2. Welcome Today is the second of four Webinars for OCR: 1.Getting to Grips with Teaching OCR A Level Psychology For the First Time – Wednesday 14th September @ 4:30pm 2.OCR Psychology: How to Nail Your Planning for Year 2 With Smart Option Choices – Monday 19 th September @ 4:30pm 3.OCR Psychology: What The Examiner Said - And How to Respond for Summer 2017 - Paper 1 – Monday 26 th September @ 4:30pm 4.OCR Psychology: What The Examiner Said - And How to Respond for Summer 2017 - Paper 2 – Thursday 6 th October @ 4:30pm

3. Session Aims  Consider the benefits of the different component 3 option choices  Understand the exam requirements  Design your own component 3 questions  Understand the marking requirements of component 3 questions  Discuss ideas for the planning of year 2 content

4. Component 3 – Applied Psychology Content  Issues and Debates – Apply them to ALL topics  Issues in Mental Health – Compulsory (with some choice)  35 marks – approximately 5/6 mixed questions increasing in number of marks – max 10 marks.  2 Options from 4 – Child, Criminal, Environmental, Sport and Exercise  35 marks – 2 x 10 mark questions and 1 x 15 mark question for each option.

5. Have you decided on your options?  Decided or Undecided?  Criminal Psychology?  Child, Environmental, or Sport?  What is the reason for your choices?  Own preference  Previously taught topic/not taught  Students’ preference  Accessibility of topic  Links best to other spec content  Resources available  Other

6. Assessment Objectives  AO1 – Knowledge and Understanding  AO2 – Application of Knowledge and Understanding  AO3 – Analysis, Interpretation and Evaluation  Applied Psychology Approximate AOs:  AO1 - 25 marks, AO2 – 40 marks, AO3 – 40 marks  Issues in mental health – roughly – 11 x AO1, 10 x AO2, 14 x AO3  Options – fixed AOs (x2 for both options)  Question A – 5 x AO1 and 5 x AO2  Question B – 2 x AO1 and 13 x AO3  Question C – 10 x AO2

7. Issues in Mental Health – What Choice Do You Have?

8. What will you choose?  Characteristics of an affective disorder, a psychotic disorder and an anxiety disorder  Biological Treatment of one specific disorder  Non-Biological Treatment of one specific disorder  Humanistic, Psychodynamic or Cognitive Neuroscience Explanation of Mental Illness

9. Issues in Mental Health – SAMs  1(a) Outline one definition of abnormality. [2]  (b) Explain why labelling people ‘abnormal’ could be considered unethical. [3]  2 Rosenhan (1973) hypothesised that psychiatrists cannot reliably tell the difference between people who are sane and those who are insane. With reference to the key research, discuss how classification of mental illness can result in ‘stickiness of labels’. [5]  3 Suggest how biological treatment can be used to treat one specific disorder. [5]  4* Compare a cognitive explanation with one other explanation of mental illness. [10]  5* Discuss the nature/nurture debate in relation to the biological explanation of mental illness. [10]

10. Designing your own questions  Background – e.g. Genetic explanation  Research – e.g. Gottesman  Application – e.g. Biological Treatment  Outline/explain – theory/study/treatment  Methodological Issues  Debates  Any questions?

11. Key Research Guide

13. Background, Key Research and Application

14. Options Question A – Background/Research  10 Marks – 5 x AO1 and 5 x AO2  Using the research by Barkley-Levenson et al. (2014), explain the relationship between brain development and risk taking behaviour.  Explain how the research by Hall and Player (2008) could be used to improve fingerprint identification.  Using the research by Drews and Doig (2014), explain how ergonomic research can influence workplace design.  Explain how research by Smith et al. (1979) could be used to improve relationship skills in youth sports coaches.  5 Marks for description of the key research  5 Marks for applying research to the background

15. Alternatively…  Explain the relationship between brain development and risk taking behaviour.  Explain how motivating factors and bias can influence the collection and processing of forensic evidence.  Explain how cognitive overload can influence the workplace environment.  Explain how relationship skills can be improved in youth sports coaches.  Re-worded the questions without the research named in them.  Research should still be included in the answer

16. Write your own questions  Explain how the research by ________could be used to ________  Using the research by ______ explain _______  Explain the relationship between______  Explain how_____ can influence_______  Explain how the research by Memon and Higham (1999) could be used to influence how we collect and use evidence from suspects  Using the research by Raine et al. (1997) explain biological explanations of criminal behaviour  Explain the relationship between punishment and reform and criminal behaviour  Explain how characteristics of witnesses and defendants can influence juries

17. Marking Grid

18. Options Question B – Evaluating through Issues and Debates  15 Marks – 2 x AO1 and 13 x AO3  Assess ethical problems with using brain structure as an explanation of risk taking behaviour.  Assess the usefulness of research into the collection and processing of forensic evidence.  Assess the methodological issues involved when researching the impact of observation in the workplace.  Assess the individual and situational debate with regard to the performance of sports teams.  2 Mark for description of the Issue/Debate  13 Marks for analysis of the Issue/Debate in relation to the background/key research

19. Write your own questions  Assess the issue/debate in relation to the background/research/topic :  Assess the nature/nurture debate with regard to physiological and non-physiological explanations of criminal behaviour  Assess the validity and reliability of research into the collection and use of evidence from witnesses and defendants  Assess the socially sensitive nature of how juries can be persuaded by characteristics of witnesses and defendants  Assess the freewill/determinism debate in relation to features of neighbourhoods  Assess the individual/situational explanation in relation to research into the effect of imprisonment

20. Marking Grid

21. Options Question C – Application to a Novel Source  10 marks – AO2  Novel source…  Suggest a strategy  Explain why a strategy may work  How the application could be researched  The problems with the application  The problem researching the application

22. SAMs  Discuss how a psychologist could investigate whether Max’s behaviour is due to brain development. – HOW THE APPLICATION COULD BE RESEARCHED  Discuss how motivating factors might impact the collection and processing of forensic evidence in this case. – A PROBLEM  Discuss how a psychologist could design Angie’s work station to prevent cognitive overload. – STRATEGY  Discuss how a sports psychologist might apply their knowledge of sports coaching to explain the win to the team’s parents. – EXPLAINING A STRATEGY

23. Write your own questions  Novel source….a biological strategy has prevented criminal behaviour…. Discuss how a psychologist might apply their knowledge of crime prevention strategies to explain the reduction. EXPLAINING A STRATEGY  Novel source…a crime has been committed and there have been a number of witnesses…Discuss a strategy for maximising recall when conducting these police interviews – SUGGESTING A STRATEGY  Novel source…a defendant is cross examined in the witness stand…Discuss how the characteristics of this witness might impact the jury in this case– A PROBLEM  Novel source…crime has increased in the a small town…Discuss how a psychologist could investigate whether this is due to features of the neighbourhood- HOW THE APPLICATION COULD BE RESEARCHED  Novel source…the prison governor wishes to stop criminals returning to prison…Discuss a strategy the governor could use to reduce reoffending – SUGGESTING A STRATEGY

24. Marking Grid

25. Choosing options to support other spec content  Issues in Mental Health – Anxiety Disorders – Little Hans and Psychodynamic Explanation  Child  Intelligence – Gould Core Study  Brain Development – Regions of the Brain  Cognitive Development – Memory – Grant  Criminal  What Makes a Criminal – Areas of the Brain vs Bandura  Collection of Evidence – Memory – Grant and Loftus and Palmer  Psychology and The Courtroom – Hancock

26.  Environmental  Stressors in the Environment – Issues in Mental Health – Anxiety Disorder  Psychological Effects of Built Environment – Issues in Mental Health - Treatments  Territory and Personal Space – Issues in Mental Health - Explanations  Sport and Exercise  Exercise and Mental Health – Issues in Mental Health and Understanding Disorders  Personality – Measuring Differences  Performing With Others – Influence on Children’s Behaviour

27. What to teach and when to teach…  When are you teaching component 3?  How long are you spending on each option?  How long are you spending on Background? Research and Application?

28. What to teach and when to teach…

31. Issues & Debates Quiz Quiz Trade

32. Embedding Issues and Debates  Ethical Considerations – Which ethical guidelines did the studies break and why?  Usefulness – Are the studies justified? What have we learnt from them?  Psychology as a Science – What features of science do the research methods used contain?  Reliability/Validity – Due to nature of the studies, do they possess or lack different types of reliability or validity?  Sampling Bias – Are representative samples used?  Ethnocentrism – Can we assume that the same results would be found outside of this culture?

33. Embedding Issues and Debates  Reductionism/holism – Is this explanation limited?  Individual/Situational Explanations - Did the situation cause the behaviour?  Nature-Nurture – Biological or Psychological explanations?  Freewill/determinism – Do we have a choice in our behaviour?  Socially Sensitive Research – What are the issues with such controversial research?

34. Activity - Tedious Link  Ethical Considerations  Usefulness  Psychology as a Science  Reliability and Validity  Sampling Bias  Ethnocentrism  Reductionism/Holism  Individual/Situational  Nature/Nurture  Freewill/Determinism  Socially Sensitive Research Task: Trying to use ALL of the key issues, explain how these words are all connected to a key theme/area Each word has to be EXPLICITLY linked to the previous, as above. Therefore, in each new sentence you must include the previous key word and how it links to the new one… For example. Research in the social area often breaks numerous ethical guidelines, for example, Milgram’s research…

35. Today’s Resources & Any Questions  Today’s resources will be posted in our AQA Teacher FB Group. Search ‘OCR A Level Psychology Teachers’ https://www.facebook.com/groups/ocralevelpsychologyteachers/ https://www.facebook.com/groups/ocralevelpsychologyteachers/ OR  Sign Up to our Daily Digest: http://www.tutor2u.net/dailydigest and receive an email tomorrow morning directing you to the resources.http://www.tutor2u.net/dailydigest

36.  Don’t forget to sign up for our future webinars: www.tutor2u.net/psychology/eventswww.tutor2u.net/psychology/events  Please follow us on Twitter @tutor2upsych and spread the word…  Join our Teacher FB Community, search: ‘OCR A Level Psychology Teachers’  Encourage your students to join our Student FB Community: ‘A Level Psychology Student Group’.  If you ever need any advice, support or guidance, email: joseph@tutor2u.net Any Questions?