VASANTA COLLEGE FOR

WOMEN
PSYCHOLOGY ASSIGNMENT
2019-20

SEMSTER- IV
8/31/2020

SUBMITTED TO – MR. VED PRAKASH

RAWAT
SUBMITTED BY- VAISHNAVI SINHA
18239EC0036
PSYCHOLOGY PRACTICAL FILE 
BSP-222 
SEMESTER-IV (2019-20) 
 
 
Submitted to- Mr. Ved Prakash Rawat 
Submitted by- Vaishnavi Sinha 
B.A.(ECONOMICS-2018-21) 
 Roll no. 18239ECO036 
 
 
INDEX 
Serial  TOPIC                          TITLE 
1.  Test-1  Mental Health 
2.  Test- 2  Adjustment 
3.  Test- 3  Moral Development/ Judgement 
4.  Test- 4   Nature of study habits and attitude
5.  Test- 5   Life satisfaction
 
 
 
  
 ACKNOWLEDGEMENT

I would like to extend my

sincerest thanks to my teacher,
Mr. Ved Prakash Rawat Sir, for
enlightening us with the subject
knowledge and the topics to
understand psychology in an
easy way.
And to the ever lasting support
he extends whenever we get
into a doubt to get the topic.
TEST-1 MENTAL HEALTH  
 
AIM- To assess and evaluate the length of ‘Mental Health’ of a person with the help of mental
health inventory.   
        
INTRODUCTION- Mental health can be defined as a state of well-being enabling individuals to
realize their abilities, cope with the normal stresses of life, work productively and fruitfully
and make a contribution to their communities. 
 Mental health includes our emotional, psychological and social well-being. It affects how
we think, feel and act. It also determines how we handle stress, relate to each other, and make
choices. Mental health is important at every stage of life from childhood through adulthood. 
 Over the course of life, if one experiences mental health problems, one’s thinking, mood,
and behavior could be affected. Many factors contribute to the mental health problems
including: 
a. Biological factors such as genes or brain chemistry 
b. Life experiences such as trauma or abuse 
c. Family history of mental health problem 
 Mental health is a level of psychological well-being or an abuse of mental illness. It is the
state or psychological state of someone. 
 From the perspective of positive psychology or holism mental health may include an
individual ability to enjoy life and create a balance between life activities and efforts to
achieve psychological resilience. 
 According to the World Health Organization (WHO), mental health includes “subjective
well- being, perceived self-efficacy, autonomy, competence, inter-generational dependence,
and self-actualization of one’s intellectual and emotional potential among others. The WHO
further states that the well-being of an individual is encompassed in the realization of their
abilities, coping with normal stresses of life, productive work and contribution to their
community. Cultural differences, subjective assessments, and competing professional theories
all, affect how “mental health” is defined. 
Early warning signs- 
Experiencing one or more of the following feelings or behavior can be an early warning or
sign. 
1. Eating or sleeping too much or too little 
2. Pulling away from people and usual activities 
3. Use of smoking, drinking, drugs more than usual 
4. Feeling helpless or hopeless 
5. Feeling low on energy 
6. Severe mood swings or fights with friends or family 
7. Thinking of harming oneself 
 
 
 
 
 
 
 METHOD-   

 Subject- Name- Kamna Yadav 

                  Sex- Female 
                  Age- 19 
 Materials required- Stationary, Mental health inventory, Mental Health Manual 
 Procedure-This test requires completion of Mental Health inventory. The subject was
called in the laboratory and asked to be seated comfortably. A rapport was established with
the subject and the following instructions were given: 
1. I have to conduct this test as a part of my study and I request your cooperation. 
2. This test will reveal nothing about your personal disposition but it could help in knowing
some general principles which is a part of your mental health. You can be comfortable
without any hesitation. A mental health inventory will be provided to you and you have to fill
in it with the tick mark on a 4-pointer scale. There will be no time limit but please try to
complete as soon as possible. 
3. The inventory was provided to the subject and upon completion, she was sent back. 
 
 
 TABLE-1 
Number of items on various dimension of Mental health 

Serial no.  Dimensions of mental health  Positive items   Negative items 

1  Positive self-evaluation   19,23,27,32,38,45, 1,7,13 
  51
  Perception of reality   6,8,41,52 14,24,35,46 
2 
  Integration of personality   20  2,9,15,18,25,28,33,36,40,
3  47,53
4  Autonomy   29,54  3,10,42,48
 
5  Group oriented attitude   4,26,39,43  11,16,21,30,49,55
 
6  Environmental mastery   12,31,34,37,44,50,56 5,17,22
 
7  Overall mental health   66  74
 

TABLE-2
Norms for Mental Health for female students

S. Dimensions of Very Good Average Poor Very

No. mental health good poor
1 Positive self- 38 > 37-34 33-29 28-33 <23
evaluation
2 Perception of 31> 30-27 26-23 22-19 <19
reality
3 Integration of 45> 44-39 38-33 32-27 <27
personality
4 Autonomy 22> 21-19 18-15 14-12 <12
5 Group oriented 42> 41-36 35-31 30-25 <25
attitude
6 Environmental 36> 36-32 31-27 26-23 <23
mastery
7 Overall mental 196> 195- 174-154 154-134 <134
health 175

CALCULATIONS

1-Positive self-evaluation

Positive items Score Negative items Score

19 2 1 3
23 1 7 3
27 2 13 2
32 3
38 4
45 2 8
51 3
TOTAL 17 TOTAL 8
P.S.E= positive items +negative items

=17+8=25

2.Perception of reality

Positive items Score Negative items score

6 4 13 2
8 2 22 2
41 2 35 2
52 3 46 2
TOTAL 8 TOTAL 8
P.R= positive items+ negative items
 =11+8=19

3-Integration of personality

Positive items Score Negative items Score

20 3 2 2
9 2
15 3
18 3
25 1
28 2
33 1
36 3
40 3
47 3
53 3
TOTAL 3 TOTAL 26
I.P= Positive items+ negative items

3+26= 29

4-Autonomy

Positive items Score Negative Items Score

29 2 3 1
54 3 10 2
42 2
48 8
TOTAL 5 TOTAL 8

AUTONOMY= Positive items +negative items

=5+8=13

5- Group oriented attitude

Positive items Score Negative items Score

11 3
4 2 16 3
26 3 21 3
39 4 30 3
43 3 49 2
55 1
TOTAL 12 TOTAL 15
G.O.M= positive items+ negative items
 =12+15= 27

6-Environmental mastery

Positive items Score Negative items score

12 2
31 3 5 4
34 4 7 1
37 1 22 4
44 2
50 3
56 4
TOTAL 19 TOTAL 9
E. M= positive items+ negative items

=19+9= 28

TABLE-3

Present the scores of student on various dimensions of mental health

S. No. Dimensions of mental Obtained score Interpretation

health
1 Positive self- evaluation 25 Poor

2 Perception of reality 18 Very Poor

3 Integration of personality 29 Poor

4 Autonomy 13 Poor

5 Group oriented attitude 27 Poor

6 Environmental mastery 28 Poor

7 Overall mental health 140 Poor

RESULT- On the basis of table 5, we can observe that the subject has scored

 25 on the positive self- evaluation dimension which is low.

 29 on the “integration of personality”
 13 under “autonomy”
 27 in “group oriented attitude”
  28 in “environmental mastery”
 Overall mental health score is 140 which clearly indicate that the subject has poor mental
health.

DISCUSSION- Mental health can be defined as a state of well being enabling individuals to
realize their abilities, cope with the mental stresses, and work productively and fruitfully. The
subject has scored 140 in overall mental health score which predicts poor mental health of the
subject.

Thus the subject is highly recommended a professional help or a clinical psychologist.

CONCLUSION- It can be concluded that the mental health of the subject is POOR with the
score of 140 and is recommended to seek professional psychologist help.

REFERENCES-

 Butcher, N.J, Hineka,(2013) Abnormal Psychology

 Mental Health: retrieved from WIKIPEDIA
TEST-2 ADJUSTMENT

AIM- To assess and evaluate the level of adjustment of person with the help of “Adjustment
inventory”

INTRODUCTION-

 Adjustment is a behavioral process by which a person maintains balance among various

needs that one encountered at a given point of time each and every situation of life
demands that the person concerned should be able to effectively perform in accordance
with some guiding principles and should be able to strike a balance among various forces.
Adjustment is defined as a process wherein one builds variations in the behavior to
achieve harmony with oneself, others or the environment with an aim to maintain the
state of equilibrium between the individual and the environment.
 Adjustment has been analyzed as an achievement as well as a process in psychology.
Interpreting adjustment as an achievement would necessitate effective performance in
doing what one was expected to and engaged in. This would mean judging the quality on
certain parameters. However, psychologists have been interacted to examine adjustment
as a process. This entails examining the interaction of the individual with the external
world.
 Social adjustment means the success which people adjust to other people in general and
to the group with which they’re identified in particular.
 Criteria for social adjustment in children-
1. Overt performance- When children’s social behavior as judged by the standards of the
group with which they are identified, comes up to group expectations, they will be
accepted members of the group.
2. Adjustment to different groups- Children who can adjust reasonably well to the different
groups with which they come in contact- adult as well as peer groups- are regarded as
socially well adjusted.
3. Social attitudes- Children must exhibit favorable attitudes towards people, towards
people, towards social participation, and towards their roles in the social group if they are
to be judged as socially well adjusted.
4. Personal satisfaction- To be socially well adjusted children must be reasonably satisfied
with their social contacts and with the roles they play in a social situation weather that of
leader or followers.
METHOD-

 Subject- Name- Shara Raza

Sex- Female /20 years
 Apparatus- Pen, Paper, Adjustment inventory, Adjustment normal, Scoring

 Procedures- This test requires completion of Mental Health inventory. The subject was
called in the laboratory and asked to be seated comfortably. A rapport was established with
the subject and the following instructions were given:
 I have to conduct this test as a part of my study and I request your cooperation. 
2. I have to conduct this test as a part of my study and I request your cooperation. 
3. This test will reveal nothing about your personal disposition but it could help in knowing
some general principles which is a part of your mental health. You can be comfortable
without any hesitation. A mental health inventory will be provided to you and you have to fill
in it with the tick mark on a 4-pointer scale. There will be no time limit but please try to
complete as soon as possible. 
4. The inventory was provided to the subject and upon completion, she was sent back. 
 
NORMS FOR HIGH SCHOOL AND COLLEGE STUDENTS

SCORES PERCENTILE INTERPRETATION

214 99.5
207 99 VERY POOR
191 95 ADJUSTMENT
182 90

171 80
166 75 POOR ADJUSTMENT
162 70
155 65

149 50 AVERAGE ADJUSTMENT

142 40
136 30
132 25

127 20 VERY GOOD

116 10 ADJUSTMENT
107 5
Below 0
 SCORE TABLE

Item RESPONSE Scores

number
YES NO 7
1 YES NO 5
2 YES NO 3
3 NO 4
4 NO 2
5 NO 6
6 YES 6
7 YES 2
8 NO 6
9 YES 2
10 NO 5
11 YES 1
12 NO 2
13 NO 3
14 NO 2
15 NO 3
16 NO 2
17 YES 3
18 YES 6
19 NO 6
20 YES 5
21 NO 5
22 YES 3
23 NO 7
24 YES 2
25 NO 5
26 NO 2
27 YES 2
28 NO 7
29 YES 1
30 YES 6
31 NO 7
32 NO 1
33 YES 3
34 NO 6

SCORE= 162 PERENTILE = 70

RESULT-
On the basis of the above table we can observe that the subject has scored 162 and the
obtained percentile is 70 which shows that the subject has a POOR ADJUSTMENT.

DISCUSSION-
Adjustment is a behavioral process by which a person maintains balance among various
needs that one encountered at a given point of time each and every situation of life
demands that the person concerned should be able to effectively perform in accordance
with some guiding principles and should be able to strike a balance among various forces.
Adjustment has been analyzed as an achievement as well as a process in psychology. The
subject was analyzed with the “Adjustment score” of 162 and percentile of 70 which
indicates the adjustment of the subject to be Poor.
 TEST-3 MORAL DEVELOPMENT/
JUDGEMENT
AIM- - To assess and evaluate the level of “ Moral Development of the person with the
help of “moral development inventory”

INTRODUCTION-
 Moral development is the process throught which
children develop proper attitudes and behaviors toward other people in
society, based on social and cultural norms, rules, and laws.

 Moral behavior is to act according to ones moral values and standards.

Children demonstrate prosaically and moral behavior when they share,
help, co-operate, communicate, sympathize or in otherwise they
demonstrate ability to care about others.

 Immoral behavior- The term ‘immoral behavior’ represents a complex

array of conduct, ranging from insensitivity to topics of conversation
through to violent assault and murder. To better understand the
neuroscience of immoral behavior, this review investigates two clinical
populations that commonly present with changes in moral behavior –
behavioral‐variant frontotemporal dementia and acquired brain injuries.
Based on evidence from these groups, it is argued that rather than a
single underlying cause, immoral behavior can result from three distinct
types of cognitive failure:
(1) problems understanding others;
(2) difficulties controlling behavior; or
(3) deficits in the capacity to make appropriate emotional.

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

The theory holds that moral reasoning, a necessary (but not sufficient) condition
for ethical behavior, has six developmental stages, each more adequate at responding to moral
dilemmas than its predecessor. Kohlberg followed the development of moral judgment far
beyond the ages studied earlier by Piaget, who also claimed that logic and morality develop
through constructive stages. Expanding on Piaget's work, Kohlberg determined that the process
of moral development was principally concerned with justice and that it continued throughout
the individual's life, a notion that led to dialogue on the philosophical implications of such
research

STAGES:
Level 1 (Pre-Conventional)
1. Obedience and punishment orientation
(How can I avoid punishment?)
2. Self-interest orientation
(What's in it for me?)
(Paying for a benefit)
Level 2 (Conventional)
3. Interpersonal accord and conformity
(Social norms)
(The good boy/girl attitude)
4. Authority and social-order maintaining orientation
(Law and order morality)
Level 3 (Post-Conventional)
5. Social contract orientation
6. Universal ethical principles
(Principled conscience)

 METHOD-   

 Subject- Name- Alankrita 

                  Sex- Female 
                  Age- 20
 Materials required- Stationary, Moral development inventory 
 Procedure-This test requires completion of moral development inventory. The subject
was called in the laboratory and asked to be seated comfortably. A rapport was established
with the subject and the following instructions were given: 
3. I have to conduct this test as a part of my study and I request your cooperation. 
4. This test will reveal nothing about your personal disposition but it could help in knowing
some general principles which is a part of your mental health. You can be comfortable
without any hesitation. A moral development inventory will be provided to you and you have
to fill in it with the tick mark on a 4-pointer scale. There will be no time limit but please try to
complete as soon as possible. 
5. The inventory was provided to the subject and upon completion, she was sent back. 
TABLE-1

Interpretation Table
PERCENTILE SCORES INTERPRETATION
AGE GROUP
6-7 YEARS 8-9 YEARS 10-11 YEARS
99 33-50 44.5 56 very high ability
95 29-50 41.5 44.5
90 27-25 37 41
80 22-25 65 48.5
75 19-50 33 22 High ability
70 18-40 25 14
60 16-20 30 33 average ability
40 14-20 22 19.78
40 15-24 24 20
30 10-50 27 23 low ability
25 9-80 15 25
20 7-10 12 44 very low ability
10 4 36 5
1 4-80 4.8 9

TABLE-2

ITEM NO. PART 1 PART2 PART3 PART4 PART5 PART

1 X * * * * X
2 * X * * * *
3 * * * * * *
4 * * * X * *
5 * * * * * *
6 * X * * * *
7 * * * * *
8 * * * * *
9 * *
10 * *

Legends- *= yes/ x= no

TABLE-3
AREA 1 2 3 4 5 6 TOTAL INTEPRETATION
SCORES 9 8 8 7 6 7 45 Very high ability
of moral
judgement

RESULT-
On the basis of above tables we can conclude that the subject obtained a score of
45 thus she has a very high ability of mental judgment with 99 percentile.

DISCUSSION-
Moral development is the process throught which children develop proper attitudes and
behaviors toward other people in society, based on social and cultural norms, rules, and
laws.Moral behavior is to act according to ones moral values and standards. Children
demonstrate prosaically and moral behavior when they share, help, co-operate,
communicate, sympathize or in otherwise they demonstrate ability to care about others.
The test was conducted and the subject obtained a score of 45 thus she has a very high
ability of mental judgment with 99 percentile.

REFERENCES-

Internet and Psychology book of Pearson

PRACTICAL-4
TO FIND OUT THE NATURE OF STUDY
HABITS AND ATTITUDE OF A COLLEGE
STUDENT WITH THE HELP OF NATURE
OF STUDY HABITS AND ATTITUDE
INVENTORY

 A habit is a routine of behavior that is repeated regularly and tends to occur

subconsciously. The American Journal of Psychology defines a "habit, from the
standpoint of psychology, [as] a more or less fixed way of thinking, willing, or feeling
acquired through previous repetition of a mental experience
 Habit is a simple form of learning—a change of behaviour with experience.  It is defined
as ‘an automatic response to a specific situation, acquired normally as a result of
repetition and learning’. When behaviour is developed to the extent that it is highly
automatic, it is called habit. Generally habit does not require our conscious attention.

TYPES OF HABIT-

Habits are divided into three types depending upon the nature of activities.

1. Motor habits:

These habits refer to muscular activities of an individual. These are the habits related to our
physical actions such as, standing, sitting, running, walking, doing exercise, maintaining
particular postures of body, etc.

2. Intellectual habits:

These are the habits related to psychological process requiring our intellectual abilities such as
good observation, accurate perception, logical thinking, using of reasoning ability before taking
decisions and testing conclusions, etc.

3. Habits of character:

We express some of our characters in the form of habits. For example, helping others who are in
need, trusting people, being honest, talking in a friendly way, time management, hard working,
keeping our dress clean and tidy, etc. These habits will have essence of feelings and emotions;
hence these are also called as emotional habits

Measures for Effective Habit Formation:

William James, the famous American psychologist has suggested the following measures for
habit formation.

a. Make a good start:‘Good beginning is half done’ is a premise. Accordingly to learn a habit we
must make a good start. We should have strong motivation and determination of mind. We
should not have oscillation of mind. For example, a nursing student decides to start to study at a
fixed time for a fixed length of period. He or she should start as decided and should not hesitate
on the first day itself.

b. Keep regular practice:It is essential to practice the new habit regularly until it becomes a
routine in our life. Postponement or interruption should be avoided, because it weakens our habit
formation. Example, giving some lame excuse like headache, lack of interest or mood and
postpone the work- should be avoided.

c. Choose favorable environment:Good habit formation depends upon the encouraging

atmosphere also. Example, for a student who wants to work hard, there must be a company of
hard working students and not lazy fellows who have no interest in studies.

d. Do not stop till the goal is achieved:Once a habit is formed it is to be strengthened. Hence it
should be continued until it is firmly rooted.

ATTITUDE-Attitude, in social psychology, a cognition, often with some degree of aversion or

attraction (emotional valence), that reflects the classification and evaluation of objects and
events. While attitudes logically are hypothetical constructs (i.e., they are inferred but not
objectively observable), they are manifested in conscious experience, verbal reports, overt
behaviour, and physiological indicators.

Attitude component model

An influential model of attitude is the multicomponent model, where attitudes are evaluations of
an object that have affective, behavioral, and cognitive components (the ABC model)
Affective component The affective component of attitudes refers to your feelings or emotions
linked to an attitude object. Affective responses influence attitudes in a number of ways. For
example, many people are afraid/scared of spiders. So this negative affective response is likely to
cause you to have a negative attitude towards spiders.
behavioral component The behavioral component of attitudes refers to the way the attitude we
have influences how we act or behave.
Cognitive component The cognitive component of attitudes refers to the beliefs, thoughts, and
attributes that we would associate with an object. Many times a person's attitude might be based
on the negative and positive attributes they associate with an object.

NATURE OF ATTITUDE

 Attitude are a complex combination of things we tend to call personality, beliefs, values,
behaviors, and motivations.

 An attitude exists in every person’s mind. It helps to define our identity, guide our
actions, and influence how we judge people.

 Although the feeling and belief components of attitude are internal to a person, we can
view a person’s attitude from his or her resulting behavior.

 Attitude helps us define how we see situations, as well as define how we behave toward
the situation or object.

 Attitude provides us with internal cognitions or beliefs and thoughts about people and
objects.

 Attitude cause us to behave in a particular way toward an object or person.

Characteristics of attitudes

Attitude can be characterized by:

 Affective Cognitive consistency: The degree of consistency between the affective and

cognitive components influences the attitude—behavior relationship. That is, the greater
the consistency between cognition and evaluation, the greater the strength of the attitude-
behavior relation.

 Strength: Attitudes based on direct experience with the object may be held with greater
certainty. Certainty is also influenced by whether affect or cognition was involved in the
creation of the attitude. Attitudes formed based on affect are more certain than attitudes
based on cognition

 Valence: It refers to the degree or grade of likeliness or unlikeliness toward the

entity/incident. If a person is fairly unconcerned toward an object then his attitude has
low valence.
  Direct Experience:An attitude is a summary of a person’s past experience; thus, an
attitude is grounded in direct experience predicts future behavior more accurately.
Moreover, direct experience makes more information available about the object itself.

 Multiplicity: It refers to the amount of features creating the attitude. For example, one
may show interest in becoming a doctor, but another not only shows interest, but also
works hard, is sincere, and serious.

 Relation to Needs: Attitudes vary in relative to requirements they serve. Attitudes of an

individual toward the pictures serve only entertainment needs, but attitudes of an
employee toward task may serve strong needs for security, achievement, recognition, and
satisfaction.

METHOD-   

 Subject- Name- Adam

                  Sex- Female 
                  Age- 20
 Materials required- Stationary, Pen
 Procedure- The subject was called in the laboratory and asked to be seated comfortably.
A rapport was established with the subject and the following instructions were given: 
4. I have to conduct this test as a part of my study and I request your cooperation. 
5. This test will reveal nothing about your personal disposition but it could help in knowing
some general principles which is a part of your mental health. You can be comfortable without
any hesitation.
The inventory was provided to the subject and upon completion, she was sent back. 

TABLE-1

NORMS FOR STUDY HABITS AND ATTITUDE

S.NO. RAW SCORE RANGE IN NPC DESCRIPTION

1 >43 M+3PE Very superior
2 40-42 M+2PETO 3PE Superior
3 37-39 M+1PE TO 2PE Better than avg
4 30-36 M+1PE Average
5 27-29 M-2PE TO 1PE <average
6 24-26 M-3PS TO 2PE Inferior
7 >23 <M-3PE Very inferior

TABLE-2

PRESENTS THE ELIMINATION OF RIGHT SCORES OF THE STUDENTS

S. NO SOURCES OF SCORE DIFFERENT DESCRIPTION
SCORES
1 Elimination score 30 Very inferior
2 Right score 15 Very inferior
3 Total score 35 average

RESULT-

The elimination score of the subject is 20 which comes under very inferior interpretation.

DISCUSSION-

An attitude is a positive, negative, or mixed evaluation of an object that is expressed at some

level of intensity. Our attitude can vary in strength along both positive affect, and with negative
affect, with ambivalence or with apathy and indifference. It usually implies feelings that are
either positive or negative. Social psychologists use the term attitude differently. Gordon Allport
formulated the following definition: “An altitude is a mental and neural stale of readiness,
organized through experience, exerting a directive or dynamic influence upon the individual’s
response to ill objects and situations with which it is related.”

On the basis of the experiment, it can be concluded that the subject has an average nature of
study habits and attitude.
TEST-5 LIFE SATISFACTION

AIM- TO ASSESS AND EVALUTE THE LEVEL OF LIFE SATISFACTION IN AN

ELDERLY PERSON WITH THE HELP OF LIFE SATISFACTION SCALE

Old age refers to ages nearing or surpassing the life expectancy of human beings, and is thus the
end of the human life cycle.

Old age, also called senescence, in human beings, the final stage of the normal life span.
Definitions of old age are not consistent from the standpoints of biology, demography
(conditions of mortality and morbidity), employment and retirement, and sociology. For
statistical and public administrative purposes, however, old age is frequently defined as 60 or 65
years of age or older.

Old age has a dual definition. It is the last stage in the life processes of an individual, and it is an
age group or generation comprising a segment of the oldest members of a population. The social
aspects of old age are influenced by the relationship of the physiological effects of aging and
the collective experiences and shared values of that generation to the particular organization of
the society in which it exists.

There is no universally accepted age that is considered old among or within societies. Often
discrepancies exist as to what age a society may consider old and what members in that society
of that age and older may consider old. Moreover, biologists are not in agreement about the
existence of an inherent biological cause for aging. However, in most contemporary Western
countries, 60 or 65 is the age of eligibility for retirement and old-age social programs, although
many countries and societies regard old age as occurring anywhere from the mid-40s to the 70s.

CHANGES IN THE OLD AGE-

Physical Changes-Late adulthood is the stage of life from the 60s onward; it constitutes the last
stage of physical change. Average life expectancy in the United States is around 80 years;
however, this varies greatly based on factors such as socioeconomic status, region, and access to
medical care. In general, women tend to live longer than men by an average of five years. During
late adulthood the skin continues to lose elasticity, reaction time slows further, and muscle
strength diminishes. Hearing and vision—so sharp in our twenties—decline significantly;
cataracts, or cloudy areas of the eyes that result in vision loss, are frequent. The other senses,
such as taste, touch, and smell, are also less sensitive than they were in earlier years. The
immune system is weakened, and many older people are more susceptible to illness, cancer,
diabetes, and other ailments. Cardiovascular and respiratory problems become more common in
old age. Seniors also experience a decrease in physical mobility and a loss of balance, which can
result in falls and injuries.

Changes in the Brain-The aging process generally results in changes and lower functioning in
the brain, leading to problems like memory loss and decreased intellectual function. Age is a
major risk factor for most common neurodegenerative diseases, including mild cognitive
impairment, Alzheimer’s disease, cerebrovascular disease, Parkinson’s disease, and Lou
Gehrig’s disease.While a great deal of research has focused on diseases of aging, there are only a
few informative studies on the molecular biology of the aging brain. Many molecular changes
are due in part to a reduction in the size of the brain, as well as loss of brain plasticity. Brain
plasticity is the brain’s ability to change structure and function. The brain’s main function is to
decide what information is worth keeping and what is not; if there is an action or a thought that a
person is not using, the brain will eliminate space for it.

DISCUSSION-

Life satisfaction is a bit more complex than it seems; the term is sometimes used interchangeably
with happiness, but they are indeed two separate concepts. Life satisfaction is the evaluation of
one’s life as a whole, not simply one’s current level of happiness. Although the advent
of positive psychology around 2000 spiked interest in constructs like happiness, well-being, and
life satisfaction, these topics have been popular with psychologists for several decades. As such,
there is a good body of work in which to base our understanding of life satisfaction.