IB Psychology HL 3.1.5 Health problem prevalence Question Bank

Refer to the paper 2 assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of the prevalence rates of one or more disorder(s).

Candidates may refer to different types of prevalence: point, or period or life-time prevalence.
Relevant studies could include but are not limited to:
- Nolen-Hoeksema's (2001) review of gender differences in stress responses and depression
- Brown and Harris's (1977) study of social factors affecting vulnerability to depression in women
- Ettmann et al.'s (2020) survey related to depression symptoms in US adults before and during the COVID-19 pandemic
- De Souza Vivan et al.'s (2014) research on prevalence rates of OCD in adolescents in Brazil
- Atwoli et al.'s (2015) review of studies related to the prevalence of PTSD, risk factors and consequences cross-culturally
- Makino et al.'s (2004) study regarding the prevalence of eating disorders in Western and non-Western countries
- Amenson and Lewinsohn's (1981) study on gender differences in prevalence of unipolar depression.

Discussion points may include, but are not limited to:
- variations in prevalence rates across age and gender
- risk factors such as exposure to conflicts, traumatic events, physical or psychological abuse
- social and cultural factors (for example, poverty, social, and cultural norms)
- biological factors (for example, genetics, brain chemistry, hormonal imbalances, and neurological structure. These internal mechanisms shape vulnerability to disorders)
- variations in prevalence rates across cultures/ethnic groups
- diagnostic criteria and classification systems
- methodological and ethical considerations related to the research into prevalence rates of disorders
- practical applications/real world implications.

Candidates may discuss the prevalence rates of one disorder in order to demonstrate the depth of knowledge or may discuss the prevalence rates of a larger number of disorders in order to demonstrate the breadth of knowledge. Both approaches are equally acceptable.