The Tennessee The Tennessee

Self-Concept Scale – 2Self-Concept Scale – 2

Stephanie HayesStephanie Hayes

Jackie WebelJackie Webel

Aura’s Occupational ProfileAura’s Occupational Profile

10 year old fifth 10 year old fifth grade studentgrade student

Lives in south Los Lives in south Los Angeles in a Latino Angeles in a Latino communitycommunity

Her family, Her family, including her including her grandparents, grandparents, immigrated from immigrated from MexicoMexico

Aura’s Occupational ProfileAura’s Occupational Profile

She is bilingual, but her parents and She is bilingual, but her parents and grandparents speak only Spanishgrandparents speak only Spanish

She is CatholicShe is Catholic She has spina bifida, resulting in She has spina bifida, resulting in

paraplegiaparaplegia

Aura’s Occupational Aura’s Occupational ProfileProfile

Younger sister to three teenage Younger sister to three teenage brothersbrothers

Daughter of full-time blue collar Daughter of full-time blue collar workersworkers

Student in a public elementary Student in a public elementary schoolschool

Why is She Seeking Services?Why is She Seeking Services?

Aura is seeking school-based OT Aura is seeking school-based OT services due to functional limitations,services due to functional limitations,

problems with bladder incontinence, problems with bladder incontinence, and social isolation from her peers.and social isolation from her peers.

Aura’s Aura’s PPerson Factorserson Factors

StrengthsStrengths Strong upper bodyStrong upper body Motivated to Motivated to

socialize with peerssocialize with peers Vibrant Vibrant

imaginationimagination No cognitive No cognitive

deficitsdeficits

LimitationsLimitations Very limited use of Very limited use of

lower bodylower body Requires Requires

wheelchair for wheelchair for mobilitymobility

Ulcers and bladder Ulcers and bladder infectionsinfections

Requires assistance Requires assistance with several ADL’swith several ADL’s

Aura’s Aura’s EEnvironment nvironment FactorsFactors

StrengthsStrengths Strong family Strong family

support: parents, support: parents, grandparents, grandparents, brothersbrothers

Surrounded by caring Surrounded by caring Latino communityLatino community

Positive spiritual Positive spiritual influence among influence among family and friendsfamily and friends

LimitationsLimitations Social isolation Social isolation

from peers at from peers at schoolschool

Poor accessibility in Poor accessibility in the school and the school and communitycommunity

Low SES Low SES

Aura’s Aura’s OOccupation ccupation FactorsFactors

StrengthsStrengths Talented writer and Talented writer and

painterpainter Enjoys readingEnjoys reading Benefits from roles Benefits from roles

as daughter, as daughter, granddaughter, granddaughter, and sisterand sister

LimitationsLimitations Completing ADL’s, Completing ADL’s,

such as toileting such as toileting and dressing at and dressing at home and at schoolhome and at school

Lack of play Lack of play activities due to activities due to peer isolationpeer isolation

Aura’s Hopes and DreamsAura’s Hopes and Dreams

Attend summer Attend summer campcamp

Make friends at Make friends at schoolschool

Learn to danceLearn to dance

Our Clinical GoalsOur Clinical Goals Aura will join the after school art club Aura will join the after school art club

in which she will work with one peer in which she will work with one peer to complete a project in two weeks.to complete a project in two weeks.

At each therapy session, Aura will At each therapy session, Aura will report one positive aspect about report one positive aspect about herself or one positive experience herself or one positive experience she has had at school within the she has had at school within the week.week.

Aura will take on a small part in the Aura will take on a small part in the school musical in which she will learn school musical in which she will learn adaptive dancing techniques.adaptive dancing techniques.

Frame of ReferenceFrame of Reference

Cognitive-Behavioral FORCognitive-Behavioral FOR– Cognitive function is believed to Cognitive function is believed to

influence behaviorinfluence behavior– Useful for clients who need to increase Useful for clients who need to increase

their self-knowledge of how to act and their self-knowledge of how to act and interact in their environment. This self-interact in their environment. This self-knowledge helps clients gain control of knowledge helps clients gain control of their environment and to cope with life’s their environment and to cope with life’s challenges.challenges.

Individualized Evaluation Individualized Evaluation PlanPlan

PP factors: factors: Tennessee Self-Concept Scale Tennessee Self-Concept Scale 22– Assess Aura’s self-concept and self-esteem to Assess Aura’s self-concept and self-esteem to

understand how it relates to her maladaptive understand how it relates to her maladaptive social behaviorsocial behavior

– Understand her self-perception so that we can find Understand her self-perception so that we can find a baseline to begin therapy interventiona baseline to begin therapy intervention

EE factors: factors: School Function AssessmentSchool Function Assessment– Assess her environment to identify barriers that Assess her environment to identify barriers that

limit her occupational performancelimit her occupational performance OO factors: factors: Children’s Self Assessment ofChildren’s Self Assessment of

Occupational FunctioningOccupational Functioning– Assess her level of function, identify her strengths, Assess her level of function, identify her strengths,

and prioritize areas for improvementand prioritize areas for improvement

Tennessee Tennessee

Self-Concept ScaleSelf-Concept ScaleSecond EditionSecond Edition

W.H. Fitts, Ph. D.W.H. Fitts, Ph. D.

W.L. Warren, Ph. D.W.L. Warren, Ph. D.

Purpose of the TSCS:2Purpose of the TSCS:2

“ “The TSCS was originally The TSCS was originally developed to fill the need for a developed to fill the need for a scale that would be simple for the scale that would be simple for the respondent, broadly applicable, and respondent, broadly applicable, and multidimensional in its description multidimensional in its description of self-concept.” of self-concept.” To help understand the To help understand the relationship between self-concept relationship between self-concept and human behaviorand human behaviorTo assess an individual’s To assess an individual’s perception of self-concept and self-perception of self-concept and self-esteemesteem

General DescriptionGeneral Description

There are two forms of the TSCS:2 – There are two forms of the TSCS:2 – the adult form and the child form.the adult form and the child form.

The first 20 items of either test can The first 20 items of either test can be administered as a short form.be administered as a short form.

Can be administered individually or Can be administered individually or in groupsin groups

ConstructConstruct

SSeellff--CCoonncceepptt

“The mental image or perception that one has of oneself.”

(Dictionary.com, 2004)

Sub-Constructs / VariablesSub-Constructs / Variables Physical (PHY) – 12 itemsPhysical (PHY) – 12 items Moral (MOR) – 10 itemsMoral (MOR) – 10 items Personal (PER) – 11 itemsPersonal (PER) – 11 items Family (FAM) – 11 itemsFamily (FAM) – 11 items Social (SOC) – 14 itemsSocial (SOC) – 14 items Academic/Work (ACA) – 10 itemsAcademic/Work (ACA) – 10 items

The sub-constructs of the TSCS:2 can also be The sub-constructs of the TSCS:2 can also be considered variables because each is a considered variables because each is a measurable aspect of the individual’s self-measurable aspect of the individual’s self-concept. The values given to each of the six concept. The values given to each of the six areas are not static; rather, they change areas are not static; rather, they change depending on the responses of the individual depending on the responses of the individual being assessed. being assessed.

Sub-Constructs / VariablesSub-Constructs / Variables

Physical (PHY)Physical (PHY)– Individual’s view of his or her body, state of health, Individual’s view of his or her body, state of health,

physical appearance, skills, and sexualityphysical appearance, skills, and sexuality Moral (MOR)Moral (MOR)

– Examines moral worth and feelings of being a good or Examines moral worth and feelings of being a good or bad personbad person

Personal (PER)Personal (PER)– Individual’s sense of personal worth and self-evaluation Individual’s sense of personal worth and self-evaluation

of personalityof personality Family (FAM)Family (FAM)

– Individual’s feeling of value as a family memberIndividual’s feeling of value as a family member Social (SOC)Social (SOC)

– How the self is perceived in relation to othersHow the self is perceived in relation to others Academic/Work (ACA)Academic/Work (ACA)

– How people perceive themselves in school and work How people perceive themselves in school and work settings and of how they believe they are seen by others settings and of how they believe they are seen by others in those settingsin those settings

Operational DefinitionOperational Definition Three subdivisions of each variable: Three subdivisions of each variable:

– Identity: “Who I am” Identity: “Who I am” – Satisfaction: “How accepting of self” Satisfaction: “How accepting of self” – Behavior: “The way I act” Behavior: “The way I act”

SocialSocial I: 13. “It’s hard for someone to be my friend.”I: 13. “It’s hard for someone to be my friend.” S: 8. “It is hard for me to be around other S: 8. “It is hard for me to be around other

people.”people.” B: 70. “I find it hard to talk with people I don’t B: 70. “I find it hard to talk with people I don’t

know.” know.”1.1. Always FalseAlways False2.2. Mostly FalseMostly False3.3. Partly False and Partly TruePartly False and Partly True4.4. Mostly TrueMostly True5.5. Always TrueAlways True

TSCS:2 Target populationTSCS:2 Target population

Adult FormAdult Form– 82 items82 items– Ages 13-90Ages 13-90– Third grade reading level or higherThird grade reading level or higher

Child FormChild Form– 76 items 76 items – Ages 7-14Ages 7-14– Second grade reading level or higherSecond grade reading level or higher

SafetySafetyFor The Client:For The Client: Paper and pencil testPaper and pencil test No time limitNo time limit No “right” or “wrong” answersNo “right” or “wrong” answers Some questions could cause Some questions could cause

emotional disturbanceemotional disturbance

For The Therapist:For The Therapist: Scoring likely to cause headachesScoring likely to cause headaches

ReliabilityReliability Test – RetestTest – Retest

– Adult FormAdult Form 0.47 - 0.82 (median = 0.76)0.47 - 0.82 (median = 0.76)

– Child Form Child Form 0.55 – 0.83 (median = 0.74)0.55 – 0.83 (median = 0.74)

Internal ConsistencyInternal Consistency – Adult FormAdult Form

0.73 - 0.95 (median = 0.80)0.73 - 0.95 (median = 0.80)

– Child FormChild Form 0.66 – 0.92 (median = 0.73)0.66 – 0.92 (median = 0.73)

ValidityValidity

There are two types of validity with There are two types of validity with TSCS:2TSCS:2– Individual ValidityIndividual Validity

Looks for distorted response patterns within Looks for distorted response patterns within the responses given by each clientthe responses given by each client

– Overall ValidityOverall Validity Looks at the validity of the test as the wholeLooks at the validity of the test as the whole

Individual ValidityIndividual Validity

Four validity scores are calculated Four validity scores are calculated based on the responses given during based on the responses given during the test. the test.

These scores help identify defensive These scores help identify defensive guarding or the need for social guarding or the need for social desirability.desirability.

When these scores are high or low, it When these scores are high or low, it is very useful to visually inspect any is very useful to visually inspect any patterns in the responses.patterns in the responses.

Individual Validity ScoresIndividual Validity Scores Inconsistent RespondingInconsistent Responding

– Indicates if there is a discrepancy in the responses Indicates if there is a discrepancy in the responses to questions with similar contentto questions with similar content

Self-CriticismSelf-Criticism– Low score may indicate defensiveness or an effort Low score may indicate defensiveness or an effort

to display a favorable imageto display a favorable image Faking GoodFaking Good

– High score indicates a falsely positive self-conceptHigh score indicates a falsely positive self-concept Response DistributionResponse Distribution

– High score indicates the respondent is very High score indicates the respondent is very definite in describing himself or herself. Low definite in describing himself or herself. Low score indicates avoiding commitment – “Partly score indicates avoiding commitment – “Partly False and Partly True”False and Partly True”

Validity of the TSCS:2Validity of the TSCS:2 Content Validity

– Two dimensions: Internal and External Internal

– Measures the validity of the Identity, Behavior, and Satisfaction sub-divisions

External– Measures the validity of the sub-constructs

Concurrent ValidityConcurrent Validity– Correlation of 0.68 with Wehmer and Izard Self-Correlation of 0.68 with Wehmer and Izard Self-

Rating Positive Affect Scale.Rating Positive Affect Scale.– Correlation of 0.75 with Coppersmith Self-Correlation of 0.75 with Coppersmith Self-

Esteem InventoryEsteem Inventory

PracticalityPracticality

A quick and easy testA quick and easy test Administration is usually 10-20 Administration is usually 10-20

minutesminutes Group or individualGroup or individual Has a short form optionHas a short form option Cost $115 for the manual plus 24 Cost $115 for the manual plus 24

scoring sheets, 2-PC answer sheetsscoring sheets, 2-PC answer sheets Spanish version availableSpanish version available

UtilityUtility

Identifies strengths and weaknesses Identifies strengths and weaknesses in specific areas as well as overall in specific areas as well as overall self-conceptself-concept

Meets other four criteria of hierarchyMeets other four criteria of hierarchy

Aura’s Scores and Aura’s Scores and InterpretationInterpretation

Individual Validity: goodIndividual Validity: good Self-Concept ScoresSelf-Concept Scores

– LowLow Physical: less than 1Physical: less than 1stst percentile percentile Social: 5Social: 5thth percentile percentile Personal: 16Personal: 16thth percentile percentile Academic: 31Academic: 31stst percentile percentile

– HighHigh Family: 81Family: 81stst percentile percentile Moral: 90Moral: 90thth percentile percentile

Total Self-Concept ScoreTotal Self-Concept Score TOT: 41TOT: 41stst percentile percentile

ReferencesReferences Fitts, W.H. Ph. D; Warren, W.L. Ph. D. Fitts, W.H. Ph. D; Warren, W.L. Ph. D. Tennessee Self-Tennessee Self-

ConceptConcept

Scale ManualScale Manual, second edition., second edition.

Asher, Ina Elfant, MS, OTR/L. Asher, Ina Elfant, MS, OTR/L. Occupational Therapy Occupational Therapy Assessment Assessment Tools: An Annotated IndexTools: An Annotated Index, second edition., second edition.