ISC Class 12 Psychology Sample Paper 2024 with Solutions

SECTION A - 14 MARKS

Question 1

(i) With reference to Sternberg’s Componential form of Intelligence, mention any one point on how performance components contribute to problem-solving abilities. [1 Mark]

Answer:
Performance components are the actual mental processes used in executing a task, such as problem-solving, by helping in executing strategies, making inferences, mapping relations, and applying solutions formulated by the meta-components.

Teacher's Note:
a) Performance components refer to the lower-order cognitive processes that carry out the commands of meta-components.
b) Ensure students do not confuse performance components with meta-components (planning) or knowledge-acquisition components (learning new things).

(ii) Define cognitive dissonance. [1 Mark]

Answer:
Cognitive dissonance is a state of psychological tension or discomfort that arises when an individual holds two or more cognitions (thoughts, beliefs, or attitudes) that are psychologically inconsistent or contradictory with one another.

Teacher's Note:
a) The concept was proposed by Leon Festinger.
b) Students must mention the feeling of discomfort and inconsistency between thoughts or behaviours to score full marks.

(iii) Name any one projective technique that helps in eliciting deep-rooted conflicts in adults. [1 Mark]

Answer:
The Rorschach Inkblot Test (or Thematic Apperception Test - TAT).

Teacher's Note:
a) Projective techniques use ambiguous stimuli to uncover unconscious motives and conflicts.
b) Naming either Rorschach or TAT is acceptable.

(iv) According to J.P. Guilford’s theory of Structure of Intellect Model, which dimension of intelligence makes use of memorisation and cognition techniques? [1 Mark]

Answer:
The Contents dimension.

Teacher's Note:
a) Guilford classified intellectual traits along three dimensions: Operations, Contents, and Products.
b) Content refers to the broad areas of information to which the intellect operates, including visual, auditory, symbolic, semantic, and behavioural categories.

(v) According to Jean Piaget, what is meant by object permanence in infancy? [1 Mark]

Answer:
Object permanence is the cognitive understanding that objects and people continue to exist even when they cannot be seen, heard, or touched.

Teacher's Note:
a) This ability typically develops during the sensorimotor stage (around 8 to 12 months of age).
b) Emphasise the phrase 'continued existence out of sight' as the key concept.

(vi) Samarth is the captain of a football team that lost a match. He blamed his team members for the defeat rather than taking the responsibility for some of his wrong decisions.
Samarth showed _______________ bias. [1 Mark]

Answer:
Self-serving (or Actor-Observer / Defensive attribution)

Teacher's Note:
a) Self-serving bias is the tendency to attribute one's successes to internal factors and failures to external factors.
b) The official key accepts self-serving bias.

(vii) During prolonged stress, the white blood cells (lymphocytes) attack the antigens (foreign bodies) and disrupts the _____________ system. [1 Mark]

Answer:
Immune

Teacher's Note:
a) Prolonged stress suppresses the immune system, making individuals more susceptible to illnesses.
b) Students must write the exact term 'immune system'.

(viii) Given below are two statements marked as Assertion and Reason. Read the statements and choose the correct option.
Assertion: Commitment is an essential aspect of personality development.
Reason: Commitment reflects an individual’s dedication and engagement towards their goals, values, and activities.
(a) Both Assertion and Reason are true, and Reason is the correct explanation for Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation for Assertion.
(c) Assertion is true and Reason is false.
(d) Both Assertion and Reason are false. [1 Mark]

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

Commitment drives consistent goal-directed behaviour, which shapes enduring personality traits.

Teacher's Note:
a) Commitment is a core dimension in personality models (such as hardiness and self-regulation).
b) Read both statements carefully to establish the causal relationship before answering.

(ix) State whether the following are True or False. [3 Marks]

(a) The superego helps individuals strike a balance between their real self and ideal self. [1 Mark]

Answer:
False

Teacher's Note:
a) The ego helps balance the id, superego, and reality, not the real self and ideal self in Rogers' humanistic terms.
b) Ensure students understand Freudian structural components clearly.

(b) The firm grasping of an object that touches the palm of an infant is known as rooting reflex. [1 Mark]

Answer:
False

Teacher's Note:
a) Grasping an object in the palm is called the palmar grasp reflex.
b) The rooting reflex refers to an infant turning its head when the cheek is stroked.

(c) Counselling involves an individual seeking help for a problem from a professionally trained person who gives help in a formal setting. [1 Mark]

Answer:
True

Teacher's Note:
a) Counselling is a formal, professional interaction aimed at helping clients resolve personal or psychological issues.
b) Distinguish clearly between informal advice and formal counselling.

(x) Which one of the following statements describes temperament? [1 Mark]
(a) It refers only to the emotional changes experienced during adolescence.
(b) It refers to the cognitive tendencies that emerge during childhood.
(c) It signifies stable emotional reactivity and self-regulation.
(d) It includes mood, activity level and emotion which are relatively unstable in nature.

Answer: (c) It signifies stable emotional reactivity and self-regulation.

Temperament is an individual's characteristic baseline of emotional reactivity and self-regulation, which appears early in life.

Teacher's Note:
a) Temperament has a strong biological and genetic basis.
b) Note that temperament traits are relatively stable over time, unlike temporary moods.

(xi) Sarah is walking alone at night in a dark lane when she hears footsteps behind her. Her heart begins to pound, breathing becomes fast, and she experiences a surge of energy.
Which stage of stress response is Sarah experiencing? [1 Mark]
(a) Exhaustion Stage
(b) Resistance Stage
(c) Recovery Stage
(d) Alarm Stage

Answer: (d) Alarm Stage

The initial fight-or-flight response involving physiological arousal (increased heart rate, breathing, energy surge) characterizes the alarm reaction stage of Selye's GAS model.

Teacher's Note:
a) Hans Selye's General Adaptation Syndrome (GAS) begins with the Alarm Reaction stage.
b) Look for keywords like surge of energy, pounding heart, and sudden sympathetic nervous system activation.

(xii) Aamir participated in a swimming competition and finished in second place.
Which one of the following scenarios represents counterfactual thinking? [1 Mark]
(a) Aamir thinks, “If only I had practiced more, I would have won the race.”
(b) Aamir celebrates his achievement and feels proud of his second-place finish.
(c) Aamir thinks, “I finished in second place because the other swimmers were not as good as I am.”
(d) Aamir believes that the other participant was faster and there was nothing he could have done to finish in the first place.

Answer: (a) Aamir thinks, “If only I had practiced more, I would have won the race.”

Counterfactual thinking involves mentally changing some aspect of the past as a way of imagining what might have been.

Teacher's Note:
a) Upward counterfactuals ("If only...") focus on how things could have turned out better.
b) Students must identify conditional thoughts about past events.

SECTION B - 28 MARKS

Question 2

(i) Which theorist proposed the concepts of Crystallised and Fluid intelligence? Discuss any three differences between these two types of intelligence. [4 Marks]

Answer:
Raymond Cattell proposed the concepts of Crystallised and Fluid intelligence.
Differences between Fluid and Crystallised intelligence:
1. Nature: Fluid intelligence (Gf) is the ability to think logically and solve problems in novel situations, independent of acquired knowledge. Crystallised intelligence (Gc) is the ability to use skills, knowledge, and experience accumulated throughout life.
2. Biological influence: Fluid intelligence is heavily dependent on neurological development and genetic factors, whereas crystallised intelligence is largely determined by culture, education, and learning experiences.
3. Age trajectory: Fluid intelligence tends to peak in adolescence and decline gradually with age, whereas crystallised intelligence tends to remain stable or even increase throughout adulthood.

Teacher's Note:
a) Name Raymond Cattell clearly to secure the first mark.
b) Present differences in a clear comparative manner (nature, development, and aging effects).

OR

(ii) Which theorist proposed the Primary Mental Abilities of intelligence? Discuss any three Primary Mental Abilities of intelligence. [4 Marks]

Answer:
Louis Thurstone proposed the Theory of Primary Mental Abilities.
Three Primary Mental Abilities (out of seven):
1. Verbal Comprehension: Understanding the meaning of words, concepts, and ideas (measured by vocabulary and reading comprehension tests).
2. Numerical Ability: The ability to carry out arithmetic computations quickly and accurately.
3. Spatial Relations: The ability to visualise and manipulate patterns and shapes in multidimensional space.

Teacher's Note:
a) State Louis Thurstone as the theorist.
b) Students can list any three of Thurstone's seven primary mental abilities (Verbal comprehension, Numerical, Spatial, Perceptual speed, Memory, Word fluency, Inductive reasoning).

Question 3 [4 Marks]

Costa and McCrae’s model of Personality has contributed to our understanding of human behaviour and individual differences. Explain this statement by giving any four dimensions of this model of Personality.

Answer:
Costa and McCrae proposed the Five-Factor Model (FFM) of personality, commonly known as the Big Five traits, which provides a comprehensive taxonomy for understanding individual differences.
Four dimensions of the model are:
1. Openness to Experience: Individuals high on this trait are imaginative, curious, unconventional, and open to new ideas and feelings.
2. Conscientiousness: Refers to being organized, dependable, disciplined, goal-directed, and thorough.
3. Extraversion: Characterized by sociability, talkativeness, assertiveness, and excitability in stimulating environments.
4. Agreeableness: Reflects compassion, cooperativeness, trustworthiness, and being helpful towards others.

Teacher's Note:
a) Mention the Five-Factor Model / Big Five framework.
b) Students can choose any four traits out of the five (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism).

Question 4

Read the statement given below and answer the questions that follow.
Attachment is a strong emotional bond that develops between children and their primary caregiver in their early years.

(i) Who developed the Strange Situation Test? [1 Mark]

Answer:
Mary Ainsworth

Teacher's Note:
a) Mary Ainsworth developed the Strange Situation procedure to assess attachment styles.
b) Ensure correct spelling of the psychologist's name.

(ii) Briefly explain any three types of attachment in relation to the Strange Situation Test. [3 Marks]

Answer:
1. Secure Attachment: Infants use the mother as a secure base to explore the room. They show distress when she leaves and are easily comforted upon her return.
2. Anxious-Ambivalent (Resistant) Attachment: Infants show intense distress upon separation and exhibit ambivalent behaviour upon reunion, seeking closeness while simultaneously resisting contact (e.g., kicking or pushing away).
3. Anxious-Avoidant Attachment: Infants show little or no distress when the mother leaves and tend to ignore or avoid her when she returns, showing little interest in proximity.

Teacher's Note:
a) Clearly mention the infant's reaction during separation and reunion for each attachment style.
b) A fourth style (Disorganised-Disoriented) is also recognized, but explaining any three satisfies the requirement.

Question 5 [4 Marks]

As a student, you often feel overwhelmed and anxious by the pressure to complete and submit the projects within deadlines.
According to Lazarus’ Cognitive Appraisal Theory, describe the two key components that would be involved in your response to this stressful situation.

Answer:
According to Richard Lazarus and Susan Folkman's Cognitive Appraisal Theory, stress is a two-way process involving primary and secondary appraisals:
1. Primary Appraisal: This involves evaluating whether the event/situation (project deadline) poses a threat, is challenging, or is irrelevant. The student perceives the upcoming deadline as a threat or stressor because of the potential negative consequence of late submission.
2. Secondary Appraisal: This involves assessing one's coping resources and abilities to handle the stressor. The student evaluates whether they have adequate time, skills, and resources to complete the projects successfully or if the demands outweigh their coping mechanisms.

Teacher's Note:
a) Distinguish clearly between primary appraisal (what the event means) and secondary appraisal (what can be done about it).
b) Apply the theoretical concepts directly to the given student scenario to gain full credit.

Question 6

(i) Hardeep: “My family has been plotting against me for the past few months.”
Doctor : “What are they planning against you?”
Hardeep: “I feel that they are planning to kill me and take away everything I own.”

(a) Identify the disorder displayed by Hardeep. Provide a brief explanation of the symptom demonstrated by him. [2 Marks]

Answer:
Disorder: Schizophrenia (specifically Paranoid Schizophrenia / Delusional Disorder).
Symptom: Delusions of Persecution (or Paranoid Delusion). Hardeep holds a false, fixed belief that his family is plotting to harm and kill him, which is not grounded in reality.

Teacher's Note:
a) Correctly identify Schizophrenia or Paranoid Delusion.
b) Define delusion as a false belief held with strong conviction despite superior evidence to the contrary.

(b) Briefly discuss any two types of this disorder. [2 Marks]

Answer:
Two types of Schizophrenia (or subtypes historically categorized):
1. Paranoid Schizophrenia: Characterized primarily by delusions of persecution or grandeur, often accompanied by auditory hallucinations, while cognitive and emotional functions remain relatively intact.
2. Catatonic Schizophrenia: Characterized by striking motor disturbances, ranging from stupor, rigidity, and mutism to purposeless motor activity and negativism.

Teacher's Note:
a) Other recognized subtypes include Disheveled/Hebephrenic Schizophrenia and Undifferentiated Schizophrenia.
b) Briefly explain the main behavioural feature of each subtype.

OR

(ii) Mamta has had a fear of large birds since childhood. During a therapy session, her therapist asks her to take deep breaths and practice some relaxation techniques. As she begins to feel at ease, he asks her to talk about the large birds in detail. The therapist then asks Mamta to look at the photographs of such birds.

(a) Identify and explain the technique being used by the therapist. [1 Mark]

Answer:
Systematic Desensitization. It is a behavior therapy technique used to reduce phobic anxiety by pairing relaxation with a gradual hierarchy of anxiety-provoking stimuli.

Teacher's Note:
a) Joseph Wolpe developed systematic desensitization based on classical conditioning principles (reciprocal inhibition).
b) The technique replaces anxiety with relaxation when confronting feared stimuli.

(b) Provide a brief explanation of any one behaviour modification technique based on Operant Conditioning. [3 Marks]

Answer:
Token Economy: A behavior modification technique based on operant conditioning where individuals receive tokens (such as points, chips, or stars) for exhibiting desired, positive behaviors. These accumulated tokens can later be exchanged for backup reinforcers, such as privileges, treats, or desired activities.

Teacher's Note:
a) Operant conditioning techniques rely on reinforcement and punishment.
b) Other acceptable techniques include positive reinforcement, negative reinforcement, extinction, or differential reinforcement.

Question 7 [4 Marks]

Observe the image given below and discuss any four possible factors contributing to discriminative behaviour.

[Figure: An illustration showing a person being excluded or facing discrimination at a doorway, depicting social barriers and prejudice.]

Answer:
Factors contributing to discriminative behaviour include:
1. Stereotypes and Prejudices: Holding negative, overgeneralized beliefs (stereotypes) and unfavourable attitudes (prejudice) toward members of a particular out-group leads directly to discriminatory actions.
2. In-Group Favoritism and Out-Group Derogation: The tendency to favor members of one's own group (in-group) while devaluing or discriminating against members of outside groups (out-group).
3. Scapegoating: Blaming a weaker, minority out-group for societal problems, economic frustrations, or personal failures, resulting in aggression and discrimination.
4. Social Learning and Cultural Norms: Acquiring discriminatory attitudes and behaviors by observing and imitating role models (parents, peers, media) and conforming to prejudiced cultural norms.

Teacher's Note:
a) Ensure students link the visual illustration of exclusion to psychological concepts of prejudice and discrimination.
b) Four distinct psychosocial factors must be stated and briefly explained for full marks.

Question 8

(i) A twelve-year old boy’s intelligence quotient was calculated to be 110. What will be his mental age? [1 Mark]

Answer:
Mental Age is 13.2 years (or 13 years and 2 months).

Formula: IQ = (Mental Age / Chronological Age) x 100
110 = (MA / 12) x 100
MA = (110 x 12) / 100 = 13.2 years.

Teacher's Note:
a) Show the formula and substitution clearly.
b) Chronological age = 12 years, IQ = 110.

(ii) State any three levels of intelligence of individuals with IQ below 70. Explain any two characteristics of each of the three levels. [3 Marks]

Answer:
Three levels of intellectual disability (IQ below 70):
1. Mild Intellectual Disability (IQ 50-55 to 69):
- Can develop social and communication skills during preschool years.
- Can acquire academic skills up to approximately the sixth-grade level.
2. Moderate Intellectual Disability (IQ 35-40 to 50-55):
- Can profit from vocational training and learn to travel independently in familiar places.
- Communication skills develop during early childhood, though academic progress is limited.
3. Severe Intellectual Disability (IQ 20-25 to 35-40):
- Poor motor development and minimal or no communicative speech during early childhood.
- Can profit from systematic habit training (e.g., self-care skills).

Teacher's Note:
a) Mention three levels clearly (Mild, Moderate, Severe; Profound is also a fourth level).
b) Provide two characteristics for each level specified.

SECTION C - 28 MARKS

Question 9 [7 Marks]

With the help of suitable examples, discuss the structure of Personality as proposed by Sigmund Freud in his theory.

Answer:
Sigmund Freud proposed a psychoanalytic theory of personality where the structure of personality is conceptualised around three interacting psychic systems: Id, Ego, and Superego.
1. The Id:
- It is the unorganised, primal, and unconscious part of personality present from birth.
- It operates on the Pleasure Principle, demanding immediate gratification of all basic drives, needs, and urges without regard for social rules or reality.
- Example: A hungry infant crying incessantly for food immediately, regardless of whether it is convenient for the caregiver.
2. The Ego:
- It develops out of the id in infancy and operates on the Reality Principle.
- It acts as the rational mediator between the unrealistic demands of the id, the moral constraints of the superego, and the constraints of the real world, finding realistic ways to satisfy needs.
- Example: A student who feels the urge to leave an exam early (id) decides to stay and finish because leaving would result in failing the course (reality).
3. The Superego:
- It represents the moral and judicial branch of personality, incorporating the societal values, morals, and standards learned from parents and society.
- It consists of two subsystems: the Conscience (punishes bad behavior through guilt) and the Ego Ideal (rewards good behavior with pride).
- Example: A person finding a wallet filled with money feels intense guilt if they even consider keeping it, because their moral compass dictates returning it.

Teacher's Note:
a) Clearly define all three components (Id, Ego, Superego) along with their operating principles (Pleasure, Reality, Morality).
b) Ensure appropriate examples are provided for each system to secure full marks.

Question 10

(i) Alex owns a business company. He avoids recruiting men who wear jeans and keep long hair. Due to this attitude, he loses out on employing good candidates, which eventually impacts his business.

(a) What is meant by attitude? [2 Marks]

Answer:
Attitude is a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object, person, institution, or event. It consists of the A-B-C components (Affective, Behavioural, and Cognitive).

Teacher's Note:
a) Mention that attitudes are learned and enduring evaluations.
b) Reference to the ABC model (Affect, Behaviour, Cognition) adds high value.

(b) Briefly explain any five ways in which Alex’s attitude can be changed to reduce / resist his prejudice. [5 Marks]

Answer:
Five ways to change attitude and reduce prejudice:
1. Cognitive Dissonance: Introducing information that creates inconsistency between Alex's beliefs and behavior. For instance, showing him how hiring qualified candidates with long hair actually benefits business productivity.
2. Exposure and Intergroup Contact: Increasing direct contact and interaction between Alex and individuals who wear jeans and long hair under favorable, equal-status conditions to break down stereotypes.
3. Appeal to Values: Appealing to Alex's core business values of professionalism, meritocracy, and profitability, making him realize that appearance is unrelated to job competence.
4. Education and Awareness: Providing diversity training and educational workshops regarding unconscious bias, stereotyping, and professional competency.
5. Reward and Reinforcement (Persuasive Communication): Using credible sources and positive reinforcement when he successfully hires candidates based purely on talent rather than superficial appearance.

Teacher's Note:
a) List and explain five distinct attitude-change strategies.
b) Tailor the explanation directly to Alex's business scenario for maximum clarity.

OR

(ii) We make inferences about a person’s behaviour because we are interested in the cause of that behaviour. For example, when a person is late for a meeting, we want to know if the individual simply did not care about the meeting or if something had happened that caused the delay.
If people act in conventional ways in given situations, we are not surprised as their behaviour is dictated by social norms. For example, when people are introduced, they are expected to look at each other, smile and say, “How do you do?” Those who do not follow norms are labelled as rude, odd or deviant.

(a) Name the process through which we make inferences about a person’s behaviour. [1 Mark]

Answer:
Attribution

Teacher's Note:
a) Attribution is the process of assigning causes to people's behavior (internal dispositional vs. external situational attribution).
b) Single-word correct answers are sufficient here.

(b) What are social norms? Briefly explain any three reasons for conformity to social norms and any two reasons for digression from social norms. [6 Marks]

Answer:
Social norms are expected standards of behavior and beliefs established, accepted, and enforced by a group or society.
Three reasons for conformity to social norms:
1. Informational Social Influence: Individuals conform because they believe others possess accurate information and they want to be correct in ambiguous situations.
2. Normative Social Influence: Conformity motivated by the desire to gain social approval, acceptance, and avoid rejection or ridicule by the group.
3. Need for Order and Predictability: Norms provide structure and predictability in social interactions, reducing ambiguity and social anxiety.
Two reasons for digression (deviance) from social norms:
1. Desire for Individuality / Uniqueness: Some individuals have a high need for uniqueness and deliberately break norms to stand out or express autonomy.
2. Changing Cultural Values or Beliefs: Norms often evolve over time; individuals may break outdated norms to protest injustice, inequality, or stagnation in societal standards.

Teacher's Note:
a) Define social norms clearly before explaining conformity and digression.
b) Ensure both conformity reasons (informational, normative) and digression reasons are distinctly detailed.

Question 11

(i) Differentiate between deprivation and poverty. [2 Marks]

Answer:
Difference between deprivation and poverty:
1. Definition: Poverty refers to an actual lack of basic necessities and resources required for survival (food, shelter, clothing). Deprivation is a broader concept referring to a state of perceived disadvantage or lack of desired goods, services, and opportunities compared to others or past standards.
2. Focus: Poverty is primarily economic and absolute (measured by income or consumption), whereas deprivation includes emotional, social, and psychological dimensions, and is often relative.

Teacher's Note:
a) Present the distinction clearly in a comparative format.
b) Emphasize that poverty is the objective lack of necessities, while deprivation involves unmet needs and relative disadvantage.

(ii) Explain any five adverse effects of Poverty. [5 Marks]

Answer:
Five adverse effects of poverty include:
1. Poor Health and Malnutrition: Poverty leads to inadequate nutrition, lack of clean drinking water, and poor sanitation, resulting in chronic malnutrition, stunted growth, and high susceptibility to diseases.
2. Psychological Distress and Mental Health Issues: The constant struggle for survival, financial insecurity, and powerlessness cause high levels of stress, anxiety, depression, and low self-esteem.
3. Limited Educational Opportunities: Children from impoverished backgrounds often drop out early to work or cannot afford schooling, perpetuating the cycle of intergenerational poverty.
4. Social Exclusion and Discrimination: Individuals experiencing poverty frequently face stigma, prejudice, and marginalisation from mainstream society, reducing their social support networks.
5. High Infant Mortality and Low Life Expectancy: Lack of access to quality healthcare, medicine, and maternal care results in higher infant mortality rates and significantly reduced life expectancy.

Teacher's Note:
a) List and explain five distinct psychosocial, economic, and physical consequences of poverty.
b) Ensure comprehensive coverage of both health and psychological impacts.

Question 12

Read the conversation given below and answer the questions that follow.
Therapist : “Can you please shut the door behind you?”
Client : “I can't do it. I can't touch the door.”
Therapist : “Why? What has happened?”
Client : “The door seems to have germs on it; so many people must have touched it.”
Therapist: “How is that a problem?”
Client: “It makes me highly anxious.”

(i) Elaborate on any three symptoms of the disorder displayed by the Client. [3 Marks]

Answer:
The disorder displayed by the client is Obsessive-Compulsive Disorder (OCD), specifically contamination obsession with avoidance behavior.
Three symptoms shown:
1. Obsessions (Intrusive thoughts): Persistent, distressing thoughts and fears about germs and contamination from touching surfaces ("The door seems to have germs on it").
2. Anxiety and Distress: Experiencing intense psychological distress and anxiety when faced with the feared situation ("It makes me highly anxious").
3. Compulsive Avoidance / Resistance: Refusing to perform basic actions like shutting the door due to fear of contamination ("I can't do it. I can't touch the door").

Teacher's Note:
a) Identify Obsessive-Compulsive Disorder from the dialogue clues.
b) Distinguish between obsessions (thoughts about germs) and compulsions/avoidance (refusal to touch the door).

(ii) Briefly explain how these symptoms can impact the Client's thoughts, behaviour and overall functioning. [3 Marks]

Answer:
1. Impact on Thoughts: The client's thinking becomes dominated by excessive, irrational fears of contamination, danger, and cleanliness, impairing rational judgment.
2. Impact on Behaviour: The client engages in rigid avoidance behaviors (refusing to touch doors) and potentially compulsive washing rituals, severely restricting daily activities.
3. Impact on Overall Functioning: Social, occupational, and interpersonal functioning is impaired because the anxiety and compulsive rituals consume excessive time and create severe distress in routine settings.

Teacher's Note:
a) Address all three domains explicitly: thoughts, behavior, and overall functioning.
b) Explain how psychological symptoms cascade into functional impairment.

(iii) Which form of psychotherapy would be suitable for this psychological disorder? [1 Mark]

Answer:
Cognitive Behavior Therapy (CBT), specifically Exposure and Response Prevention (ERP).

Teacher's Note:
a) ERP is the gold-standard behavior therapy for OCD.
b) Naming CBT or ERP is accepted by the marking scheme.