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Health literacy and mental health theory
Emotions in the process of learning
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Mental Health or Education?
Trigger warnings are becoming a widely used method to prevent offending or upsetting people. Trigger warnings are used to alert people of content that might set off a strong emotional reaction. The people who usually experience these experiences are people who suffer from post traumatic stress disorder (PTSD) or anxiety. There are many more, but these two are the ones I will be focusing on. As a survivor of my own traumas, and an anxiety disorder so bad that my hair fell out, I want trigger warnings to be in the college environment.
Friedersdorf is a neutral party in the argument of trigger warnings. He is not against it, but he does have his doubts when it comes to being for trigger warnings. After explaining to
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Friedersdorf quotes a college activist student from Rutgers saying “‘ should students about to read The Great Gatsby be forewarned about ‘a variety of scenes that reference gory, abusive and misogynistic violence[?]” Of course a students should be warned. Teachers might have survivors of domestic violence in their class and they could spark unwanted thoughts. If spoiling the ending of a story is such a terrible situation, the prologue of Shakespeare 's Romeo and Juliet should be removed from the book. Titles themselves have spoilers in them. Titanic will obviously have a sinking ship and drowning people. Colliers book My Brother Sam is Dead, should have to change its title. For people reading the bible, everyone knows that Jesus dies. Most people have never read the story of Moby Dick, and could tell you who Moby Dick is. The Diary of Anne Frank? I have never read it, but I know the story. If spoilers are the biggest concern, then people talking about books should stop and titles should be far more …show more content…
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Friedersdorf asks “How to study slavery or the Rwandan genocide, or the Communist purges, or the Holocaust, or the Crucifixion, or the prose of Toni Morrison or James Joyce, or the speeches of MLK...without risking trauma?” He is saying that learning about these things could traumatize us. College students are eighteen to twenty two years old. How many of us lived through any of these events? Not a single one. Could learning about these things leave unpleasant images in our minds for a short amount of time? Of course. But we will never be traumatized by learning about such horrible events. The subcommittee says “a trigger warning might lead a student to not read an assignment or elicit a response from students they otherwise would not have had, focusing them on one aspect of the text and thus precluding other reactions.” They say that triggers are an excuse for students not to read a book, and that if they did they would be focusing only on the warning, and not what the book is really about. On the other hand, Friedersdorf quotes a UC Santa Barbara professor “any student can request some sort of accommodation.” A student can go to their teacher after class, tell them of their situation, and get a different assignment. A physical education teacher cannot force a person with a broken leg to run
In Kate Manne’s article “Why I Use Trigger Warnings”, she argues that trigger warnings are an important feature to incorporate in an educator’s curriculum, but not as a safety cushion for millennials to fall on to avoid work and serious or uncomfortable topics. Using PTSD studies along with failed tests of exposure therapy for the foundation of her points, she explains that trigger warnings can help mentally prepare a student for what they are about to read instead of blindsiding them and throwing them into a potentially anxiety-induced state where they can’t focus. Manne also brings up how people can react when reading political or religious material in comparison towards reading possibly triggering material in order to differentiate between
First they explain how students have recently started expecting that their professors publish trigger warnings, alerts that students expect with anything that may cause distress, in the name of protecting students who may be reminded of trauma by being exposed to certain topics. While proving the fallacies in the concept of trigger warnings, Lukianoff and Haidt quote Harvard professor, Jeannie Suk 's essay about teaching rape law when students are determined to have protection from unpleasant ideas and demand trigger warnings. She says it is like trying to teach “a medical student who is training to be a surgeon but who fears that he 'll become distressed at the sight of blood (48).” This shows how the students’ desire for protection cause difficulties in teaching for
The authors of “Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt, use ethos, logos, and pathos convey their negative stance regarding trigger warnings and the effect they on education. Lukianoff and Haidt’s use of rhetorical appeal throughout the article adds to the author’s credibility and the strength of the argument against increasing the use of trigger warnings in school material. The authors, Lukianoff and Haidt, rely heavily upon the use of logos, such as relations between conflicts surrounding trigger warnings and other historical conflicts impacting student ethics. Examples of the use of these logical appeals are the relation between the Columbine Massacre and the younger generations ideology. The author goes on to mention other societal turning points such
Although trigger warnings sound like a harmless idea to many, there is an extreme controversy about whether or not they should be used in college lectures. Many college professors have conflicting views about trigger warnings; some agree on using them while others are against it. This debate topic is particularly intriguing in Kate Manne’s article in the New York Times titled, “Why I Use Trigger
They should start discussions about rape and sexist cases because it’s going on in today’s society and for people to know it’s okay to talk about it if it ever happened to them. Colleges need to prepare students for the real word so they need to have real life discussions in class for the students that are growing up and entering the workforce. College campuses are going through the mircoagression theory and professors fear to talk about trigger warnings in class when both students and professors should have freedom of speech in classrooms. “One of my biggest concerns about trigger warnings,” Roff wrote, “is that they will apply not just to those who have experienced trauma, but to all students, creating an atmosphere in which they are encouraged to believe that there is something dangerous or damaging about discussing difficult aspects of our history.” (49). Professors try to avoid teaching material that will upset sensitive students, but instead they should start warning students about the materials they are going to teach and set boundaries so students can know what they are about to learn to prevent teachers from getting in trouble or risk getting fired from their
According to The Coddling of the American Mind, trigger warnings and microaggressions confine professors’ and well-educated adults’ unalienable right of speech; furthermore, they can impact one’s health. Protecting rights have a unison consensus; the authors unite them and the audience together to persuade the well-educated adults to protest the use of trigger warnings and microaggressions. While concluding that vindictive protectiveness is the reason for trigger warnings and microaggressions Greg Lukianoff and Jonathan Haidt state, “A campus culture devoted to policing speech and punishing speakers is likely to engender patterns of thought that are surprisingly similar to those long identified by cognitive behavioral therapists as causes of depression and anxiety.” (45) The word “policing” holds a negative connotation implying regulation, and no one wants their first amendment right of free speech stolen from them. Also the idea that trigger warnings and microaggressions may lead to depression and anxiety gives more logical reasoning to end trigger warnings and microaggressions in higher level education. When the authors specify the change that colleges should make, Greg Lukianoff and Jonathan Haidt write their idea of the purpose of college, “Rather than
The Hunger Games was a critically acclaimed movie when it came out; however, some critics would argue that the movie can be sometimes too violent for its intended audience. In this essay I would dissert Brian Bethune’s essay “Dystopia Now” in order to find its weaknesses and compare the movie Battle Royale with his essay.
In the article The Coddling of the American Mind by Greg Lukianoff and Jonathan Haidt, the authors go into great detail of describing the effects of trigger warnings. Using real world examples, Lukianoff and Haidt describes how college students are oversensitive and carried along the school year. The authors explain how this is a negative thing for the college students going into the work force in the future.
If parents do not want their child to read it, then one solution I have in mind is that teachers give out a letter. This letter will mention that we are reading a book that contains foul language, racism and violence. If the parent of the child does not want him/her to read it, then they would sign it, saying they do not want their child to read it and the student will give it back to the teacher. While if the parent does let them read it, then the parent still has to sign saying yes their child is allowed to read it and still give it back to the teacher. If the child does not bring back any letter, then they are not allowed to read it until it is signed. This is one solution that teachers can
To accurately determine what an educational institution should do with a book that contains some degree of cultural or moral shock is to analyze what the purpose of these institutions actually is. “Some parents brought the town’s segregated past and their dissatisfaction with the present into the discussion about the book” (Powell, 1). It is true that people from areas where slavery once ran rampant will be emotionally distressed with books like The Adventures of Huckleberry Finn. This may be understandable, but ultimately, schools are not purposed to dampen the discomfort of specific students and their families. Education Assistant Professor Jocelyn Chadwick states, “‘you have to remind them you are there to defend the text and not solve social issues’” (Powell, 1). Alleviating the cold reality from members of the community is neither a responsibility of educators nor a pedagogical concern. For the teachers and professors, the education of students, through whatever methods and textbooks, should far outweigh any of the culturally or morally shaky backlash that could follow. However, some disagree with this. “The CHMCA officially objected to The Adventures of Huckleberry Finn on the grounds that ‘the prejudicial effect of the racial characterizations outweigh any literary value that the book might have’...
“You never really understand a person until you consider things from his point of view – until you climb into his skin and walk around in it.” Harper Lee identifies many charcters in the beginning of this book. She was very descriptive of all the characters in the beginning of the book. Each character was described from Scout’s point of view. Throughout the book, Lee lets the reader see some of the characters in their natural environments. They are still written through Scout’s eyes, but instead of passing by them on the sidewalk, Scout is in their home sitting with them, or hearing personal stories about them. Three of these characters that Scout points out specifically are Jem Finch, Aunt Alexandra, and Tom Robinson.
A bully is someone who picks on other people, because they think it is the way to solve their problems. There are many types of bullying, there is physical, verbal, and mental. Children that are ages five through eleven began using verbal abuse and some even use physical abuse (Garrett 33). People estimated that one hundred and sixty thousand students miss school every day, and twenty-eight million missed school days per year, due to fear of being bullied (Garrett 36). Six million boys and four million girls are involved in fights from being bullied or bullying others (Garrett 33). Also, there is an estimate that over five hundred and twenty-five thousand people are bullies in America (Garrett 35). “Freshman, particularly are the victims of bullies in high school, especially if they are small and smart” (Garrett 31-32). Many people are bullied because of the way they look, or the way they act.“ Children from violent homes are three or four times more likely to become a bully” (Garrett 30). Some bullies may make fun of people because they were made fun of, beaten, or unwanted as they grew up. Most children become bullies to gain power (Verial). Bullies do what they do so they “feel competent, successful, to control someone else, to get some relief from their own feelings of powerlessness” (Garrett 72).When children grow up they may become bullies, because of the abusive environment they were raised in by their parents.
...ink that I will ever work in the field, I think these skills are beneficial within the field of psychology. In working with patients in the future, I will remember to explore all areas of their lives and do my best to not stereotype a person with mental illness. Lastly, I will use the information on warning behaviors to assess whether or not one of my patients intends on hurting others with mass violence or violence in general. I think this is the most important thing that I could take away from this experience due to the fact that research has shown that third-parties are often aware of such warning behaviors but never voice their concerns to the police. Going forward, I will definitely voice my concerns through the proper channels should I ever encounter someone that seems intent on committing any act of violence (i.e. school related, domestic, or otherwise).
Child abuse over is happening all around the world to many young children. Many of the victims tend to keep the abuse silent because of the fear that the situation at home could only get worst. Persons from the community sometimes have an idea that something is wrong in a particular household and refuses to speak out to the authorities because the situation is not affecting them directly.
There are not many taboo words or expressions that offend me, however, I realized that there is a word that I do not like saying and, for some reason, cringe when I hear others say the word. Some people have argued with me that it is not a swear word because it is a medical term, but penis is not a word that I would want children casually throwing around, and therefore I consider it a taboo word. Jay claims that clinical terms seem too formal and do not evoke deeper emotional reactions that slang and obscenity do (2003); however, I argue that we find other ways of letting kids express that they need to use the bathroom without using the medical term, including pee pee or wee wee, and therefore it has some taboo quality to it. This word falls under either the category of taboo word “bodily effluvia/organs” or “sexuality” (Hutchins, 2015). The categories are fuzzy, and in this case, I find that I am more repulsed by a word that