(a) Explain Maslow's need hierarchy theory. Critically evaluate the same. (15 marks) (b) Explain the strategies for…

(a) Maslow's need hierarchy: explanation and critical evaluation

Maslow (1943, "A Theory of Human Motivation") held that needs form a hierarchy of relative prepotency: a lower need dominates behaviour until reasonably satisfied, and then the next level emerges. Level 1, physiological: food, water, sleep, shelter. Level 2, safety: security, health, stable income, order. Level 3, love and belonging: family, friendship, intimacy. Level 4, esteem: self-respect, competence, recognition. Level 5, self-actualization: realising one's potential. The lower four are deficiency needs; this is the growth need. Later writings added cognitive and aesthetic needs and self-transcendence.

Positives: it is a humanistic, holistic alternative to behaviourism and psychoanalysis, and it is widely used in education, counselling and management to see why a hungry or unsafe person cannot focus on achievement.

Negatives: Wahba and Bridwell (1976) reviewed the evidence and found little support for five distinct levels or a strict order. People pursue several needs at once, and some endure deprivation for ideals, as in fasting protests. Self-actualization was drawn from a small, elite biographical sample (Lincoln, Einstein), so it is hard to test. The model is individualistic; in collectivist societies such as India, family duty and belonging often shape esteem and fulfilment. Alderfer's ERG theory (1969) collapsed the five levels into existence, relatedness and growth, allowed them to operate together, and added frustration-regression. Tay and Diener (2011), using Gallup data from 123 countries, found the needs universal but not strictly ordered.

Assessment: Maslow's hierarchy is a useful heuristic about priorities, not a rigid sequence.

(b) Strategies for rehabilitation of intellectually challenged persons

Intellectual disability means significantly below-average intellectual functioning (IQ about 70 or less) with deficits in adaptive behaviour, beginning in the developmental period. The RPwD Act, 2016 lists it among the recognised disabilities. Rehabilitation is a lifelong, multi-level effort. Step 1: Early identification and intervention. Screening and stimulation in the first years, through District Early Intervention Centres under the Rashtriya Bal Swasthya Karyakram. Step 2: Psychological training. Behaviour modification, task analysis, reinforcement and shaping to teach self-care, communication and social skills, along with speech and occupational therapy. Step 3: Education. Individualised education plans, special schools, resource rooms and inclusive classrooms under Samagra Shiksha, as the RPwD Act 2016 requires. Step 4: Vocational rehabilitation. Pre-vocational skills, sheltered workshops, supported employment with job coaching, and the government-job reservation for benchmark disabilities. Step 5: Family support. Parent training and counselling, respite care (Samarth), group homes (Gharaunda), and legal guardianship under the National Trust Act, 1999. Step 6: Community-based rehabilitation. WHO-promoted CBR uses local workers and accessible public spaces; NIEPID, Secunderabad, and District Disability Rehabilitation Centres train workers and provide services. The rights-based aim, in line with the UN Convention on the Rights of Persons with Disabilities (India ratified in 2007), is participation, not segregation.

(c) Role of the psychologist in rehabilitating victims of domestic violence in India

NFHS-5 (2019-21) found that about 29% of ever-married women aged 18-49 reported spousal violence, and a large majority never seek help. The Protection of Women from Domestic Violence Act, 2005 covers physical, sexual, verbal, emotional and economic abuse and provides for Protection Officers, shelter homes, medical help and court-directed counselling. Section 85 of the Bharatiya Nyaya Sanhita (earlier IPC 498A) punishes cruelty by a husband or his relatives. One Stop Centres under Mission Shakti and the 181 helpline give access points.

Dimension 1, assessment and crisis care: risk assessment, safety planning, and screening for PTSD, depression and suicidality. Walker's cycle of violence (1979) and Seligman's learned helplessness explain why women stay and why they must not be blamed. Dimension 2, therapy: trauma-focused CBT, strengths-based and empowerment counselling to remove self-blame, group support, and counselling for affected children. Dimension 3, linkage: coordination with Protection Officers, legal services authorities and shelters (Swadhar Greh), with skill training and livelihood support for economic independence, and help with documentation and court appearances. Dimension 4, family and community: couple or family work only when the woman is safe and willing; anger management for perpetrators who accept help; awareness work against gender norms and the stigma of "izzat".

Indian barriers include economic dependence, joint-family pressure, dowry and caste, and too few trained psychologists, so services must be local-language and culturally sensitive. Ethical practice means confidentiality, informed consent and no pressure toward reconciliation. The limit of counselling is that it cannot substitute for housing, income and legal protection.