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Psychology Project Class 12 CBSE – Depression

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In clinical practice, there is a frequently occurring problem namely, who has the competence to treat stuttering it is better to refer children who stutter to psychotherapy. Despite this psychologists regard stuttering as a speech problem and send back children who stutter to the speech therapist. As we know speech therapy can develop the frequency of speech communication ability, self-expression self-competence, and finally can reduce or estimate the symptoms of stuttering although children who suffer may have serious emotional problems and speech therapist.


psychology case study on depression class 12

Depression affects people of all ages, including children and young people. Depression among school-aged children is real and it is a serious problem that all too often goes unnoticed. The most common symptoms of depression are feeling worthless, anxious, empty, irritated, hopeless, loss of internet in activities inability to enjoy activities that used to be the sources of pleasure in daily activities change in appetite, persistent difficulty in falling speech or staying a step difficulty in concentrating or making decisions. Sigmund fraud suggests that depression also minutes guilt and self-criticism which can be related to loss during childhood. Anger or hostility may be directed at present if they do not give the child the love and warmth that is needed for healthy development. However these destructed feelings are turned inwards and the child blames himself for the loss, which leads to guilt and self-criticism. Rene spitz observed that infants separated from their caregivers for a long period exhibit developmental delays depression and withdrawal effects and unresponsiveness toward hospital caregivers. According to Jhon Bowlby, the human infant needed a secure relationship with adult caregivers, without which normal social and emotional development will not occur.

psychology case study on depression class 12


Sara Klamiczay observed the mother’s report of children who stutter and found that among 80 children who stutter 39 were separated from their mother before the onset of stuttering. In a high percentage of cases, a lengthy separation from Luom’s mother proceeded to the development of the disorder. The child either has gone on holiday or into the hospital without his mother or mother having left home. In her view frustration with the child’s need to cling is fundamental to the formation of stuttering. Gertrude Watt says that speech development can be successful only if the relationship between mother and child is uninterrupted. The absence of such a relationship may produce a crisis of speech development. The kind of anxiety she observed in young stuttering children may best be described as fear of losing immediate access to and close contact with the mother or as an intensive longing to be closer to her. Peter Glauber wrote extensively about stuttering as a defensive reaction to the trauma of the child’s feelings of separation from their mother. In his experience, the predominant cause of stuttering is separation anxiety, especially in the context of the fantasy of the mother-child symbiosis.

psychology case study on depression class 12

A 13-year-old boy was referred to speech therapy because of his stuttering. He started to stutter when he was three years old and at that time he also had a bedwetting problem. In the early period of his diagnostic process, it turned out that he had serious emotional problems. He was often moody and sad without any reason. Sometimes he became irritable and withdraw from social situations. At that time he lost his interest in school and was thinking about committing suicide. I used different methods during his examination.


psychology case study on depression class 12

What we call if the first interview is when we first let the patient obtain the basic information about his problems. The grandparents called me before about their grandson’s stuttering. The mother and her son came to our first appointment. The boy is tall and thin. Moody is not happy. He seems older than his age. He speaks very low. The mother appeared to be about 30 years old. She was an average woman with long brown hair, big brown eyes, smiling face, she says that the teacher complaints about her son who has behavioral problems in school. He is not able to control his strong emotions. He is often angry because his classmates tease him. She adds that he is often sad and moody. She feels that he has an affinity for depression. She tells an incident when strange boys attacked her son while he was walking in the street on his way to the video shop. They teased him got around him and when he tried to run away they tripped him up he stumbled and hurt his knees. He did not know those guys in person just somebody by sight.


The next time I met the mother to obtain data about her child’s development. From the history the following details are important. The mother was comparatively young when she became pregnant, she was 21 years old, the pregnancy and birth were normal. Aaron was breastfed for 6 months was walking at 9 months and was toilet trained by 3 years. It was interesting, the mother did not remember his speech development. He did not fit in the nursery school but later he managed adopted to it. He was lonely in school and did not have any friends. He began to stutter at 3 years old and he had bedwetting problems when he was 4 years old. He has got 2 brothers Mike and Adam. Mike is 12 and Adam is 7 years old. When his brother was born he was only 1 year old and the birth of Mike was a shock for him when mike was born his mother went unexpectedly to a hospital. His father was very busy with his work and left the child in the care of grandparents in their house so the grandparents took care of him. Grandmother did not allow him to be taken to hospital as it would disturb him. He got very finally and rejected his mother. It was a Trauma experience for him.


The house tree person (HTP) is a projective personality test, a type of exam in which the test taker responds to or provides ambiguous, abstract, or unstructured stimuli. In the HTTP, the test taker is asked a drawing house, trees, and persons, and these drawings provide a measure of self-perception and attitudes. As with other projective tests, it has flexible and subjective administration and interpretation.

Draw the person :

The figure is not too small and not too big according to the size of the paper. The lines are entangled. It is not looking for eye contact.

Draw the house :

The drawing of the house is schematic the lines are also entangled. The house is symmetrical.

Draw a tree :

The shape of the tree is also schematic the proportion of the branches and the truck is suitable, but the branches seem more dominant than the trunk. The roots which symbolize the past are not visible but this is customary in children because they are concerned about the present. The lines of the branches symbolize the relation to people.

Family drawings:

The drawing of the family always gives interesting information about the relationships in the family. They represent the unconscious desires and fantasies of the person who draws them. In the picture: mike his mother, Adam, his father, and him he draws himself in the picture at the last one but his shape is the largest one.

Fantasy family :

This is his “fantasy family “ drawing the task is to transform his family into anything he wishes. In his “ fantasy family,” his father is a house. The house is a home. The house symbolizes a feeling of safety. His mother has become a heart. The heart is the symbol of affection. Mike is a pinball machine because he is a winter. It symbolizes his feeling that his parents prefer mike over him.

Kinetic family :

I have found that asking children to draw their family drawing action is very informative. This type of family assuring manifests the togetherness of the family members acts together it can express their solidarity feelings for each other. In his “kinetic family, “ his mother washes up the dishes. Father digs a garden. His two brothers watch TV he separately watches TV in his room.

Mother-child :

The task is to draw a mother with her child. This drawing points out the characteristics of the relationship between a mother and her child. In the picture, they reach for each other but they are not attained each other.


psychology case study on depression class 12

Next session we made the Rorschach test. The Rorschach test was developed by the swiss psychiatrist Hermann Research. The test consists of 10 cards, which are symmetrical inkblots. Some are black and white and some are colored. In theory, the respondent will project his motives into the descriptions he provides of the inkblot. The responses are recorded on the three major features :

  • We call the first one: the location of the responses shows, how the individual can adapt to the would. For example, if the person refers to the whole stimulus it means, that person can look at the world from a perspective but keeps a distance from reality. If the person refers to the part of the inkblot it may mean that he is closer to real-life but gets lost in the details.
  • The second one is determinants in these viewpoints we observe whether the subject responds to the space of the blot, its color, or differences in texture and shading. The determinants show the sociability and the anxiety of the person for example the introversive persons ascribe more moves to the inkblot than extrovert ones. The anxious person answers the shading of the blots is determinant not through their contour.
  • The content of the response. From this viewpoint, we observe what the response represents. This is the symbolic meaning of the responses. Rorschach validated the method of diagnosing anxiety and hostility from the content of a subject’s responses to the inkblots. For example, hostility and anxiety are revealed by such responses as “green” and “blood” and other explicit expressions and cultural symbolisms of these emotions. The blots are differentiated from each other. Each blot can signal a specific meaning. For example, there are “mother” and “father” blots. We observe how the subject responses refer to the hidden meaning of the blot.

Aaron’s Rorschach test results from the various analyzing viewpoints :

  • According to the location of his responses, he can adapt to the world and he is close to real life.
  • The determinants show, that he is more introverted and he is full of fear and anxiety.
  • Anxiety and hostility appeared in the content of his responses to the inkblots. Hostility is revealed by such responses as “dagger”. Anxiety is revealed by such responses as “blood”. In his responses to the “mother blot” appeared his ambivalent relationship with his mother according to my explanation he seems not to be able to separate from his mother and this is the reason for his anxiety, which he tries to eliminate with his aggression. In his responses to the 8th blot describes his problems to separate from their parents. He says: “two pumas, one on the right, one on the left side of the page compress the butterfly with their hind legs, prevented him go away”.


psychology case study on depression class 12

I devoted one session to the exploitation of suicidal thoughts. I wanted to know how realistic his intention to commit suicide was.

  • Since when have you had thoughts like this ? where would you commit suicide?

My suicidal thoughts started in the middle of January the first. It was because of my troubles in school. I was serious about jumping out of the window in school because the others pestered me all the time. My suicidal thoughts started in the middle of January the first. It was because of my troubles in school. I was serious about jumping out of the window in school because the others pestered me all the time.

  • What would your classmates have believed if you had done it? They would have thought that I was stupid but they would have reflected on what had been done to me especially, Thomas and George. Supposedly the others didn’t notice what was done to me.
  • What would your teacher have believed? she would have been very sad but she would not have been surprised, because she knew that I was sad and was teased by others.
  • What was your mother have believed?

She would have thought that I had committed suicide because I was sad. She would act so like when grandma died. She went out into the garden. Sat down and cried.

  • What would your grandparents have believed?

My older younger brother would not understand it, but later he would miss me increasingly. First, he would see the benefits, that he gets my room. Who would go to your funeral? dad would surely go to my funeral and I am not sure that my mom and my siblings would do so.

  • Was there anybody who committed suicide in your family?

My great-grandfather died when he was young. He drank a lot. He went regularly to horse races. Maybe he had suicidal thoughts.


Aaron was separated from his mother when his younger brother was born. The next separation from his mother was very difficult for him. He did not fit in the nursery school. He was 3 years old when he began to stutter and 4 when he had bedwetting problems. These symptoms are signals of his anxiety. I thought that his stuttering could be seen as a reaction to his early separation fitting in into the community always goes slowly for him. He also has integration difficulties in school. He was lonely and his classmates tease and exclude him, which makes him angry.


I would like to express my special thanks of gratitude to my teacher as well as our principal of the school who gave me the golden opportunity to do this wonderful project on the topic of Psychology which also helped me in doing a lot of research and I came to know about so many new things, I am thankful to them. Secondly, I would also like to thank my parent and friends who helped me a lot In finalizing this project.


This is to certify that of class, of Xll of school Tagore International, has completed the project under my supervision. He has taken proper care and shown almost sincerity in the completion of this project. I certify that this project is up to my expectations and as per the guidelines issued by CBSE.

Teacher’s Signature

Examiner’s Signature


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  • CBSE Class 12

CBSE Class 12 Psychology Important Case Study Based Questions 2023: Read and Solve for Tomorrow's Exam

Psychology important case study questions for cbse class 12: practice important psychology case study-based questions for cbse class 12. these questions are important for the upcoming cbse class 12 psychology board exam 2023..

Atul Rawal

  CBSE Class 12 Psychology Exam 2023: Hello students! kudos to the efforts you put into tackling your 2023 board examinations. We understand that the last few weeks were tremendously tiring, both mentally and physically. Don’t worry, take a deep breath and relax as this is the final phase of your CBSE examination 2023. The class 12 Psychology exam is the last in the lane. Its paper code is 037. The exam is planned for 05th April 2023, that is, tomorrow. The exam will be for 3 hours scheduled between 10.30 AM to 01.30 PM. We believe you have already solved the sample question and previous year papers for Class 12 Psychology and must be aware of the exam pattern. If not, please refer to the links below.

  • CBSE Class 12 Psychology Previous Year Question Papers: Download pdf
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CBSE Class 12 Psychology, Important Case Study-Based Questions:

Case 1: .

Read the following case study and answer the questions that follow: 

Sundar, a college-going 20-year-old male, has moved from his home town to live in a big city. He has continuous fear of insecurity and feels that enemy soldiers are following him. He gets very tense when he spots anyone in a uniform and feels that they are coming to catch him. This intense anxiety is interfering with his work and relationship, and his friends are extremely concerned as it does not make any sense to them. Sundar occasionally laughs abruptly and inappropriately and sometimes stops speaking mid-sentence, scanning off in the distance as though he sees or hears something. He expresses concern about the television and radio in the room potentially being monitored by the enemies. His beliefs are fixed and if they are challenged, his tone becomes hostile. 

Q1. Based on the symptoms being exhibited, identify the disorder. Explain the other symptoms that can be seen in this disorder.

Q2. Define delusion and inappropriate affect. Support it with the symptoms given in the above case study.

Read the case and answer the questions that follow. 

Alfred  Binet, in 1905,  was requested by the French government to devise a method by which students who experienced difficulty in school could be identified.  Binet and his colleague,  Theodore  Simon,  began developing questions that focused on areas not explicitly taught in schools those days, such as memory, and attention skills related to problem-solving.  Using these questions, Binet determined which were the ones that served as the best predictors of school success. 

Binet quickly realised that some children were able to answer more advanced questions than older children were generally able to answer and vice versa.  Based on this observation, Binet suggested the concept of mental age or a measure of intelligence based on the average abilities of children of a  certain age group.  This first intelligence test is referred to as the Binet-Simon  Scale. He insisted that intelligence is influenced by many factors, it changes over time,  and it can only be compared in children with similar backgrounds. 

Q1 . Identify the approach on which the Binet-Simon Intelligence Scale is based. Discuss its features.

Q2 . ‘Binet quickly realised that some children were able to answer more advanced questions than older children were generally able to answer and vice versa’. Why do individuals differ in intelligence? Using examples, give reasons for your answer.

Read the following case study and answer the questions that follow :

All the Indian settlers were contemptuously and without distinction dubbed “coolies” and forbidden to walk on footpaths or be out at night without permits. 

Mahatma Gandhi quickly discovered colour discrimination in South Africa and confronted the realisation that being Indian subjected him to it as well. At a particular train station, railway employees ordered him out of the carriage despite his possessing a first-class ticket. Then on the stagecoach for the next leg of his journey, the coachman, who was white, boxed his ears. A Johannesburg hotel also barred him from lodging there. Indians were commonly forbidden to own land in Natal, while ownership was more permissible for native-born people. 

In 1894, the Natal Bar Association tried to reject Gandhi on the basis of race. He was nearly lynched in 1897 upon returning from India while disembarking from a ship moored at Durban after he, his family, and 600 other Indians had been forcibly quarantined, allegedly due to medical fears that they carried plague germs. 

Q1. What is the difference between prejudice and discrimination ? On the

basis of the incidents in the above case study, identify a situation for each

which are examples of prejudice and discrimination.

Q2. What do you think could have been a source of these prejudices ? Explain

any two sources. 

Read the given case carefully and answer the questions that follow: 

Harish belonged to a family of four children, him being the eldest. Unlike any first born, he was not given the attention he should have had. His father worked as an accountant, while his mother stayed at home to look after the kids. He dropped out of school and could barely manage to get work for a little salary.

His relationship with his family played an important role in building his disposition. He felt a certain feeling of insecurity with his siblings, especially his brother Tarun, who was able to finish college because of parental support.

Due to the hopelessness Harish felt, he started engaging in drinking alcohol with his high school friends. Parental negligence caused emotional turmoil. He also had insomnia which he used as a reason for drinking every night.

Over time, Harish had to drink more to feel the effects of the alcohol. He got grouchy or shaky and had other symptoms when he was not able to drink or when he tried to quit.

In such a case, the school would be the ideal setting for early identification and intervention. In addition, his connection to school would be one of the most significant protective factors for substance abuse. His school implemented a variety of early intervention strategies which did not help him as he was irregular and soon left school. Some protective factors in school would be the ability to genuinely experience positive emotions through good communication.

(i)It has been found that certain family systems are likely to produce abnormal functioning in individual members.

In the light of the above statement, the factors underlying Harish's condition can be related to model.

(A) Humanistic

(B) Behavioural

(C) Socio-cultural 

(D) Psychodynamic

(ii) Over time, Harish needed to drink more before he could feel the effects of the alcohol. This means that he built a alcohol. towards the

(A) Withdrawal

(B) Tolerance

(C) Stress inoculation

(D) All of the above

(iii)He got grouchy or shaky and had other symptoms when he was not able to drink or when he tried to quit. This refers to

(A) Low willpower symptoms.

(B) Addiction symptoms

(C) Withdrawal symptoms

(D) Tolerance symptoms

(iv) Which of the following is not true about substance related and addictive disorders?

(A) Alcoholism unites millions of families through social interactions and get-togethers.

(B) Intoxicated drivers are responsible for many road accidents. 

(C) It also has serious effects on the children of persons with this disorder.

(D) Excessive drinking can seriously damage physical health.

Read the given case carefully and answer the questions that follow:

Monty was only 16 years when he dealt with mixed emotions for every couple of months. He shares that sometimes he felt like he was on top of the world and that nobody could stop him. He would be extremely confident. Once these feelings subsided, he would become depressed and lock himself in the room. He would neither open the door for anyone nor come out.

He shares, "My grades were dropping as I started to breathe rapidly and worry about almost everything under the sun. I felt nervous, restless and tense, with an increased heart rate. My family tried to help but I wasn't ready to accept." His father took him to the doctor, who diagnosed him. Teenage is a tough phase as teenagers face various emotional and psychological issues. How can one differentiate that from a disorder? Watch out when one is hopeless and feels helpless. Or, when one is not able to control the powerful emotions. It has to be confirmed by a medical practitioner.

During his sessions, Monty tries to clear many myths. He gives his perspective of what he experienced and the treatment challenges. "When I was going through it, I wish I had met someone with similar experiences so that I could have talked to her/him and understood why I was behaving the way I was. By talking openly, I hope to help someone to cope with it and believe that it is going to be fine one day."

Now, for the last five years Monty has been off medication and he is leading a regular life. Society is opening up to address mental health issues in a positive way, but it always helps to listen to someone who has been through it.

(i)Monty's symptoms are likely to be those of

(A) ADHD and anxiety disorder

(B) Bipolar disorder and generalised anxiety disorder 

(C) Generalised anxiety disorder and oppositional defiant disorder

(D) Schizophrenia

(ii) During his sessions, Monty tried to clear many myths. Which one of the following is a myth?

(A) Normality is the same as conformity to social norms.

(B) Adaptive behaviour is not simply maintenance and survival but also includes growth and fulfilment.

(C) People are hesitant to consult a doctor or a psychologist because they are ashamed of their problems.

(D) Genetic and biochemical factors are involved in causing mental disorders.

(iii) With an understanding of Monty's condition, which of the following is a likely symptom he may also be experiencing?

(A) Frequent washing of hands

(B) Assuming alternate personalities

(C) Persistent body related symptoms, which may or may not be related to any serious medical condition

(D) Prolonged, vague, unexplained and intense fears that are not attached to any particular object

(iv) Teenage is a tough phase as teenagers face various emotional and psychological issues. The disorder manifested in the early stage of development is classified as,

(A) Feeding and eating disorder

(B) Trauma and stressor related disorder

(C) Neurodevelopmental disorder

(D) Somatic symptom disorder

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  • On what day CBSE Class 12 Psychology 2023 exam is? + As per the official schedule, the CBSE class 12 psychology exam will be conducted on 05th April 2023. It would a Wednesday.
  • Is it important to solve case study questions for CBSE Class 12 Psychology exam? + Yes, as per the updates made by the CBSE Board in the past few years, the psychology paper now carries case study questions. It is of 4 marks with multiple subparts. Thus, students are advised to practice case-based questions to score fully in this section.
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CASE STUDY Mike (social anxiety)

Case study details.

Mike is a 20 year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. Mike has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college. You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors. After conducting your assessment, you give the patient feedback that you believe he has social anxiety disorder, which should be the primary treatment target. You explain that you see his fear of negative evaluation, and his thoughts and behaviors surrounding social situations, as driving his increasing sense of hopelessness, isolation, and worthlessness.

  • Ruminations
  • Social Anxiety

Diagnoses and Related Treatments

1. social anxiety disorder and public speaking anxiety.

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  • Class 12 Psychology Case...

Class 12 Psychology Case Study Questions

Table of Contents

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Are you having trouble preparing for the CBSE Class 12 Psychology Case Study Questions? Are you looking for a wide range of Class 12 Psychology Case Study Questions? Then you’ve landed in the right place. Students can explore Class 12 Psychology Case Study Questions to assist them in answering a range of questions concerning the case study.

Other ed-tech sites may provide limited study material for Class 12 Psychology students, but myCBSEguide has a variety of questions that cover all aspects of Class 12 Psychology including case study questions. Class 12 Psychology questions are designed to help students understand and retain the material covered. In addition, myCBSEguide also offers practice tests and sample papers to help students prepare for Class 12 Psychology exams.

All About Class 12 Psychology Case Study

What is a case study.

A case study is a scenario in a specific professional environment that students must analyze and answer based on specific questions provided about the circumstance. In many cases, the scenario or case study includes a variety of concerns or problems that must be addressed in a professional setting.

Case Study Questions in Class 12 Psychology

Class 12 Psychology Case-Based Questions are a new feature to the exam. Class 12 Psychology Case Study Questions are easy to comprehend and will help you get good grades. You may also get free access to the most recent NCERT textbooks for Class 12 Psychology and all other subjects on myCBSEguide, which had been designed in accordance with the most recent Class 12 CBSE/NCERT Psychology curriculum and examination pattern.

Sample Case Study Questions in Class 12 Psychology

Below are some examples of Class 12 Psychology Case Study Questions. These Class 12 Psychology Case Study Questions will be extremely beneficial in preparing for the upcoming Class 12 Psychology exams. Class 12 Psychology Case Study Questions are created by qualified teachers using the most recent CBSE/NCERT syllabus and books for the current academic year. If you revise your Class 12 Psychology exams and class tests on a regular basis, you will be able to achieve higher marks.

Class 12 Psychology Case Study Question 1

Read the case given below and answer the questions by choosing the most appropriate option: This is a story of three students Ruby, Radhika and Shankar who were enrolled in an Undergraduate Psychology Program in a University. Ruby was the admission officer’s dream. She was selected for the program as she had perfect entrance test scores, outstanding grades and excellent letters of recommendation. But when it was time for Ruby to start coming up with ideas of her own, she disappointed her professors. On the other hand, Radhika did not meet the admission officer’s expectations. She had good grades but low entrance exam scores. However, her letters of recommendation described her as a creative young woman. She could design and implement research work with minimal guidance at college. Shankar ranked somewhere in between the two students. He was satisfactory on almost every traditional measure of success. But rather than falling somewhere in the middle of his class at college, Shankar proved to be an outstanding student. His strength lay in the ability to not only adapt well to the demands of his new environment but also to modify the environment to suit his needs.

Identify the theory of intelligence which best explains the intelligence of all the three students in the story:

  • One Factor Theory
  • Theory of Primary Mental Abilities
  • Hierarchical Model of Intelligence
  • Triarchic Theory of Intelligence

Identify the type of intelligence Ruby possesses.

  • Componential
  • Experiential

Which of the following statement is NOT TRUE about Radhika’s intelligence?

  • People high on this quickly find out which information is crucial in a given situation.
  • It is also called experiential intelligence.
  • It involves modifying the environment to suit the needs.
  • It reflects in creative performances.

Two statements are given in the question below as Assertion (A) and Reasoning (R). Read the statements and choose the appropriate option. Assertion (A):  Shankar is not high in contextual intelligence. Reason (R):  Shankar was good at adapting well to the demands of his new environment and modifying the environment to suit his needs. Options:

  • Both A and R are true and R is the correct explanation of A.
  • Both A and R are true, but R is not the correct explanation of A.
  • A is true, but R is false.
  • A is false, but R is true.

Out of the three students mentioned in the story, who are/is more likely to be a successful entrepreneur?

  • Radhika and Shankar
  • Ruby and Radhika

Identify the three components of intelligence that Ruby is high on

  • Knowledge acquisition, Meta, creativity
  • Knowledge acquisition, Meta, performance
  • Knowledge acquisition, Meta, planning
  • Planning, performance, adaptability

Class 12 Psychology Case Study Question 2

Refer to the picture given below and answer the questions by choosing the most appropriate option:

Which type of personality assessment is being depicted in the above picture?

  • Projective Technique
  • Psychometric Tests
  • Behavioural Analysis
  • Self-report Measures

Which of the following is NOT a characteristic of this test?

  • It reveals the unconscious mind.
  • It can be conducted only on an individual basis.
  • Its interpretation is objective.
  • The stimuli are unstructured.

Identify the name of the test from the options given below.

  • Thematic Appreciation Test
  • Thematic Apperception Test
  • Theatre Apperception Test
  • Theatre Appreciation Test

Which of the following statements are NOT true of this test? i. In the first phase, called performance proper, the subjects are shown the cards and are asked to tell what they see in each of them. ii. The second phase is called inquiry. iii. Each picture card depicts one or more people in a variety of situations. iv. The subject is asked to tell a story describing the situation presented in the picture. ​​​​​​​ Choose the correct option:

Which of the following is NOT a drawback of this test?

  • It requires sophisticated skills and specialised training
  • It has problems associated with reliability of scoring
  • It has problems associated with validity of interpretations
  • It is an indirect measure of assessment.

Identify the stimuli that are used in such kinds of tests as given in the above picture.

  • Picture cards

NOTE- The following questions are for the Visually Impaired Candidates in lieu of questions 55 to 60. Answer the questions by choosing the most appropriate option.

Nafisa feels that she is liked by her peers in class. This reflects that she ________.

  • is high on self-efficacy
  • is high on social self-esteem
  • possesses a high IQ
  • is an introvert

Discrepancy between the real self and ideal self often results in ________.

  • self-actualisation
  • self-regulation
  • unhappiness and dissatisfaction
  • intrapsychic conflicts

If an individual is fat, soft and round along with a temperament that is relaxed and sociable, then he/she is said to have the characteristics of an:

Gurmeet was given a personality test to assess how he expresses aggression in the face of a frustrating situation. Identify the test most suitable for this.

  • Rosenzweig Picture Frustration test
  • Eysenck Personality questionnaire
  • 16 Personality Factors Test

According to Karen Horney the origin of maladjustment can be traced to ________.

  •  the inferiority feelings of childhood.
  • basic anxiety resulting from disturbed interpersonal relations.
  • overindulgence of the child at early stages of development.
  • failure to deal with intrapsychic conflicts.

An individual’s sole concern with the satisfaction of ________ needs would reduce him/her to the level of animals.

  • belongingness

Class 12 Psychology Case Study Question 3

Read the case given below and answer the questions

Mental health professionals have attempted to understand psychological disorders using different approaches through the ages. Today, we have sophisticated facilities and hospitals dedicated to the treatment of the mentally ill. While studying the history of psychological disorders it is interesting to note that some practices from ancient times are still in use. Take the case of Lakshmi and her daughter, Maya. Maya exhibits abnormal behaviours and Lakshmi believes that this is because of evil spirits that have possessed her. She has been taking her daughter to a self-proclaimed healer, who uses counter-magic and prayer to cure her. Stigma and lack of awareness prevents Lakshmi from using the modern facilities and hospitals that provide quality mental health care. On the other hand, when young Rita reported seeing people and hearing voices, mental health professionals at a modern facility were able to understand her hallucinations using a convergence of three approaches. Psychologists use official manuals like the Diagnostic and Statistical Manual of Mental Disorders – 5th Edition (DSM-5) and International Classification of Diseases (ICD-10) to indicate presence or absence of disorders. Today there is increased compassion for people who suffer from disorders and a lot of emphasis is placed on providing community care.

  • Identify the method used by the healer to cure Maya’s illness. How does this theory from ancient times explain Maya’s treatment?
  • Which approach do you think would best explain Rita’s treatment? How do you think DSM – 5 and ICD -10 help mental health professionals in indicating the presence or absence of disorders?

Class 12 Psychology syllabus at a glance

Class 12 Psychology students must have a better comprehension of Class 12 Psychology New curriculum in order to have a positive impression of the exam pattern and marking scheme. By studying the CBSE Class 12 Syllabus, students will learn the unit names, chapters within each unit, and sub-topics. Let’s have a look at the Class 12 Psychology Syllabus, which contains the topics that will be covered in the CBSE test framework.

CBSE Class – 12 Psychology (Code No. 037) Syllabus

Course Structure

IVariations in Psychological Attributes3013
IISelf and Personality3213
IIIMeeting Life Challenges239
IVPsychological Disorders3012
VTherapeutic Approaches259
VIAttitude and Social Cognition168
VIISocial Influence and Group Processes146

Benefits of Solving Class 12 Psychology Case Study Question

  • You will be able to locate significant case study problems in your class quizzes and examinations because we offer the best collection of Class 12 Psychology case study questions 2. You’ll be able to go over all of the crucial and challenging themes from your CBSE Class 12 Psychology textbooks again.
  • Answers to all Class 12 Psychology case study questions have been supplied.
  • Class 12 Psychology Students in Class will be able to download all Psychology chapter-by-chapter assignments and worksheets in PDF format.
  • Class 12 Psychology Case Study Questions will aid in the enhancement and improvement of topic understanding, resulting in higher exam scores.

myCBSEguide: The best platform for Class 12 Psychology

myCBSEguide is the best platform for Class 12 Psychology students. It offers a wide range of resources that are not only helpful for academic purposes but also for personal development. The platform provides access to a variety of online courses, mock tests, and practice materials that can help Class 12 Psychology students ace their exams. Additionally, the forum on the website is a great place to interact with other students and get insights into different aspects of the subject. Overall, myCBSEguide is an invaluable resource for anyone pursuing Class 12 Psychology.

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where are the answers? atleast give answers with the questions so we can know our mistakes

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Dude what about the answers?

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Clinical Practice Guideline for the Treatment of Depression

Case Examples

Examples of recommended interventions in the treatment of depression across the lifespan.



A 15-year-old Puerto Rican female

The adolescent was previously diagnosed with major depressive disorder and treated intermittently with supportive psychotherapy and antidepressants. Her more recent episodes related to her parents’ marital problems and her academic/social difficulties at school. She was treated using cognitive-behavioral therapy (CBT).

Chafey, M.I.J., Bernal, G., & Rossello, J. (2009). Clinical Case Study: CBT for Depression in A Puerto Rican Adolescent. Challenges and Variability in Treatment Response. Depression and Anxiety , 26, 98-103.  https://doi.org/10.1002/da.20457

Sam, a 15-year-old adolescent

Sam was team captain of his soccer team, but an unexpected fight with another teammate prompted his parents to meet with a clinical psychologist. Sam was diagnosed with major depressive disorder after showing an increase in symptoms over the previous three months. Several recent challenges in his family and romantic life led the therapist to recommend interpersonal psychotherapy for adolescents (IPT-A).

Hall, E.B., & Mufson, L. (2009). Interpersonal Psychotherapy for Depressed Adolescents (IPT-A): A Case Illustration. Journal of Clinical Child & Adolescent Psychology, 38 (4), 582-593. https://doi.org/10.1080/15374410902976338

© Society of Clinical Child and Adolescent Psychology (Div. 53) APA, https://sccap53.org/, reprinted by permission of Taylor & Francis Ltd, http://www.tandfonline.com on behalf of the Society of Clinical Child and Adolescent Psychology (Div. 53) APA.

General Adults

Mark, a 43-year-old male

Mark had a history of depression and sought treatment after his second marriage ended. His depression was characterized as being “controlled by a pattern of interpersonal avoidance.” The behavior/activation therapist asked Mark to complete an activity record to help steer the treatment sessions.

Dimidjian, S., Martell, C.R., Addis, M.E., & Herman-Dunn, R. (2008). Chapter 8: Behavioral activation for depression. In D.H. Barlow (Ed.) Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed., pp. 343-362). New York: Guilford Press.

Reprinted with permission from Guilford Press.

Denise, a 59-year-old widow

Denise is described as having “nonchronic depression” which appeared most recently at the onset of her husband’s diagnosis with brain cancer. Her symptoms were loneliness, difficulty coping with daily life, and sadness. Treatment included filling out a weekly activity log and identifying/reconstructing automatic thoughts.

Young, J.E., Rygh, J.L., Weinberger, A.D., & Beck, A.T. (2008). Chapter 6: Cognitive therapy for depression. In D.H. Barlow (Ed.) Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed., pp. 278-287). New York, NY: Guilford Press.

Nancy, a 25-year-old single, white female

Nancy described herself as being “trapped by her relationships.” Her intake interview confirmed symptoms of major depressive disorder and the clinician recommended cognitive-behavioral therapy. 

Persons, J.B., Davidson, J. & Tompkins, M.A. (2001). A Case Example: Nancy. In Essential Components of Cognitive-Behavior Therapy For Depression (pp. 205-242). Washington, D.C.: American Psychological Association. http://dx.doi.org/10.1037/10389-007

While APA owns the rights to this text, some exhibits are property of the San Francisco Bay Area Center for Cognitive Therapy, which has granted the APA permission for use.

Luke, a 34-year-old male graduate student

Luke is described as having treatment-resistant depression and while not suicidal, hoped that a fatal illness would take his life or that he would just disappear. His treatment involved mindfulness-based cognitive therapy, which helps participants become aware of and recharacterize their overwhelming negative thoughts. It involves regular practice of mindfulness techniques and exercises as one component of therapy.

Sipe, W.E.B., & Eisendrath, S.J. (2014). Chapter 3 — Mindfulness-Based Cognitive Therapy For Treatment-Resistant Depression. In R.A. Baer (Ed.), Mindfulness-Based Treatment Approaches (2nd ed., pp. 66-70). San Diego: Academic Press.

Reprinted with permission from Elsevier.

Sara, a 35-year-old married female

Sara was referred to treatment after having a stillbirth. Sara showed symptoms of grief, or complicated bereavement, and was diagnosed with major depression, recurrent. The clinician recommended interpersonal psychotherapy (IPT) for a duration of 12 weeks.

Bleiberg, K.L., & Markowitz, J.C. (2008). Chapter 7: Interpersonal psychotherapy for depression. In D.H. Barlow (Ed.) Clinical handbook of psychological disorders: a treatment manual (4th ed., pp. 315-323). New York, NY: Guilford Press.

Peggy, a 52-year-old white, Italian-American widow

Peggy had a history of chronic depression, which flared during her husband’s illness and ultimate death. Guilt was a driving factor of her depressive symptoms, which lasted six months after his death. The clinician treated Peggy with psychodynamic therapy over a period of two years.

Bishop, J., & Lane , R.C. (2003). Psychodynamic Treatment of a Case of Grief Superimposed On Melancholia. Clinical Case Studies , 2(1), 3-19. https://doi.org/10.1177/1534650102239085

Several case examples of supportive therapy

Winston, A., Rosenthal, R.N., & Pinsker, H. (2004). Introduction to Supportive Psychotherapy . Arlington, VA : American Psychiatric Publishing.

Older Adults

Several case examples of interpersonal psychotherapy & pharmacotherapy

Miller, M. D., Wolfson, L., Frank, E., Cornes, C., Silberman, R., Ehrenpreis, L.…Reynolds, C. F., III. (1998). Using Interpersonal Psychotherapy (IPT) in a Combined Psychotherapy/Medication Research Protocol with Depressed Elders: A Descriptive Report With Case Vignettes. Journal of Psychotherapy Practice and Research , 7(1), 47-55.

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A Case Study of Depression in High Achieving Students Associated With Moral Incongruence, Spiritual Distress, and Feelings of Guilt

Bahjat najeeb.

1 Institute of Psychiatry, Rawalpindi Medical University, Rawalpindi, PAK

Muhammad Faisal Amir Malik

Asad t nizami, sadia yasir.

Psychosocial and cultural factors play an important, but often neglected, role in depression in young individuals. In this article, we present two cases of young, educated males with major depressive disorder and prominent themes of guilt and spiritual distress. We explore the relationship between moral incongruence, spiritual distress, and feelings of guilt with major depressive episodes by presenting two cases of depression in young individuals who were high-achieving students. Both cases presented with low mood, psychomotor slowing, and selective mutism. Upon detailed history, spiritual distress and feelings of guilt due to internet pornographic use (IPU) and the resulting self-perceived addiction and moral incongruence were linked to the initiation and progression of major depressive episodes. The severity of the depressive episode was measured using the Hamilton Depression Scale (HAM-D). Themes of guilt and shame were measured using the State of Guilt and Shame Scale (SSGS). High expectations from the family were also a source of stress. Hence, it is important to keep these factors in mind while managing mental health problems in young individuals. Late adolescence and early adulthood are periods of high stress and vulnerabe to mental illness. Psychosocial determinants of depression in this age group generally go unexplored and unaddressed leading to suboptimal treatment, particularly in developing countries. Further research is needed to assess the importance of these factors and to determine ways to mitigate them.


More attention needs to be paid to the psychological and societal factors which precipitate, prolong, and cause a relapse of depression in high-achieving young individuals. A young, bright individual has to contend with the pressures of -- often quite strenuous -- moral and financial expectations from the family, moral incongruence, spiritual distress, and feelings of guilt.

Moral incongruence is the distress that develops when a person continues to behave in a manner that is at odds with their beliefs. It may be associated with self-perceptions of addictions, including, for example, to pornographic viewing, social networking, and online gaming [ 1 ]. Perceived addiction to pornographic use rather than use is related to the high incidence of feelings of guilt and shame and predicts religious and spiritual struggle [ 2 - 3 ]. Guilt is a negative emotional and cognitive experience that occurs when a person believes that they have negated a standard of conduct or morals. It is a part of the diagnostic criteria for depression and various rating scales for depressive disorders [ 4 ]. Generalized guilt has a direct relationship with major depressive episodes. Guilt can be a possible target for preventive as well as therapeutic interventions in patients who experience major depressive episodes [ 5 ].

We explored the relationship between moral incongruence, spiritual distress, and feelings of guilt with major depressive episodes in high-achieving students. Both patients presented with symptoms of low mood, extreme psychomotor slowing, decreased oral intake, decreased sleep, and mutism. The medical evaluation and lab results were unremarkable. The severity of depressive episodes was measured using the Hamilton Depression Scale (HAM-D). Themes of guilt and shame were measured by using the State of Guilt and Shame Scale (SSGS). This case study was presented as a poster abstract at the ‘RCPsych Faculty of General Adult Psychiatry Annual Conference 2021.’

Case presentation

A 25-year-old Sunni Muslim, Punjabi male educated till Bachelors presented with a one-month history of fearfulness, weeping spells during prolonged prostration, social withdrawal, complaints of progressively decreasing verbal communication to the extent of giving nods and one-word answers, and decreased oral intake. His family believed that the patient's symptoms were the result of ‘Djinn’ possession. This was the patient’s second episode. The first episode was a year ago with similar symptoms of lesser severity that resolved on its own. Before being brought to us, he had been taken to multiple faith healers. No history of substance use was reported. Psychosexual history could not be explored at the time of admission. His pre-morbid personality was significant for anxious and avoidant traits. 

On mental state examination (MSE), the patient had psychomotor retardation. He responded non-verbally, and that too slowly. Once, he wept excessively and said that he feels guilt over some grave sin. He refused to explain further, saying only that ‘I am afraid of myself.’ All baseline investigations returned normal. His score on the Hamilton Depression Rating Scale (HAM-D) was 28 (Very Severe). A diagnosis of major depressive disorder was made. The patient was started on tab sertraline 50 mg per day and tab olanzapine 5 mg per day. After the second electroconvulsive therapy (ECT), his psychomotor retardation improved and he began to open up about his stressors. His HAM-D score at this time was 17 (moderate). He revealed distress due to feelings of excessive guilt and shame due to moral incongruence secondary to internet pornography use (IPU). The frequency and duration of IPU increased during the last six months preceding current illness. That, according to him, led him to withdraw socially and be fearful. He felt the burden of the high financial and moral expectations of the family. He complained that his parents were overbearing and overinvolved in his life. His family lacked insight into the cause of his illness and had difficulty accepting his current state. All these factors, particularly spiritual distress, were important in precipitating his illness. He scored high on both the shame and guilt domains (14/25, and 20/25, respectively) of the State of Shame and Guilt Scale (SSGS).

He was discharged after three weeks following a cycle of four ECTs, psychotherapy, and psychoeducation of the patient and family. At the time of discharge, his HAM-D score was 10 (mild) and he reported no distress due to guilt or feeling of shame. He has been doing well for the past 5 months on outpatient follow-up.

A 21-year-old Sunni Muslim, Punjabi male, high-achieving student of high school presented with low mood, low energy, anhedonia, weeping spells, decreased oral intake, decreased talk, and impaired biological functions. His illness was insidious in onset and progressively worsened over the last 4 months. This was his first episode. He was brought to a psychiatric facility after being taken to multiple faith healers. Positive findings on the MSE included psychomotor slowing, and while he followed commands, he remained mute throughout the interview. Neurological examination and laboratory findings were normal. His score on HAM-D was 24 (very severe). He was diagnosed with major depressive disorder and started on tab lorazepam 1 mg twice daily with tab mirtazapine 15 mg which was built up to 30 mg once daily. He steadily improved, and two weeks later his score on HAM-D was 17 (moderate). His scores on SSGS signified excessive shame and guilt (16/25, and 21/25; respectively). He communicated his stressors which pertained to the psychosexual domain: he started masturbating at the age of 15, and he felt guilt following that but continued to do so putting him in a state of moral incongruence. He perceived his IPU as ‘an addiction’ and considered it a ‘gunahe kabira’ (major sin) and reported increased IPU in the months leading to the current depressive episode leading to him feeling guilt and anguish. Initially, during his illness, he was taken to multiple faith healers as the family struggled to recognize the true nature of the disease. Their understanding of the illness was of him being under the influence of ‘Kala Jadu’ (black magic). His parents had high expectations of him due to him being their only male child. After 3 weeks of treatment and psychotherapy, his condition improved and his HAM-D score came out to be 08 (mild). He was discharged on 30 mg mirtazapine HS and seen on fortnightly visits. His guilt and shame resolved with time after the resolution of depressive symptoms and counseling. We lost the follow-up after 6 months.

Late adolescence and young adulthood can be considered a unique and distinct period in the development of an individual [ 6 ]. It is a period of transition marked by new opportunities for development, growth, and evolution, as well as bringing new freedom and responsibilities. At the same time, this period brings interpersonal conflicts and an increased vulnerability to mental health disorders such as depression and suicidality. Biological, social, and psychological factors should all be explored in the etiology of mental health problems presenting at this age [ 6 ].

Socio-cultural factors played a significant role in the development and course of disease in our patients, and these included the authoritarian parenting style, initial lack of awareness about psychiatric illnesses causing a delay in seeking treatment, high expressed emotions in the family, and the burden of expectations from the family and the peer group. The strict and often quite unreasonable societal and family expectations in terms of what to achieve and how to behave and the resultant onus on a high-scoring, bright young individual make for a highly stressful mental state. 

We used the ICD-10 criteria to diagnose depression clinically in our patients and the HAMD-17 to measure the severity of symptoms [ 7 ]. Both our patients had scores signifying severe depression initially. Psychomotor retardation was a prominent and shared clinical feature. Psychomotor retardation is the slowing of cognitive and motor functioning, as seen in slowed speech, thought processes, and motor movements [ 8 - 9 ]. The prevalence of psychomotor retardation in major depressive disorder ranges from 60% to 70% [ 10 ]. While psychomotor retardation often responds poorly to selective serotonin reuptake inhibitors (SSRI), both tricyclic antidepressants (TCAs) and noradrenergic and specific serotonergic antidepressants (NaSSA) produce a better response [ 9 , 11 ]. In addition, ECT shows a high treatment response in cases with significant psychomotor retardation [ 11 - 12 ].

A growing body of evidence shows that shame and guilt are features of numerous mental health problems. Guilt is the negative emotional and cognitive experience that follows the perception of negating or repudiating a set of deeply held morals [ 4 ]. Guilt can be generalized as well as contextual and is distinct from shame [ 13 ]. The distinction between guilt and shame allows for an independent assessment of the association of both guilt and shame with depressive disorder. As an example, a meta-analysis of 108 studies including 22,411 individuals measuring the association of shame and guilt in patients with depressive disorder found both shame and guilt to have a positive association with depressive symptoms. This association was stronger for shame (r=0.43) than for guilt (r=0.28) [ 14 ]. In our study, we used the State of Shame and Guilt Scale (SSGS), to measure the feelings of guilt and shame [ 15 ]. The SSGS is a self-reported measure and consists of 5 items each for subsets of guilt and shame. SSGS scores showed high levels of guilt and shame in both of our patients.

During the course of treatment, we paid special attention to the psychological, cultural, and social factors that likely contributed to the genesis of the illness, delayed presentation to seek professional help, and could explain the recurrence of the depressive episodes. In particular, we observe the importance, particularly in this age group, of family and societal pressure, spiritual distress, moral incongruence, and feelings of guilt and shame. Moral incongruence is when a person feels that his behavior and his values or judgments about that behavior are not aligned. It can cause a person to more negatively perceive a behavior. As an example, the presence of moral congruence in an individual is a stronger contributor to perceiving internet pornographic use (IPU) as addictive than the actual use itself [ 16 ]. Therefore, moral congruence has a significant association with increased distress about IPU, enhanced psychological distress in general, and a greater incidence of perceived addiction to IPU [ 16 ].

Self-perceived addiction is an individual’s self-judgment that he or she belongs to the group of addicts. The pornography problems due to moral incongruence (PPMI) model is one framework that predicts the factors linking problematic pornographic use with self-perceived addiction. This model associates moral incongruence with self-perceived addiction to problematic pornographic use [ 17 ]. A recent study on the US adult population also showed a high association of guilt and shame with moral incongruence regarding IPU [ 18 ]. Another factor of importance in our patients was spiritual distress, which is the internal strain, tension, and conflict with what people hold sacred [ 19 ]. Spiritual distress can be intrapersonal, interpersonal, or supernatural [ 20 ]. Research indicates that IPU causes people to develop spiritual distress that can ultimately lead to depression [ 16 - 17 ].


In both our cases the initial presentation was that of psychomotor slowing, selective mutism, and affective symptoms of low mood, therefore, a diagnosis of depressive illness was made. One week into treatment, improvement was noted both clinically as well as on the psychometric scales. Upon engaging the patients to give an elaborate psychosexual history, moral incongruence, spiritual distress, and feelings of guilt, linked particularly to self-perceived addiction to IPU were found. Sensitivity to the expectations of the parents, the cognizance of failing them because of illness, and their own and family’s lack of understanding of the situation were additional sources of stress. Hence, it is imperative to note how these factors play an important role in the initiation, progression, and relapse of mental health problems in young individuals. 


We are thankful to the participants of this study for their cooperation.

The authors have declared that no competing interests exist.

Human Ethics

Consent was obtained or waived by all participants in this study


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    The number of CBT sessions needed to achieve partial remission in this case was 12. In addition, the patient continued to show improvements several months posttreatment in depressive symptoms and other related areas of outcome such as low self-concept and dysfunctional attitudes.

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    Case Studies on Disorders Check your understanding of psychological disorders by reading the information on the following cases, and stating the most appropriate diagnosis for each person.

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    The document provides guidelines for students to prepare a case profile for their Class 12 psychology board practical examination. It outlines a standardized format for the case profile, which should include a cover page, title page, certificate, acknowledgements, rationale, background information on the topic, research methods used, a detailed case study analyzing a subject using various ...

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    A commulative list of related case studies will display below the search options. Click on the title within the results to review the case study details. For class 12th you can take depression. anxiety or some child disorders like autism. Because screening criteria for these can come handly for you.

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