (DARA). The DARA consisted of 56 items, separated into
seven subscales, which delineated respondents' history and perceptions. The findings
revealed no significant or unique effect regarding drug history or participation in drug
42
programs on recidivism. Relationships among the various independent variables yielded

generally expected responses confirming clinical experience. For example, it showed the
need for total abstinence with this population. Findings also underscored the need for
employment as a tool for mitigating both chemical and criminal behavior. The study
indicated that any treatment was better than no treatment, but that the treatment needed to
be specifically tailored to the needs of the individual to have any positive effect on
recidivism. Inmates perceived the need for individual external help and their willingness
to participate in treatment within the criminal justice system.
In a separate study, Kincaid (1993) researched at the Classification Center of the
Commonwealth of Kentucky for the purpose of studying inmates' recidivism upon release
and with a five-year follow-up period. The main subject of the study was on the effect of
imprisonment on inmates by examining the recidivism rate, based on the security level of
the institution level in which the inmates were housed prior to release. A further
comparison was made of the inmates' original offense(s) and those offenses that returned
the inmate to incarceration. The findings suggested that as security increased, so did
recidivism. Reducing the security level before releasing a prisoner lowered the rate of
recidivism, A majority of the 184 inmates who participated in the study returned for
technical parole violations and no re-offending patterns emerged.
Additionally, Sannes (1993) investigated the attributional style of males who
demonstrated various degrees of criminality. The first group was non-offenders, the
second group was intermittent offenders, and the third group was recidivists. Each group
consisted often Black and ten White subjects. The Expanded Attributional Style
Questionnaire was use to measure individuals on three attributional dimensions: internal
43
versus external causes, stable versus unstable causes, and global versus specific causes. A
four-point Likert-type scale was used. The results were examined for the effects of the
criminal group, race, and the criminal group by race on the three dimensions of
attributional style. There were no significant differences found in the analyses.
Schinka, Curtiss, and Mulloy (1994) stated that there are traits or symptoms that
separate various groups of drug dependent patients, but not in concordance with selfmedication hypothesis. Hyper-vigilance and suspiciousness are commonly found in
individuals who abuse illegal drugs, either alone or with alcohol. Those who are
poly substance abusers experience a large range of health problems as a function of
exposure to many class drugs. Individuals high on the antisocial scale satisfy the need for
sensation-seeking behaviorfromthe drug marketplace.
Astley (1994) examined the DUI offender from the Problem-Behavior Theory
perspective, attempting to identify factors that contribute to DUI recidivism. There were
three groups: non-DUI alcoholics, first-time offenders, and recidivists. The subjects were
compared on a number of psychosocial and demographic variables. Twelve-scale scores
were reduced to three factors: psychological distress, alcohol problems, and impulsivity
sensation-seeking behavior. Thefirstof the three factors held that the alcoholics and
recidivists had more alcohol problems. The second factor that recidivists would have
more psychological distress did not hold up. In fact, the non-DUI alcoholics had more
psychological problems. The third factor that recidivists would score higher impulsivity
sensation-seeking behavior did not uphold. The non-DUI alcoholics scored the highest
and the recidivists scored the lowest. It was determined that alcohol and psychological
distress contributed the most to group differentiation, and impulsivity sensation-seeking
44
behavior contributed a lesser amount. Alcohol issues must be the primary focus, but other
factors must be integrated for a successful treatment program.
Mossier (1995) studied a group of subjects who had recently been admitted into a
drug treatment center. They assessed the subjects using the Ego Function Assessment,
and compared the test results to the assessments of a group of graduates with no
substance abuse problems. Moreover, the Ego Deficit Model theorizes that substance
abuse arises in individuals who have personality deficiencies. This study found
significant differences between the two groups in the areas of quality of relationships,
self-esteem, control of affects and impulses, and defensive functioning. Those subjects
who were being treated in the drug treatment center were deficient in all of these areas.
Another study by Van De Voorde (1995) was to determine the effectiveness of
The Great Escape Program by examining the relationship between program participation
and membership in the recidivist and non-recidivist groups. The field study also
investigated whether group membership in the recidivist and non-recidivist groups could
be distinguished on the intake interview, group participation, and security level of the
inmates. The conclusion reported that The Great Escape Program was not shown to affect
recidivism. The recidivist group could be predicted at a confidence level that was only
significantly different than by chance assignment. It was recommended that the intake
interview be redesigned.
Andrews (1996) reported that every year in the United States crime increases, and
overcrowding in the prison system becomes a more serious problem. The system is
becoming more responsible for the education of inmates. At the same time, budget cuts
make it more difficult to deliver the service. When a program is designed, it needs to be
45
cost-effective and determine the types of inmates who will benefit mostfromthe
program. This study examined the relationships of GED scores and certain demographic
and offense characteristics of South Carolina adult inmates. The sample included 294
inmates who were administered the GED test during a three-month period. The
characteristics included age, ethnicity, gender, educational achievement, intelligence,
type of offense, recidivists orfirst-timeincarcerated, and length of sentence. There was a
significant positive relationship between the GED and all of the predictive variables, but
no significant relationship between the GED and demographic or offense characteristic
variables. Level of reading was the most significant factor in achievement on the GED.
The study reported that a person who engages in criminal behavior does not necessarily
mean that he or she may not perform well academically.
The same year, Klinger (1996) discussed that legislators from all over the world
have always tried to solve the criminal problem of recidivism. Austrian rules about
recidivism are the strictest in the German-speaking family, but have not served the
rehabilitation process in any better way. Klinger (1996) reported that the phenomenon of
recidivists does not depend on the strictness of the penalties. He found that white collar
crime and similar criminal acts in the economic sector do more harm to the society in
both an economic and moral way than most crimes of recidivists. Klinger (1996) believes
that there needs to be other alternatives to classical forms of punishment and a complete
reorganization of the criminal prosecution system.
In another study, Davis (1996) concluded that recidivists represent a significant
percentage of inmates in the prison system. It is difficult, but necessary, to identify
factors that are related to becoming at risk for this lifestyle. Davis (1996) attempted to
46
examine eighteen variables. The study ultimately considered all eighteen of the variables.
Six of the eighteen variables were able to differentiate between recidivists and nonrecidivists. The variables considered most significant were: the number of property
offenses, number of convictions, number of probation orders, number of criminal code
offenses, number of probation orders, number of custody placements, and constitutional
status.
Finally, around the same time, Hewette (1996) examined a possible relationship
between borderline personality traits and substance abuse problems. Twenty subjects who
had been previously diagnosed as having a substance abuse disorder, were tested
according to their responses for early borderline object relations, contemporary
interpersonal interest, primitive defenses of splitting, and affect functioning. The
responsesfromthese subjects were compared to 20 subjects who were previously
diagnosed as having an adjustment disorder. This study did notfindany significant
differences between the two groups on any of the measures. However, both groups did
show symptoms of borderline object relations and defenses.
Race, Sex, and Test Bias
Isralowitz and Singer (1986) examined the relationships, if any, of the
unemployment status of the head of the household on adolescents work values.
Participants in this study were 98 Black adolescents between the ages of 12-17. The
participants were split into one group of adolescents whose head of the household was
unemployed for morethan three years, and another group whose head of the household
was employed for at least one year. The results of this study indicated that the
participantsfroman unemployed family valued a job that gave them independence as
47
less important than the participantsfromemployed families. Furthermore, males from

unemployed families valued a job that would give them the opportunity to help others as
more important than a job that would take place in a pleasant environment less than
males from employed families. Female participants from unemployed families valued a
job that gave them less independence, and a job that would give them the opportunity to
meet people they like more than females from employed families.
Piedmont, Sokolove, and Fleming (1990) analyzed factors, including the effects
of race (Black and White), education (high school graduate versus less than high school
education), and diagnosis (schizophrenic versus non-schizophrenic), and on the MCMI,
antisocial, avoidant, schizotypal, psychotic thinking, and psychotic delusions scale.
Scores were obtained from 94 Black subjects and 116 Black male psychiatric inpatients.
Special norms for Black and White patients found in the MCMI manual supplement
were used (Millon, 1984). The only significant effect found was that Blacks scored
higher than Whites on the asocial, avoidant, psychotic thinking, and psychotic delusion
scale.
A study by Naidoo (1993) examined D.E. Super's theory of career development
in terms of its ability to generalize to Black American college students. Super's theory
was previously based on research with white males (Naidoo, 1993). Both male and
female Black American students enrolled at a university was tested. His study found that
Super's theory might not be wholly adequate in explaining the career maturity of African
American university students.
Peeler (1996) stated that due to trends in the workforce regarding the types of
occupations typically filled by Black Americans, the Peeler study attempted to determine
48
if, and/or, how much, cultural factors for Black Americans influence their career
choices. This study hypothesized that cultural factors, along with personal factors, would
influence the occupational choices of African Americans.
Hartung, Leong, and Pope (1998) investigated the Career-Development
Assessment and Counseling (C-DAC) model, which combines several different career
development theories into one counseling program. The program is made up of four
steps. The first step involves an initial interview with a career counselor. The second
step involves a series of measures. The instruments used at this step can be determined
by the counselor, but there arefivemeasures that make up the "core" of the C-DAC: The
Salience Inventory, the Adult Career Concerns Inventory, the Career Development
Inventory, the Values Scale, and the Strong Interest Inventory. The third step involves
working to identify their career interests and values. The fourth and final step involves
self-assessments to identify themes and patterns. Naidoo (1993) counseled individuals
using the C-DAC in order to properly identify each subject. Cultural identity is a core
component of thefinalstep. There are four major issues that are involved with fostering
cultural relevance. Thefirstis utilizing a tripartite model of the three human dimensions:
universal, group, and individual. The second is evaluating the individual's level of
acculturation. The third issue is evaluating and incorporating the individual's
individualism or collectivism. The last issue is recognizing the counselor's own
stereotypes and prejudices for different ethnic groups. Counselors can help to identify
individuals based on their personal characteristics, rather than on stereotypes, using a
racial identity interaction assessment. Two cultural-specific assessments that can be used
are the Multicultural Career Counseling Checklist and the Career Counseling Checklist.
Other measures can be used as well in alternate ways, paying attention to cultural issues.
Finally, Lattimore and Borgen (1999) looked at a sample of research participants
from the development of the SSI in 1994. The sample taken was separated into racial
categories, as well as occupational categories. The GOT scales of each participant were
examined, and these results were compared to their occupational separation. This study
found that the GOT scales contributed significantly to the measurement of occupational
separation. In sum, Lattimore and Borgen's (1999) study indicated that the 1994 SSI is
valid for testing African American, Asian American, Caucasian American, Hispanic
American, and Native American individuals.
Literature Review Integration
The existing literature supports the use of the Woodcock Johnson Psycho
Educational Battery for assessing academic difficulties (Weisel, 1987). While some
research questions the value of vocational batteries and vocational development
programs (Davenport, 1993), some instruments like the NEO, CASI, SDS, STAR and
Vocational Preference Inventory show greater promise (Jones and Holland, 1993;
Longhead and Middleton, 1995; Reardon, 1999; Gottfredson and Jones, 1997; Feigley,
1995). A number of studies have concluded that the RIASEC is a valuable framework
for facilitating career choice (Lubinski, etal, 1996; Schmidt, etal, 1998; and Holland,
1996).
The MCMI-II has shown promise in identifying psychological impairment
(Millon, 1969; Millon, 1981; McCann, 1990;Craig and Weinberg, 1992; Hills, 1995).
50
Prior research is consistent in pointing out the impact of psychological impairment on

career development (Millon and Everly, Jr., 1985; Choca, Shanley and Peter son, 1990;
Piedmont, Sokolove, and Fleming, 1990).
Recidivism has been studiedfroma number of perspectives including age of first
arrest and seriousness of the crime (Wierson, 1992), the presence of antisocial behaviors
(Duncan, 1993), chemical dependency (Major, 1993). A few studies have focused on
Black-Americans and factors of work values and personality characteristics (Singer,
1986; Piedmont, Sokolove, and Fleming, 1990; Peeler, 1996).
There is indeed a gap in the literature. Most existing studies deal with educational
and career development conducted at high school and college levels. No vocational
development studies exist with inmate populations. Focused research has not been
completed specifically with the Black American inmate population to discern the most
effective means for conducting educational and career assessments.
It is the purpose of the current study to begin to fill the gap in the literature by
conducting research that will utilize specific psychosocial instrumentation to develop
career profiles from a sample of urban Black American male substance abuse felons.
The data will be useful to counselors and educators as they prepare inmates for
appropriate vocational training. The generation of this data will also ultimately reduce
the testing and assessment time needed with this population. If Black American inmates
are ever to return to society, more research is needed to identify factors that will
facilitate their vocational and career development. The current study will make a
contribution to that effort.
51
CHAPTER III
METHODOLOGY
Design of the Study
The research design that was used in this study was ex-post facto. According to
Kerlinger (1973):
. . . [e]x-post facto research is systematic empirical inquiry in which the scientist
does not have direct control of the independent variables because their
manifestations have already occurred, or because they are inherently not
manipulable. Inferences about relations among variables are made, without direct
intervention, from concomitant variations of independent and dependent variables
(p. 379).
Another distinction that is made about ex-post facto research is that it contains an
attribute or assigned variable, which can only demonstrate relationshipnot causation.
Concerning research design, Klein (1976) stated true experimental design, and only true
experimental design, can demonstrate causation. Therefore, no causal statement can be
made about ex-post facto research.
The three major weaknesses in conducting a study using ex-post facto research
are presented below:
. . . (1) the inability to manipulate independent variables, (2) the lack of power to
randomize, and (3) the risk of control ( Kerlinger, 1973, p. 390).
Even though this study was ex-post facto in nature, it was guided by hypotheses
and by past and present theoretical and empirical data. Kerlinger (1973) believed that
52
when a study is guided by alternative hypotheses with predictions, then the resultant data
of such a study is more valid (p. 391).
Population
This study was an ex-post facto research project utilizing psychosocial data
gathered by the researcher or past data already collected by a licensed psychologist. The
inmate population was comprised of Black males from an urban, Mid-Atlantic
correctional institution, with a history of criminal recidivism, and substance abuse. The
inmates of the correctional facility were volunteers in the substance abuse treatment
program. The inmates had demonstrated an interest in making changes in their lives.
Participants of the study were required to complete the test battery as part of the
acceptance criteria for the treatment program. Only Black male inmates were selected for
this study because of the disproportionate large population within the facility where the
investigation transpired.
Sample
The population sampled included Black males ranging in age from 21 though 55
years old. All had previous juvenile and/or adult adjudications. The inmates were
incarcerated in a long-term (over one year) residential treatment program in a large
metropolitan location.
Procedures
This researcher tested, interviewed, and explored the files of inmates incarcerated
in a correctional treatment facility in a large metropolitan area. Of these inmates, 178
were selected for this study and placed into classified groups using Holland's Theory
53
(RIASEC) single code of classification. The following criteria were utilized as set forth
below.
The researcher administered Holland's Self-Directed Search (SDS) to each of the
inmates volunteering for the treatment program at the facility. The data used was already
found in existing data derived from the archived files. According to the results of the
search, each inmate was classified, according to Holland's one letter code R, I, A, S, E, or
C representing one of the six personality types: Realistic, Investigative, Artistic, Social,
Enterprising, or Conventional.
Each of the groups was tested in specific areas of concerns. Data were gathered
from both self-report and socio-psychometric testing. One area of concern included
ability and aptitude testing. Vocational training and educational information were selfreported. The inmates' verbal intelligence level was obtained using subtests (information,
comprehension, vocabulary, and similarities)fromthe (VICS) Wechsler Adult
Intelligence Scale-II (WAIS-R). Vocational interests included: career personality, career
interests, skill ability, job satisfaction, work involvement, interpersonal abuse, dominant
style, and risk-taking behavior, which were obtained through the use of Holland's SelfDirected Search (SDS), as well as Holland's and Gottfredson's Career Attitudes and
Strategies Inventory (CASI). Personality and psychological characteristics were
measured using the following instruments: Rorschach Inkblot Method (RIM) and the
Millon Clinical Multiaxial Inventory-II (MCMI-II). This information was then recorded
and analyzed as to the correlation and interrelation of the six groups assigned to each
single letter Holland code (RIASEC).
54
There was a panel of experts set up for determining the quality and quantity of
work among the sample population in the community using ordinal data. The panel
included two licensed Clinical Psychologists and the researcher. The following scale was
determined:
1. The quality of career development.
2. The quantity of work behavior.
Each of the two categories was divided into three groups:
1. Quality of career development - (a) no skill training, (b) semiskilled,
and (c) skilled; and
2. Quantity of work behavior - (a) 0-11 months, (b) lyear-2 years, and (c)
over two years.
Each of the three groups in the quality group was assigned a point value. No
training was given one point, semiskilled, two points, and skilled, three points. Each of
the three groups in the quantity group was assigned a point value. Zero months - one
year were given one point, one year to two years, two points, and over two years three
points. Each subject received one through three points in the quality group and one
through three points in the quantity group, depending on the quality and quantity of
inmate career development skill and work behavior. From this basis, three profile groups
were derived. Through the use of several expert judges (two Ph.D.'s who had worked
extensively with the prison population and the problem of recidivism) and the researcher
an acceptable numerical continuum of ordinal data for classification, using numerical
values, was developed for this specific population to evaluate the quality and quantity of
work in the community. The following test batteries were utilized to establish
55
intelligence, educational, vocational, and personality guidelines. Only the IQ subtests

(VICS) of the Wechsler Adult Intelligence Scale (Information, Comprehension,
Vocabulary, and Similarities) were used for this research. The VICS was the subtests
use by the prison facility where the research was conducted. The scores of these four subtests are a rough estimate of the inmates IQ. The four sub-tests are added together and
divided by four.
1. Wechsler Adult Intelligence Scale (VICS):
a. A score below 69 places the functioning level of the subject in the
mentally deficient range of intelligence.
b. A score between 70 and 79 places the functioning level of the subject in
the borderline range of intelligence.
c. A score between 80 and 89 places the functioning level of the subject in
the low average range of intelligence.
d. A score between 90 and 109 places the level of functioning of the
subject in the average range of intelligence.
e. A score between 110 and 119 places the level of functioning of the
subject in the above average range of intelligence.
f. A score between 120 and 129 places the level of functioning of the
subject in the superior range of intelligence.
g. A score of 130 and over places the level of functioning of the subject in
the very superior range of intelligence.
2. Holland's Self-Directed Search (SDS):
a. Each subject was administered the SDS.
56
b. The responses were scored to establish a personality inventory profile
classification of the highest three letter classifications. Then the highest
Holland single letter summary classification (RIASEC) was designated for
the research.
3. Career Attitudes and Strategies Inventory (CASI):
a. The self-reported inventory was administered to each subject.
b. The inventory was then scored to develop a summary about the subject
that reports the subject's thoughts, attitudes, feelings, and approaches to
work and non-work situations, as compared to other adults.
4. Rorschach Inkblot Method (RIM): This projective test was administered to the
subjects to develop psychological profiles of decision-making styles. The
EB ratio was used in the study to indicate the impact on the subject's basic
affect and cognition during the psychological process. The Egocentricity
Index was used to assess the subject's self-perception (Exner, 1993,
Gacona and Reid, 1994). The EB (Erlebnistypus) is a relationship
between two variables, human movement, and the weighted sum of the
chromatic color responses. This ratio provides information on how affect
or cognition impacts on the basic psychological decision-making styles of
the subject. From this ratio, it could be determined if the subject was
extratensive, introversive, or ambitent.
The Egocentricity Index [(3r + (2) (R)] provides a measurement of
self- concern and possibly, self-esteem. If the individual's average on the
index falls above the average range of between > .44, the individual would
tend to be more involved with himself than are most people. If the index
score falls below < .33, it can be assumed, according to Exner (1993), that
the subject's estimate of personal self-worth tends to be quite negative.
5. Millon Clinical Inventory -II (MCMI-II):
The Millon Clinical Inventory-II was used to distinguish psychological
features of the inmates and the correlation as it relates to the inmates'
single letter Holland code. Then the data was used to observe any
significant personality style inter-correlation between each of Holland's
six personality codes.
1. (X) Gauge measures the Disclosure Level of the client. If the raw score
on the X scale is less than 145 or greater than 590, the results are invalid.
The Desirability Gauge (Y) measures the tendency of the client to make a
highly desirable impression. A base rate (BR) score of greater than 75
shows unusual openness in completing inventory and discussions. The (Z)
Debasement Measure (BR) of more than 75 signifies devaluation of self,
with presentation of more difficulties than seen during an objective review
(Millon, 1992).
2. The MCMI-II assesses both ( Axis I) Clinical Syndrome Scales and
(Axis II) Clinical Personality Pattern Scales, according to the DSM-IV.
3. Base rate (BR) scores of 75 were set for all scales at the line above
which scale percentages would correspond to the clinically judged rate for
"presence" of personality or syndrome features. The (BR) scores of 84
58
were set for all scales at the line above, which scale percentages clinically
judged rate for the "prevalence" or most salient personality syndrome
( Millon, 1987). The data from the above psychological variables, derived
from the 175-item inventory, were entered according to each inmate's
single letter classification code established by Holland's Self-Directed
Search (SDS). All subjects were assigned a random identification number
between one (1) and one hundred and seventy-eight (178) to assure
confidentiality during the testing and research.
Instrumentation
The psychosocial instruments selected for this study were based on the following
considerations: (1) the skill and competence of the testing instruments; (2) the need to be
able to administer a battery of instruments to each incoming inmate in order to make a
gross assessment of the individual's psychological and sociological make-up (more indepth evaluation could be obtained through having the offender referred to an outside
source); (3) the need to obtain immediate results (3-5 days) on each inmate in order to be
able to design an individual treatment plan; and (4) employing measurements that have a
satisfactory reliability and validity data on the reference groups known for criminal
activity, substance abuse, mental abnormalities, recidivism, and poor community work
history. This investigator examined a number of instruments that would produce a
collection of test information that would examine important variables, such as
personality, education, intelligence, work history, quality and quantity of work history,
work satisfaction, and career personality. The test battery included: The Structured
59
Clinical Interview (SCI), Self-Directed Search (SDS), Career Attitudes and Strategies
(CASI), Millon Multiaxial Clinical Inventory-II (MCMI-II), Wechsler Adult Intelligence
Scale-Revised (WAIS-R) (VICS), and Rorschach Inkblot Method (RIM) (Exner, 1993).
1. The Structured Clinical Interview (SCI) was developed by Dr. Ronald Klein,
Ph.D., ABPP, and Carolyn Shrewsbury, M.Ed., LCPC, to gather self-reported
information concerning socio-demographic background, criminal history, abuse issues,
medical problems, substance abuse, previous mental health issues, and the general
background of each inmate. The Structured Clinical Interview (SCI) was also designed to
determine if an individual is suffering, or has ever suffered, from a major psychiatric
disorder, such as: antisocial personality, depression, mania, obsessive-compulsive
disorder, schizophrenia, post-traumatic stress disorder (PTSD), panic disorder, phobias,
adjustment disorders, eating disorders, and/or drug and alcohol abuse. The individual's
answers are ultimately indicated on the interview form.
2. Holland's Self-Directed Search (SDS) is a self-administered,
self-scored vocational test. Its approach gives attention to behavior style or personality
type as the major influence in career choice and development. It provides an explicit link
between various personality characteristics and corresponding job titles. There are six
personality types; (a) Realistic [R], (b) Investigative [I], (c) Conventional [C],
(d) Artistic [A], (e) Social [S], or (f) Enterprising [E].
3. The Career Attitudes and Strategies Inventory (CASI) was developed to assess
some common attitudes, feelings, experiences, and obstacles that influence the careers of
employed and unemployed adults. The CASI surveys nine aspects of career or work
60
adaptation; (a) job satisfaction, (b) work involvement, (c) skill development, (d)
dominant style, (e) career worries, (f) interpersonal abuse, (g) family commitment,
(h) risk-taking style, and (i) geographical barriers. The reliability coefficients (alpha)
ranged from .79 to .94.
4. The Wechsler Adult Intelligence Verbal Scale R (WAIS-R,) was used to establish
a basic intelligence level using the verbal comprehension subtests (VICS), vocabulary
(V), information (I), comprehension (C), and similarities (S).
5. The Millon Clinical Inventories-II (MCMI-II) is based on Millon's theory of
personality and psychopathology and coordinated with the multi-axial format and
conceptual terminology of the American Psychiatric Association's DSMIV. The MCMIII contains separate norms for racial differences in terms of values, perceptions, and
expectations ( Hamberger & Hastings, 1992). Validity and reliability of the MCMI-II (
Millon, 1992) became an integral part of its development in three major states:
theoretical-substantive, internal-structural, and external-criterion validation. Items were
evaluated on how well the content corresponded with the theory (Millon, 1992). The
internal-structural state was evaluated on how closely they interrelated with the overall
model of psychopathology. The external-criterion validation evaluated the degree each
test scale empirically corresponded to other measures of a disorder or syndrome. Each
validation stage was built on the previous one (Million, 1992). The MCMI-II has also
been utilized in a multitude of other studies to examine and identify character disorders.
6. The Rorschach Inkblot Method (RIM) is a projective test that provides
descriptive information about the psychological characteristics of the subjects. It was first
introduced in 1921 and consists often cards with inkblots. The inkblot test became
61
synonymous with clinical psychology by focusing on assessment and diagnostics (Exner,

1993). Validity and reliability for the Rorschach is attributed to the comprehensiveness in
data collection, initiated by John Exner for more than 30 years. The researcher has chosen
to focus primarily on Exner's (1993) interpretation.
Hypotheses
The statement of the general hypotheses depicts an effort to account for various
psychosocial variables, using the Structured Clinical Interview (SCI), the Wechsler Adult
Intelligence Scale-R (WASI-R) [VICS subtests], Rorschach Inkblot Method (RIM),
Career Attitudes and Strategies Inventory (CASI), Millon Clinical Inventories-II (MCMIII), and Holland's Self-Directed Search (SDS), for the purposes of this investigation. The
relationships that were examined between the variables hopefully, shall clarify what
factors were common to the profiles of the offender sample that would be effective in
counseling inmates toward successful career development and work behavior.
The general hypotheses examined in this study are presented below:
(H-l) There will be an equal number of inmates in each of the Holland
single letter code (HSLC) classifications.
(H-2) There are significant differences among the various IQ levels and
the Holland single letter code classifications.
(H-3) The Holland single letter code classifications will predict one of
three EB styles (ambitant, introversive, and extratensive) on the
Rorschach.
(H-4) The Rorschach Egocentricity Index (3r + (2)/R) will predict the
Holland single letter code (HSLC).
62
(H-5) The MCMI-II subtests, grouped according to DSM-IV clusters, will

predict the Holland single letter code classifications.
(Sub-H-5.1) The MCMI-II subtest Cluster "A," when grouped
according to the DSM-TR, will be able to predict the Holland
single letter code.
(Sub-H-5.2) The MCMI-II subtest Cluster "B," when grouped
according to the DSMR-III, will be able to predict the Holland
single letter code.
(Sub-H-5.3) The MCMI-II subtest Cluster "C," when grouped
according to the DSMR-IV, will be able to predict the Holland
single letter code.
(H-6) The MCMI-II 10 Clinical Patterns will predict the Holland single
letter code.
(H-7) The MCMI-II Severe Personality Patterns will predict the Holland
single letter code.
(H-8) The MCMI-II Clinical Syndrome will predict the Holland single
letter code.
(H-9) The MCMI-II Severe Syndrome will predict the Holland single
letter code.
(Sub-H-9.1) The CASI will predict the CASI subtest Job
Satisfaction within the HSLC-tested inmates.
(Sub-H-9.2) The CASI will predict the CASI subtest Dominant
Style within the HSLC-tested inmates.
63
(H-10) The Career Attitudes and Strategies Inventory (CASI) will predict
the CASI subtest scales within the inmate group tested with the Holland
(SDS).
(H-l 1) The Quantity and Quality of Work history in the community will
identify the Holland single letter code classification.
(H-l2) The Career Attitudes and Strategies (CASI) subtest scale Job
Satisfaction can predict the Quality of Work among the classified group of
the Holland single letter code.
(H-l 3) The Quality and Quantity of Work and Grade Level will predict the
classified Holland single letter code.
Data Collection
The study initiated with the classification of each subject's three-letter vocational
personality code collected from Holland's Self-Directed Search (SDS). The data was
recorded and subjects were classified into one of six groups, according to the inmates'
vocational personality single letter code: Realistic [R], Investigative [I], Artistic [A],
Social [S], Enterprising [E], or Conventional [C]. Once this data was retrieved, other test
data was collected from the Wechsler Adult Intelligence Scale-R (WAIS-R verbal
comprehensive subtests VICS), Millon Multiaxial Clinical Inventory-II (MCMI-II),
Rorschach Inkblot Method (RIM), Career Attitudes and Strategies Inventory (CASI), and
the self-reported Structured Clinical Interview (SCI) to establish relevant data as to the
correlation, if any, between the six groups and the inter-correlations within each group.
64
After gathering this information, three profile groups were established, according
to the self-reported quantity of work experience of the inmates and the quality of work, as
established by the afore-described panel of expert judges. The inmates were then placed
back into the six groups, assigned by Holland's single letter code, to analyze any
relationship between the subject's quantity and quality of work history within the
characteristics of the career personality codes (RIASEC).
Statistical Treatment
Data were analyzed by utilizing the SPSS computerized statistical system
software program, using the following statistical techniques: (1) calculating the means,
standard deviations, and percentages; (2) examining the means, medians, modes, standard
deviations, and range of the various psychosocial data collected correlated to Holland's
single letter career personality code (RIASEC); (3) obtaining item, subscale, and total
scale reliabilities through the use of the SPSS computerized statistical system software
program to establish the coefficient of internal consistency; (4) Multiple Linear
Regression (MLR) analysis, which is the general case of the least sum of squares
solution, was used to calculate significant linear relationships between the various groups
under investigation; and using (5) discriminate analysis and the anova two-tailed test.
The means, standard deviations, and percentages were examined through the use
of MLR analysis. The investigator was able to obtain the required means, standard
deviations, and percentages by running the statistical program, without putting in
regression models and F-ratios. Of primary importance in using this information was to
examine the mean raw category scale scores, standard deviations, and percentages of
65
Holland's single letter classification groups. This statistic was used to calculate
significant linear relationships which existed between the various groups within the
study. The selection of MLR by this investigator was based on the following reasons:
1. MLR is the general case of the least square solution. Whatever one can do with
other statistical techniques, such as the r-test, F-test, etc., the researcher can do with
regression analysis. Because the t and F-tests are special cases of the least squares
solution, the use of the more general case (MLR) would also be appropriate (Hinton,
1999).
2. Of primary importance is the ability to write full and restricted models with the
regression procedure that reflects the specific research hypothesis, or questions being
tested. This provides much moreflexibilitythan traditional analysis of statistics.
3. A researcher can use the f-test and F-test with regression analysis,
without confusing them with the research design. For example, one can test the
full model against the restricted model and obtain the F-ratio value, without confounding
the statistics with the design of the study.
4. Using MLR, a researcher can ask questions relating to a large number of
categorical or continuous variables. The questions can relate continuous by continuous,
categorical by categorical, or categorical by continuous. Thus, one can gain additional
degrees of freedom and power with the regression procedure (Hinton, 1999).
5. When carrying out or holding constant certain variables, which are believed to
affect the criterion, the regression procedures make the covariance questions much easier
to calculate and interpret (Kerlinger, 1973).
66
6. The use of MLR can deal with unequal Ns, without having to provide a
correction factor, which must be employed when using traditional analysis of variance
procedures.
7. Chi-Square (X2) is a statistical technique that makes it possible to compare the
observed frequencies expected in different categories or with the actual numbers obtained
to the frequencies expected from the hypothesis.
Because of the above-mentioned reasons, this investigator selected Multiple
Linear Regression (MLR) analysis as the primary statistical procedure for the current
study. The level of statistical significance or confidence level was set, indicating that a
five percent variability in the data were considered to be the result of some influence,
other than chance, and with the one percent level, indicating less chance of error. Based
on the conclusions of the data, this researcher must either confirm or deny the hypothesis
that has been stated. The statistically-based hypothesis or null hypothesis will indicate if
a difference does occur. The null hypothesis will either be accepted or rejected. An
unknown examiner by race seems to limit their disclosure to examiners, particularly the
White examiners who administer the Rorschach test (Frank, 1992).
Significance of the Study

Implications based on this study may be useful to the "helping professional," such
as counselors, educators, vocational specialists, and social workers assisting in the
correctional justice system to reduce the rate of recidivism through career development
and improved work behavior. This research will show what, if any, conclusions can be
drawn that would demonstrate a relationship between any of the assigned variables to
67
career maturity, work values, education, intelligence, interests, abilities, personality

styles, or pathology, and the development of careers and better work behavior among
criminal substance abusers, by utilizing Holland's single classification code. The
development of profiles established through the single letter classification code and the
quality and quantity of work history would determine which psychosocial variables,
between samples of Black male substance abuse felons, could better help professionals in
the prison system to evaluate and develop treatment plans that would better prepare
inmates, upon release, with the skills needed to enter and become productive and
responsible members of the work force.
Limitations of the Study
Limitations of this study may include:
1.
Self-reported inventories can be misleading or distorted.
2.
Test batteries or inventories have low or limited norms using minority

populations.
3.
The validity and readability of self-reported inventories are critically

related to the ability of the subjects' reading and comprehension skills.
4.
There is still much debate underlying intelligence separate from

I.Q. scores and the impact of intelligence testing on Black
Americans in forming predictive bias.
5.
All subjects volunteered for the program at the correctional

treatment facility, indicating a willingness to make changes in their
lives, therefore, there was no random selection procedure in the
research study.
68
6.
The limitations of the researcher's experience in test interpretation,

statistical analysis, and research.
7.
Finally, the research study cannot be definitive, but only examine an

aspect of the problem and, in doing so, provide some information and
stimuli for further and more extensive research.
69
CHAPTER IV
RESULTS
Findings of the General Hypotheses:
The statement of the general hypotheses was an effort to account for various
psychosocial variables using the Structured Clinical Interview (Appendix A), WAIS- R
(VICS) subtests, Rorschach Ink Blot Method, CASI, and Holland (SDS) for the purpose of
this investigation. The relationships that were examined between the variables hopefully
would clarify what factors were common to the profiles of the offender sample that
would be effective in counseling inmates toward successful career development and work
behavior in the community.
The findings of the data collected are presented in this chapter. The results of the
study are organized into eight major sections in order to present the results in a clear and
ordered manner. The research findings were examined in the following manner. Section
(1): The research hypothesis H-l related to the inmates classified according to the HSLC.
Section (2): The research hypotheses H-2 tested the individual's IQ score using the verbal
subtests (VICS) of the WASI-II and the relationship according to the inmates HSLC
classification. Section (3): The research hypotheses H-3 and H-4 related to the inmates
HSLC, the EB style of decision making and coping style, and Egocentricity Index related
to the self-esteem. Section (4): The research hypotheses H-5, H-5.1, H-5.2, H-5.3, H-6,
H-7, H-8, H-9, related to the inmate population classified according to the HSLC and
personality patterns according to the MCMI-II (DSM-TR) Personality Clusters, Clinical
70
Personality Pattern, Severe Personality Pathology, Clinical Syndrome, and Severe

Syndrome. Section (5): The research hypothesis H-10 (part 1 and part 2) related to the
CASI subtests in predicting the inmates HSLC. Section (6): The research hypotheses
H-l 1, H-12, H-13 related to the CASI subtests and the quality and quantity of work the
inmate population participated within the community according to their HSLC
classification. Section (7) The CASI subtest, job satisfaction and the quality and quantity
of work among the classified inmates and quality and quantity of work and grade level
within HSLC were evaluated. Section (8): The summarizedfindingsof the research data.
The general hypotheses examined in this study are presented below:
Sectionl
H-l There will be an equal number of inmates in each of Holland's single letter
code classification.
Table 1.1
The Chi Square Test ofIndependence
Test of Categorical Variables
Chi-Square
57.8935
df
4
Significance
.0001
The chi-square score was 57.8935 and analyzed the observed frequency with the
expected frequencies. This would indicate that the expected number of inmates in each
category was different than the observed frequency. The df indicates that four categories
are free to vary in the analysis. The data was analyzed and assigned an alpha level of .05
and considered significance. The null hypothesis is rejected, and the research hypothesis
is accepted at a significant level of .0001.
71
Table 1.2
Holland's Single Letter Code for Vocational Development
HSLC
Holland's Single Letter Code
Holland
Category
Cases
Codes
__,
Observed
R
1.00
40
A
2.00
14
S
3.00
68
4.00
E
32
C
5.00
15
Expected
Residual
Percent
33.80
33.80
33.80
33.80
33.80
6.20
-19.80
34.20
-1.80
-18.80
24.0
8.0
40.0
19.0
9.0
Table 1.2 reports the expected number of inmates that were classified in each of the
HSLC and the observed number that were actually included in each letter code. The
expected number of inmates that were classified into each of HSLC's was 33.80 inmates.
When the cases were examined, the number of inmates in each of the single letter codes
was not equal. The HSLC group classification of the inmates eliminated the Investigative
( I ) single letter code due to the fact that there were no inmates classified as (I). The
rest of the study deals with onlyfiveof HSLC (R, A, S, E, C).
Table 1.3
The Frequency, Percent, and Cumulative Percent of the HSLC
1.00 =R
2.00 =A
3.00 = S
4.00 =E
5.00 =C
Total
Missing Cases
Total
Frequency
40
14
68
32
15
169
10
179
Percent
22.3
8.4
38.0
17.9
8.4
95.0
5.0
100.0
Valid Percent
23.5
8.8
40.0
18.8
8.9
100.0
Cumulative Percent
23.5
32.3
72.3
90.9
100.0
72
Table 1.3 and (Figure 1. /-Appendix-B) represent the number of inmates tested using
the SDS. The HSLC classification identified the individual single letter code of each
inmate. The Social [S] HSLC group included 68 inmates, or 40 percent of the inmates
classified. This was 28 more inmates, or 16 percent more inmates than the closest
Realistic [R] code of 40 inmates. The single letter code of Realistic [R] classified group
was followed closely by the Enterprising [E] classified group of 32 inmates or 19 percent
of the population tested. The single letter code of Conventional [C] included 15 inmates
or nine percent of the population. The lowest number of classified inmates placed in the
Artistic [A] single letter code with 14 inmates, or eight percent of the population in the
study. The residual score indicates the difference in the expected score and the observed
score. The Social [S] score was predicted to be 33.80. The actual number of inmates with
the HSLC [S] was 68. This was over two times the number of inmates expected in a
code. The HSLC [S] was highly significant. The chi-square test of independence was
used for testing the hypothesis that was accepted at the .0001 level of significance. The
null hypothesis was rejected, and the research hypotheses accepted.
Most HSLC groups were not within the expected equal frequencies, but the
Investigative [I] classification was not found to include the HSLC for any of the 169
inmates tested. Investigative people have jobs such as laboratory assistants, product
inspectors, and medical technicians. The investigative type of career personality usually
has math and scientific abilities. The individuals like to work alone, and to solve
problems. The [I] type likes to work on ideas more than people or things. People will
describe themselves as logical, curious, exact, wise, careful, independent, quiet, and
73
modest (Holland, 1998). This is not the profile of individuals that we would usually find
in a large inner city prison population.
The largest HSLC classification group was the Social [S] type. The Social group
of career personality is individuals who like social jobs such as a fast-food worker,
counselor, or nurse. This type of personality likes to be around people. The Social (S)
group like to help others with problems and work more with people than things. People
with the [S] type are described as helpful, responsible, warm, cooperative, idealistic,
generous, and friendly (Holland, 1998). Some of these factors can contribute to pitfalls of
group. The Realistic [R]) type likes to work with tools and machines. People often
describe the [R] type as follows; genuine, sensible, humble, practical, natural, shy, and
thrifty (Holland, 1998). Some of the pitfalls with this group can be the lack of ability to
see transfer of skills, and get stuck in one direction rather than trying something new.
The Enterprising group likes to work with people and ideas more than things.
This [E] group likes jobs such as: salesperson, waiter, travel agent, supervisor, and store
manager (Holland, 1998). This group had just one case below the expected 33.8 number
with 32 inmates with this profile. The [E] type usually has leadership and speaking
abilities. Money and politics are areas of interest and they like to influence people. The
[E] type people are usually described as follows: out going, adventurous, energetic,
optimistic, agreeable, sociable, self-confident, and ambitious. The downside
characteristics of this group might act before thinking, move too quickly without
planning, and have problems focusing (Holland, 1998). The researcher would have
expected the most of the [E] group of inmates to fall into this classification. So many of
the interests and characteristics of the [E] group are found in this classified group. If the
74
research had included two HSLC's instead of just the most prominent ones the or three of
the Holland codes, instead of just the most prominent code, the personality type would
probably have given a better prediction of the inmate population.
The Artistic [A] and Conventional [C] groups were almost equal with 14 in the
[A] group and 15 in the [C] group. These two groups fell well below the expected (33.8)
cases per group. Added together, these groups would still be below the expected number
of cases in each group. When examined closely, the characteristics of inmates would not
normally fit into either of the groups. Holland (1998) reported that people who are
Artistic [A] generally like to work on ideas more than with people or things. Type [A]
people usually have artistic skills, enjoy creating original works, and have a good
imagination. The [A] group jobs would be as a musician, dancer, and singer. People
describe this HSLC [A] group as being open, investigative, independent, and original.
The [C] group likes to work indoors and likes to organize things. The [C] type likes to do
conventional jobs such as bookkeeper, secretary, office clerk, and radio dispatcher.
People describe these individuals as being conforming, practical, careful, thrifty,
efficient, orderly, and persistent. Many of these qualities are not usually found among
substance abusers in the prison population. Some inmates in the [A] group have good
artistic skills, like music and certain types of dance, but these areas are hard in which to
make a career. It can place them in a job that is unstable, with high drug availability, and
with late nightclub settings. These jobs would place the inmates with problems in areas of
great temptation. Many inmates see conventional and artistic qualities as feminine, and
look upon these group job profiles as a female job. This population of male offenders see
themselves in outside jobs and hands on skills. There is a need for the offenders to feel
75
conforming, and will connect with groups as followers. The need to fit in will sometimes
leads to short-term impulsive decisions with a low success rate. The pitfalls according to
Holland (1998) of the [A] group, include making impulsive job decisions, negative work
experiences, and having problems focusing. Pitfalls for the [C] group would include,
looking to others for authority, impulsive, rigid, non-assertive, and development of a lot
of stress and anxiety. The HSLC that was the "best fit" for this population was the [S]
Social group of inmate substance abusers.
Section 2
H-2 There is a significant difference among the various WAIS-R subtests
(vocational, information, comprehension, and similarities (VICS) IQ levels and
the Holland single letter code classification (HSLC).
Table 2.1
The Chi Square Test ofIndependence of Categorical Variables
Chi-Square Test
IQ Levels
69 & below
70-79
80-89
90 - 1 0 9
110-119
120-129
Chi-square
117.4734
Verbal IQ Category (VICS)

Category
1.00
2.00
3.00
4.00
5.00
6.00
Cases Observed
3
46
56
52
10
2
Total - 1 6 9
D. F. = 5
Expected
28.17
28.17
28.17
28.17
28.17
28.17
Residual
-25.17
17.83
27.83
23.83
18.17
-26. 17
Significance
.0001
Table 2.1 shows that there are significant differences among various IQ levels and the
HSLC. The chi-square test of independence was used for testing the hypothesis, which
was accepted at the .0001 level of significance. The null hypothesis was rejected and the
research hypothesis accepted.
The actual number of inmates classified under the HSLC and the correlation
between the HSLC and the inmate's (VICS) IQ score, only the [S] group (27.83) of
inmates was close to expected number of (28.11) of inmates in each group. This group
scored 80 -89 on the WAIS-R IQ (VICS), placing them in the below average range of
intelligence. There were only three inmates that scored 69 and below on the WAIS-R
verbal subtest score (VICS), which placed the inmates in the mentally deficient range of
intelligence. There were only two inmates out of 169 that scored 120-129, which placed
the inmates in the superior range of intelligence. Twenty-seven percent of the inmates
scored between 70-79, that placed the inmates the borderline range of intelligence. Sixtytwo percent of the inmates scored below average on the WAIS-R (VICS), and thirty-eight
percent of the inmates scored above average on the verbal (VISC) subtest IQ. The chisquare score was 117.4734 and analyzed the observed frequency with the expected
frequencies. This would indicate that the expected number of inmates in each category
was different than the observed frequency. The df indicates that 5 categories are free to
vary in the analysis. The data was analyzed and assigned an alpha level of .0001 and
considered significant. The null hypothesis was rejected and the research hypothesis
accepted.
77
Table2.2
Verbal (VICS) IQ Level of Inmates Classified According to HSLC
Summaries of IQ
By levels of HSLC Variable
For entire population
Mean 83.7367
Std. 11.4201
Cases 169
(VICS) IQ Score
Std. Dev.
Cases
Value Label
Fig.2.1 Code
HSLC-R
1.00
83.8500
10.4879
40
HSLC-A
2.00
83.4643
9.0117
14
HSLC-S
3.00
85.9301
10.4229
68
HSLC-E
4.00
88.8047
12.4709
32
HSLC-C
5.00
96.7333
12.8214
15
Total Cases =178
Missing Cases = 9 or 5.1 Pet.
Table 2.2 identifies the mean and standard deviation of the (VICS) IQ (information,
comprehension, vocabulary, and similarities) scores of the inmates classified using
HSLC. There were 169 inmates tested using the WAIS-R (VICS) to establish each
inmate's verbal intelligence level. The scores were placed in the HSLC classification
group that was already established in H-l. The mean intelligence level of the entire
population tested was 83.7367 with a standard deviation of 11.4201. This places the mean
population of inmates tested at an IQ level, which falls into the low average range of
intelligence. The only HSLC group of inmates classified with a mean score in the average
range of intelligence was Conventional [C], with a mean score of 96.7333 and standard
deviation of 12.8214.
Figure 2.1 (Appendix- C) shows that most of the HSLC classified inmates ranged
in intelligence from borderline IQ (70-79) to average IQ (90-109). There were about the
same number in the mentally deficient range as the superior range. Only a few of the
inmates scored in the high average range of intelligence. If you combine the mentally
78
deficient (1.00), the borderline (2.00), and below average (3.00), figure 2 predicts that a
high majority of the inmates are functioning on a below average level of intelligence.
The mean verbal IQ score of the tested population was 83.7 with a standard
deviation of 11.4. It was expected that each letter of the HSLC would contain 27.8
inmates. The [S] group of (68) inmates in the observed IQ cases was more than two
times the expected number of (28.1) in each HSLC. The average mean score of the [S]
group on the verbal IQ was 85.9, and only slightly higher than the group average. This
was also the HSLC [S] group that had over twice the number of inmates classified into
this classification than was expected in each HSLC. The IQ scores in the tested
population fell between 69 (mentally deficient) and 129 (superior). There were two
inmates, which scored between 120-129 (superior range), 10 inmates that scored
betweenl09-l 19 (high average range), and 52 that score between 90-110 (average range).
The remaining inmates were in the below average range. There were 56 that scored
between 80-89 (low average range), 46 between 70-79 in the (borderline range), and
three fell into the mentally deficient range of intelligence. Of 169 inmates tested, using
the verbal subtest of the WASI-R, 105 tested below the average range of intelligence.
The Holland codes [R] and [A] tested at the mean score of 83.8 and 83.4 respectfully in
the tested population. The [E] code was above the mean score with 32 inmates at 88.8.
The highest scoring group on the verbal subtest of the WASI-R was the [C] group with,
fifteen inmates in the average range of 96.7.
According to Lowman (1991) the Realistic [R] intelligence level is usually in the
low average to average range. The [R] group's mean score of 83.8 falls within
79
Lowman's reported characteristics of HSLC. The cognitive style of the [R] group is
concrete. These individuals, according to the MCMI-II avoidant scale, try to avoid
people, and see things in only one way.
The Investigative [I] characteristics place these individuals with a high
intelligence level and a cognitive style as rational and scientific. There were no [I]
individuals in this population. This would be expected in an inner-city substance abuse
prison environment. Statistical information places most of our inner-city population in an
"at risk" category. Many inner city schools are not up to national standards with regard
to updating school facilities, progressive learning material, parent assistance, certified
teachers, and have major discipline problems. The population is at or below the poverty
level. The student graduation rate is low, and dropouts find the way to the streets and
drugs. The streets are where, it is believed by many of the poor urban population, that
there is fast and easy money. Students see individuals that have dropped out of school
making money. The students wonder why completing school or career development is
important, and for many there seems to be no way out. When students stay in school for
eight years or more and still cannot read or perform basic math skills, things look
hopeless. Many inner city young people have no fathers at home, and mothers who are
using drugs or alcohol to escape reality. It is tough to make it in life when a person faces
these kinds of problems.
Lowman (1991) places the Artistic [A] group in the variable IQ level with
divergent thinking and labile affect. The HSLC [A] group tends to live in a fantasy world
of dreams. Individuals have beautiful dreams, and good imaginations. Loners are also
80
found among these individuals. A lot of the [A] types have ideas of making it big, but do
not understand the amount of work and luck it takes to get a job, or make money in these
fields. This researcher finds this classification of jobs as potentially dangerous career
choices. There is a lot of free time, nightlife, drugs, and sex in this occupational field.
The "A" type-classified inmate was found to be very low in the tested population.
Lowman (1991) reports the Social [S] group and the Enterprising [E] group to
have a moderately high intelligence level. In this population there was a large group of
the [S] personality style inmates. These individuals had significantly higher IQ scores
than any other HSLC. The [E] group and the [R] groups had about the same number of
inmates in each HSCL. This researcher found that the mean IQ of both groups fell in the
below average range of intelligence, but the [E] group with a mean score of 88.8 was
closer to the average IQ range. The [E] group (Lowman, 1991) has personality
characteristics of being warm and nurturing, with a cognitive style of logical and rational.
The [E] group in this population would probably be entrepreneur on the streets doing
either distribution of drugs or finding another type of operation to start. The [E] type has
the affect characteristic of being aggressive and controlling. These are the men on the
street or in prison that like to run the operation. This group is interested in money and
ambition. This type of person with prison domination and control, tend to be inclined
toward setting up deals and coning or threatening others to run the operation.
The last group is the Conventional [C] type. Lowman (1991) reports this group
as having low to average intelligence. This research shows the [C] group in this
population having the highest mean IQ score of 96.7. The [C] type tends to be
constrained, withdrawn, and rigid. In this inmate population, when the individual starts
81
something it is likely to be finished. The [C] group would have been the group that would
have been more likely to finish school. This type does not have good self-esteem and
tends to be avoidant and withdrawnfromother people. There were only 15 out of one
hundred and sixty nine that were as classified under this HSLC. Many in this group
would be doing clerical jobs around the prison, and considered a little feminine by other
inmates and easily pushed around, the down side qualities of social manipulation. The
Realistic [R] classified group comprised 40 of the tested inmates. This type of
personality likes to work more with things than with people. Realistic types of people like
jobs such as: auto mechanic, carpenter, electrician, cook, and farmer. The next group was
the Social [S] type (Holland, 1998). This group comprised of (68) of the HSLC cases, and
more than twice the predicted number of 28.17. Social types are found to be warm,
supportive, and dependent. They like to work with people rather than things, and are
likely to be teachers, social workers, or prison workers.
Section 3
H-3 The three EB styles of the Rorschach (extratensive, ambitent, and
introversive) will predict the HSLC classification.
HSLC classification and correlation with Rorschach EB style of decision-making
Analysis of Variance EB l=Extratensive 2=Ambitent 3=Introversive
Table 3.1 andFigure3.1 (Appendix-D) demonstrate the mean score and correlation
between HSLC and Rorschach EB decision-making style. The EB style (decision-making
style) of the inmates tested has no significant relationship to the HSLC. The null
hypothesis is accepted and the research hypothesis is rejected.
82
The research produced no correlation with the EB style on the Rorschach and
HSLC. The null hypothesis was accepted and the research hypothesis rejected. However,
this research found some interesting information. The Figure 3 indicates that there are at
least twice the ambitents in this population than extratensive or introversive. The
extratensive and introversive EB styles were almost equal. About 50 percent of the
inmates are ambitent. According to Exner (1993), if the EB fails to indicate a coping
style the person considered ambitent. It is likely that the emotions of the person are both
erratic and ineffective when engaged in problem-solving and decision-making behaviors.
This would indicate that over half of the substance abuse inmates included in the group
sometimes let feelings strongly influence thinking, and the next time with a similar
situation allow their thinking to override with thinking and feeling. The extratensive
group tends to intermingle feelings with thinking especially during problem solving and
decision-making activities. These people will display feelings, and are not careful in
controlling those displays. This population of 75% ambitent or extratensive can be
unpredictable in thinking, impulsive in behavior, and confused in decision-making and
problem solving. The introversive group will keep feelings at a distance. This group can
openly display routine emotion, but usually will try to keep feelings under control and
will try to think things out before action is taken.
Figure 3.1 (Appendix- D) indicated that even though the research hypothesis was not
significant in predicting any correlation between the HSLC and the Rorschach EB score,
there were a larger number of inmates found to be ambitent than was expected by the
83
researcher. Of the 159 inmates given the Rorschach, over 80 inmates were recorded as
ambitent. Introversive and extratensive categories were almost equally divided at 25%
each.
H-4 The Egocentricity Index (3r+(2) /R) of the
Rorschach will predict the HSLC classification.
Table 4.1
The Egocentricity Index of the HSLC classified population:
Subjects
179 with 16
missing=163
HSLC
R, S, E, C, A
All codes
>.44 Above
Average Range
34 inmates
Average Range
69 inmates
<.31 Below
Average Range
60 inmates
Table 4.1 indicates the number of subjects that fell into each category of the Rorschach
Egocentricity Index. Thirty-four individuals were classified above (>.44) mean range
which would indicate that they are more involved with him self than are most others. This
would be considered a narcissistic-like feature. Sixty-nine individuals were classified in
the average range. Sixty individuals were classified in the below (<.33)average mean
range, which would indicate that the individual's estimate of himself would tend to be
quite negative.
Table 4.2
HSLC - Realistic Classification on the Egocentricity Index
9 (R)>.44
Total = 38
18 ( R ) Average 11(R)
24%
47%
29%
Table 4.2 (Appendix- E) indicates that about the same percentage of individuals
classified as Realistic [R] fall into the low range and the high range of the Egocentricity
Index. The largest percentage falls within the normal range of self-esteem.
84
Table 4.3
HSLC- Artistic Classii ication on the Egocentricity Index
6 (A) <.33
TOTAL= 15 3 (A) >.44
6 (A) Average
40%
20%
40%
Table 4.3 (Appendix- E) reports the percentage of individual's classified as Artistic [A]
according to the HSLC that are above, below, or in the normal range of self-esteem. This
states that 20% of the classified individuals are in the above average range on the
Egocentricity Index, with 40% in the normal index range. The low index range has 40%
of the classified inmates in the low self-esteem group.
Total = 64
HS1LC - Social Classification on the Egocentricity Index

11(S)>.44
34 (S) Average
19 (S) <.33
17%
53%
30%
Table 4.4 (Appendix- E) indicates that only 17% of the individuals in the classified
Social [S] group are above normal on the Egocentricity Index, and 30% are below the
average. This classification group has the largest percentage in the normal range of selfesteem.
Table 4.5
HSLC - Enterprising Classification on the Egocentricity Index
TOTAL=31
6 (E) >.44
19%
5 (E) Average
16%
20 (E) <.33
65%
Table 4.5 (Appendix- E) indicates that only 16% of the individuals classified as
Enterprising fall into the normal range on the Egocentricity Index, and only 19% on the
above level. The Enterprising classified group with an index level of 65% would
85
indicate that there could be a serious problem with self-esteem among the inmate
population.
Table 4.6
HSLC- Conventional Classification on the Ej
eccentricity Index
TOTAL=15 5 (C)>.44
4 (C) <.33
6 (C) Average
27%
33%
40%
Table 4.6 (Appendix- E) indicates that 33% of the individuals classified as Conventional
fall into the high level of the Egocentricity Index with 40% in the normal index range.
Only 27% of the individuals or four indicate a possible problem with self-esteem.
Figure 4.2 (Appendix -F) indicates that 47%, or almost half of the HSLC Realistic
are in the normal egocentricity range. That 29% of the HSLC Realistic are in the below
average Egocentricity Index range, and that the subjects estimate of self-worth tends to be
quite negative. This group would probably have low self-esteem. The above average
index was 24% in this HSLC Realistic group, therefore the sample HSLC (R) tended to
be more interested in themselves than in others or would seem to have narcissistic-like
features.
Figure 4.3 (Appendix- F) shows that 40% of the HSLC Artistic are in the normal
Egocentricity Index range. It also shows that 40% are also in the below average range.
Therefore, the subject's estimate of self-worth tends to be quite negative. The inmates
would have low self-esteem. The above average index was low (20%) in this Artistic
group, therefore only a few of the sample HSLC (A) population demonstrated a
preoccupation with themselves more than in others, or would seem to have narcissisticlike features.
Figure 4.4 (Appendix - F) shows that 30% of the HSLC Social is in the normal
Egocentricity Index range. That 53% or over half of the HSLC Social are in the below
average index range, and that the subjects estimate of self-worth tends to be quite
negative. The inmates would probably have low self-esteem. The below average index
range is twice as large in the HSLC (S) then the combined number in the normal and low
range of the index. The above average index was low (17%) in this Social group,
therefore not many of the sample HSLC (S) tended to be more interested in themselves
than in others, or would seem to have narcissistic-like features.
Figure 4.5 (Appendix - F) demonstrates that only 12% of the HSLC
Enterprising are in the normal Egocentricity Index range. That 68% of the HSLC
Enterprising are in the below average index range and that the subjects estimate of selfworth tends to be quite negative. This group would probably have low self-esteem. The
above average index was lower at 20% in this Enterprising group, therefore the majority
of the sample HSLC (E) tend to be more interested in themselves than in others or would
seem to have narcissistic-like features.
Figure 4.6 (Appendix- F ) demonstrates that 40% of the HSLC Conventional
are in the normal Egocentricity Index range. That 25% of the HSLC Conventional are in
the below average index range, and that the subjects estimate of self-worth tends to be
quite negative. This group would probably have low self-esteem. The above average
index was 35% in this Conventional group, therefore the sample HSLC (C) tended to be
more interested in themselves than in others, or would seem to have narcissistic-like
features.
87
Section 4
H-5 The MCMI- II Clinical Personality subtests, when grouped
according to DSM-IV clusters (A, B, & C) will be able
to predict the HSLC.
Sub H-5.1 The MCMI-II subtest cluster "A", when grouped
according to DSM-IV will be able to predict the HSLC.
Table 5.1
MCMI-II Subtests Cluster "A"
Cluster "A" - Schizoid (MCMISCHZ), Paranoid (MCMIPARA), Schizotypal
(MCMISCTY)
Variable
Beta In
Partial
Min Toler
T
SigT
MCMIPARA - .052303
-.052303
1.000000
-.658
.5113
MCMISCHZ - .112451
-.112451
.1568
1.000000
-1.423
MCMISCTY
.015959
-.015959
1.000000
.201
.8413
Table 5.1 ( Appendix- G) Shows no significant relationship between the HSLC group
and MCMI-II cluster "A." The MCMI-II cluster "A," as grouped according to the DSMIII cannot predict any significant relationship with respect to the dependent variable
HSLC. The null hypothesis is accepted and the research hypothesis is rejected. Cluster
"A" includes: schizoid, paranoid, and schizotypal, which are three of the 10 Clinical
Personality Patterns on the MCMI-II.
Sub H- 5.2 The MCMI- II subtest cluster "B" will be able to predict the HSLC.
Table 5.2
Variable (s) Entered on Step Number 1... .MCMIANTI (Antisocial)
Cluster "B" - Antisocial (MCMIANTI), Borderline (MCMIBDLI),
Histrionic (MCMIHID), Narcissistic (MCMINARC)
Continued p. 88
88
Multiple R
.15865
Analysis of Variance
Regression
F = 4.07944
R Square
Adjusted R Square
.02517
DF
1
.01900
Sum of Squares
6.25144
Sig. F = .0451
Standard Error
1.23791
Mean of Squares
6.25144
Table 5.2 (Appendix H) represents any significant relationship between the HSLC group
and MCMI-II cluster "B." The Clinical Personality Pattern antisocial of the MCMI-II
cluster "B" was the first predictor variable, when calculating with the stepwise forward
regression. The F distribution score of 4.07944 yielded a significant interaction between
the HSLC group and antisocial personality style. The data was analyzed and found
significant at the .05 level. The null hypothesis was rejected and the research hypothesis
accepted for antisocial. There is also a significant trend of .0877 towards histrionic.
Borderline, narcissistic, and histrionic personality styles in cluster "B" were rejected.
Table 5.3
The Mean Score and Standard Deviation of the Subtest "Antisocial.
Variable
MCMIANTI
Mean
84.75
Std. Dev.
19.81
Minimum
.00
Maximum
Valid N
Label
121.00
163
Antisocial
Table 5.3 (Appendix H) identifies the mean score of the population for the MCMI -II
cluster "B" subtest antisocial as 84.75 with a standard deviation of 19.81.
Figure 5.1 (Appendix -H) graph indicates through the use of symbols and colors
on the right, the raw score of inmates on the MCMI-II. The scaled scores found
antisocial disorder to be high in each of the classified HSLC (1=[R]), (2=[A])5 (3=[S]),
(4=[E]), and (5=[C]). It can be observed that the largest number and highest scores were
classified in the [S] Social group. The [R] Realistic and the [E] Enterprising HSLC were
also high for antisocial disorder. There were not many scores below the scale score
of 75. The graphs, Figure 5.1 and Figure 5.2 (Appendix- H) depicts a different way to
demonstrate how 3 = [S] Social is driving the antisocial disorder, with a high number of
inmates falling in this sub-scale MCMI-II classification. The [R] Realistic group is the
next highest classification with about a third of the inmates.
Multiple regression was used to test multiple variables to find if any correlation
exist. The dependent variable is the HSLC and the independent variables include:
antisocial, borderline, histrionic, and narcissistic from the DSM-IV cluster "B" subtests
of the MCMI-II. The research hypothesis found that the subscale, antisocial disorder, had
a significant interaction at the .05 level of significance. The null hypothesis was rejected
and the research hypotheses accepted. Antisocial personality pattern was found to be a
good fit with the group of HSLC inmates. This is a correlation that the researcher would
expect to see with any inmate population. The mean antisocial score of this test group
was 84.8. A score of 75 is considered, on the Millon to be a presence of personality
disorder, and 85 and above, a strong prevalence of personality disorder. About 45 of the
165 inmates tested were below the 75 point score for mild to moderate personality
disorder. Antisocial personality disorder in adults can be an especially a serious mental
problem. AntisociaPs do not like to follow rules and regulations. Treatment is difficult
with this population. Learning there are consequences for negative behavior is probably
the most effective treatment. These men are in prison because they would not comply
with the rules that govern society.
90
Sub H- 5.3 The MCMI-II subtests cluster "C", when grouped according to the
DSM-IV will be able to predict the HSLC
Table 5.4
MCMI- II Subtests Clusters "C"
Variable (s) Entered on Step Number 1... (MCMICOMP) Compulsive
Cluster "C" - Passive Aggressive (MCMIPAG), Dependent (MCMIDEP), Avoidant
(MCMIADVO), Compulsive (MCMICOMP)
Multiple R
R Square
Adjusted R Square
Standard Error
.21572
.04654
7.71151
F=
Variable
MCMICOMP
B
.017583
.04050
Signif. F
SE B
Beta
.006332
.215721
1.22427
.0062
T
2.777
SigT
.0062
Table 5.4 (Appendix-1) demonstrates if there are any significant relationship between
the HSLC group, and MCMI-II cluster "C." The Clinical Personality Pattern
compulsive of the MCMI-II cluster "C" was the first predictor variable when calculating
with the stepwise forward regression. The F distribution score of 7.71151 yielded a
significant interaction between the HSLC group and compulsive personality style. The
data was analyzed and found significant at the .0062 level. The research hypothesis
accepted for compulsive was accepted.
Multiple regression was used to test the remaining variables to find if any
correlation exist. The dependent variable is the HSLC and the remaining independent
variables included cluster "C" from the DSM-TR personality patterns were: avoidant,
dependent, and passive aggressive of the MCMI-II. The research indicated that cluster
91
"C" could not predict any further significant relationship with the HSLC's. The null
hypothesis was accepted and the research hypotheses rejected except for compulsive.
H-6 The MCMI-II10 Clinical Personality Patterns will predict the group HSLC
Table 6.1
MCMI-II Clinical Personality Patterns and any
SignificantRelationship with the HSLC Group
Variable (s) Entered on Step Number 1... .MCMICOMP
Clinical Personality Pattern subtests - Schizoid(MCMISCHZ), Avoidant(MCMIADVO),
Dependent(MCMIDEP), Compulsive (MCMICOMP) Narcissistic(MCMINARC),
Antisocial(MCMIANTI), Aggressive Sadistic(MCMIAGSA), Passive
Aggressive(MCMIPAG), Self-Defeating(MCMISFDE), Histrionic (MCMIHIS)
F = 7.71151
Signif F = .0062
Variable
MCMICOMP
B
.017583
SE B
Beta
.006332
.215721
T
2.777
SigT
.0062
Table 6.1 (Appendix- J) recorded any significant relationship between the HSLC group
and the Clinical Personality Patterns on the MCMI-II. The Clinical Personality sub-test
for compulsive of the MCMI-II was the first predictor variable when calculating with the
stepwise forward regression. The F distribution score of 7.71151 yielded a significant
interaction between the HSLC group and the Clinical Personality Pattern compulsive.
The data was analyzed and found significant at the .01 level. The null hypothesis was
rejected and the research hypothesis accepted for compulsive, and rejected for schizoid,
avoidant, dependent, histrionic, narcissistic, antisocial, aggressive sadistic, passive
aggressive, and self-defeating. Under H-5.2 the DSM-fV "cluster B" of the MCMI-II,
antisocial was significant at the .05 level, but was not significant when grouped with all
ten of the MCMI-II Clinical Personality Patterns.
92
The Multiple Regression test was used to test multiple variables to find if any
correlation exists. The dependent variable is the HSLC, and the independent variables
included the 10 Clinical Personality Patterns of the MCMI-II. The research hypothesis
found significant interaction at the .05 level of significance for the compulsive scale. The
null hypothesis was rejected and the research hypotheses accepted, but only for
compulsive personality. At first, the compulsive personality did not seem to fit with this
population. After going over different personality patterns of a compulsive, things started
to fall into place. A large group of inmates are in the mild to moderate range of disorder.
This range would place individuals in a dysfunctional area, but in this population the
compulsive personality could be considered a more positive individual style. Every
personality type can have positive and negative characteristics for each individual. The
research would indicate that there were a group of inmates that fell into the personality
style range, while others were in the disorder range, but the total compulsive personality
for the total HSLC group was significant. Some positive behavioral characteristics
include confident, considerate, respectful, intellectual, and highly organized. Some of the
negative behavior characteristics that are found with compulsives would be cheerless,
rigid, cold, driven, impatient, tense controlled, and defiant. In the affect area the positives
are reserved, sympathetic, and steady. The negatives are stronger in this area of affect.
The negatives include being perturbed, tense, resentful, hostile, angry, anxious, and
intense conflicted feelings toward self and others. The research is being driven between
positive and negative characteristics and is significant, but not in any direction.
93
Figure 5.2
(Appendix -H) shows scores running at the serious compulsive disorder level, in the
HSLC [S] Social and [E] Enterprising classifications. Considering the low number of
cases in the [E] code, almost all are above the 75 mild to moderate disorder. The lowest
scores in the compulsive category would be the [A] Artistic group with no scores
above 75.
Figure 6.1 (Appendix -J) indicates that a large number of the inmate's scores are
falling between 55 and 75 on the compulsive subtest of the MCMI-II. According to the
MCMI-II, these scores would only be approaching any significant level of disorder.
There are more inmates above 75 than below 55. The majority of the inmates are neither
to far above or to far below.
Figure 6.2 (Appendix -J) again shows group of HSLC classified [S] falling in the
upper range of compulsive. The classified [R] group of inmates is also falling into this
higher range of the disorder, indicated by where the multiple numbers of marks are
falling on the graph (each dot is an inmate). The classified [C] group is around a MCMIII score of 60 and above with no real low scores.
Table 6.2
Correlation Coefficients of MCMIII Compulsive Sub-test (MCMICOMP)
and MCMI-II Validity Scales
Disclosure (MCMIDIS), Desirability (MCMIDESI), and Debasement (MCMIDEB)
MCMIDIS
MCMICOMP
-.1433
( 163 )
P= .068
94
.4037
( 163 )
P= .000
-.2244
( 163 )
P= .004
MCMIDESI
MCMIDEB
Table 6.2 (Appendix- J ) demonstrates any correlation between the MCMI-II compulsive
scale, MCMI-II validity scale, MCMI-II disclosure scale, and MCMI-II debasement
scale. The disclosure scale correlation coefficients of .068 indicates an approaching
significant positive correlation with the compulsive scale. The MCMI-II desirability scale
and MCMI-II compulsive scale indicates a positive correlation with the MCMIcompulsive scale of .000. The MCMI-II debasement scale indicates a significant positive
correlation with the compulsive scale of .004..
Table 6.3 (Appendix- J ) measures of the amount of variance that can be explained by a
proposed factor. A factor with an eigenvalue of one can explain as much variance as one
of the original independent variables. Four factors were extracted in the factor analysis:
avoidant, aggressive sadistic, alcohol, and antisocial had eigenvalue of 1 or more.
Avoidant had the largest measure of variance with an eigenvalue of 9.77160. The
percentage of variance of factor 1 avoidant was 39.1 percent. Avoidant, aggressive
sadistic, alcohol, and antisocial had a cumulative percentage of 67 percent.
Table 6.4
Variable-Factor Analysis
How much variance in each of our items can be explained by the four factors we have
produced?
Variables
Factor 1
Advoidant
Factor 2
Aggressive
Sadistic
Factor 3
Alcohol
Factor 4
Antisocial
continued p. 94
95
Variable
MCMIADVO
MCMIAGSA
MCMIALCO
MCMIANTI
Communality
.73368
.67522
.52114
.64902
Factor
1
2
3
4
Eigenvalue
9.77160
3.37993
1.98631
1.61910
PctofVar
39.1
13.4
7.9
6.5
Cum Pet
39.1
52.6
60.6
67.0
Table 6.4 (Appendix -J) demonstrates the "loading" on each of the factors. Factor 1
"loads" on avoidant, borderline .77571, debasement .76566, desirability .91088, drugs
.72983, major depression .76631, passive aggressive .78723, self-defeating .73958, an
d thought disorder .79610. Factor 2 aggressive sadistic "loads" on aggressive sadistic
.53124, desirability .62133, and narcissistic .65882. Factor 3 "loads" on alcohol,
compulsive .59062, debasement .56648, and desirability .56648. Factor 4 "loads" on
antisocial, paranoid .40098, and schizoid .46788.
Table 6.5
t- tests for Paired Samples
MCMI-II Com pulsive Sea le and MC MI-II Desirability Seal e
Number of
SD
SE of Mean
2-tail
Mean
Corr.
Pairs
sig.
MCMICOMP
64.4601
15.260 1.195
Compulsive
.404
.000
163
15.364 1.203
MCMIDESI
71.3681
Desirability
Mean
SD
t-value
Df
2-tail Sig
SEof
Mean
16.722
-6.9080
1.310
-5.27
162
.000
Variable
Table 6.5 reports the 2-tail prediction and the significance level from the t-test for paired
samples. The number of pairs was 163 from both the MCMI-II compulsive scale and the
MCMI-II desirability scale. The degree to which the scores correlate is .404. The t-value
is negative (-5.27), and the 2-tailed significance is .000. The compulsive scale and the
desirability scale are negatively significant.
Table 6.6
t- tests for Paired Samples
MCMI-II Compulsive Scale and MCMI-II Disclosure Scale
Variable
Number
of Pairs
2-tail sig.
MCMIDIS
Disclosure
Paired Differences
Mean
SD
-6.2025
25.181
SD
64.4601
15.260
SEof
Mean
1.195
70.6626
17.963
1.407
t-value
Df
2-tail Sig
-3.14
162
.002
Corr.
MCMICOMP
Compulsive
-.143
163
Mean
.068
SEof
Mean
1.972
Table 6.6 provides the 2-tail prediction and the significance level from the t-test for
paired samples. The number of pairs was 163 from both the MCMI-II compulsive scale
and the MCMI-II disclosure scale. The degree to which the scores co-relate is -143. The
t-value is negative (-3.14), and the 2-tailed significance is .002. The compulsive scale
and the disclosure scale are negatively significant.
Table 6.7
t- tests for Pared Samples
MCMI-II Compulsive Scale and MCMI-II Debasement Scale
Number
of Pairs
Variable
2-tail sig.
MCMIDEB
Debasement
Paired Differences
Mean
SD
9.3252
25.249
SD
64.4601
15.260
SEof
Mean
1.195
55.1350
16.981
1.330
t-value
Df
2-tail Sig
4.72
162
.000
Corr.
MCMICOMP
Compulsive
163
Mean
-.224
SEof
Mean
1.978
.004
97
Table 6.7 shows the 2-tail prediction and the significance level from the t-test for
paired samples. The number of pairs was 163 from both the MCMI-II compulsive scale
and the MCMI-II debasement scale. The degree to which the scores co-relate is -.224.
The t-value is positive (4.72), and the 2-tailed significance is .000. The compulsive scale
and the debasement scale are positive at the .000 level of significance.
H-7
The MCMI-II Severe Personality Pathology substests will predict HSLC.

Table 7.1
MCMI-II Severe Personality Pathology and any Significant Relationship with the HSLC
Multiple Regression
Equation Number 1. Dependent Variable .... HSLC
Block Number 1. Method: Stepwise Criteria
Pin .0500 Pout .1000
Schizotypal (MCMISCHZ), Borderline (MCMIBDLI), Paranoid (MCMIPARA)
End Block Number 1 PIN =
.050 Limits reached.
Table 7.1 states that the MCMI-II subtests cannot predict Severe Clinical Pathology
from the group HSLC. The null hypothesis is accepted and the research hypothesis
rejected.
H-8 The MCMI-II Clinical Syndrome subtests will predict the HSLC.
Table 8.1
The MCMI-II Clinical Syndrome subtests and the HSLC
Multiple Regression
Equation Number 1 Dependent Variable .... HSLC
Variable (s) Entered on Step Number 1... .MCMIANX (Anxiety Disorder)
Clinical Syndrome subtests - Somatoform (MQMISOMS), Bipolar
98
Manic(MCMIBPMA),
Dysthymia (MCMIDYST), Alcohol/ Drugs (MCMIALCO)
Multiple R
R Square
Adjusted R Square
.18229
.03323
.02711
DF
Sum of Squares
F = 5.43074
Signif F = .0210
Continued
Standard Error
1.23278
Mean of Squares
Table 8.1 (Appendix K) reports if there is any significant relationship between subtests of
the MCMI-II Clinical Syndromes and the HSLC. The Clinical Syndrome subtest for
anxiety of the MCMI-II was the first predictor variable when calculating with the
stepwise forward regression. The F distribution score of 5.43074 yielded a significant
interaction between the HSLC group and the Clinical Syndrome anxiety. The null
hypothesis was rejected and the research hypothesis accepted for anxiety, and rejected for
the other independent variables; somatoform, bipolar manic, dysthymia, and alcohol/
drug dependence. This research was completed in a substance abuse treatment facility,
where most of the inmates consider themselves in the recovery phrase. Therefore, the
drug and alcohol responses on the MCMI-II are under reported. Most of the inmates
have been off the streets for a long time, and are not facing the reality of the stressors that
they will be placed under when released.
Multiple regression was used to analyze the data that was found to be significant
for the anxiety scale at the .05 level of significance. Anxiety disorders are found at all
levels in every personality pattern. Millon (1985) reports that, "antisocial personality
disorder is characterized by a tendency to impulsively discharge psychological
discomfort." In this study the antisocial scale was a significant variable in the DSM-IV
cluster "B." Compulsive personality was found to be significant in the Millon-II Clinical
Syndromes according to the DSM-IV. Both of these variables are described within the
99
disorder range of having behavioral and affective characteristics of impatience,
aggressiveness, tense control, inflexibility, and defiance. When antisocial and compulsive
are found in the disordered range some, of the characteristics could be similar. Anxiety
disorders according to Millon (1985), are most often found in the avoidant personality.
The avoidant personality pattern was not found significant in the HSLC group tested. The
high anxiety level would indicate situational stress while incarcerated. When the data
was analyzed using the HSLC the results produced anxiety levels from the low range to
the high range in every HSLC. The two single letter codes of [S] and [R] showed the
highest levels of compulsive personality in the disorder range. Anxiety is an individual
issue and can appear in the disorder range when ever the person is not able to cope. Just
as Millon stated, that anxiety is most often found in the avoidant personality. When the
individual tries to avoid dealing with any issue anxiety becomes a problem.
Figure 8.1 (Appendix -K) indicates that all the HSLC have some low-level
anxiety, but not extremely high for any individual classified group of inmates.
H- 9 The MCMI-II Severe Syndrome subtest will predict HSLC.
Table 9.1
The MCMI-II Severe Syndrome subtests and any
significant relationship with the HSLC
Variable (s) Entered on Step Number 1... .MCMITHDI(Thought Disorder)
Clinical Syndrome subtests - Thought Disorcler (MCMITHDO), Major Depression
(MCMIMJDE), Delusional Disorder (MCM [DEL)
Continued
Multiple R
Standard Error
R Square
Adjusted R Square
.16001
.02560
1.23764
.01943
DF
Sum of Squares
Mean of Squares
F = 4.15139
Signif F-.0433
100
Table 9.1 (Appendix -L) shows the MCMI-II Severe Syndromes subtests and the
relationship with the HSLC. The Severe Syndrome subtest for thought disorder in the
MCMI-II was the first predictor variable when calculating stepwise forward regression.
The F distribution score of 4.15139 yielded a significant interaction between the HSLC
group and the Severe Syndrome thought disorder. The data was analyzed and found
significant at the .05 level. The null hypothesis was rejected and the research hypothesis
accepted for thought disorder, and rejected for major depression, and delusional disorder.
Multiple regression was used to analyze the data. The data was found to be
significant for thought disorder at the .05 level of significance. The other two patterns in
this syndrome pattern were rejected. The null hypothesis was rejected and the research
hypothesis accepted. Thought disorder was found in each HSLC at both high and low
levels. Thought disorder may be the product of the fact that the thinking of these
inmates, and therefore their responding, is affected by their incarceration. The inventory
could be picking up on the behaviors of hyper-vigilance, suspiciousness, and distrust.
Also, biological factors of the inmate play a roll. Inmates with major substance abuse
problems over many years, and the type of drugs abused, would have an impact on the
brain. These inmates were raised in the inner city within dysfunctual families with a low
level of reality testing. Many had poor diets and little medical care. Some started abusing
drugs and or alcohol while still very young children. The substances were around and
were picked up from the homes. Some used with the parent. Most of the inmates do not,
nor cannot, process information effectively. Only a few have had a good education, work
experience, and coping skill. All these factors may contribute to thought disorders in this
population.
101
Section 5
H-10 The Career Attitudes and Strategies Inventory (CASI) will be able to predict
The CASI subtest scales within the inmate group tested with the SDS- HSLC
Hypothesis 10 (Part One)
Table 10.1
CASI in Predicting the CASI Subtest Scales
within the HSLC Tested Inmates
Equation Number 1 Dependent Variable .... HSL
Variable (s) Entered on Step Number 1....Job Satisfaction (CASIJOBS)
Career Worries (CASIWRR), Dominant Style (CASIDOMS), Family Commitment
(CASIFAMC), Geographical Barriers (CASIGEBA), Interpersonal Abuse (CASINPER),
Risk Taking Style (CASIRIST), Work Involvement (CASIWKI), Skill Development
(CASISKDE)
Multiple R
Adjusted R Square
R Square
Standard Error
.02167
.16593
.02753
1.22616
DF
Sum of Squares
Mean of Squares
Regression
1
1.50347
7.06603
F = 4.69980
Sig. F = .0316
Table 10.1 (Appendix- M) reports any significant relationship between the CASI subtest
scales and the quality of work in the HSLC inmates tested. The CASI subtest scale job
satisfaction, was the strongest predictor in the HSLC inmate group. The other CASI
subtest scales (except dominant style- H-10 part II) were not able to predict in the HSLC
inmate group. The F distribution score was 4.69980, which indicated a significant
relationship between the individual CASI subtest scale job satisfaction and the ability to
predict the HSLC inmates. The data was analyzed and found to be significant at the .05
level.
102
Hypotheses 10-Part II
CASI Significant Subtest Scale - 2
Figure 10.2 (Appendix- M ) scatter graph illustrates the significant relationship of
the CASI subtest scale dominant style in the tested inmate population. The classified
inmates have a dominant style, but it does not differ significantly over any specific
HSLC.
Table 10.2
Variable (s) Entered on Step Number 2... .Dominate Style (CASIDOMS)
Multiple R
R Square
Adjusted R Square
Standard Error
.22363
.05001
.03850
1.21558
DF
Sum of Squares
Mean of Squares
Regression
2
12.83506
6.47762
F = 4.34315
Sig. F = .0145
Table 10.2 (Appendix -M) demonstrates a significant relationship of the CASI subtest
scale dominant style in the HSLC inmate group. CASI subtest scale dominant style and
the ability to predict the HSLC inmates. The data was analyzed and found to be
significant at the .0145 level.
Figure 10.2 (Appendix- M) scatter graph illustrates the significant relationship of
the CASI subtest scale dominant style in the tested inmate population. The classified
inmates have a dominant style, but it does not differ significantly over any specific
HSLC.
The other CASI scale that came up significant was dominant style, which came up
second on the stepwise regression. Dominant style was significant at the .0145 level.
There are a low number of followers. Most of the inmates are take charge sort of persons
and like to tell others what to do. The inmates like power. There is a lack of
103
understanding, or maybe impatience, in working up a career ladder. Most want to be at
the top, but do not have the skills, education, experience or discipline to make it in
community. The prison population as a whole, seem to be career immature. The [S]
group, as always, seems to demonstrate the most negative characteristics. Most choose to
be dominant and controlling. This time the [E] group also wants to be dominant and in
control. The Enterprising inmates were those most likely to be selling drugs or
organizing some type of legal or illegal business venture.
Section 6
H-l 1 The Quality and Quantity of Work in the population tested will identify the HSLC
Table 11.1
Illustrates the data for Quality and Quantity of Work within the HSLC.
Variable (s) Entered on Step Number 1... .Quality of Work (AN)
AN= Quality of Work AM= Quantity of Work
R Square
Multiple R
Adjusted R Sq.
.17171
.02984
.02367
DF
Sum of Squares
Regression
F = 5.07323
7.66383
Signif F = .0256
Standard Error
1.22908
Mean of
Squares
7.66383
Table 11.1- (Appendix -N) represents a significant relationship between the quality of
work within the HSLC inmate group. The quality ofwork was able to predict the HSLC
inmate group. The quantity of work among the inmate group was not able to predict the
HSLC. The F distribution score was 5.07323, which indicated a significant interaction
between the HSLC group of inmates and the ability to predict the quality of work the
inmates had participated in the community. The data was analyzed and found to be
significant at the .05 level. The null hypothesis was rejected for the quality of work, and
104
the research hypothesis was accepted for the quality of work. The null hypothesis was
accepted for the quantity of work, and research hypothesis was rejected for the quantity of
work.
Figure 11.1 (Appendix- N) represents each of the HSLC codes had some low,
medium, and
high quality of work.
Multiple regression was used to analyze the data. The null hypothesis was
rejected and the research hypothesis was accepted at the .05 level of significance. The
data demonstrated the ability to identify the quality of work in the population, but not the
quantity. The researcher with other professionals in the field set up the following scale to
rate the quality of work experience of each inmate. The inmates with jobs that required no
skills or low skills were designated as " 1 . " The inmates with jobs that required a high
school diploma or General Education Degree (GED) were designated as "2," and inmates
with jobs that required vocational training or college were designated as "3." Before
setting up this scale of ordinal data, two expert APA Clinical Psychologists and the
researcher went over the results of the raw data. The information had been collected from
the Clinical Structured Interview (Appendix- A). No consideration was given to legal or
illegal jobs, but most stated the employment reported was legal. According to the
research, a large majority of the inmates reported jobs that required little or no skill
training. There were only a few inmates that held jobs for over two years. Many of the
inmates had completed a GED program while in prison and not been back into the
community to work. Some of the men who had developed substance abuse problems
while in military careers had the best quantity and quality of work experience. The
105
significance of the relationship was negative for quality and quantity of work in the
community.
Scale developed from the raw data information by the
experts and the researcher
Quality of Work Scale 1.0 (No job or low skill job)
2.0 (Semi-skilled jobs)
3.0 (Skilledjobs)
Figure 11.1 (Appendix -N) indicates that the quality of work for all HSLC inmates was
equal though out each code. Before setting up this scale the researcher looked over the
raw data from the Clinical Structured Interview on type of employment. No
consideration was given for legal and illegal jobs, but most stated legal employment.
According to the research the large majority of inmates reported jobs that required little
to no skills. There were only a few inmate jobs held for over two years. Many of the
inmates had completed a GED while in prison and had not been in the community to
work. Some of the men who had developed substance abuse problems while in military
careers had the best quality of work. The significance of the relationship was in the
negative direction for quality of work in the community
Section 7
H-12 The CASI subtest scale Job Satisfaction can predict the Quality of Work
among the group of HSLC inmates.
Table 12.1
The individual CASI Subtest scales and Quality of Work
Equation Number 1 Dependent Variable .... Quality of Work (AN)

Variable (s) Entered on Step Number 1... Job Satisfaction (JOBSATR)
106
Career Worries (CASICAWO), Dominant Style (CASIDOMS), Family Commitment
Risk Taking Style (CASIRIST), Skill Development (CASISKDE), Work Involvement
(CASIWKI)
Multiple R
Adjusted R Square
Standard Error
R Square
.22524
.54481
.05073
.04501
DF
Sum of Squares
Mean of Squares
Regression
1
2.63317
2.63317
F = 11.93253
Sig. F = .0007
Table 12.1 (Appendix- O) demonstrates a correlation between the CASI subtest scale job
satisfaction and quality of-work. The quality ofwork scale was established at 1.0 (no or
low skill job), 2.0 (semi-skilled job), and 3.0 (skilled job) by the chosen experts and
researcher. The CASI subtest scale, job satisfaction was able to predict the quality of
work in the HSLC inmate group. The F distribution score was 8.87137, indicated a
significant interaction between the individual CASI subtest scale job satisfaction and the
ability to predict the quality ofwork the HSLC inmates had participated within the
community. The data was analyzed and found to be significant at the .0007 level,
Figure 12.1 (Appendix - O) indicates the inmates are satisfied with their jobs
even with low skilled jobs.
Multiple regression was used to analyze the data. The null hypothesis was
rejected and the research hypothesis accepted. The CASI subtest can predict the quality
of work at the .01 level of significance. Figures 12.1 and 12.2 (Appendix- N) indicate
that the inmate population tested is satisfied with the jobs they are doing and the quality
or skill level of the work. The inmates seem to have no motivation to improve and are
satisfied with the way things are presently. Low aspirations and no interest on the part of
the inmates to participating in legitimate jobs within the community will continue to lead
to failure.
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Figure 12.2 (Appendix O) indicates that the quality of work can predict job
satisfaction. The inmates as a group have low quality of work and are satisfied with their
jobs.
H-13 The Quality and Quantity of Work and Grade Level will be able to predict
the HSLC
Table 13.1
Illustrates the data of the Quality and Quantity of Work
and Grade Level with the HSLC.
Multiple Regression
Listwise Deletion of Missing Data
Pin .0500 Pout .1000
AL = Grade Level
AM = Quantity of Work
AN = Quality of Work
R Square
Adjusted R Square
Multiple R
Standard Error
.20871
.04356
.03578
6.51261
DF
Sum of Squares
Mean of Squares
Regression
1
237.58927
237.58927
42.41414
Residual
167
5216.93873
F = 5.60165
Signif F = .0195
Table 13.1 (Appendix- P) reports the grade level, quality of work, and quantity of work
and any significant relationship with the HSLC group. The quantity of work was the only
independent variable that predicted a significant relationship with the HSLC inmate
group. The quality ofwork and grade level variables was not able to predict the HSLC
inmate group. The F distribution score was 5.60165, which indicated a significant
interaction between the ability to predict the quantity of work the HSLC inmates had
participated while living in the community. The data was analyzed and found to be
significant at the .05 level.
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Table 13.2
t- Tests for Paired Samples
Variable
Number
of Pairs
169
Correlation
AM=
.160
Quantity
of work
HSLC
Paired Differences
Mean
SD
-38.9645
6.414
95% CI (-39.939, -37.990)
2-tail
significance
.037
SE of Mean
.493
Mean
1.6450
.759
SEof
Mean
.058
40.6095
6.492
.499
t-Value
-78.97
SD
Df
168
2-tail Sig.
.0000
Table 13.2 reports the relationship between AM (quantity of work) and HSLC group.
When independent variables AN (quality ofwork), AM (quantity ofwork), and (AL)
grade level are analyzed to predict HSLC group the AM of the inmates becomes
significant. A confidence interval of 95% of the mean worked out from the sample
indicates that the estimated population mean would fall between the upper and lower
limits for 95% of the sample. The known population is normally distributed from a
random population of inmates. A confidence interval provides an alternative way of
representing the findings because it provides a range of values within which the
confidence of the population lies. The two-tailed significant level is .0000. It is confirmed
that the null hypotheses was rejected for the quantity of work, and accepted for grade
level and quality ofwork.
Multiple regression was used to analyzes the data, and found that only the
quantity of work was predicted. The null hypothesis was rejected and the research
hypothesis was accepted for quantity of work at the .01 level of significance. The
researcher, with other professionals in the field, set up the following scale to rate the
quantity ofwork experience of each inmate. The inmates with less than a year of
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employment were designated as "1". The inmates with 1-2 years of employment were
designated as "2," and inmates with over 2 years of employment were designated as "3".
Before setting up this scale the researcher looked over the raw datafromthe Clinical
Structured Interview on years of work experience. There were few inmates with over
two years of employment. According to the research the majority of inmates reported job
for less than a year.
Section 8
Summary
The researcher found several significant correlations between psychosocial
instruments, interviews, and inventories along with Holland's single letter code (HSLC)
of career classification. The results identified issues that could help counsel inmates in
career development while incarcerated. There was a large amount of data gathered for
this research, and not all could be interpreted in one research project. There is a large
amount of data that could be expanded. This researcher's main interest was to find out
what factors, if any, played a significant role in the lack of career development among
this sample of inmates, and help to identify and address these issues to reduce recidivism.
The results of the study indicated that the sample group of inmates had varied
career personalities. The largest HSLC group being Social (68 inmates) and the smallest
being Investigative (0 inmates). A large majority or the inmate sample function in the
below average verbal (VCIS) range of intelligence and are ambitent in their decisionmaking skills. The Egocentricity Index varied according to HSLC. The MCMI-II Cluster
"B" (DSM-R) indicated that antisocial, compulsive personality, anxiety, and thought
disorder had a positive relationship with the population and HSLC. The CASI scales
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demonstrated that the inmates had a Dominant work style and good Job Satisfaction in
their jobs, even though most had no work history. The Quality and Quantity of Work the
inmates reported indicated satisfaction with both the low Quality and Quantity of Work
experience.
Ill
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The organization of thefinalchapter is in three major sections. The
summary section of the study includes a brief restatement of the problem, a brief
review of the research procedures, and the research hypotheses. The conclusion section
comprises: (a) the psychological instruments or parts of the instruments that
significantly predict Holland's single letter code within the inmate population tested,
(b) the psychological instruments or parts of the instruments that did not significantly
predict Holland's single letter code, (c) the researcher's perception of the value of
combining psychological and career profiles to counsel Black male substance abusing
felons to be productive in the community. Finally, the implications section includes the
interpretation of the significant research findings suggestions for further research, and
chapter summary.
Summary of the Study
Statement of the Problem
The study examines and determines the capability of selected psycho-social
variables to predict or differentiate samples of Black male substance abuse felons
utilizing Holland's Theory (RIASEC) of single letter codes (HSLC) of classification. The
sub-problem is to investigate significant differences in the quality and quantity of work
history within the inner city community by measuring the past job experiences of Black
male substance felons with histories of recidivism. Because staff personnel are called
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upon to assess both the psychological and sociological information at the screening and
intake level, the researcher believes that the identification and measurement of
psychosocial variables is critical to sound decision-making. Therefore, psychosocial
variables are employed to identify which variables were good discriminators for needs
counseling among the felons. Psychosocial needs are also be addressed to help felons in
career development, skill training to reduce recidivism, and to be productive in the
community.
Statement ofProcedures
The researcher employs an ex post facto design guided by past and present
theoretical and empirical data and specific research hypotheses. Thus, the research
hypotheses are derived from empirical findings.
Black males from a Mid-Atlantic inner city correctional treatment facility that
includes substance abuse felons with a history of criminal recidivism. The offenders are
from the prison substance abuse treatment program. Inmates that could not read or write
are not included due to the inability to validate individual test results.
Six psychosocial instruments are employed for testing differences between the
inmates classified into six groups according to the Holland RIASEC theory. Each subject
is classified according to the results of Holland's Self-Directed Search (SDS). The
researcher used the Holland single letter code of identification to divide the population
into the six groups. The SDS indicates that there is no Investigative (I) single letter codes
in the population; therefore, only five groups are tested using the variablesfromthe
psychosocial instruments. The instruments used are the Structured Clinical Interview,
Holland's Self-Directed Search, Career Attitudes and Strategies Inventory, verbal sub-
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tests (information, comprehension, vocabulary, and similarities) of the Wechsler Adult
Intelligence Scale R (VICS), Rorschach Inkblot Method, and the Millon Clinical
Inventory-II. A scale is developed for this population to evaluate the quality of inmates'
career development and quantity ofwork experience within the community. Through the
use of several expert judges the specific continuum of classification (numerical values)
for each group is established. The psychosocial variables are examined to determine if
they significantly differentiate the groups under investigation.
The Research Hypotheses
Chi-square is used to analyze the categorical variables. Multiple t- tests are used
for correction. Multiple linear regression is based on the generation of regression models
that reflects the specific research questions it explores. In the current study, testing is
extensive and mis reflects in the number of variables for the investigation. In addition a
number of factors (race, sex, age, education, inmate population, substance abuse
treatment, and quality and quantity of work experience) are also included to examine how
they influence the criterion measure.
The criterion variables in the regression models are the variables drawnfromthe
instruments. The chi-square is used for categorical variables to test for independence and
'good fit'. The predictor variables are the different groups that are investigated. All
research hypotheses that examine group differences are tested at the .05 level of
significance.
The research hypotheses are presented by examining group differences among
the variables found within each instrument. In addition, selected demographic variables
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are also examined. When appropriate, the researcher examines specific interactions
while statistically holding the effect of other variables constant.
Conclusions
This section divides into six major areas of focus. Thefirstarea (H-l) of focus
deals with the significant researchfindingsas thefindingspertain to the division of the
inmates into groups classified using Holland's Theory of single letter code of career
classification (HSLC). The second area (H-2) of focus deals with the significant research
findings as pertaining to intelligence and the Holland single letter code career
classification. The third area (H-3, H-4) focuses on the significant researchfindingsas
thefindingspertain to the Rorschach EB styles and the Egocentricity Index, and the
relationship to the group and the Holland single letter code. The forth area (H-5, H-5.2,
H-5.3, H-5.4, H-6, H-6.2, H-6.3, H-6.4, H-6.5, H-6.6, H-6.7, H-7, H-8, H-9) of focus
deals with the significant researchfindingsas pertaining to the Millon Multiaxial Clinical
Inventory and the groups classified using Holland's Theory (RIASEC) of single letter
career personality classification. Thefiftharea (H-10 part 1, H-10 part 2) of focus deals
with the significantfindingsasfindingspertain to career attitudes and strategies (CASI)
and the groups classified using Holland's Theory (RIASEC) of single letter career
personality classification. Finally, the sixth area (H-l 1, H-12, H-13) of focus deals with
the significantfindingsas pertaining to the quality and quantity of work classified and job
satisfaction using Holland's Theory (RIASEC) of single letter career personality
classification.
Area One: The Division of the inmates into groups classified using Holland's
Theory of single letter code career classification.
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The data indicate that the null hypothesis is rejected at the .01 level of
significance when the population of Black substance abuse felons in the treatment
program is given the Holland's Self-Directed Search career inventory. According to the
findings, the groups are not divided equally between each of the single letter codes. Of
the six different factors, the statistical significance between Holland's single letter code
(HSLC) is one of the most important. The analysis of the data eliminates one complete
group in the single letter code. The Investigative (I) single letter code is not found for
any of the 169 inmates that complete the inventory. Therefore, the research is completed
with five instead of six of the single letter code groups. The Investigative single letter
code includes people that are usually found in the math and scientific field. According to
the demographics of this population, the majority of the sample did not complete high
school; others obtained a GED later in life while within the criminal justice system. This
researcher would not expect these results to be any different within other populations.
There is also evidence that career personalities can vary over time. If these same
inmates had had the opportunity, support, and environment to complete school, the
inmate's interests and career goals might have been different. Individuals in any
population must be educated and able to understand these fields in order to have any
realistic career goals in math and science. The inmates are career immature with few
higher-level skills to succeed in the Investigative (I) career field. The group that is the
highestfrequencyof inmates classified into one single letter code is the Social single
letter code. This group is 40% or 68 of the classified inmates. Considering the research
sample and Holland's Theory, both of these findings can be understood. The Social (S)
group according to Holland would include jobs such as fast food worker, teachers, nurses,
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and counselors. The Social group likes to be with and help others. The inmates do not
have the education to hold many of these higher skill jobs and are likely to have jobs as
fast food workers. This researcher, while working in the prison system with the
substance abuse treatment program observed many inmates wanting to get into the
counseling field in order to help others with problems. NA and AA are based on social
group sharing and previous experiences with NA and AA.
The next highest single letter code with the most frequencies would be Realistic
(R) with 24% or 40 of the inmates in the research group. This is the career personality
style that the researcher expects to see the largest classification of inmates. Realistic
people like jobs such as auto-mechanic, carpenter, electrician, cook, and landscaper.
These types of jobs are "hands on learning" and would probably be held by a majority of
males. Young men like to work on cars. In this inner city population with a large school
dropout rate, the young men view cars as an important status symbol. This is a job that
individuals can do in a neighborhood without any training to make money. There is no
need for a degree or vocational training to work on cars on the street. The men learn
from each other. Some cars are stolen and others are wrecked. Friends and neighbors
who are looking for a cheap repair can help each other. In addition, there seems to be a
lot of inmates who like to cook. This is a job that can be learned in the prison system
along with maintenance jobs. These jobs could be good paying jobs if the individuals go
through a regular business to be hired, but most do the jobs "under the table" so no taxes
or Social Security has to be paid. Inmates do not want any records kept by employers or
the government. The research demonstrates that a quarter of the inmates in this
population like to work with their hands.
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The next highest group of classified inmates fell into the Enterprising (E) group.
The inmates are always trying to make deals and find a way to make big, fast money.
These men understand the rule "easy come easy goes." Inmates have little patience for
working their way up in a regular job. This groups interests are in money and politics.
They organize, influence people, and like to be in control. The Enterprising group was
found to be energetic, self-confident, and ambitious.
The smallest groups classified by the Holland's single letter code were the Artistic
(A) and Conventional (C). Only a small percentage of the inmates are classified in these
categories. Artistic jobs can be found within the field of entertainment or art. This is a
field that young inner city men and women dream of making it in order to become rich
and famous. The other group is professional sports. The men and women see the big
money, cars, and homes, but there are only a few individuals that ever make it to that
level, which requires a strong vision and discipline to go the distance. These inner city
environments are full of drugs, women, fast cars, and wild parties. When the dreams of
greatness are unrealistic and/or ungrounded, the inner city males deal with this harsh
reality and try to escape it through drugs and alcohol. The Conventional (C) group likes
to work indoors and keep things organized. This group likes to work with words and
numbers. This type is usually conforming, careful, and thrifty. The Conventional group
does not have the characteristics that you see in most inmates. This population lives in a
major inner city where there is a lot of crime, drugs, dysfunction families, and high
dropout rate in education.
Everyone needs a support system and education or vocational training if they are
going to succeed in the work community. When individuals cannot read, perform basic
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math, or have some way to provide for themselves in life, survival nature takes over
(Maslow, 1918). This researcher often hears many inmates, who are substance abusers
and street people say the following: "When it gets to hard on the outside, I just commit a
crime to come back to prison. There I know I can have a bed, three meals a day, watch
television, and play cards with my friends." Prison is a way of coping with reality when
you do not have the basic skills needed to succeed in the community (Maslow, 1965).
Some see prison as a safe place. The inmates have the same career personalities that
everyone else has, but tend to develop them along negative paths. The research indicates
that the majority of the classified inmates enjoy some type of social interaction, even
though it is not always cooperative/collaborative.
Area Two: Intelligence Levels within the classified groups according to HSLC
The data indicates there is a significant difference in the intelligence level of the
classified HSLC. The highest mean intelligence level is found in the Conventional inmate
group. Conventional people are usually conforming and careful; these characteristics are
not typically found among many inmates. The research supports this suggestion, as only
15 of the 169 inmates are classified in this group. The group intelligence mean was about
97 or in the middle range of the average range of intelligence. That indicated that 154
inmates have scores in the mentally deficient, borderline, or low average range of
intelligence. Some researchers suggest there is bias on intelligence tests among the Black
population. After administering many intelligence tests with this population, this
researcher believes that it would be difficult to determine test bias. The test scores were
+/- one standard deviation from the mean that allows for a large range of scores within
each intelligence level. The inmates all came from the same inner city school
119
environment, all used and/or sold drugs, drank alcohol, and a large majority have not
finished school. Most camefromdysfunctional families, low-income backgrounds with
poor nutrition, little medical care, and few opportunities to learn much about the world
around them.
The next group with highest level of intelligence is the Enterprising (E)
individuals followed by the Social (S), Realistic (R), and the Artistic (A). The research
found that the mean intelligence level of the total population tested is in the low average
range of intelligence (80-89). Only one inmate fell into the mentally deficient range and
six into the superior range of intelligence. The borderline, low average, and average
intelligence ranges are equally divided among the balance of the inmates. There are
always a few inmates that are highly intelligent, but they either became involved with
drugs or thought they are smart enough to beat the system. Many of these inmates started
using drugs at a very early age when the brain was not fully developed. There is no way
to know how much damage is done to the brain, or how intelligence or impulse control
are influenced (Amen, 2002,2003). Making more positive choices in life would certainly
have improved the chance of a higher individual intelligence score.
Area Three- Rorschach EB Styles (Extratensive, Ambitent, Introversive) and the
Egocentricity Index in Prediction Ability of the Holland Single Letter Code in the
Sample Population.
The data indicates that the variables did not predict the Rorschach EB styles and
the Holland single letter code for the research sample. However, the results produced
some valuable information. When the entire sample is examined as a group the tested
sample indicates twice as many EB ambitent style than either the extratensive or
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introversive EB styles. This is important information because it shows how erratic

problem-solving and decision-making impacts a person's basic psychological
functioning. This indicates that the coping and decision making styles of 50% of the
inmate population are ineffective and unpredictable. The subjects' emotions and thinking
is inconsistent and unpredictable in relation to problem solving and decision- making
behaviors. Sometimes the subject's thinking may strongly influence their feelings and in
other instances thinking may play a peripheral role. This group is inconsistent with their
thinking-feeling process and can react differently to the same situation at a different point
in time. Compare this to the extratensive group that usually lets feelings influence their
behavior and you have a large group of inmates that react to feelings at the time of
decision-making.
The Egocentricity Index of the Rorschach provides an estimate of self-concern
and self-esteem among the different HSLC classifications. The Realistic (R) group
indicates that 50% of the group fell into the average range on the Egocentricity Index
with less than 20% falling equally into the high and low range. Most of the Realistic (R)
classified group regarded their self-worth equally to that of others. The Social (S)
classified group, almost 60%, have an average of < .31. It can be assumed that the
subjects' estimated their self-worth less favorably when compared to others. According
to Holland's Theory of the Social (S) career personality, this finding would agree with his
research conclusions. Social (S) people like to help others and often give more of
themselves to others. However, according to the Rorschach Egocentricity Index, the
subject's estimated of self-worth tends to be quite negative. Exner and Murillo (1975)
found that a lower than average index appears to favor far more adjustment hazards. This
121
researcher would agree with that statement since how can anyone value you if you cannot
value yourself. About 30% of the (S) group is in the average range of self-concern and
self-esteem and 18% in the above average range. The Conventional (C) classified group
is almost evenly divided. The percentage of the average index classified group is 40%,
the high index group is 35%, and the low index classified group is 25%. The
Enterprising (E) classified group was the most unbalanced on the Egocentricity Index.
Those with low scores (<.31) are 70% of the classified (E) group. It can be assumed that
this sample group has a personal worth that tends to be quite negative. This finding would
seem unusual since this is the group Holland reports as aggressive, controlling, logical,
and rational, but this inmate sample does not seem to have much personal worth. These
inmates tend to become aggressive and controlling with others since they do not have
much control over themselves. About 20% are high on the Index and 15% low on the
Index. The Artistic (A) classified group is both at 40% average and 40% low on the index
with high at 20%. This group feels about average or low in their personal worth. Only
20% have exaggerated or inflated qualities or see themselves more favorably as
compared to others. Looking at the whole sample of inmates, a large percentage of the
inmates saw themselves having a low personal self-worth. The next group fell into the
average range of self-worth when compared to others. The lowest group by a large
percentage fell into the high range of self-worth. This is a significant difference in the
way inmates are most likely to be evaluated. Many think of inmates as self-centered, only
thinking of themselves. This raises a point as to whether the inmates are truly
preoccupied with them selves or really dissatisfied with who they are, even though they
give the appearance of high self-esteem.
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Area Four - The Ability of the MCMI-II Personality Clusters (A, B, C according
to the DSM-TR), Clinical Personality Patterns, Severe Clinical Pathology,
Clinical Syndromes, Severe Syndromes to Predict the Holland Single Letter Score
of the classified inmate population.
The data indicates that cluster "B" was significant on the Antisocial scale in
predicting the Holland single letter code of the inmates. This cluster includes: antisocial,
borderline, histrionic, and narcissistic scales. According to Holland, the modal
personality disorders for inmates should be antisocial, narcissistic, and aggressive
sadistic. Of this group, only antisocial and narcissistic are included in the DSM-TR
cluster "B." Antisocial is immediately considered a major personality disorder among
any inmate population. Individuals who do not want to follow the rules and regulations in
society will most likely end up in trouble. The mean score of 85 places the majority of the
inmates in the prevalent disordered range. There are a significant number of inmates
over the base rate 85 and well into the 100-121 range. Only about 15% fell below the 65
range. The scatter graph indicated high levels of antisocial disorder in each of the S, R, A,
E, and C Holland single letter codes. The Artistic code did not have any classified
inmates not in the antisocial personality disorder range. The Artistic type of individual
does not like to conform to others in society. They are individualistic and creative. The
group that drives the high antisocial personality score is the Social factor within the
HSLC.
The DSM-TR cluster group "A" (schizoid, paranoid, and schizotypal) has no
significant relationship with the HSLC or total sample group. There is also no significant
relationship between the DSM-TR cluster group "C" (i.e., passive aggressive,
123
compulsive, dependent, and avoidant) and the HSLC or total sample. The only thing the
inmate group avoids is reality and the need to make changes in their lives.
The data indicates a significant relationship between the MCMI-II Clinical
Personality Pattern compulsive and the HSLC inmate group. The mean score of 65 is
within the average range. The Artistic group is below the 65 level and would not be
considered to have a compulsive personality style. The Artistic individual tends to be
creative and not repeat the same behavior, but would rather be original and do things
different each time. The other HSLC groups that have a large number in the compulsive
disorder range from average to presence to pervasive. The inmates in this study are in a
correctional treatment facility for felons with a history of recidivism. They do not seem to
learnfrompast mistakes. They keep repeating the same maladaptive behavior, probably
due, in large measure to illicit substances and participation in criminal behavior.
According to Millon (1985), the compulsive individual represents a passive version of the
basic ambivalent. On the one hand the individual wants to be assertive and independent
yet on the other hand needs support and guidance. This finding falls in line with
Rorschach EB personality style. The majority of the inmates in the sample are ambitent
and another quarter extroversive. Both decision-making styles either allow emotions to
govern their problem-solving or become erratic.
The researcher ran a Factor Analysis using the MCMI-II compulsive scale against
the MCMI-validity scales (disclosure, debasement, and desirability). The analysis
produces a negative relationship between the disclosure and compulsive scales and the
debasement and the compulsive scale. The desirability scale and compulsive scale
produces a positive relationship at the .40 level of significance. The inmate sample
124
wantes to be desirable and make a good impression with others, but continued with their
negative behavior. Changing their behavior produces excessive stress and anxiety.
According to Millon (1985), the compulsive personality style engages in self-criticism
and blames them selves for adversity. Self-doubt, anxiety, and the inability to perform
assigned tasks at work increase the person's feelings of being out of control. Compulsives
have a strong sense of loyalty with those they trust, but are superficial in their
interpersonal relationships and often indecisive. Their structured life patterns are deeply
instilled and produce a lot of anxiety when even small changes are made to their way of
life. They do not like to make mistakes. The research found a significant relationship
between anxiety and the HSLC, the compulsive scale and the HSLC, and the antisocial
scale and HSLC. The inmates like to follow rules, but it is usually their rules they like to
follow. The situation of being in prison produces a lot of anxiety. In addition they are not
in control of their life - food, clothing, support, contact with significant others, etc.
The data indicates that there is no relationship between the MCMI-II Severe
Personality scales (i.e., schizotypal, borderline, and paranoid) and Holland's single letter
code from the inmate population. This finding is consistent with the results of the DSMTR cluster "A" results discussed earlier.
The data indicates that there are significant relationships between MCMI-II
Anxiety disorder and the HSLC of the inmates. The other Clinical Syndromes scales
(i.e. somatoform, bipolar, dysthymia, and drugs and alcohol) are not significant. The
MCMI-II seems to under report drugs and alcohol in this known substance abuse sample.
According to Millon (1987), the MCMI-II is a valuable tool to identify alcohol and drug
disorders; however, in this population the disorder has already been identified and
125
treatment is on going. The inmate sample spent many years in prison and is now "clean."
They answer the inventory as if the questions are in the present time. Since they are in
treatment, some inmates feel that they are no longer substance abusers. Many believe
that it has been so long since they used drugs and /or alcohol that they are no longer
addicted. They forget that prison is a structured environment and when that structured
environment is removed and they are released the stress of returning to the community is
not easy. The problems they had before this incarceration remain for them to cope with
when they return to the community.
Anxiety is found frequently in compulsives and antisocial personalities. Both
groups like control. Millon (1985) finds that most of the anxiety disorders are
generalized in the compulsive personality. Anxiety is part of their everyday life. They are
in constant fear of life threatening situations, social disapproval, and humiliation.
Disrespect is a trigger for impulsive behavior, especially among the inmate population. If
they find they are losing control of themselves or their environment the disorder becomes
acute, especially within social settings with others observing. Millon (1985) states that
anxiety disorders in the antisocial personality disorder also come from a fear of losing
control and are particularly tied to person, place, or thing. Where the compulsive has
generalized anxiety all the time, antisocial and aggressive personalities react in a more
impulsive manner to the situation. The Social and Realistic HSLC's are highly correlated
with the anxiety disorder scale in the data. These two HSLC's accounted for all of the
significant data.
The data indicates a significant relationship between the MCMI-II thought
disorder scale and the HSLC group in the inmate population. The other Severe Syndrome
126
Pattern scales (i.e., major depression and delusional disorder) are not significant. Thought
disorder covers a large group of various diagnoses. A thought disorder could be found in
a depressed person thinking of suicide, someone having recurrent thoughts of a traumatic
event, extreme grandiosity, or even experiencing distress about assigned gender. This
population has some major problems with thinking clearly. For many inmates the drugs
and alcohol influences their ability to think clearly (Amen, 2002,2003). The substances
undoubtedly caused chemical imbalances in the brain that can sometimes be treated with
psychotropic medication and/or therapy (Amen, 2002,2003). This population has been
damaged for many years, possibly since childhood or adolescence. They do not have the
coping skills to succeed in society or the prerequisite employment skills and education to
work. The thought processes of this population are disturbed / distorted in some way.
Area Five - The CASI (Attitudes and Strategies Inventory) and its relationship
with the HSLC group tested.
The data indicates a significant relationship in the CASI job satisfaction and
dominant style scale. There is no relationship in the career worries, family commitment,
geographical barriers, interpersonal abuse, risk taking, work involvement, and skill
development. One of the important findings is that Job Satisfaction was significant in a
population that is in prison with low education, substance abuse, and histories of criminal
recidivism. Either the inmates are satisfied with being in prison and not working in the
community or inmates like participation in criminal activities. The results also indicate
that the inmates have little ambition or aspirations to better themselves in life. Most of the
inmates in each of the HSLC groups are satisfied with their current job and are probably
127
not seeking other employment. The broadest range of scores is found in the Social group
with most in the satisfied range, but a large number are not satisfied.
Dominant style is also significant. According to Holland and Gottredson (1994),
this indicates that the inmates would display leadership when necessary. This group likes
power at work. Only about 20 inmates reported that they were usually followers. None of
the HSLC groups indicated that they are followers. The sad part is that they all want
control, yet they are incarcerated in a place that takes away their control. Perhaps this is a
form of compensating for the lack of control in their lives while incarcerated.
Area 6 - The CASI scale Job Satisfaction and its relationship with the Quality and
Quantity of Work within the community in the HSLC group of inmates in the
sample.
The data indicates that only the job satisfaction subscale on the CASI is
significant in predicting the HSLC group of inmates. A scale is developed for this sample
to evaluate the quality of career development and quantity of work experience the
inmates experienced within the community. Through the use of several expert judges, the
specific continuum of classification (numerical values) for each group is established.
Quality ofwork within the community is assigned one point for no skill requirements
needed, two points for semi-skilled work requiring a GED or high school diploma, and
three points for skilled work requiring vocational training or college. The psychosocial
variables are examined to determine if they could significantly differentiate between the
groups under investigation.
Job Satisfaction predicts the quality of work within the community that the
inmates participate in while not incarcerated. The scatter graph indicates that the majority
128
of work done by the inmates in the community is of the low skill level and that they are
satisfied or highly satisfied with their jobs. This correlates with the data found within the
CASI scales that indicates the inmates are satisfied with their jobs; however, not only are
they satisfied with their jobs, they are also satisfied with the quality level of their jobs.
These results produce a special problem in career counseling within this group, as there is
little motivation to make changes in their life. However, their low-level aspirations could
be realistic given other background information.
The data for the last part of the research indicates that when the variables quality
of work, quantity of work, and yade level are used, there is a relationship with the
quantity ofwork within the HSLC group of inmates. The quantity of work and the quality
of work are low. A scale is developed for this population to evaluate the quantity ofwork
experience the inmates participate in the community. Quantity ofwork within the
community is assigned one point for the longest held job. One point is given for 0-6
months, two points for 1 to 2 years, and three points for over two years of work. The
largest quantity ofwork for all groups is 0-6 months. Many of these inmates dropped out
of school and lack the education and job skills to be productive in the work community.
Others have environmental and social problems that put them at risk for heading in the
wrong direction. Learning disabilities, cognitive development, career immaturity, and
dysfunctional families all contribute to the lack of career development.
Implications
The review of the literature dealing with career development or (lack there of)
reinforces in this research. Society needs an extensive intervention in the schools to
develop career maturity and skill development. This is a large problem in all our schools.
Many students graduate from high school and have no idea what they want to do in life.
Young people go to school and then graduate thinking that the job market will open up
for them. In reality there are not that many more jobs for high school graduates than for a
student that drop out in eighth grade. High school only provides a basic education and
from there you must start educating and planning for a career. The training could be
vocational, apprenticeship, junior college, military, prep school, or college. In general,
society expects every student to obtain more education. There are many good paying
jobs and careers that take different paths. There will always be individuals who are not
qualified or do not care to acquire more education. Some people, because of lack of
cognitive abilities, learning disabilities, other interests, financial needs, and /or
personality, do not want jobs that involve advanced education. Who are our plumbers,
carpenters, truck drivers, bus drivers, and heavy equipment operators going to be?
This research indicates that we need to reach the young people who drop out of
school before they hit the streets. We need to go back to vocational schools that teach
some young people basic vocational trades. Young people graduatingfromhigh school
today have no idea what types of jobs there are within the community. The research
suggests that most of the population in the sample would rather do hands on jobs. These
inmates are going to be difficult to change. It can be done, but it will take a lot of
psychological and career counseling. On the positive side, this researcher is observing
beautiful art work created by individuals who did not have the skills to read or write.
Their talent needs to be reinforced and cultivated.
Most of these Black male substance abuse felons, with long criminal recidivism
records living in the inner city, will find it difficult to make significant changes within the
work community. However, there are some who will and can make it if society keeps
trying to educate them for jobs that will help them feel good and support themselves. It
seems obvious that all prisons should have job-training programs in order to assist felons
returning to society.
When an inmate enters the facility it is important to evaluate their work
experience and job skills. If Holland's Self-Directed Search and Career Attitudes and
Strategies (CASI) are given at the intake evaluation it would help the counselors and
therapists understand a lot about the individuals. We know that most of this population
has Social career personalities, and few are Artistic or Conventional. From the WASI-R
verbal sub-tests we know that most are in the low average range of intelligence. The
Rorschach decision-making and problem-solving style indicates that the majority are
ambitent with the others divided equally between extratensive and introversive. Now the
counselors know that most of this population will react with feelings or in an ambivalent
manner when making decisions or problem solving. The Millon Multiaxial Clinical
Interview indicates that this population is predominately antisocial and compulsive. They
have a high anxiety level and thought disorders. The CASI also indicates that they are
satisfied with their jobs in the community and have a dominant style work personality.
The dominant style personality relates back to the compulsive and antisocial personality
disorders. They want to be in control of themselves and their environment, but this is
contradictory because they keep repeating the same mistakes that take away their
freedom and control. This produces a lot of anxiety, which contributes to the inmates
thinking or thought disorder.
131
When it comes to the quality of work and quantity of work, the inmates in this
sample state that they are satisfied with both. However, the research indicates that a large
majority of the inmates have low quality jobs (low skill range) and low quantity of work
(0-6 months). This indicates that this inmate sample has little desire to improve their level
or quantity of work within the community. This makes the counselor's job a lot harder,
but not impossible. Everyone can make changes in their life. Education is the key to
success. When you stop learning you die inside and outside.
Recommendations
1. The development of better career test batteries to evaluate the prison population.
2. Include more career test batteries into the intake procedure.
3. Utilize a career test-retest battery.
4. Develop a career development education group for improving career maturity.
5. Complete more research on career development in the prison population.
6. Repeat the research with a different prison population such as, women substance
abusers, male and female felons, male and female misdemeanants, and juvenile
offenders.
7. Develop research based on the relationship of career development and recidivism.
8. Repeat parts of the research using two or all three letter codes of the Holland SelfDirected Search.
9. Develop a more scientific way to evaluate the quality and quantity of work within the
prison population.
10. Compare the relationship of the CASI and the Self-Directed Search.
132
11. Follow the inmates after they finish the program and are discharged to determine the
value of the career development program.
12. Conduct more research on the Self-Directed Search career personality inventory and
its ability to significantly predict psychological personalities with the updated version
of MCMI-III or the MMPI-II.
13. Continue research on the relationship between education and criminal recidivism.
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154
APPENDIX-A
CLINICAL INTERVIEW
155
STRUCTURED CLINICAL INTERVIEW

Ronald Klein, Ph.D, ABPP & Carolyn Shrewsbury, M.Ed. LPC
ID#
SEX
ETHNICITY
1. WHAT IS YOUR FULL NAME:

2. WHAT IS THE DATE OF YOUR BIRTH?
3. WHAT IS TODAYS DATE?
4. WHAT IS THE NAME OF THIS STATE/DISTRICT?
5. WHAT IS THE NAME OF THIS FACILITY WHERE YOU LIVE?
6.WHAT IS YOUR MARITAL STATUS?
SINGLE
MARRIED
DIVORCED
RELATIONSHIP^).
HOW LONG
CHILDREN
HOW MANY (girls)
(boys)
AGES _
a) Are you involved in your child/children's life?
b) What is your relationship with the mother?
c) Age you first became a mother / father
7. HOW FAR DID YOU GO IN SCHOOL?
a) Do you have a GED?
Date:
Age:
Where:_
b) Did you ever attend special education or slow learners classes?
c) Were you ever held back a grade?
What grade?
Why?
d) If you did dropped out of school, why?
e) Did you have discipline problems at school?
f) Do you have any college credits?
g) If so, what field of study?
h) Did you have any career/work goals while in school?
I) If so, what?
8. DID YOU EVER SERVE IN THE MILITARY? Yes
No
YEARS SERVED:
TYPE OF DISCHARGE:
9 WHAT KIND OF WORK ARE YOU TRAINED TO DO?
a) What type of work have you done consistently over time?
b) Did anyone ever talk to you or counsel you about work/career choices?
c) As a child or adolescent, what did you want to be as an adult?
d) What type of work did your parent(s) or guardian do for a living?
AGE
156
10. HOW WOULD YOU DESCRIBE YOUR SELF?
a) Positive qualities-
b) Negative qualities-
11. WHAT ARE THE REASONS FOR YOU BEING HERE AT THIS FACILITY?
SUBSTANCE ABUSE:
Substance(s)
Age of onset
How long
How used
Abuse or Dependency
CRIMINAL ARRESTS:
Did you ever use a weapon? Yes No
Was there ever a victim involved? Yes
JUVENILE:
Date Age Charge
ADULT:
Date Age Charge
If yes what type?

No
Injuries
Convicted Sentenced Yrs Served
Convicted
Sentenced Yrs Served
Total years of incarceration:

12. WHO RAISED YOU? _
a) Did you feel loved?
b) Where they available?
c) Did/do they have drug or alcohol problems?
d) Alive / Deceased ?
If deceased -Date of death
Cause
f) Did/do they have criminal problems?
13. DO YOU HAVE ANY BROTHERS AND/OR SISTERS? _ _
(sisters)
(ages)_
(brothers)
(ages)_
a) Do any of your brothers and/or sisters have drug /alcohol / criminal problems?
(If yes explain)
b) Did you live with your brothers and/or sisters?
157
14.WH0 DID YOU FEEL THE CLOSEST TO WHEN YOU WERE GROWING UP?
15. WERE YOU EVER VERBALLY OR EMOTIONALLY ABUSED AS A CHILD OR
ADOLESCENT? (Teased, or made fun of both within and/or outside the family)
If so how?
16.WERE YOU EVER PHYSICALLY ABUSED AS A CHILD OR ADOLESCENT?
a) Who was the disciplinarian within the family?

b) How was discipline administered?
c) Was the discipline heavy handed or appropriate to the situation?
17. WERE YOU EVER SEXUALLY MOLESTED, ABUSED OR RAPED AS A CHILD OR

ADOLESANT ?
Explain
Abuser
Age of abuser
Results of abuse
Was any other member of your family abused
AS AN ADULT
18.
a) IN YOUR LIFETIME, HAVE YOU EVER HAD TWO WEEKS OR MORE DURING
WHICH YOU FELT DEPRESSED, SAD OR BLUE?
Yes
No
b) DURING THAT TWO WEEK PERIOD; DID YOU LOSE INTEREST, PLEASURE, OR
ENJOYMENT IN THE THINGS THAT YOU USUALLY CARED ABOUT OR ENJOYED DOING?
(Not while you were under the influence of drugs or alcohol)
Yes
No
Dates & Events:
c) IN YOUR LIFE TIME, HAVE YOU HAD TWO YEARS OR MORE WHEN
YOU FELT DEPRESSED, SAD, OR BLUE - MOST OF THE TIME OR MORE
DAYS THAN NOT - EVEN THOUGH SOMETIMES YOU MIGHT HAVE FELT
ALL RIGHT? (Not while you were under the influence of drugs or alcohol)
Yes
No _ _ _ _ _
Dates & Events:
d) WHILE YOU WERE DEPRESSED, SAD OR BLUE, DID YOU EXPERIENCE ANY OF THE
FOLLOWING SYMPTOMS?
Check appetite and sleep patterns regardless
1) Poor appetite: Yes
No
2) Overeating: Yes
No
3) Did the problem last for 2 weeks?
within two years ?
4) Did it result in significant - weight loss
weight gain
Not the result of conscious attempt to either gain or lose weight
5) Little or no sleep: Yes
No
6) Too much sleep: Yes
No
7) Did it happen nearly everyday? (1 wk.)
(2 yrs.)
8) Did it happen at various periods of time throughout the years? Yes
No
9) Explain sleep patterns: (ex. Bedtime, daytime, naps, trouble falling asleep, trouble
staying asleep)
e)
DID YOU FELL FIDGETY, RESTLESS, AGITATED, OR MORE SLOWED DOWN THAN
IS NORMAL FOR YOU?
Nearly everyday for that (two week period) Yes
No
(two year period) Yes
No
i) DID YOU HAVE LOW ENERGY, LOSS OF ENERGY OR FATIGUE?
No
A lot of the time within the last (two years) Yes
No
g) DID YOU HAVE POOR CONCENTRATION?
Yes
No
DIFFICULITY MAKING DECISIONS?
, Yes
No
INABILITY TO THINK CLEAR?
Yes
No
h) DID YOU HAVE FEELINGS OF LOW SELF-WORTH Yes
No
FEELINGS OF WORTHLESSNESS?
Yes
No
FEELINGS OF INADEQUACY?
Yes
No
EXCESSIVE QUILT OVER PAST ACTIVITES, OR SINFULNESS? Yes
No
No
A lot of the time within the last (two years) Yes
No
i) DID YOU HAVE EXCESSIVE OR RECURRENT THOUGHTS ABOUT DEATH?
Either your own or someone close to you? Yes
No
AND/OR DID YOU HAVE EXCESSIVE OR RECURRENT THOUGHTS ABOUT
SUICIDE - WITH OR WITHOUT A SUICIDE PLAN? Yes
No
Nearly every day for a (2) week period: Yes
No
A lot oftiietime within the last (2) year period: Yes
No
Dates & Events:
j)
AT ANY TIME WHEN YOU WERE DEPRESSED, SAD OR BLUE, DID YOU
EXPERIENCE VISIONS (ex. See things that others around you could not see)
Yes
No
AT ANY TIME DID YOU HEAR VOICES (hear things that others around you could not
hear)? Yes
No
or-HAVE YOU HAD FIXED IDEAS ABOUT SOMEONE OR SOMETHING THAT YOU
COULD NOT GET RID OF? Yes
No
If yes explain:
Have you had these feelings before you got depressed? Yes
or after you got depressed? Yes
No
No
159
k) DID YOUR DEPRESSION, SADNESS, OR FEELING BLUE OCCUR JUST AFTER
SOMEONE CLOSE TO YOU DIED? Yes
No
If yes explain:
_^_________^
1) HAVE YOU HAD FEELINGS OF HOPELESSNESS, NEGATIVE THINKING ABOUT
PAST EVENTS A LOT OF THE TIME?
Nearly every day for a (2) week period: Yes
No
A lot of the time within the last (2) year period: Yes
No
If yes explain:
19. a) IN YOUR LIFE TIME, HAS THERE EVER BEEN A PERIOD OF ONE WEEK OR MORE
WHEN YOU WERE SO HAPPY, EXCITED, HYPER, OR IRRITABLE THAT YOU GOT INTO
TROUBLE - OR - YOUR FAMILY OR FRIENDS WERE CONCERNED OR WORRIED ABOUT
YOU MOVING ALONG MUCH TO FAST (ex Like a speedball)? Yes
No
If yes explain:
a) A DOCTOR SAID YOU WERE MANIC, (Without being under the influence of illegal
drugs and /or alcohol)? Yes
No
If yes explain:
b) WHILE HAPPY, EXCITED, HIGH, HYPER, OR IRRITABLE, HAVE YOU
EXPERIENCED SOME OF THE FOLLOWING SYMFYOMS:
1) Inflated self-worth -Yes
No
2) Exaggerated sensed of yourself-Yes
No
3) A belief that you had a special gift or special powers- Yes
No .
4) Hardly slept at all or just for a few hours, but still did not feel tired or sleepy Yes
No
5) More talkative than usual or you talked so much that other people could not get in a
word edgewise or other people could not stop youfromtalking or others said mat they
could
not understand you ? - Yes
No
6) Thoughts or ideas race through your head so fast that you could not
understand them?Yes
No
7) Were you easily distracted and had difficulty concentrating because any little thing
going
on around you could get you off the track? -Yes _ _ No
8) Increased productivity or goal-directed activity at:
Work- Yes No
School Yes
No
Socially- Yes No
Sexually-Yes
No
9) Excessive involvement in pleasurable activities with lack of concern for the high
potential (risk) for the painful consequences? (ex. foolish business investments, buying
sprees, reckless driving, more interest in sex than is normal for you)Yes
No
10) At any time when your mood was happy, excited, high, hyper, or irritable did you
experience: visions (ex. See things that other people around you could not see)
Yes
No
voices ( ex. Hear things that other people around you could not hear)
Yes
No
or (ex. Have fixed ideas about someone or something that you could not
get rid of) Yes
No
160
If yes explain:
20. NOW I AM GOING TO ASK YOU ABOUT SOME OTHER TYPES OF EXPERIENCES:
a) Did it ever seem that people were talking about you, taking special notice of you following you,
watching you, or spying on you for no particular reason? Yes
No
If yes explain:
b) Did it ever seem that you were receiving special messagesfromthe T.V., radio, or
newspaper - orfromthe way things were arranged around you? Yes
No
If yes explain:
c) Did it ever seem that someone was going out of his/her way to give you a hard time,
plotting against you, trying to hurt you, or trying to poison you for no
particular reason? Yes
No
If yes explain:__
d) Did you ever feel that you were especially important in some way - or - that you had powers to do
things that other people couldn't do? Yes - No
If yes explain:
e) Did you ever feel that parts of your body had changed or stopped working? Yes No
If yes explain:
f) Did you ever feel that you had committed a crime or done something terrible for which you should
be punished? Yes. No
If yes explain:
g) Did you ever believe that someone was controlling what you thought or how you moved against
your will? Yes
No
If yes explain:
h) Have you ever thought that someone or something could put strange thoughts directly into your
mind or could take or steal your thoughts out of your mind? Yes
No
If yes explain:
161
i) Have you ever believed you could actually hear what another person was thinking, even though
he/she was not speaking, - or believed that others could hear your thoughts, - or someone was
reading your mind? Yes
No
If yes explain:
______________^
j) Have you ever had the experience of seeing something or someone that others who were present
could no see: - such as, having a vision while you were completely awake? Yes
No
If yes explain:
k) Have you ever had the experience of hearing things that others who were present could not hear such as voices commenting on what you were doing two or more voices talking or whispering to each
other odd noises or music? Yes
No
If yes explain:
I) Have you ever been bothered by strange smells around you that nobody else seemed to be able to
smell -perhaps even foul odors comingfromyour body? Yes
No
If yes explain:
.
m) Have you ever had unusual feelings inside your body - like being touched when no- was there or
feeling something moving inside your body - or Strange sensations in your body or on your skin?
Yes
No
If yes explain:
,
21. IN THE PAST YEAR OR SO, HAVE YOU BEEN PARTICULARLY NERVOUS OR ANXIOUS?
Yes
No
FOR EXAMPLE: DO YOU WORRY A LOT-MOST OF THE TIME-MORE DAYS
THAN NOT - ABOUT TERRIBLE THINGS THAT MIGHT HAPPEN - WHICH MAY OR MAY NOT
BE REALISTIC? Yes_
No
If yes explain:
AT THOSE TIMES - WHEN YOU RE FEELING NERVOUS OR
ANXIOUS - DO YOU EXPERIENCE ANY OF THE FOLLOWING
SYMPTOMS:
a) MOTOR TENSION:
1) Trembling, twitching, or feeling shaky: Yes
No
2) Muscle tension, aches, or soreness: Yes
No
3) Restlessness or can't sit still: Yes
No
4) Felt tired easily: Yes
No
b) AUTONOMIC HYPERACTIVITY
1) Shortness of breath or smothering sensations: Yes
2) Heart pounds orraces:Yes
No
3) Sweating or cold, clammy hands: Yes
No
4) Dry mouth: Yes
No
No
5) Dizziness or light headedness: Yes

No
6) Nausea, diarrhea or other abdominal distress: Yes
No
7) Hot Hashes,flashesor chills: Yes
No
8) Urinate more often than is usual for you: Yes
No
9) Trouble swallowing or a lump in your throat: Yes
No
c) VIGILANCE AND SCANNING
1) Feeling keyed up or on edge. Yes
No
2) Startled by sudden noises: Yes
No
3) Difficulty concentrating or your mind goes blank? Yes
4) Trouble railing or staying asleep: Yes
No
5) Often irritable: Yes
No
No
22. NOW -1 WANT TO ASK YOU ABOUT WHETHER YOU RAVE BEEN BOTHERED BY HAVING
UNPLEASANT THOUGHTS, IDEAS, IMPULSES, OR IMAGES THAT DIDN'T MAKE SENSE TO
YOU, BUT KEPT COMING BACK TO YOU EVEN WHEN YOU TRIED NOT TO HAVE THEM? (ex.
The persistent idea that you might harm someone you loved, even through you really didn't want to? - or
Ever been bothered by any other unpleasant and persistent thoughts, ideas, or impulses that your just
couldn't getridof? Yes
No
If yes, explain:
23. a)WAS THERE ANY THING THAT YOU HAD TO DO OVER AND OVER AGAIN AND
COULDN'T RESIST DOING? Like washing your hands again and again or- Checking something several
times to make sure you have done it right - or- Going back several times to be sure that you locked a door
or turned off the lights.
HAVE YOU EVER HAD TO DO SOMETHING LIKE THAT OVER AND OVER AGAIN? Yes
No
If yes explain:
b) WAS THERE A TIME WHEN YOU ALWAYS HAD TO DO SOMETHING IN A CERTAIN

ORDER: - Like getting dressed in a specific order or you had to start all over again if you got the order
wrong? Yes
No
If yes explain:
c) HAS THERE EVER BEEN A PERIOD OF SEVERAL WEEKS WHEN YOU FELT YOU HAD
TO COUNT SOMETHING - Like squares in a tile floor and you couldnt resist doing it even when you
tried to stop? Yes
No
If yes explain:
24. SOME PEOPLE HAVE A STRONG FEAR OF SOMETHING OR SOME SITUATION THAT THEY
TRY TO AVOID EVEN THOUGH THEY KNOW
THERE IS NO REAL DANGER. HAVE YOU EVER HAD A STRONG FEAR OF
ANY OF THE FOLLOWING:
a) Heights: Yes
No
b) Tunnels or bridge: Yes
No
163
c) Being in a crowd: Yes
No
d) Going out of the house alone: Yes
No
e) Being in closed places: Yes
No
f) Being alone: Yes
No
g) Eating infrontof people: Yes _
No
h) Speaking infrontof a small group of people you bow: Yes
i) Speaking to strangers or meeting new people: Yes
No
j) Storms: Yes
No
k) Being in. a swimming pool or lake: Yes
No
1) Spiders, bugs, mice, snakes, or bats: Yes
No
m) Seeing blood or an. injury: Yes
No
No
25 a) HAVE YOU EVER HAD A SPELL OR ATTACK WHEN ALL OF A SUDDEN YOU FELT
FRIGHTENED, ANXIOUS, UNCOMFORTABLE, OR VERYUNEASY - IN A SITUATION
WHERE MOST PEOPLE AROUND YOU APPEARED RELAXED AND CALM?
Yes.
No
\
If yes explain:
\
.IKE' THAT IN A FOUR WEEK

b) HAVE YOU EVER HAD FOUR ATTACKS OR SPELLS LIKE
PERIOD? Yes
No
If yes explain:
c) DURING ONE OF YOUR WORST SPELLS OR ATTACKS - OF SUDDENLY
FEELINGFRIGHTENED, ANXIOUS, UNCOMFORTABLE OR UNEASY DID YOU EVER
NOTICE THAT YOU HAD ANY OF THE FOLLOWING PROBLEMS:
1) Shortness of breath or smothering sensations: Yes
No
2) Dizziness, unsteady feelings, or faintness: Yes
No
3) Heart racing, pounding, or skipping: Yes
No
4) Trembling or shaking: Yes
No
5) Sweating: Yes
No
6) Choking: Yes
No
7) Nausea or abdominal distress: Yes.
No
8) Things around you seemed unreal - or- you felt detachedfromyour body, or
from things around you: Yes
No
9) Numbness or tingling sensations: Yes
No
10) Hotflashes,flushesor chills: Yes
No
11) Tightness, discomfort, or pain in your chest: Yes
No
12) Fear of dying: Yes
No
If yes explain:
13)Fear of going crazy or doing something uncontrolled: Yes
No
If yes explain:
26. NOW I AM GOING TO ASK YOU ABOUT YOUR PHYSICAL HEALTH:
a) MEDICATION:
1) Do you presently take any mediations for a physical problem? (Hx behind it):
Yes
No
If yes explain:
Medication:
2.(Hx behind it): Yes
If yes explain:
No
Medication
b) GASTROINTESTINAL PROBLEMS:
1) Vomiting: Yes
No
2) Stomach or belly pain: Yes
No
3) Nausea or Feeling sick to your stomach: Yes
4) Bloating or gassy feeling: Yes
No
5) Diarrhea or loose bowels: Yes
No
6) Getting sickfromseveral different foods: Yes
c) PROBLEMS WITH PAIN:
1) Pain in your arms or legs? Yes
No
2) Back pain: Yes
No
3) Pain in your joints: Yes
No
4) Pain during urination: Yes
No
5) Pain anywhere else in your body: Yes
No
No
No
d) CARDIOPULMONARY DISTRESS:
1) Shortness of breath without exerting yourself: Yes
2) Heart racing, pounding, or skipping: Yes
No
3) Chest pain: Yes
No
4) Dizziness: Yes
No
No
e) CONVERSION OF PSEUDONEUROLOGICAL
1) Period of time when you couldn't remember anything about what happened during that time:
Yes
No
2) Difficulty swallowing: Yes
No
3) Loss of voice: Yes
No
4) Deafness: Yes
No
5) Double vision: Yes
No
6) Blurred vision: Yes
No
7) Blindness: Yes
No
8) Fainting spells or loss of consciousness: Yes
No
9) Seizure or convulsion: Yes
No
10) Trouble walking: Yes
No
11) Muscle weakness or paralysis: Yes
No
12) Difficulty urinating or retaining your urine: Yes
No
f) PSYCHOSEXUAL SYMPTOMS (Major part or person's life after sexual
activity):
1) Burning sensation in sexual organs or rectum: Yes
No
2) Sexual indifference (loss of interest in sex): Yes
No
3) Pain during intercourse; Yes
No
4) Not being able to get an erection: Yes
No
165
g) FEMALE REPRODUCTIVE SYMPTOMS (occur more often than the average female):
1) Painful menstruation: Yes
No
2) Irregular menstrual periods: Yes
No
3) Excessive menstrual bleeding: Yes
No
4) Vomiting throughout pregnancy: Yes
No
27 DO YOU FEEL SORRY FOR ANYTHING YOU HAVE DONE IN THE PAST"? Yes
It yes explain:
28 HAVE YOU WANTED TO END YOUR LIFE? Yes

No
HAVE YOU EVER MADE AN ATTEMPT ON YOUR LIFE? Yes
If yes explain
No.
No
29. a) HAVE YOU EVER HATED ANOTHER PERSON SO MUCH THAT YOU HAVE THOUGHT
ABOUT HURTING THEM?
Yes
No
OR TAKING THEIR LIFE? Yes
No
If yes explain:
b) HOW DO YOU USUALLY DEAL WITH YOUR ANGER? (ex. Act-Out, Stuff It- Indirect, Talk
It Out)
Explain:
30. HAVE YOU OR ANY MEMBER OF YOUR FAMILY EVER HAD A PSYCHIATRIC/
PSYCHOLOGICAL/ SOCIAL WORKER/ COUNSELOR? Yes
No
If yes explain:
Note: (Determine the nature of the problem, diagnosis, treating professional, etc.)
31 HAVE YOU EVER BEEN TREATED FOR AN ALCOHOL AND /OR DRUG
PROBLEM? Yes
No
If yes explain:
(Determine if the alcohol/ drug problem was, misuse, abuse, and/or dependency)
NOTES:
166
APPENDIX - B
Figure 1.1
The division of the pie chart equal the number of inmates classified in each HSLC
Figure 1.1
The divisions in the pie chart equal the number of inmates classified in each HSLC:
1.00 = Realistic (R), 2.00 ^Artistic, 3.00 - Social (S), 4.00 = Enterprising (E),
5.00 = Conventional, and the Red area are the missing inmates who were not classified.
5J0
400
1.00
2.00
3.00
Figure 1.1 - Represents the number of inmates tested using the SDS. The HSLC
classification identified the individual single letter code of each inmate.
168
APPENDIX-C
Figure 2.1
Thefigureshows that most of the HSLC classified inmates ranged in intelligence level
from Borderline (VICS) IQ (70-79) to Average (VISC) IQ (90-109).
169
Figure 2.1
HSLC Inmates and Verbal IQ
VerbaMQ
Missing
1.00
2.00
3.00
1= 69 & below;2=70-79;3=S0=89^=90-109^5=110-119;6=120-129
Figure 2.1 shows that most of the HSLC classified inmates ranged in
Intelligence from borderline IQ (70-79) to average IQ (90-109).
170
APPENDIX - D
Table 3.1
making
Figure 3.1
HSLC classification and correlation with Rorschach EB style of decision-
HSLC and the Rorschach EB Scores
171
Table 3.1
HSLC classification and correlation with Rorschach EB style of decision-making
Analysis of Variance EB l=Extratensive 2=Ambitent 3=Introversive
Unique sums of squares
All effects entered simultaneously
Source of Variation
Sum of Squares
Mean
Sig. of F
F
DF
Square
.902 .611
Main effects
13.163
28 .470
28 .470
.902 .611
13.163
HSLC
Explained
13.163
28 .470
.902
.611
67.781
130 .521
.521
Residual
Total
80.943
158 .512
19 cases 10.7
178 cases processed
percent)
missing
Table 3.1 demonstrates the mean score and correlation between HSLC
and Rorschach EB decision-making style.
Figure 3.1
I HSLC and the Rorschach EB Score
Inmates
1= exto, 2 = ambitant, 3=introvert
1= Extratensive - 2= Ambitent
Figure 3.1
I HSLC and the Rorschach EB Score
3= Introversive
1
Figure 3.1 indicated that even though the research hypothesis was not significant in
predicting any correlation between the HSLC and the Rorschach EB score, there were a
larger number of inmates found to be ambitent than was expected by the researcher
173
APPENDIX-E
The Egocentricity Index of the HSLC classified population:
Extended statistics on the classified inmates
Table 4,2 - The percentage of individual's classified as Realistic (R) according to the
HSLC as above, below, or in the normal range of decision-making and self-esteem
according to the Egocentricity Index.
Table 4.3 - The percentage of individual's classified as Artistic (A) according to the
HSLC that are above, below, or in the normal range of self-esteem.
Table 4.4 -The percentage of individual's classified as Social (S) according to the
HSLC that are either above, below, or in the normal range of self-esteem.
Table 4.5- The percentage of individual's classified as Enterprising (E) according to the
HSLC that are above, below, or in the normal range of self-esteem on the Egocentricity
Index.
Table 4.6- The percentage of individual's classified as Conventional (C) according to the
HSLC that are above, below, or in the normal range of self-esteem according to the
Egocentricity Index
174
Table 4.2 - The percentage of individual's classified as Realistic (R) according to the
HSLC as above, below, or in the normal range of decision-making and self-esteem
according to the Egocentricity Index.
HSLC
R4
R12
R34
R36
R40
R41
R47
R50
R52
R53
R64
R66
R67
R69
R72
R75
R76
R84
R86
R87
R91
R95
R96
R114
R116
R118
R125
R127
R130
R134
R136
R137
R154
R156
R160
R161
R163
R169
TOTAL= 38
3r+(2)R
.30
.26
.52
.17
.04
.36
.42
.38
.33
.35
.45
.26
.52
.42
.53
.52
.32
.65
.26
.25
.32
.54
.45
.52
.40
.29
.32
.38
.35
.69
.36
.25
.32
.27
.28
.40
.41
.53
>.44
NORMAL
<.33
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
9
24%
18
47%
11
29%
175
Table 4.3
Table 4.3- The percentage of individual's classified a;5 Artistic (A) according to the
HSLC that are above, below, or in tile normal range oi 'self-esteem.
HSLC
3r+(2)/R
>,44
Normal
<.33
Al
.54
X
.48
X
A25
.12
X
A27
A37
X
.21
.06
X
A61
.06
X
A90
A99
.44
X
A106
.35
X
A110
.30
X
A120
.43
X
A128
.45
X
A138
.35
X
A139
.40
X
A152
.29
X
A153
.44
X
TOTAL=15
3
6
6
20%
40%
40%
Table 4.4
Table 4.4- The percentage of individual's classified as Social (S) according to the HSLC
that are either above, below, or in the normal range of self-esteem.
>.44
HSLC
3r+(2)/R
AVERAGE
<.33
.44
S2
X
S3
.37
X
S5
.42
X
S7
.13
X
S8
.25
X
.73
X
S10
Sll
.42
X
X
S13
.38
S14
X
.48
S16
.23
X
S17
.18
X
S19
.47
X
S20
.44
X
Continued
176
HSLC
3H-(2)/R
S26
S28
S32
S33
S48
S54
S55
S56
S58
S65
S71
S73
S77
S80
S81
S85
S88
S92
S93
.36
.41
.41
.41
.33
.54
.57
.29
.15
.18
.44
.46
.40
.35
.25
.39
.39
.37
.30
.33
.35
.25
.56
.35
.32
.53
.62
.35
.30
.25
.39
.38
.10
.44
.32
.14
.35
.44
.44
.57
.22
.30
.25
.33
S100
S101
S102
S105
S107
S109
S112
S113
S115
S117
S121
S122
S123
S126
S131
S132
S133
S135
S143
S144
S145
S146
S148
S149
S158
>.44
NORMAL
X
X
X
X
X
<.33
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Continued
177
HSLC
S159
S167
S170
S175
S176
S178
TOTAL=64
3r(2)/R
.43
.18
.32
.07
.33
.32
>.44
NORMAL
X
<.33
X
X
X
11
X
X
34
19
17%
53%
30%
Table 4.5
Table 4.4- The percentage of individual's classified as Enterprising (E) according to the
HSLC that are above, below, or in the normal range of self-esteem on the Egocentricity
Index.
HSLC
E9
E15
El 8
E21
E22
E23
E29
E38
E43
E46
E51
E57
E59
E74
E79
E83
E89
E94
E97
E98
El 03
Total = 21
3r+(2)/R
.54
.43
.00
.20
.18
.23
.15
.12
.30
.42
.52
.22
.43
.14
.27
.06
.42
.17
.16
.50
.63
>.44
X
NORMAL
<.33
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4
19%
4
19%
13
62%
178
Table 4.6
Table 4.6~ The percentage of individual's classified as Conventional (C)according to the
HSLC that are above, below, or in the normal range of
self-esteem according to the Egocentricity Index
>.44
HSLC
3r+(2)/R
NORMAL
<.33
.42
C6
X
C49
.62
X
C60
.42
X
C62
.56
X
C63
.26
X
C68
.41
X
C78
.33
X
.50
X
cm
C119
.18
X
C124
.50
X
C150
.41
X
C151
.65
X
C157
.50
X
C162
.21
X
C168
.04
X
TOTAL=15
4
5
6
33%
40%
27%
179
APPENDIX - F
Rorschach EB Scores Introversive -Ambitant - Extratensive
Figure 4.1
EB Score Realistic
Figure 4.2
EB Score Artistic
Figure 4.3
EB Score Social
Figure 4.4
EB Score Enterprising
Figure 4.5
EB Score Conventional
180
Figure 4.1
Egocentric Index
Percentages
uu
+.45
D Normal
-.32
80
60
40
20
:B
|
1
Realistic
Realistic equals 38
Figure 4.1 indicates that 47%, or almost half of the HSLC Realistic are in the normal
egocentricity range. That 29% of the HSLC (Realistic) are in the below average index
range and that the subjects estimate of self-worth tends to be quite negative. They would
probably have low self-esteem. The above average index was 24% in this HSLC Realistic
group, therefore the sample HSLC (R) tended to be more interested in them than in others
or would seem to have narcissistic-like features.
181
Figure 4.2
Percentage
E g OC entricity
Index
100
80
60
40
20
Artistic equals 15 inmates
Artistic
Figure 4.2 shows that 40% of the HSLC Artistic are in the normal Egocentricity Index
range. It also shows that 40% are also in the below average range. Therefore, the
subject's estimate of self-worth tends to be quite negative. They would have low selfesteem. The above average index was low (20%) in this Artistic group, therefore only a
few of the sample HSLC (A) population demonstrated a preoccupation with themselves
more than in others or would seem to have narcissistic-like features.
182
Figure 4.3
Percentage
Egocentricity Index
100
80
60
40
20
0
Social
Social equals 64
inmates
Figure 4.3 shows that 30% of the HSLC Social are in the normal index range. That 53%
or over half of the HSLC Social are in the below average index range and that the
subjects estimate of self-worth tends to be quite negative. They would probably have low
self-esteem. The below average index range is twice as large in the HSLC (S) then the
combine number in the normal and low range of the index. The above average index was
low (17%) in this Social group, therefore not many of the sample HSLC (S) tended to be
more interested in themselves than in others or would seem to have narcissistic-like
features.
Figure 4.4
Percentage
Egocentricity Index
100
Enterprising equals 31 Enterprising

Figure 4.4 demonstrates that only 12% of the HSLC Enterprising are in the normal
range. That 68% of
the HSLC Enterprising are in the below average index range and
that the subjects estimate of self-worth tends to be quite negative. They would probably
have low self-esteem. The above average index was lower at 20% in this Enterprising
group, therefore the majority of the sample HSLC (E) tend to be more interested in
themselves than in others or would seem to have narcissistic-like features.
184
Figure 4.5
Egocentricity Index
Percentages
100i
>.44
Normal
<.31
80
60
40
20
0
Conventional
Conventional equals 15 inmates
Figure 4.5 demonstrates that 40% of the HSLC Conventional are in the normal
Egocentricity Index range. That 25% of the HSLC Conventional are in the below average
index range and that the subjects estimate of self-worth tends to be quite negative. They
would probably have low self-esteem. The above average index was 35% in this
Conventional group, therefore the sample HSLC (C) tended to be more interested in
themselves than in others or would seem to have narcissistic-like features.
185
APPENDIX-G
Table 5.1
Sub. H5.2- MCMI-II Subtests Cluster "A'
186
Table 5.1
Sub H 5.2 -MCMI-II Subtests Cluster "A"
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Removed on Step Number 6... (MCMISCHZ) Schizoid

Cluster "A" - Schizoid (MCMISCHZ), Paranoid (MCMIPARA), Schizotypal
(MCMISCTY)
Multiple R
R Square
.0000
.0000
Adjusted R Square
Standard Error
.0000
1.24984
DF
Regression
.00000
.00000
159
248.37500
1.56211
Residual
Sum of Squares
Mean Square
F is undefined
Variables not in the equation
Variable
Beta In
Partial
Min Toler
Sig T
MCMIPARA - .052303
-.052303
1.000000
-.658
.5113
MCMISCHZ
- .112451
-.112451
1.000000
-1.423 .
.1568
MCMISCTY
.015959
-.015959
1.000000
.201
.8413
End Block Number 1
All requested variables removec
187
APPENDIX ~H
Sub H-5.2 MCMI-II Subtests Cluster "B" and the HSLC
Table 5.2 represents any significant relationship between the HSLC group
and MCMI-II cluster "B."
Figure 5.1 indicates through the use of symbols and colors on the right
indicate the number of inmates with an antisocial disorder which fell into each of the
classified HSLC (1=R), (2=A), (3=S), (4=E), (5=C).
Figure 5.2 The graphs figure 5.1 and figure 5.2 depicts a different way to
demonstrate how 3.00 (S) Social is driving the antisocial disorder with a high number of
inmates falling in this classification.
188
Table 5.2 represents any significant relationship between the HSLC group
and MCMI-II cluster "B."
Multiple Regression
Equation Number 1 Dependent Variable ....
HSLC
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... .MCMIANTI (Antisocial)

Cluster "B" - Antisocial (MCMIANTI), Borderline (MCMIBDLI),
Histrionic (MCMIHID), Narcissistic (MCMINARC)
Multiple R
R Square
.15865
Adjusted R Square
.02517
.01900
DF
Sum of Squares
Standard Error
1.23791
Mean of Squares
Regression
6.25144
6.25144
Residual
158
242.12356
1.53243
F = 4.07944
Variable
MCMI
ANTI
(Constant)
Variable
MCMIBDLI
MCMIHIS
MCMINARC
Sig. F = .0451
B
-.009958
Variables in the Equation

SEB
Beta
.004930
-.158649
T.
Sig T
-2.020
.0451
8.524
.0000
T
1.475
1.718
.456
SigT
.1422
.0877
.6487
3.655963
Beta In
.134723
.144820
.040862
.428919
Variables not in the Equation
Partial
Min Toler
.116923
.773531
.135860
.857928
.036399
.773531
189
Figure 5.1
MCMI-II Scale
37.00
36.00
35.00
34.00
33.00
32.00
31.00
moo
29.00
28.00
26.00
23.00
21.00
holiand unit code
RAW SCORES
1=R
2=A
3=S
4=E
5=C
MCMI -II
Figure 5.1 indicates through the use of symbols and colors on the right (raw score)
indicate the number of inmates with an antisocial disorder which fell into each of the
classified HSLC (1=R), (2=A), (3=S), (4=E), (5=C). It can be observed that the largest
number and highest scores were classified in the (S) Social group. The (R) Realistic and
the (E) enterprising HSLC were also high for antisocial disorder. .
190
Figure 5.2
Inmates
m-r
70/ \
9D-
m-
30-
2fl|
/
/
\/
--,_
Q:.:
^ssmg
1.0G
2.00
,
3.00
,
4.00
2.00 =A
3.00 =S
4.00 =E
j
5.00
Wand unit code

I 1.00 =R
5.00 =C
The graphs in figure 5.1 and figure 5.2 depicts a different way to
demonstrate how 3.00 (S) Social is driving the antisocial disorder with a high number of
inmates falling in this classification. The (R) Realistic group is the next highest
classification with about a third of the inmates.
191
APPENDIX-I
Sub. H -5.3 - MCMI- II Subtests Clusters "C"
Table 5.4
Compulsive
192
Table 5.4
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... (MCMICOMP) Compul sive

Cluster "C" - Passive Aggressive (MCMIPAG), Dependent (MCMIDEP), Avoidant
(MCMIADVO), (MCMICOMP)
R Square
Multiple R
Adjusted R Square
Standard Error
.21572
.04654
DF
Sum of Squares
11.55831
11.49884
248.37500
1.56211
Regression
Residual
158
F-
7.71151
.04050
1.22427
Mean Square
Signif. F
.0062

Variable
SE B
Beta
.215721
MCMICOMP
.017583
.006332
(Constant)
1.676449
.420392
SigT
2.777
.0062
3.988
.0001

Variable
Beta In
MCMIPAG
-.070783
-.070857
.955476
-.890
.3748
MCMIDEP
.056690
.057943
.996098
.727
.4682
MCMIADVO
-.001101
-.001079
.915777
-.014
.9892
Partial
Min Toler
Sig T
APPENDIX -J
Table 6.1 MCMI-II Clinical Personality Patterns and any Significant
Relationship with the HSLC Group.
Figure 6.1 A large number of the inmates scores are falling between 55 and 75
on the compulsive subtest of the MCMI-II. According to the MCMI-II these
scores would only be approaching any significant level of disorder.
Figure 6.2 A large again shows group of HSLC classified (S) falling in the upper range
of compulsive.
Table 6.2 Demonstrates any correlation between the MCMI-II compulsive scale and
MCMI-II validity scale, MCMI-II disclosure scale, and MCMI-II debasement
scale.
Table 6.3 Measures of the amount of variance that can be explained by a proposed
factor.
Table 6.4 Demonstrates the "loading" on each of the factors.
194
Table 6.1
MCMI-II Clinical Personality Patterns and any Significant
Relationship with the HSLC Group
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... .MCMICOMP

Clinical Personality Pattern subtests - Schizoid(MCMISCHZ), Avoidant(MCMIADVO),
Dependent(MCMIDEP), Alcohol (MCMICOMP), Narcissistic(MCMINARC),
Antisocial(MCMIANTI), Aggressive Sadistic(MCMIAGSA), Passive
Aggressive(MCMIPAG), Self-Defeating(MCMISFDE), Histrionic (MCMIHIS)
Multiple R
R Square
.21572
Regression
Residual
.04654
.04050
DF
Sum of Squares
11.55831
158
236.81669
F = 7.71151
Variable
MCMICOMP
(Constant)
Adjusted R Square
Standard Error
1.22427
Mean of Squares
11.55831
1.49884
Signif F = .0062
Variab es in the Equation
B
SEB
Beta
-.017583
1.676449
.006332
.420392
.215721
Sig T
2.777
3.988
.0062
.0001
continued
195
Variable
MCMISCHZ
MCMIADVO
MCMIDEP
MCMINARC
MCMIHIS
MCMIANTI
MCMIAGSA
MCMPAG
MCMISFDE
Beta In
-.095108
-.001101
.056690
.050056
.091819
-.105957
-.103350
-.070783
.032246
End Block Number 1
Partial
-.097061
-.001079
.057943
.051242
.093345
-.104050
-.105627
-.070857
.031948
Min Toler
.993033
.915777
.996098
.999194
.985435
.919444
.995949
.955476
.935906
PIN = .050 Limits Reached
T
-1.222
- .014
.727
- .643
1.175
-1.311
-1.331
-.890
.401
Sig T
.2236
.9892
.4682
.5212
.2419
.1918
.1851
.3748
.6893
196
Figure 6.1
MCMI-II ScaleScore
Std.Etev= 15.26
Mean = 64.5
H = 163.00
25.0
35.Q
30.0
45.0
40.0
55.0
50.0
65.0
60,0
75.0
70.0
85.0
80.0
95.0
90.0
105.0
100.0
110.0
compulsive
(Y- axis)Vertical side of the graph are the
number of inmates
(X-axis) Horizontal side of the graph are

the range of scores on the MCMI-II Test
Figure 6.1 indicates that a large number of the inmate's scores are falling between 55 and
75 on the compulsive subtest of the MCMI-II. According to the MCMIII these scores would only be approaching any significant level of disorder. There are
more inmates above 75 than below 55. The majority of the inmates are neither to far
above or to far below.
197
Figure 6.2
MCMI-II
Scale
120-1
39.00
38.00
-*
6-
1001
36.00
35.00
37.00
34.00
80-
J
<
1
60-
P
y
I
s
i
v
e
c
o
m
1*
t
t
&
fr
*
**
m
m
&
32.00
'
31.00
4
T
33.00
30.00
29.00
40-
28.00
26.00
-
23.00
70
'
. j
21.00
holland unit code
1=R
2=A
3=S
4=E
5=C
MCMI-II
Figure 6.2 again shows group of HSLC classified (S) falling in the upper range
compulsive.
RAW SCORES
MCMI-n
198
Table 6.2
Correlation Coefficients of MCMIII Compulsive Sub-test (MCMICOMP)
and MCMI-II Validity Scales
Disclosure (MCMIDIS), Desirability (MCMIDESI), and Debasement (MCMIDEB)
MCMIDIS
MCMIDESI
MCMIDEB
MCMICOMP
MCMIDIS
1.0000
(163)
P= .
.1961
(163)
P=.012
.6588
( 163 )
P= .000
-.1433
( 163 )
P=.068
MCMIDESI
.1961
( 163 )
P= .012
1.0000
(163)
P=
-.0863
( 163 )
P= .273
.4037
( 163 )
P=.000
MCMIDEB
.6588
( 163 )
P= .000
-.863
( 163 )
P= .273
1.0000
(163)
.P =
-.2244
( 163 )
P= .004
MCMICOMP
-.1433
( 163 )
P= .068
.4037
( 163 )
P= .000
-.2244
( 163 )
P= .004
1.0000
(163)
P=.
Table 6.2 demonstrates any correlation between the MCMI-II compulsive scale and
MCMI-II validity scale, MCMI-II disclosure scale, and MCMI-II debasement scale.
199
Table 6.3
Principal Component Analysis to Find the Factors
Factor Analysis
Analysis number 1
Extraction
List wise deletion of cases with missing values

1 for analysis
1, Principal Components Analysis (PC)
Initial Statistics
Communality
Variables
1.00000
MCMIADVO
1.00000
MCMIAGGA
1.00000
MCMIALCO
MCMIANTI
1.00000
MCMIANX
1.00000
MCMIBDLI
1.00000
1.00000
MCMIBPMA
1.00000
MCMICOMP
MCMIDEB
1.00000
MCMIDEL
1.00000
1.00000
MCMIDEP
MCMIDESI
1.00000
1.00000
MCMIDIS
1.00000
MCMIDRUG
1.00000
MCMIDYST
1.00000
MCMIHIS
1.00000
MCMMJDE
1.00000
MCMINARC
1.00000
MCMIPAG
1.00000
MCMIPARA
1.00000
MCMISCHZ
MCMISCTY
1.00000
1.00000
MCMISFDE
1.00000
MCMISOMA
MCMITHDI
1.00000
PC extracted 4 factors
Factor Matrix:
.70344
MCMIADVO
Factor
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
-.48756
Eigenvalue
9.77160
3.37993
1.98631
1.61919
.97675
.87649
.84059
.75616
.56508
.53161
.46712
.41390
.37447
.32504
.29945
.26179
.23102
.22192
.21744
.19660
.16758
.15542
.14714
.12005
.09733
PctofVar
39.1
13.5
7.9
6.5
3.9
3.5
3.4
3.0
2.3
2.1
1.9
1.7
1.5
1.3
1.2
1.0
.9
.9
.9
.8
.7
.6
.6
.5
.4
-.02372
Cum Pet
39.1
52.6
60.6
67.0
70.9
74.4
77.8
80.8
83.1
85.2
87.1
88.7
90.2
91.5
92.7
93.8
94.7
95.6
96.5
97.2
97.9
98.5
99.1
99.6
100.0
.02383
Table 6.3 measures of the amount of variance that can be explained by a proposed factor.
200
Table 6.4
Variable-Factor Analysis
How much variance in each of our items can be
explained by the four factors we have produced?
Variables
Factor 1
Advoidant
MCMIAGSA
MCMIALCO
MCMIANTI
MCMIANX
MCMIBDLI
MCMIBPMA
MCMICOMP
MCMIDEB
MCMIDEL
MCMIDEP
MCMIDESI
MCMIDIS
MCMIDRUG
MCMIDYST
MCMIHIS
MCMIMJDE
MCMINARC
MCMIPAG
MCMIPARA
MCMISCHZ
MCMISCTY
MCMISFDE
MCMISOMA
MCMITHDI
.51303
.59604
.60499
.61665
.77517
.55160
- .23708
.76566
.67586
.22438
.17976
.91089
.72983
.60774
.50430
.76631
.50001
.78723
.63825
.34023
.68642
.73958
.45493
.79610
Final Statistics
Variable
MCMIADVO
MCMIAGSA
MCMIALCO
MCMIANTI
MCMIANX
MCMIBDLI
MCMIBPMA
MCMICOMP
MCMIDEB
Communality
.73368
.67522
.52114
.64902
.54798
.62920
.53581
.60742
.70564
Factor 2
Aggressive
Sadistic
.53124
.11443
.31371
- .39238
.07554
.44153
.26592
- .32729
.21837
-.33197
.62133
.03596
.30849
- .48167
.57587
- .38869
.65882
.00606
.27728
-.44122
-.23829
-.27763
.07195
-.12745
Factor
1
2
3
4
Factor 3
Alcohol
Factor 4
Antisocial
-.32826
-.18025
-.42718
.01867
-.11687
.13226
.59062
-.00586
.28962
.65770
.56648
-.00038
-.28491
.12355
.12286
-.01942
-.10022
-.24038
.25394
-.10903
.21603
.07868
.35124
.113 91
.14849
-.34683
-.04589
-.11581
-.09457
-.13823
.36285
-.11067
.39208
-.37424
-.13974
.04290
-.22212
-.09974
.46169
-.01931
.27992
.16683
.40098
.46788
.30223
-.19353
-.21754
, t9708
Eigenvalue
9.77160
3.37993
1.98631
1.61910
PctofVar
39.1
13.4
7.9
6.5
Cum Pet
39.1
52.6
60.6
67.0
Continued
201
MCMIDEL
MCMIDEP
MCMIDESI
MCMIDIS
MCMIDRUG
MCMIDYST
MCMIHIS
MCMIMJDE
MCMINARC
MCMIPAG
MCMIPARA
MCMISCHZ
MCMISCTY
MCMISFDE
MCMISOMA
MCMITHDI
MCMIDEB
MCMIDEL
MCMIDEP
MCMIDESI
MCMIDIS
MCMIDRUG
MCMIDYST
MCMIHIS
MCMIMJDE
MCMINARC
MCMIPAG
MCMIPARA
MCMISCHZ
MCMISCTY
MCMISFDE
MCMISOMA
MCMITHDI
.74208
.73317
.75880
.83285
.75833
.62657
.81419
.73906
.77245
.70538
.70951
.54123
.66597
.66770
.38283
.70183
.70564
.74208
.73317
.75880
.83285
.75833
.62657
.81419
.73906
.77245
.70538
.70951
.54123
.66597
.66770
.38283
.70183
Table 6.4 demonstrates the "loading" on each of the factors.
APPENDIX - K
Table 8.1 MCMI-II Severe Personality Pathology and any Significant

Relationship with the HSLC
Figure 8.1
MCMHI Anxiety Scale
203
Table 8.1
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... .MCMIANX (Anxiety Disorder)

Clinical Syndrome subtests - Somatoform (MCMISOMS), Bipolar
Manic(MCMIBPMA),
Dysthymia (MCMIDYST), Alcohol/ Drugs (MCMIALCO)
Multiple R
R Square
.18229
Regression
Residual
F = 5.43074
Variable
MCMIANX
(Constant)
Adjusted R Square
Standard Error
.03323
.02711
1.23278
DF
Sum of Squares
8.25340
8.25340
158
240.12160
1.51976
Mean of Squares
Signif F = .0210
B
-.008849
3.220828

SEB
Beta
Sig T
.003797
-.182290
-2.330
.0210
.200499
16.064
.0000
Variable
Beta In
Partial
Min Toler
.SigX
-.202
MCMISOMA .016484
-.016154
.928549
.8398
.954517
MCMIBPMA .015004
.014909
.187
.8520
.1333
.168498
.119564
MCMIDYST
.486781
1.508
MCMIALCO .004026
.003866
.891477
.048
.9614
Table 8.1 reports if there is any significant relationship between subtests of the MCMI-II
Clinical Syndromes and the HSLC. The Clinical Syndrome subtest for anxiety of the
MCMI-II was the first predictor variable when calculating with the stepwise forward
regression. Final Statistics
204
Figure 8.1 indicates that all the HSLC have some low-level anxiety, but not
extremely high for any individual classified group of inmates.
Figure 8.1 - MCMI-II Anxiety Scale
12h
a
10B
D
80-
a
a
a
u
I
e
t
io-
S
a
D
0
a
a
D
a
a
B
9
a
o
D
a
a
0
a
a
s
o
r
d
&
40-
a
D
20-
D
0
B
D
Q
a
o-
r m
3=S
4=E
5=C
holland unit code

l=R
2=A
Figure 8,1 indicates that all the HSLC have some low-level anxiety, but not
extremely high for any individual classified group of inmates.
205
APPENDIX - L
Table 9.1
The MCMI-II Severe Subtests and any Significant Relationship with the HSLC
206
Table 9.1
The MCMI-II Severe Syndrome subtests and any
significant relationship with the HSLC
Multiple Regression
Equation Number 1
Dependent Variable .... HSLC
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... .MCMITHDI(Thought Disorder)

Clinical Syndrome subtests - Thought Disorder (MCMITHDO), Major Depression
(MCMIMJDE), Delusional Disorder (MCMIDEL)
Multiple R
R Square
.16001
Regression
Residual
MCMITHDO
(Constant)
Variable
MCMIMJDE
MCMIDEL
Standard Error
1.23764
.02560
.01943
DF
Sum of Squares
6.35889
6.35889
158
242.01611
1.53175
F = 4.15139
Variable
Adjusted R Square
Mean of Squares
Signif F = .0433
B
-.010760
3.436553
Beta In
-.073679
.124531

SEB
Beta
.005281
.321533
-.160006

Min Toler
Partial
.054468
.532515
.096041
.579561
Sig T
-2.037
10.688
.0433
.0000
T
.683
1.209
Sig T
.4953
.2285
207
APPENDIX-M
Parti
Table 10.1
CASI in Predicting the CASI Subtest Scales within the HSLC.
Figure 10.1
CASI Subtest Scale Relationship with HSLS

Part II
Table 10.2
CASI Significant Subtest Scale -2
Figure 10.2
CASI Subtest Scale
208
Table 10.1
CASI in Predicting the CASI Subtest Scales
within the HSLC Tested Inmates
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 1... Job Satisfaction (CASIJOBS)

Career Worries (CASIWRR), Dominant Style (CASIDOMS), Family Commitment
Risk Taking Style (CASIRIST), Work Involvement (CASIWKI), Skill Development
(CASISKDE)
Multiple R
R Square
Adjusted R Square
Standard Error
.16593
.02753
DF
.02167
1.22616
Sum of Squares
Mean of Squares
Regression
7.06603
1.50347
Residual
168
249.57683
1.50347
F = 4.69980
Variable
CASIJOBS
(Constant)
Variable
CASICAWO
CASIDOMS
CASIFAMC
CASIGEBA
CASINPER
CASIRIST
CASIWKI
CASISKDE
B
.021723
1.591002
Sig. F = .0316
SEB
Beta
.010020
.165929
.575395
Beta In
Partial
Min Toler
.078462
.075327
.896308
.999936
.149934
.152937
-.047290
-.046041
.921809
.019224
.019449
.995388
.030974
.000315
.920943
.053272
.053970
.998094
.033242
.980850
.033385
-.022564 -.022151
.937213
Sig T
2.168
2.765
.0316
.0063
T
.970
1.976
-.592
.250
.004
.694
.492
-.285
Sig T
.3333
.0498
.5546
.8030
.9968
.4885
.6684
.7763
209
Figure 10.1
CASI Subtest Scale
Wi
P
3
D
o
n
TO-
o
a
a
o
a
a
a
o
a
a
D
GO-
a
a
a
a
a
a
a
50-
a
t
*
i
s
a
c
t
a
a
a
0
a
a
0
0
0
D
a
a
o
a
o
a
D
a
a
a
a
a
a?
a
a
a
n
a
s
O
a
a
a
o
a
u
40Q
30
t
0
n m
i;
hoiiand unit code

1= R
2 =A
3 =S
4=E
5=C
Figure 10.1 scatter graph reports a significant relationship between the CASI
subtest scale job satisfaction and the HSLC classified inmates andfindsthat many are
satisfied with their jobs
210
Table 10.2
Multiple Regression
Pin
.0500 Pout .1000
Variable (s) Entered on Step Number 2... .Dominate Style (CASIDOMS)

Multiple R
R Square
.22363
.05001
DF
Adjusted R Square
Standard Error
.03850
1.21558
Mean of Squares
Sum of Squares
Regression
12.83506
6.47762
Residual
165
243.80779
1.47762
Sig. F = .0145
F = 4.34315

B
Variable
CASIDOMS
CASIJOBS
(Constant)
Variable
CASICAWO
CASIFAMC
CASIGEBA
CASINPER
CASIRIST
CASIWKI
CASISKDE
.042054
.021880
.275662
SEB
Beta
.021283
.149934
.009934
.167132
.876654
Beta In
Partial
Min Toler
.772904
-.159133
.143537
-.036153
-.035519
.916960
.038918
.039515
.979363
.030974
.029946
.888014
.050889
.997840
.052155
.061828
.061842
.950413
-.116653 -.103297
.744906
Sig T
1.976
2.203
.314
.0498
.0290
.7536
T
1.857
-.455
.506
.384
.669
.793
-1.330
SigT
.0650
.6496
.6132
.7017
.5045
.4286
.1854
Table 10.2 demonstrates a significant relationship of the CASI subtest scale dominant
style in the HSLC inmate group
211
CASI Subtest Scald
e 10
0
Figure 10.2
hotfand unit code

1=R
2=A
3=S
4=E
5=C
Figure 10.2 scatter graph illustrates the significant relationship of the CASI subtest scale
dominant style in the tested inmate population. The classified inmates have a dominant
style, but it does not differ significantly over any specific HSLC.
APPENDIX-N
Table 11.1 The data for Quality and Quantity of Work in the
population tested will identify the HSLC
Figure 11.1 The quality for all HSLC inmates was equal at though out each
code.
213
Table 11.1
Illustrates the data for Quality and Quantity of Work within the HSLC.
Multiple Regression
Equation Number 1
Pin
.0500 Pout .1000

AN= Quality of Work
AM= Quantity of Work
Multiple R
R Square
Adjusted R Sq.
Standard
Error
1.22908
.17171
.02984
.02367
DF
Sum of Squares
7.66383
Mean of
Squares
7.66383
167
252.27700
1.51064
Regression
Residual
F = 5.07323
Signif F =
.0256
F = 5.07323
Variable
AN
(Constant)
Variable
AM
Signif F =
.0256
B
.382512
2.308179
Beta In
-.025228

SEB
Beta
.169826
.171706
.242292
Partial
Min Toler
-.019287
.56761
Sig T
2.252
9.526
.0256
.0000
T
-.249
SigT
.8040
Table 11.1 -A significant relationship between the quality of work within the HSLC
inmate group.
Quality of Work
3.5
3.01
* 2.SU
a
I
j
2.0-
t
y
r
1.(H
o
r
k
.sj
,
2
_____^
3-S
4=E
hofland unit cods

1=R
2=A
5=C
Quality of Work Scale 1.0 (No job or low skill job)

2.0 (Semi-skilled jobs)
3.0 (Skilledjobs)
Figure 11.1 indicates that the quality for all HSLC inmates was equal at though out each
code.
215
APPENDIX-0
Table 12.1
The Individual CASI Subtest Scales and Quality of Work
Figure 12.1
Quality of Work
Figure 12.2
CASI Subtest Scales and Job Satisfaction
Table 12.1
The individual CASI Subtest scales and Quality of Work
ultiple Regression
Equation Number 1 Dependent Variable .... Quality of Work (AN)
Pin
.0500 Pout. 1000
Variable (s) Entered on Step Number 1... Job Satisfaction (JOBSATR)

Career Worries (CASICAWO), Dominant Style (CASIDOMS), Family Commitment
Risk Taking Style (CASIRIST), Skill Development (CASISKDE), Work Involvement
(CASIWKI)
Multiple R
R Square
Adjusted R Square
Standard Error
.22524
.05073
DF
.04501
.54481
Sum of Squares
Mean of Squares
Regression
2.63317
2.63317
Residual
166
49.27159
.29628
F = 11.93253
Variable
Sig. F = .0007
CASUOBS
(Constant)
.013261
.558407
Variable
CASICAWO
CASIDOMD
CASIFAMC
CASIGEBA
CASINPER
CASIRIST
Beta In
.051335
.076163
-.095965
-.119869
-.056060
.122780

SEB
Beta
.004452
.255660
.225235

Partial
Min Toler
.999924
.052687
.078169
.999936
-.094566
.921809
-.122746
.995388
-.055217
.920943
.998094
.125898
Sig T
2.978
2.184
.0033
.0304
T
.678
1.007
-1.220
-1.589
-.710
1.603
SigT
.4989
.3153
.2241
.1140
.4785
.1050
Continued
217
CASIWKI
CASISKDE
-.036346
.068222
End Block Number
-.036946
.067788
980850
.937213
-.475
.873
.6355
.3841
1 PIN = .050 Limits reached
Table 12.1 demonstrates any correlation CASI subtest scales and Quality of Work.
218
Figure 12.1
Quality of Work
CASI Subtest Scales
3.5i
3.0-
n o
n n ~<i
LI
** 2.5
U
(
I 2-0-
"
O O O
C B
=, C D
o r. a
a a t: '_
t
y
0
15-
f
w to-
on
a G
cL 3 a a 3 a n o o a c
a a o Q c a s ij r; a .n
n n D a n r
.*! n o
J
20
30
40
50
60
70
job satisaction
Figure 12.1 indicates the inmates are satisfied with their jobs even with low skilled jobs.
219
Figure 12.2
CASI Subtest Scale
Job Satisfaction
Wi
i ml
Q
50"
a
t
s
a
c
I
3-
.5
1.0
15
2.0
2.5
3.0
3.5
qualify of wotte
1.0 = No or low skill jobs
2.0 =Semi-skilled jobs
3.0 = Skilled Jobs
Figure 12.2 indicates that the quality of work can predict job satisfaction. The inmates
as a group have low quality of work and are satisfied with their jobs.
220
APPENDIX - P
Table 13.1
221
Table 13.1
Illustrates the data of the Quality and Quantity of Work
and Grade Level with the HSLC.
Multiple Regression
Equation Number 1

AL = Grade Level
Pin
AM = Quantity of Work
.0500 Pout .1000
AN = Quality of Work

Multiple R
R Square
Adjusted R Square
Standard Error
.20871
.04356
.03578
DF
Sum of Squares
237.58927
237.58927
167
5216.93873
42.41414
Regression
Residual
F = 5.60165
Variable
AM
(Constant)
Variable
AL
AN
6.51261
Mean of Squares
Signif F = .0195
B
1.822227
2.308179
Beta In
.038997
-.032777

SEB
Beta
.769918
.208706
1.412962
Partial
Min Toler
.035124
.775923
-.023699
.500002
Sig T
2.367
26.453
.0195
.0000
T
.388
-.262
SigT
.6985
.7939
222

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PROJECT DEMONSTRATING EXCELLENCE

Submitted in partial fulfillment of the Requirements for the Degree of

UMI Number: 3326015

All rights reserved.

Project Demonstrating Excellence (Dissertation)

Definitions and Operational Terms

Reasons for Research

CHAPTER II REVIEW OF THE LITERATURE

The Impact of IQ and Education on Career Development

Career Development in "at risk" Populations

The Value of Vocational Inventories in Career

Psychological Disorders and Its Impact on

Substance Abuse Leading to Criminal Behavior and Recidivism*

Race, Sex, and Test Bias

Literature Review Integration

Design of the Study

Procedures and Techniques

Significance of the Study

CHAPTER IV RESULTS OF THE STUDY

Section 1- Research hypothesis related to HSLC classification

Section 2- Research hypothesis related to (VICS) IQ levels

Section 3- Research hypotheses related to Rorschach Ink Blot

Section 4- Research hypotheses related to HSLC and the

Section 5- Research hypotheses related to CASI sub-tests

Section 6- Research hypotheses related to the CASI and

Section 7- Research hypotheses related the HSLC Classification

CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATION

Statement of the Problem

Research Hypotheses Used

Area One: The division of inmates into groups classified using

Area Two: Intelligence levels within the classified groups

Area Three: Rorschach EB styles (extratensive, ambitent,

Area Four: The ability of the MCMI-II Personality Clusters

The CASI scale Job Satisfaction and its

Structured Clinical Interview

HSLC and Rorschach EB Score

HSLC- Artistic Classification on

HSLC- Social Classification on

HSLC- Enterprising Classification on

HSLC- Conventional Classification on

Figure 4.1- The percentages of HSLC Realistic (R)

The percentages of HSLC Social (S)

The percentages of HSLC Enterprising (E)

The percentages of HSLC Conventional (C)

Table 5.2 - Any significant relationship between the HSLC

Any significant relationship between the HSLC

Table 6.1- Any significant relationship between the HSLC

Figure 6.2- Where each of the HSLC classified inmates

Table 6.2- Correlation coefficients of MCMI-II Compulsive

Table 6.3- The measure of variance that can be explained

Table 8.1- Illustrates and predictability using the MCMI-II

Table 9.1- MCMI-II Severe Syndrome and the

Table 10.1- The ability of the CASI sub-test Job Satisfaction

Figure 10.2- The graph illustrates the relationship between

Figure 11.1- The quality for all HSLC inmates through

Table 12.1- CASI sub-test Job Satisfaction scale and its

Figure 12.1- The graph illustrates the predictability in Job

Figure 12.2- The graph illustrates the predictability in

Table 13.1- The data of Quality and Quantity of Work and

The number of predicted and actual inmates

classified in each of the HSLC.

The expected number of inmates that classified in