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 (available from January 2010 only) use this for top tips to
see where other people got it wrong!
January 2003
7 (a) Identify three symptoms used in the diagnosis of schizophrenia. (3 marks)
[AO1 = 3, AO2 = 0]
AO1 Award one mark for each of 3 symptoms required for diagnosis, eg delusion, hallucinations,
disorganised speech, grossly disorganised or catatonic behaviour, affective flattening, alogia,
erratic movement or avolition. Any symptoms from DSM are acceptable.
(b) Outline and briefly discuss one socio-cultural explanation for schizophrenia. (5 marks)
[AO1 = 2, AO2 = 3]
AO1 One mark to be given for any social or cultural explanation given; may include family dysfunction,
schizophrenogenic parents, destructive parental interactions, faulty communication, socio-economic status, labelling,
downward drift etc. Award 2nd mark for description/expansion of given explanation.
AO2 Up to three marks for analysis / evaluation. AO2 marks for advantages, limitations, evidence, methodological
comment.
(c) Describe and discuss the use of drug therapy for mood disorders. (12 marks)
[AO1 = 5, AO2 = 7]AO1 Up to five marks available for knowledge of drug therapy for depression or manic depression
or SAD. These might include one or more of: MAOI, tricylics, SSRI, lithium etc. Credit also references to mode of
action.
AO2 Up to seven marks available for evaluation/discussion and comment on the drug therapy/therapies described.
Discussion is likely to include knowledge of outcome studies and evaluation of the use of chemotherapy, ie limitations
and advantages of the drug therapy approach. There will probably be reference to efficacy (Morris and Beck 74,
Butcher and Carson 90) and side effects, limited understanding of mode of action, social factors etc. More general
points, eg how to define recovery, placebo effect etc. should also be credited. Better answers will probably refer to the
needs for an eclectic approach.
June 2003
7 (b) Outline one therapy for depression and briefly discuss its effectiveness. (5 marks)
[5 marks : AO1 = 2, AO2 = 3]
AO1 Two marks can be awarded for outline of any therapy eg Drug therapy (MAOI, Tricyclics, SSRI, Lithium etc),
cognitive behaviour therapy, ECT. Brief mention, award 1 mark.
AO2 Up to 3 marks for evaluation of effectiveness of the above named therapy. Points might include knowledge of
outcome studies and evaluation of the use of chemotherapy.
Evidence for efficacy BUT there may be side effects, there is limited understanding of how drugs work and there may
be other social factors to consider. Credit comparison with other therapies.
(c) Describe and discuss one socio-cultural explanation for schizophrenia. Refer to empirical
evidence in your answer. (12 marks)
[12 marks : AO1 = 5, AO2 =7]
AO1 Up to 5 marks for knowledge and understanding of one socio-cultural explanation for schizophrenia. Any sociocultural explanation accepted, eg Labelling Theory (Scheff 1966); Family stresses (Tienari et al 1987; Brown et al
1966); Environmental stresses eg social drift etc. Note that explanations in this area are not always distinct. Relevant
material should be credited.
AO2 Up to 7 marks for analysis and discussion. Might include theoretical issues and implications of accepting the
explanation. Discussion might be based on evidence or on consideration of competing explanations. Other
explanations should be credited as long as they are part of the discussion as a whole. Credit evidence as AO2.
Maximum 6 marks if no evidence presented.
January 2004
7 (a) Name and outline two types of mood disorder. (4 marks)
[AO1 = 4, AO2 = 0]
AO1 Award 1 mark each for naming, eg Unipolar, Bipolar, SAD, and a further mark each for
accurate descriptive point. Accept named disorders, eg depression/mania/manic depression/
reactive depression/endogenous depression.
(b) Briefly discuss one problem involved in the diagnosis of mood disorders. (4 marks)
[AO1 = 2, AO2 = 2]
AO1 Award up to 2 marks for outlining a problem, from either the patient’s or the clinician’s perspective. For patient:
eg labelling; social isolation, medication/treatment as a consequence. For clinician: eg ambiguity of symptoms;
cultural bias; communication difficulties; problems of self-report. Credit valid social problems. One for brief point, 2
marks for detailed outline. AO2 Marks to be awarded for analysis and discussion. Award 1 mark for a brief, valid,
analytical or evaluative point, and two marks for full answer
(c) Discuss one biological treatment for schizophrenia, such as drug therapy. (12 marks)
[AO1 = 4, AO2 = 8]
AO1 Up to 4 marks for description of a biological treatment - likely to be biochemical. Weaker answers might simply
identify drug therapies (maximum 2 marks) whereas better answers should outline the neurochemical mechanisms,
eg chlorpromazine reduced dopamine activity at the synapse by blocking receptor sites on the receiving neuron.
Although most answers will focus on drug therapies other biological treatments, eg psychosurgey and ECT, are also
acceptable.
AO2 Up to 8 marks for discussion of biological treatment. Credit also reference to evidence, eg Kane et al 88
(clozapine), Cole 64, May 81, Hogarty 88 (chlorpromazine). Likely discussion points: effectiveness; ethics of
biomedical intervention; long-term effects/outcomes including side effects; alternative approaches, eg social skills
training and use of behaviour therapy; reduced need for hospitalization; the anti-psychiatry movement etc.
June 2004
7 (a) Explain what is meant by bipolar depression. (3 marks)
[AO1 = 2, AO2 = 1]
AO1 One mark each for knowledge of each aspect of the disorder, ie knowing what depression involves and knowing
what mania involves. One mark for just naming the two.
AO2 One mark for explanatory detail or analytical comment, eg alternating bouts, ratio of 3:1, more prevalent in
males.
(b) Outline and briefly discuss one explanation for schizophrenia. (5 marks)
[AO1 = 2, AO2 = 3]
AO1 Up to 2 marks for description of explanation, could be biological, eg genetic or biochemical, or psychosocial, eg
labelling, social class, the family, or diathesis-stress model.
AO2 Up the 3 marks for evaluative comment linked to the explanation offered. For genetic explanation concordance
studies suggest genetic link particularly for negative systems. But not theoretical 100%; also schizophrenia defined by
behaviour therefore it is a phenotype and thus reflects influence of both genes and behaviour ñ may refer to
diathesis-stress model.
(c) Describe and discuss one explanation of mood disorders. Refer to empirical evidence in your answer. (12 marks)
[AO1 = 6, AO2 = 6]
AO1 Up to 6 marks for description of an explanation. Possible explanations: psychoanalytic - probably refer to Freud;
cognitive, eg Beck or attributional theories; psychosocial causal factors; behavioural explanations; biologicalgenetic ñ
reference to family/twin/adoption methods; neurochemistry ñ two transmittershave been implicated: norepenephrine
(explanation for bipolar, low level of norepeniphrine leads to depression and high level to mania) and serotonin ñ low
levels lead to depression.
AO2 Up to 6 marks are likely to be accrued through general discussion or discussion of the evidence for the
explanation offered. For example, genetic evidence comes from concordance studies, findings include: Bipolar 1025% of concordance with 1st degree relatives (James & Chapman í75) MZ twins concordance bipolar 72%, DZ 14%
(Allen í76).
In unipolar depression genetic factors not as influential. Egeland et al í87 study of Old Order Amish found evidence for
dominant gene on 11th chromosome. But problems separating environment and genetic factors, also diagnostic
criteria change over time, etc. Evidence for Beck’s theory might point to the considerable research, testable theory
and the support for negative thinking patterns among depressives (Beck í67; Segal í95). But do negative beliefs
cause depression or follow it?
Maximum 6 marks if no evidence presented.
January 2005
7 (a) From the point of view of patients suffering from schizophrenia, outline one advantage and one limitation of
community care. (4 marks)
[AO1 = 4, AO2 = 0]
AO1 Award up to two marks each for advantage and disadvantage of community care depending on detail.
Likely advantages: normalisation - patients have contact with all members of the community leading to exposure to
and possible modelling of 'normal' behaviours; development of social skills; access to employment opportunities.
Likely limitation: inadequate supervision leading to disruption of medication; lack of availability of specialist support.
(b) Briefly discuss one problem with the psychodynamic approach to schizophrenia. (4 marks)
[AO1 = 2, AO2 = 2]
AO1 Problem may relate to the explanation or to therapy. One mark for identification of a problem with the
psychodynamic approach to schizophrenia. Second mark for detail/ elaboration. Possible answer: psychodynamic
therapy usually not helpful (1) patient has insufficient insight (1).
AO2 Up to 2 marks for discussion/analysis of psychodynamic approach. Focus may be on either explanation or
therapy. With an insufficient grasp on reality, as would be the case for patients suffering from delusions and
hallucinations, talking therapy is of little use.
However, credit references to Sullivan 1929 who showed some success with psychodynamic therapy with
schizophrenia.
(c) Outline and evaluate at least one cognitive treatment for mood disorders. (12 marks)
[AO1 = 4, AO2 = 8]
AO1 Up to 4 marks for knowledge of at least one cognitive treatment, for example, Beck's CBT,
Ellis's RET and Meichenbaum's self-instructional training. One or more may be offered.
Award marks for knowledge of the general cognitive approach to treating depression (need to change irrational
beliefs and substitute them with more positive, rational beliefs, patient as scientist, role of reinforcement) or for
detailed knowledge of one type of cognitive therapy, eg Ellis's emphasis on rational confrontation.
AO2 Up to 8 marks for evaluation which may include application. Useful discussion points include: cognitive
treatment works best for certain kinds of patients, ie well motivated, intelligent. Not useful for severely depressed
patients who will better benefit from a combination of drug therapy and (later) cognitive treatment; active involvement
enables patient to control the therapy; credit references to research into effectiveness of cognitive treatment, eg Elkin
1989; based on sound learning principles; advantages over other therapies. Award up to 3 application marks for
elaboration of how the principles of cognitive treatment might be applied in a therapy session and might lead to
improvement.
June 2005
7 (a) Archie spends hours in the same position, apparently unaware of what is going on around him. Occasionally, he
will become extremely agitated and have brief periods of excitable and exaggerated movement before returning to his
immobile state.
Viv is convinced that there are people under the floorboards in her house and that they are listening to everything she
says and does. Sometimes she can hear them talking about her and how they will hurt her when she is asleep at
night.
With reference to the two cases above, outline what is meant by classification of schizophrenia. (4 marks)
[AO1 = 2, AO2 = 2] AO1 Up to 2 marks for an outline. There are several valid approaches to this question. Most
candidates are likely to refer to sub-categories and symptomatic distinctions between the sub-types, eg schizophrenia
is not a unitary phenomenon; there is more than one type of schizophrenia; knowledge of the different sub-types.
Candidates taking an historical approach might gain up to two marks for knowledge of the development of
schizophrenia as a category of mental disorder distinct from other disorders - Bleuler, Kraepelin, etc.
Alternatively candidates might gain up to one mark for general understanding of classification systems.
AO2 One mark each for linking the content of AO1 to the descriptions in the stem. For example,
Archie might be identified as a case of catatonic schizophrenia and Viv as a case of paranoid schizophrenia. If AO1
content is rather more general, then AO2 marks could come from recognition that both are suffering from the same
disorder but with very different symptoms, and therefore likely to be separate sub-types.
(b) Briefly discuss the family dysfunction explanation of schizophrenia. (4 marks)
[AO1 = 2, AO2 = 2]
AO1 Up to 2 marks for knowledge of a family dysfunction explanation, eg communication problems (Mintz 1988); the
schizophrenogenic mother; Bateson (1956) the double bind; high expressed emotion (Brown 1966). Vague orvery
brief description one mark, expanded description two marks. Alternatively candidates may get full marks for a briefer
mention of two explanations.
AO2 Up to 2 marks for discussion of the explanation/s given. Valid comment would include 'blaming' the parents, demedicalisation, neglecting biological evidence, possibility of change, etc.
(c) Describe and discuss at least one biological explanation of schizophrenia. Refer to empirical evidence in your
answer. (12 marks)
[AO1 = 6, AO2 = 6]
AO1 Up to 6 marks for knowledge of the biological explanation/s of schizophrenia. Candidates may focus just on one
biological explanation or may refer to more than one in less depth.
Likely content: heredity and genetics - concordance in twins and adoption studies; biochemical - the dopamine
hypothesis; neurophysiological differences - decrease in frontal lobe activity; enlarged ventricles etc; the viral
hypothesis - links with flu virus in second trimester. Credit description of studies. Maximum three marks for list of
explanations without expansion.
AO2 Up to 6 marks for discussion of the explanation/s and for evidence to support argument.
Candidates might offer the Gottesman (1972)concordance evidence with evaluation/problems of twin studies, eg
reliability of zygosityin early studies, sample size, etc. Heston (1966) adoption evidence indicates some genetic
component but modified by environment - diathesis/stress model. Dopamine evidence - port-mortems (Iversen 1979)
animal studies, L-Dopa mirror (Davidson 1987), chlorpromazine(Creese 1976) but is high dopamine cause or effect?
Neurophysiological studies - Gershon & Rieder (1992) CT scans and MRI scans but cause or effect? Viral hypothesis
- schizo-virus (Torrey 1991), pre-natal exposure (Cannon 1991). In addition to specific criticisms, candidates may well
offer alternative explanations as part of their discussion.
Maximum 8 marks if no evidence given
January 2006
7 (b) Patients suffering from schizophrenia are usually treated with anti-psychotic drugs. Describe and discuss at least
two other ways in which schizophrenia might be treated. Refer to empirical evidence in your answer. (12 marks)
[AO1 = 5, AO2 = 7]
AO1 Up to 5 marks for knowledge of at least two other ways of treating schizophrenia. These will usually be
treatments used in conjunction with anti-psychotics and need not be substitutes.
Expect description of alternatives mentioned on the specification: behaviour therapy; psychotherapy; institutional and
community care. Accept other ways not mentioned on the specification such as social skills training. Award up to a
maximum of 3 marks for each way described, up to 5 marks in total. Maximum of 2 marks if two other ways are simply
identified.
AO2 Up to 7 marks for analysis and evaluation of the ways described. Likely points: behaviour therapy, eg token
economy (Paul & Lentz 77) mightmodify overt behaviour but does not affect patients' experiencing of symptoms;
Freudian psychotherapy has minimal success due to lack of insight; costs/benefits of institutional care institutionalisation, continuity, supervision etc; shift to community care; variable quality of community care; role of the
family. Credit references to anti-psychotic treatment only if presented in the context of the discussion of the
alternatives. Supporting/contradictory evidence to be credited under AO2.
Maximum 7 marks if only one other way presented
Maximum 8 marks if no empirical evidence presented
June 2006
7 (a) Briefly discuss labelling as an explanation for schizophrenia. (3 marks)
[AO1 = 1, AO2 = 2]
There are two possible approaches to answering this question. Both may gain full credit. AO1 One mark for
knowledge of the explanation. Likely answers:
* Denies the existence of any illness or medical condition; places the blame on society/family;
can be used to exclude groups whose behaviour is unacceptable (Szasz 1962).
* Once given the label schizophrenia, societal expectations lead to the person being treated differently, which in turn
affects their behaviour, making them more likely to demonstrate schizophrenic symptoms.
AO2Up to 2 marks for elaboration or analysis of the explanation. For example, denying existence of any medical
condition: means it is less likely thata sufferer would be diagnosed/treated/given special consideration, eg at work;
means that the sufferer may remain in a confused/disordered state for the foreseeable future; would therefore create
disruption for the family; family may be unable to cope with the suffererís behaviour. Selfñfulfilling prophecy as
elaboration of labelling.
Credit other possible explanations.
(b) Describe one study in which a treatment for schizophrenia was investigated. Indicate why the study was
conducted, the method used, results obtained and conclusion drawn. (5 marks)
[AO1 = 5, AO2 = 0]
Any study in which a treatment of schizophrenia was investigated is acceptable. Examples include: Paul
& Lentz 1977 token economy system; Cole 1964, May 1981, Hogarty 1988 chlorpromazine; Kane 1988
clozapine; Falloon 1985 Family therapy; Falloon et al 1992 comparison of effectiveness of education, social skills
training and family stress management. Credit also studies of community care for patients with schizophrenia.
1 mark - why study was conducted (must go beyond the stem by identifying a specific treatment)
1 mark - information about the method
1 mark - indication of results
1 mark - indication of conclusion to be drawn
1 mark - additional or extra detail (accept evaluative points here only if they add to the description of the study in
some way)
(c) Discuss biological explanations for unipolar and bipolar mood disorders. (12 marks)
[AO1 = 4, AO2 = 8] Where relevant evidence is presented, AO1and/or AO2 marks should be credited.
AO1 Up to 4 marks for biological explanations for mood disorders. Likely content: due to heredity through the
mechanism of genes; neurochemical imbalance; depleted levels of serotonin/noradrenaline (for unipolar); permissive
amine hypothesis (unipolar); role of stress hormones, eg cortisol; chromosome 11 & X chromosome (bipolar); lithium
imbalance (bipolar); bipolar; gate theory; low serotonin opens the gate to the mood disorders ñ high norepinephrine =
mania, low norepinephrine = depression.
AO2 Up to 8 marks for discussion. Likely content: neglects role of social factors such as poverty and life events;
deterministic; reductionist; many studies not replicated; concordance studies never show 100% for MZs; biological
explanations not consistent with success rate for cognitive therapies; success of combination therapies suggests more
than one cause; takes blame from patient. Credit evidence used to support explanations, eg Egeland 1987
chromosome 11 Amish study; Biron et al 1987 X chromosome: Gershon 1990 family studies; Wender 1986 adoption
studies; Bertelsen et al 1977 twin studies.
Maximum 7 marks if no separate reference to bipolar and unipolar forms
Do not credit answers confusing mood disorders with schizophrenia unless there is content that is clearly relevant to
the question
January 2007
7 (a) Describe how a cognitive therapist might treat a patient with unipolar depression. (4 marks)
[AO1 = 4, AO2 = 0] AO1 Up to 4 marks for a description of cognitive therapy for depression. Candidates are expected
to describe elements of either CBT, RET or SIT but a generic approach involving features of two/all of these is also
acceptable. Credit relevant points as follows: aim to change patient’s negative set; involves identification of
illogical/irrational beliefs; hypothesis generation; scientific testing of illogical beliefs; reinforcement of positive thoughts;
patient as scientist/patient gathers data; results in cognitive restructuring; rational confrontation; use of positive selfstatements. Allow one mark for naming a cognitive therapy.
(b) Briefly discuss one explanation for bipolar depression. (4 marks)
[AO1 = 2, AO2 = 2] AO1 Up to 2 marks for knowledge of an explanation. Most candidates will offer the genetic
explanation but candidates who outline any relevant alternative (eg biochemical/ psychodynamic explanations) should
be able to access full credit.
One mark for vague, extremely brief answer. Two marks for some further detail and use of appropriate terms.
AO2 Up to 2 marks for comment on, or evaluation of, the explanation given. Candidates may make two brief points or
expand on one. Likely issues: specific evidence for/against; use of correlation; use of twin studies; is it cause or effect;
lack of evidence for Freud’s theory of the tripartite personality.
(c) Anthony, aged 24 years, has recently been diagnosed with schizophrenia. Two of his aunts have been treated for
schizophrenia. When asked about his parents, he says they did not get on well. His mother was harsh, demanding
and difficult to talk to. His father was hardly ever at home.
Discuss at least two explanations for schizophrenia. Refer to Anthony’s case in your answer. (12 marks)
[AO1 = 4, AO2 = 8] AO1 Up to 2 marks each for the two explanations. Given the text, the most likely answers are:
genetic/heritability - chromosomes/DNA; linked to biochemical imbalance - the dopamine hypothesis - excess or
increased sensitivity of dopaminergic neurons; psychodynamic theory - repressed conflict - regression to infancy;
family/communication problems - the schizophrenogenic mother/passive father; double-bind communication; high
expressed emotion.
Other valid explanations should be credited with AO1 marks although they are unlikely to lend themselves to the text
for AO2 marks (abnormal brain structure - ventricle enlargement, frontal lobe activity; viral infection - influenza
insecond trimester; cognitive theory - attentional deficit, inability to distinguish betweenexternal stimuli and own
thought).
Credit description of relevant evidence up to 1 mark.
June 2007
7 (a) Identify one sub-type of schizophrenia and give two symptoms typically associated with that sub-type. (3 marks)
[AO1 = 3, AO2 = 0]
AO1 One mark for identifying a sub-type. Accept any of the following: paranoid; catatonic, hebephrenic/disorganised;
simple; undifferentiated; residual; Type I (positive symptoms, eg hallucinations, delusions); Type II (negative
symptoms, eg social withdrawal, negativity).
Two further marks for each symptom of the type identified, eg
Catatonic: mute stupor; uncontrolled excitement
Paranoid: delusions of persecution; auditory hallucinations; delusions of thought interference
Disorganised/ hebephrenic: confusion; incoherence; language disturbances; perceptual disturbances; flattened affect,
etc.
(b) Briefly discuss psychotherapy as a treatment for schizophrenia. (5 marks)
[AO1 = 2, AO2 = 3]
AO1 Up to 2 marks for knowledge of psychotherapy as follows: non-biological therapy; for example psychoanalysis;
or behavioural; or cognitive therapy; credit descriptions of individual psychotherapies and family therapy.
AO2 Up to 3 marks for discussion of psychotherapy as a treatment for schizophrenia.
Likely points: used only rarely on its own; little chance of success because requires insight into own condition; which
is rarely available to schizophrenia sufferers; nowadays used in combination with drug therapies; where a patient’s
condition is already under control; they are then able to have insight. Credit also references to evidence, eg FrommReichmann 1950 reported some success; Saper, Blank & Chapman 1995 enables insight in combination with
medication.
(c) Describe and discuss the effectiveness of biological treatments of mood disorders. Refer to evidence in your
answer. (12 marks)
[AO1 = 5, AO2 = 7]
AO1 Up to 5 marks for knowledge of biological treatments for depression or manic depression. These might include
one or more drug therapies and ECT.
Drug therapies: MAOI, tricylics, SSRI, lithium etc. Credit also references to mode of action, eg MAOIs work by
slowing down the breakdown of norepinephrine; Tricylics work by blocking reuptake of norepinephrine (and
serotonin); SSRIs work by preventing re-uptake of serotonin at the synapse leaving it active for longer. Credit
use of synaptic diagrams. Credit references to named examples of drugs.
ECT: unilateral/bilateral; 65-140 volts; approx 6/7 sessions over a few weeks; muscle relaxants; anaesthetics;
seizure/convulsion and unconsciousness. Credit description of relevant evidence up to 2 marks.
AO2 Up to 7 marks available for discussion and comment on the effectiveness of the treatments described.
Discussion is likely to include knowledge of outcome studies and evaluation of the use of chemotherapy, ielimitations
and advantages of the drug therapy approach. There should be reference to efficacy (Morris and Beck 74,
Butcher and Carson 90) and side effects, eg MAOIs tyramine and high blood pressure, limited understanding of mode
of action (why do some blockers take 10/14 days to alleviate depression?), social factors, etc. Discussion of ECT will
probably focus on effectiveness (60% improve APA 1993), lack of understanding of mode of action, memory loss and
other side effects. More general points, eg how to define recovery? placebo effect, etc. should also be credited. Better
answers will probably refer to the needs for a more holistic approach. Credit use of relevant evidence.
Maximum 8 marks if no evidence presented
January 2008
7 Angela suffers from unipolar depression. The psychologist treating Angela is trying to explain her condition to a
health worker, giving details of symptoms and possible explanations for her depression.
(a) Identify two symptoms of Angela’s depression the psychologist might report. (2 marks)
[AO1 = 2, AO2 = 0]
AO1 One mark for each relevant symptom.
Symptoms may be behavioural, cognitive, motor, emotional.
Likely answers: low mood; avolition; lethargy; excessive sleeping; excessive or inappropriate crying.
(b) The psychologist offers a cognitive explanation for Angela’s depression.
(i) Briefly describe one cognitive explanation the psychologist might give. (4 marks)
[AO1 = 4, AO2 = 0]
AO1 Up to 4 marks for a cognitive explanation dependent on detail.
1 - 2 marks for a brief, superficial explanation
3 - 4 marks for a coherent and detailed explanation.
Likely content: Beck’s negative set theory; the cognitive triad - negative thoughts about self, world and future;
characteristics, eg catastophising; absolutist thinking; selective perception of negative events; attributing negative
events to self; overgeneralisation; Ellis’s 11 irrational beliefs;
Meichenbaum’s negative self talk; attributional style of depressed patients - internal, stable, global explanations for
negative events.
Note a full mark answer need not cover all the above points.
(ii) Suggest one strength and one limitation of the cognitive explanation you have described in your answer to (b) (i).
(2 marks)
[AO1 = 0, AO2 = 2]
AO2 One mark each for the strength and the limitation.
Likely strengths: deals with cause rather than symptoms; does not preclude other explanations, eg the biological;
combines cognitive and biological approaches; leads to effective treatment.
Likely limitations: assumes that biological explanations are less important than they may be; assumes negatives
cognitions are a cause of the disorder, but they may be a consequence; more appropriate for some disorders than
others.
(c) Two different approaches to the treatment of schizophrenia are institutional care and community care. Compare
these two approaches. Refer to evidence in your answer.
(12 marks)
[AO1 = 4, AO2 = 8]
AO1 Up to 4 marks for knowledge and understanding of institutional care and community care and relevant evidence,
usually 2 marks for each type of care. Possible content:
1) types of institutional care; role of the mental institution; daily routines; use of therapies in institutions, including the
role of medication; access to specialist care; examples of specific institutions.
2) types of community care; components of typical community care programmes; role of health workers in community
care context; access to facilities for community care patients; specific examples.
Credit up to two marks for descriptions of relevant evidence, eg Stein and Test (1980), Rosenhan.
AO2 Up to 8 marks for comparison/evaluation in terms of strengths and limitations. Possible comparison points:
dependency versus fostering independence; access to health care professionals; continuity of care especially in
relation to medication; improved social and living skills; opportunities for modelling ‘normal’ behaviour; variability in
quality of service; extent of control/supervision. Credit use of relevant evidence.
Maximum 8 marks if no evidence presented
June 2008
7 (a) (i) Describe one biological explanation for schizophrenia. (4 marks)
[AO1 = 4, AO2 = 0]
AO1Up to 4 marks for description of one biological explanation for schizophrenia. Award marks according to detail and
depth of description. Likely answers:
Dopamine hypothesis - increased levels in SZ, action of neurotransmitters, dopamine and emotion, dopamine and
positive symptoms.
Genetics - inheritance, concordance, concordance rates in MZ and DZ
Brain anomalies - enlarged ventricles, frontal lobe activity, reduced size of limbic system and hippocampus
Viral hypothesis - SZ - virus, link between mother having influenza in 3rd trimester
(ii) Briefly evaluate the biological explanation for schizophrenia that you have given in your answer to (a) (i). (4 marks)
[AO1 = 0, AO2 = 4]
AO2Up to 4 marks for evaluation of the explanation presented in (a)(i). Award marks for depth or breadth. Likely
issues: difficulty establishing cause and effect; use of evidence to support or contradict; evaluation of the evidence, eg
issues relating to twin studies; reductionism and over-simplification; determinism and negative implications; how the
explanation might determine treatment or not; use of alternative explanations to evaluate.
(b) Describe and discuss the cognitive approach to explaining and/or treating depression. (12 marks)
[AO1 = 6, AO2 = 6]
AO1Up to 6 marks for describing a cognitive approach to explaining and/or treating depression. Given the breadth of
the question, descriptions are not expected to be very thorough and detailed.
Possible explanation content: irrational beliefs (Ellis); ABC approach; negative cognitive set (Beck) including selective
perception of negative events; magnification of significance of events; absolutist thinking; overgeneralising; negative
self-talk
(Meichenbaum); attributional style (Seligman).
Possible treatment content: features of any of the following cognitive treatments - rational emotive therapy (Ellis);
cognitive behaviour therapy (Beck); self-instructional training (Meichenbaum). Credit description of relevant evidence
up to 2 marks.
AO2Up to 6 marks for discussion of explanation and/or treatment. Possible points: looks at underlying cause;
considers thinking not just behaviour (might compare with other approaches here); patient needs to be active and
motivated; patient is in control of the treatment; evidence supporting either explanation or effectiveness of treatment;
requires intelligent and articulate patient; combines aspects of behaviour therapy with more modern cognitive
approach. Credit use of relevant evidence.
January 2009 – not available online
June 2009 – not available online
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]
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)
[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)
[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.
January 2012
General
Many students seemed extremely well prepared for the examination, presenting knowledgeable and carefully
reasoned responses. It was especially heartening to see how well students coped with questions that could not have
been anticipated and thus could not have been pre-planned and practised beforehand. Question 21 was a case in
point. Here students could take extremely different and equally valid routes to answering the question, with the result
that more able students could really shine, both in terms of knowledge demonstrated and in terms of their ability to
select and organise material.
Sadly, many responses to the 12-mark questions were seriously marred by poor communication; it was not unusual to
see whole pages of writing without any punctuation or paragraphing. On careful reading sentences often did not make
sense, although interspersed with relevant psychological terminology as theyoften were, such answers at first gave
the impression of being quite well-informed. Whilst examiners will work hard to extract meaning from work that is often
less lucid than it might be, if what is written truly does not make sense it is difficult to justify credit. Students should be
mindful of the need to communicate their ideas clearly and should be encouraged to use exam time to read and check
their responses carefully.
Performance on the experimental design questions in the child development section varied enormously and it was
evident that some students had been taken by surprise here. In particular, a considerable number were quite unable
to identify the dependent variable. At the other extreme, there were whole schools and colleges where the vast
majority of students gained full marks on these questions.
This session more than in previous sessions it was noted that students may have been fabricating studies. Some
references to evidence were vague in the extreme, or such detail as was presented was sufficiently implausible to
arouse doubt that the study could ever have been conducted, this despite attempts to validate the reference with the
inclusion a named (but unknown) researcher.
Topic: Schizophrenia and Mood Disorders
There were some very detailed answers to questions 19 and 20, with many full-mark responses. In some of the less
well-organised answers to question 20 it was difficult to see exactly which two ways were being outlined; students
offered multiple cognitive concepts with applications that could not be unambiguously linked to any of the concepts or
sometimes no application at all. Students offering Seligman did not always remember to focus on the cognitive aspect.
As noted in the general comments, question 21 elicited some excellent responses from thoughtful and intelligent
students who could select information and organise their material logically. It was refreshing to see such varied and
yet quite legitimate answers to the same question, even within a single school or college where students who had
been taught together were presumably all able to draw upon the same material. Less confident students opted to
discuss therapy and followed this with a discussion of care options. The more assured students were able to integrate
their material and consider therapy and care simultaneously in vigorous discussion.
19 Describe the psychodynamic explanation for depression. (4 marks)
[AO1 = 4] AO1Award up to 4 marks for description of the psychodynamic theory of depression/mood disorders.
Candidates may focus on one or two ideas in some detail or on several separate points in less detail. Likely content
includes: childhood grief/loss leading to dependency; regression to the oral stage; overdependence due to oral
fixation;
introjection of hostility – negative feelings turned inwards; role of imagined or symbolic loss; post-Freudian views that
depression is linked to mother-infant relationship; failure to meet parental expectation; links with low self-esteem.
20 Outline at least two ways in which a cognitive psychologist might explain depression in a person who has recently
become unemployed. (4 marks)
[AO2 = 4] AO2 Up to 4 marks to be awarded for application of two different concepts or ideas from the cognitive
explanation for depression to the novel situation. Many different aspects of cognitive theory can be applied here.
Credit should be given for any valid application. Candidates may focus on just two concepts or ideas in some detail or
on several separate points in less detail. Possible content will probably come from
Beck’s theory:
- person will have negative thoughts about self, world, future eg
I’m useless, the world is horrid, I’ll never get a job
-one wants me’
y significance/catastophise eg loss of job will take on extraordinary significance and will be seen
as major disaster
– person will blame themselves for loss of job and negate the influence of
external factors eg world economy
Up to 2 marks if the explanation is relevant to depression but relevance to unemployment may not have been made
explicit.
Maximum 2 marks if only one concept or idea is offered
21‘The most suitable treatment for schizophrenia is medication and this treatment should take place in an institution.’
Discuss this view. (12 marks)
[AO1 = 4, AO2 = 8] There are a number of different routes to answering this question. Candidates may focus solely on
the effectiveness, strengths and limitations of medication or may take the opportunity to consider medication in
relation to alternatives. They may also/alternatively focus on the issue of care context.
AO1 Award up to 4 marks for knowledge of treatments for schizophrenia and/or care options: traditional antipsychotic dopamine blockers eg chlorpromazine: atypical anti-psychotics eg clozapine and risperidone; alternatives eg
psychotherapies; community care as an alternative care option to hospitalisation. Credit descriptions of relevant
evidence – 2 marks.
AO2 Award up to 8 marks for discussion of the views expressed in the statement.
Candidates are expected to evaluate the use of medication and/or compare medication with alternative treatments.
For full engagement with the question candidates should also consider the point about the need for treatment to take
place in a controlled environment such as a hospital. Possible content: use of studies showing relative effectiveness;
issue of side effects; patient as passive or active; need for combined approach ie drugs alongside other treatment;
ethical issues; role of the family v role of institution; problems of institutionalisation; strengths/limitations of community
care; issue of normalisation. Credit use of relevant evidence. Credit evaluation of evidence where relevant to
discussion.
June 2012 – no examiners report available as at 19.12.12
17 Explain one difference between unipolar depression and bipolar depression. (2 marks)
[AO2 = 2]
Likely differences: unipolar – maintenance of extreme mood at one end of the mood spectrum whereas bipolar –
cyclical alternation of mood from one end of the mood spectrum to the other ie episodes of depression and mania;
unipolar easier to treat/manage/variety of treatments available whereas bipolar is harder to treat/manage/limited
treatment options; bipolar – patient’s behaviour is more bizarre, out of touch with reality whereas unipolar patient
appears more ‘normal’; bipolar more likely to be genetic.
For two marks the points must clearly be linked to the correct disorder.
18 Briefly describe one study in which treatment for unipolar depression or bipolar depression was investigated. (3
marks)
[AO1 = 3]
Credit any details of relevant study including the aim, method, result or conclusion. Note for full marks there must be
some information about what was done and what was found. Vague descriptions without detail eg which
disorder/which medication/length of treatment/measurement of depression/symptoms maximum 1 mark.
Likely studies include: Elkin (1985) comparison of therapies for depression using four conditions; Robinson (1990)
meta-analysis of different therapies for depression; Hollon (2006) comparison of cognitive and drug treatment for
depression.
19 People with schizophrenia can be cared for either in hospital or in the community.
Briefly discuss one reason why it might be preferable for a person with schizophrenia to be cared for in the
community. (3 marks)
[AO1 = 1, AO2 = 2]
AO1 Award one mark for a valid reason. Likely answers: avoids institutionalisation; exposure to a normalising
environment; integration into society.
AO2 Up to two marks for discussion of the reason which might include comparison with the alternative.
Example answer: Less chance of the person becoming institutionalised (AO1) which enables them to maintain some
degree of autonomy/personal efficacy (AO2), whereby they can make some life decisions for themselves, for example,
where to go, what to eat etc (AO2).
20 Describe and evaluate biological explanations for schizophrenia. Refer to evidence in your answer. (12 marks)
[AO1 = 4, AO2 = 8]
Likely content: Schizophrenia - dopamine hypothesis – excess dopamine activity at the synapse;
increased number of D2 receptors; genetic evidence eg Gottesman (2001) higher concordance for MZ
pairs than DZ pairs; adoption studies (Tienara 1991); neuroanatomical correlates eg enlarged ventricles.
Credit description of relevant evidence up to 2 marks.
AO2 Up to 8 marks for evaluation of the biological explanation for schizophrenia. Likely content: other
possible explanations eg role of social factors, possibly as a trigger; problems with the evidence, for
example, issues with twin study evidence; reductionism – biological explanations - oversimplification to
explain a complex multi-faceted disorder at the level of cells and chemicals; determinism – the extent to
which the disorder might be avoidable, treatable etc.
Credit use of relevant evidence where used to evaluate the explanations.
Maximum 8 marks if no evidence presented