Q6
(a) Critically examine the numerous innovations and programmes of the Government in educating and motivating disadvantaged children towards their development. 15 (b) Discuss nature and psychological consequences of sexual harassment of women at workplace. Suggest different behavioural patterns to overcome it. 20 (c) Media is one of the key factors in promoting pro-social or anti-social behaviour. Defend your point of view. 15
हिंदी में प्रश्न पढ़ें
(a) वंचित बच्चों को उनके विकास के लिए शिक्षित एवं प्रेरित करने में सरकार के कई नवाचारों और कार्यक्रमों का समीक्षात्मक परीक्षण कीजिए । 15 (b) कार्यस्थल पर महिलाओं के यौन उत्पीड़न के स्वरूप और मनोवैज्ञानिक परिणामों की चर्चा कीजिए । उस पर काबू पाने के लिए विभिन्न व्यवहारात्मक प्रतिरूप सुझाइए । 20 (c) समाजानुकूल या असामाजिक व्यवहार को बढ़ावा देने में संचार माध्यम प्रमुख कारकों में से एक है । अपने दृष्टिकोण का प्रतिवाद कीजिए । 15
Directive word: Critically examine
This question asks you to critically examine. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
The directive 'critically examine' in part (a) demands balanced analysis with evaluation, while parts (b) and (c) require 'discuss' and 'defend' respectively. Allocate approximately 150 words (30%) to part (a), 200 words (40%) to part (b) as it carries highest marks, and 150 words (30%) to part (c). Structure: brief integrated introduction → systematic treatment of each sub-part with clear sub-headings → synthesizing conclusion that connects disadvantaged children's education, workplace safety, and media's social role.
Key points expected
- Part (a): Critical evaluation of government schemes like Sarva Shiksha Abhiyan (SSA), Mid-Day Meal Scheme, Beti Bachao Beti Padhao, Kasturba Gandhi Balika Vidyalaya, and Samagra Shiksha with psychological principles of motivation (Maslow, Deci & Ryan's SDT)
- Part (a): Analysis of innovations like bridge courses, residential schools, ICT integration (SWAYAM, DIKSHA) and their effectiveness in addressing barriers like poverty, caste discrimination, gender disparity
- Part (b): Nature of sexual harassment (quid pro quo vs hostile work environment) using psychological frameworks: power dynamics (French & Raven), learned helplessness (Seligman), trauma theory
- Part (b): Psychological consequences: PTSD, anxiety, depression, decreased self-efficacy, organizational cynicism; behavioral interventions like assertiveness training, bystander intervention, cognitive restructuring, and institutional POSH compliance
- Part (c): Defense of media's dual role through Bandura's Social Learning Theory, cultivation theory (Gerbner), agenda-setting; pro-social examples (Satyamev Jayate, educational content) vs anti-social (violent media, fake news, cyberbullying)
- Part (c): Critical analysis of media literacy, self-regulation vs censorship, and role of OTT platforms in shaping social behavior
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Concept correctness | 20% | 10 | Precise use of psychological constructs: for (a) correctly applies self-determination theory, learned helplessness in disadvantaged contexts; for (b) accurately distinguishes quid pro quo from hostile environment harassment and trauma responses; for (c) correctly deploys observational learning, desensitization, and cultivation theory without conflation | Generally correct concepts but some imprecision—e.g., conflates motivation theories, oversimplifies harassment types, or mixes media effects theories without clear distinction | Major conceptual errors: misidentifies harassment types, confuses intrinsic/extrinsic motivation, or presents media effects as unidirectional without theoretical grounding |
| Theory & studies cited | 20% | 10 | Rich theoretical integration: (a) cites Deci & Ryan, Bronfenbrenner's ecological systems; (b) references Fitzgerald's harassment taxonomy, PTSD criteria (DSM-5), organizational justice theory; (c) uses Bandura's Bobo doll, Gerbner's cultivation, Indian studies on media violence (e.g., Huesmann's longitudinal work applied contextually) | Cites 2-3 relevant theories adequately but lacks depth—e.g., mentions Maslow without critique, Bandura without specifying mechanisms, or omits recent Indian research on these topics | Sparse or irrelevant citations: generic references without specificity, outdated theories, or complete absence of empirical studies and Indian psychological research |
| Application examples | 20% | 10 | Specific, current Indian examples: (a) Operation Blackboard, Padhe Bharat Badhe Bharat with outcome data; (b) Vishaka Guidelines implementation, POSH Act 2013 cases, corporate interventions like ICICI's internal committees; (c) analysis of specific campaigns (Mental Health Awareness by All India Radio), OTT regulation debates, social media's role in #MeTooIndia | Some relevant examples but dated or generic—e.g., mentions SSA without specifics, harassment without legal context, or TV serials without naming specific pro/anti-social content | Vague or missing examples: only generic references like 'government schemes' or 'TV shows' without naming, or irrelevant international examples without Indian application |
| Multi-perspective analysis | 20% | 10 | Demonstrates critical balance: for (a) evaluates success rates vs dropout persistence, caste-gender intersectionality; for (b) presents victim, perpetrator, and organizational perspectives with intersectional analysis (class, caste in workplace power); for (c) weighs media effects against active audience theory, considers regulatory vs. freedom of expression tensions | Attempts multiple angles but uneven—strong on one sub-part, descriptive on others; or presents perspectives without synthesis or critical weighing of evidence | Single-perspective treatment: purely descriptive of schemes, victim-blaming or one-sided harassment analysis, or uncritical celebration/condemnation of media without nuance |
| Conclusion & evaluation | 20% | 10 | Synthesizes across sub-parts: connects how educational disadvantage (a) creates vulnerability to workplace harassment (b), and how media (c) can amplify or interrupt this cycle; offers forward-looking, evidence-based recommendations with psychological grounding; demonstrates policy literacy | Separate conclusions for each part without integration; or generic recommendations ('awareness programs') without specificity or psychological mechanism; restates main points without evaluative thrust | Missing or abrupt conclusion; purely summary ending; recommendations unrelated to psychological principles; or no evaluative stance despite 'critically examine' directive |
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