Read the following information.

Mason and Kyle had a trial for the school football team but were not selected to play.

Mason: "I'm such a loser. I never get chosen for anything. There is no point going to training. The coach obviously doesn't like me. There's always going to be someone more talented than me, it's so unfair."

Kyle: "I am disappointed too but everyone gets rejected sometimes. The coach says I need to improve my fitness level so I am going to start running twice a week. Perhaps I will be selected next time.”

Use your knowledge of both negative schemas as an explanation for depression and Dweck's Mindset theory of learning to explain why these two students responded in different ways.

Briefly evaluate both negative schemas as an explanation for depression and Dweck's Mindset theory.

This question has two parts: application and evaluation. 1. **Application (approx. 5 marks):** * Address Mason first. Link his statements to the concepts of negative schemas and the negative triad (negative view of self, world, future). Use quotes from his response as evidence. * Address Kyle next. Link his statements to Dweck's theory, specifically the 'growth mindset'. Explain how he views the setback as an opportunity for improvement through effort. Use quotes as evidence. * Explicitly contrast the two boys' responses using the language of the theories (e.g., 'In contrast, Kyle's growth mindset...'). 2. **Evaluation (approx. 4 marks):** * Provide one evaluation point for the negative schema theory. This could be a strength (e.g., practical application in CBT) or a weakness (e.g., correlation vs. causation - do negative thoughts cause depression or vice versa?). * Provide one evaluation point for Dweck's Mindset theory. This could be a strength (e.g., supported by research, practical application in schools) or a weakness (e.g., oversimplifies learning, may lead to 'blaming the victim'). * Ensure your evaluation points are explained clearly.