In the context of a Services Selection Board (SSB) interview, the self-description test plays a pivotal role in evaluating candidates. This test requires individuals to introspectively consider their personal attributes and how they are perceived by important figures in their lives, such as parents, teachers, and friends. A well-structured self-description can convey key qualities like leadership, discipline, teamwork, and determination. Below are insights and examples that highlight effective self-description statements for this assessment.
Understanding the Self-Description Test
The self-description test is often the concluding aspect of the psychologist’s evaluations during the SSB interview process. Despite being the last in the series, its significance is on par with the initial tests. This evaluation provides psychologists with a comprehensive view of a candidate’s self-awareness regarding their strengths and weaknesses, formed from insights gathered through earlier assessments such as the Thematic Apperception Test (TAT), Word Association Test (WAT), and Situation Reaction Test (SRT).
This test not only captures how candidates perceive themselves but also reflects their understanding of how others perceive them. It is recommended that candidates seek feedback from those close to them—parents, friends, and teachers—before crafting their self-descriptions. Recording these insights helps in creating a genuine and holistic representation during the self-description exercise.
Sample Self-Description Statements
Here are five structured examples of self-description statements that illustrate different personal attributes and qualities:
Sample 1
Parents: My parents view me as a bright child with competent skills, supporting my educational pursuits. They believe I can tackle challenging tasks independently and appreciate my friendly demeanor.
Teachers: My teachers regard me as a smart, honest, and sincere student who excels in organizing events and actively participates in team activities. They trust me with responsibilities, recognizing my ability to manage tasks independently.
Friends: My friends admire my helpfulness and honesty. They feel comfortable sharing their thoughts with me and appreciate my trustworthiness and commitment. My relaxed personality makes our time together enjoyable.
Self: I perceive myself as a congenial person with several admirable traits. While I may not excel academically, my dynamism allows me to navigate difficulties effectively. Simplicity is key for me, as I believe in cherishing every moment.
Aims in Life/Qualities to Improve: I strive for success through diligent efforts and am currently focusing on enhancing my vocabulary and maintaining a strong focus on my goals.
Sample 2
Parents: My parents see me as a responsible individual, often consulting me on significant matters. While they sometimes express concerns about my academic performance, they believe I can reach my objectives with sustained effort.
Teachers: My teachers appreciate my practical skills and encourage me to improve in theoretical aspects. They have entrusted me with roles such as school house captain and leader of the cultural society, which showcases their belief in my potential.
Friends: My friends find me lively and often seek my advice on critical issues. They motivate me by affirming my capabilities and involve me in their important events, regardless of occasional disagreements.
Self: I acknowledge that I could do better academically, but I take pride in assisting my family with daily tasks and being reliable for my friends and siblings.
Aims in Life/Qualities to Improve: I am committed to enhancing my academic performance and working on my temperament to ensure personal growth.
Sample 3
Parents: My parents consider me a dutiful child, with my father particularly proud of my academic accomplishments. However, they occasionally challenge my decisions, leading to constructive dialogues.
Teachers: My teachers have consistently praised my good behavior and dedication. They encourage me to excel, and their support is invaluable, especially when I participate in co-curricular activities.
Friends: My friends are supportive and seek my guidance in various situations. While our perspectives may diverge at times, I strive to instill discipline among us.
Self: I see myself as empathetic and courageous, approaching challenges with optimism. My well-rounded capabilities in both academics and extracurricular activities bolster my confidence.
Aims in Life/Qualities to Improve: I aim to strengthen my physical resilience and enhance my reading skills, as I believe these will benefit my overall growth.
Sample 4
Parents: My parents appreciate my obedience and responsibility, believing I will achieve great things and contribute positively to our family. They sometimes address my spending habits but recognize my commitment to quality.
Friends: My friends enjoy my humorous and straightforward nature. They appreciate my willingness to assist with their studies and seamlessly navigate conversations.
Teachers: Teachers see me as an above-average student with sound communication skills. They value my involvement in class activities and my ability to manage responsibilities.
Self: I see myself as a diligent person who prioritizes punctuality and readiness to assist others. My enjoyment in reading and playing chess showcases my diverse interests.
Aims in Life/Qualities to Improve: Inspired by my father’s military service, I aspire to become an officer in the Indian Army while focusing on enhancing my physical and mental capabilities.
Sample 5
Parents: My parents believe I am responsible and commend my support for our family. They hold great hopes for my career as an officer in the armed forces.
Employers: My employers find me punctual and well-organized, admiring my transparent communication and efficient task completion.
Colleagues/Subordinates: My colleagues perceive me as practical and cooperative, valuing my capacity to voice my opinions candidly while upholding integrity.
Self: I identify as an optimistic and social individual, confident in my analysis and intuitive in persuading others toward common goals.
Aims in Life/Qualities to Improve: I desire to refine my personal attributes to their fullest extent, as I believe that positive experiences foster invaluable life lessons.
Conclusion
Crafting self-description statements for the SSB interview is not merely a task but an opportunity for introspection and personal growth. By understanding how oneself is perceived and addressing personal goals for improvement, candidates can present a well-rounded image that aligns with the qualities esteemed in leadership and service. Through thoughtful construction of these statements, individuals not only prepare for the interview but also embark on a path of self-discovery and development.
