Psychology

When studying A-Level Psychology students have experienced several trips during the course. These include a visit to Aston University to look at psychological research in action and take part in psychological studies. They also were able to experience psychology lectures which gave them an insight to studying Psychology at University.

Students have also visited the Museum of Natural History at Oxford University where they experienced lectures and seminars by leading professors in Clinical Neuroscience. They also were able to explore the ‘inside the brain’ event at the museum.

Students also attend Grade Booster Workshops at Star City Birmingham where they are able to develop key exam technique for their A-Level papers and build confidence in essential assessment skills.

Psychology is heavily focused on people and their relationships and as such it is well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. In every lesson, students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes. Students are encouraged to discuss and debate controversy outside the classroom. At times this is in a formal setting like educational visits or homework, but also we expect the study of Psychology to affect positively the way students live their daily lives and the way they see, think about and respond to other people in everyday life. We encourage young people to enquire, consider and question in lessons and beyond.

Spiritual Development in Psychology

• There is a whole topic on social influence. One lesson focuses entirely on social change and how minorities influence societies over time. This Looks at the Suffragette movement, Nazi Germany and real life examples through history. Students research how Social Change occurs, using the Snowball Effect and apply to recycling, breastfeeding, smoking and historical social change. This unit not only improves their understanding but gives them tools and techniques to further their own social skills, explore social issues and cohesiveness within society.
• Evaluating research using different societies through time as well as in the modern world. We consistently look at behaviours that are acceptable in one country and not the next. Why are rates of eating disorders and other mental health disorders so high in western countries compared to other cultures? By looking at different society’s students are able to evaluate how generalisable research is to the real world.

Moral Development in Psychology

• The argument of what is right and wrong; a recurring theme in ethical issues of psychological research. Students consistently test and consider what it is to be ethical. In terms of science, as well as the wider context of case studies and real life events that we consider; Nazi Germany and the Holocaust, Abu Ghraib, Suffragettes, etc.
• Theory of moral development, stages and how we can further our own moral development. When we study theories of development, we not only study morality within our society, but within ourselves. Within lessons students can assess what Morality is and how we determine morality by examining social norms.
• Lessons on social influence focusing solely on the events that led up to things such as the Holocaust and looking at how the actions of the few can have massive effect on the majority in minority influence or obedience. We discuss the morality of those who claimed to be obeying a higher force as justification for their own actions.
• Moral issues surrounding abuse; physical, psychological, drug, gambling and addictions are key to A-Level psychology and pupils consider the misuse of advertising or people employed by Casinos and the ethical issues that surround it.

Social Development in Psychology

• Cognitive psychology- Looking at how a set of beliefs affects a person’s behaviour. Specifically the cognitive approach; students learn about how thinking and cognition directly affect how we behave in everyday life. By looking at how beliefs affect our behaviour we can better understand religious beliefs as well as others.
• Investigating religious examples in terms of conformity. For example; In lessons on Obedience we look at differences between religions in terms of obedience.
• Encouraging pupils to study and understand others; specifically mental illness, understanding how their lives are affected by it and how we can learn to manage and treat mental illness. Every Abnormality lesson the students increase their understanding by learning about how real people are affected by mental illness. Linking back into how thoughts and beliefs can affect our behaviour.
• Locus of control – and how changing how you think about things can improve self-esteem, confidence and quality of life.
• Positive perception of self – Promoting a healthy approach to self-image, self-worth and self-confidence.
• Look at motivational valuesand how they affect people’s lives; characteristics of how people develop and behave. An example lesson is where students discuss motivational values and its effect on academic prowess.
• Allowing them time and space to create their own thoughts and opinions on the topic.
• Understanding differences between people and finding ways to bridge the gap. We are not all so different (Jonny suffering from schizo-affective disorder)

Cultural Development in Psychology

• Looking at cross cultural studies, meta-analysis and studies of different cultures.
• Social influence – Looking at behaviours and thoughts of both the individual as well as the society all over the world.
• Evaluating research in terms of its sample – gender, age, race, religion, sexual orientation, etc. Promoting racial equality whilst learning A03 evaluative techniques for their exam and life. Discussing gender and cultural stereotypes and issues of – androcentricity and ethnocentricity.
• Consistently challenging cultural stereotypes of how societies perceive mental illness and evolve their understanding of people affected by mental health issues.