CBSE Class 12 Psychology Question Paper 2026 Solved Code 63

SECTION A

1. Neha always scores well in school assessments and is appreciated for her sharp, critical ability, reasoning and analytical thinking. Which form of intelligence is she most likely demonstrating ? [1 Mark]
(A) Naturalistic Intelligence
(B) Contextual Intelligence
(C) Componential Intelligence
(D) Experiential Intelligence

Answer: (C) Componential Intelligence

Teacher's Note:
a) In Sternberg's triarchic theory, componential (analytical) intelligence is the ability to analyse information critically to solve problems.
b) Keywords like "critical", "reasoning" and "analytical thinking" point to componential intelligence.

2. A teacher notices that one of her usually calm and respectful students behaves aggressively during a group activity. She considers whether this behaviour might be due to peer pressure and classroom dynamics rather than the student's personality. Which approach is the teacher following ? [1 Mark]
(A) Functionalism
(B) Altruism
(C) Structuralism
(D) Situationism

Answer: (D) Situationism

Teacher's Note:
a) Situationism holds that situations and circumstances influence behaviour, not only personal traits.
b) Here the teacher looks at peer pressure and classroom dynamics, which are situational factors.

3. Rohan failed an important exam. Instead of accepting that he didn't prepare well, he insists that the teacher was biased and the exam was unfair. Which defence mechanism is Rohan using ? [1 Mark]
(A) Repression
(B) Projection
(C) Rationalization
(D) Denial

Answer: (C) Rationalization (the marking scheme also accepts option (B) Projection)

Teacher's Note:
a) In rationalization, a person gives a logical-sounding reason to hide an unacceptable failure.
b) Blaming the teacher also shifts the fault onto someone else, which is why the scheme accepts projection too.

4. Meera always felt left out, low and incompetent as a child because her elder siblings were more successful. Now she works extremely hard to be the best in every task she takes up. According to Adler, this behaviour can be explained by : [1 Mark]
(A) Fixation
(B) Inferiority Complex
(C) Superiority Complex
(D) Regression

Answer: (B) Inferiority Complex

Teacher's Note:
a) Adler held that feelings of inferiority in childhood push a person to strive hard to overcome them.
b) Meera's early feeling of being "low and incompetent" is the clue for inferiority complex.

5. Ananya is known in school for honesty. No matter the situation, she always speaks the truth. According to Allport, this trait can be classified as : [1 Mark]
(A) Central Trait
(B) Cardinal Trait
(C) Secondary Trait
(D) Source Trait

Answer: (B) Cardinal Trait (the marking scheme also accepts option (A) Central Trait)

Teacher's Note:
a) A cardinal trait is so general and pervasive that it shows in almost every act of a person.
b) "No matter the situation" shows that honesty guides all her behaviour.
c) Source traits belong to Cattell's theory, not Allport's, so (D) is wrong.

6. Which concept is based on Bandura's social learning theory ? [1 Mark]
(A) Self-esteem
(B) Self-efficacy
(C) Self-concept
(D) Identity crisis

Answer: (B) Self-efficacy

Teacher's Note:
a) Self-efficacy is a person's belief that he or she can perform a task and control events.
b) Remember: Bandura - social learning theory - self-efficacy.

7. Match the following : [1 Mark]
Column 1 | Column 2
1. Continued exposure to the same stressor or additional stressors drains the body of its resources. | I. Resistance
2. The mental exhaustion appears in the form of irritability, anxiety, feeling of helplessness and hopelessness. | II. Exhaustion
3. The presence of noxious stimulus or stressor leads to activation of the adrenal-pituitary-cortex system. This triggers the release of hormones producing the stress response. | III. Burnout
4. 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. | IV. Alarm
(A) 1-I, 2-II, 3-III, 4-IV
(B) 1-II, 2-III, 3-IV, 4-I
(C) 1-IV, 2-III, 3-I, 4-II
(D) 1-IV, 2-III, 3-II, 4-I

Answer: (B) 1-II, 2-III, 3-IV, 4-I

Teacher's Note:
a) Selye's GAS stages: alarm (hormones released), resistance (parasympathetic system, coping with the threat), exhaustion (resources drained).
b) Burnout is the state of mental exhaustion with irritability, helplessness and hopelessness.

8. Use the correct option at the appropriate place.
The white blood cells ( ________ ) within the immune system identify and destroy foreign bodies ( ________ ) such as viruses. [1 Mark]
(A) Antigens/Leucocytes
(B) Leucocytes/Antibodies
(C) Antigens/Antibodies
(D) Leucocytes/Antigens

Answer: (D) Leucocytes/Antigens

Teacher's Note:
a) White blood cells are called leucocytes; foreign bodies such as viruses are antigens.
b) Do not confuse antigens (the invaders) with antibodies.

9. In the following question, a statement of Assertion (A) is followed by a Statement of Reason (R). Read the Statements and choose the appropriate option. [1 Mark]
Assertion (A) : Creative visualisation helps in managing stress by using imagination and mental imagery.
Reason (R) : It is more effective when the mind is quiet, the body is relaxed, and the eyes are closed, as this minimizes distractions and enhances focus.
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). (the marking scheme also accepts option (B) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).)

Teacher's Note:
a) Creative visualisation uses imagination and mental imagery to manage stress, and it works best with a quiet mind, relaxed body and closed eyes.
b) The scheme notes that from one perspective the answer is (A) and from another it is (B), so both earn the mark.

10. _________ is characterised by widespread impairments in social interactions and communication skills, and stereotyped patterns of behaviours, interests and activities. [1 Mark]
(A) Dyslexia
(B) Autism Spectrum Disorder
(C) Specific Learning Disorder
(D) Attention Deficit Hyperactivity Disorder

Answer: (B) Autism Spectrum Disorder

Teacher's Note:
a) Social and communication problems plus stereotyped (repetitive) behaviour are the key features of autism spectrum disorder.
b) ADHD is about inattention, hyperactivity and impulsivity, not social impairment.

11. Your friend failed an important test. You sit with him/her, listen to his/her feelings, and try to understand the experience without judgement. Which quality are you demonstrating and why ? [1 Mark]
(A) Sympathy - because you feel sorry for your friend's situation.
(B) Empathy - because you are trying to understand your friend's feeling from their perspective.
(C) Assertiveness - because you are confidentially telling them what to do.
(D) Motivation - because you are pushing them to study harder next time.

Answer: (B) Empathy - because you are trying to understand your friend's feeling from their perspective.

Teacher's Note:
a) Empathy means understanding and sharing another person's feelings from their point of view.
b) Sympathy only means feeling sorry for someone, without entering their perspective.

12. A therapist working with children with Attention-Deficit Hyperactivity Disorder (ADHD) gives them a star sticker each time they complete a task without distraction. After collecting five stars, they can exchange it with a small toy. What psychological technique is being used here ? [1 Mark]
(A) Classical conditioning
(B) Token economy
(C) Systematic desensitization
(D) Free association

Answer: (B) Token economy

Teacher's Note:
a) In a token economy, desired behaviour earns tokens that can later be exchanged for a reward.
b) The star stickers are the tokens and the toy is the reward.

13. According to the concept of balance proposed by Fritz Heider, imbalance is found when : [1 Mark]
(i) All three sides of the P-O-X triangle are negative.
(ii) Two sides of the P-O-X triangle are negative and one side is positive.
(iii) Two sides of the P-O-X triangle are positive and one side is negative.
(iv) All three sides of the P-O-X triangle are positive.
(A) (i) and (ii) only
(B) (ii) and (iv) only
(C) (i) and (iii) only
(D) (ii) only

Answer: (C) (i) and (iii) only

Teacher's Note:
a) Imbalance occurs when all three sides are negative, or when two sides are positive and one is negative.
b) Quick check: multiply the signs of the three sides - a negative product means imbalance.

14. In an attitude change, when the change is in the same direction as the existing attitude (for example, a positive attitude may become more positive, or a negative attitude may become more negative), this is called : [1 Mark]
(A) Congruency
(B) Constancy
(C) Incongruency
(D) Inconstancy

Answer: (A) Congruency

Teacher's Note:
a) Congruent change is in the same direction as the existing attitude.
b) Incongruent change is in the opposite direction, for example a positive attitude becoming negative.

SECTION B

15. Identify two differences between Psychometric theories and Information processing theories of intelligence. [2 Marks]

Answer:
1. Psychometric theories consider intelligence as an aggregate of abilities, while information processing theories describe the processes people use in intellectual reasoning and problem solving.
2. Psychometric theories focus on the structure of intelligence (e.g. two-factor theory), while information processing theories focus on how an intelligent person acts (e.g. triarchic theory).

Teacher's Note:
a) Write each difference as a pair: one point for psychometric and the matching point for information processing.
b) If only examples are given for each approach, the scheme awards half a mark each.

16. (a) Find out the IQ of a 14-year-old child with a mental age of 16. [2 Marks]

Answer:
Given: Mental Age (MA) = 16 years, Chronological Age (CA) = 14 years
Formula: \( IQ = \dfrac{MA}{CA} \times 100 \)
Substitution: \( IQ = \dfrac{16}{14} \times 100 \)
IQ = 114.28 (about 114)

Teacher's Note:
a) One mark is for the correct formula and one mark for the result.
b) The scheme accepts both 114 and 114.28.
c) Do not reverse MA and CA; since MA is greater than CA here, the IQ must be above 100.

OR

(b) Differentiate between a verbal and a non-verbal test. [2 Marks]

Answer:
1. Verbal tests require subjects to give responses orally or in written form, while non-verbal tests use pictures or illustrations as test items.
2. Verbal tests can be given only to literate people, while non-verbal tests can be given to both literate and illiterate people, for example Raven's Progressive Matrices (RPM).

Teacher's Note:
a) The two value points are the form of response/items and who can take the test.
b) Quoting RPM as an example of a non-verbal test strengthens the answer.

17. Somatic symptom disorder and illness anxiety disorder are concerned with medical illness, yet they are different. Explain using relevant example. [2 Marks]

Answer:
1. In somatic symptom disorder, the person is extremely preoccupied with physical complaints that have no serious medical cause, e.g. constant complaints of body pain.
2. In illness anxiety disorder, the person is persistently anxious about developing a serious illness, e.g. panicking after hearing about someone else's illness.

Teacher's Note:
a) Key difference: somatic symptom disorder is about physical symptoms; illness anxiety disorder is about anxiety over health.
b) Give an example for each to earn full marks.

18. Specify any two processes, that help in attitude formation and explain how it occurs. [2 Marks]

Answer:
1. Learning by association: we develop an attitude towards something by linking it with a person or experience, e.g. liking a subject because we like its teacher.
2. Learning by being rewarded: an attitude is strengthened when we are praised or rewarded for showing it.

Teacher's Note:
a) Other accepted processes are modelling (observing others), group or cultural norms, and exposure to information.
b) Name the process and add a one-line explanation for each mark.

19. Riya feels a strong sense of belonging and emotional attachment with her childhood family dance group, but when she joined the school council, she followed rules and communicated formally with its members. Identify the two types of groups Riya is part of and explain each with reference to the scenario. [2 Marks]

Answer:
1. Primary group: her childhood family dance group, as she feels a strong sense of belonging and emotional attachment with it.
2. Formal group: the school council, as she follows rules and communicates formally with its members.

Teacher's Note:
a) The scheme also accepts "primary and secondary group" or "formal and informal group".
b) Half a mark is for naming each group and half a mark for explaining it from the scenario.

SECTION C

20. Rohan, a 10-year-old diagnosed with intellectual deficiency as per AAMD guidelines, is supported with a special education plan. Based on his diagnosis, identify two common features he might display in his daily functioning. [3 Marks]

Answer:
1. Significantly sub-average intellectual functioning: he learns and reasons more slowly than other children of his age.
2. His IQ is below 70, which is judged as sub-average intelligence.
3. Deficits in adaptive behaviour: he finds it hard to manage everyday tasks and to function independently for his age.

Teacher's Note:
a) Sub-average intellectual functioning (IQ below 70) and deficits in adaptive behaviour are the key AAMD features.
b) The scheme gives one mark for each feature and also accepts any other relevant feature.

21. Riya is on a strict diet because she wants to stay healthy and prepare for her upcoming school sports competition. One evening, she opens the fridge and sees a big, delicious chocolate cake that her mom made for a family dinner the next day. She immediately feels the urge to eat it, but plans to eat it after the sports competition.
As per Freud's theory, explain Riya's behaviour in terms of id, ego and superego. [3 Marks]

Answer:
1. Id: it works on the pleasure principle, so Riya feels an immediate urge to eat the cake.
2. Ego: it works on the reality principle, so Riya plans to eat the cake after the sports competition.
3. Superego: it works on moral values and ethics, so it reminds Riya that the cake is meant for the family dinner.

Teacher's Note:
a) Link each part of the personality to a specific action of Riya to earn each mark.
b) Remember the principles: id - pleasure, ego - reality, superego - morality.
c) The scheme accepts any other correct way of relating id, ego and superego to Riya's behaviour.

22. (a) Individuals show consistent individual differences in the coping strategies they use to handle stressful situations. These can include both overt and covert activities. Identify the three coping strategies given by Endler and Parker. [3 Marks]

Answer:
1. Task-oriented strategy: getting information about the stressful situation and acting to change it.
2. Emotion-oriented strategy: trying to manage one's emotional reactions and keep hope.
3. Avoidance-oriented strategy: denying or reducing the seriousness of the situation and avoiding stressful thoughts.

Teacher's Note:
a) Half a mark is for naming each strategy and half a mark for explaining it.
b) Remember TEA: Task, Emotion, Avoidance.

OR

(b) Ruchika is very stressed as she must prepare for her music competition and for medical examinations. Suggest Ruchika four techniques to manage her stress. [3 Marks]

Answer:
1. Relaxation techniques: reduce symptoms of stress by relaxing the body, starting from the lower part and moving up.
2. Meditation: focusing attention on one object or thought to calm the mind.
3. Creative visualisation: using imagination and mental imagery to picture a calm or successful situation.
4. Exercise: regular physical activity such as walking or yoga helps the body cope with stress.

Teacher's Note:
a) Biofeedback and cognitive behavioural techniques are also accepted.
b) Name and briefly explain exactly four techniques within the word limit.

23. Reena constantly thinks, "I must succeed at everything, or I am a failure," which causes her distress when she makes small mistakes. How can Rational Emotive Therapy (RET) help Reena overcome her psychological distress ? Mention three steps involved in the Rational Emotive Therapy (RET). [3 Marks]

Answer: RET helps Reena by identifying and changing her irrational belief through ABC analysis:
1. A - Antecedent: the event, such as making a small mistake.
2. B - Belief: her irrational belief, "I must succeed at everything, or I am a failure."
3. C - Consequence: the distress she feels, which comes from the belief and not the event itself. When the belief is replaced by a rational one, her distress reduces.

Teacher's Note:
a) The three steps are A (Antecedent), B (Belief) and C (Consequence) - one mark each.
b) Relate each step to Reena's situation to show application.

SECTION D

24. (a) Elaborate on the concept of buddhi and specify how intelligence in the Indian tradition lays emphasis on its connectivity with social and environmental world. [4 Marks]

Answer: Buddhi includes skills like mental effort, determined action, feelings and opinions, along with cognitive competence such as knowledge, discrimination and understanding. It covers both cognitive and non-cognitive factors, so the Indian view is called integral intelligence, which stresses connectivity with the social and environmental world. It has four competencies:
1. Cognitive capacity: sensitivity to context, understanding, discrimination and problem solving.
2. Social competence: respect for the social order and commitment to elders, the young and needy.
3. Emotional competence: self-regulation and self-monitoring of emotions, honesty and politeness.
4. Entrepreneurial competence: commitment, persistence, patience, hard work and being goal-oriented.

Teacher's Note:
a) Two marks are for explaining buddhi / integral intelligence and half a mark for each competency.
b) Stress that the Indian view is integral: it links the individual with the social and environmental world.

OR

(b) Individuals who are categorised as having intellectual disability show significant variation in their abilities, ranging from those who can be taught to work and function with special attention, to those who cannot be trained and require institutional care throughout their lives. Identify their categories according to IQ range and specify their potential functionalities. [4 Marks]

Answer:
1. Mild (IQ about 55 to 70): slower than others, but can function independently, hold jobs and have families.
2. Moderate (IQ about 35-40 to 55): lag behind in language and motor skills; can be trained in self-care and simple social and communication skills; need a moderate degree of supervision in everyday tasks.
3. Severe (IQ about 20-25) and Profound (IQ below 20): incapable of managing life and need constant care for their entire lives.

Teacher's Note:
a) Give the IQ range and the functioning for each category; marks are split between naming and description.
b) Remember the order from mild to profound: as IQ falls, the need for care rises.

25. Ritika has been feeling anxious, socially withdrawn and unable to manage her daily routine. She decides to see a psychotherapist. Over the course of several sessions, she begins to feel heard and supported. Based on this case, elaborate on the factors that contributed to Ritika's psychological healing through psychotherapy. [4 Marks]

Answer:
1. Techniques of therapy: the techniques adopted by the therapist and how well they are carried out help Ritika improve.
2. Therapeutic alliance: the therapist's availability, warmth and empathy make Ritika feel heard and supported.
3. Catharsis: emotional unburdening during sessions, which has healing properties.
4. Non-specific factors: (a) factors attributable to the therapist, and (b) factors attributable to the client, Ritika herself, such as her decision to seek help.

Teacher's Note:
a) Techniques, therapeutic alliance and catharsis carry one mark each; the two non-specific factors carry half a mark each.
b) Link "feels heard and supported" in the case to the therapeutic alliance.

26. Prejudice can be difficult to change due to its deep-rooted sources. Imagine you are working on a community outreach programme aiming to reduce prejudice. How would you explain the main causes that lead to development of prejudice ? [4 Marks]

Answer:
1. Learning: prejudice is learned through association, reward and punishment, observing others and group or cultural norms.
2. Strong social identity and ingroup bias: people with a strong sense of their own group favour it and look down on outgroups.
3. Scapegoating: a majority group blames a weaker minority group for its own social, economic or political problems.
4. Kernel of truth concept: people keep stereotypes because they believe there must be some truth in what everyone says about a group.

Teacher's Note:
a) Self-fulfilling prophecy is also an accepted cause.
b) Half a mark is for naming each cause and half a mark for explaining it.

27. During an inter-school science exhibition,
• Riya, who usually works efficiently when alone, noticed a drop in her productivity while working with a team.
• Her friend Arjun, however performed much better during the final group presentation than he did during rehearsals.
• Meanwhile, during a debate on climate change, the group members who initially had mild views became more extreme after discussing their options together.
• While playing tug of war, only Riya's teammates contributed less efforts in the group task compared to working alone.
Based on the above situation, identify and explain any four psychological concepts related to group influence on individual behaviour. [4 Marks]

Answer:
1. Social inhibition: Riya's productivity declines because of the presence of other people.
2. Social facilitation: Arjun's performance improves in the presence of others (the audience at the final presentation).
3. Group polarisation: the group's initial position becomes stronger (more extreme) as a result of group interaction and discussion in the debate.
4. Social loafing: Riya's teammates work less hard in a group task (tug of war) than when working alone.

Teacher's Note:
a) Identify each concept and link it to its situation - one mark each.
b) Scheme note: since social inhibition is not in the textbook or syllabus, 1 mark can be given to candidates who do not mention it.

SECTION E

28. (a) Direct techniques of personality assessment come with their own drawbacks especially related to social desirability. In such a condition, suggest other methods of personality assessment which can tap the unconscious of the individual. Mention any four such effective techniques. [6 Marks]

Answer: Projective techniques are suggested. They tap the unconscious motives and feelings of a person. They are based on the assumption that a less structured or unstructured stimulus or situation allows the individual to project her/his unconscious feelings, desires and needs on to that situation. Four such techniques are:
1. Rorschach Inkblot Test: the person is shown inkblots and asked what she/he sees in them.
2. Thematic Apperception Test (TAT): the person makes up a story about pictures showing people in different situations.
3. Rosenzweig's Picture-Frustration Study: the person tells how a character in a frustrating situation shown in cartoons would respond.
4. Sentence Completion Test: the person completes incomplete sentences, and the endings reveal her/his attitudes, motives and conflicts.

Teacher's Note:
a) Two marks are for identifying and explaining projective techniques, and one mark for each technique.
b) The Draw-a-Person Test is also accepted as one of the four techniques.
c) Stress that projective tests avoid the social desirability problem because the person does not know what is being measured.

OR

(b) While simple and appealing, type theories truly capturing the uniqueness of every individual or oversimplifying the rich diversity of human personality are debatable. Type theories attempt to place individuals into distinct categories based on shared characteristics. Many types of theories have shaped how we view personality. Elaborate on the theories by Type Approach. [6 Marks]

Answer:
1. Hippocrates' classification: people are grouped into four types based on body fluids (humours) - sanguine, phlegmatic, choleric and melancholic - each with typical behaviour.
2. Tridosha (Charaka Samhita): people are classified by the three humoural elements vata, pitta and kapha, which decide their temperament.
3. Sheldon's classification: based on body build - endomorphs (fat, relaxed, sociable), mesomorphs (strong, energetic, courageous) and ectomorphs (thin, brainy, artistic, introverted).
4. Jung's classification: introverts prefer to be alone and avoid others, while extraverts are sociable, outgoing and like to be with people.

Teacher's Note:
a) Explain any four types; each carries 1.5 marks.
b) Triguna, Type A and Type B, Type C and Type D are also accepted.
c) Name the thinker and the basis of classification for each type.

29. (a) Ravi has been showing signs of extreme social withdrawal and erratic mood swings. As a psychology student, how would you apply different approaches/models/factors to understand and explain any abnormal behaviour ? [6 Marks]

Answer:
1. Biological factors: faulty brain structure or chemistry, such as problems with neurotransmitters, can cause abnormal behaviour.
2. Genetic factors: disorders such as mood disorders tend to run in families, so inherited genes may play a role.
3. Psychodynamic model: abnormal behaviour comes from unconscious conflicts between id, ego and superego.
4. Diathesis-stress model: a person with a biological weakness (diathesis) develops a disorder when it is triggered by stress in life.

Teacher's Note:
a) Explain any four models or factors; each carries 1.5 marks. Behavioural, humanistic-existential, cognitive and socio-cultural models are also accepted.
b) The scheme also accepts explaining two approaches (3 marks each): abnormal behaviour as deviation from social norms and abnormal behaviour as maladaptive.
c) Link the model to Ravi's withdrawal and mood swings where possible.

OR

(b) Psychological Disorders have come a long way in their journey of understanding and treatment of disorders. 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 repeatedly. Trace the history of disorders to understand their origin and leading to the latest developments. [6 Marks]

Answer:
1. Biological or organic approach: abnormal behaviour is seen as caused by a problem in how the body and brain work.
2. Psychological approach: disorders are caused by inadequacies in the way an individual thinks, feels or perceives the world.
3. Organismic approach: in ancient Greece, abnormal behaviour was seen as the result of the interaction between body and mind.
4. Middle Ages: superstition and demonology took over, and disorders were blamed on evil spirits.
5. Age of Reason and Enlightenment: the scientific method replaced faith, and mentally ill people began to be treated more humanely.
6. Reform movement and interactional approach: deinstitutionalisation and community care followed, and today the bio-psycho-social approach explains disorders through biological, psychological and social factors together.

Teacher's Note:
a) Explain any six points; each carries one mark.
b) The Renaissance period is also an accepted point.
c) Present the points in time order and end with the interactional (bio-psycho-social) approach as the latest development.

SECTION F

(Case Study - 1)

Read the case study given below and answer the questions (Q. 30 and 31) that follow :

Ritu is a high school student preparing for her final board exams. She is an academically bright student and wants to secure a scholarship for college. However, over the past few weeks, Ritu has been feeling overwhelmed and frustrated. She is constantly comparing herself to her peers who seem to be doing better, which causes her to feel caught between her wishes and desires and hence feels inadequate. At home, her parents have high expectations and remind her frequently that she must top the class, adding to her own increasing self-demands. Ritu also finds herself in a conflict of being caught between choosing a career she is passionate about (art & design) and what her parents want (engineering), leading to an intense dilemma. Additionally, she feels unspoken demands and a social pressure from her relatives and classmates, who keep asking about her future and ranks. As a result, Ritu has become irritable, experiences frequent headaches, has trouble sleeping and feels emotionally exhausted.

30. Based on the symptoms described, identify the types of stress Ritu is experiencing. [1 Mark]

Answer: Ritu is experiencing psychological stress.

Teacher's Note:
a) Frustration, conflict, internal pressure and social pressure in the case are all sources of psychological stress.
b) Keep the answer within 20 words.

31. Mention one emotional and one psychological effects of stress, she may be going through. [2 Marks]

Answer:
1. Emotional effect: emotional exhaustion or irritability.
2. Psychological effect: trouble sleeping, being in a dilemma, or feeling inadequate.

Teacher's Note:
a) Pick each effect directly from the symptoms given in the case.
b) Give exactly one effect of each kind; one mark each.

(Case Study - 2)

Read the case study given below and answer the questions (Q. 32 and 33) that follow :

Shreya's parents brought her to the school counsellor after noticing :
• Noticeable weight loss over the past eight months.
• Skipping meals and avoiding dinners.
• Constant complaints of feeling "too fat" despite appearing underweight.
• Loss of energy, irritability and frequent mood swings.
Shreya herself insisted that "everything is fine," expressing frustration about being forced to discuss her eating habits.

32. What is Shreya suffering from ? [1 Mark]

Answer: Shreya is suffering from an eating disorder - anorexia nervosa.

Teacher's Note:
a) Feeling "too fat" while being underweight and skipping meals are the key signs of anorexia nervosa.
b) The scheme accepts both "eating disorder" and "anorexia nervosa".

33. Identify and explain the various other forms of this disorder. [2 Marks]

Answer:
1. Bulimia nervosa: the person eats excessive amounts of food and then purges it, for example by vomiting or using laxatives.
2. Binge eating: the person has frequent episodes of out-of-control eating, eating much faster than normal.

Teacher's Note:
a) Half a mark is for naming each form and half a mark for explaining it.
b) Unlike bulimia, binge eating does not involve purging afterwards.

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