Rotter’s Incomplete Sentence Blank
Submitted to
Ms. Afnan Saqib
Submitted by:
Iqra Bibi
Ms. Clinical Psychology (1st Semester)
Session (2024-2026)
Department of Psychology
Faculty of Arts and Social Sciences
May 2024
Government College Women University, Sialkot
Summary
The W.T was 23 years old girl belongs to a healthy home environment; The Rotter’s
incomplete sentence blank test was administered on subject on May 21, 2024 to meet the
academic requirements. The participant took 20-30 minutes to complete the test. During the task,
the girl exhibited engaged behavior, actively participating in completing the sentences. The
results showed that her total raw score was 96, which is below the cut score of 135 and indicates
that she falls into the adjustment category.
Bio data
Name W.T
Age 23 years
Gender Female
Education Graduation
Birth order 2nd
No of siblings 4
Religion Islam
Marital status Unmarried
Date of administration January 5, 2024
The reason for referral
The test was administered for academic purpose to assess the respondent's adjustment
levels across various life areas based on her responses to 40 stems.
Background Information
Family history:
W.T, a 23-year-old girl, grew up in a supportive environment with caring parents and
three siblings: one older brother, one younger sister, and one younger brother. She was the
second eldest among her siblings. Her elder brother, aged 25, was pursuing an MBA while her
younger sister and brother were students, aged 20 and 15 respectively. They lived in a large
house with separate portions, sharing it with two other families. Her father worked for the
government, and her mother was a homemaker. Both parents had normal personalities and
shared a loving relationship with their children, particularly her mother who was very caring.
Overall, the family environment was positive and harmonious.
Personal history
The client was delivered normally and reached all developmental milestones at the
expected times during her childhood, which was a happy period for her. She was raised in a
Muslim family and began her religious education at five years old. Her family belonged to the
middle class, with her father earning a decent income. Despite having only a few friends, she
was sociable and maintained good relationships with them and her family. She had one close
friend whom she cherished and enjoyed spending leisure time with. Television was a favorite
pastime, particularly action movies and listening to songs.
Educational History
The subject completed her education with a degree in Mathematics, achieving a CGPA of
3.46. She began school at the age of four and performed exceptionally well academically,
scoring 967 out of 1100 in matriculation and 1003 out of 1100 in FA. She excelled in both her
studies and co-curricular activities during her school years. She also received religious education
from an early age and performed well in it. She had strong bonds with her teachers and friends
throughout her academic journey.
Test Administration
The test took place in a private room that was well-lit and had comfortable seating. The
seating area was free from distractions. The subject was provided with the RISB response form
along with instructions. She was asked to respond to 40 stems by writing down her answers. It
was ensured that her confidentiality would not be breached. The subject followed the instructions
carefully and completed the task in about 25 to 30 minutes.
Behavioral Observation
During the Rotter Incomplete Sentence Blank task, the girl exhibited engaged behavior,
actively participating in completing the sentences. She appeared focused and attentive,
demonstrating a willingness to express her thoughts and feelings through her responses. Her
body language suggested confidence and comfort, indicating a positive attitude towards the task
at hand.
Results
Quantitative analysis
Response Raw Score Cut off Adjusted/Maladjusted
categories
P3 0 1x0 =0
Positive P2 1 10 x 1 = 10
P1 2 14 x 2 = 28
Neutral N 3 8 x 3 = 24
C1 4 1x4 =4
Conflict C2 5 6 x 5 = 30
C3 6 0x6 =0
Omission 0 (40/40-0)
Total 96 135 Adjusted
Qualitative analysis
Participant responses to RISB test were categories in four major categories. Participant
gave 23 positive responses, 8 neutral responses 9 conflict responses and no omissions. Responses
to RISB test showed the following attitudes of the participant. The qualitative analysis of the
responses given by the participant is done on the 4 dimensions; familial attitude, social and
sexual attitude, general attitude and character traits. All of his behaviors toward herself and
others can be predicted and interpreted by the help of the profile.
Familial Attitude
The participant’s familial attitude seemed healthy and satisfactory. She had reflected
loving and caring attitude towards her family. The qualitative analysis of the responses showed
congenial home environment. She showed emotional attachment with her family members.
Different items from the profile depict its clear picture. The participant’s responses to item 1(I
like…..to spend time with my family), item 12 (I feel…….happy with my parents), item 15(I
can’t…..hurt my parents), item 29(What pains me…..when my parents are in pain), and item
37(I….want to be obedient of my parents and my brothers), expresses her love towards her
family. Her response to item 4 (At home….. It is very peaceful) showed that the participant’s
home environment is healthy. Her response to item 11 (Mother...is a paradise for her children)
showed that she loves her mother very much and nobody can ever take her place. Participant’s
response to item 35 (My father….is my world) showed that she loves her father very much, and
her father has great role in her life.
Social and Sexual Attitude
Subject’s social attitudes as indicated by the projective analysis seem to be optimistic as
she reflected in her responses of item 2 (The happiest time….. when I am with my friends and
my family also like family gatherings) showed that she enjoyed her family and friend’s
company and had strong bonding with them. Response to item 14(In school…..always gave
respect to my teachers) expressed that she had spent good time in the school. 27(I am best
when…..I give priority to others) showed her positive attitude towards others. Whereas, response
to item 19(Other people…..criticize other than own self), item 30(I hate……double faced
people), and item 33(The only trouble….to live with hypocrite people) showed some conflicts
with people. Her response to item 7(Boy……are stronger and patient than girls) showed her
positive attitude towards opposite sex. Her attitude towards marriage was considerate as showed
in response to item 26 (Marriage…is Sunnah). Participant’s response to item 40 (Mostly girls….
are backbiters) showed her negative association with backbiters. Participant’s social and sexual
attitude seemed to be social, her attitude towards humans is positive. She considers marriage as
important part of life in religious point of view.
General Attitude
Participant’s general attitude seemed to be optimistic. In her response of item 5 (I
regret…. I am sinner) reflected the guilt, item 6(At bed time....I recite kalma and Ayat ul Kursi)
showed her religious concerns. Her response on item 21(I failed … people learn from failure)
expressed that she is very hopeful, item 16 (Sports…national game is hockey) was a general
response. Her response to an item 24 (Future…will be best) showed her optimistic attitude
towards future, item 34 (I wish… to visit Madina) showed her hope and optimism, item 38
(Dancing…is immoral), and item 38(Sometimes, want to communicate with Allah) showed that
she gives importance to moral values. Her response on item 39(My greatest worry is…..to
control my negative thoughts), at item 23(My mind….provokes me towards negative thinking)
reflected some problems in her life.
Character Traits
The projective analysis of participant’s responses showed high character values as she
reflected in item 8 (The best … to hide others secrets), and 36(Secretly…..We should not reveal
other’s secrets) showed her concern about others, item 17 (When I was child … I was studying
and also loved to help my mother at home) reflected that she was very responsible child, and
item 18 (My nerves … are very strong) showed her optimistic approach towards self.
Discussion
As research showed that persons with a secure attachment style described their family of
origin and their current family more positively and scored higher on personality variables
indicative of self-confidence, psychological well-being, and functioning in the social world. It is
the case of participant her positive responses were more than the conflicts. She is optimistic and
caring towards her family. Another research also supports the same results as a better home
atmosphere where there are less adversities is associated with better mental functioning while
distress at home can lead to poorer mental functioning of the individuals (Bonsdorff, et al.,
2018).
As researches suggests that parents who are supportive and who exercise a moderate
degree of control facilitate the development and well being of their children (Baumrind, 1968;
Belsky, 1990; Maccoby& Martin, 1983; Rollins & Thomas, 1979). According to historical
records, the participant's family environment reflects a positive and nurturing atmosphere, where
family holds considerable importance, especially her deeply valued parents. Her contentment
with family life is apparent from her acknowledgment that each member cares for one another.
The participant's social and sexual attitudes as reflected in their responses indicate an
ease in interacting with others and generally positive attitudes towards them. This observation
aligns with existing research emphasizing the pivotal roles of both mothers and fathers in a
child's development. According to research, parents serve as vital sources of emotional support,
practical assistance, information, guidance, and supervision, which collectively contribute to a
child's social and emotional well-being (Furman & Buhrmester, 1992; Lamb, 2010).
Additionally, the participant's statement regarding "mostly girls being backbiters"
underscores potential conflicts or negative perceptions towards individuals of the same gender.
This discrepancy between the positive familial environment and conflicting social responses
highlights the complexity of the participant's attitudes and interactions within various social
contexts (Crick & Grotpeter, 1995; Rose & Rudolph, 2006).
Conclusion
The projective analysis through RISB indicates that the subject is well-adjusted,
demonstrating competency across various aspects of life, evident through her optimistic self-
perception and healthy interpersonal connections. She exhibits sociability and maintains a
favorable outlook on the world, with a strong sense of optimism towards her future.
Limitations
The interpretation of RISB responses relies heavily on the subjective judgment of the
examiner.
The content of the RISB may be culturally biased, leading to difficulties in interpreting
responses from individuals from diverse cultural backgrounds.
The RISB relies on the individual's ability and willingness to provide meaningful
responses to incomplete sentences. The response bias can occur.
Suggestions
Provide comprehensive training to examiners to ensure they understand the scoring
criteria and can apply it consistently
Develop culturally sensitive versions of the RISB that account for the linguistic and
cultural diversity of the population. This may involve translating the test into different
languages.
References
Diehl, M., Elnick, A. B., Bourbeau, L. S., & Labouvie-Vief, G. (1998). Adult attachment styles:
their relations to family context and personality. Journal of personality and social
psychology, 74(6), 1656.
Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of
personal relationships. Child Development, 63(1), 103–115.
Powers, J. C. (1997). The effects of parent warmth and parent control: a study of children with
mental retardation and their primary [Link] of Calif Rose, A. J., &
Rudolph, K. D. (2006). A review of sex differences in peer relationship processes:
Potential trade-offs for the emotional and behavioral development of girls and boys.
Psychological Bulletin, 132(1), 98–131.