Psychology Reference Material

Year 2024-2025
 PSYCHOLOGY
INDEX
CHAPTER NAME
1 Variations in psychological Attribute
2 Self and personality
3 Meeting life challenge
4 Psychological Disorders
5 Therapeutic Approach
6 Attitude and social cognition
7 Social Influence and group processes
 CHAPTER 1- VARIATIONS IN PSYCHOLOGICAL ATTRIBUTE
Individual difference in psychological functioning
Individual difference: Refers to distinctiveness and variation among people’s
characteristics and behavioural pattern
Characteristics + Behavioural patterns

The person’s
Skills and abilities
Personality
Attribution

Many psychologist believe our behaviour are influence by situational factors

known as situationism. This state that situations and circumstances influence one’s
behaviour

Situations + circumstance= Behaviour.

Assessment of psychological attribute:

• Assessment is the first step to understanding a psychological attribute.

• Assessment refers to the measurement of psychological attribute of
individual and their evaluation by using scientific procedure.

TYPES OF ASSESSMENT

Formal assessment Informal

Assessment

Its objective, standardized and organized Varies from

case to case

Trained to take formal assessments Open to

subjective inte
DOMAINS OF PSYCHOLOGICAL ATTRIBUTE
• Psychological attributes are multi-dimensional
• If you want complete assessment of a person you need to asses how he/she
functionsin various domains or areas such as cognitive, emotional,

1 Intelligence Is the global capacity to understand the world, think

rationally, and use available resource effectively when
faced with challenges.

2 Aptitude individual’s underlying potential for acquiring skills

3 Interest Is an Individual’s preference for engaging in one or more

specific activities relative to others

4 Personality: Refers to relatively enduring characteristics of a person

that makes her/him distinct from others

5 Values: Enduring beliefs about an ideal mode of behaviour

Eg: Respect for elders

ASSESSMENT METHODS
Several methods are used for psychological assessment

1 Psychological 1. Is an objective and standardized measure of an

test individual’s mental and/or behavioral
characteristics.
2. Objective tests have been developed to measure
 all the dimensions of psychological attribute.
Used for clinical diagnosis, guidance, placement

2 Interview Involves seeking information from a person on a one-to-

one basis.

3 Case study Is an in-depth study of the individual in terms of

his/her psychological attributes, psychological history is
the context of his/her psychosocial and physical
environment
4 Observation Involves employing systematic, organized and objective
procedure to record behavioral phenomena occurring
naturally in real time
5 Self report Person provides factual information about
herself/himself. And or opinions belief that s/he holds .
Such information is through interview, questionnaire, a
psychological test

APPROACHES OF INTELLIGENCE:
Theories of intelligence are broadly classified into two approaches

Psychometric approach Information

processing approach

Intelligence

abilties
• This approach considers
intelligence as an aggregate of • Focuses on how an intelligent
abilities. person acts.
• It expresses the individual’s • Processes how s/he uses
performance in single index intelligence.

For eg: Learning

Scores of
Memory- 8 each single
index
Retrieval- 7
THEORIES OF INTELLIGENCE:
PSYCHOMETRIC APPROACH INFORMATION PROCESSING
APPROACH
1. UNIFACTOR THEORY- 1. MULTIPLE INTELLIGENCE-
ALFRED BINET HOWARD GARDNER
2. TWO FACTOR THEORY- 2. TRIARCHIC THEORY OF
CHARLES SPEARMAN INTELLIGENCE- ROBERT
STERNBERG
3. THEORY OF PRIMARY 3. PLANNING ATTENTION-
ABILITIES- LOUIS AROUSAL AND SUCESSIVE
THURSTONE AND SIMULTANEOUS
PROCESSING-JP DAS, JACK
NAGLERI AND KIRBY
4. HIERARCHIAL MODEL OF
INTELLIGENCE- ARTHUR
JENSEN
5. STRUCTURE OF INTEELECT
MODEL- JP GUILDFORD

PSYCHOMETRIC APPROACH- THEORIES

UNI FACTOR THEORY

ONE
Proposed by French psychologist Alfred Binet
1. According to this theory intelligence consists of single set of abilities which
can be used to solve any life problems and if a person is proficient in one
area, than s/he will be proficient in all areas.
2. He used different test to assess the intelligence of a child.
3. His theory was to differentiate more intelligent people from less intelligent
people
It was criticized since psychologists noted that many other factors contribute to
intelligence and not just a single set.
 TWO FACTOR THEORY
Proposed by Charles Spearman- 1927
He proposed intelligence has two component

G FACTOR S FACTOR
General abilities Specific abilities

Virat kohli
has a S factor
Varies from person to person but in in cricket
S factor is acquired.
a person its constant
Associated to aptitude of a
Common in all life activities
person
Eg: Solving problems, reasoning
V

HIERARCHICAL MODEL OF INTELLIGENCE:

Associative learning: Level 1
Output is more or less similar to the input
kkkkkkkarie

EG: Rote learning

Cognitive competency: Level II
Involves higher-order thinking skills as they transform the input to produce an
effective output
 STRUCTURE-OF-INTELLECT MODEL
Intellectual traits among three dimensions
6X5X6=180 cells

PRODUCTS
S
OPERATION

CONTENTS
1. Cognition
2. Memory 1. Units
recording 1. Visual 2. Classes
3. Memory 2. Auditory 3. relations
retention 3. Symbolic 4. System
4. divergent 4. Semantic 5. transformat
production 5. Behaviou ion
5. Convergent ral 6. Implication
production
6. evaluation

THEORY OF MULTIPLE INTELLIGENCE

Bodily-Kinesthetic Intelligence

• Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of
physical skills. This intelligence also involves a sense of timing and the perfection of
skills through mind–body union. Athletes, dancers, surgeons, and crafts people exhibit
well-developed bodily kinesthetic intelligence.

Interpersonal Intelligence

o Interpersonal intelligence is the ability to understand and interact effectively with

others. It involves effective verbal and nonverbal communication, the ability to
note distinctions among others, sensitivity to the moods and temperaments of
others, and the ability to entertain multiple perspectives. Teachers, social workers,
actors, and politicians all exhibit interpersonal intelligence. Young adults with
this kind of intelligence are leaders among their peers, are good at
communicating, and seem to understand others’ feelings and motives.

Intrapersonal Intelligence

o Intrapersonal intelligence is the capacity to understand oneself and one’s thoughts

and feelings, and to use such knowledge in planning and directioning one’s life.
Intra-personal intelligence involves not only an appreciation of the self, but also
of the human condition. It is evident in psychologist, spiritual leaders, and
philosophers. These young adults may be shy. They are very aware of their own
feelings and are self-motivated.

Linguistic Intelligence

• Linguistic intelligence is the ability to think in words and to use language to express and
appreciate complex meanings. Linguistic intelligence allows us to understand the order
and meaning of words and to apply meta-linguistic skills to reflect on our use of
language. Linguistic intelligence is the most widely shared human competence and is
evident in poets, novelists, journalists, and effective public speakers. Young adults with
this kind of intelligence enjoy writing, reading, telling stories or doing crossword
puzzles.

Logical-Mathematical Intelligence

• Logical-mathematical intelligence is the ability to calculate, quantify, consider

propositions and hypotheses, and carry out complete mathematical operations. It enables
us to perceive relationships and connections and to use abstract, symbolic thought;
sequential reasoning skills; and inductive and deductive thinking patterns. Logical
intelligence is usually well developed in mathematicians, scientists, and detectives.
Young adults with lots of logical intelligence are interested in patterns, categories, and
relationships. They are drawn to arithmetic problems, strategy games and experiments.

Musical Intelligence

• Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This
intelligence enables us to recognize, create, reproduce, and reflect on music, as
demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective connection between music and the emotions; and
mathematical and musical intelligences may share common thinking processes. Young
 adults with this kind of intelligence are usually singing or drumming to themselves. They
are usually quite aware of sounds others may miss.

Naturalist Intelligence

• Naturalist intelligence designates the human ability to discriminate among living things
(plants, animals) as well as sensitivity to other features of the natural world (clouds, rock
configurations). This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is
also speculated that much of our consumer society exploits the naturalist intelligences,
which can be mobilized in the discrimination among cars, sneakers, kinds of makeup,
and the like.

Spatial Intelligence

• Spatial intelligence is the ability to think in three dimensions. Core capacities include
mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an
active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial
intelligence. Young adults with this kind of intelligence may be fascinated with mazes or
jigsaw puzzles, or spend free time drawing or daydreaming.

Planning attention-arousal,and simultaneous-successive(PASS) Model of

Intelligence
• This model was developed by JP Das, Jack Naglieri and kirby (1994)
• According to this model intelligence involves interdependent functioning of
three neurological systems called functional units of the brain
• These units are responsible for arousal/attention, coding or processing and
planning.
First unit: Provides regulation of cortical arousal( Brain stem)
Second unit : Simultaneous and successive( occipital, Parietal and temporal)
Third unit: Strategy development.( Pre forntal areas)
Arousal/Attention
• State of arousal is basic to any behaviour as it helps us in attending a stimuli
• Arousal and attention enable a person to process information
• Too much or too little arousal would interfere with attention

Simultaneous and Successive processing

Simultaneous: when you percieve the relations among various concepts and
integrate them into a meaningful pattern for comprehension
• Helps in grasping the meaning and relationship between abstract elements
 • Eg: raven's progressive matrices
Successive: Takes place when you have to remember all the information serially,
so recall of one leads to recall of the other
• Eg: Digits, alphabets etc
Planning:
• After information is attended and processed, planning is activated.
• Allows to think possible course of actions,, implement them to reach
the target
• If the planning doesn’t work it is modified to suit the requirement.
• Das and Naglieri have also developed a battery of test known as Cognitive
assessment system (CAS)
• It consists of verbal as well as non- verbal tasks.
• It measures basic cognitive functions
• Meant for age between 5 -18years
• The assessment can be used to remedy cognitive deficits of children with
leaerning problems.
Individual differences in intelligence

• Another line of evidence comes from adopted children, which shows that
children’s intelligence is more similar to their biological parents.
Role of environment
As children grow in age their intelligence will move closer to that of their adoptive
parents
 • Children from disadvantaged home adopted into families with higher
intelligence socio economic status exhibits large increase in their
intelligence score.
• Rich nutrition, good family background and quality schooling increases
intelligence.
• According to psychologist intelligence is a product of nature and nurture.
Assessment of intelligence
• In 1905, Alfred binet and Theodore Simon made first successful attempt to
measure intelligence.
• In 1908 it was revised. And they gave the concept of Mental age.
• Mental age :Is the measure of a person’s A bright child’s MA is more than
CA
• For a dull child MA is less than CA( Two mental age below)
• In 1912 William Stern devised the concept of Intelligent Quotient
• IQ refers to mental age divided by chronological age and multiplied by 100
• IQ = MA/CA X100
• When MA = CA; IQ =100
• MA> CA = IQ more than 100
• MA< CA= IQ less than 100
• development relative to people of his/her age group.
• Chronological age: Is the biological age from birth
• IQ scores are distributed in a population in such a way that the scores of
most of the people fall in the middle range of distribution
• The frequency distribution of the IQ scores tends to approximate a bell
shaped curve, called normal curve.
• The distribution is symmetrical around the central value called the mean and
is equally distributed
• The Mean IQ score of the population is 100
• People with IQ scores range from
90-110 normal intelligence
Below 70 said to have MR
 Above 130 are exceptionally talented
Variations in Intelligence
• Intellectual deficiency
• Children who show intellectual deficiency are termed as mentally
challenged or mentally retarded
• The American association on mental deficiency views mental retardation as
Significantly sub average general intellectual functioning with deficits in adaptive
behaviour during development period.
• IQ below 70
• Deficits in adaptive behaviour
• Deficits observed during the development period (0-18)

Different levels of retardation

• Mild retardation( IQ 55-69)
Mild retarded are slower than their peers but can function independently,
hold jobs and families
• Moderate retardation( IQ 40-54)
Lag behind their peers in language motor skills. They can be trained in self-
care skills, and simple social and communication skills
• Severe Retardation( 25-39)
Dependent on others
Profound below 25
Intellectual Giftedness
• They show higher performance because of their outstanding potentialities
• In 1925 lewis Terman followed the lives of 1500 children who had an IQ of
130 and above and examined their occupational and life adjustments
• Although talent and giftedness are terms used together they mean different
things.
• Talent is a narrow term and refers to remarkable ability in a specific field
• Giftedness is exceptional general abilities in wide varieties of area
• Highly talented people are called as Prodigies
• Giftedness according to teachers point of view is high ability, high
creativity and high commitment
• Gifted children show early signs of intellectual superiority even during
infancy like larger span of attention, good memory and early appearances
of language skills
• To reach their full potential gifted children require special attention and
different educational programmes.
Important characteristics
• Advanced logical thinking
• High speed in processing information
• Advance level of original and creative thinking
• High level of intrinsic motivation and self esteem\
• Independent and non conformist thinking
Type of intelligence test:
Culture fair and culture bias test
• Many intelligence test show a bias in culture in which they are developed
• i.e test developed in America cannot be represent culture perspectives of
Asia and Africa
• It is nearly impossible to design a test which is equally meaningful for all
cultures.
• Therefore psychologist developed test that are culturally fair and appropriate
, does not discriminate against individual cultures.
• Eg: Non- verbal and performance test
Culture and Intelligence:
• A Major characteristics of intelligence is that it helps individuals to adapt to
their environment.
• Sternberg’s notion of contextual or practical intelligence implies that
intelligence is a product of culture.
• Vygotsky, Russian psychologist, has argued that culture provides a social
context in which people live, grow and understand the world around them.
• Culture is a collective system of customs, beliefs,attitudes and achievements
in arts and culture.
less technological developed societies
Social emotional skills related to people are valued
Technological advanced societies
 ▪ Personal achievement founded on abilities of reasoning and judgment is
considered to represent intelligence.
• Technological societies adopt child rearing practices that involve mental
manipulations among children are well versed in skills of attention
Observation, analysis , performance speed and achievement orientation.
Indian Traditions:
• Facets of intelligence in the Indian tradition
• Cognitive competence: Problem solving, understanding, effective
communication
• Social Competence: Respect for elders, commitment elders and needy,
recognizing others.
• Emotional competence: Self regulation and self monitoring of emotions ,
honesty, politeness and self-evaluation.
• Entrepreneurial Competence: commitment, persistence, patience, hard
work and goal directed behaviour.
Emotional Intelligence:
• Emotional intelligence broadens the concept of intelligence
• Emotional intelligence is a set of skill that underlie accurate
appraisal,expression and regulation of emotions
• It is the feeling side of intelligence
• A good IQ and scholastic record is not enough to be successful in life
• You may find people successful in academics but unsuccessful in their
life.They experience problems in their family . Workplace and interpersonal
relationships.Some psychologists believe its because of lack of emotional
intelligence
• This concept was introduced by salovey and Mayer
• They considered EQ as the ability to monitor one’s own and other’s
emotions, to discriminate among them, and use the information to guide
one’s thinking and action’s
Characteristics:
• Perceive and be sensitive to your feelings and emotions
• Be sensitive to others feelings
 • Relate your emotions to your thoughts and take them into consideration
while problem solving and taking decisions.
• Control and regulate your emotions and their expression while dealing with
self and others
• Understanding the intensity of your emotions
Special Ability
• Aptitude refers to special ability in a particular field of activity
• It is the combination of characteristics that indicate an individual capacity to
acquire specific knowledge or skill after training.
• It helps us to predict future performance of a person
• However, in order to succeed in particular field you must have aptitude and
interest.
• Aptitude is the potential to perform and interest is the preference for a
particular activity
• Aptitude test are available in two forms
1) Independent( Specialized) aptitude
2) Multiple (Generalized) Aptitude
Creativity and intelligence:
• Relationship of creativity and intelligence
• A person who has ability to learn faster is called intelligent whereas a person
who is more creative derives new ways of learning and doing things
• Terman in the 1920’s found that person’s with high IQ were not necessarily
creative
• At the same time, creative ideas could come from a person who does not
have a good IQ
• However a person can be creative and intelligent.
• Creative test require divergent thinking and assess such abilities as ability to
produce variety of ideas
• This is contrary to test of intellgence which involves convergent thinking
 VARIATIONS IN PSYCHOLOGICAL ATTRIBUTE

Qno Questions Mark

1 Dr. Kumar, a famous heart surgeon, would be high on 1
___________ intelligence.
a) Interpersonal c) linguistic b) Naturalistic d) Bodily –
kinaesthetic
2 Dipa Karmakar is the first Indian gymnast to qualify for the 1
Rio Olympics 2016. According to psychologists, Dipa would
be high on _________intelligence.
a) Spatial c) Interpersonal b) Naturalistic d) Bodily –
kinaesthetic
3 A student with high aptitude in verbal reasoning and strong 1
interest in reading is more likely to succeed as a
___________.
(a) Journalist (b) Engineer (c) Athlete (d) Agriculturalist
4 Learning alphabets and digits is an example of ___ 1
5 _________ is an individual’s preference for engaging in one 1
or more specific activities relative to others.
6 ………………………….. tests involve divergent thinking and 1
assess such abilities as ability to produce a variety of ideas.
7 ______and performance tests help reduce the cultural bias 1
usually associated with intelligence tests. a. Non-verbal b.
Group c. Individual d. Verbal
8 ____ involves seeking information from a person on a one- 1
to-one basis.
a. Case study b. Self -Report c. Interview d. Psychological
test
9 n Jensen’s model, Level II represents ____. 1
a. emotional competence b. social competence
c. cognitive competence d. associative learning
10 Giftedness from the teachers’ point of view depends on a 1
combination of ________.
a. high ability, high creativity, high commitment
b. high ability, high creativity, high cooperation
c. high ability, high commitment, high talent
 d. high ability, high creativity, high dependence
11 Some societies adopt child rearing practices that foster
skills of speed, minimal moves, and mental manipulation,
promoting a type of behavior called____.
a. integral intelligence
b. technological intelligence
c. emotional intelligence
d. contextual intelligence
12 Jasleen is high on critical thinking and can manipulate 1
symbols to solve numerical problems. She is also high on
the ability to understand one’s own feelings, motives and
desires. Which of the following intelligences are displayed
by Jasleen?
i. Spatial
ii. Logical-mathematical
iii. Interpersonal
iv. Intrapersonal
a. i and ii
b. ii and iii
c. i and iii
d. ii and iv
13
14 Kirti is of average intelligence but is high on ability to 3
appraise, express and regulate her emotions. Identify the
intelligence that she exhibits and why it is receiving so
much attention these days. Suggest some ways to enhance
this kind of intelligence of students in schools
15 Explain the influence of heredity and environment on 4
intelligence.
16 Describe Robert Sternberg’s Triarchic theory of intelligence. 4
17 JP Das’ model of intelligence is based on the information 4
processing approach. Discuss.
Alfred Binet, in 1905, was requested by the French
government to devise a method by which students who
experienced difficulty in school could be identified. Binet
and his 8 colleague, Theodore Simon, began developing
questions that focused on areas not explicitly taught in
schools those days, such as memory, attention skills related
to problem solving. Using these questions, Binet
determined which were the ones that served as the best
predictors of school success. Binet quickly realised that
some children were able to answer more advanced
questions than older children were generally able to
answer and vice versa. Based on this observation, Binet
suggested the concept of mental age or a measure of
intelligence based on the average abilities of children of a
certain age group. This first intelligence test is referred to
as the Binet-Simon Scale. He insisted that intelligence is
influenced by many factors, it changes over time, and it can
only be compared in children with similar backgrounds.

18.Identify the approach on which the Binet - Simon

Intelligence Scale is based. Discuss its features.

19. Binet quickly realised that some children were able to

answer more advanced questions than older children were
generally able to answer and vice versa’. Why do
individuals differ in intelligence? Using examples, give
reasons for your answer
CHAPTER 2
Sno QUESTIONS MARK
1 When Aryan was a small child, his parents adopted a little girl. Aryan 1
promptly “Forgot” that he was toilet trained and began wetting the bed.
As an adult, Aryan cannot remember that he did this, despite what his
parents tell him. This is an example of
a) Projection c) Rationalisation b) Reaction formation d) Repression
2 Children with high _________ self-esteem are more liked by their peers. 1
a) academic b) athletic c) physical appearance d) social
3 Hippocrates proposed a typology of personality based on ____ . 1
a. trigunas b. humour c. tridosha d. body build and temperament
4 which of the following lists presents Freud’s psychosexual stages in the 1
order in which they occur?
a. anal, oral, genital, phallic and latency
b. genital, latency anal, oral and phallic
c. oral, anal, phallic, latency and genital
d. oral, anal, latency, phallic and genital
5 which of the following statements are TRUE about self as an object? 1
i. Self is an entity that does something.
ii. Self is being described as a knower.
iii. Self gets observed and comes to be known.
iv. Self is an entity on which something is being done.
Choose the correct option
a. i, iii
b. ii, i
c. i, iv
d. iii, iv
6 Mir had no recollection of the bicycle he received as a gift on his tenth 1
birthday. But when Nita reminded him about the same, he was able to
recall it. This is because memories of his birthday were lying in
the______________ level.
a. Unconscious b. Preconscious c. Conscious d. Superconscious
7 What does Eysenck consider to be the two most important dimensions 2
of personality?
8 How do projective tests provide insight into personality? 2
9 What are situational stress tests?
10 Anita regularly abstains from food for religious reasons. Which aspect of 4
the self is she displaying? Suggest the psychological techniques that will
help her abstain from food.
11 What are the features of indirect techniques of personality assessment? 4
Describe any one such test
12 explain any two of Freud’s psychosexual stages of development. How 4
did Freud explain the concept of fixation and regression?
 Meeting Life challenges
Sno Questions Mark
1 Many students face high levels of anxiety while preparing for 1
the Board examination which interferes with their preparation,
concentration and performance. This could be due to
a) Eustress c) Pathogens b) Weakened immune system d)
Evaluative stress
2 Ramya is being provided with books and uniforms by the 1
school. Identify the kind of support that she is receiving.
A. Informational Support
B. Tangible Support
C. Emotional Support
D. Positive Support
3 _________ are abilities for adaptive and positive behaviour 1
that enable individuals to deal effectively with the demands
and challenges of everyday life.
4 Ayesha focuses on her priorities, plans her work and schedules 1
her time effectively. This is suggestive of the _________ coping
strategy.
A. emotion focused
B. avoidance oriented
C. task oriented
D. emotion oriented
5 The state of physical, emotional, and psychological exhaustion 1
is known as_____.
6 Assertion (A): Many of us drive ourselves ruthlessly towards 1
achieving unrealistic and high standards in achieving our goals.
This is a source of psychological stress.
Reason (R): Conflicts stem from beliefs based on expectations
from inside us to ourselves. Options:
a. Both A and R are true, and R is the correct explanation of A.
b. Both A and R are true, but R is not the correct explanation of
A.
c. A is true, R is false
d. A is false, R is true
7 Identity the unhelpful habits that make us vulnerable to stress. 2
8 What is coping? Identify the different coping strategies to deal 4
with stress?
9 Describe Lazarus’ general model of stress appraisal 4
10 What is positive health? Describe any three stress buffers that 4
facilitate positive health.
11 On November 26, 2008, about 35 employees of Taj Hotel
Mumbai, led by a 24-year old banquet manager, Mallika, were
assigned to manage the event in a second-floor banquet room.
As they served the main course, they heard what they thought
were fireworks at a nearby wedding. In reality, these were the
first gunshots from terrorists who were storming the Taj Hotel,
Mumbai. The staff quickly realised something was wrong.
Mallika locked the doors and turned off the lights. She asked
everyone to lie down quietly under tables and refrain from
using cell phones. The group stayed there all night, listening to
the terrorists rampaging through the hotel, hurling grenades,
firing automatic weapons, and tearing the place apart. During
the onslaught on the Taj Mumbai, 31 people died and 28 were
hurt, but the very next day the hotel received praise. Its guests
were overwhelmed by employees’ dedication to duty, their
desire to protect guests without considering their own personal
safety, and their quick thinking. As many as 11 Taj Mumbai
employees—a third of the hotel’s casualties—laid down their
lives while helping around 1,200 to 1,500 guests escape. With
reference to the above case, answer the following questions

In reality, these were the first gunshots from terrorists who

were storming the Taj Hotel, Mumbai. The staff quickly realised
something was wrong. Which stage of the General Adaptation
Syndrome model were the staff in?
a.Resistance b. Alarm reaction c. Exhaustion d. Burnout

Mallika locked the doors and turned off the lights. She asked
everyone to lie down quietly under tables and refrain from
using cell phones’. From these lines, identify the coping
strategy used by Mallika.
a. Task-oriented b. Avoidance-oriented c. Emotion-oriented d.
 Biofeedback

Which of the following set of words best describe Mallika’s

hardiness?
a. Commitment, confidence, control
b. Challenge, control, calmness
c. Commitment, control, challenge
d. Control, commitment, conviction

Selye’s GAS model has been criticised largely for assigning

limited role to ………...factors.
a. Biological b. Physical c. Physiological d. Psychological
12 In the Army, one cannot sit back and relax. A few years after
the Kargil War, Deepchand’s regiment was posted to Rajasthan.
While setting up an ammunition store, a bomb was accidentally
detonated. In the explosion, Deepchand lost his fingers. Later
both his legs and right arm were amputated. After 24 hours and
17 bottles of blood, he finally gained consciousness. After the
accident, lying on the hospital bed, Deepchand mulled over
why he met with an accident. Being an athlete, he felt bad
about not being able to run for the state again. But as they say,
once a soldier, always a soldier. “I trained myself to walk with
the help of prosthetics. I learnt to ride a scooter and use a
computer. And there has been no looking back,” he said.
Deepchand has worked for the country without flinching even
an eyelid. And in doing so, in an unfortunate event, he met with
an accident and lost his limbs. Does he regret his childhood
dream to become an army jawan? The proud man who stands
on his prosthetic feet says he does not. “The accident could
have happened to me in any profession. At least it happened in
the line of fire. I want to be reborn a soldier. There’s nothing
greater than serving your country,” he said.

Identify the phenomenon that Deepchand is experiencing

immediately after regaining consciousness in the hospital.
a. Eustress b. Distress c. Social Pressure d. Hassles
Deepchand’s secondary appraisal of the event would be
__________
a. Appraisal of the threat
b. Appraisal of the harm
c. Appraisal of his coping abilities and resources
d. Appraisal of the challenges ahead

Based on the below given statement, what will determine

Deepchand’s cognitive appraisal of the event: “The accident
could have happened to me in any profession. At least it
happened in the line of fire. I want to be reborn a soldier.
There’s nothing greater than serving your country,” he said.
a. Controllability only
b. Past and present experiences
c. Present situation only
d. Past experiences and controllability

What was the source of Deepchand’s stress?

a. Life events
b. Traumatic events
c. Hassles
d. Environmental
 PSYCHOLOGICAL DISORDER
Qno Question Mark
1 Leela just doesn’t enjoy doing much of anything lately. She has 1
lost interest in food and all activities. She seems agitated most of
the time and is unable to think clearly. Most of the days she stays
in bed. If these symptoms get prolonged, she may be diagnosed
as having:
a) Bipolar disorder c) Agoraphobia b) Major depressive disorder
d) Schizophrenia
2 Rohit believes he is a secret agent and that a network of spies 1
communicates with him through messages sent directly into his
head. Identify the type of delusion he is experiencing.
(a) Delusion of reference
(b) Delusion of control
(c) Delusion of grandeur
(d) Delusion of persecution
3 Neha, a 17-year old girl, has been binging on large quantity of 1
food, more than what most people of her age would eat. She,
then, engages in purging behaviour as often as 3 or 4 times a
week. She feels, as if, she has no control over it. She is most likely
to be suffering from: a. Anorexia Nervosa b. Bulimia Nervosa c.
Binge Eating d. Eating disorder not otherwise specified
4 Describe the symptoms of obsessive-compulsive disorder. 2
5 State any two differences between somatic symptom and illness anxiety disorder. 2
6 Reena is 5 years old, she cries when she is dropped to school. 3
Explain the disorder and list its symptoms.
7 What are some of the measures suggested by WHO to prevent 4
suicide? What are the approaches that are useful in
strengthening positive self-esteem in children?
8 What is addictive behaviour? Name any two frequently abused 4
substances and describe their consequences.
9 What are somatoform disorders? Elaborate on the different 6
types?
10 What do you understand by the term ‘dissociation’? What are its 6
various forms?
11 What are the different Neurodevelopmental disorders? Explain. 6
Explain mental disorders from the perspective of any three 6
psychological models
11 Mr. John is a twenty-seven year old man who consulted a
psychologist to discuss what he calls his ‘silly habits’. He reports
that for several years he had to check and recheck electrical
appliances, as well as doors and windows, before leaving home
each morning and again before going to bed. At times, the
checking has made him late for work and has disturbed his sleep
such that he had to get up to check everything several times yet
again. When questioned about the reasons for this behaviour,
Mr. John reported that he could not stop thinking that electrical
appliances may short circuit and cause a disastrous fire or that
his house may be broken into and he will lose all valuables. He
recognises these concerns and the resulting checking as
excessive and unreasonable, yet feels compelled to do
something to alleviate the anxiety associated with the thoughts.
During counselling, the psychologist found out that some time
before the checking rituals 5 started, a major fire had broken in
Mr. John’s office and all important papers were destroyed.
i. Identify Mr. John’s disorder.
a. Generalised anxiety disorder b. Major depressive disorders c.
Obsessive - compulsive disorder d. Somatic symptom disorder
ii) Which of the following statements represents his repetitive
thoughts?
a. For a number of years, he had to check and recheck electrical
appliances.
b. He had to get up to check everything a number of times.
c. The checking has made him late for work.
d. He could not stop thinking that electrical appliances may short
circuit and cause a disastrous fire.
iii) Which disorder also comes under the category of obsessive-
compulsive and related disorders?
a. Excoriation disorder
b. Acute stress disorder
c. Adjustment disorder
d. Cyclothymic disorder
 THERAPEUTIC APPROACHES
Sno Questions Mark
1 Which of the following individuals would play the least directive 1
role in the therapeutic
process?
a) A Beckian cognitive therapist
b) A Rational emotive therapist
c) A Client Centered therapist
d) A Psychoanalyst
2 What is the chief benefit to the client in cognitive therapy? 1
a. Emotional insight is gained, and the client is able to change his
emotions towards
the conflict.
b. The client is able to change maladaptive behaviour to adaptive
ones.
c. The client is able to replace irrational thoughts with rational
ones.
d. The client is able to achieve personal growth which leads to
understanding
oneself.
3 Explain the alternative treatment possibilities to psychotherapy. 3

4 How does rehabilitation of the mentally ill improve the quality of 4

their life?
5 A client experiences irrational thoughts that are self-defeating in 4
nature.
Suggest and explain a suitable therapy that will help him to
reduce his distress.

6 Rishabh , a 21 year old college student, exhibits an intense fear of 4

fireworks, gunshots,
popping balloons etc’. Suggest the most appropriate therapy that
could be used to help Rishabh
overcome his fear.
6 During therapy, Rishi shows resentment towards the therapist and 4
starts
avoiding therapy sessions. Identify the therapy and the processes
being referred
to.
7 In the last few years, Monica has had to face many difficult 6
circumstances. Quite
often, she finds herself asking questions about the meaning of
life. How will
existential therapy alleviate her distress and help her achieve a
sense of wholeness?
Sno Questions Mark
1 A working group was formed to organise the annual sports competition in a school. 1
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.
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.

2 cohesion amongst group members can interfere with effective leadership and lead 1
to disastrous decisions. This process is called:
(a) Cohesiveness (b) Groupthink (c) Polarization (d) Conflict
3 Differentiate between formal group and informal group. Give examples 2

4 during the process of group formation, groups also develop a structure as members 3
interact. Discuss the important elements of group structure with the help of
examples.
5 Groups differ in many respects. Identify the characteristics that distinguish primary 3
groups from secondary groups.

6 A person ‘X’ was caught taking a bribe and her/his colleagues were asked to decide 4
on what punishment she/he should be given. They could either let her/him go with
just a warning or decide to terminate her/his services. After a discussion with other
employees of the organisation, an extreme decision was taken to terminate this
person’s services. Identify this phenomenon and explain why it occurs.
7 Why do people join groups? 6
8 Differentiate between group think and group polarization. Why does group 6
polarization occur?
9 In an experiment The researchers chose clapping and shouting as a test exercise
because people do these things in group setting and they are "maximizing, unitary,
and additive". They recruited subjects and put them in a semi-circle. Individually and
in various group numbers, they asked people to either clap or shout as loud as they
could. The measured noise level with a machine in sound pressure units.
Aim of the experiment: How much noise would they make in groups (social setting)
Procedure: Individual were alone
In a group of tow, four, six
Results:
The results of the study showed as the size of the group increased, the noise
produced by each participant dropped.

Identify the phenomenon. Why does it occur? 2

How do you think it can be reduced? 2

Sno Questions Mark
1 A working group was formed to organise the annual sports competition in a school. 1
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.
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.

2 cohesion amongst group members can interfere with effective leadership and lead 1
to disastrous decisions. This process is called:
(a) Cohesiveness (b) Groupthink (c) Polarization (d) Conflict
3 Differentiate between formal group and informal group. Give examples 2

4 during the process of group formation, groups also develop a structure as members 3
interact. Discuss the important elements of group structure with the help of
examples.
5 Groups differ in many respects. Identify the characteristics that distinguish primary 3
groups from secondary groups.

6 A person ‘X’ was caught taking a bribe and her/his colleagues were asked to decide 4
on what punishment she/he should be given. They could either let her/him go with
just a warning or decide to terminate her/his services. After a discussion with other
employees of the organisation, an extreme decision was taken to terminate this
person’s services. Identify this phenomenon and explain why it occurs.
7 Why do people join groups? 6
8 Differentiate between group think and group polarization. Why does group 6
polarization occur?
9 In an experiment The researchers chose clapping and shouting as a test exercise
because people do these things in group setting and they are "maximizing, unitary,
and additive". They recruited subjects and put them in a semi-circle. Individually and
in various group numbers, they asked people to either clap or shout as loud as they
could. The measured noise level with a machine in sound pressure units.
Aim of the experiment: How much noise would they make in groups (social setting)
Procedure: Individual were alone
In a group of tow, four, six
Results:
The results of the study showed as the size of the group increased, the noise
produced by each participant dropped.

Identify the phenomenon. Why does it occur? 2

How do you think it can be reduced? 2