Topic H: Clinical psychology

8.1.1 Definitions of abnormality:; the history of abnormality; statistical infrequency definition; failure to function adequately including Rosenhan and Seligman, 1989.

Use - definitions of abnormality to connect the rule to the data and decision in the question.

This matters because - definitions of abnormality determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - definitions of abnormality to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Definitions of abnormality is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.2 Classification systems:; ICD (ICD10 and ICD 11 when revised – 2017); DSM including DSM IVR and DSM V.

Use - classification systems to connect the rule to the data and decision in the question.

This matters because - classification systems determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - classification systems to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Classification systems is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.3 Debates in diagnosis:; cultural issues in diagnosis; reliability in diagnosis; validity in diagnosis.; Mental health disorders, symptoms, features, explanations.

Use - debates in diagnosis to connect the rule to the data and decision in the question.

This matters because - debates in diagnosis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - debates in diagnosis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Debates in diagnosis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.4 Schizophrenia:; description of symptoms and features, including thought insertion, hallucinations, delusions, disordered thinking; the function of neurotransmitters as a theory/explanation; one other biological theory/explanation of schizophrenia.

Use - schizophrenia symptoms and explanations to connect the rule to the data and decision in the question.

This matters because - schizophrenia symptoms and explanations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - schizophrenia symptoms and explanations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Schizophrenia symptoms and explanations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.5 One other mental health disorder, symptoms, features, explanations selected from unipolar depression OR anorexia nervosa:; description of symptoms and features; two different explanations for the disorder (one biological, one non-biological). 40 Treatment and therapy.

Use - other mental health disorder to connect the rule to the data and decision in the question.

This matters because - other mental health disorder determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - other mental health disorder to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Other mental health disorder is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.6 Therapy for schizophrenia:; drug therapy; family therapy.

Use - therapies for schizophrenia to connect the rule to the data and decision in the question.

This matters because - therapies for schizophrenia determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - therapies for schizophrenia to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Therapies for schizophrenia is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.1.7 Therapy for unipolar depression OR anorexia nervosa:; drug therapy; cognitive Behavioural Therapy (CBT).

Use - therapies for depression or anorexia to connect the rule to the data and decision in the question.

This matters because - therapies for depression or anorexia determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - therapies for depression or anorexia to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Therapies for depression or anorexia is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.1 Rosenhan (1973) On being sane in insane places.; Contemporary study relating to schizophrenia.

Use - rosenhan (1973) sane in insane places to connect the rule to the data and decision in the question.

This matters because - rosenhan (1973) sane in insane places determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - rosenhan (1973) sane in insane places to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Rosenhan (1973) sane in insane places is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.2 Suzuki et al. (2014) High prevalence of underweight and undernutrition in Japanese inpatients with schizophrenia.; One from a choice of two contemporary studies, choosing one that suits the chosen 'other' disorder: Unipolar depression.

Use - suzuki et al. (2014) schizophrenia and undernutrition to connect the rule to the data and decision in the question.

This matters because - suzuki et al. (2014) schizophrenia and undernutrition determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - suzuki et al. (2014) schizophrenia and undernutrition to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Suzuki et al. (2014) schizophrenia and undernutrition is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.3 Hans and Hiller (2013) Effectiveness of and drop out from outpatient cognitive-behavioural therapy for adult unipolar depression: A meta-analysis of nonrandomised effectiveness studies.

Use - hans and hiller (2013) cbt for unipolar depression to connect the rule to the data and decision in the question.

This matters because - hans and hiller (2013) cbt for unipolar depression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hans and hiller (2013) cbt for unipolar depression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Hans and Hiller (2013) CBT for unipolar depression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.4 Ma, Quan and Liu (2014) Mediating effect of social support on the relationship between self-evaluation and depression.; Anorexia nervosa.

Use - ma, quan and liu (2014) social support and depression to connect the rule to the data and decision in the question.

This matters because - ma, quan and liu (2014) social support and depression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ma, quan and liu (2014) social support and depression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ma, Quan and Liu (2014) social support and depression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.5 Becker et al. (2002) Eating behaviours and attitudes following prolonged exposure to television among ethnic Fijian adolescent girls.

Use - becker et al. (2002) television and eating attitudes to connect the rule to the data and decision in the question.

This matters because - becker et al. (2002) television and eating attitudes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - becker et al. (2002) television and eating attitudes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Becker et al. (2002) television and eating attitudes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.2.6 Reichel et al. (2014) 'Glass fairies' and 'bone children': Adolescents and young adults with anorexia nervosa show positive reactions towards extremely emaciated body pictures measured by the body startle reflex paradigm.

Use - reichel et al. (2014) anorexia and body pictures to connect the rule to the data and decision in the question.

This matters because - reichel et al. (2014) anorexia and body pictures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - reichel et al. (2014) anorexia and body pictures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Reichel et al. (2014) anorexia and body pictures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.3.1 The use of research methods methods in psychology when carrying out research in clinical psychology:.; research methods from units 1 and 2 as appropriate.; randomised controlled trials (RCTs) related to clinical psychology.; neuroimaging, including structural and functional brain scanning related to clinical psychology.

Use - research methods in clinical psychology to connect the rule to the data and decision in the question.

This matters because - research methods in clinical psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - research methods in clinical psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Research methods in clinical psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.3.2 Conventions of published psychological research: abstract, introduction, aims and hypotheses, method, results, discussion; the process of peer review.

Use - published research conventions to connect the rule to the data and decision in the question.

This matters because - published research conventions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - published research conventions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Published research conventions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.3.3 Awareness of Health and Care Professions Council (HCPC) guidelines for clinical practitioners.

Use - hcpc guidelines to connect the rule to the data and decision in the question.

This matters because - hcpc guidelines determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hcpc guidelines to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - HCPC guidelines is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.3.4 Decision making and interpretation of data:; List A from Topic A as appropriate; List B from Topic B as appropriate.

Use - decision making and data interpretation to connect the rule to the data and decision in the question.

This matters because - decision making and data interpretation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - decision making and data interpretation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Decision making and data interpretation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.3.5 Evaluation of research in clinical psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate. 8.4 Practical Investigation.

Use - clinical research evaluation to connect the rule to the data and decision in the question.

This matters because - clinical research evaluation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - clinical research evaluation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Clinical research evaluation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

8.4.1 One practical research exercise to gather data relevant to topics covered in clinical psychology - a content analysis that explores attitudes to mental health.; This practical research exercise must adhere to ethical principles in both content and intention.; In conducting the practical research exercise, learners must:; perform a content analysis; analyse at least two sources (such as radio interviews, newspapers, magazines) to compare attitudes towards mental health; make design decisions when planning and gathering sources for a content analysis, including credibility of secondary data, ethical considerations, controls and reliability; collect, present and comment on sources gathered; consider strengths and weaknesses of a content analysis and possible design improvements; complete the procedure, results and discussion section of a report.; ; Comparing how attitudes to mental health have changed over time.; ; How different sources report mental health. 42.

Use - clinical psychology content analysis to connect the rule to the data and decision in the question.

This matters because - clinical psychology content analysis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - clinical psychology content analysis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Clinical psychology content analysis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.