GCSE Psychology

Pearson Edexcel Level 1/Level 2 (9–1)

GCSE Psychology

Topic Guide 3
Psychological problems – How would
psychological problems affect you?

CONTENTS
Psychological problems 2
Specification requirements 2
Guidance 3
3.1 Content 3
3.2 Studies 8
Caspi et al. (2003) Influence of Life Stress on Depression:
Moderation by a Polymorphism in the 5-HTT Gene 8
Young (2007) Cognitive Behavior Therapy with Internet
Addicts: Treatment Outcomes and Implications 11
3.3 Issues and debates 14
Resources and references 15

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 3 How would psychological problems affect you?

Psychological problems – How would psychological problems

affect you?

Specification requirements

This topic is a compulsory topic and will be examined in Paper 1.

Candidates are expected to demonstrate and apply the knowledge, understanding and
skills described in the content.

To demonstrate their knowledge, candidates should undertake a range of activities,

including the ability to recall, describe and define, as appropriate.

To demonstrate their understanding, candidates should explain ideas and use their
knowledge to apply, analyse, interpret and evaluate, as appropriate.

Candidates will be expected to demonstrate their understanding of the interrelationships

between the core areas of psychology and issues and debates within them.

Candidates may be asked to consider the following issues when evaluating studies:
 validity
 reliability
 generalisability
 ethics
 objectivity
 subjectivity.

Candidates may be required to apply their understanding – for example by responding

to scenarios that are drawn from the topic area and/or associated research – and in
doing this they should use psychological concepts, theories and/or research from within
their studies of the brain and neuropsychology.

Opportunities for practical activities

Candidates should gain hands-on experience of carrying out ethical, investigative

activities to aid their understanding of this subject. To help centres identify opportunities
for carrying out these activities, studies that can be replicated have been marked with an
asterisk.

Research methods are delivered in Topic 11. However, as a way to aid candidates in
evaluating the studies, centres can encourage them to consider the methodology of the
key studies as they progress through each individual topic. For example, candidates
could consider the issues with using a questionnaire in Young (2007) (3.2.2) when
evaluating the use of cognitive behavioural therapy (CBT) for internet addiction.

Although candidates will not be directly assessed on practical activities, the experience
they gain will give them a better understanding of this subject and may enhance their
examination performance.

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GCSE Psychology

Guidance

3.1 Content

3.1.1 Understand the two mental health problems unipolar depression and
addiction, including the symptoms and features according to the International
Classification of Diseases (ICD) of:
a. depression
b. addiction

Candidates need to know the symptoms and features of both depression (3.1.1a) and
addiction (3.1.1b) according to the ICD. It may be beneficial to candidates for centres
to provide or ask candidates to find a copy of the ICD, and to select the prominent
symptoms of depression and addiction. Candidates could then look at the current
prevalence of these mental health problems, their prevalence over time (which can link
to 3.1.2) or culture, who is more commonly affected in terms of age and gender, and any
other factors which may influence risk. Centres may wish to focus on the symptoms from
the ICD-11 (due to be published in 2018), which adopts the term addiction for a variety
of substances or behaviours (e.g. alcohol) in the current draft version or depression in
various forms (e.g. recurrent depressive disorder). The current ICD-10 adopts slightly
different titles for the mental health issues so these could be a focus instead.

Application of the symptoms and features of each mental health issue to stimulus
materials would benefit candidates. Centres could develop scenarios and examples from
which candidates can identify the symptoms that are evident.

Scott has depression. What symptoms will Scott suffer from?

3.1.2 How the incidence of mental health problems changes over time

Candidates need to learn how the incidence of mental health problems changes
over time (3.1.2). Centres may want to focus on the two compulsory mental health
issues (depression and addiction) but could also investigate other mental health issues
(e.g. obsessive compulsive disorder (OCD), schizophrenia, phobias). Candidates could
look at official statistics and consider the frequency and prevalence of the chosen mental
health issues over time. Centres could look at how different factors change over time,
such as gender, ethnicity and socioeconomic group. This could all link to topic 3.3 Issues
and debates, where candidates have to understand how psychology has changed over
time. In topic 4 the focus is on the brain, which could be relevant for mental health
problems in terms of how they affect individuals (3.1.3), drug therapy that acts on
neurotransmitters (3.1.8), and the function of neurotransmitters (4.1.3a) in the
brain. Additionally, centres could consider the cultural variation in the incidence of mental
health problems over time. Centres may choose to link their delivery to 3.1.3 and
consider how the incidence of mental health problems changing over time could affect
individuals and society.

Application of these concepts to stimulus materials would benefit candidates. Centres

could develop scenarios and examples from which candidates can consider how the
incidence of mental health problems could have changed over time, as evident in the
scenario.

Scott lives in Imbondu and has recently been diagnosed with a mental health problem.
The incidence of his mental health problem has been rising in Imbondu.

How does the incidence of mental health problems, like Scott’s, change over time?

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 3 How would psychological problems affect you?

3.1.3 How mental health problems affect individuals and society

Candidates need to consider how mental health problems can affect both
individuals and society (3.1.3). Centres may want to focus on the two compulsory
mental health issues (depression and addiction) but could also investigate other mental
health issues (e.g. OCD, schizophrenia, phobias).

Candidates need to look at the impact of the chosen mental health problems on the
individual, which could link to the symptoms (3.1.1) and the incidence over time
(3.1.2). The impact on the individual in terms of the social, emotional and occupational
factors could be considered.

Candidates need to look at the impact of the chosen mental health problems on society,
which could link to the symptoms (3.1.1) and the incidence over time (3.1.2). The
impact on society in terms of healthcare, crime, economic costs and wider social factors
(e.g. attitudes in terms of stigma and discrimination) could be considered.

Application of these concepts to stimulus materials would benefit candidates. Centres

could develop scenarios and examples from which candidates can identify and explain
how the mental health problems that are evident could impact on the individual and
society.

Scott lives in Imbondu and has recently been diagnosed with a mental health problem.

How could Scott’s mental health problem impact on him as an individual?

3.1.4 The influence of genes as an explanation, including strengths and

weaknesses of each explanation, for:
a. depression
b. addiction

Candidates need to know about the influence of genes as an explanation of both

depression (3.1.4a) and addiction (3.1.4b). Centres could begin their delivery with an
explanation of basic concepts such as genes (and genotypes), chromosomes and
concordance rates within twin studies. Candidates can then look at family, twin and
adoption studies that have investigated the inheritance of both depression and addiction.
These research studies can give ideas about how much of an individual’s depression or
addiction might be caused by genes (or nature), and how much might be caused by the
environment (or nurture). This can then be linked to the issues and debates section,
which requires an understanding of the nature–nurture debate (3.3). Caspi et al.
(2003) investigated the role of a specific genotype (nature) on stressful life events
(nurture) in depression (3.2.1), and also provides an insight into the diathesis-stress
model (from which centres could deliver the concept of a phenotype). The idea of a gene
x environment interaction would help candidates to understand the importance of both
nature and nurture (3.3) in mental health issues, such as that of depression reported
in Caspi et al. (2003) (3.2.1).

Genes as an explanation of depression and addiction can be evaluated through

comparisons to other theories and explanations. For example, in contrast, cognitive
theory (3.1.5) for depression suggests that faulty and irrational thinking causes
depression. Alternatively, learning theory (3.1.6) for addiction suggests that
association, reinforcement and observational learning cause addiction. Candidates can
consider whether one explanation may be more realistic, detailed or comprehensive than
another. Supporting evidence can be used where available. Equally, supporting evidence
can be used where it shows that the theory or explanation may be inaccurate.
Candidates can also judge how useful the theory or explanation is, such as whether there
is an application to society. Some candidates may benefit from being extended by

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GCSE Psychology

drawing on the concepts delivered in the ‘issues and debates’ content, where themes
such as nature versus nurture could be used to evaluate explanations.

Application of these concepts to stimulus materials would benefit candidates. Centres

could develop scenarios and examples from which candidates can explain the influence of
genes that are evident for an individual suffering from depression and/or addiction.

Scott has been recently diagnosed with depression. His parents have both been
diagnosed with depression. How could genes explain Scott’s recent diagnosis?

What strengths and weaknesses are there of this explanation for Scott’s diagnosis?

3.1.5 The use of cognitive theory as an explanation of depression, including

strengths and weaknesses of the explanation

Candidates need to know about cognitive theory as an explanation of depression

(3.1.5). Centres could begin by introducing Beck’s cognitive model of depression with the
cognitive triad. This could give candidates some examples of how a person with
depression may develop negative views of the self, the world and the future. This could
then be further developed with schemata that have developed irrational thoughts and
beliefs, and finally with cognitive errors, which involve faulty thinking and negative and
unrealistic ideas. The concept of schemata can link to reconstructive memory (2.1.4)
and candidates can discuss comparisons between adaptive and maladaptive thoughts and
beliefs of the world. The cognitive theory for depression could be linked with the issues
and debates (3.3) as it is predominantly a nurture explanation for depression, which
could be contrasted with the genetic explanation (3.1.4).

Cognitive theory as an explanation of depression can be evaluated through comparisons

to other theories and explanations. For example, in contrast, genes as an explanation
(3.1.4) for depression suggests that inheritance is partly or wholly the cause of
depression through a genotype or interaction between genes and the environment.
Candidates can consider whether one explanation may be more realistic, detailed or
comprehensive than another. Supporting evidence can be used where available. Equally,
supporting evidence can be used where it shows that the theory or explanation may be
inaccurate. Candidates can also judge how useful the theory or explanation is, such as
whether there is an application to society. Some candidates may benefit from being
extended by drawing on the concepts delivered in the ‘issues and debates’ content,
where themes such as nature and nurture could be used to evaluate explanations.

Application of these concepts to stimulus materials would benefit candidates. Centres

could develop scenarios and examples from which candidates can explain the influence of
faulty thinking that is evident for an individual suffering from depression.

Scott has recently been diagnosed with depression. He failed a recent psychology test
and is now considering dropping out of school. He recently suggested that life was
pointless and he has no future.

How could cognitive theory explain Scott’s recent depression?

3.1.6 The use of learning theory as an explanation of addiction, including

strengths and weaknesses of the explanation

Candidates need to know about learning theory as an explanation of addiction

(3.1.6). Centres could deliver any of the learning theories as an explanation of addiction or
more than one. The main learning theories include classical conditioning (learning by
association), operant conditioning (learning by reinforcement), and social learning theory
(learning by observation and imitation). If centres are delivering criminal psychology (topic

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 3 How would psychological problems affect you?

6) then they could use both operant conditioning (6.1.1a–f) and social learning
theory (6.1.1g–k). For addiction, classical conditioning basics could be delivered (e.g.
unconditioned stimulus (UCS), unconditioned response (UCR), neutral stimulus (NS),
conditioned stimulus (CS), conditioned response (CR)) and then addiction applied to
different stimulus>response learning scenarios. The operant conditioning principles of
reinforcement (positive and negative) and punishment (positive and negative) could be
delivered and then applied to different contingency-based scenarios. Social learning
concepts of role models, observational learning and vicarious reinforcement could be
delivered and then addiction applied to different imitative learning scenarios.

Learning theory as an explanation of addiction can be evaluated through comparisons to

other theories and explanations. For example, in contrast, genes as an explanation
(3.1.4) for addiction suggests that inheritance is partly or wholly the cause of addiction
through a genotype or interaction between genes and the environment. Candidates can
consider whether one explanation may be more realistic, detailed or comprehensive than
another. Supporting evidence can be used where available. Equally, supporting evidence
can be used where it shows that the theory or explanation may be inaccurate.
Candidates can also judge how useful the theory or explanation is, such as whether there
is an application to society. Some candidates may benefit from being extended by
drawing on the concepts delivered in the ‘issues and debates’ content, where themes
such as nature and nurture could be used to evaluate explanations.

Application of these concepts to stimulus materials would benefit candidates. Centres

could develop scenarios and examples from which candidates can explain examples of
association, reinforcement or observational learning that are evident for an individual
suffering from addiction.

Scott watched his Dad smoking. The next day Scott tried a cigarette.

How could learning theory explain Scott’s recent behaviour?

3.1.7 The use of cognitive behavioural therapy (CBT) as a treatment, including

strengths and weaknesses of each therapy for:
a. depression
b. addiction

Candidates need to know how cognitive behavioural therapy (CBT) could be used
as a treatment for both depression (3.1.7a) and addiction (3.1.7b). The use of a
cognitive behavioural therapy (CBT) (3.1.7) may be delivered following cognitive
theory (3.1.5). CBT is a treatment based on the premise that thoughts determine
feelings. Patients are taught to monitor their thoughts and identify those that trigger
faulty, irrational feelings and actions whilst they learn new coping skills and ways to
prevent a relapse. For addiction, there is a direct link to Young (2007) (3.2.2) which
gives a useful overview of the CBT process and its application to mental health problems.

Throughout this topic, the application of these concepts to stimulus materials,

explanations and examples drawing from both depression and addiction would benefit
candidates. Centres could develop scenarios and examples from which candidates can
explore the most appropriate treatment.

Types of treatment can be evaluated through comparisons to each other and the nature
of the thinking or behaviours that they aim to change. Candidates can also use theories
and explanations for evaluation, such as whether CBT can work effectively with mental
health patients if their behaviour is the result of a gene (e.g. the 5-HTT gene).
Supporting evidence can be used to evaluate treatment programmes and there are
several psychological studies suitable for CBT, most notably Young (2007) (3.2.2).
Equally, candidates may wish to consider the practicalities of the programmes, for
example the long-term effectiveness of CBT outside a hospital setting once the patient is

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GCSE Psychology

discharged. Candidates may want to determine how likely the mental health patient is to
engage in adaptive thinking and behaviours as a result of the treatment.

Scott has been diagnosed with addiction and has been sent for CBT. What might Scott
experience during his CBT sessions?

What are the strengths and weaknesses of CBT for Scott?

3.1.8 The use of drugs as a treatment, including strengths and weaknesses of

each treatment for:
a. depression
b. addiction

Candidates need to know how drugs could be used as a treatment for both
depression (3.1.8a) and addiction (3.1.8b). The use of drugs (3.1.8) may be
delivered following genes as an explanation (3.1.4) or through the concepts of
neurons and synapses (4.1.3) in topic 4 (the brain and neuropsychology). The use of
drugs as a treatment for depression would focus on anti-depressant drugs and may
encompass the different types of anti-depressants available (e.g. tricyclics, SSRIs). The
concept of the serotonin system is explored in Caspi et al. (2003) (3.2.1) so there
could be links here. The use of drugs as a treatment for addiction may focus on the
treatment of drug addiction (e.g. methadone for heroin). This could be linked to the
function of neurotransmitters (4.1.3a) and synaptic functioning (4.1.3b). Centres
may also want to link to the issues and debates (3.3) as the use of drugs is based on
the nature argument that depression or addiction can be treated internally.

Throughout this topic, the application of these concepts to stimulus materials,

explanations and examples drawing from both depression and addiction would benefit
candidates. Centres could develop scenarios and examples from which candidates can
explore the most appropriate treatment.

Types of treatment can be evaluated through comparisons to each other and the nature
of the neurochemical imbalances or behaviours that they aim to change. Candidates can
also use theories and explanations for evaluation, such as whether drug treatment can
work effectively with mental health patients if their behaviour is the result of a faulty
cognitions (consistent with cognitive theory). Supporting evidence can be used to
evaluate treatment programmes and there are several psychological studies suitable for
drug treatment. Equally, candidates may wish to consider the practicalities of the
programmes, for example the long-term effectiveness of drug treatments if they are not
taken once the patient is discharged. Candidates may want to determine how likely the
mental health patient is to take their drugs if they cause serious side effects.

Scott has been diagnosed with addiction and has been prescribed drugs.

What process would Scott go through when experiencing drug treatment?

What are the strengths and weaknesses of drug treatment for Scott?

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 3 How would psychological problems affect you?

3.2 Studies

Candidates should understand the aims, procedures and findings (results and
conclusions), and strengths and weaknesses of:

3.2.1 Caspi et al. (2003) Influence of Life Stress on Depression: Moderation by a

Polymorphism in the 5-HTT Gene

3.2.2 Young (2007) Cognitive Behavior Therapy with Internet Addicts: Treatment
Outcomes and Implications

Study One

Caspi et al. (2003) Influence of Life Stress on Depression: Moderation by a

Polymorphism in the 5-HTT Gene.

Background
Previous research had suggested that depression was linked to stressful life experiences,
but not all those who underwent stressful life experiences developed depression. The
diathesis–stress theories of depression suggested this was because those who developed
depression did so due to a genetic vulnerability.
Anti-depressant drugs differ in their mode of action but there is one type that target
serotonin (SSRIs). Therefore, the researchers investigated the role of a gene involved in
serotonin (the 5-HTT gene). People with either one or two short (s) alleles of a genotype
involved in serotonin efficiency (the 5-HTTLPR genotype) have been found to have lower
serotonin efficiency than those with one or two copies of the long (l) allele.

Aim
The main aim was to see why stressful experiences lead to depression in some people
but not others.
The researchers wanted to investigate the role of a gene involved with serotonin to see if
it contributed to depression.

Procedure
The study was longitudinal and therefore investigated participants at ages 3, 5, 7, 9, 11,
13, 15, 18, 21 and virtually all again at age 26 (96% of the original cohort). The
participants were not recruited by the researchers but were taken from a previous study
of 1037 people – this was the Dunedin Multidisciplinary Health and Development Study.
For the current study, 847 Caucasian non-Maori study members were selected from the
previous study group of 1037 participants and then divided into three groups:
 Group 1 (n=147, 17%): two copies of the short (s) allele of the 5-HTTLPR genotype
 Group 2 (n=435, 51%): one copy of the short (s) allele, and one copy of the long (l)
allele of the 5-HTTLPR genotype
 Group 3 (n=265, 31%): two copies of the long (l) allele of the 5-HTTLPR genotype.

Measure 1 – stressful life events

For each of the groups, the stressful life events occurring after their 21st but before their
26th birthdays were recorded using a life-history calendar. The 14 life events included
employment, financial, housing, health and relationship stressors.

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GCSE Psychology

Measure 2 – depression
For each of the groups at age 26, the depressive symptoms for the past year were
assessed using the Diagnostic Interview Schedule.
For each of the groups at age 26, an informant (someone who knew them well) was
asked via questionnaire about depressive symptoms for the past year for 96% of the
participants.

Results

Measure 1 – stressful life events

For the participants across the groups:
 no stressful life events: 30%
 one stressful life event: 25%
 two stressful life events: 20%
 three stressful life events: 11%
 four or more stressful life events: 15%.

There were no differences across the three groups in terms of the number of stressful life
events experienced. This suggested that the 5-HTTLPR genotype did not influence
exposure to stressful life events.

Measure 2 – depression
For the participants across the groups:
 DSM-IV depressive episode experienced in past year: 17%
 past-year suicide attempt: 3%.

Analysis of the data – outcomes

1. Individuals carrying an (s) allele had a significantly stronger interaction between
life events and self-reported depression at age 26.
2. Individuals carrying an (s) allele whose life events occurred after their 21st
birthday experienced increases in depressive symptoms from 21 to 26 years old.
3. Life events that occurred after their 21st birthday predicted more cases of new
depression at 26 years old for those individuals carrying an (s) allele.
4. Stressful life events predicted major depression among carriers of an (s) allele.
5. Stressful life events predicted informant reports of depression among carriers of
an (s) allele (ruling out self-report bias).
6. Stressful life events predicted suicide ideation among carriers of an (s) allele.

Later analyses confirmed that the 5-HTT gene appeared to moderate the effects of
stressful life events (the presence of one or more (l) alleles reduced their impact).

The researchers then assessed the impact of childhood maltreatment to see if the 5-HTT
gene moderates all life events, and not just those experienced in adulthood. There was a
significant interaction – childhood maltreatment predicted adult depression only among
those carrying the (s) allele.

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 3 How would psychological problems affect you?

Conclusions
The 5-HTT gene interacts with life events to predict depressive symptoms, an increase in
symptoms, diagnosis of depression, new-onset diagnoses, suicidality and an informant’s
report of depressed behaviour. Those carrying an (l) allele were less likely to develop
depression or suicidality.
Furthermore, the (l) allele moderated the effects of probable or significant childhood
maltreatment.

Candidates may be asked to consider the following issues when evaluating studies:
● validity
● reliability
● generalisability
● ethics
● objectivity
● subjectivity.

Information for centres

It is recommended that, wherever possible, centres combine the use of the summary of
studies resource with the original study. However, where studies are not freely available
or easily accessible, the summary resource is designed to help provide key starting
points to enable teachers to deliver the content.

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GCSE Psychology

Study Two

Young (2007) Cognitive Behavior Therapy with Internet Addicts: Treatment

Outcomes and Implications.

Aim
To see how effective cognitive behavioural therapy (CBT) would be for those suffering
from internet addiction.

Procedure
Participants were 114 clients recruited from the Center for Online Addiction in
Pennsylvania, USA. Of these, 42% were women, 84% were Caucasian, they had mean
ages of 38 and 46 for males and females respectively, and 61% had a 4-year bachelor’s
degree.
All participants had been screened using the Internet Addiction Test with some
participants excluded beforehand for showing high-risk behaviours.
After initial screening, participants had sessions with a principle investigator over a
number of weeks involving CBT.
A client outcome questionnaire was given to the participants at the 3rd, 8th and 12th
online sessions and then at a 6-month follow-up. There were 12 questions which used a
5-point Likert scale and assessed:
 how effective counselling was at helping the clients achieve the targeted treatment
goals, and the quality of the counselling relationship
 motivation to quit abusing the internet
 ability to control offline activities
 improved relationship functioning
 improved offline sexual functioning (if applicable).

Results
The most common problematic online applications reported by the clients were:
 pornography, chat (sexual), gambling for men (with a minority reporting gaming)
 chat (sexual) for women (with a minority reporting general chat, online auction
houses, shopping and gaming).

The problems associated with compulsive use of the internet were:

 time (96%)
 relationship (85%)
 sexual (75%)
 work (71%)
 financial (42%)
 physical (29%)
 academic (15%).

The table below shows the mean ratings given by the clients using the 5-point Likert
scale (0=not at all; 5=extremely helpful) for the therapist–client interaction across the
sessions and during follow-up.

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 3 How would psychological problems affect you?

6-month
Therapy variable Session 3 Session 8 Session 12
follow-up
Ability to develop a
3.85 4.28 4.58 3.96
supportive relationship
Overall quality of the
3.56 4.12 4.36 3.90
counselling environment
Overall quality of the
3.35 4.25 4.55 4.10
counselling relationship

Clients found the counselling environment comfortable to conduct therapy, and their
relationship with the therapist improved over time.

The table below shows mean ratings given by the clients for the outcome goals using the
5-point Likert scale (0=not at all; 5=extremely helpful).

6-month
Outcome goal Session 3 Session 8 Session 12
follow-up
Motivation 4.22 3.96 4.54 4.36
Time management 3.95 4.06 4.33 4.22
Relationship function 2.95 3.66 4.42 3.99
Sexual function 2.15 2.99 3.26 3.16
Engagement in offline
2.67 4.46 4.66 4.87
activities
Abstinence from problematic
3.45 4.28 4.55 4.35
applications

Most clients showed continuous improvement by session 3 and effective symptom

management by sessions 8 and 12, with overall improved symptom maintenance by the
6-month follow-up.

Conclusions
CBT and related techniques enabled clients to decrease thoughts and behaviours
associated with compulsive internet use. Relapse prevention was achieved by clients over
a 6-month follow-up too.
Furthermore, rationalisations that led to compulsive use were reduced and proactive
lifestyle changes to adapt to life without the internet were achieved.

Candidates may be asked to consider the following issues when evaluating studies:
● validity
● reliability
● generalisability
● ethics
● objectivity
● subjectivity.

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GCSE Psychology

Information for centres

It is recommended that, wherever possible, centres combine the use of the summary of
studies resource with the original study. However, where studies are not freely available
or easily accessible, the summary resource is designed to help provide key starting
points to enable teachers to deliver the content.

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 3 How would psychological problems affect you?

3.3 Issues and debates

3.3.1 Understand the nature and nurture debate, including:

a. the term ‘nature’
b. the term ‘nurture’
c. the use of content, theories and research drawn from psychological
problems to explain the nature and nurture debate

The issues and debates content in each compulsory topic, including research methods, is
designed to enable candidates to understand the wider issues in psychology that
underpin psychological knowledge and research. These are delivered within specific topic
content. Candidates can, however, draw upon issues and debates in their evaluations
and extended open essays across each topic area (compulsory and/or optional), and
while this is not an expected feature of responses, it may – if appropriate, accurate and
relevant – be creditworthy in examinations. For example, if they chose to evaluate the
use of drug treatment using nature and nurture concepts this can be an acceptable
response.

Issues and debates will be specifically assessed in Paper 1 through an extended open-
response question.

The nature and nurture debate (3.3.1) has been included in this topic because a lot of
the concepts and ideas link to either nature (e.g. genes) or nurture (e.g. observational
learning) with an interaction between the two (e.g. Caspi et al., 2003).

Candidates need to know how to define the terms nature (3.3.1a) and nurture
(3.3.1b), and to develop an understanding of the interaction between the two as an
explanation of human behaviour. The use of content, theories and research drawn
from psychological problems (3.3.1c) can be used to exemplify candidate
understanding of the nature and nurture debate (3.3.1).

The influence of genes as an explanation for depression (3.1.4a) and addiction

(3.1.4b), and the use of drug treatment for depression (3.1.8a) and addiction
(3.1.8b) can be used as part of the nature (3.3.1a, 3.3.1c) debate. Cognitive theory
(3.1.5), learning theory (3.1.6) and the use of CBT (3.1.7) can be used as part of the
nurture (3.3.1b, 3.3.1c) debate. The interaction between nature and nurture can be
explored using Caspi et al. (2003) (3.1.2) and through consideration of the diathesis–
stress approach to mental health problems.

Other areas of the specification could also be considered as part of the nature and
nurture debate, such as how mental health problems affect individuals and society
(3.1.3). The relative impact of genes (3.1.4) or role models (3.1.6) could be
considered in terms of how the individual or society could be affected by depression.

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GCSE Psychology

Resources and references

Studies

3.2.1 Caspi et al. (2003) Influence of Life Stress on Depression: Moderation by a

Polymorphism in the 5-HTT Gene

http://www.epigenomicslab.com/wp-
content/uploads/publications/Caspi%20A%20et%20al,%20Influence%20of%20life%20st
ress%20on%20depression,%20moder.pdf

https://www.ncbi.nlm.nih.gov/pubmed/12869766

3.2.2 Young (2007) Cognitive Behavior Therapy with Internet Addicts:

Treatment Outcomes and Implications

https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKE
wjTlffJq6PSAhXHIcAKHQ0ACf0QFggiMAE&url=https%3A%2F%2Fwww.researchgate.net%
2Ffile.PostFileLoader.html%3Fid%3D5675794c6225ffa70c8b458f%26assetKey%3DAS%2
53A308398501892096%25401450539340786&usg=AFQjCNHIoefKYgGaSVSRUDjoXOaVJ
HLIpg&bvm=bv.147448319,d.ZGg&cad=rja

http://online.liebertpub.com/doi/abs/10.1089/cpb.2007.9971

Research into psychological problems

Sources suggested here are additional guidance for centres to aid with teaching resources and ideas. These are
not compulsory components and centres should select delivery content as appropriate to their candidates.
Centres can draw upon any research evidence to support evaluations and explanations of topic areas. This list
is not exhaustive.

The symptoms and features according to the International Classification of

Diseases (ICD)

http://www.who.int/classifications/icd/en/

http://www.who.int/classifications/icd/revision/en/

How the incidence of mental health problems changes over time

https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/mentalheal
th

http://content.digital.nhs.uk/mentalhealth

http://content.digital.nhs.uk/catalogue/PUB21748

http://content.digital.nhs.uk/pubs/psychiatricmorbidity07

http://www.mind.org.uk/information-support/types-of-mental-health-
problems/statistics-and-facts-about-mental-health/

http://www.euro.who.int/en/health-topics/noncommunicable-diseases/mental-
health/data-and-statistics

How mental health problems affect individuals and society

http://www.time-to-change.org.uk/mental-health-statistics-facts

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 3 How would psychological problems affect you?

https://www.kingsfund.org.uk/sites/files/kf/Paying-the-Price-the-cost-of-mental-health-
care-England-2026-McCrone-Dhanasiri-Patel-Knapp-Lawton-Smith-Kings-Fund-May-
2008_0.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/215808/
dh_123993.pdf

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3292769/

http://www.who.int/mediacentre/news/releases/2016/depression-anxiety-treatment/en/

http://www.nta.nhs.uk/uploads/why-invest-2014-alcohol-and-drugs.pdf

The influence of genes as an explanation, including strengths and weaknesses

of each explanation

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/ourselves/6_
gene_control1.shtml

https://www.drugabuse.gov/publications/drugfacts/genetics-epigenetics-addiction

http://www.apa.org/monitor/2008/06/genes-addict.aspx

http://www.apa.org/monitor/sep02/genes.aspx

https://thepsychologist.bps.org.uk/volume-20/edition-4/slings-and-arrows-depression-
and-life-events

The use of cognitive theory as an explanation of depression, including strengths

and weaknesses of the explanation

http://www.simplypsychology.org/depression.html#

http://www.personalityresearch.org/papers/allen.html

The use of learning theory as an explanation of addiction, including strengths

and weaknesses of the explanation

http://www.simplypsychology.org/classical-conditioning.html

http://www.simplypsychology.org/operant-conditioning.html

http://www.simplypsychology.org/bandura.html

http://www.jku.at/org/content/e54521/e54528/e54529/e178059/Bandura_SocialLearnin
gTheory_ger.pdf

The use of cognitive behavioural therapy (CBT) as a treatment, including

strengths and weaknesses of each therapy

http://www.apa.org/helpcenter/depression.aspx

http://www.nhs.uk/conditions/cognitive-behavioural-therapy/Pages/Introduction.aspx

http://www.rcpsych.ac.uk/mentalhealthinformation/therapies/cognitivebehaviouraltherap
y.aspx

16 © Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.
GCSE Psychology

https://www.drugabuse.gov/publications/principles-drug-addiction-treatment-research-
based-guide-third-edition/evidence-based-approaches-to-drug-addiction-
treatment/behavioral

https://www.apa.org/monitor/2013/06/addiction.aspx

The use of drugs as a treatment, including strengths and weaknesses of each

treatment

http://www.nhs.uk/conditions/Antidepressant-drugs/Pages/Introduction.aspx

http://www.mind.org.uk/information-support/drugs-and-
treatments/antidepressants/#.WK2R6H8aKUk

http://www.rcpsych.ac.uk/healthadvice/treatmentswellbeing/antidepressants.aspx

http://www.talktofrank.com/drug/methadone

https://www.drugabuse.gov/publications/drugfacts/treatment-approaches-drug-addiction

http://www.nta.nhs.uk/

Teacher resource sharing

Further suggested resources can be found in the ‘Getting Started’ publication, where a
scheme of work has been provided.

http://www.psychlotron.org.uk
http://www.psychteacher.co.uk
http://www.resourcd.com

Teacher and student resource sites

http://www.simplypsychology.org/ – this website gives an overview of many of the key

areas.

https://www.psychologytoday.com/ – this is an online magazine (with an option to

subscribe) that brings psychological theories into modern, contemporary issues.

https://play.google.com/store/search?q=psychology%20free%20books&c=books&hl=en
– this site has a number of free short books about key areas of psychology.

http://www.open.edu/openlearn/body-mind/psychology – the ‘OpenLearn’ programme

offers freely accessible resources provided by the Open University.

http://allpsych.com/ –a useful site with books, articles and summaries of some of the
key concepts.

https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 –
Psychology ‘Crash Course’ is a YouTube channel that provides 40 short overviews of
psychological issues.

http://www.bbc.co.uk/programmes/b008cy1j – ‘BBC Mind Changers’ is a series of radio

episodes (that can also be downloaded) about key psychologists, their work, and the
development of psychology over time.

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 3 How would psychological problems affect you?

http://www.bbc.co.uk/programmes/b006qxx9 – ‘BBC In the Mind’ is a series of radio

episodes that focus on the human mind using the application of psychological concepts
and theories.

*All weblinks included here have been checked as active at publication, however the nature of online
resources is that they can be removed or replaced by webhosting services and so it cannot be guaranteed that
these sites will remain available throughout the life of the qualification.

18 © Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.