Students must start practicing the questions from CBSE Sample Papers for Class 12 Psychology with Solutions Set 9 are designed as per the revised syllabus.
CBSE Sample Papers for Class 12 Psychology Set 9 with Solutions
Time Allowed: 3 Hours
Maximum Marks: 80
General Instructions:
All questions are compulsory except where internal choice has been given.
- Question Nos 1-18 in Section A carry 1 mark each.
- Question Nos 19-23 in Section B are Very Short Answer Type – I questions carrying 2 marks each. Answer to each question should not exceed 30 words.
- Question Nos 24-27 in Section C are Short Answer Questions Type – II carrying 3 marks each. Answer to each question should not exceed 60 words.
- Question Nos 28-31 in Section D are Long Answer Type – I questions carrying 4 marks each. Answer to each question should not exceed 120 words.
- Question No. 32 in Section E is a Long Answer Type – II question carrying 6 marks. Answer to this question should not exceed 200 words
- Question Nos 33-36 in Section F are based on two cases given. Each case has two questions carrying two marks each. Answer to each question should not exceed 30 words.
Section – A (18 Marks)
Question 1.
What are the assumptions of Roger’s humanistic theory of personality? [1]
(i) That behaviour is goal-directed and worthwhile.
(ii) People will almost always choose adaptive, self-actualising behaviour.
(iii)They are always willing to grow and develop potential.
(iv) Selfish behavior [1]
(a) (i), (ii) and (iii)
(b)(i), (ii)
(c) (ii), (iii), (iv)
(d) All of the above
Answer:
(b)(i), (ii)
Explanation: The basic assumption of Roger’s humanistic theory is that behaviour is goal-directed and self-actualising.
Question 2.
The reaction to external stressors is called ______. [1]
(a) Frustration
(b) Strain
(c) Stressor
(d) Conflict
Answer:
(b) Strain
Explanation: Strain is the reaction to a stressor, whereas stressor causes the strain.
Question 3.
Which of these are structural conditions of conflict? [1]
(a) Poverty
(b) Limited opportunities
(c) Caste discrimination
(d) All of the above
Answer:
(d) All of the above
Explanation: Structural conditions include all of these as it exists on a large scale.
Question 4.
In ______the client is taught to contract individual muscle groups in order to give the awareness of tenseness or muscular tension. [1]
(a) Mediation
(b) Progressive muscular relaxation
(c) Biofeedback
(d) Yoga
Answer:
(b) Progressive muscular relaxation
Explanation: In this individual muscles are tensed and relaxed.
Question 5.
John has been going very stressful situations at work. At times, he feels like he is disconnected from himself and sees himself from the outer view. What kind of Dissociation Disorder is he suffering from? [1]
(a) Dissociative fugue
(b) Dissociation amnesia
(c) Depersonalisation
(d) Derealisation
Answer:
(c) Depersonalisation
Explanation: In depersonalisation, there is dissociation from oneself, whereas in derealisation there is dissociation from the reality.
Question 6.
Childhood experiences provided by the family and society develop ______, which include beliefs and action patterns in the individual. [1]
(a) Cognitive structures
(b) Core schemas
(c) Irrational thoughts
(d) Schemas
Answer:
(b) Core schemas
Explanation: Core schemas or systems, which include beliefs and action patterns in the individual.
Question 7.
The most important idea proposed by Rogers is that of a ______. [1]
(a) Self-actualization
(b) Fully functioning individual
(c) Self-awareness
(d) Fulfillment of needs
Answer:
(b) Fully functioning individual
Explanation: A fully functioning individual includes self-actualising and self-awareness.
Question 8.
Which of these following aptitude tests are used in educational settings? [1]
(a) Differential aptitude tests
(b) General Aptitude tests batteries
(c) Armed Services Vocational Aptitude Battery
(d) All of the above
Answer:
(a) Differential aptitude tests
Explanation: DAT is mostly used in educational settings.
Question 9.
Appraisals of the stressful events depend on what factors? [1]
(a) Controllability
(b) Past experience
(c) Nature of event
(d) Both (a) and (b)
Answer:
(d) Both (a) and (b)
Explanation: Both controllability and past experience influence appraisal as if the situation is controllable and we are already familiar then it might not be very stressful.
Question 10.
Ray was an army veteran. He recently retired and his last mission was in Afghanistan. Whenever he tries to sleep, he gets flashbacks of attacking someone as he thought they were trying to hurt him. What disorder he might be suffering from? [1]
(a) Obsessive-compulsive disorder
(b) Acute stress disorder
(c) Adjustment disorder
(d) Post-traumatic stress disorder
Answer:
(d) Post-traumatic stress disorder
Explanation: PTSD is characterised by flashbacks, nightmares and always feeling on the edge.
Question 11.
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): Cognitive therapy aims as cognitive restructuring.
Reason (R): Cognitive therapy sees abnormality arising for negative thought patterns and by cognitive restructuring, it helps to correct those faulty thinking. [1]
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion.
(b) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
(c) Assertion (A) is true, but Reason (R) is false.
(d) Assertion (A) is false, but Reason (R) is true.
Answer:
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion.
Explanation: it aims as correcting negative thinking as it focuses on irrational thoughts and core schemas.
Question 12.
Which of these disorders need anti-psychotic medicines? [1]
(a) Schizophrenia
(b) Bipolar disorder
(c) Depression
(d) Both (a) and (b)
Answer:
(d) Both (a) and (b)
Explanation: Schizophrenia is a psychotic disorder and even in bipolar one can have psychosis so antipsychotic drugs are provided.
Question 13.
According to Karen Horney, which of the following could be a factor of basic anxiety? [1]
(a) By showing excessive dominance or indifference
(b) by providing too much or too little approval
(c) parents’ behaviour toward a child is indifferent, discouraging, and erratic
(d) All of the above
Answer:
(d) All of the above
Explanation: Negative feelings shown by the parents to the child results in basic anxiety.
Question 14.
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): Intelligence test can be misuse(d)
Reason (R): Intelligence tests are very useful in discriminating amongst children. [1]
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion.
(b) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
(c) Assertion (A) is true, but Reason (R) is false.
(d) Assertion (A) is false, but Reason (R) is true
Answer:
(d) Assertion is incorrect, reason is incorrect
Explanation: Intelligence tests can be misused as it can lead to discrimination and judgement of a child based solely on his IQ and not other aspects of life skills needed.
Question 15.
What characteristics of stress will cause more negative consequences? [1]
(a) Less intense, prolonged
(b) More tense, acute
(c) Less complex, prolonged
(d) More intense, prolonged
Answer:
(d) More intense, prolonged
Explanation: Stress that is more complex, intense and prolonged has more negative consequences.
Question 16.
______ given skills wherein the patient is helped to gain skills necessary to undertake productive employment. [1]
(a) Occupational training
(b) Vocational training
(c) Stress management techniques
(d) Social skills training
Answer:
(b) Vocational training
Explanation: Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain skills necessary to undertake productive employment.
Question 17.
Who gave the theory of “four humours” in understanding abnormality? [1]
(a) Hippocrates
(b) Galen
(c) Socrate
(d) John Weyer
Answer:
(b) Galen
Explanation: Galen elaborated on the role of the four humours in personal character and temperament. According to him, the material world was made up of four elements, viz. earth, air, fire, and water which combined to form four essential body fluids, viz. blood, black bile, yellow bile, and phlegm. Each of these flids was seen to be responsible for a different temperament.
Question 18.
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): Psychodynamic theories lack reliability and validity.
Reason (R): The theories are largely based on case studies; they lack a rigorous scientific basis. [1]
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion.
(b) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of assertion (A).
(c) Assertion (A) is true, but Reason (R) is false.
(d) Assertion (A) is false, but Reason (R) is true.
Answer:
(c) Assertion (A) is true, but Reason (R) is false.
Explanation: Psychodynamic theories face strong criticisms from many quarters. The major criticisms are as follows:
(1) The theories are largely based on case studies; they lack a rigorous scientific basis.
(2) They use small and a typical individuals as samples for advancing generalisations.
(3) The concepts are not properly defined, and it is difficult to submit them to scientific testing.
Section – B (10 Marks)
Question 19.
Differentiate between Individual and group tests. [2]
Answer:
| Individual test | Group tests |
| An individual intelligence test is one which can be administered to one person at a time. | A group intelligence test can be administered to several persons simultaneously. |
| Individual tests require the test administrator to establish a rapport with the subject and be sensitive to her/his feelings, moods and expressions during the testing session. | Group tests, however, do not allow an opportunity to be familiar with the subject’s feelings. |
| Individual tests allow people to answer orally or in a written form or manipulate objects as per the tester’s instructions. | Group tests generally seek written answers usually in a multiple-choice format. |
Question 20.
Explain the Indian perspective on personality.
OR
What is the Indian notion on self? [2]
Answer:
In India also, Charak Samhita, a famous treatise on Ayurveda, classifies people into the categories of Vata, pitta and Kapha on the basis of three humoural elements called tridosha. Each refers to a type of temperament, called Prakriti (basic nature) of a person. Apart from this, there is also a typology of personality based on the trigunas, i.e. sattva, rajas, and tamas. Sattva guna includes attributes like cleanliness, truthfulness, dutifulness, detachment, discipline, etc.
Rajas guna includes intensive activity, desire for sense gratifiation, dissatisfaction, envy for others, and a materialistic mentality, etc. Tamas guna characterises anger, arrogance, depression, laziness, feeling of helplessness, etc. All the three gunas are present in each and every person in different degrees. The dominance of one or the other guna may lead to a particular type of behaviour.
OR
The Indian view of self, on the other hand, is characterised by the shifting nature of this boundary. Thus, our self at one moment of time expands to fuse with the cosmos or include the others. But at the next moment, it seems to be completely withdrawn from it and focused fully on individual self. The Indian view does not make such clear dichotomiesy. In the Indian culture, the self is generally not separated from one’s own group; rather both remain in a state of harmonious co-existence, many Asian cultures are characterised as collectivistic.
Question 21.
A person has to obey his boss order’s. Explain the reasons of his obedience. [2]
Answer:
People in authority have effective means for enforcing their orders. The causes of obeying can be :
- People obey because they feel that they are not responsible for their own actions, they are simply carrying out orders from the authority.
- Authority generally possesses symbols of status (e.g., uniform, title) which people find difficult to resist.
- Authority gradually increases commands from lesser to greater levels and initial obedience binds the followers for commitment. Once you obey small orders, slowly there is an escalation of commitment for the person who is in authority and one starts obeying bigger orders.
Question 22.
How can exercise help in reducing stress? [2]
Answer:
A large number of studies confirm a consistently positive relationship between physical fitness and health. Also, of all the measures an individual can take to improve health, exercise is the lifestyle change with the widest popular approval. Regular exercise plays an important role in managing weight and stress and is shown to have a positive effect on reducing tension, anxiety and depression.
Physical exercises that are essential for good health are stretching exercises such as yogic asanas and aerobic exercises such as jogging, swimming, cycling, etc. Whereas stretching exercises have a calming effect, aerobic exercises increase the arousal level of the body. The health benefits of exercise work as a stress buffer. Studies suggest that fitness permits individuals to maintain general mental and physical well-being even in the face of negative life events.
Question 23.
Explain the 3 types of phobias. [2]
Answer:
People who have phobias have irrational fears related to specific objects, people, or situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Phobias can be grouped into three main types, i.e. specific phobias, social phobias, and agoraphobia. Specific phobias are the most commonly occurring type of phobia. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space.
Intense and incapacitating fear and embarrassment when dealing with others characterises social anxiety disorder (social phobia). Agoraphobia is the term used when people develop a fear of entering unfamiliar situations. Many people with agoraphobia are afraid of leaving their homes. So their ability to carry out normal life activities is severely limited.
Separation anxiety disorder (SAD) is another type of anxiety disorder. Individuals with separation anxiety disorder are fearful and anxious about separation from attachment figures to an extent that is developmentally not appropriate. Children with SAD may have difficulty being in a room by themselves.
Section – C (12 Marks)
Question 24.
How does personality and nature of the task influence conformity? [3]
Answer:
Conformity refers to agreeing with people. Some individuals have a conforming personality. Such persons have a tendency to change their behaviour according to what others say or do in most situations. By contrast, there are individuals who are independent and do not look for a norm in order to decide how to behave in a specific situation.
Research has shown that highly intelligent people, those who are confident of themselves, those who are strongly committed and have a high self-esteem are less likely to conform. If the task has no right or wrong answers then the conformity would be less as there can be no exclusion of someone from the group. But if there is a definite answer and the person does not agree then the conformity would be more.
Question 25.
Max is a 10-year-old boy and has been facing difficulty in making friends. He cannot understand other’s emotions and even has trouble communicating with his teachers. He is always fidgeting in his seat and jerking his hand off. What kind of disorder Max could be suffering from? [3]
Answer:
Max can be suffering from Autism Spectrum disorder. Autism is a neurodevelopmental disorder and Max is a 10-year-old boy, so this fits the category. Autism Spectrum Disorder is characterised by widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviours, interests and activities.
Children with autism spectrum disorder have marked difficulties in social interaction and communication across different contexts, a restricted range of interests, and a strong desire for routine. Children with autism spectrum disorder experience profound difficulties in relating to other people.
They are unable to initiate social behaviour and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others. They also show serious abnormalities in communication and language that persist over time. Such children often show narrow patterns of interest and repetitive behaviours such as lining up objects or stereotyped body movements such as rocking.
These motor movements may be self-stimulatory such as hand flapping or self-injurious such as banging their head against the wall. Due to the nature of these difficulties in terms of verbal and non-verbal communication, individuals with autism spectrum disorder tend to experience difficulties in starting, maintaining and even understanding relationships.
Question 26.
What is Intellectual Deficieny? How can one be distinguished in various categories of Intelligence deficiency? [3]
Answer:
The American Association on Mental Deficiency (AAMD) views intellectual disability as “significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period”. Individuals who are categorised as having intellectual disability show significant variation in their abilities, ranging from those who can be taught to work and function with special attention.
The different levels of intellectual disability are: mild (IQs 55 to approximately 70), moderate (IQs 35–40 to approximately 50– 55), severe (IQs 20–25 to approximately 35–40), and profound (IQs below 20–25). Although the development of people with mild disabilities is typically slower than that of their peers, they can function quite independently, and hold jobs and families. As the level of disability increases, the difficulties are strongly marked.
Question 27.
How can Draw-a-person Test can be used for assessing personality? [3]
Answer:
In Draw a Person test, the subject is asked to draw a person on a sheet of paper. A pencil and eraser is provided to facilitate drawing. After the completion of the drawing, the subject is generally asked to draw the figure of an opposite-sex person. Finally, the subject is asked to make a story about the person as if s/he was a character in a novel or play. Some examples of interpretations are as follows:
- Omission of facial features suggests that the person tries to evade a highly conflict-ridden interpersonal relationship.
- Graphic emphasis on the neck suggests lack of control over impulses.
- Disproportionately large head suggests organic brain disease and preoccupation with a headache.
It helps us to understand the unconscious motives, deep-rooted conflicts, and emotional complexes of an individual.
Section – D (16 Marks)
Question 28.
“Jung saw human beings guided as much by aims and aspirations as by sex and aggression.” Explain. [4]
Answer:
Jung saw human beings guided as much by aims and aspirations as by sex and aggression. He developed his own theory of personality, called analytical psychology. The basic assumption of his theory is that personality consists of competing forces and structures within the individual (that must be balanced) rather than between the individual and the demands of society, or between the individual and reality.
Jung claimed that there was a collective unconscious consisting of archetypes or primordial images. These are not individually acquired but are inherited. The God or the Mother Earth is a good example of archetype. They are found in myths, dreams and arts of all mankind. Jung held that the self strives for unity and oneness. It is an archetype that is expressed in many ways. He devoted much of his efforts to the study of such expressions in various traditions.
According to him, for achieving unity and wholeness, a person must become increasingly aware of the wisdom available in one’s personal and collective unconscious and must learn to live in harmony with it.
Question 29.
Ramond has been facing severe stress since some months. To release this stress, he smokes and consumes alcohol almost on a daily basis. On being asked about his reason of consumption he states that they help them release that stress and when he does not consumes alcohol, he feels anxious. Explain the factors involved in this from the Behaviorist therapy. Also explain, how it can be corrected through antecedent and consequent operation. [4]
Answer:
Behavioural analysis is conducted to find malfunctioning behaviours, the antecedents of faulty learning, and the factors that maintain or continue faulty learning. Malfunctioning behaviours are those behaviours which cause distress to the client. Antecedent factors are those causes which predispose the person to indulge in that behaviour.
Maintaining factors are those factors which lead to the persistence of the faulty behaviour. Here the malfunctioning behaviour is consumption of alcohol, antecedent factor is stress and maintaining factor is release of stress through alcohol and nicotine. Once the faulty behaviours which cause distress, have been identified, a treatment package is chosen. The aim of the treatment is to extinguish or eliminate the faulty behaviours and substitute them with adaptive behaviour patterns.
The therapist does this through establishing antecedent operations and consequent operations. Antecedent operations control behaviour by changing something that precedes such behaviour. The change can be done by increasing or decreasing the reinforcing value of a particular consequence. This is called establishing operation. Antecedent operation can be correcting the environment which causes him stress and this will lead to reduction in consumption of alcohol.
Question 30.
Explain how is an Impression formed? [4]
Answer:
The person who forms the impression is called the perceiver. The individual about whom the impression is formed is called the target. The perceiver gathers information, or responds to a given information, about the qualities of the target, organises this information, and draws inferences about the target. The following aspects have been found in impression formation :
The process of impression formation consists of the following three subprocesses :
(a) Selection: We take into account only some bits of information about the target person.
(b) Organisation: The selected information is combined in a systematic way, and
(c) Inference: We draw a conclusion about what kind of person the target is.
Some specific qualities influence impression formation more than other traits do. The order or sequence in which information is presented affects the kind of impression formed. Mostly, the information presented first has a stronger effect than the information presented at the end. This is called the primacy effect (first impressions are the lasting impressions).
However, if the perceiver may be asked to pay attention to all the information, and not merely to the first information, whatever information comes at the end may have a stronger influence. This is known as the recency effect. We have a tendency to think that a target person who has one set of positive qualities must also be having other specific positive qualities that are associated with the first set. This is known as the halo effect.
Question 31.
What is Pro social behavior? Explain any 6 causes of pro social behavior. [4]
Answer:
This behaviour is called helping or pro-social behaviour. Prosocial behaviour is very similar to ‘altruism’, which means doing something for or thinking about the welfare of others without any self-interest.
Pro-social behaviour has the following characteristics. It must :
- aim to benefit or do good to another person or other persons,
- be done without expecting anything in return,
- be done willingly by the person, and not because of any kind of pressure, and
- involve some difficulty or ‘cost’ to the person giving help.
The reasons of pro social behavior can be :
- Pro-social behaviour is influenced by learning. Individuals who are brought up in a family environment that sets examples of helping others, emphasises helping as a value, and praises helpfulness, and showing more prosocial behaviour than individuals who are brought up in a family environment devoid of these features.
- Cultural factors influence pro-social behaviour. Some cultures actively encourage people to help the needy and distressed. In cultures that encourage independence, individuals will show less pro-social behaviour.
- Pro-social behaviour is affected by the expected reactions of the person who is being helped. For example, people might be unwilling to give money to a needy person because they feel that the person might feel insulted, or may become dependent.
- Pro-social behaviour is more likely to be shown by individuals who have a high level of empathy.
- Pro-social behaviour may be reduced by factors such as a bad mood, being busy with one’s own problems, or feeling that the person to be helped is responsible for her/his own situation (that is, when an internal attribution is made for the need state of the other person).
- Pro-social behaviour may also be reduced when the number of bystanders is more than one.
Section – E (6 Marks)
Question 32.
Is Intelligence influenced by genes or by environment? Explain. Also, how can Intelligence be assessed?
OR
What kind of culture follows Technological Intelligence? Also, explain the Indian notion of Intelligence. [6]
Answer:
The evidence for hereditary influences on intelligence comes mainly from studies on twins and adopted children. The intelligence of identical twins reared together correlates almost 0.90. Twins separated early in childhood also show considerable similarity in their intellectual, personality and behavioural characteristics.
The intelligence of identical twins reared in different environments correlate 0.72, those of fraternal twins reared together correlate almost 0.60, and those of brothers and sisters reared together correlate about 0.50, while siblings reared apart correlate about 0.25. Another line of evidence comes from the studies of adopted children, which show that children’s intelligence is more similar to their biological rather than adoptive parents.
With respect to the role of environment, studies have reported that as children grow in age, their intelligence level tends to move closer to that of their adoptive parents. Children from disadvantaged homes adopted into families with higher socio-economic status exhibit a large increase in their intelligence scores. There is evidence that environmental deprivation lowers intelligence while rich nutrition, good family background, and quality schooling increases intelligence.
There is a general consensus among psychologists that intelligence is a product of complex interaction of heredity (nature) and environment (nurture). Heredity can best be viewed as something that sets a range within which an individual’s development is actually shaped by the support and opportunities of the environment.
Assessment of Intelligence In 1905, Alfred Binet and Theodore Simon, made the first successful attempt to formally measure intelligence. In 1908, when the scale was revised, they gave the concept of Mental Age (MA), which is a measure of a person’s intellectual development relative to people of her/his age group.
A mental age of 5 means that a child’s performance on an intelligence test equals the average performance level of a group of 5-year-olds. Chronological Age (CA) is the biological age from birth. A bright child’s MA is more than her/his CA; for a dull child, MA is below the CA. Retardation was defined by Binet and Simon as being two mental age years below the chronological age. In 1912, William Stern, a German psychologist, devised the concept of Intelligence Quotient (IQ). IQ refers to mental age divided by chronological age, and multiplied by 100.
OR
Technologically advanced societies adopt child-rearing practices that foster skills of generalisation and abstraction, speed, minimal moves, and mental manipulation among children. These societies promote a type of behaviour, which can be called technological intelligence. In these societies, persons are well-versed in skills of attention, observation, analysis, performance, speed, and achievement orientation. Intelligence tests developed in western cultures look precisely for these skills in an individual.
Technological intelligence is not so valued in many Asian and African societies. The qualities and skills regarded as intelligent actions in non-western cultures are sharply different, though the boundaries are gradually vanishing under the influence of western cultures. In addition to cognitive competence that is very specific to the individual, the non-Western cultures look for skills to relate to others in the society. Some non-western societies value self-reflection and collectivistic orientation as opposed to personal achievement and individualistic orientation.
Indian Notion of intelligence
Intelligence in the Indian Tradition Contrary to technological intelligence, intelligence in the Indian tradition can be termed as integral intelligence, which gives emphasis on connectivity with the social and world environment. Indian thinkers view intelligence from a holistic perspective where equal attention is paid to cognitive and non-cognitive processes as well as their integration.
The Sanskrit word ‘buddhi’ which is often used to represent intelligence is far more pervasive in scope than the western concept of intelligence. Buddhi, according to J.P. Das, includes such skills as mental effort, determined action, feelings, and opinions along with cognitive competence such as knowledge, discrimination, and understanding. Among other things, buddhi is the knowledge of one’s own self based on conscience, will and desire.
Thus, the notion of buddhi has affective and motivational components besides a strong cognitive component. Unlike the western views, which primarily focus on cognitive parameters, the following competencies are identified as facets of intelligence in the Indian tradition :
- Cognitive capacity (sensitivity to context, understanding, discrimination, problem-solving, and effective communication).
- Social competence (respect for social order, commitment to elders, the young and the needy, concern about others, recognising others’ perspectives).
- Emotional competence (self-regulation and self-monitoring of emotions, honesty, politeness, good conduct, and self-evaluation).
- Entrepreneurial competence (commitment, persistence, patience, hard work, vigilance, and goal-directed behaviours).
Section – F (8 Marks)
Case study 1
The three major types’ of stress, viz. physical and environmentaL psychological, and social. These are stresses that we generate ourselves in our minds. These are personal and unique to the person experiencing them and are internal sources of stress. We worry about problems, feel anxiety, or become depresse(d) These are not only symptoms of stress, but they cause further stress for us. Some of the important sources of psychological stress are frustration, conflicts, internal and social pressures, etc.
Question 33.
Explain the 4 types of psychological stress. [2]
Answer:
Frustration results from the blocking of needs and motives by something or someone that hinders us from achieving a desired goal. Conflicts may occur between two or more incompatible needs or motives, e.g. whether to study dance or psychology. You may want to continue studies or take up a job. There may be a conflict of values when you are pressurised to take any action that may be against the values held by you.
Internal pressures stem from beliefs based upon expectations from inside us to ourselves such as, I must do everything perfectly. Such expectations can only lead to disappointment. Many of us drive ourselves ruthlessly towards achieving unrealistically high standards in achieving our goals. Social pressures may be brought about from people who make excessive demands on us.
Question 34.
What are examples of social stress? [2]
Answer:
These are induced externally and result from our interaction with other people. Social events like death or illness in the family, strained relationships, trouble with neighbours are some examples of social stresses. These social stresses vary widely from person to person. Attending parties may be stressful for a person who likes to spend quiet evenings at home while an outgoing person may find staying at home in the evenings stressful.
Case study 2
Since the word ‘abnormal’ literally means ‘away from the normal”, it implies deviation from some clearly defined norms or standards. In psychology, we have no ‘ideal model’ or even ‘normal model’ of human behaviour to use as a base for comparison. Various approaches have been used in distinguishing between normal and abnormal behaviours. From these approaches, there emerge two basic and conflicting views: Deviation from norms and maladaptive.
Question 35.
How does deviation from social norms define abnormality? [2]
Answer:
The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.
Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular culture — its history, values, institutions, habits, skills, technology, and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable or even abnormal.
Question 36.
How does maladaptive behavior describes abnormality? [2]
Answer:
The second approach views abnormal behaviour as maladaptive. Many psychologists believe that the best criterion for determining the normality of behaviour is not whether society accepts it but whether it fosters the well-being of the individual and eventually of the group to which s/he belongs.
Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential. According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth.