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PSYCHOLOGY (855)
Aims:
(i) To develop an
understanding of human behaviour: the nature of individuals
and of members of social groups. (ii) To develop an
understanding of the methods of research and study employed in
Psychology. (iii) To develop an appreciation of the practical
value of Psychology and its applications in daily life.
CLASS XII
There will be two papers in
the subject. Paper I - Theory: 3 hours …70 marks
Paper II- Practical Work: …30
marks
PAPER - I (THEORY) – 70 Marks
Part I (20 marks) will
consist of compulsory short answer questions relating to the
fundamental aspects of the entire syllabus. Part II (50 marks)
will consist of two sections, A and B. Candidates will be
required to answer two out of three questions from Section A
and three out of five questions from Section B. Each question
in this part shall carry 10 marks.
SECTION A
1. Intelligence and Ability (i)
Intelligence: what is meant by intelligence - theories
regarding the nature of intelligence; how intelligence is
measured - the concept of IQ, intelligence tests – Individual
Tests, Group Tests, Culture Fair Tests. Levels of intelligence
and associated characteristics (from gifted through average to
below average). Different views regarding the nature of
intelligence: general or multifaceted; quality or process;
modern emphasis on social context; Intelligence: what is meant
by intelligence - theories regarding the nature of
intelligence; Theories of Intelligence: Two Factor Theory –
Charles Spearman; Primary Mental Abilities – Thurstone;
Raymond Cattell – Fluid and Crystallised Intelligence;
Guillford’s Structure of Intellect Model. Modern Theories:
Information Processing; Triarchic Theory – Sternberg; Theory
of Multiple Intelligence – Howard Gardner. How intelligence is
measured - the concept of IQ; Intelligence Tests – Individual
Tests - Stanford Binet, Wechsler, Group Tests – Raven’s
Progressive Matrices, Culture Fair Tests – Cattell’s Culture
Fair Test. Levels of intelligence and associated
characteristics (from gifted through average to below
average). (ii) Aptitude, Achievement and Interest: meaning of
these terms. Reason for their assessment and means of
assessment (different tools/ tests) used. What is meant by
Aptitude - when aptitude needs to be assessed - the GATB
(General Aptitude Test Battery); meaning and usefulness of
Achievement tests; why and how Interest is measured - the SCII
(Strong Campbell Interest Inventory). 2. Personality (i) What
is meant by Personality. Definitions of personality – Allport,
Cattell, Eysenck. (ii) Theories of Personality: Type Theories,
Psychoanalytic Theory - Freud’s structure of personality;
psycho-sexual stages of development; Post Freudians (in
brief); Humanistic - Rogers and Maslow; Traits - Allport,
Cattell; Social/Behavioural Learning - Bandura and Rotter.
Type Theory: Sheldon, Kreshtmer, Hippocrates, Friedman, Charak
Samhita of Ayurveda. Types and stereotypes - the usefulness
and dangers of categorizing personalities, e.g. introverts and
extroverts. Psychoanalytic Theory of Personality: Freud's
levels of consciousness, structure of personality - Id, Ego
and Superego; principles on which they function; Psychosexual
stages of development and fixation; Post Freudians: Erik
Erikson, Horney; Humanistic theories of Rogers (concept of
fully functioning persons) and Maslow (self actualization).
Traits: Allport (central, secondary and cardinal traits),
Cattell (source and surface traits). The five factor model of
Costa and McCrae. Social Cognition and Social Learning
theories of Bandura and Rotter. 62 (iii) How personality is
assessed: reports, inventories (MMPI), projective techniques -
Rorschach Inkblot Test and Thematic Apperception Test. The use
of Self Reports - inventories/ questionnaires in assessing
Personality - an understanding of the MMPI (Minnesota
Multiphasic Personality Inventory); what is meant by
Projective Techniques - how the Rorschach Inkblot and TAT
(Thematic Apperception Test) are used.
SECTIO B
3. Lifespan Development (i)
Meaning of Development, growth and maturation. Why is the
study of lifespan development important? Determinants –
interaction of heredity and environment, context of
development. (ii) Infancy - motor, cognitive development,
socio- emotional development. Motor – milestones; cognitive –
Piaget’s Sensory Motor Stage; socio- motional
development – emergence of attachment. (iii) Childhood -
motor, cognitive development, socio-emotional development.
Motor development; cognitive development – Piaget’s Theory
(Preoperational, Concrete and Formal Operation); emergence of
self – gender, emergence of peer relationships; moral
development – Kohlberg’s perspective – pre-conventional
morality. (iv) Adolescence - physical changes, cognitive
development, socio-emotional development; some major concerns.
Physical changes at puberty; Cognitive development – Piaget’s
Formal Operations Stage; Socio- motional development - forming
an identity, dealing with sexuality and gender; some major
concerns – delinquency, substance abuse (drugs and alcohol)
and eating disorders - bulimia, anorexia. 4. Stress and Stress
Management (i) Meaning of stress - its basic nature. Stress as
a process - stressors (negative and positive events); results
of overload; the stages of GAS or the General Adaptation
Syndrome (Selye's model). Cognitive appraisal of stress –
primary and secondary. (ii) Common causes of stress.
External/situational: major life events, minor hassles of
everyday life, work- elated causes, the physical environment.
Internal/dispositional: Personality variablestraits/ types.
(iii) Effects of stress on health and performance. Upsets the
internal mechanism and balance - immune system affected,
hypertension, heart problems, ulcers, diabetes, asthma.
Relation between stress and performance - burnout. (iv) Stress
management - ineffective and effective strategies of handling
stress. Coping with stress: Ineffective strategies - defense
mechanisms - rationalization, projection, reaction formation,
regression, repression, displacement, sublimation; Effective
strategies - relaxation training and yoga. Effective
lifestyles – stress cycles – wellness and distress. 5.
Psychological Disorders and Psychotherapy (i) Meaning of
“Abnormal behaviour” - biological, psychological and socio -
cultural perspectives. Principles of classification of
psychological disorders with reference to DSM IV. Different
views of "abnormal" behaviour - the statistical stand - the
biological/medical approach - the psychodynamic perspective -
the sociocultural dimension; why classification of disorders
is necessary - an understanding of the Diagnostic and
Statistical Manual of Mental Disorders - IV. 63 (ii)
Characteristics of some psychological disorders: Anxiety -
generalised, phobic, obsessive- ompulsive; Mood - bi-polar,
depression; personality - anti-social, histrionic, avoidant,
dependent, passive- aggressive. What is meant by anxiety -
different forms of anxiety disorders: phobias, obsession -
compulsive disorders; Mood disorderscharacteristics of severe
depression, manicdepressive or bipolar disorder; personality -
anti-social, histrionic, avoidant, dependent,
passive-aggressive. (iii) Schizophrenia - meaning; main types;
characteristics. Basic nature of Schizophrenia -
characteristics of Disorganized Catatonic and Paranoid
Schizophrenia. (iv) Psychotherapy - Psychoanalysis; Client-
centred; Behavioural. Rehabilitation. What is meant by
Psychotherapy - central features of psychodynamic therapies -
free association, dream analysis, transference and counter
transference; the principles onwhich client centred
therapy has been developed. Behavioural therapies based on
classical and operant conditioning or modelling.
Rehabilitation. 6. Social Thought and Social Behaviour (i)
Social Perception - attribution or the process through which
people try to understand the reasons for others’ behaviour.
How people determine whether others' behaviour is a result of
internal causes or external factors - biases in forming
judgments (attribution). (ii) Social Influence- how people try
to change others’ behaviour; social norms; conformity and
obedience - factors affecting them. What is meant by social
norms - why people conform to social norms and why they
digress - Asch's study on conformity; why and when people obey
others - Milgram's experiment. 7. Attitudes (i) Meaning of
“Attitude” - the relationship between attitude, perception,
belief and behaviour; how attitudes are formed and changed.
What are attitudes - the components of attitude; how far
attitudes determine behaviours: the process of forming
attitudes - how attitudes change: persuasion and cognitive
dissonance. (ii) Prejudice – meaning of “prejudice” and
discrimination; the origins of prejudice; how to combat
prejudice. The Indian context. An understanding of the meaning
of prejudice and how it works in the form of discrimination -
causes of prejudice: social learning, realistic competition,
social categorization and stereotyping; ways in which
prejudice can be resisted. Caste, community and gender
stereotypes in the Indian context. 8. Applications of
Psychology with reference to: (i) Clinical and
Counselling Psychology. Role of a counsellor and a clinical
psychologist in dealing with individuals, couples, families
and groups. (ii) Educational (School) Psychology. How
Psychology helps to facilitate learning in school - students
and teachers; individual problems: learning differences,
teaching and evaluation techniques, school environment. Career
counselling - how Psychology helps in the choice of a career -
requirements of a field or job, testing individuals, matching
individual and field/job. (iii)Organisational Psychology. How
Psychology helps to promote efficiency, well-being and
profitability - study of factors involved. Recruitment,
motivation, team building and leadership skills, marketing and
consumer behaviour. (iv) Crime. How Psychology helps towards:
understanding criminals, rehabilitating them, preventing
crime.
PAPER II
(PRACTICAL WORK) – 30 Marks
Candidates will be expected
to have completed two studies from those given below.
Assessment will be based on a written report which should
cover – (I) Aim (II) Basic concept: Definition of concepts
used andrelated theory. Identification of variables –
independent and dependent. (III) Method - (i) Sample of the
Study (ii) Procedure followed (data-collection, nature
of raw data) (iii) Statistical Treatment of Data (iv) Results
& Discussion (v) Conclusion The practical work will be
assessed by the teacher and a Visiting Examiner appointed
locally and approved by the Council. Mark allocation per
study [15 marks]: Basic Concept 3 marks Method (correctness of
procedure) 4 marks Results and discussion 4 marks Viva 4 marks
A. Statistics To study group differences in Examination
results. Groups: Any two classes or two sections of the same
class with same subjects. Raw Data: Summated scores on all
subjects in the annual examination for each student. Analysis:
(i) Group analysis – Calculate mean scores (central tendency)
and standard deviations (variability) for each group and make
inter-group comparisons. (ii) Individual analysis – Calculate
Z (standard) scores for any two students from each class – one
whose examination score is above the class mean and one whose
examination score is below the class mean. Interpret the Z
score in standard deviation units and indicate the percentage
of scores that lie above/below the subject’s score (use a
table that gives the areas under the Normal curve
corresponding to given values of Z). (iii) Graphic
Representation – bar diagram to depict the mean scores of both
groups. B. Attitudes To study attitudinal differences
regarding any one of the following – Fashion, Work/Lifestyle,
Marriage. Groups: Two generations (parents and children) Or
Gender differences (boys and girls) of the same age- group
(preferably from Class XI or XII). Tools: to construct a
simple 5-point scale (10-15 items) with positively and
negatively worded statements. Raw Data: Summated scores on all
the statements for each respondent. Analysis: (i) Calculate
mean attitudinal scores for each group and make inter-group
comparisons. (ii) Short, structured interview schedule
constructed and administered to 8-10 students in each group.
The responses elicited can be used to draw inferences to
explain the inter-group differences, if any. C. Stress To
study the causes and effects of stress among school students.
Group: Class X or Class XI students Tools: To construct two
checklists - one indicating the potential stressors along with
a 5-point rating scale indicating their frequency of
occurrence (very often, often, sometimes, rarely, very
rarely). The stressors should include dispositional/internal
variables (personality attributes, cognitive appraisal) and
situational/external variables (life events, environmental
pressures – physical, social, cultural and academic
stressors). The second checklist should indicate the
effects of stress (strain) – physical, psychological and
behavioural along with their frequency of occurrence (on a
5-point rating scale). Analysis : To determine the stressors
and the effects that occur with the most to the least
frequency and understand/explain each. OTE: No question paper
for Practical work will be set by the Council.
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