Psychology and Language Sciences Society: Welfare Officer

Hi everyone!!

I'm Zeynep, a BSc psychology student and I’m very happy to be running for the Psychology Society’s Welfare Officer position. This year, PALS Society helped me integrate into college life more than I could have imagined by introducing me to both the community and my course through the academic talks and career nights they organized. Hence, I would love the opportunity to give back to this beautiful community :)

My past experience as a mentor, where I was responsible for supporting newcomers as they adapted to a new environment, taught me to help students express their concerns, guide them towards solutions, and offer emotional support when necessary. Alongside this, my current volunteering experience continues to develop my communication, listening, and most importantly, empathy skills, which I believe are essential when supporting the wellbeing of others. These experiences, I hope, will help me fulfill this role effectively. 

If elected, I would aim to promote inclusivity and encourage open conversations about wellbeing within the society. I would love to organize events such as Psychology & Wellbeing discussion evenings and “Talk It Out” communication circles, where students can share their experiences in small, supportive groups. I would also be happy to organize simple mindfulness activities integrating arts to help members relax and connect.

Overall, I hope to help maintain a welcoming and supportive environment within the Psychology Society :)

Through both my academic and personal experiences, I have seen how easily students can be misunderstood when systems rely on rigid frameworks or lack awareness. As a former additional support student, I observed how peers, particularly those with undiagnosed ADHD, were often labelled as disruptive rather than supported. That experience shaped my commitment to early awareness, education, and creating environments where people feel understood rather than judged.

I would focus on three areas. Firstly, rather than only crisis support, organising low-pressure spaces such as anonymous advice forms, de-stress sessions before assessments, and open conversations about imposter syndrome, burnout, and academic pressure.

Second, as an international student, I recognise that mental health is understood differently across cultures. I would ensure welfare messaging and events feel accessible to international students and those from backgrounds where mental health discussions may not be openly encouraged, through collaboration and anonymous feedback. 
Finally, accessibility of support. Students often struggle not because help is unavailable, but because it feels confusing to access. I would create a clear welfare guide outlining academic support, disability services, mental health resources, and exam arrangements. 

My leadership experience coordinating teaching initiatives and adapting support for underprivileged children has strengthened my organisation, empathy, and ability to act on feedback.