A2: Psychopathology - Schizophrenia
Topic
1. Introduction to
Schizophrenia
Objectives
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2. Issues of
Reliability and
Validity
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To describe the
clinical descriptions
of schizophrenia.
To outline methods
of diagnosis for
schizophrenia.
To outline issues of
reliability and
validity within
schizophrenia.
Methodology
Starter:
 Discuss course content and distribute unit planners.
 Students join up the definition jigsaw.
 Then copy down the definition.
Main:
 Watch video clip – A Case Study in Schizophrenia (10 mins)
 Students to recall three pieces of information from the film clip
and discuss with a partner.
 Discuss the positive and negative symptoms of schizophrenia.
 Students match up symptoms with their definitions and glue
in. Then colour code the symptoms which are positive or
negative.
 Students read and highlight DSM-IV criteria for a diagnosis of
schizophrenia.
Extension:
 Start to read Rosenhan study
Plenary:
 Traffic light quiz.
Homework:
 Read outline of Rosenhan (1973) study and highlight key
information.
Starter:
 Discuss Rosenhan study which students read for hmk and how
this links to the issues of R & V with schizophrenia.
Main:
 Students have a list of symptoms relating to schizophrenia,
bipolar disorder and depression which they have to place on
the Venn diagram.
 They can check their answers using the textbook or the
Internet.
 Check through the answers as a group.
Extension:
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Resources
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PPT: Introduction to
Schizophrenia.
Schizophrenia Unit
Planner
Schizophrenia Definition
Jigsaw.
Video: A Case Study in
Schizophrenia.
Outline for Rosenhan
(1973) study (p.167 of
Psychology Through
Diagrams)
Schizophrenia –
Symptoms and
Diagnosis (p.170 of
Psychology Through
Diagrams)
PPT: Reliability & Validity
with Schizophrenia
Issues of Reliability &
Validity w/s
Description of Study
Sheet
One Flew Over the
Cuckoo’s Nest DVD
A2: Psychopathology - Schizophrenia
3. Biological
Explanations of
Schizophrenia:
The Dopamine
Hypothesis
4. Evaluating the
Dopamine
Hypothesis


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To outline the
workings of
neurotransmitters
and synapses.
To describe the
dopamine
hypothesis of
schizophrenia.
To evaluate research
into the dopamine
hypothesis.
Plenary:
 Key word Pictionary
Homework:
 Read p.163 and make a mind map on the issues of reliability
and validity surrounding schizophrenia.
Starter:
 Maps from Memory of synapse diagram.
 Discuss prior learning of synapses and neurotransmitters.
Main:
 Students use the information on the board to label how
synapses work.
 Talk through PPT and discuss the dopamine hypothesis.
 Students complete dopamine hypothesis cloze passage.
 Randomly pick a number between 50 and 100 and students
have to write a description of the dopamine hypothesis in that
number of words. The closest wins a prize.
Extension:
 Read Psychology Review article on schizophrenia and complete
extension worksheet.
Plenary:
 Play You Say We Pay
Homework:
 N/A
Starter:
 Students are each given a card with the details of research
which links different substances to schizophrenia.
 They have to complete the table to identify the substance; say
what it is and suggest the link to the dopamine hypothesis.
 Students move around the room to record each other’s
findings.
Main:
 Card sort of evaluation of dopamine hypothesis, students
identify the strength or weakness, its explanation and what
that suggests. Check and glue in.
 Using the information from today’s lesson, write a 350 to 400
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PPT: Dopamine
Hypothesis for
Schizophrenia
Synapse diagram
Worksheet: Synapses &
Neurotransmitters
Blanked Out Diagram
Worksheet: Dopamine
Hypothesis Cloze
PPT: Evaluating the
Dopamine Hypothesis
W/S: Dopamine
Hypothesis Evaluation
Starter.
Cards: Dopamine
Hypothesis Evaluation
Starter.
Card Sort: Evaluating
Dopamine Hypothesis
Evaluating Dopamine
Hypothesis Multiple
A2: Psychopathology - Schizophrenia
5. Biological
Explanations of
Schizophrenia
2: Genetic
6. Evaluating
Genetic Factors
in
Schizophrenia


To describe research
into the genetic
causes of
schizophrenia.
To evaluate research
conducted into the
genetic factors in
the prevalence of
word evaluation of the dopamine hypothesis for schizophrenia.
Extension:
 Peer assessed using templates.
Plenary:
 Multiple choice question sheet and reordering of stages in
synapses.
Homework:
 Complete written evaluation of the dopamine hypothesis.
 Research genetic causes of schizophrenia.
Starter:
 Top three, pair share and teach.
 Students choose three terms that they feel most confident
about explaining.
 They share with a partner and explain one each, then vice
versa.
Main:
 Talk through PPT
 Students read through Genetic Evidence w/s and fill in what
conclusions can be drawn from the information about the
genetic causes of schizophrenia.
 Students read and highlight the overview of the Gottesman &
Shields (1966) twin study of schizophrenia and prepare to be
tested on the information in it.
Extension:
 Make notes on Methodological Problems with Heredity Studies
(p.165)
Plenary:

Play Blankety Blank based on the Gottesman & Shields study.
Homework:

Write a 100-150 word explanation of the genetic explanation
of schizophrenia.
Starter:

T/F quiz on last lesson’s work.
Main:
 Read Evaluating Genetic Theories worksheet, highlight strong
Choice Qs
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PPT: Genetic Factors in
Schizophrenia
W/S: Genetic Factors in
Schizophrenia
W/S: Gottesman Twin
Study
PPT: Evaluating Genetic
Factors in Schizophrenia.
W/S:
A2: Psychopathology - Schizophrenia
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7. Biological
Explanations of
Schizophrenia
3: Brain
Abnormality
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
schizophrenia.
To discuss the
nature nurture
debate in relation to
the causes of
schizophrenia.
evaluative points and underline evaluative errors. In the
spaces below, add an addition or make any corrections.
 Students use the commentary points on p.165 as well as those
highlighted on the previous sheet to create a mini-mind map
on the AO2/3 points relating to genetic influences.
 Discuss the necessity for students to use synoptic skills in
their essays. Using the speech bubbles on the Nature/Nurture
w/s, students discuss this debate using genetic evidence and
evaluation of that evidence.
 Feedback on evaluation sheet.
Extension:
 Make notes on ‘An Evolutionary Perspective’ (p.165)
Plenary:
 SPLAT!
Homework:
To outline and
evaluate structural
brain abnormalities
of schizophrenia.
To consider the two
syndrome
hypothesis for
schizophrenia.
To plan for a midunit assessment.
Starter:

Odd one out with pictures on PPT
Main:
 Students have to go around the room to find information
about brain abnormality in schizophrenia and fill in the A3
overview sheet.
 Talk through PPT to ensure all students have all
 Peer assess exemplar essay of biological explanations of
schizophrenia.
 Students create essay plan.
Extension:
 Students check each other’s plans and suggest any
improvements.
Plenary:
 Top 3, Compare & Teach
Homework:
 Outline and evaluate two biological explanations for
schizophrenia. (9 & 16 marks)
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PPT: Brain Abnormalities
Explanations.
A4 printouts of PPT
slides
W/S: A3 Brian
Abnormality Overview
A2: Psychopathology - Schizophrenia
8. & 9
Psychological
Explanations of
Schizophrenia
1: Psychological
Theories (Dbl)

To outline and
evaluate
psychological
theories of
schizophrenia,
including:
- Psychodynamic
- Cognitive
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10.Psychological
Explanations of
Schizophrenia
2: Urbanicity

To describe and
evaluate the effect
of high density living
on the prevalence of
schizophrenia.
Starter:
 Picture quiz
Main:
 Students are given information on psychodynamic and
cognitive explanations of schizophrenia.
 They have to work in pairs to present a mini lesson on their
topic.
 Within the double lesson, students need to prepare and
present their lesson (20 minutes to prepare).
 Students have peer assessment sheets to feedback on.
 Students read and cut out the AO2 comments relating to
psychodynamic and cognitive explanations of schizophrenia.
Glue down under the appropriate headings.
 Highlight key points on the evaluations.
Extension:
 Create a mini quiz on the psychological theories of
Schizophrenia.
Plenary:

Feedback from group presentations.
Homework:
 Min-unit assessment plan and essay.
Starter:
 Maps from Memory – Mechanism of Urbanicity diagram
Main:
 Talk through first 3 slides on PPT.
 Students study graphs on Urbanicity and Schizophrenia w/s
and note the main points of Pedersen and Mortensen’s
findings.
 Discuss 4th slide and students outline the problems of
interpreting correlational data.
 Discuss slides 5-7 and students note the main findings from
Pedersen and Mortensen’s studies in to change in location and
childhood exposure to Urbanicity, and write a few sentences to
outline what this suggests.
Extension:
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PPT: Psychological
Theories of
Schizophrenia.
A3 paper, pens, etc.
Behaviourist
Explanations of Schiz.
w/s
Cognitive Explanations
of schiz. w/s
PPT: Urbanicity
Urbanicity and
Schizophrenia w/s
Schizophrenia –
Environmental
Contributions w/s
A2: Psychopathology - Schizophrenia

10.Psychological
Explanations of
Schizophrenia
2: SocioCultural Factors
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11.Biological
Therapies for
Schizophrenia
1: Antipsychotic

To describe and
evaluate the effect
of abnormal
patterns in family
communication on
the prevalence of
Schizophrenia
To describe how
conventional and
atypical
antipsychotic drugs
Plenary:
 Feedback responses to activities.
Homework:
 Schizophrenia – Environmental Contributions w/s – read the
findings from relevant studies and answer questions.
Starter:
 Provide students with double bind statements, ask them to
identify the connection.
Main:
 Students complete teaching towers for the different sociocultural factors involved in schizophrenia:
1. Life events
2. Double Bind Theory
3. Expressed Emotion
4. Labelling Theory.
 In groups of three, students use the information on p.166-7 to
complete their tower.
 One person now stays with their tower to teach other people
about their topic.
 The others from the group need to split up and visit other
towers to learn one topic each.
 Students then regroup and teach each other the two new
tower topics.
Extension:
 Create a mind-map of biological and psychological causes of
schizophrenia.
Plenary:
 Randomizer questions.
Homework:
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End of unit assessment.
Starter:
 Picture quiz for biological methods of treatment for
schizophrenia.
Main:
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PPT: Family Systems
Family Systems w/s
Family Stress and
Schizophrenia w/s
PPT: Biological Therapies
A2: Psychopathology - Schizophrenia
Drugs
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12.Evaluation of
Antipsychotic
Drugs
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
work to treat
schizophrenia.
To evaluate the
effectiveness and
appropriateness of
antipsychotics.
To analyse the
fairness of placebo
tests.
To evaluate the
synoptic links
between
antipsychotic
medication,
neurotransmitters,
the nature-nurture
debate and ethical
issues.
Talk through PPT and discuss typical and atypical drugs.
Students cut out and sort information about typical and
atypical drugs onto the A3 sheet.
 Watch clip of Treatment for Early Onset Schizophrenia
Spectrum Disorders Study and students make notes of the
APFC of the research.
Extension:
 Identify one critical point from the synoptic toolkit relevant to
drug therapies and write an explanation of the connection.
Plenary:
 Group statements: “Atypical antipsychotic drugs are most
effective at treating schizophrenia than older typical drugs.”
Homework:
 Prepare for timed essay: Discuss two or more biological
therapies for schizophrenia. 9 marks + 16 marks
Starter:
 Read the story ‘The Magic Shoes’.
 The story tells the tale of a man who hates dancing and has no
confidence in his ability. That is, until a man sells him ‘magic
shoes’, which transform his dancing moves and coordination.
Dave’s dancing vastly improves. The twist in the tale is that
the ‘magic shoes’ were actually fake, yet Dave’s dancing
improved anyway.
OR
 Show a clip of Penn and Teller who con people in to using
placebo therapies (7 mins).
 These both demonstrate the placebo effect, which students
need to understand in order to interpret the findings of studies
that investigate the effectiveness of drug therapies for
schizophrenia.
 After reading the story/watching the clip, ask students to
discuss how they think it relates to the topic.
Main:
 Students create a table with evidence to support or undermine
antipsychotics vs placebos.
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PPT: Evaluating
Antipsychotic Drugs
W/S: Biological
Therapies Connect 4
W/S: Lesson Evaluation
Bubbles
A2: Psychopathology - Schizophrenia
Show students a short video clip illustrating the undesired
effects of antipsychotic medication and discuss what issues
this raises.
 Students fill in the Connect 4 sheet - In the grey shaded
areas, students should articulate their understanding of the
principles, i.e. nature vs. nurture, neurotransmitters,
antipsychotic medication, etc
 In between the grey shaded areas, students should try and
explain how the elements of the theory link together. For
example, neurotransmitters are linked to antipsychotic
medication because the drugs influence the effects of
neurotransmitters such as dopamine by binding to receptors
and blocking their action (and hence reducing high dopamine
activity associated with hallucinations and delusions).
Extension:
 “Antipsychotics are an appropriate method to treat
schizophrenia.” 2 arguments for and 2 against.
Plenary:

Students complete a lesson evaluation bubble sheet.
Homework:
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13.Biological
Therapies for
Schizophrenia
2: ECT
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Describe the process
involved in ECT.
Outline research
which considers the
effectiveness of ECT
in treating
schizophrenia.
Consider the
appropriateness of
using ECT.
Starter:
 Odd one out with biological explanations and for schizophrenia
and side effects of biological treatments.
Main:
 Watch clip from One Flew Over the Cuckoo’s Nest to
demonstrate traditional ECT and then compare with a more
recent example in the clip of Modern ECT.
 Students each have a focus question to think about whilst
watching the clip.
 Students read and highlight text outlining the history,
procedure, effectiveness and appropriateness of ECT.
 Play team quiz game University Challenge based on the
information.
Extension:
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PPT: ECT
W/S: ECT
A2: Psychopathology - Schizophrenia
Create a mind map on biological treatments for schizophrenia.
Plenary:
 Students write their names on a post-it note and stick on on
the Venn diagram on the board according to the LOs that
they’ve achieved.
 Students should be prepared to justify their position.
Homework:
 Prepare for timed essay: Discuss two or more biological
therapies for schizophrenia. 9 marks + 16 marks
Starter:
 Students complete Schizophrenia Crossword as a recap.
Main:
 Create a mini-mind map on biological treatments
 Individually, students answer mini-test on biological
treatments – allow 35 mins.
 Swap papers and peer assess using mark scheme.
Extension:
 Students create an essay plan for: Discuss two or more
biological therapies for schizophrenia. 9 marks + 16 marks.
Plenary:
 SPLAT
Homework:
 Research and bring in information on the use of CBT for
schizophrenia.
Starter:
 Picture quiz of ‘Cognitive Behavioural Therapy’.
Main:
 Students create a spider diagram on CBT based on what they
remember about CBT from the Abnormal Psych unit at AS
level. Discuss as a whole group.
 Watch clip of CBT and students write down three things they
learnt about CBT.
 Watch clip of CBT in action and again students write down
three things they learnt.
 Students complete cloze passage on CBT and check through

14.Biological
Therapies for
Schizophrenia
15.Psychological
Therapies for
Schizophrenia 1
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To test knowledge of
biological therapies
for schizophrenia.
To outline the use of
CBT in
Schizophrenia
To evaluate the
effectiveness and
appropriateness of
CBT in treating
schizophrenia.
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PPT: Biological Therapies
Schizophrenia Crossword
Biological Therapies Mini
Test
Biological Therapies Mini
Test Mark Scheme
PPT: CBT &
Schizophrenia
Video: Overcome Mental
Illness with CBT
Video: Judith Beck Phd
talks about Cognitive
Therapy
W/S: CBT &
Schizophrenia Cloze
CBT & Schizophrenia
Cloze Crib
A2: Psychopathology - Schizophrenia
together as a group.
The evaluation worksheet is designed to illustrate to students
the level of depth required to achieve top AO2 marks.
Students should start by reading the boxes on the far lefthand side of the page, which outline simple evaluation points.
Ask them to highlight (or shade in) each of the boxes in that
column with a different colour.
 The students should then read the boxes in the next column.
Each represents further explanation and elaboration of one of
the evaluation points, but they are not in the same order.
Students should highlight (or shade in) those boxes with the
correct, corresponding colour.
 They should repeat this until all boxes in all columns are
shaded in. This will require some thought from the students
Extension:
 Students read Schizophrenia case studies at the bottom of the
cloze passage and suggest alternative beliefs that might be
encouraged for the patients.
Plenary:
 Lucky Dip – plenary questions.
Homework:
 Research and bring in information on the use of
psychoanalysis in schizophrenia.
Starter:
 Students create a spider diagram on psychoanalysis based on
what they remember about it from the Abnormal Psych unit at
AS level. Discuss as a whole group.
Main:
 Talk through PPT to explain the role of psychoanalysis.
 Watch Application of Psychoanalytic Theory video and students
each recall three points from the clip.
 Quick Questions – Students answer one question from the AO1
row, two from the AO2 row and 2 from the AO3 row.
Extension:
 Students work in pairs to build an essay response to the
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W/S: Evaluation of CBT
and Elaboration
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PPT: Psychoanalysis &
Schizophrenia
Video Summary Sheet
Fairy Tale Card Sort

16.Psychological
Therapies for
Schizophrenia 2


To outline the use of
psychoanalysis in
Schizophrenia
To evaluate the
effectiveness and
appropriateness of
psychoanalysis in
treating
schizophrenia.
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A2: Psychopathology - Schizophrenia
17.Revision

To revise for an end
of unit assessment.
following question: Outline and evaluate one psychological
therapy used in the treatment of depression. (25 marks)
Plenary:
 Roll Up! Display the numbers 1 to 6 on your whiteboard with
six corresponding key words, psychologists, theories or
other. Ask individual students to roll a die and then say all
they can about the topic that corresponds to the number they
rolled.
 For this topic (psychological therapies for
schizophrenia), you could use the following:
1. CBT
2. Psychoanalysis
3. Maladaptive beliefs
4. Unconscious conflicts
5. Transference
6. Evaluation of CBT or psychoanalysis
Homework:
 Organise schizophrenia unit and complete any missing work.
 Revise for end of unit assessment.
Starter:
 A-Z unit key words.
 Students highlight the terms that they feel least confident
about – this can help to focus their revision.
Main:
 Students choose one question from the list of possible exam
questions and create a mini-mind map to plan how they would
answer the question.
 They then have the length of a track from a chill out album to
start writing the answer.
 When the music track ends, they must pass their essay and
mind map on to another student who should first read
through, correcting any errors. They can then write their
initials in the margin and continue writing, using the plan
provided, for the length of another track.
 They continue this process until the essays are completed and
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A2: Psychopathology - Schizophrenia
returned to the original student.
Extension:

Plenary:
 Students read each other’s work and peer assess using the
Peer Assessment templates.
Homework:

18.Assessment

Starter:
 Roll Up! Display the numbers 1 to 6 on your whiteboard with
six corresponding key words, psychologists, theories or
other. Ask individual students to roll a die and then say all
they can about the topic that corresponds to the number they
rolled.
 For this topic (schizophrenia), you could use the following:
1. Characteristics of schizophrenia
2. Issues of reliability and validity
3. Biological explanations (AO1/AO2)
4. Psychological explanations (AO1/AO2)
5. Biological therapies (AO1/AO2)
6. Psychological Therapies (AO1/AO2)
Main:

Students have 30 minutes to answer the set question.
a) Describe two psychological treatments for Schizophrenia (9
marks)
b) Evaluate the effectiveness and appropriateness of each
treatment use with Schizophrenic patients (16 marks)

Extension:

Plenary:
 Students read each other’s work and peer assess using the
Peer Assessment templates.
Homework:
 N/A

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PPT: Revision &
Assessment
Dice (one for each table)
Peer assessment
templates.
A2: Psychopathology - Schizophrenia