Psychological Problems

    WJEC
    GCSE

    This study area necessitates a critical examination of psychopathology, specifically the definitions of abnormality (statistical infrequency, deviation from social norms, failure to function adequately, deviation from ideal mental health). Candidates must analyze the etiology, symptoms, and treatment of specific disorders, primarily Unipolar Depression and Addiction. Assessment requires the juxtaposition of biological explanations (genetic vulnerability, neurotransmitters) against psychological explanations (cognitive theory, learning theory), evaluating the efficacy of corresponding therapies including SSRIs and CBT.

    10
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    8
    Mark Points

    Subtopics in this area

    Psychological Problems
    Psychological Problems

    Learning Objectives

    What you need to know and understand

    • Dopamine Hypothesis: Excess dopamine in the mesolimbic pathway links to positive symptoms
    • Beck's Negative Triad: Negative views of the self, the world, and the future
    • Daniel et al. (1991): SPECT scans on 10 inpatients measuring blood flow in the prefrontal cortex
    • Wiles et al. (2013): Effectiveness of CBT plus antidepressants vs. antidepressants alone (CoBaIT study)
    • Mechanism of SSRIs: Blocking the reuptake of serotonin at the presynaptic nerve terminal
    • Daniel et al. (1991): Use of SPECT scans to measure cerebral blood flow in the prefrontal cortex.
    • Tandoc et al. (2015): The mediating role of 'envy' between Facebook surveillance and depression.
    • Dopamine Hypothesis: The role of neurotransmitters in synaptic transmission regarding Schizophrenia.
    • Beck's Negative Triad: Negative views of the Self, the World, and the Future.
    • CBT Components: Reality testing and cognitive restructuring.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have identified the correct therapy, but you must explain the biological mechanism (e.g., reuptake inhibition) to gain full marks"
    • "Your evaluation of the study focuses on general ethics; deepen this by discussing the validity of the sample size or methodology"
    • "Link the symptoms in the scenario directly to the components of the Negative Triad rather than just stating the theory"
    • "Differentiate clearly between hallucinations (sensory) and delusions (beliefs) when describing the case study"
    • "You identified the symptom correctly, but failed to link it to the specific behavior mentioned in the case study."
    • "Your evaluation of the biological explanation is accurate but lacks a counter-argument; consider the reductionist nature of this theory."
    • "When describing Daniel et al., be more precise about the sample size and the specific task (Wisconsin Card Sorting Test) used."
    • "Differentiate clearly between the 'mechanism' of a treatment (how it works) and its 'evaluation' (how well it works)."

    Marking Points

    Key points examiners look for in your answers

    • Credit accurate differentiation between positive symptoms (hallucinations, delusions) and negative symptoms (avolition, speech poverty) of Schizophrenia
    • Award marks for precise biological mechanisms: explicitly linking dopamine excess to positive symptoms or low serotonin to depressive mood
    • Evaluation must weigh effectiveness against ethical issues; credit responses that contrast the palliative nature of drug therapy with the curative potential of CBT
    • Application marks (AO2) require explicit links between theoretical concepts (e.g., Beck's Negative Triad) and the specific behaviors presented in the scenario
    • Award marks for precise differentiation between positive symptoms (hallucinations, delusions) and negative symptoms (avolition, speech poverty) of Schizophrenia.
    • Credit accurate description of the Dopamine Hypothesis, specifically linking high dopamine levels to positive symptoms.
    • Evaluation of treatments must go beyond effectiveness; credit discussion of side effects, cost-implications, and ethical issues (e.g., patient consent in psychosis).
    • In the Tandoc et al. study, candidates must accurately report the correlation between Facebook surveillance and envy, and how this leads to depression.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When evaluating therapies, use the 'effectiveness vs. appropriateness' structure to ensure depth of analysis
    • 💡For 'Suggest' questions, do not just name a therapy; justify its selection based on the symptoms described in the stem
    • 💡Memorize the specific sample sizes and methodology of Daniel et al. (1991) and Wiles et al. (2013) to access top-band AO1 marks
    • 💡Ensure the distinction between 'nature' (biological explanations) and 'nurture' (psychological explanations) is explicit in essay conclusions
    • 💡When evaluating therapies, use the 'effectiveness vs. appropriateness' framework to structure AO3 marks.
    • 💡For 'Suggest' questions, you must explicitly reference the scenario provided; generic textbook answers will be capped at lower bands.
    • 💡Memorize the specific findings of Daniel et al. and Tandoc et al.; vague summaries of results lose marks on accuracy.
    • 💡Ensure mathematical calculations (e.g., percentage decrease in symptoms) show working out to secure full AO2 marks.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the roles of neurotransmitters: incorrectly associating dopamine with depression or serotonin with schizophrenia
    • Describing 'negative symptoms' as bad behavior rather than a deficit of normal function (e.g., lack of emotion)
    • Providing generic evaluation points (e.g., 'it is unethical') without specific justification (e.g., 'side effects like tardive dyskinesia cause physical harm')
    • Failing to distinguish between the aim, procedure, and findings of the specified studies (Daniel et al. or Wiles et al.)
    • Confusing 'hallucinations' (sensory perception) with 'delusions' (false beliefs).
    • Failing to link the components of Beck's Negative Triad (Self, World, Future) to specific examples in a scenario.
    • Describing the procedure of Daniel et al. (1991) without specifying the use of SPECT scans or the amphetamine variable.
    • Providing generic evaluation points (e.g., 'it is good') without substantiating with psychological evidence or counter-arguments.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Describe
    Explain
    Evaluate
    Discuss
    Suggest
    Calculate

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