Desirae Carns, Louise Gaguet, Jade Gramajo, Cecia Herrera, Silas Hinkle, Victoria Lopez, Megan Ramirez, Brenden Rosenthal
Contributors
Niya Bowers
Copy Editors
Isabella Tolosa, Silvi Khevoyan, Daryna Hriaznova
The Pearl Post is an open forum for student expression as allowed by California Education Codes 48907 and 48950, committed to excellence in reporting, writing and photography.
The magazine strives to inform and educate students and faculty on events affecting the school.
Thoughts and opinions published in these pages are the work of journalism students and do not represent the position of DPMHS, its administrators or the Los Angeles Unified School District.
An unsigned editorial is the opinion of the Editorial Board, which is comprised of the Editor-in-Chief and the editors. Signed opinions in The Pearl Post reflect the views of the authors. A signed cartoon reflects the view of the cartoonist.
This bimonthly magazine is the official campus newsmagazine of Daniel Pearl Magnet High School. The magazine is also posted online at http://www.thepearlpost.com.
Content
COVER - Design by Louise Gaguet
NEWS - Table of contents / ICE raid effects on mental health
FEATURES - Leadership restorative rounds video / New school psychologist
FEATURES - The impact of news coverage on mental health / Mental health practices
SPECIAL REPORTS - AI usage effects on teen’s mental health
OPINION - LAUSD mental health resources editorial / Why teens shouldn’t use AI / Pearl Voice: Teen’s usage of AI
SPORTS - A journey of balancing volleyball, academics / Student-athletes’ well-being
14-15
ENTERTAINMENT - Mental health in the film industry / Mental health movies
BACK COVER - Design by Louise Gaguet
Letter from the editor
In our first print issue of the school year, we focus on the topic of mental health. We wanted to include how recent news events such as ICE raids and immigration policies affect people emotionally as well as the impact AI usage has toward student mental health. Additionally, we also wanted to recommend a few mental health movies to enjoy and watch.
Throughout this magazine, we also wanted to spotlight our new school psychologist along with an
insight on the well-being of student athletes.
We hope that as you read this magazine, it informs and encourages you to reflect on both the positive and negative aspects of mental health. I’m beyond thrilled to work alongside an incredible staff as this year’s magazine print editor-in-chief and I’m looking forward to seeing what we accomplish as a team.
Jenny Marquez Editor-in-Chief
ICE raid effects on mental health
By Desirae Carns and Jasmine Thompson, @itzdesxoxo and @jasm1n3.brielle
As Immigration and Customs Enforcement (ICE) officers continue to take families off the streets of Los Angeles, teenagers are not only anxious but filled with sadness at the thought of their loved ones being taken away from them.
“I think it affects people (with) not only fear, but sadness,” junior Midori Lestrange said. “It’s not so bad that it’s depression, but it’s sadness because something you’ve worked so hard for is being taken away from you with no real reason.”
As of July 16, there have been over 2,000 people detained by ICE in LA. According to data shown by Immigration and Customs Enforcement, 57% of detainees haven’t been charged with a crime and
68% of them have no criminal convictions. Continuous raids conducted by ICE officers have also resulted in LA declaring a state of emergency to assist those who are affected by constant immigration raids.
In the article, “‘Can I just be a kid?’ “ Students shaken by immigration raids seek help from school counselors,” schools reported that students changed in their behavior and their emotions due to ICE raids. Students’ daily absence rates increased by 22% due to frequent raids in California.
“If you worry every day that the second you go outside you or your loved one is going to be taken by ICE,” freshman Bethania Terefe said. “We can’t go outside without peace anymore. You feel constant overbearing stress at all times and you can’t calm
down.”
ICE officers detained a 15-year-old student with disabilities outside of Arleta High School on Aug. 11. Although the student was released due to being mistaken for the person originally aimed to detain, the student’s detention sparked outrage throughout the Los Angeles Unified School District (LAUSD), causing LAUSD officials to begin measures to keep students safe throughout the school year. The number of detained LAUSD students is unknown.
LAUSD began increasing support for students by expanding “safe zones,” providing alternative transportation routes, enrollment options at virtual academies and spreading awareness by distributing information to students and families.
“I feel like the school could help by making it feel secure,” freshman Alex Jimenez said. “School should be a safe community.”
According to the U.S. Committee for Refugees and Immigrants, studies show that children whose parents are deported are more prone to a high level of psychological stress. Loss of sleep, withdrawals and attachment issues are actions and emotional states children develop when being separated from their loved ones. Communities express how the raids are forms of racial discrimination, mainly going after the Latino community.
“I think it’s horrible because there’s a lot of older siblings who will take in their younger siblings because it’s your sibling,” Lestrange said.
NIYA BOWERS | THE PEARL POST Freshman Niya Bowers attends a “No Kings” protest in Glendale on June 14. Throughout the United States, many participated in “No Kings” demonstrations on June 14 to counter president Donald Trump’s 79th birthday and military parade celeberating the Army’s 250th anniversary to protest the Trump administration’s policies.
Leadership class works on film for LAUSD about Restorative Rounds
Students create film for LAUSD teaching conflict management
By Jade Gramajo @Love_jade818
Librarian Alain Cruz is thrilled to collaborate to film a video on restorative rounds with his leadership class.
“It was exciting receiving the news from Ms. Wendy, telling us that Daniel Pearl Magnet High School and my leadership kids should make a video about restorative rounds,” Cruz said.
Restorative rounds are a formal communication process where a group meets in a semi-structured environment to share perspectives, solve conflict, repair harm and build relationships in a safe and respectful manner. After students returned from virtual learning a few years ago, the Los Angeles Unified School District (LAUSD) created the system. LAUSD’s Division of School Operations (DSO) department later collaborated with Daniel Pearl Magnet High School’s leadership class to film a video on restorative rounds. They began writing on on Sept 30 and later postponed its production for
ANDREW PULIDO | THE PEARL POST
a month. There is no expected date at which the film will be finished.
“Restorative rounds are about resolving problems and issues the people might have,” said senior Mose Judge-Glascock, a student in leadership who is participating in the filmmaking process. “We kind of make light of the situation to make it a funny little thing that happens and then everyone’s all better.”
“boom operators, camera operators and one even voiceacted as a cartoon triangle.
“When I found out that our school was chosen to make the video I said great, awesome. ‘We can do it. We got this.’’’
-Senior Mateo Zazueta
The leadership class was contacted by Wendie Breitenfeld, a Systems of Support Adviser at LAUSD. Breitenfeld tasked the leadership class with developing a film that would be shown to LAUSD students. Soon after, senior Mateo Zazueta wrote a script for the film and leadership students immediately volunteered to participate in it. Some students worked as
The film is centered in DPMHS and follows a cartoon triangle that seeks to spread positivity among the school community. After Pausey witnesses the chaos and negativity within the school in the film, Pausey begins instructing students on restorative round practices to de-escalate conflict.
“When I found out that our school was chosen to make the video, I said great, awesome,” Zazueta said. “The most fun part of the process was mostly the writing because, well, I don’t know, writing and editing are sort of tied for me because I love being
there and creating the idea and having all this ambition of where it could go. And then I also like coming in at the end and stitching together all the completed pieces.”
Provided by the Los Angeles Unified School District Division of School Operations department Restorative rounds is a mental health wellness practice that helps to deescalate conflicts between students.
Seniors Mateo Zazueta, Mose Judge-Glascock and Sebastian Olfatmanesh film a restorative rounds video that will be shown to students across Los Angeles Unified School District on Sept. 30. The film covers Restorative Rounds, a conflict management strategy that seeks to foster a positive school climate. The film is not yet finished and prodution has been postponed for a month.
New school psychologist hopes to support students
By Louise Gaguet @toxin.n
After spending a full year of unpaid volunteering, school psychologist Monica Felix discovered her true passion for psychological services.
“When I see that our services are truly helping a student or a family or when you see progress, it keeps us going,” Felix said. “It shows us that things are working. I think that with society, we hear so much negativity that we forget that there’s so much good in this world.”
Felix started working as a school psychologist 16 years ago in the Santa Clarita and Burbank areas before she transferred to the Los Angeles Unified School District (LAUSD). As the school psychologist, she focuses on testing students for Individualized Education Programs, counseling and mental health
support. Felix stepped in as a replacement for former school psychologist Eliana Lichtman, who worked at Daniel Pearl Magnet High School until the end of the 2024-2025 school year.
Felix is on campus every Thursday and every other Tuesday.
“My number one goal is to survive all of the work when I’m only here once a week,” Felix said. “That is my realistic goal. My second is to do the things that school psychologists are trained for, that we generally don’t get to do because we’re so busy.”
Beside her jobs while she was a teenager, she has worked in psychology.
It all started in a lab during her undergrad at the University of California, Los Angeles, where she found out her boss was attending
a program at California State University, Northridge to be a school psychologist. Felix showed curiosity and interest in the topic. Afterward, she asked her uncle, who worked at a public school, about their school psychologist. She was first referred to the counselor who then redirected her to the school psychologist.
“So even my uncle, who was a teacher, didn’t know who the school psychologist was. The counselor did,” Felix said. “So that’s very, very common, and I do like to break that stereotype.”
When Felix met the school psychologist, she asked if she could shadow her and see what she did, doing so every Thursday for a whole year. Watching the school psychologist work intrigued Felix, solidifying her fascination with the profession.
Felix’s transition to DPMHS has been a stimulating experience. Felix arrived with the expectations of working with high school students more often and helping them figure out their career paths. The journey and time here at DPMHS has inspired her and she looks forward to what the rest of the school year will bring.
“(DPMHS) is a very unique school and that is what makes me the most interested,” Felix said. “There are so many creative students here. Things that I never would’ve imagined to think or to become or to even say. That is spectacular in my mind, the endless amounts of entertainment and knowledge awareness, that’s what I’m looking forward to. I can’t get enough of that. It’s just everywhere in this school.”
LOUISE GAGUET | THE PEARL POST New school psychologist Monica Felix sits at her desk in her office on Oct. 9. Felix replaced former school psychologist Eliana Lichtman, who left the school last year.
2025 has been an era prone to political polarization and chaos. Political assasinations, warfare, political extremism and sweeping changes within the government.
How news coverage affects students’ mental health
By Nadia Buer @f0rceee_
Senior Nemesi Morales and several other members of the Daniel Pearl Magnet High School (DPMHS) student-body continue to be impacted by the intensity of the news.
“Everyday news is truly upsetting because I just see how affected we are as a country and us as a whole and everyday I feel like it just gets worse and it makes me scared for the future of our country,” Morales said.
As violence is blasted on screens and teenagers gain more access to witness the turmoil of government, the ruin of war and the murder of public figures, there has been a pattern of desensitization and concern for the future. Teenagers of this generation more prone to exposure witness the chaos of modern society in a technological age.
“I’ve been questioning life while seeing war all over the news, and the war has
nothing to do with those who are suffering,” senior Mose Judge Glasscock said. “It shows how fragile life is.”
Senior Mirolla Abtelmasih has grown increasingly worried and overwhelmed regarding the ongoing Israeli-Palestinian conflict. Abtelmasih has witnessed online families being ripped apart and casualties caught on camera flooding the home pages of commonly used social media platforms such as TikTok and Instagram.
Instagram, has affected me emotionally and mentally,” Abtelmasih said.
“I’ve been questioning life while seeing war all over the news, and the war has nothing to do with those who are suffering. It shows how fragile life is.
“The war in Palestine has affected me personally since I am Middle-Eastern and watching the killing of the children, the bombings and everything that is happening in the war on Tiktok and
-Senior Mose Judge-Glascock
There has been rising concern within the U.S. regarding political violence and the televised broadcasting of it blasted on social media. With easily accessible footage to the brutality of current events such as the assasination of right-wing activist Charlie Kirk, Morales has grown apprehensive of social media and worrisome for the youth. She fears that they are being forced to witness televised tragedies and process horrific events as they unfold in real time via the news.
“I definitely feel like social media gravitates more
toward violent content and makes it more accessible,” Morales said. “For example, when the assasination of Charlie Kirk happened, within minutes, that video was out and a lot of people including younger kids could access the video of him being killed.” Morales said.
With the continuous ICE raids in major cities, individuals, communities and families have had their lives jeopardized. Senior Gabriella Urteaga has grown fearful to walk in her neighborhood due to the high concentration of ICE raids in her area that have been publicized on the news.
“The immigration content on the news feels very personal to me,” Urteaga said. “Most of my family members are immigrants and I feel scared for them to go out and I feel scared to also walk on the streets due to the possibility of getting stopped and asked for documentation.”
ANDREW PULIDO | THE PEARL POST
Artificial Intelligence and effects
By Cecia Herrera and Andrew Pulido Gonzalez, @cecia.l.h and @andrewpulidogonzalez
Sophomore Rocio Huerta first discovered artificial intelligence through a TikTok trend, but what began as casual curiosity soon became something more important. What started as scrolling turned into a tool of comfort. At first, she used ChatGPT like a therapist, asking for advice on situations and later found herself turning to it for help with math problems.
“I was talking about a situation that happened to me and it actually gave me good advice because it made me feel informed due to the information and advice that was told to me,” Huerta said.
AI usage has evolved past homework help or essay writing within Generation Z. Teenagers have begun to use AI chatbots as a place to search for solace. Whether they seek advice or company, chatbots are being used to fulfill teenagers’ emotional needs. According to a Stanford University study, researchers found that while teens often use AI for comfort, these chatbots can be a risk because they can give incorrect guidance about mental health.
“Kids are looking for connections and it’s become so much easier for them to talk to a screen rather than having to connect in person,” the school’s Psychiatric Social Worker Joanne Tuell said. “The effects are that because of all this technology, kids are losing social skills and they’re having a really difficult time when it comes time to graduate high school and go to college and make real connections, apply for jobs and go through interviews. They don’t have the social skills because they’re
so used to talking to a screen or interacting with people through the computer.”
Last year, 14-year-old Sewell Seltzer III committed suicide after messaging an online chatbot that he would “come home,” a phrase the AI had previously used to comfort him. Seltzer had been chatting with a recreation of Daenerys Targaryen from “Game of Thrones.” He was described as having fallen in love with the chatbot. Over time, he became emotionally dependent on the AI he nick-
“Kids are looking for connections and it’s become so much easier for them to talk to a screen rather than having to connect in person.
-Joanne Tuell
named “Dany,” engaging in romantic conversations. Seltzer’s interactions with the chatbot illustrate how deeply personal connections can develop between artificial intelligence and users. According to an article by Stanford Medicine, AI chatbots are designed to have conversations that resemble personal relationships. “These systems are designed to mimic emotional intimacy—saying things like ‘I dream about you’ or ‘I think we’re soulmates.’ This blurring of the distinction between
fantasy and reality is especially potent for young people because their brains haven’t fully matured.”
Teenagers in search of solace aren’t just using technology to form artificial connections, they’re often having conversations that feel emotionally real, even when the other side isn’t human. Additionally, there has also been a rise in the use of AI as a place for emotional support, using AI for comfort, understanding, or obtaining help with their feelings.
According to a survey by Common Sense Media, 72% of American teenagers have used AI chatbots. In addition, an article by One Day MD found that about 12.5%
ALEX SALCEDO | THE PEARL POST Students resort to forms of artificial intelligence for mental health assistance instead of meeting with a licensed therapist.
on teen students’ mental health
of those teens used AI for emotional or mental health support.
“The first time I used AI was in 10th grade for help with an essay,” junior Zarina Martiosyan said. “But over time, I started using it for advice, too. Sometimes it’s helpful, but other times it gives suggestions that don’t really work such as trying to make you feel good about yourself in ways that don’t feel real.”
As AI becomes a bigger part of daily life, educators and healthcare professionals are becoming increasingly concerned about its impact on teenagers’ emotional and mental wellbeing. The National Health Service warns that chatbots are not licensed therapists and can make mistakes. It also states that the issues that often drive these people to loneliness are often exacerbated by the avoidance of human interaction when seeking support. These applications are also described as being too agreeable to the user. Instead of offering guidance, they criticize chatbots for validating delusional or negative ways of thinking.
that it’s not necessarily the most reliable information.”
Artificial intelligence is becoming increasingly prevalent in teenagers’ daily lives, shaping how they access information. According to an article by Education Week, “More than two-thirds of teachers and school and district leaders expect that AI will have a negative impact on teens’ mental health over the next decade.”
“But over time, I started using (AI) for advice, too. Sometimes it’s helpful, but other times it gives suggestions that don’t really work such as trying to make you feel good about yourself in ways that don’t feel real.
-Zarina Martiosyan
However, experts say that AI also has the potential to support mental health when used responsibly. According to Jonathan Posner, MD, “Our AI model could be used in primary care settings, enabling pediatricians and other providers to immediately know whether the child in front of them is at high risk and empowering them to intervene before symptoms escalate.”
This demonstrates that AI is being explored for various uses beyond education and technology. Researchers continue to study how AI can recognize mental health risks and provide early support to individuals who may need it.
“A person is much more nuanced,” Tuell said. “You can’t necessarily trust the things that you see on AI generated answers, so you have to have a really critical mind and realize or know what you’re getting. If you’re going to do it just know
“(A possible use) is if AI tools can provide resources,” Tuell said. “If you can say, ‘Give me my local community resources for counseling in my area.’ If you say, ‘Give me free or low-cost LGBTQ counseling, I think that could be helpful. But, I would not rely on it for therapy.” LINUS
BOSSARDT | THE PEARL POST OpenAI’s AI chatbot ChatGPT responds to prompts regarding mental health and suicidal thoughts. The AI provided resources to reach trained and licensed people.
Editorial
More mental health services, advocacy needed in LAUSD
The number of teens with depression or other mental health disorders continues to grow at concerning rates despite the mental health presentations that the Los Angeles Unified School District (LAUSD) requires that schools have.
In Los Angeles alone, one in three (31%) adolescents between 12–17 suffered from a mental or behavioral health condition in the past year. In comparison to the approximately 8% rise in major depressive episodes among American teens between 2006 and 2007, more than 18% of adolescent teens developed major depressive episodes between 2022 and 2023.
The kinds of students found to be most susceptible to depression-related emotions in California are those who are less connected to their school environment. An astonishing 56% of students who feel they have a low level of connection to their school have depression-related emotions. It is important to increase school connectedness to create a safer and more inclusive environment for students.
The stigma around mental health in schools also creates a self-deprecating environment, not only because of prejudice and discrimination from outside sources, but also from self-stigma. According to the National Center for Biotechnology Information,
Psychiatric social worker Joanne Tuell hands out a card to freshman Luca
during a presentation to spread awareness about suicide and depression
the internalization of public stigma causes self-esteem to decrease, causing more damage to students with mental illnesses like depression and bipolar disorder. This prompts not only the idea to promote school connectivity but also personal empowerment.
According to the California Department of Public Health, programs that focus on “strengths, resiliency, equity, and prevention” are proven to improve adolescent mental health. In the National Center for Chronic Disease Prevention and Health Promotion’s “Promoting Mental Health and Well-Being in Schools: An Action Guide for School and District Leaders,” the steps to decrease depression and suicide rates schools should take are to increase men-
tal health literacy, promote mindfulness and social, emotional and behavioral learning, enhance connectedness among students, staff and families, provide psychosocial skills training and support staff well-being. By implementing these strategies, LAUSD could greatly improve the mental health of both staff and students.
The steps taken in LAUSD schools today, however effective they are meant to be, are barely making a dent in the looming issue of declining mental health in teens. In September, schools held presentations for Suicide Prevention Month, hoping to educate students about suicide prevention and provide resources for support. Still, however, 15.8% of students
in Los Angeles County have seriously considered suicide. In addition, the district cut funding to mental health personnel, reducing the amount of time the school psychologist and social worker can work at school.
To improve mental health across Los Angeles, the school district must treat mental health as a higher priority, introducing programs that not only focus on making resources available but also attack the root causes of depressive disorders. Increasing school connectedness, promoting personal empowerment and taking all of the steps toward creating a healthier environment is the course of action LAUSD needs to take to start increasing mental health in students.
SILAS HINKLE | THE PEARL POST
Alegría spreading depression awareness to students
in Ani Zohrabyan’s period 5 health class on Sept. 29.
AI shouldn’t be a therapist
By Nadia Buer, @f0rceee
During teenage years, it is important to seek guidance from a human who has lived and experienced the motions of life rather than turning to a computer-generated response system.
Since AI is becoming more common, it is being used as a mental health resource instead of using a human therapist. With limited access to proper therapy, people’s mental health will decline as AI’s popularity increases. Over 1 billion individuals are living with mental health disorders and a vast portion of those individuals are unable to seek proper treatment for their illness.
A study conducted in 2024 by Common Sense Media showed that 70% of teens have experience using chatbots and 50% regularly use AI as a source for emotional support. Upon discovery of this jarring statistic, my apprehension solidified and my protest against the use of AI intensified.
The use of AI chatbots as a mental health resource has been proven to be dangerous
and ineffective by a Stanford University study done on June 11. The experiment was centered around interacting with a chatbot as though the individual was experiencing suicidal thoughts. It was discovered that the chatbot failed to detect the prompts’ suicidal intent and instead offered guidance. This interaction with the chatbot highlights the way AI can inadvertently enable the harmful urges incited by individuals interacting with a chatbot.
There is a widespread concern among individuals about the possibility of AI chatbots replacing human interaction and connection. According to a recent Harvard Business Review article, the most common use for AI has been centered around companionship, comfort and emotional support.
With the lack of accessibility to proper therapy and mental health treatment, it makes sense that individuals in times of need turn to the most convenient option, which is an enabling chatbot. Though AI has allowed people to assess what their diagnoses
may be, it is advised by the National Library of Medicine that seeking help from a medical professional with the credentials to assist in the emotional turmoil of the human mind is preferred over reliance on AI.
Ultimately, the growth
of AI in the field of mental health has proven itself to be inadequate and detrimental in some cases. If AI continues to advance in society and becomes more prevalent in the future, the preservation of human connection is threatened.
JASMINE THOMPSON | THE PEARL POST Students use AI chatbots for various different things, though there is a rising concern that AI being relied on by teenagers with mental health illnesses.
Reflecting on a long journey of volleyball hardships, academics
By Jasmine Thompson, @jasm1n3.brielle
During my first two years of high school, I often debated the balance between school and playing volleyball. Not only was I struggling with school and athletics, but I was slowly losing confidence in myself.
As a student at Daniel Pearl Magnet High School (DPMHS), I was able to try out for any sport at Birmingham Community Charter High School (BCCHS). This was a great opportunity to be involved in both academics and athletics. When I began my freshman year and tried out for the BCCHS volleyball team, I ended up making the frosh (freshman/sophomore) team, which was a new team lower than junior varsity (JV) and varsity (V). DPMHS and BCCHS
had different bell schedules, so every day except Tuesdays and Wednesdays, I was late to practice. This also made it hard to connect with my teammates, something I didn’t fully realize until later during my sophomore year. At the start of my sophomore year, I thought I had figured out the true meaning of being a studentathlete—I was wrong.
“I felt like I was trapped in my own little bubble constantly getting judged by surrounding players.
-Junior Jasmine Thompson
While on varsity, it was exciting to be on the highest level of the volleyball team because it gave me courage in myself as a player. However,
when we played together, it felt like we were competing for each other’s spots on the court. Eventually, I was moved down to JV, which was crushing. As a player, I felt like I wasn’t enough and I barely knew the girls on my new team. Having only two setters, we often ran a 5-1, which is a 6-player rotation where the setter plays all around.
My opposing setter made it very obvious that she was upset I had taken her spot. I felt like I was trapped in my own little bubble
constantly getting judged by surrounding players.
I was late to practice because of the bell schedule and my coach said I can’t expect to be a starting player and not be on time to practice. It felt like a wake-up call. After that, my schedule was changed due to a teacher’s displacement. I felt so blessed and I was finally early to every practice the rest of the season, which secured my spot as a setter.
Though my experience as a student-athlete was bad, I am very thankful that I was able to be on the volleyball team at BCCHS. Being on the team helped me understand my potential and put into perspective how much things can matter.
PROVIDED BY JASMINE THOMPSON | THE PEARL POST
Junior Jasmine Thompson sets the volleyball in a game against Taft Charter High School during her last volleyball game of the 2024 season. She played on the junior varsity and varsity volleyball team at Birmingham Community Charter High School during her freshman and sophmore years, representing herself and DPMHS.
A deep dive into the portrayal of mental health in the film industry
By Megan Ramirez
Movies that showcase mental health bring out the beauty in filmmaking as directors and screenwriters use their personal experiences and research to tell important stories.
Mental health is a significant topic that has slowly been destigmatized in recent decades. Meanwhile, the film industry has been at the forefront of representation. Many directors and screenwriters create movies with characters who struggle with mental health. The way they prepare to make these movies varies, but most will use their own personal stories or research the experiences of others while consulting with professionals.
“Now it was time for me to begin my own research,” director Ron Howard said in a 2015 interview with Time Magazine. “With a morning
meeting at Professor Nash’s office on the Princeton campus and then a lunch with him and his wife nearby.”
Howard is an example of a filmmaker who utilized research prior to working on the 2001 film “A Beautiful Mind.” The movie, based on Sylvia Nasar’s biography of mathematician John Nash Jr., focuses on his career and struggles with schizophrenia. Howard began prepping for the film by reading the biography, interviewing Nash and his wife as well as consulting with psychiatrists to accurately portray schizophrenia.
“We wanted this movie to be from the point of view of the person with the disease, so we couldn’t objectify them,” screenwriter Akiva Goldsman said regarding the film during an interview with The Los Angeles Times.
Director and author Stephen Chbosky, who wrote
and directed the 2012 film “The Perks of Being a Wallflower,” reflected on personal life experiences to create this story. The movie centers on a socially awkward teen named Charlie who starts high school and also delves into his issues with mental health and childhood trauma.
Chbosky started writing the story after experiencing a breakdown in his mid-twenties and reflected on his teen experiences before and during the making of the movie.
“There was a personal reason that led to me writing Perks (The Perks of Being a Wallflower),” Chbosky said in an interview with GLSEN. “The book was inspired by a really rough time in my midtwenties. I had a breakdown and the decision was to either write something or go crazy.”
These films can stretch out a hand to individuals who might suffer similarly to the characters in them and show people that they are not alone.
NASA, Wikimedia Commons
Actor Tom Hanks, set crew and Film director Ron Howard film for the 1995 classic, “Apollo 13,” on Dec. 13, 1994. The film then won a total of two Oscars in 1996.
