The purpose of this questionnaire is to get a picture of each child’s personality as he or she typically has been for the last two months. Some of the sentences may describe this child very well. Other sentences will not be at all like this child. There are seven columns after each sentence. For each sentence‚ check the column that is most true of this child’s personality and the way he acts
· Will talk or babble to you about his/her toys‚ clothes‚ and what he/she is doing
· Tends to be fussy and complains. Generally is not satisfied
· Plays for a long time in the same way with one toy or thing. Repeats over and over.
· Smiles to a friendly person
· Turns his/her head away or looks down in an uncomfortable way when people pay attention to him/her
· Tries out a toy in many different ways. Is curious about what he/she can get something to do
· Quickly shows his/her anger and frustration if he/she can’t get something done that he/she is working on
· Persists in trying to do something‚ even if he/she has some small problems along the way
· Likes to be with people rather than by himself/herself
· Loses interest in what he/she has started doing Goes from one thing to another
· Is agreeable to play with something‚ take a walk‚ wash up‚ or eat when someone suggests it
· Can get away from you “quick as a flash” when he/she wants to
· Sits without doing anything unless another person tries hard to get him/her interested
· Babbles or talks with delight. Gets pleasure out of almost everything
· Jumps‚ runs‚ and is on the move. Can’t seem to be still for Iong
There are two columns for each sentence. Within each column is a scale from 0 to 6. First check the box in the first column that describes you today. Second‚ check the box from the second column that describes the ideal parent.
· I tell him/her how happy he/she makes me.
· I like him/her to do things his/her way
· I encourage him/her to tell me what he/she is thinking and feeling.
· I make decisions with him/her.
· I see to it that he/she obeys what he/she IS told.
· I ignore misbehavior.
· I forget rules that have been made.
· I explain to him/her why he/she is being punished.
· I warn him/her about future punishments to prevent him/her from acting badly.
· I feel close to him/her both when he/she is happy and when he/she is worried.
· I let him/her know all I have done for him/her when I want him/her to obey
· I check on what he’s/she’s doing and whom he/she is seeing all during the day.
· I give him/her a lot of care and attention.
· I prefer going places and doing things without him/her.
· I avoid looking at him/her when I am disappointed in him/her.
· I enjoy listening to him/her and doing things with him/her.
· I am aware of his/her need for privacy.
· I know how he/she feels without his/her saying.
· I let him/her help me decide about things that affect him/her
· I punish him/her for disobeying
· I allow things to be left undone
· I enforce rules depending upon my mood. · I set limits for activities to help him/her stay out of trouble · I keep reminding him/her of past bad behavior.
1 = never‚ 2= Almost never‚ 3= Seldom‚ 4= Half the time‚ 5 = Frequently‚ 6= Almost always‚ 7= always
This instrument can be found in: Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 451-454.
Dibble‚ Eleanor.‚ Cohen‚ Donald J. (1974). Companion Instruments for Measuring Children’s Competence and Parental Style. Archives of General Psychiatry‚ 30(6)‚ 805-815.
Dibble‚ Eleanor.‚ Cohen‚ Donald J.‚ Grawe‚ J.M. (1977). Fathers’ and mothers’ perceptions of children’s personality. Archives of General Psychiatry‚ 34(4)‚ 480-487.
Dibble‚ E.‚ and Cohen‚ D.J. (1974). Childhood Personality Scale (CPS). In Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 451-454.