IB · PSYCH SL

Psychology SL

Abnormal psychology (option) — Paper 2

Name: ____________________Date: October 2, 2026

1.
Explain why the reliability of a psychiatric diagnosis (such as major depressive disorder) is important, and state one factor that can threaten diagnostic reliability.
[3 marks] · no calculator
Marking points
- Explains that reliability refers to the consistency of a diagnosis — whether different clinicians assessing the same patient (inter-rater reliability) or the same clinician assessing the patient at different times would reach the same diagnosis.
- Explains that reliable diagnosis is important because treatment decisions, research comparability, and patient trust in the diagnostic process all depend on different clinicians reaching consistent conclusions from the same symptoms.
- States a valid threat to reliability, such as overlapping or ambiguous diagnostic criteria between similar disorders, clinician subjectivity/bias, or patients presenting symptoms differently depending on context or culture.
Examiner tip: Reliability (consistency) and validity (accuracy) are distinct diagnostic concepts — a diagnosis can be perfectly reliable (everyone agrees) while still being invalid (the diagnosis does not reflect a real, distinct underlying condition).
2.
Marking analysis: A learner attempts the following task: “Explain why the reliability of a psychiatric diagnosis (such as major depressive disorder) is important, and state one factor that can threaten diagnostic reliability.” Their response addresses only this point: “Explains that reliability refers to the consistency of a diagnosis — whether different clinicians assessing the same patient (inter-rater reliability) or the same clinician assessing the patient at different times would reach the same diagnosis.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that reliability refers to the consistency of a diagnosis — whether different clinicians assessing the same patient (inter-rater reliability) or the same clinician assessing the patient at different times would reach the same diagnosis.
- Identifies the missing requirement: Explains that reliable diagnosis is important because treatment decisions, research comparability, and patient trust in the diagnostic process all depend on different clinicians reaching consistent conclusions from the same symptoms.
- Identifies the missing requirement: States a valid threat to reliability, such as overlapping or ambiguous diagnostic criteria between similar disorders, clinician subjectivity/bias, or patients presenting symptoms differently depending on context or culture.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
3.
Outline the serotonin hypothesis as a biological explanation for depression, and state one piece of evidence that challenges this explanation as a complete account of the disorder.
[3 marks] · no calculator
Marking points
- Outlines the serotonin hypothesis: depression is associated with reduced levels or activity of the neurotransmitter serotonin at synapses, which regulates mood, sleep, and appetite.
- Links this to drug treatment: SSRIs (selective serotonin reuptake inhibitors) increase available serotonin and often reduce depressive symptoms, offered as supporting evidence.
- States a valid challenge, such as SSRIs increasing serotonin levels within hours but typically taking several weeks to improve mood (a timing mismatch), or a substantial proportion of patients not responding to SSRIs at all, suggesting serotonin alone does not fully explain depression.
Examiner tip: The delay between a drug's biochemical effect (rapid) and its clinical effect (slow, weeks later) is one of the most frequently cited pieces of evidence complicating simple neurotransmitter-deficiency explanations of depression.
4.
Marking analysis: A learner attempts the following task: “Outline the serotonin hypothesis as a biological explanation for depression, and state one piece of evidence that challenges this explanation as a complete account of the disorder.” Their response addresses only this point: “Outlines the serotonin hypothesis: depression is associated with reduced levels or activity of the neurotransmitter serotonin at synapses, which regulates mood, sleep, and appetite.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Outlines the serotonin hypothesis: depression is associated with reduced levels or activity of the neurotransmitter serotonin at synapses, which regulates mood, sleep, and appetite.
- Identifies the missing requirement: Links this to drug treatment: SSRIs (selective serotonin reuptake inhibitors) increase available serotonin and often reduce depressive symptoms, offered as supporting evidence.
- Identifies the missing requirement: States a valid challenge, such as SSRIs increasing serotonin levels within hours but typically taking several weeks to improve mood (a timing mismatch), or a substantial proportion of patients not responding to SSRIs at all, suggesting serotonin alone does not fully explain depression.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
5.
Using Beck's cognitive triad, explain how negative automatic thoughts about the self, the world, and the future could maintain a person's depression.
[3 marks] · no calculator
Marking points
- Outlines Beck's cognitive triad as three interconnected negative belief patterns: negative views of the self (e.g., 'I am worthless'), the world (e.g., 'everything goes wrong'), and the future (e.g., 'nothing will improve').
- Explains that these negative beliefs operate automatically and bias how the person interprets new experiences, causing them to selectively notice or distort information that confirms the negative beliefs (confirmation bias/cognitive distortion).
- Explains that this creates a self-perpetuating cycle: the negative thoughts cause low mood, which further reinforces the negative beliefs, maintaining the depression rather than allowing it to resolve naturally.
Examiner tip: Beck's model explains why depression is self-maintaining (a cognitive vicious cycle), which is precisely why cognitive behavioural therapy targets the automatic thoughts directly rather than only the mood symptoms.
6.
Marking analysis: A learner attempts the following task: “Using Beck's cognitive triad, explain how negative automatic thoughts about the self, the world, and the future could maintain a person's depression.” Their response addresses only this point: “Outlines Beck's cognitive triad as three interconnected negative belief patterns: negative views of the self (e.g., 'I am worthless'), the world (e.g., 'everything goes wrong'), and the future (e.g., 'nothing will improve').” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Outlines Beck's cognitive triad as three interconnected negative belief patterns: negative views of the self (e.g., 'I am worthless'), the world (e.g., 'everything goes wrong'), and the future (e.g., 'nothing will improve').
- Identifies the missing requirement: Explains that these negative beliefs operate automatically and bias how the person interprets new experiences, causing them to selectively notice or distort information that confirms the negative beliefs (confirmation bias/cognitive distortion).
- Identifies the missing requirement: Explains that this creates a self-perpetuating cycle: the negative thoughts cause low mood, which further reinforces the negative beliefs, maintaining the depression rather than allowing it to resolve naturally.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
7.
Explain how a significant negative life event (such as job loss) could contribute to the onset of depression, considering both the event itself and the social context surrounding it.
[3 marks] · no calculator
Marking points
- Explains that a major negative life event can directly trigger feelings of loss, failure, or hopelessness, which align with depressive symptoms.
- Explains that the impact of the event is often moderated by social context, such as whether the person has a strong support network (a protective factor that can buffer the impact) or is relatively isolated (a vulnerability factor that increases risk).
- Explains that this sociocultural perspective suggests depression often results from an interaction between a triggering event and the individual's broader social circumstances, rather than from the event alone.
Examiner tip: A strong answer on sociocultural explanations of depression always pairs a triggering event with a moderating social factor (support, isolation, socioeconomic status) rather than treating the event in isolation.
8.
Marking analysis: A learner attempts the following task: “Explain how a significant negative life event (such as job loss) could contribute to the onset of depression, considering both the event itself and the social context surrounding it.” Their response addresses only this point: “Explains that a major negative life event can directly trigger feelings of loss, failure, or hopelessness, which align with depressive symptoms.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that a major negative life event can directly trigger feelings of loss, failure, or hopelessness, which align with depressive symptoms.
- Identifies the missing requirement: Explains that the impact of the event is often moderated by social context, such as whether the person has a strong support network (a protective factor that can buffer the impact) or is relatively isolated (a vulnerability factor that increases risk).
- Identifies the missing requirement: Explains that this sociocultural perspective suggests depression often results from an interaction between a triggering event and the individual's broader social circumstances, rather than from the event alone.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
9.
State one strength and one limitation of using drug therapy (such as SSRIs) to treat depression.
[2 marks] · no calculator
Marking points
- States a valid strength, such as drug therapy often being more accessible and less time-intensive than talk-based therapies, and being effective for a substantial proportion of patients, especially for moderate to severe depression.
- States a valid limitation, such as the risk of side effects, the time lag before symptoms improve, a notable non-response rate in some patients, or the treatment addressing symptoms rather than any underlying psychological or social causes.
Examiner tip: Evaluations of drug treatment are strongest when they are specific (a named side effect, a specific percentage non-response rate from a real study) rather than a vague claim that 'drugs have side effects'.
10.
Marking analysis: A learner attempts the following task: “State one strength and one limitation of using drug therapy (such as SSRIs) to treat depression.” Their response addresses only this point: “States a valid strength, such as drug therapy often being more accessible and less time-intensive than talk-based therapies, and being effective for a substantial proportion of patients, especially for moderate to severe depression.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: States a valid strength, such as drug therapy often being more accessible and less time-intensive than talk-based therapies, and being effective for a substantial proportion of patients, especially for moderate to severe depression.
- Identifies the missing requirement: States a valid limitation, such as the risk of side effects, the time lag before symptoms improve, a notable non-response rate in some patients, or the treatment addressing symptoms rather than any underlying psychological or social causes.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
11.
Explain how cognitive behavioural therapy (CBT) aims to treat depression by targeting the cognitive distortions described in Beck's cognitive triad.
[3 marks] · no calculator
Marking points
- Explains that CBT helps patients identify their automatic negative thoughts about themselves, the world, and the future as they occur in daily situations.
- Explains that the therapist then helps the patient challenge these thoughts by examining the evidence for and against them, testing whether the negative belief is actually accurate or distorted.
- Explains that by repeatedly practising this process, the patient gradually learns to replace automatic negative thoughts with more balanced, realistic ones, which should in turn reduce depressive symptoms over time.
Examiner tip: CBT's treatment rationale follows directly from the cognitive explanation of the disorder — always connect a treatment back to the specific mechanism (here, the cognitive triad) it is designed to target.
12.
Marking analysis: A learner attempts the following task: “Explain how cognitive behavioural therapy (CBT) aims to treat depression by targeting the cognitive distortions described in Beck's cognitive triad.” Their response addresses only this point: “Explains that CBT helps patients identify their automatic negative thoughts about themselves, the world, and the future as they occur in daily situations.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that CBT helps patients identify their automatic negative thoughts about themselves, the world, and the future as they occur in daily situations.
- Identifies the missing requirement: Explains that the therapist then helps the patient challenge these thoughts by examining the evidence for and against them, testing whether the negative belief is actually accurate or distorted.
- Identifies the missing requirement: Explains that by repeatedly practising this process, the patient gradually learns to replace automatic negative thoughts with more balanced, realistic ones, which should in turn reduce depressive symptoms over time.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
13.
Outline a biological explanation for obsessive-compulsive disorder (OCD) involving abnormal activity in the orbitofrontal cortex.
[2 marks] · no calculator
Marking points
- States that brain imaging studies have found abnormally increased activity in the orbitofrontal cortex (and related circuits) in individuals with OCD.
- Explains that this region is involved in detecting errors and signalling that 'something is wrong', so overactivity may produce a persistent, inappropriate sense that a threat or error exists even when none does, generating the obsessive worry characteristic of OCD.
Examiner tip: Biological explanations of OCD are strengthened when paired with the specific function of the implicated brain region (error detection) rather than just naming the region without explaining its relevant role.
14.
Marking analysis: A learner attempts the following task: “Outline a biological explanation for obsessive-compulsive disorder (OCD) involving abnormal activity in the orbitofrontal cortex.” Their response addresses only this point: “States that brain imaging studies have found abnormally increased activity in the orbitofrontal cortex (and related circuits) in individuals with OCD.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: States that brain imaging studies have found abnormally increased activity in the orbitofrontal cortex (and related circuits) in individuals with OCD.
- Identifies the missing requirement: Explains that this region is involved in detecting errors and signalling that 'something is wrong', so overactivity may produce a persistent, inappropriate sense that a threat or error exists even when none does, generating the obsessive worry characteristic of OCD.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
15.
Explain the cognitive explanation of OCD based on 'inflated responsibility', using the example of a person who repeatedly checks that the stove is off.
[3 marks] · no calculator
Marking points
- Explains that inflated responsibility refers to a cognitive bias in which a person significantly overestimates their personal responsibility for preventing a harmful outcome, even a highly unlikely one.
- Explains that the person believes that if they do not check the stove and a fire occurs, they alone would be fully responsible for the catastrophic consequence, creating intense anxiety.
- Explains that the compulsive checking behaviour temporarily reduces this anxiety, negatively reinforcing the checking ritual and making it more likely to be repeated in future, even though the objective risk never justified the original level of concern.
Examiner tip: Negative reinforcement (anxiety relief) is the key mechanism maintaining a compulsion — the temporary relief the checking behaviour provides is exactly what makes it so resistant to simply 'stopping' through willpower alone.
16.
Marking analysis: A learner attempts the following task: “Explain the cognitive explanation of OCD based on 'inflated responsibility', using the example of a person who repeatedly checks that the stove is off.” Their response addresses only this point: “Explains that inflated responsibility refers to a cognitive bias in which a person significantly overestimates their personal responsibility for preventing a harmful outcome, even a highly unlikely one.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that inflated responsibility refers to a cognitive bias in which a person significantly overestimates their personal responsibility for preventing a harmful outcome, even a highly unlikely one.
- Identifies the missing requirement: Explains that the person believes that if they do not check the stove and a fire occurs, they alone would be fully responsible for the catastrophic consequence, creating intense anxiety.
- Identifies the missing requirement: Explains that the compulsive checking behaviour temporarily reduces this anxiety, negatively reinforcing the checking ritual and making it more likely to be repeated in future, even though the objective risk never justified the original level of concern.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
17.
Outline how exposure and response prevention (ERP) is used to treat OCD, and explain the psychological principle underlying why it is effective.
[3 marks] · no calculator
Marking points
- Outlines that ERP gradually exposes the patient to the situation that triggers their obsessive anxiety (e.g., leaving the stove unchecked) while preventing them from performing the usual compulsive response (checking).
- Explains the underlying principle: since the compulsion is negatively reinforced by anxiety relief, preventing the compulsion stops this reinforcement cycle.
- Explains that repeated exposure without the compulsion allows the patient to directly experience that the feared catastrophic outcome does not actually occur, and that anxiety naturally decreases over time even without checking (habituation).
Examiner tip: ERP's effectiveness is explained by behaviourist principles (extinction of negative reinforcement, habituation of the anxiety response) — always connect the treatment technique back to the learning theory that justifies why it works.
18.
Marking analysis: A learner attempts the following task: “Outline how exposure and response prevention (ERP) is used to treat OCD, and explain the psychological principle underlying why it is effective.” Their response addresses only this point: “Outlines that ERP gradually exposes the patient to the situation that triggers their obsessive anxiety (e.g., leaving the stove unchecked) while preventing them from performing the usual compulsive response (checking).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Outlines that ERP gradually exposes the patient to the situation that triggers their obsessive anxiety (e.g., leaving the stove unchecked) while preventing them from performing the usual compulsive response (checking).
- Identifies the missing requirement: Explains the underlying principle: since the compulsion is negatively reinforced by anxiety relief, preventing the compulsion stops this reinforcement cycle.
- Identifies the missing requirement: Explains that repeated exposure without the compulsion allows the patient to directly experience that the feared catastrophic outcome does not actually occur, and that anxiety naturally decreases over time even without checking (habituation).
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
19.
Explain how cultural factors can influence the expression or diagnosis of a mental disorder, using the concept of a culture-bound syndrome.
[3 marks] · no calculator
Marking points
- Defines a culture-bound syndrome as a pattern of abnormal behaviour or distress that is recognized and named as a distinct disorder within a specific culture, but may not map neatly onto diagnostic categories used elsewhere.
- Explains that this shows diagnostic categories are not entirely culturally universal, since the way psychological distress is expressed, interpreted, and labelled can vary significantly across cultural contexts.
- Explains the implication that a diagnostic system developed in one cultural context (e.g., Western psychiatric classification) risks misdiagnosing or overlooking culturally specific presentations of distress if applied uncritically elsewhere.
Examiner tip: Culture-bound syndromes are strong evidence against treating any single diagnostic manual as a universal, culture-free standard — this links directly to broader sociocultural critiques of diagnostic validity.
20.
Marking analysis: A learner attempts the following task: “Explain how cultural factors can influence the expression or diagnosis of a mental disorder, using the concept of a culture-bound syndrome.” Their response addresses only this point: “Defines a culture-bound syndrome as a pattern of abnormal behaviour or distress that is recognized and named as a distinct disorder within a specific culture, but may not map neatly onto diagnostic categories used elsewhere.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Defines a culture-bound syndrome as a pattern of abnormal behaviour or distress that is recognized and named as a distinct disorder within a specific culture, but may not map neatly onto diagnostic categories used elsewhere.
- Identifies the missing requirement: Explains that this shows diagnostic categories are not entirely culturally universal, since the way psychological distress is expressed, interpreted, and labelled can vary significantly across cultural contexts.
- Identifies the missing requirement: Explains the implication that a diagnostic system developed in one cultural context (e.g., Western psychiatric classification) risks misdiagnosing or overlooking culturally specific presentations of distress if applied uncritically elsewhere.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
21.
Explain what is meant by comorbidity and why it complicates diagnosis and treatment, using depression and anxiety as an example.
[3 marks] · no calculator
Marking points
- Defines comorbidity as the presence of two or more disorders in the same person at the same time.
- Explains that overlapping symptoms of depression and anxiety (e.g. sleep problems, poor concentration) make it hard to tell which disorder causes which symptom.
- Explains that a treatment effective for one disorder may not address the other, requiring an integrated plan.
Examiner tip: Comorbidity is a challenge to the validity of separate diagnostic categories as well as to treatment planning.
22.
Marking analysis: A learner attempts the following task: “Explain what is meant by comorbidity and why it complicates diagnosis and treatment, using depression and anxiety as an example.” Their response addresses only this point: “Defines comorbidity as the presence of two or more disorders in the same person at the same time.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Defines comorbidity as the presence of two or more disorders in the same person at the same time.
- Identifies the missing requirement: Explains that overlapping symptoms of depression and anxiety (e.g. sleep problems, poor concentration) make it hard to tell which disorder causes which symptom.
- Identifies the missing requirement: Explains that a treatment effective for one disorder may not address the other, requiring an integrated plan.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
23.
Explain what is meant by resilience and outline one protective factor that may reduce the risk of developing depression.
[3 marks] · no calculator
Marking points
- Defines resilience as the capacity to cope with adversity and recover without developing a disorder.
- Outlines a protective factor such as strong social support, secure relationships or effective coping skills.
- Explains how it buffers stress, e.g. by providing practical help and emotional reassurance.
Examiner tip: Protective factors do not remove risk; they reduce its impact.
24.
Marking analysis: A learner attempts the following task: “Explain what is meant by resilience and outline one protective factor that may reduce the risk of developing depression.” Their response addresses only this point: “Defines resilience as the capacity to cope with adversity and recover without developing a disorder.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Defines resilience as the capacity to cope with adversity and recover without developing a disorder.
- Identifies the missing requirement: Outlines a protective factor such as strong social support, secure relationships or effective coping skills.
- Identifies the missing requirement: Explains how it buffers stress, e.g. by providing practical help and emotional reassurance.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
25.
Explain how stigma towards mental illness can discourage people from seeking treatment.
[3 marks] · no calculator
Marking points
- Defines stigma as negative attitudes and stereotypes attached to people with mental disorders.
- Explains that people may fear judgement, discrimination or loss of status, so they conceal symptoms (public stigma).
- Explains that internalized stigma can lead to shame and the belief that seeking help signals weakness.
Examiner tip: Distinguish public stigma from self-stigma, since both can delay help-seeking.
26.
Marking analysis: A learner attempts the following task: “Explain how stigma towards mental illness can discourage people from seeking treatment.” Their response addresses only this point: “Defines stigma as negative attitudes and stereotypes attached to people with mental disorders.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Defines stigma as negative attitudes and stereotypes attached to people with mental disorders.
- Identifies the missing requirement: Explains that people may fear judgement, discrimination or loss of status, so they conceal symptoms (public stigma).
- Identifies the missing requirement: Explains that internalized stigma can lead to shame and the belief that seeking help signals weakness.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
27.
State one strength and one limitation of using a case study to investigate a rare disorder.
[2 marks] · no calculator
Marking points
- States a strength such as rich, detailed data that capture the individual's lived experience and can generate hypotheses.
- States a limitation such as findings from one person being difficult to generalize, and possible researcher bias in interpretation.
Examiner tip: Case studies trade breadth for depth; always say which side of the trade your point addresses.
28.
Marking analysis: A learner attempts the following task: “State one strength and one limitation of using a case study to investigate a rare disorder.” Their response addresses only this point: “States a strength such as rich, detailed data that capture the individual's lived experience and can generate hypotheses.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: States a strength such as rich, detailed data that capture the individual's lived experience and can generate hypotheses.
- Identifies the missing requirement: States a limitation such as findings from one person being difficult to generalize, and possible researcher bias in interpretation.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
29.
Explain two ethical considerations in researching people who are currently experiencing a severe mental disorder.
[2 marks] · no calculator
Marking points
- Explains that informed consent requires capacity to understand the study, which may be reduced, so extra safeguards (e.g. guardian involvement) may be needed.
- Explains that confidentiality is critical because disclosure could cause stigma, and participants are at greater risk of psychological harm from distressing procedures.
Examiner tip: Vulnerable participants need stronger protections, not just the standard checklist.
30.
Marking analysis: A learner attempts the following task: “Explain two ethical considerations in researching people who are currently experiencing a severe mental disorder.” Their response addresses only this point: “Explains that informed consent requires capacity to understand the study, which may be reduced, so extra safeguards (e.g. guardian involvement) may be needed.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that informed consent requires capacity to understand the study, which may be reduced, so extra safeguards (e.g. guardian involvement) may be needed.
- Identifies the missing requirement: Explains that confidentiality is critical because disclosure could cause stigma, and participants are at greater risk of psychological harm from distressing procedures.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.