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MPS351N: Psychodiagnostic Lab-II

Sacks Sentence Completion Test (SSCT)

Submitted by-

Payal Seth (23223149)

Submitted to Prof. Saswati Bhattacharya

Assistant Professor

Department of Psychology

CHRIST (Deemed-To-Be-University), Delhi NCR

September 4, 2024
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Introduction

In the complex landscape of human psychology, three interconnected concepts play a

crucial role in understanding individual differences and behavior- adjustment, attitude, and

personality. These three elements are not isolated constructs but rather interwoven aspects of

human psychology that continuously influence and shape one another. Recognizing the

importance of these concepts in understanding human behavior and mental health, psychologists

have developed various assessment tools to explore and measure them. One such tool is the

Sacks Sentence Completion Test (SSCT), a semi-structured projective technique designed to

provide insights into an individual's attitudes, adjustment patterns, and overall personality

structure by examining responses across multiple life domains.

Attitude refers to an individual's feelings, beliefs, and behavioral tendencies towards

social objects or situations. Attitudes are often influenced by group interactions and become

standardized. They can be positive or negative, and play a key role in social adjustment.

Adjustment is the behavioral process of adapting to changes in one's physical,

occupational, and social environment. It involves resolving conflicting desires that are hindered

by environmental constraints. Successful adjustment is critical for maintaining a high quality of

life.

The term "personality" is believed to originate from the Latin word "persona," which

referred to the theatrical masks worn by Roman actors in Greek dramas (American Psychological

Association,2001). Personality is commonly defined as a pattern of relatively permanent traits

and unique characteristics that contribute to the consistency and individuality of a person's

behavior (Srivastava & Barmola, 2013). “Personality is the dynamic organization within the
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individual of those psychophysical systems that determine his characteristic behavior and

thought” (Allport, 1961, p. 28).

Personality refers to the enduring characteristics and behaviors that comprise a person’s

unique adjustment to life, including major traits, interests, drives, values, self-concept, abilities,

and emotional patterns. According to Allport, personality involves active organization, which is

constantly evolving and changing, and which involves motivation and self-regulation. He defined

Personality as the dynamic organization within the individual of those psychophysical systems that

determine his unique adjustments to his environment.The study of personality has been guided by

two major themes: (a) the study of individual dimensions along which people differ (i.e.,

nomothetic approaches) and (b) the study of individuals as unique and integrated people (i.e.,

idiographic approaches)

The same circularity is entailed when defining personality as “a person’s characteristic

pattern of behaviors in the broad sense (including thoughts, feelings, and motivation)”. When

patterns in cognition, emotion and motivation form inherent parts of someone’s personality, they

cannot also serve as explanations. What phenomena other than those included in the definition can

explain those conceived as personality? Contradicting their own working definition, the authors

discuss various affective, cognitive and motivational processes that may causally contribute to the

emergence of personality variation. Given this, what criteria define some psychical phenomena as

forming part of personality but others only as their causes or consequences (Uher, in press)? The

notion of “characteristic patterns” is surprisingly vague for a scientific definition. When are

behavioral patterns “characteristic” enough for an individual to constitute “tendencies” and to

warrant their interpretation as personality? That is, what differentiates behaviour from personality

(Uher, 2013, 2015a; Uher & Visalberghi, 2016)

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Theories of personality

1. Psychodynamic theories

Sigmund Freud laid the foundation for psychodynamic personality theories with his

proposal of the id, the ego, and the superego. Freud saw these three parts of the mind as the basis

of human personality. According to Freud, these concepts could explain individual behavior.

The id was about your irrational and emotional impulses, while the ego weighed all the

rational pros and cons. The superego then sought to apply social norms, rules, and other personal

values that ultimately encouraged you to act based on your core beliefs. Later, in the psychosexual

personality development part of Freud’s theory, he explained how a person came to those beliefs

and ideals.

Freud thought early childhood experiences played the most important role in how

personality developed. Early life, he said, was defined by five psychosexual stages based on the

pleasure sensations in erogenous zones:

• oral: mouth and sucking reflexes

• anal: bladder and bowel control

• phallic: genitals and gender identification

• latency: sexuality is paused and latent, and gives room to social

skills

• genital: mature sexuality and defined sexual interest and orientation

Freud suggested that each stage presented you with a developmental conflict. If you

successfully overcame it, you would move into the next phase of development.

2. Trait theories and type theories

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Trait theory is one of the most popular types of personality theories. It proposes that

people’s personalities vary according to which basic personality traits are more dominant.

In this sense, each trait is seen as a continuum.

Trait Theory

Trait theory focuses on identifying and measuring individual personality characteristics,

or traits. Traits are considered to be consistent over time and across different situations, making

them reliable indicators of personality. Example: The Big Five Personality Traits

One of the most widely accepted trait theories is the Big Five model, which includes the

following five dimensions:

• Openness to Experience: This trait features characteristics such as imagination,

creativity, and curiosity. Individuals high in openness are more likely to seek out new

experiences and be open to unconventional ideas.

• Conscientiousness: This trait includes high levels of thoughtfulness, good impulse

control, and goal-directed behaviors. Highly conscientious individuals are organized,

mindful of details, and reliable.

• Extraversion: This trait is characterized by excitability, sociability, talkativeness,

assertiveness, and high amounts of emotional expressiveness. Extraverts are outgoing

and gain energy from interacting with others.

• Agreeableness: This trait includes attributes such as trust, altruism, kindness, and

affection. People high in agreeableness tend to be more cooperative and compassionate

towards others.
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• Neuroticism: This trait is characterized by sadness, moodiness, and emotional

instability. Individuals high in neuroticism experience mood swings, anxiety,

irritability, and sadness.

Type Theory

Type theory classifies people into distinct personality types based on certain

characteristics. Unlike traits, which are measured on a continuum, types categorize individuals into

discrete groups. Example: Myers-Briggs Type Indicator (MBTI)

The Myers-Briggs Type Indicator (MBTI) is a well-known type theory that categorizes

individuals into 16 personality types based on four dichotomies:

• Extraversion (E) vs. Introversion (I): This dichotomy describes where

individuals get their energy. Extraverts gain energy from social interactions, while

introverts recharge through solitude.

• Sensing (S) vs. Intuition (N): This dichotomy involves how individuals process

information. Sensors focus on concrete, factual information, while intuitives look at

patterns and possibilities.

• Thinking (T) vs. Feeling (F): This dichotomy relates to decision-making

processes. Thinkers base decisions on logic and objective criteria, whereas feelers make

decisions based on personal values and how they affect others.

• Judging (J) vs. Perceiving (P): This dichotomy describes individuals' approach to

the external world. Judgers prefer structure and order, making plans and sticking to

them, while perceivers are more flexible and spontaneous.

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Each person falls into one of the 16 personality types based on their preferences in these

four areas, such as ISTJ (Introverted, Sensing, Thinking, Judging) or ENFP (Extraverted, Intuitive,

Feeling, Perceiving).

3. Humanistic theories

The humanistic approach to theories of personality involves understanding not only

behavior and thought patterns, but also what someone believes gives their life meaning.

Humanistic theories propose that someone’s personality depends heavily on what they

think of themselves — who they believe they are. Maslow’shumanistic hierarchy of needs, for

example, suggested that personality is the result of someone being able to meet — or not meet —

basic needs like safety, self-esteem, and belongingness.

4. Social cognitive theories

Social cognitive theories of personality include several schools of thought like

behaviorism, social learning theory, and expectancy-value theory.

Behaviorism

Behaviorism theory proposes that human behavior is the direct result of facing rewards and

punishments.

In other words, you’re conditioned to respond a certain way because of a reward-

punishment pattern in your life.

Social learning theory

Closely related to behaviorism is Albert Bandura social learning theory, which takes

behavioral models and adds the component of thought. In other words, the theory proposes that

your thought process plays an essential part in deciding if you should imitate or not a certain

behavior (learning).
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According to the social learning theory , how you perceive behavioral reinforcement is

more important than the reinforcement itself.

Expectancy-value theory

Another behaviorism-based model of human personality is Julian framework. Rotter

proposed human behavior is motivated by the expected rewards or punishment it can gain. This

expectation comes from past experiences and whether or not you thought the consequences of your

actions were under your control.

When someone believes they have control over an outcome, they’re more motivated to

action. This is particularly so when they anticipate a positive outcome because similar actions have

been rewarded in the past.

5. Biological theories

Biological personality theories assert that brain structures and neurophysiology are what

determine your personality traits.In other words, something as simple as higher neurotransmitter

levels might provide you with a more positive outlook, for example, than someone else.

6. Evolutionary theories

Charles Darwin first introduced the concepts of evolution and natural selection in the mid-

1800s. His work sparked an entire field of evolutionary biology. Later, other scientists explored

Darwin’s premises to explain human behavior. According to this framework of evolutionary

theories, human personality is primarily the result of genes and most useful traits. Ultimately,

evolutionary theory states that personality characteristics that increased your ancestors’ chances

for survival are the traits you may have at the core of your personality today.

Personality Assessments
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Personality assessments are comprehensive tools designed to measure and evaluate an

individual's unique personality traits, characteristics, and behaviors. These assessments serve as a

critical means to understand various facets of a person's psychological makeup, including their

emotional functioning, interpersonal skills, motivations, and coping mechanisms. Utilized for

diverse purposes such as clinical diagnosis, career counseling, personal development, and research,

these assessments provide valuable insights into an individual’s personality.

Self-report inventories are a common type of personality assessment, where individuals

answer a series of questions about their own behaviors, thoughts, and feelings. Prominent

examples include the Minnesota Multiphasic Personality Inventory (MMPI), which measures a

broad spectrum of psychological conditions and personality attributes; the NEO Personality

Inventory (NEO-PI-R), which assesses the Big Five personality traits—Openness,

Conscientiousness, Extraversion, Agreeableness, and Neuroticism; and the Myers-Briggs Type

Indicator (MBTI), which categorizes individuals into 16 personality types based on their

preferences in perception and judgment.

Projective tests, another category, involve individuals responding to ambiguous stimuli,

revealing hidden emotions and internal conflicts. The Rorschach Inkblot Test, which analyzes

interpretations of inkblots to uncover underlying thoughts and feelings, and the Thematic

Apperception Test (TAT), where individuals create stories about ambiguous scenes, are classic

examples of this method. These tests aim to explore the deeper, often unconscious aspects of

personality.

Behavioral assessments focus on observing and recording an individual's behavior in

specific situations to infer personality traits. This can be achieved through direct observation,

where behaviors are monitored in real-time, or through the use of behavioral checklists, which are
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standardized lists of behaviors rated by observers. These assessments provide a tangible way to

measure how personality traits manifest in actual behavior.

Objective tests are standardized with fixed responses and often scored using algorithms,

ensuring consistency and reliability. Examples include the Sixteen Personality Factor

Questionnaire (16PF), which measures 16 personality factors identified through factor analysis,

and the Eysenck Personality Questionnaire (EPQ), which assesses dimensions like extraversion,

neuroticism, and psychoticism.

Situational Judgment Tests (SJTs) present individuals with hypothetical scenarios and ask

them to choose the most appropriate response, often used in organizational settings to assess

problem-solving and decision-making abilities. Personality questionnaires, another form, are self-

report tools that measure specific personality traits or disorders. The Big Five Inventory (BFI)

measures the five major dimensions of personality, while the Personality Assessment Inventory

(PAI) assesses various personality traits and clinical conditions.

Introduction to Sentence Completion Test (SCT)

The Sentence Completion Test, developed by Joseph M. Sacks and colleagues from the

New York Veterans Administration Mental Hygiene Service in the 1950s, consists of sentence

stems designed to uncover cognitive processes, emotional states, and interpersonal dynamics. The

The Sacks Sentence Completion Test is a 60 item test, semi structured projective technique that

requires participants to reply to 60 incomplete sentences. This method allows for some level of

direction while still enabling individuals to project their own thoughts and feelings into their

responses. The test has four domains: self-concept, sex, family, and relationships. It is claimed that

the items in these sections provide the individual with sufficient opportunities to articulate attitudes

for a clinical psychologist to determine the client's primary psychological preferences. Such
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information assists in selecting therapy clients and gives the therapist valuable insights into the

characteristics and structure of the patient's attitudes and emotions. Direct questioning makes

people feel self-conscious and puts them on the defensive. However, while administering SCT,

when an individual is told to react to the first idea that comes to him/her, he/she frequently

contributes important content that he/she does not edit (Köhli et al., 2018).

The test consists of 60 items (sentence stems). These items cover 4 broad domains and 15

sub domains

1.Family

a. Attitude Towards Mother

b. Attitude Towards Father

c. Attitude Towards Family

Three attitudes exist in the family: those towards the mother, the father, and the family unit. Four

sentence completion prompts are utilized to represent each of them, prompting the subject to

express his sentiments for both his parents as individuals and his family as a whole. "My mother

and I..." Items such as "My family treats me like..." and "If my father would only..." are intended

to elicit similar sentiments. It is hoped that, despite his tendency to be cautious and evasive, the

subject will reveal crucial information in response to at least one of the four inquiries.

2. Sex

a. Attitudes Towards Women

b. Attitudes Towards Heterosexual Relationship

Attitudes about women and heterosexual partnerships encompass social beings, marriage,

and sexual interactions in general. Items like "I think most girls..." and "If I had sex

relations..." are common in this category.

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3. Interpersonal Relationship

a. Attitudes Towards Superior at work/school

b. Attitudes Towards People Supervised

Interpersonal relationships encompass attitudes towards friends and acquaintances,

coworkers at work or school, superiors at work or school, and those being supervised. The

16 kerns allow the individual to describe his sentiments about individuals outside the house, as

well as his view of how others feel about him in this area. "My friends, when I'm not around."

"When I see the boss coming..." This category contains statements like "The people who work

for me..." and "At work, I get along best with…

4. Self-Concept

a. Fears

b. Guilt Feelings

c. Own Abilities

d. Past

e. Future

f. Goals

Fears, guilt emotions, goals, and attitudes towards one's abilities, past, and future are all

components of one's self-concept. The attitudes expressed here assist the psychologist in

understanding how the subject perceives himself in terms of who he is, who he was, who he

desires to be, and who he feels he will be in the future. "I wish I could lose the fear of...," "My

greatest mistake was...," "I believe I can..," This section has twenty-four subjects, including

"When I was a child...", "Someday I...", and "What I want most out of life..."

History and Development

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Its origins trace back to word association tests popularized by Jung and incomplete

sentences used by Ebbinghaus and Galton for studying memory. Systematic use in personality

assessment dates to the 1920s, with Rotter’s Incomplete Sentence Blank demonstrating its value

in psychiatric evaluation. Versatile and adaptable, these tests are employed across various

demographics and settings, including clinical, educational, and industrial environments, for

purposes ranging from psychological assessment to management development.

Versions of Sentence Completion Test

There are several versions of the Sentence Completion Test, each designed for specific

purposes and populations. Here are some notable versions:

• Rotter Incomplete Sentence Blank (RISB): Developed by Julian Rotter, it is used

for assessing personality and emotional functioning.

• Washington University Sentence Completion Test (WUSCT): Designed for

evaluating ego development.

• Sacks Sentence Completion Test (SSCT): Focuses on identifying emotional and

interpersonal difficulties.

• Holtzman Inkblot Technique Sentence Completion Test: Combines sentence

completion with inkblot imagery to explore deeper psychological processes.

• Forer Sentence Completion Test: Used in career counseling and vocational

guidance.

• School Sentence Completion Test (SSCT): Tailored for use in educational settings

to understand students' attitudes and feelings towards school and learning.

• Loevinger's Sentence Completion Test: Used to assess stages of ego development.

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• The Sentence Completion Test (SCT) by Dubey and Dubey: It is a psychological

assessment tool designed to evaluate personality traits, attitudes, and thought processes.

It involves respondents completing unfinished sentences, allowing for insights into

their subconscious thoughts and emotions.

Each of these versions serves different assessment needs, ranging from personality

evaluation to educational and career guidance.

Scoring of Sentence Completion Test

The subject's degree of disturbance in various areas is rated using the following scale:

• 2 - Severely Disturbed: Indicates a need for therapeutic aid to manage emotional

conflicts.

• 1 - Mildly Disturbed: Shows emotional conflicts but appears capable of handling

them without therapeutic aid.

• 0 - No Significant Disturbance: No notable disturbances in this area.

• X - Unknown: Insufficient evidence to make a determination.

Interpretation

Key Areas of Disturbance: A statement identifying the areas where the subject shows the

most disturbed attitudes can provide significant clues for the therapist. Additionally, describing

the interrelationships between attitudes based on content often reveals dynamic factors in the case.

The SSCT findings can infer the subject's personality structure, such as:

1. The subject's response to internal impulses or external stimuli.

2. The nature of the subject's response to stress, whether impulsive or well-controlled.

3. The subject's thought processes and thinking content, which could be realistic, artistic,

or fantastical.
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Attitude Towards Father (Items 1, 16, 31, 46):

-2: Extreme hostility and contempt, with overt death wishes.

-1: Admires the father but desires a closer relationship.

- 0: Complete satisfaction with the father's personality.

Principal Areas of Disturbance: Identifies the key areas where the subject exhibits the most

disturbed attitudes, providing important clues for therapy.

Interrelationships Among Attitudes: Describes how different attitudes interact,

illuminating dynamic factors in the subject's case, such as emotional ties with parents contributing

to overall psychological understanding.

Psychometric Properties of Sentence Completion Test

Reliability

According to Sacks and Levy (2007) the reliability of the Sacks Sentence Completion Test

(SSCT) was assessed by having three psychologists independently rate the degree of disturbance

in one hundred subjects across fifteen categories based on their sentence completion responses.

Additionally, the psychiatrists treating these subjects independently rated their degree of

disturbance in each of the fifteen categories based on their clinical impressions, without knowledge

of the SSCT responses. The reliability of the psychologists' judgments was established through the

agreement of two out of three psychiatrists. When the ratings of the psychologists were correlated

with those of the psychiatrists, contingency coefficients ranged from .48 to .57 with standard errors

of .02, indicating a significant positive relationship between the ratings of the psychologists and

the psychiatrists.

Validity
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The validity of the SSCT was further evaluated by having psychologists write interpretive

summaries of the fifteen attitudes for fifty subjects based on their SSCT responses. These

summaries were then reviewed by the psychiatrists, who rated the summaries for agreement with

their clinical findings. Approximately 77% of the statements were rated as being in close or partial

agreement with the clinical findings (Sacks & Levy, 2007). These results are comparable to those

found in validation studies of other personality assessment methods, such as the Rorschach Test

and the Thematic Apperception Test (TAT)

Application of Sentence Completion Test

Sentence Completion Tests (SCTs) uncover hidden aspects of personality that structured

questionnaires might miss. They reveal underlying personality traits and identify patterns of

defense mechanisms individuals use to cope with stress.

In clinical psychology, SCTs are used to explore patients' emotional states, particularly

when verbal expression is limited (Lah, 2001). By completing sentence stems, individuals may

reveal unconscious conflicts or anxieties that contribute to their psychological distress.

In market research, SCTs help uncover consumers' attitudes towards products, brands, or

advertising campaigns. By analyzing sentence completions related to product usage, researchers

can identify unmet consumer needs and preferences (Kujala et al., 2013).

In education, SCTs assess students' attitudes towards subjects, teachers, and the learning

environment. They help identify potential learning challenges or misconceptions by analyzing

students' sentence completions (Dumitrescu, 2023).

In organizational behavior, SCTs provide insights into employee job satisfaction,

motivation, and overall morale. By analyzing sentence completions, researchers can uncover the

underlying values and norms of an organization, helping to understand its culture.

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Methodology

Materials Required

• Consumable Booklet of Sentence Completion Test (SSCT)

• Manual for Sentence Completion Test (SSCT)

• Pen/ Pencil.

Particulars of the subject

Name: NJ

Age: 22

Sex: Female

Educational qualifications: post-graduation

Marital status: Unmarried

Occupation: N/A

Socio-economic status: Upper middle class

Preliminary Set-Up

For the smooth administration of the present assessment of the Sacks Sentence

Completion Test (SSCT), it was ensured that the participant was well-rested and was seated

comfortably. A rapport was successfully established with the participant, and it was ensured

that the environment for conducting the assessment was quiet. Efforts were made to minimize

external disturbances and noises and it was ensured that the room was well-lit. The materials

required for the administration of SSCT were procured from the laboratory prior to the

administration and were kept ready to facilitate its smooth conduction.

Procedure
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The aim of SACKS sentence completion Test is to assess the personality, attitude and

adjustment of the subject. The subject was seated comfortably, and after establishing a rapport,

was given the required instructions prior to the administration. For carrying out the present

assessment, the subject was given the consumable booklet or the response sheet of the SSCT and

was asked to complete the incomplete sentences by writing down his/her responses in the

corresponding blanks. Attempts were made by the investigator to clarify the queries of the

subject, if she had any, at any point during the administration. The administration was completed

in one sitting. This was followed by the evaluation and scoring of the responses of the subject in

accordance with the scoring guidelines prescribed by the manual.

Instructions

“Below are sixty partly completed sentences. Read each one and finish it by writing the

first thing that comes to your mind. Work as quickly as you can. If you cannot complete an item,

circle the number and return to it later.”

Precautions

The following precautions should be taken during the investigation to facilitate its

smooth conduction-

• All external disturbances should be minimized to ensure that the subject’s attention and

concentration is sustained and maintained throughout the administration.

• The assessment should be conducted in a single sitting.

• The investigator should ensure that the subject feels comfortable and at ease.
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Results

Table 1: shows the client's score and impression in SSCT

Domain Subdomain Item No. Score Impression

Family Mother 14,29,44,59 0 No conflicts

Father 1,9,32,46 1 Mild conflicts

Family unit 12,27,42,57 1 Mild conflict

Sex Women 10,25,40,55 1 Mild conflict

Heterosexual 11,26,41,56 0 No conflict

Relationships

Interpersonal relationship Superior at work/ school 8,23,38,53 0 No conflict

People supervised 6,21,36,51 0 No conflict

Colleagues at 4,19,34,48 0 No conflict

work/school

People supervised 13,28,43,58 0 No conflict

Self-concept Fear 7,22,37,52 1 Mild conflict

Guilt Feelings 13,30,45,60 2 Severe conflict

Own Abilities 2,16,31,47 0 No conflict

Past 9,24,39,54 2 Severe conflict

Future 5,20,35,50 0 No conflict

Goals 3,18,33,40 0 No conflict

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Discussion

The Sacks Sentence Completion Test (SSCT) assesses emotional conflicts and attitudes

across several domains, providing insight into how an individual navigates relationships, self-

perception, and other areas of life. The scoring system ranges from 0 to 2, where 0 indicates no

conflict, 1 suggests mild conflict, and 2 denotes severe conflict. This discussion examines the

participant's scores and corresponding impressions in each domain.

In the Family domain, the participant scored 0 for their relationship with their mother,

indicating no conflict and suggesting a strong, harmonious relationship with this figure. This lack

of conflict reflects a nurturing or stable connection with their mother, possibly serving as a

source of emotional support. In contrast, the participant scored 1 in their relationship with their

father, indicating mild conflict. Items like “I feel that my father seldom puts restraints on me”,

and “If my father would only be more open-minded it would lead to happiness” indicated mild

conflict. This could point to occasional disagreements or misunderstandings resulting from

differing expectations or communication issues. The family unit overall also shows a score of 1,

indicating some tension within the broader family structure. Items like “Compared with most

families, mine is a little orthodox”, and “When I was a child, my family faced many taunts that I

was a girl because my grandparents wanted me as a boy” showed conflict. These mild conflicts

could manifest in day-to-day family interactions but do not suggest severe dysfunction.

In the Sexuality domain, the participant scored 1 regarding their attitudes or relationships

with women, reflecting mild conflict. This could imply some difficulty in understanding or

interacting with women, potentially due to personal beliefs, past experiences, or societal

influences. Nevertheless, their score of 0 for heterosexual relationships shows that they
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experience no conflict in romantic or sexual relationships, indicating a healthy, stable approach

to their heterosexual experiences.

The Interpersonal Relationships domain stands out for the participant’s lack of conflict

across multiple subdomains. They scored 0 in their relationships with superiors at work or

school, people supervised, and colleagues at work or school. These scores reflect a positive,

conflict-free dynamic in their professional or academic settings. The participant seems to have

healthy relationships with authority figures, subordinates, and peers, suggesting strong

interpersonal skills, adaptability, and a capacity for effective communication. These relationships

are likely a source of stability and support in their daily life, as there is no indication of tension

or difficulties in working with others.

In the Self-Concept domain, the participant scored 1 about fear indicating mild conflict.

Items like “I know it is silly, but am afraid of being left alone” and “My fears sometimes force

me to withdraw and isolate myself”. This may suggest occasional feelings of anxiety or

uncertainty that arise in specific situations but do not dominate their overall self-perception.

However, a more pressing concern is seen in the participant’s score of 2 for guilt feelings,

signaling severe conflict. Items like, “I would do anything to forget the time I faced sexual abuse

and harassment.” This suggests deep-rooted feelings of guilt or remorse, possibly stemming

from unresolved past actions or perceived personal failures. These feelings may weigh heavily

on their emotional well-being, creating inner turmoil. Similarly, a score of 2 about their past

points to severe conflict, likely tied to unresolved trauma, regret, or negative experiences that

continue to influence their present state of mind. An item like “My most vivid childhood memory

is of abuse by my close family members” showed significant conflict”. Despite these significant

emotional struggles, the participant shows no conflict in other areas of self-concept. A score of 0
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for their own abilities, future outlook, and goals indicates a positive view of their skills,

confidence in their prospects, and a clear sense of purpose. These scores suggest that, while the

participant may struggle with past experiences and feelings of guilt, they maintain a resilient and

hopeful outlook in other key areas of life.

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Appendix
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