Piers-Harris Children’s Self-Concept Scale, Second Edition

Name:
Date:

Validity Scales T-Score Percentile Range

Response Bias Index (RES)

Self-Concept Scales

Total Score (TOT)

Domain Scales
Behavioral Adjustment (BEH)

Intellectual and School Status

Physical Appearance and

Freedom From Anxiety (FRE)

Popularity (POP)

Happiness and Satisfaction

Interpretation of the Piers-Harris 2 is an integrative process. The results described here should be interpreted
within the context of other available information, observations, and other sources of data. Other sources of
information may provide conflicting views of Student's self-concept. One concern with the assessment of self-
concept in younger children, (especially under 6 years old), is that younger children seem not to possess a general
sense of self-worth. They are capable of evaluating themselves on specific behaviors. Another challenge is the
stability of a young child’s sense of self-worth. Self-concept scores can fluctuate with age and developmental
adjustments. Entry into first grade is a developmental adjustment that can destabilize self-concept. That Student is
currently at the youngest age in the standardization sample, is a consideration for not over-interpreting these
results. The deficits in Student's self-concept indicated by this single scale could warrant further evaluation and
exploration and do warrant a follow up in school after the summer.

Validity Considerations: The Piers-Harris 2 includes measures that are sensitive to validity concerns such as
exaggeration, response bias, and random responding. None of these indices raised any concerns about response
validity for this child.

Behavior Adjustment (BEH): the BEH scale measures admission or denial of problematic behaviors. Student scored
in the Very Low range. Children that score in this range are acknowledging significant behavior difficulties. Of the
14 questions in this scale, Student responded indicating negative self-concept to 13. Student responded as seeing
herself as frequently causing trouble and as being unable to adhere to the standards of conduct set by her parents
 Piers-Harris Children’s Self-Concept Scale, Second Edition

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and/or teachers. Student endorsed items such as: “It is usually my fault when something goes wrong,” “I cause
trouble in my family,” “I am often mean to other people,” and “I get into a lot of fights.”

Intellectual and School Status (INT): The INT scale consists of 16 items that reflect a child’s assessment of his or
her abilities with respect to intellectual and academic tasks. The items also cover general satisfaction with school
and future expectations about achievement. Children who score in the low range acknowledge numerous
perceived difficulties on specific school-related tasks. Children with low scores on this scale may also have a more
general sense that they do not fit in well at school. Within the Average range, children view themselves as
performing acceptably well in the academic realm, but acknowledging a few difficulties with school related tasks.
Student scored

in bottom of the Average range, or within the Low Average range. Student admits to having more difficulties with
academic work than the typical individual in the standardized sample, but overall level of these

problems is still considered to be within normal limits. Student responded ‘no’ to the items, “I am smart,” ”I
behave well in school,” and “I am good at my school work.” She responded ‘yes’ to the items, “I am an important
member of my class,” “I am an important member of my family,” and “When I grow up, I will be an important
person.”

Physical Appearance and Attributes (PHY): The PHY scale has 11 items and measures a child’s appraisal of her
physical appearance as well as attributes such as leadership and the ability to express ideas. Student scored in the
Low Average range, expressing more dissatisfaction with her appearance and attributes than the typical individual
in the standardization sample, but with her overall level of self-criticism still within normal limits. Student's
negative self-appraisals were concentrated around leadership characteristics but not physical appearance; they
included ‘no’ responses to “I am strong,” “my friends like my ideas,” and “I am popular.” Student endorsed positive
self-appraisal about her looks including, “I have nice hair,” I am good-looking,” and “I have a pleasant face.”

Freedom From Anxiety (FRE): The FRE scale consists of 14 items that reflect anxiety and dysphoric mood.
Individual items tap a variety of specific emotions, including worry, nervousness, shyness, sadness, fear, and a
general feeling of being left out of things. Student scored solidly within the Average range reporting mostly positive
emotional states, but acknowledging a few difficulties within the average range for children. Student answered ‘no’
to “I am often sad,” “I am unhappy,” “my looks bother me, “I give up easily,” and “I wish I were different.”

Popularity (POP): The 12-item POP scale represents a child’s evaluation of her social functioning. The item content
covers perceived popularity, ability to make friends, and feelings of inclusion in activities such games and sports.
Student scored in the Low range on this domain. Scores in this range are typically produced by children who feel
unhappy about their social functioning. Such children are dissatisfied with their friendships. Low POP scores may
indicate weak interpersonal skills. Student would benefit from interventions designed to teach and practice social
skills. She endorsed that her classmates make fun of her, she is unpopular, feels left out of things, that she does
not have many friends, people pick on her, and that she is different than other people. On the positive perspective
side, Student endorsed that it is not hard for her to make friends, that she is not shy, and that she is not the last to
be chosen for games and sports.

Happiness and Satisfaction (HAP): The HAP scale reflects feelings of happiness and satisfaction with life. Student
reports both positive and negative appraisals of her general life but does admit to more feelings of dissatisfaction
than the typical child in the standardization sample. Overall, this level of problems is still considered to be within
normal limits. Student endorsed that she is a happy person, she is lucky, and that she likes being the way she is.
 Piers-Harris Children’s Self-Concept Scale, Second Edition

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Student's sense of self indicated vulnerability when she also endorsed that she is not a good person and she is not
easy to get along with.

T-Score Range Percentile Range Interpretive Label

Total (TOT) Scale

< 29T <2 Very Low

30T-39T 3-14 Low

40T-44T 15-28 Low Average

45T-55T 29-71 Average

56T-59T 72-83 High Average

60T-69T 84-97 High

>70T > 98 Very High

Domain Scales

< 29T <2 Very Low

30T-39T 3-14 Low

40T-44T 15-28 Low Average

45T-55T 29-71 Average

>56T >72 Above Average