WACE Psychology Unit 4: Psychological Wellbeing — Flashcards & Quiz

Q1: Describe Selye’s General Adaptation Syndrome (GAS) model of stress.

Selye’s GAS (1956) describes the body’s physiological response to prolonged stress in three stages: Alarm reaction — the body detects a stressor and activates the fight-or-flight response (sympathetic nervous system, adrenaline release). Resistance — the body adapts to the continued stressor; cortisol levels remain elevated, the body appears to cope but resources are being depleted. Exhaustion — prolonged stress depletes the body’s resources, leading to physical and psychological breakdown (weakened immune function, burnout, vulnerability to illness and mental health problems).

Q2: Explain Lazarus and Folkman’s transactional model of stress and coping.

Lazarus and Folkman’s (1984) transactional model proposes that stress results from the interaction between the person and their environment, mediated by cognitive appraisal: Primary appraisal — evaluating whether a situation is irrelevant, benign-positive or threatening/challenging. Secondary appraisal — evaluating available coping resources and options. Reappraisal — ongoing re-evaluation as the situation changes. Coping strategies: Problem-focused coping — addressing the stressor directly (planning, seeking information, taking action). Emotion-focused coping — managing the emotional response (relaxation, seeking social support, positive reframing, denial). The model emphasises that stress is subjective and depends on individual perception.

Q3: Compare problem-focused and emotion-focused coping strategies.

Problem-focused coping: directly addresses the stressor to reduce or eliminate it. Examples: creating a study timetable, seeking advice, breaking a large task into steps, negotiating a deadline extension. Most effective when the stressor is controllable. Emotion-focused coping: manages the emotional distress caused by the stressor without changing the situation. Examples: meditation, exercise, seeking social support, positive reframing, acceptance, humour. Most effective when the stressor is uncontrollable. Adaptive coping uses appropriate strategies for the situation; maladaptive coping (avoidance, substance use, denial) can worsen outcomes.

Q4: What is resilience and what factors contribute to it?

Resilience is the ability to adapt positively in the face of adversity, trauma, stress or significant challenges. It is not a fixed trait but a dynamic process influenced by multiple factors: Biological — genetic predisposition, healthy neurobiological stress response systems, temperament. Psychological — optimism, self-efficacy, adaptive coping strategies, emotional regulation, sense of purpose, growth mindset. Social — strong social support networks, positive family relationships, community belonging, access to education and healthcare, cultural connectedness. Resilience can be developed and strengthened through experience and intervention.

Q5: How do sleep and circadian rhythms affect psychological wellbeing?

Sleep is essential for psychological wellbeing through multiple mechanisms: Memory consolidation — REM sleep consolidates procedural and emotional memories; NREM Stage 3 consolidates declarative memories. Emotional regulation — sleep deprivation increases amygdala reactivity, reducing prefrontal cortex regulation of emotions. Cognitive function — inadequate sleep impairs attention, decision-making and problem-solving. Physical restoration — growth hormone release during NREM Stage 3 supports tissue repair and immune function. Circadian rhythm disruption (from shift work, jet lag, irregular schedules) is linked to increased risk of depression, anxiety and reduced cognitive performance.

Q6: Apply the biopsychosocial model to explain anxiety disorders.

Biological factors: genetic predisposition (twin studies show 30–40% heritability), GABA dysfunction (reduced inhibition), overactive amygdala (heightened threat detection), chronic cortisol elevation from the HPA axis. Psychological factors: classical conditioning (learned fear associations), cognitive biases (catastrophising, overestimation of threat, attentional bias toward danger), low self-efficacy, negative attributional style. Social factors: traumatic life events, adverse childhood experiences, chronic social stress, modelling of anxious behaviour by caregivers, cultural factors affecting expression and help-seeking. The interaction of factors across all three domains produces and maintains the disorder.

Q7: Describe the key features and contributing factors of major depressive disorder.

Major depressive disorder (MDD) involves persistent depressed mood and/or loss of interest (anhedonia) for at least 2 weeks, plus additional symptoms: sleep disturbance, appetite/weight change, fatigue, psychomotor changes, worthlessness/guilt, concentration difficulties, suicidal ideation. Contributing factors: Biological — serotonin and norepinephrine deficiency, genetic vulnerability (~40% heritability), reduced hippocampal volume, HPA axis dysregulation. Psychological — Beck’s cognitive triad (negative views of self, world, future), learned helplessness (Seligman), rumination. Social — social isolation, relationship breakdown, unemployment, adverse childhood experiences, lack of social support.

Q8: Compare CBT and pharmacotherapy as treatments for depression.

CBT (cognitive behavioural therapy): targets maladaptive thoughts and behaviours. Cognitive restructuring challenges negative automatic thoughts. Behavioural activation re-engages the person in rewarding activities. Strengths: develops long-term coping skills, low relapse rates, no physical side effects. Limitations: requires active participation, slower onset (6–12 weeks), less effective for severe depression without medication. Pharmacotherapy (SSRIs): blocks serotonin reuptake, increasing its availability. Strengths: effective for moderate-to-severe depression, does not require active cognitive engagement. Limitations: 2–6 week onset, side effects (nausea, insomnia, sexual dysfunction), higher relapse rates when discontinued. Combined approach often produces the best outcomes.

Q1: The exhaustion stage of Selye’s GAS occurs when the body first detects a stressor.

Answer: FALSE

The alarm reaction is the first stage, when the body detects a stressor and activates the fight-or-flight response. Exhaustion is the third and final stage, occurring when prolonged stress depletes the body’s resources, leading to vulnerability to illness and psychological breakdown.

Q2: Lazarus and Folkman’s transactional model proposes that stress depends on how a person appraises a situation.

Answer: TRUE

The transactional model proposes that stress is not determined by the situation alone but by the individual’s cognitive appraisal of the situation (primary and secondary appraisal). The same event can be perceived as threatening by one person and challenging by another.

Q3: Problem-focused coping is most effective when the stressor is uncontrollable.

Answer: FALSE

Problem-focused coping is most effective when the stressor is controllable, because it involves taking direct action to reduce or eliminate the source of stress. When the stressor is uncontrollable, emotion-focused coping (managing emotional responses) tends to be more effective.

Q4: Resilience is a fixed personality trait that cannot be developed or strengthened over time.

Answer: FALSE

Resilience is not a fixed trait but a dynamic process that can be developed and strengthened through experience, supportive relationships and targeted interventions. Research shows that resilience factors can be cultivated at biological, psychological and social levels throughout life.

Q5: Sleep deprivation increases amygdala reactivity and reduces prefrontal cortex regulation of emotions.

Answer: TRUE

Neuroimaging research shows that sleep deprivation leads to increased amygdala activation in response to emotional stimuli and reduced functional connectivity between the amygdala and prefrontal cortex, resulting in heightened emotional reactivity and impaired emotional regulation.

Stress Models (Selye and Lazarus & Folkman)

Understanding GAS (biological stress response) and the transactional model (cognitive appraisal) provides complementary perspectives on stress. SCSA exams require you to describe each model, explain the role of appraisal and apply the models to real-world stress scenarios.

Coping Strategies and Resilience

Problem-focused and emotion-focused coping strategies, and the factors that contribute to resilience, are core exam content. SCSA tests your ability to recommend appropriate coping strategies for different scenarios and to explain resilience using the biopsychosocial framework.

Sleep and Circadian Rhythms

Understanding how sleep supports wellbeing through memory consolidation, emotional regulation and physical restoration, and how circadian rhythm disruption affects mental health, connects directly to Unit 3 nervous system content. SCSA rewards cross-topic integration.

Mental Health Conditions and Evidence-Based Treatments

Applying the biopsychosocial model to anxiety and depression, and evaluating CBT, pharmacotherapy and lifestyle interventions, are high-frequency exam topics. SCSA expects you to compare treatments systematically and justify recommendations with research evidence.

What does WACE Psychology Unit 4 cover about psychological wellbeing?

Unit 4 covers the biopsychosocial model of health and wellbeing, stress (Selye’s GAS, Lazarus and Folkman’s transactional model), coping strategies (problem-focused, emotion-focused), resilience, sleep and circadian rhythms, mental health conditions (anxiety, depression) and evidence-based interventions (CBT, pharmacotherapy, lifestyle changes).

Are these flashcards aligned to the SCSA curriculum?

Yes — every flashcard and quiz question is mapped to the SCSA WACE Psychology Units 3–4 syllabus for the psychological wellbeing content area.

How should I study psychological wellbeing for the WACE exam?

Use the biopsychosocial model as your framework for every response. Link stress, coping and sleep to the nervous system content from Unit 3. Practise case study analysis and treatment evaluation, as SCSA exams require application and critical thinking.