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Today we have one million high school dropout students in our prisons, and another million that have not gone to college, with large sampling of African American and Spanish American students present. These two populations have a lower literacy rate than do the rest of the prison population. Our prison population has doubled in the last 10 years, and continues to increase. The use and involvement of alcohol and drugs as the basis for imprisonment is excessive; for example, in San Diego last year 4 our of every 5 arrests involved alcohol and drugs. High School and College Drop-out Norm Base The Prison Population serves as an excellent high school and college dropout norm base; since half of the prison population represent high school dropouts,i.e., individuals who have failed to graduate form high school. Few of the other million prison inmates have graduated from college; so they represent a dropout in relation to college as well. Therefore, our prison population serves as an excellent basis for predicting high school and college dropout purposes. Global Functioning as Development In 1983 The American Psychiatric Association appointed 26 Advisory Committees with over 200 members to study and revise the Diagnostic and Statistical Manual of Mental Disorders. Three national field trials were conducted of criteria proposed for assessing the mental and physical health of individuals (DSM-III-R, 1987) Then in 1992 after that material was used for nearly a decade the American Psychiatric Association appointed 13 Work Groups representing medical specialists in every area possible that revised the materials and made suggestions for change to the Task Force of 27 members who developed the final DSM-IV manual and which became a part of ICD-10 (DSM-IV, 1994). An important element in the diagnostic process that was developed was a Global Assessment Functioning Scale (GAF). It consists of a 5 points ranging from Inadequate Information, through Serious Symptoms, to Superior Functioning. Today, that scale serves as the primary index for which an individual is functioning in h/her daily life around the world. It is one of the greatest studies of all times, and shows clearly that the Global Functioning of Individuals is based largely on their Personal The DSM-IV is in full agreement with Third Force Psychology and the work of both Rogers (1945) and Maslow (1959) (Cassel, 2000). The Development Test (PDT) The Development Test (PDT) was designed to provide a functional basis for assessing the Global Functioning of individuals, and it is based on John Dewey's definition of a Democracy--The Interdependence of independent individuals (Dewey, 1938). The test is comprised of 200 true/false items, with 25 in each of the 8 part scores. The first four of those scores measure Maturity for the Independence portion of the Dewey definition, and the second four measure Social Integration for the Interdependence element. Maturity--PERMAT: 1. Self-efficacy--EFF 2. Coping Skills--COP 3. Positive Assertiveness--ASS 4. Locus of Control--LOC Total PERMAT: Social Integration--SOCINT: 5. Team Member-TEA 6. Sympathy--SYM 7. Self-esteem--EST 8. Caring--CAR Total SOCINT: Total PDTTOT Confluence Score PDT Profile The PDT Profile is shown in Figure 1. The numbers immediately below the profile are raw scores for the PDT test. The Part Scores range from 1 to 100; so that a score of 50, for example, is just half of what it might be, and the higher the score the better the Development. By examining those scores an individual is able to get a realistic estimate of how well h/she is doing in relation to the PDT test. The Profile above those numbers is based on a McCally Standard Score that ranges from 20 to 80, and is a comparison with one of the six different select norm groups: (1) Adults-Male, Female, or General; and (2) Youth-Male, Female, or General. …
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