CBSE CLASS 12TH PSYCHOLOGY  BOARD EXAM PAPER WITH SOLUTION (2023-24)

SOLVED THEORY PAPER FOR PSYCHOLOGY BOARD EXAMS CLASS 12 (2023-24)

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CBSE EXAMINATION PAPER - 2024 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 - 15 in Section A carry 1 mark each. You are expected to answer them as directed. 

(iii) Question No. 16 - 21 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. 22 - 24 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. 25 - 28 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. 29 and 30 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. 31 - 34 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.

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1. Sangeeta is a counsellor. She interacts with the client and seeks information from the client on one-to-one basis. She is using––––– as a method of assessment.

(A) Self-report

(B) Observation

(C) Psychological test

(D) Interview

Option (D) is Correct.

Explanation: Interview method is used in counselling and therapy to gain information about the client.

2. Surendra's newborn son has no idea of his own self. This refers to which of the following ?

(i) He is unaware of various objects in his environment, such as a chair or a table in his room.

(ii) He is able to cry when he is hungry.

(iii) Sometimes he smiles when he sleeps.

(iv) People around him are part of his experiences. However, he cannot gather any meaning from it.

(A) (i) and (ii)

(B) (i) and (iv)

(C) (iii) and (iv)

(D) (ii) and (iii)

Option (B) is correct.

Explanation: The statement "Surendra's newborn son" typically refers to the concept of self-awareness, which is the understanding of one’s own existence as separate from others and the environment. Both options (i) and (iv) relate to the lack of understanding of both external objects and the significance of interactions with others, which are elements of deriving self-awareness.

3. In this question, a statement of Assertion (A) is followed by a statement of Reason (R). Read the statements and choose the appropriate option.

Assertion (A): The theory of primary mental abilities states that intelligence consists of primary abilities, each of which is relatively independent of the others.

Reason (R): This theory explains the intelligence of abilities operating at two levels, called Level I and Level II.

(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.

Option (C) is Correct.

Explanation: The theory of primary mental abilities was given by L. Thurstone in the 1930s. According to this theory, a person can mix seven abilities. The abilities are related but different. The Level I and Level II theory was given by Arthur Jensen.

4. Naresh endures personal stresses due to noisy surroundings, commuting, water shortage and traffic snarls. These stresses can be reported as––––.

(A) Life events

(B) Everyday hassles

(C) Traumatic events

(D) Physical stress

Option (B) is correct.

Explanation: Daily or everyday hassles are things that happen regularly, do not seem to be very stressful on their own, but cumulatively become very stressful.

5. Ritika's stress level was good for her and enhanced her performance. The term used to describe her level of stress is called––––.

(A) Strain

(B) Distress

(C) Eustress

(D) Appraisal

Option (C) is Correct.

Explanation: Eustress is positive stress that motivates the individual to perform better.

6. In this question, a statement of Assertion (A) is followed by a statement of Reason (R). Read the statements and choose the appropriate option.

Assertion (A): Students facing important examinations can be highly stressed.

Reason (R): Reduced levels of natural killer cell cytotoxicity have been found in people who are highly stressed.

(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.

Option (B) is Correct.

Explanation: Stress can be caused by various factors beyond reduced levels of natural killer cell cytotoxicity.

7. An ancient theory holds that abnormal behavior can be explained by the ––––––.

(A) Inadequacies in thinking, feeling or perceiving the world

(B) Operation of supernatural and magical forces

(C) Disturbed interpersonal relationships

(D) Belief that individuals behave strangely because their bodies and brains are not working properly

Option (B) is Correct.

Explanation: In ancient times, it was believed that supernatural powers and magical forces were responsible for mental problems, and hence, people used to go to shamans for curing them.

8. Ranjeet is unable to stop thinking about locking his house. At work, he is preoccupied with this unreasonable and repetitive thought. This is predominantly a symptom of–––––.

(A) Anxiety disorder

(B) Panic disorder

(C) Obsessive behaviour

(D) Compulsive behaviour

Option (C) is Correct.

Explanation: The constant thought of closing or checking the door is an obsessive thought, and the action of checking it again and again is compulsive behaviour.

9. Mitali dominates and bullies others without any provocation. Thus, she exhibits which of the following types of aggression ?

(A) Verbal aggression

(B) Physical aggression

(C) Hostile aggression

(D) Proactive aggression

Option (D) is Correct.

Explanation: This type of aggression does not need any provocation. The individual involved in it displays this behaviour without any reason or trigger.

10. Hina's therapist at the rehabilitation center administers –––––– to improve the basic functions of her attention and memory.

(A) Social skills training

(B) Vocational training

(C) Cognitive retraining

(D) Occupational therapy

Option (C) is Correct.

Explanation: Cognitive retraining involves exercises and techniques designed to improve cognitive functions such as attention and memory.

11. The group that is the target of prejudice is sometimes responsible for continuing the prejudice. The members of this target group may behave in a manner that proves the description to be true. This explains the concept of –––––.

(A) Kernel of truth

(B) Self-fulfilling prophecy

(C) Scapegoating

(D) Ingroup bias

Option (A) is correct.

Explanation: Kernel of truth means the underlying truth behind a stereotype.

12. Mayank helped the victims of the flood-affected region unconditionally, as he understood that they were in need. This is an example of ––––.

(A) Social cognition

(B) Social facilitation

(C) Pro-social behaviour

(D) Impression formation

Option (c) is correct.

13. In this question, a statement of Assertion (A) is followed by a statement of Reason (R). Read the statements and choose the appropriate option.

Assertion (A): A person's behavior is never contrary to her/his attitude towards a particular topic.

Reason (R): There would be consistency between attitudes and behaviour when the attitude is strong.

(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.

Option (D) is correct.

Explanation: Attitude And Behaviour relationship - An individual's attitudes may be contrary to one’s actual behaviour. However, psychologists have found that there would be consistency between attitudes and behaviour.

14. The relative social position given to group members by others is known as ––––.

(A) Roles

(B) Norms

(C) Status

(D) Structure

Option (C) is Correct.

Explanation: How an individual is treated by others determines what position or social status they give to the individual in question.

15. The stage in which there is conflict among members about how the target of the group is to be achieved is called the –––– stage.

(A) Forming

(B) Storming

(C) Norming

(D) Performing

Option (B) is Correct.

Explanation: In this stage, Team members are in process of learning to work together.

16. Explain the term 'assessment'.

Answer 16. Assessment refers to the measurement of psychological attributes of individuals and their evaluation, often using multiple methods in terms of certain standards of comparison. Our assessment may be informal or formal.

1. Formal assessment: It is an objective, standardised and organised. (Ex -> checklist, rating scales, etc.).
2. Informal assessment: It varies from case to case and from one assessor to another and, therefore, is open to subjective interpretation. (Ex -> interview, case study, etc.).

17. 'Intelligence by itself does not ensure creativity.' Do you agree with this statement? Give reasons and examples in support of your answer.

Answer 17. Creativity and Intelligence are not truly correlated. An Individual who has the ability to learn faster and reproduce accurately may be Intelligent but can't be considered creative. Terman (1920), found that a person with high I.Q. was not necessarily creative; at the same time creative ideas could not form in minds of persons who did not have high I.Q.

18. In India, Mallick and Joshi have developed the Jodhpur Multiphasic Personality Inventory (JMPI). Which test has it been adapted from? Explain its most important use.

Answer 18. Hathaway and McKinley developed this test as a helping tool for psychiatric diagnosis, but the test has been found very effective in identifying varieties of psychopathology.

• Its revised version is available as MMPI-2.
• It consists of 567 statements.
• The subject has to judge each statement as ‘true’ or ‘false’ for her/him.
• The test is divided into 10 subscales, which seek to diagnose hypochondriasis, depression, hysteria, psychopathic deviate, masculinity-femininity, paranoia, psychasthenia, schizophrenia, mania and social introversion.
• In India, Mallick and Joshi have developed the Jodhpur Multiphasic Personality Inventory (JMPI) along the lines of MMPI.

19. (a) Mukesh is preparing for an entrance examination and is anxious. He has a persistent irrational thought that he would not succeed. Explain the therapy that can help him understand and overcome his anxiety.

Answer 19 [A] Mukesh situation can be addressed through (CBT) cognitive behavioral therapy.

CBT is a problem-focused approach that helps individuals identify and challenge negative thought patterns in behaviors.

• CBT USES THE BIO-PSYCHO-SOCIAL therapy.
  • Biology aspects through relaxation procedures.
  • Psychology aspects through behavior therapy and cognitive therapy techniques.
  • Social ones with environment manipulations (changes).
  • It makes a comprehensive technique, which is easy to use, applicable to a variety of disorders, and has proven efficacy.

By undergoing CBT, Mukesh can effectively manage his anxiety, overcome his irrational thoughts and improve his performance in the entrance examination.

OR

(b) Wasim has a phobia of lizards. What causes will a behaviour therapist assign to Wasim's phobia?

Answer 19 [B] A behaviour therapist might assign several potential causes to Wasim's phobia of Lizards including:

1. Traumatic experiences - classical conditioning.
2. Learned Behaviour - vicarious learning.
3. Genetics - Biological predisposition.
4. Cultural factors - Environmental influences.
5. Anxiety sensitivity.
6. Cognitive factors.

By examining these potential causes, a behaviour therapist can develop a targeted treatment plan to help Wasim. CBT may be the best therapy for this treatment.

20. The therapy which considers a person as a whole entity consisting of body, mind and emotions, also explains the alleviation of the client's problems. Identify the therapy and state any two key features of this therapy.

Answer 20. The therapy in psychology which considers a person as a whole entity consisting of body, mind and emotion is called Gestalt therapy by Perls.

The German word gestalt means ‘whole’.

• This therapy was given by Fredrick (Fritz) Perls together with his wife Laura Perls.
• Goal: To increase an individual’s self-awareness & self-acceptance.
• The client is taught to recognize the bodily processes & the emotions that are being blocked out from awareness.
• The therapists do this by encouraging the client to act out fantasies about feelings & conflicts.

21. Mridul feels very happy to join a group of people in his neighbourhood to start a tree plantation campaign. Explain any two components of his attitude towards a 'green environment'.

Answer 21. Mridul's attitude towards a green environment can be broken down into two components.

• Affective component: Because Mridul feels very happy to join a group of people and his attitude refers to his emotions and feelings towards a green environment.
• Behavioral component: Because Mridul participates in the tree plantation campaign which refers to his actions and behaviors that demonstrate his commitment to a green environment.

22. Mohit understands the motives, feelings and behaviours of other people and can develop a comfortable relationship with them. He also likes to travel as he recognises the beauty of different species of flora and fauna. Identify the types of intelligence that Mohit possesses in accordance with Gardner's theory. From the information provided about Mohit, explain any two other types of intelligence that Mohit may not be possessing.

Answer 22. Howard Gardner's multiple intelligence theory proposes that there are multiple types of intelligence based on the information provided about Mohit.

Types of intelligence which Mohit possesses are:

• Interpersonal intelligence: Mohit understands the motives, feelings and behaviors of other people and can develop comfortable relationships with them. This indicates that he possesses strong interpersonal intelligence.
• Naturalistic intelligence: Mohit recognizes the beauty of different species of flora and fauna, suggesting that he has an appreciation for nature and the natural world. This is an example of naturalistic intelligence.

Two other types of intelligence Mohit may not be possessing:

• Logical-mathematical intelligence: There is no indication that Mohit excels in logical reasoning, problem-solving or mathematical abilities. This type of intelligence involves analyzing problems, recognizing patterns, and using logical reasoning.
• Bodily-kinesthetic intelligence: While Mohit enjoys traveling, there is no mention of his physical coordination, balance or overall bodily-kinesthetic intelligence. This type of intelligence involves using the body to solve problems, manipulate objects or create products.

23. Describe any three life skills that can help a person meet life's challenges.

Answer 23.

• Assertiveness:
  • Helps to communicate, clearly and confidently, our feelings, needs, wants, and thoughts.
  • Ability to say "no" to requests, to state an opinion, or express emotions such as anger, love, etc.
  • It helps to feel confident and have a high self-esteem and solid sense of identity.
• Time management:
  • Principle: Spend your time doing the things that you value, or that help you to achieve your goals.
  • Learn how to plan time and arrange work schedules.
  • Changing perception of time and so forth.
• 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.

24. (a) Can a long-standing pattern of deviant behavior be considered abnormal? Elaborate and state an example of the same.

Answer 24 (A). Yes! A long-standing pattern of deviant behaviour can be defined as abnormal.

Definition of abnormality: Abnormality is defined as a pattern of behavior, emotions, or thoughts that deviates significantly from what is considered normal or acceptable in a given cultural or social setting.

4 D's of abnormality:

• Deviant: The behavior is significantly different from what is considered normal or acceptable in a given culture or society.
• Distress: The behavior causes significant distress, anxiety, or discomfort to the individual.
• Dysfunctional: The behavior interferes with the individual's ability to function effectively in social or occupational settings.
• Danger: The behavior poses a significant risk of harm to the individual or others.

Example: A person who has been engaging in compulsive stealing for several years, despite having no financial need to do so, can be considered abnormal. This behavior deviates from social norms, causes personal distress, and poses a risk of harm to oneself (e.g., getting arrested) and others (e.g., causing financial loss to store owners).

OR

(b) Is separation anxiety disorder classified under neuro-developmental disorders? Give reasons for your answer by enumerating the symptoms of separation anxiety disorder.

Answer 24 (B). Separation Anxiety Disorder is not classified under neurodevelopmental disorders; rather, it falls under the category of anxiety disorders in DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition). According to the APA, Separation Anxiety Disorder is an excessive display of fear and distress when faced with situations of separation from loved ones.

Here are some symptoms:

1. Persistent and excessive worry about losing major attachment figures or possible harm to them by illness, injury, or death.
2. Reluctance or refusal to go out, away from home, to school, to work, or elsewhere because of fear of separation.
3. Fear of being alone at home or in other settings.
4. Repeated nightmares involving the theme of separation.
5. The symptoms must last for at least 4 weeks in children and adolescents and 6 months or more in adults to meet the diagnostic criteria.

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25. Vimal is brought up in a society which is technologically advanced. Explain the intelligence that is adopted by him. Is it likely to be tuned by the cultural factors? Give reasons for your answer.

Answer 25.

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.
• Non-western cultures look for skills to relate to others in the society, emphasizing connectivity with the social and world environment.
• 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.

26. A psychologist used projective techniques to assess Rupa's personality. What are the chief features and benefits of using these tests for her, when compared to the direct methods?

Answer 26.

Projective Techniques are an indirect method of personality assessment. These techniques were developed to assess unconscious motives, feelings, desires, and needs of the individual. They are based on the assumption that a less structured or unstructured stimulus/situation will allow the individual to project their desires and needs. The projective tests of personality widely used by psychologists are:

1. The Rorschach Inkblot Test
2. The Thematic Apperception Test (TAT)
3. Sentence Completion Test

In Rupa's case, a psychologist may use any one of these techniques. The chief benefits and features are as follows:

1. Uncover hidden emotions and perceptions that may not be revealed through direct techniques.
2. Projective techniques can be combined with other testing methods to enhance the reliability and validity of the findings.
3. Allow respondents to freely express their thoughts and feelings without restriction, leading to more authentic responses.
4. Provide a powerful tool for understanding cognitive and emotional processes.
5. Flexible in administration and interpretation, allowing the psychologist to tailor the assessment to Rupa's individual characteristics and needs.

27. Explain any four techniques used in behaviour therapy.

Answer 27.

Behaviour therapy is a type of psychotherapy that focuses on treating the client’s current behaviour and thoughts. It primarily addresses present behaviour patterns and attempts to modify them. Early pioneers in behaviour therapy include Joseph Wolpe and Hans Eysenck.

The following are some of the techniques used in behaviour therapy:

1. Negative Reinforcement:
   • Responses that lead organisms to get rid of painful stimuli or avoid them provide negative reinforcement.
   • Example: One learns to put on woolen clothes, burn firewood, or use electric heaters to avoid unpleasant cold weather.
   • One also learns to move away from dangerous stimuli because they provide negative reinforcement.
2. Aversive Conditioning:
   • It refers to the repeated association of an undesired response with an aversive consequence.
   • Example: An alcoholic is given a mild electric shock while smelling alcohol. With repeated pairings, the smell of alcohol becomes aversive as the pain of the shock is associated with it, leading the person to give up alcohol.
3. Positive Reinforcement:
   • If an adaptive behaviour occurs rarely, positive reinforcement is given to increase its occurrence.
   • Example: If a child does not do homework regularly, positive reinforcement (such as their favorite dish) may be used whenever they complete their homework at the appointed time.
4. Token Economy:
   • A person with behavioural problems can be given a token as a reward every time a desired behaviour occurs.
   • The tokens are collected and exchanged for a reward, such as an outing for the patient or a treat for a child. This is known as token economy.

28. (a) Sakshi is a member of the school basketball team. Santosh is a member of a group of teachers that help with co-curricular activities in the school. State the key differences between Sakshi's team and Santosh's group.

Answer 28. (A)

The key differences between Sakshi's basketball team and Santosh's group of teachers assisting with co-curricular activities are:

1. Purpose: Sakshi's basketball team exists primarily for participation in and competition in games, while Santosh's group of teachers focuses on supporting and organizing various co-curricular activities, not limited to sports.
2. Membership: Sakshi's team consists of students who play basketball, while Santosh's group consists of teachers who volunteer or are assigned to assist.
3. Role: In Sakshi's team, members typically play specific roles on the basketball court, such as point guard, forward, or center. In Santosh’s group, members take on different roles for organizing co-curricular events.
4. Hierarchy: Sakshi's team may have a coach or captain who provides leadership and guidance during games, while Santosh's group may have a coordinator or a head teacher for the execution of co-curricular activities.

OR

(b) Madan joined the 'Teach an Adult' group. He could fulfill his desire to help adults who had no opportunity to study. Because of his participation in the group, he was perceived to be generous and important. Why do you think Madan joined this group?

Answer 28. (B)

Madan may have joined the "Teach an Adult" group for several reasons:

1. Social Interaction: He wanted to connect with others who share similar interests.
2. Self-Esteem: Being recognized as generous and important boosted his self-image.
3. Motivation: A genuine desire to help others fulfill their educational opportunities.
4. Knowledge Enhancement: Gaining new skills in adult education and teaching.
5. Status and Recognition: Being a part of the group gave him a sense of importance and value.
6. Security: The group provided him a sense of belonging and protection among like-minded individuals.

29. (a) Discuss the interview and observation methods used in behavioural analysis. Describe the problems we face in using these methods.

Answer 29. (A) Behavioural Analysis:

✓ A person’s behaviour in a variety of situations can provide us with meaningful information about her/his personality.

✓ Observation of behaviour serves as the basis of behavioural analysis. An observer’s report may contain data obtained from interview, observation, ratings, nomination, and situational tests.

Interview:

✓ Interview is a commonly used method for assessing personality.

✓ This involves talking to the person being assessed and asking specific questions.

✓ Diagnostic interviewing generally involves in-depth interviewing which seeks to go beyond the replies given by the person.

✓ Interviews may be structured or unstructured depending on the purpose or goals of assessment.

✓ In unstructured interviews, the interviewer seeks to develop an impression about a person by asking a number of questions. The way a person presents her/himself and answers the questions carries enough potential to reveal her/his personality.

✓ The structured interviews address very specific questions and follow a set procedure. This is often done to make objective comparison of persons being interviewed.

✓ Use of rating scales may further enhance the objectivity of evaluations.

Observation:

✓ Observation is another method which is very commonly used for the assessment of personality.

✓ Although all of us watch people and form impressions about their personality, use of observation for personality assessment is a sophisticated procedure that cannot be carried out by untrained people.

✓ It requires careful training of the observer, and a fairly detailed guideline about analysis of behaviours in order to assess the personality of a given person.

✓ For example, a clinical psychologist may like to observe her/his client’s interaction with family members and home visitors. With carefully designed observation, the clinical psychologist may gain considerable insight into a client’s personality.

LIMITATIONS OF INTERVIEW AND OBSERVATION:

1. Professional training required for collection of useful data through these methods is quite demanding and time-consuming.
2. Maturity of the psychologist is a precondition for obtaining valid data through these techniques.
3. Mere presence of the observer may contaminate the results. As a stranger, the observer may influence the behaviour of the person being observed and thus not obtain good data.

OR

(b) Enumerate the structure of personality with respect to Freud's theory of personality.

Answer 29. (B) Structure of Personality:

According to Freud’s theory, the primary structural elements of personality are three, i.e., id, ego, and superego.

1. Id:

• It is the source of a person’s instinctual energy.

• It deals with immediate gratification of primitive needs, sexual desires and aggressive impulses.

• It works on the pleasure principle, which assumes that people seek pleasure and try to avoid pain.

• Freud considered much of a person’s instinctual energy to be sexual, and the rest as aggressive.

• Id does not care for moral values, society, or other individuals.

2. Ego:

• It grows out of id, and seeks to satisfy an individual’s instinctual needs in accordance with reality.

• It works by the reality principle, and often directs the id towards more appropriate ways of behaving.

• For example, the id of a boy, who wants an ice-cream cone, tells him to grab the cone and eat it. His ego tells him that if he grabs the cone without asking, he may be punished. Working on the reality principle, the boy knows that the best way to achieve gratification is to ask for permission to eat the cone.

3. Superego:

• The best way to characterise the superego is to think of it as the moral branch of mental functioning.

• The superego tells the id and the ego whether gratification in a particular instance is ethical.

• It helps control the id by internalising the parental authority through the process of socialisation.

• For example, if a boy sees and wants an ice-cream cone and asks his mother for it, his superego will indicate that his behaviour is morally correct.

• This approach towards obtaining the ice-cream will not create guilt, fear or anxiety in the boy.

✓ Thus, in terms of individual functioning Freud thought of the unconscious as being composed of three competing forces.

✓ In some people, the id is stronger than the superego; in others, it is the superego. The relative strength of the id, ego and superego determines each person’s stability.

✓ Freud also assumed that id is energised by two instinctual forces, called life instinct and death instinct.

✓ He paid less attention to the death instinct and focused more on the life (or sexual) instinct. The instinctual life force that energises the id is called libido.

✓ It works on the pleasure principle, and seeks immediate gratification.

30. (a) What do you understand about the term 'dissociation' ? Explain its various forms.

Answer 30. (A) Dissociation involves feelings of unreality, estrangement, depersonalization and sometimes loss or shift of identity.

Dissociative disorders are sudden temporary alterations of consciousness that blot out painful experiences.

There are three different forms of dissociation disorders: dissociative amnesia, dissociative identity disorder and depersonalization disorder.

Various forms of dissociation include:

Dissociative Amnesia

• Characterised by extensive but selective memory loss that has no known organic cause (head injury).

• Some people cannot remember anything about their past, others don't remember specific events, people, places and objects, while other memories remain intact.

• It is associated with overwhelming stress.

Dissociative Fugue

• An unexpected travel away from home and workplace.

• Assumption of a new identity.

• Inability to recall previous identity.

• Fugue usually ends when the person suddenly wakes up with no memory of events that occurred during fugue.

Dissociative Identity Disorder

• Also known as Multiple Personality Disorder.

• Associated with traumatic experiences in childhood.

• The person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation/Derealisation

• Involves a dream-like state in which the person has sense of being separated from both self and reality.

• There is a change of self-perception, & the person's sense of reality is temporarily lost or changed.

OR

(b) What are the common features of neurodevelopmental disorders?

Answer 30. (B) Neurodevelopmental Disorder Features

1. Early Onset: Neurodevelopmental disorders typically begin in childhood or adolescence.
2. Impaired Development: These disorders involve impairments in cognitive, emotional, or behavioral development.
3. Impaired Adaptive Functioning: Individuals with neurodevelopmental disorders may have difficulty adapting to everyday situations, social interactions, or academic/vocational demands.
4. Co-occurring Conditions: Neurodevelopmental disorders often co-occur with other mental health conditions, such as anxiety, depression, or attention deficit hyperactivity disorder (ADHD).

Case Study-1

Read the case study given below and answer the questions (Q. 31 and 32) that follow.

The fire department received a call about a fire that swept through a house. The fire started with the explosion of a gas cylinder used for cooking. The injured Suman was lying on a hospital bed. She was talking to a press reporter. She expressed that her mother was in the kitchen when the incident occurred. The cylinder burst with a loud sound and the fire spread at great speed. The exit door of the house had also caught fire. Her mother shouted in panic as if she had lost all hope, and she fainted in the kitchen. However, Suman was determined to save her mother. She said, "I don't know how I got the energy to drag my mother to the room. I broke the window there and jumped out. My back got hurt, but without wasting any time, I sought the help of my neighbour and rescued my mother. I am happy that we are both safe." Hearing her story, the press reporter was impressed with her chivalry.

31. Referring to the General Adaptation Syndrome (GAS) model, what immediate impact does the fire (noxious stimulus) have on Suman's mother? 1

Answer 31. The immediate impact of the fire (stimulus) on Suman's mother would likely trigger the Alarm Reaction stage of the GAS model. This stage involves the body's immediate response to stress, characterized by physiological changes such as increased heart rate, rapid breathing, and release of stress hormones like Adrenaline (Epinephrine), preparing the body for a fight-or-flight response.

32. Suman and her mother were exposed to prolonged stress as the fire spread. How does the General Adaptation Syndrome Model explain Suman and her mother's condition? 2

Answer 32. The GAS model has three stages:

1. The Alarm Reaction
2. Resistance Stage
3. Exhaustion Stage

[EXPLAIN IT IN TWO THREE LINES]

Case Study-2

Read the case study given below and answer the questions (Q. 33 and 34) that follow:

Sophia Duleep Singh was the daughter of Maharaja Duleep Singh – the last Sikh emperor of Punjab. Sophia was a long-time supporter of the women's suffrage movement (right to vote) and a leading campaigner for changing attitudes about women's rights in Britain. However, she remains a little-known figure. In 1910, she was part of a delegation of 300 suffragettes who marched towards the Parliament in London. The Prime Minister refused to meet the women, and the demonstration turned violent as policemen and men in the crowd outside the building beat them. Many of the demonstrators were seriously injured, and the day came to be called Black Friday in the UK. Sophia was among the 119 women who were arrested. Sophia transcended her heritage to devote herself to battling injustice and inequality. Her main causes were the struggle for Indian independence, the welfare of Indian soldiers in the First World War – and, above all, the fight for female suffrage. Princess Sophia supported Indians, particularly women, throughout her life.

33. "Her causes were the struggle for Indian independence, the welfare of Indian soldiers in the First World War – and, above all, the fight for female suffrage." All of these attitudes were present within a broader attitude, i.e., the attitude against injustice and inequality. Explain the feature specified here. 1

Answer 33. The feature specified here is the integration of multiple causes within a broader attitude against injustice and inequality. Sophia Duleep Singh's activism encompassed various issues such as Indian independence, the welfare of Indian soldiers in WWI, and the fight for female suffrage. Despite the diversity of causes, they were all rooted in fighting injustice and inequality. This indicated her holistic approach towards social justice.

34. The characteristics of the existing attitude (towards women's right to vote) influence the attitude change. To what extent could these have helped Sophia bring about the change in attitude towards women's right to vote? 2

Answer 34. The characteristics of the existing attitude towards women's right to vote, which likely included norms, could have played a significant role in Sophia Duleep Singh's effort to bring about change.

[EXPLAIN ANY TWO]

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