Abstract
The adolescent personality was analyzed to determine if differences in personality components and observed behaviors exist between adolescent groups classified as emotionally handicapped, socially maladjusted, or normal. The sample was composed of 120 secondary education students chosen from a broad range of geographic and socioeconomic settings. Attempts were made to attain ethnic and sex ratios for the sample that were similar to those ratios of the Dade County Public Schools population.Each subject was administered the Millon Adolescent Personality Inventory (MAPI), a self-report instrument, and was rated by a teacher on a Behavior Rating Scale (BRS), an eight item Likert Scale developed from a Teacher Observation Form. Data were analyzed by oneway analyses of variance, Scheffe statistics. Post hoc analyses included comparison of the independent variable means relevant to practical significance, and, a further examination of MAPI data based upon Millon's statistical framework of the MAPI.Major findings of this study were: (1) the socially maladjusted group was more forceful, less socially tolerant, and more concerned with their lack of family rapport than the normal group, and, (2) the socially maladjusted group was more impulsive, less socially tolerant, and less compliant socially than the emotionally handicapped group. Additionally, the socially maladjusted group attained higher scores than the emotionally handicapped group on the Behavioral Correlates Scales (Impulse Control, Societal Compliance, Scholastic Achievement, and Attendance Consistency) totaled means. Of additional significance were the findings from the analyses of the BRS data. The ratings of the teachers on the BRS for their particular group resulted in each group attaining significantly different group means on all items except the Aggressive cluster.Conclusions for this research include: The MAPI differentiates socially maladjusted adolescents from normal and emotionally handicapped adolescents by personality trait. The BRS enables teachers to accurately identify behaviors particular to emotionally handicapped, socially maladjusted, and normal adolescents.