General Instructions:
All questions are compulsory.
Questions No 1-10 in Part A are Learning Checks type questions carrying 1 mark each.You are required to answer them as directed.
Questions No 11-16 in Part B are very short answer type questions carrying 2 marks each.Answer to each question should not exceed 30 words.
Questions No 17-20 in Part C are short answer type-I questions carrying 3 marks each.Answer to each question should not exceed 60 words.
Questions No 21-26 in Part D are short answer type-II questions carrying 4 marks each.Answer to each question should not exceed 100 words.
Questions No 27-28 in Part E are long answer type questions to be answered in 200 words.

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1.A student blames his peer group for his poor performance rather than focusing on his studies. He is said to be using (1)
(a) Problem focused coping
(b) Task oriented
(c) Emotion oriented
(d) Avoidance oriented

Ans: (d) Avoidance oriented.

2.The theory that assumes intelligence as one similar set of abilities is called __________. (1)

Ans: Uni Factor

3.The Trigunas are _______, ____________ and _____________. (1)

Ans: sattva, rajas and tamas.

4.Diseases causing agents are known as (1)
(a) Leucocytes
(b) Antigents
(c) Antibodies
(d) Pathogens

Ans: (d) Pathogens

5.What is Alogia? (1)

Ans: Alogia has been called a poverty of speech, or a reduction in the amount of speech.

6.An alcoholic given mild shock and smell alcohol is which type of behavioural technique? (1)

Ans: Aversive condition.

7.Schemas that function in the form of categories are called __________ . (1)

Ans: prototypes

8.A collection of people around or a roadside performer is an example of (1)
(a) group
(b) crowd
(c) Mob
(d) Audience

Ans:(d) Audience

9.Participant observation involves becoming an active member of the setting where observation takes place. {T/F}. (1)

Ans: True

10.Define Libido. (1)

Ans:Libido is a person's overall sexual drive or desire for sexual activity.

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11.Explain the term "Social loafing". (2)

Ans:Individuals work less hard in a group than they do when performing alone. This is called as "social loafing".

12.Define "Eustress". (2)

Ans:
Eustress is the term used to describe the level of stress that is good for you and is one of a person’s best assets for achieving peak performance and managing minor crisis.
Eustress is a positive stress.
An Example of Eustress can be exercising to reduce weight.

13.What is Anorexia Nervosa? (2)

Ans: In anorexia nervosa, the individual has a distorted body image that leads her/him to see herself/himself as overweight. Often refusing to eat, exercising compulsively and developing unusual habits such as refusing to eat in front of others, the anorexic may lose large amounts of weight and even starve herself/himself to death.

14.What is Emotional Intelligence? (2)

Ans:

• Emotional intelligence is a set of skills that underlie accurate appraisal, expression, and regulation of emotions.
• Salovey and Mayer defined emotional intelligence as "the ability to monitor one's own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions".
• Emotional intelligence refers to the ability to process emotional information accurately and efficiently.

15.Explain authenticity as a quality of effective counsellor. (2)

Ans:
Authenticity means that your behavioural expressions are consistent with what you value and the way you feel and relate to your inner self-image. Your image or perception of yourself makes up your "I".Those who know you like friends , teachers etc build their own image of you for themselves. The degree to which you are aware of these perceptions of others as well as of your own perception of yourself indicates that you are self-aware.The authenticity helps to a large extent for a client to communicate with you easily.

16.Explain crowding tolerance. (2)

Ans: Crowding tolerance refers to the ability to mentally deal with a high density or crowded environment, such as a crowded residence (a large number of persons within a small room). People who are used to an environment containing many persons around them for example an individual born and brought up in joint families, develop more crowding tolerance than people who are used to only a few people around them.

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17.What is attitude? Discuss its nature. (3)

Ans:
Attitude is a state of the mind, a set of views, or thoughts, regarding some topic (called the 'attitude object'), which have an evaluative feature (positive, negative or neutral quality).
Attitude is accompanied by an emotional component, and a tendency to act in a particular way with regard to the attitude object. The thought component is referred to as the cognitive aspect, the emotional component is known as the affective aspect, and the tendency to act is called the behavioural aspect. Taken together, these three aspects have been referred to as the A-B-C components (Affective-Behavioural-Cognitive components) of attitude.

18.State the three components of Diathesis - stress model. (3)

Ans:
The first is the diathesis or the presence of some biological aberration which may be inherited.
The second component is that the diathesis may carry a vulnerability to develop a psychological disorder. This means that the person is 'at risk' or 'predisposed' to develop the disorder.
The third component is the presence of pathogenic stressors, i.e. factors/stressors that may lead to psychopathology. If such "at risk" persons.

19.Explain the impact of television viewing on children. (3)

Ans:

• Television provides a large amount of infotainment and in the visual mode it became a powerful medium of instruction.
• As the programmes are attractive, children spend huge amounts of time watching them.The consequence of spending a lot of time in front of television reduces their habit of reading and writing, and also their outdoor activities such as playing.
• Television watching affects children’s ability to concentrate on one target, their creativity and ability to understand, and also their social interactions.
• Watching violent and aggressive shows on television children tend to imitate them .

20.Describe the three stages of the interview. (3)

Ans:
The three stages of interview are:
Opening of the Interview:The opening of the interview involves establishing rapport between two communicators.The purpose is to make the interviewee comfortable. Generally, the interviewer starts the conversation and does most of the talking at the outset. This serves two functions, i.e. it establishes the goal of the interview, and gives the interviewee time to become comfortable with the situation and the interviewer.

Body of the Interview:The body of the interview is the heart of the process. In this stage, the interviewer asks questions in an attempt to generate information and data that are required for the purpose.

Closing the Interview:While closing the interview, the interviewer should summarise what s/he has been able to gather. One should end with a discussion of the next step to be taken. When the interview is ending, the interviewer should give a chance to the interviewee to ask questions or offer comments.

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21.Discuss Freud's psycho-anlaytic theory of personality. (4)

Ans:

• Sigmund Freud was a physician, and contributed to the development of psycho-anlaytic theory of personality.
• He noted that many of his patients needed to talk about their problems, and having talked about them, they often felt better.
• Freud used free association (a method in which a person is asked to openly share all the thoughts, feelings and ideas that come to her/his mind), dream analysis, and analysis of errors to understand the internal functioning of the mind.

Freud used free association (a method in which a person is asked to openly share all the thoughts, feelings and ideas that come to her/his mind), dream analysis, and analysis of errors to understand the internal functioning of the mind.
Levels of Consciousness: Freud's theory considers the sources and consequences of emotional conflicts and the way people deal with it.
Freud visualises the human mind in terms of three levels of consciousness. The first level is conscious, which includes the thoughts, feelings and actions of which people are aware.
The second level is preconscious, which includes mental activity of which people may become aware only if they attend to it closely.
The third level is unconscious, which includes mental activity that people are unaware of.

Structure of Personality: Freud's theory believes the primary structural elements of personality are three, i.e. id, ego, and superego.
id:It is the source of a person’s instinctual energy. ego: It grows out of id, and seeks to satisfy an individual’s instinctual needs in accordance with reality. superego:The best way to characterise the superego is to think of it as the moral branch of mental functioning

Ego Defence Mechanisms: As per Freud, much of human behaviour reflects an attempt to deal with or escape from anxiety. Freud believed that people avoid anxiety mainly by developing defence mechanisms that try to defend the ego against the awareness of the instinctual needs.

22. What are the stages of group formation? Explain with an example. (4)

Ans:
Groups usually go through different stages of formation, conflict, stabilisation, performance, and dismissal.Tuckman suggested that groups pass through five developmental sequences. These are: forming, storming, norming, performing and adjourning.

• When group members first meet, there is a great deal of uncertainty about the group, the goal, and how it is to be achieved.This stage is called forming stage.
• After forming stage , there is a stage of intragroup 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.
• The storming stage is followed by another stage known as norming. Group members by this time develop norms related to group behaviour. This leads to development of a positive group identity.
• The fourth stage is 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.
• Another stage for example, in the case of an organising committee for a school function there may be another stage known as adjourning stage. In this stage, once the function is over, the group may be disbanded.

23.Differentiate between "personal self" and "social self". (4)
(Chapter 4 - Psychological Disorders)

Personal self	Social self
The personal self leads to an orientation in which one feels primarily concerned with oneself.	Relational self or social self mostly is concerned with relation with others.
Personal self relates only to their personal freedom, personal responsibility, personal achievement, or personal comforts.	Social self type relates to cooperation, unity, affiliation, sacrifice, support or sharing. This self values family and social relationships.

24.Give two limitations of behavioral ratings technique. (4)

Ans:
Behavioral rating suffers from the following major limitations:
(1) Raters often display certain biases that colour their judgments of different traits. For example, most of us are greatly influenced by a single favourable or unfavourable trait. This often forms the basis of a rater's overall judgment of a person. This tendency is known as the halo effect.
(2) Raters have a tendency to place individuals either in the middle of the scale (called middle category bias) by avoiding extreme positions, or in the extreme positions (called extreme response bias) by avoiding middle categories on the scale.

25.What is the effect of stress on psychological functioning and the coping strategies. (4)

Ans:
There are four major effects of stress associated with the stressed state, viz. emotional, physiological, cognitive, and behavioural.
Emotional Effects: Those who suffer from stress are far more likely to experience mood swings, and show erratic behaviour that may alienate them from family and friends. Some examples are feelings of anxiety and depression, increased physical tension, increased psychological tension and mood swings.
Physiological Effects: When the human body is placed under physical or psychological stress, it releases hormones such as adrenaline and cortisol. These hormones produce marked changes in heart rate, blood pressure levels, metabolism and physical activity.Examples of physiological effects are release of epinephrine and norepinephrine, slowing down of the digestive system, expansion of air passages in the lungs, increased heart rate, and constriction of blood vessels.
Cognitive Effects: If pressures due to stress continue, one may suffer from mental overload. Faulty decisions made at home, in career, or at the workplace may lead to arguments, failure, financial loss or even loss of job. Cognitive effects of stress are poor concentration, and reduced short term memory capacity.
Behavioural Effects: Stress affects our behaviour in the form of eating less nutritional food, increasing intake of stimulants such as caffeine, excessive consumption of cigarettes, alcohol and other drugs such as tranquillisers etc.Some of the typical behavioural effects of stress seen are disrupted sleep patterns, increased absenteeism, and reduced work performance.

26.What do you understand by the term “Dissociation”? Explain any two types. (4)

Ans:
Dissociation can be viewed as severance of the connections between ideas and emotions.
Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity.

Dissociative amnesia:

• This disorder deals with extensive but selective memory loss that has no known organic cause (e.g., head injury).
• Some people cannot remember anything about their past.
• Others can no longer recall specific events, people, places, or objects, while their memory for other events remains intact.
• This disorder is often associated with an overwhelming stress.

Dissociative fugue:

• This disorder has its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity, and the inability to recall the previous identity.
• The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

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27.Explain Mood disorders and its types. (6)

Ans: Mood disorders are characterised by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioural changes.Depression refers to the normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal.

The main types of mood disorders include depressive, manic and bipolar disorders.
Major Depressive disorder: is defined as a period of depressed mood and/or loss of interest or pleasure in most activities, together with other symptoms which may include change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour, and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness.
Mania: This is a less common disorder and people suffering from mania become euphoric (‘high’), extremely active, excessively talkative, and easily distractible.
Bipolar Mood disorder: A mood disorder, in which both mania and depression are alternately present, is sometimes interrupted by periods of normal mood. This is known as bipolar mood disorder.Bipolar mood disorders were earlier referred to as manic-depressive disorders.

28.Describe behavioral problems prevalent among children. (6)

Ans:
The most important three behavioural disorders among children are Attention-deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder.
Attention-deficit Hyperactivity Disorder The two main features of ADHD are Inattention and Hyperactivity.
Inattention
Children who are inattentive find it difficult to sustain mental effort during work or play.

• They have a hard time keeping their minds on any one thing or in following instructions.
• Common complaints are that the child does not listen,cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments, and is quick to lose interest in boring activities.

Hyperactivity
Children showing hyperactivity are unable to control their reactions or think before they act.

• they are impulsive and find it impossible to sit still through a class.
• minor mishaps like knocking things over or major mishaps like serious injury due to accident may occur.
• they may fidget, squirm, climb, or run around aimlessly and talk incessantly.
• they are described as "driven by motor" and "always on the go" by their parents and teachers.
• boys are four times more likely to be given this diagnosis than girls.

Oppositional Defiant Disorder

• With Oppositional defiant disorder they show age-inappropriate amounts of stubbornness, are irritable, defiant, disobedient, and behave in a hostile manner.

Conduct Disorder

• Refers to age inappropriate actions and attitudes that violate family expectations, societal norms, and the personal or property rights of others.
• The behaviours typical of conduct disorder include aggressive actions that cause or threaten harm to people or animals, non-aggressive conduct that causes property damage, major deceitfulness or theft, and serious rule violations.