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Unit 3: Applications of psychology

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  1. Topic E: Developmental psychology

    1. 5.1.1Attachment theories

      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).

    2. 5.1.2Ainsworth’s attachment research

      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.

    3. 5.1.3Cognitive and language development theories

      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.

    4. 5.1.4Social and emotional development theories

      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.

    5. 5.2.1Van IJzendoorn and Kroonenberg (1988) attachment meta-analysis

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

    6. 5.2.2Cassibba et al. (2013) attachment in Italy

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

    7. 5.2.3Ashdown and Bernard (2012) social and emotional learning

      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?.

    8. 5.2.4Ding et al. (2014) early infant attachment

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

    9. 5.3.1Research methods in developmental psychology

      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.

    10. 5.3.2Cross-cultural research

      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.

    11. 5.3.3Ethics and UNCRC

      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.

    12. 5.3.4Decision making and data interpretation

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

    13. 5.3.5Developmental research evaluation

      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.

    14. 5.4.1Ethical issues in research (animal and human)

      5.4.1 Ethical issues in research (animal and human).

    15. 5.4.2Practical issues in the design and implementation of research

      5.4.2 Practical issues in the design and implementation of research.

    16. 5.4.3Reductionism versus holism when researching human behaviour

      5.4.3 Reductionism versus holism when researching human behaviour.

    17. 5.4.4Ways of explaining behaviour using different approaches, models

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

    18. 5.4.5The issue of psychology as a science

      5.4.5 The issue of psychology as a science.

    19. 5.4.6Cultural and gender issues in psychological research

      5.4.6 Cultural and gender issues in psychological research.

    20. 5.4.7Role of both nature and nurture in psychology

      5.4.7 The role of both nature and nurture in psychology.

    21. 5.4.8An understanding of how psychology has developed over time

      5.4.8 An understanding of how psychology has developed over time.

    22. 5.4.9Use of psychology in social control

      5.4.9 The use of psychology in social control.

    23. 5.4.10Use of psychological knowledge in society

      5.4.10 The use of psychological knowledge in society.

    24. 5.4.11Socially sensitive research

      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.

  2. Topic F: Criminological psychology

    1. 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.

    2. 6.1.2 Cognitive interview techniques with witnesses.

    3. 6.1.3 The use of psychological (case) formulation to understand the function of offending behaviour in the individual.; Factors influencing identification of offenders.

    4. 6.1.4 Factors influencing the reliability of eye-witness memory:; post-event information; weapons focus; 'other race' effect; stress and trauma.

    5. 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.

    6. 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.

    7. 6.2.1 Loftus and Palmer (1974) Reconstruction of auto mobile destruction: An example of the interaction between language and memory.; Contemporary study.

    8. 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:.

    9. 6.2.3 Ruva, McEvoy and Bryant (2007) Effects of pre-trial publicity and jury deliberation on jury bias and source memory errors.

    10. 6.2.4 Valentine T and Mesout J (2009) Eyewitness identification under stress in the London Dungeon.

    11. 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.

    12. 6.3.2 Ethical guidelines:; British Psychological Society (BPS) Code of Ethics and Conduct (2009); risk management when carrying out research in psychology.

    13. 6.3.3 Decision making and interpretation of data:; List A from Topic A as appropriate; List B from Topic B as appropriate.

    14. 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.

  3. Topic G: Health psychology

    1. 7.1.1 Hypothalamic-Pituitary-Adrenal (HPA) Axis.

    2. 7.1.2 Cortisol — the stress hormone.

    3. 7.1.3 Brain regions associated with stress, including hippocampus, amygdala, prefrontal cortex.

    4. 7.1.4 Selye's General Adaptation Syndrome (GAS), including the alarm reaction.; Factors affecting stress.

    5. 7.1.5 Life events and daily hassles including the Holmes and Rahe stress scale.

    6. 7.1.6 Individual differences including, personality traits, Type A personality and links to stress.

    7. 7.1.7 Social support including family, friends and community.; Coping strategies.

    8. 7.1.8 Appraisal-focusing, problem-focusing, emotion-focusing.

    9. 7.1.9 Positive and negative techniques.; Treatment and therapy for anxiety (biological and psychological).

    10. 7.1.10 Selective serotonin reuptake inhibitors (SSRIs).

    11. 7.1.11 Serotonin and norepinephrine reuptake inhibitors (SNRIs).

    12. 7.1.12 Cognitive Behavioural Therapy (CBT) for anxiety disorders and effectiveness of such treatment.

    13. 7.2.1 Brady (1958) Ulcers in executive monkeys.; Contemporary study.

    14. 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:.

    15. 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.

    16. 7.2.4 Russell et al. (2015) Adaptation of an adolescence coping assessment for therapeutic recreation and outdoor adventure settings.

    17. 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.

    18. 7.3.2 Use of non-human animals in experiments in psychology practical and ethical issues and the Animals (Scientific Procedures) Act 1986.

    19. 7.3.3 Decision making and interpretation of data:; List A from Topic A as appropriate; List B from Topic B as appropriate.

    20. 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.