General Introduction to AS Psychology Guide

General Introduction to AS Level Psychology
Syllabus ref and
Learning objectives Suggested teaching activities
Key Concepts
General Learners should gain Conduct initial learner assessment: what they know; what they expect; why they are studying psychology etc.
introduction an understanding of
Use this opportunity to discuss learning styles and psychometric tests and ask them to complete the learning
what they already
know and what they styles inventory, available at: www.learning-styles-online.com/inventory
can expect to learn.
Extension activity:
Ask learners to carry out some research and prepare a presentation on a key characteristic that will be covered or
provide supplementary reading/study during the course (e.g. autism and Asperger’s syndrome (Baron-Cohen);
phobias (Saavedra and Silverman); the Case of Little Albert (Watson); Kitty Genovese (Piliavin); theories of
dreaming (Dement and Kleitman); Pavlov’s dogs; the developmental approach etc.).
KC3 Learners will be able Ask learners what they know about conducting experiments and ask them to list the essential elements or
• Experiments to describe, explain
processes.
Use taglines from popular advertisements that talk about statistics and the efficacy of their products and plot their
understanding of how the study was conducted. Example: Horlicks makes kids taller , stronger and sharper.(A)
• Correlations and apply the main
Ask learners to imagine the equivalent parts when conducting psychology experiments and introduce the concept
• Hypotheses features of
and aims experimentation, of a laboratory study.
• Variables hypotheses,
Write/display the word ‘hypothesis’ and explain the relationship between the hypothesis and aim of an experiment.
correlations and
variables. Ask learners what associations/understanding they have of this key term. Introduce the concept of a null and
alternate hypothesis if needed or review learners’ existing understanding of this.
Ask learners to develop an appropriate null-hypothesis for an area of study of their choice, and ask them to share.
Explain the concepts and differences between a directional (one-tailed) hypothesis and a non-directional (two-
tailed) hypothesis. Generate some examples (see notes about correlations below) to display and ask learners to
identify whether each is directional or non-directional. Ask them to explain how they decided which were one-tailed
and which were two-tailed.

Cambridge International AS & A Level Psychology 9990 – from 2018 Scheme of Work
Syllabus ref and
Key Concepts
Ask learners to generate or provide learners with examples of data that demonstrate a positive correlation and
others a negative correlation.
Explain what is meant by an independent variable and a dependent variable.
Ask learners to identify the independent variable and the dependent variable in different examples of experiments
or scenarios. Ask them to pick out examples from the newspapers that report the results
of studies in terms of IV, DV, operationalisation (A)
Explain what is meant by the operationalisation of an independent variable and a dependent variable.
Introduce the concepts of a field experiment and a natural experiment. Using one of these, ask learners to create
their own hypothesis and null-hypothesis; explain (and justify) whether it is a one or a two-tailed hypothesis;
whether they are expecting a positive or a negative correlation and demonstrate effective operationalisation of the
variables.
Peer review each in turn.
Information on these aspects of research methods can be accessed at: www.simplypsychology.org/research-
methods.html
• Experiments Learners will be able Explain the concept/ask learners to look up the concept of validity and reliability. Ask learners for suggestions
• Experimental to describe, explain about how we can ensure validity and reliability in psychological research.
design and identify issues
Go through the importance of controlling variables to enhance the validity in turn and explaining the significance of
• Controlling of affecting the validity
variables and reliability of
extraneous, uncontrolled, participant and situational variables and how they can distort the validity of the findings.
Use the initial understanding they had of an experiment and have them update the experiment as they come to an
understanding of all the aspects of a controlled, scientific experiment.(A)
experiments.
Display the term ‘standardisation’ and ask learners what this means and how it can be used to enhance the
validity and reliability of research. Refer back to correlations covered in the previous class and explain the
connection between the two.
Explain what is meant by ‘experimental conditions’ and generate an example of a study with two or three
conditions (or a real example). Use this to describe and explain the differences between experimental designs,
namely; independent measures, matched pairs and repeated measures respectively. Information about
experimental design is available at: www.holah.co.uk/page-detail.php?slug=experimental

Syllabus ref and
Key Concepts
Use the discussion to introduce the concepts of:
• counterbalancing
• random allocation
• order effects – both fatigue and practice.
Categorise the different types of validity covered so far into ‘internal’ and ‘external’ validity accordingly. Introduce
the concept of demand characteristics (with examples) and ask learners to consider whether this would be
classified as an internal or external validity issue.
Extension activity:
Create a poster containing a flowchart on how to conduct an experiment
Ask each learner to generate a glossary of terms in their notes and test each other on meanings and definitions of
these key concepts and terminology covered so far.
Turn the glossary into a set of flashcards and test each other
Information on validity and reliability can be accessed at:
http://psc.dss.ucdavis.edu/sommerb/sommerdemo/intro/validity.htm
• Types of data Learners can describe, Ask learners what they know and understand of quantitative and qualitative data. They should generate examples
explain and evaluate of each and share these. They can then consider the strengths and weaknesses of quantitative and qualitative
quantitative and data and tabulate these in their notes.
qualitative data and
Hand out some quantitative data, ask each group to calculate the mean, the median and the mode as a measure
conduct some data
analysis. of central tendency and then identify the range and explain how this measure of spread is connected to the
measures of central tendency. Assign each group to construct a bar chart, a histogram and a scatter graph
respectively and use the data and display accordingly. Explain what is meant by ‘normal distribution’ and ask
learners whether the data they have analysed represents a ‘normal distribution’. A good description explaining the
difference between a bar chart and a histogram can be found at:
www.stattrek.com/statistics/charts/histogram.aspx?Tutorial=AP
Display a table of results from a study of your choice to show the mean and standard deviation.

Syllabus ref and
Key Concepts
• Sampling of Learners will Hand out some scenarios which capture different types of sampling (including opportunity sampling, random
participants understand the sampling, and volunteer sampling) and ask learners to identify the differences and evaluate each type of sampling
different types of strategy in turn. Label each scenario with the appropriate sampling strategy.
sampling.
Ask learners to add the two terms, ‘generalisability’ and ‘representative’ in their glossary of terms and connect
back to the concept of validity.
Outline the connection between the sample and the population. Information about sampling can be accessed at:
www.simplypsychology.org/sampling.html

Unit 1: The Biological Approach
Core Studies
• Canli T., Zhao Z., Brewer J., Gabrieli J.D.E., and Cahill L. (2002), Event-Related Activation in the Human Amygdala Associates with Later Memory
for Individual Emotional Experience. The Journal of Neuroscience, 20 RC99
• Dement W. and Kleitman N. (1957), The relation of eye movements during sleep to dream activity. Journal of Experimental Psychology. 53(5). pp.
339– 346
• Schachter S. and Singer J.E. (1962), Cognitive, social and physiological determinants of emotional state. Psychological Review. 69(5). pp. 379–399
Syllabus ref and
Key Concepts
KC4 Learners can Learners consider the key question, ‘What directly determines the way we behave?’ and share ideas.
The Biological understand and
Direct learners to visit the interactive BBC website available at:
Approach explain the
assumptions and key www.bbc.co.uk/science/humanbody/body/interactives/organs/brainmap/index.shtml
characteristics of the
biological approach
and identify different
parts and functions of
the brain.
KC3 and KC5 Learners can describe Ask learners to discuss three key questions:
Schachter and and explain the key • Why do we sometimes feel more emotional than at other times?
Singer (two factors theories concerning • What causes us to feel emotions?
in emotion) emotional responses • Do we feel different emotions in different parts of the body and why?
and can consider
various modalities to Go through the James-Lang and the Cannon-Bard theories of emotion and ask learners to create flow diagrams of
test theories of each in their notes. These can be accessed at: www.allpsych.com/psychology101/emotion.html
emotion.
Extension activity:
Introduce the Schachter-Singer theory and ask learners to try and design an experiment (both laboratory and field)
to test out Schachter and Singer’s two-factor theory and share their ideas.

Syllabus ref and
Key Concepts
Schachter and Learners can describe Hand out the original study (or a summary) and go through the study, considering:
Singer (two factors and explain the aim, • the physiological arousal (conditions and controls)
in emotion) the method and the • the attribution of the emotional response (conditions and controls).
findings of the study.
A summary of the study can be downloaded from:
www.holah.karoo.net/schachterstudy.htm
Ask learners to predict the emotional responses of the four physiological conditions across the two environmental
conditions.
Share findings and check for understanding.
Compare against the other theories and try and justify the advantages of the Schachter and Singer theory and
share points.
Schachter and Learners can identify Revisit the key concept concerning laboratory studies and the strengths and weaknesses of lab studies for
Singer (two factors and explain major learners’ notes.
in emotion) strengths and Ask learners to prepare a mind-map of the Schachter and Singer study ( they can use bubbl.us for the same),
identifying the strengths and weaknesses
weaknesses of the
study. of lab studies in the context of the study and any recommendations they would make in applying the study or
mitigating against any of the weaknesses they have identified.
Show/share a question on the study as follows: ‘Evaluate the Schachter and Singer study of emotions.’ (10 marks)
and explain the structure to answering the question effectively.
Ask learners to identify two examples of quantitative and qualitative data/findings as revision exercise and explain
how these findings contribute to the overall conclusion of the study.
(F/I) Learners can use the matching quizzes on the ‘holah’ website: www.holah.karoo.net/schachterstudy.htm
As a means of self-assessment.
(I) Use the following link for revising the study with
flashcards
(F) Sample examination questions on the study by Schachter and Singer can be modified and used as starter
and plenary activities or as individual assessments/assignments as required.
2

Syllabus ref and
Key Concepts
KC4 and KC5 Learners can describe Ask learners to try and recall which area of the brain is associated with emotion from the previous activity and
Canli et al. (brain and explain how the what they remember about it in terms of function/location etc.
scans and emotion) different areas and
functions can be
scanned and
measured. Consider the implications for different parts of the brain having different functions in terms of head injuries and
recovery/elasticity of the brain.
Hand out a copy of the original study, available at: www.jneurosci.org/content/20/19/RC99.full.pdf and ask learners
to work through the following questions as a revision activity from the research methods they covered previously:
a) What correlations were mentioned and were they positive or negative?
b) Describe the sample and how representative it was.
c) What controls were put in place and what did they control for?
d) Summarise the main results.
e) What is your overall conclusion?
Ask learners to use their notes and evaluate the study in terms of:
• ecological validity
• population validity
• internal validity
(F) Share with them a Paper 1 question and ask learners to consider how they would match their ideas to the
expectations of the question.
Extension activity:
Assignment: Ask learners to create a crossword (online), a True/False activity, 10 multiple choice questions on
PowerPoint using the details from the study. These can then be used in the future as revision materials.
(I) Past paper questions on the study by Canli et al. can be modified and used as starter and plenary activities or
as individual assessments/assignments as required.
(I) Use the link for a revision of the study with flashcards
https://quizlet.com/225982237/canli-et-al-experiment-flash-cards/
KC3 and KC 4 Learners can describe Learner presentation on the background to sleeping and dreaming (as allocated previously) is shared and peer
Dement and and explain different reviewed.

Syllabus ref and
Key Concepts
Kleitman (sleep and theories of sleeping
Learners look up sleep cycles on the internet and draw in their notes. Go through the sleep cycle and introduce
dreams) and dreaming.
use of the Electroencephalography (EEG) to determine the stages of sleep and rapid eye movement (REM) and
Learners can describe non-rapid eye movement (N-REM) sleep.
sleep cycles and
Display the overall aim of the study on the board and ask learners to design an experiment to investigate the
explain difficulties of
investigating sleeping relationship between sleeping and dreaming using the EEG to determine the levels of sleep. Share ideas. Break
and dreaming. down the overall aim into the three hypotheses and divide them between the groups and repeat design activity and
Learners can describe
share responses.
Hand out the study and ask learners to compare the original study with their experiments and evaluate each
and explain the aim,
the hypotheses, the difference in turn. Details of the study can be found at: www.holah.co.uk/study-summary.php?slug=dement
methodology and the
findings of the study. Ask learners to create an ‘organogram’ (diagram that shows the structure of an organisation), representing the
overall aim, the three hypotheses and the results relating to each. Learners go through the study and generate
short-answer questions.
(I) Review and modify and ‘reissue’ ten of the short-answer questions created to complete for homework.
(II) http://excellingpsychology.blogspot.com/2018/03/dement-and-kleitman-research.html
(III) https://quizlet.com/247409263/dement-and-kleitman-flash-cards/ Use the flashcards for
revision
Dement and Learners can identify
Kleitman (sleep and and illustrate two
dreams) strengths and four
Ask learners to capture examples of both quantitative and qualitative data. They should consider the strengths and
weaknesses
associated with using weaknesses of using technical equipment compared to humans trying to record data or information in the same
technological way. Ask learners to record their ideas in their notes and supplement any gaps as necessary.
equipment in
(I/F) Learners can check their understanding and recall by using the interactive activities, available at:
psychological
research. www.holah.co.uk/study-summary.php?slug=dement
Ask learners how the findings of the three biological studies could be applied and share. Ask learners what
limitations of the biological approach they have identified and capture accordingly.

Syllabus ref and
Key Concepts
(F) Display Section B, Question 7 from the 2018 Specimen Paper 2. Ask learners to consider what
would constitute an effective response and then display the mark scheme – comment on any
discrepancies in understanding.
Past and specimen examination papers

Unit 2: The Cognitive Approach
Core Studies
• Andrade J. (2010), What Does Doodling do? Applied Cognitive Psychology 24:100 – 106
• Baron-Cohen S., Wheelwright S., Hill J., Raste Y. and Plumb I. (2001), The ‘Reading the Mind in the Eyes’ Test Revised Version: A Study with
Normal Adults, and Adults with Asperger’s Syndrome or High-functioning Autism. Journal of Child Psychology and Psychiatry. 42(2). pp. 241–251
• Laney C., Morris, E.K., Bernstein D. M., Wakefield B.M., Loftus, E.F. (2008), Asparagus, a Love Story. Healthier Eating Could Be Just a False
Memory Away, Experimental Psychology. 55(5):291–300
Syllabus ref and
Key Concepts
KC4 Learners gain an Introductory class discussion on cognitive processes, generating learner examples and questions. Use various
General understanding of what optical illusions, the Stroop Effect test etc. and ask learners to consider why they make the mistakes they do. The
Introduction to the constitutes the Optional illusion gallery: www.eyetricks.com
Cognitive Approach cognitive approach –
the assumptions, key
Pass round an activity on the creation of false memories-
https://uen.instructure.com/courses/221499/pages/memory-activity-false-memories
https://blogs.scientificamerican.com/guest-blog/how-to-instill-false-memories/
characteristics and
areas of focus.
Go through the main characteristics of the cognitive approach and discuss the implications (strengths and
weaknesses of each) which learners can tabulate in their notes. Information about the cognitive approach is
available at: www.holah.co.uk/study-area.php?slug=cognitive and share a video on the mental processes of
cognition: www.youtube.com/watch?v=rIIMVv7ksTg
KC2 and KC3 Learners undertake Explain to the class you will conduct a study about cognitive processes. Divide the class into two groups (based on
Andrade (Doodling) experiential activities the experimental conditions in the Andrade study) and issue instructions (on paper, as in the study) so each group
so they can explain: does not receive the instructions of the other groups, and play a pre-recorded telephone message (as outlined in
• Experiments • participation in an the appendix of the study) to each group separately. Continue to follow the procedure as outlined in the study.
• Types of data
•
experiment Collect the response sheets.
• Demand the strengths and
Explain that they have just participated in an experiment that they will study as part of their course. Redistribute
characteristics weaknesses of
• Ethics quantitative data. the response sheets across the two groups, explaining the difference, and ask learners to mark each accordingly
• Variables • demand and share the results to be displayed on the board. Analyse the results across the conditions and see if those who
• Reliability characteristics doodled were better able to remember the names than those who didn’t. Use this activity to reinforce the strengths

Syllabus ref and
Key Concepts
• ethical guidelines and weaknesses of quantitative data.
• the concept of
Ask learners how they felt about being deceived and why it was necessary. Introduce the concept of demand
independent and
dependent characteristics and ask learners to include them in their glossary.
•
variables
Introduce learners to the ethical guidelines used for psychological research purposes and check for
reliability.
understanding. Ask learners to create a table headed ‘keeping ethical guidelines’ (this could be hand written, or
typed in Word, or Excel) with the seven ethical issues along the top and space for all 12 studies down the left side.
As a revision activity, ask learners to go through the three pieces of research studied previously and consider
which ethical guidelines were followed (or not) and indicate with a tick or a cross and comment accordingly.
(F) Ask learners to review their notes on research methods and identify the independent and dependent variables
and to comment about how valid and reliable the experiment was on a scale of 1 to 10 and justify their responses.
(I) Ask learners to read through the original study, available at:
http://pignottia.faculty.mjc.edu/math134/homework/doodlingCaseStudy.pdf in preparation for the next lesson.
Andrade (Doodling) Learners can describe
and explain the key
(F) Project/share specimen Papers 1 and 2 on the board and refer learners to some of the short (1), (2) and (3)
• Psychometric terms, the background,
tests the key features and mark answer questions. They should go through the study again and create their own short ‘knowledge and
• Application of the findings of the understanding’ questions following the style of the specimen papers.
psychology to study and can
Introduce the concept of a psychometric test and ask learners to include this term in their glossary. Mind map the
everyday life evaluate it accordingly.
strengths and weaknesses of psychometric tests and record as appropriate.
(I) Ask learners to create a revision activity – a crossword, a true/false activity; some multiple-choice questions, a
mind-map or poster for display etc. (one they have not done before) from the study.

Syllabus ref and
Key Concepts
Extension activity:
Ask learners who these findings/conclusions may be useful to and how and why. They should be able to present
their ideas/suggestions to the rest of the class. This should add valuable ideas to their notes as they are effectively
evaluating the study.
KC4 Learners gain
Baron-Cohen et al. knowledge and
(eyes test) understanding of
autism, Asperger’s
syndrome and the Introduce the Theory of Mind using the Sally-Anne Test (if necessary demonstrate). Explain the background and
Theory of Mind. aims of the study. A video clip of the Sally-Anne Test is available at: www.youtube.com/watch?v=QjkTQtggLH4
Baron-Cohen et al. Learners can describe Ask learners how many differences between the original and the revised version of the test they can remember
(eyes test) and explain the key from the previous lesson.
terms, the background,
Share a prepared presentation/hand-out which divides the study into background information, sampling strategy
the key features and
the findings of the and method. Presentations, articles and worksheets on the study are available at:
study. The original study’s summary can be found at:
www.holah.co.uk/summary/baroncohen/
Ask learners to predict the results considering the experimental group and each control group in turn across the
Autism Quotient and the Reading the Mind in the Eyes Test-Revised Version tests. Show/share the results and
learners self-assess their predictions.
Analyse the data – ask learners to consider what the findings mean.

Syllabus ref and
Key Concepts
Baron-Cohen et al. Learners can identify Learners revise and list the key aspects of psychometric tests and tabulate their strengths and weaknesses, using
(eyes test) and illustrate two the Baron-Cohen study as an illustrative example.
strengths and four
Ask learners to consider how the participants might have performed at these tests if they were unwell that
• Psychometric problems associated
tests with psychometric particular day and consider ways that could mitigate against this temporal effect.
• Reliability tests.
Learners should attempt to evaluate the Baron-Cohen study using in light of the concepts covered so far. They
• Application of
psychology to should identify illustrative points they would use to support each point they have raised.
everyday
(I) Ask learners to read through their notes on reliability and then go through the expectations of the Paper 1
lifeLongitudinal
studies evaluation questions. Learners should plan/prepare a response to the following sample Paper 1 question:
Evaluate the reliability of the Reading the Mind in the Eyes Test – Revised version. (10 marks)
Ask learners who the findings/conclusions may be useful to, including an explanation of how and why. They
should be able to present their ideas/suggestions to the rest of the class. This should help them to add valuable
ideas to their notes as they are effectively evaluating the study.
(I/F) Homework/assignment: Learners try a Paper 1 ‘evaluate’ question and/or a strength and weakness
question:
Extension activity:
BBC News – cartoons to aid autistic children at: http://news.bbc.co.uk/1/hi/health/6241733.stm

Syllabus ref and
Key Concepts
KC2, KC3 and Learners should be
KC4 able to describe and
Laney et al (false explain the key terms,
Introduce learners to different models of memory and different types of memory and consider the importance of
memory) the background and
the key features of the the research into memory. Show YouTube clip of Clive Wearing at www.youtube.com/watch?v=Vwigmktix2Y
study.
Extension activity:
Those learners keen to find out more about memory can access the website (10 facts about memory:
www.psychology.about.com/od/memory/ss/ten-facts-about-memory.htm?nl=1) and share their most interesting
fact with the class as a starter activity for the following lesson.
Laney et al (false Learners can describe Share the background to the study, the original study is available at:
memory) and explain the key https://webfiles.uci.edu/eloftus/Laney_Asparagus_ExperimentalPsych08.pdf and the abstract can be found at:
terms, the background http://psycnet.apa.org/journals/zea/55/5/291/
and the method of the
first experiment of the Ask learners to consider what they would need to do to test this hypothesis. They should design a study and share
study. their ideas with the rest of the class. They should listen to the designs of other learners and decide which would be
the most valid and reliable and why.
Display or share the sample and procedure for Experiment 1. Discuss the use of questionnaires and ask learners
to identify all the ‘controls’ used for both session 1 and 2.
KC5 Learners can describe (F) Learners recap detail from previous lesson. This could be done as a question and answer activity (Q&A), a
Laney et al (false and explain the key quiz or a true/false activity.
memory) terms, the background,
the method and the
• Application of results of the study.
psychology to
everyday life
Scheme of Work

Cambridge International AS & A Level Psychology 9990 – from 2018
Syllabus ref and
Key Concepts
Hold a class discussion about the importance of distinguishing between believers versus non-believers in relation
to the significance of the results.
Extension activity:
Ask learners who these findings/conclusions may be useful to and how and why. They should be able to present
their ideas/suggestions to the rest of the class. This should add value to their notes as they are effectively
evaluating the study.
KC2 Learners consider the Ask learners to consider what ethical issues were broken and complete their table on keeping ethical guidelines
Laney et al. (false use of ethics in for all the three cognitive studies.
memory) psychological
Ask learners to:
research.
• Ethics a) identify what type of data has been collected
• Self-reports Learners can identify b) recall the strengths and weaknesses of quantitative data
and illustrate two c) plan a response to the following question: Evaluate the use of quantitative data in the study by Laney et al.
strengths and four on false memories. (8 marks)
problems associated
Learners identify the key characteristics of self-reports and tabulate the strengths and weaknesses of
with self-reports,
whether questionnaires and interviews, listing any new psychological terms in their glossary with appropriate definitions.
questionnaires or Website on self-reports: www.holah.co.uk/page-investigation.php?slug=selfreport
interviews and can and
(F) Ask learners to review the strengths and weaknesses of using self-reports and plan a response an exam
can evaluate each
aspect of the study in question on this.
turn.
(F) Ask learners to share their responses and peer mark to check for understanding of both the material in
question and the expectations of the mark scheme.

Syllabus ref and
Key Concepts
Discuss the use of restricted samples and ask learners to tabulate the strengths and weaknesses of using
restricted samples (with examples form any of the studies covered so far).
(I) Homework Assignment: Ask learners to evaluate the study by Laney et al. on false memories. They
should incorporate two other strengths and two other weaknesses of a method other self-reports.
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk

Unit 3: The Learning Approach
Core Studies
• Bandura A., Ross D. and Ross S.A. (1961), Transmission of aggression through imitation of aggressive models. Journal of Abnormal and
Social Psychology. 63(3). pp. 575–582
• Saavedra L.M. and Silverman W.K. (2002), Case Study: Disgust and a Specific Phobia of Buttons. Journal of the American Academy and Adolescent
Psychiatry, 41(11): 1376–1379
• Pepperberg I.M. (1987), Acquisition of the same/different concept by an African Grey parrot (Psittacus erithacus): Learning with respect to categories of
color, shape, and material. Animal Learning & Behavior, 15(4): 423–432
Syllabus ref and
Key Concepts
KC4 and KC1 Learners understand
The learning and can explain the
approach and the assumptions and key
behaviourist characteristics of the
perspective. learning approach
based on the
behaviourist (I) Assignment: Share a number of selected psychology based websites (including but not exclusively):
perspective, classical • www.holah.net/
and operant • www.holah.co.uk/
conditioning and • www.simplypsychology.org/ (this is particularly useful on all forms of Behaviourism)
understand social
• www.psychlotron.org.uk/
learning theory. • www.psychblog.co.uk/
• www.all-about-psychology.com/a-level-psychology.html
• www.psychology.about.com
• www.allpsych.com/psychology101/learning/
Learners create a document, leaflet or a poster outlining the behaviourist perspective, classical and
operant conditioning and social learning theory.
Share/present the video clip that introduces aspects of the learning approach and Bandura’s Bobo doll experiment

Syllabus ref and
Key Concepts
which can be accessed at: www.youtube.com/watch?v=N_hQTGR8YqI
A variety of resources connected with these learning objectives can be accessed at:
www.sites.google.com/a/bromsgrove.in.th/psychology/home/the-as-level/edexcel-as-level/the-learning-approach
KC1 Learners gain greater
Ask learners to generate explanations for why people start smoking and share responses.
Ask students to research and come across all the ban smoking ads the Indian government
The learning understanding of
approach and the social learning theory
behaviourist (SLT) and its
perspective. importance and
Watch video clip of the ‘Children See, Children Do Campaign’ and reiterate the relevance of the research in this
relevance.
Learners practise their
area at: www.youtube.com/watch?v=KHi2dxSf9hw
Extension activity:
skills at designing
experiments, Ask groups to design an experiment to investigate the extent to which children learn through observation and
incorporating the imitation. This should include details of the sample, method, experimental conditions, the independent and
necessary level of dependent variables (differentiate according to ability on how much guidance is given).
detail.
Bandura et al. Learners can describe Show as an introduction an image of the aggressive model and a child ‘bashing Bobo’: www.cdn-
(aggression) and explain the 1.simplypsychology.org/bobo-doll.jpg as a precursor to the lesson and ask learners to try and explain what the
sample and the picture is about.
• Reliability conditions of the
experiment. Explain the study briefly and hand out a summarised version of the study. A summarised version of the study can
Learners can identify
be found at: www.holah.co.uk/study-summary.php?slug=bandura
and explain the Ask learners to create a tree diagram of the sample and how they were allocated across the conditions –
controls effected in the emphasising the three independent variables.
study.
Refer learners to the pre-test and explain how this was used as a control for pre-existing levels of aggression.
Ask learners to continue reading through the study, underlining as many other controls as they can.

Syllabus ref and
Key Concepts
Ask learners to consider how reliable the experiment was in relation to the procedure or how the results were
collected.
KC1 and KC5 Learners assess their
Bandura et al ability to recall the
(aggression) relevant detail from the
study so far. Ask learners to create a table (four columns), with each column capturing one of the four main hypotheses. They
• Nature/Nurture
should read the study to find the results specific to each of the hypotheses and insert them into their tables.
Debate
• Application of and explain the Introduce the debate concerning nature versus nurture and how each of the results supports either one side of the
Psychology to results, relate them to debate or the other. Add these explanations into their tables of results/explanations.
everyday life Social Learning
Ask learners to consider whether the results overall support or reject SLT.
Theory and apply
them.
Using previous knowledge and understanding, learners evaluate the study, identifying and illustrating the strengths
Learners practise their and weaknesses. They should identify and be able to explain what they consider to be the main strength and the
evaluation skills and main weakness.
can identify and
Ask learners to consider the implications of these findings in relation to:
illustrate the major
evaluative issues a) parenting
evident in the study. b) TV censorship
c) Education.
Share ideas regarding the application of these findings to everyday life.
(I/F) Assessment: Learners complete a Paper 1 question where they have to evaluate a study on the basis of two
strengths and two weaknesses. They should complete this in timed conditions and pass to a partner for peer
marking exercise.
Extension activity:
Ask learners to look through a sample Paper 1 and Paper 2 and devise five of their own questions using the
Bandura study on aggression.

Syllabus ref and
Key Concepts
KC4 and KC1 Leaners can describe
Saavedra and and explain the
Use the resultant Q&A/discussion to introduce the classification of phobias by the diagnostic and statistical manual
Silverman (button Behaviourist approach
phobia) can be sued to explain (DSM). The classification can be displayed from: www.theravive.com/therapedia/Specific-Phobia-DSM--5-300.29-
phobias. (ICD--10--CM-Multiple-Codes)
Learners can describe, Ask learners if anyone has first-hand knowledge of a phobia and is willing to share their experience.
and explain the
sample and the Ask learners to suggest how classical conditioning could be used to explain phobias and share ideas accordingly.
interventions used to In pairs discuss how classical and operant conditioning could explain a phobia of buttons.
cure a young boy of
his phobia. Introduce the difference between the two concepts of ‘fear’ and ‘disgust’ (using learners’ suggestions if possible)
and how they manifest themselves in the continuance of a phobia. Introduce the concept of action-research and
ask learners to record a definition in their glossary.
Share the case study conducted by Saavedra and Silverman concerning the young boy who had a phobia of
buttons. The full text can be accessed at:
https://pdfs.semanticscholar.org/1c3a/6b278c9f187f1052846121ca2d47aae26e0d.pd
f
and ask learners to read through the
introduction/background to the study, highlighting any vocabulary or issues they need assistance in understanding.
Ask learners to summarise the following:
a) the sample
b) origin of the phobia
c) problems experienced as the phobia progressed
d) duration of the phobia
e) difference between his specific phobia and the symptoms of OCD
Share a video clip of a conventional treatment of a specific phobia (systematic desensitisation) about a
woman who was treated for a phobia of feathers, available at: www.youtube.com/watch?v=lMZ5o2uruXY
Go through the Intervention Procedure and Result section explaining how the treatment was administered and
what recordings were measured and the difficulties experienced by the psychologists in treating their patient.

Syllabus ref and
Key Concepts
Extension activity:
Ask learners how the young boy’s responses were different from the woman with the phobia of feathers and share.
KC2 Learners can describe Create some multiple-choice questions or a true/false activity to encourage learners to recall the information
Saavedra and and explain the results covered during the previous class.
Silverman (button of the interventions
Ask learners to read through the section under Disgust Imagery and Cognitions and check for understanding.
phobia) used to cure a young
boy of his phobia and They can then consider (and record):
• Qualitative data can evaluate all a) the types of data that were recorded and the advantages and disadvantages of each
• Use of children aspects of the study. b) the data collection tools that were used and the advantages and disadvantages of these
in c) the ethical guidelines that were ignored in carrying out the treatment
psychological d) was the boy cured of his phobia by the end of the treatment period?
research e) to what extent did they find the study ‘useful’.
• Case studies Ask learners whether this study supports the nature or the nurture side of the debate and check for understanding.
Ask learners to identify examples of any qualitative data collected and use them to develop an essay plan on the
strengths and weaknesses of using qualitative data in psychological research.
Ask learners to consider what problems psychologists might experience when studying children and generate a
class discussion. Show a YouTube clip of a replication of Piaget’s conservation experiment, available at:
www.youtube.com/watch?v=MpREJIrpgv8 and ask learners to describe the behaviour of the children and add any
further challenges they have identified to their list. Supplement with the advantages children present when being
studied.
Ask learners to mind map what problems psychologists might experience when studying only one, or very few
participant(s). Supplement with the advantages of conducting case studies and ask learners to tabulate the
strengths and weaknesses of case studies.
Extension activity:
Ask learners to complete their ethics table/spread sheet for the last two studies.
Scheme of Work

Cambridge International AS & A Level Psychology 9990 – from 2018
Syllabus ref and
Key Concepts
KC4 Learners can describe
Pepperberg (parrot and explain the key
learning) components of
Pepperberg’s study on
Insert ‘Alex the parrot’ into YouTube and ask learners what video clips they would like to view about Alex. Ask
Alex’s acquisition of
the same/different learners what labels Alex was able to apply to various objects placed in front of him.
concepts.
Ask learners to think about how they would test whether Alex was able to understand and respond to the concepts
of ‘same’ and ‘different.’
Ask learners to peer review and critique the various suggestions made. Challenge and guide until learners
appreciate how these concepts were tested in the study.
Pass round the study (differentiate depending on learners’ ability) and ask learners to bullet point or mind-map the
salient features about the sample, the method and the response measures. The original study is available at:
https://link.springer.com/content/pdf/10.3758/BF03205051.pdf
(F) In groups, ask learners to allocate the following information to members of the group. Each person
should research and report back to their group one of the points below:
a) the M/R approach to training and the rewards used to recognise and reinforce the desired behaviour
b) the reasons for the frequency of and the multi-concept aspect of Alex’s training
c) the controls incorporated both before and during the tests
d) the testing procedures.
Ask learners to tabulate the results for ‘tests on familiar objects’ and ‘transfer tests with novel objects’ and review the
strengths and weaknesses of quantitative data. Learners should try to add examples where they can.
Discuss:
a) why the period taken for Alex to develop the ability to vocalise the labels was not taken as a measure
of his cognitive ability or comprehension of the concepts.
b) why Alex’s responses on the transfer tests might have been better than on the tests on familiar objects
c) the principles of a double-blind test compared to a single blind test. Ask learners to record these terms
in their glossary.

Syllabus ref and
Key Concepts
Extension activity:
Learners review Paper 1 and Paper 2 questions and create eight questions of their own in this style based on the
Pepperberg study. They should also write a mark scheme for each of their questions.

Unit 4: The Social Approach
Core Studies
• Milgram S. (1963), Behavioral Study of Obedience. Journal of Abnormal and Social Psychology. 67(4) pp. 371–378
• Piliavin I M, Rodin J and Piliavin J (1969), Good Samaritanism: An Underground Phenomenon? Journal of Personality and Social Psychology. 13(4)
pp. 289–299
• Yamamoto S., Humle T., Tanaka M. (2012) Chimpanzees’ flexible targeted helping based on an understanding of conspecifics’ goals. Proceedings of
the National Academy of Sciences. 109(9): 3588-2952
Syllabus ref and
Key Concepts
KC4 Learners understand Create and pass round various ‘scenarios’ asking learners to predict how people might behave and compare
The Social and can explain the responses. Then change a key character or location in the scenario and ask them what impact the change might
Approach assumptions and key make and why.
characteristics of the
Go through the main characteristics of the social approach and verbally discuss the implications (strengths and
social approach.
weaknesses of each).
Milgram and explain the
(obedience) background and the
procedure of the study.
Ask learners to make a few predictions about ‘how many people would?’ against a number of findings from
investigations on obedience, e.g. the original study, Hofling’s study (1966), Sheridan and King (1972) etc. and
display them on the wall. A link to Hofling’s study (1966) is: www.simplypsychology.org/hofling-obedience.html and
to Sheridan and King (1972): http://cynlibsoc.com/clsology/pdf/women-torture-puppies.pdf
Show Derren Brown’s recent version of the study and explain to learners they are going to study Milgram’s original
experiment, available at: www.youtube.com/watch?v=y6GxIuljT3w
V1.0 30

Syllabus ref and
Key Concepts
Milgram Learners can describe Ask learners to share one thing from the previous lesson. Check their knowledge and understanding of the
(obedience) and explain the Holocaust.
background to the
study, the sample and Show clips from the original study and ask them to describe the participants they view, these are available at:
the selection strategy www.youtube.com/watch?v=7TqJFp4y4zo
adopted and the
(I) Hand out study notes on the background, the sample, the method and procedure and ask learners to read,
findings/explanations
of the study. checking on their individual levels of accuracy and understanding. Check their ability to identify the sampling
strategy used to recruit the participants. An abridged version of the study can be found at:
www.holah.co.uk/summary/milgram/
Ask learners to consider what conflicts might have been causing the distress of the participants and list them
under ‘Explanations’.
Extension activity:
Ask learners to research the ‘agentic state’ for inclusion in their notes.

Syllabus ref and
Key Concepts
KC2 and KC3 Learners can evaluate Show/share some of the exercises and learners can test their knowledge and understanding accordingly. Quizzes
Milgram various components of and other activities are at: www.holah.co.uk/summary/milgram/
(obedience) the study for revision
purposes.
• situational
versus
Learners decide which findings can be attributed to an individual explanation and which findings can be attributed
dispositional
explanations to a situational explanation. Ask learners to create a mnemonic to help them remember the nine situational
variables that Milgram argued contributed to the participants’ high levels of obedience.
Learners prepare a response to the following question: Evaluate the use of restricted samples in Milgram’s study
on obedience. (8)
Ask learners how these findings might be useful to ‘who’ and ‘how’ and share ideas and suggestions.
Extension activity:
Explore the recent study conducted by Slater and compare the effects of using a virtual environment in practical
and ethical terms, available at: www.journals.plos.org/plosone/article?id=10.1371/journal.pone.0000039 or
www.psychologyexplainstheworld.yolasite.com/virtual-reality-and-milgram.php
KC2, KC3 and Learners begin to Ask learners to consider the factors that might encourage/discourage helping behaviour from their experience and
KC5 recognise and list accordingly. Ask them to consider some local/international charitable appeals and consider which they think
Piliavin et al. appreciate the factors are the most effective and why – again, list down the attributes of the successful appeals. Activities on altruism:
(subway that encourage/ www.psychlotron.org.uk/resources/social/AQA_A2_altruism_discussionstim.pdf
Samaritans) discourage helping www.psychlotron.org.uk/resources/social/A2_AQA_altruism_bystandersituations.pdf
behaviour.
Learner presentation on the murder of Kitty Genovese which is critiqued by peers.
and explain the Pass round the story of Kitty Genovese and ask learners to identify all the features of the story that might have
background to the encouraged/discouraged intervention (and what types of intervention) that might have saved Kitty and share. A

Syllabus ref and
Key Concepts
study and the key newspaper article on the Kitty Genovese murder can be accessed from: www.nytimes.com/1964/03/27/37-who-
terms associated with saw-murder-didnt-call-the-police.html?_r=0
it.
Show the ‘smoke filled room’ YouTube clip and explain the impact of the murder on social psychologists and
attempts made to explore diffusion of responsibility, bystander apathy and pluralistic ignorance under laboratory
conditions which is available at: www.youtube.com/watch?v=KE5YwN4NW5o
Piliavin et al. Learners can describe Ask learners to define key terms from the previous lesson.
(subway and explain the
Samaritans) background, the key Explain the aim of the Piliavin study to enhance the ecological validity of previous research in this area and
terms, the sample, share/present the sample and method of the Piliavin study. An abridged version of the Piliavin study is available
method and the at: www.holah.co.uk/summary/piliavin/
findings of the study.
Ask learners to predict the results by asking a leading (and probing for %) question concerning each result in turn
and giving immediate feedback.
Piliavin et al. Learners understand Ask learners to recall the features of successful charitable campaigns and factors affecting helping behaviour.
(subway and can explain and Show/present/share the Arousal:Cost/Reward Model and explain in general terms. Information/presentation on
Samaritans) apply the Arousal: Arousal:Cost/Reward Model can be found at: www.holah.co.uk/study/piliavin/
Cost/Reward Model to
Create and hand out a number of scenarios (differentiate according to ability) and ask learners to apply the model
to predict helping behaviour. Ask each pair to generate another scenario and pass to their classmates for
consideration and reflection. Close the session with activities available at: www.holah.co.uk/summary/piliavin/
V1.0 33

Syllabus ref and
Key Concepts
Piliavin et al. Learners can identify Learners identify key characteristics of field experiments (supplement where necessary) and tabulate their
(subway and illustrate two strengths and weaknesses having reviewed the table concerning laboratory studies and listing any new
Samaritans) strengths and four psychological terms in their glossary of terms.
problems associated
Learners identify key characteristics of using observation as a data collection tool (supplement where necessary)
• Experiments with using field
• Observation experiments and and tabulate their strengths and weaknesses having reviewed the table concerning laboratory studies and listing
observation to conduct any new psychological terms in their glossary of terms.
psychological
Learners then try to evaluate the Piliavin study using all the evaluative issues covered so far and identify the
research.
illustrative points they would use to support each point in turn.
Extension activity:
Create some examination type questions for individual learners so that they can self-assess their knowledge,
understanding and examination skills.
KC4 Learners can describe Ask learners to share any examples they might have from previous knowledge of animals’ helping behaviours and
Yamamoto et al. and explain the share.
(chimpanzee background to the
Ask learners how they might test animals’ helping behaviour and consider which animals, what kind of study,
helping) study and revise the
issues pertaining to which experimental design, the data collected method to be used and justify each component in turn. Share
• The use of the use of animals in suggestions.
animals in psychological
Ask learners to look up and add the meanings of ‘prosocial behaviour’ and ‘targeted helping’ into their Glossary of
psychological research.
research Terms.
• Experiments
• Experimental Share the background to the study conducted by Yamamoto et al (2012). The original study can be accessed at:
design www.pnas.org/content/109/9/3588.full.pdf on chimpanzee helping and ask learners to identify the advantages of
• Data collection i. Using chimpanzees in comparative psychology?
tools ii. Focusing on ‘targeted helping’?
iii. The connection between ‘targeted helping’ and the Theory of Mind.
Yamamoto et al. Learners are able to Display the video clips as follows:
(chimpanzee describe and explain Clip 1: www.youtube.com/watch?v=Ac4-Tzk4TCM

Syllabus ref and
Key Concepts
helping) the sample, the Clip 2: www.youtube.com/watch?v=hS4ndnr2UyQ
method and the results
and ask learners to identify/suggest:
• The use of of the study and
animals in evaluate each aspect • the main difference between the first condition and the second condition
psychological in turn. • the objects that were in the tray
•
research • the gestures used to ask for help
Experiments • why some of the objects might have been dropped in the first clip but not in the second clip
• Experimental
•
design Share the sample and the method/procedure (including the two conditions), the data collection method used and
Data collection ask learners to identify the experimental design, remind themselves of the advantages and disadvantages of
•
tools repeated measures and observation and evaluate each remaining aspect in turn.
Hypotheses
Display/share Fig. 2 and ask learners to analyse the results of the three conditions and check for correct
and aims
understanding. Ask learners to capture in their notes.
Share the original study and ask learners to identify two different instances of individual differences and capture
them in their notes, e.g. Pan’s responses (concerning her preference for the brush) and Ayumu’s response of
standing in the ‘can’t see’ condition. Explain why Pan and Ayumu’s responses were not included in the final
statistical analysis.
Ask learners what conclusions they can draw from the findings. Ask learners to make a comparison between the
helping behaviours of the chimpanzees and the helping behaviours of young children.
Share the video clip available at: www.youtube.com/watch?v=Z-eU5xZW7cU which demonstrates some studies
on the helping behaviours of children and chimpanzees. Ask learners to identify the similarities and differences.
Ask learners how useful they consider this study is and justify their answers and share.
KC3 Learners reinforce Based on their knowledge and understanding of the study, ask learners to create a directional and a non-
Yamamoto et al. their learning of the directional hypothesis about chimpanzee targeted helping behaviours.
(chimpanzee material and the
(I/F) Assessment: Use sample questions from past papers to assess learner understanding of the study by
helping) examination practice
by applying the subject Yamamoto et al.
matter to a variety of

Syllabus ref and
Key Concepts
examination type
questions.

Unit 5: Psychology and Abnormality
Syllabus ref and
Key Concepts
KC4 and KC5 Learners have an
General understanding and an
introduction to appreciation of the
Introduce learners to this unit and generate discussion about its importance, why it should concern us and each
psychology and objectives and
abnormality expectations of the sub-section in turn, extrapolating previous knowledge and understanding of the key issues and concepts.
unit.
Learners can describe,
explain and apply the
Ask learners to define abnormality and share their ideas with the rest of the class.
various definitions of
abnormality.
Consider their suggestions in light of smoking, having an IQ of 120, base-jumping etc. and refine their ideas
further. Categorise their ideas under themes as close to the ‘models’ as possible.
Pass round the worksheet ‘What do we mean by abnormal?’ at:
www.psychlotron.org.uk/newResources/indDefining.html and ask learners to discuss their responses.
Show the presentation on defining abnormality:
www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitions.ppt and ask learners to match the
four definitions with their ideas on the board.
Extension activity:
Ask learners to listen to the ‘psyCast’: www.psychlotron.org.uk/podcasts/abnormalitydefinitionspsycast.zip

Syllabus ref and
Key Concepts
General Learners can Ask learners to generate examples on post-it notes of issues or behaviours that may be difficult to categorise
Introduction to understand and under the four definitions and cluster them together for later comparison.
Pass round the worksheet about problems of defining abnormality for reading and responding. Definitions of
abnormality criticisms activity can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitioncounterexamples.pdf
Ask learners to consider what questions they might ask a potential patient (what information might they consider
important) and role play if appropriate.
Introduce learners to the DSM – V (TR) and show/share the FAQ page for learners to read. The introduction/FAQ
page can be accessed at: www.psychology.about.com/od/psychotherapy/f/faq_dsm.htm (I)
Discuss in class a real life scenario of a clinic- discuss the questions they would ask to get a complete case
history, look at the DSM criteria for any one disorder along with duration

Syllabus ref and
Key Concepts
introduction to abnormality, identify
psychology and the assumptions on Show an introductory PowerPoint outlining the four major models and how they interact with each other leading
abnormality which each are based into learner presentations on each. The introductory PowerPoint, Models of abnormality introductory slides can be
and evaluate the accessed at: www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormal_modelsintro.ppt
medical/biological
Introduce learners to the biological model using a presentation which can be accessed at:
www.psychlotron.org.uk/newResources/indModels.html

Syllabus ref and
Key Concepts
General
psychology and
the cognitive and
abnormality behavioural models of Introduce learners to the cognitive model of abnormality, a presentation on the cognitive model of abnormality can
abnormality. be accessed at: www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormal_cognitivemodel.ppt and one on
the evaluation Cognitive model of abnormality evaluation slides can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormal_cognitiveeval.ppt
Extension activity:
A ‘psyCast’ on the cognitive model can be accessed at: www.psychlotron.org.uk/newResources/indModels.html
Ask learners to recall aspects of the behaviourist approach and suggest how it might be related to abnormality.
Present the behavioural model of abnormality, two presentations can be accessed at:
General Learners can describe, Introduce the psychodynamic model using the presentations and activity sheets, available at:
introduction to explain and evaluate www.psychlotron.org.uk/newResources/indModels.html
psychology and the psychodynamic
abnormality model of abnormality. Ask learners to listen to the ‘psycast’ on the psychodynamic model, available at:

Syllabus ref and
Key Concepts
KC5 Learners can describe,
Schizophrenic and explain and evaluate
psychotic disorders the medical/biological,
Show a short introductory clip on schizophrenia at: www.youtube.com/watch?v=74vTftboC_A
behavioural,
• Characteristics psychodynamic and
of cognitive models of Read up a case study on paranoid schizophrenia and ask learners to read through each section in turn and
schizophrenia abnormality in turn and consider what they would do if they were the parents of the boy concerned and then ‘open up’ the next section in
spectrum and identify the turn until they finish. Address any questions or concerns.
disorders which each are based.
Show the introductory presentation on schizophrenia and share hand-outs.
(F) Look at few case studies/diagnosis activity and ask learners whether each case study falls under the
diagnosis of schizophrenia and, if so, what type
(I) Issue each learner with a comprehensive ‘summary sheet’ about schizophrenia.
(J) https://www.google.com/search?q=schizophrenia+summary+sheet&rlz=1C1GGRV_enIN755IN755&
source=lnms&tbm=isch&sa=X&ved=0ahUKEwjVr9Dl4qLjAhWNknAKHVuzC48Q_AUIECgB&biw=1366&b
ih=608#imgrc=pyl-M4HCZaw8dM:
Ask learners to look up psychotic disorders at www.webmd.com/schizophrenia/guide/mental-health-
psychotic-disorders and takes notes as appropriate. Other information on psychosis can be accessed at:
www.medicinenet.com/psychotic_disorders/article.htm
Ask learners to describe and explain the difference between psychosis and schizophrenia using the information
they have recently read. Refer them to a letter written to a doctor about her daughter’s changing diagnosis and
the doctor’s response, which is available at: www.psychcentral.com/ask-the-therapist/2010/06/02/what-is-the-
difference-between-psychosis-and-schizophrenia/
Share the research by Freeman on using virtual reality to assess symptoms of schizophrenia and scroll through
to summarise the methodology and the findings in relation to psychosis. This research is available at:
www.schizophreniabulletin.oxfordjournals.org/content/34/4/605.long

Syllabus ref and
Key Concepts
(I) Assignment: Watch the video clip ‘Living with Schizophrenia’ and respond to the worksheet. The video clip can
be accessed at: www.youtube.com/watch?v=oBhteRTabes.
Schizophrenic and Learners can describe, Show the video clip of a young man talking about his schizophrenia which can be accessed at:
Psychotic Disorders explain and evaluate www.youtube.com/watch?v=B1YvJWTWWEk&ebc=ANyPxKrzQKCQPu9oObya9wb_FHf-jzG4jW7cZ-
the different osmUneGhVV778bZeJC50wKqDerS6XVUyQUOEAmsB8YkF_untcP5CEco6aCzg
• Explanations of explanations of
schizophrenia schizophrenia and can
and delusional match each Presentations on all explanations can be accessed at:
disorder explanation with the www.psychlotron.org.uk/newResources/indDisordersSchiz.html
appropriate model,
Issue the worksheet on schizophrenia and brain function, Schizophrenia: brain abnormalities, which can be
• Determinism including genetic;
biochemical; cognitive accessed at: www.psychlotron.org.uk/newResources/indDisordersSchiz.html and ask learners to read through and
and psychodynamic. respond to comments and questions.
(I/F) Ask learners to evaluate and respond to the evidence captured in the worksheet on genetic evidence and
share. The worksheet on genetic evidence Schizophrenia: genetic evidence can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AQA_A2_abnorm_schizgenetic.pdf
Refer learners to the research conducted by Gottesman and Shields (1972) at www.psychyogi.org/gottesman-and-
shields-1972-biological/ and ask them to evaluate the study in relation to one evaluative issue and determinism.
Share the ‘dopamine hypothesis’ slides with learners, available at:
www.psychlotron.org.uk/newResources/indDisordersSchiz.html and explain and respond to questions as required.
Show the presentation on the cognitive explanation with accompanying handouts and comment and respond to
questions. The presentation on the cognitive explanation, Schizophrenia: cognitive explanations (slides) can be
accessed at: http://psychlotron.org.uk/newResources/indDisordersSchiz.html
Issue a summary sheet on schizophrenia which includes the cognitive explanation and Frith’s 1992 research. It is
available at: www.brain-freeze.co.uk/files/schizophrenia.pdf

Syllabus ref and
Key Concepts
Ask learners to evaluate the cognitive explanation and consider what evidence they would need to evaluate it
effectively.
Ask learners to read through the double blind explanation and comment and respond accordingly. A worksheet
can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormality_schizophrenia_familysystems.pdf
Ask learners to refer back to the video clip and decide which explanation best fits the description of the
schizophrenia described in the clip from the information available.
(I) Assignment: Divide the class into two focusing on either the psychodynamic or the behaviourist explanation
and issue the worksheet so that each learner prepares a presentation on one of the two models – the best of
which will be shared with the class.
KC2 and KC5 Learners can describe, Ask learners to complete the worksheet activity on the psychodynamic/behaviourist explanations which can be
Schizophrenic and explain and evaluate accessed at: www.psychlotron.org.uk/newResources/indDisordersSchiz.html to test for learning and
psychotic disorders various treatments understanding from previous classes.
devised including
• Treatment and biochemical
management of (antipsychotics and
schizophrenia atypical
and delusional antipsychotics) and Pass around the Introduction to treatments notes, available at:
disorders electro-convulsive www.psychlotron.org.uk/newResources/indTreatmentsBio.html and respond to any discrepancies and Q&A.
therapy (ECT).
Show the short presentation on ‘psychosurgery’ as a comparison to more ‘user-friendly’ treatments. Read the pdf
on psychosurgery for schizophrenia
Go through the slides on the biological treatments for schizophrenia, synaptic transmission and antipsychotic
drugs, available at: www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_treatments_drugsneuro.ppt
and explain the process of suppressing the neurotransmitter receptors for dopamine.
Pass around the accompanying notes which are available at:
www.psychlotron.org.uk/newResources/indTreatmentsBio.html

Syllabus ref and
Key Concepts
Show a short introductory video about how selective serotonin reuptake inhibitors (SSRI) and monoamine oxidase
inhibitors (MAO) work: www.youtube.com/watch?v=m4PXHeHqnmE
Show a short documentary/simulation on the use of electro-convulsive therapy (ECT), available at:
www.youtube.com/watch?v=9L2-B-aluCE
Extension activity: mind map on treatment options
Ask learners to:
a) try and find one piece of research on efficacy of ECT and evaluate it
b) visit the revise psychology website and create a mind map to evaluate biological explanations of
schizophrenia, available at:
www.revisepsychology.wordpress.com/2012/01/02/3-biological-explanations-of-schizophrenia/
Schizophrenic and Learners can describe, Pass round the worksheet on cognitive therapies for schizophrenia and ask learners to refer back to their notes on
psychotic disorders explain and evaluate CBT/ABC/REBT and respond to the delusory beliefs and share ideas. The worksheet on cognitive therapies for
various treatments schizophrenia, Cognitive therapy for schizophrenia can be accessed at:
• Treatment and devised including www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_schizophreniaCognitiveTherapy.pdf
management of token economies and
schizophrenia cognitive-behavioural Pass round the various pieces of research on the effectiveness of CBT in treating schizophrenia and ask learners
and delusional therapy. to summarise and evaluate each accordingly:
disorders • www.ncbi.nlm.nih.gov/pubmed/10665619 (on Sensky, 2000)
• http://digest.bps.org.uk/2005/09/long-term-benefits-of-cbt-for.html
• www.nursingtimes.net/cbt-ineffective-for-schizophrenia/5003291.fullarticle
• http://digest.bps.org.uk/2006/09/new-approach-to-help-those-who-hear.html

Syllabus ref and
Key Concepts
Pass round the various pieces of research on the effectiveness of using token economies in treating schizophrenia
and ask learners to summarise and evaluate each accordingly and draw a conclusion concerning the effectiveness
of token economies on managing the negative symptoms of schizophrenia: read and
present
• www.psychtutor.weebly.com/schizophrenia.html (and evaluate the Paul and Lentz research (1977))
• www.div12.org/psychological-treatments/treatments/social-learningtoken-economy-programs-for-
schizophrenia/
• www.psue76.wordpress.com/2012/02/19/is-token-economy-effective-in-people-with-schizophrenia-who-live-in-
the-community/
• www.schizophreniaresearch.org.au/library/browse-library/treatments/psychosocial/token-economies/
Schizophrenic and Learners can reinforce (I/F) Share specimen examination papers with learners and ask them to complete Paper 3, question 1 under timed
psychotic disorders and consolidate their conditions.
learning and
(F) Ask learners to generate a Paper 3, question 2 for schizophrenia and refer to the mark scheme. Support
• Reinforcement, understanding about
examination schizophrenia and learners in explaining how the assessment objectives should be met and ask learners to plan a response for both
practise and psychotic disorders part a) and b).
questions and practice their
(F) Refer learners to Paper 4, Section B, Question 5 and Section C, Question 9 and ask learners to substitute
examination skills
through the practice of OCD for schizophrenia and respond accordingly. Share ideas and ask learners to evaluate each other’s’ designs
generating and and Section C responses.
responding to different
types of examination The specimen papers and appropriate mark schemes are available from the Teacher Support Site.
questions.
KC4 and KC5 Learners can describe,
Bipolar and related explain and evaluate
disorders different types of
abnormal effect
Characteristics of including unipolar and Ask learners to suggest different ways to diagnose/differentiate or measure different types of depression. Use as
bipolar and related bipolar depression, the an opportunity to evaluate each data collection method in turn and discuss how it might affect disclosure of
disorders causes and treatments symptoms of depression.
for manic depression
as well as sex

Syllabus ref and
Key Concepts
differences. Refer learners to the research at: www.sciencedirect.com/science/article/pii/0272735888900505 to check on the
validity of Beck’s Depression Inventory (BDI).
Debate the claim that depression is a response to environmental stressors and respond and clarify any issues that
arise from the debate. Many resources on abnormal effect can be accessed at:
www.psychlotron.org.uk/newResources/indDisordersMood.html
www.psychology4a.com/depression.html
KC1 Learners can describe, Ask learners to read the sheet on clinical characteristics of major depressive disorder, which can be accessed at:
Bipolar and related explain and evaluate www.psychlotron.org.uk/newResources/indDisordersMood.html
disorders the biological
explanations (both
• Explanations of genetic and
depression neurochemical) and
If necessary, show presentation on the biological explanations of abnormal effect which can be accessed at:
cognitive explanations
(including Beck’s www.psychlotron.org.uk/newResources/indDisordersMood.html
cognitive theory and
learned helplessness/
attributional style).
Issue summary sheet on synaptic transmission and depression, which can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AQA_A2_abnorm_moodneurochemical.pdf and ask learners to
replicate the diagram after minutes of studying it.
Ask learners to review the cognitive model of abnormality and predict/develop a cognitive explanation for abnormal
affect.
Show the presentation on the cognitive explanation of depression, which can be accessed at:
www.slideshare.net/Jjanpsychology/cognitive-approach-to-abnormality-as and share ideas, focusing on Beck’s
Cognitive Triad.
Issue each learner with the worksheet Beck’s Cognitive Theory of Depression and ask each learner to complete
the assignment at the end and share. This can be accessed at:

Syllabus ref and
Key Concepts
www.psychlotron.org.uk/newResources/indDisordersMood.html
Show the introduction to Seligman’s theory of learned helplessness and ask learners to generate examination
questions on it. The presentation on Seligman’s theory of learned helplessness, Depression and learned
helplessness slides, can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_depressionlearnedhelplessness.ppt
Bipolar and related Learners can describe, Ask learners to ‘trial’ one of the revision games/activities developed during the previous lesson and evaluate.
disorders explain and evaluate
various treatments for Ask learners to suggest different treatments for depression using biological and psychological explanations
• Treatment and depression including accordingly and share ideas.
management of chemical/drugs (MAO,
depression SSRIs), electro-
convulsive therapy,
CBT and REBT.
Replay the video about how SSRIs and MAO inhibitors work and then a second video concerning stimulating
serotonin, available at:
Video 1 www.youtube.com/watch?v=m4PXHeHqnmE
Video 2 www.youtube.com/watch?v=qMsWtP3VS3Q
Show a video clip on the use of ECT to treat severe depression and respond to any questions and comments. The
video clip on using ECT to treat severe depression can be accessed at: www.youtube.com/watch?v=zYl13Relzbs
Ask learners to develop a role play demonstrating a therapist using either CBT or REBT and present each to the
class for comment.-Filled CBT sheet

Syllabus ref and
Key Concepts
(I) Pass round a summary sheet on behavioural treatments, which can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AQA_A2_abnorm_treatmentsbehnotes.pdf and ask learners to read
individually. Ask each learner to suggest a behavioural treatment for depression.
Share a PowerPoint presentation on behaviour therapy with anxiety disorders slides which can be accessed at:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_behTreatments.pptx
(I) Assignment: Ask learners to create a table of different chemicals or drugs that can be used to treat/manage
depression covering details of their name, their market name, what type of drug they are, how they work, any side-
effects and any specific research related to their effectiveness. - HW
Bipolar and related Learners can reinforce Learners trial a second revision game or activity.
disorders and consolidate their
learning and Learners create a mind-map of either the types (including characteristics, examples and gender differences) or
• Reinforcement, understanding about explanations or treatments of depression with related research and pictures for display.
examination bipolar and related
(F) Ask learners to review a Paper 3 and a Paper 4 and generate some examination style questions on depression
Practise and disorders and practice
questions their examination skills and create a marking scheme for each.
through the practise of
(I) Assessment: Learners respond to a number of examination style questions as appropriate. Sample questions
generating and
responding to different can be generated from the specimen papers.
types of examination
questions. Learners can close the class playing the online activities on the cognitive explanations of depression on the
‘quizlet’ website which can be accessed at: www.quizlet.com/8252627/cognitive-explanations-of-depression-flash-
cards/
KC4 and KC5 Learners can identify Share a video clip of an awareness campaign on gambling addiction, available at:
Impulse control different types of www.youtube.com/watch?v=Svq3uSDyUVI and ask learners what they know or understand about addictions or
disorder and non- addictions and impulse impulse control disorders already. Ask them to name any that they are aware of (such as pyromania, kleptomania
substance addictive control disorders and etc.)
disorder apply definitions as
well as identify key
• Characteristics characteristics of both.

Syllabus ref and
Key Concepts
of impulse Refer learners to the abstract concerning the Burton et al. study on pyromania (2012), available at:
control disorder www.ncbi.nlm.nih.gov/pubmed/22960918 and ask learners to divide up the components mentioned in the abstract
and non- and create a group mind-map/spider diagram on pyromania for display.
substance
addictive
disorder
Ask learners to consider how they would define addiction. Share Mark Griffiths’ six characteristics of addictive
behaviour which could be used to define addiction.
http://www.belspo.be/belspo/fedra/DR/DR64_Griffiths_present_en.pdf
Pass round the first two pages of the chapter written by Mark Griffiths and Mark Davies on video game addiction
and ask learners to read the opening paragraphs about the application of the six components of addictive
behaviour to video game addiction. Ask learners to list the six components in their notes and apply them to one
other addiction. The chapter written by Mark Griffiths and Mark Davies on video game addiction can be accessed
at: www.isfe.eu/sites/isfe.eu/files/vg_addiction_chapter_2005.pdf
Share a case study of George and ask learners to identify any of the six components of addictive behaviour.
Learners should suggest how they could apply the various models of abnormality to explain his symptoms.
Ask learners to identify
possible physical and psychological dependences that are evident in this case study.
Hand out a Kleptomania Symptom Assessment Scale, available at:
www.pathwaysinstitute.net/Kleptomania%20Symptom%20Assessment%20Scale%20rev%20.pdf to each learner
and ask each to generate one strength and one weakness until all are exhausted. Learners should use the KSAS
to modify their questionnaires on different impulse control disorders.
(I) Assignment: Ask learners to go through Mark Griffiths’ presentation on an overview of online addictions and
to identify one finding relating to the various aspects of internet addiction (consequences/treatments/comorbidity
etc.).

Syllabus ref and
Key Concepts
Impulse control Learners can describe,
disorder and non- explain and evaluate
substance addictive various theories
Show presentation on the biological model of addiction and impulse control disorders. The presentation on the
disorder concerning the causes
or etiology of non-
biological model of addiction can be accessed at: https://slideplayer.com/slide/8439561/
https://www.psychiatrictimes.com/impulse-control-disorders/impulse-control-disorders-clinical-
characteristics-and-pharmacological-management
• Causes of substance addictions
impulse control or impulse control Ask learners to consider how classical conditioning and operant conditioning can be used to explain addiction as
disorder and disorders well as initiation, maintenance and relapse and ask learners to share their ideas.
non-substance encompassing genetic,
addictive biochemical, Refer learners to the abstract of Miller et al. (2010) study available at:
disorder behavioural, cognitive www.psychinnovations.com/EMDRSD/Miller_Feeling_State_Addiction.pdf and ask learners what model this theory
and psychodynamic would be associated with. Display the diagram in the paper available at:
explanations. www.psychinnovations.com/EMDRSD/Miller_Feeling_State_Addiction.pdf and ask learners to record in their
notes.
(I) Internet research activity: Ask learners to look up research on the effectiveness of applying these models to
explain addiction and impulse control disorders. They should print out the abstracts of the research, and add the
findings to their mind-maps.
A summary sheet on compulsive gambling with a consideration of all the models and their respective treatments
can be accessed at: http://teachers.cie.org.uk/community/resources/pt_view_resource?id=1762
Extension activity:
Ask each learner to choose one ICD and research all the respective explanations/models for it.
Impulse control explain and evaluate
disorder and non- various methods to
substance addictive treat and/or manage
(I) Internet research assignment: Ask learners to visit the website Harbinger’s Mental Health Problem Solver
disorder non-substance

Syllabus ref and
Key Concepts
• Treating and addictions and impulse and work through the site as if they were suffering from a substance Impulse Control Disorder. They should
managing control disorders summarise the various treatments accordingly, though particularly the biomedical treatments. The Harbinger’s
impulse control including behavioural Mental Health Problem Solver website can be accessed at: www.newharbinger.com/psychsolve
disorder and treatments (token
non-substance economies and As a revision exercise, ask learners to access Jon Grant’s book Impulse Control Disorders: A Clinician's Guide to
addictive aversion therapy) and Understanding and Treating Behavioural Addictions, and ‘look inside’ and work through the first few issues/case
disorder CBT. studies.
Share abstracts concerning medical treatments of patients suffering from kleptomania which can be accessed at:
• https://books.google.co.ke/books?id=2ebQ-
mDAQqkC&pg=PA561&dq=medical+treatments+of+impulse+control+disorders&hl=en&sa=X#v=onepage
&q=medical%20treatments%20of%20impulse%20control%20disorders&f=false
• www.google.com/patents/WO2011069075A2?cl=en
and ask learners to read and evaluate each in turn.
(F) Hand out a CBT activity sheet, CBT role play, which can be accessed at:
www.psychlotron.org.uk/resources/abnormal/AQA_AS_abnormal_cogtreatroleplay.pdf and ask learners
to complete the activities.
Introduce learners to the concept of covert sensitisation. You may want to look at the Glover (2011) study as
a reference.
Ask learners to evaluate the research outlined in the study by Blaszczynski and Nower (2002).
Ask learners to review the Miller (2010) theory and apply it in order to suggest an appropriate treatment. They
can then check the treatments outlined in his paper, which is available at:
www.psychinnovations.com/EMDRSD/Miller_Feeling_State_Addiction.pdf.
https://www.goodtherapy.org/learn-about-therapy/issues/impulse-control-disorders
http://www.scielo.br/scielo.php?pid=s1516-44462008000500006&script=sci_arttext&tlng=en
(I) Assignment: Learners choose to create a series of ten multiple-choice questions or a crossword or a
true/false activity on the various explanations of addiction and impulse control disorders.
KC3 Learners can reinforce Share some of the questions learners created for the previous assignment as starter activities.

Syllabus ref and
Key Concepts
Impulse control their learning and
Pass around the case studies and ask learners to respond to each one of the case studies in turn.
disorder and non- continue to consolidate
substance addictive their understanding of
disorder different examination
questions using the Ask learners to design an experiment to investigate which psychological treatment would be the most effective in
• Reinforcement, material on non- treating a particular impulse control disorder of their choice.
examination substance addictions
practise and and impulse control Ask learners to share their experiments and each pair must evaluate each design identifying one strength or one
questions disorders. weakness or making one recommendation to improve it.
(F) Ask learners to respond to a number of examination style questions under examination conditions.
KC4 Learners can Display a poster or flow chart of anxiety disorders (phobia and OCD diagnosis advance organiser) and take
Anxiety disorders understand and learners through the flow chart as an introduction to both types of anxiety disorders, available at:
• Characteristics describe various types www.psychlotron.org.uk/newResources/indDisordersAnxiety.html
of anxiety of phobias.
Learner presentation(s) on different phobias are shared and peer assessed. Ensure generalised anxiety, specific,
disorders
social, agoraphobia and blood-injection, animal and button phobias are included.
Ask learners to identify any common characteristics in the phobias considered so far or any other abnormalities
that could account for the same symptoms. Issue the characteristics of phobias summary sheet Phobias: clinical
description hand out which can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_phobias_clinicaldescription.pdf and ask learners
to indicate the characteristics they had identified correctly.
Ask learners how they might try to assess or measure different types of phobias (evaluate different data collection
tools accordingly and reflect on how they distort the validity of the findings in each case).
The paper on the development of the Blood Injection Phobia Inventory (BIPI) can be downloaded at:
http://revistas.um.es/analesps/article/view/91971/88591. Ask learners to describe the assessment tool and
evaluate the trial accordingly.
Ask learners to access the GAD-7, available at: www.patient.info/doctor/generalised-anxiety-disorder-assessment-
gad-7 and self-assess their general anxiety level.

Syllabus ref and
Key Concepts
(I) Assignment: Ask each learner to locate one piece of research on one type of phobia and summarise under
aim, sample, method, data collection tools and findings and bring to class for group evaluation.
Many resources on phobias are available at: www.psychlotron.org.uk/newResources/indDisordersAnxiety.html
Anxiety disorders explain and evaluate
various explanations
• Explanations of for phobias including Ask learners to look up Ost’s findings about the genetic causes of blood-injury phobias:
phobias the biological and www.psychtutor.weebly.com/anxiety-disorders-phobias.html.
behavioural models.
Show the presentation on the biological models (both genetic and biochemical) of phobias. A presentation on the
genetic basis of phobias can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_phobiasgenetic.ppt
A presentation on the biological explanation of phobias can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_phobiabiologicalslides.ppt
(I) Assignment: Ask learners to read and complete the task on genetics causes of phobias. The activity on the
genetic causes of phobias can be accessed at:
www.psychlotron.org.uk/newResources/indDisordersAnxiety.html

Syllabus ref and
Key Concepts
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_PhobiaBehaviourist_AdvanceOrganiser.pdf
Ask learners to consider and complete a worksheet on different types of learning explaining phobias. The different
types of learning activity can be accessed at:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_behExplanationsAnalysis.pdf
Share a video clip on Watson’s study of Little Albert which can be accessed at:
www.youtube.com/watch?v=9hBfnXACsOI
Anxiety disorders Learners can describe, Pass round a sheet summarising irrational thinking generally and ask learners to apply their understanding of this
explain and evaluate to the activity concerning the phobia of peas.
• Explanations of various explanations https://www.verywellmind.com/cognitive-theory-2671570
phobias for phobias including
the cognitive and Show the presentation on cognitive explanations and ask learners to take notes accordingly. The presentation on
psychoanalytic the cognitive explanation of phobias can be accessed at: www.prezi.com/u4ktm40bz0pu/cognitive-explanations-
models. treatments-to-
phobias/?utm_source=website&utm_medium=prezi_landing_related_solr&utm_campaign=prezi_landing_related_
author
Ask learners to look up DiNardo’s findings about the cognitive causes of dog phobias
www.psychtutor.weebly.com/anxiety-disorders-phobias.html and watch the related videos and carry out the
exercises on the same pages as a revision exercise.
Ask learners to work through the Freud Page at: www.holah.co.uk/summary/freud/ and read Freud’s case study of
Little Hans and his explanation of his phobia of horses. Ask learners to pay particular attention to the following and
respond to questions concerning:
• the evidence that supports Freud’s explanation and the evidence that challenges his explanation

Syllabus ref and
Key Concepts
• the Oedipal complex
• their evaluation.
Show presentation on the psychodynamic model of phobias. A presentation on the psychodynamic explanation of
phobias can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_phobiapsychodynamic.ppt
Ask learners to respond to the psychodynamic causes of phobias sheets which can be accessed at:
www.psychlotron.org.uk/newResources/indDisordersAnxiety.html. -HW
Display the poster/flow chart of the psychodynamic model and ask learners to check their understanding of the
model. The poster/flow chart can be accessed at:
http://psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_PhobiaPsychodynamic_AdvanceOrganiser.pdf
Anxiety disorders explain and evaluate
different treatments for
• Treatment and anxiety disorders
Show the humorous video clip on three stages of systematic desensitisation, available at:
management of including systematic
anxiety desensitisation, www.youtube.com/watch?v=omYECykyQWE
disorders flooding and applied
tension. Ask learners to create their own hierarchical tables for a phobia of their choice and share examples and comment
on the ethics and predict the efficacy of using virtual simulated environments.
Show the video clip of using virtual simulations, available at: www.youtube.com/watch?v=co7BWWoF-5I
V1.0 57

Syllabus ref and
Key Concepts
Ask learners to review their sheet on behaviourist treatments and check understanding. The summary sheet on
behaviourist treatments can be accessed at:
www.psychlotron.org.uk/resources/perspectives/behaviourist/ANY_behaviourism_deconditioning.pdf
Share the research sheet on applied tension and ask learners to evaluate the research against five different
evaluative issues. The research sheet on applied tension can be accessed at:
www.resourcd.com/@psychexchange/file/show/16021 or http://www.ukhypnosis.com/2010/10/21/behaviour-
therapy-for-blood-phobias/
Learners to complete activity sheet on systematic desensitisation, available at:
www.psychlotron.org.uk/newResources/indTreatmentsLearning.html
Extension activity:
Learners can watch the rest of the series of Part 4 Primal Fears BBC Explorations Storyteller Media, available on
YouTube.
Learners can describe, Show the video clip featuring a man using CBT to treat a 40-year phobia of baked beans at:
explain and evaluate www.youtube.com/watch?v=3Y8VKs3__cA
different treatments for
anxiety disorders Ask learners to write a script of the stages a therapist might go through to treat a phobia of their choice using CBT
including CBT and and share with the class. Ask learners to evaluate the study conducted by Ost and Westling, available at:
medical treatments. www.psychyogi.org/ost-and-westling-1995-cognitive-behavioural-therapy-cognitive-behavioural-therapy/

Syllabus ref and
Key Concepts
(I) Assignment: Ask learners to look up and note what drug therapies are available for treating anxiety disorders
and why certain drugs might be used.
Anxiety disorders Learners can reinforce Write 16 words associated with phobias and ask learners to select 10. Learners need to match definitions to the
and consolidate their phobias – this could be done as a pair-work.
• Reinforcement, learning and
(F) Ask learners to review the material on phobias and play the role of examiner, generating one question for each
examination understanding about
practise and anxiety disorders and section of a Paper 4. They can then pass these around the class for other learners to attempt.
questions practice their
(F) Ask learners to prepare an essay plan for testing under examination conditions about what psychologist have
examination skills
through the practise of learnt about the explanation of phobias.
generating and
responding to different Ask learners to create a mind-map of the explanations and treatments for phobias for display.
types of examination
(I/F) Learners respond to some examination style questions under timed conditions.
questions.
Obsessive- ad explain types of
Compulsive and and common
related disorders obsessions and Show the BBD Foundation website so that learners can access for further reading. Click on the link for Signs,
compulsions, hoarding Symptoms and Safety Behaviours and ask learners to make a mental note of how many they can identify in the
• Characteristics and body dysmorphic clip. The BDD Foundation webpage is at: www.bddfoundation.org/ Watch the video clip on body dysmorphic
of obsessive- disorder. disorder available at: www.youtube.com/watch?v=iAuc2xAM7-8
compulsive and
Learner should read through the article about David Beckham’s battle with obsessive/compulsive disorder (OCD),
related
disorders which can be accessed at:
www.dailymail.co.uk/tvshowbiz/article-381802/The-obsessive-disorder-haunts-life.html
Issue a clinical description sheet on OCD, which can be accessed at:

Syllabus ref and
Key Concepts
www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDdiagnosis.pdf
Learners should pay particular attention to the definitions and differences between obsessions and compulsions.
Ask learners to look up and download the case study on Charles conducted by Rappaport (1989) at
www.psychtutor.weebly.com/anxiety-disorders-ocd.html and evaluate, paying attention to the strengths and
weaknesses of case studies and longitudinal studies.
Obsessive- various measures that
compulsive and can be used including Ask learners to look up the Maudsley Obsessive Compulsive Inventory (MOCI) at:
related disorders Maudsley Obsessive- www.sjdm.org/dmidi/Maudsley_Obsessive_Compulsive_Inventory.html and record the description in their notes.
Compulsive Inventory
• Characteristics and the Yale-Brown Share the Yale-Brown Obsessive - Compulsive Scale and ask learners to identify the main difference between the
of obsessive- Obsessive - two assessment tools. This is available at: www.veale.co.uk/resources-support/questionnaires/
compulsive and Compulsive Scale.
related
disorders
Extension activity:
Learners can watch Extreme OCD Camp Episode 2 2013 BBC Three Documentary Trekking into the American
forest, available at: www.youtube.com/watch?v=ywMsMjGF_nw&ebc=ANyPxKoGoa6yIpy9EjxX7ugiep_bw-
9TrtxTdW_xadffrATn3nCF7aR72_z_LYtmNuluqbeuIbZWeZllX9rU6dUBw1joTGngXA
Obsessive- Learners can describe, Share the video, available at: www.youtube.com/watch?v=KOami82xKec
compulsive and explain and evaluate
related disorders various explanations
V1.0 60
Syllabus ref and
Key Concepts

• Explanations of for OCD including
obsessive- biomedical; cognitive-
Show (if necessary) a presentation on the explanations of OCD, which can be accessed at:
compulsive behavioural;
disorder psychodynamic www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDexplanations&treatments.ppt
explanations.
Divide learners across the four explanations for OCD and ask them to respond to the ’explaining’ assignments on
the worksheet, ’Explaining and Treating OCD’ to present back to the class, which can be accessed at:
www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDdexplainingtreatingactivity.pdf
Issue a summary of the biological explanation of OCD and ask learners to prepare an essay plan for an
examination question: Evaluate the biological explanation of OCD with a discussion of ethics in research. [10]
Put up a poster/flow chart on the faulty thinking behind OCD as a cognitive explanation of OCD, which can be
accessed at:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_OCDCognitive_AdvanceOrganiser.pdf
Learners create a short role play/script capturing the exchange between an OCD patient and their therapist for
sharing.
Show the presentation on the psychodynamic causes of OCD and ask learners to create their own mind map
covering the psychodynamic causes of OCD. The presentation of the psychodynamic causes of OCD, Anxiety
disorders: psychodynamic explanations slides, can be accessed at:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_psydyExplanations.pptx
Assignment (I): Hand out a summary sheet on the psychological causes of OCD and ask learners to prepare a
response to a selection of examination questions. A summary on the psychological causes of
OCD can be accessed at: https://www.medicalnewstoday.com/articles/178508.php
KC2 and KC5
Obsessive-
compulsive and
Divide learners across the four explanations for OCD giving each group a different model than before and ask
related disorders
• Treatment and them to respond to the ‘treating’ assignments on the worksheet, ’Explaining and Treating OCD’, to present back to

Syllabus ref and
Key Concepts
management of the class. The group activity sheet can be accessed at:
obsessive- www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDdexplainingtreatingactivity.pdf
compulsive and
related
disorders
Watch the following clip about how SSRIs work in the brain: www.youtube.com/watch?v=G4r3qCkLUDQ
Share alternative psychological treatments, particularly CBT and exposure and response which are well
described and explained at: www.nhs.uk/Conditions/Obsessive-compulsive-disorder/Pages/Treatment.aspx
Ask learners what psychological interventions they are aware of that use a phone and discuss the strengths and
weaknesses of using a phone in such circumstances. Ask learners whether they think CBT could be conducted
via a phone and discuss the implications accordingly.
Share the research conducted by Lovell et al. (2006) on Telephone administered cognitive-behaviour therapy for
treatment of obsessive compulsive disorder, available at: http://www.bmj.com/content/333/7574/883.long and ask
learners to evaluate and illustrate on the basis of:
• restricted samples
• usefulness
• ethics
• validity
• quantitative data
• reliability
• longitudinal studies
Share the research conducted by Lehmkuhl et al. (2008), available at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC3709869/ and ask learners to evaluate and illustrate on the basis of:
• case studies
• usefulness
• the use of children in psychological research

Syllabus ref and
Key Concepts
• use of questionnaires

Psychology and Health
Syllabus ref and
Key Concepts
The patient- Learners can describe Ask learners what they consider ‘health’ to mean and share responses.
practitioner and explain various
Go through the syllabus content for this unit and respond to any questions and comments.
relationship definitions of health.
• Practitioner and Learners can Share the WHO definition of health, available at: www.who.int/about/definition/en/print.html
patient understand and
interpersonal explain different Ask learners to consider the five main goals of health psychologists and share. Learners describe the ‘perfect’
skills means of nurse/doctor and create a class list to display on the wall.
communication used
by health practitioners Focus on/share the key studies and ask learners to evaluate each in turn against a number of evaluative issues
as they interact with such as:
patients and practise • generalisability
their evaluation skills • validity
when considering • reliability
some of the research • usefulness/applicability
in this area. • individual differences
Summaries of the key studies can be accessed at: www.prezi.com/vq1t8ih0z2fs/copy-of-health-psychology/
Extension activity:
Ask learners to complete a worksheet on different models of health psychology. The worksheet on different
models of health psychology can be accessed at:
http://homepage.ntlworld.com/gary.sturt/health/work%20sheets/health%20intro%20ws1.htm
KC4 and KC5 Learners can describe, Replicate part of the McKinstry & Wang study in to non-verbal communications in the patient-practitioner
The patient- illustrate and evaluate relationship. A copy of the paper including the actual photographas used can be found at:
practitioner various practitioner http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1371685/pdf/brjgenprac00066-0008.pdf
relationship styles and can explain
how effective different Get them to rate each picture on the same 0-5 scale that was used in the real study and compare the distribution
• Patient and styles are. of results with the actual results (all can be found using the above link).
V1.0 84

Syllabus ref and
Key Concepts
practitioner In groups, get learners to produce an A5 leaflet that could be circulated to GPs giving them advice on how to
diagnosis and Learners can describe ‘improve their non-verbal communications with their patients’. These can be displayed on the classroom wall.
style and explain
practitioner diagnosis,
the errors that can be
made as well as the
manner in which
information is
disclosed.
Show the video on patient-practitioner relationship at: www.youtube.com/watch?v=OnSK4KfCdSk and gather
-practitioner
feedback on each section on what learners would suggest needs to be done to improve the patient
relationship.
Show/share the study by Savage and Armstrong and ask learners to evaluate the study slide by slide accessed at:
http://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjYwYThl
OGZjNmUxNDRmZmY
Pass round a printed version of the presentation on Byrne and Long and ask learners to evaluate the study as
before accessed at:
http://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjYwMjVk
N2MwZWM5YjUyMzU
Ask learners to look up Type I and Type II errors using different phrases in their search engines and ask them to
share findings. A good example with an accompanying video can be accessed at:
www.psychwiki.com/wiki/What_is_the_difference_between_a_type_I_and_type_II_error%3F
Ask learners how this might occur in practitioner diagnosis. Share the video clip of Rosenhan’s study, available at:
www.youtube.com/watch?v=j6bmZ8cVB4o and https://www.youtube.com/watch?v=ggaxG45oNz0
Ask learners to consider the strengths and weaknesses of completing an online questionnaire before meeting a
doctor and share. A detailed review of the strengths and weaknesses of the use of computers in capturing
information for diagnosis compared to traditional methods can be accessed at:

Syllabus ref and
Key Concepts
www.internetmedicineuk.org/presentations/MayoClinicProceedings_The_Patient_Computer_interview.pdf
Ask learners how they would feel divulging sensitive and potentially embarrassing details (generate some
examples) online and share the outline of the Robinson and West (1992) study and ask them to predict the results.
A summary of the Robinson and West (1992) study is available at:
http://homepage.ntlworld.com/gary.sturt/health/diagnosis_and_style.htm
KC1, KC4 and Learners can explain Ask learners to list as many reasons as they can think of as to why people may delay seeking medical help or
KC5 reasons individuals
misuse medical services and share.
Factsheet on over, under and misuse:
http://go.nationalpartnership.org/site/DocServer/Three_Categories_of_Quality.pdf
The following link is to a presentation on use and misuse of health servies
https://www.slideserve.com/sandra_john/using-and-misusing-health-services-
powerpoint-ppt-presentation
The patient- may delay in seeking
practitioner medical help or misuse
relationship: health services.
• Misusing health Show the Safer study and ask learners to summarise and evaluate. Summaries for the key studies are available
services at: www.prezi.com/vq1t8ih0z2fs/copy-of-health-psychology/
Show the presentation on hypochondriasis and ask learners to underline/highlight the essential items on each
slide. The presentation on hypochondriasis can be accessed at:
http://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjIxZmRm
YzcyMmY3NzBhOWE
Share a paper on Munchausen syndrome and ask learners to summarise the syndrome in ten points in the space
at the bottom of the page. The paper on Munchausen syndrome can be accessed at:
http://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjQ5N2Z
mZDk1YzlkMTRhNA
Learners can revise the concepts and studies at: www.slideshare.net/benvel52/a-level-psychology-and-health-
lecture-20141

Syllabus ref and
Key Concepts
The patient- Learners can describe Show the Barlow and Durand (1995) study on hypochondriasis at:
practitioner and explain the (www.abnormalpsych.wikispaces.com/Somatoform+dxo) and the Aleem and Ajarim, (1995) study on Munchausen
relationship: research into why syndrome and ask learners to summarise and evaluate.
individuals may delay Ask learners to bullet point what characteristics they would include in a response to a Paper 3 question on
• Misusing health in seeking medical Munchausen syndrome/hypochondriasis as a problem based exercise and share and evaluate accordingly.
services help or misuse health
(F) Focus on and hand out a Paper 3 and go through each question in turn, explaining the structure and
services.
Learners begin to
expectations of each question in turn.
understand the
structure and
expectations of the
Paper 3: Specialist
Options: Theory
KC1 and KC4 Learners can mind (I) Assignment: Ask learners to look up Becker and Rosenstock’s (1979) Health Belief Model at
Adherence to map and explore www.educationforhealth.net/publishedarticles/article23_1.gif and draw a diagram in their notes.
medical advice reasons for non- Ask learners why patients may or may not adhere to medical advice (and attribute to a psychological approach if
• Types of non-
adherence. appropriate) and list for future reference in the classroom.
Refer learners to their diagrams of the Health Belief Model and go through each aspect in turn, supplementing
adherence and
reasons why information and understanding/examples where appropriate. Identify challenges in the model to adherence.
patients don’t Information about this can be accessed at: www.jblearning.com/samples/0763743836/chapter%204.pdf
adhere
Share the presentation of the research by Bulpitt and ask learners to evaluate the study and generate other
rational reasons that patients might not adhere to medical advice. This study is available at:
http://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjcwN2Zh
ODY4YmQyMmM2ODU

Syllabus ref and
Key Concepts
Ask learners to recall which episodes in the video clip (which can be accessed at:
www.youtube.com/watch?v=OnSK4KfCdSk ) might have encouraged higher degrees of adherence (watch the clip
again if necessary) and list strategies medical practitioners can use to generate compliance. (I)
Extension activity:
More information and current trends and research on non-adherence can be accessed at:
http://homepage.ntlworld.com/gary.sturt/health/why%20non-adherence.htm
KC2 and KC3 Learners can describe Ask learners to mind map different ways you could measure adherence/non-adherence and share.
Adherence to and explain various
medical advice ways you could
measure adherence
• Measuring and the problems with
adherence/non- each in turn. Examine
adherence the difference between
subjective and
Ask learners to respond to key questions, ‘How generalisable are findings concerning adherence generated by
objective measures.
self-reports?’ and ‘What are other more valid ways we could measure adherence?’
Share the study by Riekart and Droter (1999) and ask learners to predict the results.
Share the three key studies on pill counting, e.g. Chung and Naya (2000), biochemical tests, repeat prescriptions,
e.g. Sherman (2000) and Roth and Caron (1978). The abstracts for these are available at:
www.onlinelibrary.wiley.com/doi/10.1002/cpt1978233361/abstract
Ask learners to identify evaluative issues that the studies have in common and create a table or a mind-map
capturing the evaluative issues and the appropriate illustrative material for each study respectively. The key
studies are all available at: www.prezi.com/vq1t8ih0z2fs/copy-of-health-psychology/.

Syllabus ref and
Key Concepts
KC4 Learners consider a Ask learners to review all the material covered so far in the course and consider two ways to improve adherence
Adherence to variety of ways to and support their suggestions with psychological research.
medical advice improve adherence
and practise their Share ideas and learners peer review suggestions and try to reach consensus about the three most preferred
• Improving evaluation skills when strategies.
adherence considering the
findings of Share the summaries of these studies which focus on improving practitioner style: Ley (1988), Yokley and
psychological research Glenwick (1984) www.jameslindlibrary.org/yokley-jm-glenwick-ds-1984/ and Watt et al. (2003)
in the area and their http://ocra2psychologyg543.blogspot.co.ke/2013/05/adherence-to-medical-regimen.html
examination skills
when applying their Learners should evaluate each in turn, assessing whether the findings support or challenge the recommendations
knowledge to of the class, and if not, why not.
examination questions. (F) Each learner responds to a Paper 3 question which is peer marked and then creates a second Paper 3
question with an appropriate marking scheme for sharing.
KC3 Learners’ knowledge (F) Focus on a Paper 3, 6(b) question and explain the structure and expectations and ask each learner to draft a
Adherence to and understanding is paragraph on the focused discussion aspect (e.g. objective and subjective measures) using appropriate detail
medical advice reinforced and then from the studies.
assessed using a
• Types of non- number of examination Select and focus on a Paper 4, Section B (a) question and ask learners to match their recommendations with the
adherence and type questions. relevant research and focus on the degree of detail required to attain full marks.
reasons why
Learners gain (I) Assignment: Ask learners to create two more ‘evaluative paragraphs’ on any issue they have identified in the
patients don’t
adhere understanding and studies covered in response to the Section B (b) question shared earlier.
● measuring practice by responding
(F) Learners should attempt a range of questions from past papers on adherence to medical advice to assess their
adherence/non- to a number of
adherence examination type understanding.
● improving questions.
adherence
Learners reinforce

Syllabus ref and
Key Concepts
their learning and get a
sound understanding
of the structure of the
various Paper 3 & 4
questions.
KC4 Learners can describe Divide learners into groups to prepare presentations (with examples and handouts) on the following:
Pain various definitions of • acute pain
pain and can describe • chronic pain
• Types and and illustrate different • psychogenic pain
theories of pain types and theories of • congenital analgesia
pain. • episodic analgesia
and get each group to present in turn and receive feedback.
https://www.sciencenewsforstudents.org/article/owww-science-pain
Share an article from The Guardian about a woman with mirror-touch synaesthesia and generate discussion about
different types of pain : https://www.theguardian.com/lifeandstyle/2011/mar/19/i-feel-other-peoples-pain
Theories of pain ; https://www.slideshare.net/AvanianbanChakkarapani/lecture-2-43383815
Handout on the gate theory of pain: https://www.mirecc.va.gov/cih-
visn2/Documents/Patient_Education_Handouts/Gate_Control_Theory_of_Pain_Version_3.pdf
Hand out a matching exercise on gate theory accessed at: www.holah.karoo.net/alevel/gatematch.htm

Syllabus ref and
Key Concepts
Pain explain and illustrate
various tools that can
• Measuring pain be used to measure Ask learners how we measure pain in everyday life whether it is our own or someone else’s and evaluate each in
pain including self- turn.
report measures,
psychometric Show a video clip on pain assessment and ask learners to identify what was asked, how it was asked and the
measures and visual different types of pain management referred to which can be accessed at:
rating scales. www.youtube.com/watch?v=PG95aKaUq5M (I)
Display hard copies of each type of scale between the groups and ask them to identify any strengths and
weaknesses and try and order the scales in terms of perceived validity and justify their responses. The McGill Pain
questionnaire (short form) can be accessed at: www.resourcd.com/@psychexchange/file/show/111. The
remaining scales can be accessed at: www.painedu.org/Downloads/NIPC/Pain_Assessment_Scales.pdf
Pain Learners can describe, Starter activity: Share a review study comparing the four main scales used, available at:
explain and illustrate www.ncbi.nlm.nih.gov/pubmed/21621130
• Measuring pain various tools that can
be used to measure Show an image of the University of Alabama, Birmingham (UAB) assessment tool and ask learners to capture two
pain including or three items and how they are measured and progress through slides for evaluation purposes. The presentation
behavioural/ containing information on the UAB assessment tool is available at:
observational http://homepage.ntlworld.com/gary.sturt/health/pain2.htm
(I) Assignment: Ask learners to conduct a ‘webquest’ and list one piece of research conducted for each type of
assessment tool which can be accessed at: www.homepage.ntlworld.com/gary.sturt/health/pain2.htm
(F) Ask learners to respond to a sample Section C question on a pain assessment tool of their choice.

Syllabus ref and
Key Concepts
KC2 and KC3 Learners can describe
Ask learners to list all the ways they are aware of to minimise or manage pain and share.
http://mentalfloss.com/article/18615/how-do-painkillers-find-kill-pain
Pain and explain various
methods to manage
• Managing and and control pain
controlling pain including medical,
behavioural, cognitive Ask learners to create Paper 3 type questions on controlling pain using chemicals.
and psychological
techniques. Ask learners how practitioners might use operant conditioning to control pain and respond to questions and
answers (Q&A). https://wa.kaiserpermanente.org/kbase/topic.jhtml?docId=tv3092
Progress through the ‘behavioural and cognitive methods’ section of the presentation. The presentation can be
accessed at: https://www.slideshare.net/MCChangaris/cognitive-behavioral-therapy-
chronic-pain-cbtcp
Continue through the section on ‘relaxation and biofeedback’.
Internet research: Ask learners to investigate one piece of research on ‘relaxation and biofeedback’ and return to
the lesson with the major finding and three evaluative issues.
Continue through the section on ‘cognitive strategies’.
Share research by McMullen et al. (2008) and ask learners to evaluate accordingly. The research by McMullen et
al. (2008) can be accessed at: http://homepage.ntlworld.com/gary.sturt/health/pain3.htm
Issue each learner with a quick revision quiz and hand to another learner for marking. A quick revision quiz is
available at: www.resourcd.com/@psychexchange/file/show/384
Extension activity:
Ask learners to create a 10 true and false statement exercise for future revision purposes.

Syllabus ref and
Key Concepts
KC4 Learners’ knowledge (F) Ask learners to create Paper 3 questions (not already attempted previously) and pass on to the neighbouring
Pain and understanding is pair to respond to.
reinforced and then
● Types and assessed using a Collate how many different questions were generated and consider the scope of these questions.
theories of pain number of examination
● Measuring pain type questions.
● Managing and
controlling pain
(I) Assessment: Ask learners to complete a variety of examination style questions within in timed conditions.
KC4 and KC5 Learners can explain Create a blank copy of the Selye GAS model and provide learners with all relevant terminology (e.g. Alarm
Stress the physiology of reaction, perceived stressor, Resistance Stage, Exhaustion Stage, body is mobilised, resources are very limited
stress and the major etc.). Allow the learners to work out the GAS ‘for themselves’ as it is a logical model to enhance cognitive
• Causes and causes of stress and processing. Present the actual model on the whiteboard or a handout so learners can check their accuracy.
sources of can evaluate the
Ask each learner to read through and check against the Social Readjustment Rating Scale, available at:
stress research on each
accordingly. www.simplypsychology.org/SRRS.html and analyse their scores. Ask learners if they agree with the ratings given
by Holmes and Rahe (1967).
Ask learners to read through and evaluate Chandola et al. (2008) about work as a cause of stress and evaluate
accordingly, available at: www.ncbi.nlm.nih.gov/pubmed/18216031 or
www.eurheartj.oxfordjournals.org/content/29/5/640
Ask learners what aspects of life might cause long term stress that could lead to ‘burnout’.
Show a short video clip available at: www.youtube.com/watch?v=Kmvb_fa-558 and ask learners to consider what
type of stress was evident in the clip. (I)
Ask learners to complete a Type A/B personality test and score and analyse accordingly. An online short Type A/B
personality test can be accessed at: www.personality-testing.info/tests/AB.php (I)

Syllabus ref and
Key Concepts
Ask learners to predict which personality type might be more vulnerable to stress and why. What strategies might
you adopt to reduce susceptibility from stress related illnesses?
Look at/share research by Friedman and Rosenman and Lazarus in turn and evaluate each in terms of individual
differences and two other evaluative issues. These can be accessed at: www.prezi.com/vq1t8ih0z2fs/copy-of-
health-psychology/
Stress and explain various
different ways stress
• Measures of can be measured with
stress examples and can
consider the strengths
and weaknesses of
each.
Share the research conducted by Evans and Wener (2007) available at: http://digest.bps.org.uk/2007/04/why-
train-designers-should-avoid-three.html and ask learners to identify how stress was measured and evaluate the
study with regards to:
a) validity
b) subjective versus objective measures
c) and three other evaluative issues of their choice.
KC5 drug therapies for
Give a short presentation on the strengths and weaknesses of drug therapies. An evaluation tool for the use of
Stress stress as well as
evaluate their use.
drugs can be accessed at: https://online.king.edu/news/comparing-biomedical-and-
psychotherapeutic-models-of-mental-illness-treatment/
• Management of
stress Learners can also

Syllabus ref and
Key Concepts
describe and explain
non-chemical
Focus on the research on biofeedback (Budzynski et al., 1969) and then compare with the research by Bridge,
interventions including
psychological (1988) on using relaxation with imagery and identify any evaluative issues including usefulness. The Budzynski et
strategies and al., (1973) study is available at: www.prezi.com/vq1t8ih0z2fs/copy-of-health-psychology/
behavioural
(I) Assignment: Ask each learner to respond to a letter to an ‘agony aunt’. The letter should explain what is
techniques and
inoculation
happening to the person and provide them with some management tips based on their knowledge of stress.
assist in preventing
Stress Learners’ knowledge Ask learners to prepare flashcards on the preferred studies/findings/tests etc.
and understanding is
(F) Focus on a Paper 3 question and check all learners could answer it effectively with the flashcards available –
● Sources of reinforced and then
stress assessed using a giving time to those who need to ‘create another’ to do so.
● Measures of number of examination
Ask learners to arrange their flashcards to help them answer the question: What have psychologists found out
stress type questions.
● Management of about sources of stress?
stress
Share responses and ask learners to mark their peers’ work and check for understanding of both content and
assessment criteria.
KC4 and KC5 Learners can Fear arousal practical for the classroom: split your learners into three groups and based on Janis & Feshbach (but
Health promotion understand, explain do not reveal the study to them prior to this exercise) – they must create an advert about dental hygiene with each
and illustrate different group getting a different ‘level of fear’:
• methods for strategies used in 1. Group 1 must use high levels of fear (e.g. imagery of decaying teeth)

Syllabus ref and
Key Concepts
promoting health promotion and 2. Group 2 must use moderate levels of fear
health can apply each in turn. 3. Group 3 must use minimal levels of fear
The brief must be that they have been recruited from the health department of your local government or equivalent
to produce a leaflet getting people to visit their dentists regularly. Each group can present their findings and
learners can discuss which appears to work best at getting people to visit their dentist more often. They can then
put it into the context of the use of fear in advertising and health promotion. This will lead into them covering the
actual Janis & Feshbach study.
Show a very old health campaign video clip and open discussions on what the focus of the change was and how
effective it was. The video clip can be accessed at: www.youtube.com/watch?v=VHokcEvnTqU
Ask learners what HIV/AIDS campaigns they are aware of and what the campaign tried to make them do?
Read this article on using fear appeals : https://www.psychologytoday.com/intl/blog/emotional-
nourishment/201809/fear-appeals
Self efficacy and social cognitive theories https://wikispaces.psu.edu/display/PSYCH484/7.+Self-
Efficacy+and+Social+Cognitive+Theories

Syllabus ref and
Key Concepts
KC3 Learners can
https://www.researchgate.net/figure/Yale-model-of-communication-and-persuasion-
based-on-Janis-Hovland-1959_fig1_222660095
Presentation on the model available at this link https://prezi.com/rcago8sx9c8p/the-
hovland-yale-model/
and illustrate
• strategies for strategies for Learners can complete a work sheet on the Hovland-Yale model of communication which can be accessed at:
promoting promoting health, www.resourcd.com/@psychexchange/file/show/10295
health including the Hovland
(F) As a revision exercise, ask learners to respond to a sample Paper 4 question using the Lewin study (1992)
Yale Communication
model and can apply it about providing information packages concerning coronary heart disease.
accordingly.
Health
promotion Learners can describe Start with the homepage of Food Dudes and allow learners to navigate around the site:
various health www.fooddudes.ie/main.html
accessed at: www.prezi.com/vq1t8ih0z2fs/copy-of-health-psychology/
Share the summary of the longitudinal study conducted by Fox et al. in dangerous work environments, available at
www.ncbi.nlm.nih.gov/pmc/articles/PMC1286011/ and ask learners to evaluate.
Share Farquhar’s Five City Project Community study which is available at:
www.researchgate.net/publication/19148158_The_Stanford_Five-City_Project_Design_and_Methods and divide
the study into equally weighted sections on the main features of the study and ask learners to create an illustrated
mind-map of the study incorporating the various features and any evaluative issues they have identified which can
then be compared and displayed.

Syllabus ref and
Key Concepts
• Individual effect response to
Divide learners into groups and allocate each group one of the following examples of individual differences
factors in health promotion
changing regarding responses to behaviour change and present to the rest of the class.
health beliefs ● Weinstein (1980) – unrealistic optimism
(http://psych415.class.uic.edu/Readings/Weinstein,%20Unrealistic%20optimism,%20JPSP,%201980.pdf)
● Prochaska et al. (1997) – transtheoretical model (www.prochange.com/transtheoretical-model-of-
behavior-change)
● Lau (1990) – health change in adolescent
(www.jstor.org/stable/2136890?seq=1#page_scan_tab_contents)
(F) Present learners with practice examination questions from past papers which focus on strategies for promoting
health.

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