Journal #8

Here are my responses to four of my comrades' presentations!

Alissa - I've probably said this before, but I just love how your argument has expanded and evolved from whether or not leggings should be worn as pants to a feminist study involving so much more. The inclusion of the MSN poll was great because, as you mentioned, it shows that this is something that is being discussed rampantly, by people of various ages, backgrounds, etc. The video you showed where men were asked to "create" their perfect woman via a computer was really important and definitely provided insight into the bigger picture of this argument: are women merely trying to conform (with fashion as an agency) to what is "expected" or "wanted" from/of them?

Angela - Well, you definitely had great quotes in your presentation! ;) But seriously, I think that this argument is so important. And the strange thing is, if I had not studied abroad, I'm not sure if I would react the same way to it. I found excuses not to go for my first two years at Walsh, but finally Caleb kicked my butt and said "we're going!" and I had run out of excuses. Much like I mentioned in response to your Journal 7, I think it is so important that these questions are addressed. I know that my excuses came from a fear of the unknown, of taking chances. I'm sure this is the same for a lot of people - they just need to be shown that the pros outweigh the cons by a ton! I think your Harley article is great and also, Walsh's adjustment of the program itself has changed so that you can PICK what classes you're going to take there so that they fit with what you need curriculum-wise. This is so great because it will mean more people can go and experience eating gelato while viewing the Fontana di Trevi, getting lost amid the stone walls of Venice, and just being a part of a society other than your own country's!

Corey - Your argument really interests me, as I had, for several years, been very anti-video games because of the violence. However, this has changed as I've been exposed to more of the games - although I am, in no way, a gamer, I like to indulge in some Left 4 Dead or Sims 3 occassionally. I think that what makes your argument so strong is the inclusion of the effect that parents have on their kids. It is not just the fact that kids may want to mimic the violence they see, it is that they don't feel like they can discuss these feelings with their parents. I agree with you completely when you say that parents should be actively participating in what their children play, and are truly the only ones who can decide whether or not it is appropriate for their child. I also think its important to recognize that many parents do not take the time to know what is appropriate or harmful for their children, which may be why some kids feel as though their only outlet (and way to get their attention) is through violence.

Allison - I think that your argument is important because, at first glance, it may seem as though the obvious decision is that there should be seatbelts on schoolbuses. After all, most people would reason, what's harmful about seatbelts? But I really enjoyed that you went beyond the basic ideas and formulated your own decision based on more in-depth research. I think that, especially important, is that many times, these rules can be made due to an emotional event. Much like you mentioned, the only times there are seatbelts on regular schoolbuses is after a tragedy where a parent lost a child in an accident on a schoolbus which may have been preventable had there been seatbelts. And while I can certainly understand and empathize, I like how you went beyond that and reasoned that these same "safety precautions" could actually become hazards and cause more children to get injured.

Journal #7

Thanks to the wonderful Walsh librarian Melissa Bauer, who helped me navigate the completely foreign PsycINFO database, I was able to find some very interesting case studies/articles about bibliotherapy and adolescents.

1) Gregory, Katherine E., and Judith A. Vessey. “Bibliotherapy: A Strategy to Help Students with Bullying.” Journal of School Nursing. 20.3 (2004): 127-133.

            While a little juvenile, this article is great because it looks specifically at the effect bibliotherapy had on students in about 1^st-5^th grade and their responses. This article’s main audience is school nurses, but it is clear that there can also be a larger audience to this discussion as well. For your enjoyment, I’ll conclude this portion of my journal with some words of advice from kids about bullying (sorry Ron, this makes my word count go sky high):

• “If you are a bully, you won’t make any friends.”  Loud Mouth George and the Sixth Grade Bully, reviewed by Andie, age 7, Montana
• “To fight with your wits instead of your fists.” King of the Kooties, reviewed by Emmett, age 10, Missouri
• “When you see someone fall or look different that you shouldn’t laugh at them.” Don’t Laugh at Me, reviewed by Suzana, age 7, Maine
• “I learned that bullies aren’t really the mean person that you think they are inside.” How to Handle Bullies, Teasers and Other Meanies: A Book that Takes the Nuisance Out of Name Calling and Other Nonsense, reviewed by Melissa, age 10, New Hampshire
• “People and animals come in all different shapes, sizes, and looks, and that no matter your skin color, everyone has feelings.” Nothing Wrong With a Three Legged Dog, reviewed by Bryan, age 11, New York
• “Not to bully around other people just because they are different.” Robbie and Ronnie, reviewed by Kienan, age 8, Missouri
• “I learned that being cool isn’t about the clothes. It matters about how you treat people and how people like you.” Pinky and Rex and the Bully, reviewed by Sydney, age 9, Montana 

2) Tussing, Heidi L., and Deborah P. Valentine. “Helping Adolescents Cope with the Mental Illness of a Parent Through Bibliotherapy.” Child and Adolescent Social Work Journal. 18.6 (2001): 455-69.

            This article is interesting because Tussing and Valentine look at adolescents who are struggling with a parent’s mental illness (which you undoubtedly saw in the title). While they do not specifically do a study of these adolescents, they do review 11 books that could possibly be used to help these individuals via bibliotherapy. After further review, seven are selected as being helpful; the other four are rejected (poor unhelpful books! L) The reviewers pay special attention to certain aspects of the books, including the characters’ socioeconomic status, ethnicity, and the family life (blended families, single parent homes, etc). Unfortunately, I’ve never heard of any of the seven books chosen. This article helped shape my argument because it is interesting to see some of the criteria the books had to meet in order to be selected.

3) Tamara Robinson, et al. “The Process Of Personal Change Through Reading Fictional Narratives: Implications For Psychotherapy Practice And Theory.” Humanistic Psychologist 37.4 (2009): 326-352.

            Despite the overly flowery title (my suggestion: Helping People via Novels in Therapy?) this article is very helpful. According to Robinson, bibliotherapy “appears more successful with depression, anxiety disorders, and alcohol abuse, and less so with severe alcohol abuse or smoking cessation” (328). A recent survey (around 2009) found that 68% of therapists use bibliotherapy. They cite the benefits of it as self-awareness, emotional adjustment, and self-control, while also stating “age-appropriate readings appear to extend the period of clients’ self-reflection beyond the counseling session” (329). Robinson’s study, while helpful with basic facts, does not fit with my argument completely because it looks at six individuals of various ethnicities/religions/etc between the ages of 25-60. However, it does offer a sort of helpful background to my argument overall, especially when it comes to how this whole “case study” thing works.

Journal 6

Clearly, the claim, warrant, and evidence are crucial parts to any argument. The claim is the statement – essentially, a person’s argument, which can be debatable. The warrant is the connection between the argument and its support (i.e. the evidence). The evidence is vital to the argument (as well as its connection to the claim and warrant) because it is what proves that a person’s argument has any grounds or proof on which it can stand.

For my topic, the claim is that the use of bibliotherapy via fiction (that is both appropriate and meaningful) is beneficial for adolescents and young adults. This topic can be debated because there are a variety of factors involved in this form of therapy (and in any form of therapy) – whether or not the person is willing to read, whether or not the therapist is able to find literature that can “get through” to the individual, and whether or not the individual is “open” to being reached through the literature. These are just some of the variables of bibliotherapy; I am sure that there are many more.
Connected to the claim is the warrant for the topic – that books can have a healing and therapeutic “power.” While attempting to not confuse warrant with evidence, a warrant brings to mind an emotional and relatable appeal. For everyone who has read a book and felt as though it helped him/her through a situation, this “claim” will make sense. They will be able to call to mind a time where they were able to connect to a character/plot/theme in literature and it had an impact on their lives. As Toulmin says, a warrant is “the connection (often unstated)” between an individual’s claim and evidence. In this way, my argument does not have to come out and state the warrant – rather, the reader will (perhaps subconsciously) make the connection by him or herself.
Lastly, the evidence is what proves an individual’s claim and allows the warrant to be the “bridge” between the two. For my topic, I want my evidence to be clear, concise, and persuasive. Great examples of evidence are case studies, graphs, and charts about the effectiveness of bibliotherapy on adolescents and young adults. While it has been difficult to find much evidence in this form, I know that I will be able to have quotes/ explanations from individuals about how/why this form of therapy worked for them. That evidence will be invaluable in my final presentation, as I believe that it will complete my argument and make it convincing.

Summary #2

When I thought about the idea of a “visual argument” the first thing that came to my mind were ads. As I was flipping through Cosmo magazine the other day (yes, I do indulge in the mindlessness of Cosmo occasionally, don’t judge me), I noticed the sheer multitude of fragrance ads. This got me thinking about how difficult it is to communicate fragrance on print, despite the random samples within the pages that make the magazine smell like Macy’s. So I looked up some fragrance ads, especially the catchphrase that went along with them. I then stumbled on this gem…Kim Kardashian’s True Reflection fragrance, which was just made available this month.

True Reflection Ad

First off, the name of the fragrance makes me laugh, especially when seen in context with the picture. This is Kim Kardashian’s “true reflection”? Hair perfectly styled, face completely covered in makeup and airbrushed to perfection, lacy lingerie on, admiring herself in the mirror? Is this ad trying to tell people that the fragrance perfectly reflects who you (the consumer) are? I think that, with any celebrity as the “face” of a product, the ultimate goal is to convince the consumer that if you buy said product, you can feel like him/her. In this case, if you spray on some True Reflection, your reflection will be every bit as beautiful as hers.

What is presented in this ad is the epitome of femininity: it bleeds soft lighting, curves, tones, and colors. And, as far as fragrance ads go, it is significantly less sexualized…compare it with the ads for her fragrance “Gold” (LINK: Gold) or “Kim Kardashian” (LINK: Kim Kardashian). I believe that this ad is targeting a different consumer type than the other two fragrances, which explains why everything is so different visually. Rather than in-your-face sexuality, this ad is attempting to convey a sense of femininity and classiness; it looks almost retro, a throwback to Marilyn Monroe and Audrey Hepburn. I believe that the message this ad is conveying is that this perfume will evoke the consumer’s true reflection as a woman who is feminine, ladylike, and classy, while still able to be sexy (the line underneath the title says it is the sultry new fragrance”).

Perhaps I am reading a little too much into this, but I see it as Kim Kardashian attempting to clean up her image a little bit (although I am not saying that it is effective), as she is not really Hollywood’s classiest act. I think this ad makes the claim that by wearing this perfume, the consumer will be able to be completely who he/she genuinely is. What the ad fails to make me believe is that anyone’s true reflection is quite as “perfect” as the one shown. Shouldn’t a true reflection emphasize natural beauty and not the power of airbrushes?

Journal #5

This journal is, like Angela said in hers, kind of difficult for me. I had to type things into Google like “Why bibliotherapy does not work” and “Negative effects of bibliotherapy” and scan a couple pages of results to find specific arguments against it. In the end, the one that I think is the biggest issue (which Alissa has actually discussed with me in class and via the blogs) is the act of reading itself. Obviously, if the child/adolescent does not like to read, this type of therapy will probably not be effective.
However, I think it is important to identify that assuming that all of these adolescents being placed into this therapy do not enjoy reading is a fallacy – a hasty generalization. This generalization seems pretty easy to make – it seems as though many children/adolescents are so focused on the technological world that the literary world is lost to them, while others simply, from a very early age, dislike reading. It may be even easier to make if the person looking at the act of bibliotherapy disliked “required” reading as a child/adolescent (sorry, Alissa, for picking on you!) However, I doubt (although I may be wrong) that many people who know that their child does not like to read would see bibliotherapy as a useful tool. Therefore, this hasty generalization could be that a majority (or all) of these children/adolescents do not like to read or would not receive any benefit from it, or even the opposite idea, that bibliotherapy will work for everyone. This, too, can especially be a fallacy – that it can work for everyone, regardless of his/her inclination to read.
This, then, ties into the idea of a false dilemma – that bibliotherapy either has to work for everyone or it does not work at all. As Rottenberg explains, “the false dilemma reflects the simplification of a complex problem.” Bibliotherapy, like any other form of therapy, is a complex and multifaceted process. To say that it either works for everyone or no one is to simplify this process to an extreme. Because people are unique and learn in different ways, understand certain things more than others, and experience/handle their emotions differently, any kind of therapy must be prepared to be complex in order to serve a wide range of people.

Journal #4

Alissa's Presentation - Leggings as Pants?
I enjoy how Alissa always manages to bring humor into the discussion. I really enjoyed the way she ran it - as a meeting and not simply a presentation.
In her argument, she utilized a great fashion article from The Wall Street Journal (not that IT was great, just the way she used it). She used it to frame her argument and to bring relevance to her argument - that leggings are considered a "hot trend" in modern fashion. A majority of the agents she brought up are those who are positively affected by the use of leggings as pants (i.e. retailer, designer, model, and manufacturer). I also think that looking at the argument from a feminist perspective is important, because women can either see it as degrading or empowering - there is no "one way" of thinking and no clear wrong/right answer. I think it all comes down to why women wear leggings as pants - do they do it to feel beautiful? To get noticed by men? To be the center of attention? Or, do they do it because it's comfortable? Because they feel empowered? To me, that is vitally important.

Mark's Presentation - Should College Athletes Get Paid?
Mark's argument is one that I had honestly never considered before. I have heard people complain about the scholarships and favoritism that some athletes receive - I had no idea that there was an argument for the opposite extreme: to pay athletes. To me, the most the important part of Mark's presentation was when he mentioned that many athletes do not graduate from college and that many have switched their majors because their class schedules interfere with their practices. Is the point of a university to encourage athletics and to "create" big name athletes, or to educate people? Doesn't it seem counterproductive to attend school to receive an education and have to work that around a sport?

Loren's Presentation – Environmental Crisis
I really enjoyed when Loren talked about striking a balance between the human race and nature. Often, when I hear complaints about environmentalists it is about the radical environmentalists who are against a certain kind of progress or reproduction. I think that this balance that he mentioned is key to raising awareness of the environmental crisis. Also, while I think it is crucial to instill in people the seriousness of the topic, I also believe that it should presented in a semi-optimistic way, because if it is presented with the attitude of, “we’re screwed,” it will discourage people from participating in raising awareness, as they may not see a reason to.

Eddie's Presentation – Senior Citizens Driving
I thought that Eddie’s counter argument of ageism is very important in his presentation. This topic is one that could be very sensitive for elderly people and could bring potential problems within families. I thought it was great that he included the idea that by taking away this independence of senior citizens, there can be a tremendous amount of pressure and responsibility placed on the individual’s family. I think that this issue is one that everyone can relate to – everyone has his or her own stories about their own experiences with elderly drivers!

Journal #3

TOPIC: The use of bibliotherapy (focusing specifically on adolescents/young adults and fiction such as Laurie Halse Anderson’s novel Speak).

First and foremost, the thing I have learned the most about this topic is that it is spoken about very generally. I have found quite a few sources that mention it in passing, but do not take the time to delve deeply into its multifaceted approaches and uses. Most recently, I was able to find an article that focused on the cons of bibliotherapy (“The Lion, the Witch, and the Drug Addict: “Bibliotherapy,” One Danger in Self-Help Books for Children…by Susan Smith of Globe & Mail in Toronto, Canada). Although this article mostly discusses the use of bibliotherapy in young children, it is still a prevalent idea – that a person (in this case, an adolescent) will look to a book for help in lieu of an adult. For adolescents, I think this could be the case if an individual wanted to choose his/her own books as a sort of “self diagnosis.” This should be cautioned against because of the devastating effects that this could have, depending on a person’s mental state (note the effect that The Catcher in the Rye had on Mark David Chapman – not a fault of the book or its messages, but the way it was interpreted by him).

Right now I’m focusing a lot on Speak and doing research about it…so bear with me.

One of the most helpful sources I found was Laurie Halse Anderson’s blog, Mad Woman in the Forest. She is outspoken against the censorship of books and, on her blog, spoke directly about the direct link between books and healing. One of her posts, written on June 5, 2011, was titled “Stuck Between Rage and Compassion.” In this post, she argues against AYA fiction being censored, “Books don’t turn kids into murderers, or rapists, or alcoholics. (Not even the Bible, which features all of these acts.) Books open hearts and minds, and help teenagers make sense of a dark and confusing world. YA literature saves lives. Every. Single. Day” [Her emphasis]. She goes on to talk about the influx of letters/emails she has received from teenagers who read her books and thank her for helping them come out of a dark place. I found two articles discussing Anderson’s novel Speak specifically – one is a book review by Sally Smith in the Journal of Adolescent & Adult Literacy, published in Mar. 2000, the other is “Politicizing Young Adult Literature: Reading Anderson’s Speak as a Critical Text” by Janet Alsup, published in the same journal in Oct. 2003.

So that’s where I’m at right now…I haven’t really found much research about specific incidents where bibliotherapy has been used and the results that it had. I plan to find some, but we’ll see!