Edexcel A-Level Psychology A2 Topic G Health Psychology Questions

AO2 (2 marks)
Credit up to two marks for accurate description in relation to scenario.
For example;
- Cortisol weakens the immune system which is why Francesco has
illnesses (1) and it is also involved in glucose metabolism and
insulin regulation which could result in Francesco's high blood
sugar levels (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO2 (2 marks)
Credit up to two marks for accurate description in relation to scenario.
For example:
- Lucy may have found that being exposed to the stressful situation
of losing her job has impaired the working memory function of her
prefrontal cortex (1). This means that she finds it difficult to focus
on the questions in interviews and loses concentration (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO1 (4 marks), AO3 (4 marks)
AO1
- In the Selye's GAS model, the initial alarm stage is when a person
registers a threat and creates a hormonal change.
- Exhaustion can occur if the body is repeatedly stressed or the
stress is long lasting.
- Selye's research evidence came mostly from his studies using
animals such as rats.
- Cognitive psychologists would explain stress as a result of
negative and faulty thought patterns.
AO3
- Rodriques et al. (2009) suggested that stress hormones alter the
neural structures that are associated with emotion, so Selye's
explanation has scientific credibility.
- Brady (1958) found that the monkeys exposed to stress
physically deteriorated and began to die after 23 days from their
stress, so Selye's explanation of exhaustion has supporting
evidence.
- Animal research supporting the GAS explanation could be
ungeneralisable to the human population as animals may not
represent human reactions to stress.
- Beck and Weishaar (2010) used cognitive techniques to treat
faulty thinking and cognitive bias showing cognitive factors could
cause stress and it may not be a result of GAS.
Look for other reasonable marking points.

(8)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.

0

No rewardable material.

Level 1

1-2
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
A conclusion may be presented, but will be generic and the supporting
evidence will be limited. Limited attempt to address the question. (AO3)

Level 2

3-4
Marks

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 superficial
conclusion being made. (AO3)

Level 3

5-6
Marks

Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning. leading
to a conclusion being presented. Candidates will demonstrate a grasp of
competing arguments but evaluation may be imbalanced. (AO3)

Level 4

7-8
Marks

Demonstrates accurate and thorough knowledge and understanding.
(AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)

\begin{tabular}[t]{|l|l|l|}
\hline

AO1 (4 marks), AO3 (4 marks)
AO1
- A life event according to Holmes and Rahe is a major event that
can cause a significant life change such as death of a spouse or
divorce.
- Daily hassles such as losing things or concerns about weight are
distressing demands that frequently make up everyday life.
- Individuals can still experience stress even if they are not
subjected to major life events.
- Life events have differing numerical values on a scale out of 100,
the higher the score the more stressful the event.
AO3
- Holmes and Rahe (1967) measured life events in life change units
and individual scores over 300 units related to an 80\% chance of
developing a stress related illness meaning life events have a
major effect on stress.
- Kanner et al. (1981) found that there was a positive correlation
between symptoms of mental health and the number of daily
hassles experienced so these are also factors that affect stress in
a negative way.
- Delongis et al. (1982), found that it was not only the number of
daily hassles but also the intensity of the events that were related
to illness so this factor will also play a part in increasing levels of
stress.
- Veisani et al. (2021) found individuals who took part in training
programs to enhance coping skills were less affected by stress, so
fixed values may not be a valid measurement of stress.
Look for other reasonable marking points.

(8)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (4 marks), AO3 (4 marks)

Candidates must demonstrate an equal emphasis between knowledge and understanding vs assessment/conclusion in their answer.
\end{tabular}}

0

No rewardable material.

Level
1

1-2
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

3-4
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

5-6
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 may be imbalanced. (AO3)
\end{tabular}

Level
4

7-8
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 an awareness of the significance of competing arguments/factors leading to a balanced judgement being presented. (AO3)
\end{tabular}

AO2 (1 mark), AO3 (1 mark)
Credit one mark for identification of a reason in relation to the scenario
(AO2).
Credit one mark for justification/exemplification of the reason (AO3).
For example:
- Anika needs to restrict the range of her sample as she only wants
to investigate people with Type A personality as they are known to
be more stressed (1) so if she used an opportunity sample, this
may also attract people who are at the doctor's surgery on the
day of the investigation but are not Type A which would not be
representative of her target population (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO1 (1 mark)
Credit up to two marks for an accurate description.
For example:
- When an individual receives comfort or assistance from others
such as friends and family (1) which has the potential to help
them cope with biological, psychological social stressors (1).
Look for other reasonable marking points.

(2)

AO1 (1 mark)
Credit one mark for accurate statement.
For example:
- When an individual chooses to avoid the stressor and attempts to
distract themselves from the stressor (1).
Look for other reasonable marking points.

(1)

AO1 (4 marks), AO3 (4 marks)
AO1
- SSRIs work by blocking the reuptake of serotonin at the synapse, so
increase serotonin levels in the brain.
- SSRIs are prescribed at the lowest possible dose thought necessary to
improve anxiety symptoms.
- SSRIs affect neurochemistry immediately but usually need to be taken for
two to four weeks by a patient with an anxiety disorder before the
benefit is experienced.
- SSRIs, such as Prozac or paroxetine, can be used in isolation or as part of
a combined treatment programme with psychosocial treatments such as
CBT.
AO3
- Kapczinski et al. (2003) conducted a review and found antidepressants,
including the SSRI paroxetine, to be superior to placebo in treating
Generalised Anxiety Disorder.
- Whilst they are prescribed at the lowest possible dose to reduce the risk
of side effects, side effects can still occur such as feeling dizzy, nausea,
and blurred vision.
- SSRIs have to be used with caution when the patient has underlying
health problems such as diabetes, and can react unpredictably with
other medicines so may not be suitable for all patients.
- Walkup et al. (2008) used a RCT of 488 children aged 7-17 and found
SSRIs to be superior to placebo (55\% to 24\%) for anxiety disorders,
although combined therapy with CBT was the most effective (80.7\%).
Look for other reasonable marking points.

(8)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and understanding vs
evaluation/conclusion in their answer.

0

No rewardable material.

Level 1

1-2
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
A conclusion may be presented, but will be generic and the supporting
evidence will be limited. Limited attempt to address the question. (AO3)

Level 2

3-4
Marks

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 superficial
conclusion being made. (AO3)

Level 3

5-6
Marks

Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning leading to a
conclusion being presented. Candidates will demonstrate a grasp of competing
arguments but evaluation may be imbalanced. (AO3)

Level 4

7-8
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical chains of
reasoning throughout. Demonstrates an awareness of competing arguments,
presenting a balanced conclusion. (AO3)

\begin{tabular}[t]{|l|l|l|}
\hline

(4 marks), AO3 (4 marks)
AO1
•
SNRIs block both the serotonin transporter (SERT) and
norepinephrine transporter (NET) so this increases the levels of
serotonin and norepinephrine in the brain.
•
In the short term, SNRIs can increase anxiety and take between a
week and 10 days to reduce feelings of anxiety and panic
disorders.
•
SNRIs can have more side effects than SSRIs as they are
targeting norepinephrine receptors as well as serotonin receptors.
•
Using SNRIs (pharmacological therapy) to treat Generalised
Anxiety Disorder (GAD) uses less resources than some other
treatments such as counselling.
AO3
•
Strawn et al. (2018) found that the SNRI venlafaxine is an
effective treatment for GAD and is most effective as a treatment if
taken over 12 months than 6 months as this reduces the chances
of relapse.
•
SNRIs may treat the symptoms of anxiety but not the cause so it
is recommended that psychotherapy is also used and so it may
not be as effective as a singular treatment.
•
As potentially there could be more side effects with SNRIs than
SSRIs such as nausea, insomnia and dizziness, some may choose
to stop the medication meaning the treatment may be less
effective than using SSRIs.
•
Slee et al. (2019) conducted 89 trials which included 25,441
patients and found that as there are a large range of medications
to treat GAD, if a first treatment is not successful an alternative is
easily available as it is a cost-effective way to treat anxiety.
Look for other reasonable marking points.
(8)

Level
Mark
Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between Knowledge and
understanding vs assessment/conclusion in their answer.

0
No rewardable material.
Level 1
1–2
Marks
Demonstrates isolated elements of knowledge and understanding. (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)
Level 2
3–4
Marks
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)
Level 3
5–6
Marks
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 may be imbalanced. (AO3)
Level 4
7–8
Marks
Demonstrates accurate and thorough knowledge and understanding.
(AO1)
Displays a well-developed and logical assessment, containing logical
chains of reasoning throughout. Demonstrates an awareness of the
significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)

AO2 (3 marks)
Credit up to three marks for accurate description in relation to scenario.
For example:
- A therapist will help Lucy to understand how her faulty and
negative thought processes may have led her to struggle with new
situations (1). The therapist can then help Lucy identify any
maladaptive thoughts she has about her abilities in employment
and work (1) and then enable her to develop alternative behaviour
responses to her thoughts to help her regain concentration and
focus when she is being interviewed (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(3)

\begin{tabular}[t]{|l|l|l|}
\hline

AO1 (4 marks), AO3 (4 marks)
AO1
- Brady (1958) tested 8 rhesus monkeys in pairs by subjecting one to
a stressor.
- Each executive monkey was responsible for pressing a lever and was
shocked if this was not completed on time.
- The creation of stress in the executive monkey was the psychological
stress of decision responsibility.
- The conditioned monkeys from all four pairs of monkeys died
between 9 and 48 days of the experiment due to developing ulcers
from the stress.
AO3
- Rhesus monkeys may not represent people as their physiology/brain
functioning differs, so is not generalisable to effects of human stress.
- Humans do not usually receive electric shocks for not completing
tasks, lowering task validity to human experiences of stress.
- Michie (2002) found human stress can result from responsibility so
Brady's findings may be generalisable to effects in the human
population.
- Selye (1951) claimed stress also results in stomach ulcers in the
human population, so Brady's (1958) study is supporting evidence
for the effects of stress in the human population.
Look for other reasonable marking points.

(8)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs assessment/conclusion in their answer.

0

No rewardable material.

Level 1

1-2
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2

3-4
Marks

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)

Level 3

5-6
Marks

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 may be imbalanced. (AO3)

Level 4

7-8
Marks

Demonstrates accurate and thorough knowledge and understanding.
(AO1)
Displays a well-developed and logical assessment, containing logical
chains of reasoning throughout. Demonstrates an awareness of the

\begin{tabular}[t]{|l|l|l|}
\hline

significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)

AO1 (4 marks), AO3 (4 marks)
AO1
- The researchers used participant observation of Sunday
services and after-church religious activities for three
months.
- In depth interviews with open ended questions were
conducted with 10
- All individuals interviewed were female Filipino domestic
workers aged in their mid-twenties to late forties.
AO3
- The results of the study are similar to the findings of Cruz
(2006) increasing the reliability of the conclusions made.
- Observing the participants in their usual religious activities is
high in ecological validity as they are in an everyday
situation.
- The sample is only of females;
therefore, the results cannot
be generalised to the population of all Filipino migrants as it
excludes males.
- Participants were aware that they were being observed and
so could display demand characteristics which reduce the
validity of the data gathered.
Look for other reasonable marking points.

(8)

AO1 (2 marks), AO3 (2 marks)
Credit up to two marks for identification of the strength/weakness (AO1)
Credit up to two marks for justification/exemplification of the
strength/weakness (AO3)
For example:
Strength
- Focus groups can investigate complex issues such as coping with stress
in greater detail than through a closed questionnaire (1) which can
enable the health psychologist to explore the reasons for using different
coping strategies more, giving a greater understanding of why people
use different strategies for the same stressor (1).
Weakness
- Focus groups in health psychology can be dominated by a single
individual or small selection of people so others conform with this
opinion (1) so the data obtained about anxiety disorders may lack
validity because the true opinion of all members of the focus group may
not be consistent with their actual opinion (1).
Look for other reasonable marking points.

(4)

AO2 (1 mark), AO3 (1 mark)
Credit one mark for accurate identification of an improvement in terms
of validity in relation to the scenario (AO2).
Credit one mark for justification/exemplification of the improvement in
terms of validity (AO3).
For example:
- Anika should approach more doctors' surgeries to get a wider
range of patients to increase the population validity (1) so she
could ensure that her sample was more representative of the
characteristics of all Type A personalities rather than just those of
her local doctor's surgery who may differ from the target
population (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

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\hline