Earlier reports [6,7] have indicated that the incomplete sentences method may be used to provide a group or individual test that would retain some of the advantages of a projective technique and at the same time be amenable to objective scoring. The history and a more detailed description of the advantages and disadvantages of the incomplete sentences method may be found in Bell [1], Rohde [3], and Rotter [4].Validity studies of the objective scoring of one of the sentence completion tests, the Incomplete Sentences Blank (ISB), for the screening of patients in a convalescent hospital and for college screening have previously been reported [6,7]. The present study is concerned with the development of a scoring manual for degree of conflict or maladjustment and the preliminary test of the validity of the High School Form of the ISB. Use of the ISB, High School Form, for individual clinical evaluations is described in the Manual for the Incomplete Sentences Blank, College Form [5,,The Incomplete Sentences Blank, High School FormThe High School Form is very similar to the College and Adult Forms. Six of the items differ from the College Form so that they are more appropriate for the younger age group. The test instructions and the 40 stems are shown in Fig. 1.The test may be administered to a group of any size. No instructions are given except to repeat the printed instructions and to urge subjects to complete all the items. The approximate average time for administration is 25 minutes.Complete these sentences to express your real feeling. Try to do every one. Be sure to make a complete sentence.

An overview of the historical progress of drug education is presented. The manuscript examines attitudes towards drug use and challenges many of the traditional assumptions relating to this critical area. Based on this examination, a new set of goals for drug education are suggested. An approach to drug education that is more in touch with the realities encountered by school-aged children is discussed.