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Third Force Psychology, only old since the 1960s, is Person-Centered, and is based largely on the theories described by Rogers (1945) and Maslow (1954). The American Psychiatric Association spent nearly a decade in the final development of DSM-IV (1994) showing that Global Functioning, which included home, community, learning, and the work-place, was central to the personal development of all individuals. Many high schools have not learned that personal development of students remains the basic foundation for student learning, and this must change if we are to reduce the prison population in our country even a mite (The PDT discerns reliably between Juvenile Delinquents and Typical High School Students, and between Male Prison Inmates and Typical Adults). The Personal Development Test The Personal Development Test (PDT) is designed to assess the Personal Development of both youth and adults as defined in DSM-IV (Cassel, and Chow, 2001). It is comprised of 200 true/false type items that are distributed equally in 8 part scores. The overall structure derives largely from Dewey's (1938) definition of a democracy--the interdependence of independent individuals. The first four part scores seek to measure Personal Maturity, the ability to make a living in a competitive economic society-for the independence factor in Dewey's definition. The second four part scores seek to measure Social Integration, and the ability to get along with all kinds of people, for the interdependence factor. The PDT is designed to run on a PC like computer and provides a meaningful and reliable assessment of the personal development of both youth and adults. Validity Data The validity data to date suggest that scores on the PDT discern reliably between Delinquent Males, or Delinquent Females and Typical High School Students; also, between Male Prison Inmates and Typical Adults. Select high school data suggest that statistically significant positive change is taking place in terms of positive Personal Development in the second part (Social Integration) of the PDT--it means that our high school students, generally, learn to get along with others in a meaningful manner. The same data suggests that high schools are failing to provide our students with the Personal Maturity portion of the PDT--scientific decision making, positive assertiveness, (character education, alcohol, and drugs), and coping skills--this may account in large part for the more than one million high school dropout students presently in the prisons of our country; since they are unable to make a living in the traditional manner (Cassel, and Chow, 2001). All PDT scores correlate significantly at the 01 level with GPA (Grade Point Average)suggesting that school achievement is highly related to the personal development of students. LIE Score on PDT The LIE Score on the PDT derives form the earlier LIE Score on the Minnesota Multiphasic Personality Inventory (1970). It is comprised of 21 pairs of the 200 items, half of which are direct opposites, and the other half lack agreement with each other in varying degrees. In Table 1 below every one of the PDT scores correlates significantly with the LIE score; the lower the LIE score, the higher the PDT score. Self-Efficacy The 11th score in Table 1 above seeks to measure the (Self-efficacy)--high personal expectation of a positive type, with high staying power in such pursuit (Bandura, 1997). The expectations of an individual and the careful planning with meaningful goals are inseperate phenomena, and you cannot expect one without the other. Note the r = -0.388 for the correlation of LIE and EFF suggest that credibility and personal expectations of individuals are highly related phenomena. Discussion In the private life of individuals like in test results creditability serves as the basis and foundation for worthiness, and the LIE score provides a reliable index of that creditability (Table 1 above). …
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