To assess whether the Human Figure Drawing Test provides an assessment of nonverbal cognitive maturity, correlations for 31 youngsters who ranged in age from 6-0 to 10-10 on the Human Figure Drawing Test and the Verbal, Performance, and Full Scale IQs of the Wechsler Intelligence Scale for Children--Revised (WISC--R) were examined. Significant correlations were observed for each of the scales, but the value of .69 for drawings and WISC--R Performance IQs was significant, suggesting the assessment that these tests are largely nonverbal. Implications for the role of language were posited.

A conimon factor analysis was utilized to extend the validation of the Tennessee Self Concept Scale to adolescents, a group for which no previous study has been available. Product-moment correlation coefficients were calculated on the 100 items of the Tennessee Self Concept Scale for a sample of 237 secondary school students from a large southwestern metropolitan area in the United States. A total of 46 items were found to contribute to the factor structure, which produced nine factors that accounted for 36.4% of the original variance. The results of this investigation concur to some degree with Fitts' model of the construct of self-concept.

The issue of what type of juvenile offender produces an invalid versus a valid Minnesota Multiphasic Personality Inventory, Adolescent Form (MMPI-A) profile requires study. Using technical manual profile invalidation requirements from a cohort sample of 1,054 juvenile offenders, 387 produced invalid profiles, whereas 667 yielded valid profiles. Utilizing scale scores from the Millon Adolescent Clinical Inventory (MACI), univariate and multivariate analyses for girls, boys, and combined samples of invalid and valid MMPI-A profiles suggested similarities and differences which influenced the results for the combined samples. The groups were separated on the following MACI scales: Disclosure, Impulsivity, Substance Abuse Propensity, Unruly, and Oppositional by sex and for the combined group. Also noted were other MACI scales which distinguished boys and girls in comparisons made between as well as within the invalid and valid profiles.

Measurement of interests has typically emphasized utilizing methodology requesting individuals to evidence their preferences through claiming to like, be indiff erent to, or dislike a variety of occupations and various activities associated with them. Holland developed a theory that interest inventories are personality assessments assisting in the systematization and classifi cation of people, work environments, occupations, and careers. Six types were posited: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Freud's notion of identifi cation suggests that through interpersonal relationships an individual's educational, vocational, and career choices can be infl uenced. Social learning theory, as well as Kelly's personal construct theory, contend that observations and interactions with other people in one's environment can promote and also infl uence a person's educational, vocational, and career choices. Using these concepts, the Career Interpersonal Identity Type Assessment was modeled on Kelly's and Holland's theories to assess the infl uences of past and present interpersonal relationships. Results are a person's interests with Holland's typology. Validity and reliability were explored.