Psychological Testing Report-1

1
Psychological Testing Report
Submitted to: Ma’am Rabia Sajjad

Submitted by: Laiba
Roll no. 21-11
Department Applied Psychology
Semester 5th
Section Morning A
Course Title Psychological Testing and Measurements-II
Course Code 3 (2-1)
Government College Women University Faisalabad

2
ACKNOWLEDGMENTS
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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Contents
Sr no. Topic Page no.
1. Thematic Apperception Test(TAT) 4
2. Human Figure Drawing (HFD) 10

emotional
3. Human Figure Drawing (HFD) 17
intelligence
4. Slosson Drawing Coordination Test (SDCT) 24
5. Rotter Incomplete Sentences Blank (RISB) 31
6. Coloured Progressive Matrices (CPM) 40
7. Standard Progressive Matrices (SPM) 46
8. Slosson Intelligence Test (SIT) 52
9. Depression Anxiety Stress Scale (DASS) 59
10. Self Esteem Scale 65
11. Aggression Scale 71
12. Emotional Intelligence Scale (EIS) 76

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Thematic Apperception Test

TAT
Testing and Report No. 1
5
Thematic Apperception Test
(TAT)
Bio data:
Name Maira
Father’s name Muhammad Zahid
Age 20 years
Gender female
Education Intermediate
Sibling 4 sisters, 1 brother
Birth order first
Occupation student
Social Economic Status middle
Marital Status single
Religion Islam
Address People’s colony, Faisalabad
Test time 04:00pm
Test date 29 October, 2023

6
Reference Source:
The subject was referred by herself for the purpose of test.
Presenting Complaints:
Client has no any complaints and illnesses.
Personal History:
Client name is Maira Zahid. She is female. She is a student. She achieved her milestones
successfully at proper age hence can be considered as normal when she was an infant. Her family
provides her good environment. She belongs to a middle-class family. Her birth order is last among
one brother and one sister. Her father is a laborer. Her mother is a house wife. She lives in a nuclear
family system. Her attention is very good. Her perception and orientation of time, place and person
is good. As a child, she feels active and very intelligent. Her family is very supportive.
Educational History:
She is a very good student. Her relationship with her teacher and class fellows is very good. She
has a middle area of friends. She is very hardworking student. She gets good marks in every class.
She never participates in co-curricular activities.
7
Thematic Apperception Test:
Introduction of test:
Thematic Apperception Test (TAT) is a projective psychological test. TAT was conceptualized by
Henry Murray and Christian Morgan on 1935.Henry Murray was born on May 13, 1893 into a
wealthy family. She had a good relationship with her father but poor one with her mother, which
resulted her to feel depression. A turning point in her life occurred at the age of 30 when she met
and fell in love with Christian Morgan, though married for seven years. Morgan-Murray Thematic
Apperception Test is the original name of test but later on Moray is given primary credit for that
test along with the staff of Harvard Psychological clinic.
After that exploration in personality in which the description of TAT was included. TAT consists
of 30 cards 24 press and 36 needs. A person’s pattern of thought, attitude, observation capacity,
and emotional response to ambiguous test material consists of a set of cards that portray human
figure in a variety of sitting situation.
The subject is asked to tell the examinator a story about each card that include the following
element the event show in picture but has led up into what the character in the picture of are feeling
and thinking and the outcome of events because the TAT is an example of projective instrument
that is, it ask the subject to project his or her habitual pattern of thoughts and emotional responses
onto the picture on cards means by psychologist prefer not to cell is TAT because it implies that
there are “right” and “wrong” answer to the question.
8
Interpretation of TAT:
Qualitative Analysis:
The client’s TAT stories show the client has needs of achievements (wants to achieve her better
life), sentence (sensitive about small things like study), cognizance (look at others life with
curiosity and compare it with her life), construction (wants to create his personality), elation (wants
to become happy and get rid of sadness), ego ideal (dream of her great future), nurturance (wants
to help her family),acquisition (work for better life style) and show lacking(lack of trust in her
life), succorance (thinking about her family betterment), dominance (authority figure her mother
dominate on her), luck (good). She mostly uses defensive mechanism against conflict and fear
which shows undoing (placing negative behavior with positive ones), reaction formation (when a
person seeks to cover up something unacceptable), isolation (separating one’s thoughts from their
associated emotions) and rationalization (justify irrational behavior in a logical manner).
Conclusion:
Her overall personality is magnificent. She forgets her past bitter memories and tries to move on.
She is full of hope and she knows how to handle hard situations. She learns very much from her
past and evaluates her life herself. She has a big dream which she wants to be fulfilled. No one can
stop her from achieving her dreams. She works on herself for her own betterment and also for her
family.
9
Appendix
(History performa, test protocols)

10
Human Figure Drawing
(HFD)
(Emotional)
11
(HFD)
Bio data:
Name Meerab
Father’s name Muhammad Shakil
Age 15 years
Gender female
Education 9th class
Sibling 4 sisters
Birth order third
Occupation student
Religion Islam
Address Gulberg C, Faisalabad
Test time 10:00am
Test date 29 November 2023

12
Reference Source:
Personal History:
Client’s name is Meerab. She is a normal infant. She presents with aggressive behavior both at
home and school. She is an average student. She comes from a stable family environment. Her
father is a business man. Her mother is a teacher. Her birth order is in middle among sisters. She
lives in a nuclear family system. She is not so good at studies but good in cooking. She does not
have a good relationship with her parents. She likes to watch television all time. She is attractive
in her looks. She is aggressive in nature. She has no any friends. She spends her time all alone.
She is not so good in studies. Her relationship with her teachers is not so good because of her
aggressive behavior. Her teachers complain about her aggressive behavior. She has no any friends.
She is rude with her peers. She learns her lessons off and on. She never participates in co-curricular
activities. She is not active in study and spent her time in watching television.
13
Human Figure Drawing:
Florence Goodenough originally develops human figure drawing test in 1926. This test firstly
identified as Goodenough Draw-a-Man test. Dr. Dale B. Harris later on revised it and the test also
known as the Goodenough Harris drawing test. Koppitz in 1968 also worked on this test especially
on emotional indication by this test.
The human figure-drawing test is a projective or cognitive test used to assess children and
adolescents for various purposes. In this test it is required that the client draw a whole person. The
structure of drawing indicates the maturation level of the client whereas the style indicates the
client’s attitude. HFD should always be the creation of an interpersonal state.
The unfocused instruction to draw a whole person may lead the client to look into himself and into
his own thoughts and feelings when he is trying to capture the essence of a person. Client can draw
himself or the person a child knows best. His picture of a person becomes therefore a picture of
his inner self and his attitude.
The drawing used for two different types of objective signs. One is developmental items related to
children’s age and maturation level. The items that occur in HFD of children of a younger age and
then increases in rate of occurrence as the age of children increases. Items increases as children
grows physically and mentally. It is assumed that the presence of developmental items on a HFD
is related to the child’s age and maturation and not to his artistic ability, to school learning or to
the instruction given.
14
Second type is emotional indicator related to children’s attitude and concerns. An emotional
indicator is here defined as a sign on HFDs, which can meet the following three criteria:
1. It must have clinical validity.
2. It must be unusual and occur imprudently on HFDs of normal children.
3. It must not be related to age and maturation.
There are 38 items in the list selected, which assumed to have all the characteristics of Emotional
Indicators. The list consists of three types of signs.
1. Quality signs
2. Special features
3. Omissions
HFD can administered on group settings as well as individually. In HFD blank sheet of A4, size is
used and two pencils with eraser. No time limit. Usually, 10-30 minutes are allowed to perform
the test.
Developmental items chart is available or quantitative analysis of IQ indicator. Score of the child
is calculated and then according to that mental age of the client is obtain. Then putting it in IQ
formula to obtain the IQ of the child. Chart for emotional indicator is not available.
Quantitative interpretation for emotional indicator is not possible. Qualitative interpretation
focuses on the way child draw the figure.
15
Interpretation of HFD:
Emotional:
There are few emotional indicators found in client’s drawing out of 38 emotional indicators.
Client’s drawing shows the presence of shading of face like freckles (specific anxieties like in
mouth language anxiety, she fears to talk with people), presence of shading of hands (emotional
problem, shyness about her way of communication), presence of teeth (aggressive on siblings,
parents and teachers) and presence of long arm (aggressiveness). Omission of ear in her drawing
shows emotional problem.
Conclusion:
Overall, she wants love from her parents. She faces significant challenges in her life. Also, she has
no any friends to share her issues. She has emotional disturbances in her life and she faces difficulty
in academic problems. She is not active. She is aggressive.
16
Appendix

17
(HFD)
(Intelligence)
18
Human Figure Drawing Test
(HFD)
Bio data:
Name Zarwa
Age 9 years
Gender female
Education 3rd class
Sibling 4 sisters
Birth order last
Occupation student
Religion Islam
Test time 10:00am

19
Reference Source:
Personal History:
Client’s name is Zarwa. She is a female. She is a student. She is a normal infant. She achieves her
milestones successfully at the proper age. When she was born, there was a deficiency of white
blood cells in her body which is recovered now. She is single. She belongs to a middle-class family.
Her family is very cooperative. Her birth order is last among sisters. She has a good relationship
with her parents and siblings. She is the favorite among her siblings. Her father is a business man.
Her father loves her daughter very much. Her mother is a housewife. All siblings love her so much
because her age gap is very big among them. She likes to play games and watch cartoon. Her
attention is intact. She is very talkative. She has many friends. She never seems to be aggressive.
She is very active and takes interest in studies. She is very sensitive and emotional.
She is very intelligent. She has good relationship with her teacher and class fellows. She is
responsive. She always helps her friends in class. She always participates in extra curriculum
activities. She has large circle of friends. She always gets good marks in studies.
20
Human Figure Drawing Test (HFD):
Florence Goodenough originally develops human figure drawing test in 1926. This test firstly
identified as Goodenough Draw-a-Man test. Dr. Dale B. Harris later on revised it and the test also
known as the Goodenough Harris drawing test. Koppitz in 1968 also worked on this test especially
on emotional indication by this test.
The human figure-drawing test is a projective or cognitive test used to assess children and
adolescents for various purposes. In this test it is required that the client draw a whole person. The
structure of drawing indicates the maturation level of the client whereas the style indicates the
client’s attitude. HFD should always be the creation of an interpersonal state.
The unfocused instruction to draw a whole person may lead the client to look into himself and into
his own thoughts and feelings when he is trying to capture the essence of a person. Client can draw
himself or the person a child knows best. His picture of a person becomes therefore a picture of
his inner self and his attitude.
The drawing used for two different types of objective signs. One is developmental items related to
children’s age and maturation level. The items that occur in HFD of children of a younger age and
then increases in rate of occurrence as the age of children increases. Items increases as children
grows physically and mentally. It is assumed that the presence of developmental items on a HFD
is related to the child’s age and maturation and not to his artistic ability, to school learning or to
the instruction given.
21
Second type is emotional indicator related to children’s attitude and concerns. An emotional
indicator is here defined as a sign on HFDs, which can meet the following three criteria:
1. It must have clinical validity.
2. It must be unusual and occur imprudently on HFDs of normal children.
3. It must not be related to age and maturation.
There are 38 items in the list selected, which assumed to have all the characteristics of Emotional
Indicators. The list consists of three types of signs.
1. Quality signs
2. Special features
3. Omissions
HFD can administered on group settings as well as individually. In HFD blank sheet of A4, size is
used and two pencils with eraser. No time limit. Usually, 10-30 minutes are allowed to perform
the test.
Developmental items chart is available or quantitative analysis of IQ indicator. Score of the child
is calculated and then according to that mental age of the client is obtain. Then putting it in IQ
formula to obtain the IQ of the child. Chart for emotional indicator is not available.
Quantitative interpretation for emotional indicator is not possible. Qualitative interpretation
focuses on the way child draw the figure.
22
Interpretation of HFD:
Quantitative Analysis:
Intelligence:
CA MA IQ IQ Level
108 105 97 Average
Conclusion:
The human figure she drew was age and orientation suitable. She has average IQ. She has good
grades in class. Her attention is intact. She is very chill girl. She loves her parents. She has
ambitions in her life which she wants to fulfill.
23
Appendix

24
Slosson Drawing Coordination Test
(SDCT)

25
Slosson Drawing Coordination Test
(SDCT)
Bio data:
Name Zarwa
Age 9 years
Gender female
Education 3rd class
Sibling 4 sisters
Birth order last
Occupation student
Religion Islam
Test time 10:00am

26
Reference Source:
Personal History:
Client’s name is Zarwa. She is a female. She is a student. She is a normal infant. She had achieved
her milestones successfully at the proper age. When she was born, there was a deficiency of white
blood cells in her body which were recover it. She is single. She belongs to middle class family.
with her parents and siblings. She is the favorite among her siblings. Her father is a business man.
Her father loves her daughter very much. Her mother is a housewife. All siblings love her so much
because her age gap is very big among them. She likes to play games and watch cartoon. Her
She is very active and takes interest in studies. She is very sensitive and emotional.
27
Slosson Drawing Coordination Test (SDCT):
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.
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.
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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.

29
Interpretation of SDCT:
She was able to draw all the figures three times correctly. She drew 27 figures out of 36 because
she is 9 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 Zarwa,
she produced no error and her age is 9 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.
Errors Accuracy Score Age Eye and Hand Coordination
24 33 13 does not seem to be intact
Conclusion:
The SDCT, Slosson Drawing Coordination test she drew is age and orientation suitable. Overall,
her personality is very impressive. She is intelligent. Her hand and eye coordination is very good.
She has ambitions in her life. She never takes stress about studies which is a very good thing. She
loves her family.
30
Appendix

31
Rotter Incomplete Sentence Blank
(RISB)

32
Rotter Incomplete Sentence Blank
(RISB)
Bio data:
Name Maryam
Age 18
Gender female
Education intermediate
Sibling 3 sisters
Birth order second
Occupation student
Marital status single
Religion Islam
Test time 4:00pm
Test date 4 December, 2023

33
Reference Source:
Client has no any complaints and illness.
Personal History:
Client name is Maryam. She is female. She is a student. She is a normal infant. She achieved her
milestones successfully at the proper age. She is single. Her family is very cooperative. Her birth
order is second. She has not good relationship with her parents. Her father is a business man and
her mother is a housewife. She likes to painting the pictures. Her attention is intact. She is very
intelligent. She is very talkative. She is very social. She is aggressive. She became aggressive on
small things. She is very confident. She is insecure about her attraction. She is like to go for outing.
She likes shopping and travelling. Her perception and orientation of time and place is normal.
She is a good student. She is very intelligent. She is very talkative and social. She is very
cooperative. She helps her friends and class fellows. Her relation with her friends is very good.
She has large area of friends. She is very hard work. She is very confident. She takes part in other
activities.
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Rotter Incomplete Sentence Blank 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.
35
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.
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
36
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.
37
Interpretation of RISB:
Quantitative analysis:
______________________________________________________________________________
Types of No. of Categories of Response of Values Total
Responses Responses Responses Categories
C1 0 6 0
C 15 C2 10 5 50
C3 5 4 20
N 8 N 8 3 24
P1 13 2 26
P 17 P2 4 1 4
P3 0 0 0
Total 124
______________________________________________________________________________
Computed score: 124
Cut of score: 135
Items Showing Familial Attitude: 3
Remarks: She worry about her father. She can’t see him in trouble. But sometimes, she has
conflict with her sisters.
Items Showing Social and Sexual attitude: 5
Remarks: She is social. She never forgets her friends. She can’t like that people who interfere in
her personal matters.
38
Items Showing General Attitude: 8
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: 16
Remarks: She wants to become an engineer. She has many traits in her nature. She is very
confident that she can do everything.
Conclusion:
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.
39
Appendix

40
Coloured Progressive Matrices
(CPM)

41
Coloured Progressive Matrices
(CPM)
Bio data:
Name Zarwa
Age 9 years
Gender female
Education 3rd class
Sibling 4 sisters
Birth order last
Occupation student
Religion Islam
Test time 10:00am

42
Reference Source:
Personal History:
Client name is Zarwa. She is female. She is a student. She is a normal infant. She achieves her
milestones successfully at the proper age. When she was born, there was a deficiency of white
blood cells in her body which were recover it. She is single. She belongs to middle class family.
with her parents and siblings. She is favorite among her siblings. Her father is a business man. Her
father loves her daughter very much. Her mother is a housewife. All siblings love her so much
because her age gap is very large among them. She likes to play games and watch cartoon. Her
She is very active and take interests in studies. She is very sensitive and emotional.
43
Coloured Progressive Matrices (CPM):
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 nonverbal 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.
44
Interpretation of test:
The client’s total score is 25 and percentile is 75% that is checked in the table. The disperancies in
that score is 0,-2,2. The score can be checked in the column of chronological age. Her age is 9
years and total score is 25 so that her percentile score can be 75% that is checked in the row of
chronological age. The score of client lies at 75% which is in grade 2, then we say that her
intellectual capacity is above average.
CPM Total Scores Percentile Grade Level
25 75% II Above average
Conclusion:
The colored progressive matrices are age and orientation suitable. She takes only 8 minutes to
choose the missing part in the pictures. Her percentile score showed that her intellectual capacity
is above average. Overall, her personality is very impressive. She is very intelligent. Her IQ is very
good. She can solve her academics problems very easy.
45
Appendix
(History performa, test protocol)

46
Standard Progressive Matrices
(SPM)

47
Standard Progressive Matrices
(SPM)
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

48
Reference Source:
Personal History:
Client name is Laiba. She is female. She is a student. She is a normal infant. She achieves her
milestones successfully at the proper age. She is single. She belongs to middle class family. Her
family is very cooperative. Her birth order is last among sisters. She has not a good relationship
with her parents and siblings. She is introvert. Her father is a business man. Her mother is a
housewife. Her attention is intact. She only talks to her friends and cousins. She has many friends.
She is very aggressive. She is very active and take interests in studies. She is very sensitive and
emotional. She has no confidence because she is insecure about her voice.
49
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 nonverbal 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.
50
The client’s total score is 41 and percentile is 50% that is checked in the table. The disperancies in
that score are 1,1,-1,-2,2. The score can be checked in the column of chronological age. Her age is
21 years and total score is 41 so that her percentile score can be 50% that is checked in the row of
chronological age. The score of client lie at 50% which is in grade 3, then we say that her
intellectual capacity is average.
SPM Total Scores Percentile Grade Level
41 50% III Average
Conclusion:
The standard progressive matrices are age and orientation suitable. She takes 45 minutes to choose
the missing part in the pictures. Her percentile score shows that her intellectual capacity was
average. Overall, her personality is very impressive. She is intelligent. Her IQ is not so much good
but still she works hard. She can solve her academics problems very easy.
51
Appendix

52
Slosson Intelligence Test
(SIT)

53
Slosson Intelligence Test
(SIT)
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

54
Reference Source:
Personal History:
55
Slosson Intelligence Test (SIT):
Introduction of SIT:
The Slosson Intelligence Test (SIT) is an individually administered verbal screening measure of
cognitive ability, developed by Dr. Donald R. Slosson in 1963. It is designed to assess individuals'
verbal, abstraction, quantitative, and memory abilities. The SIT is widely used in various settings,
including schools, clinics, and research institutions, for purposes such as screening for cognitive
disabilities, evaluating eligibility for special education services, and assessing the effectiveness of
interventions. The test can be administered in various settings, such as schools, clinics, or other
educational environments. It is important to ensure a quiet and distraction-free environment for
the test taker. The Slosson Intelligence Test typically consists of manual, test booklets, and
response sheets. The test is designed to be brief and can be administered in approximately 10 to
20 minutes. Clear and concise instructions should be given to the test taker before beginning the
test. The examiner reads aloud the directions and items to the test taker.
The Slosson Intelligence Test is a brief intelligence test designed for individuals aged 4 to 65 years.
It is used to assess general cognitive ability quickly and is often employed in educational and
clinical settings. The scoring of the Slosson Intelligence Test involves calculating a Total Score
and an IQ Score.
1. Total Score:
1. The Total Score is derived from the sum of points earned across all test items.
2. Each correct answer contributes a certain number of points to the Total Score.
2. IQ Score:
1. The Total Score is converted into an IQ Score using a conversion table provided by
the test manual.
56
2. The conversion table relates the Total Score to an IQ equivalent, allowing for the
interpretation of the individual's cognitive abilities relative to their age group.
The SIT yields a Total Standard Score and six sub domain scores:
1. General Information (GI): This sub domain measures the acquisition of general
knowledge and cultural facts.
2. Comprehension (CO): This sub domain measures the ability to understand and apply
common sense and social judgment.
3. Quantitative (QN): This sub domain measures basic arithmetic skills and the ability to
apply quantitative concepts.
4. Similarities and Differences (SD): This sub domain measures the ability to identify
similarities and differences between concepts.
5. Vocabulary (VO): This sub domain measures the breadth and depth of word knowledge.
6. Auditory Memory (AM): This sub domain measures the ability to remember and repeat
auditory information.
The Slosson Intelligence Test is a widely used group-administered intelligence test designed to
provide a quick estimate of an individual's cognitive abilities. It is often used in educational
settings, particularly for screening purposes. It is important to note that while the Slosson
Intelligence Test can offer valuable information about a person's general cognitive functioning, it
is not as comprehensive or detailed as some other intelligence tests. Interpreting the results of the
Slosson Intelligence Test involves understanding the individual's performance in relation to the
norms established for their age group. The test typically provides a Standard Score, which is a
standardized measure that compares the individual's performance to the performance of a
representative sample of the population. The average score is set at 100, with a standard deviation
of 15.
57
The client chronological age is 21 years, her basal age is obtained 246, and mental age is 300. The
IQ of client was obtained 115 that is obtained by dividing the mental age by chronological age.
Total standard score was obtain 78 and then in row of TSS we can obtain the percentile of the
client that was 9% and stanine category was 2 and total score was 36 and normal equivalent curve
was 21.04.
CA MA IQ PR NCE Stanine Category T-Score level
259 300 115 9 21.04 2 78 Above avg
Conclusion:
The Slosson Intelligence Test was age and orientation suitable. Overall, her personality is very
magnificent. She is very intelligent and answer all the questions easily in the test. She is very
confident. She takes high grades in the class. She takes part in class discussion. The score of test
shows her IQ level 115 that is above average. She can easily and quickly answer Urdu questions.
She can also have high intellectual ability in other type of questions that shows she is intelligent.
58
Appendix

59
Depression Anxiety Stress Scale
(DASS)

60
Depression Anxiety Stress Scale
(DASS)
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

61
Reference Source:
Personal History:
62
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 use
of 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.
63
Interpretation:
Qualitative analysis:
The scores of scale shows that client has severe level of stress and moderate level of anxiety and
depression.
Depression scores Anxiety scores Stress scores
19 14 33
Moderate Moderate Severe
Conclusion:
Overall, her personality is fabulous. She is a good student and her grades are also good. But, she
takes stress on her studies. She takes stress on every small thing like study. She always thinking
about her studies. She wants to finish her stress but sometimes she overthinks on small things and
can’t stop herself. She is trying to overcome her stress. She has moderate level of depression
because she can’t forget things about past. She has moderate level of anxiety because she thinks
about her future.
64
Appendix

65
Self-Esteem Scale
Report No. 10
66
Self Esteem Scale
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

67
Reference Source:
Personal History:
68
Self-Esteem 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.
69
Interpretation:
The scores of scale shows that client has normal self-esteem.
Self-esteem Raw Scores Range level
15 15-25 normal
Conclusion:
Overall, her personality is fabulous. She is a good student and her grades are also good. She has
normal self-esteem. She thinks about herself in positive aspects. She has confidence in herself.
She is trying to make her good personality. She is in the way to cope with her difficulties in her
life. She is trying to enjoy the life.
70
Appendix

71
Buss-Perry Aggression questionnaire

(BPAQ)
Report No. 11
72

(BPAQ)
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

73
Reference Source:
Personal History:
74
The Buss-Perry Aggression questionnaire (BPAQ) is a 29-item instrument designed to measure

the different dimensions of the hostility/anger/aggression construct. It includes 4 subscales:
Physical aggression (items 1-9), Verbal aggression (items 10-14), Anger (items 15-21), Hostility
(items 22-29). The Buss-Perry Aggression Questionnaire (BPAQ) consists of 29 items, with
individuals rating each item on a 5-point Likert scale, ranging from 1 (extremely uncharacteristic
of me) to 5 (extremely characteristic of me). To calculate the total score, add the responses. Cut
off score for boy is 16 and for girl is 17.
Interpretation of Scale:
Aggression Raw score Range level
9 17 Normal
From the above mention scores, the client shows normal aggression.
Conclusion:
Overall, her personality is fabulous. She is a good student and her grades are also good. She has
normal aggression level. She thinks about herself in positive aspects. She has confidence in
herself. She is trying to make her good personality. She is in the way to cope with her difficulties
in her life. She is trying to enjoy the life.
75
Appendix

76
Emotional Intelligence Scale
(EIS)
Report No. 12
77
Emotional Intelligence Scale
(EIS)
Bio data:
Name Laiba
Age 21 years
Gender female
Education BS
Sibling 4 sisters
Birth order first
Occupation student
Religion Islam
Test time 10:00am

78
Reference Source:
Personal History:
79
Emotional Intelligence Scale (EIS):
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.
Cut off score: 33 to 165
Interpretation:
The scores of scale shows that client has above average emotional intelligence.
EI Raw Scores Range Level
120 119 above above average EI
Conclusion:
Overall, her personality is fabulous. She is a good student and her grades are also good. She
cooperates well during the test. Her attention is intact. She works hard and try to cope with her
difficulties in her life.
80
Appendix

Psychological Testing Report-1

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1

Psychological Testing Report

Submitted to: Ma’am Rabia Sajjad

Government College Women University Faisalabad

1. Thematic Apperception Test(TAT) 4

2. Human Figure Drawing (HFD) 10

5. Rotter Incomplete Sentences Blank (RISB) 31

6. Coloured Progressive Matrices (CPM) 40

7. Standard Progressive Matrices (SPM) 46

8. Slosson Intelligence Test (SIT) 52

9. Depression Anxiety Stress Scale (DASS) 59

10. Self Esteem Scale 65

11. Aggression Scale 71

12. Emotional Intelligence Scale (EIS) 76

Thematic Apperception Test

Thematic Apperception Test

Father’s name Muhammad Zahid

Sibling 4 sisters, 1 brother

Birth order first

Social Economic Status middle

Marital Status single

Address People’s colony, Faisalabad

Test time 04:00pm

Test date 29 October, 2023

The subject was referred by herself for the purpose of test.

Client has no any complaints and illnesses.

Thematic Apperception Test:

(History performa, test protocols)

Human Figure Drawing

Testing and Report No. 2

Human Figure Drawing

Father’s name Muhammad Shakil

Education 9th class

Birth order third

Social Economic Status middle

Marital Status single

Address Gulberg C, Faisalabad

Test time 10:00am

Test date 29 November 2023

The subject was referred by herself for the purpose of test.

Client has no any complaints and illnesses.

Human Figure Drawing:

1. It must have clinical validity.

2. It must be unusual and occur imprudently on HFDs of normal children.

3. It must not be related to age and maturation.

(History performa, test protocols)

Human Figure Drawing

Testing and Report No. 3

Human Figure Drawing Test

Father’s name Muhammad Shakil

Education 3rd class

Birth order last

Social Economic Status middle

Marital Status single

Address Gulberg C, Faisalabad

Test time 10:00am

Test date 28 November 2023

The subject was referred by herself for the purpose of test.

Client has no any complaints and illnesses.

Human Figure Drawing Test (HFD):

1. It must have clinical validity.

2. It must be unusual and occur imprudently on HFDs of normal children.

3. It must not be related to age and maturation.