Key term
Eduqas A-Level Psychology A290QS
Biological Approach
Topic overviewAssumptions and evaluation of the approach: Evolutionary influences and Localisation of brain functionAssumptions and evaluation of the approach: Neurotransmitters and Weaknesses of the approachTherapy derived from the approach: Drug therapyTherapy derived from the approach: PsychosurgeryClassic research: the methodology and proceduresClassic research: the findings, conclusions and evaluationContemporary debate
Psychodynamic Approach
Topic overviewAssumptions and evaluation of the approach: Influence of childhood experiences and Unconscious mindAssumptions and evaluation of the approach: Tripartite personality and Weaknesses of the approachTherapy derived from the approach: Dream analysisTherapy derived from the approach: PsychodramaClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the mother as primary care-giver — the argumentsContemporary debate: the mother as primary care-giver — the evidence and conclusion
Behaviourist Approach
Topic overviewAssumptions and evaluation of the approach: Blank slate and Behaviour learnt through conditioningAssumptions and evaluation of the approach: Humans and animals learn in similar waysTherapy derived from the approach: Aversion therapyTherapy derived from the approach: Systematic desensitisationClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: using conditioning to control children — the argumentsContemporary debate: using conditioning to control children — the evidence and conclusion
Cognitive Approach
Topic overviewAssumptions and evaluation of the approach: Computer analogy, Internal mental processes and SchemasAssumptions and evaluation of the approach: Strengths of the approach and Weaknesses of the approachTherapy derived from the approach: Cognitive behavioural therapyTherapy derived from the approach: Rational emotive behaviour therapyClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the reliability of eye-witness testimony — the argumentsContemporary debate: the reliability of eye-witness testimony — the evidence and conclusion
Positive Approach
Topic overviewAssumptions and evaluation of the approach: Acknowledgement of free will and Focus on 'the good life'Assumptions and evaluation of the approach: Strengths of the approach and Weaknesses of the approachTherapy derived from the approach: MindfulnessTherapy derived from the approach: Quality of life therapyClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the relevance of positive psychology today — the argumentsContemporary debate: the relevance of positive psychology today — the evidence and conclusion
Comparing the Five Approaches
Core Studies in Social and Developmental Psychology
Topic overviewSocial psychology core study: Milgram (1963) — Method and procedure, ResultsSocial psychology core study: Milgram (1963) — Conclusions and Evaluation of the studyDevelopmental psychology core study: Kohlberg (1968) — Method and procedure, ResultsDevelopmental psychology core study: Kohlberg (1968) — Conclusions and Evaluation of the study
Planning Psychological Research
Topic overviewDeciding on a research question: Aim of the research and Independent variablesDeciding on a research question: Co-variables, Operationalisation of variables and Extraneous variablesMethodologies: Experiments, Participant observations and Non-participant observationsMethodologies: Content analysis, Structured interviews / questionnaires and Correlational studiesMethodologies: Case studies, Cross-sectional studies and Self-reportsLocation of researchParticipants and sampling: Target populations, Sampling frames and Opportunity samplingParticipants and sampling: Systematic sampling, Stratified sampling and Quota samplingParticipants and sampling: Self-selected samplingExperimental design
Data Handling, Statistics and Mathematical Skills
Topic overviewLevels of measurementGraphical representation: Frequency tables and Graphical representation (including line graphsGraphical representation: Distribution curves (including normal, positive and negative skewedDescriptive statistics: Measures of central tendencyDescriptive statistics: Measures of dispersion and Calculating from a set of resultsInferential statistics: Chi Square testInferential statistics: Mann Whitney U test and Critical values from tablesMathematical requirements (Appendix A): Standard form and unit conversionMathematical requirements (Appendix A): Calculations for statistical tests
Evaluating and Validating Research
Topic overviewReliabilityValidity: Internal validity, External validity and Specific validity issues (including researcher biasValidity: Ways of dealing with issues of validityEthics: Confidentiality and Risk to the participants’ valuesEthics: Valid consent and Managing the risk posed by ethical issues (including the use of ethicsThe role of the scientific community: Peer review and its purposes, Criticisms of peer reviewThe role of the scientific community: Sections of a psychological report
Personal Investigations and Novel Research Scenarios
Topic overviewPersonal investigations: applying — Hypotheses and variables, Methodology and experimental designPersonal investigations: applying research methods to first-hand investigations — SamplingPersonal investigations: applying research methods to first-hand investigations — Inferential statisticsApplication of research methods to a novel scenario
Addictive BehavioursAddictive
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Addiction genes and Disease of the brainBiological explanations: DopamineIndividual differences explanations: Cognitive biases and Field dependenceIndividual differences explanations: Lang's addictive personality traitsSocial psychological explanations: Co-morbidity with mental and Peer pressureSocial psychological explanations: Role of the mediaMethods of modifying the behaviour: Agonist and antagonist substitutionMethods of modifying the behaviour: Aversion therapy
Autistic Spectrum BehavioursAutistic spectrum
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Amygdala dysfunction and Chloride ions at birthBiological explanations: Genetic predispositionIndividual differences explanations: Gender differences and Theory of mindIndividual differences explanations: Weak central coherence theoryExtreme male brain and empathising-systemising theoriesThe refrigerator mother theory, and evaluationMethods of modifying the behaviour: Picture Exchange Communication SystemMethods of modifying the behaviour: Relationship Development InterventionMethods of modifying the behaviour
Bullying BehavioursBullying
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Bullying genes and Evolved gender differencesBiological explanations: HormonesIndividual differences explanations: Cognitive biases and Narcissistic personalityIndividual differences explanations: Threatened egotism, narcissism and theory of mindSocial psychological explanations: Cultural differences and In-group / out-groupSocial psychological explanations: Moral disengagementMethods of modifying the behaviour: Creating A Peaceful School Learning EnvironmentMethods of modifying the behaviour: Olweus Bullying Prevention ProgrammeMethods of modifying the behaviour
Criminal BehavioursCriminal
Topic overviewCharacteristics of the behaviour: What the behaviour isCharacteristics of the behaviour: How it is recognised and diagnosedBiological explanations: Disinhibition hypothesis and Inherited criminality personality theoryBiological explanations: Role of the amygdalaIndividual differences explanations: Eysenck's criminal personalityIndividual differences explanations: Intelligence factors and Psychopathic personalitySocial psychological explanations: Differential associationSocial psychological explanations: Gender socialisation and Normalisation theoryMethods of modifying the behaviour: Anger managementMethods of modifying the behaviour: Restorative justice
SchizophreniaSchizophrenia
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Dopamine hypothesis and Enlarged ventriclesBiological explanations: Cannabis, genetics and the diathesis-stress modelIndividual differences explanations: Thought disorderIndividual differences explanations: Schizophrenogenic mother and Sex differencesSocial psychological explanations: Cultural normsSocial psychological explanations: Dysfunctional familiesSocial psychological explanations: Expressed emotionMethods of modifying the behaviour: Antipsychotic drugsMethods of modifying the behaviour: Cognitive behavioral therapy
StressStress
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Adrenaline and Evolutionary adaptationBiological explanations: Stress genesIndividual differences explanations: Type A behaviour and hardinessIndividual differences explanations: Self-efficacySocial psychological explanations: Daily hassles and Life eventsSocial psychological explanations: Locus of control and control at workMethods of modifying the behaviour: Beta blockersMethods of modifying the behaviour: Stress inoculation training
Controversies in Psychology
Topic overviewCultural bias: Cross cultural studies and Difference or biasCultural bias: Ethnocentrism, Historical and social contextEthical costs of conducting research: Benefits to society and the economy, Individual participantsEthical costs of conducting research: Potentially negative consequences for societyThe use of non-human animals: Why animals are used, comparative psychology and ethologyThe use of non-human animals: Therapy, speciesism and the BPS GuidelinesScientific status of psychology: Features of science, Popper and KuhnScientific status of psychology: Methods, benefits and costs of being a scienceSexism: Gender difference or gender biasSexism: Heterosexism, Historical and social context, 'invisibility' of women in psychology
Bullying Behaviours
- 11 subtopics
- 33 things to know
- Component 3 Applications
- Bullying Behaviours, three of six studied
What Bullying Behaviours covers
Bullying Behaviours is one of six nominated behaviours on Component 3 of Eduqas Psychology, Psychology: Implications in the Real World, and learners study three of the six. 126 recall questions across 11 subtopics.
Where it is assessed
Component 3 Applications
Psychology: Implications in the Real World, three behaviours studied of six.
Check the Eduqas specification ↗The 11 subtopics
Each one has its own page.
- Characteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedRecall questions on What the behaviour is, How it is recognised and diagnosed.Open →
- Characteristics of the behaviour: How common it is, Effects on the individual and on societyRecall questions on How common it is, Effects on the individual and on society.Open →
- Biological explanations: Bullying genes and Evolved gender differencesRecall questions on Bullying genes and Evolved gender differences.Open →
- Biological explanations: HormonesRecall questions on Biological explanations: Hormones.Open →
- Individual differences explanations: Cognitive biases and Narcissistic personalityRecall questions on Cognitive biases and Narcissistic personality.Open →
- Individual differences explanations: Threatened egotism, narcissism and theory of mindThreatened egotism and Bushman and Baumeister's narcissism research, the dark triad, and theory of mind in ringleader bullies (Sutton, Smith and Swettenham), with cognitive and affective empathy and the limits of these explanations.Open →
- Social psychological explanations: Cultural differences and In-group / out-groupRecall questions on Cultural differences and In-group / out-group.Open →
- Social psychological explanations: Moral disengagementRecall questions on Social psychological explanations: Moral disengagement.Open →
- Methods of modifying the behaviour: Creating A Peaceful School Learning EnvironmentRecall questions on Methods of modifying the behaviour: Creating A Peaceful School Learning Environment.Open →
- Methods of modifying the behaviour: Olweus Bullying Prevention ProgrammeRecall questions on Methods of modifying the behaviour: Olweus Bullying Prevention Programme.Open →
- Methods of modifying the behaviourRecall questions on Methods of modifying the behaviour.Open →
What you need to know
Answer each one before you reveal it.
Your recallNot started
Numbers
What is relational aggression, and who described it?
Key term
Distinguish a passive victim from a provocative victim.
Who and when
What did Copeland et al. (2013) find about long-term outcomes?
Who and when
What did Jolliffe and Farrington (2006) report about empathy and bullying?
Key term
Name the four levels at which the Olweus programme operates.
Key term
State the four class rules used in the Olweus programme.
Who and when
What did Ball et al. (2008) find in their twin study of ten-year-olds?
Who and when
What did Miles and Carey's (1997) meta-analysis conclude about aggression?
Key term
State the challenge hypothesis and its implication for cause and effect.
Key term
How does the fearlessness account explain a pupil who keeps bullying despite repeated punishment?
Key term
What is a cognitive bias as it applies to bullying?
Numbers
Define hostile attribution bias.
Numbers
State the threatened egotism theory.
Who and when
What did Smith et al. (2002) show using cartoon tasks across fourteen countries?
Key term
What is ijime?
Evaluation
What is advantageous comparison?
Key term
Distinguish displacement from diffusion of responsibility.
Key term
Describe the positive climate campaign.
Key term
What is distinctive about the CAPSLE classroom management plan?
Who and when
What did Olweus report from the first Bergen evaluation, and what is the caveat?
Key term
Why can a successful programme appear to increase bullying in its first year?
Key term
Distinguish direct from indirect bullying.
Key term
Name the participant roles identified by Salmivalli et al. (1996).
Numbers
Who argued that adolescent bullying may be an evolutionary adaptation?
Key term
Which neurotransmitter has been linked to impulsive aggression?
Key term
Distinguish reactive from proactive aggression.
Who and when
What did Bushman and Baumeister (1998) find?
Numbers
Why did the modern research literature on bullying begin in Scandinavia?
Who and when
What did Bandura et al. (1996) find?
Key term
Describe the gentle warrior physical education component.
Numbers
Who developed the Olweus Bullying Prevention Programme, and what prompted it?
Key term
Give one ethical problem with evaluating whole-school programmes by randomised trial.
Take Bullying Behaviours further
The same content, four other ways.
Commonly confused
Pairs that lose marks when they are blurred together.
Direct bullying vs Indirect bullying
Direct bullying: open aggression aimed at the victim, such as hitting, taking belongings or name-calling to their face. Indirect bullying: harm done through others or behind the victim's back, such as spreading rumours or deliberate exclusion.
Displacement of responsibility vs Diffusion of responsibility
Displacement of responsibility: passing responsibility to an authority. Diffusion of responsibility: spreading it across the group.
Questions from this topic
Each one with the model answer underneath.
- 1
Give the three criteria that separate bullying from other aggression.
Model answer
An intention to cause harm, repetition over time, and an imbalance of power between the person bullying and the person targeted.
- 2
How did Olweus characterise being bullied?
Model answer
As being exposed repeatedly and over time to negative actions by one or more others, in a relationship where the target finds it difficult to defend themselves.
- 3
Why is a single fight between two equally matched pupils not bullying?
Model answer
It has neither repetition nor an imbalance of power, so although it is aggression it does not meet the definition.
- 4
What is meant by the imbalance of power, and what two forms can it take?
Model answer
It means the target cannot easily defend themselves; the imbalance may be physical, such as size or strength, or social, such as greater popularity or weight of numbers.
- 5
Distinguish direct from indirect bullying.
Model answer
Direct bullying is open confrontation such as hitting or name-calling, whereas indirect bullying works through third parties and reputation, for instance spreading rumours or organising exclusion.
- 6
What is relational aggression, and who described it?
Model answer
Harm inflicted by damaging someone's relationships and social standing, described by Crick and Grotpeter (1995), who found it more common among girls than boys.
What is inside Levo
Six ways to work the same material.
Bullying Behaviours revision questions
- What does Bullying Behaviours cover in Eduqas A-Level Psychology?
- 11 subtopics: characteristics of the behaviour: what the behaviour is, how it is recognised and diagnosed, characteristics of the behaviour: how common it is, effects on the individual and on society, biological explanations: bullying genes and evolved gender differences, biological explanations: hormones, individual differences explanations: cognitive biases and narcissistic personality, individual differences explanations: threatened egotism, narcissism and theory of mind, social psychological explanations: cultural differences and in-group / out-group, social psychological explanations: moral disengagement, methods of modifying the behaviour: creating a peaceful school learning environment, methods of modifying the behaviour: olweus bullying prevention programme and methods of modifying the behaviour. Each one has its own page with questions and model answers.
- How is Bullying Behaviours organised?
- By the Eduqas A290QS specification, subtopic by subtopic, so it matches the order you are taught it in.
Every question in Bullying Behaviours, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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