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com
Sinha’s
Comprehensive
Anxiety test
Psychology Practical Page 1

Psychology Practical www.cbsepsychology.com
PRACTICAL 3
TITLE: Sinha’s Comprehensive Anxiety Test (SCAT)
Aim: To assess the level of anxiety of the subject by using Sinha`s Comprehensive Anxiety Test by
AKP Sinha and LNK Sinha.
Basic Concepts
Anxiety is a vague, objectless fear or an uneasy feeling. It is an apprehensive feeling which is typically
accompanied by a variety of psychological factors, including increase in heart rate, drying up of
mouth, muscular tension and rapid breathing.
Three kinds of anxiety
1. State anxiety – It describes the experience of unpleasant feelings when confronted with specific
situations, demands or a particular object or event. It arises when the person makes a mental
assessment of some type of threat. When the object or situation that is perceived as threatening
goes away, the person no longer experiences anxiety. Thus, it’s a temporary condition in response
to some perceived threat
2. Trait Anxiety – It arises in response to a perceived threat but it differs in its intensity, duration
and the range of situations in which it occurs. It refers to the difference between people in terms
of their tendency to experience state anxiety in response to the anticipation of a threat. People with
a high level of trait anxiety experience more intense degrees of state anxiety to specific situations
than most people do not and experience anxiety toward a broader range of situations or objects
than most people.
3. Somatic anxiety– It is the physical symptoms of anxiety, such as butterflies in the stomach. It is
commonly contrasted with cognitive anxiety, which is the mental manifestations of anxiety or the
specific thought processes that occur during anxiety, such as concern or worry.
Anxiety is observed to manifest itself in the following ways:
 Health
 Ambition
 Social relationships
 Future
 Family
There are a number of approaches to study anxiety. Psychodynamic approach, Karen Horney`s Basic
anxiety and behavioural approach.
Psychodynamic Approach

 Freud was one of the persons who emphasized on the study of anxiety. He believed that neurotic
anxiety was the result of a conflict between the id, ego and super ego.
 The id consists of all biological/primitive impressions based on pleasure principle.
 The ego takes into account the external reality in the shape of instinctive sexual and aggressive
urges and the morality related to it. Ego bridges the gap between id and the super ego. Anxiety in
this theory is an unpleasant feeling of tension or worry that is experienced by the person.
 Super ego is based on moral principle and focuses on the right/wrong as per the society.
Karen Horney`s Basic Anxiety
 She was one of the few women psychologists in the early psychoanalytic movement and disagreed
with Freud strongly over his views on differences between men and women.
 According to her, basic anxiety could result from a variety of things including direct or indirect
domination, indifference, erratic behavior, lack of respect for the child`s individual needs, hostile
atmosphere at home and so on.
Behavioural Approach
 This approach believes in ways in which anxiety becomes associated with observation and learning
by modelling.
History and description
SCAT is developed by AKP Sinha and LNK Sinha in 1995. The test consists of 90 items which are
to be answered in five categories on the basis of score obtained on the extremely high anxiety to
extremely low anxiety.
Preliminaries
Name:
Age:
Gender:
Qualification:
Place of conduction: Psychology Lab
Time:
Materials Required
SCAT manual, SCAT questionnaire form, pen/pencil

Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. The tester should ensure that the subject is not familiar with the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could feel
comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and
any doubts should be cleared before starting the test.
Instructions
The following instructions were given:
 In each item there are two options, `yes` or `no`

 Don’t leave any question and try to complete as soon as possible.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible answer.
 Read the questions carefully and put a `x` for whichever option suits you the best.
 There is no time limit for this test.
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The subject
was asked to check whether he/she left any items unanswered.
Introspective Report
The test was quite insightful and fun to do. The tester made me feel at ease.
[You can write the introspective report given by your subject]
Behavioural report
The subject was calm while answering the questions. He/she did not take a long time in completing
the test.
Scoring

Scoring can be done by hand, for any response indicated `yes` score will be 1 and 0 for `no`. The sum
of all positive responses would be the total score of the subject.
Pages 2 3 4 Total
Raw Score
Interpretation
The aim of administering SCAT was to assess the level of anxiety of the subject. My subject scored
a total of which means he/she has anxiety.
Conclusion
Raw score of my subject is therefore he/she has anxiety.
References
1. SCAT manual
2. NCERT textbook, Psychology

3.
4.
5.

Self-Concept
Questionnaire
(SCQ)

PRACTICAL 4
TITLE: Self Concept Questionnaire (SCQ)
Aim: To assess the level of anxiety of my subject using Dr. Saraswat`s Self Concept Questionnaire.
Basic Concept:
Self – It refers to totality of an individual`s conscious experiences, ideas, thoughts and feelings with
regard to himself and herself.
The concept of self is created to help understand the personality theory better.
How does self develop – a newly born child has no idea of its self. As a child grows older, the idea
of self emerges and its formation begins. Parents, friends, teachers and significant others play a vital
role in shaping a child`s ideas about self. Our interactions with other people, our experiences and the
meaning we give to them serve as the basis of ourself. The structure of self is modifiable in the light
of our own experiences and the experiences we have of other people.
Personal Identity – It refers to those attributes of a person that makes him different from others. For
e.g. My name is Sonal/Mohan
Social Identity – It refers to those aspects of a person that link him/her to social or cultural group.
For e.g. I am a Muslim
Self-concept – The way we perceive ourselves and the ideas we hold about our competencies and
attributes is also called self-concept. This can be either positive or negative. A person may have a
positive view of her/his athletics or bravery but a negative view of his academic talent. Studies
indicate that by the age of 6-7 yrs children seem to have formed seld esteem atleast in four areas:
 Academics
 Social Competence
 Atheletic competence
 Physical appearance
Self-efficacy – refers to the believe of a person in his ability to control life outcomes.
Self as subject and object – When self is described as doing something [ I am dancer], it is a subject.
On the other other hand if it describes as an entity on which something is done, it is described as
subject.
Kinds of self
 Personal self – this leads to an orientation in which one feels primarily conserned with
oneself.

 Social self -the social self emerges in relation with others and emphasizes such aspects of life
as cooperation, unity, sacrifice, support or sharing.
Self-regulation
It refers to the ability to organise and monitor our overt behavior. People who are able to change their
behavior according to the demands of the external environment are high on self-regulation.
The SCQ was developed by Dr. R.K.Saraswat and it provides six separate dimensions of self concept,
namely physical [view about their body and health], social [sense of worth in social interactions],
temperamental [emotional state], educational [in relation to school, teachers and co-curricular
activities], moral [moral worth] and intellectual [ awareness of their intelligence and capacity to solve
problems].
Reliability
Test – retest reliability is 0.85
Preliminaries
Name:
Age:
Gender:
Qualification:
Place of conduction: Psychology Lab
Time:
Materials Required
SCQ manual, SCQ questionnaire form, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. The tester should ensure that the subject is not familiar with the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item

6. Subject should be assured of confidentiality of test results.
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could feel
comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and
any doubts should be cleared before starting the test.
Instructions
 In each item there are five answer options, there are 48 items in total
 Don’t leave any question and try to complete as soon as possible.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible answer.
 Read the questions carefully and a `√` for whichever option suits you the best.
 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The subject
was asked to check whether he/she left any items unanswered.
Introspective Report/Verbal report
Behavioural report
the test.
Scoring
The respondent is provided with five alternatives to give his/her responses ranging from most
acceptable to least acceptabledescription of his/her self concept. The responses are in such a way that
the scoring system for all the items will remain the same i.e 5,4,3,2,1 whether the items are positive
or negative. If the respondents puts a tick mark fir first alternative the score is 5, for second alternative
the score is 4 and so on. The summated score of all the eight items in each self-concept dimension
provide the total self-concept score for that dimension. A high score on this indicates a higher self-
concept and vice versa. Now all the scores of each dimension will be added to get the total score of
an individual.

Scoring Table
Name
Age
Sex
Item No. A Item B Item No. C Item No. D Item E Item No F

Physical No. Temperamental Educational No. Intellectual.
Social Moral
2 1 4 5 6 7
3 8 10 12 34 11
9 21 14 15 35 13
20 37 16 17 41 18
22 40 19 25 42 33
27 43 23 26 44 36
29 46 24 30 45 38
31 48 28 32 47 39
Total Total Total Total Total Total
Interpretation
Sum of all areas:
Interpretation:

Interpretation and Classification of Raw scores for

all dimensions
Self- Concept Dimension Score Interpretation [Category]
33 to 40 High Self-concept
25 to 32 Above average self-concept
17 to 24 Average self-concept
9 to 16 Below average self-concept
Upto 8 Low self-concept
Interpretation and Classification of Raw scores for

total self-concept
Raw score Interpretation
193 to 240 High self-concept
145 to 192 Above average self-concept
97 to 144 Average self-concept
49 to 96 Below average self-concept
1 to 48 Low self-concept

Analysis and interpretation
My subject got a score of in the physical dimension which means he/she has self-concept
of her/his own body, health and physical appearance and strength. In social dimension my subject got
self-concept which means he/she has self-concept about her interpersonal skills and social
interactions. In temperamental dimension, he/she got a score of which corresponds to self-
concept about his/her emotional state and reactions. He/she got score in educational dimension
which shows that he/she has self-concept in relation to school, teachers and extra-curricular
activities. My subject got a score of in moral dimension which means he/she has self-
concept in his/her moral worth. In intellectual dimension, he/she scored which corresponds to
self-concept in awareness about his/her intelligence and capacity to solve problems.
Conclusion
My subject has a score of in total self-concept which means he/she has self-concept
References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology

Adjustment
Inventory for
School
Students
(AISS)
PRACTICAL 5
TITLE: Adjustment Inventory For School Students (AISS)
Aim: To measure the adjustment of an individual using a standardized test for adjustment by AKP
Sinha and RP Singh.
Basic Concept
The concept of adjustment has originated from the term `adaptation`. It is the process where an
individual cope, responds to their environment. The behavioural process by which humans and other
animals maintain a state of equilibrium by various needs is called adjustment. It is how they cope
with change in the environment to act efficiently maintaining homeostasis.
James Denver defines adjustment as the modification to compensate for or meet special conditions.
James. C. Coleman says that adjustment is the outcome of the individual`s attempts to deal with the
stress and meet his needs, also his efforts to maintain harmonious relationships with the environment
Adaptation is the action or process of adapting. It is also the process of change by which an organism
or species becomes better suited to its environment.
Features:
 Varies from culture to culture

 Subjective in nature
 Continuous process
In the present test, adjuatment is being measured by three different ways:
 Social – Man needs to be accepted by the society in which he lives. He has to follow norms
of the society to be adjusted. He has to seek approval of the society and act accordingly.
 Emotional – An individual is emotionally adjusted if he/she is happy with themselves,
realizes his/her potential and is content with what he/she has achieved.
 Educational – An educationally well-adjusted person is one who has an ability to think and
innovate, he/she needs to be happy in their academic achievements.
The AISS seeks to segregate well-adjusted school students [14-18 years] from poorly adjusted
students in 3 areas – social, emotional, and educational. The test consists of 60 items where the subject
is required to answer in terms of `yes` or `no`. each item in the test is scored as per the instructions
given in the manual. The subject can be classified into five categories in accordance with the raw
scores obtained by them in the inventory. The five categories are

1. A – Excellent
2. B – Good
3. C – Average
4. D – Unsatisfactory
5. E – Very Unsatisfactory
Reliability
Split half – 0.95
Test retest – 0.93
Preliminaries
Subject`s name
Age
Gender
Class
Place of conduction
Materials required
AISS questionnaire, response sheet, scoring sheet, pen/pencil
Precautions
1. Optimal conditions for testing should be ensured before starting the test.
2. No questions should be left unanswered
3. Instructions should be clearly given
Rapport Formation
The subject was made to feel comfortable. General questions about the subject’s day and life were
asked. The subject was ensured that the results will be kept confidential.
Instructions
 In each item can be answered in `yes` or `no`

 Don’t leave any question and try to complete as soon as possible.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible answer.

 Read the questions carefully

 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. It was
ensured that all instructions were clearly understood by the subject. The introspective report was
taken after the administration was done. The subject was asked to check whether he/she left any items
unanswered.
Introspective Report/Verbal report
Behavioural report
the test.
Scoring
Scoring was done as per the instructions given in the manual. The responses of the subject was marked
in the scoring sheet under the three dimensions and actual response [AR] and expected responses
[ER] were tallied with one another. If the ER and AR matched then given 1 mark and if it doesn’t
match then give 0 mark. After allotting the marks, total all the three dimensions and interpret the
scores from the result sheet.
Interpretation
Dimensions Total Score Result
Social
Emotional
Educational
Sum of all dimensions:
Conclusion
My subject has a total score of suggesting he/she has adjustment.

References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology
AISS Scoring Sheet
Emotional Social Educational

Item ER AR Score Item ER AR Score Item ER AR Score
No. No. No.
1 Y 2 Y 3 Y
4 Y 5 Y 6 Y
7 Y 8 Y 9 Y
10 Y 11 N 12 N
13 Y 14 Y 15 Y
16 Y 17 N 18 N
19 Y 20 N 21 Y
22 Y 23 N 24 N
25 Y 26 N 27 Y
28 Y 29 Y 30 N
31 Y 32 N 33 N
34 Y 35 Y 36 Y
37 Y 38 N 39 Y
40 Y 41 N 42 Y
43 Y 44 N 45 Y
46 Y 47 Y 48 Y
49 Y 50 N 51 N
52 Y 53 N 54 N
55 Y 56 N 57 N
58 Y 59 N 60 N
Total Total Total

Classification of adjustment in terms of categories in the three areas
Area Category Description Male Female

[range of score] [range of score]
A Excellent 1 & below 1 & below
B Good 2-4 2-5
Emotional C Average 5-7 6-7
D Unsatisfactory 8-10 8-10
E Very unsatisfactory 11 & above 11 & above
B Good 3-4 3-4
Social C Average 5-7 5-7
B Good 3-4 3-4
Educational C Average 5-7 5-7
Classification of adjustment in terms of categories
Category Description Male Female

[range of scores] [range of scores]
B Good 6-12 6-14
C Average 13-21 15-22

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Psychology Practical www.cbsepsychology.

Psychology Practical Page 1

TITLE: Sinha’s Comprehensive Anxiety Test (SCAT)

Three kinds of anxiety

Anxiety is observed to manifest itself in the following ways:

Psychology Practical Page 2

Karen Horney`s Basic Anxiety

History and description

Place of conduction: Psychology Lab

SCAT manual, SCAT questionnaire form, pen/pencil

Psychology Practical Page 3

The following instructions were given:

 In each item there are two options, `yes` or `no`

[You can write the introspective report given by your subject]

Psychology Practical Page 4

Raw score of my subject is therefore he/she has anxiety.

Psychology Practical Page 5

Psychology Practical Page 57

Psychology Practical Page 58

TITLE: Self Concept Questionnaire (SCQ)

Psychology Practical Page 59

History and description

Test – retest reliability is 0.85

Place of conduction: Psychology Lab

SCQ manual, SCQ questionnaire form, pen/pencil

Psychology Practical Page 60

6. Subject should be assured of confidentiality of test results.

The following instructions were given:

Introspective Report/Verbal report

[You can write the introspective report given by your subject]

Psychology Practical Page 61

Item No. A Item B Item No. C Item No. D Item E Item No F

Total Total Total Total Total Total

Sum of all areas:

Psychology Practical Page 62

Interpretation and Classification of Raw scores for

Self- Concept Dimension Score Interpretation [Category]

25 to 32 Above average self-concept

9 to 16 Below average self-concept

Upto 8 Low self-concept

Interpretation and Classification of Raw scores for

193 to 240 High self-concept

145 to 192 Above average self-concept

97 to 144 Average self-concept

49 to 96 Below average self-concept

Psychology Practical Page 63

Analysis and interpretation

Psychology Practical Page 64

TITLE: Adjustment Inventory For School Students (AISS)

 Varies from culture to culture

In the present test, adjuatment is being measured by three different ways:

History and description

Psychology Practical Page 66

Split half – 0.95

Test retest – 0.93

AISS questionnaire, response sheet, scoring sheet, pen/pencil

The following instructions were given:

 In each item can be answered in `yes` or `no`

Psychology Practical Page 67

 Read the questions carefully

Introspective Report/Verbal report

[You can write the introspective report given by your subject]

Dimensions Total Score Result

Sum of all dimensions: