CBSE PSYCHOLOGY CLASS 12TH BOARD EXAM PAPER WITH SOLUTION (2022-23)

CLASS 12 PSYCHOLOGY BOARD EXAM WITH SOLUTION(2022-23)

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CBSE EXAMINATION PAPER - 2023 PSYCHOLOGY BOARD EXAM (Theory) 

Class-12th (Solved)

• Time : 3 Hours Max. 

• Marks : 70

General Instructions: 

(i) All questions are compulsory, except where internal choice has been given. 

(ii) Question No. 1 - 18 in Section A carry 1 mark each. You are expected to answer them as directed. 

(iii) Question No. 19 - 23 in Section B are Very Short Answer Type-I Questions carrying 2 marks each. Answers to each question should not exceed 30 words. 

(iv) Question No. 24 - 27 in Section C are Short Answer Type-II Questions carrying 3 marks each. Answers to each question should not exceed 60 words. 

(v) Question No. 28 - 31 in Section D are Long Answer Type-I Questions carrying 4 marks each. Answers to each question should not exceed 120 words. 

(vi) Question No. 32 in Section E are Long Answer Type-II Questions carrying 6 marks each. Answers to each question should not exceed 200 words. 

(vii) Question No. 33 - 36 in Section F are based on two case studies given. Answer to each 1 mark question should not exceed 20 words. Answers to each 2 marks question should not exceed 30 words.

1. Vijay's parents are confused as to what subjects he should choose in Grade 11. To know where his strengths lie, the School Counsellor suggested that he take an aptitude test. What form of aptitude test do you think would be given to him?

(a) Specialized

(b) Independent

(c) Generalized

(d) Vocational

2. There are some people who are hostile, egocentric and antisocial. They are said to be high on

(a) Sociability

(b) Psychoticism

(c) Neuroticism

(d) Introversion

3. The self that values family and social relationships is referred to as

(i) Personal

(ii) Social

(iii) Familial

(iv) Relational

(a) (i) and (iii)

(b) (ii) and (iii)

(c) (iii) and (iv)

(d) (1) and (iv)

4. Some traits often get associated strongly with the name of the person and derive such identities as the 'Gandhian' or 'Hitlerian' trait. Identify the trait.

(a) Central

(b) Secondary

(c) Surface

(d) Cardinal

5. Which of the following statements is not true about coping with stress?

(i) Coping is a dynamic situation-specific reaction to stress.

(ii) It is a set of concrete responses to stressful situations or events that are intended to resolve the problem and reduce stress.

(iii) People who cope poorly with stress have high levels of natural killer cell cytotoxicity.

(iv) Individuals show similarity in coping strategies that they use to deal with stressful situations.

(a) (ii), (iii) and (iv)

(b) (iii) only

(c) (ii) and (iii)

(d) (i) and (ii)

6. Meena's work environment is highly stressful due to unrealistic expectations by the organization. She had been trying to balance her job as well as her home front. Since the last few months, she was not been feeling well. So, she went for a check-up and was diagnosed with high blood pressure. According to General Adaptation Syndrome, at what stage does this happen?

(a) Alarm reaction

(b) Resistance

(c) Exhaustion

(d) Adaptation

7. 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?

(a) Forgetfulness

(b) Avoidance

(c) Procrastination

(d) Perfectionism

8. Which of the following statements is/are true about the diathesis-stress model?

(i) Presence of some biological aberration which may be inherited.

(ii) Physiological disorders develop due to combination of psychological predisposition and stressors.

(iii) Diathesis may carry vulnerability to develop a psychological disorder.

(iv) Absence of pathogenic stressors that may lead to psychopathology.

(a) Only (i) is true.

(b) (i) and (iii) are true.

(c) Only (iii) is true.

(d) (ii) and (iv) are true.

9. Some people are unable to prevent themselves from specific ideas or from repeatedly carrying out a set of actions that disrupts their daily functioning. These people are showing symptoms of

(a) Manic depressive disorder

(b) Panic disorder

(c) Somatic symptom disorder

(d) Obsessive-compulsive disorder

10. Michael, a 10-year-old boy, was diagnosed with a disorder where he has difficulty in perceiving and processing information accurately and efficiently. This impacts his basic skills of reading, writing and doing mathematics. Identify this disorder.

(a) Autism spectrum disorder

(b) Intellectual disability

(c) Specific learning disorder

(d) Attention-deficit hyperactivity disorder

11. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

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.

(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is 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.

12. Ritik is undergoing therapy where he is being taught to recognise bodily processes and the emotions that are being blocked out from his awareness. Which therapy is being applied here?

(a) Client-centred therapy

(b) Logotherapy

(c) Cognitive behaviour therapy

(d) Gestalt therapy

13. Why is behavioural analysis conducted to overcome stress?

(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)

(c) (ii) and (iii)

(b) Only (iii)

(d) (i) and (ii)

14. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

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.

(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is 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.

15. Ashwin's roommate at college, who belonged to a particular State, was always rude and selfish towards him. Ashwin now does not befriend or employ people from this State as he feels that they are all impolite. This is an example of

(a) Self-fulfilling prophecy

(b) Kernel of truth

(c) Scapegoating

(d) Social cognition

16. Which one of the following is not a factor that will lead to attitude change?

(a) Message characteristics

(b) Environmental characteristics

(c) Source characteristics

(d) Target characteristics

17. We all belong to different types of groups. What type of group will the armed forces be if you join it?

(i) Primary

(ii) Secondary

(iii) Formal

(iv) Informal

(a) (i), (iii) and (iv)

(b) (iii) and (iv)

(c) (ii) and (iii)

(d) (i), (ii) and (iv)

18. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

Assertion (A): Children from disadvantaged homes, when adopted into families with higher socio-economic status, exhibit a large increase in their intelligence scores.

Reason (R): Environmental deprivation lowers intelligence while rich nutrition, good family background and quality of schooling increases intelligence.

(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is correct explanation of Assertion (A).

(b) Assertion (A) is true, but Reason (R) is false.

(c) Assertion (A) is false, but Reason (R) is true.

(d) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).

 

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19. Adil, a young man, shows aggressive actions that threaten or cause harm to people or animals and indulges in serious rule violations. What are these symptoms indicative of? Mention two other types of aggressive behaviour.

Answer 19: Aggressive behavior exhibited by Adil, such as aggressive actions that threaten or cause harm to people or animals and serious rule violations, are indicative of conduct disorder.

Two other types of aggressive behavior are:

1. Hostile aggression that is directed at inflicting injury to others.
2. Proactive aggression that is dominating and bullying others without provocation.

20. (a) Ranjan has faced a lot of mishaps in his life. However, he shows low levels of illness despite high levels of stress. What makes people like Ranjan resistant to stress?

Answer 20 A: People like Ranjan, who show low levels of illness despite high levels of stress, are often resistant to stress due to their hardiness. Hardiness is a personality that is characterized by a sense of control, commitment, and challenge.

OR

(b) Neerav's parents have recently shifted to Bengaluru and have been busy settling him in the new city. Neerav misses his friends back in Nagpur and this has impacted his academic performance. What is the source of this stress? State the other sources of stress as well.

Answer 20 B: The source of Neerav's stress is life events. He is experiencing stress due to the loss of his friends and familiar environment after shifting to a new city.

Other sources of stress include hassles and traumatic events. (Explain)

21. Explain cognitive distortions. Give an example of cognitive distortion that a client might be experiencing.

Answer 21: Cognitive distortions therapy is also known as cognitive behavioral therapy and was developed by Aaron Beck.

Cognitive distortions are irrational thought patterns that can contribute to mental health issues such as anxiety, depression, and trauma.

Example of cognitive distortions: A client, let's call her Sarah, might be experiencing the cognitive distortion of all-or-nothing thinking. Sarah thinks, "I am a complete failure if I did not get this job." This thought pattern is distorted because it implies that Sarah's worth is solely dependent on getting this one job and that she is a complete failure if she doesn't succeed.

Through cognitive distortions therapy, the therapist might ask Sarah questions like, "Is it really true that you are a complete failure if you don't get this job?"

Through this process, Sarah would learn to recognize and challenge her distorted thought patterns and replace them with more realistic and constructive ones.

22. Suppose you are a college student who wants to contribute towards the country's economy. Suggest a process that you will use to bring an attitude change amongst your peers towards buying only Indian goods to support the nation's economy.

Answer 22: As a college student, I would like to propose a process to bring about an attitude change amongst my peers towards buying only Indian goods to support the nation's economy. This process is based on the theory of attitude change by S.M. Mohsin, which involves two steps: identification and observational learning.

In the first step, to create a sense of identification among my peers, I would make them aware of the importance of supporting the Indian economy and how buying Indian goods can contribute to it. I would organize seminars and workshops to educate my peers about the benefits of buying Indian goods.

In the second step, to facilitate observational learning among my peers, I would provide opportunities for them to observe and learn from others who are already practicing the behavior of buying Indian goods.

By applying this theory, I believe that my peers will undergo an attitude change and develop a preference for buying Indian goods, thereby contributing to the nation's economy.

23. Differentiate between ingroup and outgroup.

Answer 23:

1. Ingroup provides a sense of belonging, while outgroups are perceived as separate or distinct.
2. Ingroups evoke positive emotions such as loyalty and affection, while outgroups may elicit negative emotions like fear or hostility.
3. Ingroups have clear boundaries and membership criteria, whereas outgroups are often defined by their differences or perceived threats.

24. 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?

Answer 24. This theory is based on information processing approach. In terms of information acquisition, Ryan has confidential intelligence because he is familiar with all mathematical formulae. He can learn in combine and compare data, but he is unable to record it. In contrast, Shereen may employ formulas to solve any problem that uses them while performing. Shereen is there for also able to decode the information. (explain it fully)

25. Explain any three psychological models used to understand mental disorders.

Answer 25. The psychological models include the psychodynamic, behavioural, cognitive, and humanistic-existential models.

A] The psychodynamic model:

• Psychodynamic theorists believe that behaviour, whether normal or abnormal, is determined by psychological forces within the person of which s/he is not consciously aware.
• These internal forces are considered dynamic, i.e. they interact with one another and their interaction gives shape to behaviour, thoughts and emotions.
• Abnormal symptoms are viewed as the result of conflicts between these forces.
• This model was first formulated by Freud who believed that three central forces shape personality — instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego).
• Freud stated that abnormal behaviour is a symbolic expression of unconscious mental conflicts that can be generally traced to early childhood or infancy.

B] Behavioural model:

• This model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving.
• The model concentrates on behaviours that are learned through conditioning and proposes that what has been learned can be unlearned.
• Learning can take place by classical conditioning (temporal association in which two events repeatedly occur close together in time), operant conditioning (behaviour is followed by a reward), and social learning (learning by imitating others’ behaviour).
• These three types of conditioning account for behaviour, whether adaptive or maladaptive.

C] The cognitive model:

• This model states that abnormal functioning can result from cognitive problems.
• People may hold assumptions and attitudes about themselves that are irrational and inaccurate.
• People may also repeatedly think in illogical ways and make overgeneralizations, that is, they may draw broad, negative conclusions on the basis of a single insignificant event.

26. (a) An individual's attitude towards a particular topic may he contrary to his/her behaviour. Justify this statement with evidence.

Answer 26 (a)

ATTITUDE – BEHAVIOUR & RELATIONSHIP:

• An individual’s attitudes may not always be exhibited through behavior, likewise, one’s actual behavior may be contrary to one’s attitude towards a particular topic.
• Psychologists have found that there would be consistency between attitudes & behavior when:
  • The attitude is strong & occupies a central place in the attitude system.
  • The person is aware of her/his attitude.
  • There is very little or no external pressure for the person to behave in a particular norm.
  • The person’s behavior is not being watched or evaluated by others.
  • The person thinks that the behavior would have a positive consequence & therefore, intends to engage in that behavior.

OR

(b) Values and beliefs are not the same as attitudes. Explain this statement with the help of examples.

Answer 26 (b)

• Beliefs - It refers to the cognitive component of attitudes and forms the ground on which attitudes stand, such as belief in god or belief in democracy as a political ideology.
• Values - They are attitudes or beliefs that contain a ‘should’ or ‘ought’ aspect, such as moral or ethical values. For example, a value is the idea that one should work hard, or that one should always be honest because honesty is the best policy.
  • We should respect our elders.
  • Values are formed when a particular belief or attitude becomes an inseparable part of the person’s outlook on life.
  • Consequently, values are difficult to change.

27. Mehak is an important member of her Psychology group and has recently been selected to be a member of the football team as well. What is the main difference between the group and the team that she is a part of?

Answer 27

The main difference between the Psychology group and the football team that Mehak is a part of lies in their structure and purpose:

• Psychology Group (Informal Group) – This group likely consists of students with a shared academic interest in psychology. It may not have strict roles, formal rules, or a clear performance-based goal. Members interact based on common interests and mutual support.
• Football Team (Formal Group/Team) – This is a structured group with specific roles, rules, and objectives (e.g., winning matches, practicing strategies). The team members work together towards a common goal, and their performance is assessed based on their contribution to the game.

Key Difference:

• A group is a collection of people who interact and share common interests, but they may not have a defined structure or goal.
• A team is a specific type of group where members have assigned roles and work collectively to achieve a particular objective.

In Mehak’s case, her psychology group is informal and interest-based, while her football team is goal-oriented and requires coordinated efforts to perform well.

28 (a) Describe the model which states that intellectual activity involves the three interdependent functions of neurological systems.

Answer 28 (a). In 1994 this model has been developed by J.P Das, Jack Naglieri, and Kirby.

• According to this model, intellectual activity involves the interdependent functioning of three neurological systems, called the functional units of the brain.
• For example: You can say the left temporal lobe that performs the task of your written or verbal communication, and a defect in this part of the brain affects verbal ability.

Arousal/Attention:

• State of arousal is basic to any behavior as it helps us in attending to stimuli.
• An optimal level of arousal focuses our attention on the relevant aspect of a problem.
• For example: When you are told by your teacher about a test which s/he plans to hold, it would arouse you to attend to the specific chapters.
• Arousal forces you to focus your attention on reading, learning, and revising the contexts of the chapters.

Simultaneous/Successive Processing:

• Simultaneous processing takes place when you perceive the relations among various concepts and integrate them into a meaningful pattern for comprehension.
• For example: In Raven’s Progressive Metrics (RPM) Test, a design is presented from which a part has been removed. You are required to choose one of the six options that best completes the design.
• Successive processing takes place when you remember all the information serially so that the recall of one leads to the recall of another.
• For example: Learning of digits, alphabets, multiplication tables, etc.

Planning:

• It allows us to think of the possible courses of action, implement them to reach a target, and evaluate their effectiveness.
• If a plan does not work, it is modified to suit the requirements of the task or situation.
• For example: To take the test scheduled by your teacher, you would have to set goals, plan a time schedule of study, get clarifications in case of problems, and if you are not able to tackle the chapters assigned for the test, you may have to think of other ways (e.g., give more time, study with a friend, etc.) to meet your goals.
• Das and Naglieri have also developed a battery of tests, known as the Cognitive Assessment System (CAS).
• The battery of tests is meant for individuals between 5 & 18 years of age.

28 (b) The cultural environment provides a context for intelligence to develop. How does the role of culture influence our understanding of intelligence? Explain.

Answer 28 (b). Culture and Intelligence

• Vygotsky, a Russian psychologist, has argued that culture provides a social context in which people live, grow, and understand the world around them.
• For example: In less technologically developed societies, social and emotional skills in relating to people are valued, while in technologically advanced societies, personal achievement founded on abilities of reasoning and judgment is considered to represent intelligence.
• A culture is a collective system of customs, beliefs, attitudes, and achievements in art and literature.
• According to Sternberg’s notion of contextual or practical intelligence, intelligence is a product of culture.
• Vygotsky also believed that cultures, like individuals, have a life of their own; they grow and change, and in the process specify what will be the end-product of successful intellectual development.
• According to Vygotsky, while elementary mental functions (e.g., crying, attending to mother’s voice, sensitivity to smells, walking, and running) are universal.
• Technologically advanced societies adopt child-rearing practices that foster skills of generalization and abstraction, speed, minimal moves, and mental manipulation among children. These societies promote a type of behavior, which can be called technological intelligence.
• 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 culture.
• The non-Western cultures look for skills to relate to others in society.
• Indian traditional thinkers view intelligence from a holistic perspective where equal attention is paid to cognitive and non-cognitive processes as well as their integration.
• 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.

The following competencies are identified as facets of intelligence in Indian traditions:

• 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, recognizing 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 behaviors.

29 A study found that one-third of British children, at age six, are afraid of snakes even though it is rare to encounter snakes in the British Isles. The children had never come in contact with snakes in a traumatic situation, but snakes still generated anxious responses. How would Carl Jung's theory of personality explain the same? Throw some light on his theory.

Answer 29. Carl Jung: Aims and Aspirations

• 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 archetypes. 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.

30 (a) To deal effectively with the environment, the individuals must possess the right life skills. Explain any four of these life skills.

Answer 30 (a).

1. Assertiveness:

• Helps to communicate clearly and confidently our feelings, needs, wants, and thoughts.
• Ability to say “no" to requests, to state an opinion, or to express emotions such as anger, love, etc.
• It helps to feel confident and have a high self-esteem and solid sense of your own identity.

2. Time Management:

• Principle: Spend your time doing the things that you value or that help you achieve your goals.
• Learn how to plan time.
• Arranging work schedule.
• Changing perception of time and so forth.

3. Rational Thinking:

• The way we think and the way we feel are closely connected.
• When we are stressed, we have an inbuilt selective bias to attend to negative thoughts and images from the past, which affect our perception of the present and the future.
• Basic principles are:
  • Challenging your distorted thinking and irrational beliefs.
  • Driving out potentially intrusive negative anxiety-provoking thoughts.
  • Making positive thinking a habit.

32. (a) A number of theories have been used to understand 'personality. Discuss how efforts have been made to categories people into personality types since ancient times.

Answer 32 A.

Type Approaches

1. Hippocrates (Greek Physician)
   • Proposed a typology of personality based on fluid or humor.
   • Classified people into four types (i.e., sanguine, phlegmatic, melancholic and choleric); characterised by specific behavioural features.
2. Charak Samhita (Treatise on Ayurveda)
   • Classifies people into the categories of vata, pitta and kapha on the basis of three humour elements called tridosha.
   • Each refers to a type of temperament, called prakriti (basic nature) of a person.
3. Typology of personality based on the trigunas
   • Sattva Guna - cleanliness, truthfulness, dutifulness, detachment, discipline.
   • Rajas Guna - intensive activity, desire for sense gratification, dissatisfaction, envy, materialism.
   • Tamas Guna - anger, arrogance, depression, laziness, helplessness.
   • All the three gunas are present in every person in different degrees - the dominance of any guna leads to a particular type of behaviour.
4. Sheldon
   • Using body built and temperament as the main basis for classification:
     • Endomorphic (fat, soft and round) - relaxed and sociable.
     • Mesomorphic (strong musculature, rectangular, strong body build) - energetic and courageous.
     • Ectomorphic (thin, long, fragile) - brainy, artistic and introverted.
   • Limited use in predicting behaviour - simple and similar to stereotypes.

32. (b) 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.

Answer 32 B.

Ego Defence Mechanisms

• According to Freud, much of human behaviour reflects an attempt to deal with or escape from anxiety.
• Thus, how the ego deals with anxiety largely determines how people behave.
• Freud believed that people avoid anxiety mainly by developing defence mechanisms that try to defend the ego against the awareness of the instinctual needs.
• Thus, defence mechanism is a way of reducing anxiety by distorting reality.

1. Repression - 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.
   • Thus, when a person says, “I do not know why I did that”, some repressed feeling or desire is expressing itself.
2. 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 her/him.
3. Denial - A person totally refuses to accept reality.
   • Thus, someone suffering from HIV/AIDS may altogether deny her/his illness.
4. Reaction Formation - A person defends against anxiety by adopting behaviours opposite to her/his true feelings.
   • A person with strong sexual urges, who channels her/his energy into religious fervour, presents a classical example of reaction formation.
5. Rationalisation - A person tries to make unreasonable feelings or behaviour seem reasonable and acceptable.
   • For example, when a student buys a set of new pens after doing poorly in an examination, s/he may try to rationalise her/his behaviour by asserting, “I will do much better with these pens.”
   • People who use defence mechanisms are often unaware of doing so.
   • Each defence mechanism is a way for the ego to deal with the uncomfortable feelings produced by anxiety. 
     

Case Study-1

Read the case study and answer the question (Q. 33-34) that follows:

Mohsin, a 6-year-old boy, has difficulty in feeding and dressing himself, but training from his parents has helped him to be a little independent. He faces trouble making friends outside his family and has difficulty in dealing with people in social situations. His parents are always worried about him and are aware that he needs a consistent level of supervision in daily tasks. Mohsin's brother understands his needs and what he says but it is difficult for his peers to understand him as he lags behind them in communication and language skills.

Throughout Mohsin's journey, psychologists and health workers focused on engaging his family in meaningful future planning using a variety of strategies and resources. This included offering them ongoing and timely information and assisting the family to understand and connect to resources.

33. (a) Identify the disorder Mohsin is exhibiting. Distinguish it from autism spectrum disorder.

Answer 33 A. Identifying Mohsin's Disorder

Mohsin's symptoms, such as difficulty with feeding and dressing himself, trouble making friends, and difficulty with communication and language skills, suggest that he may have Intellectual Disability (ID).

ID is characterized by significant impairments in cognitive functioning, adaptive behavior, and communication skills. It is distinguished from Autism Spectrum Disorder (ASD) by the presence of intellectual disability and the absence of restricted and repetitive patterns of behavior.

OR

33. (b) How are the symptoms that Mohsin is exhibiting different from a more severe form of that disorder?

Answer 33 B. Distinguishing from a More Severe Form

Mohsin's symptoms are different from a more severe form of ID, such as Profound Intellectual Disability, in that he is able to perform some daily tasks with assistance and has some communication skills.

34. In order to understand Mohsin's disorder, what do psychologists refer to classify psychological disorders?

Answer 34. Classifying Psychological Disorders

Psychologists refer to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to classify psychological disorders. The DSM-5 provides standardized criteria for diagnosing mental health conditions, including Intellectual Disability.

Case Study-2

Read the case study and answer the question (Q. 35-36) that follows:

When Srikanth Bolla was born, neighbours in the village suggested that his parents smother him. It was better than the pain they would have to go through their lifetime, some said. He is a "useless" baby without eyes; being born blind is a sin, others added. Twenty-three years later, Srikanth is standing tall living by his conviction that if the "world looks at me and says, 'Srikanth, you can do nothing', I look back at the world and say, I can do anything."

Srikanth is the Founder and CEO of Hyderabad-based Bollant Industries, an organisation that employs uneducated and challenged employees to manufacture eco-friendly, disposable consumer packaging solutions, which is worth 50 crore. He considers himself the luckiest man alive, not because he is now a millionaire, but because his uneducated parents, who earned 20,000 a year, did not heed any of the 'advice' they received and raised him with love and affection. "They are the richest people I know," says Srikanth.

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35. We can see that Srikanth has the ability to adopt, shape and select the environment. Identify the theory of intelligence that would best support our understanding of Srikanth's intelligence.

Answer 35. Theory of Intelligence Supporting Srikanth's Intelligence

The theory of intelligence that would best support our understanding of Srikanth's intelligence is Robert Sternberg's Triarchic Theory of Intelligence. This theory proposes that intelligence consists of three components:

1. Analytical Intelligence: The ability to analyze and evaluate information.
2. Creative Intelligence: The ability to generate new ideas and solutions.
3. Practical Intelligence: The ability to apply knowledge and skills to real-world situations.

Srikanth's ability to adopt, shape, and select his environment, despite being born blind, demonstrates his practical intelligence.

36. "Srikanth is standing tall living by his conviction that if the 'world looks at me and says, 'Srikanth, you can do nothing', I look back at the world and say, 'I can do anything.'" According to Gardner's multiple theory of intelligences, which kind of intelligence explains this? Discuss this intelligence in brief.

Answer 36. Type of Intelligence Explaining Srikanth's Conviction

According to Gardner's Multiple Intelligences Theory, Srikanth's conviction that "I can do anything" explains his Intrapersonal Intelligence. Intrapersonal intelligence refers to the ability to understand oneself, one's thoughts, and one's feelings. It involves self-awareness, self-reflection, and self-motivation.

Srikanth's intrapersonal intelligence enables him to:

• Understand his strengths and weaknesses
• Develop a positive self-image despite societal pressures
• Set goals and motivate himself to achieve them
• Develop a sense of purpose and direction in life

Intrapersonal intelligence is essential for personal growth, self-actualization, and achieving success in various aspects of life.

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