paper 3 2022 Flashcards
Abiya’s friends are concerned about a recent change in her mood, appearance and
ability to make sensible decisions. Abiya frequently asks to borrow money from them
that she doesn’t pay back. They suspect she is using the money to buy substances
that she has become addicted to.
Evaluate how agonist and antagonist substitution could be used as a method to help
modify Abiya’s addictive behaviours.
Credit will be given for:
Agonist and Antagonist Substitution:
* A treatment that aims to treat individuals through maintenance / substitution treatment
systems. Antagonist: Although a form of treatment as a last resort. Such treatments
involve the blocking / limiting of effect of substances on the brain resulting in withdrawal
of pleasure.
* Presentation of evidence to illustrate evaluation of the effectiveness of agonist
substitution (such as methadone or similar) and the effectiveness of antagonist
substitution (such as naltrexone or similar) as a method to modify addictive behaviour.
Evidence can be selected from research on the effectiveness conducted by NICE (E.g.
methadone and naltrexone or any other relevant examples). E.g. Van den Brink et al.
2006, (methadone), Lahti et al., 2010, (naltrexone and gambling). Any comparisons, such
as buprenorphine and safety (Marteau, 2015).
* Research evidence can also be selected from any ethical issues of the use of agonist
substitution (such as methadone or similar) such as The Office for National Statistics
(death rates) and the side effects of antagonist substitution, such as naltrexone.
* Further evidence can be selected from evaluation of social implications, such as
financial costs of methadone or similar to society (Gyngell, 2011, Doward, 2011) and the
link to criminality (National Treatment Agency, 2009, Gyngell, 2011, Boyd et al., 2012).
* Any other appropriate content.
Credit application to the scenario as AO2 – such as, the use of Abiya to give examples of the
evaluative aspects of the therapy:
* E.g. If the substance abuse was heroin, as it doesn’t say, methadone could be used as
an example of agonist substitution to treat Abiya’s substance addiction. NICE and Van
den Brink and Haasen, 2006, suggest this may help her with the addiction, if only as a
maintenance treatment, but it would need an ‘adequate’ dosage. However, there may be
side effects of taking methadone for Abiya, such as interacting with other drugs or
alcohol, which if she drank alcohol or took other drugs or antidepressants, may also be
an ethical issue as it could lead to respiratory problems or an overdose if combined with
other drugs. However, there is a positive aspect of taking methadone when it comes to
the link of methadone with criminality (National Treatment Agency, 2009). Abiya seems
to be less likely to reoffend and offers an immediate positive effect on society. But there
is some contrasting evidence from Gyngell, 2011.
* A similar response can be written in relation to antagonist substitution. E.g. if using
naltrexone as an example, in relation to Abiya’s substance addiction (NICE) and a
reduction in relapse rates, so may help to improve Abiya’s quality of life. Again, if Abiya
was to take naltrexone she may suffer side effects, with a greater chance of overdose as
if Abiya went back to the drug (such as heroin) she would need more of it to satisfy her
needs.
* Abiya may not be able to go to the G.P or even be registered with one. Therefore, Abiya
may be unable to gain access to these specific drugs. In this instance, agonist and
antagonist substitution may not be an appropriate method of modifying Abiya’s addictive
behaviours.
* Any other appropriate content.
Describe how one social psychological explanation helps us to understand
addictive behaviours. (10)
This question is focused mainly on demonstrating knowledge and understanding
of scientific processes, techniques and procedures.
Credit will be given for:
Identified on the specification for social psychological explanations of addictive
behaviours are:
* Peer pressure.
* The role of the media.
* Co-morbidity with mental illness.
* It is also noted that Bandura’s Social Learning Theory (1977) or re-named
social cognitive theory (1986) could be used as part of the description as it
overlaps some social psychological explanations, particularly, peer pressure,
and the role of the media. It suggests that by seeing others being reinforced
for engaging in addictive behaviours the person would expect the same to
happen to them. He emphasised the role of social factors on our behaviours.
The behaviourist approach was extended to include indirect (vicarious)
reinforcement (as well as direct). It is a social theory as we learn indirectly
form others, we copy and imitate their behaviour. We learn behaviour if we
are motivated by observing a role model (someone we want to copy/identify
with, look up to, admire, want to be like) and by watching a role model being
rewarded.
Peer influences:
* The link of peer influences to addiction could include: peer pressure, social
norms in a group, descriptive norms, injunctive norms (Borsari/Carey, 2001).
Also, a description of how this can be applied to addictive behaviours.
Media:
* The link to the role of the media could include: how media portrays addictive
behaviour (tv, newspapers, films, advertising, internet etc.) and the effect.
* The answer could include research by Lyons et al., 2011 on smoking/alcohol
in films and TV programmes), Stanton Glantz et al. (2002) focusing on
smoking in films. Research by Gunasekera et al. (2005) focusing on
addictions seen positively and leading to vicarious reinforcement.
* Also, descriptions of the effect of exposure may be described (Wellman et al.,
2006, Hanewinkel et al., 2014).
Co-morbidity:
* The National Institute on Drug Abuse (NIDA), part of the National Institute on
Health, suggests that exposure to traumatic events in life puts people at
higher risk of substance use disorders, particularly if they have been physically or emotionally traumatised. An example of this was service
members returning from Iraq and Afghanistan, where half who reported
PTSD or depression also had co-occurring substance use disorder.
* Similarly, NIDA report that early drug use may be a risk factor for later
substance abuse. Amongst the triggers listed for this, were; general
environmental influences and psycho-social influences.
* NIH (National Institute on Health) also suggest environmental factors, such
as stress and trauma, create genetic changes that are then passed down the
generations.
* Any other appropriate content.
Sophia was part of a gang that was known to frighten and upset older people
in her local neighbourhood. She was recently arrested for vandalising the
house of an older person. She knew that what she had done was wrong and
was grateful to be given the opportunity to take part in a restorative justice
programme.
With reference to Sophia, describe restorative justice as a method that could
be used to modify her criminal behaviours. (15)
This question is focused mainly on demonstrating knowledge and
understanding of scientific processes, techniques and procedures.
Credit will be given for:
* Restorative justice programmes usually involve communication with the
victim. It may occasionally involve payment to the victim, but usually will
involve writing a letter to the victim or even a face-to-face meeting.
* Restorative justice is often an alternative to prison.
* This modification technique is based on the principle of putting right their
wrong.
* Current Home Office data suggests restorative justice is a central method
in a force to reduce recidivism.
* Aims of restorative justice: rehabilitation of offenders, atonement for
wrongdoing.
* Victim’s perspective. It allows the victim of crime a voice and a sense of
power in the criminal process.
* A theory of restorative justice. (Wachtel and McCold, 2003).
* Any other appropriate content.
Credit application to the scenario as AO2 - such as Sophia’s, which allows
her to access restorative justice as a possible means of modifying her
criminal behaviours.
* Eg. Sophia knew that frightening older people and vandalising a house of
an older person was wrong and was grateful to be given the opportunity
to undergo the restorative program to avoid being arrested again or
worse.
* As Sophia knew what she was doing was wrong, she may have already
begun to work towards atonement for wrongdoing.
* Sophia may also have begun to feel guilty (as the scenario said that she
knew what she had done was wrong and was grateful for the chance to
take part in the restorative justice programme). Therefore, Sophia may
already be more willing to undertake community service or to write a
letter to the older person whose house she vandalised or to the older
people in her neighbourhood that she had frightened.
* If Sophia understands how the victims feel, she may become reformed
and break away from the gang and crime.
* Any other appropriate content.
Evaluate two biological explanations of criminal behaviours. (10)
It is likely evaluative responses here will be structured by two of those found in
the specification: These are:
* Role of the amygdala.
* Inherited criminality.
* Disinhibition hypothesis.
Credit will be given for:
* The validity of the explanation.
* The evidence for and against the explanation.
* Evaluation of any studies/evidence presented.
* The usefulness of the explanation.
* The application of the explanation to therapy.
* Comparisons with other explanations.
* Cultural or other bias inherent in the explanation.
* Any other appropriate content.
