VCAA Psychology What influences mental wellbeing?
15 sample questions with marking guides and sample answers
Researchers at a university are planning to examine the impact of protective factors designed to increase resilience.
A sample of 100 participants will be randomly selected from people who respond to an advertisement placed in national newspapers and on social media. All participants will complete a self-report resilience scale three times: at the beginning of the study, immediately after the experimental conditions end, and six months later.
Participants will be randomly allocated to one of three conditions for six months:
- a condition in which participants will receive fortnightly coaching about diet and sleep behaviours
- a condition in which participants will be counselled fortnightly in the use of cognitive behavioural strategies
- a ‘no treatment’ condition
Using appropriate psychological terminology, evaluate the proposed design for this study. Your evaluation should consider the method and procedures of the investigation, and at least one effect of these on the analysis and/or interpretation of results and possible conclusions that may be drawn.
Reveal Answer
This study aims to investigate the impact of protective factors designed to increase resilience, which is the ability to cope with adversity and ‘bounce back’ from struggles. It focuses on diet and sleep behaviours and cognitive behavioural strategies which follow a biopsychosocial model. The proposed design investigates both biological and psychological protective factors, however it does omit social protective factors, including types of social support (appraisal support, tangible assistance, emotional support and information support).
This proposed design uses convenience sampling method which is quick and easy, however involves no attempt to make the sample representative of the sample. This study also uses an independent groups design which is suitable for this study as it eliminates any order effects from occurring, however there could be extraneous variables due to individual participant differences, such as age, gender, lifestyle and willingness to implement any strategies they are coached in. This research does use standardised procedures, as all participants are allocated to the conditions for the same amount of time (6 months), and they are all completing the self report style 3 times (at the beginning of the study, immediately after, and 6 months after the experimental conditions end). The use of a self report to collect data is providing qualitative data which is easy to analyse, and can be completed quickly and anonymously, but is a subjective measure of reporting.
These methods and procedures could have multiple effects on the analysis or interpretation of results. The use of a self-report is a subjective measure of reporting. This means the results of the experiment could be affected by the participants own beliefs, attitudes and/or opinions. This could affect how the results are interpreted, as the ratings may be inaccurate and unreliable. The independent groups design would also effect the analysis of results. Due to this design not controlling any extraneous variables due to individual participant differences (age, gender, lifestyle) this would mean the results could be analysed in multiple ways. They would not be analysed in terms of the impact of protective factors on results, but insted as the impact of a number of extraneous variables on resilience ratings. This would effect the analysis and interpretation of the results, as well as both the validity and reliability of this study.
Possible conclusions that may be drawn from this study would be that diet and sleep strategies as well as cognitive behavioural strategies have a positive impact on increasing resilience levels. However, when drawing these conclusions, researchers would need to be mindful that the results are being generated from a subjective method of reporting, and that there were multiple extraneous variables which could have confounded the results produced. When drawing conclusions, researchers would also need to be thinking about any generalisations, which is the ability of the researchers to apply the results to other members of the population, particularly to which the participants were selected from. Due to using a convenience sample, no generalisations from this study can be made, as the sample is biased and not as all representative of the population.
| Descriptor | Marks |
|---|---|
Provides a comprehensive, balanced, and highly structured evaluation of the proposed design. Identifies and thoroughly evaluates multiple methods and procedures, reflecting on possible solutions to identified problems. Insightfully analyses the effects of these design features on the analysis, interpretation of results, validity, reliability, and conclusions. Uses psychological terminology accurately and fluently. | 10 |
Provides a comprehensive and balanced evaluation of the proposed design. Identifies and evaluates multiple methods and procedures, suggesting some solutions to identified problems. Clearly analyses the effects of these design features on the analysis, interpretation of results, and conclusions. Uses psychological terminology accurately. | 9 |
Provides a thorough evaluation of the proposed design. Identifies and evaluates several methods and procedures. Analyses the effects of these design features on the analysis, interpretation of results, and conclusions. Uses psychological terminology appropriately. | 8 |
Provides a good evaluation of the proposed design. Identifies and evaluates some methods and procedures. Explains the effects of these design features on the analysis, interpretation of results, and conclusions. Uses psychological terminology appropriately. | 7 |
Provides a satisfactory evaluation of the proposed design. Identifies and discusses some methods and procedures. Explains at least one effect of these design features on the analysis, interpretation of results, or conclusions. Uses some psychological terminology appropriately. | 6 |
Provides a basic evaluation of the proposed design. Identifies some methods and procedures but evaluation may be superficial or lack balance. Briefly mentions an effect on results or conclusions. Uses basic psychological terminology. | 5 |
Provides a limited evaluation of the proposed design. Identifies a few methods or procedures. Attempts to link to results or conclusions but explanation is weak, unclear, or generic. Uses limited psychological terminology. | 4 |
Provides a very limited evaluation. Identifies one or two methods or procedures. Link to results or conclusions is missing or inaccurate. Uses minimal psychological terminology. | 3 |
Shows minimal understanding of the proposed design. Identifies a method or procedure (e.g., sampling, self-report) but provides no meaningful evaluation. Psychological terminology is absent or used incorrectly. | 2 |
Shows very little understanding of the question. Provides a generic or mostly irrelevant statement about the study. | 1 |
No response or no relevant psychological information provided. | 0 |
Use the following information to answer the question.
Systematic desensitisation, used for specific phobias, involves the creation of a fear hierarchy. An example of a fear hierarchy is shown below, where a low rating indicates a less fearful scenario.
| Scenario | Fear rating |
|---|---|
| Think about a magpie. | 10 |
| Look at a photograph of a magpie. | 25 |
| Look at a fake magpie. | 30 |
| Be in the same outdoor area as a magpie. | 50 |
| Be in the same indoor room as a magpie. | 90 |
What does the fear rating suggest about each scenario listed in the fear hierarchy?
The fear rating also equals the time (in minutes) it would take to eliminate a fear response.
A voluntary flight-or-fight response would be activated only once the fear rating reaches 50.
The fear rating demonstrates the severity of the conditioned response associated with the scenario.
Being in the same indoor room as a magpie would require more positive reinforcement than thinking about a magpie.
Reveal Answer
The fear rating also equals the time (in minutes) it would take to eliminate a fear response.
The fear rating is a subjective measure of the individual's anxiety or fear level, not a measurement of the time required to eliminate the fear response.
A voluntary flight-or-fight response would be activated only once the fear rating reaches 50.
The fight-or-flight response is an involuntary autonomic nervous system reaction, not a voluntary one, and it can be triggered at various levels of fear.
The fear rating demonstrates the severity of the conditioned response associated with the scenario.
In classical conditioning terms, a phobia is a conditioned response to a specific stimulus. The fear rating directly reflects the intensity or severity of this conditioned fear response for each scenario.
Being in the same indoor room as a magpie would require more positive reinforcement than thinking about a magpie.
Systematic desensitisation relies on classical conditioning principles (pairing relaxation with the feared stimulus to achieve extinction), rather than operant conditioning concepts like positive reinforcement.
Use the following information to answer the question.
A study was conducted to develop a culturally specific program aimed at strengthening the social and emotional wellbeing (SEWB) of Aboriginal communities. The study was led by Aboriginal researchers and involved community consultations when developing the program.
The program developed was then implemented in multiple communities and evaluated. The findings from the evaluation showed a strong correlation between self-determination and improved mental wellbeing outcomes, indicating that culturally specific programs likely enhanced SEWB.
Community consultations improved the program because they
reduced isolation between participants in the program.
ensured positive relationships between all participants.
recognised the unique views of members of multiple communities.
ensured all members of the community agreed on all elements of the SEWB framework.
Reveal Answer
reduced isolation between participants in the program.
While the program itself might aim to reduce isolation, the primary purpose of the community consultations during the development phase was to gather input, not to reduce isolation among future participants.
ensured positive relationships between all participants.
Community consultations are designed to gather feedback and ensure cultural relevance, but they cannot guarantee or ensure positive relationships between all participants.
recognised the unique views of members of multiple communities.
Community consultations are crucial for developing culturally specific programs because they acknowledge and incorporate the unique perspectives, values, and needs of the community members involved.
ensured all members of the community agreed on all elements of the SEWB framework.
It is unrealistic to expect that consultations would result in unanimous agreement among all community members on every element of the framework; rather, they aim to capture a representative range of views.
Use the following information to answer the question.
The origins of the National Aboriginal and Islanders Day Observance Committee (NAIDOC) can be 'traced to the emergence of Aboriginal groups in the 1920’s which sought to increase awareness in the wider community of the status and treatment of Aboriginal and Torres Strait Islander Australians.'
National NAIDOC Week is held annually in the first week of July with the aim to 'celebrate and recognise the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC Week is an opportunity for all Australians to learn about First Nations* cultures and histories and participate in celebrations of the oldest, continuous living cultures on earth.'
Source: adapted from <naidoc.org.au>
* First Nations – a term that is inclusive of Aboriginal and Torres Strait Islander peoples of Australia.
The 2021 NAIDOC week theme was 'Heal Country'.
According to the social and emotional wellbeing (SEWB) framework, the 2021 NAIDOC theme acknowledges the principle of
physical health as a biological marker of health.
connecting to Country as a way of healing body, mind and spirit.
complex interactions between biological, psychological and social factors.
spending time with Elders and developing healthy relationships with others.
Reveal Answer
physical health as a biological marker of health.
The SEWB framework views health holistically, encompassing more than just physical health or biological markers.
connecting to Country as a way of healing body, mind and spirit.
The theme 'Heal Country' directly aligns with the SEWB framework's principle that a strong connection to land and Country is fundamental to the holistic healing and wellbeing of body, mind, and spirit for First Nations peoples.
complex interactions between biological, psychological and social factors.
While this describes the biopsychosocial model of health, it does not specifically address the 'Heal Country' theme or the unique cultural dimensions of the SEWB framework.
spending time with Elders and developing healthy relationships with others.
Although connecting with Elders and community is a vital component of the SEWB framework (connection to kinship and family), it does not directly reflect the specific theme of 'Heal Country'.
Use the following information to answer the question.
In the 1940s, American psychologist Orval H. Mowrer developed a 'two-factor theory' for understanding the development of a specific phobia. He applied two behaviourist approaches to learning – classical and operant conditioning – in explaining how an otherwise harmless object could persist in causing a strong anxiety response. This theory informs our current understanding of the development of a phobia.
One aspect of this theory is that
the use of negative reinforcement precipitates the phobia.
avoidance precipitates the unconditioned response to a phobic stimulus.
the constant desire to remove the phobic stimulus perpetuates the feelings of anxiety.
repeated associations between a neutral and unconditioned stimulus perpetuate the phobia.
Reveal Answer
the use of negative reinforcement precipitates the phobia.
Negative reinforcement is involved in the perpetuation (maintenance) of a phobia through operant conditioning, not its precipitation (initiation).
avoidance precipitates the unconditioned response to a phobic stimulus.
Avoidance behavior perpetuates the phobia rather than precipitating it. Additionally, the anxiety response to a phobic stimulus is a conditioned response, not an unconditioned one.
the constant desire to remove the phobic stimulus perpetuates the feelings of anxiety.
According to Mowrer's two-factor theory, avoiding or removing the phobic stimulus reduces anxiety, which acts as negative reinforcement. This avoidance prevents the extinction of the fear, thereby perpetuating the phobia and its associated anxiety.
repeated associations between a neutral and unconditioned stimulus perpetuate the phobia.
The association between a neutral stimulus and an unconditioned stimulus is the mechanism of classical conditioning, which precipitates (initiates) the phobia rather than perpetuating it.
Use the following information to answer the question.
The school-wide positive behaviour support framework has been introduced into schools by the Victorian Department of Education. The framework was developed with the intention to
- increase positive behaviours and interactions for students at school
- improve mental wellbeing
- increase time spent focusing on teacher instructions.
Source: Adapted from https://www2.education.vic.gov.au/pal/behaviour-students/guidance/5-school-wide-positive-behaviour-support-swpbs-framework
An increase in positive interactions between students could be directly linked to an improvement in mental wellbeing by
teaching students about the continuum of mental wellbeing.
running lessons on how to maximise student coping flexibility.
creating a peer mentoring system to provide genuine and energising support.
actively decreasing the number of internal stressors the students need to manage.
Reveal Answer
teaching students about the continuum of mental wellbeing.
Teaching students about the continuum of mental wellbeing increases their knowledge but does not directly facilitate positive interactions between students.
running lessons on how to maximise student coping flexibility.
Running lessons on coping flexibility focuses on developing individual coping strategies rather than fostering interpersonal positive interactions.
creating a peer mentoring system to provide genuine and energising support.
A peer mentoring system directly facilitates positive interactions between students, providing social support which is a strong protective factor that improves mental wellbeing.
actively decreasing the number of internal stressors the students need to manage.
Decreasing internal stressors focuses on individual stress management and cognitive appraisal, rather than directly increasing positive interactions between students.
Which one of the following accurately distinguishes between stress and anxiety?
Stress generally influences affective functions, while anxiety influences cognitive processes.
Stress only activates the flight-or-fight response, while anxiety only activates the freeze response.
Stress arises from internal or external challenges, while anxiety arises from apprehension about potential threats.
Stress is likely to have short-term psychological impacts, while anxiety has less significant long-term physiological impacts.
Reveal Answer
Stress generally influences affective functions, while anxiety influences cognitive processes.
Incorrect. Both stress and anxiety can significantly influence both affective (emotional) and cognitive processes, rather than being restricted to just one domain.
Stress only activates the flight-or-fight response, while anxiety only activates the freeze response.
Incorrect. Both stress and anxiety can trigger any aspect of the body's acute stress response, including fight, flight, or freeze, depending on the situation.
Stress arises from internal or external challenges, while anxiety arises from apprehension about potential threats.
Correct. Stress is typically a direct response to a specific internal or external stressor, whereas anxiety is characterized by persistent worry or apprehension about future or potential threats.
Stress is likely to have short-term psychological impacts, while anxiety has less significant long-term physiological impacts.
Incorrect. Both stress and anxiety can have profound and significant long-term physiological and psychological impacts, especially if they become chronic.
Use the following information to answer the question.
Systematic desensitisation, used for specific phobias, involves the creation of a fear hierarchy. An example of a fear hierarchy is shown below, where a low rating indicates a less fearful scenario.
| Scenario | Fear rating |
|---|---|
| Think about a magpie. | 10 |
| Look at a photograph of a magpie. | 25 |
| Look at a fake magpie. | 30 |
| Be in the same outdoor area as a magpie. | 50 |
| Be in the same indoor room as a magpie. | 90 |
Which one of the following accurately explains a factor that might contribute to the development of a phobia of magpies?
Increased levels of GABA make the fear response to magpies greater.
A direct encounter with an aggressive magpie causes an extreme fear response.
Magpies are an unconditioned stimulus associated with an unconditioned response of extreme fear.
Increased glutamate levels make postsynaptic neurons less likely to fire, strengthening the association between magpies and fear.
Reveal Answer
Increased levels of GABA make the fear response to magpies greater.
GABA is an inhibitory neurotransmitter that helps calm the nervous system. Decreased, not increased, levels of GABA are associated with a greater fear response and the development of phobias.
A direct encounter with an aggressive magpie causes an extreme fear response.
A direct encounter with an aggressive magpie acts as a specific environmental trigger, leading to the development of a phobia through classical conditioning.
Magpies are an unconditioned stimulus associated with an unconditioned response of extreme fear.
In classical conditioning, the magpie is initially a neutral stimulus that becomes a conditioned stimulus, not an unconditioned stimulus.
Increased glutamate levels make postsynaptic neurons less likely to fire, strengthening the association between magpies and fear.
Glutamate is an excitatory neurotransmitter, meaning increased levels would make postsynaptic neurons more likely to fire, not less.
Use the following information to answer the question.
The origins of the National Aboriginal and Islanders Day Observance Committee (NAIDOC) can be 'traced to the emergence of Aboriginal groups in the 1920’s which sought to increase awareness in the wider community of the status and treatment of Aboriginal and Torres Strait Islander Australians.'
National NAIDOC Week is held annually in the first week of July with the aim to 'celebrate and recognise the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC Week is an opportunity for all Australians to learn about First Nations* cultures and histories and participate in celebrations of the oldest, continuous living cultures on earth.'
Source: adapted from <naidoc.org.au>
* First Nations – a term that is inclusive of Aboriginal and Torres Strait Islander peoples of Australia.
In the above information, self-determination is best demonstrated by
the participation of all Australians in celebrations.
the origins of NAIDOC week being traced back to the 1920s.
Aboriginal groups being the driving force for the creation of NAIDOC.
an opportunity for all Australians to learn about the First Nations cultures and histories.
Reveal Answer
the participation of all Australians in celebrations.
While the participation of all Australians promotes reconciliation and cultural awareness, self-determination specifically refers to Indigenous peoples having agency and control over their own affairs and initiatives.
the origins of NAIDOC week being traced back to the 1920s.
The historical timeline of NAIDOC week does not inherently illustrate self-determination; rather, it is the specific actions taken by Aboriginal groups during that time that demonstrate the concept.
Aboriginal groups being the driving force for the creation of NAIDOC.
Self-determination involves Indigenous peoples taking control of their own representation, advocacy, and cultural expression, which is clearly demonstrated by Aboriginal groups initiating and driving the creation of NAIDOC.
an opportunity for all Australians to learn about the First Nations cultures and histories.
Providing an educational opportunity for the wider community is a positive outcome of NAIDOC Week, but it describes cultural sharing rather than the political and social agency central to self-determination.
Use the following information to answer the question.
Theodore lost his job two years before he intended to retire and it had a negative impact on his mood and ability to cope. He did not pay two electricity bills despite having sufficient funds. He became withdrawn while at his golf club and soon stopped playing. When he also started complaining of sleeping problems, his daughter encouraged him to see his family doctor with her.
Theodore might be showing signs of a mental health problem because
not paying bills indicates a mental health problem.
both internal and external factors are contributing to his behaviour.
internal factors rather than external factors are influencing his behaviour.
his behaviour is uncharacteristic and has had a negative impact on his wellbeing.
Reveal Answer
not paying bills indicates a mental health problem.
Not paying bills is a single behavior and does not automatically indicate a mental health problem on its own, as there could be many other reasons for this action.
both internal and external factors are contributing to his behaviour.
While it is true that both internal and external factors contribute to his behavior, this fact alone does not define or indicate the presence of a mental health problem.
internal factors rather than external factors are influencing his behaviour.
This statement is inaccurate because an external factor (losing his job) clearly played a significant role in triggering his current behavioral changes.
his behaviour is uncharacteristic and has had a negative impact on his wellbeing.
A key indicator of a mental health problem is a significant, uncharacteristic change in behavior (like withdrawing from hobbies) that impairs daily functioning and negatively impacts overall wellbeing.
Use the following information to answer the question.
In the 1940s, American psychologist Orval H. Mowrer developed a 'two-factor theory' for understanding the development of a specific phobia. He applied two behaviourist approaches to learning – classical and operant conditioning – in explaining how an otherwise harmless object could persist in causing a strong anxiety response. This theory informs our current understanding of the development of a phobia.
Which one of the following correctly applies behaviourist approaches to the development of a specific phobia?
Memory bias can interfere with the retention stage of learning.
High levels of motivation cause a reproduction of the phobic response.
The phobic response is both a conditioned response and a consequence.
The conditioned stimulus acts as an antecedent that triggers an avoidance behaviour.
Reveal Answer
Memory bias can interfere with the retention stage of learning.
Memory bias is a cognitive factor, and retention is a stage of observational learning. Neither of these belong to the behaviourist approaches (classical and operant conditioning) used in the two-factor theory.
High levels of motivation cause a reproduction of the phobic response.
Motivation and reproduction are components of observational learning, not the classical or operant conditioning principles that make up the two-factor theory.
The phobic response is both a conditioned response and a consequence.
While the phobic response (fear) is a conditioned response in classical conditioning, it is not the consequence in operant conditioning. The consequence is actually the reduction of anxiety that follows avoidance behaviour.
The conditioned stimulus acts as an antecedent that triggers an avoidance behaviour.
This correctly integrates both factors: the conditioned stimulus (acquired via classical conditioning) acts as the antecedent in operant conditioning, triggering an avoidance behaviour that is subsequently negatively reinforced.
Use the following information to answer the question.
A study was conducted with the aim of investigating whether cognitive behavioural stress management coaching could decrease stress levels. Cognitive behavioural coaching is a new model of life coaching based on the principles of cognitive behavioural therapy.
In a controlled experiment, university students were first asked to complete a questionnaire on perceived stress levels and then create a personal stress-related goal. The participants were then randomly allocated into two groups.
Group A: 24 students received individual cognitive behavioural coaching. This involved 12 one-hour coaching sessions spread over four weeks.
Group B: 20 students received no intervention.
All students then completed a questionnaire immediately after the coaching period, and again six months later. The questions focused on participants' perceived stress levels as well as their stress-related goals.
Source: Adapted from S Junker, M P@mmer, & E Traut-Mattausch, 'The impact of cognitive-behavioural stress management coaching on changes in cognitive appraisal and the stress response: A field experiment.' Coaching: An International Journal of Theory, Research and Practice, 14(2), 2021, pp. 184–201. Licensed by CC-BY 4.0 https://creativecommons.org/licences/by/4.0/
Cognitive behavioural coaching in this study could have involved
engaging in daily mindfulness meditation training to calmly identify stressors.
employing a range of sleep hygiene strategies to experience better sleep quality.
training participants in how to identify and replace unhelpful actions that inhibit the achievement of their goals.
listing all available community support to create meaningful relationships with experts in the field of stress management.
Reveal Answer
engaging in daily mindfulness meditation training to calmly identify stressors.
Mindfulness meditation is a different therapeutic approach and not a core component of cognitive behavioural therapy, which focuses on changing unhelpful thoughts and behaviors.
employing a range of sleep hygiene strategies to experience better sleep quality.
While sleep hygiene can reduce stress, it is a specific behavioral intervention rather than the cognitive-behavioral process of identifying and changing unhelpful thoughts and actions.
training participants in how to identify and replace unhelpful actions that inhibit the achievement of their goals.
Cognitive behavioural therapy (and coaching based on it) focuses on identifying and replacing unhelpful thoughts and behaviors (actions) to help individuals achieve their goals and reduce stress.
listing all available community support to create meaningful relationships with experts in the field of stress management.
Listing community support focuses on external resources and social support, rather than the internal cognitive and behavioral changes characteristic of cognitive behavioural coaching.
Cecil is a 25-year-old who has recently completed his apprenticeship and started his first job in a busy workshop. Despite completing his apprenticeship and getting a job in the industry, he finds himself struggling with feelings of emptiness and dissatisfaction in various aspects of his life. He often feels overwhelmed by work pressure, has trouble maintaining meaningful relationships with colleagues, and lacks a sense of purpose and direction in his personal life. Cecil also finds it challenging to balance his professional responsibilities with his own needs for personal growth and self-care.
Cecil has been referred to a psychologist for help by his supervisor at work. To collect data on Cecil's wellbeing, the psychologist has conducted both an interview and administered a self-report survey. The interview was open-ended, and the survey was composed of a variety of Likert and rating scales. The information from these measures was applied to a psychological and a subjective model of wellbeing to better help Cecil understand his current situation.
Write an extended answer that demonstrates Science inquiry and Psychological knowledge and understanding in relation to the scenario above.
In your answer you must:
- define wellbeing
- distinguish between subjective and psychological wellbeing
- summarise Diener's (1984) model of subjective wellbeing
- explain how four components of Ryff's (1989) psychological wellbeing model contribute to an overall sense of wellbeing
- explain one specific challenge Cecil is facing related to his wellbeing
- assess the benefit of using both the interview and the survey to collect and interpret data
- use appropriate psychological terminology
- acknowledge sources of information using appropriate referencing.
Reveal Answer
Wellbeing is feeling happy and content or a positive state in one's life.
Subjective wellbeing focuses on an individual's personal evaluation of their life satisfaction and emotional experiences, and emphasises subjective perceptions and feelings. Psychological wellbeing encompasses broader dimensions of psychological functioning and reflects a more comprehensive assessment of mental health and wellbeing.
Diener’s (1984) model of subjective wellbeing includes life satisfaction, which is the overall evaluation of one's life circumstances, including satisfaction with work, relationships, and personal achievements; and affective balance, which is the balance between positive and negative emotions experienced by an individual, indicating the overall emotional wellbeing.
In Ryff’s (1989) psychological wellbeing model, autonomy is the sense of independence and self-determination where individuals feel in control of their actions and decisions, which leads to a greater sense of fulfilment. Environmental mastery is the ability to effectively manage and adapt to the external world, demonstrating competence in navigating challenges. Personal growth is the continuous process of self-improvement and exploration, fostering a sense of progress and expansion of one's capabilities and seizing opportunities for personal development. Positive relations with others highlights the importance of meaningful and supportive connections with family, friends, and community, contributing to emotional wellbeing and social support.
A specific challenge Cecil is facing is that he experiences feelings of emptiness and dissatisfaction, indicating low life satisfaction and low affective balance.
The benefit of using both the interview and the survey to collect and interpret data is that this is a mixed method design that collects both quantitative and qualitative data, which allows for statistical analysis and allows for rich data and understanding of meaning.
Define wellbeing
| Descriptor | Marks |
|---|---|
States that wellbeing is feeling happy and content or a positive state | 1 |
States that it is in one's life | 1 |
Distinguish between subjective and psychological wellbeing
| Descriptor | Marks |
|---|---|
Explains that subjective wellbeing focuses on an individual's personal evaluation of their life satisfaction and emotional experiences | 1 |
States that subjective wellbeing emphasises subjective perceptions and feelings | 1 |
Explains that psychological wellbeing encompasses broader dimensions of psychological functioning | 1 |
States that psychological wellbeing reflects a more comprehensive assessment of mental health and wellbeing | 1 |
Diener’s model of subjective wellbeing
| Descriptor | Marks |
|---|---|
Identifies life satisfaction | 1 |
Describes life satisfaction as the overall evaluation of one's life circumstances, including satisfaction with work, relationships, or personal achievements | 1 |
Identifies affective balance | 1 |
Describes affective balance as the balance between positive and negative emotions experienced by an individual (indicating the overall emotional wellbeing) | 1 |
Component 1
| Descriptor | Marks |
|---|---|
Identifies a component (Autonomy, Environmental mastery, Personal growth, Positive relations with others, Purpose in life, or Self-acceptance) | 1 |
Describes the component (e.g., the sense of independence and self-determination, the ability to effectively manage and adapt to the external world, etc.) | 1 |
Explains how it contributes to wellbeing (e.g., leads to a greater sense of fulfilment, demonstrating competence in navigating challenges, etc.) | 1 |
Component 2
| Descriptor | Marks |
|---|---|
Identifies a component (Autonomy, Environmental mastery, Personal growth, Positive relations with others, Purpose in life, or Self-acceptance) | 1 |
Describes the component (e.g., the sense of independence and self-determination, the ability to effectively manage and adapt to the external world, etc.) | 1 |
Explains how it contributes to wellbeing (e.g., leads to a greater sense of fulfilment, demonstrating competence in navigating challenges, etc.) | 1 |
Component 3
| Descriptor | Marks |
|---|---|
Identifies a component (Autonomy, Environmental mastery, Personal growth, Positive relations with others, Purpose in life, or Self-acceptance) | 1 |
Describes the component (e.g., the sense of independence and self-determination, the ability to effectively manage and adapt to the external world, etc.) | 1 |
Explains how it contributes to wellbeing (e.g., leads to a greater sense of fulfilment, demonstrating competence in navigating challenges, etc.) | 1 |
Component 4
| Descriptor | Marks |
|---|---|
Identifies a component (Autonomy, Environmental mastery, Personal growth, Positive relations with others, Purpose in life, or Self-acceptance) | 1 |
Describes the component (e.g., the sense of independence and self-determination, the ability to effectively manage and adapt to the external world, etc.) | 1 |
Explains how it contributes to wellbeing (e.g., leads to a greater sense of fulfilment, demonstrating competence in navigating challenges, etc.) | 1 |
Specific challenge
| Descriptor | Marks |
|---|---|
Identifies that he experiences feelings of emptiness and dissatisfaction OR struggles with work pressure, maintaining relationships, finding purpose, or balancing his needs | 1 |
Explains that this indicates low life satisfaction OR highlights deficiencies | 1 |
Explains that this indicates low affective balance OR deficiencies in autonomy, environmental mastery, personal growth, positive relations, purpose in life, or self-acceptance | 1 |
Benefit of mixed method design
| Descriptor | Marks |
|---|---|
Identifies that this is a mixed method design | 1 |
States that it collects both quantitative and qualitative data | 1 |
Explains that this allows for statistical analysis | 1 |
Explains that this allows for rich data or understanding of meaning | 1 |
Psychological terminology
Marking Bands| Descriptor | Marks |
|---|---|
Accurately uses a variety of appropriate psychological terminology relevant to theories, studies, models and concepts fluently and in a clear and logical way. | 3 |
Accurately uses some appropriate psychological terminology relevant to theories, studies, models and concepts in a clear and logical way. | 2 |
Uses everyday language with limited relevance to theories, studies, models and concepts. | 1 |
None of the above | 0 |
Referencing
Marking Bands| Descriptor | Marks |
|---|---|
Consistently uses the names of the researcher/author and date/s. | 2 |
Uses only the names of the researcher/author or date/s. | 1 |
None of the above | 0 |
Use the following information to answer the question.
As Vanessa walked to school one morning, she was swooped by a magpie. The magpie caused an injury to her head, which required stitches. Since the injury, Vanessa ducks her head and looks around regularly for a swooping bird. Vanessa refuses to walk to school even when swooping season ends.
Vanessa's response is an example of
a learned behaviour.
a conscious reaction.
a reflexive and voluntary response.
an adaptive response to a feared stimulus.
Reveal Answer
a learned behaviour.
Vanessa's response was acquired through her specific experience with the magpie, making it a learned behavior resulting from conditioning.
a conscious reaction.
While refusing to walk to school involves conscious choice, her ducking and looking around are likely automatic, conditioned responses rather than purely conscious reactions.
a reflexive and voluntary response.
Reflexes are innate, involuntary responses present from birth, whereas Vanessa's behavior was learned from a specific traumatic event.
an adaptive response to a feared stimulus.
Her response is maladaptive, not adaptive, because it interferes with her daily functioning (refusing to walk to school) even after the actual threat has ended.
Stanford Medicine News Center published the findings of a study investigating possible treatments for the sleep-wake shift in teenagers. The study investigated bright light therapy on its own, and bright light therapy and cognitive behavioural therapy (CBT) combined. A fake light therapy, too brief to be effective, was used as a control treatment. The study was conducted in two four-week parts, using different participants in each part.
In Part 1, participants were exposed to either bright light therapy or fake light therapy.
- Participants who received the bright light therapy alone felt tired earlier compared to those who received the fake light therapy.
- Participants who received the bright light therapy alone did not go to bed earlier or increase the amount of time they slept.
In Part 2, participants were treated with CBT and either the bright light therapy or the fake light therapy.
- Participants treated with both the bright light therapy and CBT slept for 43 minutes more each night and went to bed 50 minutes earlier than participants who received CBT and the fake light therapy.
- Participants who received both CBT and the bright light therapy were six times more successful at maintaining consistent bedtimes than those receiving CBT and the fake light therapy.
The authors noted that prior studies had demonstrated that CBT alone could help teenagers go to sleep 10 to 15 minutes sooner, on average.
Source: adapted from E Digitale, 'Teens sleep 43 more minutes per night after combo of two treatments', Stanford Medicine News Center, 25 September 2019, https://med.stanford.edu/news/all-news/2019/09/teens-sleep-43-more-minutes-per-night-after-combo-of-two-treatme.html
Evaluate the contribution of bright light therapy and CBT to the improved sleeping habits of the teenage participants in this study. As part of your evaluation, explain the sleep-wake shift that can occur in adolescence and discuss how bright light therapy and CBT can reduce the impact of this sleep-wake shift in adolescence. Evaluation of the study's methodology and method is not required.
Reveal Answer
| Descriptor | Marks |
|---|---|
Describes the sleep-wake shift in adolescence | 1 |
Explains why the sleep-wake shift occurs (e.g., delayed release of melatonin) | 1 |
Outlines how the sleep-wake shift impacts adolescents' sleeping habits | 1 |
Outlines how the sleep-wake shift impacts adolescents' functioning | 1 |
Describes how Bright Light Therapy (BLT) operates to affect sleeping habits (e.g., resetting the body clock/melatonin release) | 1 |
Describes how Cognitive Behavioural Therapy (CBT) operates to affect sleeping habits (e.g., cognitive and behavioural interactions) | 1 |
Describes the impact of BLT alone on the sleeping habits of the teenage participants based on the study | 1 |
Describes the impact of CBT and BLT together on the sleeping habits of the teenage participants based on the study | 1 |
Evaluates that CBT and BLT together are more effective than CBT alone | 1 |
Evaluates that BLT alone had no impact on the improvement of teenagers' sleep habits | 1 |