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.

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