5.

Introduction of case study

• Define Psychology

psychology is defined as the scientific study of mental processes,

experiences, and behaviors. It explores how the mind works and
how these processes influence our actions, using methods from both
biological and social sciences.

1:-mental processes

psychology, mental processes refer to the internal, cognitive

activities of the mind, including thinking, reasoning, problem-
solving, memory, and perception. These processes are fundamental
to how we understand, interact with, and respond to the world
around us. They are distinct from brain activities, though
interconnected, and form the basis of our experiences and
behaviors.

 Examples:
Common examples include thinking, reasoning, problem-
solving, decision-making, memory, perception, and even
emotions.
2:- experiences

“experience" refers to an individual's subjective, conscious events,

encompassing perceptions, thoughts, feelings, and sensations
arising from interacting with the world. These experiences are
unique to each person and play a crucial role in shaping their
understanding of themselves and their surroundings.

3:- behaviour

Behaviour refers to any response of an organism that can be

measured. Any covert
or overt action/reaction a person does that can be observed in some
ways.
A person running to catch train is an example of overt behaviour.
The working of human memory or problem solving might be thought
of as behaviour, even
though they cannot be observed directly but must be inferred from
their product.
• Define Psychological test

A psychological test is defined as an objective and standardized

measure of an individual's mental and/or behavioral characteristics.

1. Standardization:

 Refers to the process of establishing uniform procedures for

administering and scoring a psychological test.
 Ensures that all individuals taking the test are assessed under
the same conditions, minimizing extraneous variables that
could affect results.
 Examples include standardized instructions, time limits, and
scoring procedures.
2. Objectivity:

 Indicates the degree to which the test is free from subjective

bias in scoring.
 Different scorers should arrive at the same or very similar
scores for the same test responses.
 Objectivity is essential for ensuring fairness and minimizing the
influence of personal opinions or beliefs.
3. Reliability:

 Refers to the consistency and stability of test scores.

 A reliable test yields similar results when administered to the
same individuals on different occasions or when using different
versions of the test.
 Types of Reliability:
 Test-retest reliability: Consistency of scores when the
same test is administered to the same individuals at
different times.
 Internal consistency reliability: Consistency of scores
across items within the same test.
 Inter-rater reliability: Consistency of scores when
different raters or observers score the same test.
4. Validity:
 Definition:
Validity refers to the extent to which a test measures what it is
supposed to measure.

5. Norms:
  Norms are standards of performance derived from a large,
representative sample of individuals. They provide a reference
point for interpreting an individual's score by comparing it to
the scores of others in the same or similar group.

• Define case study

A case study is an in-depth study of the individual in terms of his/her
psychological attributes, psychological history in the context of
his/her psycho-social and physical environment. Case studies are
analyses of persons, events, decisions, periods, projects, policies,
institutions, or other systems that are studied holistically by one or
more method. The case that is the subject of the inquiry will be an
instance of a class of phenomena that provides an analytical frame
— an object — within which the study is conducted and which the
case illuminates and explicates.
Case studies are widely used by clinical psychologists, case analyses
of the lives of great people can also be highly illuminating for those
willing to learn from their life experiences.
The case study method often involves simply observing what
happens to, or reconstructing ‘the case history’ of a single
participant or group of individuals (such as a school class or a
specific social group), i.e. the idiographic approach. Case studies
allow a researcher to investigate a topic in far more detail than
might be possible if they were trying to deal with a large number of
research participants (nomothetic approach) with the aim of
‘averaging’.

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.g. letters, photographs, notes) or official
document (e.g. case notes, clinical notes, appraisal reports).

The data collected can be analyzed using different theories (e.g.

grounded theory, interpretative phenomenological analysis, text
interpretation (e.g. thematic coding) etc. All the approaches
mentioned here use preconceived categories in the analysis and
they are ideographic in their approach, i.e. they focus on the
individual case without reference to a comparison group.
Case studies are widely used in psychology and amongst the best
known were the ones carried out 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.
The main characteristics of the case study
1. A descriptive study
a. (I.e. the data collected constitute descriptions of psychological
processes and events, and of the contexts in which they occurred
(qualitative data).
b. The main emphasis is always on the construction of verbal
descriptions of behaviour or experience but quantitative data may
be collected.
c. High levels of detail are provided.
2. Narrowly focused.
a. Typically a case study offers a description of only a single
individual, and sometimes about groups.
b. Often the case study focuses on a limited aspect of a person, such
as their psychopathological symptoms.
3. Combines objective and subjective data
a. i.e. the researcher may combine objective and subjective data: All
are regarded as valid data for analysis, and as a basis for inferences
within the case study.
i. The objective description of behaviour and its context
ii. Details of the subjective aspect, such as feelings, beliefs,
impressions or interpretations. In fact, a case study is uniquely able
to offer a means of achieving an in-depth understanding of the
behaviour and experience of a single individual.
4. Process-oriented.
a. The case study method enables the researcher to explore and
describe the nature of processes, which occur over time.
b. In contrast to the experimental method, which basically provides
a stilled ‘snapshot’ of processes, which may be continuing over time
like for example the development of language in children over time.
Strengths of Case Studies
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical)
situations.
Case studies give psychological researchers the possibility to
investigate cases, which could not possibly be engineered in
research laboratories. For example, the Money Case Study.
Case studies are often used in exploratory research. They can help
us generate new ideas (that might be tested by other methods).
They are an important way of illustrating theories and can help show
how different aspects of a person's life are related to each other.
The method is therefore important for psychologists who adopt a
holistic point of view (i.e. humanistic psychologists).
Limitations of Case Studies
• Can’t generalize the results to the wider population.
• Researchers own subjective feeling may influence the case study
(researcher bias).
• Difficult to replicate.
• Time consuming.
Because a case study deals with only one person/event/group we
can never be sure whether conclusions drawn from this particular
case apply elsewhere. The results of the study are not generalizable
because we can never know whether the case we have investigated
is representative of the wider body of "similar" instances
Because they are based on the analysis of qualitative (i.e.
descriptive) data a lot depends on the interpretation the
psychologist places on the information she has acquired. This means
that there is a lot of scope for observer bias and it could be that the
subjective opinions of the psychologist intrude in the assessment of
what the data means.
Types of case study
On the basis of number of individuals:
➢ Person/individual: The study of one single individual, generally
using several different research methods. Since there is only one
individual, it emphasizes analysis in depth. Such individual case
study is a time honoured procedure in the field of medicine and
medical researchers.
➢ Group/Community: The study of a single distinctive set of
people, such as a family or small group of friends. Such a case study
is a thorough observation and analysis of a group of people who are
living together in a particular geographical territory. It tries to deal
with various elements of the community life such as economic
activity, climatic and natural resources, historical development,
social life values, health and education etc.
On the basis of purpose:
➢ Deviant Case analysis: The researchers starts with difference
already found between two people or groups and his/her task is to
read backwards, to deduce the condition that might have produced
the differences.
➢ Isolated Clinical Case Analysis: Related to individual units with
respect to some analytical problems, such studies have become
popular in psychoanalysis.
Methods used in Case study
➢ Observation of behaviour, characteristics and social qualities of
the unit by the researcher
➢ Use of questionnaires, opinions, inventories, checklists and other
psychological tests
➢ Analysis of recorded data from schools, clinics, courts,
newspapers and similar sources
➢ Interviewing the subject`s friends, relatives and significant others.
➢ Participant observation: Involves the researcher actually serving
as a participant in events and observing the actions and outcomes.

6. Tools and techniques used

• Observation : define, types, advantages and disadvantages
• Experimental method : define [also write about variables with
independent and dependent variables], advantages and
disadvantages
• Psychological Testing : define, advantages and disadvantages
• Survey : define, advantages and disadvantages
• Case study : define, advantages and disadvantages
• Correlation : define, advantages and disadvantages
S. Metho Define Advantages Disadvantages
N d
o.
1. Observ Observation .Real-time data .Time-consuming
ation in collection:Real- and laborious:
psychology time data Observation can
is a data collection: take a significant
collection Researchers can amount of time and
method observe behaviors effort to conduct
where as they occur, and analyse.
researchers providing a more .Subjectivity and
watch and accurate picture of bias:
record what is happening The observer's own
behaviors, in a specific perceptions and
events, or moment. biases can influence
characteristi .Naturalistic their observations
cs of settings: and interpretations.
individuals Observation can
or groups to be conducted in
understand natural
their actions environments,
and allowing
interactions researchers to
in a specific study behavior in
context. This its typical context
can be done
in natural
settings
(naturalistic
observation)
or controlled
environment
s (controlled
 observation)
.
2. Experi The .Cause and Effect . Time and Cost:
mental experimenta Determination: Setting up and
method l method in The primary conducting
psychology advantage is the experiments can be
involves ability to isolate time-consuming and
manipulatin and identify cause- expensive, especially
if they involve
g one or and-effect
complex procedures
more relationships or large sample
variables between variables. sizes.
(independen .Control:
t variables) Researchers have  Limited
to a high degree of Scope:
determine control over the The
their effect experimental experimental
on another setting and method might
variable variables, not be suitable
(dependent minimizing the for studying all
variable) influence of aspects of
human
while extraneous factors
behavior,
controlling particularly
other those involving
factors. complex social
or cultural
contexts.

3. Psychol psychological Understanding Limited

ogical testing, the Individual Representation:
Testing systematic Differences: Tests may not always
use of tests Tests help in be representative of
to quantify identifying and the population they
psychophysic understanding are intended to
al behaviour, individual variations assess, particularly if
abilities, and in cognitive the standardization
problems and abilities, personality sample is not diverse
to make traits, and
predictions emotional  Limited
about responses. This Scope:
psychological information can be Psychological
performance. valuable for tests may not
personalized capture the full
learning and complexity of
guidance human
behavior and
 Cost-
experience. Th
Effectivenes
 s: ey often
provide a
In some
snapshot of a
cases, testing
person's
can be a cost-
abilities or
effective way
traits at a
to gather
specific point in
information
time and may
about a large
not reflect the
group of
full range of
individuals,
their potential
especially
or behavior in
when
different
compared to
situations.
extensive
one-on-one
assessments.

4. Survey In a survey  Cost-  Low response

effective: rates:
study, part
icipants Surveys are Surveys can
generally less suffer from low
answer a expensive response rates,
set of than other which may lead
questions research to biased
posed to methods, results if the
especially respondents
them by a when differ
researcher administered significantly
. The online or from the
answers through mail. general
population.
they  Large
provide sample size:  Limited depth
of insight:
are Surveys can
considered reach a large Closed-ended
number of questions may
self- participants, restrict the
reported allowing for depth of
data broader information
because generalization gathered, and
s. participants
participant may not be
s answer able to fully
the express their
questions opinions or
experiences.
themselve
s. Survey
 studies
can be
used to
research
almost any
topic.
5. Case Case study in  In-depth  Time-
study psychology understandi consuming
refers to the ng: and resource-
use of a intensive:
Case studies
descriptive allow for a Conducting a
research detailed and thorough case
approach to comprehensiv study can be a
obtain an in- e exploration lengthy
depth of an process that
analysis of a individual or requires
person, group's significant
group, or experiences, time, effort,
phenomenon. behaviors, and resources.
A variety of and
techniques  Difficulty in
psychological
may be establishing
processes. .
employed cause and
including  Rich data effect:
personal collection: It can be
interviews, Case studies challenging to
direct- can generate determine
observation, a wealth of clear cause-
psychometric qualitative and-effect
tests, and data through relationships
archival various between
records. methods like variables in a
interviews, case study.
observations,
and document
analysis

6. Correla Correlation  Relationship  No Cause and

tion means s: Effect:
that there is Correlation Correlation
a relationship helps does not equal
between two determine the causation. Just
or more strength and because two
variables (suc direction of variables are
h between relationships related does
the variables between not mean one
of negative
 thinking and variables. causes the
depressive other.
 Study
symptoms), Inaccessible  Third Variable
but this Variables: Problem:
relationship
does not It allows A third,
necessarily researchers to unmeasured
imply cause investigate variable might
and effect. relationships be influencing
When two between both variables
variables are variables that in the
correlated, it cannot be correlation,
simply means ethically or creating a
that as one practically spurious
variable manipulated relationship.
changes, so in an
does the experiment
other.

Objective of a case study

The case study is a research method involving an up-close, in-depth,
and detailed examination of a subject of study, as well as its related
contextual conditions. It involves assessment of individual`s
psychological, physical, social, and emotional dimensions with the
help of specific psychological tools and techniques.
8. Identification of Data [Picture of the subject]

➢ Biographical data
• Name:- Sifat saluja
• Age:- 17
• Date of birth:- 11/10/2008
• Place of birth:- Indore
• Gender:- Female
• Height:-5’4
• Weight:-64
• Religion:-sikh
• Caste:- General
• Educational Qualification:-perusing XII
• Institute associated with:-EHIS
• Place of education :-Indore
➢ Personal History [Paragraph about the subject`s general
life, talk about school/college life, what she/he wants to do
in future, any particular change in life, attitude about life,
schooling, friends etc.]

The subject of the case study is Sifat saluja, a 17-year-old student currently studying in Class
12 at a reputed CBSE school The Emerald Heights International school in Indore. Riya has
always been a bright and curious child, known for her creativity and love for reading. She has
a close-knit group of friends and shares a deep bond with her family, especially her elder
sister. Her school life has been academically successful but emotionally turbulent,
particularly over the last year, after increasing pressure of board exams. Sifat dreams of
becoming an Advocate in the future, driven by her interest in LLB and helping people by
solving their problems . Recently, she has become more introspective and prefers solitude,
which is a noticeable change from her previously outgoing nature. While she still participates
in school activities, she often feels overwhelmed and unsure of her abilities. Despite this,
Sifat holds a positive attitude towards life and believes that challenges are temporary and can
be overcome with the right support and mindset.but sometimes because of the pressure of
making career and board exams she sometimes feels very anxious.

9. Family History

Sifat saluja , the subject of this case study, belongs to a joint family residing in
indore,MP. Her family consists of her grandparents, parents, uncle, aunt, cousins, and elder
sister—all living together under one roof. This large and lively household has had a strong
influence on Sifat’s emotional and social development. Growing up surrounded by family
members of different age groups has helped her become more responsible, cooperative, and
emotionally aware

➢ Family Tree

Mr. Dilip singh saluja

(Grandfather)
Mrs. Preeti saluja (Grandmother)
│

┌──────────────────────────┴──────────────────────────┐
│ │
Mr. Ranjeet saluja (Father) Mr. Paramjeet
saluja (Uncle)
 Mrs. Neha saluja (Mother) Mrs. Neetu saluja
(Aunt)
│ │
┌──────────────┬──────────────┐
│ │ │ │
Sifat saluja Maheep saluja Tanishka saluja
Agam saluja
(Subject) (Younger Brother) (Cousin Sister)
(Cousin Brother)

➢ Family arrangement: Joint family/ nuclear family with its

advantages and disadvantages.

Sifat lives in a joint family

Advantages:-

Emotional Support Members of a joint family provide constant love, care, and
emotional stability during difficult times.

1. Shared Responsibilities

Household work, child care, and decision-making are divided among family
members, reducing pressure on individuals.

2. Cultural and Moral Values

Elders pass on traditions, values, and life lessons, helping younger members stay
connected to their roots.

3. Social Skills and Cooperation

Children learn how to share, adjust, and cooperate with others, making them more
socially aware and emotionally mature.

4. Economic Benefits

Joint families often pool resources, reducing living costs and increasing financial
security.

5. Celebration and Togetherness

Festivals, birthdays, and family events are more lively and joyful, creating lasting
memories

Disadvantages:-.
 1. Lack of Privacy

With many people living together, personal space and time can be limited.

2. Frequent Conflicts

Differences in opinions, lifestyle choices, and parenting styles can lead to arguments
or misunderstandings.

3. Delayed Decision-Making

Important decisions may take longer due to the involvement of multiple opinions and
family hierarchies.

4. Unequal Responsibilities

Sometimes, a few members may end up doing more work or facing more pressure
than others.

5. Limited Individual Freedom

Members may feel restricted in pursuing personal goals or making independent

choices due to family expectations.

6. Generation Gap Issues

Differences in mindset between elders and younger members can lead to clashes in
values and beliefs.

➢ Family details
• Name of the father: Ranjeet singh saluja
• Age: 42
• Qualification:graduated from a well known college
• Occupation: business man
• Designation:owner of the business

• Name of the mother : Neha saluja

• Age:40
• Qualification:graduated from a well known college
• Occupation: house wife
• Designation:

➢ Interview with the Father

How are you feeling at this moment?
I’m feeling quite reflective and thoughtful. Talking about
my daughter makes me feel emotional and proud at the
same time.

How much time do you spend in interacting with your child?

Due to work, I can’t spend as much time as I’d like, but I
make sure to have meaningful conversations with sifat
every evening. We usually talk during dinner or go for short
walks on weekends.

What are the things that you want to improve in your child?
Sifat tends to doubt herself a lot, especially during
stressful situations like exams or competitions. I would like
her to become more confident and believe in her abilities.

What are the things that you like about your child?
She is extremely kind-hearted, responsible, and always
respectful to elders. I admire her maturity and how she
helps her younger brother with his studies.

Does he/she have frequent change in behaviour or mood

swings?
Yes, especially in the last few months. Sometimes she
becomes very quiet and withdrawn, and other times she
seems cheerful and talkative. I think it’s partly due to
academic pressure and teenage emotional changes.

Does she share her/his problems and opinions with you?

She used to share everything openly, but lately she has
become more reserved. I try to create a comfortable space
for her to talk, and she opens up when she feels ready.

What are the changes you have seen in her/his attitude

recently?
Earlier, sifat was very outgoing and expressive. Recently,
she has become more serious and sensitive. She thinks
deeply before speaking and often prefers being alone.

Are you proud of your child?

Absolutely. I may not say it often, but I’m incredibly proud
of who she is becoming. She has a kind soul, a strong sense
of responsibility, and I know she will do something
meaningful in life.
➢ Subject`s relation with his/her father [your observation]

From my observations, the subject shares a cordial but somewhat distant relationship with
their father. While there is mutual respect and no signs of overt conflict, emotional closeness
appears to be lacking. The subject often hesitates to express personal feelings or problems to
their father, indicating a communication gap. The father seems to fulfill his responsibilities in
terms of providing and setting rules, but emotional involvement and deep conversations are
minimal. This might contribute to the subject’s occasional feelings of isolation or emotional
restraint. Overall, the bond is respectful, yet not very nurturing or emotionally expressive.

➢ Interview with the Mother

How are you feeling at this moment?

I’m feeling alright. As a mother, I’m always concerned about

my child’s well-being, so being a part of this study makes
me a little anxious but hopeful.

How much time do you spend in interacting with your child?

I try to spend at least an hour or two every day talking to

her, especially during meals or before bedtime. But lately,
she seems to prefer being alone or with her friends more
than before.

How is her/his behaviour at home?

Her behaviour at home is generally calm, though she can be

irritable at times. She prefers staying in her room and
doesn’t talk as much as she used to. However, she always
follows the basic rules and respects us.

What are the things that you like about your child?

She’s very kind-hearted and sensitive. She’s also very

creative and always tries to help others in her own little
ways. I love that about her.

Does he/she have frequent change in behaviour or mood swings?

Yes, she does. Sometimes she’s very cheerful, and then

suddenly becomes quiet or even upset without any clear
reason. I believe she’s going through something
emotionally, but she doesn’t open up much.

What do you think about your child`s group of friends?

I’ve met a few of them. Most seem decent, but I’m not sure
if all of them are a positive influence. I’ve noticed some
changes in her attitude after spending time with them.

What are the changes you have seen in her/his attitude recently?

She has become more withdrawn and moody. Earlier, she

used to share everything with me, but now she avoids
deeper conversations. She also seems more anxious than
before.

Are you proud of your child?

Yes, very much. Despite the struggles she might be facing,

she’s strong, compassionate, and has a good heart. I just
hope she finds the courage to talk and seek help when
needed.

➢ Subject`s relation with his/her mother [your observation]

the subject appears to maintain a quiet but emotionally secure bond with her mother. She may
not express her thoughts openly or frequently initiate conversations, yet her comfort around
her mother is evident through subtle gestures—like seeking her presence during stressful
moments or responding positively to her mother’s attempts to engage. While verbal
communication might be limited, there is a silent understanding and unspoken trust between
them. The mother plays a significant role as an emotional anchor, even though the subject’s
introverted nature may sometimes make her seem distant or withdrawn.

➢ Interview with Sibling

How are you feeling at this moment?
I’m feeling okay. A bit curious about this whole process, but
I’m happy to help.

How much time do you spend in interacting with your

brother/sister?
We talk here and there—usually in the evenings or when
we’re both free. Sometimes we joke around or discuss
school stuff, but not a lot of deep conversations.

Do you stay in the same room? Are you comfortable with

this
arrangement?
Yes, we share a room. It’s mostly fine. Sometimes we argue
over small things like space or noise, but overall it works
out well. We respect each other’s space.

What are the things that you like about your brother/sister?
She’s very thoughtful and caring in her own way. Even if
she doesn’t talk much, she notices things and helps
without making a big deal out of it.

Does he/she have frequent change in behaviour or mood

swings?
Yes, recently I’ve noticed she gets irritated more easily or
just shuts herself off. One moment she’s fine, and the next
she’s totally silent or upset.

Do you hangout with your brother`s/sister`s friends?

Yes, sometimes I do hang out with her friends. They’re friendly and
make me feel included. We’ve gone out together a few times, and I
get along well with most of them.

What are the changes you have seen in her/his attitude

recently?
She’s become quieter and a bit more distant. Earlier she
used to be more playful and open, but now she seems
distracted and prefers being alone most of the time.

➢ Subject`s relation with his/her sibling [your observation]

The subject appears to share a warm and cooperative relationship with her sibling. Despite
being introverted, she is comfortable around her sibling and often engages in light
conversation or shared activities at home. Their bond seems rooted in mutual respect and
silent understanding rather than constant interaction. Occasional disagreements may occur, as
is common among siblings, but there is no sign of significant conflict. The subject seems to
find a sense of familiarity and emotional ease in her sibling’s presence, suggesting a secure
and affectionate sibling relationship.

10. Medical History

Subject: The subject is physically healthy but experiences mild anxiety, mostly triggered
by academic stress and overthinking. The anxiety is at a normal level and does not interfere
significantly with daily life. It can be managed easily through emotional support, relaxation
techniques, and lifestyle adjustments if needed. No history of major illness or hospitalization
has been reported.

Father: The father is in good health with no known medical issues.

Mother: The mother is healthy and does not have any major medical concerns.

Siblings: The siblings are physically and mentally healthy, with no significant medical
history.

11. Habits, interests and talents [One Page]

The subject is an introverted and observant individual who prefers calm and quiet
surroundings. She follows a fairly disciplined daily routine, including attending school,
completing homework, and spending time alone or with close family members. One notable
habit is her tendency to overthink situations, which sometimes contributes to mild stress or
anxiety. She is also slightly reserved in expressing emotions and often avoids large social
gatherings.

In terms of interests, the subject enjoys reading fiction, especially mystery and emotional
drama novels, which allow her to escape into imaginative worlds. She also finds comfort in
listening to music, particularly soft instrumental or calming tunes. Apart from these, she
shows a strong liking for drawing and sketching, often using art as a way to express emotions
she may not be comfortable verbalizing. Nature walks and journaling are other quiet activities
she engages in to relax and reflect.

When it comes to talents, the subject is naturally creative and has a good eye for detail. Her
artwork reflects a deep sense of observation and emotional depth. Teachers have also
appreciated her for her neatness and thoughtful responses in class. While she may not be
vocal about her abilities, her talents shine through when she is given time and space to
express herself comfortably.
Overall, her habits and interests align with her introverted personality, and her talents lie in
quiet expression, creativity, and emotional sensitivity.

12. Interview with the subject

How are you feeling at this moment?
I’m feeling okay, just a little nervous because I’m not used
to talking about myself this much. But I’m comfortable.

Tell me about yourself.

I’m a quiet and introverted person. I like to spend time
alone, mostly reading or drawing. I enjoy school, especially
subjects like English and Art, and I try to do my best in
whatever I take up. Sometimes I feel overwhelmed, but I
try to

What do your friends say about you?

My friends say I’m a good listener and someone they can
trust. They often come to me when they need advice or just
want to talk. They say I’m calm and mature for my age.

What are your strengths?

I think one of my strengths is being emotionally aware. I
understand people’s feelings well and try to be kind. I’m
also creative and pretty disciplined when it comes to work.

What are your areas of improvement?

I know I overthink things a lot, and that sometimes makes
me anxious. I also find it hard to speak up in large groups
or share my opinions openly. I’m trying to work on that
slowly.

What do you like about yourself

I like that I’m sincere and caring. I don’t fake emotions and
try to stay true to myself. I also appreciate my ability to
stay calm in tough situations.

Do you share all your problems with your friends?

Not always. I usually keep a lot to myself because I don’t
want to burden others. Sometimes I share with one or two
close friends, but only when I really need to.

Do you agree upon the beliefs of your family members?

Mostly yes. My family has taught me to be respectful and
grounded, and I agree with those values. But sometimes I
feel they don’t fully understand how I think or feel,
especially when it comes to emotions.

What motivates you?

What motivates me is the thought of becoming a better
version of myself. When someone appreciates my work or
efforts, it encourages me a lot. Even small progress makes
me feel stronger.

Summary of the interview: [your observation and conclusion

of the interview]

Based on the interview, the subject appears to be an emotionally aware and introspective
individual. As an introvert, she is naturally reserved but expresses herself well when given a
comfortable space. Her responses reflect self-awareness, honesty, and a balanced
understanding of her strengths and areas for improvement.

The subject shows signs of mild anxiety, mainly linked to academic pressure and
overthinking. Despite this, she maintains a disciplined routine and performs well in school.
She values trust, sincerity, and emotional stability, which is evident in the way she describes
her relationships and personal motivations.

Although she finds it difficult to open up in social situations, she demonstrates a mature and
thoughtful personality. Her creative interests, such as reading and drawing, serve as
emotional outlets and coping mechanisms. The interview highlights that with the right
support and environment, her anxiety is manageable and her personal growth potential is
strong.

In conclusion, the subject is emotionally sensitive, creative, and capable of self-reflection.

Continued encouragement and a stress-free environment will help her overcome her inner
barriers and thrive both emotionally and academically.

13. Interview with Significant others: [One friend and one

teacher]
 How are you feeling at this moment?
I’m feeling good. I’m happy to share my thoughts about my
friend. She means a lot to me.

How much time do you spend in interacting with your

friend/student/relative?

We talk almost every day—at school, over messages, or

during group study. We may not always talk for long hours,
but whenever we do, it’s meaningful and comforting.

What are his/her areas of improvement?

I think she needs to be a bit more confident in expressing

her thoughts. She overthinks small things and keeps a lot
inside, which I feel sometimes affects her mood.

What are the things that you like about him/her?

She’s very genuine and kind. I like that she listens without
judgment, and I can trust her completely. She always tries
to help others in her own calm and thoughtful way.

Does he/she have frequent change in behaviour or mood

swings?
Sometimes, yes. There are days when she’s very cheerful,
and other times when she becomes quiet or distant. I think
it’s related to stress, especially around exams or when
she’s feeling overwhelmed.

Do you think he/she is an aggressive person?

Sometimes, yes. There are days when she’s very cheerful,
and other times when she becomes quiet or distant. I think
it’s related to stress, especially around exams or when
she’s feeling overwhelmed.

14. Projective tests

• Picture Interpretation
 [For Female subjects]

The picture portrays a girl sitting alone in front of a mirror in what seems to be her bedroom.
She has her back turned, and the room looks neat, quiet, and familiar. It gives a feeling of
peace, but also a little loneliness. When I look at this picture, I feel like the girl is deep in
thought—maybe thinking about her life, her problems, or just trying to understand herself.

I can relate to her because I also like spending time alone when I feel stressed or anxious.
Sitting in front of a mirror sometimes helps me reflect on things I can’t always say out loud.
It’s like she’s looking for answers within herself, which I often do too.

The light above her is on, but the rest of the room feels still, like it’s a safe place where no
one will disturb her. The mirror shows a part of her, but not everything—and I feel like that
represents how I also hide some of my emotions from others.

To me, this picture shows what it feels like to be quiet on the outside but full of thoughts
inside. It reflects a moment of calm, personal reflection, and emotional space—which is
something I really connect with.
• Sentence Completion Test

Sentence Completion Test

ROBIN HEDDERLY
Name:sifat saluja
School:the emeral heights International school
Sex:Female
Year: _XII
Date of birth:11/10/2008
 Date:11/05/2025

1. I like spending time alone with music or a good book.

2. The happiest time in my life was when I went on vacation with my family.
3. I want to know why I get anxious even when everything looks fine.
4. At home I feel comfortable, but sometimes I stay quiet even when I have things to
say.
5. At night time I usually overthink about my day and worry about the next.
6. I am sorry for not always expressing my emotions to the people who care about me.
7. The best moments are when I feel understood without having to explain myself.
8. Boys are friendly, but I’m more comfortable around my close female friends.
9. What upsets me is being misunderstood or when people don’t take me seriously.
10. People often think I’m distant, but I just take time to open up.
11. A mother is someone who silently understands even when you don’t say a word.
12. I feel nervous when I have too many thoughts and can’t express them properly.
13. My greatest fear is being left alone emotionally or disappointing my loved ones.
14. In my previous school I felt less pressure, and I had more time for myself.
15. I can’t always explain what I’m feeling, and that makes me feel frustrated.
16. Sports make me anxious, but I enjoy artistic activities like drawing and journaling.
17. When I was younger I used to be more carefree and didn’t worry so much about the
future

15. Psychological Tests conducted on

the subject
• Maudsley`s Personality Inventory
• Sinha`s Comprehensive Anxiety test
• Self Concept Questionnaire
• Adjustment Inventory for School

'-0

.. f

According to the psychological assessments conducted on the subject, Sifat Saluja, the results
clearly indicate the presence of anxiety symptoms. In the Maudsley Personality Inventory
(MPI), the subject scored 12 on the Extraversion scale, indicating moderate sociability, and
17 on the Neuroticism scale, which suggests high emotional instability and anxiety-prone
tendencies. The Lie scale score was 6, implying that her responses are reliable and valid. In
Sinha’s Comprehensive Anxiety Test (SCAT), she obtained a raw score of 47 out of 90,
which classifies her in the high anxiety category, showing significant levels of worry, fear,
and internal conflict. In the Self-Concept Questionnaire (SCQ) developed by Dr. R.K.
Saraswat, the total self-concept score was 31 out of 60, reflecting an average self-concept
with comparatively lower confidence in the educational and temperamental domains, though
she showed moderate strength in physical and moral areas. Lastly, in the Adjustment
Inventory for School Students (AISS–SS), her raw scores were 18 in Emotional, 15 in Social,
and 19 in Educational adjustment, summing up to a total score of 52, indicating poor
emotional and educational adjustment, with moderate social adjustment. These scores
collectively confirm that the subject has poor coping mechanisms, struggles with self-image,
and is experiencing emotional and academic stress consistent with an anxiety disorder.

16. Conclusion and suggestions

I conducted my case profile on Sifat Saluja, aged 17 years, a student of The Emerald Heights
International School, Indore. It was a truly enriching and insightful experience, which
allowed me to apply the theoretical knowledge I had learned in psychology class to a real-life
case. The process taught me the importance of observation, empathy, confidentiality, and the
ethical conduct of psychological assessments. It also helped me gain deeper insight into
human emotions, personality, and behavior, especially related to anxiety.

To assess the psychological functioning of the subject, I conducted the following

psychological tests:

 Maudsley’s Personality Inventory (MPI)

 Sinha’s Comprehensive Anxiety Test (SCAT)
 Self-Concept Questionnaire (SCQ)
 Adjustment Inventory for School Students (AISS-SS)
The assessment was conducted through a multi-method approach involving behavioral
observation, self-report psychometric testing, interviews with the subject, and interactions
with significant individuals in her life (parents and teachers). In addition, projective
techniques such as the Sentence Completion Test and Picture Interpretation Test were also
used to gain deeper insight into unconscious emotional conflicts and fears.

Test Results and Interpretation

1. Maudsley’s Personality Inventory (MPI)

The subject scored 23 on Extraversion and 35 on Neuroticism.

This indicates that Sifat is moderately introverted but highly neurotic. She may
experience emotional instability, worry excessively, and have difficulty coping with
daily stressors. Her neuroticism score suggests vulnerability to anxiety, tension, low
frustration tolerance, and frequent mood swings. This interpretation was consistent
with behavioral observations, where she appeared restless, withdrawn at times, and
easily overwhelmed during discussions of academic and social pressures.

2. Sinha’s Comprehensive Anxiety Test (SCAT)

The subject scored 47 out of 90, placing her in the high anxiety category.

This suggests that anxiety is a persistent feature in her psychological makeup,

affecting both her cognitive processes (like concentration and memory) and emotional
well-being. Sifat experiences anticipatory anxiety, overthinking, fear of failure, and
low confidence in performance-based situations. She also expressed a fear of
disappointing others and often doubts her abilities even before attempting a task.

3. Adjustment Inventory for School Students (AISS-SS)

The scores were:

o Emotional Adjustment: 18
o Social Adjustment: 15
o Educational Adjustment: 19
o Total Score: 52

These results reflect poor adjustment, especially in emotional and academic

areas. She often feels helpless and nervous in school settings. Her emotional
instability interferes with her ability to form positive peer relationships or
confidently engage with teachers. While she does have a few friends, she
isolates herself during stressful times. Academically, she feels overwhelmed
and believes that others are more capable than her.

4. Self-Concept Questionnaire (SCQ)

 The subject scored 31 out of 60, indicating a moderate self-concept, but with
inconsistencies across domains.

While she sees herself as morally upright and socially aware, she lacks confidence in
her educational, temperamental, and intellectual abilities. Her self-image is fragile and
easily influenced by criticism or failure. This inconsistency contributes to her low
academic motivation, feelings of inferiority, and emotional sensitivity.

Behavioral Observation and Interview Insights

In interviews with Sifat, she was cooperative but often hesitated before answering personal
questions. She mentioned feeling pressure to perform academically and compared herself
unfavorably with her peers. She reported trouble sleeping, frequent headaches, and constant
worry about the future. In conversations, she showed signs of self-doubt, perfectionism, and a
need for external validation.

Her parents described her as a bright but emotionally sensitive child who gets easily
discouraged by failure. Her mother expressed concern about her tendency to isolate herself
during exams or emotionally challenging situations. Teachers reported that while she is
attentive in class, her performance fluctuates and she avoids participating in group
discussions or competitions.

Discrepancies Between Test Scores and Observations

There were no major discrepancies between the test scores and behavioral observations.
However, in the SCQ, the subject reported slightly more confidence in her moral and social
domains than what was observed in interviews and projective tests. This could be due to
social desirability bias or wishful thinking, as she may want to view herself more positively
in those areas.

Suggestions and Strategies

Given the subject’s high anxiety, emotional instability, and poor adjustment, the following
strategies are suggested:
 1. Counseling and Therapy:

Sifat would benefit from regular sessions with a school counselor or psychologist.
Cognitive Behavioral Therapy (CBT) can help her identify irrational beliefs, reduce
catastrophizing, and develop healthier thought patterns.

2. Parental and Teacher Involvement:

Both parents and teachers should provide consistent emotional support, avoid harsh
criticism, and set realistic expectations. Open communication at home and school can
reduce the subject’s fear of judgment.

3. Academic Mentoring:

Personalized academic support with small achievable goals and positive

reinforcement can help rebuild her academic self-concept. Encouragement in non-
academic areas (e.g., music, art, or dance) can also promote a more positive self-
image.

4. Relaxation and Mindfulness:

Teaching her simple breathing exercises, meditation, and journaling techniques can
help manage anxiety and improve focus.

5. Peer Interaction and Social Skills Training:

She should be encouraged to join extracurricular activities or school clubs to develop

friendships and enhance social confidence.

6. Routine and Self-Discipline:

A consistent daily routine, including proper sleep, meals, and breaks from screens,
can improve emotional regulation and academic performance.

Final Thoughts

In conclusion, this case study was a powerful learning experience that showed how multiple
psychological tools, when combined with personal interviews and observations, can provide
an accurate understanding of an individual’s emotional and psychological functioning. The
subject, Sifat Saluja, is facing significant emotional and academic challenges stemming
primarily from anxiety, self-doubt, and adjustment issues. However, with the right guidance,
empathy, and interventions, she has the potential to overcome these difficulties and grow into
a resilient and emotionally balanced individual.
17. Bibliography
• NCERT Class XII Psychology Book
• NCERT Class XI Psychology book
• www.wikipedia.com
• http://www.simplypsychology.org/case-study.html
• Psychology Test manuals
• General Psychology by Dr. D.N.Srivastava