Students must start practicing the questions from CBSE Sample Papers for Class 12 Psychology with Solutions Set 1 are designed as per the revised syllabus.
CBSE Sample Papers for Class 12 Psychology Set 1 with Solutions
Time Allowed: 3 Hours
Maximum Marks: 80
General Instructions :
All questions are compulsory except where internal choice has been given.
- Question Nos. 1 -15 in Section A carry 1 mark each. You are expected to answer them as directed.
- Question Nos. 16-21 in Section B are very short answer type-I questions carrying 2 marks each. Answer to each question should not exceed 30 words.
- Question Nos. 22-24 in Section C are short answer type-II questions carrying 3 marks each. Answer to each question should not exceed 60 words.
- Question Nos. 25 – 28 in Section D are long answer type questions carrying 4 marks each. Answer to each question should not exceed 120 words.
- Question Nos. 29-30 in Section E are long answer type questions carrying 6 marks each. Answer to each question should not exceed 200 words.
- Question Nos. 31-34 in Section F are based on two cases given. Answer to each one-mark question should not exceed 20 words. Answer to each two-mark question should not exceed 30 words.
Section A
Section A consists of 15 questions of 1 mark each
Question 1.
Monika has to be assessed for her abilities of creativity and original thinking. The test to be used by the psychologist will involve the following. (1)
(a) Convergent thinking
(b) Divergent thinking
(c) Both convergent and divergent thinking
(d) Memory and logical thinking
Answer:
(b) Divergent thinking
Question 2.
Formal assessment is objective, standardised and organised. Based on this information, choose the statements which are true for formal assessment. (1)
(i) Formal assessment uses systematic testing procedures.
(ii) It is always open to subjective interpretations.
(iii) Based on the assessment, predictions about behaviour can be made.
(iv) It varies from case to case and from one assessor to another.
(a) (ii), (iii)
(b) (i), (ii)
(c) (i), (iii)
(d) (ii), (iv)
Answer:
(c) (i), (iii)
Question 3.
Anna’s application for admission to the college of her choice got rejected. When talking about the admission to the college with others, she tells everyone that she was never interested in studying in that college. Identify the defence mechanism used by Anna. (1)
(a) Repression
(b) Reaction formation
(c) Denial
(d) Rationalisation
Answer:
(d) Rationalisation
Question 4.
…….. is a dynamic situation-specific reaction to stress. (1)
(a) Positive reaction
(b) Coping
(c) Conflict resolution
(d) Meditation
Answer:
(b) Coping
Question 5.
Ritik uses imagery and imagination to reduce his stress levels. (1)
Identify the technique being used by Ritik.
(a) Relaxed visualisation
(b) Meditation
(c) Creative visualisation
(d) Imagination and relaxation
Answer:
(c) Creative visualisation
Question 6.
In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and choose the correct option. (1)
Assertion (A) Psychological Stress is the stress that we generate for ourselves in our minds.
Reason (R) These psychological stresses do not have any impact on our physiological being.
Codes
(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, but R is false
(d) A is false, but R is true
Answer:
(c) A is true, but R is false
Question 7.
While passing through the streets on her way to the office every day, Jaya feels people are spying on her and the police are chasing her. Identify the type of delusion Jaya is experiencing. (1)
(a) Persecution
(b) Control
(c) Reference
(d) Grandeur
Answer:
(a) Persecution
Question 8.
Sonali spends hours reading about her favourite actor. She is preoccupied with thinking and researching about him and when asked to study she gets violent. To diagnose her disorder, a clinical psychologist would need to know (1)
(a) the number of hours she spends studying about the actor each day.
(b) the percentage of the population sharing her interest in the actor.
(c) whether friends and family members share her interest in the actor.
(d) whether she is dysfunctional and showing signs of distress.
Answer:
(d) whether she is dysfunctional and showing signs of distress.
Question 9.
Which of the following statements are true about the diathesis stress model? (1)
(i) A vulnerability factor and the presence of a pathogenic stressor results in psychological disorder.
(ii) The presence of biological aberration is enough to develop a psychological disorder.
(iii) The presence of only pathogenic stressors may lead to psychopathology.
(iv) The diathesis and the stressor lead to the development of a psychological disorder.
(a) (i) and (ii)
(b) (ii) and (iii)
(c) (iii) and (iv)
(d) (i) and (iv)
Answer:
(d) (i) and (iv)
Question 10.
Harpreet’s mother ignores her when she throws tantrums if asked to keep her room tidy. However, she appreciates Harpreet when she arranges her toys after playtime. The method being used is …… (1)
(a) positive reinforcement
(b) negative reinforcement
(c) differential reinforcement
(d) modelling
Answer:
(c) differential reinforcement
Question 11.
The centrality of an attitude reflects (1)
(a) a person’s degree of negative or positive feelings about an object.
(b) whether an attitude is negative or negative towards an attitude object.
(c) the extent to which an attitude would influence the other attitudes in the system.
(d) the attitude’s resistance to change.
Answer:
(c) the extent to which an attitude would influence the other attitudes in the system.
Question 12.
Sachin believes that one should always speak the truth. This is an example of (1)
(a) Belief
(b) Cognition
(c) Value
(d) Stereotype
Answer:
(c) Value
Question 13.
In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and choose the correct option. (1)
Assertion (A) According to Balance theory, two elements of an attitude system must be in the same direction.
Reason (R) An attitude system requires logical consistency else it will lead to mental discomfort.
Codes
(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, but R is false
(d) A is false, but R is true
Answer:
(a) Both A and R are true and R is the correct explanation of A
Question 14.
A collection of people present at a place by chance is a …….(1)
(a) team
(b) audience
(c) mob
(d) crowd
Answer:
(d) crowd
Question 15.
Which of the following is not a feature of a formal group? (1)
(a) Functions are stated explicitly and formally.
(b) Formation is based on rules and laws.
(c) There is a close relationship among members.
(d) Members have definite roles.
Answer:
(c) There is a close relationship among members.
Section B
Section B consists of 6 questions of 2 marks each
Question 16.
How did Charles Spearman explain the concept of intelligence? (2)
Or
State the importance of Emotional Intelligence. (2)
Answer:
Charles Spearman proposed the two factor theory. He said that intelligence consists of a general factor (g-factor) and some specific factors (s-factors).
These are:
- The ‘g’ factor is linked to the general ability, while the ‘s’ factor is linked to the specific ability.
- The ‘g’ factor reflects the capability of a person in doing the general mental ability tasks, and the ‘s’ ” actor is responsible for recognising the specific abilities of a person.
Or
Emotional intelligence is a set of skills that helps in accurate appraisal, expression and regulation of emotions. It encourage cooperative behaviour and reduce anti-social activities. Emotional intelligence is defined by four attributes: self-awareness, self-management, social awareness and relationship management. These attributes define the emotional presence and help individuals react to a situation in a balanced manner.
Question 17.
The phenomena of student-teacher interaction in a classroom can be easily studied by psychologists. Critically evaluate the assessment method that will be used here. (2)
Answer:
In the given situation observation method will be used here. It involves employing systematic, organised, and objective procedures to record behavioural phenomena occurring naturally in real time.
The limitation of observer has little control over the situation and the reports may suffer from subjective interpretations.
Question 18.
‘Self-esteem shows a strong relationship with our everyday behaviour.
Justify this statement with the help of an example. (2)
Answer:
Children with high academic self-esteem perform better in schools than those with low academic ones. High social self-esteem students are liked by their peers. Children with low self-esteem are found to display anxiety, depression and increase in anti-social behaviour.
Question 19.
Ramesh is admitted to a rehabilitation centre for alcohol addiction. His treatment includes giving him a mild electric shock every time he is made to smell the alcohol. Name and describe the therapy being used.(2)
Answer:
Ramesh is being treated using Aversive conditioning.It refers to repeated association of undesired response with an aversive consequence. With repeated pairings of the image of the drug and the pain of the shock, the drug becomes aversive as the pain of the shock is associated with it and the person will give up the drug.
Question 20.
Imagine the following situation. ‘You auditioned for the school play but did not get selected’.
Using Ellis’ framework, suggest two contrasting interpretations and their consequences. (2)
Answer:
Two contrasting interpretations and their consequences are given below
- Interpretation
Antecedent-Belief -Consequence I was not selected-1 am not good enough-sadness - Interpretation
Antecedent-Belief-Consequence I was not selected-l must spend more time practicing my ac-ting-Determination to improve
Question 21.
Shantanu never paid heed to his mother’s advice of doing physical exercise daily in the morning. But one day, when he saw his favourite cricketer advocating the importance of regular exercise, he started exercising daily. Identify the characteristics of the source that brought about the attitude change. (2)
Answer:
The source that brought about the change in Shantanu’s attitude is attractiveness and credibility. In this case, popularity of cricketer and he being a credible source for Shantanu (the target) affected his attitude. Attitudes are more likely to change when the message comes from a highly credible source (cricketer) rather than from a low-credible source (Shantanu’s mother).
Section C
Section C consists of 3 questions of 4 marks each
Question 22.
Shamin is a spiritual leader who possesses a particular type of intelligence as explained by Howard Gardner. Identify the intelligence and give reasons for your answer. (3)
Or
Zarin is high in the ability to think analytically and performs well in academics. With respect to Sternberg’s theory, which type of intelligence does Zarin possess? Explain this type of intelligence. (3)
Answer:
Shamin possesses intra-personal intelligence explained by Horward Gardner. The reason for this is that intrapersonai is an ability to understand of one’s own feelings, motives and desires. As Shamin is a spiritual leader, he possesses the knowledge of his internal strengths and limitations and uses that knowledge to effectively relate to others. Such persons are high in this ability and have finer sensibilities regarding their identity, human existence and meaning of life. According to Gardner, philosophers and spiritual leaders present possess this type of intelligence.
Or
With respect to Sternbergs theory, Zarin possesses componential or analytical intelligence. It is the analysis of information to solve problems.
The components of intelligence are:
- Knowledge Acquisition Component Knowledge acquisition is acquiring or gathering knowledge, to understand things in a better way. The new information is acquired by the person and then he stored it in a brain so that he can recall the information in future.
- Meta component Meta component refers to a higher level of thinking. After acquiring knowledge, the level of thinking increases day by day which helps in planning for future goals. Meta components help organise the knowledge acquisition and performance components. In this meta, components decide what to do as per their knowledge and then perform accordingly by the performance components.
Question 23.
Describe Selye’s General Adaptation Syndrome. (3)
Answer:
Hans Selye was the father of modern stress research. His research is called General Adaptation Syndrome (GAS). According to him, GAS involves three stages such as
- Alarm Reaction Stage:
The presence of a noxious stimulus or stressor leads to activation of the adrenalpituitary-cortex system. This triggers the release of hormones producing the stress response. Now the individual is ready for fight or flight. - Resistance Stage:
If stress is prolonged, the .resistance stage begins. The parasympathetic hervous system calls for more cautious use of the body’s resources. The organism makes efforts to cope with the threat, as through confrontation. - Exhaustion Stage:
It continued exposure to the same stressor or additional stressors drains the body of its resources and leads to the third stage of exhaustion. The physiological systems involved in alarm reaction and resistance become ineffective and susceptibility to stress-related diseases such as high blood pressure becomes more likely.
Question 24.
The classification of psychological disorders is important. Justify the statement and explain the two classification schemes. (3)
Answer:
because they enable psychologists, psychiatrists and social workers
- to communicate with each other about the disorder
- to help in understanding the causes
- to know the processes involved in their development ‘ and maintenance.
Two classification schemes are:
- DSM-Diagnostic and Statistical Manual The American Psychiatric Association (APA) classifies various kinds of psychological disorders on the basis of discrete clinical criteria which indicate the presence or absence of disorders.
- ICD-International Classification of Behavioural and Mental Disorders prepared by WHO. For each disorder, a description of the main clinical features or symptoms and of other associated features including diagnostic guidelines is provided in this scheme.
Section D
Section D consists of 4 questions of 4 marks each
Question 25.
Mia and Gia are identical twins. They were separated early in childhood. Will they show similarities in their intellectual characteristics? Give reasons for your answer. (4)
Answer:
As Mia and Gia are identical twins and reared separately, both of them will show similarity in their intellectual characteristics, but their correlation will be lower as compared to twins reared together. For example, the intelligence of identical twins reared together correlates almost 0.90. On the other hand, the intelligence of identical twins reared in different environments correlated 0.72. Environmental deprivation lowers intelligence while rich nutrition, good family background, and quality schooling increases intelligence.
There is a general consensus among psychologists that intelligence is a product of complex interaction of heredity (nature) and environment (nurture). Heredity can best be viewed as something that sets a range within which an individual’s development is actually shaped by the support and opportunities of the environment.
Question 26.
Nariman is trying to lose weight. During the festivities, he made sure not to eat his favourite desserts. Identify and explain the aspect of self that Nariman is exhibiting. Suggest some of the techniques he can apply to further achieve his goal. (4)
Answer:
Nariman is exhibiting self-control/self-regulation aspect of self. Learning to delay or defer the gratification of needs is called self-control. Self-regulation/controi refers to our ability to organise and monitor our own behaviour. People, who are able to change their behaviour according to the demands of the external environment, are high on self-monitoring.
A number of psychological techniques of self-control have also been suggested.
These are:
- Observation of One’s Own Behaviour:
This provides us with the necessary information that may be used to change, modify, or strengthen certain aspects of self. - Self-Instruction:
We often instruct ourselves to do something and behave as we want. Such instructions are quite effective in self-regulation. - Self-reinforcement:
This involves rewarding behaviours that have pleasant outcomes.
Question 27.
Highlight the importance of the therapeutic relationship in the process of psychotherapy. (4)
Answer:
The importance of the therapeutic relationship in the process of psychotherapy can be seen through the following points
- The special relationship between the client and the therapist.
- It is a permanent and lasting relationship.
- wo major components i.e. contractual nature; limited duration of the therapy.
- Trusting and confiding relationship. The therapist encourages this by being accepting, empathic, genuine and warm to the client; s/he is not judging the client even if the client is rude or confides all the ‘wrong’ things. This is the unconditional positive regard which the therapist has for the client.
- The therapist has empathy for the client – understanding things from the other person’s perspective. Empathy enriches the therapeutic relationship and transforms it into a healing relationship.
- The therapeutic alliance also requires that the therapist must keep strict confidentiality. The therapist must not exploit the trust and the confidence of the client.
- Finally, it is a professional relationship, and must remain so.
Question 28.
Four friends are working together to develop a plan for their new start-up. After some initial conflict, the group started to work together and became unified. Now the group is very productive and the group goal is in the process of being achieved. Identify the stage of group formation that the group has presently reached. Explain the stages that the group has passed through to reach the present stage.(4)
Or
A group of 20 students was asked to complete the task of decorating the classroom boards. However, it was brought to the notice of the teacher that not everyone was participating and putting in effort. Identify and explain the phenomenon being described above and give reasons why this occurs. (4)
Answer:
The group is in the performing stage of group formation. The group has passed through Tuckman’s developmental sequences. These are forming, storming, norming, performing and if the group disbands then adjourning. These stages are explained below
- Forming:
In this stage, when group members first meet, there is a great deal of uncertainty about the group, the goal, and how it is to be achieved. People try to know each other and assess whether they will fit in. There is excitement as well as apprehensions. - Storming:
Often, after forming stage, there is a stage of intra-group conflict which is referred to as storming. In this stage, there is conflict among members about how the target of the group is to be achieved, who is to control the group and its resources, and who is to perform what task. When
jthis stage is complete, some sort of hierarchy of leadership in the group develops and a clear vision as to how to achieve the group goal. - Normingtn:
In this stage, group members develop norms related to group behaviour. This leads to development of a positive group identity. - Performing:
By this time, the structure of the group has evolved and is accepted by group members. The group moves towards achieving the group goal. For some groups, this may be the last stage of group development. - Adjourning:
In this stage, once the function is over, the group may be disbanded.
Or
The given situation occurs due to social loafing. Social loafing is a reduction in individual effort when working on a collective task, i.e. one in which outputs are pooled with those of other group members. Social facilitation research suggests that presence of others leads to arousal and can motivate individuals to enhance their performance if they are already good at solving something. This enhancement occurs when a person’s efforts are individually evaluated. But it has been found that individuals work less hard in a group than they do when performing alone. Social loafing occurs because. A participant puts in less effort as the group size increases.
- Group members feel less responsible for the overall task being performed and therefore exert less effort.
- Motivation of members decreases because they realise that their contributions will not be evaluated on an individual basis.
- The performance of the group is not to be compared with other groups.
- here is improper coordination (or no coordination) among members.
- Belonging to the same group is not important for members. It is only an aggregate of individuals.
Section E
Section E consists of 2 questions of 6 marks each
Question 29.
Differentiate between type and trait approaches to personality. Explain any four type theories in detail.(6)
Or
1Explain the humanistic approach to personality. What did Maslow mean by self-actualisation?(6)
Answer:
The difference between type and trait theories are as follows
Type theory | Traits theory |
1. The type approach attempts to comprehend human personality by examining certain broad patterns in the observed behavioural characteristics of individuals. | 1. In contrast, the trait approach focuses on the specific psychological attributes along which individuals tend to differ in consistent and stable ways. |
2. Type theory emphasises the significance of a distinct type of personality. | 2. Trait theory emphasises the significance of human traits in the study of human personality |
3. Type theory is now considered as an oversimplification of human personality. | 3. Over the years, psychologists favour trait theory over type theory. |
4. Type theory ignores the diversity and tries to categorise under a single label. | 4. Trait theory is open to the diversity of characteristics |
Four type theories are given below
1. Theory given by Hippocrates:
Greek physician Hippocrates had proposed a typology of personality based on fluid or humour. He classified people into four types (i.e., sanguine, phlegmatic, melancholic and choleric); each characterised by specific behavioural features.
2. Charak Samhita-Tridosha and Trigunas:
In India, Charak Samhita, a famous treatise on Ayurveda, classifies people into the categories of vata, pitta and kapha on the basis of three humoural elements called tridosha. Each refers to a type of temperament, called prakriti (basic nature) of a person. Apart from this, there is also a typology of personality based on the trigunas, i.e. sattva, rajas, and tamas. Sattva guna includes attributes like cleanliness, truthfulness, dutifulness, detachment, discipline, etc.
Rajas guna includes intensive activity, desire for sense gratification, dissatisfaction, envy for others, and a materialistic mentality, etc. Tamas guna characterises anger, arrogance, depression, laziness, feeling of helplessness, etc. All the three gunas are present in each and every person in different degrees. The dominance of one or the other guna may lead to a particular type of behaviour.
3. Sheldon-body Type Theory:
Using body build and temperament as the main basis, Sheldon proposed the Endomorphic, Mesomorphic, and Ectomorphic typology. The endomorphs are fat, soft and round. By temperament they are relaxed and sociable. The mesomorphs have strong musculature, are rectangular with a strong body build. They are energetic and courageous. The ectomorphs are thin, long and fragile in body build. They are brainy, artistic and introvert.
4. Jung’s Theory:
He has proposed another important typology by grouping people into introverts and extroverts. According to this typology, introverts are people who prefer to be alone, tend to avoid others, withdraw themselves in the face of emotional conflicts, and are shy. Extroverts, on the other hand, are sociable, outgoing, drawn to occupations that allow dealing directly with people, and react to stress by trying to lose themselves among people and social activity.
Or
Thejhumanistic approaches/theories to personality are mainly developed in response to Freud’s theory. Carl Rogers and Abraham Maslow have particularly contributed to the development of humanistic perspective on personality. These theories are View of Carl Rogers e most important idea proposed by Rogers is that of a fully functioning person. He believes that fulfilment is the motivating force for personality development.
People try to express their capabilities, potentials and talents to the fullest extent possible. There is an inborn tendency among persons that directs them to actualise their inherited nature. Rogers makes two basic assumptions about human behaviour. One is that behaviour is goaldirected and worthwhile. The second is that people (who are innately good) will almost always choose adaptive, self-actualising behaviour. Rogers’ basic principle is that people have a tendency to maximise self-concept through self-actualisation. In this process, the self grows, expands and becomes more social.
View of Maslow about self-actualisation Maslow has given a detailed account of psychologically healthy people in terms of their attainment of self-actualisation. Self-actualisation is a state in which people have reached their own fullest potential.
According to Maslow, human beings are free to shape their lives and to self-actualise. Self-actualisation becomes possible, by analysing the motivations that govern our life. We know that biological, security, and belongingness needs (called survival needs) are commonly found among animals and human beings. Thus, an individual’s sole concern with the satisfaction of these needs reduces her/ him to the level of animals. The real journey of human life begins with the pursuit of self-esteem and self-actualisation needs. The humanistic approach emphasises the significance of positive aspects of life.
Question 30.
All of us go through anxiety at some point in our lives. At what stage does anxiety become a disorder? Explain its types. (6)
Or
Describe the different psychological models used to explain mental disorders. (6)
Answer:
very unpleasant feeling of fear and apprehension. High levels of anxiety that are distressing and interfere with effective functioning become anxiety disorder which is the most common category of psychological disorders.
Types of Anxiety disorders are
1. Generalised anxiety disorder:
It consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers. It is marked by motor tension, as a result of which the person is unable to relax, is restless and visibly shaky and tense.
2. Panic disorder:
It consists of recurrent anxiety attacks in which the person experiences intense terror. A panic attack denotes an abrupt surge of intense anxiety rising to a peak when thoughts of a particular stimuli are present. Such thoughts occur in an unpredictable manner. The clinical features include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.
3. Phobias:
It consists of irrational fears related to specific objects, interactions with others, and unfamiliar situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Phobias can be grouped into three main types, i.e. specific phobias, social phobias, and agoraphobia.
Specific phobias are the most commonly occurring type of phobia. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. Intense and incapacitating fear and embarrassment when dealing with others characterises social anxiety disorder (social phobia). Agoraphobia is the term used when people develop a fear of entering unfamiliar situations. Many people with agoraphobia are afraid of leaving their home. So, their ability to carry out normal life activities is severely limited
4.Sepration Anxiety:
Disorder (SAD) Individuals with separation anxiety disorder are fearful and anxious about separation from attachment figures to an extent that is developmentally not appropriate. Children with SAD may have difficulty being in a room by themselves, going to school alone, are fearful of entering new situations, and cling to and shadow their parents’ every move. To avoid separation, children with SAD may fuss, scream, throw severe tantrums, or make suicidal gestures.
Or
The different types of psychological models are as follows
1. The Psychodynamic Model:
It is the oldest and most famous of the modern psychological models. 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.
2. 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.
3. 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 over generalisations, that is, they may draw broad, negative conclusions on the basis of a single insignificant event.
4. Humanistic-existential Model:
It focuses on broader aspects of human existence. Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive and are driven to self-actualise, i.e. to fulfil this potential for goodness and growth. Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility. Those who shirk from this responsibility would live empty, inauthentic and dysfunctional lives.
Section F
Section F consists of 2 Case based questions of 3 marks each
Read the case and answer the questions that follow.
‘My story about work-related stress’ Looking back on my life, I recognise that I have always struggled with anxiety. In relationships, friendships or at work. However, I misunderstood those feelings for a long time, thinking that my hyper vigilance was a positive thing which made me more productive and in-tune with others. I remember a badge I bought for myself in my early 20s which I had on my desk at work. It said “I thrive on stress. Please hassle me.”
I was always on the go, feeling like I had an edge that motivated me. The truth was that I felt anxious almost all the time. I worked in the same organisation for over 20 years. I loved managing my small team of staff and felt that I thrived on the stress of work. I was in a job which I perceived to be rewarding and stressful in equal measure.
I was the problem solver, the one to volunteer for any task. I worked extra hours and felt a great sense of responsibility in my role. However, in early 2012, I began to struggle to manage the stress of my job. Thoughts and worries about work seeped into every part of my life. I would wake up at night with palpitations, worrying about a task I had not completed, or trying to remember if I had sent an urgent email. I found that my mind wandered to work whilst I was spending time with my family. I withdrew from friends as I didn’t have the headspace to switch off and relax.
Answer:
Question 31.
“I, thrive on stress. Please hassle me.” Explain the type of stress being referred to here. (1)
Answer:
The type of stress being referred is Eustress. Eustress is the term used to describe the level of stress . that is good for you and is one of a p erson’s best assets for achieving peak performance and managing minor crises.
Question 32.
“Thoughts and worries about work seeped into every part of my life. I would wake up at night with palpitations, worrying about a task I had not completed, or trying to remember if I had sent an urgent email. I found that my mind wandered to work whilst I was spending time with my family.” Suggest and explain two stress management techniques that the writer could use. (2)
Read the case and answer the questions that follow.
The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. The hypothesis was that expectations can influence performance. Robert Rosenthal chose an elementary school in California for his study and having tested all the children’s IQ, the researchers selected a sample of children at random. He informed the teachers that these were children of high academic potential. Following the test, the teachers were given the names of the ‘intellectual bloomers,’ but no scores were disclosed.
At the end of the school year, all the students retook the test. While the overall scores had risen, the so called ‘intellectual bloomers’ had improved the most because of the teachers’ efforts and the attention they got from them. The evidence seemed to indicate that the teachers! | expectations had an impact on the student outcomes, especially in the younger students. A similar process works in the opposite direction in the case of low expectations. The idea of the Pygmalion effect can be applied in many situations. Our beliefs about others can lead us to treat them in such a way that they subsequently start behaving in accordance with our beliefs.
Answer:
Some stress management techniques are given below
- Relaxation Techniques:
It is an active skill that reduces symptoms of stress and decreases the incidence of illnesses such as high blood pressure and heart disease. Deep breathing is used along with muscle relaxation to calm the mind and relax the body. - Meditation Procedures:
The yogic method of meditation consists of a sequence of learned techniques for refocusing of attention that brings about an altered state of consciousness. It involves such a thorough concentration that the meditator becomes unaware of any outside stimulation and reaches a different state of consciousness.
Question 33.
Identify and explain the source of prejudice which leads students to perform poorly. (1)
Answer:
The source of prejudice which leads students to perform poorly is self-fulfilling prophecy. In some cases, the group that is the target of prejudice is itself responsible for continuing the prejudice. The target group may behave in ways that justify the prejudice, that is, confirm the negative expectations. For example, if the target group is described as ‘dependent’ and therefore unable to make progress, the members of this target group may actually behave in a way that proves this description to be true. In this way, they strengthen the existing prejudice.
Question 34.
Explain the cognitive and behavioural components of the teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study. (2)
Answer:
The cognitive and behavioural components of teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study are given below
- Cognitive Component In this component, teachers’ expectations and belief are that the students are highly intelligent and can understand easily.
- Behavioural components In this component, the teachers payed attention and put efforts towards students’ performance.