Tutor Tasks by Rowan Kingston

Do each of these statements relate more to hedonic or eudaimonic wellbeing?

2024-09-30 14:39:41 UTC

I felt as though all the statements predominantly portrayed hedonic wellbeing as they are all discussed positive emotions and pleasure.

However, statements three and five reflect eudaimonic wellbeing to some extent as they relate to autonomy and engagement.

Are the following statements cognitive, emotional or behavioural?

2024-09-30 14:41:18 UTC

Due to statements one to four discussing what the participant was “feeling” and “felt” they are primarily emotional. Whereas statement five involves the participants’ interests which require opinions so favours cognition more.

Are The NHS Steps to Well-being useful to Students? Any Amendments or Additions?

ps22le2 — 2024-09-30 16:37:58 UTC

In my experience these steps are basics to enhance or maintain a healthy wellbeing as a student, but I believe some are quite vague and could be further adapted.

1- Connect with other people- Quality/meaningful relationships

2- Be physically active

3- Learn new skills- skills that you are interested in or that serve a purpose

4- Give to others- establish boundaries/ strive for reciprocity

5- Pay attention to the present moment- Balance between planning and present

My additions would be:

• management of expectations

• Practicing gratitude

• Self awareness/ emotional awareness

Defining Wellbeing

rowankingston14 — 2024-10-01 13:39:03 UTC

The WHO definition of well-being does not completely capture well-being for students.

The phrase "normal stresses of life" comes across as too vague because there is not a baseline for what "normal" stresses are. Normal stresses of life will differ depending on the individual’s environment, for example, a university student will have different types of stress to someone in full-time work.

While it is ideal, not everyone is able to contribute to their community. Factors such as limited time and money may affect people’s ability to contribute. Although some individuals/students may be able to contribute these, I doubt that all are able to. However, this is all dependent on what is considered as contributing.

In terms of what is missing, there is not much mention of positive emotions in relation to wellbeing (only the ability to deal with stress). To incorporate more hedonic ideas surrounding wellbeing, the definition could include that the individual generally experiences positive emotions over negative emotions.

To apply more to students, the definition could incorporate the ability to balance work with socialising, as both are generally play a big part in student life and general wellbeing.

What was level 2 like?

2024-10-02 19:45:15 UTC

I found level 2 to be more interesting than level 1, more variety in assessments
The workload was generally manageable, but found marking and return of grades to be often late

What has it been like starting final year?

2024-10-02 19:47:56 UTC

Starting final year has been a bit daunting, but it is nice that we have finally been able to choose (to some extent) what modules we will study
(Rushya...)

rowankingston14 — 2024-10-04 08:51:20 UTC

Over the next year I think it is really important to incorporate all of the six main ideas into our lives since we are dealing with more academic stress than any other year i.e. with our dissertations, level 3 modules and post-graduation plans such as employment or post-graduate degrees.

I think the first point is especially important and relevant for people in third year. This is because if we do not ground ourselves in reality outside of university then when we finish, we may feel like we do not have much going for ourselves anymore which may lead us to feel hopeless especially if we struggle to find a job which is relevant to our degree straight after university.