Scheme of Work Psychology Classes and Contents

Scheme of work
Cambridge International AS and A Level

Psychology
9698
For examination from 2014
Scheme of work Cambridge International AS and A Level Psychology (9698)

Contents
Overview .......................................................................................................................................................................................................................................................... 3
Unit 1: The cognitive approach ..................................................................................................................................................................................................................... 6
Unit 2: The social approach ......................................................................................................................................................................................................................... 13
Unit 3: The developmental approach .......................................................................................................................................................................................................... 21
Unit 4: The physiological approach ............................................................................................................................................................................................................ 33
Unit 5: The psychology of individual differences ...................................................................................................................................................................................... 42
Unit 6: Psychology and education .............................................................................................................................................................................................................. 50
Unit 7: Psychology and health .................................................................................................................................................................................................................... 78
Unit 8: Psychology and environment ......................................................................................................................................................................................................... 98
Unit 9: Psychology and abnormality......................................................................................................................................................................................................... 119
Unit 10: Psychology and organisations ................................................................................................................................................................................................... 150
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Cambridge International AS and A Level Psychology (9698) from 2014

Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units with suggested teaching
activities and learning resources to use in the classroom.
Recommended prior knowledge

Learners taking this course are not expected to have studied psychology previously.
Outline
This syllabus provides the candidate an opportunity to cover all the major areas of psychology, and to do this by sampling the research in the AS Level programme
rather than covering it all. Therefore, the syllabus prescribes the studies that must be covered during the course. This design allows the subject to be studied in depth
while retaining breadth and balance. The core studies have been selected to reflect five key approaches in psychology:
There will be four studies in each section and they are listed in the syllabus content section. The studies illustrate a wide range of methodologies used in psychology,
such as experiments, observations, self reports and case studies. By exploring the relationship between the content of the study and the methodology of the research,
the candidate will gain an insight into how psychologists study human experience and action and the interconnections between different approaches, perspectives and
topics in psychology. Therefore, the AS Level units within this scheme of work are:
Unit 1: Cognitive psychology
Unit 2: Social psychology
Unit 3: Developmental psychology
Unit 4: Physiological psychology
Unit 5: The psychology of individual differences
A Level focuses on specialist areas of applied psychology and builds on the work of the AS Level course and explores how all five core areas of psychology have been
applied in a range of contexts. The syllabus encourages the candidate to look at how psychological theory has been applied. Candidates are required to study how
psychology is applied in two of the following areas:
psychology and education
psychology and health
psychology and environment
psychology and abnormality
psychology and organisations.
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Therefore, A Level units within this scheme of work are:

Unit 6: Psychology and education
Unit 7: Psychology and health
Unit 8: Psychology and environment
Unit 9: Psychology and abnormality
Unit 10: Psychology and organisations
Suggested teaching order

No specific advice can be given concerning the order of teaching the sections. At AS Level, different groups of learners may have different preferences, very science
orientated groups may appreciate starting with the physiological approach. It is preferable to teach entire units rather than teaching separate studies. Similarly, at A
Level, the specialist areas are all autonomous and so can be taught in sequence or in tandem. However, for purposes of this scheme of work and the need for
progression through the range of methodologies used in psychology, such as experiments, observations, self reports and case studies, scaffolding has been
incorporated through the scheme of work in the order that the approaches are covered in the Cambridge International AS and A Level Psychology syllabus.
Suggested time allocation

As the units are balanced, equal amounts of time should be allocated to each of approximately 36 hours. Understanding the necessary psychological terminology does
take some time and so the learners may take a little longer on the earlier units as their evaluative and analytical skills have yet to develop but this time can be caught up
as their skills continue to develop. However, it is also important to also consider the various themes listed under the syllabus as methodology, approaches and
perspectives, issues and debates and include; the behaviourist perspective; the psychoanalytic perspective; the application of psychology to everyday life (its
usefulness); ecological validity; ethics; ethnocentric bias; reliability and validity; individual and situational explanations; nature and nurture; psychometrics; quantitative
and qualitative data; generalisations; snapshot and longitudinal data; the use of children in psychological research; the use of animals in psychological research;
reductionism and determinism. Matching an appropriate theme to each study is the best way to cover these issues alongside the core studies as it gives learners a
chance to see each applied and consider alternatives (important for application based questions). It is also imperative to earmark enough time for sufficient summative
assessment and the discussion of 9698 past examination papers and mark schemes.
Whole class activity (W), group work (G), pair work (P) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are
only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list.
Suggestions to achieve the required assessment objectives

Candidates are expected to:
1. Demonstrate knowledge and understanding of psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social,
physiological and developmental psychology, and the psychology of individual differences at AS Level and two specialist areas at A Level.
2. Analyse and evaluate psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental
psychology, and the psychology of individual differences at AS Level and two specialist areas at A Level.
3. Apply psychological theories, concepts and studies to practical situations, everyday life and to their own experience.
These objectives should be kept in mind at all times and applied to all appropriate circumstances.
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Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past
question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk and Teacher Support.
Websites:
Many of the original core studies can be downloaded from the internet and the links have been included in each case. In addition, there are a number of very useful
websites that deal with the wider issues related to the various core studies as well as other more general psychological based resources. Many of these are listed in the
syllabus (9698).
Particularly useful websites include:
www.bps-research-digest.blogspot.com
www.resourcd.com/@psychexchange/file/index
www.psychlotron.org.uk/
www.holah.co.uk
www.holah.karoo.net
www.simplypsychology.org
http://homepage.ntlworld.com/gary.sturt/A2%20Modules.htm
www.apa.org/pubs/journals/com/ access to journals such as, Psychological Review, Journal of Comparative and Physiological Psychology, Journal of Comparative
and Physiological Psychology, Journal of Abnormal and Social Psychology, Journal of Personality and Social Psychology, Journal of Experimental Psychology, Law
and Human Behavior. Developmental Psychology
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or
content of information contained in these websites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
sites owners (or their products/services).
The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced. Other aspects of the sites
were not checked and only the particular resources are recommended.
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Unit 1: The cognitive approach
Context
This unit is concerned with the cognitive approach that mental processes constitute the origin of human experience and behaviour and that psychological research
should be based on rigorous scientific methods.
Outline
This unit introduces the learners to the general assumptions and characteristics which make up the cognitive approach to psychology. The four core studies selected
provide the learners with an opportunity to consider the workings of memory, the behaviourial indications of cognitive load, autism, Aspergers syndrome and the ability
(or not) to empathise and lastly, an aspect of learning. Related methodological issues will also be introduced including experimental design. The four studies are
1. Mann, S, Vrij, A and Bull, R (2002), Suspects, Lies, and Videotape: An Analysis of Authentic High-Stake Liars. Law and Human Behavior. 26(3). pp. 365376
2. Loftus, E F and Pickrell, J E (1995), The Formation of False Memories. Psychiatric Annals. 25 December 1995. pp. 720725
3. 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 Aspergers Syndrome or High-functioning Autism. Journal of Child Psychology and Psychiatry. 42(2). pp. 241251
4. Held, R and Hein, A (1963), Movement-Produced Stimulation in the Development of Visually Guided Behavior. Journal of Comparative and Physiological
Psychology. 56(5). pp. 872876
Teaching time
Based on a total time allocation of 180 contact hours for this Cambridge International AS course, it is recommended that this unit should take about 36 hours.
Learning objectives
Suggested teaching activities
Learning resources
Learners gain an understanding of

what constitutes the study of
psychology, the debates and issues as
well as the syllabus and expectations
as a learner etc.
Conduct initial learner assessment, what do they know, what do they expect,
why are they studying psychology etc.
Free learning styles inventory, including

graphical results:
www.learning-styles-online.com/inventory
Use opportunity to discuss learning styles and ask them to complete the
learning styles inventory online and bring their profile to the lesson.
Homework assignment: Allocate each learner to carry out some research
and prepare a presentation on a key characteristic that will be covered during
the course (e.g. autism (Baron-Cohen); phobias (Freud); racial conflict (Tajfel);
Kitty Genovese (Piliavin); schizophrenia (Rosenhan); BDD (Veale) etc.).
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Learning objectives
Learning resources
Learners understand and can explain

the assumptions and key
characteristics of the cognitive
approach.
(W) Introductory class discussion on cognitive processes, generating learner

examples and questions. Use various optical illusions, the Stroop Effect test
etc. and ask learners to consider why they make the mistakes they do.
Information about he cognitive approach is

available at:
www.holah.co.uk/studyarea.php?slug=cognitive
(W) Pass around an activity on the creation of false memories.

(W) Go through the main characteristics of the cognitive approach and verbally
discuss the implications (strengths and weaknesses of each) which learners
can tabulate in their notes.
Activity on the creation of false memories:

http://resourcd.com/@psychexchange/file/s
how/15593
Optional illusion gallery:
http://eyetricks.com
The mental processes of cognition:
www.youtube.com/watch?v=rIIMVv7ksTg
Learners learn experientially about:

observation as a data collection
method
the strengths and weaknesses of
quantitative data.
the concept of independent and
dependent variables.
inter-rater reliability.
Learners can describe and explain the

key terms, the background, the key
features and the findings of the study.
(I) Prior to the first lesson, hand out some possible true or false scenarios that
they have to share in class, (e.g. what they did/didnt do last weekend/holiday,
their favourite music band or not etc)
(W) Learners have to try and work out whether their classmates are lying or
not. After a few trials, ask them what they are looking for and create a
response sheet for the main five and use for the remaining trials.
Learners then compare their scores and analyse their results.
Mann, S, Vrij, A and Bull, R (2002),

Suspects, Lies, and Videotape: An Analysis
of Authentic High-Stake Liars. Law and
Human Behavior. 26(3). pp. 365376
The original study can be located at:
http://ruby.fgcu.edu/courses/cpacini/courses
/common/highstake_liars.pdf
(W) Learners watch a YouTube clip on Professor Ekman which looks at the
role of micro-expressions lie detection.
The role of micro-expressions lie detection:

www.youtube.com/watch?v=VBLWh6bbmL
E
(W) Learners watch a second clip of Paul Ekman in a high stake setting.
Generate discussion on a high stake setting.
Micro-expression samples (Paul Ekman):

www.youtube.com/watch?v=u8LJAeg9YJ4
(I) Learners progress through a short PowerPoint presentation on the Mann et

al study emphasising the important aspects of key terms, background, the
sample selected, the design and the method used, the data collection tools,
the results and the conclusion.
PowerPoint presentations and work sheets

of the study are available at:
www.resourcd.com/@psychexchange/searc
h/search_do/19711
(I) A hand-out of the presentation should be given to each learner (three slides
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Learning objectives
Learning resources
per page). At the end of the , learners fold the paper back on itself and see
how much detail they can remember on each slide.
Learners can identify and illustrate two
strengths and four problems
associated with experimental design.
(W) Learners identify the key characteristics of the experimental design and
tabulate the strengths and weaknesses accordingly, listing any new
psychological terms in a general glossary of terms with appropriate definitions.
Learners practise and develop their

evaluation skills.
(G) Learners then try to evaluate the Mann study using the table and identify
the illustrative points they would use to support each point in turn.
Learners gain an understanding of

Paper 1 short answer questions.
Homework assignment: Learners respond to a number of Paper 1 short

answer questions.
Learners should be able to describe

and explain the key terms, the
background and the key features of the
study.
(W) Ask learners to recall a memorable school event from the past. Share the
various perspectives and get them to consider the reliability of memories
generally.
Loftus, E F and Pickrell, J E (1995), The

Formation of False Memories. Psychiatric
Annals. 25 December 1995. pp. 720725
(W) Can introduce the learners to different models of memory and different
types of memory and consider the importance of the research into memory.
Show YouTube clip of Clive Wearing.

http://users.ecs.soton.ac.uk/harnad/Papers/
Py104/loftus.mem.html
Or
http://users.ecs.soton.ac.uk/harnad/Papers/
Py104/loftusmem1.pdf
Learners gain increasing

understanding of the types of questions
and the type of detail required for
Paper 1 short answer questions.
(W) Watch video clip of Elizabeth Loftus talking about the study.
(I) Hand out workbooks (see links opposite) on the study and progress through
the sample and method generating familiarity of the subject matter.
(G) Generate some Paper 1 short answer questions and share around the
class.
Information about experimental design is

available at:
www.holah.co.uk/pagedetail.php?slug=experimental
Clip of Clive Wearing:

www.youtube.com/watch?v=Vwigmktix2Y
Clip of Elizabeth Loftus:
www.resourcd.com/@psychexchange/file/sh
ow/8515
Workbook 1:
ow/7229
Extension activity: Those learners keen to find out more about memory can
access the website (see link opposite) and share their most interesting fact
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Extension activity:
10 facts about memory:
Learning objectives

key terms, the background, the method
and the findings of the study.
Learners begin to consider the use of
ethics in psychological research.
Learning resources
with the class as a starter activity for the following lesson.
http://psychology.about.com/od/memory/ss/t
en-facts-about-memory.htm?nl=1
(C) Learners recap detail from previous lesson. This could be done as a
question and answer activity (Q&A), a quiz or a true false exercise.
Workbook 2:
ow/7230
(I) Hand out workbook (see link opposite) on the findings of the study and ask
the learners to tabulate the findings in their notebooks.
(C) Ask learners to draw any conclusions from the findings and divide the class
into a debate concerning whether the use of deception was justified or not.

associated with self reports, whether
questionnaires or interviews.
(I) Learners identify the key characteristics of self reports and tabulate the
strengths and weaknesses of both questionnaires and interviews, listing any
new psychological terms in the glossary of terms with appropriate definitions.
Website on self reports:

www.holah.co.uk/pageinvestigation.php?slug=selfreport
(P) Learners then try to evaluate the Loftus and Pickrell study using the table
on experimental design from the previous study as well as the newly
constructed one on self reports and identify the illustrative pints they would use
to support each point in turn.
Homework assignment: Learners prepare a number of multiple-choice
questions on the study using PowerPoint.
Learners gain knowledge and
understanding of autism and
Aspergers syndrome.
Learners learn experientially about the
difference between the original test and
the revised version.
(I) Prior to the lesson ask each learner to complete the online Reading the Mind
in the Eyes Test so they can compare their results and discuss their experience.
Journal of Child Psychology and Psychiatry.

42(2). pp. 241251
(I) Learner presentations (see introductory session where learners are

allocated different presentation topics) on autism and Aspergers syndrome
and list down the key characteristics of each and noticing the major differences
between the two.

http://docs.autismresearchcentre.com/paper
s/2001_BCetal_adulteyes.pdf
(W) Introduce the Theory of Mind (using the Sally-Anne Test if needs be to
demonstrate) and explain background and aims of the study.
(P) Look at the original Reading the Mind in the Eyes Test and ask learners to
compete to see how many differences they can identify between the original
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Reading the Mind in the Eyes Test

Revised Version instructions and images:
http://glennrowe.net/baroncohen/faces/eyest
est.aspx
Video clip of the Sally-Anne Test:
Learning objectives
Learning resources
version and the revised version which they undertook and list them down.
Reward the winning group!
www.youtube.com/watch?v=QjkTQtggLH4
Baron Cohen Eyes Test original version:
ow/7634

key terms, the background, the key
features and the findings of the study.
(C) Ask learners how many differences between the original and the revised
version of the test that they can remember from previous lesson..
(C) Share a prepared presentation/hand-out divided into background, sample
and the method.
Presentations, articles and worksheets on

the study are available at:
h/search_do/19729
(P) Ask the learners to predict the results considering the experimental group
each control group in turn across the Autism Quotient and the Reading the
Mind in the Eyes Test-Revised Version tests and share.
(I) Show/share the results and learners self assess their predictions.
(W) Analyse the studies ask the learners to consider what the findings mean.
associated with psychometric tests.
(W) Learners identify and list the key aspects of psychometric tests and
consider and tabulate their strengths and weaknesses, listing any new
psychological terms in their glossary with appropriate definitions.
(G) Learners then try to evaluate the Baron-Cohen study using all their tables
so far and identify the illustrative pints they would use to support each point in
turn.
Learners are introduced to a Paper 1,

Section B question to understand the
dynamics and expectations of the
question.
Homework/assignment: Learners try a Paper 1, Section B evaluate question

on controls and/or ONE strength and ONE weakness.
Paper 1, Section B question:

Evaluate the use of controls in BaronCohens study on Reading the Mind in the
Eyes Test Revised version.
Baron-Cohen study summary:
www.holah.co.uk/summary/baroncohen/
9698 past examination papers are available
on Teacher Support at
http://teachers.cie.org.uk
Further reading: BBC News cartoons to aid autistic children

Further reading: BBC News - Cartoons to
aid autistic children:
http://news.bbc.co.uk/1/hi/health/6241733.st
m
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10
Learning objectives
Learning resources
Educational trip option: Visit the nearest animal shelter and ask learners to
try out as many of the tests (paw placement/perspex glass etc.) on the cats
available. Ask the learners to consider why it is that the cats behave like so
and how did they learn to behave in that way, responding to their answers by
changing the variables (if they lived in the dark etc.).
Held, R and Hein, A (1963), MovementProduced Stimulation in the Development of

Visually Guided Behavior. Journal of
Comparative and Physiological Psychology.
56(5). pp. 872876
http://wexler.free.fr/library/files/held%20(196
3)%20movementproduced%20stimulation%20in%20the%20d
evelopment%20of%20visually%20guided%
20behavior.pdf

key terms, the background and the key
features of the study.
(W) Learners progress through a hand-out/presentation of the main

components of the study.
Held and Hein Kitten Carousel study:

h/search_do/6314
(I) Each learner labels the picture of the kittens in the carousel as a diagram,
labelling the essential features of the carousel.
(P) Learners act out the three main tests and the three minor tests and share
their demonstrations with the rest of the class.
key terms, the background and the key
features of the study.
(W) Learners recap learning from the previous lesson using question and
answer session, a true and false exercise etc.
(W) The results and the tables of results are shared and learners analyse the
table and consider conclusions.
(I) Learners plot/tabulate main findings in their notes.

associated with the use of animals in
psychological research.
Learners gain knowledge and
understanding of the ethical guidelines
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(G) In groups, learners consider the reasons for and against using animals in
(W) Introduce the debate, This house believes that animals should be used for
psychological research, and create teams for debating each way and
adjudicate.
11
Learning objectives
for conducting psychological research

and can identify and illustrate each
using the detail from the studies.
(I) Learners tabulate the advantages and disadvantages of using animals in

research.
Learning resources
(W) Learners share all the ethical issues they are aware and list them in their
glossary with definitions.
Assignment: Learners create a spread sheet with the main ethical issues in
columns and the 20 core studies as rows and complete it for the four studies
they have covered to date for discussion and validation in next lesson.
Learners review the four studies so far
and consolidate their understanding of
the four evaluative issues and
laboratory issues generally.
General question and answer (Q&A) on what has been learnt so far. Suggest
revision tools and create flash cards if appropriate. Ask learners to assess their
progress so far and rate each of the studies in terms of understanding, ability
to recall detail, interest, etc.
Introduction of a central theme (e.g.

validity/internal and external) with
application to each study to illustrate
the various aspects in turn.
(W) Review strength and weaknesses of laboratory studies generally.
Assessment of knowledge and learning

to date.
Assignment: Divide up the learners/studies and ask each to create a

crossword (crossword makers available on line) on their allocated study to
share with the class.
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Online crossword maker:

www.puzzle-maker.com/CW/
Assessment: Administer an end of topic test using a sample of short answer

questions from each and one Section B evaluate question.
12

Unit 2: The social approach
Context
This unit is concerned with the social approach that contends that human experience and behaviour stems from the people around us and how their presence (or not)
impacts upon us (or not). Four studies will be used as a sample of the available research that covers a number of social/situational factors to consider.
Outline
This unit introduces the learners to the general assumptions and characteristics which underlie the social approach to psychology. The four core studies selected
provide the learners with an opportunity to study the nature of obedience and compliance; social identity theory and research into bystander apathy as well as a number
of related methodological issues. These studies are:
1. Milgram, S (1963), Behavioral Study of Obedience. Journal of Abnormal and Social Psychology. 67(4).pp. 371378
2. Haney, C, Banks, C and Zimbardo, P (1973), A Study of Prisoners and Guards in a Simulated Prison. Naval Research Reviews. 26(9). pp. 117
3. Piliavin, I M, Rodin, J and Piliavin, J (1969), Good Samaritanism: An Underground Phenomenon? Journal of Personality and Social Psychology. 13(4). pp. 289299
4. Tajfel, H (1970), Experiments in Intergroup Discrimination. Scientific American. 223. pp. 96102
Teaching time
Learning objectives

characteristics of the social approach.
(G) Create and pass around various scenarios asking learners to predict how
people might behave and compare responses. Then change a key character
or location in the scenario and ask them how much of an impact the change
might make and why.
Learning resources
(W) Go through the main characteristics of the social approach and verbally
discuss the implications (strengths and weaknesses of each).
procedure of the study.
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(W) 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, Hofflings study (1966); Sheridan and King (1972) etc. and display them
on the wall.
The original study, Milgram, S (1963),

Behavioral Study of Obedience. Journal of
Abnormal and Social Psychology. 67(4).pp.
371378 can be found at:
13
Learning objectives
Learning resources
(W) Show Darren Browns recent version of the study and explain they are
going to study Milgrams original experiment.
http://isites.harvard.edu/fs/docs/icb.topic606
668.files/Course%20Readings/94%20The%
20Moral%20Self/milgram.obedience.1963.p
df
(W) Role play: prepare and pass around scripts and pair word combinations to
willing learners (with stage directions) for the roles of Experimenter, Mr
Wallace, Participant and let the learners role play the scenario with Mr
Wallace being seated outside the classroom door. Observe the discomfort of
the Participant and generate a class discussion on observations and feelings
once the skit is through.

background to the study, the sample
and the selection strategy adopted and
the findings of the study.
(W) Ask the learners to share one thing from the previous lesson. Check their
knowledge and understanding of the Holocaust, introducing the hypothesis,
The Germans are different, and generate discussion.
(W) Show clips from the original study and ask them to describe the
participants they view.
(I) Hand out study notes on the background, the sample, the method and
procedure and ask them to read through, checking on their individual levels of
accuracy and understanding.
(I) Show or share the results and ask the learners to tabulate them both
numerically and by percentage in their notes (under quantitative data) and
maintain a discussion about conclusions that can be drawn, the conflicts
experienced and introducing the idea of the agentic state.

findings of the study and the
explanations for the results.
Link to Hofflings study (1966) and Sheridan

and King (1972):
http://psychology4a.com/social%207.htm
Video clip of Darren Brown
www.youtube.com/watch?v=y6GxIuljT3w
Video clip of the original studies:
www.youtube.com/watch?v=7TqJFp4y4zo
Abridged versions of the specific study:
www.holah.net and click on link to Milgram.
Information on the agentic state:
http://aspsychology101.files.wordpress.com/
2009/09/1-6-agency-theory.pdf
or
http://alevelpsychology.co.uk/aspsychology-aqa-a/social-psychology/socialinfluence/%EF%BB%BFsocial-psychologytheories-of-obedience-milgrams-agencytheory.html
(W) Compare their predictions on the wall with the actual findings of the
studies mentioned and discuss the differences.
(P) Ask the learners to recall the distress of the participants and list their
observations (under qualitative data), supplementing accordingly.
(P) Ask the learners to consider what conflicts might have been causing the
distress of the participants and list them under Explanations.
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14
Learning objectives
Learning resources
(W) Share the essential characteristics of the agentic state for inclusion in
their notes.
Learners can identify the key
evaluative issues and demonstrate an
understanding of the strengths and
weaknesses of laboratory studies.
(G) Using previous evaluation tables, learners, try and identify the strengths
and weaknesses of the study and capture those that are specific to conducting
laboratory studies in a separate table.
Quizzes and other activities:

www.holah.net
and click on the link to Milgram
(W) Show/share some of the exercises from the www.holah.net and learners
can test their knowledge and understanding accordingly.
Homework assignment: Learners should prepare a mind map of the study for
display on the classroom wall.
Extension activity: Explore the www.holah.net and visit the link for the recent
study conducted by Slater and compare the effects of using a virtual
environment in practical and ethical terms.
background of the study.
Educational trip option: Visit a local prison/remand centre, under a fact

finding mission of how prisons have changed in the last 100 years and ask
each learner to write a short piece about their impressions.
(W) Ask learners why they think the conditions in prisons are so deplorable.
Explain the difference between a situational and a dispositional hypothesis and
capture in Glossary of Terms.
(W) Play Philip Zimbardo clip/excerpt of Evilness of Power where he talks

about his study.
The original study can be found at:

www.zimbardo.com/downloads/1973%20A
%20Study%20of%20Prisoners%20and%20
Guards,%20Naval%20Research%20Review
s.pdf
and/or
www.lucifereffect.com
and/or
www.prisonexp.org
Assignment: (I) Allocate role of lawyer/journalist/prison warden (and any

other) to each learner to write an article for publication incorporating
dispositional/situational/human rights issues etc.
Video clip of Philip Zimbardo outlining the

study:
www.youtube.com/watch?v=Z0jYx8nwjFQ
(I) Hand out a set of short answer questions that the learners need to answer
Set of short answer questions:
(W) Display the website of the prison experiment (www.prisonexp.org) to the

learners and explain/demonstrate the layout and content of the site so that
they can find it independently.
V1 3Y10
Haney, C, Banks, C and Zimbardo, P

(1973), A Study of Prisoners and Guards in
a Simulated Prison. Naval Research
Reviews. 26(9). pp. 117
15
Learning objectives
Learning resources
as they work through the website.
www.holah.net and click on links through

the Zimbardo page.

sample of the study and a variety
sampling strategies and the strengths
and weaknesses for each.
(W) Sampling Strategies: Ask learners to explain the characteristics of the

sample and how it was selected as an introduction to sample selection tools,
explaining each in turn and considering the implications for each.
Information about sampling strategies:

www.holah.karoo.net/sampling.htm

ecological validity of the study.
As the learners progress through the website:

(W) Ask them to explain the characteristics of the prison and identify aspects
that were ecologically valid and those that were less so, supplementing
accordingly.

associated with simulations.
(G) Ask each group to consider the problems Zimbardo would have
encountered if he had tried to use a real prison to investigate the situational
hypothesis.
(G) Tabulate the strengths and weaknesses of simulations generally together
and then ask learners to illustrate each general point with a examples from the
Zimbardo study.
Learners consolidate learning and

understanding of the Zimbardo study.
(G) Return marked short answer questions and ask the learners to support
each other in clarifying issues and looking up information when doing their
corrections and respond only to the final gaps they have difficulty with.
Marked assignments and questions from

previous weeks assignment.
(W) Circulate the marked articles from the assignment and ask learners to
compare and contrast and give each other feedback and display.
Learners begin to recognise and
appreciate the factors that
encourage/discourage helping
behaviour.
(W) Ask learners to consider the factors that might encourage/discourage

helping behaviour from their experience and list accordingly. Ask them to
consider some local/international charitable appeals and consider which they
think are the most effective and why again, list down the attributes of the
successful appeals.
Piliavin, I M, Rodin, J and Piliavin, J (1969),

Good Samaritanism: An Underground
Phenomenon? Journal of Personality and
Social Psychology. 13(4). pp. 289299

background to the study and the key
terms associated with it.
(I) Learner presentation (see introductory session under Unit 1. Cognitive

psychology) on the murder of Kitty Genovese.

www.holah.co.uk/files/piliavin1969.pdf
V1 3Y10
16
Learning objectives
Learning resources
(G) Pass round the story of Kitty Genovese and ask the learners to identify all
the features of the story that might have encouraged/discouraged intervention
(and what types of intervention) that might have saved Kitty and share.
Activities on altruism:
www.psychlotron.org.uk/resources/social/A
QA_A2_altruism_discussionstim.pdf
or
www.psychlotron.org.uk/resources/social/A2
_AQA_altruism_bystandersituations.pdf
(W) Show the smoke filled room YouTube clip and explain impact of the
murder on social psychologists and attempts made to explore diffusion of
responsibility and bystander apathy under laboratory conditions.
Handout on Kitty Genovese can be created

from:
www.holah.net and click on link to Piliavin
The smoke filled room experiment:
www.youtube.com/watch?v=KE5YwN4NW5
o
background, the key terms, the
sample, method and the findings of the
study.
(I) Ask learners to define key terms from previous lesson.

(W) Explain aim of the Piliavin study to enhance the ecological validity of
previous research in this area and share/present the sample and method of
the Piliavin study.
Abridged version of the Piliavin study:

or a PowerPoint presentation at:
ow/5823
(G) Ask learners to predict the results by asking a leading (and probing for %)
questions concerning each result in turn and giving immediate feedback.
(I) Ask learners to list the results and then play a memory game to see how
many they can remember after three minutes.
and apply the Arousal/Cost:Reward
Model to novel situations.
(W) Ask learners to recall the features of successful charitable campaigns and
factors affecting helping behaviour.
Show/present/share the Arousal:Cost/Reward Model and explain in general
terms.
(I) Ask learners to list examples of arousal (or not).
Information/presentation on
Arousal:Cost/Reward Model:
or a PowerPoint presentation at:
ow/5823
(G) Ask learners to deliberate on costs of helping/not helping and rewards for
helping/not helping and share to compile a general list in their notes.
V1 3Y10
17
Learning objectives
Learning resources
(G) 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.
Activities available on:

www.holah.net and cluck on the links on the
Piliavin page.
Close session with activities on www.holah.net

associated with field studies.
(W) Learners identify key characteristics of field studies and tabulate their
strengths and weaknesses having reviewed the table concerning laboratory
studies and listing any new psychological terms in the glossary.

Section A (ii) question to understand
the dynamics and expectations of the
question.
(G) Learners then try to evaluate the Piliavin study using their tables and
identify the illustrative points they would use to support each point in turn.

background to and the aims of the
study and the key terms associated
with it.
Homework/assignment: Learners respond to Paper 2, Section A (ii) question,

e.g.:
Piliavin et al (subway Samaritans) were interested in investigating the diffusion
of responsibility on a train on the New York subway.
(a) What is meant by a field study? [2]
(b) Describe the environment selected by Piliavin et al. [3]
(c) Compare and contrast the field study method as used by Piliavin et al with
laboratory studies to investigate helping behaviour. [10]
(d) Discuss the extent to which the findings are applicable. [10]
(I) Prior to the lesson, learners conduct some internet based research on the
Robbers Cave experiments.
(W) Learners discuss whether competition is the primary reason for
discrimination and learners brainstorm examples and cases whether was
conflict and consider the factors that contributed to it.
(W) Explain the aim of Tajfels study (two experiments each divided into
categorisation and discrimination) and ask learners to add terms;
ethnocentrism and categorisation to their glossary of terms.
V1 3Y10
Paper 2, Section A (ii) question:

Piliavin et al (subway Samaritans) were
interested in investigating the diffusion of
responsibility on a train on the New York
subway.
(a) What is meant by the social approach?
[2]
(b) Describe one of the findings that
suggested that the condition of the victim
effected how people behaved towards him.
[3]
(c) Compare and contrast the field study
method as used by Piliavin et al with one
other way of gathering data. [10]
(d) Discuss the extent to which the
arousal/cost:reward model could be
considered reductionist. [10]
Tajfel, H (1970), Experiments in Intergroup
Discrimination. Scientific American. 223. pp.
96102
Details of the study can be found:
www.holah.karoo.net/tajfestudy.htm
Links to the Robbers Cave Experiment:
www.simplypsychology.org/robberscave.html
or
www.spring.org.uk/2007/09/war-peace-and-
18
Learning objectives
Learning resources
role-of-power-in-sherifs.php

key terms, the sample, method and the
findings of the study.
(I) Learner presentation (see introductory session under Unit 1. cognitive

psychology) on a real life conflict (including the perceived causes of the
conflict).
Presentation/handout can be accessed at:

ow/5824
(I) Ask learners to define key terms from previous lesson and the experimental
design used in the study.
Matrices can be accessed at:

ow/7739
(W) Share/present/show the study including sample, method, matrices

(independent variables of both experiments) and the findings.
(G) Create and pass around a few matrices and ask learners to find the matrix
that demonstrates an in-group/out-group/intergroup choice.
(G) Ask learners to demonstrate choices made using highest in-group reward,
maximum joint profit and maximum difference and ensure understanding of
each in turn.
(I) Turn the hand-outs of the presentation so that the slides are away from the
learner and try and recall details of each slide in turn.
Learners can
recall main findings and generate
conclusions.
describe and explain SIT.
identify and illustrate two strengths
and four problems associated with
quantitative data
(I) Ask learners to recall the five main findings of the study.
(W) Ask learners to consider the strengths and weaknesses of generating and
using quantitative data and tabulate accordingly.
A presentation on Social Identity Theory:

ow/8990
(W) Brainstorm on the main conclusion of the study and progress/introduce

Tajfels Social Identity Theory.
(P) Ask learners to identify issues relating to the validity of the study and then
add any further evaluative issues.

Section A (i) question to understand
the dynamics and expectations of the
question.
V1 3Y10
(G) In groups, learners asked to design an observational field experiment to

investigate discrimination at school/place of work. Learners answer a series of
question words (who, where, what, when, how, how long) on flip chart paper
and share with class.
Flip chart paper and markers.

A Paper 2, Section A (i) (b) question asking
for an observational field study investigating
19
Learning objectives
Learning resources
discrimination.
(G) Ask learners to deliberate on independent and dependent variables

(operationalisation of variables) and incorporate into their designs.
(G) Ask learners consider each aspect of their new study and discuss why
they would choose that sample, use that method, decide on those dependent
variables, the length of the study etc.
Learners work on a Paper 2, Section A
(i) question to understand the
dynamics and expectations of the
question.
Learners can identify and illustrate the
strengths and weaknesses of
observational data collection.
Learners review the four social studies

and consolidate their understanding of
the four new evaluative issues and
reinforce their appreciation of ethical
issues in psychological research.
Learners understand the expectations
and dynamics of a Paper 2, Section B
question.
Learners have an opportunity to

assess their knowledge and learning to
date.
(G) Each group takes another groups flip chart and evaluates each aspect in
turn.
(I) Learners tabulate the strengths and weaknesses of observational data
collection.
Assignment assessment: Learners respond to a Paper 2, Section A (i)
question, conducting an observational field study substituting discrimination for
obedience.
(C) General question and answer session on the four studies and the four
evaluative issues, learners can rate the studies and evaluative issues in turn.
Gaps in learning are identified and addressed.
(G) Learners complete their ethics tables from the previous unit using the
social studies covered.
(I) Introduce the learners to a Paper 2, Section B question and they complete
one on observational data collection as an
open book activity and hand in.
(W) Complete any quizzes or activities on the appropriate social psychology
pages of the holah website.
(I) Learners respond to examination questions, incorporating the types of
questions covered to date as appropriate under timed conditions.
V1 3Y10
Paper 2, Section A (i) (b) question asking for

an observational field study investigating
obedience.

(b) Describe how observation was used as
a data collection tool in each of the following
studies:
PIliavin,
Milgram
Zimbardo
(c) What problems do psychologists face
when they use observation as a data
collection tool? [9]
Quizzes and activities:
www.holah.net and click on the links to the
studies listed under social psychology.
on Teacher Support at:
20

Unit 3: The developmental approach
Context
This unit is concerned with the developmental approach; that our childhood experiences have significant impact upon our later/adult experience and behaviour. The four
studies selected cover over 200 years of research and touch upon a variety of models, including the psychodynamic, behaviourist and cognitive models. The research
also introduces the learners to the nature/nurture debate.
Outline
This unit introduces the learners to the general assumptions and characteristics underlying the developmental approach to psychology. Banduras study introduces the
learners to a behaviourist perspective and the basis of conditioning and social learning theory, Freuds research introduces the learners to psychodynamics and case
studies, whereas, the remaining two studies cover the cognitive and moral development of infants and young children respectively. Each can be viewed with regards to
their contribution to the nature/nurture debate. The four studies are:
1. 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. 575582
2. Freud, S. (1909), Analysis of a phobia of a five-year old boy. Pelican Freud Library. Vol. 8. Case Histories 1
3. Langlois, J.H., Ritter, J.M., Roggman, L.A. and Vaughn, L.S. (1991), Facial Diversity and Infant Preferences for Attractive Faces. Developmental Psychology. 27(1).
pp. 7984
4. Nelson, S.A. (1980), Factors Influencing Young Childrens Use of Motives and Outcomes as Moral Criteria. Child Development. 51. pp. 823829
Teaching time
Based on a total time allocation of 180 contact hours for this Cambridge International AS and A Level course, it is recommended that this unit should take about 36
hours.
Learning objectives
Learning resources

characteristics of the developmental
approach.
(W) Ask learners to consider how children are different from adults and how
that might pose challenges when researching aspects of childhood. List these
differences.
Replication of Piagets conservation

experiment:
www.youtube.com/watch?v=MpREJIrpgv8
(W) Show a YouTube clip of a replication of Piagets conservation experiment

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
Information on childhood development:

http://psychology.about.com/od/developmen
talpsychology/a/childdevtheory.htm
V1 3Y10
21
Learning objectives
Learning resources
children present when being studied.

(W) Encourage learners to consider how children learn and introduce different
theories of development in response to questions and answers - particularly
maturational stages vs. accumulation progressive development.
behaviourist perspective, classical and
operant conditioning and understand
social learning theory.
(I) Learner presentations (see introductory session under Unit 1, the cognitive
approach) and schedule appropriately, on:
Behaviourism
Pavlovs dogs
Little Albert
Assignment: Share a number of selected psychology based websites
(including but not exclusively);
www.holah.net/
www.holah.co.uk/
www.simplypsychology.org/
http://alevelpsychology.co.uk/
www.psychlotron.org.uk/
www.psychblog.co.uk/
www.all-about-psychology.com/a-level-psychology.html
http://psychology.about.com
Learners create and email a document outlining the behaviourist perspective;
classical and operant conditioning and social learning theory in turn.
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.
575582

http://psychclassics.yorku.ca/Bandura/bobo.
htm
also at:
www.wadsworth.com/psychology_d/templat
es/learner_resources/0155060678_rathus/p
s/ps11.html
Information on Behaviourism is available at:
www.holah.co.uk/pagedetail.php?slug=behaviourist
Pavlovs dogs is available at:
www.nobelprize.org/educational/medicine/p
avlov/readmore.html
A video on Little Albert is available at:
www.youtube.com/watch?v=9hBfnXACsOI
A presentation on all the above to
supplement:
ow/412
V1 3Y10
22
Learning objectives
Learning resources
Learners gain greater understanding of

Social Learning Theory (SLT) and its
importance and relevance.
(G) Ask learners to generate explanations for why people start smoking and
share responses.
Article on banning smoking at home to

reduce teenage smoking ;
twww.psychblog.co.uk/is-a-home-smokingban-enough-to-stop-teen-smoking-808.html
Learners practise their skills at

designing experiments, incorporating
the necessary level of detail.
(W) Show or print out the article on efforts to ban smoking at home to reduce
the incidence of teen smoking.
(W) Watch video clip of the Children See, Children Do Campaign and
reiterate the relevance of the research in this area.
Video of Children See, Children Do

campaign:
www.youtube.com/watch?v=KHi2dxSf9hw
(G) Ask groups to design an experiment to investigate the extent to which

children learn through observation and imitation, including details of the
sample, the method, experimental conditions, the independent and dependent
variables (differentiate according to ability on how much guidance is given).
sample and the conditions of the
experiment.
(W) Show as an introduction an image of the aggressive model and a child

bashing Bobo as a precursor to the lesson and ask the learners to try and
explain what the picture is about.
Learners can identify and explain the

controls effected in the study.
(W) Explain the study briefly and hand out a summarised version of the study.
(I) Ask the learners to create a tree diagram of the sample and how they were
allocated across the conditions emphasising the three independent
variables.
Image of the model and a child bashing

Bobo:
www.criminology.fsu.edu/crimtheory/Image2
.gif
A summarized version on the study can be
created from the www.holah.co.uk/studysummary.php?slug=bandura
(W) Refer the learners to the pre-test and explain how this was used as a
control for pre-existing levels of aggression.
(P) Ask learners to continue reading through the study, underlining as many
other controls as they can. Assess their ability to identify the controls and
reward the winning pair.
Learners assess their ability to recall
the relevant detail from the study so
far.
results and relate them to Social
V1 3Y10
(I) Create a true/false exercise on the major learning points from the previous
lesson and learners self asses their ability to recall the salient facts.
(P) Ask the learners to create a table, capturing the four main hypotheses and
progress through the study to find the results specific to each of the
hypotheses and insert them into their tables.
Paper 1, Section B questions:

Evaluate the Bandura study (learning
aggression) on the basis of ONE strength
and ONE weakness. [10]
or
23
Learning objectives
Learning resources
Learning Theory.
(W) Ask the learners to consider whether the results overall support or reject
Social Learning Theory.
Evaluate the validity of Banduras study

(learning aggression). [10]
Learners understand and can apply the

concept of reductionism.
Learners practise their evaluation skills
and can identify and illustrate the major
evaluative issues evident in the study.
(G) Using previous tables, learners evaluate the study, identifying and
illustrating the strengths and weaknesses in turn, highlighting what they
consider to be the main strength and the main weakness.
(W) Display the definition of REDUCTIONISM and ask the Learners to
consider whether the explanation for the findings could be considered
reductionist. Insert the advantages and disadvantages of reductionism in their
glossary of terms.
Assessment: Learners complete a Paper 1, Section B, evaluate question.
Learners gain an awareness and an

understanding of the implications of:
the psychodynamic approach
Freuds psychosexual theory
the dynamics of personality
(W) Assess previous knowledge and understanding about Freuds theories

concerning dream analysis, Freudian slips etc.
(W) Share the presentation on the psychodynamic approach, emphasising his
ideas about the mechanics and dynamics of personality, dreams and
psychosexual stages etc.
(W) Show video clip on Freuds psychosexual stages of development and
explain that the class will be investigating the different stages at greater depth.
(G) Ask learners to consider the implications (in Freudian terms) of any trauma
experienced during one of the psychosexual stages and share their predictions
with the rest of the class.
(W) Work through a presentation on psychosexual stages as an example of
a maturational theory of development.
(P) Pass around an activity sheet to complete and assess understanding of the
different stages.
V1 3Y10
Freud, S. (1909), Analysis of a phobia of a

five-year old boy. Pelican Freud Library. Vol.
8. Case Histories 1
A pdf version of the original study is
available at:
ow/348
Details of the original study can be found at:
www.holah.co.uk/studydetail.php?slug=freud
Presentation on the psycho-analytical
approach:
ow/8235
Video clip talking about Freuds psychosexual stages of development
http://video.about.com/psychology/What-Isthe-Oedipal-Complex-.htm
24
Learning objectives
Learning resources
Presentation of Freuds psychosexual
stages:
ow/5820
A hand-out of Freuds psychosexual stages
is available at:
ow/4812
Some activity sheets on the psychosexual
stages:
ow/3020
or
ow/366

key features of the study, including the
sample, the data collection method, the
findings and Freuds conclusions as
well as some of the shortcomings of
the study.
(P) Pass around the first two pages of Freuds original article and ask the
learners to identify what problems Freud himself identifies at the outset of the
study.
Extension activity: Those learners who want to continue reading and work
from Freuds original work can do so.
(P) Pass around an abridged version and ask the learners to go through and
identify 10 things they can list about Little Hans.
(W) Ask learners to comment on how data was collected and challenge them
to identify any advantages and disadvantages they might have noticed so far.
A pdf. version of the original study is

available at:
ow/348
Matching Exercise:
ow/37
Alternative explanations for Little Hanss
phobia of horses:
www.simplypsychology.org/littlehans.html#sthash.ruPL0i7J.dpbs
(P) Hand out a matching exercise for the learners to assess which findings
support or challenge the different psychosexual stages and Freuds
interpretation of Little Hans phobia.
(W) Discuss any anomalies.
V1 3Y10
25
Learning objectives
Learning resources
(W) Learners review Freuds explanation for Little Hans phobia.

(P) Ask the learners how you might test for the existence of the Oedipal
Complex more scientifically in three minutes brainstorming time and share.
Extension activity: (I) Ask learners to look up the Little Hans study on the
simplypsychology website and, from a behaviourist perspective, see if they
can identify an alternative explanation of his phobia.
Learners can identify, explain and
illustrate the strengths and
weaknesses of case studies generally.
illustrate the main strengths and
weaknesses associated with the study.
(P) Create a quick pop-quiz to check for recall from the previous lesson.
(W) Ask the learners to remind themselves about some of the weaknesses
they identified during the previous lesson.
Quizzes and activities:

www.holah.co.uk/studydetail.php?slug=freud
(W) Introduce the learners to the key aspects of case studies for inclusion in
their glossary of terms.
(G) Ask them to begin tabulating any strengths and weaknesses they can
remember to date and share and supplement.
(W) Check understanding by asking volunteers to illustrate each using the
detail from the study.
(P) Learners complete the evaluation of the study and the explanation using
other evaluative issues covered so far.
(W) Close the lesson by completing some of the quizzes and activities on the
holah website www.holah.co.uk/study-detail.php?slug=freud.
Learners explore past and recent

research on the subject of facial
attractiveness and begin to generate
an understanding of what factors
contribute to facial attractiveness.
V1 3Y10
(W) Internet activity assignment: Divide the learners into four groups and
task each group to download eight faces on a sheet of A4 paper, of varying
degrees of attractiveness, covering the four following categories in the 20
minutes:
while female faces
white male faces
black female faces
infant faces
Langlois, J.H., Ritter, J.M., Roggman, L.A.

and Vaughn, L.S. (1991), Facial Diversity
and Infant Preferences for Attractive Faces.
Developmental Psychology. 27(1). pp. 79
84
http://homepage.psy.utexas.edu/HomePage
26
Learning objectives
(P) While the sheets of faces are being photocopied (1 per learner), ask the
Learners to visit the website; http://faceresearch.org/ and then:
find out what factors make faces seem attractive
participate in at least one piece of research
explore other parts of the website for interest.
Learning resources
/Group/LangloisLAB/PDFs/Langlois.DP.199
1.pdf
Or
http://homepage.psy.utexas.edu/homepage/
group/langloislab/Publications.html
Research and activity site:
http://faceresearch.org/
Learners consolidate their

understanding of what constitutes
attractiveness incorporating cultural
differences and, in doing so, can
explain the background to the study.
Learners practise designing
experiments for increasing familiarity
and confidence building.
Learners undertake some data
processing and analysis and infer their
own conclusions.
(W) Ask learners who they consider attractive in the media (or in the lesson)
and why? Generate a discussion on causes and perceptions of attractiveness.
(I) Ask each learner to write down on a piece of rough paper what age do they
think children can begin to differentiate between attractive and less attractive
faces and collect.
(G) Ask learners how they might conduct an experiment to investigate whether
infants could differentiate between attractive and unattractive faces.
(W) Share and evaluate each groups suggestions and reach consensus about
the most effective experimental design and why.
(I) Ask the learners to rate each of the four sheets of faces from their group
internet activity from 18.
(G) Divide up the sheets and allow the learners time to collate and process the
data.
(W) Review the findings and discuss and draw any conclusions arising from
the results.

aim, the sample, the methodology and
the results of the study.
Learners can understand and explain,
in their own words, the two main
V1 3Y10
(W) Show/share presentation on the study comprising of the three

experiments.
Presentation on Langlois:
ow/8228
(I) Ask learners to create a table highlighting the main differences in the
samples/stimuli/results etc. across the three experiments.
27
Learning objectives
explanations for the findings.
(I) Pass around a hand-out of the remaining slides covering the explanation
and the discussion. Add any new terminology into their glossary of terms.
Learners reinforce their understanding

by practicing responding to Paper 1
style, short-answer questions.
independently.
Learning resources
(W) Open up the age predictions from the previous session and identify which
learner made the closest estimate. Explore the assumptions/discrepancies
through class discussion.
(W) Conduct a question and answer session to ensure understanding is intact
across the class concerning the explanations.
(P) Learners create a set of Paper 1 style short answer questions and hand in.
Assignment and assessment: Learners respond to a number of the selected
questions and evaluate the study independently in their notes.
Learners can understand and explain

the various different types of validity
that constitute both internal and
external validity.
(W) Ask learners to consider everything they have covered so far that protects
the validity of the findings of an experiment and any issues that detract from
the validity of the findings.
List each under either Internal Validity or External Validity.
Learners revise past studies as the

practice applying the concept of validity
across a range of research.
(P) Learners illustrate each in turn using the detail from the study.
The Langlois Social Development

Laboratory:
http://homepage.psy.utexas.edu/homepage/
group/langloislab/publications.html
(G) Create a validity template on the board and ask learners to consider how
they would illustrate the same issues from other studies covered to date and
write up their suggestions on the board as a revision exercise.
Extension activity: Check out some of the more recent research conducted
on facial attractiveness at the Langlois Social Development Laboratory and
identify whether the findings from the 1991 study have been investigated
further and what results have been found.
Learners check their knowledge and

understanding concerning morality
generally.
(W) Instigate a class discussion on what morality means.

independent variables of the study.
(W) Display the key research question on the board, At what age can children
take both motive and outcome into account when making moral judgements?
V1 3Y10
(I) Ask learners to look up definitions for insertion into their notes.

http://wardakhan.org/notes/Original%20Stud
ies/Developmental%20Psychology/Nelson.p
df
Nelson, S.A. (1980), Factors Influencing
28
Learning objectives
Learning resources
(W) Prepare the class for a Listen with Mother session, Are you all sitting
comfortably? etc. (or cultural alternative)
Young Childrens Use of Motives and

Outcomes as Moral Criteria. Child
Development. 51. pp. 823829
(W) Tell them the story about the little boy and his ball (good motive/good
outcome) but then keep changing it (with a dramatic pause etc.) to cover all
the stories in turn. Show the four combinations of motive/outcome and ask the
learners to match the outline of the story with the correct combination of motive
and outcome.
(I) Allocate each learner one of the stories and ask them to illustrate the story
(cartoon like) as if they were illustrating a childrens book.
(W) As each learner displays their illustration use these to demonstrate the
different ways the stories were presented, particularly motive implicit/explicit.
(I) Learners capture main facts concerning the stories and the methods of
presentation into their notes.
(W) Ask learners to recall the problems psychologists can face when studying
children and ask them how they might accurately measure the childrens moral
judgement. Explain that you will tell them during the next lesson.
Learners recap on the salient
information covered during the
previous session and can describe and
explain the aim, the hypothesis, the
sample, the procedure and the
dependent variable of the study.
(W) Each learner has to contribute something from the previous lesson.
(W) Learners continue to brainstorm the most effective way of capturing three
year olds moral judgements.
Presentation on the study:

ow/7824
(W) Draw/show the faces scale on the board (dimensions included) for the
learners to insert into their notes.
(W) Show the presentation, giving the learners a little more information
concerning theories of moral development and asking the learners to compare
Piagets theory with Freuds theory of moral development and sharing the aim,
the hypothesis and the sample of the study for the learners to insert into their
notes.
V1 3Y10
29
Learning objectives
Learning resources
(W) Once reaching the stories, institute a what comes next? game before
moving on to the next slide to reinforce previous sessions learning.
(W) Continue through the slides on the procedure for summarising into their
own notes.
(G) Ask the learners to consider the independent variables and try and predict
the moral judgments made by the children for the following lesson.
Learner can describe and explain the
results of Study 1 and Study 2 and can
identify possible confounding variables.
(W) Show TABLE 1 (mean rating of actors goodness/badness in study 1 as a

function of subjects age, level of motive, and level of outcome) from the
original study and ask the learners to analyse the results and come up with the
main conclusion.
(W) Share the remaining results, categorised by factors that affected the
number errors made and factors that affected the judgment (or valence).
(P) Create a pop quiz on the results and pass it around for learners to assess
their ability to understand and recall the results on demand.
(W) Generate a class discussion on possible confounding variables and refer
back to the presentation, once again reminding them about the difficulties
associated with studying children and cognition/understanding etc.
(G) Ask the learners to suggest a second study to get over one of the
confounding variables identified i.e. the order that the outcome/motive was
presented. Share ideas.
(W) Show/share the sample, method and results of the second study for
insertion into their notes, taking note of differences and similarities.
Learns can describe and explain

demand characteristics generally and
can identify them in this particular
study.
(W) Introduce the key term DEMAND CHARACTERISTICS for inclusion in

their glossary of terms.
(P) Ask learners to review the study once again and identify any aspect of the
study that generated demand characteristics and share.
V1 3Y10
Paper 2, Section A question:

Nelson (morality in children) used a number
of different stories when testing for moral
development in children. One way to
improve the ecological validity of this study
would be by using videos rather than
30
Learning objectives
Learning resources
using a variety of evaluative issues.
(I) Learners create a table with the demand characteristics they have identified
in the first column and how they affected the results in the second column.
stories.
(a) Describe different types of validity in
psychology. [5]
(b) Design an alternative study using videos
rather than stories and describe how it could
be conducted. [10]
(c) Evaluate this alternative way of studying
the moral development of children in
practical and methodological terms. [10]
Learners practise their application skills

by considering how these findings
could be used and for what purpose.
Learners practise their ability at
effectively responding to a Paper 2
Section A question and reinforce their
understanding of the study.
(P) Using their evaluation tables so far, learners identify key characteristics of
the study and evaluate accordingly.
(W) By passing round a piece of paper, learners play a version of the game of
Consequences (The game is traditionally played by writing the words on
paper and folding the paper to hide the previous words before passing it to the
next player.) by identifying a strength or weakness and then pass the paper
onto their neighbours to illustrate who then adds another strength/weakness
and passes on the paper until every paper has a good number of strengths
The game of Consequences:

http://en.wikipedia.org/wiki/Consequences_(
game)
and weaknesses.
(W) Generate a class discussion about the importance and application of the
findings of this study.
(I) Each learner selects what they consider to be the most important
application and inserts into their notes.
Assignment: Learners respond to a Paper 2, Section A (i) question as an
open-book exercise.
Learners consolidate their learning of
the developmental approach and the
four specific studies.
Learners practise their ability at
effectively responding to a Paper 2
Section B questions.
(I) Learners review the studies and respond to a Paper 2, section B question
on the developmental approach.
(W) Generate a question and answer session based on any problems learners
experienced in completing the last task.
(W) Introduce the nature/nurture debate and discuss.
(G) Ask the learners to create a table of the four developmental studies and to
deliberate what the findings from each study contribute to the nature/nurture
debate. Share examples.
V1 3Y10

(a) Outline what is meant by the
developmental approach [2].
Using the studies from the list below,
answer the questions which follow.
Bandura (learning aggression)
Nelson (morality in children)
Langlois (preference for attractive
faces)
(b) Describe the developmental processes
that were investigated in each of these
studies. [9]
31
Learning objectives
Learning resources
Extension activity: Learners generate their own Paper 2, Section B question

with a marking scheme using a different evaluative issue that they have
covered during this unit, e.g. demand characteristics.
(c) What problems may psychologists have

when they use the developmental
approach? [9]
Information on the nature/nurture debate is
available at:
www.holah.co.uk/pagedetail.php?slug=natureandnurture
or
www.simplypsychology.org/naturevsnurture.
html#sthash.dfKLjsvx.lewFaNCl.dpbs
Learners assess their learning and

practice examination style questions.
V1 3Y10
Assessment: End of topic test using a variety of examination questions.

on Teacher Support at
32

Unit 4: The physiological approach
Context
This unit is concerned with the physiological approach that human experience and behaviour originates from the biological organ - the brain. This approach investigates
primarily how the brain functions but also how certain physical stimuli can affect our information processing and perception. Four studies are reviewed as a sample of
the available research that covers a number of physiological processes and measures.
Outline
This unit introduces the learners to the general assumptions and characteristics underlying the physiological approach to psychology. The four core studies selected
provide the learners with an opportunity to study the sleep cycle and its relation to dreaming; how smell can affect our perception of attractiveness; the nature of
emotional responses and the brains of London taxi drivers when engaging in different types of memory recall. These are all considered in the light of a number of key
themes and methodological issues. The four studies are:
1. Schachter, S. and Singer, J.E. (1962), Cognitive, social and physiological determinants of emotional state. Psychological Review. 69(5). pp. 379399
2. Dement, W. and Kleitman, N. (1957), The relation of eye movements during sleep to dream activity. Journal of Experimental Psychology. 53(5). pp. 339346
3. Maguire, E.A., Frackowiak, R.S.J. and Frith, C.D. (1997), Recalling Routes around London: Activation of the Right Hippocampus in Taxi Drivers. Journal of
Neuroscience. 17(18), September 15. pp. 71037110
4. Dematt, M.L., sterbauer, R. and Spence, C. (2007), Olfactory cues modulate facial attractiveness. Chemical Senses. 32(6). pp. 603610
Teaching time
Learning objectives
Learning resources

characteristics of the physiological
approach.
Educational trip option: visit local hospital/imaging centre and ask personnel
to view and explain brain scans.
Presentation of different brain scans is

available at:
how/15624
V1 3Y10
(W) Assess current levels of knowledge concerning the regions and functions
of the brain and incorporate any personal experiences and explain using a
physiological perspective. Go through some prepared material on different
brain scans.
BBC website:
www.bbc.co.uk/science/humanbody/body/int
eractives/organs/brainmap/index.shtml
33
Learning objectives
Learning resources
(G) Ask learners to consider the strengths and weaknesses of the

physiological approach comparing it to the other approaches they have
covered already. Share ideas and tabulate accordingly.
Prepared worksheet developed from the

website:
how/15625
Assignment: Ask learners to visit the interactive BBC website and complete
the worksheet.
key theories concerning emotional
responses and can consider various
modalities to test theories of emotion.

aim, the method and the findings of the
study.
(G) Ask learners to discuss three key questions:

Why do we sometimes feel more emotional than other times?
What causes us to feel emotions?
Do we feel different emotions in different parts of the body and why?
Schachter, S. and Singer, J.E. (1962),

Cognitive, social and physiological
determinants of emotional state.
Psychological Review. 69(5). pp. 379399
(W) Go through the James-Lang and the Cannon-Bard theories of emotion and
ask learners to create flow diagrams of each in their notes.
Details of the study can be found at:

www.holah.karoo.net/schachterstudy.htm
(G) Introduce the Schacter-Singer theory and ask learners to try and design an
experiment to test out Schacter and Singers 2-factor theory and share their
ideas.
Theories of emotion:
http://allpsych.com/psychology101/emotion.
html
or
http://psychology.about.com/od/psychologyt
opics/a/theories-of-emotion.htm
(W) Go through the study, considering:

the physiological arousal (conditions and controls)
the attribution of the emotional response conditions and controls)
Prepared handout/worksheet/presentation
of the study can be prepared from:
(G) Ask learners to predict the emotional responses of the four physiological
conditions across the two environmental conditions.
(W) Share findings and check for understanding.
(G) Compare against the other theories and try and justify the advantages of
the Schacter and Singer theory and share points.
Learners can identify and explain major
strengths and weaknesses of the
study.
V1 3Y10
(W) Show/share a Paper 1, Section B question on the study.

(G) Ask the learners to identify all the strengths and weaknesses they can

Evaluate the Schacter and Singer study in
terms of ONE strength and ONE weakness
34
Learning objectives
Learners consolidate a greater

understanding about the requirements
(content and assessment objectives) of
a Paper 1, Section B question.
Learning resources
think of.
[10]
(I) Ask each learner to create a mind map of the strengths and weaknesses
with issues and example to enable them to identify the major strength and the
major weakness.
(I) Assessment: Each learner responds to the question under timed
conditions which is peer assessed and returned.
Learners test their ability to understand

and recall details from the study and
practise Paper 2 examination
questions.
(W) Show one of the matching quizzes on the holah website.

(G) Hand out two Paper 2, Section A (i) and (ii) examination questions in turn
for consideration and learners plan their responses in their notes.
(W) Finish lesson by using the remaining activities on the holah website.
Assessment/assignment: Check understanding of appropriate examination
technique issuing learners with two further examination questions.
Quiz/activities:
Paper 2, Section A (i) question:
1. Schacter and Singer injected epinephrine
into a group of participants to create a
physiological arousal so that they could
assess how much recognition of this state of
arousal would be attributed to the
environment.
(a) Describe what is meant by the
physiological approach. [5]
(b) Design an alternative study to
investigate the 2-factor theory of emotion
and describe how it could be conducted.
[10]
advanced theory of mind in practical and
methodological terms. [10]
Paper 2, Section A (ii) question:
Schacter and Singer set out to test their
two-factor theory of emotion.
(a) What is meant by the physiological
approach to psychology? [2]
(b) Describe whether the findings supported
their hypothesis. [3]
(c) Discuss the strengths and weaknesses
V1 3Y10
35
Learning objectives
Learning resources
of using the physiological approach in
psychology. [10]
(d) Discuss the extent to which their findings
are valid. [10]
Learners can describe sleep cycles

and explain difficulties of investigating
sleeping and dreaming.
Learners practise their ability to design
psychological experiments.
aim, the hypotheses, the methodology
and the findings of the study.
Learners practise responding to
specific Paper 1 Section A questions.
(I) Learners look up sleep cycles on the internet and draw in their notes. Go
through the sleep cycle and introduce use of the Electroencephalography
(EEG) to determine the stages of sleep and rapid eye movement (REM) and
nonrapid eye movement (N-REM) sleep.
Dement, W. and Kleitman, N. (1957), The

relation of eye movements during sleep to
dream activity. Journal of Experimental
Psychology. 53(5). pp. 339346
(G) Display the overall aim of the study on the board and ask learners to
design an experiment to investigate the relationship between sleeping and
dreaming using the EEG to determine the levels of sleep. Share ideas.
Details of the study can be found at;

www.holah.co.uk/studysummary.php?slug=dement
(G) Break down the overall aim into the three hypotheses and divide them
amongst the groups and repeat design activity and share responses.
(W) Hand out the study and ask learners to compare the original study with
their experiments and evaluate each difference in turn.
(I) 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.
(G) Learners go through the study and generate short answer questions.
Assignment: Review and modify and reissue ten of the short answer
questions created to complete for homework.

strengths and four weaknesses
associated with using technological
equipment in psychological research.
V1 3Y10
(G) Learners brainstorm to see how many evaluative issues they can identify
in the study.
(I) Learners answer one Paper 1 question and one Paper 2 question based on
the study in class.

Discuss the strengths and weaknesses of
using technological equipment in the
Dement and Kleitman study (sleeping and
dreaming). [10]
(W) Learners work through the remaining interactive activities on the holah
website.
Paper 2, Section A (i) question:

Dement and Kleitman used a controlled
36
Learning objectives
Learning resources
laboratory study to investigate the
relationship between REM sleep and
dreaming.
(a) Describe different types of validity in
psychology. [5]
(b) Design a more ecologically valid
alternative study and describe how it could
be conducted. [10]
sleeping and dreaming in ethical and
methodological terms. [10]
Interactive activities can be found at;
www.holah.co.uk/studysummary.php?slug=dement
Learners can identify and explain the

location and function of the four main
cortical areas of the brains and the
important (and related) sub-cortical
areas.
(W) View split brain research to demonstrate different regions have different
function. Respond to any questions.
Learners are able to discuss the aim of

the study.
(W) Explain the aim of the study and show YouTube clip about the research
using London taxi drivers.
(W) Show or share a picture of a brain and ask learners to create a diagram in
their notes labelling the main regions (with their functions) accordingly.
Extension activity:
Learners can divide up the various different regions on the Brain Made
Simple website, as pieces of a jigsaw which then they reconstruct during the
following lesson.
Maguire, E.A., Frackowiak, R.S.J. and Frith,

C.D. (1997), Recalling Routes around
London: Activation of the Right
Hippocampus in Taxi Drivers. Journal of
Neuroscience. 17(18), September 15. pp.
71037110
www.jneurosci.org/cgi/content/full/17/18/710
3
Video clip on split brain research:
www.youtube.com/watch?v=lfGwsAdS9Dc
Images of brains are available as follows:
Cortical areas:
www.brainhealthandpuzzles.com/images/la
beled_diagram_human_brain.jpg
Sub-cortical areas:
www.stressstop.com/css/images/blog/31/lim
V1 3Y10
37
Learning objectives
Learning resources
bic-system-diagram.jpg
Video clip about the study is available at:
www.youtube.com/watch?v=i9JPkUE2IJw
The Brain Made Simple Website:
http://brainmadesimple.com/
Learners can describe and explain

different types of memory, the sample
and the method of the study as well as
detail of the brain scan used.
(G) Ask learners to distinguish different types of memory and share their
deliberations on the board, categorising and finally naming each in turn.
(I) Show/share the original study or a revised hand-out/worksheet for learners
to read through.
Presentations and worksheets on the study

are available at:
http://resourcd.com/@psychexchange/searc
h/search_do/29960
(G) Learners generate their own routes, landmarks, film plots and scenes from
their own experience and tabulate them accordingly.
(G) Ask learners to test each other on their ability to bullet point and recall the
information under sample and method, using their previous knowledge
concerning PET (positron emission tomography) scans.
findings of the study.
(W) Share/show the findings with the learners and ask them to tabulate them
in their notes for ease of recall/access.
(W) Go through each brain region in turn, checking on knowledge and
understanding of function and connection to the aim of the study.
(G) Learners can generate memory tools to help them recall the findings and
create a class prize for the most effective tool created.
Learners can:
identify and evaluate the major
study
identify the strengths and
weaknesses of restricted samples.
V1 3Y10
(G) Ask learners to evaluate the study using different criteria and capture
accordingly.
Online crossword maker:

(W) Ask learners to consider the sample and identify the strengths and
weaknesses of using very particular samples and tabulate under restricted
samples accordingly.
38
Learning objectives
Learning resources
Assignment: Half of the learners create a PowerPoint presentation of 15

multiple-choice questions and the other half create a crossword with as many
clues.
Learners can:
understand how and why certain
physiological stimuli can affect
perception.
describe and explain the
background to the study and the
problems encountered in previous
research.
describe and explain the aim of the
study.
(I) Ask learners to bring five photos or faces to the lesson.

(W) Ask them what they consider makes people attractive and rate the
faces/photos accordingly and then evaluate/discuss the activity they have just
concluded.
(W) Set up a quick expt. to test the extent we can recognise each other by
smell, each learner is blindfolded once and every other learner has to be
seated and smelled and create a table of results on the board. Analyse the
results and discuss.
(W) View YouTube clip on relationship between smell and perceived
attractiveness.
(I) Hand out the original study and ask the learners to read the background to
the study and respond.
Dematt, M.L., sterbauer, R. and Spence,

C. (2007), Olfactory cues modulate facial
attractiveness. Chemical Senses. 32(6). pp.
603610
www.chemse.oxfordjournals.org/cgi/content/
full/bjm030v1
Video clip on relationship between smell
and attraction:
www.youtube.com/watch?v=gfizpfBwYng
The Science of Attraction website:
www.scienceofattraction.co.uk/
Extension activity: Visit the website www.scienceofattraction.co.uk/ and

consider different aspects of attraction tested in a scientific manner for class
discussion the following week.
aim, the sample and the method of the
study.
(W) Share the sample and method with the learners.
Learners recognise the strength of the

number of controls used.
(G) Create and hand out a set of activity cards/ placards representing the
tones, the odors, the attractive/unattractive faces, according to the timeline in
the research, and get each group to demonstrate their version in turn checking
for accuracy of presentation and order etc. Reward the winning team.

results of the study.
(G) Create a competition to see which group can identify the most controls in
the study so far. Reward the winning team.
(W) Ask learners to predict the results using leading questions. Share the
V1 3Y10
39
Learning objectives
Learning resources
results and ask learners to list in their notes/insert into their hand-outs
accordingly.
study.
strengths and weaknesses of rating
scales..
(W) Using rough paper, learners play a version of the game Consequences
(The game is traditionally played by writing the words on paper and folding the
paper to hide the previous words before passing it to the next player.) by
identifying a strength or a weakness and then passing the paper onto their
neighbour to illustrate it and who then adds another strength/weakness and
passes on the paper until every paper has a good number of strengths and
weaknesses which learners can use as a basis for evaluation.
Information about rating scales is available

at:
www.holah.karoo.net/ratingscales.htm
(P) Learners brainstorm on the advantages and disadvantages of using rating

scales.
(W) Show the page on the holah website for consolidation of ideas about
rating scales.
(I) Learners evaluate the study individually in their notes, using the activity for
reference.
the physiological approach and the four
specific studies.
Assessment of their learning and
practice of examination style questions
(I) Learners review the studies and respond to a Paper 2, section B question
on the physiological approach.
Extension activity: Learners generate their own Paper 2, Section B question
with a marking scheme using a different evaluative issue.
Assessment: End of topic test using a variety of examination questions.
V1 3Y10

Dematte, sterbauer and Spence (smells
and facial attractiveness) investigated the
effect of olfactory cues on attractiveness of
male faces to female participants. They
asked the participants many relevant
questions prior to the experiment but did not
ask about their sexual orientation.
(a) What is meant by controls in
psychological research? [2]
(b) Describe some of the controls used in
the Dematte study? [3]
(c) Halo dumping was one possible threat
to the validity considered by Dematte, et al.
Discuss the validity of this study. [10]
(d) Consider to what extent the findings
40
Learning objectives
Learning resources
could be considered reductionist. [10]
at http://teachers.cie.org.uk
V1 3Y10
41

Unit 5: The psychology of individual differences
Context
This unit is concerned with the psychology of individual differences, counter-balancing the broad idea that psychology makes generalisations about peoples experience
and behaviour. Four studies are included that reflect the diversity of this approach from aspects that make us different as well as act as an introduction to the
fascinating world of mental disorders.
Outline
This unit introduces the learners to the general issues and areas which govern the psychology of individual differences. The four core studies selected provide the
learners with an opportunity to study how gender and cognitive styles impact upon our subject choices and the remaining three studies are based on abnormality; the
seminal study on the difficulties of diagnosing abnormality; one of the first in-depth studies on multiple personality disorder and a more recent on body dysmorphic
disorder. The multitude of research methodologies are also an integral part of the four studies selected as follows:
1. Rosenhan, D L (1973), On Being Sane in Insane Places. Science. 179. pp. 250258
2. Thigpen, C H and Cleckley, H (1954), A Case of Multiple Personality. Journal of Abnormal and Social Psychology. 49(1). pp. 135151
3. Billington, J, Baron-Cohen, S and Wheelwright, S (2007), Cognitive style predicts entry into physical sciences and humanities: Questionnaire and performance tests
of empathy and systemizing. Learning and Individual Differences. 17. pp. 260268
4. Veale, D and Riley, S (2001), Mirror, mirror on the wall, who is the ugliest of them all? The psychopathology of mirror gazing in body dysmorphic disorder (BDD).
Behaviour Research and Therapy. 39.pp. 13811393
Teaching time
Learning objectives
Learning resources
Learners can demonstrate their

understanding and can explain the
assumptions and key characteristics of
the psychology of individual
differences.
(W) Ask learners to try and identify as many differences as they can within the
classroom and list them down.
Prepared hand-out/presentation on the

definitions of abnormality are available at:
h/search_do/30140
(G) Against each, ask them to consider how these characteristics might affect
experience or behaviour.
(W) Consider how/why knowing these differences might be important and to
whom. Tabulate these issues under strengths.
V1 3Y10
Information on the psychology of individual

difference scan be found at:
www.holah.co.uk/study-
42
Learning objectives
Learning resources
area.php?slug=individualdifferences
(G) Ask learners to critically assess what might constitute a weakness in the
study of individual differences. Share and tabulate accordingly.
(G) Ask learners to define what is normal and abnormal and share.
(W) Show/share main definitions of abnormality and ask learners to offer
examples for consideration/discussion for each.
(W) Assess existing knowledge concerning particular abnormalities and
respond to any questions.
(I) Add any further strengths and weaknesses that have arisen from the class
discussions.
Learners experientially appreciate the
difficulties associated with diagnosing
mental disabilities and abnormalities.
(W) Give the learners a list of well known abnormalities and act out a few in a
different order (as best you can) and ask them match the abnormality with
each skit. Ask them to explain any problems they had.

background and aim, the sample and
the methodology, the findings and the
conclusion of the study.
(I) Learner presentation on schizophrenia (see introductory session under Unit

1: Cognitive approach)
(W) View YouTube clip of Rosenhan talk through his study and ask learners
to comment.
(W) Talk through the study with them allowing them a chance to ask any
questions.
(I) Ask the learners to jot down as many things as they can remember about
the study from the conversations so far on a piece of rough paper.
(I) Share the original or an abridged version and ask them to identify which
aspects they had left out.
Rosenhan, D L (1973), On Being Sane in

Insane Places. Science. 179. pp. 250258
Details of the original study can be found at:
www.holah.co.uk/studysummary.php?slug=rosenhan
Video clip of Rosenhan describing the
study:
www.youtube.com/watch?v=FG4mOpQpmp
w
Worksheets and presentations are available
at:
h/search_do/36070
Interactive quizzes and activities:
www.holah.co.uk/quiz/rosenhanmulti.htm
(W) Complete lesson by doing quiz on the holah website.
V1 3Y10
43
Learning objectives
Learners can identify the main

strengths and weaknesses of the study
and revise strengths and weaknesses
of field studies.
(G) Ask learners to recall the strengths and weaknesses of field studies
generally and illustrate using Rosenhan.
Learners self assess their

understanding of the content and
expectations of different examination
questions.
(G) Learners create Paper 1, Section A short answer questions (differentiate

on number), a Section B evaluate question and Paper 2 questions and share
with the rest of the class.
Learning resources
(P) Learners evaluate the study and compare deliberations.
Assignment: Learners choose a sample of the questions to complete for

homework.
Learners gain some knowledge and
understanding of dissociative identity
disorder (DID)/multiple personality
disorder (MPD)
Learners can outline the aim of the
study, details about the participant, the
action research undertaken and the
results.
(I) Learner presentation on dissociative identity disorder (DID)/multiple

personality disorder (MPD).
(W) Learners watch a documentary and discuss DID/MPD generally and then
a second on using EEG to distinguish between personalities. Introduce the
case of Eve White as the first well documented case of MPD.
(I) Hand out a worksheet on the study for reading and completion in one week.
Thigpen, C H and Cleckley, H (1954), A

Case of Multiple Personality. Journal of
Abnormal and Social Psychology. 49(1). pp.
135151
www.psychblog.co.uk/as-study-references58.html then click on full text next to the
reference to Thigpen and Cleckley.
Documentary on Multiple Personality is
available at:
www.youtube.com/watch?v=B0LNyXsErb8
Video on using an EEG to investigate the
veracity of MPD claims:
www.youtube.com/watch?v=0aBPk46ZmV0
Self-study worksheet is available at:
ow/702
Learners reinforce the aim of the study,

details about the participant, the action
research undertaken and the results.
V1 3Y10
(G) In groups, learners try and brainstorm together to fill in any gaps remaining
in their respective sheets.
Past short answer questions are available

at:
www.holah.co.uk/study-
44
Learning objectives
Learning resources
Learners can identify the major

study.
(W) Clarify any remaining gaps in knowledge and understanding and ask
learners to recall the strengths and weaknesses of case studies generally and
illustrate using Thigpen and Cleckley.
summary.php?slug=thigpen

major strengths and weaknesses of
longitudinal studies.
(G) Ask learners to consider the length of time the study took and how that
might have impacted upon the study.
Extension activity:
DVD: The Three Faces of Eve (1957)
(I) Tabulate and illustrate the strengths and weaknesses of longitudinal studies
accordingly.
(G) Set up a group competition using the short questions on the holah
website.
aim, the sample and methodology of
the study.
(I) Ask learners to access the website and complete the SQ-R and the EQ
tests and bring their scores to the lesson.
(W) Analyse scores (SQ-R EQ) against gender and compare their scores
with their scores on the Reading the Mind in the Eyes Test.
(W) Explain they have just carried out the tasks required in the study and show
an image of an Embedded Figures Task and ask each learner to create one of
their own to pass around.
(I) Hand out the original or a revised version of the study and ask learners to
create five short answer questions with mark schemes.
Extension activity: Learners view Simon Baron Cohens presentation on TED
TALKS or WIRED on the Autism Research Centre website and takes one
further test under the tests section and consider the correlation of their scores
on this test with the others and draws conclusions concerning he relationships
of the cognitive preferences.
Billington, J, Baron-Cohen, S and

Wheelwright, S (2007), Cognitive style
predicts entry into physicalsciences and
humanities: Questionnaire and performance
tests of empathy and systemizing.
Learningand Individual Differences. 17. pp.
260268
ies/Individual%20Differences/Billington.pdf
The Systemising Quotient, the Empathising
Quotient and the Reading the Mind in the
Eyes tests are available at:
www.glennrowe.net
Presentations and worksheets are available
at:
h/search_do/30188
Autism Research Centre:
www.autismresearchcentre.com
V1 3Y10
45
Learning objectives
Learning resources

(W) Show/share the findings of the study.

(I) Each learner completes a table of the results.

recall the advantages and
disadvantages of using psychometric
tests in research.
(P) Learners analyse the table of results and selects the best predictor of
subject choice from sex, cognitive style and cognitive ability and share.
The blank table of results sheet is available

at:
how/15651
(W) Reward the winning pairs.

(G) Learners reflect on their experience undertaking the tests on-line and
generate strengths and weaknesses of using psychometric tests, scaffolding
and tabulating accordingly.
Learners reinforce their ability to recall

the results and explain the results of
the study.
(I) Issue out another blank table of results and ask learners to try and fill in as
many of the findings as possible identifying gaps. Learners complete and
correct their tables from their notes.
Learners consider strengths and

weaknesses of snapshot studies in
psychological research and apply the
concept to other studies.
(W) Highlight the snap-shot aspect of psychometric tests and challenge the
learners to consider the advantages as well as the disadvantages and tabulate
accordingly illustrating each point with detail from other snapshot studies
covered.
Learners demonstrate their

understanding of different types of
exam questions and their ability to
evaluate and apply evaluative issues.
(P) Learners generate 10 short answer questions testing the ability to evaluate
the study and a Paper 2, Section B question on snap-shot/longitudinal studies
with an accompanying mark scheme and share.
Learners can describe key features of

body dysmorphic disorder (BDD).
(P) Ask learners to describe how long they look into a mirror each day and
describe when they look, why they look and what they do in front of the mirror
each time and share.

background and the aim of the study.
(W) Generate a class discussion about how they felt in talking about their
mirror gazing habits and disclosing what they did in front of a mirror.
(I) Learner presentation on body dysmorphic disorder (see introductory
session under Unit 1. Cognitive approach)
(W) Show the BBD Foundation website so that learners can access for further
V1 3Y10
Information on snapshot studies is available

at:
www.holah.karoo.net/glossary.htm#S
Veale, D and Riley, S (2001), Mirror, mirror

on the wall, who is the ugliest of them all?
Thepsychopathology of mirror gazing in
body dysmorphic disorder. Behaviour
Research and Therapy. 39.pp. 13811393
www.veale.co.uk/resourcessupport/publications
then click Download after reference 11 in
the list
46
Learning objectives

reading. Click on the link for Signs, Symptoms and Safety Behaviours and ask
learners to make a mental note of how many they can identify in the next clip.
Learning resources
The BBD Foundation webpage is situated

at: www.thebddfoundation.com
(W)Watch video clip on body dysmorphic disorder.

(G) Show the aim of the research on the board and ask the learners to
construct a questionnaire to investigate BDD further. Share and assess the
questions generated.
(W) Show/share the original research and identify how many questions were
similar or different and note any new ones.
(W) Show Veales own web page to share current research and how Veale
generates samples for his studies. Have a discussion on the strengths and
weaknesses of this sampling strategy used.
Signs and symptoms of BDD can be found

at:
www.thebddfoundation.com/what_isbdd/sig
nsymptoms1.htm
Clip on body dysmorphic disorder is
available at:
www.youtube.com/watch?v=iAuc2xAM7-8
Presentations (including information on
BDD) are available at:
h/search_do/37898
David Veales web page is situated at:
www.veale.co.uk/

background to the study, the sample
and the mirror gazing questionnaire
used as a self report measure.
(W) Share/show the presentation covering body dismorphic generally.

(I) Hand out the workbook and learners read through the background of the
study. Progress through the description of the sample and the beginning of the
method.
(W) Refer back to the presentation for the behaviours checked while mirror
gazing and learners can insert into the workbook.
The Veale summary and workbook is

available at:
how/15653
and the accompanying PowerPoint is
available at:
how/15654
(I) Share/show the results table in the presentation and learners insert each
finding appropriately, generating a discussion or commenting on each in turn.
(W) Learners list one finding they remember from the previous lesson and
pass on for their neighbour to add another until they run out of ideas.
Flash cards
(W) Show the results covered so far and learners check how many were
V1 3Y10
47
Learning objectives
Learning resources
accurately recalled on their sheet and comment on those recalled and those
not.
(W) Show Table 2. And ask learners to analyse the findings and draw
conclusions from the table.
(I) Learners check their understanding of the results as captured in their
worksheet.
(I) Learners prepare a set of flash cards to capture those results they find the
most challenging to remember.
(P) Learners take it in turns to test each other on those findings using their
flash cards. Ask learners to develop another game they can devise using their
flash cards and share.
strengths and weaknesses of restricted
samples and revise the strengths and
weaknesses of self reports.
(P) Learners play one game with the flash cards they created during the
previous lesson.
(G) Learners read through the conclusions and generate three therapeutic
recommendations they would make to help BDD patients cope with or manage
their BDD better and share with the class.
(W) Learners decides which they consider the most effective interventions and
why.
(W) Show/share recommendations made by the psychologists and compare.
(I) Learners select three recommendations for inclusion in their workbooks.
(G) Learners generate the strengths and weaknesses of self reports and
illustrate each point with detail from the study.
(W) Share and show the strengths and weaknesses of restricted samples and
learners tabulate accordingly.
(G) Learners illustrate the strengths and weaknesses of restricted samples
V1 3Y10
48
Learning objectives
Learning resources
with detail from the study.

(G) Learners review the entire study and complete their evaluation
incorporating all evaluative issues covered in the syllabus and share.
Learners assess their ability to identify,
describe and explain detail from the
Veale study on BDD.
(I) Learners progress through the short answer questions in the PowerPoint,
leaving gaps where they are not sure and then peer mark and return.
(I) Learners return to their notes and complete the answers.

the physiological approach and the four
specific studies.
Assessment of their learning and
practice of examination style questions.
V1 3Y10
(W) Learners respond to the multiple-choice quizzes on Thigpen and Cleckley

and Rosenhan.
Multiple-choice questions are available on

the respective pages of: www.holah.net
(I) Learners respond to a number of examination type questions covering both

examination papers and all the different studies.

at http://teachers.cie.org.uk
49

Unit 6: Psychology and education
Learners are expected to have completed or followed the AS Level Psychology units in order to continue their knowledge and understanding of psychology by
considering two out of the five areas of applied psychology.
Context
Over the past few years, a number of applied areas have developed in psychology that have sought to integrate the knowledge derived from a variety of psychological
sources and apply it to specific problems. The syllabus encourages the candidate to look at how psychological theory has been applied. This involves the candidate in
integrating the various areas of the subject, and seeing the connections and contrasts between them. This syllabus is designed to increase the specialism of study yet
retain a breadth of coverage. The education option has many theories and approaches which are then applied in schools. Every candidate studying this syllabus will
have direct experience of a particular education system.
Underlying each option are key psychological themes covered within the AS material which include approaches, perspectives, methods, issues and debates.
Outline
This option covers both theoretical and practical aspects of psychology of education, introducing the learners to various perspectives of learning, different learning and
teaching styles, the concept of intelligence and the relationship between motivation and educational performance which then ties into the very practical aspects of
improving learning effectiveness and understanding and managing special educational needs and disruptive behaviour as well.
Teaching time
hours.
Resources
Banks, S R and Thompson, C L (1995), Educational Psychology, Wadsworth (ISBN 9780314044433)
Fontana, D (1995), Psychology for Teachers, 3rd edition, Palgrave (ISBN 9780333640661)
Gadson, S, Hahari, P, Legge, K, Sherry, L (2005), Psychology A2 for OCR, Heinemann (9780435806712)
Lefranfois, G (1999), Psychology for Teaching, 10th edition, Wadsworth (ISBN 9780534574475)
* Stapleton, M (2006), Psychology in Practice: Education, reissue, Hodder Arnold (ISBN 9780340643297)
(* Items marked with an asterisk are particularly recommended):
V1 3Y10
50
Learning objectives
Learning resources
Perspectives on learning:
(W) Generate a class discussion about educational psychology and go

through each subsection in turn, assessing previous knowledge and
experience against each.
Information on Pavlovs dogs can be

accessed at:
www.simplypsychology.org/pavlov.html
(W) Share/revise Pavlovs dog experiment and Watson and Rayners

experiment with Little Albert.
A video clip on Pavlovs dogs can be

accessed at;
www.youtube.com/watch?v=CpoLxEN54ho
behaviourist applications to
learning

behaviourist theory and applications to
learning.
(G) Ask the learners how classical conditioning could be applied to the
educational process and discuss.
(W) Show/share the presentation on classical and operant conditioning.
(G) Ask the learners how operant conditioning could be applied to the
educational process and discuss.
(P) Show the website on programmed learning and ask learners to develop
two frames on something they have learnt in the class (or another) and
share.
(P) Ask learners to consider what steps are needed to bring about effective
behaviour change and share strategies.
(I) Learners create a mind-map capturing all the essentials of the
behaviourist perspective and its applications so far.
Research assignment: Ask learners to investigate extrinsic and intrinsic
rewards used in schools and to consider which they think are more effective
and why in 200 words.
behaviourist applications to
learning
V1 3Y10
(W) Show/share a starter activity on reinforcement schedules to revise

material covered during previous lesson .
(W) Ask learners to review Banduras experiment from their AS coursework
and remind themselves about the findings. Create an introductory discussion
A video clip on the Little Albert experiment

can be accessed at:
www.youtube.com/watch?v=FMnhyGozLyE
Information on the behaviourist perspective to
learning can be accessed at:
http://homepage.ntlworld.com/gary.sturt/beha
v1.htm
Information on operant conditioning:
www.simplypsychology.org/operantconditioning.html
The PowerPoint on the behaviourist approach
can be accessed at:
www.resourcd.com/@psychexchange/file/sho
w/412
A website on programmed learning can is
available at:
http://en.wikipedia.org/wiki/Programmed_learn
ing
A starter activity on reinforcement can be

accessed at:
w/10687
51
Learning objectives
Learning resources
about how the findings might be applied to education.

Learners can describe, explain, apply
and evaluate social learning theory to
education (and the behaviourist
perspective more generally).
and understand how their knowledge is
assessed through Section A type
examination questions.
(W) Show the remainder of the presentation on the behaviourist perspective

on social learning theory and emphasise on modelling, facilitation, inhibition
and dis-inhibition accordingly.
(I) Share a second Bandura study, Influence of models reinforcement
contingencies on the acquisition of imitative responses, (1965) and ask
them to evaluate the study under three different evaluative issues, including:
usefulness
ecological validity
generalisability
ethnocentric bias
reliability etc.
and share accordingly.
(P) Learners are introduced to Section A questions and prepare answers to
a number of sample questions.
The presentation can be accessed at:

w/412
The original Bandura study can be accessed
at:
w/16286
A quick rendition of the study can be
accessed at:
www.youtube.com/watch?v=ZeE_Ymzc1rE
An abstract can be accessed at:
http://psycnet.apa.org/index.cfm?fa=buy.optio
nToBuy&uid=1965-11985-001
Assignment: Ask learners to investigate the strengths and weaknesses of

the behaviourist perspective and list the five they consider the most
important or significant.
Paper 3 Section A questions:

(a) Explain, in your own words, what is meant
by behaviourist applications to learning. [2]
(b) Describe two behaviourist applications to
learning. [4]
(c) Describe ONE study investigating the
behaviourist perspective of learning. [4]
(W) Show/share presentation on humanism and generate a class discussion

on what Carl Rogers views on education might be.
Information on humanism can be accessed at:

www.simplypsychology.org/humanistic.html
(W) Ask learners to list down five things they will remember from a fiveminute presentation giving a summary of Carl Rogers thoughts on learning.
The video clip/presentation can be accessed

at: www.youtube.com/watch?v=pB5J8w0hLPk
(W) Learners share their respective learning points on sticky notes on the
board which can then categorised accordingly.
Information on Carl Rogers can be accessed

at: www.simplypsychology.org/carlrogers.html#at_pco=cfd-1.0
humanistic applications to learning

humanist theory and applications to
learning.
Research Assignment: Learners investigate and select 3 humanist

applications in the classroom and list down the strengths and weaknesses of
V1 3Y10
Research assignment website is available at:
52
Learning objectives
Learners can identify and appreciate

the strengths and weaknesses of the
behaviourist and humanist approaches
to education and can compare and
apply the two approachesaccordingly.
Learning resources
the humanist approach.
http://homepage.ntlworld.com/gary.sturt/huma
n.htm
Debate 1
(W) Organise the class into three mixed ability groups for three debates.
Randomly allocate the three focii;
the behaviourist perspective
the humanist perspective
the adjudicators (who must identify the judging criteria)
Following a period of research/deliberation time, learners contribute to the
debate, This house believes that the behaviourist/humanist perspective is
more effective when applied to education.
(W) Generate a reflective class discussion on the debate generally, key skills
needed, strengths and weaknesses and areas that needed working on.

illustrate characteristics, advantages
and disadvantages of free, democratic
schools.
Learners practise their examination
skills attempting a Section C question.
(I) Show the Summerhill website and allocate the different links across the
learners in their groups so that each learner will contribute the information
presented on their particular link.
(G) Learners regroup and share findings and prepare both sides of the
debate, This house believes that, on the bases of sound educational
principles, Summerhill School should not be allowed to function.
Debate 2
(W) Randomly organise the three mixed ability groups for the second debate
as follows:
the proposers
the opposers
the adjudicators (different from the last debate)
The Summerhill school website is available at:

www.summerhillschool.co.uk/
Paper 3 Section C question:
You are meeting your friend Eric for the first
time in several years. You know he believes in
the humanistic approach to education and you
are looking forward to hearing all about it.
(a) Outline the main features of the humanistic
approach to education. [6]
(b) Suggest how Eric can use the humanistic
approach to prepare learners for
examinations. [8]
(W)The two groups debate the motion, judged by their peers.

(W) Generate a class discussion on the debate generally and reflect on
progress made on debating and presentation skills etc.
V1 3Y10
53
Learning objectives
Learning resources
(P) Introduce learners to a Section C type question and ask the learners to
discuss possible responses.
Assignment: Ask learners to respond to the sample Section C questions.
(W) Introduce the learners to underlying assumptions of the cognitive

perspective and applications to learning.
cognitive applications to learning

various cognitive theories (Piaget and
Bruner) and their applications to
learning.
(W) Share/show a short video clip of a re-enactment of Piagets conservation

experiment to illustrate cognitive development issues.
(W) Show/share a presentation taking the learners through the main
theorists, starting with Piagets developmental stages and discussing each in
turn, considering the applications to educational provision for each age
group.
Assignment: Ask learners to research and summarise Piagets
mechanisms of perception in their notes.
(W) Show/share animated cartoon of modern cognitivist theorists and ask
learners what key phrases they remembered they found interesting.
(P) Ask learners what they might consider discovery learning to mean and
why it might be significant. Share responses.
Video clip on Piagets conservation

experiment can be accessed at:
www.youtube.com/watch?v=MpREJIrpgv8
The presentation on the cognitive theorists
can be accessed at:
w/2205
Information on Piaget can be accessed at:
www.simplypsychology.org/piaget.html#at_pc
o=cfd-1.0
The animated cartoon can be accessed at:
www.youtube.com/watch?v=_Sy8n5DRa7A
Information on Bruner can be accessed at:
www.simplypsychology.org/bruner.html
(W) Proceed through presentation, clarifying Bruners theory and explaining

the underlying assumptions of discovery learning.
(W) Show the fill in the gap exercise on Bruner on the board to recall
information from last lesson.

various cognitive theories (Ausubel and
Vgotsky) and their applications to
learning.
V1 3Y10
(W) Show definition of constructivism and ask learners to summarise into

their own words. Ask the learners to describe the last activity using
educational concepts and terminology.
Assignment: Ask learners to look up and consider the main weaknesses of
discovery learning, how they could be overcome by Ausubels approach and
The starter activity on Bruner is available at:

w/10771
An outline of constructivist teaching is
available at:
http://en.wikipedia.org/wiki/Constructivist_teac
hing_methods
54
Learning objectives
Learning resources
to create a brief lesson plan using Ausubels techniques to teach

behaviourist perspective to learning.
Information on Ausubel is available at:

http://homepage.ntlworld.com/gary.sturt/cognit
iv.htm
(P) Share the details of Radziszewska and Rogoffs study and ask the
learners to predict the results.
(P) Share the abstract to Radziszewska and Rogoffs study and ask the
learners to identify any evaluative issues and share.
(W) Refer back to the presentation and proceed through Vygotskys theory
and respond to any questions.
(I) Learners prepare a mind map of the four main cognitive theorists, colour
code areas of agreement/disagreement, and identify two strengths and two
weaknesses of each.
Assignment: Learners create a 10 question multiple-choice PowerPoint
incorporating all four cognitive psychologists theories.
(W) Show/share some of the learners multiple-choice questions as a starter

activity/revision exercise.
Learners can identify and appreciate

the strengths and weaknesses of the
cognitive approach to education and
can compare this approach with the
two approaches accordingly.
(P) Share Boaler (1997) and ask learners to evaluate the study against five
different evaluative issues.
The abstract to Radziszewska and Rogoffs

study is available at:
http://psycnet.apa.org/journals/dev/24/6/840/
Information on Vygotsky, including a video
comparing his ideas to Piaget is available at:
www.simplypsychology.org/vygotsky.html#at_
pco=cfd-1.0
Information on the Zone of Proximal
Development is available at:
www.simplypsychology.org/Zone-of-ProximalDevelopment.html
The study Reclaiming school mathematics:

the girls fight back Boaler (1997) can be
accessed at:
http://homepage.ntlworld.com/gary.sturt/learn
sty.htm
Debate 3
(W) Organise the mixed ability groups so that each group will have
adjudicated.
(G) Learners prepare for both sides of the debate, This house believes that
the cognitive perspective is the most effective strategy to employ to meet the
needs of modern-day learners.
(W) Randomly organise the remaining groups as follows:
the proposers
the opposers.
V1 3Y10
55
Learning objectives
Learning resources
(W) The two groups debate the motion, judged by their peers.
(W) Generate a class discussion as before on the debate generally and
reflect on progress made on debating and presentation skills etc.
Learners begin to understand the
structure an expectations of the Paper
3: Specialist Choices.
Learners reinforce their learning and
get a sound understanding of Section
A questions.
(W) Show/share an examination paper and explain the optimum structure for
the various questions asked.
(W) Review a typical Section B question and explain the optimum structure
for the (a) part, a minimum of one finding per sub-section.
(I) Ask learners to plan a Section B (a) essay.
Learners recall the findings from their

preferred pieces of research and
appreciate the structure of a Section B
(a) question.
(P) Learners test each other verbally on the construction of their Section B
(a) essays.
Special educational needs:
(W) Ask learners what they already know or whether they have any
experience of special educational needs.
definitions, types and assessment

of special educational needs (SEN)
(including gifted children)
Learners can define, describe and

explain a number of special
educational needs and practise their
presentation and research skills.
Past examination papers can be accessed on

Teacher Support at:
http://teachers.cie.org.uk/qualifications/acade
mic/uppersec/alevel/subject?assdef_id=760
Paper 3 Section B question:
(a) What have psychologists found out about
perspectives to learning? [8]
Assignment: Each learner develops 10 true or false statements on the

material covered so far that can be used as starter activities later in the year.
(I) Learners deliver short presentations (with accompanying hand-outs) on a

number of special educational needs, including dyslexia, attention deficit
hyperactivity disorder (ADHD), dyspraxia, autism and Aspergers syndrome
and are peer assessed both on presentation skills and as well as content.
(W) Generate class discussion and stretch learning using question and
answer techniques.
(W) Learners decide which learning difficulty they found the most interesting
for further research along with ADHD.
The study by Abikoff et al on children with

ADHD, can be accessed at:
http://homepage.ntlworld.com/gary.sturt/Disru
ptive%20behaviour.htm
The RSA video on educational paradigms can
be accessed at:
www.youtube.com/watch?v=zDZFcDGpL4U
Research exercise on Ritalin can be accessed
at:
www.resourcd.com@psychexchange/file/sho
w/163287
(G) Ask learners to highlight how ADHD may be interpreted as disruptive

behaviour and share the study by Abikoff on classroom behaviour of children
with ADHD and ask the learners to evaluate the study.
V1 3Y10
56
Learning objectives
Learning resources
(W) Show video on one interpretation between educational paradigms and

the incidence of ADHD and Ritalin.
Assignment: Ask learners to complete a research exercise on Ritalin and
look up various definition of giftedness to share with the class during the
following lesson.
Special educational needs (SEN):
causes and effects of one specific

learning difficulty or disability
Learners can define, describe the key

characteristics of attention deficit
hyperactivity disorder (ADHD) (and one
other) and explain how some of the
challenges can be addressed.
(P) Create and share a true and false exercise on the selected learning
difficulty which learners can respond to and recall the information from the
previous lesson.
(P) Each pair, then create two true and false statements about each of the
other difficulties covered and share accordingly.
(W) Ask learners what they can recall from the presentation on ADHD.
(W) Show/share presentation/website/booklet on ADHD and ask learners to
capture key aspects of ADHD including causes and effects.
Learners practise examination skills.

(I) Ask learners to respond to a Section A type question and then generate a
further question with a mark scheme on another SEN.
(P) Share the study by Brand et al on Learning styles of learners with
Attention Deficit Hyperactivity Disorder and ask learners to evaluate the
study using five evaluate issues.
(I) Learners create a mind map of the selected SEN, incorporating the
causes and the effects, the difficulties experienced and the strategies used
to overcome the challenges of the particular SEN.
Assignment: Learners to create a second main map (as the previous) of a
second SEN of their choice.
V1 3Y10
Presentation on ADHD (so detailed may

require downsizing) can be accessed at:
w/9146
A website that covers the essential
characteristics of ADHD is:
www.adders.org/research49.htm
A booklet which covers all the aspects of
ADHD and strategies for helping individuals
with ADHD is available at: www.addadhd.org.cy/publications/professionalsenglish.
pdf
The study Brand et al, 2002, Learning styles of
learners with Attention Deficit Hyperactivity
Disorder: who are they and how can we teach
them?, can be accessed at:
sty.htm
Paper 3 Section A question:
by special educational need. [2]
(b) Describe the causes and effects of
attention deficit hyperactive disorder (ADHD).
[4]
(c) Describe strategies that can be employed
to address some of the challenges
57
Learning objectives
Learning resources
experienced. [4]
definitions, types and assessment

of special educational needs
(including gifted children)
Learners can define, describe and

explain the concept of giftedness and
can explain the main strategies for
educating gifted children (acceleration
and enrichment) and can evaluate
each in turn.
(W) Ask learners to share the definitions they found on giftedness and
evaluate and select which they think are the most effective.
Internet research: Ask learners to investigate some statistics on
exceptionally gifted children.
(G) Ask learners to consider the challenges faced by talented and gifted
learners and share.
(I) Share article, Im not Crybaby Soo-Fi any more from the Guardian on the
emotional difficulties of a maths prodigy and ask learners to comment.
(G) Ask learners to consider how some of these challenges might be faced
and evaluate each in turn and share.
(P) Show/share the word acceleration and ask the learners to deliberate on
the advantages and disadvantages of accelerating gifted learners.
(P) Show/share the word enrichment and ask the learners to deliberate on
the advantages and disadvantages of stretching gifted learners within the
regular classroom.
(W) Show a video on strategies suggested to help gifted children maximise
their potential and the problems they experience.
(P) Ask learners to go through a sample school programme focused on the
gifted and talented and identify the strategies they had already considered
and how they are implemented.
strategies for educating children

with special needs
(P) Ask the learners to imagine that they were a teacher and consider what
options they would consider once they suspected a child might be struggling
with a SEN and share their ideas.
(P) Show/share the word integration and ask the learners to deliberate on
V1 3Y10
Statistics on gifted children can be accessed

at:
www.gifteddevelopment.com/What_is_Gifted/
pg.htm
The guardian article can be accessed at:
www.guardian.co.uk/education/2000/jul/07/hig
hereducation.simonhattenstone
The video can be accessed at:
www.psychologicalscience.org/index.php/publ
ications/journals/pspi/rethinking-giftednessand-gifted-education.html
Findings from research on gifted and talented
children that can be used to support learning
outcomes can be found at:
www.davidsongifted.org/db/Articles_id_10198.
aspx
And
www.britannica.com/EBchecked/topic/233407
/gifted-child
A sample school gifted and talented
programme can be accessed at:
www.parkhill.k12.mo.us/Gifted%20Program%
20Resources/Gifted%20Handbook.pdf
A sample government website for explaining
and discovering what happens when SEN are
identified is available at:
www3.hants.gov.uk/childrensservices/specialneeds/sen-home.htm
58
Learning objectives

concepts of integration and
segregation and can evaluate each in
turn for those learners with special
educational needs (SEN).
the advantages and disadvantages of integrating learners with SENs with

regular learners.
Learning resources
(P) Show/share the word segregation and ask the learners to deliberate on
the advantages and disadvantages of segregating learners with SENs away
from regular learners.
(W) Consider all the different special educational needs covered by the
learner presentations and try and reach consensus concerning whether
learners with specific SEN should be integrated or segregated.
Assignment: Ask the learners to consider what they would do if you were a
parent of a child with quite a severe SEN and what help you might receive.
strategies for educating children

with special needs

symptoms and strategies that teachers
can use to support dyslexic learners.
(G) Divide the class into four groups and allocate each team to create a
presentation or website or pamphlet or one of the following on dyslexia,
capturing as much psychological evidence as possible:
symptoms
causes
treatments
strategies to support dyslexic learners.
(W) Learners present to their fellow learners and receive peer feedback.
Learners continue to appreciate the

structure and expectations of the Paper
A questions.
(a) question.
V1 3Y10
(P) Ask the learners to create a Section A question (not already attempted
previously) and pass on to the neighbouring pair to respond to.
(W) Collate how many different questions were generated and consider the
scope of Section A questions.
(I) Learners create flash cards for the four or more findings they would use to
respond to a Section B (a) question and use these to test each other on
recall and structuring a written response appropriately.
Assessment: Ask learners to complete a variety of examination style
question within an appropriate time frame.

(a) In your own words, explain what is meant
by dyslexia. [2]
(b) Briefly outline one study that investigates
Special Educational Needs. [4]
(a) Describe what psychologists have
discovered about special educational needs.
[8]
(b) Describe what psychologists have
discovered about special educational needs.
[8]
59
Learning objectives
Learners self assess their ability to

respond to examination questions
under timed and closed conditions.
Learning and teaching styles:
learning styles and teaching styles
Learners can describe and illustrate a

variety of learning styles and expand
their self-awareness concerning their
own.
Currys onion model and Grashas
(1996) six styles of learning and
evaluate each accordingly.

(a) You have a learner in class that you
suspect might have dyslexia. What ways
might you try to support this learner [8]
(b) What psychological research would you
base your suggestions on? [6]
(W) Check with learners what previous knowledge they have on learning
styles. Check with learners which psychologist considered the importance of
integrating new learning based on previous learning.
(I) Show learning styles activity on board and ask learners to respond to the
questions and process results.
(W) Show introductory video on Visual, Auditory and Kinesthetic (VAK)
learning styles.
(P) Ask learners to work through a summary booklet of a number of learning
styles and ask them to
identify their own styles and preferences.
generate either flash cards or a mind map (with descriptors) of
Grashas six styles of learning.
(I) Show an image of Currys onion model of learning on the board and ask
learners to create their own diagram in their notes giving
examples/illustrations for each layer.
(W) Show an image of Dunn and Dunns learning styles and ask learners to
share examples of each style.
(P) Share Griggs and Dunn (1996) review study on learning styles of
Hispanic American learners and ask them to identify five evaluative issues
and illustrate accordingly.
V1 3Y10
Learning resources
The starter activity on learning styles can be

accessed at:
w/4669
The introductory video on Visual, Auditory and
Kinesthetic (VAK) styles can be accessed at:
www.youtube.com/watch?v=fQYW6vYSGXs
The article/summary of a selection of theories
on learning styles can be accessed at
http://www2.plymouth.ac.uk/ed/ELT%20docu
ments/umistlearningstyles.pdf
A good diagram of Currys onion model can
be accessed at:
http://bellaizabella.blogspot.com/2010/08/wee
k-9-learning-styles-and-multiple.html
Image of Dunn and Dunns earning styles can
be found at the beginning
of:www.slideshare.net/bking/edu-5701-7dunn-dunn-learning-styles-model1presentation/
Griggs and Dunn (1996) review study on
learning styles of Hispanic American learners
can be accessed at:
60
Learning objectives
Learning resources
sty.htm

Kolbs learning styles and practice
applying Grashas teaching and
learning styles.
(W) Divide the class into teams, ask one team member to view a diagram of
Kolbs learning styles for one minute and then try and describe the diagram
to the rest of their team and guide the next team member what they should
look for when they view the image a minute later. Repeat process until all
members have viewed the diagram.
(W) Display/show the diagram on the board and learners can create their
own (as a mind-map if preferred) so that the necessary descriptors can be
included. Progress through each cycle/learning style in turn, asking learners
to consider what it means and the explaining accordingly.
(G) Ask learners to generate ten true and false statements or multiple-choice
questions as future revision tools.
Factsheet son teaching styles can be

accessed at: www.schoolportal.co.uk/GroupDownloadFile.asp?GroupId
=1056421&ResourceID=3435934
Information on Kolb is available at:
www.simplypsychology.org/learning-kolb.html
Information and diagrams on Kolbs learning
styles can be accessed at:
www.businessballs.com/kolblearningstyles.ht
m
(I) Ask each learner to refer back to flash cards or mind-maps on Grashas
six learning styles and consider what teaching styles would be the most
appropriate to complement each learning style.

various teaching styles including
Bennetts formal and informal styles
and Fontanas high-initiative and lowinitiative styles and appreciate the
consequences of a good match
between type of learner and teaching
style.
Learners can differentiate and explain
teacher-centred and learner-centred
styles.
V1 3Y10
(P) Ask learners to review all the psychologists covered so far and draw up a
list of major recommendations of the preferred teaching style to adopt to
maximise learning according to each theory proposed and share.
A synopsis of Bennett and Fontana can be

accessed at:
http://blog.daum.net/cecilia821129/16
(W) Put up two key words: Formal and Informal and ask learners to
suggest how these two teaching styles may be described and compare them
with Tom Bennetts meaning and repeat with Fontanas high-initiative and
low-initiative dichotomy.
A summary of Grashas four teaching styles

can be accessed at:
www.csn.edu/pages/2358.asp
(W) Show Grashas four teaching styles and then ask the learners to create
a table with four types of learners (self directed; involved; interested and
dependent) and Grashas four teaching styles on the x axis and indicate how
good the match is between the teaching and learning styles on a scale of
13.
(P) Ask learners to create a table comparing teacher centred and learners
A diagram depicting the match between

teaching and learning styles can be searched
through:
www.google.com/images/teachingstyles
The strengths and weaknesses of teacher
oriented and learner oriented styles can be
accessed at:
61
Learning objectives
Learning resources
centred teaching environments against a number of criteria.
www.sc.edu/cte/guide/teachingstyles/index.sh
tml
(W) Give a definition of learner-centred learning and ask learners to consider

the challenges of teaching using a totally learner oriented approach and
share.
Assignment: Ask learners to view a video clip of Dr Felder talking about
active learning and to complete factsheets on teaching styles.
A table (including criteria for comparison) can

be accessed at:
www.nclrc.org/essentials/goalsmethods/learnc
entpop.html
A definition of learner oriented teaching can
be accessed at:
www.intime.uni.edu/model/center_of_learning
_files/definition.html
The video of Dr. Felder can be accessed at:
www.youtube.com/watch?v=1J1URbdisYE
The factsheets on teaching styles can be
accessed at:
w/16290
(W) Ask learners how teaching and learning styles might be measured.
(W) Show/share an overview of measuring teaching and learning styles.
measuring learning styles and

teaching styles
Learners measure their own learning

styles using LSI and the
systematic/empathetic quotients and
cannot evaluate each as a
measurement tool.
by comparing and contrasting different
pieces of research.
Internet activity: Ask learners to measure their learning styles and create
their own learning styles profile using a free online learning styles inventory
and print out and bring to the lesson.
(G) In groups of three, ask learners to share their profiles and discuss ideas
they could use to improve the effectiveness of their learning.
(P) Ask learners to review the aim, method and results of the AS Billington
study on cognitive preferences and evaluate.
An overview of teaching and learning can be

accessed at:
http://prezi.com/csffz8jeo90b/copy-of-learningand-teaching-styles/
The Learning Styles Inventory can be
accessed at:
www.learning-styles-online.com/inventory/
The study by Skogsberg et al can be
accessed at:
sty.htm
(I) Share the study by Skogsberg, K., Clump, M., 2003, Do psychology and
biology majors differ in their study processes and learning styles? and ask
V1 3Y10
62
Learning objectives
Learning resources
learners to read through and identify the most important evaluative issues of
the study.
(P) Ask learners to identify any evaluative issue that is apparent in both
studies and compare and contrast the issue in each.
improving learning effectiveness

(study skills)
(P) Ask learners to brainstorm about the key question:

How can all of this research help improve learning effectiveness?
And share responses.
Depending on responses prioritise the order of the activities below:
Learners consider and evaluate a

number of techniques that can be used
to improve learning effectiveness and
practise their examination skills
attempting a Section C question.
(P) Ask learners to progress through an interactive website focusing on the

4MAT system of lesson construction.
(G) Show the Probucol Quantitative Regression Swedish Trial (PQRST)
method (learning from textbooks) from the prezi presentation and ask
learners to plan a lesson using the PQRST method on a psychology topic of
the choice.
(I) Learners create an illustrated mind-map of strategies for effective learning
and thinking (SPELT).
(I) Learners respond to a Section C question on improving learning
effectiveness.
Learners reinforce their learning of the

material and begin to understand the
expectations of a Section B (b) type
question.
V1 3Y10
The 4MAT interactive website is available at:

www.aboutlearning.com/what-is-4mat
An overview of teaching and learning can be
accessed at:
http://prezi.com/csffz8jeo90b/copy-of-learningand-teaching-styles/
Imagine you are a teacher. Your learners are
sitting the examination very soon and you
want to help them improve their learning
effectively. You decide to try out two study
skills to see which is the more effective.
(a) Describe two study skills that could
improve learning effectiveness. [6]
(b) Suggest how you would investigate which
study skill is the more effective for your
learners.[8]
Assignment: Learners create a 20-item crossword using an online tool on

all the material under teaching and learning styles.
Online crossword tools are available at:

http://worksheets.theteacherscorner.net/make
-your-own/crossword/
(P) Share one of the crosswords prepared as a starter activity.

(a) The accuracy of psychological research is
dependent on many aspects of the research
itself. Evaluate what psychologists have
discovered about teaching and learning styles
and include a discussion about the validity of
the research. [12]
(I) Ask the learners to create a table (or a mind-map) and list all the research
conducted under learning and teaching styles and then identify eight
evaluative issues they are familiar with and confident about and illustrate
each evaluative issue in turn using detail from the study (where appropriate).
63
Learning objectives
Learning resources
(W) Hand out a past examination paper and demonstrate how the completed
learning activity meets the requirements of a Section B (b) question.
(I) Focus on the sample question and ask the learners to identify which of
their issues could be used to directly respond to the validity concern in the
questions and the remaining three issues for which they have the most
illustrative material and convert the content into four paragraphs, comparing
and contrasting two or three studies in each case and making one
suggestion or recognising one implication to close the paragraph for each.
Learners reinforce their understanding
of the structure and expectations of the
Paper 3: Specialist Choices.
(P) Share one of the crosswords prepared as a starter activity.

(I) Ask learners to respond to a Section B question under timed conditions.

respond to examination style questions
under examination conditions.
Motivation and educational

performance:
definitions, types and theories of

motivation
types such as extrinsic and
intrinsic.
Theories: humanistic (e.g. Maslow,
1970); cognitive (e.g. McClelland,
1953).
Learners can define motivation and

describe and explain different theories
of motivation.
(I) Ask the learners to list all the reasons they come to school.
(W) Show presentation on motivation and pause at Maslows hierarchy of
needs.
(I) Ask learners to match their reasons with the hierarchy of needs and
introduce needs based theories. Ask learners to identify which needs are
intrinsic and extrinsic.

(a) Describe what psychologists have found
out about learning and teaching styles. [8]
(b) We know that learners have different
learning styles and that teachers have
different teaching styles, but there are
different ways to measure these styles.
Evaluate what psychologists have found out
about learning and teaching styles including a
discussion of the methods used to gather
data. [12]
Information on Motivation and Education is
available at:
http://homepage.ntlworld.com/gary.sturt/Motiv
ation%20in%20Education.htm
A presentation on motivation can be accessed
at:
w/16288
(P) Ask learners to identify weaknesses of Maslows theory and share.

(I) Ask learners to complete McClellands psychometric test to establish
which need motivates them and discuss each need in turn.
Information on Maslow (including

weaknesses) can be accessed at:
www.simplypsychology.org/maslow.html#at_p
co=cfd-1.0
Assignment: Ask learners to research McClellands Needs theory and
V1 3Y10
64
Learning objectives
Learning resources
Learners can explain and apply

Maslows humanist hierarchy of needs,
McClellands psychological needs
based theory and cognitive theories of
motivation.
incorporate into their notes.
The psychometric test for McClellands needs

theory can be accessed at:
w/15705

performance:
theories: behaviourist
(G) Ask learners to consider what behaviourists would consider motivate us

and share.
Learners can explain and apply the

behaviourist theory of motivation.
(P) Continue presentation through cognitive motivation and ask learners to

apply Adams Equity Theory and Vrooms expectancy theory into an
educational setting and share.
(G) Introduce the concept of psychological hedonism and ask learners to

identify aspects in school that give them pleasure or pain.
(G) Ask learners to identify all the conditions that would be necessary for
reinforcement to be effective. Ask the learners which conditions are in place
and what challenges can they foresee in using reinforcement as a
motivational strategy in schools.
The abstract of the study by Lepper and

Greene (1985) can be accessed at:
http://psycnet.apa.org/index.cfm?fa=search.di
splayRecord&uid=1975-21035-001
The key studies can be accessed at:
http://en.wikipedia.org/wiki/Selfdetermination_theory#Key_studies
(G) Ask learners to identify as many differences as they can between

humanist and behaviourist theories of motivation.
(P) Share the abstract of the study by Lepper and Greene (1985) and ask
them to evaluate the study using five evaluative issues.
Assignment: Ask learners to visit the key studies on Wikipedia and select
two studies and download and evaluate each accordingly.
performance:
(G) Ask learners to review all the theories covered so far and use each to
suggest what teachers should do to improve motivation in learners.
(W) Praise them and ask them to consider what type of reward praise is and
how effective it is.
improving motivation
Learner can apply theories to improve

motivation.
V1 3Y10
The article from the Guardian can accessed

at:
www.guardian.co.uk/uk/2000/sep/24/educatio
n.schools/print
(W) Share article form the guardian about self esteem and ask learners how
teachers might enhance learners self esteem.
The study by Tapp and Lively can be

accessed at:
www.aabri.com/manuscripts/08128.pdf
(G) Share abstract of study by Tapp and Lively on using effective praise and
ask them evaluate accordingly.
A summary of the Cimpian et al study (2007)

can be accessed at:
65
Learning objectives
(G) Share study by Cimpian et al (2007) on how to praise children and ask
learners to evaluate the study.
(W) Share study by Brophy 1981 on effective and ineffective praise and note
own key characteristics.
Assignment: Ask learners to research Brophys research on effective and
ineffective praise and ask learners to select two further studies/findings to
evaluate Brophys research further (including one on individual differences).
(P) Share hand-out of Banduras self efficacy theory and ask learners to read
through and ask learners to develop a strategy for recalling the four
influences and apply each to an educational setting.
performance:
Learning resources
Details and evaluation of Brophys research
on effective and ineffective praise can be
accessed at:
www.education.com/reference/article/praise/
Handout of Banduras self efficacy theory can
be accessed at:
w/16289
(W) Ask learners to recall the four influences covered under Banduras self
efficacy theory and ask learners to consider which influence would
incorporate teachers expectations.
The video clip on the self fulfilling prophesy

can be accessed at:
www.youtube.com/watch?v=hTghEXKNj7g
(W) Ask learners to consider what teachers might do to increase a learners

self efficacy and what might decrease self efficacy.
Study by Rosenthal and Jacobson can be

accessed at:
http://psych.wisc.edu/braun/281/Intelligence/L
abellingEffects.htm
improving motivation
Learners can explain teachers

expectations can improve learner
motivation and educational
performance.
(W) Show the video clip on the self-fulfilling prophesy

(P) Share study by Rosenthal and Jacobson on self-fulfilling prophesies and
ask learners to evaluate.

performance:
motivation issues: attribution

theory and learned helplessness
Learners can describe, explain and

apply Weiners attribution theory and
can understand and apply the concept
of helplessness by Dweck et al., 1978.
V1 3Y10
(W) Show starter activity and ask learners to respond.

(I) Share hand-out of attribution theory and ask learners to read and
tabulate the relationship between internal and external factors and stable
and unstable factors.
(P) Ask learners to consider five ways that attribution theory can be applied
in an educational setting and share.
Starter activity on attribution theory can be

accessed at:
w/5379
Information on attribution theory can be
accessed at:
http://education.purduecal.edu/Vockell/edPsy
book/Edpsy5/edpsy5_attribution.htm
(P) Ask learners to evaluate attribution theory and share.
66
Learning objectives
Learning resources
(W) Ask learners to recall what conditions created learned helplessness in

Zimbardos prison simulation study form the AS course and could they be
present in schools settings.
Paper on Dweck and promoting learners

persistence in facing challenges can be
accessed at:
w/5545
(I) Share paper on Dwecks theory on learned helplessness and facilitate

shared/collective/chunked reading.
(P) Share study by Hirohito and Seligman (1975) and ask learners to
evaluate.
Background and summary of learned

helplessness can be accessed at:
www.education.com/reference/article/learnedhelplessness/
Diagrams for both Weiner and Dweck can be
accessed at:
The study by Hirohito and Seligman (1975)
can be accessed at:
http://homepage.ntlworld.com/gary.sturt/motiv
at2.htm

performance:
(G) Ask learners to consider five ways that teachers could try and help
learners change their attributions from external to internal.
(I) Share the abstract by Miller et al (1975) and ask learners to consider what
strategy was employed effectively.
motivation issues: attribution

theory and learned helplessness

apply strategies for changing
attributions and practise their research
skills to find supporting evidence for
their suggestions.
Assignment: Ask learners to find two pieces of supporting evidence for the
various strategies they have considered.
A detailed review study on the interaction

between extrinsic and intrinsic rewards is
available at:
http://iweb.swufe.edu.cn/jiarui/Management_R
esources/
/The%20interaction%20of%20extrinsic%20re
wards%20and%20intrinsic%20motivation.pdf
The abstract of the study by Miller et al (1975)
can be accessed at:
http://psycnet.apa.org/journals/psp/31/3/430/
Learners recognise the complex

interaction between intrinsic and
extrinsic rewards.
V1 3Y10
67
Learning objectives
Learning resources
Learners knowledge and

understanding is reinforced and then
assessed using a number of
examination type questions.
(G) Learners respond to a Section C question as a problem based activity.
Learners gain understanding and

practice by responding to a number of
(I) Learners create an individualised mind-map of a Section B (b) essay

using five different evaluative issues.

Imagine you are a teacher. Your learners
have a very low expectation of themselves
and you need to help them overcome this.
You decide to try out two strategies to see
which is the more effective.
(a) Describe attribution theory. [6]
(b) Suggest how you would investigate which
strategy in changing their attributions is the
more effective for your learners. [8]

A questions.
(a) question.
(W) Ask learners to predict a Section B essay question and review their
material to ensure they could create an effective response.
(P) Learners create as many Section A questions as they can which are
then captured and displayed and learners record for a homework/revision
activity.
(I) Learners respond to a number of examination type questions under
examination conditions for assessment and feedback.

by motivation. [2]
(b) Describe Maslows Hierarchy of Needs. [4]
Answer this question.
discovered about motivation and educational
performance. [8]
(b) Evaluate what psychologists have
discovered about motivation and educational
performance and include a discussion about
the usefulness of the research. [12]
Answer one question.
Motivation can be intrinsic or extrinsic.
(a) Describe both intrinsic and extrinsic
motivation. [6]
(b) Suggest how you would improve the
motivation of your learners using one theory
of motivation. [8]
Disruptive behaviour in school:
V1 3Y10
(I) Ask learners to list as many examples of disruptive behaviour on sticky

notes as they can think of and ask them to prioritise from mild to extremely
The Guardian article can be accessed at:

www.guardian.co.uk/education/2013/mar/24/s
68
Learning objectives
Learning resources
dangerous/disruptive.
chools-disruptive-behaviour
(I) Share article from the Guardian newspaper on the extent of the problem
of disruptive behaviour in schools in the UK.
Ideas on strategies can be accessed at:

www.cirtl.net/node/2553
(P) Ask learners to come up with a definition for disruptive behaviour or

check up on definitions of disruptive behaviour and create a consensus
about which Is the best definition.
Suggested website for evidence on strategies

against disruptive behaviour can is available
at: www.garysturt.freeonline.co.uk/Disruptive%20behaviour.htm
types, explanations and effects of

disruptive behaviours
Learners can define and identify a

variety of disruptive behaviours and
can explain possible causes and
probable effects.
Explanations and effects for one or
more of above types. Poor teaching
style.
(P) Ask learners to brainstorm as to all possible explanations for persistent

anti-social behaviour and categorise under adolescence; genetic/biological;
socio-economic background; family issues.
(G) Divide learners into groups and allocate the following tasks. Ask learners
to identify strategies teachers might adopt to:
prevent disruptive behaviour
manage disruptive behaviour
punish disruptive behaviour
and ask learners to include the psychological basis for the strategies they
identify.
(W) Ask learners to identify all the consequences of disruptive behaviour
they can think of and list accordingly.
(G) As a revision exercise, ask learners to review different teaching styles
and generate ideas how poor teaching styles could cause disruptive
behaviour in lessons.
Assignment: Visit the suggested website and list all the supporting evidence
for the ideas they generated in the lesson that day.
(W) Check the supporting evidence is appropriately placed.
Assuming one disruptive behaviour is bullying
causes and effects of one

disruptive behaviour
(W) View some of the reviews on the video Bully
V1 3Y10
The preview video for Bully is available at:

www.youtube.com/watch?v=W1g9RV9OKhg
A selection of bullying assessment tools are
available at:
69
Learning objectives
Learning resources
Learners can explain the causes, the

characteristics and consequences of
bullying in schools.
(G) Ask learners to brainstorm on why people might bully/be bullied.
www.cdc.gov/violenceprevention/pdf/bullycom
pendium-a.pdf
(W) Show/share video on bullying Bully, (or any other)

Learners can describe and explain a
study conducted on the effects of
bullying in schools.
(G) Ask learners how bullying might be measured?
The Kidscape survey is available at:

www.kidscape.org.uk/media/82570/kslongter
meffects.pdf
(I) Ask learners to complete a bullying questionnaire and then evaluate it

accordingly.
(P) Share the study carried out by Kidscape (1999) and ask the learners to
identify some interesting qualitative and quantitative data to evaluate it
accordingly.
Assignment: Learners research one other study conducted on bullying
behaviour and summarise under aim, method, sample, results to share in the
next lesson.
corrective and preventive

strategies

various preventive strategies.
(W) Learners share their research into bullying and learners select a study
and evaluate accordingly.
(G) As a revision exercise, ask learners how Summerhill School would have
managed disruptive behaviour as an example of a humanist approach to
preventing and managing disruptive behaviour.
(W) Show/share presentation on Kounins strategies for effective classroom
management and ask learners to provide illustrative examples from lessons
they have attended for each of the strategies in turn.
Presentation of Kounins prevention model is

accessed at:
www.slideshare.net/kal2129/kouninmodel#btnNext
Cottons review study is available at:
http://educationnorthwest.org/webfm_send/53
0
(P) Pass round the original article by Cotton as a real example of a review
study and ask learners to select and note down:
one research finding under each subheading
five strategies/interventions at the school level
five strategies/interventions at the classroom level
that they consider the most important.
(W) Ask learners to review the introduction to Cottons study and identify any
V1 3Y10
70
Learning objectives
Learning resources
evaluative issue from the information provided.

corrective and preventive

strategies
(I) Ask learners to research into the Antecedent-Behavior-Consequence

(ABC) model of behaviour and generate two examples of problems that
could occur in school that could be addressed using ABC techniques.
(W) Show the presentation on cognitive therapies (rational emotive

behaviour therapy (REBT) and Antecedent-Behavior-Consequence (ABC))
and ask learners what thoughts could cause disruptive behaviour.

A child in your class is an attention-seeker.
Every time you turn away she is out of her
seat and every time you talk to the class she
interrupts. It is becoming a problem as it is
disruptive to the lesson.
(a) Suggest a behaviour modification
technique that would help to control this
attention-seeking behaviour. [8]
(b) Explain the psychology on which your
suggestion is based. [6]
(P) Ask learners to consider some events that have occurred in the last week
and create flow diagram/mind map depicting both rational and irrational
thinking as well as cognitive behaviour therapy using both models.
A video on cognitive behaviour techniques

can be accessed at:
www.youtube.com/watch?v=HoFNs-3r0Go
(P) Ask learners to role play a cognitive behaviour techniques (CBT) session
and take it in turn to be the disruptive learner and the teacher/counsellor and
explore ways to alter unhealthy thinking patterns.
The presentation on CBT can be accessed at:

w/8774
(P) Issue the study by Meichenbaum and Goodman (1971) and ask learners
to evaluate.
A summary of the study by Meichenbaum and

Goodman (1971) is available at:
(I) Ask learners to respond to a Section C question as a revision exercise:

various corrective measures to reduce
disruptive behaviour.
(W) Show an introductory video on cognitive behaviour techniques (CBT).
(I) Share research by Van der Heyden et al as an example of research

testing different strategies and ask learners to evaluate and respond to a
Section C question:
You are a supply teacher and have been experiencing difficulties with a
particular class. Describe how you would test which strategy would be best
suited to minimise their disruptive behaviour. [8]
Learners reinforce their knowledge
and understanding and gain
understanding and practice by
responding to a number of examination
V1 3Y10
(I) Ask learners to complete a template for a Section B (a) question and then
generate as many Section A questions as they can using the concepts and
the studies included in their template.
The research by Van der Heyden et al can be

accessed at:

(a) What is meant by cognitive behavioural
therapy? [2]
(b) How can cognitive behavioural therapy be
71
Learning objectives
Learning resources
type questions.
(I) Ask learners to mind map a Section B (b) question of their choice and ask
their peers to review and feedback.
used to reduce disruptive behaviour in the

classroom? [4]
(I) Learners respond to a number examination type questions under timed

conditions

(a) What have psychologists discovered about
disruptive behaviour in school? [8]
(b) Evaluate what psychologists discovered
about disruptive behaviour in school and
include a discussion on ethics. [12]
(a) Describe one disruptive behaviour present
in schools. [6]
(b) What steps would you take to correct any
instances as they occurred? [8]
Intelligence:
concept, types and tests of

intelligence

various ideas concerning the concept
of intelligence and IQ.
Learners can describe the background
and construction of various intelligence
tests including the Stanford-Binet test
and the Wechsler (WAIS and WISC;
BAS).
(G) Ask learners to brainstorm on who they think is the most intelligent
person they can think of, past and present and justify their reasons.
(I) Ask learners to read through a document on the history of theories about
the concept of intelligence and respond to the task at the end.
(G) Ask learners how they might try to test intelligence and share and justify
ideas.
(W) Show/share a series of images associated with the Stanford-Binet test
and invite comments and suggestions.
(I) Ask learners which images best capture the characteristics of the
Stanford-Binet test and capture them (in combination if useful) in their notes
leaving a space for some description underneath.
The paper on the history of intelligence is

available at:
w/636
Images for the Stanford-Binet tests are
available using google image search for
Stanford-Binet intelligence test.
Information on Wechsler intelligence scales
can be accessed at:
www.iupui.edu/~flip/wechsler.html
The free IQ test is available at:
www.intelligencetest.com/index.htm
(W) Put up the letters BAS and ask the learners to guess what it stands for
and why it is important to culturally modify intelligence tests.
(I) Issue an image of Wechslers WAIS and ask learners to read through
information and add irrelevant detail on to the images in terms of examples,
V1 3Y10
72
Learning objectives
Learning resources
numbers of tests, weighting etc.

Assignment: Ask learners to explore three different definitions of
intelligence and complete a free IQ test, spend some time browsing the
website to read around the subject, and answer a Section C question.
(a) Describe one intelligence test.
Intelligence:
(W) Give the Forbes website article to learners to read through.
(I) Ask learners to write their scores anonymously on pieces of paper for
analysis.
concept, types and tests of

intelligence
Reliability, validity and predictive

validity. Intelligence and educational
performance.
(W) Plot scores and analyse, introducing concepts such as normal

distribution; comparison to norms; statistical deviation; statistical significance
etc.
(G) Ask learners to recall the problems of using psychometric tests that they
remember from their AS course and list anything that could affect the validity
of a test.
(I) Share the review study by Gould, A Nation of Morons and allow learners
to evaluate the study.
(G) Repeat for reliability and share.
(W) Share the article from the Telegraph on intelligence tests and ask the
learners to consider the implications with respect to educational
performance.
The Forbes website is available at:

www.forbes.com/sites/keldjensen/2012/04/12/
intelligence-is-overrated-what-you-reallyneed-to-succeed/
Information on intelligence tests can be
accessed at:
http://homepage.ntlworld.com/gary.sturt/intel.h
tm
The Gould study can be accessed at :
www.holah.net/
The article from the Telegraph is available at:
www.telegraph.co.uk/science/sciencenews/9755929/IQ-tests-do-not-reflectintelligence.html
The study by Alpay (2003) can be accessed
at:
http://homepage.ntlworld.com/gary.sturt/intel.h
tm
(P) Share the study by Alpay (2003) on assessing the value of IQ tests in
relation to educational performance.
(G) Ask learners to identify the benefits of standardised IQ tests.
(P) Ask learners to consider the implications of the findings by Rosenthal and
Jacobson on intelligence and intelligence tests.
V1 3Y10
73
Learning objectives
Learning resources
(I) Play bingo with the new terminology covered in the session.
Intelligence:
(W) Show/share a presentation on different theories of intelligence and

learners respond to the various activities.
theories of intelligence

illustrate a number of theories of
intelligence including Cattells factoranalytic approach; Gardners multiple
intelligences and Sternbergs triarchic
theory.
(W) Show video on Gardner talking about his ideas on multiple intelligence,
and discuss.
Assignment: Ask learners to look up and create a table in their notes on
Gardners multiple intelligences.
(W) Show the presentation (with some elements of revision) of Sterbergs
triarchic theory
The presentation on different theories of

intelligence can be accessed at:
w/5677
The answers to the celebrities IQs can be
accessed at:
w/5678
A video on Gardners multiple intelligences is
available at:
www.youtube.com/watch?v=KEFpaY3GI-I
A summary and explanation of Gardners
multiple intelligences can be accessed at:
www.businessballs.com/howardgardnermultipl
eintelligences.htm
More information on Gardners multiple
intelligences and a quiz is available at:
http://psychology.about.com/od/educationalps
ychology/ss/multiple-intell.htm
A presentation incorporating a learner activity
can be accessed at:
w/5680
The presentation incorporating Sterbergs
triarchic theory can be accessed at:
w/10088
V1 3Y10
74
Learning objectives
Learning resources
Intelligence:
Assignment: Read through pages 16 of an introductory paper on

Emotional Intelligence (EI).
The paper on Emotional Intelligence is

available at:
w/7330
alternatives to intelligence

emotional intelligence and can
evaluate its usefulness in an
educational setting.
(W) Ask learners to try and recall what other types of intelligence were
mentioned in the Forbes article.
(W) Show a video clip of Goleman introducing his theory of Emotional
Intelligence.
Webquest: Ask learners to visit a series of websites and capture the
following:
i.
The five domains of EI
ii.
An example of the value of EI in business.
iii.
Select one item from the framework and suggest ways of measuring
it.
(P) Show/share the presentation accompanying the paper on EI and ask
learners to evaluate the theory of EI.
The video clip can be accessed at:

www.youtube.com/watch?v=Y7m9eNoB3NU
The webquest websites are available at:
i.
www.businessballs.com/eq.htm
ii.
www.businessballs.com/emotionalinte
lligencebusinesscase.pdf
iii.
www.businessballs.com/emotionalinte
lligencecompetencies.pdf
Evaluation against EI presentation can be
accessed at:
w/7329
(G) Ask learners to create a mind-map or a poster incorporating the

researchers recommendations associating each recommendation with:
i.
perspectives to learning and
ii.
improving the effectiveness of learning/study skills.
Intelligence:
(W) Ask learners what they consider creativity to mean and collect
responses.
alternatives to intelligence
creativity and unusual uses test (e.g.

Guilford, 1950); problem-solving:
means-end analysis, planning
strategies and backwards searching
(G) Ask learners to consider the most creative use for a brick.
Share responses.
(P) Ask learners to consider the most creative use for a mousetrap. Share
responses.
(I) Ask learners to consider the most creative use for an elastic band. Share
responses.
(W) Show the administration/scoring of the unusual uses test and ask
V1 3Y10
Information on Guilfords divergent and

convergent thinking is available at:
www.allpsychologycareers.com/topics/measur
ing-creativity.html
The administration and scoring of the unusual
uses test can be accessed at:
www.indiana.edu/~bobweb/Handout/d1.uses.
htm
The Who owns the fish exercise can be
accessed at:
75
Learning objectives
Learning resources
learners to summarise into their notes.
w/2770
(W) Say the problem, Who owns the fish? for the learners to consider.

Intelligence is measured with an intelligence
test resulting in an IQ score. A test of
emotional intelligence produces an EQ score.
(a) Describe one theory of emotional
intelligence/creativity. [6]
(b) Suggest how you would test the reliability
and validity of an emotional
intelligence/creativity test. [8]
(I) Ask a volunteer to take their classmates through the various steps needed
to solve the problem.
(G) Identify a problem affecting your school and ask the learners to
undertake a problem-solving/means-end analysis/planning activity to
creatively address the problem and peer review the various suggestions.
(I) Ask the learners to respond to a Section C question and compare
responses.
Learners reinforce their knowledge and
understanding and gain understanding
and practice by responding to a
number of examination type questions.
(a) question.
(I) Share one crossword/multiple-choice quiz or true and false activity on a

previous topic.
(I) Ask learners to prepare flash cards on the preferred studies/findings/tests
etc.
(W) Focus on a Section A question and check all learners could answer it
effectively with the flash cards available giving time to those who need to
create another to do so.
(W) Focus on a Section B (a) question and ask the learners to arrange their
flashcards to meet the needs of the question accordingly.
(I) Focus on a Section B (b) question and ask the learners to respond to it in
25 minutes.
(I) Show responses and ask learners to mark their peers work and check for
understanding of both content and assessment criteria.
(I) Focus on a Section C (a) question and ask the learners to list down their
points in bullet point. Check and allow learners to look up and complete any
gaps.
V1 3Y10

(a) Explain in your own words what is meant
by intelligence. [2]
(b) Describe one test used to measure
intelligence. [4]
out about intelligence. [8]
(b) Evaluate what psychologists have found
out about intelligence and include a
discussion concerning reliability of the
findings. [12]
Intelligence is closely associated with
academic ability and shapes peoples
attitudes to the value of education.
(a) Describe one theory of intelligence. [6]
(b) Suggest how you would apply the theory
in an educational setting. [8]
76
Learning objectives
Learning resources
(P) Focus on a Section C (b) question and ask the learners to make
suggestions, with reasons and appropriate supporting evidence.
V1 3Y10
77

Unit 7: Psychology and health
Learners are expected to have completed or followed the AS Level Psychology units in order to continue their knowledge and understanding of psychology by
considering two areas of applied psychology.
Context
retain a breadth of coverage. The health option applies to the learners everyday lives, because most of them will have visited a medical practitioner at some point in
their lives, or at the very least have experienced pain or stress. This option covers the main areas where psychology can be applied to understand, promote and
maintain health, including the psychology of pain; stress (how psychological processes impact on physiological processes); as well as the more practical aspects of
adherence to medical advice, the patient- practitioner relationship, health promotion and health and safety.
Outline
The syllabus opens with the very important relationship between patients and their medical providers, the doctors and institutions that provide medical facilities and
progresses on to how patients respond to the help and support that they receive and whether they adhere to the medication or advice they are given. Physical pain (or
lack of it) is one of the most important aspects of our health and well being, and how pain is understood, managed and measured is covered in detail. Stress is an
increasingly significant aspect of modern day life and the causes, the measurement and management of stress are considered in turn. The syllabus also covers the
promotion of health through the consideration of various communication strategies and the effectiveness of certain campaigns and finally the growing awareness of the
importance of health and safety; what it means and how accidents and injuries are prevented or reduced.
Teaching time
hours.
V1 3Y10
78
Resources
* Banyard, P (2006), Psychology in Practice: Health, Hodder Arnold (ISBN 9780340844960)
Brannon, L and Feist, J (2006), Health Psychology, 6th edition, Wadsworth (ISBN 9780495130185)
Gadson, S, Hahari, P, Legge, K, Sherry, L (2005), Psychology A2 for OCR, Heinemann (0435806718)
Health Psychology by Jane Ogden available at: www.gobookee.org/health-psychology-jane-ogden/
* Sarafino, E (2005), Health Psychology: Biopsychosocial Interactions, 6th edition, Wiley (ISBN 9780470129166)
Sheridan, C L and Radmacher, S A (1992), Health Psychology, Wiley (ISBN 9780471508526)
(* Items marked with an asterisk are particularly recommended):
Learning objectives
Learning resources
a) The patient-practitioner
relationship:
(G) Ask learners what they consider health to mean and share responses.
The WHO definition of health is available at:

www.who.int/about/definition/en/print.html
(W) Go through the syllabus and respond to any questions and comments.
practitioner and patient
interpersonal skills
(I) Share the WHO definition of health.

various definitions of health.
(G) Ask learners to consider the five main goals of health psychologists and
share.

different means of communication used
by health practitioners as they interact
with patients and practice their
evaluation skills when considering
some of the research in this area.
(G) Ask learners to describe the perfect nurse/doctor and create a class list to
display on the wall.
(P) Focus on/share the key studies and ask the learners to evaluate each in
turn against a number of evaluative issues such as
generalisability
Validity
Reliability
Usefulness/applicability
Individual differences
Summaries of the key studies can be

accessed at:
http://prezi.com/vq1t8ih0z2fs/copy-of-healthpsychology/
The worksheet on different models of health
psychology can be accessed at:
http://homepage.ntlworld.com/gary.sturt/hea
lth/work%20sheets/health%20intro%20ws1.
htm
Assignment: Ask learners to complete a worksheet on different models of

health psychology.
relationship:
(W) Show the video on patient-practitioner relationship and gather feedback on

each section on what they would suggest needs to be done to improve the
patient-practitioner relationship.
The video on patient-practitioner

relationship can be accessed at:
www.youtube.com/watch?v=OnSK4KfCdSk
patient and practitioner diagnosis
V1 3Y10
79
Learning objectives
and style
Learners can describe, illustrate and
evaluate various practitioner styles and
can explain how effective different
styles are.
practitioner diagnosis, the errors that
can be made as well as the manner in
which information is disclosed.
Learning resources
(W) Show/share the study by Savage and Armstrong and ask learners to
evaluate the study slide by slide.
The presentation of the study by Savage

and Armstrong can be accessed at:
https://docs.google.com/viewer?a=v&pid=sit
es&srcid=YnJvbXNncm92ZS5pbi50aHxwc3l
jaG9sb2d5fGd4OjYwYThlOGZjNmUxNDRm
ZmY
(P) Pass around a printed version of the presentation on Byrne and Lang and
ask learners to evaluate the study as before.
(G) Ask learners to consider the strengths and weaknesses of completing an
on-line questionnaire before meeting a doctor and share.
(G) Ask learners how they would feel divulging sensitive and potentially
embarrassing details (generate some examples) on line and share outline of
the Robinson and West (1992) study and ask them to predict the results.
(G) Ask learners to evaluate the study and list all the factors of why more
information was disclosed on computer rather than paper or during an
interview.
A presentation on Byrne and Lang can be

accessed at:
jaG9sb2d5fGd4OjYwMjVkN2MwZWM5YjUy
MzU
A detailed review of the strengths and
weaknesses o the use of computers in
capturing information for diagnosis
compared to traditional methods can be
accessed at:
http://internetmedicineuk.org/presentations/
MayoClinicProceedings_The_Patient_Comp
uter_interview.pdf
A summary of the Robinson and West
(1992) study is available at:
lth/diagnosis_and_style.htm
relationship:
(I) Ask learners to read through introductory paper and underline/highlight key
words.
(I) Ask learners to list as many reasons they could think of as to why people
may delay seeking medical help and share.
misusing health services
Learners can explain reasons

individuals may delay in seeking
medical help or misuse health services.
(W) Show/share the Safer study and ask learners to summarise and evaluate.
(W) Show/share presentation on hypochondriasis and ask learners to
V1 3Y10
The summary on overusing the health

system and an example of Munchausen
syndrome can be accessed at:
ow/5666
Summaries for the key studies are available
at: http://prezi.com/vq1t8ih0z2fs/copy-ofhealth-psychology/
80
Learning objectives
Learning resources
underline/highlight the essential items on each slide.

(I) Share a paper on the Munchausen syndrome and ask learners to
summarise the syndrome in ten points in the space at the bottom of the page.
(W) Show/share the Spitzer (1994) study on hypochondriasis and Aleem and
Ajarim, (1995) study on Munchausen syndrome and ask learners to
summarise and evaluate.
(P) Ask learners to bullet point what characteristics they would include in a
response to a Section C question on the Munchausen syndrome/
hypochondriasisas a problem based exercise and share and evaluate
accordingly.
Assignment: Ask each learner to prepare a 10 question multiple-choice quiz
for future revision purposes.

3: Specialist choices.
(I) Assess learners on the Section C question on the Munchausen syndrome
The paper on the Munchausen syndrome

can be accessed at:
jaG9sb2d5fGd4OjQ5N2ZmZDk1YzlkMTRh
NA
Mu
Past examination papers can be accessed

at: http://teachers.cie.org.uk/
(W) Focus on and hand out a Paper 3 and go through each question in turn,
explaining the structure and expectations of each question in turn.

(a) question.
(I) Ask learners to review the material covered so far and identify two studies
for each section of the syllabus that they could use for a Section B (a) question
and create a template or mind-map accordingly.
(P) Learners review the material covered so far and generate as many Section
V1 3Y10
The presentation on hypochondriasis can be

accessed at:
jaG9sb2d5fGd4OjIxZmRmYzcyMmY3NzBh
OWE
81
Learning objectives

A questions.
A (a) questions as they can on stick notes and display in categories.
Learning resources
(I) Ask learners to identify any questions they do not think they could answer.
(P) Repeat with Section A (b) questions.
(G) Ask learners to design experiments to test/investigate
i.
the effectiveness of verbal/non-verbal communication style medical
practitioners should adopt
ii.
how best to disclose medical information to patients
iii.
reasons for delay or misuse of medical facilities or health services.
in turn and share.
Assignment: Ask learners to search for images of Health Belief Models using
the Google search engine and draw a diagram in their notes for the next
lesson.
b) Adherence to medical advice:
types of non-adherence and

reasons why patients dont adhere
Types and extent of non-adherence.

Rational non-adherence (e.g. Bulpitt,
1988); customising treatment (e.g.
Johnson and Bytheway, 2000).
V1 3Y10
(W) Ask learners why patients may or may not adhere to medical advice (and
attribute to a psychological approach if appropriate) and list for future
reference in the classroom.
The evaluation exercise can be accessed at:

ow/9042
(I) Refer learners to their diagrams of the Health belief Model and go through
each aspect in turn, supplementing information and understanding/examples
where appropriate.
(P) Ask learners to complete the evaluation exercise on health Belief models
and adherence.
A summary if the Bulpit et al study is

available at:
jaG9sb2d5fGd4OjcwN2ZhODY4YmQyMmM
2ODU
(P) Share the presentation of the research by Bulpit and ask learners to
evaluate the study and generate other rational reasons that patients might not
adhere to medical advice.
The video on patient-practitioner

relationship can be accessed at:
www.youtube.com/watch?v=OnSK4KfCdSk
(W) Ask learners to recall which skits in the video clip on patient practitioner
relationships might have encouraged higher degrees of adherence (watch the
clip again if necessary) and list strategies medical practitioners can use to
generate compliance.
A summary of the study by Johnson and

Bytheway, (2000) can be accessed at:
82
Learning objectives
measuring adherence/nonadherence

various subjective and objective ways
to measure adherence/non-adherence
to medical advice and can support their
ideas with psychological support.
Learning resources
(P) Share the research by Johnson and Bytheway, (2000) and ask learners to
evaluate the study and consider how the results might change if the sample
were different.
More information and research on non

adherence can be accessed at:
lth/why%20non-adherence.htm
(G) Ask learners to brainstorm about different ways you could measure
adherence/non-adherence and share.
The key studies are all available at:

(W) Play a Consequences style game where each learners has to write down
a strength or weakness of a selfreport and pass it on until all ideas have been
exhausted. (The game is traditionally played by writing the words on paper and
folding the paper to hide the previous words before passing it to the next
player.)
(P) Each pair has to consider the implication of the strength or weakness in
relation to adherence/non-adherence.
(P) Ask learners to respond to key question, How generalisable are findings
concerning adherence generated by self reports?
(I) Share study by Riekart and Droter, (1999) and ask learners to predict the
results.
(P) Ask learners to categorise their ideas between subjective and objective
measures.
(P) Share the three key studies on pill counting, e.g. Chung and Naya, (2000);
biochemical tests, e.g. Braam, (2008); repeat prescriptions, e.g. Sherman,
(2000) and ask learners to identify evaluative issues that they have in common
and create a table or a mind-map capturing the evaluative issues and the
appropriate illustrative material for each study respectively.
(I) Ask learners to create flashcards for each study and its respective finding.
(P) Learners test each other using the cards on their ability to recall the
V1 3Y10
83
Learning objectives
Learning resources
findings.
improving adherence
Learners consider a variety of ways to

improve adherence and practise their
evaluation skills when considering the
findings of psychological research in
the area and their examination skills
when applying their knowledge to
examination questions.
(P) Ask learners to review all the material covered so far in the course and
consider 2 ways to improve adherence and support their suggestions with
The three key studies can be accessed at:

(W) Share ideas and learners peer review suggestions and try to reach
consensus about the three most preferred strategies.

(a) Explain, in your own words, what is
meant by improving adherence to medical
requests. [2]
(b) Describe two ways in which practitioner
style can improve adherence to medical
requests. [4]
(P) Share the summaries of the three studies on Improving practitioner style,
e.g. Ley, (1988), providing information, e.g. Lewin, (1992) and behavioural
technique, e.g. Burke et al., (1997) respectively and evaluate each in turn and
assessing whether the findings support or challenge the class
recommendations and if not, why not.
(I) Each learner responds to a Section A question which is peer marked and
then creates a second Section A question with an appropriate marking scheme
for sharing.
Online crossword tools are available at:

http://worksheets.theteacherscorner.net/ma
ke-your-own/crossword/
Assignment: learners create a crossword using an online crossword maker

on the material covered so far.
(I) Ask learners to prepare flash cards on the preferred studies/findings/tests etc.


A questions.
(W) Focus on a Section B (b) question and explain the structure and
expectations and ask each learner to draft a paragraph on the focused
discussion aspect using appropriate detail from the studies.

(I) Select and focus on a Section C (a) question and ask the learners to list
down their points in bullet point. Check and allow learners to look up and
V1 3Y10

meant by measuring adherence to medical
requests. [2]
(b) Describe two ways in which adherence
to medical advice can be measured. [4]
discovered about adherence to medical
advice. [8]
discovered about adherence to medical
advice and include a discussion of the
usefulness of qualitative or quantitative
84
Learning objectives
Learning resources

(a) question.
complete any gaps.
data. [12]
(P) Select and focus a Section C (b) question and ask the learners to match
their recommendations with the relevant research and focus on the degree of
detail required to attain full marks.

You have opened a new medical facility in a
severely disadvantaged part of the town.
(a) Suggest ways you would try to maximize
the adherence to medical advice of the
patients at your clinic. [6]
(b) Outline the research on which your
suggestions are based. [8]
Assignment: Ask learners to create two more evaluative paragraphs on any

issue they have identified in the studies covered in response to the Section B
(b) question shared earlier.
c) Pain:
types and theories of pain
Learners can describe various

definitions of pain and can describe
and illustrate different theories of pain.
(G) Divide learners into groups to prepare presentations (with examples and
handouts) on the following:
Acute pain
Chronic pain
Psychogenic pain
Congenital Analgesia
Episodic Analgesia
and get each group to present in turn and receive feedback.
(W) Share article from the Guardian about a woman with mirror-touch generate
discussion about different types of pain.
(W) Show an introductory presentation on the two main theories of pain and
the evaluation of each. Respond to questions and answers.
(I) Issue each learner with a handout about gate theory and check for
understanding.
The article from the Guardian can be

accessed at:
ow/1356
The presentation on theories of pain can be
accessed at:
ow/9050
The handout on the gate theory of pain can
be accessed at:
ow/9049
The matching exercise can be accessed at:
www.holah.karoo.net/alevel/gatematch.htm
(W) Hand out a matching exercise on the gate theory and see if the learners
can spot the mistake.
c) Pain:
(I) Issue each learner with a starter activity on measuring pain and go through
definitions and understanding.
measuring pain
Starter activity can be accessed at:

ow/9052
(P) Ask learners how we measure pain in everyday life whether it is our own or
V1 3Y10
85
Learning objectives
Learning resources

illustrate various tools that can be used
to measure pain including self report
measures; psychometric measures and
visual rating scales as well as
behavioural/observational methods.
someone elses.
The video clip is accessed at:

www.youtube.com/watch?v=PG95aKaUq5M
(P) Evaluate each in turn.

(W) Show a video clip on pain assessment and ask learners to identify what
was asked, how it was asked and the different types of pain management
referred to.
The McGill Pain questionnaire (short form)

can be accessed at:
ow/111
(G) Display hard copies of each type of scale amongst 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 remaining scales can be accessed at:

www.painedu.org/Downloads/NIPC/Pain_As
sessment_Scales.pdf
(G) Share a review study comparing the four main scales used.
The review study abstract is available at:

www.ncbi.nlm.nih.gov/pubmed/21621130
(I) Show an image of the University of Alabama, Birmingham (UAB)

assessment tool and ask learners to capture two or three items and how they
are measured and progress trough slides for evaluation purposes.
(P) Share a multiple-choice quiz and ask learners to respond.
Assignment: Ask learners to conduct a webquest and list one piece of
research conducted for each type of assessment tool
The presentation containing information on

the UAB assessment tool is available at:
lth/Health%20Psychology.htm
The multiple-choice quiz is available at:
ow/9053
The Webquest website can be accessed at:
lth/pain2.htm
c) Pain:
(I) Ask learners to respond to a sample Section C question on a pain

assessment tool of their choice.
managing and controlling pain
Learners practise describing and

evaluating various pain assessment
tools and their examination skills.
(P) Ask learners to pair up with another learner who picked a different tool.
Hand out the mark scheme or show it on the board and ask each learner to
mark their partners work.
(P) Ask learners to list all the ways they are aware of to minimise or manage
pain and share.
V1 3Y10

Leslie is a nurse who works in a hospital
looking after long-stay patients who have
pain following a major accident.
(a) Describe how Leslie could use (pain
assessment tool of their choice), to record
whether the pain of the long-stay patients is
reducing. [6]
(b) Suggest how Leslies observations of
86
Learning objectives
Learning resources
(W) Progress through the chemicals section of a presentation.
pain could be checked to see if they are

correct. [8]
(P) Ask learners to create Section A type question on controlling pain using
chemicals.
(W) Ask learners how practitioners might use operant conditioning to control
pain and respond to questions and answers (Q&A).
(W) Progress through the behavioural and Cognitive Methods section of the
presentation.
(W) Pass around a series of games cards and ask learner to conduct a
number of learning activities. And identify which methods have not yet been
covered.
The mark scheme is available at:

http://teachers.cie.org.uk/qualifications/acade
mic/uppersec/alevel/subject?assdef_id=760
The presentation on controlling pain can be
accessed at:
ow/9415
The games cards and learning activities can
be accessed at:
ow/9060
(W) Continue through the section on Relaxation and Biofeedback.

Internet Research: Ask the learners to investigate one piece of research on
Relaxation and Biofeedback and return to the lesson with the major finding
and three evaluative issues.
(W) Continue through the section on Cognitive Strategies.
(P) Share research by McMullen et al (2008) and ask the learners to evaluate
accordingly.
The research by McMullen et al (2008) can

be accessed at:
lth/pain3.htm
A quick revision quiz is available at:
ow/384
(W) Complete presentation and respond to and question and answers (Q&A).
(I) Issue each learner with a quick revision quiz and hand to another learner for
marking.
Assignment: Ask learners to create a 10 true and false statement exercise for
future revision purposes.
V1 3Y10
(P) Ask the learners to create a Section A question (not already attempted
87
Learning objectives
Learning resources

previously) and pass on to the neighbouring pair to respond to.
(a) Describe in your own words what is

meant by pain. [2]
(b) Outline one theory of pain. [4]

A questions.
(W) Collate how many different questions were generated and consider the
scope of Section A questions.
(I) Learners create flash cards for the four or more findings they would use to
respond to a Section B (a) question and use these to test each other on recall
and structuring a written response appropriately.
Assessment: Ask learners to complete a variety of examination style question
within an appropriate time frame.

(a) question.
d) Stress:
causes/sources of stress
Learners can explain the physiology of

stress and the major causes of stress
and can evaluate the research on each
accordingly.

discovered about pain. [8]
(b) How can I get the doctor to understand
how much pain Im in? Evaluate what
psychologists have discovered about pain
and include a discussion of the usefulness
of self reports. [12]
(a) Describe one approach for treating pain.
[6]
(b) Describe how you would investigate
which pain management technique was the
most effective for a group of post-operative
patients still in hospital. [8]
(I) Ask each learner o read through and check against the Social
Readjustment Rating Scale and analyse their scores. Ask learners if they
agree with the ratings given by Holmes and Rahe (1967).
Stress of Life Events/ Social Readjustment

Rating Scale is available at:
www.simplypsychology.org/SRRS.html
(I) Give each learner a Stress Booklet and ask learners to read pages 15
inclusive.
The Stress Booklet/summary document is

available at:
ow/8373
(W) Ask learners what aspects of life might cause long term stress that could
lead to burnout.
(W) Show short clip containing stress and ask learners consider what type of
stress was evident in the clip.
The video clip is available at:

ow/3345
Assignment: Learners continue reading through causes of stress, including

Greer and Maisel, Johansson and Holmes and Rahe and evaluate each of the
V1 3Y10
88
Learning objectives
Learning resources
studies in turn against a minimum of four different evaluative issues.
(I) Ask learners to complete a Type A/B personality test and score and analyse
accordingly.
(P) Predict which personality type might be more vulnerable to stress and
why? What strategies might you adopt to reduce ones susceptibility from
stress related illnesses?
(W) 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.
d) Stress:
(G) Review each piece of research covered so far and consider how stress
was measured and identify two strengths and two weaknesses for each.
measures of stress
various different ways stress can be
measured with examples and can
consider the strengths and
weaknesses of each.
d) Stress:
(I) Learners mind-map research on stress, incorporating the findings from the
research, the measures used and the strengths and weaknesses of each.
Assignment: Ask each learner to read through and complete a worksheet
attached to some factsheets on stress.
(W) Assess previous knowledge of drug therapies for stress and ask learners
to refer to their booklets for the main types of drugs used.
management of stress
Learners can identify drug therapies for

stress as well as evaluate their usage.
Learners can also describe and explain
non-chemical interventions including
psychological strategies and
behavioural techniques as well as
V1 3Y10
(W) Give a short presentation on the strengths and weaknesses of drug

therapies.
An online short Type A/B personality test

can be accessed at: http://personalitytesting.info/tests/AB.php
The Friedman and Rosenman and Lazarus
studies can be accessed at:
The factsheets are available at:

ow/3391
Copy of health psychology:
An evaluation tool for the use of drugs can

be accessed at:
ow/6339
(W) Ask learners what they can recall about relaxation and biofeedback in
managing or controlling pain and ask whether it could have relevance in the
management and controlling stress and share responses.
The Budzynskiet al., 1973 study is available

at:
(W) Focus on the research on biofeedback (Budzynskiet al., 1973) and then
The agony aunt activity can be accessed
89
Learning objectives
Learning resources
inoculation programmes that can assist

in preventing stress.
compare with the research by Bridge, 1988 on using relaxation with imagery
and identify any evaluative issues including usefulness.
at:
ow/5697
(W) Focus on key questions, Why does James Bond/Jason Bourne/Jack

Bauer never seem to get stressed? and What does inoculation mean?
(G) Refer learners to the study by Meichenbaum, 1985 in their workbooks and
ask each group to develop a SIT programme for one of the above. Ask the
learners to consider how SIT could be applied to working in dangerous
environments and discuss.
Assignment: Ask each learner to respond to a letter to an agony aunt and
explain what is happening to the person and giving them some management
tips based on their knowledge of stress.
A questions.
(a) question.

etc.
25 minutes.
(I) Share responses and ask learners to mark their peers work and check for
gaps.
(P) Focus on a Section C (b) question and ask the learners to make
suggestions, with reasons and appropriate supporting evidence.
V1 3Y10

(a) Explain in your own words what a
medical model of managing stress is. [2]
(b) Outline an alternative strategy for
managing stress. [4]
(a) What have psychologists found out
about stress? [8]
(b) Stress happens to everyone at some
point in our lives. Evaluate what
psychologists have discovered about stress
with a consideration as to the
generalisability of the findings. [12]

You receive a patient who complains about
being stressed out.
(a) Describe how you might investigate the
degree of stress they are experiencing.[6]
(b) Describe the psychological evidence
90
Learning objectives
Learning resources
upon your suggestion above are based. [8]
e) Health promotion:
(I) As a revision exercise, ask learners to try and recreate the diagram of the
health belief model and learners self assess.
(W) Ask learners what aspect they would focus on if they had to design a
health promotion or campaign and share ideas.
The video clip can be accessed at:

www.youtube.com/watch?v=VHokcEvnTqU
(W) Show a very old health campaign video clip and open discussions on what
the focus of the change and how effective it was.
The presentation on the research on the

effectiveness of fear arousal can be
accessed at:
ow/10507
methods for promoting health
Learners can understand, explain and

illustrate different strategies used in
health promotion and can apply each in
turn.
(W) Ask learners what HIV/AIDS campaigns they are aware of and what did
the campaign try and make them do?
(W) Show presentation on the research on the effectiveness of fear arousal.
(I) Share a summary of Banduras self efficacy model and ask learners what
aspects they could also use/apply and illustrate each influence with a
suggestion.
(W) Show/share presentation on the Hovland Yale Communication model
(P) Learners can complete a work sheet on the Hovland Yale Communication
model.
(I) As a revision exercise, ask the learners to respond to a sample Section C
question using the Lewin study (1992) about providing information packages
concerning coronary heart disease.
A summary of Banduras self efficacy model

can be accessed at:
ow/16289
The presentation on the Hovland Yale
Communication model can be accessed at:
ow/3875
A work sheet on the Hovland Yale
Communication model can be accessed at:
ow/10295
Imagine there are reports that breast and
testicular cancer are on the increase. You
have been asked to devise a strategy to
encourage people to examine themselves
because it is known that the discovery of a
lump through self-examination significantly
increases the chances of full recovery.
V1 3Y10
91
Learning objectives
Learning resources
(a) Describe one study which has used the
providing information technique. [6]
(b) Suggest a suitable health promotion
campaign to encourage breast and
testicular self-examination. [8]
Learners can describe various health
promotion schemes in schools,
worksites and communities.
(W) Start with the homepage of Food Dudes and allow the learners to navigate
around the site.
The Food Dudes homepage can be found

at: www.fooddudes.co.uk/
(I) Issue the original study by Tapper and ask learners to skim through the
document highlighting the aim, the method, the sample and the main results
accordingly.
The original study by Tapper can be

accessed at:
http://teachers.cie.org.uk/community/resourc
es/pt_view_resource?id=1789
(W) Show a summary of the Tapper study and check the main points have
been captured appropriately.
(I) Ask learners to respond to a sample Section C question
(P) Focus on/share Farqhuars Three Community study and Gomels work
based study ask learners to evaluate the study.
(I) Learners create an illustrated mind-map of the three locations of health
promotions incorporating the studies and evaluations for each.
Assignment: Ask learners to add one other study/finding to each location.
The summary of the Tapper study can be

accessed at:
(a) Describe one study conducted on health
promotion in schools.
The Farquhar and Gomel studies
summaries can be accessed at:
Other research on health promotions/
interventions can be accessed at:
lth/Health%20Promotion%20in%20schools.
htm
promoting health of a specific
V1 3Y10
(W) Introduce the learners to a variety of health promotion campaigns by

focusing on/sharing the summaries of some key campaigns and/or the relevant
websites.
The overview of some campaigns can be

accessed at:
http://prezi.com/vq1t8ih0z2fs/copy-of-health-
92
Learning objectives
problem
Learning resources
psychology/
For example: anti-smoking campaigns

Learners can describe and explain at
least one campaign in detail and
evaluate it accordingly.
Any problem can be chosen (e.g. cycle
helmet safety: Dannenberg, 1993; selfexamination for breast/testicular
cancer; obesity and diet: Tapper et al.,
2003; smoking: McVey and Stapleton,
2000).
(W) Show the following anti-smoking resources:

i.
50 Most Creative Anti-Smoking Advertisements
http://10steps.sg/inspirations/artworks/50-most-creative-anti-smokingadvertisements/
ii.
iii.
iv.
Medical News Today article: Anti-Smoking Ads Increase The Chances

Of Quitting www.medicalnewstoday.com/articles/261241.php
Penn University news Flash: Anti-Smoking Ads with Strong
Arguments, Not Flashy Editing, Trigger Part of Brain That Changes
Behaviour
www.uphs.upenn.edu/news/News_Releases/2013/04/langleben/
The McVey and Stapleton, (2000) study: Can anti-smoking television
advertising affect smoking behaviour? Controlled trial of the Health
Education Authority for Englands anti-smoking TV campaign
http://tobaccocontrol.bmj.com/content/9/3/273.abstract
Some safety campaigns are included in the

presentation available at:
jaG9sb2d5fGd4OjZmZTdjZDQyNGZhNTRjZ
GY
The Dannenberg legislation can be
accessed at:
ow/818
There is a lot of information on HIV/AIDS
campaigns at:
lth/promoting%20health%20of%20a%20spe
cific%20problem.htm
(P) Working in pairs, learners research the campaign and classify their
information under:
aim
baseline survey findings/statistics
method/strategy
target of campaign
length of campaign
reach of campaign
effectiveness of campaign
perceived strengths of the campaign
perceived weaknesses of the campaign
(P) Learners present their research/findings using
posters/PowerPoint/interactive web pages and presentations are peer
reviewed/assessed for the winning presentation.
V1 3Y10
93
Learning objectives
Learning resources


etc.

(a) Describe what is meant by health
promotion. [2]
(b) Describe one health promotion
campaign conducted in the workplace. [4]

A questions.
(a) question.
(G) Ask learners to generate as many Section A questions as they can think of
and share, checking they have the material to answer each in turn.
25 minutes.
gaps.
(P) Focus on a Section C (b) question and ask the learners to respond to it in
15 minutes.
f) Health and safety:
Assignment: Each learner prepares a short presentation on an accident and

why they think it occurred which are peer reviewed.
definitions, causes and examples
Learners investigate one technological

catastrophe in detail and can describe
and explain what type of error occurred
in each case.
Learners can identify and apply
different types of errors in different
V1 3Y10
(W) Focus on Riggios four types of human error on the board (commission;
omission, timing and sequence) and explain each in turn. Learners share their
findings and decide which type of error occurred in each case.
(I) Learners select one example of each for inclusion into their notes.
(W) Show an image of the Swiss Cheese Model for the learners to consider.

out about health promotion. [8]
(b) Applied psychology is about making a
difference in peoples lives. Evaluate what
psychologists have found out about health
promotion with a consideration reliability of
the research. [12]
There are many specific health problems
that are targeted by governments. But do
they always use the correct method to
promote health?
(a) Describe one study which has used the
fear arousal technique. [6]
(b) Suggest a fear arousal strategy that
could be used to promote health in relation
to a specific problem. [8]
A website that pretty much covers
everything in the syllabus is available at:
http://health-and-safety1.blogspot.com/
An image and explanation of the Swiss
Cheese Model ia available at:
http://en.wikipedia.org/wiki/Swiss_cheese_
model
The original research by James Reason can
be accessed at:
94
Learning objectives
Learning resources
circumstances.
(I) Share the research by James Reason on distinguishing between human

and organisational errors, the Swiss Cheese Model and the approaches that
should be adopted to avoid such accidents occurring again in the future.
www.bmj.com/content/320/7237/768
(W) Ask the learners what they consider accident proneness might mean and
make some comparisons using individual differences to make some
predictions and justify.
The research conducted on accident

proneness and individual differences can be
accessed at:

evaluate Reasons theory on human
and organisational errors.
accident proneness and

personality
Learners can explain accident

proneness across a range of variables
including personality; age; occupation.
(I) Handout a summary of research on accident proneness and individual

differences and ask the learner to highlight three findings they can relate to.
(W) Look at the summaries of two studies outlining other reasons accidents
occur, the illusion of invulnerability and cognitive overload and consider ways
that accidents could have been prevented or reduced in each case.
Assignment: Visit a blog on health and safety and identify one piece of
evidence for each factor.
The summaries of the two studies can be

accessed at:
Presentation on accidents is available at:
jaG9sb2d5fGd4OjEwMWFiNjIxNTk1NmEzO
Tg
The blog is available at: http://health-andsafety1.blogspot.com/
reducing accidents and promoting

safety behaviours. Reducing
accidents at work:

other ways of trying to reduce
accidents in the home or in the
workplace and evaluate the evidence
accordingly.
V1 3Y10
(I) Ask learners to prepare a response for a Section A question on accident

proneness.
(G) Ask learners how you could use the behaviourist approach to reduce
accidents at work and show/share Foxs longitudinal study on a token
economy and ask learners to evaluate accordingly.
(W) Ask learners if any of them aware about a media campaign on promoting
safety behaviours and if possible, conduct some immediate internet research
on the effectiveness of the campaign (if appropriate).

meant by accident proneness. [2]
(b) Using an example, describe the illusion
of invulnerability explanation of human
error. [4]
Summaries of the two studies on token
economies and media campaigns can be
accessed at:
http://prezi.com/vq1t8ih0z2fs/copy-of-health-
95
Learning objectives
Learning resources
(W) Focus on the details of the Cowpe study on the media campaign
concerning chip pan fires and compare and contrast with previous campaign
and evaluate accordingly.
psychology/
(W) Ask learners what they know about shift work and different shifts.
(W) Display key concepts on the board and ask learners to look up definitions
and insert into their notes. Check for accuracy and understanding.
reducing accidents and promoting

safety behaviours. Reducing
accidents at work:
Learners understand the detrimental

effects of shift work and can describe
and explain strategies to minimize the
negative effects.
(W) Show/share presentation to introduce the main areas of concern about

shift work.
Assignment: Pass around a number of studies that include any of the six
below:
Czeisler (Salt Lake Chemicals)
Jamal at al (Canadian nurses)
Bohle (Australian nurses)
Arendt (North Sea oil rig workers)
Fido et al (2008) (Kuwait Oil Co)
Pirola (Argentinean workers)
(I) Each learner is issued with the Consolidated Widgets Assignments where
learners are in the position of a consultant psychologist and have to respond to
the problems of CW and make the necessary recommendations using the
research they have at their disposal.
There is more detail on Fox et al that is

available on:
jaG9sb2d5fGd4OjZmZTdjZDQyNGZhNTRjZ
GY
A presentation that can be used to introduce
shift work can be found at:
how/15703
The research on Czeisler (Salt Lake
Chemicals) and Jamal at (Canadian nurses)
can be accessed at:
ow/15712
The research by Pirola (Argentinean
workers) can be accessed at:
ow/15713
The research by Bohle (Australian nurses)
can be accessed at:
http://espace.library.uq.edu.au/view/UQ:144
362
The research by Arendt (North Sea oil rig
www.telegraph.co.uk/news/uknews/148832
8/Split-shift-working-is-bad-for-your-heartsay-scientists.html
The research by Fido et al (2008) (Kuwait
V1 3Y10
96
Learning objectives
Learning resources
Oil Co) can be accessed at:
Consolidated Widget assignment can be
found at:
www.psychlotron.org.uk/resources/sleep/AQ
A_A2_biorhyth_disruptionwidgets.pdf

(I) Ask learners to complete a template for a Section B (a) question and then
generate as many Section A questions as they can using the concepts and the
studies included in their template.
(I) Ask learners to mind map a Section B (b) question of their choice and ask
their peers to review and feedback.
(I) Learners respond to a number examination type questions under timed
conditions

A questions.
(a) question.
V1 3Y10

(a) Describe in your own words what is
meant by health and safety. [2]
(b) Outline one study that investigated
promoting safe behaviours. [4]
learned about health and safety. [8]
(b) Psychological studies of health and
safety may be interesting, but their
usefulness is questionable. Evaluate what
psychologists have learned about health
and safety including a discussion of the
usefulness of what has been found. [12]
Your directors are keen to increase levels of
production by instituting a night shift.
(a) What arguments would you use when
asking them to reconsider their proposal?
[6]
(b) What psychological evidence would you
use to support the points you make? [8]
97

Unit 8: Psychology and environment
Learners are expected to have completed Cambridge International AS Level Psychology in order to continue their knowledge and understanding of psychology by
Context
retain a breadth of coverage. One of the chosen applied areas is the environment option, psychology and environment, which is much more methodological and
study-based, (rather than theoretical), and applies to people living their everyday lives and is, therefore an area of specialisation which the learners should easily relate
to.
Underlying each option are key psychological themes covered within the AS Level material which include approaches, perspectives, methods, issues and debates.
Outline
The subject matter comprising the psychology and environment syllabus covers the essential psychology of a number of physical environmental factors as well as a
number of psychological variables. Specific sections are dedicated to noise, architecture and responding to emergencies (physical aspects) and crowding, personal
space and our use of mental maps more psychologically based.
Resources
Suggested textbooks resources identified in the syllabus include (* Items marked with an asterisk are particularly recommended):
* Bell, P A, Fisher, J, Baum, A and Greene, T (2001), Environmental Psychology, 5th edition, Wadsworth (ISBN 9780805860887)
Gadson, S, Harari, P, Legge, K, Sherry, L (2005), Psychology A2 for OCR, Heinemann Educational Publishers (ISBN 9780435806712)
Gifford, R (2002), Environmental Psychology, 3rd edition, Allyn and Bacon (ISBN 9780205327973)
Lintern, F, Stapleton, M and Williams, L (2004), Study Guide for OCR Psychology: A2 Level, Hodder and Stoughton (ISBN 9780340816264)
* Russell, J and Roberts, C (2002), Angles on Environmental Psychology, Nelson Thornes (ISBN 9780748759781)
Veitch, R and Arkkelin, D (1994), Environmental Psychology, Prentice-Hall (ISBN 9780132823517)
Teaching time
hours.
V1 3Y10
98
Learning objectives
Learning resources
a) Noise:
(W) Ask learners to consider various parts of the school where the noise levels
are very different and list accordingly.
The Levels of Noise activity table can be

accessed at:
ow/15799
definitions and sources

definitions and origins of noise in our
lives and can discuss and evaluate
example of each.
(P) Inform learners the noise level of a noisy printer is about 60dB and ask
each pair to visit each location identified and identify the source of the noise,
try and describe the noise and guess the level of noise and return to class to
compare.
Slides on Glass and Singers study on noise

can be found at:
www.ericweiser.com/3200lh08spring.pdf
(W) Learners compare their experiences of the noises encountered.

Learners can identify levels of sound
and factors that make noise more or
less annoying.
Learners review the relevant research
and can evaluate and apply the
findings accordingly.
(I) Pass around the table of different levels of noise and ask the learners to
anticipate the levels and then share the figures. Ask them to insert the noises
they also encountered to the table.
(P) Ask the learners to consider what factors make noise annoying and how
they might investigate them. Share suggestions with the rest of the class,
evaluating each and selecting the best suggestions.
(P) Pass around the study by Glass and Singer (1972) and ask the learners to
evaluate and make three recommendations based on the research they have
covered so far.
Assignment: Ask learners to look up two definitions of noise and bring to the
lesson for consideration the following day.
a) Noise:
negative effects on social

behaviour in social behaviour in
adults and performance in children
Learners can describe and explain how

noise effects a number of behaviours
as follows:
performance (in both adults and

children)
V1 3Y10
(P) Ask learners to make predictions on a piece of rough paper concerning the
effects of noise performance of kids in kindergarten, learners doing exams,
helping behaviour as well as aggressive behaviour and hand in for review
later.
A handout on noise and social behaviour

can be found at:
www.psychlotron.org.uk/resources/environm
ental/A2_OCR_env_noisesocialbeh.pdf
(G) Ask each group to design a piece of research on each area and share with
the class evaluating each in turn.
An abstract of the Maxwell and Evans study

on the reading levels of children is available
at:
http://eab.sagepub.com/content/29/5/638.ab
stract?ijkey=6565c3bff97fd2ab2886835821
b98e7305ff25bc&keytype2=tf_ipsecsha
(P) Pass around one copy of four different studies, asking learners to
summarise and evaluate each in turn.
(W) Return predictions and reward the learners who were closest.
99
Learning objectives
anti-social behaviour (such as

aggression).
pro-social behaviour (such as
helping).
And can evaluate the research.
Learning resources
(P) Each group generates three pop-quiz type questions on each study to use
for a starter activity the following day.
The study by Bronzaft on noisy/quiet

learning environments can be accessed:
ow/15807
Assignment: Ask learners all to bring one of their favourite songs or pieces of
music to class for the next session.
Details concerning the study by Weinstein

on noise and cognitive tasks can be
accessed at:
http://community.ocr.org.uk/core/community/
public/download_file?rid=207
The original study by Donnerstein and
Wilson can be accessed at:
ow/15853
Details of the research on aggression
(Donnerstein and Wilson) and helping
behaviour (Matthews and Canon) can be
found at:
http://books.google.co.ke and look up p. 161
in Environmental Psychology.
a) Noise:
(I) Learners respond to the questions of the previous day and recall the
relevant details of the research accordingly.
positive uses of sound (music)
Learners can describe a number of

studies investigating the effects of
noise on:
performance (in both adults and
children)
anti-social behaviour (such as
aggression).
pro-social behaviour (such as
helping).
V1 3Y10
(P) Learners respond to the key phrase, If there was one thing I could do.
on the board make one recommendation using the findings from the four
studies.
(W) Ask learners when, how and why music improves their lives and generate
a class discussion.
(W) Play each piece of music as the class proceeds and ask each learner to
describe using a short phrase how the music makes them feel and when they
would like to listen to music of that genre.
100
Learning objectives
and can apply the findings from the

research.
(W) Ask learners if there are aware of any way of using music as a specific
intervention and assess their existing levels of knowledge.

music affects them on a personal level
experience and explore the affects of
music on other variables.
(W) Write up three key questions on the board as follows:

What do you think the effect of listening to a certain type of music
would have on stress; spending; intelligence; drinking (and any
others you can think of)?
a) Noise:
positive uses of sound (music)

music affects experience (stress etc.)
and behaviour (spending and
performance).
Learners review the relevant research
and can evaluate and apply the
findings accordingly.
Learning resources
Extension activity: Should the discussion get round to appreciation of

classical music, you can refer your learners to Ben Zander on TED Talks.
Extension activity: Ben Zander:

www.ted.com/talks/benjamin_zander_on_m
usic_and_passion.html
(W) Hand out the BBC article on playing music to cows and ask any interested
learner to conduct some internet research on the effect of playing music to
chickens.
BBC article on Sweet music for milking can

be found at:
http://news.bbc.co.uk/go/em/fr//2/hi/science/nature/1408434.stm
(W) Hand out the BBC article on the Mozart effect and ask the learners to visit
the library/ICT Lab and look up the research on the Mozart effect for a class
debate as follows:
This house believes it is better to expose babies to Mozart than
nothing at all.
(P) Pass around research articles on e.g. health (Chafin); spending (North)
and evaluate in turn.
(I) Show the webpage on positive uses of music and ask each learner to
choose one more finding they like and note it down.
BBC article on Mozart to soothe baby in the

womb can be found at:
http://news.bbc.co.uk/go/em/fr//2/hi/uk_news/3544623.stm
Chafins study on the effects of noise on
health can be accessed at:
http://psy2.ucsd.edu/~nchristenfeld/publicati
ons_files/music%26cvr-bjhp.pdf
North effect of music on taste of wine can
be accessed at:
www.wineanorak.com/musicandwine.pdf
North and Hargreaves:
www.le.ac.uk/press/ebulletin/news/havingth
erighttaste.html
The study by North on classical music in
restaurants can be accessed at:
V1 3Y10
101
Learning objectives
Learning resources
ow/15806
Web page on the positive uses of music an
be accessed at:
http://homepage.ntlworld.com/gary.sturt/envi
ronment/Positive%20uses%20of%20music.
htm

(W) Focus on/share an examination paper and explain the optimum structure
for the various questions asked.
(P) Learners generate as many Section A questions and share with the class.

A questions.
(a) question.
(I) Select a number for the learners to respond to and hand in or get peer
assessed.
(W) Review a typical Section B question and explain the optimum structure for
the (a) part, a minimum of one finding per sub-section.
(P) Learners test each other verbally on the construction of their Section B (a)
essays.
(I) Learners take an end of topic test based on different examination style
questions.

meant by noise. [2]
(b) Describe one study that examines what
factors make noise annoying. [4]
Paper 3 Section B questions:
out about noise. [8]
Paper 3 Section C questions:
(a) You have taken over the running of a
youth centre within the flight path of the
nearest airport. Suggest what measures you
might make to reduce the negative effects of
the noise of the planes overhead [8].
(b) Describe the psychology on which your
suggestions would be based.[6]
Assignment: Each learner develops 10 true or false statements that can be

used as starter activities later in the year.
b) Density and crowding:
(W) Ask learners to consider the difference between social and spatial density
and share ideas. Share correct responses for learners to insert into their notes.
definitions, measurements and

animal studies
V1 3Y10
Definitions and a number of animal studies

are available at: at:
ronment/crowding/crowding.htm
(W) Ask the learners what they consider the difference to be between density
and crowding.
102
Learning objectives
difference between social and spatial
density.
Learners review and evaluate the
studies conducted using animals and
can evaluate the use of animals in
effects on human health, pro-social

behaviour and performance
Learners review and evaluate a

number of studies covering research
into pro-social behaviour; health and
performance.
Learners practise evaluation and
cross-referencing skills for Section B
(b) responses.
Learning resources
(G) Ask learners how you might investigate the effects of crowding in humans
and share ideas, concerns, issues (ethics) etc.
(P) Share various studies (both naturalistic and experimental) on animals and
summarise findings and evaluate each in turn. Ask learners to select their
favourite and test each other verbally on their ability to describe it sufficiently
for a six-mark answers.
(G) Divide learners and ask each group to design an experiment to consider
the effects of crowding on health, helping, performance, attraction and any
other variable that you would like to include and incorporating as many
different methodologies and approaches across the class.
(W) Share ideas and evaluate in turn, paying special consideration to the
issues and approaches when evaluating and ask learners to compare and
contrast the studies investigating the same behaviour.
Research on effects of crowding on health

(including details of the Lundberg study) as
well as attraction, helping behaviour and
performance can be found at:
(I) Share findings on effects of crowding on health and ask learners to

summarise the aims, the sample and the method of Lundberg in their notes
and select other findings they relate to or can compare and contrast with
Lundberg.
Assignment: Learners visit the same web page and review the research
findings on the effects of crowding on:
attraction
helping behaviour
performance
and create a mind map (incorporating effects on health) using two findings for
each variable and connecting the research using a minimum of five evaluative
issues in a compare and contrast manner.
preventing and coping with effects

of crowding
V1 3Y10
(I) Ask learners to create a table with the following headings/columns:

Suggestion
Justification/Ex
planation
Name of
supporting
psychologist
Finding of
supporting
research.
Research into preventing and coping with

effects of crowding can be accessed at:
103
Learning objectives
number of studies covering research
into preventing the effects of crowding
through the
modification of architecture
use of visual escape strategies
Learners review and evaluate a number
of studies covering research into coping
with the effects of crowding through
social withdrawal techniques
perception of control.
Learning resources
And tabulate as many findings highlighting different ways of preventing

feelings of crowding and enabling users to cope with feelings of crowding.
(P) Share research on Cox et al. (1984) on the effects of crowding on prison
inmates physical and psychological health and ask learners to evaluate
accordingly and insert into their notes. Ask each learner to verbally test each
other on their ability to describe and explain the research in adequate detail for
a six-mark answer.
Learners revise examination

techniques to respond to Section C
type describe questions.
Learner can review the material
covered so far and practise their skills
at identifying and recalling the
appropriate evidence.
(P) Ask learners to create a mix n match exercise where they have to create
an activity which challenges the user to match the right psychologist with the
appropriate finding through the choice of format is theirs.
The essay planning Section B (a) template

can be accessed at:
ow/15808
(G) Swap and share some of the activities and keep some for later!
Learners develop their skills at
structuring Section (a) responses and
understanding how to use and apply the
research findings to effectively respond
to different Section C type questions.
(I) Pass around the essay planning Section B (a) template for learners to
complete.
Some short examination style questions can

be accessed at:
ow/15810
Learners can assess their ability to use

the information available to them in
responding to a variety of examination
like questions.
c) Natural disaster and
technological catastrophe:
(I) Ask each learner to prepare a short presentation on a natural disaster or a

technological catastrophe of their choice (including details of time, location, the
causes and the effects).
definitions, characteristics and
V1 3Y10
The essay planning Section C template can

be accessed at:
ow/15809
A PowerPoint outlining some of the

differences between ED and TC and some
associated definitions can be accessed at:
104
Learning objectives
examples
Learners can describe a number of real
life examples of natural disasters and
technological catastrophes.
Learners can explain various
definitions of each as well as identify
and illustrate characteristics of each.
behaviours during events, and

methodology

various behaviours that occur during
emergencies and their related theories.
Learners consider various ways that
could be used to investigate behaviour
during emergencies and practice their
experimental design skills accordingly
to prepare for Section C questions.
Learning resources
(P) Ask learners to develop their own definitions of each and then look up the
official versions and compare. Reward the winning learner who brings the
most unusual definition to class.
ow/15818
(G) Ask learners to consider the differences between natural disasters and
technological catastrophes using a number of variables and create a table of
differences in their notes.
(I) Learner presentations if appropriate.

(G) Ask learners to think of all ways people might behave during emergencies
and why they might behave in those ways and share ideas in class.
(W) Show video footage of the Bradford City Football stadium fire (11 May
1985) and ask learners to comment on some of the behaviours observed.
(G) Ask learners to consider ways that could be used to investigate behaviour
during emergencies and share.
A summary sheet on behaviours during

emergencies and some of the myths can be
accessed at:
ow/15817
The video clip on the Bradford City Fire can
be accessed at:
www.youtube.com/watch?v=TJ_vG4cHRKU
(G) Allocate different methodologies to different groups and ask each group to
design and experiment accordingly and share, (ensure one group is
considering a virtual simulation).
(W) Evaluate each experimental design in turn and ask learners to tabulate the
various ideas generated under different methodological headings in their
notes.
(W) Ask learners to consider which behaviours might be myths and make a list
for the classroom wall for comparison against research in this area.
Learners can identify assumed and

actual behaviours that occur during
emergencies.
(P) Share Wraith and Gordons findings about the myths associated with
behaviours associated with emergencies and ask learners to identify those
behaviours that had identified in the previous session that are myths.
(W) Share the Contagion Theory (Le Bon) and the Affiliative Model (Sime) of
V1 3Y10
A summary sheet on behaviours during

emergencies and the findings of Wraith and
Gordons about myths can be accessed at:
ow/15817
105
Learning objectives
various theories explaining those

behaviours and provide real life
examples for each.
behaviour and compare and evaluate each in turn. Ask learners to match up
with the actual and mythical behaviours from previous session.
Learners can provide examples of

various studies conducted using
different investigative methods and
describe the salient features of each.
(W) Show video clip from the Kings Cross Fire and ask learners to consider
why so many people died and share suggestions.
(P) Share Donald and Canters research into Script Theory of behaviour during
the Kings Cross Fire and ask learners to evaluate including a consideration of
the usefulness of the research.
Assignment: Learners read through the Mintz study (or selected passages)
and summarise the aim, the sample, the method (incl. the IVs and the DVs)
and the results and the conclusion.
Learning resources
A summary of theories of behaviours during

emergencies including Donald and Canters
research into Script Theory of behaviour
during the Kings Cross Fire can be
accessed at:
ow/15819
A video clip of the coverage of the Kings
Cross Fire (1987) can be viewed at:
www.youtube.com/watch?v=sj21xNbNKBQ
(P) Learners compare their summaries of the Mintz study and seek clarification
on any aspects.
Details of the Mintz study can be accessed

through:
http://books.google.com/books?isbn=05213
35639
(P) Ask learners to consider the strengths and weaknesses of using

simulations in investigating how people behave in emergencies and compare
with the Donald and Canter field study and the Mintz laboratory study in each
case.
Proulxs review study can be accessed at:

www.signalink.com/download_file/347/94/
(I) Learners read through a number of simulations conducted on Proulx and

evaluate accordingly.
psychological intervention before

and after events
Learners consider how the research

covered may help to improve society
and save lives in preparing for
disasters and enacting evacuation
plans.
V1 3Y10

(W) Ask learners how we might apply the findings from the research to help
people survive emergency situations.
(P) Pass around research conducted by Leach and ask learners to evaluate
and apply the findings of the study.
(G) Divide the learners into two groups and appoint a class task force to make
recommendations concerning preparedness and a second task force to
consider improving on evacuation plans.
Summary of the research carried out by

Leach can be accessed at:
ow/15820
Sattlerss study into disaster preparedness
can be accessed at:
ow/15861
Proulxs review study can be accessed at:
www.signalink.com/download_file/347/94/
106
Learning objectives

(W) Groups share findings, respond to questions and generate questions for
further research.
Extension activity: Ask for volunteers to select a further research question
and share their findings with the class for consideration during the next
session.
(P) Share related research (Sattler et al, Proulx) and ask learners to evaluate
each study accordingly.
(W) Look at/share the research conducted by Sugiman and Misumi (1988) for
inclusion into their notes.
(W) Look at/share the research on Loftus (et al on evacuation plans and
systems and ask learners to list three of the conditions and reasons for using
voice over systems.
Learning resources
Further research into disaster preparedness

can be accessed at:
h/search_do/82671
Research on interventions before and after
events can be accessed
at:http://homepage.ntlworld.com/gary.sturt/e
nvironment/disasters/disasters.htm
The research by Loftus on evacuation plans
can be accessed at:
ow/15822
The research by Sugiman and Misumi
(1988) can be accessed at:
ow/15823
Learners consider the psychological

effects of surviving emergencies and
can describe and explain the causes
and symptoms of Post-Traumatic
Stress Disorder (PTSD).

(W) Show video footage of the Herald of Free Enterprise disaster (6 March
1987) or similar type of event and ask learners how the survivors might have
felt during, immediately after and sometime after the event.
(W) Check understanding of Post-Traumatic Stress Disorder (PTSD) and list
and explain the main symptoms.
The video footage of the Herald of Free

Enterprise can be accessed at:
www.youtube.com/watch?v=04lpfozFBRU
Details of PTSD and CBT can be accessed
at a NHS website:
www.nhs.uk/Conditions/Post-traumaticstress-disorder/Pages/Introduction.aspx
(W) Invite a local doctor/psychologist to discuss PTSD with the learners and
consider the causes, treatments and the problems experienced by those with
the disorder.
(W) Focus on the NHS (National Health Service) website
www.nhs.uk/Conditions/Post-traumatic-stressdisorder/Pages/Introduction.aspx and ask learners to suggest links they want
V1 3Y10
107
Learning objectives
Learning resources
to explore as a class activity, including the video link Lisas story of the
woman who survived the 7 July 2005 London bombings and good introduction
to cognitive behavioural therapy (CBT).
Learners can describe the
psychological effects of a real disaster
(the Herald of the Free Enterprise) and
possible interventions and treatments
to aid survivors.
various treatments for Post-Traumatic
Stress Disorder (PTSD).

(W) Create and share a true and false exercise on PTSD for learners to use to
recall information covered in previous session on PTSD.
Research on the effects of the Herald of the

Free Enterprise can be accessed at:
ow/15827
(P) Share research into the aftermath of the Herald of the Free Enterprise and
ask learners to evaluate and consider the usefulness and applicability of the
results.
Kent Online website address is:

www.kentonline.co.uk/kentonline/home/spec
ial_reports/herald_of_free_enterprise.aspx
(W) Focus on the Kent Online website and compare personal stories and
research (there is some overlap)
Video clip of using EMDR as a treatment for

PTSD can be found at:
www.youtube.com/watch?v=zBtqWrs2-K0
(W) Show video clip of the use of EMDR in the treatment of PTSD.
Assignment: Ask learners to conduct some internet research on treatments
for PTSD on the NHS website and summarise into their notes.

psychological effects of the London
bombings (Rubin et al., 2005).

(W) Check for previous knowledge of the details and causes of the London
bombings (2005) and show a video clip of the breaking news and ask the
learners how the survivors might have felt during, immediately after and
sometime after the event, identifying any individual differences.
(W) Show (or ask learners to look up individually) the research by Rubin et al.,
2005, and ask learners to summarise the aim, the sample, the method, the
data collection tools, the findings and evaluate accordingly.
Learners can review the material

covered so far.
Learners can practice understanding
V1 3Y10

(I) Ask learners to create a mind map, incorporating each aspect of the
syllabus and using a check list to ensure the inclusion of the following:
Research on treating PTSD can be

accessed at: www.nhs.uk/Conditions/Posttraumatic-stressdisorder/Pages/Treatment.aspx
Video clip on the London bombing can be
accessed at:
www.youtube.com/watch?v=nuhBdHc8Nqs
Research into the effects of the London
bombings can be accessed at:
ow/15824
Sample A and Section C questions can be

accessed at:
ow/15826
108
Learning objectives
and responding to Section C

application type questions.
Learners use the information at their

disposal to respond to a number of
1 example of each type of disaster

1 lab study
1 field study
1 simulation
1 theory concerning behaviours during emergencies
2 findings interventions before and after emergencies
2 symptoms of PTSD
2 findings on PTSD.
(G) Ask learners to respond to a Section C question and add any ideas to their
mind maps and then create another Section C question of their own from a
different section of the syllabus. Share and add ideas to the mind maps.
Learning resources

(a) Using your knowledge of psychology
suggest how a psychologist could trial ways
to evacuate safely and efficiently large
numbers of people from a five-storey
building that is on fire. [8]
(b) Explain the ethical issues that would be
raised from your suggestions. [6]
An end of topic test can be accessed at:
ow/15826
(I) Learners plan a Section B (a) response using the material covered in their
mind maps.
(W) Introduce learners to a Section B (b) question and ask learners to list all
the evaluative issues they can recall and list them down the left hand side of
one page, demonstrating a strength and a weakness of each.
(I) Ask each learner to look at Assignment: Use their Section B (b) plans to
respond to try and identify evidence from their mind-map that they could use to
illustrate each strength and weakness in turn.
(I) Learners respond to a number of examination type questions.
Assignment: Learners use their Section B (b) plans to prepare a complete
response.
d) Personal space and territory:
definitions, types and measures

meaning of various ways of defining
personal space.
(W) Ask for volunteers to experiment how close they can be to each other
before feeling uncomfortable. Ask the rest of the learners what factors may
affect how comfortable we will and list on the board accordingly.
(P) Using the idea of concentric circles, ask learners to create a model of
personal space.
(G) Ask learners to suggest ways of investigating personal space, allocating
V1 3Y10
Different definitions and types of

experiments can be found at:
ronment/personal%20space/personal%20sp
ace.htm
A diagram of ET Halls proxemic zones can
be accessed at:
109
Learning objectives
Learning resources

various ways of measuring personal
space and can give examples of each
type of measurement.
each group one methodology such as lab studies; field studies; simulations
(virtual and non-virtual), physiological etc. and learners share suggestions,
evaluating each in turn.
ow/15843
(W) Do a quick pop quiz on proxemic zones and gauge general

understanding.
Pop quiz on proxemic zones can be

accessed at:
ow/15840
Invading space and territory
Learners can describe and evaluate a

number of studies investigating
personal space and personal space
invasion.
describe elements of a Section C
question and reinforcing their learning
of the appropriate research.
Learners practise responding to a
Section A question.
(G) Share around a number of studies on personal space invasion,

incorporating at least one lab study; field study, simulation, etc and ask the
learners to evaluate each in turn.
(P) Learners talk through each study with their partner (as if responding to a
six mark describe question Section C (a)).
(I) Learners respond individually to a Section A question under timed
conditions.
Extension activity: Learners can look up further research and select one
piece of research that illustrates the effects of age, gender and culture on
personal space.
Details on the study by Little (1968) can be

accessed at:
ow/15849
Details on the study by BaiIenson, Blascovich,
Beall and Loomis (2003) can be accessed at:
ace.htm
The original study by Middlemist can be
accessed at:
ow/15841
A summary of Middlemists study with
spaces for evaluation can be accessed at:
ow/15847
A summary of the study by Brodsky et al,
(1999) can be found at:
ow/15852
A summary of the study by Fisher and
V1 3Y10
110
Learning objectives
Learning resources
Byrne (1975) can be found at:
ow/15850
meant by the consequences of invasion of
personal space and territory. [2]
(b) Briefly describe one study on the
invasion of personal space. [4]
(W) Ask learners what they mean by territory, who uses the term and under
what circumstances.
defending territory and space

different types of territory and can give
examples of studies investigating each.
(W) Show an introductory PowerPoint presentation outlining the different types

of territory and a number of definitions.
(I) Pass around a handout of the same (three slides per page) and ask them to
annotate or recall any examples, evaluative comment that had been made
during the presentation and compare with their neighbour. Use a question and
answer activity (Q&A) to assess understanding and recall.
(I) Share details on the different types of territory for reading and inclusion into
files/notes.
(P) Share research findings concerning primary space (Meijanders et al.
(2000) and Wells, M.M. (2000)) and ask learners to evaluate accordingly.
(P) Ask learners what they do to mark their seats in libraries, cinemas and
restaurants. Ask the learners to read research on defending secondary space
(Hoppe et al. (1972) and evaluate accordingly. (Included in summary sheet on
defensible space).
(W) Show an image of two houses and ask learners to suggest which house
might be burgled and why. Introduce the idea of defensible territory.
(I) Pass around a summary sheet on defensible space and ask each learner to
V1 3Y10
An introductory PowerPoint on territory can

be accessed at:
ow/15839
Information about different types of territory
can be found at:
ace.htm
Details of the study by Meijanders et al.
(2000) and Wells, M.M. (2000) can be found
at:
ace.htm
The which house will be burgled? exercise
can be found at:
ow/15845
A summary of and research about
defensible space can be found at:
ow/15851
111
Learning objectives
Learning resources
read and respond.

(P) Focus on one Section A and one Section C question and ask each pair of
learners to suggest (and develop) a response for each.

covered so far.
(G) Ask learners to create 10 questions of increasing difficulty or complexity for

a Who wants to be a Millionaire? session and ask for volunteers to play.
(Who wants to be a Millionaire? Game
http://en.wikipedia.org/wiki/Who_Wants_to_Be_a_Millionaire%3F)
(P) Hand out sample questions for learners to discuss and respond, creating plans
for each and testing each other on their ability to respond and recall.
(I) Ask the learners to respond to a number examination type questions under
regular timed conditions.

meant by territory? [2]
(b) Describe one study that investigated
territory. [4]
You are building a house at the end of a
lane. And are keen to incorporate any
research findings that might put-off
potential burglars.
(a) Describe one study that investigated
defensible space. [6]
(b) Suggest what features you would
include in the design of your house to
enhance the defensible space. [8]
Sample questions can be found at:
ow/15838
out about personal space and territory [8].
(b) Evaluate what psychologists have found
out about personal space and territory with a
discussion focused on individual differences.
[12].
Learners can assess their ability to

respond to a number of examination
type questions.
e) Architecture and behaviour:
housing design and urban renewal:
theories and effects of urban living

on health and social behaviour
V1 3Y10
(W) List a number of variables on the board and ask the learners to predict the
different effects of living in urban areas might have on each. Ask the learners
to add a few of their own and make any further predictions accordingly keep
somewhere on a wall for comparison later.
A summary sheet on theories and effects of

urban living can be accessed at:
ow/15829
112
Learning objectives

different theories of effects of urban
living and can identify examples of
each.
Learners can describe and evaluate
various studies on the effects of urban
living.
Learning resources
(P) Ask learners to consider why living in urban areas might have this effect
on behaviours or experience and share ideas and try and categorise any key
themes on the board.
(I) Ask learners to read through the theories of urban living in the summary
sheet on theories and effects of urban living and match theories they managed
to correctly identify.
(P) Ask learners to read through each of the studies, evaluating each in turn
and then select which study they best feel illustrates any one particular theory
and share and justify the matched made with the rest of the class.
Assignment: Design a mind-map of theories and research of urban living,
incorporating two theories, three health and social behaviours (with some
corresponding research for each) and evaluative issues in common.

(W) Ask learners to identify and visit four very different parts of the school and
consider ALL the physical attributes they can identify (incl. light, noise,
temperature, colour, smell etc.)
urban renewal and housing design

various successful strategies of urban
renewal and can use appropriate
examples for each.

various aspects of building design that
can reduce the effects of crowding and
urban living and support with examples
from research on the same.
(G) Ask learners to compare their experiences and decide on the optimum
physical conditions for the various functions demonstrated across the school
and share their suggestions.
(W) Try and get the learners to reach some kind of consensus with which they
can make predictions on the research in this area.
A worksheet on building design

incorporating different physical conditions to
enhance satisfaction of the use of the space
can be found at:
ow/15830
Some of the research included in the
building design worksheet can be accessed
at:
ow/15862
(P) Ask learners to design a classroom of their dreams with their ideas so far.
(P) Pass around the worksheet on building design for the learners to
consider examples (at school) of architectural determinism; architectural
possibilism and architectural probabilism.
(P) Research assignment: Ask the learners to spend one hour researching
on the effects of different physical conditions on user satisfaction using the
psychologists mentioned as pointers, or investigating research of their own.
V1 3Y10
113
Learning objectives
Learning resources
(W) Ask learners to share their research findings and learners select the
research they find most interesting for each and comparing with their earlier
predictions. Discuss any surprises.
(P) Ask learners to refer back to their notes on tertiary territory and defensible
space.
(P) Research assignment: Ask learners to research Newmans work on

Clason Point and Five Oaks, 1994 and try and identify which aspects of
defensible space were incorporated in the redesigning of the two communities.
urban renewal

process behind two examples of urban
renewal and can apply the research on
urban renewal and crime prevention to
novel situations and justify their
reasoning.
Research assignment on Clason Point and

Five Oaks, 1994 can be accessed at:
www.defensiblespace.com/book/cases.htm
(I) Ask learners to review the material under defensible space (in personal
space and territory) and create a mind-map incorporating a Section C question
such as, What suggestions would you make to urban planners when
conducting an urban renewal plan in a rundown part of town, giving reasons
for your answer?
Learners practise responding to a

Section C question on architecture.
community environmental design

number of studies that have
investigated variables affecting
communities of users in a variety of
settings.
Learners can practice responding to a
Section C application type question.
(W) Do a revision/starter activity on building design for learners to revise and

recall the various features and the accompanying research that improve user
satisfaction, moving on to the study by Michon, on shopping mall
atmospherics. Ask the learners to evaluate accordingly.
The PowerPoint revision activity and study

by Michon can be found at:
ow/15863
(W) Ask learners to share their favourite public place and explain one feature
that makes it attractive to them and passes it to their neighbour who can agree
or disagree but who also needs to justify. Pool the responses and generate a
class discussion about the uses and the features of public spaces.
The original study by Michon on shopping

mall atmospherics can be found at:
ow/15828
(W) Show/share the presentation on Whytes research on public spaces for

learners to compare their suggestions and respond.
The PowerPoint introduction on the research

by Whyte on public spaces can be found at:
ow/15863
(P) Ask learners to plan a response to a sample Section C question.

(a) What considerations would you ask
V1 3Y10
114
Learning objectives
Learning resources
urban planners to factor in when converting
an unused area into a local park?
(b) Describe the psychology upon which
your suggestions would be based upon.

covered so far.
type questions.
(P) Ask learners to review the material under Architecture and design an exam
paper (with a mark scheme), incorporating questions for all three sections,
Move around the class and assess/discuss the composition and weighting of
the questions etc.
An assessment exercise can be found at:

ow/15865
(I) Ask learners to try and create a mind map that includes enough evidence to
cover every aspect of an examination paper (i.e. theories, evidence on health
and social behaviours, building and community design, urban renewal and
public spaces with appropriate evaluative issues and application ideas).
(P) Ask learners to swap mind-maps and each learner has to work out what
the author would use in Section B (a) and (b) question as well as an
application question concerning building design, urban renewal and designing
public spaces) and help the author to identify any gaps.
(I) Learners respond to a number of examination type questions.
f) Environmental cognition:
definitions, measures, errors and

individual differences in cognitive
maps

what is meant by cognitive maps, how
they can be measured and can
recognise both similarities and
differences in the use of cognitive
maps using the research available.
(I) Ask each learner to draw a map of the surrounding area and then share
each with the rest of the class.
(W) Ask the learners to try and identify what each map has in common with
the others. Introduce and explain Lynchs terminology of paths; edges;
districts; nodes and landmarks and ask the learners to label (or include and
label) one feature on their own maps.
(I) Ask learners to read through the summary sheet and evaluate the Tlauka et
al study and look up definitions for environmental cognition for the following
lesson.
A summary sheet on environmental

cognition (definitions and measurements)
can be found at:
ow/15867
The summary sheet on individual

differences can be accessed at:
ow/15868
(W) Hand out the sheet on individual differences and go through each
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115
Learning objectives
Learning resources
category in turn. Ask learners to identify which piece of evidence they like the
most in each section and insert into their notes accordingly also ensuring that
each learner has evidence covering:
1 lab study
1 field study
1 simulation
1 physiological study
(While their classmates are doing this, the learners can be starting on the
assignment below.)
(I) Assignment: Ask learners to create a mind map of the information/material
they have covered so far.
(I) Pass around the summary sheet on the research conducted on animals.
cognitive maps in animals
Assignment: Learners hand in their responses to the questions for marking.
Learners cover a range of different

types of research investigating
cognitive maps in animals and can
evaluate each accordingly.
(G) Learners generate a Section A question based on the research and pass
on to the neighbour for responding who then passes their respond on to their
neighbour for marking. Respond to any questions.
A summary and worksheet on related

animal research (with accompanying
questions) can be accessed at:
ow/15866
Learner gain understanding of the

structure and assessment objectives of
a Section A question and practice
responding to Section A questions.
designing better maps; wayfinding

factors that contribute to our ability to
navigate routes and practice applying
V1 3Y10
(G) Give each group a company that you need to visit in your local town and
ask the learners to consider how they go about getting the necessary
information about how to get there. Collect steps and reasoning on the board.
(W) Show diagram of Grlings work and ask learners how many steps they
correctly identified and add any steps they had omitted.
PowerPoint presentation of Grlings

diagram can be found at:
ow/15869
PowerPoint presentation on the Maguire
(2000) can be found at:
116
Learning objectives
Learning resources
these to making better maps where

applicable.
(P) Ask learners what factors they recognise as contributing to peoples ability
to navigate through a familiar and an unfamiliar environment respectively and
share suggestions with the class.
ow/5281
(W) Ask the learners to share what they remember about the AS Maguire
study and what the findings may tell us about wayfinding.
Details on the studies by Maguire and

Jansen can be accessed at:
ow/15870
(P) Look at another study by Maguire on the physiological changes in the brain
structures of London taxi drivers.
(P) Pass around the research by Maguire and Jansen and ask the learners to
evaluate accordingly.
(G) Ask learners to apply some of the findings (however crazy!) to help people
navigate new (unfamiliar) environments from the research about wayfinding
and share with the rest of the class.
designing better maps; wayfinding
Learners discover aspects of maps that

different users find easier to access the
relevant information and can apply
them.

covered so far.
V1 3Y10
(P) Pass around the Designing Better Maps Activity Sheet and ask learner to
go through the suggestions on the sheet and go through all the material
covered so far (as a revision activity) and try and select evidence that would
support the essential idea.
The Designing Better Maps Activity Sheet

can be accessed at:
ow/15871
(I) Once completed, finish each learners mind map, incorporating the
remaining material and evidence covered ensuring that each mind map,
incorporates the structure of the syllabus and includes one of the following:
(could show as a check list on the board while they complete the mind maps)
1 lab study
1 field study
1 simulation
1 physiological study
1 comparative study.
2 findings concerning individual differences
3 findings concerning ways to improve maps.
(I) Pass each learner an exam preparation sheet and ask each to work through
individually. Respond to individual questions to clarify knowledge and
understanding.
An environmental cognition exam

preparation sheet can be accessed at:
117
Learning objectives

(I) Learners respond to a number of examination type questions as appropriate

to their needs.
Learning resources
ow/15872

type questions.
V1 3Y10
118

Unit 9: Psychology and abnormality
Learners are expected to have completed AS Psychology in order to continue their knowledge and understanding of psychology by considering two areas of applied
psychology.
Context
retain a breadth of coverage. One of the chosen applied areas is abnormality which considers the definitions, symptoms, causes and treatments of a variety of
disorders which are as intriguing as they are thought provoking.
Outline
The subject matter comprising the psychology and abnormality syllabus covers the four major models of abnormality which are fundamental to the approach and
treatments undertaken and administered when managing each mental disorder in turn. Learners then investigate certain disorders in depth; including schizophrenia and
depression as well as impulse control disorders and anxiety disorders, exploring each disorder using and evaluating the four major approaches and the efficacy of their
associated treatments.
Resources
Suggested printed resources identified in the specification include (* Items marked with an asterisk are particularly recommended):
Davison, G C (2009), Abnormal Psychology, 11th edition, Wiley (ISBN 9780470413340)
Gross, R and Mcilveen, R (1996), Abnormal Psychology, Hodder Arnold (ISBN 9780340679500)
* Jarvis, M, Putwain, D and Dwyer, D (2003), Angles on Atypical Psychology, Nelson Thornes (ISBN 9780748768127)
Kring, A N, Johnson, S L, Davison, G C, Neale, J M, (2010), Abnormal Psychology, International Learner Version,11th edition, Wiley (ISBN 9780470413340)
* Rosenhan, D L and Seligman, M E (2001), Abnormal Psychology, 4th edition, Norton (ISBN 9780393944594)
Suinn, R M (1984), Fundamentals of Abnormal Psychology, 2nd edition, Burnham (ISBN 9780830410712)
Online resources General:
www.wellcome.ac.uk/bigpicture/brain
Teaching time
Based on a total time allocation of 360 contact hours for this Cambridge AS and A Level course, it is recommended that this unit should take about 36 hours.
V1 3Y10
119
Learning objectives
Learning resources
a) Models of abnormality:
(W) Go through the syllabus with the class and allocate a small section of it to
each learner to prepare a five-minute presentation as an opening activity at the
beginning of each section as appropriate (including different models, types of
anxiety disorders, schizophrenia, and depression as necessary).
The resources:
Worksheet, What Do We Mean By
Abnormal?,Abnormality
the presentation on Defining
Abnormality, Definitions of abnormality
slides
the psyCast, psyCast: defining
abnormality on defining abnormality and
the
Worksheet Applying Definitions of
Abnormality,Applying can be accessed
at:
www.psychlotron.org.uk/newResources/
indDefining.html
definitions of abnormality

apply the various definitions of
abnormality.
(G) Ask the learners to try and define abnormality and share their ideas with
the rest of the class.
(W) Consider their suggestions in light of smoking; having an IQ of 120; basejumping etc. and refine their ideas further. Categorise their ideas under themes
as close to the models as possible.
(G) Pass around the worksheet, What Do We Mean By Abnormal? and ask
learners to discuss their responses.
(W) Show the presentation on Defining Abnormality and ask learners to match
the four definitions with their ideas on the board.
(P) Pass around the worksheet on Applying Definitions of Abnormality and
ask the learners to apply the definitions to the various scenarios.
Assignment: Ask each learner to listen to the psyCast on the Psychlotron
website.
Learners can understand and

appreciate the problems with defining
and diagnosing abnormality.
(W) Ask the learners to recall as much as they can remember about
Rosenhans study from the AS syllabus and apply the findings to the
definitions covered in the previous session.
(G) Ask learners to generate examples on post-it notes of issues or behaviours
that may be difficult to categorise under the four definitions and cluster them
together for later comparison.
(W) Show the PowerPoint for introducing problems of defining abnormality.
(W) Ask learners to compare with their clusters of notes and ask them to give
an example (of their choice) that demonstrates the problems of defining
abnormalities issuing these four definitions.
V1 3Y10
PowerPoint for introducing problems of

defining abnormality, Definitions of
abnormality criticisms slides can be
accessed at:
ow/6615
The work sheet about problems of defining
abnormality, Definitions of abnormality
criticisms activity can be accessed at:
www.psychlotron.org.uk/newResources/ind
Defining.html
120
Learning objectives
Learning resources
(P) Pass around the work sheet about problems of defining abnormality for
reading and responding.
Learners having appreciated the

problems of defining, consider what
factors are required for diagnosing
abnormality and the tools available to
support diagnosis.
Learners consider ways to categorise
abnormalities and investigate the DSM
TR- IV.
(G) Having struggled with definitions, ask learners to explain how they might
classify abnormality. Ask the learners what criteria they might use to
distinguish one abnormality from another.
(G) Ask the learners to consider what questions they might ask a potential
patient (what information might they consider important) and role play if
appropriate.
(W) Introduce the learners to the DSM IV (TR) and show/share the FAQ
page for the learners to read through.
(W) Show/share the abnormalities listed under Axis 1 and ask learners what
they know and understand about any they have already come across.
(W) Show a short video demonstrating how the DSM is used in diagnosis
(P) Share a set of flash cards and ask learners to devise a revision game using
the cards and explain any new terminology as it arises.
(W) Show the quizlet activity website and allow learners to choose the games
they want to try.
The introduction/FAQ page can be

accessed at:
http://psychology.about.com/od/psychothera
py/f/faq_dsm.htm
More detail on AXIS 1 can be accessed at:
http://allpsych.com/disorders/dsm.html or
www.psyweb.com/DSM_IV/jsp/Axis_I.jsp
The video demonstrating how the DSM is
used in diagnosis can be accessed at:
www.youtube.com/watch?v=7vhiW3HcD1Y
The flash cards are available
at:http://flashcarddb.com/cardset/118110explaining-assessing-and-classifyingabnormality-flashcards
The quizlet activity site is available at:
http://quizlet.com/10275344/5-axes-of-dsmiv-tr-flash-cards/
Assignment: Ask the learners to create a diagram or and organisational

chart using PowerPoint of the five axes with and example/descriptor for each.
(W) Pass around the cards for the Articulate game on defining abnormality so
far.
models of abnormality

evaluate the medical/biological,
behavioural, psychodynamic and
cognitive models of abnormality in turn.
V1 3Y10
(W) Show an introductory PowerPoint outlining the four major models and how
they interact with each other leading into learner presentations on each.
(I) Learner presentation on the biological model and is peer assessed.
Articulate game on defining abnormality

can be accessed at:
ow/391
Introductory PowerPoint, Models of
abnormality introductory slides can be
accessed at:
121
Learning objectives
Learners can identify the assumptions

upon which each are based and begin
to explore the applications of the
models and the associated treatments.
Learning resources
(G) Ask learners to recall the brain functions/locations from the AS Maguire
study and ask them to consider what would happen should the brain become
damaged in each of the respective locations.
Models.html
(W) Show the video clip of Clive Wearing and ask them to suggest what type
of memory/which part of the brain might have been affected
A good summary sheet of all the models

and their assumptions can be accessed at:
ow/1935
(I) Learner presentation on the behavioural model and is peer assessed.

(W) Ask the learners to recall what they understand about the behaviourist
model from their AS studies.
(W) Show a video on the early research conducted by Skinner on conditioning
with animals.
(G) Ask learners to consider how abnormal behaviours such as phobias could
be explained by conditioning and share ideas.
(I) Learner presentations on the psychodynamic model and is peer assessed.
(P) Test the learners on their ability to describe the Oedipal Complex as an
explanation for Little Hans phobia of horses from their AS studies.
(G) Ask the learners to recall what they remember from their AS studies on
Freuds theories of personalities and psychosexual development and prepare
a few scenarios to try and explain in Freudian terms.
Video clip of Clive Wearing can be

accessed at:
www.youtube.com/watch?v=Vwigmktix2Y&li
st=PL5614B161DFA03590
An introduction and a video clip of
conditioning can be accessed at:
www.simplypsychology.org/operantconditioning.html
The poster can be accessed at:
ow/6609
Extra reading (cognitive): The Curious
incident of the dog in the night-time.
Extra reading (biological): The Man who
mistook his wife for a Hat, Oliver Sacks.
(I) Learner presentations on the cognitive model and is peer assessed.

(W) Ask the learners to recall what they remember about Autism, Aspergers
syndrome, Theory of Mind, etc. from their AS studies and suggest ways that
could be used to help autistic people overcome their inability to empathise.
(W) Listen to the psyCast as a starter activity in the dark!
(I) Prepare and ask them questions based on the psyCast and go through
each in turn, generating class discussion as appropriate.
V1 3Y10
The psyCast can be accessed at:

Models.html
122
Learning objectives
evaluate the medical/biological model
in more detail, can identify the
assumptions upon which it is based
and understand and apply the model
when considering treatments.
(W) Show and share the presentation introducing the biological model and
learners can make notes accordingly.
(G) Ask learners to identify any problems they can identify with the biomedical
model and cluster on the board.
(W) Show the presentation on the biological model with evaluative points and
ask the learners to add any they had missed but inserting the issues under
strengths and weaknesses in their notes.
(W) Ask learners to view a poster, checking their understanding of the items
and connections accordingly.
Assignment: Ask learners to view a video clip on the biological model.
Learning resources
The biological model PowerPoint, Biological
model of abnormality slides can be
accessed at:
Models.html
The presentation on the evaluation of the
biological model, Biological model
evaluation slides, is available at:
ow/5123
An effective mind map poster can be
accessed at:
ow/452
The video clip on the biological model can
be accessed at:
www.youtube.com/watch?v=XB3An8aYbps

evaluate the behaviourist model in
more detail, can identify the
Learners compare the biological and
behaviourist models in suggesting a
treatment using a case study.
V1 3Y10
(W) Ask learners what they remember/understand about the behaviourist

model from their AS studies.
(W) Show the video clip on Little Albert and generate a class discussion on the
ethics involved.
The psyCast can be accessed at:

Models.html
A video clip on Little Albert can be accessed
at:
www.youtube.com/watch?v=9hBfnXACsOI
(W) Show and share the presentation on the behaviourist model
Presentation on the behaviourist model can

be accessed at:
ow/6222
(P) Share the case study and ask learners to discuss and then respond to the
assignment.
Case study on the biological and

behaviourist models can be accessed at:
123
Learning objectives
Learning resources
Models.html

evaluate the cognitive model in more
detail, can identify the assumptions
upon which it is based and understand
and apply the model when considering
treatments.
(W) Show and share the presentation on the cognitive model creating a
discussion concerning the connections between perception, thinking, emotion
and behaviour, asking learners to generate scenarios as examples.
Internet Research Activity: Share the introductory worksheet on the cognitive
model to use as a basis of some internet research looking up key terms and
responding to questions.
(W) Ask learners to view a poster, checking their understanding of the items
and connections accordingly.
(P) Ask learners to try and identify any strengths or weaknesses of the
cognitive model and share with the class.
(W) Show and share the presentation on the evaluation of the cognitive model
and add any further issues into the learners notes.
(P) Ask learners to consider the irrational thinking involved in the case studies
in the cognitive model activity sheet.
The psyCast, psyCast: the cognitive model

can be accessed at:
Models.html
The presentation on an introduction to the
cognitive approach, Cognitive model of
abnormality slides can be accessed at:
Models.html
Handout can be accessed at:
ow/1191
Possible poster for cognitive approach can
be accessed at:
ow/165
The presentation on the evaluation of the
cognitive approach, Cognitive model of
abnormality evaluation slides can be
accessed at:
Models.html
The cognitive model activity sheet,
Cognitive model application activity can be
accessed at:
Models.html
V1 3Y10
The psyCast, psyCast: the psychodynamic

model can be accessed at:
124
Learning objectives
Learning resources
Models.html
(W) Show and share the presentation on the psychodynamic model.
The presentation, Psychodynamic model

slides is available at:
Models.html

evaluate the psychodynamic model in
more detail, can identify the
Learners are introduced to a Section C
application question.
(G) Ask learners to recall the problems associated with the psychodynamic
model from their AS studies and share and discuss.
(W) Show and share the presentation on the evaluation of the psychodynamic
model.
(P) Engage the learners in a matching activity/competition that covers all the
Assignment: Ask learners to respond to the questions on the factsheet on the
models of abnormality and respond to a sample Section C question.
Psychodynamic evaluation, Psychodynamic

model evaluation slides is available at:
Models.html
Matching activity can be accessed at:
ow/9277
The factsheet and questions can be
accessed at:
ow/3392
You are a practising psychotherapist and
you know how to treat patients and the
underlying causes of disorders. One of your
patients is a male who has a fear of women.
(a) Describe the main features of
psychotherapy. [6]
(b) Suggest how you would use
psychotherapy to help your patient to
resolve his fear of women. [8]
(W) Learners can revise the models using a Who wants to be a Millionaire
activity.
treatments of abnormality
(G) Divide learners allocating a different model to each group and ask them to
V1 3Y10
The Who wants to be a millionaire? activity

can be accessed at:
ow/637
125
Learning objectives

evaluate treatments derived from the
various models and the biological
model in particular.
discuss treatments which can be derived from each model. Groups share their
ideas and move discussion towards biological/medical interventions;
psychotherapies and cognitive-behavioural therapy.

evaluate research findings on
biological/medical treatments to
abnormality and can evaluate their
effectiveness and appropriateness.
(P) Share a short crossword on the biological explanation as a warm up

activity.
(W) Show a video clip on neurotransmitters and respond to questions from the
learners.
(W) Show presentation on neurotransmitters and respond to questions from
the learners.
(P) Share dominoes on the biological approach and check for understanding
of key terminology.
(I) Share the summary sheet on biological treatments and ask learners to read
in class and check understanding for later reference.
Assignment: Ask learners to view the video clip on the biological model they
had watched previously and make notes on the research and evaluation of the
treatments.
Learning resources
The crossword can be accessed at:

ow/6142
The clip on the action of neurotransmitters
can be accessed at:
www.youtube.com/watch?v=p5zFgT4aofA
The presentation on biological treatments
(may need slight modification) can be
accessed at:
ow/3649
The summary sheet, Biological treatments
notes can be accessed at:
http://psychlotron.org.uk/newResources/ind
TreatmentsBio.html
Dominoes on the biological approach can
be accessed at:
ow/3648
The video clip on the biological model can
be accessed at:
www.youtube.com/watch?v=XB3An8aYbps
(W) Refer back to previous ideas on a behavioural approach to treating

abnormalities.
(I) Share summary sheet on systematic desensitisation and ask learners to
read through.
The summary sheet on systematic

desensitisation, Systematic desensitisation
roleplay activity can be accessed at:
TreatmentsLearning.html
(P) Ask learners to consider a short, sharp shock treatment as an alternative

as evaluate the treatment accordingly. Share ideas.
The clip on flooding can be accessed at:

www.youtube.com/watch?v=lMZ5o2uruXY

behavioural model.
V1 3Y10
126
Learning objectives
behavioural/learning treatments and
can evaluate their effectiveness and
appropriateness.
Learning resources
(W) Show a video clip of a flooding session and generate comments.
The PowerPoint presentation on Behaviour

therapy with anxiety disorders slides can be
accessed at:
(W) Show a PowerPoint presentation on behavioural therapies and ask the

learners to complete the assignment (making a poster or an advert) on a
particular treatment.
(I) Share summary sheet on all behavioural treatments and ask learners to
read through.
(G) Ask learners to design a study to test the effectiveness of a particular
treatment and share their ideas with the rest of the class.
Assignment: Ask learners to read and respond to an activity sheet on
Randomised Controlled Trials (RCTs) to test clinical effectiveness.
(W) Show the clip on cognitive behavioural therapies and ask learners to take
notes accordingly.

cognitive model.
evaluate research findings on cognitive
treatments and can evaluate their
effectiveness and appropriateness.
(W) Show the presentation on cognitive therapies and ask learners what
strategies could be adopted to reverse the thinking process.
(W) If time, (or issued as an assignment), show the clip on cognitive behaviour
techniques (CBT) which covers both Becks CBT and Ellis rational emotive
behaviour therapy (REBT).
or
(W) Show a presentation that covers both the Antecedent-BehaviorConsequence (ABC) and the rational emotive behaviour therapy (REBT).
(P) Ask learners to consider some events that have occurred in the last week
and create flow diagram/mind map depicting both rational and irrational
thinking as well as CBT using both models.
The summary sheet, Behavioural treatments

The activity sheet on Randomised
Controlled Trials (ASAnxiety4RCThandout)
can be accessed at: Behaviour therapy for
phobia. Complete lesson at
The clip on the cognitive models and the
associated therapies can be accessed at:
www.youtube.com/watch?v=tpzEkANqpBk
The presentation on cognitive therapies,
Schizophrenia: cognitive
explanations/treatments can be accessed
at:
TreatmentsCognitive.html
The clip on CBT can be accessed at:
www.youtube.com/watch?v=OvgtwMCaIcU
The presentation on CBT can be accessed
at:www.resourcd.com/@psychexchange/file/
show/8774
(P) Ask learners to complete the worksheet on cognitive behaviour techniques
V1 3Y10
127
Learning objectives
Learning resources
(CBT).
The CBT activity sheet, CBT roleplay, can

be accessed at:
TreatmentsCognitive.html
(P) Pass around the work sheet on dream analysis as a starter activity.
(W) Show a short video clip as an introduction to psychoanalysis
The starter activity on dream analysis can

be found at Psychodynamic therapy for
phobia. Complete lesson on the web page:
TreatmentsPsydynamic.html

psychodynamic model.
psychodynamic treatments and can
evaluate their effectiveness and
appropriateness.
(W) Show the presentation on anxiety disorders and the psychodynamic

response and respond to any questions.
(P) Pass around the sheet on the effectiveness of psychodynamic treatments
and ask the learners to evaluate each accordingly and respond to the
questions on the sheet.
(I) Issue the summary sheet on psychodynamic treatments and ask learners to
check their understanding.
Assignment: Ask learners to go through the presentation on psychoanalysis.
The clip can be accessed at:

www.youtube.com/watch?v=WiLtQATY_1s
The presentation on anxiety disorders and
the psychodynamic response can be found
at Psychodynamic therapy for phobia.
Complete lesson on the web page:
The sheet on the effectiveness of
psychodynamic treatments can be found at
Psychodynamic therapy for phobia.
Complete lesson on the web page:
The summary sheet on psychodynamic
treatments. Psychodynamic treatments
The presentation on psychoanalysis can be
accessed at:
V1 3Y10
128
Learning objectives
Learning resources
ow/3628
Learners are able to consolidate and

reinforce their learning of all the
models and their respective
treatments.
(W) Ask learners to review a poster for the classroom which captures all the
various models and their treatments paying particular attention to the research
and evaluation columns.
The poster can be accessed at:

ow/8773
(W) Show the presentation on some research into various treatments (needs a
little modification at the end)
Presentation on some research into various

treatments can be accessed at:
ow/2407
(W) Ask learners to refer back to the poster for consolidation.

(W) Focus on a Paper 3 Psychology and Abnormality paper and ask learners
to consider the structure and nature of Section A.
(P) Ask learners to respond to a sample question and check for accuracy and
detail and then ask the learners to generate their own Section A questions and
share with the class, ensuring each definition/model and treatment is
effectively covered.

meant by classifying abnormality. [2]
(b) Describe one way in which abnormality
is classified. [4]
Assignment: Learners respond to a series of Section A type questions.

A questions.
(a) question.
b) Schizophrenia:
V1 3Y10
(W) Focus on an examination paper and explain the optimum structure for the
various questions asked.
(W) Review a typical Section B question and explain the optimum structure for
the (a) part, a minimum of one finding per sub-section.
(P) Learners test each other verbally on the construction of their Section B (a)
essays.
(I) Learner presentation(s) on different types of schizophrenia (as appropriate)
are shared and is/are peer assessed.
Many resources on schizophrenia are

available at:
129
Learning objectives
types, symptoms and

characteristics of schizophrenia
Learners can identify and describe

different types of schizophrenia (e.g.
catatonic, paranoid); characteristics;
case studies/examples.
Learning resources
(W) Show a short introductory clip on schizophrenia.
DisordersSchiz.html
(P) Fold up the case study on paranoid schizophrenia and ask learners to read
through each section 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 turn until
they finish. Address any questions or concerns.
(W) Show introductory presentation on schizophrenia and share hand-outs.
(P) Look at the case studies/diagnosis activity and ask the 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.
Assignment: Watch the video clip, Living with Schizophrenia, and respond to
the worksheet.
A video clip can be accessed at:

www.youtube.com/watch?v=74vTftboC_A
The case study can be accessed at:
ow/6456
The presentation on the characteristics and
types of schizophrenia can be accessed at:
ow/3316
The presentation of the case
studies/diagnosis activity can be accessed
at:
ow/7602
The summary sheet can be accessed at:
ow/3228
The video clip, Living with Schizophrenia,
can be accessed at:
www.youtube.com/watch?v=oBhteRTabes
The accompanying worksheet can be
accessed at:
ow/15555
b) Schizophrenia:
(W) Show the video clip of a young man talking about his schizophrenia
(I) Learner presentation(s) on different explanations of schizophrenia (as
explanations of schizophrenia
V1 3Y10
Young man talking about his schizophrenia

can be accessed at:
www.youtube.com/watch?v=B1YvJWTWW
130
Learning objectives

evaluate the different explanations of
schizophrenia and can match each
explanation with the appropriate model,
including genetic; biochemical;
cognitive and psychodynamic.
Learning resources
appropriate) are shared and is/are peer assessed.
Ek
(I) Issue the worksheet on schizophrenia and brain function and read through
and respond to comments and questions.
Presentations on all explanations can be

accessed at:
DisordersSchiz.html
(I) Ask each learner to evaluate and respond to the evidence captured in the
worksheet on genetic evidence and share.
(P) Ask learners to use the biomedical evidence to prepare a paragraph on
evaluating the biomedical explanation for explanation.
(W) Show presentation on the cognitive explanation with accompanying
handouts and comment and respond to questions.
(P) Ask learners to evaluate the cognitive explanation and consider what
evidence they would need to acquire to evaluate it effectively.
(P) Ask the learners to read through the double bind explanation and comment
and respond accordingly.
(W) Ask the 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.
Assignment: Divide the class into two focusing on either the psychodynamic
or the behaviourist explanation and issue the worksheet on the same so that
each learner prepares a presentation on one of the two models the best of
which will be shared with the class.
The worksheet on schizophrenia and brain

function, Schizophrenia: brain abnormalities
can be accessed at:
DisordersSchiz.html
The worksheet on genetic evidence
Schizophrenia: genetic evidence can be
accessed at:
DisordersSchiz.html
The worksheet on the biomedical evidence,
Schizophrenia: biochemical evidence can
be accessed at:
DisordersSchiz.html
The presentation on the cognitive
explanation, Schizophrenia: cognitive
explanations (slides) can be accessed at:
DisordersSchiz.html
The worksheet on the double bind, family
ties activity, Family systems and
schizophrenia activity (double bind) can be
accessed at:
DisordersSchiz.html
V1 3Y10
131
Learning objectives
Learning resources
The worksheet activity on the

psychodynamic/behaviourist explanations,
Schizophrenia: psychodynamic and
behavioural can be accessed at:
DisordersSchiz.html
b) Schizophrenia:
(W) Show short presentation on psychosurgery as an introduction to more

user-friendly treatments.
treatments for schizophrenia

evaluate various treatments devised
including biochemical (antipsychotics
and atypical antipsychotics) and
electro-convulsive therapy (ECT).
(P) Ask learners to read through and respond to the worksheet considering the
psychodynamic and the behavioural treatments of schizophrenia and evaluate
accordingly.
(W) Show (with hand-outs) the presentation on drug treatments and explain
the process of suppressing the neurotransmitter receptors for dopamine.
(W) Show a short introductory video about how selective serotonin reuptake
inhibitors (SSRI) and Monoamine oxidase inhibitors (MAO) work.
(I) Learner presentation on electro convulsive therapy is peer assessed.
(W) Show a short documentary/simulation on the use of electro-convulsive
therapy (ECT).
Assignment: Ask learners to:
look up anti-psychotics on the internet and list down and investigate
one typical and one atypical drug, listing their benefits and their
negative side effects
try and find one piece of research on efficacy of ECT and evaluate it
accordingly
visit the revise psychology website and create a mind map to evaluate
biological explanations of schizophrenia.
The presentation on psychosurgery can be

found at:
ow/4088
The worksheet considering the
psychodynamic and the behavioural
approaches and treatments of
schizophrenia, Schizophrenia:
psychodynamic and behavioural can be
accessed at:
DisordersSchiz.html
A useful website on the effects of Risperdal
(risperidone) can be accessed at:
www.netdoctor.co.uk/brain-and-nervoussystem/medicines/risperdal.html
An introductory video about how SSRIs and
MAO inhibitors work can be accessed at:
www.youtube.com/watch?v=m4PXHeHqnm
E
Video clip on ECT can be accessed at:
www.youtube.com/watch?v=9L2-B-aluCE
Evaluation of the biological explanations of
schizophrenia can be accessed at:
V1 3Y10
132
Learning objectives
Learning resources
http://revisepsychology.wordpress.com/201
2/01/02/3-biological-explanations-ofschizophrenia/
b) Schizophrenia:
treatments for schizophrenia

evaluate various treatments devised
including token economies and
cognitive-behavioural therapy.
(P) Pass around the worksheet on cognitive therapies for schizophrenia and
ask the learners to refer back to their notes on CBT/ABC/REBT and respond to
the delusory beliefs and share ideas.
(P) Pass around the various pieces of research on the effectiveness of CBT in
treating schizophrenia and ask the learners to summarise and evaluate each
accordingly.
The worksheet on cognitive therapies for

schizophrenia, Cognitive therapy for
schizophrenia can be accessed at:
DisordersSchiz.html
Research on CBT and schizophrenia can be
found at:
ow/10026
found at:
ow/15946
found at:
ow/15944

continue to consolidate their
understanding of different examination
questions.
(a) question.
V1 3Y10
(W) Focus on a Paper 3 and ask the learners to refer to Section B and discuss
how to answer Section B (a) effectively.
(I) Ask learners to identify which evidence/explanation they would choose to
cover a wide range of models/material and structure an essay plan
accordingly.
(P)Demonstrate how to structure an effective paragraph around a particular
evaluative issue of their choice and then ask the learners to choose from the
list below and try and identify models/evidence that they can compare and
contrast under one evaluative issue and repeat until they have four
paragraphs as:

(a) Describe what is meant by paranoid (or
other) schizophrenia. [2]
(b) Describe the cognitive (or other)
explanation for schizophrenia. [4]
discovered about schizophrenia. [8]
(b) No single explanation of schizophrenia
is adequate. Evaluate what psychologists
have discovered about schizophrenia and
133
Learning objectives
type questions.
Reductionism
The nature/nurture debate
Determinism
Usefulness/Applicability
Individual differences
Generalisability
Validity
Reliability/Replicability
Alternative approaches/models.
Assessment: Learners respond to a number of examination type questions on

schizophrenia.
c) Abnormal affect:
types, characteristics, examples

and sex differences

evaluate different types of abnormal
effect including unipolar and bipolar
depression, the causes and treatments
for manic depression as well as sex
differences.
(I) Learner presentations on unipolar and bipolar depression (as appropriate)

are shared and peer assessed.
Assignment: Ask learners to read through an introductory workbook on the
types, causes and explanations of depression.
(G) Ask learners to consider both sides of the debate, This house believes
that depression is a response to environmental stressors and consider the
arguments/theories and evidence they would use to support and/or refute the
various positions.
(W) Debate the claim that depression is a response to environmental stressors
and respond and clarify any issues that arise from the debate.
c) Abnormal affect:
(I) Share sheet on Clinical Characteristics of Major Depressive Disorder and

ask learners to read through.
explanations of depression

evaluate the biological explanations
(both genetic and neurochemical) and
cognitive explanations (including
Becks cognitive theory and
V1 3Y10
(I) Learner presentations on biological explanations and cognitive explanations

(as appropriate) are shared and peer assessed.
(W) If necessary, show presentation on the biological explanations of abnormal
effect.
Learning resources
include a discussion about competing
explanations. [12]
There are various competing explanations
of schizophrenia, one of which is the
biochemical explanation.
(a) Describe the biochemical explanation of
schizophrenia. [6]
(b) Suggest how you would investigate
whether the cause of schizophrenia is
genetic orbiochemical. [8]
The introductory workbook can be accessed
at:
ow/4171
Many resources on abnormal effect can be
accessed at:
DisordersMood.html
Factsheets on depression can also be
accessed at:
http://psychology4a.com/Depression%202.h
tm
The sheet on Clinical Characteristics of
Major Depressive Disorder, Major
depression: diagnosis can be accessed at:
DisordersMood.html
Presentation on the biological explanations
of abnormal effect, Mood disorders
genetic/biological factors slides can be
134
Learning objectives
Learning resources
learnedhelplessness/attributional style)
(I) Issue summary sheet on synaptic transmission and depression and ask
learners to replicate the diagram after minutes of studying it.
accessed at:
DisordersMood.html
Internet research/assignment: Ask the learners to access a website on the

biological explanations of schizophrenia and create a mind map incorporating
the explanations, strengths and weaknesses and supporting evidence for
each.
(P) Ask the learners to review the cognitive model of abnormality and predict
develop a cognitive explanation for abnormal affect. Share ideas.
(W) Show/share presentation on the cognitive explanation of depression.
(I) Issue each learner with the worksheet Becks Cognitive Theory of
Depression and ask each learner to complete the assignment at the end and
share.
(W) Show introduction to Seligmans theory of learned helplessness and ask
learners to respond to a sample Section A question.
(G) Ask learners to develop a revision game of their choice (could include
bingo, cards for matching, dominoes, findings pairs etc.)
The summary sheet on synaptic

transmission and depression, Mood
disorders: neurochemical theories can be
accessed at:
DisordersMood.html
The presentation on cognitive explanation of
depression Depression: cognitive theory
slides can be accessed at:
DisordersMood.html
or
how/6915
The worksheet Becks Cognitive Theory of
Depression, can be accessed at:
DisordersMood.html
The presentation on Seligmans theory of
learned helplessness, Depression and
learned helplessness slides, can be
accessed at:
DisordersMood.html
(a) Describe what is meant by the cognitive
model of abnormality. [2]
V1 3Y10
135
Learning objectives
Learning resources
(b) Describe Seligmans theory of learned
helplessness. [4]
c) Abnormal affect:
(G) Ask learners to trial one of the revision games/activities developed during
the previous lesson and evaluate.
treatments for depression

evaluate various treatments for
depression including chemical/drugs
(MAO, SSRIs); electro-convulsive
therapy; CBT and REBT.
(P) Ask learners to suggest different treatments for depression using biological
and psychological explanations accordingly and share ideas
(I) Learner presentations on biological treatments and cognitive restructuring
(as appropriate) are shared and peer assessed.
(W) Replay the video about how SSRIs and MAO inhibitors work and then a
second concerning stimulating serotonin responding to any questions and
comments.
(W) Show a video clip on the use of ECT to treat severe depression and
respond to any questions and comments.
(P) Ask learners to develop a role play demonstrating either a therapists using
CBT or REBT and present each to the class for comment.
(I) Ask learners to respond to a sample Section C application question based
on REBT for assessment.
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.
Learners can review and evaluate the

material covered on abnormal affect.
questions.
V1 3Y10
(G) Learners trial a second revision game or activity.

(G) Learners create a mind map of either the types, (including characteristics,
examples and sex differences) or explanations or treatments of depression
with related research and pictures for display.
(P) Create and pass around a number of sample Section A questions and ask
The introductory video about how SSRIs and

MAO inhibitors work can be accessed at:
www.youtube.com/watch?v=m4PXHeHqnm
E
Video clip on stimulating serotonin can be
accessed at:
www.youtube.com/watch?v=qMsWtP3VS3
Q
Video clip on using ECT to treat severe
depression can be accessed at:
www.youtube.com/watch?v=zYl13Relzbs
Ellis (1962) outlined Rational Emotive
Therapy to treat depression, but he also
believed it could help reduce stress.
(a) Describe the main features of rational
emotive therapy. [6]
(b) Suggest how rational emotive therapy
could be used to help learners suffering
from examination stress. [8]

meant by the term abnormal affect. [2]
(b) Describe two types of abnormal affect.
[4]
meant by a biological explanation of
136
Learning objectives

(a) question.
type questions.
Learning resources
learners to create a marking scheme for each.
depression. [2]
(b) Describe a study investigating the
biological explanation of abnormal affect. [4]
(Repeating for each explanation.)
(I) Ask learners to prepare a plan for a Section B question.

Assessment: Learners respond to a number of examination style questions
as appropriate.
(W) Learners can close the class playing the online activities on the cognitive
explanations of depression on the quizlet website.

discovered about abnormal affect. [8]
(b) Some psychologists argue that
depression is a result of a faulty thinking
process. Evaluate what psychologists have
discovered about abnormal affect and
include a discussion of the cognitive
explanation of abnormal affect. [12]
Beck (1967) outlined negative beliefs
captured in the cognitive triad as a cause
of depression but also believed it could be
treated.
(a) Describe the main features of cognitive
behavioural therapy. [6]
(b) Suggest how you would help a patient
suffering from depression using cognitive
behavioural therapy. [8]
The online activities on the cognitive
explanations of depression can be accessed
at: http://quizlet.com/8252627/cognitiveexplanations-of-depression-flash-cards/
d) Addiction and impulse control

disorders:
(I) Learner presentation(s) on different types of addictions and impulse control

disorders (of their choice) are shared and are peer assessed.
(G) Ask the learners what they consider is the difference between chemical
and non-chemical addiction and whether it is possible to become addicted to
video games.
definitions, types and

characteristics of addictions
V1 3Y10
Video of gambling addiction can be

accessed at:
www.resourcd.com/@psychexchange/video
/show/842
The worksheet/activity on definitions can be
137
Learning objectives
Learners can identify different types of
addictions and impulse control
disorders and apply definitions as well
as identify key characteristics of both.
evaluate the characteristics of and the
differences between physical and
psychological dependence.
Learning resources
(W) Show the video clip on gambling addiction.
accessed at:
ow/2141
(I) Pass around the worksheet on defining addiction and ask the learners to
complete the sheet.
(G) Tell the learners that Griffiths has identified six characteristics of addictive
behaviour which could be used to define addiction. Ask the learners to
consider how they would define addiction.
(G) Pass around the first two pages of the chapter written by Mark D. Griffiths
and Mark N. O. Davies on video game addiction and ask learners to read
through the opening paragraphs and his application of the six components of
addictive behaviour to video game addiction. Ask the learners to list down the
six components in their notes and apply them to one other addiction.
(P) Share the case study of George and ask the learners to identify any of the
six components of addictive behaviour suggest applications of various models
of abnormality to explain his symptoms.
(P) Ask the learners to identify possible physical and psychological
dependences that could be in evidence in the case study.
(P) Ask learners to plan a response to a sample C question.
Assignment: Ask the learners to go through Mark Griffiths presentation on an
overview of online addictions and ask the learners to identify one finding
relating to the various aspects of internet addiction
(consequences/treatments/comorbidity etc.).

disorders:
V1 3Y10
(I) Learner presentation(s) on different explanations of addiction and impulse

control disorders (as appropriate) are shared and is/are peer assessed.
The chapter written by Mark D. Griffiths and

Mark N. O. Davies on video game addiction
can be accessed at:
www.isfe.eu/sites/isfe.eu/files/vg_addiction_
chapter_2005.pdf
Case study of George to apply the model of
abnormality can be accessed at:
ow/3451
The presentation on internet and associated
addictions can be accessed at:
www.belspo.be/belspo/fedra/DR/DR64_Griff
iths_present_en.pdf
You are a parent and recently your
seventeen-year-old son has started to
behave differently from usual. You have had
money taken from your bag and you are
concerned that he might be gambling. You
are worried that he might become addicted
to it.
(a) Describe the characteristics of addiction
such as those outlined by Griffiths (1995).
[6]
(b) Suggest how the characteristics of
addiction apply to your sons behaviour. [8]
The interactive website on the effects of
drugs on the brain can be accessed at:
http://learn.genetics.utah.edu/content/addicti
138
Learning objectives
Learning resources
(W) Show an interactive website concerning the effects of different drugs on

brain activity and to introduce the role of dopamine in addiction.
on/drugs/mouse.html
causes of addiction and impulse

control disorders

evaluate various theories concerning
the causes or etiology of addictions or
impulse control disorders
encompassing genetic, biochemical,
behavioural; cognitive and
psychodynamic explanations.
(W) Show/share presentation on the biological model of addiction and impulse

control disorders (needs some reworking).
(P) Share various pieces of research on the genetic basis for alcoholism and
ask learners to compare, contrast and evaluate each accordingly.
(P) Ask learners to consider how classical conditioning and operant
conditioning can be used to explain addiction as well as initiation, maintenance
and relapse and ask learners to share their ideas.
(P) Ask learners to consider how the cognitive model might explain addiction
and Impulse control disorders as well as initiation, maintenance and relapse
and ask learners to share their ideas.
(P) Ask learners to create a mind map of both the behavioural and cognitive
explanations of addiction and impulse control disorders.
The presentation on the biological model of

addiction can be accessed at:
ow/6884
Research on the genetic basis for addiction
can be accessed at:
A summary sheet on compulsive gambling
with a consideration of all the models and
their respective treatments can be accessed
at:
Internet research activity: Ask learners to look up research in the

effectiveness of applying these models to explain addiction and impulse
control disorders and save the abstracts of the research and add the findings
to their mind maps.
(W) Ask the learners to print out and share the abstracts discovered form their
internet research activity.
(I) Create and share a quick pop-quiz, matching certain addictions with
different psychosexual stages or different defence mechanisms and compare
ideas/responses.
Assignment: Ask each learner to choose one ICD and research all the
respective explanations/models for that particular ICD.
disorders:
V1 3Y10
(I) Learner presentation(s) on different methods for managing and treating

addiction and impulse control disorders are peer assessed.
The Harbingers Mental Health Problem

Solver website can be accessed at:
139
Learning objectives
Internet research assignment: Ask learners to visit the website Harbingers

Mental Health Problem Solver and work through the site as if they were first
suffering from an Impulse Control Disorder and secondly from substance
abuse summarising the various treatments accordingly.
Learning resources
www.newharbinger.com/psychsolve
coping with and reducing addiction

and impulse control disorders

evaluate various methods to treat
and/or manage addictions and impulse
control disorders including behavioural
treatments (token economies and
aversion therapy) and CBT.
(W) Show/share presentation on treatments for alcohol dependence and

abuse and ask learners to consider the extent the interventions could be
applied to other addictions and impulse control disorders.
(I)Pass around the meat analysis conducted by Hodgins et al and ask the
learners to highlight and key findings concerning cognitive behavioural
techniques and evaluative issues they identify.
(P) Ask learners to work through the activity sheet on psychological
interventions for addiction and impulse control disorders and respond to any
issues arising.
The presentation on treatments for alcohol

dependence and abuse can be accessed at:
The meta analysis conducted by Hodgins et
al can be accessed at:
www.scielo.br/pdf/rbp/v30s1/en_art05.pdf
The activity sheet of psychological
interventions can be accessed at:
ow/2703
Assignment: learners choose to create a series of 10 multiple-choice

questions or a crossword or a true and false activity on the various
explanations of addiction and impulse control disorders.
material covered on addiction and
impulse control disorders.
Learners can reinforce their learning
and continue to consolidate their
questions using the material on
addiction and impulse control
disorders.
Learners can recall the findings from
their preferred pieces of research and
complete essay plans for a Section B
question.
V1 3Y10
(W) Share some of the crosswords/true and false activities etc. as starter
activities.
(P) Pass around the case studies and ask the learners to respond to each one
of the case studies in turn.
(P) Ask learners to design an experiment to investigate which psychological
treatment would be the most effective in treating a particular impulse control
disorder of their choice.
(P) Ask learners to share their experiments and each pair must evaluate each
design identifying one strength or one weakness or making one
recommendation to improve it.
(I) Using the evidence covered, ask learners to prepare a sample Section B
The case studies activity can be accessed

at:
ow/10399
Sample Section B essay:
discovered about addiction and impulse
control disorders. [8]
(b) No single explanation of impulse control
disorders is adequate. Evaluate what
psychologists have discovered about
addiction and impulse control disorders and
include a discussion about competing
explanations. [12]
140
Learning objectives
Learning resources
essay plan.
type questions
(I) Ask learners to respond to a number of examination style questions under

examination conditions.

meant by impulse control disorders. [2]
(b) Describe two ways in which impulse
control disorders can be treated. [4]
control disorders. [8]
control disorders and include a discussion
about the behaviourist model. [12]
There are various competing explanations
of addiction and impulse control disorders
one of which is the biochemical explanation.
(a) Describe the biochemical explanation of
addiction and impulse control disorders. [6]
(b) Suggest how you would investigate
whether the cause of addiction and impulse
control disorders is genetic or biochemical.
[8]
e) Anxiety disorders (phobias):
definitions, types/examples (case

studies) of phobias
Learners can understand and describe

various types of phobias.
(W) Display a poster/flow chart of anxiety disorders and take the learners
through the flow chart as an introduction to both types of anxiety disorders.
(I) Learner presentation(s) on different phobias of their choice are shared and
peer assessed. (Ensure specific, social, agoraphobia and blood-injection
phobias are included)
(G) 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 and ask
V1 3Y10
Many resources on phobias are available at:

DisordersAnxiety.html
The flow chart poster, Phobia and OCD
diagnosis advance organiser is available at:
The characteristics of phobias summary
141
Learning objectives
Learning resources
learners to indicate all those characteristics they had identified correctly.
sheet, Phobias: clinical description handout

can be accessed at:
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.
(I) Learner presentation(s) on different explanations of addiction and impulse

control disorders (as appropriate) are shared and is/are peer assessed.
explanations of phobias

evaluate various explanations for
phobias including behavioural;
psychoanalytic; biomedical/genetic and
cognitive models.
(W) Show/share presentation on the biological models (both genetic and

biochemical) of phobias.
(P) Ask learners to read through and complete the worksheet on biological
theories and evidence and respond to any issues that arise.
(G) Ask learners to consider the strengths and weaknesses of adopting the
biological approach to explain phobias.
Assignment: Ask learners to read through and complete the task on genetics
causes of phobias.
(W) Display a poster/flow chart of the behaviourist approach to phobias.
(P) Ask learners to consider and complete a worksheet on different types of
learning explaining phobias.
(P) Ask learners to try and recall as much as they can about Watsons study of
Little Albert and relate the stages of creating the phobia to flow chart on
display and the type of learning covered in the sheet.
(W) Show/share presentation on how phobias are learnt and reinforced
through conditioning.
(I) Ask learners to complete the behavioural model activity sheet to consolidate
their learning.
A presentation on the genetic basis of

phobias, Phobias: symptoms and genetics
slides can be accessed at:
A presentation on the biological explanation
of phobias, Phobias: biological factors
slidescan be accessed at:
The worksheet on biological theories and
evidence, Phobias: biological evidence
activity can be accessed at:
The activity on the genetic causes of
phobias, Phobias: genetic evidence activity
can be accessed at:
A poster/flow chart depicting the
behaviourist approach, Phobia and
behaviourism advance organiser can be
accessed at:
(P) Pass around a sheet summarising irrational thinking generally and ask
V1 3Y10
142
Learning objectives
Learning resources
learners to apply to the activity concerning the phobia of peas. (And they can
try and sing the songs at the end!)
The different types of learning activity,

Behaviourism and anxiety analysis activity
can be accessed at:
(W) Show the presentation on cognitive explanations and ask learners to take
notes accordingly.
(P) Ask learners to try and recall as much as they can about Freuds study of
Little Hans and his phobia of horses.
(I) Create and share a quick pop-quiz, matching certain phobias with different
psychosexual stages or different defence mechanisms and compare
ideas/responses.
(P) Ask learners to respond to the psychodynamic causes of phobias sheets.
(W) Show/share presentation on the psychodynamic model of phobias.
(W) Display the poster/flow chart of the psychodynamic model and ask the
learners to check their understanding of the model.
(W) Ask learners to play some of the games dedicated to anxiety disorders on
the quizlet website.
A presentation on the conditioning

explanation of phobias, Phobias: learning
theory slides can be accessed at:
The behavioural model activity sheet,
Phobias: conditioning activity can be
accessed at:
The summary of irrational thinking sheet can
be accessed at:
ow/3369
The presentation on the cognitive
explanation of phobias can be accessed at:
http://prezi.com/u4ktm40bz0pu/cognitiveexplanations-treatments-tophobias/?utm_source=website&utm_mediu
m=prezi_landing_related_solr&utm_campai
gn=prezi_landing_related_author
Two activity sheets on the psychodynamic
model can be accessed at:
A presentation on the psychodynamic
V1 3Y10
143
Learning objectives
Learning resources
explanation of phobias, Phobias:
psychodynamic theory slides can be
accessed at:
The poster/flow chart, Phobia and
Psychodynamic theory advance organiser
can be accessed at:
The quizlet website games on anxiety
disorders can be accessed at:
http://quizlet.com/16090307/anxietydisorders-flash-cards/
(I) Learner presentation(s) on different treatments of phobias (as appropriate)

are shared and peer assessed.
treating phobias

evaluate different treatments for
phobias including systematic
desensitisation; flooding and applied
tension.
Learners practise their skills at
designing experiments in preparation
of Section C questions.
(G) Divide learners up into four different groups allocating one model to each
group and ask them to suggest a possible treatment for a phobia and design
an experiment to test how effective it might be and share their deliberations
with the rest of the class. Respond and give guidance.
(W) Show the video clip on three stages of systematic desensitisation.
Video clip using a virtual simulations can be

accessed at:
www.youtube.com/watch?v=co7BWWoF-5I
(P) Ask learners to create their own hierarchical tables for a phobia of their
choice and share examples.
The clip on flooding can be accessed at:

www.youtube.com/watch?v=lMZ5o2uruXY
(P) Ask learners to comment on the ethics and predict the efficacy of using
virtual simulated environments.
The summary sheet on behaviourist

treatments can be accessed at:
www.psychlotron.org.uk/resources/perspecti
ves/behaviourist/ANY_behaviourism_decon
ditioning.pdf
(W) Show the video clip of using virtual simulations.

(P) Ask the learners to recall the video clip on flooding and explain the
psychological basis on which it can be justified. Replay the video clip if
V1 3Y10
A video clip depicting on the three stages of

systematic desensitisation can be accessed
at:
www.youtube.com/watch?v=omYECykyQW
E
The research sheet on applied tension can
144
Learning objectives
Learning resources
needed.
be accessed at:
ow/16021
(I) Issue out summary sheet on behaviourist treatments and ask learners to
read through and check understanding.
(G) Ask learners to consider what would happen to someone trying to be
treated for a blood and injection phobia if their phobia was treated using
flooding or systematic desensitisation? Ask for recommendations!
(P) Share research sheet on applied tension and ask learners to evaluate the
research against five different evaluative issues.
(W) Show video clip featuring a man using CBT to treat a 40 year phobia of
baked beans.
treating phobias

evaluate different treatments for
phobias including cognitive behavioural
therapy (CBT).
(G) Ask learners to write a script of the stages a therapist might go through to
treat a phobia of their choice using CBT and share with the class.
(P) Ask learners to generate a response to a sample Section C question.
Assignment:
1. Ask learners to look up and note down what drug therapies are available
for treating phobia and why certain drugs might be used.
2. Ask learners to look up the research of Turk (2001); Robins (1984);
Wallace (1997) and Davidson (1987) and note down any research on the
effectiveness of CBT.

material covered on phobias.
(W) Write up 16 words associated with phobias and ask the learners to select
10, ask learners to match definitions to the phobias this could be done as a
pairwork brainstorming activity.

questions.
(G) Ask learners to review the material on phobias and play the role of
examiner, generating one question for each Section and pass around the class
for learner responses and revision.
(I) Ask learners to prepare a Section B (a) essay plan for testing under
V1 3Y10
The video clip featuring a man using CBT to

treat a 40 year phobia of baked beans can
be accessed at:
www.youtube.com/watch?v=3Y8VKs3__cA
You are a practising psychotherapist and
you know how to treat patients and the
underlying causes of disorders. One of your
patients is a male who has a fear of zips.
(a) Describe the models used to explain
phobias. [6]
(b) Suggest how you would use cognitive
behavioural therapy to help your patient to
resolve his fear of zips. [8]
meant by the term treating phobias. [2]
(b) Describe two ways in which phobias can
be treated. [4]
discovered about phobias. [8]
(b) No single explanation for phobias is
145
Learning objectives
Learning resources

(a) question.
examination conditions.
adequate. Evaluate what psychologists

have discovered about phobias and include
a discussion about competing explanations.
[12]
(P) Ask learners to create a mind map of the explanations and treatments for
phobias for display.

type questions
(I) Learners respond to some examination style questions under timed

conditions.
f) Anxiety disorders (obsessions

and compulsions):
(I) Learner presentation(s) on different types of obsessive/compulsive disorder

(as appropriate) are shared and is/are peer assessed.
(W) Hand out the article about David Beckhams battle with
obsessive/compulsive disorder (OCD) for learners to read through and
respond.
definitions, measures and

examples of obsessions and
compulsions
Learners can define obsessions and

compulsions and describe a number of
each.
Learners review a number of case
studies/examples and can identify key
characteristics in common and
describe the diagnostic criteria
accordingly.
evaluate measures used to determine
the scale and severity of
obsessive/compulsive disorder (OCD).
(I) Issue a clinical description sheet on OCD paying particular attention to

definitions/differences between obsessions and compulsions.
(I) Issue matching exercise to consolidate learning between obsessions and
compulsions.
(G/P) Focus on some interactive activities for groups or pairs to respond to,
identifying obsessions and compulsions across a variety of cases studies and
completion of a true/false exercise.
(P) List the main sub headings of the Yale-Brown Obsessive Compulsive
Symptoms checklist and show/share the Obsessive-Compulsive-Inventory and
ask the learners to try and match each item with the appropriate category.
(G) Ask learners to design a scale to check what obsessions or compulsions
are afflicting the patient and their degree of severity,
(W) Hand out the Yale-Brown Obsessive Compulsive Symptoms checklist and
ask the learners to compare this with their own, noting any omissions/scales
and evaluate the scale accordingly.
Many resources on OCD Can be accessed

at:
Article about David Beckhams battle with
OCD can be accessed at:
www.independent.co.uk/news/uk/thisbritain/beckham-reveals-his-battle-withobsessive-disorder-472573.html
The clinical description sheet, OCD: clinical
description handout can be accessed at:
The obsessions and compulsion matching
exercise can be accessed at:
ow/8356
Other case studies can be accessed at:
ow/10623
Interactive activities can be accessed at:
ow/16020
Assignment: Ask learners to look up the Maudsley obsessive-compulsive
V1 3Y10
146
Learning objectives

and compulsions):
explanations of
obsessive/compulsive disorder
(OCD)

evaluate various explanations for OCD
including biomedical; cognitivebehavioural; psychodynamic
explanations.
Learning resources
inventory on the internet and compare and contrast it with one other scale
used to measure OCD.
All scales mentioned can be accessed at:

www.veale.co.uk/resourcessupport/questionnaires/
(W) Show video clip on young boy talking about his OCD
Video clip is available at:

www.aboutourkids.org/families/disorders_tre
atments/az_disorder_guide/obsessive_com
pulsive_disorder
(I) Learner presentation(s) on different explanations for obsessive/compulsive

disorder (as appropriate) are shared and is/are peer assessed.
(W) Show/share (if necessary) a presentation on the explanations of OCD.
(G) Divide learners across the four explanations for OCD and ask them to
respond to the explaining assignments on the work sheet, Explaining and
Treating OCD to present back to the class.
(P) Issue a summary of the biological explanation of OCD and ask learners to
prepare an essay plan for a Section B (a) Evaluate the biological explanation
of OCD with a discussion of ethics in research. [12]
(W) Put up a poster/flow chart on the faulty thinking behind OCD as a cognitive
explanation of OCD.
(P) Learners create a short role play/script capturing the interchange between
an OCD patient and their therapist for sharing.
(W) Show the presentation on the psychodynamic causes of OCD and ask
learners to create their own mind map covering the psychodynamic causes of
OCD.
Assignment: Hand out a summary sheet on the psychological causes of OCD
and ask the learners to prepare a response to a Section C question;
(a) Describe the psychological explanations of OCD [6] and a Section B
question:
(b) Evaluate the psychological explanation of OCD with a discussion of the
usefulness of the findings. [12]
V1 3Y10
The presentation on the explanations of

OCD, OCD: explanations and treatment
slides, can be accessed at:
The Explaining and Treating OCD, group
activity sheet OCD: explanations and
treatment activity can be accessed at:
Biological explanations summary/poster can
be accessed at:
ow/309
Poster/flow chart on the cognitive
explanation of OCD, OCD Cognitive
theories advance organiser, can be
accessed at:
The presentation of the psychodynamic
causes of OCD, Anxiety disorders:
psychodynamic explanations slides, can be
accessed at:
147
Learning objectives
Learning resources
A summary and evaluation sheet on the
psychological causes of OCD can be
accessed at:
ow/310

and compulsions):
(I) Learner presentation(s) on different treatments of obsessive/compulsive

disorder (as appropriate) are shared and is/are peer assessed.
(G) Divide learners across the four explanations for OCD giving each group a
different model than before and ask them to respond to the treating
assignments on the work sheet, Explaining and Treating OCD to present back
to the class.
treatments for
obsessive/compulsive disorder
(OCD)

evaluate various treatments for OCD
including drug therapy; cognitivebehavioural therapy and
psychoanalytic therapy.
Learners can review and evaluate

the material covered on
obsessive/compulsive disorder.
(OCD)

questions.
(P) Issue out the activity on treatments (covering a variety of disorders) and
ask learners to share their ideas/responses.
(G) Ask learners to create a number of possible Section A and Section C

questions on obsessive compulsive disorder and share around for commenting
and responding.
(P) Create some model answers of varying quality and ask learners to apply
the mark scheme to the various responses accordingly. Share and respond.
(I) Ask learners to complete a number of examination style questions in timed
conditions.

(a) question.
V1 3Y10
The Explaining and Treating OCD, group

activity sheet OCD: explanations and
treatment activity can be accessed at:
The treatments activity that recalls all
disorders so far can be accessed at:
ow/4072

meant by the term obsessive-compulsive
disorder. [2]
(b) Using an example, describe what is
meant by a compulsion. [4]
discovered about obsessive compulsive
disorder. [8]
(b) Some psychologists argue that
obsessive compulsive disorder is a result of
suppressing disturbing thoughts into our
subconscious. Evaluate what psychologists
148
Learning objectives

type questions
Learning resources
have discovered about obsessive
compulsive disorder and include a
discussion of the Psychodynamic
explanation of obsessive compulsive
disorder. [12]
If obsessive compulsive disorder is caused
by chemical imbalances in the brain then
restoring balance should eliminate any
symptoms of obsessive compulsive
disorder.
(a) Describe the biological explanation of
obsessive compulsive disorder. [6]
(b) Suggest what drug therapy could be
used to help patients suffering from
obsessive compulsive disorder. [8]
V1 3Y10
149

Unit 10: Psychology and organisations
Learners are expected to have completed Cambridge International AS Level Psychology in order to continue their knowledge and understanding of psychology by
Context
retain a breadth of coverage. One of the chosen applied areas is psychology and organisations, an area of specialisation that will, most probably, have a significant
impact over the lives of the learners for around forty years.
Outline
The subject matter comprising the psychology and organisations syllabus covers the essential psychology of recruiting, managing and motivating employees. Specific
sections are dedicated to selection tools, decisions and their limitations, motivation and job satisfaction, leadership, management and group dynamics and working
conditions.
Resources
Suggested printed resources identified in the specification include (* Items marked with an asterisk are particularly recommended):
Coolican, H (2001), Psychology in Practice: Organisations, Hodder Arnold (ISBN 0340804165)
Gadson, S, Harari, P, Legge, K, Sherry, L (2005), Psychology A2 for OCR, Heinemann Educational Publishers (ISBN 9780435806712)
* Greenberg, J and Baron, R A (2002), Behaviour in Organisations, 8th edition, Prentice-Hall (ISBN 9780130664914)
Lintern, F, Stapleton, M and Williams, L (2004), Study guide for OCR Psychology: A2 Level, Hodder and Stoughton (ISBN 9780340816264)
McKenna, E (2006), Business Psychology and Organisations, 4th edition, Psychology Press (ISBN 9781841693927)
* Riggio, R (2002), Introduction to Industrial/Organisational Psychology, 4th edition, Scott Foresman & Co (ISBN 9780130482358)
Teaching time
Based on a total time allocation of 360 contact hours for this Cambridge AS and A Level course, it is recommended that this unit should take about 36 hours.
V1 3Y10
150
Learning objectives
Learning resources
Learners have an understanding and

an appreciation of the objectives and
expectations of this course in
organisational psychology.
(W) Ask learners to list as many evaluative issues as they can remember from
their AS material and create a table of the advantages and disadvantages of
each.
The syllabus is available at:

www.cie.org.uk/qualifications/academic/upp
ersec/alevel/subject?assdef_id=760
(W) Introduce the learners to the syllabus and generate discussion about each
section in turn.
(I) Allocate a number of presentations on specific items from the syllabus
depending upon the number of learners in the class, (e.g., different leadership
styles etc.)
a) The selection of people for work:
selection of people for work

different forms of providing
biographical data used in the selection
of people for work and can evaluate
each in turn.
(W) Create a series of mismatched scenarios and ask learners to consider the
organisational outcomes from each in turn and develop a question and answer
session (Q&A).
(G) Learners discuss and tabulate positive and negative outcomes of poor
selection in tier notes.
(W) Ask learners what they might want to be when they grow up. Generate a
list of careers/professions etc.
Information on Weighted Application Blanks

(and other application tools) is available at:
www.busandadmin.uwinnipeg.ca/.../Ch07_P
PT_CatanoRecruitment5E.ppt
Research on the Weighted Application
Blank is available at:
http://cqx.sagepub.com/content/39/2/18
(G) Allocate each group one career and ask them to prepare a recruitment
process accordingly.
(W) Learners evaluate each in turn, particularly considering the pitfalls of each
stage in the process.
(G) Ask learners make suggestions as to how they might improve upon the
existing selection tools and share accordingly.
(I) Ask each learner to design a Weighted Application Blank (WAB) to complete
for the job they are aspiring to and to compare the WAB with more traditional
application tools.
(P) Distribute one piece of research on the effectiveness of the WAB and ask
learners to identify and illustrate as many evaluative issues as possible.
V1 3Y10
151
Learning objectives
Learning resources

differences between a number of
different types of interviews including
structured and unstructured.
(G) Learners reflect on selection processes generated in the previous lesson

and deliberate on what would constitute the best interview and why.
A worksheet on types and the pitfalls of

interviews is available at:
ow/15660
(I) Look at different interviews and ask learners to look up their respective
definitions.
(P) Share a worksheet on what psychologists have found about interviews and
ask learners to make recommendations.
(P) Distribute studies on the situational interview and ask learners to evaluate
accordingly.
A worksheet on applying the findings

concerning interviews can be found at:
ow/15662
One of the original studies by Latham and
Saari on the situational interview can be
found at:
www.krannert.purdue.edu/faculty/campionm
/Situational_Interview.pdf
Learners revise the Billington study

from the AS syllabus and practice their
application skills by considering the
findings in an organisational context.
(W) Learners recall the Billington study from the AS Level Psychology syllabus,
the psychology of Individual differences. Ask learners why finding the
connection between cognitive style and subject choice could be useful in the
selection of people for work.
The original Billington study can be found

at:
ies/Individual%20Differences/Billington.pdf
Learners can describe a number of

psychometric tests used in the
selection of people for work and can
evaluate the strengths and
weaknesses of each
(P) Challenge the learners to recall as many strengths and weaknesses of

psychometric tests as they can and share.
Information sheet on psychometric tests and

personality tests is available at:
ow/15664
(W) Generate a class discussion on other tests that could be used and why.
(I) Pass around the summary sheet on personality tests for the learners to read
through.
(P) Learners try and predict the findings of Hartson and Mottram regarding
personality traits and certain occupations.
(P) Learners compare and evaluate and decide which test they would use and
justify their choice.
(P) Pass around a summary of Bertua et al. (2005) meta-analysis on cognitive
tests and learners evaluate accordingly.
V1 3Y10
The findings of Hartson and Mottrams study

can be found here:
ow/15665
meant by the term psychometric tests. [2]
(b) Describe one psychometric test used in
the selection of people for work. [4]
152
Learning objectives
(G) Learners refer back to their original recruitment processes and check the
order of the tools as well as each stage for validity and reliability.
Learning resources
Online crossword maker is available at:
(G) Learners respond to a Section A question and then review the material
covered so far and generate further Section A questions and share.
Assignment: Learners create either a set of multiple-choice questions or a
crossword on the material that has been covered so far.
problems of self-fulfilling prophesy in
the interview process.
strategies that can be employed to
mitigate against problems associated
with poor validity and reliability by
using appropriate models of decision
making.
(P) Learners review their revised selection strategies and consider all the
problems inherent within each stage.
(P) Learners discuss how to overcome these and list their suggestions in their
notes.
Extension activity: Learners are challenged to find evidence that supports the
suggestions that they have made.
(P) Pass around a summary sheet of the Philips and Dipboyle study and ask
the learners to summarise the findings in their own words and identify any
significant evaluative issues accordingly. Incorporate any new words and
phrases (self-fulfilling prophesy) in their glossary of terms.
A summary sheet on the Philips and

Dipboyle study is available at:
ow/15666
Information on decision making styles and
models can be found at:
ow/15667
The problem based multiple regression
activity sheet can be found at:
ow/15658
(W) Show/share presentation on personnel decision making styles and models.

(P) Learners refer back to their revised recruitment processes and ask the
learners to match the objectives of the selection process with the most
appropriate model and consider how they might use the various stages to
effectively:
reduce the number of applicants quickly
consider a few applicants for a highly paid and influential position
a position that incorporates a diverse and well-developed skills set.
(I) Pass around the problem based learning activity sheet on the multiple
regression model.
V1 3Y10
153
Learning objectives
Learning resources
(W) Connect the two decision making models to the findings and implications
of the Philips and Dipboyle study.
personnel selection decisions and

job analysis

objectives, the importance of and the
various components of job analysis in
relation to the selection of people for
work.
Learners can describe and evaluate
the Critical Incidents Technique (CIT),
the Functional Job Analysis (FJA) and
the Positional Analysis Questionnaire
(PAQ)
(W) Ask learners what they already know about job analysis and how it could
be broken down into its component parts.
(W) Ask learners why job analysis is important when selecting people for work.
(I) Ask learners to look up definitions of job analysis and insert it into their
notes.
(P) Go through the various components of job analysis and learners can
suggest the contents of a sample job description for you (as a teacher)/their
parent)/guardian etc. to be divided between tasks, responsibilities and
reporting relationships.
(W) Learners share their deliberations and then progress on to job
specifications and job evaluation.
(G) Ask learners to consider how they might undertake job analysis and
evaluate each suggestion in turn.
(G) Pass round a sheet on CIT (and related research) and learners evaluate
the technique and the research.
(P) Pass round a sheet on FJA (and related research) and learners evaluate
Information on job analysis, job

descriptions, job specification and
evaluation can be found at:
http://www1.umn.edu/ohr/pay/classification/j
obanalysis/
Descriptions of the three main job analysis
techniques can be found at:
ow/15659
Paper 3 Section C question on job
analysis:
(a) Describe one job analysis technique. [6]
(b) Suggest which job analysis technique
you would use, giving reasons for your
answer. [8]
Paper 3 Section C question on selecting
people for work:
(a) Design a selection procedure for a new
position created in your company. [8]
(b) Explain the psychology on which your
suggestion is based. [6]
(I) Pass round a sheet on PAQ (and related research) and learners evaluate
(W) Focus on a sample Section C question on job analysis techniques for class
consideration.
(I) Learners select which technique they would use and justify while responding
to the Section C question.
V1 3Y10
154
Learning objectives
Learning resources
(I) Learners respond to a Section C question on selection procedures.

Assignment: Learners review their job analysis and create an advertisement,
a WAB and five questions for a situational interview for the position in question.
(W) Ask the learners what they know and understand about promotion.
(W) Discuss the difficulties inherent in selecting an existing employee for

promotion and the strategies or techniques they might adopt.
performance appraisal
Learners can explain the reason for

performance appraisal and the
problems associated with performance
appraisal.
different performance appraisal
techniques.
Learners practise their examination
skills using Section C questions.
(W) Direct discussion to performance appraisal list down reason for

conducing performance appraisal.
(G) Ask the learners to consider what techniques could be used to measure it
evaluate each in turn.
(G) Ask the learners to review CIT and how that might be used as a PA
technique.
(I) Focus on Section C question, Describe the CIT as a performance appraisal
technique [6], as a revision exercise.
(W) Ask learners how they might improve on the limitations of the CIT and
introduce BOS.
(G) Learners create e a simple and short BOS for a learner position (e.g.
prefect/house captain) of their choice and ask their classmates fill it in.
(W) Ask learners how they might improve on the limitations of the BOS and
introduce BARS.
(G) Learners incorporate descriptors in to the original BOS and file for
reference purposes.
(W) Ask learners to consider any other problems they can identify with PA and
how they might be overcome list suggestions accordingly.
V1 3Y10
Information on performance appraisal can

be found at:
www.wpi.edu/Admin/HR/performanceappraisal.html
Information on Behavioural Observation
Scales (BOS) can be found at:
www.blackwellreference.com/public/tocnode
?id=g9780631233176_chunk_g9781405116
9785_ss1-9
Information on Behavioural Anchored
Rating Scales (BARS) can be found at:
http://performanceappraisals.org/faq/bars.htm
Samples of BOS and BARS can be found
at:
ow/15670
Research findings on performance appraisal
can be found at:
ow/15671
The research by Heslin et al can be found
at:
ow/15672
155
Learning objectives
Learning resources
(I) Look at relevant research and learners match the research with the problem
identified and the solution suggested.
(P) Pass around the research by Heslin et al (2008) and ask learners to
evaluate it accordingly.
(I) Focus on the Selection of People for Work terminology test.

(W) Focus on a typical Section B question and explain the optimum structure
for the (a) part, a minimum of one finding per sub-section.
(I) Learners take an end of topic test based on different examination style
questions.
The Selection of People for Work

terminology test can be found at:
ow/15661
meant by selection interview. [2]
(b) Describe structured and unstructured
selection interviews. [4]
out about the selection of people for work.
[8]
(a) Describe two types of selection tools. [6]
(b) Design a selection process used to
promote your existing employees within the
department. [8]
b) Motivation to work:
need theories of motivation

needs based theories of motivation
including the Hierarchy of Needs, ERG
Theory and Acquired Needs and begin
to consider how each might be applied.
V1 3Y10
(W) Ask learners to consider their most basic needs, then their less basic
needs and identify any other needs they might have. Highlight the difference
between intrinsic and extrinsic motivation.
Information on Maslows Hierarchy of Needs

can be found at:
www.businessballs.com/maslow.htm
(W) Show an image of Maslows Hierarchy of Needs and learners build their
own hierarchies (with examples from an organisational perspective) in their
notes.
Information on Alderfers ERG Theory can

be found at:
www.managementstudyguide.com/ergtheory-motivation.htm
(W) Consider the problems of Maslows hierarchy and progress on to Alderfers
156
Learning objectives
Learning resources
ERG theory as a development of the same and show an image of ERG theory
for the learners to consider.
Information on McClellands Acquired

Needs Theory can be found at:
www.businessballs.com/davidmcclelland.ht
m
(P) Create and share a scenario that demonstrates the frustration-regression

principle for the learners to respond to.
(I) Pass around David McClellands questionnaire measuring Acquired Needs
for the learners to complete and share findings.
Test for David McClellands Acquired Needs

can be found at:
ow/15705
(W) Pass around information on each (Achievement, Power, Affiliation) and

learners can consider each description in light of their class mates attributes.
(G) Learners brainstorm how each theory might be applied in an organisational
setting to improve motivation and share.
(W) Ask learners what they know about goal setting and ask them to consider
the difference between participative goal setting and being allocated goals.
motivation and goal-setting

Lockes Goal setting Theory and a
number of studies about the
implementation of goal setting theory.
(W) Share information about goal setting and the four aspects to goal setting
theory.
(P) Ask learners to set three personal goals for themselves by the end of the
year using the characteristics of effective goal setting.
(W) Share the acronym SMART and ask learners to review their goals
accordingly.
(P) Share Ivancevichs study on the implementation of goal setting and
learners can evaluate accordingly.
Information on Lockes Goal setting Theory

can be found at:
www.mindtools.com/pages/article/newHTE_
87.htm
Template for Effective Goal Setting can be
found at:
ow/15673
The study of Ivancevich or can be found at:
ow/15708
(P) Pass around the study about public and private goals for learners to
evaluate accordingly (e.g. Hollenbeck)
(W) Ask the learners to share their goals with their partner/parent etc.
V1 3Y10
157
Learning objectives
Learning resources

Cognitive/rational theories of
motivation including Adams Equity
Theory and Vrooms Expectancy
theory.
(W) Write up the phrase its not fair.. on the board and ask the learners
when or whether this motivates us or not. Generate a class discussion about
how we calculate whether something is fair or not and apply it a number of
organisational scenarios.
Information on Adams Equity Theory can

be found at:
www.businessballs.com/adamsequitytheory.
htm
(W) Introduce Adams Equity Theory and ask learners to design a diagram or a
flow chart in their notes.
Information on Vrooms Expectancy Theory

can be found at:
www.managementstudyguide.com/expectan
cy-theory-motivation.htm
Learners explore ways to implement

Vrooms Expectancy Theory in an
organisational setting.
W) Show and image of Vrooms Expectancy Theory and ask learners to create
their own examples of applying Expectancy Theory at school, highlighting each
aspect in each case across Valence, Expectancy and Instrumentality and
share.
(P) Learners brainstorm on how the theory might be applied in the workplace
and make any necessary cross references to goal setting theory (or other
theories whenever possible)
motivators at work

differences between intrinsic and
extrinsic motivation and rewards with
examples.
performance-related pay (PRP) and
the advantages and disadvantages of
incorporating a PRP system.
(W) Ask learners to recall the difference between intrinsic and extrinsic
motivation and suggest possible intrinsic and extrinsic rewards and create a
table incorporating work-place related examples of each and a column to
include any research based findings concerning each.
Presentation on the research findings of

implementing PRP can be found at:
ow/15675
Extension activity: Challenge learners to look up research on examples of

specific intrinsic and extrinsic rewards in the workplace.
A summary of Kohn (1993) on PRP can be

found at:
ow/15674
(G) Consider the justifications of Performance Related Pay (PRP) and list the
justifications for such a system.
(W) Share pieces of research that demonstrate the inconclusive findings
concerning PRP and ask learners to match those in support of PRP and those
who consider it damaging.
(I) Review the work of Kohn and learners select what they consider to be the
major drawback of instituting PRP in the workplace.
(P) Share the study by Fox on the token economy system and compare with
Kohns concerns.
V1 3Y10
The original study by Fox on Toke economy

systems can be found at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC128
6011/
Article on implementing PRP in schools:
www.guardian.co.uk/teachernetwork/teacherblog/2013/apr/18/performance-pay-policyschool-leaders-survey
158
Learning objectives
Learning resources
(W) Hand out/share the article on implementing PRP in schools and divide the
class into two or four debating teams and debate the motion, This house
believes that PRP is a good way to motivate employees.
Assignment: Learners respond to a Section B examination question as follows:
Describe what psychologists have found out about motivation to work. [8].
(W) Show the RSA video-clip on motivation and ask learners to comment on
familiar material in the content of the movie.
(W) Write up short multiple-choice questions on the board for learners to
respond to.
(G) Learners create a number of Section A questions across the sub-sections
of the syllabus and share.
(I) Learners respond to a number of examination style questions in timed
conditions.
The workers in your organisation deserve a reward because they have been
working hard. You dont want to pay them extra because you believe that there
is more to life than money. You decide to give them a number of non-monetary
rewards.
(a) Suggest an appropriate non-monetary reward for your workers. Give
reasons for your answer.[8]
(b) Describe how rewards fit into one theory of motivation. [6]
crossword on the material that has been covered so far to use a revision
exercise later in the year.
V1 3Y10
Short multiple-choice questions can be

found at:
ow/15676
RSA video clip can be found at:
www.youtube.com/watch?v=u6XAPnuFjJc
meant by motivation to work. [2]
(b) Describe one needs based theory of
motivation. [4]
(c) Describe one cognitive theory of
motivation. [4]
(d) Describe one type of reward system. [4]
(e) Describe study investigating goal setting
theory of motivation. [4]
The workers in your organisation deserve a
reward because they have been working
hard. You dont want to pay them extra
because you believe that there is more to
life than money. You decide to give them a
number of non-monetary rewards.
(a) Suggest an appropriate non-monetary
reward for your workers. Give reasons for
your answer. [8]
159
Learning objectives
Learning resources
(b) Describe how rewards fit into one theory
of motivation. [6]
c) Leadership and management:
(I) Learners present (with hand-outs) on a number of theories of leadership and

management including:
theories of leadership

following theories of leadership and
management:
trait theories
behavioural theories
situational theories and the
Path-Goal theory.
Great Man/person theory (universalist/dispositional theories)

Behavioural theories of leadership (Iowa State, Ohio State and Michigan
State.
Situational Leadership Theory
Path-Goal Theory
And evaluate and consider the differences between each in turn.
(G) Share research on trait and behavioural theories with a discussion on the
extent to which it supports or refutes the theory. Ask the learners to select one
piece of evaluative evidence in each case.
(P) Pass around an exercise on Blake and Moutons Managerial grid and ask
the learners to match the different styles to the grid between task-oriented and
people-oriented behaviours.
Blake and Mouton activity can be found at:

ow/15693
Assignment: Learners prepare Section A questions on each in turn in class

and complete for homework.
Leadership Self Assessment Questionnaire

can be found at:
ow/15687
(G) Learners review each other Section A responses and add comments for
suggested improvements.
leadership style and effectiveness

Fiedlers Contingency Theory (1976)
and Vrooms Normative Decision
Making Theory.
V1 3Y10
Research on trait theories of leadership can

be found at:
ow/15690
Research on behavioural theories of
leadership can be found at:
ow/15692
Extension activity: Learners can complete a self-assessment questionnaire

on their leadership style and bring to the class for discussion.
Information on leadership theories can be

found at:
http://psychology.about.com/od/leadership/p
/leadtheories.htm
(W) Focus on/share Fiedlers contingency theory as a combination of

leadership style and situational Factors.
(G) Learners evaluate Fiedlers contingency theory.
Ask learners to consider the strengths and weaknesses of the leadership styles
they have covered so far.
Information on Fiedlers Contingency

Theory can be found at:
ow/15686
A handout on the different leadership styles
can be found at:
ow/15695
160
Learning objectives
Learning resources

different leadership styles and their
impact including:
(I) Learner presentations on leadership styles including

autocratic/authoritarian
permissive/laissez-faire
consultative
participative/democratic
Research on participative style of leadership

can be found at:
ow/15688
autocratic/authoritarian
permissive/laissez-faire
consultative
participative/democratic
(I) Learners create a table incorporating each style across the following factors:
decision making
motivation
communication
relationship/leader worker interaction and describe each in turn.
(W) Discuss Likerts styles of leadership for learners to compare their answers.
(I) Share and ask learners to read through the research on the different styles
of leadership.
(W) Discuss the Normative Decision Theory model as another attempt to
combine decision making with other situational factors (three variables) and
ask learners to consider strengths and weaknesses, implications and
recommendations they would make arising from the theory.
Likerts styles of leadership can be found at:

ow/15681
Leadership tests on quizlet can be found
at:
http://quizlet.com/17362389/leadership-ch13-contingency-theories-of-leadership-flashcards/
Information on Normative Decision Theory
can be found at:
ow/15685
(W) Suggest a testing activity from the quizlet website and the learners can
play.
leaders and followers
(W) Generate class discussion on Tajfels Social Identity Theory and ask
learners to consider how this theory might impact upon organisational
behaviour generally and leadership and management in particular.
Leadership tests and exercises can be

found at:
http://quizlet.com/subject/leadershiptheories/

Leader-member exchange model.
(W) Look at the Leader-member exchange model and ask learners to consider
implications and recommendation they would make arising from the theory.

different types of leaders and their
impact including:
charismatic
(P) Share research on the effectiveness of this theory and make

recommendations arsing from the findings of the research in this area.
Information and diagrams of the leader

worker exchange model can be found at:
ow/15680
Learner presentations continue on leadership styles:
Research on Leader-member Exchange
V1 3Y10
161
Learning objectives
Learning resources
Model can be found at:

ow/15691
transactional
transformational
charismatic
transactional
transformational

crossword on the material that has been covered so far.
Research on Transformational Leadership

can be found at:
ow/15682
Online crossword maker is available at:
(W) Try out another testing activity from the quizlet website and the learners
can play.
leaders and followers
Learners review research on

transformational leaders.
Learners consider and apply the
theories for leadership development
and training purposes.
(P) Pass around Alimo Metcalfe and Alban Metcalfes study on the
characteristics of transformational leadership and ask learners to evaluate
accordingly and identify the main implication (usefulness) of the study and
share.
(I) Add the TLQ to their psychometric tests listed under Selection of People for
Work.
(G) Learners review all the theories and findings on leadership and
management and consider what they consider to be the characteristics of the
most effective leaders and share with the rest of the class.
Leadership activities can be found at:

http://quizlet.com/subject/leadershiptheories/
A summary of Alimo Metcalfe and Alban
Metcalfes study can be found at:
ow/15689
Presentation on applying theories for
training purposes can be found at:
ow/15684
(W) Show/share presentation on applying theories for training purposes.

(I) Learners compile a Section B (a) essay plan.

(P) Learners swap their essay plans and assess each other verbally on the
structure and content of the essay by asking and responding to the question,
What have psychologists found out about leadership and management?
Paper 3 Section B (a) essay:

out about Leadership and Management.
(G) Learners review all the theories and findings on leadership and
management and consider what should constitute the 4 key components of a
V1 3Y10
162
Learning objectives
Learning resources
leadership training manual.

(I) Learners tabulate their suggestions in the books under:
Suggestion/Explanation/Theoretical Basis/Supporting evidence.
Assignment: each group prepares a motivational leadership development
poster for display in the classroom.

(W) Introduce the learners to a Section B question.

(G) Ask learners to consider the four questions in turn.
1. Compare and contrast the Manns meta-analysis of trait theory
compared to Metcalfes on transformational leadership in terms of
validity.
2. Compare and contrast the Fiedlers Contingency Theory and Hershey
and Blanchards situational theory in terms of usefulness.
3. Compare and contrast Ghisellis findings concerning of trait theory
compared to Blake and Moutons managerial grid in terms of individual
differences.
4. Compare and contrast two other theories of research of your own
choice in relation to their contributions to the nature nurture debate.

discovered about leadership and
management. [12]
(W) Focus on a possible Section B (b) question on the board and discuss the
dynamics and assessment objectives of the question with the class.
Assignment: Learners use their class activity to respond to the question and
can select different theories or studies for comparative purposes if they wish.
(W) Create and share a true and false exercise as a starter activity.
(I) Learners respond to a number of examination style questions on Leadership
and Management in timed conditions.

V1 3Y10

meant by the term behavioural theory of
leadership. [2]
(b) Describe two behavioural theories of
leadership. [4]
163
Learning objectives
Learning resources
discovered about leadership and
management. [8]
(a) Design a management training
programme to improve the management in
your organisation. [8]
(b) Describe the psychological theories that
support your suggestions. [6]
d) Group behaviour in
organisations:
group dynamics, cohesiveness

and teamwork

difference between groups and teams
and the characteristics of successful
teams.
Learners can describe and explain a
number of approaches to building
effective teams.
sample Section A questions.
(W) Ask the learners to consider the differences between groups and teams.
(I) Issue each learner with a workbook for the course and ask them to look up
the characteristics of teams and decide the most important aspect of effective
and ineffective teams and prepare a flash card for each.
(P) Pass around the study by Zyphur et al and ask learners to identify one
implication from the study and evaluate it accordingly.
(P) Learners read through team building and team roles and create two
columns in their notes for Belbin and Benne and Sheats respectively, listing
each role under the appropriate psychologist and making connections between
the two roles and compare.
(I) Learners read through the section on team building and respond to a
sample Section A questions.
Assignment: Learners conduct some internet based research on strategic
planning/building a team vision and either prepare a training pamphlet or a
presentation.
The workbook can be found at:

ow/15696
A summary of the Zyphur study can be
found at:
ow/15697
(a) Briefly describe what is meant by team
building? [2]
(b) What is meant by group behaviour in
organisations? [2]
(c) Outline Belbins Theory of Team Roles. [4]
(d) Outline one team building method. [4]
Information on Strategic Planning is
available at:
www.netmba.com/strategy/process/
or
https://en.wikipedia.org/wiki/Strategic_planning
Clips on strategic planning:
www.youtube.com/watch?v=sU3FLxnDv_A
or
V1 3Y10
164
Learning objectives
Learning resources
www.youtube.com/watch?v=rJ2tmqRkiCM
organisations:
(W) Show an image of Strategic Planning and ask the learners what
connection it has to building effective teams.
Images of Strategic Planning can be found

at: www.google.com/imghp?hl=en&tab=ii
(I) Learners include connections in their workbooks.
Video clip of space shuttle challenge

disaster is available at:
www.youtube.com/watch?v=j4JOjcDFtBE
decision-making

processes and importance of strategic
planning.
(W) Watch the video clip of the space shuttle challenger explode and explain
the importance of understanding how groups make decisions to avoid making
bad decisions.

process of group decision making as
well as the pitfalls of group decision
making.
(I) Learners read through the four steps of the decision making process.
(I) Learners read through Moorheads application of the groupthink theory and
highlight examples of the conditions for, the symptoms of, and the solutions of
groupthink.
(P) Ask learners to look up the research by Nemeth and Owens on Creative
idea generation: Harmony versus stimulation and summarise into their notes.
Moorheads application of Groupthink can

be found at:
ow/15698
Research on Nemeth and Owens on
Creative idea generation: Harmony versus
stimulation:
www.ebwonline.com/News/Article/How_to_
make_your_team_more_adaptable_and_cr
eative_09_03_2012.aspx
(P) Learners prepare a mind map of the decision making process incorporating
one piece of research for each stage of the decision making process which can
be displayed.
strategies to avoid groupthink and
training to avoid poor decisions.
(W) Do a pop-quiz that learners can respond to on the first sub-section of the
syllabus.
(G) Learners read through the remaining part of Group Decision Making in the
workbook and design a brochure titled Improving Group Decision Making.
(W) Learners peer assess the brochures against a set of agreed criteria and
reward the winning group and display.
V1 3Y10
Pop-quiz can be found at:

ow/15699
Research on Mesmer-Magnus et al (2009):
How to improve group decision making can
be found at:
ow/15729
165
Learning objectives
Learning resources
organisations:
(I) Learners complete a personal conflict resolution style questionnaire.
Conflict Resolution Questionnaires are

available at:
http://ode.hr.gwu.edu/tools/Conflict_style.doc
group conflict

major causes of group conflict and the
main conflict resolution styles.
(P) Learners compare their scores and discuss. Learners try to identify which
one of Thomas five conflict resolution styles was not assessed.
(W) Consider the strengths and weaknesses of questionnaires and identify
which may be relevant to the test just undertaken.
PowerPoint of Girndt (1997) findings is

available at:
ow/15700
(G) Learners compete in identifying how many different causes of conflict may
exist in an organisational setting reward the winning group!
(I) Learners read through the section SOURCES AND MANAGEMENT OF
GROUP CONFLICT in their workbooks and prepare a mind map of Group
Conflict in their notes.
(W) Look at Girndt (1997) and the learners can insert the process of cultural
conflict resolution into their notes (noting just how close it is to the steps of
group decision making).
(W) Focus on a Section B question.

(I) Learners list all the evaluative issues they can think of and create columns
along the top of a piece of rough paper and then review all the material and
include the research in the relevant column. Once complete, decide on the two
pieces of evidence they will use for each evaluative issue (positive and
negative).

discovered about Group Behaviour in
Organisations. [8]
Organisations with a discussion of the
validity of the research. [12]
(I) Ask learners to consider which research they could manipulate to dedicate a
paragraph on issues concerning validity and recreate a fourth paragraph
accordingly.
(I) Learners then plan a Section B (a) essay plan with the findings and
supplementing any gaps with other research.
Assignment: Learners use their plans to write out an essay for marking.
V1 3Y10
166
Learning objectives
Learning resources

(I) Learners respond to a set of examination style questions in timed

conditions.

(a) What is meant by group polarisation? [2]
(b) Outline one study that investigated
group decision making. [4]
Organisations. [8]
Organisations with a discussion concerning
the data collection tools used. [12]
(a) Describe two conflict resolution styles
[6].
(b) Suggest how you would build your
teams to improve performance giving
reasons for your answer. [8].
e) Organisational work conditions:
physical and psychological work

conditions

both physical and psychological
conditions and match appropriate
evidence on various factors.
(W) Learners create a checklist and a Likert scale and walk around the school
having identified four very different places/locations and consider the following
0
variables; illumination, temperature (+ C), noise (+Db), motion (vibration),
pollution and aesthetic factors rating and commenting on each in turn.
Presentation on Working Conditions is

available at:
ow/15701
(W) Learners compare scores and analyse accordingly.
Bashirs study can be found at:

ow/15711
(W) Show PowerPoint on physical working conditions and compare their

findings with the evidence.
(P) Share Bashirs study on the effect of temperature on cognitive attention and
ask learners to evaluate.
(I) Hand out the presentation as a revision exercise (folding the presentation
back on itself and trying to get learners try to remember the slides in turn).
V1 3Y10
Office stress video is available at:

www.youtube.com/watch?v=Kmvb_fa-558
Guardian article on open plan offices:
www.guardian.co.uk/politics/2008/oct/14/lab
our-gordonbrown
167
Learning objectives
Learning resources
(W) Watch the video clip of the office and ask learners Why did the man go
mad? and generate comments moving to a discussion of psychological
working conditions which learners can list.
Oldham and Frieds study can be found at:

ow/15732
(W) Continue presentation on psychological working conditions and check for

understanding.
(P) Share Oldham and Frieds study on over-stimulation in open-plan offices
and ask learners to evaluate.
Assignment: Learners create two Section A questions on both physical and
psychological working conditions respectively.
(W) Ask learners what they know about shift work and different shifts.
(W) Display key concepts on the board and ask learners to look up definitions
and insert into their notes. Check for accuracy and understanding.
temporal conditions of work

environments

various types of shift work, understand
the negative effects of shift work and
strategies adopted to overcome these.
(W) Show/share presentation to introduce the main areas of concern about

shift work.
Assignment: Pass around a number of studies that include any of the six
below:
Czeisler (Salt Lake Chemicals)
Jamal at al (Canadian nurses)
Bohle (Australian nurses)
Arendt (North Sea oil rig workers)
Fido et al (2008) (Kuwait Oil Co)
Pirola (Argentinean workers)
(I) Each learner is issued with the Consolidated Widgets Assignments where
learners are in the position of a consultant psychologist and have to respond to
the problems of CW and make the necessary recommendations using the
research they have at their disposal.
V1 3Y10
A presentation that can be used to introduce

shift work can be found at:
how/15703
The research on Czeisler (Salt Lake
Chemicals) and Jamal at (Canadian nurses)
can be accessed at:
ow/15712
The research by Pirola (Argentinean
ow/15713
The research by Bohle (Australian nurses)
can be accessed at:
http://espace.library.uq.edu.au/view/UQ:144
362
The research by Arendt (North Sea oil rig
www.telegraph.co.uk/news/uknews/148832
168
Learning objectives
Learning resources
8/Split-shift-working-is-bad-for-your-heartsay-scientists.html
The research by Fido et al (2008) (Kuwait
Oil Co) can be accessed at:
Consolidated Widget assignment can be
found at:
www.psychlotron.org.uk/resources/sleep/A
QA_A2_biorhyth_disruptionwidgets.pdf

different patterns of shiftwork including
rapid rotation theory (e.g. metropolitan
rota and continental rota); slow rotation
theory; compressed work weeks and
flexitime.
(I) Learners make presentations (with accompanying hand-outs) on the

following:
the metropolitan rota
the continental rota
compressed work weeks
flexitime
outlining the advantages and disadvantages of each.

Your directors are keen to renovate so that
the new offices will be of an open plan
design.
(a) What arguments would you use when
asking them to reconsider their proposals?
[8]
(b) What psychological evidence would you
use to support the points you make? [6]
(P) Internet research activity: Learners access the internet to try and find one
piece of research on each.
(W) The research is shared and examined and valuable findings recorded
accordingly.
(P) Learners decide which system they would put into place and justify their
choice.
(W) Learners respond to a Chinese whispers type of activity what type of
shift work system would you implement and why where each learner writes
down a suggestion and their neighbour must expound the benefits and the next
support with psychological research.
Assessment: Learners respond to a Section C question to hand in for
marking.
V1 3Y10
169
Learning objectives
Learning resources
(W) Display a diagram of Chapanis operator-machine system and ask learners

to draw the diagram in their notes, incorporating examples of each stage
around the outside using their mobile phone as an example of each stage.
Diagrams of Chapanis operator-machine

system can be found at:
ow/15709
ergonomics
Learners can describe and explain an

operator-machine system.
(P) Learners identify where and why errors and accidents can take place
during the cycle.
Learners investigate one technological

catastrophe in detail and can describe
and explain what type of error
occurred.
Assignment: Allocate a famous technological disaster to each learner to

research why the disaster occurred.
Learners can identify and apply

different types of errors in different
circumstances.
Reducing errors: theory A and theory
B (Reason, 2000).
The original research by James Reason can

be accessed at:
www.bmj.com/content/320/7237/768
(W) Write up four types of human error on the board (commission; omission,
timing and sequence) and explain each in turn. Learners share their findings
and decide which type of error occurred in each case.
(I) Learners select one example of each for inclusion into their notes.
(W) Show and image of the Swiss Cheese Model for the learners to consider.
(I) Share the research by James Reason on distinguishing between human
and organisational errors, the Swiss Cheese Model and the approaches that
should be adopted to avoid such accidents occurring again in the future.

(W) Look at and do some multiple-choice questions on working conditions.

Assessment: Learners complete an end of topic test.
An end of topic test can be accessed at:

ow/15702

f) Satisfaction at work:
(W) Show a diagram of Hackman and Oldhams Job Characteristic Model,

(JCM) and go through each aspect in turn.
job design

apply the Job Characteristic Model
V1 3Y10
Multiple-choice questions can be found at:

ow/15704
(I) Learners create their own diagrams in their notes with organisational
explanations and examples of each core characteristic.
A diagram of the JCM is available at:

www.dssincorporated.com/research/jobdesi
gn/jobdesign-page6.htm
A PowerPoint of Hackman and Oldhams
JCM is available at:
170
Learning objectives
Learning resources
designed by Hackman and Oldham,

(1980).
Assignment: Pass around a research activity sheet on different models of job

design for learners to practise internet research skills.
home.ubalt.edu/tmitch/641/jcm_ppoint.ppt

different types of Job design and can
identify examples of each.
(P) Learners create a mind map of Hackman and Oldhams Job Characteristic
model, incorporating the research related to each characteristics and improving
motivation through job design and the research found concerning the
effectiveness of job design.
Job Design Research Activity Sheet can be

accessed at:
ow/15773
Learners can apply the core

characteristics into different job
designs to increase motivation.
(I) Ask each learner to administer the Job Descriptive Index (JDI) to a
parent/guardian/other significant adult and bring to the next lesson for
comparative purpose.
A version of the JDI can be accessed at:

http://carmine.se.edu/cvonbergen/A%20Me
asure%20of%20Job%20Satisfaction.pdf
Learners administer the Job

Descriptive Index (JDI) to measure job
satisfaction in a real setting.
(W) Create a table on the board for learners to share findings and discuss
across the five main categories and assess overall satisfaction levels. Discuss
and analyse accordingly.
Learners can respond and make

suggestions from the findings of the
JDI to increase satisfaction levels of
their respondents.
(W) Consider the strengths and weaknesses of the JDI and tabulate in their
notes.

(a) What measures you make to improve
the overall satisfaction levels of your
employees? [8]
(b) Describe the psychological research you
would use to support your findings. [6]
measuring job satisfaction
(G) Considering the findings on the board, learners consider strategies of

improving satisfaction through aspects of job design and consideration of the
other categories included as a revision exercise incorporating of rewards
(motivation), supervision and involvement in decision making (leadership and
management) etc.
(I) Learners respond to an appropriate Section C question.
V1 3Y10
171
Learning objectives
Learning resources
(W) Focus on a Section C (a) question on the board for the learners to respond
to.
Paper 3 Section C (a) question:

Describe the JDI as a measurement tool of
employee satisfaction. [6]
measuring job satisfaction

(W) Substitute the JDI for the Minnesota Satisfaction Questionnaire (MSQ).

various methods used to measure job
satisfaction.
strengths and weaknesses of various
measurement tools to measure work
satisfaction.
Assignment: Internet-based research exercise: learners respond to the

revised Section C (a) question.
(G) Learners describe and compare and consider the differences in terms of
usefulness; validity etc.

(a) Outline which method you would select
to measure the satisfaction levels of your
employees? [8].
(b) Describe the psychology behind the
suggestion you would make. [6]
(G) Learners recall CIT (Job Analysis) and discuss how it could be used as a
measurement of job satisfaction. Discuss the advantages and disadvantages
of CIT in comparison to the other measurement tools covered.
(I) Learners respond to an appropriate Section C question.
attitudes to work
Theories of job satisfaction and

dissatisfaction (e.g. Herzberg, 1959).
Job withdrawal, absenteeism and
sabotage. Organisational commitment.
Promoting job satisfaction.
(W) Show a diagram of Herzbergs 2-factor theory of motivation on the board

and ask learners to copy the diagram into their books, explaining the difference
between motivators and hygiene factors.
(P) Ask learners to brainstorm behaviours in the work place that might indicate
dissatisfaction and to consider any studies they might have covered that might
indicate job dissatisfaction, rewarding the pair with the most suggestions.
(W) Categorise all the behaviours suggested under categories of physical or
psychological withdrawal and allocate each learner a type of withdrawal
mechanism to research.
Information on Herzbergs 2-factor theory

can be accessed at:
www.managementstudyguide.com/herzberg
s-theory-motivation.htm
An image can be accessed at:
www.tusculum.edu/faculty/home/tmcfarland/
ppt2/BUSN312McFarland/ch06_files/frame.htm#slide0028.
htm
Assignment: Learners divide up the categories and look up relevant research

on the type of withdrawal behaviour allocated to them and bring abstracts to
the next lesson for comparison and evaluation.
attitudes to work
V1 3Y10
(W) Learners share research findings and each learner prepares a flow
diagram/mind-map from lateness to absenteeism to turnover with one
research finding of their choice for each.
A summary of Meyer and Allens (2007)

three-component model of commitment can
be found at:
http://en.wikipedia.org/wiki/Organizational_c
172
Learning objectives
Learning resources

Herzbergs 2-factor theory of job
satisfaction/dissatisfaction.
(I) Learners insert any research on psychological withdrawal findings or

sabotage on their diagram and identify and insert any evaluative issues for
appropriate studies.
ommitment

different types of job withdrawal and
commitment and can apply the
findings of research to increase job
satisfaction in different circumstances.
(G) Learners brainstorm reasons why employees remain committed to

organisations (even if dissatisfied).
(W) Share Meyer and Allens (2007) three-component model of commitment
and ask the learners to match their suggestions with the three components of
the model.
(I) Learners create flash cards on the various concepts covered in the lesson
(e.ge with the component/concept on one side and a definition, detail and
description on the other).

(P) Learners test themselves with each others flash cards until they fill
confident describing and explaining theories, concepts etc.
(I) Learners respond to a series of examination style questions on job
satisfaction.


meant by the term satisfaction at work. [2]
(b) Describe one theory that attempts to
explain attitude to work. [4]
out about satisfaction at work. [8]
(b) We can motivate ourselves or the job
can motivate us. Evaluate what
psychologists have found out about
satisfaction at work and include a
discussion of the issue of individual versus
situational explanations. [12]
Workers in your organisation have a bad
attitude towards work. Absenteeism is high
and you need to know why. You decide to
give the workers a questionnaire with a
rating scale to find out if their bad attitude is
V1 3Y10
173
Learning objectives
Learning resources
related to poor job satisfaction.
(a) Describe one theory of work satisfaction.
[6]
(b) Suggest how you would measure job
satisfaction in your organisation. [8]
Cambridge International Examinations 2013
V1 3Y10
174

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Scheme of work

Cambridge International AS and A Level

Scheme of work Cambridge International AS and A Level Psychology (9698)

Cambridge International AS and A Level Psychology (9698) from 2014

Scheme of work Cambridge International AS and A Level Psychology (9698)

Recommended prior knowledge

Cambridge International AS and A Level Psychology (9698) from 2014

Therefore, A Level units within this scheme of work are:

Suggested teaching order

Suggested time allocation

Suggestions to achieve the required assessment objectives

Cambridge International AS and A Level Psychology (9698) from 2014

Cambridge International AS and A Level Psychology (9698) from 2014

Scheme of work Cambridge International AS and A Level Psychology (9698)

Suggested teaching activities

Learners gain an understanding of

Free learning styles inventory, including

Cambridge International AS and A Level Psychology (9698) from 2014

Suggested teaching activities

Learners understand and can explain

(W) Introductory class discussion on cognitive processes, generating learner

Information about he cognitive approach is

(W) Pass around an activity on the creation of false memories.

Activity on the creation of false memories:

Learners learn experientially about:

Learners can describe and explain the

Mann, S, Vrij, A and Bull, R (2002),

The role of micro-expressions lie detection:

Micro-expression samples (Paul Ekman):

(I) Learners progress through a short PowerPoint presentation on the Mann et

PowerPoint presentations and work sheets

Cambridge International AS and A Level Psychology (9698) from 2014

Suggested teaching activities

Learners practise and develop their

Learners gain an understanding of

Homework assignment: Learners respond to a number of Paper 1 short

Learners should be able to describe

Loftus, E F and Pickrell, J E (1995), The

The original study can be located at:

Learners gain increasing

Information about experimental design is

Clip of Clive Wearing:

Cambridge International AS and A Level Psychology (9698) from 2014

Learners can describe and explain the

Suggested teaching activities

with the class as a starter activity for the following lesson.

Learners can identify and illustrate two

Website on self reports:

Journal of Child Psychology and Psychiatry.

(I) Learner presentations (see introductory session where learners are

The original study can be located at:

Cambridge International AS and A Level Psychology (9698) from 2014

Reading the Mind in the Eyes Test

Suggested teaching activities

Learners can describe and explain the

Presentations, articles and worksheets on

Learners are introduced to a Paper 1,

Homework/assignment: Learners try a Paper 1, Section B evaluate question

Paper 1, Section B question:

Further reading: BBC News cartoons to aid autistic children

Cambridge International AS and A Level Psychology (9698) from 2014

Suggested teaching activities

Held, R and Hein, A (1963), MovementProduced Stimulation in the Development of

Learners can describe and explain the