Unit 3 – PSYB3 Child Development and Applied Options
PSYB3 is split into two sections. These are:
Section A: Child Development where you must answer one topic (chosen from 3)
Section B: Applied Psychology Options where you must answer two topics (chosen from 5)
Teaching
Section A: Child Development – taught by Mr Bennett
Section B: Applied Options:
3.3.5 Schizophrenia and Mood Disorders – Miss Earl
3.3.8 Forensic Psychology – Mr Bennett
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Black text denotes the question
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Red text denotes the mark scheme
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Blue text denotes the examiner’s report
January 2010
General
Candidates had two hours to complete their answers on this paper, instead of one and a half hours on the
former equivalent paper, PYB4. As had been hoped, increasing the available time appears to have operated
to enable better candidates to produce three full answers rather than running out of time on the third
question. For some weaker candidates however there was evidence to suggest that they had continued to
write simply because they had time, but such dogged perseverance sometimes acted to disadvantage
those candidates whose answers became long, repetitive and very confused. For some it would probably
have been better to have stopped writing sooner. All candidates should be encouraged to spend some time
planning their answers before they start to write and should be advised that a longer answer does
automatically mean a better mark.
More so than on the old PYB4 paper there was strong evidence to suggest that some centres/candidates
had simply rote learned extensive amounts of text-book material and lists of evaluative points which they
then reproduced in the exam. As a result, candidates from whole centres produced almost identical 12mark answers with the same points in exactly the same order. Evaluation points were often not explained
or developed at all and therefore attracted little credit. Such scripts tended to make for a dull and
predicable read, and although they attracted respectable marks, top band marks tended to be awarded to
those candidates who showed evidence of some wider reading in their insightful and thoughtful discussion.
The short-answer questions seemed to work well and on the whole appeared to offer quite good
discrimination. Unfortunately candidates from some centres appeared to be unaware that the instruction to
‘Briefly discuss…’ meant that the answer should include brief evaluation and not
just description. The AO3 questions in Section A seemed to discriminate well.
3.3.5 Schizophrenia and Mood Disorders
Answers to part (a) usually attracted at least two marks, although some candidates confused mood and
schizophrenia, and others failed to offer any discussion. Most candidates seemed aware of the different
sub-types of schizophrenia and could think of a problem associated with diagnosis. Answers varied
enormously for the discussion aspect of part (b) with some candidates focusing on problems for the
clinician and others considering the issue from the point of view of the patient. References to the Rosenhan
study often formed the basis of a useful brief discussion. The fairly specific focus of part (c) meant that less
well-informed candidates could think of relatively little to say and resorted to frequent repetition. Weaker
evaluations centred almost exclusively on the issue of side-effects but more thoughtful candidates
considered the nature of the disorder, the needs of patients and the wider context in which drug treatment
occurs. Very few marks, if any, could be awarded in the unfortunate cases where the candidate confused
medication used to treat schizophrenia with drugs used to treat mood disorders.
5 (a) Briefly discuss how cognitive psychologists have explained mood disorders. (4 marks)
[AO1 = 2, AO2 = 2]
AO1 Up to two marks for cognitive explanations for mood disorders. Possible content: negative cognitive
set; cognitive triad (negative thoughts about self, world, future; biased attribution – negative events are
seen as due to internal, stable global causes; magnification of significance of events; overgeneralization;
absolutist thinking; selective perception of negative events; Ellis’s activating events theory; irrational beliefs
etc.
AO2 Up to two marks for brief discussion/comment. Possible issues: evidence to support; evidence to
contradict eg biological evidence; cannot easily explain manic phase of bipolar; cognitive approach has led
to the development of successful therapy. May gain full credit for two very brief points or for one
expanded.
(b) Identify two sub-types of schizophrenia. Explain one problem associated with the
diagnosis of schizophrenia. (4 marks)
[AO1 = 2, AO2 = 2]
AO1 One mark for each sub-type identified (up to two marks): catatonic; disorganised (hebephrenic);
paranoid; undifferentiated; residual;Type 1; Type 2.
AO2 Up to two marks for brief discussion of one problem of diagnosis. Possible issues: symptoms often
overlap between sub-types; overlap with different disorders eg manic depression and schizoaffective
disorder; lack of reliability between clinicians; reference to Rosenhan; interpersonal factors eg ethnic bias.
One mark for very brief point, two marks for clear discussion. Note that some points overlap and should be
marked as one problem where possible.
(c) Discuss the use of anti-psychotic drugs to treat schizophrenia. (12 marks)
[AO1 = 4, AO2 = 8]
AO1
Up to 4 marks for knowledge of the use of anti-psychotic drugs in the treatment of schizophrenia. Credit
the following: description of specific medication (eg conventional anti-psychotics - haloperidol, newer antipsychotics - risperidone); mode of action (eg blocking of dopamine activity, affecting levels of serotonin);
description of the process of chemical transmission; description of relevant evidence. Credit evidence up to
2 marks.
AO2
Up to 8 marks for discussion. Likely discussion points: effectiveness ( both positive and negative
symptoms); side-effects, especially long-term effects (motor disturbances); possible dependency; does not
address social factors; improvement in day to day functioning for sufferer; improvements for
family/society; revolving door effect; need for close supervision; comparison of traditional and newer
generation antipsychotics;comparison with other treatments eg psychotherapy; issues for health
professionals; history of the use ( or overuse) of anti-psychotics when first introduced.Credit use of
relevant evidence.
Maximum 8 marks if no alternative approach presented
June 2010
General
The continuous numbering system was used for the first time this session and seemed to create few
problems. The majority of candidates selected topics appropriately and indicated the question numbers
correctly in their answer booklet. The most popular topic areas were Schizophrenia and Mood Disorders
and Forensic Psychology. Notably, few candidates seemed prepared to respond to methods questions in
the Child Development topics; this was particularly evident for questions on the experimental method in the
Social Development section. Extended writing responses to the stem questions for Schizophrenia and Mood
Disorders and Forensic
Psychology suggested that weaker candidates relied far too heavily on the content of the stem in their
answer, focusing almost entirely on application at the expense of description and evaluative discussion. It
should be noted that such stems are intended to act as a cue to candidates to provide psychological
material (theories, explanations etc) and, although the stem should be referred to in the answer, it should
not become the whole focus for the discussion.
3.3.5 Schizophrenia and Mood Disorders
Candidates who based their answer to questions 18 and 19 on token economy systems usually performed
well. There were, however, large numbers of candidates who gave the wrong answer to question 18, citing
all manner of non-behavioural treatments such as drug therapy,
CBT, ECT, counselling, community care and even lobotomy. In such cases, candidates could still gain credit
for 19 if they correctly evaluated the treatment they had given is their answer to
18. Most candidates gained two marks for question 20, although vague non-behavioural symptoms such as
low mood, negative outlook etc did not gain credit. The stem worked well for question 21 in the sense that
the majority of candidates were cued into the biological and cognitive explanations for depression.
Generally speaking the descriptions were sound, although evidence was not often seen and there was
sometimes a fairly flimsy understanding of twin and adoption studies. Several candidates explained the
principles of concordance but strangely did not actually refer to any specific study of depression. Most
disconcerting of all was the tendency to base the whole of the discussion on the stem rather than on the
explanations themselves. Although it is indeed necessary to refer to the stem for top band marks, it is still
important to present detailed evaluations of the explanations.
2 0 Josie is in her late thirties. Her friend, Caroline, has noticed changes in her behaviour lately and is
worried that Josie might be suffering from depression.
Give two behavioural changes that might have led Caroline to think that Josie is depressed (2 marks)
[AO1 = 2]
One mark for each relevant behavioural symptom eg social withdrawal; crying; lack of volition; lack of selfcare. Accept also cognitive symptoms that would be demonstrated in behaviour eg poor concentration,
memory etc.
2 1 Josie has a family history of depression and has experienced a number of significant events in her life,
including the loss of her husband. Josie appreciates that Caroline is concerned about her, but she still
thinks that everything is hopeless and that she has nothing to look forward to.
Describe and evaluate two explanations for depression. Refer to Josie in your answer (12 marks)
[AO1 = 4, AO2 = 8]
Examiners must read the whole response prior to marking in order to make a band
judgement about whether the response is Very Good (10-12 marks), Good (7-9 marks),
Weak to Average (4-6 marks) or Poor (1-3 marks). Examiners should be guided by the
band judgement when annotating scripts.
AO1 Up to 4 marks for knowledge of two explanations for depression, usually two marks for each
explanation. Do not credit simple naming of the explanation eg cognitive, behavioural etc. Possible
explanations: biological – genetic inheritance and altered levels of serotonin and/or norepinephrine;
cognitive – negative cognitive set, cognitive triad, characteristics of negative thinking eg catastrophising
etc, attribution theory; psychodynamic – loss event leading to anger and the introjection of hostility,
regression to the oral stage, childhood loss leading to adult dependency; behavioural – Lewinsohn’s theory
of social withdrawal leading to lack of reinforcement, reinforcement of depressive behaviour, learned
helplessness (Seligman).Credit description of relevant evidence – 1 mark.
AO2 Up to 8 marks for discussion/evaluation and application. Content may include: use of evidence in
favour and against; similarities/differences in the two explanations eg behavioural may better explain the
maintenance of the disorder whereas biological/psychodynamic may better explain the root cause; issues
of determinism (biological determinism, psychic determinism, environmental determinism) and
reductionism; need for an interactionist approach; implications for treatment. Reserve two marks for
application to stem eg Josie’s family history (biological); attention from friend is reinforcement; reference
to hopelessness/no future - Josie has a negative cognitive set; reference to a loss event (husband’s death)
– psychodynamic. Credit use of relevant evidence.
Maximum 7 marks if only one explanation presented
January 2011
General
The continuous numbering system was used for the second time this session and the majority of
candidates indicated the question numbers correctly in their answer booklet. It is equally important,
however, that candidates leave a space of at least two lines between their answers to each question which
was not the case on many scripts. Teachers must impress upon their candidates that adequate spacing
and clear numbering are absolutely essential.
The most popular of the Child Development topics were Social Development and Cognitive Development.
Of the Options topics, Schizophrenia and Mood Disorders was the most frequently answered. As in the
summer series, candidates seemed somewhat unprepared to respond to research methods questions in
the Child Development topics. Effective responses to these questions require close attention to the detail of
the question and very specific application of knowledge. For example, questions 02 and 06 required
candidates to focus on ‘children’s friendships’ and ‘very young infants’ respectively in order to gain full
marks. As always, it is pertinent to note that candidates must be prepared to tailor their material to the
question instead of writing formulaic pre-prepared answers. Many responses to question 08 were less than
successful because candidates simply did not focus on the issue of differences between the two stages. As
in previous series, there was a tendency to present lists of undeveloped or unexplained evaluative points
which are so implicit as to offer nothing of value. Whilst it may be necessary for text books to present
information in this manner, candidates should be reminded that their task is to demonstrate the extent of
their knowledge and understanding through thorough explanation. Overall though, it was pleasing to see
evidence of sound knowledge and effective preparation on many scripts; very few candidates omitted to
answer questions from their chosen topic areas and there were many well balanced scripts where
candidates gained high marks in all three topic areas.
3.3.5 Schizophrenia and Mood Disorders
Question 18
Many good answers to this question were seen, with labelling and family dysfunction forming the basis of
most responses. Many candidates gained three or four marks here.
Question 19
A good many candidates based their answers to this question on cost, often simply stating that community
care was ‘expensive’. Whilst good community care might be costly, it is probably not as costly as keeping a
patient in hospital and therefore such simplistic costbased arguments without explanation or justification
were not credited. Creditworthy economic arguments were presented by candidates who argued that good
community care requires an appropriate level of funding which is not always available, and therefore often
community care is inadequate or of poor quality.
Question 20
This question elicited some very high level responses where candidates showed accurate knowledge and
sound understanding, although, perhaps surprisingly, there were few references to evidence. It was
especially pleasing to read some very capable accounts of cognitive therapy. As ever in this topic area, a
small minority of answers indicated profound confusion between mood disorders and schizophrenia.
1 8 Outline two socio-cultural explanations of schizophrenia. (4 marks)
[AO1 = 4]
Up to two marks for each explanation outlined. In each case award one mark for a brief outline (not just
naming) and two marks for an expanded or more detailed outline.
Likely answers:
Labelling (eg Szasz (1979) label is assigned as a way of explaining behaviour that is undesirable or difficult
to understand – in fact there is no illness it is just a ‘problem in living’)
Labelling (eg Scheff (1966) /Rosenhan’s (1973) view that once the label is assigned all person’s behaviour
comes to be construed as abnormal, person then lives up to expectations and starts to behave less
normally – self-fulfilling prophecy)
Family dysfunction theories including expressed emotion (Brown 1958), double-bind (Bateson 1966),
schismatic and skewed families (Lidz 1957).
Accept other valid answers.
1 9 Briefly discuss two limitations of community care in the treatment of schizophrenia.
(4 marks)
[AO2 = 4]
Up to two marks for each limitation briefly discussed. In each case award one mark for a brief explanation
and two marks for an expanded or elaborated discussion point.
Likely answers: lack of consistent monitoring by medical professionals leading to lapses in medication and
thence to relapse; inadequate funding – community care as a poor substitute for high quality professional
care in hospitals; over-reliance on family and charity organisations who are not always equipped to care for
patients with severe psychiatric disorders; normal but not normal – ostensibly a more normal environment
but a small group living together is still an enclave; social isolation still possible – patients in community
care may be ostracised by the local community because of fear/lack of understanding. Accept other valid
answers.
2 0 Stephan has been diagnosed with unipolar depression and is discussing biological and cognitive
treatment options with his doctor. Stephan asks the doctor about both types of treatment and about their
strengths and limitations. Describe both types of treatment and discuss the strengths and limitations of
each. (12 marks)
[AO1 = 4, AO2 = 8]
Examiners must read the whole response prior to marking in order to make a band
judgement about whether the response is Very Good (10-12 marks), Good (7-9 marks),
Weak to Average (4-6 marks) or Poor (1-3 marks). Examiners should be guided by the
band judgement when annotating scripts.
AO1 Up to 4 marks for knowledge of biological and cognitive treatments for unipolar depression (and
associated evidence), usually two marks for each treatment. Likely content:
Biological: drug therapies eg MAOIs, tricylics, SSRIs (not lithium) – mode of action should be given eg
SSRIs prevent reuptake leaving serotonin active at the synapse for longer. Can credit diagrams to illustrate
mode of action and examples of named drugs. ECT – unilateral, bilateral, 65-140volts, course of 6/7
sessions, muscle relaxants, seizure/convulsion.
Cognitive: expect description of specific elements of CBT, RET or SIT or a generic approach involving
features common to all cognitive therapies. Likely content may include: aim to change negative cognitive
set; recognition of automatic negative thoughts (thought catching); identification of illogical/irrational beliefs;
reinforcement of positive thinking; hypothesis generation; patient as scientist – data gathering to refute
negative thoughts; rational confrontation; positive self-talk; engagement in positive activities; homework;
diary keeping etc. Credit description of relevant evidence – 1 mark.
AO2 Up to 8 marks for strengths and limitations of the two treatments. Do not expect a perfect balance of
positive and negatives.
Biological Drugs/ECT: Positives include – suitability for severe cases; evidence of effectiveness; requires
little effort from the patient; quick acting. Negatives include – side effects; dependency (drugs); memory
loss and possible LT damage (ECT); treating symptoms but not initial cause?
Cognitive: Positives include – patient takes active role; general life enhancement leading to more
permanent all round benefit; evidence for effectiveness. Negatives include: takes time; requires patient to
be motivated and committed.
Studies of effectiveness include: Elkin 1995, Hollon 2006 Credit comparison between the two treatments
and use of relevant evidence.
Maximum 7 marks if only one type of treatment presented
June 2011
3.3.5 Schizophrenia and Mood Disorders
1 9 Identify two behaviours typically shown by a person in the manic phase of bipolar disorder. (2 marks)
Question 19
[AO1 = 2 marks]
AO1 Award one mark for each relevant behaviour. Most likely behaviours include: euphoric state; excessive
irritability; non-stop speech; exaggerated excitability; lack of sleep; poor attention; recklessness; increased
sexual activity etc.
2 0 Briefly discuss at least one problem involved in the use of drugs to treat bipolar disorder.
(4 marks)
Question 20
[AO2 = 4 marks]
AO2 Up to 4 marks for brief discussion. Possible content: In manic phase do not feel ill therefore tend to stop
taking medication; leads to revolving door syndrome as symptoms become worse; leading to repeat
hospitalisation; usual treatment is lithium carbonate which has unpleasant, even dangerous, side effects eg
kidney damage; SSRIs to treat depressive phase take a while to be effective, stigma associated with
psychoactive medication; not a cure just alleviates the symptoms.
Accept other relevant answers.
Candidates may discuss several issues in brief or focus on one in more depth.