VSA Psychology

Name: …………………………..

James Burford

The workbook is designed to help you study the key concepts of the IB psychology

programme. Each learning outcome is potentially a final exam question. When

completing each section make sure you include key theories and theorists. Try to

include dates. Remember this is an excellent revision resource. Keep it safe.

This workbook makes up 20% of your 1st quarter grade. The marking criteria and

grades are as follows:

This work book has been completed to an excellent standard

99 to 100% A+

This workbook has been completed to a very good standard 94-98 % A- to AThis workbook has been completed to a good standard 85 to 93% B- to B+This workbook has been completed to a satisfactory standard 76 to 84% C- to C+This workbook is generally of a poor standard 70 to 75% D- to D+The workbook has not been submitted or is of an unacceptable standard. Below 70 Fail.

Final grade:

Please refer to the following command terms to help you understand and focus on the learning outcomes.

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Command terms associated with assessment objective 1: Knowledge and comprehension.

Define Give the precise meaning of a word, phrase concept or physical quality.

Describe Give a detailed accountOutline Give a brief account or summaryState Give a specific name, value or other brief answer without

explanation or calculation.

Command terms associated with assessment objective 2: Application and analysis.

Analysis Break down in order to bring out the essential elements or structure.

Apply Use an idea, equation, principle, theory or law in relation to a given problem or issue.

Distinguish Make clear the differences between two or more concepts or items.

Explain Give a detailed account including reasons or causes.

Command terms associated with assessment objective 3: Synthesis and evaluation.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout

Compare and contrast

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout

Contrast Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strength and limitations.Examine Consider an argument or concept in a way that uncovers the

assumptions and interrelationships of the issue.To what extent Consider the merits or otherwise of an argument or concept.

Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Learning outcomes: General framework (applicable to all topics in the option)

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Discuss the extent to which biological, cognitive, and social factors influence abnormal behaviour

Evaluate psychological research relevant to the study of abnormal behaviour.

Important notes from the examiner: You need to bear these two learning outcomes in mind throughout your work on this chapter. It is a good idea to keep notes on them as you go.

Keep a record of what factors in each level of analysis influence abnormal behaviour, and any strength and limitations of these factors.

Each time you read a study or theory described in enough detail, consider its strengths and weaknesses and keep a record of the names of researchers you consider to be important.

5.2 Concepts and diagnosis.

Learning outcomes:

Examine the concepts of normality and abnormality

Discuss validity and reliability of diagnosis

Discuss cultural and ethical considerations in diagnosis

5.3 Abnormal psychology: psychological disorders

Learning outcomes:

Describe symptoms and prevalence of one disorder from two of the following groups: anxiety disorders, eating disorder, affective disorders

Explain cultural and gender variations in disorders.

Implementing treatment.

Examine biomedical, individual, and group treatment approaches to the treatment of one disorder

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Discuss the use of eclectic approaches to treatment

Discuss the relationship between etiology and therapeutic approach in relation to one disorder

Treatment review:

Examine biomedical, individual and group approaches to treatment.

Discuss the use of eclectic approaches to treatment.

Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

Abnormal Psychology

5.1 Introduction: What is abnormal psychology.

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‘We all try to understand other people. Determining why another person does or

feels something is not easy to do. In fact, we do not always understand our own

feelings and behaviour. Figuring out why people behave in normal, expected ways

is difficult enough; understanding seemingly abnormal behaviour can be even more

difficult’. 1 Abnormal psychology is the branch of psychology that deals with

studying, explaining and treating ‘abnormal’ behaviour. Although there is obviously

a great deal of behaviour that could be considered abnormal, this branch of

psychology deals mostly with that which is addressed in a clinical context. In effect,

this means a range of behaviours, emotions and thinking that tend to result in an

individual seeing a mental health professional, such as a psychiatrist or a clinical

psychologist.

Abnormal psychology attracts researchers who investigate the causes of abnormal

behaviour and try to find the most effective treatments for them, whether these

involve medication or talking cure or combination. There are also practitioners,

psychologists who use their knowledge of theory and research to deliver treatment

to people in a therapeutic setting.

A large number of conditions occur commonly enough to be categorised

systematically within various cultures and, in some cases, across the world. The IB

psychology syllabus deals with only three groups:

Anxiety disorders

Affective disorders

Eating disorders

Defining these groups is straightforward because of the diagnostic systems

available, but there is considerable disagreement about the validity of the

distinctions between normal and abnormal behaviour.’2

References;1 Kring et al (2010) Abnormal Psychology. Wiley

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2Law et al. (2011) IB Diploma Psychology. Pearson.

Learning outcome. 5.2.1.Examine the concepts of normality and abnormality.

Summarise the main approaches to defining abnormality and use bullet points to identify problems with each one. Try to think of your own examples of behaviour that is abnormal or normal and cannot be accounted for by each of the approaches detailed

Learning Outcome. 5.2.2 Discuss validity and reliability of diagnosis

Diagnostic systems and the validity and reliability of diagnosis.

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5.2.3 Discuss gender, cultural and ethical considerations in diagnosis

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5.3.1 Describe symptoms and prevalence of one disorder from two of the following groups: anxiety disorders, affective disorders

Affective disorders are characterized by dysfunctional moods. In this section we will focus on Major Depressive Disorder. (MDD)

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Affective disordersDefinitions and diagnosis. Summerise the criteria for major depressive episode.

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Etiology:Biological level of analysis

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Etiology: Cognitive level of analysis

Etiology: Socio-cultural level of analysis.

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Treatments for major depressive disorderBiomedical therapy

Individual therapy

Group therapy:

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Anxiety disorders have a form of irrational fear as the central disturbance. In this section we will focus on phobias.

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Another Disorder: Anorexia or Phobias?Definition and diagnosis.

Etiology: Biological level of analysis

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Etiology: Cognitive level of analysis

Etiology: Socioc-ultural level of analysis

Treatment for specific phobias.Biomedical therapy

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Individual therapy

Group therapy:

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Learning outcome. 5.3.2 Discuss the use of eclectic approaches to treatment

5.3.2 Discuss the relationship between etiology and therapeutic approach in relation to one disorder

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5.3.4 Examine biomedical, individual and group approaches to treatment.

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5.3.5 Discuss the use of eclectic approaches to treatment.

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5.3.6 Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

Evaluate research into Abnormal behaviour

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Assessment criteria for paper 2:

A knowledge and comprehension.

Marks Level descriptor0 The answer does not reach a standard described by the descriptors below.

1-3 The answer demonstrates limited knowledge and understanding that is of marginal relevance to the question. Little or no psychological research is used in the response.

4-6 The answer demonstrates limited knowledge and understanding relevant to the question or uses relevant psychological research to limited effect in the response.

7-9 The answer demonstrates detailed, accurate knowledge and understanding relevant to the question, and uses relevant psychological research effectively in support of the response.

B Evidence of critical thinking: Application, analysis, synthesis, evaluation

Marks Level descriptor

0 The answer does not reach a standard described by the descriptors below.

1-3 The answer goes beyond description but evidence of critical thinking is not linked to the requirements of the question.

4–6 The answer offers appropriate but limited evidence of critical thinking or offers evidence of critical thinking that is only implicitly linked to the requirements of the question.

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7–9 The answer integrates relevant and explicit evidence of critical thinking in response to the question.

C Organization

Marks Level descriptor

0 The answer does not reach a standard described by the descriptors below.1-2 The answer is organized or focused on the question. However, this is not

sustained throughout the response.3-4 The answer is well organized, well developed and focused on the question.

Abnormal psychology: sample questionsQuestion 1. Refer to the paper 2 assessment criteria when awarding marks.

“There are controversies surrounding the concept of abnormality.”

With reference to this statement, discuss the concepts of normality and abnormality.

The use of different concepts of abnormality tends to mirror dominant cultural standards,

social values and political views as well as scientific knowledge. Popular conceptions of

normality and abnormality may include the following: the mental health criterion,

abnormality as personal distress, the statistical criterion, abnormality as mental illness,

etc. Also, the psychoanalytic, learning, cognitive and/or humanistic notion of the concept

of abnormality may be discussed. Currently there is a tendency towards integration of

different explanations offered by different levels of analysis in order to provide a

satisfactory explanation of abnormality.

Viewed conceptually, abnormality involves three aspects: diagnosis, understanding the

cause of the problem and therapy to treat the problem. These three elements are closely

intertwined in theory and practice, making it hard to assess one element independently of

the others. These different approaches have their own interpretation of the origins of

abnormality and currently the primary way of evaluating these various explanations is by

examining the efficacy of the therapies proposed by these explanations.

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Candidates may refer to cross-cultural issues, gender biases and research findings when

examining how to define abnormality – e.g. research on cross-cultural differences in

concepts of abnormality, labeling and marginalization as well as gender bias in certain

psychological disorders.

Question 2. Refer to the paper 2 assessment criteria when awarding marks.

Describe the symptoms and prevalence of one psychological disorder. Discuss cultural

and/or gender variations in the prevalence of one psychological disorder.

A clear account of both symptoms and the prevalence for one psychological disorder

should be provided. Since the option is focusing on three groups of disorders (anxiety,

affective disorders, eating disorders) candidates should choose one psychological

disorder from any of these groups.

Diagnosis is often based on deviation from social norms (cultural standards of acceptable

behaviour). For example, among some cultural groups, perceiving visions or voices of

religious figures might be part of normal religious experience on some occasions and

aberrant social functioning on other occasions. The interaction between clinician and

patient is rife with possibilities for miscommunication and misunderstanding when they

are from different cultures. Responses may refer to a range of types of psychological

disorders which may be unique to a particular culture. For example, the Chinese

Classificatory system offers “neurasthenia” – a psychological disorder that is not present

in DSM or ICD. On the other hand, depression and anxiety disorders are not extensively

diagnosed there. In past research, there has been an effort to fit culture-bound syndromes

into variants of DSM diagnoses. Rather than assume that DSM diagnostic entities or

culture-bound syndromes are the basic patterns of illness, current investigators in cultural

psychiatry are interested in examining how the social, cultural, and biological contexts

interact to shape illnesses and reactions to them.

Gender differences occur particularly in the rates of common mental disorders –

depression, anxiety and somatic complaints. Unipolar depression, predicted to be the

second leading cause of global disability burden by 2020, is twice as common in women.

Also, depression, anxiety, somatic symptoms and high rates of comorbidity are

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significantly related to interconnected and co-occurrent risk factors such as gender based

roles, stressors and negative life experiences and events. Gender bias occurs in the

treatment of psychological disorders. Doctors are more likely to diagnose depression in

women compared with men.

Gender differences also exist in patterns of help-seeking for psychological disorder.

Question 3. Refer to the paper 2 assessment criteria when awarding marks.

Discuss how biological, or cognitive, or socio-culturalfactors influence psychological

disorders.

Candidates can mention the following biological factors in abnormality: role of genes,

biochemistry of the nervous system, injury or brain damage. Biological explanations of

abnormality share certain assumptions: abnormal behavior results from an underlying

physical condition, such as damage to the brain or malfunction of neural processes. This

explanation implies that treatment should be aimed at controlling the underlying disease

by changing the individual’s biochemistry or removing toxic substances. Also, the

strongest support for the relevance of biological factors comes from

psychopharmacology. Currently a large and growing range of drugs have been developed

to deal with many forms of psychological disorders. Although these drugs are beneficial,

it is not clear if they address the root of such disorders or simply mask the symptoms.

Some cognitive factors in abnormality are symbolic mediation of conditioning (e.g.

observational learning) and the influence of faulty cognitions. In certain disorders these

cognitive factors are believed to play a direct causal role in dysfunctional behaviour. For

example irrational beliefs about personal vulnerability are believed to put people at risk

of anxiety. In other disorders cognitive factors may not be the cause of the disorder, but

are themselves the results of neurological factors.

Socio-cultural factors in abnormality that could be presented are: effects of urban/rural

dwelling, gender and minority status on state of mind. Social factors may partially cause

or trigger a predisposition to a psychological disorder (e.g. depression is linked to poor

family relationships). Also, the actual process of diagnosis is rooted in social processes.

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No single approach can explain the etiology of all psychological disorders, nor can it

offer a complete therapy. For this reason, there is growing support for the

biopsychosocial approach, which, as the name implies, takes account of biological,

psychological, and social factors in the etiology and treatment of psychological disorders.

Glossary of key terms

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