CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 5 Change and Development in India Long Answer Questions.

CHSE Odisha 12th Class Sociology Unit 5 Change and Development in India Long Answer Questions

Long Questions With Answers

Question 1.
What is Globalisation ? Discuss the different impacts of globalisation on society?
Answer:
Globalisation is a vast, complex and multi- faceted term, hence it is difficult to give a comprehensive definition A prominent development is marked in the international marketing environment. Today is the trend towards increasing economic interdependence and globalisation of markets. Besides, as we know globalisation is not a new term. Though the term was not used there has always been a trend for business transcending national boundaries.

Globalisation refers to a trend towards international business which gives stresses international competition. It refers to the greatest use of markets and the forces of competition to coordinate economic activities. It also means opening up the economy to foreign competition. Globalisation means being able to manufacture in the most cost-effective way possible anywhere in the world.

At the same time, it also refers to being able to prepare raw materials and drawing management resources from the cheapest source anywhere in the world. It considered the entire world as its market. Hence, globalisation refers to a process of increasing economic integration and growing economic inter-dependence between countries in the world economy.

It is associated not only with increasing cross-border movements of goods and services, capital technology, information and people but also with an organisation of economic activities which cross national boundaries. Thus, globalisation is a kind of new world order and reduction of states or demise of the state system. In short, globalisation means thinking globally, producing and making globally.

Impact of Globalisation on Indian Society:
Before stepping to analyse the impact of globalisation on Indian society it will be pertinent to know when India, adopts the principle of globalisation. Under the pressure from International Monetary Fund and the World Bank and due to the increasing realisation of Indian planners, leaders and administrators that globalisation is a panacea for Indian poverty.

the Indian economy has been opening up to globalisation since the 1980s. Restricting the policy framework and industrial production, inflow of capital goods and technology, and growing foreign collaboration and foreign credit have to a great extent turned the economy of global developments. However, the following are the impacts of globalization.

Free market economy:
One of the immediate impacts of globalisation is that market became free and open to competition to all. There is an increasing realisation that a free market is better for the growth of the economy.

Encourages foreign investment:
Globalisation encourages foreign investment in different sectors of the Indian economy. Different sectors of the Indian economy are made open to different multinational or foreign companies. These companies enter India and invest a number of foreign capital because of which the Indian economy gets a boost.

More employment opportunities:
Because of globalisation a large number of foreign and multi-national companies have entered India and settled in different industries within India. This resulted in the creation of large-scale- employment in Indian society. Both direct and indirect employment is created.

Privatisation :
Globalisation also encourages privatisation in India. Because of globalisation disinvestment process set in. Privatisation refers to process whereby public operations are transferred to the private sector. Privatisation as a tool of public policy and as a concept has emerged only in recent times.

Liberalisation:
Another impact of globalisation is liberalisation. It aims to free the Indian industrial economy from the cobwebs of unnecessary bureaucratic control. It was introduced in Indian society to integrate the Indian economy with the world economy. It also aims at to remove restrictions on direct foreign investment as also to free domestic entrepreneurs from the restrictions of MRTP.

The decline of small and cottage industries:
Another impact of globalisation is the fall or decline of small and cottage industries. Being unable to face the competitions posed by the large scale and multinational companies the small and cottage industries wither away. They cannot insist on facing cutthroat competition from these industries.

Development of global culture:
Another important impact of globalisation is the development of a global culture. The whole world is a village in miniature.

The demise of the nation-state:
Globalisation resulted in the Denise of nation-states or states. It creates a new world order in which the state has little role to play. Thus, these are different impacts of globalisation.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Question 2.
Write a short note on urbanisation?
Answer:
Urbanisation refers to the process of growth in cities it terms of their social structure, population, physical outlay and cultural organisations. The physical and social structure of society to a large extent governs the nature of urbanisation. No doubt the nature of urbanism differs from security to society depending upon its cultural historicity and transition.

In the abstract, urbanisation is universally associated with a wide living that farmers privacy, anonymity with physic or unity to quickly adapt to new ideas or innovations and greater industrialism or sense of identity. It promotes plurality of the styles of a high degree of elitism in cultural life and dominates literally traditional learnings and skills in economic and cultural domains.

Socially it is not characterised by a predominance of conjugal families, or a faster pace of work pattern. Urbanism promotes the emergence of overlapping cultural and social enclaves based on principles of kinship, religion, language and religion etc. In which people interact different levels of social and cultural contexts.

The problem of studying neighbourhoods in cities and towns is a part of the tradition of urban community studies which is relatively new in India. While some socialists have studied small towns as communities, others have studied words or neighbourhoods in parts traditional cities revealing homogeneity in terms of casts and religious- groups. The community organisation in such neighbourhoods differed from that in neighbourhoods or in namely established housing estates.

A large percentage of the sector’s population felt that they are not bound by common interests and problems. This suggests that planned neighbourhoods need necessarily be communities. More intensive studies of both traditional neighbourhoods and new housing estates would be essential to understand the processes of continuity and change in traditional urbanism.

Question 3.
Explain globalization and discuss its merits and demerits?
Answer:
Some of the positive impacts, advantages or merits of the process of globalization are discussed below:
Improves efficiency:
Globalization brings efficiency in production and increases the efficiency of labourers. Free trade and the opening up of the economy are the main basis of globalization. This leads to specialization of production which is possible only due to the increase of efficiency of technology, labourers and management production of specialised products leads to export.

Eliminates poverty:
Globalization eliminates poverty and a higher growth rate. It gives a boost to the stagnant economy and eliminates poverty. Globalization creates more employment opportunities which means less poverty.

Promotes healthy competition:
Globalization creates or promotes healthy competition
among producers. Because it has given birth to the world market and a producer has to produce qualitative products or goods for the global market one could not produce qualitative products of the world-class standard has existence will be at stake, its motto is to compete perish. All this promotes healthy competition among producers.

Creates global village:
Globalization helps in the development of a global village. It increases interdependence among nation-states by breaking up national boundaries. It also aims at the establishment of one world and one government.

Improves financial situation:
Adequate finance is a precondition for development. A poor or developing country needs more finances to establish industrial ventures under globalization, and more financial help or assistance is available from different financial institutions like the IMF world bank. Bank Insurance and multinational corporations.

Multinational Corporations make direct investments and provide technical know-how, market management skill and many other associated benefits. All this helps to improve the financial situation of a developing country at the initial stage.

Encourages migration:
Globalization encourages cross-border migration of workers which makes up the deficiency of workers in developed countries. Knowledge, workers IT and computer engineers have a chance to move freely searching for good salary and better service conditions. migration reduces pressure on land and brought more foreign currencies to the country. At the same time, it also solves the problem of unemployment. This globalization by encouraging migration creates many benefits.

Strengthens democracy:
Globalization provides economic freedom to many. Because of better economic freedom more and more people actively, participate in the democratic process of the country. Thus, globalization has strengthened democracy.

Encourages international cooperation:
Encouraging cross-border migration and breaking up national boundaries and creating world market globalization increases international cooperation in different spheres which works towards world peace. Globalization has many benefits for its credit. But it is not an unmixed blessing.

Cities have criticised globalization due to its following disadvantages.
Increases inequality:
Globalization increases inequality both between rich and poor people as well as between developed and undeveloped nations. Under the process of globalization, the rich become richer and the poor become poorer. Similarly developed or rich countries enjoy all the benefits from the process of globalization and become richer or developed day by day whereas developing or poor countries suffer from misery and poverty They can’t compete with them in the market and become losers.

Closer of Industries:
Globalization encourages free trade which may lead to the closure of many domestic or small-scale industries. These industries fail to compete with the multinationals and become sick. Due to the process of globalization a large number of small-scale industries have been closed down. This leads to a decrease in production and creates unemployment.

Divides the world:
As a divisive process globalization divides the world into rich and poor nations or into underdeveloped, developing and developed nations. This division creates many problems and intensifies conflicts and tensions.

Creates uncertainties:
Globalization creates many uncertainties among workers industrialists among financial institutions. Workers fear retrenchment, industrialists fear the closure of their industries, and financial institutions fear a recession. All these uncertainties affect production and upset the economy of underdeveloped or developing countries.

Degenerates Human values:
Globalization degenerates human values, and progress or development is always viewed in terms of economic growth. Achievement of high economic growth is the only. Human values have little importance.

Exploitation:
It seems as if exploitation is the main objective of globalization. Under the process of globalization, multinational companies exploit poor workers as well as poor underdeveloped and developing nations. They take advantage of cheap labour and resources. Maternity of the poor lost their occupation.

Negative impacts on agriculture:
Globalization has several negative impacts on agriculture. Increasing emphasis on intensive irrigation more use of chemical fertilisers and pesticides abandoning traditional practices and increasing productivity have proved to be dangerous. Too much stress on the modernization of agriculture strongly affects agriculture as well as the environment.

Cultural erosion:
Globalisation led to the erosion of culture. Due to the impact of western culture, people become alien to their own culture. People become stronger in their own land.

Weakening of states:
Under the process of globalization power of state weakened state act as an agent of multinational companies.lt protects their interest and neglects the weaker sections. Multinational companies interfere with policies and their course.

Globalization created lot of economic insecurities like cutthroat competition, retrenchment, unemployment etc. Globalization led to an increase of crimes which threatens the existence of mankind. Control of the state on the domestic economy diminishes. Globalization causes Brain Drain which harms poor nations. Frequent and unnecessary interference multinational companies in the domestic affairs of developing countries acts as a threat to the unity and sovereignty of these countries.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Question 4.
What do you mean by liberalization? discuss its merits and demerits?
Answer:
Liberalization is another process of social change in India. lt is considered one of constituent parts of economic reforms. As an important economic concept liberalization is becoming more popular day by day. Liberalization is mainly a western economic theory. This process has entered India due to the process of modernization and western impact on Indian society.

However, the process of Liberalization began in India during the mid-seventies due to the crisis in the Indian economy. In order to save India from the acute financial crises the then prime minister Narsimha Rao and his finance minister Dr Manmohan Singh introduced liberalization in India, by accepting liberalization as the economic policy of the government of India.

As a result, liberalization became one of the aspects of the new economic policy gives stressing on reduction of governmental control on trade, business and industry. It abolished industrial licensing for all projects except a few like security strategic concerns. Liberalization refers to the reduction of governmental control to the minimum in matters of trade, business, investment and industry.

It aims at the abolition of licenses and permits raj and opening up of the national economy to the world economy. It means the government must shame private entrepreneurs while taking economic decisions.lt aims to set trade, business and industry free and to enable it to run on commercial lines.

The main idea behind the process of liberalization is that as trade and commerce are global subject hence it should not be confined to a particular boundary. Hence governmental restrictions over economic and commercial activities should be minimised to the maximum.

Merits of Liberalizations:

  • Liberalization provides better opportunities for competition
  • Liberalization helps to increase the export of the country.
  • It helps in the free movement of goods and services.
  • It has led to the production of Eqailitative products.
  • It has led to rapid industrialization.
  • It has provided maximum liberty to private enterprises.
  • It helps to reduce unnecessary governmental control.

Demerits of Liberalization:

  • Liberalization has negative impacts on small-scale industries.
  • It has seriously damaged the power of the state.
  • It has seriously affected our agriculture and environment.
  • Under liberalization, the rich become richer and the poor become poorer which is not a good bend.
  • It also creates unemployment and poverty.
  • Conditions of unskilled labour is very pitiable under liberalization.

Thus, from the above, it is concluded that liberalization itself is neither good nor bad. It is a double-edged weapon. It can provide many benefits to mankind and can also be harmful and can spell disaster. Hence, much depends on its use and its own attitude towards it. But we should be conscious while following this economic principle.

Question 5.
Explain urbanization and discuss its causes and consequences?
Answer:
Urbanization is one of the most important processes of social change in India Because of the tremendous increase in urban population all over the world including India the importance of the process of urbanization has increased manifold. The term urbanization perhaps comes from the urban. The term urban is very ancient in nature.

Ordinarily, by urban area, we mean an area with a high-density of population. It also refers to a way of life. According to the 1981 census, an urban area refers to all places municipality corporation, cantoment board etc or an area which has a minimum population of5000 and at least 75 per cent of the male working population is engaged in non-agricultural activities and a density of population at least 400 persons per sq. KM. Urban centuries or cities are very ancient in nature.

There were cities of urban centres in ancient civilization. 5000 years ago there was a city civilization in India. There was the existence of chief cities like Harappa and Mohenjodaro, Vatsayana, Meghasthenese and Kautilya in their books mention the existence of cities during ancient times. The Muslim rulers built great cities like Agra and Delhi.

Then Britishers built many cities, but the exact origin of the city is last in the obscurity of the past. However, the first cities seem to have appeared in between 6000 and 5000 B.C. these cities were small and hard to distinguish from towns. But the city in its real sense came into existence by 3000 B.C. After that, there was a fall for more than 2000 years.

Then cities came into existence in Greece, Rome, India, Egypt etc. but in spite of the growth of cities, most of the population of India live in villages which is true even today. Though India has been a land of villages but has also had an urban tradition since time immemorial. Though. there were cities in ancient civilization as well as in Indian society, it is only in the last two centuries that urbanization has become a characteristic form of human life.

Causes of Urbanization :
Urbanization is a worldwide phenomenon. The percentage of urban population and growth of urban centres has increased rapidly At about 30 per cent of India’s total population lives in urban areas. Thus rapid growth of Urbanization is caused by several factors. Some of the factors which cause urbanization are as follows:

The national increase in population:
The population of the world increases naturally This provides employment to the increasing population and meets the increasing demand of products of this population. Industries are set up and urban centres grow revolving around these industries. Besides more and more people migrate from rural areas to urban areas.

In search of employment, better health facilities and better living a result of urbanization spreads. Besides now- a- days there is a growing trend to live in urban areas which resulted in the growth of new urban centres and the spread of urbanization.

Migration:
Migration is another important cause of urbanization. Migration means the movement of people from one place to another. It refers to a kind of geographical mobility. normally from rural areas to better opportunities. Sometimes urban people also migrate to rural areas to live in a natural and pollution-free environment. Migration helps in the spread of urbanization.

Expansion of urban areas:
The expansion of urban areas resulted in urbanization. Due to the expansion of urban areas the outlying rural areas become urban areas and the process of urbanization spreads over.

Industrialization:
Rapid industrialization is also another important cause of urbanization, Urban areas develop around industrial centres. Due to the installation of more industries, new urban centres grow which resulted in the spread of urbanization. Besides people migrate from villages to industrial towns to work there which helps in the spread of urbanization.

Impact or consequences of urbanization :
Urbanization is not an unmixed blessing. It has many negative impacts on human living and social relationships. It has resulted in the breakdown of traditional social institutions and brought a number of changes in society. However, some of the impacts or consequences of urbanization are discussed below.

Impact on family:
Urbanization has a number of impacts on families. It leads to a decline in family size. It leads to the breaking up of a joint family and the creation of a nuclear family. Similarly, it also affects family lies and led to the decline of family control. Urban family loses their control over children It also weakens family bonds.

Impact on marriage:
Urbanization greatly affects our marriage system. Parental control over marriages gradually declines. Marriage ceases to be religious and becomes secular. Rites and rituals in marriage decline day by day. Due to the free mixing of boys and girls the number of love marriages increases. It also affects mortal bonds and marriage ceases to be permanent. The number of divorces is increased. The age of marriage also increases, and many people even remain unmarried.

The decline in fellow and sympathy:
Urbanization leads to a decline in fellow feelings and sympathy. Due to rapid population growth and overcrowding nature, fellow feeling and sympathy sharply is declined among urban people. Urban people remain so busy that they have little time to take part in others’ jobs and sorrows. Even urban people do not know their next-door neighbours. Everyone is concerned only about himself and has little concern for others.

The decline in family control:
Urbanization leads to a decline in family control. In an urban area, we found a nuclear family and it has little control over its members Besides urban people have no time to spend with their family and to know what their children are doing. Loss of family ties resulted in the decline of family control.

The decline in the influence of Religion:
Religion has lost its control over the minds of urban people. Urban people are more materialistic in nature and is self- centred. Different religious rites, rituals and practices lose their importance in urban areas.

Impact on the role and status of women:
Urbanization considerably affects the role and status of women. It has led to the increasing role of women in different spehers of society. They are now enjoying economic freedom and are at par with their male counterpart. A large number of women are working in industries, offices and business houses. All this has led to a change in the status of women. The increasing role and status of women considerably affect family life and husband-wife relations.

Impact on caste :
Urbanization deeply affects our traditional caste system. Many caste rules are under change and the caste system has lost its earlier rigidities and become more flexible. People are no more following their caste occupations and not obeying caste rules even during marriage. More and more intercaste marriages are taking place and some caste associations are emerging caste is now playing a major role in politics.

Development of slums:
One of the important consequences of urbanization is the development of slums. Due to the rapid growth of population and shortage of land area in urban areas most of people are living in slums. Their slums are the breeding ground for criminal activities and the spread of diseases.

The decline in moral values:
Another evil impact of urbanization is the degeneration of the moral values of urban dwellers. Due to the spread of education, economic independence, the decline of religion, and the growth of materialism, there is a great deal of change in the moral values of people which causes many social problems.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Question 6.
Define globalization and discuss its aims and features?
Answer:
The term globalization comes from the word global means covering or relating to the whole world. In other words, global means looking at everything from the whole world’s point of view not an individual point of view. It means borderless development internationalization of all aspects of human life. It also means thinking, doing and producing globally. Globalization is mainly economic in character.

now- a – days globalization is active in the economic field means economic globalization. It refers process of increasing economic integration and growing economic interdependence among countries. Because of globalization whole world inter linked and inter-connected through economic social, political and cultural relations.

Globalization means manufacturing things or products in the most effective way anywhere in the world it aims at procuring raw materials and management personnel from anywhere in the world. Globalization considers the entire world as a market. Globalization also refers to the process of opening up national markets to the global market.

Definitions:
According to Anita, “Globalization is a process through which an increasingly free flow of ideas, people, goods and capital leads to the integration of economies and societies. According to D.N. Dhanagare “globalization refers to the growing economic integration international level based significantly or activities of multinational corporations”.

According to the European Commission, “ globalization is the process by which markets the productions in different countries are becoming increasingly interdependent dynamic of trade in goods and services and flows of capital technology”. Anthony Gidden, Globalization can be defined as the intensification of worldwide social relations, which link distant localities.

such a way that local happenings are shaped by events occurring many miles away and vice-versa”. According to MC Grew, “Globalization refers to those processes operating at a global scale which cut across national boundaries integrating of connecting communities and organizations in space-time combinations making the world in reality and in experience more interconnected” Aims of Globalization:

  • Opening up national economics and developing a single economic system.
  • Reduction of trade barriers and free movement of products.
  • The disintegration of geographic boundaries.
  • Free flow of international trade.
  • Integration of local economy with the worked economy.

Features of Globalization:
Globalization has the following features.

A complex process:
Globalization is a complex process. Increasing interdependence among nations, free flow of products, labour and trade and increasing socio-cultural contacts among nations makes it more complex and complicated.

A composite process:
Globalization is a composite process. Because a combination of a series of developments in the world led to its emergence. Development, in science and technology, development in die field of communication, increased social mobility and a number of other developments led to the development of globalization. A single cause factor or development is not responsible for globalization. Hence, it is a composite process.

A historical process :
Globalization is a historical process because erosion of the process goes to the period of the industrial revolution of the 16th century, but the trend for business transcending national boundaries is very old Hence, globalization is not a new concept but rather very ancient in nature.

An integrating process:
Globalization is a process of increasing economic integration. In this process markets, finance and technology are well integrated.

A multi-dimensional process:
Globalization is a multi-dimensional process because it has many faces. It can be understood from different angles. From an economic angle, it refers to the integration of the national economy with the world economy.

From a political angle, globalization refers to the emergence of a world state with the erosion of the sovereignty of the state. From a cultural angle, it refers to increased socio-cultural contact among nations all over the world. From an ideological angle, it refers to the victory of liberalization and capitalism over socialism. Globalization is associated with new technology like computers, the internet, electronic media, television and many others.

Globalization envisions the development of the world community. Globalization is also characterized by the development of multinational business corporations. Globalization is a self-contradictory process as. it contains the existence of contradictory forces like integration versus fragmentation, universalization versus particularization, and homogeneity versus heterogeneity.

Globalization is a dynamic process The process of globalization started in India in 1990. India opened its economy to the world economy then, but in the beginning, it follows a protective policy to safeguard its own industries. But now things have changed.

Question 7.
What is industrialization changing life and its positive effects on the Industrial Revolution?
Answer:
The Industrial Revolution affected every part of life in Great Britain but proved to be a mixed blessing. Eventually, industrialization led to a better quality of life for most people. the change in machine production initially caused human suffering Rapid industrialization brought plentiful Jobs but out also caused unhealthy working conditions air and water pollution and the illness of child labour.

It also led to rising class tensions, especially between the working class and the middle class. The pace of industrialization accelerated rapidly in Britain. By the 1800 people could earn higher wages in factors than a form. With this money, more people could offer to heat their homes with coal from walls and dine on Scottish beef. They were better clothing too, woven on power looms on England’s Industrial cities swelled with waves of job seekers.

Positive Effects of the Industrial Revolution Despite the problems followed industrialization the industrial Revolution had a number of positive effects. It created jobs for workers. It contributed to the wealth of the nation. It fastened technological progress and invention. It greatly increased the production of goods and raised the standard of living, perhaps.

most important it provided the hope of improvement in people’s lives. industrial Revolution produced a number of other benefits as well. These included healthier diets, better housing the cheaper, mass-produced clothing. Because the Industrial Revolution created a demand for engineers as well as clerical and professional workers, it expanded educational opportunities.

The middle and upper classes prospered immediately from the Industrial Revolution for the workers it took longer but their lives gradually improved during the 1800s Labourers eventually won higher wages shorter horns, and better working conditions after they joined together to form labour unions. The long-term effects of the Industrial Revolution are still evident most people today in industrialized countries can be offered consumer goods that would have been considered luxuries 60 or 60 years ago.

In addition, their living and working conditions are much improved over those of workers in the 19th century. Also, profits derived from industrialization produced tax revenues. These funds have allowed local state and federal governments to invest in urban improvements and the standard of living of most city dwellers.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Question 8.
Defining Modernization and politicians’ modernization?
Answer:
Modernization originally referred to the contrast and transition between a traditional agrarian society and the kind of modem society that is based on trade and industry, For example, traditional and modern would describe the difference between medieval England and late-Victorian Britain. A traditional society is vertically organized by hierarchical division by class or caste – a specialization of prestige.

But a modem society is horizontally organized by function, and the major social systems include the political system public administration (social service) the armed forces the legal system the economy religion, education the health service and the mass media. while a traditional society is like a pyramid of top-down authority a modem society is more like a mosaic held together the cement of mutual interdependence.

A further contrast is that traditional societies consist of a single, unified system with a single centre of power, while a modem society is composed of a plurality of autonomous systems each other do not absorb each other. Modem societies are fundamentally hetero- generous with multiple centres of power and thus is no accident but intrinsic to their nature.

Indeed the continued process of modernization tends to break down any remaining vestiges of hierarchy and centralized domination of social functions. Modernization is a product of the selection process. This means that not all political initiatives that are self-described as modernization can be considered genuine modernization.

Many such modernizing reforms actually diminish the selection processes that tend to be generally complex functionally. Thus mismatch between theoric and reality arises from a terminological ambiguity which modernization means different things different contexts. In this book, we follow humans in arguing that true modernization is the increase in the functional specialization of societies.

that the functionality of a social system is defined by its having prevailed over other social system variants during a historical competition. In other words, functionality is relative and the most functional system is one that has displaced other system variants a competitive, Selection processes are therefore intrinsic to modernization.

But another use of modernization is as a synonym for rationalization. Rationalization usually entails the reform of a social system by central government along the lines of making out more of a rational bureaucracy involving standardization of exploit procedures hierarchical command system The confusion is across from the fact that (as weber famously noted).

the emergence of rational bureaucracies characterized many modem states such as the nineteenth century. Germany later thus ideal of rational bureaucracy as being the most efficient mode of the organization was to dominate the social system of the USSR and outs satellites.

Modernisation and Its Impact on Indian society:
The term’Modemisation’ is a broader and more complex term. According to S.H. Alatas, “Modernisation is a process by which modem scientific knowledge is introduced in the society with the ultimate purpose of achieving a better and more satisfactory life in the broadest sense of the term accepted by the society concerned”.

Prof Yogendra Singh says, “Modernisation symbolizes a rational attitude towards issues and their evaluation but not from a particularistic point of view. He also says modernization is rooted in scientific knowledge, technological skill. Prof S.Ci Dube says “Modernisation refers to a common behavioural pattern characterised by A rational and scientific worldview.

Growth and ever-increasing application of science and technology. Adaptation of new institutions emerged in society to cope with the new situation dominated by science and technology. C.E. Black in his writing, “Dynamics Modernisation” modernisation as “Modernisation is a process by which historically evolved institutions are adopted.

the rapidly changing functions that reflect the unprecedented increase in man’s knowledge permitting control over environment, accompany the scientific revolution”. Here, Black has given prime importance to the institutions and their roles the process of modernisation. W.E. Moore (1961) suggested that a modem society has specific economic, political and cultural characteristics.

In the economic sphere, modern society is characterised by:
Development in technology. Specialization the economic role. Scope for saving and investment. Expansion of market(from local international).

In the political sphere modernization of society expects:
Declining of traditional rulers. Formulation of ideology for the rulers to handle the power. Decentralization of power among the members of the society. The scope must be provided to all to participate in the decision-making process.

In the cultural sphere, a modernizing society is characterised by:
Growing differential among major elements of culture like religion, philosophy and science. Spread of literacy, secular education. Introduction of a complex institutional system for the advancement of specialized roles. Expansion of media communication.

Development of new cultural elements based on:
Progress and improvement Expression of ability Emphasis on the dignity of the individual and his efficiency, Modernisation is a process of adaptation of new values, cultural elements and technology in the various fields of life. It is indeed the ability of a society of confronting, overcome and prepare itself to meet new challenges.

While doing so society adopts two methods:
By rearranging its social structure. By modifying the traditional norms and values. The learner emphasized mobility high-level participation. A modem man is more mobile in the sense that he can more frequently move from one place to another and from one occupational another, from one status to another. A high degree of participation indicates a strong sense of participation in common affairs of the state and community.

Characteristics of Modernisation:

  • It is a revolutionary process.
  • It is a multidimensional process.
  • It is a universal process.
  • It is a complex process.
  • It is a global process.
  • It is an irreversible process.
  • It is a continuous and lengthy process.
  • It is a systematic process
  • It indicates scientific temper, rationality and secular attitude.
  • It is a phased process.
  • Modernized society is an open society
  • It is a progressive society.
  • It is a critical process because it requires not only a relatively stable new structure but is also capable of adopting continuously changing conditions and problems.
  • It is a centralized process.

Eisenstadt (1965) in his article, Transformation of Social, Political and Cultural Orders in Modernisation” has given his opinion modernisation requires three structural characteristics of a society. Firstly, a high level of structural differentiation. Secondly, high level of social mobilization and thirdly relatively centralized and autonomous institutional frameworks.

Modernisation is critical in the sense that it requires not only a relatively stable new structure in society but also expects that the society acquires the capability to adapt to continuously changing conditions and problems. Its success depends on the ability of society to respond to the elements. But all societies don’t respond to modernisation uniformly.

Herbert Blunter in his writing. Industrialisation and the Traditional Order” has mentioned five different ways through which a traditional society can respond to the process of modernisation.

Rejective response:
A traditional society may not like the elements of modernisation and the society may reject it. Mainly two factors come to the forefront to reject modernization. Human factors included powerful groups, zamindars/ landlords, middlemen etc. protect their vested interests. Values system of the society which includes traditional values, customs, belief systems etc. Both factors try to maintain traditional order and reject the process of modernisation.

Disjunctive Response:
In this type of response, modernisation as a process operates as a detached development. The old elements and new elements co-exist but without any interference. People do not face any type of conflicting situation due to modernisation. They could lead their traditional life.

Assimilative Response:
Society, in this case, accepts elements of modernisation without affecting it. organisation and way of life. It assimilates the elements within its system without disruption. For example, in Indian rural society, the farmers use fertilizer and other modem machinery like tractors without affecting their pattern of life.

Supportive Response :
In a supportive response, society accepts modem elements to strengthen the conditional order. Traditional groups and institutions want to take advantage of the use of modem elements. Here modernisation acts as the supportive source of the traditional pattern. For example, the introduction of science and technology in the educational system.

Disruptive Response:
This type of response takes place when the traditional order is underestimated at many points. It occurs when society tries to accommodate modem elements in the traditional order. For example, the situation of the Odia language in Odia. Considering these five responses two types of situations may occur in society.

In one situation society may respond to all these at different points or periods and in another situation, society may express all these responses with different combinations. In India, response to modernisation depends on three factors as it constitutes a multi-dimensional process. Firstly, the nature of the choice that our society has made on the preference of the people in accepting modem elements.

Secondly, the interest of the people in using modem elements also counts much for that expresses the nature of our response to the changes due to modernisation. Thirdly, the role of the cultural tradition based on history is important as a value system controls our behaviour in using and interpreting modem elements.

Modernsation in India:
Due to modernisation, so many changes are founded in India:

  • Introduction of new institutions like banking, mass media communication etc.
  • Introduction of new value systems such as equality, justice, individualism, secularism etc.
  • Acceptance of scientific innovation.
  • Increase in the standard of living.
  • Introduction of large-scale industries.
  • Restructuring of the political system, i.e. introduction of democracy.
  • Introduction of structural changes in social institutions like marriage, family, caste, etc.
  • The emergence of the middle class.
  • There are some eliminative changes like the disappearance of cultural traits, behaviour patterns, values etc. For example, the abolition of feudal power.
  • There is shifting of attitude from sacred to secular.
  • The emergence of new forms is because of the synthesis of old and new elements. For example,- the nuclear family in structured but functioning as a joint.
  • Adoption of new cultural traits as a new election system.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Long Answer Questions

Question 9.
What is Industrialization? Discuss its Impact?
Answer:
Industrialization is the process by which an economy is transformed from primarily agricultural to one based on the manufacturing of goods. Individual manual labour as often. replaced by mechanized mass production and craftsmen are replaced by assembly lines characteristic of industrialization include economic growth, more efficient division of labour and the use of technological innovation to solve problems as opposed to dependency on conditions outside human control.

Industrialization is most commonly associated with the European Industrial Revolution of the 18th and early centuries. The inset of the second world war also led to a great deal of industrialization which resulted in the growth and development of large urban centres and submits outs effects on society are still undetermined to some extent, however, it has resulted in a lower birthrate and a higher average income.

Impact on Indian Society: The Industrial Revolution traces its roots to the late 19th century in Britain. The growth of the metals and textiles industries allowed for the mass production of basic personal and commercial goods. As manufacturing activities grew transportation, finance and communications industries expanded to support the new production capacities.

The Industrial Revolution led to improved ented expansion in wealth and financial well-being for some. It also led to increased labour specialization and allowed cities to support a larger population motivating a rapid demographic shift, people left rural areas in large numbers seeking potential fortunes in budding industries.

The revolution quickly spread beyond Britain with manufacturing centres being established in continental Europe and the United States. World War II created unprecedented demand for certain manufactured goods, leading to the building of production capacity. After the war reconstruction in Europe occurred alongside a massive population expansion in North America.

There provided further catalysts that kept capacity utilization high and stimulated future growth of industrial activity. Innovation specialization and wealth creations were the causes and effects of industrialization in this period. The late 20th century was noteworthy for rigid industrialization in other parts of the worked notably East Asia. The Asian Tigers of their own industrial revolution after moving towards a merely mixed economy and away from heavy central planning.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 5 Change and Development in India Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Who of the following used the term globalization first?
(a) Ronald Robertson
(b) G J. Holyoake
(c) M. N. Srinivas
Answer:
(a) Ronald Robertson.

Question 2.
Globalisation is?
(a) The increasing integration of the national economy into the world economy through the removal of barriers to international trade and capital movements.
(b) Tariff and non-tariff barriers to imports and exports and restrictions on the inflow and outflow of capital cease to exist in a fully globalized world economy.
(c) Free market economy of internationalization of the economy.
Answer:
(c) Free market economy of internationalization of the economy

Question 3.
Liberalization is?
(a) the removal of unnecessary control in laws and procedures.
(b) the opening of the economy to the world by removing barriers against free trade.
(c) the economy seems to be taking place mainly in the industrial areas.
Answer:
(a) the removal of unnecessary control in laws and procedures.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

One Word Answers

Question 1.
The reduction of governmental control to the minimum in matters of trade, business, investment, and industry is called?
Answer:
Liberalization.

Question 2.
When did the process of liberalization start in India?
Answer:
1991

Question 3.
The process by which rural areas transformed into urban areas is known as?
Answer:
Urbanization

Question 4.
The book modernization of Indian tradition was written by whom?
Answer:
Y.Singh

Question 5.
Which term was Srinivas first used before Sanskritization to explain the socio-cultural change in Indian society?
Answer:
Religion and society among changes in South India.

Question 6.
Who first used the term globalization?
Answer:
Ronal Robertson.

Question 7.
The process of integrating the local economy with the world economy by reducing the barriers of trade and investment is called is?
Answer:
Liberalization.

Question 8.
When India accepts the economic policy of Liberalization?
Answer:
1991

Question 9.
A process of increasing economical integration- and growing economic interdependence between countries in the world economy?
Answer:
Globalisation.

Question 10.
Opening up the economy to foreign competition?
Answer:
Globalisation

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Correct The Sentences

Question 1.
M.N. Srinivas write the book modernization of Indian traditions”?
Answer:
Y. Sing wrote the book modernization of Indian traditions”.

Question 2.
M.N. Srinivas first used the term globalization?
Answer:
Ronald Robertson first used the term globalization.

Question 3.
The process of integrating the local economy with the world economy by reducing trade and investment barriers is called secularization?
Answer:
The process of integrating the local economy with the world economy by reducing trade and investment barriers is called Liberalization.

Question 4.
The process of reduction of Government control is caused by Westernization.
Answer:
The process of reduction of Government control is called Liberalization.

Question 5.
Does Prof. Y. Singh write the book Religion and Society among the Coorgs of South India?
Answer:
Prof Y. Singh writes the book “Modernization of Indian Traditions.

Question 6.
Does liberalization refer to the greatest use of markets and the forces of competition to co- ordiante economic activities?
Answer:
Globalisation refers to the greatest use of markets and the forces of competition to co-ordinate economic activities.

Question 7.
Liberalization is a free market economy?
Answer:
Liberalization is a free market economy.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Fill In The Blanks

Question 1.
The term Sanskritization was used by ________.
Answer:
M.N. Srinivas

Question 2.
first used the term globalization _______.
Answer:
Ronald Robertson

Question 3.
Write the book Modernization of Indian Traditions _______.
Answer:
Y.Singh

Question 4.
India accepts the economic policy of liberalization since _______.
Answer:
1991

Question 5.
As now- a- days globalization is active in the economic field it means globalization _______.
Answer:
economic

Question 6.
Globalization means manufacturing things or products in the most effective way _______ anywhere in the
Answer:
World

Question 7.
Globalization is not a phenomenon _______.
Answer:
New

Question 8.
Globalization considers the entire as a market ________.
Answer:
World

Question 9.
The International Monetary Fund and the World Bank, the Indian economy has _______ been opening up to global capital since
Answer:
1980.

Question 10.
New industrial policy enumerated in industrial licensing and opened up _______ the economy considerably.
Answer:
1991

Question 11.
Globalization is a free market ______.
Answer:
economy

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Short Type Questions With Answers

Question 1.
Globalisation?
Answer:
Globalisation refers to a process of increasing economic integration and growing economic inter-dependence between countries in the world economy. It is associated not only with an increasing cross-border movement of goods, services, capital technology information, and people but also with an organization of economic activities which straddles national boundaries opening up the economy to foreign competitions.

Question 2.
Urbanisation and Secularisation?
Answer:
Urbanization refers to the cultural values and patterns that dominate the life of a city. Whereas urbanization refers to the process of growth in cities both in terms of their social structure, population, physical outlay, and cultural organizations. The physical and social structure of society to a large extent governs the nature of an organization.

No doubt die nature of urbanization differs from society to society depending upon its cultural constraints and transition. One of the greatest changes in Indian society has been the change from a sacred society to a secular society. The nation of purity of society recurred serve below at the hands of the process of secularisation.

Question 3.
Define modernization?
Answer:
Modernization originally referred to the contrast and transition between a traditional agrarian society and the kind of modem society that is based on trade and industry. For example, traditional and modem would describe the difference between medieval. England and victorian Britain.

Question 4.
What is Modernisation?
Answer:
The term modernization is a broader and more complex term. According to S.H. Atatas modernization is a process by which modem scientific knowledge as introduced in society with the ultimate purpose of achieving a better and more satisfying life on the broadest sense of the term accepted by the society concerned.

Question 5.
Mention any two characteristics of Modernisation?
Answer:

  • Development in technology
  • Specialization in the economic role.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Question 6.
Mention any two characteristics of industrialization?
Answer:

  • Industrial Revolution
  • Later periods of Industrialization

Question 7.
What is Industrialization?
Answer:
Industrialization in the process by which an economy in transformed from primarily agricultural to one based on the manufacturing of goods Individual manual labor is often replaced by mechanized mass production and craftsman are replaced by assembly lines. Characteristics growth more efficient division of labor, and the use of technological innovation to solve problems as opposed to dependency on conditions outside human control.

Question 8.
Discuss the impact of Globalisation?
Answer:
Free market economy:
One of the immediate impacts of globalization is that market became free and open to competition to all. There is an increasing realization that a free market is better for the growth of the economy.

Encourages foreign investment:
globalization encourages foreign investment in different sectors of the Indian economy. Different sectors of the Indian economy are made open to different multinational or foreign companies. Those companies enter into India and on rest amount of the foreign capital because of which the Indian economy gets a boost.

More employment opportunities:
Because of globalization a large number of foreign and multi-national companies have entered India and settled in different industries India.

Privatization:
Globalization also encourages presentations on India.

Liberalization:
Another impact of globalization. The decline of small and cottage industries.

Question 9.
Write a short note on urbanization?
Answer:
Urbanization refers to the process of growth in cities in terms of their social structure population, physical outlay, and cultural organizations. The physical and social structure of society to a large extent governs the nature of urbanization and differs from security society depending upon it.

Urbanization is universally associated with a widely living physic or unity to quickly adapt to new ideas or innovation greater industrialization or sense of identity. It promotes plurality the styles of a high degree of editions as cultural life dominates literally traditional learnings and skills on economic and cultural domains socially at is not characterized predominance of conjugal families faster pace of work pattern.

Question 10.
Discuss the merits of globalization?
Answer:
Improves Efficiency:
Globalization brings efficiency in production and increases the efficiency of laborers. Eliminates Poverty: Globalization eliminates poverty through a higher growth rate.

Promotes healthy competition:
Globalization creates or promotes healthy Competition among producers.

Creates global village:
Globalization helps in the development of a global village.

Improves financial situation:
Adequate finance is a pre-condition for development.

Encourages migration:
Globalization encourages cross-border migration of workers which makes up for the deficiency of workers in developed countries.

CHSE Odisha Class 12 Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Question 11.
Discuss the demerits of Globalization?
Answer:
Increases inequality:
Globalization increases inequality both between rich and poor people as well as between developed and underdeveloped nations.

Closer of Industries:
Globalization encourages free trade which may lend to the closure of many domestic or small-scale industries.

Divides the world:
As a divisive process globalization divides the world into rich and poor nations or into underdeveloped, developing and developed nations.

Creates uncertainties:
Globalization creates many uncertainties among works industrialists and among financial institutions.

Degenerates Human values:
Globalization human values progress or development is always viewed in terms of economic growth.

Exploitation:
It seems as if exploitation is the many objectives of globalization.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-3

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-3.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-3

Long Questions With Answers

Question 1.
What are the different types of psychotherapy? On what basis are they classified?
Answer:
Different types of psychotherapy are:

  • Psychodynamic therapy
  • Behaviour therapy
  • Humanistic-existential therapy
  • Biomedical therapy

Also, there are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies etc.
Basis of classification of psychotherapy:

On the cause which has led to the problem:
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems.

On how did the cause come into existence:
The psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the thoughts and feelings of the client to her/him so that s/he gains an understanding of the same.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally, and is able to change her/his emotions towards the conflicts.

On the duration of treatment:
Hie duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10—15 sessions.

Question 2.
A therapist asks the client to reveal all her/his thoughts including early childhood experiences. Describe the technique and type of therapy being used.
Answer:
In this case psychodynamic, therapy is used in the treatment of the client. Since the psychoanalytic approach views intrapsychic conflicts to be the cause of the psychological disorder. The first step in the treatment is to elicit this intrapsychic conflict. Psychoanalysis has invented free association and dream interpretation as two important methods for eliciting intrapsychic conflicts.

The free association method is the main method for understanding the client’s problems. Once a therapeutic relationship is established, and the client feels comfortable, the therapist makes her/him lie down on the couch, close her/his eyes and asks her/him to speak whatever comes to mind without censoring it in any way. The client is encouraged to freely associate one thought with another, and this method is called the method of free association.

The censoring superego and the watchful ego are kept in abeyance as the client speaks whatever comes to mind in an atmosphere that is relaxed and trusting. As the therapist does not interrupt, the free flow of ideas, desires and conflicts of the unconscious, which had been suppressed by the ego, emerges into the conscious mind. This free uncensored verbal narrative of the client is a window into the client’s unconscious to which the therapist gains access.

Along with this technique, the client is asked to write down her/his dreams upon waking up. Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of dead dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego.

If the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would leads to anxiety. These symbols are interpreted according to an accepted convention of translation as indicators of unfulfilled desires and conflicts.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-3

Question 3.
Discuss the various techniques used in behaviour therapy.
Answer:
Various techniques used in behaviour therapy:
A range of techniques is available for changing behaviour. The principles of these techniques are to reduce the arousal level of the client, alter behaviour through classical conditioning or operant conditioning with different contingencies of reinforcements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behaviour modification.

Negative reinforcement refers to following an undesired response with an outcome that is gainful or not liked. For example, one learns to put on woollen clothes, bum firewood or use electric heaters to avoid the unpleasant cold weather. One learns to move away from dangerous stimuli because they provide negative reinforcement.

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

Positive reinforcement is given to increase the deficit if adaptive behaviour occurs rarely. For example, if a child does not do homework regularly, positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever s/he does homework at the appointed time. The positive reinforcement of food will increase the behaviour of doing homework at the appointed time.

The token economy in which persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs. The tokens are collected and exchanged for a reward such as an outing for the patient or a treat for the child. Unwanted behaviour can be reduced and waited behaviour can be increased simultaneously through differential reinforcement.

Positive reinforcement for the wanted behaviour and negative reinforcement for the unwanted behaviour attempted together may be one such method. The other method is to positively reinforce the wanted behaviour and ignore the unwanted behaviour. The latter method is less painful and equally effective. For example, let us consider the case of a girl who sulks and cries when she is not taken to the cinema when she asks.

The parent is instructed to take her to the cinema if she does not cry and sulk but not to take her if she does. Further, the parent is instructed to ignore the girl when she cries and sulks. The wanted behaviour of politely asking to be taken to the cinema increases and the unwanted behaviour of crying and sulking decreases.

Question 4.
Explain with the help of an example how cognitive distortions take place.
Answer:
Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality. Aaron Beck’s theory of psychological distress states that childhood experiences provided by the family and society develop core, schemas or systems, which include beliefs and action patterns in the individual.

Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of their life, a critical incident occurs in her/his life. S/he is publicly ridiculed by the teacher in school. This critical incident triggers the core schema of “I am not wanted” leading to the development of negative automatic thoughts. Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “l am stupid”, “I will not succeed”, etc.

Such negative automatic thoughts are characterised by cognitive distortions. Repeated occurrence of these thoughts leads to the development of feelings of anxiety and depression. The therapist uses questioning, which is a gentle, non-threatening disputation of the client’s beliefs and thoughts. Examples of such questions would be, “Why should everyone love you?”, “What does it mean to you to succeed?” etc.

Question 5.
Which therapy encourages the client to seek personal growth and actualise their potential? Write about the therapies which are based on this principle.
Answer:
Humanistic-existential therapy encourages the client to seek personal growth and actualise their potential. It states that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life.
The therapies which are based on this principle are:

Existential therapy:
There is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached t6 the physical, psychological or spiritual aspects of one’s existence. Frankl emphasised the role of spiritual anxieties in leading to meaninglessness and hence it may be called existential anxiety, i.e. neurotic anxiety of spiritual origin.

Client-centred therapy:
Client-centred therapy was given by Carl Rogers. He combined scientific rigour with the individualised practice of client-centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client.

Gestalt therapy:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognise the bodily processes and die emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-3

Question 6.
What are the factors that contribute to healing in psychotherapy? Enumerate some of the alternative therapies.
Answer:
Factors Contributing to Healing in Psychotherapy are:

A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioural system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.

The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability of the therapist and the warmth and empathy provided by the therapist.

At the outset of therapy, while the patient/client is being interviewed in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced. This process of emotional unburdening is known as catharsis and it has healing properties.

There are several non-specific factors associated with psychotherapy. Some of these factors are attributed to the patient/client and some to the therapist. These factors are called non-specific because they occur across different systems of psychotherapy and across .different clients/patients and different therapists. Non-specific factors attributable to the client/patient are the motivation for change, the expectation of improvement due to the treatment, etc.

These are called patient variables. Non-specific factors attributable to the therapist are positive nature, absence of unresolved emotional conflicts, presence of good mental health, etc. These are called therapist variables. Some of the alternative therapies are Yoga, meditation, acupuncture, herbal remedies etc.

Question 7.
What are the techniques used in the rehabilitation of the mentally ill?
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms, and improving the level of functioning or quality of life. In the case of milder disorders such as generalised anxiety, reactive depression or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or interact with people. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible. In rehabilitation, the patients are given occupational therapy, social skills training, and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.

Social skills. training helps the patients to develop interpersonal skills through role play, imitation and instruction. The objective is to teach the patient to function in a Social group. Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain the skills necessary to undertake productive employment.

Question 8.
How would a social learning theorist account for a phobic fear of lizards/ cockroaches? How would a psychoanalyst account for the same phobia?
Answer:
Systematic desensitisation is a technique introduced by Wolpe for treating phobias or irrational fears. The client is interviewed to elicit fear-provoking situations and together with the client, the therapist prepares a hierarchy of anxiety-provoking stimuli with the least anxiety-provoking stimuli at the bottom of the hierarchy. The therapist relaxes the client and asks the client to think about the least anxiety-provoking situation.

The client is asked to stop thinking of the fearful situation if the slightest tension is felt. Over sessions, the client is able to imagine more severe fear-provoking situations while maintaining relaxation. The client gets systematically desensitised to the fear.

Question 9.
Should Electroconvulsive Therapy (ECT) be used in the treatment of mental disorders?
Answer:
Yes, Electro-convulsive Therapy (ECT) can be used in the treatment of mental disorders. Electroconvulsive Therapy (ECT) is another form of biomedical therapy. Mild electric shock is given via electrodes to the brain of the patient to induce convulsions. The shock is given by the psychiatrist only when it is necessary for the improvement of the patient. ECT is not a routine treatment and is given only when drugs are not effective in controlling, the symptoms of the patient.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-3

Question 10.
What kind of problems is cognitive behaviour therapy best suited for?
Answer:
Cognitive behaviour treatment best suited for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. adopts a bio-CBT psychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioural techniques.

Question 11.
What is the nature and process of therapeutic approaches?
Answer:
Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive to building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment. All psychotherapeutic approaches have the following characteristics:

  • there is the systematic application of principles underlying the different theories of therapy.
  • persons who have received practical training under expert supervision can practice psychotherapy and not everybody. An untrained person may unintentionally cause more harm than good.
  • the therapeutic situation involves a therapist and a client who seeks and receives help for her/his emotional problems (this person is the focus of attention in the therapeutic process).
  • the interaction of these two persons — the therapist and the client— results in the consolidation/formation of the therapeutic relationship. This is a confidential, interpersonal and dynamic relationship.

This human relationship is central to any sort of psychological therapy and is the vehicle for change. All psychotherapies aim at a few or all of the following goals :

  • Reinforcing the client’s resolve for betterment.
  • Lessening emotional pressure.
  • Unfolding the potential for positive growth.
  • Modifying habits.
  • Changing thinking patterns
  • Increasing self-awareness.
  • Improving interpersonal relations and communication.
  • Facilitating decision-making.
  • Becoming aware of one’s choices in life.
  • Relating to one’s social environment in a more creative and self-aware manner.

Question 12.
What is the relationship between the client and therapist?
Answer:
Therapeutic Relationship :
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance. The first component is the contractual nature Of the relationship in which two willing individuals, the client and the therapist, enter into a partnership which aims at helping the client overcome her/his problems.

The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/ his life. This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter.

The therapist encourages this by being accepting, empathic, genuine and warm to the client. The therapist conveys by her/his words and behaviours that s/he is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the ‘wrong’ things that s/he may have done or thought about. This is the unconditional positive regard that the therapist has for the client. The therapist has empathy for the client.

Empathy:
Empathy is different from sympathy and intellectual understanding of another person’s situation. Iii sympathy, one has compassion and pity towards, the .suffering of another but is not able to feel like the other person. Intellectual understanding is cold in the sense that the person is unable to feel like the other person and does not feel sympathy either. On the other hand, empathy is present when one is able to understand the plight of another person and feel like the other person.

It means understanding things from the other person’s perspective, i.e. putting oneself in the other person’s shoes. Empathy enriches the therapeutic relationship and transforms it into a healing relationship. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the client in any way. Finally, it is a professional relationship and must remain so.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-3

Question 13.
Write the types of therapies.
Answer:
Though all psychotherapies aim at removing human distress and fostering effective behaviour, they differ greatly in concepts, methods, and techniques. Psychotherapies may be classified into three broad groups, viz. the psychodynamic, behaviour sad existential psychotherapies. In terms of chronological order, psychodynamic therapy emerged first followed by behaviour therapy while existential therapies which are also called the third force, emerged last. The classification of psychotherapies is based on the following parameters:

What is the cause, which has led to the problem?
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems. According to behaviour therapies, psychological problems arise due to faulty learning of behaviours and cognitions. Existential therapies postulate that questions about the meaning of one’s life and existence are the cause of psychological problems.

How did the cause come into existence?
In psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts. Behaviour therapy postulates that faulty conditioning patterns, faulty learning, and faulty thinking and beliefs lead to maladaptive behaviours that, in turn, lead to psychological problems. Existential therapy places importance on the present. It is the current feelings of loneliness, alienation, a sense of the futility of one’s existence, etc., which cause psychological problems.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client. This material is interpreted to the client to help her/him to confront and resolve the conflicts and thus overcome problems. Behaviour therapy identifies faulty conditioning patterns and sets up alternate behavioural contingencies to improve behaviour.

The cognitive methods employed in this type of therapy challenge the faulty thinking patterns of the client to help her/him overcome psychological distress. Existential therapy provides a therapeutic environment which is positive, accepting and non-judgmental. The client is able to talk about the problems and the therapist acts as a facilitator. The client arrives at the solutions through a process of personal growth.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the. thoughts and feelings of the client to her/him so that s/he gains an understanding of the same. Behaviour therapy assumes that the therapist is able to discern the faulty behaviour and thought patterns of the client.

It further assumes that the therapist is capable of finding out the correct behaviour and thought patterns, which would be adaptive for the client. Both psychodynamic and behaviour therapies assume that the therapist is capable of arriving at solutions to the client’s problems. In contrast to these therapies, existential therapies emphasise that the therapist merely provides a warm, empathic relationship in . which the client feels secure to explore the nature and causes of her/his problems by herself/ himself.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally and is able to change her/his emotions towards the conflicts. The client’s symptoms and distresses reduce as a consequence of this emotional insight.

Behaviour therapy considers changing faulty behaviour and thought patterns to adaptive ones as the chief benefit of the treatment. Instituting adaptive or healthy behaviour and thought patterns ensures the reduction of distress and the removal of symptoms. Humanistic therapy values personal growth as the chief benefit. Personal growth is the process of gaining an increasing understanding of oneself and one’s aspirations, emotions and motives.

What is the duration of treatment?
The duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10-15 sessions. Behaviour and cognitive behaviour therapies as well as existential therapies are shorter and are completed in a few months. Thus, different types of psychotherapies differ on multiple parameters.

However, they all share the common method of providing treatment for psychological distress’ through psychological means. The therapist, the therapeutic relationship, and the process of therapy become the agents of change in the client leading to the alleviation of psychological distress. The process of psychotherapy begins by formulating the client’s problem.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-2.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Write the classification of biological disorders.
Answer:
In order to understand psychological disorders, we need to begin by classifying them. A classification of such disorders consists of a list of categories of specific psychological disorders grouped into various classes on the basis of some shared characteristics. Classifications are useful because they enable users like psychologists, psychiatrists and social workers to communicate with each other about the disorder and help in understanding the causes of psychological disorders and the processes involved in their development and maintenance.

The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, IV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’. These dimensions relate to biological, psychological, social and other aspects.

The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms and of other associated features including diagnostic guidelines is provided in this scheme.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 2.
What are the approaches to understanding abnormal behaviour?
Answer:
In order to understand something as complex as abnormal behaviour, psychologists use different approaches. Each approach in use today emphasises a different aspect of human behaviour and explains and treats abnormality in line with that aspect. These approaches also emphasise the role of different factors such as biological, psychological and interpersonal and socio-cultUral factors.

We will examine some of the approaches which are currently being used to explain abnormal behaviour. Biological factors influence all aspects of our behaviour. A wide range of biological factors such as faulty genes, endocrine imbalances, malnutrition, injuries and other conditions may interfere with the normal development and functioning of the human body. These factors may be potential causes of abnormal behaviour. We have already come across the biological model.

According to this model, abnormal behaviour has a biochemical or physiological basis. Biological researchers have found that psychological disorders are often related to problems in the transmission of messages from one neuron to another. You have studied in Class XI, that a tiny space called a synapse separates one neuron from the next and the message must move across that space.

When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter. Studies indicate that abnormal activity by certain neurotransmitters can lead to specific psychological disorders. Anxiety disorders have been linked to low activity of the neurotransmitter gamma-aminobutyric acid (GABA) schizophrenia to the excess activity of dopamine, and depression to low activity of serotonin.

Genetic factors have been linked to mood disorders, schizophrenia, mental retardation and other psychological disorders. Researchers have not, however, been able to identify the specific genes that are the culprits. It appears that in most cases, no single gene is responsible for a particular behaviour or a psychological disorder. In fact, many genes combine to help bring about our various behaviours and emotional reactions, both functional and dysfunctional.

Although there is sound evidence to believe that genetic/ biochemical factors are involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc. and biology alone cannot account for most mental disorders. There are several psychological models which provide a psychological explanation of mental disorders. These models maintain that psychological and interpersonal factors have a significant role to play in abnormal behaviour.

These factors include maternal deprivation (separation from the mother, or lack of warmth and stimulation during early years of life), faulty parent-child relationships (rejection, overprotection, over permissiveness, faulty discipline, etc.), maladaptive family structures (inadequate or disturbed family) and severe stress. The psychological models include the psychodynamic, behavioural, cognitive and humanistic-existential models.

The psychodynamic model is the oldest and most famous of the modern psychological models. You have already read about this model in Chapter 2 on Self and Personality. Psychodynamic theorists believe that behaviour, whether normal or abnormal, is determined by psychological forces within the person of which s/he is not consciously aware. These internal forces are considered dynamic, i.e. they interact with one another and their interaction gives shape to behaviour, thoughts and emotions.

Abnormal symptoms are viewed as the result of conflicts between these forces. This model was first formulated by Freud who believed that three central forces shape personality — instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego). Freud stated that abnormal behaviour is a symbolic expression of unconscious mental conflicts that can be generally traced to early childhood or infancy.

Another model that emphasises the role of psychological factors is the behavioural model. This model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving. The model concentrates on behaviours that are learned through conditioning and propose that what has been learned can be unlearned.

Learning can take place by classical conditioning (temporal association in which two events repeatedly occur close together in time), operant conditioning (behaviour is followed by a reward), and social learning (learning by imitating others’ behaviour). These three types of conditioning account for behaviour, whether adaptive or maladaptive. Psychological factors are also emphasised by the cognitive model. This model states that abnormal functioning can result from cognitive problems.

People may hold assumptions and attitudes about themselves that are irrational and inaccurate. People may also repeatedly think in illogical ways and makeover generalisations, that is, – they may draw broad, negative conclusions on the basis of a single insignificant event. Another psychological model is the humanistic-existential model which focuses on broader aspects of human existence.

Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive, and are driven to self-actualise, i.e. to fulfil this potential for goodness and growth. Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility. Those who shirk from this responsibility would live empty, inauthentic and dysfunctional lives.

In addition to the biological and psychosocial factors, socio-cultural factors such as war and violence, group prejudice and discrimination, economic and employment problems and rapid social change, put stress on most of us and cafes also lead to psychological problems in some individuals. According to the sociocultural model, abnormal behaviour is best understood in light of the social and cultural forces that influence an individual.

As behaviour is shaped by societal forces, factors such as family structure and communication, social networks, societal conditions and societal labels and roles become more important. It has been found that certain family systems are likely to produce abnormal functioning in individual members. Some families have an enmeshed structure in which the members are over involved in each other’s activities, thoughts and feelings.

Children from this kind of family may have difficulty in becoming independent in life. The broader social networks in which people operate include their social and professional relationships. Studies have shown that people who are isolated and lack social support, i.e. strong and fulfilling interpersonal relationships in their lives are likely to become more depressed and remain depressed longer than those who have good friendships.

Socio-cultural theorists also believe that abnormal functioning is influenced by the societal labels and roles assigned to troubled people. When people break the norms of their society, they are called deviant and ‘mentally ill’. Such labels tend to stick so that the person may be viewed as ‘crazy’ and encouraged to act sick. The person gradually learns to accept and play the sick role, and functions in a disturbed manner.

In addition to these models, one of the most widely accepted explanations of abnormal behaviour has been provided by the diathesis-stress model. This model states that psychological disorders develop when a diathesis (biological predisposition to the disorder) is set off a stressful situation. This model has three components. The first is the diathesis or the presence of some biological aberration which may be inherited.

The second component is that the diathesis may carry a vulnerability to developing a psychological disorder. This means that the person is ‘at risk’ or ‘predisposed’ to develop the disorder. The third component is the presence of pathogenic stressors, i.e. factors/stressors that may lead to psychopathology. If such “at risk” persons are exposed to these stressors, their predisposition may actually evolve into a disorder. This model has been applied to several disorders including anxiety, depression, and schizophrenia.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 3.
What are the major psychological disorders?
Answer:
Anxiety Disorders:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

We experience anxiety when we are waiting to take an examination or visit a dentist, or even give a solo performance. This is normal and expected and even motivates us to do our tasks well. On the other hand, high levels of anxiety that are distressing and interfere with effective functioning indicate the presence of an anxiety disorder— the most common category of psychological disorders. Everyone has worries and fears.

The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors. There are many types of anxiety disorders (see Table 4.2).

They include generalised anxiety disorder, which consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers. It is marked by motor tension, as a result of which the person is unable to relax, is restless and visibly shaky and tense.

Another type of anxiety disorder is panic disorder, which consists of recurrent anxiety attacks in which the person experiences intense terror. A panic attack denotes an abrupt surge of intense anxiety rising to a peak when thoughts of particular stimuli are present. Such thoughts occur in an unpredictable manner. The clinical features include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

You might have met of heard of someone who was afraid to travel in a lift or climb to the tenth floor of a building or refused to enter a room if s/he saw a lizard. You may have also felt it yourself or seen a friend unable to speak a word of a well-memorised and rehearsed speech before an audience. These kinds of fears are termed as phobias. People who have phobias have irrational fears related to specific objects, people, or situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Phobias can be grouped into three main types, i.e. specific phobias, social phobias and agoraphobia.

Specific phobias:
Specific phobias are the most commonly occurring type of phobia. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. Intense and incapacitating fear and embarrassment when dealing with others characterises social phobias.

Agoraphobia:
Agoraphobia is the term used when people develop a fear of entering unfamiliar situations. Many agoraphobics are afraid of leaving their homes. So their ability to carry out normal life activities is severely limited. Have you ever noticed someone washing their hands every time they touch something, or washing even things like coins, or stepping only within the patterns on the floor or road while walking.

People affected by the obsessive-compulsive disorder are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular act or series of acts that affect their ability to carry out normal activities.

Obsessive behaviour:
Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved/often finds these thoughts to be unpleasant and shameful.

Compulsive behaviour:
Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing. Very often people who have been caught in a natural disaster (such as a tsunami) or have been victims of bomb blasts by terrorists, or been in a serious accident or in a war-related situation, experience posttraumatic stress disorder (PTSD). PTSD symptoms vary widely but may include recurrent dreams, flashbacks, impaired concentration and emotional numbing.

Somatoform Disorders:
These are conditions in which there are physical symptoms in the absence of physical disease. In somatoform disorders, the individual has psychological difficulties and complains of physical symptoms, for which there is no biological cause. Somatoform disorders include pain disorders, somatisation disorders, conversion disorders, and hypochondriasis.

Pain disorders:
Pain disorders involve reports of extreme and incapacitating pain, either without any identifiable biological symptoms or greatly in excess of what might be expected to accompany biological symptoms. How people interpret pain influences their overall adjustment. Some pain sufferers can learn to use active coping, i.e. remaining active and ignoring the pain. Others engage in passive coping, which leads to reduced activity and social withdrawal.

Patients with somatisation disorders have multiple recurrent or chronic bodily complaints. These complaints are likely to be presented in a dramatic and exaggerated way. Common complaints are headaches, fatigue, heart palpitations, fainting spells, vomiting, and allergies. Patients with this disorder believe that they are sick, provide long and detailed histories of their illness and take large quantities of medicine.

The symptoms of conversion disorders are the reported loss of part or all of some basic body functions. Paralysis, blindness, deafness and difficulty in walking are generally among the symptoms reported. These symptoms often occur after a stressful experience and may be quite sudden.

Hypochondriasis:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings, and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worry about, their health.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 4.
Write the major anxiety disorders.
Answer:
Generalised Anxiety Disorder:
prolonged, vague, unexplained and intense fears that have no object, accompanied by hypervigilance and motor tension.

Panic Disorder:
frequent anxiety attacks characterised by feelings of intense terror arid dread; unpredictable ‘panic attacks’ along with physiological symptoms like breathlessness, palpitations, trembling, dizziness, and a sense of losing control or even dying.

Phobias :
irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Obsessive-compulsive Disorder :
being preoccupied with certain thoughts that are viewed by the person to be embarrassing or shameful, and being unable to check the impulse to repeatedly carry out certain acts like checking, washing, counting, etc.

Post-traumatic Stress Disorder (PTSD) :
recurrent dreams, flashbacks, impaired concentration and emotional numbing followed by a traumatic or stressful event like a natural disaster, serious accident, etc.

Question 5.
What is dissociative disorders?
Answer:
Dissociative Disorders: Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders.

Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation. Salient features of somatoform and dissociative disorders are given.

Salient Features of Somatoform and Dissociative Disorders
Dissociative Disorders

Dissociative amnesia:
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with travelling away from a stressful environment.

Dissociative identity (multiple personalities) :
The person exhibits two or more separate and contrasting personalities associated with a history of physical abuse.

Somatoform Disorders
Hypochondriasis:
A person interprets insignificant symptoms as signs of a serious illness despite repeated medical evaluations that point to no pathology disease.

Somatisation :
A person exhibits vague and recurring physical/bodily symptoms such as pain, acidity, etc., without any organic cause.

Conversion :
The person suffers from a loss or impairment of motor or sensory function (e.g., paralysis, blindness, etc.) that has no physical cause but may be a response to stress and psychological problems.

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

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

Dissociative identity disorder:
Dissociative identity disorder often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
Depersonalisation involves a dreamlike state in which the person has a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterised by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioural changes. Depression can refer to a symptom Oi a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal. The main types of mood disorders include depressive, manic dead bipolar disorders.

Major depressive disorder:
Major depressive disorder is defined as a period of depressed mood and/or loss of interest or pleasure in most activities, together with other symptoms which may include a change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness.

Factors Predisposing towards Depression :
Genetic makeup or heredity is an important risk factor for major depression and bipolar disorders. 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. Similarly, 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.

Other risk factors are experiencing negative life events and a lack of social support. Another less common mood disorder is mania. People suffering from mania become euphoric (‘high’), extremely active, excessively talkative, and easily distractible. Manic episodes rarely appear by themselves; they usually alternate with depression. Such a 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. Among the mood disorders, the lifetime risk of a suicide attempt is highest in case of bipolar mood disorders. Several risk factors in addition to the mental health status of a person predict the likelihood of suicide. These include age, gender, ethnicity, or race and recent occurrence of serious life events. Teenagers and young adults are as much at high risk for suicide, as those who are over 70 years.

Gender is also an influencing factor, i.e. men have a higher rate of contemplated suicide than women. Other factors that affect suicide rates are cultural attitudes toward suicide. In Japan, for instance, suicide is the culturally appropriate way to deal with feelings of shame and disgrace. Negative expectations, hopelessness, setting unrealistically high standards and being over-critical in self-evaluation are important themes for those who have suicidal, preoccupations.

Suicide can be prevented by being alert to some of the symptoms which include :

  • changes in eating and sleeping habits
  • withdrawal from friends, family and regular activities
  • violent actions, rebellious behaviour, running away
  • drug and alcohol abuse.
  • marked personality change
  • persistent boredom
  • difficulty in concentration.
  • complaints about physical symptoms, and
  • loss of interest in pleasurable activities.
    However, seeking timely help from a professional counsellor/psychologist can help to prevent the likelihood of suicide.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 7.
What is Schizophrenic Disorders and state its symptoms?
Answer:
Schizophrenia is the descriptive term for a group of psychotic disorders in which personal, social and occupational functioning deteriorate as a result of disturbed thought processes, strange perceptions, unusual emotional states, and motor abnormalities. It is a debilitating disorder. The social and psychological costs of schizophrenia are tremendous, both to patients as well as to their families and society.

Symptoms of Schizophrenia:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion and behaviour), negative symptoms (i.e. deficits of thought, emotion, and behaviour) and psychomotor symptoms.

Positive symptoms:
Positive symptoms are ‘pathological excesses’ or ‘bizarre addition?’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia. Many people with schizophrenia develop delusions. A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by rational argument and has no basis in reality.

Delusions of persecution:
Delusions of persecution are the most common in schizophrenia. People with this delusion believe that they are being plotted against, spied on, slandered, threatened, attacked Or deliberately victimised. People with schizophrenia may also experience delusions of reference in which they attach special and personal meaning to the actions of others or to objects and events.

Delusions of grandeur:
In delusions of grandeur, people believe themselves to be specially empowered persons and in delusions of control, they believe that their feelings, thoughts and actions are controlled by others. People with schizophrenia may not be able to think logically and may speak in peculiar ways. These formal thought disorders can make communication extremely difficult.

These include rapidly shifting from one topic to another so that the normal structure of thinking is muddled and becomes illogical (loosening of associations, derailment), inventing new words or phrases (neologisms), and persistent aid inappropriate repetition of the same thoughts (perseveration). Schizophrenics may have hallucinations, i. e. perceptions that occur in the absence of external stimuli.

Auditory hallucinations:
Auditory hallucinations are most common in schizophrenia. Patients hear sounds or voices that speak words, phrases and sentences directly to the patient (second-person hallucination) or talk to one another referring/to the patient as s/he (third-person hallucination). Hallucinations can also involve the other senses.

These include tactile hallucinations (i.e. forms of tingling, burning), somatic hallucinations (i.e. something happening inside the body such as a snake crawling inside one’s stomach), visual hallucinations (i.e. vague perceptions of colour or distinct visions of people or objects), gustatory hallucinations (i.e. food or drink taste strange), and olfactory hallucinations (i.e. smell of poison or smoke). People with schizophrenia also show inappropriate effects, i.e’. emotions that are unsuited to the situation.

Negative symptoms:
Negative symptoms are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content, felony people with schizophrenia show less anger, sadness, joy, and other feelings than most people do. Thus they have blunted effect Some show no emotions at all, a condition is known as flat affect. Also, patients with schizophrenia experience avolition or apathy and an inability to start or complete a course of action.

People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies. People with schizophrenia also show psychomotor Symptoms. They move less spontaneously or make odd grimaces and gestures. These symptoms may take extreme forms known as catatonia. People in a catatonic stupor remain motionless and silent for long stretches of time. Some show catatonic rigidity, i.e. maintaining a rigid, upright posture for hours. Others exhibit catatonic posturing, i.e. assuming awkward, bizarre positions for long periods.

Question 8.
Write the: Sub-types of Schizophrenia.
Answer:
According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

  • Paranoid type :
    Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.
  • Disorganised type:
    Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.
  • Catatonic type :
    Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).
  • Undifferentiated type :
    Does not fit any of the sub-types but meets symptom criteria.
  • Residua] type:
    Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 9.
What is Behavioural and Developmental Disorders?
Answer:
There are certain disorders that are specific to children and if neglected can lead to serious consequences later in life. Children have less self-understanding and they have not yet developed a stable sense of identity nor do they have an adequate frame of reference regarding reality, possibility and value. As a result, they are unable to cope with stressful events which might be reflected in behavioural and emotional problems.

On the other hand, although their inexperience and lack of self-sufficiency make them easily upset by problems that seem minor to an adult, children typically bounce back more quickly. We will now discuss several disorders of childhood like Attention-deficit Hyperactivity Disorder (ADHD), Conduct Disorder, and Separation Anxiety Disorder. These disorders, if not attended to, can lead to more serious and chronic disorders as the child moves into adulthood.

Classification of children’s disorders has followed a different path than that of adult disorders. Achenbach has identified two factors, i.e. extermination and internalisation, which include the majority of childhood behaviour problems. The externalising disorders, or under-controlled problems, include behaviours that are disruptive and often aggressive and aversive to others in the child’s environment.

Internalising disorders, or overcontrolled problems, are those conditions where the child experiences depression, anxiety, and discomfort that may not be evident to others. There are several disorders in which children display disruptive or externalising behaviours. We will now focus on three prominent disorders, viz. Attention-deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and Conduct Disorder.

The two main features of (ADHD) are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play. They have a hard time keeping their minds on any one thing or in following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick, to lose interest in boring activities.

Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns and have difficulty resisting immediate temptations or delaying gratification. Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with (ADHD) are in constant motion. Sitting still through a lesson is impossible for them.

The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go, and talking incessantly. Boys are four times more likely to be given this diagnosis than girls. Children with Oppositional Defiant Disorder (ODD) display age-inappropriate amounts of stubbornness, are irritable, defiant, disobedient, and behave in a hostile manner. Unlike ADHD, the rates of ODD in boys and girls are not very different.

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

Children show many different types of aggressive behaviour, such as verbal aggression (i.e. name-calling, swearing), physical aggression (i.e. hitting, fighting), hostile aggression (i.e. directed at inflicting injury to others) and proactive aggression (i.e. dominating and bullying others without provocation). Internalising disorders include Separation Anxiety Disorder (SAD) and Depression. Separation anxiety disorder is an internalising disorder unique to children.

Its most prominent symptom is excessive anxiety or even panic experienced by children at being separated from their parents. Children with SAD may have difficulty being in a room by themselves, going to school alone, are fearful of entering hew situations, and cling to and shadow their parents’ every move. To avoid separation, children with SAD may fuss, scream, throw severe tantrums, or make suicidal gestures.

The ways in which children express and experience depression are related to their level of physical, emotional, and cognitive development. An infant may show sadness by being passive and unresponsive; a pre¬schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express feelings of guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

These disorders are characterised by severe and widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviours, interests and activities. Autistic disorder or autism is one of the most common of these disorders. Children with autistic disorder have marked difficulties in social interaction and communication a restricted range of interests, and a strong desire for routine.

About 70 per cent of children with autism are also mentally retarded. Children with autism experience profound difficulties in relating to other people. They are unable to initiate social behaviour and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others. They also show serious abnormalities in communication and language that persist over time.

Many autistic children never develop speech and those who do, have repetitive and deviant speech patterns. Children with autism often show narrow patterns of interest and repetitive behaviours such as lining up objects or stereotyped body movements such as rocking. These motor movements may be self-stimulatory such as hand flapping or self-injurious such as banging their head against the wall.

Question 10.
What is Substance-use Disorders?
Answer:
Addictive behaviour, whether it involves excessive intake of high-calorie food resulting in extreme obesity or involving the abuse of substances such as alcohol or cocaine, is one of the most severe problems being faced by society today. Disorders relating to maladaptive behaviours resulting from regular and consistent use of the substance involved are called substance abuse disorders.

These disorders include problems associated with using and abusing Such drugs as alcohol, cocaine and heroin, which alter the way people think, feel and behave. There are two sub-groups of substance-use disorders, i.e. those related to substance dependence and those related to substance abuse.

Insubstance dependence:
In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking. Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down on the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Insubstance abuse:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work and create physical hazards. We will now focus on the three most common forms of substance abuse, viz. alcohol abuse and dependence, heroin abuse and dependence and cocaine abuse and dependence.

Alcohol Abuse and Dependence People who abuse alcohol drink large amounts regularly and rely on it to help Heroin Abuse and Dependence Heroin intake significantly interferes with social and occupational functioning. Most abusers further develop a dependence on heroin, revolving their lives around the substance, building up a tolerance for it and experiencing a withdrawal reaction when they stop taking it.

The most direct and stopping it results in feelings of depression, fatigue, sleep problems, irritability and anxiety. Cocaine poses serious dangers. It has dangerous effects on psychological functioning and physical well-being.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-2

Question 11.
Describe the nature and scope of psychotherapy. Highlight the importance of therapeutic relationships in psychotherapy.
Answer:
Nature and scope of psychotherapy: Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats or the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive for building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment.

AH, psychotherapies aim at a few or all of the following goals :

  • Reinforcing the client’s resolve for betterment.
  • Lessening emotional pressure.
  • Unfolding the potential for positive growth.
  • Modifying habits,
  • Changing thinking patterns.
  • Increasing self-awareness.
  • Improving interpersonal relations and communication.
  • Facilitating decision-making.
  • Becoming aware of one’s choices in life.

Relating to one’s social environment in a more creative and self-aware manner. The special relationship between the client and the therapist is known as the
therapeutic relationship or alliance.

There are two major components of a therapeutic alliance:

  • The first component is the contractual nature of the relationship in which two willing individuals, the client and the therapist, enter into a partnership that aims at helping the client overcome her/his problems.
  • The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/his life.

This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter. The therapist encourages this by being accepting, empathic, genuine, and warm to the client.

The therapist conveys by her/his words and behaviours that she is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the wrong things that she may have done or thought about. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings, or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the Client in any way.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
Identify the symptoms associated with depression and mania.
Answer:
Symptoms associated with depression change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour, and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness. Symptoms associated with mania are people become euphoric (‘high’), extremely active, excessively talkative and easily distractible.

Question 2.
Describe the characteristics of hyperactive children.
Answer:
Hyperactive children are suffering from Attention-deficit Hyperactivity Disorder (ADHD) which can lead to more serious and chronic disorders as the child moves into adulthood if not attended. Children display disruptive or externalising behaviours. The two main features of ADHD are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play.

They have a hard time keeping their minds on any one thing or following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick to lose interest in boring activities. Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns, and have difficulty resisting immediate temptations or delaying gratification.

Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with ADHD are in constant motion. Sitting still through a lesson is impossible for them. The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go and talk incessantly. Boys are four times more likely to be given this diagnosis than girls.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Question 3.
What do you understand by substance abuse and dependence?
Answer:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work, and create physical hazards. In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking.

Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down bn the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Question 4.
Can a distorted body image lead to eating disorders? Classify the various forms of it.
Answer:
Yes, distorted body image can lead to eating disorders. The various forms of eating disorders are anorexia nervosa, bulimia nervosa, and binge eating.
Anorexia nervosa:
In this eating disorder, the individual has a distorted body image that leads her/him to see herself/himself as overweight. Often refusing to’ eat, exercising compulsively and developing unusual habits such as refusing to eat in front of others, the anorexic may lose large amounts of weight and even starve herself/himself to death.

Bulimia nervosa:
In this disorder, the individual may eat excessive amounts of food, then purge her/his body of food by using medicines such as laxatives or diuretics or by vomiting. The person often feels disgusted and ashamed when s/he binges and is relieved of tension and negative emotions after purging.

Binge eating:
In this disorder, there are frequent episodes of out-of-control eating.

Question 5.
“Physicians make diagnosis looking at a person’s physical symptoms”. How are psychological disorders diagnosed?
Answer:
Psychological disorders can be diagnosed by observations, interviews, counselling etc. In ancient days, abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret) or the devil (shaitan). In many Societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings.

Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them. A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning. Another approach is the psychological approach.

According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, TV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’.

These dimensions relate to biological, psychological, social and other aspects. The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms, and of other associated features including diagnostic guidelines is provided in this scheme.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Question 6.
Distinguish between obsessions and compulsions.
Answer:
Obsessions is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful while Compulsions is the need to perform certain behaviours Over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Question 7.
Can a long-standing pattern of deviant behaviour be considered abnormal? Elaborate.
Answer:
The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular cultural history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable Or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal, and that normality is nothing more than conformity to social norms. The second 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 fosters the well-being of the individual and eventually of the group to which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

Question 8.
While speaking in public the patient changes topics frequently, is this a positive or a negative symptom of schizophrenia? Describe the other symptoms and sub-types of schizophrenia.
Answer:
Positive symptoms:
These are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia.

Negative symptoms:
These are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content. Many people with schizophrenia show less anger, sadness, joy and other feelings than most people do. Thus they have blunted effect.

Some show no emotions at all, a condition is known as flat affect. Also patients with schizophrenia experience avolition, apathy and an inability to start or complete a course of action. People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies.

Sub-types of Schizophrenia: According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

Paranoid type:
Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.

Disorganised type:
Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.

Catatonic type:
Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).

Undifferentiated type:
Does not fit any of the sub-types but meets symptom criteria.

Residual type:
Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Question 9.
What do you understand by the term ‘dissociation’? Discuss its various forms.
Answer:
Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders. Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation.

Various forms of dissociation are as follows:

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

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

Dissociative identity disorder:
It is often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
It involves a dreamlike state in which the person His a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 10.
What are phobias? If someone had an intense fear of snakes, could this simple phobia be a result of faulty learning? Analyse how this phobia could have developed.
Answer:
Phobias are irrational fears related to specific objects, interactions with others, and unfamiliar situations. If someone had an intense fear of snakes, this simple phobia cannot be a result of faulty learning. It is a. specific phobia which is most common. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. This phobia often develops gradually or begins with generalised anxiety disorders.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Question 11.
Anxiety has been called the “butterflies in the stomach feeling”. At what stage does anxiety become a disorder? Discuss its types.
Answer:
Everyone has worries and fears. The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors.

Different types of anxiety disorders and their symptoms are as follows:

Generalised anxiety disorder:
This disorder consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers.

Panic disorder:
This disorder consists of recurrent anxiety attacks in which the person experiences intense terror. The clinical symptoms include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

Obsessive-compulsive disorder:
People are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular actor series of acts that affect their ability to carry out normal activities. Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful. Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Phobias:
These are irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Question 12.
What is the concept of abnormality and psychological disorders?
Answer:
Although many definitions of abnormality have been used over the years, none has won universal acceptance. Still, most definitions have certain common features, often called the ‘four Ds’: deviance, distress, dysfunction and danger. That is, psychological disorders are deviant (different, extreme, unusual, even bizarre), distressing (unpleasant and upsetting to the person and to others), dysfunctional (interfering with the person’s ability to carry out daily activities in a constructive You must have come across people who are unhappy, troubled and dissatisfied.

Their minds and hearts are filled with Sorrow, unrest and tension and they feel that they are unable to move ahead in their lives; they feel life is a painful, uphill struggle, sometimes, not worth living. Famous analytical psychologist Carl Jung has quite remarkably said, “How can I be substantial without casting a shadow? I must have a dark side, too, if I am to be whole and by becoming conscious of my shadow, I remember once more that I am a human being like any other”.

At times, some of you may have felt nervous before an important examination, tense and concerned about your future career or anxious when someone close to you was unwell. All of us face major problems at some point in our lives. However, some people have an extreme reaction to the problems and stresses of life. In this chapter, we will try to understand what goes wrong when people develop psychological problems, what are the causes and factors which lead to abnormal behaviour, and the various signs and symptoms associated with different types of psychological disorders.

The study of psychological disorders has intrigued and mystified all cultures for more than 2,500 years. Psychological disorders or mental disorders (as they are commonly referred to), like anything unusual, may make us uncomfortable and even a little frightened. Unhappiness, discomfort, anxiety and unrealised potential are seen all over the world. These failures in living are due mainly to failures in adaptation to life challenges.

As you must have studied in the previous chapters, adaptation refers to the person’s ability to modify her/his behaviour in response to changing environmental requirements. When the behaviour cannot be modified according to the needs of the situation, it is said to be maladaptive. Abnormal Psychology is the area within psychology that is focused on maladaptive behaviour – its causes, consequences, and treatment way), and possibly dangerous (to the person or to others).

This definition is a useful starting point from which we can explore psychological abnormality. Since the word ‘abnormal’ literally means “away from the normal”, it implies deviation from some clearly defined norms or standards. In psychology, we have no ‘ideal model’ or even ‘normal model’ of human behaviour to use as a base for comparison. Various approaches have been used in distinguishing between normal and abnormal behaviours.

From these approaches, there emerge two basic and conflicting views: The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular culture — its history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal and that normality is nothing more than conformity to social norms. The second 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 fosters the well-being of the individual and eventually of the group to Which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

If you talk to people around, you will see that they have vague ideas about psychological disorders that are characterised by superstition, ignorance and fear. Again it is commonly believed that psychological disorder is something to be ashamed of. the stigma attached to mental illness means that people are hesitant to consult a doctor or psychologist because they are ashamed of their problems. Actually, a psychological disorder which indicates a failure in adaptation should be viewed as any other illness.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-1

Question 13.
Write the historical view of psychological disorders.
Answer:
Historical Background :
To understand psychological disorders, we would require a brief historical account of how these disorders have been viewed over the ages. When we study the history of abnormal psychology, we find that certain theories have occurred over and over again. One ancient theory that is still encountered today holds that abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret), or the devil (shaitan).

Exorcism, i.e. removing the evil that resides in the individual through countermagic and prayer, is still commonly used. In many societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings. Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them.

A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning.

Another approach is the psychological approach. According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. All three of these perspectives—supernatural, biological or organic, and psychological — have recurred throughout the history of Western civilisation.

In the ancient Western world, it was philosopher physicians of ancient Greece such as Hippocrates, Socrates, and in particular Plato who developed the organismic approach and viewed disturbed behaviour as arising out of conflicts between emotion and reason. Galen elaborated on the role of the four senses of humour in personal character and temperament. According to him, the material world was made up of four elements, viz. earth, air, fire and water which combined to form four essential body fluids, viz. blood, black bile, yellow bile and phlegm.

Each of these fluids was seen to be responsible for a different temperament. Imbalances among the humour were believed to cause various disorders. This is similar to the Indian notion of the three doshas of Vata, Pitta, and Kapha which were mentioned in the Atharva Veda and Ayurvedic texts. You have already read about it in Chapter 2. In the Middle Ages, demonology and superstition gained renewed importance in the explanation of abnormal behaviour.

Demonology related to a belief that people with mental problems were evil and there are numerous instances of ‘witch-hunts’ during this period. During the early Middle Ages, the Christian spirit of charity prevailed and St. Augustine wrote extensively about feelings, mental anguish, and conflict. This laid the groundwork for modem psychodynamic theories of abnormal behaviour. The Renaissance Period was marked by increased humanism and curiosity about behaviour.

Johann Weyer emphasized psychological conflict and disturbed interpersonal relationships as causes of psychological disorders. He also insisted that ‘ witches’ were mentally disturbed and required medical, not theological; treatment. The seventeenth and eighteenth centuries were known as the Age of Reason and Enlightenment, as the scientific method replaced faith and dogma as ways of understanding abnormal behaviour.

The growth of a scientific attitude towards psychological disorders in the eighteenth century contributed to the Reform Movement and to increased compassion for people who suffered from these disorders. Reforms of asylums were initiated in both Europe and America. One aspect of the reform movement was the new inclination for deinstitutionalization which placed emphasis on providing community Care for recovered mentally ill individuals.

In recent years, there has been a convergence of these approaches, which has resulted in an interactional, or biopsychosocial approach. From this perspective, all three factors, i.e. biological, psychological and social play important roles in influencing the expression and outcome of psychological disorders.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Objective & Short Answer Type Questions.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Abnormality is also caused the _____.
(a) four’Es’
(b) four ‘Fs’
(c) four ‘Ds”
(d) none of the above
Answer:
(c) four ‘Ds”

Question 2.
The four Ds are:
(a) deviance
(b) distress
(c) dysfunctions and danger
(d) all the above
Answer:
(d) all the above

Question 3.
Approaches of abnormal behavior:
(a) deviation from social norms
(b) maladaptive
(c) only (b)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 4.
When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical that is called ______.
(a) transmitter
(b) neuro
(c) neurotransmitter
(d) none of the above
Answer:
(c) neurotransmitter

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 5.
Anxiety disorders have been linked to low activity of the neurotransmitter that aid called _____.
(a) GABA
(b) GBAA
(c) GABB
(d) GAAB
Answer:
(a) GABA

Question 6.
_____ is the excess activity of dopamine.
(a) depression
(b) anxiety disorder
(c) abnormality
(d) schizophrenia
Answer:
(d) schizophrenia

Question 7.
Depression to low activity of _____.
(a) dopamine
(b) serotonin
(c) genetic
(d) none of the above
Answer:
(b) serotonin

Question 8.
Genetic factors have been linked to ______.
(a) mood disorders
(b) schizophrenia
(c) mental retardation
(d) all the above
Answer:
(d) all the above

Question 9.
_____ is the oldest and most famous of the modern psychological models.
(a) psychodynamic
(b) humanistic
(c) cognitive
(d) behavioral
Answer:
(a) psychodynamic

Question 10.
Who stated that abnormal behavior is a symbolic expression of unconscious mental conflicts that can be traced to early childhood or infancy.
(a) Freud
(b) Teekman
(c) Kolo
(d) none of them
Answer:
(a) Freud

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 11.
______ term is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension.
(a) anxiety
(b) psychological
(c) mental retaradation
(d) none of the above
Answer:
(a) anxiety

Question 12.
Phobias can be grouped into three types. They are:
(a) specific phobias
(b) social phobias
(c) agoraphobia
(d) all the above
Answer:
(d) all the above

Question 13.
The most commonly occurring types of phobia is called _____.
(a) social
(b) specific
(c) agoraphobia
(d) only (a)
Answer:
(b) specific

Question 14.
_____ is the term used when people develop a fear of entering unfamiliar situations.
(a) social phobias
(b) agoraphobia
(c) specific phobias
(d) none of the above
Answer:
(b) agoraphobia

Question 15.
In which disorders people are unable to control their preoccupation with specific ideas or are unable to prevent.
(a) obsessive-compulsive
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) obsessive-compulsive

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 16.
The symptoms of conversion disorders :
(a) paralysis
(b) blindness
(c) deafness
(d) all the above
Answer:
(a) paralysis

Question 17.
The symptoms of post-tramumative stress disorder:
(a) recurrent dreams
(b) flashbacks
(c) impaired concentration
(d) all the above
Answer:
(d) all the above

Question 18.
_____ can be viewed as a severance of connection between ideas and emotions,
(a) anxiety disorder
(b) post-traumatic stress disorder
(c) dissociative disorder
(d) none of the above
Answer:
(c) dissociative disorder

Question 19.
Four conditions are included in group of dissociative orders. They are :
(a) dissociative amnesia
(b) dissociative fugue
(c) dissociative identity disorder
(d) all the above
Answer:
(d) all the above

Question 20.
The person is unable to recall important, personal information often related to a stressful and traumatic report that is called ______.
(a) somato form disorder
(b) dissociative fugue
(c) dissociative amnesia
(d) none of the above
Answer:
(c) dissociative amnesia

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 21.
The most common mood disorder is _____.
(a) depression
(b) abnormality
(c) anxiety disorder
(d) none of the above.
Answer:
(a) depression

Question 22.
_______ can refers to a symptom area disorder.
(a) depression
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) depression

Question 23.
Types of mood disorder:
(a) depressive
(b) manic
(c) bipolar disorder
(d) all the above
Answer:
(d) all the above

Question 24.
The symptoms of mood disorders are :
(a) sleep problems
(b) trideness
(c) inability to think clearly
(d) all the above
Answer:
(d) all the above

Question 25.
Mania is called ______ disorder.
(a) schizophrenia
(b) mood disorders
(c) only (a)
(d) none of the above
Answer:
(b) mood disorders

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 26.
The symptoms of schizophrenia are divided in 3 categories. They are:
(a) positive
(b) negative
(c) psychomotor
(d) all the above
Answer:
(d) all the above

Question 27.
The positive symptoms of schizophrenia :
(a) excessness of thought
(b) emotion
(c) behavior
(d) all the above
Answer:
(d) all the above

Question 28.
Schizophrenia develop ______.
(a) illusion
(b) hallucination
(c) delusions
(d) only (a)
Answer:
(c) delusions

Question 29.
The two main features of ADHD (Attention Deficit Hyperactivity Disorder) are:
(a) inattention
(b) hyperactivity impulsivity
(c) only (a)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 30.
Psychotherapies are classified in 3 broad groups. These are:
(a) psychodynamic
(b) behavior
(c) existential
(d) all the above
Answer:
(d) all the above

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

True/False Questions

Question 1.
Behaviour is a not group of psychotherapies
Answer:
False

Question 2.
Psychodynamic therapy is pioneered by Sigmund Freud.
Answer:
True

Question 3.
Psychoanalysis treatment are 4 stages.
Answer:
False

Question 4.
Positive reinforcement is given to increase the deficit.
Answer:
True

Question 5.
Freud formulated the RET (Rational Emotive Therapy).
Ans.
False

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 6.
Existential therapy is called logotherapy.
Answer:
True

Question 7.
Client-centered therapy was given by Carl Rogers.
Answer:
True

Question 8.
Agoraphobia is the term used when people developed a fear of entering unfamiliar situations.
Answer:
True

Question 9.
Specific phobias are the most owned type of phobia.
Answer:
True

Question 10.
Biological factors influence all aspects of our behavior.
Answer:
True

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 11.
Abnormality is also called the four P’s
Answer:
False

Question 12.
Anxiety disorders have not been linked to GABA aid.
Answer:
False

Question 13.
Depression is the excess activity of dopamine.
Answer:
False

Question 14.
Genetic factors have been linked with mood disorders only.
Answer:
False

Question 15.
Psychodynamics is the oldest and most famous modern psychological model.
Answer:
True

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 16
Paralysis is not a symptom of conversion disorders.
Answer:
False

Question 17.
Flashbacks are not symptoms of post-traumatic stress disorder.
Answer:
False

Question 18.
Dissociative can be viewed as a severance of connection between ideas and emotions.
Answer:
True

Question 19.
Dissociative fugue are conditions group of dissociative orders.
Answer:
True

Question 20.
The most common mood disorder is depression.
Answer:
True

Very Short-Answer Type Questions

Question 1.
What is a neurotransmitter?
Answer:
Synapse separates one neuron from the next and the message must move across that space. When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter.

Question 2.
What is Anxiety Disorder?
Answer:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 3.
What is hypochondriasis?
Answer:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worn7 about their health.

Question 4.
Define two features of dissociative order.
Answer:
Dissociative amnesia :
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with traveling away from a stressful environment. The person exhibits two or more separate, and contrasting personalities associated.

Question 5.
What is dissociative fugue?
Answer:
Dissociative fugue has, as its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterized by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioral changes. Depression can refer to a symptom or a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal.

Question 7.
Symptoms of Schizophrenia.
Answer:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion, and behavior), negative symptoms, (i.e. deficits of thought, emotion, and behavior), and psychomotor symptoms. Positive symptoms are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behavior.

Question 8.
What is PDD?
Answer:
The ways in which children express and experience depression are related to their level of physical, emotional and cognitive development. An infant may show sadness by being passive and unresponsive; a pre-schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 9.
What is a Therapeutic Relationship?
Answer:
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance.

Question 10.
What is transference neurosis?
Answer:
The therapist encourages this process because it helps her/him in understanding the unconscious conflicts of the client. The client acts out her/his frustrations, anger, fear, and depression that s/he harbored towards that person in the past, but could not express at that time. The therapist becomes a substitute for that person in the present. This stage is called transference neurosis.

Question 11.
Logotherapy.
Answer:
Victor Frankl, a psychiatrist and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the spiritual truth of one’s existence. Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life.

Question 12.
What is Gestalt Therapy?
Answer:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognize the bodily processes and the emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 13.
Ethics in Psychotherapy
Answer:
Some of the ethical standards that need to be practiced by professional psychotherapists are:

  •  Informed consent needs to be taken.
  • The confidentiality of the client should be maintained.
  • Alleviating personal distress and suffering should be the goal of all attempts of the therapist.
  • The integrity of the practitioner-client relationship is important.
  • Respect for human rights and dignity.
  • Professional competence and skills are essential.

Question 14.
What is CBT?
Answer:
CBT is a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 15.
Dysfunctional cognitive structure?
Answer:
Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterized by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures.

Short Questions With Answers 

Question 1.
What is Cognitive Behaviour Therapy (CBT)?
Answer:
Research into the outcome and effectiveness of psychotherapy has conclusively established CBT to be a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

The rationale is that the client’s distress has its origins in the biological, psychological, and social realms. Hence,c addressing the physical aspects through relaxation procedures, the psychological ones through behavior therapy and cognitive therapy techniques, and the social ones with environmental manipulations makes CBT a comprehensive technique that is easy to use, applicable to a variety of disorders, and has proven efficacy.

Question 2.
What is Humanistic-existential Therapy?
Answer:
The humanistic-existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfillment in life. Human beings are motivated by the desire for personal growth and self-actualization, and an innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress.

Self-actualization is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e. achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being, in essence, the same person in spite of the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration of self-actualization also causes distress.

Question 3.
What is Existential Therapy?
Answer:
Victor Frankl, a psychiatrist, and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the Spiritual truth of one’s existence.

Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached to the physical, psychological or spiritual aspects of one’s existence. Frankl emphasized the role of spiritual anxieties in leading to meaninglessness and hence it may be called an
existential anxiety.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 4.
What is Client-centred Therapy?
Answer:
Client-centered therapy was given by Carl Rogers. Rogers combined scientific rigor with the individualized practice of client-centered psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings.

The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm, and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client. Unconditional positive regard indicates that the positive Warmth of the therapist is not dependent on what the client reveals or does in the therapy sessions. This unique unconditional warmth ensures that the client feels secure and can trust the therapist.

Question 5.
What is Biomedical Therapy?
Answer:
Medicines may be prescribed to treat psychological disorders. Prescription of medicines for the treatment of mental disorders is done by qualified medical professionals known as psychiatrists. They are medical doctors who have specialized in the understanding, diagnosis, and treatment of mental disorders. The nature of medicines used depends on the nature of the disorders.

Severe mental disorders such as schizophrenia or bipolar disorder require antipsychotic drugs. Common mental disorders such as generalized anxiety or reactive depression may also require milder drugs. The medicines prescribed to treat mental disorders can cause side effects that need to be understood and monitored. Hence, it is essential that medication is given under proper medical supervision.

Question 6.
Three factors Contributing to Healing in Psychotherapy!
Answer:
As we have read, psychotherapy is a treatment of psychological distress. There are several factors that contribute to the healing process. Some of these factors are as follows:

  • A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioral system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.
  • The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability and the therapist, and the warmth and empathy provided by the therapist.
  • At the outset of therapy, while the patient/client is being interviewed^ in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced.

Question 7.
Rehabilitation of the mentally ill.
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms and improving the level of functioning or quality of life. In the case of milder disorders such as generalized anxiety, reactive depression, or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or to interact with people. Rehabilitation is required to help such patients become self-sufficient. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible.

Question 8.
What are Alternative Therapies available for treatment?
Answer:
Alternative therapies are so-called because they are alternative treatment possibilities to conventional drug treatment or psychotherapy. There are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies, and so on. In the past 25 years, yoga and meditation have gained popularity as treatment programs for psychological distress.

Yoga is an ancient Indian technique detailed in the Ashtanga Yoga of Patanjali’s Yoga Sutras. Yoga as it is commonly called today either refers to only the asanas or body posture component or to breathing practices Or pranayama, or to a combination of the two. Meditation refers to the practice of focusing attention on the breath or on an object or thought or mantra.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Question 9.
What is Cognitive Therapy?
Answer:
Cognitive therapies locate the cause of psychological distress in irrational thoughts and beliefs. Albert Ellis formulated Rational Emotive Therapy (RET). The central thesis of this therapy is that irrational beliefs mediate between antecedent events and their consequence. The first step in RET is the antecedent belief- consequence {ABC) analysis. Antecedent events, which caused psychological distress, are noted.

The client is also interviewed to find the irrational beliefs, which are distorting the present reality. Irrational beliefs may not be supported by empirical evidence in the environment. These beliefs are characterized by thoughts with ‘musts’ and ‘shoulds’, i.e. things ‘must’ and ‘should’ be in a particular manner.

Question 10.
Behavioral Techniques
Answer:
A range of techniques is available for changing behavior. The principles of these techniques are to reduce the arousal level of the client, alter behavior through classical conditioning or operant conditioning with different contingencies of info: elements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behavior modification.

As you have already studied in Class XI, Negative reinforcement refers to following an undesired response with an outcome that is painful or not liked. For example, the teacher reprimands a child who shouts in class. This is negative reinforcement. Aversive conditioning refers to the repeated association of an undesired response with an aversive consequence.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-4.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-4

Long Questions With Answers

Question 1.
Write the Steps in the Formulation of a Client’s Problem.
Answer:
Clinical formulation refers to formulating the problem of the client in the therapeutic model being used for the treatment. The clinical formulation has the following advantages:

Understanding of the problem :
The therapist is able to understand the full implications of the distress being experienced by the client.

Identification of the areas to be targetted for treatment in psychotherapy:
The theoretical formulation clearly identifies the problem areas to be targeted for. therapy. Thus, if a client seeks help for their inability to hold a job and reports an inability to face superiors, the clinical formulation in behaviour therapy would state it as a lack of assertiveness skills and anxiety. The target areas have thus been identified as the inability to assert oneself and heightened anxiety.

Choice of techniques for treatment:
The choice of techniques for treatment depends on the therapeutic system in which the therapist has been trained. However, even within this broad domain, the choice of techniques, timing of the techniques, and expectations of the outcome of the therapy depend upon the clinical formulation. The clinical formulation is an ongoing process. Formulations may require reformulations as clinical insights are gained in the process of therapy. Usually, the first one or two sessions yield enough clinical material for the initial clinical formulation. It is not advisable to start psychotherapy without a clinical formulation.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 2.
What is psychodynamic therapy?
Answer:
Psychodynamic therapy pioneered by Sigmund Freud is the oldest form of psychotherapy. His close collaborator Carl Jung modified it to what came to be known as analytical psychotherapy. Subsequently, Freud’s successors, known as Neo-Freudians, established their own versions of classical psychodynamic therapy. Broadly, psychodynamic therapy has conceptualised the structure of the psyche, the dynamics between different components of the psyche, and the source of psychological distress.

You have already studied these concepts in the chapters, on Self and Personality, and Psychological Disorders. The method of treatment, steps in the treatment, nature of the therapeutic relationship, and the expected outcome from the psychodynamic therapy are explained below.

Methods of Eliciting the Nature of Intrapsychic Conflict:
Since the psychoanalytic approach views intrapsychic conflicts to be the cause of the psychological disorder, the first step in the treatment is to elicit this intrapsychic conflict. Psychoanalysis has invented free association and dream interpretation as two important methods for eliciting intrapsychic conflicts. The free association method is the main method for understanding the client’s problems.

Once a therapeutic relationship is established, and the client feels comfortable, the therapist makes her/him lie down on the couch, close her/his eyes and asks her/him to speak whatever comes to mind without censoring it in any way. The client is encouraged to freely associate one thought with another, and this method is called the method of free association. The censoring superego and the watchful ego are kept in abeyance as the client speaks whatever comes to mind in an atmosphere that is relaxed and trusting.

As the therapist does not interrupt, the free flow of ideas, desires and conflicts of the unconscious, which had been suppressed by the ego, emerges into the conscious mind. This free uncensored verbal narrative of the client is a window into the client’s unconscious to which the therapist gains access. Along with this technique, the client is asked to write down her/his dreams upon waking up.

Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of the dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego. if the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would leads to anxiety. These symbols are interpreted according to an accepted convention of translation as indicators of unfulfilled desires and conflicts.

Modality of Treatment:
Transference and Interpretation:
Transference and Interpretation are the means of treating the patient. As the unconscious forces are brought into the conscious realm through free association and dream interpretation described above, the client starts identifying the therapist with the authority figures of the past, usually childhood. The therapist may be seen as the punitive father, or as the negligent mother.

The therapist maintains a non-judgmental yet permissive attitude and allows! the client to continue with this process of emotional identification. This is the process of transference. The therapist encourages this process because it helps her/him in understanding the unconscious conflicts of the client. The client acts out her/his frustrations, anger, fear and depression that s/he harboured towards that person in the past, but could. not express at that time.

The therapist becomes a substitute for that person in the present. This stage is called transference neurosis. A full-blown transference neurosis is helpful in making the therapist aware of the nature of intrapsychic conflicts suffered by the client. There is the positive transference in which the client idolises, or falls in love with the therapist, and seeks the therapist’s approval.

Negative transference:
Negative transference is present when the client has feelings of hostility, anger, and resentment towards the therapist. The process of transference is met with resistance. Since the process of transference exposes the unconscious wishes and conflicts, thereby increasing the distress levels, the client resists transference. Due to resistance, the client opposes the progress of therapy in order to protect herself/himself from the recall of painful unconscious memories. Resistance can be conscious or unconscious.

Conscious resistance is present when the client deliberately hides some information. Unconscious resistance is assumed to be present when the client becomes silent during the therapy session, recalls trivial details without recalling the emotional ones, misses appointments, and comes late for therapy sessions. The therapist overcomes the resistance by repeatedly confronting the patient about it and by uncovering emotions such as anxiety, fear, or shame, which are causing the resistance. Interpretation is the fundamental mechanism by which change is effected.

Confrontation and clarification:
Confrontation and clarification are the two analytical techniques of interpretation. In a confrontation, the therapist points out to the client an aspect of her/his psyche that must be faced by the client. Clarification is the process by which the therapist brings a vague or confusing event into sharp focus. This is done by separating and highlighting important details about the event from unimportant ones. Interpretation is a more subtle process. It is considered to be the pinnacle of psychoanalysis.

The therapist uses the unconscious material that has been uncovered in the process of free association, dream interpretation, transference and resistance to make the client aware of the psychic contents and conflicts which have led to the occurrence of certain events, symptoms and conflicts. Interpretation can focus on intrapsychic conflicts or on deprivations suffered in childhood.

The repeated process of using confrontation, clarification, and interpretation is known as working through. Working through helps the patient to understand herself/ himself and the source of the problem and to integrate the uncovered material into her/his ego. The outcome of working through is insight. Insight is not a sudden event but a gradual process wherein the unconscious memories are repeatedly integrated into conscious awareness. These unconscious events and memories are re-experienced in transference and are worked through.

As this process continues, the client starts to understand herself/himself better at an intellectual and emotional level, and gains insight into her/his Conflicts and problems. Intellectual understanding is intellectual insight. -The emotional understanding, acceptance of one’s irrational reaction to the unpleasant events of the past, and the willingness to change emotionally as well as making the change is emotional insight.

Insight is the end point of therapy as the client has gained a new understanding of herself/himself. In turn, the conflicts of the past, defence mechanisms and physical symptoms are no longer present and the client becomes a psychologically healthy person. Psychoanalysis is terminated at this stage.

Duration of Treatment:
Psychoanalysis lasts for several years, with one-hour sessions for 4-5 days per week. It is an intense treatment. There are three stages in the treatment. Stage one is the initial phase. The client becomes familiar with the routines, establishes a therapeutic relationship with the analyst and gets some relief with the process of recollecting the superficial materials from the consciousness about the past and present troublesome events.

Stage two is the middle phase, which is a long process. It is characterised by transference, resistance on the part of the client and confrontation and clarification, i.e. working through on the therapist’s part. All these processes finally, lead to insight. The third phase is the termination phase wherein the relationship with the analyst is dissolved and the client prepares to leave the therapy.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 3.
What is Behaviour Therapy and how it is used in patients?
Answer:
Behaviour therapies postulate that psychological distress arises because of faulty behaviour patterns or thought patterns. It is, therefore, focused oh the behaviour and thoughts of the client in die present. The past is relevant only to the extent of understanding the origins of faulty behaviour and thought patterns. The past is not activated or relived. Only the faulty patterns are corrected in the present.

The clinical application of learning theory principles constitutes behaviour therapy. Behaviour therapy consists of a large set of specific techniques and interventions. It is not a unified theory, which is applied irrespective of the clinical diagnosis or the symptoms present. The symptoms of the client and the clinical diagnosis are the guiding factors in the selection of the specific techniques or interventions to be applied.

Treatment of phobias or excessive and crippling fears would require the use of one set of techniques while that of anger outbursts would require another. A depressed client would be treated differently from a client who is anxious. The foundation of behaviour therapy is on formulating dysfunctional or faulty behaviours, the factors which reinforce and maintain these behaviours and devising methods by which they can be changed.

Method of Treatment:
The client with psychological distress or with physical symptoms, which cannot be attributed to physical disease, is interviewed with a view to analysing her/his behaviour patterns. Behavioural analysis is conducted to find malfunctioning behaviours, the antecedents of faulty learning and the factors that maintain or continue faulty learning. Malfunctioning behaviours are those behaviours which cause distress to the client.

Antecedent factors are those causes which predispose the person to indulge in that behaviour. Maintaining factors are those factors which lead to the persistence of faulty behaviour. An example would be a young person who has acquired the malfunctioning behaviour of smoking and seeks help to get rid of smoking. Behavioural analysis conducted by interviewing the client and the family members reveals that the person started smoking when he was preparing for the annual examination.

He had reported relief from anxiety upon smoking. Thus, an anxiety-provoking situation becomes the causative or antecedent factor. The feeling of relief becomes the maintaining factor for him to continue smoking. The client has acquired the operant response of smoking, which is maintained by the reinforcing value of relief from anxiety. Once the faulty behaviours which cause distress, have been identified, a treatment package is chosen.

The aim of the treatment is to extinguish or eliminate faulty behaviours and substitute them with adaptive behaviour patterns. The therapist does this by establishing an|ecedent operations and consequent operations. Antecedent operations control behaviour by changing something that precedes such behaviour. The change can be done by increasing or decreasing the reinforcing value of a particular consequence. This is called establishing operation.

For example, if a child gives trouble eating dinner, an establishing operation would be to decrease the quantity of food served at tea time. This would increase the hunger at dinner and thereby increase the reinforcing value of food at dinner. Praising the child when she/he eats properly tends to encourage this behaviour. The antecedent operation is the reduction of food at tea time and the consequent operation is praising the child for eating dinner. It establishes the response to eating dinner.

Question 4.
What is behavioural technique?
Answer:
Behavioural Techniques:
A range of techniques is available for changing behaviour. The principles of these techniques are to reduce the arousal level of the client, alter behaviour through classical conditioning or operant conditioning with different contingencies of reinforcements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behaviour modification.

As you have already studied in Class XI, Negative reinforcement refers to following an undesired response with an outcome that is painful or not liked. For example, the teacher reprimands a child who shouts in class. This is negative reinforcement.

Aversive conditioning:
Aversive conditioning refers to the repeated association of undesired responses with an aversive consequence. For example, an alcoholic is given a mild electric shock and asked to smell the alcohol. With repeated pairings, the smell of alcohol is aversive as the pain of the shock is associated with it and the person will give up alcohol. If adaptive behaviour occurs rarely, positive reinforcement is given to increase the deficit.

For example, if a child does not do homework regularly, positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever s/he does homework at the appointed time. The positive reinforcement of food will increase the behaviour of doing homework at the appointed time. Persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs.

The tokens are collected and exchanged for a reward such as an outing for the patient or a treat for the child. This is known as the token economy. Unwanted behaviour can be reduced and wanted behaviour can be increased simultaneously through differential reinforcement. Positive reinforcement for the wanted is one such method. The other method is to positively reinforce the wanted behaviour and ignore the unwanted behaviour.

The latter method is less painful and equally effective. For example, let us consider the case of a girl who sulks and cries when she is not taken to the cinema when she asks. The parent is instructed to take her to the cinema if she does not cry and sulk but not to take her if she does. Further, the parent is instructed to ignore the girl when she cries and sulks.

The wanted behaviour of politely asking to be taken to the cinema increases and the unwanted behaviour of crying and sulking decreases. You read about phobias or irrational fears in the previous chapter. Systematic desensitisation is a technique introduced by Wolpe for treating phobias or irrational fears. The client is interviewed to elicit fear-providing situations and together with the client, the therapist prepares a hierarchy of anxiety-provoking stimuli with the least anxiety-provoking stimuli at the bottom of the hierarchy.

The therapist relaxes the client and asks the client to think about the least anxiety-provoking situation. It gives details of relaxation procedures. The client is asked to stop thinking of the fearful situation if the slightest tension is felt. Over sessions, the client is able to imagine more severe fear-provoking situations while maintaining relaxation. The client gets systematically desensitised to the fear.

The principle of reciprocal inhibition operates here:
This principle states that the presence of two mutually opposing forces at the same time inhibits the weaker force. Thus, the relaxation response is first built up and a mildly anxiety-provoking scene is imagined, and the anxiety is overcome by the relaxation. The client is able to tolerate progressively greater levels of anxiety because of her/his relaxed state. Modelling is the procedure wherein the client learns to behave in a certain way by observing the behaviour of a role model or the therapist who initially acts as the role model. Vicarious learning, i.e. learning by observing others, is used through a.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 5.
What is Cognitive Therapy?
Answer:
Cognitive therapies locate the cause of psychological distress in irrational thoughts and beliefs. Albert Ellis formulated Rational Emotive Therapy (RET). The central thesis of this therapy is that irrational beliefs mediate between antecedent events and their consequences. The first step in RET is the antecedent belief- consequence {ABC) analysis. Antecedent events, which caused psychological distress, are noted.

The client is also interviewed to find the irrational beliefs, which are distorting the present reality. Irrational beliefs may not be supported by empirical evidence; e in the environment. These beliefs are characterised by thoughts with ‘musts’ and ‘shoulds’, i.e. things ‘must’ and ‘should’ be in a particular manner. Examples of irrational beliefs are, “One should be loved by everybody all the time”, “Human misery is caused by external events over which one does not have any control”, etc.

This distorted perception of the antecedent event due to the irrational belief leads to the consequence, i.e. negative emotions and behaviours. Irrational beliefs are assessed through questionnaires and interviews. In the process of RET, the irrational beliefs are refuted by the therapist through a process of non-directive questioning. The nature of questioning is gentle, without probing or being directive.

The questions make the client think deeper into her/his assumptions about life and problems. Gradually the client is able to change the irrational beliefs by making a change in her/his philosophy about life. The rational belief system replaces the irrational belief system and there is a reduction in psychological distress. Another cognitive therapy is that of Aaron Beck.

His theory of psychological distress characterised by anxiety or depression states that childhood experiences provided by the family and society develop core schemas or systems, which include beliefs and action patterns in the individual. Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of their life, a critical incident occurs in her/his life. She/he is publicly ridiculed by the teacher in school.

This critical incident triggers the core schema of “I am not wanted” leading to the development of negative automatic thoughts. Negative thoughts are persistent irrational thoughts such as “nobody loves me’’, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterised by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner.

These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality. Repeated occurrences of these thoughts leads to the development of feelings of anxiety and depression. The therapist uses questioning, which is a gentle, non-threatening disputation of the client’s beliefs and thoughts. Examples of such questions would be, “Why should everyone love you ?”, “What does it mean to you to succeed?”, etc.

The questions make the client think in a direction opposite to that of the negative automatic thoughts whereby s/he gains insight into the nature of her/ his dysfunctional schemas, and is able to alter her/his cognitive structures. The aim of the therapy is to achieve this cognitive restructuring which, in turn, reduces anxiety and depression.

Similar to behaviour therapy, cognitive therapy focuses on solving a specific problem for the client. Unlike psychodynamic therapy, behaviour therapy is open, i.e. the therapist shares her/his method with the client. It is short, lasting between 10-20 sessions. Cognitive Behaviour Therapy is the most popular therapy presently.

Question 6
What is Cognitive Behaviour Therapy (CBT)?
Answer:
Research into the outcome and effectiveness of psychotherapy has conclusively established CBT to be a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioural techniques.

The rationale is that the client’s distress has its origins in the biological, psychological, and social realms. Hence, addressing the physical aspects through relaxation procedures, die psychological ones through behaviour therapy and cognitive therapy techniques and the social ones with environmental manipulations makes CBT a comprehensive technique which is easy to use, applicable to a variety of disorders and has proven efficacy.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 7.
What is Humanistic-existential Therapy?
Answer:
The humanistic-, existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life. Human beings are motivated by the desire for personal, growth and self-actualisation, and mi innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress.

Self-actualisation is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e. achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being in essence the same person in spite of the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration of self-actualisation also causes distress.

Healing occurs when the client is able to perceive the obstacles to self-actualisation in her/his life and is able to remove them. Self-actualisation requires free emotional expression. The family and society curb emotional expression, as it is feared that a free expression of emotions can harm society by unleashing destructive forces. This curb leads to destructive behaviour and negative emotions by thwarting the process of emotional integration.

Therefore, the therapy creates a permissive, nonjudgmental and accepting atmosphere in which the client’s emotions can be freely expressed and complexity, balance and integration could be achieved. The fundamental assumption is that the client has the freedom and responsibility to control her/his own behaviour. The therapist is merely a facilitator and guide.

It is the client who is responsible for the success of therapy. The chief aim of the therapy is to expand the client’s awareness. Healing takes place through a process of understanding the unique personal experience of the client herself/himself. The client initiates the process of self-growth through which healing takes place.

Question 8.
What is Existential Therapy?
Answer:
Victor Frankl, a psychiatrist and neurologist propounded the Logotherapy. Logos is the Greek word for soul anti Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances the process of meaning-making. The basis of meaning-making is a person’s quest for finding the spiritual truth of one’s existence.

Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached to the physical, psychological or spiritual aspects of one’s existence. Frankl emphasised the role of spiritual anxieties in leading to meaninglessness and hence it may be called existential anxiety, i.e. neurotic anxiety of spiritual origin.

The goal of logotherapy is to help patients to find meaning and responsibility in their life irrespective of their life circumstances. The therapist emphasises the unique nature of the patient’s life and encourages them to find meaning in their life. In Logotherapy, the therapist is open and shares her/his feelings, values and his/her own existence with the client. The emphasis is on here and now. Transference is actively discouraged. The therapist reminds the client about the immediacy of the present. The goal is to facilitate the client to find the meaning of her/his being.

Question 9.
What is Client-centred Therapy?
Answer:
Client-centred therapy was given by Carl Rogers. Rogers combined scientific rigour with the individualised practice of client-centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm and has unconditional positive regard, i.e. total acceptance of the client as she is.

Empathy sets up an emotional resonance between the therapist and the client. Unconditional positive regard indicates that the positive warmth of the therapist is not dependent on what the client reveals or does in the therapy sessions. This unique unconditional warmth ensures that the client feels secure and can trust the therapist. The client feels secure enough to explore her/his feelings. The therapist reflects the feelings of the client in a nonjudgmental manner.

The reflection is achieved by rephrasing the statements of the client, i.e. seeking simple clarifications to enhance the meaning of the client’s statements. This process of reflection helps the client to become integrated. Personal relationships improve with an increase in adjustment. In essence, this therapy helps a client to become her/his real self with the therapist working as a facilitator.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 10.
What is Gestalt Therapy?
Answer:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognise the bodily processes and the emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 11.
What is Biomedical Therapy?
Answer:
Medicines may be prescribed to treat psychological disorders. Prescription of medicines for the treatment of mental disorders is done by qualified medical professionals known as psychiatrists. They are medical doctors who have specialised in the understanding, diagnosis and treatment of mental disorders. The nature of medicines used depends on the nature of the disorders. Severe mental disorders such as schizophrenia or bipolar disorder require antipsychotic drugs. Common mental disorders such as generalised anxiety or reactive depression may also require milder drugs.

The medicines prescribed to treat mental disorders can cause side effects which need to be understood and monitored. Hence, it is essential that medication is given under proper medical supervision. Even the drugs which normal individuals use to stay awake to study for examinations or to get a ‘high’ at a party have dangerous side effects. These drugs can cause addiction, and harm the brain and the body. Therefore, it is dangerous to self-medicate with drugs which affect the mind.

Factors Contributing to Healing in Psychotherapy:
As we have read, psychotherapy is a treatment of psychological distress. There are several factors which contribute to the healing process. Some of these factors are as follows:

A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioural system and the CBT of the school are adopted to heal an anxious client, the relaxation procedures and cognitive restructuring largely contribute to the healing.

The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability of the therapist, and the warmth and empathy provided by the therapist.

At the outset of therapy, while the patient/client is being interviewed in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced. This process of emotional unburdening is known as catharsis, and it has healing properties.

There are several non-specific factors associated with psychotherapy. Some of these factors are attributed to the patient/client and some to the therapist. These factors are called non-specific because they occur across different systems of psychotherapy and across different clients/patients and different therapists. Non-specific factors attributable to the client/patient are the motivation for change, the expectation of improvement due to the treatment, etc.

These are called patient variables. Non-specific factors attributable to the therapist are positive nature, absence of unresolved emotional conflicts, presence of good mental health, etc. These are called therapist variables.

Ethics in Psychotherapy
Some of the ethical standards that need to be practised by professional psychotherapists are:

  • Informed consent needs to be taken.
  • The confidentiality of the client should be maintained.
  • Alleviating personal distress and suffering should be the goal of all attempts by the therapist.
  • The integrity of the practitioner-client relationship is important.
  • Respect for human rights and dignity.
  • Professional competence and skills are essential.

CHSE Odisha Class 12 Psychology Unit 4 Long Answer Questions Part-4

Question 12.
What are Alternative Therapies available for treatment?
Answer:
Alternative therapies are so-called because they are alternative treatment possibilities to conventional drug treatment or psychotherapy. There are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies and so on. In the past 25 years, yoga and meditation have gained popularity as treatment programmes for psychological distress. Yoga is an ancient Indian technique detailed in the Ashtanga Yoga of Patanjali’S Yoga Sutras.

Yoga as it is commonly called, today either refers to only the asanas or body posture component or to breathing practices or pranayama, or to a combination of the two. Meditation refers to the practice of focusing attention on the breath or on an object or thought or mantra. Here attention is focused. In Vipassana meditation, also known as mindfulness-based meditation, there is no fixed object or thought to hold the attention.

The person passively observes the various bodily sensations and thoughts that are passing through in her or his awareness. The rapid breathing techniques to induce hyperventilation as in Sudarshana Kriya Yoga (SKY) is found to be a beneficial, low-risk, low-cost adjunct to the treatment of 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. Yoga techniques enhance well-being, mood, attention, mental focus, and stress tolerance. Proper training by a skilled teacher and a 30-minute practice every day will maximise the benefits. Research conducted at the National Institute of Mental Health and Neurosciences (NIMHANS), India, has shown that SKY reduces depression.

Further, alcoholic patients who practice SKY have reduced depression and stress levels. Insomnia is treated with yoga. Yoga reduces the time to go to sleep and improves the quality of sleep. Kundalini Yoga taught in the USA has been found to be effective in the treatment of mental disorders. The Institute for Nonlinear Science, University of California, San Diego, USA has found that Kundalini Yoga is effective in the treatment of the obsessive-compulsive disorder.

Kundalini Yoga combines pranayama or breathing techniques with the chanting of mantras. Prevention of repeated episodes of depression may be helped by mindfulness-based meditation or Vipassana. This meditation would help the patients to process emotional stimuli better and hence prevent biases in the processing of these stimuli.

Rehabilitation Of The Mentally Ill:
The treatment of psychological disorders has two components, i.e. reduction of symptoms, and improving the level of functioning or quality of life. In the case of milder disorders such as generalised anxiety, reactive depression or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or to interact with people. Rehabilitation is required to help such patients become self-sufficient. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible. In rehabilitation, the patients are given occupational therapy, social skills training, and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.

Social skills training helps the patients to develop interpersonal skills through role play, imitation and instruction. The objective is to teach the patient to function in a social group. Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain the skills necessary to undertake productive employment.

CHSE Odisha Class 12 Psychology Unit 2 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 2 Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Psychology Unit 2 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1:
_____ can be described as the pattern of responses an organism makes to stimulate event that disturbs the equilibrium and exceeds a personally ability to cope.
(a) stress
(b) lustreee
(c) personality
(d) only (b) not (a)
Answer:
(a) stress

Question 2:
The world stress has its origin in the Latin words
(a) ‘strictusre’
(b) ‘strugere’
(c) ‘strictus’
(d) none of the above.
Answer:
(c) ‘strictus’

Question 3:
The reaction to external stressers is called
(a) strain
(b) stringere
(c) both (a) and (b)
(d) only (b)
Answer:
(a) strain

Question 4:
_______ refers to the perception of a new or changing environment as positive neutral or negative in its consequence. ,
(a) secondary appraisal
(b) primary appraisal
(c) only (a) not (b)
(d) none of the above
Answer:
(b) primary appraisal

Question 5:
Types of stress.
(a) Physical and environmental stress.
(b) Psychological stress
(c) Social stress
(d) all the above
Answer:
(d) all the above

Question 6:
Effects of stress.
(a) emotional
(b) physiological
(c) cognitive
(d) all the above
Answer:
(d) all the above

Question 7:
If pressure due to stress continue one may suffer from mental overload that effects of stress called ______.
(a) emotional
(b) cognitive
(c) physiological
(d) only (a)
Answer:
(b) cognitive

Question 8:
_____ cell helper of attacked by the HIV viruses.
(a) T cells
(b) B cells
(c) Both (a) and (b)
(d) none of the above
Answer:
(a) T cells

Question 9:
The three coping strategies are given by whom.
(a) Endler
(b) Parker
(c) both (a) and (b)
(d) only (a) not (b)
Answer:
(c) both (a) and (b)

Question 10:
______ is silent killer.
(a) Personality
(b) behaviour
(c) stress
(d) both (a) and (b)
Answer:
(c) stress

Question 11:
______techniques aim to enoculate people against stress.
(a) exercises
(b) cognitive behavioural
(c) only (a) not (b)
(d) none of the above
Answer:
(b) cognitive behavioural

Question 12:
______ is a behaviour or skill that helps to communicate clearly and confidently our feelings, thoughts.
(a) assertioness
(b) rationals
(c) only (b)
(d) none of the above
Answer:
(a) assertioness

Question 13:
Negative emotions are
(a) depression, hostility
(b) anger and aggression.
(c) both (a) and (b)
(d) none of the above
Answer:
(c) both (a) and (b)

Question 14:
Stress can affect natural killer calls _____.
(a) cytoloxicity
(b) cytotocity
(c) cytoti
(d) both (a) and (b)
Answer:
(a) cytoloxicity

Question 15:
_______ cells produce antibodies.
(a) T cells
(b) B cells
(c) both (a) and (b)
(d) only (a) not (b)
Answer:
(b) B cells

Question 16:
The white blood cells called ______.
(a) antigens
(b) antibodies
(c) leucocyles
Answer:
(c) leucocyles

Question 17:
______ focuses on the links between the mind.
(a) immunology
(b) psychoneur
(c) psychoneuroinmunology
(d) none of the above.
Answer:
(c) psychoneuroinmunology

Question 18:
In ______  stage the parasymgathetic nervous system calls for more cautious use of body’s resources.
(a) exhaution stage
(b) alarm reaction stage
(c) exhaustion state
(d) none of the above
Answer:
(c) exhaustion state

Question 19:
Psychosomatic disorders including ________.
(a) ulcers, asthama
(b) allegies and headaches
(c) only (a) not (b)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 20:
Researchers estimated that stress plays an important role in _______ percent of all physical illnesses.
(a) 30% to 40%
(b) 40% to 50%
(c) 50% to 80%
(d) 50% to 70%
Answer:
(d) 50% to 70%

Question 21:
Stress has been implicated in the development of ______ disorders.
(a) cardiovascular
(b) psychosomatic
(c) not (a) only (b)
(d) none of the above
Answer:
(a) cardiovascular

Question 22:
When the human body is placed under physical or psychological stress and increase certain hormones such as ______.
(a) adrenaline
(b) cortisol
(c) only (a)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

True/False Questions

Question 1:
The word stress has its origin in the Latin words “stringere”.
Answer:
False

Question 2:
The reaction to external stressers is caused strain.
Answer:
True

Question 3:
Secondary appraisal refers to the peruptous of a new or changing environment as positive neutral or negative in its consequence.
Answer:
False

Question 4:
Social stress is not a type of stress.
Answer:
False

Question 5:
The cognitive effect of stress.
Answer:
True

Question 6:
Three coping strategies are given by Endler only.
Answer:
False

Question 7:
Stress is silent killer.
Ans.
True

Question 8:
Cognitive behavioral technique win to inoculate people against stress.
Answer:
True

Question 9:
Stress has come to be associated with both causes as well as effects.
Answer:
True

Question 10:
Psychological stress is a type of stress.
Answer:
True

Question 11:
If pressure is due to stress continue, one may suffer from mental overload that effects are called physiological effects.
Answer:
False

Question 12:
Physical, emotional and psychological exhaustion is known as burnout.
Answer:
True

Question 13:
The White Blood Cells are called antibodies.
Answer:
False

Question 14:
B cells increase immunological activity.
Answer:
False

Question 15:
T cells helper that attacked by the HIV virus.
Answer:
True

Question 16:
B cells produce antibodies.
Answer:
True

Question 17:
Assertiveness is a skill that helps to communicate
Answer:
True

Question 18:
In alarm reaction state the parasympathetic nervous system cells for more cautious use of the body’s resources.
Answer:
False

Question 19:
Negative emotions are depression, hostility, anger and aggression.
Answer:
True

Question 20:
Stress has not been implicated with the development of the cardiovascular disorders.
Answer:
False

Very Short Answer Questions

Question 1:
Psychological Stress
Answer:
These are stresses that we generate ourselves in our minds. These are personal and unique to the person experiencing them and are internal sources of stress. We worry about problems, feel anxiety, or become depressed. These are not only symptoms of stress, but they cause further stress for us.

Question 2:
Emotional Effects
Answer:
Those who suffer from stress are far more likely to experience mood swings and show erratic behavior that may alienate them from family and friends. In some cases this can start a vicious circle of decreasing confidence, leading to more serious emotional problems. Some examples are feelings of anxiety and depression, increased physical tension, increased psychological tension and mood swings.

Question 3:
Behavioral Effects
Answer:
Stress affects our behavior in the form of eating less nutritional food, increasing intake of stimulants such as caffeine, excessive consumption of cigarettes, alcohol and other drugs such as tranquilizers etc. Tranquilizers can be addictive and have side effects such as loss of concentration, poor coordination and dizziness. Some of the typical behavioral effects of stress seen are disrupted sleep patterns, increased absenteeism, and reduced work performance.

Question 4:
Resistance stage: If stress is prolonged.
Answer:
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.

Question 5:
Exhaustion stage:
Answer:
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. Selye’s model has been criticized 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,

Question 6:
Emotion-oriented Strategy
Answer:
This can involve efforts to maintain hope and to control one’s emotions; it can also involve venting feelings of anger and frustration, or deciding that nothing can be done to change things. For example, tell myself that it is not really happening to me, or worry. about what I am going to do.

Question 7:
Avoidance-oriented Strategy
Answer:
This involves denying or minimizing the seriousness of the situation; it also involves conscious suppression of stressful thoughts and their replacement by self-protective thoughts. Examples of this are watching TV, phone up a friend, or try to be with other people. Lazarus and Folkman has conceptualized coping as a dynamic process rather than an individual trait. Coping refers to constantly changing cognitive and behavioral efforts to master, reduce or tolerate the internal or external demands that are created by the stressful transaction.

Question 8:
Relaxation Techniques
Answer:
It is an active skill that reduces symptoms of stress and decreases the incidence of illnesses such as high blood pressure and heart disease. Usually, relaxation starts from the lower part of the body and progresses up to the facial muscles in such a way that the whole body is relaxed.

Question 9:
Cognitive Behavioural Techniques
Answer:
These techniques aim to inoculate people against stress. Stress inoculation training is one effective method developed by Meichenbaum. The essence of this approach is to replace negative and irrational thoughts with positive and rational ones. There are three main phases in this: assessment, stress reduction techniques.

Question 10:
Stress Resistant Personality
Answer:
Recent studies by Kobasa have shown that people with high levels of stress but low levels of illness share three characteristics, which are referred to as the personality traits of hardiness. It consists of ‘the three Cs ’, i.e. commitment, control, and challengene.

Short Answers Questions

Question 1:
Define two effects of psychology.
Answer:

Emotional Effects:
Those who suffer from stress are far more likely to experience mood swings and show erratic behavior that may alienate them from family and friends. In some cases this can start a vicious circle of decreasing confidence, leading to more serious emotional problems. Some examples are feelings of anxiety and depression, increased physical tension, increased psychological tension, and mood swings. Box 3.2 presents the phenomenon of ‘examination Anxiety’.

Physiological Effects:
When the human body is placed under physical or psychological stress, it increases the production of certain hormones, such as adrenaline and cortisol. These hormones produce marked changes%i in heart rate, blood pressure levels, metabolism and physical activity. Although this physical reaction will help us to function more effectively when we are under pressure for short periods of time, it can be extremely damaging to the body in the long-term effects. Examples of physiological effects are the release of epinephrine and nor-epinephrine, slowing down of the digestive system, expansion of air passages in. the lungs, increased heart rate, and constriction of blood vessels.

Question 2:
What is burnout?
Answer:
You must have often observed that many of your friends (maybe including yourself as well!) fall sick during examination time. They suffer from stomach upsets, body aches, nausea, diarrhea, fever, etc. You must have also noticed that people who are unhappy in their personal lives fall sick more often than those who are happy and enjoy life. Chronic daily stress can divert an individual’s attention from caring for herself or himself. When stress is prolonged, it affects physical health and impairs psychological functioning.

People experience exhaustion and attitudinal problems when the stress due to demands from the environment and constraints are too high and little support is available from family and friends. Physical exhaustion is seen in the signs of chronic fatigue, weakness, and low energy. Mental exhaustion appears in the form of irritability, anxiety, and feelings of helplessness and hopelessness. This state of physical,, emotional and psychological exhaustion is known as burnout.

Question 3:
What is General Adaptation Syndrome?
Answer:
What happens to the body when stress is prolonged? Selye studied this issue by subjecting animals to a variety of stressors such as high temperature, X-rays and insulin injections, in the laboratory over a long period of time. He also observed patients with various injuries and illnesses in hospitals. Selye noticed a similar pattern of bodily response in all of them. He called this pattern the General Adaptation Syndrome (GAS). According to him, GAS involves three stages: alarm reaction, resistance, and exhaustion (see Fig.3,3).

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

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

Question 4:
Lifestyle.
Answer:
Hardiness is a set of beliefs about oneself, the world, and how they interact. It takes shape « as a.sense of personal commitment to what you are doing, a sense of control over your life, and a feeling of challenge. Stress-resistant personalities have control which is a sense of purpose and direction in life; commitment to work, family, hobbies, and social life and challenge, that is, they see changes in life as normal and positive rather than as a threat. Everyone does not have these characteristics, many of us have to relearn specific life skills in areas such as rational thinking to equip ourselves better to cope with the demands of everyday life, etc.

Question 5:
Define 3 coping strategies.
Answer:
The three coping strategies given by Endler and Parker are:

Task-oriented Strategy:
This involves obtaining information about the stressful situation and about alternative courses of action and their probable outcome; it also involves deciding priorities and acting so as to deal directly with the stressful situation. For example, schedule my time better, or think about how I have solved similar problems.

Emotion-oriented Strategy:
This can involve efforts to maintain hope and to control one’s emotions; it can also involve venting feelings of anger and frustration, or deciding that nothing can be done to change things. For example, tell myself that it is not really happening to me, or worry about what I am going to do.

Avoidance-oriented Strategy:
This involves denying or minimizing the seriousness of the. situation; it also involves conscious suppression of stressful thoughts and their replacement by self-protective thoughts. Examples of this are watching TV, phone up a friend, or try to be with other people.

Question 6:
Stress-Resistant Personality.
Answer:
Recent studies by Kobasa have shown that people with high levels of stress but low levels of illness share three characteristics, which are referred to as the personality traits of hardiness. It consists of ‘the three Cs’, i.e. commitment, control, and challenge.

Question 7:
Define 3 life skills that will help in life challenges the 3 life skills.
Answer:

Assertiveness :
Assertiveness is a behavior or skill that helps to communicate, clearly and confidently, our feelings, needs, wants and thoughts. It is the ability to say no to a request, to state an opinion without being self-conscious, or to express emotions such as love, anger, etc. openly. If you are assertive, you feel confident and have high self-esteem and a solid sense of your own identity.

Time Management:
The way you spend your time determines the quality of your life. Learning how to plan time and delegate can help to relieve the pressure. The major way to reduce time stress is to change one’s perception of time. The central principle of time management is to spend your time doing the things that you value, or that help you to achieve your goals. It depends on being realistic about what you know and that you must do it within a certain time period, knowing what you want to do and organizing your life to achieve a balance between the two.

Rational Thinking :
Many stress-related problems occur as a result of distorted thinking. The way you think and the way you feel are closely connected. When we are stressed, we have an. inbuilt selective bias to attend to negative thoughts and images from the past

Question 8:
Overcoming Unhelpful Habits :
Answer:
Unhelpful habits such as perfectionism, avoidance, procrastination, etc. are strategies that help to cope in the short-term but which make one more vulnerable to stress. Perfectionists are persons who have to get everything just right. They have difficulty in varying standards according to factors such as time available, consequences of not being able to stop work and the effort needed. They are more likely to feel tense and find it difficult to relax, are critical of self and others, and may become inclined to avoid challenges.

Avoidance is to put the issue under the carpet and refuse to accept or face it. Procrastination means putting off what we know we need to do. We all are guilty, of saying “I will do it later”. People who procrastinate are deliberately avoiding confronting their fears of failure or rejection. Various factors have been identified which facilitate the development of positive health. Health is a state of complete physical, mental, social and spiritual well-being and not merely the absence of disease or infirmity.

Question 9:
Social Support:
Answer:
Social support is defined as the existence and availability of people on whom we can rely upon, people who let us know that they care about, value and love us. Someone who believes that she belongs to a social network of communication and mutual obligation experiences social support. Perceived support, i.e. the quality of social support is positively related to health and well-being, whereas social network, i.e, the quantity of social support is unrelated to well-being because it is very time consuming and demanding to maintain a large social network.

Studies have revealed that women exposed to life event stresses, who had a close friend, were less likely to be depressed and had lesser medical complications during pregnancy. Social support can help to provide protection against stress. People with high levels of social support from family and friends may experience less stress when they confront a stressful experience and they may cope with it more successfully.

Question 10:
What is Noise?
Answer:
Children’s reading abilities, cognitive development, physiological indicators, and motivational tasks are affected by exposure to noise. The most common noises that children are exposed to are transportation (e.g. cars, airplanes), music, and other people. Evans’ research reveals significant reading delays for children living near airports and exposed to airport noise. He and his colleagues found these delays in reading to occur at noise levels far below those required to produce hearing damage or loss.

Chronic and acute noise exposure also affects cognitive development, particularly long-term memory, especially if the task is complex. Short-term memory appears to be less affected, but this is dependent upon the volume of noise. One way that children adapt to chronic noise is by disregarding or ignoring auditory input. A consequence of this coping strategy is that children also tune out speech, which is a basic and required component of reading. As a result, not only are children’s reading abilities affected, but also their abilities at tasks that require speech perception.

Noise levels also indirectly influence children’s cognitive development via their effect on the adults and teachers who interact with children. Teachers in noisy schools are more fatigued, annoyed, and less patient than teachers in quieter schools. Teachers in noisy schools also lose instruction time due to noise distractions and have a compromised teaching style. Children exposed to chronic loud noise also experience a rise in blood pressure and stress hormones. And children as young as four are less motivated to perform on challenging language and pre-reading tasks under conditions of exposure to chronic noise.

Question 11:
Housing and Quality of Neighborhood.
Answer:
Housing quality and the neighborhoods in which houses are situated have also been investigated in relation to children’s socioemotional development. For example, families living in high-rise housing, as opposed to single-family residences, have fewer relationships with neighbors, resulting in less social support. Studies on housing and the quality, of neighborhoods, have also examined the role of chaos in children’s environments finding an association between chaotic home environments and levels of psychological distress among middle school children.

Research has identified the physical characteristics of neighborhoods that significantly influence children’s development. These characteristics include residential instability, housing quality, noise, crowding, toxic exposure, quality of municipal services, retail services, recreational opportunities, including natural settings, street traffic, accessibility of transportation, and the physical quality of both educational and health facilities.

Perhaps not surprisingly, Evans’s research findings support the therapeutic effects of children’s exposure to natural settings. Natural settings are preferred by children and allow them to exercise gross motor abilities as well as engage in social interactions. In addition, these settings also alleviate the adverse effects of children’s exposure to chronic stress.

Question 12:
What impact of the environment have on human behavior?
Answer:
Guard against additional, interior noise sources. Individuals living in noisy environments often habituate or become accustomed to the noise level. Aim to reduce the existing noise instead of adding other sources of noise. Check the volume level on your child’s music devices (e.g., iPod, Walkman; it is too loud if someone else can hear the music). If he listens to his favorite music too loudly, make proper volume adjustments. Also monitor the volume level on computers, televisions, and other electronic devices, keeping them as low as possible.

Engage your child’s Children to ignore and tune out speech as a way of coping with environmental overstimulation. Take notice if your child is not paying attention or listening to your speech and if so, intervene. Take your child to a quiet outdoor nature spot or a quiet indoor location Such as the local library. This is especially important during the preschool and early elementary school years (ages 3-6 years) when children are learning to read.

Tune in instead of tuning out. Parents living under high noise exposure appear to withdraw, be less responsive and talk less to their children. The natural tendency is to disengage from speaking and reading to children so as not to compete with the noise. These coding strategies negatively affect children’s reading and cognitive abilities.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-4

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 1 Long Answer Questions Part-4.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-4

Long Questions With Answers

Question 1:
What is personality?
Answer:
The personality is derived from the latin word persona the mask used in theatre to change their persona. Personality is the physical and behaviour appearance of individual.

Question 2:
What is self? How does the Indian notion of self differ from the Western notion?
Answer:
Self refers to the totality of an individual’s conscious experiences, ideas, thoughts and feelings with regard to herself or himself. The Indian notion of self and the Western notion of self differ from each other by a number of important features. The most important distinction is the way the boundary is drawn between the self and the other.

In the Western view, this boundary appears to be relatively fixed on the other hand, the Indian view of self is Characterised by the shifting nature of this boundary. Thus, our self at one moment of time expands to fuse with the cosmos or include others. But at the next moment, it seems to be completely withdrawn from it and focused fully on individual self (e.g., our personal needs or goals).

The Western view seems to hold clear dichotomies between self and other, man and nature, and subjective and objective while the Indian view does not make such clear dichotomies. In the Western culture, the self and the group exist as two different entities with clearly defined boundaries i.e. individual members of the group maintain their individuality while in the Indian culture, the self is generally not separated from one’s own group; rather both remain in a state of harmonious co-existence.

In Western culture, on the other hand, they often remain at a distance. That is why many Western cultures are characterised as individualistic, whereas many Asian cultures are characterised as collectivistic.

 CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-IV

Question 3:
What is meant by delay of gratification? Why is it considered important for adult development?
Answer:
Delay of gratification also known as self-control is a practice which means learning to delay or defer the more pleasurable or fun-loving needs and rewarding later.
It is considered important for adult development because any situations of life require resistance to situational pressures and control, over ourselves. Human beings can control their behaviour the way they want which is possible through what is commonly known as ‘will power’. Delay or defer the satisfaction of certain needs or practising self-control play a key role in the fulfilment of long-term goals.

Indian cultural tradition provides us with certain effective mechanisms (e.g. fasting in vrata or roza and non-attachment with worldly things) for developing self-control. A number of psychological techniques of self-control have been suggested which are:

  •  Observation of own behaviour:
    This provides us with the necessary information that may be used to change, modify, or strengthen certain, aspects of self.
  • Self-instruction:
    It is another important technique. We often instruct ourselves to do something and behave the way we want to. Such instructions are quite effective in self-regulation.
  • Self-reinforcement:
    It 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.

Question 4:
How do you define personality? What are the main approaches to the study of personality?
Answer:
Personality refers to psychophysical characteristics of a person that are relatively stable across situations and over time and make her or him unique. It also defines our existence and the ways in which our experiences are organised and show up in our behaviour.
A number of approaches and theories have been developed to understand and explain personality. The main approaches to the study of personality are:

  • The type approach
  • The trait approach
  • The interactional approach
  • Psychodynamic approach
  • Post frendian approach
  • Behavioural approach
  • Cultural approach
  • Humanistic approach

Question 5:
What is trait approach to personality? How does it differ from the type approach?
Answer:
The trait approach is very similar to our common experience in everyday life. These theories are mainly concerned with the description or characterisation of basic components of personality. It tries to discover the ‘building blocks’ of personality. Human beings display a wide range of variations-in psychological attributes, yet it is possible to club them into a smaller number of personality traits. For example, when we come to know that a person is sociable, we assume that s/he will not only be cooperative, friendly and helpful, but also engage in behaviours that involve other social components.

Thus, trait approach attempts to identify primary characteristics of people. A trait is considered as a relatively enduring attribute or quality on which one individual differs from another. They include a range of possible behaviours that are activated according to the demands of the situation.

  • The type approaches attempts to comprehend human personality by examining certain broad patterns in the observed behavioural characteristics of individuals while the trait approach focuses on the specific psychological attributes along which individuals tend to differ in consistent and stable ways.
  • Each behavioural pattern of type approach refers to one type in which individuals are placed in terms of the similarity of their behavioural characteristics with that pattern while in trait approach refers to the degree of presence or absence of the concerned behavioural quality on which individuals can be rated.

 CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-IV

Question 6:
How does Freud explain the structure of personality?
Answer:
According to Freud’s theory, there are three primary structural elements of personality which are id, ego, and superego. They reside in the unconscious as forces and they can be inferred from the ways people behave.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part - 4 Q6

Id:
It is the source of a person’s instinctual energy. It deals with the immediate gratification of primitive needs, sexual desires and aggressive impulses. It works on the pleasure principle, which assumes that people seek pleasure and try to avoid pain. Freud considered much of a person’s instinctual energy to be sexual, and the rest as aggressive. Id does not care for moral values, society, or other individuals.

Ego:
It grows out of id, and seeks to satisfy an individual’s instinctual needs in accordance with reality. It works by the reality principle and often directs the id towards more appropriate ways of behaving. The ego is patient, reasonable, and works by the reality principle. .

Superego:
The best way to characterise the superego is to think of it as the moral branch of mental functioning. The superego tells the id and the ego whether the gratification in a particular instance is ethical. It helps control the id by the internalising parental authority through the process of socialisation. Thus, in terms of individual functioning, Freud thought of the unconscious as being composed of three competing forces.In some people, the id is stronger than the superego; in others, it is the superego. The relative strength of the id, ego and superego determines each person’s stability. Freud also assumed that id is energised by two instinctual forces, called life instinct and the death instinct. He paid less attention to the death instinct and focused more on the life (or sexual) instinct The instinctual life force that energises the id is called libido. It works on the pleasure principle and seeks immediate gratification.

Question 7:
How would Horney’s explanation of depression be different from that of Alfred Adler?
Answer:
Homey was another disciple of Freud who developed a theory that deviated from basic Freudian principles. She adopted a more optimistic view of human life with an emphasis on human growth and self-actualisation. Homey’s major contribution lies in her challenge to Freud’s treatment of women as inferior. According to her, each sex has attributes to be admired by the other, and neither sex can be viewed as superior or inferior. She countered that women were more likely to be affected by social and cultural factors than biological factors.

She argued that psychological disorders were caused by disturbed interpersonal relationships during childhood. When parents’ behaviour toward a child is indifferent, discouraging, and erratic, the child feels insecure and a feeling called basic anxiety results. Deep resentment toward parents or basic hostility occurs due to this anxiety. By showing excessive dominance or indifference, or by providing too much or too little approval, parents can generate among children feelings of isolation and helplessness which interfere with their healthy development.

In contrast to that, Adler’s theory is known as individual psychology. 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 feelings of inadequacy are important in our personality development. In Adler’s view, every individual suffers from feelings of inadequacy and guilt, i.e. inferiority complex, which arise from childhood. Overcoming this complex is essential for optimal personality development

Question 8:
What is the main proposition of the humanistic approach to personality? What did Maslow mean by self-actualisation?
Answer:
Carl Rogers and Abraham Maslow have particularly contributed to the development of the humanistic perspective on personality. The most important idea proposed by Rogers is that of a fully functioning person. He believes that fulfilment is the motivating force for personality development. People try to express their capabilities, potential and talents to the fullest extent possible. There is an inborn tendency among persons that directs them to actualise their inherited nature.

Rogers makes two basic assumptions about human behaviour. One is that behaviour is goal-directed and worthwhile. The second is that people (who are innately good) will almost always choose adaptive, self-actualising behaviour. Rogers views personality development as a continuous process. It involves learning to evaluate oneself and mastering the process of self-actualisation. He recognises the role of social influences in the development of self-concept.

When social conditions are positive, self-concept and self-esteem are high. In contrast, when the conditions are negative, the. self-concept and self-esteem are low. People with high self-concept and self-esteem are generally flexible and open to new experiences so that they can continue to grow and self-actualise. Maslow has given a detailed account of psychologically healthy people in terms of their attainment of self-actualisation, a state in which people have reached their own fullest potential.

Maslow had an optimistic and positive view of man who has the potential for love, joy and to do creative work. Human beings are considered free to shape their lives and to self-actualise. Self-actualisation becomes possible by analysing the motivations that govern our life. We know that biological, security and belongingness needs (called survival needs) are commonly found among animals and human beings. Thus, an individual’s sole concern with the satisfaction of these needs reduces her/him to the level of animals. The real journey of human life begins with the pursuit of self-esteem and self-actualisation needs. The humanistic approach emphasises the significance of positive aspects of life.

 CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-IV

Question 9:
Discuss the main observational methods used in personality assessment. What problems do we face in using these methods?
Answer:
The main observational methods used in personality assessment are interviews, observation, ratings, nomination and situational tests.

Interview:
It is a commonly used method for assessing personality. This involves talking to the person being assessed and asking specific Qs. Diagnostic interviewing generally involves in-depth interviewing which seeks to go beyond the replies given by the person. Interviews may be structured or unstructured depending on the purpose or goals of the assessment. In unstructured interviews, the interviewer seeks to develop an impression about a person by asking a number of Qs. The way a person presents her/himself and answers the Qs carries enough potential to reveal her/his personality. The structured interviews address very specific Qs and follow a set procedure. This is often done to make objective comparisons of persons being interviewed. Use of rating scales may further enhance the objectivity of evaluations.

Observation:
Observation of behaviour is another method which is very commonly used for the assessment of personality. Use of observation for personality assessment is a sophisticated procedure that cannot be carried out by untrained people. It requires careful training of the observer and a fairly detailed guideline about the analysis of behaviours in order to assess the personality of a given person. For example, a clinical psychologist may like to observe her/his client’s interaction with family members and home visitors. With carefully designed observation, the clinical psychologist may gain considerable insight into a client’s personality.

Behavioural Ratings :
These are frequently used for the assessment of personality in educational and. industrial settings. Behavioural ratings are generally taken from people who know the assessee intimately and have interacted with her/him over a period of time or have had a chance to observe her/him. They attempt to put individuals into certain categories in terms of their behavioural qualities. The categories may involve different numbers or descriptive terms. It has been found that use of numbers or general descriptive adjectives in rating scales always creates confusion for the rater. In order to use ratings effectively, the traits should be clearly defined in terms of carefully stated behavioural anchors.

Nomination:
This method is often used in obtaining peer assessment. It can be used with persons who have been in long-term interaction and who know each other very well. In using nomination, each person is asked to choose one or more persons of the group with whom she/he would like to work, study, play or participate in any other activity. The person may also be asked to specify the reason for her/his choices.

Situational Tests :
A variety of situational tests have been devised for the assessment of personality. The most commonly used test of this kind is the situational stress test. It provides us with information about how a person behaves under stressful situations. The test requires a person to perform a given task with other persons who are instructed to be non-c6operative and interfering. The test involves a kind of role-playing. The person is instructed to play a role for which s/he is observed. A verbal report is also obtained on what s/he was asked to do. The situation may be a realistic one, or it may be created through a video play. Problems faced in using these methods.

Observation and interview methods are characterised by the following limitations:

  • Professional training required for the collection of useful data through these methods is quite demanding and time-consuming.
  • The maturity of the psychologist is a precondition for obtaining valid data through these techniques.
  • The mere presence of the observer may contaminate the results. As a stranger, the observer may influence the behaviour of the person being observed and thus not obtain good data. Behavioural ratings suffer from the following major limitations.
  • Raters often display certain biases that colour their judgments of different traits. For example, most of us are greatly influenced by a single favourable or unfavourable trait. This often forms the basis of a rater’s overall judgment of a person. This tendency is known as the halo effect.
  • Raters have a tendency to place individuals either in the middle of the scale (called middle category bias) by avoiding extreme positions, or in the extreme positions (called extreme response bias) by avoiding middle categories on the scale. These tendencies can be overcome by providing raters with the appropriate training or by developing such scales in which the response bias is likely to be small.
    Nominations received may be analysed to understand the personality and behavioural qualities of the person. This technique has been found to be highly dependable, although it may also be affected by personal biases.

Question 10:
What is meant by structured personality tests? Which are the two most widely * used structured personality tests? “
Answer:
Self-report measures is a fairly structured personality test. This was used by Allport who suggested that the best method to assess a person is by asking her/him about herself/ himself. This led to the use of self-report measures. These are fairly structured measures, often based on theory, that require subjects to give verbal responses using some kind of rating scale. The method requires the subject to objectively report her/his own feelings with respect to various items. The responses are accepted at their face value. They are scored in quantitative terms and interpreted on the basis of norms developed for the test.

The two most widely used structured personality tests are:

The Minnesota Multiphasic Personality Inventory (MMPI):
This inventory is widely used as a test in personality assessment. Hathaway and McKinley developed this test as a helping tool for psychiatric diagnosis, but the test has been found very effective in identifying varieties of psychopathology. Its revised version is available as MMPI-2. It consists of 567 statements. The subject has to judge each statement as ‘true’ or ‘false’ for her/him. The test is divided into 10 subscales, which seek to diagnose hypochondriasis, depression, hysteria, psychopathic deviate, masculinity-femininity, paranoia, psychasthenia, schizophrenia, mania and social introversion. In India, Mallick and Joshi have developed the Jodhpur Multiphasic Personality Inventory (JMPI) along the lines of MMPI.

Eysenck Personality Qnaire (EPQ):
Developed by Eysenck this test initially assessed two dimensions of personality, called introverted-extraverted and emotionally stable-emotionally unstable. These dimensions are characterised by 32 personality traits. Later on, Eysenck added a third dimension, called psychoticism. It is linked to psychopathology that represents a lack of feeling for others, a tough manner of interacting with people and a tendency to defy social conventions. A person scoring high on this dimension tends to be hostile, egocentric and antisocial. This test is also widely used.

 CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-IV

Question 11:
Explain how projective techniques assess personality. Which projective tests of personality are widely used by psychologists?
Answer:
Projective technique is an indirect method of assessment of personality. This provides us with a real picture of an individual’s personality using the indirect method.
Projective techniques were developed to assess unconscious motives and feelings. These techniques are based on the assumption that a less structured or unstructured stimulus or situation will allow the individual to project her/his feelings, desires and needs onto that situation.

These projections are interpreted by experts. A variety of projective techniques have been developed; they use various kinds of stimulus materials and situations for assessing personality. Some of them require reporting associations with stimuli (e.g., words, inkblots), some involve story writing around pictures, some require sentence completions, some require expression through drawings, and some require a choice of stimuli from a large set of stimuli.

The projective tests of personality which are widely used by psychologists are:

1.The Rorschach Inkblot Test:
This test was developed by Hermann Rorschach. The test consists of 10 inkblots. Five of them are in black and white, two with some red ink, and the remaining three in some pastel colours. The blots are symmetrical in design with a specific shape or form. Each blot is printed in the centre of white cardboard of about 7″? 10″ size. The blots were originally made by dropping ink on a piece of paper and then folding the paper in half (hence called the inkblot test). The cards are administered individually in two phases.

  • In the first phase, called performance proper, the subjects are shown the cards and are asked to tell what they see in each of them.
  • In the second phase, called inquiry, a detailed report of the response is prepared by asking the subject to tell where, how, and on what basis was a particular response made. Fine judgment is necessary to place the subject’s responses in a meaningful context. The use and interpretation of this test require extensive training. Computer techniques too have been developed for the analysis of data.

2. The Thematic Apperception Test (TAT):
This test was developed by Morgan and Murray. It is a little more structured than the Inkblot test. The test consists of 30 black and white picture cards and one blank card. Each picture card depicts one or more people in a variety of situations. Each picture is printed on a card. Some cards are used with adult males or females. Others are used with boys or girls. Still, others are used in some combinations. Twenty cards are appropriate for a subject, although a lesser number of cards (even five) have also been successfully used. The cards are presented one at a time. The subject is asked to tell a story describing the situation presented in the picture.

3. Sentence Completion Test:
This test makes use of a number of incomplete sentences. The starting part of the sentence is first presented and the subject has to provide an ending to the sentence. It is held that the type of endings used by the subjects reflects their attitudes, motivation and conflicts. The test provides subjects with several opportunities to reveal their underlying unconscious motivations. A few sample items of a sentence completion test are given below.

  • My father ________.
  • My greatest fear is ________.
  • The best thing about my mother is _________.
  • I am proud of ________.

Question 12:
Arihant wants to become a singer even though he belongs to a family of doctors. Though his family members claim to love him but strongly disapprove his choice
of career. Using Carl Rogers’ terminology, describe the attitudes shown by Arihant’s family.
Answer:
According to Carl Rogers’ terminology, People try to express their capabilities, potentials and talents to the fullest extent possible. There is an inborn tendency among persons that directs them to actualise their inherited nature. He made two assumptions about human behaviour. One is that behaviour is goal-directed and worthwhile. The second is that people (who are innately good) will almost always choose adaptive, self-actualising behaviour.

He noted that self was an important element in the experience of his clients. Thus, his theory is structured around the concept of self. The theory assumes that people are constantly engaged in the process of actualising their true self. He recognises the role of social influences in the development of self-concept. When social conditions are positive, self-concept and self-esteem are high. In contrast, when the conditions are negative, the self-concept and self-esteem are low.

Thus, Arihant’s family will disapprove his choice of career as they want to be a doctor to satisfy their self-concept. Arihant’s family will want him to pursue a career of their inherited nature and will become stubborn about it even though they love him, They will try their best to stop him from choosing the career of a singer which is not in their inheritance.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-3

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 1 Long Answer Questions Part-3.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-3

Long Questions With Answers

Question 1:
Notes on Piaget and Education.
Answer:
Piaget’s theory has had a major impact on education, especially during early childhood. Three educational principles derived from his theory continue to have a widespread influence on teacher training and classroom practices:

Discovery learning:
In a Piagetian classroom, children are encouraged to discover for themselves through spontaneous interaction with the environment. Instead of presenting ready-made knowledge verbally, teachers provide a rich variety of activities designed to promote exploration-art materials, puzzles, table games, dress-up clothing, building blocks, books, measuring tools, musical instruments and more.

Sensitivity to children’s readiness to learn:
A Piagetian classroom does not try to speed up development. Instead, Piaget believed that appropriate learning experiences build on children’s current thinking. Teachers watch and listen to their students, introducing experiences that enable them to practice newly discovered schemes and that are likely to challenge their incorrect ways of viewing the world. But teachers do not impose new skills before children indicate they are interested and ready.

Acceptance of individual differences:
Piaget’s theory assumes that all children go through the same sequence of development, but at different rates. Therefore, teachers must plan activities for individual children and small groups rather than just for the whole class. In addition, teachers evaluate educational progress by comparing each child to that child’s own previous development. They are less interested in how children measure up to normative standards, dr the average performance of same-age peers.

Question 2:
Discuss the Erikson’s theory: Initiative Versus Guilt.
Answer:
Erikson described early childhood as a period of‘ ‘vigorous unfolding.” Once children have a sense of autonomy, they become less contrary than they were as toddlers. Their energies are freed for tackling the psychological conflict of the preschool years: initiative versus guilt. As the word initiative suggests, young children have a new sense of purposefulness. They are eager to tackle new tasks, join in activities with peers and discover what they can do with the help of adults. And they also make strides in conscience development.

Erikson’s regarded play as a central means through which young children find out about themselves and their social world. Play permits preschoolers to try out new skills with little risk of criticism and failure. It also creates a small social organization of children who must cooperate to achieve common goals. Around the world, children act out family scenes and highly visible occupations-police officer, doctor and nurse. It is known Erikson’s theory builds on Freud’s psychosexual stages. In Freud’s well-known.

Oedipus and Electra conflicts, to avoid punishment and maintain the affection of parents, children form a superego, or conscience, by identifying with the same-sex parent. That is, they take the parent’s characteristics into their personality and as a result, adopt the moral and gender-role standards of their society. Each time the child disobeys standards of conscience, painful feelings of guilt occur.

For Erikson, the negative outcome of early childhood is an overly strict superego that causes children to feel too much guilt because they have been threatened, criticized, and punished excessively by adults. When this happens, preschoolers’ exuberant play and bold efforts to master new tasks break down. Although Freud’s Oedipus and Electra conflicts are no longer regarded as satisfactory explanations of conscience development.

Erikson’s image of initiative captures the diverse changes in young children’s emotional and social lives. The preschool years are, indeed, a time when children develop a confident self-image, more effective control over their emotions, new social skills, the foundations of morality and a clear sense of themselves as boy or girl.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 3:
What Makes Authoritative Child Rearing So Effective?
Answer:
Authoritative child-rearing seems to create an emotional context for positive parental influence. First, warm, involved parents who are secure in the standards they hold for their children provide models of caring concern as well as confident,’ self-controlled behavior.  Second, control that appears fair and reasonable to the child, not arbitrary, is far more likely to be complied with and internalized.

Finally, authoritative parents make demands and engage in autonomy granting that fits with their children’s ability to take responsibility for their own behavior. As a result, these parents let children know that they are competent individuals who can do things successfully for themselves, thereby fostering high self-esteem and cognitive and social maturity.

Question 4:
Characteristics of Adolescence.
Answer:
Like every important period during the life span, adolescence has certain characteristics that distinguish it from the periods that preceded it and the periods that will follow it. These characteristics are explained briefly below.

Adolescence is an important period:
As all periods in the life span are important, some are more important than others because of their immediate effects on attitudes and behavior, whereas others are significant because of their long-term effects. Adolescence is one of the periods when both the immediate effects and long-term effects are important. Some periods are important for their physical and some for their psychological effects. Adolescence is important for both. Accompanying these rapid and important physical developments, especially during the early adolescent period, rapid mental developments occur. These give rise to the need for mental adjustments and the necessity for establishing new attitudes, values and interests.

Adolescence is a transitional period:
Transition does not mean a break with or a change from what has gone before but rather a passage from one stage of development to another. This means that what has happened before will leave its mark on what happens now and in the future. Children, when they go from childhood to adulthood, must “put away childish things” and they must also learn new patterns of behavior and attitudes to replace those they have abandoned. However, it is important to realize that what happened earlier has left its mark and will influence these new patterns of behavior and attitudes.

The psychic structure of the adolescent has its roots in childhood and many of its characteristics that are generally considered as typical of adolescence appear and are already present during late childhood. The physical changes that take place during the early years of adolescence affect the individual’s behavioral level and lead to reevaluations and a shifting adjustment of values. During any transitional period, the individual’s status is vague and there is confusion about the roles the individual is expected to play.

The adolescent, at this time, is neither a child nor an adult. If adolescents behave like children, they are told to “act their age.” If they try to act like adults, they are often accused of being “too big for their behaviors” and are reproved for their attempts to act like adults. On the other hand, the ambiguous status of today’s adolescents is advantageous in that it gives them time to try out different lifestyles | and decide what patterns of behavior, values, and attitudes meet their needs best.

Adolescence is a period of change:
The rate of change in attitudes and behavior during adolescence parallels the rate of physical change. Dining early adolescence, when physical changes are rapid, changes in attitudes and behavior are also rapid. As physical changes slow down, so do altitudinal and behavioral changes.

There are five almost universal concomitants of the changes that occur during adolescence.

  • The first is heightened emotionality, the intensity of which depends on the rate at which the physical and psychological changes are taking place. Because these changes normally occur more rapidly during early adolescence, heightened emotionality is generally more pronounced in early than in late adolescence.
  • Second, the rapid changes that accompany sexual maturing make young adolescents unsure of themselves, of their capacities and of their interests. They have strong feelings of instability which are often intensified by the ambiguous treatment they receive from parents and teachers.
  • Third, changes in their bodies, their interests, and in the roles the social group expects them to play create new problems.To young adolescents, these may seem more numerous and less easily solved than any they have had to face before. Until they have solved their problems to their satisfaction, they will be preoccupied with them and with themselves.
  • Fourth, as interests and behavior patterns change, so do values. What was important to them as children seems less important to them now that they are near adults. For example, most adolescents no longer think that a large number of friends is a more important indication of popularity than friends of the type that are admired and respected by their peers. They now recognize quality as more important than quantity.
  • Fifth, most adolescents are ambivalent about changes. While they want and demand independence, they often dread the responsibilities that go with independence and Q their ability to cope with these responsibilities.

Adolescence is a Problem Age:
While every age has its problems, those of adolescence are often especially difficult for boys and girls to cope with. There are two reasons for this. First, throughout childhood, their problems were met and solved, in part at least, by parents and teachers. As a result, many adolescents are inexperienced in coping with problems alone. Second, because adolescents want to feel that they are independent, they demand the right of coping with their own problems, rebuffing attempts on the part of parents and teachers to help them.

Because of their inability to cope with problems alone as well as they believe they can, many adolescents find that the solutions do not always come up to their expectations. As Anna Freud has explained, “Many failures, often with tragic consequences in these respects, are due not to the individual’s incapacity as such but merely to the fact that such demands are made on him at a time in life when all his energies are engaged otherwise, namely, in trying to solve the major problem created for him by normal sexual growth and development”.

Adolescence is a Time of Search for Identity:
Throughout the gang age of late childhood, conformity to group standards, is far more important to older children than individuality. As was pointed out earlier, in dress, speech, and behavior older children want to be as nearly like their gang-mates as possible. Any deviation from the group standard is likely to be a threat to group belonging. In the early years of adolescence, conformity to the group is still important to boys and girls. Gradually, they begin to crave identity and are no longer satisfied to be like their peers in every respect, as they were earlier.

However, the ambiguous status of the adolescent in the Indian culture of today presents a dilemma that greatly contributes to the adolescent “identity crisis” or the problem of ego identity. The ways adolescents try to establish themselves as individuals is by the use of status symbols in the form of cars, clothes, hand-held music systems, mobile phones, net chat and other readily observable material possessions. They hope, in this way, to attract attention to them and to be recognized as individuals while, at the same time, maintaining their identity with the peer group.

Adolescence is a Dreaded Age:
Many popular beliefs about adolescents have definite evaluative connotations and unfortunately, many of them are negative. Acceptance of the cultural stereotype of teenagers as sloppy, unreliable individuals who are inclined toward destructiveness and antisocial behavior has led many adults who must guide and supervise the lives of young adolescents to dread this responsibility and to be unsympathetic in their attitudes toward, and treatment of, normal adolescent behavior.

Popular stereotypes have also influenced the self-concepts and attitudes of adolescents toward themselves. The cultural stereotypes have also functioned as mirrors held up to the adolescent by society reflecting an image of himself that the adolescent gradually comes to regard as authentic and according to which he shapes his behavior. The acceptance of this stereotype and the belief that adults have poor opinions of them make the transition into adulthood difficult. By so doing, it leads to much friction with their parents and places a barrier between them and their parents which prevents them from turning to their parents for help in solving their problems.

Adolescence is a Time of Unrealism:
Adolescents have a tendency to look at life through rose-tinted glasses. They see themselves and others as they would like them to.be rather than as they are. This is especially true of adolescent aspirations. These unrealistic aspirations, not only for themselves but also for their families and friends, are, in part, responsible for the heightened emotionality characteristic of early adolescence.

The more unrealistic their aspirations are, the more angry, hurt, and disappointed they will be when they feel that others have let them down or that they have not lived up to the goals they set for themselves. With increased personal and social experiences and with increased ability to think rationally, older adolescents see themselves, their families and friends, and life in general in a more realistic way: As a result, they suffer less from disappointment and disillusionment than they did when they were younger.

This is one of the conditions that contribute to the greater happiness of the older adolescent. As adolescence draws to a close, it is not uncommon for both boys and girls to be plagued by over-idealism of the single, carefree life that they will soon give up as they achieve the status of adults. Feeling that this period of their lives is happier than what they will face in adulthood, with its demands and responsibilities, there is a tendency to glamorize adolescence and to feel that a happy, carefree age has been lost forever.

Adolescence is the Threshold of Adulthood:
As adolescents approach legal maturity, they are anxious to shed the stereotype of teenagers and to create the impression that they are near adults. Dressing and acting like adults, are hot always enough. So, they begin to concentrate on behavior that is associated with the adult status-smoking, drinking, using drugs and engaging in sex, for example. They believe that this behavior will create the image they desire.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 5:
Developmental tasks of adolescence.
Answer:
All the developmental tasks of adolescence are focused on overcoming childish attitudes and behavior patterns and preparing for adulthood. The developmental tasks of adolescence require a major change in the child’s habitual attitudes and patterns of behavior. Consequently, few boys and girls can be expected to master them during the years of early adolescence. This is especially true of late maturers.

The most that can be hoped is that the young adolescent will lay the foundations on which to build adult attitudes and behavior patterns. A brief survey of the important developmental tasks of adolescence will serve to illustrate the extent of the changes that must be made and the problems that arise from these changes.
Fundamentally, the necessity for mastering the developmental tasks in the relatively short time that adolescents have, as a result of lowering the age of legal maturity to eighteen, is the reason for much of the stress that plagues many adolescents.

It may be difficult for adolescents to accept their physiques if, from earliest childhood, they have a glamorized concept of what they wanted to look like when they are grown up. It takes time to revise this concept and to learn ways to improve their appearance so that it will conform more to their earlier ideals. Acceptance of the adult-approved sex role is not too difficult for boys; they have been encouraged in this direction since early childhood.

But for girls, who as children were permitted or even encouraged to play an egalitarian role, learning what the adult-approved feminine role is and accepting it is often a major task requiring many years of adjustment. Because of the antagonism toward members of the opposite sex that often develops during late childhood and puberty, learning new relationships with members of the opposite sex actually means starting from scratch to discover what they are like and how to get along with them. Even developing new, more mature relationships with age-mates of the same sex may not be easy.

Achieving emotional independence from parents and other adults would seem, for the independence-conscious adolescent, to be an easy developmental task. However, emotional independence is not the same as independence of behavior. Many adolescents who want to be independent want and need the security that emotional dependence on their parents or some other adults gives. This is especially true for adolescents whose status in the peer group is insecure or who lack a close tie with a member of the peer group.

Economic independence cannot be achieved until adolescents choose an occupation and prepare for it. If they select an occupation that requires a long period, of training, there can be no assurance of economic independence even when they reach legal adulthood. They may have to remain economically dependent for several years until their training for their chosen vocations has been completed.

Schools and colleges put emphasis on developing intellectual skills and concepts necessary for civic competence. However, few adolescents are able to use these skills and concepts in practical situations. Those who are active in the extracurricular affairs of their schools and colleges get such practice, but those who are not active in this way because they must take after-school jobs or because they are not accepted by their peers are deprived of this opportunity.

Schools and colleges also try to build values that are in harmony with those held by adults; parents contribute to this development. When, however, the adult-fostered values clash with peer values, adolescents must choose the latter if they want the peer acceptance on which their social life depends. Closely related to the problem of developing values in harmony with those of the adult world the adolescent is about to enter is the task of developing socially responsible behavior.

Most adolescents want to be accepted by their peers, but they often gain this acceptance at the expense of behavior that adults consider socially irresponsible. If, for example, it is the “thing to do” to cheat or to help a friend during an examination, the adolescent must choose between adult and peer standards of socially responsible behavior. The trend toward earlier marriages has made preparation for marriage one of the most important developmental tasks of the adolescent years.

While the gradual relaxing of social taboos on sexual behavior has gone a long way toward preparing adolescents of today for the sexual aspects of marriage, they receive little preparation-at home, in school, or in college-for the other aspects of marriage and even less preparation for the duties and responsibilities of family life. This lack of preparation is responsible for one of the major pieces of “unfinished business” which the adolescent carries into adulthood.

Question 6:
Physical changes during adolescence.
Answer:
Growth is not complete when puberty ends,.nor is it entirely complete at the end of early adolescence. However, there is a slowdown of the pace of growth and there is more marked internal than external development. This cannot be so readily observed or identified as growth in height and weight or the development of secondary sex characteristics.

Variations in Physical Changes:
Like all ages, there are individual differences in physical changes. Sex differences are especially apparent. Even though boys start their growth spurt later than girls, their growth continues longer, with the result that, at maturity, they are usually taller than girls. Because boys’ muscles grow larger than girls’ muscles, at all ages after puberty boys surpass girls in strength, and this superiority increases with age.

Individual differences are also influenced by age of maturing. Late maturers tend to have slightly broader shoulders than those who mature early. The legs of early-maturing boys and girls tend to be stocky; those of late maturers tend to be more slender. Early-maturing girls weigh more, are taller, and have greater weight for their height than do late-maturing girls.

Effects of Physical Changes:
As physical changes slow down, the awkwardness of puberty and early adolescence generally disappear. This is because older adolescents have had time to gain control of their enlarged bodies. They are also motivated to use their newly acquired strength and this further helps them to overcome any awkwardness that appeared earlier.

Because strength follows growth in’ muscle size, boys generally show their greatest increase in strength after age fourteen, while girls show improvement up to this age and then lag, owing more to changes in interests than to lack of capacity. Girls generally attain their maximum strength at about seventeen, while boys do not attain their maximum strength until they are twenty-one or twenty-two.

Concerns about Physical Changes:
Few adolescents experience body-cathexis or satisfaction with their bodies. However, they do experience more dissatisfaction with some parts of their bodies than with other parts. This failure to experience body-cathexis is one of the causes of unfavorable self¬concepts and lack of self-esteem during the adolescent years. Some of the concerns adolescents have about their bodies are carry-overs of concerns they experienced during puberty and which, in the early years of adolescence, are based on conditions that still prevail.

Concern about normalcy, for example, will persist until the physical changes on the surface of the body have been completed and adolescents can be sure that their bodies conform to the norms for their sex groups. Similarly, concern about sex appropriateness, so all-pervading in puberty, continues until the primary and secondary sex characteristics have completed their growth and development and, thus, give adolescents an opportunity to. see if their bodies conform to the cultural standard of sex-appropriateness.

Awareness of social reactions to different body builds leads to concern in adolescents whose changing bodies fail to conform to the culturally approved standards. Knowing that social reactions to endomorphic builds in both boys and girls are less favorable than they are to ectomorphic and mesomorphic -builds leads to concern on the part of adolescents whose body builds tend toward endomorphy. For many girls, menstruation is a serious concern. This is because they suffer physical discomforts such as cramps, weight gain, headaches, backaches, swollen ankles and breast tenderness and experience emotional changes, such as mood swings, depression, restlessness, depression, and a tendency to cry without apparent reason.

Because menstruation is commonly referred to as “the curse,” it is not surprising that this unfavorable social reaction will color girls’ attitudes. Furthermore, knowing that boys do not experience any such form of physical discomfort also colors girls’ attitudes – unfavorably and encourages them to believe that they are martyrs.
Acne and other skin eruptions are a source of concern to both boys and girls. With the increase in the severity of acne, there is an increase in concern.

This concern is often as great for boys, as for girls because they realize that acne mars their chances for physical attractiveness and because they cannot use cosmetics to cover it up as girls can. The tendency toward obesity that plagues most pubescent boys and girls continues to be a source of concern during the early adolescent years. In most cases, however, with increase in height and with efforts to control their appetites and the eating of “junk food,” older adolescents start to slim down and look less obese than they did during the puberty fat period.

In addition, careful selection of clothing helps to create tb; illusion that they are more slender than they actually are. It is unusual for adolescents, boys or girls, not to be concerned about their physical attractiveness. Few are satisfied with their appearance and many are concerned about what they can do to improve it. The reason for concern comes from the realization of the role attractiveness plays in social relationships. Adolescents realize, even more than children do, that people treat those who are attractive more favorably than they do those who are less attractive. They are also aware of the important role attractiveness -plays in the choice for leadership.

Consequently, when they feel that they are less attractive than they had hoped to be when their growth was complete or nearly complete, they are concerned about what they can do to improve their looks. Few adolescents escape being “looks-conscious” to the point where they spend proportionally more time and thought on how to improve their looks than most adults consider justified.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 7:
Hypothetico-Deductive Reasoning.
Answer:
At adolescence, young people first become capable of hypothetico-deductive reasoning; When faced with a problem, they start with a general theory of all possible factors that might affect the outcome and deduce from it specific hypotheses (or predictions) “ about what might happen. Then they test these hypotheses in an orderly fashion to see which ones work in the real World. Notice how this form of problem-solving begins with possibility and proceeds to reality. In contrast, concrete operational children start with reality-with the most obvious predictions about a situation. When these are not confirmed, they cannot think of alternatives and fail to solve the problem.

Adolescents’ performance on Piaget’s famous pendulum problem illustrates this new approach. Suppose we present several school-age children and adolescents with strings of different lengths, objects of different weights to attach to the strings and a bar from which to hang the strings. Then we ask each of them to figure out what influences the speed with which a pendulum swings through its arc.
Formal operational adolescents come up with four hypotheses:

  • the length of the string,
  • the weight of the object hung on it,
  • how high the object is raised before it is released and
  • how forcefully the object is pushed.
    Then, by varying one factor at a time while holding all the others constant, they try out each possibility. Eventually, they discover that only string length makes a difference.

In contrast, concrete operational children experiment unsystematically. They cannot separate the effects of each variable. They may test for the effect of string length without holding weight constant, comparing, for example, a short, light pendulum with a long, heavy one. Also, school-age children fail to notice variables that are not immediately suggested by the concrete materials of the task-the height at which and forcefulness with which the pendulum is released.

Question 8:
What is Propositional Thought in adolescence?
Answer:
A second important characteristic of the formal operational stage is propositional thought. Adolescents can evaluate the logic of propositions without referring to real-world circumstances. In contrast, children can evaluate the logic of statements only by considering them against concrete evidence in the real world. In a study of propositional reasoning, a researcher showed children and adolescents a pile of tokens (plastic round coins) and asked whether statements about the tokens were t true, false, or uncertain.

In one condition, the researcher hid a token in her hand and presented the following propositions: “Either the token in my hand is green or it is not green:’ “The token in my hand is green and it is not green.” In another condition, the experimenter held either a red or a green token in full view and made the same statements.
School-age children focused on the concrete properties of the tokens. When the token was hidden from view, they replied that they were uncertain about both statements. When it was visible, they judged both statements to be true if the token was green and false if it was red.

In contrast, adolescents analyzed the logic of the statements. They understood that the “either-or” statement is always true and the “and” statement is always false, regardless of the poker token’s color. Although Piaget did not view language as playing a central role in children’s cognitive development, he acknowledged it is more important in adolescence. Abstract thought requires language-based systems of representation that do not stand for real things, such as those in higher mathematics. Secondary school students use these systems in algebra and geometry.

Question 9:
Social changes during adolescence.
Answer:
The most difficult developmental tasks of adolescence relates to social adjustments. These adjustments must be made to members of the opposite sex in a relationship that never existed before and to adults outside the family and school environments. To achieve the goal of adult patterns of socialization, the adolescent must make many new adjustments* the most important and, in many respects, the most difficult of which are those to the increased influence of the peer group, changes in social behavior, new social groupings, new values in friendship selection, new values in social acceptance and rejection and new values in the selection of leaders.

Increased Peer-Group Influence:
Because adolescents spend most of their time outside the home with members of the peer group, it is understandable that peers would have a greater influence on adolescent attitudes, speech, interests, appearance and behavior than the family has. Most adolescents, for example, discover that if they wear the same type of clothes as popular group members wear, their chances of acceptance are enhanced. Similarly, if members of the peer group experiment with alcohol, drugs, or tobacco, adolescents are likely to do the same, regardless of how they feel about these matters.

As adolescence progresses, peer-group influence begins to wane. There are two reasons for this. First, most adolescents want to become individuals in their own right and to be recognized as such. The search for identity discussed earlier in this chapter, weakens the influence of the peer group on the adolescent. The second reason for waning of peer-group influence is the result of the adolescent’s choice of peers as companions.

No longer are adolescents interested in large group activities, as was true during their childhood days. In adolescence, there is a tendency to narrow down friendships to smaller numbers though most adolescents want to belong to larger social groups for social activities. Because these social activities are less meaningful to adolescents than close, personal friendships, the influence of the larger social group becomes less pronounced than the influence of friends.

Changes in Social Behavior:
Of all the changes that take place in social attitudes and behavior, the most pronounced is in the area of heterosexual relationships. In a short period of time, adolescents make the radical shift from disliking members of the opposite sex to preferring their companionship to that of members of their own sex. Social activities, whether with members of the same sex or with the Opposite sex, usually reach their peak during the high-school years. As a result of broader opportunities for social participation, social insight improves among older adolescents. They are now able to judge members of the opposite sex as well as members of their own sex better than they could when they were younger. As a result, they make better adjustments in social situations and they quarrel less.

The greater the social participation of adolescents, the greater their social competency, as seen in their ability to dance, to canyon conversations, to play sports and games that are popular with agemates and to behave correctly in different social situations. As a result, they gain self-confidence which is expressed in poise and ease in social situations. Whether prejudice and discrimination will increase or decrease during adolescence will be greatly influenced by the environment in which adolescents find themselves and by the attitudes and behavior of their friends and associates.

Because adolescents, as a group, tend to be more “choosey” in the selection of associates and friends than they were as children, they find adolescents of different racial, religious, or socioeconomic backgrounds less congenial than those with similar backgrounds. However, they are more likely to ignore those they find uncongenial than to treat them in a way that expresses their feelings of superiority, as older children do.

New Social Groupings:
The gangs of childhood gradually break up at puberty and during early adolescence as the individual’s interests shift from the strenuous play activities of childhood tb the less strenuous and more formal social activities of adolescence. In their place come new social groupings. The social groupings Of boys as a rule are larger and more loosely knit while those of girls are smaller and more sharply defined.
The most common social groupings during adolescence are described below:

  • Close Friends:
    The adolescent usually has two or three close friends, or confidants. They are of the same sex and have similar interests and abilities. Close friends have a marked influence on one another, though they may quarrel occasionally.
  • Cliques:
    Cliques are usually made up of groups Of close friends. At first they consist of members of the same sex, but later include both boys and girls.
  • Crowds:
    Crowds made up of cliques and groups of close friends, develop as interest in parties and dating grows. Because crowds are large, there is less congeniality of interest among the members and thus a greater social distance between them.
  • Organized Groups:
    Adult-directed youth groups are established by schools and community organizations to meet the social needs of adolescents who belong to no cliques or crowds. Many adolescents who join such groups feel regimented and lose interest in them by the time they are sixteen or seventeen.

Gangs:
Adolescents who belong to no cliques or crowds and who gain little satisfaction from organized groups may join a gang. Gang members are usually of the same sex and their main interest is to compensate for peer rejection through antisocial behavior. There are changes in some of these social groupings as adolescence progresses. Interest in organized groups, whose activities are planned and to a large extent controlled by adults, wanes rapidly as independence-conscious adolescents present being told what to do. Only if the control of the activities of these groups is turned over to them, with minimum of adult advice and interference, will interest continue. Crowds tend to disintegrate in late adolescence and are replaced by loosely associated groups of couples. This is especially true of adolescents who go to work at the completion of high school.

At work they are in contact with people, of all ages, most of whom have friends and families of their own outside their jobs. Unless noncollege older adolescents have friends from their school days who live and work near enough to make contacts possible they may find themselves limited to a few friends connected with their work and out of touch with any group large enough to form a crowd. By contrast, the influence of the gang tends to increase as adolescence progresses. This influence is often expressed in violent behavior committed by gang members.

Adolescents want as friends those whose interests and values are similar to theirs, who understand them and make them feel secure and in whom they can confide problems and discuss matters they feel they cannot share with parents or teachers. Most adolescents claim they want “someone to be trusted, someone to talk to and someone who is dependable”. Because of these changed values, childhood friends will not necessarily be friends in adolescence. Nor are adolescents interested only in friends of their own sex. Interest in the opposite sex becomes increasingly stronger as adolescence progresses. As a result, by the end of adolescence, there is often a preference for friends of the opposite sex, though both boys and girls continue to have a few intimate friends of their own sex with whom they associate constantly.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 10:
What is Erikson’s theory: Identity versus Identity confusion?
Answer:
Erikson was the first to recognize identity as the major or personality achievement of adolescence and as a crucial step toward becoming a productive, happy adult. Constructing an identity involves defining who you are, what you value and the directions you choose to pursue in life. One expert described it as an explicit theory of oneself as a rational agent-one who acts on the basis of reason, takes responsibility for those actions, and can explain them.

This search for what is true and real about the self is the driving force behind many new commitments to sexual orientation; a vocation; interpersonal relationships; community involvement; ethnic group membership and moral, political, religious and cultural ideals. Erikson called the psychological conflict of adolescence identity versus identity confusion. Successful outcomes of earlier stages paves the way to its positive resolution.

Young people who reach adolescence with a weak sense of trust have trouble finding ideals to have faith in. Those with little autonomy or initiative do not engage in the active exploration required to choose among alternatives. And those who lack a sense of industry fail to select a vocation that matches their interests and skills.
Although the seeds of identity formation are planted early, not until adolescence do young people become absorbed in this task.

According to Erikson, in complex societies, teenagers experience an identity crisis—a temporary period of confusion and distress as they experiment with alternatives before settling on values and goals. Adolescents who go through a process of inner soul-searching eventually arrive at a mature identity. They sift through characteristics that defined the self in childhood and combine them with new commitments.

Then they mold these into a solid inner core that provides a sense of stability as they move through different roles in daily life. Once formed, identity continues to be refined in adulthood as people reevaluate earlier commitments and choices. Current theorists agree with Erikson that Qing of values, plans and priorities is necessary for a mature identity, but they no longer refer to this process as a “crisis”. For some young people, identity development is traumatic and disturbing, but for most it is not.

Exploration better describes the typical adolescent’s gradual, uneventful approach to identity formation. By trying out various life possibilities and moving toward making enduring decisions, young people forge an organized self-structure. Erikson described the negative outcome of adolescence as identity confusion. Some young people appear shallow and directionless, either because earlier conflicts have been resolved negatively or because society restricts their choices to ones that do not match their abilities and desires.

As a result, they are unprepared for the psychological challenges of adulthood. For example, individuals find it difficult to risk the self-sharing involved in
Erikson’s young adult stage-intimacy-if they do not have a firm sense of self (an identity) to which they can return.

Question 11:
What is adulthood?
Answer:
Introduction:
The word adult comes from the same Latin verb as the term adolescence-adolescere which means “to grow to maturity!” However, the word adult is derived from the past participle of the verb-adults -which means “grown, to full size and strength” or “matured.” Adults are, therefore, individuals who have completed their growth and are ready to assume their status in society along with other adults.

Various cultures have different ages at which children reach the adult status or the age of legal maturity, in most of the older cultures, they reached this status when their puberty growth was complete or nearly complete and when their sex organs had developed to the point where they were capable of procreation. Until recently, children were not considered legally adults until they reached the age of twenty-one years.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 12:
Characteristics of early adulthood.
Answer:
Early adulthood is a period of adjustments to new patterns of life and new social expectations. The young adult is expected to play new roles, such as that of spouse, parent, and breadwinner, and to develop new attitudes, interests and values in keeping with these new roles. These adjustments make early adulthood a distinctive period in the life span and also a difficult one.

It is especially difficult because, until now, most boys and girls have had someone’s parents, teachers, friends or others to help them make the adjustments they are faced with. Now, as adults, they are expected to make these adjustments for themselves. To avoid being considered “immature,” they hesitate to turn to others for advice and help when they find the adjustments too difficult to cope with successfully alone.

Early Adulthood is the “Settling-down Age”:
Childhood and adolescence are the periods of “growing up” and adulthood is the time for “settling down:” In past generations, it was assumed that when boys and girls reached the age of legal maturity, their days of carefree freedom were over and the time had come to settle down and assume the responsibilities of adult life. That meant settling into a line of work that would be the man’s career for the rest of his life, while the young woman was expected to assume the responsibilities of homemaker and mother- responsibilities that would be hers for the remainder of her life.

Today, it is recognized that “settling down” too early is often laying the foundations for discontent because of too early choices of careers or life-mates. Consequently, many young men try out different lines of work to see which meets their needs best and which will bring them lifelong satisfaction. While trying out different lines of work, many young men also try out different women to find out if they have the qualities they want for a lifelong spouse.

This trying out of different life patterns and different individuals to share their life patterns takes time. Consequently, young adults today usually start to settle down late than their parents did and much later than their grandparents did. The average adult of today has chosen a lifestyle and an individual to share that lifestyle by the early thirties, though many do so before then.

When adults of today start to settle down depends upon two factors. First, how soon they are able to find a lifestyle that meets their needs then and which they believe will meet their needs throughout life. A woman, who, since the days she played with dolls always wanted to be a wife and mother, will not need long after completing her education to choose these occupations as her life roles.

Similarly, a man who never wanted to be anything but a doctor will not have to go through the trial-and-error process to find a career that meets his needs as will his friends who frankly claimed, as Ijoys, that they did not know what they wanted to do when they reached the end of their schooling.

Early Adulthood Is the “Reproductive Age”:
Parenthood is one of the most important roles in the lives of most young adults. Those who were married during the latter years of adolescence concentrate on the role of. parenthood during their twenties and early thirties; some become grandparents before early adulthood ends. Those who do not marry until they have completed their education or have started their life careers do not become parents until they feel they can afford to have a family. This is often not until the early thirties. Also, if women want to pursue careers after marriage, they may put off having children until their thirties. For them, then, only the last decade of early adulthood is the “reproductive age.” For those who begin to have children early in adulthood or even in the closing years of adolescence and have large families, all of early adulthood is likely to be a reproductive age.

Early Adulthood is a “Problem Age”:
The early adult years present many new problems, different in their major aspects, from the problems experienced in the earlier years of life. With the lowering of the age of legal maturity to eighteen years, young adults have been confronted with many problems they are totally unprepared to cope with. While they are now able to vote, to own property, to marry without parental consent, and to do many things young people could not do when the age of legal maturity was twenty-one years, there is no Q about the fact that “this new-found freedom is creating unforeseen problems for the youthful adults and often for their parents, too”.There are many reasons why adjustment to the problems of adulthood is so difficult.

Three are especially common. First, very few young people have had any preparation for meeting the types of problems they are expected to cope with as adults. Education in high school and college provides only limited training for jobs, and few schools or colleges give courses in the common problems of marriage and parenthood. Even those who have had babysitting experience have limited preparation for parenthood because most babysitters are hired only for short times when parents are out of the home and their major responsibility is to keep the children safe and happy until the parents return. Second, just as trying to learn two or more skills simultaneously usually results in not learning any one of them well, so trying to adjust to two or more new roles simultaneously usually results in a poor adjustment to all of them.

It is difficult for a young adult to deal with the choice of a career and the choice of a mate simultaneously. Similarly, adjustment to marriage and parenthood makes it difficult for young adults to adjust to work if they marry while they are still students. Third and perhaps most serious of all, young adults do not have help in meeting and solving the problems that they had when they were younger. This is partly their own fault and partly that of their parents and teachers. Most young adults are too proud of their new status to admit that they cannot cope with it. So, they do not seek advice and help in meeting the problems this new status gives rise to. Similarly, most parents and teachers, having been rebuffed by adolescents who claimed they were capable of handling their own affairs, hesitate to offer help unless they are specifically asked to do so. That is why, as was stressed earlier, the shortening of adolescence has made the transition to adulthood especially difficult.

Early Adulthood is a Period of Emotional Tension:
When people are trying to get the lay of a new land in which they find themselves, they are likely to be emotionally upset. By the early or mid-thirties, most young adults have solved their problems well enough to become emotionally stable and calm. Should the heightened emotionality characteristic of the early years of adulthood persist into the thirties, it suggests that adjustments to adult life have not been satisfactorily made. When emotional tension persists into the thirties, it is generally expressed in worries. What young adults worry about will depend on what adjustment problems they are facing at the time and how much success or failure they are experiencing in meeting these problems. Their worries may be mainly concentrated on their work, because they feel they are not advancing as rapidly as they had hoped to, or their worries may be concentrated on marital or parenthood problems. When adults feel that they have not been able to cope with the problems in the major areas of their lives, they are often so emotionally disturbed that they contemplate or attempt suicide.

Early Adulthood is a Period of Social Isolation:
With the end of formal education and the entrance into the adult life pattern of work and marriage, associations with the peer groups of adolescents wane and, with them, opportunities for social contacts outside the home. As a result, for the first time since babyhood, even the most popular individual is likely to experience social isolation, or what Erikson has referred to as an “isolation crisis”. Many young adults, having become accustomed throughout childhood and adolescence to depending on peers for companionship, experience loneliness when responsibilities at home or at work isolate them from groups of their peers. Those who were most popular during their school and college days and who devoted much of their time to peer activities, find the adjustment to social isolation in adulthood especially difficult.

Whether the loneliness that comes from this isolation will be temporary or persistent depends on how quickly and how satisfactorily the young adult can establish new social contacts to replace those of school and college days. Isolation is intensified by a competitive spirit and a strong desire, to rise on the vocational ladder. To achieve success, they must compete with others thus replacing the friendliness of adolescence with the competitiveness of the successful adult-and they must also devote most of their energies to their work, which leaves them little time for the socialization that leads to close relationships. As a result, they become self-centered, which contributes to loneliness.

Early Adulthood is a time of commitments:
As young adults change their role from that of student and dependent, Characteristic of adolescence, to that of independent adult, they establish new patterns of living, assume new responsibilities and make new commitments. While these new patterns of living, new responsibilities and new commitments may change later, they form the foundations on which later patterns of living, responsibilities, and commitments will be established.

Early Adulthood is often a period of Dependency:
In spite of achieving the status of legal adulthood at age eighteen,- with the independence this status carries, many young adults are partially or totally dependent on others for varying lengths of time. This dependency may be on parents; on the educational institution they attend on part or total scholarship, or on the government for loans to finance their education.

Question 13:
Concepts of Adult Sex Roles Traditional Concepts.
Answer:

Traditional Concepts:
Traditional concepts of sex roles emphasize a prescribed pattern of behavior, regardless of individual interests or abilities. They emphasize masculine supremacy and intolerance toward any trait that hints of femininity or any work that is considered “woman’s work.”

  • Men:
    Outside the home, the man holds positions of authority and prestige in the social and business worlds; in the home, he is the wage earner, decision maker, adviser and disciplinarian of the children, and model of masculinity for his sons.
  • Women:
    Both in the home and outside, the role of the woman is other-oriented in that she gains fulfillment by serving others. She is not expected to work outside the home except in cases of financial necessity and then she does only work that serves others, such as nursing, teaching, or secretarial work.

Egalitarian Concepts:

Egalitarian concepts of sex roles emphasize the individuality and the egalitarian status of men and women. Roles should lead to personal fulfillment and not be considered appropriate for only one sex.

  • Men:
    In the home and outside, the man works with the woman in a companionship relationship; He does not feel “henpecked” if he treats his wife as art equal, nor does he feel ashamed if she has a more prestigious or remunerative job than he does.
  • Women:
    Both in the home and outside, the woman is able to actualize her own potential. She does not feel guilty about using her abilities and training to give her satisfaction, even if this requires employing someone else to take care of the home and children.

Erikson’S Theory: Intimacy Versus Isolation:

Erikson’s contributions have energized the study of adult personality development. His vision has influenced all contemporary theories. According to Erikson, adults move through three stages, each bringing both opportunity and risk-”a turning point for better or worse”. The psychological conflict of early adulthood is intimacy versus isolation, reflected in the young person’s thoughts and feelings about making a permanent commitment to an intimate partner.
In his definition of intimacy, Erikson stated that it should include
1. Mutuality of orgasm
2. with a loved partner
3. of the other sex
4. With whom one is able and willing to share a mutual trust
5. and with whom one is able and willing to regulate the cycles of work, procreation, and recreation.
6. so as to secure to the offspring, too, all the stages of satisfactory development Erikson pointed out, that sexual intercourse should not be assumed to be the most important aspect of intimacy between individuals. He was speaking here of far more than sexual intimacy. He was talking about the ability to relate one’s deepest hopes and fears to another person and to accept another’s need for intimacy in turn.

Those who have achieved the stage of intimacy are able to commit themselves to concrete affiliations and partnerships with others and have developed the “ethical strength to abide by such commitments, even though they may call for significant sacrifices and compromises”. This leads to solidarity between partners. Erikson was found quoting Freud’s response when asked what he thought a normal person should be able to do well: “Lieben und arbiten “to love and. to work.” To Freud, then sharing responsibility for mutual achievement and the loving feelings that result from them are the essence of adulthood. Erikson fully agreed with this.

Thus when Freud uses the term genitality to describe this same period he does not merely mean sexual intercourse; he is referring rather to the ability to share one’s deeply held values, needs, and secrets with another through the generosity that is so important in intimacy. The counterpart of intimacy is distantiation. This is the readiness all of us have to distance ourselves from others when we feel threatened by their behavior. Distantiation is the cause of most prejudices and discrimination. Propaganda efforts mounted by countries at war are examples of attempts to increase distantiation. It is what leads to isolation.

Most young adults vacillate between their desires for intimacy and their need for distantiation. They need social distance because they are not sure of their identities. They are always vulnerable to criticism, and since they can’t be sure whether the criticisms are true or not, they protect themselves by a “lone wolf ’ stance. Although intimacy may be difficult for some males today, Erikson believed that it used to be even more difficult for females.

“All this is a little more complicated with women, because women, at least in yesterday’s cultures, had to keep their identities incomplete until they knew their man”. Now that less emphasis occurs in the female gender role on getting married and pleasing one’s husband, and more emphasis is on being true to ones own identity, Erikson believed that both sexes have a better chance of achieving real intimacy.

Erikson believed that successful resolution of intimacy versus isolation prepares the individual for the middle adulthood stage, which focuses on Generativity-caring for the next generation and helping to improve society. In sum, both intimacy and Generativity emerge in early adulthood, with shifts in emphasis that differ among young people.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-III

Question 14:
Middle Adulthood is a Time of Stress.
Answer:
Radical adjustments to changed roles and patterns of life, especially when accompanied by physical changes, always tend to disrupt the individual’s physical and psychological homeostasis and lead to a period of stress-a time when a number of major adjustments must be made in the home, business, and social aspects of their lives.
Categories of Stress in Middle Adulthood are:

  • Somatic stress, which is due to physical evidence of aging.
  • Cultural stress, stemming from the high value placed on youth, vigor, and success by the cultural group.
  • Economic stress, resulting from the financial burden of educating children and providing status symbols for all family members.
  • Psychological stress, which may be the result of the death of a spouse, the departure of children from the home, boredom with marriage, or a sense of lost youth and approaching death.

Most women experience a disruption in homeostasis during their forties, when normally they go through menopause and their last children leave home, thus forcing them to make radical readjustments in the pattern of their entire lives. For men, by contrast, the climacteric comes later-generally in the fifties-as does the imminence of retirement with its necessary role changes.

CHSE Odisha Class 12 Psychology Unit 1 Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 1 Long Answer Questions Part-2.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Describe the period of infancy.
Answer:
Infancy, or the period of the newborn, is, according to standard dictionaries, the beginning or the early period of existence as an individual rather than as a parasite in the mother’s body. Dictionaries also define an infant as a child in the first period of life.

According to Legal, standards, an infant is an individual who is a minor until reaching the age of legal maturity, which, in America today, is eighteen years. According to medical terminology, an infant is a young child, but no specific age limits are placed on when the individual ceases to be an infant and becomes a child.Many psychologists use the word infant in much the same way. as members of the medical profession do and, like them, fail to set an age limit on infancy.

This gives the period an ambiguous status in its lifespan. The word infant suggests extreme helplessness, and it will be limited to the first few weeks of life. During this period, the newborn’s complete helplessness gradually gives way to increasing independence. Further toddlerhood occupies the first two years of life following the brief two-week period of infancy. During the toddlerhood months, there is a gradual but pronounced decrease in helplessness. This does not mean that helplessness quickly disappears and is replaced by independence.

Instead, it means that every day, week and month the individual becomes more independent so that, when toddlerhood ends with the second birthday, the individual is a quite different person than when toddlerhood began. Because “baby” suggests too many people a helpless individual, it is becoming increasingly common to apply the label toddler to the individual during the second year of toddlerhood. A toddler is a baby who has achieved enough body control to be relatively independent.

Characteristics Of Infancy:

Each period in the life span is characterized by certain developmental phenomena that distinguish it from the periods that precede and follow it. While some of these phenomena may be associated with other periods, they appear in a distinctive form during infancy. Following are the five most important characteristics of this period.

Infancy Is the Shortest of All Developmental Periods:
Infancy begins with birth and ends when the infant is approximately two weeks old, by far the shortest of all developmental periods. It is the time when the fetus must adjust to life outside the uterine walls of the mother where it has lived for approximately nine months. According to medical criteria, the adjustment is completed with the fall of the umbilical cord from the navel; according to physiological criteria, it is completed when the infant has regained the weight lost after birth and according to psychological criteria.It is completed when the infant begins to show signs of developmental progress in behavior. Although most infants complete this adjustment in two weeks or slightly less, those whose birth has been difficult or premature require more time.
In spite of its shortness, infancy is generally subdivided into two periods: the period of the Partunate and the period of the neonate.

Period of the Partunate :
(from birth to fifteen to thirty minutes after birth): This period begins when the fetal body has emerged from the mother’s body and lasts until the umbilical cord has been cut and tied. Until this is done, the infant continues to be a parasite and makes no adjustments to the postnatal environment the environment outside the mother’s body.

Period of the Neonate :
(from the cutting and tying of the umbilical cord to approximately the end of the second week of postnatal life): The infant is now a separate, independent individual and is no longer a parasite. During this period, the infant must make adjustments to the new environment outside the mother’s body. Even in difficult births, it seldom takes more than forty-eight hours for the fetus to emerge from the mother’s body. By contrast, it requires approximately two weeks adjusting to the new environment outside the mother’s body.

Infancy Is a Time of Radical Adjustments :
Although the human life span legally begins at the moment of birth, birth is merely an interruption of the developmental pattern that started at the moment of conception. It is the graduation from an internal to an external environment. Like all graduations, it requires adjustments on the individual’s part. It may be easy for some infants to make these adjustments but so difficult for others that they will fail to do so. Miller has commented, “In all the rest of his life, there will never be such a sudden and Complete change of locale”.

Infancy Is a Plateau in Development:
The rapid growth and development which took place during the prenatal period suddenly come to a stop with birth. In fact, there is often a slight regression, such as loss of weight and a tendency to be less strong and healthy than at birth. Normally this slight regression lasts for several days to a week, after which the infant begins to improve. By the end of the infancy period, the infant’s state of development is usually back to where it was at the time of birth. The halt in growth and development, characteristic of this plateau, is due to the necessity for making radical adjustments to the postnatal environment.

Once these adjustments have been made, infants resume their growth and development. While a plateau in development during infancy is normal, many parents, especially those of firstborn children, become concerned about it and fear that something is wrong with their child. Consequently, the infancy plateau may become a psychological hazard, just as it is a potential physical hazard.

Infancy Is a Preview of Later Development :
It is not possible to predict with even reasonable accuracy what the individual’s future development will be on the basis of the development apparent at birth. However, the newborn’s development provides a clue as to what to expect later on.

Infancy Is a Hazardous Period :
Infancy is a hazardous period, both physically and psychologically. Physically, it is hazardous because of the difficulties of making the necessary radical adjustments to the totally new and different environment. The high infant mortality rate is evidence of this. Psychologically, infancy is hazardous because it is the time when the attitudes of significant people toward the infant are crystallized. Many of these attitudes were established during the prenatal period and may change radically after the infant is born, but some remain relatively unchanged or are strengthened, depending on conditions at birth and on the ease or difficulty with which the infant and the parents adjust.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 2.
How to do adjustments of infancy?
Answer:
Infants must make four major adjustments before they can resume their developmental progress. If they do not make them quickly, their lives will be threatened. While these adjustments are being made, there is no developmental progress. Instead, the infant remains on a plateau or may even regress to a lower stage of development, These adjustments are:

Temperature Changes:
There is a constant temperature of 100°F in the uterine sac, while temperatures in the hospital or home may vary from 60 to 70°F.

Breathing:
When the umbilical cord is cut, infants must begin to breathe on their own.

Sucking and Swallowing:
The infant must now get nourishment by sucking and swallowing, instead of receiving it through the umbilical cord. These reflexes are imperfectly developed at birth and the infant often gets less nourishment than is needed and thus loses weight.

Elimination:
The infant’s organs of elimination begin to work soon after birth; formerly, waste products were eliminated through the umbilical cord. Every newborn infant finds adjustment to postnatal life difficult at first. Some have trouble adjusting to temperature changes and develop colds, which may turn into pneumonia. Others find breathing difficult and must be given oxygen. Most choke when they attempt to suck and swallow and many regurgitate more than they are able to retain, in which case they get less nourishment than they need to grow or even to retain their birth weight. Few have any real trouble eliminating urine, but many have difficulties with fecal elimination.

Question 3.
What is Length of Gestation Period?
Answer:
The fourth condition that influences infants’ adjustments to postnatal life is the length of the gestation period. Very few infants are born exactly 280 days after conception. Those who arrive ahead of time are known as premature -often referred to in hospitals as “preemies”- while those who arrive late are known as postmature, or post-term babies.

Postmaturity occurs less often than in the past because it is now possible to induce labor when x-rays/scanning show that the fetus is large enough and well enough developed to adjust successfully to postnatal life. Induced labor is also used as a means of preventing possible birth complications and birth injuries, especially brain damage, which can result if the fetal head is allowed to grow too large.

It is now recognized that birth weight alone is not enough to determine prematurity. Instead, gestation age, body length, bone ossification, head circumference, irritability, reflex, nutritional state and neurological assessment are also used. When infants are 20 or more inches long and weigh 8 or more pounds, they are considered postmature. It they are less than 19 inches long and weigh 5 pounds 8 ounces or less, they are regarded as premature.

The more they deviate from the norm for their sex and racial group on the minus side, the more premature they are considered to be. On the other hand, the more they deviate on the plus side, the more postmature they are considered to be. Unless damaged at birth, the postmature infant usually adjusts more quickly and more successfully to the postnatal environment than the infant born at full term.

However, because the chances of birth damage increase as Postmaturity increases, the advantages that come from the speed and ease of adjustment are far outweighed by the possibilities of birth damage. Prematurely born babies usually experience complications in adjusting to the postnatal environment and these may have a serious effect on future adjustment. Furthermore, every difficulty that the normal, full-term infant faces in adjusting to the new environment is magnified in the case of the premature baby.

Question 4.
How the Toddlerhood is the True Foundation Age?
Answer:
While the whole of childhood, but especially the early years, are generally regarded as the foundation age, toddlerhood is the true foundation period of life because, at this time, many behavior patterns, many attitudes and many patterns of emotional expression are being established. Early scientific interest in the importance of these foundations came from the work of Freud, who maintained that personality maladjustments in adulthood had their origins in unfavorable childhood experiences.

Erikson also contended that “childhood is the scene of man’s beginning as man, the place where our particular virtues and vices slowly but clearly develop and make themselves felt.” According to Erickson, how babies are treated will determine whether they will develop “basic trust” or “basic distrust”-viewing the world as safe, reliable and nurturing or as full of threat, unpredictability and treachery. The first two years are critical in setting the pattern for personal and social adjustments. “Providing a rich social life for a twelve- to a fifteen-month-old child is the best thing you can do to guarantee a good mind”.

There are four reasons why foundations laid during the toddlerhood years are important. First, contrary to tradition, children do not outgrow undesirable traits as they grow older. Instead, patterns established early in life persist regardless of whether they are good or bad, harmful or beneficial. Second, if an undesirable pattern of behavior or unfavorable beliefs and attitudes have started to develop, the sooner they can be corrected the easier it will be for the child.

Third, because early foundations quickly develop into habits through repetition, they will have a lifelong influence on a child’s personal and social adjustments. And, fourth, because learning and experience play dominant roles in development, they can be directed and controlled so that the development will be along lines that will make good personal and social adjustments possible.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 5.
Notes on: Basic Trust versus Mistrust.
Answer:
Freud called the first year the oral stage and regarded gratification of the infant’s need for food and oral stimulation vital. Erikson accepted Freud’s emphasis on feeding, but he expanded and enriched Freud’s view. A healthy outcome during infancy, Erikson believed, does not depend on the amount of food or oral stimulation offered but rather on the quality of the caregiver’s behavior. A mother who supports her baby’s development relieves discomfort promptly and sensitively.

For example, she holds the infant gently during feedings, patiently waits until the baby has had enough milk, and weans when the infant shows less interest in the breast or bottle. Erikson recognized that no parent can be perfectly in tune with the baby’s needs. Many factors affect her responsiveness – feelings of personal happiness, current life conditions (for example, additional young children in the family) and culturally valued child-rearing practices.

But when the balance of care is sympathetic and loving, the psychological conflict of the year-basic trust versus mistrust is resolved on the positive side. The trusting infant expects the world to be good and gratifying, so he feels confident about venturing out and exploring it. The mistrustful baby cannot count on the kindness and compassion of others, so she protects herself by withdrawing from people and things around her.

Question 6.
Notes on: Autonomy versus Shame and Doubt.
Answer:
In the second year, during Freud’s anal stage, instinctual energies shift to the anal region of the body. Freud viewed toilet training, in which children must bring their anal impulses in line with social requirements, as crucial for personality development. Erikson agreed that the parent’s manner of toilet training is essential for psychological health. But he viewed it as only one of many important experiences for newly walking, talking toddlers. Their familiar refrains-” No!” and “Do it Myself’ -reveal that they have entered a period of budding selfhood.

Toddlers want to decide for themselves-not just in toileting but in other situations as well. The great conflict of toddlerhood, autonomy versus shame and doubt, is resolved favorably when parents provide young children with suitable guidance and reasonable choices. A self-confident, secure 2-year-old has been encouraged not just to use the toilet but to eat .with a spoon and to help pick up his toys. His parents do not criticize or attack him when he fails at these new skills. And they meet his assertions of independence with tolerance and understanding.

For example, they grant him an extra 5 minutes to finish his play before leaving for the grocery store and wait patiently while he tries to zip his jacket. According to Erikson, the parent who is over- or under-controlling in toileting is likely to be so in other aspects of the toddler’s life. The outcome is a child who feels forced and ashamed and doubts his ability to control his impulses and act competently on his own. In sum, basic trust and autonomy grow out of warm, sensitive parenting and reasonable expectations for impulse control starting in the second year.

Question 7.
State the Physical Hazards of infancy.
Answer:
Some of the physical hazards of infancy are of only temporary significance, while others can affect the individual’s entire life pattern. The most serious physical hazards are those relating to an unfavorable prenatal environment, a difficult and complicated birth, a multiple birth, postmaturity and prematurity and conditions leading to infant mortality.

Unfavorable Prenatal Environment:
As a result of unfavorable conditions in the prenatal environment, the infant may have difficulty adjusting to postnatal life. Excessive smoking on the part of the mother, for example, can affect the development of the fetus. Prolonged and intense maternal stress is another important factor, causing the infant to be tense and nervous.

Difficult and Complicated Birth:
A difficult or complicated birth frequently results in temporary or permanent brain damage. If the birth requires the use of instruments, as in the case where the fetus is so large that it has to be aided in its passage down the birth canal or if the fetus lies in a foot first or a transverse position, the chances of brain damage from the use of instruments to aid delivery are always present. A cesarean section or a precipitate birth, on the other hand, is likely to result in anoxia, a temporary loss of oxygen to the brain. If anoxia is severe, the brain damage will be far greater than if anoxia lasts for only a few seconds.

The more complicated the birth and the more damage there is to the brain tissue, the greater the effect on the infant’s postnatal life and adjustments. Severe and persistent brain damage will have adverse effects on all adjustments during infancy and often into childhood or even throughout life. The effects of brain damage are most frequently shown in uncoordinated behavior, hyperactivity, learning difficulties, and emotional problems. Multiple Birth Children of multiple births are usually smaller and weaker than singletons as a result of crowding during the prenatal period, which inhibits fetal movements. These babies tend to be born prematurely, which adds to their adjustment problems.

Postmaturity:
It is hazardous only when the fetus becomes so large that the birth requires the use of instruments or surgery, in which case the hazards are due to the conditions associated with birth rather than to postmaturity per se. One study of babies born more than three weeks after term reported that they experienced neonatal adjustment problems and were also socially maladjusted and required special schooling by the age of seven.

Prematurity:
Prematurity causes -more neonatal deaths than any other condition. Prematurely born infants are also especially susceptible to brain damage at birth because the skull is not yet developed enough to protect the brain from pressures experienced during birth. Anoxia is another common problem since the premature baby’s respiratory mechanism is not fully developed. The problems of adjustment every newborn infant must face are exaggerated in the premature.For example, they require nearly three times as much oxygen as full-term infants because their breathing is characterized by jerks and gasps.

They often have difficulty in expanding their lungs and muscular weakness makes breathing difficult. Because sucking and swallowing reflexes are underdeveloped, the premature infant will require special feeding with a medicine dropper or tube. The premature’s body temperature is not yet properly, controlled and special equipment is needed to duplicate as nearly as possible the constant temperature of intrauterine life.Infant Mortality UnQably the most serious of the physical hazards of infancy is infant mortality. The most critical times for death during the period of infancy are the day of birth (when two-thirds of all neonatal deaths occur and the second and third days after birth. Neonatal deaths have been reported to be most common during the months of June and July but, to date, no satisfactory explanation for this has been given.

The causes of infant mortality are numerous and varied.Some neonatal deaths are due to conditions that detrimentally affected the prenatal environment and thus impaired normal development. Some are the result of difficult and complicated births, such as those requiring the use of instruments or cesarean section. Some are the result of brain damage, anoxia, or excessive medication of the mother during labor. And some-but fewer than in the past are due to unfavorable conditions in the postnatal environment; a radical temperature change may cause pneumonia, for example, or a substitute for the mother’s milk may cause diarrhea or other digestive disturbances.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 8.
State Psychological Hazards of infancy.
Answer:
Even though psychological hazards tend to have less effect on the infant’s adjustment to postnatal life than physical hazards, they are nonetheless important because of their long-term effects. Psychological scars acquired during infancy can cause the individual lifelong adjustment problems. Relatively few of the potential psychological hazards of infancy have received more attention.

Traditional Beliefs about Birth Difficult births, for example, are believed to result in “difficult children” – those who are hard to handle and whose behavior tends to deviate from that of children born with a minimum of difficulty. For centuries it has been believed that children of multiple births have to be different and inferior to singletons and that premature are doomed to be physical and mental weaklings.

Time of birth on the future development of the child, while there is little scientific evidence to substantiate the belief that there is a “best time” to be born, there is evidence that, because the mother’s health plays an extremely important role during the prenatal period, any unfavorable condition during her pregnancy may and often does prove to be hazardous to her unborn child.

A baby who is born within a year after the birth of a sibling is subject to a less favorable prenatal environment than would have been the case had the interval between births been longer. The mother has not had time to recover fully from the previous birth, and such an infant tends to be lethargic at birth which affects postnatal adjustments. Throughout the early years of life, babies born soon after the birth of an older sibling are likely to receive less of their much-needed attention and stimulation because of the other demands on the mother’s time.

Helplessness To some parents the helplessness of the newborn infant is appealing while, to most, it is frightening, So long as the infants are in the hospital and under the care of doctors and nurses, parents are not too concerned about their helplessness. However, when they take them home from the hospital and assume responsibility for their care, infantile helplessness becomes a serious psychological hazard. The reason for this is that parents wonder if they are capable of assuming care of their newborn babies and this, in turn, makes them nervous and anxious.

Anxiety and insecurity are quickly transmitted to the infants through the way mothers handle them and this affects their postnatal adjustments. The helplessness of the newborn is more of a psychological hazard in the case of firstborns than of later-born children. By the time parents have had several children; they accept the helplessness of the newborn in a more relaxed way and are not so likely to be disturbed by it as they are for the firstborn infant.

The individuality of the Infant To most adults, being different is interpreted as being inferior. When parents steep themselves in child-care literature before the arrival of their first child, or when they set up norms of behavior based on what their earlier-born children did at different ages, they tend to judge a newborn infant in. these terms.

Parental concern is then expressed in their treatment of the infant. This, in turn, affects the infant’s adjustments to postnatal life and tends to increase the severity of the problems that concerned the parents. Under such conditions, the infant’s individuality becomes a psychological hazard which, unless parents accept individuality as normal, will play havoc with the adjustments made not only during infancy but also as childhood progresses.

Developmental Lag Some infants lag behind are those born prematurely or those who were injured at birth. Instead of regaining lost birth weight by the end of the first week or sooner, they may continue to lose weight or rest on a plateau with no improvement at all. Even worse, they may show such a pronounced lag that instead of being allowed to go home with their parents three to four days after birth, as is usual, they are kept in the hospital and may even have to have special nursing care.

Even a healthy, full-term infant may show developmental lag should there be some minor and temporary illness or should the mother’s milk be inadequate and the formula substituted is not suited to the infant’s needs. Plateau in Development Even though a plateau in development is normal immediately after birth, many first-time parents are unaware of this. As a result, they are concerned when their baby seems to be making no progress.

However, it often leaves some psychological obstacles, three of which are common and serious. First, it makes parents believe their infant is delicate and, as a result, should have extra care and attention. This encourages over protectiveness which, once developed, often persists as a habit. Second, it weakens parents’ confidence in their ability to assume full care of the infant after leaving the hospital . If by then the infant has not regained lost birth weight, this lack of confidence is greatly increased. And third, parents feel that they must handle the infant as little as possible and with great care to prevent further loss of weight or failure to gain weight. As a result, they deprive the infant of one of the essentials of development, stimulation of the different areas of the body.

Lack of Stimulation There is increasing scientific evidence that newborn infants need the stimulation of different areas of their bodies and of different sense organs if they are to develop as they should. This, of course, is not a “new-fangled idea” because, in the days when babies were born at home, they were picked up, rocked, talked to and sung to as part of their routine care.

Because it is customary today for babies to be born in hospitals, they are often deprived of the stimulation received by babies born at home or even by those whose mothers have them in their hospital rooms under the rooming-in plan. And, until very recently, premature infants were kept in isolettes or incubators where they received only the minimum of stimulation.

New-Parent Blues States of depression often called “new-parent blues,” are almost universal among new parents. These depressive states tend to be more pronounced in mothers than in fathers and in parents of first babies than in those who have already had one or more children. In new mothers, depressive states are partly physical and partly psychological. The glandular changes accompanying pregnancy and childbirth, fatigue from labor and childbirth and the generally weakened condition that persists even after normal childbirth all contribute to maternal states of depression.

For most fathers, new-parent blues are more psychological than physiological. They are often concerned about the extra expenses they must meet, especially if the mother must give up her job. Many men also are concerned about how the pattern of their lives will change as a result of parenthood and what effect this will have on their marital relationship. New-parent blues can and often do play havoc with the infant’s adjustments to postnatal life. The new baby senses the tensions of the parents, especially of the mother, and this makes it nervous and prone to crying. Many infants cry more after they get home than they did in the hospital.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 9.
Write the characteristics of early childhood.
Answer:
Just as certain characteristics of toddlerhood make it a distinctive period in the life span, so certain characteristics of early childhood set it apart from other periods. These characteristics are reflected in the names that parents, educators, and psychologists commonly apply to this period.

Names Used by Parents:
Early childhood is considered as a problem age or a troublesome age. While toddlerhood presents problems for parents, most of these centers around the baby’s physical care. With the dawn of childhood, behavior problems become more frequent and more troublesome than the physical-care problems of toddlerhood. As to why behavior problems dominate the early childhood years is that young children are developing distinctive personalities and are demanding independence which, in most cases, they are incapable of handling successfully.

In addition young children are often obstinate, stubborn, disobedient, negativistic, and antagonistic. They have frequent temper tantrums, they are often bothered by bad dreams at night and irrational fears during the day, and they suffer from jealousy. Due to these problems, early childhood seems less appealing age than toddlerhood to many parents. The dependency of the baby, so endearing to parents as well as to older siblings, is now replaced by resistance on the child’s part to their help and a tendency to reject demonstrations of their affection.

Furthermore, few young children are as cute as babies, which also make them less appealing. Early childhood is referred to the toy age because young children spend much of their waking time playing with toys. Studies of children’s play have revealed that toy play reaches its peak during the early childhood years and then begins to decrease when children reach school age. This, of course, does not mean that interest in playing with toys ends abruptly when the child enters school. Instead, with entrance into first grade, children are encouraged to engage in games and modified forms of sports, none of which require the use of toys. When alone, however, children continue to play with their toys well into the third or even fourth standard.

Names Used by Educators:
The early childhood years is referred as preschool age to distinguish it from the time when children are considered old enough, both physically and mentally, to cope with the work they will be expected to do when they begin their formal schooling Even when children go to nursery school or kindergarten, they are labeled preschoolers rather than school children. In the home, daycare center, nursery school, or kindergarten, the pressures and expectations young children are subjected to are very different from those they will experience when they begin their formal education in the first standard. The early childhood years, either in the home or in a, preschool, are a time of preparation.

Names Used by Psychologists:
A number of different names are used to describe the outstanding characteristics of the psychological development of children during the early years of childhood. One of the most commonly applied names is the pregang age, the time when children are learning the foundations of social behavior as a preparation for the more highly organized social life they will be required to adjust to when they enter first standard. Since the major development that occurs during early childhood centers around gaining control over the environment, many psychologists refer to early childhood as the exploratory age, a label that implies that children want to know what their environment is, how it works, how it feels and how they can be a part of it.

This includes people as well as inanimate objects. One common way of exploring in early childhood is by asking Qs: thus this period is often referred to as the Qing age. Imitation of the speech and actions of others are more pronounced during early childhood. For this reason, it is also known as the imitative age. However, in spite of this tendency, most children show more creativity in their play during early childhood than at any other time in their lives. For that reason, psychologists also regard it as the creative age.

Question 10.
State the developmental tasks of early childhood.
Answer:
Although the foundations of some of the developmental tasks young children are expected to master before they enter school are laid in toddlerhood, much remains to be learned in the relatively short four-year span of early childhood. When toddlerhood ends, all normal babies have learned to walk, though with varying degrees of proficiency; have learned to take solid foods and have achieved a reasonable degree of physiological stability.

The major task of learning to control the elimination of body wastes has been almost completed and will be fully mastered within another year or two. While most babies have built up a useful vocabulary, have reasonably correct pronunciation of the words they use, can comprehend the meaning of simple statements and commands, and can put together several words into meaningful Sentences, their ability to communicate with others and to comprehend what others say to them is still on a low level.

Much remains to be mastered before they enter school. Similarly, they have some simple concepts of social and physical realities, but far too few to meet their needs as their social horizons broaden and as their physical environment expands. Few babies know more than the most elementary facts about sex differences and even fewer understand the meaning of sexual modesty. It is questionable whether any babies, as they enter early childhood, actually know what is sex-appropriate in appearance and they have only the most rudimentary understanding of sex-appropriate behavior.

This is equally true of concepts of right and wrong. What knowledge they have is limited to home situations and must be broadened to include concepts of right and wrong in their relationships with people outside the home, especially in the neighborhood, in school, and on the playground. One of the most important and, for many young children, one of the most difficult of developmental tasks of early childhood, is learning to relate emotionally to parents, siblings, and other people.

The emotional relationships that existed during toddlerhood must be replaced by more mature ones. The reason for this is that relationships to others in . toddlerhood are based on babyish dependence on others to meet their emotional needs, especially their need for affection. Young children, however, must learn to give as well as to receive affection. In short, they must learn to be outer-bound instead of self-bound.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 11.
What are the influences on physical growth and health during childhood?
Answer:
While discussing growth and health in early childhood, heredity remains important, environmental factors continue to play crucial roles. Emotional well-being, good nutrition, relative freedom from disease and physical safety are essential.

Heredity and Hormones:
The impact of heredity on physical growth is evident throughout childhood. Children’s physical size and rate of growth are related to those of their parents. Genes influence growth by controlling the body’s production of hormones. The pituitary gland, located at the base of the brain, plays a critical role by releasing two hormones that induce growth. The first is growth hormone (GH), which from birth on is necessary for development of all body tissues except the central nervous system and genitals. Children who lack GH reach an average mature height of only 4 feet, 4 inches. When treated with injections of GH starting at an early age, these GH-deficient children show catch-up growth and then grow at a normal rate, reaching a height much greater than they would have without treatment.

The second pituitary hormone affecting children’s growth, thyroid-stimulating hormone (TSH), stimulates the thyroid gland (located in the neck) to release thyroxine, which is necessary for normal development of the nerve cells of the brain and for GH to have its full impact on body size. Infants born with a deficiency of thyroxine must receive it at once or they will be mentally retarded. At later ages, children with too little thyroxine grow at a below-average rate. By then, the central nervous system is no longer affected because the most rapid period of brain development is complete. With prompt treatment, such children catch up in body growth and eventually reach normal size.

Emotional Well-Being:
In childhood as in infancy, emotional well-being can have a profound effect on growth and health. Preschoolers with very stressful home lives (due to divorce, financial difficulties, or a change in their parents’ employment status) suffer more respiratory and intestinal illnesses and more unintentional injuries than others.
Extreme emotional deprivation can interfere with the production of GH and lead to psychosocial dwarfism, a growth disorder that appears between 2 and 15 years of age.

Typical characteristics include very short stature, decreased GH secretion, immature skeletal age and serious adjustment problems, which help distinguish psychosocial dwarfism from normal shortness. When such children are removed from their emotionally inadequate environments, their GH levels quickly return to normal and they grow rapidly. But if treatment is delayed, the dwarfism can be permanent.

Nutrition :
With the transition to early childhood, many children become unpredictable and choosy eaters. This decline in appetite is normal. It occurs because growth has slowed. Furthermore, preschoolers’ wariness of new foods may be adaptive. By sticking to “familiar foods, they are less likely to swallow dangerous substances when adults are not around to protect them. Parents need not worry about variations in amount eaten from meal to meal. Preschoolers compensate for a meal in which they ate little with a later one in which they eat more.

Even though they eat less, preschoolers need a high-quality diet. They require the same foods adults do-only smaller amounts. Fats, oils and salt should be kept to a minimum because of their link to high blood pressure and heart disease in adulthood. Foods high in sugar should also be avoided. In addition to causing tooth decay, they lessen young children’s appetite for healthy foods and increase their risk of being overweight and obese.

The social environment powerfully influences young children’s food preferences. Children tend to imitate the food choices of people they admire-adults as well as peers. A pleasant mealtime climate also encourages healthy eating. Repeated exposure to a new food (without any direct pressure to eat it) increases children’s acceptance. Sometimes parents bribe their children, saying, “Finish your vegetables and you can have an extra cookie.” This practice causes children to like the healthy food less and treat more. Too much parental control over children’s eating limits their opportunities to develop self-control.

Infectious Disease:
In well-nourished children, ordinary childhood illnesses have no effect on physical growth. But when children are undernourished, disease interacts with malnutrition in a vicious spiral, and the consequences for physical growth can be severe. Infectious Disease and Malnutrition. Illnesses such as measles and chicken pox, which typically do not appear until after age 3 in industrialized nations, occur much earlier. Poor diet depresses the body’s immune system, making children far more susceptible to disease. Of the 10 million annual worldwide deaths in children under age 5, 99 percent are in developing countries and 70 percent are due to infectious diseases. Disease, in turn, is a major cause of malnutrition and through it, hinders physical growth. Illness reduces appetite and limits the body’s ability to absorb foods. These outcomes are especially severe in children with intestinal infections.

In developing countries, diarrhea is widespread and increases in early childhood because of unsafe water and contaminated foods, leading to growth stunting and several million childhood deaths each year. Most growth retardation and deaths due to diarrhea can be prevented with nearly cost-free oral rehydration therapy (ORT), in which sick children are given glucose, salt, and water. Immunization  In industrialized nations, childhood diseases have declined dramatically during the past half-century, largely due to the widespread immunization of infants and young children. All children were guaranteed free immunizations, a program that has led to a steady improvement in early childhood immunization rates. The inability to pay for vaccines, however, is only one cause of inadequate immunization.

Misconceptions also contribute for example, the notion that vaccines do not work or that they weaken the immune system. Furthermore, some parents have been influenced by media reports suggesting that the measles-mumps-rubella vaccine has contributed to a rise in a number of children diagnosed with autism. Yet large-scale studies show no association between immunization and autism. Public education programs directed at increasing parental knowledge about the importance and safety of timely immunizations are badly needed. Diseases that spread most rapidly are diarrhea and respiratory infections the illnesses most frequently suffered by young children. The risk that a respiratory infection will result in otitis media, or middle ear infection, is almost double that of children remaining at home.

Childhood Injuries:
Unintentional injuries – auto collisions, pedestrian accidents, drownings, poisonings, firearm wounds, bums, falls, and swallowing of foreign objects-are the leading cause of childhood mortality in industrialized countries. Among injured children and youths who survive, thousands suffer pain, brain damage, and permanent physical disabilities. Auto and traffic accidents, drownings, and bums are the most common injuries during early childhood. Motor vehicle collisions are by far the most frequent source of injury at all ages, ranking as the leading cause of death among children more than 1-year-old.

CHSE Odisha 12th Class Psychology Unit 1 Long Answer Questions Part-II

Question 12.
Notes on Factors Related to Childhood Injuries.
Answer:
We are used to thinking of childhood injuries as “accidental.” But a close look reveals that meaningful causes underlie them and we can, indeed, do something about them. Individual differences exist in the safety of children’s behaviors. Because of their higher activity level and a greater willingness to take risks during play, boys are more likely to be injured than girls. Temperamental characteristics-irritability, inattentiveness, and negative mood are also related to childhood injuries. Children with these traits present special childrearing challenges. They are likely to protest when placed in auto seat restraints, to refuse to take a companion hand when crossing the street, and to disobey even after repeated adult instruction and discipline.

Poverty, low parental education, and more children in the home are also strongly associated with injury. Parents who must cope with many daily stresses often have little time and energy to monitor the safety of their youngsters. And their homes and neighborhoods pose further risks. Noise, crowding, and confusion characterize run-down, inner-city neighborhoods with few safe places to play. Poverty, rapid population growth, overcrowding in cities and heavy road traffic combined with weak safety measures are major causes. Safety devices, such as car safety seats and bicycle helmets, are neither readily available nor affordable in most developing countries. This indicates that besides reducing poverty and teenage pregnancy and upgrading the status of child care, additional steps must be taken to ensure children’s safety.

Preventing Childhood Injuries. Childhood injuries have many causes, so a variety of approaches are needed to control them. Laws prevent many injuries by requiring car safety seats, child-resistant caps on medicine bottles, flameproof clothing, and fenced-in backyard swimming pools.