You Are Not Alone by Meghan M. Vandermey

As part of her Creative Project for English 203, Meghan created a website entitled “You Are Not Alone.” In Meghan’s own words:

Eating disorders are mental and physical health problems that have existed throughouthistory. These mental illnesses are extremely harmful and are “associated with high morbidityand mortality” (Fitzsimmons-Craft et al., 2019, p. 1681), however, they are rarely discussed. Inrecent years there have been more resources made available for those struggling with eatingdisorders, however, more must be done. More than 80% of people with eating disorders arenever diagnosed (Fitzsimmons-Craft et. al. 2019), which means they are not receiving thetreatment necessary for healing. This is why I created the website and blog You Are Not Alone foradolescent and young adult women. Although eating disorders can impact people of all ages andgenders I chose to focus on one demographic. My website combines the educational aspect of theNational Eating Disorder Association (NEDA) and National Eating Disorder Information Center(NEDIC) with the community portion of social media platforms.

You can access Meghan’s site here: https://contactusyouarenot.wixsite.com/you-are-not-alone

 

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Climate is Changing. Why Aren’t We?: Evaluating the Use of Pathos by Climate Change Documentary Films by Kinjal Gupta

Through her website, Kinjal delves into the importance and value of climate change documentaries in inspiring social and environmental action. Through a series of detailed articles and captivating photographs, Kinjal creates a space on the internet to learn more about climate change and what everyday people can do to make a difference.

Kinjal’s website delves into the impact of climate change documentaries both on the viewer, the environment, and the future. To explore her website in detail please visit: https://kinjalgupta2021.wixsite.com/my-site-1

When a visitor first enters the website, Climate is Changing. Why Aren’t We? they are brought to the home page. Immediately, they are shown vibrant photographs of nature with a variety of different menus and options for exploring the site.

The top of the homepage showcases a featured post. This post is titled:

“Documentary Films and Pro-Environmental Behaviour

With more and more people watching documentaries on global warming, it is important to understand how these films influence thoughts…”

Underneath the featured post are three different coloured sections that contain fast and digestible facts. These read:

“According to United Nations (n.d.), the top ten largest emitters of greenhouse gases contribute to about 68% of global emissions.

Switching to more green sources of energy could increase economic gains by 26 trillion dollars (United Nations, n.d.).

The use of renewable energy escalated by 5% in the 10 year period between 2009 and 2019 and it was 1.7% more than the use of fossil fuels during the same time period (United Nations, n.d.).”

The next portion of the home page contains a few different sections. On the left of the page, visitors to the site are encouraged to “Begin Here.” Considering there are a lot of different elements on the Home page, it is useful to offer this sense of direction to visitors.

The first section on the left is titled “A Note to Readers.”

Underneath this, visitors can find text boxes with links and previews to the other pages and posts on the site.

On the left column of this portion of the Home page, there is a section where visitors can get to know a bit more about Kinjal with a link that leads to a page with more in-depth details. Underneath this are a series of breathtaking photos of nature that Kinjal has taken and shared on her site.

At the very bottom of this page is a rotating gallery that displays a series of graphics and texts.

The second page on the website is the About page.

This page reads:

“I am Kinjal Gupta, a 19-year-old undergraduate student. Global warming was not a big concern for me until recently when I watched some documentary films on climate change. This interest pushed me to investigate how effective these films are in disseminating information on the said issue.

Climate Change documentaries hold a lot of potential. They can be the key to helping the current generation and future generations to act together and protect the planet. Most importantly, they can educate people and create awareness.

Do read the blog to find out more information.”

The next page of the website is where most of the content can be browsed. It is the My Blog page. This page contains links to all the posts that make up the bulk of the website. The first link is called A Note to Readers.

When this link is selected, visitors are brought to a blog post.

It reads:

“A Note to Readers

Burning fossil fuels is not the only reason for global warming; the burning conscience of humankind is responsible as well. It is not unknown that the unprecedented rise in the global temperature is largely a human-induced change. However, despite its serious consequences, the problem has been ignored for several decades now. Recently, people are becoming more vocal in expressing their concern about the said issue through various mediums including climate change documentary films. These films highlight the seriousness of the situation and employ techniques that help to motivate viewers to take action instead of reacting passively. Climate change documentary films use dramatic narratives coupled with evocative imagery to appeal to pathos, educate people about environmental concerns, and urge them to take action.

Global warming is the escalating temperature of Earth caused by the rising emission of greenhouse gases from activities such as burning fossil fuels and deforestation (United Nations, n.d.). The catastrophic changes such as declining glacier volumes, rising sea levels, and unpredictable weather patterns are among the few consequences that underline that the future humanity is heading towards is not bright at all. Thus, they are in an urgent need to push people to save the planet and reduce the damage that they have done. Climate change documentary films can be very effective in addressing this and spurring action.

The primary audience for this project is university students because they comprise the youth of this world who actively participate in change, take a strong stance on many social issues, and are avid watchers of documentary films. This topic is of direct concern for these students because they can work to ensure a better future for upcoming generations as well as avoid the mistakes of the past generations in handling the response to this problem.

In addition to university students, this project holds importance for every human being because global warming is not a concern for just one section of society. It is a problem that all the people on this planet have contributed to.

Global warming has turned into a comfortable reality today. Looking after the environment occupies a very low position on the list of priorities. It is evident that something has to be done immediately because this problem is becoming worse with every passing moment. In this dark reality, documentaries on climate change can catalyze the response to global warming.

Such films can be used as an important tool to change the way people think about climate change, learn about the consequences of their actions, and realize what needs to be done before it is too late. The use of pathos in these films is very essential in imposing the urgency of the situation. This is an important research topic because it, most definitely, can produce the much-needed change and possibly, control the effects of climate e change.

I have used the facts from the United Nations website to give some background information on global warming such as the temperature of the Earth will reach a high of 4.4° C and its effects include deteriorating marine life and melting ice sheets (United Nations, n.d.). For this section, I chose a picture of burning firewood by Garth (n.d.) because it represents the burning Earth. This picture perfectly paints the picture of the future we are heading towards.

Additionally, I decided to include “How dare you!” !”(United Nations, 2019, 0:28) from the environmental activist, Greta Thunberg’s speech to emphasize the gravity of the problem. This introductory section provides a perfect balance of appeal to logos and pathos which makes it impactful.

Next, I have provided evidence from four studies that support the idea that climate change documentaries produce behavioural changes in the audience. I decided to choose the picture of a camera surrounded by leaves captured by Benites (2021). This image is meant to represent documentaries and nature together. It is connected to the topic which is about climate change documentary films.

The inclusion of Griep & Reiner’s (2016) study, which shows that documentaries can be used to educate viewers about complex scientific phenomena, and Lin’s (2013) experiment, which shows that such films produce a first-person effect, underpins the idea that the said-category of films influence the cognitive component of social behaviour. Similarly, Bondi et al.’s (2021) evidence for increased motivation after viewing these films demonstrates that these changes last for a long time. The last scholarly article I used was a study by Janpol & Dilts (2016) who found that documentaries can influence our decision to donate to charities. All these studies provide strong evidence that watching documentaries not only influence our thoughts but also how we act and what decisions we make.

For the next section, I have provided an in-depth analysis of the use of dramatic narratives and the involvement of the audience in climate change documentaries. The image of opened books captured by Tomasse (2016) was suitable for the topic because of the link between books and storytelling. I wanted to convey the idea that documentary films are like books because they tell stories and are not merely just movies.

Here, my project is informed by the research by Banchero et al. (2020) and Mancus (2014). Banchero et al. (2020) mention a number of techniques including engaging storylines and visual rhetoric that can influence the viewers. This is directly related to the thesis and adds to the quality of the project. Additionally, the holistic analysis of An Inconvenient Truth by Mancus (2015) enhances the quality of the information. This analysis involves several examples from the said film about documentaries that capitalize on the idea of unhappy endings and assigning roles to the audience.

I included this section with the purpose of inspiring the readers to play the role of protagonists in the battle against climate change instead of limiting themselves to the comfort of remaining as side characters.

The next section is all about the use of vivid imagery by climate change documentaries to evoke guilt and fear. I have used the study by Bieniek et al. (2019) because it discusses several reasons for inactivity against climate change. It is crucial research because it supplies evidence that documentary films can be persuasive and can be used to fight this ignorance. The inclusion of the studies by Ahn (2021) and Hammond & Breton (2014), who evaluated how these films create feelings of apprehension about the future and personal loss, contributes to the view that visual rhetoric is important to appeal to pathos.

The image of the smiling balloon lying on the road by Dumlao (2018) is linked to the topic of emotional appeal. There exists a contrast between the happiness symbolized by the smiling balloon and the uneasy feeling created by the black road. This image is symbolic of how climate change documentaries simultaneously present themes of hope and hopelessness. The last section is also based on a similar theme.

In the last section, I discuss what can be learned from these documentaries and what can be done to tackle climate change at the individual and community levels. This discussion is supplemented by a picture depicting a protest against global warming, captured by Spiske (2019). The photograph embodies the theme of hope and tribulation. Not only does it remind humanity of its reckless actions but also uses this reminder to reinforce their fighting spirit. I included this image because I wanted to instil a sense of hope in the readers while reminding them that there is still a long way to go.

Global warming is the damage that cannot be undone and can only be controlled. It is essential to mobilize people to build a better future and spur action. In the age of digital media, climate change documentary films can be relied upon for this purpose. By active involvement of the audience and influencing their ideas about the future, these films emotionally appeal to the viewers and can function as effective means to spread awareness about environmental concerns. They can change the future of this planet and particularly, appeal to the youth of this world to bring change.”

The next post on the blog is entitled Global Warming: Burning the Earth as well as Our Conscience:

At the top of this post is a photograph of bright flames burning. Scrolling down the blog post there are informative sections of text interspersed between bright and compelling graphics.

“Humans do not need a police officer to tell them that global warming is the biggest crime they are guilty of committing. They may complain about bearing the brunt but the truth that it is human-induced remains unchanged. Incessant burning of fossil fuels essentially has contributed to the rising temperature. Additionally, deforestation, harnessing limited resources, burgeoning pollution, and, growing population among others have accelerated this process. The greenhouse gas emissions from these activities warm up the Earth.”

This chunk of text is followed by a graphic that breaks down the sentiment of what the viewer has just read. This makes the main points stand out clearly and reinforces the information for easier absorption.

“The clearing of forested areas has deprived the environment of carbon reservoirs. Moreover, many industries that depend on mining fossil fuels such as coal and petroleum generate large emissions. Consequently, there is excess heat in the atmosphere which is absorbed by oceans, altering the marine ecosystem. In addition to this, snow caps and glaciers are melting. As a result, sea levels are rising and, in the future, will consume many cities. This has exerted insurmountable pressure on the carrying capacity of the engironment.

Thus, it would not be an exaggeration to say that the future is bleak.

What Does the Future Hold for Us?

If the temperature continues to rise at an unprecedented rate, eventually the Earth will be warmer by 4.4°C by the end of the twenty-first century (United Nations, n.d.). More threatening is the fact that the number of climate change skeptics is on the rise. This group is supported by fossil fuel companies that want to advance blatant corporate interests.

Another related issue is that many people believe that global warming is a phenomenon that belongs to the distant future. Opposed to popular belief, it is ongoing and continuous.”

This blog post ends with an informative graphic and a concluding sentiment which reads:

“Nature has once again reminded humankind of the fact that they need to remain within their limits. Their interference with the environment’s natural processes has resulted in damage that cannot be undone. Their recklessness has cost them a beautiful home. It is time for them to take responsibility and change their ways.

Global warming is the biggest crime that humans have committed and they do not have the right to remain silent about it.”

There are several more insightful blogs featured on Kinjal’s website which can be found here: https://kinjalgupta2021.wixsite.com/my-site-1/my-blog

One additional feature that can be found on Kinjal’s blog is a contact form where you can connect with her regarding any questions or comments you may have about this project.

 

References

Ahn, C. (2021). Genre expectations and viewer reaction to our planet: Are audiences motivated to act more sustainably? Language & Literacy (Kingston, Ont.), 23(1), 64-78. https://doi.org/10.20360/langandlit29519

Banchero, P., Rector, T. A., & VanBallenberghe, J. (2020). Best practices in climate change communication as applied to an informal education documentary about Alaska. Journal of Geoscience Education, 69(2), 138-149. https://doi.org/10.1080/10899995.2020.1768003

Benites, E. (2021). red and black robot on black metal stand surrounded by green leaves during daytime [Photograph]. Unsplash. https://unsplash.com/photos/tc2NwftE18Q

Bieniek-Tobasco, A., McCormick, S., Rimal, R. N., Harrington, C. B., Shafer, M., & Shaikh, H. (2019). Communicating climate change through documentary film: Imagery, emotion, and efficacy. Climatic Change, 154(1-2), 1-18. https://doi.org/10.1007/s10584-019-02408-7

Bondi, B. A., Monani, S. B., Principato, S., & Barlett, C. (2021). Examining the impact of climate change film as an educational tool. Applied Environmental Education and Communication, 20(3), 221-237. https://doi.org/10.1080/1533015X.2020.1780997

Dumlao, N. (2018). smiling emoji balloon beside a black car during daytime [Photograph]. Unsplash. https://unsplash.com/photos/qDbnNDF2jZ4

Garth, S. (n.d.). Firewood [Photograph]. Flickr. https://flic.kr/p/9YYD4w

Griep, M. A., & Reimer, K. (2016). An Inconvenient Truth-Is it still effective at familiarizing students with global warming? Journal of Chemical Education, 93(11), 1886-1893. https://doi.org/10.1021/acs.jchemed.6b00321

Hammond, P., & Breton, H. O. (2014). Bridging the political deficit: Loss, morality, and agency in films addressing climate change. Communication, Culture & Critique, 7(3), 303-319. https://doi.org/10.1111/cccr.12052

Janpol, H. L., & Dilts, R. (2016). Does viewing documentary films affect environmental perceptions and behaviors? Applied Environmental Education and Communication, 15(1), 90-98. https://doi.org/10.1080/1533015X.2016.1142197

Lin, S. (2013). Perceived impact of a documentary film: An investigation of the first-person effect and its implications for environmental issues. Science Communication, 35(6), 708-733. https://doi.org/10.1177/1075547013478204

Mancus, S. D. (2015). Mother earth tied to the train tracks: The scriptive implications of melodrama in climate change discourse. Performing Ethos, 5(1), 87-99. https://doi.org/10.1386/peet.5.1-2.87_1

Spiske, M. (2019). man holding No Nature No Future signage [Photograph]. Unsplash. https://unsplash.com/photos/iZYJzBWXfYA

Tomasso, P. (2016). Books [Photograph]. Unsplash. https://unsplash.com/photos/Oaqk7qqNh_c

United Nations. (2019, September 23). Greta Thunberg (Young Climate Activist) at the Climate Action Summit 2019 – Official Video [Video]. YouTube. https://youtu.be/u9KxE4Kv9A8

United Nations. (n.d.). Climate Action Fast Facts. https://www.un.org/en/climatechange/science/key-findings

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Masculinity, Misinformation and Men’s Mental Health by Veronika Strutt-Bagan

In this creative project, Veronika created a digital exhibition highlighting the complex relationship between masculinity and mental health. Stunning visuals combined with compelling text explore the societal stigma, the spread of misinformation, and the unique challenges that men face when navigating mental health and wellness.

To view the digital art exhibition please follow this link: https://prezi.com/view/FosFYmod86LmT9GToc8Z/

Veronika selected to use Prezi when crafting her exhibition, capitalizing on its visual and interactive capabilities. The first page of the exhibition is set up to look exactly like what one would find at an art gallery. Between the contemporary white backdrop and different picture frames this design sets the scene for the exhibition.

To take a closer look at the art featured in Veronika’s exhibition, simply click on the frame that you want to take a closer look at.

Selecting an artwork to view brings you to a page where you can admire the art more closely as well as check out some further pages that contain the Artists Statement and some additional insight into the Creation of the artwork.

For this first piece of art, the Artists Statement reads:

“In the first piece I wanted to focus on the more general idea of the way masculinity impacts men. To do this I wanted to show a contrast between masculinity and femininity in a way that appeared less literal than men and women. I chose the ocean to symbolize bravery and strength which are typically desirable masculine characteristics. I wrapped the hand in this cage like fish net to represent the bias that restricts men from allowing them to get in touch with their vulnerable and emotional side. This idea is concluded with the storm in the background which can be interpreted as the aftermath of what happens when mental health is unprioritized and it begins to manifest itself in different ways, something we will explore more throughout the gallery. Contrasting these ideas I created a hand that appeared growing from the foliage behind it, this to represent the knowledge and strength rooted in allowing yourself to seek help in this case of mental health. It has been researched that people who are more knowledgeable about both their individual mental health in general are more likely to have a positive attitude towards and seek out treatment (Bonabi et al., 2016). I wanted this contrasting side to feel very organic and inviting as to welcome the two hands to hopefully meet which we see later on.”

Moving onto the Creation box, this box leads to a series of supplemental materials including visuals and a timelapse of the creation of this art.

If you are interested in viewing more of the artwork shown in this digital gallery please check out this link: https://prezi.com/view/FosFYmod86LmT9GToc8Z/

 

Note to Reader

Men are historically underrepresented in the mental health space. Traditional masculine values are a major contributor to why men have so many misconceptions in regard to mental health. The misinformation that masculinity preserves is extremely damaging and it is crucial that this relationship be further explored in order to break down the stigma. Stigma in regard to mental health is what prevents people from seeking help. The best way to fight stigma is with knowledge and by informing men about the harmful aspects of the relationship between masculinity and mental health as well as strategies taking that relationship into consideration, we will be able to set up a better future in this facility.

With this exhibit, I primarily tried to appeal to a male audience. I believe to best inflict change upon the issues associated with men’s mental health and masculinity, I needed to first address the root of the issue. To speak directly to men is to face the problem head-on and disrupt the status quo at its core.

Mental health is something that everyone will need to deal with in their life at one point or another. It is an unavoidable and real issue that historically has not been addressed properly. Masculinity is one of the ways in which mental health has remained so unaddressed specifically in the mental health of young boys and men. Traditional masculine values and hemogenic masculinity promote misinformation about healthy coping mechanisms to deal with mental health issues and prevent men from seeking the help they need. I think it is important to create a space where masculinity and men’s mental health are investigated as one and that is what I attempted to do with this gallery. If we are able to further explore this relationship, we can make informed decisions about what steps to take in order to alter the aspect of masculinity that promotes negative images of mental health and spread more effective messages to boys and men.
At the beginning of my research, I wanted to look at how stigma existed in the mental health space more generally. Mental health services are extremely underutilised today, which can all be traced back to a lack of knowledge. When people are under-informed about both their own mental health and mental health in general there are significantly less likely to seek out help (Bonabi et al., 2016). Furthermore, negative attitudes or false understandings of mental health services can lead to underuse (Bonabi et al., 2016). Even if one is able to acquire help from these services, these negative ideas can continue to impact its recognizable severity. Stigma in the mental health space has observable effects on the way that people consider their own mental health issues, it has even been observed that people drastically under-report past mental health issues in comparison to other health issues (Bharadwaj, Pai & Suziedelyte, 2017). The evidence that this issue exists is evident, so I began to narrow my research and look more directly at misinformation, masculinity, and men’s mental health.

Masculinity begins to impact boys very early on in life; with messages from influential people like teachers about masculinity, emotion, and mental health, they are introduced to this relationship early on in life (Pearson, 2021). Telling male children “man up” or “act like a man” in times of mental distress can impact their relationship with their masculinity and the way in which they cope with mental health issues (Lindsey, Brown, & Cunningham, 2017). The line between bravery and neglecting emotions is unable to be drawn by young boys and so it begins to blur. This directly contributes to the spread of misinformation and bias implemented by men’s mental health. Boys who relate more closely with typically traditional masculine ideals also exhibit more negative attitudes towards mental illness and seeking help for said illnesses (Clark et al., 2020). It is because of this that I was inspired to make one of my focuses the reshaping of masculinity and the way it is presented to boys. Masculinity plays an important role in the development and identities of boys and men, which is why it is important to shift rather than disband the values that uphold it. Projects like “Man Up against suicide” seek to address this issue by altering the narrative of masculinity (Ogrodniczuk et al., 2016). As men mature these misinformed masculine messages appear much less overt. Representation in the media can play a huge role in one’s perception of themselves without them even realising. The media often discusses masculinity and mental health hand in hand (McNeish et al., 2020 p.1281). It is important that we prioritise healthy connections in the media in order to reverse the damage done to these men as boys and ensure the continued promotion of informed ideas about men’s mental health.
To further my understanding I wanted to look more into the relationship between men and women’s mental health. When looking at the differences between the two, a traditionally masculine mindset must be taken into account (Seidler et al., 2016). This can cause men to express their feelings of depression or anxiety through “function problems” relating them to issues with work or sex (Ogrodniczuk et al., 2016, p. 463). The workplace tends to bring on competition which affects both men and women, which each thrives when their gender is the same as the dominant gender in their work environment (Milner et al., 2018). The contrast between masculinity and femininity plays a role in the mental health of men and women so I wanted to ensure it was a relevant theme in my gallery. A topic of interest in relation to masculinity, competition in the workplace, and mental health is pluralistic ignorance. When one believes something to be true for the majority but does not for himself, pluralistic ignorance impacts the perception of oneself (Munsch et al., 2018).

References

Bharadwaj, P., Pai, M. M., & Suziedelyte, A. (2017). Mental health stigma. Economics Letters, 159, 57–60. https://doi.org/10.1016/j.econlet.2017.06.028

Bonabi, H., Müller, M., Ajdacic-Gross, V., Eisele, J., Rodgers, S., Seifritz, E., Rössler, W., & Rüsch, N. (2016). Mental Health Literacy, attitudes to help seeking, and perceived need as predictors of mental health service use. Journal of Nervous & Mental Disease, 204(4), 321–324. https://doi.org/10.1097/nmd.0000000000000488

Clark, L. H., Hudson, J. L., Rapee, R. M., & Grasby, K. L. (2020). Investigating the impact of masculinity on the relationship between anxiety specific mental health literacy and mental health help-seeking in adolescent males. Journal of Anxiety Disorders, 76, 102292. https://doi.org/10.1016/j.janxdis.2020.102292

Lindsey, M. A., Brown, D. R., & Cunningham, M. (2017). Boys do(n’t) cry: Addressing the unmet mental health needs of African American boys. American Journal of Orthopsychiatry, 87(4), 377–383. https://doi.org/10.1037/ort0000198

McNeish, R., Rigg, K. K., Delva, J., Schadrac, D., Walsh, S., Turvey, C., & Borde, C. (2020). Media coverage of the mental health of men and boys. International Journal of Mental Health and Addiction, 19(4), 1274–1283. https://doi.org/10.1007/s11469-020-00223-1

Milner, A., King, T., LaMontagne, A. D., Bentley, R., & Kavanagh, A. (2018). Men’s work, women’s work, and mental health: A longitudinal investigation of the relationship between the gender composition of occupations and Mental Health. Social Science & Medicine, 204, 16–22. https://doi.org/10.1016/j.socscimed.2018.03.020

Munsch, C. L., Weaver, J. R., Bosson, J. K., & O’Connor, L. T. (2018). Everybody but me: Pluralistic ignorance and the masculinity contest. Journal of Social Issues, 74(3), 551–578. https://doi.org/10.1111/josi.12282

Ogrodniczuk, J., Oliffe, J., Kuhl, D., & Gross, P. A. (2016). Men’s mental health Spaces and places that work for men. Can Fam Physician, 62(6), 463–464. https://doi.org/ 27302996

Pearson, R. (2021). Masculinity and emotionality in education: Critical reflections on discourses of boys’ behaviour and mental health. Educational Review, 1–30. https://doi.org/10.1080/00131911.2021.1987390

Seidler, Z. E., Dawes, A. J., Rice, S. M., Oliffe, J. L., & Dhillon, H. M. (2016). The role of masculinity in men’s help-seeking for depression: A systematic review. Clinical Psychology Review, 49, 106–118. https://doi.org/10.1016/j.cpr.2016.09.002

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Karmic Asana by Kayla Rutschka

Highlighting the healing practice of yoga, Kayla Rutschka created this website to inspire and inform high school and university students. This website delves into the history, benefits, and nuances of practicing yoga.

Karmic Asana

https://kaylarutschka.wixsite.com/karmicasana

The home page of Kayla’s website welcomes visitors and introduces the purpose and topic of this digital space. It reads:

“Healing inside and out through the practice of yoga.

The practice of yoga has been around for decades and the positive effects have been felt worldwide. The information on this site will guide new yogis through a well rounded practice, explaining the wide range of benefits throughout.

May we all find some peace in this ever changing world, in whatever ways feed our souls.” This is the introductory sentiment that sets the warm and welcoming tone of the website.

 

When the viewer scrolls down the home page they are met with an About section. This section provides further contextualizing information about why the website was designed, Kayla’s goals for the site, as well as some background information on the positive effects of yoga as they relate to Kayla’s personal experience.

This page reads:

“About

The Positive Effects of Yoga

This project originated as an assignment for Dr. Cathi Shaw’s ENGL 203 course at The University of British Columbia Okanagan Campus in April 2022.

My goal in creating this project is to introduce the practice of yoga to high school and college students, as well as anyone else that comes across my page.

The positive effects of yoga can be experienced by beginners just as much as long term yogis. Starting this website for a project has since blossomed into a hobby and I have continued to add to it beyond the boundaries of the rubric as my own “home base” for the tools, videos, information, etc. that I find myself recommending and revisiting. My hope is that one person will experience the life changing effects of mindful movement, meditation, or whatever else sparks your interest between the blurred lines of my “home base.”

Namaste.”

At the top of this home page, there is a menu bar that allows visitors to easily navigate the site and know what kind of content to expect from each page. The first tab on the menu is the home page, leading into the second tab which is called “Note to Reader.”

The note to reader page reads:

“Dear Reader,

This website was created as anassignment for ENGL 203, taught by Dr. Cathi Shaw at the University of British Columbia Okanagan. The topic of the course was ‘What is Truth? An Exploration of Knowledge and Beliefs.” We have discussed how people form their beliefs and how the media people consume can greatly influence them. Throughout the course we always came back to the idea of misinformation. The secondary sources listed on this page inspired the information and content outlined throughout my website. My goal in choosing this topic was to teach high school and university aged students how the practice of yoga can reduce stress, depression and anxiety, as well as make people feel more positive emotions. The secondary sources used to inspire this project further proved the point that yoga can be a great healing practice for not just high school and university students, but anyone.

I have done extensive research on this project and I am very passionate about it. I hope this website encourages you to try practicing yoga so you can experience the wonderful effects of it.

Kayla Rutshcka”

The next tab on the menu bar of Kayla’s website is “History.” This section of the website provides some useful background information on the origins and influence of yoga, its place throughout history, and the different kinds of yoga that exist today.

 

This page contains both textual and visual information. It reads:

“History

The origin of yoga can be dated back to roughly 3,000 years ago. The word “yoga” comes from a Sanscrit root “yuj” and means union or to join. Yoga is originally an ancient Indian ideology that includes stretching, breathing, and meditation. Yoga has now been adopted into the Western World and is now classified by the National Institutes of Health as a form of Complementary and Alternative Medicine.

The Yoga Sutras are a set of scriptures that outline the yogic theory. They were written around 500 B.C. during India’s medieval age by a sage named Pantanjali. This 8 Limbs of Yoga were outlined in the yoga sutras of Patanjali. The eightfold path is called ashtanga, which translates to “eight limbs.” These 8 limbs were described and outlined to act as a broad guide to how to live a meaningful and purposeful life as well as teach use different aspects to embody yoga in mind, body and spirit.”

This information is followed by an infographic that outlines the 8 Limbs of Yoga.

Following the “History” tab is the “Information” tab. This page of the website delves into greater detail about the technical aspects of yoga as a practice.

It reads:

“Information – What is Yoga

Yoga is a form of physical fitness that involves muscular activity. As much as it is a physical activity, it is also an exercise for our minds! Yoga consists of a mindful awareness of the self, the body, breath, energy, and sensations.

There are several different kinds of yoga, such as Vinyasa yoga, Hatha yoga, Bikran yoga, Yin yoga, etc. Vinyasa yoga is oftentimes considered the most athletic form of yoga and embodies the eight limbs or ashtanga. Hatha yoga refers to all other types of yoga besides Vinyasa, and acts as an umbrella term for the other different types. Bikram yoga is oftentimes referred to as “hot yoga” because it is practiced in a sauna-like room, typically set to 105 degrees Fahrenheit and 40% humidity. Yin yoga is a much slower paced practice that involves seated postures that are held for a much longer period of time. Despite the different types of yoga, each practice produces several positive effects on one’s mind, body, and spirit.

The 5 major principles of yoga were the basis of the Yoga Sutras of Patanjali. They were outlined to guide students on how to best achieve a mindful practice that benefited mind body and soul. Yoga has always been a healing practice for those who participate, and the 5 principles help guide them to a more self-aware and fulfilling life.”

When the viewer scrolls down the page there is another useful infographic that outlines the Five Major Principles of Yoga.

Underneath this visually appealing infographic is a useful section on language. This lists the different verbiage that is commonly used in yoga and provides some straightforward definitions for easy comprehension.

“Language:

  • asana: physical practice of yoga relating to the body
  • savasana: final resting pose at the end of almost any yoga practice – it is relaxing and restorative
  • mindfulness: practice of being aware from moment to moment of one’s own conscious experiences
  • pranayama: practice of focusing on breath and breath regulation
  • meditation: practice used to reach a deeper state of awareness of one’s mind by focusing only on the present moment
  • ashtanga: eight fold path or eight limbs”

After reading this page of the website, visitors to the site are equipped with rudimentary knowledge on the history, definition, and different kinds of yoga.

The next page in the menu bar is titled “Benefits.” This page begins to explore the many benefits that yoga can have on the mind, body, and spirit.

This page reads:

“The benefits of yoga are extremely vast and can be felt by anyone that practices. Sustained practice can lead to self awareness, calmness, improved sense of life and genuine interest in enjoying all aspects of life. Self-awareness is key as adolescents grow up. The stress of everyday life can easily become overwhelming, and knowing how and when to listen to your body is very important. The practice of yoga has been proven time and time again to help reduce stress and anxiety, and produce more positive, mindful emotions.

Practicing yoga can also manifest characteristics of friendliness, compassion and self control, all of which lead to a greater enjoyment of life.”

This chunk of text is followed with an infographic that showcases 5 Benefits of Yoga.

Afterwards, these benefits are discussed in greater detail.

“The benefits of yoga can be experienced by anyone that practices. You can be a beginner, or have been practicing yoga for years, everyone will experience the positive effects. You also do not need to practice yoga for long periods of time, even five minutes can produce lasting effects. Studies show that as little as seven minutes of practicing yoga consistently can produce positive emotions, and provoke a deeper enjoyment of life.

There have also been several studies that show the many effects that practicing yoga has on people experiencing mental illness such as depression, anxiety, and Post Traumatic Stress Disorder. Yoga is a practice that puts the student in the drivers seat and allows people to be their own healers, which produces higher self esteem and self awareness.

Studies have also shown that practicing yoga can help reduce stress. This can be extremely beneficial to high school and university students, as students typically experience great amounts of stress. Students who practice yoga for as little as seven minutes could greatly reduce their levels of stress, by taking time to do something good for their body, and allow themselves to slow down, and focus only on the practice. The mindfulness practice incorporated into yoga allows those who practice to slow down their minds, and not allow the swirling thoughts of stress and anxiety provoking topics to clutter their thoughts. All they have to do is stay in the present moment, and focus on their mind, body and the present moment.”

“Poses” is the next page on Kayla’s website. This page offers some insight to some of the different poses that are commonly used when practicing yoga.

The main content on this page is an infographic that illustrates some beginner yoga poses. However, prior to this infographic is a short blurb about this page. It reads:

“Poses

Yoga can be practiced anywhere, anytime. You can practice in your home, in a yoga studio, or outside! The opportunities are endless! You don’t need to spend much time practicing in order to feel the benefits of yoga! Here are some easy poses to get you started!”

These pages have allowed visitors to the website to become equipped with some beginner knowledge regarding what exactly yoga is. This can inspire visitors to embark on further explorations in the practice of yoga and perhaps encourage them to implement some kind of yoga practice into their daily lives.

The final page on Kayla’s site is called “Sources.” This page includes a reference list where you can see all of the research put into this website.

Following the completion of this project, Kayla has continued to expand and add new pages to her website. To check out how the website has evolved since the publishing of this article visit this link: https://kaylarutschka.wixsite.com/karmicasana

 

References

Akhtar, P., Yardi, S., & Akhtar, M. (2013). Effects of yoga on functional capacity and well being. International Journal of Yoga, 6(1), 76. https://doi.org/10.4103/0973-6131.105952

Domingues, R. B. (2018). Modern postural yoga as a mental health promoting tool: A systematic review. Complementary Therapies in Clinical Practice, 31, 248–255. https://doi.org/10.1016/j.ctcp.2018.03.002

Elstad, T., Ulleberg, P., Klonteig, S., Hisdal, J., Dyrdal, G. M., & Bjorndal, A. (2020). The effects of yoga on student mental health: A randomised controlled trial. Health Psychology and Behavioral Medicine, 8(1), 573–586. https://doi.org/10.1080/21642850.2020.1843466

Gangadhar, B. N., Naveen, G. H., Rao, M. G., Thirthalli, J., & Varambally, S. (2013). Positive antidepressant effects of generic yoga in depressive out-patients: A comparative study. Indian Journal of Psychiatry, 55(7), 369. https://doi.org/10.4103/0019-5545.116312

Gobec, S., & Travis, F. (2018). Effects of maharishi yoga asanas on mood states, happiness, and experiences during meditation. International journal of yoga. Retrieved April 9, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5769201/?tool=pmcentrez&report=abstract

Khalsa, S. B. S. (2013, July). Yoga for psychiatry and mental health: An ancient practice with modern relevance. Indian journal of psychiatry. Retrieved April 9, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3768207/

Orenstein, B. W., Rapaport, L., Jesner, L., Migala, J., Robinson, K., Bedosky, L., & Byrne, C. (n.d.). 8 yoga poses for beginners and their benefits. EverydayHealth.com. Retrieved April 9, 2022, from https://www.everydayhealth.com/fitness-pictures/yoga-poses-for-beginners.aspx

Saoji, A. A. (2016). Yoga: A strategy to cope up stress and enhance wellbeing among medical students. North American Journal of Medical Sciences, 8(4), 200. https://doi.org/10.4103/1947-2714.179962

Schmid, A. A., Sternke, E. A., Do, A.-N. L., Conner, N. S., Starnino, V. R., & Davis, L. W. (2021). The eight limbs of yoga can be maintained in a veteran Friendly Yoga Program. International Journal of Yoga, 14(2), 127. https://doi.org/10.4103/ijoy.ijoy_106_20

Seattle, Y. (2019, December 12). 15 yoga poses and their benefits to your body. Seattle Yoga News. Retrieved April 9, 2022, from https://seattleyoganews.com/15-yoga-poses-and-their-benefits-to-your-body/

TS;, T. M. N. K. S. G. (2018, March 1). Psychophysiological effects of yoga on stress in college students. Journal of education and health promotion. Retrieved April 9, 2022, from https://pubmed.ncbi.nlm.nih.gov/29619394/

Wiese, C., Keil, D., Rasmussen, A. S., & Olesen, R. (2019). Effects of yoga asana practice approach on types of benefits experienced. International Journal of Yoga, 12(3), 218. https://doi.org/10.4103/ijoy.ijoy_81_18

Woodyard, C. (2011). Exploring the therapeutic effects of yoga and its ability to increase quality of life. International Journal of Yoga, 4(2), 49. https://doi.org/10.4103/0973-6131.85485

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Social Media’s Influence on Mental Health by Ally Clarke

Ally Clarke created this website as a safe place for youth and their families to learn about the impacts that social media can have on mental health. Informed by research, this website presents valuable information in a clear manner that is accessible to all ages and walks of life.

Social Media Influencing Mental Health

https://sites.google.com/view/socialmediasinfluence27/home

Ally’s website is divided into five different pages: Home, For Adolescents, Propaganda, For Guardians, and References.

When a visitor first enters the site they are brought to the Home page. Home contains some valuable information including an introduction to the concept of social media and the effects it has on mental health.

The first thing on this page is a graph that shows the incline in social media usage from 2004 to 2018. Along with this visual information, there is some writing. It reads:

“What is social media?

Social media is a way that individuals are able to share images, videos, thoughts and emotions, and keep connected with other people. The uses are endless, which allows for unlimited possibilities to be made on the social media platforms. It has become a prominent part of our society and is almost unavoidable.

The number of users increases each year among adolescents. Presently, over 90% of teenagers ranging from 13-17 years of age have social media, and it is reported that 70% use these platforms daily. (Abi-Jaoude et al., 2020).”

Scrolling down the Home page, the next thing is a list of the positive and negative effects of social media.

It reads:

“Social media can have positive and negative effects. Listed below are some pros and cons. As you can see, the negative aspects are serious and begin to outweigh the benefits if not carefully considered and addressed.

Positives

  • Communicating with friends and family
  • Joining social groups
  • Getting inspiration from other people
  • Working collaboratively with individuals from around the world
  • Building a brand and/or company
  • Keeping informed about events worldwide

Negatives

  • Dissatisfaction with physical appearance
  • Social isolation
  • Depression and anxiety
  • Cyberbullying
  • Displacement of activities
  • Increased rates of suicide
  • Reduces family closeness”

This list of pros and cons provides an easy-to-understand and visually appealing way to showcase the effects of social media on mental health.

Next, is another chunk of text positioned next to a graphic that includes iconography from various social media platforms. It reads:

“The rise of social media in the past few decades has intrigued researchers to study the effects of social media on people in their adolescent years. As the usage of social networking has increased, there have been many studies that have suggested that there is a direct link between social media and depressive symptoms found amongst the youth.

Many of us enjoy staying connected with our friends and family all over the world, however, the overuse of social media has become problematic and a solution needs to be found.

Adolescents are a vulnerable age group, and are at greater risk of developing anxiety and depression. During this period of time, they are changing physiologically and going through many hormonal and life changes, which makes this an important topic of discussion so they can receive the help that is necessary (Sperling, 2022).

Symptoms of depression and the feelings of anxiety manifest differently in each individual. Not every adolescent will experience these issues, but it is important to recognize that several do and we must support them through this evolutionary period in their lives.”

The bottom of the Home page contains a land acknowledgement.

“Land Acknowledgement: I would like to acknowledge that I am situated on the traditional ancestral and unceded territories of the Syilx people.”

The next page on Ally’s website is called For Adolescents. This page displays a variety of visual and textual information targeted at an adolescent audience. The material on this page is easy to read and features colorful imagery. These design choices make the page fun to look at and appealing to the target audience.

The information on this page is divided into a few different sections.

“Social Media Negatively Impacts Your Mental Health

Were you aware that between 2009-2014 that depression caused by social media has increased self-harm admissions to the hospital by 110% in Canadian girls? This makes suicide the second leading cause of death in adolescents (Abi-Jaoude et al., 2021).

Higher Usage = Negative Symptoms

The higher the use of social media, the more symptoms of anxiety and depression appear. That is just a fact. The United Kingdom performed a study that consisted of 101 participating schools, which included 3,501 participants. This was a two year longitudinal study that looked at the levels of anxiety, depression, and hyperactivity in teenagers. This was measured by using a test that consisted of 25 questions called “The Strengths and Difficulties Questionnaire.” The findings concluded that the amount of time spent on social media directly related to the mental health of the individual. Due to teenagers already being at a vulnerable time in their lives, social media is seen to be a concerning factor, but not necessarily the leading determinant (Beeres et al., 2021).

Hormones and the Brain

The harmful side effects from social media can damage a person psychologically and psysiologically. There are two main hormones that are affected, being cortisol and dopamine. The constant attempt to maintain a false reality online causes extreme stress in the lives of adolescents. This is seen as a form of chronic stress, which ends up causing the hormone cortisol to be released and leaves the individual with not only depressive symptoms, but problems including damage to the gastrointestinal tract and increased likelihood of immuno-inflammatory responses (Amedie, 2015).

Risk vs. Reward

There are many risks people will take for the reward that is at the end. The usage of social media activates the brain’s reward system by releasing the neurotransmitter known as dopamine. Social media creates the addiction and your body begins to treat it as a drug. When the outcome becomes unpredictable the brain will likely repeat that behaviour (Sperling, 2022).”

The information on this page is informed by timely research studies about the impacts of social media on mental health. These studies are broken down into ideas that are digestible for a general audience and particularly for adolescents.

“Criminal Activity

Social networking has given people the freedom of easily manipulating teenagers and causing harm. This criminal activity has created an immense amount of danger, as predators anonymously cyberbully and lure adolescents into believing their lies and scams (Amadie, 2015).

Girls are more likely to develop depressive symptoms due to being involved in a greater amount of online harassment, specifically being victims (Kelly et al., 2019).

Cyberbullying

There is a large concern of mental health related to cyberbullying. The fact that predators are able to target youth is a problem that contributes to the increasing rate of self-harm and suicidality. There is limited protection or privacy online, therefore it is important to learn how to navigate social media and take the necessary precautions (Amedie, 2015).”

Knowing that this is a lot of heavy information and could potentially be overwhelming to adolescents, Ally breaks up the sections here with a drop-down menu that reveals the number of the National Suicide Prevention Line as a valuable resource for adolescents who may be struggling with suicidal ideation.

“The National Suicide Prevention Line

If you or anyone you know is having suicidal thoughts, please call this number: 1-800-273-8255. This is the National Suicide Prevention Lifeline, open 24 hours a day, and is ready to help!

BC Mental Health Crisis Hotline: 1-800-784-2433

Canada Suicide Prevention Hotline: 1-800-456-4566 or TEXT 45645.”

After this there is another section about social interactions. It reads:

“Social Interactions

Social networking has decreased actual social interactions between adolescents. The result is the displacement of physical activities, which influences the amount of time spent in person. This is called the displacement hypothesis, which describe how people are giving up their extra curricular activities, spending more time online, and therefore weakening relationships between friends and family. The weakened relationships further perpetuates the negative cycle, as the symptoms will become worse and the individual will then gravitate even more towards social media as a coping mechanism for dealing with their anxieties.

This is a difficult cycle to stop, because social media acts as an addiction. People inherently crave social interactions and need to form genuine connections with one another maintain a healthy mental state (Coyne et al., 2019).”

Now the viewer has absorbed all this new information. Keeping this in mind, Ally has included a section at the bottom of the page encouraging visitors to start making a change in their social media habits. She provides some suggestions on simple beginner steps that are easy to take.

“One Step at a Time!

No one expects you to change your habits immediately. The main point is simply to start! Here are a couple of ways to decrease your usage of social media and take a break from the stress that it is causing in your life:

  • Turn off your phone when being with family and friends
  • Put away your phone when doing homework
  • Put your phone somewhere further away from your bed to stop temptation while sleeping
  • Silence notifications”

The next page on the website is titled Propaganda. This page delves into the presence of propaganda on social media and the toll this can take on mental wellness.

“Propaganda Influencing Mental Health

Propaganda is a major component of social media, and can have a positive or negative connotation. However, it is a large contributing factor to negatively impacting adolescents mental health.”

On this page, three prevalent forms of propaganda often found on social media are identified.

“Skin Care

The current teenage generation has lived in a world filled with propaganda from the moment of waking up in the morning until the end of the day, whether they are conscious of it or not. Society has built a false concept of what the idea beauty standard resembles. Advertisements make profit by gaining trust with the audience by telling them what they need to own and put on their skin to be beautiful. Creating early distortions of reality is causing mental health problems starting from a young age.

Looking Fit

The main way of boosting self-esteem is posting images, in hopes of receiving positive comments. People tend to over analyze the amount of likes received or who commented on a post, which allows for a lot of misinterpretation. Comparison is a normal aspect of everyday life, as humans are observant beings. However, with social media’s evolution and the use of filters and staging, individuals are increasingly hyperaware of their physical appearance (Sperling, 2022).

Unrealistic Lifestyle

There is a lot of stress that comes with attempting to portray an unrealistic lifestyle and maintain messages and alerts on mobile devices. Creators and influencers post the best images to their social media accounts to fabricate a life much better than it actually is in reality. Unfortunately, adolescents forget the manipulation of photos and the alterations that are done. Luckily, this generation is also beginning to incorporate diversity in social media to demonstrate that everyone is unique and beautiful in their own way!”

After learning about these three categories, there is a more general explanation of why these categories can be harmful.

“Seeking Acceptance

Adolescents use social media to seek acceptance and reassurance about themselves, which can trigger anxiety and depression if left unfulfilled. Dr. Mark Becker indicates that there has been an increase of 70% in individuals that have self-reported symptoms of depression (Amedie, 2015).

Loneliness can also arise from social media usage. People are positing pictures of themselves with friends, which affects those individuals who are at home alone scrolling through images feel left out of social events (Hunt et al., 2019). This is increasing the rates of social isolation as people question their own lives and why they do not have the same experiences as others they see on social media.

There are many factors that influence the mental health of female adolescents. The majority that have experienced online harassment are Fund to have lower self-esteem an are dissatisfied with their overall appearance (Kelly et al., 2019). The beauty standards that are portrayed on social media distort people’s perspectives of reality.”

After this informational text, Ally provides a link to an enticing video made by Dove to expose falsehoods found in advertising.

Along with the embedded video she writes:

“This is a commercial produced by the company, Dove for their Dove Self-Esteem Project. The video was published to reveal techniques that are used in advertising that portray false imagery.

Dove conducted an international survey that showed 75% of women wanted to see an accurate portrayal of beauty in online advertising.

The commercial featured Stephanie Betts in her natural state, then with the addition of make-up, lighting, and editing. They wished to show that the final product portrayed as beauty is a myth, which is harming younger generations’ mental health.

A motivation for this can be found within the research of the Mental Health Foundation (2019) survey that determined that 54% of girls and 26% of boys are insecure of their bodies, arising from comparing themselves to images found on social media.

Their mission is to share the hidden truths behind the images and help ensure this younger generation has a positive relationship with their body and build confidence within, and be the best version of themselves!

Check out their website to read more about their message and resources for parents in supporting their adolescents.”

Under this, there is a link to Dove’s webpage with further details regarding this subject. Please visit this page of Ally’s website: https://sites.google.com/view/socialmediasinfluence27/propaganda?authuser=0 to explore these resources.

The next page is aimed at a different audience. Entitled Guardians, this page is aimed at parents and caretakers of adolescents.

“Parental Involvement

Researchers have determined that adolescents are the most vulnerable individuals for developing depressive symptoms. Parents must be involved in their child’s lives to maintain strong and healthy relationships. Evidence has found that parents who are avid social media users can negatively affect their relationship with their adolescents. This is unfortunate as it is crucial to have trust between the teenager and parent, as they need to feel comfortable if they are having issues such as mental health struggles (Abi-Jaouse et al., 2020).”

This page gives viewers valuable information and resources based around how to identify and handle warning signs that their children’s mental health may be impacted by social media.

“Identifying Warning Signs

It is important to recognize warning signs as early as possible. Mental health has become a major concern for society and there still continues to be a negative stigma surrounding the topic. Therefore, several cases of depression remain undiagnosed. Early identification and treatment can lead to positive outcomes and prevent harmful damage that social media has created. When studying the profiles of adolescents, findings revealed that those who are self-critical about their own bodies, post images using dark themes and filters to alter their physical appearance, are found to have the most depressive symptoms (Yazdavar & Mahdavinjad, 2020). It is valuable to understand and identify patterns and visual cues  in social media usage to prevent any potential harm in the future.

Covid-19, Online Learning, and Social Media

Online schooling has become a common form of learning during the COVID-19 pandemic. Although there can be positive aspects from an online environment, research discusses that frequent mind wandering and use of personal social media has impacted academic performance. The easy access to mobile devices while completing online work has become a large distraction and has contributed to the majority of off-task thinking. The increase in usage has also decreased attention spans, which affects working memory. These components have led to poorer academic skills and overall increased mental health issues (Hollis et al., 2016).”

This is followed by more information about the clinical setting and links to several valuable resources for both adolescents and guardians alike.

“How are Clinicians Helping?

Clinicians are beginning to work alongside families to limit harm and take the approach of reducing social media, while ensuring the parents are actively involved by setting boundaries and creating solutions that are best suited to their family dynamic (Abi-Jaoude et al., 2020). A great resource is the American Academy of Pediatrics, which offers helpful preventing tools for families and adolescents.

It is proven that the reduction of social media usage each day has a positive impact on one’s mental health. Limiting screen time to 30 minutes usage each day per platform demonstrated a significant decrease in loneliness and overall depressive and anxious symptoms (Hunt et al., 2018).”

To visit some of the mental resources linked on the website: https://sites.google.com/view/socialmediasinfluence27/for-guardians?authuser=0

The final page of the website is called References. This page gives credit to all of the external sources that Ally used in the creation of her website.

 

Note to Reader

Did you know that suicide is now the second leading cause of death among adolescents? Between the years 2009-2014, the rate of admission to the hospital for attempted suicide has risen by 110% (Abi-Jaoude et al., 2020). This question then asked is, what is the main factor causing mental health problems to such an extent that young people wish to take their own lives? One contributing factor would be the rise of social media and its effect on the younger population. In today’s generation, over 90% of adolescents ranging from the ages of 13 to 17 have social media accounts, access them regularly throughout the day, and compare their lives to those of others, often to their own detriment (Abi-Jaoude et al., 2020).

Social networking has been a great form of communication with people around the world, has given opportunities to collaboratively work with individuals internationally, and has kept people informed about the news. Although the evolution of technology has its benefits, the usage of social media has substantially grown to where there are now negative side effects. A study was performed that monitored the use patterns of adolescents and did conclude that there was a link between increased usage and depressive symptoms (Beeres et al., 2021). These sharing platforms will not be disappearing any time soon, therefore there needs to be discussion and further awareness surrounding increasing mental health concerns, as adolescents are in a crucial time period of their lives and need guidance and support.

The audience for my project includes adolescents and adults. It is important that the specific audience is parents with children in their adolescent years, as this is the most vulnerable group regarding the rise of mental health concerns. In my project, I made sure to include a page specifically directed toward the adults and explained many aspects of how to look for warning signs and what support systems there are for families who are struggling or want to seek guidance. Adolescents themselves should be the main target audience, as social media has created a direct link to their age group, and this will give them insight into the present issues that continue to grow with the usage of social media.

Technology, particularly social media, is still a relatively new phenomenon and researchers are just starting to understand the harmful effects that can occur to adolescents with increased use. This is an important topic to discuss, as the ages affected by anxiety and depression are continuously becoming younger and there appears to be a distinct link between social media and the increasing mental health concerns of the youth. The harmful effects of online interactions have created dangerous results, such as the number of suicides, which is not a topic that should not be taken lightly (Abi-Jaoude, 2020). As social media is such a prominent aspect of most adolescents’ lives, there needs to be additional studies and information provided so that there can be steps put in place to help develop solutions and prevent devastating outcomes.

I chose this topic to research, as I grew up in a family where mental health was not discussed, therefore I struggled to figure out strategies of how to cope with my own emotions. This unfortunately led me down a dark path and I immediately had to seek out professional help from experts. Struggling can be silent, as no one knew how I was feeling at the time, as I have a bubbly and happy personality. This ended up being a pivotal time period and I learned a lot about myself in the process. This research will not only help others to become more educated on the topic of mental health but also gives me the opportunity to gain more knowledge to incorporate into my life.

The project commences by presenting how prevalent adolescents are in utilizing social media, which is stated to be over 90% of that population range (Abi-Jaoude et al., 2020). This helps to demonstrate the importance of online networking and its effects on mental health, as the majority of teenagers are users of these platforms. This article also provided evidence of suicide rates increasing, which has now become the second leading cause of death for the youth. I was able to use this research to educate both adolescents and their guardians on how to seek help for arising problems. This inspired me to find resources and attach the links for easy access for anyone viewing the website. I have a page that is targeted toward adolescents to learn about different ways social media influences mental health. There was a two-year-long study performed in the United Kingdom which examined the correlation between social media and mental health. This has shown that the higher the usage of social media platforms, the worsening of symptoms the individual developed. I incorporated this study as it had a large sample size and would give adolescents an insight into the negative impacts that they may be experiencing. This then inspired my research to further investigate what was going on psychologically and physiologically in the human body.

What I have learned is that social media is disrupting the chemicals in the brain, such as the release of cortisol when it is not necessary (Amedie, 2015). There is also an emphasis on the risk versus reward concept of how social media is becoming a form of a drug and releasing bursts of dopamine (Sperling, 2022). Coupled together, this is allowing for the brain to repeat the behavior of checking cellular devices on a far too frequent basis, causing a negative cycle that is difficult to stop (Coyne et al., 2019). The usage of social networking has also impacted young girls more negatively due to online harassment (Kelly et al., 2019). This has become dangerous, as social media has given people the freedom to easily lure teenagers into harmful situations (Amedie, 2015). This problem needs to be addressed; therefore I added a section to further discuss how this impacts their mental health by lowering self-esteem (Kelly et at., 2019).

The next area of research that inspired my project was propaganda. This is a major component of social media that has been seen to worsen adolescents’ mental health and increase feelings of loneliness (Hunt et al., 2019). Comparison is normal for human beings, but with the use of filters and staging, adolescents have become hyper-aware of their physical appearance (Sperling, 2022). The Mental Health Foundation (2019) states that 54% of girls and 26% of boys are self-conscious due to comparing themselves to people online. This research greatly informed my project, as this is a prominent reason for social media causing depressive symptoms. I presented different factors such as the portrayal of unrealistic lifestyles to showcase the misinformation that is being continuously shown to be true or realistic. This led me to find sources that are trying to make a difference and uncover the truths that lay behind social media. I chose to present a commercial released by the company, Dove, that demonstrated all of the behind-the-scenes work and editing of the advertisements and photoshoots. Dove (2016) states that they want to ensure that the next generation has a positive relationship with their bodies.

Finally, I chose to have a section that is directed toward the guardians of adolescents, as it is equally important that they are informed of the negative impacts that can affect their family dynamic. The parent’s involvement in all aspects of their children’s lives is critical in forming genuine connections with their children. Researchers have found that parents who are avid social media users affect their relationship with their children by spending less quality one-on-one time in favour of their own screen time. (Abi-Jaoude, 2020). This gave me the inspiration to create a section that identifies warning signs to help parents spot cues of depressive or anxious symptoms in the family. Some include dissatisfaction with appearance, the language used, and images posted (Yazdavar & Mahdavinjad, 2020).

The pandemic has also impacted the use of social media and how it has been a distraction to online learning, which has resulted in poor academic skills. (Hollis et al., 2016). All these factors influencing the mental health of adolescents can be overwhelming, which is why I added ways to minimize the use of social media, such as limiting each platform to thirty minutes per day and turning off notifications (Hunt et al., 2018). There are many researchers and resources that are willing to give guidance and counseling to help one’s mental health and well-being. The American Academy of Pediatrics is just one example of an organization that is providing helpful tools to families and adolescents. Although social media is not the only factor in deteriorating mental health, it is more controllable and is a good place to start in helping adolescents maintain a healthy mental state (Schooning et al., 2020).

The current generation of youth is the first group of adolescents who have grown up with technology from a very young age. Researchers are now discovering evidence to prove that mental health issues are rising and suggesting it is related to the prevalence of social media. Adolescents are the most vulnerable age category, putting them at a higher risk of developing depressive symptoms. The more awareness we can create around the topic of mental health, the better the opportunities there are to locate resources and develop strategies for future generations to not experience the same hardships.

References

Abi-Jaoude, E., Naylor, K. T., & Pignatiello, A. (2020). Smartphones, social media use and Youth Mental Health. Canadian Medical Association Journal, 192(6), 136–141. https://doi.org/10.1503/cmaj.190434

Amedie, J. (2015). The Impact of Social Media on Society. Pop Culture Intersections, 2(3), 2–19. https://scholarcommons.scu.edu/engl_176/2

Beeres, D., Anderson, F., Vossen, H., & Rosaria, M. (2021). Social Media and Mental Health Among Early Adolescents in Sweden: A Longitudinal Study With 2-Year Follow-Up (KUPOL Study). Journal of Adolescent Health, 68(5), 953–960. https://doi.org/10.1016/j.jadohealth.2020.07.042

Brands Vietnam. (2013, March 8). Dove – Evolution Commercial [Video]. YouTube. https://www.youtube.com/watch?v=KN2yunRynks

Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. C. (2020). Does time spent using social media impact mental health?: An eight year longitudinal study. Computers in Human Behavior, 104(3), 2–9. https://doi.org/10.1016/j.chb.2019.106160

Dove. (2016, January 11). Respecting & Looking after yourself. Dove UK. Retrieved March 22, 2022, from https://www.dove.com/ca/en/dove-self-esteem-project/help-for-parents/respecting-and-looking-after-yourself.html

Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42(3), 104–112. https://doi.org/10.1016/j.learninstruc.2016.01.007

Hunt, M. G., Marx, R., Lipson, C., & Young, J. (2018). No more Fomo: Limiting social media decreases loneliness and depression. Journal of Social and Clinical Psychology, 37(10), 751–768. https://doi.org/10.1521/jscp.2018.37.10.751

Kelly, Y., Zilanawala, A., Booker, C., & Sacker, A. (2018). Social Media Use and Adolescent Mental Health: Findings from the UK millennium cohort study. EClinicalMedicine, 6(3), 59–68. https://doi.org/10.1016/j.eclinm.2018.12.005

Schønning, V., Hjetland, G. J., Aarø, L. E., & Skogen, J. C. (2020). Social media use and mental health and well-being among adolescents – a scoping review. Frontiers in Psychology, 11(3), 1–15. https://doi.org/10.3389/fpsyg.2020.01949

Sperling, J. (2022, January 21). The social dilemma: Social media and your mental health. Here’s How Social Media Affects Your Mental Health | McLean Hospital. Retrieved March 7, 2022, from https://www.mcleanhospital.org/essential/it-or-not-social-medias-affecting-your-mental-health

Yazdavar, A. H., Mahdavinejad, M. S., Bajaj, G., Romine, W., Sheth, A., Monadjemi, A. H., Thirunarayan, K., Meddar, J. M., Myers, A., Pathak, J., & Hitzler, P. (2020). Multimodal Mental Health Analysis in Social Media. PLOS ONE, 15(4), 1–27. https://doi.org/10.1371/journal.pone.0226248

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Can Friends Overcome Stigma? by Violet Bilodeau

This short story by Violet Bilodeau explores the ways that stigma surrounding mental health disorders persists in a high school environment. With the aim of showcasing the causes and solutions to this stigma, Violet creates a relatable narrative that can be valuable to young adults and health care professionals alike.

 

Can Friends Overcome Stigma?

 

Jack’s stomach twists painfully as he scans the school hallway wondering where Bryson is. Jack takes a deep breath in an attempt to stop worrying about how his best friend will react to the news he was about to share. I want to be understood and accepted, so I must tell him.

“Hey, Bryson, how are you?”

“Fine. You?” Bryson says with a smile as he turns from his locker. 

Bryson’s smile fades when he sees Jack’s face.

“I’m ok, but there’s something I want to tell you.”

“Go ahead. You know I got your back, bro.”

“Thanks, and I’ve got yours.” Hope brightens Jack’s face.

They fist bump then Jack continues. 

“The other day I was diagnosed with schizophrenia which explains why it has been difficult to think straight.”

Despair hugs Jack as Bryson looks at him sideways.

 “Well, you are still you. Why don’t you come over on Saturday? I just got a new video game you’re going to love.”

“That sounds great!” 

Disappointment fills Jack. It was obvious to him that Bryson didn’t understand. Without understanding, Bryson can never fully accept Jack. As long as their friendship remains Bryson accepting Jack is a possibility.

***

Ava, Samantha, Paisley, and Olivia discuss the latest fashion trends. Ava’s mind wanders as her friends cheerily chat. 

Paisley turns to Ava. “I recall you mentioning a doctor’s appointment. How’d it go?”

“He said I have depression and prescribed some pills.” 

Olivia gives Ava a look of concern.

It doesn’t make any sense to give someone who is hopeless pills that take months to kick in and they may not even work.

 “I hope that fixes you cause I can’t wait to have the fun Ava back,” Samantha says while texting.

“Yes! Then we can all go shopping,” Paisley exclaims while putting her arms around Samantha and Ava.

“Ya!” Olivia raises her fist excitedly. 

For her friends’ sake, Ava cheerfully agrees.

“I can’t wait!”

Ya right. It’s hopeless. I’m not going to get better. Life just sucks.

The bell rings ending the girls’ conversation.

***

Later that day.

Olivia enters the gym and sits beside Ava.

“Are you ok, Ava?”

Ava shrugs. 

Silence prevails as they watch the remaining students file in.

Mr. Clark, the principal steps onto a temporary stage.

“For today’s assembly, we have a guest speaker. She’s here to talk to you about mental disorder stigma. Please join me in welcoming Evelyn.”

A tall, young, brunette steps onto the stage. The male students appear captivated by her beauty, while Olivia is eager to learn about mental disorders.

Evelyn describes the stigma around mental disorders and explains biological and genetic reasons for mental disorders. 

“I hope you will think about people with mental disorders and treat them the same as everyone else. An easy way to reduce stigma is to include people with mental disorders,” Evelyn concludes her speech.

Evelyn relinquishes the stage to Mr. Clark. 

“Thank you, Evelyn.” Mr. Clark pauses allowing applause to fill the gym. “That is the end of this assembly. Enjoy your lunch break.” 

Ava leaves without a word.

Olivia passes students conversing with friends as she approaches Evelyn. 

“Can I ask you a question?”

“Hello. Sure, go ahead.”

“Surely most people have heard these biological explanations of mental disorders, so why does mental disorder stigma still exist?” 

I want us all to get along. How can I convince Samantha and Paisley to include Ava even if she isn’t feeling well?

“Well, there are a few reasons why mental disorder stigma exists. People believe the media’s inaccurate portrayal of mental disorders. Sometimes people with untreated serious mental disorders commit violent crimes which puts everyone with a mental disorder in a bad light. When people with mental disorders are thought to be different, people who are uncomfortable with different, treat people with mental disorders poorly. Other times people treat people with mental disorders worse to increase their own popularity. Not everyone with a mental disorder recovers so they may need to be in an inpatient home, yet this may increase stigma. 

Then there is debate about whether there should be a distinction between mild and serious mental disorders. Some people think the distinction will lessen stigma while others think the distinction worsens stigma. So, there is a lot of confusion about how to be rid of mental disorder stigma,” Evelyn informs.

That makes sense but it doesn’t solve anything. Evelyn looks proud like she explained a great mystery yet in reality she created more questions.

“Ok, thanks,” Olivia says with a polite smile before leaving, her curiosity intact.

***

After lunch, Olivia has English class with Mrs. Roberts.

“Alright, class, your next assignment is a research paper,” Mrs. Roberts announces.

The class groans in dismay.

“This one will be exciting because you get to choose the topic. You have the rest of class to brainstorm ideas. Once I have approved your topic you may leave class early.”

The sound of rustling paper and scratching pencils fills the classroom as students get to work, eager to leave class early.

Olivia still burning with curiosity about mental disorder stigma, writes about why does mental disorder stigma persist? Satisfied with her topic Olivia brings her paper to Mrs. Roberts for approval.

“Excellent choice, Olivia. I can see that today’s assembly has you thinking.” Mrs. Roberts initials Olivia’s page, with her red pen.

Olivia’s next period is a study block, so she heads to the library to start her research paper. She sits in front of a computer and opens her notebook.

  • Articles that repeat Evelyn’s answer
    • Media
    • Untreated mental disorders and violence
    • Us vs. them mentality
  • Criminalizing mental disorders perpetrates stigma
  • The concept of continuum beliefs could be used to combat the us vs. them belief
  • Historically people with mental disorders were contained in asylums and treated terribly
  • Too much familiarity with people with mental disorders may increase stigma
  • Biogenetic explanations don’t decrease stigma but rather may increase stigma
  • Psychosocial causal explanations may be better for reducing stigma, than biogenetic explanations.

That bit about biogenetic explanations making stigma worse can’t be right otherwise why did Evelyn present biogenetic explanations of mental disorders. Although it would explain why Samantha and Paisley are distancing themselves from Ava.

The bell rings. 

Olivia saves her list of URLs, grabs her notebook, and heads to her next class.

***

After school Ava passes Samantha and Paisley.

Will they call out to me? Can our friendship be mended?

Samantha and Paisley continue conversing excitedly, without acknowledging Ava’s presence.

 Ava trudges home dejectedly. 

Ava’s mom eagerly greets Ava as soon as she opens the door to their home. “Welcome home sweety. How was school today?”

“Fine.”

“Did you learn anything interesting?”

“Yep, depression is caused by genetics so I will be depressed for the rest of my life.”

“Aw, honey I’m sure you’ll get better. My ray of sunshine named Ava won’t be hidden behind the clouds forever. You just have to hold on a little longer, until the medication starts working. Do you want to watch a movie and eat ice cream? I bought your favorite, chocolate chip cookie dough.”

“You couldn’t save Dad. Why do you think you can save me?”

Ava’s words cut deep. Her mom’s smile shatters as tears stream down her face.

Good, now she’ll leave me alone.

Ava drags her body upstairs and collapses on her bed. She rests for a few moments then 

pulls out her journal.

March 29

During today’s school assembly it was said that depression is caused by genetics and other biological factors. 

Life sucks. I am always miserable or just not interested in anything anymore. My friends, Samantha and Paisley, don’t understand or they just don’t care. Mom thinks it’s just a bump in the road and that things will magically get better on their own. I did see a doctor 

months ago, but these antidepressants are useless. I am not a lab rat to wait in a cage while a doctor tries every possible drug in an attempt to cure me. I am done. I can’t pretend much longer. I can barely do anything anymore. I don’t want to do anything. 

Can this end?

Since genetics and biology just are and cannot be changed. Then the only way for this hell to end is for me to end it. 

The other day I searched for how to end it. I saw suffocation, poisoning, shooting, jumping, cutting, stabbing, drowning, dehydration, electrocution, fire…

Suffocation – by a bag, hanging, or breathing in helium or some other gases I don’t have access to. Hanging seems a little complicated. Any poison seems to be extremely painful. Also, poison runs the risk of someone finding me unconscious and pumping my stomach.

Failing would make me even more miserable. 

No gun. Maybe jumping, would need to find a suitable building. Cutting/stabbing would be painful and could easily fail. Drowning… Dehydration or starvation are just asking someone to stop me. Electrocution seems like I have equal odds of becoming a vegetable as dying. Fire… Burning to death would be horrific, maybe smoke inhalation. The internet said 2-10 minutes of smoke inhalation could kill a person. How/where could/would there be fire though.

This may take more work than I thought. Is it worth it? What happens if I give up? Just stop participating in school, or just stop getting out of bed at all. 

Dad must have been serious. He hung himself in a building that was to be demolished.

I miss Dad, he knew how to cheer me up. I suppose that was meaningless though since he could not retain enough hope to live. 

Can anyone retain hope enough to live?

“Supper’s ready,” Mom calls.

Ava hides her journal and heads downstairs.

If I don’t eat, Mom will worry then she may interfere. I’ll try to eat.

***

“Hey,” Ava greets Samantha and Paisley, attempting to appear normal.

“I doubt you want to come but we’re going to the mall after school,” Samantha says. 

Ava lowers her head.

Of course, she doesn’t want me to come. I’m never going to get better.

Paisley tries a gentler approach. “What do you think? Can you get better?”

Ava shakes her head while avoiding eye contact, head lowered.

“Go home and sleep if you need to. We’ll be fine without you,” Samantha tells Ava.

Samantha leaves and Paisley meekly follows, not willing to risk her popularity for Ava.

Ava feels her desire for suicide strengthen as her heart shatters. 

Olivia was approaching in hopes of socializing when Ava was abandoned.

“Are you ok?” Olivia gently asks.

“No, but there is nothing that can be done.”

“Do you want to talk?”

“Not really.”

“Are you sure? I may be able to help,” Oliva offers.

“You know I have depression and as we saw from the talk yesterday there’s not much that can be done.”

Olivia is silent for a moment. 

She probably thinks I’ll never get better so why should she waste her time.

“I’m sorry. I don’t know how to help but I can be your friend and listen.”

“Ya, like that’ll do any good.” Ava blinks quickly and turns to the sanctuary of the washroom. Enclosed in a dark stall, Ava lets her tears flow.

***

In the school hallway.

In the school hallway.

 Jack returns his textbooks to his locker and Bryson saunters over.

“Hey, Jack, don’t bother coming over on Saturday.” Bryson takes a deep breath before continuing. “I can’t hang out with you anymore.”

“What happened? We were solid, weren’t we?”

“We were but I can’t be near someone with schizophrenia.”

“Yesterday you were fine with it. What changed?”

Bryson’s internal struggle is written across his face. “I can’t relax around you knowing that one day you’ll have a psychotic break. There is no cure for schizophrenia and since it’s genetic I doubt there ever will be.” 

Jack watches Bryson’s retreating form. 

How did this happen? Maybe he just needs time to process. I’ll talk to him tomorrow. Maybe he didn’t mean it.

***

The following day at school.

Jack grabs his homework from his locker before heading to the science lab. He sees Everett and Ben working on a lab assignment, Ava at the back of the room, and Bryson near the homework bin.

“Bryson! How are you today?”

I hope yesterday was a bad dream or a mistake. I don’t want to be alone.

Bryson does not react. Jack steps closer and places his hand on Bryson’s shoulder. 

“Hey—”

“Don’t touch me,” Bryson yells as he shoves Jack hard.

A table breaks Jack’s fall and the force knocks over a lit Bunsen burner. Jack’s homework catches on fire.

“What’s wrong with you Bryson? Why are you treating me like this?”

“Do I need to pound it into you to make you understand? We’re not friends. Come near me again and I will hurt you.”

This doesn’t make sense. Am I delusional?

“I don’t believe you. This must be a delusion.”

As Jack approaches Bryson the fire alarm goes off.

Real or not I’m not risking it.

Jack quickly follows the other students outside. Once they were at the assigned meeting place, Everett approaches Jack.

“Wow, I didn’t know Bryson was such a jerk. I’m Everett. Are you ok?”

“I’m Jack.” He takes a deep breath. “I will be ok, but it sucks to lose a friend.”

“Ha!” Everett’s hands fly up to cover his mouth. “Sorry I shouldn’t laugh but Bryson sucks. Based on the way he just acted he never was your friend.”

He has a point. Maybe I am better off without Bryson.

“We can be friends though,” Everett offers before calling into the crowd of students. 

“Hey, Ben, get over here.”

Ben walks over and leans on Everett’s shoulder.

“This is my friend, Jack. Can he come over to your birthday party on Friday?” Everett requests.

“Sure, the more the merrier,” Ben says with a warm smile.

“Thanks,” Jack says to his new friends.

A contended warmth fills Jack.

I won’t be alone.

***

Twenty minutes earlier.

Ava numbly observes Jack and Bryson fight. The Bunsen burner falls and the fire spreads quickly.

An opportunity has appeared.

Ava rests her head on folded arms on the table before her. 

I wish my misery would end.

Ava closes her eyes, as smoke fills the room.

***

Olivia anxiously shifts her weight from foot to foot as Mrs. Roberts takes attendance.

Where’s Ava?

“Ava,” Mrs. Roberts calls.

Silence.

“Ava,” Mrs. Roberts raises her voice.

Again, no response.

“Has anyone seen Ava?”

Olivia shakes her head.

Mrs. Roberts finishes calling attendance as panic gnaws on Olivia. 

While other teachers give Mr. Clark a thumbs up, Mrs. Roberts’ thumb points down.

This can’t be happening.

Olivia hums softly to soothe herself. After what felt like an eternity, she sees a fireman carry someone outside.

Ava!

Olivia runs to Ava’s side. Relief floods Olivia when Ava’s eyes open. 

“Even if my friendship doesn’t mean much to you, I’m really glad you’re alive, Ava.”

Ava smiles softly.

 

Note to Reader:

How Research Inspired the Short Story, Can Friends Overcome Stigma?

Can we rid the world of mental disorder stigma? Mental disorder stigmas prevent individuals from seeking professional help and may cause individuals to stop attending counseling or other programs that aid mental health. Stigma may prevent individuals from being vulnerable with others, thus isolating themselves and worsening their mental health. Many people, groups, and organizations attempt to diminish mental disorder stigmas, yet mental disorder stigmas are still prevalent. With research and this short story, I explored the causes and solutions to mental disorder stigma.

The primary audience for this creative project is young adults and the secondary audience is health care professionals. This project is a short story about high school students, their struggles with mental disorders, and the social repercussions. Many people enjoy reading and the primary audience, young adults can relate to high school students.

Mental disorder stigmas hurt people and diminish their quality of life. Many well-meaning people, groups, and organizations try to reduce mental disorder stigmas. Have they reduced mental disorder stigma and if not why? What is the most effective way to reduce mental disorder stigma? My curiosity about these questions and desire to help people are why I made this creative project.

In the story during a school assembly, Evelyn gives a speech about mental disorder stigmas, and she explains biological and genetic reasons for mental disorders which is generally inspired by all of my sources. Later Evelyn’s answer to Olivia about why mental disorder stigmas persist despite biological explanations being widely known is heavily influenced by my research. Evelyn mentions that people believe the media’s inaccurate portrayal of mental disorders (Benjamin & Pfluger, 2018), the connection between untreated serious mental disorders and violent crimes (Eide, 2020), contributes to people treating individuals with mental disorders worse simply because they are different (Levine, 2017; Peter et al., 2021; Shrivastava et al., 2012), people treat people with mental disorders worse to increase their own popularity (Kvaale & Haslam, 2016), inpatient homes being necessary and yet they increase stigma (Eide, 2020), and the debate about the distinction between mild and serious mental disorders (Eide, 2020; Levine, 2017).

In the narrative, Olivia researches why mental disorder stigma persists. She makes a list of what she finds: media (Benjamin & Pfluger, 2018), untreated mental disorders and violence (Eide, 2020), us vs. them mentality (Levine, 2017; Peter et al., 2021; Shrivastava et al., 2012), criminalizing mental disorders perpetrates stigma (Shrivastava et al., 2012), the concept of continuum beliefs could be used to combat the us vs. them belief (Peter et al., 2021), historically people with mental disorders were contained in asylums and treated terribly (Eide, 2020; Shrivastava et al., 2012), too much familiarity with people with mental disorders may increase stigma (Corrigan & Nieweglowski, 2019), biogenetic explanations don’t decrease stigma but rather may increase stigma (Doll et al., 2021; Kvaale et al., 2013; Kvaale & Haslam, 2016; Haslam & Kvaale, 2015; Levine, 2017), and psychosocial causal explanations may be better for reducing stigma, than biogenetic explanations (Doll et al., 2021; Levine, 2017). Olivia ponders how biogenetic explanations don’t decrease stigma and the implications.

In the short story, Ava hears biogenetic explanations of mental disorders and loses hope of ever getting better (Haslam & Kvaale, 2015). Research shows that perceived dangerousness and increased desire for social distance increase when biogenetic explanations of mental disorders increase (Doll et al., 2021; Kvaale et al., 2013; Kvaale & Haslam, 2016). At a school assembly, a speech was given about biogenetic explanations of mental disorders. Later Samantha and Paisley socially distance themselves from Ava, who has depression. After hearing biogenetic explanations of mental disorders desire for social distance especially increases around people with schizophrenia (Kvaale et al., 2013). Bryson socially distances from Jack, who has schizophrenia, because Bryson fears Jack. Jack refuses to accept the sudden disintegration of their friendship, so Bryson shoves him and threatens violence if Jack doesn’t leave him alone.

During editing, I made sure Jack was not violent so as to not perpetuate mental disorder stigma (Eide, 2020). I was going to demonstrate how too much familiarity increases stigma (Corrigan & Nieweglowski, 2019) with Ava’s family but decided that would be too many characters and just too much to portray in a short story. The ending portrays the characters overcoming mental disorder stigma as both Jack and Ava have friends despite their mental disorders. Overall, my research generally informed my short story about mental disorder stigma.

In conclusion, research shows that biogenetic explanations of mental disorders do not reduce mental disorder stigma, but psychosocial causal explanations may. Together biogenetic explanations and psychosocial causal explanations may reduce mental disorder stigma, but more research is needed. Let’s help people with mental disorders by caring and not spreading false information about them.

References

Benjamin, J., Pfluger, B. (2018, May 8). The media still has a long way to go in portraying mental health accurately. The Big Issue. https://www.bigissue.com/life/health/the-media- still-has-a-long-way-to-go-in-portraying-mental-health-accurately/
Corrigan, P. W., & Nieweglowski, K. (2019). How does familiarity impact the stigma of mental illness? Clinical Psychology Review, 70, 40-50. https://doi.org/10.1016/j.cpr.2019.02.001
Doll, C. M., Michel, C., Betz, L. T., Schimmelmann, B. G., & Schultze-Lutter, F. (2021). Important Role of Stereotypes in the relation between Mental Health Literacy and Stigmatization of Depression and Psychosis in the Community. Community Mental
Health Journal 58, 474–486. https://doi.org/10.1007/s10597-021-00842-5
Eide, S. (2020, Winter). In Defense of Stigma. National Affairs. https://nationalaffairs.com/publications/detail/in-defense-of-stigma
Haslam, N., & Kvaale, E. P. (2015). Biogenetic Explanations of Mental Disorder: The Mixed-Blessings Model. Current Directions in Psychological Science, 24(5), 399–404. Retrieved March 11, 2022, from http://www.jstor.org/stable/44318903
Kvaale, E. P., Gottdiener, W. H., & Haslam, N. (2013). Biogenetic explanations and stigma: A meta-analytic review of associations among laypeople. Social Science & Medicine, 96, 95-103. https://doi.org/10.1016/j.socscimed.2013.07.017
Kvaale, E. P., & Haslam, N. (2016). Motivational orientations and psychiatric stigma: Social motives influence how causal explanations relate to stigmatizing attitudes. Personality and Individual Differences, 89, 111-116.
https://doi.org/10.1016/j.paid.2015.09.044
Levine, B. E. (2017, February 1). Killing “Schizophrenics”: Contemporary U.S. Psychiatry Versus Nazi Psychiatry. CounterPunch. https://www.counterpunch.org/2017/02/01/killing-schizophrenics-contemporary-u-s-psychiatry-versus-nazi-psychiatry/
Peter, L. J., Schindler, S., Sander, C., Schmidt, S., Muehlan, H., McLaren, T., Tomczyk, S.,
Speerforck, S., Schomerus, G. (2021). Continuum beliefs and mental illness stigma: A systematic review and meta-analysis of correlation and intervention studies. Psychological Medicine, 51(5), 716-726. http://dx.doi.org/10.1017/S0033291721000854
Shrivastava, A., Johnston, M., & Bureau, Y. (2012). Stigma of Mental Illness-1: Clinical reflections. Mens sana monographs, 10(1), 70–84. https://doi.org/10.4103/0973-1229.90181

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Hang Tough, Don’t Puff by Evan Wang

In this presentation, Evan Wang aims to spread awareness and education surrounding the potential harms of electronic cigarettes. Not only does Evan outline important and informative aspects of electronic cigarette usage, but he presents this information in a way that is engaging and eye-opening to younger audiences.

Hang Tough, Don’t Puff

Note to Reader:

The emergence of vaping devices in the 21st century has become a threat to the public health of the current generation. Electronic cigarettes have been marketed as a better nicotine-based device compared to traditional cigarettes. While some smokers use the device to quit smoking, adolescents are using the device to start smoking. The lack of knowledge of the potential danger of electronic cigarettes is one of the main reasons that adolescents are vaping. My presentation aims to convince adolescents to avoid smoking and vaping by targeting the false belief that vaping is not harmful to human health. I did this by presenting possible damages that smoking and vaping can cause to their physical health, mental health, and social network. Instead of talking about commonly seen diseases such as lung cancer, I decided to present information on possible damages that people are unfamiliar with. Even though my primary audiences are adolescents in middle school or high school who have not yet or have just started to develop the habit of smoking, the information I provided in the presentation can also be informative to secondary audiences such as teachers, parents, or siblings of my primary audiences.

I started the presentation by giving some questions for my audience to think about and answered those questions as I introduced myself. The reason that I decided to use approximately two minutes elaborating on my experience as someone who has quit smoking is that I believe it can make the presentation more persuasive. My experience proves that being ignorant of the possible damages of vaping can lead to unexpected consequences. My introduction acts as a transition to my topic as I explain to my audiences that the information in the presentation would have prevented me from starting to vape.

The first thing that I introduce to my audience is nicotine addiction and how our nicotine dependence increases without us noticing. I was inspired by an article that explains that there is a “high degree of conflicting perceptions and uncertainty adolescents possess when considering nicotine addiction” (Roditis et al., 2015, p.162). I find this important because I have also failed to acknowledge that I was addicted to nicotine when I was still smoking. The result of failing to acknowledge that one is addicted to nicotine can lead to higher dependence on nicotine and one may seek products with higher nicotine concentrations to satisfy their needs. This is when I introduce the knowledge that some unregulated companies produce devices that can control the flux of nicotine which leads to more severe addiction. This knowledge is adapted from an article that explained that “unregulated nicotine levels in both cigarettes and e-cigarettes can lead to repeated and overexposure of nicotine to youth which can lead to addiction and detrimental effects on their cognitive functions” (Gholap & Halquist, 2020, p.443). This information supports another brief article which explained that “those who use e-cigarettes with higher nicotine concentrations are more likely to progress to more frequent and intense combustible cigarette smoking and vaping” (Burke, 2018, paragraph 1). This brief article inspired me to elaborate on the irony that people started to vape because they believe it is less harmful than traditional cigarettes, but nicotine addiction led by vaping can result in later use of traditional cigarettes. As I mentioned this irony to my audience, I explained that I have experienced every step from vaping to addiction to dual use of both electronic and traditional cigarettes.

Before I enter the part of the presentation in which I explain the damages to physical health, I decided to explain the concept of social smoking. Since some people only smoke when they are with their friends, they might think social smoking doesn’t affect them in any way and might not pay attention to the latter parts of the presentation. Therefore, I decided to explain how social smoking can affect one’s health. The information that I presented was inspired by a study that explained that “light and intermittent smoking carry nearly the same risk for cardiovascular disease” (Schane et al., 2010, p.1519) and that the risk of light and intermittent smokers having lung disease is substantial (Schane et al., 2010, p.1519).

I’ve broken down damages to physical health into four parts. The four categories are damage to the respiratory system, brain, skin health, and reproductive system. Before I elaborate on how physical health is damaged, I decided to explain what causes it. Shinbashi and Rubin (2020) explained in their study that some of the most common toxic chemicals in e-cigarettes are “propylene glycol, glycerol, volatile organic compounds, heavy metals, ultrafine particulates, and a variety of flavoring compounds” (p.88). I decided to include this information in my presentation to better clarify what kinds of chemicals are harmful.

I’ve broken down the damages to the respiratory system into three parts. The three parts include the oral cavity, pharynx, and lung. The reason I decided to elaborate on damage to oral health led by vaping and smoking is because it affects our daily life. I’ve adapted information from a study that claimed that inflammation of the oral tissue can lead to symptoms such as “gingival pain and bleeding, tongue and inside cheek pain, and cracked or broken teeth” (Livingston et al., 2022, p.10). Livingston et al. (2022) also explained that such oral tissue damage is seen more often in e-cigarette-only users compared to traditional cigarette-only users (p.10). Such damage influences our daily life because it can cause pain when we eat, and broken teeth can affect appearances. These damages are more realistic for adolescents compared to serious diseases such as lung cancer which takes a long time to develop.

When I mention damages caused to the pharynx and lung tissues, I’ve also focused more on health deficits that can directly affect my audience’s life. Livingston et al. (2022) explained that vaping can cause minor symptoms such as throat irritation and coughing and more serious diseases such as asthma (p.10). Getting asthma means that they will have problems playing sports, which I believe is a persuasive point to convince adolescents to not vape or smoke. Livingston et al. (2022) also explained that asthma is seen more often in e-cigarette only users compared to traditional cigarette only users (p.10) and the reason is that “the glass fibers found in the cartridges and the metals contained in the aerosols may cause bronchial inflammation that contribute to asthma” (Livingston et al., 2022, p.10). Since vapes are popular among adolescents, I find it important to emphasize the health deficits seen more often in e-cigarette-only users.

Another lung disease that I mentioned in my presentation was bronchiolitis obliterans, also known as popcorn lung. I was inspired by the research finding that “THC and cannabinoid oil products played a large role in fueling the outbreak of vaping associated pulmonary injury” (Shinbashi & Rubin, 2020, p.88). This finding reminded me that there was news about e-cigarette users getting popcorn lungs in the past and I wanted to clarify why there are such diseases. I adapted information from Shinbashi and Rubin’s study and explained that the lack of regulation leads to the production of vapes with THC. I have also used an article as a reference to explain what popcorn lung is. The article explains that popcorn lung is an irreversible disease in which the airways in the lung are blocked by scars resulting from inflammation and since the airways are blocked, patients will have problems retrieving oxygen as well as releasing carbon dioxide (Rose, 2012, paragraph 1).

The next part of my presentation is about brain damage. To explain why vaping affects the development of the brain during adolescence, I referred to Yuan et al. (2015) who explained that human brains undergo a “reorganization of brain regions necessary for mature cognitive and executive function, working memory, reward processing, emotional regulation, and motivated behavior” (Yuan, 2015, p.3397). I have also referred to Yuan et al. (2015) who explained that the presence of nicotine during adolescence can lead to a higher chance of “using drugs, engage in high-risk sexual behavior, and develop psychiatric disorder” (Yuan, 2015, p.3404) to illustrate what kinds of deficits will result from vaping and smoking. I have emphasized that these deficits will be everlasting and even light smoking can cause damage to the brain (Yuan, 2015, p.3397). I find this information especially important because many e-cigarette users, including me, failed to acknowledge the danger of light smoking. I believe that the information I provided can be effective to convince non-smokers to not try light smoking or social smoking.

Since most adolescents care about how they look, I decided to include information regarding how smoking can affect one’s skin health. Skinner et al. (2017) explained in their study that “smoking is associated with negative health of skin and increased signs of facial aging” (p.1). I find this piece of information important because most people care about their appearance, especially adolescents. The study includes pictures of identical twins, one who smokes and one who doesn’t. I have used the images in my presentation to show the difference between smokers and non-smokers because pictures can directly show how smoking affects appearances. The study shows that most participants were able to tell which one of the twins smokes just by looking at their pictures (Skinner et al., 2017, p.7). When I saw those pictures, I was also able to tell who smoked. Therefore, I am confident that my audience will also be able to tell the difference. By the end of the slide, I proposed a question “you might look cool smoking in high school, but do you want to look ten years older than your peers when you are in university?” for my audience to evaluate the advantages and disadvantages of smoking at an early age.

The final part of explaining the damage to physical health was targeting my male audiences. I referred to a study that shows the correlation between smoking and impotence. Tong et al. (2022) explained in their study that smoking leads to a higher degree of internal pudendal artery calcification (IPA) and IPA calcification has a direct and positive relationship with erectile dysfunction (p.1). I find this piece of information persuasive among male adolescents because I believe no one would want to be impotent at an early age. Furthermore, I have emphasized in my presentation that being impotent not only affects the ability to have pleasure but can also affect their relationship with future partners.

I began my explanation of damages to mental health by explaining that the common understanding that smoking removes anxiety is a false belief. Livingston et al. (2022) explained that the most common health problems are depression, suicidal thoughts, anxiety, and anxiety-related psychiatric symptoms (p.12). The study also explained that dual smokers have higher levels of mental health problems compared to e-cigarette-only users and e-cigarette-only users have a higher level of mental health problems compared to non-smokers (Livingston et al., 2022, p.11-12). This information extends on previous slides when I explained that vaping can lead to dual smoking of both traditional and electronic cigarettes. Meaning that if one starts to vape, they will have mental health problems and since vaping can lead to dual smoking, there is the possibility of having severe damage to mental health. To make it clear to my audience about the difference in mental health status between smokers and non-smokers, I referred to Livingston et al. (2022) who explained that “Lifetime e-cigarette only users were three times more likely to have engaged in suicide planning, and five times more likely to have made a suicide attempt than non-users” (p.12).

After elaborating on some of the damages to physical and mental health, I decided that it is important to mention how vaping can affect the quality of their social network. I referred to Burnell et al. (2021) who explained the term “peer similarity in substance use” (p.909). Peer similarity in substance use basically means that those who smoke are likely to make friends who also smoke (Burnell et al., 2021, p.909). I’ve linked this information with previous slides where I mentioned smoking at a young age can develop psychological deficits due to the existence of nicotine during brain development (Yuan, 2015, p.3404). I decided to talk about this because people may not realize that they are influenced by their environment when they are the subject to the issue. Therefore, I find it important to inform my audiences that there is the possibility of being influenced by friends who may have psychological deficits due to smoking at a young age.

Throughout the presentation, I utilized images to make my slide more visually appealing. The images were acquired from the following sources:

Figure 1. (2021). All kinds of vaping devices [Photograph]. HealthDay. https://consumer.healthday.com/b-9-10-fda-bans-sale-of-nearly-a-million-e-cigarettes-allow-juul-to-remain-on-market-2654959371.html

Figure 2. Wang, E. (2020). My self-portrait [Photograph].

Figure 3. (2019). A woman vaping [photograph]. BBC News. https://www.bbc.com/news/business-44295336. 

Figure 4. (2022). An illustration of the respiratory system [illustration]. Quizlet. https://quizlet.com/vn/254948032/respiratory-system-diagram/

Figure 5. (2019). Portable frontal chest radiograph in a 17-year-old male taken on day 2 of a community hospital admission showing diffuse micronodular opacities in both lungs [Radiograph]. Canadian Medical Association Journal. https://doi.org/10.1503/cmaj.191402

Figure 6. (2019). Portrait of the twin that is not a smoker [photograph]. The Royal Society Publishing. https://www.bbc.com/news/business-44295336. 

Figure 7. (2019). Portrait of the twin that is a smoker [photograph]. The Royal Society Publishing. https://www.bbc.com/news/business-44295336. 

Figure 8. Peerzaada, H. (2010). Smoking leads to impotence … Quit smoking [photograph]. Flickr. https://www.flickr.com/photos/humayunnapeerzaada/5401913288

Figure 9. Weda, A. (2013). Indonesia world no tobacco day [photograph]. Shutterstock. https://www.shutterstock.com/zh/editorial/image-editorial/picture-available-on-31-may-2013-shows-7960195c

Figure 9. (2018). Don’t be fooled [Propaganda]. Apicat. https://apicat.org/resources/tobacco-health-information/e-cigs-vape/

Figure 10. (2019). Don’t vape [Propaganda]. Everyday Health. https://www.everydayhealth.com/stop-smoking/a-practical-guide-to-quit-vaping/

In conclusion, the false belief that vaping is not harmful has led to vaping’s increasing popularity among adolescents. Adolescents need to be aware of the possible damage vaping can cause to their physical health, mental health, and social network. My presentation aims to convince adolescents to not vape and smoke by providing my own experience as a smoker who has quit along with pieces of information adapted from credible sources. If adolescents fail to acknowledge the consequences of vaping and smoking at an early age, there can be everlasting damages to their health, and they will have to live with those damages for the rest of their lives.

References:

Burke, M.G. (2018). High-Nicotine E-Cigarettes Lead to More Smoking and Vaping. Contemporary Pediatrics, 35(2), 7. https://go.gale.com/ps/i.do?p=HRCA&u=ubcolumbia&id=GALE|A530637147&v=2.1&it=r&sid=summon

Burnell, K., Kwiatek, S. M., Hoyle, R. H. (2021). Are Exclusive E-Cigarette Users Unique? Comparing Predictors of Exclusive E-Cigarette Use With Traditional Tobacco Use and Dual Use Among U.S. Adolescents. Substance Use and misuse, 56(6), 905-910. https://doi.org/10.1080/10826084.2021.1899236

Gholap, V., & Halquist, M. (2020). Historical Perspective of Proactive and Reactive Regulations of E-Cigarettes to Combat Nicotine Addiction. Journal of Addiction Medicine, 14(6), 443-445. https://doi.org/10.1097/ADM.0000000000000627

Livingston, J. A., Chen, C.H., Kwon, M., Park, E. (2022). Physical and Mental Health outcomes Associated with Adolescent E-Cigarette Use. Journal of Pediatric Nursing, 64, 1-17. https://doi.org/10.1016/j.pedn.2022.01.006

Roditis, M., Lee, J., Halpern-Felsher, B. L. (2015). Adolescent (Mis)Perceptions About Nicotine Addiction: Results From a Mixed-Methods Study. Sage Journals, 43(2), 156-164. https://journals.sagepub.com/doi/pdf/10.1177/1090198115598985

Rose, C. S. (2012). Bronchiolitis Obliterans. National Jewish Health. https://www.nationaljewish.org/conditions/bronchiolitis-obliterans

Schane, R. E., Ling, P. M., Glantz, S. A. (2010). Health Effects of Light and Intermittent Smoking: A Review. Circulation, 121(13), 1518-1522. https://doi.org/10.1161/CIRCULATIONAHA.109.904235

Shinbashi, M., & Rubin, B. K. (2020). Electronic Cigarettes and E-Cigarettes/Vaping Product Use Associated Lung Injury (EVALI). Paediatric Respiratory Reviews, 36, 87-91. 10.1016/j.prrv.2020.06.003

Skinner, A. L., Woods, A., Stone, C. J., Penton-Voak, I., Munafò, M. R. (2017). Smoking Status and Attractiveness Among Exemplar and Prototypical Identical Twins Discordant for Smoking. The Royal Society, 4 (12), 1-10. https://doi.org/10.1098/rsos.161076

Tong, E., McDonnell, C., Hunter, K., Sheahan, K., Torreggiani, W. C., (2022). Can Smoking Cause Impotence? A Radiological Retrospective Cohort Study Comparing Internal Pudendal Artery Calcification on CT in Male. Smokers Versus Non-Smokers. Irish Journal of Medical Science, 1(3), 1-5. https://doi.org/10.1007/s11845-022-02948-5

Yuan, M., Cross, S. J., Loughlin, S. E., Leslie, F. M. (2015). Nicotine and Adolescent Brain. The Journal of Physiology, 593(16), 3397-3412. https://doi.org/10.1113/JP270492

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Disney’s Heteronormative Propaganda in Queer Coding of Villains by Khushi Jain

This video presentation by Khushi Jain delves into a complex exploration of queer coding in the portrayal of villains by the Walt Disney Company. Khushi explores the different ways in which Disney participates in queer coding and how this phenomenon can have lasting negative impacts on Queer communities.

Disney’s Heteronormative Propaganda in Queer Coding of Villains

Note to Viewer:

Incorporating creative ways to promote a concept ensures the development of an innovative perspective and a better understanding among the audience. An industry that heavily relies on creativity to relay information to its audience is the media. Media utilizes various forms of creative methods to communicate ideas, such as advertisements, movies, and social media. Among these, movies have the widest scope as they are easily accessible by various age groups and populations in the world. One of the most well-known film production houses is the Walt Disney Company. Movies produced by Disney play a significant role in shaping people’s opinions by utilizing various creative conventions, including animated visuals and captivating music, to provide entertainment and gain their audience’s attention. Disney movies are especially favoured among both the young and the older audience for the inclusion of valuable lessons about family, love, and morality. However, these movies often integrate implicit messages of appropriate gender behaviour and thus, influence the process of socialization in children. This objective is often carried out by Disney, through queer coded villains, to promote the notion of heteronormativity as villains are those who deviate from what society deems appropriate and normal.

The popularity of Disney films rose in the 20th century and the early 2000s with the creation of the eleven Disney Princesses, including Snow White, Cinderella, Ariel, Belle, Jasmine, and Pocahontas (Garlen & Sandlin, 2017). This finding gave me a detailed understanding of Disney’s history and set up the background for my project topic. Also, it depicted how Disney protagonists act as educative tools to shape the beliefs and attitudes of its audience towards appropriate gender roles while showcasing the antagonists as those who are punished for their deviant behaviour. According to Kim (2017), queer coding refers to the representation of characters as displaying “stereotypical behaviours and traits consistent with those of Queer communities” though they are “not explicitly stated as homosexual” (p. 156). It first emerged due to the implementation of the “Hays Code” in 1934, which banned the explicit depiction of homosexual content from Hollywood cinema (Kim, 2017, p. 158). Therefore, the historical knowledge about queer coding provided me with additional insight into the objective behind this practice and helped me explore heteronormative propaganda as one of its main causes.

Moreover, Gunn (2009) defines heteronormativity as the alienation of “other sexualities by promoting heterosexuality as the one and only natural sexual orientation” (as cited in Fan, 2019, p. 124) thus, legitimating homophobia as “the irrational fear of gay and lesbian people” (Robinson, 2016, p. 1). Thus, Disney’s intention to promote heteronormativity by encouraging negative views about the Queer community is considered a form of propaganda. Propaganda is defined as “the expression of opinions or actions carried out deliberately by individuals or groups with a view to influenc[e] the opinions or actions of other individuals or groups for predetermined ends and through psychological manipulations” (Ellul, 1965, as cited in Viorel, 2017, p.114). These three articles by Fan (2019), Robinson (2016), and Viorel (2017) form some of the main terminologies of my topic as well as my rationale. Therefore, through this presentation, I hoped to critically analyze the widespread discrimination experienced by the Queer community and how Disney movies, in particular, encourage this discrimination.

Additionally, research revealed that Disney animated movies are favoured by parents because it assists their children in the process of socialization, especially in the development of gender, by affirming their views about gender roles so that they can accurately perform them as they mature (Dundes et al., 2019; Golden & Jacoby, 2017; Letts, 2016;). This observation developed my explanation about Disney’s participation in the process of socialization as well as encouraged me to focus on the young adults between ages 18 to 25 as my primary audience. I believe that this project is highly appropriate for this audience because, in today’s world, young adults are the most curious and socially active about the latest happenings in the LGBTQ+ community, which is emerging as a topic of high interest in academic institutions, interpersonal discourses, and in popular media, like social networking apps. Also, it appeals to them on a personal level because this is the age period when these individuals go through the process of discovering their gender and sexual identities, and can thus, empathize with the issues faced by the LGBTQ+ community. Also, this observation framed my understanding of a secondary audience as those who display conservative views about the newly emerging topics of gender and sexuality because they consider the social structures of heteronormativity and heteropatriarchy to be natural and those which ensure the reproduction of the next generation.

Subsequently, research also revealed that Disney consistently showcases its queercoded villains as evil who dare to deviate from the traditional heterosexual norms and thus, associate their villainy with their sexuality (Brown, 2021; Helmsing, 2016; Kim, 2017; McLeod, 2016). This finding structured the evidence for my presentation as well as the critical reasoning I provide to support it by analyzing the queer coded physical and personality characteristics of some of Disney’s most popular villains, including Captain Hook from Peter Pan, Governor Radcliff from Pocahontas, Jafar from Aladdin and Ursula from The Little Mermaid. Further, this finding motivated me to explore my artistic creativity by developing sketches for each of the four villains mentioned, and I drew inspiration for these sketches from their portrayal in Disney animated movies. Sketching their figures proved to be a challenging task for me as each villain possessed specific details in their attires, makeup, physical features, and also, their overall vibrancy, which are difficult to draw and colour on paper. This challenge helped me realize the significance of incorporating graphics in establishing an improved learning environment where the audience can easily make associations between various pieces of information to develop a better understanding of the topic as a whole. Therefore, I use several other graphics in my PowerPoint slides, such as images and animation along with my inspired sketches, to provide a holistic knowledge of my topic.

To conclude, it is important to recognize queer coding, not only in Disney movies both also in other forms of media, so as to raise awareness and challenge the negative stereotypes about the Queer community. Further, it is crucial to understand how this negative portrayal of gender and sexuality in mainstream media influences the beliefs of people in various age groups, especially the younger population. Hence, this will increase our knowledge about Queer identities and establish an inclusive environment where people of different gender and sexual identities can get the respect they deserve.

References

Brown, A. (2021). Hook, Ursula, and Elsa: Disney and Queercoding from the 1950s to the 2010s. Johns Hopkins University, 2(1), 27887.

Dundes, L., Buitelaar, M. S., & Streiff, Z. (2019). Bad witches: Gender and the downfall of Elizabeth Holmes of Theranos and Disney’s Maleficent. Social Sciences (Basel), 8(6), 175. https://doi.org/10.3390/socsci8060175

Fan, J. (2019). Queering Disney animated films using a critical literacy lens. Journal of LGBT Youth, 16(2), 119133. https://doi.org/10.1080/19361653.2018.1537871

Garlen, J. C., & Sandlin, J. A. (2017). Happily (n)ever after: The cruel optimism of Disney’s romantic ideal. Feminist Media Studies, 17(6), 957971. https://doi.org/10.1080/14680777.2017.1338305

Golden, J. C., & Jacoby, J. W. (2017). Playing princess: Preschool girls’ interpretations of gender stereotypes in Disney princess media. Sex Roles, 79(56), 299313. https://doi.org/10.1007/s1119901707738

Helmsing, M. (2016). “This Is No Ordinary Apple!”: Learning to Fail Spectacularly from the Queer Pedagogies of Disney’s Diva Villains. In Disney, Culture, and Curriculum (pp. 89102). Routledge.

Kim, K. (2017). Queercoded Villains (And Why You Should Care). Dialogues@ RU, 156165.

Letts, W. (2016). Camp Disney: Consuming queer subjectivities, commodifying the normative. In Disney, culture, and curriculum (pp. 148160). Routledge.

McLeod, D. S. (2016). Unmasking the Quillain: queerness and villainy in animated Disney films.

Robinson, B. A. (2016). Heteronormativity and homonormativity. The Wiley Blackwell encyclopedia of gender and sexuality studies, 13.

Viorel, T. (2017). Some reflections concerning the problem of defining propaganda. Argumentum (Iași, Romania), 15(2), 110125.

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How the Spread of Fake News on Social Media Contributes to Vaccine Hesitancy by Paris Crighton-Foder

This visually appealing infographic was designed by Paris to spread awareness about how misinformation on social media has contributed to vaccine hesitancy.

Note to Reader

The COVID pandemic changed the nature of our social interactions dramatically. Many of us became increasingly reliant on social media to maintain friendships during times of isolation. With increased screen time and a desire for connection, people have turned to social media to express their attitudes and opinions about the pandemic. Conversations about vaccinations and fake news have become more divisive than ever before, and in some extreme cases, have jeopardized relationships. In recent months, I became interested in researching a question that has become very relevant in many of our lives today. Has the widespread use of social media and the increasing spread of fake news contributed to vaccine hesitancy during the COVID pandemic? While COVID has exposed the digital divide, social media and fake news contribute to the increasing spread of fake news and contributed to vaccine hesitancy as the increased number of interactions in the digital world allow people to feel connected during times of isolation, and social media has made it easier than ever for consumers to access information.

To begin my creative research project, understanding and defining fake news in the context of social media was extremely important. As defined in Fake News: Understanding Media and Misinformation in the Digital Age, fake news can be best understood as, “purposefully crafted, sensational, emotionally charged, misleading or totally fabricated information that mimics the form of mainstream news” (Zimdars & McLeod, 2020). The spread of fake news is driven by advancements in technology and an increase in social media usage. According to research, fake news spreads faster than real news on the internet (Vosoughi, Roy & Aral, 2018).

When it comes to the psychology of fake news, there are a variety of aspects that might contribute to one’s belief. First, there is a lack of critical thinking and attention, rather than deliberate misinformation (Pennycook & Rand, 2021). This may help account for the disconnect between what people think and what they post on social media (Pennycook & Rand, 2021). Social media has become more accessible than ever before, and further factors that contribute to the susceptibility to fake news may be influenced by delusionality, religious fanaticism, and overconfidence, which prevents individuals from slowing down and participating in critical reasoning (Pennycook & Rand, 2021). Familiarity and comfort may be used as a heuristic in the justification of these beliefs (Pennycook & Rand, 2021). Lastly, when analyzing news, the source is a crucial factor to consider. Participants are more likely to trust the information provided by people they regard as trustworthy, which is known as confirmation bias (Pennycook & Rand, 2021). In a research study, participants were asked if they would share a set of headlines, they assessed true headlines as considerably more accurate than false headlines (Pennycook & Rand, 2021). However, when participants were asked whether they would share the headlines, truthfulness did not influence their sharing intentions (Pennycook & Rand, 2021). Many participants reportedly prepared to share material that they may have classified as false as a result (Pennycook & Rand, 2021).

Regarding demographics, age and being older have been linked to a greater vulnerability to fake news (Roozenbeek et al., 2020). Furthermore, studies have identified a number of major motivators as predictors of misinformation, such as a lack of trust in science, journalists and the mainstream media, as well as government and the impact of political ideology (Roozenbeek et al., 2020). To stop the virus from spreading, social and behavioral science insights are key, especially when it comes to misleading people about the vital information surrounding the pandemic. Not only is misinformation harmful, but that belief in it can also help predict health behaviors and attitudes toward vaccines overall (Roozenbeek et al., 2020). With 62 million views globally, a recent analysis of the top coronavirus YouTube videos revealed that over 25% of the top videos contained false information (Roozenbeek et al., 2020).

It has been stated that self-reported minority status and belief in fake news are linked. (Roozenbeek et al., 2020). According to a study conducted to determine the proportion of participants from various nations who are most susceptible to fake news, 22 percent of respondents in each country are more vulnerable to misinformation (Singh et al., 2022). Yemen, Saudi Arabia, and Tunisia had the highest levels of trust in misinformation (Singh et al., 2022). In contrast, the people of Sweden and Finland appear to be the least receptive to fake news (Singh et al., 2022). COVID-related fake news was more likely to be encountered and believed in less developed regions, according to the results, and misinformation was shown to be more prevalent in countries with lower GDP per capita (Singh et al., 2022).

Vaccine hesitancy has been identified as one of the top ten public health threats by the World Health Organization (Igoe, 2019). The degree to which people are susceptible to misinformation has a negative correlation with their acceptance of the COVID vaccination (Igoe, 2019). Not only do public figures use their platform to speak about topics on which they are not experts, but social media influencers also share and spread misinformation through their social media platforms (Honora et al., 2022). Given the ever-increasing accessibility to social media, this has become a prevalent problem during the pandemic. The vast majority of Americans agree with vaccinations, but they do not speak up. This leaves influencers with large platforms to fill in the gaps with misinformation (Igoe, 2019). Celebrities, like influencers, have a sizeable social media following. So much so, that their influence may outweigh that of other public figures. Some celebrities have not been afraid to share their thoughts on the COVID pandemic and their opposition to vaccines, further polarizing an already contentious issue.

According to studies, information overload contributes to vaccine skepticism and lowers vaccination intentions (Wilson, 2020). The endorsement of misinformation and untrustworthy information by celebrities has also contributed to vaccination apprehension (Wilson, 2020). These attitudes overall have direct consequences on the success rate of vaccine programs.

There is an international aspect that adds to the spread of misinformation and vaccine hesitancy in addition to the transmission of misinformation through social media. According to research, Russian bots in collaboration with broadcast networks have pushed anti-vaccine propaganda throughout Western social media (Wilson & Wiysonge, 2020). These claims might be part of a larger effort to hinder public health in both developed and developing countries (Wilson & Wiysonge, 2020). While unravelling the international scope of vaccine hesitancy and the link between social media, it is also important to comprehend the prevalence of COVID’s exacerbated digital divide. Almost half of the world’s population does not have internet access, and less than one in every five people in the least developed countries are connected (Clark-Ginsberg & Petrun Sayers, 2020). Due to certain histories, vulnerable communities may mistrust authorities, leading some to disregard officials’ guidelines. The digital divide is especially troublesome during the pandemic, as seen by the World Health Organization’s definition of the pandemic as an “infodemic,” characterized by an excess of both true and false information that makes locating reliable sources extremely difficult (Clark-Ginsberg & Petrun Sayers, 2020). One of the most difficult tasks is connecting with vulnerable communities to give updates and information on precautionary measures (Clark-Ginsberg & Petrun Sayers, 2020).

Often, discussions about generations inevitably turn into stereotyping. Such discourse would be less concerning if genuine research of generational differences, as seen throughout the allocation of blame for the ongoing COVID pandemic, were not present. The lack of a consistent response, dismissal of early warnings, leaders’ promotion of scientific fallacies, and the disproportionate economic cost of mitigation measures all contributed to young people’s limited behavior changes (Gharzai et al., 2020). COVID information overload on social media’s detrimental impacts on users’ mental health and an investigation into the dark side of Generation Z’s social media use during lockdowns (Liu et al., 2021). Involving all generations in the pandemic response will encourage intergenerational collaborative efforts and strengthen our collective response to COVID and the future of pandemics.

To answer my research question about whether the widespread use of social media and the spread of fake news contributed to vaccine hesitancy during the COVID pandemic, I conducted extensive research on the subject, examining various aspects to gain a better understanding of an audience that may be affected by this topic. While defining fake news, examining various demographics and international perspectives, the psychology of fake news, and who is more susceptible across generations, there is sufficient research to support a relationship between the two. While COVID has highlighted the digital divide, social media, and fake news also play a role in vaccine hesitancy. The increased number of interactions in the digital world allows people to feel connected during times of isolation, and social media has made it easier for consumers to access information than ever before. Misinformation can affect users, which can be used to manipulate them for political or other purposes. Although the future of social media is unknown, it is important to be skeptical of information, especially on social media, and to take it with a grain of salt. Preventing the negative aspects of social media is not only in the hand but also at the expense of consumers, highlighting the double-edged sword.

References 

Clark-Ginsberg, A., & Petrun Sayers, E. L. (2020). Communication missteps during COVID-19 hurt those already most at risk. Wiley Online Library. Retrieved 2022, from https://onlinelibrary.wiley.com/doi/10.1111/1468-5973.12304

Gharzai, L. A., Beeler, W. H., & Jagsi, R. (2020, April 21). Playing Into Stereotypes: Engaging Millennials and Generation Z in the COVID-19 Pandemic Response. Advances in Radiation Oncology. Retrieved 2022, from https://www.sciencedirect.com/science/article/pii/S2452109420300841

Honora, A., Wang, K.-Y., & Chih, W.-H. (2022, January 4). How does information overload about covid-19 vaccines influence individuals’ vaccination intentions? the roles of cyberchondria, perceived risk, and vaccine skepticism. Computers in Human Behavior. Retrieved April 10, 2022, from https://www.sciencedirect.com/science/article/pii/S0747563221004994

Igoe, K. J. (2019, July 10). Establishing the truth: Vaccines, social media, and the spread of misinformation. Executive and Continuing Professional Education. Retrieved 2022, from https://www.hsph.harvard.edu/ecpe/vaccines-social-media-spread-misinformation

Liu, H., Liu, W., Yoganathan, V., & Osburg, V.-S. (2021, January 14). COVID-19 information overload and generation Z’s social media discontinuance intention during the pandemic lockdown. Technological Forecasting and Social Change. Retrieved 2022, from https://www.sciencedirect.com/science/article/pii/S0040162521000329

Nair, A. T., Nayar, K. R., Koya, S. F., Abraham, M., Lordson, J., Grace, C., Sreekumar, S., Chembon, P., Swarnam, K., Pillai, A. M., & Pandey, A. K. (2021, August 11). Social Media, vaccine hesitancy and trust deficit in immunization programs: A qualitative enquiry in Malappuram district of Kerala, India – Health Research Policy and Systems. Health Research Policy and Systems. Retrieved 2022, from https://health-policy-systems.biomedcentral.com/articles/10.1186/s12961-021-00698-x

Pennycook, G., & Rand, D. G. (2021, March 15). The psychology of fake news. Elsevier Ltd. Retrieved 2022, from https://www.sciencedirect.com/science/article/pii/S136466132100051 

Roozenbeek, J., Schneider, C. R., Dryhurst, S., Kerr, J., Freeman, A. L. J., Recchia, G., Bles, A. M. van der, & Linden, S. van der. (2020, October 14). Susceptibility to misinformation about COVID-19 around the world. Royal Society Open Science. Retrieved 2022, from https://royalsocietypublishing.org/doi/10.1098/rsos.201199

Singh, K., Lima, G., Cha, M., Cha, C., & Kulshrestha, J. (2022). Misinformation, believability, and vaccine acceptance over 40 countries: Takeaways from the initial phase of the COVID-19 infodemic. ProQuest. Retrieved 2022, from https://www.proquest.com/docview/2627115788?pq-origsite=summon&https://www.proquest.com/coronavirus/advanced

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Written by Douglas Broom, S. W. (2020). Coronavirus has exposed the digital divide like never before. World Economic Forum. Retrieved 2022, from https://www.weforum.org/agenda/2020/04/coronavirus-covid-19-pandemic-digital-divide-internet-data-broadband-mobbile/

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Zimdars, & McLeod, Kembrew. (2020). Fake news: understanding media and misinformation in the digital age. The MIT Press.

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The Many Forms of Propaganda by Cassidy Burkart

For her final project, Cassidy created this website that sheds light on the many forms of propaganda and misinformation present both historically and in the present day. The value of this website lies in its ability to help individuals recognize propaganda and combat misinformation.

The Many Forms of Propaganda

https://penguin-dahlia-rs4m.squarespace.com/

When a visitor enters the website, the first thing they see is the “Home” page. This page contains a few different elements. At the top of the page, a menu bar takes visitors to different parts of the website. In the centre of the top is the title of the site. The eye is drawn to the welcoming text to the left of the screen. It reads:

“What is Propaganda?

Propaganda can be described as communication that is intended to persuade or indoctrinate an audience. Propaganda is not contained to specific areas of the globe, specific industries, or specific mediums (Merriam-Webster, n.d.). Propaganda at its basis is storytelling, to fulfill a greater agenda.

On this site, you can explore different forms of propaganda through the examples of prominent figures throughout history, learn how to combat misinformation and advocate for truth!”

To the right of this text is a drop-down list that includes names of prominent historical figures as well as other keywords. When a visitor clicks on one of these headings it drops down, revealing a sub-heading that provides some guiding information on each section. This informs the visitors to the site of what they can expect to find as they explore the different pages and posts.

Scrolling down on the home page, a screenshot from Merriam-Webster displays a concise definition of what exactly propaganda is. This is helpful as it informs the viewer of what propaganda is and what definition of propaganda informed Cassidy’s understanding as she built this site.

Scrolling down even further is where one can find the main content of the site. Here several featured posts can be clicked. When these posts are clicked, they take the reader to a different page that contains an in-depth article. The colorful images and succinct headlines prompt the reader to begin exploring and learning through the site.

The first article is titled “Alexander the Great.”

When one clicks on this headline, they are taken to a separate page that contains the article.

This article begins by featuring a photograph of a statue of Alexander the Great, providing a valuable visual tool to paint the image of this historical figure in viewers’ minds. This is followed by some text introducing the article and delving into more information about Alexander the Great and how his history relates to propaganda.

The article reads:

“Who Is Alexander the Great?

Alexander the Great was the ruler of ancient Macedonia and Persia, the largest empire in ancient history. Alexander became the ruler of Macedonia at the age of 20 after his father Philip II passed away (Mark, 2013).

Propaganda as a Cult of Personality

In the film Propaganda: The Art of Selling Lies, David Welch and Colin Moore (1.18.45) explained that Alexander the Great said he was the first person to use propaganda as storytelling (Weinstein, 2019). Alexander the Great became a God because he symbolized and created a story of himself, which is known as a cult of personality. He painted himself as a God to his empire. Moore and Welch describe that he had a vast territory to lead and keep their beliefs in him but he physically could not be everywhere at once. Therefore he created the narrative that he was a God. His omnipresent persona solidified his citizens’ belief in him as a ruler. He had statues made of him all over his empire, and he had coins made with his face on them so that even if he physically wasn’t present his Godlike powers were. The charisma of his cult of personality played a huge role in his success in conquering and ruling a land so vast.”

This text is followed by a photograph titled “Coins of Alexander the Great.” This artifact gives a unique visual insight into the period of history mentioned.

The final section of this article is titled “The Hellenistic Period.”

“The Hellenistic Period

After Alexander the Great passed away and his empire fell, that period of time is known as the Hellenistic period. Hellenistic means of Greek culture or relation, Alexander the Great created such a strong green narrative throughout his vast empire that areas far from Greece still kept their Greek culture from Alexander’s rule. His Godlike presence, statues, and gree culture were so engrained in his empire’s citizens that the narrative lasted thousands of years (Ferguson, 2018). The Hellenistic period is a direct link to the power of the cult of personality Alexander the Great created of himself. A whole time period was dedicated to the aftermath of his successful reign, that success being partly due to his use of propaganda.”

After finishing this article, visitors to the site can navigate back to the home pages to explore some of the other articles written by Cassidy.

The next article featured on the website is entitled “Cleopatra.”

It reads:

“Cleopatra 69 B.C. – 30 B.C.

Who is Cleopatra?

Cleopatra VII was the last ruler of ancient Egypt. Her family, the Ptolemaic dynasty, had ruled Egypt for 275 years. The throne was passed down to her at only 18 years old when her father Ptolemy XII Auletes passed away (Miles, 2011). Cleopatra had ruled Egypt for a total of 21 years, from 51 B.C to 30 B.C (Ashton, 2011).

According to Pucci, there are two versions of Cleopatra (2011). Many scholars have coined Cleopatra as the most famous and powerful woman in the world (Bowen, 2016), But what is more commonly portrayed of Cleopatra today is an evil and hyper-sexual enchantress. Cleopatra has become a sex symbol in mainstream media. Pucci explains that Cleopatra has become a vessel through which authors create their own fantasies and desires (2011).

Propaganda’s Impact

Cleopatra’s legacy was destroyed because of propaganda. The Romans spread false narratives throughout their empire, that she is a witch, an enchantress, and a harlot (Bowen, 2016). Augustus, emperor of Rome at the time Cleopatra died, got rid of all the evidence he could of Cleopatra’s success and reign as the ruler of Egypt. Her sexual nature has been portrayed through centuries of art and media, which has perpetuated the Roman propaganda that covered up her success long ago. This demonstrates how powerful and long-lasting misinformation can be.”

This part of the article includes the cover of the 1963 film, “Cleopatra.”

The final section of the article reads:

“Media Representation

The cover, and the film itself is a representation of how propaganda has impacted Cleopatra’s legacy and is presented as a sex symbol in the media.

The misogyny and propaganda of the past has lingered through centuries. The Roman generals Cleopatra had relations with are never purely discussed in a sexual light, but Cleopatra being a woman has been showed in the media through shallow characters with beautiful features and a seductive nature. She has only been recognized because of her relations with men, while the men are not only recognized for their relations with Cleopatra but are also celebrated for the successful generals they were.

This Youtube Video by Ted-Ed is a perfect example of the patriarchal propaganda that has oppressed the history of Cleopatra’s success. https://www.youtube.com/watch?v=Y6EhRwn4zkc

Another option for navigating the articles rather than going back and forth between the home page and the other pages is to scroll down. There is a navigational tool underneath the article that allows viewers to flip between the previous article and the next article.

The next featured article is called “Donald Trump.”

It reads:

“Who is Donald Trump?

Donald Trump is an American businessman and media figure turned politician. He became the 45th President of the United States in 2017 and was in office until 2021. (The White House, n.d.). Donald Trump represented the Republican Party and pledged to “Make America Great Again” while he was in office. Trump and his time in office is undoubtedly recognized across the globe as his personality, policies, and tweets were polarizing and often had the attention of the international community as well as American citizens.

Cult of Personality

Donald Trump’s tweets, his loyal following and the constant buzz around his name was propagandist tactic. He is a media personality after all, and his use of the media to create polarization, a loyal following, and a loud personality affirms that. Trump used his cult of personality to his advantage before, during, and after being in office (Wimberly, 2018).”

This is followed by visual evidence, including screenshots of Donald Trump’s tweets.

After briefly looking at these tweets, Cassidy moves into an examination of how social media has been used by Trump as a propagandist tool.

Now that visitors to the site have had the opportunity to learn more about how propaganda has been used by prominent historical figures, the next featured article focuses on the various forms of modern-day propaganda.

It reads:

“Modern-Day Propaganda

A look at industries and war

Industrial Propaganda

O’Connor & Weatherall use the tobacco industry as an example when they dissect industrial propaganda in their book The Misinformation Age (2019). Industrial propaganda involves the industry persuading their consumers to be in favour of their products despite the consequences. Media plays a huge role in achieving this persuasion. Tobacco, for example, was embedded in American culture and media. Movies, TV, and social media play a massive role in modern propaganda. Celebrity endorsements, pop culture and media are highly influential. Drawing on the tobacco industry, the media portrayed people smoking very frequently, which helped the sales and popularity of smoking continue to rise despite research showing how harmful it is. Biased production and research funding are other reasons industrial propaganda can be so powerful. If an industry funds its own research, they have control over what research gets published. Therefore, research can be left out, and the findings will be in the industry’s favour (Shaw, 2022).

Industrial propaganda is a perfect example of how everyone is affected by forms of propaganda, no one can escape misinformation when an industry only publishes findings in their favour, and shows advertisements only using the point of view of said funded research. How can citizens know falsehood from reality when all the research from certain industries only shows part of the truth?”

This article features a photograph of a cigarette ad as evidence of the role of advertising in spreading propaganda.

“Wartime Propaganda

Wartime propaganda has been around for a long time. However, with the new digital age, it has significantly evolved. Old examples of wartime propaganda can be recognized as the Rose the Riveter, Uncle Sam and the Soviet Union’s motherland. Wartime propaganda before the digital age was usually portrayed through posters, advertisements on the radio or TV, and political speeches.

Today, media platforms reach more people and in a quicker amount of time. News and social media are being utilized in wars as wartime propaganda. The current Russia-Ukraine war is an example of how Russia uses the media to sway the narrative of what is going on during the war. Russia uses specific topics and vocabulary to infiltrate and destabilize Ukraine’s media and the global narrative (Karpchuk & Yuskiv, 2021).”

After learning about some of the ways that propaganda manifests in the modern-day, the final featured article provides some useful insight on how students can fight against the influence of propaganda.

It reads:

“O’Connor and Weatherall gave some excellent examples of how we can fight against the spread of misinformation and propaganda in their book The Misinformation Age, which I highly recommend reading to further your knowledge about the spread of propaganda (2019).

Below is a list of ways in which students can advocate and help stop the proliferation of propaganda.

  • Do not be apathetic to the cause of propaganda, it can happen anywhere.

  • Fact-check your news sources, media articles, and the ways in which you ingest media.

  • Advocating for financial and political independence from sources who distribute news.

  • Practice linking actual truths to local and small scale issues that everyone can encounter.

  • Advocating for the abolition of industry-funded research.

  • Avoiding sources such as Wikipedia, and any other site with the Wikipedia standard.

  • Understand the media bias chart and stay aware of the differences between news outlets and opinion outlets.

  • Acknowledge the rhetorical proofs; logos, ethos, and pathos in advertisements, speeches, and media.”

“Further Recommendations

Here are more recommendations on what to read and watch to further your knowledge on propaganda and act against it.

Read This!

  • No One Is Talking About This by Patricia Lockwood

  • Cultish: The Language of Fanaticism by Amanda Montell

  • The Misinformation Age by Cailin O’Connor & James Weatherall

  • The Twittering Machine by Richard Seymour

  • Trick Mirror by Jia Tolentino

  • Flat Earth News: An Award-Winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media by Nick Davies

Watch This!

  • Propaganda: The Art of Selling Lies by Larry Weinstein. 

  • Inside Job by Charles Ferguson

  • An Inconvenient Truth by Davis Guggenheim

  • Merchants of Doubt by Robert Kenner

  • Fake: Searching for Truth in the Age of Misinformation by Connecticut Public

After travelling through the different articles featured on Cassidy’s website there are still a few more tabs on the menu bar at the top of the site that have not yet been visited. One of these tabs is the “About” page. This page features an explanation of Cassidy’s motivations and goals in creating this site.

“Why?

I created this website as a final project for English 203: Topics in composition at the University of British Columbia Okanagan. Dr. Cathi Shaw asked us to create a final project using a creative medium of our choice. I have always been curious about how websites are created, which motivated me to make one of my own for this project.

I decided on exploring this topic because it is vital for young adults to have a holistic view of propaganda in its many forms. Understanding the patterns and the long-lasting effects of propaganda are crucial in order to combat the propaganda we may face today. Young adults today are future policymakers, heads of corporations, technology producers, global leaders, and voting citizens. If society wants to strive for transparency and growth, there must be a focus on the complex aspects and issues of society, such as propaganda. We must learn from its past, combat it in the present, and prevent it in the future.”

The final page is a contact page where visitors can contact Cassidy if they have any other questions about her website and the work she has done.

It reads:

“Contact

If you have any questions on the contents of this website, want to learn more about the fight against propaganda, or want the reference list of the sources used to curate this content, please reach out.

Email: Cassidyrburkart@gmail.com”

Cassidy’s website is a great example of a creative way to implement research into a project that spreads awareness on an important issue.

Note to Reader:

How many ways can society be blinded to the truth? The Many Forms of Propaganda website attempts to tackle that question. This project introduces the many ways in which propaganda infiltrates society. The first step to being able to fight against misinformation is to understand the ways misinformation presents itself. My website introduces different forms of propaganda that have been used throughout history so university students can be aware and actively combat propaganda to create a more transparent world.

As seen on the homepage of my website, I included a definition of propaganda, discussed how it can take on many forms, and then introduced what my website will entail. My homepage is my background section, and to keep my audience’s attention, I did not make it long and complex. Since I am introducing many subtopics on my website that have their own background and introduction sections within the project, I decided to keep the background on my homepage concise. On the home page I included a basic definition of propaganda and what topics are being discussed on my website. That way, readers know what propaganda is and then can click on whatever topics or figures pique their interest to learn more.

I chose an audience of university students for several reasons. Firstly, I am a university student, and therefore I could gauge what the audience values and believes in and understand how they would react to my project. Furthermore, I chose university students because they would be more likely to have a basic understanding of propaganda either from high school or university. In addition to having some knowledge of propaganda, university students and young adults are more inclined to understand the depth and issues that propaganda creates instead of being apathetic towards the topic like high school students potentially would be. Finally, I chose the primary audience of university students because understanding propaganda can supplement their studies and they can start to form connections between the impacts and history of propaganda. These students will be the future of policy-making, heads of companies, lawyers, and judges. If this generation is aware and understanding of the impacts of propaganda, there is more of a chance for progress and a more transparent future.

The secondary audience could include those slightly younger and slightly older than my target demographic such as high school students or people who have already graduated from university. While being created from credible scholarly sources, I believe my project is still easy enough to digest for those who are younger and is still academic and precise for those who may be older than my primary audience. No matter the age, it is never too late to start informing oneself about the many forms of propaganda.

I decided to explore this topic because I have always been interested in propaganda, especially how it has developed throughout history. Ever since I learned of propaganda in high school, it sparked curiosity, and I’ve studied it every chance that I could. More importantly, propaganda can take a plethora of forms, have many different tactics, it has been used across the globe, and it has been used in many contexts by multiple people. The vastness of the topic gave me the ability to choose from many angles that would appeal to my audience as well as leave room for my audience to do their own research on the topic. My project can spark curiosity and interest in the topic without covering every subtopic, giving my audience the space to do their own research and find what aspect of propaganda interests them the most. Young adults need to have a holistic view of propaganda in its many forms. Understanding the patterns and the long-lasting effects of propaganda are crucial in order to combat the propaganda we may face today. Young adults today, including myself, are future policymakers, heads of corporations, technology producers, global leaders, and voting citizens. If society wants to strive for transparency and growth, there must be a focus on the complex aspects and issues of society, such as propaganda, so that we can learn from its history, combat it in the present, and prevent it in the future.

My project was fully informed by scholarly and peer-reviewed research. I decided to include in-text citations directly inside my project since it is an acceptable platform. I believe that my university student audience would appreciate in-text citations. I would gain their trust quicker if I showed the reputable sources used to create each section. I used my research to inform each area of my website, and then I added commentary to relate why my research is relevant and connect it back to my topic.
The section on Alexander the Great was primarily inspired by Weinstein’s (2019) film Propaganda: The Art of Selling Lies. Historians Welch and Moore explain how Alexander the Great was one of the first people to use storytelling as propaganda to gain the favour of his citizens, creating the first example of a cult of personality (Ferguson, 2018). Cleopatra’s section was heavily inspired by the link between misogyny and propaganda (Miles et al., 2011) and the ways her successful legacy was eradicated from history (Bowen, 2016). Donald Trump is undoubtedly a perfect example of modern-day propaganda with his use of social media to persuade his followers and grow his cult of personality (Wimberly, 2018). O’Connor & Weatherall (2019) and Dr. Cathi’s lecture (2022) on industrial propaganda provided me with the information necessary to introduce the topic of industrial propaganda. Karpchuk & Yuskiv (2021) delve into modern-day wartime propaganda regarding Russia and Ukraine, which helped me introduce wartime propaganda in a current way instead of focusing on previous wars, which are usually taught in high school, and my audience may already know of . O’Connor & Weatherall (2019) also provided me with ways to think about fighting against propaganda and inspired me to give my audience a list to start thinking about how to combat it .

To conclude, understanding propaganda in the many forms it presents itself in is crucial in developing a society that values transparency. By analyzing the many forms of propaganda, society can become more aware of the world they live in and strive for honesty and truth. My project introduces these forms of propaganda using examples of popular figures throughout history and how these ideas have evolved. In the future, I hope my generation can recognize propaganda and advocate for the truth in all aspects of our society.

References:

Bowen, S. A. (2016). Finding strategic communication & diverse leadership in the ancient world: The case of queen Cleopatra VII, the last pharaoh of Egypt. Cogent Arts & Humanities, 3(1). https://doi.org/10.1080/23311983.2016.1154704

Ferguson, R. J. (2018). Propaganda as ‘knowledge’ production: Alexander the great, piety, portents and persuasion. Culture Mandala: The Bulletin of the Centre for East-West Cultural and Economic Studies, 12(2), 49-94. https://pure.bond.edu.au/ws/portalfiles/portal/46269829/Propaganda_as_Knowledge_production.pdf

Karpchuk, N., & Yuskiv, B. (2021). Dominating concepts of Russian federation propaganda against Ukraine. Politologija, 102(2), 116-152. https://doi.org/10.15388/Polit.2021.102.4

Mark, J. J. (2013, November 14). Alexander the Great. World History Encyclopedia. https://www.worldhistory.org/Alexander_the_Great/

Merriam-Webster. (n.d.). Propaganda. Merriam-webster dictionary. https://www.merriam-webster.com/dictionary/propaganda

Miles, M., Ashton, S.-A., Pucci , G., Gurval, R., Takács. S., Curran. B., Rowland. I., DeMaria-Smith. M., Wyke. M., Montserrat. D., & Green. P. (2011). Cleopatra: A sphinx revisited. University of California Press. https://doi.org/10.1525/9780520950269

O’Connor, C., & Weatherall, J. O. (2019). The misinformation age: How false beliefs spread Yale University Press. https://doi.org/10.2307/j.ctv8jp0hk.5

Shaw, C. (2022, March). Chapter 3: Industrial propaganda. [Lecture notes]. Canvas. https://canvas.ubc.ca/courses/86882/pages/chapter-3-industrial-propaganda?module_item_id=4265972

Ted-Ed. (February 2, 2017). History vs. Cleopatra. [Video]. Youtube. https://www.youtube.com/watch?v=Y6EhRwn4zkc

The White House. (n.d.). https://www.whitehouse.gov/about-the-white-house/presidents/donald-j-trump/

Weinstein, L. (Director). (2019). Propaganda: The art of selling lies. [Film]. Hawkeye Pictures.

Wimberly, C. (2018). Trump, propaganda, and the politics of ressentiment. The Journal of Speculative Philosophy, 32(1), 179–199. https://doi.org/10.5325/jspecphil.32.1.0179

Worthington, I. (2019). The treasures of Alexander the great: How one man’s wealth shaped the world. History: Reviews of New Books, 47(4), 100-102. https://doi.org/10.1080/03612759.2019.1613833

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