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S101/1
GENERAL PAPER
2 HRS 40 MINS

UGANDA ADVANCED CERTIFICATE OF EDUCATION

RESOURCEFUL MOCK EXAMINATIONS 2017
GENERAL PAPER
S101/1
TIME: 2 HOURS 40 MINUTES

INSTRUCTIONS TO CANDIDATES:

❖ The total time of 2 hours and 40 minutes includes ten minutes for you to
study the questions before you begin answering.
❖ Answer TWO questions. ONE question from section A and ONE question from
section B.
❖ You are advised to divide your time equally between the two questions.
❖ All questions carry equal marks.
❖ Any additional question(s) attempted will not be marked.

SECTION A

1. “Ignorance is the primary cause of underdevelopment in Uganda.” Discuss.

(50mks)

2. What are the merits and demerits of the increased number of members of parliament
in Uganda? (50mks)

3. Assess the role of cultural norms and practices in your society. (50mks)

4. Account for the rampant violence and suggest measures to curb this vice.

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SECTION B

5. Read the following passage and answer the questions that follow:

It would be naïve to think that possessing doctorate in psychology or a degree in medicine

is a guarantee that a professional is capable of treating every client requesting services.
Mental health professionals are guided by standards that specify that they possess the skills
needed to treat people who approach them for professional services. In other words, they
should have the intellectual competence to assess, conceptualize, and treat clients whom
they accept into treatment. Furthermore, they need to be emotionally capable of managing
the clinical issues that emerge in treatment.

Consider how inappropriate it would be for a clinician without any training or experience in
the treatment of people with severe eating disorders to advertise that he is opening a
specialty practice in treating women with anorexia nervosa. Obviously, he would be
practicing in a field in which he lacks the competence to treat people with specialized
treatment needs, and his behavior would be unethical. In a case such as this, the absurdity
is evident. However, there are other cases in which the clinician may have the training and
experience, but not the emotional competence, to deal with certain kinds of clinical
issues. Mental health professionals are expected to conduct regular self-scrutiny, in which
they make an effort to objectively evaluate their competence to carry out their work. When
faced with prospective clients whose needs are beyond the clinician’s competence, a referral
should be made or the clinician should obtain appropriate supervision. Self-assessment of
emotional competence is a bit more difficult, in that it can be difficult to recognize the depth
or extent of one’s own problems. Astute clinicians regularly seek out the advice of senior or
peer consultants to help them make such evaluations. Competency if a multifaceted
phenomenon that includes a clinician’s sensitivity to people of diverse backgrounds and
the clinician’s effort to understand and acquire knowledge about individuals from differing
backgrounds.

Assuming that the clinician has the intellectual and emotional competence to treat, the next
set of issues pertains to obligations within the treatment context. Although it would be
unusual to have a legalistic contract for therapy, experts in the field recommend some
form of a therapeutic understanding. In other words, clinicians should provide clients with
the information they will need to make decisions about therapy. There are several key
elements in the sound therapeutic contract. At the outset of therapy, clinicians should
discuss goals of treatment, the process of therapy, the client’s rights, the therapist’s
responsibilities, the treatment risks, the techniques that will be used, financial issues, and
the limits of confidentiality. When these matters have been discussed, the client gives
informed consent, an indication that he or she has participated in setting the treatment
goals, understands and agrees to the treatment plan, and knows the clinician’s credentials.
Generally, clients are given a written statement containing this information. In cases in
which a risk is involved in treatment, such as when medication or electroconvulsive therapy
is recommended, the client should understand the possible short-term and long-term side
effects. The clinician has a responsibility to ensure that the client is made aware of these

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issues, is given answers to these questions, and is given the opportunity to refuse
treatment.

This process has some complications. Psychotherapy is an imprecise procedure. The

clinician’s job, however, is to give a best estimate at the onset of therapy and to provide
further information as therapy proceeds. Most people are able to discuss these matters with
the clinician and to make an informed choice. However, what happens when prospective
clients are unable to understanding the issues in order to make informed consent? This is
the case with people who are out of touch with reality, people who are mentally retarded,
and children. In these cases, the clinician must work with the individual’s family or other
legally appointed guardians. The clinician must make every effort to ensure that client’s
rights are protected.

Part of the informed consent process involves informing the client that what takes place in
therapy is private. Confidentiality, long regarded as a sacred part of the clinician-client
relationship, refers to the principle that the therapist must safeguard disclosures in therapy
as private. Why is confidentiality so important? In order for clients to feel comfortable
disclosing intimate details, they need to have the assurance that the clinician will protect
this information. In fact, safeguards against the disclosure of confidential information exist
within the laws of the states.

The content of therapy is legally considered privileged communication. In the context of

the courts, privileged communication differs from the general notion that the public is
entitled to relevant evidence pertaining to a case. However, there are certain kinds of cases
in which the court is entitled to information shared within the therapy context. For example,
in certain kinds of child custody cases, a judge may deem that therapy information is crucial
in order to protect the welfare of the child. Other exceptions to privilege involve cases in
which a defendant is using mental disability as a defense in a criminal trial; in this kind of
case, the court would likely rule that the defendant has waived the psychologist-client
privilege as it relates to the defendant’s mental state at the time of the alleged
crime. Along similar lines, an exception to privilege applies in a case in which a psychologist
is appointed by a court to determine whether the defendant is competent to stand trial;
obviously, the psychologist would be expected to share findings from such an evaluation
with the court.

However, the psychologist would not necessarily have blanket permission to share all that
was communicated during the evaluation; the psychologist cannot disclose any statements
by the defendant regarding the offence, unless the individual gives explicit permission.

As you can see, the work of a mental health professional involves many challenges in cases
in which there is a legal aspect. For the most part, the legal system is committed to
protecting the sanctity of private communication between a mental health professional and
a client who has turned to that professional for help. In some instances, however, the
client’s rights must be overlooked for the good of society and the welfare of other people,
such as children, who might be at a risk of harm.

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There are some important exceptions to the principle of confidentiality, such as cases
involving abuse. Every state requires some form of mandated reporting by professionals
when they learn first-hand of cases involving child abuse or neglect. Abuse, which may be
physical or sexual, is defined as an act by a caretaker that causes serious physical or
emotional injury. Neglect is characterized as the intentional withholding of food, clothing,
shelter, or medical care. In recent years, many states have expanded mandated reporting
statutes to include a wider range of vulnerable people, such as those who are handicapped
or developmentally disabled as well as impaired elders who cannot otherwise protect
themselves. One variation of mandated reporting that has been enacted in some states is
the requirement to report self-neglect of older persons (60 or older) who are not attending
to essential needs for food, clothing, safe and secure shelter, personal care, and medical
needs.

Clinicians as well as teachers and other health professionals are required by law to notify
the appropriate authorities about cases in which vulnerable individuals are being abused or
neglected. The purpose of mandated reporting to protect victims from continuing abuse and
neglect, to initiate steps towards clinical intervention with the abused individual, and to
deter, punish, and rehabilitate abusers.

Another exception to the principle of confidentiality involves instances in which the clinician
learns that a client is planning to hurt another person. In such cases, the clinician has a
duty to warn (sometimes referred to as “duty to protect”). This means that the clinician is
required to inform the intended victim that the client plans to harm him or her.

(Slightly adapted from: Abnormal Psychology, Clinical Perspective on

Psychological Disorders).

Questions:
(a) Suggest a suitable title for the above passage. (2mks)
(b) What does the author mean by:
(i) “……unusual to have a legalistic contract for therapy….” (4mks)
(ii) “….has waived the psychologist-client privilege as it relates to the
defendant’s………… mental state at the time of the alleged crime.”
(4mks)

(d) Explain the meaning of the following words and phrases in the passage, using your
own words as much as possible:
(i) absurdity (2mks)
(ii) emotional competence (2mks)
(iii) multifaceted phenomenon (2mks)
(iv) limits of confidentiality (2mks)
(v) imprecise procedure (2mks)
(vi intimate details (2mks)
(vii) privilege communication (2mks)
(viii) explicit permission (2mks)

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(ix) sanctity (2mks)

(x) mandated reporting (2mks)

Spelling, grammar and expression (10mks)

6. Study the information provided below and answer the questions that follow:

Sixteen countries are participating in a National Cup Final Tournament. They have been
grouped as follows;

GROUP A GROUP B
Nitus Burkia
Darongo Nenkou
Nigua Limogi
Wandao Sengope
GROUP C GROUP D
Angeria Geriny
Mbazania Nibento
Merquois Croama
Delinia Ricaragua

The following rules have been laid for the tournament:

▪ The opening matches will be played on 24th January 2014 in each group.

▪ All teams in each group play against each other, and these matches before quarter
final should have ended by the 2nd February 2014.

▪ No team plays on consecutive days.

▪ Two matches are played concurrently on the 25th January in groups A and B and on
26th January in groups C and D. With effect from 27th January, one match is played
every day in each group. All groups rest on 29th January.

▪ The semi-finals are played concurrently on the same day.

▪ Three days’ rest is granted before the commencement of each of the following
matches:
quarter finals, semi-finals and the match to determine the third place.

▪ The winners and runners-up in each group go on to the quarter finals.

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▪ Winners in group A play against winners of group B and those from group C play
against winners of group D.

▪ Losers at quarter finals are knocked out.

▪ Finals are played on the 14th February 2014.

Questions:

(a)(i) Draw up a time table for the matches to be played from the beginning to the end of
the tournament.

(ii) How many matches will be played altogether?

(b) State the dates on which the following matches will be played:
(i) The last matches before quarter finals.
(ii) Quarter finals
(iii) Semi-finals
(iv) Third place match.

(c) What, in your opinion, is the importance of such a tournament to the participating
countries?

(d) Suggest measures that should be taken to improve sports in Uganda.

END

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