PsychExchange.co.uk Shared Resource

A2 Psychology Scheme of workWeekTerm

Lesson Topic Objectives Suggested teaching & prep Resources

FORENSIC 9Sum

1 & 2 Introduction To understand the structure of the A2 courseTo have an overview of the topics within the course

Introduce the A2 course. Two key examinations. Explain how course in taught.Mind Shower what topics should be in the Forencis & Heath modules.Prep: Research into case studies of famous criminals e.g. Jack the Ripper, Thompson and Venables, Shipman, Jeffrey Dahmer and write a short report focusing on reasons offered for their turning to crime

PowerPointBookletPaperPens

10Sum

1 & 2 Turning to Crime Upbringing

To know the main points of the Farrington study and be able to evaluate the study. To be able to apply their understanding to everyday life

Outline key study and evaluate Disrupted families – (e.g. Farrington’s study)

Prep: Students bring a news paper article from which they will be asked to identify the costs and benefits of crime..

Turning to Crime Booklet

10Sum


To know the main points of the Sutherland study and be able to evaluate the study. To be able to apply their understanding to everyday life

Outline key study and evaluate Learning from others – (e.g. Peers – Differential association hypothesis, Sutherland 1939)


10Sum


To know the main points of the Peterborough study and be able to evaluate the study. To be able to apply their understanding to everyday life

Outline key study and evaluate Poverty and disadvantaged neighbourhoods e.g. any of the SCoPic (‘social contexts of pathways into crime’) studies looking at pathways into crime in UK or US. Peterborough study Wikstrom & Tafel


10 7 Turning to Crime To be able to evaluate Evaluate the studies into family background, peers and Turning to Crime Booklet



Sum Upbringing the key studies, by considering strengths and weaknesses

adoption. This could be done in three groups (depending on size). Students provide strengths and weaknesses of each of the studies. Extension : Students could be asked to research early intervention programmes e.g. Surestart – (most associated with lowered delinquency compared with controls) and suggest ways to apply the research in real life. Students prepare leaflets for a ‘Parenting Class’

PaperPens

11Sum

1 &2 Turning to CrimeCognition

To know the main points of the Yochelson & Samenow study and be able to evaluate the study. To be able to apply their understanding to everyday life

Begin by asking students to bring in newspaper articles of recent crime. Students asked to identify the costs versus the rewards to the criminal (keep short)Give a short description of Criminal thinking patterns (e.g. Yochelson and Samenow). Using textbook or internet site students highlight the main thinking patterns discovered by this research

Turning to Crime BookletA detailed description of Yochelson and Samenow’s research is available at :http://www.criminology.fsu.edu/crimtheory/samenow.htmRemind students of ethical guidelines before carrying out experiment.

11 Sum

3 & 4 Turning to CrimeCognition

To know the main points of the Kohlberg study and be able to evaluate the study. To be able to apply their understanding to everyday life

Teacher describes Moral development and crime (e.g. Kohlberg)Students carry out mini experiment using Kohlberg’s ‘Heinz’s dilemma activity’ or Piaget’s ‘broken plates dilemma’ – variety of ages as participantsTeacher describes Rational choice theory (e.g. Cornish and Clarke)

Turning to Crime BookletHeinz dilemma scenarios

11 Sum

5 & 6 Turning to CrimeCognition

To know the main points of the Gdjohnsson study and be able to evaluate the study. To be able to apply their understanding to

Teacher describes Social cognition (e.g. Attribution of blame Gudjohnsson)Q & A session to evaluate learning

Turning to crime handout



everyday life

11Sum

7 Turning to CrimeCognition

To be able to evaluate the key studies.

Divide class into groups: consider evaluation points for the theories of cognition. (Either give groups a theory or an issue to apply to all theories) Extension Task: application to real life. Students prepare a session for cognitive therapy to change thinking patterns (using hypothetical vignette of a criminal career). Present main points to rest of class

PensPaper

12Sum

1 & 2 Turning to CrimeBiology

To know the main points of the Raine study and be able to evaluate the study. To be able to apply their understanding to everyday life

Outline key study and evaluate Raine’s workHomework: Independent research into other work into brain dysfunction and write a short comparison to Raine’s work


12Sum

3 Turning to CrimeBiology

To know the main points of the Brunner study and be able to evaluate the study. To be able to apply their understanding to everyday life

Explore research into genes and serotonin (e.g. Brunner 1991)


12Sum

4 Turning to CrimeBiology

To know the main points of the Daly & Wilson study and be able to evaluate the study. To be able to apply their understanding to everyday life

Gender (e.g. Evolutionary explanation of why males commit more crime e.g. (Daly and Wilson 1988)




12Sum

5 & 6 Turning to CrimeConsolidation

To be able to evaluate the key studies. To develop your understanding of the exam requirements

Evaluation and application of theories and studies Students apply each issue to theory or study and then justify their answer


12Sum

7 Turning to CrimeConsolidation

To be able to evaluate the key studies. To develop your understanding of the exam requirements

Include a debate on ethical implications and/or scientific nature of biological studies. Suggest ways biological research can be applied to everyday life. In pairs; one offers suggestion, other offers criticismsHomework: students mind map the topic, Upbringing, cognition and biology


13Sum

1 & 2 Assessment To know and be able to answer the Options examination questions

Give students a question. Go through technique of answering the questionsWork through as a group to answer the questionsStudents then attempt questions of their ownTest on Turning to Crime

Past papers and mark schemes.

1Mich

1 to 3 Turing to Crime To recap Turing to Crime Module

Recap module and studies Outline how to answer an exam question.

Paper & pens

1Mich

4 & 5 Assessment Assessment Test on Turning to Crime Test paper

1Mich

6 Making a CaseInterviewing witnesses

To understand the use of E fit and To know the main points of the Bruce study and be able to evaluate the study.

Explore the research, and available resources used by police for recognising and re-creating faces by E fit (Bruce 1988)Role play of a crime, use a video of the crime students then asked to draw faces of the criminal. Could be done as pair work with half class witnessing the crime and half interviewing the witnesses

Making a Case BookletCut up pictures of parts of facesPencils and paperutube of interviews NCISutube of crimewatch reconstruction

1 Mich

7 Making a Case To understand the factors which influence

Explore the factors influencing accurate identification such as the ‘weapon focus’ effect Loftus

Making a Case Booklet



Interviewing witnesses

accurate witness testimony as highlighted by the Loftus study.

Replicate Loftus’s 1974 experiment with 3 groups given different information

1Mich

8 Assessment To develop your understanding of the exam requirements

Assessment Test Paper

2 Mich

1 & 2 Making a CaseInterviewing witnesses

To know the main points of the cognitive interview

Teacher describes the key points of the cognitive interview (e.g. Geiselman 1985/6)Using a tape of a reconstruction from crimewatch and question using standard and cognitive interview techniquesStretch and Challenge out of class: Students read real life study by Yuille & Cutshall – does not support Loftus.

Making a Case BookletCognitive interview prompt sheets

2Mich

3 & 4 Making a CaseInterviewing suspects

To know the main points of the Mann study and be able to evaluate the study.

Explore issues surrounding detecting lies MannStudents can practice NLP eye accessing techniques Students play a ‘call my bluff’ game where teams all say theirs is the correct answer for the meaning of unfamiliar words. Students have to spot the truth and the lies.

Making a Case BookletInformation about eye accessing cues:http://www.smartdriving.co.uk/Misc_pages/Eye_accessing.htm Instructions for call my bluff game can be found at:http://www.bbc.co.uk/dna/h2g2/brunel/A455320

2 Mich

5 & 6 Making a CaseInterviewing suspects

To know the 9 steps of interrogation

Investigate interrogation techniques ( Inbau)Link to the introduction of PACE and the use of taped interviews


2 Mich

7 Making a Case To know the main points of the Gudjohnsson

Oultine & Evalute into false confessions (e.g. Making a Case Booklet

http://www.bbc.co.uk/dna/h2g2/brunel/A455320

http://www.bbc.co.uk/dna/h2g2/brunel/A455320

http://www.smartdriving.co.uk/Misc_pages/Eye_accessing.htm





Interviewing suspects

study and be able to evaluate the study.

Gudjohnsson 1992)Evaluate research into interviewing suspects by writing an investigative newspaper report. Encourage students to use evidence to back up their arguments

2Mich



3Mich

1 Making a CaseCreating a profile

To know the difference between the top down and bottom up approach to offender profiling.

Describe top down typology e.g. HazelwoodDescribe bottom up approaches such as circle theory or geographical profiling e.g. Canter

Making a Case BookletCrime scene tapeCrime scene objects & witness reports

3 Mich

2 Making a CaseCreating a profile

To know details of a case study on offender profiling.

Independently read the case study details of John Duffy and produce a summary sheetStudents are then asked to work in pairs. One student recounts part of the study from memory and other makes an evaluation point


3MIch

3 & 4 Making a CaseCreating a profile

To experience writing an profile.

To develop an understanding of examination technique.

Crime scene investigation, a scene is set up and pupils are divided into two teams, US & UK and have to draw up a profile. Profiles then comparedEvaluate work in profiling. Students mind map the topic; interviewing witnesses, interviewing suspects, creating profilesPractice past exam questions

Making a Case BookletCrime scene items,

3Mich

5 & 6 Reaching a verdictPersuading a jury

To know the main points of the Pennington & Hastie study and be able to evaluate the study.

Investigate the effect of order of testimony (Pennington and Hastie) Split students into groups and give different versions of same story (alter order of testimony). Ask groups to decide on which is truthful and to say why

Reaching a verdict Booklet



3 Mich

7 Reaching a verdictPersuading a jury

To know the main points of the Broeder study and be able to evaluate the study. To evaluate theories of persuading a jury

Outline research into persuasion (use of expert witnesses Krauss and Sales 2001)Outline the effect of evidence being ruled inadmissible (Broeder 1959)Evaluate and apply theories of persuading a juryJigsaw technique group work: Groups evaluate each study and meet in expert groups before consolidating information with original group


3 Mich



4Mich

1 Reaching a verdictWitness appeal

To know the main points of the Castellow study and be able to evaluate the study.

Attractiveness of the defendant ( Castellow 1990)Students decide on guilty/not guilty verdict based on pictures of defendants

Reaching a verdict Booklethttp://www.pbs.org/wgbh/pages/frontline/shows/fuster/etc/interviewing.html A good site discussing controversial interviewing techniques – with clips of child interview

4 Mich


To know the main points of the Penrod study and be able to evaluate the study.

Outline describes research into witness confidence (Penrod and Cutler 1987)


4 Mich


To know the main points of the Ross study and be able to evaluate the study.

Effect of shields and videotape on children giving evidence (Ross et al 1994)


4 4 To be able to evaluate Individually write an evaluation of research in witness Reaching a verdict Booklet

http://www.pbs.org/wgbh/pages/frontline/shows/fuster/etc/interviewing.html





Mich research on witness appeal

appeal – particularly issues over gender, race, individual differences.

4Mich

5 Reaching a verdict To know the main points of the Hastie study and be able to evaluate the study.

Outline research into stages and influences on decision making (Hastie 1983);Show a clip of “12 Angry Men” Replicate Asch’s study Outline research into Majority influence ( Asch 1953)

Reaching a verdict BookletVideo “12 Angry Men”Worksheet to go with video - pre-prepared one available at: http://www.psychinaction.com/uimages//44.pdf

4Mich

6 Reaching a verdict To know the main points of the Moscovici study and be able to evaluate the study.

Teacher explains research into Minority influence (e.g. Moscovici 1976, 1980, 1985)Students write an evaluation of both majority and minority influence and the use of shadow and mockjuries


4 Mich

7 Reaching a verdict To understand how a courtroom operates

Applications to real life- role play a courtroom drama – include suspect, witnesses, lawyers and judge. Jury then make decisionsHomework: Students mind map the topic: Persuading a jury, witness appeal, reaching a verdict


4Mich

8 Assessment Assessment Test paper

5Mich

1 After a guilty verdictImprisonment

To know the main points of the Gillis study and be able to evaluate the study.

Outline planned behaviours once freed from jail (e.g. factors affecting recidivism; Gillis et. al) Students write a guide for people leaving prison to include plans for finding accommodation, jobs etc. Include

After a guilty verdict BookletZimbardo’s website describes his original study including slides and provides a link to Haney and Zimbardo, 1998. 25 years since the Stanford Prison Experiment

http://www.psychinaction.com/uimages//44.pdf





http://www.zimbardo.com/zimbardo.html

5 Mich


To know the main points of the Dooley study and be able to evaluate the study.

Ask students to devise a list of risks associated with prison e.g. what is it about prison life that may lead to depression?Outline the risks associated with depression/suicide ( Dooley 1990)

After a guilty verdict Booklet

5 Mich


To know the main points of the Zimbardo study and be able to evaluate the study.

Outline the prison situation and roles (e.g. Haney and Zimbardo 1998.25 years since the Stanford Prison Experiment)


5 Mich


To evaluate the effectiveness of prison on recidivism

Evaluate the research – each student asked to identify a single evaluation point or work in small groups and identify a few pointsStudents could write a report / have a debate entitled ‘Does prison work’. Include evidence for imprisonment and against


5Mich

5 & 6 After a guilty verdictAlternatives to imprisonment

To know the main points of probation

Asking students to suggest their own ideas for alternatives to imprisonment. They should justify their ideas and ask other students to evaluate itOutline the use of Probation, (. Prison Reform reports, Smith Institute report 2007); and Restorative justice. (Cambridge University 2007)Group work: Read the report and highlight the main findings. Present these to the classIndividually write an evaluation of the methodology used


5Mich

7 After a guilty verdict

To know the main points of the Eberhart study

‘Looking Deathworthy’, Eberhart et al U.S. Death Penalty






Alternatives to imprisonment

and be able to evaluate the study.

Class debate: Two groups: For the death penalty and against. Allow 10 minutes to prepare an argument. Other side asks questions. Silent vote at the end

5 Mich



6Mich

1 After a guilty verdictTreatment programmes

To know the main points of the Friendship study and be able to evaluate the study.

Exploring the effectiveness of Cognitive skills programmes (Friendship et al 2002)In groups of four students can be given the research and asked to sum up the method, results, conclusion and an evaluation. Present each back to class in order to students to consolidate.


6 Mich


To know the main points of the Ireland study and be able to evaluate the study.

Outline the use of Anger management ( Ireland) programs and Drug rehabilitation programs


6 Mich


To know the main points of the Wheatley study and be able to evaluate the study.

Teacher gives a short overview of using ear acupuncture with a drug rehabilitation program. ( Wheatley (2005) FOCUS program with ear acupuncture Extension : Three groups (or 6 depending on size). Each group devise a treatment program – cognitive, anger management or drug rehabilitation. They should include details of what their program will cover


6Mich

4 & 5 Consolidation To be able to evaluate the key studiesTo develop examination technique.

Students mind map each topicTeams devise 5 questions about thetopic. Questions then passed to next team to answer (1 or 2 minutes each), then passed on again etc until end. Each team then tell the answers and marks are given (prize for winners)

Stop watchPrizes A3 Paper and different coloured pens for each group.Jigsaw pieces – names and theories



Walkabout/Talkabout – 4 areas listed on A3 paper around the room. In groups students have roles (scribe, checker etc). 2 mins on each area – adding what they recall and checking others’ workJigsaw puzzle where students match names to ideasPractice exam questions – peer marked and formal markingEncourage independent revision and cover revision techniquesAssessment

Prep: Smarties for adherence task

Exemplar exam questions from OCR

Smarties

6Mich

6 Introduction to Health Psychology

To describe how psychology can be applied to health

Health Survey on student beliefs and attitudes to health. Analyse results for homework and retain to use throughout Healthy LivingStudents to produce Healthy Living Booklet

PensPaper

6Mich

7 Healthy LivingTheories of Health Beliefs –HBMLocus of ControlSelf Efficacy

To be able to explain how the modules of health behaviour influence health behaviour

Students research and present one of three Theories – HBM, self-efficacy, Locus of ControlComplete template, during presentations on theories, on description and evaluation pointsFollowing presentations identify the comparisons and contrasts. Description and evaluation of the 3 Theories of Health Beliefs comparisons and Contrasts of the 3 theories.Prep: Exam question: Describe one model of health belief and give an example from a research study. (10)

Healthy Living Booklet

6 Mich



7Mich

1 Healthy LivingMethods of Health

To know the main points of the Janis and

Discussion on advertisements that use fear to change behaviour e.g. anti-smoking posters and TV. Outline

Healthy Living Booklet Use a health leaflet to explain



promotion and supporting evidence – Fear Arousal

Feshbeck study and be able to evaluate the study.

study by Janis and Feshbeck 1953Produce a poster on promoting health using minimal fear appeal

Yale Model of Communication. Analyse leaflethttp://www.bbc.co.uk/ for health campaigns using fear – audio and video clips

7Mich

2 Healthy LivingLegislationMedia Campaign

To know the main points of the Cowpe 1989 study and be able to evaluate the study.

Students to research articles on legislation to examine effects on behaviour and link findings to evidence Maryland 1999. Link to success of media campaigns Cowpe 1989


7Mich

3 Healthy LivingFeatures of Adherence to medical regimes and supporting evidence – Reasons for Non-Adherence: Cognitive Rational Non-Adherence

To know the main points of the Bulpitt study and be able to evaluate the study.

Brainstorm reasons for non-adherence from Health Survey – students hold up their answers written on mini-whiteboards or laminated paper

Outline study by Bulpitt 1988

Healthy Living Booklet Mini-whiteboards or laminated A4 paper/dry wipe markersStudent Health Survey – reasons for non-adherence given by students

7Mich

4 Healthy LivingMeasures of non-adherence-Physiological

To understand the reasons why some people do not adhere.To know the main points of the Lustman study and be able to evaluate the study.

Outline physiological evidence - Lustman 2000 Healthy Living Booklet

7Mich

5 & 6 Healthy LivingImproving -

To understand methods of improving adherence.

Students to develop behavioural ways of improving adherence that a theory of health beliefs and method

Healthy Living Booklet Link to behavioural approach:

http://www.bbc.co.uk/



Behavioural To know the main points of the Watt study and be able to evaluate the study

of health promotion would suggest as being likely to workSmall group work producing a storyboard on how the Watt’s Funhaler works – Watt 2003

Introduce essay writing skills in pairs using highlighters to identify skills used in paragraphs from model essay For homework to write full essay for later peer marking

http://www.abc.net.au for Funhaler clipwww.archdischild.com for Watt’s study including picturesVideo on internet of funhalerStoryboard – set of 6 blank boxes drawn on A4 paper to be filled in with stick figures and speech/thought bubbles describing the process of how the ‘Funhaler’ works as if it were scenes from a film

7Mich

7 Summarise Healthy Living

To develop evaluation and exam technique skills.

Small group work to work on different aspects of a health campaign and develop a campaign for Healthy Living display using Theories, Methods of Promoting and taking into account features of adherence. ‘Model essay for Healthy LivingUse writing framesExam questionsEvidence Grids and Theory TemplatesEssay mark schemes


7 Mich



8Mich

1 StressCauses of stress and supporting evidence-

To be able to outline causes of stress.

Brainstorm: what stresses you out? How stressful are they (rate 1-10) Add up your scores. Who is most stressed?What are the problems with measuring stress this way?How do you know you are stressed? Or

Stress Booklet

http://www.archdischild.com/

http://www.abc.net.au/



Small groups to identify 10 things that uplift them and 10 things that hassle them – then compare and come up with the most commonCompare to Kanner’s Hassles and Uplifts

8Mich

2 StressHassles and Life Events

To know the main points of the Kanner study and be able to evaluate the study

Compare and contrast SSRS and Kanner - Kanner et al. 1981 Answer the following questions:1. What was the method?2. Who were the participants?3. What was the design? Name any other studies you can with the same design (AS or A2)4. What measurements were taken?5. What were the conclusions?Hassles- complete the daily hassles questionnaire. Strengths/weaknesses-discuss with a partner. Is there anything you would add to the scale?

Stress Booklet More able students to lead comparisons and contrasts and identify issues with evidenceAlso to lead on completing evidence grid

8Mich

3 StressWork

To know the main points of the Johansson study and be able to evaluate the study

Get students to identify factors in school or college work stress. Outlined by Johansson 1978

Stress Booklet

8Mich

4 StressLack of control

To know the main points of the Geer & Meisel study and be able to evaluate the study

Students to devise role plays of Geer and Meisel 1973 study

Stress Booklet Revisit Locus of Control

8Mich

5 StressMethods of Measuring stress and supporting evidence-Physiological measures

To understand methods of measuring stress.

Explanation of physiology of stress Recap Geer and Meisel 1973 study

Stress Booklet



8Mich

6 StressSelf report


Outline Holmes and Rahe 1967 – scale development and evidence on its effectiveness or use Kanner again

Stress Booklet

8Mich

7 StressCombined approach


Johansson 1978 – students to evaluate 3 studies of Stress Measurement by presenting on postersEvaluation Issues compared and contrasted for the 3 studies involved in Measuring StressTest on measurement used in all stress studiesDraw up a blank grid with description and advantages and disadvantages to be completed on Measurement used in all studies mentioned

Stress Booklet PowerPoint could be used instead of postersMore able students could lead the comparing and contrasting of evaluation of 3 studiesMore able students could find one other study for any of the three methods

8 Mich


Assessment Past Paper

9Mich

1 StressTechniques for Managing stress and supporting evidence –Cognitive

To understand methods for managing stress.

Explain SIT Meichenbaum 1975Groups to use the 3 phases of SIT and give examples of how stress would be alleviated through:Posters and/or Role Play and/or Sock Puppet Theatre Students to put socks on their hands and use a desk top as a ‘stage’ and act out a situation of using SIT to alleviate stress

Stress Booklet Could use Publisher for Posters

9Mich

2 StressBehavioural


Students to explore Biofeedback and link to Operant Conditioning. Draw up a list of advantages and disadvantages of using equipment - related to evidence by Budzynski et al 1970

Stress Booklet

9Mich

3 StressSocial


‘Students to list types of social support that can be accessed and explore possible explanationsOutline Waxler-Morrison et al 1991Carousel Activities: Choose an activity and complete it.1. Read the information on 2 key studies and create a mind map.

Stress Booklet



2. Choose 1 of the studies. Write a film script of the study. Choose one of the following genres: action, horror, comedy, sci-fi, romance, Detective, western.3. Choose 2 sections (either cognitive, behavioural, social support). Identify the strengths and weaknesses of both sections. 4. Create a one person role play of one of the studies. Get into groups. Each member of the group must have completed a different activity. Feedback to your group. Feedback to the class. Exam question: Describe one approach to managing stress (10). Timed. Hand in.QQT on managing stress.

9Mich

4 Summary of Stress To evalute key studies and develop examination technique

Working in pairs on an identified evaluation point per essay – essay writing on all areas of stressTo cover issues effectiveness/validity/problemsGoing through and altering points to make.Plenary: Quiz1. What is galvanic skin response and how does it relate to stress?2. what are the problems of using physiological measures of stress (point for each one)3. What is the SRRS?4. What are the most stressful life events?5. What are the weaknesses of self report?6. What did Johnasson et al. conclude?

Stress Booklet Mini White Boards

9Mich

5 Introduction to dysfunctional behaviour

To develop an understanding of what is meant by dysfunctional behaviour.

Exercise to include cultural, historical, age group, developmental norms – situations where behaviour would be/have been acceptable and unacceptable – students to include own cultural norms.Discussion on what is and what is not dysfunctional behaviour.Outline of categorising using DSM & ICD

Dysfunctional behaviour Booklet



9Mich

6 dysfunctional behaviour Diagnosis of dysfunctional behaviour

CategorisingDefinitions

To understand categorisation of dysfunctional behaviour.

Sorting task of category headings and specific examples for ICD with 11 categories to be matched with specific examples of disorders and the same for DSM with 17 categoriesStudents to identify similarities and differences between ICD and DSMIdentify 3 goals of categorisationStudents to give their own definitions of dysfunctional behaviour and then compare with Rosenhan and Seligman 1989 – definitionsMatching Task – type up and laminate the categories with specific examples for each group on different coloured paper and then cut them up.


9Mich

7 dysfunctional behaviour Biases in diagnosis

To know the main points of the Ford and Wediger study and be able to evaluate the study

Discussion on biases in diagnosis Explore gender bias – Ford and Wediger 1989 Opportunity to revisit Rosenhan study from AS on diagnosis of schizophrenia.


9 Mich

8 Assessment Assessment Past Paper

10Mich

1 Dysfunctional behaviour Explanations of dysfunctional behaviour- BiologicalBehaviouralCognitive

To understand explanations of dysfunctional behaviour

Research activity – in groups students to get information from a book and/or an internet source and research either the Biological, or the Behavioural or the Cognitive approach to Dysfunctional BehaviourPresent their work for at least 8 minutes using images on their chosen explanation


2 Dysfunctional behaviour Explanations of dysfunctional behaviour-

To know the main points of the Gottesman and Shields study and be able to evaluate the study

Explanations of Gottesman and Shields 1991 and Ost 1992 for the Genetic Explanation




Biological3 Dysfunctional

behaviour Explanations of dysfunctional behaviour- Behavioural

To know the main points of the Lewinsohn study and be able to evaluate the study

Little Albert 1920 and Lewinsohn 1970 for the Behavioural ExplanationWrite a story board on Little Albert


4 Dysfunctional behaviour Explanations of dysfunctional behaviour- Cognitive

To know the main points of the Beck and Di Nardo study and be able to evaluate the study

Beck and Di Nardo 1988 and Seligman 1979 for the Cognitive Explanation


10Mich

5 & 6 Dysfunctional behaviour Treatments of dysfunctional behaviour-BiologicalBehaviouralCognitive

To know the main points of the Karp and Frank study and be able to evaluate the study

Explanations of treatments for Biological, Behavioural and Cognitive.Go through Karp and Frank 1995 SSRI’s


7 Dysfunctional behaviour Explanations of dysfunctional behaviour- BiologicalBehaviouralCognitive

To know the main points of the Wolpe and McGrath, and Beck and Dobson study and be able to evaluate the study

Wolpe and McGrath 1990Beck and Dobson 1989


10Mich

8 Summary of Dysfunctional Behaviour

To evalute the key studies in this area

Students to role play an example of one of the treatments as a health worker and patient/clientSummary of Dysfunctional Behaviour through a




student-generated quiz. Each team has to develop 4 questions from each sub-section – 2 easier and 2 harder questions

11Mich

1 Introduction to Disorders

To develop an understanding of diagnosis of disorders

Class discussion on what students already know of these disordersStudents to start a scrapbook on DisordersStudents to make up a blank grid for Anxiety, Affective and Psychotic disorders and search for definitions and fill in the blanks and stick in their scrapbooks

Disorders BookletSugar paper to be made into A3 sized scrapbooksBlank sheet with rows for a definition of each disorderCould provide students with books in class or get them to use the internet to research definitions of different disorders. Students can choose music, write diaries and stick in pictures from magazines or the internet throughout this scrapbook exercise as well as pasting in information grids and other written workThe internet could be used for their research

11Mich

2 DisordersCharacteristics of disorders-An Anxiety disorder

To know characteristics of disorders- anxiety.

An Anxiety Disorder - Quiz on definitions of phobias – get each student to pick some phobias listed and other to guess what they are Students to complete their blank grids for the Characteristics of an anxiety disorder e.g. phobia for scrapbookStudents to identify characteristics from clips of people with phobias either from film/audio clips or written transcripts of interviewsLink to the characteristics of the disorder as set out in DSM/ICDTo make grids – A4 sheet with rows for characteristics

Disorders Booklethttp://www.phobia-fear-release.com/list-of-phobia-definitions.html for phobias http://www.bbc.co.uk/ http://www.rcpsych.ac.uk/ for characteristicsAs good as it gets Film is for over 18’s so be careful what clip is shown

http://www.rcpsych.ac.uk/


http://www.phobia-fear-release.com/list-of-phobia-definitions.html





for an anxiety disorder, a psychotic disorder and an affective disorder

11Mich

3 Disorders A Psychotic disorder

To know characteristics of disorders- psychotic disorder

Multiple choice quiz on facts and myths about schizophreniaIdentify characteristics from clips or written transcripts of interviews with people with schizophrenia Link to the characteristics of the disorder as set out in DSM/ICD Students to complete their grid of the characteristics of psychotic disorder e.g. schizophrenia for scrapbookhttp://www.bbc.co.uk/ Grids – as above ‘Psychology a New Introduction’ by Gross, McIlveen and Shackleton-Jones as abovehttp://www.rcpsych.ac.ukFilm ‘A Beautiful Mind’

Disorders BookletInternet for clips of interviews with people diagnosed with schizophreniaFilm is for over 18’s so be careful what clip is shown

11Mich

4 Disorders An Affective disorder

To know characteristics of disorders- Affective disorder

Research a famous person with an affective disorderIdentify characteristics from clips of people talking about their affective disorder or read written transcripts of interviews of people with bipolar disorderComplete their Characteristics’ Grid with the final disorder – making affective disorder links with ICD/DSMhttp://www.bbc.co.uk/e.g. Stephen Fry, Winston Churchill‘Psychology a New Introduction’ as aboveMini-white boards. Teacher to read a characteristic from one disorder. Students write the name of the disorder on the white board.One minute challenge: who can talk about each disorder? Prizes for those who can.

Disorders BookletInternet clips of people diagnosed with bipolar disorderStudents could search the internet for information on famous people with disorders

Mini white boards


http://www.rcpsych.ac.uk/




11Mich

5 Disorders Explanations of one disorder (either affective OR anxiety OR psychotic)-Biological


Activity: In threes: 1 person is the listener, 1 person is the whisperer, 1 person is the storyteller. Whisperer whispers a long story into the listener’s ear, while the storyteller tells another story loudly. Listener reports back on the experience, answering questions on both stories. How difficult is it? Why have we done this task?

Biological explanation of a psychotic disorder using Gottesman and Shields 1972

Disorders Booklet

11Mich

6 Disorders Behavioural

To know the main points of the Watson and Rayner study and be able to evaluate the study

Behavioural explanation of an anxiety disorder using Watson and Rayner Students to plan a study to make someone aversive to chocolate using the study of Little Albert

Disorders Booklet

11Mich

7 Disorders Explanations of one disorder (either affective OR anxiety OR psychotic)-Biological


Biological explanation of a psychotic disorder using Gottesman and Shields 1972.

Disorders Booklet

11Mich

8 Disorders Cognitive

To know the main points of the DiNardo study and be able to evaluate the study

Cognitive explanation of an anxiety disorder using DiNardo 1998

Disorders Booklet

12Mich

1 & 2 DisordersTreatmentsBehavioural

To know the main points of the McGrath study and be able to evaluate

Explanation of desensitisation Teach Progressive Relaxation TechniqueWrite out a programme session by session for a phobic

Disorders Booklet



the study patient as if the student is a psychologist and relate to UCS, UCR, CS, CRIdentify advantages and disadvantages of behavioural treatment Go through Wolfe, Paul and Lentz 1977 for psychotic disorder, and McGrath 1990 for anxiety disorder

12Mich

3 & 4 Disorders Cognitive Behavioural Therapy

To know the main points of the Ellis study and be able to evaluate the study

‘Explanation of CBT using the studies by Ellis, Comer 1998 for affective.Identify advantages and disadvantages of CBTComplete the Treatments grid for the research evidence with evaluation issues

Disorders Booklet

12Mich

5 & 6 Disorders Biological To know the main points

of the Karp and Frank study and be able to evaluate the study.

Students to identify disadvantages and advantages of use of drugs to treat affective and psychotic disordersExplore the studies on drugs and biochemical treatments by Karp and Frank 1995 for affective disorder Compare and contrast the three types of treatmentComplete their Treatments Grid for the biological treatment of a psychotic disorder or an affective disorder or an anxiety disorder with evaluation issues of the studies and add to their scrapbookTreatments of their chosen disorder to be compared and contrasted and written up in report form and added to their scrapbook

Disorders Booklet

12Mich

7 & 8 Assesment To develop your understanding of the exam requirements

End of term Mock Paper and mark scheme

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Technology

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