Q1.
State two effects of institutionalisation.
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(Total 2 marks)
Q2.
Outline Bowlby’s theory of maternal deprivation.
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(Total 3 marks)
Q3.
Explain one criticism of Bowlby’s theory of maternal deprivation.
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(Total 3 marks)
Q4.
Anca is an orphan who has recently been adopted by a British couple. Before being adopted, Anca lived in an institution with lots of other children in very poor conditions. Her new parents are understandably concerned about how Anca’s early experiences may affect her in the future.
Use your knowledge of the effects of institutionalisation to advise Anca’s new parents about what to expect.
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(Total 5 marks)
Q5.
Below are five evaluative statements about the Romanian orphan research.
Which two statements are correct?
Shade two boxes only.
The Romanian orphan research is …
 
A	limited because it involves only a few case studies.		
B	good because it involves comparison with control groups.		
C	scientific because it shows a cause and effect relationship.		
D	ethically questionable because it involves separation.		
E	useful because it shows long-term effects, not just short-term effects.		
(Total 2 marks)
Q6.
Read the item and then answer the question that follows.
 
Joe was taken away from his alcoholic parents at six months old and placed in care. He was adopted when he was seven years old, but has a difficult relationship with his adoptive parents. He is aggressive towards his younger siblings and is often in trouble at school. His last school report said, ‘Joe struggles with classwork and seems to have little regard for the feelings of others.’	
Discuss Bowlby’s maternal deprivation theory. Refer to the experience of Joe as part of your discussion.
(Total 12 marks)
Q7.
Using an example of an attachment research study, explain what is meant by ‘institutionalisation’.
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(Total 4 marks)
Q8.
Discuss the effects of institutionalisation. Refer to the studies of Romanian orphans in your answer.
(Total 16 marks)
Q9.
In an experimental study of attachment, a psychologist selected 40 young children. Twenty of the children were in nursery care for five days a week and the other 20 children were cared for full-time by their mothers. The psychologist asked the parents of each child to record the number of temper outbursts their child showed over four weekends. These figures were then compared to see whether there was a significant difference in the number of temper outbursts shown by children in the two groups.
(a)     Name and outline the experimental design in this study.
(2)
(b)     Identify the dependent variable in this study.
(1)
(c)     The psychologist wanted to find out whether being deprived of a mother’s care had negative consequences for a young child.
Outline one other study in which the effects of deprivation were investigated.
(3)
(d)     Explain one limitation of the study that you have outlined in your answer to part (c).
(2)
(Total 8 marks)
Q10.
Psychologists have studied children who have lived in institutions such as orphanages.
Outline and evaluate research into the effects of institutionalisation.
(Total 12 marks)
Q11.
Research has suggested that institutionalisation can have negative effects on children. In the 1990s, many children were found living in poor quality orphanages in Romania. Luca had lived in one of these orphanages from birth. When he was four years old, he was adopted and he left the orphanage to live in Canada. His development was then studied for a number of years.
(a)     Outline possible negative effects of institutionalisation on Luca.
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Extra space ________________________________________________________
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(4)
(b)     The scenario above is an example of a case study. Outline one strength and one limitation of this research method.
Strength ___________________________________________________________
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Limitation __________________________________________________________
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(4)
(Total 8 marks)

Mark schemes
Q1.
[AO1 = 2]
1 mark each for any 2 of the following:
•   mental retardation / low IQ
•   delayed language development
•   quasi-autism
•   disinhibited attachment
•   disorganised attachment
•   delayed physical development, e.g. restricted growth
•   impaired adult relationships
Credit other valid effects.
If more than two effects are stated, only the first two should be marked.
Note: specialist terminology / recognised effects of institutionalisation are expected.
[2 marks]
Q2.
[AO1 = 3]
 
Level	Marks	Description	
3	3	Outline of Bowlby’s theory of maternal deprivation is generally detailed, clear and coherent. There is effective use of terminology.	
2	2	Outline of Bowlby’s theory of maternal deprivation is generally clear but some detail is missing. There is some effective use of terminology.	
1	1	Outline of Bowlby’s theory of maternal deprivation generally lacks detail and clarity. Terminology is either minimal, absent or inappropriately used.	
 	0	No relevant content.	
Possible Content:
•        Bowlby’s use of the term ‘deprivation’
•        Effects on development – intellectual, emotional, social, e.g. affectionless psychopathy, delinquency, low IQ
•        Critical period – an issue if prolonged separation, if before two and half years (but risk up to 5 years) and if no substitute available
•        Internal working model – this can lead to inability to be a good parent
•        Continuity hypothesis – if there are prolonged separations then there may be issues into adulthood.
Credit other relevant limitations.
Q3.
[AO3 = 3]
 
Level	Marks	Description	
3	3	Explanation of one criticism is clear and coherent. There is effective use of terminology.	
2	2	Explanation of one criticism is generally clear but elaboration is missing. There is some effective use of terminology.	
1	1	Explanation of one criticism lacks clarity. Terminology is either minimal, absent or inappropriately used.	
 	0	No relevant content.	
Possible criticisms:
•        Contradictory research, e.g. Lewis (1954)
•        Rutter’s criticism that there could be an overstatement of the effects of deprivation
•        Sensitive versus critical period
•        Real-world application, e.g. the way children are cared for in hospital has changed as a result of Bowlby’s theory/research
•        Economic implications of the theory (care, work, etc.).
Can accept positive criticisms.
Credit other relevant information.
Q4.
[AO2 = 5]
 
Level	Marks	Description	
3	4 – 5	The advice about what Anca’s parents should expect is clear and appropriate and demonstrates knowledge of effects of institutionalisation. The answer is generally coherent with appropriate use of terminology.	
2	2 – 3	The advice about what Anca’s parents should expect is evident but lacks clarity. Some evidence of relevant knowledge of effects of institutionalisation. Terminology is used appropriately on occasions.	
1	1	Very brief or muddled advice and/or limited knowledge of the effects of institutionalisation.	
 	0	No relevant content.	
Possible effects/application:
•        delayed intellectual development/low IQ/problems with concentration – Anca may struggle more at school than other children/may not learn new behaviours, concepts as quickly
•        disinhibited attachment – Anca may not know what counts as ‘appropriate’ behaviour towards strangers
•        emotional development – Anca may experience more temper tantrums, etc.
•        lack of internal working model – Anca may have difficulty interacting with peers, forming close relationships, etc
•        quasi-autism – Anca may have a problem understanding the meaning of social contexts, may display obsessional behaviour, etc.
•        credit the idea that Anca may have been adopted before the age of 6 months and therefore any effects may not be as severe/long term had she been adopted later
•        credit the suggestion that effects may be reversed with sensitive parenting.
Credit other valid effects/applications.
Q5.
[AO3 = 2]
1 mark – B good because it involves comparison with control groups.
1 mark – E useful because it shows long-term effects not just short-term.
Q6.
[AO1 = 6 AO2 = 2 AO3 = 4]
 
Level	Marks	Description	
4	10 – 12	Knowledge of maternal deprivation theory is accurate and generally well detailed. Discussion is thorough and effective. Application to the stem is appropriate and links between theory and stem content are explained. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking.	
3	7 – 9	Knowledge of maternal deprivation theory is evident. Discussion is apparent and mostly effective. There are occasional inaccuracies. Application to the stem is appropriate although links to theory are not always explained. The answer is mostly clear and organised. Specialist terminology mostly used effectively. Lacks focus in places.	
2	4 – 6	Knowledge of maternal deprivation theory is present. Focus is mainly on description. Any discussion is only partly effective. Application to the stem is partial. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions.	
1	1 – 3	Knowledge of maternal deprivation theory is limited. Discussion is limited, poorly focused or absent. Application is limited or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.	
 	0	No relevant content.	
Possible content:
•        Bowlby’s view of monotropy – single attachment
•        Bowlby’s theory of irreversibility – consequences cannot be reversed
•        Bowlby’s view about a critical period – if attachment is disrupted / not formed it is too late
•        Bowlby’s consequences of maternal deprivation – delinquency; affectionless psychopathy; low IQ etc
•        Bowlby’s theory of the internal working model as a template for later relationships.
Credit other relevant aspects of Bowlby’s theory.
Possible application points:
•        Joe’s difficult relationships may be due to a lack of opportunity to develop an internal working model
•        adopted at seven years old, Joe is beyond the critical period for forming attachments
•        Joe shows consequences of maternal deprivation – delinquency – ‘in trouble at school’; low IQ – ‘struggling with classwork’; affectionless psychopathy – ‘little regard for the feelings of others’.
Possible discussion points:
•        Bowlby’s confusion over privation and deprivation
•        validity of extrapolation from and comparison with animal studies (Harlow)
•        overemphasis on mother and monotropy
•        sensible focus on importance of childhood experiences
•        wider implications, eg changes in child hospitalisation
•        use of evidence to support or refute Bowlby’s work, eg Schaffer’s multiple attachments; studies contradicting the critical period and reversibility, eg Rutter’s Romanian orphan research.
Credit other relevant discussion points.
Only credit evaluation of the methodology used in studies when made relevant to discussion of Bowlby’s work on maternal deprivation.
Q7.
[AO1 = 4]
 
Level	Marks	Description	
2	3 – 4	Explanation of institutionalisation is clear and has some detail. The example of a research study is relevant and is used effectively to explain the term. The answer is generally coherent with effective use of terminology.	
1	1 – 2	Explanation of institutionalisation is present but lacks detail. The example of a research study is either inappropriate or not used effectively to explain the term. The answer as a whole is not clearly expressed. Terminology is either absent or inappropriately used.	
 	0	No relevant content.	
Content:
•   Institutionalisation – living arrangements outside the family/family home
•   Results in child adopting rules and norms of the institution that can impair functioning
•   Leading to loss of personal identity, deindividuation etc.
•   Types of institutions relevant to attachment: eg children’s homes, hostels, hospitals etc.
•   Relevant examples of research studies include: Bowlby’s study of 44 juvenile thieves; Goldfarb’s study of children brought up in homes; ERA Romanian orphan studies
Credit other relevant information/research studies.
Q8.
[AO1 = 6 AO3 = 10]
 
Level	Marks	Description	
4	13 – 16	Knowledge of the effects of institutionalisation is accurate and generally well detailed. Discussion is thorough and effective. There is appropriate reference to studies of the Romanian orphans and clear links are made between these and the effects of institutionalisation. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking.	
3	9 – 12	Knowledge of the effects of institutionalisation is evident. Discussion is apparent and mostly effective. There are occasional inaccuracies. There is appropriate reference to Romanian orphan studies although links to the effects are not always well explained. The answer is mostly clear and organised. Specialist terminology mostly used effectively. Lacks focus in places.	
2	5 – 8	Knowledge of the effects is present but may be vague or inaccurate in places. Focus is mainly on description. Any discussion is only partly effective. Reference to Romanian orphan research may be partial or absent. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions.	
1	1 – 4	Knowledge of the effects is limited, for instance, may be ‘listed’ rather than explained. Discussion is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.	
 	0	No relevant content.	
AO1 Content
Knowledge of studies and/or theory into the effects of institutionalisation, including reference to the Romanian orphan studies
•        Likely effects include: effects identified by Bowlby (1946): e.g. affectionless psychopathy, delinquency, low IQ.
•        Effects identified in privation studies: e.g. Harlow’s findings of delinquency, affectionless behaviour.
•        ERA findings of quasi-autistic symptoms in Romanian orphans, impaired language and social skills; disinhibited attachment; attention seeking, clinginess; lower frequency of pretend play and reduced empathy (Kreppner et al 1999); more likely to be classified as disorganised attachment type (Zeanah et al 2005).
•        The effects of levels of privation in institutions (Gunnar 2000).
•        Credit links to theory – reactive attachment disorder; lack of internal working model.
AO3 Discussion points
Discussion/analysis/use of evidence:
•        Research enhanced understanding of negative effects – establishment of key workers in institutions.
•        Evidence that adverse effects of institutionalisation can be overcome with adequate substitute care: e.g. Rutter (1998); Hodges and Tizard (1989).
•        Importance of age of adoption and quality/stability of aftercare.
•        Problems of generalising from Romanian studies as standards of care were particularly poor.
•        Adoption vs control groups were not randomly assigned in ERA studies – more sociable children may have been selected.
•        Other studies, e.g. Bucharest Early Intervention Project, did randomly allocate but ethical issues with this.
•        Long-term effects on Romanian orphans are not yet clear.
•        Early studies of institutionalisation were poorly controlled or effects extrapolated from animal studies.
•        Credit use of evidence.
Credit other relevant evaluation points.
Q9.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•        AO1 knowledge and understanding
•        AO2 application (of psychological knowledge)
•        AO3 evaluation, analysis, interpretation.
(a)     [AO3 = 2]
Independent groups / unrelated – 1 mark. 
Where different people / children / groups take part in each condition – 1 mark. 
Where name repeated, other or no design can still gain outline mark.
(b)     [AO3 = 1]
DV – (number of) temper outbursts.
(c)     [AO1 = 3]
Award up to 3 marks for an outline of an appropriate study. The most likely studies are: Belsky (1988) more than 20 hours nursery care per week and attachment insecurity; Bowlby (1946) 44 thieves study; Quinton and Rutter (1976) hospital separations. Accept other valid studies. 
Award marks as follows: credit detail of method and results and conclusion. If method / results is very detailed then 2 marks can be awarded for either aspect. 
Exclude studies where focus in clearly privation eg, Harlow, Koluchova, Genie, 
Romanian orphans, Goldfarb.
(d)     [AO2 = 2]
Award 1 mark for giving a very brief or general limitation. For second mark there must be some expansion ie why / how it limits the conclusions that can be drawn from the study. Points will depend on study used in answer to (c) eg Bowlby – possible researcher bias; retrospective data; inability to show cause and effect; poor validity. 
Credit in respect of (c) even if the answer to (c) is an inappropriate study.
Q10.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•        AO1 knowledge and understanding
•        AO2 application (of psychological knowledge)
•        AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•        A single set of numbered levels (formerly bands) to cover all skills 
•        Content appears as a bulleted list
•        No IDA expectation in A Level essays, however, credit for references to issues, debates and approaches where relevant.
 AO1 = 6
AO2 = 6
Candidates may refer to research studies in this question. Any relevant research can be credited, but it must relate to the effects of institutional care. Koluchova’s study of the twins and Curtis’s study of Genie are not relevant.
Hodges and Tizard studied 65 children brought up in a children’s home until they were around four years old. Almost all of the adopted children and some of the restored children formed close attachments to their parents, but they had difficulties with peer relationships and were more attention seeking than controls.
Rutter studied Romanian children who had been placed in institutions before being adopted by UK families. Children who spent longer in the institutions were more likely to show long-term effects.
Other research such as Spitz, Goldfarb, Robertson or Freud and Dann would also be relevant. Candidates might refer to Bowlby’s work such as maternal deprivation hypothesis or the internal working model but this would need to relate to the effects of institutionalisation. Such research could be credited as AO1 or AO2, according to how it is used by the candidate.
Commentary may include reference to the quality of care provided in the institution, or the effect such research has had on child care practice. Evaluation may refer to methodology. There is lack of control in all of the research as naturally occurring situations are used. Some children may have been placed in an institution because they had some pre-existing problems.
 
AO1 Knowledge and understanding	AO2 Application of knowledge and understanding	
6 marks Accurate and reasonably detailed
Accurate and reasonably detailed description that demonstrates sound knowledge and understanding. There is appropriate selection of material to address the question. Presentation of information is clear and coherent.	6 marks Effective evaluation
Effective use of material to address the question and provide informed commentary. Effective evaluation of research. Broad range of issues and/or evidence in reasonable depth, or a narrower range in greater depth. Clear expression of ideas, good range of specialist terms, few errors of grammar, punctuation and spelling.	
5 – 4 marks Less detailed but generally accurate
Less detailed but generally accurate description that demonstrates relevant knowledge and understanding. There is some evidence of selection of material to address the question. Information is presented in an appropriate form.	5 – 4 marks Reasonable evaluation
Material is not always used effectively but produces a reasonable commentary. Reasonable evaluation of research. A range of issues and/or evidence in limited depth, or a narrower range in greater depth. Reasonable expression of ideas, a range of specialist terms, some errors of grammar, punctuation and spelling.	
3 – 2 marks Basic
Basic description that demonstrates some relevant knowledge and understanding but lacks detail and may be muddled. There is little evidence of selection of material to address the question. Information is not presented in an appropriate form.	3 – 2 marks Basic evaluation
The use of material provides only a basic commentary. Basic evaluation or research. Superficial consideration of a restricted range of issues and/or evidence. Expression of ideas lacks clarity, some specialist terms used, errors of grammar, punctuation and spelling detract from clarity.	
1 mark Very brief/flawed
Very brief or flawed description that demonstrates very little knowledge or understanding of research. Selection and presentation of information is largely or wholly inappropriate.	1 mark Rudimentary evaluation
The use of material provides only a rudimentary commentary. Evaluation of research is just discernible or absent. Expression of ideas poor, few specialist terms used, errors of grammar, punctuation and spelling often obscure the meaning.	
0 marks
No creditworthy material presented.	0 marks No creditworthy material presented.	
Q11.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•        AO1 knowledge and understanding
•        AO2 application (of psychological knowledge)
•        AO3 evaluation, analysis, interpretation.
(a)     AO2 = 4
As Luca was in a poor quality orphanage for four years cognitive impairment is likely. Answers could also refer to Bowlby’s MDH and possible consequences such as affectionless psychopathy and problems with later relationships. Reactive attachment disorder and physical effects would also be relevant.
1 mark or 2 marks for identification of possible negative effect(s), eg Luca may have problems forming relationships. [1 mark for identifying one negative effect, 2 marks for identifying two or more.]
Up to 2 additional marks for some elaboration of two or more effects or a more detailed elaboration of one effect.
(b)     AO3 = 4
Strengths
Rich data, high ecological validity, investigates a situation which could not be set up for ethical reasons.
Limitations
Selection from large amounts of data may lead to observer bias.
Findings from one individual can’t be generalised to others.
1 mark each for identification of a strength / limitation. Second mark for some elaboration.
For example, an advantage of a case study is that it provides lots of detail (1 mark). This gives great depth and understanding of this single individual (2 marks).