Unit 3: Applications of psychology

5.1.1 Theories of attachment:; learning theories including O'Connor et al.’s (2013) study on social learning, parenting and attachment; Bowlby's maternal deprivation hypothesis and theory of attachment, including the 44 Juvenile Thieves study (1944).

Use - attachment theories to connect the rule to the data and decision in the question.

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

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

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

5.1.2 Ainsworth’s work on attachment including types of attachment and care giver sensitivity:; cross-cultural research into attachment types; Strange Situation procedure.; Cognitive and language development.

Use - ainsworth’s attachment research to connect the rule to the data and decision in the question.

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

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

Boundary: - Ainsworth’s attachment research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.1.3 Theories of cognitive development:; Piaget's stages of cognitive and language development; Vygotsky's zone of proximal development (ZPD); stages of language development; theories of language: learning including Skinner; nativist including Chomsky's language acquisition device (LAD); interactionist including Vygotsky.; Social and emotional development.

Use - cognitive and language development theories to connect the rule to the data and decision in the question.

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

Example: apply - cognitive and language development theories to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cognitive and language development theories is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.1.4 Theories of social and emotional development:; Erikson's stages of psychosocial development; Vygotsky's theory of social development; mindfulness enhancing social, emotional and cognitive development.

Use - social and emotional development theories to connect the rule to the data and decision in the question.

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

Example: apply - social and emotional development theories to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Social and emotional development theories is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.1 Van IJzendoorn and Kroonenberg (1988) Cross-cultural patterns of attachment: A Meta-Analysis of the Strange Situation.; Contemporary study.

Use - van ijzendoorn and kroonenberg (1988) attachment meta-analysis to connect the rule to the data and decision in the question.

This matters because - van ijzendoorn and kroonenberg (1988) attachment meta-analysis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - van ijzendoorn and kroonenberg (1988) attachment meta-analysis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Van IJzendoorn and Kroonenberg (1988) attachment meta-analysis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.2 Cassibba et al. (2013) Attachment the Italian way (Italy).; One contemporary study from the following two choices:.

Use - cassibba et al. (2013) attachment in italy to connect the rule to the data and decision in the question.

This matters because - cassibba et al. (2013) attachment in italy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cassibba et al. (2013) attachment in italy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cassibba et al. (2013) attachment in Italy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.3 Ashdown and Bernard (2012) Can explicit instruction in social and emotional learning skills benefit the social and emotional development, well-being and academic achievement of young children?.

Use - ashdown and bernard (2012) social and emotional learning to connect the rule to the data and decision in the question.

This matters because - ashdown and bernard (2012) social and emotional learning determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ashdown and bernard (2012) social and emotional learning to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ashdown and Bernard (2012) social and emotional learning is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.4 Ding et al. (2014) The relation of early infant attachment to attachment and cognitive development outcomes in early childhood.

Use - ding et al. (2014) early infant attachment to connect the rule to the data and decision in the question.

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

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

Boundary: - Ding et al. (2014) early infant attachment is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.1 The use of research methods in psychology when carrying out research in developmental psychology:.; research methods from units 1 and 2 as appropriate, related to developmental psychology.; clinical interviewing in developmental psychology to understand the world of the child.; ethnographic field work including Punch in Bolivia (2002) related to developmental psychology and longitudinal/ cross-sectional research in developmental psychology.

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

This matters because - research methods in developmental 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 developmental psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

5.3.2 Cross-cultural research:; the use of the cross-cultural research method, including the Strange Situation, in developmental psychology, including nature-nurture issues; the use of meta-analysis using cross-cultural research to draw conclusions about the universality of attachment types.

Use - cross-cultural research to connect the rule to the data and decision in the question.

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

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

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

5.3.3 Ethics and the UNCRC (1989):; participation versus protection rights and research; getting data from children; ethical issues when children are the participants.

Use - ethics and uncrc to connect the rule to the data and decision in the question.

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

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

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

5.3.4 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.

5.3.5 Evaluation of research in developmental psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate.

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

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

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

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

5.4.1 Ethical issues in research (animal and human).

Use - ethical issues in research (animal and human) to connect the rule to the data and decision in the question.

This matters because - ethical issues in research (animal and human) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethical issues in research (animal and human) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethical issues in research (animal and human) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.2 Practical issues in the design and implementation of research.

Use - practical issues in the design and implementation of research to connect the rule to the data and decision in the question.

This matters because - practical issues in the design and implementation of research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - practical issues in the design and implementation of research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Practical issues in the design and implementation of research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.3 Reductionism versus holism when researching human behaviour.

Use - reductionism versus holism when researching human behaviour to connect the rule to the data and decision in the question.

This matters because - reductionism versus holism when researching human behaviour determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - reductionism versus holism when researching human behaviour to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Reductionism versus holism when researching human behaviour is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.4 Ways of explaining behaviour using different approaches, models or theories.

Use - ways of explaining behaviour using different approaches, models to connect the rule to the data and decision in the question.

This matters because - ways of explaining behaviour using different approaches, models determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ways of explaining behaviour using different approaches, models to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ways of explaining behaviour using different approaches, models is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.5 The issue of psychology as a science.

Use - the issue of psychology as a science to connect the rule to the data and decision in the question.

This matters because - the issue of psychology as a science determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - the issue of psychology as a science to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - The issue of psychology as a science is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.6 Cultural and gender issues in psychological research.

Use - cultural and gender issues in psychological research to connect the rule to the data and decision in the question.

This matters because - cultural and gender issues in psychological research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: - Cultural and gender issues in psychological research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.7 The role of both nature and nurture in psychology.

Use - role of both nature and nurture in psychology to connect the rule to the data and decision in the question.

This matters because - role of both nature and nurture in psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - role of both nature and nurture in psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Role of both nature and nurture in psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.8 An understanding of how psychology has developed over time.

Use - an understanding of how psychology has developed over time to connect the rule to the data and decision in the question.

This matters because - an understanding of how psychology has developed over time determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - an understanding of how psychology has developed over time to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - An understanding of how psychology has developed over time is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.9 The use of psychology in social control.

Use - use of psychology in social control to connect the rule to the data and decision in the question.

This matters because - use of psychology in social control determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

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

5.4.10 The use of psychological knowledge in society.

Use - use of psychological knowledge in society to connect the rule to the data and decision in the question.

This matters because - use of psychological knowledge in society determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: - Use of psychological knowledge in society is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.11 Issues relating to socially sensitive research.; Learners may draw on content (concepts and theories), studies and/or research methods from across all topic areas.

Use - socially sensitive research to connect the rule to the data and decision in the question.

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

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

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

6.1.1 Social and personality explanations for crime and anti-social behaviour:; self-fulfilling prophecy; social learning from the media; antisocial personality disorder (ASPD).; Understanding the offender.

Use - explanations for crime and anti-social behaviour to connect the rule to the data and decision in the question.

This matters because - explanations for crime and anti-social behaviour determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - explanations for crime and anti-social behaviour to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Explanations for crime and anti-social behaviour is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.1.2 Cognitive interview techniques with witnesses.

Use - cognitive interview techniques to connect the rule to the data and decision in the question.

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

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

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

6.1.3 The use of psychological (case) formulation to understand the function of offending behaviour in the individual.; Factors influencing identification of offenders.

Use - psychological formulation of offending behaviour to connect the rule to the data and decision in the question.

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

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

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

6.1.4 Factors influencing the reliability of eye-witness memory:; post-event information; weapons focus; 'other race' effect; stress and trauma.

Use - reliability of eyewitness memory to connect the rule to the data and decision in the question.

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

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

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

6.1.5 Factors influencing jury decision-making:; characteristics of the defendant, including attractiveness and race; pre-trial publicity; research into expert testimony including Penrod and Cutler (1989) Eyewitness Expert Testimony and Jury Decision Making.; Treatment.

Use - factors influencing jury decision-making to connect the rule to the data and decision in the question.

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

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

Boundary: - Factors influencing jury decision-making is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.1.6 Cognitive Behavioural Therapy (CBT) as a therapy for offenders:; using CBT as a therapy for offenders; effectiveness of CBT as a therapy for offenders.

Use - cbt for offenders to connect the rule to the data and decision in the question.

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

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

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

6.2.1 Loftus and Palmer (1974) Reconstruction of auto mobile destruction: An example of the interaction between language and memory.; Contemporary study.

Use - loftus and palmer (1974) eyewitness memory to connect the rule to the data and decision in the question.

This matters because - loftus and palmer (1974) eyewitness memory determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - loftus and palmer (1974) eyewitness memory to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Loftus and Palmer (1974) eyewitness memory is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.2.2 Bradbury M D and Williams M R (2013) Diversity and Citizen Participation: The Effects of Race on Juror Decision Making.; One contemporary study from the following two choices:.

Use - bradbury and williams (2013) race and juror decision making to connect the rule to the data and decision in the question.

This matters because - bradbury and williams (2013) race and juror decision making determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - bradbury and williams (2013) race and juror decision making to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Bradbury and Williams (2013) race and juror decision making is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.2.3 Ruva, McEvoy and Bryant (2007) Effects of pre-trial publicity and jury deliberation on jury bias and source memory errors.

Use - ruva et al. (2007) pre-trial publicity and jury bias to connect the rule to the data and decision in the question.

This matters because - ruva et al. (2007) pre-trial publicity and jury bias determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ruva et al. (2007) pre-trial publicity and jury bias to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ruva et al. (2007) pre-trial publicity and jury bias is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.2.4 Valentine T and Mesout J (2009) Eyewitness identification under stress in the London Dungeon.

Use - valentine and mesout (2009) eyewitness stress to connect the rule to the data and decision in the question.

This matters because - valentine and mesout (2009) eyewitness stress determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - valentine and mesout (2009) eyewitness stress to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Valentine and Mesout (2009) eyewitness stress is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.3.1 The use of research methods in psychology when carrying out research in criminological psychology:; research methods from units 1 and 2 as appropriate, related to criminological psychology; experiments as used in the study of eye witness memory; mock jury research as a method for studying jury decision-making.

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

This matters because - research methods in criminological 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 criminological psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

6.3.2 Ethical guidelines:; British Psychological Society (BPS) Code of Ethics and Conduct (2009); risk management when carrying out research in psychology.

Use - bps ethics and risk management to connect the rule to the data and decision in the question.

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

Example: apply - bps ethics and risk management to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - BPS ethics and risk management is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

6.3.3 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.

6.3.4 Evaluation of research in criminological psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate.

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

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

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

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

7.1.1 Hypothalamic-Pituitary-Adrenal (HPA) Axis.

Use - hpa axis to connect the rule to the data and decision in the question.

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

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

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

7.1.2 Cortisol — the stress hormone.

Use - cortisol and stress to connect the rule to the data and decision in the question.

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

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

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

7.1.3 Brain regions associated with stress, including hippocampus, amygdala, prefrontal cortex.

Use - brain regions and stress to connect the rule to the data and decision in the question.

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

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

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

7.1.4 Selye's General Adaptation Syndrome (GAS), including the alarm reaction.; Factors affecting stress.

Use - selye’s general adaptation syndrome to connect the rule to the data and decision in the question.

This matters because - selye’s general adaptation syndrome determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - selye’s general adaptation syndrome to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Selye’s General Adaptation Syndrome is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.5 Life events and daily hassles including the Holmes and Rahe stress scale.

Use - life events and daily hassles to connect the rule to the data and decision in the question.

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

Example: apply - life events and daily hassles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Life events and daily hassles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.6 Individual differences including, personality traits, Type A personality and links to stress.

Use - individual differences and stress to connect the rule to the data and decision in the question.

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

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

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

7.1.7 Social support including family, friends and community.; Coping strategies.

Use - social support to connect the rule to the data and decision in the question.

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

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

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

7.1.8 Appraisal-focusing, problem-focusing, emotion-focusing.

Use - coping strategies to connect the rule to the data and decision in the question.

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

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

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

7.1.9 Positive and negative techniques.; Treatment and therapy for anxiety (biological and psychological).

Use - positive and negative coping techniques to connect the rule to the data and decision in the question.

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

Example: apply - positive and negative coping techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Positive and negative coping techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.10 Selective serotonin reuptake inhibitors (SSRIs).

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

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

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

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

7.1.11 Serotonin and norepinephrine reuptake inhibitors (SNRIs).

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

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

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

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

7.1.12 Cognitive Behavioural Therapy (CBT) for anxiety disorders and effectiveness of such treatment.

Use - cbt for anxiety disorders to connect the rule to the data and decision in the question.

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

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

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

7.2.1 Brady (1958) Ulcers in executive monkeys.; Contemporary study.

Use - brady (1958) executive monkeys to connect the rule to the data and decision in the question.

This matters because - brady (1958) executive monkeys determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brady (1958) executive monkeys to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brady (1958) executive monkeys is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.2 Nakonz and Shik (2009) And all your problems are gone: religious coping strategies among Phillipine migrant workers in Hong Kong.; One contemporary study from the following two choices:.

Use - nakonz and shik (2009) religious coping to connect the rule to the data and decision in the question.

This matters because - nakonz and shik (2009) religious coping determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - nakonz and shik (2009) religious coping to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Nakonz and Shik (2009) religious coping is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.3 Avdagic et al. (2014) A randomised controlled trial of acceptance and commitment therapy (ACT) and cognitive- behavioural therapy (CBT) for generalised anxiety disorder.

Use - avdagic et al. (2014) act and cbt for anxiety to connect the rule to the data and decision in the question.

This matters because - avdagic et al. (2014) act and cbt for anxiety determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - avdagic et al. (2014) act and cbt for anxiety to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Avdagic et al. (2014) ACT and CBT for anxiety is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.4 Russell et al. (2015) Adaptation of an adolescence coping assessment for therapeutic recreation and outdoor adventure settings.

Use - russell et al. (2015) coping assessment adaptation to connect the rule to the data and decision in the question.

This matters because - russell et al. (2015) coping assessment adaptation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - russell et al. (2015) coping assessment adaptation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Russell et al. (2015) coping assessment adaptation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.3.1 The use of research methods in psychology when carrying out research in health psychology:; research methods from units 1 and 2 as appropriate, related to health psychology; use of standardised questionnaires, including Adolescent Lifestyle Questionnaire (ALQ) related to health psychology; use of focus groups.

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

This matters because - research methods in health 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 health psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

7.3.2 Use of non-human animals in experiments in psychology practical and ethical issues and the Animals (Scientific Procedures) Act 1986.

Use - non-human animal research to connect the rule to the data and decision in the question.

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

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

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

7.3.3 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.

7.3.4 Evaluation of research in health psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate.

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

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

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

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