Developmental psychology

Evaluate one or more examples of psychological research (theories and/or studies) into adolescence.

Refer to the paper 2 assessment criteria when awarding marks.

The command term “evaluate” requires candidates to make an appraisal by weighing up the strengths and limitations of one or more theories or studies into adolescence. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Relevant theories may include, but are not limited to:
• Erikson’s identity theory
• Coleman’s focal theory
• Baethge’s cultural theory
• Lewin’s field theory.

Relevant studies may include, but are not limited to:
• Marcia’s studies on the different types of identity status
• Mead’s anthropological studies
• Rutter et al.’s studies on the relationships between adolescents and their parents
• Steinberg’s studies on parent–adolescent conflicts
• Condon’s (1987) study challenging the cross-cultural validity of Erikson’s theory
• Ferron’s (1997) cross-cultural study on body image in adolescence.
• studies related to teenage brain development.

Evaluation may include, but is not limited to:
• appropriateness of concepts in explaining adolescence
• appropriateness of explanation of individual differences
• cultural and gender considerations
• methodological considerations
• supporting and contradicting evidence
• the productivity of the theory in generating psychological research
• the applications of the research
• relevance of stage versus continuous development.

If a candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.

Theories such as those advanced by Piaget and Vygotsky may be presented for discussion. However, the focus must be on the period of adolescence in order to be awarded the full range of marks.