Psychology 9990
Explore behaviour and mental processes through research methods and studies. Evaluate evidence and apply psychological explanations to the topics in your route.
What you'll cover
- AS core studies
- AS research methods
- AS methodological concepts
- A Level research methodology
- A Level specialist options · Clinical Psychology
- A Level specialist options · Consumer Psychology
Published syllabus exam years: 2024, 2025, 2026, 2027, 2028, 2029, 2030. Confirm exam-series and centre availability with your school and Cambridge.
Cambridge International AS & A Level Psychology 9990 syllabus map
2028–2030 syllabus · Version 1
92 of 92 sections have teaching and practice
Start the learning pathwayStudy options and assessment
Seven original lessons map all 15 AS research-method and methodological-concept sections to explained Guided, Independent and Transfer practice. All 12 compulsory AS core studies have original study-specific teaching and staged practice; five additional A Level methodology lessons cover research design and validity. All 15 Clinical, all 15 Consumer (2.1.1–2.5.3) and all 15 Health (3.1.1–3.5.3) Psychology sections link to original teaching and staged practice. All 15 Organisational Psychology sections 4.1–4.5 now have original teaching and explained staged practice; the six new 4.4–4.5 lessons bring the planning map to 92 of 92 indexed sections. Consumer lessons cover physical and psychological environments; decision models, heuristics and mistakes; packaging, selling and buying; advertising, self-monitoring, product placement, brand recognition and slogans. Evaluation boundaries are explicit: studies use particular products, samples, tasks and settings; gaze, recall, self-report, EEG indices, ratings, choices and purchases are different outcomes. Health evidence is bounded: Laba et al. measured hypothetical preferences; Riekert and Drotar raise a non-response concern; Chung and Naya's cap tracked openings, not swallowing; Chaney et al. was a short caregiver-reported pilot; Yokley and Glenwick examined immunisation attendance in one public-health setting. MacLachlan et al. report one patient, not a controlled treatment effect; Brudvik et al. compared separate child, parent and physician ratings in one emergency department. Chandola et al. found a cohort association; Wang et al. measured responses during a monitored arithmetic task; Evans and Wener observed commuters; Bridge et al. found mixed self-rated outcomes in radiotherapy. Janis and Feshbach measured short-term self-reports in one school; Lewin et al. tested a rehabilitation package, not information alone. Tapper et al. and Fox et al. studied bounded school and worksite programmes; incentive effects do not establish transfer or rule out reporting effects. Weinstein measured comparative expectations, while Seligman’s framework is conceptual and Shoshani and Steinmetz used a school-level comparison. These findings do not establish universal health effects or diagnose individuals. Need-theory examples use a child measurement study, not a workplace test; SMART is a practical checklist, not a motivational theory. Landry et al. compared reward framing with student volunteers in a lab; this does not establish universal effects in workplaces. Cuadrado et al. (2008) measured undergraduate evaluations of presented leaders, not workplace performance or hiring; this does not establish a universal gender effect. The historical 1995 Munchausen criteria are not a current diagnostic checklist. Cambridge’s 2028–2030 Reference List treats Oruč et al. (1997) as an example of genetic explanation although its participants had bipolar I; gambling disorder is listed in Cambridge’s Clinical topic but classified under addictive behaviours in ICD-11. Candidates choose two options, but all four remain listed so schools can select a route. The 92-section count is a planning index, not a Cambridge score. Remaining work is deeper coverage review, separate-year syllabus reconciliation, timed-paper practice and human subject-expert review. The separate 2027 and 2024–2026 syllabuses are not reconciled into this route. Practice is not official grading, a timed-paper simulation or human subject-expert review.
Cambridge publishes distinct 2027 and 2028–2030 syllabuses. The separate 2027 syllabus is not mapped here; this route covers 2028–2030 Version 1 only. Confirm your exam year and centre entry with Cambridge and your school.
Choose your paper route
- AS Level onlyPapers 1 + 2
Paper 1 Approaches, Issues and Debates and Paper 2 Research Methods; each is 1 h 30 min and 60 marks, worth 50% of AS. Both are externally assessed.
- Staged A LevelAS papers, then Papers 3 + 4
Candidates take Papers 1 and 2 at AS, then complete the A Level with Papers 3 and 4, subject to Cambridge carry-forward rules and time limits. Choose two specialist options.
- A Level in one seriesPapers 1 + 2 + 3 + 4
All four externally assessed papers are taken in one exam series. Candidates study two of Clinical, Consumer, Health or Organisational Psychology.
The AS content is required foundation for both A Level specialist papers. All 12 core studies, 15 AS methods sections and five additional A Level methodology sections have teaching. All 15 sections in each specialist option link to teaching; deeper coverage review, timed-paper practice and human subject-expert review remain pending.
View syllabus coverage
AS Psychology uses Papers 1 and 2. A Level includes the AS content, two of four specialist options and Papers 3 and 4. All 15 AS methods sections, 12 compulsory core studies and five additional A Level methodology sections link to original teaching. All 15 sections in each of Clinical, Consumer, Health and Organisational Psychology link to teaching; all 92 indexed sections are now linked. The 92-section count is a planning index, not a Cambridge score. Health evidence is bounded: clothing impressions are not competence; satisfaction is not diagnostic accuracy; adherence measures do not prove ingestion; pain measures capture different perspectives; and stress measures are not diagnoses. Janis and Feshbach measured short-term self-reports in one school; Lewin et al. tested a rehabilitation package, not information alone. Tapper et al. and Fox et al. studied specific school and worksite programmes; Weinstein measured comparative expectations; Seligman’s framework is conceptual; Shoshani and Steinmetz used a school-level comparison. The evidence does not show universal effects or provide clinical guidance. The historical Munchausen criteria are not a current diagnostic checklist. Consumer results are bounded by products, samples, settings and measures; gaze, recall, intentions, choices and purchases are distinct. Neither MOCI nor Y-BOCS scores are diagnoses; OCD theories are not proven universal causes. The Lehmkuhl study is a single child case and Lovell a trial in adults. The Little Albert study is historical and unethical to repeat; Chapman and DeLapp is a single adult case. Gambling disorder appears in Cambridge’s Clinical topic but ICD-11 classifies it under addictive behaviours. Motivation lessons distinguish need theories, SMART planning and VIE; Landry et al. is a lab study with student volunteers, not a universal workplace finding. Cuadrado et al. (2008) measured undergraduate evaluations, not workplace performance. The separate 2027 syllabus, timed Paper 4 planning and human subject-expert review are not covered. Practice is not official grading or Cambridge material.
AS core studies
- Dement and Kleitman · sleep and dreamsCORE-01
- Hassett et al. · monkey toy preferencesCORE-02
- Hölzel et al. · mindfulness and brain scansCORE-03
- Andrade · doodlingCORE-04
- Baron-Cohen et al. · eyes testCORE-05
- Pozzulo et al. · line-upsCORE-06
- Bandura et al. · aggressionCORE-07
- Fagen et al. · elephant learningCORE-08
- Saavedra and Silverman · button phobiaCORE-09
- Milgram · obedienceCORE-10
- Perry et al. · personal spaceCORE-11
- Piliavin et al. · subway SamaritansCORE-12
AS research methods
- ExperimentsRM-EXPERIMENTS
- Self-reports: questionnaires and interviewsRM-SELF-REPORTS
- Case studiesRM-CASE-STUDIES
- ObservationsRM-OBSERVATIONS
- CorrelationsRM-CORRELATIONS
- Longitudinal studiesRM-LONGITUDINAL
AS methodological concepts
- Aims and hypothesesMC-AIMS-HYPOTHESES
- Variables and operational definitionsMC-VARIABLES
- Control of variablesMC-CONTROLS
- Types of dataMC-DATA-TYPES
- Sampling of participantsMC-SAMPLING
- Ethics in human and animal researchMC-ETHICS
- ValidityMC-VALIDITY
- Reliability and replicabilityMC-RELIABILITY
- Data analysis and presentationMC-DATA-ANALYSIS
A Level research methodology
- Randomised control trialsAL-RCT
- Postal questionnaires and rating scalesAL-POSTAL-RATING
- Psychometric testsAL-PSYCHOMETRIC
- Null and alternative hypothesesAL-HYPOTHESES
- Validity, including temporal validityAL-VALIDITY
A Level specialist options · Clinical Psychology
- 1.1.1 Diagnostic criteria for schizophreniaOPTION-CL-1.1.1
- 1.1.2 Explanations of schizophreniaOPTION-CL-1.1.2
- 1.1.3 Treatment and management of schizophreniaOPTION-CL-1.1.3
- 1.2.1 Diagnostic criteria for mood disordersOPTION-CL-1.2.1
- 1.2.2 Explanations of unipolar depressive disorderOPTION-CL-1.2.2
- 1.2.3 Treatment and management of mood disordersOPTION-CL-1.2.3
- 1.3.1 Diagnostic criteria for impulse-control disordersOPTION-CL-1.3.1
- 1.3.2 Explanations of impulse-control disordersOPTION-CL-1.3.2
- 1.3.3 Treatment and management of impulse-control disordersOPTION-CL-1.3.3
- 1.4.1 Diagnostic criteria for anxiety and fear-related disordersOPTION-CL-1.4.1
- 1.4.2 Explanations of fear-related disordersOPTION-CL-1.4.2
- 1.4.3 Treatment and management of anxiety and fear disordersOPTION-CL-1.4.3
- 1.5.1 Diagnostic criteria for obsessive-compulsive disorderOPTION-CL-1.5.1
- 1.5.2 Explanations of obsessive-compulsive disorderOPTION-CL-1.5.2
- 1.5.3 Treatment and management of obsessive-compulsive disorderOPTION-CL-1.5.3
A Level specialist options · Consumer Psychology
- 2.1.1 Retail store designOPTION-CO-2.1.1
- 2.1.2 Sound and consumer behaviourOPTION-CO-2.1.2
- 2.1.3 Retail atmosphericsOPTION-CO-2.1.3
- 2.2.1 Environmental influences on consumersOPTION-CO-2.2.1
- 2.2.2 Menu design psychologyOPTION-CO-2.2.2
- 2.2.3 Consumer behaviour and personal spaceOPTION-CO-2.2.3
- 2.3.1 Consumer decision-makingOPTION-CO-2.3.1
- 2.3.2 Choice heuristicsOPTION-CO-2.3.2
- 2.3.3 Mistakes in decision-makingOPTION-CO-2.3.3
- 2.4.1 Packaging and positioning of a productOPTION-CO-2.4.1
- 2.4.2 Selling the productOPTION-CO-2.4.2
- 2.4.3 Buying the productOPTION-CO-2.4.3
- 2.5.1 Types of advertising and advertising techniquesOPTION-CO-2.5.1
- 2.5.2 Advertising–consumer interactionOPTION-CO-2.5.2
- 2.5.3 Brand awareness and recognitionOPTION-CO-2.5.3
A Level specialist options · Health Psychology
- 3.1.1 Practitioner interpersonal skillsOPTION-HE-3.1.1
- 3.1.2 Practitioner diagnosis and styleOPTION-HE-3.1.2
- 3.1.3 Misusing health servicesOPTION-HE-3.1.3
- 3.2.1 Types of non-adherence and reasons patients do not adhereOPTION-HE-3.2.1
- 3.2.2 Measuring non-adherenceOPTION-HE-3.2.2
- 3.2.3 Improving adherenceOPTION-HE-3.2.3
- 3.3.1 Types and theories of painOPTION-HE-3.3.1
- 3.3.2 Measuring painOPTION-HE-3.3.2
- 3.3.3 Managing and controlling painOPTION-HE-3.3.3
- 3.4.1 Sources of stressOPTION-HE-3.4.1
- 3.4.2 Measures of stressOPTION-HE-3.4.2
- 3.4.3 Preventing and managing stressOPTION-HE-3.4.3
- 3.5.1 Strategies for improving healthOPTION-HE-3.5.1
- 3.5.2 Health promotion in schools and worksitesOPTION-HE-3.5.2
- 3.5.3 Individual factors in changing health beliefsOPTION-HE-3.5.3
A Level specialist options · Organisational Psychology
- 4.1.1 Need theories of motivationOPTION-OR-4.1.1
- 4.1.2 Cognitive theories of motivationOPTION-OR-4.1.2
- 4.1.3 Motivators at workOPTION-OR-4.1.3
- 4.2.1 Traditional and modern theories of leadershipOPTION-OR-4.2.1
- 4.2.2 Leadership styleOPTION-OR-4.2.2
- 4.2.3 Leaders and followersOPTION-OR-4.2.3
- 4.3.1 Group development and decision-makingOPTION-OR-4.3.1
- 4.3.2 Individual and group performanceOPTION-OR-4.3.2
- 4.3.3 Conflict at workOPTION-OR-4.3.3
- 4.4.1 Physical work conditionsOPTION-OR-4.4.1
- 4.4.2 Temporal conditions of work environmentsOPTION-OR-4.4.2
- 4.4.3 Health and safetyOPTION-OR-4.4.3
- 4.5.1 Theories of job satisfactionOPTION-OR-4.5.1
- 4.5.2 Measuring job satisfactionOPTION-OR-4.5.2
- 4.5.3 Attitudes to workOPTION-OR-4.5.3
Practice the papers
Practice the papers
- Approaches, Issues and DebatesPaper 1 · 12 lessonsDement and Kleitman · sleep and dreamsHassett et al. · monkey toy preferencesHölzel et al. · mindfulness and brain scansAndrade · doodlingBaron-Cohen et al. · eyes testPozzulo et al. · line-upsBandura et al. · aggressionFagen et al. · elephant learningSaavedra and Silverman · button phobiaMilgram · obediencePerry et al. · personal spacePiliavin et al. · subway Samaritans
All 12 compulsory core studies have original sequences with study-specific approaches, issues, evidence and staged practice.
- Research MethodsPaper 2 · 7 lessonsPlan experiments, hypotheses and controlsChoose self-reports, case studies and observationsInterpret correlations and longitudinal studiesSelect samples and types of dataApply ethics to human and animal researchEvaluate validity, reliability and replicabilityPresent and interpret psychological data
Original research-method teaching supports the syllabus planning questions. It is not a timed paper or official grading.
- Specialist Options: Approaches, Issues and DebatesPaper 3 · 60 lessonsRecognise schizophrenia symptoms and evaluate virtual-reality evidenceCompare genetic, dopamine and cognitive explanations of schizophreniaCompare schizophrenia treatments and evaluate Sensky et al. (2000)Distinguish unipolar and bipolar mood disorders and evaluate the BDIExplain unipolar depression and evaluate Oruč et al. (1997)Compare antidepressants, cognitive restructuring and REBTDistinguish kleptomania, pyromania and gambling disorder using ICD-11Compare dopamine, positive reinforcement and Miller’s feeling-state theoryEvaluate impulse-control treatments and Grant et al. (2008)Distinguish GAD, agoraphobia and blood-injection-injury phobiaExplain fear-related disorders: genetic, learning and psychodynamic accountsEvaluate treatment for fear-related disorders and Chapman and DeLappDistinguish OCD features and evaluate its assessment measuresCompare biological and psychological explanations of OCDEvaluate OCD treatments and the Lehmkuhl and Lovell studiesDesign retail stores and compare physical and virtual layoutsExplain how restaurant music and background noise affect consumersApply the PAD model to scent and crowding in retail environmentsFind routes and classify shopper movementDesign and test restaurant menusExplain personal space at tables and in queuesCompare consumer decision models and strategiesUse and evaluate consumer choice heuristicsExplain choice blindness and mistakes in consumer decisionsExplain packaging, gift wrapping and shelf positionCompare sales techniques and buyer–seller influenceMap store choice and post-choice dissonanceExplain advertising models, media and techniquesExplain self-monitoring and product placementExplain brand awareness, recognition and slogansExplain practitioner communication and patient understandingEvaluate diagnosis disclosure and consultation styleExplain delays in seeking care and misuse of health servicesExplain why patients may not follow medical adviceCompare ways to measure non-adherenceEvaluate ways to improve adherenceExplain types and theories of painCompare methods of measuring painEvaluate approaches to managing painExplain sources of stress and effects on healthCompare methods of measuring stressEvaluate ways to prevent and manage stressImprove health through communication and informationPromote health in schools and worksitesExplain health beliefs and positive psychologyCompare need theories of work motivationApply goal-setting and expectancy theoriesEvaluate rewards and self-determination at workCompare traditional and modern leadership theoriesApply leadership-style models and evaluate gender evidenceDevelop leadership practices and effective followershipExplain group development and prevent faulty decisionsExplain social facilitation, social loafing and monitoringAnalyse conflict and bullying at workEvaluate physical work conditions and productivityEvaluate shift work and working-time arrangementsPrevent and monitor accidents at workCompare theories of job satisfaction and job designMeasure job satisfaction with the JDI and QWLExplain sabotage and absenteeism at work
Choose two specialist options. All 15 sections in each specialist option link to original teaching and staged practice; deeper review, timed-paper practice and human review remain open.
- Specialist Options: Application and Research MethodsPaper 4 · 72 lessonsPlan experiments, hypotheses and controlsChoose self-reports, case studies and observationsInterpret correlations and longitudinal studiesSelect samples and types of dataApply ethics to human and animal researchEvaluate validity, reliability and replicabilityPresent and interpret psychological dataEvaluate randomised control trialsUse postal questionnaires and rating scalesEvaluate psychometric testsWrite and apply research hypothesesEvaluate validity and temporal validityRecognise schizophrenia symptoms and evaluate virtual-reality evidenceCompare genetic, dopamine and cognitive explanations of schizophreniaCompare schizophrenia treatments and evaluate Sensky et al. (2000)Distinguish unipolar and bipolar mood disorders and evaluate the BDIExplain unipolar depression and evaluate Oruč et al. (1997)Compare antidepressants, cognitive restructuring and REBTDistinguish kleptomania, pyromania and gambling disorder using ICD-11Compare dopamine, positive reinforcement and Miller’s feeling-state theoryEvaluate impulse-control treatments and Grant et al. (2008)Distinguish GAD, agoraphobia and blood-injection-injury phobiaExplain fear-related disorders: genetic, learning and psychodynamic accountsEvaluate treatment for fear-related disorders and Chapman and DeLappDistinguish OCD features and evaluate its assessment measuresCompare biological and psychological explanations of OCDEvaluate OCD treatments and the Lehmkuhl and Lovell studiesDesign retail stores and compare physical and virtual layoutsExplain how restaurant music and background noise affect consumersApply the PAD model to scent and crowding in retail environmentsFind routes and classify shopper movementDesign and test restaurant menusExplain personal space at tables and in queuesCompare consumer decision models and strategiesUse and evaluate consumer choice heuristicsExplain choice blindness and mistakes in consumer decisionsExplain packaging, gift wrapping and shelf positionCompare sales techniques and buyer–seller influenceMap store choice and post-choice dissonanceExplain advertising models, media and techniquesExplain self-monitoring and product placementExplain brand awareness, recognition and slogansExplain practitioner communication and patient understandingEvaluate diagnosis disclosure and consultation styleExplain delays in seeking care and misuse of health servicesExplain why patients may not follow medical adviceCompare ways to measure non-adherenceEvaluate ways to improve adherenceExplain types and theories of painCompare methods of measuring painEvaluate approaches to managing painExplain sources of stress and effects on healthCompare methods of measuring stressEvaluate ways to prevent and manage stressImprove health through communication and informationPromote health in schools and worksitesExplain health beliefs and positive psychologyCompare need theories of work motivationApply goal-setting and expectancy theoriesEvaluate rewards and self-determination at workCompare traditional and modern leadership theoriesApply leadership-style models and evaluate gender evidenceDevelop leadership practices and effective followershipExplain group development and prevent faulty decisionsExplain social facilitation, social loafing and monitoringAnalyse conflict and bullying at workEvaluate physical work conditions and productivityEvaluate shift work and working-time arrangementsPrevent and monitor accidents at workCompare theories of job satisfaction and job designMeasure job satisfaction with the JDI and QWLExplain sabotage and absenteeism at work
The AS methods lessons, five additional A Level methodology lessons and all 60 specialist-option lessons support study and research planning. Timed Paper 4 planning practice and human subject-expert review remain pending.
Lessons and worked examples
Choose where to begin
Choose a lesson, try the practice and explain the idea without your notes. Your study checks help you decide what to review.
- 01
Plan experiments, hypotheses and controls
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Not started - 02
Choose self-reports, case studies and observations
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Not started - 03
Interpret correlations and longitudinal studies
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Not started - 04
Select samples and types of data
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Not started - 05
Apply ethics to human and animal research
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Not started - 06
Evaluate validity, reliability and replicability
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Not started - 07
Present and interpret psychological data
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Not started - 08
Dement and Kleitman · sleep and dreams
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Not started - 09
Hassett et al. · monkey toy preferences
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Not started - 10
Hölzel et al. · mindfulness and brain scans
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Not started - 11
Andrade · doodling
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Not started - 12
Baron-Cohen et al. · eyes test
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Not started - 13
Pozzulo et al. · line-ups
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Not started - 14
Bandura et al. · aggression
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Not started - 15
Fagen et al. · elephant learning
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Not started - 16
Saavedra and Silverman · button phobia
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Not started - 17
Milgram · obedience
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Not started - 18
Perry et al. · personal space
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Not started - 19
Piliavin et al. · subway Samaritans
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Not started - 20
Evaluate randomised control trials
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Not started - 21
Use postal questionnaires and rating scales
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Not started - 22
Evaluate psychometric tests
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Not started - 23
Write and apply research hypotheses
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Not started - 24
Evaluate validity and temporal validity
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Not started - 25
Recognise schizophrenia symptoms and evaluate virtual-reality evidence
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Not started - 26
Compare genetic, dopamine and cognitive explanations of schizophrenia
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Not started - 27
Compare schizophrenia treatments and evaluate Sensky et al. (2000)
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Not started - 28
Distinguish unipolar and bipolar mood disorders and evaluate the BDI
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Not started - 29
Explain unipolar depression and evaluate Oruč et al. (1997)
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Not started - 30
Compare antidepressants, cognitive restructuring and REBT
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Not started - 31
Distinguish kleptomania, pyromania and gambling disorder using ICD-11
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Not started - 32
Compare dopamine, positive reinforcement and Miller’s feeling-state theory
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Not started - 33
Evaluate impulse-control treatments and Grant et al. (2008)
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Not started - 34
Distinguish GAD, agoraphobia and blood-injection-injury phobia
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Not started - 35
Explain fear-related disorders: genetic, learning and psychodynamic accounts
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Not started - 36
Evaluate treatment for fear-related disorders and Chapman and DeLapp
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Not started - 37
Distinguish OCD features and evaluate its assessment measures
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Not started - 38
Compare biological and psychological explanations of OCD
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Not started - 39
Evaluate OCD treatments and the Lehmkuhl and Lovell studies
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Not started - 40
Design retail stores and compare physical and virtual layouts
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Not started - 41
Explain how restaurant music and background noise affect consumers
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Not started - 42
Apply the PAD model to scent and crowding in retail environments
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Not started - 43
Find routes and classify shopper movement
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Not started - 44
Design and test restaurant menus
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Not started - 45
Explain personal space at tables and in queues
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Not started - 46
Compare consumer decision models and strategies
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Not started - 47
Use and evaluate consumer choice heuristics
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Not started - 48
Explain choice blindness and mistakes in consumer decisions
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Not started - 49
Explain packaging, gift wrapping and shelf position
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Not started - 50
Compare sales techniques and buyer–seller influence
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Not started - 51
Map store choice and post-choice dissonance
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Not started - 52
Explain advertising models, media and techniques
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Not started - 53
Explain self-monitoring and product placement
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Not started - 54
Explain brand awareness, recognition and slogans
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Not started - 55
Explain practitioner communication and patient understanding
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Not started - 56
Evaluate diagnosis disclosure and consultation style
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Not started - 57
Explain delays in seeking care and misuse of health services
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Not started - 58
Explain why patients may not follow medical advice
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Not started - 59
Compare ways to measure non-adherence
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Not started - 60
Evaluate ways to improve adherence
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Not started - 61
Explain types and theories of pain
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Not started - 62
Compare methods of measuring pain
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Not started - 63
Evaluate approaches to managing pain
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Not started - 64
Explain sources of stress and effects on health
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Not started - 65
Compare methods of measuring stress
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Not started - 66
Evaluate ways to prevent and manage stress
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Not started - 67
Improve health through communication and information
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Not started - 68
Promote health in schools and worksites
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Not started - 69
Explain health beliefs and positive psychology
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Not started - 70
Compare need theories of work motivation
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Not started - 71
Apply goal-setting and expectancy theories
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Not started - 72
Evaluate rewards and self-determination at work
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Not started - 73
Compare traditional and modern leadership theories
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Not started - 74
Apply leadership-style models and evaluate gender evidence
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Not started - 75
Develop leadership practices and effective followership
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Not started - 76
Explain group development and prevent faulty decisions
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Not started - 77
Explain social facilitation, social loafing and monitoring
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Not started - 78
Analyse conflict and bullying at work
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Not started - 79
Evaluate physical work conditions and productivity
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Not started - 80
Evaluate shift work and working-time arrangements
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Not started - 81
Prevent and monitor accidents at work
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Not started - 82
Compare theories of job satisfaction and job design
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Not started - 83
Measure job satisfaction with the JDI and QWL
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Not started - 84
Explain sabotage and absenteeism at work
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Not started
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