IGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE APPLIED POSITIVE PSYCHOLOGY (MPCE - 046) ‘TUTOR MARKED ASSIGNMENT m™a) Course Code: MPCE-046 Assignment Code: MPCE-046/ASST/TMA/2023-24 Marks: 100 NOTE: All questions are compulsory. SECTION-A Answer the following questions in 1000 words each, 3 x 18= 45 Marks 1. Explain the concept of self. Differentiate it from self-esteem and self-efficacy. 2. Explain the concept of flow. Describe the components of flow experience, 3. Describe the meaning and types of aging. Discuss the application of positive psychology for successful aging. SECTION-B Answer the following questions in 400 words each. 5x5 =25 Marks 4, Describe the process of topic selection and review of literature while doing research. 5. Explain various models of happiness. 6. Explain the various approaches to optimism 7. Explain positive schooling. Describe the components and theoretical models of positive schooling. 8. Describe various strategies to enhance our close relationships using positive psychology constructs. SECTION -C Answer the following questions in 50 wards each, 10.x3=30 Marks 9-Types of research based on the enquiry mode 10, Kindness and well-being. 11.Grotberg’s paradigm of resitience 12, Psychological capital 13, General Adaptation Syndrome mode! of stress 14, Post-traumatic growth 15, Ashtanga yoga 16 Positive visualization 17.Cognitive restructuring 18, Panchakosha model of well-being. 4 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE ASSIGNMENT REFERENCE MATERIAL (2023-24) MPCE-46 APPLIED POSITIVE PSYCHOLOGY SECTION —A. Answer the following questions in 1000 words each, 3 x 15=45 Marks QI. Explain the concept of self. Differentiate it from self-esteem and self-efficacy. Ans:- If you ask yourself ‘Who am 12°, “What makes me?” , you might answer with “I am a student,” or, “I am a singer,” or may be, “I am a God fearing person” etc. Or, perhaps you may answer, “I am good in studies,” “I am a trained dancer,” or “I am a popular sportsperson,” Here you may note that you are qualifying your abilities. Further answers might include the type of traits: “I am a caring person,” “I am an introvert,” or “I am a disciplined and punctual person”. These answers arise from what you think about yourself, which is developed from your experiences and evaluation from early life, and it keeps adjusting or changing throughout life. Mostly when people go for interview, the most common question asked is “describe yourself or tell us about yourself”. What you answer is all about how you perceive your ‘self. You may describe physical features, traits, qualities, goals, motives etc. Thus, your concept of self is made up of varied information about yourself, which you gain from your own experience and also receive from others in your environment. SELF-ESTEEM. Another important aspect of our self is self-esteem. As a human being, we constantly evaluate our self or make some judgment about our own value or worth which is termed as self-esteem. People vary in viewing their self-esteem, some have high self- esteem, whereas others may have low self-esteem, Self-esteem reflects a personal psychological characteristic relating to self-judgment based on one’s values about humans (Alesi et. al., 2012). It indicates being aware of one’s value system and an emotional evaluation of one’s self-worth (Schunk, 1985). Self-esteem is a multi-dimensional construct, We have a global overall self-esteem based on general judgements of self-worth and various subtypes of self-esteem based on evaluations of self-worth in different contexts such as, within the family, school, work setting, leisure setting, or peer group (Mruk, 1999). Self-esteem is different from self-confidence. Self-confidence indicates that you are confident of your ability to carry out a particular thing. On the other hand, self-esteem refers to how high you hold yourself in your own eyes, how much respect and worth you give to yourself. 2 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE There are many self-report measures to assess self-esteem of individuals such as giving a variety of statements and asking a person to indicate whether the statements given are true for her/him or not. For instance: “am good at sports” “Lam the one usually chosen for the cultural programmes or competitions” “Lam highly liked by my teachers” “My friends consider me a trustworthy person” eee. Ifa child says *Yes’ to the above statements, it shows that s/he has high self-esteem in comparison to the child who says “No”. Generally by 6-7 years of age, children’s self- esteem is formed at least in four areas: academic competence, social competence, physicaVathletic competence, and physical appearance, which improve with age and experience. Rosenberg’s Self-esteem inventory (Rosenberg, 1965) is a most commonly used uni-dimensional measure of self-esteem. Coopersmith Self-Esteem Inventory (Coopersmith, 1981, 2002) is a multi-dimensinal measure of self-esteem in areas of family, school, peers, and general social activities. Self-esteem is more or less stable across the life span, though it may vary at lifecycle transition points (Robins et.al., 1999). For instance, teenagers may experience a drop in self-esteem due to the various physical and psychological changes they go through. Self-esteem develops early in life based on the experiences and interactions during the early years. It has a great impact on our everyday behaviour. For instance, individuals who have high academic self-esteem perform better in studies and are liked by their peers than those with low academic self-esteem. Conversely, individuals with low self-esteem may have high levels of anxiety, depression, and antisocial behaviour than those who have high self-esteem. People with high self-esteem are better in their social adjustment (Martin et al., 2014). It also positively affects their psychological well-being and quality of life (Boyd et al., 2014). ‘Therefore, it is extremely important for parents, families and schools to create a warm and positive environment, which can help in the development of high self-esteem among children, It makes them feel acknowledged, accepted as capable and valuable. Not allowing children to take their decisions and nagging often results in low self- esteem among children. It may be noted that it is important to have a healthy self esteem than a very high self-esteem which is not realistic or functional. Here, one needs to be aware of “defensive self-esteem” which refers to reporting of a high self-esteem as a defense against negative self-evaluation (Carr, 2004). Such individuals feel insecure and anxious when their competence is challenged. They resort to defense mechanism of overcompensation by bragging about themselves; or they use the defensive displacement of self-directed criticism onto others and display an unhealthy way of criticizing others (Carr, 2004), 3 Read GPH Help Book for iGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE SELF-EFFICACY Self-efficacy is another important concept of self, The term ‘self-efficacy” was proposed by psychologist Albert Bandura (1977). He was a Canadian-American psychologist who worked as a professor at Stanford University. According to him, “self-efficacy is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations”, We all have different views about our ability to control the life outcomes. People who believe that they are capable and can control what happens to them are having high self-efficacy whereas people who believe that the things and life events are not in their control and they cannot do anything about the life outcomes displays low self-efficacy. For example a child, who thinks that if I study hard I can pass the examination, demonstrates high self-efficacy. On the other band, a child who thinks if am lucky, the paper will be easy or I wish the examiner checks the papers leniently, displays low self-efficacy as s/he thinks that the outcome is not in their control and is imcontro! of fate or luck or other situational factors, Hence, an individual who believes that s/he has the capacity or behaviours to deal with a particular situation;“shows high Self-efficacy. Such a person will accordingly put in the effort required to achieve the desired outcome/ consequence. The idea of self-efficacy is founded on Bandura’s social cognitive theory (Bandura, 1997, 1986). According to this theory, human beings actively engage with their environment to shape their lives. People learn by observing and imitating others. So if a child is exposed to people who demonstrate high self-efficacy, s/he tends to imitate the same behaviour. Also people will engage in behaviours for which they have mastery, high expectations of success and conviction about their own effectiveness, as this will lower the amount of isk they would undertake.'High self-efficacy makes people to choose, influence,’ and even create the circumstances of their own life. Further, they feel more confident and'tess fearful. Self-efficacy is different from selfestéem in the sense that self-esteem refers to judgments about self-worth whereas self-efficacy Tefers to judgments about self- capabilities. However, like we have a general self-esteem and self-esteem related to specific domains (multi-dimensional self-esteem measures), similarly self-efficacy can be general/global self-efficacy as well as we have self-efficacy specific to different domains. There is also collective self-efficacy, which refers to “the extent to which we believe that we can work together effectively to accomplish our shared goals” (Maddux, 2009a, p. 340). For instance, a sports team competing for an Olympic medal pursues shared objectives at a collective level. Self-efficacy includes the following aspects/components (Carr, 2004): a) Cognitive: the person with high self-efficacy demonstrates greater cognitive resourcefulness, strategic flexibility, effective problem-solving and future-time perspective, b) Motivational: they are motivated to perform and persist because they view challenges as surmountable, believe that their effort will result in good consequences, 4 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE and ascribe failure to controllable factors such as less effort or negative situations rather than uncontrollable factors like lack of ability. c) Emotional: self-efficacy reduces negative affective states and thinking by using problem-focused coping, and views potential threats as manageable challenges. It also involves the use of self-soothing techniques such as relaxation, humour etc. to reduce the emotional arousal in the face of threatening/difficult situations. 4) Physical: self-efficacy beliefs lead to improved immune system, improved physical functioning and psychological well-being. Q2. Explain the concept of flow. Describe the components of flow experience. Ans:- The concept of ‘Flow’ originated from the works of Mihaly Csikszentmihalyi (1975, 1990), a Hungarian-American, psychologist, and a Professor at Claremont Graduate University, California, who first recognized and coined the term. He studied people from creative field or artists where work is integrated with leisure like dancers, painters, athletes, etc. based on which he propounded the concept of flow. The flow state was defined as the one where a person is fully engaged or immersed in the activity they are doing. It is a feeling which is characterized by a state of concentration, fulfillment, complete absorption, engagement and competency, and a disregard of the sense of time, ego, bodily needs during the activity, According to Csikszentmihélyi (2005), flow involves being fully present and engrossed in the activity and utilizing one’s skills to the fullest. The characteristic feature of flow is a deep involvement in the moment-to -moment activity. In_ his popular work, ‘Flow: Th” Psychology of /Optimal Experience’, Csikszentmihilyi has proposed that when, in a state of flow, people feel the happiest. It is a kind of involvement and foc’ in“one’s Work that hothing else seems to matter (Csikszentmihélyi, 1990). In 1996 he added, flow~is “extremely enjoyed optimal experience in which total concentration and enjoyment with great interest for the activity is experienced” (Csikszentmihilyi, 1996). This flow experience can be felt during play, games, creative pursuits, spiritual experience, and other contexts, however, it is not limited to these. Maslow’s (1962, 1971) concept of ‘peak experiences and de Charms (1968) idea of ‘origin’ state share many commonalities with flow. Based on the interviews findings of artists, sportsmen etc., Csikszentmihélyi has underlined certain elements of flow experience. Components of Flow Experience Merging of action and awareness:- One of the most defining features of flow experience is the merging of action with its awareness. Here the individual is very much aware of his/her actions, but do not reflect on that awareness itself. For example 5 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE in a chess game, the player has undivided attention on the game on its every move but is not perceptive of that awareness. To quote an example from the interviews of artists by Csikszentmihdlyi, “You are so involved in what you are doing, you aren’t thinking of yourself as separate from the immediate activity... you don’t see yourself as separate from what you are doing. ..”(Csikszentmihilyi, 2014). For this kind of merging between action and awareness, the activity carried out must be achievable ie., the person doing it must be confident about his/her ability to perform, However, this flow experience is not easy to sustain for longer periods of time and is sometimes disrupted by momentary interruptions in the form of outside perspective like ‘Am I doing well”? The moment activity is perceived from outside, the awareness is split from the action, and the flow experience is interrupted Centering of attention: The flow-experience is-achiéved when one’s attention is undivided and centered 6n a single stimulus field. This focusing of attention involves keeping out of attention the unnecessary, irrelevant) ordistracting stimuli. It is also named as the ‘narrowing of consciousness’..-This concentration or narrowing of attention is attained by a number of factors during play or games like rules and structure of the game; competition, material rewards, and sometimes, even physical danger. Although flow is not limited to games only, it can be experienced in any kind of activities. The determining element here is the pure involvement, and finding joy in that involvement. Loss of ego:- Loss of ego here denotes, a“temporary loss of self-consciousness or one’s identity, and individuality. It is a/briefiforgetfulness of one’s self and becoming one with the activity. When a person is-involved in the/activity completely, self interests become superfluous. The\ self or-¢go here is“seen from the intrapsychic perspective and not physical body. Thé person does not lose touch with one’s physical reality, on the other hand, in some flow activities like yoga and certain sports, the individual becomes considerably more aware of one’s internal processes or changes.It’s the absence of awareness of self as a role or ego. ‘As described by one person in the creative field, “You yourself are in an ecstatic state to such a point that you feel as though you almost don’t exist. I’ve experienced this time and time again. My hand seems devoid of myself, and I have nothing to do with what is happening. I just sit there watching it in a state of awe and wonderment. And it just flows out by itself.”(Csikszentmihalyi, 2014). Control of action and environment;- Another element of flow is a feeling of sense of control over one’s actions and one’s environment. It is not as much a feeling of mastery, as itis a state of not being bothered about by the likelihood of loss of control. Retrospectively, while thinking about the event, a person with flow experience, feels 6 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE that he had adequate skills and competencies for meeting the demands of the environment at that time, leading to a sense of positive self-regard and a positive self concept An excerpt from Csikszentmihalyi study explains this point, “I feel in control. Sure. I've practiced and have a good feeling for the shots I can make... I don’t feel in control of the other player-even if he’s bad and I know where to beat him. It’s me and not him that I’m working on.”(Csikszentmihilyi, 2014). Demands for action and clear feedback:- The demands for action which results in flow experience have the characteristics of being clear, consonant or coherent. In addition it involves explicit and clear feedback to the person for his actions. The task is defined clearly and the person is required to do things which are coherent or compatible with the goals. In other words the goals and the;means are aligned with each other. In the words of a climber from Csikszentmihilyi’s study, the phenomenon is described as, “L think it’s one of the few Sorts of activities in which you don’t feel you have all sorts of different kinds of demands; often conflicting,’ upon you,,.”(Csikszentmihilyi, 2014), To put in other words, flow experience involve participating in orderly activities, where there is no conflict between the goals, the action towards the goals, and where the feedback of the action follows the action. Flow is enhanced in the presence of clear and timely feedback. Feedback is important as it lets know the person how well s/he is doing in the activity, and signals to either modify or jcontinue the ongoing course of action. It provides a direction and larity to the person about the course of action, ‘Boe Autotelic in nature:- One of the most defining characteristics of flow is autotelic, that is, itis self-rewarding and the activity does not require any rewards external to itself. Most or all of flow activities like play, dance, games, artistic drawing etc, are inherently rewarding to the person doing those activities. Although extemal rewards can be there in most of the above-mentioned and other flow activities yet the people experiencing flow are primarily motivated by the experience and not the external rewards attached, A music composer when asked by Csikszentmihélyi why he composes answers, “One doesn’t do it for money. One does it for, perhaps, the satisfaction it gives. I think the great composers, all the great artists, work for themselves, period.”(Csikszentmihdlyi, 2014). Altered sense of time:- We all have experienced at some point or other how time seems to fly very fast when we are enjoying something, and it seems to standstill in periods of boredom, agony or stress. William James (1890) commented how boredom is heightened when we become attentive to the process of time passing, In the flow, attention is focused on the moment to moment activity, the person is not at all oriented 7 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE towards the mental processes that signals the time duration. As a result the person fully engaged in an activity feels that time has passed too quickly (Conti, 2001). This is expressed in one of the verbatim of a chess player interviewed by Csikszentmihalyi, “Time passes a hundred times faster. In this sense, it resembles the dream state, A whole story can unfold in seconds, it seems.”(Csikszentmihalyi, 2014). The excerpts from the interviewees showed that all the components of the flow experience are interconnected to each other. By limiting their attention to a limited stimulus field and evading distractions, persons in the flow activity can feel a sense of control over their environment. Being involved in an activity where goals are clear and unambiguous, this intense concentration can lead to temporary detachment from their identity, self andsense of time. All\these-elements result in a feeling of intrinsic satisfaction which is rewarding in itself. It is important to note ere that for the optimal or flow. experience the challenge or opportunities for action needs:to’ be ‘consonant ‘with’ perceived capabilities. When the demands are experienced to be more than-what-one can handie, it can lead to stress or anxiety. On the other hand, if the skills are perceived to be greater than the demands of the situation, it can result in boredom. Therefore, flow is experienced when there is a match between the opportunities for action (challenges) and the perceived skills of the person, There are other conceptualizations of flow as well by different researchers. Most of them derive from Csikszentmihélyi model of flow. Jackson and Eklud (2002) proposed that the optimal .experiencé cin» be explained by nine dimensions: consciousness-action fusion, complete concentration, lack of awareness, balance-skill challenge, time distortion, feedback; target clatity, and autotelic experience. Bakker (2005) came up with a slightly different approach, with three broad dimensions of flow: Absorption, Enjoyment and Intrinsic Motivation, QB. Describe the meaning and types of aging. Discuss the appli psychology for successful aging. ion of positive ‘Ans:- Meaning and ‘Types of Aging From a biological perspective, aging is deterioration at the cellular and molecular level in the body. Scientific research in this framework has been able to discover ways that alleviate physical pain or increase longevity. The socio cultural factors also determine our mindset about aging. Have you noticed the undying efforts of the beauty commercials of soaps, hair dyes, body lotion, etc. that propagate that wrinkles, grey hair, loose skin are signs of being old? On the other hand, we also celebrate people like Fauja Singh, a British Sikh 101 year old man who finished a marathon, Both the examples are unrealistic portrayals of what aging looks like among the 8 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE common people. A common social benchmark of aging is through policies of retirement and entitlements that people receive after a certain age (usually 60 or 65). In few cultures like Japan and India, people of older age are treated with respect and seen as a symbol of wisdom, while in individualistic societies aging is undesirable and sometimes viewed as a liability. Aging is viewed in terms of psychological changes when we refer to people as “being in a mood’, being slow, or being forgetful, or being emotionally needy. The psychological adage of “you are only as old as you feel” in fact has many positive implications of better health and wellbeing. Gana, Alaphilippe, and Bailly (2004) assessed 857 elderly retirees for youthful illusion (bias of feeling younger than one’s real age). It was reported that retirees who acknowledged of an perceived age deflation experienced better leisure time, higher self esteem, better perceived health, and less vulnerability to boredom than those who did not harbour this perceived youthful bias Gerontological studies have classified age types that are dependent on factors others than biological aging. Primary aging is understood mostly as biological aging whereas secondary aging is a byproduct of ‘disuse, abtise, anid disease’—factors that are under personal control of an individual. Another meaningful ¢lassification is by means of functionality, i.e. a comparative standard of activity and health in social and physical environments with those of the same chronological age. Based on this, another reference’can deduced: young old (people aged between 65 to 74 who are active in their daily life), old old (people aged between 75 to 84 and have a moderate level of activity but are limited by frailty and infirmity), and oldest old (age 85 and above who find it‘extremely difficult to cope with daily tasks). Erikson’s psychosocial theory provides-a framework to understand conflicts faced during old age that focuses on~self‘ reflection of the life lived and the sense of fulfilment or regret felt. Those who feel accomplishment will feel a sense of integrity. Those who do not find success feel regretful and despaired (Malone, Liu, Vaillant, Rentz, & Waldinger, 2016) APPLYING POSITIVE PSYCHOLOGY FOR SUCCESSFULAGING Positive aging is defined by Havighurst (1963) as incremental longevity and satisfaction from life. Ryff (1982) similarly defined successful aging as positive optimal functioning in developmental progress across the life span, A few strategies to implement for positive aging are provided below. Reducing Ageism The negative stereotypes about age are socially constructed such as young people cannot be leaders, old people cannot be active, etc. This eventually translates to devaluation in the society, prejudiced behaviour, unfair treatment and discrimination 9 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE based on age. This not only has its own negative implications in mental and physical health of the individual (Stephan, Sutin,& Terraciano, 2015) but also reflects in perceived change in ‘subjective age” because of the age related cues and information. Levy (2018) has proposed a PEACE model expected to reduce ageism through positive education about ageing and contact experiences (Refer Fig. 13.7). Education about aging with positive older role models would help one appreciate getting older and dispel myths related to it. Positive contact experiences will help integrate the relations between generations through mutual cooperation, like working together on a social project. Productive aging Productive aging is referred to when older people work to enhance their own welfare or that of the communities and-society at large (Bass, Caro& Chen, 1993; Ranzijn, 2002), Productivity includes goods or~services that otherwise would have been charged for. However, it extends to unpaid work, such as intangible contributions like passing on wisdom, guidance, knowledge, and expertise. The idea is to disable the notion of utility confined to capitalistic services and goods. Accepting Death Anxiety Just talking about death is scary. Inevitably there is a lot of associated taboo with the concept of death, and causes apprehension or dread. Occasionally it is normal to feel this, but it feels more close to reality as we get older. Especially during old age the apprehension may develop into an emotional difficulty. Wong and Tomer (2011) has suggested that accepting death anxiety as a paradoxical reality is valuable as it enhances resilience, meaning of life, and flourishing. Positive attitude and meaning centered acceptance about death can contribute to well-being (Neimeyer, 2005) Figure 13.8 enlists the different types of death acceptance that can help one optimally adapt to the idea of death. 10 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE Positive health Subjective aging can have various psychological and affective implications of cognition resulting in loneliness, anxiety, fear, depression, disability, and pain, This could increase the stress burden, challenge sleep patterns, cause a motivation, disability, and increase chronic pain. Positive intervention help to minimise outcomes like decreasing coping ability, increased risk of injury, lack of self care, dependence on pain killers, opoid usage, etc. In the framework of positive psychology, several studies have confirmed that positive psychology can create a fruitful liaison with health management, One such use is the practice of optimism (Smith & Bryant, 2019). Similarly mindfulness meditation has been efficacious in managing lower back pain, insomnia, poor sleep quality by helping to foster strategies for stress reduction and slowing biological aging process in the elderly (Hazlett-Stevens et al, 2019;) Black .& Slavich, 2016). Other positive mechanisms such as creativity(Fox; 2013), hope (Wippold & Roncoroni, 2020), humor (Morse et al, 2018), self-compassion (Kim &/Ko, 2018), spirituality and religion have been fourid’ effective in buffering dementia‘(Agli, Bailly, & Ferrand, 2015) and positively cope withiaging effects. Positive emotions Leaming from the socio emotional selectivity theory, positivity bias in the form of maximisation of feelings of contentment, serenity and-happiness helps to regulate emotions while overlooking criticism. So surrounding oneself with enjoyment, jovial people, and cherishing ordinary everyday experiences (going to a movie, dinner with family and friends) would invariably enhafice wellbeing’ and life satisfaction. In a study of happiness and longevity in-Catholic'nuns, it was found that even at 80 years of age the most cheerful nuns (based on diary entries at a younger age) had survival rate of 75% compared to 40 % for the least chieerful group of nuns (Danner, Snowdon, & Friesen, 2001). Conversely, it has been seen that lower level of happiness has been associated with dementia, lesser social support, dependence, and loneliness (Baltes, & Smith, 2003). Active lifestyle Staying active doesn’t quite mean to remain physically engaged. Active lifestyle requires adequate and regular challenge and stimulation that results in a sense of fulfilment such as playing card games or regular and enjoyable interaction with people. No one activity is found to be superior to the other to ward off cognitive impairment (Carlson et al, 2011). A study of 397 elderly Koreans aged 65 and over found that only active leisure activities help the elderly to enjoy their old age by increasing their physical health compared to passive leisure activities that are enjoyed alone which may impede @ socially-healthy aging process (Chul-Ho, Johnson, & Chulhwan, 2020). This study maintained that there was no difference in the forms of leisure activities. 11 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE Religious or spiritual engagement Spirituality or religious activity guides the elderly to tap into an active inner resource and increases coping strategies. A quasi experimental study of 60 elderly residents in Indonesia experienced a higher quality of life after being subject to a purposefully designed religious intervention (Prammesona &Taneepanichskul, 2018). Music therapy A very common activity like listening to music could have manifold benefits and is known to boost positive emotions in elderly. Lauka (2007) reported that few listening strategies were associated with psychological wellbeing in elders. Hays and Minichiello (2005) in their qualitative study also revealed that musie provides people of connecting in their self identity, maintaining wellbeing, enhancing and expressing spirituality. It also helps to maintain positive self esteem, competence, independence, and avoid loneliness. SECTION -B Answer the following questions in 400 words,each. 5 x 5 =25 Marks Q4. Describe the process of topic selection and review of literature while doing research, Ans:- Topic Selection Process (a) Generation and developmeiit of research ideas Research always starts from an idea. How: ee ‘that idea come? And when you have an idea, how do you develop it? * Discuss with your teachers and-seniors like research scholars, consult the experts in the field Read the literature ~ read in a focused manner and go in depth on a specific area * Ensure that the specific area you are exploring are addressing/concerned with contemporary/recent issues, not old issues on which already lots of research have been conducted. How will you come to know about the current issues/concems in the field? Read recent journal articles. * Once you are interested in one particular area, then have a general reading of the theories etc. of the area and then move to the specific reading related to your topic, © Ideas can also be generated through observation of oneself as well as other people around us in different situations and contexts. 12 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE A sense of curiosity, questioning the things, analyzing, synthesizing different aspects, keenness, creativity, thinking in new ways — all will help us to come up with ideas which then can be discussed or read through the literature. (b) Evaluation of ideas as research-worthy ¢ Not all ideas can be pursued as research. One needs to know whether it can be studied through research. A few things that we need to keep in mind here are, © Going beyond the known. Ensure that we are not reinventing the wheel, ie., it is already there studied widely in the field, Hence your idea need to go beyond what is known, So do a thorough literature survey of the particular area. * Feasibility. Idea should be testable, One should be able to conduct a study on it. It should be feasible. « Resources availability. One should also assess one’s resources. Availability of resources plays an important-role|- ftuttian, material and financial resources to conduct the research ¢ Interest. You should, be really interested in the topic. It should excite you to study the topic. Research isa long process requiting money, energy, time and hard work. So’the “topic should-be such that it-will sustain your motivation through the research journey: QS. Explain various models of happiness. Ans:- Carol Ryff's Six-Factor Model of Psychological Well-Being According to Carol Ryff, subjective well-being (SWB) focuses on positive emotions and life satisfaction, but it does not highlight the aspect of positive functioning. She states that well-being and happiness needs td)include human strengths, growth, and striving towards goals (Ryff, 1989), Thus. it should alsoinclude psychological and social functioning such as autonomy, resiliefice, purpose, and mental health. Ryff has proposed the Six-factor model of Psychological Well-being. These six factors of self- acceptance, personal growth, positive relations with others, environmental mastery, autonomy, and purpose in life together contribute to happiness in one’s life. Corey Keyes’ Dual Continuum Model of Mental Health Taking the concept of psychological well-being, Keyes has extended its application to our mental health and proposed a comprehensive model of mental health (Keyes, 2003, Keyes & Lopez, 2002). According to Keyes, complete mental health includes emotional well-being, psychological well-being, and social well-being, Each consists of various components as given in Fig. 7.2 below. 13 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE Emotional Well- Psychological Soelal Well- being | Well-being. being + Presence of sSelfacceptance ——# Social positive affect + Autonomy acceptance + Absence of + Environmental «Coherence negative affect - # Integration + Life satisfaction +Posttive + Contribution + Happiness relations with « Actualizatlon others «Personal growth + Purpose in life Fig, 2: Components in the Three Types of Well-being by Keyes According to the dual cectinuum model by Keyes, menialhealthis-represented by two dimensions which gives rise to four categories as given in Fig. 3 below. Shier Saag ia as matanel) Pau nres9 eS ‘The horizontal dimension ranges from presence of mental illness on the left to absence of mental illness on the right side. The vertical dimension ranges from poor mental health at the bottom to good mental health towards the top of the axis. Intersection of these two dimensions/continuum results in four categories: Flourishing - Good mental health and no mental illness is there. Flourishing -Good mental health despite having mental illness. Languishing - Poor mental health and mental illness is there. ‘Languishing - Poor mental health despite having no mental illness, PERMA Model of Seligman 14 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE Developing on the hedonic-eudaimonic aspects of happiness, Seligman(2012) added further dimensions and proposed the PERMA model of happiness which is more comprehensive. The acronym stands for Positive emotions, Engagement, Positive relationships, Meaning and Accomplishment, which can be considered as the five major components contributing our well-being. Self-Determination Theory of Ryan and Deci Ryan and Deci (2001) have proposed the Self-determination theory (SDT),which is a general theory of human motivation. It advocates that human motivation, and consequently, their well-being depends on the fulfillment of three basic psychological needs such as (a) Autonomy: people can exercise their free will and choice in doing things as per their values, beliefs and talents, (b) Competence: people feel confident and a sense of mastery upon achieving the desired goals and outcomes, and (c) Relatedness: people have positive connections or relationships with others around which provides a sense of loye-aid support, conttibliting to well-being. Fulfillment of these needs makes people:self-determined and motivateS.them to grow, change and pursue their goals. The SDT theory has aneudaimonic perspective to human happiness and flourishing. Q6. Explain the various approaches to opti Ans:- 1 Dispositional Optimism Scheier and Carver first discussed the concept of optimism in their theory of self- regulation, where it was conceptualized to be a personality dimension. Later they coined the term ‘dispositional optimism’.,They defined’ it as ‘the extent to which people differ in regard to having expectancies of favorable outcomes in their future’ (Carver et al., 2010). The’model proposed by Scheier and Carver is considered to be the most popular model of ‘optimism,-and-hias relatively stronger construct validity evidence (Bryant &Cvengros, 2004), The definition highlights optimism as a general expectancy and does not relate it to any specific context (Carver et al., 2010; Scheier& Carver, 1985). Being a personality dimension, it differentiates between optimists and pessimists, where optimist are people who have an orientation towards having positive expectations and predictions about their life in general, as compared to pessimists who have a tendency to expect negative future outcomes in life (Carver et al., 2010). They argued that optimists would have much stronger valued goals, and a higher persistence to pursue those goals in the face of difficulties using effective coping mechanisms leading to a higher likelihood of them achieving their goals (Scheier, Carver and Bridges, 2000).In contrast, pessimists being more doubtful and hesitant, have more negative affect. Scheier and Carver believed it to be a relatively stable and fixed dimension of personality. 2 Leamed Optimism 15 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE The other perspective in the conceptualization and measurement of optimism is “Optimism as an explanatory style’ or Learned optimism model by Martin Seligman The theory of optimism as an explanatory style derives from theory of attribution and theory of learned helplessness (Seligman, 1990). Explanatory style is defined as the manner in which an individual explains the events of his/her life, making attributions for their causes, Attributions can be made on the three dimensions: internality/externality, unstability/stability and specificity/globality (Weiner, 1985). Internality/externality dimension refers to individuals’ tendency to ascribe either internal (self, dispositional) or extemal (people or situational) reasons while explaining their life events, Stability denotes causes that are fixed and stable over time, while unstable causes are variable and do not remain same over time and context. Globality refers to propensity to generalize the causes to all situations, or causes are specific to situations, 3. Unrealistic Optimism There can be a tendency of attribution which caf entail holding particular perceptions and self-evaluations that'are uriduly positive, (oo exaggerated to be called objective or fair. This perception of Self of others is called unrealistic optimism; this might appear impractical but can serve’ the purpose jof calming people when worried and doubitial in challenging situations, and can aid them in persisting towards\their goals. Unrealistic optimism can be defined as a general propensity to anticipate a higher probability of positive events to happen to self, and a greater likelihood of negative events occurring, to others (Weinstein, 1980). The concept is similar to what is'called ‘Positive illusions’ (Taylor and Brown, 1988, 1994) which is common among so called mentally healthy, happy, and well- adjusted people. Positive illusions consist of an over exaggerated assessment of one’s abilities, an amplified,Sense of control and unrealistic optimism about future. People with untealistic/optimism are less likely to think about the possible risks or hazards involved in a problem situation, and visualize themselves in ns where they are sucvessfully dealitig with the challenge. Q7. Explain positive schooling. Describe the components and theoretical models of positive schooling. ‘Ans:- Schooling can be considered as the foundation of a child’s life. The type of school, nature of the teachers in the school, interaction with the school staff, experience acquired at school — all influence the development of the child. A positive school experience facilitates learning, achievement, skill acquisition and personality development in children; whereas a negative experience at school hampers proper development of children and leaves them inadequate in their knowledge and skills. Components of Positive Schooling When we apply positive psychology in the school context, we need to ensure that the foundation of the positive schooling is based on care, trust, and inclusivity. Snyder, Lopez, and Pedrotti (2011) have advocated six components of a positive schoolhouse: foundation level of this house consists of care, trust, and respect for diversity; first 16 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE floor consists ofplans, and motivation; the second floor consists of goals; third floor consists of hope; and the roof indicates contributions to the society. All these six parts together form the structure of the positive schoolhouse. A caring attitude by the teachers towards the students and a sense of trust for the teachers by the students are important in contributing to good academic performance as well as psychological benefits (Gilman, Huebner, & Buckman, 2008; Collins, 2001). Care and trust become crucial concerns in case of children from disadvantaged, and difficult background.There also needs to be an acceptance of the diversity of attitudes, beliefs and functioning of the child based on socialization, culture, class, race, ethnicity, age and gender. Positive schooling approach talks about deciding the goals for each student, i.e., the contents of leaming and the curriculum. It needs to involve practical leaning experiences, relevant to the sociocultural, context of students. To achieve these learning outcomes or goals, planing is Fequired and the students need to be motivated for it. Hope is a very important component/ Of (pésitive-schooling, that, underlies the aim of education and schooling, i.e,, “learning how-to lear” (Snyder, Lopez, & Pedrotti, 2011), Teachers are not there just to pass on the information and facts, but to develop ideas in students, empowering them for lifelong learning, and instilling hope in them that they can achieve in life. It is hope only that sustains life and can do wonders. Theoretical Models of Positive Schooling Two important models among ‘thers that inform positive schooling are the Values in Action (VIA) Classification: of Strengths (Peterson & Seligman, 2004), and the PERMA model of well-being (Seligit: 1).The YIA classification can be considered similar to the classification. s¥sterit of mental disorders that we have such as, Diagnostic and Statistical Manual (DSM) and the International Classification of Diseases (ICD). Given the focus of positive psychology on what is good in people, it becomes natural that we have a classification system for our psychological strengths. This will help understand the strengths and virtues in human beings and take steps to cultivate them to achieve success, happiness and well-being. Such a strengths-based classification system will also change the traditional way of diagnosis and treatment of mental disorders.Peterson and Seligman (2004)thus proposed a Values in Action classification system that consists of 24 character strengths organized under six overarching virtues. These six virtues are Wisdom and knowledge, Courage, Humanity, Justice, Temperance, and Transcendence. Q8. Describe various strategies to enhance our close relationships using positive psychology constructs. Ans:- The various concepts of positive psychology that we have studied in earlier units can be applied in the context of close relationships to help it thrive. Some of the 17 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE strategies to enhance our close relationships using positive psychology constructs are described below. (1) Spotting Strengths When you are angry with a person, what are the usual things that come to your mind about that person? Phrases like “She is always indecisive”, and “He is always temperamental”, and so on, Well, we are well versed with weakness spotting or problem spotting, Positive psychology urges us to practice the contrary, ie. to spot strengths in our relationships. Linley (2008) has defined strength as ‘a pre-existing capacity for a particular way of behaving, thinking, or feeling that is authentic and energizing to the user, and enables optimal functioning, development and performance.”*Kashdan et al (2018) in their research study involving couples in romantic relationships reported that partner strength perceptions predicted better daily relationship satisfaction. (2) Strengths and Fulfilled Dreams Genogram Adapted from the family genogram| technique (McGoldrick and Gerson, 1985), this technique is a visual diagram of significant relationships.\It reconstructs positive characteristics and achievements. This helps to materialise thé, unacknowledged traits and past experiences, Further, it may be used constructively in framing positive inquiry such as: How would you use your strength to resolve this issue? (Kauffman & Silberman, 2009). Cook and Poulsen (2011) have additionally suggested the use of photographs in the genogram method for it to be a more dynamic and enriching experience for the couples. (3) The Sound Relationship House _- ‘The Sound Relationship Hobse is a hetaphotical house of @ secure relationship. Based on decades of research on divorced and sustained marriages, Dr. John Gottman and Dr. Julie Schwartz Gottman developed the Gottman model (2013). They spotted the Four Apocalyptic Horses (a Biblical reference) of marriage that could destruct a marriage (4) Emotional Bank Account Centred on the Gottman Relationship model described above, the emotional bank account is a good exercise for couples to work on their intimacy, conflicts, and emotional distance. This system is identical to a financial bank based on deposits and withdrawal. Imagine a scenario where your spouse gets hurt accidentally. You can do one of the two things, turn towards or turn away. Turning towards may be as simple as acknowledging, “Oh! I am sorry you got hurt, does it pain?” This is simple emotional connection with the partner (making a deposit). On the other hand, just ignoring it altogether is taking away the chance to make an emotional connection (withdrawal). Just like reality, a zero balance bank account can make one feel insecure and lonely, and a negative one is sign of danger. A general rule of thumb is to have at least 5 18 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE positive interactions to I negative reaction during a conflictand 20:1 in everyday life. This way the benefit of doubt will tend to outweigh the negative approach to conflict. (5) Three Good Things Another great way of dealing with negative ruminations of a conflicted relationship would be to explore the “three good things”. For this activity, each partner is supposed to note three positive behaviour of the other. Not only this, they can be encouraged to reflect upon their own contribution to the positively noted act/gesture. Regular appreciation will tend to decrease the likelihood of ignored positive emotions. A mixed method study by Boiman-Meshita, and Littman-Ovadia (2021) reported that this activity increased intimacy in the 40 couple belonging to the intervention group. In the qualitative follow-up, most couples said that noting three good things had a positive implication on their emotions, behaviour, and thinking. SECTION=C Answer the following questions in 50 words each. 10x 3 =30 Marks Q9.Types of research based on the enquiry. mode ‘Ans:- Quantitative:- Following a philosophy of rationalism, it refers to a structured approach of doing research. All the aspects of research ate pre-determined. It emphasizes the quantity — the data is quantitative in ndture. Result is quantified, analyzed by statistics, and then interpreted. Qualitative:- Qualitative researth is more flexible in nature, no pre-determined set of steps, follows an unstructured approachyIt follows a philosophy of empiricism, that is, ‘knowledge acquired through sensory experiences’, unlike the emphasis on ‘reasoning’ in rationalism approach, .Data€ollection in qualitative research is an ongoing process. Inputs from the data influence the progress, path and direction of the research. Thus the process is dynamic and evolves. Mixed method research:- It follows both quantitative and qualitative aspects, flexibility in some parts and structured in some other aspects of research design. Mixed method research can also involve data collection using both quantitative and qualitative ways. One’s research objectives will determine whether one would go with quantitative, qualitative, or mixed method research. QUO. Kindness and well-being ‘Ans:- Studies have shown that kindness, compassion, generosity, and altruism have significant impact on well-being. Symeonidou et al. (2019) studied the effects of a kindness intervention on subjective well-being. Adult participants were divided into two groups. The experimental group was asked to record their kind actions daily for 7 days along with their feelings and thoughts associated with those actions. Participants in the control group were asked to write their daily routine also every day for a week. 19 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE All participants were also asked to complete a subjective well-being measure pre-, post- and 2-months afler the intervention, Results showed that subjective well-being was significantly enhanced for participants who received the kindness intervention. In fact, happy people become happier by counting acts of kindness performed by them daily (take, 2006). QU1.Grotberg’s paradigm of resilience Ans:- Grotberg’s Paradigm of Resilience(1999) was constructed with the aim of enhancing strengths to deal with adversities that typically tend to result in depression among the youth, This model uses three components namely I have, I am, and I can to present five blocks of resilience, I have includes trusting relationships that provide support. I am refers to the building blocks of autonomy and identity which contribute towards building internal protective factors such as responsibility and self-esteem. I can refers to the building blocks of initiative-and industry which contribute towards building skills such as interpersofial and problem’solving skills. The three components of resilience, building blocks'and their description-as presented by Grotberg (1999). Grotberg (1999) recortimends that these building ‘blocks, can assist in facing, overcoming, being strengthened, of transformedbiy adversity. Q12. Psychological capital Ans:- As formally defined in the introductory comments above, PsyCap integrates the four HERO positive psychological resources that best fit the POB inclusion criteria (Luthans et al 2004, Luthans & Youssef 2004, Luthans et al: 2015). When these four resources are combined, they form, and have been empirically supported (Luthans et al, 2007), as a higher-order core construct based on the shared commonalities of the four first-order constructs and their unique Characteristics. As indicated above, this is also consistent with Hobfoll’s..(2002), notion of “resource caravans,” ic., psychological resources that may'tra¥eltogether and interact synergistically to produce differentiated manifestations over time and-across contexts. In terms of commonalities, hope, efficacy, resilience, and optimism share a sense of, control, intentionality, and agentic goal pursuit. They also share the common theme of “positive appraisal of circumstances and probability for success based on motivated effort and perseverance” (Luthans et al, 2007, p. 550). For example, optimistic individuals will view their chances of success to be high. Being confident (ie., having high efficacy), they will intentionally choose challenging goals and be motivated to achieve them, Q13. General Adaptation Syndrome model of stress Ans:- Hans Selye, the recognized father of stress research talks about General Adaptation Syndrome (GAS) to explain the process of stress reaction. The GAS has three stages: Alarm, Resistance, and Exhaustion. In the alarm stage, the extemal stimulus/ stressor activates the intemal stress system of the body. There are a 20 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE number of physiological and chemical reactions, such as increased pituitary and adrenaline secretions; noticeable increases in respiration, heart rate, and blood pressure; and a heightening of the senses. If the stressor continues, then the GAS moves into the resistance stage, during which the body calls upon the needed organ or system to deal with the stresses. However, while there may be a great deal of resistance to one stressor during the second stage, there may be little, if any, resistance to, unrelated stressors. This helps explain why a person going through an emotional string may be particularly vulnerable to other illness or disease. Finally, if the stressors persist over a longer period of time, the reserves of the adaptive mechanisms during the second stage may become drained and exhaustion sets in, Q14, Post-traumatic growth Ans:- Post Traumatic Growth (PTG) refers to the psychological growth that occurs following an adversity. The recent COVID. 19 pandemic offers the best example of this, The stressful experiences andthe challénges faced by people throughout the world have been overwhelming and shocking. Howevet,ive are still persisting in our livelihood, adapting to, the situation, and trying to find’ meaning and happiness while undergoing a personal process of change. The term post-traumatic growth refers to the adaptation and \accommodation of the individual to any crisis or traumatic situation and coming out of this by coping to the situation in a positive manner. Post-Traumatic Growth (PTG) and Post-Traumatic Depreciation (PTD) can be defined, respectively, as positive and negative changes in the after effects of trauma. QUS. Ashtanga yoga ‘Ans: - The most famous contribition of Patanjli is his Comprehensive system of Ashtanga yoga (the eight-limb). It\not-onl purifies the mind, but also helps in experiencing the state of deepest absorption or samadhi. These eight limbs are further categorised into external (Bahiranga yoga) and internal (Antaranga yoga), depending on the focus of these practices. (a) Bahiranga yoga: Yama, Niyama, Asana, Pranayama. The fifth limb Pratyahara although grouped with bahiranga, is a bridge with the antaranga components of ashtanga yoga. (b) Antaranga yoga: Dharana, Dhyana and Samadhi. 1) Yamas:The five yamas emphasise ethics in one’s relations to the outer world, not only in actions but also in speech and thoughts. 2) Niyamas:The five Niyamas are focused on our relationship to ourselves. 3) Asana:Asana is described as that which leads to comfortable stability (sthira sukham asanam — PYS 2.46). When asana is practised meditatively without efforts, one can experience equanimity and non-duality. 241 Read GPH Help Book for IGNOU ExamIGNOU ALL SOLVED ASSIGNMENT PDF AVAILABLE ORDER NOW- 9350849407 HAND WRITTEN ASSIGNMENT HARD COPY (By Courier) & PDF FILES AVAILABLE 4) Pranayama:Pranayama is described as the stopping of inhalation and exhalation, which can improve attention and prepare the mind for advanced yoga, 5) Pratyahara: Pratyahara is disengaging and withdrawing one’s mind from the external, sensory objects of attention. Q16.Positive visualization Ans:- Positive visualization involves the use of imagination to visualize about a future outcome which we desire, but may not be able to achieve at the present moment. It can be called as mental exercise that helps one to reach the desired goal. It mostly has been used in the context of sports to enhance the performance and skill of the players. However, it can be used to enhance your performance in any aspect and field. We can utilize our brain’s ability to think about future and create a mental pathway to enhance our potential. As we have mentioned under positive attitude in the earlier section, everything is created twice — first you Create a menial picture of your desired object, and then it is carried out in the reality, e.g., you plan outthe project or your itinerary, and then you carry out it: Q17.Cognitive restructuring Ans:- The way we think about a particular situation/event influences the way we react to it. Our beliefs affect the interpretation of the event, e.g., failure in an exam may lead one student to put in more effort for the next exam, whereas the same event may ead one to feel dejected. The underlying belief here makes the difference! In the earlier case, the student may feel sad about the result, but-looks forward to perform better next time; whereas in the latter case, the student thinks this is the end and thinks himself as inadequate ‘and incompetent. ‘Thus the antecedent event results in a particular consequence depending on the individual's beliefs or thought process. Q18. Panchakosha model of well-being Ans:- According to the Taittiriya Upanishad, there are five koshas or sheaths/layers starting from the physical/material body to the blissful state. These are Annamaya kosha, Pranamaya kosha, Manomaya kosha, Vijnanamaya kosha, and Anandamaya kosha. These are different parts of the human system, which gradually takes you to the higher consciousness state. Annamaya is nourished by ‘anna’ (food); Pranamayai nourished by ‘prana’ (bioenergy); Manomaya is nourished by ‘education’; Vijnanamaya is nourished by ‘ego’; and Anandamaya is the segment nourished by ‘emotions’ (Srivastava, 2012). Similar to Maslow’s hierarchy of needs, the Panchakosha theory also represents a hierarchical order. The ultimate objective is to attain the state of ananda or bliss.Self-realization (the transcendent self) is given more importance than self-actualization (Kumar, 2003), 22 Read GPH Help Book for IGNOU Exam