Unit 4: Clinical psychology and psychological skills

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.

9.1.1 Types of data: qualitative and quantitative data; primary and secondary data.

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

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

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

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

9.1.2 Sampling techniques: random, stratified, volunteer and opportunity.

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

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

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

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

9.1.3 Experimental/research designs: independent groups, repeated measures and matched pairs.

Use - experimental and research designs to connect the rule to the data and decision in the question.

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

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

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

9.1.4 Hypotheses: null, alternate, experimental; directional and non-directional.

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

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

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

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

9.1.5 Questionnaires and interviews: open, closed (including ranked scale questions); structured, semi-structured and unstructured interviews; self-report data.

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

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

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

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

9.1.6 Experiments: laboratory and field; independent and dependent variables.

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

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

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

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

9.1.7 Observations: tallying, event and time sampling, covert, overt, participant, non-participant, structured observations, naturalistic observations.; Gathering both qualitative and quantitative data.

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

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

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

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

9.1.8 Correlation research: type of correlation: positive, negative and use of correlations including issues with cause and effect and other variables.

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

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

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

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

9.1.9 Additional research methods and techniques: twin studies and aggression, animal experiments, case studies as used in different areas of psychology including case studies of brain-damaged patients in relation to memory, brain scanning/neuroimaging (CAT, PET, fMRI), randomised controlled trials (RCTs), content analysis, clinical interviewing, ethnographic fieldwork when getting data with children, longitudinal and cross-sectional research, cross-cultural and meta-analysis.

Use - additional research methods and techniques to connect the rule to the data and decision in the question.

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

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

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

9.1.10 Control issues: counterbalancing, randomising, order effects, experimenter/researcher effects, social desirability, demand characteristics, participant variables, situational variables, extraneous variables, confounding variables, operationalisation of variables.

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

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

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

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

9.1.11 Descriptive statistics (List A):; measures of central tendency (mean, median, mode), frequency tables, summary tables, graphs (bar chart, histogram, scatter diagram), normal distribution, skewed distribution, sense checking data, measures of dispersion (range, standard deviation) and percentages; produce, handle, interpret data; draw comparisons including the mean of two sets of data.; Learners do not need to know formulae but are expected to be competent in mathematical steps.

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

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

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

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

9.1.12 Inferential statistics (List B):; levels of measurement, appropriate choice of statistical test; the criteria for and use of the Wilcoxon, Spearman’s, chi-squared (for difference) tests; directional and non-directional testing; use of critical value tables, one- and two-tailed testing.; levels of significance, including knowledge of standard statistical terminology such as p equal to or greater than (p≤.10 p≤.05 p≤.01); rejecting hypotheses, type I and type II errors, the relationship between significance levels and p values; observed and critical values.

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

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

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

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

9.1.13 Methodological issues: validity (internal, predictive, ecological), reliability, generalisability, objectivity, subjectivity, credibility.

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

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

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

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

9.1.14 Analysis of qualitative data — thematic analysis.

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

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

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

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

9.1.15 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.

9.1.16 Ethical issues in research using humans (BPS Code of Ethics and Conduct, 2009), including risk assessment when carrying out research in psychology.; The UNCRC and participation versus protection rights when researching with children and ethical issues when children are the participants.; Health and Care Professions Council (HCPC).

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

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

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

9.1.17 Ethical issues in research using animals (Scientific Procedures Act 1986 and Home Office Regulations). 44 9.2 Key questions in society.

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

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

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

9.2.1 Key questions for society using concepts, theories or research from one or more of topics A to H (except topics F and G).

Use - key questions for society to connect the rule to the data and decision in the question.

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

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

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

9.3.1 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.

9.3.2 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.

9.3.3 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.

9.3.4 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.

9.3.5 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.

9.3.6 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.

9.3.7 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.

9.3.8 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.

9.3.9 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.

9.3.10 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.

9.3.11 Issues relating to socially sensitive research.

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

This matters because - issues relating to 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 - issues relating to socially sensitive research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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