Leadership

Psychology Club Co-Founder: 2019-2020 (Sophomore)

During my sophomore year, Annie He and I founded the Psychology club together. We are both interested in social developments, so we decided to express our interest by organizing a small community. From my perspective, this club creates a friendly, collaborative learning space, where students could teach other students about psychology, which represents my passion and curiosity for Psychology. In addition, organized activities assist students to solve some problems, such as complicated relationships with friends and great pressure from schoolwork, and finding their own goals. I hoped to support FVS students not only orally, but also practically within my capability. However, at first, Annie and I discussed a lot about club affairs because we were so impatient that so many great ideas popped up and congested our vision to recognize our initial goal: introducing Psychology and offer effective help for students. After several conversations between us, we confirmed that this club could be focused on campus situations that are related to Social Psychology. Therefore, we held different events, such as games, problem-solving meetings, and campus experiments, that lead club members to Psychology, rather than reading materials, listening to lectures, and watching videos.

In the last club meeting, Annie and I received a lot of feedback from club members about improving club activities and how to continue and grow the Psychology club. Their ideas satisfied my primary expectations of organizing a club because their passionate communication offered me a creative mindset and sustainable relationships that I always appreciate. During the process of holding meetings, communicating with club members, and participating in games, I observed different emotions and behaviors from various students. This variety demonstrates that diverse personalities among the students can be shown through this club, so this community has encouraged members to engage and create. In the school year of 2019-2020, the Psychology club held games related to social relationships, releasing pressure, and self-protection. For example, we played Werewolves to promote communication skills and cooperation in groups. Furthermore, a practical experiment was conducted on campus with assistance from Mr. McCann. It illustrates various behaviors from students. During the meeting later, club members discussed the phenomenon that was observed. We talked about how sports, age, and gender could impact their behaviors, which enhanced our comprehension of social developments in FVS. Other than activities created by Annie and me, we had a short meeting with a therapist from a Denver Mental Health Department. She introduced her occupation and experience to expand students’ views on Clinical Psychology. The Psychology Club inspired students’ abilities to think and talk due to engagement and communication.

From this leadership experience, I discovered that maintaining diversities is beneficial for a healthy, sustainable, and high-tolerate campus environment. People who attend activities to express their thoughts with passion and courage are one of the significant impetus for FVS community events. Since activity is a direct way for students to engage and convey information, they demonstrate the demand of mental health from students’ points of view. The reasonable suggestions based on their experience construct a better community at FVS. In addition, diversities support students to develop other traits, including curiosity, compassion, and independence. Perspectives are essential for people to recognize themselves and accept others, so various mindsets enhance tolerance in society. Take an activity held by the club as an example, we did a classical game called “Choose eight people from the following list to save when the earth explodes.” Since everyone had different opinions, we discussed every answer with logical explanations based on different perspectives. Obviously, this activity provides members with more aspects to consider. It also helps us to understand each other with proper respect. Hence, a leader would attempt to pursue one’s interests, as well as support others by different methods, including organizing and participating in activities.

RA for South Perry: 2021-2022 (Senior)

I received an email informing me that I will be a RA for South Perry, an underclassmen dorm. The excitement and nervousness accompanied me until the start of school. On the registration day, student leaders needed to welcome new students—guiding them on the instructions, leading them to the dorms, and talking with families. In the morning, I was so energetic and talkative that I would not stand still for even a second. Moving on to the afternoon, the weariness occupied my body, but I would not stop. During anticipated activities, BBQ at night, and the first dorm meeting, I kept myself supportive and gentle from facial expressions to language. However, I knew my negative feelings were revealed to others at some points because I was not truly enjoying my time. The stress was rolling larger and larger like snowballs, causing me to have the thought that the day needed to be over. On the next day, I woke early in the morning, but I did not get up. The last day’s image flashed in my mind.

An internal transition lied between the two time periods. Looking back to the morning, I might be at a stage where I am merely excited, rather than realizing what I am capable of. On the other hand, I feel my responsibilities in the afternoon but failed to utilize my abilities to support myself and others. RA is a position with the obligation to support, protect, and guide others. Moreover, this comprehension needs to be demonstrated by proper actions. Take the morning as an example. If I was able to recognize my goals, instead of consuming all of my passion, I could create a more embracing and coherent atmosphere. Hence, this is crucial but reasonable coordination that I need to fulfill for the obligation. As time passes by, I have a clearer understanding of this position. I remembered the first time that I was on duty to check everyone in on the school website. I was able to stay organized and calm, telling people to finish dorm jobs and checking their temperatures. Personally, it is a great stride as I am making contributions to this leadership position. The small success I have had during these days acknowledges my improvements.

Learning from my experience, I hope to make some contributions to FVS on the interaction among people. Dorms are the other homes for students, which indicates that a sense of belonging is essential. To this end, creating a genuine, interactive community needs to embrace diversity, including personalities and cultures. Students can better express themselves if they feel the warmth from each other like families. In addition, in the dorm, girls have various interests and characteristics, which provides the opportunity to immerse themselves in the environment. I expect that during the year at South Perry, I can promote these spirits. I would give my best effort to organize intriguing activities and alleviate the unavoidable tension as this is one of my responsibilities. For instance, other than basic communication about classes and dorm lives, they can exchange ideas by celebrating their own countries’ traditional holidays. Moreover, during dorm events that introduce their strengths, special memories establish concrete friendships. In conclusion, encouraging their diversity supports a kind, respectful dorm. To be a competent RA, I am looking forward to discovering my and my partner’s endeavor contributing to positive changes in South Perry. Moving forward, I hope my subtle contributions can impact others to build a diverse community at FVS.

Page updated

Report abuse