Introduction
This reflective essay explores my personal and academic journey as a psychology student, focusing on how specific experiences and learning have shaped my understanding of psychological theories and practices. Reflective practice is a critical component of psychology, enabling students and professionals to evaluate their growth and identify areas for improvement (Schön, 1983). In this essay, I will discuss key moments of learning during my undergraduate studies, particularly in relation to cognitive psychology and therapeutic approaches. The essay is structured into sections that address significant learning experiences, challenges faced, and the implications of these reflections for my future development as a psychologist. Through this analysis, I aim to demonstrate a sound understanding of psychological concepts while critically evaluating my own progress.
Key Learning Experiences in Cognitive Psychology
One of the most impactful areas of my studies has been cognitive psychology, particularly the study of memory and information processing. Engaging with Baddeley and Hitch’s (1974) working memory model during lectures and seminars provided a foundational understanding of how humans process and store information. I found the concept of the phonological loop particularly fascinating, as it helped me comprehend why I sometimes struggle to retain verbal information during multitasking. Applying this theory to my own learning strategies, I began using chunking techniques to improve my revision outcomes, which proved effective during assessments.
However, my initial understanding was somewhat limited, as I did not fully appreciate the model’s broader applications beyond academic contexts. It was only through group discussions with peers that I recognised its relevance to clinical settings, such as supporting individuals with memory impairments. This realisation highlighted the importance of connecting theoretical knowledge to real-world scenarios, an aspect I intend to explore further in my studies.
Challenges in Understanding Therapeutic Approaches
Another significant area of reflection pertains to therapeutic approaches, specifically cognitive-behavioural therapy (CBT). Studying CBT through Beck’s (1976) cognitive theory of depression was both enlightening and challenging. I initially struggled to grasp how negative thought patterns could be systematically addressed through structured interventions. My confusion stemmed from a lack of practical exposure, as theoretical reading alone did not provide a clear picture of CBT in action.
To address this, I sought additional resources, including case studies and peer-reviewed articles, which offered practical insights into CBT’s application (Dobson, 1989). Indeed, this independent research demonstrated my ability to identify key aspects of complex topics and draw on appropriate resources to resolve misunderstandings. While I now have a clearer understanding of CBT’s framework, I remain aware of my limited practical skills in this area, which is a recognised limitation at this stage of my academic journey.
Personal Growth and Future Implications
Reflecting on these experiences, I can see notable growth in my academic and personal skills. Engaging with cognitive psychology has improved my critical thinking, as I now evaluate theories not just for their academic merit but also for their practical utility. Similarly, tackling challenges in understanding CBT has fostered resilience and a proactive approach to learning. However, I acknowledge that my critical approach is still developing, as I sometimes hesitate to challenge established theories or explore alternative perspectives fully.
Looking ahead, these reflections have clear implications for my future development. I intend to pursue opportunities for practical experience, such as volunteering or placements, to bridge the gap between theory and application. Furthermore, I aim to enhance my research skills by engaging with more primary sources, ensuring a deeper understanding of psychological debates and innovations.
Conclusion
In conclusion, this reflective essay has highlighted key aspects of my academic journey as a psychology student, focusing on significant learning experiences in cognitive psychology and therapeutic approaches. My engagement with Baddeley and Hitch’s working memory model and Beck’s cognitive theory has deepened my understanding, despite initial challenges and limitations in practical application. These reflections demonstrate a sound knowledge base, supported by relevant evidence, while also acknowledging areas for improvement. Moving forward, I am committed to addressing these gaps through practical experience and further research, recognising that reflective practice is an ongoing process essential for personal and professional growth in psychology. Ultimately, this journey has reinforced the importance of connecting theory to practice, shaping my aspirations to contribute meaningfully to the field in the future.
References
- Baddeley, A. D., & Hitch, G. (1974) Working Memory. In G. H. Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47-89). Academic Press.
- Beck, A. T. (1976) Cognitive Therapy and the Emotional Disorders. International Universities Press.
- Dobson, K. S. (1989) A meta-analysis of the efficacy of cognitive therapy for depression. Journal of Consulting and Clinical Psychology, 57(3), 414-419.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books.
