Students can access the CBSE Sample Papers for Class 12 Psychology with Solutions and marking scheme Set 4 will help students in understanding the difficulty level of the exam.
CBSE Sample Papers for Class 12 Psychology Set 4 with Solutions
Time Allowed: 3 hours
Maximum Marks: 70
General Instructions:
- All questions are compulsory except where internal choice has been given.
- Question Nos. 1 -15 in Section A carry 1 mark each. You are expected to answer them as directed.
- Question Nos. 16-21 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. 22-24 in Section C are short answer type-II questions carrying 3 marks each. Answer to each question should not exceed 60 words.
- Question Nos. 25 – 28 in Section D are long answer type questions carrying 4 marks each. Answer to each question should not exceed 120 words.
- Question Nos. 29-30 in Section E are long answer type questions carrying 6 marks each. Answer to each question should not exceed 200 words.
- Question Nos. 31 – 34 in Section F are based on two cases given. Answer to each one-mark question should not exceed 20 words. Answer to each two-mark question should not exceed 30 words.
Section-A
Question 1.
Vikas lags behind his peers in language and motor skills. He is trained in self-care as well as in simple social and communication skills. He also needs little supervision in everyday tasks. He is likely to be at the level of intellectual disability. [1]
(A) Mild (IQs 55 to approximately 70)
(B) Moderate (IQs 35-40 to approximately 50-55)
(C) Severe (IQs 20-25 to approximately 35-40)
(D) Profound (IQs below 20-25)
Answer:
(B) Moderate (IQs 35-40 to approximately 50-55)
Explanation:
When someone is at the moderate (IQs 35-40 to approximately 50-55) level of intellectual disability, he or she receives training in self-care along with simple social and communication skills.
Question 2.
Distress is the kind of stress that makes us suffer and cause signs and symptoms on a physiological, behavioural and ……………… level. [1]
(A) Psychological
(B) Cognitive
(C) Creative
(D) Intellectual
Answer:
(B) Cognitive
Explanation:
Distress is the kind of stress that makes us suffer and cause signs and symptoms on a physiological, behavioural and cognitive level.
Question 3.
Jasleen is high on critical thinking and can manipulate symbols to solve numerical problems.
She is also high on the ability to understand one’s own feelings, motives and desires. Which of the following intelligences are displayed by Jasleen? [1]
(i) Spatial
(ii) Logical-mathematical
(iii) Interpersonal
(iv) Intrapersonal
(A) (i) and (ii)
(B) (ii) and (iii)
(C) (i) and (iii)
(D) (ii) and (iv)
Answer:
(D) (ii) and (iv)
Explanation:
According to Multiple intelligence theory given by Howard Gardner, intrapersonal intelligence is one’s ability to understand their own emotions, desires, feelings and motives. Furthermore, the individual’s ability to manipulate symbols, analyze, and solve mathematical problems is known as logical-mathematical intelligence. Therefore, Jasleen is high in intrapersonal as well as logical-mathematical intelligence.
Question 4.
Which strategy involves efforts to maintain hope and to control one’s emotions? [1]
(A) Emotional-hyper oriented strategy
(B) Avoidance-hyper oriented strategy
(C) Task-oriented strategy
(D) None of these
Answer:
(A) Emotional-hyper oriented strategy
Explanation:
This strategy involves efforts to maintain hope and to control one’s emotions. Individual works on his emotions rather than situations and goals.
Question 5.
Identify the unhelpful habit of a person. [1]
(A) Involvement
(B) Punctual
(C) Honest
(D) Procrastination
Answer:
(D) Procrastination
Explanation:
Unhelpful habits such as perfectionism, avoidance, procrastination, etc. are strategies that help to cope in the short-term but which make one more vulnerable to stress.
Question 6.
Assertion (A): Deficits in adaptive behaviour or the capacity to be independent and deal effectively with one’s environment.
Reason (R): Deficits must be observed during the developmental period, i.e., between 0-18 years.
(A) Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of Assertion (A).
(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:
(B) Both Assertion (A) and Reason (R) are true but Reason (R) is not the correct explanation of Assertion (A).
Explanation:
Both (A) and (R) are statements of facts about deficits. They do not have cause and effect relationship.
Question 7.
………….. test was developed by Morgan and Murray. [1]
(A) The Rorschach Inkblot Test
(B) Sentence Completion Test
(C) The Thematic Apperception Test
(D) None of these
Answer:
(C) The Thematic Apperception Test
Explanation:
This test was developed by Morgan and Murray.
Question 8.
Brijesh, an accountant, went on a work trip and never returned home. Years later, he was found by a friend in another city, where he was working as a labourer. He was living with a new identity and had no memory of his past. Brijesh’s symptoms are indicative of
(A) Dissociative fugue
(B) Dissociative identity disorder
(C) Schizophrenia
(D) Depersonalisation
Answer:
(A) Dissociative fugue
Explanation:
Dissociative fugue, also known as psychogenic fugue, is a state where an individual experiences temporary memory loss or amnesia and they impulsively wander off from their homes or places of work to a new, unknown place. People with dissociative fugue do not have any memory about their past identities or may even adopt new identities.
Question 9.
Which of the following statement is stated by Abraham Maslow? [1]
(A) Attainment of self-actualisation
(B) Negative view of man
(C) Behaviour is goal-directed
(D) People use adaptive self-actualising behaviour
Answer:
(A) Attainment of self-actualisation
Explanation:
According to Abraham Maslow
• Attainment of self-actualisation
• Optimistic and positive view of man
Question 10.
Sonali was questioned by her senior when her performance started to decline. She admitted that she was not eating regularlyand her sleep was disturbed. Moreover, she could not concentrate on workand felt overburdened. Identify the effects of stress being indicated here.
(i) Emotional
(ii) Behavioural
(iii) Cognitive
(iv) Physiological
(A) (i)and(ii)
(B) (ii) and (iii)
(C) (iii) and (iv)
(D) (i) and (iv)
Answer:
(B) (ii) and (iii)
Explanation:
Behavioural effects of stress are marked by an abrupt change in daily routines or habits. In this case, Sonali is experiencing a decline in her appetite and sleep disturbances which cause her performance to worsen even more. Furthermore, the stress she is experiencing are also impacting her abilities to focus or concentrate causing her to feel overburdened. These are the cognitive effect of stress.
Question 11.
By which age, every child seems to have formed self-esteem least in four areas?
(A) 3-4 years
(B) 7-9 years
(C) 6-7 years
(D) 12-14 years
Answer:
(C) 6-7 years
Explanation:
By the age of 6-7 years: Every child seems to have formed self-esteem least in four areas.
• Academic competence
• Social competence
• Physical/athletic competence
• Physical appearance
Question 12.
Who gave the concept of social facilitation? [1]
(A) Zajonc
(B) Norman Triplett
(C) Bernard Weiner
(D) Sigmund Freud
Answer:
(B) Norman Triplett
Explanation:
Normal Triplett studied the performance of cyclists in a research where he found them to be performing better in the presence of other cyclists as compared to them performing alone.
Question 13.
Assertion (A): After visualising one must set oneself a realistic goal, as it helps build confidence.
Reason (R): It is easier to visualise if one’s mind is quiet, body is relaxed and eyes are closed.
(A) Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of Assertion (A).
(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 (A) is false but Reason (R) is true.
Explanation:
Realistic goals are set and defined before visualising and not after visualising.
Question 14.
How many levels of consciousness do we have? [1]
(A) 3
(B) 4
(C) 6
(D) 7
Answer:
(A) 3
Explanation:
There are 3 levels of consciousness:
(a) Conscious
(b) Preconscious
(c) Unconscious
Question 15.
Which of the following is an example of a stressor? [1]
(A) Environmental pollution
(B) Flower pollination
(C) Cognitive skills
(D) Creativity
Answer:
(A) Environmental pollution
Explanation:
The three types of stressors are environmental, psychological and social. Environmental pollution is a type of environmental stressor.
Section-B
Question 16.
What does positive health include?
OR
List down the genetic factors that contribute to abnormal behaviour. [2]
Answer:
Positive health includes good physical, mental, social and spiritual well—being. This includes a healthy body free from disease, effective personal relationships, a sense of purpose in life, self-regard, and resilience to stress.
OR
Researches have been conducted to find out the genes responsible for the development of certain disorders. It can be safely said that no one gene is responsible but abnormality in a combination of genes have been found to be the cause of abnormal behaviour. Although there is sound evidence to believe that genetic/ biochemical factors are involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc. and biology alone cannot account for most mental disorders.
Question 17.
How are extroverts different from introverts according to Jung? [2]
Answer:
Jung has proposed another important typology by grouping people into introverts and extroverts. According to Jung, Introverts are people who prefer to be alone, tend to avoid others, withdraw themselves in the face of emotional conflicts, and are shy. Extroverts, on the other hand, are sociable, outgoing, drawn to occupations that allow dealing directly with people, and react to stress by hying to lose themselves among people and social activity.
Question 18.
Briefly define hypochondriasis. [2]
Answer:
Patients with hypochondriasis disorder have a persistent belief that she/he has a serious illness, despite medical reassurance,lack of physical findings, and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worry about their health.
Question 19.
What is systematic desensitisation? [2]
Answer:
Systematic Desensitisation – by Wolpe A treatment for phobias/irrational fears. The client is interviewed to elicit fear-provoking situations. The therapist prepares a hierarchy of anxiety provoking stimuli. The therapist relaxes the client. Over sessions the client is able to imagine more severe fear-provoking situations while maintaining the relaxation. So, the client gets systematically desensitised to the fear.
Question 20.
If you have heard more positive things about a group, then your social schema about the whole group will be more positive and negative if you have heard negative information about that group i.e., negative stereotype. Define the two types of schemas. [2]
Answer:
Schemas that function in the form of categories are called prototypes which are the entire set of features or qualities that help us to define an object completely. In social cognition, category-based schemas that are related to groups of people are called stereotypes.
Question 21.
What is dream interpretation? [2]
Answer:
Dream Interpretation: The client is asked to write down her/his dreams upon waking up. Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of the dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego. If the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would lead to anxiety. These symbols are interpreted according to an accepted convention of translation as the indicators of unfulfilled desires and conflicts.
Section-C
Question 22.
When people break the norms of their society, they are called deviant and ‘mentally ill’ and people may start behaving and living up to these labels. Explain the mental disorders from a socio-cultural perspective.
OR
Mother Teresa had a high level of empathy. She possessed the capacity to feel the distress of the person who needs to be helped. List down the situations that activated certain social norms that require helping others. [3]
Answer:
According to the Sociocultural model, abnormal behaviour is best understood in the light of the social and cultural forces that influence an individual.
(i) Socio-cultural factors such as war and violence, group prejudice and discrimination, economic and employment problems etc and rapid social change, put stress on most of us and can lead to psychological problems in some individuals.
(ii) Certain family structures are likely to produce abnormal functioning in members e.g., families which are over involved with each other have difficulty in becoming independent in life. Social and professional relationships also play an important role.
(iii) People who are isolated and lack societal support are likely to become more depressed and remain depressed longer than those who have good friendship.
(iv) Societal labels and roles assigned to troubled people also cause abnormal functioning
OR
The situations that activate the social norms of helping others are:
(a) Social responsibility: We should help anyone who needs help, without considering other factors.
(b) Reciprocity: We should help those who have helped us in the past.
(c) Equity: We should help others whenever we find that it is fair to do so.
• 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.
• Individuals who have a high level of empathy, that is, the capacity to feel the distress of the person who is to be helped, such as Baba Amte and Mother Teresa. Pro-social behaviour is also more likely in situations that arouse empathy, such as the picture of starving children in a famine.
Question 23.
Explain Aaron Beck’s therapy. [3]
Answer:
Aaron Beck’s Therapy
1. Core Schemas: Childhood experiences provided by the family and society develop core schemas or systems, which include beliefs and action patterns in the individual, e.g., Aclient, who was neglected by the parents as a child, develops the core schema of “I am not wanted.”
2. Critical Incident: During the course of life, a critical incident occurs in her/his life. This critical incident triggers the core schema leading to the development of negative automatic thoughts.
3. Dysfunctional Cognitive Structures: Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterised by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort the reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality.
4. Anxiety and Depression: Repeated occurrence of these thoughts leads to the development of feelings of anxiety and depression.
Question 24.
Give a short description about the two types of responses. [3]
Answer:
According to Lazarus and Folkman, coping responses can be divided into two types of responses:
(a) Problem-Focused:
It includes taking direct action to solve the problem.
It is seeking information that will be relevant to the solution for, e.g., developing a study schedule to cope up with the semester demands, and thereby reduce examination pressure.
It is basically confronting the problem using all the available resources.
(b) Emotion-Focused: It refers to reduction of the negative emotional reaction to stress, e.g., by distracting oneself from the problem, relaxing or seeking comfort from others.
Section-D
Question 25.
Prejudices are usually negative attitudes against a particular group, and in many cases, may be based on stereotypes (the cognitive component) about the specific group. What are the strategies for handling prejudice and how can you achieve them? [4]
Answer:
Strategies for Handling Prejudice:
The strategies for handling prejudice would be effective if they aim at:
- Minimising opportunities for learning prejudices, changing such attitudes, de-emphasising a narrow social identity based on the in-group, and discouraging the tendency towards self-fulfilling prophecy among the victims of prejudice.
- These goals can be accomplished through:
- Education and information dissemination, for correcting stereotypes related to specific target groups, and tackling the problem of a strong in group bias.
- Increasing intergroup contact that allows for direct communication, removal of mistrust between the groups, and discovery context, there is close interaction and they are not different in power or status.
- Highlighting individual identity rather than group identity, thus weakening the importance of group (both in-group and out-group) as a basis of evaluating the other person.
Question 26.
Scapegoating is a phenomenon by which the majority group places the blame on a minority out group for its own social, economic or political problems. It is one of the sources of prejudice. Explain the other sources of prejudice. [4]
Answer:
Social psychologists have shown that prejudice has one or more of the following sources:
- Learning: Like other attitudes, prejudices can also be learned through association, reward and punishment, observing others, group or cultural norms and exposure to information that encourages prejudice. The family, reference groups, personal experiences and the media may play a role in the learning of prejudices (see section on ‘Attitude Formation and Change’). People who learn prejudiced attitudes may develop a ‘prejudiced personality’, and show low adjusting capacity, anxiety, and feelings of hostility against the outgroup.
- A strong social identity and ingroup bias: Individuals who have a strong sense of social identity and have a very positive attitude towards their own group boost this attitude by holding negative attitudes towards other groups. These are shown as prejudices.
- Kernel of truth concept: Sometimes people may continue to hold stereotypes because they think that, after all, there must be some truth, or ‘kernel of truth’ in what everyone says about the other group. Even a few examples are sufficient to support the ‘kernel of truth’ idea.
- Self-fulfilling prophecy: In some cases, the group that is the target of prejudice is itself responsible for continuing the prejudice. The target group may behave in ways that justify the prejudice and confirm the negative expectations.
Question 27.
What are behaviour ratings? Give two limitations of behaviour ratings. [4]
Answer:
In Behavioural ratings the subjects are asked to put individuals whom they know into categories in terms of their behavioural qualities. The categories may involve numbers or descriptive adjectives. Behaviour ratings are used for assessment of personality in educational and industrial settings. In this, individuals are put into certain categories or ratings in terms of their behavioural qualities such as strongly disagree, disagree, neutral, agree and strongly agree.
Limitations of behaviour ratings are:
(a) A favourable or unfavourable trait forms a basis of a rater’s overall judgment of a person. This tendency is known as the halo effect.
(b) Raters have a tendency to place individuals either in the middle of the scale (called middle category bias) or in extreme positions (called extreme response bias).
Question 28.
Tisha is 30-years old. She has experienced a loss of a loved one, late career startup, marriage failure, etc. Therefore, she is dealing with chronic stress. To overcome the stress, she is visiting a therapist and undergoing bio feedback as a stress management technique. Explain the different stress management techniques. [4]
OR
Some children showcase mild to severe retardation because they have low IQ than average. Whereas, some are intellectually gifted children. Give a brief account on intellectual giftedness.
Answer:
Stress Management Techniques: Managing stress is essential for the mental well-being of an individual.
(a) Relaxation Techniques: This technique is highly effective in managing stress when an individual is not feeling his best. Reduces symptoms of stress and decreases the incidence of illnesses such as high blood-pressure and heart diseases. Starts from the lower part of the body and progresses up to the facial muscles in such a way that the whole body is relaxed.
Deep breathing is used along with muscle relaxation to calm the mind and relax the body.
(b) Meditation Procedures: A very powerful tool to manage stress is the ancient yogic practice of mediation. A sequence of learned techniques for re focusing of attention that brings about an altered state of consciousness. Such a thorough concentration that the meditator becomes unaware of any outside stimulation and reaches a different state of consciousness.
(c) Creative Visualisation: Creative visualisation is a subjective experience that uses imagery and imagination. This technique uses the imagination power of an individual to deal with stress. Before visualising one must set oneself a realistic goal, as it helps build confidence. It is easier to visualise if one’s mind is quiet, body is relaxed and eyes are closed.
(d) Cognitive Behavioural Techniques: These techniques aim to inoculate people against stress. Stress inoculation training is one effective method developed by Meichenbaum.
OR
Lewis Terman (1925): Study to show how intelligence was related to occupational success and life adjustment. These individuals show higher performance because of their outstanding potentialities. Giftedness is an exceptional general ability shown in superior performance in a wide variety of areas. Other characteristics are advanced logical thinking and problem solving, high speed in processing information, high-level creative thinking, high self-esteem, independence. Incorrect to equate with brilliant academic performance: each gifted student possesses different strengths, personalities and characteristics, e.g., athletes.
Teacher’s perspective: depends on a combination of high ability, high creativity and high commitment.
Section-E
Question 29.
Describe the different types of intelligences as per the multiple intelligence theory, given by Howard Gardner.
OR
Elaborate on the stages of group formation. [6]
Answer:
(a) Linguistic (Use of language-skills): The capacity to use language fluently and flexibly to express one’s thinking and understand others. Persons high on this are ‘word-smart’, e.g., poets and writers.
(b) Logical-Mathematical (Scientific thinking and Problem solving): Skills in problem solving, thinking logically and critically and abstract reasoning, e.g., scientists.
(c) Spatial (Visual images & Patterns): The abilities involved in forming, using and transforming mental images (visual images and patterns), e.g., sculptors, painters, architects, interior decorators.
(d) Musical (Sensitivity to rhythm): The capacity to produce, create and manipulate musical rhythms and patterns.
(e) Bodily-Kinaesthetic (Using body flexibly & creatively): The use of the whole body or portions of it creatively and flexibly for display, construction of products and problem solving, e.g., athletes, dancers, actors.
(f) Interpersonal (Awareness of one’s own feelings): Skill of an individual to understand the needs, motives, feelings and behaviours of other people for better understanding and relationship, e.g., psychologists, counsellors, politicians.
(g) Intra personal (Awareness of one’s own feeling, motives and desires): Refers to the awareness of one’s feelings, motives, desires, knowledge of one’s internal strengths and limitations and using that knowledge to effectively relate to others, e.g., philosophers.
(h) Naturalistic (Sensitivity towards the natural world): Complete awareness of our relationship with the natural world and sensitivity to the features of the natural world, e.g., botanists, zoologists.
OR
Truckman gave five stages that group go through – forming, stroming, norming, performing, and adjourning.
(a) Forming- This stage is marked by excitement and apprehensions. Members have a lot of questions with regards to the goal, the members, who will be leading, how they work together, etc.
(b) Storming – The next stage is marked by intra group conflict on the account of difference in opinion with regards to how to achieve the goals, who will be controlling the decisions, who will be assigned which task, etc. Towards the end of this stage a hierarchy of leadership and vision to achieve the targets develops.
(c) Norming – In this stage the group members develop norms for the group which is responsible for developing a positive group identity.
(d) Performing – This is the stage wherein the group has evolved and settled in a structure. The group now moves towards the purpose for which it was originally formed and achieves those targets. For many groups this is the last stage.
(e) Adjourning – Some groups on the other hand, go through another stage called adjourning. Some groups are disbanded after they fulfil the purpose for which they were made.
It is important to note that all groups do not go through all the stages in this manner. Sometimes multiple stages go simultaneously, sometimes groups move back and forth in the stages, while sometimes they some stages are skipped altogether.
Question 30.
What are dissociative disorders? Name the various types of dissociative disorders.
OR
Give the cultural and western perspective of self and group. [6]
Answer:
Dissociation involves feelings of unreality, estrangement, depersonalization, and sometimes a loss or shift ofidentity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders. There are four types of dissociative disorders
(a) Dissociative amnesia is characterized by extensive but selective memory loss that has no known organic cause (e.g., head injury).
(b) Dissociative fugue has, as its essential feature, an unexpected journey away from home and workplace, the assumption of a new identity, and the inability to recall the previous identity.
(c) Dissociative identity disorder is often referred to as multiple personalities, characterized by the idea that the person assumes alternate personalities that may or may not be aware of each other.
(d) Depersonalization involves a dreamlike state in which the person has a sense of being separated both from self and from reality. In depersonalization, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.
OR
Several aspects of Self are linked to the characteristics and features of the culture in which an individual lives, e.g., Distinction between Indian and Western cultures.
Western Perspective:
• In western culture the Individual (self) and the cultural group are two different identities
• The boundaries between self and group are clearly defined.
• Individual members of the group maintain their individuality.
• Western culture is Individualistic.
• Indian Perspective:
• Shifting nature of boundary between self and others.
• In Indian Culture, Self is not separated from one’s own group
• They both (self & group) remain in a state of harmonious coexistence.
• Lots of dependency and no clear boundaries.
• Indian culture is Collectivistic.
Section-F
Read the case and answer the questions that follow.
Sundar, a college going 20-year-old male, has moved from his home town to live in a big city. He has continuous fear of insecurity and feels that the enemy soldiers are following him. He gets very tense when he spots anyone in a uniform and feels that they are coming to catch him. This intense anxiety is interfering with his work and relationship, and his friends are extremely concerned as it does not make any sense to them. Sundar occasionally laughs abruptly and inappropriately, and sometimes stops speaking mid-sentence, scanning off in the distance as though he sees or hears something. He expresses concern about television and radio in the room potentially being monitored by the enemies. His beliefs are fixed and if they are challenged, his tone becomes hostile.
Question 31.
Based on the symptoms being exhibited, identify the disorder. Explain the other symptoms that can be seen in this disorder. [2]
Answer:
Based on the symptoms exhibited by Sundar, he certainly suffers from Schizophrenia which is a type of psychotic disorder that results in disturbances in the intellectual, social, personal and emotional functioning of an individual. The symptoms of schizophrenia can be divided into positive and negative symptoms. Positive symptoms refer to the presence of bizarre symptoms or behaviours that are usually absent in normal individuals such as visual and auditory hallucinations, delusions, disorganised speech, catatonia and so on. Negative symptoms refer to the absence of behaviours that are essential in normal functioning such as lack of speech or alogia, absence of any emotions, also known as flat effect, inability to feel emotions such as anger, joy, sadness, also known as blunted effect, apathy and inability to start or finish a task.
Question 32.
Define inappropriate affect. Support it with the symptoms given in the above case study. [1]
Answer:
Schizophrenics also exhibit inappropriate affect wherein they show emotions that are not appropriate in a specific situation. Sundar is exhibiting this symptom as well because he laughs abruptly and in appropriately.
Read the case and answer the questions that follow.
The humanistic-existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life. Human beings are motivated by the desire for personal growth and self-actualization , and an innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress. Self-actualization is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e ., achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being in essence the same person despite the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration with self-actualization also causes distress. Healing occurs when the client is able to perceive the obstacles to self-actualisation in her/his life and is able to remove them. Self actualisation requires free emotional expression. The family and society curb emotional expression, as it is feared that a free expression of emotions can harm society by unleashing destructive forces. This curb leads to destructive behaviour and negative emotions by thwarting the process of emotional integration. Therefore, the therapy creates a permissive, nonjudgmental and accepting atmosphere in which the client’s emotions can be freely expressed and the complexity, balance and integration could be the client to have the freedom and responsibility to control her/his behaviour. The therapist is merely a facilitator and guide. It is the client who is responsible for the success of therapy. The chief aim of the therapy is to expand the client’s awareness. Healing takes place through a process of understanding the unique personal experience of the client herself/himself. The client initiates the process of self-growth through which healing takes place.
Question 33.
What are humanistic-existential therapies? [1]
Answer:
Humanistic-existential therapy encourages the client to seek personal growth and actualise their potential. The humanistic-existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life.
Question 34.
Explain client-centred and gestalt therapy. [2]
Answer:
Client-centred therapy was given by Carl Rogers. Rogers combined scientific rigour with the individualised practice of client- centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The German word gestalt means ‘whole’. This therapy was given by Freiderick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self- acceptance.