Build your IB Psychology HL understanding of Culture by evaluating how cultural context shapes relationships, diagnosis, cognition, behaviour and psychological treatment.
Discuss the role of culture in the treatment of one or more disorders.
Refer to the paper 2 assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of the role of culture in the treatment of one or more disorders.
Relevant studies may include but are not limited to:
- Sue and Zane's (2009) study on the role of culture and cultural techniques in psychotherapy
- Marsala's (2012) study on cultural conceptions of mental health and therapy
- Nicholl and Thompson's (2004) study on psychological treatment of post-traumatic stress disorder (PTSD) in adult refugees
- Hodge and Nadir (2008) study on culturally competent practice
- Hatala and Waldram's (2016) case study on the role of sensorial processes in Q'eqchi' Maya healing in depression and bereavement
- Griner and Smith's (2006) study on the effectiveness of culturally sensitive treatment.
Discussion points related to culture and treatment may include but are not limited to:
- culture-bound disorders
- accessibility of treatment
- interpretation of the symptoms
- cultural norms
- gender differences within different cultures
- different cultural approaches to treatment
- etic versus emic approaches to treatment
- cultural acceptance of treatment
Candidates may address the role of culture in the treatment of one disorder to demonstrate depth of knowledge or may address the role of culture in the treatment of more than one disorder to demonstrate breadth of knowledge. Both approaches are acceptable.
For responses that do not focus on the role of culture and treatment and explore diagnosis, or explanations with no explicit addressing of treatment, marks awarded are likely to be affected in criteria A, B and C due to lack of focus/relevance.
Analyse cultural variation in gender roles.
Refer to the paper 2 assessment criteria when awarding marks.
The command term "analyse" requires candidates to bring out (emphasize) the essential aspects of cultural variation in gender roles.
Responses may address how sociocultural factors such as media, stereotypes, ethnic and cultural experiences, peer, school and parental roles influence gender roles. It is appropriate to address cross-cultural differences in gender roles related to behaviour such as aggression, workplace roles/status, parenting behaviour, domestic work, and so on.
Relevant research may include, but is not limited to:
- Eagly's social role theory
- Bandura's social learning theory
- gender schema theory
- Money's theory on gender roles
- Mead's (1935) anthropological study
- Best et al.'s (1977) cross-cultural study on gender stereotypes
- Cuddy et al.'s (2010) study on how gender stereotypes are shaped in different cultures with participants attributing positive traits to men
- Smith and Lloyd's (1978) experiment on the perception of gender.
Examples of how candidates may show evidence of critical thinking may include, but are not limited to:
- evidence from studies concerning the existence of cultural variation in gender roles
- the methodological and/or ethical considerations of research
- whether sociocultural influences create gender differences or merely accentuate them
- whether differences between males and females are purely social constructs or a result of biological differences
- differences between collectivistic versus individualistic societies
- interaction between biological, cognitive and cultural factors.
Candidates may present one analysis of cultural variation in gender roles in order to demonstrate depth of knowledge, or may present a number of analyses of cultural variation in gender roles in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
Analyse the role that culture plays in the formation and maintenance of relationships.
Refer to the paper 2 assessment criteria when awarding marks.
The command term "analyse" requires candidates to bring out (emphasize) essential aspects of the role that culture plays in the formation and maintenance of relationships.
Candidates do not need to distinguish between the formation and maintenance of relationships, as the two are so closely linked.
Candidates may address different types of relationships, for example, romantic relationships, marriages, friendship, family relationships.
Responses may include, but are not limited to:
- the role of individualism versus collectivism. Individualistic cultures emphasize the relevance of individual choice and romantic love whereas collectivist cultures often emphasize arranged marriages
- the difference between continuous versus discontinuous cultures. Continuous societies show a concern for heritage and tradition, whereas discontinuous cultures focus on youth and progress, and change is seen as important and inevitable
- equity is not a universal value in relationships
- in some traditional cultures chastity and homemaking skills are more valued in women
- evolutionary theory suggests there are universal patterns in the formation and maintenance of relationships
- the role of cultural norms in the formation and maintenance of relationships.
Studies may include, but are not limited to:
- Yelsma and Athappilly's (1988) comparative study of arranged marriages and love marriages
- Buss et al.'s (1990) study of international preferences in selecting mates (a study of 37 cultures)
- Levine et al.'s (1995) study on the role of love in the establishment of marriage
- Buss's (1994) cross-cultural study of relationships
- Canary and Dainton's (2003) study of Korean relationships
- Ahmad and Reid's (2008) study of communication styles in arranged marriages.
Evidence of critical thinking may be provided by candidates in the following ways:
- a debate about universality
- comparing and contrasting cultural similarities and differences in relationships (for example, do social norms affect how appropriate it is to express dissatisfaction with a marriage)
- discussing interaction between biological and cultural factors
- evaluation of relevant research.
If a candidate provides a general response about formation and maintenance of relationships with no link to culture, the response should be awarded up to a maximum of [3] for criterion A, knowledge and comprehension, up to a maximum of [3] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.