Introduction
This essay critically reflects on my participation in a wellbeing course as part of my sociological studies, exploring how course activities have influenced my mindset, habits, and overall wellbeing. As a sociology student, I approach this reflection through a lens of social structures and personal agency, considering how broader societal factors interplay with individual experiences. My initial expectations for the course were to gain practical tools for managing stress and to understand how wellbeing is shaped by social contexts such as community, inequality, and cultural norms. The objective of this report is to outline the key activities undertaken during the course, summarise my engagement with each, and analyse the personal outcomes and changes in perspective that emerged. By connecting course content to personal experience, this essay aims to demonstrate reflective and analytical thinking, aligning theoretical insights from sociology with lived realities. The structure of the report includes a summary of the activities across wellbeing components, a discussion of personal reactions and discoveries, and a critical evaluation of their impact on my wellbeing.
Summary of Key Activities Undertaken
The wellbeing course was structured around several components, including physical health, mental resilience, and social connectivity. For each component, I participated in at least two activities, which I will briefly describe below, alongside evidence of engagement through personal reflection. (Photographs of participation have been submitted as evidence per the course guidelines but are not included within this essay text for privacy reasons.)
Under the physical health component, the first activity was a guided group walk in a local park, lasting approximately one hour. This involved moderate-paced walking with intentional moments of mindfulness, such as pausing to observe nature. The second activity was a beginner’s yoga session conducted online, focusing on basic stretches and breathing exercises for 45 minutes. For mental resilience, I engaged in a journaling exercise, writing daily reflections on my emotions and stressors for a week, and attended a virtual workshop on cognitive behavioural techniques, where I learned strategies to reframe negative thoughts. Finally, under social connectivity, I participated in a community volunteering event, assisting with a local food drive for two hours, and joined a peer discussion group where we shared personal challenges and coping mechanisms in a structured, supportive environment.
Engagement and Personal Reactions to Activities
My engagement with these activities varied, shaped by both personal inclinations and external factors. In the physical health component, I found the group walk particularly enjoyable due to the social interaction it facilitated—a key element in wellbeing as highlighted by sociological research on social capital (Putnam, 2000). However, I experienced moments of discomfort during the yoga session, as my lack of flexibility made certain poses challenging, leading to self-consciousness. This discomfort prompted a moment of discovery: I realised how societal expectations of physical ability can influence one’s self-perception, a theme often discussed in sociological studies of body image (Bordo, 1993).
For mental resilience activities, the journaling exercise was initially difficult. Articulating my emotions daily felt unnatural, and I struggled with consistency. Yet, over the week, I noticed a subtle shift in my ability to identify stress triggers, aligning with sociological theories of how reflective practices can enhance emotional literacy within social contexts (Giddens, 1991). The cognitive behavioural workshop was more accessible due to its structured format, and I appreciated learning tangible techniques. However, I questioned whether these individual-focused strategies fully address systemic stressors like economic inequality, a limitation often critiqued in sociological analyses of mental health interventions (Wilkinson and Pickett, 2009).
The social connectivity activities were the most impactful. During the volunteering event, I felt a strong sense of purpose, resonating with Durkheim’s concept of social solidarity, where collective action fosters belonging (Durkheim, 1892). Conversely, the peer discussion group was emotionally challenging; sharing personal struggles felt exposing, yet it facilitated a moment of discovery about the power of social support networks, reinforcing sociological insights into the importance of community for wellbeing (Cohen and Wills, 1985). Overall, my reactions highlight a tension between individual agency and social influence, a core theme in sociology.
Analysis of Changes in Mindset, Habits, and Wellbeing
Critically reflecting on these activities, I can identify distinct changes in my mindset and habits, though the depth of transformation varies. The physical activities, particularly the group walk, shifted my perspective on exercise from a solitary obligation to a communal, enjoyable practice. This aligns with sociological arguments that social environments shape health behaviours (Cockerham, 2005). However, the yoga session, while less comfortable, encouraged a small habit change—I now incorporate short stretching routines into my day, though inconsistently. This limited adoption may reflect broader social barriers, such as time constraints often tied to student life, which sociological research identifies as a structural challenge to wellbeing (Ross and Van Willigen, 1997).
Mentally, the journaling and cognitive techniques fostered greater self-awareness, though I remain sceptical of their long-term efficacy without addressing wider social determinants of stress, such as academic pressure or financial strain. This critique echoes sociological discussions on the limitations of individualised mental health solutions in unequal societies (Marmot and Wilkinson, 2006). My wellbeing improved most notably through the social connectivity activities. Volunteering reinforced my belief in collective responsibility, a value central to sociological thought, and has motivated me to seek similar opportunities. The peer group discussion, though uncomfortable, enhanced my emotional resilience by normalising vulnerability, a finding supported by research on social support as a buffer against stress (Cohen and Wills, 1985).
Critical Reflection on Sociology and Personal Experience
Linking these personal outcomes to sociological theory, it is evident that wellbeing is not merely an individual pursuit but is deeply embedded in social structures. For instance, my positive experience with volunteering reflects Durkheim’s emphasis on social integration as vital to wellbeing (Durkheim, 1892). Yet, the discomfort in yoga and peer discussions highlights how societal norms—around physicality or emotional expression—can create barriers to personal growth, a perspective informed by feminist sociology (Bordo, 1993). Furthermore, the limited impact of mental resilience activities underscores a key critique within sociology: that individual-focused interventions often overlook structural inequalities, such as class-based stressors, which significantly shape mental health outcomes (Wilkinson and Pickett, 2009). Therefore, while the course provided valuable tools, a sociological lens reveals their partial effectiveness absent broader social change. This critical approach, though limited in depth due to the personal nature of this report, demonstrates an awareness of the interplay between personal agency and social context.
Conclusion
In conclusion, this critical reflection on my participation in a wellbeing course reveals a complex interplay between personal experiences and sociological insights. The activities across physical health, mental resilience, and social connectivity prompted varying levels of engagement, with social activities proving most transformative due to their alignment with sociological principles of community and solidarity. Changes in mindset and habits were evident, though often moderated by structural constraints, reflecting sociology’s emphasis on social determinants of wellbeing. While the course achieved its aim of fostering personal growth, a critical sociological perspective highlights the limitations of individual-focused wellbeing strategies in addressing systemic inequalities. The implication for future practice, both personally and academically, is to advocate for wellbeing approaches that integrate individual action with collective, structural change. This reflection not only documents personal development but also underscores the relevance of sociology in understanding and enhancing wellbeing within broader social contexts.
References
- Bordo, S. (1993) Unbearable Weight: Feminism, Western Culture, and the Body. University of California Press.
- Cockerham, W. C. (2005) Health Lifestyle Theory and the Convergence of Agency and Structure. Journal of Health and Social Behavior, 46(1), pp. 51-67.
- Cohen, S. and Wills, T. A. (1985) Stress, Social Support, and the Buffering Hypothesis. Psychological Bulletin, 98(2), pp. 310-357.
- Durkheim, E. (1892) The Division of Labour in Society. Translated by W. D. Halls. Free Press.
- Giddens, A. (1991) Modernity and Self-Identity: Self and Society in the Late Modern Age. Polity Press.
- Marmot, M. and Wilkinson, R. G. (2006) Social Determinants of Health. 2nd ed. Oxford University Press.
- Putnam, R. D. (2000) Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster.
- Ross, C. E. and Van Willigen, M. (1997) Education and the Subjective Quality of Life. Journal of Health and Social Behavior, 38(3), pp. 275-297.
- Wilkinson, R. G. and Pickett, K. (2009) The Spirit Level: Why More Equal Societies Almost Always Do Better. Allen Lane.
