Mark Scheme (Results)

January 2024

Pearson Edexcel International Advanced Level

in Psychology (WPS04)
Paper 01: Clinical Psychology and Psychological
Skills
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January 2024
Question Paper Log Number P72150A
Publications Code WPS04_01_2401_MS
All the material in this publication is copyright
© Pearson Education Ltd 2024
General Marking Guidance

• All candidates must receive the same

treatment. Examiners must mark the first candidate in
exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates
must be rewarded for what they have shown they can do
rather than penalised for omissions.
• Examiners should mark according to the mark scheme
not according to their perception of where the grade
boundaries may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy of
credit according to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded
and exemplification may be limited.
• When examiners are in doubt regarding the application
of the mark scheme to a candidate’s response, the team
leader must be consulted.
• Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative response.
 CLINICAL PSYCHOLOGY

Question Answer Mark

Number
AO1 (1 mark)
1(a) (1)
Credit one mark for an accurate statement.

For example;

• To investigate whether the sane could be distinguished from the

insane (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO1 (2 marks)
1(b) (2)
Credit up to two marks for an accurate description.

For example;

• The pseudo-patients took detailed notes about their experiences

with staff and patients on the ward in their diaries including what
kind of medication they were given (1). The written notes also
contained comprehensive details of patient behaviours that had
been misinterpreted by the ward staff (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (2 marks), AO3 (2 marks)
1(c) (4)
Credit one mark for each accurate identification of a strength (AO1)
Credit one mark for justification/exemplification of each strength (AO3)

For example;

• The pseudo-patients used standardised symptoms during the

admissions process, they all told the doctors they could hear
voices saying words such as ‘thud’ (1). This increases the
reliability of the study by Rosenhan (1973) as it allowed the
procedure to be retested a total of 12 times within the study (1).
• Quantitative data was gathered by pseudo-patients for the
number of tablets they were given and the number of times that
staff initiated conversation or contact with them (1). The
objectivity of this data strengthens the reliability of Rosenhan
(1973) results about institutionalisation as there is no subjective
interpretation required with numerical data which reduces
researcher bias (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks)
2(a) (2)
Credit up to two marks for an appropriate description in relation to the
scenario.

For example;

• Ashanti could undertake an online search of reputable psychology

sources that publish research about different types of family
therapy to gather a range of studies and articles (1). She would
need to use key terms such as ‘family therapy’ and ‘effective’ in
order to gather appropriate data relevant to her research topic
(1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (4 marks)
2(b) (4)
Credit up to four marks for an accurate description in relation to the
scenario.

For example;

• First, Ashanti would need to gain fully informed consent from

Caspian for his family therapy sessions and potentially personal
information to be part of a case study (1). Ashanti could then
undertake a range of research activities with Caspian to complete
her case study, for example interviewing him about his thoughts
on family therapy (1) and using his medical case files that show
the course of his schizophrenia since he was first diagnosed, to
find evidence of progress and therapy effectiveness (1). Ashanti
could also attend a family therapy session with Caspian and make
observational records of the therapy to include in her case study
report about effectiveness (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks), AO3 (2 marks)
2(c) (4)
Credit one mark for an accurate identification of each weakness in
relation to the scenario (AO2)
Credit one mark for justification/exemplification of each weakness (AO3)

For example;

• Ashanti may be biased towards wanting success for Caspian as he

is her patient so her case study could lack objectivity in reporting
about family therapy (1) which would reduce the reliability of her
research into effectiveness as her data would be skewed to her
personal belief and interpretation of Caspian’s experiences (1).
• The case study is based on Caspian’s unique experiences of family
therapy for his schizophrenia and is unlikely to be representative
of other families or mental health conditions (1), therefore the
findings about the effectiveness of family therapy would not be
generalisable to a wider population of patients undergoing this
therapy (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks)
3(a) (2)
Credit up to two marks for an accurate description in relation to the
scenario.

For example;

• The clinician and Andrezj are from different cultural groups so

they may have linguistic differences that impact on the wording
used by Andrezj to express the worries and concerns he had (1)
leading to the clinicians misunderstanding his feelings and
concerns about his symptoms due to seeing them through their
own cultural lens rather than from a culturally relative point of
view (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (1 mark), AO3 (1 mark)
3(b) (2)
Credit one mark for accurate identification of one reason in relation to
the scenario (AO2).
Credit one mark for justification/exemplification of the reason (AO3)

For example;

• Andrezj’s diagnosis can be considered reliable as the two clinicians

both used the DSM for his diagnosis so there is inter-rater
reliability from the two separate clinicians diagnosing the same
mental health disorder for Andrezj (1), as shown by Brown et al.
(2001) who tested the DSM-IV for mood and anxiety disorders
finding that independent interviewers came to the same diagnosis,
so the DSM is a reliable diagnostic system (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (1 mark)
4(a) (1)
Credit one mark for an accurate symptom given.

Anorexia nervosa

For example;

• One symptom is significantly low body mass index (BMI) of less

than 18.5 kg/m2 in adults (1).

Unipolar depression

For example;

• One symptom is a decreased interest or pleasure in most/all

activities for most of every day (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (4 marks)
4(b) (4)
Credit up to four marks for an accurate description

Anorexia nervosa

For example;

• Learning theory would suggest that anorexia nervosa may be a

result of paying attention to role models who are thin and
retaining this body image (1). Imitating the ideal weight of role
models may be motivated by the positive reactions the media
gives ‘thin’ celebrities and the negative responses to being
overweight (1). Young people, often girls, may wish to be like
their role models and reproduce the idealised ideas of women
being of ‘thin’ shown in the western media (1), including social
media imagery that reflects westernised ideal body images of
women and pro-anorexia sites that positively reinforce sufferers
being underweight (1).

Unipolar depression

For example;

• The cognitive model suggests that unipolar depression is due to

cognitive errors that people make about themselves resulting in a
negative view of themselves (1) which is the result of a faulty
pattern of thought and irrational thinking that are considered to
be negative schemata and distorted processing of information (1).
The cognitive triad also suggests that a negative view of self, the
world and the future results in negative cognitive biases, such as
overgeneralisations based on limited evidence (1) creating an
individual’s negative self-concept involving how they see
themselves and think about themselves in relation to the outside
world (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (3 marks), AO3 (3 marks)
4(c) (6)
Credit one mark for each accurate identification point (AO1)
Credit one mark for justification of each point of analysis (AO3)

Anorexia Nervosa

For example;

• CBT can challenge negative thoughts and helps question faulty

beliefs about weight and body image to develop positive self-talk
about food and weight (1). Pike et al. (2003) found CBT was more
effective than nutritional counselling in improving outcome and
preventing relapse in anorexia nervosa (1). CBT may not address
other influences in the onset of anorexia nervosa, for example the
impact of external factors such as role models in the media (1).
Becker et al. (2002) found that television influenced views about
body shape and/or weight which CBT may not consider when
addressing cognitive processes (1). Specialised cognitive
behavioural therapy (CBT-ED) is designed for people with eating
disorders but takes over 40 weeks which is time consuming (1),
so because CBT does not work immediately for patients with
anorexia nervosa this may result in high drop our rates reducing
the effectiveness of the treatment (1).

Unipolar Depression

For example;

• Cognitive behavioural therapy can be used in combination with

other treatments and is considered to be effective alongside
SSRI’s for treating unipolar depression (1). Wiles et al. (2013)
found that patients undertaking CBT with anti-depressant
medications saw a reduction in their unipolar depression
symptoms (1). Completing the homework tasks to reflect on their
experiences of depression when they are away from the therapy
session may be difficult for clients with depression (1) as these
tasks require a motivation that the clients may not feel due to
some of their symptoms, such as diminished interests in daily life
(1). CBT does not account for other influences for the onset of
depression, such as the role of neurotransmitters, so may not be
effective if depression is not just related to cognitive processing
(1) Cuijpers et al.’s (2013) meta-analysis of CBT effectiveness in
adults finding CBT was no more effective than drug treatment
when used alone but was most effective when CBT was combined
with drug treatment (1).

Look for other reasonable marking points.

Question Indicative Content Mark
Number
5 AO1 (6 marks), AO3 (10 marks) (16)
AO1
• Drug therapy is a biological treatment where the use of anti-psychotic
drugs such as clozapine, aims to alter the chemistry in the brain.
• Drug therapy is based on neurotransmitter explanations of schizophrenia,
such as the dopamine hypothesis.
• Drug therapy consists of anti-psychotic medication which suppresses
hallucinations and delusions and can be used with anti-depressants.
• Some anti-psychotic drugs block dopamine activity so minimising the
effects of dopamine, while others also act on serotonin uptake.
• A patient can take the anti-psychotic medication in syrup or tablet form
allowing them to select different methods of treatment.
• If patients forget to take them then medical practitioners could inject the
anti-psychotic drugs to help with drug compliance.
AO3
• Phenothiazine drugs block dopamine receptors and are effective as
patients who respond to these show signs of improvement, with a
reduction in most schizophrenic symptoms.
• Bustillo et al. (2001) found that Assertive Community Treatments (ACT)
help with preventing psychotic relapse and hospitalisation, so drug
therapy targeting neurotransmitters can be combined with other
interventions to achieve an overall more successful treatment.
• Adityanjee and Kaizad (2005) found that in 0.05% of patients, anti-
psychotic drugs lead to neuroleptic malignant syndrome which causes
nausea, high blood pressure, confusion, and in 10% of cases, death, so
despite effectiveness there may be negative health implications.
• Eaton (1980) found that schizophrenia is associated with city life rather
than biological factors, so if schizophrenia is related to the environment
and social adversity it may be that drug therapy is ineffective.
• Anti-psychotics can reduce symptoms of schizophrenia more rapidly than
therapies such as family therapy, so can reduce patient distress quickly
increasing the effectiveness of drugs as a treatment.
• Meltzer et al. (2004) found patients using haloperidol had reduced
symptoms of schizophrenia and showed improvements in day to day
functioning, so the treatment is effective.
• Emsley (2008) found that risperidone injections reduced both positive and
negative symptoms of schizophrenia, with 64% of patients having no
symptoms two years on, highlighting that drug therapy can be an
effective treatment for a range of schizophrenia symptoms.
• Drug therapy is reductionist as it only considers neurotransmitters as a
cause of schizophrenia, yet an alternative biological explanation suggests
genetics play a role in schizophrenia, so drugs would be ineffective.
• Rosa et al. (2005) found only 50% of patients complied with taking
their anti-psychotics, so while they may be successful in terms of
the impact on neurotransmitters, they are ineffective if drug
compliance is low.
• Hartling et al. (2012) reviewed 114 studies and found it difficult to
reach overall conclusions of antipsychotic effectiveness due to
possible bias, brief follow-up trials, and use of selective
populations.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (6 marks), AO3 (10 marks)
Candidates must demonstrate a greater emphasis on evaluation/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 6 marks.
0 No rewardable material.

Level 1 1-4 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 5-8 Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the
Marks
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 9-12 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning
Marks
leading to a conclusion being presented. Candidates will demonstrate
a grasp of competing arguments but evaluation may be imbalanced.
(AO3)

Level 4 13-16 Demonstrates accurate and thorough knowledge and understanding.

Marks (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
 PSYCHOLOGICAL SKILLS
Question Answer Mark
Number
AO2 (1 mark)
6(a) (1)
Credit one mark for a correct calculation.

For example;

• 14:13 (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (3 marks)
6(b) (3)
Credit one mark for appropriate title.
Credit one mark for appropriate labelling of axes.
Credit one mark for correct plots.

For example;

A bar chart to show the number of non-

stereotypical female characters shown in
four television programmes
9
8
Number of characters

7
6
5
4
3
2
1
0
A B C D
Television programme

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks)
7(a) (2)
Credit up to two marks for an accurate description in relation to the
scenario.

For example;

• Zhi could advertise her research about educational achievement

through the local schools where children aged six would be
attending (1) and include her contact details for parents of six-
year-olds to volunteer to take part in the longitudinal research on
parenting styles and education (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (1 mark), AO3 (1 mark)
7(b) (2)
Credit one mark for an accurate improvement in relation to the scenario
(AO2)
Credit one mark for exemplification/justification of the improvement
(AO3)

For example;

• Zhi could also include families who have new-born babies and
children under six years old in her investigation (1) which would
allow her to find out about the influence of parenting styles from a
child’s birth onwards so her findings about educational
achievement are more valid (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (3 marks), AO3 (3 marks)
8 (6)
Credit one mark for each accurate point identified in relation to the
scenario (AO2)
Credit one mark for exemplification/justification of each point (AO3)

For example;

• Rabia would need to ensure that she only conducted the medical
procedure on the smallest number of rats possible whilst enabling
her research to be a reliable test of testosterone and aggression
(1), this ensures she meets the requirement of ‘reduction’ in the
Animals (Scientific Procedures) Act 1986 that the number of
animals is reduced to the minimum needed to achieve the results
sought (1).
• The medical procedure on the rats should be undertaken in a
manner that causes the least pain and harm to the rats during the
operation and afterwards during the experiment (1). This is
because the Animals (Scientific Procedures) Act 1986 states that
all procedures must be refined in order to minimise any suffering
that an animal would experience during the experiment (1).
• The rats would need to be housed and cared for in appropriate
caging and given acceptable standards of care such as feeding the
rats during the experimental period of time (1) in order to meet
the code of practice for promoting good animal welfare through
the provision of consistent, high-quality care and accommodation
for the animals is met by Rabia (1).

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (4 marks)
9(a) (4)

Credit one mark for a correct calculation of total for d² = 50

Credit one mark for a correct calculation of 6 times the sum of
d² =300
Credit one mark for a correct calculation of 6 times the sum of
d² divided by n(n²-1) = 1.4286
Credit one mark for a correct answer to three decimal places
= -0.429

Score for Rank 1 Score for Rank 2 d d2

bullying self-
behaviour esteem
(out of 20) (out of 20)
18 5 4 1 4 16

9 2 13 4 -2 4

14 3 9 3 0 0

2 1 18 6 -5 25

19 6 17 5 1 1

17 4 8 2 2 4

Total for d2 50

6 X50 300
• 1– = = -0.429
6(36−1) 210

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (1 mark)
9(b) (1)
Credit one mark for an accurate statement

For example;

• The result is not significant at P<0.05 for a two-tailed

test where N=6 as the calculated value of 0.429 is less
than the critical value of 0.886 (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO3 (1 mark)
9(c) (1)

Credit one mark for an accurate conclusion

For example;

• Troy could conclude that an individual’s self-esteem does

not have any relationship to whether the individual
displays bullying behaviour or not (1).

Look for other reasonable marking points.

Question Indicative Content Mark
Number
10 AO1 (4 marks), AO2 (4 marks) (8)

AO1
• Operant conditioning would suggest that desired consequences
will positively reinforce behaviour and that behaviour will be
repeated.
• Activities that bring pleasure can increase activation of the
dopamine reward pathway and stimulate feelings of euphoria.
• Family therapy is where a patient, their family and friends
attend sessions to work with each other to help support mental
health.
• Drug treatments such as SSRI mood stabilisers aim to regulate
a person’s neurotransmitter functioning in the brain.

AO2
• The variable ratio reinforcement schedule encourages internet
addiction by positively reinforcing the addict, this could be likes
for an Instagram photograph or points in a game, so
interventions could use positive reinforcements that outweigh
those on the internet.
• When mood enhancing content is found through internet use it
could mean the users need for more time to achieve sufficient
stimulation of dopamine to reach their desired mood, so
interventions would need to reduce internet time gradually to
avoid withdrawal.
• The results of internet addiction, such as family conflict and a
poor social life could be addressed through interventions like
family therapy where the concerns about the inability to control
internet use can be discussed to support the internet addict to
stop.
• SSRI’s may help reduce the withdrawal symptoms from not
using the internet which may be due to the addict needing
greater amounts of time online to achieve the same emotional
response and mood that they desire from the use of mobile
devices or video games.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO2 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application in their answer.
0 No rewardable material
Level 1 1–2 Demonstrates isolated elements of knowledge and understanding. (AO1)
Marks Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)
Marks Discussion is partially developed but is imbalanced or superficial occasionally
supported through the application of relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)
Marks Arguments developed using mostly coherent chains of reasoning. Candidates
will demonstrate a grasp of competing arguments, but discussion may be
imbalanced or contain superficial material supported by applying relevant
evidence from the context (scientific ideas, processes, techniques and
procedures (AO2)

Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks Displays a well-developed and logical balanced discussion, containing logical
chains of reasoning. Demonstrates a thorough awareness of competing
arguments supported throughout by sustained application of relevant
evidence from the context (scientific ideas, processes, techniques or
procedures). (AO2)
Question Indicative Content Mark
Number
11 AO1 (8 marks), AO3 (12 marks) (20)
AO1
• Milgram’s (1963) research into obedience has increased our understanding of
the situations in which blind, destructive obedience is most likely to happen.
• The working memory model provides an understanding of processing speeds
and phonological development in active short-term memory functioning.
• Bartlett’s (1932) theory of reconstructive memory helps to understand why
memory can be inaccurate and recall of events may be different to the exact
experience.
• The role of brain functioning and structures in aggression, such as the pre-
frontal cortex or amygdala, provides knowledge of the innate factors involved
in aggression.
• Social learning theory emphasises the importance of the role model in the
learning of behaviour through attention, retention, reproduction, and
motivation.
• Explanations of behaviours as a result of hormones have been able to explain
how human behaviour can be due to imbalanced melatonin or testosterone.
• Bowlby’s (1944) research of 44 juvenile thieves suggested that the lack of a
maternal attachment figure could result in children developing affectionless
psychopathy.
• Classical conditioning claims that behaviours such as phobic responses are the
product of stimulus-response pairing and association.
•
AO3
• Knowing the factors that impact on obedience can help society with prevention
strategies to reduce atrocities such as the Mai Lai massacre from happening
again.
• Understanding of the optimum conditions for obedience to an authority figure
could be used negatively in society by individuals seeking to influence others
and gain power and control over those in subordinate positions to them.
• Using knowledge of working memory can help children with dyslexia access
learning through classroom strategies and direct interventions such as Cog-
Med that improve working memory functioning and the accessibility of
educational content.
• Memory has been found to be largely accurate in eyewitness testimony by
Yuille and Cutshall (1986) so considering eyewitness accounts as inaccurate in
court trials could be detrimental to achieving justice for defendant or victims of
criminal activities.
• Raine et al. (1997) found that murderers pleading not guilty by reason of
insanity had less activity in their prefrontal brain regions and corpus callosum,
helping criminal justice systems understand that violence may not always be a
rational choice.
• Despite awareness in society of negative influences of thin women in the
media on eating disordered behaviour, such as Becker et al. (2002) society
does not always use this information to reduce negative influencers, so thin
role models remain available.
• Bandura’s research in his Bobo Doll studies has been utilised in society to
reduce access to violent or aggressive media sources by children, such as the
PEGI game ratings on video games and the age ratings for movies.
• Aggression has been linked to testosterone which has led to chemical
treatments for violent male offenders, however this does not explain violence
in females and can only be partially used in society to treat offenders.
• Treatments such as light therapy have proved to be effective use of our
knowledge of the interactions between hormones and external zeitgebers to
help treat patients with seasonal affective disorder and irregular sleep patterns
or disorders.
 • While effective parenting is an important use of psychological knowledge, the
findings of Bowlby (1944) may result in society placing blame on the mothers
of children who demonstrate anti-social behaviours, which results in negative
attitudes to the mother.
• Systematic desensitisation has developed from the understanding of phobia
acquisition to provide an effective treatment for patients with phobias, shown
by Capafons (1998) in their treatment of a fear of flying.
• Aversion therapy for homosexuality has been used to ‘cure’ people of their
sexual attractions, despite homosexuality being removed from the DSM in
1973, so the misuse of therapies can lead to social control over the lifestyles of
people.

Look for other reasonable marking points.

Level Mark Descriptor

AO1 (8 marks), AO3 (12 marks)
Candidates must demonstrate a greater emphasis on assessment/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 8 marks.
0 No rewardable material.

Level 1 1–4 Demonstrates isolated elements of knowledge and understanding. (AO1)

Marks
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2 5–8 Demonstrates mostly accurate knowledge and understanding. (AO1)

Marks
Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a generic or
superficial assessment being presented. (AO3)

Level 3 9–12 Demonstrates accurate knowledge and understanding. (AO1)

Marks
Arguments developed using mostly coherent chains of reasoning, leading to
an assessment being presented which considers a range of factors.
Candidates will demonstrate understanding of competing arguments/factors
but unlikely to grasp their significance. The assessment leads to a
judgement but this will be imbalanced. (AO3)

Level 4 13–16 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks
Displays a logical assessment, containing logical chains of reasoning
throughout which consider a range of factors. Demonstrates an
understanding of competing arguments/factors but does not fully consider
the significance of each which in turn leads to an imbalanced judgement
being presented. (AO3)

Level 5 17–20 Demonstrates accurate and thorough knowledge and understanding. (AO1)
Marks Displays a well-developed and logical assessment, containing logical chains
of reasoning throughout. Demonstrates a full understanding and awareness
of the significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)
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