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OPTIONS IN APPLIED PSYCHOLOGY
GCE Psychology Unit 3 (G543)
Bryan Saunders May 2009
PSYCHOLOGY IN ACTION
HOW “OPTIONS IN APPLIED PSYCHOLOGY” IS STRUCTURED
HOW TO DELIVER “OPTIONS IN APPLIED PSYCHOLOGY”
Structure
There are:• Four OPTIONS, each with
• Four AREAS, each with
• Three SECTIONS, each with
• Three SUB-SECTIONS (bullets with egs)
OPTIONS• Forensic Psychology
• Health & Clinical Psychology
• Psychology of Sport & Exercise
• Psychology of Education
FORENSIC PSYCHOLOGYAREAS• TURNING TO CRIME
• MAKING A CASE
• REACHING A VERDICT
• AFTER A GUILTY VERDICT
HEALTH & CLINICAL PSYCHOLOGYAREAS• HEALTHY LIVING
• STRESS
• DYSFUNCTIONAL BEHAVIOUR
• DISORDERS
EXERCISE & SPORT PSYCHOLOGYAREAS• SPORT AND THE INDIVIDUAL
• SPORT PERFORMANCE
• SOCIAL PSYCHOLOGY OF SPORT
• EXERCISE PSYCHOLOGY
PSYCHOLOGY OF EDUCATIONAREAS• TEACHING AND LEARNING
• STUDENT PARTICIPATION
• THE SOCIAL WORLD OF TEACHING AND LEARNING
• ENABLING LEARNING: DEALING WITH DIVERSITY
The Questions
Descriptive Question (10 marks)
Evaluation Question (15 marks)
Descriptive QuestionDescription of a theory, study, measure, technique, approach etc (see bullets)
Terminology, evidence, explanation, elaboration and interpretation of evidence, contextualising to question, structure, grammar, spelling.
Evaluative QuestionEvaluation of an issue as it relates to the section from which part (a) was taken.
A range of points, argument is balanced, organised and developed, related to context of question, examples, conclusions
The ExamTwo questions from each option.
Candidate chooses any two from four options.
*****************************************************
Each question - Section A – 7 minutes
Section B – 15 minutes
• STATEMENT OF INTENT FROM PE
• TEACHER ACTIVITY TABLE (SoW)
• SUMMARY TABLE – TURNING TO CRIME
• STUDENT SUMMARY TABLE
• MARKSCHEME
CONTENTS
• We need to move from the mentality that we are writing essays, particularly those requiring formulaic answers. The
new spec wants us to test students’ ability to use their knowledge to respond to questions. • The part (a) should be easy; it is similar to the Section A part (a) on the old spec. The only difference is there are more
injunctions possible (beyond ‘describe’ and ‘outline’) and broader requests (beyond ‘a study’, ‘a theory’ or ‘research’) such as ‘a way’, ‘a strategy’, ‘a measure’. Candidates should be able to answer this in about 7+ minutes
• For part (b), we need to broaden the idea of what constitutes ‘analysis’. Firstly, an issue/comment/debate is called for. This needs to be supported by/located in psychological evidence. To score well, the candidate needs to demonstrate that they understand the debate, appreciate the intricacy, or can ‘go further’ or ‘do something more’ beyond merely identifying or raising the issue. Traditionally this has been by drawing contrasts and comparisons. This will remain legitimate, but any other form of elaboration/extension/development may also be encouraged. The idea is to escape from the pre-prepared formulaic answer, and instead to test the candidate’s ability of appreciation and application. Whereas the guidance for a strong section b, part b answer is currently for three issues to be raised, two should be adequate on the new paper. A number of points may be made within any one issue, and this will be recognised (eg reliability may contain a discussion about demand characteristics and social desirability, ethnocentrism about sampling and generalising). It is the skill that is being sought and confirmation of this ability in a second commentary. Of course, precision of response to the question and effective use of examples come into the equation of what makes a good answer. Candidates should be able to answer this in about 15 minutes – similar to the time requirement for the old section B part (b) but with less of an ‘essay’ requirement.
• Finally, it must be recognised that this is work in progress. Until we have had some papers written, QPECed, sat,
marked and reviewed we must be mindful that it would be precarious to make any pronouncements of precedent. • Bryan Saunders
PE - Options Paper G543
STATEMENT OF INTENT
• Forensic Psychology• Suggested Activities• • TOPIC SECTION ACTIVITY POSSIBLE EVALUATION• • Turning to crimeUpbringing Story-board: Families Nature-nurture• Cognition Role-play: Moral Dilemmas Approaches• Biology Video: Brain dysfunction Reductionism• • Making a case Interviewing witnesses Game: PhotoFits• Interviewing suspects Video: Eyewitness testimony• Creating a profile Presentation: Profile of John Duffy• • Reaching a verdict Persuading a jury Film: Twelve Angry Men/The Runaway Jury• Witness appeal Experiment: Attractiveness of the defendant• Reaching a verdict Display: Stages of and influences on decision-making• • After a guilty verdict Imprisonment Video: The Stanford Prison Experiment/ Das Experiment etc• Alternatives Debate: Alternatives to imprisonment• Treatment programmes Website offering auricular acupuncture
TEACHER ACTIVITY TABLE
• SECTION SUB-SECTION (Bullet points) RESEARCH EVIDENCE POSSIBLE EVALUATION • Upbringing Disrupted families Farrington et al (1994) Disposition-situation, longitudinal
researchLearning from others Sutherland (1939) Nature-nurture, usefulness
• Poverty and disadvantaged neighbourhoodsSCoPiC studies Strengths/ limitations of research
• • Cognition Criminal thinking patterns Yochelson and Samenow (1976) Approaches• Moral development and crime Kohlberg Ethnocentrism, gender• Social Cognition Gudjohnsson and Bownes (2002) Qualitative v quantitative•• Biology Brain and dysfunction Raine (2002) Ethics, validity• Genes and serotonin Brunner at al (1993) Approaches, reductionism• Gender Evolutionary explanations Correlation, individual differences
SUMMARY TABLEArea – Turning to Crime
A2 PSYCHOLOGY SUMMARY SHEET
FORENSIC PSYCHOLOGY
Area AFTER A GUILTY VERDICT
Section Treatment programmes
Sub-section EvidenceKeyreminder
Cognitive skills CannAnger management Ireland Ear acupuncture Wheatley Ear acupuncture
Evaluation Issue Evidence/Example
Approaches Cognitive/Psychodynamic/Physiological
Reductionism Behavioural v alternative medical
STUDENT SUMMARY TABLE
1-2 3-5 6-8 9-10
Terminology Sparce or absent Basic but adequate Competent, mainly accurate Correct and
comprehensive use
Description of evidence Limited, mainly
inaccurate, lacks detail
Generally accurate and coherent, peripheral relevance, lacks detail
Mainly accurate and relevant,coherent and reasonably detailed
Accurate, relevant, coherent and detailed
Elaboration/use of example/ quality of description
None Reasonable Good Very good
Interpretation/explanation of
evidence in context of question
None Poor Some Very good
Structure and organisation Unstructured, lacks
organisation Some Good Competent
Grammar and spelling
Lacks grammatical structure.Many spelling errors
Mostly grammatically correct with some spelling errors
Mostly grammatically correctwith few spelling errors
Mostly grammatically correctwith occasional spelling errors
MARKSCHEME – Summary (a)
1-3 4-7 8-11 12-15 Quantity of evaluative points Few evaluative points Limited Some Many
Range of points Range of points is sparse Limited Covering a range
Accurate, relevant, coherent and detailed
Argument No evidence of argument Limited Lacks balance or
development Balanced and well-developed
Organisation Points are not organised Limited Well organised Competently
Relevance to context of question
Points are of peripheral relevance to context of question
Some points are related to context of question
Related Explicitly related
Use of supporting examples Sparse or no use of
supporting examples Limited Good Effective
Valid conclusions that effectively summarise issues and arguments
Limited or none Evident and demonstrate some understanding
Competent and understanding is good
Highly skilled and shows thorough understanding
MARKSCHEME – Summary (b)
THANK YOU