Sentence Completion Test

Experiment No: Date: 08 March 2025

Initial of the experimenter: NS Initial of the subject: EES

Introduction
Personality is a complex and multifaceted construct that refers to an individual's
characteristic patterns of thoughts, emotions, and behaviors that remain relatively stable over
time and across situations (McCrae & Costa, 1999). It is influenced by both genetic
predispositions and environmental factors, contributing to unique differences between
individuals (Roberts & Mroczek, 2008). The study of personality has been central to
psychological research, with multiple theoretical frameworks emerging to explain its
structure, development, and manifestation in human behavior.

Psychoanalytic Theories
Sigmund Freud's psychoanalytic theory of personality posits that personality is shaped
by unconscious forces, childhood experiences, and psychosexual stages of development
(Freud, 1923). According to Freud, personality comprises three structures: the id (primitive
desires), the ego (reality-oriented mediator), and the superego (moral standards) (Freud,
1900). Neo-Freudian theorists, such as Carl Jung, Alfred Adler, and Erik Erikson, expanded
upon Freud’s ideas. Jung (1921) introduced the concepts of introversion and extraversion, as
well as the collective unconscious, while Adler (1927) emphasized the role of social interest
and inferiority complex in shaping personality. Erikson (1950) proposed a psychosocial
developmental model, highlighting eight stages of identity formation across the lifespan.

Trait Theories
Trait theories focus on the identification and measurement of stable personality
characteristics. Gordon Allport (1937) categorized traits into cardinal, central, and secondary
traits, emphasizing their influence on behavior. Raymond Cattell (1946) used factor analysis
to develop a 16-factor model of personality. Building on this, Costa and McCrae (1992)
introduced the Five-Factor Model (FFM), which remains one of the most empirically
supported frameworks. The FFM identifies five broad dimensions of personality: Openness,
Conscientiousness, Extraversion, Agreeableness, and Neuroticism (McCrae & Costa, 2008).
Research has demonstrated that these traits are relatively stable across time and cultures
(John et al., 2008). Additionally, the HEXACO model proposed by Ashton and Lee (2007)
expands on the Big Five by adding a sixth factor—Honesty-Humility—suggesting that moral
character plays a fundamental role in personality.

Type Theories
Type theories propose that individuals can be categorized into distinct personality
types rather than existing along a continuum of traits. One of the earliest type theories is
Hippocrates’ four temperaments, which classified personality into sanguine, choleric,
melancholic, and phlegmatic types. Carl Jung (1921) introduced psychological types based
on cognitive functions, which later influenced the development of the Myers-Briggs Type
Indicator (MBTI) (Briggs Myers & Briggs, 1980). Eysenck’s (1967) biological model of
personality suggested three major types: Extraversion-Introversion, Neuroticism-Stability,
and Psychoticism, with biological underpinnings such as cortical arousal and hormonal
differences playing a role in determining personality types.

Humanistic Theories
Humanistic theories emphasize personal growth, free will, and self-actualization. Carl
Rogers (1959) proposed the concept of the self and argued that congruence between one’s
self-concept and experiences leads to psychological well-being. Rogers introduced the idea of
unconditional positive regard, which suggests that an individual’s personality flourishes in an
environment of acceptance and empathy. Abraham Maslow (1943) developed the hierarchy
of needs, positing that individuals progress toward self-actualization by fulfilling
physiological, safety, social, esteem, and self-actualization needs. Research supports the idea
that intrinsic motivation and self-determination contribute to personality development (Deci
& Ryan, 1985).

Social-Cognitive Theories
Social-cognitive theories integrate cognitive and environmental factors in personality
development. Albert Bandura (1986) introduced the concept of reciprocal determinism,
stating that behavior, cognitive processes, and environmental factors interact dynamically.
His research on self-efficacy demonstrated how individuals' beliefs in their capabilities
influence their actions and personality (Bandura, 1997). Walter Mischel (1968) challenged
traditional trait theories, arguing that personality is context-dependent and that situational
variables play a critical role in behavioral expression. His concept of the cognitive-affective
personality system (CAPS) highlights how individuals exhibit stable patterns of behavior in
similar situations rather than across all situations (Mischel & Shoda, 1995).
Biological and Genetic Theories
Biological theories emphasize genetic, neurological, and evolutionary influences on
personality. Hans Eysenck (1967) proposed a biologically based model of personality with
three primary dimensions: Extraversion-Introversion, Neuroticism-Stability, and
Psychoticism. His research linked personality traits to brain structures and neurochemical
systems (Eysenck & Eysenck, 1985). Twin and adoption studies have demonstrated that
genetic factors contribute significantly to personality traits (Bouchard & Loehlin, 2001).
Evolutionary psychologists argue that certain personality traits may have adaptive
significance, enhancing survival and reproduction (Buss, 1991).

Projective Techniques
Projective techniques, in the realm of psychological assessment, serve as invaluable
tools for accessing deeper, often unconscious, layers of an individual's personality. These
methods present ambiguous stimuli, such as inkblots or vague images, inviting the subject to
project their own thoughts, feelings, and motivations onto them. This indirect approach aims
to bypass conscious defenses, revealing underlying psychological dynamics that may not
surface through direct questioning. Modern applications of projective techniques extend
beyond traditional clinical settings, finding relevance in areas like consumer behavior
research and organizational psychology. Researchers continue to explore the nuances of these
techniques, striving for enhanced validity and reliability in their interpretations. The core
concept remains that by analyzing the individual's responses to ambiguous stimuli,
researchers can gain insights into their hidden attitudes, needs, and conflicts (Lilienfeld et al.,
2000).

The Rorschach Inkblot Test, for instance, involves interpreting responses to

symmetrical inkblots, while the Thematic Apperception Test (TAT) requires constructing
narratives based on ambiguous pictures. These methods tap into different facets of the
individual's psyche. Recent research investigates how cultural backgrounds influence
responses to projective stimuli, highlighting the importance of considering sociocultural
factors in interpretation. Furthermore, there's ongoing exploration of combining projective
techniques with other assessment tools, such as physiological measures and neuroimaging, to
provide a more comprehensive understanding of the individual's psychological state. The
constant research of these techniques allows for a more refined use of them in a variety of
settings (Waiswol, 1995).
 Despite their potential, projective techniques face ongoing scrutiny regarding their
psychometric properties. Concerns about subjectivity and the lack of standardized scoring
systems have prompted researchers to develop more rigorous approaches to interpretation.
Studies focus on improving projective tests' reliability and validity by developing
standardized scoring systems and statistical methods for analyzing responses. Also, much
research is being done on the use of computer-based analysis of responses. These
advancements aim to strengthen the scientific foundation of projective techniques, ensuring
their continued relevance in psychological assessment. The ethical considerations
surrounding the use of projective techniques are also a focal point, with emphasis on the
importance of trained professionals administering and interpreting these tests. The need for
culturally sensitive adaptations of projective techniques is also being studied to ensure they
are appropriate for diverse populations.

Development of The Sentence Completion Test (SCT)

The Sentence Completion Test is a psychological assessment tool designed to
evaluate various aspects of an individual's personality, emotional state, attitudes, and
cognitive processes (Wiggins & Pincus, 1992). This technique typically involves presenting
individuals with incomplete sentence stems, which they must complete. Their responses
provide valuable insights into their thoughts, emotions, and perceptions. A qualitative
analysis of these responses helps identify recurring themes or patterns, facilitating a deeper
understanding of the individual's psychological makeup. It is important to recognize that
multiple variations of sentence completion tests exist, with researchers and clinicians
selecting or adapting them based on their specific diagnostic or investigative needs.

The Sentence Completion Test (SCT) developed by Sacks and Levy in 1950 is a
significant advancement in psychological assessment (Sacks & Levy, 1950). This innovative
tool departs from traditional projective techniques, offering a distinctive approach to
exploring the complexities of human cognition, emotion, and personality. The Sentence
Completion Test (SCT) emerged within mid-20th-century projective testing. While earlier
assessments like the Rorschach Inkblot Test and Thematic Apperception Test utilized visual
stimuli, Sacks and Levy introduced the SCT in 1950, employing incomplete sentence stems
to more directly access individuals' internal landscapes. This approach marked a shift towards
a language-based exploration of the psyche (Brown, 1958). Researchers have applied the
sentence completion method across various domains, including studies on the elderly, school
life, peer and parental relationships, mental hospitals, and attitudinal change.
Description of Sentence Completion Test (SCT)
The Sentence Completion Test (SCT) is a projective psychological assessment
designed to gather clinically significant insights into an individual’s personality, emotions,
and attitudes. Developed by Joseph M. Sacks and other psychologists from the New York
Veterans Administration Mental Hygiene Service, this test focuses on four key areas of
personal adjustment: family dynamics, sexual attitudes, interpersonal relationships, and self-
concept. Clinicians can infer dominant personality traits and psychological trends by
analysing responses to incomplete sentence prompts. The SCT is widely used in therapy
screening and provides valuable insights into the patient’s underlying feelings, conflicts, and
motivations. Core Areas of Assessment of this test are:

Family Dynamics
This section evaluates an individual’s attitudes toward their mother, father, and
overall family unit. Each aspect is represented through sentence stems designed to elicit
thoughts and emotions about family relationships. These prompts encourage the subject to
express significant familial concerns, even if they tend to be cautious or reserved. It is further
divided into the following subcategories:

Attitude Towards Mother. Explores the subject’s feelings, thoughts, and emotional
connection with their mother. Responses may indicate warmth, resentment, dependency, or
unresolved conflicts.

Attitude Towards Father. Examines perceptions of the father figure, including

respect, fear, admiration, or estrangement.

Attitude Towards Family. Assesses overall family dynamics, cohesion, and potential
dysfunction. Responses may reveal a sense of belonging or alienation.

Sex
This section delves into the individual's views on sexuality, relationships, and gender
dynamics. Responses can reflect personal experiences, societal influences, and deeply held
beliefs. The subcategories include:

Attitudes Towards Women. Evaluates perceptions of women in general, including

gender roles, equality, and interpersonal interactions.

Attitudes Towards Heterosexual Relationships. Explores comfort levels,

expectations, fears, and desires regarding romantic and sexual relationships.
Interpersonal Relationships
This section assesses the subject’s social functioning and relationships with peers,
colleagues, and authority figures. It provides insight into social adaptability, leadership
tendencies, and relational conflicts. The subcategories include:

Attitudes Towards Superiors at Work/School. Examines the individual’s

perception of authority, power dynamics, and hierarchical relationships. Responses may
indicate respect, defiance, or submissiveness.

Attitudes Towards People Supervised. Evaluates leadership style, empathy, control

tendencies, and ability to manage others.

Self-Concept
This section delves into the individual’s self-perception, emotional struggles,
aspirations, and fears. Responses help psychologists understand self-esteem, motivation, and
psychological conflicts. The subcategories include:

Fears. Uncovers anxieties and sources of distress, whether personal, social, or

existential.

Guilt Feelings. Explores unresolved guilt, moral conflicts, and past mistakes that may
impact emotional well-being.

Own Abilities. Assesses self-confidence and perceived competence in various

domains.

Past. Provides insight into formative experiences and memories that influence present
behaviour.

Future. Examines aspirations, optimism, or concerns regarding the future.

Goals. Identifies long-term ambitions and personal values.

Applications of Scale
The Sentence Completion Test (SCT) finds broad application in clinical, research, and
organizational settings. Clinically, it aids in uncovering underlying emotional conflicts,
personality dynamics, and areas of psychological distress, offering a less threatening
alternative to more structured interviews or projective techniques. Researchers utilize the
SCT to explore specific personality traits, attitudes, or beliefs within diverse populations,
facilitating studies on topics ranging from coping mechanisms to cultural influences. In
organizational contexts, the SCT can assess employee morale, identify potential conflict areas
within teams, and provide insights into leadership styles.

Limitations of the Scale

However, the SCT's limitations are noteworthy. Its susceptibility to response biases,
such as social desirability, can compromise the validity of results. Despite efforts to develop
them, the lack of standardized scoring systems introduces subjectivity into interpretation,
potentially reducing inter-rater reliability. Furthermore, the test’s reliance on verbal responses
may limit its applicability to individuals with language impairments or those from diverse
cultural backgrounds where linguistic nuances may be misinterpreted. Finally, while the SCT
can identify broad areas of concern, it often requires supplementary assessments to provide a
comprehensive clinical or psychological evaluation.

Psychometric Properties
Reliability
Test-retest reliability. Findings from studies reveal a range of test-retest reliability
coefficients, specifically from .40 to .80 (Sacks & Levy, 1950). This suggests that while there
is some consistency in scores over time, there is also potential for variability.

Inter-rater reliability. The research shows that inter-rater reliability is generally

moderate to good, with coefficients typically ranging between .60 and .80 (Forer, 1950;
Sacks & Levy, 1950). Practically, this means that distinct evaluators tend to produce
comparable scores when assessing the same responses.

Validity
Construct validity. The SSCT exhibits moderate to good correlations with alternative
measures of personality and psychopathology, thereby reinforcing its capacity to evaluate
pertinent constructs (Holsopple & Miale, 1954).

Concurrent validity. Significant correlations have been identified between SSCT

scores and clinical diagnoses, indicating the test's ability to differentiate between individuals
with and without mental health disorders (Sacks & Levy, 1950).

Discriminative validity. Evidence demonstrates that the SSCT can effectively

distinguish between different clinical groups, for example, those diagnosed with anxiety
versus those with depression (Forer, 1950)
Performa of the client

VSMS measures social

maturity or social
competence in
individuals from birth to
adulthood. It consists of
89 items which can be
interviewed with the
primary caregiver or the
subject themselves if
they are capable of
doing so. From the age
of 0 to 15 yrs. Measuring
8
different aspects of
social maturity.
Self-help General (SHG)
- This assesses whether
a child can perform
general activities on
their own, like head
holding, telling what
time it is, etc
VSMS measures social
maturity or social
competence in
individuals from birth to
adulthood. It consists of
89 items which can be
interviewed with the
primary caregiver or the
subject themselves if
they are capable of
doing so. From the age
of 0 to 15 yrs. Measuring
8
different aspects of
social maturity.
Self-help General (SHG)
- This assesses whether
a child can perform
general activities on
their own, like head
holding, telling what
time it is, et Performa of the client
Name: EES

Age:21 years

Gender: Female

Education: Master’s student

Occupation: Student

Test Administration: CIS

Date of administration: 08th March 2025

Methodology
Aim
To assess an individual's personality, attitudes, and emotional adjustment using the
Sentence Completion Test (SCT).

Materials Required
Sentence Completion Test sheet, scoring manual, pencil

Procedure
The participant was invited to take part in the assessment for academic purposes. The
subject was made to sit, and a common conversation was had to make them feel comfortable.
She agreed to participate on a specific date when she was available; the test was administered
offline. The instructions were detailed, and all questions were addressed.

Instructions
In this assessment, You will be given a series of incomplete sentences. Your task is to
complete each sentence with the first thought that comes to mind. There are no right or wrong
answers. Try to be as honest and spontaneous as possible. Work quickly and complete all the
sentences. If you find a sentence difficult to complete, simply do your best and move on to
the next one. Please read each sentence carefully before completing it. Do you have any
questions?"

Precaution
The SCT should only be administered and interpreted by a qualified professional with
expertise in psychological assessment, who can navigate the nuances of projective
techniques. Cultural sensitivity is vital, considering the individual's background and language
to avoid misinterpretations. It is important to avoid leading questions and to interpret
responses within the individual's broader context, rather than drawing definitive conclusions
based solely on the SCT. One must remain aware of the inherent limitations of projective
techniques, including potential biases and variability in interpretation. Ethical considerations
regarding informed consent, data privacy, and appropriate use of results should always be
upheld, and overinterpretation of results avoided.
Scoring
Scoring for the Sentence Completion Test, based on the provided disturbance scale,
involves assigning a numerical value to each completed sentence based on the level of
emotional disturbance it reveals. A score of "2" indicates severe disturbance, suggesting the
subject exhibits significant emotional conflict within that specific area and appears to require
therapeutic intervention. A score of "1" signifies mild disturbance, where emotional conflicts
are present but the subject seems capable of managing them without professional assistance.
A score of "0" indicates no significant disturbance is observed in that area, suggesting healthy
emotional functioning. Each completed sentence is evaluated individually, and the assigned
scores reflect the degree of emotional distress projected by the subject in their responses.

Behavioural Observation
During the administration of the test, the participant was well-kempt and dressed
appropriately. She wrote most of the answers quickly and paused for a few seconds to think
about a few questions.
Table 1

The subject’s scores on the Comprehensive Interest Schedule (CIS)

Domain Area Sten Score Interpretation

Attitude towards mother 1 Low
Family area Attitude towards Father 1 Low
Attitude towards Family Unit 1 Low

Attitude towards Women 0 Low

Sex Area Attitude towards Heterosexual Relationships 1 Low
Attitude towards Friends & Acquaintances 1 Low

Attitude towards Superiors at Work/School 0 Low

Attitude towards People Supervised 1 Low
Interpersonal Area
Attitude towards Colleagues at Work/School 0 Low

Fear 0 Low
Guilt Feeling 1 Low
Attitude towards Own Ability 1 Low
Self-concept Attitude towards Past 1 Low
Attitude towards Future 1 Low
Goal 0 Low
Results
The participant's responses indicate pervasive difficulties across multiple domains,
with consistently low scores reflecting emotional detachment, uncertainty, and internal
conflict. There appears to be a strained relationship with both parents in the family area, with
possible feelings of restriction or emotional distance from the family unit. In the sex area, the
participant shows apprehension towards women and heterosexual relationships, suggesting
internalized conflicts or past experiences that shape these perceptions. The interpersonal area
reflects challenges in forming and maintaining relationships, with discomfort in social and
professional dynamics, particularly with authority figures and colleagues. The self-concept
domain highlights underlying fears, guilt, and self-doubt, contributing to a lack of confidence
in personal abilities, a pessimistic outlook on the future, and difficulty setting clear goals.
Overall, the results suggest emotional struggles that may impact the participant's ability to
form meaningful relationships and pursue personal growth, indicating a need for
introspection and potential psychological support.

Test Interpretation
Family Area
The participant exhibits a strained relationship with her family, as indicated by the
consistently low scores across all areas. The low score suggests the participant may not have
a strong emotional connection with her mother. While there might not be overt conflict, the
participant’s responses likely indicate emotional distance, unresolved concerns, or limited
warmth in the relationship. The individual may see their mother as an authority figure but
may not feel comfortable expressing deeper emotions or expectations. Similar to the
relationship with the mother, the low score in this category suggests an absence of deep
emotional closeness. The participant may struggle with expressing personal concerns to the
father or perceives a lack of understanding from him. There might be some level of
admiration and unspoken expectations that remain unfulfilled. The low score in this area
indicates an overall feeling of detachment from the family. The participant may feel
restricted, unheard, or have mixed perceptions of family dynamics, possibly feeling that their
family does not fully align with their personal values or perspectives.

Sex Area
A score of zero indicates that the participant may hold hostile or indifferent views
towards women, either due to past experiences or cultural influences. Internalised beliefs may
contribute to scepticism or detachment from female figures. The low score suggests some
Table 2

Introspective Report

Introspective report of the client

I felt somewhat anxious at the beginning of the assessment, but as I continued, I became

more at ease and engaged in the process. I carefully contemplated each question, reflecting

on my experiences and preferences before choosing an answer. This deliberate approach

ensured that my responses were both accurate and meaningful. The assessment proved to

be a valuable and enlightening experience. It offered me a deeper insight into my interests

and strengths and enhanced my confidence and sense of empowerment.

 level of apprehension or uncertainty towards romantic relationships. This could stem
from past experiences, personal insecurities, or conflicting beliefs regarding relationships and
intimacy.

Interpersonal Area
The low score in this category suggests difficulty forming or maintaining meaningful
friendships. The participant may feel socially disconnected, hesitant to trust others, or
generally reserved in social settings. A score of zero indicates a possible sense of discomfort
or difficulty in dealing with authority figures. The participant might struggle with taking
direction, feel misunderstood by superiors, or perceive an imbalance of power in such
relationships. The low score suggests that the participant might feel uncomfortable in
leadership roles or hesitant to take responsibility for others. There could be a lack of
confidence in managing interpersonal dynamics in a position of authority. A score of zero
reflects potential issues with peer relationships. The participant may feel isolated and
misunderstood or struggle to establish professional or academic rapport with colleagues.

Self-Concept
A score of zero suggests that the participant may have significant fears or anxieties
that impact their daily life. There may be underlying worries or insecurities that affect
confidence and decision-making. The low score in this category indicates that the participant
might struggle with self-forgiveness or may carry unresolved guilt over past actions. This
could affect their self-esteem and overall emotional well-being. A low score suggests self-
doubt and a lack of confidence in personal skills and capabilities. The participant may
struggle with believing in their potential or feel inadequate compared to others. The low score
reflects a perception of the past that may be filled with regret, negative memories, or
unresolved emotional conflicts. The participant may feel that past experiences have
significantly shaped their present struggles. A low score in this category indicates
uncertainty, anxiety, or pessimism about what lies ahead. Participants may feel directionless,
unmotivated, or unsure about their goals and aspirations. A score of zero suggests that the
participant lacks a clear sense of ambition or purpose. There may be confusion regarding
future aspirations or the individual struggle with setting and achieving personal or
professional goals.
Discussion
The participant's low scores in attitude toward mother (sten score = 1), father (1), and
family unit (1) suggest emotional distance, dissatisfaction, or a lack of perceived support
within the family. Research indicates that family relationships are foundational for emotional
regulation and self-concept development (Steinberg, 2001). Low scores in these areas suggest
that the participant may experience a strained or distant connection with her family, which
can have long-term consequences on mental health and emotional resilience.

Studies show that individuals who report low parental warmth and high parental
control often experience difficulties in autonomy development, self-esteem, and forming
healthy social relationships (Güngör & Bornstein, 2010). The participant's perception of her
father as overprotective aligns with research indicating that overprotective parenting can lead
to increased anxiety, reduced self-efficacy, and difficulties in decision-making. Additionally,
the participant's belief that her family was overprotective during childhood suggests that she
may have struggled with autonomy development, which research links to higher levels of
internalized distress and lower overall life satisfaction.

On the other hand, her low score in attitude toward the mother, despite describing her
as hardworking and sweet, suggests ambivalence. Maternal warmth is associated with secure
attachment and positive self-concept, whereas maternal unpredictability (e.g., moodiness) can
contribute to emotional instability (McKinney & Renk, 2008). The mixed nature of her
responses implies that while she values her mother, there may be elements of emotional
distance or unmet emotional needs that contribute to the low score.

The participant's attitude toward women (sten score = 0) and heterosexual

relationships (sten score = 1) indicate significant difficulties in forming positive gender-
related attitudes. Negative attitudes toward women often stem from cultural norms,
socialization experiences, or internalized biases (Madhivanan et al., 2020). Research on
gender attitudes in India suggests that rigid gender roles and lack of exposure to diverse
perspectives can lead to difficulties in forming healthy relationships with women (Dasgupta
& Asgari, 2004).

A low score in attitude toward heterosexual relationships may indicate relational

difficulties, distrust, or discomfort in romantic settings. Studies show that adverse
experiences in early family life, such as overprotection or emotionally distant parenting, can
contribute to attachment-related insecurities in adulthood, affecting romantic relationships.
Additionally, individuals with overprotective parents may struggle with emotional intimacy
and relationship satisfaction.

Similarly, the participant's low attitude toward friends and acquaintances (sten score =
1) suggests difficulties in forming and maintaining peer relationships. Research indicates that
individuals with strained family relationships often struggle with trust and social engagement,
leading to social withdrawal and loneliness. The participant's low scores in attitude toward
superiors (sten score = 0), people supervised (1), and colleagues (0) suggest significant
challenges in the workplace and academic settings. Low attitudes toward superiors may
indicate discomfort with authority figures, difficulty receiving feedback, or a general mistrust
of hierarchical structures. Studies show that individuals who perceive authority figures
negatively often struggle with workplace adjustment and experience higher levels of
workplace stress. Low attitudes toward colleagues and people supervised suggest potential
interpersonal difficulties, which research links to lower job satisfaction and higher workplace
conflict. Poor interpersonal relationships can lead to social isolation, reduced professional
growth, and increased burnout risk. Furthermore, research suggests that workplace
relationships significantly impact mental health, with poor collegial relationships linked to
depression and anxiety. Given these findings, it is crucial to explore whether the participant
experiences workplace stress, conflicts, or dissatisfaction that might contribute to these low
scores. Interventions focused on building workplace communication skills and addressing
underlying interpersonal anxieties could be beneficial

The participant’s low scores in fear (0), guilt feeling (1), attitude toward own ability
(1), past (1), future (1), and goal (0) indicate concerns related to self-perception, emotional
processing, and motivation. A low fear score (sten score = 0) could suggest emotional
detachment or difficulties recognizing personal fears. Research indicates that some
individuals with chronic stress or emotional suppression exhibit lower self-reported fear due
to avoidance mechanisms. This might indicate emotional numbing rather than a lack of fear
altogether. A low guilt score (sten score = 1) suggests either an absence of guilt or difficulties
processing past mistakes. While excessive guilt is linked to psychopathology, an unusually
low guilt response can indicate a defensive mechanism or emotional suppression. The
participant’s low self-concept scores (sten scores in own ability = 1, past = 1, future = 1, and
goal = 0) suggest self-doubt, a negative evaluation of past experiences, and a lack of
motivation toward future goals. Negative self-concept is a strong predictor of depression,
anxiety, and low life satisfaction. Research suggests that individuals with low self-efficacy
and negative perceptions of the past often struggle with goal-setting and long-term planning,
which can lead to feelings of hopelessness. Given the participant’s low self-concept scores,
therapeutic interventions focusing on cognitive restructuring, self-efficacy enhancement, and
goal-setting strategies could be beneficial (Schunk & DiBenedetto, 2020).

Recommendations
Low scores in attitudes toward family suggest emotional distance or unresolved
conflicts. Research highlights the benefits of family therapy in fostering communication and
understanding (Carr, 2019). The client may benefit from setting boundaries while
maintaining emotional connections and engaging in shared activities to strengthen
relationships. The client's low attitudes toward women and heterosexual relationships may
stem from personal experiences or social conditioning. Exposure to diverse perspectives,
engaging in discussions, and cognitive restructuring exercises can help challenge rigid beliefs
(Dasgupta & Asgari, 2004).

Therapy focusing on gender socialization and interpersonal expectations may also be

beneficial. Interpersonal difficulties at work can impact professional growth. Workplace
training programs on communication and conflict resolution can enhance interactions.
Cognitive-behavioural strategies and mentorship may help reframe perceptions of authority
and colleagues, improving workplace relationships. Low self-efficacy and motivation suggest
the need for structured goal-setting and self-compassion exercises. Breaking goals into
smaller steps and tracking progress can build confidence. Therapy techniques like cognitive
restructuring and mindfulness can help reframe negative thoughts about the past and future.
Low scores in fear and guilt indicate difficulty processing emotions. Emotion-focused
therapy and mindfulness can improve emotional awareness. Expressing emotions through
journaling, art, or guided therapy may help process unexpressed feelings. Struggles with
goal-setting may stem from low motivation or fear of failure. Using SMART goals,
visualization exercises, and intrinsic motivation techniques can enhance persistence (Schunk
& DiBenedetto, 2020). Therapy can also help address self-doubt and build resilience.

Conclusion
The participant's assessment scores reveal consistent difficulties across family
relationships, gender attitudes, interpersonal dynamics, and self-concept. The low scores
across all domains suggest emotional distance, social difficulties, and negative self-
perceptions. Research highlights that unresolved familial conflicts, rigid gender norms,
workplace difficulties, and low self-efficacy are key contributors to mental health challenges.
Addressing these concerns through targeted interventions—such as self-esteem enhancement,
interpersonal skills training, and emotional processing techniques—may help improve the
participant's overall psychological well-being.
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