Transcript Piers-Harris

Rochelle Florence
Latara Salisbury
EDUC 622 Test Review 1
Authors: Ellen V. Piers,
David S. Herzberg, and
Dale B. Harris
Publish: November 2003
2nd edition
Publisher: Western
Psychological Services
To assess a respondent’s overall
self concept, how they view
themselves and their behavior.
provides an overall view of an
individual’s self-perception and
helps identify children,
adolescents, and teenagers who
may require further testing and
possibly treatment
A relatively stable set of
attitudes reflecting both
description and evaluation of
one’s own behavior and
attributes.
The Piers-Harris 2 consists of a 60-item
self-report questionnaire prompting
yes/no answers to “25 positively and 35
negatively phrased items presented as
first person declarative statements. It
also examines their consideration of
another person’s perspectives of
themselves.
•
Physical Appearance and
Attributes (PHY)
• Intellectual and School Status
(INT)
• Happiness and Satisfaction
(HAP)
• Freedom From Anxiety (FRE)
• Behavioral Adjustment (BEH)
• Popularity (POP)
Measures child appraisal of
his/hers personal
appearance.
Self assessment on
intellectual/academic abilities
Feelings of happiness and
satisfaction with life.
Assess anxiety and mood.
Measures admission or denial
of behaviors
Evaluates social functioning
Must be at least 7 years old and
have a 2nd grade reading level.
Test can be used up to 18 years
old.
Must have background knowledge
in principals of psychological
measure.
Must be familiar with standardized
procedures and psychometric
properties of the Piers- Harris.
Must be able to integrate PiersHarris 2 findings with other clinical
data.
Standard Scores
Common Standard Score
Primary Standard Score
Reliability: Internal consistency,
test/retest reliability,
Validity: Content validity,
Construct validity, and
Convergent validity.
No time limit for students to take
test.
15-20 minutes approximately to
complete the assessment.
.
The instrument consists of a Total Score
(TOT) that communicates the overall
essence of self-concept while the six
domain scores and validity scales provide
a more interpretive analysis.
It includes two validity scales:
inconsistent responding (INC) and
response bias (RES) to distinguish chance
and exaggerated response.
• Variety of methods of scoring:
Auto-Score (with carbon), mail-in,
fax-in, and computerized.
• Plotting the profile on the graph
provides easy to see results and
progress.
• Step-by-Step directions on how to
score manual provides clear
information on what the scores
mean
•Provides support specialize
application of the test which are
located in the back of the manual.
•Simple self-reporting with yes or
no format.
•
For students who speak
only Spanish, there is an
assessment booklet that
can be accessed for the
student to record their
responses.
This test is not appropriate for student with
.disabilities because:
(1) Student may have difficulty
understanding test items completely
(2) Self-concept for students with
disabilities and or special needs is easily
influenced by expectations of others and
may lead to random responding or
discrepant finding.
The examiner could read aloud the test,
.however this was not clearly stated.
According to the Mental Measurement
more research is being done to incorporate
these into the assessment officially.
It. can be applied in a number of settings
to provide therapeutic, educational, and
parent/teacher interventions.
Has been Integrated into research to
develop its effectiveness and being used
for a variety of populations.
Quick and comprehensive measure to
use especially when working with
children
There are no established
procedures to use when working
with special needs and/or students
with disabilities.
More research is needed in the
area of adapting to diverse
populations to ensure that the testitems are free from bias.
Random responding
.
This test is simple with the format
of directions for both respondent
and examiner. It is also simple to
score and provides a chart as
well as numerical data to assess
areas where a respondent may
view themselves negatively.
Harris, D. B., Herzberg, D. S. & Piers, E. V. (2003). PiersHarris children’s self concept scale. Western
Psycholological Services.
.
Puckett, M. D. (2008). Review of the Piers-Harris
Children’s Self-Concept Scale, Second Edition.
NewsNotes, 48 (2). Retreived from
http://www.theaaceonline.com/piers_harris.pdf
Spies, R.A., Plake, B.S., Geisinger, K.F., & Carlson, J.F.
(2007). Seventeenth Mental Measurements Yearbook.
Buros Institute of Mental Measurements.