General Info

This page mostly contains information for students of A Level Psychology at Maghull High School, but much of it will also be useful for A Level Psychology students at other schools.

Information for other students taught by Ms. D. McGowan may also appear here.

A Level Psychology information and resources relate to the OCR A Level Psychology syllabus [http://www.ocr.org.uk].

For further information, contact Ms. D. McGowan.

What is Psychology?

From Wikipedia:

"Psychology is the study of human or animal mental functions and behaviors. In this field, a professional practitioner or researcher is a psychologist.
Psychologists are classified as social or behavioral scientists. Psychological research can be considered either basic or applied.
Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring underlying physiological and neurological processes."

[Read More on Wikipedia]

OU Psychology (DSE141)

Information relating to DSE141 Exploring Psychology can be found on the DSE141 page.

[OU DSE141 Page (this site)]

Exam Dates (OCR)

January 2013

AS Level

G541 Psychological Investigations: 1 hour
Thursday January 10th 2013, afternoon

G542 Core Studies: 2 hours
Monday January 21st 2013, morning

A2 Level

G543 Options in Applied Psychology: 1 hour 30 minutes
Thursday 24th January 2013, morning

G544 Approaches and Research Methods in Psychology: 1 hour 30 minutes
Wednesday 15th January 2013, morning

Summer 2011

AS Level

G541 Psychological Investigations: 1 hour
Wednesday 22th May 2013, morning

G542 Core Studies: 2 hours
Wednesday 5th June 2013, afternoon

A2 Level

G543 Options in Applied Psychology: 1 hour 30 minutes
Monday 24th June 2013, afternoon

G544 Approaches and Research Methods in Psychology: 1 hour 30 minutes
Monday 17th June 2013, morning

[OCR Psychology Page]

Exam Dates (AQA)

January 2013

AS Level

PSYA1: 1 hour 30 minutes
Thursday January 10th 2013, afternoon

PSYA2: 1 hour 30 minutes
Monday January 21st 2013, morning

A2 Level

PSYA3: 1 hour 30 minutes
Wednesday 16th January 2013, morning

PSYA4: 2 hours
Thursday 24th January 2013, afternoon

Summer 2011

AS Level

PSYA1: 1 hour 30 minutes
Wednesday 22th May 2013, morning

PSYA2: 1 hour 30 minutes
Wednesday 5th June 2013, afternoon

A2 Level

PSYA3: 1 hour 30 minutes
Monday 10th June 2013, afternoon

PSYA4: 2 hours
Monday 17th June 2013, morning

[AQA Psychology A Level Page]

Exam Tips

Whatever exam you are sitting, preparing yourself adequately is simple:

• Be calm and confident
  Don't join in the conversations outside the exam room about failing. If you start to feel stressed, take some slow, deep breaths and focus on relaxing your muscles.
• Know what to expect
  Make sure you have looked through past papers, or specimen papers if this is a new exam. Take notice of how long the exam is, how many sections there are and how many questions you are to answer in each section. If possible visit the exam room before the exam at a time when it is empty.
• Go over your learning as often as you can
  Don't leave revision to the last minute - you can start this as soon as you have covered the work in class. However, if you do find youself short on time for revision for whatever reason, don't waste time worrying about it. Go through your notes and handouts, taking short breaks at regular intervals and above all don't stay up late studying - you won't think as clearly if you're tired.
• Practise answering questions similar to the ones you will have to answer in the exam
  Obtain past papers, specimen papers etc. and write responses to the questions, taking into account the number of marks each question is worth. As a general rule you will need to write at least one sentence for each mark. The more you practise the better you will get - you're also going back over what you've studied in the process.
• Ask for help if there is anything you aren't sure about
  Exam time is a busy time for teachers too, but we do want you to succeed, so if there's anything you don't understand, or want to check on your learning, ask for help. We will do our best!

G541 Psychological Investigations

Note: the January entry for this exam at Maghull High School is for current A2 students wishing to improve on their grade.

This exam is one hour long and consists of 3 sections - you answer all questions.

Each section is worth 20 marks and you should spend 20 minutes on each section. They are all similar in structure:

• You are presented with an example of a study using one of the 4 methods studied (self report, observation, experiment, correlation).
• You are asked a short series of questions worth between 2 and 6 marks about the example study and the method.
• Some questions involve identifying specific aspects (for example the IV) or describing sampling methods, experimental designs, different types of questions etc.
• Other questions ask you to evaluate specific aspects of the study or method - strengths, weaknesses, advantages, disadvantages.
• You may also be asked to describe what results given in the example show - you can use estimated mean scores, range, anomalous results etc. to do this, but you don't need a calculator for this exam.
• Finally you may also be asked to sketch graphs - again, you don't need a pencil or ruler for this exam, so these really are sketches - just make sure that you sketch what you're asked to sketch and fully label the graph (title and axes).

G542 Core Studies

Note: all Maghull High School AS Psychology students are entered for this exam in January; some A2 students may also be resitting the exam to improve their grades.

This exam is two hours long and consists of 3 sections - you answer all of Sections A and B and choose one question from Section C.

The paper is worth 120 marks in total - Section A is worth 60 marks, Section B is worth 36 marks and Section C is worth 24 marks. Therefore you should spend one hour on Section A, 36 minutes on Section B and 24 minutes on Section C:

• Section A:
  This section consists of 15 short questions worth 2 or 4 marks each - these relate to all 15 of the core studies. Some questions will have two parts. Section A tests your knowledge and understanding of the studies.
• Section B:
  This section consists of a structured essay question, with 6 parts. You are given a selection of core studies and asked to choose ONE study and answer the questions. Some questions will ask you to describe aspects of the study, others will ask about strengths and / or weaknesses. Questions are worth between 2 and 8 marks and this will tell you how much you should write in your response.
• Section C:
  This section gives you a choice of 2 four part questions about psychological approaches (Cognitive, Developmental etc.). The questions are worth between 2 and 12 marks and will ask you to identify key assumptions of the approach, how it explains particular behaviours, strengths and weaknesses and similarities and differences between studies. Again, the number of marks awarded is your key to how much you should write.

G543 Applied Options in Psychology

Note: this is an A2 module - all A2 students at Maghull High School are entered for this exam in January.

This exam is one and a half hours long and consists of four sections, one each for the four applied options. You will have studied two options, so you only answer questions from those two sections.

In each section there are four 2 part questions - you choose 2 questions only and answer both parts of the questions you have chosen:

• Part a of the questions asks you to outline or describe a study, theory or approach to a topic area and is worth 10 marks. Once you have identified what you are being asked to describe you need to do so in sufficient detail for the marks.
• Part b of the questions asks you to discuss or evaluate the topic area in a particular way (eg. 'Assess the usefulness of...') and is worth 15 marks. You should attempt to make three fully developed points as a minimum, providing examples and comments to support the points you make.

G544 Approaches and Research Methods in Psychology

Note: this is an A2 module - all A2 students at Maghull High School are entered for this exam in June.

This exam is one and a half hours long and consists of two sections. Section A is based on a practical project and you answer all questions. Section B provides a choice of two five part questions: you answer all parts of your chosen question.

Both sections are equally weighted, so spend 45 minutes on each section.

Section A:

• This section provides stimulus material, which outlines background information to a practical project, with a set of research questions and the instruction "You are required to conduct an experiment / correlational study..." using a specified design / level of measurement.
• You select one of the research questions as the focus for the rest of your responses in this section.
• The first question will probably ask you to state your alternate or null hypothesis - make sure this is a fully operational hypothesis.
• The second question requires you to produce a detailed, replicable methodology for your practical project, as specified in the stimulus material (see above). This is worth 19 marks (13 for replicability / appropriateness; 6 for the quality of the design / feasibility): as the whole paper is worth 80 marks (40 for each section), you will need to spend about 20 minutes on this question.
• The rest of the questions relate to various aspects of your study, either asking you to outline / describe the participants, ethical considerations, statistical analysis or to evaluate aspects of your study.
• There are 7 questions in this section and other than qu 2, these are short answer questions, usually worth 3 or 6 marks.

Section B:

• Section B provides a choice of 2 five part questions, each focused on an approach, a method, an issue or a debate.
• The question parts follow a similar structure:
  1. Outline the approach / method / issue / debate [4]
  2. Describe two pieces of research [8]
  3. Discuss strengths and limitations [12]
  4. Compare / contrast [8]
  5. Discuss something! [8]
• All responses need to include evidence to support the points made.
• Make sure points are developed fully, using PEC or similar to ensure what you are saying is obvious.

BPS Ethics and Conduct

The British Psychological Society (BPS) is the professional body governing the work of all psychologists. This includes those studying at GCSE and A Level (examination boards also provide extra ethical guidelines that must be followed).

The information below is taken directly from the 2006 BPS Code of Ethics and Conduct. It has been paraphrased to make it more accessible to GCSE and A Level psychologists, but it closely follows the structure and wording of the original document to ensure that it is as accurate as possible.

GCSE, A Level, IB and undergraduate students should always conduct their studies in consultation with their tutors - this is especially true in circumstances where the BPS Code of Ethics advises consulting colleagues / peers.

Respect

General Respect

• Respect the dignity and worth of everyone
• Be aware of participants' perception of psychologists' power and authority.
• Respect people's right to privacy and self-determination. Respect individual differences, such as culture, role, age, gender, sexual orientation, socio-economic status and religion.
• Respect individuals' knowledge and expertise. Avoid unfair and prejudiced practices.
• Obtain consent from participants or their representatives (guardians / parents of vulnerable persons or children.*

* In relation to GCSE / A Level research, OCR examinations board state that this should not involve those under the age of 16 unless data is collected via participant observation.

Privacy and Confidentiality

• Maintain confidentiality, only disclosing information that is necessary to the research / treatment, or if required in law.
• Securely record and store confidential information.
• Inform participants / clients of the circumstances in which confidentiality may be breached (for legal / ethical reasons, in consulting with colleages, or in the use of translators, for example).
• Consult with a colleague when a breach of confidentiality may be necessary.
• Document any breach of confidentiality. Make audio, video or photographic recordings only with permission from participants or their representatives.

Informed Consent

• Ensure that participants understand the nature and purpose of research or other services so that they may give informed consent.
• Keep records of consent, including dates and how it was obtained.
• Consult with appropriate third parties where a need for treatment is identified and informed consent can not be obtained. In these cases, approval must be obtained from the appropriate ethics authorities, or in consultation with peers and colleagues if this is not possible.
• Consult with appropriate ethics authorities where the nature of the research means that informed consent is not possible. Where no ethics authority exists, consult with peers / collegues.
• Be aware of the restrictions on the consent obtained from detained persons (also applies to those in institutional care / hospital).
• Where consent has not been obtained, research should be restricted to observations of public behaviour in locations and situations where those being studied would normally be observed by other others. In conducting public observations, researchers must be aware of cultural values and maintain the privacy of those being observed, who may not be aware they are being observed.
• Obtain further consent if the nature of the research / treatment changes.
• Only withhold information from participants / clients if it is necessary to protect the integrity of the research / treatment or in the public interest.
• Avoid intentional deception of participants / clients, unless it is necessary to the research / treatment. Any deception must be disclosed as soon as possible.

Self-Determination

• Support the self-determination of participants / clients (their ability to make decisions and judgments about their situation, requirements etc.). Inform and make sure participants / clients are aware of their right to withdraw at any time.
• Comply with requests to withdraw and destroy all data relating to those who withdraw.

Competence

Professional Ethics

• Develop and maintain an awareness of professional ethics, including the Code of Ethics.
• Make ethical considerations a part of all practices.

Ethical Decision Making

• Be aware of ethical dilemmas and accept responsibility to resolve these, in consultation with others if necessary.
• Ensure that decisions follow the Code of Ethics.
• Be aware that legal obligations may conflict, and adhere to the Code of Ethics as far as possible whilst meeting any legal requirements.

Limits of Competence

• Only engage in practices that are within the psychologist's competence. Engage in continued professional development.
• Maintain up to date knowledge and awareness of developments in relation to practices.
• Seek consultation and supervision as required.
• Be aware of the limitations of methods and conclusions obtained.
• Ensure that others also comply with the Code of Ethics.

Recognising Impairment

• Be aware of any changes in personal health or circumstance that may impair professional competence.
• Refrain from practice if competence is impaired.
• Encourage colleagues to seek professional consultation if impairment is indicated.

Responsibility

General Responsibility

• Avoid harm to participants / clients.
• Avoid activities that might bring the profession into disrepute.
• Be aware of activities of others.

Termination / Continuity of Care

• Inform clients of the conditions under which services may be terminated.
• Take advice if there is any ambiguity about whether services should be continued.
• Terminate services where clients do not appear to be benefitting from them and are unlikely to do so.
• Refer participants / clients to alternative services as appropriate.

Protection of Research Participants

• Consider the research from participants' point of view so that all risks to well-being, health, values and dignity can be eliminated.
• Be aware of the effects of age, gender, sexual orientation, ethnicity, religion etc. and consult with others about these effects.
• Ask participants about personal factors that may lead to harm and inform them of actions that could be taken to reduce this harm.
• Do not use financial or other incentives that may cause participants to risk greater harm than they would in normal everyday life.
• Obtain approval from independent advisors where harm, discomfort or negative consequences may follow from the research. Obtain further consent from participants if this is the case.
• Inform participants that any financial compensation is not affected by their right to withdraw.
• Inform participants that they may refuse to answer questions and that this may lead to termination of their participation.
• Inform participants of any psychological or physical problem if not doing so may endanger their wellbeing.
• Be cautious in giving advice and refer to others if required.
• Maintain the highest standards of animal welfare - further guidelines on this are published separately to the Code of Ethics.

Debriefing of Research Participants

• Debrief participants at the end of their participation, informing them of the outcomes and full nature of the research.
• Identify any unforeseen harm, discomfort or misconceptions and address these, arranging for further assistance as necessary.

Integrity

Honesty and Accuracy

• Be honest and accurate about professional qualifications and affiliations, correcting any misrepresentations.
• Be honest about conclusions and findings, including potential limitations.
• Inform clients of the costs / payments for services.
• Provide due credit for the work of others, only claiming ownership of own work.
• Do not encourage unrealistic expectations about services.

Exploitation and Conflicts of Interest

• Be aware of personal relationships that may conflict with future professional relationships.
• Avoid forming relationships that may conflict with professional relationships.
• Inform participants / clients of potential conflicts of interest.
• Do not abuse professional relationships in order to advance personal interests.
• Recognise that conflicts of interest and inequality may still apply after the termination of participation / services.

Maintain Professional Boundaries

• Do not engage in personal relationships with clients or participants. Maintain a workplace free from harassment - harassment can be any act that another person finds intimidating, hostile or offensive.
• Inform all parties as part of induction that harassment policies exist in the workplace and the BPS.
• Ensure that all parties are aware of power structures and tensions.

Addressing Ethical Misconduct

• Challenge colleagues who appear to have engaged in ethical misconduct and consider bringing allegations.
• If allegations of ethical misconduct are made, this should be without malice or breach of confidentiality.
• Take all reasonable steps to assist those investigating an allegation of ethical misconduct.

[Download BPS Code of Ethics and Conduct (March 2006)]

Core Studies / Key Studies

Click the link below to access summaries of the core / key studies for WJEC AS Level and OCR AS/A2 Level.

[Link to Core Studies Home Page (opens in a new window)]

Statistical Tests

Click the link below to access the statistical tests calculator, critical values tables and formulae.

[Statistical Tests Page (opens in a new window)]

Research Methods

Click the link below to go to the Research Methods / Investigations page.

[Link to Research Methods Home Page (opens in a new window)]

Documents and Resources (this site)

All documents and resources for the A Level Psychology course at Maghull High School are available online.

These are continually being updated and include resources from other teachers of Psychology. Most are related to OCR and / or WJEC A Level specifications, but some will also be relevant to other exam boards / levels of study.

Link for Core Studies / Key Studies Page (opens in a new window)

Other Documents and Resources

PsychClips

Links to online video clips of interest to the study / teaching of Psychology.

[Visit PsychClips]