While making a moral judgement on a narrated story, a girl expresses that there is no wrong in doing things which will get her candies.
Which phase of moral development is she in?
E. Kohlberg’s stages of moral development include three major levels (which are not necessarily progressive phases during development), each containing two parts. In the stage of pre-conventional morality the child is initially punishment avoidant, that is anything that avoids punishment is a right thing to do. Later, reward orientation develops—anything that results in ‘candies’, as in this question, is morally right. In conventional morality, the child believes that the majority is always right and what pleases others must be morally right. Later, the child learns that doing one’s duty and maintaining order defines moral values. The third level is one of post-conventional mortality. Here, one thinks that an individual’s life comes above all man-made laws and, if necessary, laws should be changed by mutual agreement in a democratic country. Some people develop a higher, stage 6 morality, called universal ethical orientation. Here, universal moral principles are upheld more than an individual’s sense of personal right or wrong.
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During psychotherapy, a patient starts becoming unwell after a prolonged period of good recovery, in spite of having many more sessions to come in the future.
Which of the following can explain the above?
A. Freud observed that some patients became unwell when they started recovering from their difficulties during psychotherapy. He attributed this phenomenon to the guilt surrounding the change. This is usually noted in the middle phase of treatment. This must be differentiated from negative transference where aggressive or paranoid projective transference takes place, sometimes hindering the therapy progression. Termination reaction refers to the resistance offered by some patients while terminating therapy. The above example cannot be resistance to change as initial improvement could not have occurred as described if there was resistance to change.
Which of the following is not a cognitive variable crucial for social learning?
E. Albert Bandura proposed the social learning theory based on modelling (vicarious learning). Cognitive variables are crucial in mediating social learning. These variables are:
It is important to note that social learning differentiated learning from performance. Reinforcement is generally not needed for learning but for performance. Problem solving is not a cognitive variable mediating vicarious learning.
Which of the following best describes supportive psychotherapy?
B. Supportive psychotherapy refers to a common component in many therapeutic operations. It refers to a supportive, explicitly reassuring approach to allay anxiety and help patients in crises. Positive instillation of hope, strengthening existing ego defence mechanisms, and environmental manipulation for supporting one’s coping strategies are important components of supportive psychotherapy. It is generally provided unlimited in a predictable ‘as and when necessary’ manner. It is not specifically goal-oriented and hence social skills training cannot be considered as supportive psychotherapy.
Which of the following cognitive distortions is characteristically seen in patients with panic attacks?
A. Catastrophic thinking is a common cognitive distortion seen in patients with panic attacks. Minor physiological aberrations, such as missed heart beats or palpitations are common events. A catastrophic thinker interprets these minor aberrations in catastrophic proportion, making him think he is going to have a heart attack or he is going to die. When a similar experience occurs with faintness or dizziness, this is interpreted as ‘going crazy’. Secondary to such catastrophic thinking, autonomic arousal and resultant panic sets in.
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