• Values and beliefs about the situation – and whether or not these support their wellbeing 

• Feelings of self-worth, self-belief, self-confidence, etc

• State of mind – self-esteem, etc

• State of health – whether the person is physically or mentally well or not well 

• Knowledge – do they have knowledge to know how to deal with this situation? 

• Skills like …. being able to manage self (time management, set goals, plan, various stress management strategies and techniques, etc), communicate effectively (use I statements, give and receive feedback, listen effectively), be assertive, make decisions, problem solve, think critically and rationally … noting some of these become interpersonal skills when they are used but in a person has to have their own knowledge of these skills (and confidence/ability to use them) in the first place

• Life experiences – do they have experience of managing situations like this before – do they know what to do? 

• Circumstances – what financial resources they have, where they live, how stable is their family life, do they have friends, hobbies, interests, etc. 

A personal influence is something an individual has control over – that is, their own: 

• knowledge, values, attitudes, and beliefs – even though these will have been shaped by many influences around them, they are still specific to the individual person and will influence what they think and do in relation to their own hauora and wellbeing  

• their own behaviours

• life experiences 

• health status or circumstances

• tastes and preferences (like food, music, etc) 

• The quality of people’s relationships with their friends, family and peers, and relationships with romantic/sexual partners

• The quality of communication between people 

• The capabilities of people in relationships to communicate effectively – has everyone in the relationship got effective communications skills and other skills like problem solving and negotiation, etc 

• The fact that a person has quality relationships with others 

• How supportive and equal their relationships are – or if there is a power imbalance in the relationship.

• The values and beliefs of people about their relationships and how these are shown in their interactions  

• Whether or not a people are being pressured or mistreated by those that they know (e.g. bullied, cyberbullied, harassed, abused intimidated, victimised, assaulted).  

• An interpersonal influence comes from interactions and communications directly between people (‘inter’ = between’, personal = related to a person). Interpersonal influences can come from people we know really well (such as friends and family), through to those people who don’t personally know that well, if at all, but we still interact with them or communicate with them as we go about our daily lives.

• Cultural and social norms – attitudes, values, beliefs and practices that are shown and impact people through things like:

• Media – news, film & TV, social media, music, etc 

• Community events 

• Social organisations (like schools)

• The provision of services in communities – what’s valued and available - and what isn’t 

• Who communities ‘include’ (and celebrate or embrace) and who they ‘exclude’ (and discriminate against or marginalise)

• Globalisation (through multinational companies marketing of their goods, social media, internet, etc)

• The practices and traditions of ethnic and other cultural groups, or subcultures   

• What laws and policies how well operate at national and local/community level (including school policy) 

• People’s access to resources – financial and other (usually what money buys or needs money to pay for it so it can be provided), e.g. access to opportunities like education, health services and other community-based facilities, access to recreational opportunities and community events, opportunities for meaningful employment etc.

Think of societal as also being about (local) communities and not just nationwide.

A societal (or community) influence refers to those factors that tend to come from more ‘distant’ sources or sources where we don’t interact with people directly but we rely on or make use of the things that they do, or to make decisions and take actions for us such as: organisations that provide services and support, all forms of media that we use for information or entertainment; government or council (or other organisation) laws and policy that protect our interests, and so on. Societal factors also include things like cultural values and beliefs, and ‘social norms’ that are held by lots of people in a community and these values (etc) become apparent through some of these organisations and through the media.

A New Zealand study published in the New Zealand Journal of Physiotherapy explores the negative impacts of excessive screen time on children's health, including vision issues, hearing loss, obesity, and developmental challenges. Led by Julie Cullen, the review shows that extended screen use, averaging 42 hours per week, can lead to problems like dry eye disease, noise-induced hearing loss, and reduced educational outcomes. While screen content affects mental health and cognition, duration influences physical health more. The study provides evidence-based recommendations for mitigating risks, including eye breaks, ergonomic adjustments, and safer headphone use, promoting healthier screen habits in schools and homes.

In the scenario, Amara’s wellbeing is influenced by a combination of personal, interpersonal, and societal factors, all of which impact her mental and emotional health.

Personal Factor: Emotional Resilience

Amara’s personal factor is her emotional resilience, or her ability to cope with difficult emotions, like stress and anxiety, caused by online bullying. As the bullying intensifies, Amara becomes increasingly fearful of using her laptop, which directly impacts her school performance. Her inability to emotionally manage the bullying alone leaves her feeling overwhelmed, leading to a decline in her academic performance and mental health. Emotional resilience is key to handling adversity, and since Amara feels isolated, her resilience weakens, making it harder for her to overcome these challenges without support.

Influence on Wellbeing:
Without strong emotional resilience, Amara struggles to manage the stress caused by the cyberbullying. This results in feelings of isolation, fear, and self-doubt, which negatively impact her mental health, contributing to anxiety, and affecting her focus at school. In contrast, when Amara seeks help from the counsellor, her resilience begins to build, showing how vital emotional strength is in facing difficult situations.

Interpersonal Factor: Lack of Support at Home

The interpersonal factor in Amara’s life is the lack of emotional support at home. Her mother is busy working two jobs to support the family, while also caring for Amara’s younger brother. As a result, Amara feels she cannot confide in her mum about the bullying, as she doesn’t want to add to her mother’s stress. This creates emotional distance between Amara and her mum, leaving her feeling unsupported and alone in dealing with the bullying.

Influence on Wellbeing:
The absence of a strong support system at home exacerbates Amara’s feelings of isolation, leaving her to face the bullying alone. A supportive family environment could have helped Amara build confidence and provide her with the emotional tools to confront the cyberbullying. Without this, her mental and emotional wellbeing deteriorates, highlighting the importance of interpersonal support in maintaining a person’s health.

Societal Factor: Online Culture and Cyberbullying

A significant societal factor is the norm of digital use in schools and the culture of cyberbullying and online harassment amongst young people. In the digital world, harmful behavior can escalate quickly and affect people deeply, especially young individuals. There is a lot of the attitude ‘behind the screen - not seen’, so many young people aren’t as aware of their bullying behaviours as it is done in the online world. The students from Amara’s old school are using social media to bully her about her family’s financial struggles and the move to a rural area, reinforcing a societal stigma around poverty and relocation.

Influence on Wellbeing:
Cyberbullying creates a toxic environment for Amara, making her feel ashamed of her circumstances and unsafe online. The societal pressure to fit in and the cruelty of online bullying erode her self-esteem, increasing her stress and anxiety levels. This contributes to her avoidance of online schoolwork, thereby hindering her academic performance. The societal stigma and bullying culture significantly damage her emotional and mental wellbeing, showing how deeply societal factors can impact individual health.

Conclusion:

Each of these factors—Amara’s emotional resilience, the lack of family support, and the societal culture of cyberbullying—interrelate and contribute to the decline of her overall wellbeing. Without personal emotional strength or interpersonal support, and in the face of societal pressures and online cruelty, Amara’s mental and emotional health suffer. However, when she ….