| Psychology A2 Unit 1 Psychology Home Page |
| Subject | Teacher | Unit | Duration | out of |
| Week | Details & links | Assessed work / further work |
| 1 (3) w/c 08/06 |
L1) Intro to Human
Relationships: Starter - Thought shower on the different types of relationship available to us. Main - Consider the importance of physical attraction in the formation of relationships by writing a description of your ‘ideal’ partner and a ‘lonely hearts’ style advertisement for yourself. Plenary - Compare thought showers and add an types of relationship missing from yours. (L2) Consider if preferences regarding ‘attractiveness’ are universal, if they are, how is it that even those considered less attractive generally find a partner? Starter: List ten most
physically
attractive men and women – compare list with peers. Tasks: Complete AFR section on physical attraction |
H/W Learn the terms on the Glossary for Human Relationships C/W Attraction and the Formation of Relationships Booklet (AFR) |
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2 |
(L3)
Main - Outline and evaluate
research into the
Matching Hypothesis.
Research sheet for Walster
et al. Plenary: Terminology bingo (L4) Factors that influence relationship formation Continue working through booklet (L5) Factors that influence relationship formation 2 Continue working through booklet
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3
w/c |
(L6) Starter: Theories
of attraction and relationship formation presentation Complete sections in Theories of attraction
booklet (L7) Theories of attraction continued Continue with Theories of attraction booklet. Sociobiological theory, sexy sons theory and born to breed?: Evaluate different types of relationships in terms of sociobiological idea that humans’ function is to reproduce. . Needs/Reinforcements theory: A behaviourist
approach to
relationships formation – read Foa study in text book and create a
Research
sheet for Veitch and Griffit. (L8) Economic
Theories: Do people form and
remain in relationships for ‘what they can get’? Are there winners and
losers
in all relationships or does the ‘give and take’ balance out?
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Read the article: Relationships - Do we really count the cost? |
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4
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(L9) Social Exchange and Equity Theory in AFR. Research sheets for Hatfield et al and Clark. Filter Theory: Complete AFR section explaining how relationships are formed and continue. (L10) Social Exchange theory and Equity
Theory Starter
- Activity 2: Giving and Taking Main - Plan an answer to:
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C/W AFR C/W Theories of
Love Booklet (TOL)
C/W Maintenance
and Dissolution of Relationships Booklet (MDR) H/W Complete the two part
essay question planned in class.
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5
06/07 |
(L11) Theories of Love Starter
- Thoughtshower different 'types/styles' of love, e.g
companions, romance. Main - Read the article: All you need is
love Plenary
- Test learning of Sternberg’s love types with
fill in the
blanks task. (L12)
Relationship
rules and explanations
of the dissolution of relationships: Complete
MDR,
concentrate on Argyle’s relationship rules, reasons why relationships
end,
focus on Lee and Duck’s models of dissolution, their similarities and
their
differences. |
H/W: Check out this link on Theories
of Love H/W: PYA4
January 2006 Q2a and sb |
|
6 |
(L13)Risk
factors that increase likelihood a relationship will break up:
Thought-shower MDR
section on Duck and risk factors. Plenary: Hangman Play code yta8eapt
(L14) Sexual selection and human reproductive behaviour Starter
- Evolution presentation 1 Main
- Read pp48-49 of the Relationships Chapter and answer the 'Can
you...? No 3.4' questions 1,2,3 and 4 on p.49 Plenary
- Complete Evolution and
Mate Choice
Sheet (L15) Sexual selection and human
reproductive behaviour 2 Starter
- Use the Physical
Appearance & Mate Choice sheet to identify and label Angelina and
Brad's Sexy features on the Sexual Selection & Physical
Attractiveness sheet. Include comments on the evolutionary
significance of these features. Main
- Sexual
Selection & Investment presentation Extension
- Use available textbooks and the Internet to complete the Sexual
selection and human reproductive behaviour workbook.
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H/W:
Outline
and evaluate two explanations relating to the breakdown of
relationships. (25 marks) Read the article: Evolutionary reasons for choosing a mate (An interview with Robin Dunbar). Use textbooks and the internet to complete the section on Dunbar (1995) on the dating Adverts worksheet. Complete Activity 1: Relationship formation in theory. |
| 7 (5) w/c 07/09 |
(L16)
Evolutionary
explanations of parental investment Starter - Sexual Infidelity and Parental Investment worksheet Main - Use information from the summaries diagram poster Topic 2: Evolutionary explanations of sex differences in parental investment and your textbook to explain why there are sex differences in parental investment. Plenary - Activity 3: Sex Differences in Parental Investment (L17) The influence of childhood and adolescent experiences on adult relationships Starter - Read through the AS textbooks and remind yourself of Ainsworth's attachment styles. Create a thought-shower of these and the type of parenting that supposedly results in each style.Extend your thought-shower to include Bowlby's attachment theory and Freud's psycho-sexual stages of development. Main - Read Summaries Diagram Division C Topic 2 (1-3 Adolescence): Relationships with parents and peers during adolescence. Read p. 52-53 of the photocopied Relationships chapter and complete 'Can you...? No. 3.6' question 1. Plenary - Activity 10: Adolescents, parents and peers Question 2. |
H/W Create a table showing conflict
between parental and
offspring interests using the headings 'Parental interest' and
'Offspring Interests'. Consider the conflict of interests from
conception through to the mate selection of the child. H/W Complete 'Can you...? No. 3.5 Questions 1-4 from the photocopied Relationships Chapter. |
| 8 w/c 14/09 |
(L18)
The
nature of relationships in different cultures. Starter - Activity 5: Human polygyny and polyandry Main
- Cultural and
Subcultural differences in relationships: CSD sections on individualist
and
collectivist relationships. Highlight article on interpersonal
attraction.
Research arranged marriages and how the notion of ‘love’ differs
between
cultures. Plenary - Identify three synoptic
issues/debates that could contribute to an essay on relationships in
different cultures.
(L19)
Relationships in different cultures. Starter -
Write a quick list of the advantages and disadvantages of having an
arranged marriage. Main
- Read the article: Is love culturally relative? and complete the
student activities on the back page. Plenary -
p.55 of the photocopied Relationships Chapter 'Can You...? No. 3.7'
Question 1: Describe (in about 200-300 words) the nature of
relationships in non-Western cultures. Be prepared to read your
description to the class. (L20) End of unit test. |
H/W Test
your knowledge of cultural differences in relationships Extension: essay plan for end of unit test question |
|
9 (5) 21/09 |
(L1) Intro to Developmental Psychology: Sections
in DOT on Piaget’s key
processes of thinking; accommodation, assimilation,
schemas and disequilibration. Does
cognitive development involve a quantitative or a qualitative change in
thinking? Look at Piaget’s
four stages of cognitive development. Read Piaget's theory of Cognitive Development (though diagrams) sheet. (L2)
Continue Piaget section in DOT, focussing on key achievements made
during the
sensori-motor stage including object permanence and imitation. Evaluate the sensori-motor stage based on
the underestimation of children’s abilities. Consider
the developments made in the pre-operational
stage,
particularly seriation tasks and syncretic thought.
Carry out conservation of volume, area, number, substance
and
length experiments. Read
Piaget's stages of cognitive development 1 (through diagrams) sheet Read 'Asking only one Question in the
conservation experiment' Samuel & Bryant (1994) (through diagrams)
sheet. (L3) Video: Child of our Time (The Thinker). Watch and make notes, how does Piaget inform our knowledge of this stage of development? How has Piaget’s theory and research been used by the programme makers? (L4) Recap of material covered so far. Catch up on any unfinished tasks. |
C/W: Development of
Thinking Booklet (DOT) H/W: Create a poster portraying Piaget’s four stages of cognitive development. |
|
10 (4) 28/09 |
(L5)
Continue pre-operational stage in DOT,
focus on egocentricism, Piaget’s mountain
experiment, supporting evidence and
evaluations. Consider how realism, animism and artificialism influence
children’s thinking. Consider how the
language used by Piaget could have influenced his findings? Use Samuel and Bryant
to criticise. Plenary - Piaget Powerpoint (L6)
Piaget's theory continued Starter - Play mastermind Read
Piaget's stages of cognitive development 2 (through diagrams) sheet Read
Evaluating Piaget's Theory of Cognitive Development (through diagrams)
sheet. (L7)Vygotsky’s social
constructionist theory: complete relevant sections in DOT. Read Vygotsky's Theory of Cognitive Development (Through Diagrams) sheet. (L8) recap of material covered so far. Catch up any unfinished tasks. (L9) Bruner's theory of cognitive development. Starter - Bruner presentation Main - Read Bruner's Theory of Cognitive Develpment 1 (through diagrams) sheet Use pp. 144-145 of Psychology A2: The complete companion to produce a poster detailing Bruner's theory of cognitive development Plenary - 'Can you...? No. 8.3 p. 145 of Psychology A2: The complete companion. |
H/W: Complete the 'Can you...? No. 8.1' questions on page 141 of Psychology A2: The complete companion. C/W: DOT Links for
revison: Revision 2 H/W: PYA4 June 2005 Q10: |
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11 (5) 05/10 |
(L10) Practical
Application of cognitive development theory: Considering all that has
been
learned so far, how have Piaget, Vygotsky and Bruner's theories
influenced
teaching and
learning? Starter - Complete Exercise 42
– Putting it Over. How difficult is it
to learn without effective communication? Can
adequate learning take place without questions or
feedback on
performance? Main - Read Piaget and
Education (through diagrams) sheet and Bruner's Theory of
Cognitive Development 2 (through Diagrams) sheets. Using these
sheets and pp.146-147 of Psychology A2: The complete
companion, complete 'Can you...? No. 8.4 Q.1 and 2.
Starter - Check all tasks have been completed
and rehearse presentation. Main - Give presentation and watch/make notes on the presentations from the other groups Plenary - Complete the assessment tasks set by
the other groups. (L12) Evaluation of Piaget and Vygotsky as applied to education. Can teachers use these theorists effectively? Criticise each; Piaget’s over reliance on logic, underestimation of children and overestimation of adults, Vygotsky’s reliance on co-operative students and a responsive tutor.etc... Main - Create a poster showing the evaluations of each theory in application to education. |
H/W Prepare for the group work task
lesson. Complete the assessment tasks provided by the two groups with whom you were not involved. C/W: Practical Applications to Education Booklet (PAE) |
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10 (4) |
(L13) 30 mins plan plus timed essay PYA4 June 2004 Q10. (L14) Moral
Development – discussion re what it means to be morally developed and
when a
person can be said to have achieved moral developmet. Consideration of
Shaffer’s 3 components of morality (emotional, cognitive, behavioural) Introduction to the
three theories: Psychodynamic, Piaget and Kohlberg. Basic concepts in
Freud’s theory of the mind (Id, ego, superego, Oedipus complex, electra
complex, thantos, penis envy and castration fear) Extension task: Read Moral Development - the
learning theory approach (through diagrams) sheet. Begin going through
Piaget’s stages of moral development - Heteronomous stage, the moral
realism of
young children as they observe the letter of the law above the purpose
of the
law. Concept of ‘immanent justice’ –
Autonomous stage, the selective application of rules coupled with the
ability
to take the perspective of others. (L16) Continue work on Piaget, summarise MDB sections on moral development stages. |
C/W: Moral Development Booklet (MDB |
| w/c 19/10 |
(L17)
Kohlberg’s
theory of Moral Development -
complete relevant sections in MDB. (L18)
Gilligan as a
feminist critique of Kohlberg – Research Gilligan’s theory of justice
and care,
is there such a distinct difference between male and female moral
development? Consider the validity of
Gilligan’s criticisms of Kohlberg (e.g. only used male research
participants
but extrapolated findings to females). How
does Gilligan’s methodology differ to the other
researchers that we
look at? (use of women facing the real decision to terminate a
pregnancy). Evaluate Gilligan’s theory. (L19) Pro-social
moral reasoning – Research by Eisenberg. How
does this theory of pro-social moral reasoning differ
from theories
of moral development? (L20) Catch up lesson |
H/W: |
| w/c 02/11 |
(L21)
Development of the
child's sense of self Starter - Write fifteen answers to the quesion "Who am I?" Main - Read p. 152 - 153 of Psychology A2 - The Complete Companion and answer Can you...? No.8.7 questions 1-3 Describe and evaluate the Sally Ann false belief task and the mirror test - use diagrams as prompts. Plenary - Using the sheet 'The development of Self' draw a time line to show the development of Body Image, Categorical Self and Psychological Self. (L22) Development of a child's understanding of others Starter - Read the green box 'Selman's Role-taking dilemmas' on p. 154 of Psychology A2 - The Complete Companion. Make note of your own response to the three questions that Selman asked the children. Which stage of perspective/role-taking are you in? Main - Use information from p.154 to draw a time line to show how a child develops an understanding of others. Include relevant research in your timeline. Bullet point the commentary sections on p. 155. Plenary - Can you...? No. 8.8 question 2. (L23) Biological explanations of social cognition Starter - Colour in your brain! (use p. 157 as a guide) Main - 1. Explain what a mirror neuron is. 2. How were mirror neurons discovered? 3. How were mirror neurons identified in humans? 4. How do the mirror neurons in humans differ from those in monkeys? 5. What is the role of mirror neurons in imitation and why is the ability to imitate important? 6. Explain three key behaviours linked to mirror neurons. 7. How could our knowledge of mirror neurons help autistic children? Plenary - Consider the commentary on page 157. In two groups argue for or against social cognition as innate. Bullet point the argements given on each side and the evidence provided in support/contradiction. (L24) Unseen end of unit test. |
H/W: Write a letter to the head of a local primary school explaining why role-taking skills should play a key part in the school curriculum. Create a sales poster for 'sticky mittens' 'Discuss biological explanations of social cognition' (9 marks + 16 marks). |
| 09/11 |
(L1) Introduction to aggression Starter - Activity 1: Defining Aggression Are you an angry person? test Main - Psychological explanation for aggression introductory presentation (First four slides up to deindividuation) Students to take notes from the presentation. Plenary - Complete the 'Aggressive Behaviour' sheet and discuss each example. (L2) Social Learning theory and Aggression Starter - Using the 'Aggression - social learning theory of aggression' sheet, 'Transmission of aggression through imitation of aggressive models' Bandura, Ross, and Ross (1961) sheet and p.60 of Psychology A2: The Complete Companion, draw a cartoon strip illustrating the Bandura's Bobo doll experiment. Main - Theories of Aggressive Behaviour 1: Social Learning work sheet. Extension activity: Can you...? No. 4.1 question 2. Plenary - In pairs, write an answer to Can you...? No.4.1 question 1. Activity 3: Culture and aggression sheet. (L3) Deindividuation Starter - Psychological explanation for aggression introductory presentation (from 5th slide on Deindividuation) Main - 1. Explain what is meant by 'deindividuation'. 2. What factors may contribute to deindividuation? Can you...? No. 4.2 (p.63) question 1. Plenary - Activity 5: Deindividuation and aggression sheet. (L4) Deindividuation Part 2 Starter - Theories of Aggressive Behaviour worksheet. Main - Write a letter to Mr Long explaining the dangers of wearing uniforms. Include evidence from research supporting your comments. Write a response from Mr Long evaluating the basis of your argument against wearing uniforms. Include support from psychological research/theory. Plenary - 'Gimme five' examples of situations that could lead to deindividuation. (L5) Institutional Aggression Starter - Institutional Aggression presentation Main - Research Zimbardo's Prison Study Plenary - Discuss the stages in the process of genocide on p.64 of Psychology A2: The Complete Companion |
H/W: There are lots of videos on the internet showing the Bobo doll experiment (youtube is a good source). Carry out some internet research so that you can see the experiment in action. Discuss the social learning theory of aggression (9 marks + 16 marks). Activity 2: Frustration Aggression sheet Question 1 and 4. *This will require you to briefly summarise the following Psychological explanations of aggression:
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| 16/11 |
(L6) Evaluation of research on
institutional aggression Starter - Read p. 65 and
mindmap the problems of investigating institutional aggression and the
real world applications of such research (use red pen for the problems
and green pen for the real world applications. Main - Can you...? No.4.3 question 2 Plenary
- Summarise the
lesson in 50 words
(L7a) The
role of neural and hormonal mechanisms in aggression (neurotransmitters) Starter
- Using your textbook, write brief outlines of the following debates:
Plenary - Read and discuss the handout 'The Biological Perspective: Aggression and Free Will'. (L7b) The role of neural and hormonal mechanisms in aggression continued (hormones) Starter - Discussion; If aggression has a biological cause how would this affect our treatment of criminals? Main - The role of neural and hormonal mechanisms in aggression presentation continued (slides 5-9) (L8) The role of genetic factors in aggressive behaviour Main - The role of genetic factors in aggressive behaviour presentation (L9) Evolutionary explanations of human aggression, including infidelity and jealousy Main - Evolutionary explanation presentation |
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| 23/11 |
(L10) Explanations
of group display in humans; Research and presentations Main - use the articles and your textbook to create group presentations on groups display as an adaptive response. Four groups: Football fans, All Blacks (Rugby) Haka, Hoodies, Lynch Mobs. (L11) Explanations of group display in humans; lynch mobs Main - presentation on group displays of aggression. |
Anna's Hoodies
presentation |
| 30/11 |
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| 07/12 (5) w/c |
(RL1) Human relationships -
Formation Main - work through the relevant sections of the 'Explanations of Interpersonal Attraction Booklet'. (RL2) Human relationships - Maintenance Main - Complete formation research table Work through the relevant sections of the 'Explanations of Interpersonal Attraction Booklet'. (RL3) Human relationships - Breakdown Main - Complete Breakdown of relationships research table Work through the relevant sections of the 'Explanations of Interpersonal Attraction Booklet'. (RL4) Human relationships - Sexual selection and human reproductive behaviour Starter - Hangman (code ilhiih2iy) (RL5) Human - relationships - Evolutionary explanations of parental investment Main - Complete Parental investment research table |
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| 14/12 |
(RL6) Human relationships -
influence of childhood and adolescent experiences on adult relationships (RL7) Human relationships - nature of relationships in different cultures (RL8) Cognition and development - Piaget's theory of cognitive development Starter - Question cards answer questions 1-10 (RL9) Cognition and development - Vygotsky's theory of cognitive development Starter Questions cards answer questions 11-20 (RL10) Cognition and development - Bruner's Theory of cognitive development Starter Question cards answer questions 21-30 (RL11) Cognition and development - Applications of theories of cognitive development to education Starter Question cards answer question 31-40 (RL12) Cognition and development - Theories of moral understanding (Kohlberg) and/or prosocial reasoning (Eisenberg) (RL13) Cognition and development - Development of the child’s sense of self, including Theory of Mind (Baron-Cohen) (RL14) Cognition and development - Development of children’s understanding of others, including perspectivetaking (Selman) (RL15) Biological explanations of social cognition, including the role of the mirror neuron system (RL16) Aggression - Social psychological theories of aggression, for example, social learning theory, deindividuation (RL17) Aggression - Explanations of institutional aggression (RL18) Aggression - The role of neural and hormonal mechanisms in aggression (RL19) Aggression - The role of genetic factors in aggressive behaviour (RL20) Aggression - Evolutionary explanations of human aggression, including infidelity and jealousy (RL21) Aggression - Explanations of group display in humans, for example sports events and lynch mobs (L?) Revision Starter - Main - Work through the Social Psychological Theories of Aggression workbook Plenary - |
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| s
Psychology a Science? grid Nature Nurture Powerpoint presentation |
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| (L1)
The major features of science, for example replicability,
objectivity Starter - In pairs, mindmap 'the major features of science', compare your mindmap to that of another pair and identify any areas of similarity/difference. Main - Copy the 'Is Psychology a science?' table. Plenary - Use Psychology A2: The complete companion p.276-277 and A2 Level Psychology 688-690, 693-694 to complete Can You...? No16.1 "Briefly explain the views of Popper and Kuhn". (L2) The scientific process, including theory construction, hypothesis testing, use of empirical methods, generation of laws/principles (eg Popper, Kuhn) Starter - Show-Me cards terminology test. Main- Is Psychology a Science? presentation. Plenary - Select two features of science and explain why each is important as a means of gaining 'true' knowledge. (L3) Validating new knowledge and the role of peer review Starter - Read the green box entitled "The Cyril Burt Affair - An example of Scientific Fraud" on p.279 of Psychology A2 The Complete Companion. Suggest ways that the Psychology community could prevent such dishonest research in the future. Main - Answer the following questions: 1. Write a definition of 'peer review'. 2. What is the purpose of peer review? 3. Explain how peer review takes place. 4. Identify and explain four criticisms that have been made of peer review? Plenary - In 200 words, explain why peer review is essential to the process of producing valid scientific data. (L4) Selection and application of appropriate research methods Starter - Mindmap of research methods recalled from year 12 Main - Draw a table showing all the research methods available for psychologists and the strengths and weaknesses of each method. Plenary - Methods Quiz of terms from year 12 Research Methods section of course. (L5) Data Analysis - inferential statistics Starter - Using the sheet 'Data analysis - inferential statistics' and a selection of A2 textbooks find 3 definitions of 'significance' Main - Answer the following questions: 1. How are levels of significance expressed? 2. What is the level of significance considered most appropriate in Psychology? Express your answer as both a decimal and a percentage. 3. What is a type one error and when is this likely to occur? 4. What is a type two error and when is this likely to occur? 5. What is a critical value? 6. Why do psychologists use inferential statistical tests rather than just descriptive statistics such as mean, mode or median? Plenary - Using the Data analysis - choosing inferential statistical tests sheet, use the cover-test-check technique to learn the criteria for using each type of test. Once you are confident that you know when each test should be used, have a partner test your knowledge. |
Read and highlights the
Psychology and Science 1,2 and 3 sheets. |
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| (L6) Data Analysis -
inferential statistics 2 Starter - Using and interpreting Inferential Statistics presentation Main - Complete Statistical Tests On Data worksheet Plenary - show-me card choosing the correct inferential test activity (L7) Mann-Whitney and Wilcoxon Starter - What research criteria are necessary for the use of the Mann-Whitney and Wilcoxon statistical tests? Main - Design and carry out a study on the influence of caffeine on memory. According to your design, which test is appropriate, Mann-Whitney or Wilcoxon? Plenary - Discuss your research findings. Is it possible that a type 1 or type 2 error could have occurred? (L8) Chi-squared Starter - What research criteria are necessary for the use of the Chi-squared statistical test? Main - Design and carry out a content analysis study on a topic of your choice Plenary - Discuss your research findings. Is it possible that a type 1 or type 2 error could have occurred? (L9) Spearman's Rho Starter - What research criteria are necessary for the use of the Spearman's Rho statistical test? Main - Design and carry out study to test the relationship between any two variables of your choice. Plenary - Discuss your research findings. Is it possible that a type 1 or type 2 error could have occurred? **************************Ms Nash goes on Maternity leave now********************** |
H/W Live long and prosper sheet |
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| L10)
Implications of sampling strategies, for example, bias and
generalising (L11) Issues of reliability, including types of reliability, assessment of reliability, improving reliability. (L12) Assessing and improving validity (internal and external) (L13) Ethical considerations in design and conduct of psychological research (L14) Appropriate selection of graphical representations |
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| (L15)
Analysis and interpretation of qualitative data (L16) Conventions of reporting on psychological investigations (L1) Depression - Introduction and clinical characteristics Starter - Mood disorders presentation Main - Use p. 176 of Psychology A2 The Complete Companion, the Major depressive disorders sheet, the Mood disorters -symptoms and diagnosis psychology through diagrams sheet and Mania: Diagnosis sheet to create a detailed poster showing the clinical characteristics of depression. Plenary - Outline Three clinical characteristics of depression. Activity 4: Symptoms of Depression sheet. (L2) Depression - Issues surrounding the classification and diagnosis of depression, including reliability and validity Starter - Class discussion: Suggest why classification systmes are used. Main - Read the Diagnostic classification - aim and techniques psychology through diagrams sheet, p.428-431 of A2 Level Psychology, p. 177 of Psychology A2 The Complete Companion, The practical and ethical implication of diagnostic classification 1 sheet and The practical and ethical implication of diagnostic classification 2 sheet. 1. Explain the purpose of classifying mental disorders. 2. Identify the two main classification systems used today. 3. Explain how DSM IV is used to assess mental disorders. 4. What does 'reliability' mean in the context of classification systems? 5. How can reliability be measured? 6. What has research discovered about the reliability of diagnosese of depression? 7. What does 'validity' mean in the context of classification systems? 8. What is the problem with categorical systems? 9. What reasons have been given for low reliability in diagnosis of depression? 10. What is comorbidity? 11. Why does comorbidity create problems for classification and diagnosis? 12. What validity problems are created by the subtypes of depression? 13. What is the problem with GP's diagnosing depression rather than passing the patient to a specialist? 14. Outline The Beck Depression Inventory. 15. Does the Beck Depression Inventory provide a valid measurement of the severity of depressive symptoms? Plenary: Discussion - Are we right to be concerned about the reliability and validity of diagnoses of depression? |
Homework: Write a report on one of the research pieces that you designed and carried out in class for lessons 7-9. (750 words maximum) Read the Depression - Major Subtypes sheet. Read p. 1 and complete the diagram on p.2 of the Depression Booklet. 'Explain issues of reliability and validity associated with the classification and diagnosis of depression.' (3 marks + 16 marks). Complete any unfinished questions from Lesson 2. |
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| (L3)
Depression -
Biological explanations: genetics Starter - Read the Biological Theories Column on the Explanatory theories of mood disorders psychology through diagrams sheet. Main - Read and highlight the section on genetic explanations on p. 3-4 of the Depression Booklet. Read p. 434-436 of A2 level Psychology. Complete the research tables on p. 6 of the Depression Booklet. Plenary - Create a poster for the genetic factors explanation for depression. Use the material covered in the lesson plus the section on genetic factors in Psychology A2 The Complete Companion p.178, the commentary on genetic factors on p.179 and the Mood Disorders: Bipolar disorders sheet (L4) Depression - Biological explanations: biochemistry/neurotransmitters Starter - Show-Me boards depression exercise Main - Biochemical explanations of depression presentation. Read Biological explanations of depression information sheet 1 in Topic 5: Depression Booklet and complete question 1-11 on pp.52-53. Complete p.7-8 of the Depression Booklet. Plenary - Hangman (L5) Depression - Biological explanations: biochemistry/hormones Starter - Mindmap everything you know about the role of hormones in human behaviour (consider previous work on stress, aggression, abnormality and relationships) Main - Complete p. 9-10 of the Depression Booklet. Plenary - Outline biological explanations for depression (10 marks) (L6) Depression - Biological explanations: The Evolutionary Approach Starter - Mindmap how you think an evolutionary psychologist would explain depression (i.e. in what way could depression be an adaptive response?). Main - Complete p.11 of the Depression Booklet. Plenary - Describe the evolutionary approach to depression in 75 words. (L7) Depression - Psychological explanations: Psychodynamic Approach Starter - Mindmap everything you can remember about psychodynamic explanations of human behaviour. Main - Read Information Sheet 2 in the Topic 5: Depression booklet and complete Worksheet 3 questions on Psychodynamic explanations. Use the A2 Level Psychology textbook to complete p. 12 of the Depression Booklet. Plenary - Describe the psychodynamic approach to depression in 75 words. |
Complete poster for the genetic
factors explanation for depression. Complete unipolar disorder worksheet Complete unipolar disorder biochemical explanations worksheet |
|
| (L8)
Depression - Psychological explanations: Behavioural Approach Starter - Read the psychological theories and environmental theories columns on the Explanatory theories of mood disorders psychology through diagrams sheet. Main - Learned helplessness presentation Complete learned helplessness worksheet. Complete p.13 of the Depression Booklet. Complete the Behavioural explanations questions on p.54 of the Topic 5: Depression Booklet. Plenary - Describe the behavioural approach to depression in 75 words. (L9) Depression - Psychological explanations: Cognitive Approach Starter - Cognitive explanation of depression presentation Main - Complete the Cognitive behavioral explanations questions on p.54-55 of the Topc 5: Depression Booklet. Complete p.14-15 of the Depression Booklet. Plenary - Complete Beck's Cognitive Triad Worksheet (L10) Depression - Psychological explanations: Socio-cultural Approach Starter - Top box on p.16 of the Depression Booklet:
Read and make notes on the Sociocultural factors section on p.180 and Socicultural factors commentary section on p.181 of Psychology A2: The Complete Companion. Plenary - Describe the sociocultural factors explanation of depression in 75 words. (L11) Depression - Biological therapies, including their evaluation in terms of appropriateness and effectiveness Starter - Complete Work sheet 1: What is depression? in the Topic 5: Depression Booklet Main - Use the Somatic/biomedical treatments 1 and 2 sheets and p. 182 - 183 of Psychology A2: The Complete Companion to complete the following biological therapy table. Plenary - Psychology A2: The Complete Companion p. 183 Can You...? No 10.4 Q1 and 2. |
Read, highlight and summarise
the Psychology Review article ' Depression: A Cognitive Theory'. Discuss two or more psychological explanations of depression (9 marks + 16 marks). Activity 5 - Explaining Depression sheet. |
|
| (L12)
Depression -
Biological therapies, including their evaluation in
terms of appropriateness and effectiveness continued... Starter - Use your textbooks to answer the following questions: 1. What is publication bias? 2. Why is antidepressant medication less likely to be prescribed to elderly patients? 3. Explain two ethical issues that arise with the use of biological therapies. Main - Answer the following essay question (you may use textbooks and other resources): 'Discuss two or more biological therapies for depression.' (9 marks + 16 marks). Plenary - Read through and mark the essay answer of another student in the class. Set the students a learning target arising from their essay answer, e.g 'remember to use items from the synoptic toolkit in your evaluation'. (L13) Depression - Psychological therapies; Behavioural therapy, including evaluation in terms of appropriateness and effectiveness. Starter - Mindmap all that you can remember about psychological treatments of abnormality from your year 12 AS studies. Main - Use the Behavioural Treatments sheet to complete the Behavioural Therapy section of the Psychological therapies table. Plenary - Choose two critical points from the synoptic toolkit relevant to an evaluation of behavioural therapy and elaborate on each point. (L14) Depression - Psychological therapies; Psychodynamic therapy, including evaluation in terms of appropriateness and effectiveness. Starter - Read the section on Psychoanalysis in the AQA (A) Psychology for AS textbook p. 201-204 Main - Use the Psychotherapy - psychodynamic therapies sheet and Psychology A2: The Complete Companion p.184 - 185 to complete the Traditional Psychotherapy and PIT sections of the Psychological therapies table. Plenary - Choose two critical points from the synoptic toolkit relevant to an evaluation of psychodynamic therapies and elaborate on each point. L15) Depression - Psychological therapies; Cognitive-behavioural therapy, including evaluation in terms of appropriateness and effectiveness. Starter - Read the section on Psychoanalysis in the AQA (A) Psychology for AS textbook p. 208-211 Main - Use the Psychotherapy - cognitive therapies sheet and Psychology A2: The Complete Companion p.184 - 185 to complete the Cognitive-Behavioural Therapy section of the Psychological therapies table. Plenary - Explain ONE way in which cognitive behavioural therapy differs from psychoanalysis (3 marks). (L16) - End of topic assessment FOLLOWED BY MEDIA PSYCHOLOGY, ANOMALISTIC PSYCHOLOGY OR ADDCTIVE BEHAVIOUR. |
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| (L1)
Explanations of media influences on prosocial and antisocial behaviour:
Pro-social behaviour Starter - Thought shower the potential prosocial (positive) and antisocial (negative) influences of media on behaviour. Use different coloured pens for prosocial and antisocial influences. Include examples of relevant media in your thought-shower. Main - Read the handout 'Media influences on pro-social behaviour':
(L2-3) Explanations of media influences on prosocial and antisocial behaviour: Anti-social behaviour Starter - Write a list of all the violent films and television programmes that you can recall watching. Combine your list with the list of other class members. Use the combined list as co-variable 1. Read the 'How Science Works' activity on page 561 of the red A2 Level Psychology textbook and devise a scenario for co-variable 2. - carry out this research for homework, including calculating the coefficient, plotting the scattergraph and writing up your findings. Main - Using the sheet 'Studies of the effects of media on antisocial behaviour', 'The influence of the media on pro-and anti-social behaviour' Psych through diagrams sheet and pp. 557-562 plan an answer to the following question: Outline and evaluate research on the effects of media on antisocial behaviour (30 marks) Write the answer in full for homework Plenary - Activity 9 - Child's Play (L4) The effects of video games and computers on young people. Starter - Main - Plenary - Activity 10 - Violence and Video games |
Homework: Outline and evaluate research on the effects of media on antisocial behaviour (30 marks) Carry out research begun in class to find out: Does watching violent TV make you aggressive? Write up the research including; Hypothesis Materials Standardised Procedure Correlation calculation Scattergraph Findings Conclusion |