SCHEME OF WORK FOR OCR A LEVEL PSYCHOLOGY (H567) A Level Component 1: Research Methods Lesson No Elements Lesson Aims and Objectives Lesson Content Lesson Plenary Homework/ Assessment (teacher, peer, self) 1 Populations, samples and sampling techniques (1.2) Outline target population and sample key terms. Describe and evaluate random, snowball, opportunity and sampling techniques. Starter – Ideas blast – How to recruit participants for research. Smarties task – To represent different ways to sample populations and to show idea of sample being representative of target population. Strengths/Weaknesses task and check understanding of methods task: OCR resource sampling knowledge task:. Homework – Research real life psychological studies (from the specification) and identify their sampling techniques. 2 Methodological issues (1.3) Outline the purpose of ethical considerations. Describe and apply the BPS’ code of ethics and conduct to include; respect, informed consent, right to withdraw, confidentiality, competence, responsibility, protection of participant, debrief, integrity, and deception. Starter – True/False – Present different psychological studies and ask which they thought actually happened. These could be Reimer, Milgram, Watson And Rayner, and Bandura. Provide debrief that they were all real and discuss purpose of ethical considerations. Research different ethical considerations using BPS’ website: OCR resource: Apply ethical considerations to studies: Hot seating: Roleplay different unethical researchers and ask questions about why they felt it was justified to break ethical guidelines. Homework – Watch video clips of unethical research and apply ethical considerations to these. Links available in: OCR resource: self-
3 Variables and how they are operationalised (1.2) Aims and hypotheses and how to formulate (1.2) Outline independent and dependent variables. Explain how to control extraneous variables. Define research aim and research question. Describe null, alternative, one-tailed (directional), (non-directional) hypotheses. Starter – Provide some psychological studies and encourage identifying where there are variables, such as; what is the cause (IV) and what is the effect (DV). Complete worksheets applying key terms to studies: OCR resource: Aims and hypotheses and variables Practice writing own experimental hypotheses and others to guess whether these are one-tailed or two-tailed, null or alternative hypotheses. These could then be peer assessed. OCR resource: Guide to writing own hypotheses: Chain reaction – in groups create a research idea, whereby they consider IV, DV, EV and how to control these. Assessment on hypotheses and variables: OCR resource: Aims and hypotheses and variables 4 Experiment designs (1.2) Experiment (1.1) Describe and evaluate repeated measures, independent measure and matched participants design. Describe and evaluate laboratory, field and quasi experiments. Starter – Group discussion - With previous research idea from previous lesson, or own example of study, need to suggest whether participants should take part in all or one condition of the IV and whether this should be in a controlled or natural environment, and why? Show as introduction to experimental designs: Complete worksheets on identifying design and evaluating experimental designs. OCR resource: Experimental designs Carry out an actual Experiment where students are the participants in repeated/independent design, such as a Memory experiment or Stroop test, see OCR resource: research methods. Apply experimental method and designs to psychological core studies, such as identifying Loftus and Palmer as an experiment and then the different sub types used. Homework – Complete sample questions based on experiments section from OCR resource: :
12 Correlation (1.1) Outline different types of correlation (positive, negative and no correlation). Identify the type of data needed for correlations. Describe null, alternative, one-tailed (directional), (non-directional) hypotheses in relation to correlational research. Evaluate use of Correlation method. Starter – Students given funny correlations, to help make the point that they are not used to establish cause and effect and need for quantitative data, some examples: Students create their own correlations, when given one Practice writing own correlational hypotheses and others to guess whether these are one-tailed or two-tailed, null or alternative hypotheses. These could then be peer assessed. OCR resource: Guide to writing own hypotheses: Complete table on strengths and weaknesses of using correlation method. OCR resource: visit the OCR psychology subject webpage ‘Teaching and Learning resources’ ‘Methods and techniques folder’ and use the Correlation folder. Apply correlation method to psychological core studies, such as identifying Levine et al as a correlation and then the different sub types used. Homework – Research psychological core studies that have used correlations, identify the co-variables. 13 Correlation (1.1) Methodological issues (1.3) Practical activities (1.5) Apply knowledge to conduct a correlation as a practical activity and reflect on the experience. Apply key terms; reliability and validity. Explain demand characteristics, social desirability, researcher effect, and researcher bias in relation to correlation. Starter – Mind map on planning own correlational research, using previous knowledge from previous lessons. Carry out own correlational practical research. Evaluate own research from key terms in methodological issues section. Some ideas for a correlation could include; Height and shoe size, Maths and English test scores, or self-esteem scores and happiness. Present own correlational research and evaluation of research to peers. Homework - Complete 12 mark procedure question for correlation from OCR resource:
18 Observation (1.1) Methodological issues (1.3) Practical activities (1.5) Apply knowledge to conduct an observation as a practical activity and reflect on the experience. Apply key terms; Reliability and Validity. Explain demand characteristics, social desirability, researcher effect, and researcher bias in relation to observation. Starter – Mind map on planning own observation research, using previous knowledge from previous lessons. Carry out own observation practical research. Evaluate own research from key terms in methodological issues section. Some ideas for observation research include; gender differences in the way people carry their books around school/college, territorial marking on a bus or number of students revising in library. Present own observation research and evaluation of research to peers. Homework - Complete 12 mark procedure question for Observation from OCR resource: A Level Component 2 Lesson No Elements Lesson Aims and Objectives Lesson Content Lesson Plenary Homework/ Assessment (teacher, peer, self)
1 Biological area (Section A) Reductionism / holism debate (Section B) Practical applications (Section C) Describe and evaluate the Biological area. Describe and evaluate the reductionism / holism debate. Apply biological psychological knowledge to scenarios. Starter – Quiz on which area/perspective students identify with most. OCR resource: : The biological area OCR resource: : Areas and perspectives in a nutshell OCR resource: and : Guide to debates and debates workbook Link to use of laboratory experiments (Component 1). Question on biological area: OCR resource: : Psychological applied learning scenarios Apply biological area to real-life examples, such as brain damage patients. Flipped learning – Students to make notes on the description (BAMRC) of Casey et al’s (2011) study. Students can use: Worksheets: OCR resource: : Casey et al Procedure Lesson 2 Key theme: Regions of the brain (Section A) Sperry (1968) Casey et al (2011) Describe and evaluate Sperry’s (1968) study. Describe and evaluate Casey et al’s (2011) study. Describe the studies in their pair. Apply studies to biological area. Starter – quiz on facts/myths about the brain. Video clip on the brain regions and Phineas Gage: Video clip on Gazzaniga’s research similar to Sperry: OCR resource: : Casey evaluation. Students could use a Venn diagram to compare studies. OCR resource: : Understandings of behavior: Students to use knowledge of Casey to understand how contemporary studies change our understanding Students highlight and annotate, and link to biological area: OCR resource: OCR resource: : students complete worksheet on Sperry: Flipped learning – Students to make notes on the description (BAMRC) of Maguire et al’s (2000) study. Students can use:
7 Social area (B) Individual/Situational debate (B) Ethical considerations (B) Practical applications (C) Describe and evaluate the Social area. Describe and evaluate Individual/Situational debate Describe and evaluate Ethical considerations Apply social psychological knowledge to scenarios. Starter – Students to do a mind map of the social influences on them. OCR resource: Social area worksheet: OCR resource: Areas and perspectives in a nutshell OCR resource: Teacher Guide OCR resource: Lesson element Apply Social area to real-life examples such as in Prison and Education system. Make links to use of observations (component 1). Sample assessment scenario given, and need to apply Social principles to article: Psychological Applied Learning Scenarios Flipped learning – Students to make notes on the description (BAMRC) of Bocchiaro et al’s (2012) study. Students can use: 8 Key theme: Responses to people in authority (A) Milgram (1963) Bocchiaro et al (2012) Describe and evaluate Milgram’s (1974) study. Describe and evaluate Bocchiaro et al’s (2012) study. Describe the studies in their pair. Apply studies to biological area. Starter – Play a game of “Simon says” with trivial behaviours. Students to complete a research project, such as; the Holocaust, My Lai massacre, or Abu Ghraib and explain why people obeyed. OCR resource: , students highlight and annotate, and link to social area Students use an Evaluation toolkit of both studies. Students could use a Venn diagram to compare studies. OCR resource: , Core studies overview and how they provide new understandings of behaviour, students to use knowledge of Bocchiaro to understand how contemporary studies change our understanding. Hot seating – Students to take on roles of Milgram, Experimenter, Teacher (PP), Learner and others will ask questions. Flipped learning – Students to make notes on the description (BAMRC) of Levine et al’s (2001) study. Students can use:
9 Key theme: Responses to people in need (A) Piliavin et al (1969) Levine et al (2001) Describe and evaluate Piliavin et al’s (1969) study. Describe and evaluate Levine et al;s (2001) study. Describe the studies in their pair. Apply studies to social area. Starter – Video clip: What would students do? OCR resource: Pilavin et al Subway Samaritan, students to create a roleplay of Pilavin setting classroom up to look like a subway and to demonstrate results for drunk/ill victim. OCR resource: , Students highlight and annotate, and link to Social area Students to complete evaluation and venn diagram. OCR resource: , Core studies overview and how they provide new understandings of behavior. Debate – Students to justify why the four social studies could be considered to be have ethical considerations and links to individual/situational debate. Assessment – Combined Sections A, B, and C for all areas, debates and all studies. 10 Behaviourist perspective (Section B) Usefulness of research (Section B) Practical application (Section C) Describe and evaluate the Behaviourist perspective. Describe and evaluate the Usefulness of research debate. Apply behaviourist psychological knowledge to scenarios. Starter – Students to create a mind map of how to change behavior (such as with children in schools or with pets) Make links to observations method (component 1). Video clip on classical and operant conditioning: OCR resource: ,, Behaviourist perspective. OCR resource: , Component 2, Areas and Perspectives in a nutshell. OCR resource: , debates. Apply behaviourist principles to article: OCR resource: Homework – Students to find their own example of where behaviourism has been useful in society,
15 Individual Differences area (Section B) Conducting social sensitive research (Section B) Practical application (Section C) Describe and evaluate the Individual Differences area. Describe and evaluate Ethics in socially sensitive research. Apply individual differences psychological knowledge to scenarios. Starter – Students to list all the ways they are unique from class mates, friends and family. OCR resource: , Individual differences area OCR resource: , Areas and perspectives in a nutshell, OCR resource: , Debates. Research disorders, such as phobias, autism, and Tourette’s, and create an infographic on each. Research measuring differences in intelligence and personality; such as psychopathy. Scenario given, apply individual differences principles to article: OCR resource: , Psychological Applied Learning Scenarios Flipped learning – Students to make notes on the description (BAMRC) of et al’s (1997) study. Students can use: Also can watch: Video clip on Sally-Anne test: OCR resource: , Baron Cohen. 16 Key theme: Understanding disorders (Section A) Freud (1909) Baron-Cohen et al (1997) Describe and evaluate Freud’s (1909) study. Describe and evaluate Baron-Cohen et al’s (1997) study. Describe the studies in their pair. Apply studies to individual differences area. Starter – Recap quiz of understanding of Freud. OCR resource: Freud, complete comic book strip to demonstrate key points in method and main results of Freud’s study. OCR resource: , students highlight and annotate, and link to individual differences area Students complete evaluation and venn diagram. OCR resource: , Core studies guide and how they provide new understandings of behaviour, students use knowledge of to understand how contemporary studies change our understanding. Students to write their own source for Section C of Individual Differences to test each other. Flipped learning – Students to make notes on the description (BAMRC) of Hancock et al’s (2011) study. Students could watch: OCR resource: , Hancock Procedure.
4 Rosenhan (1973) . Starter: Discussion on flipped learning task “The study”. Split students in group of five to undertake the ‘speed learning activity’ on Rosenhan’s study: OCR resource: : Historical context of mental health. Either individually or in pairs, students to apply eight evaluation points to Rosenhan’s study: ‘Evaluation - Learner resource 1.3’ activity in the OCR resource: : Historical context of mental health. Group discussion in identifying key issues and debates in relation to the core study: OCR resource: : Historical context of mental health. Homework – Consolidate learning and complete notes on the aims, procedure, findings, conclusions and criticisms of Rosenhan’s study. Flipped Learning: Students to watch video on neurotransmission: 5 The Medical Model (Biochemical explanation of mental illness) Describe and evaluate the biochemical explanation of mental illness. Starter – students to recall the biological area from their AS studies. Answer the following questions on the flipped learning activity: How does communication happen at neurons? What are neurotransmitters? What are receptors? How does action potential occur? OCR Resource: : ‘Learner Resource 1, The medical model’ worksheet which has overview of content students need to know for biochemical explanations. Students to undertake a treasure hunt/activity carousel around the classroom to find key terms and concepts using the ‘big poster’: Plenary – Card sort where students identify the correct neurotransmitter and whether levels are higher or lower with the associated mental disorder. Flipped Learning: Students to make notes on the biological explanations of some of the mental disorders Provide access to free online book outlining differing characteristics of mental illnesses and treatments
6 The Medical Model (Genetic explanation of mental illness) Describe and evaluate the genetic explanation of mental illness. Starter – Students to write on a post it note what they think genetic explanations of mental illness may entail. Students to draw a timeline of key events in the history of inheritance: OCR resource: : Learner Resource 2, The medical model genetic explanations worksheet with details of explanation, evidence, criticisms and issues and debates: Students directed to website: which provides a summary of genetic research and to identify the meaning of key terms – MZ twins, DZ twins, 50%, 100% concordance rates. Plenary – Discussion of key issues and debates with genetic explanations. Homework –Complete worksheet: OCR resource: : Learner resource 2, The medical model’. Flipped Learning: Activity where students can further gauge an understanding in the role of genes: 7 Key Research: Gottesman et al (2010) Disorders in offspring with two psychiatrically ill parents Describe and evaluate Gottesman et al (2010) key study. Starter – Students to write one key point regarding genetic explanations on the board. OCR resource: : Learner resource 4, The medical model, Key research Gootesman et al. Students identify the key aspects of study. Students “Hold the Front Page” where they have to design a front page newspaper article outlining the key points of Gottesman et al’s study. OCR resource: : Learner resource 5, The medical Model Evaluation question. Provide evaluation worksheet for students either individually or in pairs to apply evaluation points to Gottesman et al’s study. Plenary – Using a timer, students to recall as many details as possible on Gottesman et al’s study in 2 minutes. OCR resource: , Learner resource 6, the medical model, Evaluation question. Use to conduct a debate activity in applying each issue/debate to Gottesman et al’s study. Homework: Complete evaluation worksheet for Gottesman et al’s study: OCR resource: : Learner Resource 5 The medical model Evaluation question.
12 Alternatives to the medical model Describe and evaluate the cognitive explanation of mental illness. Starter – Recap key points of cognitive approach. Students to apply understanding of cognitive approach in how may be used to treat mental illness. OCR resource: Learner Resource 3, Alternatives to the medical model, The cognitive explanation of mental illness. Students to identify key points associated with CBT - The Blueprint of Cognitive Behaviour Therapy : Application of CBT to Schizophrenia: Plenary – Students to evaluate the strengths, weaknesses and issues & debates linked with CBT. Homework – to draw a table on single sheet of paper with behaviourist and cognitive explanations with key concepts and evaluations. 13 Alternatives to the medical model Describe and evaluate the humanistic explanation of mental illness. Starter – Recap of humanistic approach and key concepts. OCR resource: : Provide learning resource outlining key aspects of humanistic explanation of mental illness: Students to read an overview of Carl Rogers’s concepts: Plenary: Students to create a visual representation, for example, poster, flow diagram or presentation of humanistic key concepts and application to one mental disorder. Homework: Students to ensure that they have added this explanation’s key concepts and criticisms to their one sheet of alternatives to medical model sheet. 14 Alternatives to the medical model Describe and evaluate the psychodynamic explanation of mental illness. Starter – Introduction to Freud and Psychodynamic model: Discuss with students key points of explanation OCR resource: : Learning resource 5, Alternatives to the medical model. Plenary: Draw a Venn diagram comparing Psychodynamic explanation with another explanation of mental illness. Flipped Learning: Students to watch video on cognitive neuroscience explanations of mental illness:
Component 3 – Section B: Option 1 Child Psychology (choose 2 out of the 4 options) Lesson No Elements Lesson Aims and Objectives Lesson Content Lesson Plenary Homework/ Assessment (teacher, peer, self) 1 Intelligence - Background What psychologists mean by intelligence and what biological factors could affect intelligence. Outline what is meant by intelligence. Describe different types of intelligence. Discuss problems with IQ tests. Describe biological factors that influence intelligence. Evaluate factors that could affect intelligence through the use of debates. Starter – IQ tests Students identify different types of intelligence being measured while completing the tests and while watching the following clip: Recap Gould’s core study – what problems are there with IQ tests? - Nature versus Nurture Discussion. What biological factors could influence intelligence? Areas of the brain shown by brain scans, genetics, and health and nutrition. – Students find research evidence for and against these factors. Debates counter arguments paragraph for intelligence to include: nature/nurture reductionism/holism freewill/determinism individual/situational and ethical considerations and socially sensitive research. Outline what psychologists mean by intelligence.
6 Pre-adult brain development – Application At least one strategy to reduce risk taking behaviours using knowledge of brain development. Describe one or more strategies to reduce risk taking behaviours. Apply knowledge of brain development to explain strategies to reduce risk taking behaviours. Evaluate strategies to reduce risk taking. Behaviour using appropriate issues and debates. Apply knowledge of strategies to reduce risk taking behaviour to a novel source. Application of areas/perspectives – group poster tasks to prevent risk taking behaviours (include reference to issues and debates) such as drink/dangerous driving, or gambling, or drug taking: Biological – biochemistry and neuroanatomy Cognitive – education/changing thinking Behavioural – consequences Social – conformity. Max has just passed his driving test and often breaks the speed limit. He enjoys driving fast and even a police warning has not stopped him. Max’s parents have tried to punish him for this behaviour but their interventions have not been successful. (c)* Discuss how a psychologist could investigate whether Max’s behaviour is due to brain development. (10). Follow up question, how a psychologist could reduce Max’s risk taking behavior.
7 Perceptual Development – Background Perceptual development in children and how this can be studied in babies and animals. Describe perceptual development in children. Describe how perceptual development can be studied in babies. Describe how perceptual development can be studied in animals. Evaluate the methodology used in such studies. Illusions, depth cues, constancies, face perception and pattern perception – how and when do these develop in children? Research task. Blakemore and Cooper recap – students write a 200 word summary – how did the environment influence the kittens’ perceptual development? How this can be studied? Discussion to cover: gazing tasks (e.g. Fantz), preferential looking and physiological measures such as heart rate and brain activity in babies and deprivation tasks such as used by Blakemore and Cooper and the Kitten Carousel (Held and Hein). Evaluation task: Methodological issues with such methods – strengths and weaknesses table on different types of reliability and validity. Ethical and usefulness issues with this type of research – students write two counter paragraphs. 8 Perceptual Development – Key Research Gibson and Walk (1960) The visual cliff. Describe Gibson and Walk’s study. Evaluate the study through appropriate issues and debates. Use the study to explain perceptual development differences in children and animals. Use the study to explain how perceptual development is studied in infants and animals. Introductory clips: Comparing perceptual development in different animals: Chicks, turtles, rats, lambs, kids (goats), pigs, kittens and dogs. How do they compare to humans? Animal research debate – including ethics and generalisation and methodological issues. Is perceptual development due to nature or nurture? Summary paragraph with evidence from research. Explain how research by Gibson and Walk (1960) could be used to explain perceptual development in children.
10 Cognitive development and education - Background Cognitive development in children and the impact of this on education. Describe theories of cognitive development. Describe the impact of theories of cognitive development on education. Evaluate theories of cognitive development with use of appropriate issues and debates. Teaching and learning on Piaget’s theory of cognitive development, covering the following key points: Assimilation, accommodation, fixed, invariant, universal, little scientists Sensorimotor stage – schemas, object permanence stage – egocentrism, animism Concrete Operational – conservation, reversibility Formal Operational – hypothetical thinking, abstract thinking This crash course video covers Piaget’s, students could make notes on the above key features while watching: Vygotsky – zone of proximal development, environment, social interaction, scaffolding, discovery learning, more knowledgeable other. Stretch and challenge – students could also research Bruner’s stage theory: Enactive – objects must be touched Iconic – objects can be represented by pictures Symbolic – words can represent objects The impact on education – students summarise the following and apply them to Vygotsky (4-6) or Piaget (1-3): readiness discovery learning peer support role of the teacher the spiral curriculum scaffolding in the classroom Matching activity – students’ links each side of each debate with Vygotsky or Piaget and justifies their decision in a couple of sentences. Discuss the nature/ nurture debate (or another debate) in relation to cognitive development in children. Students could also use this website
13 Development of attachment – Background The development of attachment in babies and the impact of failure to develop attachments. Describe the development of attachment through theories of attachment. Evaluate theories of attachment through appropriate research and issues and debates. Describe the impact of failure to develop attachments. Evaluate the impact of deprivation and privation through appropriate research and issues and debates. Theories of attachment Students recap the key features of the behaviourist perspective and apply to the learning theory of attachment and compare to the evolutionary theory. Make reference to the critical period, social releasers, innate nature, monotropy, imprinting and internal working model. Using Harlow’s monkeys study to make conclusions from each theory. Failure to form an attachment (privation) and loss of an attachment (deprivation) Bowlby’s maternal deprivation hypothesis with reference to irreversibility, critical period, continuity hypothesis and emotional, social sand cognitive problems Genie, Czech Twins and Robertson and Robertson, do these studies support the theory? Debates activity – quiz trade type activity – where students must apply each side of the debates to 2 theories of attachment. Complete a methodological and ethical issues table on the deprivation and privation studies.
16 Impact of advertising on children – Background The influence of television advertising on children and the stereotyping in such advertising. Describe the influence of television advertising on children. Describe stereotyping in television advertising. Evaluate the influence of television advertising on children and the stereotyping in such advertising through appropriate issues and debates. Starter task – student to watch these gender stereotyped adverts and note down themes in the ads, including language, voices, images and examples of stereotyping. Followed by feedback and discussion. What implications are there from such adverts – positive and negative. In groups identify the features of an advert that would not promote stereotypes. Answer the following questions. Are traditional gender roles due to nature or nurture? Do boys and girls play with gender specific toys because of individual or situational explanations? Are gender roles deterministic? According to the holism debate what factors influence gender roles?
17 Impact of advertising on Children – Key Research Johnson and Young (2002) Gendered voices in children’s advertising. Describe the Johnson and Young study. Evaluate the study through appropriate issues and debates. Use the study to explain the impact of advertising on children. Using the OCR key research guide, original article or text book Gap fill starter: The aim of this research was to critically examine in TV commercials made for and marketed to children in order to determine the degree to which the that are used call upon as a meaningful cultural category for selling. Research questions: - Do advertisers language differently for males and females in adverts directed at school and school boys and girls? How is gender used as a code to link to roles? Write a couple of sentences about how many adverts, when they were from and the 5 categories of analysis. Results – research methods inferential stats activity – summarise results into an appropriate charts/graphs. Conclusions – write a paragraph using the following key terms: Semantic notions, gender polarisation, gender ideologies, verbal images, voice-overs, accentuate gender, verbal models, language stereotype, and power. Summarise the study in 200 words. Write 5 questions about the study and swap with a partner. Describe how research by Johnson and Young (2002) can be used to explain the influence of television advertising on children and the stereotyping in such advertising. (10)
18 Impact of advertising on children – Application At least one strategy to reduce the impact of advertising which is aimed at children. Describe at least one strategy to reduce the impact of advertising aimed at children. Evaluate strategies to at least one strategy to reduce the impact of advertising aimed at children. Apply knowledge of at least one strategy to reduce the impact of advertising aimed at children to a novel source. Starter – ideas blast on how to reduce the impact of advertising on children. What can be changed in the adverts? Behaviourist perspective – reinforcement and punishment if behaviours are imitated. Students can make notes on different strategies. A young boy loves watching his favourite cartoon every day and in the middle of the programme he sees adverts for boys’ toys which portray the message of boys being powerful. Talk about how a psychologist could reduce the impact of advertising on the boy. Revise for child psychology assessment. Component 3 – Section B: Option 2 Criminal Psychology (choose 2 out of the 4 options) Lesson No Elements Lesson Aims and Objectives Lesson Content Lesson Plenary Homework/ Assessment (teacher, peer, self)
2 What makes a criminal? – Key Research Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography. Describe and evaluate Raine et al.’s research. Apply Raine et al.’s study to the physiological explanation. Apply appropriate issues and debates to Raine et al.’s research. Starter – ‘The brain of a murderer’ a nice recap of the previous lesson and before covering Raine Summarise Raine et al.’s study using a choice of sources, including textbooks, lecture notes or radio interview/article below: Implications of Raine’s research, including issues and debates. An interview with Adrian Raine Using the research by Raine et al. write about the physiological explanation of criminal behavior. 3 What makes a criminal?– Application At least one biological strategy for preventing criminal behaviour. Describe biological strategies for preventing criminal behaviour. Evaluate biological strategies for preventing criminal behaviour. Apply knowledge of biological strategies to a novel source. Defend the indefensible! Students consider the following ways to prevent criminal behaviour: Imprison those with brain abnormalities who are likely to commit crime. Chemically castrate criminals. Carry out lobotomies, ECT or give drugs to prevent criminal. Finally, a more ethical crime prevention strategy such as biosocial intervention programmes could be researched or taught to the class. Students write a scenario about a criminal whose crimes may be due to biological reasons. Students swap scenarios and write about a biological strategy which may be used to prevent criminal in relation to the scenario.
8 Collection of evidence – Key Research Memon, A. and Higham, P. A. (1999) A review of the cognitive interview. Psychology, Crime and Law. 5, 177–196. Describe Memon and Higham’s study Evaluate Memon and Higham’s study including methodological issues of CI research. Discuss relevant debates to the Cognitive Interview. The original article can be accessed here: Students should read the article and answer the following questions while doing so: -Outline the four stages of the Cognitive Interview. Reinstate Context (RC)…. Report Everything (RE)… Change Perspective (CP)… Change Order (CO)… Outline the results from Memon et al. (1996a) and Milne (1997) What additional features does the enhanced cognitive have? How effective is the CI compared to Guided Memory Interview, The Structured Interview and The Standard Interview? Problems with the Cognitive Interview What conclusions can be made? Discuss methodological issues in the research that is mentioned. Students watch the following crime ‘can you spot the murderer?’ In pairs, one student take on the role of the witness and the other as the interviewer and they carry out a cognitive interview. Summarise the CI in 140 characters. Write a paragraph as to why the CI is relevant to the reductionism / holism debate.
11 Psychology and the courtroom – Key Research Dixon et al. (2002) The Role of Accent and Context in Perceptions of Guilt. Describe Dixon et al.’s research Evaluate Dixon et al.’s research in terms of issues and debates Apply knowledge of the Dixon et al. study to a sample exam question. Using the original article or description from a textbook, students should identify the following features: Aim, participants, design, procedures, materials, results, ethics, reliability, validity, usefulness, socially sensitive research. Students write questions about the study and swap with a partner. Answer questions on Dixon et al. Discuss methodological issues in research in psychology and the courtroom. 12 Psychology and the courtroom - Application At least one strategy to influence jury decision making. Demonstrate knowledge and understanding of strategies used to influence juries. Apply knowledge and understanding of these strategies to novel sources and exam type questions. A mock trial could be conducted to demonstrate strategies that influence juries (this could be based on the ‘can you spot a murderer’ clip) The following strategies could be used by different members of the class (some are more effective than others) after conducting research into the strategy: Social influence, Expert witnesses, Defendant’s Characteristics, Presentation of Evidence ‘Story Order’ and ‘Witness Order’, Emphasising Scientific/Forensic Evidence, Eyewitness Testimony and Leading Questions. Students take notes during the mock trial on the different strategies and add to these notes by trading information with members of other groups. Scenario – A lawyer is representing a man who believes has been wrongly accused of murder, there is evidence to suggest that he is guilty and other evidence that he may be innocent. Write about a strategy that could be used to influence during decision making in this case.
13 Crime prevention – Background How the features of neighbourhood and a zero tolerance policy can influence crime. Describe how features of neighbourhoods can influence crime. Describe how zero tolerance policing can influence crime. Evaluate the effectiveness of zero tolerance policing through strengths and limitations. Starter discussion - what kind of neighbourhood is crime likely to occur in? Students identify features of these neighbourhoods. Carousel Activity – Learners go around the classroom watching various clips and reading articles in order to identify features of zero tolerance policing, advantages and disadvantages of it and when it is appropriate to use/not use. Is it effective? Arguments for and against zero tolerance : Students’ feedback on what they have found about zero tolerance policing. Write a letter to the crime commissioner advising for/against the use of zero tolerance policing with evidence to support arguments.
18 Effect of imprisonment – Application At least one strategy for reducing reoffending. Describe restorative justice as a crime prevention strategy. Evaluate restorative justice, including its effectiveness and validity. Apply knowledge of restorative justice to a novel source. Starter - Group discussion – how do we deal with criminals? Learners come up with suggestions which may include prison, restorative justice, offending behaviour programmes, community service and even the death penalty. Make notes on – Description of the strategies Strengths of the strategies and Weaknesses of the strategies Task 2 - Restorative Justice – Peter Woolf – The Woolf Within Whilst watching the video students can answer the questions below: And/or an article or interview with Paul Kohler, who was a victim of crime and who talks about his experiences of RJ could be used to answer the same questions. Describe the crime that took place. What was the impact on the victim? What does RJ involve? What are the advantages/disadvantages for the victim and the perpetrator Identify some RJ stats. Group Q and A – directed questions on restorative justice tom consolidate knowledge. Write about how the research by Haney et al. (1973), could be used to explain a strategy for reducing reoffending.
2 Stressors in the environment – Key Research Black and Black (2007) Aircraft noise exposure and resident’s stress and hypertension. Describe the aim, method, results and conclusions of Black and Black’s study. Evaluate Black and Black’s study through the application of appropriate issues and debates. Use the study to explain how environmental stressors impact on our biological response. This report on Aircraft noise and cardiovascular disease near London Heathrow Airport could be used as an introduction to the research. Using the original article, OCR key research or description from a textbook, students should identify the following features: Aim, participants, design, procedures, materials, results, conclusions ethics, reliability, validity, usefulness, individual/situational debate and freewill/determinism Students should then write 10 questions about the study and swap with a partner. Identify the most appropriate issue/debate and write a discussion paragraph in relation to research into stressors in the environment. Using the research by Black and Black (2007), explain how environmental stressors impact on our biological response (10). 3 Stressors in the environment – Application At least one strategy for managing environmental stress. Describe at least one strategy for managing environmental stress. Evaluate at least one strategy for managing environmental stress. Apply knowledge of managing environmental stress to a novel source. Strategies could include: Biological strategies – beta blockers and benzodiazepines Psychological strategies – stress inoculation training, hardiness training, problem focused coping and emotion focused coping. Students could research these strategies and summarise them in a table to include: Description, research, strengths and weakness (issues and debates). Apply strategies to how the residents in Black and Black’s study could use some of these strategies. Discuss one strategy that could be used to manage environmental stress in this case (10)
6 Biological rhythms - Application At least one strategy for reducing effects of jetlag or shift work. Describe at least one strategy for reducing the effects of jet lag. Describe at least one strategy for reducing the effects of shift work. Evaluate at least one strategy for reducing the effects of jet lag. Evaluate at least one strategy for reducing the effects of shift work. Apply knowledge of reducing the effects to a novel source. Class discussion - How to beat jet lag including - melatonin, artificial lighting, changing eating and sleeping times? News stories, interactive websites and YouTube clips can be used as part of a carousel lesson where students can find out about and make notes on strategies for reducing jet lag, including how effective the strategies are. How can any of these strategies be applied to reducing the effects of shift work? Individual, pairs, small groups and then whole group task/ discussion. Novel source example: Ali has travelled from East to West on a business trip to China. He has an important meeting on the morning after his arrival. Describe how Ali could reduce the effects of jet lag in order for him to function properly at the meeting (10)
7 Recycling and other conservation behaviours - Background Conservation behaviours and the factors which influence the tendency to conserve or recycle. Describe conservation behaviours. Describe the factors that influence the tendency to conserve or recycle? Apply appropriate issues and debates to explain conservation behaviours. Starter – what are conservation behaviours? Students give examples. Students read and make notes on light greens and dark greens (Hodder Year 2 textbook p.145-146) Ideas blast – Why do we (or why don’t we) recycle? - students use this article to help with initial ideas. - cultural differences - students identify factors that influence recycling in different countries. Students research and take notes on the following explanations of factors that influence the tendency to recycle: Theory of Planned Behaviour The Hovland Yale Model (source, message and audience) Pledges (to show commitment). Consequences (reinforcement and punishment) Prompts (nudges and reminders). Why do we recycle? Pair debates, one student takes on one side of the debate and their pair the other side. This could relate to any explanations covered. The most relevant debates are: Individual/situational Usefulness (not useful). Write about the individual/ situational debate (or another debate) in relation to recycling behaviours.
12 Ergonomics – human factors - Application At least one workplace design based on ergonomic research. Describe at least one workplace design based on ergonomic research. Evaluate at least one workplace design based on ergonomic research. Apply knowledge of at least one workplace design based on ergonomic research to a novel source. Using the articles below for ideas and evidence, students can write a report to improve the workplace design for a company who are looking to move premises. Currently, they have problems with the amount of space, noise and temperature, workers have low morale and are suffering from cognitive overload: to be presented to the rest of class. Other students ask questions and make notes. OCR resource: , question Angie is an air traffic controller… Discuss how a psychologist could design Angie’s work station to prevent cognitive overload (10).
15 Psychological effects of built environment – Application At least one example of environmental design used to improve health/ wellbeing. Describe at least one example of environmental design used to improve health and wellbeing. Evaluate at least one example of environmental design used to improve health and wellbeing. Apply knowledge of at least one example of environmental design used to improve health and wellbeing to a novel source. Starter – students recall knowledge from previous sessions on the background and key research on the psychological effects of built environment to identify potential environmental designs to improve health and wellbeing. In addition to previous content, give a short lecture on the importance of green spaces and privacy. Application to novel sources: A patient is recovering from an operation and an environmental psychologist wishes to investigate how the environmental design influences the patient’s health. An elderly lady’s are investigating a new area for her to move to in order to improve her health and wellbeing. They decide the consult an environmental psychologist. A young man is suffering from mental health problems, an environmental psychologist is asked for advice as to how environmental can improve his wellbeing. Students plan answers for novel source questions: Discuss at least one example of environmental design used to improve the health and wellbeing for the person in the source (10). Discuss how environmental factors might impact health and wellbeing in these cases (10). Using knowledge gained from this topic, students write a scenario where environmental design has improved wellbeing. Write about how a psychologists might explain the improvement in wellbeing from the source. Discuss how a psychologist could investigate the influence of environmental design on health and wellbeing.
16 Territory and personal space – Background Territory and personal space in the workplace. Describe the influence of territory in the workplace. Describe the influence of personal space in the workplace. Apply appropriate issues and debates to territory and personal space and the workplace. Identify the difference between territory and personal space. Starter – How do we mark our territory? Apply this to primary, secondary and public territory Why do we mark our personal space? Identify different zones of personal space e.g. intimate, personal, social and public distances. Consider the nature/nurture debate from this clip. There are some excellent YouTube clips on personal space, including information of Middlemist’s urinal personal space study: Students make notes while watching the clip and discuss methodological issues and debates such as individual/situational explanations. Influences on territory and personal space in the workplace: Individual/situational debate. Students apply background research to the workplace. Write about the methodological issues involved when researching territory and personal space.
17 Territory and personal space – Key Research Wells (2000) Office clutter or meaningfulpersonal displays: The role of office personalization in employee and organisational Describe the aim, method, results and conclusions of Wells’ study. Evaluate the study through the application of appropriate issues and debates. Use the study to explain territory and personal space in the workplace. Starter discussion – what individual and gender differences are there in personalisation of territory? Students share how they personalise their environments. Are there gender differences in the class? Spider diagram – why do we personalise? Students complete lesson element (with teacher instructions) on Wells’ key research OCR resource: Lesson element, and The study had 4 research questions and 4 hypotheses. After learning about the study, students should write conclusions in relation to these questions and hypotheses. Q: Do men and women personalise their workspaces differently? H: Men and women will personalise their offices differently. Q: Is personalisation associated with enhanced employee well-being? H: Personalisation will be positively associated with satisfaction with the physical work environment, which will be positively associated with job satisfaction, which will be positively associated with employee well-being. Q: Is personalisation more important to women’s than to that of men? H: Workspace personalisation will be more integral to the well-being of women than men. Q: Is a company’s personalisation policy associated with organisational well- being? H: Companies that have more lenient personalisation policies will report higher levels of organisational than companies having stricter personalisation policies. How useful is this research? Debate for and against. Reliability and validity paragraph on Wells’ study. In considering the research by Wells (2000), write about and explain the influence of territory and personal space in the workplace.
18 Territory and personal space – Application At least one office design strategy based on research into territory or personal space. Describe at least one office design strategy based on research into territory or personal space. Evaluate at least one office design strategy based on research into territory or personal space. Apply knowledge of at least one office design strategy based on research into territory or personal space. Using knowledge gained from Wells’ study students describe effective office strategies into territory and personal space. Research task – make notes on a design strategy based on territory and one based on personal space. Ensuring research evidence has been used as support. Evaluate the strategies Freewill/determinism debate – what is the impact of office design strategies? Usefulness debate - How useful are these strategies? Research methods link – students design a questionnaire on territory and personal space in the workplace to be given to family, friends and students. Analyse questionnaire results Revise for end of topic test. Component 3 – Section B: Option 4 Sport and exercise psychology (choose 2 out of the 4 options) Lesson No Elements Lesson Aims and Objectives Lesson Content Lesson Plenary Homework/ Assessment (teacher, peer, self)
5 Exercise and mental health – Key Research Lewis et al. (2014) Mood changes following social dance sessions in people with Parkinson’s Disease. Describe the aims, procedures, results and conclusions of Lewis et al.’s (2014) study. Evaluate the study through the application of appropriate issues and debates. Use the research to explain how exercise can influence mental health. Starter – this clip introduces what Parkinson’s disease. Students could identify key features whilst watching. Using the OCR ‘meet the researcher’ resource (Dr Peter Lovatt, one of researchers involved in the Parkinson’s study) students should describe the study and evaluate through the methodological issues in the study. OCR resource: , Meet the research Dr Peter Lovatt Conclusion paragraph - How exercise can influence mental health? Write about how research by Lewis et al. (1979) could be used to explain the benefits of exercise on mental health. 6 Exercise and mental health - Application At least one exercise strategy to improve mental health. Describe at least one exercise strategy to improve mental health. Evaluate at least one exercise strategy to improve mental health, using appropriate issues and debates. Apply knowledge of exercise strategies to improve mental health to a novel source. Throughout the original article of the Lewis et al. (2015) study there is reference to exercise strategies which improve mental health. Students could identify the strategies from the article and comment on how they work and their effectiveness. Using the knowledge gained in the lesson, students write a ‘novel source’ whereby a strategy has improved an individual’s mental health, with some reasons why. Using the novel source written in class, answer the following question: Write about how a sports psychologist might apply their knowledge of exercise strategies to explain the improvement in mental health.
Debates paragraph, including arguments for and against usefulness, individual/situational, reductionism/holism, freewill/determinism in relation to the use of MG-M imagery. 9 Motivation - Application At least one strategy for motivating athletes. Describe at least one technique for motivating athletes. Evaluate at least one technique for motivating athletes using appropriate issues and debates. Apply knowledge of strategies for motivating athletes to a novel source. Students recap MGM, MGA and MS imagery from previous sessions and evaluate their effectiveness from research evidence in terms of outcomes on motivation. In addition to imagery, the following articles may be useful to aide in the discussion of further strategies for motivating athletes. Do these strategies work? Application of debates activity. Using research evidence, students describe a scenario whereby imagery is an effective way of motivating athletes. Answer novel source question: Discuss how a sports psychologist might apply their knowledge of motivation strategies to explain the increase in motivation.
11 Personality – Key Research Kroll and Crenshaw (1970) Multivariate personality profile analysis of four athletic groups. Describe the background, aim, method, results and conclusions of Kroll and Crenshaw’s (1970) study. Evaluate the study through appropriate issues and debates. Explain how the study could be applied to personality in sport. Using the link below, from textbooks, or OCR’s key research guide students summarise the Kroll and Crenshaw study. Students then write 5 questions about the study, these could then be pooled together and given to the class to check knowledge and understanding of the study. Methodological issues discussion – Consider different types of reliability and validity of measuring personality. Add to debates notes from the previous session and apply them specifically to this study. Explain how research by Kroll and Crenshaw (1970) could be used to explain the relationship between personality and sport. 12 Personality - Application At least one strategy for using knowledge of personality to improve sports performance. Describe at least one strategy for using knowledge of personality to improve sports performance. Evaluate at least one strategy for using knowledge of personality to improve sports performance. Apply knowledge of at least one strategy for using knowledge of personality to improve sports performance. Recap and reinforce conclusions from Kroll and Crenshaw regarding personality and sport performance. What would a sports psychologist recommend based on this study? Carousel activity. Students make notes on how personality can improve performance. Summarise key points from carousel activity. A sports psychologist was interested whether different sports players have different personality profiles and characteristics, from each other. Write about how a psychologist could investigate whether this is the case.
13 Performing with others – Background Teams, coaching and leadership. Describe the process of team formation and group cohesion. Describe the role of coaching in team performance. Describe the influence of leadership on team performance. Evaluate factors influencing team performance, through appropriate research and issues and debates. Teams Using the links below, students can describe the features of Tuckman’s team stages model (forming, storming, norming and performing) Students could identify forming, storming, norming and performing in this clip: Coaching From the original article of Smith et al., or from the OCR Key research guide, identify the key features of Coach Effectiveness Training used in the Smith et al. study. Including rewards, instruction, don’t punish and instruction. Leadership What makes a good leader? Class discussion. Students can research and make notes on a number of leadership theories here: Including the Great Man Theory, Trait Theory, Behavioural Theories, Contingency Theories, Transactional Theories and Transformational Theories. Using all of the debates –What factors influence the performance of sports teams? Debates paragraph – describe the influence of teams, coaching and leadership on team performance using all debates from the specification. Remove marks and comments from candidate style answers and students mark these using mark schemes for homework. OCR resource: Component 3,
14 Performing with others – Key Research Smith et al. (1979) Coach effectiveness training: a cognitive- behavioural approach to enhancing relationship skills in youth sports coaches. Describe the aims, method, results and conclusions of Smith et al.’s (1979) study. Evaluate the study through appropriate issues and debates. Explain how the study could be used to improve relationship skills in youth sports coaches. OCR resource: Use the guide and/or textbook to describe the background, aims, procedures, design, sample, results and conclusions from the Smith et al. (1979) study: Class debate – each students is assigned one part of a debate and relate it to ‘performance of sports teams’ and feedback to the rest of the class. Students explain how research by Smith et al. (1979) could be used to improve relationship skills in youth sports coaches Students compare their responses to the candidate style answers, self-assess and make changes. OCR resource: Write about the individual and situational debate with regard to the performance of sports teams. 15 Performing with others – Application At least one strategy for improving team performance. Describe at least one strategy for improving team performance. Evaluate at least one strategy for improving team performance. Apply knowledge of at least one strategy for improving team performance. Ideas blast – how can coaches improve sports performance? A useful article on Cognitive Behavioural Coaching which can be used by students to describe some strategies to improve performance What problems are there with this strategy? Apply knowledge from Smith et al.’s study to describe strategies. Read and make notes on candidate style answers to plan essay. OCR resource: A team of young hockey players… Write about how a sports psychologist might apply their knowledge of sports coaching to explain the win to the team’s parents.
18 Audience Effects – Application At least one strategy for training for and playing spectator sports. Describe at least one strategy for training for and playing spectator sports. Evaluate at least one strategy for training for and playing spectator sports. Apply knowledge of at least one strategy for training for and playing spectator sports. Starter questions: How does Zajonc et al.’s research support the idea that the presence of others increases arousal? What implications do the findings about familiarity of task and environment have on sportsmen and women? What can sports teams learn from Zajonc et al.’s findings on unfamiliar tasks and environments? How can arousal and anxiety be managed to improve sports performance? The England football teams are due to play an away match in a hostile environment. Write about one strategy for training for and playing spectator sports. Students write a scenario about good performance in the subsequent match at home: Discuss how a sports psychologist might apply their knowledge of audience effects to explain the win (10). Revise for end of topic test.