The Wellness Issue Volume 14 Issue 2
Letter From the Editor Welcome to 2019, CCA. With the new year comes new ideas, and one such idea came from our new district superintendent, Dr. Robert Haley, with whom I had the opportunity to meet before break. With input from students and faculty across our district, he created a student summit to tap into what’s on students’ minds. The first such summit was held on December 19th, where selected student representatives from each of the ten SDUHSD schools gathered to get to know each other and discuss topics they felt were important to the student body. Many schools brought up the issue of mental health on campus. In light of the tragedies CCA has experienced this past year, we at Pulse have decided to create an issue dedicated to wellness. With mental health as our unifying theme, we seek to empower students of our community with awareness of the issue and knowledge of the support available to us. Read up on CCA’s lesser known student resources on pages 10-11, or explore a side of your counselors that you’ve never considered on pages 4-5. Makayla Gubbay critically analyzes the Social-Emotional Learning program implemented at our school this year on pages 22-23, while Noah Gaines and Amanda Benbow put a lighter spin on the idiosyncrasies of senior year on page 20-21. This issue features guest writing from Marley Aguirre from our Intro class and Yearbook’s Amanda Zhang, along with some special words from parents of CCA in their letter to students. On the other side of center spread, Pulse’s own Emily Gao speaks poignantly in her open letter to parents. The design team settled on a palette of gentle pastels and clean layouts. Continuing with this year’s seasonal theme, the cover features artwork by Tim D’Amore, focusing on the peaceful, minimalistic clarity of winter. Our hope is that this issue ties together perspectives, resources, and discussions from which the community can benefit. No matter how you’re doing or what you’re feeling, know that someone is looking out for you, CCA. Without further ado, we proudly present Pulse, Volume 14, Issue 2. Best wishes,
Annie Lu
Counselor Profiles
4-5
The Rich Kids Aren’t Alright
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REJECTED (and that’s okay)
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Profile: Stan Collins
8-9
CCA’s Resources
10-11
The Perks of Being a Follower
12-13
Wellness Column
14-15
Open Letters
16-17
Safe Spaces
18-19
Second Semester Senior Year for Dummies
20-21
The Issue With SEL
22-23
Counting Sleep
26
Sports Culture
27
Growing Up With Immigrant Parents
28-29
What’s Next?
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COUNSELOR PROFILES by Makaykla Gubbay, Kaylynn O’Curran, & Ali Youel
“CCA is my second home.” As the counselor that has worked at our school the longest, Ashley Bahner has worked on wellness days, bringing back PALs, and many other activities in her fourteen years here. Ms. Bahner’s favorite part of the job is Social Emotional counseling. She says, “If a student is in need, that comes first. I can write an email or letter later.” When it comes to helping her students, she has a variety of techniques such as grounding, deep breathing, and cognitive behavioral skills, but she likes to ask what they believe works for them. She believes having students learn these strategies helps them cope in the future. She also enjoys helping students find their passions. “Balance is important. What makes my day is when my students achieve something they wanted. I am their cheerleader.” She likes to remind students to do what they love when times are hard. If a student is feeling distraught, they are welcome to speak with their counselor during class. The counselor will clear the absence or tardy and make sure their teacher knows where they are. She also wants her students to know, “It’s never a burden for a student to come see me when they need to.” Lastly, Ms. Maniscalco and Ms. Bahner actually went to high school together. Although they did not know each other then, they are great friends now. Ms. Bahner often dresses up as Disney characters for Halloween, and last year, Ms. Maniscalco borrowed her Belle dress. Worth asking about for sure.
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Being a counselor is much more than working with students’ academic goals to Layne DeLorme. Growing up with her father as the principal of her high school, Ms. DeLorme got to know each faculty member on a more personal scale, which led to her interest in working at a high school. “I loved the energy of a high school campus, and I love the type of people that go into education. Those people were really impactful. It was cool to see them outside of the classroom environment.” Ms. DeLorme prides herself on being a good listener, as well as making sure her students know about all the mental health resources on campus. She says that knowing that people on this campus care about your mental health is an important tool. “I think when all we talk about is grades and college, that doesn’t send a message that we care about you as a person.” Ms. DeLorme believes taking a step back, talking to teachers, and just taking time to think about how things are going can help students stay grounded. She encourages students to identify people on campus that they feel comfortable with—whether it’s a favorite teacher, a coach, or a peer—and know that they can reach out to them.
When it comes to her students, Holly Austin is prepared to offer every type of counseling under the sun, whether it be career planning, mental health management, or everyday questions regarding school. In addition to offering individual guidance, Ms. Austin has ample experience facilitating support groups. She encourages her students who are interested in finding support groups to ask her about the different groups CCA has available. In fact, she’s even open to hearing ideas about potential support group themes. Ms. Austin’s mission is to connect with her students on a level that transcends counselor duties such as college applications and schedule changes. “I see my students out and about in the quad, I see the things they do in their life. I get to know all aspects of them... I’m passionate about counseling because I’m passionate about people,” she says. For Ms. Austin, the more integrated she becomes in a student’s life, the better. “I love supporting students... and helping them become who they’re going to be.” She goes on to say, “I really do view it as a gift when students share things with me because they don’t have to, and that’s an element of trust. So when it does happen, I feel a lot of gratitude and...respect towards the student. It’s those moments that mean a lot to me.”
April Maniscalco became a counselor to fill any gap in a student’s life and make sure they have support, especially since she experienced her father’s death at a young age. As a first-generation college graduate, Ms. Maniscalco is well aware of the confusing process that is college applications. In her earlier years as a counselor, she worked with teens getting out of Juvenile Hall and helped many of them with the community college process. Now she works with CCA students on academic and social emotional needs, like trouble talking with a teacher or parent, finding a place to fit in on campus, or anything a student is struggling with. This year, Ms. Maniscalco was one of the lead staff members for Yellow Ribbon week, which is dedicated to educating our community on the importance of mental health. She says, “I try to make myself accessible and seen on campus. I want people to know me as a friendly face that they can talk to.” With an open door policy and walkin hours during lunch and before and after school, she is available to talk about anything. Though counselors aren’t registered therapists, they can help with coping strategies and are there if a student ever feels distraught or lost. Ms. Maniscalco hopes to help her students find their passions and advocate for them even if their parents may not be on board at first. Not to mention, she can say her ABC’s backwards in five seconds. Next time you see her, ask her to demonstrate!
Rebecca Erquitt’s counseling philosophy is simple: make your students comfortable, and communication will flow easily. “We can have comfortable conversations. It doesn’t have to be formal; it doesn’t have to be well thought out,” she says. This is the skill she says has brought her a successful career as a counselor and many close-knit relationships with previously closed off students. When her students are struggling, she helps them learn how to tackle their problems step by step, giving them the foundation they need to improve whatever situation they are going through. “I start with short term goals: can we get through one period? 20 minutes?” Ms. Erquitt is always open to learning about the diverse experiences of her counselees, whether they be positive, negative, or neither in particular. Most of all, she justs wants to bond with the people she counsels and create a safe space for all students under her wing. “I’m very open, accepting, [and] nonjudgmental,” she said, “I create a space for students where they can tell me any kind of circumstance or thing that they’re going through, and it’s from a place of understanding and not judgement.” Ashley Bahner Layne DeLorme Holly Austin April Maniscalco Rebecca Erquitt Escely Marr
Student Student Student Student Student Student
Authenticity is something Escely Marr stresses in her method to help students at CCA. Coming from Sunset High last year, Ms. Marr is new to CCA and a substitute for Sarah Djernes. Ms. Marr always knew she wanted to be in education, and when working as an in-school suspension professional, it clicked—she knew she wanted to be a counselor. Being able to validate students’ problems and meeting them where they are is very important to Ms. Marr, and that’s why she always has her door open. She’s learned a lot about CCA’s culture. “I think the coolest thing I’ve seen...is [the] strong sense of community... I don’t see many cliques, which is amazing. Granted, there are like-minded friends, but I’ve never seen a situation where students feel alone on campus... There is always somebody willing to help them.” Mainly working with seniors and their college applications, Ms. Marr has focused on keeping students true to themselves. “It is really important for me to help them be authentic and use their voice.” For Ms. Marr, making sure students are genuine, hopeful, and validated is her goal. “Any student...has the right to feel what they feel.” Ms. Marr wants students to know they can talk to her whenever they need to. “I have candy in here, which is always a plus.” Last Last Last Last Last Last
Names Names Names Names Names Names
A - Ci Cl - Gri Gro - Led Lee - O P - Sp St - Z
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THE RICH KID$ AREN’T ALRIGHT by Marley Aguirre
It’s difficult to imagine what life is like on the other side of our bubble. There are aspects of life that we will never have to face, nor can we imagine what those are like. We are very fortunate. And we’ve been told that our entire lives: “You are fortunate. Be grateful for what you have.” We are raised to believe that we have been born into lucky positions in society, and in order to take advantage of those positions, we must work relentlessly to continue the chain of wealth. There is a stigma around us, that we have nothing to worry about because we have nothing to lose, and that we must be the happiest kids all around. That’s not necessarily the case. To say that we aren’t fortunate to grow up the way that we have, that’s not correct. And not recognizing the troubles and severe stressors that children in poverty and low-income families experience is to undermine the whole issue of mental health itself. But to invalidate the struggles that we face coming from our backgrounds only furthers the idea that we, the North County kids, the wealthy, highly-educated, privileged kids, have a free ride through life. Which couldn’t be further from the truth. We’re drowning. In a series of studies conducted by Suniya Luthar, PhD, a psychologist at Columbia University’s Teachers College, Luthar found that adolescents raised in suburban neighborhoods with an average family income of over $120,000 suffered from higher rates of depression, anxiety, and substance abuse than any other socioeconomic group of American adolescents. In an article published by the American Psychological Association, Luthar makes an incredibly important statement: “We’ve been a little remiss in assuming, without much examination, that children of privilege are immune to emotional distress and victimization. Pain transcends demographics and family income.” Psychologist Kali Trzesniewski, PhD, has stated her belief that the main cause of rising mental health instability in middle and upper class teens is the fear of failure. A lot of that has to do with parents—in an increasingly competitive society, a parent can only
worry about their child’s future, which leads to an overwhelming obsession and placement of pressure on students to stay at the top of their class and get into the best schools. With rising levels of suicide, substance abuse, and other mental health disorders among adolescents of privilege, it’s evident that money can’t buy happiness. So why do we still assume that it does? We are raised on the idea that if we give up what we love now to strive for something bigger, that if we only work a little harder, if we only push a little further, we will be happy in the future. When will that be true? The world assumes that our privilege prevents us from feeling any pain. In order to tear down this stigma, we have to start sharing our experiences. Being open about the struggles and stressors we face is one of the most difficult things for us to manage as wealthy teenagers, because we’ve been raised to be closed off. Talking about mental health is treading in murky waters. It’s hard to tell where we want to go, and what exactly we are trying to accomplish. It’s even harder for us, who have been brainwashed into thinking that if it doesn’t contribute to our college applications, then it isn’t worth the time. We’re all pretty new at this, and we’re concerned about saying the wrong thing or making a mistake. But we have to start somewhere. It’s being talked about at school, it’s being talked about online, but it isn’t being talked about where it matters most: at home. Kids should be able to talk to their parents about how they feel, but that kind of environment needs to be fostered. Parents must start talking to their kids about mental health and wellness. If you want us to open up, you have to be willing to listen. We aren’t perfect, we’re never going to be perfect, and we know that. But we want to know that you know that. We want to hear from you that trying our best is enough. We want to hear from you that you are proud of who we already are. Parents, if you can hear us, we’re here, we’re calling out for help. We aren’t alright.
REJECTED. (AND THAT’S OKAY)
by Ali Youel
This is it. This is the one. You are so confident in your love, and you prepare so much to ask to spend the rest of your life with them by your side. What if you get rejected? You can’t only ask your favorite, you have to have backups, safeties. This isn’t a marriage proposal, this is college applications. You have been planning this for a long time, probably at least four years. You love them, you are willing to do almost anything to get them to say yes. You write essays, volunteer, start clubs and wear shirts with their name. You finally get a response, the one you have been so anxiously waiting for, the one that changes your life. You did everything, and you deserve this, but it’s not a yes... it’s a “Sorry, but we cannot accept you to our program.” Heartbreak, tears—all your hard work just went down the drain. Rejection is a part of life—one we may not love, but an inevitable one. At some point, we will be heartbroken, either by a person, a
grade, or even an institution. We won’t get every job we want, we won’t always fall in love forever, and we won’t get into every college to which we apply. These are harsh realities everyone has to face, and the anticipation doesn’t make anything easier. No matter what, rejection hurts. It is important to know how to cope and deal with the struggles that come with rejection, especially rejection from college. Although it can feel as if all your hard work was for nothing, where you go to college doesn’t define you; what you ultimately do with your life does. The Huffington Post writes, “Even if you didn’t make it into your top-choice, or even second or third choice, you still have options. Focus on the end goal of getting a rewarding education—not the name of the institution.” Chances are, you are going to end up at the school that’s right for you. Just because you didn’t get into your Ivy League dream doesn’t mean you aren’t going to have a great college experience and do impactful things
with your life. Life is crazy and unpredictable, and rejection is a part of the mystery of life. You may have done everything right: the grades, the extracurriculars, and the well-written essays, but you still find yourself without the college you dreamed about. It seems that every year colleges get more and more selective. It is important to cope and take time for yourself with any rejection. Getting rejected from college is just as painful as being dumped. Eat that Nutella, binge watch “The Office,” do what makes you happy. Hearing “It will be okay” a million times doesn’t make it feel any better. Rejection is a natural and awful part of life. Frankly, it sucks, and not much will make it better right now. Take time to wallow, allow yourself to be upset. But after you are done, get your head up and work hard and prove to yourself— and to those colleges who made the foolish mistake of rejecting you— how awesome you can be.
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PROFILE: STAN COLLINS by Izzy Ster & Justin Wang
suicide, or not even through a crisis, just through a tough time. [Talking about it] needs to be something that’s a life skill… We all know what to do if we catch on fire, we all know what to do if there’s an earthquake… How come we’re not having more conversations about [suicide]? That’s what the Papageno effect is about; it’s about normalizing conversation, it’s about not only about how to help others out, but about what to do...We don’t want to normalize thoughts of suicide in response to anything, but at the same we don’t make people feel abnormal for having those thoughts. It’s about acknowledging that thoughts about suicide are fairly common.”
At first glance, CCA seems like the perfect high school. Stand-out arts programs, top-tier STEM classes, exemplary standardized testing scores, and our unexpectedly impressive sports program (including our PULSE: What are the best ways to keep prevention “undefeated” football team). But under the surface, CCA in our school’s environment, not just following a student is a much different world—one that many would condeath? sider mentally and physically unhealthy, and unfortuSTAN: “I think it’s just about making it an everyday nately a world that we view as normal. Recent trials our thing… There’s something called Assembly Bill 2246, school faced tested the connectivity of our community [passed] back in 2016, that requires all [California disand showed us that, no matter now normal we think our tricts] that serve students in grades seven to twelve to imatmosphere may be, we are still inundated with stress plement suicide prevention policies. Part of these policies from grades, social conundrums, and a thousand other is staff training, student engagement… It doesn’t need sources. In an effort to improve the situation at CCA to be an everyday thing specific about suicide, it needs (along with schools all across the district), Stan Collins, a to be about help-seeking and what to do when times are suicide preventionist, presented to a group of parents on tough... The problem is, because a lot of people are scared November 7th, covering suicide prevention and warning to reach out for help, they don’t reach out early. They signs. end up waiting until it becomes a Mr. Collins has worked in the crisis. [For example], compared “The issue of suicide is suicide prevention field for over 19 to cancer you wouldn’t wait six years, during which he has providmonths to start treating it immedisomething that we only ed training and presented to over ately because the treatment would speak about when it 650,000 adults and youth on his be less severe and your chance for punches us in the face. expertise. In addition to co-authorrecovery would be a lot better. If ing the Signs Training Resource you look at it with the same menThe truth is, our views Guide for Suicide Prevention in tality around mental health—not Primary Care toolkit and writing the are always in need of that mental health is terminal—the San Diego County Suicide Prevensooner we start reaching out for this even outside the tion Gatekeeper Training for First help and the more we start baltragedies.” Responders, he testified before a ancing the stressors in our life, the United States Senate Subcommittee better off we’re going to be.” on youth suicide in 2001. Currently, he is focusing on technical assistance in creation and implementation of PULSE: How do you think the media’s portrayal of suicide prevention curriculums and strategies. suicide has changed our generation’s view on mental health? PULSE: The Papageno effect is the impact that mass STAN: “ Over the past three to five years, there have media can have by presenting non-suicide alternatives to been so many instances of suicide in television shows, crises. How do you think we can implement this effect? movies, etc. I think the good part is that it’s bringing it STAN: “[Implementing] the Papageno effect is not into the spotlight and forcing these conversations. But about just doing the one big day, the big suicide preventhe negative part, like in Thirteen Reasons Why, is that tion assembly, it’s about teaching...supporting someone it pretty much showed that every adult in [the central through a crisis, whether or not they’re thinking about character’s] life was incompetent—there was this really
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caring school counselor, but he was incompetent and ask people, ‘Hey, what do you think would help? Who missed her reaching for suppor. And these two loving would you like to talk to?’ The third part of it is that we parents totally missed the signs. [It] shows, ‘don’t bother let it go… We let it be this one-time conversation and we going to adults because they can’t help,’ when in reality, don’t check back in... It’s about continuing the converadults are some of the people that can help the most. sation, following up, making sure the person knows There’s something called the Voice awards…[They] they can bring it up anytime… We act as if thoughts recognize positive portrayals of mental health, substance of suicide are this forever broken thing; once you have abuse, and suicide prevention in thoughts of suicide you should be media. A few years ago they had embarrassed [that] you’re broken “Please don’t be afraid to a panel of writers and directors, and you’re never going to be the and [audience members] were same again. In reality, 20% of high reach out for help, there’s able to ask questions. One of schoolers say they have thought courage in asking for help. the questions I asked was, ‘How about it. So it’s obviously very come in the movies the person A lot of times we talk about common. What we [should]do is always attempts suicide or the normalize help-seeking and say, helping other people but person dies by suicide? How ‘Okay, if you’re having thoughts of come we never see portrayals of suicide it’s not normal, but [you’re we forget to speak to the somebody who’s thinking about not alone.]’” individual who may be suicide but a friend intervenes having these thoughts.” and helps them get support or PULSE: What are some major help them get connected?’ Their misconceptions that surround suiresponse was that “it’s not dramatcide, and why are they incorrect? ic enough...” I think the media needs to do a better job of STAN: “I think one of the major myths is that talking having portrayal of not the worst outcome, [but] needs about [suicide] causes it to happen, which is completely to show the portrayals of people reaching out and having untrue. The only way we can prevent anything, whether conversations about it. They need to have portrayals of it’s suicide or car accidents, is by talking about it. Anoth‘Okay, I thought about suicide, but I got support and this er myth is that once someone is thinking about suicide, is what it looks like.’ I think it’s good that it’s bringing it is kind of inevitable. There’s nothing we can do. In more conversations about, but I think they can be more reality, there are far more people this year that think responsible and more effective in the way they portray about suicide and decide not to attempt than there will suicide. Suicide is not just something that happens to ever be people who think about it and actually attempt. I alcoholics, [the LGBTQ+ community], veterans, etc. think it’s important to just understand that suicide can be There’s so much focus and I think they need to help norprevented. We can decide not to if we can find hope.” malize this ‘No, it doesn’t matter what your background is or who you are or what you’re dealing with. Any of us can feel overwhelmed with life and lose that hope. [It’s important to] have more examples of people reaching up for help and supporting others.” PULSE: What do you think is the most important thing to be covered when talking about suicide and prevention, and why? STAN: “I think the most important thing to be covered is to not beat around the bush and be open and say ‘Hey, are you thinking about suicide?’ I think there’s a couple [other] things. Number one, you want to find whether or not thoughts of suicide are present. Has the person been thinking about suicide? If so, there are some steps that need to be taken… connecting them to a trusted adult or whoever that person trusts. The second part of it is something we don’t do a lot and we don’t
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CCA’S RESOURCES MS.MAKO CSAPO
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Her shelves are covered with containers of kinetic sand and colorful fidget toys. Her room is always open for students in need. She always has a sincere smile on her face—a smile that has the ability to brighten anyone’s day. She’s our district social worker: Mako Csapo. While working at Sunset High School and Carmel Valley Middle School in addition to CCA, Ms. Csapo is on our campus Tuesdays, Thursdays, and Fridays. Unlike counselors, which are assigned students by last name, Csapo is available to all students. If you’re looking specifically for social-emotional support, you can let your counselor know, who will then work closely with Csapo. Csapo suggests writing down “urgent need” on their counseling request if the student’s issue is urgent. Like all mandated reporters, Csapo is required to break confidentiality when a student is harming themself, harming others, being harmed by
someone else, or a felony or illegal substance abuse is occurring. In such a situation, support staff would identify “the best monitoring system to support student safety for the situation.” In addition to counselors, PALs, and various clubs on campus, the counseling office also runs some support groups. Due to confidentiality, Csapo explains, “[The timeframes] for specific support groups on campus are not typically shared,” though groups are generally held based on student interest. A student-led mindfulness group has been held this year on Thursdays at lunch. Other groups have included stress management, grief support, managing mental health symptoms, etc. Anyone is welcome to join, and those that are interested can check in with the counseling office. If you’re looking to help a friend, “Anytime [you can tell] someone might need help” is a sign that someone might be in distress. Some more concrete markers include a changes in sleep, appetite, or energy; or if someone is suddenly “giving away items [or posting notes] on social media that seem like goodbyes.” A good rule of thumb is when in doubt, report it—it can be as inconspicuous as clueing a counselor in via email. Your information will remain anonymous unless the need for identification arises.
In the same theme of connecting peers to resources on campus, Csapo advises that friends should never promise they’ll keep everything private. Protection of safety is more important than even privacy. In addition, when it comes to opening up a conversation on difficult subjects, not being afraid to say the word “suicide” can help destigmatize and demystify the topic. While Ms. Csapo encourages students to be candid with each other, she also recognizes that people have areas of comfort that should be acknowledged. If you’re not sure how to approach a friend about an issue they’re having, approach them with an open mind. Ask questions, listen compassionately, and don’t hesitate to go the counseling office if you feel like you need to. If you are the one experiencing some struggles, Ms. Mako says to “start with a feeling.” From there, you can try to identify a reason for the feeling, then identify the need you have. Write it out if that helps. If you can discern what would help you, you can share that with someone who can offer the help. Because whether that someone is a peer, a parent, a teacher, a counselor, or Ms. Csapo, know that someone is always there for you. Stay well, CCA.
HOW TO HELP SOMEONE AND CHECK IN:
If you feel that a friend has been struggling or could just use some warmth and support, it can be hard to help without feeling overbearing or intruding. It can be hard to know what to say. Here are some sentence starters that can help open up the conversation:
You holding up O.K.? How did [event/thing] go? Would you like to get lunch with me tomorrow? I’ll always be here to listen if you want to talk (even if that’s not right now). Would you like me to go to the counselors with you?
by Amy Cheng & Annie Lu
PALs on what to do, but they will respect boundaries, ask questions, and accept without judgement. As stated on their website, “We believe that you are the only expert on your wants, needs, and feelings, so we listen in a way that allows you to work through things for yourself.” Many of you may be familiar with the dancing, skipping PALs penguin at pep rallies. As adorable as their mascot is, PALs play a much more serious role at CCA. As Peer Assistant Listeners, PALs are the student cornerstones, counselors, and supporters of CCA. WHAT CAN I EXPECT FROM PALs?
PALs encourages students to come to them with anything on their plate, from academic pressures to relationship issues, social dilemmas, anxiety, stress, etc. Arianna Thalheimer, senior, says, “We work closely with the counselors on how to manage stress. If [a student is] feeling [academic] pressure, we want to make sure they’re also connected on campus in an activity that they love, that can be a safe haven from all the stress.” If a student comes to PALs with a more serious issue, they will be referred to a counselor so they can get the support they need. PALs will not instruct students
HOW TO ASK FOR HELP:
AND CONFIDENTIALITY? When a
student’s information is submitted to PALs, only the minimum number of people that need it have access to the details. A PAL will only be assigned if they don’t know the student personally. There are a few situations where, as mandated reporters, PALs are required to break confidentiality. Thalheimer recalls a situation where “the student expressed to me that they were going to harm themselves… I ended up calling 911, which was definitely the right call in that situation, and that person was able to get the help they needed. I do not regret doing that, and I would do it again for sure.” WANT TO MEET WITH A PAL? You
Often, students get referred by counselors, teachers, or peers. Morgan Bertrand, senior and leader of PALs’ peer counseling, says, “Sometimes students just need someone to care for them. [In a school so big], it can be hard to really connect with anybody, so we’re a resource to show [students] that we care and we support them.” To anonymously refer a friend to PALs, there are slips in the counseling office. If you’re looking for a less formal meeting, PALs also has regular “meet-and-eats” on Mondays and Wednesdays in B107, where they’ll watch Netflix, decorate cookies, and relax and unwind. WANT TO BE A PAL? Regardless of
prior experience, any CCA student can apply. PALs undergo active listening and communication training at the beginning of each year, learning to notice things like body language and other cues. Though a large portion of PALs responsibilities is peer counseling, they also organizes other events such as Community Day.
can schedule a meeting with a PAL at https://sites.google.com/sduhsd.net/ ccapals/home. Based on information provided to PALs, the organization will pair you with a PAL who has had similar experiences or in-depth knowledge of what you might be going through.
WHY PALs? As students themselves,
Offering help may seem tricky, but asking for help yourself can sometimes be even more difficult. Here’s a template for when you don’t know how or where to start:
I’ve been struggling lately with [what you have been struggling with (sleep, stress, feeling overwhelmed)]. I’m not sure what to do. Have you felt this way before? And even if you haven’t, how would you approach the situation?
PALs “have a very unique perspective.” Arianna explains, “We’ve experienced a lot of the similar social struggle… so we’re able to show them how we either got through or how we can help them.”
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The Perks of Being a
Art by Lyna Fowler
Follower M
y brother’s birthday is September 24th, 2008. My parents had to make a decision when he was going into kindergarten: start school when he was still four, or hold him back a year so he would be six for most of his kindergarten year. At the time, it wasn’t much of a decision for my parents: my brother was ready for kindergarten, so what would the point be in waiting a year to start? A no-brainer. Or so they thought. Upon making this decision, they told some close family friends, who all stared at my parents in confusion, asking questions such as, “Why would you do that? Don’t you want your son to become a leader? He can’t do that when he’s the youngest in his grade!” and “If he’s younger than everyone around him, he has less of a chance of being a class president or captain of a sports team… Are you sure you made the right decision?” He was four years old—he was going to school to learn how to read and count to one hundred, not secure his spot as president of his high school student body. But all these comments made it seem like the point of schooling was being able to prove that he was a leader and not a follower. It was almost like being a follower was like ending up a high school dropout— something shameful, something to be avoided. This anti-follower mindset is prevalent throughout our lives. We are told to be leaders by parents, teachers, school boards, coaches, and colleges. They say that only leaders get into the best colleges, that only leaders can live successful, meaningful lives. They say that if we are not leaders, then we are followers—meaningless, dependent,
helpless, naive, followers. For many, leadership does not come naturally. It requires us to put ourselves out there, take charge, and risk appearing vulnerable and foolish. We get stressed out and nervous, sometimes even vicious, over who’s becoming team captain, or who’s the new club president. We constantly make extra efforts to show our teachers, peers, college admissions officers that we are, in fact, leaders. All for what? After all, the world can’t consist of 7.5 billion leaders. Everyone is a follower. We need to be. We are followers of sports teams, our parents’ words, the list goes on. Many things that we choose to follow are our choices to make: religion, the news, the Kardashians’ Instagram page, etc. Others are involuntary: for example, the law. While we technically do have a choice in following the law, the majority of us still follow it without second thought because we know that we need to in order to ensure the safety of ourselves and those around us. None of these things make us dependent, helpless, and naive. As long as what we are not blindly following some sort of sadistic cult, there is nothing wrong with being a follower. So why, then, are we so scared of being one? Our society constantly urges us to become something bigger. The whole “change the world” and “better people’s lives” message is blasted into our ears from the moment we can understand these very words. It’s ingrained into our brains that the only way to do this is to become a CEO or a public official, but this could not be further from the truth. Trump is nothing without his voters, and Jeff Bezos is nothing without his customers. A leader needs followers—and not the meaningless,
by Brianna Cateriano & Emily Gao
dependent, helpless, naive individuals that we associate with being followers. A leader needs strong-willed, determined followers: followers that are independent, but also happen to associate themselves with a common purpose or cause, followers that will push their leaders to be better people. Gay marriage would not be legal in the United States if not for the millions of people participating in pride parades and marching for gay rights. Women would still be denied the right to vote if it were not for the American men and women who stood behind the words of Susan B. Anthony, Elizabeth Cady Stanton, and Lucy Stone. The followers of these movements are what transformed these individuals into leaders. These followers have the power to transform someone from looking like a lone nut-head into someone that is to be looked up to. The world doesn’t need 7.5 billion leaders. The world needs a perfect balance of effective leaders and smart followers. Yes, in our leadership-based society, we glorify taking charge and becoming that leader that everyone supposedly needs, and it is important that our world has these leaders. But just as important is that the world has people that know how to follow effectively. Unfortunately, those who are “merely” followers seldom receive credit for their doings. It’s always Elon Musk’s name plastered on the headlines, not Linda Johnson Rice or Ira Ehrenpreis (also Tesla employees). In reality, these three individuals have all contributed greatly to Tesla, but only one of them has the title of CEO. As imperfect as this situation is, what is obvious is that we, as a society, need to get over our fear of “merely” being a follower.
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Art by Lyna Fowler
Wellness Column by Anonymous
“Should I bring a relationship into college?” At a youth group session, we went around sharing our current problems and seeking advice on how to absolve them. One subject that we landed on was high school relationships continuing into college. What most people happened to say was that relationships should be preserved as long as they do not hold you back in your college life. One of the girls shared that she had been in a relationship, and it had taken over her university life. Soon, she became known as “that girl” on the floor she was dorming in. Another person shared that her aunt married her high school sweetheart after four years of not dating. The fact is, though high school relationships can last for a lifetime if they’re strong, they also should not hinder your college growth. If they do, that’s a signal to cut them off.
“What could I do to grow as an LGBTQ+ teen in college?” I would say to always join an LGBTQ+ club in order to be able to share and immediately have new college friends and talk with people who would like to share similar experiences. It is also good to join a platform such as the college’s student news network, or an LGBTQ+ resource center. I recently visited the UCSD LGBT resource center, whose woodsy outside sheltered an interior that was decked out with cushy sofas, colorful posters, and newsletters. The student guide I was with avidly talked about the fact that the comfortable center became a melting pot of students of all kinds who were just looking for a place to study, participate or plan activities, complain about finals week, or kids who were stopping by just to chill and grab food. “They have the best cookies there!”
“Recently, I’ve been stressed about college apps. What is something I can do to take the stress of waiting away?” Lately, I’ve been hearing about this one way of thinking that has helped me. As a senior, I can also relate to the crushing weight of “Where am I going for the next four years of my life?” The piece of advice I’ve heard from my experienced betters that has helped me the most is that you will like wherever you go. You learn to love whatever college you go to. Now, you may think that this is just another quasi-platitude that you’ve heard from numerous counselors and teachers, yet there is a science behind it. There is a TED talk by psychologist Dan Gilbert on the science of happiness. One fact is that the decisions that you make are the ones that will make you the happiest if you come to terms with them. Accepting your decisions and making the most of them even if they weren’t your ideal choice (or top college), will make you the happiest in the end.
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DEAR PARENTS by Emily Gao When I was in first grade, I remember my teacher telling on her SAT and is aceing all eight of her AP classes. Yes, we me that talking to her parents was like talking to a police of- see little Brian over there, who is merely a sophomore but ficer. Parents told their kids what to do, what to say, what to has already verbally committed to Duke for lacrosse. Yes, we think, and the kid was expected to listen and never object. see that one senior girl, who is currently making scientific I don’t know whether this applied to every parent-child rela- breakthroughs in cancer research at UCSD, unprecedented tionship that existed a couple decades ago, but I do know, or for someone her age. at least hope, that times have changed. We should feel happy for these people. Amazed by how I’d hope that every teenager can voice their opinions to much they have achieved at such a young age. Excited for their parents, and every parent can voice their opinions to their futures and all the good that they are destined to do in their children. I’d hope that parents and their children can their lives. Instead, too often this is not the case. We bedisagree about something without the conversation ending come envious. Jealous. Scared even. Scared that our ‘lack’ of up in yelling and screaming. I’d hope that no child is scared these otherworldly achievements means that we will never to open up to their parents. I’d hope that no parent ever become or do anything of worth in our lives. We imprison feels that they have failed their job in raising their child. ourselves in a world of comparisons. A world where anyI know this is not the case for everyone. thing less than a 30 on the ACT is considered mediocre; I will never know what it is like to be on your side of the where people stare at you in bafflement when they find out relationship, at least until I have you are not stuffing your class kids one day. I don’t know what schedule with AP classes; where it’s like to have your world turned I hope you realize that your people laugh, as if you are joking, upside-down by the responsibility when you tell them that your words and actions have of raising and caring for a whole dream college isn’t a UC or an Ivy other human being. I don’t know League. an infinite impact on us what it’s like to be expected to The pressure that society puts students, no matter what pour all of your love, energy, and on us, the pressure that we put on resources into someone else who emotional—or emotionless— each other, the pressure that we has technically done nothing yet put on ourselves. It’s all expofacade that we put up. to return the favor. I don’t know nentially growing. And it’s not what it’s like to be able to watch going to stop. So to you guys, the someone grow up to achieve and parents of CCA, I hope you realize become anything you wish for them to be. I don’t know that your words and actions have an infinite impact on us what it’s like to constantly wonder if you are doing a good students, no matter what emotional—or emotionless—fajob or not. cade that we put up. The power and influence that you hold So I guess my point is that I can’t speak for your side of over your children’s lives is incomparable, so please don’t this dynamic. But I can speak for my side. The side of the misuse it. Please don’t sink us deeper into the dark competiteenager. The “unstable, emotional, immature, and reckless” tive ocean that many of us are already drowning in. teenagers that we all apparently are. As a whole, we definitePlease tell us that one bad grade on a test or report card ly don’t express how grateful we are for our parents enough. doesn’t mean that we are failures. Please tell us that we are At least I don’t. But deep down, I think that every teenager just as capable and worthy as human beings as people like genuinely loves their parents. We know that everything you Carol’s daughter or little Brian. Please tell us that it’s okay do regarding us is because you want what’s best for us. Any to pursue futures that we are passionate about, even if those tough love and harshness that you exert stems from the love futures don’t involve med school or law school. Please tell us you have for us. We know that any pressure that you put is that it’s okay to fail. Please tell us its okay to have some fun. because you want us to achieve our full potential. Please tell us that you are proud of us. Please tell us that we But let me tell you, any pressure that you put on us will are enough. never amount to the pressure that we put on ourselves. Yes, Because we could really use it. we see Carol’s daughter over there, who just scored a 1600
TO MY SON by anonymous parents of CCA I love you beyond measure. Nothing you could ever say or do will change that. You are a miracle. If you have ever researched all of the factors necessary in order for the spark of life to occur, you will know that you are truly a miracle. I am doing my best to grow you into a well-rounded, kind, honest, happy, confident, person of integrity and faith. Those are the adjectives I’d use to describe a successful human being. “Adulting is hard!” I always laugh when I see this saying because it is so true! Know that I am trying my best, and there are going to be days when I just “can’t even.” Remember, also, that anger often stems from fear. If I yell or am “snippy,” it’s because I sometimes fear I’m failing to be a good parent. Communication is key. Talking things over, or at least trying to, is almost always helpful. If you make a mistake or get into a bad situation, I will always try to help you. One sign of maturity is being strong and brave enough to ask for help or advice when you need it. You can always ask me anything, but If you don’t want to ask me, ask someone. If they can’t help, ask someone else. Don’t give up! Please don’t lie. Trust is earned, and is something that can be very difficult and sometimes impossible to reestablish. Parents can pretty much “smell” if you’re lying, and whatever you did, we probably did it ourselves anyway. Everyone likes to be appreciated, including parents. I love when you tell me I’m a good mom, or thank me for helping you with something, or for appreciate me driving you somewhere. Just a simple word of thanks goes so far! Hugs are good, too. Please try to tolerate when I brag about you. I am so proud of you. When I give you advice, especially unsolicited, it’s not that I am telling you what to do, necessarily, it’s just that I am older, and as I mentioned before, probably experienced what ever it is I am advising you about. The 80’s were crazy. One last thing. I am so thankful to have you in my life, as are many other people (whom perhaps you have yet to meet!) Keep being wonderful you, and thank you for the honor of being your mom.
TO MY DAUGHTERS When you were born, I stared at you in awe and marveled at the miracle of your creation. I loved you instantly and unconditionally, and that still holds true today. Since your first days of life, your personality has shined through brightly and I love everything about it. My wish for you is to discover and develop all your unique traits, using them to help others, and that you are always a man of integrity and honor. Honestly, that is all that matters. At the end of the day, no one cares about your grade point average, your standardized test score, or the amount of achievements you have on your resume. What matters is the lives you touch along the way, the help you give your fellow man, and the integrity you live your life with. Of course, hard work is an admirable value and it will serve you well, but know that your worth as an individual is so much more than a statistic or an achievement. School is for you to enjoy the process of discovery and learning. Perfection is not the end goal. When it comes to living out each day, I think of the song “I Hope You Dance.” I want you to embrace the simple joys in life, look for the open doors when one closes, marvel at the world around you, be kind to others, and use your talents to make the world a better place. I am your biggest fan and cheerleader! You never have to perform to earn my love and acceptance. Love, Mom.
SAFE COMMUNITY DAY by Amy Cheng
The idea for what we know as Community Day originated from a past event called Challenge Day that was hosted by an outside company. A few years ago, our PALs decided to take it on themselves and customize it to CCA under their mission of promoting student wellness. Community Day is an all-day event on campus that provides students with an opportunity to form deeper connections with one another. It consists of interactive activities and discussions about wellness, mental health stereotypes, and personal growth. Teachers and student leaders facilitate the activities and kindly encourage conversations on topics that would otherwise be difficult to approach. Discussions are kept confidential within Community Day. Each year, they take feedback from participants to improve the next year’s events so it can continue to grow and be as helpful and validating as
possible for CCA’s students. The planning that goes into Community Day spans months. Even with a committee of two to three PALs that create the day’s schedule and activities, components like facilities, catering, and publicity mean everyone in the PALs class dedicates immense time and effort to make it happen. Morgan Bertrand, senior PAL and a key organizer of Community Day, states, “I’ve participated in Community Day five times, and every year I continue to grow from the experience. It [has] made me recognize that other people may be going through tough times without you realizing it, which is why it’s so important to provide a supportive and safe environment on campus.” As voiced by past participants, it’s an amazing experience that allows you to connect with your peers on a more personal level than what you would see in the classroom.
Junior and senior Community Days are coming up on March 5th and 6th respectively. Participant applications for both are due February 27th, while leader applications are due on February 22nd.
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SPACES MINDFULNESS GROUP by Annie Lu
“Settle into a comfortable position and allow your eyes to close, or keep them open with a softened gaze. Begin by taking several slow, deep breaths. Allow your breath to find its own natural rhythm.” The counseling office Mindfulness Group meets every Thursday in social worker Mako Csapo’s room. An intimate group, the handful of students and Ms. Csapo begin by settling into a circle of chairs. After a brief smatter of small talk, they dim the lights so that only a lamp in the corner glows. Then they begin a meditation. “Notice how the inhale is different from the exhale. As you turn more deeply inward, begin to let go of noises around you. If you are distracted by sounds in the room, simply notice them and then bring your focus back to the breath.” Gentle instructions like these continue for a few minutes, asking participants to ground themselves and drop inside, away from external
pressures for a moment. After the meditation ends and everyone’s attention returns to the room, the group members discuss what they felt and noticed about the activity. From there, they might ask each other how their weeks have been, or candidly discuss relationships and social issues. The meeting acts as a safe place for students to share anything and everything without fear of facing judgement—it’s a haven for acceptance. There’s also a school-sponsored Mindfulness Club at CCA, which meets every Tuesday in E108 and partakes in many of the same activities. To senior Helen Cho, who runs the Tuesday club, mindfulness is “purposefully paying attention to the present moment without judgement.” Whether you’re a complete skeptic and newcomer to meditation, or a seasoned mindful veteran, anyone at CCA is welcome to pop in for either mindfulness sessions.
The counseling office Mindfulness Group meets every Thursday at lunch in Ms. Csapo’s room, left of the registrar. Mindfulness Club meets every Tuesday at lunch in E108, Mrs. Ironwood’s room.
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Art by Lyna Fowler
SECOND SEMESTER SENIOR YEAR FOR DUMMIES
by Noah Gaines & Amanda Benbow
With springtime rolling around, Senioritis is inevitably sweeping the nation, infecting high school seniors one by one, characterized by a decline in motivation or performance in an academic setting. Some might say it leads to teens slacking off in their education just before their substantially harder college curricula. Senioritis has this mucky stereotype, but is it really that bad? We are stressed. A report by the American Psychological Association (APA) reports that 30% of high school teens are stressed and overwhelmed. Senior year is a way for kids to relax and have some time to appreciate their last year at home with friends and family. CCA students, especially, tend to put a tremendous amount of pressure on themselves, so senioritis is the time to relax from all the college apps, school work, and extracurriculars. Here is our advice on how to do so. GO TO SCHOOL EVENTS
With only one semester left, seniors have to make the most of their remaining time here at Canyon Crest, which means taking advantage of the many schoolsponsored events that take place all the time on our campus. From sporting events to Comedy Sportz, there’s something for everyone to attend. Try to see the spring dance show or join the Raven Nation and cheer on our student-athletes at a game. Now is the time to do things you wouldn’t normally do, and in doing so, you may just make some long-lasting memories. Senior bonding activities should also be at the top of the list, as they provide ample opportunity to spend time with the people you’ve grown to know over the past four years. With everyone going their separate ways at the end of this year, our time together is valuable, and senior bonding activities are the perfect way to have fun with the whole senior class. TAKE ADVANTAGE OF THE LOCAL CULTURE
Many students here may take sunny San Diego for granted, forgetting to relax on our pristine beaches or dine at our exceptional eateries as often as we should. A glance at our past college maps will show that the majority of us won’t be staying in San Diego for college, so exploring our beautiful city is the perfect way to destress as a second-semester senior. There are countless Mexican restaurants scattered throughout the San Diego area to try, along with a number of trendy coffee
shops that can be the perfect background for your next Instagram post. Following these meals could be a hike along the scenic Torrey Pines hiking trail. It’s hard to beat the vibes of San Diego, so enjoy it as much as you can this semester. CATCH UP ON ALL THE SLEEP YOU LOST IN THE PAST FOUR YEARS
If you’re not getting more than eight hours of sleep, you are doing something wrong. All those hours of sleep debt from studying for your AP classes deserves to be rewarded, and what better way to do that than wrapping up in a blanket with some hot cocoa and going to bed. GO OUT WITH FRIENDS
Sometimes you just need to kick back at the beach, burrito in hand, and enjoy the view with friends. Spending time with people you care about can not only improve your morale and happiness, but it is also a tremendous way to relieve stress caused by first semester. With infinite places to go in San Diego, you should have no reason not to go out with friends every chance you get. ...OR STAY IN WITH FRIENDS
You don’t always need to spend money to relax and have a good time with friends. Staying in and having a movie night to worry about the story (whether or not the main character will overcome their conflict to live happily ever after) is a great distraction from college app stress. Pair this fun night in with some other activities, like baking cookies or playing a board game—shift your attention away from negative thoughts. No matter the entertainment, a night in with friends can be the perfect Senioritis support. STAY MOTIVATED AND KEEP DOING YOUR WORK
Senioritis affects the majority of seniors at CCA each year, and feeding into its temptation is almost too easy. Yes, a bit of relaxation here and there can definitely go a long way to reduce senior year stressors, but don’t forget to do so responsibly. Despite popular belief, senior year grades do in fact still count, so stay on top of your homework and study for tests—at least enough to get you a passing grade in the class. But don’t let that stop you from having fun this spring semester, of course.
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The Issue With SEL
by Makayla Gubbay
T
he facts are staggering. Roughly 2.6 million American children and adolescents have anxiety and/ or depression; suicide rates have increased by 31% for teen boys and doubled for teen girls from 2007 to 2015; and suicide is one of the leading causes of death for high schoolers, according to Wolters Kluwer Health and Centers for Disease Control and Prevention. America has an epidemic, and CCA is right in the danger zone. It’s no secret: CCA is the number one public high school in California (according to a Niche. com ranking). But our long list of achievements comes at a price: stu-
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dents are plagued with unavoidable stress, competition, and pressure. However, we do have one thing going for us: our administration and faculty are determined to defy the numbers. From Community Day, counseling support, wellness weeks, and even PSAs from Mr. Killeen himself, our staff is doing all they can to help aid this crisis. The latest development? Social Emotional Learning (SEL). Unlike other events, this is one of CCA’s first attempts to integrate wellness into the classrooms themselves. And yet, some students say it’s not enough. “I think the con-
cept is good but the execution is [flawed]... They seem too…elementary,” said sophomore Grace Ziegel. So why does it seem this program doesn’t quite reach its goal? SEL consists of presentations which different teachers show us each week. They include resources such as motivational Oprah quotes and kickstarting questions like, “What’s one time you’ve been a good friend?” Often, a teacher will flip through it quickly and ask the students if they’d like to share a story (endure an awkward silence), and move on to the daily lesson. Some teachers don’t play them at all. “A lot of teachers don’t take them seriously, which defeats the whole purpose.” Grace added, “It would be better if the teachers had personal conversations with us because the preplanned courses seem staged and impersonal.” However, what the student body may be failing to realize when they critique this program is that’s not how the lessons are intended to be. “The idea is that the [teachers and students] talk through the slides together,” said Tracy Yates, the dance teacher and spearhead of countless wellness events at CCA. “They talk about their own experiences as much as they feel comfortable, and they engage in that conversation.” Teachers are simply supposed to use the slideshows as a format and take the lead. And yet the students seem to be getting a different impression. “[It seems like most] teachers don’t care, and it makes us not care,” said student Sam Coleman. “I know we’re working really hard on promoting student health and we do SEL trainings, but I know none of my other teachers do. I feel like all of the staff needs to be on board with SEL because if they don’t show interest, the students won’t ether,”
said Jamie Keilani, a PAL at CCA. The students themselves doubt that their teachers truly believe in what they’re preaching. Statistically speaking, this is not the case. According to data from an anonymous CCA staff poll, 54% of staff who do not show the presentations said it’s because they don’t have time and only two people said it’s not their job. “So, we’re working with a staff that does care,” said Yates. However, she does acknowledge that toxic academic pressure at CCA has seeped its way into the staff. “When we started becoming an academic powerhouse, which was never intended… [it] created this vicious cycle. So now, the teachers who come here feel like ‘oh my god, I’m in this great school. I’ve got to perform. I’ve got to get these kids these AP scores; I’ve got to get them this information.’” In order to improve SEL functionality without jeopardizing class time, teachers are exploring the possibility of giving students a homeroom dedicated to promoting mental health, Yates told Pulse Magazine. This solution offers a new glimmer of hope for how wellness integration in the classrooms can evolve in the upcoming years. Until then, the lack of involvement of some teachers severely impairs the efficiency of the program. The point of switching which period shows the presentations week by week is to allow students to bond in every class. However, when some teachers choose not to participate, this disrupts the prolonged mental health awareness that the program strives for. “Talking about it once every five months isn’t helping anyone,” said student Alyssa Wilson. That being said, these problems are not so black and white. It’s the teachers who implement all the
great mental health events in our school, including SEL. Additionally, just like some students don’t feel comfortable sharing, some teachers are simply not equipped with the skills to lead such an intense conversation. Assuming that the imperfections in the program (which was only introduced to CCA a few months ago) correlate with a lack of effort on the teachers’ part undermines all the work they’ve done to improve the lives of their students.
“...the efficiency of this program does not solely rely on the teachers; it is just as much the responsibility of the students.” Furthermore, the efficiency of this program does not solely rest on the teachers; it is just as much the responsibility of the students. Classroom conversations are cut short when classmates are hesitant to share their experiences. Many students go as far as to scoff at the powerpoints or use the time to study or do homework. “I think some students…are complaining about other people not doing enough but actually not doing enough themselves,” adds Sam. “As students our coping mechanism for stress is ironic suicidal humor or staying silent. This needs to be improved,” said student Aidan Sgarlato. Stan Collins, a suicide preventionist who has helped CCA put SEL into its classrooms, agrees that student engagement is vital for a successful program. “[Students]
know what issues [they’re] facing… I would say getting student input would be one of the best things your school can do to make it less awkward,” he said. For years, CCA students and staff alike have spoken out about the importance of mental health, but when push comes to shove, doing so provides its challenges on both sides of the spectrum. The truth is, breaking down barriers is hard work, and it cannot be achieved if we aren’t on the same page. If we want to halt the anxiety-filled train we’re on (and we need to halt it) then we all have to commit. That means more teachers have to commit, more students have to commit, and we have to collectively make the decision to push those boundaries together. We must remind ourselves who we are: CCA, the school of excellence, acceptance, and students who are wonderfully weird. That title cannot be properly embraced by posters and school events alone: it must be embraced in the classroom. As hard as people like Mr. Killeen and the counselors try to promote wellness, we are not surrounded by them everyday. It’s our teachers and fellow students who are a part of our daily life. They’re the ones that get to know us as people and determine our fate when it comes to grades, friendships, and discipline. And until the teachers and the students become a united front, all of the Oprah quotes in the world won’t solve this epidemic.
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COUNTING SLEEP BY AMANDA ZHANG
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Photo by Marley Aguirre
HOW MUCH SLEEP DO YOU GET? 15
STUDENT RESPONSES
Sleep. It’s when the human body gets to rest and the human brain gets a little downtime from the hectic pace of life. For students, sleep may be sacrificed for other activities as their lives get busier and more stressful. In fact, most CCA students only get around four to seven hours of sleep each night, according to a Google Forms poll. However, the John Hopkins Medical Institute states that teens actually need nine to nine-and-a-half hours of sleep each night. During this stage of their lives, teenagers are still developing their cognitive maturation. Their bodies and minds are still growing, and it is critical that the body is getting enough rest to function and continue to grow. So why aren’t students getting enough sleep? Some stay up late doing homework after a long day of school and extracurriculars. Some might have sleeping problems like insomnia, which is often caused by stress. “I live pretty far away, and I’m focused on college and college apps,” senior Aadil Rehan stated. “I think maybe just making homework optional, or at least a good portion of it, would be nice.” He is one of the many students who have slept in class. Every response from the poll answered that they had either slept in class—whether a few times or regularly—or had never fallen asleep in class but had definitely considered it. Some students even joked about making a class dedicated to nap time.
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≤4 hours
5-7 hours
7-9 hours
≥9 hours
WHY SLEEP IS IMPORTANT SCHOOL No matter how much you want to cram for that important unit test you have tomorrow, your body and brain areis going to feel horrible when taking the test. All your efforts will go down the drain. Your brain gets time to process the information you learned in the day while you’re asleep. It’s as effective as cramming the extra hour of notes. DRIVING Driving while sleep deprived can be just as deadly as driving under the influence. According to the CDC, around 72,000 crashes occur due to drowsy driving.
MENTAL HEALTH Getting adequate sleep has been proven to help ease mental health problems. Less sleep means less rest for your brain, which amplifies anxiety and depressive thoughts. GROWING AND DEVELOPMENT The teenage body and brain doesn’t stop growing until after high school (around 18-25 years old). Sleep helps the brain rest, repair, and strengthen the neurons and create stronger connections, leading to higher brain development. The body also produces the Human Growth Hormone (HGH) during sleep, so getting some extra zzz’s could mean squeezing out a few more inches!
SPORTS CULTURE BY BY DOM DOM STEARN STEARN Canyon Crest Academy is widely considered an “arts school.” Exceptionally talented students, combined with dedicated teachers, have set our school apart from the rest of the county. Though we are now halfway through Canyon Crest’s 14th year, our athletics have never received much attention due to the fact that we are overshadowed by Torrey Pines and Cathedral Catholic, and that our sports teams will likely never be quite as good our arts conservatories. However, Canyon Crest is starting to become quite an athletically-inclined school. With fall sports winning three CIF titles, CCA is transitioning into a sports powerhouse in San Diego County. Knowing that, our students have responded. The Raven Nation is bigger than ever, and still growing. Our Commissioner of Sports, Rajit Agarwal, couldn’t be any happier with our fans. He has nothing negative to say about them, stating, “The fans at CCA are some of the best sports fans out there! We have gotten really good turnouts to multiple different sporting events, and each student is super positive about the CCA athletics.” Not only are Ravens showing up in bigger crowds, they are showing up at several different sports. A focal point this year for Rajit and his team was to spread the love to all sports, as he noted, “In previous years, we have had large turnouts at basketball games, but not so much at other sports.” Not only are our students becoming more engaged in our competitive athletics, students have tons of opportunities to to compete in casual, school-wide athletic competitions. As long as all the students have been here, there’s been the traditional lunchtime dodgeball tournament and student vs. staff basketball game. Now, ASB is adding even more. Back in the fall, we had a student vs. staff volleyball game. Viewers were treated with an entertaining event while getting a look at the future of CCA volleyball. This year, ASB also put on their inaugural flag football tournament. Eight teams competed for glory, participating in action packed games. Ultimately, the Vic Roy Gang finished the week with the championship. So many teams showed interest in the flag football tournament that ASB is planning on doing a second
tournament come springtime. It is truly remarkable to see so many students interested in football, despite the fact that there is no high school football team at CCA. Traditionally, there are two pep rallies every year. There are always dance performances, clubs, robotics, and sports teams featured. The loudest cheers are normally following or during the dancing and robotics performances. The reaction is absolutely deserved, as their respective members put in countless hours to perfect their craft. The positive reaction was mostly due to the fact that they put on a show, and Rajit wanted to do that with our sports teams. That is why at the fall pep rally, there was the bubble soccer game with one athlete from each fall sport. Rajit said, “This gave the athletes an opportunity to compete against each other in front of the entire school, which is engaging the student body.” The cheer for the soccer game was equivalent to the cheer following the dance and robotics performance, so students can now look forward to the next bubble soccer match. It is now easier than ever to join the Raven Nation. Rajit and his team are connecting to the majority of our student body using Instagram, where they advertise upcoming games and inform students on how our teams are performing. @ccaravennation has been one of the primary reasons the attendance at our home games has gotten the attention of other sports programs county wide. Additionally, the Instagram account is being used for even more than advertising and updates by live streaming games. Rajit’s theory is, “Live streaming a couple of games is giving students the opportunity to see their Ravens play even if they were not able to make it to the game.” The Raven Nation is even more united, even after “Big Sexy,” the leader of Raven Nation last year, graduated. Realistically, Canyon Crest is always going to be known the “smart school,” or the “arts school.” While that is highly accurate, our sports deserve more credit. We recently won three CIF titles, have one of the largest fan bases in the county, and are showing more interest in sports. This is only the beginning, as CCA is transforming into a sports powerhouse and well-rounded school.
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GROWING UP WITH IMMIGRANT PARENTS by Emily Gao In preschool and kindergarten, I was confused why other people seemed to only speak English with their parents while I spoke Mandarin. In elementary school, I noticed the weird looks I would get from my non-Asian classmates when I came to class boasting a hong bao, a traditional Chinese red envelope with money inside given to children during the Lunar New Year. I remember the looks of judgement and confusion that I received from both my teacher and classmates in my third grade class when I told them that my family wasn’t planning on roasting a turkey for Thanksgiving. This realization that my culture at home was different than the majority of my peers’ started off as
confusion, slowly turned into embarrassment, and finally evolved into pride. It is oversaid, I know. But my culture has made me the person I am today, and I would not trade it for the world. My parents’ accents, their weird restaurant etiquette, their strict rules about when and with whom I can hang out, and more. These are all things that I have learned to love and appreciate. I cannot imagine growing up in any other way. But it took me a long time to come to this state of mind. And I am not alone in this journey. A large population of the students at CCA have parents that immigrated to the United States, and each has their own story to tell:
The identities of the students interviewed for this piece have been kept anonymous for their privacy.
INDIA
PERU My mom is very Latina. I, on the other hand, look very white. I never really felt different during school. But I remember in second grade, I really wanted to join Girl Scouts. Please note that I attended a predominantly white, Catholic school. My mom took me to sign up after school one day but was told that there were no more spots left and that I couldn’t join. I was really bummed. The next day, I found out that my friends who had signed up after me were able to join. I never really understood why or how this happened, but my mom told me a couple years ago the the Girl Scouts representatives were discriminating against her because of her race. Coming to terms with my mom’s culture is still a struggle. I love going to Peru, getting to visit my family and celebrate being a Latina. But most of the time, I don’t identify as Latina—I mean, I don’t look Latina at all, so how can I be Latina? When my mom tells me “You’re Latina,” I laugh and tell her “No. I’m not.” Don’t get me wrong—this is not because I don’t want to be Latina, because I do. It’s because I don’t look Latina. When I do this, I can tell it hurts my mom. But I feel like like I’m almost lying if I say I’m Latina.
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Although my family and I went to English schools in India and are fluent in English, we grew up learning British English rather than American English. The differences between the two languages are subtle, but prominent enough to garner weird looks and confusion when I said things like “lift” instead of “elevator,” or “chips” instead of “fries.” My parents unintentionally solidified the line that separated the cultural values and beliefs of our household and what seemed to be those of other households by saying things such as “in this country…” or “we’re not American.” I think the hardest part of not only having immigrant parents, but being an immigrant family is trying to remember, honor, and celebrate your roots while simultaneously trying to mold your life to better fit the culture you are now. When we first immigrated, my sister and I tried hard to fit in and be like the other kids at our school while my parents tried hard to stay true to themselves. I sometimes found myself being embarrassed of my parents’ culture, so much so to the point where I, at certain times, wished that I had been born and raised in America. Now that I’m older, I recognize how difficult it must have been for my parents to leave behind everything they knew and take such a huge leap of faith. I am beyond grateful for their sacrifices and proud of their hard work and perseverance. I think that for many children of immigrant parents, the journey of acceptance is a rollercoaster of ups, loving your culture, and downs, denying your culture. And I think it is a rollercoaster that goes on for a very long time.
THE PHILIPPINES
SWITZERLAND I first recognized I was different than other kids in first grade. My dad grew up in Trinidad and Tobago and moved around Europe, and my mom grew up in Switzerland but frequently stayed in Spain. There was certainly a culture clash when I invited friends over to my house. Their behavior was often against the ideals seen in Europe. I would get so embarrassed because my parents would either be disgusted or wonder why I would even bother to invite these people over. An aspect of American culture that I feel like I will never be able to fit into is American food. I usually eat my parents’ European food, which is prepared differently. I don’t know exactly how, but it is. When my peers eat a gigantic burrito or quesadilla, I feel so alienated because I have never tried these foods. And I know if I try them, I will get sick. Because of this, I’m usually the only person not eating in a group. My parents’ culture doesn’t affiliate whatsoever with American culture, or at least CCA culture, and we struggle with that sometimes. They have different ideas of what societal norms are: my parents don’t understand that it is normal to go hang out with friends without parent supervision. They can also get extremely frustrated over the way our education system works. My parents look at education very differently than I do, too. An A in the UK is a 75% or above and getting into university is much more straightforward than it is in the US. I try to explain how it works here, but they simply don’t understand. Honestly, I overcame this by just doing things on my own.
The point in time where I really felt different was when I was discussing different features that people had with two of my friends at school; I couldn’t have been older than seven or eight years old. Two of my most noticeable features were my nose and lips, which were both the stereotypical, large, Filipino nose and lips (and it didn’t help that my head was still growing, so they looked even bigger on my tiny face than they do now). I remember my friends at the time made fun of how large my lips were on my face. So I walked around the rest of the day sucking them in a sort of reverse duck-face, trying to make them as invisible as possible. Unfortunately, I couldn’t really do anything about hiding my nose. I hadn’t really felt insecure about myself until that point. It took me a while to get over that and begin to appreciate those features of mine. I really didn’t do too much to try to fit into American culture. While my mom immigrated from the Philippines, my dad is American through and through. I definitely think that I tended to burrow myself into my dad’s culture more when I was younger as opposed to embracing my mother’s—I feel like I avoided mentioning being Filipino for a while, but now it’s a part of me that I’m proud of. That being said, there was a period where I definitely hated my more Filipino traits and wanted to look more like a typical American girl—I wanted blonde hair and blue eyes, like my dad. And having grandparents that wished my father married a Caucasian women didn’t make that much easier. I think something that has really resonated with me this year in particular is seeing so much Asian representation in media... seeing others out there so unabashedly proud of themselves makes me appreciate my culture more than ever. I’ve become more comfortable with myself and my culture. Additionally, I’m very grateful to live in such a diverse community in which most people don’t look down upon others for their heritage. I’ve grown from wanting to hide my Asian heritage to wanting to share it with the world. I feel like growing up without being stereotypically American has made me prouder of who I am, a part of me that is unique. A part of me that no one can take from me.
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WHAT’S NEXT? by Libby Edwards & Kaylynn O’Curran
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What is next? In times of loss and tragedy, it can be hard to figure out what to do. Parents and students have suggested assemblies on suicide prevention, more flexibility with our schedules, and even an SEL homeroom, all in hopes of getting our generation’s ever-rising stress and anxiety levels down. Our principal, Mr. Killeen, and the CCA administration as a whole have been noting these ideas and discussing as a team what is best for our school, moving forward. Above all, they value student input, as it gives them ideas of what is going well or not so well. Other solutions have come from teachers, parents, administration, and students on the Raven Advisory Board. Some students were upset that action wasn’t immediately taken. When asked why there hasn’t been an all-school assembly yet, Mr. Killeen replied, ¨The worst thing to do after a traumatic incident is to hold a large assembly, because the children at risk can react badly. This does not mean there won’t be an assembly, but there needs to be an appropriate time figured out.¨ However, administration has been working tirelessly to find ways to reduce stress at CCA, and promote wellness. Throughout the month of November, department chairs met with teachers to review the many ideas from students, parents,
and other staff members. At the department chair meeting in December, the chairmen reported back how each department felt about the different array of ideas. Mr Killeen says, “Administration is always interested in feedback that will inform and improve our programming.”
“I think it would be a great opportunity to create time and space for all of us to engage in this important learning and connectivity.” - Mr. Killeen One of the topics discussed was implementing an SEL homeroom. Although this has not yet been confirmed, there is going to be a thorough conversation among administration. Mr. Killeen says, “Personally, I think it would be a great opportunity to create time and space for all of us to engage in this important learning and connectivity. I think if done right, it could be really good for our school.” However, he wants to make sure to get input from everyone.
Coming from a generally affluent community such as Carmel Valley, there can be many outside forces that contribute to the stress our school faces. Mr. Killeen believes we need to scale back and remember that our students will get great jobs, and employers won’t care about a high school grade or the college they attended. He says, “We have very successful parents who, like any other parent, want our kids to have as good or even better lives than us. That unfortunately can translate to ridiculous perceptions of expectations. We need to better educate everyone on the big picture and to relax a little bit because it is not sustainable.” Mr. Killeen says one of the biggest challenges of being principal is not being able to have your own class to communicate with—instead you have to communicate with an entire school, which is easier said than done. He hopes to have an all school assembly soon, where he can address all parent and student concerns. Administration wants nothing more than for the students of CCA to be healthy and happy. Whether this means taking an art class instead of that extra AP, or taking five minutes from your class each week to learn how to manage your stress. At the end of the day, administration has our back.
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Editor-in-Chief Annie Lu
Creative Director Libby Edwards Managing Editor Ali Youel
Editorial Director Derek Li Head of Design Amy Cheng Online Editor Josh Golden
Staff Writers Amanda Benbow Elan Berger Brianna Cateriano Becca Clark Kayla Fung Noah Gaines Emily Gao Jordan Goldmann Makayla Gubbay Audrey Hsu Kaylynn O’Curran Caleb Posner Dom Stearn Izzy Ster David Sun Justin Wang
Advisor Christopher Black Guest Writers Marley Aguirre Amanda Zhang Parents of CCA Guest Artists Marley Aguirre Lyna Fowler Cover Art Tim D’Amore
Special Thanks Jennifer Travasos
The opinions expressed by the writers and the content of the advertisements do not necessarily reflect those of Pulse, Canyon Crest Academy, or the San Dieguito Union High School District.