(a) Discuss the psychological and social effects of pornography addiction. (15 marks) (b) Discuss the strategies for promoting…

(a) Psychological and social effects of pornography addiction

Pornography addiction is not a diagnosis in DSM-5. ICD-11 lists compulsive sexual behaviour disorder, which fits only when use is persistent, out of control and impairing. Frequent use alone is not addiction. One proposed mechanism is dopamine-based reward sensitisation leading to craving and tolerance, but this evidence is contested. Psychological effects: shame, guilt, anxiety, depression, low self-esteem, loneliness, poor sleep and falling academic or work performance. Grubbs describes "moral incongruence", where distress arises from a conflict between use and personal values. Unrealistic sexual scripts and body-image dissatisfaction are reported, along with sexual dissatisfaction in some users. Co-occurring depression, ADHD, impulsivity and substance use are common. Social effects: a meta-analysis (Wright and colleagues, 2017) found that consumption is linked with lower relationship satisfaction; secrecy erodes trust and intimacy and can lead to conflict. Objectification of partners and, for some users, spending or legal trouble follow. Evidence on aggression is mixed and depends on content and prior traits. Legal exposure arises under the IT Act, 2000 (Sections 67, 67A, 67B) and the POCSO Act, 2012 for child material. Response: CBT, relapse prevention and motivational interviewing; NIMHANS's SHUT clinic treats problematic technology use; prevention needs sex education, digital literacy and parental guidance rather than moral labelling.

(b) Strategies for promoting positive mental health among defence personnel

Defence personnel face combat and operational stress, separation from family, hierarchy, frequent postings, sleep loss and stigma. Hoge and colleagues (2004) found that stigma was a major barrier to seeking help among deployed soldiers. Strategies work across prevention levels. Primary: mental health literacy and anti-stigma leadership; resilience and stress-inoculation training (Meichenbaum), as in the US Comprehensive Soldier Fitness programme (Seligman, 2009); relaxation, yoga, sleep hygiene, sport and unit cohesion; buddy support. Secondary: periodic screening for PTSD, depression, alcohol misuse and suicidality; confidential counselling by unit psychologists and psychiatrists; early support after stressful events; decompression after deployment. Tertiary: trauma-focused CBT, medication, rehabilitation and reintegration support, including vocational and financial counselling. Organisational: humane duty rosters, assured leave, grievance redress, zero tolerance for bullying, and commanders who model help-seeking. Family: welfare associations such as AWWA and counselling for spouses and children reduce separation stress. Indian base: the DRDO's Defence Institute of Psychological Research studies stress and builds psychological tools for the services. Evaluation by indicators such as help-seeking, suicide and fratricide trends and stigma surveys keeps programmes accountable.

(c)(i) Pro-environmental behaviour

Pro-environmental behaviour is behaviour that consciously seeks to reduce harm to the environment or benefit it, such as saving energy and water, segregating waste, recycling, reducing plastic, planting trees and supporting green policy. Its determinants include values, awareness of consequences and personal norms (Schwartz's Norm Activation Model; Stern's Value-Belief-Norm theory), attitudes, social norms and perceived control (Ajzen's Theory of Planned Behaviour), habits and facilities. Knowledge alone does not change behaviour; Kollmuss and Agyeman (2002) describe this knowledge-behaviour gap.

(c)(ii) Intervention plan for schoolchildren

Step 1: Needs assessment. A baseline survey of knowledge, attitudes and behaviours, and a school audit of waste, energy and water. Step 2: Objectives. Raise awareness, personal norms and self-efficacy, and achieve measurable behaviour change in six months among classes VI to X. Step 3: Theory base. Bandura's social learning for modelling and reinforcement, TPB for norms and control, and nudges such as colour-coded bins. Step 4: Components. Classroom: stories, experiments and debates, building on the compulsory environmental education directed by the Supreme Court in 2003. Experiential: kitchen garden, composting, energy monitors and clean-up drives through eco-clubs (National Green Corps). Behavioural: goal setting, implementation intentions, weekly pledges and self-monitoring diaries. Social: teacher and parent modelling, badges and class competitions. Community: parent workshops and local NGO partnerships, aligned with Mission LiFE (2022). Step 5: Implementation. Fit into the timetable with monthly themes, trained teacher-coordinators and visible facilities. Step 6: Evaluation. A pre-post design with a comparison school; knowledge-attitude scale, behaviour checklist, observed behaviour and waste and energy audit; follow-up at three and six months; process check on attendance and fidelity. Ethics: voluntary, non-shaming and inclusive of children from all backgrounds.