Psychology Unit 4 - How is Mental Wellbeing Supported and Maintained?

Prerequisites

Psychology Unit 3.

Course Description

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. They explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.

A student-designed scientific investigation involving the generation of primary data related to mental processes and psychological functioning is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format as outlined by VCAA.

Areas of Study

How does sleep affect mental processes and behaviour?

In this area of study students focus on sleep as an example of an altered state of consciousness and the different demands humans have for sleep across the life span. They compare REM and NREM sleep as examples of naturally occurring altered states of consciousness and investigate the biological mechanisms of the sleep-wake cycle in terms of the timing of sleep, what causes individuals to be sleepy at night and why individuals wake when required.

Students analyse the effects of sleep deprivation on psychological functioning, including emotional, behavioural and cognitive functioning. They compare the effects of total sleep deprivation and blood alcohol concentration readings of 0.05 and 0.10 in terms of affective and cognitive functioning. Students examine circadian rhythm disorders as the result of changes to an individual’s sleep-wake cycle and apply their knowledge regarding sleep hygiene and zeitgebers to suggest ways to improve the sleep-wake cycle and mental wellbeing.

What influences mental wellbeing?

In this area of study students explore mental wellbeing in terms of social and emotional wellbeing, levels of functioning, and resilience to cope with and manage change and uncertainty. Students investigate the concept of mental wellbeing as a continuum, recognising that an individual’s mental wellbeing is influenced by the interaction of internal and external factors and fluctuates over time. They recognise that for Aboriginal and Torres Strait Islander people mental wellbeing is one element of a multidimensional and holistic view of wellbeing. Students apply a biopsychosocial approach to consider how biological, psychological and social factors are involved in the development and management of a specific phobia. Students explore protective factors that contribute to an individual’s mental wellbeing from a biopsychosocial perspective and the importance of cultural determinants to the wellbeing of Aboriginal and Torres Strait Islander peoples.

How is scientific inquiry used to investigate mental processes and psychological functioning?

Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to mental processes and psychological functioning. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or the field.

When undertaking the investigation students are required to apply the key science skills to develop a research question, state an aim, formulate a hypothesis, and plan an appropriate methodology and method to answer the question, while complying with safety and ethical guidelines. Students then undertake an investigation to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw a conclusion in response to the question. The presentation format for the investigation is a scientific poster constructed according to the structure outlined by VCAA. A logbook is maintained by students for recording, assessment and authentication purposes.

Practical Work

Practical work is a central component of learning and assessment and may include activities such as laboratory experiments, fieldwork, simulations and other direct experiences as described in the scientific investigation methodologies. A minimum of 10 hours of class time should be devoted to student practical activities and investigations across Areas of Study 1 and 2. For Area of Study 3, a minimum of 10 hours of class time should be devoted to designing and undertaking the student-designed scientific investigation and communicating findings.

Assessment

Unit 4 Outcomes	Assessment Tasks	Marks Allocated
Unit 4 Outcomes	(school-assessed coursework)	Marks Allocated
Analyse the demand for sleep and evaluate the effects of sleep disruption on a person’s psychological functioning	One task that is different to tasks conducted for Outcomes 1&2 Unit 3 and selected from: analysis and evaluation of at least one psychological case study, experiment, model or simulation analysis and evaluation of generated primary and/or collated secondary data comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities analysis and comparison of two or more contemporary media texts. NOTE: Each task type can be selected only once across Units 3 and 4. For each task the time allocated should be approximately 50–70 minutes for a written response and 10 minutes for a multimodal or oral presentation.	40
Discuss the concept of mental wellbeing, apply a biopsychosocial approach to explain the development and management of specific phobia, and discuss protective factors that contribute to the maintenance of mental wellbeing.	One task which is different from the type of task completed for Outcomes 1&2 Unit 3 and Outcome 1 Unit 4 from the list above.	40
Design and conduct a scientific investigation related to mental processes and psychological functioning, and present an aim, methodology and method, results, discussion and conclusion in a scientific poster.	Communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries. The poster should not exceed 600 words.	40
Total Marks		120

Overall Final Assessment

Graded Assessment	Title	Assessment	Exam Duration	Contribution to Study Score (%)
1	Unit 3 Coursework	School-assessed		20
2	Unit 4 Coursework	School-assessed		30
3	Written Examination	November	2.5 hours	50