Multilevel Assessment of Psychopathology (MAPsy)

The MAPsy is a 154-item self-report questionnaire that screens for the symptoms of DSM-5 disorders and shows which symptoms are elevated through two lenses: 41 disorder scales, and 127 dimensions of an empirically derived hierarchy of psychopathology. Designed as a broad initial assessment, it helps clinicians identify which areas warrant further assessment.

FAQ

Because the two differ in scope. Most measures on NovoPsych are narrow in scope: each assesses a specific disorder or area of concern, such as the PHQ-9 for depression or the GAD-7 for anxiety, and suits a clinician who already knows what needs to be assessed. The MAPsy is broad in scope. In one administration it assesses symptoms of DSM-5 disorders on 41 disorder scales and across nine broad dimensions of psychopathology, which helps the clinician establish what needs to be assessed further. This includes disorders that are often identified only after a long delay. The MAPsy does not replace the clinical interview and disorder-specific assessment; it helps guide them.

The two frameworks answer different questions. The DSM-5 disorder scales serve clinical practice directly: diagnosis in mental health settings is typically made in DSM terms, clinicians are trained in its categories, and the research on assessment and treatment is organised by them. The empirical hierarchy addresses recognised limitations of categorical diagnosis, which imposes boundaries on symptoms that vary continuously (Kotov et al., 2017).

Take, for example, the co-occurrence of depressive and anxious symptoms. In the hierarchy, it is represented as a shared position on a broader spectrum, in this case Internalising. Each level, from broad spectra down to narrow symptom clusters, describes the client’s presentation at a different level of specificity (Kotov et al., 2017; Forbes et al., 2025).

Because the items are both written in the language of DSM-5 symptoms and organised into the hierarchy, one set of responses can be scored both ways, so a clinician can read the disorder scales and see where those disorders’ symptoms sit within broader dimensions of psychopathology.

No. A diagnosis can only be made by a suitably qualified mental health professional, based on a comprehensive assessment. A score on a DSM-5 disorder scale describes the level of the symptoms that the MAPsy measures for that disorder over the past year and does not establish a diagnosis. Some disorder scales measure only some of a disorder’s symptoms, and diagnostic criteria also involve duration, onset, impairment, and the exclusion of other explanations (American Psychiatric Association, 2013), which a self-report symptom measure cannot assess.

A Clinically Significant disorder scale is best read as a signal that the disorder warrants further assessment, for example through a clinical interview against the criteria. Expanding the scale in the report shows which symptoms contributed to the elevation and can help guide further assessment.

The reference sample was recruited for research on mental health; most of its members were receiving treatment and more than half reported very high psychological distress. This composition suits the measure’s purpose. A measure used to decide whether a presentation warrants further assessment needs to discriminate among individuals across the full range of severity, and a sample in which high levels of distress are common represents that range more fully than a general community sample, in which most respondents score near the floor and few score in the range where clinical decisions are made.

This means a percentile compares the client with people who may have been experiencing mental health difficulties, rather than with the general population. A percentile around 50 means a typical level of psychopathology for that group, not an average level for the community.

This is why the severity bands, which are fixed to the score and do not change with the reference sample selected, carry the judgement of whether a level of psychopathology is of clinical interest or clinically significant. The percentile shows where the client sits among people who were, for the most part, receiving mental health treatment.

Because a spectrum summarises a whole domain, while a subfactor or cluster captures one part of it. A client whose difficulties are focused on one area within a spectrum, such as social anxiety or sleep, can therefore be elevated on the subfactor or cluster that captures that area of difficulty while the spectrum as a whole remains Not Elevated.

This follows from how the thresholds are set. For the constructs of the hierarchy, a construct’s thresholds are the sums of its items’ thresholds, so a broad construct with many items needs more of its items at or above threshold before its score reaches the Elevated or Clinically Significant band than a narrow construct with few items does. This is by design: for a spectrum’s score to reach the Elevated or Clinically Significant band, the client must report symptoms at threshold level across a substantial share of the spectrum’s content, which is what an elevation on a broad dimension of psychopathology means. The hierarchy therefore registers severity at the level at which it is present, narrow problems on clusters and pervasive difficulties on subfactors and spectra.

The report and the interpretive text allow for this: every construct’s band is shown in the Empirical Hierarchy panel, and the interpretive text names elevated subfactors even when their spectrum is not elevated.

The MAPsy’s 23 personality facets carry the same names as facets of the Personality Inventory for DSM-5 – Short Form (PID-5-SF), because both follow the trait facets of the DSM-5 Alternative Model for Personality Disorders, but they are not scored from the same items, and they serve a different purpose. The PID-5-SF gives a trait profile; in the MAPsy the facets are the building blocks of the seven personality disorder scales, and they appear in the report within those scales rather than as a profile of their own. A clinician who wants a full trait profile can administer the PID-5-SF, which is available on NovoPsych.

Because it is scored only for clients who report using a substance in the past year. Part-way through the questionnaire, the client is asked which substances they have used in the past year, from a checklist of seven classes. A client who selects one or more is then asked nine further items about substance use disorder symptoms and use in dangerous situations, and the Harmful Substance Use spectrum is scored from those items. A client who selects “None of the above” is not asked these items, so the spectrum and its clusters are shown in the report without a score, and the three checklist clusters (Alcohol use, Cannabis use, and Illicit and prescription substance use) are marked No.

Developer

NovoPsych Psychometrics

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Andrews, G., & Slade, T. (2001). Interpreting scores on the Kessler Psychological Distress Scale (K10). Australian and New Zealand Journal of Public Health, 25(6), 494–497. https://doi.org/10.1111/j.1467-842X.2001.tb00310.x

Forbes, M. K., Baillie, A., Batterham, P. J., Calear, A., Kotov, R., Krueger, R. F., Markon, K. E., Mewton, L., Pellicano, E., Roberts, M., Rodriguez-Seijas, C., Sunderland, M., Watson, D., Watts, A. L., Wright, A. G. C., & Clark, L. A. (2025). Reconstructing psychopathology: A data-driven reorganization of the symptoms in the Diagnostic and Statistical Manual of Mental Disorders. Clinical Psychological Science, 13(3), 462–488. https://doi.org/10.1177/21677026241268345

Fusar-Poli, L., Brondino, N., Politi, P., & Aguglia, E. (2022). Missed diagnoses and misdiagnoses of adults with autism spectrum disorder. European Archives of Psychiatry and Clinical Neuroscience, 272(2), 187–198. https://doi.org/10.1007/s00406-020-01189-w

Hirschfeld, R. M. A., Lewis, L., & Vornik, L. A. (2003). Perceptions and impact of bipolar disorder: How far have we really come? Results of the National Depressive and Manic-Depressive Association 2000 survey of individuals with bipolar disorder. Journal of Clinical Psychiatry, 64(2), 161–174. https://doi.org/10.4088/JCP.v64n0209

Kessler, R. C., Andrews, G., Colpe, L. J., Hiripi, E., Mroczek, D. K., Normand, S.-L. T., Walters, E. E., & Zaslavsky, A. M. (2002). Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32(6), 959–976. https://doi.org/10.1017/S0033291702006074

Kessler, R. C., Chiu, W. T., Demler, O., & Walters, E. E. (2005). Prevalence, severity, and comorbidity of 12-month DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 617–627. https://doi.org/10.1001/archpsyc.62.6.617

Kotov, R., Krueger, R. F., Watson, D., Achenbach, T. M., Althoff, R. R., Bagby, R. M., Brown, T. A., Carpenter, W. T., Caspi, A., Clark, L. A., Eaton, N. R., Forbes, M. K., Forbush, K. T., Goldberg, D., Hasin, D., Hyman, S. E., Ivanova, M. Y., Lynam, D. R., Markon, K., … Zimmerman, M. (2017). The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies. Journal of Abnormal Psychology, 126(4), 454–477. https://doi.org/10.1037/abn0000258

Nylander, L., Holmqvist, M., Gustafson, L., & Gillberg, C. (2013). Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in adult psychiatry. A 20-year register study. Nordic Journal of Psychiatry, 67(5), 344–350. https://doi.org/10.3109/08039488.2012.748824

Stengler, K., Olbrich, S., Heider, D., Dietrich, S., Riedel-Heller, S., & Jahn, I. (2013). Mental health treatment seeking among patients with OCD: Impact of age of onset. Social Psychiatry and Psychiatric Epidemiology, 48(5), 813–819. https://doi.org/10.1007/s00127-012-0544-3

Related Assessments