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ADITI SHAH

PSYC305 – Rotter Incomplete Sentences Blank (RISB) Report

Prof. Garima Rajan

Date: 11.04.2023
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Rotter Incomplete Sentences Blank (RISB) Subject Report

Name: Nirek Vasa

Birthdate: 03.03.2002

Education: BBA (Finance)

Evaluator: Aditi Shah

Date of evaluation: 04.04.2023

About the Evaluation Procedure

The Rotter Incomplete Sentences Blank Test (RISB) is a widely used psychological test that is

designed to assess an individual's level of self-esteem. It is based on the idea that individuals

complete incomplete sentences with information that reflects their own self-image and personal

beliefs. The test was developed by Julian Rotter, a prominent psychologist, in the 1950s and

has been used extensively in both research and clinical settings.

The RISB consists of 10 incomplete sentences, each with a blank space at the end. The

sentences are designed to be open-ended and ambiguous, allowing the individual to fill in the

blank space with their own thoughts and feelings related to their self-esteem. The sentences

cover a range of topics related to self-evaluation, including relationships, achievements, and

personal characteristics. The individual is asked to complete each sentence as honestly and

accurately as possible within a specified time limit, usually 10-15 minutes.

The evaluation process for the Rotter Incomplete Sentences Blank Test (RISB) involves several

important steps that must be carefully followed in order to obtain accurate and meaningful

results. The process begins with preparation, which involves explaining the purpose and nature

of the test to the individual being tested and ensuring that they are comfortable with the testing

process. The evaluator should also ensure that the testing environment is quiet and free from

distractions that could interfere with the individual's ability to concentrate.

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Once the individual is ready to take the test, the evaluator administers the RISB, providing the

individual with the test booklet and instructions for completing the sentences. The individual

is instructed to read each sentence and write down the first thing that comes to mind in response

to the incomplete sentence. The individual is allowed a specific amount of time to complete

the sentences, usually between 10-15 minutes.

After the individual completes the test, the evaluator scores the responses based on the scoring

guidelines provided with the test. The responses are evaluated for their level of self-esteem,

positive and negative self-evaluations, and self-concept. The scoring process involves

examining the individual's responses to each sentence and assigning scores based on the degree

to which the response reflects positive or negative self-evaluations.

The next step in the evaluation process is interpretation. The evaluator interprets the results of

the test by looking for patterns and themes in the individual's responses. Higher scores on the

RISB indicate higher levels of self-esteem, while lower scores indicate lower levels of self-

esteem. The evaluator may also look at specific responses to identify areas of strength and

weakness in the individual's self-concept. For example, if an individual consistently uses

negative self-descriptors throughout the test, this could be indicative of low self-esteem.

Once the evaluator has interpreted the results of the RISB, they integrate the results with other

assessment data and clinical observations to develop a comprehensive understanding of the

individual's psychological functioning. This step is critical for ensuring that the RISB results

are not interpreted in isolation, but are considered in the context of the individual's overall

psychological profile.
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Finally, the evaluator provides feedback to the individual about the results of the RISB and

discusses how the results may be relevant to their psychological functioning. The individual

may also be provided with recommendations for further assessment or treatment if necessary.

In summary, the evaluation process for the RISB involves several important steps, including

preparation, administration, scoring, interpretation, integration, and feedback. It is important

for the test to be administered and interpreted by a trained mental health professional and for

the results to be treated with confidentiality and sensitivity to the individual's emotional well-

being. It is important to note that the RISB is just one tool for assessing self-esteem and should

be used in conjunction with other assessments and clinical observations to develop a

comprehensive understanding of the individual's psychological functioning. Additionally, the

test should be administered and interpreted by a trained mental health professional to ensure

accurate results and appropriate interpretation.

Behavioural Observations

The test taker was provided with standardized verbal instructions before the test started. After

confirming that he understood the instructions, he started reading the test items silently and

answering them. He went through the questions without making any noise, pausing briefly to

think before writing down his answer. However, when he reached question 18, he was unable

to comprehend the meaning of the word "nerves." Even after being given the definition of the

word, the test taker remained uncertain about how to respond to the question. Consequently,

he did not answer question 18, resulting in an omission.

Background Information

The participant was 20 years old and was in the second year of his undergraduate degree of

BBA in Finance. He had never been administered the RISB test prior to this and thus was not

familiar with it, making him eligible to take it.

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Test Results (Quantitative Analysis)

Table 1

Response Category Corresponding Score Obtained score

Positive Response
P3 0 0*3 = 0
P2 1 1*7 = 7
P1 2 2*5 = 10
Neutral
N 3 3*6 = 18
Conflict Response
C1 4
C2 5 5*10 (+1 for long answer) = 51
C3 6 6*1 = 6
Grand Total = 120

Omissions = 1 (Item no. 18)

* 120 = 123.1

Participant’s total score: 123.1

Interpretation (Qualitative Analysis)

The client does not meet the cut-off criteria of RISB, and falls in the adjusted individual

category.

Familial Attitude

The client's responses to various items in the assessment reveal a strong positive attitude

towards his family. The client fondly recalls spending time with his father, and he views his

father as a hero despite his passing in 2015. This indicates that the client has a deep admiration

for his father and values the time they spent together. Additionally, the client's love for dancing
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is related to the happy memories he shared with his father, suggesting a strong emotional

connection between them.

While the client reports being close to both parents, his responses indicate that he has a stronger

bond with his mother. This is supported by his description of his mother as a blessing and his

statement that she is waiting for him when he returns home. This suggests that the client has a

close and nurturing relationship with his mother, and she is an important figure in his life.

Furthermore, the client has experienced multiple deaths in his family, which has led to his fear

of losing more loved ones. This fear suggests that family is a significant source of support and

comfort for the client, and he values the relationships he has with his family members. Overall,

the client's strong positive attitude towards his family, particularly his father and mother,

highlights the important role that family plays in his life. The client's experiences with loss and

his dependence on his mother suggest that he values close relationships and emotional support,

which may be essential for his psychological well-being.

Social and Sexual Attitudes

The client's sentence completions reveal a conflicting attitude towards people, except for close

friends. Despite being introverted, the client has a positive perception of his peers and has made

many friends throughout his life. However, he also harbours negative perceptions of others,

finding them judgmental and untrustworthy. Despite this, the client reports that he cannot hate

anyone. In his response to Item No. 3, he expresses a desire to know if someone still loves him,

indicating a fear of being alone and unloved. Additionally, his positive view of marriage in

response to Item No. 26 suggests a desire for companionship and connection.

Despite his anxiety regarding the lack or loss of love, the client's positive view of marriage

indicates that he views it as a promising start to a new life. While he is currently unmarried and

single, he still holds hope for finding someone who will love and accept him. Overall, the
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client's conflicting attitudes towards people suggest a complex relationship with interpersonal

relationships. While he has positive experiences with close friends, he also harbours negative

perceptions of others. His significant conflicts suggest a desire for companionship and

affiliation, but also a fear of loss and loneliness.

General Attitude

In terms of the client's academic attitudes, there is a clear conflict between his regrets and

struggles with academics and his hope for the future. The client expresses regret over his choice

of commerce, recent course failure, and lack of achievement in academic pursuits. He also

wishes he had studied at a better place since childhood and feels pain over not being able to

achieve his goals. These negative attitudes towards academics are consistent with the client's

history of declining grades after his father's passing and his struggles with motivation and

concentration.

However, despite these negative attitudes, the client is self-aware and acknowledges his need

to take charge of his life and improve himself. He expresses a desire to develop a habit of

reading and start reading as a hobby, indicating a potential avenue for self-improvement.

Additionally, the client maintains a positive outlook on the future, indicating a hope for

improvement and success in his academic pursuits. In terms of masculinity, the client expresses

a strong desire for physical improvement, including a desire to go to the gym and a love for

sports as an adrenaline rush. Despite the client's history of physical inadequacy and a desire to

be taller and bulkier, he maintains a positive self-image, expressing that he is handsome,

hopeful, and smart.

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Character Traits

The client's responses in the sentence completion test highlight his emotional states and

anxiety, which appear to be dominant themes. He mentions struggling with migraines in Item

No. 20, indicating a physical manifestation of his anxiety. In Item No. 27, he mentions feeling

best when he's relaxed, suggesting that he may feel overwhelmed or stressed in certain

situations. Item No. 28 reveals that he worries a lot, which may contribute to his anxious states.

Furthermore, Item No. 33 indicates that the client's thoughts are causing him trouble, which

suggests that he may be experiencing negative self-talk or rumination.

In addition to anxiety, the client also expresses unhappiness and maladjustment in this aspect

of his life. He mentions crying a lot in Item No. 36 and expresses a desire to feel happy. These

responses suggest that the client may be experiencing low mood or depression. This aligns with

his overall sad and regretful conception of the world, as discussed in a previous response. The

client also reveals a dislike for rules and discipline in Item No. 9, which may suggest a desire

for freedom or autonomy.

Summary

The client has a positive attitude towards his family, particularly his father and mother. He

values their presence in his life and is afraid of losing them, as mentioned in Item No. 11: My

biggest fear......is losing my family members. This indicates that family is an important aspect

of his life, and he cherishes their presence. However, his father's passing in 2015 has left a

significant impact on him, as mentioned in Item No. 2: My life......changed drastically when

my father passed away in 2015. This event seems to have left him feeling sad and regretful, as

evidenced by his responses in various items such as Item No. 5: I regret......choosing commerce,

Item No. 29: What pains me......is not being able to achieve my goals, and Item No. 36: I

secretly......cry a lot. I......want to feel happy. These responses suggest that the client is dealing
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with themes of loss and lack of love, loneliness, and a need for affiliation, succorance, and

nurturance. In terms of his relationships, the client values his friends but is sceptical of others

whom he deems untrustworthy, as mentioned in Item No. 14: I can’t stand......people who are

not trustworthy. This indicates that he has some trust issues and is cautious about whom he lets

into his inner circle. However, he doesn't express any hatred towards anyone.

The client's academic struggles and physical appearance are recurring themes in his responses,

highlighting his need for achievement and anxiety regarding physical inadequacy. For instance,

he regrets choosing finance, failed a course recently, and wishes he had studied at a better place

since childhood. Moreover, he has expressed concerns about his physical appearance, such as

his height and bulk, which have left him feeling physically inadequate. These themes suggest

that the client has some anxiety regarding his academic performance and physical appearance,

which may impact his self-esteem and confidence.

Overall, the client's responses reveal that he has experienced significant loss and struggles in

various aspects of his life. However, he still maintains a hopeful approach and desires to

improve himself, as indicated by his desire to take charge of his life, develop a habit of reading,

and start reading as a hobby.

Recommendations

It seems that combining the RISB with the Rorschach would be beneficial in gaining a deeper

understanding of the client's personality traits and emotional well-being. While the RISB also

explores the client's unconscious, the addition of the Rorschach may reveal more information

about the client's conflicts and inner workings that were not previously identified. Overall, the

combination of both tests may provide valuable insights into the client's life and psychological

state.
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Works cited

Rajan, G. (2022). Rotter Incomplete Sentences Blank [Classroom Slides].

Rotter, J. B. & Rafferty, J.E. (1950). The Rotter Incomplete Sentences Blank. Manual,
College Form. New York, NY: The Psychological Corporation.