Psychology Essay: Semester Lessons, Wellbeing and Meaningful Life

This psychology essay reflects on the student's learning experiences throughout the semester, focusing on the implications of psychology in everyday life. The essay explores the development of self-care practices like creativity, achievement, meditation, and mindfulness, along with the impact of contextual and cultural issues on students and staff wellbeing within an educational setting. It highlights the importance of resilience in children, the development of their theory of mind, and the challenges they face, emphasizing the need to teach children about resilience and meaningful relationships. Furthermore, the essay examines the NSW wellbeing framework, discussing the multidimensional nature of wellbeing, its connection to success, social wellbeing, and the importance of constructive relationships. The essay references key academic sources, providing a comprehensive overview of the topics covered.

Running head: PSYCHOLOGY
PSYCHOLOGY
Name of the Student
Name of the university
Author’s note

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PSYCHOLOGY
Lessons learnt so far on this semester and what is meaningful life to me and how can we
teach this to our children
In this semester, the topics that I have learnt has major implications in our lives. Over the
entire course, I have been able to gather together several things about my own life. It has helped
me to perceive things in a different light. Since, I am now exposed to the realm of psychology, I
can understand the reasons of some of my behavioural pattern. The course semester, has also
helped me to understand about the self- care aims like creativity, achievement, meditation and
mindfulness.
In this semester, we have learnt about the different contextual and the cultural issues that
are impacting on the student and the wellbeing of the staffs in an educational setting. I have
learnt about the development of resilience and the development of theory of mind enhancing the
cognitive growth of the children (Skinner & Pitzer, 2012). While learning psychology, I have
come to know about several illnesses that children suffer from. Due to their extensive
curriculum, they are faced with extreme stresses. I have learnt why resilience in children is
crucial for a number of reasons, as it enables a person to cope up against experiences that could
be inspiring, as it helps us to maintain or balance our lives during the stressful period of time and
also helps us from developing any mental health problems. Apart from instilling good values to
our children, we should also teach our children to develop self- resilience (Yeager & Dweck,
2012). This course has taught me about some strong processes to develop resilience. It is
necessary to teach the children that, it is not always self-reliance, determination or inner strength
that leads kids via the adversity, but is the reliable presence of supportive relationship.

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PSYCHOLOGY
Is 'meaning' embedded in your chosen wellbeing framework, and if so, where?
The chosen framework for this paper is the NSW framework. According to this framework,
wellbeing has been termed as something more than the absence of the physical and emotional
illness. I have learnt about the multidimensional nature of the wellbeing (NSW Department of
Education and Communities, 2017). The mental wellbeing is related to success and achievement.
It includes how the processing of information takes place and the judgements are made. It is
informed by inspiration and perseverance to achieve (Langford et al., 2014). By social wellbeing,
I have come to know, how divine wellbeing relate to our sense of purpose and meaning. It
involves the connection to our culture, community and the religion, values and ethics. This
wellbeing framework helps us to believe, how constructive relationships help foster feelings of
belonging and connectedness, required for the wellbeing of a person (Langford et al., 2014). It
emphasizes on the relationships that are characterised by continuous interaction that gives
genuine and enthusiastic support. They are necessary as they help to build social and the
emotional skills and in turn nurture other respectful and other caring relationships.

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PSYCHOLOGY
References
Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E., ... & Campbell,
R. (2014). The WHO Health Promoting School framework for improving the health and
well‐being of students and their academic achievement. Cochrane database of systematic
reviews, (4).
NSW Department of Education and Communities, (2017).The Wellbeing Framework for
Schools. Access date: 21.4.19. Retrieved
from:https://www.det.nsw.edu.au/wellbeing/about/16531_Wellbeing-Framework-for-
schools_Acessible.pdf
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping,
and everyday resilience. In Handbook of research on student engagement (pp. 21-44).
Springer, Boston, MA.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe
that personal characteristics can be developed. Educational psychologist, 47(4), 302-314.