Explaining & Treating Disorders

Lesson Overview

This 60-minute lesson aims to deepen Year 11 and 12 students’ understanding of the behavioural, cognitive, and biological approaches to explaining and treating three common psychological disorders: phobias, depression, and OCD. The lesson supports both GCSE and A-level curricula within the National Curriculum for England psychology components (KS4 & KS5), focusing on developing analytical and evaluative understanding of key psychological concepts and therapies.

---

National Curriculum Links

• GCSE Psychology (AQA 8182) – Approaches & Psychopathology

  • Understand behavioural approach explanations and treatments for phobias (e.g., two-process model, systematic desensitisation, and flooding).
  • Understand cognitive approach explanations and treatments for depression (Beck’s negative triad, Ellis’s ABC model, CBT).
  • Understand the biological approach to OCD (genetic and neural explanations) and treatments (drug therapy).

• A Level Psychology (AQA 7182)

  • Applied knowledge of approaches for specific disorders with focus on research studies, evaluations, and treatment efficacy.
  • Critical thinking about psychological explanations and treatment methods.

Learning Objectives

By the end of this lesson, students will be able to:

1. Explain the behavioural approach to phobias, including the two-process model and treatments (systematic desensitisation and flooding).
2. Understand and apply the cognitive approach to depression using Beck’s negative triad, Ellis’s ABC model and evaluate the role of CBT.
3. Describe the biological explanations of OCD (genetic and neural) and discuss drug therapy as a treatment.
4. Evaluate the strengths and limitations of each approach in explaining and treating these disorders.

---

Success Criteria

• I can describe how phobias are explained using the behavioural approach.
• I can explain systematic desensitisation and flooding as treatments for phobias.
• I can summarise Beck’s negative triad and Ellis’s ABC model in explaining depression.
• I understand the principles of CBT for depression.
• I can outline the genetic and neural explanations of OCD and understand drug therapy.
• I can analyse and evaluate the effectiveness of each approach.

---

Resources Needed

• Projector & slides summarising each approach & model
• Whiteboard & markers
• Student handouts with key terms & dyslexia-friendly summaries
• Index cards for group activities
• Case study printouts for role-play
• A timer for timed tasks
• Videos (captioned) illustrating therapies (optional)

---

Lesson Structure

1. Starter (10 mins) – Quick Recall & Think-Pair-Share

• Activity: On whiteboard, write three keywords: Phobia, Depression, OCD.
• Students individually list what they already know about one keyword (2 mins).
• Pair up and share their knowledge for each keyword (4 mins).
• Select pairs to share with class; teacher clarifies key concepts and links to today’s learning objectives.
• Dyslexia-friendly prompt cards available for students who need.

---

2. Main Activity 1 (15 mins) – Explaining & Treating Phobias (Behavioural Approach)

• Teacher input (6 minutes): Explain the two-process model of phobia formation (classical + operant conditioning). Introduce Systematic Desensitisation and Flooding as behavioural treatments. Use visual diagrams to support explanation.
• Student participation (9 minutes):
  • In groups of 5, students receive index cards describing a phobia scenario. Using what they learned, groups explain how the phobia was formed (apply two-process model) and suggest which treatment (systematic desensitisation or flooding) is appropriate, justifying their choice.
  • Share group findings with class.

Differentiation: Provide scaffolded two-process diagrams and vocabulary lists for lower ability groups. Offer advanced groups the task of evaluating ethical considerations of flooding.

---

3. Main Activity 2 (15 mins) – Cognitive Approach to Depression & CBT

• Teacher input (7 minutes): Explain Beck’s Negative Triad and Ellis’s ABC Model, connecting negative thinking patterns to depression development. Introduce CBT principles as a therapy that targets these cognitions. Use clear, dyslexia-friendly summaries.
• Paired activity (8 minutes): Students role-play therapist and client. Using a simplified case study, ‘client’ shares negative thoughts, therapist uses CBT technique to challenge and reframe. Swap roles halfway through.

Extension Task: Advanced learners write a brief critique comparing Beck’s and Ellis’s explanations focusing on empirical support.

---

4. Main Activity 3 (10 mins) – Biological Explanations & Treatments for OCD

• Teacher explanation (5 mins): Outline genetic influences (family studies, candidate genes) and neural explanations (serotonin system, basal ganglia dysfunction). Discuss drug therapies (SSRIs). Use diagrams and videos with subtitles.
• Individual task (5 mins): Students complete a cause-treatment matching worksheet and write one sentence evaluating biological approach's strengths and weaknesses.

Differentiation: Provide glossary of terms and diagrams simplified for learners with reading difficulties.

---

5. Plenary & Assessment (10 mins) – Quiz & Reflection

• Interactive Quiz: Using mini whiteboards or an online quiz platform, students answer quick fire questions to test understanding of each approach and therapy.
• Reflection: Students write (or voice record) one thing they learned and one question they still have.

---

Differentiation Strategies

• Visual aids & dyslexia-friendly handouts (clear fonts, bullet points, colour coding)
• Scaffolded tasks and sentence starters for less confident learners
• Extension critiques and ethical debates for advanced students
• Role-play and discussion formats to engage varied learning styles

---

Extension Activities

• Design a poster comparing behavioural, cognitive, and biological treatments with evaluation points for each.
• Research one famous case study of OCD or phobia and present the treatment approach used.
• Write a mini-essay on how integrated approaches might benefit treatment outcomes.

---

Assessment & Feedback

• Formative assessment through group presentations, role-play activities, and quiz responses.
• Teacher provides immediate feedback during discussions and plenary.
• Use reflection notes to tailor next lesson focus and address misconceptions.

---

Homework Suggestion

• Research and summarise a recent psychological study related to one disorder discussed, focusing on methodology and findings related to treatment effectiveness.

---

This lesson structure ensures active participation, critical thinking, and understanding of key psychology concepts, meeting the expectations of the National Curriculum for England’s GCSE and A-level psychology.