1. The Tennessee
Self-Concept Scale – 2
Stephanie Hayes
Jackie Webel

2. Aura’s Occupational Profile
10 year old fifth grade student
Lives in south Los Angeles in a Latino community
Her family, including her grandparents, immigrated from Mexico

3. Aura’s Occupational Profile
She is bilingual, but her parents and grandparents speak only Spanish
She is Catholic
She has spina bifida, resulting in paraplegia

4. Aura’s Occupational Profile
Younger sister to three teenage brothers
Daughter of full-time blue collar workers
Student in a public elementary school

5. Why is She Seeking Services?
Aura is seeking school-based OT services due to functional limitations,
problems with bladder incontinence, and social isolation from her peers.

6. Aura’s Person Factors Strengths Strong upper body
Motivated to socialize with peers
Vibrant imagination
No cognitive deficits
Limitations
Very limited use of lower body
Requires wheelchair for mobility
Ulcers and bladder infections
Requires assistance with several ADL’s

7. Aura’s Environment Factors
Strengths
Strong family support: parents, grandparents, brothers
Surrounded by caring Latino community
Positive spiritual influence among family and friends
Limitations
Social isolation from peers at school
Poor accessibility in the school and community
Low SES

8. Aura’s Occupation Factors
Strengths
Talented writer and painter
Enjoys reading
Benefits from roles as daughter, granddaughter, and sister
Limitations
Completing ADL’s, such as toileting and dressing at home and at school
Lack of play activities due to peer isolation

9. Aura’s Hopes and Dreams
Attend summer camp
Make friends at school
Learn to dance

10. Our Clinical Goals
Aura will join the after school art club in which she will work with one peer to complete a project in two weeks.
At each therapy session, Aura will report one positive aspect about herself or one positive experience she has had at school within the week.
Aura will take on a small part in the school musical in which she will learn adaptive dancing techniques.

11. Frame of Reference Cognitive-Behavioral FOR
Cognitive function is believed to influence behavior
Useful for clients who need to increase their self-knowledge of how to act and interact in their environment. This self-knowledge helps clients gain control of their environment and to cope with life’s challenges.

12. Individualized Evaluation Plan
P factors: Tennessee Self-Concept Scale 2
Assess Aura’s self-concept and self-esteem to understand how it relates to her maladaptive social behavior
Understand her self-perception so that we can find a baseline to begin therapy intervention
E factors: School Function Assessment
Assess her environment to identify barriers that limit her occupational performance
O factors: Children’s Self Assessment of Occupational Functioning
Assess her level of function, identify her strengths, and prioritize areas for improvement

13. Tennessee Self-Concept Scale Second Edition W.H. Fitts, Ph. D.
W.L. Warren, Ph. D.

14. Purpose of the TSCS:2
“The TSCS was originally developed to fill the need for a scale that would be simple for the respondent, broadly applicable, and multidimensional in its description of self-concept.”
To help understand the relationship between self-concept and human behavior
To assess an individual’s perception of self-concept and self-esteem

15. General Description
There are two forms of the TSCS:2 – the adult form and the child form.
The first 20 items of either test can be administered as a short form.
Can be administered individually or in groups

16. “The mental image or perception that one has of oneself.”
Construct
Self-Concept
“The mental image or perception that one has of oneself.”
(Dictionary.com, 2004)

17. Sub-Constructs / Variables
Physical (PHY) – 12 items
Moral (MOR) – 10 items
Personal (PER) – 11 items
Family (FAM) – 11 items
Social (SOC) – 14 items
Academic/Work (ACA) – 10 items
The sub-constructs of the TSCS:2 can also be considered variables because each is a measurable aspect of the individual’s self-concept. The values given to each of the six areas are not static; rather, they change depending on the responses of the individual being assessed.

18. Sub-Constructs / Variables
Physical (PHY)
Individual’s view of his or her body, state of health, physical appearance, skills, and sexuality
Moral (MOR)
Examines moral worth and feelings of being a good or bad person
Personal (PER)
Individual’s sense of personal worth and self-evaluation of personality
Family (FAM)
Individual’s feeling of value as a family member
Social (SOC)
How the self is perceived in relation to others
Academic/Work (ACA)
How people perceive themselves in school and work settings and of how they believe they are seen by others in those settings

19. Operational Definition
Three subdivisions of each variable:
Identity: “Who I am”
Satisfaction: “How accepting of self”
Behavior: “The way I act”
Social
I: “It’s hard for someone to be my friend.”
S: “It is hard for me to be around other people.”
B: “I find it hard to talk with people I don’t know.”
Always False
Mostly False
Partly False and Partly True
Mostly True
Always True

20. TSCS:2 Target population
Adult Form
82 items
Ages 13-90
Third grade reading level or higher
Child Form
76 items
Ages 7-14
Second grade reading level or higher

21. Safety For The Client: Paper and pencil test No time limit
No “right” or “wrong” answers
Some questions could cause emotional disturbance
For The Therapist:
Scoring likely to cause headaches

22. Reliability Test – Retest Internal Consistency Adult Form Child Form
(median = 0.76)
Child Form
0.55 – 0.83 (median = 0.74)
Internal Consistency
(median = 0.80)
0.66 – 0.92 (median = 0.73)

23. Validity There are two types of validity with TSCS:2
Individual Validity
Looks for distorted response patterns within the responses given by each client
Overall Validity
Looks at the validity of the test as the whole

24. Individual Validity
Four validity scores are calculated based on the responses given during the test.
These scores help identify defensive guarding or the need for social desirability.
When these scores are high or low, it is very useful to visually inspect any patterns in the responses.

25. Individual Validity Scores
Inconsistent Responding
Indicates if there is a discrepancy in the responses to questions with similar content
Self-Criticism
Low score may indicate defensiveness or an effort to display a favorable image
Faking Good
High score indicates a falsely positive self-concept
Response Distribution
High score indicates the respondent is very definite in describing himself or herself. Low score indicates avoiding commitment – “Partly False and Partly True”

26. Validity of the TSCS:2 Content Validity Concurrent 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 Validity
Correlation of 0.68 with Wehmer and Izard Self-Rating Positive Affect Scale.
Correlation of 0.75 with Coppersmith Self-Esteem Inventory

27. Practicality A quick and easy test
Administration is usually minutes
Group or individual
Has a short form option
Cost $115 for the manual plus 24 scoring sheets, 2-PC answer sheets
Spanish version available

28. Utility
Identifies strengths and weaknesses in specific areas as well as overall self-concept
Meets other four criteria of hierarchy

29. Aura’s Scores and Interpretation
Individual Validity: good
Self-Concept Scores
Low
Physical: less than 1st percentile
Social: 5th percentile
Personal: 16th percentile
Academic: 31st percentile
High
Family: 81st percentile
Moral: 90th percentile
Total Self-Concept Score
TOT: 41st percentile

30. References
Fitts, W.H. Ph. D; Warren, W.L. Ph. D. Tennessee Self-Concept
Scale Manual, second edition.
Asher, Ina Elfant, MS, OTR/L. Occupational Therapy Assessment Tools: An Annotated Index, second edition.