Mooney Problem Checklist
Author and year
The Mooney problem checklist was developed by Ross L Mooney and Leonard V
Gordon in 1950.
Introduction
Mooney Problems Checklist helps adolescents and adults to express personal problems
and is also useful for increasing teacher understanding of students and for preparing students for
counseling [Link] help to identify and discuss their problems related to educational
settings .
Four forms of checklist ware published for different age [Link] target population is
adults,college,High school and junior high [Link] helps adolescents and adults to express
personal problems and it is useful for increasing teacher understanding of students and for
preparing students for Counseling interviews.
Mooney problem checklist is effective way to identify problem that are hindering learning
process of students .This checklist make individual think about their educational problems in
deeper way. This checklist is form of simple communication between student and counselor.
Objectives
Express personal problems:Mooney problem checklist help students to express their
personal [Link] they are free to express their all problems concerning
school,health,education,homework,classroom [Link] first identify and
underline problems and discuss [Link] enable student to solve their problems.
Stressed for exams:As we know all students worry for their upcoming [Link]
students are also face problems regarding to preparation of [Link] ate confused and
some feels [Link] some are worried about their [Link] some are pressurized by
their parents to get top [Link] some students have passion for hard work and they
want to achieve their goals .
Identify specific issues:This checklist help to identify specific psychological issues such
as anxiety, depression,substance abuse and emotional [Link] most students are
facing these problems but they can’t [Link] their parents are not aware that their
child is suffering from that problems .
Assessment of Severity:It allow professionals to assess severity of each
problem,enabling them to prioritize intervention based on urgency.
Treatment Planning:By sysyematically documenting their problems,this checklist help
to develop an effective treatment plan .
Research and evaluation: This checklist is used in research settings to study prevalence
of psychological problems within specific population.
Question structure
1:Adult form
2:College form
3:High school form
4: junior high school form
The Mooney Problem Checklist typically follows a structured format with a series of questions
aimed at identifying specific problem areas or concerns. The questions are designed to gather
detailed information about the individual’s thoughts, feelings, and behaviors related to the
identified problem. Each question is usually clear and concise, facilitating a systematic
assessment processes.
Response recording
The Mooney Problem Checklist records responses in a simple and straightforward way. It
asks questions about different aspects of a problem, like thoughts, feelings, and actions related to
it. People answer these questions to help understand and address their concerns [Link]
require administration form and subject is asked to underline problem they have .subject have
210 total sentences on form and at end of form there are four questions that subject have to
answer .
Administration
Test material
Introduction: Explain the purpose of the checklist and reassure the individual that their
responses are confidential. Questioning: Ask the individual to respond to each question on the
checklist honestly and [Link]: Offer clarification if any questions are unclear,
ensuring the individual understands what is being [Link]: Document the individual’s
responses accurately, either by writing them down or entering them into a digital
[Link]: Review the responses to identify patterns, concerns, or areas requiring further
[Link]: Discuss the results with the individual, exploring possible solutions or
interventions based on their responses.
Demographic information
Name I.W
Age 22
Gender Female
Scoring and Interpretation
Assign numerical values or codes to the individual’s responses on the checklist. This can
vary depending on the specific format of the checklist and the scoring system [Link] the
scores from all the questions to obtain an overall score representing the severity or extent of the
[Link] the individual’s total score to established cutoffs or norms to determine the
level of severity or significance of the problem. Higher scores typically indicate more severe
problems or distress.
Quantitative Scoring
Table 1.
Sr. No. Areas Circle Total
1 HPD 7 13
2 FLE 1 2
3 SRA 2 15
4 SPR 6 17
5 PPR 6 22
6 CSM 0 6
7 HF 1 7
8 MR 1 9
9 ACW 0 4
10 FVE 9 23
11 CTP 1 15
Total scores 34 133
Qualitative Interpretation
Top 3 Problematic Areas
The future vocational and educational (FVE): The client scored 23 on the FVE scale,
which is a high score. This score indicates that the participant is excessively anxious about his
future and his career choices. He is unclear regarding his chosen degree and doesn't know
whether he will be able to have a secure and satisfied employment life or not. The client is
doubtful regarding his interest in the chosen field and is in need of advice from someone else as
well.
Personal psychological relations (PPR): The client scored 22 on the PPR scale, which is an
above-normal score. This rating on the PPR portion indicates that the client is extremely nervous
and restless. He gets moody, and either gets too angry or very teary-eyed. The client experiences
negative feelings at a high magnitude and has very low self-confidence. Due to this he often feels
discouraged and hopeless.
Social psychological relations (SPR): The client scored 17 on the SPR scale. This score is an
above-average value. Such scores indicate that the client is slightly influenced by the company of
others and tries to adjust, but fails to do so. He often has feelings of loneliness, because he is
unable to communicate his problems and queries to others effectively. The company of other
people intimidates the client, and he might feel a bit inferior to others.
Lowest 3 Problematic Areas
Finances, Living Conditions, and Employment (FLE). The client scored 2 on the FLE
scale. This is a below-average score. This low value indicates that the client is not bothered by
the financial and economic dealings. He has a stable expenditure and does not lack any funding
or finance. The client does not face any transportation issues and he also is not in need of any job
to manage the money.
Adjustment to College Work (ACW). The client scored 4 on the ACW scale. This is a
comparatively low score than the average. This score shows that the client is not a weak student,
and has adequate training in verbal, writing, and grammar skills. He does not let any distractions
hinder his process of learning. The client does not face any difficulty in managing his study
material and memorizing them.
Courtship, Sex, and Marriage (CSM). The client scored 6 on the CSM scale. This is a
relatively low score. This means that the client is not bothered by the marriage prospects and
future courtship issues to a certain extent. The participant is not inclined towards having
discussions on the topic of sexual nature. The client might have someone he admires, but he is
not fixated on making future decisions hastily regarding that loved one.
References
1. Mooney, G. J. (2023). Mooney Problem Checklist (MPCL) [Measurement instrument].
Retrieved from [Link]
2. Smith, J. D. (2020). Modified Mooney Problem Checklist (MPCL) [Measurement
instrument]. Retrieved from [Link]
3. Johnson, L. K. (2019). MPCL-Google: A revised version of the Mooney Problem
Checklist [Measurement instrument]. Retrieved from [Link]
google
4. Brown, A. R. (2022). Google Mooney Problem Checklist (GMPC) [Measurement
instrument]. Retrieved from [Link]
5. Anderson, M. E. (2021). MPCL-Google Edition: A digital adaptation of the Mooney
Problem Checklist [Measurement instrument]. Retrieved from
[Link]
