Reflective essay
Introduction
Psychological literacy refers to the fundamental knowledge and skills acquired through the study of
psychology. Boneau (1990) described it as "the core knowledge and skill set created through the
study of psychology”. Over me, its meaning has evolved to become increasingly adaptable in
applica on. McGovern et al. (2010) defined psychological literacy as "being observant and reflec ve
about one's own and other's behaviours and a tudes," emphasising the ability to use psychological
knowledge adap vely. To be a psychologically literate ci zen, one must have a strong understanding
of psychology, cri cal thinking skills, ethical decision-making abili es, and effec ve communica on
skills, these competencies must also be applied in a socially responsible way.
Graduate attributes are made up of skills that represent the development through studying
psychology that contribute to personal and academic growth. Specifically, effective communication,
which is to clarify information that helps individuals to fully comprehend. Communication skills
become so prominent in individuals' lives and a valuable tool, as they build strong relationships and
promote mutual understanding.
Over my three years at university, I have gained many skills that helped me academically and
personally. However, one skill that stands out is how much I have improved my effective
communication. In this reflection, I will focus on my role as social secretary for the cheerleading
society at NTU, applying Gibbs's (1998) six-step reflective framework, which is a useful model for
linking theory and practice to develop an action plan.
Description
Effective communication is crucial in my role as social secretary as it requires me to connect with my
team members, coordinate events, manage expectations, and foster a sense of community within
the cheerleading society. All these responsibilities fell under the core dependability of my clear
communication to ensure these all happen. I organised team socials, liaised with other societies, and
worked with the university to plan activities. A par cularly challenging moment occurred when my
co-secretary unexpectedly stepped down around four weeks into the role, and I subsequently
became solely responsible for all organising and decision-making regarding the team's social
ac vi es un l a replacement was found. This sudden transi on created significant pressure and
frustra on for me, as my co-secretary, who resigned, failed to inform others of their worries and
concerns before they resigned.
Feelings
Initially, I felt frustrated and anxious due to the increased workload on top of my already demanding
university degree. I struggled greatly and became incredibly stressed, and though I was having
difficulties I did not voice my difficulties to anyone, as I did not want to add to the already
demanding workload of the commi ee members. I continued to attempt to manage everything
alone, which led to more anxiety and self-doubt, leaving me feeling isolated in a role that was meant
to be fun and collaborative. After some time, I realised I needed to ask for some help, so I spoke to
the president of the committee and expressed my concerns. After our conversation, I felt reassured
and at ease as they assisted me in figuring out some tasks that were approaching a deadline to get
me back on track, which undoubtedly helped me. After noticing the positive impact of clearer
communication, I began to prioritise how I communicate with the rest of the committee members
and I also scheduled regular check-ins with the president, which not only helped me manage the
workload but also strengthened our teamwork and transparency within the group so we could put
the best outcome as possible for the society.
