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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
  • CBSE Board Class 12 Psychology Sample Paper 2022-23 in PDF

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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Class 12 Psychology Case Study Questions

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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

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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4 thoughts on “Class 12 Psychology Case Study Questions”

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

No answers ?.

teri behen ko naman

Dude what about the answers?

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Research Methods In Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, Ph.D., is a qualified psychology teacher with over 18 years experience of working in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Research methods in psychology are systematic procedures used to observe, describe, predict, and explain behavior and mental processes. They include experiments, surveys, case studies, and naturalistic observations, ensuring data collection is objective and reliable to understand and explain psychological phenomena.

research methods3

Hypotheses are statements about the prediction of the results, that can be verified or disproved by some investigation.

There are four types of hypotheses :
  • Null Hypotheses (H0 ) – these predict that no difference will be found in the results between the conditions. Typically these are written ‘There will be no difference…’
  • Alternative Hypotheses (Ha or H1) – these predict that there will be a significant difference in the results between the two conditions. This is also known as the experimental hypothesis.
  • One-tailed (directional) hypotheses – these state the specific direction the researcher expects the results to move in, e.g. higher, lower, more, less. In a correlation study, the predicted direction of the correlation can be either positive or negative.
  • Two-tailed (non-directional) hypotheses – these state that a difference will be found between the conditions of the independent variable but does not state the direction of a difference or relationship. Typically these are always written ‘There will be a difference ….’

All research has an alternative hypothesis (either a one-tailed or two-tailed) and a corresponding null hypothesis.

Once the research is conducted and results are found, psychologists must accept one hypothesis and reject the other. 

So, if a difference is found, the Psychologist would accept the alternative hypothesis and reject the null.  The opposite applies if no difference is found.

Sampling techniques

Sampling is the process of selecting a representative group from the population under study.

Sample Target Population

A sample is the participants you select from a target population (the group you are interested in) to make generalizations about.

Representative means the extent to which a sample mirrors a researcher’s target population and reflects its characteristics.

Generalisability means the extent to which their findings can be applied to the larger population of which their sample was a part.

  • Volunteer sample : where participants pick themselves through newspaper adverts, noticeboards or online.
  • Opportunity sampling : also known as convenience sampling , uses people who are available at the time the study is carried out and willing to take part. It is based on convenience.
  • Random sampling : when every person in the target population has an equal chance of being selected. An example of random sampling would be picking names out of a hat.
  • Systematic sampling : when a system is used to select participants. Picking every Nth person from all possible participants. N = the number of people in the research population / the number of people needed for the sample.
  • Stratified sampling : when you identify the subgroups and select participants in proportion to their occurrences.
  • Snowball sampling : when researchers find a few participants, and then ask them to find participants themselves and so on.
  • Quota sampling : when researchers will be told to ensure the sample fits certain quotas, for example they might be told to find 90 participants, with 30 of them being unemployed.

Experiments always have an independent and dependent variable .

  • The independent variable is the one the experimenter manipulates (the thing that changes between the conditions the participants are placed into). It is assumed to have a direct effect on the dependent variable.
  • The dependent variable is the thing being measured, or the results of the experiment.

variables

Operationalization of variables means making them measurable/quantifiable. We must use operationalization to ensure that variables are in a form that can be easily tested.

For instance, we can’t really measure ‘happiness’, but we can measure how many times a person smiles within a two-hour period. 

By operationalizing variables, we make it easy for someone else to replicate our research. Remember, this is important because we can check if our findings are reliable.

Extraneous variables are all variables which are not independent variable but could affect the results of the experiment.

It can be a natural characteristic of the participant, such as intelligence levels, gender, or age for example, or it could be a situational feature of the environment such as lighting or noise.

Demand characteristics are a type of extraneous variable that occurs if the participants work out the aims of the research study, they may begin to behave in a certain way.

For example, in Milgram’s research , critics argued that participants worked out that the shocks were not real and they administered them as they thought this was what was required of them. 

Extraneous variables must be controlled so that they do not affect (confound) the results.

Randomly allocating participants to their conditions or using a matched pairs experimental design can help to reduce participant variables. 

Situational variables are controlled by using standardized procedures, ensuring every participant in a given condition is treated in the same way

Experimental Design

Experimental design refers to how participants are allocated to each condition of the independent variable, such as a control or experimental group.
  • Independent design ( between-groups design ): each participant is selected for only one group. With the independent design, the most common way of deciding which participants go into which group is by means of randomization. 
  • Matched participants design : each participant is selected for only one group, but the participants in the two groups are matched for some relevant factor or factors (e.g. ability; sex; age).
  • Repeated measures design ( within groups) : each participant appears in both groups, so that there are exactly the same participants in each group.
  • The main problem with the repeated measures design is that there may well be order effects. Their experiences during the experiment may change the participants in various ways.
  • They may perform better when they appear in the second group because they have gained useful information about the experiment or about the task. On the other hand, they may perform less well on the second occasion because of tiredness or boredom.
  • Counterbalancing is the best way of preventing order effects from disrupting the findings of an experiment, and involves ensuring that each condition is equally likely to be used first and second by the participants.

If we wish to compare two groups with respect to a given independent variable, it is essential to make sure that the two groups do not differ in any other important way. 

Experimental Methods

All experimental methods involve an iv (independent variable) and dv (dependent variable)..

  • Field experiments are conducted in the everyday (natural) environment of the participants. The experimenter still manipulates the IV, but in a real-life setting. It may be possible to control extraneous variables, though such control is more difficult than in a lab experiment.
  • Natural experiments are when a naturally occurring IV is investigated that isn’t deliberately manipulated, it exists anyway. Participants are not randomly allocated, and the natural event may only occur rarely.

Case studies are in-depth investigations of a person, group, event, or community. It uses information from a range of sources, such as from the person concerned and also from their family and friends.

Many techniques may be used such as interviews, psychological tests, observations and experiments. Case studies are generally longitudinal: in other words, they follow the individual or group over an extended period of time. 

Case studies are widely used in psychology and among the best-known ones carried out were by Sigmund Freud . He conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

Case studies provide rich qualitative data and have high levels of ecological validity. However, it is difficult to generalize from individual cases as each one has unique characteristics.

Correlational Studies

Correlation means association; it is a measure of the extent to which two variables are related. One of the variables can be regarded as the predictor variable with the other one as the outcome variable.

Correlational studies typically involve obtaining two different measures from a group of participants, and then assessing the degree of association between the measures. 

The predictor variable can be seen as occurring before the outcome variable in some sense. It is called the predictor variable, because it forms the basis for predicting the value of the outcome variable.

Relationships between variables can be displayed on a graph or as a numerical score called a correlation coefficient.

types of correlation. Scatter plot. Positive negative and no correlation

  • If an increase in one variable tends to be associated with an increase in the other, then this is known as a positive correlation .
  • If an increase in one variable tends to be associated with a decrease in the other, then this is known as a negative correlation .
  • A zero correlation occurs when there is no relationship between variables.

After looking at the scattergraph, if we want to be sure that a significant relationship does exist between the two variables, a statistical test of correlation can be conducted, such as Spearman’s rho.

The test will give us a score, called a correlation coefficient . This is a value between 0 and 1, and the closer to 1 the score is, the stronger the relationship between the variables. This value can be both positive e.g. 0.63, or negative -0.63.

Types of correlation. Strong, weak, and perfect positive correlation, strong, weak, and perfect negative correlation, no correlation. Graphs or charts ...

A correlation between variables, however, does not automatically mean that the change in one variable is the cause of the change in the values of the other variable. A correlation only shows if there is a relationship between variables.

Correlation does not always prove causation, as a third variable may be involved. 

causation correlation

Interview Methods

Interviews are commonly divided into two types: structured and unstructured.

A fixed, predetermined set of questions is put to every participant in the same order and in the same way. 

Responses are recorded on a questionnaire, and the researcher presets the order and wording of questions, and sometimes the range of alternative answers.

The interviewer stays within their role and maintains social distance from the interviewee.

There are no set questions, and the participant can raise whatever topics he/she feels are relevant and ask them in their own way. Questions are posed about participants’ answers to the subject

Unstructured interviews are most useful in qualitative research to analyze attitudes and values.

Though they rarely provide a valid basis for generalization, their main advantage is that they enable the researcher to probe social actors’ subjective point of view. 

Questionnaire Method

Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, or post.

The choice of questions is important because of the need to avoid bias or ambiguity in the questions, ‘leading’ the respondent or causing offense.

  • Open questions are designed to encourage a full, meaningful answer using the subject’s own knowledge and feelings. They provide insights into feelings, opinions, and understanding. Example: “How do you feel about that situation?”
  • Closed questions can be answered with a simple “yes” or “no” or specific information, limiting the depth of response. They are useful for gathering specific facts or confirming details. Example: “Do you feel anxious in crowds?”

Its other practical advantages are that it is cheaper than face-to-face interviews and can be used to contact many respondents scattered over a wide area relatively quickly.

Observations

There are different types of observation methods :
  • Covert observation is where the researcher doesn’t tell the participants they are being observed until after the study is complete. There could be ethical problems or deception and consent with this particular observation method.
  • Overt observation is where a researcher tells the participants they are being observed and what they are being observed for.
  • Controlled : behavior is observed under controlled laboratory conditions (e.g., Bandura’s Bobo doll study).
  • Natural : Here, spontaneous behavior is recorded in a natural setting.
  • Participant : Here, the observer has direct contact with the group of people they are observing. The researcher becomes a member of the group they are researching.  
  • Non-participant (aka “fly on the wall): The researcher does not have direct contact with the people being observed. The observation of participants’ behavior is from a distance

Pilot Study

A pilot  study is a small scale preliminary study conducted in order to evaluate the feasibility of the key s teps in a future, full-scale project.

A pilot study is an initial run-through of the procedures to be used in an investigation; it involves selecting a few people and trying out the study on them. It is possible to save time, and in some cases, money, by identifying any flaws in the procedures designed by the researcher.

A pilot study can help the researcher spot any ambiguities (i.e. unusual things) or confusion in the information given to participants or problems with the task devised.

Sometimes the task is too hard, and the researcher may get a floor effect, because none of the participants can score at all or can complete the task – all performances are low.

The opposite effect is a ceiling effect, when the task is so easy that all achieve virtually full marks or top performances and are “hitting the ceiling”.

Research Design

In cross-sectional research , a researcher compares multiple segments of the population at the same time

Sometimes, we want to see how people change over time, as in studies of human development and lifespan. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time.

In cohort studies , the participants must share a common factor or characteristic such as age, demographic, or occupation. A cohort study is a type of longitudinal study in which researchers monitor and observe a chosen population over an extended period.

Triangulation means using more than one research method to improve the study’s validity.

Reliability

Reliability is a measure of consistency, if a particular measurement is repeated and the same result is obtained then it is described as being reliable.

  • Test-retest reliability :  assessing the same person on two different occasions which shows the extent to which the test produces the same answers.
  • Inter-observer reliability : the extent to which there is an agreement between two or more observers.

Meta-Analysis

A meta-analysis is a systematic review that involves identifying an aim and then searching for research studies that have addressed similar aims/hypotheses.

This is done by looking through various databases, and then decisions are made about what studies are to be included/excluded.

Strengths: Increases the conclusions’ validity as they’re based on a wider range.

Weaknesses: Research designs in studies can vary, so they are not truly comparable.

Peer Review

A researcher submits an article to a journal. The choice of the journal may be determined by the journal’s audience or prestige.

The journal selects two or more appropriate experts (psychologists working in a similar field) to peer review the article without payment. The peer reviewers assess: the methods and designs used, originality of the findings, the validity of the original research findings and its content, structure and language.

Feedback from the reviewer determines whether the article is accepted. The article may be: Accepted as it is, accepted with revisions, sent back to the author to revise and re-submit or rejected without the possibility of submission.

The editor makes the final decision whether to accept or reject the research report based on the reviewers comments/ recommendations.

Peer review is important because it prevent faulty data from entering the public domain, it provides a way of checking the validity of findings and the quality of the methodology and is used to assess the research rating of university departments.

Peer reviews may be an ideal, whereas in practice there are lots of problems. For example, it slows publication down and may prevent unusual, new work being published. Some reviewers might use it as an opportunity to prevent competing researchers from publishing work.

Some people doubt whether peer review can really prevent the publication of fraudulent research.

The advent of the internet means that a lot of research and academic comment is being published without official peer reviews than before, though systems are evolving on the internet where everyone really has a chance to offer their opinions and police the quality of research.

Types of Data

  • Quantitative data is numerical data e.g. reaction time or number of mistakes. It represents how much or how long, how many there are of something. A tally of behavioral categories and closed questions in a questionnaire collect quantitative data.
  • Qualitative data is virtually any type of information that can be observed and recorded that is not numerical in nature and can be in the form of written or verbal communication. Open questions in questionnaires and accounts from observational studies collect qualitative data.
  • Primary data is first-hand data collected for the purpose of the investigation.
  • Secondary data is information that has been collected by someone other than the person who is conducting the research e.g. taken from journals, books or articles.

Validity means how well a piece of research actually measures what it sets out to, or how well it reflects the reality it claims to represent.

Validity is whether the observed effect is genuine and represents what is actually out there in the world.

  • Concurrent validity is the extent to which a psychological measure relates to an existing similar measure and obtains close results. For example, a new intelligence test compared to an established test.
  • Face validity : does the test measure what it’s supposed to measure ‘on the face of it’. This is done by ‘eyeballing’ the measuring or by passing it to an expert to check.
  • Ecological validit y is the extent to which findings from a research study can be generalized to other settings / real life.
  • Temporal validity is the extent to which findings from a research study can be generalized to other historical times.

Features of Science

  • Paradigm – A set of shared assumptions and agreed methods within a scientific discipline.
  • Paradigm shift – The result of the scientific revolution: a significant change in the dominant unifying theory within a scientific discipline.
  • Objectivity – When all sources of personal bias are minimised so not to distort or influence the research process.
  • Empirical method – Scientific approaches that are based on the gathering of evidence through direct observation and experience.
  • Replicability – The extent to which scientific procedures and findings can be repeated by other researchers.
  • Falsifiability – The principle that a theory cannot be considered scientific unless it admits the possibility of being proved untrue.

Statistical Testing

A significant result is one where there is a low probability that chance factors were responsible for any observed difference, correlation, or association in the variables tested.

If our test is significant, we can reject our null hypothesis and accept our alternative hypothesis.

If our test is not significant, we can accept our null hypothesis and reject our alternative hypothesis. A null hypothesis is a statement of no effect.

In Psychology, we use p < 0.05 (as it strikes a balance between making a type I and II error) but p < 0.01 is used in tests that could cause harm like introducing a new drug.

A type I error is when the null hypothesis is rejected when it should have been accepted (happens when a lenient significance level is used, an error of optimism).

A type II error is when the null hypothesis is accepted when it should have been rejected (happens when a stringent significance level is used, an error of pessimism).

Ethical Issues

  • Informed consent is when participants are able to make an informed judgment about whether to take part. It causes them to guess the aims of the study and change their behavior.
  • To deal with it, we can gain presumptive consent or ask them to formally indicate their agreement to participate but it may invalidate the purpose of the study and it is not guaranteed that the participants would understand.
  • Deception should only be used when it is approved by an ethics committee, as it involves deliberately misleading or withholding information. Participants should be fully debriefed after the study but debriefing can’t turn the clock back.
  • All participants should be informed at the beginning that they have the right to withdraw if they ever feel distressed or uncomfortable.
  • It causes bias as the ones that stayed are obedient and some may not withdraw as they may have been given incentives or feel like they’re spoiling the study. Researchers can offer the right to withdraw data after participation.
  • Participants should all have protection from harm . The researcher should avoid risks greater than those experienced in everyday life and they should stop the study if any harm is suspected. However, the harm may not be apparent at the time of the study.
  • Confidentiality concerns the communication of personal information. The researchers should not record any names but use numbers or false names though it may not be possible as it is sometimes possible to work out who the researchers were.

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  • J Microbiol Biol Educ
  • v.16(1); 2015 May

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains †

Associated data.

  • Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning
  • Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

INTRODUCTION

The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills ( 8 ). By presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application ( 1 , 9 ). Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications ( 3 , 9 ). This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments ( 7 , 16 , 19 , 23 ). For these reasons, case-based teaching has been widely used in business and medical education for many years ( 4 , 11 , 12 , 14 ). Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology ( 5 – 7 , 9 , 11 , 13 , 15 – 17 , 21 , 22 , 24 ).

Although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth. Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen ( 7 , 21 , 22 ). Case study teaching has been shown to improve exam performance in an anatomy and physiology course, increasing the mean score across all exams given in a two-semester sequence from 66% to 73% ( 5 ). Use of case studies was also shown to improve students’ ability to synthesize complex analytical questions about the real-world issues associated with a scientific topic ( 6 ). In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance ( 24 ). This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance ( 19 , 24 ). Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts ( 23 ).

Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses. A recent survey of teachers who use case studies found that the topics most often covered in general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the case study teaching method ( 8 ). However, the existing body of literature lacks direct evidence that the case study method is an effective tool for teaching about this collection of important topics in biology courses. Further, the extent to which case study teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses. Although many instructors have produced case studies for use in their own classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors have perfected. It is therefore important to determine whether case studies published by instructors who are unaffiliated with a particular course can be used effectively and obviate the need for each instructor to develop new case studies for their own courses. The results reported herein indicate that teaching with case studies results in significantly higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by class discussions and textbook reading for topics of similar complexity. Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications. The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor. These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives.

Student population

This study was conducted at Kingsborough Community College, which is part of the City University of New York system, located in Brooklyn, New York. Kingsborough Community College has a diverse population of approximately 19,000 undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general (introductory) biology for biology majors during the spring, winter, or summer semester of 2014. A total of 63 students completed the course during this time period; 56 students consented to the inclusion of their data in the study. Of the students included in the study, 23 (41%) were male and 33 (59%) were female; 40 (71%) were registered as college freshmen and 16 (29%) were registered as college sophomores. To normalize participant groups, the same student population pooled from three classes taught by the same instructor was used to assess both experimental and control teaching methods.

Course material

The four biological concepts assessed during this study (chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication) were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this particular course that were most likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions. At the start of this study, relevant existing case studies were freely available from the National Center for Case Study Teaching in Science (NCCSTS) to address mitosis and meiosis and DNA structure and replication, but published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not available. Therefore, original case studies that addressed the latter two topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former two topics. By the conclusion of this study, all four case studies had been peer-reviewed and accepted for publication by the NCCSTS ( http://sciencecases.lib.buffalo.edu/cs/ ). Four of the remaining core topics covered in this course (macromolecules, photosynthesis, genetic inheritance, and translation) were selected as control lessons to provide control assessment data.

To minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with case studies, and an equal amount of class time was allocated for each case study and the corresponding control lesson. Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of key points. Completion of activities and discussion related to all case studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-home portion of the osmosis and diffusion case study.

Data collection and analysis

This study was performed in accordance with a protocol approved by the Kingsborough Community College Human Research Protection Program and the Institutional Review Board (IRB) of the City University of New York (CUNY IRB reference 539938-1; KCC IRB application #: KCC 13-12-126-0138). Assessment scores were collected from regularly scheduled course examinations. For each case study, control questions were included on the same examination that were similar in number, format, point value, and difficulty level, but related to a different topic covered in the course that was of similar complexity. Complexity and difficulty of both case study and control questions were evaluated using experiential data from previous iterations of the course; the Bloom’s taxonomy designation and amount of material covered by each question, as well as the average score on similar questions achieved by students in previous iterations of the course was considered in determining appropriate controls. All assessment questions were scored using a standardized, pre-determined rubric. Student perceptions of learning gains were assessed using a modified version of the Student Assessment of Learning Gains (SALG) course evaluation tool ( http://www.salgsite.org ), distributed in hardcopy and completed anonymously during the last week of the course. Students were presented with a consent form to opt-in to having their data included in the data analysis. After the course had concluded and final course grades had been posted, data from consenting students were pooled in a database and identifying information was removed prior to analysis. Statistical analysis of data was conducted using the Kruskal-Wallis one-way analysis of variance and calculation of the R 2 coefficient of determination.

Teaching with case studies improves performance on learning assessments, independent of case study origin

To evaluate the effectiveness of the case study teaching method at promoting learning, student performance on examination questions related to material covered by case studies was compared with performance on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served as control items; assessment items for each case study were compared with control items that were of similar format, difficulty, and point value ( Appendix 1 ). Each of the four case studies resulted in an increase in examination performance compared with control questions that was statistically significant, with an average difference of 18% ( Fig. 1 ). The mean score on case study-related questions was 73% for the chemical bonds case study, 79% for osmosis and diffusion, 76% for mitosis and meiosis, and 70% for DNA structure and replication ( Fig. 1 ). The mean score for non-case study-related control questions was 60%, 54%, 60%, and 52%, respectively ( Fig. 1 ). In terms of examination performance, no significant difference between case studies produced by the instructor of the course (chemical bonds and osmosis and diffusion) and those produced by unaffiliated instructors (mitosis and meiosis and DNA structure and replication) was indicated by the Kruskal-Wallis one-way analysis of variance. However, the 25% difference between the mean score on questions related to the osmosis and diffusion case study and the mean score on the paired control questions was notably higher than the 13–18% differences observed for the other case studies ( Fig. 1 ).

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Case study teaching method increases student performance on examination questions. Mean score on a set of examination questions related to lessons covered by case studies (black bars) and paired control questions of similar format and difficulty about an unrelated topic (white bars). Chemical bonds, n = 54; Osmosis and diffusion, n = 54; Mitosis and meiosis, n = 51; DNA structure and replication, n = 50. Error bars represent the standard error of the mean (SEM). Asterisk indicates p < 0.05.

Case study teaching increases student perception of learning gains related to core course objectives

Student learning gains were assessed using a modified version of the SALG course evaluation tool ( Appendix 2 ). To determine whether completing case studies was more effective at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of student learning gains for each were compared. In response to the question “Overall, how much did each of the following aspects of the class help your learning?” 82% of students responded that case studies helped a “good” or “great” amount, compared with 70% for participating in class discussions and 58% for completing textbook reading; only 4% of students responded that case studies helped a “small amount” or “provided no help,” compared with 2% for class discussions and 22% for textbook reading ( Fig. 2A ). The differences in reported learning gains derived from the use of case studies compared with class discussion and textbook readings were statistically significant, while the difference in learning gains associated with class discussion compared with textbook reading was not statistically significant by a narrow margin ( p = 0.051).

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The case study teaching method increases student perceptions of learning gains. Student perceptions of learning gains are indicated by plotting responses to the question “How much did each of the following activities: (A) Help your learning overall? (B) Improve your ability to communicate your knowledge of scientific concepts in writing? (C) Improve your ability to communicate your knowledge of scientific concepts orally? (D) Help you understand the connections between scientific concepts and other aspects of your everyday life?” Reponses are represented as follows: Helped a great amount (black bars); Helped a good amount (dark gray bars); Helped a moderate amount (medium gray bars); Helped a small amount (light gray bars); Provided no help (white bars). Asterisk indicates p < 0.05.

To elucidate the effectiveness of case studies at promoting learning gains related to specific course learning objectives compared with class discussions and textbook reading, students were asked how much each of these methods of content delivery specifically helped improve skills that were integral to fulfilling three main course objectives. When students were asked how much each of the methods helped “improve your ability to communicate knowledge of scientific concepts in writing,” 81% of students responded that case studies help a “good” or “great” amount, compared with 63% for class discussions and 59% for textbook reading; only 6% of students responded that case studies helped a “small amount” or “provided no help,” compared with 8% for class discussions and 21% for textbook reading ( Fig. 2B ). When the same question was posed about the ability to communicate orally, 81% of students responded that case studies help a “good” or “great” amount, compared with 68% for class discussions and 50% for textbook reading, while the respective response rates for helped a “small amount” or “provided no help,” were 4%, 6%, and 25% ( Fig. 2C ). The differences in learning gains associated with both written and oral communication were statistically significant when completion of case studies was compared with either participation in class discussion or completion of textbook readings. Compared with textbook reading, class discussions led to a statistically significant increase in oral but not written communication skills.

Students were then asked how much each of the methods helped them “understand the connections between scientific concepts and other aspects of your everyday life.” A total of 79% of respondents declared that case studies help a “good” or “great” amount, compared with 70% for class discussions and 57% for textbook reading ( Fig. 2D ). Only 4% stated that case studies and class discussions helped a “small amount” or “provided no help,” compared with 21% for textbook reading ( Fig. 2D ). Similar to overall learning gains, the use of case studies significantly increased the ability to understand the relevance of science to everyday life compared with class discussion and textbook readings, while the difference in learning gains associated with participation in class discussion compared with textbook reading was not statistically significant ( p = 0.054).

Student perceptions of learning gains resulting from case study teaching are positively correlated to increased performance on examinations, but independent of case study author

To test the hypothesis that case studies produced specifically for this course by the instructor were more effective at promoting learning gains than topically relevant case studies published by authors not associated with this course, perceptions of learning gains were compared for each of the case studies. For both of the case studies produced by the instructor of the course, 87% of students indicated that the case study provided a “good” or “great” amount of help to their learning, and 2% indicated that the case studies provided “little” or “no” help ( Table 1 ). In comparison, an average of 85% of students indicated that the case studies produced by an unaffiliated instructor provided a “good” or “great” amount of help to their learning, and 4% indicated that the case studies provided “little” or “no” help ( Table 1 ). The instructor-produced case studies yielded both the highest and lowest percentage of students reporting the highest level of learning gains (a “great” amount), while case studies produced by unaffiliated instructors yielded intermediate values. Therefore, it can be concluded that the effectiveness of case studies at promoting learning gains is not significantly affected by whether or not the course instructor authored the case study.

Case studies positively affect student perceptions of learning gains about various biological topics.

Finally, to determine whether performance on examination questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to case studies were compared with reported perceptions of learning gains for those case studies ( Fig. 3 ). The coefficient of determination (R 2 value) was 0.81, indicating a strong, but not definitive, positive correlation between perceptions of learning gains and performance on examinations, suggesting that student perception of learning gains is a valid tool for assessing the effectiveness of case studies ( Fig. 3 ). This correlation was independent of case study author.

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Perception of learning gains but not author of case study is positively correlated to score on related examination questions. Percentage of students reporting that each specific case study provided “a great amount of help” to their learning was plotted against the point difference between mean score on examination questions related to that case study and mean score on paired control questions. Positive point differences indicate how much higher the mean scores on case study-related questions were than the mean scores on paired control questions. Black squares represent case studies produced by the instructor of the course; white squares represent case studies produced by unaffiliated instructors. R 2 value indicates the coefficient of determination.

The purpose of this study was to test the hypothesis that teaching with case studies produced by the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors. This study also tested the hypothesis that the case study teaching method is more effective than class discussions and textbook reading at promoting learning gains associated with four of the most commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. In addition to assessing content-based learning gains, development of written and oral communication skills and the ability to connect scientific topics with real-world applications was also assessed, because these skills were overarching learning objectives of this course, and classroom activities related to both case studies and control lessons were designed to provide opportunities for students to develop these skills. Finally, data were analyzed to determine whether performance on examination questions is positively correlated to student perceptions of learning gains resulting from case study teaching.

Compared with equivalent control questions about topics of similar complexity taught using class discussions and textbook readings, all four case studies produced statistically significant increases in the mean score on examination questions ( Fig. 1 ). This indicates that case studies are more effective than more commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses. The average increase in score on each test item was equivalent to nearly two letter grades, which is substantial enough to elevate the average student performance on test items from the unsatisfactory/failing range to the satisfactory/passing range. The finding that there was no statistical difference between case studies in terms of performance on examination questions suggests that case studies are equally effective at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the first case study presented (chemical bonds) compared with the other case studies and that performance on examination questions did not progressively increase with each successive case study suggests that the effectiveness of case studies is not directly related to the amount of experience students have using case studies. Furthermore, anecdotal evidence from previous semesters of this course suggests that, of the four topics addressed by cases in this study, DNA structure and function and osmosis and diffusion are the first and second most difficult for students to grasp. The lack of a statistical difference between case studies therefore suggests that the effectiveness of a case study at promoting learning gains is not directly proportional to the difficulty of the concept covered. However, the finding that use of the osmosis and diffusion case study resulted in the greatest increase in examination performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy and could be attributed to the fact that it was the only case study evaluated that included a hands-on experiment. Because the inclusion of a hands-on kinetic activity may synergistically enhance student engagement and learning and result in an even greater increase in learning gains than case studies that lack this type of activity, it is recommended that case studies that incorporate this type of activity be preferentially utilized.

Student perceptions of learning gains are strongly motivating factors for engagement in the classroom and academic performance, so it is important to assess the effect of any teaching method in this context ( 19 , 24 ). A modified version of the SALG course evaluation tool was used to assess student perceptions of learning gains because it has been previously validated as an efficacious tool ( Appendix 2 ) ( 20 ). Using the SALG tool, case study teaching was demonstrated to significantly increase student perceptions of overall learning gains compared with class discussions and textbook reading ( Fig. 2A ). Case studies were shown to be particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and real-world issues and applications ( Figs. 2B–2D ). Further, student perceptions of “great” learning gains positively correlated with increased performance on examination questions, indicating that assessment of learning gains using the SALG tool is both valid and useful in this course setting ( Fig. 3 ). These findings also suggest that case study teaching could be used to increase student motivation and engagement in classroom activities and thus promote learning and performance on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the class discussions and case studies were both designed to promote active learning.

Importantly, there was no statistical difference in student performance on examinations attributed to the two case studies produced by the instructor of the course compared with the two case studies produced by unaffiliated instructors. The average difference between the two instructor-produced case studies and the two case studies published by unaffiliated instructors was only 3% in terms of both the average score on examination questions (76% compared with 73%) and the average increase in score compared with paired control items (14% compared with 17%) ( Fig. 1 ). Even when considering the inherent qualitative differences of course grades, these differences are negligible. Similarly, the effectiveness of case studies at promoting learning gains was not significantly affected by the origin of the case study, as evidenced by similar percentages of students reporting “good” and “great” learning gains regardless of whether the case study was produced by the course instructor or an unaffiliated instructor ( Table 1 ).

The observation that case studies published by unaffiliated instructors are just as effective as those produced by the instructor of a course suggests that instructors can reasonably rely on the use of pre-published case studies relevant to their class rather than investing the considerable time and effort required to produce a novel case study. Case studies covering a wide range of topics in the sciences are available from a number of sources, and many of them are free access. The National Center for Case Study Teaching in Science (NCCSTS) database ( http://sciencecases.lib.buffalo.edu/cs/ ) contains over 500 case studies that are freely available to instructors, and are accompanied by teaching notes that provide logistical advice and additional resources for implementing the case study, as well as a set of assessment questions with a password-protected answer key. Case study repositories are also maintained by BioQUEST Curriculum Consortium ( http://www.bioquest.org/icbl/cases.php ) and the Science Case Network ( http://sciencecasenet.org ); both are available for use by instructors from outside institutions.

It should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the NCCSTS prior to the completion of this study ( 2 , 10 , 18 , 25 ); the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards. Because case study teaching involves skills such as creative writing and management of dynamic group discussion in a way that is not commonly integrated into many other teaching methods, it is recommended that novice case study teachers seek training or guidance before writing their first case study or implementing the method. The lack of a difference observed in the use of case studies from different sources should be interpreted with some degree of caution since only two sources were represented in this study, and each by only two cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in course grades even in the absence of a p value that is statistically significant. For example, there is a meaningful qualitative difference between test scores that result in an average grade of C− and test scores that result in an average grade of C+, even if there is no statistically significant difference between the two sets of scores.

In the future, it could be informative to confirm these findings using a larger cohort, by repeating the study at different institutions with different instructors, by evaluating different case studies, and by directly comparing the effectiveness of the case studying teaching method with additional forms of instruction, such as traditional chalkboard and slide-based lecturing, and laboratory-based activities. It may also be informative to examine whether demographic factors such as student age and gender modulate the effectiveness of the case study teaching method, and whether case studies work equally well for non-science majors taking a science course compared with those majoring in the subject. Since the topical material used in this study is often included in other classes in both high school and undergraduate education, such as cell biology, genetics, and chemistry, the conclusions of this study are directly applicable to a broad range of courses. Presently, it is recommended that the use of case studies in teaching undergraduate general biology and other science courses be expanded, especially for the teaching of capacious issues with real-world applications and in classes where development of written and oral communication skills are key objectives. The use of case studies that involve hands-on activities should be emphasized to maximize the benefit of this teaching method. Importantly, instructors can be confident in the use of pre-published case studies to promote learning, as there is no indication that the effectiveness of the case study teaching method is reliant on the production of novel, customized case studies for each course.

SUPPLEMENTAL MATERIALS

Acknowledgments.

This article benefitted from a President’s Faculty Innovation Grant, Kingsborough Community College. The author declares that there are no conflicts of interest.

† Supplemental materials available at http://jmbe.asm.org

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Topics for Psychology Case Studies

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

case study method in psychology class 12

Cara Lustik is a fact-checker and copywriter.

case study method in psychology class 12

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In one of your psychology classes, you might be asked to write a  case study  of an individual. What exactly is a case study? A case study is an in-depth psychological investigation of a single person or a group of people.

Case studies are commonly used in medicine and psychology. For example, these studies often focus on people with an illness (for example, one that is rare) or people with experiences that cannot be replicated in a lab.

Here are some ideas and inspiration to help you come up with a fascinating psychological case study.

What Should Your Case Study Be About?

Your instructor will give you directions and guidelines for your case study project. Make sure you have their permission to go ahead with your subject before you get started.

The format of your case study may vary depending on the class requirements and your instructor's expectations. Most psychological case studies include a detailed background of the person, a description of the problem the person is facing, a diagnosis, and a description of an intervention using one or more therapeutic approaches.

The first step in writing a case study is to select a subject. You might be allowed to conduct a case study on a volunteer or someone you know in real life, such as a friend or family member.

However, your instructor may prefer that you select a less personal subject, such as an individual from history, a famous literary figure, or even a fictional character.

Psychology Case Study Ideas

Want to find an interesting subject for your case study? Here are just a few ideas that might inspire you.

A Pioneering Psychologist

Famous or exceptional people can make great case study topics. There are plenty of fascinating figures in the history of psychology who would be interesting subjects for a case study.

Here are some of the most well-known thinkers in psychology whose interesting lives could make a great case study:

  • Sigmund Freud
  • Harry Harlow
  • Mary Ainsworth
  • Erik Erikson
  • Ivan Pavlov
  • Jean Piaget
  • Abraham Maslow
  • William James
  • B. F. Skinner

Examining these individuals’ upbringings, experiences, and lives can provide insight into how they developed their theories and approached the study of psychology.

A Famous Patient in Psychology

The best-known people in psychology aren’t always professionals. The people that psychologists have worked with are among some of the most fascinating people in the history of psychology.

Here are a few examples of famous psychology patients who would make great case studies:

  • Anna O.  (Bertha Pappenheim)
  • Phineas Gage
  • Genie (Susan Wiley)
  • Kitty Genovese
  • Little Albert
  • David Reimer
  • Chris Costner Sizemore (Eve White/Eve Black)
  • Dora (Ida Bauer)
  • Patient H.M. (Henry Molaison)

By taking a closer look at the lives of these psychology patients, you can gain greater insight into their experiences. You’ll also get to see how diagnosis and treatment were different in the past compared to today.

A Historical Figure

Historical figures—famous and infamous—can be excellent subjects for case studies. Here are just a few influential people from history that you might consider doing a case study on:

  • Eleanor Roosevelt
  • George Washington
  • Abraham Lincoln
  • Elizabeth I
  • Margaret Thatcher
  • Walt Disney
  • Benjamin Franklin
  • Charles Darwin
  • Howard Hughes
  • Catherine the Great
  • Pablo Picasso
  • Vincent van Gogh
  • Edvard Munch
  • Marilyn Monroe
  • Andy Warhol
  • Salvador Dali

You’ll need to do a lot of reading and research on your chosen subject's life to figure out why they became influential forces in history. When thinking about their psychology, you’ll also want to consider what life was like in the times that they lived.

A Fictional Character or a Literary Figure

Your instructor might allow you to take a more fun approach to a case study by doing a deep dive into the psychology of a fictional character.

Here are a few examples of fictional characters who could make great case studies:

  • Macbeth/Lady Macbeth
  • Romeo/Juliet
  • Sherlock Holmes
  • Norman Bates
  • Elizabeth Bennet/Fitzwilliam Darcy
  • Katniss Everdeen
  • Harry Potter/Hermione Granger/Ron Weasley/Severus Snape
  • Batman/The Joker
  • Atticus Finch
  • Mrs. Dalloway
  • Dexter Morgan
  • Hannibal Lecter/Clarice Starling
  • Fox Mulder/Dana Scully
  • Forrest Gump
  • Patrick Bateman
  • Anakin Skywalker/Darth Vader
  • Ellen Ripley
  • Michael Corleone
  • Randle McMurphy/Nurse Ratched
  • Miss Havisham

The people who bring characters to life on the page can also be fascinating. Here are some literary figures who could be interesting case studies:

  • Shakespeare
  • Virginia Woolf
  • Jane Austen
  • Stephen King
  • Emily Dickinson
  • Sylvia Plath
  • JRR Tolkien
  • Louisa May Alcott
  • Edgar Allan Poe
  • Charles Dickens
  • Ernest Hemingway
  • F. Scott Fitzgerald
  • George Orwell
  • Maya Angelou
  • Kurt Vonnegut
  • Agatha Christie
  • Toni Morrison
  • Daphne du Maurier
  • Franz Kafka
  • Herman Melville

Can I Write About Someone I Know?

Your instructor may allow you to write your case study on a person that you know. However, you might need to get special permission from your school's Institutional Review Board to do a psychological case study on a real person.

You might not be able to use the person’s real name, though. Even if it’s not required, you may want to use a pseudonym for them to make sure that their identity and privacy are protected.

To do a case study on a real person you know, you’ll need to interview them and possibly talk to other people who know them well, like friends and family.

If you choose to do a case study on a real person, make sure that you fully understand the ethics and best practices, especially informed consent. Work closely with your instructor throughout your project to ensure that you’re following all the rules and handling the project professionally.

APA. Guidelines for submitting case reports .

American Psychological Association.  Ethical principles of psychologists and code of conduct, including 2010 and 2016 amendments .

Rolls, G. (2019). Classic Case Studies in Psychology: Fourth Edition . United Kingdom: Taylor & Francis.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Maharashtra Board Solutions

Maharashtra Board Class 12 Psychology Solutions Chapter 1 Psychology: A Scientific Discipline

Balbharti Maharashtra State Board Class 12 Psychology Solutions Chapter 1 Psychology: A Scientific Discipline Textbook Exercise Questions and Answers.

Maharashtra State Board Class 12 Psychology Solutions Chapter 1 Psychology: A Scientific Discipline

1. Choose the correct option and complete the following statements.

Question 1. Till 1879, psychology was a branch of ………. (a) physics (b) philosophy (c) physiology Answer: (b) philosophy

Question 2. Psychology is a science. (a) natural (b) social (c) biological Answer: (b) social

Maharashtra Board Class 12 Psychology Solutions Chapter 1 Psychology: A Scientific Discipline

Question 3. …………………. is considered as founder of Psychoanalysis. (a) Wilhelm Wundt (b) Carl Rogers (c) Sigmund Freud Answer: (c) Sigmund Freud

2. Match the pair

3. State whether the following statements are true or false.

Question 1. Psychology is a study of mental processes. Answer: True

Question 2. Case study method is quite often used by clinical psychologists. Answer: True

Question 3. An experimenter is a person on whom the experiment is conducted. Answer: False

4. Answer the following in one sentence each.

Question 1. In which year was the first psychology laboratory established? Answer: The first psychology laboratory was established in 1879 by Wilhelm Wundt, at the University of Leipzig in Germany.

Question 2. Who is considered as the ‘Father of American Psychology’? Answer: William James, founder of Functionalism school of thought of psychology is considered ‘Father of American Psychology’.

Question 3. What is meant by an experimenter? Answer: The person who conducts the experiment is called the experimenter.

5. Define / Explain the concepts in 25 – 30 words each.

Question 1. Replicability Answer: Replicability is one of the key features of science. Scientific knowledge can be replicated under the same circumstances as the original experiment. This ensures reliability of results towards establishing a scientific theory.

Question 2. Correlation coefficient. Answer: Correlation coefficient is the measurement of the correlation between two or more variables. Its value extends between -1.00 to +1.00. The concept was first introduced by Sir Francis Galton. The Pearson product-moment correlation coefficient is the most commonly used type of correlation coefficient.

6. Write short notes on the following in 50 – 60 words each.

Question 1. Observation method Answer: Observation method is a research method that is employed in conditions where experiments may not be possible or even necessary. Observation is used by child psychologists and social psychologists. It may be carried out in a natural setting, for e.g., observing candidates waiting their turn for an interview. It may also be carried out in controlled conditions. The following factors should be kept in mind while carrying out the observation

  • it should be done systematically.
  • a comprehensive list of behaviours to be observed must be prepared.
  • the persons should not be aware of being observed.

The disadvantages of observation are:

  • it is a time consuming method.
  • objectivity is difficult to maintain during observation.
  • it is difficult to establish cause-effect relationships.

Question 2. Survey method Answer: A survey is a research method used to collect data from a pre-determined group of respondents, i.e., a sample. It is used to obtain information about the preferences, opinions, etc., of the ‘sample’ population. It makes use of tools like questionnaire, checklist, interviews, etc. Survey method is employed by social psychologists, industrial psychologists, etc. The researcher must ensure that-

  • sample of respondents is representative of the population.
  • questions should not be ambiguous.

The disadvantages of survey method are:

  • it is a very subjective method,
  • it lacks reliability.

Question 3. Case study method Answer: Case study method is a qualitative research method employed by clinical psychologists. It provides intensive, descriptive information about an individual from multiple sources such as family, peers, school, academic and health records, etc. This helps to assess the person’s level of psychological and social functioning. Researchers may employ techniques like observation, interview, psychological tests, etc. Psychologist such as Sigmund Freud and Jean Piaget made extensive use of case study method. However, this method is very time consuming and subjective.

Question 4. Importance of rationality Answer: Rationality implies being agreeable to reason. According to Stanovich, “Rationality involves adaptive reasoning, good judgement and good decision making.” According to Dr. Albert Ellis, rationality helps a person to successfully attain goals and be happy. He proposed Rational Emotive Behavioural Therapy (REBT), which is a popular intervention method in counselling psychology. Rationality is important because:

  • It allows us to make decisions in new or unfamiliar situations by helping us to gather and process relevant information.
  • It enables the person to exhibit tolerance and flexibility.
  • A rational person accepts oneself unconditionally and assumes responsibility for their own behaviour.
  • Rationality helps to understand and respect the views and interests of others.

7. Define / Explain the concepts in 25 – 30 words each.

Question 1. Science Answer: The word science is derived from the Latin word ‘Scientia’ which means ‘knowledge’. Science is the pursuit and application of knowledge and understanding of the natural and social world, following a systematic methodology based on evidence. The key features of science are empirical evidence, objectivity, scientific causality, systematic exploration and replication.

Question 2. Objectivity Answer: Objectivity is one of the key features of science. It refers to the ability to observe and accept facts as they exist setting aside all sources of expectations, values, prejudices, etc. Science objectively studies some particular phenomenon.

8. Answer the following questions in detail.

Maharashtra Board Class 12 Psychology Solutions Chapter 1 Psychology A Scientific Discipline 1

(iii) Zero correlation – A change in one variable leads to no significant change in the other variable, for e.g., height and intelligence.

Question 2. Explain some of the challenges in establishing psychology as a science. Answer: Many criticisms of psychology as a science have been made on practical, philosophical and ethical grounds. The challenges in establishing psychology as a science are: (i) It is in preparadigmatic state – According to American philosopher, Thomas Kuhn, psychology is still in a preparadigmatic state as it has not succeeded in producing a cumulative body of knowledge that has a clear conceptual cove.

(ii) Issues related to objectivity and validity – Methods used in psychology such as introspection, surveys and questionnaires are subjective. Due to this, psychology lacks two criteria of science, i.e., objectivity and validity.

(iii) Issues related to predictability and replicability – In psychology it is difficult to make exact predictions as people respond differently in different situations. Test result are more varied and hence difficult to replicate.

(iv) Objectifying humans – According to some psychologists, subjecting human behaviour to experimentation amounts to objectifying individuals.

Question 3. Explain the key features of science. Answer: The word science is derived from the Latin word ‘Scientia’ which means ‘knowledge’. Science is the pursuit and application of knowledge and understanding of the natural and social world, following a systematic methodology based on evidence. They key features of science are:

  • Empirical evidence – It refers to acquiring information through direct observation or experiments. Scientific knowledge is based on verifiable evidence.
  • Objectivity – This refers to the ability to observe and accept facts as they exist, setting aside all sources of expectations, values, prejudices, etc.
  • Scientific causality – Science aims to establish a cause-effect relationship between the variables under consideration, i.e., the effect of the Independent Variable on the Dependent Variable.
  • Systematic exploration – Science adopts a sequential procedure for studying various phenomena. It includes scientific steps like formulating a hypothesis, collection of facts, scientific generalisation etc.
  • Replication – Scientific knowledge can be replicated under the same circumstances as the original experiment. This ensures reliability of results towards establishing a scientific theory.
  • Predictability – Science involves describing and explaining phenomena as well as to make predictions accordingly.

Question 4. Write detailed information of the experimental method in psychology. Answer: The systematic observation about a certain problem under controlled laboratory conditions is called an experiment. For example, Albert Bandura conducted experiment to investigate if social behaviours i.e., aggression can be acquired by observation and imitation. The steps involved in an experiment are:

  • identifying the problem
  • formulation a hypothesis
  • selecting an experimental design
  • conducting the experiment and data collection
  • data analysis
  • drawing conclusions

The key terms of experimental method with examples are:

  • Problem: To study the effect of music on the level of blood Pressure.
  • Hypothesis: The music will help in regulating the level of blood pressure.
  • Independent variable: Music.
  • Dependent variable: Level of blood pressure.
  • Intervening variables: Age, gender, all other sounds other than music, etc.
  • Experimenter : A person who will be conducting this experiment. (May be you or your psychology teacher.)
  • Participant : A person on whom this experiment will be conducted. (May be your family member/ friend.)

The two variables in an experiment are:

  • Independent Variable (I.V.) – It is the variable that the experimenter manipulates or changes systematically to study it’s effect on the D.V. (Cause).
  • Dependent Variable (D.V.) – the variable that may change due to manipulation of the I.V. (effect).

The features of the method are:

  • it is the most objective and scientific method of studying behaviour
  • it helps to establish cause-effect relationship between two or more variables
  • the findings of an experiment are verifiable

The limitations of the method are:

  • it may not be possible to control all intervening variables
  • it has a limited scope, i.e., there may be ethical constraints or risk factors
  • experimenter’s expectations or participant attitude may influence the conclusions

Question 5. Explain the characteristics of a rational individual. Answer: One of the significant aims of individuals is attainment of happiness. However, in the pursuit of happiness, one should not be driven by irrational influences or compromise on social norms and ethics. Psychology helps to improving life quality by applying the concept of rationality in daily life. According to Stanovich, “Rationality involves adaptive reasoning, good judgement and good decision making.” According to Dr. Albert Ellis, rationality helps a person to successfully attain goals and be happy. He proposed Rational Emotive Behavioural Therapy (REBT), which is a popular intervention method in counselling Psychology.

According to Ellis, rational people possess characteristics such as:

  • Understanding both self-interest and social interest – Rational people understand what choices help them to grow and take responsibility for their actions. They are also careful not to violate other’s rights.
  • Self-direction – The person does not demand excessive attention or support from others as he/she assumes the responsibility for his/her own life.
  • Tolerance – It is the willingness to accept beliefs and behaviour patterns of others that may differ from our own way of thinking.
  • Flexibility – Rational people tend to be flexible and unbiased in their thoughts and actions.
  • Self-acceptance and self-responsibility – A rational person accepts him/herself unconditionally as well as responsibility for his/her thoughts, emotions and behaviour.

The concept of rationality can be explained as:

How Rational Am I?

Question 1. Identify the strongest and the weakest characteristics in you from those explained by Dr. Albert Ellis. Answer: Rational people are psychologically healthy and show adaptive reasoning and good decision making. According to Dr. Albert Ellis, some characteristics of rational persons are:

  • Understanding self-interest and social interest
  • Self-direction
  • Flexibility
  • Self-acceptance and self-responsibility.

The strongest characteristic in me is self-direction. The weakest characteristic in me is flexibility.

Question 2. How will you work on your weakest characteristic? Write two strategies. Answer: Two strategies that I can use to improve the flexibility in my life is:

  • Adopt an unbiased perspective and non-judgmental thinking
  • Practicing meditation and mindfulness.

(A) Identify the Independent Variable and Dependent Variable.

  • To study the effect of colour on moods.
  • To study the effect of positive feedback on self-confidence.
  • To study the effect of loud noise on concentration levels.
  • To study the effect of exposure to classical music on reading skills.
  • To study the effect of a type of diet on weight loss.
  • To study the effect of a fertilizer on crop growth.
  • To study the effect of solving previous years exam papers on scores in the exam.
  • To study the effect of worker’s participation in decision making on job satisfaction.

(B) Identify the type of correlation.

  • Gender and Intelligence.
  • Cold weather and sales of air conditioners.
  • Low income and standard of living.
  • Consuming foods with antioxidants and immune system.
  • Speed and time taken to cover a distance.
  • Heads/tails,on flipping a coin and result when you flip another time.
  • Colour of the hair and learning a dance form.
  • Average temperature in a city and ice cream sales in it.
  • Chain smoking and lifespan.
  • Intelligence and language development.
  • Increasing age after 60 years and physical agility.
  • Level of water in a fish tank and area of fish habitat.
  • Large number of trees felled and probability of soil erosion.
  •  More hours spent at work and available leisure time.

Class 12 Psychology Chapter 1 Psychology: A Scientific Discipline Intext Questions and Answers

ACTIVITIES (Textbook Page. No. 1)

Read the following statements. Think and discuss whether the given statements are facts or myths and misconceptions about psychology: (i) Psychology is just common sense and not a real science. (ii) Psychology is simply a pseudoscience. (iii) Psychologists are simply mind readers or the face readers. (iv) Psychology is related only to the study of crazy people who are in need of therapy. (v) Psychologists, psychiatrists and counsellors have the same professional qualifications and their jobs are almost of the same nature. (vi) Anyone with a degree in psychology can provide counselling to a need person. Answer: Answer: All the statements are misconceptions. Statement 1, 2 are misconceptions because Psychology is a social science that fulfils the criteria of a science, e.g., it employs the scientific method.

Statement 3 is a misconception. Psychologists are trained professionals in some field of psychology, e.g., counselling psychology. They employ tools like observation, case study, experiments, etc.

Statement 4 is a misconception. There are numerous branches of psychology such as Social Psychology, Developmental Psychology, Abnormal Psychology, Environmental Psychology, etc.

Statement 5 is a misconception. Psychiatrists are trained medical doctors and focus on medication management. Psychologists employ psychotherapy such as CBT, REBT, etc.

Statement 6 is a misconception. A counsellor is a person who has academic qualifications as well as professional training in counselling techniques.

Activity 2 (Textbook Page. No. 3)

Read the following statements and discuss about the same in the classroom: (i) Psychology is a science because it fulfils many conditions of science. (ii) Psychology is not an exact science like physics or chemistry. (iii) Psychology is a social science that studies human (and animal) behaviour and mental processes. (iv) Psychology uses some objective research methods, it examines cause-and-effect relationships to produce laws governing human behaviour and its findings can be verified. (v) Psychology can be distinguished from pseudoscience and folk wisdom as psychology has evidence against its theories. (vi) The subject matter of psychology is complex as human behaviour is dynamic and the mental processes are abstract. Therefore, the theories of psychology are not as universal, exact and precise as those in physics and chemistry. Answer:

  • Psychology fulfils conditions of science such as acquiring empirical evidence, objectivity, predictability, scientific causality, etc.
  • Psychology is a social science which deals with human beings. It is not a physical science.
  • Psychology is defined as the scientific study of human behaviour and mental processes.
  • Psychology uses objective methods like controlled laboratory experiments and aims to establish scientific causality and verifiable theories.
  • Psychology is not based on folk wisdom, pseudo knowledge or myths. It is based on systematic exploration and acquisition of empirical evidence.
  • Psychology is a social science so its theories cannot be universal or exact as in the physical science. Human behaviour is constantly evolving and unpredictable.

Activity 3 (Textbook Page. No. 4)

Visit the website given below and collect information about various schools of thought of psychology: https://www. verywellmind.com/psychology-schools-of-thought-2795247 Answer:

  • Structuralism – Focused on breaking down mental processes into the basic elements using techniques like introspection.
  • Functionalism – Focused on the mind’s functions and adaptations.
  • Gestalt school – Focused on looking at the ‘whole’ rather than individual elements.
  • Behavioural school – Focused on study of observable behaviour.
  • Psychoanalytic school – Emphasized the influence of the ‘unconscious’ on behaviour.
  • Humanistic school – It developed as a response to psychoanalysis and behaviourism. It focused on individual free will, personal growth and concept of self-actualization (achieving one’s full potential).
  • Cognitive school (Cognitivism) – Focused on the study of mental processes like learning, perception, memory etc.

In recent times, Behavioural school, Cognitive school and Humanistic school remain influential. Most psychologists adopt an eclectic approach drawing upon different perspectives.

Activity 5 (Textbook Page. No. 5)

Find out the Independent Variable and Dependent Variable from the experiment ideas given below: (i) To study the effect of practice on memory. (ii) To study the effect of mental set on problem solving. (iii) To study the effect of noise pollution on the speed of writing. (iv) To study the effect of colour on perception. (v) To study the effect of feedback on decision making. Answer:

Activity 6 (Textbook Page. No. 8)

Discuss about the following topics that can be studied using correlation study method: (i) Bunking lectures and score in exams (ii) Weight and intelligence (iii) Amount of salary and level of job satisfaction (iv) Rehearsal and forgetting (v) Height and aptitude in music (vi) Urbanization and pollution (vii) Speed of vehicles and road accidents Answer: (a) Positive correlation

  • Urbanization and pollution
  • Speed of vehicles and road accidents

(b) Negative correlation

  • Bunking lectures and score in exams
  • Rehearsal and forgetting

(c) Zero correlation

  • Weight and intelligence
  • Height and aptitude in music

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Methodology

  • What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

  • Provide new or unexpected insights into the subject
  • Challenge or complicate existing assumptions and theories
  • Propose practical courses of action to resolve a problem
  • Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

  • Exemplify a theory by showing how it explains the case under investigation
  • Expand on a theory by uncovering new concepts and ideas that need to be incorporated
  • Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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case study method in psychology class 12

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Normal distribution
  • Degrees of freedom
  • Null hypothesis
  • Discourse analysis
  • Control groups
  • Mixed methods research
  • Non-probability sampling
  • Quantitative research
  • Ecological validity

Research bias

  • Rosenthal effect
  • Implicit bias
  • Cognitive bias
  • Selection bias
  • Negativity bias
  • Status quo bias

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Case Study Method in Psychology

Case study method.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in a variety of fields including psychology, medicine, education, anthropology, political science, and social work.

Case Study Method in Psychology

This method is one of the steps used in the clinical method of studying behaviour. This method is used for those who are suffering from physical or mental disorders. For this the case history has to be made of the earlier experiences of the individual which may be responsible for the present behaviour. Information is also collected from his parents, family, relatives, guardians, neighbours, friends, teachers and from reports about the individual's past. This information will enable the clinical psychologists to diagnose and suggest treatment if there is any problem. However, this method will be successful only if the clinical researcher is technically efficient. The findings are limited to the individuals observed and the findings cannot be generalized.

Characteristics of Case Study Method

The essential characteristics of the case study method are as under:

  • The researcher can take one single social unit or more of such units for his study purpose, may even take a situation to study the same comprehensively.
  • To obtain enough information for drawing correct inferences.
  • To make a complete study of the social unit covering all facets.
  • Try to understand the complex factors that are operative within a social unit as an integrated totality.
  • The approach happens to be qualitative and not quantitative. Mere quantitative information is not collected. Every possible effort is made to collect information concerning all aspects of life.
  • To know the mutual inter-relationship of causal factors.
  • The behavior pattern of the concerning unit is studied directly and not by an indirect and abstract approach.
  • It results in fruitful hypotheses along with the data which may be helpful in testing them, and thus it enables the generalized knowledge to get richer and richer.

Advantages of the Case Study Method

  • Provides a detailed description of rare and specific cases.
  • Provides an opportunity for innovation.
  • Allow researchers to collect rich qualitative information.
  • Allow researchers to challenge theoretical assumptions.

Case studies provide far more detailed information on the rare or hard to study cases and the information concerning measurable or quantitative insights of the case and the detailed information related to the qualitative aspects of human behavior.

Limitations of Case Study Method

  • Lacking scientific rigour and providing little basis for generalization of results to the wider population.
  • Researchers' own subjective feeling may influence the case study (researcher bias).
  • Difficult to replicate.
  • Time-consuming and expensive.
  • The volume of data, together with the time restrictions in place, impacted on the depth of analysis that was possible within the available resources.

Types of Case Study Method

There are a few different types of case studies that psychologists and other researchers might utilize:

1. Collective case studies:- These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community of people.

2. Descriptive case studies:- These involve starting with a descriptive theory. The subjects are then observed and the information gathered is compared to the pre-existing theory.

3. Explanatory case studies:- These are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have actually caused certain things to occur.

4. Exploratory case studies:- These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses.

5. Instrumental case studies:- These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.

6. Intrinsic case studies:- This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic cast study can contribute to the development of a psychological theory.

How to Write a Psychology Case Study

When thinking of writing your own case study, consider these eight steps to help get you started:

1. Gather Information to Create a Profile for a Subject

It's important to understand as much as you can about the research subject prior to developing research methods and a hypothesis. You can use previous case studies for supplemental data that may help you conduct and understand theories or information to enhance your research for the case study. After collecting information from previous studies, gather information on the subject from these four areas:

  • (i). Official or government records: This includes employment history, academic history and medical records.
  • (ii). Personal items: This includes a subject's diary, photographs, personal notes to themselves and official clinical notes or reports.
  • (iii). Interviews: This includes speaking to the subject directly and also their friends, family, coworkers, professors, neighbors and employers.
  • (iv). Observations: This includes observing the subject as they perform daily routines.

2. Choose a Case Study Method

There are two methods to choose from while developing a psychology case study: the prospective method and the retrospective method. Consider what the case study explores and what research you're hoping to discover in order to select the correct method. A prospective case study involves observing an individual or group to determine and understand psychological outcomes. Retrospective case studies use historical information, such as a subject's diagnosis, to determine what factors throughout their life may affect the subject's psychological health and previous behaviors.

3. Collect information regarding the subject's background

The first section of a case study includes the subject's history or background. In this section, a research psychologist collects the following information:

  • (ii). Gender
  • (iii). Employment status
  • (iv). Health status
  • (v). Family members
  • (vi). Relationship status
  • (vii). Family health history
  • (viii). Drug and alcohol history
  • (ix). Challenges in life
  • (x). Life goals
  • (xi). Coping skills
  • (xii). Strengths
  • (xiii). Weaknesses

4. Describe the Subject's Symptoms or Problems

Include any emotional, physical or sensory symptoms a subject may experience in order to develop a proper treatment. Thoughts, feelings or concerns that relate to the symptoms the subject is experiencing are also valuable to document in your study. If the subject undergoes any testing, describe all scores and assessments relevant to the case study.

5. Analyze the Data and Establish a Diagnosis

This step involves using the data from your research to analyze and select the appropriate diagnosis for the subject. To provide evidence to support your diagnosis, explain each step of your research methods and include the subject's symptoms. Symptoms can also provide support and show how the subject meets the diagnostic criteria for a specific disorder.

6. Choose a treatment approach

The next step in writing a psychology case study is to choose a treatment approach once you reach a diagnosis. Here are four treatment approaches you may decide to use:

  • (i). Cognitive-behavioral approach:- This approach allows a psychologist to offer treatment using therapy sessions and allowing a subject to develop cognitive-behavioral coping mechanisms. Cognitive-behavioral therapy can help individuals adjust their ways of thinking and create healthier thinking patterns to improve their mental health.
  • (ii). Humanistic approach:- This approach describes treatments that relate to a subject's behavior, feelings and self-esteem. A psychologist may use a humanistic treatment to help a subject realize their potential and improve their overall well-being.
  • (iii). Psychoanalytic approach:- Psychoanalytic treatments use talk therapy to understand aspects of the unconscious mind and how it may affect behavior. This approach can help identify any repressed experiences or memories that may provoke symptoms of mental illness.
  • (iv). Pharmacological approach:- Psychiatrists who use this approach typically prescribe medication to treat symptoms of mental illness rather than talk therapy. Since this treatment primarily uses medication, it's vital to document each medication treatment and its effectiveness.

7. Describe treatment goals and processes

After identifying a treatment approach, define the goals of using this treatment, how you intend to use the treatment and any outcomes you expect to occur after treatment. Some goals may include eliminating symptoms entirely or using the treatment to reduce some symptoms and implement coping strategies so the subject can return to a functional life. It's important to document your treatment methods and monitor how the subject responds to the treatment to provide further information on the diagnosis for future research.

8. Write a Discussion Section

The last section in a psychology case study is the discussion section. In this section, you describe all processes, findings and factors of the case study, including any limitations and how the study supports previous research. This section also includes any psychological findings or ideas that may require further research. The discussion section gives you an opportunity to review all aspects of your study and determine its accuracy, the benefits it may provide to future research studies and approaches for treatment a psychologist may use with a different subject who has a similar history and symptoms.

Relationship between Education and Psychology

Psychology is closely related to education. Education is the modification of behaviour in a desirable direction or in a controlled environment and psychology is the study of behaviour or science of behaviour. To modify the behaviour or to bring about some changes in the behaviour it is necessary to study the science of behaviour. Thus, education and psychology are logically related.

The developmental stages of children and charcteristics are very essential factors which the teacher must know in order to be a successful teacher. The traditional education was subject centred and teacher dominated. But the modern concept of education has been changed into learning centred to learner centred.

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case study method in psychology

Case Study Method In Psychology: Meaning, Pros, and Cons

Page Contents

What is Case Study Method?

The case study method is the in-depth study of any event, person, or problem in a given situation. It strives to get out the root causes of a given spot. Also, referred to as case history or clinical method.

The case study is one of the oldest research methods used particularly to reveal depths for the diagnosis and treatment of behavior disorders in psychology . The psychologist Sigmund Freud, constructed his theory of personality from case studies. Jean Piaget, the most influential observer of children formulated many cognitive theories on children from case studies.

The case study involves making observations for a particular period of time to find the cause and development of a particular behavior pattern. The case record includes information on family background, home life, neighborhood activities, experience at school, health, past life, and so on.

This method is based on the idea that the more we know about individuals, the better we will be able to understand and help them. While using case study the investor uses, tests, checklists, questionnaires, interviews, etc. It can be done at home, school, or work situations.

For example, A child who is problematic at school may be referred to a guidance clinic, where a detailed case history is compiled using all the possible diagnostic testing with personality inventories, intelligence test, psychoanalytic procedures, etc. so that it will be helpful in understanding the child’s problems to provide him with a remedial plan.

The case study method may also be based on a longitudinal study. A longitudinal study follows a study over an extended period of time, with the measurement at periodic intervals. The researchers have to choose one that suits them the best while doing research.

Advantages and Disadvantages of Case Study Method

Advantages:.

  • It is very beneficial to know about the social behavioral pattern of the individual in-depth. It provides the perception of inner strivings, tensions, and motivations into one’s life directly.
  • It enables the researchers to trace out the relationship of an individual’s inner self with social forces and surroundings for careful historical analysis of the past life.
  • The case study method is quite useful for diagnosis, therapy, and other practical case problems.

Disadvantages/Limitations

  • In the case of history, the information usually comes from parents, teachers, and other associations of the individual being studied, the subjectivity of the researcher may hamper the report that is needed.
  • The danger of false generalizations is always there because no set of rules are followed in the collection of the information and only a few units are studied.
  • It consumes more time, effort, and money to go through studying the behavior.
  • The case study method can be used in a limited sphere, it is not possible to use for a big number.

Despite its limitations, the case study method is a widely used systematic field research technique in social sciences these days. A wide range of private experiences, informal factors, and personal feelings can not experiment directly. In such cases, the case history method proves to be a valuable technique. It proves more useful in the diagnosis and treatment of problem children, neurotics, socially and emotionally maladjusted persons, delinquents, criminals, etc.

Child psychology uses this method to study juvenile delinquency. Similarly, anthropologists, historians, management technicians, novelists, etc. also have used this method extensively. Its use is increasing day by day.

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HSC Projects

Psychology Project Class 12 CBSE – Depression

Table of Contents

INTRODUCTION

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.

CHILDHOOD DEPRESSION

case study method in psychology 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.

case study method in psychology class 12

THE ROLE OF SEPARATION IN THE ETIOLOGY OF STUTTERING

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.

case study method in psychology 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.

FIRST INTERVIEW

case study method in psychology 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.

MOTHER REPORT

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.

DRAW THE PERSON-HOUSE-TREE TECHNIQUE

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.

RORSCHACH TEST

case study method in psychology 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”.

EXPLORATION OF SUICIDAL THOUGHT

case study method in psychology 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.

CONCLUSION OF THE PROCESS

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.

ACKNOWLEDGEMENT

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.

CERTIFICATE

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.

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Examiner’s Signature

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case study method in psychology class 12

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An India Today investigation has found that weight-loss medication drugs like Ozempic from Denmark’s Novo Nordisk and Mounjaro from America’s Eli Lilly are illicitly entering Indian pharmacies, sidestepping regulatory checks.  

case study method in psychology class 12

Will Lalu Yadav's attack on PM Modi backfire for Opposition? Panelists debate on Rahul Kanwal's show

The big focus of this episode of Newstrack is on Lalu Prasad's "no family" jibe at PM Modi and BJP's counter-offensive with "Modi Ka Parivar" campaign.

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  1. Case Study Method in psychology, Definition, Methods, Types and Analysis

    case study method in psychology class 12

  2. CASE STUDY METHOD IN PSYCHOLOGY

    case study method in psychology class 12

  3. case study method in psychology examples

    case study method in psychology class 12

  4. Case Study Method in psychology, Definition, Methods, Types and Analysis

    case study method in psychology class 12

  5. case study method in psychology examples

    case study method in psychology class 12

  6. case study psychology method

    case study method in psychology class 12

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  1. Class XII Psychology Case Profile. #class12th #projects #cbseclass12 #psychology

  2. Case Study Method In Hindi || वैयक्तिक अध्ययन विधि || D.Ed SE (I.D) || All Students || Special BSTC

  3. psychology class 12 th Bihar board objective question lesson=1

  4. Case study method#notes #study #psychology

  5. Psychology Class 12

  6. Psychology Class 12 CHAPTER 1 (VARIATIONS IN PSYCHOLOGICAL ATTRIBUTES)

COMMENTS

  1. Important CBSE Class 12 Psychology Case Study Based Questions 2023

    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 ...

  2. Case Study Research Method in Psychology

    Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews). The case study research method originated in clinical medicine (the case history, i.e., the patient's personal history). In psychology, case studies are ...

  3. Case Study: Definition, Examples, Types, and How to Write

    A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

  4. 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 ...

  5. Research Methods In Psychology

    Olivia Guy-Evans, MSc. Research methods in psychology are systematic procedures used to observe, describe, predict, and explain behavior and mental processes. They include experiments, surveys, case studies, and naturalistic observations, ensuring data collection is objective and reliable to understand and explain psychological phenomena.

  6. PDF Methods of Enquiry in Psychology Chapter

    Example of Survey Method (Box 2.2) Psychological Testing Case Study Analysis of Data Quantitative Method Qualitative Method Limitations of Psychological Enquiry Ethical Issues ... interested in study habits shown in the class or at home. In psychology we study a diverse range of problems related to behaviour and experiences. These problems may ...

  7. Case Study Teaching Method Improves Student Performance and Perceptions

    In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance ( 24 ). This effect on student motivation is important because enhanced motivation for learning activities has been shown to ...

  8. Topic Suggestions for Psychology Case Studies

    A case study is an in-depth psychological investigation of a single person or a group of people. Case studies are commonly used in medicine and psychology. For example, these studies often focus on people with an illness (for example, one that is rare) or people with experiences that cannot be replicated in a lab.

  9. Assessment of Psychological Attributes

    CBSE Class 12 » CBSE Class 12 Study Materials » Psychology » Assessment of Psychological Attributes. ... A case study is an in-depth examination of an individual's psychological characteristics, psychological history, and psychosocial and physical surroundings. ... Case studies are based on various methods, such as interviews, observations ...

  10. Case study (psychology)

    Case study in psychology refers to the use of a descriptive research approach to obtain an in-depth analysis of a person, group, or phenomenon. A variety of techniques may be employed including personal interviews, direct-observation, psychometric tests, and archival records.In psychology case studies are most often used in clinical research to describe rare events and conditions, which ...

  11. Maharashtra Board Class 12 Psychology Solutions Chapter 1 Psychology: A

    Case study method Answer: Case study method is a qualitative research method employed by clinical psychologists. It provides intensive, descriptive information about an individual from multiple sources such as family, peers, school, academic and health records, etc. This helps to assess the person's level of psychological and social functioning.

  12. Psychology case study class 12

    Psychology case study class 12 | How to make case study in psychology | I hope this video will be helpful for you!!Your Queries Psychology case study project...

  13. Senior Class XII Psychology File Cbse

    Senior class XII psychology file Cbse - Read online for free. Investigatory project case study

  14. What Is a Case Study?

    Revised on November 20, 2023. A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are ...

  15. Write short notes on the following : Case study method

    The case study method is a qualitative research method employed by clinical psychologists. It provides intensive, descriptive information about an individual from multiple sources such as family, peers, school, academic and health records, etc. This helps to assess the person's level of psychological and social functioning.

  16. PDF PSYCHOLOGY HOLIDAY HOMEWORK (Class XII)

    introduction to case study file ( heading ) explain case study method ; advantages and disadvantages of this method ( 3 -4 sides ) precautions taken ( voluntary participation ; informed consent ; debriefing and sharing results ; confidentiality - refer to class 11th ncert psychology book ) tools used for collecting data : 1. observation ...

  17. Format of case study

    The case study is not itself a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies such as qualitative techniques (unstructured interviews, participant observation, diaries), personal notes (e. letters, photographs, notes) or official document (e. case notes ...

  18. Case Study Method in Psychology

    In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in a variety of fields including psychology, medicine, education, anthropology, political science, and social work. This method is one of the steps used in the clinical method of studying behaviour.

  19. What Is a Case Study in Psychology? (With Methods and Steps)

    First, a case study allows a researcher to illustrate or test a specific theory. Many psychologists use case studies as exploratory research to develop treatments and confirm diagnoses. Third, the data gathered provides empirical research for others to study and expand on their theories and hypotheses.

  20. Case Study Method In Psychology

    The case study method is the in-depth study of any event, person, or problem. ... Case Study Method In Psychology: Meaning, Pros, and Cons. May 28, 2023 March 5, 2021 by Sujan. Page Contents ... October 17, 2021 at 12:00 pm Fantastic web site. Plenty of useful information here. I am sending it to a few friends ans also sharing in delicious.

  21. Psychology Project Class 12 CBSE

    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.

  22. Class 12 CASE PROFILE

    Class 12 CASE PROFILE - Read online for free.

  23. Case Study In Psychology For Class 12

    Psychology Case Study Format Class 12 Case Solution This case study is usually a fictional account of the intimate interlude during which a mystery in regards to the gender history of one of the characters is uncovered. The case is meant to provide learners a bigger knowledge of gendered society and to discuss diver. . . Emily and Dr. Haskins

  24. CBSE Class 12 Physics paper analysis: Tough questions surprise students

    The CBSE Class 12 Physics paper of 2024, held on March 4, surprised students with its high difficulty level. Students described it as tough and lengthy, particularly highlighting the challenging nature of the MCQs and case study questions. Most students found the paper as challenging or even ...