Introduction
Freedom Writers is a film about gang violence, ethnic discrimination, and impoverished backgrounds. The protagonist, Eric Gruwell, is a passionate and optimistic teacher who wants to see change in the lives of her students at Woodrow Wilson High School in Long Beach (LaGravenese, 2007). The students come from different racial backgrounds and poverty-stricken families. Most of them are victims of gang violence, have lost friends and family members, or are part of the bad circles. At the beginning, Erin had a tough time gaining the students’ attention because of the society’s racial profiling. They barely trusted her and could not listen to her. Moreover, she encountered resistance from her colleagues, who doubted her unconventional teaching methods.
Despite the opposition, she was focused on overcoming these hurdles and making an impact. She devised creative solutions to engage the class, such as introducing them to journaling. The members could express themselves by writing about their personal stories and experiences. In addition, she curated the literature classes by bringing to the students writings that resonate with their lives, such as “The Diary of Anne Fran.” Such books sparked empathy within the students and paved the way for them to feel each other’s struggles (LaGravenese, 2007).
Erin even organized field trips for her pupils and guest speakers, including Holocaust survivors and civil rights activists. Through this process of reading and writing, the students gradually open up to Erin and each other. They begin to develop a deeper understanding of tolerance, respect, and, most importantly, hope in their hearts. With Erin’s unwavering support and guidance, these young individuals overcome immense challenges while striving for education and peace. Their dreams are nurtured amidst an environment plagued by adversity. The following sections will discuss psychopathology, risk factors, protective factors, and therapeutic orientation exhibited in the film.
Psychopathology
Post-Traumatic Stress Disorder
Post-traumatic stress disorder (PTSD) is a common psychopathological condition experienced by most of the characters in Freedom Writers. It results from previous experiences of psychological distress such as violence, abuse, wars, or natural catastrophes. This disorder is ignited by different things, for example, through flashbacks, heightened arousal, stigma, guilt, and even depression. It is very detrimental and drives one into issues such as substance abuse, anxiety disorders, and suicidal thoughts.
In Freedom Writers, most of the students suffered from PTSD as they were brought up in poverty-stricken and violent communities full of racial discrimination. According to Breslau et al. (2006), racial-ethnic discriminations pose a high risk for mental illness among affected children. These environments exposed them to regular shootings, stabbings, arrests, deaths, rapes, and many other traumatic events.
Therefore, they were stripped of any sense of safety or hope for the future, leading lives entirely of fear and mistrust. For example, Eva, in her childhood, witnessed her father’s arrest due to relations with gang activities (LaGravenese, 2007). She was also forced to give a wrong testimony in court to protect her boyfriend, who had killed someone in a convenience store. In her life, she was guilty of not standing for the truth and not betraying her people.
On the other hand, Andre had to live with his grandmother since his parents could not take care of him due to his involvement with drugs and incarceration. In his journal, he wrote about being involved in gang-related activities at an early age and sustaining a gun at 14 years old (LaGravenese, 2007). Andre felt immense anger and resentment from the feeling of being abandoned by his parents and the unjust world. Furthermore, Ben did a drawing where he expressed his sufferings under the hands of his father. He suffered corporal punishment, constant beatings, and an attempt on his life by his dad.
Depression
The other psychopathology evident among the characters is depression. It can be described as a mental illness that expresses itself through constant sadness, hopelessness, and reduced or total loss of interest in day-to-day activities. This disorder can negatively impact one’s life, affecting moods, behavior, and physical health. Different factors, such as trauma, grief, and abuse, cause it—most of the characters in the film exhibit this disease. For example, many have low self-esteem, lost hope of academic success, and feel isolated from their peers. Through a heartfelt journal, Marcus expresses his desire to end the suffering he is going through (LaGravenese, 2007). He openly confesses that he believes that he has no future.
Dissociative Disorder
This is a condition where two or more distinct personalities control their behavior and memory interchangeably. It has severe effects on the victim’s life as it may lead to memory loss, loss of identity, and detachment from self. It can also lead to feelings of disconnection from reality and hallucinations. Some of the significant contributions to this disorder include childhood trauma and abuse.
One of the students in the movie affected by the disorder is Sindy. As a Cambodian refugee, she witnessed the genocide subjected to her community by Khmer Rouge (LaGravenese, 2007). In the United States, she constantly faced discrimination and violence from other ethnic groups. In her journal, she writes that she possesses two personalities, ranging from shy, quiet, and obedient to rebellious, outspoken, and aggressive (LaGravenese, 2007). She displays these personalities according to the people she interacts with and situations.
Substance Abuse
Freedom Writers also addresses this critical issue among poverty-stricken families. It is the act of irresponsible drug consumption, such as the use of harmful ones or excessive usage. This psychopathology can lead to impaired judgment, memory loss, and lack of concentration. Drug abuse among children highly depends on their environments. Childhood behavior difficulties and family social situations mitigate most of the relationship between early intelligence and later social adjustment (Fergusson et al., 2005).
According to the film, most of the students were involved in drug misuse, such as bhang smoking and excessive consumption of alcohol. Jamal was caught smoking marijuana in school by Ms. Erin (LaGravenese, 2007). Furthermore, he almost got shot at an alcohol party, showing the potential dangers of associated drug abuse.
Anxiety
Some of the students in the film display signs of anxiety. This disorder results in excessive fear and nervousness in a situation. It has adverse impacts such as palpitations, sweating, trembling, shortness of breath, dizziness, nausea, insomnia, restlessness, irritability, and difficulty concentrating. Stressful events or traumatic experiences can trigger anxiety. Eva exhibited intense symptoms of anxiety. She could not wait to finish reading Diary of Anne Frank and get the story herself. She demanded Ms. Erin to tell her about some characters’ future since she feared anything going wrong with them (LaGravenese, 2007). In addition, Tito was very anxious when he had to testify against his cousin in court for a murder case. He was also terrified when he realized that Jamal had a gun in his backpack.
Risk Factors
The main risk factor leading to the psychopathologies mentioned above, as expressed in Freedom Writers, is poverty. Most of the students in Ms. Erin’s class came from humble backgrounds living in the ghetto. The socioeconomic disadvantages in these environments lead to different activities that shape the lives of the people there differently (Connell et al., 2007). Most of the pupils experienced these challenges within their homes and families.
For example, Woodrow Wilson School does not have adequate essential learning resources and amenities. These include insufficient book supply, computers, and poor security measures. The school was initially an elite school catering to financially abled families. However, it was later reshuffled to include students from different backgrounds due to the 1992 Los Angeles riots to foster unity (LaGravenese, 2007). Since the inception of children from low-income families, there has been reduced attention on the quality of education, and the school is struggling with maintaining and supplying the necessary resources for proper learning.
Therefore, the students must share the inadequate and damaged books or buy their own. Ms. Erin was forced to get a second job and a third one to buy literature for her students (LaGravenese, 2007). The students also had to fundraise by their means to go to the retreat organized by their teacher. They used taxis for the trip instead of school buses since they had no bus as an institution. In one instance, due to poor security conditions, Eva can get her gang into the school to cause fights and unrest within the compound. The administration took no adequate or proper measures to curb or prevent such happenings, and the pupils continue to face threats of attack and shooting.
Furthermore, the teachers and administration of the school have low expectations and discriminate against the students since they are from poor backgrounds and are non-white. The school principal has labeled them as unteachable and unwilling to give the few available resources to the students (LaGravenese, 2007). She believes they cannot care for the books and opts to provide them with leaflets instead of real literature for their English session. They are classified according to racial backgrounds and academic performance-based tracking systems. Honors classes are reserved for the academically elite students. Most students from humble backgrounds have a high rate of school dropouts and do not attain the necessary marks to join junior and senior schools. In addition, most of their families do not have anyone who has gone past the elementary school.
The harrowing experiences these students endured extend far beyond their classrooms’ confines. Their homes and communities expose them to trauma and violence that leaves indelible scars on their young souls. Instances of abuse, neglect, drug addiction, incarceration – even deportation or death – pervade their daily lives (Connell et al., 2007). Witnessing or directly experiencing such horrific events takes an immense toll on them emotionally and psychologically. Some have tragically lost family members or friends due to gang wars or police brutality; others find themselves caught up in criminal activities or gangs out of circumstance rather than choice.
Protective Factors
A positive-teacher relationship is one of the key protective factors exhibited in the film to protect the characters against psychopathology. It is accompanied by mutual respect, trust, care, and support, creating an emotional bond between the learner and the educator. This relationship can create better class engagement, achievement, and overall well-being for the pupils (Masten, 2001). Furthermore, it acts as a buffer against negative influences such as drug abuse, deviant behaviors such as gang violence, and ethnic discrimination (Cicchetti & Rogosch, 2002). The teacher can expose the students to better ways to deal with such cases. In addition, the learners will better grasp the law and the role of enforcement officers, enabling them to become law-abiding citizens.
In the film, Erin exemplifies establishing such a relationship with her students. She genuinely cares for the pupil’s well-being and is ready to listen to their stories. She validated their feelings and provided them with emotional support and positive feedback. In addition, she provided them with educational opportunities such as trips and buying them literature books so that they could be exposed outside their usual environment and experience a new life (LaGravenese, 2007).
These interventions created an environment where they felt valued and understood. The relationship helped to cultivate essential life skills in the students, such as critical thinking, creative expression, self-worth, and dignity. It helped the students to overcome labels and stereotypes that they could not amount to anything in the future.
Another protective factor that is shown in the movie is expressive writing. It involves putting down on paper the emotions and thoughts of an individual relating to trauma or stressful events. Improving cognitive processing, coping skills, and emotional regulation is essential. Furthermore, it reduces psychological distress, boosting self-esteem and overall wellness.
In the film, Erin introduced a journaling session so that they could feel safe expressing their emotions and provide a way to interrogate their lives (LaGravenese, 2007) constrictively. She took her time to read and understand the story of each learner and empathize with them. Writing was also crucial in assisting individuals in healing from trauma, releasing pent-up emotions, and overcoming feelings of guilt. It also helped them to discover their distinct voices, personalities, and unrealized potential.
Furthermore, social support, such as offering emotional assistance, played a vital role in the students’ lives as a protective factor. Social support protects mental health from the detrimental effects of stresses such as trauma or prejudice. It also improves self-esteem, belonging, and resilience (Rosenhan, 1973). In “Freedom Writers,” the kids built strong bonds with one another and Erin Gruwell. They helped each other through difficult times by sharing their tales and feelings and celebrating each other’s accomplishments (LaGravenese, 2007). Within the close-knit society they built, a deep respect for both differences and similarities arose. They formed an unbreakable bond and sincerely cared for one another.
Therapeutic Orientation
Even though Erin was not a professional therapist, she took on the role of a mentor and facilitator to ensure her student’s personal growth and healing. She used different strategies that can be viewed as different therapeutic orientations. One of the approaches applied is cognitive-behavioral therapy (CBT). It is a method that focuses on an individual’s thoughts and belief systems. The basic idea is that one’s perceptions of oneself, others, and the environment can influence one’s emotions and behaviors.
CBT aims to help people recognize and change harmful or distorted cognitive processes and develop more positive coping techniques(Moberg et al., 2019). This treatment is often delivered within a specific time limit and focuses on practical approaches and abilities. Erin exemplified this approach by introducing journaling among the students. Encouraging them to keep their diaries and put down their stories is one of the applications of CBT. It assists them in processing their emotions, thoughts, and behaviors and avoiding stereotypes and wrong beliefs.
Bibliotherapy was also introduced into Gruwell’s sessions using novels that reflected her pupils’ lives, such as “The Diary of Anne Frank” and “Zlata’s Diary.” Bibliotherapy is classified as humanistic therapy because it enables people to examine their feelings, values, and meanings and build empathy and compassion for themselves and others. Furthermore, group therapy was an essential part of Gruwell’s method. She supported recovery via collective support by providing a safe and supportive atmosphere for her pupils to share their stories and feelings. Group therapy is considered a systemic treatment since it assists people in understanding their responsibilities within families, communities, and society while also improving communication skills.
Conclusion
The film portrays the psychopathological challenges among children born in poor backgrounds in the United States. They are constantly exposed to racial and ethnic discrimination, violent neighborhoods, and drug abuse. These risk factors expose them to challenges such as PTSD, depression, anxiety, and dissociative disorder. The society and the government should put in place strong protective measures to help such children. Some therapeutic orientations that can be used in such cases include CBT, bibliotherapy, and support groups.
References
Breslau, J., Aguilar-Gaxiola, S., Kendler, K. S., Su, M., Williams, D., & Kessler, R. C. (2006). Specifying race-ethnic differences in risk for psychiatric disorder in a USA national sample. Psychological Medicine, 36(1), 57-68. Web.
Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. Journal of Consulting and Clinical Psychology, 70(1), 6. Web.
Connell, C. M., Bergeron, N., Katz, K. H., Saunders, L., & Tebes, J. K. (2007). Re-referral to child protective services: The influence of child, family, and case characteristics on risk status. Child Abuse & Neglect, 31(5), 573-588. Web.
Fergusson, D. M., John Horwood, L., & Ridder, E. M. (2005). Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood. Journal of Child Psychology and Psychiatry, 46(8), 850-858. Web.
LaGravenese, R. (Director). (2007). Freedom Writers [Film]. Paramount Pictures. Web.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227. Web.
Moberg, C., Niles, A., & Beermann, D. (2019). Guided self-help works: Randomized waitlist controlled trial of Pacifica, a mobile app integrating cognitive behavioral therapy and mindfulness for stress, anxiety, and depression. Journal of Medical Internet Research, 21(6), e12556. Web.
Rosenhan, D. L. (1973). On being sane in insane places. Science, 179(4070), 250-258. Web.