Psychology

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Maximum Marks: 70.0 Time Allowed: 180
General Instructions:
All questions are mandatory unless specified otherwise.
Section A (Q1-14): Each question carries 1 mark. Answer as directed.
Section B (Q15-19): Very Short Answer Type-I questions, 2 marks each. Word limit for each question is 30 words.
Section C (Q20-23): Short Answer Type-II questions, 3 marks each. Word limit for each question is 60 words.
Section D (Q24-27): Long Answer Type-I questions, 4 marks each. Word limit for each question is 120 words.
Section E (Q28-29): Long Answer Type-II questions, 6 marks each. Word limit for each question is 200 words.
Section F (Q30-33): Case-based questions. One-mark questions: Word limit for each question is 20 words; Two-mark
questions: Word limit for each question is 30 words.
There is no overall choice. However, internal choices have been provided in some questions. A student has to attempt only
one of the alternatives in such questions.

Chapter Name Assertion & Reason Multiple Choice Question Subjective Question Total

Psychological Disorders - 3 (1.0) 1 (3.0) 4 (6.0)

Therapeutic Approaches - 2 (1.0) 1 (3.0) 3 (5.0)

Self and Personality 1 (1.0) 1 (1.0) 1 (2.0) 3 (4.0)

Meeting Life Challenges 1 (1.0) 3 (1.0) 1 (2.0) 5 (6.0)

Attitude And Social Cognition - 2 (1.0) 1 (4.0) 3 (6.0)

Social Influence And Group Processes - 1 (1.0) 2 (2.0) 4 (8.0)

1 (3.0)

Variations in Psychological Attributes - - 2 (4.0) 2 (8.0)

(1 Internal Choice) - - 1 (2.0) 1 (2.0)

Variations in Psychological Attributes
Variations in Psychological Attributes

(1 Internal Choice) - - 1 (3.0) 1 (3.0)

Self and Personality
Self and Personality

(1 Internal Choice) - - 1 (4.0) 1 (4.0)

Therapeutic Approaches
Therapeutic Approaches

(1 Internal Choice) - - 1 (6.0) 1 (6.0)

Self and Personality
Self and Personality

(1 Internal Choice) - - 1 (6.0) 1 (6.0)

Psychological Disorders
Psychological Disorders
Chapter Name Assertion & Reason Multiple Choice Question Subjective Question Total

(Paragraph Questions) - - 2 (1.5) 2 (3.0)

Meeting Life Challenges

(Paragraph Questions) - - 2 (1.5) 2 (3.0)

Variations in Psychological Attributes

33 (70.0)
Total
Time Allowed: 3 hours Maximum Marks: 70
General Instructions:
All questions are mandatory unless specified otherwise.
Section A (Q1-14): Each question carries 1 mark. Answer as directed.
Section B (Q15-19): Very Short Answer Type-I questions, 2 marks each. Word limit for each
question is 30 words.
Section C (Q20-23): Short Answer Type-II questions, 3 marks each. Word limit for each question is
60 words.
Section D (Q24-27): Long Answer Type-I questions, 4 marks each. Word limit for each question is
120 words.
Section E (Q28-29): Long Answer Type-II questions, 6 marks each. Word limit for each question is
200 words.
Section F (Q30-33): Case-based questions. One-mark questions: Word limit for each question is 20
words; Two-mark questions: Word limit for each question is 30 words.
There is no overall choice. However, internal choices have been provided in some questions. A
student has to attempt only one of the alternatives in such questions.
Section A
1. In which period of ancient history, demonology and superstition gained renewed importance in [1]
the explanation of abnormal behaviour?

a) Middle Ages b) Age of Enlightenment

c) Renaissance period d) Age of Reason

2. What is the name of therapy which combines cognitive therapy with behavioural techniques? [1]

a) Gestalt Therapy b) Client centred Therapy

c) Cognitive Behaviour Therapy d) Biomedical Therapy

3. Which of the following systems is the internalized representation of the values and morals of [1]
society as taught to the child by the parents and others?

a) Libido b) Super ego

c) Ego d) Id
4. A kind of technique used to manage stress which is a subjective experience that uses imagery [1]
and imagination.

a) Creative visualisation b) Deep breathing with muscle

relaxation

c) Biofeedback d) Meditation

[Link]
 5. A study finds that individuals who are regularly exposed to high stress levels have a higher [1]
incidence of infections. This observation can be explained by:

a) Impaired immune response due to b) Increased white cell count due to

stress. stress.

c) Enhanced production of antibodies d) Reduced need for sleep due to stress.

during stress.
6. The stage of general adaptation syndrome marked by intense physiological efforts to adapt to [1]
the stressor is called the:

a) Alarm b) Exhaustion

c) Resistance d) Reaction
7. Which of the following constitutes Trigunas as per Ayurveda? [1]

a) Vatta, pitta, rajas b) Sattva, rajas, kapha

c) Vata, pitta, kapha d) Sattva, rajas and tamas

8. Individuals with autism spectrum disorder tend to experience difficulties in starting, maintaining [1]
and even understanding relationships. Moreover, ________.

a) They are unable to initiate social behaviour and seem unresponsive to other
people's feelings.
b) They are able to share experiences with others.

c) They show wide range of interests and repetitive behaviours.

d) About 90 per cent of children with autism spectrum disorder do not have
intellectual disabilities.
9. Assertion (A): Unhelpful habits such as perfectionism, avoidance, procrastination, etc. are [1]
strategies that help to cope in the short term.
Reason (R): Perfectionists have difficulty in varying standards according to factors such as time
available, consequences of not being able to stop work, and the effort needed.

a) Both A and R are true and R is the b) Both A and R are true but R is not the
correct explanation of A. correct explanation of A.

c) A is true but R is false. d) A is false but R is true.

10. Assertion (A): Self-esteem is an understanding of what others think of you. [1]
Reason (R): Our capacity to view ourselves in terms of stable disposition permits us to combine
separate self-evaluation into the general psychological image of ourselves.

a) Both A and R are true and R is the b) Both A and R are true but R is not the
correct explanation of A. correct explanation of A.

c) A is true but R is false. d) A is false but R is true.

11. Systematic desensitization begins with some form of [1]

a) Relaxation conditioning b) Instrumental training

c) Relaxation training d) Instrumental conditioning

[Link]
12. Which feature of the attitude tells us whether an attitude is positive or negative towards the [1]
attitude object?

a) Complexity b) Centrality

c) Valence d) Extremeness
13. Which component of attitude is emotional in nature? [1]

a) Cognitive b) Behavioural

c) Affective d) Values
14. After a long discussion, the initial position of the group became much stronger, thus, [1]
demonstrating the effect of

a) Groupthink b) Group cohesiveness

c) Group polarisation d) Group conformity

Section B
15. What is cohesiveness? [2]
16. How would Horney’s explanation of depression be different from that of Alfred Adler? [2]
17. How does behavior medicine, a new discipline, help to alleviate stress? [2]
18. How group influences are different from social influences? [2]
19. If you form a committee to plan for the annual day in your school, you will see how everyone [2]
goes ahead. Give everyone full autonomy to do all the planning. Other members of the class also
observe each other as they function. Enlist the stages that you feel are likely to emerge.
OR
What do you mean by individual differences?
Section C
20. Ashok, who suffers from obsessive compulsive disorder (OCD), is considering alternative [3]
therapies to complement his current treatment. Recommend and justify which approach might
be most beneficial for Ashok.
21. State symptoms of Panic disorder. [3]
22. How does the group structure develop? Identify any three elements of group structure. [3]
23. Why are projective techniques also called as indirect methods of assessing personality? [3]
Enumerate their characteristics.
OR
How does Erich Fromm differ from Freud’s approach to personality?
Section D
24. How do psychologists characterize and define intelligence? [4]
25. What strategies can be used for handling prejudice and discrimination? [4]
26. What are dysfunctional cognitive structures? [4]
OR
Discuss the main features of Humanistic-existential therapies.
27. Compare and contrast technological and integral approaches to intelligence. Also discuss the [4]
cultural factors that may influence these perspectives.
Section E

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28. Discuss various projective techniques to assess personality. [6]
OR
Explain the key propositions of any three Post-Freudian theorists.
29. Can a long-standing pattern of deviant behaviour be considered abnormal? Elaborate. [6]
OR
Identify the symptoms associated with depression and mania.
Section F
Question No. 30 to 31 are based on the given text. Read the text carefully and answer the [3]
questions:
Aman, a 15-year-old teenager, leads a largely sedentary lifestyle and shows little enthusiasm for
engaging in regular physical activity. Additionally, he spends an excessive amount of time on electronic
devices, which has become a major concern for his parents regarding his overall health and well-being.
Concerned about the potential negative effects on Aman’s physical fitness and social interactions, his
parents decided to seek professional help from a therapist. The therapist devises a comprehensive
behavioural intervention to address Aman’s lack of physical activity and excessive screen time.
Over the course of several months, Aman’s behaviour begins to change noticeably. Initially motivated
by the reward system, he starts to engage more regularly in physical activities. As he becomes more
involved, he begins to appreciate the benefits of exercise and starts to enjoy activities he previously
avoided. His screen time decreases as he finds himself increasingly absorbed in his new hobbies and
interests.
30. Aman leads a largely sedentary lifestyle. Can this behaviour be an outcome of learning? Give reasons in
support of your answer.
31. What are the principles of the behavioural approach that helped in modifying Aman's behaviour? Explain
any two.
Question No. 32 to 33 are based on the given text. Read the text carefully and answer the [3]
questions:
Raven's Progressive Matrices (RPM) is a multiple-choice test that measures abstract reasoning,
spatial awareness, and cognitive thinking. The test is administered as a nonverbal group test. The
most common version of the test consists of 60 questions.
The test is typically used to measure general human intelligence and is regarded as a non-verbal
estimate of fluid intelligence. It is one of the most common tests administered to both groups and
individuals ranging from 5-year-olds to the elderly.
The test was originally developed by Dr. John C. Raven in 1936. In each test item, the subject is asked to
identify the missing item that completes a pattern.
The test is considered a very effective and accurate tool for assessing cognitive thinking and intellectual
capacity. A larger number of correct answers than average indicates above-average intelligence, and
vice versa.

[Link]
32. Which type of test is represented in the picture? Is it an IQ test? (1)
33. What are the Raven's progressive matrices? What is the use of this test? (2)

[Link]
 Section A
1. (a) Middle Ages
Explanation:
In the middle ages demonology and superstition gained importance in the explanation of abnormal
behaviour . Demonology related to a belief that people with mental problems are evil and are
occupied by witch.

2. (c) Cognitive Behaviour Therapy

Explanation:
CBT works by changing people's attitudes and their behavior by focusing on the thoughts, beliefs and
attitudes that are held (a person's cognitive processes) and how these processes relate to the way a
person behaves.

3. (b) Super ego

Explanation:
Super ego

4. (a) Creative visualisation

Explanation:
Creative visualisation is an effective technique for dealing with stress which is subjective in nature and
uses imagery and imagination. It is necessary to keep your mind quiet, body relaxed and eyes closed.

5. (a) Impaired immune response due to stress.

Explanation:
Impaired immune response due to stress.

6. (a) Alarm
Explanation:
The presence of a noxious stimulus or stressor leads to activation of the adrenal pituitary-cortex
system at the alarm reaction stage. This triggers the release of hormones producing the stress
response. Now the individual is ready for fight or flight.

7. (d) Sattva, rajas and tamas

Explanation:
As per Charak Samhita, the three Gunas are: Sattva, Rajas and Tamas, ordered from “best” to “worst”.
Ayurveda is always striving to boost Sattva that includes cleanliness, truthfulness, discipline etc

8. (a) They are unable to initiate social behaviour and seem unresponsive to other people's feelings.
Explanation:
They are unable to initiate social behaviour and seem unresponsive to other people's feelings.

9. (a) Both A and R are true and R is the correct explanation of A.

Explanation:
Unhelpful habits such as perfectionism, avoidance, procrastination, etc. are strategies that help to
cope in the short term. Perfectionists have difficulty in varying standards according to factors such as
time available, consequences of not being able to stop work, and the effort needed.

10. (d) A is false but R is true.

Explanation:

[Link]
 As persons, we always make some judgment about our own value or worth. this value judgment of a
person about herself/himself is called self-esteem. Our capacity to view ourselves in terms of stable
disposition permits us to combine separate self-evaluation into the general psychological image of
ourselves.

11. (c) Relaxation training

Explanation:
Relaxation training

12. (c) Valence

Explanation:
Valence (Positivity or Negativity): The valence of an attitude tells us whether the attitude is positive or
negative toward the attitude object. It means attitudes are directional. There can be a neutral valence
too that means neither positive nor negative.

13. (c) Affective

Explanation:
Attitude has three components. 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.

14. (c) Group polarisation

Explanation:
Group polarisation
Section B
15. Cohesiveness is the team spirit or ‘we feeling’ or a sense of belongingness to the group. It refers to
togetherness, binding, or mutual attraction among group members. As the group becomes more
cohesive, group members start to think, feel and act as a social unit and less like isolated individuals.
16. While Karen Homey focuses more on interpersonal relationships during childhood, Alfred gives greater
importance to personal goals of an individual.
There are, in my opinion, Horney would attribute the cause of depression to parental relations with
children which are characterized by excessive interference or indifference.
Alfred Adler would, on the other hand, attribute depression to the feeling of inadequacy and guilt
arising within the individual, due to the inability to achieve his/her personal goals. These goals provide
an individual with security and are important in overcoming feelings of inadequacy. If individual is not
able to attain the goals and could not overcome inferiority appropriately then it leads to depression.
17. A new discipline called 'Behavioral Medicine' has emerged which seeks to alleviate stress due to disease
through modification in behavior by changing outlook and life-style.
The concept emphasizes that instead of using prescription drugs to alleviate stress, behavior
modification can be beneficial.
18. In group influences, the real presence of people is essential. These are social facilitation, social loafing,
and group polarization; whereas, in social influences, the presence of people may be real or imaginary.
There are three important group influence processes, i.e. conformity, compliance, and obedience.
19. In this scenario, the stages of group development that are likely to emerge are forming, where the
committee members come together; storming, where conflicts and power struggles may arise; norming,
where roles and norms are established; performing, where the group works together effectively; and
adjourning, where the project is completed or the committee disbands.
OR
i. Individual differences refer to distinctiveness and variations among people’s characteristics.

[Link]
 ii. Different traits can exist in varying degrees in an individual.
iii. Each one of us is unique as we possess a novel or typical combination of various traits.

Section C
20. Kundalini Yoga
Mindfulness based meditation
Cognitive-behavior therapy
Sudarshan Kriya Yoga
21. It consists of recurrent anxiety attacks in which the person experiences intesne terror.
Attacks are unpredictable
Symptoms/Clinical features:
Shortness of breath
Dizziness
Trembling
Increased palpitation
Chest pain
Fear of going crazy
Losing control or dying
22. Group structure refers to the way in which a group is organized, including the roles, norms, and
relationships that shape the behavior and interactions of its members. Here are the three key elements
of group structure:
1. Roles
Definition: Roles refer to the expected behavior patterns attributed to individuals occupying
specific positions within a group. Each role comes with a set of responsibilities and expectations.
Examples: In a classroom setting, a teacher has the role of instructor and leader, while students
have the role of learners.
2. Norms
Definition: Norms are the shared rules and expectations about how members of the group
should behave. They provide guidelines for acceptable behavior and help maintain order and
cohesion within the group.
Examples: Norms in a study group might include regular meeting times, punctuality, active
participation, and mutual respect.
3. Intermember Relations
Definition: Intermember relations refer to the patterns of relationships and interactions among
group members. These relations determine the social dynamics and influence within the group.
Examples: In a project team, intermember relations might include mentorship, collaboration, and
peer support.
23. Projective techniques are often referred to as indirect methods of assessing personality because they
involve presenting individuals with ambiguous stimuli. The idea is that people will project their
unconscious thoughts, feelings, and desires onto these ambiguous stimuli, revealing aspects of their
personality that might not be accessible through direct questioning.
Ambiguity of Stimuli: This ambiguity encourages individuals to project their own interpretations, which
can reveal underlying thoughts and feelings. Examples include the Rorschach Inkblot Test and the
Thematic Apperception Test.
Free-Response Format: Projective techniques typically allow for a wide range of responses. There are
no right or wrong answers, and individuals are free to respond in any way they choose.
Unstructured Administration: These techniques are often administered in an unstructured manner,
meaning there are few standardized instructions or scoring methods. This flexibility allows for a more
personalized assessment of each individual.
Revealing Unconscious Processes: The primary goal of projective techniques is to uncover
unconscious processes. By analyzing the responses to ambiguous stimuli, psychologists can gain
insights into an individual's unconscious motives, desires, and conflicts.

[Link]
 Interpretation Requires Expertise: Interpreting the results of projective techniques requires
specialized training and expertise. Psychologists must be skilled in understanding the nuances of the
responses and what they might indicate about the individual's personality.
OR
i. According to Freud, approachable personality is biologically oriented whereas Erich Fromm’s theory
of personality has a social orientation.
ii. He viewed human beings basically as social beings.
iii. For him, personality traits develop due to social interaction whereas, according to Freud, the roots of
personality development lies in innate tendencies and unconscious desires.
Section D
24. The psychological motion of intelligence is quite different from the common sensed motion of
intelligence.
Generally, people saw intelligence as mental alertness, ready art, quickness in learning and ability to
understand relationships.
Oxford dictionary explained intelligence as the power of perceiving, learning to understand and know.
Accordingly, Alfred Binet also used these attributes and defined intelligence as the ability to judge well,
understand well and reason well.
Later Wechsler gave a comprehensive definition in terms of its functionality, i.e., its value for adaptation
to the environment. He defined intelligence as “the global and aggregate capacity of an individual to
think rationally, act purposefully and to deal effectively with his/her environment.”
Present-day psychologists such as Gardner and Sternberg emphasized that “Intelligent individual not
only adapts to the environment but actively modifies or shapes it.”
Sternberg views intelligence as “ the ability to adapt, to shape and select an environment to accomplish
one's goals and those of one's society and culture.”
25. Prejudices may not be eliminated but can be reduced. The strategies for handling prejudices would be
effective if they aim at:
i. Minimizing opportunities for learning prejudices.
ii. Changing negative attitudes.
iii. De-emphasizing a narrow social identity based on the in-group.
iv. Discouraging the tendency towards self-fulfilling prophecy among the victims of prejudice.
These goals can be accomplished through:
i. Education and exposure for correcting stereotypes relative to specific target groups.
ii. Reducing a strong in-group bias.
iii. Increasing intergroup contact through
a. direct communication.
b. removal of mistrust between the group.
c. discovery of positive qualities in the out-group.
These strategies are successful only if:
i. The two groups meet in a co-operative rather than competitive context.
ii. Close interactions between the groups help them to know each other better.
iii. Both groups should not be different in power or status.
iv. Highlighting individual identity rather than group identity. It is promoting individual differences and
giving more credit to the individuals achievement rather than his/her group identity.
26. i. Some negative thoughts develop in the mind due to core schemata established in childhood. Such
negative thoughts are characterised by cognitive distortions.
ii. Cognitive distortions are ways of thinking which are general in nature but which distort the reality in
a negative manner.
iii. These patterns of thoughts are called dysfunctional cognitive structures.
iv. They lead to errors of cognition about social reality.
OR
i. The humanistic-existential therapy postulates that psychological distress arises from a feeling of
loneliness, alienation and an inability to find meaning and genuine fulfilment of life.

[Link]
 ii. Human beings are motivated by the desire for personal growth and self-actualization and an innate
need to grow emotionally.
iii. Society believes that free emotional expression can harm social networks. So emotional control is to
be developed in the individual for once owned growth and for the healthy social network which leads
to distinctive behaviour and negative emotions.
iv. The therapy creates a permissive, non-judgmental and accepting atmosphere in which the client's
emotions can be freely expressed and the complexity, balance, and integration in personality could
be achieved.
v. The fundamental assumption of this therapy is that the client has the freedom and responsibility to
control his/her own behaviour. The therapist is merely a facilitator and guide. It is the client who is
responsible for the success of therapy.
vi. The chief aim of the therapy is to expand the client's awareness.
27. Comparison between Technological and Integral Intelligence.
Technologically advanced societies adopt child rearing practices that foster skills of generalisation
and abstraction, speed, minimal moves, and mental manipulation among children.
Intelligence in the Indian tradition can be termed as integral intelligence, which gives emphasis on
connectivity with the social and world environment. Indian thinkers view intelligence from a
holistic perspective where equal attention is paid to cognitive and non-cognitive processes as well
as their integration.
Cultural factors:
The cultural environment provides a context for intelligence to develop. Vygotsky, a Russian
psychologist, has argued that culture provides social context in which people live, grow, and
understand the world around them.
For example, in less technologically developed societies, social and emotional skills in relating to
people are valued, while in technologically advanced societies, personal achievement founded on
abilities of reasoning and judgment is considered to represent intelligence.
Four facets of integral intelligence: Cognitive. social, emotional and entrepreneurial competence.
Section E
28. The projective techniques were developed to assess personality based on the psychoanalytic theory of
personality. Some of the projective techniques are:
i. The Rorschach Inkblot Test:
i. A German psychiatrist, Herman Rorschach developed this technique.
ii. This test consists of 10 symmetrical unstructured Inkblots. Five of them are black and white and
five are coloured.
ii. The Thematic Apperception Test (TAT):
i. The test was developed by Morgan and Murray in 1935.
ii. It consists of a series of 30 unstructured picture cards and one blank card. Some cards are for
males (M), some for females (F), and some for boys (B) and girls or combination.
iii. Rosenzweig Picture Frustration Study (The P-F Study):
i. This test was developed by Rosenzweig.
ii. This test uses frustration and aggression as the main focus.
iii. It presents a series of cartoons in which one cartoon frustrates another.
iv. Its Indian adaptation developed by Pareek is also available.
v. Sentence Completion Test: In this test, a number of stems consisting of a few words are
presented. The task is to complete the sentence, e.g. my father.... It is expected that the type of
ending used reflects the motivation, conflicts and attitudes of the person.
vi. Draw-A-Person Test: The examinee in this test is asked to draw a person, and then he/she is
asked to draw the figure of another person of the opposite sex.
OR
Post-Freudian theorists:
Carl Jung: Aims and Aspirations
Jung claimed that there was a collective unconscious consisting of archetypes or primordial

[Link]
 images. These are not individually acquired, but are inherited. The God or the Mother Earth is a
good example of archetypes. They are found in myths, dreams and arts of all mankind. Jung held
that the self strives for unity and oneness
Karen Horney: Optimism
She argued that psychological disorders were caused by disturbed interpersonal relationship
during childhood. When parents' behaviour toward a child is indifferent, discouraging, and erratic,
the child feels insecure and a feeling called basic anxiety results.
Alfred Adler: Lifestyle and Social Interest
His basic assumption is that human behaviour is purposeful and goal directed. Each one of us has
the capacity to choose and create. Our personal goals are the sources of our motivation. The goals
that provide us with security and help us in overcoming the feelings of inadequacy are important
in our personality development. In Adler's view, every individual suffers from the feelings of
inadequacy and guilt, i.e. inferiority complex, which arise from childhood.
Erich Fromm: The Human Concerns In contrast to Freud's biological orientation, Fromm
developed his theory from a social orientation. He viewed human beings as basically social beings
who could be understood in terms of their relationship with others. He argued that psychological
qualities such as growth and realisation of potentials resulted from a desire for freedom, and
striving for justice and truth.
Erik Erikson: Search for Identity Erikson's theory lays stress on rational, conscious ego processes
in personality development. In his theory, development is viewed as a lifelong process, and ego
identity is granted a central place in this process. His concept of identity crisis of adolescent age
has drawn considerable attention. Erikson argues that young people must generate for
themselves a central
perspective and a direction that can give them a meaningful sense of unity and purpose.
29. Abnormal behaviour is a relative term. It is a matter of degree. It is a qualitative difference. There
is no quantitative difference between normal and abnormal.
The word 'Abnormal’ literally means away from the normal. It implies a deviation from some
clearly defined norms or standards.
Various Views to explain Abnormality:
i. Abnormality as Deviation from Social Norms:
a. Each society has social norms, which are stated or unstated rules for proper conduct. Behaviours,
thoughts, and emotions that break societal norms are called abnormal.
b. Behaviour violates social norms or threatens or makes anxious those observing it. Violation of
norms makes abnormality a relative concept; various forms of unusual behavioural can be
tolerated depending on the prevailing cultural norms. Yet this component is also at once too
broad and too narrow.
ii. Abnormality in terms of Maladaptive Behaviour:
a. The recent approach views abnormal behaviour as maladaptive. Many psychologists believe that
the best criterion for determining the normality of behaviour is not whether society accepts it but
whether it facilitates the well-being of the individual and eventually of the group to which
he/she belongs.
b. Well-being is not simply maintenance and survival but also includes growth and fulfilment.
Maladaptive behaviour refers to - Behaviour that causes problems in life.
iii. Concept of four D’s: Now-a-days many psychologists believe that if an individual’s behaviour
manifests significant deviance, distress, danger, and dysfunction in his/ her behavioural pattern, then
it should be treated as abnormal.
OR
Depression and Mania are mood disorders. These are characterized by disturbances in mood or
prolonged maladaptive emotional state.
The main types of mood disorders include:
i. Major depressive disorders are defined as a period of depressed mood and/or loss of interest or
pleasure in most activities, together with other symptoms which may include.

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 Symptoms of Depression:
a. Loss of energy, great fatigue.
b. Constant sleep problems.
c. Inability to think clearly.
d. Greatly slowed behaviour.
ii. Factors Predisposing towards Depression:
a. Genetic make-up
Heredity is an important risk factor for major depression and bipolar disorders.
b. Age is also a risk factor. For instance, women are particularly at risk during young adulthood,
while for men the risk is highest in early middle age.
c. Gender also plays a great role in this differential risk addition. For example, women in comparison
to men are more likely to report a depressive disorder.
iii. Bipolar Disorders:
Mood disorder, in which both mania and depression are alternately present, is sometimes
interrupted by periods of normal mood. This is known as a bipolar mood disorder. (Bipolar mood
disorders were earlier referred to as manic-depressive disorders.)
a. It is cyclic in nature.
b. Speech is often rapid as if she has to say as many words as possible in the time allotted.
c. The risk of a suicide attempt is highest in case of bipolar mood disorders
Section F
30. Yes, this may be an outcome of learning. This behaviour might have trigged due to Operant/
Instrumental conditioning or Observational learning.
31. Principles of Behavioural approach are -
Behavioural approach focuses on learning of stimulus-response connections and their
reinforcement. According to them, personality can be best understood as the response of an
individual to the environment.
The structural unit of personality is the response. Each response is a behaviour, which is emitted
to satisfy a specific need.
The core tendency that organizes behaviour is the reduction of biological or social needs that
energize behaviour. This is accomplished through responses (behaviours) that are reinforced.
The theories of classical conditioning (Pavlov), instrumental conditioning (Skinner), and
observational learning (Bandura)
32. It is a non-verbal test. Raven's Progressive Matrices (RPM) is an IQ test, which contains multiple-choice
questions pertaining to abstract reasoning.
33. Raven's Progressive Matrices (often referred to simply as Raven's Matrices) or RPM is a non-verbal test
typically used to measure general human intelligence and abstract reasoning and is regarded as a non-
verbal estimate of fluid intelligence. It is widely used to measure general cognitive ability.

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