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CSS Special Exam Past Paper 2023 Psychology Descriptive (Part 2)

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CSS Special Exam Past Paper 2023 Psychology Descriptive (Part 2)
CSS | Past Paper | Group 7 | 2023 | Part 2 | Descriptive | Special Exam

Below is the solution to PART-II (COMPULSORY) of the CSS Special Exam Past Paper 2023 Psychology Descriptive (Part 2).

Question 2

Explain types, symptoms, and etiology of Anxiety Disorders according to DSM-5 / 5TR classification.

Introduction

Anxiety is a normal reaction to stress. But when it becomes excessive, constant, and affects daily life, it turns into a disorder. According to DSM-5-TR, anxiety disorders are a group of mental conditions characterized by excessive fear and anxiety. These disorders are among the most common psychological issues in the world today.

Types of Anxiety Disorders (DSM-5)
  1. Generalized Anxiety Disorder (GAD):
    Constant worry about various things like work, health, or family. Worry is hard to control and lasts for at least 6 months.
  2. Panic Disorder:
    Sudden attacks of intense fear or discomfort called panic attacks. Includes symptoms like chest pain, sweating, fast heartbeat, or fear of dying.
  3. Phobias (Specific Phobia):
    Intense and irrational fear of a specific object or situation (like heights, spiders, or flying).
  4. Social Anxiety Disorder (Social Phobia):
    Fear of social situations where the person may be judged or embarrassed.
  5. Agoraphobia:
    Fear of places where escape might be difficult or help won’t be available during a panic attack. Like public transport or crowded areas.
  6. Separation Anxiety Disorder:
    Extreme fear of being separated from loved ones, more common in children but also occurs in adults.
  7. Selective Mutism:
    A person, usually a child, fails to speak in certain social situations despite speaking in others.
Symptoms of Anxiety Disorders

Symptoms can vary depending on the type, but common symptoms include:

  • Emotional Symptoms:
    • Constant worry
    • Restlessness
    • Irritability
    • Feeling of dread or panic
  • Physical Symptoms:
    • Muscle tension
    • Sweating
    • Rapid heartbeat
    • Shortness of breath
    • Dizziness
    • Sleep disturbances
Etiology (Causes) of Anxiety Disorders
  1. Biological Factors:
    • Genetics: Anxiety can run in families.
    • Neurotransmitters: Imbalance of serotonin, GABA, and norepinephrine.
    • Brain Structure: Overactivity in amygdala (fear center).
  2. Psychological Factors:
    • Negative thinking patterns
    • Low self-esteem
    • Learned behaviors (like seeing parents reacting anxiously)
  3. Environmental Factors:
    • Traumatic experiences (abuse, accidents, etc.)
    • Stressful life events (job loss, divorce)
    • Overprotective parenting
  4. Behavioral Factors:
    • Classical conditioning (like pairing a dog bite with fear)
    • Operant conditioning (avoiding feared object reduces anxiety, so behavior is reinforced)
  5. Cognitive Factors:
    • Misinterpretation of harmless situations as dangerous
    • Catastrophic thinking (expecting worst outcomes)
Conclusion

Anxiety disorders are serious mental health conditions that can badly affect a person’s life. Proper diagnosis using DSM-5 criteria helps to identify the type of disorder. Understanding symptoms and causes is important for planning treatment like therapy or medication. With early help, people with anxiety disorders can live normal lives.

Question 3

Write a note on the structures and functions of the brain and its influence on behaviour. Also, define the concepts of brain plasticity, neurogenesis, and brain lateralization.

Introduction

The human brain, the most complex and important organ in the body, controls all physical and mental acts. It is a major influence on human behaviour, which is affected by the various brain structures and their functions. Neuroscience and psychology are both prodigiously aiming to discover ways in which brain structures are related to behaviour.

Main Structures of the Brain and Their Functions
1. Forebrain
  • Cerebrum:
    Largest part, divided into right and left hemispheres. Controls thinking, memory, emotions, and voluntary movements.
  • Thalamus:
    Acts as a relay station. It sends sensory signals to appropriate parts of brain.
  • Hypothalamus:
    Controls hunger, thirst, temperature, emotions, and hormones through the pituitary gland.
  • Limbic System:
    Includes amygdala (emotion, fear) and hippocampus (memory).
2. Midbrain
  • Connects forebrain and hindbrain.
  • Controls reflexes related to vision and hearing.
3. Hindbrain
  • Cerebellum:
    Controls balance and coordination.
  • Pons:
    Helps in communication between cerebellum and cerebrum.
  • Medulla Oblongata:
    Controls vital functions like heartbeat and breathing.
How Brain Influences Behaviour?
  • Frontal Lobe: Controls decision-making, problem-solving, and personality. Damage here can change behaviour.
  • Temporal Lobe: Important for understanding language and memory.
  • Occipital Lobe: Handles visual information. Any injury can cause vision problems.
  • Parietal Lobe: Deals with touch and body position.

Example: A person with damage to amygdala may not react to fear properly. Similarly, damage to Broca’s area in frontal lobe can cause speech problems.

Important Concepts
1. Brain Plasticity (Neuroplasticity)
  • Brain’s ability to change its structure and function with experience or after injury.
  • Example: Stroke patients recovering movement by using different brain parts.
2. Neurogenesis
  • Formation of new neurons in the brain.
  • It mostly happens in the hippocampus, related to learning and memory.
  • Exercise and learning can increase neurogenesis.
3. Brain Lateralization
  • Each hemisphere of brain specializes in certain functions.
  • Left Hemisphere: Language, logic, math.
  • Right Hemisphere: Emotions, creativity, spatial ability.
  • Both sides communicate through the Corpus Callosum.
Conclusion

The brain is the organ of all human behaviour. Each organ has its function in our behaviour and thoughts and feelings. By studying the brain and its structures as well as terms like plasticity and lateralization, psychologists help to rehabilitate brain-injured persons and treat mental disorders. Without a working brain, it is impossible to mental activity of even the simplest form.

Question 4

The central tenet of gestalts psychology is that the whole is different from the sum of its parts. Explain this in the context of perception.

Introduction

Gestalt psychology is a theory of mind that focuses on how we perceive things. It started in Germany in the early 20th century by Max Wertheimer, Kurt Koffka, and Wolfgang Köhler. The main idea or central tenet of this school of thought is:

“The whole is different from the sum of its parts”.

This means when we see something, we don’t just see individual parts. Instead, our brain puts the parts together and creates a new whole experience that is often more meaningful than the parts alone.

Understanding the Tenet in Perception

Let’s break this down using examples and the Gestalt principles of perception.

1. Whole Perception vs. Parts

When you look at a face, you don’t just see two eyes, a nose, and a mouth separately. You see the whole face as one unit. Even if one part is hidden, you can still recognize the person.
→ So, the face (whole) is more meaningful than just the features (parts).

2. Law of Closure (Filling the Gaps)

When we see an incomplete shape, our brain fills the missing parts to make it whole.
Example: A circle with a small part missing is still seen as a full circle.
→ This shows that our mind creates a whole even when the parts are not complete.

3. Law of Similarity and Proximity (Grouping)

When small dots are placed close together, we might see them as rows or columns.
Even though each dot is separate, our mind groups them into a pattern.
→ The group (whole pattern) is more meaningful than each dot (part).

4. Law of Figure and Ground (Object and Background)

We separate an object from its background.
For example, in the vase-face illusion, we either see a vase or two faces, depending on what we focus on.
→ This shows how our mind builds different “wholes” from the same parts.

Importance in Perception
  • Gestalt theory shows that perception is active and creative.
  • Our brain tries to make sense of complex scenes by organizing them into whole objects.
  • This helps us recognize people, read messy handwriting, or understand images quickly.
Application in Real Life
  • Design and Art: Logos and posters use Gestalt principles to guide the viewer’s attention.
  • Education: Teachers organize material in a structured way to make learning easier.
  • UI/UX Design: Websites use grouping and contrast to make pages user-friendly.
Conclusion

The statement “The whole is different from the sum of its parts” perfectly explains how perception works in our daily lives. Gestalt psychology teaches us that we don’t just see with our eyes, but also with our minds. Our brain organizes, completes, and gives meaning to what we see—turning simple parts into full, meaningful wholes.

Question 5

Discuss in detail Erikson’s theory of psychosocial development.

Introduction

Erik Erikson was a German-American psychologist who developed one of the most famous theories of human development. His theory is known as the “Psychosocial Theory of Development”.
Unlike Freud, who focused on sexual development, Erikson focused on social and emotional growth across the entire life span—from birth to old age.

He believed that life is divided into 8 stages, and in each stage, a person faces a psychosocial conflict that they must solve. Success leads to healthy personality development, while failure can lead to problems in later life.

Erikson’s 8 Stages of Psychosocial Development
1. Trust vs. Mistrust (Birth to 1 year)
  • Main Question: Can I trust the world?
  • Positive Outcome: If the baby gets love, care, and food, they develop trust.
  • Negative Outcome: If needs are not met, they develop mistrust and fear.
  • Virtue Gained: Hope
2. Autonomy vs. Shame and Doubt (1–3 years)
  • Main Question: Can I do things by myself?
  • Positive Outcome: If parents allow choice and independence, the child gains autonomy (self-control).
  • Negative Outcome: Too much control leads to shame and doubt.
  • Virtue Gained: Will
3. Initiative vs. Guilt (3–6 years)
  • Main Question: Is it okay for me to do things?
  • Positive Outcome: Children start to take initiative in playing, asking questions, and creating.
  • Negative Outcome: If parents stop or criticize too much, they feel guilt.
  • Virtue Gained: Purpose
4. Industry vs. Inferiority (6–12 years)
  • Main Question: Can I be good at something?
  • Positive Outcome: School and social life teach children to be hardworking and successful.
  • Negative Outcome: If they feel they’re not good enough, they develop inferiority.
  • Virtue Gained: Competence
5. Identity vs. Role Confusion (12–18 years)
  • Main Question: Who am I?
  • Positive Outcome: Teenagers explore values, goals, and beliefs to build a clear identity.
  • Negative Outcome: Confusion about future roles leads to role confusion.
  • Virtue Gained: Fidelity (being true to oneself)
6. Intimacy vs. Isolation (Young adulthood, 18–40 years)
  • Main Question: Can I love and be loved?
  • Positive Outcome: Healthy relationships lead to emotional intimacy.
  • Negative Outcome: Fear of closeness leads to isolation and loneliness.
  • Virtue Gained: Love
7. Generativity vs. Stagnation (Middle adulthood, 40–65 years)
  • Main Question: Can I make my life count?
  • Positive Outcome: Adults give back to society through work, family, or community (generativity).
  • Negative Outcome: Feeling stuck, unproductive (stagnation).
  • Virtue Gained: Care
8. Ego Integrity vs. Despair (Old age, 65+)
  • Main Question: Was my life meaningful?
  • Positive Outcome: If they feel proud of their life, they feel ego integrity.
  • Negative Outcome: Regret and fear of death lead to despair.
  • Virtue Gained: Wisdom
Importance of Erikson’s Theory
  • Covers entire human life, not just childhood
  • Emphasizes social and emotional development
  • Useful in counseling, education, parenting, and therapy
  • Shows that problems at one stage can affect future growth
Conclusion

Erikson’s psychosocial theory gives a deep understanding of how people grow and change throughout life. Each stage builds on the last. Solving these social and emotional challenges helps form a strong and healthy personality. This theory remains a major part of psychology and human development studies.

Question 6

Define emotion and motivation. Describe in detail various theories of emotion and motivation.

Introduction

Human behavior is influenced by two potent factors: emotion and motivation. The two are both factors in our reasons for acting the way we do, in our feelings, and in our response to situations.

Definition of Emotion

Emotion is a complex reaction that manifests itself in feeling, physical reaction (e.g., heart rate reaction, etc.) and the outward expression of the emotion (such as smiling or crying). For example, happiness, anger, fear, sadness, surprise, etc.

Definition of Motivation

Motivation is the reason for and forces causing an action to take place. It moves us to do things such as study, eat or retreat from danger. Motivation can be biological (i.e. hunger, thirst) or psychological (i.e., goals, success).

Theories of Emotion
1. James-Lange Theory (1884)
  • Emotion comes after physical changes in the body.
  • Example: “We are afraid because we tremble”.
  • Event → Physical reaction → Emotion
2. Cannon-Bard Theory (1927)
  • Emotion and body response happen at the same time.
  • Example: You see a snake → feel fear and heart races together.
3. Schachter-Singer Two-Factor Theory (1962)
  • Emotion is based on two things: physical arousal + cognitive label.
  • Example: If your heart is racing and you see a bear, you label it as fear.
4. Cognitive Appraisal Theory (Lazarus)
  • Emotions depend on how we interpret a situation.
  • Example: Two students fail an exam. One cries (feels hopeless), one laughs (doesn’t care).
5. Facial Feedback Theory
  • Facial expressions can influence emotions.
  • Smiling makes you feel happier, even if you’re sad.
Theories of Motivation
1. Drive Reduction Theory (Clark Hull)
  • We are motivated to reduce biological drives (like hunger, thirst).
  • Example: You eat food to reduce the drive of hunger.
2. Arousal Theory
  • People want to maintain a certain level of excitement or arousal.
  • Too bored → seek activity. Too stressed → look for calm.
3. Incentive Theory
  • Behaviour is driven by external rewards or punishments.
  • Example: Working hard to get a bonus.
4. Maslow’s Hierarchy of Needs
  • Human needs are in 5 levels. Must fulfill basic needs first.
  • Levels:
    1. Physiological (food, water)
    2. Safety (security)
    3. Love/Belonging (relationships)
    4. Esteem (respect, confidence)
    5. Self-actualization (reaching full potential)
5. Self-Determination Theory
  • Motivation comes when we feel autonomy, competence, and connection with others.
Conclusion

Emotion and motivation are both tremendously interdependent in their daily life and influence on mental health. The study of various theories of emotions of man, should lead teachers, psychologists and parents to help individuals better through such knowledge of the psychology of the emotions. Whether in the study, work or social relationships, it will be seen that these two major aspects of human conduct, emotion and motivation, are the real causes influencing man in accentuating his behavior.

Question 7

Differentiate the concept of EQ and IQ. Highlight various theoretical approaches to intelligence.

Introduction

Intelligence isn’t just solving math problems or getting A’s. It’s understanding other humans, controlling emotions and making good choices. It is for this reason that psychologists refer to IQ (Intelligence Quotient) and EQ (Emotional Quotient). Both IQ and EQ are important in different areas of life.

Difference Between IQ and EQ
AspectIQ (Intelligence Quotient)EQ (Emotional Quotient)
DefinitionAbility to learn, think logically, and solve problemsAbility to understand, control, and express emotions
Main FocusThinking and reasoningEmotions and relationships
Area of LifeAcademic and professional successPersonal and social success
Measured byIQ tests (e.g. Stanford-Binet)EQ tests and observations
ExampleSolving puzzles, doing mathHandling stress, calming a friend
Theoretical Approaches to Intelligence
1. Spearman’s Two-Factor Theory
  • Spearman said intelligence has two parts:
    • g-factor (general intelligence): Common skills used in all tasks.
    • s-factor (specific intelligence): Skills used in specific tasks.
  • Example: A person good in math (s-factor) also has general intelligence (g-factor).
2. Thurstone’s Primary Mental Abilities
  • He said intelligence is made of 7 primary abilities:
    • Verbal comprehension, numerical ability, memory, reasoning, etc.
  • Intelligence is not one single factor.
3. Gardner’s Multiple Intelligences
  • Gardner believed people have many types of intelligence:
    1. Linguistic (language)
    2. Logical-mathematical
    3. Musical
    4. Bodily-kinesthetic
    5. Spatial (visual)
    6. Interpersonal (understanding others)
    7. Intrapersonal (self-understanding)
    8. Naturalistic (nature)
  • This theory supports both IQ and EQ types.
4. Sternberg’s Triarchic Theory
  • Intelligence has 3 parts:
    • Analytical intelligence: Problem solving (like IQ)
    • Creative intelligence: New ideas, imagination
    • Practical intelligence: Real-life problem solving (like street smart)
5. Cattell’s Theory (Fluid & Crystallized Intelligence)
  • Fluid intelligence: Solving new problems, thinking fast (decreases with age)
  • Crystallized intelligence: Knowledge gained from experience (increases with age)
Importance of EQ and IQ Together
  • IQ helps in school, exams, and job skills.
  • EQ helps in leadership, teamwork, and relationships.
  • A person with high IQ but low EQ may struggle in social life.
  • A person with average IQ but high EQ can still succeed in life.
Conclusion

In today’s world, both EQ and IQ are needed. While IQ helps us to think smartly, EQ helps us to live peacefully with others. Theories of intelligence show that human ability is not limited to one area. Modern psychology now focuses on multiple intelligences, showing that everyone is smart in their own way.

Question 8

Imagine you have been hired as an I-O Psychologist in an organization where you have been asked to device a strategy to make the workplace free of sexual harassment. Discuss the strategies and possible barriers. Also highlight the plan to overcome those barriers.

Introduction

As an Industrial-Organizational (I-O) Psychologist, my job is to make workplaces safe, respectful, and productive. Sexual harassment is a major problem causing stress, fears, and lack of motivation among employees. Establishing a harassment free environment requires a strong decisive strategy through training, policies and support.

What is Sexual Harassment?

Sexual harassment means unwanted sexual attention, comments, touching, or messages that make a person feel uncomfortable or unsafe at work. Sexual harassment can be verbal, non-verbal, or physical.

Strategies to Make Workplace Free of Sexual Harassment
1. Clear Policy and Rules
  • Make a written sexual harassment policy.
  • Mention what behaviors are not allowed.
  • Share this policy with all employees.
2. Awareness and Training Programs
  • Regular workshops and training sessions for all staff.
  • Teach employees about what is harassment and how to report it.
  • Train managers how to handle complaints professionally.
3. Confidential Complaint System
  • Create a safe and private way for victims to report.
  • This can include a helpline, email, or HR office.
4. Strong Disciplinary Actions
  • If someone is found guilty, take strict action (warning, suspension, or termination).
  • This sends a message that such behavior won’t be tolerated.
5. Promote a Respectful Culture
  • Encourage employees to respect each other.
  • Teach leaders to be role models.
  • Reward respectful behavior in the workplace.
6. Monitor and Review
  • Keep checking if the policy is working.
  • Collect feedback and make improvements when needed.
Possible Barriers in Implementing the Strategy
  1. Fear of Reporting:
    • Victims may feel scared to speak up because of shame or fear of losing their job.
  2. Lack of Awareness:
    • Some employees don’t even know what counts as harassment.
  3. Organizational Culture:
    • In some workplaces, there is a toxic culture where bad behavior is ignored.
  4. Bias and Unfair Investigations:
    • If the harasser is a senior or powerful person, the case may not be taken seriously.
Plan to Overcome These Barriers
  1. Empower Employees:
    • Make sure everyone knows their rights.
    • Give confidence to speak up.
  2. Anonymous Reporting Option:
    • Allow complaints to be made without giving names.
    • Create a committee with male and female members to investigate complaints fairly.
  3. Zero Tolerance Policy:
    • No matter who the person is – senior or junior – action must be taken equally.
  4. Regular Evaluation:
    • Every 6 months, review the number of complaints and take feedback from employees.
Conclusion

Creating a work place free of sexual harassment is not only a matter of policies. A working place free of sexual harassment means creating a culture of respect, safety and equality. As an I-O psychologist I would strive to educate, support and protect employees. Through a proper strategy we can reduce barriers that allow for a workplace that values employees and makes them feel safe.

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