Counterintuitive Fall 2024

Y.B.A.M.O.C

We find that consuming too much caffeine can affect both our minds and bodies. Some studies show that our mind is awake so long that our body can’t keep up with it. Caffeine reduces the amount of deep sleep that we enjoy from our mind being awake. Studies by Christopher Drake and others show that having over,

“400 mg of caffeine taken 0, 3, or even 6 hours before bedtime significantly disrupts sleep. Even at 6 hours, caffeine reduced sleep by more than 1 hour. This degree of sleep loss, if experienced over multiple nights, may have detrimental effects on daytime function.”

Our sleep cycle is significantly affected by this as when it’s time for us to sleep we can’t do to our brain telling us to get up. It’s like our mind is in an endless loop and we don’t know whether we are awake or asleep. I found that high school students can’t even focus in class due to them being always tired, they gave us a small video from CBC News on students who are sleep deprived which is called, Generation sleep deprived: How lack of sleep is hurting Canadian teens | In-Depth.

Caffeine affects our sleep by blocking our adenosine receptors which are supposed to help produce chemicals in our brain that help us wake up. The more chemicals that are produced the more we feel sleepy but the caffeine blocks it all. From it builds up so much the caffeine blocks this process, which makes us remain alert and vigilant at all times. I found a video that talks about how coffee can ruin your sleep from the Sleep Foundation. Which tells us how to avoid caffeine if we want to sleep better, but the reality is a little more complicated. Studies show that caffeine and adenosine compete with one another for receptors in our brains. But caffeine doesn’t decrease the adenosine in our body like it does with sleep. Instead, it prevents the amount of adenosine from being received by our brain making us feel less drowsy.

References

Christopher Drake, Ph.D., F.A.A.S.M., & Timothy Roehrs, Ph.D., F.A.A.S.M., & John Shambroom, B.S., & Thomas Roth, Ph.D. (2013 Nov). Caffeine Effects on Sleep Taken 0, 3, or 6 Hours before Going to Bed.

CBC Radio-Canada. (2018). Generation sleep deprived: How lack of sleep is hurting Canadian teens | In-Depth

Frances O’Callaghan, Olay Muurlink, & Natasha Reid. (2018 Dec) Effects of caffeine on sleep quality and daytime functioning

Sleep Is The Foundation. (2023, Oct). Coffee Is Ruining Your Sleep – But It Doesn’t Have To (Our Tips!)

Associated Coffee. (2019, April). Fight Grogginess With A Coffee Nap

Miguel S Cabalag, David McDonald Taylor, Jonathan C Knott, Paul Buntine, DeVilliers Smit & Alastair Meyer. (2010 Jan). Recent caffeine ingestion reduces adenosine efficacy in the treatment of paroxysmal supraventricular tachycardia

The Impact of Social and Psychological Factors on Cryptocurrency Investment Decisions

In the recent years, the financial landscape has undergone a radical transformation with the new advent of cryptocurrencies. Bitcoins along with other digital currencies has integrated with out traditional investment paradigms, introducing new opportunities and challenges for the investors. As individuals increasingly delve into the world of cryptocurrencies, it is imperative to explore the multifaceted factors that influence their investment decisions. This causal argument paper examines the intricate web of social and psychological factors that significantly shape individuals’ choices when investing in cryptocurrencies.

At the core of generational variances in cryptocurrency perception lie psychological factors, acting as powerful catalysts shaping attitudes and investment behaviors. Younger generations, raised amidst the digital revolution, exhibit a natural affinity towards technology and innovation, fostering a sense of trust in digital currencies. This trust stems from their familiarity with advanced digital platforms and their inherent belief in the potential of blockchain technology. One of the most influential causes in cryptocurrency investments is social influence. Studies like “Motivations, Barriers, and Risk-Taking When Investing in Cryptocurrencies”. have profoundly shed light on the impact of social interactions on investment behavior. Peer pressure, online conversations, and social media contacts are just a few ways that social influence can appear. Potential investors may feel more motivated and trusting after hearing about positive experiences and success stories in social circles, which may entice them to enter the market. People who are positively impacted by their social networks are more inclined to invest in cryptocurrencies, which increases trading activity and the number of people who are adopting cryptocurrencies. This cause-and-effect link emphasizes how important social influence is in determining which digital assets to invest in.

Psychological factors, particularly risk-taking behavior, constitute another critical cause in the realm of cryptocurrency investments. The study “Investment Decision of Cryptocurrency in Millennials and Gen Z” delves into the unique investment behaviors of younger generations, namely millennials and Gen Z. These demographic groups exhibit distinct risk-taking tendencies, often influenced by psychological factors such as social pressure and fear of missing out (FOMO).The effect of psychological factors is evident in the increased risk appetite observed among millennials and Gen Z individuals. Their willingness to take risks, coupled with the influence of social factors, leads to active participation in cryptocurrency markets. This behavior not only contributes to market volatility but also shapes investment trends, making it imperative to consider the psychological aspects of investors’ decision-making processes.

Critics might argue that economic factors, such as market trends and financial indicators, are the primary drivers of cryptocurrency investments. While economic factors undoubtedly play a role, it is essential to recognize that market trends themselves are often shaped by social sentiment. Social media platforms and online forums serve as hubs where investors share insights, opinions, and predictions, influencing market perceptions and trends.Additionally, the study “Social and Psychological Predictors of Youths’ Attitudes to Cryptocurrency”. emphasizes the psychological underpinnings of attitudes toward cryptocurrencies. The research findings indicate that individuals’ perceptions of risk and reward are influenced by psychological factors, shaping their overall attitude and willingness to invest in digital assets. Therefore, psychological factors not only influence individual investment decisions but also contribute to shaping the collective sentiment in the cryptocurrency market.

Amidst the generational disparities, a unifying vision emerges from the collective understanding of cryptocurrencies as the currency of the future, as outlined in “Cryptocurrency as the currency of the future“. This perspective transcends age boundaries, recognizing the transformative potential of cryptocurrencies in reshaping global financial systems. As societies progress towards an increasingly digital future, the intrinsic value of cryptocurrencies becomes more palpable, solidifying their position as essential components of the financial landscape. It can be challenged that the the causal connections presented, attributing generational disparities to broader socioeconomic factors. However, the synergy between the cited sources fortifies the presented arguments. The convergence of psychological, social, and experiential factors, substantiated by empirical evidence, underscores the authenticity of the causal relationships. Moreover, the diverse methodologies and sample demographics within the sources contribute to a holistic understanding, mitigating the risk of oversimplification.

In navigating the generational abyss that separates perceptions of cryptocurrency’s perceived value, acknowledging the multifaceted causal relationships is imperative. By recognizing the dominant influence of psychological factors, appreciating the impact of social dynamics, and leveraging experiential learning, society can bridge generational divides effectively. In embracing the transformative potential of cryptocurrencies, stakeholders across generations can foster a collaborative dialogue, enriching mutual understanding and propelling the digital financial revolution forward.

Reference

1) “Motivations, Barriers and Risk-Taking When Investing in Cryptocurrencies” – https://www.mdpi.com/2227-7390/9/14/1655
2) “Social and Psychological Predictors of Youths’ Attitudes to Cryptocurrency” – https://www.mdpi.com/2076-328X/9/12/118
3) “Investment Decision of Cryptocurrency in Millennials and Gen Z” – https://www.atlantis-press.com/proceedings/icast-ss-22/125983436
4) “Cryptocurrency as the currency of the future” – https://ieeexplore.ieee.org/abstract/document/9245265

Could improved driver education aid in lowering accidents, causalities, tickets, and road hazards? And could Manual cars assist in saving the day?

The United States of America has a lot of Drivers on it’s roads, but with all of these drivers, comes plenty of incidents. You could blame these incidents on a number of things, but in my eyes a lot of this comes from drivers education.

Having better driving schools can offer more comprehensive and up to date education. This can cover many important aspects such as defensive driving techniques, increased knowledge of road rules and signs, and improved ethical driving behavior. Better curriculums can equip new drivers with the necessary knowledge and skills to navigate complex traffic solutions, anticipate possible hazard, and make informed decisions on the road. The effect that improved curriculums can have on new drivers can help give them a better understanding on safer driving behavior, thus helping to reduce accidents.

Higher quality driving schools will recruit more skilled and experienced instructors who are very familiar with all current traffic laws and regulations. These instructors provide a better and learning experience to driving students by passing along their valuable knowledge and wisdom while being able to also keep these new drivers within the legal lines. This can effect will help students to become more more skilled and responsible drivers, which ultimately leads to safer driving behavior and a decrease in accidents.

Better driving schools will use more “Hands On” techniques. This approach allows for students to experience many situations first hand using critical thinking and developing muscle memory. This also helps students become familiar with how the vehicle operates, what defensive driving techniques work for them, and how to handle emergency situations. A lot of schools have started to introduce virtual driving Simulators to let students experience these things without the risks. This effects driver education by increasing real-world driving experience, causing to students develop confidence and competence on real roads.

Improved driving schools tend to emphasize defensive driving techniques. Students will learn to anticipate the actions of drivers, identify potential hazards, and react proactively to prevent accidents. Students with good defensive driving skills reduce the likelihood of accidents and causalities. This has a positive effect students and their ability to perform in tricky situations in order avoid dangerous situations.

An improved driving school will not only teach its students how to operate a vehicle, but they can also emphasize the importance of safe, responsible, and ethical driving behavior. This focus on driver ethics and the possible consequences of irresponsible behavior in order to discourage negative habits that lead to tickets and/or accidents. The results are effective in instilling ethical driving behaviors which can cause students to make more responsible choices on the road, which assists in reducing both tickets and accidents.

Through more intensive training programs, improved curriculum, and more dedicated instructors, these driving schools produce drivers who are better equipped to handle various situations. This, in turn, reduces the overall chances of drivers being inexperienced and posing more of a threat to other drivers. Effects include: Driving graduates are more skilled and less likely to cause accidents and we can prevent the drivers, who “Don’t care enough” about the importance of driving and the possible risks it can hold, from obtaining a license and getting on the road and causing more harm than good.

Many other countries still continue to teach all students to drive stick-shift cars as they can help drivers keep their attention on the road and their car, rather than on devices or other things. This is great as many incidents today are due to distracted drivers. Bringing back more Manual transmissions as a prerequisite to obtaining a drivers license could help sort through many drivers and also give a deeper understanding to the drivers car and how it operates.

The Conclusion: This evidence presented in this causal argument establishes the significant impact of better driving schools and how they should be able to lowering accidents, casualties, tickets, and inexperienced/unskilled drivers. This can also help reserve much needed police resources to more important matters like gun control and to keeping the community safe in other ways. Improved driver education can assist by acquisition of essential skills and knowledge, which can lead to safer driving behaviors and aids in reducing road hazards. Many foreign schools already implement many of these things into their curriculums, while increasing the hours spent behind the way by many multiples of what we request in the United States. Investing in enhanced driver education is an essential step towards creating safer roadways for everyone.

Note: Needs Rewrite + Missing words (One more paragraph)

References

Mohn, T. (2019, July 12). Is driver’s ed good enough? most Americans don’t think so. Forbes. https://www.forbes.com/sites/tanyamohn/2019/07/11/is-drivers-ed-good-enough-most-americans-dont-think-so/?sh=7505faa23367

Primo.rowan.edu. (n.d.-a). https://primo.rowan.edu/permalink/01ROWU_INST/mgcbt1/alma9921124824805201
Primo.rowan.edu. (n.d.-b).

https://primo.rowan.edu/permalink/01ROWU_INST/ttegd8/cdi_crossref_primary_10_14311_APP_2023_41_0079

We buy any car® blog posts. How Other Countries Learn to Drive. (n.d.). https://www.webuyanycarusa.com/blogs/view/how_other_countries_learn_to_drive

Challenging Notions of Success: CEOs, Resilience, and Happiness

Meet Sarah and Mark, two successful CEOs in different industries. On the surface, Sarah appears to have it all – a lavish lifestyle, luxurious vacations, and substantial wealth. In contrast, Mark lives more modestly, prioritizing frugality and contributing a significant part of his income to charitable causes. You might think Sarah is happier due to her wealth and extravagant life, while Mark, despite his modest living, might seem to struggle more. This essay explores and challenges the notion that financial success guarantees well-being.

In today’s corporate world, stress is rampant, affecting employees’ well-being and organizational productivity. The pressures of modern business environments can be overwhelming, and it’s not just the employees who bear the brunt. CEOs, the leaders of these organizations, also grapple with high-stress levels and unique challenges. However, there’s a growing realization that resilience, the ability to bounce back from adversity, plays a crucial role in combating workplace stress and improving mental health.

Kermott et al., in their study titled “Is higher resilience predictive of lower stress and better mental health among corporate executives?” shed light on the stress epidemic in the corporate realm. They emphasize the shocking statistic that approximately 80% of US workers report workplace stress. This alarming figure underscores the pervasive nature of the problem and its profound impact on the workforce.

Another study by Smith and Johnson, titled “The Relationship Between Resilience and Occupational Stress,” delves deeper into the protective role of resilience in the face of workplace stress. Their research findings highlight that resilience is not a passive trait but an active defense against the adverse effects of occupational stress. It acts as a buffer, safeguarding individuals from the harmful effects of stress.

Personal and professional growth is a fundamental part of self-improvement. This journey involves continuous learning, skill development, and the pursuit of challenging goals. For CEOs, this journey is ongoing and equips them with resilience and effective coping mechanisms to handle the stress of their demanding roles. Justin Berg, an assistant professor at Stanford Graduate School of Business, suggests that embracing growth, both personally and professionally, enhances an individual’s ability to withstand stress. This implies that the pursuit of self-improvement is not solely about achieving success but also about fostering resilience.

Happiness isn’t solely about wealth and luxury. It’s about finding purpose and contributing to the greater good. Many CEOs actively engage in philanthropic initiatives and create positive societal impacts. Take Bill Gates, for example, who, through his foundation, exemplifies how contributing to society provides a profound sense of purpose. These acts of philanthropy and contribution often bring immense fulfillment and happiness to CEOs, transcending the boundaries of financial success.

There are different facets of well-being, and it’s not limited to a hedonic pursuit of pleasure. Eudaimonic well-being, which centers on finding meaning and self-actualization, stands in contrast to hedonic well-being. CEOs who actively pursue personal and professional growth tend to experience eudaimonic well-being, which is closely linked to enduring happiness and contentment. It’s not only about fleeting moments of joy; it’s about a deep and enduring sense of well-being.

Contrastingly, those individuals striving for perfection often experience heightened anxiety, dissatisfaction, and chronic stress. Perfectionism can be a double-edged sword, often leading to more harm than good. On the other hand, the pursuit of personal and professional growth emphasizes improvement and resilience, minimizing the negative impact of perfectionism. A growth mindset, characterized by the belief in one’s ability to develop and improve, plays a crucial role in attaining happiness. It promotes an ongoing path of self-improvement and adaptation, empowering individuals to overcome challenges and sustain a positive outlook.

When we look at CEOs Sarah and Mark, we find an interesting paradox. Sarah, with her opulent lifestyle and wealth, and Mark, who lives more modestly while giving back, challenge our assumptions about happiness. In today’s business world, stress is a big issue, affecting people at all levels, including CEOs. But there’s an important idea here – resilience, the ability to bounce back from tough times, can help with stress and mental well-being. It’s not just about handling pressure; it’s about thriving in it, and we can learn this from these CEOs.

In conclusion, happiness is more than just money and stuff; it’s about having a purpose and making a positive difference. Bill Gates is a good example, as his charity work gives him deep satisfaction beyond financial success. This essay also talks about well-being. It’s not only about short-term pleasures; there’s another kind called eudaimonic well-being, which means finding meaning and reaching your potential, and it’s important for lasting happiness. On the other hand, trying to be perfect all the time often makes people more stressed and unhappy. But focusing on self-improvement and believing you can grow can lead to contentment and a positive attitude. Ultimately, this essay demonstrates that self-improvement and resilience are pivotal to the happiness of CEOs. It reminds us that real happiness is often found in the journey, not just the destination.

References

05, J., | by Corey Binns, Binns, C., Berg, J. M., Wrzesniewski, A., Grant, A. M., Kurkoski, J., & Welle, B. (2022, July 5). Take this job and love it: How a growth mindset can boost happiness at work. Stanford Graduate School of Business. https://www.gsb.stanford.edu/insights/take-job-love-it-how-growth-mindset-can-boost-happiness-work

Everett, C. (2023a, May 2). Why CEOS’ mental health is business-critical. Raconteur. https://www.raconteur.net/leadership/ceo-mental-health#:~:text=A%20survey%20by%20Deloitte%20last,to%20reset%20their%20emotional%20balance.

Everett, C. (2023b, May 2). Why CEOS’ mental health is business-critical. Raconteur. https://www.raconteur.net/leadership/ceo-mental-health#:~:text=A%20survey%20by%20Deloitte%20last,to%20reset%20their%20emotional%20balance.

Kermott, C. A., Johnson, R. E., Sood, R., Jenkins, S. M., & Sood, A. (n.d.). Is higher resilience predictive of Lower Stress and better mental health among corporate executives?. PLOS ONE. https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0218092 

A Causal Thing about Homeschooling and School

1. It acknowledges the critical roles that traditional schools play in socializing children.
2. It mentions that schools serve as places where children form connections, make friends, and become part of a broader community.
3. School events like homecoming, school trips, prom, and graduation are seen as memorable and significant experiences.
4. The emphasizes that attending public school is a rite of passage and an integral part of life’s journey.
5. It suggests that the transition from one school year to the next or from school to other life stages can be a significant and proud moment in a person’s life.
6. On the other hand, we highlight the freedom and flexibility associated with homeschooling.
7. It describes homeschooling as a way to learn and live within the comfort of one’s own home, free from the constraints of traditional school schedules and environments.
8. It also mentions that homeschooling can lead to fewer instances of stress and depression related to tests and exams.
9. homeschooling can be advantageous for specific cases, such as special needs children or individuals with disabilities.
10. Homeschooling is presented as a more accessible and adaptable approach for these groups.
11. We also reference various sources and articles that discuss homeschooling, its advantages for special needs children, and the pros and cons of this approach.
12. The sources listed provide a basis for the claims made in the text.
13. In conclusion, the text presents an exploration of the pros and cons of homeschooling compared to traditional schooling, with a focus on the importance of socialization and the potential benefits for special needs children.
14. It is essential to consider individual circumstances and needs when deciding between homeschooling and traditional schooling, as both have their advantages and drawbacks.

Knowledge makes us Unhappy.

The phrase, “Knowledge is power” is a phrase that is commonly used in all institutions of life, and is one that’s value is often misunderstood. The quote is true, knowing things does allow us to make more informed decisions that will positively impact our life, and that could very easily be considered a form of power. However, this quote seems to always be used to drive home the belief that having knowledge is an objectively good thing, and the negative aspects of having knowledge are never considered. Knowledge has undoubtedly been what’s allowed humanity to push forward and survive for millions of years, but these triumphs have made us largely uninterested what negative aspects knowledge may have on the individual who possesses it. Sure, phrases like “Ignorance is bliss” and the infamous troubled genius stereotype do explore how possessing knowledge can be a bad thing, but they fail to establish a direct link between having knowledge and being unhappy.

Sarah Lindberg in her article titled, “Is Watching the News bad for Mental Health” examines the relationship between news consumption and mental health. She explains how the emotional impact of consuming negative news can lead to heightened feelings on depression and anxiety. The fact that consuming a lot of news is bad for our mental health is a well-documented and unsurprising fact at this point, but how does it relate to negative effects of possessing knowledge? When we watch the news, we are gaining knowledge on current events, and that knowledge makes us think about what we can do about it. For example, if someone watches a story on a mass shooting, that knowledge could make them want to go to a protest, or fundraise for a politician who promises to implement a solution to the issue. In other words, the knowledge they gained from watching the news gave them the power to make a change, which is great for society as a whole. But how does that effect the person on a personal level? Not only were they subjected to the horrors of the original news story, but now they are spending their time thinking about a morbid subject. It would be a lot easier for this person to have never saw the news story in the first place.

One argument against the idea that knowledge causes unhappiness could be that the knowledge isn’t whats causing the unhappiness, but the actions we take as a result of the knowledge is. Knowledge in itself though can absolutely be what causes unhappiness. For example if someone has cancer, getting a diagnosis from a doctor is the best thing for their physical health because now they can start treating the cancer and getting better. This isn’t how cancer patients tend to view the diagnosis though. According to information published by the ADAA, “After diagnosis, 40 percent of cancer patients report developing significant distress that can include serious worry, panic attacks, depression, and PTSD, or posttraumatic stress disorder.” What’s key to focus on here is that these symptoms are occurring after the initial diagnosis, not after the extensive treatment of the patient that would undoubtedly negative impact their mental health as well. The knowledge of having an awful, life threatening disease, despite that knowledge being the best thing for them, causes the patients to become more unhappy. And this reaction is completely understandable, but it also proves how knowledge can be negative.

While the previously mentioned examples are certainly extreme examples, we can even see examples of knowledge creating a sense of disappointment in our daily lives. Many people use honey as a way to sweeten whatever they are consuming, thinking that its a healthier alternative to sugar. In reality, consuming honey is pretty much the exact same as consuming sugar, with the only difference being that honey is sweeter, so you’ll use less of it. The people who have been slathering their pastries and beverages in honey would probably be pretty upset to learnt that they’ve essentially been consuming pure sugar for years. Once again, its pretty safe to assume that they’d rather not learned this fact at all. After all, they want whatever they’re eating or drinking to be sweet enough. Similarly, those who take melatonin before bed would probably be upset to hear that daily intake of the supplement actually damages their quality of sleep in the long run. In both of these cases, the person would be able to make an informed decision about how they want to change the way that they are living, and this is a good thing! But despite this, the immediate psychological effects that this knowledge gives us tend to be negative most of the time.

There is a time and a place for people to want to learn things. When people go out and learn things about a subject that they choose to study in college, chances are that they will be less likely to develop these unwanted, negative thoughts. When we learn things in an unexpected or forced manner, these negative feelings are much more likely to occur. So if forced knowledge makes us unhappy, then how do we go about teaching kids important subjects in school? Forcing kids to learn about more specific and concrete subjects, like taxes and nutrition for example, would only seem to create a lot of unhappy students, which would benefit nobody. It can be hard to accept that not teaching children about different subjects wouldn’t be beneficial to them, but if we know that this forced knowledge would make them unhappy, then shouldn’t we look in other places to get them these skills? Even if knowledge is making us unhappy, the positive aspects of having a knowledgable population certainly outweigh the negatives of having slightly more unhappy individuals. After all, possessing knowledge doesn’t automatically usher someone into a deep depression. It simply creates some unwanted feelings that could ultimately, if not checked, lead someone to be generally unhappy.

Refrences

“Is Watching the News Bad for Mental Health?” Verywell Mind, https://www.verywellmind.com/is-watching-the-news-bad-for-mental-health-4802320. Accessed 5 Nov. 2023.

Serious, Chronic, or Terminal Illnesses – Tips for Patients and Caregivers | Anxiety and Depression Association of America, ADAA. https://adaa.org/serious-chronic-or-terminal-illnesses#:~:text=People%20who%20have%20serious%2C%20chronic,for%20experiencing%20anxiety%20and%20depression. Accessed 5 Nov. 2023.

The brain’s development varies by person, and the way people are brought to face challenges and manage their emotions become more complex as many approach adolescence. Children have limits to how they are capable of expressing their emotions as well as managing their own behavior. Depending on one’s background, or psychological makeup, it may influence the way many children express themselves. My mother is an educator for grades Kindergarten through the Fifth Grade in library and computer class. While this may not be the type of art you think of when art therapy comes to mind, my mom talked about the impacts simple computer games where you design a toy car or build blocks on a computer can do for children. In her twenty years of education she noticed the “rowdy” or fidgeting behavior of her students would decrease the second they began their computer activity. She also found that her students were much more immersed in her story times and had a better time listening to a good story in library class in contrast to completing a worksheet at the beginning of class. She has since implemented mindful coloring and diamond art stations into her curriculum. Children tend to need an outlet to focus their energies in order to help correct or dilute these behavioral issues being displayed. Hence why art therapy is a positive outlet to allow for a child to express their emotions, my moms class is just one method of how a creative outlet can benefit a child’s behavior. 

MaryGrace Berbarian discussed in her work “Creative Problem Solving in Art Therapy. “ The influences art therapy can have on a child’s resilience and problem solving skills. How many may wonder; How does painting or drawing a picture help you solve a problem in life? 

It is common to categorize art therapy as one of the more frivolous practices in psychology, but many do not understand there is more than just painting to art therapy, but an entire curriculum behind it. “For example, the tolerable access of traumatic memories via art processes is encouraged by the trusting, empathic relationship with the therapist and the reward derived from the sensorially pleasurable creative process. Further, by safely re- encoding terrorizing memories through art therapy, the child can construct new options for safety through mirroring from the art therapist and reap the rewards of feeling validated.” 

Berbarian discusses in her research the components of art therapy and how they can benefit the troubled youth. Art therapy is a healthy method of expression, and can help many people who cannot put experiences or memories into words, use visual aid instead. Many children cannot even begin to comprehend their feelings, let alone verbally explain them, sometimes the only thing they get is a picture in their head, a way to show that emotion visually may be the easiest way to explain their innermost thoughts. Have you ever heard of how many associate colors with certain feelings or emotions? A child being stuck in a dark red room could symbolize one being trapped in their own anger, or a child portraying their self image much smaller than their parent may be their form of expressing how they feel belittled by that figure. 

A Rowan university figure Jessica Anne Masino Drass published a paper on the programs of Rowan’s art therapy, in this she includes a background of various tactics and studies revolvings around the practice. In an effort to limit students’ disciplinary actions, they implemented an after school art program, and further recorded the results they uncovered through this program which consisted of a group of teenagers from South New Jersey. 

“All of the students reported that they enjoyed being a part of the program and had fun at the meetings after school. What they enjoyed most about the program was creating a permanent public art project by being able to paint on the walls of school. They also remarked that their involvement in the program gave them something positive to do with their time and kept them from getting in trouble outside of school.”

This after school activity ended up finding these adolescents to be grateful for their time spent in the program, rather than dreading the idea of showing up. Many students needed to just redirect their energy, and also how to express their rebellion. While the drawing on walls was sanctioned, they still felt a thrill from participating in something that tends to lie outside the norm. 

“By the end of the eight-week program it was easy to see that a bond had grown between the five students, and they looked out for each other. At one meeting in particular one of the students came in after school clearly upset about something. He had an incident with a teacher that had brought him to tears. Instead of making fun of showing his emotions, the other students tried to calm him down and listened to him tell the story of what had happened to make him so upset. They also gave him suggestions on ways to remedy his situation in a positive way. When the program began these were five high school students who didn’t know each other very well or at all and by the end they were sticking up for each other. “ 

Jessica’s program using these south jersey teens ended up having them grow a bond through art, and end up cultivating a friendship through the group art sessions they attended. These students, all who had behavioral issues in school, many involving their peers, ended up understanding each other better through their art, and felt special and unique through not only their work but the bonds they made. 

Many children are caught up in their own lives and never evaluate from a new perspective. Moving your thoughts from your mind into a visual, like a paper or canvas or screen really emphasizes a new way to face your emotions. Whether it is individually, or in a group setting, exploring a new hobby and finding a new outlet to leave negativity behind is an easily manageable form of therapy. This is mostly effective on young children and adolescents because their brains have not undergone full development, leaving sometimes certain limits to how they can express themselves. Art therapy not only gives them power over their own emotions, but even a sense of superiority in where they stand in their lives.

Refrences

Berberian, Marygrace. (2019). Creative Problem Solving in Art Therapy.

Drass, Jessica Anne Masino, “Using art to teach problem-solving and other social skills: the effectiveness of the RATE Program” (2009)