SCC Ee OEE YEE ER Mee eer Chapter 10 NIMHANS SENTENCE COMPLETION TEST FOR CHILDREN AND ADOLESCENTS (NSCA) Uma Hirisave and L.N. Suman Introduction Projective techniques are used for inquiry and diagnosis, using vague OF Meaningless stimuli to elicit responses that are likely to reveal hidden Personality strata in a subject through the projection of inner content onto the external stimulus. The various stimuli used in projective techniques are intentionally vague and open to different interpretations, in the expectation that the subject will give meaning to the stimuli, meaning that emerges from internal personality processes, and thus enable observation of these processes. Various experts believe that the greater freedom subjects have to choose their responses, the more their Fesponses will be charged with meaning for them, since they can “supplement” what the stimulus lacks and accord it meaning solely by means of their own internal content. Thus, there are no “right” or “wrong” responses to the stimuli, but whether the responses are normative Or non-normative is of great importance. Projective techniques possess Several clear advantages: they do not require subjects to have high reading ability or a particularly high level of articulation (compared to other personality tests), their results are very difficult to falsify, and they enable a wide variety of assumptions and a broad and comprehensive view of the subject's personality (Levin-Rozalis, 2006). Projective techniques have been developed specifically for use with adults as well ds children 257active yyectt és ured pic ience completion tests are a class of semistruct fents with niques. Sentence completion tests typically provide 1esPEMET an seqinninas of sentences, reterred to as “stems,” and responde The ypiete the sentences in ways that are meaningful to them liefs, sponses are believed to provide indications of attitudes, nel motivations, or other mental states. A sentence completion test to may be relatively short, such as those used to assess responses advertisements, or much longer, such as those used to assess personal ity. The tests are usually administered in booklet form where respondentt complete the stems by writing words on paper. The structures 0! sentence completion tests vary according to the length and _ relative generality and wording of the sentence stems. Structured tests have longer stems that lead respondents to more specific types of responses less structured tests provide shorter stems, which produce @ wider variety of responses. The uses of sentence completion tests include personality analysis, clinical applications, attitude assessment, achievement Motivation, and measurement of other constructs. The data collected from sentence completion tests can usually be analyzed either quantitatively or qualitatively. In a review of literature on the Sentence Completion Tests (SCT), Holaday, Smith and Sherry (2000) found that they were among the most commonly used personality assessment instruments. They were ranked second by Japanese Clinicians, third by clinical psychologists, fifth by clinicians working with adolescents, fourth by school psychologists, fifth by representatives of mental health service providers, and third by members of the Society for Personality Assessment in response to the question: “With what 5 projective tests should the professional practitioner he competent? 2588 . 3 & . . . . » » > > > » > > > > ) ? , ) by Sacks and Levy (1950) !s It was developed to explore an individual's life. The § ent > used with Completion Test developed specific cl adult patients in NIMHANS. sters of alliludes or significant areas of Recenth Sentence pear et al (2000) carried out a survey to examine which and the scoring letion Test (SCT) was most used, why it was preferred of the Society f method adopted. The sample consisted of 60 members 15 Sentence ‘com Personality Assessment, U.S.A. They found that out of Incomplete ccoeeetion Tests available to the clinicians, Rotter's (1951) sample reporting foe Blank was the most popular with 58% of the and 28% with ad ‘ie 11% used it with children, 19% with adolescents were used by ane 8 of the tests were not used at all and the rest children preferred or less. 80% of the respondents who used SCT with clients. The reponse read stems aloud and record the answers for their by the examiners on were not scored quantitatively but were interpreted note that although Pased or their own clinical skills. The authors also items that might he eg SCT is very popular, it does not have specific diverse cultural demu for younger children or children with Dykens, Max Test, Three Wah on and Schwenk, (2007) used a Sentence Completion perceptions, thou ® Task and the Child Behavior Checklist to assess self- disabilities (10), Woy jopes and inner lives of 128 persons with intellectual provides hersone ing children. They found that the semi-projective t their ai peregtine ID with just enough structure or cues to cor voy indicated frequent es in a spontaneous and unbiased manner. R sults relationships with fa emes of activities, positive affect, desired obje canal to either syndrome Me and pets. The responses were Seriticanth aa indicates the usefur status or CBCL maladaptive behavior. Thi igo ulness of SCT in the clinical setting with children mnie 259ail popular with that ts that According to Holaday, et al (2000), SCTs will rem Practitioners because the tests provide significant in Valuable for diagnoses and treatment planning Th sir OW! procitionets may be better served by writing some of ae on esponses reading them alo , aC ng the . g joud to their clients, and recording be tailored to themselves. They also recommend that SCTs should (a) Provide appropriate and accurate information about clients t the (b) be based on the theoretical orientations of the examine! c) relive id ne and expectations of clients’ cultural and religious backgrounds, a Ni, 2PPropriate for clients' academic and mental developmental att develo, ea there are no well established Sentence Completion to over ped specifically for children in the Indian setting. In_O" vercome this lacuna, Uma and Suman (2002) developed 3 SCT for use with children and adolescents. q personalities, Development of the SCT for Children and Adolescents Step 1 T < diteren amen the test was to assess adjustment of children in attitudes and inter tie, Objective was to assess the child's perceptions, the child's Sdjustme ons to arrive ata comprehensive understanding of Items for the test ere, conflicts, relationship problems and self-concept. needs, relationships et by examining literature on psychological children attending the Child and Ada of children. Clinical experience with NIMHANS sean Child and Adolescent Mental Health (CAMH) Unit at with extensive ex sed to generate some of the items, Two psychologists generated Sentence terms in working with children and their families the language of tt ems. Care was taken to keep the stems brief and was 125. « te items simple. The total number of items generated 2. Socio-cultural factors. were kept in mind while generating the 260items. For example, since Indian families are fairly large and since Indian blings and grand-parents he child was considered n the Indian setting. isis is inter-dependent, items related to sl vere included. Similarly, parental attitude towards tl Mportant in view of neglect of the girl child | Step 2 The 125 items, written in English, were categorized into five broad areas: Home; Friends; School; Self-concept; Neutral Items. The Home area has six sub-areas which are: Relationship with Father; Relationship with Mother; Relationship with Siblings; Father-Mother Relationship; Parental Attitude towards Child; Family Unit. The area of friends refers to peers at school as well as friends outside school. The School area has two sub-areas which are: Adjustment to School; Attitude to Teachers. The area of Self-concept has five sub-areas which are: Attitude towards Own Abilities; Emotional Functioning; Coping with Emotions; Guilt Feelings; Goals for the Future. The Neutral items included likes and dislikes as well as relationship with grandparents. Thus there are a total of 15 sub- areas under the five broad categories of adjustment. Items were written to include both positively worded stems and negatively worded stems. The sentence stems representing different sub-areas were ordered in such a way that items in any specific area were not clustered together. The scoring system suggested by Sacks and Levy (1950) was adopted for the test. Each area is rated on a three point scale, i.e, O, 1 and 2. 0 indicates good adjustment; 1 indicates mild problems in adjustment; 2 indicates significant problems in adjustment. Step 3 The 125 item test was given to a clinical psychologist with more than 10 years experience in working with children and adolescents for final 261selection of the items. Items were examined for face validity, repetition’ language, usefulness and appropriateness. Inter-rater agreement ee also carried out to arrive at a consensus for including or excluding te at 1N specific areas. The inter-rater agreement was found to be good. Th is, the inter-rater agreement was at the 0.001 level. Following these procedures, 35 items were rejected, leading to a final item pool of 9 items. These 90 items are spread over the 15 sub-areas in such 2 way that each sub-area has 6 items. The instructions were kept simple and 2n example was given. The instructions, for administration of the test by the examiner, are as follows: "This is a test to find out how you generally relate to people, your feelings, thoughts, likes, dislikes and hopes. | will be reading out sentences which are incomplete. Your task 1s to complete the sentence as quickly as possible with the first thought that comes to your mind. Do not spend too much time thinking about your answer. There are no right or wrong answers. You have to complete all the items in the test. Since you are familiar with school tasks such as Fill in the Blanks’, this task will not be difficult for you to carry out. 'f you have any doubts about any of the sentence stems, feel free to clarify your doubts before responding. For example, complete the following sentence: ‘The color of a crow is _______. Now, Iwill be reading the other items. Are you ready?". For the Self-report method, the sentence | will be reading out sentences which are incomplete’, was pplaced by the sentence “Read carefully the incomplete sentences given elow”. Step 4 A Pilot Study was carried out to examine the ease with which the test could be administered and to check the ease with which children could comprehend the sentence stems. The sample consisted of 40 children in the age range of 8 to 12 years who were comfortable with the English 262 ® ae a MARAT ARE KAHHAAAAAKEA ape doa Oo @ss eee eceeeeeeeeoeoeooeoeoeoerr 8 NNT 'snguage. 20 children were clients attending the CAMH Unit at NIMHANS 2nd 20 were normal children selected from a school. Oral informed Consent was taken from all the children. It was found that the children Could easily understand the sentence stems and respond appropriately. The time taken to administer the test ranged from one hour to one and @ half hour. None of the children found the test too long and they showed keen interest in the task. Some of the children attending the CAMH clinic cried when they came across items that had a direct bearing on their problem. Both quantitative and qualitative analyses of the responses were carried out. Findings revealed that the test was useful in getting a profile of adjustment in children, indicating good clinical utility. Based on the Pilot Study, it was decided that oral administration was a better approach as it took less time, responses Could be clarified immediately and it was appropriate for children with reading/writing/spelling difficulties. In the self-report format, some items were left out by the children. They were gently coaxed to complete items that they had left out. Step5 This step aimed at obtaining information about adjustment of normal children. The management of various English medium schools were contacted to obtain permission to administer the test on normal school going children. The aim of the study was explained to them along with the ethical principles to which the investigators would adhere. After obtaining the required permission, oral informed consent was sought from the children. None of the children refused consent and the test Was administered to children studying in four English medium schools. The total sample size was 162 and the age range was 8 to 14 years, The sample consisted of 93 boys and 69 girls and they showed 263fe test was elationsh'P | adjusted tremendous interest in the test. Responses indicated that th able to correctly identify children with adjustment difficulties, ' conflicts anc emotional problems. Typical responses of wel children were also noted for purposes of comparison Application of the Test in a Research Study Dhanya (2009) carried out a study to examine the adjustment and social problem solving skills in children with emotional and behavioral problems. The sample consisted of 30 children with a psychiatric diagnos!s Of Behavioral and Emotional Disorder (F 91-98); Depressive Disorder (F32 and F 33); or Dissociative Disorder ((F 44) on Axis I of the Multi- axial Classification System of ICD-10 (WHO, 2002). Care was taken to include only new cases registered in the CAMH Unit of NIMHANS. The sample also consisted of 30 normal children selected from English medium schools. They were screened on the Children's Behavior Questionnaire (CBCL; Rutter, 1967) to rule out children with psychological Problems. The age range of the sample was 8 to 12 years and both boys and girls were included in both the groups. The profile of emotional and behavioral problems was obtained using the Developmental Psychopathology Checklist (DPCL; Kapur, et al, 1994). Adjustment was assessed using the Sentence Completion test for Children and Adolescents (SCT-C) Uma and Suman, 2002) and Social Problem Solving was assessed using Group Social Problem Solving Assessment (GPSA; King, 1986). Written informed consent was taken from parents and teachers and assent for the study was taken from the children. Results of the study as given in Table 1 indicate that there was a significant difference between the two groups on overall adjustment as measured by the SCT-C 204= eS eS Sa a - ee oS ee eS SS Table 1 __Group Jn | ‘Mean SD t Sct | cineca | 30 | 41.63 [11.89 | df Total Score#| Normal | 30 31.77, | 10.44 3-80 the three point scale ranging # In the study; each item has been rated on fa is 168 (84 items multiplied by from 0 to 2; thus the maximum possible score i two; neutral items are not scored) * significant at .001 level Analysis of the responses in terms of sub-areas revealed significant differences between the two groups in five areas. These were: Adjustment to School; Emotional Functioning; Coping with Emotions; Parental Attitude towards the Child; and Guilt Feelings. There were NO significant differences between the two groups in the other ten sub-areas. Details of significant differences are given in Table 2. Table 2 Area Group N Mean sD t Adjustment — Clinical 30 0.73 3.7 | .001* to. School Normal 30 | 0-52 Emotional Clinical 30 0.52 28 007% | Functioning Normal 30 0.50 | “oping with Clinical 30 0.69 2.3 | .022** Emotions Normal 30 0.50 Parental Attitude | Clinical 30 0.82 3.5 | oor | towards Child Normal 30 0.50 oo ~ - Tt Guilt Clinical 30 0.80 3.9 000% | Feelings Normal 30 0.47 significant at “05 level; ** significant at .001 level 265‘ P 25 In the School area, responses of clinic children revealed more alficulle n fe 2" IN school such as fear of school itself and fear of examinations They works also indicated that most of their friends were from their home net rather than schoolmates. On comparing the responses of the two. gioups on the domain of Emotional Functioning, it was found that children in the clinical group reported more negative emotions such as anxiety and fears. The two groups also differed in the way in which hey coped with emotions. Children in the clinical group had poorer coping skills Compared to normal children. Further, children in the clinical grouP perceived their parents as having less favorable attitude towards them, which in turn contributed to their adjustment difficulties. Children in the Clinical group also had significantly high Guilt Feelings. Their guilt was mainly related to being a burden on their parents due to their illness/ difficulties. Children in the normal group were more spontaneous in their responses and needed fewer explanations from the examiner during assessment. They often described their father as a ‘friendly person’; mother as one of their ‘dearest friends’; sibling as ‘cute/helpful’ and their families 25 ‘best’, They perceived their parents in a positive light and used more subtle expressions to show their emotions. For example, ‘1am disappointed with my father at times' as compared to superlative expressions by children in. the clinical group who used phrases such as, ‘I hate mY father’ or ‘My father 1s my enemy’. They also felt that their parents considered them as ‘talented or special’. Children in the normal group had positive attitudes towards school and teachers and a good self- concept 260 aRKRKRE BG HR ARAARAAMAAAKRAKRhe SCT. Thus, nificanth the results obtained in the study revealed that the test could sig y d clinical validity ascrimin roups. This indicates goo: Aes canter tls of responses provided So tl . Nigher the stress, poorer the adjustment as measured by and usefulness, Further, qualitative analysis “cites reported. The we 'nformation about the nature and extent of the difficulties pe Nine ® responses can be used as a spring board to carry out in-depth inte! A £0 plan psychological interventions. The test can also be used as a pre “ in routi ®Q 2nd post measure of adjustment in intervention studies or in routine e Clinical practice, y Based on the experience of using SCT with young children, lie authors decided to reduce the number of items from 90 to 75. Two items were \) replaced and 5 items were slightly modified. The items omitted were - ~ 28, 29, 38, 48, 60, 64, 66, 75, 76, 80, 81, 83, 86, 88 and 90. The = instructions also were modified. The final version is called NIMHANS : Sentence Completion Test for Children and Adolescents (NSCA), given in ~ Page 294, ; | In a recent study by Anupama (2018) norms have been establisheq for » normal children between the ages of 5-7 years for this test. The data was collected on a sample of 30 children in the age group 5-7 years studying in > government school. The children were well adjusted with respect to al] areas » of NSCA Home, School, peers, self-concept. The author calculateg total b Score for each domain instead of sub domains. The mean and SD in different ) reas were as follows. 0.31+0.14 (Home), 0.08+0.04 (peers), 0.35+0.16 ) (School) and 0,21+-0.13 (self concept). 267I] adjusted with The results revealed that as a gro > wel ‘d asa up the children were researcher oe respect to these areas. Similar results were obtained by the same on a sample of 23 children, age range 5-17 years who had exP' parental loss due to road traffic accident. The children were found to adjusted in all the domains. iol rienced be well- Salian (2013) has used a brief version of NSCA for assessing attachment of Normal children using items from the domain of thome' from NSCA. Findings ¢ of the study revealed that children reported more attachment with their mothers. 268 RRO RAHHHHEERESTSEARERA~ — — = we wewrreoeceereeceeceeeeeeeeereeererrr NIMHANS Sentence Completion Test for Children and Adolescents (NSCA) Final Version Department of Clinical Psychology, NIMHANS, Bengaluru INSTRUCTIONS: You will find below a number of incomplete sentences. For example: "The colour of the leaf is__- Write/tell quickly in tl . blank space the first idea that comes to your mind to complete eac' sentence.Quickness is very important, please answer rapidly. My father is .... My friends and 1... My teachers are My mother and I At school, I feel .....-..:.:ssseseeereeererreee T have the ability to .. My brother is .........-2+20s++++ Tam afraid Of .......eeeeeerereeeees oan au rwn My mother and my father .....se1ssr0* So I like to . 11. When I am happy, I ... 12. My parents think Iam. 13. My ambition is .........-. 14. In my family .. 5. My biggest mistake was ... 287I like my father because ..... Most of my friends ...... My teachers and I I like my mother because I like going to school, but When things go wrong |. My sister is ... My father treats my mother. My favourite eatable is When I am happy, I ....... My parents feel happy when I. I want to become My grand father .........ccccescseessseesseesssecsnecsssesssecceseesneeeuscaneseeneeeess® T WISH 1 Nad N00 .......c0ssessseesvssssssesanennvesvaanauesctinsatnatastnereiseesostonenee My father and I A real friend is Tife@limy teachers :scsssscuseversscvicevé,--sononsapenrsocevaneaceconenneerennnod¥itbiseo* My mother ........c:cesececeeeeeeee I find class tests36 37. 38. 39. 40. 4. 42. 43. 44, 45. 46. 47. 48. 49. 50. S1. 52 53, 54. In order to achieve something, TCA... eee My brother and I - 1 feel anxious when 1 wish my father and mother .... On Sundays I like to .-..--1e When I am anxious, I My parents scold me when .... I will be happy if I can «.----+-+++++ My family treats Me ....-.---- I feel guilty about ... I wish my father .. My best friend I like my teachers but .... I dislike my mother because. The subject I dislike most Others say I am capable of .... My sister and I Tivel angry when My mother treats my father ....----++ Tam interested in 28960. 61 6? 63. 64. 65 66. 67. 68. 69. 70. Als 72. 73. Ny & When 1am angry, I My parents get angry when L .. I always wanted to be The person I like most in my family. I wish I could forget .... 1 dislike my father because . | expect my friends to .. Most teachers are ... I wish my mother ... Tlike my brother but sometimes .......:scscesceeses I feel sad when My grandmother ... When I am sad, I My parents beat me when I wish my family .... Most families I know are I like my sister but sometimes ..........0..cccccccecsesessee- I like my family but sometimes .........0.0.cccceccccecececceccceseceseseeseeeseseee My favourite game iS oo... cccceeeeeeeee 290the Examples of responses of some children in Normal group on ion NIMHANS Sentence Completion Test - Initial Vers! FATHER: Boys: 8-10 Yeas 11-14 Years 1 My father is an auto driver. 1. My father ts Srikant he se 16.1 like my father because 16. I like my father ane want he 1s good brings me whatever and he is happy with me. my 31. My father and 1 play. 31. My father and I make mother happy. a 46.1 wish my father happiness. 46. 1 wish my father get me 60. Most fathers are very good. 73.1 dislike my father because no reason to dislike. *R=0 Girls: 60. 73. car after I grow up Most fathers are unforgettable. 1 dishke my father because but I never dislike my father. 8-10 Years 1. My father is a carpenter. 16.1 like my father because he takes me to other places. 31. My father and I joke 46. I wish my father to get more money 60. Most fathers are working hard 73.1 dislike my father because he does not give me any toys R=] Rating 274VV SCSCCCCECCCECVVYVVVVTVTVTTvevrvrrvvrvVvr Boys: FRIENDS oil 0 Years ~~ — 2 MY friends and T pray ~s 2 and T enjoyed * 7. Most of my friends are goog a ” t of my friends . Mos but are friendly 32. A real friend ig Vinay and un | helplel ony is always ve 61. My best friends 'S Vinay ean Beal frlend i iend 18 ? 61. My best a. to be frien 74.1 expect my frieng nepal friends my family $1 be 0d 74. 1 expect 4 ia friendly and 900 - ee sors TEACHER: ‘S Yes 3. My teachers are ta ee good ‘ching lessons 3, my teachers are verY ach other 18. My teachers and T take books 18. My teachers and I help ° in studies 33. T feel my teachers are 900d 33. 1 feel my teachers helP ™® I “Sao 47-1 like my teachers but 47.1 like my teachers they will beat * not feel anything friendlY 62. Most teachers give notes 62. Most teachers are very S=0 R=O GIRLS 8-10 Years 11-14_Years ike my mother. 3. My teachers are very good 3. My teachers are ee eaik in 2 ft 18. My teachers and I are happy 18. My teachers @ : friendly way. have the greates 33. T feel my teachers very good 33. I feel my teachers fob-teaching. but some times hers 47-1 like my teachers but they beat. 47. 1 lke my tencl 1 dislike ell. teach very W' 62. Most teachers are good 62. Most teachers R=034. My mother does kitchen work . 48. Most mothers are good. 63.1 dislike my mother because 75.1 wish my mother good R Boys: MOTHER 310 Years a I love her 34 My mother likes my teacher 48. Most mothers are good 63. nothing to say. 75.1 wish my mother My mother and I help each other 4. 19.1 like my mother because | dislike my mother because 11-14 Years My mother and I walk everyday 19. I like my mother because she has helping nature. She is my sweetes! mother, 34. My mother forever unforgettable mother. 48. Most mothers are greatful mother. 63. I dislike my mother because I never dislike. 75. 1 wish my mother happiness R=0 R=0 GIRLS: 8-10 Years 11-14 Years 4 she teaches me. and is busy of her hitting. My mother and I go to park. 19. I like my mother because 4. My mother and I like friends. 19. I like my mother because she is kind and helpful to me. 34. My mother is very helpful and kind. 48. Most mothers are helpful and good 63. I dislike my mother because no I won't dislike my mother. 75. 1 wish my mother nothing. 276 an aa SSSHSHSHARAARAARAAHAAHAAAAABAASCHOOL: BOYS: - f —_ ~ 4 years 7p, my n feel 3-10. Yeors Sakcetea rar oer A To fet 3. At school, I feel gogg-———— 5. At school, 1 am chool, DUE & nolid ‘iv s 20:1 like 9019 to schoot, but my 20. I like going 10 5 to 6 quic’ teacher will be waiting, like going a ts nappen Te aths: 35.1 find class tests goog 35. I find class ee most 'S 7 49. The subject 1 tike Most English, 49, The subject table sch? GK, Social science. et unforge! ys go? 0 a S4- MY SChOOI IS & go0d schog), Be Ee cis, weee 2 0 76.1 wish Schools Were having 76. 1 wish scho¢ ee =e 9001 building, —— R=0 oe GIRLs: 8-10 years 5. At school, 1 fee! Nothing. 20. T like 90ing to School, T find class tests good but my friend don’t beat 35. 65. 64. 76. R=0 — The subject I like most social, GK, Kannada. My school is 900d school 1 wish schools were good,OWN ABILITIES: Boys: 8-10 Years 6 I have the ability to play. 21 When things go wrong I will be bad. 36. In order to achieve sc rething, * I can do. 11-14 Years k. T have the ability to get first ran! 21. When things go wrong I try to clear it. 36. In order to achieve something, I can show my will power. t. SO. When problem arise I feel bad. 50. When problem arise I try to solve i R=1 R=0 GIRLS: 8-10 Years 11-14 Years 6. I have the ability to read. 6. I have the ability to be successful in life. 21. When things go wrong my 21. When things go wrong I feel shamed. mother will beat 36. In_order to achieve something, 36. In_ order to achieve something, I can 1 can do work hard. 50. When problem arise 50. When problem arise 1 help myself. R=1 R= 2/8 POSH SHHHHHAHAAARARARARAAAAAAAAAAAOWN ABILITIES: 11-14 Years Boys 810 Years 6 I have the ability to play. 21 When things go wrong I will be bad. 36. In Order to achieve sc rething, 6. T have the ability to get first rank. 21. When things go wrong I try to clear it. 36. In order to achieve something, I can + 1 can do. show my will power, 50. When problem arise I feel bad. 50. When problem arise I try to solve it. Rai R=0 GIRLS: 8-10 Years 11-14 Years 6. I have the ability to read. 6. I have the ability to be successful in 21, When things go wrong my mother will beat 36. In order to achieve something, life. 21. When things go wrong I feel shamed. 36. In order to achieve something, I can 1 can do work hard. 50. When problem arise 50. When problem arise I help myself. R=0 2/8 PHAM ASSHHSHSHHHHMHMAAARAARARAABAAAAAAAAASIBLNGs. ——— is _ ppeaetaencarieen =e = te veers _ 11-14 Years @ sometimes 7. My brother ye Studying yy 7. My brother is one 5°! V standard, * i a nice person 9 in 22 MY Sister is student ‘VI standard, 2 My sister is good ways be JO ut 37 My brother anes bie 37. My brother and I will 2 t with! 51 MY Sister ang 1 Feel goog a ut to & 51. My sister and I go © 5 no asking parents. anetine 65. I like my brother bu! s Jo" s be 9 84. I wish my brother always g 86. 1 wish my sister to ~ ee verti 88. My brother always help e. . ys helpful to ME : sister alwa —— 90. My sis ee a —_ 10 Years ————___ 5 rs n. Ga piss Yea is friendly perso 7 My brother is no brothers — 7. My brother best friend. MY Sister is beats me 22. My sister is my fight. iT ever My bréther and 1 no brother 37. My brother an My Sister and | read. sr fight. 51. My sister and T nt sometimes Ne 7 ther bu “SL tke my brother but sometimes 65. I like iy bre ny good No brother, 's naughty. ther explain ma “4: T wish my brother No brother. 84. I wish my bro things "wish my sister beats me less. My brother always No brother “0. My sister tient Jess impal 86. 1 wish my sister becomes Ss ks joke: 88. My brother always crac xplain what 4 e 90. My sister always try to always read. TF donk ‘nowEMOTIONS 0 Years i am afraid of a sound eet 8 1 am afraid of devil stories ad when T feel bad 2 3. 1 fevl sad when I see/hear that some- ‘one has passed away. 1 wish I could lose the fear of some bad things. Teel angry when | see someone hitting ne to become bad 66. My fear forces me to run away where there are people. 8 I wish 1 could lose the fear of 38. feeling bad S21 feel angry when 1 feet bad 52. ©6 MY fear force rr am happy when 1 am good. 78. 1 am happy when I get good marks. 87-1 fee! teartul when nothing. 87. 1 feel fearful when I see bad things. 891 feel anxious when nothing 89. | feel anxious when I see a particular question in test R=0 _ R=1 GIRLS: 8-10 Years 11-14 Years 8. 1 am afraid of night 8. 1 am afraid of fever, 23.1 feel sad when nothing to Sey. 23. I feel sad when a close relationship between two persons is cut off. #8. 1 wish 1 could lose the fear of 38 ; I wish I could lose the fear of fever. mother's beatings. 52.1 feel angry when my sister beats. 52. 1 feel angry when 1 do wrong. &6. My fears force me to nothing to say. 66 My fear force me to 90 against it. 78.1 am happy when I pass 78. 1 am happy when 1 am happy. all subjects 87. I feel fearful when it is night time. 87. 1 feel fearful when Tam ina dark forest £91 feel anxious when nothing to say. 89. 1 feel anxious when I want to know something. agaganane © S| S| © e 2 semen eeeee eeeseeseeSseeseeeeeTerTeeerererrerveeeeeeeese other _ Father relationships: 8-10 Yea Sess =a 3” My mother ang aa eas ope ns Ty father gg 14 Years wep me ‘ $< ther bay 9. My mother and my fat se Y father treats my moti and get me whatever | want. wish my father ang Mer good. 24, my father treats my mother . 3. Mother good. 39, 1 wish my father and mate” 53. My mot ish my = her treats my father ie help me. ner nicelY: 2 tke god. 53, my mother treats 5 my fel? ——— = Se. 53. My mother eat a icely- will my best friends. he ang a 908: 24. My father treats mY moth Praise me for w.,nd_ mother 39. 1 wish my father and mother WO never lose patience. 53. My mother treats ™ <~-——— n=O isbn es R=0 _ er as 2 wife. uid y father as @ 281COPING WITH EMOTIONS: Boys: 8-10 Years - 11-14 Years 11. When I am happy 1 will play 11. When I am happy I go mad 26. When I am anxious I say bad things. 26. When I am anxious | start to think stupidly 41. When I am afraid 1 feel bad 41. When I am afraid I start messing up things 5S. When I am sad I feel bad 55S. When I am sad I cry but then I console myself ©8. When I am angry I will behave 68. When I am angry I lose patience badly R=0 Re GIRLS: 8-10 Years 11-14 Years 11, When I am happy I will be happy 11. When I am happy I share it with parents and friends 26. When I am anxious 1 switch 26. - When I am anxious 1 will walk from on fight ‘one side to another When I am afraid 1 go to parents/ grandparents 41, When I am afraid I go and sleep 41 with mother 55. When I am sad I cry 55. When I am sad I share it with friends 68. When 1 am angry I beat my 68. When I am angry I just relax for S sister who always beats me minutes R=0 ; - R=0 _ - 282 «e- mm OO ORAAAHHRAARARAARAyTVTvVwvT VT Veer rFrrerewFrerFrFewFrTrwryYyTFYFrYTfeYyY,.YyYtesse#epr.etstwvr Soys, PARENTAL ATTITUDES: Wye yy ee My ae _ 27. my eens thing ——— aa Years _ whee ents feel hy am good 12, My parents ’ Ry "goog MPPy 27, my parents er cing isk they ScOldeg and place in rent made mis! Sey Mework NE Yowt dy az, 1 ain seolded ter Parents oe agry when 1 do 89.1 She OPgry when 1 46. my parents get ° wie beaten wh, something wrong go something SIMO are wee OM lazy t 1 am beaten when Rog — rc yto 69. =0 ti re complete ee _ i an _ a —— R=0 SIRs, 8-1 *10 Years 1m Pere 11-14 Years we "5 think T am reading 12. My parents think I am © very’ orm , irl «OY Par determined 9 Set Ist ran happy when 1 27. My parents feel happy when 1 study 82.1 am sco well/do something good Wrong hapegthe® Something 42. 1am scolded when I do °8. My parent mens mischievous things S 0 not read wel” ammeni 56. My parents get angry when I do "9 Tam beat something very big mistake fen when 1 do wrong 69. 1 am beaten when but I don’t be beaten so I think so _ RO 283GOAL: Boys: 8-10 Years 11-14 Years me a software 13, My ambition is to become a police 13. My ambition is to beco! Engineer aod 28. My greatest wish is to read 43. I want to become police ‘Ss 28. My greatest wish is to be alway ‘heer 43. I want to become a software Eng! 57. 1 will be happy if I am good 57. I will be happy if Iam good. aything 70. | always wanted to be a police 70. I always wanted to not tell any R=0 R=0 GIRLS: 8-10 Years 11-14 Years — 13. My ambition is to become a Teacher 13. My ambition is IAS officer 28. My greatest wish is to read 43. 1 want to become a Doctor 57. I will be happy if 70. 1 always wanted to be a teacher R=0 28. My greatest wish is to do what I think 43. I want to become courageous and intelligent girl 57. 1 will be happy if others are helpful 70. I always wanted to hit my brother when he is sleeping R=1 284FAMILY By B10 Ve 14, ‘ars in 29.4 famin = MY par, IY 1 Tike @ 11-14 Years _-——napPY 44. My fants a verything a4. in my FarnlY | tee 58 iY treg e bus 5 help Me The sen Meats me y 29. my parents 2 - __ Family on | like mo ‘aa, my family trea ¢ tin my ish Sister ang ee i my 58, The person I like MOS! t Y famity other family my arent? nappy families 1 y Sood 71. 1 wish MY family will DE mi RY 82. Most families 1 know are my: SIRts: a 29, My ~My a My oe always talkin ee family treats m : The pers —r family, On 1 like most in my fal 711 wish ther, mother and sister my family welt 82. Most know fomilies 1 know are I don’t out other families R=0 : In my famity 11-14 Years ie y ram very friendly 14, In my fami rents always help Me e very lovely t in my family 29. My pa 4a, My family treats ™ 58, The person I like mos 1 like everyone equally 71. 1 wish my family very friendly and good 2. Most families 1 know are good 285GUILT FEELINGS: Boys: 8-10 Years lL 15. My biggest mistake was telling lie 15. 30. 1 wish I had not done bad 30. 45.1 feel guilty about tell lie 45. 59. I wish I could forget the time 59. I told lies 72. The worst thing that I ever did 72. was to tell lies 83.1 feel bad about becoming busy 83. with something “14 Years . My biggest mistake was when I went down in studies I wish I had not made a bad mistake 1 feel guilty about my singing 1 wish I could forget bad things The worst thing that I ever did was getting less marks I fee! bad about seeing bad things R=1 R=1 GIRLS: 8-10 Years 11-14 Years 15. My biggest mistake was nothing 15. 30. 1 wish 1 had not played, 30. 1 got beating 45.1 feel guilty about nothing 45. 59.1 wish I could forget 0.00. 59. 72. The worst thing that I ever did 72. was I played all the day 83.1 feel bad about my father 83. beating my mother R=) R=0 My biggest mistake was but I have not yet made a big mistake I wish I had not harmed anyone I feel guilty about my mistakes I wish I could forget all my fears and sadness The worst thing that I ever did was my mistakes I feel bad about no one