IB Psychology SL 3.1 Health and Well Being Topic Practice

Refer to the paper 2 markbands when awarding marks.
The command term "to what extent" requires candidates to consider the contribution of biological factors influencing abnormal behaviour. It may be appropriate and useful for candidates to address the influence of other factors (for example, environmental factors) in order to respond to the command term "to what extent".

Anxiety disorders, affective disorders and eating disorders will most likely be presented. It is, however, acceptable to use other examples of disorders or abnormal behaviours.

Biological factors could include, but are not limited to:
- the role of genes (for example, correlational studies related to eating disorders)
- hormones (for example, the cortisol theory of depression)
- neurotransmitters (for example, the serotonin hypothesis)
- evolutionary theories (for example, preparedness with phobias).

Candidates could choose to provide a general response on the extent to which biological factors influence abnormal behaviour or they could provide a response discussing the extent to which biological factors influence one specific disorder.

Candidates may address one or a small number of biological factors in order to demonstrate depth of knowledge, or may address a larger number of biological factors in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

Refer to the paper 2 assessment criteria when awarding marks.
A brief but clear account of symptoms for one psychological disorder should be provided. Responses should refer to one psychological disorder from one of the groups of disorders specified in the question.

The command term "to what extent" requires the candidate to provide a sound argument concerning the importance of cognitive factors in the development of one anxiety, affective or eating disorder. This account should be presented clearly and should be supported with appropriate psychological research.

Responses may refer to cognitive factors influencing the etiology of the disorder such as, but not limited to:
- cognitive distortions
- irrational beliefs, or
- cognitive styles.

The extent to which cognitive factors influence the etiology of the disorder may be addressed by referring to, but not limited to:
- research findings that tend to suggest that an analysis of cognitive factors helps clinicians understand the etiology, symptoms, and personality of individuals with a certain disorder
- criticism that claims that cognitive explanations fail to provide any explanation of why these distortions arise and why some people use them while others do not
- claims that it is difficult to establish cause and effect relationships
- that the onset and development of the disorder is a result of complex interactions between biological, cognitive and/or sociocultural factors. For example, responses may claim that females are more likely to suffer from some eating disorders than males, suggesting that hormonal fluctuations relate to the greater vulnerability of women. Further elaboration may argue that the reasons for the disorder are rooted more in social causes than in cognitive ones.

Candidates may address a smaller number of cognitive factors in order to demonstrate depth of knowledge, or may address a larger number of cognitive factors in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

If a candidate discusses more than one anxiety, affective or eating disorder, credit should be given only to the first disorder.

Candidates who do not make any reference to the extent to which factors other than cognitive factors (for example, biological or social factors) influence the etiology of the disorder can be awarded up to [6 marks] for criterion B, critical thinking, and up to [3 marks] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.

Refer to the paper 2 assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review that includes a range of cultural variations in the prevalence of disorders.

The term "prevalence" refers to the percentage of individuals within a population who are affected by a specific disorder at a given time. The prevalence of any psychological disorder may be discussed.

Responses may include, but are not limited to:
- reference to an increase in diagnoses related to differences in cultural norms (for example, an increase in diagnoses of depression or eating disorders in women)
- addressing cultural factors that seem to increase the risk of developing affective or eating disorders
- reference to evidence that with increasing Westernization, rates of certain disorders tend to increase
- addressing changes in diagnostic screening which help mental health professions become more culturally aware in their diagnoses
- the prevalence of culture-bound disorders
- the interaction between biological, cognitive and sociocultural factors
- some prevalence rates are consistent across cultures, for example, schizophrenia
- how emic versus etic approaches affect prevalence rates.

Relevant studies may include, but are not limited to:
- Okulate et al. (2004) - core symptoms of depression are shared in different cultures
- Jaeger et al. (2002) - body dissatisfaction suggesting significant differences between cultures
- Dutton (2009) - cultural variations in prevalence of major depression could be due to cultural differences in stress, standard of living and reporting bias.

Candidates may discuss a small number of cultural variations in order to demonstrate depth of knowledge, or may discuss a larger number of cultural variations in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

Candidates may discuss (one or) a small number of disorders in order to demonstrate depth of knowledge, or may discuss a larger number of disorders in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.