Sack’s Sentence Completion Test

Aim
To assess and measure 4 main areas of an individual’s personality, in terms of family, sex,
interpersonal relationship and self-concept, using Sack’s Sentence Completion Test.

Introduction
What is Personality?
Personality refers to our characteristic ways of responding to individuals and situations.
People may simply express how they react in a variety of scenarios. Certain catchwords like
shy, sensitive, quiet, concerned, warm and so on, are often used to describe personalities.
These terms allude to various aspects of one's personality. In this regard, personality refers to
unique and relatively stable qualities that characterise an individual’s behaviour across
different situations over a period of time.

Theories Of Personality

Behavioral Theories
Personality, according to behavioural theories, is the consequence of interactions between the
individual and the environment. Observable and measurable behaviours are studied by
behavioural theorists, who reject theories that consider internal ideas and feelings. B. F.
Skinner and John B. Watson are two renowned behavioural theorists.
Psychodynamic theories
Sigmund Freud's psychosexual stage theory and Erik Erikson's phases of psychosocial
development are two psychodynamic theories. Psychodynamic personality theories are
largely influenced by Sigmund Freud's work and highlight the unconscious mind's and early
events' influence on personality.
Structure of Personality
Personality, according to Freud, is divided into three parts: Id, ego, and super-ego. The
pleasure principle governs id, while the reality principle governs ego, and the morality
principle governs super-ego. Division of mind The mind is divided into three parts-
conscious, pre-conscious and unconscious.
Erikson felt that personality evolved through a succession of stages, each with its own set of
conflicts. Any stage's success hinged on successfully resolving these issues.
Post/Neo Freudian Approach
The Neo-Freudian psychiatrists and psychologists of the mid-twentieth century were a
loosely connected group of American theorists who were all influenced by Sigmund Freud,
but who extended his views, frequently in social or cultural areas.
Carl Jung He created analytical psychology as a Swiss psychiatrist and psychotherapist.
Individualization is a basic term in analytical psychology. It is the psychological process of
reconciling opposites, such as the conscious and unconscious, while maintaining their relative
autonomy. The central process of human growth, according to Jung, is individuation. The
archetype, the collective unconscious, the complex, and extraversion and introversion are just
a few of Jung's most well-known psychological concepts.
Alfred Adler His emphasis on the impact of sentiments of inferiority—the inferiority complex
—has been recognised as an isolating factor in personality formation. Because Alfred Adler
saw human beings as individuals, he referred his psychology as "Individual Psychology."
Karen Horney She was a German psychotherapist who spent the latter part of her career in
the United States. Her theories cast doubt on several long-held Freudian beliefs. This was
especially true of her sexuality theories and psychoanalysis' instinct orientation. In response
to Sigmund Freud's hypothesis of penis envy, she is credited with establishing feminist
psychology. She disagreed with Freud regarding the underlying differences in men's and
women's psyche, blaming them on society and culture rather than nature.
Humanist Theories
Individual experience and free will are important in the development of personality,
according to humanist beliefs. Self-actualization, defined as an underlying need for personal
progress that drives action, was stressed by humanist theorists. Carl Rogers and Abraham
Maslow are two Humanist theorists.
Trait Theories
One of the most popular approaches in personality psychology is trait theory. Personality is
made up of a number of broad traits, according to this theory. A trait is a reasonably stable
characteristic that leads a person to behave in specific ways. Eysenck's three-dimension
theory and the five-factor theory of personality are two of the most well-known trait theories
Gordon Allport was one of the first modern trait theorists. Allport and Henry Odbert worked
through two of the most comprehensive dictionaries of the English language available and
extracted around 18,000 personality-describing words. From this list they reduced the number
of words to approximately 4,500 personality-describing adjectives which they considered to
describe observable and relatively permanent personality traits. Allport organized these traits
into a hierarchy of three levels: Cardinal traits dominate and shape an individual's behavior,
such as Ebenezer Scrooge’s greed or Mother Theresa’s altruism. They stand at the top of the
hierarchy and are collectively known as the individual's master control. They are considered
to be an individual's ruling passions. Cardinal traits are powerful, but few people have
personalities dominated by a single trait. Instead, our personalities are typically composed of
multiple traits.
Central traits come next in the hierarchy. These are general characteristics found in varying
degrees in every person (such as loyalty, kindness, agreeableness, friendliness, sneakiness,
wildness, or grouchiness). They are the basic building blocks that shape most of our behavior.
Secondary traits exist at the bottom of the hierarchy and are not quite as obvious or consistent
as central traits. They are plentiful but are only present under specific circumstances; they
include things like preferences and attitudes. These secondary traits explain why a person
may at times exhibit behaviors that seem incongruent with their usual behaviors. For
example, a friendly person gets angry when people try to tickle him; another is not an anxious
person but always feels nervous speaking publicly.
Cattel`s Classification
He believed that there is a common structure in which people differ. This could be
determined empherically by a statistical technique. He then developed the Sixteen Personality
Factor Questionnaire (16PF), an assessment tool commonly utilized today. The 16
personality traits include: 1. Warmth (A) 2. Reasoning (B) 3. Emotional Stability (C) 4.
Dominance (E) 5. Liveliness (F) 6. Rule-consciousness (G) 7. Social Boldness (H) 8.
Sensitivity (I) 9. Vigilance (L) 10. Abstractedness (M) 11. Privateness (N) 12.
Apprehension/Apprehensiveness (O) 13. Openness to change (Q1) 14. Self-reliance (Q2) 15.
Perfectionism (Q3) 16. Tension (Q4)

Type Approach
It is based on grouping people on the basis of psychological traits. One of the first of these
theories proposed by Hippocrates grouped people on the basis of bodily fluids: • Sanguine –
Cheerful and confident • Melancholic - depressed • Choleric – Hot tempered • Phlegmatic –
Calm and slow.

Friedman and Rosenman

They have classified individuals into Type A and Type B personalities. The theory describes
Type A individuals as ambitious, rigidly organized, highly status-conscious, sensitive,
impatient, take on more than they can handle, want other people to get to the point, anxious,
proactive, and concerned with time management. People with Type A personalities are often
high-achieving "workaholics", push themselves with deadlines, and hate both delays and
ambivalence. The theory describes Type B individuals as a contrast to those of Type A. Type
B personality, by definition, are noted to live at lower stress levels. They typically work
steadily, and may enjoy achievement, although they have a greater tendency to disregard
physical or mental stress when they do not achieve. When faced with competition, they may
focus less on winning or losing than their Type A counterparts, and more on enjoying the
game regardless of winning or losing. Unlike the Type A personality`s rhythm of multi-
tasked careers, Type B individuals are sometimes attracted to careers of creativity: writer,
counselor, therapist, actor or actress.
Hans Eysenck
Three Dimensions of Personality British psychologist Hans Eysenck developed a model of
personality based upon just three universal trails: Unlike Allport and Cattell, theorist Hans
Eysenck only included three general traits in his list. They are:
1. Introversion- Extraversion As in Carl Jung's personality type theory, Eysenck classified
people as either introvert, those who directs focus on inner world, or extravert, those who
gives more attention to other people and his environment.
2. Neuroticism-Emotional Stability This category is synonymous to "moodiness versus even-
temperedness", where in a neurotic person is inclined to having changing emotions from time
to time, while an emotionally stable person tends to maintain a constant mood or emotion.
3. Pyschoticism This dimension refers to the finding it hard to deal with reality. A psychotic
person may be considered hostile, manipulative, anti-social and non-empathetic.

Projective Tests

This type of test uses projection, one of Freud's theorised defensive mechanisms, to examine
unconscious processes. This method of testing involves showing the person being tested a set
of unclear cards and encouraging him to project his feelings, impulses, and wishes onto the
cards by narrating a tale, interpreting an image, or finishing a sentence. Many projective tests
have been standardised (for example, Exner, 2002) and can be used to determine whether a
person has strange thoughts, is anxious, or is likely to become volatile. The Rorschach
Inkblot Test, the Thematic Apperception Test (TAT), and the Rorschach Inkblot Test are
some examples of projective tests. Intentional distortion is less likely in projective tests; it's
difficult to fake "good" because it's not clear what a "good" result is. For the evaluator,
projective tests take longer than self-report inventories. The validity of the other projective
tests, on the other hand, is debatable, and the results are frequently unusable in court
proceedings. (Goldstein, n.d.).

Hermann Rorschach (pronounced "ROAR-shock"), a Swiss psychologist, created the

Rorschach Inkblot Test in 1921. It is a set of symmetrical inkblot cards that a psychologist
presents to a client. "What might this be?" the psychologist asks the client after each card is
presented. What the test-taker sees reflects the test-hidden taker's emotions and challenges
(Piotrowski, 1987; Weiner, 2003). The Rorschach is a depression, psychosis, and anxiety test
that has been standardised.
The Thematic Apperception Test (TAT), developed in the 1930s by Henry Murray, an
American psychologist, and Christiana Morgan, a psychotherapist, is a second projective test.
The TAT asks participants to tell a storey about each of the 8–12 confusing photos they are
shown. The stories describe their social world, displaying their hopes, anxieties, interests, and
aspirations. The storytelling format aids in lowering a person's aversion to disclosing
unspoken personal information (Cramer, 2004). The TAT has been used in clinical settings to
assess psychological illnesses, and it has lately been employed in counselling settings to
assist clients in better knowing themselves and achieving personal improvement. Clinical
standardisation of test administration is essentially non-existent, and the test's validity and
reliability are moderate to low (Aronow, Weiss, & Rezinkoff, 2001; Lilienfeld, Wood, &
Garb, 2000). Despite its flaws, the TAT is one of the most commonly used projective tests.
Review Of Literature
Anwesha Mondal and Manish Kumar (2021) present a study that looks at the association
between the Rorschach reaction pattern and various symptoms in schizophrenia patients.
From a chosen sample of 100 schizophrenia patients, information regarding
sociodemographic data and clinical characteristics was obtained using the sociodemographic
and clinical data sheet. The Scale for the Assessment of Positive Symptom and the Scale for
the Assessment of Negative Symptom have been used to examine the symptoms of
schizophrenia patients. The Rorschach test was then given to each participant individually to
examine the personality structure of each schizophrenia patient. The findings revealed a
substantial positive and negative relationship between positive and negative schizophrenia
symptoms, as well as many Rorschach characteristics. Rorschach variables in schizophrenia
patients with both positive and negative symptoms indicate a moderate level of cognitive
distortions, poorly controlled and disorganised affect, less conventional forms of responses,
poor perception and loss of reality, poor interpersonal relationships, anxiety, and aggression.
Tukaev, Vasheka, and Dolgova (2012) looked at the direct relationship between burnout,
organisational aspects of learning, and individual psychological characteristics of students.
The research was carried out on 60 students in their fourth year of Speciality Psychology at
the National Aviation University, during a highly busy pre-exam period when students were
swamped with laboratory practicals, term papers, and other assignments. They used
diagnostic techniques on motivation to Avoid Failures (Elers); projective Thematic
Apperception Test (TAT); and ways of measuring training activities motives to examine the
motivational domain. They also employed the Leontyeva Budassi life test, the method of
research of self-appraisal, and the Locus and Control Scale by J.B. Rotter to diagnose attitude
toward life, self-esteem, and level of controllability. It was discovered that studying activities
cause emotional exhaustion in students, and the percentage of patients is quite high.
Organizational factors of learning, as well as individual psychological traits of pupils, were
the causes for the same. The necessity of avoiding emotional exhaustion was demonstrated in
the study of personality by the following: their own sense of fulfilment in life. Emotional
burnout is less likely when you have high self-esteem. Students who did not follow the
strategy of collaboration in interpersonal relationships or demonstrate hostility were more
likely to experience burnout. Thus, motivational and personal characteristics of an individual,
rather than interpersonal communication tactics, impacted the development of burnout in
students during their studies.
The immediate impulse for this book arose from unresolved challenges linked with
assessment criteria and design," according to a research study titled Methods in Personality
Assessment by Stern, G.G., Stein, M. I., and Bloom, B. S. Its goal is to "to define four
primary evaluation methodologies—analytical, empirical, synthetic, and configurational
approaches—that take on new meaning and utility when viewed through the lens of
transactional theoretical structure. These formulations are bolstered for the reader by a series
of case studies that detail the specific kind of operations that each of these approaches entails.

Description The Test

Sack’s Sentence Completion Test provides respondents with beginnings of sentences,
referred to as ‘stems’, and respondents then complete the sentences in ways that are
meaningful to them.
It is a 60-item test, in the following group of 4 variables, that represent 15 different attributes:
Family Scale- the family dimension includes 3 sets of attitudes namely, those towards
mother, father, family unit,
Sex Scale- this scale measures the respondent’s attitude towards men, women and
heterosexual relationship.
Interpersonal Relationship- this area assess attitude towards friends and acquaintances,
colleagues at work or school, superiors and people supervised.
Self-Concept- this area includes assessment of fears, guilt, feelings, attitudes towards one’s
own ability, concept about themselves as they are, were and hope to be.
A rating sheet is devised for the test which brings together, under each attitude, the 4 stimulus
items and the subject’s responses to them.

About the Test

Sacks' Sentence Completion Test (SSCT) was created in 1950 by J.M. Sacks and S. Levy and
is one of the most regularly used instruments by clinicians to facilitate personality
assessments. The majority of people are familiar with SSCT as a series of fill-in-the-blank
phrases about a variety of psychological ques.
The overall goal of the SSCT is to evaluate respondents' attitudes toward four primary areas:
family, sex, interpersonal relationships, and self-concept, using written or spoken responses
to 60 partially completed sentence fragments. It makes unconscious projections of basic
tendencies in the third person, such as wishes, hostilities, loves, fears, and impulses.
In personality assessment, Sack's Sentence Completion Test is a projective or performance-
based measure. This means that how people respond to the rather unstructured activity of
filling in these phrase fragments reveals hidden parts of their personalities.
Although the fact that SSCT is projective indicates that it is interpreted by the clinician and
very weakly graded by any objective criteria, SSCT results can be used in a variety of ways.
They can be used to help facilitate interviews or develop rapport, and they can be perceived
by the clinician as protective or objectively graded as part of a larger evaluation battery.
When a problem emerges, the SSCT clearly identifies problematic components and
categories in an individual's life, assisting psychological intervention and subsequent therapy.
Application
Personality analysis, therapeutic applications, attitude assessment, achievement motivation,
and measurement of other dimensions are some of the applications of Sack's Sentence
Completion Test. They're utilised in psychology, administration, education, and marketing,
among other fields.
Non-projective tests, such as intelligence tests, language comprehension tests, and language
and cognitive development assessments, have also used sentence completion metrics.
Reliability
Interrater agreement coefficients reported range from.48 to.57and “77% of the statements
were rated in close agreement with clinical findings” (Sacks & Levy, 1950, p. 372).
Validity
Face validity is usually high in sentence completion tests. This is to be expected, given many
sentence stems name or refer to specific items, and the respondent delivers responses that are
specific to those objects.

Method
The subject was asked to respond to half-structured items by completing the other half of the
sentence with their own word(s).
SCT was administered individually and required around 35 minutes for completing the test.
It was emphasized that responses should consist of the first spontaneous reaction to each
stimulus item, and that the subject should not stop to think of a logical completion.

Subject Preliminary
Name: X
Age: 20 years
Gender: Female
Educational Qualification: BA Political Science

Material Required
SSCT Sheet
Stable Internet Connection

Rapport Formation
After the subject was seated comfortably, light, general and an informal conversation was
held to ease and release her stress and anxiety before the administration of the test.

Precautions
It was ensured that the subject’s room had sufficient light, and it was seen that the place was
adequately ventilated.
The subject was ensured that her responses would be kept strictly confidential.
Sufficient time was spent on rapport formation, and the subject was made comfortable.
Instructions were explained well to the subject.
There were no expressions or non-verbal communication by the experimenter while the
subject was answering the SSCT.

Ethical Considerations
Debriefing: the subject was debriefed about the objectives of the current study and her own
results.
Rapport formation: it was a crucial component while administrating the test, it helped to put
the subject at ease.
Protection of subject: The subject was not pressured to answer any questions that she didn’t
want to answer or probed in any rude manner. The subject was asked if she faced any
emotional triggers that evoked during the course of the administration so those issues could
be discussed.
Confidentiality: the results and responses of the subject were kept strictly confidential and
were only used for research and academic purposes.
Informed consent: The consent of the subject was obtained before administering the test and
the subject was also briefed about the objectives of the research and any possible harm.
Voluntary participation: The participation of the subject was voluntary.
Right to withdrawal: the subject was informed of her right to withdraw anytime during the
conduction of the test.

Instructions
The subject was given the following instructions:
“This is a list of 60 incomplete sentences and you have to complete these sentences with the
first thing that comes to your mind. Although is no time limit, but try to read each one and
finish completing as quickly as you can, using single or a group of words. Do not stay on any
item thinking of a logical answer but fill in the most spontaneous response. In case you are
unable to complete an item, circle it and go on to the next. Remember that there are no right
or wrong responses”.

Administration
The Google Meet link was shared with the subject and it was made sure that she was
comfortably seated. Then a light, informal and general conversation was held as mentioned
above followed by the instructions related to the administration of the test. Once the test
started, the experimenter (I) was cautious not to skip any sentences and that the instructions
were understood well by the participant. After a vote of thanks, the subject then left.

Introspective Report
Initially, the subject felt that it would be boring to complete all 60 sentences but as the test
kept proceeding, she started enjoying it and was very curious to know the results once it got
over.

Observational Report
The subject seemed calm, and occasionally thought about her answers. She felt triggered by
some sentences as the statements pertained to her father and she lost him, but after the
administration of the test, a discussion took place to ease the subject’s anxiety and a non -
judgemental and an empathetic environment was provided to the subject for sharing of her
emotions and feelings, and to help her reduce her anxiety.

Scoring
A rating is made of the subject’s degree of disturbance in the 4 areas, namely family, sex,
interpersonal relationships and self-concept, as per the following scale:
2- severely disturbed; appears to require therapeutic aid in handling emotional conflicts
related to this area
1- mildly disturbed; has some amount of emotional conflict in this area but appears to be
handling them without any therapeutic aid.
0- no significant disturbance rated in this area.
x- unknown; insufficient evidence.

Results
The subject scored a score of 2 for attitude towards father, 0 for attitude towards mother and
1 for attitude towards family unit. Overall, her adjustment foe family unit rested at a score of
2.
She scored 1 for her attitude towards men and women and 1 again, for her attitude towards
heterosexual relationships.
For interpersonal relationships, she scored 1 for both- attitude towards friends and
acquaintances and attitude towards colleagues at work and school. She scored 0 for both-
attitude towards superiors at work and school and people supervised.
For self-concept, the subject scored 1,2,0,0,1 and 1 for attitude towards fear, guilt, goals,
future, one’s own ability and past, respectively.

ATTITUDE SCORE

Attitude towards mother 0

 Attitude towards father 2

Attitude towards family unit 1

Attitude towards women 1

Attitude towards heterosexual relationships 1

Attitude towards friends and acquaintances 1

Attitude towards colleagues at work or 1

school

Attitude towards superiors at work or school 0

Attitude towards people supervised 0

Attitude towards fear 1

Attitude towards guilt 2

Attitude towards goals 0

Attitude towards own abilities 1

Attitude towards past 1

Attitude towards future 0

Table 1: Scores obtained by the subject on SSCT

Discussion and Analysis

Family
Towards father- The subject has scored a score of 2, indicating that her relationship with her
father causes her extreme emotional distress and pain. Though she seems to have a good
relationship with her father, since she lost him, she is emotionally affected by this. This is
revealed by her responses which are - “I wish my father was alive '', indicating a lot of
resentment, grief and hopelessness. Through her statements it can be seen that she longs for
her father (I feel that my father is watching over me). This also indicates that she is trying to
cope with her loss, working on it in her own ways. She wants to escape from this reality and
wishes her dad was alive and with her.
Towards mother- The subject has scored a score of 0, indicating positive feelings for her
mother. This is reflective of a good relationship with her mother. The participant says “my
mother is beautiful”. “My mother and I are there for each other”. Though she wants her
mother to understand her more.
Towards family unit- The subject has scored a score of 1, indicating that she is aware that her
family does not consider her as mature but no difficulty in relating to them. Also, the main
problem in the family dynamics is that she misses her father dearly and there is a lot of guilt
because she says that she regrets not spending time with her dad when he was here. She has
scored a 1 because the positive relationship with her mother balances out the issues in her
family. She also mentions that she is scared of her sister, indicating that there could be slight
problems with her other family members.
On the entire area of adjustment for family she scored a score of 2, because the loss of her
father is a major traumatic event in her life. Though her relationship with her mother balances
her family dynamic, but even her self-concept is being defined by her father’s loss and the
guilt associated with not spending time with him.

Sex
Towards woman and men- The subject has scored a score of 1, indicating high ideas but
ambivalent feelings towards men. She says that her idea of an ideal man is someone who can
understand her, but most men according to her are untrustworthy indicating distrust and
suspicion to some extent.
Towards heterosexual relationships- The subject scored a score of 1, indicating that maybe
she desires a sexual relationship but is reserved about her ability to maintain relations and
trust men completely. She believes in love, but has a neutral attitude towards married life.
She hates when the opposite gender abuses, what kind of abuse hasn't been mentioned.

Interpersonal relationships
Towards friends and acquaintances- The subject has scored a score of 1, indicating that she
seems to wait for approval before emotional commitment towards her friends and
acquaintances. Though she feels supported by her friends and they defend her in her absence
and are mostly kind and empathetic, but she doesn't like people who are arrogant and
irresponsible, meaning that she makes her friends carefully.
Towards colleagues at work or school- The subject has scored a score of 1, indicating she has
some difficulties with her co-workers. Though she has a good bond and connection with her
colleagues, but she says that the majority of those who work with her are nasty. She desires to
work with people who are helpful.
Towards superior at work and school- The subject has scored a score of 0, indicating no
difficulty with her supervisors at work. She feels supported by them and feels that they are
looking out for her. She has a lot of respect for her seniors and tends to greet them whenever
she sees them. Her supervisors are usually authority figures.
People supervised- The subject has scored a score of 0, indicating that they are controllable
and well accepted by others. As a supervisor, she likes to keep things properly well in
advance. She seems kind to her juniors and seems to help them. The participants believe in
showing kindness and empathy to the people she is supervising.
As a whole the participant’s interpersonal relationship seems to be 1, indicating that she
might have some problems with people in her workspace, personal relationships, but she
seems to handle them though some amount of distress is seen through her choice of words
(“the people I work with are nasty”).

Self-concept
Fear- The subject has scored a score of 1, indicative of non-pervasive common fear of
assertion especially in front of her sister (“my friends don't know but I'm scared of my
sister”). The participant is scared of being judged and her fear sometimes forces her to act out
and over talk and over explain things.
Guilt- The subject has scored a score of 2, indicating that there is strong guilt and regret
stemming from past actions. The participant’s guilt does not pertain to spiritual and sexual
drives, but originates from her family relationships and not spending adequate time with her
father and being rude to her parents.
It seems that her self-concept and guilt is defined by her family members. This seems to be a
major issue which needs to be addressed in therapy as losing her dad seems to have left a
deep scar in her self-concept and family dynamics.
Goals- The subject scored a score of 0, suggestive of no significant disturbance. The
participant is hopeful and positive for her future goals and seems to have determination to
achieve them. The participant also wants to make her family proud. The participant also
wants to live her life to the fullest.
Future- The subject has scored a score of 0, indicating that she is hopeful and confident about
her future. The participant is hopeful that her life ahead will be peaceful, full of success and
happiness. The participant feels that in the future she’ll be more stable. Her future tends to be
defined by her career (“someday I want to be on the top of my career”, I look forward to
becoming a successful lawyer in the future”).
One’s own ability- The subject has scored a score of 1, indicating that the participant feels
she has capability but fears difficulties. She puts her capabilities in the universe and not
herself. The participant feels that she is not assertive which is something that seems to
concern her.
Past- The subject has scored a score of 1, indicating that her was hard but the participant was
protected and supported throughout. Though the participant has happy memories and feels
protected and supported, her thoughts and emotions seem preoccupied with her father’s loss,
and might have affected her self-concept (“if I am young again, I would love to relieve the
moments with my dad”).
The participant’s overall self-concept is scored a 1, indicating that her self-concept has been
to some extent affected by her father’s loss, though she is trying to manage and deal with the
same.
Conclusion and Recommendation
On the basis of the entire analysis, it is evident that the subject has a major issue in dealing
with her father’s loss. This has affected the family dynamics and her self-concept. It is seen
that the subject is over occupied with her feelings and thoughts on the same issue. There is
this constant guilt for not spending enough time with her father. Grief and resentment dictate
her self-concept.
Though she is trying to resolve this issue at her own end, it is recommended that this is taken
up in therapy, in detail, so as to help her ease her feelings of resentment and grief.

References
Sacks, J. M., & Levy, S. (1950). The Sentence Completion Test. In L. E. Abt & L. Bellak
(Eds.),  Projective psychology: Clinical approaches to the total personality (pp. 357–402).
Alfred A. Knopf. https://doi.org/10.1037/11452-011

Holaday, M., Smith, D.A. & Sherry, A. (2000). Sentence completion tests: A review of the
literature and results of a survey of members of the Society for Personality
Assessment. Journal of Personality Assessment, 74 (3), 371 – 383.