stage 2 psychology€¦ · web view2018. year 12 psychology. exam revision booklet. booklet...

2018Year 12 Psychology

Exam Revision Booklet

Booklet Contents:

Exam structure

Exam rules

Checklist of what to bring

Exam revision techniques

Last minute exam tips

Exam revision preparation grid

Exam question history

On the weebly site, you will find links to all of the revision materials under the ‘Exam’ tab. This includes past examination papers, all practice tests and suggested answers, links to the textbook and SASTA study guide, all revision booklets, all Quizlets and all revision videos. It is assumed that these will be completed as part of your revision.

Exam structure

The 2018 SACE end of year exam will have a time allowance of 2 hours + 10 minutes reading time (this may be different for approved special provisions.) The exam will be on Wednesday the 14th November at 1:30pm.

All 6 topics covered this year will be examined. The exam will be divided into 3 booklets – 2 short answer booklets and one extended response booklet containing 2 extended response questions.

Usually, all 6 topics are worth equal marks in the exam (give or take), so you should be spending equal amounts of revision time on each topic.

For each topic, revision should include the following:

Review each topic summary, summary of terms and the PowerPoints Rewrite and reread topic notes Complete the 2018 SASTA revision guide questions Complete the revision booklets Watch all of the revision videos Practice tests and summative tests Quizlet topics quizzes Past exam questions

Exam rules

You must not have any electronic device with a memory except a calculator. All mobile phones, fit bits, Apple watches etc. must be either left in your bag outside the exam room or surrendered to the exam invigilator

No revision notes allowed No pencil cases allowed No books/novels allowed If you need a dictionary, the exam invigilator should provide you with one Once you are in the examination room, you are not to talk or communicate with anyone in any way

except the exam invigilator. If you need anything (i.e. tissues, extra stationary etc.) put your hand up and they will help you

You must be in formal uniform (year 12 jumpers permitted)

Checklist of what to bring:

Pens – blue or black. Bring more than one! Lead pencil and sharpener (in case there is a graphing question) Ruler Eraser Calculator with memory cleared Exam attendance slip Highlighters (optional) Bottle of water Food that won’t disturb others (optional)

All of the above must be in a clear, standard sized sandwich bag

Exam revision techniques

Do practice questions/booklets Do an exam audit diagnose strengths and weaknesses from each paper Write the correct answers next to your own on the practice paper/question Audit your understanding of each area of learning – what do you know? What do you still need to

understand? Make notes in a new notebook of questions you got correct and questions you got incorrect Organise study groups for week 3 term 4 if you haven’t done so already Summarise your class notes down to a few pages Do mind maps for each topic Complete the SASTA revision questions for each topic Structure short answer questions in dot points then build the answer from there Be aware that some questions will use diagrams/graphs/visual examples Keep in mind your motivation for success – what is driving you to study hard? Remember to also relax and take time out from revision to help consolidate your memory Do as many practice tests/past exam papers as possible Create your own acronyms Make links from the content to real life examples Remember the theory, the PowerPoint example and your own example for each concept Take exam revision seriously – do exam papers/revision under exam conditions at home and in

class Remember the marks scheme – if the question is out of 2 marks, you write one point. If the

question is out of 4 marks, you write 2 points. If the question is out of 6 marks, you write 3 points etc.

Keep in mind that one point well explained does not mean once sentence. It may take you several sentences to make one good point

For each revision question you get wrong, highlight it and write the correct answer next to it After looking at many questions, start to recognise the types of questions asked and see common

concepts and questions reoccurring Learn from your mistakes from past practice and summative tests Bring questions to me if you are not sure

LAST MINUTE TIPS FOR THE END OF YEAR EXAM

Leading up to the exam

Familiarise yourself with the exam booklet cover. This will make you relax somewhat when you see it in the exam

Study all topics equally Use what you have learned this year about sleep, stress and learning to set up a realistic plan leading up to

the exam Cramming the night before or the morning of the exam is going to be of very little benefit Read the areas of learning several times and know what will and won’t be asked in the exam Identify areas that you have been weak in the past and focus more time on these areas. You will naturally

want to spend more time on things you enjoy as these are normally what you are better at, so force yourself to focus on areas that you have been weaker in or don’t enjoy as much

Keep yourself healthy! You are going to be worse off in the long run if do not get adequate sleep, exercise and eat healthy food over the next few weeks. Look after yourself and you will find it easier to study and recall content

Set up a study area that is similar to the environment you will have the exam. Do not study whilst listening to music, watching TV/Netflix etc. Creating a study environment similar to the exam conditions will actually make you remember more when you are in the exam. Other things like studying in your uniform/jumpers, eating the same food as you will have in the exam etc. have all been scientifically proven to improve memory in stressful situations

Practice relaxation techniques i.e. meditation leading up to the exam so that if the need arises you can quickly calm yourself down in the exam room

Just before going into the exam

Do not look at notes immediately before going into the exam room – it will only stress you out more Turn up with plenty of time and have a chat to friends – this will help you relax and make it easier for you to

remember in the exam Do not stress that you don’t know everything. You have studied as much as you can and are as prepared as

possible Make sure the memory on your calculator is cleared – there are plenty of YouTube clips showing you how to

do this Either leave your phone outside the exam room in your bag or surrender it immediately to the exam

invigilator

During the exam

In the reading time, I suggest you plan out your 2 extended responses. This should help you complete them within the time allocation (20 minutes on each extended response and the remaining time on the short answer sections)

A reminder that during the reading time you can start writing in the exam straight away and you are also permitted to use your calculator

Once you have started, work your way through each question. Read each question carefully and understand what it is asking you to do

If you don’t know the answer, take a deep breath, make a note of the question and come back to it later. Another question may help you remember

Make sure you give yourself plenty of time to complete both extended response questions Answer all questions – even if you are not sure of the answer you are better off putting something down

than nothing at all. You may get some marks Plan your time wisely. You are better off not finishing a question worth 2 marks than not doing a question

worth 6 marks Remember not to get overwhelmed. If you are getting tense, take a few moments to relax again. Your mind

will not work at its optimum level if you are too highly aroused

INTRODUCTION TO PSYCHOLOGY

EXAM PREPERATION – AREAS OF LEARNING 1. The range of investigation designs that can be used to answer a particular research

question and their advantages and disadvantages; the three investigation designs used in psychology — experimental, quantitative observational, and qualitative; focus groups and the Delphi technique as examples of qualitative investigations; advantages and disadvantages of quantitative and qualitative investigations; and the difference in design between experimental investigations and quantitative observational investigations.

2. The three methods of assessing psychological responses — objective quantitative measures (e.g. physiological measures such as heart rate, behavioural counts, and scores on standardised intelligence tests), subjective quantitative measures (e.g. responses on checklists and rating scales, and scores on personality tests), and qualitative assessment of data; content analysis of responses in focus groups; awareness of the limitations of drawing conclusions using small or unrepresentative samples; and consideration of the validity and reliability of the methods.

3. Descriptive statistics (that is, the ways in which quantitative data may be represented and described); the generalisation of research findings (instruction in statistics should be limited to determining medians and means; generating graphical representations of data; interpreting medians, means, standard deviations; and graphical representations of data. A brief description of the function of inferential statistics and criteria for significance, however, will enable students to read original research with some understanding)

4. Ethical issues associated with investigations; and the ethical safeguards that have been incorporated in particular investigations.

Source: SACE Board (2018). Psychology 2018 Subject Outline Stage 1 and 2. Adelaide: SACE, pp.1-66.

EXAM PREPERATION

Introduction to Psychology

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision

guide questions completed

The range of investigation designs that can be used to answer a particular research question and their advantages and disadvantagesThe three investigation designs used in psychology — experimental, quantitative observational, and qualitative; focus groups and the Delphi technique as examples of qualitative investigationsAdvantages and disadvantages of quantitative and qualitative investigationsThe difference in design between experimental investigations and quantitative observational investigationsThe three methods of assessing psychological responses — objective quantitative measures (e.g. physiological measures such as heart rate, behavioural counts, and scores on standardised intelligence tests)Subjective quantitative measures (e.g. responses on checklists and rating scales, and scores on personality tests)Qualitative assessment of data; content analysis of responses in focus groupsAwareness of the limitations of drawing conclusions using small or unrepresentative samplesConsideration of the validity and reliability of the methodsDescriptive statistics (that is, the ways in which quantitative data may be represented and described); the generalisation of research findings (instruction in statistics should be limited to determining medians and meansGenerating graphical representations of dataInterpreting medians, means, standard deviations; and graphical representations of dataEthical issues associated with investigations and the ethical safeguards that have been incorporated in particular investigations.

ALTERED STATES OF AWARENESS

EXAM PREPERATION – AREAS OF LEARNING

1. Circadian rhythms; sleep deprivation and sleep needs; stages of sleep; common sleep disorders; psychological and physiological arousal; the relationship between arousal and task performance; and stress and its effect on health

2. Psychological principles concerning altered states of awareness in everyday experiences and events, including shift work, and in psychological interventions, including psychological therapies for insomnia and stress

3. The application of these psychological principles to social issues (e.g. the road toll, workplace accidents, the influence of shift work on health, and the influence of jet lag on sporting performance) and personal growth (e.g. improving one’s own stress management, and ‘sleep hygiene’)

4. Investigation designs and methods for assessing psychological responses used to study altered states of awareness

5. Ethical issues associated with research and applications in the area of altered states of awareness


EXAM PREPERATION

Altered States of Awareness

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision


Circadian rhythmsSleep deprivation and sleep needsStages of sleepCommon sleep disordersPsychological and physiological arousalThe relationship between arousal and task performance (Yerkes-Dodson)Stress and its effect on healthPsychological principles concerning altered states of awareness in everyday experiences and events, including shift workPsychological interventions, including psychological therapies for insomnia and stress

The application of these psychological principles to social issues (e.g. the road toll, workplace accidents, the influence of shift work on health, and the influence of jet lag on sporting performance) and personal growth (e.g. improving one’s own stress management, and ‘sleep hygiene’)

Investigation designs and methods for assessing psychological responses used to study altered states of awareness

Ethical issues associated with research and applications in the area of altered states of awareness

LEARNINGEXAM PREPERATION – AREAS OF LEARNING

1. Components in classical conditioning (unconditioned and conditioned stimuli and unconditioned and conditioned responses); components in operant conditioning (positive reinforcement, negative reinforcement, punishment, schedules of reinforcement, and preparedness); the importance of timing in classical and operant conditioning (contiguity and contingency); stimulus generalisation, stimulus discrimination, and extinction; the factors that influence learning through observation; and the distinction between the acquisition and performance of a learned response.

2. Psychological principles concerning learning in everyday experiences and events (e.g. coin deposit incentives to return shopping trolleys, customer loyalty programs, classical conditioning in advertising, and explicit and implicit observational learning from television programs) and in psychological interventions, including behaviour modification and the systematic desensitisation of phobias

3. The application of these psychological principles to social issues (e.g. reducing criminal behaviour, and increasing recycling) and personal growth (e.g. overcoming one’s own annoying habits)

4. Investigation designs and methods for assessing psychological responses used to study learning

5. Ethical issues associated with research and applications in the area of learning


EXAM PREPERATION

Learning

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision


Components in classical conditioning (unconditioned and conditioned stimuli and unconditioned and conditioned responses)Components in operant conditioning (positive reinforcement, negative reinforcement, punishment, schedules of reinforcement, and preparedness)The importance of timing in classical and operant conditioning (contiguity and contingency)Stimulus generalisation, stimulus discrimination, extinction, spontaneous recovery and preparedness in classical and operant conditioningThe factors that influence learning through observationThe distinction between the acquisition and performance of a learned responsePsychological principles concerning learning in everyday experiences and events (e.g. coin deposit incentives to return shopping trolleys, customer loyalty programs, classical conditioning in advertising, and explicit and implicit observational learning from television programs)Psychological interventions, including behaviour modification and the systematic desensitisation of phobiasThe application of these psychological principles to social issues (e.g. reducing criminal behaviour, and increasing recycling) and personal growth (e.g. overcoming one’s own

annoying habits)Investigation designs and methods for assessing psychological responses used to study learningEthical issues associated with research and applications in the area of learning

PERSONALITYEXAM PREPERATION – AREAS OF LEARNING

1. Psychodynamic, humanistic, and trait theories of personality; and the main forms of personality assessment used today, including standardised self-report inventories, clinical interviews, and behavioural observations

2. Psychological principles concerning personality in everyday experiences and events (e.g. character depictions in the popular media) and in psychological interventions, including assertiveness training

3. Application of these psychological principles to social issues (e.g. personality disorders, the relationship between personality and learning styles, and the relationship between culture and personality) and personal growth (e.g. gaining greater insight into one’s own personality and the factors that have shaped it)

4. Investigation designs and methods for assessing psychological responses used to study personality, including validity and reliability

5. Ethical issues associated with research and applications in the area of personality


EXAM PREPERATION

Personality

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision


Psychodynamic Theory – Freud. Including Iceberg of conscious, preconscious and unconscious; ID Ego and Superego; Psychosexual stages and defence mechanismsHumanistic Theory – Carl Rogers ‘client centred therapy’ and Maslow’s hierarchy of needsTrait Theory – Eysenck Personality dimensions and The Big 5 SuperfactorsStrengths and weaknesses of Psychodynamic, Humanistic and Trait Theories of PersonalityThe main forms of personality assessment used today, including standardised self-report inventories, clinical interviews, and behavioural observationsPsychological principles concerning personality in everyday experiences and events (e.g. character depictions in the popular media)

Psychological intervention of assertiveness trainingApplication of these psychological principles to social issues (e.g. personality disorders, the relationship between personality and learning styles, and the relationship between culture and personality)

Personal growth (e.g. gaining greater insight into one’s own personality and the factors that have shaped it)

Investigation designs and methods for assessing psychological responses used to study personality, including validity and reliability

Ethical issues associated with research and applications in the area of personality

SOCIAL COGNITIONEXAM PREPERATION – AREAS OF LEARNING

1. The structure of attitudes and the functions they serve; the factors that influence attitude formation and attitude change (including source, message, and audience, and peripheral and central processing routes); the bidirectional relationship between attitudes and behaviour; the factors that influence impression formation; self-knowledge from social comparisons; and impression management.

2. Psychological principles concerning social cognition in everyday experiences and events (e.g. meeting a new person, or advertising) and in psychological interventions, including public safety campaigns that target attitude change.

3. The application of these psychological principles to social issues (e.g. reducing prejudice, or increasing the effectiveness of health-promotion campaigns) and personal growth (e.g. more effective persuasive communication and impression management)

4. Investigation designs and methods of assessing psychological responses used to study social cognition.

5. Ethical issues associated with research and applications in the area of social cognition.


EXAM PREPERATION

Social Cognition

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision


The structure of attitudes The functions of attitudes and how they serve usThe factors that influence attitude formation and attitude change (including source, message, and audience, and peripheral and central processing routes)The bidirectional relationship between attitudes and behaviour and the factors that influence themThe factors that influence impression formationSelf-knowledge from social comparisons (upward, downward and linear/lateral)

Impression management and the factors that influence itPsychological principles concerning social cognition in everyday experiences and events (e.g. meeting a new person, or advertising)

Psychological interventions, including public safety campaigns that target attitude change

The application of these psychological principles to social issues (e.g. reducing prejudice, or increasing the effectiveness of health-promotion campaigns)

Personal growth (e.g. more effective persuasive communication and impression management)

Investigation designs and methods of assessing psychological responses used to study social cognition.

Ethical issues associated with research and applications in the area of social cognition.

HEALTHY MINDSEXAM PREPERATION – AREAS OF LEARNING

1. Effective coping strategies; the factors that influence resilience; protective factors for mental health; symptoms of, and effective treatment for, anxiety disorders and depression; and the relationships between factors at the biological, basic processes, person, and sociocultural levels of explanation of behaviour in the psychology of healthy minds and mental health issues

2. Psychological principles concerning healthy minds in everyday experiences and events (e.g. cultural and historical differences in concepts of mental health and mental illness) and in psychological interventions, including cognitive-behavioural therapy; behaviour modification; systematic desensitisation of phobias; assertiveness training; therapy for insomnia; and stress management therapy.

3. The application of principles from the psychology of healthy minds to social issues (e.g. preventing the development of mental disorders, and reducing prejudice against people with a mental illness) and personal growth, including the advantages and disadvantages of different psychological interventions.

4. Investigation designs and methods for assessing psychological responses used to study healthy minds and mental disorders; and investigation designs and methods used to evaluate psychological interventions.

5. Ethical issues associated with research and applications in the area of healthy minds and mental health issues.


EXAM PREPERATION

Healthy Minds

Area of Learning

Needs review

Somewhat understood

Well understood

Review notes

completed

SASTA revision


Effective coping strategies from the four levels of explanationThe factors that influence resilience from the four levels of explanationRisk and protective factors for mental health from the four levels of explanationSymptoms of, and effective treatment for, anxiety disorders and depressionThe relationships between factors at the biological, basic processes, person, and sociocultural levels of explanation of behaviour in the psychology of healthy minds and mental health issues

Psychological principles concerning healthy minds in everyday experiences and events (e.g. cultural and historical differences in concepts of mental health and mental illness)Psychological interventions, including cognitive-behavioural therapy; behaviour modification; systematic desensitisation of phobias; assertiveness training; therapy for insomnia; and stress management therapyThe application of principles from the psychology of healthy minds to social issues (e.g. preventing the development of mental disorders, and reducing prejudice against people with a mental illness)Personal growth, including the advantages and disadvantages of different psychological interventionsInvestigation designs and methods for assessing psychological responses used to study healthy minds and mental disorders; and investigation designs and methods used to evaluate

psychological interventionsEthical issues associated with research and applications in the area of healthy minds and mental health issues.

EXAM QUESTION HISTORY

Introduction to Psychology 2012 2013 2014

2015 2016 2017

The range of investigation designs that can be used to answer a particular research question and their advantages and disadvantages

The three investigation designs used in psychology — experimental, quantitative observational, and qualitative;

Ext. Resp

Focus groups and the Delphi technique as examples of qualitative investigations

x2

Advantages and disadvantages of quantitative and qualitative investigations

The difference in design between experimental investigations and quantitative observational investigations

The three methods of assessing psychological responses — objective quantitative measures (e.g. physiological measures such as heart rate, behavioural counts, and scores on standardised intelligence tests)

Subjective quantitative measures (e.g. responses on checklists and rating scales, and scores on personality tests)

Qualitative assessment of data; content analysis of responses in focus groups

Awareness of the limitations of drawing conclusions using small or unrepresentative samples

Consideration of the validity and reliability of the methods

Descriptive statistics (that is, the ways in which quantitative data may be represented and described); the generalisation of research findings (instruction in statistics should be limited to determining medians and means)

Generating graphical representations of data Interpreting medians, means, standard deviations; and graphical representations of data

Ext. Resp

x2 x2

Ethical issues associated with investigations and the ethical safeguards that have been incorporated in particular investigations.

Ext. Resp

x2 x2

Altered States of Awareness 2012 2013 2014

2015 2016 2017

Circadian rhythms Sleep deprivation and sleep needs Stages of sleep x2Common sleep disorders Psychological and physiological arousal The relationship between arousal and task performance (Yerkes-Dodson)

Stress and its effect on health (GAS) Relationship between sleep and age x2Psychological principles concerning altered states of awareness in everyday experiences and events, including shift work

Psychological interventions, including psychological therapies for insomnia and stress

The application of these psychological principles to social issues (e.g. the road toll, workplace accidents, the influence of shift work on health, and the influence of jet lag on sporting performance) and personal growth (e.g. improving one’s own stress management, and ‘sleep hygiene’)

Investigation designs and methods for assessing psychological responses used to study altered states of awareness

Ethical issues associated with research and applications in the area of altered states of awareness

Learning 2012 2013 2014

2015 2016 2017

Components in classical conditioning (unconditioned and conditioned stimuli and unconditioned and conditioned responses)

Ext Resp

Components in operant conditioning (positive reinforcement, negative reinforcement, punishment, schedules of reinforcement, and preparedness)

Ext Resp

x 2 x2 x2 x3

The importance of timing in classical and operant conditioning (contiguity and contingency)

Stimulus generalisation, stimulus discrimination, extinction, spontaneous recovery and preparedness in classical and operant conditioning

x3 x2

The factors that influence learning through observation

Ext. Resp

The distinction between the acquisition and performance of a learned response

Psychological principles concerning learning in everyday experiences and events (e.g. coin deposit incentives to return shopping trolleys, customer loyalty programs, classical conditioning in advertising, and explicit and implicit observational learning from television programs)

Psychological interventions, including behaviour modification and the systematic desensitisation of phobias

X2

The application of these psychological principles to social issues (e.g. reducing criminal behaviour, and increasing recycling) and personal growth (e.g. overcoming one’s own annoying habits)

Investigation designs and methods for assessing psychological responses used to study learning

Pre 2012

Ethical issues associated with research and Pre

applications in the area of learning 2012

Personality 2012 2013 2014

2015 2016 2017

Psychodynamic Theory – Freud. Including Iceberg of conscious, preconscious and unconscious; ID Ego and Superego; Psychosexual stages and defence mechanisms

x2 Ext. Resp

Humanistic Theory – Carl Rogers ‘client centred therapy’ and Maslow’s hierarchy of needs

Ext Resp

Ext. Resp

Ext. Resp

Trait Theory – Eysenck Personality dimensions and The Big 5 Superfactors

Ext. Resp

Ext. Resp

Ext. Resp

Strengths and weaknesses of Psychodynamic, Humanistic and Trait Theories of Personality

The main forms of personality assessment used today, including standardised self-report inventories, clinical interviews, and behavioural observations

Ext Resp

x2 Ext. Resp

Ext. Resp

Psychological principles concerning personality in everyday experiences and events (e.g. character depictions in the popular media)

Pre 2012

Psychological intervention of assertiveness training Ext. Resp

Application of these psychological principles to social issues (e.g. personality disorders, the relationship between personality and learning styles, and the relationship between culture and personality)

Pre 2012

Personal growth (e.g. gaining greater insight into one’s own personality and the factors that have shaped it)

Pre 2012

Investigation designs and methods for assessing psychological responses used to study personality, including validity and reliability

Ext. Resp

Ethical issues associated with research and applications in the area of personality

Ext. Resp

Social Cognition 2012 2013 2014

2015 2016 2017

The structure of attitudes Ext. Resp

The functions of attitudes and how they serve us Ext. Resp

Ext. Resp

The factors that influence attitude formation and attitude change (including source, message, and audience, and peripheral and central processing routes)

Ext. Resp

Ext. Resp

Advantages and disadvantages of each route of persuasion

Ext. Resp

The bidirectional relationship between attitudes and behaviour and the factors that influence them

Ext. Resp

Ext. Resp

The factors that influence impression formation Ext. Resp

Self-knowledge from social comparisons (upward, downward and linear/lateral)

Impression management and the factors that influence it Ext. Resp

Psychological principles concerning social cognition in everyday experiences and events (e.g. meeting a new person, or advertising)

Psychological interventions, including public safety campaigns that target attitude change

The application of these psychological principles to social issues (e.g. reducing prejudice, or increasing the effectiveness of health-promotion campaigns)

Personal growth (e.g. more effective persuasive communication and impression management)

Investigation designs and methods of assessing psychological responses used to study social cognition.

Ethical issues associated with research and applications in the area of social cognition.

Ext. Resp

Healthy Minds 2012 2013 2014

2015 2016 2017

Effective coping strategies from the four levels of explanation

Ext. Resp

Ext. Resp

Risk and protective factors for mental health from the four levels of explanation

Symptoms of, and effective treatment for, anxiety disorders and depression

Ext. Resp

Ext. Resp

The relationships between factors at the biological, basic processes, person, and sociocultural levels of explanation of behaviour in the psychology of healthy minds and mental health issues

Ext. Resp

x 3

History of mental illness

Psychological principles concerning healthy minds in everyday experiences and events (e.g. cultural and historical differences in concepts of mental health and mental illness)

Resilience and the factors that influence it

Psychological interventions, including cognitive-behavioural therapy; behaviour modification; systematic desensitisation of phobias; assertiveness training; therapy for insomnia; and stress management therapy

Ext. Resp

The application of principles from the psychology of healthy minds to social issues (e.g. preventing the development of mental disorders, and reducing prejudice against people with a mental illness)

Pre 2012

Personal growth, including the advantages and disadvantages of different psychological interventions

Investigation designs and methods for assessing psychological responses used to study healthy minds and mental disorders; and investigation designs and methods used

to evaluate psychological interventionsEthical issues associated with research and applications in the area of healthy minds and mental health issues.

Ext. Resp

Ext. Resp

stage 2 psychology€¦ · web view2018. year 12 psychology. exam revision booklet. booklet...

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