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Submission: Last date for submission of assignment is

31st March, 2020 for the students appearing in the June 2020 Term End Examination
30th September, 2020 for the students appearing in December 2020 Term End Examination.

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IGNOU ASSIGNMENT GURU 2019-20

BPCE 011 : SCHOOL PSYCHOLOGY
Course Code: BPCE 011
Assignment Code: BPCE 011/ASST/TMA/2019-20
Marks: 100
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and solution. Student should must read and refer the official study material provided by the university.

SECTION A

Q1 DISCUSS THE ROLE AND FUNCTIONS OF SCHOOL PSYCHOLOGISTS.

ANSWER:
ROLE AND FUNCTIONS OF SCHOOL PSYCHOLOGISTS:

NASP describes five major areas in which the school psychologists work: (1) consultation, (2)
evaluation, (3) intervention, (4) prevention, and (5) research and planning. It is emphasised
here that these are the major responsibilities and the school psychologists are not limited to
these only as they have to achieve the goals and objectives of school psychology by utilising
their training and skills in providing school psychological services. The major roles, functions
and responsibilities of school psychologists, which are broadly adopted and/or adapted by
different nations and institutions, are as follows.
1. Assessment

As one most important function, the school psychologists assess the student’s/ child’s
problem and evaluate his/her adjustment, academic achievement, learning abilities, scholastic
aptitude, psycho-social development, emotional status, personality development, social skills,
social competence, etc. They also focus on diagnosing the specific learning disabilities and

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making the assessment for the child’s eligibility for special education programme with the help

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of various tools and techniques, and examining the effectiveness of various suitable
intervention strategies. They also need to examine the school’s climate in relation to the
child’s problems and smooth development.
2. Intervention

Here working face-to-face with the children, their families, teachers, and the community, the
school psychologists help remove/overcome academic, learning, behavioural, adjustment
related and mental health problems. They not only provide psychological counselling to the
children and their families but also develop effective intervention strategies for classroom
management in order to provide the required behavioural support to enhance the learning
opportunities, well-being and mental health of all the children. Wherever required, the school
psychologists use suitable therapies at appropriate levels (individual, group or family) for

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solving the conflicts and learning problems and also to maximise the academic success and
psycho-social well-being of the children.
3. Consultation

This is another very crucial role a school psychologist plays. Here he/she consults with the
teachers, parents and community and tries to provide them coordinated support to
understand and effectively address the students’ academic, behavioural and mental health
problems and needs not only with the school but also outside the school settings. He/she
provides the information to the concerned about various academic, learning and/or
behavioural problems of the children and works collaboratively with parents, teachers and
school staff to find effective solutions of these behavioural and/or mental health problems.
He/she consults with the school authorities also about administering and implementing
effective and smooth classroom management strategies.
4. Prevention

Since prevention is better than cure, the school psychologists focus on spreading awareness
among masses including parents and teachers about the probable factors leading to psycho-
social, educational problems and stresses in order to prevent or minimise the occurrence of
behavioural and mental health problems. Besides teaching teachers and parents, the skills to
effectively address behavioural issues, they collaborate with the school staff and community
for creating positive school environments and providing school psychological services for
improving and promoting mental health and well-being of the children/students.
5. Research and Professional Development

In order to develop the best intervention strategies for achieving the goals and objectives of
school psychology, the school psychologists also conduct research because they have to
evaluate the effectiveness of various academic programmes of the school, their behavioural
management strategies and various other services which have direct/indirect impact on the
learning and development of the children. They also are supposed to find out new ways of
effective learning and proper mental growth so that the children could become robust and
productive citizens who are mentally alert and morally healthy. For this purpose, they conduct

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training sessions for school staff/personnel on various useful topics to sensitise them on

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related issues and also share their expertise and experiences with other school psychologists
for each-others professional development.

CONCLUSION:

As was discussed in the beginning, the roles and functions of the school psychologists include
the above but are not limited to these. Besides the above, they are also involved in counselling,
supervision, planning, advocacy, and sometimes in some administrative functions also. No
matter what particular role they are performing, we should remember that the school
psychologists have to follow their professional ethics just like any other professional. The APA
and NASP have developed various professional ethics for psychologists including school
psychologists which, when followed religiously, not only help develop the credibility of the
field and school psychological services in the society but also help the field grow and achieve
its due status.

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Q2 DESCRIBE THE BIOLOGICAL AND PSYCHOLOGICAL FACTORS OF LIFE SPAN

DEVELOPMENT.

ANSWER:
BIOLOGICAL FACTORS OF LIFE SPAN DEVELOPMET:

Biological structure or environment of human includes glands, nervous system, respiratory

system etc. All these affect the individual’s personality. For example, if pituitary glands do not
work in normal ways then the individual’s physical growth will be affected and this will bring
about a change in the person’s personality. Biological forces include all genetic and health
related factors that affect development. They provide raw material (in case of genetics) and
set boundary conditions (in the case of one’s health) for development. Example for this could
be Prenatal development, brain maturation, puberty, menopause, facial wrinkling and change
in cardiovascular functioning, diet, exercise etc.

First of all the height of the body grows up due to biological development. However, if the
growth is abnormal it would affect the individual’s personality and mental state. For instance,
being too tall can make some people feel inferior and being too short can make some not only
inferior but also can make them dependent on others for many things.

Secondly, biological factors also determine the responsiveness of an individual, such as one
may be more impulsive and emotional than others, one may get more easily excited than
others etc. To give an example a person being too jumpy can make others tease the person or
paste some paper bag with some label behind etc. At the same time being too bovine makes
others consider the person a joker and attach funny notices as “Kick Me” etc. on one’s back or
make others feel like taking away the person’s belongings and not return for some time
thereby reducing the person to tears.

Thirdly our growth and development depend on the glandular balanced secretions. The
Rosicrucians defined seven glandular types based on the predominance of the gonads,
adrenals, pancreas, thymus, thyroid, pituitary and pineal glands. Each glandular type has a
particular bony formation and skin type, musculature and hairy-ness.

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Nutrition too plays a significant role in the physical growth and development. For instance,

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access to common salt, access to iodine, access to zinc, and the presence of lead and copper
contaminations all these affect the physical growth and even produce abnormalities in
physical development.

Hereditary factors also are extremely important which to an extent determines even the ways
in which one behaves in society. Some have more predisposition to be aggressive and angry
while in some cases a person may be hereditarily predisposed to calmness and prefer being
alone rather than with people. Some are more gregarious while some are withdrawn. Some are
more intelligent than others. All these factors are part of hereditary factors.

PSYCHOLOGICAL FACTOR OF LIFE SPAN DEVELOPMENT:

Psychological forces include all internal perceptual, cognitive, emotional and personality
factors that affect development. These factors determine variations among individuals.

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Example for this would be Intelligence, self-confidence, honesty, self-esteem. Although a

child’s mental development presupposes a kind of network in which internal and external
factors are intertwined, it is possible to unravel their distinct, respective roles. The internal
factors are presumably responsible for the strict sequence of developmental phases, the chief
determinant of which is the growth of the organs.

The problem of the relations between functional maturation and functional learning now
arises. During the course of mental development new activities emerge that must necessarily
have their source in the functional activation of matured organic structure. Unless the child is
able to find that physically he can indulge in many activities, learning will have no value. Hence
physical growth is important which may influence personality development.

It has been said that play is the activity uniquely appropriate to the child. Play is a stage in the
total development of the child that disappears of its own accord at succeeding periods.
Indeed, play is mingled in all of the child’s activity so long as that activity remains spontaneous
and untouched by objects introduced for educative purposes. At the beginning, games are
purely functional; then come games of make-believe and games of practical skill.

In his play the child repeats the impressions of events he has just experienced. He reproduces;
he imitates. For the very young child, imitation is the only rule of the game so long as he is
unable to go beyond the concrete, living model to abstract instructions.

Initially, children’s comprehension is no more than the assimilation of others to themselves and
themselves to others, and in this process, imitation plays an important role. Imitation, as the
instrument of this fusion, demonstrates a contradiction that explains certain contrasts on
which play thrives.

Between the ages of six and seven it becomes possible to disengage the child from his
spontaneous activity and to divert his interest to others. Until comparatively recently,
productive labour, including factory work, began at this age. Indeed, in some colonial countries
this is still the case. In France, the child enters school at this age and tackles the demands of
formal education—which include self-discipline.

Two contradictory elements are basic to all imitation. One is a plastic union in which the

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external impression is taken in and then discharged again gently from its strange receptacle,
leaving only those elements that are able to be incorporated into existing mental structures.
The result is a new, albeit rudimentary, capacity. The second and active aspect, equally
important to the first, is execution and completion. The ensuing act requires tentative, and
sometimes obvious, groupings. Separation and recombination of suitable elements are
operations whose often long-enduring imperfections indicate the difficulties these processes
involve. In particular, the rediscovered gestures and movements may not yet be in the right
order. Taken by themselves they by no means reproduce the model; they must conform to the
requirements of an internal prototype. However, as they become more explicit, they make
possible and even encourage objective comparisons with the external model. Alternation
between these two contrary but complementary phases of intuitive assimilation and
controlled execution may then assume a more or less rapid cadence until the imitation
appears adequate.

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Q3 ELUCIDATE THE TREATMENT AND MANAGEMENT OF BEHAVIOURAL DISORDERS.

ANSWER:
Behaviour disorders are best dealt with by behaviour therapy and psychotherapy. But, as with
learning disabilities, accurate diagnosis is important and this must be over a length of time. It is
also important in trying to modify the behaviour to be clear about what is the behaviour you
are expecting. Make sure it is a rational expectation.

TREATMENT OF BEHAVIOURAL DISORDERS:

Now, more than ever before, there is hope for young people with mental, emotional, and
behavioural disorders. Most of the symptoms and distress associated with childhood and
adolescent mental, emotional, and behavioural disorders can be alleviated with timely and
appropriate treatment and supports.

In addition, researchers are working to gain new scientific insights that will lead to better
treatments and cures for mental, emotional, and behavioural disorders. Innovative studies also
are exploring new ways of delivering services to prevent and treat these disorders. Research
efforts are expected to lead to more effective use of existing treatments, so children and their
families can live happier, healthier, and more fulfilling lives.

Important Messages about Children’s and Adolescents’ Mental Health

1) Every child’s mental health is important.

2) Many children have mental health problems.

3) These problems are real and painful and can be severe.

4) Mental health problems can be recognised and treated.

5) Caring families and communities working together can help.

MANAGEMENT OF BEHAVIOURAL DISORDER:

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A consistent approach when dealing with children with behavioural concerns most often leads
to more productive and positive behaviours. It is highly recommended that counsellors plan
strategies that can be implemented comfortably and regularly. Whether the child is acting out,
involved in conflicts, bullying, or being verbally or physically aggressive, it is important to
ensure that counsellors have positive interactions with the child. Acceptable and appropriate
behaviour is developmental. It happens over time and is greatly influenced by parental support
and guidance, peers, previous experiences and the intervention techniques employed by
teachers, caregivers and parents. The following needs to be done by the counsellors to help
children overcome their problem behaviour and these include:

• Promoting self-esteem and confidence in the child. Whenever the child does something
great, praise him/her. For this one has to be watchful and this is all the more applicable to
parents.

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• Counsellor and parents should provide opportunities for the child to become responsible.
When children do take up responsibility, the counsellor and parents must let the child know
about the same.

• Counsellors and parents must be objective and understanding of the children. They must be
restrained in regard to their emotions and they must be very patient even if they are
frustrated.

• Parents and counsellors must use their best judgment at all times, remain objective and seek
to understand.

• The counsellors and parents as well as teachers must communicate their expectations with a
minimal number of rules and routines to be followed.

• When the rules and regulations are being made it would be ideal to involve the child also in so
that it becomes easier for the child to carry out as he or she was also part of making these
rules and regulations.

• When there is an opportunity for the child to succeed the counsellor or the parent or the
teacher must make sure that this opportunity is made available to the child.

• It would be ideal to encourage the child to participate and monitor the child’s own behaviour.

• Discuss with children the appropriate and inappropriate behaviours.

• The counsellors, teachers and parents must remember that children with behaviour
difficulties benefit from clearly established routines/structure.

SECTION B

Q4 ELUCIDATE THE SIGNIFICANCE OF CHILD REARING AND BAHVIOURAL PROBLEMS.

ANSWER:
Understanding Aboriginal and Torres Strait Islander child-rearing strategies, and embracing
the importance of these practices, is absolutely crucial in ensuring continuity for children

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between home and early learning services.

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There is no one way in which Aboriginal and Torres Strait Islander people raise their children,
and families may draw upon child-rearing practices from a range of cultures. The child rearing
practices of any one culture are no more valuable than those of another. In Aboriginal culture
the extended family plays a crucial role in raising children.

“Child rearing…is literally a family and community concern and is not confined solely to the
parents of the child”

Unlike the wider Australian society, the whole Aboriginal community contributes to raising the
child, giving mutual assistance and support to the parents.

The mother is the main carer for the child, but aunties, uncles, cousins and older siblings share
the responsibilities for caring and raising the child as well (in some communities the mother’s
sisters or the father’s brothers are also called ‘mum’ and ‘dad’).

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Grandparents are very important people in the life of Aboriginal children. They often fill the
role of boss or protector for the children. They have real authority over their upbringing, and
they teach them Aboriginal culture, values and beliefs.

Displaying an understanding of a child’s relationship to his/her kinship circle helps foster

continuity and normality for the child, providing an ideal environment for development and
learning.

An appreciation of learning practices is also vital in supporting Aboriginal and Torres Strait
Islander child-rearing practices and accommodating the independent learning of the child.

Problem behaviours are those that aren’t considered typically acceptable. Nearly everyone
can have a moment of disruptive behaviour or an error in judgment. However, problem
behaviour is a consistent pattern.

These may manifest as disturbance in: 1. Emotions – e.g., anxiety or depression. 2. Behaviour –
e.g., aggression. 3. Physical function – e.g., psychogenic disorders. 4. Mental performance –
e.g., problems at school. This range of disorders may be caused by a number of factors such
as parenting style which is inconsistent or contradictory, family or marital problems, child
abuse or neglect, overindulgence, injury or chronic illness, separation or bereavement.

Q5 DESCRIBE THE TECHNIQUES FOR CONDUCTING FUNCTIONAL BEHAVIOURAL

ASSESESSMENT.

ANSWER:
There are two techniques of assessment; one is indirect assessment and the other direct
assessment.

Indirect or informant assessment: This relies heavily upon the use of structured interviews with

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students, teachers, and other adults who have direct responsibility for the students

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concerned. Individuals should structure the interview so that it yields information regarding
the questions discussed in the previous section. Interviews with the student may be useful in
identifying how he or she perceived the situation and what caused her or him to react or act in
the way they did.

Also, commercially available student questionnaires, motivational scales, and checklists can
also be used to structure indirect assessments of behaviour. The district’s school psychologist
or other qualified personnel can be a valuable source of information regarding the feasibility
of using these instruments.

Direct assessment: This involves observing and recording situational factors surrounding a
problem behaviour (e.g., antecedent and consequent events). An evaluator may observe the
behaviour in the setting that it is likely to occur, and record data using an Antecedent-
Behaviour-Consequence (ABC) approach.

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The observer also may choose to use a matrix or scatter plot to chart the relationship between
specific instructional variables and student responses. Regardless of the tool, observations
that occur consistently across time and situations, and that reflect both quantitative and
qualitative measures of the behaviour in question, are recommended.

Data analysis: Once the professional or the counsellor is satisfied that enough data have been
collected, the next step is to compare and analyse the information. This analysis will help to
determine whether or not there are any patterns associated with the behaviour (e.g.,
whenever Kanika does not get her way, she reacts by hitting someone).

If patterns cannot be determined, the team should review and revise (as necessary) the
functional behavioural assessment plan to identify other methods for assessing behaviour.

Q6 DESCRIBE THE ETIOLOGY OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AND

CONDUCT DISORDER.

ANSWER:
ETIOLOGY OF ATTENTION DEFICIT HYPERACTIVITY DISORDER:

ADHD is a highly heritable disorder. However, it can also be acquired, and some individuals
have a combination of genetic and acquired ADHD. At the present time, it is not possible to
distinguish between these two types of ADHD. They both look the same, and both usually
respond to treatment with the same psychostimulant medication.

ADHD is, in most cases, of familial origin. Parents with ADHD have a better than 50% chance of
having a child with ADHD, and about 25% of children with ADHD have parents who meet the
formal diagnostic criteria for ADHD. Twin studies have placed the heritability of ADHD in the
range of 80%. In a longitudinal twin study examining the size of genetic and environmental
effects on ADHD behaviours based on maternal report at the ages of 3, 7, 10, and 12 years, the
estimate of heritability was nearly 75% at each age. The genetic factors explained 76% and
92% of the covariance between hyperactivity and inattention. This provides another line of
support for the observation that behaviours related to ADHD (inattention to a greater extent
than hyperactivity) do not improve with maturation.

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ADHD can be considered a disorder of neurotransmitter function, with particular focus on the
neuro-transmitters dopamine and norepinephrine. There has been extensive research
conducted that demonstrates that dopamine is critical in the regulation of learning, as well as
maintaining trained or conditioned responses and motivated (goal-directed) behaviours.
Dopamine also plays an important role in working memory, the ability to “keep something in
mind” for a brief period of time. Thus, dopamine can modulate neuronal activity related to
motor activity that is guided by external cues and is goal directed norepinephrine
(noradrenaline) is involved in maintaining alertness and attention.

ETIOLOGY OF CONDUCT DISORDER:

In this disorder the individual violates social norms and rights of others. Those with conduct
disorder are most of the time in trouble with parents or teachers of peers. Conduct disorder
may lead to adult anti-social personality disorder.

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Disorder of conduct is seen in 2-16 per cent of school going children. This is considered as a
set of externalising negativistic behaviours in children, much more serious disorder than the
other forms of childhood disorders as it violates the basic rights of others and also the societal
norms expected from a child of his/her age. This is a repetitive and persistent pattern of
behaviour, characterised by aggression, destruction of property, theft and serious violation of
rules. These children are often reported to be bullying and threatening other children, engage
in frequent fights and carry weapons. Cruelty to people or animals, destruction property is
some of the other behaviours seen in children with conduct disorder. Some of them stay
outside till late in the nights. Some of them run away from home for 1-2 days.

Q7 EXPLAIN THE CAUSES AND TYPES OF LEARNING DISABILITY.

ANSWER:
CAUSES OF LEARNING DISABILITY:

The causes can be classified into educational, environmental, psychological and physiological
factors. Let us take each of these and see what they are.

• Educational factors: Learning disabilities can be caused by inadequate, inappropriate teaching,

unskilled and inefficient trained teachers, too high or low teachers’ expectations towards
children and inappropriate materials and curriculum.
• Psychological factors: Learning disabilities can be caused by misperception and lack of
conceptualisation, unhealthy classroom climate and lack of scholastic motivation.
• Environmental factors: Unstimulating environment at home, develops language deprivation,
language plays a crucial role in the child’s environment.
• Physiological factors: Brain injury, damaged central nervous system, genetic factors and
prenatal, postnatal problems also lead to learning disabilities.

TYPES OF LEARNING DISABILITY:

• Learning Disabilities in Reading, Dyslexia Types of Reading Disabilities: There are two types of
learning disabilities in reading.
• Dysgraphia or Learning Disabilities in Writing: Learning disabilities in basic writing skills include
neurologically based difficulty with producing written words and letters. Expressive writing

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disabilities may involve comprehending and organising written thoughts on paper. These can be

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in terms of Learning Disabilities in Basic Writing Skills, Expressive Writing Disabilities.
• Learning Disabilities in Math Dis-calculia: If the child struggles with math calculation or problem
solving, one can suspect a type of learning disability. This learning disabilities could be in basic
math, applied math skills, and other disorders such as dyscalculia. Learning Disability (LD) in
Basic Math Skills.
• Learning Disabilities in Language and communication There are several types of learning
disabilities in language. Students with language-based learning disabilities may have difficulty
with understanding or producing spoken language, or both. Receptive language disorder is a
type of learning disability affecting the ability to understand spoken, and sometimes written,
language.

Q8 DISCUSS THE THERAPEUTIC TECHNIQUES IN SOLUTION-FOCUSED THERAPY.

ANSWER:

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Solution-focused (brief) therapy (SFBT) is a goal-directed collaborative approach to

psychotherapeutic change that is conducted through direct observation of clients' responses
to a series of precisely constructed questions. Based upon social constructionist thinking and
Wittgensteinian philosophy, SFBT focuses on addressing what clients want to achieve without
exploring the history and provenance of problem(s). SF therapy sessions typically focus on the
present and future, focusing on the past only to the degree necessary for communicating
empathy and accurate understanding of the client's concerns.

Goals are the entire focus of the solution-focused brief therapy approach. The model uses a
specialized interviewing procedure to negotiate treatment goals whose qualities facilitate
efficient and effective treatment. The goals must be: Salient to the client rather than the
therapist or treatment program.

SFBT can stand alone as a therapeutic intervention, or it can be used along with other therapy
styles and treatments. It is used to treat people of all ages and a variety of issues, including
child behavioural problems, family dysfunction, domestic or child abuse, addiction, and
relationship problems. Though not a cure for psychiatric disorders such as depression or
schizophrenia, SFBT may help improve quality of life for those who suffer from these
conditions.

SFBT techniques can be incorporated into other forms of counselling and therapy. Look for a
licensed, experienced counsellor, social worker, psychotherapist or other mental health
professional with training in SFBT. In addition to finding someone with the appropriate
educational background, experience and positive approach, look for a therapist with whom
you feel comfortable discussing personal issues.

Unlike traditional forms of therapy that take time to analyze problems, pathology and past life
events, Solution-Focused Brief Therapy (SFBT) concentrates on finding solutions in the
present time and exploring one’s hope for the future to find quicker resolution of one’s
problems. This method takes the approach that you know what you need to do to improve
your own life and, with the appropriate coaching and questioning, are capable of finding the
best solutions.

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SECTION-C

Q9 SEPARATION ANXIETY DISORDER

ANSWER:
Separation anxiety disorder is an anxiety disorder in which an individual experiences excessive
anxiety regarding separation from home and/or from people to whom the individual has a
strong emotional attachment. It is most common in infants and small children, typically
between the ages of six to seven months to three years, although it may pathologically

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manifest itself in older children, adolescents and adults. Separation anxiety is a natural part of
the developmental process.

Q10 DEPRESSION IN CHILDREN

ANSWER:
Depression is a condition that is more severe than normal sadness and can significantly
interfere with a child's ability to function. Depression affects about 2% of preschool and
school-age children. Depression in children does not have one specific cause but rather a
number of biological, psychological, and environmental risk factors that are part of its
development.

Q11 CONNORS RATING SCALE

ANSWER:
The Conners’ Parent Rating Scale (CPRS) is a parent-report measure that assesses children’s
problem behaviours, particularly symptoms of attention deficit hyperactivity disorder (ADHD)
and related disorders (including oppositional defiant disorder and conduct disorder). The
Conners 3-P was developed by C. Keith Conners, Ph.D., who also designed two related
measures: the Conners’ Teacher Rating Scales (CTRS), a teacher-report measure, and the
Conners’ Self-Report Scales (CSRS), a self-report measure for children and adolescents.

Q12 EMOTIONALLY DISTURBED CHILD

ANSWER:
A child who is emotionally disturbed will likely exhibit aggressive behaviour, and will often
attempt to hurt others. According to the Sevier County Public School System, aggression is
the symptom reported most commonly in children who are emotionally disturbed. If your child
has suddenly minimized interacting with others, hardly goes out, doesn’t speak much at home
and is always locked up in his/her room, then all these are signs of emotional disturbance.

Q13 CASUES OF SLOW LEARNING

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ANSWER:

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Learning disabled children can be classified into educational, environmental factors,
psychological and physiological factors.

• Educational factors: Learning disabilities can be caused by inadequate, inappropriate teaching,

unskilled and inefficient trained teachers, too high or low teacher’s expectations towards
children and inappropriate materials and curriculum.
• Psychological factors: The factors that will cause learning disability under this will include
perception and lack of conceptualisation, unhealthy classroom climate and lack of scholastic
motivation.
• Environmental factors: The causative factors under this will include unstimulating environment
at home, language deprivation in the environment etc. Language plays a crucial role in the
child’s environment.
• Physiological factors: These include brain injury, damaged central nervous system, genetic
factors and prenatal postnatal problems which all may lead to learning disabilities.

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Q14 SPECIAL EDUCATION

ANSWER:
Special education (also known as special-needs education, aided education, exceptional
education, special ed. or SPED) is the practice of educating students in a way that addresses
their individual differences and needs. Ideally, this process involves the individually planned
and systematically monitored arrangement of teaching procedures, adapted equipment and
materials, and accessible settings. These interventions are designed to help individuals with
special needs achieve a higher level of personal self-sufficiency and success in school and in
their community, which may not be available if the student were only given access to a typical
classroom education.

Q15 HUMANISTIC APPROACH TO ART THERAPY

ANSWER:
The humanistic approach in psychology developed as a rebellion against what some
psychologists saw as the limitations of the behaviourist and psychodynamic psychology. The
humanistic approach is thus often called the “third force” in psychology after psychoanalysis
and behaviourism (Maslow, 1968).

Q16 EXTERNALISATION

ANSWER:
In Freudian psychology, externalization (or externalisation) is an unconscious defence
mechanism by which an individual, projects his or her own internal characteristics onto the
outside world, particularly onto other people. For example, a patient who is overly
argumentative might instead perceive others as argumentative and himself as blameless.

Q17 IMPORTANT FEATURES OF PLAY THERAPY

ANSWER:

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Play therapy is a method of meeting and responding to the mental health needs of children
and is extensively acknowledged by experts as an effective and suitable intervention in dealing

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with children’s brain development. It is generally employed with children aged 3 through 11 and
provides a way for them to express their experiences and feelings through a natural, self-
guided, self-healing process. As children’s experiences and knowledge are often
communicated through play, it becomes an important vehicle for them to know and accept
themselves and others.

Q18 EDUCATIONAL AND VOCATIONAL TRAINING FOR INTELLECTUAL DISABILITY (MENTAL

RETARDATION)

ANSWER:

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Mental retardation is a term for a pattern of persistently slow learning of basic motor and
language skills (milestones) during childhood, and a significantly below-normal global
intellectual capacity as an adult.

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