Psychological well-being from neuropsychological perspective: Contributions of personal wellbeing program in the university classroom

Abstract

Noticing well-being by people is a strength that imbues behavior and meaning. What is well-being mean? What are their factors? How do we claim the best development of these actions? The well-being is expressed in a better performance of academic tasks, boosting social abilities and a better self-concept. The goal of this work is to analyze the relationship between noticing psychological well-being by students from a program under a neuropsychological perspective. The designed program introducing the value of neuroscience to deep in the best way the processes that doing the people's development in their personal, social, emotional and professional areas. Activities that had more impact were related to the self-concept and the Brain-Education relationship, both were outlined by 62,5%. Workshops were incredibly well valued, underlined the storytelling (given in English) and the role of the music under neuroscience, both had a 100% and 92%, respectively, value with a five score. All students confirmed the need to include more content related to the brain and its involvement in the educational and well-being area. Tasks that are better than valued are related to brain structures like the hippocampus, (identity sense, memories… basis on how we see and talk on oneself), in conjunction with brain connections of prefrontal cortex and motor-sensory areas during information processing. It is essential to consider the importance of continuing carrying out this kind of program, enriching the theory with the practice ingredients. This program had a pilot meaning, requiring a better analysis and implementation in another group of students.