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Rotter Incomplete Sentence Blank
Introduction
1.1. Test description
The Rotter Incomplete Sentences Blank is a projective psychological test developed
by Julian Rotterand Janet E.Rafferty in 1950. It comes in three forms, school form, college
form, adult form for different age groups, and comprises 40 incomplete sentences which the
S's have to complete as soon as possible but the usual time taken is around 20 minutes, the
responses are usually only 1–2 words long. The test can be administered both individually and
in a group setting (Fiza, 2019).
1.2. Purpose
It helps reveal unconscious feelings, conflicts, and personality traits by asking
respondents to complete incomplete sentences, which provide insight into their current
emotional state and personality dynamics. The test is particularly used in clinical settings to
explore areas like adjustment, motivation, and personal concerns (Rotter, 1950).
Test Administration
2.1. Background Information
M.W was a 21-year-old student of 4th semester who was pursuing BS in Psychology
at the Humanities Department of COMSATS University Islamabad, Lahore campus.
2.2. Procedure
The Rotter Incomplete Sentences Blank (RISB) test procedure, typically involved the
participant completing 40 incomplete sentence stems aimed at eliciting personal feelings and
attitudes. The examiner had explained that the task was to fill in the blanks quickly and
honestly, allowing for responses that provided insights into the participant's psychological
state. The test was untimed, although participants were encouraged to work efficiently. Once
completed, responses were scored to assess the level of psychological adjustment or
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maladjustment. Scoring criteria had focused on areas such as self-concept, interpersonal
relationships, and emotional concerns (Boyle, 2008).
Scoring of the Test
The Rotter Incomplete Sentences Blank (RISB) is scored on a 7-point scale, ranging
from 0 (well-adjusted) to 6 (maladjusted). Scoring focuses on the degree of conflict,
negativity, or pathology in the responses, considering factors like emotional tone, content, and
attitude. After scoring each response, the total score is obtained by summing the individual
ratings. Lower scores indicate better emotional adjustment, while higher scores suggest
psychological distress or maladjustment. Recent studies have maintained this scoring method
to assess psychological states ( Schultz, 2013).
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Results
4.1. Quantitative Findings
The quantitative scoring of the test showed:
Rotter Incomplete Sentences Blank Test (College Form)
Cut off score Obtained score
135 134
4.2. Qualitative Findings
A total score of 134 on the Rotter Incomplete Sentences Blank (RISB) test, just below
the cutoff of 135, indicated a well-adjusted emotional state. The individual demonstrated good
psychological functioning, with only no concerns or conflicts that were clinically significant.
The responses reflected an overall good and stable emotional condition, suggesting there were
no challenges typical and unmanageable.
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Strengths and Weaknesses of the Test
5.1. Strengths
Strengths of the Rotter Incomplete Sentence Blank (RISB):
1. Quick and Easy to Administer: The RISB is relatively simple and quick to administer
compared to other projective tests like the Rorschach. This makes it efficient for use in
clinical, educational, or research settings.
2. Diagnostic Insight: The test provides useful diagnostic information regarding
emotional conflicts, defense mechanisms, and the individual’s current psychological
state.
3. Cost-Effective: Being a paper-and-pencil test, it is inexpensive and does not require
complex scoring tools, which makes it accessible for widespread use (Rotter, 1954).
5.2. Weaknesses
Here are some weaknesses of the RISB:
1. Subjectivity in Scoring: The interpretation of responses can be highly subjective,
leading to variability in results based on the evaluator’s perspective. Scoring is often
influenced by the clinician’s own biases and theoretical orientation.
2. Cultural Bias: The test may reflect cultural biases, as the meaning of certain sentence
completions may vary greatly depending on an individual’s cultural background,
limiting its cross-cultural applicability.
3. Limited Depth Compared Other Tests: Compared to other projective tests like the
Rorschach, the RISB may not probe as deeply into the unconscious mind, offering less
detailed insight into complex personality dynamics (Rotter, 1954).
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Implications
Following are the implications of RISB test :
1. Assess Emotional Adjustment: RISB helps evaluate an individual’s level of emotional
well-being and adjustment.
2. Identify Psychological Concerns: It highlights unresolved conflicts or mild
psychological distress.
3. Guide Therapy: Results can inform therapeutic interventions and personal growth
strategies.
4. Monitor Coping Skills: The test assesses how well an individual manages stress and
emotional challenges (Rotter, 1954).
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Beck Depression Inventory- Second Edition
Introduction
1.1. Test description
First introduced in 1961, the Beck Depression Inventory is one of the most popular
questionnaires for evaluating a person’s depression severity and has been revised several
times since its initial development. The tool was intended to track clinical observations of
symptoms and attitudes among depressed adolescents and adults and has since evolved to be
used widely as a self-reporting instrument both in and outside of a clinical setting (Jessica,
2020).
1.2. Purpose
Depression is a common mental illness in the U.S. caused by a combination of
genetic, biological, environmental, and psychological factors. To help measure the severity of
a person’s depression symptoms, the Beck Depression Inventory is widely used by clinicians
and individuals. It is a 21 item self report for adolescents and adults created by Aaron Beck, a
psychiatrist renowned as the “father of cognitive therapy.” While this questionnaire is not
used to diagnose a person with depression, it can be a useful instrument in helping a person
determine if, and to what degree, they need to seek help for their symptoms (Jessica, 2020).
Test Administration
2.1. Background Information
M.W was a 21-year-old student of 4th semester who was pursuing a BS in Psychology
at the Humanities Department of COMSATS University Islamabad, Lahore campus.
2.2. Procedure
The Beck Depression Inventory can be self-scored and administered from a person’s
home or in a clinical setting. In the 21-item, multiple choice questionnaire, a person is asked
to rate 21 symptoms and attitudes of depression on a scale of zero to three to best reflect their
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level of intensity. Each of the symptoms in the Beck Depression Inventory fit the diagnostic
criteria of the DSM-V, and the total time it should take a person to complete the questionnaire
is five to 10 minutes (Jessica, 2020).
Scoring of the Test
The BDI-11 is scored by summing the ratings for the 21 items. Each item is rated on a
4-point scale ranging from O to 3. If an examinee has made multiple endorsements for an
item, the alternative with the highest rating is used. The maximum total score is 63. Special
attention must be paid to the correct scoring of the Changes in Sleeping Pattern (Item 16) and
Changes in Appetite (Item 18) items. Each of these items contains seven options rated, in
order, as 0, la, 1 b, 2a, 2b, 3a, 3b, to differentiate between increases and decreases in behavior
or motivation. If a higher rated option is chosen by the respondent, the presence of an increase
or decrease in either symptom should be clinically noted for diagnostic purposes (Ward,
1961).
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Results
4.1. Quantitative Findings
The quantitative scoring of the test showed:
Beck Depression Inventory- Second Edition
Range Obtained score
20-28 27
4.2. Qualitative Findings
A score of 27 on the Beck Depression Inventory (BDI) falls within the moderate
depression range (19–29). This indicates that the person was experiencing a moderate level of
depressive symptoms. Individuals in this range often report feeling sad, fatigued, or have a
decreased interest in activities they once enjoyed. They may also experience negative
thoughts about themselves, their future, or have difficulty concentrating.
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Strengths and Weaknesses of the Test
Following are the strengths and weaknesses of BDI test:
5.1. Strengths
1. Wide Applicability: The test is effective for individuals aged 18 to 80, making it
suitable for a broad range of populations.
2. Ease of Administration: It is simple to administer, allowing both clinicians and
non-specialists to use it without extensive training.
3. Scoring and Interpretation: The test is straightforward to score and interpret, providing
clarity in understanding the results.
4. Accuracy: The test distinguishes between different severity levels of depression,
enabling more precise diagnosis and treatment planning (Pearson, 2021).
5.2. Weaknesses
1. Need for Comprehensive Evaluation: Due to this limitation, additional assessment
tools and strategies should be employed to ensure a thorough evaluation of the
patient's mental health.
2. Outdated Revision: The most recent revision of the test occurred in 1996, which may
not align fully with the modern diagnostic criteria for depressive disorders, potentially
affecting its relevance today.
3. Supplemental Assessments: To ensure an accurate diagnosis, the use of updated or
more detailed screening tools alongside this test is recommended for a complete
evaluation (Pearson, 2021).
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Implications
Following are the implications of BDI test :
1. Screening for Depression: The BDI is widely used to screen for symptoms of
depression in clinical and non-clinical populations, providing a quick assessment of
depressive severity.
2. Measuring Treatment Outcomes: It is used to track changes in depressive symptoms
over time, helping clinicians assess the effectiveness of treatment interventions.
3. Research in Mental Health: Researchers employ the BDI to investigate
depression-related variables in various studies, contributing to the understanding of
depression's impact on different populations (Jones & Harris, 2018).
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References
Rotter, J. B., Lah, M., & Rafferty, J. E. (1992). Manual for the Rotter Incomplete Sentences
Blank: College Form (2nd ed.). Psychological Corporation.
Raj,F.(2019),The Introduction of RISB Repaired , Retrieved from
https://www.coursehero.com/file/52175141/The-introduction-of-RISB-Repaireddocx/
Boyle, G. J., Matthews, G., & Saklofske, D. H. (2008). The SAGE Handbook of Personality
Theory and Assessment
Rotter, J. B., & Rafferty, J. E. (1950). The Rotter’s Incomplete Sentence Blank. New York:
Psychological Corporation.
Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Manual for the Beck Depression
Inventory-II. San Antonio, TX: Psychological Corporation.
Ward, C. H., & ERBAUGH, J. (1961). Beck Depression Inventory (BDI). Retrieved from
https://arc.psych.wisc.edu/self-report/beck-depression-inventory-bdi/
StudyCorgi. (2022). Beck Depression Inventory-II test critique , Retrieved from
https://studycorgi.com/beck-depression-inventory-ii-test-critique/
Jessica,D.M. (2020). How to Use The Beck Depression Inventory .Retrieved from
https://www.talkspace.com/mental-health/conditions/articles/beck-depression-invento
ry/
