Students can access the CBSE Sample Papers for Class 12 Psychology with Solutions and marking scheme Set 9 will help students in understanding the difficulty level of the exam.
CBSE Sample Papers for Class 12 Psychology Set 9 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.
Michael, a 10-year-old boy, was diagnosed with a disorder where he has difficulty in perceiving and processing information accurately and efficiently. This impact his basic skills of reading, writing and doing mathematics. Identify this disorder. [1]
(A) Autism spectrum disorder
(B) Intellectual disability
(C) Specific learning disorder
(D) Attention-deficit hyperactivity disorder
Answer:
(C) Specific learning disorder
Explanation:
Specific learning disorders are neurodevelopmental conditions that are frequently identified in young school-age children, however, they may not be seen until maturity. At least one of the following three primary areas—reading, written expression, and/or math—must consistently be below average for them.
Question 2.
Why is behavioural analysis conducted to overcome stress? [1]
(i) To find malfunctioning behaviour
(ii) To find the consequent operations of the adaptive behaviour
(iii) To identify the antecedents of faulty learning
(iv) To identify factors that maintain faulty learning
(A) (i), (iii) and (iv)
(B) Only (iii)
(C) (ii) and (iii)
(D) (i) and (ii)
Answer:
(C) (ii) and (iii)
Explanation:
The identification of the causes or underlying circumstances that give rise to behavioural problems and the consequences that keep them going may be done with the help of behavioural analysis.
Question 3.
A working group was formed to organise the annual sports competition in a school. At a particular stage, there was a lot of conflict in the group. Identify this stage and the stage that is likely to follow it. [1]
(A) The group was at the storming stage followed by the norming stage.
(B) The group was at the norming stage followed by the forming stage.
(C) The group was at the storming stage followed by the performing stage.
(D) The group was at the forming stage followed by the norming stage.
Answer:
(A) The group was at the storming stage followed by the norming stage.
Explanation:
The yearly sports competition in a school was organised by a working committee. There was much tension among the group at one point. The group was going through the storming period, then the norming stage.
Question 4.
Ramya is being provided with books and uniforms by the school. Identify the kind of support that she is receiving. [1]
(A) Informational Support
(B) Tangible Support
(C) Emotional Support
(D) Positive Support
Answer:
(B) Tangible Support
Explanation:
Financial aid, tangible items, or tangible services are all examples of tangible help. The actual, direct ways people help others are included in this category of social support, which is also known as instrumental support. Giving someone informational assistance entails giving them recommendations, counsel, or pertinent information.
Question 5.
The goal of …………… is to increase an individual’s self-awareness and self-acceptance [1]
(A) Gestalt therapy
(B) Client-centred therapy
(C) Logotherapy
(D) None of these
Answer:
(A) Gestalt therapy
Explanation:
Increased self-awareness and self acceptance are the objectives of gestalt therapy.
Question 6.
Assertion (A): Cognitive consistency means that two components in an attitude system must be in the opposite direction.
Reason (R): If the two elements are not logically in consonance with each other, it leads to distress in the individual. [1]
(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:
Assertion (A) is false because Cognitive consistency refers to the degree to which beliefs, attitudes, and behaviors are in agreement or in a same line with each other. Reason (R) is true because cognitive dissonance leads to distress in the individual, if left untouched.
Question 7.
The self that values family and social relationships is referred to as …………….. [1]
(i) Personal
(ii) Social
(iii) Familial
(iv) Relational
(A) (i) and (iii)
(B) (ii) and (iii)
(C) (iii) and (iv)
(D) (i) and (iv)
Answer:
(B) (ii) and (iii)
Explanation:
The term “familial” refers to a family, and as families are seen as the most significant social institutions, they are also sometimes referred to as the familial or relational self. The importance of family ties in society is due to this.
Question 8.
Amit throws temper tantrums every time he goes to the market with his parents. He insists that they buy him a new toy every time. Identify the most suitable behavioural technique to modify this unwanted behaviour. [1]
(A) Token economy
(B) Aversive conditioning
(C) Differential reinforcement
(D) Systematic desensitisation
Answer:
(C) Differential reinforcement
Explanation:
Differential reinforcement is a behavior modification strategy employed in applied behavior analysis (ABA), and it entails selectively rewarding desired behaviors while withholding reinforcement from undesirable behaviors.
Question 9.
…………. refers to repeated association of a desired response with a positive consequence. [1]
(A) Aversion
(B) Positive Reinforcement
(C) Punishment
(D) Flooding
Answer:
(A) Aversion
Explanation:
A physical or psychological sign that a stimuli has offended you. Typically, it is accompanied by a withdrawal or avoidance of the offensive stimuli.
Question 10.
Anna, the head girl of a school, gives more opportunities to the members of Red House than those of Blue or Green House. This is because she feels they are less capable. She even ignores the advice of her teachers to give equal opportunities to all the Houses. Which strategy will help in handling this prejudice? [1]
(A) Highlighting group identity rather than individual identity
(B) Increasing her interaction with the members of all the Houses
(C) Keeping the Red House members higher in power or status
(D) Creating an environment for all the Houses to meet in a competitive rather than cooperative context.
Answer:
(C) Keeping the Red House members higher in power or status
Explanation:
Students benefit from family interactions because they may develop their language, social, and intellectual abilities through these interactions.
Question 11.
There are some people who are hostile, egocentric and antisocial. They are said to be high on …………… [1]
(A) Sociability
(B) Psychoticism
(C) Neurotidsm
(D) Introversion
Answer:
(B) Psychoticism
Explanation:
Impulsivity, violence, hostility, and insensitivity to the needs of others are typically seen in people with high psychoticism.According to Eysenck’s personality scale, it is a personality dimension.
Question 12.
The Tendency of respondent to endorse items in a socially desirable manner is known as [1]
(A) Acquiescence
(B) Self-report
(C) Social desirability
(D) Halo effect
Answer:
(C) Social desirability
Explanation:
Social desirability refers to tendency to respond to self report items in a way that makes the respondent look good, rather than to respond in an accurate and truthful manner
Question 13.
Assertion (A): According to cognitive therapy, childhood experiences provided by the family and society develop core schemas in the child which include beliefs and ‘action patterns in individual.
Reason (R): In this therapy, irrational beliefs mediate between antecedent events and their consequences. [1]
(A) Both Assertion (A) and Reason are true and Reason is the correct explanation of Assertion (A).
(B) Both Assertion (A) and Reason are true but Reason is not the correct explanation of Assertion (A).
(C) Assertion (A) is true but Reason is false.
(D) Assertion (A) is false but Reason is true.
Answer:
(A) Both Assertion (A) and Reason are true and Reason is the correct explanation of Assertion (A).
Explanation:
According to cognitive therapy, a person’s core schemas, including ideas and behaviors, are shaped by early experiences. Prior events and their impacts might have a big impact on someone’s irrational thoughts.
Question 14.
The process of assigning causes to the behaviour shown in specific social situations is known as: [1]
(A) Attribution
(B) Attitude
(C) Stereotype
(D) Prejudice
Answer:
(A) Attribution
Explanation:
Attributions is the process of inferring the causes of events or behaviours.
Question 15.
Wasim is always brushing everything under the carpet and refuses to face the stressor or even accept it. Which kind of unhelpful habit is this? [1]
(A) Forgetfulness
(B) Avoidance
(C) Procrastination
(D) Perfectionism
Answer:
(B) Avoidance
Explanation:
The behaviour described in the scenario, where Wasim is always brushing everything under the carpet and refusing to face the stressor or even accept it, is an example of avoidance. Avoidance is an unhelpful habit where an individual intentionally or unintentionally avoids facing a problem or a stressor. This behaviour may provide temporary relief, but it can lead to prolonged stress and anxiety as the underlying issue remains unresolved.
Section-B
Question 16.
State any two differences between somatic symptom and illness anxiety disorder. [2]
OR
What is cognitive dissonance? Give an example.
Answer:
| Somatic Symptom disorder | Illness anxiety disorder |
| 1. Consistent bodily symptoms that may or may not be associated to a significant medical disease. | 1. Continuous worry of getting a terrible illness. |
| 2. Overly focused on their symptoms | 2. Excessive worry over untreated disease. |
| 3. The manifestation takes the form of bodily symptoms. | 3. The major issue is anxiousness, according to number |
OR
Holding two contradictory views, values, or attitudes causes cognitive dissonance, which is mental distress. Because people want consistency in their views and perceptions, this conflict can make people feel uneasy or uncomfortable.
Question 17.
What is trait approach to personality? How does it differ from type approach? [2]
Answer:
Personality is explained by trait approach psychologists using certain psychological features. Psychologists that use the type method think that personality may be categorized into broad groups. Traits are typically consistent, persistent, and distinctive patterns of behavior that distinguish one individual from others.
(i) These are overlapping, that is, inclusive.
(ii) Traits are distinct psychological qualities, such as shyness or timidity.
Types are groups having comparable characteristics.
(i) These are wide classifications.
(ii) These do not overlap, implying that they are exclusive in nature, e.g., extrovert or introvert.
Question 18.
Define intelligence quotient. [2]
Answer:
The IQ scale measures brightness.
It is the mental age to chronological age ratio (ii).
(iii)William Stern introduced the idea of IQ,
- IQ scores are distributed in a population in such a manner that most people tend to fall in the middle of the distribution.
- IQ is an excellent predictor of potential.
MA/CA*100
Question 19.
Explain the term” Schizophrenia”? [2]
OR
Define the term “communication. ” Which component of the communication process is most important?
Answer:
Communication is a procedure that aids in the transmission of meaning from one person to another. It is a conscious or unconscious, purposeful or unintentional process in which feelings and ideas are communicated, received, and comprehended.
Speaking with language is a crucial part of communication.
Question 20.
Differentiate between ingroup and outgroup. [2]
Answer:
The term in group refers to one’s own group and outgroup refers to another group. For in group members, we use the word ‘We’ while for an outgroup member, the word ‘They’ is used. By using the words ‘we and they’ one is categorising people as similar or different. People in the in-group are generally similar, seems favourably and have desirable traits. Members of the out-group are viewed differently and are often perceived negatively in comparison to the in-group members.
Question 21.
How helpful is rehabilitation for mentally ill patients? [2]
Answer:
Rehabilitation is required to help patients to become self-sufficient. In rehabilitation, the patients are given occupational therapy, social skills training and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.
Section-C
Question 22.
Reshma is regarded by her teachers as an excellent student. It has been observed that Reshma leans more towards being intelligent. Define intelligence and explain why Reshma is considered intelligent.
OR
Ryan and Shireen are siblings brought up in the same environment. Ryan knows all the formulae in mathematics and can recall them as they are but cannot solve problems based on those formulae, whereas Shireen can use formulae to solve any kind of problem that are based on them. Explain the intelligence they both exhibit. Which approach is this theory based on? [3]
Answer:
According to Weschler, Intelligence can be defined as the global capacity of an individual to think rationally, act purposefully and deal effectively with his/her environment. In the given case, Reshma is considered intelligent because she is quick at grasping new information and easily understands instructions. She also performs well in class and has been a topper. These characteristics indicate that Reshma is an intelligent student.
OR
Ryan is exhibiting Componential Intelligence whereas Shireen is exhibiting Contextual Intelligence. This theory is based on Sternberg’s Triarchic theory of Intelligence. This theory advocates that intelligent behavior takes place from a balance among three aspects of Intelligence which are Componential, Contextual and Experiential Intelligence. The Componential sub theory, which is related to analytical intelligence, is essentially academic intelligence. In this case, Ryan only knows the formulae in mathematics which is essential according to the school’s academic level. The Contextual sub theory, which is related to Practical intelligence. In this case, Shireen is showing the ability to make use of her potential to deal with the problems with available knowledge or resources. The Experiential Intelligence refers to an individual’s ability to make use of one’s past experiences to deal with novel situations creatively and effectively.
Question 23.
The classification of psychological disorders is important. Justify the statement and explain the two classification schemes. [3]
Answer:
Classifications are useful because they allow psychologists, psychiatrists, and social workers to communicate about the condition, aid in understanding the causes, and learn about the processes involved in its development and maintenance. The American Psychiatric Association (APA) defines several types of psychological diseases on the basis of specific clinical criteria that indicate the presence or absence of disorders. WHO developed the International Classification of Behavioral and Mental Disorders (ICD). This scheme includes a description of the primary clinical traits or symptoms, as well as additional relevant elements such as diagnostic recommendations, for each condition.
Question 24.
What are the characteristics of giftedness? [3]
Answer:
Gifted children’s characteristics
1. Significant intensity.
2. Learns quickly and with enjoyment.
3. The depth of perception.
4. Exceptional recall and a keen sense of observation.
5. A sophisticated use of words and ideas.
6. Being able to detect additional choices.
7. Dislikes going over or exercising what they already know.
8. Perfectionist.
Section-D
Question 25.
Raghav is the only earning member of his family. He started working from a very young age and left his studies in between. He is a hardworking and ambitious person but experiences different stressful situations every day. He has been working on his life skills to get rid of it.
OR
How life skills enable individuals to deal effectively with stressful experiences of life? [4]
Answer:
Life skills are the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.
They are described below:
(i) Assertiveness: Assertiveness is a behaviour or skill that helps to communicate our feelings, needs, wants and thoughts, clearly and confidently.
(ii) Time Management: Managing time helps to relieve pressure, organising our life and thus leading a balanced life.
(iii) Rational Thinking: This involves challenging your distorted thinking and irrational beliefs, driving out potentially intrusive negative anxiety thoughts and making positive statements.
(iv) Improving Relationships: This involves listening to provoking what the other person is saying, expressing how you feel and what you think and accepting the other person’s opinions and feelings even if they are different from your own.
(v) Selfcare: This involves keeping ourselves healthy and relaxed which prepares physically and emotionally to tackle the stressors of everyday life.
Question 26.
Aditya has to use observational methods for personality assessment. Discuss the observation methods used in personality assessment. [4]
Answer:
1. non-participant observation
(i) To observe the person or event from a distance.
(ii) The observer may become part of the group being observed.
(iii) In the first case, the person being observed may not be aware that he/she is being observed. For example, you want to observe the pattern of interaction between teachers and students in a particular class.
Install a video camera to record the classroom activities, which you can see later and analyse. Alternatively, you may decide to sit in a corner of the class without interfering or participating in their everyday activities. This type of observation is called non-participant observation.
2. Participant observation
(i) In participant observation, the observer becomes a part of the school or the group of people being observed.
(ii) The observer takes some time to establish a rapport with the group so that they start accepting him/her as one of the group members.
(iii) The degree of involvement of the observer with the group being observed would vary depending upon the focus of the study
Question 27.
Discuss factors influencing impression formation while explaining the actor-observer effect in attribution. [4]
Answer:
Impression formation and attribution are influenced by the nature of information available to the perceiver social schemas in the perceiver (including stereotypes) personality characteristics of the perceiver situational factors.
The process of impression formation gets influenced by these factors also which is in turn influenced by :
- Primacy effect
- Recency effect
- Halo effect
Attribution that a person makes for his/her own positive and negative experiences (actor role) and the attribution he / she makes for another person’s positive and negative experiences (observer role) is called actor- observer effect but criteria of attribution become different. When an individual attributes his / her own success, he/she emphasises on internal factors but for failures to the external factors. Whereas he / she attributes success of others giving emphasis to external factors and for failures to the internal factors.
Question 28.
Aman is an eight-year-old who has profound difficulty in relating to other people. Often, he is found to be unresponsive to other people’s feelings and exhibits stereotypical patterns of behaviour. Identify this disorder and describe its features? [4]
OR
A 4 year old boy who presented with headache, abdominal pain, vomiting tachycardia, dyspnea especially when separated from his parents. The child is unable to attend school camps or sleep at his own bed. The patient began to show self-harm behaviour and aggressiveness.
What type of disorder the child exhibit?
Explain separation anxiety disorder symptom and treatment. [4]
OR
A group of youngsters, working in a private firm are going through psychological distress due to the work load. Identify and explain the four factors which contribute to treatment of psychological distress. [4]
Answer:
The child exhibits separation anxiety disorder (SAD).
Symptoms
When symptoms are severe for the developmental age and create considerable difficulty in everyday functioning, separation anxiety disorder is identified.
Symptoms could include:
Recurrent and exaggerated anxiety over leaving or being away from home or loved ones Constant and overwhelming fear of losing a parent or other loved one due to sickness or disaster Constant fear that something horrible will happen, such as being lost or abducted, separating you from your parents or other loved ones.
Treatment:
Separation anxiety disorder is often treated with counseling, medication, or a combination of the two. Cognitive behavioral therapy (CBT) is the most popular type of therapy used to treat separation anxiety disorder.
OR
Treatment of psychological distress
1. Techniques adopted by the therapist and the implementation of the same.
2. The therapeutic alliance.
3. Unburdening of the emotional problems. (catharsis)
4. Non-specific factors attributable to the client/patient. (patient –variables) and attributable to the therapist (therapist–variables)
OR
any relevant example i.e. relaxation procedure and cognitive restructuring
Section-E
Question 29.
Explain aptitude tests and their types.
OR
How does the Triarchic theory help us to understand intelligence? [6]
Answer:
Aptitude refers to special abilities in a particular field of activity. It is a combination of characteristics that indicate an individual’s capacity to acquire some specific knowledge or skill after training. Aptitude tests are available in two forms: Independent (specialised) aptitude tests and Multiple (generalised) aptitude tests. Clerical Aptitude, Mechanical Aptitude, Numerical Aptitude, and Typing Aptitude are independent aptitude tests. Multiple Aptitude Tests exist in the form of test batteries, which measure aptitude in several separate but homogeneous areas. Differential Aptitude Tests (DAT), the General Aptitude Tests Battery (GATB), and the Armed Services Vocational Aptitude Battery (ASVAB) are well-known aptitude test batteries. Among these, DAT is most commonly used in educational settings.
It consists of eight independent Sub Tests:
(i) Verbal Reasoning,
(ii) Numerical Reasoning,
(iii) Abstract Reasoning,
(iv) Clerical Speed and Accuracy,
(v) Mechanical Reasoning,
(vi) Space Relations,
(vii) Spelling, and
(viii) Language Usage. J.M. Ojha has developed an Indian adaptation of DAT. Several other aptitude tests have been developed in India for measuring scientific, scholastic, literary, clerical, and teaching Aptitudes.
OR
- Robert J. Sternberg proposes a theory of intelligence based on information processing approach in 1985 known as the Triarchic theory of intelligence.
- According to Sternberg, intelligence is an ability to adapt, shape and select an environment to accomplish one’s goals and those of one’s society and culture.
- This theory attempts to understand the cognitive processes involved in problem solving.
- According to him there are three types of intelligences:
(i) Componential intelligence (Analytical): This dimension specifies the cognitive processes that underlie an intelligent behaviour. This dimension serves three different functions:
(a) Knowledge acquisition components: These are the processes used in learning, encoding, combining and comparing information.
(b) Metacomponents: ‘Meta’ means higher. These are executive processes. They control, monitor and evaluate cognitive processing.
(c) Performance components: These components execute strategies prepared by metacomponents to perform a task. For example, while studying, student plan the lesson chapter wise, they make schedules, categorise the learning material and integrates the information to comprehend well.
(ii) Experiential intelligence (Creative): This dimension specifies how experiences affect intelligence and how intelligence affects a person’s experiences.
(a) Experiential intelligence refers to an individual’s ability to make use of one’s past experiences to deal with novel situations creatively and effectively.
(b) This intelligence is mostly high among scientists and creative people.
(c) For example, if a person is trapped in a room, he finds, a way of coming out of the room using rope or ladder etc. in a creative way. He had some knowledge of getting out from this situation by watching a movie a few years back.
(iii) Contextual intelligence (Practical): This dimension specifies the ability to deal with environmental demands on a daily basis.
(a) It is an individual’s ability to make use of his/her potential to deal with day-to-day life.
(b) It may be called street smartness or ‘business sense’.
(c) People high in this ability are successful in life. It deals with the ways in which people handle effectively their environmental demands and adapt to different contexts within available resources.
Question 30.
A number of theories have been used to understand ‘personality’. Discuss how efforts have been made to categorise people into personality types since ancient times.
OR
According to Freud, individuals avoid anxiety by using mechanisms that protect the ego by distorting reality. What are these mechanisms called? Explain its different kinds with the help of examples. [6]
Answer:
Efforts to categorise people into personality types have been made since ancient times. Personality types are used to represent and communicate a set of expected behaviours based on similarities. The Greek physician Hippocrates had proposed a typology of personality based on fluid or humour. He classified people into four types i.e., sanguine, phlegmatic, melancholic, and choleric; each characterised by specific behavioral features.
The personality types given by William Sheldon are:
- Endomorphic: The Endomorphs are fat, soft, and round. By temperament, they are relaxed and sociable.
- Mesomorphic: The Mesomorphs have strong musculature, are rectangular with a strong body build. They are energetic and courageous.
- Ectomorphic: The ectomorphs are thin, long, and fragile in body build. They are brainy, artistic, and introvert.
Carl Jung has proposed another important typology by grouping people into introverts and extraverts. According to this typology, introverts are people who prefer to be alone, tend to avoid others, withdraw themselves in the face of emotional conflicts and are shy. Extraverts, on the other hand, are sociable, outgoing, drawn to occupations that allow dealing directly with people and react to stress by trying to lose themselves among people and social activity. Friedman and Rosenman have classified individuals into Type-A and Type-B personality.
People characterised by Type-A personality seem to possess high motivation, lack patience, feel short of time, be in a great hurry, and feel like being always burdened with work.
Such people find it difficult to slow down and relax. They are more susceptible to problems like hypertension and coronary heart disease (CHD).
The risk of developing CHD with Type-A personality is greater than the risks caused by high blood pressure, high cholesterol levels or smoking.
People characterised by Type-B personality seem to be relaxed, patient, and easy-going nature. They work steadily, enjoying achievements, but do not tend to become stress when goals are not achieved.
Morris have suggested a Type-C personality, which is prone to cancer. Individuals characterised by this personality are cooperative, unassertive, and patient. People supress their negative emotions, e.g., anger and show compliance to authority.
Type-D personality has been introduced recently which is characterised by proneness to depression.
OR
(b) The Mechanisms are called Ego Defence Mechanisms.
EGO DEFENCE MECHANISMS: Defence mechanism is a way of reducing anxiety by distorting reality. People use this mechanism to such an extent that reality is truly distorted and people develop various forms of maladjustment.
- Repression: The most important is repression, in which anxiety provoking behaviours or thoughts are totally dismissed by the unconscious. When people repress a feeling or desire, they become totally unaware of that wish or desire. For e.g., A young child forgets being bitten by a dog but develops a phobia of dogs as he gets older.
- Projection: In projection, people attribute their own traits to others. Thus, a person who has strong aggressive tendencies may see other people as acting in an excessively aggressive way towards him or her. For e.g., A parent may project unfulfilled ambitions onto their child.
- Denial: In denial, a person totally refuses to accept reality. For e.g., After the unexpected death of a loved one, a person might refuse to accept the reality of the death and deny that anything has happened.
- Reaction Formation: In reaction formation, a person defends against anxiety by adopting behaviours opposite to his or her true feelings. For e.g., a person may explain a natural disaster as “God’s will.”
- Rationalisation: In rationalisation, a person tries to make unreasonable feelings or behaviour seem reasonable and acceptable. For e.g., a student who is rejected from her dream college may explain that she is happy to be attending a school that’s less competitive and more welcoming.
Section-F
Read the case and answer the questions that follow.
Malay, a student of class IX, was referred to a mental health clinic with complaints of stealing money, excessive lying, setting fire to household items, teasing young girls of the locality, and passing lewd remarks and making obscene gestures. The onset was about three years ago and has increased over the past eight months. Of late, he has started using alcohol and spending more time outdoors with friends of similar interest. School reports suggested gradual development of inappropriate behaviours such as openly defying rules in school, playing truant, instigating fellow students to pass silly remarks in class, disrespectful attitude towards elders ultimately resulting in frequent school absenteeism, mixing with local goons and excessive aggression. Further investigation revealed that family history is disturbed, relationship with father was extremely hostile and there were frequent conflicts amongst the family members. Birth and developmental milestones are normal.
Question 31.
How would the sodo-cultural model help us to understand Mala/s disorder? [1]
Answer:
Social and cultural factors, family system, lack of support and satisfying connections, family structure and communication.
Question 32.
Identify the disorder Malay is exhibiting. Distinguish it from Attention-Deficit/ Hyperactivity Disorder (ADHD).
The symptoms that Malay is exhibiting are different from the symptoms of Oppositional Defiant Disorder. Justify this statement [2]
Answer:
Conduct Disorder: Age inappropriate behaviors, breaking family and social standards, and any other pertinent information ADHD is a neurodevelopmental condition characterised by hyperactivity, inattention, impulsivity, and any other related trait.
Or
Conduct Disorder-Age inappropriate behavior, failure to uphold social and familial standards, and any other pertinent information ODD: Age-inappropriate stubbornness, irritability, disobedience, justification of behavior by reference to external factors or any other pertinent information
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 33.
Based on the symptoms being exhibited, identify the disorder. Explain the other symptoms that can be seen in this disorder. [1]
Answer:
Schizophrenia is a serious mental condition in which patients have bizarre views of reality. Schizophrenia can induce incapacitating hallucinations, delusions, and severely illogical thinking and behaviour, making it impossible to carry out daily responsibilities.
Question 34.
Define delusion and inappropriate affect Support it with the symptoms given in the above case study.[2]
Answer:
Delusion is defined as an unfounded, persistently held erroneous belief that is unaffected by reasoned explanation and has no basis in reality. In schizophrenia, persecutory delusions are the most prevalent. Sundar laughs Occasionally, he laughs abruptly and inappropriately. Sometimes stops in the middle of a statement to indicate feelings that are improper for the situation.