Section A: MCQs- 2 marks

1. The term abnormal behaviour is best defined using which combination of factors?
A. Statistical rarity only
B. Personal distress, deviance, dysfunction, and danger
C. Social nonconformity alone
D. Biological malfunction alone
Answer: B
2. The supernatural explanation of abnormal behaviour is based on the belief that it results
from:
A. Unconscious motives
B. Evil spirits or demonic possession
C. Hereditary influences
D. Faulty learning
Answer: B
3. The biological model of abnormal behaviour focuses mainly on:
A. Cultural expectations
B. Brain structure, hormones, and neurotransmitters
C. Personal experiences
D. Social relationships
Answer: B
4. According to the psychodynamic approach, abnormal behaviour arises from:
A. Learned responses
B. Faulty thinking
C. Unresolved unconscious conflicts
D. Imitation and social pressure
Answer: C
5. The cognitive approach explains abnormal behaviour as a result of:
A. Negative or irrational patterns of thought
B. Genetic vulnerability
C. Childhood conflicts
D. Brain damage
Answer: A
6. Which of the following is not an anxiety disorder?
A. Panic disorder
B. Phobic disorder
C. Obsessive-compulsive disorder
D. Somatic symptom disorder
Answer: D
7. In obsessive-compulsive disorder, “obsessions” refer to:
A. Repetitive, irrational thoughts
B. Repetitive actions like checking or washing
C. Avoidance of certain situations
D. Excessive fear of objects
Answer: A
8. A person suddenly loses vision after witnessing a traumatic event, even though no
medical cause is found. This represents:
A. Conversion disorder
B. Dissociative amnesia
C. Illness anxiety disorder
D. Bipolar disorder
Answer: A
9. Bipolar disorder is characterised by alternating periods of:
A. Euphoria and sadness
B. Anxiety and fear
C. Hallucination and delusion
D. Compulsion and obsession
Answer: A
10. Schizophrenia is primarily associated with:
A. Excess dopamine activity in the brain
B. Low serotonin levels
C. Viral infection
D. Overactive thyroid gland
Answer: A
11. A man believes that secret agents are constantly following him. This symptom is known
as:
A. Delusion of control
B. Delusion of persecution
C. Hallucination
D. Phobia
Answer: B
12. A person persistently worries about serious illness despite normal medical results. This
condition is called:
A. Illness anxiety disorder
B. Somatic symptom disorder
C. Panic disorder
D. Hypomania
Answer: A
13. A student who cannot focus on tasks, interrupts frequently, and acts impulsively may
have:
A. Conduct disorder
B. Autism spectrum disorder
C. Attention Deficit Hyperactivity Disorder (ADHD)
D. Phobic disorder
Answer: C
14. A person who eats excessively and then purges by vomiting is most likely suffering from:
A. Binge eating disorder
B. Bulimia nervosa
C. Anorexia nervosa
D. Conversion disorder
Answer: B
15. Excessive and prolonged consumption of alcohol leading to physical and psychological
dependence indicates:
A. Substance-related disorder
B. Mood disorder
C. Personality disorder
D. Anxiety disorder
Answer: A
16. A teenager who frequently lies, steals, and fights with no guilt shows signs of:
A. Conduct disorder
B. ADHD
C. Generalised anxiety disorder
D. Panic disorder
Answer: A
17. Feeling detached from one’s body or observing oneself from outside is known as:
A. Depersonalisation
B. Dissociative amnesia
C. Delusion
D. Hallucination
Answer: A
18. The neurotransmitter most closely associated with schizophrenia is:
A. Dopamine
B. Serotonin
C. GABA
D. Acetylcholine
Answer: A
19. The main goal of cognitive therapy in treating depression is to:
A. Change irrational and self-defeating thought patterns
B. Analyse early childhood experiences
C. Increase serotonin levels through medication
D. Reduce physical symptoms through relaxation
Answer: A
20. The diathesis–stress model suggests that:
A. Only environmental stress causes disorders
B. Both biological vulnerability and stress contribute to mental illness
C. Disorders are purely inherited
D. Psychological disorders are temporary reactions
Answer: B
21. Assertion (A): Abnormal behaviour is defined as behaviour that deviates from social
norms.
Reason (R): Social norms differ across cultures and societies.
A. Both A and R are true, and R correctly explains A.
B. Both A and R are true, but R does not explain A.
C. A is true, but R is false.
D. A is false, but R is true.
Answer: A
Explanation: Social norms form the basis for what a society considers normal or
 abnormal. Since norms vary culturally, the same behaviour may be viewed differently
across societies.
22. Assertion (A): The biological model explains psychological disorders only through brain
chemistry and genetics.
Reason (R): Psychological and social influences have no role in abnormal behaviour.
A. Both A and R are true.
B. Both A and R are false.
C. A is true, but R is false.
D. A is false, but R is true.
Answer: C
Explanation: The biological model focuses on brain and genetic factors, but it does not
deny the importance of psychological or social contributions.
23. Assertion (A): People with obsessive-compulsive disorder perform repetitive acts to
reduce anxiety.
Reason (R): Repetitive rituals temporarily relieve the discomfort caused by unwanted
thoughts.
A. A and R are true, and R explains A.
B. A and R are true, but R does not explain A.
C. A is true, but R is false.
D. A is false, but R is true.
Answer: A
Explanation: Compulsions (like repeated checking) help momentarily reduce anxiety
from obsessions, reinforcing the cycle of OCD.
24. Assertion (A): Schizophrenia is entirely caused by heredity.
Reason (R): Environmental stress and biological predisposition together cause
schizophrenia.
A. Both A and R are true.
B. A is true, R is false.
C. A is false, R is true.
D. Both A and R are false.
Answer: C
Explanation: Schizophrenia results from both genetic vulnerability and stressful life
situations (diathesis–stress model), not heredity alone.
25. Assertion (A): Women are more prone to depression than men.
Reason (R): Hormonal changes, emotional expressiveness, and social pressures increase
their vulnerability.
A. A and R are true, and R correctly explains A.
B. A and R are true, but R does not explain A.
C. A is true, but R is false.
D. A is false, but R is true.
Answer: A
Explanation: Women’s higher rates of depression are linked to a mix of biological
factors (hormonal fluctuations) and social challenges, making R the correct explanation
of A.
 Section C- 3 mark questions

1. Define abnormal behaviour.

1. Abnormal behaviour refers to actions, emotions, or thoughts that significantly deviate

from accepted social or cultural standards.
2. Such behaviour usually causes distress, discomfort, or an inability to function effectively
in everyday responsibilities.
3. For instance, an intense and constant fear of leaving home that prevents one from
attending work is considered abnormal.

2. Explain the four Ds used to identify abnormal behaviour.

1. Psychologists often describe abnormality using four key indicators — Deviance, Distress,
Dysfunction, and Danger.
2. Deviance refers to behaviour that differs greatly from social norms, while distress means
the person feels emotional suffering.
3. Dysfunction implies interference with daily functioning, and danger refers to potential
harm to oneself or others.

3. Describe the main focus of the biological model of abnormality.

1. The biological model explains abnormal behaviour as a result of changes or imbalances

in the brain, genes, or neurotransmitters.
2. It assumes that mental disorders are illnesses similar to physical diseases and require
medical treatment.
3. For example, excessive dopamine activity in the brain is strongly associated with
schizophrenia.

4. What does the psychodynamic model say about the causes of psychological disorders?

1. The psychodynamic model, proposed by Sigmund Freud, views abnormal behaviour as

the outcome of unconscious inner conflicts.
2. These conflicts usually originate from early childhood experiences and unresolved
emotional issues.
3. For instance, obsessive behaviour may emerge due to repressed guilt or internal tension
from the past.
5. Explain the main idea behind the cognitive model of abnormal behaviour.

1. The cognitive model believes that psychological disorders arise because people develop
faulty, irrational, or overly negative thought patterns.
2. Individuals tend to misinterpret events and exaggerate problems, creating unnecessary
emotional distress.
3. For example, a student thinking “I failed once, so I will never succeed” demonstrates a
cognitive distortion that can lead to depression.

6. What are anxiety disorders?

1. Anxiety disorders are conditions where individuals experience excessive fear, worry, or
nervousness far beyond normal levels.
2. The anxiety is often irrational and persists even when no real threat or danger exists.
3. Examples include panic disorder, generalised anxiety disorder, and phobic disorder.

7. Describe obsessive-compulsive disorder (OCD).

1. OCD is characterised by unwanted, intrusive thoughts called obsessions and repetitive

actions known as compulsions.
2. The person feels compelled to perform these actions to temporarily reduce anxiety or
discomfort.
3. For example, an individual may repeatedly wash their hands to get rid of imagined germs
despite knowing they are clean.

8. Differentiate between phobia and panic disorder.

1. A phobia involves intense and irrational fear of a specific object, activity, or situation
such as heights or spiders.
2. Panic disorder, on the other hand, is marked by sudden, unexpected attacks of intense
fear or dread.
3. While phobias are linked to specific triggers, panic attacks may occur without any clear
reason.

9. What are somatic symptom and related disorders?

1. These disorders involve physical complaints that have no identifiable medical

explanation but are still very real for the person.
 2. The physical symptoms, such as pain or weakness, cause significant distress or hinder
daily functioning.
3. For instance, someone may feel continuous chest pain despite normal medical test results.

10. Explain the term dissociative disorders.

1. Dissociative disorders are conditions in which a person experiences disruptions in

memory, identity, or sense of self.
2. They often occur as a response to extreme stress, helping individuals mentally escape
from anxiety or trauma.
3. Common forms include dissociative amnesia or fugue, where the person forgets
important personal details or wanders away.

11. What are mood disorders?

1. Mood disorders are psychological conditions that involve intense and long-lasting
disturbances in emotional states.
2. They range from depression, marked by hopelessness and sadness, to mania,
characterised by excitement and overactivity.
3. Bipolar disorder involves alternating periods of depressive and manic episodes in the
same individual.

12. Describe the key features of schizophrenia.

1. Schizophrenia is a serious mental disorder involving disturbances in perception, thought,

emotion, and social functioning.
2. It includes symptoms such as delusions, hallucinations, disorganised thinking, and
withdrawal from others.
3. For example, a person may believe that others can read their thoughts or that voices are
talking to them.

13. What is meant by delusion and hallucination?

1. A delusion is a strong false belief held despite clear evidence against it, such as believing
one is being followed.
2. A hallucination is a false sensory experience, like hearing voices or seeing things that do
not exist.
3. Both are hallmark features of psychotic disorders like schizophrenia.
14. Define conduct disorder with example.

1. Conduct disorder is a behavioural condition seen mainly in children or adolescents

involving persistent rule-breaking and aggression.
2. Individuals often display lying, stealing, or cruelty towards others without feeling
remorse.
3. For example, a child who frequently bullies classmates and destroys property may have
conduct disorder.

15. Describe attention deficit hyperactivity disorder (ADHD).

1. ADHD is a neurodevelopmental disorder characterised by inattention, impulsivity, and

excessive physical activity.
2. Children with ADHD often struggle to stay focused, follow instructions, or sit still during
lessons.
3. For instance, a student who constantly fidgets and interrupts others during class shows
signs of ADHD.

16. What are eating disorders?

1. Eating disorders involve severe disturbances in eating behaviour along with unrealistic
concerns about body weight and shape.
2. Common forms include anorexia nervosa, marked by self-starvation, and bulimia
nervosa, involving binge eating followed by purging.
3. For example, a person may refuse to eat believing they are overweight despite being
dangerously thin.

17. Explain the diathesis–stress model of abnormal behaviour.

1. The diathesis–stress model suggests that psychological disorders occur when a biological
vulnerability interacts with life stress.
2. People may have a genetic predisposition that becomes active only under stressful
environmental conditions.
3. For example, someone genetically prone to depression may develop symptoms after a
major personal loss.
18. A patient shows paralysis in the legs without any physical injury after a traumatic
event. Identify the disorder and explain it.

1. The described symptoms indicate conversion disorder, which is a type of somatic

symptom disorder.
2. The paralysis symbolically expresses underlying emotional conflict or trauma.
3. It acts as an unconscious way of escaping or protecting oneself from psychological pain.

19. A student has lost interest in studies, feels worthless, and avoids social contact. Identify
the disorder and state its features.

1. The student may be suffering from major depressive disorder, a type of mood disorder.
2. It is characterised by deep sadness, low self-esteem, and loss of pleasure in everyday
activities.
3. Individuals often experience poor concentration, guilt, and withdrawal from friends and
family.

20. Explain the importance of the biopsychosocial model in understanding psychological

disorders.

1. The biopsychosocial model views mental disorders as the result of combined biological,
psychological, and social influences.
2. It provides a more balanced understanding by linking brain function, thought patterns,
and environmental stress.
3. For example, depression can arise from genetic risk, negative thinking habits, and
stressful social relationships working together.

SECTION C- 3 MARKS

1. Describe any five major characteristics of abnormal behaviour.

1. Abnormal behaviour refers to patterns of thinking or actions that strongly deviate from
what society considers appropriate or acceptable.
2. It leads to intense emotional distress for the person or others and disrupts their mental
balance.
3. The behaviour often interferes with normal life functions such as work, study, or
maintaining relationships.
4. It usually persists over time rather than being a temporary response to a stressful
situation.
 5. In extreme cases, it can become harmful, posing serious risks to the individual or those
around them.

2. Explain the main ideas of the psychodynamic model of abnormal behaviour.

1. The psychodynamic model, developed by Sigmund Freud, suggests that abnormal

behaviour results from unresolved unconscious conflicts deep within the mind.
2. These conflicts often begin in early childhood, when desires clash with parental and
societal expectations.
3. When such tension remains hidden, it creates internal anxiety that manifests as abnormal
symptoms.
4. Defence mechanisms such as repression or projection reduce anxiety but distort
behaviour in unhealthy ways.
5. For instance, someone with a cleanliness obsession might unconsciously be dealing with
feelings of guilt or impurity.

3. Discuss the major assumptions of the behavioural model.

1. The behavioural model believes that all behaviours, including abnormal ones, are learned
through interaction with the environment.
2. It focuses on the idea that maladaptive behaviours develop through conditioning,
reinforcement, or imitation.
3. For example, a child who repeatedly receives sympathy for being sick may learn to
exhibit illness behaviour more often.
4. Negative reinforcement, such as avoiding feared situations, strengthens anxiety
responses.
5. Behavioural therapies aim to unlearn these maladaptive responses through systematic
desensitisation, reinforcement, and role modelling.

4. Explain the basic features of the cognitive model of psychological disorders.

1. The cognitive model states that faulty, distorted, or irrational thinking lies at the root of
many psychological disorders.
2. People tend to misinterpret situations negatively and exaggerate potential problems,
which heightens emotional suffering.
3. This negative interpretation becomes habitual, leading to cycles of anxiety or depression.
4. By helping individuals identify and replace faulty beliefs, therapists can change both
thoughts and emotions.
5. For example, transforming the thought “I always fail” into “I can succeed if I prepare
better” can break depressive thinking patterns.
5. State the main differences between the biomedical and biopsychosocial models.

1. The biomedical model focuses entirely on physical or genetic causes of mental illness
and treats them like medical conditions.
2. It relies heavily on medication and biological interventions to reduce symptoms.
3. The biopsychosocial model takes a broader approach, recognising that mental health
depends on the interaction between biology, psychology, and social factors.
4. It values emotional resilience, stress coping, and supportive relationships in recovery.
5. For instance, depression may stem from low serotonin, but negative self-talk and family
stress can intensify it.

6. Describe the main symptoms of generalised anxiety disorder (GAD).

1. GAD involves a persistent and uncontrollable sense of worry about several areas of life,
such as health, work, or family.
2. People with this disorder feel tense, restless, or constantly on edge even when no real
danger exists.
3. Physical symptoms like fatigue, trembling, or headaches often accompany the anxiety.
4. Sleep becomes disturbed, and concentration weakens due to constant anticipation of
negative outcomes.
5. The anxiety continues for at least six months, seriously affecting daily performance and
social interactions.

7. Explain the difference between obsessions and compulsions with an example.

1. Obsessions are repetitive, unwanted thoughts or images that intrude into a person’s mind
and cause intense anxiety.
2. Compulsions are ritualistic actions performed repeatedly to relieve that anxiety, even if
the person knows they are irrational.
3. These acts provide only temporary relief, which reinforces the cycle of fear and
behaviour.
4. The person often recognises the irrationality yet feels powerless to resist the compulsion.
5. For example, a person may check a locked door dozens of times before leaving, fearing
something bad will happen otherwise.

8. Describe the major symptoms of schizophrenia.

 1. Schizophrenia is a severe mental disorder involving a breakdown in thought processes,
emotional responses, and social functioning.
2. It is characterised by delusions, or false beliefs, such as feeling controlled by external
forces.
3. Hallucinations, like hearing voices that others cannot hear, are also common.
4. Individuals show disorganised speech, flat emotions, and a lack of motivation to perform
daily tasks.
5. The disorder severely impairs relationships and the ability to distinguish between reality
and imagination.

9. Explain the term mood disorders and mention their two major types.

1. Mood disorders refer to psychological conditions that cause extreme and prolonged
emotional disturbances.
2. These emotional shifts are disproportionate to external circumstances and affect normal
functioning.
3. The two main types are depressive disorders, involving sadness and hopelessness, and
bipolar disorders, which alternate between depression and mania.
4. Such fluctuations impact sleep, appetite, energy, and concentration levels.
5. Persistent mood instability often disrupts work efficiency, academic performance, and
personal relationships.

10. Discuss the symptoms and possible causes of major depressive disorder.

1. Major depression is marked by deep sadness, loss of interest in daily life, and feelings of
worthlessness lasting for weeks or months.
2. People experience fatigue, disturbed sleep, poor concentration, and significant changes in
appetite or weight.
3. Many sufferers feel hopeless and may even think about self-harm or suicide.
4. Biological factors such as genetic predisposition and low serotonin levels play a
significant role.
5. Stressful life events—such as loss, failure, or loneliness—often act as triggering
conditions.

11. Describe the major symptoms of bipolar disorder.

1. Bipolar disorder involves alternating periods of extreme excitement (mania) and intense
sadness (depression).
2. During manic episodes, people display rapid speech, inflated self-esteem, and impulsive
decisions.
 3. In depressive episodes, they feel drained of energy, unmotivated, and socially withdrawn.
4. The unpredictable shifts in mood often confuse loved ones and disrupt daily routines.
5. Without treatment, these cycles can damage education, work stability, and relationships
severely.

12. Explain dissociative amnesia with an example.

1. Dissociative amnesia is a sudden loss of memory for personal details, not caused by brain
injury or substance use.
2. It serves as a defence mechanism to protect the individual from unbearable emotional
pain or trauma.
3. The forgotten memories are usually associated with highly distressing or guilt-provoking
experiences.
4. As emotional tension lessens, memory often returns spontaneously or gradually.
5. For example, a person who witnesses a violent assault might forget their name and
address for a few days.

13. Describe the main features of conduct disorder.

1. Conduct disorder appears in childhood or adolescence and involves repeated violation of

social and moral norms.
2. Children may display aggression, destruction of property, lying, or theft without feeling
guilt.
3. Their behaviour often stems from inconsistent discipline, family neglect, or exposure to
violence.
4. Without proper guidance, such patterns may develop into antisocial personality traits in
adulthood.
5. Behavioural therapy, counselling, and strong parental involvement are key for
improvement.

14. A person frequently complains of pain and weakness but shows no physical illness.
Identify and explain the disorder.

1. The condition described is somatic symptom disorder, in which psychological distress

manifests as physical symptoms.
2. The individual genuinely experiences discomfort despite normal medical test results.
3. Excessive health anxiety and constant attention to body sensations worsen the symptoms.
4. Stressful life events often trigger or maintain the complaints unconsciously.
5. Psychological counselling and relaxation training help patients manage anxiety and
reduce symptom intensity.
15. Discuss the importance of early identification and treatment of psychological disorders.

1. Early detection allows intervention before symptoms become chronic or seriously

disabling.
2. Timely counselling or therapy helps correct negative thoughts and maladaptive habits.
3. It prevents academic decline, relationship breakdown, and social isolation caused by
untreated disorders.
4. Family and teachers play an essential role in recognising early warning signs and
referring the individual for help.
5. For example, addressing persistent sadness in a teenager early can prevent the
development of full-blown depression later.

SECTION D – 4 MARKS

Explain the major models that help us understand abnormal behaviour.

1. The psychodynamic model explains abnormal behaviour as the result of unresolved

unconscious conflicts, often rooted in early childhood experiences.
2. The behavioural model states that abnormal behaviour is learned through faulty
conditioning, reinforcement, or imitation.
3. The cognitive model emphasises the role of distorted thinking patterns and irrational
beliefs in producing maladaptive behaviour.
4. The humanistic-existential model views abnormal behaviour as arising when personal
growth and self-acceptance are blocked, leading to feelings of emptiness.
5. The socio-cultural model highlights the influence of social and cultural factors such as
poverty, discrimination, and stressful life conditions.
6. The biological model attributes psychological disorders to genetic factors, neurochemical
imbalances, and abnormalities in brain structure or functioning.
7. These models collectively help psychologists understand the complex nature of abnormal
behaviour and guide the development of effective interventions.

2. Describe the main types and symptoms of anxiety disorders.

1. Generalised Anxiety Disorder involves persistent, excessive, and uncontrollable worry

about everyday events for at least six months.
2. Panic Disorder is marked by recurrent, unexpected panic attacks involving intense fear
and physical symptoms such as breathlessness and dizziness.
3. Specific Phobia refers to irrational and excessive fear of a particular object, activity, or
situation, such as fear of heights or closed spaces.
4. Social Anxiety Disorder (Social Phobia) is an intense fear of being negatively evaluated
in social situations, often leading to avoidance.
 5. Separation Anxiety Disorder involves excessive distress when separated from major
attachment figures, common in children but can occur in adults.
6. Anxiety disorders cause considerable distress and interfere with daily functioning,
relationships, and performance.
7. They can be managed effectively through cognitive-behavioural therapy, relaxation
techniques, and gradual exposure to feared situations.

3. Describe the features of obsessive-compulsive disorder (OCD).

1. OCD is characterised by the presence of obsessions (repetitive, intrusive thoughts, urges,

or images) and compulsions (repetitive acts or mental rituals).
2. The individual realises that these thoughts and acts are unreasonable, yet feels driven to
perform them to reduce anxiety.
3. Common obsessions include fear of contamination, doubt, or need for order and
symmetry.
4. Common compulsions involve excessive cleaning, checking, or counting rituals that
interfere with normal routine.
5. The behaviour provides temporary relief but reinforces the anxiety over time.
6. The disorder often causes distress and hampers occupational and social functioning.
7. Treatment involves cognitive-behavioural strategies that break the link between
obsession and compulsion through exposure and response prevention.

5. Explain the major features of depressive and bipolar disorders.

1. Depressive disorders involve prolonged sadness, loss of interest in activities, fatigue,

poor concentration, and feelings of worthlessness.
2. Physical symptoms may include changes in appetite, sleep disturbances, and low energy
levels.
3. These symptoms lead to significant impairment in personal, social, and occupational
functioning.
4. Bipolar disorders include alternating episodes of mania and depression, where mania
involves elevated mood, overactivity, and reduced need for sleep.
5. The depressive phase resembles major depression, with sadness and withdrawal from
activities.
6. Causes may include negative life events, lack of social support, and hereditary factors.
7. Psychological therapy and supportive social environments play a crucial role in recovery.

6. Describe the features of somatic symptom and related disorders.

 1. These disorders involve physical symptoms that occur without any identifiable medical
cause.
2. The individual experiences genuine distress due to symptoms such as pain, fatigue, or
loss of body function.
3. Somatic Symptom Disorder includes persistent bodily complaints and excessive health-
related anxiety.
4. Conversion Disorder involves loss of motor or sensory function, such as paralysis or
blindness, following stress or conflict.
5. Illness Anxiety Disorder is marked by persistent fear of having a serious illness despite
medical reassurance.
6. These disorders reflect the expression of psychological distress through physical
symptoms.
7. Treatment involves reassurance, stress management, and psychological therapy aimed at
resolving underlying emotional conflicts.

7. Describe the main characteristics of conduct disorder.

1. Conduct disorder is characterised by a repetitive and persistent pattern of behaviour that

violates social norms or the rights of others.
2. The child or adolescent may display aggression towards people or animals, destruction of
property, lying, stealing, or truancy.
3. They often lack empathy and show little guilt or remorse for their behaviour.
4. Causes may include inconsistent parenting, harsh discipline, and family conflict.
5. Peer rejection and academic difficulties further worsen the condition.
6. Early identification and positive role modelling can reduce behavioural problems.
7. Behavioural therapy, family counselling, and consistent supervision are effective in
managing symptoms.

8. Explain the diathesis-stress model in the development of psychological disorders.

1. The diathesis-stress model explains how biological, psychological, and social

predispositions interact with life stress to produce disorders.
2. Diathesis refers to the vulnerability or predisposition an individual possesses, such as
genetic makeup or early experiences.
3. Stress refers to environmental pressures like trauma, loss, or chronic difficulties that
challenge coping ability.
4. A disorder develops when the stress level exceeds the person’s ability to manage it.
5. Individuals with stronger coping resources or supportive environments may remain
healthy despite vulnerability.
6. For example, someone genetically predisposed to depression may develop it only after a
major personal loss.
 7. The model highlights that prevention and therapy should strengthen coping mechanisms
to reduce stress impact.

9. Explain how psychological disorders can be prevented in the community.

1. Prevention involves promoting mental health and reducing risk factors that lead to
psychological disorders.
2. Early identification of vulnerability, stress management training, and public awareness
are key steps.
3. Schools and workplaces can provide emotional support programmes and counselling
facilities.
4. Reducing stigma encourages individuals to seek professional help without fear or shame.
5. A multi-sectoral approach involving families, teachers, health professionals, and
community organisations ensures better prevention.
6. Promoting social connectedness and emotional well-being builds resilience against stress.
7. Government and media campaigns can raise awareness about early signs and promote
healthy coping practices.

10. Discuss the nature and prevention of suicide as mentioned in the textbook.

1. Suicide refers to the intentional act of taking one’s own life, often associated with
depression, hopelessness, or unbearable stress.
2. Major risk factors include mental disorders, substance abuse, social isolation, and lack of
family support.
3. Warning signs include withdrawal, talking about death, giving away possessions, and
sudden mood changes.
4. Prevention requires early recognition of warning signals and timely professional
intervention.
5. Providing emotional support, listening empathetically, and ensuring safety can save lives.
6. Families and educators should foster open communication and reduce stigma about
mental health.
7. Community awareness programmes and helplines promote help-seeking behaviour and
reduce suicide rates.

SECTION E- 6 MARK

1. Explain the meaning and characteristics of abnormal behaviour.

1. Abnormal behaviour refers to actions, thoughts, or feelings that significantly deviate from
social or cultural norms.
 2. It causes personal distress, emotional suffering, and impaired day-to-day functioning.
3. Psychologists identify abnormality using indicators such as deviance, distress,
dysfunction, and danger.
4. The behaviour is usually persistent rather than temporary or situational.
5. It interferes with personal growth and relationships, leading to social maladjustment.
6. Some abnormal behaviours are maladaptive, reducing one’s ability to cope with stress.
7. The same behaviour may be considered abnormal in one culture but normal in another.
8. Psychologists therefore judge abnormality contextually, not only statistically.
9. Individuals with abnormal patterns often experience guilt, fear, or confusion.
10. Treatment aims to reduce distress and restore normal functioning.
11. Hence, abnormality is defined not by one symptom but by the interaction of social,
personal, and functional factors.

2. Discuss the biological and psychological models explaining abnormal

behaviour.

1. The biological model attributes mental disorders to brain dysfunction, neurotransmitter

imbalance, and heredity.
2. It treats abnormal behaviour as illness similar to physical disease.
3. Medication, brain-based therapy, or medical treatment are used for correction.
4. The psychodynamic model views disorders as expressions of unconscious conflicts
rooted in childhood.
5. The behavioural model states that abnormal behaviour is learned through faulty
conditioning or reinforcement.
6. The cognitive model highlights irrational beliefs and negative thoughts as major causes.
7. The humanistic-existential model links abnormality to blocked personal growth and
lack of purpose.
8. The socio-cultural model focuses on poverty, social isolation, and discrimination.
9. Each model explains one aspect; no single theory is sufficient alone.
10. Psychologists today use a combined biopsychosocial approach to understand disorders
holistically.
11. This integration helps design treatment that is balanced and person-centred.

3. Describe the main symptoms and types of anxiety disorders.

1. Anxiety disorders are marked by excessive, unrealistic fear and tension persisting beyond
actual danger.
2. Generalised Anxiety Disorder shows chronic worry about routine matters for six
months or more.
3. Panic Disorder involves sudden attacks of intense fear accompanied by breathlessness or
dizziness.
 4. Specific Phobia means irrational fear of a definite object or situation such as heights or
animals.
5. Social Anxiety Disorder includes fear of embarrassment or rejection in social
gatherings.
6. Separation Anxiety Disorder appears as extreme distress when away from attachment
figures.
7. Common physical signs include restlessness, muscle tension, trembling, and disturbed
sleep.
8. The person recognises the fear as excessive but cannot control it.
9. Anxiety disrupts work efficiency and interpersonal relations.
10. Relaxation training and cognitive-behavioural therapy help restore balance.
11. Early recognition and support reduce chronic anxiety and dependency.

4. Explain the nature and features of Obsessive–Compulsive Disorder (OCD).

1. OCD is defined by the presence of repetitive, intrusive thoughts (obsessions) and

ritualistic acts (compulsions).
2. Obsessions are persistent mental intrusions that cause anxiety, such as fear of
contamination or harm.
3. Compulsions are repetitive behaviours like washing, checking, or counting to relieve
tension.
4. The person realises these acts are unreasonable but feels compelled to perform them.
5. Performing the act provides temporary relief, reinforcing the habit.
6. OCD interferes with work, study, and family life.
7. The disorder is maintained through anxiety-reducing reinforcement.
8. Behavioural therapy using exposure and response prevention is highly effective.
9. Cognitive therapy helps correct faulty interpretations of intrusive thoughts.
10. Supportive family environment reduces stress and recurrence.
11. Regular follow-up and practice of coping strategies sustain recovery.

5. Describe the symptoms and treatment of depressive disorders.

1. Depressive disorders involve intense sadness, hopelessness, and loss of interest in

pleasurable activities.
2. Physical signs include fatigue, loss of appetite, disturbed sleep, and low energy.
3. The person feels worthless, guilty, and indecisive for prolonged periods.
4. Social withdrawal and poor motivation hinder functioning.
5. Depression may follow loss, failure, or chronic stress.
6. Lack of social support and loneliness deepen the problem.
7. Cognitive distortions make the person interpret neutral events negatively.
8. Counselling and supportive psychotherapy form the main treatment.
9. Cognitive restructuring teaches positive, realistic thinking patterns.
 10. Regular physical activity and healthy routine improve mood stability.
11. Family understanding and encouragement enhance recovery and prevent relapse.

6. Discuss the nature and symptoms of schizophrenia.

1. Schizophrenia is a severe psychotic disorder where thought, emotion, and behaviour

lose coherence.
2. It causes breakdown of contact with reality and marked social withdrawal.
3. Positive symptoms include delusions, hallucinations, and disorganised speech or
behaviour.
4. Negative symptoms include poverty of speech, flat affect, and loss of motivation.
5. Delusions involve false beliefs like persecution or grandeur.
6. Hallucinations are perceptions without external stimuli, mostly auditory voices.
7. Catatonic behaviour includes immobility or purposeless excitement.
8. The person may neglect hygiene or act on imaginary commands.
9. Family tension and stress can worsen the condition.
10. Treatment includes antipsychotic medication, family education, and rehabilitation.
11. Long-term psychosocial support helps patients function independently.

7. Explain the features of somatic symptom and related disorders.

1. These disorders show physical complaints without any identifiable medical cause.
2. Symptoms like pain or weakness are real to the person and cause distress.
3. Somatic Symptom Disorder involves multiple unexplained physical complaints with
health anxiety.
4. Conversion Disorder includes symbolic loss of function such as paralysis or blindness
after stress.
5. Illness Anxiety Disorder causes preoccupation with serious disease despite reassurance.
6. The symptoms are not consciously produced or faked.
7. They symbolically express emotional conflict or unresolved tension.
8. Stress and interpersonal problems often trigger episodes.
9. Reassurance and relaxation training reduce anxiety.
10. Supportive psychotherapy helps channel feelings appropriately.
11. Early detection prevents chronic dependence on medical care.

8. Describe the characteristics and causes of conduct disorder.

1. Conduct disorder is a repetitive pattern of violating rules and others’ rights.

2. Aggression, cruelty, lying, theft, and truancy are typical behaviours.
3. The child often blames others and shows no remorse.
 4. Harsh discipline, neglect, and family conflict contribute significantly.
5. Peer rejection and school failure worsen behavioural problems.
6. The disorder often begins in middle childhood and escalates if untreated.
7. Lack of supervision encourages antisocial tendencies.
8. Behaviour therapy with positive reinforcement helps control aggression.
9. Family counselling promotes consistent discipline and empathy.
10. Encouraging hobbies and structured activities improve social adjustment.
11. Early correction prevents transition to antisocial personality disorder in adulthood.

9. Discuss the psychological and social aspects of suicide prevention.

1. Suicide is an intentional act of self-harm usually linked to depression or unbearable

stress.
2. Major risk factors include hopelessness, substance abuse, social isolation, and family
conflict.
3. Common warning signs are withdrawal, hopeless talk, and sudden calmness after distress.
4. Prevention begins with early recognition of these warning signals.
5. Empathetic listening and emotional support can reduce suicidal intent.
6. Family members should avoid judgement and ensure constant companionship.
7. Schools can run awareness sessions on coping with failure and rejection.
8. Helplines and crisis intervention centres provide immediate assistance.
9. Reducing stigma encourages help-seeking behaviour.
10. Media should report responsibly to prevent imitation.
11. Community education fosters openness and saves lives through timely support.

10. Explain the importance and methods of preventing psychological disorders in

the community.

1. Prevention reduces suffering and promotes mental well-being across society.

2. Early identification of stress and vulnerability allows prompt help.
3. Schools should include life-skills education and counselling facilities.
4. Public awareness programmes remove myths about mental illness.
5. Support groups and community centres provide social connection and safety.
6. Family education enhances recognition of early warning signs.
7. Teachers and employers can promote stress-management practices.
8. Government initiatives should integrate mental health into primary health services.
9. Media campaigns can spread accurate information about coping and resilience.
10. Collaboration among health, education, and welfare sectors ensures continuity of care.
11. A compassionate social climate protects individuals and strengthens community mental
health.