Mark Scheme (Results)

October 2018

Pearson Edexcel International GCE

In Psychology (WPS04 01)
Paper 4: Clinical Psychology and Psychological
Skills
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October 2018
Publications Code WPS04_01_1810_MS
All the material in this publication is copyright
© Pearson Education Ltd 2018
General Marking Guidance

 All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.
 Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
 Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
 There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
 All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
 Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
be limited.
 When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be
consulted.
 Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
 Clinical Psychology

Question Answer Mark

Number
AO1 (2 marks)
1(a) (2)
Credit up to two marks for accurate description

For example;

 Secondary data is data that has already been collected by other

people (1) such as articles, research studies or media (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (2 marks), AO3 (2 marks)
1(b) (4)
Credit one mark for accurate identification of each strength in relation to
scenario (AO2)
Credit one mark for justification of each strength (AO3)

For example;

 One strength is that secondary data does not require direct

involvement of the individuals with schizophrenia in the research
(1) meaning there would not be ethical issues of potential distress
or harm being caused from direct research of drug treatment (1).
 Another strength is that a greater sample of evidence about drug
treatments for schizophrenia can be gathered from a range of
sources (1) increasing the representativeness of any findings
about the effectiveness of drug treatments for schizophrenia (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
AO1 (2 marks), AO2 (2 marks)
1(c) (4)
Credit one mark for accurate identification of similarity/difference (AO1)
Credit one mark for accurate application to the scenario (AO2)

For example;

 Randomised controlled trials and interviews can adhere well to

ethical guidance as participants are often aware they are taking
part in both methods (1) participants can give consent to take
part in an interview about treatments or for a drug treatment trial
so they can also easily exercise a right to withdraw if they felt
distressed (1).
 Randomised controlled trials use a baseline control to give
stronger evidence of cause and effect but interviews are usually
retrospective so no baseline measure can be taken (1). RCTs
could measure the effect of drugs against a group without drugs
rather than just asking participants if they feel their drug
treatments have helped compared to their experience before drug
treatment (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (3 marks), AO3 (3 marks)
2 (6)
Credit up to three marks for accurate identification of findings (AO1)
Credit up to three marks for accurate analysis (AO3)

Unipolar depression

For example;

Hans and Hiller (2013)

 Their findings suggested that routine CBT for outpatients with

depression is effective (1). Therefore, clinical psychologists can
provide patients with more effective treatments that will help
reduce the symptoms of depression (1).
 Their evidence suggested that effectiveness is maintained for at
least 6 months after the completion of therapy (1) so follow-up of
treatment programmes should be made within 6 months to
maintain the effectiveness long term (1).
 There is a high dropout rate for CBT with every fourth person on
average dropping out before completion (1) which may aid
practitioners in monitoring patients but does not provide an
answer about why there is high dropout (1).

Ma, Quinn and Liu (2014)

 Negative core self-evaluation on aspects like self-esteem

negatively affected depression (1). Therefore, it shows that
treatments of depression should also target an increase in self-
esteem to increase likelihood of success (1).
 Positive core self-evaluation results in an increased likelihood of
seeking social support (1) which would not aid treatment of
depression as it does not provide evidence about why some
patients have high or low self-evaluation scores (1).
 They reviewed an individuals’ perception of social support (1)
which does not provide understandings of whether or not actual
or experienced social support aids recovery in depression (1).

Cont’d
 Cont’d
2
Anorexia Nervosa

For example;

Becker et al (2002)

 A prolonged exposure to television over 3 years increased induced

vomiting to lose weight (1). Therefore, this increases our
understanding anorexia nervosa and possible connections to
media influence (1).
 83% of participants claimed that television had influenced them or
their friends to change their body shape/weight (1) which has
previously been studied in psychology so adds further depth to the
knowledge of TV influence on body image (1).
 A reported attitude change towards diet, weight loss and body
ideals was linked to Western media (1) highlighting that
treatments for anorexia nervosa may need to include developing a
person’s understanding of media imagery not just targeting their
emancipation (1).

Reichel et al (2014)

 They suggested that emancipated body images were appealing to

patients with anorexia nervosa (1). However, this does not explain
whether this is a cause or result of the mental health disorder so
does not fully aid treatment or understanding (1).
 Little difference between reactions to emancipated and ideal body
images suggested that the role-model function of mass media
may not be influential (1) so treatments for anorexia nervosa
should focus on the desire for extreme weight loss rather than
body image desire, which may increase the effectiveness of
treatments (1).
 Emancipated body images evoked automatic appetitive reaction in
patients with anorexia nervosa, but automatic aversion reaction in
others (1) suggesting that understanding of anorexia nervosa
requires consideration of biological and innate responses to better
explain causation (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (1 mark), AO3 (1 mark)
3(a) (2)
Credit one mark for accurate identification of testing validity (AO1)
Credit one mark for justification/exemplification of validity (AO3)

For example;

 The DSM has been tested for predictive validity where a diagnosis
has been made and the expected symptoms have then persisted
long term (1). Lahey et al. (2015) studied DSM-IV diagnosis of
ADHD at 4 to 6 years old, where the symptoms and associated
impairments persisted into elementary school (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO1 (1 mark), AO3 (1 mark)
3(b) (2)
Credit one mark for accurate identification of testing reliability (AO1)
Credit one mark for justification/exemplification of reliability (AO3)

For example;

 The DSM has been tested for inter-rater reliability where different
clinicians have consistently diagnosed the same condition in a
patient (1) as shown by Brown et al. (2001) who tested the DSM-
IV for mood and anxiety disorders finding that independent
interviewers came to the same diagnosis (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (3 marks), AO3 (3 marks)
4 (6)
Credit up to three marks for accurate identification (AO1)
Credit up to three marks for justification (AO3)
At least one similarity and one difference is required for full marks.

For example;

 Neurotransmitter explanations claim that dopamine levels cause

schizophrenia whereas genetic explanations tend to just suggest
an increased familial risk not direct cause (1). The dopamine
hypothesis may have better application to treatments as it can
help to refine drug treatments which are practical and easily
administered, whereas genetic theories would require gene
therapy treatments, which are not as easily administered (1).
 Genetic explanations can more easily enable predictions of risk of
onset for individuals than attempts to identify or monitor
dopamine levels in individuals (1). Family members share the
same genetics and familial medical histories are often known
helping to determine initial risk factors, whereas an imbalance of
the neurotransmitter dopamine is less practical to test for
predicting the onset of schizophrenia (1).
 Neither the role of dopamine nor the genetic explanations are
conclusive, so they are not complete explanations as they do not
account for the social factors affecting the onset of schizophrenia
(1). Krystal et al. (2005) found that amphetamine drugs
increased dopamine concentration resulting in just positive
symptoms not negative one, also Gottesman and Shields (1966)
did not find 100% concordance rate between twins developing
schizophrenia, so neither explanation can fully explain
schizophrenia (1)

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (1 mark)
5(a) (1)
Credit one mark for a correct answer

 7:1

Reject all other answers.

Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
5(b) (2)
Credit one mark for accurate use of the data (AO2)
Credit one mark for justification of the conclusion (AO3)

For example;

 The data shows 12 participants have relapsed within three

months and 7 of these are between two and three months (1)
showing Jagdeep is not accurate in her conclusion as there is a
higher risk of relapse between two and three months of treatment
than in the first two months (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark

Number
AO2 (2 marks), AO3 (1 mark)
5(c) (3)
Credit up to two marks for accurate use of the data (AO2)
Credit one mark for justification (AO3)

For example;

 The data shows that 14/16 (87.5%) participants relapsed when

having drug treatment alone (1) compared to 16/25 (64%)
participants who had combined drug treatment and family
therapy (1). Therefore, combined therapy has a 23.5% lower
relapse rate making it more successful, so it is a more effective
treatment programme for schizophrenia (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Indicative Content Mark
Number
6 AO1 (6 marks), AO3 (10 marks) (16)
AO1
 A volunteer sample of eight sane people were used as confederate
observers and contained a total of three women and five men.
 The pseudo-patients included a psychology graduate student, three
psychologists, a paediatrician, a psychiatrist, a painter, and a
'housewife'.
 The study was conducted in 12 hospitals in several states of the
USA, including state and private care facilities.
 The hospitals and staff who did not know that pseudo-patients were
in the hospital, except for when Rosenhan was a pseudo-patient.
 The pseudo-patients made notes of their observations in written
records and diaries that documented their experiences on the
psychiatric wards.
 Findings showed pseudo-patients experienced depersonalisation and
powerlessness, and a lack of privacy.

AO3
 There is a lack of generalisability to the experiences of the wider
population of patients in psychiatric institutions because the
confederates did not represent those with mental health conditions.
 There could have been specific/bias reasons for the psychologists
volunteering to take part which decreases the objectivity of their
data about institutions and patient experiences.
 The study is generalisable to other psychiatric hospitals of the era as
it suitably represents a variety of psychiatric care in the USA at that
time.
 There is high ecological validity as the hospitals were real life
settings and represented how psychiatric care took place for real
patients.
 There was a lack of informed consent from hospital staff as they did
not know they were participating in a study and being observed.
 Hospitals/staff were deceived by pseudo-patients but this was
necessary to prevent demand characteristics so data is reliable and
valid.
 The pseudo-patient reports could have been affected by their
emotions so the data gathered would have been subjective and could
be unreliable.
 Detailed notes by the pseudo-patients gives validity to the data
about experiences as they documented how they were treated and
how they felt.
 Findings could be applied to hospital procedures in 1970’s to improve
the treatment of patients in psychiatric institutions, such as
maintaining dignity and privacy.
 The findings were important in highlighting the role of the context as
a factor that should be considered in schizophrenia diagnosis/
treatment.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (6 marks), AO3 (10 marks)
Candidates must demonstrate a greater emphasis on evaluation/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 6 marks.
0 No rewardable material.

Level 1 1-4 Demonstrates isolated elements of knowledge and understanding. (AO1)

A conclusion may be presented, but will be generic and the supporting
Marks
evidence will be limited. Limited attempt to address the question. (AO3)

Level 2 5-8 Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the form of
Marks
mostly accurate and relevant factual material, leading to a superficial
conclusion being made. (AO3)

Level 3 9-12 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning, leading to
Marks
a conclusion being presented. Candidates will demonstrate a grasp of
competing arguments but evaluation may be imbalanced. (AO3)

Level 4 13-16 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks Displays a well-developed and logical evaluation, containing logical chains of
reasoning throughout. Demonstrates an awareness of competing
arguments, presenting a balanced conclusion. (AO3)
 Psychological Skills

Question Answer Mark

Number
AO2 (1 mark)
7(a) (1)
Credit one mark for a correct answer

 75%

Reject all other answers.

Question Answer Mark

Number
AO2 (1 mark)
7(b) (1)
Credit one mark for a correct answer

 ¼
Reject all other answers.

Question Answer Mark

Number
AO2 (3 marks)
7(c) (3)
Credit one mark for appropriate title.
Credit one mark for appropriate labelling of axes.
Credit one mark for correct plots.

A bar chart to show the number of occurrences of each theme

identified for men and women
25
Number of occurrences of theme

20

15

10

0
Strength Kindness
Themes

Men Women

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks), AO3 (2 marks)
7(d) (4)
Credit one mark for accurate identification of each strength in relation
to scenario (AO2)
Credit one mark for justification of each strength (AO3)

For example;

 Ferdinand’s thematic analysis will use actual sports reports that

have been written about sports men and women (1) so the
findings will have high generalisability to representations of men
and women, and gender bias in media sports reports (1).
 Sports reporters would not be aware that their articles were going
to be used in a thematic analysis so will be writing about men and
women in their usual way (1) which means the data analysed has
not been confounded by any social desirability of the writer (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark

Number
AO2 (4 marks)
7(e) (4)
Credit up to two marks for each accurate description in relation to
scenario

For example;

 Ferdinand could use inter-coder reliability by asking another

researcher to code the articles (1) to compare the gender bias
themes identified in the content of the media articles (1).
 Ferdinand can use a single-blind technique for article selection (1)
and ask other researchers to select sports articles for him to code
(1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
AO2 (1 mark)
8(a) (1)
Credit one mark for a correct answer

 18

Reject all other answers.

Question Answer Mark

Number
AO2 (1 mark)
8(b) (1)
Credit one mark for a correct answer

 2

Reject all other answers.

Question Answer Mark

Number
AO2 (4 marks)
8(c)(i) (4)
Credit one mark for correct completion of difference
Credit one mark for correct completion of ranked difference
Credit one mark for a correct calculation of sum of both ranks
Credit one mark for a correct answer for T=

Participant Condition Condition B Difference Ranked

A Difference
A 5 8 -3 4.5
B 9 11 -2 2.5
C 11 10 +1 1
D 6 10 -4 6
E 4 9 -5 7
F 11 11 0 -
G 8 10 -2 2.5
H 6 9 -3 4.5

 Sum of positive ranks = 1; Sum of negative ranks = 27

 T=1

Look for other ways of expressing correct answer.

Question Answer Mark
Number
AO2 (1 mark)
8(c)(ii) (1)
Credit one mark for a correct answer

For example;

 The calculated value of T=1 is less than then the critical

value of 3 so the result is significant.

Look for other reasonable marking points.

Question Indicative Content Mark
Number
9 AO1 (4 marks), AO2 (4 marks) (8)

AO1
 Aggression more often occurs in males than females, which is usually
attributed to the male sex hormone testosterone.
 Prejudice is making a negative judgement of another person based
on a perceived difference or characteristic.
 Social learning theory suggests that aggression can be learned
through the imitation of role models.
 Social power theory suggests that leaders of groups may have a
coercive or referent power over their groups.

AO2
 Football crowds tend to consist of mostly males, understanding
testosterone helps explain behaviour but not prevent it, so
aggression cannot be reduced.
 Football matches encourage competition between teams for material
gain, such as a trophy, so Sherif et al. (1954/1961) can explain how
each team’s fans form prejudiced in-groups and out-groups, but
aggression cannot be reduced unless the competition is removed.
 Crowds may see other fans as role models and imitate their
behaviour and join in the aggressive behaviour for vicarious
reinforcement of status or respect, so aggression can be reduced by
increasing positive role models at football matches.
 Crowds of football fans may see one other fan as having authority so
behave aggressively due to the leader’s power or status, therefore
police presence is likely to be seen as more authoritative and reduce
aggressive crowds.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO2 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application in their answer.
0 No rewardable material
Level 1 1–2 Demonstrates isolated elements of knowledge and understanding. (AO1)
Marks Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)
Marks Discussion is partially developed, but is imbalanced or superficial occasionally
supported through the application of relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)
Marks Arguments developed using mostly coherent chains of reasoning. Candidates
will demonstrate a grasp of competing arguments but discussion may be
imbalanced or contain superficial material supported by applying relevant
evidence from the context (scientific ideas, processes, techniques and
procedures (AO2)
Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks Displays a well-developed and logical balanced discussion, containing logical
chains of reasoning. Demonstrates a thorough awareness of competing
arguments supported throughout by sustained application of relevant
evidence from the context (scientific ideas, processes, techniques or
procedures). (AO2)
Question Indicative Content Mark
Number
10 AO1 (8 marks), AO3 (12 marks) (20)
AO1
 Social control is regulating other people’s behaviour so they comply to
social norms/values/beliefs/rules.
 Social control can be a conscious decision by those in power to elicit
behaviours they see or feel are desirable.
 Understanding factors affecting obedience can help reduce atrocities like
genocide, but can also give insight into how to control others.
 Determining what behaviour is acceptable in society can remove
individual decision making from those in vulnerable positions.
 Some biological explanations see behaviour as pre-determined, which
categorises individuals as inherently different.
 Holism in psychology would suggest that individual behaviours are a
result of many factors and all these cannot be socially controlled.
 Psychology has contributed to treatments for mental health which has
helped individuals and given them more individual control.
 Understanding the media role in aggressive behaviour enables positive
control in media content such as PEGI age restrictions on games.
AO3
 Skinner claimed that operant conditioning increases desirable
behaviours and decreases undesirable behaviour, this gives control to
those who know how to use rewards and punishments.
 Milgram (1963) showed that authority figures can elicit control over
others to commit actions they would not normally do, leading to
individuals following the orders of those in power.
 Moscovici (1969) showed that a minority could influence a majority, so
those in power may not have full social control over individuals where
there is dissent from a consistent few.
 Mental health disorders such as drapetomania could be considered a
way to control slaves through diagnosis of abnormality if they had a
desire to escape, legitimising control over a vulnerable group.
 Rosenhan (1973) found that a diagnosis of schizophrenia led to pseudo-
patients losing their basic rights and being controlled in psychiatric
institutions, resulting in unwanted behavioural constraint.
 Zimbardo (1989) found guards became violent and prisoners became
more damaged and withdrawn, so role conformity can explain exerting
social control over powerless groups by those in positions with control.
 The effect of neurotransmitters has reduced misunderstandings of
mental health so patients can lead better lives instead of being locked
away or mistreated, so this gives control to the person not clinician.
 Bastian et al. (2011) highlight how violent video games reduce
humanity in individuals which helps control and censor video game
content and age ratings as a benefit to society to reduce aggression.
 Social learning theory suggests that positive role models in the media,
for example showing helping behaviours or altruism, could motivate
others to behaviour in ways that are considered acceptable or beneficial
to society, as such is using knowledge for positive outcomes not control.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (8 marks), AO3 (12 marks)
Candidates must demonstrate a greater emphasis on assessment/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 8 marks.
0 No rewardable material.

Level 1 1–4 Demonstrates isolated elements of knowledge and understanding. (AO1)

Marks
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2 5–8 Demonstrates mostly accurate knowledge and understanding. (AO1)

Marks
Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a generic or
superficial assessment being presented. (AO3)

Level 3 9–12 Demonstrates accurate knowledge and understanding. (AO1)

Marks
Arguments developed using mostly coherent chains of reasoning, leading to
an assessment being presented which considers a range of factors.
Candidates will demonstrate understanding of competing arguments/factors
but unlikely to grasp their significance. The assessment leads to a
judgement but this will be imbalanced. (AO3)

Level 4 13–16 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks
Displays a logical assessment, containing logical chains of reasoning
throughout which consider a range of factors. Demonstrates an
understanding of competing arguments/factors but does not fully consider
the significance of each which in turn leads to an imbalanced judgement
being presented. (AO3)

Level 5 17–20 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks Displays a well-developed and logical assessment, containing logical chains
of reasoning throughout. Demonstrates a full understanding and awareness
of the significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)
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