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Psychological Testing Report

Submitted to: Ma’am Rabia Sajjad

Submitted by: Laveeza Khurram
Roll no. 21-12
Department Applied Psychology
Semester 5th
Section: Morning A
Session: 2021-2025
Course title: Psychological Testing and Measurement -2
Course Code: PSY-310
Credit hours: 3(2-1)

Government College Women University

Faisalabad
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Acknowledgements
In the name of Allah, the most gracious and the most merciful. First and foremost, I am thankful to
Almighty ALLAH for giving me the strength, knowledge, ability and opportunity to undertake this
study and complete it satisfactorily.
Secondly, I would like to thank my respected teacher and supervisor, Prof. Rabia Sajjad, Department
of Applied Psychology, Govt. College. Women University of Faisalabad, whose worthy guidance and
professional attitude is appreciable in completing this dissertation. I am also thankful to Dr. Riffat
Sadiq, HOD, Department of Applied Psychology, GCWUF, for providing facilities to carry out this
report work.
I thankfully acknowledge the support and inspiration that I received from my teachers especially Prof.
Hafiza Saba Javaid and Prof. Rabia Sajjad. I need to express my deep gratitude for Prof. Rabia Sajjad
for introducing me the Report work and help me to understand the Psychological testing and
measurement.
My special thanks to my friends and university fellows for their support and people who allowed me
to take samples and reports from their boreholes.
Finally, I am deeply grateful to my parents for their support, appreciation, encouragement, and keen
interest in my academic achievements.
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Table of contents
Description Pg no.
Acknowledgements 2
Report #1,2 5
Tat 7
SIT 7
Appendix 9
Report # 3,4,5 10
HFD (emotional + intelligence) 11
SDCT 13
CPM 16
Appendix 17
Report # 6,7 18
SPM 20
RISB 21
Appendix 25
Report # 8,9,10,11 26
DASS 28
Aggression scale 29
Emotional Intelligence scale 29
Self Esteem scale 30
Appendix 31
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Report
Report No. Test date

(TAT) Thematic Apperception Test 12-10-2020

(SIT )Slosson Intelligence Test 30-12-2023

(HFD) Human figure drawing test 20-11-2023

emotional and Intelligence

(SDCT) Slosson Drawing Coordination 9-12-2023

Test

(CPM ) Colour Progressive Matrices 9-12-2023

(SPM) Standard Progressive Matrices 9-12-2023

(RISB) Rotter Incomplete Sentence 30-11-2023

Blank
(DASS) Depression Anxiety Stress 17-12-2023
Scale

Emotional intelligence scale 17-12-2023

Self Esteem Scale 17-12-2023

Aggression scale 17-12-2023

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Report # 1,2
Thematic Apperception Test TAT
Slosson Intelligence Test SIT
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Bio data
Name Shanzay Khurram
Father's name Khurram Munir
Age 24 years
Gender Female
Education Class 8 Middle
Sibling 4 Sisters
Birth order 3rd
Occupation -
Social Economic Status Middle

Marital status Single

Religion Islam

Address 15-Y-11 Madina Town FSD

Reference Source:
The subject was referred by herself for the purpose of test.
Presenting Complaints:
Client has not any complaints and illness.
Personal History:
Client name is Shanzay. He is female. He is student. She was a normal infant. She achieved his
milestone successfully at proper age. She is single. Her family provided him good environment. She
belonged to a middle class family. Her birth order is 3rd among the five sisters. Her father was a
employee at a private company. He earns a well income. Her mother was a house wife. She lived in
a nuclear family system. Her family is a supporting family. Family system is nuclear family. She likes
games, travelling, shopping and mobile. She is very conscious about his family. She often isolates
herself from people around her and sometimes is very aggressive to something or someone around
her. She does not like to interact with strangers. She has a severe addiction of mobile phone and other
devices. She uses them for about 4-6 hours daily Her attention was very good. Her perception and
orientation of time, place and person was good. As a child she was feel active and very intelligent she
learn all things very quickly. She has no any sleep problem. She has no hallucination and illusions
problems. She has no any psychosomatic and psychosexual dysfunctions.
Educational History:
She is very good student. Her relation with her teacher and class fellows is very well. She has a small
friend circle. She is very hardworking obedient student. She got good marks in every class. She also
participates in co-curricular activities. She is very hard working student. She is very creative and
always thinks out of the box. Her position is class among top 5 students in class.
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Thematic Apperception Test

Introduction to test
Thematic Apperception Test (TAT) is a projective psychological test. Proponents of the technique
assert that subject' responses, in the narratives they make up about ambiguous pictures of people,
reveal their underlying motives, concerns, and the way they see the social world Historically, the test
has been among the most widely researched, taught, and used of such techniques The TAT was
developed during the 1930s by the American psychologist Henry A. Murray and lay psychoanalyst
Christiana D. Morgan at the Harvard Clinic at Harvard University. Anecdotally, the idea for the TAT
emerged from a question asked by one of Murray's undergraduate students, Cecilia Roberts. She
reported that when her son was ill, he spent the day making up stories about images in magazines and
she asked Murray if pictures could be employed in a clinical setting to explore the underlying
dynamics of personality. Murray wanted to use a measure that would reveal information about the
whole person but found the contemporary tests of his time lacking in this regard. Therefore, he created
the TAT. The rationale behind the technique is that people tend to interpret ambiguous situations in
accordance with their own past experiences and current motivations, which may be conscious or
unconscious. Murray reasoned that by asking people to tell a story about a picture, their defenses to
the examiner would be lowered as they would not realize the sensitive personal information they were
divulging by creating the story. Murray and Morgan spent the 1930s selecting pictures from
illustrative magazines and developing the test. After 3 versions of the test (Series A, Series B, and
Series C), Morgan and Murray decided on the final set of pictures, Series D, which remains in use
today. Although she 3 was given first authorship on the first published paper about the TAT in 1935,
Morgan did not receive authorship credit on the final published instrument. Reportedly, her role in
the creation of the TAT was primarily in the selection and editing of the images, but due to the primacy
of the name on the original publication the majority of written inquiries about the TAT were addressed
to her; since most of these letters included questions that she could not answer, she requested that her
name be removed from future authorship.
Interpretation of test
Qualitative analysis:
The client (Shanzay) has needs of achievement (wants to become something), affiliation (family, kpop
biases), retention, distrust (does not trust people), deference, existence, travel (seeks enjoyment) and
adventure which shows that s client has presses as luck, affiliation, lack and uncongenial environment
(thinks environment as hurdle). The client shows defense mechanism as isolation, repression,
rationalization and sublimation.

Solosson Intelligence Test (SIT)

The Slosson Intelligence Test, often referred to as the SIT, is a widely used tool designed to assess
cognitive abilities in individuals. Developed by Richard L. Slosson, this test is particularly useful in
educational and clinical settings to evaluate intellectual functioning quickly and efficiently. The
Slosson Intelligence Test is known for its brevity and simplicity, making it an attractive option for
practitioners seeking a rapid assessment of a person's cognitive abilities. The SIT is administered
orally and typically takes approximately 30-45 minutes to complete. It is suitable for individuals aged
4 to 27 years old. SIT test questions range from an infant level (0-0.5 months) to an adult level (27-0
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years). SIT item design was based on two well-established measures of cognitive functioning
(Slosson, 1977).
The procedure for administering the Slosson Intelligence Test is straightforward. The test comprises
a series of subtests that assess various cognitive domains, including verbal reasoning, nonverbal
reasoning, and quantitative skills. The examiner presents the test taker with a set of tasks or questions,
and the individual responds within a specified time frame. The test is structured to provide a snapshot
of the individual's intellectual capabilities, allowing for a quick and reliable assessment.
Additionally, the SIT is designed to be administered in a one-on-one setting, ensuring that the
examiner can closely observe the test taker's performance and provide any necessary clarification
during the assessment. The results of the Slosson Intelligence Test are typically expressed as an
Intelligence Quotient (IQ) score, providing a quantitative measure of the individual's intellectual
abilities compared to their peers.
Overall, the Slosson Intelligence Test serves as a valuable tool for professionals working in education,
psychology, and related fields, offering a convenient and efficient means of assessing cognitive
functioning in diverse populations. It is important to note that while the SIT provides valuable
insights, it is just one of many tools available, and results should be interpreted in conjunction with
other assessment measures and clinical judgment.
Interpretation of test
Qualitative Analysis:
The client chronological age is 14 years, her basal age is obtained 140 months, and mental age is 188.
The IQ of client was obtained 111 that is obtained by dividing the mental age by chronological age.
Total standard score was obtained 89 and then in row of TSS we can obtain the percentile of the client
that was 25% and stanine category was 4 and t-score is 43 and normal equivalent curve was 64.48.
Quantitative analysis

CA MA IQ % NCE Stanine Category T-Score Level

168 188 111 25 35.52 4 43 Average

Conclusion:
 From TAT we conclude that overall personality is strong and courageous. She is very
motivated to achieve desired goals in life. She feels that sometimes her parents and people
around her are not satisfied. She thinks that she lacks in some ways. Overall she is confident
that she can achieve her goal in life. She is optimistic and understanding, her presses are anger
and failure.
 The client scores for SIT in this range are considered average. Individuals with scores in this
range are expected to perform at a level typical for their age group.
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Appendix

(History performa, test protocols)

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Report # 3,4,5
Slosson Drawing Coordination Test SDCT
Human Figure Drawing Test HFD
(Intelligence + Emotional)
Color Progressive Matrices CPM
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Bio data
Name Anaish Khurram
Father's name Khurram Munir
Age 7 years
Gender Female
Education Class one
Sibling 4 Sisters
Birth order 5th last born
Occupation -
Social Economic Status Middle

Marital status Single

Religion Islam

Address 15-Y-11 Madina Town FSD

Reference Source:
The subject was referred by herself for the purpose of test.
Presenting Complaints:
Client has not any complaints and illness.
Personal History:
Client name is Anaish. She is female. She is student. She was a normal infant. She achieved his
milestone successfully at proper age. She is single. Her family provided him good environment. She
belonged to a middle class family. Her birth order is 5th among the five sisters. She is adored by her
family. Her father was an employee at a private company. He earns a well income. Her mother was a
house wife. She lived in a nuclear family system. Her family is a supporting family. Her attention was
very good. Her perception and orientation of time, place and person was good. As a child she was feel
active and very intelligent she learn all things very quickly. Being youngest in all siblings she is a bit
stubborn and becomes rebellious.
Educational History:
She is an ace student. Her relation with her teacher and class fellows is very well. She is very talkative
and makes friend quickly. She is very hardworking obedient student. She got good marks in every
class. She also participates in co-curricular activities. She is very hard working student. She is very
creative and always thinks out of the box. She also activity participate in sports.

HUMAN FIGURE DRAWING TEST

Introduction to test
Human Figure Drawing (HFD) is a projective test that involves asking a person to draw a picture of
a human figure. The test is based on the assumption that the figure a person draws is a projection of
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their own self-image, and that the way they draw the figure can reveal information about their
personality, emotions, and cognitive abilities.
History of HFD
The HFD test was first developed by Karen Machover in 1949. Machover believed that the way people
draw human figures could be used to assess their intelligence, maturity, and emotional adjustment.
She published her findings in a book called "Personality Projection in the Drawing of the Human
Figure."
Administration of the HFD Test
The HFD test is a very simple test to administer. The only materials needed are a piece of paper and
a pencil. The person being tested is asked to draw a picture of a "whole person." They are not given
any other instructions.
Interpretation of the HFD Test
There are a number of different ways to interpret HFD tests. Some common factors that are considered
include:
 The size and placement of the figure on the page
 The proportion of the body parts
 The presence of details such as eyes, nose, and mouth
 The overall expression of the figure
Uses of the HFD Test
The HFD test is used in a variety of settings, including:
 Clinical psychology to assess personality, emotions, and cognitive abilities
 School psychology to assess academic achievement and emotional adjustment
 Employment settings to assess personality and fit for a particular job.
Emotional Indicators
There are a number of emotional indicators that can be used to interpret HFDs. Some of the most
common emotional indicators include:
 Size of the head: A large head may indicate feelings of anxiety or insecurity.
 Shape of the head: A flattened head may indicate feelings of depression or hopelessness.
 Eyes: Crossed eyes may indicate confusion or difficulty seeing things clearly. Upside-down
eyes may indicate feelings of being overwhelmed or out of control.
 Mouth: An open mouth may indicate anxiety or aggression.
 Arms and legs: Missing or incomplete arms or legs may indicate feelings of weakness or lack
of support. Clenched fists may indicate anger or aggression.
 Hands and feet: Large hands or feet may indicate power or aggression.
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 Body proportion: A poorly proportioned body may indicate feelings of imbalance or

disharmony.
Intelligence Indicators
There are also a number of intelligence indicators that can be used to interpret HFDs. Some of the
most common intelligence indicators include:
 Level of detail: A drawing with a lot of detail may indicate a higher level of intelligence.
 Accuracy of proportions: A drawing with accurate proportions may indicate a higher level of
intelligence.
 Creativity: A drawing that is creative and imaginative may indicate a higher level of
intelligence.
 Overall quality of the drawing: A drawing that is well-composed and executed may indicate a
higher level of intelligence.
Interpretation of test
Qualitative analysis:
The participant drew a person that was approximately life-sized and well-proportioned. The person
was standing upright with their arms at their sides and their legs together. The person's facial features
were small and simple, but they were recognizable as human. The person's clothes were also simple
and undetailed. The client’s behavior did not indicate any emotional disturbance and she seems to
have a good self-concept. There were no emotional indicators present in the picture.
Quantitative analysis:

CA MA IQ IQ Brain
90 120 133 Superior

Slosson Drawing Coordination Test SDCT

Introduction of test:
The Slosson Drawing Coordination Test introduced by Richard L.Slosson (1967). The purpose of this
test is to identify individuals with brain dysfunction or perceptual disorders involving hand and eye
coordination. This drawing consists of 12 geometric figures that are copied three times each. The
number of figures attempted, varies depending upon the age of examines. The test can be used with
both children and adults from the age of one year or above.
The Slosson Drawing Coordination Test (SDCT) is described as a supplement to the Slosson
Intelligence Test (SIT). Both tests seem to be growing in popularity with teachers, school
psychologists, and mental health workers as quick screening devices. The scoring of each item on the
SDCT is either plus or minus. An accuracy score below 85 percent correct is interpreted as an
indicator of possible brain damage. Reviews contained in the Seventh Mental Measurements
Yearbook suggest that SDCT used with great care as a diagnostic tool and consensus seemed to be
that test’s author has not furnished sufficient data to demonstrate that it is a valid instrument with
regard to the identification of brain damage.
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SDCT can be applied on children and adults 4 to 12 years old. There is no specific time limit 10- 15
minutes are given to the client to complete the test. Client can be provided a comfortable room with
comfortable chair and desk. Client can be provided test sheet, pencil and sharpener. Total number of
items are 12 geometric figures that are draw or copied three times each.
Total score is 36. Cut of score is 85% below the score is an indicator of brain damage. In addition,
above the score is indicate that client’s eye and hand coordination is intact.
General instructions:
Read the introductory remarks on the front cover to the person has been tested. If very young children
are being tested, the directions could be into more simple language. Children five years of age or
younger may use crayon. Young children require much individual attention.
An individual should have a desk or table on which to draw. A pencil with good led also needed.
Administrator established a good relationship with test taker. Test taker should feel they trust the
examiner and answer correctly to all reasonable questions concerning the exam.
It is the rule; test takes about 10 to 15 minutes to complete. There may be somehow individuals who
will take a longer time. In some cases, these individuals should have to draw the figures carefully.
Scoring:
Each drawing is scored either plus when all the lines are contained in the drawing and minus when
the elements are distorted.
Principle of scoring:
1. Raw Score:
The raw score is the total number of minus drawings.
2. Accuracy Score:
The accuracy score is a percentage score for errors at a certain age.
Interpretation of SDCT:
Qualitative Analysis:
She was able to draw all the figures three times correctly. She drew 21 figures out of 36 because she
is 7 years old. So, the accuracy score is 100%. The accuracy score can be checked in accuracy sheet
in which number of errors are shown at one side and different ages are shown in front of the number
of errors. Accuracy can be checked in the line of errors and age of participant. As client, she produced
no error and her age is 7 years. Her accuracy score can be obtained by number of errors and her age
which is obtained 100%. Her score is 100% that shows that her eye and hand coordination seem to be
intact.
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Quantitative Analysis:

Errors Accuracy Score Age Eye and Hand Coordination

0 100 7 seems to be intact

Color Progressive Matrices CPM

Introduction to test
The Raven’s Progressive Matrices(RPM) is administered as a nonverbal group test. It is typically a
60-items test used in measuring abstract reasoning and regarded as a non- verbal estimate of fluid
intelligence. All of the questions on the Raven’s Progressive Matrices consists of visual geometric
designs with a missing piece. The test taker is given six to eight choices to pick from before filling in
the missing piece. The test is unique because it does not rely on specific language or cultural
knowledge, making it a fair measure of fluid intelligence, regardless of background or language
ability. The RPM is divided into three different forms: Colored Progressive Matrices, Standard
Progressive Matrices and Advanced Progressive Matrices.
Colored Progressive Matrices:
Designed for younger children (ages 5-11), older people and people with learning issues, these are
presented with a colored background to make them more visually stimulating for participants. A few
of the hardest items are in black and white. This is the easiest of the Raven’s Progressive Matrices.
The CPM test includes 36 questions, arranged into three sets (A, AB, B) each containing 12 items.
The problem presented in this section are visual, involving colorful patterns and shapes.
The child is shown a large square that contains a pattern with the piece missing and asked to complete
the pattern by choosing the correct option from the six available pieces. Since the CPM is aimed at
children, the patterns are relatively simple and become progressively more complex and abstract as
the child moves through the test. The main aim of this section is to assess a child’s ability to perceive
and think about patterns and relationships.

Interpretation of test:
Qualitative Analysis:
The client’s total score is 25 and percentile is 95% that is checked in the table. The disperancies in
that score is 0, 0,0. The score can be checked in the column of chronological age. Her age is 7 years
and total score is 25 so that her percentile score can be 95% that is checked in the row of chronological
age. The score of client lies at 95% which is in grade 2, then we say that her intellectual capacity is.
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Quantitative analysis:

CPM Total Scores Percentile Grade Level

25 95% I Superior

Conclusion:
 The human figure she drew was age and orientation suitable. She is an active and outgoing
person, always radiating positive energy. The overall quality of the drawing is good, with a
clear representation of the human form and no major anatomical errors. This suggests that the
participant has a good understanding of human anatomy and can accurately reproduce it on
paper. The figure's facial expression is neutral, neither overly joyful nor sad. This reflects a
neutral emotional state and suggests that the drawer is not projecting any strong emotions
onto the figure. This means that participant is not facing any emotional stress.
 For SDCT the client eye hand coordination seems to be Intact.
 The colored progressive matrices are age and orientation suitable. She takes only 20 minutes
to choose the missing part in the pictures. Her percentile score showed that her intellectual
capacity is superior. Overall, her personality is very impressive. She is very intelligent. Her
IQ is very good. She can solve her academics problems very easily.
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Appendix

(History performa, test protocols)

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Report # 6,7
Standard Progressive Matrices SPM
Rotter Incomplete Sentence Blank RISB
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Bio data
Name Muskan Khurram
Father's name Khurram Munir
Age 20 years
Gender Female
Education BS 1st semester
Sibling 4 Sisters
Birth order 2nd
Occupation -
Social Economic Status Middle
Marital status Single

Religion Islam

Address 15-Y-11 Madina Town FSD

Reference Source:
The subject was referred by herself for the purpose of test.
Presenting Complaints:
Client has not any complaints and illness.
Personal History:
Client name is Muskan. She is female. She is student. She was a normal infant. She achieved his
milestone successfully at proper age. She is single. Her family provided him good environment. She
belonged to a middle class family. Her birth order is 2nd among the five sisters. She is adored by her
family. Her father was an employee at a private company. He earns a well income. Her mother was a
house wife. She lived in a nuclear family system. Her family is a supporting family. Her attention was
very good. Her perception and orientation of time, place and person was good. She has no any sleep
problem. She has no hallucination and illusions problems. She has no any psychosomatic and
psychosexual dysfunctions. She is a responsible child and introvert. She does not like to interact with
strangers. She is also very sensitive emotionally.
Educational History:
She is an ace student. Her relation with her teacher and class fellows is very well. She is less talkative
and makes friend rarely. She is very hardworking obedient student. She got good marks in every class.
She also participates in co-curricular activities. She is very hard working student. She is very creative
and always thinks out of the box. She also activity participate in sports. She also done many courses
and is a very god painter. She also has a great knowledge about graphics
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Standard Progressive Matrices (SPM):

Introduction of the test:
The Raven’s Progressive Matrices (RPM) is administered as a nonverbal group test. It is typically a
60-items test used in measuring abstract reasoning and regarded as a non- verbal estimate of fluid
intelligence. All of the questions on the Raven’s Progressive Matrices consists of visual geometric
designs with a missing piece. The test taker is given six to eight choices to pick from before filling in
the missing piece. The test is unique because it does not rely on specific language or cultural
knowledge, making it a fair measure of fluid intelligence, regardless of background or language
ability. The RPM is divided into three different forms: Colored Progressive Matrices, Standard
Progressive Matrices and Advanced Progressive Matrices.
Standard Progressive Matrices:
SPM is a group or individually administered test that nonverbally assess intelligence in children and
adults through abstract reasoning tasks. Appropriate for ages 8-65. These are appropriate for children
and teens ages 6-16. There are 5 sets of 12 items each (60 in total), with each item becoming
progressively more difficult. These are black and white. This test is untimed but generally
administration takes 40-45 minutes and results in a raw score which is then converted to a percentile
ranking. These are difficult than the Colored Progressive Matrices.
The SPM is intended for people of average intelligence aged 6 to 70. The test comprises five sets (A,
B, C, D, E) of 12 items each, totaling 60 items. This section involves black and white patterns and
problems become increasingly difficult as the test progresses. Much like CPM, the SPM presents a
series of geometric designs with one piece missing. The child must select the correct missing piece
from 6 (sets A and B) or 8 (sets C, D and E) options.
Interpretation of test:
Qualitative Analysis:
The client’s total score is 47 and percentile is 50% that is checked in the table. The disperancies in
that score are 1, -1,2,1, -1. The score can be checked in the column of chronological age. Her age is
20 years and total score is 47 so that her percentile score can be 75% that is checked in the row of
chronological age. The score of client lie at 75% which is in grade 2, then we say that her intellectual
capacity is above average.
Quantitative Analysis:
SPM Total Scores Percentile Grade Level

47 75% II Above Average

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Rotter Incomplete Sentence Blank Test:

Introduction of test:
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian Rotter
and Janet E. Rafferty in 1950. It comes in three forms i.e. school form, college form, adult form for
different age groups, and comprises 40 incomplete sentences which has to complete around 20
minutes. The test can be administered both individually and in a group setting.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method
for the use at college level. The subject completes forty items. These completions are then scored by
comparing them against typical items in empirically derived scoring manuals for men and women and
by assigning to each response a scale value from 0 to 6.
The sentence completion method of studying personality is a semi structured projective technique in
which the subject is asked to finish a sentence for which the first word or words are supplied. As in
other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and
attitudes in the sentences he makes. Historically, the incomplete sentence method related most closely
to the word association test.
The Incomplete Sentences Blank consists of forty items revised from a form used by Rotter and
Willermann (11) in the army. This form was, in turn, a revision of blanks used by Shor (15), Hutt (5),
and Holzberg (4) at the Mason General Hospital. In the development of the ISB, two objectives kept
in mind. One aim was to provide a technique, which could use objectively for screening and
experimental purposes. It was felt that this technique should have at least some of the advantages of
projective methods, and be economical from the point of view of administration and scoring. A second
goal was to obtain information of rather specific diagnostic value for treatment purposes.
Scoring of RISB can be three types:
1. Conflict\negative items.
2. Positive items.
3. Neutral items.
C or conflict responses are those indicating maladjusted frame of mind. Those include hostility
reactions, pessimism, hopelessness and suicidal wishes. Responses range from C1 to C3
C1=4 C2=5 C3=6
C1 are minor problems that are not deep-seated. These responses are like financial problems, specific
school difficulties and physical complaints.
C2 are more generalized difficulties like difficulty in heterosexual relationship, feeling of inadequacy,
lack of goals, inferiority feeling and concern over possible failure, generalized school problems and
psychosomatic complaints.
C3 are expression of severe conflict, are suicidal wishes, severe family problems, strong negative
attitude towards people.
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P or positive responses are those indicating a healthy or hopeful frame of mind. Responses range from
P1 to P3.
P1=2 P2=1 P3=0
P1 are positive attitude towards school hobbies, expression of warm feeling toward some individual,
sports, interest in people and so on.
P2 indicate the generalized positive feeling towards people, good social adjustment, healthy family
life, optimism and humor.
P3 indicate the real optimism, good-natured humor and warm acceptance. The ISB deviates from the
majority of the test in that it scores humorous responses.
N or neutral responses are those not falling clearly either into positive and conflict responses. Two
general types of responses that in the neutral category. One group includes those lacking emotional
tone or personal reference. The other group is composed of many responses that found as often among
maladjusted as among adjusted individuals.
Each response is scored and evaluated independently of all others, except when it is clear-cut
reference to a previous statement. In some cases, a response refers directly to a previous item, and it
would not be reasonable to score it independently of the first. In such an instance, a previous response
must use in the evaluation of the later one.
Responses that start like an example in the manual but are differently qualified are scored with a
consideration of these qualifications. Such qualifications may change the weighting of the responses
by one or more points.
In cases when the responses seem to be more extreme than the examples cited, then it is permissible
to use an extreme weight. Such responses would be given scored six.
In some cases, the response is usually long, it should be given an additional point in the direction of
C. it has been found that the maladjusted individual often writes long involved sentences as if
compelled to express himself fully and not misunderstood.
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Interpretation of RISB:
Quantitative analysis:
Types of No. of Categories of Response of Values Total

Responses Responses Responses Categories

C1 3 6 18

C 16 C2 7 5 35

C3 6 4 24

N 6 N 6 3 18

P1 7 2 14

P 18 P2 6 1 6

P3 5 0 0

Total 115

Computed score: 115

Cut of score: 135
Items Showing Familial Attitude: 5
Remarks: She is scared of her mother. But sometimes, she has conflict with her sisters. She loves her
family and want to make them happy. She also feels exhausted.
Items Showing Social and Sexual attitude: 8
Remarks: She is ambivalent. She never forgets her friends. She can’t like that people who interfere in
her personal matters. But mostly she finds comfort in solitude.
Items Showing General Attitude: 9
Remarks: In some sentences, she shows neutral responses that shows they are neither positive or nor
conflict based on general attitude.
Items Showing Character Traits: 18
Remarks: She wants to live a care free life and is ambitious to achieve something in life and is very
motivated
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Conclusion:
 The standard progressive matrices are age and orientation suitable. She takes 20 minutes to
choose the missing part in the pictures. Her percentile score shows that her intellectual
capacity was above average. Overall, her personality is very impressive. She is intelligent. Her
IQ is good but still she works hard. She can solve her academics problems very easily.
 The RISB was age and orientation suitable. She can complete all the sentences that shows she
has more positive attitude than conflict and neutral. She has positive attitude towards oneself.
She has negative attitude towards others. She has many good traits in her nature. She wants to
achieve everything which she sees dream about. She is confident about oneself. She is
optimist. But living alone in her own fantasy.
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Appendix

(History performa, test protocols)

 26

Report # 8,9,10,11
DASS Depression Anxiety Stress Scale
Self-Esteem Scale
Aggression Scale
Emotional Intelligence Scale
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Bio data
Name Khurram Munir
Father's name Munir Ahmed
Age 53 years
Gender Male
Education MA English
Sibling 2 (1 brother, 1 sister)
Birth order 1st
Occupation Employee
Social Economic Status Middle
Marital status Married

Religion Islam

Address 15-Y-11 Madina Town FSD

Reference Source:
The subject was referred by herself for the purpose of test.
Presenting Complaints:
Client has not any complaints and illness.
Personal History:
Client name is Khurram. He is male. He is employee at a private company. He belongs to middle
class and lives in nuclear family system. He is hardworking person who wants to give his family the
best. He has studied MA English. He is married and his wife is a housewife. He has 5 daughters whom
he loves dearly. He adores them and loves them. He has satisfactory relationship with his spouse and
is very loving, protective and responsible towards his daughters. No history of illness and drug abuse
is reported in the client. He has a fairly large friend circle because of his outgoing nature. He is very
talkative. He is also very health conscious and maintains a healthy lifestyle.
Educational History:
He was a hardworking student. He always been obedient and helped others in studies. He also worked
while studied. He also participated in badminton and cricket tournaments. He actively participated in
co curriculum activities.
Work History
He has been a hardworking employee throughout his career. He was a IB inspector but resigned due
to personal reasons. He has a 22 years’ experience in the field of marketing. He is a very diligent and
hardworking employee. He never lets his failure bring him down. He is very optimistic and show
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resilience to difficulties. He always sees the positive aspect of life. He never regrets his decision. He
never competes with others but always tries to bring best out of himself.

Depression Anxiety Stress Scale (DASS):

Introduction of the scale:
The Depression Anxiety Stress Scale (DASS) was developed to report on negative emotional states
employing a bipolar scaling measure. The DAAS is the set of three self-report scales designed to
measure the negative emotional states of depression, anxiety and stress. Each of the three DASS
scales contains the 14 items, divided into subscales of 2-5 items with similar content.
The Depression scale assesses the dysphoria, hopelessness, devaluation of life, self-deprecation,
and lack of interest, anhedonia and inertia.
The Anxiety scale assesses the autonomic arousal, skeletal muscle effects, situational anxiety and
subjective experience of anxious affect.
The Stress scale is sensitive to levels of chronic non-specific arousal. It assesses difficulty relaxing,
nervous arousal and being easily upset, irritable, over-reactive and impatient.
Subjects are asked to use 4-points frequency scales to rat the extent to which they have experienced
each state over the past week. Scores for depression, Anxiety and Stress are calculated by summing
the scores for the relevant item. In addition to basic 42-items questionnaire, a short version, the
DASS21, is available with 7 items per scale.
The DASS may be administered either in groups or individually. The capacity to discriminate the
three related states of depression, anxiety and stress should be useful to researchers concerned with
the nature and mechanism of emotional disturbance. It is suitable for screening normal adults and
adolescents. Given the necessary language proficiency, there seems to compelling case against useof
the scales as young as 12 years. It must be borne in mind, however, that the lower age limit of the
development samples was 17 years.
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Interpretation:
Qualitative analysis:
The scores show that client has normal level of anxiety, depression and stress.
Quantitative analysis:

Depression scores Anxiety scores Stress scores

0 6 7

Normal Normal Normal

THE AGGRESSION QUESTIONNAIRE

A new questionnaire on aggression was constructed. Replicated factor analyses yielded 4 scales:
{Physical Aggression, Verbal Aggression, Anger and Hostility. Correlational analysis revealed that
anger is the bridge between both physical and verbal aggression and hostility. The scales showed
internal consistency and stability over time. Men scored slightly higher on Verbal Aggression and
Hostility and much higher on Physical Aggression. There was no sex difference for Anger (Table).
The various scales correlated differently with various personality traits. Scale scores correlated with
peer nominations of the various kinds of aggression. These findings suggest the need to assess not
only overall aggression but also its individual components

Interpretation
Qualitative analysis:
The scores show that client has high level of aggression.
Quantitative analysis:

FACTOR I II III IV TOTAL SCORE Range

34 11 21 23 89 Above Average

Emotional Intelligence Scale (EIS):

Introduction of the scale:
Salovey and Mayer actually coined the term emotional intelligence in 1990. Emotional intelligence
was popularized in 1995. It measures emotional intelligence through an individual's abilities to
perceive, comprehend, act on, and manage emotional information. Age limit is 17 to adults.
Participants respond to each item using a 5- point scale, including 1 as “strongly disagree,” 2 as
“somewhat disagree,” 3 as “neither agree nor disagree,”4 as “somewhat agree,” and 5 as “strongly
agree”. These response categories scored as 1, 2, 3, 4, and 5 for items no 1 to 4 and 6 to 27 and 29
to 32. This scoring was reversed as 5, 4, 3, 2, and 1 for items no 5, 28 and 33.
 30

Cut off score: 33 to 165

Interpretation:
Qualitative analysis:
The scores of scale shows that client has higher level of emotional intelligence.

Quantitative analysis:
EI Raw Scores Range Level

148 145 above above average EI

Self-Esteem Scale:

Introduction of the scale:

This scale is developed by Morris Rosenberg in 1965. A 10-item scale that measures global self-
worth by measuring both positive and negative feelings about the self. The scale is believed to be uni-
dimensional. All items are answered using a 4-point Likert scale format ranging from strongly agree
to strongly disagree. The Rosenberg Self-Esteem Scale, a widely used self-report instrument for
evaluating individual self-esteem, was investigated using item response theory. Factor analysis
identified a single common factor, contrary to some previous studies that extracted separate Self-
Confidence and Self-Depreciation factors.
A unidimensional model for graded item responses was fit to the data. A model that constrained the
10 items to equal discrimination was contrasted with a model allowing the discriminations to be
estimated freely. The test of significance indicated that the unconstrained model better fit the data-
that is, the 10 items of the Rosenberg Self-Esteem Scale are not equally discriminating and are
differentially related to self-esteem. The pattern of functioning of the items was examined with respect
to their content, and observations are offered with implications for validating and developing future
personality instruments.
 31

Interpretation:

Qualitative analysis:

The scores of scale shows that client has high level of self-esteem.

Quantitative analysis:

Self-esteem Raw Scores Range level

26 Up to 25 High

Conclusion:

 The client seems to normal level of anxiety, stress and depression.

 The client has a high level of aggression.
 The client has high level of emotional intelligence and self-esteem.
In summary, the client seems to be someone who is generally well-adjusted in terms of anxiety,
stress, and depression. However, the elevated aggression levels might indicate a potential
challenge in managing anger or assertiveness. The high emotional intelligence and self-esteem
suggest a positive and confident overall personality.
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Appendix

(History performa, test protocols)

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