Matching Items (23)
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- All Subjects: Mental Health
- Creators: School of International Letters and Cultures
Description
There exists a prejudicial influence in the way that psychological thrillers depict their mentally-ill subjects. Accordingly, this creative project closely examines scenes from the following four seminal films: Psycho, Taxi Driver, American Psycho, and Joker -- each of which exemplifies four psychosocial themes that have a dominant presence within the ‘psycho-thriller’ sub-genre. These include themes of toxic masculinity, urban corruption, social class, and latent trauma. Each of these are then discussed in terms of their presence and meaning within the genre -- particularly the method in which they reinforce prejudicial understandings of severe mental illness (SMI) despite reflecting the dominant beliefs of medico-scientific communities, criminological theorists, and psychoanalytic schools of thought of the eras in which they were released. Given that these theories continue to inform the public’s understanding of severe mental illness (SMI), this thesis seeks to expose how the enduring presence of these psychosocial themes within the ‘psycho-thriller’ subgenre has conflated the presence of mental illness with criminal disposition. After discussing the representation of these themes in each film, this paper highlights how psychological thrillers may function as instruments of advocacy for mental health in spite of their ‘horrific’ elements, and provides examples of how other entertainment media have helped normalize neurodivergence in a neurotypical society.
ContributorsHernandez, Martin (Author) / Miller, April (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2021-12
Description
Samantha and Rachel both have a history in gifted education and wanted to create a safe space for the two of them and their peers to discuss the effects gifted/ accelerated education has had on them, specifically pertaining to burnout. To best dive into this matter, Gifted Kid Syndrome podcast was born! During which, our hosts interviewed students and professionals, allowing everyone to share their pasts, their hopes for the future, and what they’ve learned along the way regarding mental health, identity, education, and personal success.
ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
This thesis is a continuation of the Humanities Lab “Narratives of School Shootings” class, which analyzed the impact of school violence on students and communities and examined the narratives and factors that exist relating to school shootings. A primary focus of the class was youth activism and advocacy. In collaboration with the Greenlights Grant Initiative, which was created to combat violence in schools, Barrett students were partnered with school districts to assist in grant writing. Using projects from “Narratives of School Shootings”, the team deduced which grants best supported each school district and worked with the districts to write and submit them. These grants are used for proactive and reactive measures to keep student emotionally and physically sound. Through this process, Barrett students analyzed the intricacies of grant writing and government funding, as well as how those contribute to cycles of inequality.
ContributorsBrammer, Elizabeth (Author) / Miller, Allison (Co-author) / Zimmerman, Daniel (Co-author) / Lindstrom Johnson, Sarah (Thesis director) / Blasingame, James (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2024-05