国产成人综合久久免费导航

This memorable journey started three years ago when I noticed a persistent issue in our community. Through careful observations, I found out that many students were grappling with mental challenges at a young age. Under the overwhelming effects of social media nowadays, the feelings of hollowness and isolation are exacerbated, resulting in extensive anxiety, depression, and self-harm. Undergoing psychological and physical changes, adolescent students often become less willing to speak with openness or trust. They grow to be more evasive, especially when dealing with relationships with parents, being unable to restrain one’s emotions. 

Driven by curiosity and a sense of responsibility, I began researching this phenoenon. The reality was alarming: more than one in three high school students had poor mental health over the past few years, with many lacking strong support systems. Thus, more and more students struggled with mental breakdown.

This wasn’t a rare case—it was something that everyone faced at some point, to some degree. I felt compelled to act and make a difference, starting from our community.

I started searching for peers who were similarly interested in this topic. To my disappointment, most students prioritized academic work over emotional well-being. This further proved my concern: the lack of focus on the importance of a healthy mindset and attitude. I understood, though, how these are all foundational building blocks to becoming all-round people.

Later, along with Howard, we developed a basic outline for our Keystone Activity Program (KAP) through research. We reached a conclusion by reading books, watching videos, and listening to lectures about Positive Psychology principles. However, various individual challenges may be caused by academic pressure, peer relationships, overscheduling, physiological shifts, and so on distinct reasons. Transitioning through adolescence, we all experience everyday needs and emotions universally. Hence, we hoped to enhance Keystone students’ mental well-being by providing a safe space for students to confront these struggles collectively. Moreover, we would strengthen the connection between counselors of the Center for Student Development (CSD) and students, creating a platform to address and resolve specific concerns. 

The core that we’re continuously investigating is happiness. Therefore, I named our KAP “The Happiness Institute”. During the process, we strived to raise awareness of our inherent values, empower each other to navigate through hardship, and cultivate harmonious connections. Combining practical application, coping skills, and theory, these aims were attained comprehensively. The KAP offered opportunities for self-expression and engagement in diverse activities such as sports, collective games, arts, mindfulness meditation, psychology discussions, beauty exploration, etc. 

For instance, one activity I designed gave each student a chance to speak to a “chair” by themselves in a room, imagining someone sitting in front. This imaginary aspect prevented conflicts and enabled students to open themselves up and recall memories. Instead of a conversation, it became more of an opportunity for introspection, pouring out their hidden emotions. 

Moreover, to enhance wellness, we also activated students’ senses. Sunlight can help increase the brain’s release of  serotonin, which enhances one’s mood and fights stress. Thus, we combined the exposure of sunlight with physical activity such as interactive sports games due to similar effects of alleviating stress. Since we were playing sports collectively, many of us also naturally built healthy relationships with each other. Additionally, the incorporation of mindfulness practice enabled students to feel the taste, smell, and texture of candies or raisins to focus on the present and genuinely feel the existence of happiness.

Apart from these, we also introduced music therapy, which involved tapping along to upbeat rhythms, improvising on instruments, and breathing in synchronization with heart rate (60 to 100 beats per minute) to help with PTSD, autism, and depression. This was backed by scientific knowledge such as singing that decreased stress hormones and released oxytocin– a “feel good” hormone. This route to reduce pain was applicable for anyone to explore.

We wanted students to be aware that “a thought is only a thought; it can be changed” to establish good mindsets. Emotions are a part of us, so we should embrace them as they are crucial for the survival and adaptation of humans. I emphasized the importance of keeping a smile and employed activities such as “releasing the imaginary balloon” and together felt reactions of different emotions in different parts of your body, e.g., sadness triggers senses in your chest and throat, while fear increases your heart rate. Students built care and confidence in themselves throughout the process. 

I also designed activities for self-exploration in which participants will “purchase” the qualities or concepts (e.g., friendship, dreams, health) they value the most with marbles and explain their choice. This allowed students to understand their worldviews and consider the few cardinal things we can hold onto in life. Besides, we had students sit in a circle with one student in the middle at a time. Students surrounding the circle will point out good qualities in them. A sticker will be placed on the student when a positive comment is present. A mutually healing and encouraging experience was created in response.

Until now, I’ve realized that enjoying the moment together is essential, but exploring suitable methods and ways of thinking to target issues in the long term matters more. The Happiness Institute has shown us that even small actions can create ripples of change. By addressing mental health collectively, we aim to inspire others, nurture well-being within our Keystone community and gradually pass it on.