Psychology 2023 Paper II 50 marks 150 words Compulsory Explain

Q5

Answer the following questions in about 150 words each: (a) Explain with suitable examples the psychosocial consequences of prolonged deprivation. (10 marks) (b) What are the measures to achieve social integration? (10 marks) (c) Explain the role of mass media in fostering societal values. (10 marks) (d) What psychological interventions can be planned to improve the performance of athletes? (10 marks) (e) How does self-fulfilling prophecy work in case of traditional Indian women? (10 marks)

हिंदी में प्रश्न पढ़ें

निम्नलिखित में से प्रत्येक प्रश्न का उत्तर लगभग 150 शब्दों में दीजिए : (a) उपयुक्त उदाहरणों के साथ दीर्घकालीन वंचन के मनोसामाजिक परिणामों की व्याख्या कीजिए। (10 अंक) (b) सामाजिक एकीकरण को प्राप्त करने के क्या उपाय हैं? (10 अंक) (c) सामाजिक मूल्यों को बढ़ावा देने में जनसंचार माध्यमों की भूमिका की व्याख्या कीजिए। (10 अंक) (d) एकल खिलाड़ियों (एथलीटों) के प्रदर्शन में सुधार हेतु किन मनोवैज्ञानिक हस्तक्षेपों की योजना बनाई जा सकती है? (10 अंक) (e) परंपरागत भारतीय महिलाओं के मामले में स्वयं-पूर्ण भविष्यवाणी (सेल्फ-फुलफिलिंग प्रोफेसी) कैसे कार्य करती है? (10 अंक)

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Directive word: Explain

This question asks you to explain. 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 'explain' demands clear causal exposition with illustrations across all five parts. Allocate approximately 30 words per sub-part (150 words total), spending roughly equal time on each since all carry 10 marks. Structure each part as: definition → mechanism → Indian example → brief outcome. For (a) focus on deprivation effects; (b) on integration strategies; (c) on media's value transmission; (d) on sports psychology interventions; (e) on expectancy effects in gender context. No separate introduction or conclusion needed for this short-answer format.

Key points expected

  • (a) Psychosocial consequences: cognitive deficits (lowered IQ, attention deficits), emotional disturbances (anxiety, learned helplessness), social maladjustment; cite Indian studies like T. S. Saraswathi's work on rural deprivation or urban slum research
  • (b) Social integration measures: intergroup contact (Allport's conditions), superordinate goals, inclusive education, economic cooperation, cultural exchange programs; reference Indian initiatives like Ek Bharat Shreshtha Bharat or communal harmony projects
  • (c) Mass media role: agenda-setting, cultivation theory, social learning (Bandura), value internalization; examples from Doordarshan's educational programming, Swachh Bharat campaigns, or responsible portrayal in OTT platforms
  • (d) Athlete interventions: imagery/visualization, goal-setting (SMART), cognitive restructuring, biofeedback, team cohesion building; cite Indian sports psychology applications (e.g., Olympic preparation, P. T. Usha era to current NSNIS programs)
  • (e) Self-fulfilling prophecy: Rosenthal effect applied to gender, stereotype threat (Steele & Aronson), internalized expectations limiting achievement; examples from educational attainment, career choices, or marital expectations among traditional Indian women

Evaluation rubric

DimensionWeightMax marksExcellentAveragePoor
Concept correctness20%10Precisely defines deprivation (a), social integration (b), mass media functions (c), sports psychology constructs (d), and self-fulfilling prophecy (e) with accurate technical terminology; no conflation between related concepts across partsDefines most concepts adequately but shows minor inaccuracies (e.g., confusing relative deprivation with absolute deprivation in a, or conflating media effects theories in c)Misdefines core concepts or uses terms interchangeably (e.g., treating social integration as assimilation, or confusing self-fulfilling prophecy with placebo effect)
Theory & studies cited20%10Cites specific theories: for (a) Rutter's resilience research or Indian deprivation studies; (b) Allport's contact hypothesis; (c) Bandura's social learning or Gerbner's cultivation; (d) Lazarus's stress-coping or Vealey's sport-confidence model; (e) Rosenthal-Jacobson or Steele's stereotype threatMentions general theoretical approaches without specific attribution (e.g., 'social learning theory' without naming Bandura) or cites only 2-3 parts adequatelyNo theoretical grounding or incorrect attributions (e.g., citing Freud for media effects or confusing theories across domains)
Application examples20%10Provides contextualized Indian examples: for (a) ICDS program impacts or tribal displacement studies; (b) interfaith dialogues or reservation outcomes; (c) Satyamev Jayate effects or COVID-19 information campaigns; (d) Indian Olympic training camps; (e) STEM gender gaps or dowry-related self-conceptExamples are generic or Western-dominated with token Indian references; some parts lack concrete illustrationsNo examples or irrelevant ones (e.g., using American racial integration for b without adaptation to Indian caste/communal context)
Multi-perspective analysis20%10Shows nuanced analysis: for (a) individual vs. systemic deprivation; (b) top-down policy vs. bottom-up community approaches; (c) positive vs. negative media effects; (d) individual vs. team interventions; (e) structural constraints vs. psychological internalizationPresents one-sided analysis or acknowledges complexity without elaboration; treats issues as unidimensionalWholly one-dimensional treatment with no recognition of counter-arguments or alternative explanations
Conclusion & evaluation20%10Each part ends with evaluative insight: (a) policy implications for early intervention; (b) limitations of contact hypothesis in asymmetric power contexts; (c) media literacy needs; (d) ethical boundaries in sports psychology; (e) breaking prophecy cycles through institutional changeSummarizes points without evaluative depth or provides generic conclusions not tied to specific sub-part contentNo concluding element or abrupt endings; some parts left incomplete without synthesis

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