Question 1
Assess the implications of socially sensitive research in psychology.
AO1 (8 marks), AO3 (12 marks)
AO1
- Socially sensitive research has implications beyond the research situation that
could impact on researchers, individuals or groups within society.
- Social sensitivity should be considered when researching controversial topics in
psychology, such as obedience.
- Explaining aggression through brain abnormality could reduce personal
responsibility for aggressive behaviours.
- Biological explanations look to nature to explain aggressive or criminal
behaviours, such as XYY chromosomal abnormality or the MAOA 'warrior' gene.
- Clinical psychologists often conduct drug trials with patients to research the
effectiveness of new treatments for disorders such as schizophrenia.
- Sensitivity can also arise as people might be treated differently because of the
way research findings are interpreted or reported in the media.
- Research in developmental psychology has considered the impact of parenting,
institutional facilities and care practices on the wellbeing of children.
- Psychologists should take care to separate roles of researchers and members of
society to ensure there is no abuse of their power as researchers.
- Confidentiality of participants should be maintained to prevent anyone
discovering who they are, or what they did in a study.
AO3
- Rosenhan (1973) found that inpatients were subjected to depersonalisation in
hospitals, which positively influenced mental health practices.
- However, the findings of Rosenhan (1973) would have been detrimental to the
staff, clinicians and hospitals themselves, possibly causing them distress.
- Cohrs et al. (2012) suggested that personality types were indicators of
prejudice which could lead to screening the population for those traits.
- Raine et al. (1997) found that the brains of murderers had abnormalities,
which could be used to claim that individuals are not responsible for violence.
- Many legal systems are based upon criminal and deviant acts being considered
an individual choice or act of free will, the implication for legal processes of
these being 'nature' would be to change the perceptions of guilt.
- Court-Brown (1965) put forward the view that XYY patients should remain
hospitalised given their increased likelihood of aggressive behaviour,
highlighting how socially sensitive research has implications for social control.
- Mental health patients are often vulnerable patients and sensitivity should be
shown to ensure they fully understand the implications of research, such as
drug trials.
- Research that has shown causes of mental health to be biological, for example
neurotransmitters in schizophrenia, helped debunk myths about mental health,
such as demonic possession or witchcraft and improve how people are treated.
- Findings from Bowlby (1944) implied that children were at risk of juvenile
delinquency if mothers did not bond with them, resulting in implications for
working women and parenting styles in society.
- Curtis (1977) cared for and studied 'Genie', it was recognised that they had
tried to help her to develop, but they had also used her as a subject and there
was thought to have been excessive testing.
- Participants in Reicher and Haslam (2006) knew they would be appearing on
national television but may not have been fully aware of how their behaviour
may change in the mock prison, requiring sensitivity in the debrief process as
they were known to the public for their actions in the prison.
- Sieber and Stanley (1988) suggested features of socially sensitive research
that required consideration which leads to improvements in ethical
considerations when undertaking research into socially sensitive issues.
Look for other reasonable marking points.
(20)
\begin{tabular}[t]{|l|l|l|}
\hline Level
Mark
Descriptor
\begin{tabular[t]{l}
AO1 (8 marks), AO3 (12 marks)
Candidates must demonstrate a greater emphasis on assessment/conclusion vs knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 8 marks.
\end{tabular}}
0
No rewardable material.
Level 1
1-4
Marks
\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)
Generic assertions may be presented. Limited attempt to address the question. (AO3)
\end{tabular}
Level 2
5-8
Marks
\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)
Candidates will produce statements with some development in the form of mostly accurate and relevant factual material, leading to a generic or superficial assessment being presented. (AO3)
\end{tabular}
Level 3
9-12
Marks
\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning, leading to an assessment being presented which considers a range of factors. Candidates will demonstrate understanding of competing arguments/factors but unlikely to grasp their significance. The assessment leads to a judgement but this will be imbalanced. (AO3)
\end{tabular}
Level 4
13-16
Marks
\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a logical assessment, containing logical chains of reasoning throughout which consider a range of factors. Demonstrates an understanding of competing arguments/factors but does not fully consider the significance of each which in turn leads to an imbalanced judgement being presented. (AO3)
\end{tabular}
Level 5
17-20
Marks
\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a well-developed and logical assessment, containing logical chains of reasoning throughout. Demonstrates a full understanding and awareness of the significance of competing arguments/factors leading to a balanced judgement being presented. (AO3)
\end{tabular}