U4 AOS2 - Wellbeing FINAL

[DP1] Wellbeing – definition

A state in which an individual is mentally, physically and socially healthy and secure.

[DP1] Mental wellbeing – definition

An individual's current state of mind, including their ability to think, process information, and regulate emotions.

[DP1] What 3 things determine someone's level of mental wellbeing?

Their ability to function and cope with everyday demands, their mood patterns, and the quality of their social connections.

[DP1] Is mental wellbeing static or does it fluctuate?

It is NOT static — it constantly fluctuates over time, placing individuals at different points on the mental wellbeing continuum across their lifetime.

[DP1] Three ways of considering mental wellbeing

Levels of functioning, resilience, and social and emotional wellbeing (SEWB).

[DP1] Levels of functioning – definition

An individual's ability to complete day-to-day tasks in an independent and effective manner.

[DP1] Benefits of high levels of functioning

Increases sense of capability, prevents becoming easily overwhelmed, allows functioning as a mentally healthy person within the environment.

[DP1] 5 signs of high levels of functioning

Carrying out everyday tasks (e.g. hygiene); communicating & maintaining relationships; being productive; setting & working toward goals; adapting to environmental change.

[DP1] Effect of low levels of functioning

Can lead to a sense of hopelessness, reducing an individual's self-belief and, in turn, mental health.

[DP1] Note on 'independence' and levels of functioning

Being independent is relative to the person/situation — e.g. a person with a physical disability may need assistance but still have high mental wellbeing if they meet the demands of daily life.

[DP1] Resilience – definition

The ability to successfully cope with, and adapt to, adversity and restore positive functioning.

[DP1] What does high resilience reflect/lead to?

High self-esteem, more confidence carrying out tasks, and increased flexibility to cope with a range of stressors.

[DP1] 7 examples/features of resilience

Flexibility adapting to new situations
interpreting stressors appropriately
high self-efficacy
making realistic plans
problem-solving skills
sound emotional control
positive outlook toward stressors.

[DP1] Important note about resilience

It is not about being consistently happy or living without difficulty, but about the way someone responds to adversity.

[DP1] SEWB – definition

Social and Emotional Wellbeing — a multidimensional and holistic framework for wellbeing for Aboriginal and Torres Strait Islander peoples, encapsulating body, mind and emotions, family and kinship, community, culture, Country, spirituality and ancestors.

[DP1] Emotional wellbeing – definition

The ability for an individual to appropriately control and express their own emotions in an adaptive way, and to understand the emotions of others.

[DP1] 4 examples of emotional wellbeing

Being sensitive to others' emotions; having a wide range of emotions; expressing emotions at appropriate times; appropriately responding to/coping with stressors.

[DP1] Social wellbeing – definition

The ability for an individual to form bonds with others and maintain positive relationships.

[DP1] 5 examples of social wellbeing

Having a strong support network; feeling valued by others; ability to form new relationships; having empathy for others; ability to effectively communicate.

[DP1] SEWB model – 'multidimensional' meaning

It is made up of different components.

[DP1] SEWB model – 'holistic' meaning

It reflects an approach that considers the whole person, including their mental, physical, spiritual and social needs.

[DP1] Cultural responsiveness – definition

Health professionals learning about local Aboriginal/Torres Strait Islander culture and history, reflecting on their power and privilege, demonstrating cultural humility, and addressing racism/discrimination, so services are culturally safe and respectful.

[DP1] SEWB model shape/structure vs the dual-continuum model

The SEWB model is circular, embedding the self within layers of relationships (a collectivist view); the dual-continuum model places the individual along intersecting horizontal/vertical lines (individualistic).

[DP1] The 7 domains of the SEWB model

Body and behaviours; mind and emotions; family and kin; community; culture; Country; ancestors.

[DP1] What does the ring encircling the 7 domains represent in the SEWB model?

The historical, political, cultural and social contexts ('determinants') that influence the strength of connections between an individual and the 7 domains.

[DP1] What does the outermost circle of the SEWB model represent?

The experiences and expressions of individuals/communities that change over time in response to social, historical, political and cultural factors.

[DP1] What does the rippling wave symbol in the SEWB model represent?

'The ebb and flow of change' as risk factors disrupt connections and protective factors restore and strengthen connections.

[DP1] How does a person's SEWB change over time?

It decreases when connections to one or more domains are disrupted, and increases when connections are restored.

[DP2a] Mental wellbeing continuum – definition

A tool used to track the progression and fluctuation of mental wellbeing, ranging from high to low.

• progresses from mentally healthy, to mental health problem, to mental health disorder.

[DP2a] Mental wellbeing – definition (continuum lesson)

The current state of a person's psychological wellbeing and functioning — a state of emotional and social wellbeing in which individuals can cope with normal stresses of life, work productively, and contribute to their community.

[DP2a] 4 influences on mental wellbeing (DP2a lesson)

Social and emotional wellbeing, environmental quality, self-management skills, physical health.

[DP2a] High levels of mental wellbeing – definition

The current state of a person's psychological wellbeing and functioning who is functioning at a satisfactory level, able to independently/effectively function in everyday life without excessive distress or dysfunction.






S - state
W - wellbeing (psychological)

S - satisfactory
E - effectively function in everyday
N- no
D - dtsress/dysfunction

[DP2a] 6 characteristics of a mentally healthy person

High levels of functioning
able to cope with stress
meets the demands of everyday life & is productive
displays resilience
maintains positive relationships
regulates and appropriately expresses emotions.

[DP2a] Do mentally healthy people ever feel stress, sadness or anger?

Yes — they still experience these, but remain mentally healthy because of their ability to cope, regulate their emotions and express them appropriately.

[DP2a] Middle of the continuum / mental health problem – definition

A degree of disturbance or dysfunction that reduces an individual's ability to function at an optimal level

• less profound and typically only temporary compared to a mental disorder.

[DP2a] 4 characteristics of a mental health problem (middle of continuum)

Not functioning at an optimal level

temporary impact on mental wellbeing

amplified emotions & high stress

difficulty concentrating and irrational thought patterns.

[DP2a] Mary example – why is she placed in the middle of the continuum?

Mary can't cope with Year 12 exams (can't sleep, cries constantly), but returns to normal functioning after exams — her dysfunction is temporary and less severe, so she's in the middle, not the low end.

[DP2a] Low levels of mental wellbeing / mental disorder – definition

Severe and profound disturbances to an individual's ability to function; the individual is not likely to be described as mentally well.

[DP2a] 3 characteristics of low levels of mental wellbeing

High levels of distress

unable to independently complete tasks

unable to meet the demands of their environment.

[DP2a] How long must impact last, and what treatment may be needed, for a mental disorder?

Impact for more than two weeks; disorders are diagnosable and may be treated through psychotherapy or medication.

[DP2a] Anxiety disorder as an example of a mental disorder

Characterised by extreme distress that significantly disrupts daily functioning and coping ability; may involve panic attacks and irrational thoughts.

[DP2a] Internal factors affecting mental wellbeing – definition

Influences that originate inside/within a person; can be biological or psychological, and change over time.

[DP2a] Biological internal factors – examples

Genes inherited, sex, neurotransmitter balance/imbalance, substance use, physiological response to medication, brain/nervous system functioning, hormonal activity, fight-flight-freeze responses.

[DP2a] Psychological internal factors – examples

Thoughts, ways of thinking, beliefs, attitudes, interpersonal skills, prior learning, self-perception, decision-making, problem-solving, understanding/experiencing emotions, stress management, memory reconstruction.

[DP2a] External factors affecting mental wellbeing – definition

Influences that originate outside a person, directly linked to their environment; constantly changing.

[DP2a] External factors – examples

School/work-related factors, quality of relationships, available support, exposure to stressors, education level, employment history, income, housing, risk of violence, healthcare access, social stigma, cultural values/traditions.

[DP2b] Stress – definition

Stress is a state of psychological and physiological arousal produced by internal or external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope.

[DP2b] Anxiety – definition

A state of heightened physiological arousal associated with feelings of worry or uneasiness that something is wrong or unpleasant is about to happen. Distress only.

[DP2b] Specific phobia – definition (short)

A type of anxiety disorder categorised by excessive and disproportionate fear when encountering a particular stimulus.

[DP2b] Fear vs anxiety – plane example

Fear = a response to a clear, present danger (e.g. smoke from a plane engine); anxiety = feeling afraid something threatening could happen with no clear present danger.

[DP2b] Stress vs anxiety – stimulus

Stress is a response to a KNOWN stressor; anxiety is broader and might NOT be in response to a known stressor.

[DP2b] Stress vs anxiety – nature of feelings

Stress can involve both eustress (positive) and distress (negative); anxiety is typically only negative feelings.

[DP2b] Stress vs anxiety – time orientation

Anxiety involves worry, apprehension and unease usually directed towards the future; stress is a response to a present, known stressor.

[DP2b] Where do stress and anxiety normally sit on the mental health continuum?

On the 'normal functioning' part — expected, don't usually interrupt daily functioning, and can even be adaptive (e.g. motivating SAC preparation).

[DP2b] When does anxiety become a mental health disorder?

When it is excessive, persistent over a long period of time, and disrupts daily functioning — falling under the umbrella term 'anxiety disorders'.

[DP2b] Relationship between phobias, anxiety disorders and specific phobia

Phobias are a subset of anxiety disorders (amplified anxiety responses); specific phobia is a further subset of phobias.

[DP2b] Specific phobia – full definition

Excessive, distressing and persistent fear or anxiety in response to a specific object or situation; intense, irrational and disproportionate/unreasonable.

[DP2b] Do people with specific phobia know their fear is excessive?

Often yes — they are aware their level of fear/anxiety is not a 'normal' response but are unable to control it, and may go to great lengths to avoid the phobic stimulus.

[DP2b] What must occur for a fear to be categorised as a phobia disorder?

It must significantly disrupt daily functioning — either at work, home, in social life or with family.

[DP2b] 4 main types of specific phobia

Animal phobias; natural environmental phobias; situation phobias; blood-injection-injury phobia.

[DP2b] Animal phobia – example

Fear of snakes, spiders, rats or dogs.

[DP2b] Natural environmental phobia – example

Fear of heights, storms, water or darkness.

[DP2b] Situation phobia – example

Fear of enclosed spaces, elevators, flying, dentists, driving, tunnels or bridges.

[DP2b] Blood-injection-injury phobia – example

Fear of medical procedures or of the sight of blood.

[DP2b] DSM-5 criteria for diagnosing specific phobia (list all 7)

L - life limiting
I - immediate anxiety response to phobic stimulus
M - 6 months
O - Out of proportion to actual danger posed
S - Sole cause
A - Avoidance

[DP2b] Stress, anxiety, phobia – nervous system similarity

All three involve the sympathetic nervous system becoming dominant.

[DP2b] Stress, anxiety, phobia – response to stimulus

Stress = response to a known stimulus; anxiety = response might be to an unknown/generalised stimulus; phobia = response to a known stimulus.

[DP2b] Stress, anxiety, phobia – feelings

Stress = positive or negative feelings; anxiety = apprehension, unease, worry; phobia = fear is predominant.

[DP2b] Stress, anxiety, phobia – eustress/distress

Stress = can be eustress or distress; anxiety = distress only; phobia = distress only.

[DP2b] Stress, anxiety, phobia – adaptive value

Some stress/anxiety can be adaptive; phobia is maladaptive.

[DP2b] Stress, anxiety, phobia – mental illness link

Stress and anxiety may contribute to the development/progression of mental disorders

specific phobia IS a diagnosed mental health disorder.

[DP3] Biological contributing factors – definition

Factors which might lead to the development of a phobia because of a physiological factor in an individual's brain or body.

[DP3] GABA – role in the nervous system

The main inhibitory neurotransmitter in the nervous system; tells neurons to stop firing and regulates postsynaptic activation, preventing over-excitation/uncontrolled firing.

[DP3] GABA's role in the fight-flight-freeze response/anxiety

It acts to slow or halt the excitatory neural transmission responsible for the FFF response and anxiety.

[DP3] GABA dysfunction – definition

The insufficient neural transmission of GABA — due to a low level/production of GABA, or insufficient reception/transmission of it across the synapse.

[DP3] Effect of GABA dysfunction on phobia development

The fight-flight-freeze/anxiety response is triggered more easily

recurrent stress responses to specific stimuli can lead to the development of a phobia.

[DP3] Long-term potentiation (LTP) – definition

The long-lasting and experience-dependent strengthening of synaptic connections, due to repeated high-intensity stimulation.

[DP3] 3 changes involved in LTP

Strengthened neural connections between neurons

increased dendritic branching

increased levels of neurotransmitters and speed of neural information processing.

[DP3] How does LTP contribute to phobia development?

By strengthening the association between the neural signals involved in perceiving a stimulus and the neural signals involved in activating the fear response, so perceiving the phobic stimulus more readily triggers the fear response.

[DP3] Role of the amygdala and hippocampus in phobia (LTP)

The amygdala mediates the emotionality/intensity of fear and adds emotional content to memory; the hippocampus consolidates the event/memory.

[DP3] Effect of a more terrifying event on memory (LTP)

The more terrifying the event, the more vivid the memory — due to the level of activity in the amygdala.

[DP3] What happens the more the fear pathway is activated (LTP)?

The neural pathway is strengthened, and the association between the phobic stimulus and the stress response becomes stronger.

[DP3] Psychological contributing factors – definition

Thoughts and mental processes that lead to the development of specific phobia.

[DP3] Classical conditioning's role in phobia development

A PRECIPITATING factor — explains how the phobic association is initially learned.

[DP3] Precipitating risk factor – definition

The immediate factors of events that have caused the individual to experience symptoms now​

• Contributes to the occurrence of a specific mental disorder​

• They are commonly the cause of the onset of the disorder​

[DP3] Classical conditioning process for phobia acquisition (NS/UCS/CS/CR)

The phobic stimulus starts as a neutral stimulus (NS) → repeated pairing with an unconditioned stimulus (UCS) that naturally induces fear → NS becomes the conditioned stimulus (CS)/phobic stimulus → this produces the conditioned response (CR)/phobic response.

[DP3] Operant conditioning's role in phobia

A PERPETUATING factor — explains why the phobic response continues.

[DP3] Perpetuating risk factor – definition

• The factors that are causing a person’s symptoms to continue or progressivelyworsen​

[DP3] How does operant conditioning perpetuate a phobia?

Avoiding the phobic stimulus negatively reinforces the person (a negative consequence — fear — is removed); over time this strengthens/maintains the phobic response, making avoidant behaviour more likely to repeat and preventing recovery.

[DP3] Cognitive bias – definition

A predisposition to think about and process information in a certain way, which can bias or cause errors in people's judgements and thoughts.

[DP3] Two cognitive biases relevant to phobia

Memory bias and catastrophic thinking.

[DP3] Memory bias – definition

A cognitive bias caused by inaccurate or exaggerated memory

• phobias are often caused by traumatic events so people may remember the trauma as extremely significant/harmful

  • impacting present cognitions about related stimuli.

[DP3] Memory bias – 'reconstruction'

Past experiences/memories are distorted to fit in with updated/current beliefs about the event or experience.

[DP3] Memory bias – example

A person with arachnophobia may recall the size of a spider they encountered as much bigger than it really was, justifying their extreme fear.

[DP3] Catastrophic thinking – definition

A cognitive bias in which a stimulus or event is predicted to be far worse than it actually is; a person over-emphasises the worst-case scenario when imagining the phobic stimulus.

[DP3] Effect of catastrophic thinking on coping

The person grossly underestimates their coping capacity.

[DP3] Catastrophic thinking – example

A person with a driving phobia thinks: 'If I drove a car, I'd definitely crash, kill someone, and my car would burst into flames.'

[DP3] Social contributing factors – definition

Factors which involve some sort of interaction with other people or the environment.

[DP3] Specific environmental triggers – definition

Stimuli or experiences in a person's environment that prompt an extreme stress response, leading to the development of a phobia.

[DP3] 3 types of environmental triggers

Direct confrontation with a traumatic stimulus/event (e.g. being bitten by a snake)

observing another person's direct confrontation (e.g. watching someone threatened with a weapon)

learning about a dangerous stimulus indirectly (e.g. watching a movie about serial killers).