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Meeting Life Challenges

NCERT Class 12 · Psychology Based on NCERT Class 12 Psychology textbook · Free CBSE study kit

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Chapter Notes

Overview
This chapter explores the nature, types, sources, and effects of stress on psychological functioning and health. It explains how stress is not inherently bad, but becomes distress when it exceeds a person's ability to cope, and introduces the cognitive appraisal theory of stress by Lazarus. The big idea is that stress is a dynamic transaction between the individual and the environment, and effective coping strategies, life skills, and a hardy personality can promote positive health and well-being.
Key Concepts (28)
Stress
The pattern of responses an organism makes to a stimulus event that disturbs the equilibrium and exceeds a person's ability to cope.
e.g. Raj's heart pounding and mind going blank during an examination due to excessive pressure.
Eustress
The level of stress that is good for you and is one of a person's best assets for achieving peak performance and managing minor crises.
e.g. A batsman feeling excited and focused before facing a fast bowler, which enhances performance.
Distress
The manifestation of stress that causes the body's wear and tear, leading to negative effects.
e.g. Chronic anxiety and physical exhaustion from prolonged examination pressure.
Stressors
Events that cause the body to give the stress response, such as noise, crowding, a bad relationship, or daily commuting.
e.g. A noisy construction site near home that disrupts sleep and concentration.
Strain
The reaction to external stressors.
e.g. Feeling irritable and having headaches due to constant traffic jams.
Primary appraisal
The perception of a new or changing environment as positive, neutral, or negative in its consequences, including harm, threat, or challenge.
e.g. A student viewing an upcoming exam as a threat because they fear failure.
Secondary appraisal
The assessment of one's coping abilities and resources and whether they will be sufficient to meet the harm, threat, or challenge of the event.
e.g. A student thinking, 'I have studied well and can handle this exam,' which reduces stress.
General Adaptation Syndrome (GAS)
A pattern of bodily response to prolonged stress involving three stages: alarm reaction, resistance, and exhaustion.
e.g. A person under chronic work stress initially feels alert (alarm), then copes (resistance), and eventually becomes ill (exhaustion).
Burnout
A state of physical, emotional, and psychological exhaustion resulting from prolonged stress.
e.g. A call centre employee feeling chronic fatigue, irritability, and hopelessness after months of night shifts.
Psychoneuroimmunology
The study of the links between the mind, the brain, and the immune system, focusing on the effects of stress on the immune system.
e.g. Research showing that students facing important exams have reduced natural killer cell activity.
Coping
A dynamic situation-specific reaction to stress, consisting of concrete responses intended to resolve the problem and reduce stress.
e.g. A student making a study schedule after failing a test (task-oriented coping).
Hardiness
A set of beliefs about oneself, the world, and how they interact, consisting of commitment, control, and challenge (the three Cs).
e.g. A person who sees a job loss as a chance to start a new career (challenge) and believes they can find a new job (control).
Resilience
A dynamic developmental process referring to the maintenance of positive adjustment under challenging life conditions, described as the capacity to 'bounce back'.
e.g. A child who loses a parent but continues to perform well in school and maintains friendships.
Life skills
Abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.
e.g. Assertiveness, time management, rational thinking, and improving relationships.
Fight-or-flight response
A physiological reaction triggered by the hypothalamus, involving the release of catecholamines (epinephrine and norepinephrine) to prepare the body for confrontation or withdrawal.
e.g. A person's heart racing and muscles tensing when suddenly confronted by an aggressive dog.
Hassles
Personal stresses endured due to daily life happenings, such as noisy surroundings, commuting, and traffic snarls.
e.g. A housewife dealing with frequent electricity and water shortages.
Traumatic events
Extreme events such as fire, train or road accident, robbery, earthquake, or tsunami that can cause lasting symptoms like anxiety, flashbacks, and intrusive thoughts.
e.g. A survivor of an earthquake experiencing nightmares and hypervigilance months after the event.
Examination anxiety
A phenomenon involving feelings of tension or uneasiness that occur before, during, or after an examination, characterised as evaluative apprehension or evaluative stress.
e.g. A student feeling nauseous and unable to concentrate during a board exam despite thorough preparation.
Problem-focused coping
Strategies that attack the problem itself with behaviours designed to gain information, alter the event, and alter beliefs and commitments.
e.g. A student making a plan of action and following it to improve grades.
Emotion-focused coping
Strategies that involve psychological changes designed primarily to limit the degree of emotional disruption caused by an event, with minimal effort to alter the event itself.
e.g. A person doing something to 'let it out of their system' after a stressful day.
Task-oriented strategy
A coping strategy involving obtaining information about the stressful situation, deciding priorities, and acting directly to deal with it.
e.g. Scheduling time better or thinking about how one has solved similar problems before.
Emotion-oriented strategy
A coping strategy involving efforts to maintain hope, control emotions, or vent feelings of anger and frustration.
e.g. Telling oneself that it is not really happening, or worrying about what to do.
Avoidance-oriented strategy
A coping strategy involving denying or minimising the seriousness of the situation, or consciously suppressing stressful thoughts and replacing them with self-protective thoughts.
e.g. Watching TV or phoning a friend to avoid thinking about a problem.
Stress inoculation training
A cognitive behavioural technique developed by Meichenbaum to inoculate people against stress by replacing negative and irrational thoughts with positive and rational ones.
e.g. A person learning to say 'I can handle this' instead of 'I will fail' before a presentation.
Biofeedback
A procedure to monitor and reduce the physiological aspects of stress by providing feedback about current physiological activity, often accompanied by relaxation training.
e.g. Using a heart rate monitor to learn how to slow one's heartbeat during stress.
Creative visualisation
An effective technique for dealing with stress that uses imagery and imagination to build confidence and reduce anxiety.
e.g. A student visualising themselves calmly writing an exam and achieving good marks.
Perfectionism
An unhelpful habit where a person has to get everything just right, has difficulty varying standards, and is more likely to feel tense and stressed.
e.g. A student who re-reads every chapter five times and still feels unprepared.
Procrastination
An unhelpful habit of delaying tasks, which provides short-term relief but increases long-term stress.
e.g. A student putting off studying until the night before the exam.
How It Works
The Stress Process (Cognitive Appraisal Model by Lazarus)
  1. Step 1: An event occurs in the environment (stressor).
  2. Step 2: The individual engages in primary appraisal — perceiving the event as positive, neutral, or negative (harm, threat, or challenge).
  3. Step 3: If appraised as stressful, the individual engages in secondary appraisal — assessing their coping abilities and resources (mental, physical, personal, social).
  4. Step 4: Based on the two appraisals, the individual produces cognitive, behavioural, emotional, and physiological responses.
  5. Step 5: The outcome of stress depends on factors like intensity, duration, complexity, predictability, and individual resources.
💡 Students often forget that primary appraisal comes before secondary appraisal, and that both are subjective and influenced by past experience and perceived control.
General Adaptation Syndrome (GAS) by Hans Selye
  1. Step 1: Alarm reaction stage — The presence of a stressor activates the adrenal-pituitary-cortex system, releasing hormones and preparing the body for fight or flight.
  2. Step 2: Resistance stage — If stress is prolonged, the parasympathetic nervous system calls for more cautious use of the body's resources; the organism makes efforts to cope with the threat.
  3. Step 3: Exhaustion stage — Continued exposure drains the body's resources; physiological systems become ineffective, and susceptibility to stress-related diseases increases.
💡 Students often think the alarm stage is the only response; they forget that resistance and exhaustion occur only if stress is prolonged. Also, Selye's model has been criticised for underplaying psychological factors.
Physiological Response to Stress (Hypothalamus Pathways)
  1. Step 1: The hypothalamus initiates action along two pathways.
  2. Step 2: First pathway — The autonomic nervous system triggers the adrenal gland to release catecholamines (epinephrine and norepinephrine) into the bloodstream, leading to the fight-or-flight response.
  3. Step 3: Second pathway — The pituitary gland secretes corticosteroids (cortisol) to provide energy.
💡 Students often confuse the two pathways. Remember: first pathway = autonomic nervous system + catecholamines (immediate fight-or-flight); second pathway = pituitary + cortisol (energy provision).
Stress and Immune System Impairment
  1. Step 1: Psychological stress leads to negative emotions (depression, hostility, anger).
  2. Step 2: Negative emotions trigger the release of stress hormones (e.g., cortisol).
  3. Step 3: Stress hormones weaken the immune system, reducing natural killer cell cytotoxicity and impairing T cells, B cells, and antibody production.
  4. Step 4: Weakened immune system increases susceptibility to infections, cancer, and other illnesses.
💡 The chain is: negative emotions → stress hormones → weakened immune system → illness. Students often skip the 'stress hormones' step.
Stress Inoculation Training (Meichenbaum)
  1. Step 1: Assessment — Discuss the nature of the problem from the client's viewpoint.
  2. Step 2: Stress reduction — Learn techniques to reduce stress, such as relaxation and self-instruction.
  3. Step 3: Application and follow-through — Apply the learned techniques in real-life situations.
💡 The three phases are assessment, stress reduction, and application/follow-through. Students often forget the third phase.
Biofeedback Training
  1. Step 1: Develop awareness of a particular physiological response (e.g., heart rate).
  2. Step 2: Learn ways to control that physiological response in quiet conditions.
  3. Step 3: Transfer that control into the conditions of everyday life.
💡 Biofeedback is not just relaxation; it involves learning to control a specific physiological response using feedback.
Exam Traps — Don't Make These Mistakes
⚠ Confusing Eustress and Distress
✗ Eustress is good stress and distress is bad stress, so eustress never causes any problems.
→ The chapter explicitly states that eustress has the potential of turning into distress. It is not permanently good; it can become harmful.
✓ Eustress is the level of stress that is good for achieving peak performance, but it has the potential to turn into distress, which causes the body's wear and tear.
⚠ Mixing up Primary and Secondary Appraisal
✗ Secondary appraisal is the first step where we assess the event, and primary appraisal is where we check our resources.
→ The order is reversed. Primary appraisal is the perception of the event (harm, threat, challenge). Secondary appraisal is the assessment of one's coping abilities and resources.
✓ Primary appraisal refers to perceiving the event as positive, neutral, or negative (harm, threat, challenge). Secondary appraisal is the assessment of one's coping abilities and resources to meet the demand.
⚠ Thinking GAS has only two stages
✗ The General Adaptation Syndrome has two stages: alarm and exhaustion.
→ GAS has three stages: alarm reaction, resistance, and exhaustion. The resistance stage is often omitted by students.
✓ The General Adaptation Syndrome involves three stages: alarm reaction (activation of stress response), resistance (coping with prolonged stress), and exhaustion (depletion of resources leading to illness).
⚠ Confusing Problem-focused and Emotion-focused Coping
✗ Problem-focused coping is about managing emotions, and emotion-focused coping is about solving the problem.
→ It is the opposite. Problem-focused coping attacks the problem itself (e.g., making a plan). Emotion-focused coping manages the emotional response (e.g., venting feelings).
✓ Problem-focused coping involves behaviours designed to alter the stressful event (e.g., making a plan of action). Emotion-focused coping involves efforts to regulate the emotional response to the event (e.g., doing something to let it out of one's system).
⚠ Thinking Hardiness is the same as Resilience
✗ Hardiness and resilience are the same thing — both mean bouncing back from stress.
→ Hardiness is a specific personality trait with three components (commitment, control, challenge). Resilience is a broader dynamic developmental process of positive adjustment under adversity, involving resources like I HAVE, I AM, and I CAN.
✓ Hardiness is a set of beliefs (the three Cs: commitment, control, challenge) that makes a person stress-resistant. Resilience is the capacity to bounce back from adversity, involving social, inner, and problem-solving strengths.
Compare & Contrast
Effect on performance and health
Eustress
Distress
Eustress is good stress that enhances performance and helps manage minor crises, while distress is harmful stress that causes the body's wear and tear and leads to negative health outcomes.
Target of coping effort
Problem-focused coping
Emotion-focused coping
Problem-focused coping targets the stressful event itself (e.g., making a plan, seeking information), whereas emotion-focused coping targets the emotional reaction to the event (e.g., venting, maintaining hope).
Stage in the stress process
Primary appraisal
Secondary appraisal
Primary appraisal is the initial evaluation of the event as positive, neutral, or negative (harm, threat, challenge). Secondary appraisal is the subsequent evaluation of one's coping abilities and resources to deal with the event.
Exam Focus
Marks pattern: 2 MCQs (1 mark each), 1 SA-I (2 marks), 1 SA-II (3 marks), 1 LA (5 marks). Total approximately 11-12 marks.
Most asked: Nature and types of stress (eustress vs. distress) · Cognitive appraisal theory (primary and secondary appraisal by Lazarus) · General Adaptation Syndrome (three stages by Selye) · Effects of stress on health and immune system · Coping strategies (problem-focused vs. emotion-focused, task-oriented vs. emotion-oriented vs. avoidance-oriented) · Hardiness (the three Cs: commitment, control, challenge) · Stress management techniques (relaxation, meditation, biofeedback, exercise, cognitive behavioural techniques)
Don't skip: Explain the stress process with reference to Lazarus's cognitive appraisal theory (5 marks).; Describe the General Adaptation Syndrome and its stages (3 or 5 marks).; Differentiate between problem-focused and emotion-focused coping with examples (3 marks).; Explain the concept of hardiness and its three components (3 marks).
One-Line Revision (read aloud before the exam)
  1. Stress is the pattern of responses an organism makes to a stimulus event that disturbs equilibrium and exceeds coping ability.
  2. Eustress is good stress that enhances performance; distress is harmful stress that causes wear and tear.
  3. Stressors are events that cause the stress response; strain is the reaction to stressors.
  4. Primary appraisal is perceiving an event as harm, threat, or challenge; secondary appraisal is assessing one's coping resources.
  5. The General Adaptation Syndrome has three stages: alarm reaction, resistance, and exhaustion.
  6. Burnout is a state of physical, emotional, and psychological exhaustion from prolonged stress.
  7. Psychoneuroimmunology studies the links between mind, brain, and immune system under stress.
  8. Coping is a dynamic, situation-specific reaction to stress, including task-oriented, emotion-oriented, and avoidance-oriented strategies.
  9. Problem-focused coping attacks the problem; emotion-focused coping manages the emotional response.
  10. Hardiness consists of three Cs: commitment, control, and challenge.
  11. Resilience is the capacity to bounce back from adversity, involving I HAVE, I AM, and I CAN resources.
  12. Life skills include assertiveness, time management, rational thinking, improving relationships, and self-care.
  13. Stress management techniques include relaxation, meditation, biofeedback, creative visualisation, cognitive behavioural techniques, and exercise.
  14. Examination anxiety is evaluative apprehension that impairs concentration and performance.
  15. Daily hassles like commuting and noise can have devastating cumulative effects on well-being.
  16. Negative emotions from stress weaken the immune system, increasing susceptibility to illness.

MCQs — 10 Questions with Answers

Q1. According to Lazarus, which appraisal determines whether an event is seen as a threat, harm, or challenge?

  • A. Secondary appraisal—assessing coping resources
  • B. Primary appraisal—evaluating consequences of the event ✓
  • C. Tertiary appraisal—comparing past stressful experiences
  • D. Situational appraisal—analyzing the environment alone

Answer: B — Primary appraisal is the initial cognitive evaluation of whether an event represents potential harm, threat, or challenge to the individual.

Q2. Hans Selye's General Adaptation Syndrome describes stress in three stages. Which stage is characterized by the body's continued attempt to cope despite resource depletion?

  • A. Alarm reaction—shock and countershock mobilize defenses
  • B. Resistance—sustained coping efforts maintain arousal despite strain ✓
  • C. Exhaustion—prolonged stress leads to breakdown and illness
  • D. Adaptation—the body permanently adjusts to the stressor

Answer: B — The resistance stage occurs after the alarm phase when the body sustains elevated physiological responses to maintain coping with the ongoing stressor.

Q3. On the Holmes-Rahe Social Readjustment Rating Scale, death of a spouse carries how many Life Change Units, and what does this indicate?

  • A. 50 units—moderate life stress requiring adaptation
  • B. 75 units—significant stress but manageable with support
  • C. 100 units—highest stress value indicating major life disruption ✓
  • D. 150 units—extreme stress beyond normal coping capacity

Answer: C — Death of a spouse is rated 100 units on the Holmes-Rahe Scale, representing the most severe life stressor and greatest risk for subsequent illness.

Q4. Which of the following is NOT a correct distinction between problem-focused and emotion-focused coping?

  • A. Problem-focused coping targets the stressor directly; emotion-focused manages the emotional response
  • B. Problem-focused coping is always more effective than emotion-focused coping in all situations ✓
  • C. Emotion-focused coping includes techniques like relaxation and reframing unhelpful thoughts
  • D. Problem-focused coping involves taking action to change or eliminate the source of stress

Answer: B — Both coping styles are situationally effective: problem-focused works best when the stressor is controllable; emotion-focused is adaptive when the stressor is uncontrollable (e.g., terminal illness).

Q5. According to Kobasa's hardiness theory, individuals with high hardiness view difficult situations as opportunities for growth rather than threats. Which of these three components does this reflect?

  • A. Commitment—personal involvement and meaning-making
  • B. Control—believing one can influence outcomes
  • C. Challenge—perceiving obstacles as stimulating rather than overwhelming ✓
  • D. Competence—possessing specific skills to solve problems

Answer: C — The challenge component of hardiness involves interpreting stressful events as manageable and potentially beneficial opportunities for personal development.

Q6. Read the case: Raj stayed up late studying, felt anxious, had trouble sleeping, woke with a heavy head, missed breakfast, and experienced a blank mind during the exam. Which stage of Selye's GAS best describes Raj's exhaustion symptoms (blank mind, weakness)?

  • A. Alarm reaction—his body mobilized stress hormones
  • B. Resistance—sustained cramming attempted to maintain performance
  • C. Exhaustion—prolonged stress depleted physical and cognitive resources ✓
  • D. Recovery—his immune system was re-establishing balance

Answer: C — Raj's blank mind and weakness during the exam reflect the exhaustion stage, where prolonged stress (sleep loss, worry) depletes mental and physical resources, impairing functioning.

Q7. A student is stressed about an upcoming exam. After appraising the situation, she decides she has studied well and believes she can handle the test. According to Lazarus's model, how would her stress level likely be affected?

  • A. Stress increases because she is already anxious about the exam
  • B. Stress decreases because her secondary appraisal found adequate coping resources ✓
  • C. Stress remains unchanged since the exam date is fixed regardless of confidence
  • D. Stress increases exponentially with each hour closer to the exam date

Answer: B — Secondary appraisal assesses available coping resources; when the student perceives adequate preparation and capability, the appraisal of the stressor decreases, reducing stress experience.

Q8. Social support during stress can take three forms. A friend who listens empathetically while you discuss your exam worries provides which type of support?

  • A. Tangible support—offering money or material resources
  • B. Informational support—giving advice and problem-solving guidance
  • C. Emotional support—providing comfort, empathy, and listening ✓
  • D. Instrumental support—directly completing a task for you

Answer: C — Emotional support involves providing compassion, empathy, and a listening ear, which helps the person feel understood and less alone in their stress.

Q9. Assertion (A): Eustress is stress-free and poses no physiological demand on the body. Reason (R): Eustress is optimal stress that enhances motivation and peak performance without causing harm. Which statement is correct?

  • A. Both A and R are true, and R explains A
  • B. Both A and R are true, but R does not explain A
  • C. A is false; R is true and explains why eustress differs from distress ✓
  • D. Both A and R are false

Answer: C — Eustress does involve physiological activation (A is false), but it is manageable and motivating rather than harmful; R correctly explains eustress as beneficial optimal stress (R is true).

Q10. HOTS: A chronic noise stressor (factory near home) causes a factory worker prolonged stress over months. Which combination of Lazarus's appraisals and Kobasa's hardiness factors would most effectively reduce this worker's stress?

  • A. Primary appraisal sees noise as a threat, combined with low commitment to health—leads to helplessness
  • B. Secondary appraisal identifies problem-focused solutions (earplugs, petition) and challenge-oriented hardiness viewing change as a growth opportunity ✓
  • C. Emotion-focused appraisal avoids thinking about noise paired with complete control belief—leads to denial and masking stress
  • D. Primary appraisal labels noise as harmless combined with low control hardiness—leads to acceptance without action

Answer: B — Effective stress reduction requires both viewing the stressor realistically in secondary appraisal, identifying actionable coping resources (problem-focused), and maintaining challenge-oriented hardiness (seeing the situation as an opportunity to improve health or advocate for change).

Flashcards

What is stress according to Lazarus?

Stress is a dynamic cognitive state involving an imbalance between perceived environmental demands and one's ability to cope, dependent on cognitive appraisal of events.

Define primary appraisal in the stress process.

Primary appraisal is the individual's perception of whether an event is positive, neutral, or negative, and whether it represents harm, threat, or challenge.

What is secondary appraisal?

Secondary appraisal is the assessment of one's coping abilities, resources, and options available to manage the stressful situation.

Distinguish eustress from distress.

Eustress is manageable, motivating stress that enhances performance; distress is excessive stress that impairs functioning and harms health.

State the three stages of Selye's General Adaptation Syndrome.

Alarm reaction (shock and countershock), Resistance (sustained coping), and Exhaustion (breakdown from prolonged stress).

What is the Holmes-Rahe Scale used to measure?

The Holmes-Rahe Scale quantifies stress from major life events (marriage, death, job loss) by assigning life change units to predict illness risk.

How does stress affect the immune system?

Prolonged stress suppresses immune function, reducing lymphocyte production and antibody response, increasing vulnerability to infection and disease.

Define problem-focused coping.

Problem-focused coping involves taking direct action to address, modify, or eliminate the stressor itself.

What is social support in stress management?

Social support includes emotional (empathy, comfort), informational (advice, guidance), and tangible (practical, material) help from others during stress.

According to Kobasa, what three elements constitute hardiness?

Hardiness comprises commitment (personal engagement), control (belief in one's influence on events), and challenge (viewing difficulties as growth opportunities).

Important Board Questions

Define stress according to Lazarus's cognitive theory. Name the two types of appraisal involved in the stress process. [2 marks]

Define stress as mismatch between demand and coping ability. State primary appraisal (evaluation of event as harm/threat/challenge) and secondary appraisal (assessment of coping resources).

Explain Selye's General Adaptation Syndrome with reference to how the body responds to prolonged stress. Use the case of Raj's exam stress to illustrate the three stages. [5 marks]

Describe alarm stage (shock → countershock, mobilization), resistance stage (sustained coping), exhaustion stage (breakdown). In Raj's case: alarm = initial anxiety and sleep loss; resistance = intense studying and cramming; exhaustion = blank mind and fatigue during exam.

Discuss the nature, sources, and effects of stress on health. Explain how problem-focused and emotion-focused coping strategies differ, and evaluate their effectiveness in managing different types of stressors. Include an Indian example. [6 marks]

Define stress as pattern of responses to environmental demands exceeding coping ability. Explain sources: life events (Holmes-Rahe), daily hassles, chronic stressors, exam anxiety. Effects: immune suppression, psychosomatic illness, PTSD, cardiovascular strain. Problem-focused = direct action (effective for controllable stressors like exam—increased study). Emotion-focused = manage feelings (effective for uncontrollable stressors like terminal illness—acceptance, reframing). Example: Indian student using problem-focused coping (time management, joining study group) for exam stress versus emotion-focused coping (meditation, talking to friend) for family financial hardship. Critical evaluation: both needed depending on context; neither superior in all situations.

Assertion-Reason Questions for Meeting Life Challenges

Q1. Assertion (A):

Stress can be beneficial for human performance and survival when maintained at optimal levels.

Reason (R):

Eustress provides the necessary arousal and energy mobilization that enhances cognitive and physical performance, but excessive stress becomes distress and causes deterioration in functioning.

Answer: A — Both A and R are true, and R is the correct explanation of A — Both the assertion and reason are true, and the reason correctly explains why stress can be beneficial—eustress enhances performance while distress harms it. The reason provides the mechanistic explanation for the assertion.

Q2. Assertion (A):

An opening batsman and a number 11 batsman experience different levels of stress when facing the same fast bowler, despite encountering identical external circumstances.

Reason (R):

Different individuals have different characteristic modes of response because stress resides solely within environmental conditions independent of individual perception.

Answer: C — A is true but R is false — The assertion is true—they do experience different stress levels. However, the reason is false. The chapter explicitly states stress is NOT solely environmental; it is the individual's perception of demands and coping ability that determines stress experience, not just the external condition.

Q3. Assertion (A):

In Lazarus's cognitive theory, secondary appraisal must occur before an individual experiences any stress symptoms.

Reason (R):

Secondary appraisal assesses coping abilities and resources, which is logically necessary before the primary appraisal of threat or harm can trigger any physiological response.

Answer: D — A is false but R is true — Both the assertion and reason are false. Secondary appraisal occurs AFTER primary appraisal, not before. The sequence is: first perceive the event as threatening/harmful (primary), then assess your resources to cope (secondary). Reversing this order contradicts the theory.

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Case-Based Questions (CBQ) for Meeting Life Challenges

Case Study:

Priya, a 22-year-old college student in Mumbai, has been working as a night-shift customer service representative for a BPO company for six months. She typically works from 9 PM to 6 AM, handling customer complaints and technical issues. During the day, she attends college classes from 10 AM to 4 PM, managing only 3-4 hours of fragmented sleep. Priya has started experiencing frequent headaches, difficulty concentrating during lectures, and feels constantly irritable with her family. Recently, she missed an important examination because she overslept after a particularly exhausting night shift. Her physician noted that her blood pressure has elevated, and she complains of persistent muscle tension. Priya mentioned to a friend, 'I feel like my body is falling apart, and I can't catch up with anything anymore.'

Q1. According to Lazarus's cognitive appraisal framework, which type of appraisal is Priya primarily making about her situation?

  • A. Primary appraisal of the situation as a challenge with opportunities for growth
  • B. Primary appraisal of the situation as a threat causing present and future harm ✓
  • C. Secondary appraisal focused entirely on the adequacy of her coping resources
  • D. No appraisal at all, as her stress is purely physiological and automatic

Answer: B

Q2. Which stress-related symptoms displayed by Priya are physiological rather than psychological or behavioral?

  • A. Missing the examination and feeling irritable with family
  • B. Difficulty concentrating during lectures and oversleeping
  • C. Elevated blood pressure and persistent muscle tension ✓
  • D. Complaining to a friend about her body falling apart

Answer: C

Q3. Priya's situation illustrates stress resulting from multiple sources. Which of the following is NOT explicitly mentioned as a stressor in her case?

  • A. Night-shift work causing circadian rhythm disruption
  • B. Daily commuting between work and college locations
  • C. Inadequate sleep and fragmented rest patterns
  • D. Noise pollution from the urban environment ✓

Answer: D

Q4. According to the chapter's framework, Priya's stress could potentially shift from distress to eustress if she:

  • A. Continues working night shifts while attending day college to gain more experience
  • B. Reduces her workload and appraises her remaining challenges as opportunities to develop coping skills she can master ✓
  • C. Accepts that her situation is unchangeable and attempts to suppress all emotional responses
  • D. Increases her hours of work to earn more money and manage her financial stress completely

Answer: B

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Previous Year Questions (PYQ) for Meeting Life Challenges

Real CBSE board exam questions from past papers — free to attempt.

CBSE 2026 · Set Psychology · 1 mark

Match the following: Column 1 | Column 2 1. Continued exposure to the same stressor or additional stressors drains the body of its resources. | I. Resistance 2. The mental exhaustion appears in the form of irritability, anxiety, feeling of helplessness and hopelessness. | II. Exhaustion 3. The presence of noxious stimulus or stressor leads to activation of the adrenal-pituitary-cortex system. This triggers the release of hormones producing the stress response. | III. Burnout 4. The parasympathetic nervous system calls for more cautious use of the body's resources. The organism makes efforts to cope with the threat, as through confrontation. | IV. Alarm

  • 1-I, 2-II, 3-III, 4-IV
  • 1-II, 2-III, 3-IV, 4-I
  • 1-IV, 2-III, 3-I, 4-II
  • 1-IV, 2-III, 3-II, 4-I

CBSE 2026 · Set Psychology · 1 mark

The white blood cells ( ________ ) within the immune system identify and destroy foreign bodies ( ________ ) such as viruses.

  • Antigens/Leucocytes
  • Leucocytes/Antibodies
  • Antigens/Antibodies
  • Leucocytes/Antigens

CBSE 2026 · Set Psychology · 1 mark

Assertion (A): Creative visualisation helps in managing stress by using imagination and mental imagery. Reason (R): It is more effective when the mind is quiet, the body is relaxed, and the eyes are closed, as this minimizes distractions and enhances focus.

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

CBSE 2026 · Set Psychology · 3 marks

Individuals show consistent individual differences in the coping strategies they use to handle stressful situations. These can include both overt and covert activities. Identify the three coping strategies given by Endler and Parker.

CBSE 2026 · Set Psychology · 1 mark

Ritu is a high school student preparing for her final board exams. She is an academically bright student and wants to secure a scholarship for college. However, over the past few weeks, Ritu has been feeling overwhelmed and frustrated. She is constantly comparing herself to her peers who seem to be doing better, which causes her to feel caught between her wishes and desires and hence feels inadequate. At home, her parents have high expectations and remind her frequently that she must top the class, adding to her own increasing self-demands. Ritu also finds herself in a conflict of being caught between choosing a career she is passionate about (art & design) and what her parents want (engineering), leading to an intense dilemma. Additionally, she feels unspoken demands and a social pressure from her relatives and classmates, who keep asking about her future and ranks. As a result, Ritu has become irritable, experiences frequent headaches, has trouble sleeping and feels emotionally exhausted.

Based on the symptoms described, identify the types of stress Ritu is experiencing.

CBSE 2026 · Set Psychology · 2 marks

Ritu is a high school student preparing for her final board exams. She is an academically bright student and wants to secure a scholarship for college. However, over the past few weeks, Ritu has been feeling overwhelmed and frustrated. She is constantly comparing herself to her peers who seem to be doing better, which causes her to feel caught between her wishes and desires and hence feels inadequate. At home, her parents have high expectations and remind her frequently that she must top the class, adding to her own increasing self-demands. Ritu also finds herself in a conflict of being caught between choosing a career she is passionate about (art & design) and what her parents want (engineering), leading to an intense dilemma. Additionally, she feels unspoken demands and a social pressure from her relatives and classmates, who keep asking about her future and ranks. As a result, Ritu has become irritable, experiences frequent headaches, has trouble sleeping and feels emotionally exhausted.

Mention one emotional and one psychological effects of stress, she may be going through.

CBSE 2025 · Set 63_psychology · 1 mark

A study finds that individuals who are regularly exposed to high stress levels have a higher incidence of infections. This observation can be explained by:

  • Enhanced production of antibodies during stress.
  • Increased white cell count due to stress.
  • Impaired immune response due to stress.
  • Reduced need for sleep due to stress.

CBSE 2025 · Set 63_psychology · 2 marks

How can assertiveness impact an individual's response to stress?

CBSE 2025 · Set 63_psychology · 3 marks

You are working with a client who handles high stress well and remains healthy. How would you evaluate and support their ability to manage stress effectively?

CBSE 2025 · Set 63_psychology · 1 mark

Social stress can be broadly defined as a situation which threatens one's relationships, esteem, or sense of belonging within a dyad group, or larger social context. Social stress can emerge in a number of situations. Social stress can stem from difficult social interactions, for example, a conflictual or tumultuous marital or family relationship. Social stress can also emerge in the context of evaluated performance situations, where others could be judgmental or critical, or in contexts in which one feels rejected, ostracized, or ignored. Social stress can also be more broadly construed, representing perceptions of one's lower role or standing within a group or community. Social stress can lead to a range of observable and measurable responses related to health outcomes.

What impact can social stress have on an individual?

CBSE 2025 · Set 63_psychology · 2 marks

Social stress can be broadly defined as a situation which threatens one's relationships, esteem, or sense of belonging within a dyad group, or larger social context. Social stress can emerge in a number of situations. Social stress can stem from difficult social interactions, for example, a conflictual or tumultuous marital or family relationship. Social stress can also emerge in the context of evaluated performance situations, where others could be judgmental or critical, or in contexts in which one feels rejected, ostracized, or ignored. Social stress can also be more broadly construed, representing perceptions of one's lower role or standing within a group or community. Social stress can lead to a range of observable and measurable responses related to health outcomes.

State two causes of social stress in day-to-day life.

CBSE 2023 · Set 63_Psychology · 1 mark

Which of the following statements is not true about coping with stress?

  • (ii), (iii) and (iv)
  • (iii) only
  • (ii) and (iii)
  • (i) and (ii)

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