In summary:
- Swinburne psychology students partnered with APS to create an eLearning activity on generalised anxiety disorder (GAD) for early career psychologists.
- GAD was chosen for its prevalence and significant impact on daily functioning.
- The activity challenges myths that trivialise GAD as “just worry,” highlighting it as a serious, treatable condition.
- Interactive tools – videos, case studies, quizzes and demonstrations – support diverse learning styles and practical application.
- Core treatments include CBT, mindfulness, psychoeducation, graded exposure and relaxation strategies.
- Explore the APS eLearning activity: Know Your Therapies: CBT for Generalised Anxiety Disorder.
When the Australian Psychological Society (APS) partnered with Swinburne Online students through a work-integrated learning project, to co-design an eLearning activity on generalised anxiety disorder (GAD), the result was more than an academic exercise.
For psychology students Irina Aydemir and Sarah Schembri, the project became an opportunity to translate theory into practice, and to create a resource designed to equip psychologists with a solid foundation for supporting clients living with GAD.
“Developing this activity was incredibly insightful,” says Aydemir. “It wasn’t just about learning the theory behind GAD, but about stepping back and asking: how can we design this so that people actually learn, absorb and apply it in practice?”
Why focus on generalised anxiety disorder (GAD)?
Both Aydemir and Schembri recall that their student group had several mental health topics to choose from. Anxiety disorders stood out as both common and under-recognised.
“Statistically, anxiety disorders affect around 17 per cent of Australians, and generalised anxiety disorder accounts for a significant proportion of that,” explains Aydemir. “But the real figure is likely higher, because so many people don’t seek help or are missed in the data.”
Beyond statistics, both students emphasise the functional impairment that GAD can cause.
“People often assume it’s just worry,” says Schembri. “But this is about persistent, daily anxiety that makes it difficult to focus, hold down a job or manage relationships. It’s much more than occasional stress.”
Both students were motivated to counter common myths about GAD.
“It’s been pop-cultured into something people dismiss,” says Aydemir. “We hear phrases like, ‘I’ve got anxiety,’ tossed around casually – there are even pop songs written about it. But for those living with GAD, it’s a debilitating condition that deserves serious attention.”
Schembri echoes this.
“We wanted to make clear that this isn’t about a single stressful week or exam. For many, GAD is constant, affecting concentration, daily functioning and relationships over months or years.”
Sarah Schembri
Designing for embedded learning, not just information
The brief from APS required students to create an eLearning activity. For Aydemir, who had prior experience designing clinical training materials in emergency services, the challenge was clear.
“You can have the best content in the world, but if it isn’t designed for absorption and engagement, it won’t stick," she says.
The student team embedded a variety of interactive elements into the activity: short videos, case studies, diagrams, podcasts and guided therapy demonstrations.
“We wanted to cater to different learning styles,” says Aydemir. “Some people learn best by reading, others by listening and others through doing. Having diversity in how the material is delivered makes it far more likely to be retained.”
Schembri highlights the same principle.
“A long [stretch] of text can disengage some people. That’s why we included short quizzes after each main concept, so learners could pause, reflect and test their understanding straight away.”
A key aim was helping learners bridge the gap between theoretical knowledge and the realities of clinical practice.
“Effective practice requires flexibility,” says Schembri. “The symptoms of GAD don’t show up in the same way for every individual. You need the theory in the back of your mind, but also the ability to adapt and relate to each client’s lived experience.”
Aydemir agrees, noting that this mindset shaped how they designed the learning journey.
“We didn’t want the activit to just outline diagnostic criteria and treatments. We wanted to embed real-world scenarios that reflected the complexity of client presentations, so learners could practise thinking flexibly about how to apply interventions.”
Irina Aydemir
Core treatment approaches
Evidence-based strategies formed the backbone of the activity. Both students emphasised that while cognitive behavioural therapy (CBT) remains the gold standard for treating GAD, it is not the only option.
“Our activity highlighted CBT, but we also explored mindfulness-based therapies, relaxation strategies and psychoeducation,” says Schembri. “Each of these can be valuable, either as standalone approaches or as complements to CBT, depending on the client’s needs and preferences.”
Aydemir adds that the activity also covered graded exposure and progressive muscle relaxation, emphasising that these approaches target different aspects of anxiety.
“Relaxation helps reduce physiological arousal, while graded exposure empowers clients to confront avoidance behaviours. Having multiple tools available enables psychologists to tailor interventions more effectively.”
Lessons learned as emerging psychologists
For both Aydemir and Schembri, co-designing the activity was a formative experience.
Schembri emphasises the importance of collaboration.
“Working in a team taught me how differently people think and approach problems. It reinforced the value of keeping an open mind, adapting your perspective and combining evidence-based information with an approachable communication style.”
For the students, the project also prompted reflection on how profoundly social and emotional factors can shape the experiences of and vulnerability to GAD
“[That includes] things like unmet emotional needs, lack of belonging or feeling unacknowledged,” says Aydemir. “That really struck me, because it shows how powerful early intervention and supportive environments can be.
“As a society we often neglect the basics – safety, connection, acceptance. Recognising and addressing these unmet needs can be transformative, not only for individuals but across communities.”
Preparing early career psychologists
The GAD activity is intentionally introductory, designed to provide an accessible entry point for students and early career psychologists.
“We wanted to scratch the surface in a way that was engaging, with references and resources for those who wanted to go deeper,” says Schembri.
“Anxiety can feel overwhelming, both for clients and for those supporting them. But GAD is highly treatable when approached systematically," says Aydemir. "Our aim was to show that psychologists have options and that clients can regain control.”
Reducing stigma and raising awareness
Beyond the profession, both students stressed the need to raise awareness of GAD in the wider community. “Promoting understanding through schools, workplaces and social media could reduce stigma and encourage earlier help-seeking,” says Schembri. “It’s about normalising the idea that it’s okay to speak up and seek support.”
Aydemir frames it in terms of empowerment: “If psychologists, educators and communities all emphasise that people’s needs are valid and can be met, we create conditions where anxiety doesn’t have to become debilitating. That’s the bigger picture.”
For Aydemir, who hopes to pursue a clinical pathway, and Schembri, who is drawn to organisational psychology, the project underscored the breadth of psychology’s impact.
“Whether you’re working one-on-one in therapy or shaping workplace wellbeing strategies, understanding conditions like GAD is essential,” says Schembri.
The collaboration with APS also demonstrated the value of partnerships between universities and professional bodies. By involving students in real-world projects, APS and Swinburne gave students the chance to contribute to resources that will shape the learning of future cohorts.
“This activity reminded me that psychology is about more than knowledge," says Aydemir. "It’s about designing experiences that empower people to take control of their lives.”
Explore the eLearning activity, Know Your Therapies: CBT for Generalised Anxiety Disorder.