Class XII – Psychology Sample Paper – 2

Ans. (A) External

Explanation: People are influenced by situational or external factors. Situations or circumstances in which people find themselves influence their behaviours.

Ans. (B) I-ii, II-iii, III – i

Explanation: Intellectual understanding of any situation involves no emotion; it is cold. Sympathy is a feeling of compassion and pity towards others. On the other hand, empathy involves feeling like the other person does stepping in that person’s shoes and seeing the world as that person would.

Ans. (C) Two-step concept

Explanation: The two-step concept of attitude change is given by S.M. Mohsin in which source is responsible for the change in the attitude of the target. In step 1 the target identifies with the sources and the source also likes the target. In step 2 due to change in attitude of the source towards the object, the attitude of the target towards the object also changes.

Ans. (D) Destroy invaders

Explanation: The white blood cells of leucocytes identify and destroy foreign bodies or antigens like viruses. T cells are the type of white blood cells which are responsible for destroying invaders.

Ans. (C) Existential anxiety

Explanation: Frankl gave the concept of spiritual anxiety also known as existential anxiety. It leads to meaningless towards existence. The goal of logotherapy is to find this meaning.

Ans. (D) Agoraphobia

Explanation: Phobia meaning having irrational fears related to specific objects, people, or situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Agoraphobia is the fear of entering unfamiliar situations. They are afraid of leaving their home and thus, are unable to carry out normal life activities efficiently.

Ans. (A) Kernel of truth concept

Explanation: Kernel of truth concept means having a belief that there must be some truth behind a fact if people believe. This believe or prejudice stays irrespective of having seen enough proofs against that particular belief.

Ans. (B) Storming, Norming, Adjourning

Explanation: There are five developmental stages of group formation.

(A) Formation: Forming

(B) Conflict: Storming

(C) Stabilization: Norming

(D) Performance: Performing Dismissal: Adjourning

Ans. (C) Evaluative apprehension

Explanation: Examination stress has been characterised as “evaluative apprehension” or “evaluative stress” which produces debilitating behavioural, cognitive, and physiological effects and no different from those produced by any other stressor.

Ans. (A) Social loafing

Explanation: Social loafing is a phenomenon which takes place when one is working in a group. It involves the reduction in individual efforts in achieving the results as compared to the efforts taken when the task is done individually.

Ans. (C) Aversive Conditioning

Explanation: Aversive conditioning refers to repeated association of undesired response with an aversive consequence. When an alcoholic is given a mild electric shock and asked to smell the alcohol, the repeated pairings of the smell of alcohol becomes aversive as the pain of the shock is associated with it and the person will give up alcohol.

Ans. (D) A is false but R is true.

Explanation: Arthur Jensen developed the hierarchical model of intelligence. Level I is associative learning in which output is almost similar to input. Level II involves the use of higher-order thinking skills to get a more effective output from the given the input.

Ans. (A) Message characteristics

Explanation: Rational or emotional appeal, motives, and mode of giving the message are message characteristics which influences attitude change.

Ans. (A) Internal

Explanation: Internal pressures stem from beliefs based upon expectations from inside us to ourselves such as, ‘I must do everything perfectly. Such expectations can only lead to disappointment. Many of us drive ourselves ruthlessly towards achieving unrealistically high standards in achieving our goals.

Ans. (B) Tendency

Explanation: Temperament is biologically based characteristic way of reacting. While disposition is the tendency of a person to react to a given situation in a particular way.

Section-B

Question 16.

How are psychological disorders classified?

Ans. Psychological disorders are classified based on characteristics they share. It allows the psychiatrists, psychologists, and other experts in the field to communicate with ease. American Psychiatric Association (APA) has developed the Diagnostic and Statistical Manual of Mental Disorders -5th Edition (DSM-5) which gives detailed diagnostic criteria of disorders. International Classification of Diseases (ICD- 10), which is known as the ICD-10 or Classification of Behavioural and Mental Disorders is developed by the World Health Organisation (WHO).

Ans. The American Association on Mental Deficiency (AAMD) defines intellectual disability as” significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period.” The different levels of intellectual disability are:

• Mild (IQs 55 to approximately 70),

• Moderate (IQs 35-40 to approximately 50-55)

• Severe (IQs 20-25 to approximately 35-40)

• Profound (IQs below 20-25).

Ans. To handle prejudice, it is better to first know how it is developed. Once we know that it is possible to make use of the following strategies for handling it:

• minimising opportunities for learning prejudices,

• changing such attitudes,

• de-emphasizing a narrow social identity based on the ingroup, and

• discouraging the tendency towards self-fulfilling prophecy among the victims of prejudice.

Ans. Psychodynamic theories have been heavily criticized. The criticisms are as follows:

• Psychodynamic theories are based on case studies and lack scientific rigour.

• They are based on small and a typical individuals as sample to develop generalizations.

• It is difficult to scientifically tests the concepts as they are poorly defined.

• Frued looked as males as a prototype to understand personality developed and overlooked female experiences completely.

Ans. Psychotherapeutic setting has certain ethics to ensure the safety of the clients which needs to be followed-

• Informed consent of the client should be taken.

• Confidentiality about the identity of the client and thru the things discussed in the session.

• The goal of the therapy should be alleviating personal distress and suffering of the client.

• Integrity of the practitioner-client relationship is important.

• Respect for human rights and dignity is necessary.

• Professional competence and skills are essential.

Ans. With the increase in stress in personal and professional lives it has become important to take steps to manage it. Following are some stress management techniques:

• Relaxation techniques

• Meditation procedures

• Biofeedback

• Creative visualisation

• Cognitive behavioural techniques

• Exercise

Ans. Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. These life skills can be learned and even improved upon:

• Assertiveness

• Time management

• Rational thinking

• Improving relationships

• Self-care

• Overcoming unhelpful habits

• Diet

• Exercise

Ans. Attitude Formation processes is influenced by various processes:

• Learning attitudes by association: People tend to associate one thing with another and having a positive or negative attitude about one thing makes them develop similar attitude for the other thing which they have associated it with. For example, students tend to like the subject which their favourite teacher teaches.

• Learning attitudes by being rewarded punished: People develop attitudes if they are rewarded or punished for something. A student who is appreciated for reading books will develop a positive attitude towards reading while another student who is falling sick due to staying up late everyday for playing games online will develop a negative attitude towards staying up late and a positive one for getting proper sleep.

• Learning attitudes through modelling observing others: People observe others having certain attitudes and being rewarded or punished for that and then they model those attitudes after them. For example, when a child sees his parents respecting adults the child will respect adults.

• Learning attitudes through group or cultural norms: People follow the norms and values of the culture they belong to. It becomes a part of their social cognition. Following norms like offering sweets to God is learnt through modelling, association of feeling of devotion, and is rewarded through social acceptance.

• Learning through exposure to information: People learn and develop attitudes through reading or social media when others are not present. A person who reads biographies of successful people may develop positive attitude towards hardwork.

Ans. Every culture has unique set of beliefs and practices hence, every culture will also have its own understanding of what intelligence entails.

Technological Intelligence Technologically advanced societies follow practices which are called as technological intelligence like promoting skills of attention, observation, analysis, performance, speed, and achievement orientation. Intelligence tests developed in western countries look for these skills. The child rearing methods in these countries foster the skills of generalisation and abstraction, speed, minimal moves, and mental manipulation. These skills are not duly focused on in the Asian and African countries.

Integral Intelligence – The form of intelligence observed in India is called as integral intelligence which focuses on connection with social and world environment, and cognitive and non-cognitive processes and their integration; which makes it holistic in nature.

The Sanskrit word Buddhi, according to J.P. Das, includes such skills as mental effort, determined action, feelings, and opinions along with cognitive competence such as knowledge, discrimination, understanding, knowledge of one’s own self based on conscience, will and desire. The following competencies are identified as facets of intelligence of in the Indian tradition:

• Cognitive capacity (sensitivity to context, understanding, discrimination, problem solving, and effective communication).

• Social competence (respect for social order, commitment to elders, the young and the needy, concern about others, recognising others’ perspectives).

• Emotional competence (self-regulation and self- monitoring of emotions, honesty, politeness, good conduct, and self-evaluation).

• Entrepreneurial competence (commitment, persistence, patience, hard work, vigilance, and goal-directed behaviours).

Ans. Gardner’s theory of multiple intelligences suggests that intelligence is not a single entity but rather distinct types of intelligences that interact and work together to find solutions to problems. He studied highly talented individuals and described eight types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, and naturalistic.

(1) Linguistic intelligence involves fluent and flexible language use.

(2) Logical-mathematical intelligence involves logical thinking, critical problem-solving.

(3) Spatial intelligence involves the ability to form visual images and patterns.

(4) Musical intelligence involves producing and manipulating musical rhythms and patterns. (5) (5) Body-kinaesthetic intelligence involves using the body flexibly and creatively for display or problem-solving.

(6) Interpersonal intelligence involves understanding subtle aspects of others’ behaviors.

(7) Intrapersonal intelligence involves understanding one’s own feelings, motivations, and desires.

(8) Naturalistic intelligence involves identifying the features of the natural world, such as flora and fauna, and making subtle discriminations.

Ans. Self-regulation refers to our ability to organise and monitor our own behaviour.

It involves having the ability to change one’s behaviour based on the demands of the external environment. When one has will power one is able to resist in the face of situational pressures and control oneself. Going one step further when individuals can defer or delay the gratification of their needs, they are said to have self-control. It is an important skill to develop for achieving long-term goals.

There are certain methods used in order to develop self-control:

(1) Indian cultural tradition provides us with certain effective mechanisms (e.g., fasting in vrata or roza and nonattachment with worldly things) for developing self-control.

(2) Several psychological techniques of self-control have also been suggested –

• Observation of one’s own behaviour: This provides us with necessary information that may be used to change, modify, or strengthen certain aspects of self.

• Self-instruction: We often instruct ourselves to do something and behave the way we want to. Such instructions are quite effective in self-regulation.

• Self-reinforcement: This involves rewarding behaviours that have pleasant outcomes. For example, you may go to see a movie with friends, if you have done well in an examination. These techniques have been tried out and found quite effective with respect to self-regulation and self- control.

Ans. One individual can belong to various groups and these groups can be of different types. Following are some important types of groups:

• Primary and Secondary Groups – Primary groups are ones in which we are born; they are given to us. For example, family, caste, religion, etc. The meetings in these groups are frequent. People have attachment with the individuals in these groups and they are responsible for developing the individuals beliefs and values. One cannot choose to enter or leave these groups as they wish. On the other hand, the choice of entering or leaving secondary groups lie with the individual. For example, one can enter a social or political organisation and leave it if they not more want to be a part of it. The meetings here are less frequent and the relations are of a formal nature. People join these groups for a specific purpose and can leave when that purpose is met or their attitudes change.

• Formal and Informal Groups – Formal groups have a set structure, rules and regulations, purpose, roles to be followed. For example, an office organization or university has certain laws that govern it and everyone who wishes to be a part of that group is expected to follow them. On the other hand, in informal groups there is no structure as such and the relationships are born through personal attachments. For example, a group of friends.

• Ingroup and Outgroup – People categorize groups as the one to which they belong as ingroup and other groups as outgroup. People in the ingroup are expected to be similar and are viewed favourably while people from the outgroup are viewed as different and a not viewed positively. People in the ingroup are referred to as ‘we’ while people in the outgroup are referred to as ‘they.’ Perceptions about ingroup and outgroup affect ones social life although one can have a feeling of oneness even when there exist many different groups which highly vary in every way.

Ans. Group structure consists of four elements: roles, norms, status, cohesiveness, and status.

• Roles are socially defined expectations that individuals are expected to be fulfilled by people in a given situation. For example, if one has the role of a son or daughter, it comes with certain expectation of behaviour from the person.

• Norms are expected standards of behavior and beliefs established by group members. They are the unsaid rules everyone does and is expected to follow. Every family has certain norms which represents their shared way of viewing the world.

• Status refers to the relative social position given to group members. This relative position or status may be either ascribed (given may be because of one’s seniority) or achieved (the person has achieved status because of expertise or hard work). By being members of the group, we enjoy the status associated with that group. All of us, therefore, strive to be members of such groups which are high in status or are viewed favourably by others. Even within a group, different members have different prestige and status. For example, the captain of a cricket team has a higher status compared to the other members, although all are equally important for the team’s success.

• Cohesiveness 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. Members of a highly cohesive group have a greater desire to remain in the group in comparison to those who belong to low cohesive groups. Extreme cohesiveness however, may sometimes not be in a group’s interest. Psychologists have identified the phenomenon of grouplink which is a consequence of extreme cohesiveness. Irving Janis stated that when a  group allows its concerns for unanimity, “override the motivation to realistically appraise courses of action” they are indulging in the phenomenon called groupthink which results in the tendency of decision makers to make irrational and uncritical decisions.

Ans. Hans Selye gave the General Adaptation Syndrome. He experimented with animals by exposing them to variety of stressors such as high temperature, X-rays, and insulin injections over a long period of time. He also observed patients with various injuries and illnesses in hospitals. He noticed that they have similar bodily response patterns. He called this pattern as the General Adaptation Syndrome (GAS). GAS has three stages:

• Alarm reaction stage: The adrenal pitutiary cortex is activated as a result of the presence of a noxious stimulus or stressor. This triggers the release of hormones producing the stress response. Now the individual is prepared for a fight or flight response.

• Resistance stage: If stress is prolonged, the resistance stage begins. The parasympathetic nervous system calls for more cautious use of the body’s resources. The organism makes efforts to cope with the threat, as through confrontation.

• Exhaustion stage: Continued exposure to the same stressor or additional stressors drains the body of its resources and leads to the third stage of exhaustion. The physiological systems involved in alarm reaction and resistance become ineffective and susceptibility to stress-related diseases such as high blood pressure becomes more likely.

Criticisms of GAS: Selye’s model has been criticised for assigning a very limited role to psychological factors in stress. Researchers have reported that the psychological appraisal of events is important for the determination of stress. How people respond to stress is substantially influenced by their perceptions, personalities, and biological constitutions which Selye ignores in his theory.

Ans. Humanistic behaviour was developed in response to Freud’s theories and were majorly contributed by Carl Rogers and Abraham Maslow.

Rogers viewed individuals as being fully functioning. He believed that people have an innate nature of fulfilling their potentials and self-actualising their capabilities. He had two assumptions about human behaviours: one, that it is always goal directed and worthwhile; and second, that people are innately good hence, they always choose adaptive, self- actualising behaviour.

Rogers believed in the important of the self in the life of people through interaction with his clients. His theory assumes that people are constantly engaged in actualising this self and increasing their self-concept and as a result becoming more social in nature. According to his theory, people experience distress if there is a discrepancy between their real self and ideal self, working towards reducing this discrepancy will eventually reduce their distress.

Personality development according to Rogers is a continuous process which involves evaluating oneself and mastering the process of self-actualisation. He believes that people who get positive social conditions develop a high self-concept and self- esteem. These people are more flexible, open to new experiences; hence, they can grow and self-actualize. Following on this view of his, he worked towards providing his clients with these positive conditions which involved an atmosphere of unconditional positive regard in order to work on their self-concept in his client-centred therapy.

Abraham Maslow developed the hierarchy of needs. According to him, once people have fulfilled their biological, safety, belongingness, and esteem needs they work towards self-actualisation, i.e., to reach their fullest potential. Working towards esteem and self-actualisation is being human according to him as the survival needs are common in all animals. He viewed man as someone who has potentialities for love, joy and doing creative work.

Human beings are considered free to shape their lives and to self-actualise. Self-actualisation becomes the possible by analysing the motivations that govern our life.

Humanistic theory describes actualizing person as follows:

• They become aware of themselves, their feelings, and their limits; accept themselves, and what they make of their lives as their own responsibility; do have ‘the courage to be’.

• They experience the “here-and-now”; are not trapped.

• They do not live in the past or dwell in the future through anxious expectations and distorted defences.

Ans. Alternative therapies are used as an alternative remedy to traditional drugs and psychotherapy. Some alternative therapies are acupuncture, herbal remedies, yoga, meditation, etc. Yoga and meditation have developed the most in the past years. Yoga as given in the Ashantang Yoga in Patantjali’s Yoga Sutras is today discussed mostly only with regards to asanas and pranayama. Asanas are posture meaning exercise and pranayama and breathing exercises. Yoga practices improve health, mood, focus, attention, and stress tolerance. The advantages will be maximized with proper instructions from a qualified teacher and daily practice for 30 minutes. Studies are out by the National Institute of Yoga is used to cure insomnia. Yoga cuts down on time to sleep and raises the level of sleep efficiency.

Sudarshan Kriya Yoga (SKY) is a rapid breathing technique used to induce hyperventilation. It has been used effectively in treating stress, anxiety, post-traumatic stress disorder (PTSD), depression, stress-related medical illnesses, substance abuse, and rehabilitation of criminal offenders. SKY has been used as a public health intervention technique to alleviate PTSD in survivors of mass disasters. Indian journal Mental Health and Neurosciences (NIMHANS) has demonstrated that SKY helps with depression. Additionally, people with alcoholism who use SKY had decreased levels of stress and sadness.

Teachings of Kundalini Yoga in the USA have been discovered to be beneficial in treating various psychiatric illnesses. The Nonlinear Institute University of California, science USA’s San Diego has discovered that Kundalini Yoga is useful in the management of obsessional-compulsive illness. Kundalini pranayama, or breathing, and yoga techniques.

Meditation refers to focusing attention on some specific object, sound, thought or mantra. Vipassana meditation does not involve focusing on something specific. It is also called mindfulness and it involves focusing on the bodily sensations one is experiencing while one’s thoughts are passing through his awareness.

Ans. Numerous techniques are employed for psychological assessment.

• Psychological Test – An objective psychological test is a consistent measurement of a person’s behavioral and/or mental health characteristics. Unbiased tests have been created to measure every psychological trait. (For instance, aptitude, intelligence, etc.)

These tests are commonly used for clinical purposes diagnosis, treatment, and personnel selection, assignment, and instruction. In addition to scientific examinations, psychologists have furthermore created some projective tests, particularly for the evaluation of personality.

• Interview Information is sought during an interview from an individual on an individual basis. You may see its employment when a counsellor interacts with a client, a salesperson sells a product, an employer selects employees for her/his organisation, or a journalist interviews important people on issues of national and international importance.

• Case Study – A case study is a detailed examination of a specific person’s psychological characteristics, psychological past, and relationship to their physical, psychological, and social environments. Clinical psychologists frequently employ case studies in their work. For individuals eager to learn from the experiences of great people, case studies of their lives can also be quite instructive. Data for case studies is gathered using a variety of techniques, such as interviews, observations, questionnaires, psychological exams, etc.

• Observation – It entails using organised, methodical, and objective processes to document behavioral events that happen in real time. It is simple to observe certain occurrences, such as mother-child relationships, and study them. The primary issues with observational approaches are that the observer has limited control over the circumstance and that the reports could be vulnerable to subjective interpretation.

• Self-report A person can use the self-report method to give accurate information about herself/himself and/or any opinions, beliefs, etc. that she/he may have. An interview schedule, a questionnaire, a psychological exam, or a personal journal can all be used to gather this data.

Ans. Psychological characteristics are not one-dimensional or linear. They are expressed in terms of dimensions and are complex. One must evaluate a person’s performance in a variety of domains or areas, such as cognitive, emotional, social, etc., if you want to get a thorough assessment of that individual.

• Intelligence – The ability to comprehend the world, reason, and efficiently use when presented with challenges is referred to as intelligence. Tests of intelligence offer a comprehensive assessment of a person’s general cognitive abilities, including their capacity to benefit from education. Students with low intelligence are typically less likely to perform well on school-related exams, although success in life is not only based on intelligence test results.

Aptitude – A person’s aptitude is their innate capacity for learning new skills.

Aptitude tests are used to forecast what a person would be able to do given the right circumstances and instruction. A person with strong mechanical aptitude can succeed as an engineer with the right training. Similar to this, a person with strong verbal skills can be taught to write well.

• Interest – A person’s preference for one or more particular activities above others is referred to as interest. Students’ interests can be evaluated to see what disciplines or courses they will enjoy and be able to pursue. Understanding our interests enables us to make decisions that enhance life satisfaction and job performance.

• Personality – Personality describes a person’s relatively enduring traits that set them apart from others. Personality tests aim to evaluate a person’s distinctive traits, such as whether they are dominant or submissive, extroverted or reserved, moody or emotionally stable, etc. An individual’s behavior can be explained and predicted with the use of personality assessment.

• Values – Values are permanent opinions about the best way to behave. A person who has values establishes a criterion for determining how they should live their lives and how they should judge others. In value assessment, we try to determine the dominant values of a person (e.g., political, religious, social or economic).

Ans. Following are the factors that are responsible for or are underlying abnormal behaviour:

• Biological factors – Biological factors, such as faulty genes, endocrine imbalances, malnutrition, and injuries, can influence human behavior. biochemical or Abnormal behaviour has a physiological basis, with psychological disorders Coften related to problems in neuron-transmission. Neurotransmitters, such as gamma aminobutyric acid (GABA), dopamine, and serotonin, can lead to specific psychological disorders, such as anxiety, schizophrenia, and depression.

• Genetic factors-Genetic factors are linked to bipolar disorder, schizophrenia, and intellectual disability, but specific genes are not identified. Many genes combine to cause various behaviors and emotional reactions. While genetic/biochemical factors are involved in mental disorders like schizophrenia, depression, and anxiety, biology alone cannot account for most mental disorders.

• Psychological factors Psychological models explain mental disorders by highlighting psychological and interpersonal factors contributing to abnormal behavior, such as maternal deprivation, faulty parent-child relationships, maladaptive family structures, and severe stress. Following psychological models are propounded by theorists:

• Psychodynamic Model – Psychodynamic models believes that behaviour is determined by Opsychological forces within an individual, which one not consciously aware about. Abnormal symptoms are viewed as the result of conflicts between these forces. Freud’s model, focuses on three central forces shaping personality: instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego). Abnormal behavior is a symbolic expression of unconscious mental conflicts, often tracing back to early childhood or infancy.

• Behavioural Model – The behavioral model emphasizes the role of psychological factors in learning normal and abnormal behaviors. It focuses on conditioning, including classical, operant, and social learning, which account for adaptive and maladaptive behavior. These three types of conditioning contribute to psychological disorders.

• Cognitive Model The cognitive model emphasizes psychological factors, stating that abnormal functioning can result from cognitive problems. People may hold irrational assumptions and make over generalizations. The humanistic- existential model focuses on broader aspects of human existence, with humanists believing in a natural tendency for goodness and growth, and existentialists suggesting that individuals have the freedom to give meaning to their existence or avoid it.

• Sociocultural Model – Socio-cultural factors, including war, violence, group prejudice, economic and employment problems, and rapid social change, can cause stress and psychological problems in individuals. Abnormal behaviour is influenced by social and cultural forces, including family structure, communication, social networks, societal conditions, and labels and roles. Family systems, social networks, and professional relationships can lead to abnormal functioning. Social labels and roles can also influence abnormal functioning, as. individuals are labelled as “deviant” or “mentally ill” and encouraged to act in a sick role.

• Diathesis Stress Model-The diathesis-stress model is widely accepted as an explanation for abnormal behavior, stating that psychological disorders develop when a person’s biological predisposition to a disorder is triggered by a stressful situation. This model consists of three components: a genetic diathesis, a vulnerability to developing a disorder, and pathogenic stressors. Exposure to these stressors can lead to a person’s predisposition to develop a disorder, such as anxiety, depression, and schizophrenia.

Ans. The manifestation of neurodevelopmental problems in the earliest stages of development is a prevalent tendency. The symptoms frequently start to show up before the child starts schooling or in the first few years of school. Personal, social, intellectual, and occupational functioning are all hampered as a result of these diseases. These are classified as deficiencies or excesses in a specific behaviour or delays in achieving a particular age-appropriate behaviour.

(a) Attention Deficit Hyperactivity Disorder (ADHD) – Inattention and hyperactivity/impulsivity are the two basic characteristics of ADHD. Inattentive children find it challenging to maintain mental effort when working or playing. They struggle to concentrate on one item at a time or to follow directions. The kid doesn’t listen, can’t focus, can’t follow directions, is disorganized, easily distracted, forgetful, doesn’t finish homework, and quickly loses interest in uninteresting activities are common concerns. Impulsive kids appear to be unable to restrain their first reactions or to think things through. They struggle with deferring satisfaction, waiting patiently for others, and avoiding urgent temptations. While knocking objects over and other little incidents are frequent, more catastrophic accidents and injuries can occur. There are several variations of hyperactivity. Children with ADHD move around a lot. It is impossible for them to remain motionless throughout a class. The kid might wriggle, climb, or wander around the room aimlessly. They are ‘propelled by a motor’, constantly on the go, and talk nonstop, according to parents and instructors.

(b) Autism Spectrum Disorder – Widespread difficulties with social interaction and communication, as well as stereotyped patterns of behavior, interests, and hobbies, are characteristics of autism spectrum disorder. Children with autism spectrum disorder have significant challenges with social interaction and communication in a variety of settings, as well as a narrow range of interests and a strong preference for routine. Children with autism spectrum disorder suffer intellectual deficits in about 70% of cases. Children who have autism spectrum disorder have a very hard time relating to others. They are unable to take the initiative in social interactions and appear unresponsive to the emotions of others. They are unable to express their feelings or experiences to others. Additionally, they have severe, long- lasting communicative and linguistic problems. Many of them never learn to speak, and those that do have repetitive and bizarre speech patterns. These children frequently have restricted patterns of interests and repetitive behaviors like lining up things or stereotypical body gestures like rocking. These motor actions could involve self-stimulatory hand flapping or self-harming head pounding on a wall. Due to the nature of these verbal and nonverbal communication issues, people with autism spectrum condition frequently struggle to establish, maintain, and even comprehend relationships.

(c) Intellectual Disability – Intellectual disability is defined as below average intellectual functioning (defined as having an IQ of 70 or less) and deficits or impairments in adaptive behavior (i.e., in the areas of communication, self-care, home living, social/ interpersonal skills, functional academic skills, work, etc.) that manifest before the age of 18 years.

(d) Specific Learning Disability – When a person has a specific learning impairment, they have trouble effectively and efficiently seeing or processing information. These begin to show up in the early years of school, and the student starts to struggle with fundamental abilities in reading, writing, and/ or arithmetic. For her/his age, the affected youngster often performs below average. With more input and effort, people might be able to perform at levels that are acceptable. A specific learning issue is likely to affect how well people operate and perform in jobs or activities that need the relevant skills.

Ans. Friedman and Rosenman

Explanation: Friedman and Rosenman researching for psychological risk factors affecting individuals when they discovered two types of individuals and classified them as people having Type A personality and Type B personality.

Ans. People having Type B personality are exactly the opposite of people with Type A personality. While people having Type A personality possess high motivation, lack of patience, feel short of time, be in a great hurry, and feel like being always burdened with work; people with Type B personality are laid back, relaxed, they are not competitive, do not burden themselves with work. It can be said that having a Type B personality is lacking the traits of Type A personality.

Ans. Somatic Symptom Disorder

Explanation: Deven is worried about his health and Gul visit doctors frequently due to constant physical complaints. He has physical symptoms but no serious medical condition is diagnosed. He is distressed due to this condition. These are the diagnostic features of Somatic Symptom Disorder.

Ans. Somatic Symptom Disorder and Illness Anxiety Disorder are both concerned with medical illness but in different ways. Somatic Symptom Disorder is expressed in terms of physical complaints which go no where with regards to physical diagnosis while Illness Anxiety Disorder is expressed in terms of the preoccupation and anxiety experienced by the individual of developing an illness.