CBSE Class 12 – Psychology Question Paper 2023

Section A

Question 1:
Vijay’s parents are confused as to what subjects should he choose in Grade 11. To know where his strengths lie, the School Counsellor suggested that he take an aptitude test. What form of aptitude test do you think would be given to him?

Options:
(a) Specialised
(b) Independent
(c) Generalised
(d) Vocational

Answer:
(c) Generalised

Question 2:
There are some people who are hostile, egocentric, and antisocial. They are said to be high on:

Options:
(a) Sociability
(b) Psychoticism
(c) Neuroticism
(d) Introversion

Answer:
(b) Psychoticism

Question 3:
The self that values family and social relationships is referred to as:

Options:
(a) (i) and (iii)
(b) (ii) and (iii)
(c) (iii) and (iv)
(d) (i) and (iv)

Answer:
(b) (ii) and (iii)

Question 4:
Some traits often get associated strongly with the name of the person and derive such identities as the ‘Gandhian’ or ‘Hitlerian’ trait. Identify the trait.

Options:
(a) Central
(b) Secondary
(c) Surface
(d) Cardinal

Answer:
(d) Cardinal

Question 5:
Which of the following statements is not true about coping with stress?
(i) Coping is a dynamic situation-specific reaction to stress.
(ii) It is a set of concrete responses to stressful situations or events that are intended to resolve the problem and reduce stress.
(iii) People who cope poorly with stress have high levels of natural killer cell cytotoxicity.
(iv) Individuals show similarity in coping strategies that they use to deal with stressful situations.

Options:
(a) (ii), (iii) and (iv)
(b) (iii) only
(c) (ii) and (iii)
(d) (i) and (ii)

Answer:
(b) (iii) only

Question 6:
Meena’s work environment is highly stressful due to unrealistic expectations by the organisation. She had been trying to balance her job as well as her home front. Since the last few months, she was not feeling well. So, she went for a check-up and was diagnosed with high blood pressure. According to General Adaptation Syndrome, at what stage does this happen?

Options:
(a) Alarm reaction
(b) Resistance
(c) Exhaustion
(d) Adaptation

Answer:
(c) Exhaustion

Question 7:
Wasim is always brushing everything under the carpet and refuses to face the stressor or even accept it. Which kind of unhelpful habit is this?

Options:
(a) Forgetfulness
(b) Avoidance
(c) Procrastination
(d) Perfectionism

Answer:
(b) Avoidance

Question 8:
Which of the following statements is/are true about the diathesis-stress model?
(i) Presence of some biological aberration which may be inherited.
(ii) Physiological disorders develop due to a combination of psychological predisposition and stressors.
(iii) Diathesis may carry vulnerability to develop a psychological disorder.
(iv) Absence of pathogenic stressors that may lead to psychopathology.

Options:
(a) Only (i) is true.
(b) (i) and (iii) are true.
(c) Only (iii) is true.
(d) (ii) and (iv) are true.

Answer:
(b) (i) and (iii) are true.

Question 9:
Some people are unable to prevent themselves from specific ideas or from repeatedly carrying out a set of actions that disrupts their daily functioning. These people are showing symptoms of ____________ .

Options:
(a) Manic depressive disorder
(b) Panic disorder
(c) Somatic symptom disorder
(d) Obsessive-compulsive disorder

Answer:
(d) Obsessive-compulsive disorder

Question 10:
Michael, a 10-year-old boy, was diagnosed with a disorder where he has difficulty in perceiving and processing information accurately and efficiently. This impacts his basic skills of reading, writing, and doing mathematics. Identify this disorder.

Options:
(a) Autism spectrum disorder
(b) Intellectual disability
(c) Specific learning disorder
(d) Attention-deficit hyperactivity disorder

Answer:
(c) Specific learning disorder

Question 11:
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

Assertion (A): According to cognitive therapy, childhood experiences provided by the family and society develop core schemas in the child which include beliefs and action patterns in the individual.
Reason (R): In this therapy, irrational beliefs mediate between antecedent events and their consequences.

Options:
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).
(b) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
(c) Assertion (A) is true, but Reason (R) is false.
(d) Assertion (A) is false, but Reason (R) is true.

Answer:
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).

Question 12:
Ritik is undergoing a therapy where he is being taught to recognize bodily processes and the emotions that are being blocked out from his awareness. Which therapy is being applied here?

Options:
(a) Client-centred therapy
(b) Logotherapy
(c) Cognitive behaviour therapy
(d) Gestalt therapy

Answer:
(d) Gestalt therapy

Question 13:
Why is behavioral analysis conducted to overcome stress?
(i) To find malfunctioning behavior
(ii) To find the consequent operations of the adaptive behavior
(iii) To identify the antecedents of faulty learning
(iv) To identify factors that maintain faulty learning

Options:
(a) (i), (iii) and (iv)
(b) Only (iii)
(c) (ii) and (iii)
(d) (i) and (ii)

Answer:
(a) (i), (iii) and (iv)

Question 14:
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

Assertion (A): Cognitive consistency means that two components in an attitude system must be in the opposite direction.
Reason (R): If the two elements are not logically in consonance with each other, it leads to distress in the individual.

Answer:
(d) Assertion (A) is false, but Reason (R) is true.

Question 15:
Ashwin had a bad experience with a particular State, where he was always rude and selfish towards him. Ashwin now does not befriend or employ people from this State as he feels that they are all impolite. This is an example of:

Options:
(a) Self-fulfilling prophecy
(b) Kernel of truth
(c) Scapegoating
(d) Social cognition

Answer:
(c) Scapegoating

Question 16:
Which one of the following is not a factor that will lead to attitude change?

Options:
(a) Message characteristics
(b) Environmental characteristics
(c) Source characteristics
(d) Target characteristics

Answer:
(b) Environmental characteristics

Question 17:
We all belong to different types of groups. What type of group will the armed forces be if you join it?
(i) Primary
(ii) Secondary
(iii) Formal
(iv) Informal

Options:
(a) (i), (iii) and (iv)
(b) (iii) and (iv)
(c) (ii) and (iii)
(d) (i), (ii) and (iv)

Answer:
(c) (ii) and (iii)

Question 18:
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Select the correct choice from (a), (b), (c), (d).

Assertion (A): Children from disadvantaged homes, when adopted into families with higher socio-economic status, exhibit a large increase in their intelligence scores.
Reason (R): Environmental deprivation lowers intelligence while rich nutrition, good family background, and quality of schooling increase intelligence.

Options:
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).
(b) Assertion (A) is true, but Reason (R) is false.
(c) Assertion (A) is false, but Reason (R) is true.
(d) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).

Answer:
(a) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).

Section B

Question 19:
Adil, a young man, shows aggressive actions that threaten or cause harm to people or animals and indulges in serious rule violations. What are these symptoms indicative of? Mention two other types of aggressive behavior.

Answer:
These symptoms are indicative of Conduct Disorder.
Two other types of aggressive behavior include:

Verbal aggression (e.g., shouting, using harmful language).
Relational aggression (e.g., spreading rumors, social exclusion).

Question 20:
Ranjan has faced a lot of mishaps in his life. However, he shows low levels of illness despite high levels of stress. What makes people like Ranjan resistant to stress?

Answer:
Ranjan is likely resistant to stress due to having high resilience. People like him may have strong coping mechanisms, a positive outlook, social support, and good physical health, which help them manage and withstand stress effectively.

Question 21:
Neerav’s parents have recently shifted to Bengaluru and have been busy settling him in the new city. Neerav misses his friends back in Nagpur, and this has impacted his academic performance. What is the source of this stress? State the other sources of stress as well.

Answer:
The source of stress for Neerav is situational stress, caused by changes in his environment (e.g., relocation).
Other sources of stress include:

Social stress (e.g., conflicts with peers or family).
Academic stress (e.g., exams, pressure to perform well).
Physical stress (e.g., illness, injury).
Work-related stress (e.g., job demands, deadlines).

Question 22:
Explain cognitive distortions. Give an example of a cognitive distortion that a client might be experiencing.

Answer:
Cognitive distortions are irrational or biased ways of thinking that can negatively affect emotions and behavior.
An example of a cognitive distortion is catastrophizing, where a person expects the worst possible outcome, even when it’s unlikely.
For example, a client might think, “If I make a mistake in this presentation, it will be a complete disaster and I’ll never be successful again.”

Question 23:
Suppose you are a college student who wants to contribute towards the country’s economy. Suggest a process that you will use to bring an attitude change amongst your peers towards buying only Indian goods to support the nation’s economy.

Answer:
To bring about attitude change, I would use the Elaboration Likelihood Model (ELM). I would present well-reasoned arguments about the importance of supporting local businesses and how buying Indian goods helps improve the national economy.
I would also appeal to emotions by sharing stories of local entrepreneurs and how their success contributes to job creation and national growth.
Additionally, I would create awareness through social media campaigns and peer discussions to influence both the central (logical) and peripheral (emotional) routes of persuasion.

Question 24:
Differentiate between ingroup and outgroup.

Answer:

Ingroup: A group to which a person belongs and feels a sense of identity or affiliation. Members of the ingroup tend to have favorable perceptions of each other.
Outgroup: A group to which a person does not belong, often leading to less favorable views and potential bias or discrimination against members of the outgroup.

Question 25:
Ryan and Shireen are siblings brought up in the same environment. Ryan knows all the formulae in mathematics and can recall them as they are but cannot solve problems based on those formulae, whereas Shireen can use formulae to solve any kind of problem that is based on them. Explain the intelligence they both exhibit. Which approach is this theory based on?

Answer:
Ryan exhibits crystallized intelligence, which involves the ability to use knowledge and experience (like recalling formulae).
Shireen exhibits fluid intelligence, which involves the ability to solve novel problems and apply knowledge in flexible ways.
This theory is based on Cattell-Horn-Carroll (CHC) Theory of Intelligence, which distinguishes between crystallized and fluid intelligence.

Question 26:
Explain any three psychological models used to understand mental disorders.

Answer:

The Biological Model: This model emphasizes the role of genetics, brain structures, and chemical imbalances in understanding mental disorders.
The Cognitive-Behavioral Model: This model focuses on how negative thought patterns and behaviors contribute to mental disorders. It emphasizes changing dysfunctional thinking and behavior.
The Psychodynamic Model: This model, based on Freud’s theories, explores how unconscious conflicts and early life experiences influence mental disorders.

Question 26:
(a) “An individual’s attitude towards a particular topic may be contrary to his/her behavior.” Justify this statement with evidence.

Answer:
This phenomenon is known as cognitive dissonance, where there is a conflict between one’s attitudes and behavior. For example, an individual may have a positive attitude towards health and fitness but might engage in unhealthy behaviors, such as smoking or overeating. This inconsistency leads to psychological discomfort, which can motivate the person to either change their attitude (e.g., becoming more health-conscious) or their behavior (e.g., quitting smoking).
Evidence for this comes from Festinger’s Cognitive Dissonance Theory, which states that people strive for internal consistency. When there is a contradiction, they experience discomfort and may try to resolve it by changing either their attitudes or behavior.

Question 27:
(b) Values and beliefs are not the same as attitudes. Explain this statement with the help of examples.

Answer:
Values are deeply held convictions that guide an individual’s behavior and decision-making, often influenced by culture, family, and personal experiences. For example, a person may value honesty, believing that truthfulness is essential in all relationships.
Beliefs are assumptions or convictions about what is true or false, often based on personal experiences or information. For example, a person may believe that exercise is important for maintaining good health.
Attitudes, on the other hand, are more specific and focus on an individual’s evaluation of a particular object, person, or situation. For example, a person may have a positive attitude towards recycling, even though they believe it helps the environment and value sustainability.
While values and beliefs are broader, attitudes are more focused on a specific behavior or object. For instance, a person may value education and believe that it is essential, but their attitude towards studying might be negative if they find it boring or stressful.

Question 28:
Mehak is an important member of her Psychology group and has recently been selected to be a member of the football team as well. What is the main difference between the group and the team that she is a part of?

Answer:
The main difference between a group and a team is that a group is typically a collection of individuals who share a common interest or goal but do not necessarily work interdependently towards achieving a specific task. In contrast, a team involves individuals who are highly interdependent and collaborate to achieve a common goal, often requiring coordinated efforts and shared responsibilities.
In Mehak’s case, while the Psychology group may have shared interests in studying and discussing psychology, the football team requires coordinated teamwork, collaboration, and shared roles to play and win matches.

Section D

Question 28:
(a) Describe the model which states that intellectual activity involves the three interdependent functions of neurological systems.

Answer:
The model referred to here is likely The Three-Component Model of Intelligence proposed by **J.P. Das, N.K. Naglieri, and J.R. Kirby. This model suggests that intellectual activity involves three interdependent functions of the neurological system:

Planning: Involves decision-making, problem-solving, and strategic thinking. It is responsible for the organization of cognitive processes to achieve goals.
Attention: Refers to the ability to focus on relevant information, ignore distractions, and direct cognitive resources to the task at hand.
Simultaneous and Successive Processing: Simultaneous processing refers to the ability to integrate and process multiple pieces of information at the same time, while successive processing is the ability to process information in a step-by-step manner, such as when solving a problem or understanding complex instructions.

Question 28:
(b) The cultural environment provides a context for intelligence to develop. How does the role of culture influence our understanding of intelligence? Explain.

Answer:
Culture plays a significant role in shaping intelligence because it provides a context in which cognitive abilities are developed and applied. The cultural environment influences how intelligence is defined, valued, and expressed.
For example, in some cultures, verbal intelligence and the ability to engage in detailed storytelling might be highly valued, while in other cultures, practical problem-solving and physical skills might be considered more important.
Sternberg’s Triarchic Theory of Intelligence highlights how cultural differences affect the understanding of intelligence, proposing three types of intelligence: analytical, creative, and practical. A culture might place more emphasis on one type over another, which affects how individuals in that culture develop and demonstrate their intellectual capacities.
Thus, intelligence is not a fixed or universal trait, but rather one that is molded by the cultural and social contexts in which individuals grow up.

Question 29:
A study found that one-third of British children, at age six, are afraid of snakes even though it is rare to encounter snakes in the British Isles. The children had never come in contact with snakes in a traumatic situation, but snakes still generated anxious response. How would Carl Jung’s theory of personality explain the same? Throw some light on his theory.

Answer:
Carl Jung’s theory of personality includes the concept of the collective unconscious, which refers to the shared experiences and symbols that are common to all humans across cultures and generations. According to Jung, certain symbols and archetypes, such as snakes, are part of the collective unconscious and are instinctively recognized by all individuals, even without direct personal experience with them.
In the case of the children, their fear of snakes may not be the result of personal experiences but rather the activation of a primordial archetype—the snake—which often represents danger, transformation, or wisdom in various mythologies and cultures. Jung would suggest that the fear of snakes arises from this deep, inherited psychological structure that is embedded in the human psyche. Even though the children have not had direct contact with snakes, the collective unconscious may trigger an innate response of fear when they encounter or think about them.

Question 30:
(a) To deal effectively with the environment, individuals must possess the right life skills. Explain any four of these life skills.

Answer:
Life skills are the abilities that enable individuals to navigate and handle the challenges of daily life. Four important life skills are:

Problem-solving: The ability to identify and analyze issues, come up with potential solutions, and choose the best course of action.
Decision-making: The ability to evaluate different options, weigh pros and cons, and make informed decisions based on reasoning and logic.
Communication: Effective verbal and non-verbal communication skills that enable individuals to express their thoughts, emotions, and ideas clearly and assertively.
Time management: The ability to plan, prioritize, and allocate time effectively, ensuring that tasks are completed efficiently and deadlines are met.

Question 30:
(b) Many ailments like hypertension, ulcers, etc., could be stress-related. To prevent this from happening, we need to be aware of stress management techniques. Explain any four of these techniques.

Answer:
Here are four important stress management techniques that can help prevent stress-related ailments:

Relaxation techniques: Practices such as deep breathing, meditation, and progressive muscle relaxation help reduce stress by calming the nervous system and promoting relaxation.
Exercise: Regular physical activity helps reduce stress hormones, improves mood, and increases the production of endorphins, which are natural stress relievers.
Time management: Effective time management helps individuals prioritize tasks, avoid procrastination, and reduce feelings of being overwhelmed by deadlines and responsibilities.
Social support: Maintaining close relationships with friends, family, and colleagues helps provide emotional support and reduces the negative impact of stress.

Question 31:
An eight-year-old child is showing aggressive and disruptive behavior in the class. As a student of Psychology, what techniques would you suggest to help modify the child’s behavior?

Answer:
To modify the child’s aggressive and disruptive behavior, the following techniques can be employed:

Positive Reinforcement: Rewarding desirable behavior, such as good classroom conduct or following instructions, can motivate the child to repeat these behaviors.
Behavioral Therapy: This can include techniques like token systems or time-out procedures to reinforce good behavior and decrease disruptive behavior.
Cognitive Behavioral Therapy (CBT): Helping the child recognize and change any negative thought patterns that contribute to their aggression. For example, teaching them to think before acting in situations that trigger aggression.
Social Skills Training: Teaching the child appropriate ways to express emotions, communicate with peers, and resolve conflicts, reducing the likelihood of aggressive behavior.

Section E

Question 32:
(a) A number of theories have been used to understand ‘personality’. Discuss how efforts have been made to categorize people into personality types since ancient times.

Answer:
The categorization of people into personality types has been a topic of interest for many centuries. Different thinkers and cultures have made attempts to understand personality, and various theories have evolved to categorize individuals based on distinct traits or types. Here are some key historical efforts to categorize personality:

Hippocrates’ Theory (Ancient Greece):
One of the earliest attempts to categorize personality types comes from the Greek physician Hippocrates. He suggested that personality could be classified based on the balance of four bodily fluids, or humors. These humors were:
- Sanguine (blood): People who are sociable, optimistic, and talkative.
- Choleric (yellow bile): People who are ambitious, energetic, and sometimes aggressive.
- Melancholic (black bile): People who are thoughtful, introspective, and often anxious.
- Phlegmatic (phlegm): People who are calm, composed, and reliable.
This system laid the foundation for understanding temperament and personality.
Carl Jung’s Typology (20th Century):
Carl Jung proposed a theory based on personality types that categorized people as either introverts or extraverts, and further divided them into thinking, feeling, sensing, and intuitive types. Jung’s typology laid the foundation for later personality assessments, such as the Myers-Briggs Type Indicator (MBTI).
Gordon Allport’s Trait Theory:
Allport, in the early 20th century, believed personality could be categorized by traits that are consistent across time and situations. He classified traits into cardinal traits, central traits, and secondary traits. Cardinal traits are dominant and shape the entire personality, central traits are basic building blocks, and secondary traits are situational.
Hans Eysenck’s Personality Model:
Eysenck classified people into types based on two dimensions of personality: Extraversion-Introversion and Neuroticism-Stability. Later, he added a third dimension: Psychoticism (tendency toward aggressiveness, impulsivity, and antisocial behavior).

Throughout history, scholars have attempted to classify people into different personality types, recognizing that people can have distinct, predictable patterns of behavior. These classifications, from Hippocrates’ humors to modern trait theories, have shaped the way personality is understood today.

Question 32:
(b) According to Freud, individuals avoid anxiety by using mechanisms that protect the ego by distorting reality. What are these mechanisms called? Explain their different kinds with the help of examples.

Answer:
Freud proposed that individuals use defense mechanisms to protect the ego from anxiety and internal conflict. Defense mechanisms are unconscious strategies used by the mind to distort reality and reduce psychological stress. They serve to protect the individual from uncomfortable emotions, such as guilt or anxiety. Here are several common defense mechanisms described by Freud:

Repression:
Repression involves pushing distressing thoughts, feelings, or memories out of conscious awareness. This is often used when a person has experienced trauma.
Example: A person who has been through a traumatic event may not consciously remember the details of the event, though it still affects them emotionally.
Denial:
Denial involves refusing to acknowledge the reality of a situation or the existence of certain facts.
Example: A smoker who has been diagnosed with lung cancer may continue to deny the seriousness of the disease or the role of smoking in its development.
Projection:
Projection involves attributing one’s own undesirable thoughts, feelings, or behaviors onto someone else.
Example: A person who is angry with their friend might accuse the friend of being angry at them, projecting their own feelings onto the other person.
Displacement:
Displacement occurs when someone shifts their emotional response from the original object or person to a safer or less threatening target.
Example: A person who is angry at their boss may go home and take out their frustration on a family member or pet.
Rationalization:
Rationalization involves offering logical but false explanations to justify behavior or emotions, avoiding the real, underlying reasons.
Example: A student who fails an exam might rationalize the failure by saying, “The exam was unfair” rather than admitting they didn’t study enough.
Regression:
Regression is when an individual reverts to behaviors or coping mechanisms that are characteristic of an earlier developmental stage.
Example: An adult may throw a temper tantrum in response to stress or act childishly when faced with a difficult situation.
Sublimation:
Sublimation involves channeling unacceptable impulses into socially acceptable activities.
Example: An individual with aggressive tendencies may become involved in sports like boxing, where aggression is expressed in a controlled, socially acceptable manner.
Reaction Formation:
Reaction formation occurs when an individual behaves in the opposite way of their actual feelings, often to hide or suppress those feelings.
Example: A person who feels a strong attraction to someone they cannot have may behave in an overly critical or hostile manner toward that person.
Intellectualization:
Intellectualization involves focusing on abstract or technical details rather than emotional aspects of a situation to distance oneself from distressing emotions.
Example: A person dealing with the death of a loved one might focus on the medical details of the death (e.g., causes and procedures) rather than the emotional loss.

Freud’s theory of defense mechanisms remains influential in understanding how individuals cope with stress, trauma, and anxiety. These mechanisms help the person deal with internal conflicts, but they can also hinder personal growth if used excessively or inappropriately.

Section F

Question 33: (a) Identify the disorder Mohsin is exhibiting. Distinguish it from autism spectrum disorder.

Answer: Based on the case study, Mohsin is likely exhibiting signs of Intellectual Disability (ID). Intellectual disability is characterized by significant limitations in both intellectual functioning (e.g., reasoning, problem-solving) and adaptive behavior (e.g., skills needed for daily life). In Mohsin’s case, difficulty with tasks such as feeding and dressing, challenges in social interactions, and trouble with communication skills, all point toward intellectual disability.

Distinction from Autism Spectrum Disorder (ASD):

While both intellectual disability and autism spectrum disorder (ASD) can involve difficulties with social skills and communication, they have distinct characteristics:

Intellectual Disability (ID):
- Involves limitations in intellectual functioning, such as reasoning, problem-solving, and adaptive functioning (e.g., self-care skills).
- May or may not involve social and communication difficulties.
- People with ID may struggle with academic tasks, but their intellectual challenges are the primary concern.
Autism Spectrum Disorder (ASD):
- Primarily characterized by difficulties in social communication, such as trouble with making eye contact, understanding social cues, and engaging in conversations.
- Includes restricted, repetitive behaviors and interests (e.g., rigid routines, specific areas of focus).
- Communication challenges in ASD are typically more about understanding social interactions and using language in social contexts, rather than intellectual deficits like in ID.

Key Differences:

Communication Issues: While both ID and ASD may involve communication challenges, those with ASD often have more profound issues with social reciprocity and nonverbal communication (e.g., not making eye contact). Mohsin, as described in the case study, has difficulty with communication and social interactions, but he may not exhibit the same patterns of repetitive behaviors or intense focus on specific topics that are typical of ASD.
Social Interaction: Individuals with ASD often show difficulties in engaging in reciprocal social interactions and have more restricted social behaviors. Mohsin seems to have some difficulty with social situations, but it is not as pronounced or specific as in ASD.
Repetitive Behavior: ASD often involves restrictive or repetitive behaviors (e.g., hand-flapping, lining up objects), which do not seem to be part of Mohsin’s case.

Question 33: (b) How are the symptoms that Mohsin is exhibiting different from a more severe form of that disorder?

Answer: In more severe forms of Intellectual Disability (ID) or Autism Spectrum Disorder (ASD), the symptoms tend to be more pronounced and may involve greater impairment in daily functioning. Here’s how Mohsin’s symptoms differ from a more severe form:

Severity of Intellectual Challenges:
In more severe cases of ID, a child may have more profound cognitive limitations, possibly leading to an inability to understand basic concepts or participate in daily activities without intensive support. Mohsin’s case suggests that although he has difficulties (e.g., in feeding and dressing), he has some degree of independence, indicating his intellectual abilities may not be as impaired as in more severe forms of ID.
Communication Skills:
While Mohsin faces difficulty in communication and language, in a more severe case of ID or ASD, there may be complete lack of verbal communication, or only limited speech development, with significant delay in speech compared to peers. Additionally, individuals with more severe ASD may show limited or no interest in social interactions, whereas Mohsin is still making attempts to engage with others, though with some difficulty.
Social Interaction and Behavior:
In a more severe case of ASD, there may be complete social withdrawal, extreme difficulty in understanding social cues, and a lack of interest in forming relationships with others. In contrast, Mohsin’s difficulty in making friends and engaging socially may not be as extreme, and he still has some level of understanding, as evidenced by his brother understanding his needs.
Daily Living Skills:
Severe ID often involves complete dependence on caregivers for all aspects of daily living (e.g., eating, dressing, hygiene), with limited progress in these areas. While Mohsin needs supervision, he has made some progress towards independence, indicating his intellectual and adaptive behavior functioning are less impaired than in more severe cases.

Question 34: In order to understand Mohsin’s disorder, what do psychologists refer to classify psychological disorders?

Answer: To classify psychological disorders, **psychologists refer to diagnostic manuals such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or the International Classification of Diseases (ICD-10).

The DSM-5 is widely used in the United States and provides detailed criteria for diagnosing a wide range of psychological disorders, including intellectual disabilities and autism spectrum disorder. This manual helps psychologists and health professionals assess symptoms, compare them against diagnostic criteria, and categorize disorders based on severity, impact on functioning, and other factors.
The ICD-10 is used globally, and it provides a broader framework for classification of health conditions, including mental and developmental disorders. The ICD includes specific codes for disorders like intellectual disabilities and autism, helping categorize and track conditions internationally.

In Mohsin’s case, psychologists would look at the criteria for Intellectual Disability and possibly Autism Spectrum Disorder to determine his diagnosis based on his symptoms. They would also consider the impact of the disorder on his social, communication, and daily living skills.

Read the case study and answer the question (Q. 35 36) that follows :

When Srikanth Bolla was born, neighbors in the village suggested that his parents smother him. “It’s better than the pain they would have to go through their lifetime,” some said. “He is a ‘useless’ baby without eyes; being born blind is a sin,” others added.

Twenty-three years later, Srikanth is standing tall living by his conviction that if the “world looks at me and says, ‘Srikanth, you can do nothing,’ I look back at the world and say, ‘I can do anything.'”

Srikanth is the Founder and CEO of Hyderabad-based Bollant Industries, an organization that employs uneducated and challenged employees to manufacture eco-friendly, disposable consumer packaging solutions. The company is now valued at 50 crore.

Srikanth considers himself the luckiest man alive, not because he is now a millionaire, but because his uneducated parents, who earned 20,000 a year, did not heed any of the ‘advice’ they received and raised him with love and affection. “They are the richest people I know,” says Srikanth.

Question 35:

We can see that Srikanth has the ability to adopt, shape and select the environment. Identify the theory of intelligence that would best support our understanding of Srikanth’s intelligence.

Answer: The theory of intelligence that best supports our understanding of Srikanth’s intelligence is Sternberg’s Triarchic Theory of Intelligence, particularly the contextual intelligence component.

According to Sternberg’s Triarchic Theory, intelligence can be understood in three distinct forms:

Analytical Intelligence: The ability to solve problems and think critically.
Creative Intelligence: The ability to deal with novel situations and think outside the box.
Practical Intelligence: The ability to adapt to, shape, and select environments to achieve personal goals.

Srikanth exemplifies practical intelligence. His ability to adapt to his environment (despite being born blind), shape it (founding a company that employs people with challenges), and select environments (establishing a successful eco-friendly business) showcases his capacity to apply intelligence in real-world settings. Srikanth has turned challenges into opportunities, demonstrating that practical intelligence is essential for achieving success in life, especially when dealing with limitations.

Question 36:

“Srikanth is standing tall living by his conviction that if the ‘world looks at me and says, ‘Srikanth, you can do nothing,’ I look back at the world and say, I can do anything.” According to Gardner’s multiple theory of intelligences, which kind of intelligence explains this? Discuss this intelligence in brief.

Answer: According to Howard Gardner’s Theory of Multiple Intelligences, the kind of intelligence that explains Srikanth’s conviction is Intrapersonal Intelligence.

Intrapersonal intelligence refers to the ability to understand oneself, to recognize one’s emotions, motivations, strengths, and weaknesses, and to use that self-awareness to navigate and shape one’s life effectively. Individuals with high intrapersonal intelligence have a strong sense of self and a well-developed ability to reflect on their experiences, which helps them set personal goals, face challenges, and maintain a positive self-image.

Srikanth’s statement reflects his strong intrapersonal intelligence because he exhibits:

Self-awareness: He understands his abilities and limitations and refuses to be defined by others’ perceptions.
Self-motivation: He uses his internal belief system to propel himself forward, even in the face of adversity.
Resilience: Despite the negativity from others (e.g., being told that he can do nothing), he remains confident in his own capabilities and uses that strength to succeed.

Srikanth’s success is largely driven by his inner strength and personal resolve, qualities that are central to intrapersonal intelligence.