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Balbharti Yuvakbharati English 12th Digest Chapter 4.2 To Sir, with Love Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 12 English Yuvakbharati Solutions Chapter 4.2 To Sir, with Love

12th English Digest Chapter 4.2 To Sir, with Love Textbook Questions and Answers

Character:

(A1)

Question (i)
From the options given below, choose the name of the teacher and write a couple of lines from the extract in support of your answer.
(a) Denham
(b) Miss Joseph
(c) Sapiano
(d) Dale-Evans
Answer:
Dale-Evans is the teacher. The lines to support this are: The names were called Mr. Weston, Mrs. Dale-Evans, Miss Phillips. Denham and Miss Joseph led the others off the stage and the teachers took their seats.

Question (ii)
Complete the table highlighting the various traits of the major characters in the extract.

Answer:

Question (iii)
The narrator played a crucial role in bringing a significant change in the students. Discuss the statement by citing some references from the extract.
Answer:
The narrator initially had a very difficult time with the students who were disrespectful, ill- mannered and mischievous. They considered him to be an arrogant outsider, unfamiliar with the social environment in which they I have grown up. They harass him from day one; however, they come around after only a few weeks, completely changing both their hygiene and their attitudes towards one another.

This marks the success of the narrator in handling the students in a very amicable way. This is proved on the day of the half-yearly report of the Students’ Council. The narrator’s students allocate tasks in a business-like way. They present their reports confidently and clearly. They are cool and efficient in their work. They are courteous towards each other and the teachers, and they accept the verdict of the teachers. This shows the significant and crucial change brought about by the narrator in his students.

Question (iv)
Femman brought a comic relief in the Students’ Council programme. Explain with an incident.
Answer:
In order to explain a point, Fernman made a signal to someone off-stage. Two students, Welsh and Alison, appeared bearing a skeleton between them, with a sort of gallows. When this arrangement had been set up there was the skeleton hanging from a hook screwed into the top of its skull, gently revolving at the end of a cord. This brought some comic relief to the proceedings, and the students laughed uproariously.

(v) Give a brief character-sketch of –

Question (a)
Denham.
Answer:
Denham is business-like and confident while allocating tasks and fitting in the j programme. He is an important official for the function and sits confidently beside the Head. He courteously addresses the girls as ‘Miss’. While discussing P.T. and Games, he shocks the audience with his views. He is a trained boxer and does not want to do P.T. exercises which he feels are unnecessary for him. His tone is initially blunt, critical and argumentative. However, when Miss Phillips gently replies to his arguments and outwits him, he graciously and politely accepts his defeat.

Question (b)
Miss Joseph.
Answer:
Miss Joseph is business-like and confident while allocating tasks and fitting in the programme. She is an important official for the function. She sits on the stage beside Mr. Florian with composure. She also addresses the audience with confidence.

Question (c)
The Narrator.
Answer:
Ricky Braithwaite, the narrator, is a very sensitive person. He is very upset at the racism that he has to face after serving in the army. He gets a job in a school, and initially has a very difficult time with the students who are disrespectful, ill-mannered and mischievous. They harass him from day one. However, his novel and creative ideas, innovative techniques and understanding of the students’ psychology, ultimately wins their hearts.

Though he was bullied, harassed, mentally and physically tortured many times, he didn’t lose his patience and continued implementing his novel ideas and techniques that helped him to bring a significant change in his students’ lives. On the day of the half-yearly report of the Students’ Council, he is very anxious to see how they behave. When they are business-like, confident, cool and courteous, he feels proud of them.

Question (d)
Miss Dare.
Answer:
Miss Dare spoke about the problems which all humanity has to face in terms of sickness and disease, and of the advantages gained by interchange of knowledge, advice and assistance. Her contribution was something of an anticlimax after Femman’s performance, and she seemed to realise it, but continued with her speech.

Question (e)
Miss Phillips.
Answer:
Miss Phillips, whom everyone had thought to be frilly and brainless, proves while answering Denham’s questions that she is the best-informed of the three teachers on the stage. She intervenes skilfully when the other two teachers are at a loss, without embarrassing them. She speaks coolly, honestly and with authority.

She is very slightly built but she controls her class very well. She tells Denham that the whole timetable in the school was meant to help the students in the world after they left school, and doing what one was told in spite of not liking it, is part of the training. She confidently asserts that she was sure that Denham saw the importance of what she had said, and why he had to do P.T. Thus, she put ‘ Denham in his place very coolly.

Question (vi)
Compare the following characters:
Answer:
Miss Joseph and Denham:
Miss Joseph and Denham are both business-like and efficient while allocating tasks and fitting in the programme. They are important officials for the function and sit on the stage confidently beside Mr. Florian. Both address the audience with confidence.

However, Denham is blunt, critical and argumentative while discussing the P.T. exercises that everyone has to do in school. He argues with Miss Phillips, but when Miss Phillips pleasantly and coolly puts him in his place, he graciously accepts defeat. He is also courteous in his dealing with the ladies.

Miss Phillips, whom everyone had thought to be frilly and brainless, proved while answering Denham’s questions that she was the best-informed of the three teachers on the stage. She intervened skilfully when the other two teachers were at a loss, without embarrassing them. She spoke coolly, honestly and with authority.

When Denham is blunt, critical and argumentative while discussing the P.T. exercises that everyone has to do in school, she tells Denham that the whole timetable in the school was meant to help the students in the world after they left school, and doing what one was told in spite of not liking it, is part of the training. She gives her views confidently and puts Denham in his place very coolly. Denham accepts his defeat courteously.

Fernman and Miss Dare:

Fernman is clear, precise and dramatic. He keeps the audience spell-bound by his speech. Miss Dare and Fernman discuss the subject of physiology, with Fernman stealing the show by exhibiting a model of a human skeleton and stressing the class conclusion that “basically all people were the same.” Miss Dare speaks about the problems which all humanity has to face in terms of sickness and disease, and of the advantages gained by interchange of knowledge, advice and assistance.

Her contribution was something of an anticlimax after Fernman’s performance, and she seemed to realise it, but continued with her speech. Fernman was also adroit while questioning the teachers.

The narrator, a teacher, is sensitive, and upset about racism, which has affected him directly. He initially had a very difficult time with the students who were disrespectful, ill-mannered and mischievous. However, he didn’t lose his patience and continued implementing his novel ideas and techniques. This helped him to bring a significant change in his students’ lives. He is very anxious about the students and later proud of their confidence, understanding and behaviour.

The Head of the school, Mr. Florian, addressed the school on the day of the half-yearly report of the Students’ Council. He spoke about the aims and policy of the school and of the important contribution each child could make. He gave praise wherever necessary, but insisted that there was yet a great deal to be done. His remarks showed that he identified himself with the school and everyone in it. At the end he expressed his pride in all the children and his deep appreciation of their efforts.

PLOT:

(A2)

Question (i)
Arrange the incidents in correct sequence as per their occurrence in the extract.
(a) Denham was outwitted by Miss Phillips.
(b) The head of the school closed the proceedings.
(c) Denham asserted that P.T. periods were a waste of time.
(d) The slips were folded and placed in a hat.
(e) Fernman was as usual a trump card.
(f) Denham called out the names of the representatives.
(g) Students’ Council was held every year on November 15th.
Answer:
(g) Students’ Council was held every year on November 15th.
(f) Denham called out the names of the representatives.
(e) Fernman was as usual a trump card.
(d) The slips were folded and placed in a hat.
(c) Denham asserted that P.T. periods were a waste of time.
(a) Denham was outwitted by Miss Phillips.
(b) The head of the school closed the proceedings.

Question (ii)
Describe in brief the purpose of organising the half-yearly report programme of Students’ Council.
Answer:
During the half-yearly report programme of Students’ Council, each class would report, through its representatives, on the studies pursued during the half year which began after Easter. A representative was chosen for each subject. When all the classes had completed their reports a panel of teachers would be invited to occupy the stage and answer questions from the body of the hall on matters arising out of the various reports. Throughout all the reports, the emphasis was on what they understood rather than on what they were expected to learn.

Question (iii)
Write in your words the entire half- yearly report programme of Students’ Council.
Answer:
In the half-yearly report of the Students’ Council, the students report to the faculty and other students on what they have been studying thus far. The representatives of the narrator’s class spoke knowledgeably about their coursework and placed a considerable amount of emphasis on how much they had learnt about different people, cultures, customs, and the importance of international and interracial cooperation.

Miss Joseph and Denham, both students of the narrator’s class, presided over the meeting. Mr. Florian, the headmaster, addressed the meeting with a lengthy presentation. After this, one after another, each class gave a brief report of their progress, through their chosen representatives, on what they had been studying in each subject so far. A panel of teachers was then chosen to answer any questions put by the students.

The lowest class began first; the narrator’s class, being the oldest, was the last to present their report. Miss Joseph began the highest class’s proceedings by clarifying that the common theme underlying all their studies that term was the interdependency of mankind. Potter spoke in the field of math, focusing on how greater understanding in the world is fostered by the use of common weights and measures.

Miss Pegg and Jackson spoke on geography, and Miss Dare and Fernman discussed the subject of physiology, with Fernman stealing the show by exhibiting a model of a human skeleton and stressing the class conclusion that “basically all people are the same.” Miss Dodd reported on history, and Miss Joseph on domestic science. Denham created a stir by speaking on the subject of P.T. and games, complaining that the class ‘was ill-conceived and pointless.’

Mr. Weston, Mrs. Dale-Evans, and Miss Phillips were chosen at random to answer students’ questions. When Denham pursued his inquiry on the necessity of requiring all students to take P.T., Mr. Weston responded quite ridiculously, trying to bluster his way out of the subject, and offering no sensible argument. Unexpectedly, the quiet and hesitant Miss Phillips stepped in and gave a strong defence of the practice. Finally, Denham, knowing that he had been outwitted, had no choice but to respectfully accept his defeat. The narrator was immensely satisfied with the progress of the students of his class.

Question (iv)
Describe the question-answer session that took place at the end of the extract.
Answer:
The questions were mostly from the two top classes. The teachers had no briefing, and were often caught out stammering in their indecision. One of the teachers, Miss Euphemia Phillips proved to be the coolest and best informed of the three teachers on the stage. She dealt with questions put to her with honesty and with authority, and would often intervene skilfully to assist one of the others without causing embarrassment.

While Femman was skillful in his questioning, Denham was blunt in his criticism. He severely criticised the general pattern of P.T. and games. Denham was a trained boxer, and insisted that such exercises were only advantageous if practised daily and for more sustained periods; P.T. twice weekly for twenty minutes was a waste of time, he asserted.

Miss Phillips reminded the school that every subject, including P.T. and games, , had been carefully considered and fitted into the teaching timetable so that each student received maximum benefit from it. The school considered it in terms of the greatest good for the greatest number. She added, hinting at Denham, that while some were fortunate in their own fine physical development and did not really need the few meagre helpings of P.T. and games which the school could offer, there were others for whom the programme was ideally suited. It would be beyond anyone’s powers to please everybody.

She suggested that some of the older boys might even be able to help in that respect. Denham, not put off by these sugary remarks, replied that only the kids who needed it could take it, while the others could have a game of football or something, instead of doing something useless.

This was a difficult question to answer, but Miss Phillips replied pleasantly that it should be considered as much an exercise of the mind as it is of the body. The whole timetable in the school was meant to help them in the world after they left the school, and doing what one was told in spite of not liking it, was part of the training. That answer defeated Denham and he accepted his defeat gracefully.

Question (v)
Describe the discussion that took place between Miss Joseph and Denham.
(There is no discussion between Miss Joseph and Denham.)

SETTING:

(A3)

Question (i)
Identify the event that took place in the extract. Give reason/s to support your answer:
(a) Annual Sports Day on November 15th
(b) Annual Social and Cultural Gathering on November 15th
(c) Half-yearly report of Students’ Council on November 15th
(d) Farewell Programme on November 15th
Answer:
(c) Half-yearly report of Students’ Council on November 15th
The following lines support this:
The half-yearly report of the Students’ Council was on November 15th, and was one of the important days in the calendar of Greenslade School.

Question (ii)
The event in the extract was held at the Choose the correct alternative. Give reason/s to support your answer.
(a) author’s house
(b) auditorium of the school
(c) market
(d) garden
Answer:
(b) auditorium of the school
The following lines support this:
A bell was rung at 10.00 a.m. and everyone trooped into the auditorium to sit together in classes.

Question (iii)
The incidents in the extract occurred at a particular place. Explain the significance of that place in your own words.
Answer:
The extract confines itself to narrating the incidents that take place on the important day of the half-yearly report of the Students’ s Council. This report takes place in the presence of the Head of the school, the teachers and the students. It is a serious and formal programme, and the setting is the auditorium, with a stage and a formal atmosphere. This is just right.

Question (iv)
Explain how the setting of the extract contributes to the theme of the novel.
Answer:
One of the themes of the novel is the teacher- student relationship, and the change in the behaviour of the students after the narrator’s patient dealing. The narrator initially had a very difficult time with the students who were disrespectful, ill- mannered and mischievous. He finds that the students belong to a background that is not suitable for learning and for their overall development and progress.

They are in no mood to change their attitude and behaviour. The narrator, with his novel and creative ideas, innovative techniques and understanding of the students’ psychology, ultimately wins their hearts. The narrator is now anxious to see how far his teaching has been effective.

He can judge it from the behaviour and attitude of his students on the important day of the half-yearly report of the Students’ Council. This report takes place in the presence of the Head of the school, the teachers and the students. It is a serious and formal programme, and the setting of the auditorium, a stage and a formal atmosphere, is just right. The discussion and the question . and answer session also contributes to the theme.

THEME:

(A4)

Question (i)
‘When the turn of my class came I sat up anxiously’.
Explain the reasons of the narrator’s anxiety hy citing suitable references from the extract.
Answer:
The narrator initially had a very difficult time with the students who were disrespectful, ill-mannered and mischievous. They were in no mood to change their attitude and behaviour. The narrator with his novel and creative ideas, innovative techniques and understanding of the students’ psychology, ultimately wins their hearts. The narrator later grew very fond of his students and wanted them to do well in their lives. He wanted them to shine. He is now anxious to see how far his teaching has been effective.

He can judge it from their behaviour, conduct and attitude on the important day of the half-yearly report of the Students’ Council. He also wanted to see how they would express themselves and how much they had understood during the given period. The programme takes place in the presence of the Head of the school, the teachers and the students. It is a serious and formal one. Hence he sat up anxiously when the turn of his class came.

Question (ii)
Select two statements that describe the theme of the extract:
(a) Half-yearly report of the Students’ Council was not an important event for the students and teachers of school.
(b) The writer was immensely pleased to notice the progress of his students.
(c) The students showed a remarkable change in their behaviour and were progressing in all the subjects.
(d) The head of the institution was against I conducting such activities in the school.
Answer:
(b) The writer was immensely pleased to notice the progress of his students.
(c) The students showed a remarkable change in their behaviour and were j progressing in all the subjects.

Question (iii)
The relationship between the teacher and the students is highlighted in the extract. Illustrate with suitable examples from the extract.
Answer:
In the extract, the narrator describes the day on which the half-yearly report of the Students’ Council takes place. It is entirely the students’ affair; the students are given full freedom. Denham and Miss Joseph conduct the whole programme and preside over it. The students and teachers all listen attentively to the reports made by the student representatives on what they have been studying till then. At the end of the students’ presentation, three teachers are chosen at random to answer the students’ questions. They have to answer whatever questions are put to them by the students. Fernman questions them adroitly; Denham is blunt, critical and argumentative.

Two of the teachers are flustered by the questions, which they find difficult to answer. However, Miss Phillips intervenes skilfully when the other two teachers are at a loss without embarrassing them. She speaks coolly, honestly and with authority. Denham counter-questions her; she is cool and pleasant. The programme is serious, formal and frank. It is a democratic set up. There is freedom of expression, fearlessness on the part of students, honesty and analysis of issues.

Question (iv)
Explain in brief the theme of the extract.
Answer:
The theme of the extract is the student- teacher relationship and the proceedings of the half-yearly report of the Students’ Council. The extract shows the improvement in the conduct of the students, the increase in their level of confidence and courtesy. It also shows the freedom and candour in student-teacher interaction in the school.

Question (v)
Describe the atmosphere of the school described in the extract.
Answer:
In the extract, the narrator describes the day on which the half-yearly report of the Students’ Council takes place. Here, the students of the school report to the faculty and other students on what they have been studying thus far. It is entirely the students’ affair; the students conduct the whole programme and preside over it. At the end of the students’ presentation, three teachers are chosen at random to answer the students’ questions.

The programme is serious, formal and frank. The students honestly give their reports and ask questions fearlessly. The selected teachers do their best to answer the critical and blunt questions put to them. It is a democratic set up. There is freedom of expression, honesty, and analysis of issues on that day.

LANGUAGE:

(A4)

(i) Explain the following statements that enrich the language and create a powerful impact.

Question (a)
Miss Phillips is transformed into a very convincing personality.
Answer:
Miss Phillips is earlier considered as ‘frilly and brainless’; but she was the best- informed of the three teachers on the stage, She intervened skilfully when the other two I teachers were at a loss without embarrassing them. She spoke coolly, honestly and with authority. When Denham is blunt, critical and argumentative while discussing the P.T. exercises, she tells Denham that the whole timetable in the school was meant to help the students in the world after they left school, and doing what one was told in spite of not liking it, is part of the training.

She confidently asserted that she was sure that Denham saw the importance of what she had said, and why he had to do P.T. Thus, she put Denham in his place very coolly and pleasantly, and Denham accepted his defeat courteously. The teacher who was considered brainless is transformed into a s . very convincing personality at the end.

Question (b)
There are many features of language that contribute to the smooth sailing of ) the plot.
Answer:
With reference to the extract, the words used by the narrator contribute to the smooth sailing of the plot. Expressions and sentences like ‘the school showed its approval by laughing uproariously’, ‘Fernman was wonderful; he had them eating out of his hand’, ‘frilly and seemingly brainless’ ‘Miss Phillips took the reins and her stock promptly shot up a hundredfold’, ‘sugary remarks’, ‘her baby-blue eyes twinkling in her delight at this crossing of staves’, ‘this frilly, innocent-looking puss had gobbled her canary without leaving the tiniest feather’ lend beauty and interest to the writing. Apt words and expressions have been used to give the reader a compete idea of the situation. The programme has also been described clearly.

(ii) Following are some dialogues of the major characters in the extract. Find out who the speaker is, his/her tone, the style, significance etc. of the dialogues:

Question 1.
“Then why do we have to do P.T.? Why don’t they take only the kids who need it?”
Answer:
The speaker is Denham. His tone is initially blunt, critical and argumentative. He is a trained boxer and does not want to do P.T exercises which he feels are unnecessary for him. However, when Miss Phillips gently replies to his arguments and outwits him, he has the grace to accept his defeat. The blunt and critical Denham turns into a gracious loser.

Question 2.
“Let’s say it is as much an exercise of the mind as it is of the body, Denham.”
Answer:
The speaker is Miss Phillips. She answers Denham’s questions coolly, honestly and with authority. She tells him that the whole timetable in the school was meant to help the students in the world after they left school, and doing what one was told in spite of not liking it, is part of the training. She confidently asserted that she was sure that Denham saw the importance of what she had said, and why he had to do P.T. This piece of advice was not meant only for Denham but for the whole school and the reader as well.

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 5 Healthy Me – Normal Me Textbook Exercise Questions and Answers.

Maharashtra State Board Class 11 Psychology Solutions Chapter 5 Healthy Me – Normal Me

1A. Complete the following statements.

Question 1.
One of the criteria of well-adjusted behaviour is ___________
(a) intelligence
(b) openness to new experience
(c) success
(d) artistic ability
Answer:
(b) openness to new experience

Question 2.
According to the humanistic perspective, every individual strives for ___________
(a) absence of problems
(b) absence of mental disorder
(c) enjoyment in life
(d) development of one’s abilities to the fullest
Answer:
(d) development of one’s abilities to the fullest

Question 3.
According to ___________ perspective, one of the causes of abnormality is ‘genetic predisposition’.
(a) behavioural
(b) biological
(c) sociocultural
(d) cognitive
Answer:
(b) biological

Question 4.
___________ face the identity crisis.
(a) Children
(b) Adolescents
(c) Young adults
(d) Old people
Answer:
(b) Adolescents

1B. State whether the following statements are True or False and justify your answer with reason.

Question 1.
Sucheta has an IQ that falls into the category of genius which is rare to find. ‘Genius’ is statistical deviance. Therefore, she is abnormal.
Answer:
False
Reason: Although Sucheta’s IQ is statistically deviant, she does not exhibit other criteria of being abnormal such as personal distress and impaired functioning. Hence, she can’t be considered as being abnormal.

Question 2.
It is very rare to find a person possessing all the criteria of a well-adjusted person.
Answer:
True
Explanation: A well-adjusted person has 5 main criteria. Some people may show some criteria while others may be high on some other criteria.

Question 3.
Over-expectation from the parents can lead to a lack of self-confidence.
Answer:
True
Explanation: If parents expect their child to do more than what he/she is capable of, they are pushing their child too hard. It will lead to anxiety, underperformance, and consequently, low self-confidence.

Question 4.
A well-adjusted individual does not encounter failure at all.
Answer:
False
Reason: A well-adjusted individual will encounter failure. But he knows that success or failure is temporary. He understands that hard work and consistency is important in the long run.

Question 5.
Abnormality is always hereditary.
Answer:
False
Reason: Apart from being hereditary, the abnormality could also result due to environmental factors (i.e. nurture) including social, cultural, and psychological factors.

Question 6.
Self-awareness is being passionate about fulfilling one’s needs.
Answer:
False
Reason: Self-motivation is being passionate about fulfilling one’s needs while self-awareness is the ability to recognize one’s own emotions, strengths, and weaknesses.

Question 7.
Social skill is the ability to interact well with others.
Answer:
True
Explanation: Social skills include active listening, effective verbal and non-verbal communication, leadership, etc. which are all necessary to interact well with others.

Question 8.
Openness to new experience leads to dangerous situations, therefore, it should not be encouraged
Answer:
False
Reason: Openness to new experience is the trait of a well-adjusted individual and enables him to deal with strangers and new places comfortably. Simply being open does not lead to dangerous situations.

1C. Identify the odd item from the following.

Question 1.
Self-awareness, Self-regulation, Self-motivation, Sympathy, Social skills
Answer:
Sympathy

Question 2.
Cognitive perspective, Humanistic perspective, Psychoanalytic perspective, Motivational perspective
Answer:
Motivational perspective

Question 3.
Failure, High anxiety, Negative thoughts, High self-esteem, Self-blame
Answer:
High self-esteem

Question 4.
Deviance, Personal distress, Low intelligence, Impaired functioning
Answer:
Low intelligence

1D. Match the following.

Question (i).

Answer:

Question (ii).

Answer:

2. Answer the following questions in 35-40 words each.

Question 1.
Explain the concept of realistic perception of self with an example.
Answer:

• This is an important hallmark of a well-adjusted individual.
• It involves a good understanding of one’s own emotions, strengths, and weaknesses.
• It ensures that personal lives are effectively managed.
• Example: Neha likes singing and knows that she has an excellent voice (her strength). Hence, she joins the singing classes to improve herself.

Question 2.
What is emotional intelligence? Mention the components of emotional intelligence.
Answer:

• Mayer and Salovey define emotional intelligence as ‘the ability to perceive one’s own and others’ emotions, to discriminate among them, and to use that information to guide one’s thinking and action’.
• It has five components, viz. self-awareness, self-regulation, self-motivation, social skills, and empathy.
• If a person is on the low end of the emotional intelligence spectrum, he or she may have a condition known as alexithymia. Alexithymia is the inability to understand or express emotions.

Question 3.
What are the conditions that lead to low self-esteem? Give examples.
Answer:
Some conditions that cause low self-esteem are:

• Overly harsh or critical parents
• Negative peer influence
• Consistent poor academic performance
• Stressful or traumatic events
• Abusive relationships
• Negative thoughts and high anxiety

Example: Anmol’s parents would always criticize them if he tried doing something new. As a result, he started feeling that he is good for nothing and developed low self-esteem.

Question 4.
What is the significance of openness to new experiences?
Answer:
Openness to new experiences is a trait of a well-adjusted individual. It is only due to being open that one can:

• try out different experiences
• can explore new places
• be confident about himself or herself
• talk and meet strangers comfortably
• can take risks regarding unknown things
• is confident in voicing honest opinions

Question 5.
How does self-awareness affect psychological well-being?
Answer:
Self-awareness is the ability to recognize and understand your own emotions, capabilities, actions, and moods. It affects our psychological well-being since:

• being aware of one’s own capabilities makes it easy to use strengths effectively and improve upon weaknesses.
• because of self-awareness, one can learn to avoid impulsive behaviour and take better care of mental health.

Question 6.
What is the significance of self-motivation?
Answer:

• Self-motivated individuals are eager to take action without needing any external reward or push.
• If one is self-motivated, he would rise against all the inhibitions and hesitations.
• It is significant because it not only makes one determined but it also keeps one going despite setbacks and hardships.

Question 7.
Enlist the qualities a person requires for having healthy relationships with others.
Answer:
Well-adjusted individuals have healthy relations with others. It requires qualities such as:

• Being honest
• Being fair
• Being respectful
• Being non-threatening
• Being a responsible parent
• Having shared responsibilities
• Having an economic partnership
• Having trust and offering support to others

Question 8.
How important are social skills? Give example.
Answer:
All human beings are social animals and hence, social skills play an important role in their lives.

• These skills are required to effectively interact with each other.
• They help us to co-exist with others and create harmonious relationships.
• Some examples of social skills are effective communication, conflict resolution, and cooperation.
• Example: Excellent communication skills enabled Mahesh to develop healthy relations with colleagues and relatives.

Question 9.
State the biological perspective to abnormal behaviour with an example.
Answer:
According to the biological perspective,

• Biological and physiological factors cause abnormality.
• The abnormality is treated as a disease or mental illness. It is diagnosed through symptoms.
• Abnormality is cured through treatment that involves drugs and hospitalization.
• Example: Abnormalities caused due to chemical imbalance in the brain may be cured through medicines.

Question 10.
Explain the humanistic perspective.
Answer:
According to the humanistic perspective,

• People are intrinsically driven to do better and advance their own growth.
• Abnormal behaviour is learned due to blocked personal growth.
• Abnormalities can be corrected by creating conditions that enable them to grow, change, and develop to their fullest possible potential.

Question 11.
Explain the sociocultural perspective to abnormal behaviour.
Answer:
According to the sociocultural perspective,

• Abnormal behaviour is learned within a social context. It includes social norms and one’s family, friends, society, etc.
• Abnormalities can be attributed to problems in cultural values and belief systems.
• Example: A young girl may follow a strict diet, even when it is not good for her health because being slim is associated with attractiveness in her culture.

3. Compare and contrast.

Question (i).
Realistic perception of self and Unrealistic perception of self
Answer:

• Realistic perception of self means being aware of our own strengths and weaknesses. It also means using strengths for the betterment and modifying the weaknesses. Realistic people do not get upset when they are confronted with failure. All of this enables them to deal with life more effectively.
• Unrealistic perception of self makes an individual expect things that are not feasible. They are likely to face dejection, frustration, and sadness. They may not be able to recognize their own strengths and may feel incompetent. They even blame others for their shortcomings.

Question (ii).
Openness to new experiences and Inhibitions/Fear of new experiences
Answer:

• People who can comfortably deal with strangers and are confident in voicing honest opinions are open to new experiences. They are eager to take on life, try out new trends, go to new places and reach out to people from different backgrounds, communities, and locations. They are confident and dare to take risks regarding unknown experiences,
• People who are fearful and hesitant are not open to changes, new places, new people, and experiences. These individuals find it hard to deal with changes and get anxious while interacting with strangers.

Question (iii).
High self-esteem and low self-esteem
Answer:

• People having high esteem like themselves and radiate confidence and assertiveness. They are happy with themselves and are liked by all because of it. It also results in better relationships. Well-adjusted individuals have high self-esteem.
• People with low self-esteem don’t think that they are loved, valued, or considered worthy. They don’t have a positive image of themselves. This leads to anxiety and poor performance. Consequently, they indulge in self-blame and continue to feel incompetent.

Question (iv).
Sympathy and Empathy
Answer:

• Sympathy is feeling sorry and having pity for the hardship or losses that another person faces. In this case, an individual genuinely feels bad for the hardships or grief faced by others.
• Empathy is putting yourself into someone else’s shoes. It refers to understanding the situation from that person’s point of view and actually feeling his pain. Hence, empathy is a more intense level of emotion than sympathy.

For your understanding

Question (v).
Behavioural perspective and Humanistic perspective to abnormality
Answer:

• Behavioural perspective looks at the observable behaviour of an individual. This perspective believes that ineffective learning and conditioning can lead to abnormal behaviour. Behavioural psychologists treat such abnormalities with the help of the principles of reinforcement and punishment.
• Humanistic perspective looks at the ways human beings are driven to grow, change and develop into the best versions of themselves. This perspective believes that abnormalities get formed when personal growth is blocked. Humanistic psychologists treat such abnormalities by creating conditions that allow positive and healthy growth of the individual.

4(i). What are the possible consequences of

Question (a).
Geeta is more interested in literature but being the only daughter of a well-established orthopaedic surgeon having his own hospital, she is under pressure of choosing medical profession as her career.
Answer:

• It is possible that Geeta follows her father’s footsteps and becomes a doctor. But she will not be self-motivated and may resent her work. She is likely to get frustrated when encountered with setbacks.
• It is also possible that she (firmly but gently) tells father of her interest in literature and convinces him that literature is where her heart and passion lies. In this case, she will not blame anyone during rough times and will be motivated to resolve the difficulties that may arise.

Question (b).
Sujata is an intelligent girl but she is extremely sensitive to criticism and perceives herself as less competent.
Answer:

• Sujata will keep getting disheartened when criticised. There are chances that this may happen frequently since she has no control over other’s behaviour.
• If faced with constant criticism, she will continue to feel less competent and may get trapped in the vicious cycle of low self-esteem.

Question (c).
Trisha is not able to make friends. She cannot initiate conversation with strangers at all. She is placed as a leader of one of the teams for campus-cleaning.
Answer:

• Her team mates may make fun of her and won’t look up to her as a leader. She may end up taking the cleaning activity all by herself and the team will not listen to her at all.
• However, if she views it as a challenge and responds positively to the situation, she might be able to overcome her weaknesses.

4(ii). What will you do if?

Question (a).
You see your best friend bullying your classmate.
Answer:

• I will intervene and use my friendship to stop the bullying immediately. Then I will talk to my friend to figure out why she was resorting to bullying.
• I will also try to make her understand why engaging in such behaviour is wrong.

Question (b).
You see a girl in your class who is not included in many of the class room activities, who does not have any friend and who faces rejection from everyone.
Answer:

• I will myself go up to her and befriend her. I will also help her in whatever way I can. I will not worry if others isolate me for helping her as I can understand that she needs support.
• I will try to talk to others at a later point in time to change their view towards her.

Question (c).
You got very less marks in the First Terminal exam.
Answer:

• I will certainly be very disappointed and upset at first. But then I will try to analyse the causes of getting such less marks.
• I will study more, waste less time in leisure activities, pay more attention in class and clarify my doubts immediately. It will help me to get good marks in the next term.

Question (d).
You are very much interested in taking part in a drama to be performed in the annual function of your college, but you are not selected.
Answer:

• I will feel disappointed for some time. But then I will try to analyse the reasons behind getting rejected and work on it.
• I will also join a work shop to hone my skills and practice hard to win similar parts in future.

5. Write short notes in 50-60 words each.

Question 1.
Criteria of well-adjusted person
Answer:

• A well-adjusted person is a well-balanced person, both mentally and emotionally.
• They see themselves as well as the world as worthy and valuable.
• The criteria of a well-balanced individual are:
  • Openness to new experiences
  • Healthy relationships
  • High self-esteem
  • Emotional intelligence
  • Realistic perception of self and the world
• Besides these criteria, other criteria of well-adjusted individuals include expressing gratitude, kindness and sharing as well as accepting success and failure as a part of life.

For your understanding
Characteristics of maladjusted individuals: They get panic attacks, hesitate to meet new people, resist changes, are withdrawn, shy and self-conscious, throw tantrums, feel isolated, have poor relations and low self-esteem.

Question 2.
Criteria of abnormal behaviour
Answer:

• Abnormal behaviour is disturbing (socially unacceptable), distressing and maladaptive (self-defeating).
• There are three major criteria of abnormal behaviour:
  • Personal distress: Feeling very low or depressed on continuous basis.
  • Deviance: Behaviour going against the laws or set social and statistical standards.
  • Failure to function normally: Day-to-day functioning is impaired.
• It is wrong to judge someone as being abnormal based on only one criterion. All above criteria need to be considered.

Question 3.
Psychoanalytic perspective
Answer:

• The psychoanalytic perspective focuses on unconscious mind, early childhood experiences and interpersonal relations to explain human behaviour.
• According to this perspective, abnormal behaviour is the consequence of anxiety produced by unresolved and unconscious conflicts of childhood.
• This perspective tries to treat people displaying abnormal behaviour by focusing on identification and the resolution of these conflicts.
• Freud has also explained that certain unconscious motives or conflicts have base of primitive sexual and aggressive instincts.

Question 4.
Cognitive perspective
Answer:

• The cognitive perspective says that individuals behave abnormally due to faulty thinking patterns. They may hold certain false assumptions and behave in accordance with them.
• This perspective tries to treat people displaying abnormal behaviour by helping them to adapt to new thinking process.
• This is done by unlearning maladaptive thinking and replacing it with more adaptive one.

Question 5.
Bullying
Answer:

• Adolescents may face the problem of being bullied. They may be humiliated or fall victim to other people’s aggression when they have less power or prestige.
• Bullying can be physical, emotional or mental. The intent of bullying is always negative.
• Almost all bullies are victims themselves. Both, bullies and victims are low in self-esteem.
• Bullies are aggressive, ruthless manipulators who don’t trust others, break their promises and take unfair advantage of others. They respond to stress with aggression or by engaging in self-destructive behaviour.
• Boys generally indulge into bullying to gain power while girls indulge in bullying when they are depressed.

Question 6.
Sexual orientation
Answer:

• Sexual orientation refers to an individual’s pattern of physical and emotional arousal, towards another person.
• Heterosexual individuals are attracted to persons of the opposite sex.
• Homosexual individuals are attracted to persons of the same sex.
• Bisexual individuals are attracted to person of both sexes.
• During adolescence, sex hormones become active and adolescents become conscious of their sexual orientation.
• Adolescents who are homosexual or bisexual become confused when they realise that their sexual orientation is different from their peers.

Question 7.
Emotional intelligence
Answer:

• The term emotional intelligence was coined by Michel Beldoch in 1964.
• Emotional intelligence is explained as the ability to understand and manage one’s own and others’ emotions.
• Its proposed abilities include perceiving, using, understanding and managing emotions appropriately.
• Having high emotional intelligence is one of the criteria of well-adjusted individuals.
• Individuals with high emotional intelligence are balanced. They do not easily get panic or nervous. They are able to handle stressful situations effectively.

6. Case study

Read the following case carefully and answer the questions based upon that.

Pritha was a merit holder girl from a middle class family. She joined a college where majority of students were from a rich background. Although she was capable of following lectures and was doing well in her studies, she felt lonely as she could not get acceptance in the groups of her classmates coming from affluent families. She tried to dress like them, and started asking for extra pocket money from her parents. Her classmates joked at her dressing sense. She could not tolerate the mockery and stopped going to the college.

Instead, she started spending time visiting strange places like public parks, railway stations and shopping malls. She did not appear for any of her exams. Her parents were unaware of all these things and on asking about college or studies, Pritha answered them without revealing the truth. It the end of the year, her parents received her report card by post from her college with a remark that ‘Your ward has to take College Leaving certificate.

On confronting Pritha, she became violent and started damaging the furniture uttering bad words about the middle class people and there after her utterance was incomprehensible for her parents. This continued for a very long time.

Question 1.
Which problems did Pritha face in her college?
Answer:
Pritha got isolated with her peers because of her economic background. She also faced bullying as her affluent classmates made fun of her dressing sense. She felt humiliated and unaccepted. It affected her mental well-being. She probably felt that she could not discuss those issues at her home and felt helpless.

Question 2.
Could Pritha, according to you, have avoided her condition of feeling lonely?
Answer:
It was a very difficult and disturbing phase in her life. But she could have talked to her teachers and parents and sought their guidance. She could have also shared everything with her friends outside college.

Question 3.
What would you do if you were in Pritha’s place?
Answer:
I would have talked to my parents and discussed everything openly. My parents would have surely guided me on how to deal with peers coming from different backgrounds and provided me their thoughts and ideas. I would also have concentrated more on my studies.

Question 4.
Do you think Pritha should have spoken to her parents about her feelings at college? If yes, how it would have helped her?
Answer:
Yes, Pritha should have spoken and informed her parents of what was going on in her college life, instead of lying about going to college. Lying was only multiplying her troubles. They could have given her support and also maybe talked to her teachers and managed to get the situation under control.

7. Answer the following questions in 150-200 words.

Question 1.
What are the criteria of abnormal behaviour? Explain with examples.
Answer:
All of the following criteria need to be considered together in order to determine if a person displays abnormal behaviour.

Personal distress: Personal distress refers to subjective feeling of an individual in response to persons and events creating extreme discomfort. It includes feeling very low, depressed, facing problems like social withdrawal, e.g. A person feeling down and sad every day is considered abnormal.

Deviance: Behaviour against the set laws of the state or behaviours different than standard social and statistical patterns exhibited by most of the people, e.g. Deliberately engaging in behaviour which is harmful to self and others.

Failure to perform functions normally: Day-to-day functioning getting impaired, i.e. inability to fulfil appropriate and expected roles in family, social and work related situations, e.g. A person is not able to perform his daily chores and fulfil work commitments due to lethargy.

Question 2.
What are the causes of abnormal behaviour?
Answer:
There are primarily seven psychological perspectives of abnormal behaviour. All these perspectives indicate different factors as the causes of abnormal behaviour. Additionally, Stress Diathesis Model and Biopsychosocial Model also discuss the causes of abnormal behaviour.
The causes of abnormal behaviour can be explained as follows:

• Biological perspective: Abnormal behaviour results due to chemical imbalance or physiological factors.
• Sociocultural perspective: Abnormal behaviour is learnt within the social context.
• Behavioural perspective: Abnormal behaviour is learnt due to ineffective learning and conditioning.
• Evolutionary perspective: Abnormal behaviour is an exaggerated form of adaptive action.
• Humanistic perspective: Abnormal behaviour arises from blocked personal growth.
• Psychoanalytic/Psychodynamic perspective: Abnormal behaviour is due to unconscious and unresolved conflicts.
• Cognitive perspective: Abnormal behaviour arises due to false assumptions and faulty thinking.
• Stress-Diathesis model: Disorder = Nature (Biological and genetic factors) + Nurture (Life experiences)
• Biopsychosocial model: Abnormal behaviour = Biological factors + Psychological factors + Sociocultural factors

Question 3.
Describe the challenges faced by adolescents with examples.
Answer:
Adolescence is the transitional period associated with a number of physiological and psychological changes. It is called the period of ‘storm and stress’. Since adolescents are neither children nor adult, they face many challenges as follows:

• Sexual orientation issues: Adolescents who are homosexual or bisexual become confused when they realise that their sexual orientation is different from peers.
• Gender identity issues: Some adolescents may show traits typically thought to be of the other gender. If they are not allowed to behave in a way that is natural to them, they become rebellious.
• Bullying issues: Adolescents may face the problem of being bullied. They may be humiliated or fall victim to other people’s aggression when they have less power or prestige.
• Other challenges:
  • Self-identity issues since they are neither adult nor children.
  • May feel inferior, shy and have difficulty in mixing with peers.
  • Lack of self-confidence may perceive others negatively.
  • May become conscious about their physical features.
  • May become moody and unpredictable due to hormonal changes.
  • May feel excessive pressure due to expectations of oneself and parents.

Activities

[Note: The answers of activities will be very subjective. The answers provided are for reference. Students are expected to perform these activities on their own.]

Activity 8 (Textbook Page No. 50)

Think about the following situations. Try and apply the criteria for abnormality that you came up with, to these cases and try to judge if they could be called abnormal.

1. Sameer likes to dress up like girls.
2. Kushal is confused about his sexual orientation.
3. After marriage, Shoaib went to live with his in-laws.
4. Joseph loves to be alone and travels alone.
5. Delnaz is introvert and does not like to mix with any one.

Answer:

1. Sameer may be having gender identification issues and must be feeling more feminine than masculine. But I think it is not abnormal.
2. Kushal may not be aware that there can be heterosexuals, homosexuals and bisexuals and it is perfectly normal to be any of them.
3. Although usually it is the bride who lives with in-laws after marriage, I don’t think of Shoaib’s behaviour as abnormal. It is just different than a normal social pattern.
4. If Joseph wants to be alone and travel alone at times, it seems to be alright. Maybe he’s going through a phase of self discovery. However, if this pattern continues for a longer duration and hampers his social relationhips, then it is abnormal as human beings are social beings.
5. Delnaz can be considered abnormal if she doesn’t like interacting with anyone, including her near ones and family. However, being introvert does not mean someone is abnormal.

Activity 11 (Textbook Page No. 54)

You are all adolescents now. Think about how you are today and how you were in 5th/6th standard. Make two columns and note down the changes you see in these five domains: your self-image, your confidence, relationships with your parents, physical changes, and importance of friends in your life.
Answer:

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 4 Human Development Textbook Exercise Questions and Answers.

Maharashtra State Board Class 11 Psychology Solutions Chapter 4 Human Development

1A. Complete the following statements.

Question 1.
The rate of development in each stage is ____________
a. same
b. different
c. slow
Answer:
b. different

Question 2.
Developmental changes occur in ____________ pattern.
a. predictable
b. unpredictable
c. uncertain
Answer:
a. predictable

Question 3.
The period between conception to birth is called ____________
a. post-natal
b. perinatal
c. prenatal
Answer:
c. prenatal

Question 4.
____________ period is also known as the period of identity crisis.
a. Childhood
b. Middle age
c. Adolescence
Answer:
c. Adolescence

1B. Match the following pairs.

Question 1.

Answer:

1C. State whether the following statements are true or false.

Question 1.
Development has a specific and continuous pattern.
Answer:
True

Question 2.
Development proceeds from specific to general.
Answer:
False

Question 3.
Development proceeds from dependency to independence.
Answer:
True

Question 4.
All the changes in an individual are due to development.
Answer:
False

1D. Identify the odd item from the following.

Question 1.
Zygote, Neonate, Embryo, Foetus
Answer:
Neonate

Question 2.
Early childhood, Neonate, Foetus, Infancy
Answers:
Foetus

2. Explain the following concepts.

Question 1.
Explain characteristics of human development.
Answer:
The characteristics of human development are as follows:
i. Development follows a specific pattern:
Like other species, human beings follow a specific pattern and sequence of development in the prenatal and postnatal periods. They may skip a particular stage, but the order or pattern will remain the same. The specific pattern is observed in behavioral development as well. Sexual development also starts at a specific age.

ii. Development takes place in a specific direction: Development takes place during the prenatal and postnatal stages based on the two principles of development, viz. Cephalocaudal principle (development proceeds from the head to toe) and Proximodistal principle (development proceeds from the center of the body to outward).

iii. Development is continuous: There are various stages of the human life span like prenatal, infancy, early childhood, late childhood and adolescence, early youth, adulthood, and old age. One stage of development lays the foundation for the next stage. The rate of development varies across stages.

iv. Development proceeds from general to specific: The infant’s first motor movements are very generalized; like reflexes and non-directional waving arms or kicking before being able to reach or crawl towards an object. The child uses his full hand before developing finger dexterity.

v. There are individual differences in development: Although the pattern and sequence for growth and development are usually the same for all, the rate at which every individual reaches that stage is different. Some individuals attain a particular stage very early while others mature late.

vi. The rate of development is different for different body parts: The child first develops control over his neck then raises his head resting on his chest, then sits, crawls, and finally starts walking.

vii. Development leads to integration: A child starts producing sounds first, then monosyllable, then words, then sentences, and then complex sentences. This is how development leads to integration. In this process, physical and mental growth does not occur simultaneously.

viii. Behavioural problems are normal for a particular stage: There are certain behavioural patterns observed in every stage. Any variation in that pattern need not necessarily be labelled as abnormal. This is because some behavioural patterns perceived as problems by parents may subside with age.

ix. Development is predictable: The rate of development is fairly constant for every child. So, it is possible to predict a child’s development.

x. The child develops as a unified whole: Physical and mental development, as well as socio-cultural factors, influence each other and in turn, affect the development of an individual as a whole.

Question 2.
Why is the prenatal period the most crucial period in development?
Answer:
A period between conception till birth is called a prenatal period. It is the most crucial period in development due to the following factors:

• Heredity serves as the foundation for later development.
• Favourable conditions in the mother’s womb can foster the development of hereditary potentials while unfavourable conditions can block their development.
• Sex determination takes place during the first three months of life.
• Proportionally faster growth and development take place during the prenatal period as compared to an individual’s entire life.
• Failure to take proper care of the mother may lead to physical and psychological hazards to the unborn child.

Question 3.
What are the developmental tasks?
Answer:
There is a set of expectations about changes in an individual at a certain age based upon the norms of development. This set is known as a developmental task. The developmental tasks at different stages are as follows:

• Prenatal stage: In this stage, the child is completely dependent on the mother for nourishment. There is the rapid development of physical systems and organs.
• Neonatal stage: The child is still dependent on the mother and there is the development of initial reflexes.
• Infancy: This stage is associated with motor, cognitive and psychosocial development as well as rapid physical development.
• Early childhood: Although physical development is comparatively slow, we observe increased cognitive and linguistic development. It is also associated with the beginning of socialization.
• Late childhood: School provides an opportunity for overall development during this stage. There is the development of physical, mental, cognitive, and psychosocial abilities.
• Adolescence: Rapid visible physical changes occur in this stage. Also, the concept of self-identity and career-related awareness begins to develop.
• Early adulthood: Individual completes education and chooses his career. He also chooses a suitable partner and gives importance to family responsibilities.
• Late adulthood: There are more family and occupational responsibilities. Adults in this stage take responsibility of their parents. Also, women go through menopause and men experience andropause.
• Old age: Retirement life begins in this stage. Leisure is forced on people due to old age. People also experience many health problems. Also, they start thinking about death.

Question 4.
Describe the neonatal stage.
Answer:
The neonatal stage is the period from birth to two weeks.

• During this period, a newborn starts adjusting to the external environment, e.g. outside temperature.
• The neonate sleeps for around 18 to 20 hours.
• The characteristics of the neonatal stage are as follows:
  • It is the shortest of all developmental periods.
  • It is the time of radical adjustment.
  • It can be a hazardous period, both physically (because the neonate has to make radical adjustments to the new and different environment) and psychologically (because it is the time when the attitudes of significant people in neonate’s life will have an effect on his development).

Question 5.
What are the characteristics of early childhood?
Answer:
The early childhood stage extends from two years to about six years. The characteristics of early childhood are as follows:

• Parents call this age ‘toy age’ as children play with toys.
• Educators call this age ‘preschool age’ as the child starts going to preschool.
• Psychologists term this age as ‘pre-gang age’ as in the previous stage the child plays alone and does not share his toys but now he starts mixing around.
• Children in this stage experience stranger anxiety or separation anxiety.

Question 6.
Write the characteristics of late childhood.
Answer:
The late childhood stage ranges from six years to 11 years of age. The characteristics of late childhood are as follows:

• Children in this stage are curious by nature and experiment with new ideas. They are not satisfied with lame answers. For many parents, late childhood is a troublesome age.
• Educators regard late childhood as a critical period in the achievement drive. According to educationalists, this is the age of skill development.
• For psychologists, late childhood is the gang age. During this stage, boys and girls make their separate gangs.

Question 7.
Describe the problems during adolescence.
Answer:

• Internet addiction: Adolescents indulge more in social media (WhatsApp, Facebook) and online games. Their addiction to the internet due to these applications results in problems like lack of concentration and social interaction.
• College dropouts: Some adolescents may leave college before completing their graduation due to financial or academic problems.
• Identity crisis: Adolescents are confused about ‘who they are because they are neither children nor adults. Parents treat them differently in different situations. Some adolescents pursue a psychological moratorium, i.e. a period in which they take time off from the upcoming responsibility of adulthood to explore various roles and possibilities.
• Depression: When adolescents experience a breakup in a relationship, failure in exams, or death of a loved one, they experience feelings of sadness, loss, or grief. Sometimes, they feel so hopeless that they stop following normal routines. Depression could be due to genetic and environmental factors.
• Suicide: Although girls attempt suicide more frequently than boys, the rate of adolescent suicide is higher for boys. This is because boys use violent means to commit suicide. Social inhibition, perfectionism, and a high level of stress/anxiety create a higher risk of suicidal attempts.

Question 8.
Write a note on adulthood.
Answer:

• Adulthood ranges from 21 years to 40 years.
• The prime concerns for a young adult are personal career choice and economic independence.
• At this stage, an individual tries to settle in his life. Men and women take responsibility for their families and start earning money.
• The characteristics of Adulthood are as follows:
  • Adulthood is the age of settling down. Once they are legally mature, adults have to shoulder their own responsibility.
  • Adulthood is the reproductive age.
  • Problems faced in this stage are different from those faced at earlier stages.
  • An adult tries to establish himself in life and so, experiences tension.
  • As adults start working and get married, they don’t get time to mingle around with their friends like earlier.
  • They have to adjust to new patterns of life.
  • Adulthood is a time of changing experiences and changes in the value system.
  • Early adulthood is the time of adjustment to the new lifestyle.

Question 9.
Explain the adjustment problems in middle age.
Answer:
The middle age or late adulthood period ranges between 40 years to 60 years. The adjustment problems in this stage are as follows:

• It is a time of transition where both men and women leave their physical and behavioural characteristics of adulthood.
• It is a dreaded period due to mental and physical deterioration. The capacity of reproduction, as well as mental and physical capacities, slowly begins to decline.
• It is the time of more responsibilities. They assist the next generation to be competent.
• It is a time of stress as there is a radical financial burden.
• People in this stage may experience nervous breakdown and anxiety.
• It is the time of ‘Empty Nest’ as children go out for higher education, job or get married.

Question 10.
Discuss the application of the principles of human development in different fields.
Answer:

• There are two principles of development, viz. Cephalocaudal principle (development proceeds from the head to toe) and Proximodistal principle (development proceeds from the center of the body to outward).
• These principles prove helpful to doctors while evaluating the development of an individual. Further, the application of the cephalocaudal principle can also be seen in corporate organizations where decisions taken by the board of directors at the top level are communicated to and implemented by managers and workers. Similarly, the proximodistal principle applies to the development of cities from the center to the outward peripheries.

3. Compare and contrast.

Question 1.
Growth and development
Answer:

• Growth is quantitative change and it refers to physical changes. On the other hand, development is qualitative change and it includes physical as well as mental changes.
• Growth is perceived through changes in size, weight as age advances and it is a part of development. Development is perceived through changes in behaviour and it is all-inclusive in nature.

Question 2.
Maturation and development
Answer:

• Maturation refers to a natural unfolding of the genetic potential at the appropriate time in the course of development. Maturation denotes changes in specific behavioural patterns while development denotes qualitative changes.
• Maturation changes are genetic and cannot be speeded up. On the other hand, development results from an interaction between maturation and exposure to training as well as environmental factors.

Question 3.
Prenatal and post-natal stages of development
Answer:

• A period between conception till birth is called the prenatal period while the period after birth till death is called a post-natal period.
• The stages in the prenatal period are the germinal stage, embryonic stage, and fetal stage while the post-natal period consists of a neonatal stage, early childhood, late childhood, adolescence, early adulthood, late adulthood, and old age.

Balbharti Yuvakbharati English 12th Digest Chapter 4.1 History of Novel Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 12 English Yuvakbharati Solutions Chapter 4.1 History of Novel

12th English Digest Chapter 4.1 History of Novel Textbook Questions and Answers

1. Match the columns:

Question 1.
Match the columns:

Answer:

2. Pick out the odd element from each group:

Question (i)
Arun Joshi, Vikram Seth, Graham Greene, Kiran Nagarkar
Answer:
Graham Greene (Graham Greene was an English novelist; the others are Indian writers)

Question (ii)
Place, Period, Theme, Climate, Lifestyle
Answer:
Theme (the others are aspects of the setting)

Question (iii)
Theme, Plot, Character, Novella
Answer:
Novella (‘Novella’ is a ‘novel’; the others are the elements of a novel)

3. Complete the following statements:

Question 1.
Complete the following statements:
Answer:
(i) The two types of conflicts that the plot may have are internal (inside the mind of the character) or external (with other characters or entities).
(ii) The word ‘picaresque’ is originated from the Spanish word ‘picaro,’ which means a rogue.
(iii) The epistolary novel presents the narrative through a series of correspondence or other documents like letters or diary entries.
(iv) In the eighteenth century, the middle class could get the time for reading and discussing the novels because the spread of machines helped them in their work and could provide them with some spare time.

4. Write short notes on:

Question 1.
Write short notes on:
(i) Style of the novel
(ii) Stream of consciousness novel
(iii) Novella
(iv) Indian tradition of novels.
Answer:
(i) Style of the novel: The language and the techniques used by the author for the narration of the course of events is known as the ‘style’. An author can use extensive vocabulary and difficult phrases or he may be brief and could write only to the point or he may mix both according to the requirement of his story. He may use linguistic devices like figures of speech to make the narrative effective. All these factors decide the ‘texture’ of the narration and create an impact on the readers.

(ii) Stream of consciousness novel: The phrase ‘Stream of consciousness’ means the flow of thoughts in the minds of the characters. This phrase was coined by William James in his treatise ‘Principles of Psychology.’ (1890). In such a novel, incidents in the plot are in the sequence of their occurrence. The novelist narrates them just as they occur in the minds of the characters. Sometimes they do not make sense; but they truthfully represent the thoughts without any censoring or editing.

(iii) Novella: The word ‘Novella’ which means new is originated from the Italian word ‘novelle’. A Novella is a type of prose fiction which is shorter than a full length novel and longer than short stories. It is a well-structured yet short narrative, often satiric or realistic in tone. Novella usually focuses on one incident or issue with one or two main characters and takes place at a single location. Given below are some of the famous novellas in English:

1. ‘The Heart of Darkness’ by Joseph Conrad
2. ‘The Turn of the Screw’ by Henry James
3. ‘Billy Budd’ by Hermann Melville
4. ‘Death in Venice’ by Thomas Mann
5. ‘Seize The Day’ by Saul Bellow
6. ‘Pearl’ by John Steinbeck

(iv) Indian tradition of novels: Indians have also played a major role in the writing of English Novels. ‘Rajmohan’s Wife’, by Bankim Chandra Chattopadhyaya was the first novel in English written by an Indian. The period after that is marked by a few more navels written by Indian writers. These novels were based on either nationalistic virtues or social issues. Mulkraj Anand, R.K. Narayan and Raja Rao were the major trio who prevailed in the period after that.

Novelists like Anita Desai, Nayantara Sahgal, Arun Joshi and Manohar Malgaonkar changed the current of Indian English novel through their works. Amitav Ghosh, Vikram Seth and Upamanyu Chatterjee improved upon the Indian novel in English by adding new features to it. In recent years, Indian novelists like Salman Rushdie, Arvind Adiga, Arundhati Roy, Kiran Desai and Kiran Nagarkar have come into the limelight. The tradition of the Indian English novel has undergone a vital change since its birth and has undoubtedly a very bright future.

Yuvakbharati English 12th Digest Chapter 4.1 History of Novel Additional Important Questions and Answers

Question 1.
Pick out the statements that are False. Rewrite them correctly:
1. Setting describes the behaviour of the characters in the story.
2. The main character in the story is referred to as the ‘novella’.
3. The struggle between the opposite forces in the story is called ‘conflict.’
4. Theme is the central idea in the novel which can be expressed in a nutshell.
5. The plot and character are affected due to the setting.
6. ‘Plot’ is the narrative style of the author.
Answer:
False statements:
1. Setting describes the behaviour of the characters in the story.
2. The main character in the story is referred to as the ‘novella’.
6. ‘Plot’ is the narrative style of the author.

Corrected statements:
1. Characterization describes the behaviour of the characters in the story.
2. The main character in the story is referred to as the ‘protagonist’.
6. Plot is the course of events that make up the theme.

Question 2.
Rewrite the following statements in chronological order:
1. Mulkraj Anand, R.K. Narayan and Raja Rao were the major trio who prevailed in the period after that.
2. The novel originated as the literary form in England.
3. Indian novelists like Arvind Adiga, Arundhati Roy and Kiran Desai have dazzled with their writing.
4. Many stalwart novelists such as Charles Dickens, Walter Scott became famous.
Answer:
2. The novel originated as the literary form in England.
4. Many stalwart novelists such as Charles Dickens, Walter Scott became famous.
1. Mulkraj Anand, R.K. Narayan and Raja Rao were the major trio who prevailed in the period after that.
3. Indian novelists like Arvind Adiga, Arundhati Roy and Kiran Desai have dazzled with their writing.

Question 3.
List the types of novels.
Answer:
The types of novels are: Realistic
Novel, Picaresque Novel, Historical
Novel, Epistolary Novel, Gothic Novel, Autobiographical Novel, Allegorical Novel, Utopian/Dystopian Novel, Psychological Novel, Stream of Consciousness Novel, Bildungsroman Novel.

Question 4.
Choose the correct options from the brackets and fill in the blanks :
Answer:
1. The characters in the Realistic novel interact with other characters and undergo plausible and everyday experiences. (Realistic/Utopian)
2. A Picaresque novel narrates the adventures of the protagonist, who is an eccentric or a disreputable person, in an episodic form. (Picaresque/Realistic)
3. The Dystopian novel is about an imaginary community or society possessing the ideal qualities. (Dystopian/Picaresque)
4. In the Stream of Consciousness novel, the novelist narrates the character’s thoughts as they enter the mind of the character. (Stream of Consciousness/ Utopian)
5. The Bildungsroman novel is a fictional biography or autobiography which is concerned with the growth of the protagonist’s mind, spirit and character from childhood to adulthood. (Bildungsroman/Gothic)
6. The Gothic novel includes terror, mystery, horror, thriller, supernatural, doom, death or decay or haunted buildings. (Dystopian/Gothic)

Glossary:

1. genre – a style, especially in the arts, that involves a particular set of characteristics,
2. embellishing – decorating.
3. adopted – followed,
4. precursor – something that happened or existed before another thing,
5. profoundly – deeply,
6. elite – upper class.
7. aspirations – ambitions, desires,
8. encompass – include,
9. plenteous – plentiful,
10. stalwart – (here) a person who has achieved great recognition and appreciation,
11. innovative – new and original,
12. pageant – a colourful or impressive procession of people.
13. ameliorate – to make something better,
14. dazzling – shining.
15. satiric – sharp or sarcastic.
16. interweaving – combining; twisting together,
17. thumbnail sketch – brief description,
18. antagonist – a person who is opposed to the hero,
19. laconic – short and crisp.
20. plausible – believable,
21. eccentric – peculiar; crazy; out-of-the-way.
22. disreputable – not respectable.
23. speculative – unproven, unreal,
24. extraterrestrial – of or from outside the earth or its atmosphere.
25. amateur – inexperienced; unprofessional.

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 3 Self Textbook Exercise Questions and Answers.

Maharashtra State Board Class 11 Psychology Solutions Chapter 3 Self

1A. Complete the following statements.

Question 1.
The self-concept begins to form when ___________
a. a one and half-year-old child recognizes her image in the mirror
b. an infant is able to distinguish his body from the rest in his surrounding
c. a child recognizes his/herself as a boy or a girl
Answer:
b. an infant is able to distinguish his body from the rest in his surrounding

Question 2.
According to Carl Rogers, every individual strives for ___________
a. achievement
b. self-actualization
c. status in society
Answer:
b. self-actualisation

Question 3.
Self-esteem is a sense of self-worth that depends upon ___________
a. actual performance of an individual
b. self-perception of one’s own performance
c. other people’s performance perception of one’s
Answer:
b. self-perception of one’s own performance

Question 4.
Ability to monitor our actions and feelings, is called ___________
a. self-regulation
b. self-awareness
c. self-efficacy
Answer:
a. self-regulation

1B. State whether the following statements are true or false and give a reason for your answer.

Question 1.
Congruence between the real self and ideal self is an indicator of good mental health.
Answer:
True
Explanation: Congruence between the real self and ideal self leads to a greater sense of self-worth and thereby, indicates good mental health.

Question 2.
Namrata aspires to become a pilot but she should not be encouraged because one must choose a profession appropriate to their gender.
Answer:
False
Reason: It is wrong to think that profession should be chosen based on one’s gender. Gender roles are diluting in modern times.

Question 3.
People with high self-esteem are not necessarily the ones who are always successful.
Answer:
True
Explanation: People with high self-esteem may not always succeed. But they have high self-worth even when they encounter failure.

Question 4.
Accepting mistakes helps improving self-esteem.
Answer:
True
Explanation: Accepting mistakes enables a person to take steps to correct them in the future and thereby, improve self-esteem.

Question 5.
Self-awareness is a necessary attribute to have a healthy self-concept.
Answer:
True
Explanation: Self-awareness enables a person to have realistic perception of oneself and thereby, helps in the formation of healthy self-concept.

1C. Identify the odd item from the following.

Question 1.
Goal-orientation, Internal values, Feeling of superiority, Positivity
Answer:
Feeling of superiority

Question 2.
Fear of risks, Fear of uncertainty, Self-confidence, Impression management
Answer:
Self-confidence

Question 3.
Self-indulgence, Self-awareness, Self-efficacy, Self-esteem
Answers:
Self-indulgence

1D. Match the following pairs.

Question 1.

Answer:

2. Answer the following questions in around 35-40 words each.

Question 1.
How do we develop a concept of our ‘self’ as we grow?
Answer:

• Till six months: A child is unaware of himself.
• As the child grows, he develops a distinction between ‘me’ and ‘what is not me’.
• By the age of two: The child becomes aware of general expectations.
• By the age of three: The child starts recognizing himself and others as boys or girls.
• At the age of five-six: The child begins to compare himself to others.
• Between the age of three-twelve: Self-concept is based on developing talents and skills.
• Adolescence: It involves perspective taking, i.e. understanding other’s points of view.

Question 2.
Explain the sex identity and sex role as a part of the self-concept.
Answer:

• Gender identity is the perception of oneself as male or female. It is the biological aspect of self-concept.
• Gender role is psycho-social in nature as it is determined by the family atmosphere and cultural influences through which the child learns. It is an acquired attribute of self-concept.

Question 3.
What are the ways in which we can achieve congruence between the ideal self and the real self?
Answer:
Some of the ways in which we can achieve congruence between the ideal self and the real self are:

• Recognizing one’s own potential
• Taking steps to achieve one’s full potential
• Having trust in one’s own competence
• Being positive and rational

Question 4.
Why is the congruence between the ideal self and the real self is very significant to enjoy psychological well-being?
Answer:

• High congruence between the real self and ideal self leads to the formation of accurate self-concept.
• It also results in a greater sense of self-worth and contributes to a healthy productive life.
• Hence, congruence between the ideal self and the real self is significant to enjoy psychological well-being.

Question 5.
What is meant by self-esteem?
Answer:

• Self-esteem is a general evaluation of an individual along a dimension. It is the respect one has for himself.
• According to Seligman, ‘self-esteem is your overall evaluation of your worth as a person, high or low, based on all positive and negative self-perceptions.

Question 6.
Describe the characteristics of individuals with high self-esteem.
Answer:
Some characteristics of individuals with high self-esteem are as follows:

• Positive
• Responsible
• Committed to goals
• Strong internal values
• Genuine and forgiving
• Desire for self-improvement

Question 7.
What are the ways to improve one’s self-esteem? Give example.
Answer:

1. Some ways to improve one’s self-esteem are as follows:
   • Eliminate negative self-talk
   • Recognize your strengths
   • Recognize self-worth
   • Accept mistakes
   • Accept rejection
2. e.g. When Neha accepted rejection in interviews as a part of life, she started looking at it in a positive way. This improved her self-esteem.

Question 8.
What are the characteristics of individuals with self-efficacy? Give examples.
Answer:

• Individuals with high self-efficacy have accurate self-evaluation and are willing to take risks. They are confident and experience a sense of accomplishment. e.g. Emerging entrepreneurs often have high self-efficacy.
• Individuals with low self-efficacy fear uncertainty and failure. They are afraid to take risks. e.g. After losing five games in a row, players in the football team suffered from low self-efficacy.

Question 9.
What is self-image?
Answer:

• Self-image is a personal view or mental picture that we have of ourselves. It is a collection of an individual’s assets (strengths) and liabilities (weaknesses).
• Body image, i.e. how we think, feel, and react to our physical attributes, is also a part of self-image.

Question 10.
What are the ways to regulate self? Give examples.
Answer:

1. Some ways to regulate self are as follows:
   • Being aware of one’s own actions
   • Being able to evaluate the impact of one’s actions
   • Being able to predict others’ reactions
2. e.g. When Aditya realized that his anger outbursts scare his toddler, he felt guilty and decided to stop it. He used anger management techniques to regulate himself during such situations.

3. Compare and contrast

Question 1.
Ideal self — Real self
Answer:

• The ideal self is what we want to be while the real self is what we actually are.
• The ideal self represents our dynamic ambitions and goals. It comprises of some goals which are beyond our reach. On the other hand, the real self is our inner personality. It may not be perfect but it is our real part.

Question 2.
Private self — Objective self-awareness
Answer:

• The development of the private self takes place between the age of five to six while objective self-awareness develops during adolescence.
• Private self begins to develop when children learn that they can lie and keep secrets. There is the hidden side of the self which includes thoughts, feelings, and desires which parents are unaware of. On the other hand, objective self-awareness develops when adolescents seek to become the center of attraction and popularity. To achieve this, they accept a group’s mannerisms and behavioural patterns.

Question 3.
People with high self-esteem and People with low self-esteem
Answer:

• People with high self-esteem are positive, responsible, genuine, and committed to their goals. On the other hand, people with low self-esteem are negative, need externally oriented goals, and are impatient with themselves as well as others.
• People with high self-esteem have strong internal values and forgiving nature. They continuously seek to improve themselves. Conversely, those with low self-esteem are unhappy and experience anxiety. They may also have a superiority or inferiority complex.

4. How will you deal with the following situations if it were you in those situations?

Question (a).
Grishma thinks she is extremely good-looking – which is not true in reality – she aspires to become a star model.
Answer:
I feel few important characteristics to become a star model are confidence, physical fitness, gracefulness, and determination.

I will talk to Grishma about the incongruence between her ‘real self’ (self-image) and ‘ideal self. I will also make her understand that even though she is not extremely good-looking, she can actualize her potential by taking efforts to sharpen her other positive attributes.

Question (b).
Harshad is avoiding places where he has to meet many people as he wears spectacles and he has got lot of pimples.
Answer:

• I will make Harshad realize that his pimples or spectacles do not define ‘who he is’ or, determine his worth as a person. So, he should not let it impact him in a negative manner.
• I will also highlight his strengths to make him understand that his ‘self-concept’ should be based on a broader range of aspects than just a body image. I will also encourage him to engage in diverse social interactions to improve his sense of self-worth.

Question (c).
Sushma is too short so she does not mix with others.
Answer:

• I will talk to Sushma that being short is not something she should be ashamed of. Her height is just one aspect of her personality. She should not let it come in the way of her social interactions.
• I will also motivate Sushma to interact with others so that she can build strong and long-lasting social connections. It will make her feel positive and happy.

5. Write short notes in 50-60 words each.

Question 1.
Gender role
Answer:

• Gender role is an acquired attribute of self-concept which is psycho-social by nature.
• It is determined by the family atmosphere as well as cultural influences where the child learns through observation and imitation.
• e.g. if a girl is assertive and practical, she may be considered to be ‘masculine. This is because these attributes are usually associated with boys.
• However, gender-based roles are diluting in modern times. Society is approving and accepting these changes with an open mind.
• e.g. Pt. Birjoo Maharaj, Sanjeev Kapoor, Vikram Gaikwad are famous in female-dominated areas while Phogat sisters, Kalpana Chawla, Kiran Bedi are successful in male-dominated areas.

For your understanding

• Due to societal expectations, both males and females are expected to behave in certain ways, e.g. men are taught that they should be strong. If they cry, it is considered to be ‘girl’.
• However, now people have begun to realize that there is nothing wrong if a man takes up a feminine role or a woman behaves in a masculine way.

Question 2.
Carl Rogers’ theory of self
Answer:

• According to Carl Rogers, every individual has a tendency to actualize himself.
• Two important concepts related to Roger’s theory are the real self and the ideal self.
• The real self is what we actually are while the ideal self is what we want to be. The real self has a tendency to actualize himself. But the ideal self may consist of some goals which are beyond our reach.
• High congruence between the real self and ideal self leads to healthy productive life while a large gap or incongruence between them leads to maladjustment.
• By trying to achieve our full potential, we strive to be fully functioning individuals, i.e. achieve self-actualization.
• People who achieve self-actualization are well-balanced, well-adjusted, and interesting.

Question 3.
Self-efficacy
Answer:

• Self-efficacy is a person’s belief in his ability to accomplish some specific goal or a task.
• It depends on his trust in his own competency. Competence can vary between different situations, e.g. a person’s self-efficacy may be high in painting but low in cooking.
• Self-efficacy is based on ‘Social cognitive theory. The theory holds that humans actively shape their lives rather than passively reacting to the environment.
• Maddux defined self-efficacy as ‘what I believe I can do with my skills under certain conditions.
• Two factors related to efficacy are outcome expectancies (skills required to complete the goal) and efficacy expectancies (person’s analysis about whether he has those capacities).
• Self-efficacy can be improved by reinforcing oneself, developing one’s own skillset, choosing a role model for a particular activity and following him, seeking constructive feedback from others, and learning techniques to control one’s own emotional arousal.

Question 4.
Self-awareness
Answer:

• Self-awareness is the quality or trait that involves conscious awareness of one’s thoughts, feelings, behaviours, and traits.
• In order to have a proper self-concept, one must have some level of self-awareness, i.e. understanding that a person has a separate identity from others.
• According to Piaget, self-consciousness starts emerging between 15-24 months.
• Self-awareness is necessary before the child becomes aware of being a focus of attention. It enables him to understand what others are feeling. It also enables him to identify what belongs to him and what belongs to others.

Question 5.
Self-esteem
Answer:

• According to Seligman, ‘self-esteem is your overall evaluation of your worth as a person, high or low, based on all positive and negative self-perceptions. It is the respect one has for himself.
• A person may have various levels of self-esteem, e.g. a girl may have high self-esteem about her intelligence but may have low self-esteem about her looks.
• People with high self-esteem are positive, responsible, genuine, and committed to their goals. They have strong internal values and forgiving nature. They continuously seek to improve themselves.
• On the other hand, people with low self-esteem are negative, need externally oriented goals, and are impatient with themselves as well as others. They are unhappy and experience anxiety. They may also have a superiority or inferiority complex.
• Some of the ways to improve one’s self-esteem are as follows:
  • Eliminate negative self-talk
  • Recognize your strengths
  • Recognise self-worth
  • Accept mistakes
  • Accept rejection

Question 6.
Self-regulation
Answer:

• Self-regulation is being able to control our own thoughts, feelings, and actions for our own benefit.
• It involves monitoring one’s own actions and reactions. When one engages in self-regulation, he avoids impulsive reactions.
• It also involves predicting the consequences of our behaviour and avoiding behavioural patterns which can negatively affect ourselves or others in the future.
• Self-regulation also involves focusing on certain parts of life and ignoring some other parts for the time being, e.g. as exams approach, a person will stop spending time on Netflix and focus on studies.
• Higgins’ research on regulatory focus showed that people either have promotion regulatory focus or prevention regulatory focus.
• It means people either focus on achieving positive outcomes or don’t do anything in order to prevent negative outcomes.
• Self-regulation has crucial implications in our life.

6. Answer the following questions in 150-200 words.

Question 1.
Give a detailed account of the development of an individual’s self-concept through the stages of life.
Answer:

• On average, till the age of six months, the child is unaware of himself. As the child grows, he starts making distinctions between his own body and everything else.
• In normal children, face recognition with a mirror occurs at the average age of one and half years. They are capable of pretend play. They also start using personal pronouns, (I, me, mine).
• By the age of two, the child becomes aware of general expectations (what is good/ bad behaviour). They smile when people smile at them and frown when others get angry. They also develop a sense of self by comparing themselves with the standard role model (beginning of self-esteem).
• By the age of three, children start recognizing themselves and others as boys or girls.
• Between the age of three to twelve, the self-concept is defined mainly in terms of sex, age, family, and what the child believes he or she can or can’t do.
• When schooling starts at the age of five-six, a child begins to compare himself to others (beginning of social comparison). Also, the development of the private self-concept takes place during this stage.
• The final unfolding of self-concept during adolescence involves perspective taking, i.e. thinking and understanding other’s point of view. They might even enter into the stage of objective self-awareness.

Question 2.
Explain the theory of the self as proposed by Carl Rogers.
Answer:

• According to Carl Rogers, every individual has a tendency to actualize himself.
• Rogers also asserted that mentally healthy individuals have congruence between their experience and their self-concept while neurotic individuals deny awareness of their sensory and emotional experience.
• Two important concepts related to Roger’s theory are the real self and the ideal self.
• The real self (self-image) is what we actually are while the ideal self is what we want to be. The real self is our inner personality while the ideal self represents our dynamic ambitions and goals.
• The real self has a tendency to actualize himself. But the ideal self may consist of some goals which are beyond our reach. This may result in the gap between the real self and the ideal self.
• High congruence between the real self and ideal self leads to a greater sense of self-worth and healthy productive life while a large gap or incongruence between them leads to maladjustment.
• By trying to achieve our full potential, we strive to be fully functioning individuals, i.e., achieve self-actualization.
• Self-actualization means recognizing and exploring one’s full potential. People who achieve self-actualization are well-balanced, well-adjusted, and interesting.

Congruent

The self-image is similar to the ideal self.
There is more overlap.
This person can self-actualize.

Incongruent

The self-image is different from the ideal self.
There is only a little overlap.
Here self-actualization will be difficult.

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 2 Branches of Psychology Textbook Exercise Questions and Answers.

Maharashtra State Board Class 11 Psychology Solutions Chapter 2 Branches of Psychology

1A. Complete the following statements.

Question 1.
The branches of Psychology that explore relationships among different variables and human behaviour are known as ___________ Psychology.
a. Theoretical
b. Applied
c. Common
Answer:
a. Theoretical

Question 2.
The study of human behaviour at the workplace is the concern of ___________ Psychology.
a. Social
b. Industrial
c. Experimental
Answer:
b. Industrial

Question 3.
One can study the problems of adolescence in ___________
a. Developmental
b. Social
c. Cognitive
Answer:
a. Developmental

Question 4.
___________ Psychology is concerned with diagnosis and treatment of psychological disorders.
a. Counselling
b. Cognitive
c. Clinical
Answer:
c. Clinical

1B. Identify the odd item from the following.

Question 1.
Experimental Psychology, Social Psychology, Industrial Psychology, Cognitive Psychology
Answer:
Industrial Psychology

Question 2.
Clinical psychology, Industrial Psychology, Sports Psychology, Abnormal Psychology
Answer:
Abnormal Psychology

1C. Match the following pairs.

Question 1.

Answer:

2. Compare and contrast.

Question 1.
Theoretical and applied branches of Psychology.
Answer:
In theoretical branches, psychologists concentrate on carrying out research and forming theories while applied branches help individuals to use the knowledge gained from research to solve their problems.

The main aim of theoretical branches is to develop principles and establish laws in order to explain behaviour of human beings while the main objective of applied branches is to put knowledge into practice by helping individuals to adjust to their real-life situations.

Some theoretical branches are Developmental Psychology, Child Psychology, Social Psychology, Cognitive Psychology, Experimental Psychology, Abnormal Psychology while some applied branches are Educational Psychology, Clinical Psychology, Counselling Psychology, Criminal Psychology, Sports Psychology, Industrial Psychology.

For your understanding
The activities of applied psychology range from conducting field studies for finding practical solutions to problems to directly providing services to concerned individuals or organizations.

Question 2.
Abnormal Psychology and Clinical Psychology
Answer:
Abnormal Psychology is a theoretical branch that studies the unusual behavioural, emotional, and thinking patterns in individuals while Clinical Psychology is an applied branch that studies diagnoses and treats emotional and behavioural problems.

Abnormal Psychology aims to study the causes and factors leading to abnormal reactions like excessive suspiciousness, mental retardation, extreme mood swings, etc. On the other hand, Clinical Psychology deals with the diagnosis and treatment of mental illness, marital and familial conflicts, drug addiction, depression, delinquency, etc.

3. Write Short Notes.

Question 1.
Clinical Psychology
Answer:

• Clinical Psychology is an applied branch that studies, diagnoses, and treats emotional and behavioural problems in individuals like mental illness, marital and familial conflict, drug addiction, severe depression, alcoholism, delinquency, etc.
• For diagnosis, clinical psychologists collect detailed information regarding the client through psychological tests and by conducting interviews of clients as well as their family and friends.
• Once the problem is diagnosed, they use appropriate psychotherapy to help the client overcome his problem.
• Clinical psychologists usually work in hospitals and community health centers or they may have their private practice.
• Clinical Psychology is the largest subfield of Psychology.

Question 2.
Cognitive Psychology
Answer:

• Cognitive Psychology concentrates on higher mental processes such as thinking, reasoning, and decision making.
• It is concerned with the study of attention, perception, language development, thinking, memory, and problem-solving.
• It also answers questions related to the disruption of memory, different types of learning styles and disorders, causes of speech impairment as well as the functioning of decision-making mechanisms.

Question 3.
Developmental Psychology
Answer:

• Developmental Psychology studies changes in behaviour from conception to death.
• It is the scientific study of how and why human beings change over the course of their life.
• It examines changes across three major dimensions, viz. physical, cognitive, and social development.
• It aims to explain how thinking, feeling, and behaviour change throughout life.
• It may study a specific period of life like childhood, adolescence, adulthood, and old age.

Question 4.
Industrial Psychology
Answer:

• Industrial Psychology is concerned with behaviour of people working in an organization.
• Industrial psychologists play a crucial role in selection and placement, workforce motivation, and job satisfaction as well as appraisals and grievances.
• They help to enhance motivation, group morale, and leadership skills among the employees.
• Consumer Psychology is a branch of Industrial Psychology that deals with consumer behaviour, quality of products, brand loyalty, and influence of advertisement on purchasing.

4. Suggest an appropriate branch of psychology related to the following situations.

Question 1.
A husband and wife do not understand each other so they keep fighting.
Answer:
Counselling Psychology

Question 2.
My friend’s father lost his job and he is in depression.
Answer:
Clinical Psychology

Question 3.
A 5th standard student is unable to concentrate.
Answer:
Educational Psychology

Question 4.
I want to study the process of thinking and learning.
Answer:
Cognitive Psychology

Question 5.
I want proper information about attitude, prejudice, or conflicts in a group.
Answers:
Social Psychology

5. Answer the following questions in detail.

Question 1.
Explain any five theoretical branches of Psychology.
Answer:
Some theoretical branches of Psychology are as follows:

Child Psychology: It deals with the biological, psychological, and emotional changes that occur during childhood. These changes occur as the individual progresses from being dependent to becoming independent. Child psychologists study problems related to children such as lying, bunking school, stealing, bedwetting. They also conduct researches on effective child-rearing practices and the role of reinforcement in motivating children.

Social Psychology: It studies how an individual influences other people and gets influenced by them. According to Myers, Social Psychology is the scientific study of how an individual’s behaviour is affected by others. The primary focus of Social Psychology is to understand how individuals are affected by other people. It examines issues such as co-operation or conflicts within groups, attitudes, prejudices, friendliness, and leadership qualities of an individual.

Experimental Psychology: It attempts to understand the fundamental causes of behaviour. It studies how people learn, remembers, reason, and respond emotionally. It deals with problems related to sensation, perception, learning and memory. Experimental psychologists conduct laboratory experiments to study how people react to sensory stimuli and perceive the world.

Cognitive Psychology: It concentrates on higher mental processes such as thinking, reasoning, and decision making. It also answers questions related to the disruption of memory, different types of learning styles and disorders, causes of speech impairment as well as the functioning of decision-making mechanisms.

Abnormal Psychology: It studies unusual patterns of behaviour, emotions, and thinking. It aims to study the causes and factors leading to abnormal reactions such as excessive suspiciousness, extreme mood swings, perceiving objects or situations which are not real, mental retardation, extreme fear of objects, animals, or situations, etc.

Question 2.
Describe any five applied branches of Psychology.
Answer:
Some applied branches of Psychology are as follows:

Educational Psychology: It studies all factors related to education. It is concerned with increasing the efficiency of the teaching and learning process. It also focuses on the learning difficulties of slow learners, exceptional as well as average children. Educational psychologists are primarily associated with schools, colleges, and universities. They try to design intervention programs to develop motivation, effective study habits, and a better classroom environment. They also deal with behavioral issues of children such as learning disorders, hyperactivity, lack of concentration, ADHD.

Counselling Psychology: It deals with milder behavioural problems. Counselling psychologists offer guidance about adjustment issues faced by a person, e.g. difficulties experienced by a person in studies, personal life issues, or workplace issues. Counselling psychologists are also involved in vocational and career guidance.

Criminal Psychology: It deals with the motives behind criminal behaviour. Criminal psychologists are concerned with identifying the causes of crime, studying the personality of criminals, suggesting preventive measures to control criminal behaviour, and implementing plans for criminal rehabilitation. They play a significant role in the forensic department to uncover the scene of the crime. They generally work with the law enforcement department or the criminal investigation department or social organisations working for rehabilitation.

Sports Psychology: It helps sportspersons to maintain their motivation and stamina during the actual performance. It also aids sportspersons to maintain themselves when they are not on the field. Sports psychologists help players to maintain composure when they are under pressure, maintain emotional balance when they go through a bad patch, and maintain wellness when they are recovering from personal injuries.

Industrial Psychology: It is concerned with the behaviour of people working in an organisation. Industrial psychologists play a crucial role in selection and placement, workforce motivation, and job satisfaction as well as appraisals and grievances. Consumer Psychology is a branch of Industrial Psychology that deals with consumer behaviour.
applied branch of Psychology. The development of aviation and space exploration programmes has accelerated growth in Engineering Psychology.

Question 3.
Write any five career opportunities in Psychology.
Answer:
Counselling Psychology: An individual can become an educational counsellor or vocational counsellor or marriage counsellor and help people to solve career-related or personal problems.

Social Psychology: An individual can become a public relations officer or social welfare officer or labour welfare officer.
These officers attempt to solve various social problems.

Sports Psychology: An individual can become a sports counsellor and work in gyms, schools, or professional sports teams. These counsellors help to improve the confidence, concentration, and morale of players.

Military Psychology: An individual can become an army mental health specialist or army psychologist, navy psychologist, air force psychologist, or marine psychologist. These psychologists play a role in the selection of army officers. They also improve the morale of people in defense services.

Rehabilitation Psychology: An individual can become a special educator or rehabilitation psychologist or disaster management and rehabilitation officer. A special educator works for specially-abled persons while a rehabilitation psychologist works in remand homes. A disaster management and rehabilitation officer helps in disaster management and rehabilitation.

Activities

Activity 3. (Textbook Page No. 14)

Try to find at least one example that can fit into each of the above sub-branches of theoretical Psychology.
Answer:

• Developmental Psychology: Mr. Mehta conducted a comparative study of physical and cognitive development during early childhood and late childhood.
• Child Psychology: Mr. Singh studied the impact of parental divorce on the social behaviour of a child.
• Social Psychology: Mrs. Joshi examined the effect of peer pressure on a person’s dressing style.
• Cognitive Psychology: Mr. Dsouza studied factors influencing the attention span of students during lectures.
• Experimental Psychology: Mr. Iyer studied the reactions of individuals in a laboratory to disgusting events.
• Abnormal Psychology: Mrs. Ajmera conducted a study on the genetic factors influencing depression.

Activity 4. (Textbook Page No. 15)

Can you think of at least one problem that educational psychologists can find solutions to, concerning the following areas?

1. Behaviour of the student
2. Teaching methods
3. Teacher’s behaviour in the class

Answer:

1. Why do students bunk lectures?
2. Do interactions with students during lectures improve learning outcomes?
3. Is it possible to use reward and punishment techniques to motivate students?

Activity 6. (Textbook Page No. 16)

Can you think of at least one problem that a counselling psychologist can find solutions to, concerning the following areas?

1. Adjusting with peers
2. Adjusting with parents and siblings
3. Making decisions about a career

Answer:

1. How conflict with peers affects an individual’s mood?
2. How generation gap may lead to a difference of opinion?
3. How to choose a career that matches one’s interests and aptitude?

Activity 8. (Textbook Page No. 16)

Think of at least one problem that a sports psychologist can find solutions to, concerning the following areas.

1. Improving team spirit
2. Emotional management
3. Improving self-confidence

Answer:

1. How to build healthy relations with team members?
2. How to remain calm and composed even after a failure?
3. How to believe in one’s capabilities during challenging tournaments?

Activity 9. (Textbook Page No. 17)

1. Talk to your parents/teachers and enlist the factors that give them satisfaction at their work.
2. While buying something from the market, which factors affect your desires? Enlist these factors that influence your choice. For example advertisements, brands, etc.

Answer:

1. Some of the factors that are associated with job satisfaction are the extent to which one enjoys his work, relation with superiors and colleagues, rate of remuneration and other incentives as well as the scope of growth in the future.
2. Some of the factors that influence consumer choices are quality of the product, price of the product, price of substitute and complementary products, the income of a person, latest trends, personal choices, habits, and opinions of significant others.