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Is There an Equivalent of MMPI-2 Codetype 1–3/3–1 in the MMPI-2-RF Scales?
No full textThe Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) (Ben-Porath & Tellegen, 2008) is the much-awaited update of the almost 30-year-old MMPI-2 instrument (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989). However, the revamping of the MMPI-2 item pools into MMPI-2-RF’s 50 scales ushered in an urgent need to empirically validate and examine the measure in light of the extensive MMPI-2 research foundation. Therefore, valid MMPI-2 protocols of one of the most frequently occurring codetypes, 1-3/3-1, from the Caldwell dataset (Greene, 1997) were chosen and converted to MMPI-2-RF profiles (N = 2,367). Descriptive statistics including frequency of scale elevations and correlations among the scales were obtained on the MMPI-2-RF profiles to gauge how a well-known and well-studied codetype of the MMPI-2 would manifest in the MMPI-2-RF scales, including within its core restructured clinical (RC) scales. Overall, the 1-3/3-1 codetype primarily elevated the somatic scales of the MMPI-2-RF, including the RC1 and its associated Somatic/Cognitive scales, such as Malaise (MLS), Gastro-Intestinal Complaints (GIC), Head Pain Complaints (HPC), and Neurological Complaints (NUC). The 1-3/3-1 profiles of the MMPI-2, however, did not evidence demoralization in RCd and also did not elevate cognitive complaints, as measured by the Cognitive Complaints (COG) Scale. The existence of subtypes within the 1-3/3-1 sample led to vastly different scale elevations on the MMPI-2-RF and, therefore, caution is warranted in assuming linearity of the MMPI-2-RF with the MMPI-2 in interpretation. Rather, the editions need to be seen as two separate instruments with their own unique strengths and weaknesses and research basis
24 - Helped SOP Achieve Professional Accreditation
No full textH. Newton Malony
1969-2015
School of Psychology
Helped SOP Achieve Professional Accreditation
H. Newton Malony was a “Travis boy,” hired by the School of Psychology’s founding dean Lee Edward Travis. The appointment of Malony and his colleagues supplied the requisite professors needed for the school’s accreditation. From that point on, Fuller psychology students became eligible for professional licensing in California.
For 46 years, Malony aimed to instruct students regarding theological and psychological “integration at the level of principles, of profession, and of person, the 3Ps.” Malony’s passion proved highly instrumental in the development and stability of the School of Psychology, a strong example as it continues to integrate Christian faith with clinical practice.https://digitalcommons.fuller.edu/exhibit_70thanniversary/1023/thumbnail.jp
04 - Dr Charles E Fuller and Dr William Evans
No full textCharles Fuller contacted Dr. William Evans, his former BIOLA professor, to help create the proposed College of Missions and Evangelism.
By Spring 1946, it became clear that a September opening for the school would be impossible. Postwar conditions affected the availability and cost of building materials. Dr. Evans also had to withdraw after experiencing an apparent heart attack.https://digitalcommons.fuller.edu/exhibit_foundingfaculty/1003/thumbnail.jp
COLLECTION 0062: Harold John Ockenga: Presidential Papers, 1929-1977
Get PDFThe Harold John Ockenga: Presidential Papers, 1929-1977 contains correspondence, addresses and papers of the founding President of Fuller Theological Seminary, Harold John Ockenga, as well as his correspondence as a Trustee of the Seminary. It also includes the record of his involvement with the Student Volunteer Movement in 1929 and a Park Street Church conference program
Fuller Magazine, Issue 008, 2017 - Reading Scripture Globally
Get PDFSince 2014, Fuller Magazine has been published for the global community of Fuller Theological Seminary. The sections of Story, Theology, Voice, and Departments are to reflect the life of Fuller in all her permutations: this is who we are, what we are talking about, and who we are becoming together. The editorial content of FULLER magazine reflects the opinions of the various authors and should not be interpreted as necessarily representing the views of Fuller Theological Seminary.
Table of Contents
STORY
12 Just Like Family storyteller: Becky Still
16 Lord, I Wish Duwayne Could Sleep storyteller: Dannielle Carr
20 Blessed Are the Peacemakers storyteller: Reed Metcalf
26 Cultivating Cultural Humility storyteller: Joy Netanya Thompson
30 Just Data storyteller: Michael Wright
THEOLOGY
36 Introduction by David J. Downs and Keon-Sang An, Guest Theology Editors
38 The Contextual Nature of Biblical Interpretation: An Ethiopian Case by Keon-Sang An
44 Reading the Bible in Northwest Tanzania in Light of Male Circumcision as an HIV Intervention by David J. Downs
49 Hermeneutics for the African Century by Stephanie L. Black
56 The Hermeneutics of Incarnational Evangelism: Reading the Gospel with Peruvians by Greg McKenzie
60 Sidebar: Cultivating the Practice of Reading Scripture by Joel B. Green
64 Biblical Interpretation in the Global-Indian Context by Johnson Thomaskutty
69 Grassroots Exegesis: Women’s Ownership of the Scripture in Bolivia by Kyong-Jin Lee
VOICE
76 Prayer
82 Sports
88 Silence
DEPARTMENTS
8 From Mark Labberton, President
96 New Faculty
96 Recent Faculty Books and Publications
98 Benediction
99 About Fuller Theological Seminaryhttps://digitalcommons.fuller.edu/fuller-magazine/1007/thumbnail.jp
16 - David Allan Hubbard Library
No full texthttps://digitalcommons.fuller.edu/exhibit_70thanniversary/1015/thumbnail.jp
Faith Development in Early Adolescent Girls: What Parents Can Do to Encourage their Daughter\u27s Faith
Get PDFSince parents can have a significant impact on the faith development of early adolescent girls, the Church needs to equip them to encourage the faith development of their daughters. Due to the personal nature of journeying with the Lord, people struggle with having conversations about their faith. It can be a challenge for parents to know what to say.
The development of boys has been documented well, but girls develop differently. Faith development is not as simple as physical development. The body grows at a certain rate and time, regardless of how the brain thinks. Faith development occurs in stages over years and can happen at any age. For this reason, Part One of this project discusses this context and the development of early adolescent girls.
A biblical foundation is important to explore, so Part Two examines how Christian identity influences how people see themselves in relation to God and to the Body of Christ. Theologically and scripturally, Christians are called to make disciples. Parents have a vital role in passing on the faith to their daughters. Adolescent girls need to be equipped with the tools to develop their faith. It is more than just teaching the biblical story. Adolescent daughters need to be prepared with spiritual disciplines to help them foster their faith. To grow as a disciple, adolescents need the support of the family.
Consequently, Part Three offers a strategy that engages both churches and families. Churches need to understand how they equip members to live a life grounded in faith. This understanding also should include developing a plan to equip parents in being the ones who pass on their faith to their adolescent girls. The strategy in this project provides a way to teach parents spiritual practices and offers a practical ministry application
