UNIT 4- How is Wellbeing Developed and Maintained? AOS1 How do levels of affect mental processes and behaviour? An Overview Following is the key knowledge and concepts for unit 4 AOS 1. The black represents the new knowledge for the current study design, the blue is what has been retained from the previous study design. The Activities are referenced alongside each topic. Topic Key Knowledge Subtopics/concepts Learning Activities/Resource reference The continuum Consciousness as a psychological construct that varies along a continuum, broadly categorised into normal waking and altered states of (ASC) (naturally occurring and induced) Consciousness as a psychological construct Consciousness varies along a continuum Altered states of and normal waking Levels of attention ASC naturally occurring (daydreaming) induced (meditation and alcohol) Activity 1: (Edrolo p.170 ) Creating a Consciousness Continuum Activity 2: Assessment Task (Edrolo p.172) Part A: Research Investigation into Meditation using the Smiling Mind App. (Nelson p.206) Part B: Progressive relaxation Nelson p.186 Activity 3: (Oxford p.225) (Grivas p.353) A snap shot of Look out of the window! Imagine that some animals have escaped from the zoo and you can see them there. For 2 minutes think about the consequences and write down your thoughts as they occur. Activity 4: (Nelson student activity manual p. 144) ) What am I? Card game with definitions Activity 5: (Nelson text p.232) Media Response On the Phone? Get off the road Students to prepare a supporting document that justifies the banning of mobile phones while driving laws. Videos: Crash Course Altered States #10 https://www.youtube.com/watch?v=9pw1fwkjo- Y Ted Talk - Our shared condition (15m 7sec) https://www.youtube.com/watch?v=eqdgt12m26c
Features of states of Changes in a person s psychological state due to levels of awareness, controlled and automatic processes, content limitations, perceptual and cognitive distortions, emotional awareness, self- control and time orientation The distinction between altered states of and normal waking in terms of levels of awareness, content limitations, perceptual and cognitive distortions, emotional awareness, self- control and time orientation Activity 6: Edrolo student manual p.181 Features of states of comparison table. 3 columns NWC Feature - ASC Activity 7: VCAA Resources p.43 (supplied) Role- play in groups normal waking and altered states, emphasising the features of states of. Activity 8: Edrolo student manual p.179 Identifying features of ASCs using scenarios Levels of attention (selective and divided attention) Controlled and automatic processes Activity 9: Grivas p.361 Research on Selection Attention Evaluate the research on selective attention conducted by Neisser and Becklen (1975) Measuring The measurement of physiological responses to indicate different states of, including electroencephalograph (EEG), electromyograph (EMG), electro- oculograph (EOG) and other techniques to investigate (measurement of speed and accuracy on cognitive tasks, subjective reporting of, including sleep diaries, and video monitoring) Determining altered states of (ASC) Objective and subjective data collection methods Electroencephalograph (EEG) Electromyography (EMG) Electrooculograph (EOG) Brain wave activity Measurement of speed and accuracy on cognitive tasks Sleep diaries Video monitoring How stimulants affect levels of alertness How depressants affect levels of alertness Activity 10 : Edrolo student manual p.184 Identifying brainwave patterns in scenarios Activity 11: VCAA Resources p.43 (supplied) Research Methods skills Suggest research designs that could be used to investigate the effects of stimulants and depressants on altered states of ; consider single- blind and double- blind procedures, repeated measures, independent groups and matched pairs designs as well as the ethical principles when undertaking the research. Activity 12: Grivas p.408 Analysis of data on physiological responses during sleep 3 applications Activity 13 : Oxford p.257 Advantages and Disadvantages of methods used in sleep research complete table
Changes in levels of alertness as indicated by brain waves patterns (beta, alpha, theta, delta) due to drug- induced altered states of (stimulants and depressants) Activity 14 : Edrolo student manual p.188-189 Measuring Concept map Activity 15 : Edrolo student manual p.187 Investigating the effect of drugs on brain waves Research Sleep Sleep as a regular and naturally occurring altered state of that follows a circadian rhythm and involves the ultradian rhythms of REM and NREM Stages 1 4 sleep excluding corresponding brain wave patterns and physiological responses for each stage Sleep as an altered state of (including levels of awareness, controlled and automatic processes, content limitations, perceptual and cognitive distortions, emotional awareness, self- control and time orientation) The stages of sleep; Characteristics of REM versus NREM sleep The pattern of sleep (as ultradian rhythms) throughout the night Hypnograms Activity 16 : Oxford p.270 Sleep self reflection Activity 17 : Edrolo student manual p.194 NREM vs REM sleep compare and contrast Activity 18 : VCAA Resources p.43 (supplied) Sleep wake cycle investigation Visit the BBC Sleep page and undertake the What s your daily rhythm? test at www.bbc.co.uk/science/humanbody/sleep/crt/ to show your natural sleeping and waking pattern over a 24- hour period Activity 19 : VCAA Resources p.43 (supplied) Oxford p.255, Nelson p. 235, p.180, p.214 and p.218 Sleep Diary Devise a questionnaire for students to research friends and family members regarding their sleep patterns; report back to the class and discuss amount of sleep required, the need for sleep and any observed changes to typical circadian rhythm for sleep. Activity 20 : VCAA Resources p.44 (supplied) Hypnograms - Grivas p.407 Compare a typical sleep hypnogram for an infant, a child, an adolescent, an adult and an elderly person; annotate features that are similar and features that are different across each age group
Activity 21 : Edrolo student manual p.196 Sleep Concept Map Excursion: Visit to the Epworth s Sleep Lab Visit a sleep laboratory Epworth Extended Reading: Review the booklet Sleep- Wake Cycle: Its Physiology and Impact on Health at https://sleepfoundation.org/sites/default/files/sleepw akecycle.pdf in terms of the key messages presented to readers; prepare a single- page summary of key messages or a one- page infographic on an aspect of the sleep- wake cycle Purpose of sleep Theories of the purpose and function of sleep (REM and NREM) including restoration theory and evolutionary (circadian) theory Restoration theory of sleep Evolutionary theory of sleep Activity 22: Create a pillow On one side of the pillow write a definition of the restorative theory of sleep and the reverse side of the pillow write about the evolutionary theory of sleep. Activity 23 : Edrolo student manual p.201 Purpose of Sleep Concept Map Sleep across the lifespan The differences in sleep across the lifespan and how these can be explained with reference to the total amount of sleep and changes in a typical pattern of sleep (proportion of REM and NREM) The decrease of total sleep time over the lifespan The decrease of proportions of REM sleep over the lifespan Activity 24: Grivas p.416 Research: Are you a morning lark or a night owl? Assessment Activity VCAA Resources p.45-46 Investigation of Sleep Patterns Across the Lifespan Sleep deprivation The effects of partial sleep deprivation (inadequate sleep either in quantity or quality) on a person s affective Partial sleep deprivation compared to total sleep deprivation Activity 25: Edrolo student manual p. 207 Are you sleep deprived? Activity 26: Edrolo student manual p. 210 The effects of sleep deprivation
(amplified emotional responses) behavioural and cognitive functioning The effects on (cognition, concentration and mood) of one night of full sleep deprivation as a comparison with effects of legal blood- alcohol concentrations Case studies of sleep deprivation; humans and animals The comparison between the effects of total sleep deprivation and legal blood- alcohol concentrations on cognition, concentration and mood Psychological effects of partial sleep deprivation Activity 27: VCAA Resources p.44 Partial Sleep Deprivation Complete a tri- Venn diagram showing how a person s affective (emotional responses), behavioural and cognitive functioning can be affected by partial sleep deprivation Activity 28: VCAA Resources p.44 Outline the ethical principles and safety guidelines that would need to be considered when researching the effects on of one night of full sleep deprivation as a comparison to the effects of legal blood concentration of 0.05. Activities 29 : VCAA Resources p.43 (supplied) Research investigation - Epworth Sleepiness Scale Undertake the Epworth sleepiness scale (available at www.sleepservices.com.au/patients/epworth- sleepiness- scale); ask students to consider their results in relation to the quantity and/or quality of their sleep and suggest improvements where appropriate; follow up survey at a later date if appropriate; discuss use of self- reports in relation to research and evaluate the effectiveness of such methods in collecting data, including sources of bias. Research investigation Face Memory Test Investigate the effects of partial sleep deprivation on cognitive tasks by undertaking a test such as the Face Memory Test by BBC Science www.bbc.co.uk/science/humanbody/sleep/tmt/ Experimental design on sleep deprivation (Grivas p.457) Design and Describe an experiment that could be conducted to compare the effects of partial sleep deprivation on performance of simple and complex tasks.
Activity: 30 Edrolo student manual p. 212 Sleep Deprivation Concept Map Video: You tube Shattered Episode 1 https://www.youtube.com/watch?v=3xtwu0xorls This is a reality show about sleep deprivation. Think about the ethical considerations that were put in place and identify possible breaches to the ethics. Sleep- wake cycle Changes to a person s sleep- wake cycle and susceptibility to experiencing a circadian phase disorder, including sleep- wake shifts in adolescence, shift work and jet lag Sleep- wake cycle and the circadian rhythm Circadian phase disorder Sleep- wake shifts in adolescence Shift work Jet lag Bright light therapy (with reference to circadian phase disorders) Activity 31: Edrolo student manual p. 215 Changes in sleep- wake cycle Activity 32: Oxford p.317 Debate Should school start later? Assessment Task Starting times for secondary schools should be later (Nelson p.263) Activity 33 : VCAA Resources p.44 (supplied) Investigating Shiftwork collect rosters of various organisations that involve shift- work; analyse in terms of sleep- wake cycle shifts and their effectiveness in minimising the development of circadian phase disorders interview a shift worker to identify coping mechanisms and strategies Activity 34 : VCAA Resources p.44 (supplied) Sleep Hygiene (Grivas p.446) Design and test a regime to improve your sleep hygiene (health) Activity 35: Edrolo student manual p. 217 Sleep- Wake cycle Concept Map
Extended Reading - website Visit the National Sleep Foundation (https://sleepfoundation.org/sleep- tools- tips) website and investigate the sleep tools they have available, including the National Sleep Foundation official sleep diary, the National Sleep Foundation sleepiness test, Tips to help manage your shift work schedule, and Tips to help shift workers nap more effectively; explain the psychological concepts that are relevant to two selected tips Dysomnias and parasomnias The distinction between dysomnias (including narcolepsy and sleep- onset insomnia) and parasomnias (including sleep apnoea and sleep walking) with reference to the effects on a person s sleep- wake cycle The interventions to treat sleep disorders including cognitive behavioural therapy (with reference to insomnia) and bright light therapy (with reference to circadian phase disorders) The difference between dysomnias and parasomnias Narcolepsy Sleep- onset insomnia Sleep apnoea Sleep walking Treating insomnia CBT Causes & treatments of narcolepsy Activity 36: Edrolo student manual p. 220 Data collection is snoring genetic? Activity 37: Edrolo student manual p. 222, Oxford p328 Comparing dysomnias and parasomnias Activity 38: Oxford p326-327 Sleep Walking Report Media Analysis Activity 39: Edrolo student manual p. 224 Interventions for sleep disorders Activity 40: Edrolo student manual p. 226 Sleep disorders Concept Map