10th October 2019 was the World Mental Health Day. To raise awareness of mental health on campus of SCIE, a gratitude board was put up all day for the students and staff to put anonymous post-it notes to say what they were grated for, and the library prepared some books dealing with mental health, also Red Cross ECA group held an event titled with ‘You Matter’ in the Garden Room.
At 4:30 in the afternoon, the activity officially began. The garden room was decorated beautifully with colorful balloons and ribbons, and soothing music was floating in the air. Six booths were set up each representing one unique topic, which were ‘Tree Hole’, Positive Energy, Depression, Anxiety, Eating Disorders and Sleeping Problems. Many students from different year levels and many teachers walked into the garden room and participated in these novel activities.
The activity attracted most students and teachers were the ‘Tree Hole’. The on-spot part of it in the garden room was an extension of a previous online anonymous activity started two weeks before. The idea was initiated by Yoyo, and was optimized by Grayson, Eleanor, Leo and many other Red Cross members. ‘Tree hole’ was a metaphor of a trustworthy listener whom some students might need when they have something to say but do not want the listener to judge them and prefer to be anonymous; But at the same time they are sort of curious about what the nonjudgmental listener i.e. ‘Tree Hole’ would respond as long as it wouldn’t impact their anonymity. So SCIE Red Cross members used their ICT skills combined with a meticulously designed on-spot activity to realize the above-mentioned ‘single-blind’ type of interaction.
The Tree Hole Box was put on the table by the gate holding many cards. These cards in the Tree Hole Box bore the printed-out words of what an anonymous person contributed online on one side (back side). On the table there were 100 Ferryman brooches. A student can take out a card from the Tree Hole Box, read the words on the back side of it and respond by writing down some understanding, caring or encouraging words on the front side of it, then stick it on the ‘You Matter’ board with the front side outwards. This front side also bore a previously printed-out number which could be recognized ONLY by the person who contributed it before online. The person who responded and provided caring words on-spot can collect a little prize which is a Ferrymen brooch. The Ferryman brooch was inspired by Claire Mcfall’s book ‘Ferryman’. The Red Cross ECA members think in the book how Dylan deals with everything that is thrown her way and how a person as cold and detached as Tristan is softened are very thought-provoking and correspondent with what they want the participants of the event of Mental Health Day to feel.
Next to the ‘Tree Hole’ box was the positive energy box. Students were encouraged to write down inspiring words and then put it into the box. After the student put in one note in the box, he/she can take out a note out of the box. So the idea is others inspire you and you inspire others. The Red Cross ECA students think the positive feelings are infectious and can be amplified through sharing.
The other four booths featured four common mental health issues which are depression, eating disorders, anxiety and sleeping problems. The booth of depression introduced some myths and facts of depression using posters, cards and a short act. The audience were asked to identify which actor was the one suffering from depression. And the ones who guessed it right got small prizes of delicious candies.
The students holding a plate of fruits on the other side were talking about healthy diet and eating disorders. They talked to students on the classification and management of eating disorders using a very interesting hand-drawn poster. There were also cards about ‘healthy losing weight’ placed on the table which attracted many students.
The sleeping problem group devised a Kahoot questionnaire with interesting questions such as ‘How many years do people spend sleeping in their lifetime?’ on it. They also put cards of various bedtime behaviors on the tables, such as ‘Watch Bilibili before bed’ and asked students to find out which could help sleep and which could hinder sleep. Those who got it right could also get a small prize.
The most unique feature of the anxiety group was that the table was covered with small sand paintings. Students were invited to create freely to express and relieve their anxiety through the process.
As this was the first ever SCIE Mental Health Day event, it gained the attention and support of the whole school. Many teachers and students stepped into the room decorated with balloons and dolls, listened to the detailed explanation of the organizers, participated in the funny and interesting activities, and felt the warm atmosphere.
Some students said they learned a lot of psychological knowledge in this activity, and had a sense of fulfillment after they expressed their care and understanding to the feelings ‘hidden’ in the ‘Tree Hole’. Some students said they were inspired by the cards drawn from the positive energy box and the teacher’s participation made everyone at ease, so they felt like being surrounded by a big family. And most importantly this event has made a lot of students realize that they are not alone, and nobody should be left behind helplessly, and it is totally ok to express our feelings and talk about the possible problems with the person they trust most and in the way they feel most comfortable.
This activity has not only spread psychological knowledge, but also spread warmth, goodwill, understanding, and mutual respect among each other.
General sponsor and director: Yoyo
Executive producer: Grayson Alya
Propaganda conductor: Grace Alya
questionnaire designer: Leo Li
Depression:
Members:Alina Cloris Grace Jessica Leo Li Rachel
Previous preparations:
Poster design:Cloris Grace Jessica Rachel
Activity Planning&Script design:Alina
Popular science cards:Leo Li
Decoration of the venue: Alina Cloris Grace Jessica Leo Li Rachel
10.10 Activity:
Popularization of science & Activity: Alina Cloris Grace Jessica Rachel
Members: Christina Ellen Enigma Jaya Leo Sherry
Previous preparations:
Poster design: Christina Ellen Leo Wu
Activity planning: Christina Ellen
Preparation for props: Christina Ellen Jaya Leo Wu Sherry
Decoration of the venue: Christina Ellen Enigma
10.10 Popularization of science & Activity: Christina Ellen Enigma Jaya Leo Wu Sherry
Members: Anthea Ivy Jason Miles
Previous preparations:
Poster design: Anthea Ivy
Activity planning: Ivy Jason
Questionnaire design: Jason
Preparation for props: Jason Miles
Decoration of the venue: Ivy Jason
10.10 Activity
Popularization of science & Activity: Ivy Jason Miles
Members :Dylan Fion Jonathan
Previous preparations:
Poster design: Dylan Jonathan
Activity planning: Fion
Preparation for props: Dylan Fion Jonathan
Decoration of the venue: Dylan Jonathan
10.10 Activity
Popularization of science&Activity: Dylan Fion Jonathan
Music::Andy Jaya
Positive energy box: Grayson Swan Dr. Sharon
Negative energy box: Eleanor Leo Li yoyo
Photographers: Anthea John Leo Wang
Special thanks to: Grayson/ Yoyo/ Dr.Sharon /Nu.Vivian
My essay is on the recent development of China’s mental health care system and how it can help address this question. Though, I actually parried the question raised by the prompt, and I did not in the end emphasise too much that more care should be devoted to the socially vulnerable. Rather, I intended to underscore the complexity and ambiguity in any employment of these two notions — “socially vulnerable” and “responsibility” — in the concrete working of society. Through my study I discovered that the train of legislative efforts made in the 1980s to 2000s to legally recognise, to enhance public knowledge of, and to erect new asylums for, “the mentally ill,” in fact coincided spatiotemporally with government efforts in putting new agendas of foreign policies and city development to work. Thus, the recent development of China’s mental health care, from scratch to full maturity, is not solely the consequence of “humanitarian effort,” but also of some other ulterior motives. In my conclusion, I hinted that any answer to this question would entail empirical investigation into the concrete working of social institutions, and depending on the nature of this “socially vulnerable” group, claims of “responsibility” may be leveraged as veils for other purposes.
Before starting my research I did not by then have a well-formed hypothesis, but I did have Michel Foucault’s intriguing study on madness in mind. Due to the rather peculiar nature of the object of my study, I was not able to apply the sociological theories (Marxism, Functionalism, e.g.) I learnt in class to my own research. I must thank my sociology teacher for his encouragement and provision of many textbook resources and classical studies done in the field of mental health care. In addition to that, he prepared a statement of the school for my application to conduct short interviews at a local mental health hospital — this application, however, though quite expectedly, sank into oblivion — without his help this project would be very difficult.
I made a documentary “The Definition” about the situation of elderly in Shenzhen to enter this competition. As I have some previous knowledge in filmmaking, learning from TBU studio, I though it would be meaningful if I combined my filmmaking skills with sociology knowledge. In the meanwhile, after learning the very first chapter of sociology, The Family, I found out that the situation of elderly in the UK is different from that of elderly in Shenzhen. For instance, elderly have the responsibility taking care of their grandchildren and dance in the park for entertainment is distinctive in China. Therefore, I decided to make a documentary to record the interesting culture.
I learnt a lot during the preparation for the competition. I learned a lot about how to carry out an individual primary research when I was filming “The Definition”, which helps a lot in my current sociology study. Also, I understood sociology theories better. For instance, postmodernism used to be only a vague theoretical perspective for me, yet it amazed me knowing that elderly people participate actively in public activities can be considered as view of postmodernism.
Most importantly, I realized filmmaking can make some impacts on people, portraying problems of society. Experience of BSA opened my eyes and led me rethink about my future major in college. I want use my skills and knowledge to help more people, so I will probably try a major with humanity and filmmaking combined instead of pursuing the dream of being an artist alone.
Learning sociology gives me a new perspective in seeing how the world works, and it also lets me care more about the vulnerability in the society. Thank you to my sociology teacher, Richard Driscoll, who gave me lots of inspiration such as filming the dancing in the park, which is interesting to British people, and recommenced lots of sociological books about the elderly.
By listening to his advice, “The Definition” eventually divides into two parts: one is about the elderly in nursing home and the other is about people dancing in the park. Also, there is many interviews in the documentary to give a more well-rounded perspective.
I would like to thank my Math teacher Michael Jin and my friend Franchaska, who helped me with the voice over. Also, thanks to my family members, especially my dear grandmother, who gave me lots of insights related to the issue of elderly.
I made this documentary just before the deadline, thus it’s not so perfect. I’ll probably elaborate some shots and reedit it in the future.
If you are interested, you can click the link below and watch it.
Teng Xun Video:https://v.qq.com/x/page/u0862usad2v.html
Bilibili:https://www.bilibili.com/video/av38188271?from=search&seid=10452775157822232568