phhe410coping

[phhe410coping]

week 14

Presenting My Project on Child Life Specialists

oday, I presented my project on how Child Life Specialists help others cope, and how they themselves manage the emotional weight of their work. Going into the presentation, I was a little nervous, but I also felt passionate about the topic—I’ve really come to admire the role these professionals play in healthcare settings.

As I spoke about how Child Life Specialists support children and families through medical experiences, I could see people in the room starting to understand just how important emotional support is in healing. I explained how they use play, education, and emotional encouragement to ease fear and anxiety, especially for young patients who don’t always have the words to express what they’re feeling.

What I found most powerful to share was how these specialists cope themselves. I talked about the emotional toll of constantly supporting others in high-stress situations, and the self-care strategies they use—like peer support groups, reflective journaling, supervision, and setting emotional boundaries. It really hit me how strong and resilient they have to be, not just for the kids, but for themselves too.

I felt proud of my presentation, but also humbled by the subject. It reminded me how important it is to recognize not just the helpers, but what it takes for them to keep helping.

[phhe410coping]

week 13

Reflections on My Project (Child Life Specialist Work)

This week has been full of learning, reflection, and emotional growth as I continued working on my project about the role of a Child Life Specialist, specifically focusing on how we help children and families cope with death and grief. It’s been one of the more emotionally intense weeks, but also one of the most meaningful.

I spent a lot of time researching different coping mechanisms and therapeutic techniques used in hospitals, and I’ve been especially moved by the stories of how Child Life Specialists provide comfort during such a painful time. Whether it's through play therapy, honest conversations, or simply being present, we help children understand death in an age-appropriate way and support families through the grieving process.

One part of the project that really stood out to me was learning how powerful small gestures can be—a memory box, a goodbye letter, or just sitting quietly with a child can offer more support than words ever could. This work is not just about explaining death, but about helping children feel safe, heard, and supported when their world feels like it’s falling apart.

As challenging as this topic is, I’ve also felt very inspired. I’ve realized how important empathy, patience, and trust are in this field. It’s reminded me why I chose this project in the first place: to shine a light on the quiet, compassionate work that often goes unnoticed but means everything to the people going through it.

Overall, this week has deepened my appreciation for the work Child Life Specialists do and has made me even more passionate about advocating for emotional support in healthcare settings. I’m looking forward to continuing this journey and finding more ways to share the importance of helping others cope with death in a thoughtful and caring way.

[phhe410coping]

week 12

creating a comic through graphic medicine

This week, I started working on a graphic medicine comic that explores the journey of seeking therapy after losing someone. It’s been such a creative and emotional process, and it really challenged me to think deeply about how to visually represent grief and healing in a way that’s both honest and hopeful.

The comic follows a young character who has recently lost a loved one and is struggling to make sense of their emotions. At first, the world around them feels gray and heavy, and I used muted tones and simple drawings to show that numb, disconnected feeling. As the character begins therapy, the visuals slowly shift—more color comes in, the lines get softer, and the panels open up to show the small but meaningful ways that healing can begin.

One of the hardest parts was showing how hard it is to take that first step—to ask for help. I wanted to make sure that readers, especially kids or teens, could see that feeling scared or unsure is totally normal, and that therapy isn't about "fixing" grief but learning how to carry it. I added a scene where the character and the therapist sit together without many words, just silence and safety. Sometimes, that’s what healing starts with—just being seen.

Working on this comic reminded me of why I’m so passionate about child life work and emotional support. Art can say the things we can’t always speak out loud. I hope this piece helps normalize therapy and encourages others to reach out when they’re hurting.

I'm excited to keep refining it next week, maybe adding more personal touches or stories I've heard that reflect the reality of grief and growth. This project has reminded me how powerful storytelling can be—especially when it's used to help others feel less alone.

[phhe410coping]

[phhe410coping]

week 11

graphic medicine rough draft

Today was all about starting the rough draft for my graphic medicine project. It feels a little overwhelming, but also exciting. I spent most of the day brainstorming ideas, sketching some rough layouts, and trying to get a sense of what the story is going to look like on the page.

I’ve been thinking about the intersection between healthcare and personal experience—how people navigate illness, treatment, or just the process of taking care of their own well-being. I want to combine personal narrative with medical themes, and somehow make it accessible but still impactful. My initial idea centers around the emotional journey of someone going through a medical procedure, focusing on the blend of physical sensations and mental experiences. It's a bit abstract, but I think it’ll come together.

The hardest part was deciding how to visually represent certain medical concepts. I started playing with metaphors—like using chains or webs to represent the feeling of being trapped in a system or how a person's mental state can be linked to their physical well-being. I tried out a few things in my sketches—rough pencil drawings mostly, to capture the general feel of it. I’m not entirely sure how the art will translate into the final piece, but it's a start.

One challenge I ran into was pacing the narrative. In comics, you can’t rush through a story, especially something so personal. I want to give the characters enough space to breathe and let the reader really feel what they're going through, without rushing the emotional beats. I tried to break the story down into panels and sections, but I’m not sure if it flows yet. The dialogue and captions need to be strong, but concise. I’m definitely going to need to refine those as I go.

I also had to remind myself that this is just the rough draft. It’s easy to get caught up in perfectionism, but I know that the main thing right now is just getting everything on paper and then shaping it. I'll have plenty of time to edit and rework things once I have a clearer direction.

In the next few days, I want to focus more on refining the visual style. I’m leaning towards a muted color palette, something that reflects the seriousness of the subject matter but isn't too heavy-handed. Maybe some watercolor effects? I’ll experiment with that once I have the pencil sketches down.

Overall, I'm feeling a mix of excitement and anxiety. It’s going to be a challenge, but I think it’ll be worth it. For now, I’m just glad I got the ball rolling.

[phhe410coping]

[phhe410coping]

WEEK 9

Learning About Graphic Medicine

Today’s class really made me think about how social class plays a major role in shaping not only our personal lives but also the way we understand and communicate complex issues. We spent a lot of time discussing graphic medicine, which was a whole new concept for me. Before this, I’d never really thought about how comics or graphic novels could be used to convey medical stories, but now I see just how powerful and effective they can be.

The topic of social class really stuck with me during today’s lesson, especially in relation to health and access to resources. Graphic medicine, which combines illustrations and narratives to communicate medical experiences, is a perfect example of how storytelling can make complex topics more accessible. It’s easy to assume that everyone has the same access to healthcare, but graphic medicine sheds light on the real-life struggles that many people face when navigating the healthcare system. People from lower social classes often don’t have access to the same quality of care, and sometimes they don’t even have access to accurate or timely information about their health.

What I found especially moving were the personal accounts we read. One graphic novel we looked at was about a woman’s experience dealing with cancer treatment, and it made me realize how isolating and overwhelming healthcare can feel, especially when you're faced with financial or social barriers. The author’s use of visual art to show the emotional toll of being sick was powerful. It helped me understand that health isn’t just about physical symptoms but also about the emotional and mental strain of navigating illness, something we don’t often discuss in traditional medical discourse.

I think this ties into what we’ve learned about how people from different social classes experience healthcare. For those in higher classes, healthcare is often just a transaction—they have access to top-notch doctors, resources, and support. But for others, especially those in lower-income brackets, the struggle to access basic care can be overwhelming. Graphic medicine gives a voice to these experiences, making the invisible aspects of illness, like fear, isolation, and frustration, more visible to a broader audience.

As I reflect on class and how it intersects with our understanding of health, I’m reminded that graphic medicine isn’t just about pictures and words—it’s a tool for empathy. It’s about giving people a way to share their stories in a way that is both accessible and emotionally resonant. For someone in a lower social class, graphic medicine could be a lifeline, a way to see their experiences reflected and validated, even if they’re not able to access traditional forms of medical education or communication.

I feel like I have a much deeper understanding of how class can affect people’s experiences with illness and healthcare, and how art can bridge that gap. It’s a reminder of the power of stories and visuals in creating change and fostering empathy. I’m excited to explore more graphic medicine work in the future, and I’m grateful for today’s class for broadening my perspective on this important issue.

[phhe410coping]

[phhe410coping]

week 8

spring break/graphic Medicine

Spring break this year was definitely different than the usual getaway to the beach or a trip out of town. I decided to stay on campus, and honestly, it turned out to be such a refreshing and productive week. It wasn’t what I expected, but I’m really glad I made the choice to stay and focus on a few personal and professional goals.

First, I landed a second job! I wasn’t really planning on picking up extra work during break, but the opportunity just came up, and I couldn’t pass it up. It’s exciting to be taking on more responsibility, and I’m looking forward to the new challenge. It’s definitely going to keep me busy, but I know it’ll be worth it in the long run.

Aside from work, I made sure to take some time for myself. I went to the gym a lot more than usual, which felt amazing. It’s been a while since I dedicated that much time to working out, and I could already feel the difference. There's something about breaking a sweat that clears my mind and gives me a sense of accomplishment.

I also pampered myself a bit – got my nails done, treated myself to a fresh new hairstyle, and really took some time to just relax. It was the self-care I needed. I’ve been feeling so much more centered and confident. Sometimes, it's the little things that help reset your mood and outlook.

The highlight, though, has been the excitement building for classes to start again. I can't wait to dive back into the semester. One class that I’m particularly looking forward to is Graphic Medicine. I’ve always been fascinated by the intersection of art and healthcare, and this class is the perfect opportunity to explore that further. I can’t wait to learn more about how graphic novels and comics are used to tell stories of health, illness, and personal experience. The whole concept really resonates with me, and I feel like I’ll learn so much from it.

All in all, spring break was a great mix of productivity, self-care, and preparation for what's ahead. I feel energized and ready for the challenges the next semester will bring. Here’s to a fresh start!

[phhe410coping]

week 7

Coping with Death

In Week 7 of our therapeutic course, we focused on healthy coping mechanisms and explored how they play a pivotal role in maintaining emotional well-being. Coping mechanisms are strategies used to deal with stress, anxiety, and difficult emotions, and learning to use them effectively is essential for managing life's challenges. The week included a mix of theoretical discussions and practical activities designed to help participants develop healthier ways to cope with stress.

The week began with a discussion on healthy coping mechanisms, emphasizing the importance of choosing strategies that promote resilience and overall mental health. Healthy coping mechanisms include mindfulness, physical activity, journaling, and seeking social support. These techniques not only reduce stress but also help individuals stay grounded and focused during difficult times. For example, mindfulness practices encourage being present in the moment, which can reduce anxiety, while physical activity releases endorphins, the body’s natural mood boosters.

One key takeaway from the discussion was that coping mechanisms are deeply personal. Different strategies work for different people, so it's important to try various approaches and find what suits you best. Participants were encouraged to reflect on their current coping strategies and consider adding healthier alternatives to their routines.

After the discussion, participants engaged in a hands-on activity where they created personalized coping kits. A coping kit is a collection of items that individuals can turn to in times of stress. The goal was to help participants build a tangible resource to manage emotions when they need it most. Items included in the kits ranged from calming tools like stress-relief candles and essential oils to journals, fidget toys, or even inspirational quotes.

The activity allowed participants to create something uniquely tailored to their needs. By putting together their own kits, they took an active role in managing their emotional well-being, reinforcing the idea that self-care can be intentional and personalized.

This week’s focus on coping mechanisms and personalized coping kits underscored the importance of having tools to manage stress. By learning about healthy coping strategies and creating individualized kits, participants gained practical resources to help them navigate emotional challenges. Ultimately, the goal was to empower individuals to proactively care for their mental health and build resilience for the future.

[phhe410coping]

[phhe410coping]

week 6

after life?

Today in class, we had a deep discussion about what happens after death. It was interesting to see how everyone’s perspectives were shaped by their beliefs, experiences, and even personal fears. Some students approached it from a religious standpoint, while others saw it more through a scientific or philosophical lens.

One of the most common themes was the idea of an afterlife. Many religious beliefs center around the idea that our souls continue to exist in some form. For example, Christianity and Islam teach that there is a heaven and hell, where people are judged based on their actions in life. Hinduism and Buddhism, on the other hand, emphasize reincarnation—the idea that the soul is reborn into a new life based on karma. Some students expressed comfort in these ideas, feeling that death is not an end but a transition to something else.

Others took a more scientific or agnostic approach, arguing that there is no evidence of an afterlife and that consciousness simply ceases after death. One student mentioned that while they don’t believe in a traditional afterlife, they find meaning in the idea that we live on in the memories of others.

The conversation made me reflect on my own thoughts about death. It’s a topic that can feel unsettling, but also fascinating. In a way, not knowing for sure what happens makes life more meaningful. Whether there is an afterlife, reincarnation, or simply nothing, I think what really matters is how we live now.

I left class today with more questions than answers, but maybe that’s the point.

[phhe410coping]

[phhe410coping]

week 5

The Honor of Death

This week, we watched Letters from Iwo Jima, a film that really stuck with me. It tells the story of the Japanese soldiers who fought and died on Iwo Jima during World War II. What makes the movie so powerful is that it’s based on actual letters that were discovered buried in the soil of the island. These letters bring to life the men who fought there and offer a window into the heart of their struggle, especially through their leader, General Tadamichi Kuribayashi. The film introduces us to characters like Saigo, a baker turned soldier; Baron Nishi, an Olympic champion; and Shimizu, a young idealist. Each of these men is trying to survive in a world that’s falling apart around them.

Watching the film made me think a lot about death—about how personal and vulnerable it is. These soldiers were so committed to their cause that many chose to take their own lives rather than face defeat. It wasn’t just about fighting to the end; it was about their desire to protect their people, their culture, and their honor. They didn’t want the Americans to win, not out of hatred, but because of a deep sense of duty. They were fighting for something bigger than themselves, and in their eyes, death was the final act of that commitment.

What struck me was how vulnerable death is. It's such a private thing, yet in the chaos of war, it becomes almost inevitable. These men knew they might not survive, but they still fought on, driven by something inside them that was hard to ignore. Death became their ultimate sacrifice, but also the most intimate, painful part of their journey. It’s something we all face in different ways, but for these soldiers, it was not just an end—it was an act of honor, a way to give everything for a cause they believed in, even if that meant facing the ultimate vulnerability.

In the end, this movie made me realize that death, as brutal as it can be, is something we all experience in our own way. It’s one of the most human things about us—our vulnerability, our fight to survive, and ultimately, how we face the end when it comes. It’s what makes Letters from Iwo Jima so moving: it’s not just about soldiers in war, but about human beings trying to make sense of life, duty, and the inevitable.

[phhe410coping]

[phhe410coping]

week 4

why I didn't attend class this week

The reason I missed class this week is because of my anxiety, which has been affecting me more than I ever expected. When I have a panic attack, it feels like the walls are closing in on me, and I struggle to control my heart rate while also feeling embarrassed, paranoid, and scared. There are a variety of triggers for these episodes, including not eating during the day, stressful environments, certain people, or even just overthinking things.

I've been working on developing a more stoic mindset, which has been helpful in understanding that I can't control external circumstances. I've also been going to therapy, where my therapist gave me some great advice: when I'm experiencing an episode, I should take a moment to do nothing, reassess my feelings, and figure out why I'm feeling so anxious. I usually spend about two hours doing this, which unfortunately caused me to miss class.

Looking back, I realize that one thing I could have done better is to communicate with Dr. Shibata. I regret not emailing him to explain my situation, and I will make sure to do so in the future. However, I recognize that effective communication starts not just with my professors but also in my personal life. In order for my relationships to thrive, I need to be open about how I’m feeling and what my capacity is to perform at my best.

This is something I’m actively working on, and I want to ensure that this doesn’t happen again.

[phhe410coping]