British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Edexcel - Psychology - 9PS0

  • Overview
  • Chapters

Psychology 9PS0 is the Pearson Edexcel Level 3 Advanced GCE in Psychology.

The Pearson Edexcel Level 3 Advanced GCE in Psychology is structured into nine topic areas. Topics focuses on the areas that have laid the foundations of modern psychological understanding, how our understanding of psychology is applied today, and summarises the psychological skills and research methods covered in the qualification.

This qualification consists of three externally examined papers.

  • 1: Social psychology
    1.1: Obedience
    1.1.1: Theories of obedience
    1.1.2: Research into obedience
    1.1.3: Factors affecting obedience and dissent/resistance to obedience
    1.2: Prejudice
    1.2.1: Explanations and research into prejudice
    1.2.2: Factors affecting prejudice
    1.2.3: Individual differences in obedience/prejudice
    1.2.4: Developmental psychology in obedience/prejudice
    1.3: Self-reporting data
    1.3.1: Designing and conducting questionnaires and interviews
    1.3.2: Unstructured, semi-structured and structured interviews, open, closed questions
    1.3.3: Alternate hypotheses.
    1.4: Sample selection and techniques
    1.4.1: Random, stratified, volunteer and opportunity techniques
    1.5: Qualitative and quantitative data
    1.5.1: Analysis of quantitative data
    1.5.2: Analysis of qualitative data
    1.6: Ethical guidelines
    1.6.1: British Psychological Society (BPS) code of ethics and conduct (2009)
    1.7: Classic study
    1.7.1: Intergroup conflict and cooperation: The Robbers Cave Experiment
    1.8: One contemporary study from the following
    1.8.1: Replicating Milgram: Would people still obey today?
    1.8.2: Rethinking the psychology of tyranny
    1.8.3: Individual differences in ideological attitudes and prejudice
    1.9: Key questions
    1.9.1: One key question of relevance to today’s society
    1.9.2: Concepts, theories and/or research drawn from social psychology
    1.10: Suitable examples
    1.10.1: Using knowledge of social psychology
    1.10.2: Explaining heroism
    1.11: Practical investigation
    1.11.1: Gather data relevant to topics covered in social psychology
    1.12: In conducting the practical research exercise
    1.12.1: Questionnaire to gather data to look for a difference in the data
    1.12.2: Consider questionnaire construction, sampling decisions and ethical issues
    1.12.3: Analysis of quantitative data using bar graph and frequency table
    1.12.4: Analysis of qualitative data using thematic analysis
    1.12.5: Strengths and weaknesses of the questionnaire and possible improvements
    1.12.6: The procedure, results and discussion section of a report
    1.13: Suitable examples of practical investigation
    1.13.1: If males or females perceive themselves to be more obedient
    1.13.2: An investigation into in-group favouritism
    1.14: Issues and debates
    1.14.1: Ethics
    1.14.2: Practical issues in the design and implementation of research
    1.14.3: Reductionism
    1.14.4: Comparisons between ways of explaining behaviour using different themes
    1.14.5: Psychology as a science
    1.14.6: Culture and gender
    1.14.7: Nature-nurture
    1.14.8: An understanding of how psychological understanding has developed over time
    1.14.9: Issues of social control
    1.14.10: The use of psychological knowledge in society
    1.14.11: Issues related to socially-sensitive research
  • 2: Cognitive psychology
    2.1: Memory
    2.1.1: The working memory model
    2.1.2: The multi-store model of memory
    2.1.3: Long-term memory – episodic and semantic memory
    2.1.4: Reconstructive memory
    2.2: Individual differences in memory
    2.2.1: Memory can be affected by individual differences in processing speed
    2.2.2: Autobiographical memory is by nature individual
    2.3: Developmental psychology in memory
    2.3.1: Developmental issues in memory span development
    2.3.2: Dyslexia affects children's memory, span and working memory
    2.3.3: The impact of Alzheimer's on older people
    2.4: Experiments
    2.4.1: Field and laboratory experiments
    2.4.2: Independent and dependent variables
    2.4.3: Experimental and null hypotheses
    2.4.4: Directional (one-tailed) and non-directional (two-tailed) tests and hypotheses
    2.4.5: Experimental and research designs
    2.4.6: Operationalisation of variables, extraneous variables and confounding variables.
    2.4.7: Counterbalancing, randomisation and order effects.
    2.4.8: Situational and participant variables
    2.4.9: Objectivity, reliability and validity (internal, predictive and ecological)
    2.4.10: Experimenter effects, demand characteristics and control issues
    2.5: Quantitative data analysis
    2.5.1: Analysis of quantitative data in cognitive psychology
    2.5.2: Graphical presentation of data
    2.6: Decision making and interpretation of inferential statistics
    2.6.1: Non-parametric test of difference: Mann-Whitney U and Wilcoxon
    2.6.2: Probability and levels of significance
    2.6.3: Observed and critical values
    2.6.4: One- or two-tailed regarding inferential testing
    2.6.5: Type I and type II errors
    2.6.6: Normal and skewed distribution
    2.7: Case study
    2.7.1: Case study of brain-damaged patients
    2.8: Classic study
    2.8.1: Working memory model
    2.9: One contemporary study from the following:
    2.9.1: Patients with bilateral medial and lateral temporal lobe lesions
    2.9.2: Reconstruction from memory in naturalistic environments
    2.9.3: Developmental pattern of digit span in Spanish population
    2.10: Key questions
    2.10.1: One key question of relevance to today’s society in cognitive psychology
    2.10.2: Concepts, theories and/or research drawn from cognitive psychology
    2.11: Suitable examples
    2.11.1: How can psychologists’ understanding of memory help patients with dementia?
    2.11.2: How can knowledge of working memory be used to inform the treatment of dyslexia?
    2.12: Practical investigation
    2.12.1: Gather data relevant to topics covered in cognitive psychology
    2.13: In conducting the practical research exercise
    2.13.1: Gather quantitative data and include descriptive statistics
    2.13.2: Design decisions when planning and conducting your experiment
    2.13.3: Collect, present and comment on data gathered
    2.13.4: Use a Mann-Whitney U or Wilcoxon non-parametric test to test significance
    2.13.5: Consider strengths and weaknesses of the experiment
    2.13.6: write up the procedure, results and discussion section of a report.
    2.14: Suitable examples of practical investigation
    2.14.1: Dual task experiment to investigate components of working memory
    2.14.2: Acoustic similarity of words and the effect on short-term memory
    2.15: Issues and debates
    2.15.1: Ethics (cognitive)
    2.15.2: Practical issues in the design and implementation of research (cognitive)
    2.15.3: Reductionism (cognitive)
    2.15.4: Comparisons of ways of explaining behaviour using different themes
    2.15.5: Psychology as a science (cognitive)
    2.15.6: Culture and gender (cognitive)
    2.15.7: Nature-nurture (cognitive)
    2.15.8: Psychological understanding has developed over time (cognitive)
    2.15.9: Issues of social control (cognitive)
    2.15.10: The use of psychological knowledge within society
    2.15.11: Issues related to socially sensitive research
  • 3: Biological psychology
    3.1: Content
    3.1.1: The central nervous system (CNS) and neurotransmitters in human behaviour
    3.1.2: The effect of recreational drugs on the transmission process
    3.1.3: The structure of the brain, different brain areas
    3.1.4: The role of evolution and natural selection to explain human behaviour
    3.1.5: Biological explanation of aggression
    3.1.6: The role of hormones to explain human behaviour such as aggression
    3.2: Individual differences
    3.2.1: Damage to the brain may be affected by individual differences
    3.2.2: Freud's view of the personality shows it develops individual differences
    3.3: Developmental psychology
    3.3.1: The role of evolution in human development
    3.3.2: The role of hormones in human development
    3.4: Correlational research
    3.4.1: The use of the correlational research method in psychology
    3.4.2: Types of correlation
    3.4.3: Issues surrounding the use of correlations in psychology
    3.5: Analysis of correlational data
    3.5.1: Analysis of, use of, and drawing conclusions from correlational studies
    3.5.2: The use of alternate, experimental and null hypotheses
    3.6: Other biological research methods
    3.6.1: Brain-scanning techniques (CAT, PET, and fMRI)
    3.6.2: The use of brain-scanning techniques to investigate human behaviour
    3.6.3: One twin study and one adoption study
    3.7: Classic study
    3.7.1: Brain abnormalities in murderers indicated by positron emission tomography
    3.8: One contemporary study from the following
    3.8.1: Abnormal function of the posterior cingulate cortex in heroin addicted users
    3.8.2: Examining genetic and environmental effects on social aggression
    3.8.3: Prefrontal cortex AMPA receptor plasticity is crucial for cue-induced relapse
    3.9: Key questions
    3.9.1: One key question of relevance to today’s society in biological psychology
    3.9.2: Concepts, theories and/or research drawn from biological psychology
    3.10: Suitable examples
    3.10.1: How effective is drug therapy for treating addictions?
    3.10.2: If aggression is found to be caused by nature not nurture
    3.11: Practical investigation
    3.11.1: Gather data relevant to topics covered in biological psychology
    3.12: In conducting the practical research exercise
    3.12.1: Design and conduct a correlational study
    3.12.2: link their research to aggression or attitudes to drug use
    3.12.3: Include inferential statistical testing and the significance of the result
    3.12.4: Produce an abstract of the research method and a discussion section
    3.12.5: include research question/hypothesis; research method, sampling, etc
    3.12.6: Consider strengths and weaknesses of the correlational study
    3.13: Suitable examples of practical investigation
    3.13.1: A correlation into age and attitudes to drug use
    3.13.2: Relationship between height and a self-rating of aggressive tendencies
    3.14: Issues and debates
    3.14.1: Ethics (biological)
    3.14.2: Practical issues in the design and implementation of research (biological)
    3.14.3: Reductionism (biological)
    3.14.4: Comparisons of ways of explaining behaviour using different themes (biological)
    3.14.5: Psychology as a science (biological)
    3.14.6: Culture and gender (biological)
    3.14.7: Nature-nurture (Biological)
    3.14.8: How psychological understanding has developed over time
    3.14.9: Issues of social control (Biological)
    3.14.10: The use of psychological knowledge within society (Biological)
    3.14.11: Issues related to socially sensitive research (Biological)
  • 4: Learning theories
    4.1: Classical conditioning
    4.1.1: The main features of classical conditioning
    4.1.2: Experiment with salivation in dogs
    4.2: Operant conditioning
    4.2.1: The main features of operant conditioning
    4.2.2: Properties of reinforcement
    4.2.3: Behaviour modification
    4.3: Content (continued)
    4.3.1: The main features of social learning theory
    4.3.2: Social learning ‘stages’ of attention, retention, reproduction and motivation
    4.3.3: Original Bobo doll experiments
    4.3.4: Bobo doll experiment with vicarious reinforcement
    4.3.5: How learning theories explain the acquisition and maintenance of phobias
    4.3.6: Treatments for phobias based on theories of learning
    4.4: Individual differences
    4.4.1: How people differ because of different environmental influences and experiences
    4.5: Developmental psychology
    4.5.1: Development is through patterns of rewards and punishments
    4.5.2: Development is through observation of others
    4.6: Human research
    4.6.1: The use of the observational research method in psychology
    4.6.2: Types of observation
    4.6.3: Use of content analysis as a research method
    4.7: Animal research
    4.7.1: The use of animals in laboratory experiments
    4.7.2: Ethical issues regarding the use of animals in laboratory experiments
    4.8: Analysis of data
    4.8.1: levels of measurement; reasons for choosing a chi-squared test
    4.8.2: Analysis of qualitative data using thematic analysis
    4.9: Scientific status of psychology, including:
    4.9.1: Replicability, reliability, validity, reductionism. falsification, empiricism
    4.10: Classic study
    4.10.1: Little Albert: Conditioned emotional reactions
    4.11: One contemporary study from the following:
    4.11.1: Eating behaviours and attitudes following prolonged exposure to television
    4.11.2: Cyber-dehumanization: Violent video game play diminishes our humanity
    4.11.3: Systematic desensitisation in the treatment of the fear of flying
    4.12: Key questions
    4.12.1: One key question of relevance to today’s society in learning theories
    4.12.2: Concepts, theories and/or research drawn from learning theories
    4.13: Suitable examples
    4.13.1: Is the influence of role models and celebrities something that causes anorexia?
    4.13.2: Airline companies to offer treatment programmes for fear of flying?
    4.14: Practical investigation
    4.14.1: Two observations
    4.15: In conducting the practical research exercise
    4.15.1: Ensure that observations relate to an aspect of learned behaviour
    4.15.2: Observations enable the gathering of both qualitative and quantitative data
    4.15.3: Analyse the findings to produce results
    4.15.4: Write up the results of the qualitative analysis (thematic analysis)
    4.16: Suitable examples of practical investigation
    4.16.1: How age and sex affect driving speed
    4.16.2: The differences in helpful or polite behaviour in men and women
    4.17: Issues and debates
    4.17.1: Ethics (learning theories)
    4.17.2: Practical issues in the design and implementation of research (theories)
    4.17.3: Reductionism (learning theories)
    4.17.4: Ways of explaining behaviour using different themes
    4.17.5: Psychology as a science (learning theories)
    4.17.6: Culture and gender (learning theories)
    4.17.7: Nature-nurture (learning theories)
    4.17.8: How psychological understanding has developed over time
    4.17.9: Issues of social control (learning theories)
    4.17.10: The use of psychological knowledge within society (learning theories)
    4.17.11: Issues related to socially sensitive research (learning theories)
  • 5: Clinical psychology
    5.1: Content
    5.1.1: Diagnosis of mental disorders
    5.1.2: Classification systems (DSM IVR or DSM V, and ICD) for mental health
    5.2: Schizophrenia and one other disorder
    5.2.1: Schizophrenia symptoms and features
    5.2.2: For schizophrenia: The function of neurotransmitters as a theory/explanation
    5.2.3: For schizophrenia: One other biological theory/explanation
    5.2.4: For schizophrenia: One non-biological theory/explanation
    5.2.5: Other disorder symptoms and features
    5.2.6: For the other disorder: Two explanations/theories
    5.3: Two treatments for each disorder
    5.3.1: Two treatments for each disorder must come from different topic areas
    5.4: Individual differences
    5.4.1: Cultural effects can lead to individual differences in mental health disorders
    5.4.2: Cultural effects can lead to different diagnoses of mental health disorders
    5.5: Developmental psychology
    5.5.1: Issues around genes and mental health
    5.6: Methods
    5.6.1: Health and Care Professions Council (HCPC) guidelines
    5.6.2: Researching mental health
    5.6.3: The use of case studies
    5.6.4: The use of interviews in clinical psychology
    5.6.5: Analysis of quantitative data using both descriptive and inferential statistics
    5.7: Classic study
    5.7.1: On being sane in insane places
    5.8: One contemporary study on schizophrenia
    5.8.1: Network interactions in schizophrenia – therapeutic implications
    5.9: One contemporary study on another disorder
    5.9.1: The PHQ-8 as a measure of current depression in the general population
    5.9.2: Combining imagination and reason in the treatment of depression
    5.9.3: Evidence for the role of EPHX2 gene variants in anorexia nervosa
    5.9.4: Imagining One’s Own and Someone Else’s Body Actions
    5.9.5: Quality of life in OCD
    5.9.6: Cognitive behaviour therapy
    5.10: Key questions
    5.10.1: One key question of relevance to today’s society in clinical psychology
    5.10.2: Concepts, theories and/or research drawn from clinical psychology
    5.11: Suitable examples
    5.11.1: How do different societies define mental health disorders?
    5.11.2: What are the issues surrounding mental health in the workplace?
    5.12: Practical investigation
    5.12.1: Gather data relevant to topics covered in clinical psychology
    5.13: In conducting the practical research exercise
    5.13.1: Perform summative content analysis
    5.13.2: Compare attitudes towards mental health
    5.14: Suitable examples of practical investigation
    5.14.1: Comparing how attitudes have changed over time
    5.14.2: How different sources report mental health
    5.15: Issues and debates
    5.15.1: Ethics (clinical psychology)
    5.15.2: Practical issues in the design and implementation of research (clinical)
    5.15.3: Reductionism (clinical)
    5.15.4: Comparisons between ways of explaining behaviour using different themes
    5.15.5: Culture and gender ( clinical)
    5.15.6: Nature-nurture (clinical)
    5.15.7: How psychological understanding has developed over time (clinical)
    5.15.8: Issues of social control (clinical)
    5.15.9: The use of psychological knowledge within society (clinical)
    5.15.10: Issues related to socially sensitive research (clinical)
  • 6: Criminological psychology
    6.1: Crime and anti-social behaviour, with consideration given to gender differences
    6.1.1: Biological explanations
    6.1.2: Social explanations
    6.2: Understanding the offender
    6.2.1: Cognitive interview and ethical interview techniques
    6.2.2: The function of offending behaviour in the individual
    6.3: Two treatments for offenders
    6.3.1: One cognitive-behavioural treatment
    6.3.2: One biological treatment
    6.4: Content (continued)
    6.4.1: Factors influencing eye-witness testimony
    6.4.2: Factors influencing jury decision-making
    6.5: Individual differences
    6.5.1: Personality as a factor in criminal/anti-social behaviour
    6.5.2: Individual differences affecting whether a self-fulfilling prophecy occurs
    6.6: Developmental psychology
    6.6.1: Explanation for criminal/anti-social behaviour
    6.6.2: Social learning theory
    6.6.3: Other causes for criminal/anti-social behaviour
    6.7: Research methods
    6.7.1: Research methods used to assess eye-witness effectiveness
    6.7.2: Case studies
    6.8: Methods (continue)
    6.8.1: Sample selection and techniques
    6.8.2: Issues in research in criminological psychology
    6.9: Data analysis
    6.9.1: Analysis of quantitative data in clinical psychology
    6.9.2: Analysis of, use of, and drawing conclusions from quantitative data
    6.9.3: Analysis of qualitative data using thematic analysis and grounded theory
    6.10: Ethical guidelines
    6.10.1: British Psychological Society Code of Ethics and Conduct (2009)
    6.11: Classic study
    6.11.1: Reconstruction of auto mobile destruction
    6.12: One contemporary study
    6.12.1: Diversity and Citizen Participation
    6.12.2: Eyewitness identification under stress in the London Dungeon
    6.12.3: Brief anger management programs with offenders
    6.13: Key questions
    6.13.1: One key issue of relevance to today’s society
    6.13.2: Concepts, theories and/or research drawn from criminological psychology
    6.14: Suitable examples
    6.14.1: Is eye-witness testimony too unreliable to trust?
    6.14.2: Should jury bias lead to the abolishment of juries?
    6.15: Practical investigation
    6.15.1: Gather data relevant to topics covered in criminological psychology
    6.16: In conducting the practical research exercise
    6.16.1: Conduct a questionnaire, interview or an experiment
    6.16.2: Gather qualitative and/or quantitative data
    6.16.3: Include inferential statistical testing
    6.16.4: Include research question/hypothesis; research method; sampling; etc
    6.16.5: Strengths and weaknesses of the research exercise and possible improvements
    6.17: Suitable examples of practical investigation
    6.17.1: The use of cognitive interview concerning recall of a specific event
    6.17.2: Crime/courtroom drama and conduct an interview/questionnaire on participants
    6.18: Issues and debates
    6.18.1: Ethics (criminological psychology)
    6.18.2: Practical issues in the design and implementation of research (criminological)
    6.18.3: Reductionism (criminological)
    6.18.4: Ways of explaining behaviour using different themes (criminological)
    6.18.5: Culture and gender (criminological)
    6.18.6: Nature-nurture (criminological)
    6.18.7: How psychological understanding has developed over time (criminological)
    6.18.8: Issues of social control (criminological)
    6.18.9: The use of psychological knowledge within society (criminological)
    6.18.10: Issues related to socially-sensitive research (criminological)
  • 7: Child psychology
    7.1: Attachment, deprivation and privation
    7.1.1: Bowlby’s work on attachment
    7.1.2: Ainsworth’s work on attachment
    7.1.3: Research into deprivation (criminological)
    7.1.4: Research into privation and whether the negative effects can be reversed
    7.2: Content (continued)
    7.2.1: Research into day care
    7.2.2: Cross-cultural research into attachment types
    7.3: Autism
    7.3.1: The features of autism
    7.3.2: One biological explanation for autism
    7.3.3: One other explanation for autism
    7.3.4: Therapies for helping children with autism
    7.4: Individual differences
    7.4.1: Attachment type can affect individuals differently
    7.4.2: Positive and negative aspects of day care
    7.5: Developmental psychology
    7.5.1: Effects on development of day care
    7.5.2: Effects on development of attachment interactions
    7.5.3: Effects on development of developmental disorders
    7.6: Observation
    7.6.1: The use of the observational research method in child psychology
    7.6.2: Types of observation: participant, nonparticipant, overt and covert
    7.7: Questionnaire/interview
    7.7.1: The use of both questionnaires and interviews in child psychology
    7.7.2: Issues around using questionnaire and interview methods
    7.8: Cross-cultural research
    7.8.1: The use of the cross-cultural research method
    7.8.2: Draw conclusions about the universality of attachment types
    7.9: Methods (continue)
    7.9.1: The ethics of researching with children
    7.10: Data analysis
    7.10.1: Analysis of quantitative data using measures of central tendency
    7.10.2: Drawing conclusions from quantitative data using inferential statistics
    7.10.3: Analysis of qualitative data using thematic analysis and grounded theory
    7.11: Classic study
    7.11.1: Cross-cultural patterns of attachment
    7.12: One contemporary study
    7.12.1: Attachment the Italian way
    7.12.2: Pre-adoption adversity and self-reported behaviour problems
    7.12.3: Timing of High-Quality Child Care and Cognitive
    7.13: Key questions
    7.13.1: One issue of relevance to today’s society (child)
    7.13.2: Concepts, theories and/or research drawn from child psychology
    7.14: Suitable examples
    7.14.1: When deciding about day care for the child
    7.14.2: Is international adoption good or bad for a child?
    7.15: Practical investigation
    7.15.1: Gather data relevant to topics covered in child psychology
    7.16: In conducting the practical research exercise
    7.16.1: Conduct one study using a questionnaire, interview or observation
    7.16.2: Gather qualitative and/or quantitative data (child psychology)
    7.16.3: Include inferential statistical testing (child psychology)
    7.16.4: Include a research question/hypothesis, research method, sampling, etc,
    7.16.5: Consider strengths and weaknesses of the practical research exercise
    7.17: Suitable examples of practical investigation
    7.17.1: Strong attachment experiences and strong adult relationships
    7.17.2: Positive experiences when using day care for their child
    7.18: Issues and debates
    7.18.1: Ethics (child psychology)
    7.18.2: Practical issues in the design and implementation of research (child)
    7.18.3: Reductionism can be discussed
    7.18.4: Comparisons between ways of explaining behaviour using different themes (child)
    7.18.5: Psychology as a science (child)
    7.18.6: Culture and gender (child)
    7.18.7: Nature-nurture (child)
    7.18.8: How psychological understanding has developed over time (child)
    7.18.9: Issues of social control (child psychology)
    7.18.10: The use of psychological knowledge within society (child)
    7.18.11: Issues related to socially sensitive research (child)
  • 8: Health psychology
    8.1: Content
    8.1.1: Issues around drug taking
    8.2: Explanations of drug addiction
    8.2.1: One biological explanation each for alcohol, heroin and nicotine addiction
    8.2.2: One learning explanation each for alcohol, heroin and nicotine addiction
    8.3: Treatments for drug addiction
    8.3.1: Two treatments each for alcohol, heroin and nicotine addiction
    8.4: Content (continued)
    8.4.1: One anti-drug campaign and the psychological strategies behind it
    8.5: Individual differences
    8.5.1: Biological and social factors in drug misuse
    8.6: Developmental psychology
    8.6.1: Social interactions during development can lead to drug misuse
    8.7: Use of animals
    8.7.1: The use of animal laboratory experiments to study drugs
    8.7.2: Ethics of using animals to study drugs
    8.8: Human drug studies
    8.8.1: Two research methods using humans to study drugs
    8.8.2: Ethics of using human participants to study drugs
    8.9: Methods (continue)
    8.9.1: The use of cross-cultural research
    8.10: Data analysis
    8.10.1: Analysis of quantitative data using measures of central tendency
    8.10.2: Analysis of qualitative data using thematic analysis (health)
    8.11: Classic study
    8.11.1: Positive reinforcement produced by electrical stimulation of septal area
    8.12: One contemporary study
    8.12.1: Peer selection and influence effects on adolescent alcohol use
    8.12.2: Biosocial determinants of alcohol risk behaviour
    8.12.3: Screening and brief intervention for hazardous and harmful alcohol use
    8.13: Key questions
    8.13.1: One issue of relevance to today’s society drawn from health psychology
    8.14: Suitable examples
    8.14.1: How to encourage the cessation of smoking?
    8.14.2: Government intervention in health behaviours versus freedom of choice
    8.15: Practical investigation
    8.15.1: Gather data relevant to topics covered in health psychology
    8.16: In conducting the practical research exercise
    8.16.1: Conduct a questionnaire, interview or a content analysis
    8.16.2: Gather qualitative and/or quantitative data (health)
    8.16.3: Include inferential statistical testing (health)
    8.16.4: Include research question/hypothesis; research method; etc
    8.16.5: Strengths and weaknesses of the practical research exercise
    8.17: Suitable examples of practical investigation
    8.17.1: Content analysis of pop music/television programmes
    8.17.2: Comparing references to alcohol and nicotine
    8.18: Issues and debates
    8.18.1: Ethical (health)
    8.18.2: Practical issues in the design and implementation of research (health)
    8.18.3: Reductionism (health)
    8.18.4: Comparisons between ways of explaining behaviour using different themes (health)
    8.18.5: Psychology as a science (health)
    8.18.6: Culture and gender (health)
    8.18.7: Nature-nurture (health)
    8.18.8: How psychological understanding has developed over time (health)
    8.18.9: Issues of social control (health)
    8.18.10: The use of psychological knowledge within society (health)
    8.18.11: Issues related to socially sensitive research (health)
  • 9: Psychological skills
    9.1: Methods
    9.1.1: Types of data
    9.1.2: Sampling techniques: random, stratified, volunteer and opportunity
    9.1.3: Experimental/research designs
    9.1.4: Hypotheses: null, alternate, experimental; directional and non-directional
    9.1.5: Experiments: laboratory and field
    9.1.6: Observations: tallying; event and time sampling; covert, overt
    9.1.7: Additional research methods and techniques
    9.1.8: Control issues
    9.2: Descriptive statistics
    9.2.1: Measures of central tendency, frequency tables, graphs
    9.2.2: Produce, handle, interpret data-including drawing comparisons
    9.3: Inferential statistics
    9.3.1: Levels of measurement
    9.3.2: Use of critical value tables, one- and two-tailed testing
    9.3.3: Levels of significance
    9.3.4: Observed and critical values.
    9.4: Methods (continue)
    9.4.1: Methodological issues
    9.4.2: Analysis of qualitative data (psychological skills)
    9.4.3: Conventions of published psychological research
    9.4.4: Ethical issues in research using humans
    9.4.5: Ethical issues in research using animals
    9.5: Synoptic review of studies
    9.5.1: Compare studies from the classic study section throughout the qualification
    9.5.2: Review synoptically the classic studies of psychology
    9.5.3: Use principles of understanding, evaluation and synopticity on unseen material
    9.6: Issues and debates
    9.6.1: Ethical issues in research (animal and human).
    9.6.2: Practical issues in the design and implementation of research (psychological)
    9.6.3: Reductionism in the explanation of behaviour
    9.6.4: Comparisons of ways of explaining behaviour
    9.6.5: Psychology as a science (psychological)
    9.6.6: Cultural and gender issues in psychological research
    9.6.7: The role of both nature and nurture in psychology
    9.6.8: How psychological understanding has developed over time (psychological)
    9.6.9: The use of psychology in social control
    9.6.10: The use of psychological knowledge in society (psychological)
    9.6.11: Issues related to socially-sensitive research (psychological)

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