Class 12th Psychology (New Course) (328- New) Solved Free Assignment 2024-25 (NIOS)

 

1.  Answer any one of the following questions about 40-60 words. 

a. Do you think that biological aspect of a person has an influence on a person’s behaviour? Justify with relevant examples. (See Lesson 2)

Ans:- Yes, the biological aspects of a person can influence behavior. Genetics, brain structure, and hormones play a significant role in shaping how a person reacts to situations. For example, individuals with a higher level of the stress hormone cortisol may be more anxious or reactive. Similarly, neurotransmitters like serotonin can affect mood and emotional stability, influencing behavior patterns.

b.  What do you understand by the term ‘Descriptive Research’? Mention about different types of research methods used in descriptive research. (See Lesson 4)

Ans:- Descriptive research refers to a type of research that aims to describe characteristics, behaviors, or phenomena as they exist, without manipulating variables. It seeks to answer "what," "who," "where," and "how" questions. Common methods used in descriptive research include **case studies**, **surveys**, **observations**, and **correlational studies**. These methods help gather data and provide insights into patterns, trends, or relationships within a population or sample.

2.  Answer any one of the following questions in about 40-60 words.

a. Provide examples to illustrate how individuals can learn new behaviours through observing others, and discuss the factors that influence the effectiveness of observational learning in different contexts. (See Lesson 7)

Ans:- Individuals can learn new behaviors through **observational learning** by watching others, a process known as **modeling**. For example, a child learns to tie their shoes by observing a parent, or an employee learns a new task by watching a colleague. The effectiveness of observational learning is influenced by factors like the **model's characteristics** (expertise, attractiveness), the **observer's attention** and motivation, and the **reinforcement** that follows the observed behavior. These factors determine whether the behavior is imitated or not.

b. Enumerate the different motivational needs as given by Maslow in his theory. Also, analyse at which level would you place yourself as per Maslow’s need hierarchy? (See lesson 9)

Ans:- Maslow’s **Hierarchy of Needs** outlines five levels of motivational needs, arranged in a pyramid:

1. **Physiological Needs**: Basic survival needs like food, water, and shelter.

2. **Safety Needs**: Security, stability, and protection from harm.

3. **Love and Belongingness Needs**: Social relationships, friendship, love, and acceptance.

4. **Esteem Needs**: Self-esteem, respect from others, recognition, and achievement.

5. **Self-Actualization**: Realizing one’s full potential, creativity, and personal growth.

As for where I would place myself, I’d say I am in the **Esteem Needs** level, striving for personal achievement and recognition in my professional and personal life. However, a part of me always seeks personal growth and development, which aligns with **Self-Actualization**.

3. Answer any one of the following questions in about 40-60 words.

a. Engage with 4-5 senior citizens either within your family or neighbourhood and inquire about their experiences during the transition to old age. Systematically categorize the observed changes they describe into four dimensions: cognitive, emotional, social, and physiological. (See Lesson 15)

Ans:- I engaged with several senior citizens and observed the following changes:

- **Cognitive**: Some reported slower memory recall and difficulty in concentrating.

- **Emotional**: There was a sense of emotional stability, though some felt loneliness or frustration due to limitations.

- **Social**: Many experienced reduced social interactions, feeling isolated as friends and family became busier.

- **Physiological**: Common complaints included joint pain, decreased stamina, and other physical limitations.

b. What are some of the psychological and cultural factors contributing to diversity? Mention how these factors might be leading to diversity and arising of special needs. (See Lesson 16)

Ans:- Psychological and cultural factors contributing to diversity include:

1. **Psychological Factors**: Individual differences in cognition, personality, learning styles, and mental health contribute to diversity. For example, people with different cognitive abilities, such as those with learning disabilities or ADHD, may have unique needs in education or the workplace.

2. **Cultural Factors**: Cultural backgrounds influence values, beliefs, language, and customs, leading to diverse ways of thinking and interacting. For example, individuals from collectivist cultures may prioritize family and community, while those from individualist cultures may focus on personal achievement.

These factors contribute to diversity by shaping people's experiences, perspectives, and needs, which in turn can create **special needs** in areas such as communication, education, and mental health, where individuals may require tailored support to thrive.

4. Answer any one of the following questions in about 100-150 words

a. How does Bronfenbrenner's socio-cultural model contribute to our understanding of human behaviour, particularly in the context of various systems that influence daily life? Provide specific examples of different systems from the microsystem, mesosystem, exosystem, and macrosystem that play a role in shaping individual behaviour. (See Lesson 2)

Ans:- Bronfenbrenner’s **socio-cultural model** emphasizes the role of multiple environmental systems in shaping human behavior. These systems interact and influence individuals in different ways, creating a dynamic framework for understanding human development.

1. **Microsystem**: This is the immediate environment, including family, friends, school, and workplace. For instance, a child’s behavior is influenced by the parenting style they experience at home or the peer relationships they form at school.

2. **Mesosystem**: This refers to the interactions between different microsystems. For example, the relationship between a child’s parents and teachers can impact their academic success and emotional development.

3. **Exosystem**: This includes broader social settings that indirectly affect the individual. An example is a parent’s workplace environment, which may impact their stress levels and, in turn, influence their behavior and interaction with their children.

4. **Macrosystem**: This is the overarching cultural, economic, and societal context. For instance, cultural norms regarding gender roles or government policies on education can shape an individual’s beliefs and opportunities.

Bronfenbrenner’s model shows that human behavior is shaped by the continuous interaction between these nested systems, offering a comprehensive understanding of individual development. 

b. As a psychology student, devise an intervention or advertisement campaign leveraging psychological principles to raise awareness and encourage proenvironmental behaviours and actions. (See Lesson 21)

Ans:- **Campaign Name**: *"Green Mind, Green Future"*

**Objective**: To raise awareness about environmental issues and encourage pro-environmental behaviors such as recycling, reducing waste, and using sustainable resources.

**Psychological Principles Used**:

1. **Social Norms**: People tend to conform to behaviors that are perceived as socially acceptable. We will create a campaign showing how many people are already adopting pro-environmental actions. For example, a slogan like "Join the 80% who are recycling today" leverages the **descriptive norm** to encourage others to follow suit.

2. **Cognitive Dissonance**: The campaign will highlight the contrast between people’s **beliefs** in protecting the environment and their **actions** that harm it. We will create content showing individuals in everyday situations (e.g., leaving the lights on or using single-use plastics), then present them with easy alternatives, causing dissonance and motivating change.

3. **Behavioral Incentives**: Offering rewards or recognition for sustainable actions can boost motivation. A system where individuals earn points for actions like reducing energy consumption or recycling, which they can redeem for eco-friendly products, would provide positive reinforcement.

4. **Framing Effect**: Framing environmental protection as a way to **protect future generations** (loss aversion) rather than just a personal benefit (gain) can motivate more people to act. "Protect the planet for your children" focuses on emotional appeal.

5. **Self-Perception Theory**: By encouraging small, easy actions (e.g., bringing reusable bags, saving water), individuals are likely to perceive themselves as environmentally conscious, leading to the adoption of bigger pro-environmental behaviors over time.

**Advertisement Ideas**:

- A video ad showing individuals switching from disposable to reusable products, framed with emotional appeal: "Every small step you take leads to a sustainable future."

- Social media challenges, like "7 Days of Green Living," where users share their sustainable actions with the hashtag #GreenMindGreenFuture, creating a viral, participatory movement.

By leveraging these psychological principles, the campaign would inspire positive environmental change and create lasting habits.

5. Answer any one of the following questions in about 100-150 words

a. Sanjeev a middle aged person who is experiencing chronic stress due to work and family pressure, leading to a range of health issues. Having never learned good stress management skills, he overeats, drinks too much coffee in the daytime and alcohol in the evening, and makes no time for exercise or relaxation in his over busy days. What strategies would you suggest to Sanjeev so that he can manage his stress? (See Lesson 22)

Ans:- To help Sanjeev manage his chronic stress, I would recommend a combination of **behavioral, cognitive, and lifestyle strategies**:

1. **Time Management**: Sanjeev should prioritize his tasks, break them into manageable steps, and learn to delegate. Using techniques like the **Pomodoro Technique** (work in short bursts with breaks) can improve focus and productivity, reducing feelings of overwhelm.

2. **Physical Activity**: Regular exercise is essential for stress reduction. Even a 20-minute walk or light stretching can boost mood, improve sleep, and reduce physical tension. Sanjeev can schedule brief daily workouts, gradually increasing intensity as he gets more comfortable.

3. **Cognitive Behavioral Techniques**: Sanjeev could benefit from learning **cognitive restructuring** to challenge negative thoughts, like feeling helpless or inadequate. Practicing positive self-talk and focusing on what he can control can reduce stress.

4. **Relaxation and Mindfulness**: Deep breathing exercises, progressive muscle relaxation, or mindfulness meditation could help Sanjeev relax and manage stress in real-time, reducing the need for unhealthy coping mechanisms like overeating or excessive drinking.

5. **Social Support**: Building a strong support network, including friends, family, or a therapist, would allow Sanjeev to express his concerns and seek advice, reducing feelings of isolation and providing emotional relief.

By incorporating these strategies, Sanjeev can learn healthier ways to cope with stress, leading to better mental and physical health.

b. You are teaching a group of 5-8 year old learners to keep their environments clean. Using your knowledge of learning principles, share some strategies which will be useful in the present situation. (See Lesson 7)

Ans:- Teaching 5-8-year-olds to keep their environments clean can be effectively done by leveraging key learning principles, such as **modeling**, **reinforcement**, and **active participation**. Here are some strategies:

1. **Modeling (Observational Learning)**: Children learn by watching others. As the teacher or adult, consistently model clean habits, like picking up trash, organizing materials, or wiping surfaces. By observing you, they will be more likely to imitate these behaviors.

2. **Positive Reinforcement**: Reward clean behavior with praise, stickers, or small rewards. For instance, when a child cleans up their area, give immediate positive feedback like, "Great job! You made the room so neat!" This reinforces the behavior and motivates them to continue.

3. **Active Participation**: Involve the children in cleaning routines through engaging activities. Create games or challenges, like "The Clean-Up Race" or "Find and Throw Away Trash," where they compete to clean up quickly. This makes cleaning fun and encourages active involvement.

4. **Consistent Routine and Structure**: Establish regular times for cleaning (e.g., after playtime or lunch) to create consistency. Consistent repetition helps children internalize the importance of maintaining a clean environment.

5. **Clear Instructions and Expectations**: Use simple and clear instructions for cleaning tasks. Break down the steps (e.g., "Pick up the toys," "Put the books on the shelf") to make it manageable for young children.

6. **Visual Cues**: Use pictures, posters, or a "clean-up song" to remind children of the cleaning routine. Visual cues are especially helpful for younger children who may struggle with verbal instructions.

By combining these strategies, children will learn the value of a clean environment and develop the habit of keeping things tidy.

6. Prepare any one project out of the given below:

a. Create a developmental journey scrapbook showcasing key milestones in your life, considering various aspects like physical, social, cognitive, and emotional development. Interview family members to gather anecdotes that capture significant moments or observations related to your growth. (See Lesson 12)

Ans:-Project: **Developmental Journey Scrapbook**

 Objective:

To create a scrapbook that showcases key milestones in my life across the four areas of development: **physical**, **social**, **cognitive**, and **emotional**. The scrapbook will also include anecdotes from family members to add personal insights and reflections on significant moments in my growth.

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Steps:

1. **Gather Materials**:

   - Scrapbook or photo album

   - Photos, tickets, certificates, and other memorabilia from childhood to the present

   - Colored markers, pens, and decorative items for the scrapbook

   - Access to a computer or phone for family interviews (if virtual)

2. **Interviews with Family Members**:

   - Interview parents, siblings, or close relatives to collect personal anecdotes. Prepare questions related to each developmental area, such as:

     - *Physical Development*: "What were some early milestones in my physical growth (e.g., when did I first walk or speak)?"

     - *Social Development*: "How did I interact with other children or adults during my childhood? Can you recall a specific social moment?"

     - *Cognitive Development*: "At what age did I show interest in reading or problem-solving? Any specific moments where you noticed my curiosity or intelligence?"

     - *Emotional Development*: "When did you notice my emotional growth, like handling frustration or empathy for others?"

3. **Creating the Scrapbook Sections**:

   **a. Physical Development**:

   - **Timeline**: Create a section of the scrapbook that tracks key physical milestones. For example, add a photo from when I learned to walk, ride a bike, or graduated from a sport.

   - **Family Anecdotes**: Include stories from family about when I started walking, my first school sports event, or funny moments related to physical growth.

   - **Reflection**: Write a brief reflection on how physical development shaped my self-image and abilities.

   **b. Social Development**:

   - **Timeline**: Add memories of important social moments like making my first friend, attending school events, or family gatherings.

   - **Family Anecdotes**: Include stories from family about how I interacted with others as a child—my friendships, social conflicts, and experiences with group activities.

   - **Reflection**: Reflect on how my social skills evolved over time and how they impacted my relationships.

   **c. Cognitive Development**:

   - **Timeline**: Highlight milestones like learning to read, solving my first puzzle, or engaging in hobbies that fostered learning.

   - **Family Anecdotes**: Include family members’ observations about my curiosity, favorite subjects, or unique learning experiences.

   - **Reflection**: Discuss how cognitive development affected my academic achievements and problem-solving skills.

   **d. Emotional Development**:

   - **Timeline**: Document key moments that showed emotional maturity, such as handling failure or expressing feelings.

   - **Family Anecdotes**: Include stories about moments of emotional growth—like the first time I showed empathy or handled disappointment.

   - **Reflection**: Write about how emotional development shaped my ability to manage stress, relationships, and personal well-being.

4. **Creative Presentation**:

   - Decorate each section with photos, drawings, and memorabilia (e.g., childhood artwork, school projects, certificates).

   - Use colors or stickers to distinguish between different areas of development, making the scrapbook visually engaging.

   - Add captions or quotes from the family interviews to highlight memorable moments.

5. **Final Reflection**:

   - Write a summary reflecting on how these milestones in physical, social, cognitive, and emotional development have contributed to who I am today.

   - Consider how these stages are interconnected, and how experiences in one area may have influenced the others.

 Example of Layout:

- **Front Page**: Title: "My Developmental Journey: A Lifelong Growth Story"

- **Page 1**: **Physical Development** (First steps, sports events)

- **Page 2**: **Social Development** (Friendships, family events)

- **Page 3**: **Cognitive Development** (Learning milestones, hobbies)

- **Page 4**: **Emotional Development** (Emotional growth, handling life changes)

- **Back Page**: **Reflection** (Summary and final thoughts)

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b. Prepare a case study of any known person in your life who faced a major setback in their life. What factors were responsible for the person’s resilience through the situation? Based on the case, mention the factors which can be helpful in building resilience in a person. (See Lesson 24)

Ans:- Case Study: **Resilience in Overcoming Personal Setback - A Close Friend's Journey**

**Introduction**:

The person I am focusing on is a close friend, "Ravi," who faced a major setback during his early twenties. Ravi, an aspiring entrepreneur, invested all his savings into a startup. After a few months, the business faced unforeseen challenges and eventually collapsed, leading to severe financial losses, feelings of self-doubt, and a sense of failure. This case will explore the factors responsible for his resilience through this difficult period and highlight the elements that can help build resilience in others.

 **Setback**:

Ravi’s startup failure was a significant setback, both financially and emotionally. Not only did he lose his investment, but he also faced judgment from friends and family. Ravi experienced **emotional distress**, such as anxiety and disappointment, and struggled with a sense of **personal failure**. It was a blow to his self-esteem and confidence. 

**Factors Contributing to Resilience**:

1. **Supportive Social Network**: 

   - Ravi's **family** and **close friends** provided crucial emotional support during the difficult time. They encouraged him to learn from his mistakes rather than viewing the failure as the end of the road. Their belief in him helped him regain confidence. This support network acted as a buffer against negative emotions, providing validation and reassurance during the setback.

   

2. **Optimistic Outlook**:

   - Despite the failure, Ravi maintained an **optimistic attitude**. He didn’t let the setback define him. Instead, he focused on what he had learned from the experience. His ability to reframe the situation as a learning opportunity rather than a permanent failure helped him stay motivated. His **growth mindset** allowed him to see the situation as a temporary setback, not an irreversible outcome.

   

3. **Sense of Purpose**:

   - Ravi’s passion for entrepreneurship remained intact. His sense of **purpose** and determination to succeed in his chosen field kept him moving forward. Even though the initial attempt failed, his commitment to his long-term goal of being his own boss kept him motivated. He revisited his business model and identified areas of improvement.

4. **Self-Reflection and Emotional Regulation**:

   - Ravi engaged in **self-reflection**, which allowed him to analyze his mistakes objectively without falling into a victim mentality. Instead of blaming external factors entirely, he recognized areas where he could have made different decisions, such as seeking more advice and planning more strategically. He worked on **emotional regulation**, learning how to process negative emotions and reduce stress. He also practiced mindfulness techniques to manage anxiety.

5. **Adaptability and Flexibility**:

   - One of the key traits Ravi exhibited was **adaptability**. After the failure, he didn’t give up on entrepreneurship altogether. Instead, he pivoted to a new business idea, one that was less risky and more in line with his skills. His ability to adapt to the changing circumstances and his willingness to innovate contributed significantly to his ability to bounce back.

 **Key Factors for Building Resilience**:

1. **Strong Social Support**: 

   - Building a strong network of family, friends, mentors, or professional support groups can provide emotional stability and encouragement during tough times. Social support is essential for buffering the impact of stress.

2. **Optimistic and Growth-Oriented Mindset**: 

   - Cultivating a **growth mindset**—where setbacks are seen as learning opportunities rather than failures—can be empowering. Resilient individuals understand that challenges are a natural part of life and not an indication of incapacity. Developing this perspective early can foster long-term emotional strength.

3. **Sense of Purpose**: 

   - Having a clear **sense of purpose** or long-term goals helps people stay focused and motivated in times of adversity. Even when short-term challenges occur, a sense of direction can provide the strength needed to persist.

4. **Emotional Regulation and Stress Management**: 

   - Developing emotional intelligence through techniques such as **mindfulness**, **self-reflection**, or **journaling** can help manage overwhelming emotions. Learning how to regulate one’s emotional responses can reduce anxiety and prevent impulsive reactions in stressful situations.

5. **Flexibility and Adaptability**: 

   - Building **adaptability** allows individuals to embrace change rather than resist it. Learning to adjust strategies or pivot goals in response to challenges can transform setbacks into opportunities. Resilient individuals are not fixed on a single path but are open to modifying their approach as circumstances evolve.