The Humanology Project (vol.1)

humanologyproject.org

Breaking the Stigma: Mental Health on a College Campus

Voices of Leadership: Conversations with THP Alumni

The Humanology Project x Center for Prevention and Outreach

Fall Intern Project Recap

Vol. 1 | 2025

A Humanology Project Publication

TABLE OF CONTENTS Letter from Editor Morgan Diep 2 Meet the Eboard 3 Voices of Leadership: Conversations with THP Alumni Morgan Diep and Linda Shi (starring Gwendolyn Loubier, Sunwoo Lee and Neha Kinariwalla) 4 THP x CPO Morgan Diep, Gregory Pulis, and Olivia Stanco 8 Rhetoric in Mental Health Savanna Payne, Taina Stuart, and Jayden Wang 10 The Psychology of Fashion Ada Zhou, Wynn Ng, Arya Tondale, Sweta Jha, Joey Ong, Emily Singh, Sarah Angelone, and Windy Haung 11 The Weight of Words Sofia Ramos, Suvetha Anand, Shruti Shaji, Jonathan Cina, Sasha Lovitz, and Lynn Tian 13 Reflections on THP Experience 17 Why Did You Join THP? 18 Fall Intern Project Recap 19

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humanologyproject.org

The execution of empathy within the greater context of accessibility has guided The Humanology Project throughout the fulfillment of our mission. When the idea of publishing a magazine was first introduced, the collective ambition and excitement from our team set forth into making this into something tangible.

We have always been in search of how we can contribute our time into something meaningful. As undergraduates, the choice to join THP was one driven by this intention. Our organization’s growth from its inception till now is a result of the passions of the people who have also believed in our mission.

The theme of our first magazine publication was one that came naturally. THP’s work is greatly supported by the resources on a college campus, covering a broad range of the effort of students and faculty. Our founder, Neha Kinariwalla, initiated this project with the aim of disseminating scientific research on mental health as a means to normalize its representation in the media. Our primary outreach as undergraduates takes place on the Stony Brook University campus, with a mission focused on engaging students and the surrounding college community. As we reflected on how to best use our roles as student leaders within the organization, we realized that focusing on what we could accomplish in the present would naturally lead us toward creating this magazine.

The mental health needs of students have always been a primary focus. While the context of these needs evolves, the student population consistently faces the challenge of navigating change. The recognition of mental health relies on campus presence and involvement. If THP can contribute to this support in any way, it would be impactful and fulfilling to all that we strive for.

I joined THP in my freshman year, and as a senior now, I can confidently say that my work in this organization has enriched my undergraduate experience. The growth of THP has also fueled my passion for the direction I want to take in life—one that is led with empathy.

It is with great honor and pride that I introduce THP’s first magazine publication, Breaking the Stigma: Mental Health on a College Campus, a theme that circles back to where it all started.

Morgan Diep Editor-in-Chief, 2023-2025

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Meet The Eboard 2024-2025 Izabela Budzik President “I joined because I genuinely valued the club’s mission of increasing medical literacy in communities. I believe that accessible and accurate information can make a real difference in people’s lives, and I wanted to be part of a team that actively works toward that goal.”

Linda Shi Vice President “I joined THP initially for my interest in mental health. During quarantine from COVID-19, I noticed that myself and many other peers struggled mentally during that stage. Coming across THP during my freshmen year and learning about stigmas in mental health, I learned that this is something that I would love to contribute to.”

Emmie Cote

Villaire Jackson

Secretary

Treasurer

“I joined THP because I deeply value mental health and am passionate about supporting others. I'm proud to contribute to de-stigmatizing mental health and helping to lower the barriers that prevent people from getting the help they need.”

“I am really passionate about mental health. I transferred to Stony Brook about a year ago and THP was an organization that stuck out to me to join, so I applied and started as an outreach intern! I love everyone in the club and it has done so much to stop the stigma against mental health.”

Morgan Diep

Gurkiran Kaur

Editor-in-Chief

Outreach Director

“THP's mission aligned with values that I felt were important to communicate, especially on a college campus.”

“To help make a difference and help those who are in need and have their voices be heard. “

Cheily Valentin

Fatima Sabovic

Social Media Coordinator

Web Graphic Designer

“I joined THP because it aligned with my passion for mental health and I was intrigued by the message of the club to spread awareness of mental and neurological health.”

“I joined THP because as someone who grew up with mental disorders, both within myself and around me, I wanted to learn more and teach others about the different stigmas that affect the neurodivergent community, so the world can become an easier place for people who are disabled, even if it doesn't seem like it.”

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VOICES OF LEADERSHIP: CONVERSATIONS WITH THP ALUMNI

Produced by: Morgan Diep and Linda Shi THP’s continued success is driven by the dedicated individuals who have contributed to our team. We had the opportunity to speak with them about their experiences at the organization and how their leadership has shaped their professional journeys.

And if we know every person is an individual, then there shouldn’t be any assumption that you already know something or that people are going to just get over it on their own. Or that they’re not being genuine in a cry for help—even if it doesn’t always seem as extreme as that.

Gwendolyn Loubier THP President, 2023–2024 Outreach Coordinator, 2022–2023 Currently a Graduate Student at Columbia School of Social Work Linda Shi: What were some of the most rewarding aspects of your work with THP? Gwendolyn Loubier: Definitely the confidence that I built. I think I notice it the most now with what I'm currently doing in social work because where I'm doing a lot of teaching as well as one-on-one counseling. I am way more comfortable publicly speaking, but also just leading a discussion. I wasn't even confident in my ability at first to do any leadership role with Humanology. I cared a lot about the cause, but there definitely was a very, like reasonable part of me that was like, do I have the bandwidth to take this on?

Linda Shi: Our mission is really centered around destigmatizing mental health and illness, and one of the ways we do that is by ensuring that information is accessible to a general audience. What particularly motivated you to prioritize these conversations, especially in college students?

Gwendolyn Loubier: I definitely had personal experience with people not really understanding me in terms of my experience with mental health—in terms of my experience with what I did or did not go through, or what I cared about. Even though I didn’t know then that that’s what we’d call it now, I was like, “No, why aren’t we comfortable talking about this?”

“Why are we not willing to have conversations about these things?

Upon further reflection, you know why —because it’s uncomfortable. And people have really deep relationships to so many different, complex parts of what mental illness or disability can be. But like, what’s the point if we’re not just trying to understand?”

What we are learning is it is a really, really crucial time to do that. Because if you don’t support a lot of complex and maybe heavy and stressful information —especially when we’re talking about public health in the year 2025—with an environment where students feel like, “If this stresses you out, you should feel comfortable talking about it and seeking help.”

And you know, if there are specific reasons why this is stressing you out more than the next person, we should be addressing that. Does it have to do with race, religious freedom, gender expression? If we’re just glossing over those things—if we’re being vague about them, even if we’re well-meaning—then, you know, we’re just not really addressing anything.

It has to be hard, or it’s not working.

Linda Shi: Can you share some of the most significant challenges you face while leading THP and how did you overcome them?

Gwendolyn Loubier: A lot of the challenges came from the systems we were working in, as an organization that just hadn’t had a stable budget.

Budget is basically credibility. I was constantly juggling things on a personal level. I would be the most stressed and frustrated—just exasperated. I just wanted to make a difference, even on a campus level.

There were times when I’d think, I should never have run for President. But I also know myself—it’s like, I can’t do something halfway.

Then I’d remind myself how gratifying it is when people come up and say things like, It’s just really cool to see you guys doing what you’re doing, or It’s nice to see you this week, that kind of thing. It made me realize that it was almost selfish to feel self-pity about it. I told myself to remove me from the equation. Do what you can while you’re there. And if it’s stressful—well, that’s school, that’s work. As long as you care about the outcome and what you’re doing, it’s worth it.

Linda Shi: Morgan and I once we were on the same team as you, but we never knew about what was going on? But given that we didn't know everything that was running through your mind, especially if there's a river of thoughts and self doubt, you did a

great job as a President. Especially when we were part of the same team as you. I can only say that you have left wonderful marks, even as Outreach Coordinator the year before.

Morgan Diep: I also want to say I have seen so much change in your leadership in THP and I feel like it truly wouldn't be the way it is today. Because I saw you passionate about this organization, it only made me also more passionate. I really appreciate everything you've done, you've been the most incredible leader, and I never once doubted your leadership or your ability to lead us.

Linda Shi: I think you do need to give yourself a lot more credit for everything.

Gwendolyn Loubier: That’s really, truly nice to hear.

Thank you.

Morgan Diep: We also interviewed CPO and they explained that there are some challenges in getting students to be aware of and engage in the resources on campus. How can we create a culture on college campuses that normalizes seeking mental health support?

Gwendolyn Loubier: The first thing that popped into my mind was language, and we would talk a lot about the accessibility of language in terms of translating peer-reviewed literature. But what comes to mind is literally what language we are delivering information in. THP has never, to my knowledge, done complete articles or made things available in other languages. We've never had the bandwidth to do so. If a client calls me and they are not native English speakers and can't communicate in English, I would put a translator on the line for us to have a conversation. My point being, language is a level of comfort. Seeing something in your language decreases the anxiety around seeing a word. Just making things available in the languages that many, many students at Stony Brook speak at the bare minimum. Think about how many students speak Arabic, Urdu, Mandarin, Spanish etc.

When it comes to the visual aspect, it’s important to convey warmth and compassion. Because when the institutions that are supposed to protect you offer no specifics and no real answers—especially about what things actually mean for students—it can feel dismissive. Instead of asking, What are your questions? we should be asking, What are your fears?

“A big part of practice in social work is understanding the most effective way to do things is person-centered. That person should have the agency and dignity to make choices. We need to see ourselves represented and I think that equates to more compassion between listener and speaker.”

Morgan Diep: How do you measure success in your current role compared to your time leading THP?

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Gwendolyn Loubier: For THP, it was incredibly gratifying to hold events and connect with people— that felt like a real sign of success to me. The most rewarding part was always the person-to-person interaction and the relationships I was able to build.

I’d say that still holds true today.

Right now, I work with the Coalition for the Homeless in Brooklyn, specifically within a program called First Step. It’s a 14-week job training program geared toward human services, focusing on building resumes, writing cover letters, doing mock interviews, and preparing participants for the job search process. The program is designed for anyone who identifies as a woman.

In my current role, I have a caseload of about eight women, and I’ll continue working with them until my internship ends. The relationships I’m slowly building —through conversations about career goals and selfcare—are incredibly rewarding. When I get a text like, I got a job! or Thank you so much for helping me with my resume, it means a lot.

The other day, I got a card from a mom I worked with. I had helped get Christmas gifts donated for her kids, and she sent me a picture of them with their presents. She also recently started working, so I’ll be checking in with her about that. It’s those person-toperson moments—whether they show a clear difference or just a spark of positivity—that really matter to me.

I believe in person-centered practice: leading with understanding and empathy, and recognizing that each individual is the expert of their own situation.

Morgan Diep: What are the key social problems you are passionate about addressing through social work?

Gwendolyn Loubier: That’s always such a difficult question—it’s like, how do I pick which issues I care about most? I think I’m especially drawn to the challenges that come up when people have really strong disagreements or biases against one another. How do we overcome that kind of divide? Especially now, when there’s so much general stress about misinformation and access to resources. If people are too hesitant to ask questions or start honest conversations, then nothing moves forward.

I also think a lot about the systems and power structures that have created the need to de-stigmatize mental health in the first place. Above all, I believe in breaking barriers by just talking—by being willing to have those real, sometimes uncomfortable, conversations.

Morgan Diep: What advice would you give someone who is considering a career in social work?

Gwendolyn Loubier: Go to therapy or, you know, make sure that you have something solid to return to.

You have to be stable every week going to your job and before entering social work or entering practice.

There does need to be some stability, so take care of yourself. Find people you can talk to about the heavy stuff. There will be many firsts where it’ll be a lot.

That’s true for any field—social work, mental health, public health.

“You have to care so much to do a good job. You also have to be smart about it.

Like, it’s also just—you have to know that you have power in that role to affect that person in that moment. And you need to feel confident.”

Sunwoo Lee THP President, 2022–2023 Currently a Graduate Student at Columbia University Mailman School of Public Health Linda Shi: What were some of the most rewarding aspects of your work with THP? Sunwoo Lee: I would say working with the other executive board members who share the same vision as I do because I was still relatively new to THP before I became the President. I felt like THP wasn't at a place where it deserved to be. As an organization that was advocating for mental health awareness, I thought the organization deserved more exposure. I ran with that vision and worked alongside other e-board members who had different skill sets, and different strengths, and we were able to fill in each other's gaps and our weaknesses. It could have been better, but I do recognize that it could be addressed in later executive boards and future academic years. My main goal was just to address that foundation of how I envision THP to be. I trusted Gwen with the presidency and then whoever she entrusted it to. This trust was something that I found really rewarding, even if I was to play a small part.

Linda Shi: Our mission is really centered around destigmatizing mental health and illness, and one of the ways we do that is by ensuring that information is accessible to a general audience. What particularly motivated you to prioritize these conversations, especially in college students?

Sunwoo Lee: I would have to say my personal experiences. I imagine everyone has their own share of mental health struggles, and everyone deserves a space where they can talk about them. That was the reason I joined THP in the first place—it was exactly that, along with a desire to put in some effort. Even if things didn’t turn out exactly the way I envisioned, I focused on being realistic and setting practical goals.

I don’t have the expertise to answer from a psychological or psychiatric perspective, but I believe it all starts with personal experiences and the will and drive to make a difference. I wanted to create a space where someone could think, Okay, I have someone who’s willing to hear me out—just let me talk. Someone who won’t make them feel any less hurt or dehumanized than they already do.

Morgan Diep: What were some of the most significant challenges you faced while leading THP and how did you overcome them?

Sunwoo Lee: On top of working toward a very ambitious goal that I had campaigned on, I was also dealing with a lot of personal struggles. I had recently made the decision to walk away from pre-med. I’d decided that medical school was no longer a goal of mine, and that was a really hard transition.

I had to overcome the social stigma that came with that choice, and even the people closest to me were trying to talk me out of it. I felt lost, clueless—I had absolutely no idea what I was going to do with my life.

It came at a time that, while not perfect, I now realize was crucial. As difficult as it was, it pushed me to grow and better understand myself. And that’s where it ties into THP—those personal challenges and the timing of it all really held me back from doing more.

I had a vision, but I leaned heavily on my e-board members to execute it. Even though I communicated with them, there were times when things just felt impossible.

But what truly helped me was the e-board. I want to emphasize that they were incredible. Like I mentioned before, the Outreach Coordinator at the time had a deep love for the organization and so many great ideas. Although we had disagreements at time, they really supported me. That, to me, was the biggest challenge—not just in THP, but in life at the time. And it’s because of that board, those people, that we were able to pull through and see it all the way to the end.

Morgan Diep: How do you think we can create a culture on college campuses that normalizes seeking mental health support?

Sunwoo Lee: More people are starting to embrace the importance of looking after their own well-being. I do think it’s a question of what kinds of initiatives are in place, and also the culture. Maybe, for example, start with the freshman seminar classes— THP could be involved in moderating the session and having this open dialogue about what it means to advocate for mental health. The main idea behind that should be to promote this flexibility—not only in thinking about mental health, but also in fostering a culture within friend groups, classmates, and anyone in the campus community.

There should be more opportunities to talk about it with the campus community, and it could be through THP events. People aren’t fully aware of the mental health resources on campus. There’s still a stigma around using them because of rumors they’ve heard from other people that the services aren’t as great as they could be. So, many students are reluctant to actually use them.

We can build a very strong foundation by working with Stony Brook first, and then move on to other colleges. I do believe the culture within each college community is very different.

Morgan Diep: After your tenure as president of THP, what inspired you to pursue graduate studies in public health instead?

Sunwoo Lee: Simply, what changed everything, was an internship I had. It was a CDC-funded internship that, honestly, I don’t know how I got. I got the opportunity to do this internship with the University of Michigan in Summer 2023, right after I finished my THP presidency.

That summer completely opened my eyes to what public health is. And if you ask me what public health is, I can’t necessarily give you a clean

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definition, because I tend to think about things—not philosophically, exactly—but in a broader, more reflective way. I knew then that I wanted to pursue graduate studies in public health. Even if not specifically in public health, I was sure I wanted to continue my education.

Public health felt like the right fit for me because it aligned with this feeling I had: I didn’t want to do medicine, but I still cared deeply about human health. The question then became, in what specific direction do I want to think about human health?

“What really drew me to public health was my interest in the social environment.

That includes sociology, economics, political science—all these different ways of thinking about how our social world works. I especially put a huge emphasis on the invisible, intangible aspects of how systems and structures operate.”

That’s where I realized: Oh, I could study these things and how they impact human health.

Right now, I’m planning to pursue my PhD in public health epidemiology. There’s a specific field within that called social epidemiology that focuses on exactly what I’m interested in: social, structural, economic, and political drivers of health. I don’t really like the word “determinants” because I think it reduces those forces to a single moment of impact. I prefer “drivers” because that speaks more to the long-term, ongoing effects they have on health. I want to study how those exposures impact cardiovascular outcomes like atherosclerosis, stroke, and other heart diseases.

So to go back to your question: it really was about opportunity. That internship gave me space to ask questions.

Morgan Diep: Why do you want to do cardiovascular diseases in particular?

Sunwoo Lee: It’s really just a combination of things.

Cardiovascular disease is the leading chronic condition and one of the top causes of death in the United States. Part of it comes from my own experiences—I have some cardiovascular issues myself—but also, it honestly breaks me when I see a sudden cardiovascular event happen in public. Whether it's someone having a stroke or a heart attack, it’s heartbreaking, especially knowing that these are things we can often prevent.

But the problem is, we still don’t fully understand what exactly causes someone—or an entire vulnerable population—to develop cardiovascular conditions. For me, I think it’s that push toward a specific disease or health outcome that drives my interest. And I think that’s true for a lot of people. It really comes down to what we’re most passionate about, what resonates with us personally, and what we want to try to prevent from becoming an even bigger issue—not just in the U.S., but globally.

Morgan Diep: I feel like public health is really integral and central to health care as a whole. It’s nice to see your passion for pursuing this kind of direction, and I liked what you said about personal experience—how that drives you to study certain things. Having that personal connection makes people more passionate about their work, and it also makes it feel more authentic.

Linda Shi: For me, reading about the Flint, Michigan case from the whistleblower’s perspective—seeing how everything was discovered and how much it takes to really, really push for change, especially at the political and federal level—was incredibly enlightening. What stood out even more was the amount of hard work, mental strength, environmental pressure, and support that’s needed to actually influence that kind of change.

I have to say, anyone who chooses to embark on a public health journey is approaching it from a deeply humanitarian perspective.

Sunwoo Lee: I think ever since November of 2024, the future of public health has been thrown into question.

We were like, What are we going to do? Why should we even continue this? Isn’t it just going to be worthless and completely eradicated anyway?

And I just want to say—everybody, anybody—should be in public health. I say this because I believe public health has no borders. There’s nothing that limits someone from being called a public health professional. Sure, there are some clear distinctions between fields like medicine, dental medicine, and nursing—but even those boundaries are still debated to this day. The point is, public health is not about a single path or a specific background.

If you’re wondering whether you’re “fit” for public health—if you’re questioning whether it aligns with your goals, your background, or your undergraduate degree—whether that’s in the humanities, social sciences, or something that’s not traditionally considered “STEM” like chemistry or biology—my answer will always be yes. There is no reason I would ever discourage someone from going into public health.

“We need everyone. I don’t care who you are, where you come from, or what your background is—your perspective matters. We need people to engage in these public discourses, both in academic and professional settings. We need people who can think about policy, health interventions, and communitybased work. We need intuitive researchers. We need thinkers and doers in every possible direction.”

So if you’re someone wondering, Should I do public health?—this is what I would want you to think about.

At least part of it.

Linda Shi: What advice would you give someone who is considering a career in public health?

Sunwoo Lee: Number one: do not give up.

I say this especially in light of the context and circumstances we’re facing right now. With the dismantling of federal funding for research, it’s not just the image of public health that’s taking a hit—it’s affecting how individuals see themselves, their work, and whether this field is even worth pursuing. It’s disheartening. It’s discouraging. And like I’ve mentioned, I know people who are seriously thinking about dropping out of grad school. But I truly believe that not giving up is the most important thing I can tell anyone who’s thinking about pursuing public health. If you care about a specific population— whether you’re passionate about improving the health outcomes of communities and addressing issues—that is all public health.

Don’t lose sight of why those issues matter to you. We need people who are capable of thinking critically and compassionately about these challenges—and that includes everyone. It’s not about being "fit" for public health—it’s about having the heart.

That leads to my second piece of advice: do not try to do this alone.

If you isolate yourself—if you try to handle your research, your work, and your passion all on your own —you will break down. Burnout is not just a risk; it’s almost inevitable. But there were people who were looking out for me even when I wasn’t looking out for

myself. That, to me, is one of the best things about public health: everyone is here for the same reason. We all just have different niches. But that doesn’t mean we don’t support one another. So, lean into your community. Let them remind you of why you’re here.

Let them help you hold onto your passion.

Linda Shi: How do you measure success in your current role compared to your time leading THP? Sunwoo Lee: For me, when I transitioned from Stony Brook to the Mailman School, I set a personal goal: find my place in public health, then I’d consider that a success. If I can move on to pursue my PhD—even if I have to wait a year, work for a bit, or take a short break —that would be the next marker of success for me. So ultimately, my definition of success has two parts: Finding my passion within public health with clarity and concrete direction. Reaching the final step in my education by moving toward a PhD. I feel like I’ve already achieved a large part of the first goal. Now, it’s a matter of waiting and seeing how things unfold this upcoming academic year since that’s when I plan to apply. And I just want to say—this whole interview really felt more like a conversation, and I’m really glad for that. You’ve helped me reflect on my journey, and I appreciate how you gave me the space to articulate my goals clearly. I know not everyone starts out being able to do that—sometimes people only know they have an interest, but haven’t yet figured out what that means or how to express it. And I truly hope in the future, I’ll continue pushing forward—toward the PhD and whatever comes next. Especially in the direction I’m most passionate about.

Morgan Diep: What I really appreciate seeing— especially in healthcare, whether it's public health or medicine—is people who genuinely care about others.

That’s something I’ve noticed in you, and also in Gwen when we interviewed her, and even in CPO. There’s this common theme across all the interviews we’ve done for the magazine: people who care deeply about others tend to do the most authentic, passionate work.

It’s been really rewarding to witness that, and I think viewing it from a more human-centered lens.

It makes me feel grateful that we’re part of an organization that draws in people who share that same passion and mission. It’s encouraging to see that we’re all working toward something bigger together.

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From Idea to Impact: THP’s Founder

I had a team of 15 or 16 interns who had signed up to be a part of it. The pace of growth was fast, and I’ll be honest—it made it hard to know how to delegate properly.

I leaned toward micromanaging at first because it felt like the only way to make sure everything went right. But I learned pretty quickly that if you want people to be as passionate about something as you are, you have to give them ownership. Letting go a bit and trusting others was a big lesson. And the fact that THP is still going strong at SBU—it’s a real testament to that growth. My goal was always to create something that would have a sustained impact, and I’m proud to see that happening.

Neha Kinariwalla, MD, MPhil THP Founder est. 2013 Managing Director, 2013-2019 Currently a Dermatology Resident at Brown University

Linda Shi: How did you go about building a team or seeking volunteers to support The Humanology Project? What qualities did you look for in people you wanted to bring on board?

Neha Kinariwalla: I had a group of friends who were really interested in psychiatry and mental health, and a few of them ended up joining the board early on. As for the internship, a lot of people from WISE joined through the internship credit system, which helped get things off the ground.

“When it came to building the team, I Linda Shi: I have always heard so much about you really looked for people who were from Professor Marrone, past presidents, etc. and it seems like your legacy continued to pass down a decade passionate about making the world a since you founded THP. What inspired you to create better place. I wanted people who were The Humanology Project in the first place? willing to work hard and contribute to Neha Kinariwalla: I had benign epilepsy when I was the project in a meaningful way.”. younger. When I was first diagnosed, I wasn’t really allowed to talk about it—my family culture didn’t make space for those kinds of open conversations. I went through treatment and had tests done at the hospital, but I couldn’t tell anyone. My parents wanted to keep it hidden. Even from a young age, I remember wondering what it meant socially to live with a condition like this, and that curiosity is what first made me want to pursue medicine as an undergrad.

I was actually in a direct medical program for a while, until I took a sociology class—and that changed everything for me. I loved learning about the social construction of disease, not just the pathology. It gave me space to think about the things we don’t always explore or talk about, especially when it comes to neurological conditions. Back then, there wasn’t much public conversation about the stigma surrounding epilepsy.

I started doing research on epilepsy, but I realized pretty quickly that it wasn’t reaching people in a meaningful way. Like, unless someone had access to PubMed, it just wasn’t accessible. And as an undergrad, I felt like I was in this really unique position —somewhere between the general public and the professional world—where I could help bridge that gap. That’s what inspired me to start THP. I wanted to create a space where we could write about health conditions in a way that was approachable and easy to understand. WISE was incredibly supportive of the idea, and thanks to them, the organization got off the ground pretty quickly.

Linda Shi: In the early stages, what were the biggest hurdles you faced as a founder? How did you overcome them, especially given you started this project at a relatively young age?

Neha Kinariwalla: It was definitely a little difficult at first to know how to lead a group. When I started, I really thought it was just going to be a small blog I’d run with a few friends. But WISE was incredible— they pushed me to think bigger. They’d ask things like, “What if you made this a class?” And suddenly,

On top of that, strong writing skills were really important to me—our articles needed to be coherent and accurate, but also engaging and approachable for younger readers.

Linda Shi: How do you feel about the change in structure with the inclusions of additional divisions to THP? Neha Kinariwalla: The project grew really rapidly, especially when we started developing different divisions. It was a big adjustment, but an important one to make. Building out the writing and editing team was a crucial step—we needed that structure to keep everything running smoothly. Social media had exploded about ten years ago, and for us, having a strong online presence just felt like a natural progression. I’ve always felt that evolving alongside how media changes is so important, especially because we’re trying to reach young people—college students and even younger. If we’re not adapting to the ways they consume information, we’re not going to be effective.

Linda Shi: The Humanology Project emphasizes understanding the human side of science—how does this philosophy manifest in your work as a doctor?

Neha Kinariwalla: After graduating from Stony Brook, I went to Cambridge to pursue a master’s in sociology, focusing on graphics studies for patients with epilepsy in India. From there, I went on to medical school at Columbia University. At the time, I was convinced that I was going to be a neurologist.

But during my rotations, I realized that neurology wasn’t for me. Instead, I fell in love with dermatology. Throughout my journey, I did a lot of work in stigma research, and I started seeing so many parallels between the sociological stigmas I had studied and those in dermatology. The impact of skin conditions on mental health is significant, and a lot of the concepts we explored in THP translated really well to dermatology. I’ve been focusing a lot on

stigma in dermatology now, and the way neurological health is experienced by patients is similar—it’s a different disease, but with a lot of the same undertones.

Linda Shi: What type of stigmas in dermatology?

Neha Kinariwalla: There's often a lot of fear surrounding the stigma of skin diseases. People can be embarrassed to go out in public, especially those dealing with severe psoriasis or inflammatory diseases. For some, the appearance of their skin, especially on the face, can be demoralizing. When it comes to skin cancers, there’s also a lot of concern about scarring after surgery. The portrayal of scars in the media doesn’t help either. Think about how many films show the villain with a scar or some physical disfigurement as a way of marking them as the "bad guy." It reinforces the idea that someone with visible scars or a different appearance is to be viewed in a villainous light. A classic example is Voldemort in Harry Potter—his alopecia is a physical marker that immediately makes him seem different, which plays into how we view these characters. This portrayal shapes how people with similar conditions are viewed in real life.

Linda Shi: Are there specific gaps you noticed in healthcare or mental health outreach that you’re hoping to address today?

Neha Kinariwalla: Obviously in dermatology, we’re often heavily focused on psycho-dermatology, where we treat patients who have real skin findings that manifest from mental health disorders. One example of this is delusional parasitosis, where a person believes they are infested with bugs. These patients often go to a dermatologist instead of seeking psychiatric help because they truly believe it’s real. It’s a case where we need more collaboration between dermatology and psychiatry. In many places across the US, the connection between these two fields isn't as strong as it should be. A lot of times, patients don’t want to go to a psychiatrist or feel stigmatized by seeking mental health care. If we can create joint clinics or foster a sense of community between dermatology and psychiatry, we can help build that bridge and offer better care for these patients.

Linda Shi: What advice would you give to other young people who want to start a social impact organization while also following a demanding career path like medicine?

Neha Kinariwalla: Now’s the time to explore. When you’re in college, you have much more free time to learn about things beyond just the discipline you're focused on. For me, I happened to take sociology, a class I didn’t expect to have such a lasting impact. I’d encourage you to take a class that you might not initially feel drawn to—it might stay with you for the rest of your life. It’s important to do things you believe you can make a difference in, even if it’s not something that leads directly to publishing in a scientific journal (which is a different path, especially when you consider grad school). Think about what skill set you bring to the table. Maybe you're great at connecting with your peers in a way that others can’t. Not everyone has that ability. It’s about expanding your horizons and finding ways to grow, both personally and professionally.

“Think about what skill set you bring to the table. Maybe you're great at connecting with your peers in a way that others can’t. Not everyone has that ability.

It’s about expanding your horizons and finding ways to grow, both personally and professionally.”

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THP x CPO

Produced by: Morgan Diep, Gregory Pulis, and Olivia Stanco The Humanology Project x Center for Prevention and Outreach

To better align our mission with the mental health needs of the campus community, we reviewed the existing resources available on campus. The Center for Prevention and Outreach (CPO) plays an active role through regular events and training sessions. Our team had the opportunity to interview Christine Szaraz, MS, LMHC, the Associate Director of CPO and Stony Brook University’s Survivor Advocate, who specializes in mental health and sexual violence.

Morgan Diep: How does CPO work to address mental health needs on campus?

Christine Szaraz: Student Health, Wellness & Prevention Services (SHWPS) is comprised of seven different departments: Counseling And Psychological Services (CAPS), the CARE team, Student Accessibility Support Center (SASC), Student Health Services (SHS), Recreation and Wellness, Student Support Team, and Center for Prevention and Outreach (CPO). Now, your question is about CPO, and I told you about everybody except CPO. But the reason I wanted to lay all that out is, what CPO does is education, outreach, and early intervention. So that covers a lot, part of what it covers is making sure people know about these other departments that are related to their wellness.

We cover four broad areas, all of which have been identified through years of research as having the potentially biggest impacts on the wellness, the safety, and the success of college students: mental health and wellness, physical health, sexual violence, and alcohol and other drugs. We use bystander intervention training to educate our campus community to help people understand and practice skills and strategies they can use to make a difference.

Where mental health is concerned, the evidence based bystander training that we use is called QPR (Question, Persuade, Refer).

When it comes to topics of mental health, there's a lot of stigma surrounding the topic. This idea of CPO's role as the education, the outreach, and the early intervention, that's what we're talking about. We want to be able to help people develop their skills. So when they see there's a problem, they can do something about it.

Hopefully help people learn what they need to take care of themselves and others so maybe we're not even getting to the point where that kind of intervention training is necessary.

Everything that CPO does is ground in evidence. We use a public health approach towards our work.

Olivia Stanco: How are the current initiatives and education programs that CPO is involved in ensuring service to the diverse student population on campus?

Christine Szaraz: Wonderful question. So when we think about diversity, it's important to consider it from different angles: cultural, gender etc. There are so many different ways to think about it and we need to be thinking about all of that. We partner with our friends in the Office of Global Affairs to host a weekly drop in space that's called Global CommuniTEA. It's a drop-in space just to socialize. The focus is on culture and identity, with an emphasis on mental health and wellness. Each week there'll be a loose topic maybe based on current events or what's going on in their life. Our student assistants and our peer educators are facilitating this with our guidance.

We do lots of partnerships with our friends in LGBTQ services. So sometimes that might look like, you know, we're going over there to do an event or they're coming to join us for an event. This is just a snapshot, but I think representation is huge when we're talking about diversity.

Now, undergrads are certainly like our biggest target population, but we also have professional students. We also have masters level students, who graduate at different ranks. Someone who is both doing their own full-time graduate study and being a TA and working, that person's going to have mental health needs. They are going to need support, and they're going to need help managing that stress. We really leverage our partnerships to be able to connect with a wide range of campus populations and make sure they know what we have to offer. One example is a recent workshop I led in collaboration with the Center for Inclusive Education that is focused on the graduate population.

Gregory Pulis: What are some of the major takeaways that you've learned with CPO or what do you wish some more people knew that they can take away from CPO? Christine Szaraz: I mentioned that CPO uses the public health approach, everything we do is grounded in evidence. A part of the public health approach is using data to identify needs, and then using research and other forms of evidence to identify the potential solutions or strategies to alleviate those issues. We put these interventions in place, and we collect that data too to see how effective they are. And then the things that are proving effective, we do more of them and we increase their scale. For the strategies that aren't working, we try to rework it to see what we can do to improve results. Sometimes, though, we have to say this just isn't working for us.

So in terms of your question, what have I learned? I'm not formally trained in public health. My undergraduate degree is in anthropology, so you can hear that focus on culture and identity for me. I've always been fascinated by the intersections of different dimensions of wellness. As I pursued graduate work as a clinician in mental health counseling I was always very interested in the intersections between physical and psychological and emotional health. As an extension of that, I started to think about how those experiences shape our social dimension. Applying that lens here at Stony Brook, when I started, this wasn't necessarily something everybody was doing.

Other early intervention efforts that are part of CPO's purview is our survivor advocate role. Any individual who has experienced any form of sexual violence, can understand how to access the resources available to them. While we're not here to talk about that side, you cannot really separate the experience of violence from the impacts of violence, which mental health is going to be front and center. Numerous high-scale partnerships between my office and CAPS participate in Health and Wellness Fairs. We will have a lot of those departments that I mentioned from SHWPS there. But we'll also have approximately 30 to 50 off-campus providers from different organizations representing all those different dimensions of wellness that I described.

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People are not always aware of the realm of coping that is available to them, that they can tap into and use whenever they want. Oftentimes people think of coping and self-care like the day at the spa. They might say, I'm taking a mental health day and I'm not going in. Those are great, but most of us can't afford to take a whole day off of life to devote to our wellness and self care. You can take two minutes to do it even in the most crowded of circumstances. I want to be approachable and easy to talk to. That's the same way we approach our resources. I'm not talking to the post docs, right? I'm talking to humans and I'm using plain language. In terms of our peer educators, I would say that one of the biggest concerns they have is that they won't sound like an expert. I say, I don't need you to sound like an expert. I need you to sound like a person your peers can relate to. And if you sound like somebody from the medical school, they won't feel like they can relate to you.

Gregory Pulis: What is something that shocked you the most? You may have answered that already, but just regarding mental health, awareness and outreach.

Christine Szaraz: I think on some levels, I'm kind of beyond shock at this point. But let me think for a second. I think I am continually surprised by how often people are not aware of what's available to them on their campus. And I guess on one level, what's shocking about that to me is that you all as students—let's be real—you pay a pretty penny for these services, right? So I'm not only coming from a customer service perspective, but I am a little bit coming from that. I guess part of what surprises me is that students don't necessarily realize that these things are available to them and, moreover, that they've already paid for them.

Same thing with faculty and staff. But no one, going back to my point before, nobody's alone. Faculty and staff aren't alone with this. So this is an area we're looking to expand to, because we want everybody on campus to know what's available to them to support them with what they're dealing with, with the end goal of supporting our students in mind.

Olivia Stanco: Can you provide information on the free health products available to students through the CPO to support their overall health and wellbeing?

Christine Szaraz: Yeah, absolutely. So we have very robust health products. Our colleague, Samantha Warren, oversees it. She really built it from the ground up; five years ago, this wasn't something available on campus. This is a good example of how equity and accessibility come into play with our work; we all need things for our health. We can't always afford those things. We are in a position here at CPO to be able to fill those gaps by working with community partners, pulling in donations, and paying for things with the goal of providing them to our students.

There's a couple of different ways students can access our free health products. One is just by stopping by. At Southampton for example, we bring them supplies, they put them in different bathrooms and residential places. We have a couple different spots. but I know at least some students worry about this, like the privacy side of things.

Especially when it comes to things like safer sex or menstrual hygiene, that might feel really extra personal plan B, right? You might not want somebody to know what you're getting. And what I like to remind students is like when you put in your request, when you put in your order, what happens is, first of all, you get an email when it's ready so you know it's good for you to pick up. When you come, you're going to go to the front desk and give them your name. It's not their business and they don't care what you got. They're glad you got the products and they're going to hand it off to you.

I would recommend that any student who is feeling like they're struggling to connect with other people or they're struggling to build relationships attend CPO programs. This isn't just the plug for CPO. This isn't just a plug for our programs. I say this like I'm actually getting a little misty thinking about it. We have such an amazing team of peer educators. They are such caring, warm people. We offer so many programs, you can just drop in and connect with people. Nobody, like our workshops, we're not going to test you. You're not going to be quizzed. It's low pressure. It's an opportunity to learn and to connect. I don't know if you notice this on our website or on any of our materials. I want people to know about CPO, that we are here to educate you with the goal of empowering you and connecting you with other folks who care about the things that you care about and we're going to be there for you if you need somebody.

Anxiety as a Leading Issue Since COVID, anxiety has become dominant with little competition, while depression remains the second most common issue.

CPO Educational Offerings Anxiety Toolbox: A series focused on addressing anxiety.

Coping and Resilience: Focuses on mental health, coping strategies, and the connection between mental health and overall wellness.

Communication Crash Course: Helps students build and strengthen relationships, as social support is a key factor in mental health.

Sleep Mini-Series: Educates on the science behind sleep and provides strategies for improving sleep, as it impacts multiple dimensions of wellness (cognitive, social, emotional).

“Safety Net” on Campus Of the various departments mentioned, CAPS is dedicated towards a range of direct services (individual or group therapy, medication management, etc.). There is also the Student Support Team, who are not mental health providers, but are meant to help students understand and navigate their options. Szaraz gives an example: If a student is struggling at home and it's difficult to manage assignments, the Student Support Team can reach out to the professor to communicate these difficulties to allow room for flexibility. At the Student Health building along with CAPS and Student Health Services is the CARE team, which exists to address safety concerns, whether someone thinks a student may be harmful to themselves or others. If they have these kinds of worries, but don’t know where to go, CARE can help to give or refer the reported student the support they need.

Creativity as an Outlet Creative activities are important aspects of these resources. When people question the “Why,” it can be backed by the research evidence that it is worthwhile for maintaining our mental health. As seen in outreach, creative activities doesn’t only draw people to a CPO table but also warms them up to what they have to say, even in regards to connecting them with the “sibling departments” (e.g., CAPS).

Screening is another aspect of outreach efforts, which acts also as a way of early intervention, so as to help educate people in certain topics in discussion with professionals as well as Peer Educators, who are student educators involved in all these areas talked about. Those Peer Educators are part of translating information about these serious topics into more accessible language and from someone that comes from a similar place in terms of age and experience.

Emphasis on Diversity Student success includes personal, cultural, and family goals—not just academics.

Family expectations (e.g., marriage over education) can impact students' sense of success.

Identity shapes experiences of wellness.

Mental health is emphasized in orientation programs.

Orientation addresses age diversity: freshmen, transfers, and nontraditional students.

CPO partners on events focused on diversity, equity, and inclusion.

CPO Health Products Program CPO provides free health products to the student population, here are some examples of the kits they offer: Safer Sex Kits Menstrual Hygiene Kits Cold and Flu Kits First Aid Kits Deterra Bags Sun Safety Kits Fentanyl Testing Kits Emergency Contraceptive Kits ← CPO’s free health products outside of the office. Scan the QR code to order specific products.

Edited by: Christine Huang, Shivani Shah, Hayley Tan, Maggie Huang, Sarah Angelone, Isabella Wahi, Preeti Shaji, and Samaira Tohin

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Written by: Savanna Payne, Taina Stuart, and Jayden Wang

When navigating discussions of mental health, it is crucial to consider the role of rhetoric and how it shapes our thoughts, conversations, and everyday perceptions. Rhetoric is not just language, but is the ability of using language to create meaningful and persuasive narrative. It encompasses the way we utilize language as a tool to influence our attitudes, shape our decisions, and frame our mindsets. Mental health is a broad category and can be considered under many different frameworks, including: Clinical frameworks: diagnosis and treatment Professional frameworks: school, work, and other organizational environments Personal frameworks: an individual and subjective experience When engaging in highly sensitive conversations, such as discussions about mental health, it is important to be mindful about what type of language we use and how it may be perceived under many different circumstances.

The way we use language can significantly change how mental health topics are approached and understood. For example, consider the differences between the terms, “mental health” and mental illness”. While the term “mental health” can be perceived as a more neutral, overall state of well-being, “mental illness” often carries a negative connotation that typically implies the fault or wrongness of the individual.

The Humanology Project (THP) employs numerous strategies to combat stigma against mental health. The language and stigma training THP members undergo teaches us to use person- and identity-first language that puts the individual before the illness. For example, writing “people with depression” as opposed to “depressed people,” and avoiding harmful terms like “victim.” We are also taught to recognize stereotypes when we see them and actively debunk them, as opposed to perpetuating them.

Additionally, we follow the Carter Center Journalism Resource Guide on Mental Health Reporting, a guide that outlines resources and information to responsibly write about topics related to mental health, such as ethical considerations, stigma reduction, incorporating reliable sources, and ensuring accurate representation of scientific data. We also abide by the guidelines set in the National Center on Disability and Journalism Disability Style Guide, which provides insight in writing about disability-related topics, like defining key terms, directions for interviews, avoiding ableist language, and considering policy. Through these efforts, THP fosters accurate, respectful, and stigma-free conversations about mental health.

Over the years, society has made significant progress regarding the language and conversations around mental health. For example, there has been a move toward person-first language in writing, media, and classrooms. Offensive language like “crazy” or “lunatic” has been increasingly recognized as harmful as society has gained greater awareness, advocacy, scientific advancements, and focus

The way we speak and write has the ability to change our perceptions and dynamics.

Rhetoric in Mental Health

on diversity, equity, and inclusion. In addition to language, mental health conditions are now being portrayed much more frequently in the media, contributing to its normalization, but there is a long way to go in terms of accurate and stereotype-free portrayal. There have been countless initiatives that have arisen to advocate for mental health awareness over time, helping to decrease shame and stigma.

As more research is done and more people are informed, the implementation of policies to support people with mental health challenges has increased as well, leading to better funding, access to care, and legal protections for individuals with mental health conditions. These changes show how far society has come in recognizing and supporting mental health, making it easier for people to talk openly and get the help they need, as well as the work that still needs to be done.

If stigmatization in mental health is due to the lack of accurate information, it is in turn, crucial, for the members of THP to translate the scientific jargon from peer-reviewed literature into material more accessible to the general audience. This can be achieved through a plethora of techniques: concise definitions of uncommon psychological terms, analogies/figurative language to familiarize complex ideas, and graphics to keep the information engaging. Through this translation, those without background knowledge or expertise on mental health can easily learn accurate information without having to read intimidating research papers.

References Molloy, C., Holladay, D., & Melonçon, L. (2020). The Place of Mental Health Rhetoric Research (MHRR) in Rhetoric of Health & Medicine and Beyond.

Rhetoric of Health and Medicine, 3(2), iii–x. https://doi.org/10.5744/rhm.2020.1011 National Center on Disability and Journalism. (2021). Disability style guide. https://ncdj.org/style-guide/.

Reynolds, J. F. (2018). A Short History of Mental Health Rhetoric Research (MHRR). Rhetoric of Health & Medicine, 1(1-2), 1–18. https://doi.org/10.5744/rhm.2018.1003 Sipe, T. A., Finnie, R. K. C., Knopf, J. A., Qu, S., Reynolds, J. A., Thota, A. B., Hahn, R. A., Goetzel, R. Z., Hennessy, K. D., McKnight-Eily, L. R., Chapman, D. P., Anderson, C. W., Azrin, S., Abraido-Lanza, A. F., Gelenberg, A. J., Vernon-Smiley, M. E., & Nease, D. E. Jr; The Community Preventive Services Task Force. (2015).

Effects of mental health benefits legislation: A Community Guide systematic review. American Journal of Preventive Medicine, 48(6), 755–766. https://doi.org/10.1016/j.amepre.2015.01.022.

The Carter Center. (2024). Carter Center journalism resource guide on mental health reporting. https://www.cartercenter.org/resources/pdfs/health/mental_health/cartercenter-journalism-resource-guide-on-mental-health-reporting.pdf.

Wooldridge, S. (2023). Writing respectfully: Person-first and identity-first language. National Institutes of Health. https://www.nih.gov/about-nih/whatwe-do/science-health-public-trust/perspectives/writing-respectfully-personfirst-identity-first-language.

Zhang, H., & Firdaus, A. (2024). What does media say about mental health: A literature review of media coverage on mental health. Journalism and Media, 5(3), 967–979. https://doi.org/10.3390/journalmedia5030061

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The Psychology of Fashion

is expression of self exemplified 01. How through fashion and clothing choice?

Written by: Ada Zhou

Fashion and clothing choices serve as outward extensions of self-expression, allowing individuals to visually communicate their emotions, identities, and personal narratives/experiences. From colors to textures to silhouettes, every element of an outfit can be a reflection of the wearer’s inner world. Besides the ability to choose what to wear, even the process of dressing up can feel therapeutic. For individuals navigating mental health challenges, fashion can be a means of reclaiming confidence and autonomy—whether it’s modest, minimalist, bold, or colorful.

How is fashion intertwined with mental health?

What is the psychology behind it?

For example, Japanese lolita fashion uses intricately decorated bell skirts, dresses, and ornate accessories to craft an elegant, princess-like image that exemplifies the wearer’s desire for innocence and nostalgia. Similarly, cottagecore fashion, defined by its soft, rustic aesthetics, symbolizes the wearer’s yearning for simplicity, connection to nature, and possibly serves as an escape from modern anxieties. On the contrary, techwear focuses on functional elements in clothing (tons of pockets, zippers, and straps) that reflect themes of control and preparedness, conveying the wearer’s emphasis for adaptability and practicality. Each of these and countless more styles make the intangible aspects of one’s identity tangible, reflecting not just who we are but also empowering us to shape how we present ourselves to the world.

02. How does color theory play a role in mental health?

Written by: Wynn Ng

Color isn’t just something we see — it actually shapes how we feel, act, and even our perception. This is what color psychology is all about. Colors can be split into two spectrums of warm and cold. Warm colors like red, orange, and yellow, are linked to a range of emotions from comfort to even hostility. In contrast, cool colors like green, blue, and purple are generally associated with calmness or sometimes, indifference. Interestingly, despite our many cultural differences, our color associations tend to be universal around the world, forming a foundation for the connection between color and mental health.

Colors have long been, and still are, used in therapeutic practices, particularly in the field of color therapy. This field is known as colorology, or chromotherapy, fittingly named because the frequency of light waves is what produces the appearance of color. Ancient civilizations, such as the Egyptians and Chinese, incorporated chromotherapy as a holistic healing method. For instance, the color blue was believed to "soothe illnesses and treat pain."

Beyond therapeutic uses, our perception of color is evident in everyday life — from our personal preferences to product designs. For example, the abundance of silver cars on the road. That’s no accident, as silver is often tied to technology and modernity. So, next time you think about your favorite color, you might want to ask yourself: what does it say about you?

03.

What is the psychology behind fashion cycles and why do we romanticize them?

Written by: Arya Tondale “Scandinavian” kurtas, office siren, old money, pastels for men and recession fashion.

You open your phone and get blasted with all of this and more at the same time. Even if you try to escape, it catches up to you and yes, you do get caught up in one of those cycles. But have you ever wondered why it's irresistible and why everyone around you follows it too?

Human beings have a habit of conforming themselves to societal norms to fit in, which necessarily isn’t bad as it shapes who we are as a person. After all, fashion is a way to communicate who we are and how our values shape us. It is mostly tied to the nostalgia factor: “the happier times”, “the better times” or even “the easier times.” In times of uncertainty, we instinctively turn to the past, draping ourselves in nostalgia like a perfectly tailored vintage coat. Fashion isn’t just about aesthetics, it's a form of escapism, a way to embody the energy of an era we long for, whether it’s the effortless glamour of old money, the rebellious edge of punk, or the soft romanticism of coquettecore. We don’t just wear clothes; we wear emotions, history, and collective memories.

Mimicry plays a crucial role in this cycle. When cultural icons define an era: Princess Diana’s off-duty elegance, Naomi Campbell’s ‘90s power dressing, or even the nonchalant coolness of early 2000s It-girls, we subconsciously replicate their essence.

But beyond individual influence, fashion reflects global sentiments. Economic downturns push us toward recession-core minimalism, political shifts bring utilitarianism back into focus, and social media fuels micro-trends that latch onto our emotions before vanishing just as quickly. Whether real or imagined, these attachments shape the way we dress, making fashion not just a cycle, but a psychological phenomenon, one where our yearning for comfort, power, or freedom is stitched into every hemline and silhouette.

04.

How do different pieces of clothing represent selfexpression and mental health?

Written by: Sweta Jha

Fashion is an ever changing world. Every single year more and more new trends and styles appear all over the world that appeal with wide audiences. These changes in fashion have only been heightened by the presence of social media, where people can see how styles and fashion differs all over the world and in the past. For many people, what they’re wearing is a type of shield against the world, protecting them from judgement or scrutiny.

It’s a way for people to represent themselves proudly, affecting their mental health. Wearing certain clothes or accessories has a tangible effect on the person’s mood, persona, and performance.

This is similar to how wearing cute workout clothes enhances the mood for a good workout, or wearing a professional blazer can promote productivity. The idea is “look good, feel good”. It can also be helpful in getting people out of depressive moods, which can lead to a hesitation in wanting to get dressed up and other self-care. By giving people something to look forward to for the next day, getting dressed up in their favorite outfits, it can boost people’s morale and create productivity. However, despite all of these trends, each person has their own distinct style that promotes their individuality and personality. One fashion trend in specific, the Y2K style, is a powerful example of how fashion can be a tool for self-expression and can positively impact mental health.

The Y2K trend, characterized by its bold, powerful colors, fun patterns, and variety was a form of style expressed mainly in the early 2000s. However, the trend is starting to make a comeback and can be seen worn by people who aren’t just young adults or teenagers. For many wearers, the Y2K trend is a symbol of youth and fun. It’s a way for generations who have worn it in the past to start having fun again with their clothing, without judgement and fear. When people start to understand that fashion is a way to express oneself, they start to wear clothes that reflect their inner personality and identity. This reinforces the idea of a positive impact in mental health. Bright colors and patterns have been known to boost one's mood and performance. By bringing many people back to their youth, their mental health is boosted as it brings back a sense of fun and play while sticking to familiar concepts.

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are the psychological impacts of keeping up with evercan cultural or traditional clothing foster a 06. How 05. What changing trends online? sense of belonging and mental grounding?

Written by: Joey Ong

With the rise of social media and technological advances, there have been psychological impacts associated with the ever-changing trends online. Social media platforms such as TikTok or Instagram repeatedly expose their users to new fashion trends, which can create pressures to conform, especially when brands sponsor influencers to promote their products. This impact is especially influential on impressionable teenagers and young adults who see their favorite influencers wearing something and feel the need to recreate their look. Following fashion trends can lead to anxiety and stress, since the pressure to keep up with the trends can lead to overconsumption, financial stress, and difficulty developing a personal style and identity. Additionally, social pressure from peers can make individuals feel overwhelmed and obligated to follow trends in order to be accepted socially, even if it causes financial stress. Seeing peers wear trendy items can intensify their desire to conform, compare themselves to others, increase the need for acceptance, and fear of exclusion, which is more commonly known as FOMO (fear of missing out).

One example of a popular trendy item that has recently gained popularity is the Lululemon Define Jacket, which is originally priced at $118 USD. Designed to be athletic wear, this product has gained popularity through Tiktok in the way that it is a staple in GRWM (get ready with me) videos as well as aesthetic workout content, labeled as stylish and flattering. This kind of repeated exposure builds desire for the item and the identity of ‘clean girl aesthetic’ associated with it. With such a high demand for this product, competing companies have created their own versions of this jacket, or ‘dupes,’ and have priced it at a lower price point in comparison to Lululemon’s high pricing. Although being a more financially smart choice to choose the cheaper alternative, there has been stigma associated with wearing non-branded or lower cost versions. Individuals may feel judged for not wearing the original item, which can lead to feelings of inferiority and insecurity.

Wearing off-brand clothing can also lead to negative social judgments or teasing from peers.

With this constant cycle of new trends emerging, and the desire for social acceptance, it becomes exhausting for individuals to keep up and can lead to stress, overconsumption and feelings of inadequacy. As trends continue to evolve, it is important to promote personal expression and prioritize mental health so that individuals can create a sense of identity.

Written by: Emily Singh

Clothing is an artistic and fun way to express your identity! It’s a collection of choices that reflect who you are, and how you want others to perceive you. Traditional clothing has always historically been used to express one’s culture in the form of different patterns, colors, and styles. In cultural clothing, every aspect of the design is intentional and a reflection of the rich heritage of a culture. The fabrics and physical design displayed is based on the physical aspects of a region, while the colors represent symbolism.

By wearing cultural clothing, one is immersing themselves in years of tradition, and representing their heritage. It is a public declaration of pride and alongside it comes a sense of community and belonging. An example of this is the keffiyeh. A keffiyeh is a cultural garment that symbolizes not only pride, but stands for resistance. By wearing this garment, you are a part of a community and partaking in a nonverbal language. Clothing fosters this sense of belonging because of how visible and accessible it is. In a world full of choices, you are choosing to present yourself in that manner. It is incredibly intentional. These decisions make you stand out as affiliated with a community, allowing you to find others in your community, or simply display your pride! In a homogenous world filled with different cultures and communities, it’s important to find out what you identify with and display it!

is mental health and wellness supported 08. How by fashion?

Written by: Windy Huang

07.

Can compulsive shopping habits tie into mental health disorders like anxiety and depression?

Written by: Sarah Angelone

Treating yourself to a shopping trip every once in a while is a common and fun way to freshen up your wardrobe, office, or perhaps home furnishing. Investing in a new pair of shoes or jewelry can revitalize confidence and a feel-good attitude. While these regulated shopping cases can have positive effects on one’s mental health, compulsive shopping habits tend to have much more profound psychological impacts. Compulsive shopping is a type of compulsive behavior, an action that is often performed repeatedly or excessively, characterized by impulsive, material purchases that usually result in overspending and mental distress. Compulsive shopping habits usually manifest in individuals with anxiety and depression as a means of temporary relief, however, such compulsive shopping tends to further perpetuate the cycle of anxiety and depression.

Shopping to elevate one’s mood, also known as “Retail Therapy”, is a common motivator for compulsive shopping habits. When an individual is feeling depressed or anxious, “Pleasurable feelings associated with shopping seem to mask negative affect,” thus providing temporary relief from painful thoughts or feelings. This can make shopping addictive, especially for those struggling with preexisting mental health conditions. It serves as an easy distraction coated in temporary euphoria and excitement, a “key motivating element of this addiction,” to shopping. Although compulsive shopping results in positive emotions such as happiness and excitement, these emotions are momentary and addictive due to their short-lived benefit paired with long-term consequences. A frequent consequence of compulsive shopping is overspending. Due to the habit’s impulsivity and compulsivity, thoughts about financial consequences aren’t considered until after a purchase is made. Unstable finances are a grandiose predictor of mental health outcomes, and frequent overspending as a byproduct of compulsive shopping often increases feelings of anxiety and depression. The cycle of anxiety and depression is also reinforced by compulsive shopping. Compulsive shopping solely offers temporary relief from negative emotions, and the more one compulsively shops, the more material is needed to sustain the addiction. This becomes more money, and less relief, increasing feelings of stress and anxiety together. Overall, compulsive shopping habits often begin as a symptom of mental health conditions like anxiety and depression, however, despite temporary relief, these habits worsen symptoms altogether by inducing anxiety and depression.

The beauty of fashion allows each individual to explore and create outfits that can express their personality, mood, and identity. Fashion can be a therapeutic process where people use clothes to improve their confidence and mood. Color is one of the direct ways of communication shown in your outfit.

Bright colors such as yellow suggest the mood of happiness, while colder colors like blue can mean calming down.

Regarding psychology, fashion allows the brain to create an association between events and outfits. For example, wearing a suit is linked to the idea of professionalism. In times of stress, wearing a suit helps people gain more confidence.

Beyond aesthetics, fashion is also a form of creative therapy.

Engaging in outfit styling or fashion design can provide a sense of purpose, mindfulness, and emotional release. This creative engagement helps reduce stress and allows individuals to process emotions constructively.

References Acerbi, A., Ghirlanda, S., & Enquist, M. (2012). The logic of fashion cycles. PLOS ONE. https://pmc.ncbi.nlm.nih.gov/articles/PMC3296716/ Adepetun, K. (2024, October 15). The psychology behind trend cycles. Fashion Is Psychology.https://fashionispsychology.com/the-psychology-behind-trend-cycles-why-we-cant-resist-the-latest-fashion-fads/ Azeemi, A., Ismail, I., Kazmi, S. R., Rafiq, H. M., & Azeemi, S. T. Y. (2019, September 5). The mechanistic basis of chromotherapy: Current knowledge and future perspectives. Complementary Therapies in Medicine, 46, 217–222. https://doi.org/10.1016/j.ctim.2019.08.025 Cherry, K. (2024, February 20). Color psychology: Does it affect how you feel? Verywell Mind.https://www.verywellmind.com/color-psychology-2795824 Clark, M., & Calleja, K. (2008). Shopping addiction: A preliminary investigation among Maltese university students. Addiction Research & Theory, 16(6), 633–649. https://doi-org.proxy.library.stonybrook.edu/10.1080/16066350801890050 Feria, E. (2022, February 21). Opinion: The psychological benefits of fashion. The Tartan. https://tartan.gordon.edu/thepsychological-benefits-of-fashion/ Jonauskaite, D., Abu-Akel, A., Dael, N., Oberfeld, D., Abdel-Khalek, A. M., Al-Rasheed, A. S., Antonietti, J.-P., Bogushevskaya, V., Chamseddine, A., Chkonia, E., Corona, V., Fonseca-Pedrero, E., Griber, Y. A., Grimshaw, G., Hasan, A. A., Havelka, J., Hirnstein, M., Karlsson, B. S. A., Laurent, E., … Mohr, C. (2020). Universal patterns in color-emotion associations are further shaped by linguistic and geographic proximity. Psychological Science, 31(10), 1245–1260. https://doi.org/10.1177/0956797620948810 Lululemon. (n.d.). Define Jacket Nulu. Lululemon. https://shop.lululemon.com/p/jackets-and-hoodies-jackets/Define-JacketNulu/_/prod11020158?color=0001 PowerSutra. (2024, December 10). Fashion as therapy: How does fashion affect mental health?

PowerSutra.https://www.powersutra.co/blogs/news/how-does-fashion-affect-mental-health​ Shafer, L. (2017, December 15). Social media and teen anxiety. Harvard Graduate School of Education.https://www.gse.harvard.edu/ideas/usable-knowledge/17/12/social-media-and-teen-anxiety Shurman, A., & Qaqish, R. (2024, December). Traditional clothes around the world: A cultural reflection. IOSR Journal of Humanities and Social Science, 29(12, Ser. 2), 1–4. https://doi.org/10.9790/0837-2912020104 Suganya, S., Rajamani, K., & Buvanesweri, S. (2024, March). Examining the influence of fashion on psychological well-being: Investigating the correlation between apparel selections, self-confidence, and mental health. International Journal of Research and Analytical Reviews, 11, 118. https://www.researchgate.net/publication/380035831_Examining_the_Influence_of_Fashion_on_Psychological_WellBeing_Investigating_the_Correlation_between_Apparel_Selections_Self_Confidence_and_Mental_Health/citation/download Tarka, P., Kukar-Kinney, M., & Rydell, R. J. (2022). From materialism to hedonistic shopping values and compulsive buying: A mediation model examining gender differences. Journal of Consumer Behaviour, 21(4), 786–805. https://doiorg.proxy.library.stonybrook.edu/10.1002/cb.2037

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Navigating mental health through different cultures and values.

TheWeight of words

Language

Written by: Sofia Ramos and Suvetha Anand Language and culture, combined with the stigma surrounding mental illness and therapy, can create an obstacle for marginalized groups seeking mental health services. Research shows racial and ethnic minority groups in the U.S. are less likely than White people to seek outpatient mental health services. Some racial and ethnic minority groups may view mental illness and therapy as shameful and have less trust in providers due to a history of discrimination, racism, and mistreatment. Due to this perception, members of these groups may avoid seeking help to feel accepted within their communities. Instead of mental health services, these communities may seek support from family or primary care physicians. For example, Black families may prefer to approach mental health independently, considering spiritual resources for emotional support. Some may also believe mental illness is caused by stress and loss related to family or financial situations. Latinx families may utilize social support from extended family and community members. When Latinx individuals share emotional or stressful experiences, they focus on physical symptoms, such as trouble sleeping or loss of appetite. Asian American and Middle Eastern American communities hold beliefs surrounding dishonor and shame regarding mental health treatment. The worry of bringing dishonor to their families may cause members to internalize symptoms and feel pressure. Some believe mental illness is caused by family issues, medical illness, and cultural differences. Asian American children have described this pressure as a need to seem perfect, contributing to hiding their symptoms. Instead of seeking mental health services, they may turn to family and religious community members. While these support approaches are valid, negative cultural perceptions may harm those who need professional care.

In addition to cultural perceptions, the availability of multilingual providers is limited.

There’s also an underrepresentation of ethnic and racial minority mental health providers.

The gap between bilingual and linguistically trained professionals is a significant barrier for those with limited English proficiency. A crucial factor for individuals limited in English is having a provider who speaks their native language. Another helpful factor is the use of a lay health worker—someone from the same socioeconomic and ethnic community, informed about its social networks and health needs. While shame and distrust around mental health can harm marginalized communities, there are ways to counteract them. A diverse workforce would be ideal. Clinicians trained to collaborate with interpreters and culturally and linguistically diverse patients would help solve language and understanding barriers. Clinicians from diverse backgrounds would help close the gap in availability and communication. To combat stigma, seeking reliable information is vital. Trusted resources include the National Alliance on Mental Illness and Substance Abuse and Mental Health Services Administration. The use of these sources, along with lay health workers, are possible solutions to improving how mental health is seen and approached across language and culture.

Access to mental health resources is greatly influenced by language availability, which can either help or hinder receiving the right therapy. People may find it difficult to access the right mental health services when they are unable to adequately express their feelings, ideas, or symptoms because of difficulties with language. This restriction may result in incorrect diagnoses, subpar care, and a general hesitancy to ask for assistance. According to studies, people who don't speak English well are more likely to stop receiving mental health care early and are less likely to obtain treatment altogether. For instance, in immigrant communities where mental health services are primarily offered in the dominant language, people who are not proficient may face challenges understanding their options, communicating their needs, or even trusting the healthcare system.

Furthermore, how mental health is viewed and communicated is influenced by cultural nuances that are embedded in language. It may be more difficult to express trouble in some languages due to the absence of direct translations, while other languages have specialized phrases that more clearly explain mental health disorders. This discrepancy affects how people view their own difficulties and whether they believe that asking for assistance is appropriate. Marginalized groups suffer disproportionately when mental health services do not provide linguistically and culturally competent care, which causes systemic disparities in mental health outcomes and access. This disparity can be closed and more equitable mental healthcare for a range of groups can be ensured by increasing language accessibility through multilingual therapists, translation services, and culturally appropriate mental health education.

The Language Barrier Written by: Shruti Shaji

There are many practical issues concerning the translation of mental health topics. While translating a scientific paper or mental health article, it is difficult or even impossible to reach “conceptual equivalence” which is an accurate and relevant translation of a concept.

Changes are made to the original work in order to make the translation more easily digestible. Translators must handle multiple aspects of language. For example, they must capture the implied meaning of sentences as well as the technical vocabulary. Sometimes, a phrase does not exist in another language, and a translator must consider the subject matter and contextual language as they create the new phrase. These issues demonstrate the need for specialized and qualified translators. In order to create accurate and accessible articles, translators must be highly knowledgeable in subject matter and understand cultural nuances. They should be able to understand the topic and the intentions of the authors.

Cultural differences can also affect translation. Even if translators manage to translate the technical terms, it is difficult to translate more abstract concepts like subjective states or impressions into different languages. Different cultures have different expressions, metaphorical language, and colloquial phrases which also hinders translation efforts.

Culture also affects the way we perceive and communicate about different topics. Due to cultural differences, translators may also interpret the results and ideas of the original author differently.

Additionally, there may be cultural differences in terms and stigmas surrounding certain mental health topics, leading to difficulties in scientific translation.

Communication

Written by: Jonathan Cina Communication around mental health can play a significant part in shaping one’s identity. Across various cultures, mental health is viewed differently, yet the general effects that a positive or negative view of mental health can have on identity are fairly consistent despite cultural differences. Stigma is not a phenomenon that is specific to any part of the world, and can unfortunately be present virtually anywhere.

However, thankfully, several strategies to foster positive communication around mental health have also been displayed in recent history.

On average, stigma towards mental illnesses is considered to be more prevalent in Eastern countries than in Western ones. A 2020 study that sought to compare the stigma around mental illness in the East with the West indicated that individuals in Eastern countries would report higher stigma towards schizophrenia and depression than those in Western countries. However, this by no means indicates that stigma is not present in Western countries as well. Interestingly, though, the study also noted that moral attributions, or the attribution of mental illnesses to an individual’s “bad character” or supposed lack of self-control, were more present in Eastern countries than in Western ones. This form of stigmatization can be particularly damaging to one’s character, as it places a sort of blame on the individual themselves for the condition that they live with.

Despite this, there have been strategies aimed at fostering positive communication around mental health in several parts of the world as well. A study of coping styles around schizophrenia, which involved participants from London, England, showed that positive reinterpretation was a strategy that was deemed rather effective in reducing distress. Using positive strategies like this one, which structure the way in which mental health is discussed, can help disconnect the individual from their experience, helping them to remain aware that their identity is not dependent on their condition.

Furthermore, a study of mental health in the Middle East mentions the concept of e-health initiatives, which allow individuals who may feel uncomfortable seeking in-person help for their mental health as a result of stigma to connect virtually. Initiatives such as these can allow the individual to feel that they are not alone in what they are dealing with, which prevents them from feeling like an outcast or someone with an unsolvable struggle.

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Media Portrayal

Deconstructing Stigma

Written by: Sasha Lovitz

Written by: Lynn Tian

Deconstructing the stigma and promoting health conversation surrounding mental health requires a comprehensive strategy that not only addresses misinformation but respects and affirms an individual’s identity. Stigma is not only rooted in misinformation but also in the way it perpetuates through how we communicate, the systems we uphold, and the social norms we accept. One of the most impactful strategies for combating stigma is the use of person-first language, which emphasizes the individual over the diagnosis — such as saying “a person with schizophrenia” instead of “a schizophrenic person.” This subtle linguistic shift has been shown to reduce negative bias and promote empathy, particularly in clinical and public health settings.

Another strategy is increasing exposure with individuals who have lived experiences of mental health conditions. Research shows that personal storytelling and peer interactions can significantly reduce fear, prejudice, and stereotyping. These first hand experiences, which include a range of diverse perspectives, are often more impactful than education alone in challenging stigma. That being said, educational programs still play a valuable role by helping people better understand the complex and nuanced realities of mental health.

Alongside these approaches, promoting social group identification has also been shown to reduce internalized stigma and build resilience. Individuals who felt a strong sense of belonging to supportive social or religious communities reported greater perceived social support and lower levels of self stigma. These findings emphasize the importance of cultivating inclusive environments, for example in school and work environments, where individuals can feel safe, supported, and connected. By integrating these strategies — person-first and identity-sensitive language, direct contact and education, and promotion of social group identification — we can reduce misinformation and stigmatization of mental health.

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References Angel, R. J. (2013). After Babel: Language and the fundamental challenges of comparative aging research. Journal of Cross-Cultural Gerontology, 28, 223–238. https://doi.org/10.1007/s10823-013-9197-2 Angermeyer, M. C., & Dietrich, S. (2005). Public beliefs about and attitudes towards people with mental illness: A review of population studies. Acta Psychiatrica Scandinavica, 113, 163–179. https://doi.org/10.1111/j.1600-0447.2005.00699.x Chow, J. C.-C., Jaffee, K., & Snowden, L. (2003). Racial/ethnic disparities in the use of mental health services in poverty areas. American Journal of Public Health, 93(5), 792–797. https://doi.org/10.2105/ajph.93.5.792 Cooke, M., Peters, E., Fannon, D., Anilkumar, A. P. P., Aasen, I., Kuipers, E., & Kumari, V. (2007). Insight, distress and coping styles in schizophrenia. Schizophrenia Research, 94(1–3), 12–22. https://doi.org/10.1016/j.schres.2007.04.030 Corrigan, P. W., & Watson, A. C. (2004). Stigmatizing attitudes about mental illness and allocation of resources to mental health services. Community Mental Health Journal, 40(4), 297–307. https://doi.org/10.1023/B:COMH.0000035226.19939.76 Corrigan, P. W., Morris, S. B., Michaels, P. J., Rafacz, J. D., & Rüsch, N. (2012). Challenging the public stigma of mental illness: A meta-analysis of outcome studies. Psychiatric Services, 63(10), 963–973. https://doi.org/10.1176/appi.ps.201100529 Flores, G. (2006). Language barriers to health care in the United States. New England Journal of Medicine, 355(3), 229–231. https://doi.org/10.1056/nejmp058316 Guarnaccia, P. J., & Rogler, L. H. (1999). Research on culture-bound syndromes: New directions. American Journal of Psychiatry, 156(9), 1322–1327. https://doi.org/10.1176/ajp.156.9.1322 Im, E. O., Kim, S., Tsai, H. M., Nishigaki, M., Yeo, S. A., Chee, W., Chee, E., & Mao, J. J. (2015). Practical issues in multi-lingual research. International Journal of Nursing Studies, 54, 141–149. https://doi.org/10.1016/j.ijnurstu.2015.02.008 Jimenez, D. E., Bartels, S. J., Cardenas, V., Dhaliwal, S. S., & Alegría, M. (2012). Cultural beliefs and mental health treatment preferences of ethnically diverse older adult consumers in primary care. The American Journal of Geriatric Psychiatry, 20(6), 533–542. https://doi.org/10.1097/JGP.0b013e318227f876 Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200 Kim, G., Aguado Loi, C. X., Chiriboga, D. A., Jang, Y., Parmelee, P., & Allen, R. S. (2011). Limited English proficiency as a barrier to mental health service use: A study of Latino and Asian immigrants with psychiatric disorders. Journal of Psychiatric Research, 45(1), 104–110. https://doi.org/10.1016/j.jpsychires.2010.04.031 Klin, A., & Lemish, D. (2008). Mental disorders stigma in the media: Review of studies on production, content, and influences. Journal of Health Communication, 13(5), 434–449. https://doi.org/10.1080/10810730802198813 Krendl, A. C., & Pescosolido, B. A. (2020). Countries and cultural differences in the stigma of mental illness: The East–West divide. Journal of Cross-Cultural Psychology, 51(2), 149–167. https://doi.org/10.1177/0022022119901297 Krivačić, L. (2023). Portrayal of mental health issues in American movies and TV shows: From stigmatized to sensationalized. https://urn.nsk.hr/urn:nbn:hr:131:905861 Lauber, C., & Rossler, W. (2007). Stigma towards people with mental illness in developing countries in Asia. International Review of Psychiatry, 19(2), 157–178. https://doi.org/10.1080/09540260701278903 Lin, K.-M., & Cheung, F. (1999). Mental health issues for Asian Americans. Psychiatric Services, 50(6), 729–859. https://doi.org/10.1176/ps.50.6.774 Marquine, M. J., & Jimenez, D. (2021, January 1). Cultural and linguistic proficiency in mental health care: A crucial aspect of professional competence. Cultural and linguistic proficiency in mental health care: A crucial aspect of professional competence. https://pmc.ncbi.nlm.nih.gov/articles/PMC7755080/ Modir, S., Alfaro, B., Casados, A., & Ruiz, S. (2020, August 4). How cultural stigma impacts those seeking mental health services. CHOC. https://health.choc.org/understanding-the-role-of-cultural-stigma-on-seeking-mental-health-services/ Muldoon, O. T., Haslam, S. A., Haslam, C., Cruwys, T., & Jetten, J. (2019). The social cure for mental health. In M. J. J. Morgan (Ed.), Social psychology and mental health (pp. 61–78). Palgrave Macmillan.

Musa, M. (2024). Mental health in the Middle East: Historical perspectives, current challenges, and future implications.

Saudi Journal of Humanities and Social Sciences, 9(5), 138–148. https://doi.org/10.36348/sjhss.2024.v09i05.001 Pirkis, J., Blood, R. W., Francis, C., & McCallum, K. (2006). On-screen portrayals of mental illness: Extent, nature, and impacts. Journal of Health Communication, 11(5), 523–541. https://doi.org/10.1080/10810730600755889 Rössler, W. (2016). The stigma of mental disorders: A millennia‐long history of social exclusion and prejudices. EMBO Reports, 17(9), 1250–1253. https://doi.org/10.15252/embr.201643041 Sentell, T., Shumway, M., & Snowden, L. (2007). Access to mental health treatment by English language proficiency and race/ethnicity. Journal of General Internal Medicine, 22(Suppl 2), 289–293. https://doi.org/10.1007/s11606-007-0345-7 Squires, A. (2009). Methodological challenges in cross-language qualitative research: A research review. International Journal of Nursing Studies, 46(2), 277–287. https://doi.org/10.1016/j.ijnurstu.2008.08.006 Stuart, H. (2016). Reducing the stigma of mental illness. Global Mental Health, 3, e17. https://doi.org/10.1017/gmh.2016.11

Media portrayals of mental health vary widely across cultures, influencing public perceptions, stigma, and access to care. In Western societies, particularly in the United States, media oscillates between destigmatization efforts and sensationalism. While films like Silver Linings Playbook aim to normalize mental health discussions, news media frequently link mental illness to violence, reinforcing free-based stereotypes. Conversely, in many Asian cultures, media representations are often sparse or shaped by collectivist values that emphasize familial reputation over individual struggles. In some cases, mental illness is portrayed as a moral failure rather than a medical condition, as seen in Chinese and Korean dramas where characters with depression or schizophrenia are frequently depicted as burdensome or weak. These portrayals discourage open discussions and reinforce cultural stigmas, making individuals less likely to seek professional help. Additionally, cultural differences in media representations shape how people conceptualize treatment and recovery. Western media often present mental illness through a biomedical lens, focusing on psychiatric diagnoses, therapy, and medication. Television shows like BoJack Horseman and Euphoria offer nuanced portrayals of depression, addiction, and anxiety, contributing to public awareness but also reinforcing individualistic narratives that overlook structural factors such as socioeconomic barriers. In contrast, media in collectivist cultures, such as those in Japan or India, often frame mental illness as a familial or societal issue rather than an individual struggle, fostering a preference for community-based healing practice over professional psychiatric care, which may limit access to evidence-based treatments.

These cultural differences in media representation influence not only public beliefs but also policy and institutional responses to mental health. In countries where mental illness is frequently linked to violence or instability in new media–such as the United States–there is a greater tendency to criminalize rather than support those experiencing mental health crises. In contrast, Scandinavian countries, where the media emphasizes mental health as a public health concern rather than a personal failing, tend to prioritize policies that expand access to mental health care and social support systems. These cultural variations ultimately shape whether mental health is viewed as health is directly shaped by media exposure. In Western contexts, increased visibility and advocacy through social media and entertainment have contributed to growing acceptance, yet persistent stereotypes continue to fuel discrimination and influence healthcare policies. In contrast, cultures where mental illness remains taboo often see lower rates of help-seeking behavior and higher levels of stigma. Asian Americans exposed to Western media were more likely to recognize mental health issues as legitimate medical conditions compared to those who primarily consumed media from their heritage culture. This suggests that global media influences can shift perceptions, but deeply ingrained cultural narratives still play a dominant role. Addressing these disparities requires culturally sensitive media representation that normalizes mental health discussions while dismantling harmful stereotypes.

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Angela Pennisi I really enjoyed making the Mad Hatter board with my peers as well as being in a leadership role that made me work on being more assertive and creative. Teaching about mental health in such a playful, lighthearted way felt like healing your inner child while also sparking genuine conversations about the importance of mental health. I felt a huge sense of community and belonging on that night, where people can be authentically themselves especially dressing up for halloween.

Manas Verma

Ciara Wierschem

Spooky psych night was such a fun experience! I loved seeing all the creative boards made by outreach. There were plenty of fun games and activities. The free food was an added bonus. I hope that everyone else had a great experience!

Spooky psych night was a wonderful experience for me.

Even though I didn’t attend the main event, I still really enjoyed working on the group poster with my peers. It was a great way to learn and promote mental health, while collaborating with my peers!

Mariami Alimbarashvili It was great to see everyone’s creativity flow during the session. The group energy was uplifting, and it was a lot of fun collaborating with others to create something meaningful. And it truly was a wonderful way to connect with like-minded people while also expressing ourselves.

Naorin Jahan

REFLECTIONS

Making the posters and collaborating with my team members was so much fun. We all tried to be as creative as possible and ended up with a fun poster that was also educational. I think the concept of including well known characters in the conversation about mental health makes it less intimidating.

FALL2024

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Trisha Mehta I absolutely have loved all the GBM’s Humanology has done so far! I remember the CSA x Humanology GBM where we connected two totally different systems in such a fun and interesting manner. I loved the real life application where they played the horror film and different mock spelling bee scenarios to see how our heart rates would change. In addition, making the poster project with my team members has been so exciting as we got to learn about a whole different subject matter and make a decorative, interactive poster.

Renata Krysztofik For Spooky Psych Night, my group and I researched Alice. During the process, I learned more about various mental health topics relating to fictional characters, which was super interesting. Crafting the posters was such a fun experience, one that I hadn’t done in a while, so it was refreshing! I had a great time presenting the research in an educational yet exciting way, as well as meeting so many new people!

Xiara Suarez Creating the Red Queen board for Spooky Psych Night was incredibly fun. It was rewarding being part of something lighthearted meant for a much greater cause.

Interactive events are always nice because you get to engage with your peers while simultaneously spreading awareness on topics that matter, such as mental health. Spooky Psych Night was very hands-on. There were things to do throughout the room, and Halloween was a plus since seeing everyone’s costumes was exciting. Spooky Psych Night was an experience I would do all over again. It was fun, and I especially love it when I get to be creative. It was nice that outreach members played a direct role in the event by creating vibrant boards.

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WHYDIDYOUJOIN?

Jordan Mancuso This is my first semester here with the Humanology project. I initially joined to gain experience and a new perspective about mental health and neurological illness. After the first meeting, I knew this was for me. Not only did I gain a new perspective, but I now have a deeper understanding of different stigmas that surround mental health and how damaging they can be. By destigmatizing mental health, it can help and inspire many to share their stories and experiences.

Angela Pennisi I joined the Humanology Project in August 2024, during my fall semester. I joined because I am in my senior year and I wanted to gain some experience surrounding mental health and collaboration. Especially that I plan to go to graduate school and it is good to make connections with others. The Humanology Project and their goals aligned with my personal beliefs and I am a huge advocate for human rights and for mental health.

Xiara Suarez I joined during the fall semester of 2024. I found out about the Humanology Project through an email sent to me by Diane DeSimone. The Humanology Project stood out to me at the time because of their mission which aligned with my views on mental health and my overall passion for it. I also wanted to be more involved on campus so the club seemed like the perfect choice for me. I’ve always been passionate about destigmatizing mental health, a core goal of the Humanology Project.

Being an outreach member has made me feel like I have been contributing to the de-stigmatization which, allaround, has been a rewarding experience.

Ciara W I joined the Humanology Project in my freshman year, Spring of 2024. I was sent an email regarding open applications for several intern positions in the club. At the time, I was only involved with one other club on campus and was interested in becoming more engaged with student life. Additionally, my large passion for mental health, coupled with the Humanology Project’s mission led me to apply for an outreach position. Since joining the Project, I have engaged in several outreach projects and am happy to share my excitement to continue in the club.

Afiya Burns I remember the first time I went to a humanology event. It was the mental health awareness during fall 2023 semester and I was happy and surprised that a table and group on campus like this existed. I knew immediately I wanted to join. To spread awareness and knowledge of mental health and break down the stigma. Some ways to go about this would be by slowly / subtly bringing up the topic when having a conversation or intervention or someone you may think may be struggling. Another way to spark up a conversation on mental health is by sharing your story. This would help the other person feel more comfortable to open up and have the conversation.

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Fall Intern Projects This is a collaborative initiative that brings together all our divisions to work as one team, focused on the theme: Mental Health and Neurological Illnesses in College.

Team 1 - Mihika Grandhi - Joey Ong - Shivani Shah - Krishmitha Nadarajah - Soul Levy → The Effects of Extracurriculars on Mental Health

Team 12 - Ivan Hwang - Ada Zhou - Preeti Shaji - Yujia Ding - Mariami Alimbarashvili → Trivia Game based on the effects of stress on the brain

Team 3 - Sarah Angelone - Matthew Supa - Angela Ochoa - Afiya Burns - Rosa Melendez → The Fabric of Expression

Team 13 - Sofia Parkulab - James King - Windy Huang - Zeenat Hatami - Kaylee Le → Collection of poetry explores struggles with identity, loss, and coping.

Team 6 - Darika Thompson - Brynn Legros - Christine Huang - Shreya Arora - Manas Verma → Course Load & Mental Health Survey

Team 14 - Angelina Malespin - Abby Tokar - Maggie Wang - Sundri Kaur - Sasha Lovitz → Loneliness in College Students

Team 7 - Tatiana Rogel Fuentes - Savanna Payne - Maggie Huang - Ninka Revia - Angela Pennisi → PTSD & Bereavement

Team 15 - Rucha Tondale - Daniella Marchese - Taina Stuart - Tammy Ruan - Samaira Tohin → Analysis of the movie, Split, and its relation to mental health.

Team 8 - Fatima Beltran - Jonathan Cina - Shelley Yu - Renata Krysztofik → “Alone” poetry reflection on social anxiety disorder in college

Team 16 - Alyssa Romagnola - Arya Tondale - Shruti Shaji - Amy Zimet → Informative presentation on Somatic Symptom Disorder

Team 9 - Michelle Zeng - Marina Matveyeva - Ava Wong - Themie Yamasinghe - Melanie Choe → Features of Avoidant Personality Disorder

Team 17 - Akshita Arora - Sabrina Chan - Manahil Chaudhry → Infographics on Eating Disorders

QR Code to Website where all work is posted:

Team 11 - Allie Pollnow - Sarah Said - Benjamin Hewitt - Arin Lee - Aliya Mohammed → Healthy Coping Techniques: Finals Season

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Learn more about our mission here:

The Humanology Project We extend our sincere gratitude to all who contributed to the development of this publication, and to the faculty whose guidance and support throughout production.

Faculty Supervisor: Dr. Catherine Marrone Media Advisor: Isobel Breheny-Schafer