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Hello!

Before you take a deeper look into DISCOURSE, Ms. Lora, we would like to express our sincerest gratitude for being such an amazing and inspiring teacher. On behalf of ENGL 11 WW, we thank you for all the memories we shared this entire year, from mindblowing literary interpretations last sem in Enlit, to the entertaining class discussions and striking life lessons in ENGL that have absolutely left a great impact to each and every single one of us. 

We had a really great year with you, Ma’am! Thank you for everything!

<3 Avery, Julia, Tin, Carl

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Scholarship as a Solution to the Felt Negligence of the Fine Arts in Ateneo de Manila University

Abstract

There is a stigma in most Asian settings that fine arts, known for its pursuits in the creative and performative fields, are constantly trivialized and not viewed as a lucrative investment (Chiu, 2016). In Ateneo de Manila University (ADMU), which is an established institution for tertiary education in the Philippines, students may cultivate their craft in the fine arts through applying for any course under the Department of Fine Arts, and join the many organizations under the performing arts cluster. However, according to a recent post in Sabihin sa Sanggu (SSS), Ateneans who do so are unable to meet the demands of both their studies and organizational workload, due to conflicting time constraints and very limited funding from the school (Sabihin sa Sanggu - SSS, 2019). As a result, this essay will expound on the possible solution to this problem, which is a proposed Fine Arts Scholarship that mirrors to a certain degree the processes and logistics of Ateneo’s current Athletic Scholarship. (161 words)

Statement of the Problem Primary Source Through Sabihin sa Sanggu, an online confession platform that aims to relay student concerns and issues directly to the administrative offices themselves, an anonymous Atenean expressed his concern in the lack of scholarship opportunities for both the creative and performative arts, but highlighting the problems of the latter throughout the rest of the post. The submitter shared that students and organizations involve in these fields of art, especially in the theater arts, are forced to shoulder most of their finances for production work and transportation due to the lack of proper funding and acknowledgment from the school. This case, which garnered the most interactions in the SSS Facebook page as of time of writing, implies Ateneo’s dismissive regard on the arts as other than an extracurricular endeavor. (Sabihin sa Sanggu - SSS, 2019) (132 words)

Secondary Source The dissonance between the school and students involved in the arts is exemplified here: according to the online list of scholarships and financial aids granted by Ateneo, there is not a single mention of possible opportunities given to those that excel in the performing and creative arts (Ateneo de Manila University, n.d.). Because of Ateneo’s perceived oversight, students such as the anonymous submitter are made to sacrifice considerable amounts of their time for resting or relaxation, and studying to make room for working on their craft (Sabihin sa Sanggu - SSS, 2019). (92 words)

Statement of the Solutions

Existing Solution The University of Santo Tomas offers the Santo Domingo Scholarship to those who excel particularly in the “arts, music, and sports” (Office of Admissions, n.d.). Those with a talent for music may apply at the Conservatory of Music to avail the scholarship, and once approved, must undergo and pass the tryout process. Thereafter, students with the scholarship will receive waived fees and exemptions from extracurricular work during examination period. (Acad Clinic, 2015)

Although these benefits are of major use to the students in regards to balancing their extracurriculars and academics, only students who apply in the field of music and sports may avail this scholarship (Office of Admissions, n.d.). (111 words)

Relatable Solution Similarly, Ateneo de Manila University provides an array of scholarships to overachievers in the academic and athletic departments (Ateneo de Manila University, n.d.). Concerning extracurriculars, Ateneo offers the Athletic Scholarship, which grants the student various benefits (e.g. reduced academic load, class exemptions, sports budget, accident insurance, etc.) to help juggle the demands and workload both his sport and subjects expect of him (Ateneo de Manila University, n.d.). To avail this scholarship, the student, who is assumed to be financially challenged, must have already earned himself an award in the sport he is applying for as a prerequisite to the tryouts process (Ateneo de Manila University, n.d.).

Athletes and artists are tied together by a common thread in their “pursuit of excellence” and in their “will for mastery” (Shukei, 2016); therefore, given that logic, merit-based aids and grants for fine arts students must also be considered and implemented by Ateneo. However, it is important to note that Ateneo is one of the member teams in the University Athletic Association of the Philippines (UAAP), which explains their focus and specialized scholarship for potential players. (186 words)

Execution of the Solution

Context Using the already existing Athletic Scholarship as a framework, the proposed Fine Arts Scholarship, which will be tailored for students in the performative fields, reflects the wish of the student who suggested the school should offer support in the form of a “special type of scholarship” (Sabihin sa Sanggu - SSS, 2019). The Fine Arts Scholarship is primarily under the jurisdiction of the Department of Fine Arts, and will ideally be administered by members of the BFA Theater Arts faculty. Those who can apply for this specialized scholarship are expected to be incoming students of BFA Theater Arts, as long as said students will fully meet the qualifications of this scholarship. (110 words)

Step-by step The applicant must first approach the Department of Fine Arts to obtain a Fine Arts Scholarship Application Form (FASAF), and then secure a recommendation from any BFA Theater Arts faculty or department chair. This set of procedures is also standard for those vying for an Athletic Scholarship.

Also included in this FASAF will be the disclosure of the student’s grades throughout his high school career, his financial background, and his comprehensive experience in his given field of art. These documents are to determine and to ensure that the scholarship aspirant is truly in need of the financial aid, and that he can meet the standards Ateneo requires of all its scholarship grantees. If the student’s application is approved, the department will send out an e-mail that details what the applicant must do for his screening, and when and where this tryout process will take place.

For BFA Theater Arts applicants, they will be expected to perform a monologue or song number from any play or musical.

The tryouts will then be judged and administered by any BFA Theater Arts faculty and possibly the department chair. There will be a deliberative period of at least a week before results are released to give ample time for the judges to screen once again all performances and documents needed, and to finalize the accepted applicants. If the scholarship is granted, the student will ideally receive the following benefits: financial aid, realignment of block sections for certain subjects, and accident insurance. In return, the student must be a member of any organizations in Ateneo’s performing arts cluster, and must not have any F, W, and/or 2Ds in their grades, which is a prerequisite for all financial aid applicants (Ateneo Scholars, n.d.). (289 words)

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The Employability of K-12 Graduates: Increasing Hirability through Work Experience

Abstract

While the Department of Education (DepEd) sought to produce globally-competitive senior high school (SHS) students “ready for employment after graduation” (Department of Education, 2018) in its implementation of the K to 12 (K-12) program, concerns on their job readiness are still being raised by employers. At present, only less than a quarter of Philippine employers are open to hiring SHS graduates and regard having completed tertiary education as a key factor to employment (JobStreet Philippines, 2018). To mitigate this problem, this paper suggests an approach that allows on-the-job training opportunities for students, whether initiated either by their respective schools or organizations, that immerses them in the daily operations of an authentic work environment. (113 words)

Statement of the Problem Primary Source In a recent survey conducted by online recruitment portal JobStreet Philippines (2018), it was revealed that most employers in the country are more inclined to hire college-level graduates as opposed to senior high school (SHS) graduates. The SHS graduates’ lack of work experience was attributed to be the primary reason for employers’ hesitations in hiring them. In addition, most industries in the country require years of university education before one is deemed eligible for employment. The inclination towards college-level graduates puts SHS graduates at an undue disadvantage and proves the K-12 objective of producing work-ready graduates counterproductive. (97 words)

Secondary Source The DepEd states that under the K-12 curriculum, Immersion is a general subject to be implemented across all strands that can be carried out either through actual work immersion, research, career advocacies, or a culminating activity. Schools are free to implement its Immersion subjects in manners and time frames they deem fit, depending on learners’ purposes, needs, and their school capabilities. Under the DepEd Immersion guidelines, students are to undergo a minimum of at least eighty (80) hours of on-the-job training, should schools choose the work immersion model of the Immersion subject. However, most employers believe that these limited hours of work exposure are not sufficient for students to learn anything substantial in the workplace, as mentioned in a study conducted by the Philippine Institute for Development Studies (Orbeta et al., 2018). (132 words)

Statement of the Solutions

Existing Solution In order to increase the hiring chances of senior high school graduates, schools can opt to undertake the “Work Immersion” model of the DepEd-mandated “Immersion” subject. In this set-up, students will be able to take up 80-320 hours of on-the-job training under DepEd’s partner institutions (Department of Education, 2017). Students will be able to apply their competencies in their select areas of specialization in an authentic work environment. However, not all schools are capable of implementing this model as they may lack the necessary resources (such as transportation arrangements, internship advisers, etc.) for its effective execution. (96 words)

Relatable Solution Students can also be made aware of on-the-job work opportunities with the aid of initiatives by student-run organizations in their respective schools. For instance, corporate partnerships made by the Ateneo Management Engineering Association with companies such as S&R, InKompass, and L’Oreal give way to career talks and workshops, through which student members are informed of available internship positions related to their respective career goals. Through this, companies will be able to recruit interested students efficiently while students are informed of postings that they may be interested in. Although this offers benefits for the companies and students alike, maintaining on top of one’s academic workload proves to be a challenge to students (Kreidler, 2016). (113 words)

Execution of the Solution

Context To mitigate employers’ concerns regarding hiring SHS graduates, internship opportunities introduced by students’ respective schools and their organizations are practical solutions. Currently, all SHS students are required to take an Immersion class as mandated in DepEd’s Work Immersion Guidelines (Department of Education, 2017). (43 words)

Step-by step Following the Work Immersion model, students are provided access to DepEd’s partner institutions’ facilities and employment simulation where they can apply their competencies in the workplace. Some of DepEd’s partner institutions include REX Publishing (Rex Book Store, 2017), Nestle Philippines (Nestle Philippines, 2017), and the Bank of the Philippine Islands (BPI) (“The Department of Education has teamed up with BPI”, 2018) to name a few. Through this, students are able to gain both the soft and hard skills relevant to joining the world of work they are interested in (Ronda, 2018).

Work Immersion can be carried out through four (4) models, depending on the school’s resources and its learner’s needs. These models range from a minimum of 80 hours to a maximum of 320 hours, varying in their length of immersion hours only. Students are assigned to work under DepEd’s partner institutions for the entire duration of their school’s selected model. After the completion of students’ on-the-job training, they will be assessed and evaluated on their performance, and they will be issued a final grade (Department of Education, 2015). However, while this solution grants students with practical knowledge in their respective fields, it operates on the assumption that the school has selected the Work Immersion model of the Immersion subject, which is not always the case given differences in school resources (Orbeta et al., 2018).

In the event that schools opt for an Immersion model other than that of Work Immersion, student-run organizations should arrange initiatives such as career talks or career fairs that inform its members of available internship positions related to their respective majors and career goals. The organization should first come up with a list of employers that are willing to provide internships for SHS students; contacting the human resource (HR) representatives of each prospective company is one way to do this. Once a shortlist has been made, invitations targeting employer involvement should be given out to companies. Afterwards, by means of digital promotions, the organization should encourage students to take part in the career fair. 

By means of internships, students gain work experience which employers highly regard when hiring (Tomacruz, 2018). Initiatives such as career fairs provides students with an opportunity to learn more about the companies’ internship openings which match their interests, skills, and schedule. This offers benefits for both companies and students alike, as companies will be able to efficiently recruit interested SHS students while SHS students are allowed to meet with several employers all in one place. (414 words) 

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Workforce Automation in the Philippines: Making Displaced Workers Employable

Abstract

The global shift towards automation, the process in which human work is taken over by mechanistic processes and machine, is creating a short-term unemployment crisis that is projected to be four times worse than that of the Industrial Revolution (Frey & Osborne, 2018). In the Philippines alone, automation is affecting 48% of jobs through means of reduction or complete elimination of fields (Gonzales, 2017). Such a trend in the country would be devastating as the Philippines does not have the infrastructure to do so (Domingo, 2018). To address this issue, this paper proposes short to medium-term Private-Public-Partnership; this project’s aim is to retrain entry-level and displaced members of the workforce to industries in a post-automation Philippines. (109 words)

Statement of the Problem Primary Source In 2017, Department of Information and Communications Technology (DICT) Secretary, Rodolfo Salalima, announced that the plans for this current wave of automation in the Philippines are going to affect 48% of jobs in the country (Gonzales, 2017). This prediction is caused by two main factors: the Philippines having the highest internet prices in South East Asia, and major areas in the country being disconnected from technology. The current situation suggests that many are going to be affected by the gap of need skills Artificial Intelligence created causing large-scale unemployment. (91 words)

Secondary Source Among the potential causes of increased unemployment is the lack of technical and applied knowledge in the workforce, especially in data fields. According to a study of the Philippine workforce conducted by Hungry Workhorse Management consultancy, the Philippines workforce is undermanned in terms of data sciences and digitalization talent (Ayalin, 2018). Forty-three thousand low-skilled Business Process Outsourcing (BPO) workers will lose their jobs by 2022. Current fresh grads are already experiencing a 33% percent decrease in entry-level jobs. On the other hand, jobs that are considered medium-high level work in data-related fields have grown by 650% with a lot of labor deficits. Employers in the study cited a lack of “21st-century skills” as the main reason (Lugtu, 2017). (118 words)

Statement of the Solutions

According to a study conducted by the Organization of Economic Co-operation and Development (Andrews, 2016), one effective method of mitigating the damage done by automation is government support of private institutions in upskilling the workforce for new roles. This solution takes former employees from phased-out professions and matches them with an adjacent role within the private sector where they will be trained by the company in the skills they need for the job, while the company gets an incentive for doing this. The solution has proven to increase rehiring rates by 16% per 1% of a country’s budget spent on it. One weakness of this data is its limited applications to the Philippines; most of these studies were conducted in Europe.

This solution may be synthesized with workforce activation efforts already contextualized to the region. Asian Development Bank (ADB) has been conducting mentorship programs for Not in Employment, Educations, or Training (NEET) youths in partnership with Local Government Units (LGUs) since 2016 (Asian Development Bank, 2018). The program involves signing these youths onto a mentorship and technical training program with regional mentors that teach them the skills needed to enter and survive the workforce. The program has shown an over 90% job placement rate among completers. One problematic aspect of their operations is the method they use to choose partner communities are chosen. Because the program can only work in LGUs that already have a high business density and labor force, those who need the program the most in a post-AI workforce will be the last prioritized by the program. (249 words)

Execution of the Solution

Context This solution is made for workforce members displaced by automation and will be administrated by private-public partnerships in the Philippines, international NGOs, and foreign governments. (22 words)

Step-by step The research published by the Organization for Economic Co-operation and Development can be used as a model for governments when dealing with the destructive forces of disruptive innovations such as those caused by advanced automation (Andrews, 2016). The organization stresses the importance of Public-Private-Partnerships in workforce training; this method streamlines the adoption of automation in such a way that mitigates unemployment while also creating a better-tooled workforce to meet the private sector's needs.

OECD’s solution will be synthesized with ADBs current method of LGU-level targeting and cooperation used in operating their program (Asian Development Bank, 2018). The idea for the public-private-partnership will operate at the LGU level with authority coming from the Department of Interior and Local Government (DILG). The operations of the project will be led by the Department of Labour and Employment (DOLE). DOLE will be taking NGO partners such as ADB to consult and help in operations.

DOLE will cooperate with ADB to canvas the different LGUs to assess the area where the program can have the highest impact and success rate. The metrics used will likely rely on the relative abundance of those recently unemployed and the business output of the area. DOLE will then begin with a large scale individual assessment of skills of these unemployed wherein they are sorted into one of three tiers within the program. These three programs will be facilitated by a combination of ADB-chosen staff and representatives sent from local businesses that utilize these skills regularly.

The least skilled and experienced will be sorted into the bottom tier where they will have to go through intensive skill-building workshops comparable to a technical-skills boot camp. They will be taught “21st-century skills” such as operating computer software and working with technology.

Moderately skilled and experienced workers will be sent to middle-tier where they will go through one on one mentorship with regards to how to go about navigating industries and the lifelong investments in skill needed to maintain employability. Relatively high-skilled and experienced workers will be sent to top-tier where they will be matched with local employers for On-the-Job-Training and regularization into the company after 5 months. People in bottom-tier would ideally move into middle-tier then top-tier. (365 words)

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Video Game Addiction

On June 18, 2018, the Sun.co.uk reported that a nine-year-old girl in the UK was checked into rehab after getting addicted to the video game Fortnite. Fortnite is a builder/third-person shooter game where one or a group plays with 100 other players on a map trying to eliminate other players to be the only team left in a shrinking playable map. (Barbour, 2018)

Her parents reported that she would play for 10 hours a day, that she would hit her father when told to stop playing and that she would wet herself to avoid having to stop playing. Her mother Carole reported that she is in therapy for addiction to video games. This is not the only case of video game addiction, a study by Douglas A. Gentile Ph.D., revealed in a study that 273 kids and teenagers out of 3034 video game players studied can be classified as addicted to video gaming (Addictions.com, n.d.). This paper seeks to suggest psychosocial interventions for parents to follow to treat clinically normal children who are currently diagnosed with video game addiction.

To better understand the problem, it is important to understand addiction and what are the distinct qualities that make up the disorder in children. Addiction in a broad sense is any substance or behavior that has an appetitive nature, an impulsive repetitive quality, is self-destructive and is experienced as difficult to modify or stop (Orford, 1985). Video games like Fortnite have the potential to be an addictive behavior because of how video games are designed. Video games give the player purpose or goals which can be accomplished through play. Accomplishing in-game goals like getting a kill or getting nice items makes the brain experience hits of dopamine which is associated with the brain’s pleasure, craving and reward system. The association that video game activity is pleasurable makes an individual crave the repetition of activity, which can lead to dependence on that activity for pleasure or an unhealthy attachment to gaming. (Beres, 2018)

The climate of today’s time also encourages children to participate in gaming as a social activity, again for example in the case of Fortnite. “Fortnite logged 8.5 million concurrent players and announced that more than 200 million people play. People across the world have spent more than 5,000 years watching Fortnite streams on a video game streaming service called Twitch over two weeks alone. Lastly Epic Games, the company that produced Fortnite, announced it will be putting $100 million into eSports player pools over the next year.” (Beres, 2018)

Children in terms of their development are also at risk for developing addiction due to underdeveloped impulse control centers in the brain in the prefrontal cortex. Thus it is important to monitor and regulate their behavior and development as they grow up. (KidsHealth, n.d.).

This of course does not assume that all people/children who engage in video gaming activity are designed to develop video game addiction. Certain symptoms define or can indicate whether video gaming activity has become addictive or unhealthy for an individual. In a child’s case, warning signs to parents that a child could be experiencing video game addiction could be seen in one or more of the following symptoms happening as a result of video game use:

Child does not perform at an adequate level at school

Child does not get 8 to 10 hours of sleep a day

Child does not eat at least 3 meals a day

Child does not have various interests besides gaming

Child does not have strong and healthy social relationships

Child does not maintain basic hygiene

The measures above are basic expectations for a healthy child’s development and wellbeing outlined by Nestle. (Nestle, n.d.)

If it is found that a child does exhibit the symptoms of video game addiction, then the following steps can be taken by parents/guardians to regulate a child’s gaming activity to a healthy level.

First it is recommended that parents/guardians see a developmental psychologist or a child psychologist with the child to consult about whether the child really does have addiction and/or if the child’s video game addiction could be indicative of other psychological disorders like depression or attention disorders. If other psychological disorders are present, then parents would be advised to explore multiple interventions with the guidance of a psychologist.

If the child is found to be clinically normal though then a second step would be for parents to establish clear and strict rules to be followed by children regarding video game use. Suggestions by RaiseSmartKids.com, a parenting blog, regarding effective rules would be to only allow an hour to two hours of video game play a day or establishing a reward system where children can only play video games if they finish a homework assignment or chore or get certain grades at school. The blog also advises using software to regulate time children spend playing games and automatically close them when the agreed upon time elapses, an example on the desktop would be an app like FocusMe (raisesmartkid, n.d.).

Lastly it is encouraged for parents to engage and build children’s interests in other activities besides gaming as a pleasurable activity whether through sports, art, lessons or others. One healthy activity that can be taught and accompanied with interventions can be mindfulness meditation. Psychologists have found that mindfulness meditation can help recovering addicts of various substances. Mindfulness trains the mind to deal with stressful situations by learning to sit with discomfort and be in the present moment exercising thoughtful and purposive action. This helps in the development and exercise of the prefrontal cortex and trains children not to simply act on pure instinct, helping regulate addiction (Smith, 2017).

Ideally should all these steps be followed; a child should be able to regulate gaming to a healthy and acceptable level. A healthy level of gaming again can be measured following Nestle’s measure for a healthy child’s development.

The advantages of the intervention above would be that firstly, it involves parents which is important in child-based interventions as parents have the most control in their children’s lives and are commonly vigilant to their children’s behaviors thus should be able to spot symptoms of addiction and act on change. Secondly it is psychosocial in nature, meaning less expense on drugs and medical procedures while being an integral part of teaching children proper impulse control which is important to their development.

The success of the intervention of course though is wholly dependent on the commitment and judgement of the child’s parent. Thus, it is encouraged to mitigate any weakness in the interventions that parents continue to read and study video game addiction and their children so that they can modify interventions according to a child’s specific case or development.

Bringing it back to the case of the British girl in Sun.co.uk, this intervention should work in her case as she has the guidance of a psychological expert in her recovery and her parents have been vigilant in spotting her addiction and willing to invest in her recovery. Rehabilitation facilities do often teach patients as well to regulate addictive behavior whether to entirely stop or regulate to healthy levels by setting strict rules towards patients. The only difference in rehabilitation centers being the presence of other recovering addicts, meant to be a source of support for patients to one another. Rehabilitation centers though are commonly designed for adults who engage in behavior or substances of their own volition and have it on them to rehabilitate and change themselves. Children on the other hand are still under the guidance and direction of parents and thus can be better regulated by their rules (techaddiction, n.d.).

Gaming itself should not be feared as an activity because as mentioned awhile ago, the social climate has made it a new avenue for social and creative expression, to build friendships and build pleasurable memories. It is simply important as in any activity to balance its use and exposure so that children can gain the most of its benefits while building a healthy and happy childhood.

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Additional Sources:

Smith, F. (2017, September). The Addicted Brain. National Geographic, 34-51.

Diclemente, C. C. (n.d.). Addiction and Change (2nd ed.). New York and Lonodon: The Guilford Press.

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Social Media as the Root of Body Dysmorphic Disorder: Ceasing Its Growth Through Cognitive-Behavioral Therapy

Abstract

The world of social media has become second nature to Generation Z, the up-and-coming digital natives. However, while social media platforms such as YouTube and Instagram paved avenues for self-expression and interconnectedness, overemphasis on social media reputation has become grounds for Body Dysmorphic Disorder (BDD) among social media influencers (Macmillan, 2017). To confront this problem, this paper proposes a proactive application of Cognitive-Behavioral Therapy (CBT) wherein the victim diagnosed with BDD performs mind-emotion strengthening exercises reinforced through constant re-exposure to anxiety-inducing experiences. As a result, the victim develops a sense of social media resilience and independence. (96 words)

Statement of the Problem Primary Source In 2018, Bustle, one of the leading online women’s magazines, highlighted an interview with 24-year-old American YouTuber Remi Cruz who revealed to have been diagnosed with Body Dysmorphic Disorder (BDD) caused by spiteful comments she receives on YouTube and Instagram. Cruz confessed how she would take drastic measures such as starving herself, exercising too much, and using beauty enhancing applications, just to look “acceptable” (Chan, 2018). Online users like Cruz who constantly experience the anxiety and pressures brought about by social media validation propose how an individual’s unhealthy overemphasis on social media reputation could lead to detrimental effects to one’s physical, emotional and mental health. (105 words)

Secondary Source A study conducted in 2018 by Barna Research Group, an American polling firm, revealed that Generation Z, compared to other generations, is more negatively affected by the dangers of social media addiction. In fact, 31% of Generation Z respondents agreed to the statement: “Looking at other people’s posts often make me feel bad about the way I look.” With this, social media platforms highly correlate with instigating high levels of bullying, depression, anxiety and the fear of missing out (FOMO). Consequently, these negative feelings then promote a severe compare and despair attitude which in turn result to Gen Z’s excessive use of social media (McPeak, 2018). (106 words)

Statement of the Solutions

Existing Solution Cognitive-Behavioral Therapy (CBT), a first-line treatment for BDD, mainly focuses on transforming cognitions and behaviors to improve one’s lifestyle. In an article by Mayo Clinic, America’s leading medical research center, the treatment involves the exposure and response prevention technique wherein the diagnosed is encouraged to identify personal situations to reshape negative or inaccurate perceptions. A research conducted by Harvard Medical School and Massachusetts General Hospital revealed that individuals with BDD positively responded to CBT, as major improvements were displayed in terms of body perception, disability, social life and depression (Wilhelm, et.al, 2014). Through CBT, individuals like Cruz would benefit not just mentally, but also physically and emotionally (National Association of Cognitive-Behavioral Therapists, n.d.). However, limitations with CBT still stand as the treatment does not address anxiety-inducing experiences and individual triggering factors that adversely impact the individual’s condition (Mayo Clinic, 2019). (140 words)

Relatable Solution Another potential solution for BDD is social media cleansing (SMC) which generally refers to disconnecting from the online world by taking an indefinite hiatus. As indicated by Iman Hariri-Kia, an associate editor in Bustle, a drawback to SMC is its ambiguity, for SMC may range from simply putting one’s phone on airplane mode to completely erasing social media applications (Hariri-Kia, 2018). Furthermore, Tara Chawla, a junior editor in Medium, stated that minimizing social media exposure supports coping with mental health illnesses as SMC could result to reduced feelings of anxiety and increased levels of productivity. Unfortunately, the effectiveness of SMC can be cumbersome to online influencers because such individuals would have to place their professions at stake (Chawla, 2018). (119 words)

Execution of the Solution

Context In Cognitive-Behavioral Therapy (CBT), the psychotherapist would ask the patient to do homework such as readings and activities that build on the therapy sessions (Mayo Clinic, 2019). Correspondingly, the solution requires the cooperation of the therapist and the victim because CBT requires full commitment to the process. In the context of social media influencers diagnosed with BDD, reinforcing techniques aligned with the treatment must involve learning how to sustainably confront and address anxiety-inducing factors (i.e. online bashers, negative comments) in order for the victims to improve their lifestyle without having to compromise their careers (The CBT Clinic, n.d.). (98 words)

Step-by step First and foremost, the victim diagnosed with BDD must seek a credible psychotherapist who can meet his needs and demands. If possible, the victim may look for a psychotherapist or psychologist specialized in treating social media-related concerns (Rauch, 2016). During the initial stages of therapy, the victim and his therapist must identify certain factors such as the therapist’s CBT approach, the patient’s context and goals, the duration of each session, the length of the treatment, etc. for a productive, effective and curated treatment (Mayo Clinic, 2019). Similarly, this goal-setting step is crucial in establishing a mutual understanding between the victim and therapist.

CBT involves the exposure and response prevention (ERP) technique wherein the victim is encouraged to confront anxiety-inducing situations by identifying factors that cause severe tension. The therapist follows through with asking the victim to pay attention to his physical, emotional and behavioral responses in revealed situations. Likewise, the victim is also asked to ascertain whether or not his views of a circumstance are based on a fact or an inaccurate perception. With this, the victim gains a deeper understanding on his misinterpretations, eventually reshaping his insights.

Moreover, CBT requires the therapist to assign reinforcing activities to the victim such as interpersonal engagements, relaxation techniques and journal writing that will aid in the treatment. Considering the factors that surround online influencers victimized by BDD, a more personalized approach would be for the victim to specifically practice constant re-exposure to the traumatic experience (Anxiety and Depression Association of America, n.d.). By allowing the victim to be vulnerable to such triggering factors, the victim will be able to concretely apply the lessons gained from therapy which would eventually lead to the victim being able to independently cope with such factors.

After the series of therapy sessions, the therapist will highly encourage the victim to carry out certain courses of action in order to get the most out of CBT and to ensure the sustainability of the treatment. Typically, these involve the victim taking follow-up therapy sessions, maintaining effective practices and talking to loved ones about troubling circumstances. In the specific case emphasized in this paper, online influencers may seek support from their followers. Ultimately, this allows online influencers to foster a more optimistic, transparent and genuine online environment built on trust and authenticity which in turn, can also positively contribute to the growth and improvement not only that of the online influencer’s career, but more importantly the online influencer’s overall well-being (Lansat, 2018). (412 words)

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Limiting Social Media Usage to Combat Loneliness in Generation Z: the Loneliest Generation

Abstract

Generation Z was entitled the loneliest generation in a survey done by Cigna (2018), an American worldwide health services organization. Generation Z was born into a world that is comfortable using technology, and have started using smartphones and social media from a very young age. (Williams, n.d.) From the results of the survey done by Cigna (2018), it was found that those who frequent in regular in-person interactions are less likely to be lonely. This implies that those who prefer to use social media instead are more likely have feelings of isolation. A possible solution to this can be through limiting one’s usage of social media, and instead, spending more time interacting with others face-to-face through activities such as exercise and team sports. (125 words)

Statement of the Problem Primary Source In a survey done by Cigna, a global health service company, Generation Z young adults identified with 10 of the 11 feelings associated with loneliness. According to the survey, there is no significant correlation between the scores of those who heavily use social media and those that rarely use it. However, it was also stated in the article that those who frequent in regular in-person interactions are less likely to be lonely. This implies that those who prefer to use social media instead of face-to-face communication are more likely to be lonely. Social Media in this sense may indirectly cause one’s loneliness (Nemecek, 2018). (105 words)

Secondary Source Generation Z was born into a world that is comfortable using technology. (Robertson, 2018) On average, they spend around 15.4 hours per week using their smartphones, almost 50 minutes more in a day than the regular internet user. (Kleinschmit, 2019) Furthermore, in a study done by Erik Peper, an associate professor of Health Education at San Francisco State University, it was found that those who use their phone more frequently tend to feel more isolated and lonely. It was also found in a survey on social media patterns that those who spent more time on social media felt lonelier than those who spent less time on social media (Ali, 2018). (104 words)

Statement of the Solutions

Existing Solution Limiting one’s social media usage is a possible solution to counter loneliness caused by social media. This can be done by turning off one’s notification alerts, limiting one’s amount of social media platforms, and overall controlling one’s time spent on social media. This would directly address the cause of loneliness and would allow individuals to take advantage of the benefits of face-to-face communication instead. However, this may be difficult considering technology and social media has become a necessary medium of communication, progress, and development in the world today (Palowski, 2018). (90 words)

Relatable Solution As an individual engages in team sports such as football or other exercises like yoga, boxing or pilates, they have the tendency to bond over shared ‘goals,’ creating a sense of belonging amongst the individuals. This is because Team Sports and exercise has the ability to reduce individual and collective feelings of isolation by bringing people together, while also providing many health benefits. However, not everyone may be inclined to sports or enjoys playing sports (Sagoe, 2015). (91 words)

Execution of the Solution

Context In order to address the problem of loneliness and feelings of isolation caused by social media in generation Z, the solution starts with reducing one’s overall usage of social media. On average, they spend around 15.4 hours per week on their smartphones which is almost 50 minutes more the regular internet user (Kleinschmit, 2019). In a study done by Erik Peper, an associate professor of Health Education at San Francisco State University, results showed that those who spend more time on their phone tend to have feelings of isolation and loneliness more frequently (Ali, 2018). (91 words) 

Step-by step Dr. Brian Primack, the lead author of a study that found that the more time young adults spend on social media the more likely they are to feel lonely, suggests that young adults socializing through the internet does not satisfy their longing for connectivity.  Thus, regulating one’s social media usage is the first step to addressing the problem of loneliness in Generation Z. Limiting one’s social media usage to counter loneliness caused by social media can be done by reducing one’s notification alerts, and overall time spent on social media (Palowski, 2018).

According to Primack, limiting one’s alerts is the first step to addressing the problem of loneliness caused by social media. Notification alerts can be very distracting to an individual, especially in a generation with an attention span as low as 8 seconds (Patel, 2017). Thus, limiting these notification alerts can help to keep individuals from getting side-tracked, especially when interacting with others face-to-face. Limiting alerts can be done by turning off the Social Media’s application’s notification alerts in the settings of the device.

In addition to this, many applications have been made with the goal of lessening an individual’s time spent on social media. Downloading applications is the next step to fulfill the overall goal of minimizing social media usage. These applications vary in terms of mobile device, for example: some applications can only cater to iPhone, while others, are only available for Android users. Each application also serves a specific purpose, for example: an application called Moment for iOS devices allows daily limits to be set for one’s screen time. Another example is an application called Flipd which is an app available for iOS and Android devices. This app locks the mobile device for a certain period of time, and even restarting the device will not deactivate the app (Goldman, 2015). 

After cutting down one’s time spent on social media, the individual should seek more in-person interaction. According to Geremy Sagoe, this can be done through physical activity in team sports. Physical activity has the power to kill two birds with one stone by not only bringing individuals together, but decreasing their feelings of isolation as well due to its health benefits. (2015) The individual must then seek a sport of exercise that is suited for him/her depending on his/her abilities. If the individual is not interested in any sport or simply does not enjoy playing sports, he or she may opt to look for other group activities, excluding those that use social media, such as arts and crafts, or volunteer work. (424 words)

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Selfie Addiction and How an App Can Get Rid of It

Abstract

Social media addiction has been prevalent in Generation Z, which refers to people born between 1995 & 2015. Selfie Addiction, the addiction to taking photos of themselves, is a particular social media addiction that has been growing over the years . The type of addiction is what gave a British teen Body Dysmorphic Disorder back in 2013 which caused him to attempt suicide (Molloy, 2014). To address this social issue the paper proposes creating an application which will help the selfie addict get rid of  his addiction by blocking the camera app in the person’s phone for a certain amount of time. (98 words)

Statement of the Problem Primary Source According to an article posted by Independent, a United Kingdom (UK) based website, a british teenager named Danny Bowman attempted suicide because he could not take the perfect selfie (Molloy, 2014). He would post his selfies in Facebook but after failing to find the right selfie he attempted suicide. He was later diagnosed with body dysmorphic disorder and According to a study discussed in Miami Herald, he has “chronic selfitis” (Martinez, 2017). A study posted in L-Universita ta-Malta said that the “higher number of Selfies taken, were both significantly correlated with higher Appearance Anxiety Inventory (AAI) scores (Mifsud, 2016).” (AAI was used as a measure of Body Dysmorphic Disorder). This suggests that Selfitis can lead to body dysmorphic disorder. (119 words)

Secondary Source A potential cause of why selfitis can lead to body dysmorphic disorder is through social media addiction and people’s need for positive reinforcement. According to an article from Socialnomics, a blog that provides short social stories, pleasure centers in a person’s brain are stimulated from social media activity as they “get positive reinforcement through the likes and comments on posts (Hassan, 2016).” According to an article from Independent, “The constant barrage of perfectly filtered photos that appear on Instagram are bound to knock many people’s self-esteem (Barr, 2019).” A study from the University of Copenhagen says that a lot of people “suffer from “Facebook envy”, with those who abstained from using the popular site reporting that they felt more satisfied with their lives (Walker, 2016). (125 words)

Statement of the Solutions

Existing Solution Reducing the selfie addict’s exposure to selfie-related social media is one existing solution to combating selfie addiction. This is done by removing the selfie addict’s tool to take their photos. Selfie addicts are required to download an app, such as the Offtime app, which blocks various selfie-related social media for a set time. This will reduce the amount of time a selfie addict will spend with social media which will help him recover from his addiction and will lessen his exposure to social media posts which can trigger his body dysmorphic disorder (Adkins, 2018). However, this could result in social media withdrawal symptoms such as increased urges to use social media and boredom (“Taking just one week off from social media causes withdrawal symptoms”). (124 words)

Relatable Solution Selfie addicts can also lessen their addiction by following the 12-step program which begins by “admitting you are powerless over alcohol” and ending by “sharing the 12 steps with other alcoholics” (“The Purpose of the 12 steps”) . For, instance, Robert Downey Jr., an actor, was an alcoholic and a drug addict in the early years of his career. Despite only having between 5-10 percent of the participants staying sober (Flanagin, 2004), Robert Downey Jr. believed committing to the 12-step program is what helped him become sober (Udovitch, 2003). This is a concrete example of a person who has turned his life around by following the 12-step program and who has had continuous success in his sobriety. (112 words)

Execution of the Solution

Context The solution to reduce a selfie addict’s selfie addiction could ironically come in the form of an application which will block the Camera App for a certain amount of time. The application, inspired by the Offtime app, will be able to block the Camera App for a set time. The app also has the ability to monitor the selfie addict’s screen time and place time limits on certain social media apps. (76 words)

Step-by step I suggest developing an app called the “Anti Selfie Addiction App” or “Anti Selfitis App” for short. The Anti Selfitis App will be an app blocker that specializes in selfie-related apps and will include a feature which allows it to block the Camera app in the phone. The main influence of this app is Berlin-based psychologist Alexander Steinhart’s Offtime app which is an app blocker (Perez, 2014). The Anti Selfitis App will allow for the selfie addict to have less time spent with the camera app which will rid him of his main tool for taking photographs.

The app includes a “Half day Anti Selfie Addiction Course” created by Ateneo de Manila University Student Aleksander Bernal. The course is a one month program which blocks the camera app for 12 hours straight everyday. The start of the 12 hours will be set by the user to when he regularly wakes up. This course will also block certain social media apps such as Facebook, Twitter, and Instagram for 12 hours straight everyday. This will continue for one month and there will be no way to undo the process once it has started. This will force the selfie addict to stop taking selfies by following a strict program which cannot be cheated out of. 

The app also includes a “Self-Made Anti Selfie Addiction Course” which allows for the selfie addict to create a course that best suits him. In this course the selfie addict can change how many hours everyday the camera app and social media apps will be blocked. The selfie addict can also change the app blocking schedule per day. An example is the selfie addict can block the camera app for the whole day during sunday to have the whole day spent with his family.  But on mondays he can block it for only half of the day since he needs to take photos for his school project. This allows for the selfie addict to customize the course to best suit his needs without getting in the way of his commitments (Ex. Needing to take photographs for school). (349 words)

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