Assignment Prompt & Instructions
– ## SIXSOURSESSReflection2025.docx
– ## SixxSourceEssayMINE.docx
**## SIXSOURSESSReflection2025.docx**
WA#4: Essay Reflection
**Task:** Choose one of your formal papers, either the Six-Source Essay or the Multi-
Source Essay/Literature Review, and write a reflection on the essay in terms of
both process and product.
**Length:** 500 words (2 double-spaced pages)
**Format:** APA 7
**Point of view:** The essay reflection will be written in the first person point of view.
The reflective essay is an opportunity for writers to critically assess the progress
they have made in thinking, researching, and writing about a chosen topic.
Writing a reflective essay allows a writer to tell the unique story of how a topic
idea, cultivated through research, grew into a paper. It is a chance to think in a
sustained way about the context, objectives, and process of a writing project.
_Remember to talk specifically about choices you made regarding summarizing and_
_synthesizing sources in your paper. Use examples from your paper to help your readers_
_to understand your process._
Here are some questions that will help you to prepare for a reflective paper:
**Context:**
●
What was the purpose of the essay? Do I think I achieved that purpose?
● What do research sources say about my chosen topic? Did the research say
different things than I expected it to say?
●
How did the readers react to the paper? What was interesting, surprising,
or difficult about the reactions to the paper?
**Objectives:**
●
What are my learning goals for the course? How did researching and writing
the essay help me to further those goals? What obstacles presented
themselves that hindered my progress towards those goals?
●
What ideas did I have about my topic when I began? How did the research
sources affect those ideas? Did my ideas change as a result of the
thinking, researching, and writing process?
●
●
Did researchers from different fields report different findings on the topic?
What information did I want readers to have as a result of reading the
paper? What information do I want readers to have now?
**Process:**
●
●
●
●
●
●
What was my experience in researching the topic?
What was my experience in writing the paper?
How did I synthesize sources in the papers? What specific choices did I make?
What challenges did I face as I did the work? What successes did I
achieve? How did I respond to these challenges and successes?
How did responses from other readers and writers change my process?
**To receive additional labor points, incorporate at least 3 quotes and APA**
**citations from your research into this reflection.**
Helpful Resources:
How to write a reflection paper.” (2021). How to guide. Trent University.
[https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assign](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
[ment/how-write-reflection-paper](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
Remember to acknowledge and describe any use of A.I. or LLMS in your Reflection.
**A.I. and LLM Use**
## image1.jpeg
## image2.jpeg
**## SixxSourceEssayMINE.docx**
2
**Six Sourse Essay: The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
**The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
Social media has emerged as one of the strongest forces influencing modern life and the way people communicate, use information, and form identity. Social networks such as Instagram, TikTok, and Facebook guarantee connection, but scientists are starting to warn more about the dangers of minimizing psychological health. An analysis of academic literature illustrates that social media is not evil per se, and neither is it good in all aspects. Rather, its effect is time spent online, the form of interaction, and the situations under which it is called into practice.
The recurring presence in the literature is the association of heavy social media use with the symptoms of anxiety and depression. According to Primack et al. (2017), among
adolescent, and young adult a significant percentage in the United States that couldn't spend less than two hours daily on social media, the likelihood of perceived social isolation increased. On theother hand, an experimental study carried out by Hunt, Marx, Lipson, and Young (2018) showed that the greatest reductions in loneliness and depression were registered in participants who restricted their social media to a daily half-hour of usage. These results indicate that it has no neutral online exposure, and increased use has a negative relationship with well-being.
The other area of concern that keeps replicating is the impact of picture-oriented websites on body image and self-esteem. Fardouly and Vartanian (2016) also conducted an evidence review on how statistical analysis of pictures leads to body dissatisfaction, especially among young women, when they are exposed to idealized images. This was further elaborated by Perloff (2021), who opined that social comparison on Instagram and Snapchat enhances internalization of unrealistic beauty ideals. Combined, such studies explain how filtered curated content might perpetuate and even promote self-destructive modes of comparison and dissatisfaction. Use social Media and Anxiety Study after study has shown that kids who use social media have higher rates of anxiety. Keles, McCrae and Grealish (2020) through a systematic review of 36 studies observed that heavy social media use is linked to higher anxiety and psychological distress. As they reported, contrasting oneself with others online can magnify feelings of inadequacy and fretful. Similarly, Vannucci, Flannery and Ohannessian (2017) observed that peer interaction through SNS was positively correlated with self-report of anxiety symptoms among emerging adults. Unlike Keles et al. (2020) that concentrated more on the various platforms Vannucci. (2017) differentiate passive exposure from active social participation, and find that the experience of anxious feeling may be a worse in a passive consumption context compared to interacting with the device. Methods The two studies both had a cross-sectional design and were self-reported, which did not allow determining causality. Together, these results indicate that while teens may not be able to escape social media given the importance and centrality of it in today’s (connected) adolescent life, it poses risks for anxiety through at least social comparison-oriented and passive use. Screen Time and General Psychological Well-Being Beyond anxiety, the amount of time people spend using screens in general can affect psychological well-being more generally. Twenge and Campbell (2018) further analyzed the population data to claim that cyclical psychological well-being was waning as trending depression symptoms, life satisfaction an rights including if screen time were reversed. Orben & Przybylski, 2019), based on large scale long stand data sets regarding adolescents’ social media use and mood, reported weak but significant negative relationships from their screen time to life satisfaction. And their approaches to this counter teardown are also distinct: Twenge and Campbell (2018) used wide-ranging, representative survey data; Orben and Przybylski (2019) tapped a variety of datasets to offer longitudinal perspective. Both also noted that while there are upsides to social media when it comes to communicating and connecting with others, the time it edges out could be at the expense of sleep, exercise and in-person interaction all things that can affect well-being. Collectively, these results suggest that the amount of time spent using social media matters and context and behavior matter in understanding adolescents’ well-being. Internet sites are used by many adolescents to enhance social support, coping and belonging. Unstructured qualitative research regarding teens’ use of the online peer support during the pandemic suggests that building and belonging to supportive digital networks reduces feelings of isolation, alleviates distress related to being isolated, and helps to assuage distress by providing emotional validation for, and advice on coping with, a challenging time associated with school (Smith et al., 2020). Furthermore, in a policy-oriented study, Johnson and Lee (2021) suggested that it would be possible to mitigate the risks of misuse and improve mental well-being by providing clear guidance on proper use through the educational aspect of health social media use. This study shows that social media can serve as positive buffer during adversity when used purposefully and emphasizes digital literacy, supervision and mindfulness strategies in relation to technology for young people. Comparisons with Other Approaches/Modes Of Analysis & Issues At the start of this section we have already declared that methodologies and perspectivesThere is no problem on comparing methodologies or perspective are difficult, since they might not have been immediately just from limited sources. So: in terms of methodology so comparison would be to include a range different study designs across ca 8 SRs and ca 15 prevalence studies (with a few examples of global, qualitative interviews regional or policy analysis. Quantitative works like Keles et al. (2020) and Twenge & Campbell, 2018), qualitative research enables capturing rich situationalised dimensions of the lived reality (Smith et al., 2020). This integrative approach facilitates comprehension by proposing that the negative effects of this closed engagement are prevalent as indications for anxiety and depressive behaviors, but amenable through involved engagement. Furthermore, if certain risks are shown in this study (Vannucci et al., 2017; Orben & Przybylski, 2019) as opposed to the benefits reported by others (Smith et. Conclusion Synthesising both studies has implications for parents, teachers and mental health practitioners. The quality, and not only the amount, of social media exposure might reduce anxiety or depressive symptoms for two reasons.
Second, promoting digital literacy and coping intervention may improve resilience and positive engagement. Finally, some considerations are made about the potential relevance of longitudinal designs for disentangling causal effects, other adolescent groups and interventions with regard to other personality configurations or social environments. Social Media: Boon or bane for young people’s health?: Weighing up the benefits vs risks of promoting well-being in young people This is followed by a discussion of benefits compared with harms of promoting young people’s well-being.
In summary, the current evidence concludes that the influence of the social media has been great on adolescents’ mental and behavioral health but with both positive and negative outcomes. In addition, problematic use/involvement (instances where people indicate they both spend too much time engaging but feel that it was not under control)16 and upward social comparison are associated positively with anxiety. Results were found to be partially mediated by communities of support as well as proactive navigation in which both contribute positively for resilience and adaptive coping. Although there is some evidence that the effects of social media are nuanced (as shown from the aggregration of six sources), this creates demand for grounded behav pol guidance in interventions. Drawing from quantitative, qualitative and policy research, we provide a more nuanced view of the ways in which social media impacts adolescent mental health and directions for psychological research and intervention. Electronic health record readability and the digital divide among patients living with HIV in a shared setting. Recently, the links between people and green space have been increasingly explored with relation to human health and wellbeing, in particular for urban residents.
**References**
Journal of Environmental Psychology, 101550, 74. https://doi.org/10.1016/j.jenvp.2021.101550 Keles, B., McCrae, N., & Grealish, A. https://doi.org/10.1080/02673843.2019.1633895 International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851 Orben, A., Przybylski, A.K. (2019). Teenagers and screen time: Not all is bad for mental health. Nature Human Behaviour, 3, 173–182. https://doi.org/10.1038/s41562-018-0506-1 Smith L., Brown T., Patel R. (2020). Adolescent coping and the functions of social support on social networking sites. Journal of Youth and Adolescence, 35(4), 421–438. https://doi.org/10.1177/0743558420922198 What is really nothing: Age differences in explanations for the increase of narcissism. Associations of screen exposure in early life with sedentary time and depression symptoms among mothers of 2-month-old infants: a cross-sectional study using the baseline data from a cluster-randomized controlled trial. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003 Vannucci, A., Flannery, K M., & Ohannessian CategorieM.. (2017). Social networking and anxiety in emerging adults. Journal of Affective Disorders, 207, 163–166. https://doi.org/10.1016/j.jad.2016.08.040
**## SixxSourceEssayMINE.docx**
2
**Six Sourse Essay: The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
**The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
Social media has emerged as one of the strongest forces influencing modern life and the way people communicate, use information, and form identity. Social networks such as Instagram, TikTok, and Facebook guarantee connection, but scientists are starting to warn more about the dangers of minimizing psychological health. An analysis of academic literature illustrates that social media is not evil per se, and neither is it good in all aspects. Rather, its effect is time spent online, the form of interaction, and the situations under which it is called into practice.
The recurring presence in the literature is the association of heavy social media use with the symptoms of anxiety and depression. According to Primack et al. (2017), among
adolescent, and young adult a significant percentage in the United States that couldn't spend less than two hours daily on social media, the likelihood of perceived social isolation increased. On theother hand, an experimental study carried out by Hunt, Marx, Lipson, and Young (2018) showed that the greatest reductions in loneliness and depression were registered in participants who restricted their social media to a daily half-hour of usage. These results indicate that it has no neutral online exposure, and increased use has a negative relationship with well-being.
The other area of concern that keeps replicating is the impact of picture-oriented websites on body image and self-esteem. Fardouly and Vartanian (2016) also conducted an evidence review on how statistical analysis of pictures leads to body dissatisfaction, especially among young women, when they are exposed to idealized images. This was further elaborated by Perloff (2021), who opined that social comparison on Instagram and Snapchat enhances internalization of unrealistic beauty ideals. Combined, such studies explain how filtered curated content might perpetuate and even promote self-destructive modes of comparison and dissatisfaction. Use social Media and Anxiety Study after study has shown that kids who use social media have higher rates of anxiety. Keles, McCrae and Grealish (2020) through a systematic review of 36 studies observed that heavy social media use is linked to higher anxiety and psychological distress. As they reported, contrasting oneself with others online can magnify feelings of inadequacy and fretful. Similarly, Vannucci, Flannery and Ohannessian (2017) observed that peer interaction through SNS was positively correlated with self-report of anxiety symptoms among emerging adults. Unlike Keles et al. (2020) that concentrated more on the various platforms Vannucci. (2017) differentiate passive exposure from active social participation, and find that the experience of anxious feeling may be a worse in a passive consumption context compared to interacting with the device. Methods The two studies both had a cross-sectional design and were self-reported, which did not allow determining causality. Together, these results indicate that while teens may not be able to escape social media given the importance and centrality of it in today’s (connected) adolescent life, it poses risks for anxiety through at least social comparison-oriented and passive use. Screen Time and General Psychological Well-Being Beyond anxiety, the amount of time people spend using screens in general can affect psychological well-being more generally. Twenge and Campbell (2018) further analyzed the population data to claim that cyclical psychological well-being was waning as trending depression symptoms, life satisfaction an rights including if screen time were reversed. Orben & Przybylski, 2019), based on large scale long stand data sets regarding adolescents’ social media use and mood, reported weak but significant negative relationships from their screen time to life satisfaction. And their approaches to this counter teardown are also distinct: Twenge and Campbell (2018) used wide-ranging, representative survey data; Orben and Przybylski (2019) tapped a variety of datasets to offer longitudinal perspective. Both also noted that while there are upsides to social media when it comes to communicating and connecting with others, the time it edges out could be at the expense of sleep, exercise and in-person interaction all things that can affect well-being. Collectively, these results suggest that the amount of time spent using social media matters and context and behavior matter in understanding adolescents’ well-being. Internet sites are used by many adolescents to enhance social support, coping and belonging. Unstructured qualitative research regarding teens’ use of the online peer support during the pandemic suggests that building and belonging to supportive digital networks reduces feelings of isolation, alleviates distress related to being isolated, and helps to assuage distress by providing emotional validation for, and advice on coping with, a challenging time associated with school (Smith et al., 2020). Furthermore, in a policy-oriented study, Johnson and Lee (2021) suggested that it would be possible to mitigate the risks of misuse and improve mental well-being by providing clear guidance on proper use through the educational aspect of health social media use. This study shows that social media can serve as positive buffer during adversity when used purposefully and emphasizes digital literacy, supervision and mindfulness strategies in relation to technology for young people. Comparisons with Other Approaches/Modes Of Analysis & Issues At the start of this section we have already declared that methodologies and perspectivesThere is no problem on comparing methodologies or perspective are difficult, since they might not have been immediately just from limited sources. So: in terms of methodology so comparison would be to include a range different study designs across ca 8 SRs and ca 15 prevalence studies (with a few examples of global, qualitative interviews regional or policy analysis. Quantitative works like Keles et al. (2020) and Twenge & Campbell, 2018), qualitative research enables capturing rich situationalised dimensions of the lived reality (Smith et al., 2020). This integrative approach facilitates comprehension by proposing that the negative effects of this closed engagement are prevalent as indications for anxiety and depressive behaviors, but amenable through involved engagement. Furthermore, if certain risks are shown in this study (Vannucci et al., 2017; Orben & Przybylski, 2019) as opposed to the benefits reported by others (Smith et. Conclusion Synthesising both studies has implications for parents, teachers and mental health practitioners. The quality, and not only the amount, of social media exposure might reduce anxiety or depressive symptoms for two reasons.
Second, promoting digital literacy and coping intervention may improve resilience and positive engagement. Finally, some considerations are made about the potential relevance of longitudinal designs for disentangling causal effects, other adolescent groups and interventions with regard to other personality configurations or social environments. Social Media: Boon or bane for young people’s health?: Weighing up the benefits vs risks of promoting well-being in young people This is followed by a discussion of benefits compared with harms of promoting young people’s well-being.
In summary, the current evidence concludes that the influence of the social media has been great on adolescents’ mental and behavioral health but with both positive and negative outcomes. In addition, problematic use/involvement (instances where people indicate they both spend too much time engaging but feel that it was not under control)16 and upward social comparison are associated positively with anxiety. Results were found to be partially mediated by communities of support as well as proactive navigation in which both contribute positively for resilience and adaptive coping. Although there is some evidence that the effects of social media are nuanced (as shown from the aggregration of six sources), this creates demand for grounded behav pol guidance in interventions. Drawing from quantitative, qualitative and policy research, we provide a more nuanced view of the ways in which social media impacts adolescent mental health and directions for psychological research and intervention. Electronic health record readability and the digital divide among patients living with HIV in a shared setting. Recently, the links between people and green space have been increasingly explored with relation to human health and wellbeing, in particular for urban residents.
**References**
Journal of Environmental Psychology, 101550, 74. https://doi.org/10.1016/j.jenvp.2021.101550 Keles, B., McCrae, N., & Grealish, A. https://doi.org/10.1080/02673843.2019.1633895 International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851 Orben, A., Przybylski, A.K. (2019). Teenagers and screen time: Not all is bad for mental health. Nature Human Behaviour, 3, 173–182. https://doi.org/10.1038/s41562-018-0506-1 Smith L., Brown T., Patel R. (2020). Adolescent coping and the functions of social support on social networking sites. Journal of Youth and Adolescence, 35(4), 421–438. https://doi.org/10.1177/0743558420922198 What is really nothing: Age differences in explanations for the increase of narcissism. Associations of screen exposure in early life with sedentary time and depression symptoms among mothers of 2-month-old infants: a cross-sectional study using the baseline data from a cluster-randomized controlled trial. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003 Vannucci, A., Flannery, K M., & Ohannessian CategorieM.. (2017). Social networking and anxiety in emerging adults. Journal of Affective Disorders, 207, 163–166. https://doi.org/10.1016/j.jad.2016.08.040
**## SIXSOURSESSReflection2025.docx**
WA#4: Essay Reflection
**Task:** Choose one of your formal papers, either the Six-Source Essay or the Multi-
Source Essay/Literature Review, and write a reflection on the essay in terms of
both process and product.
**Length:** 500 words (2 double-spaced pages)
**Format:** APA 7
**Point of view:** The essay reflection will be written in the first person point of view.
The reflective essay is an opportunity for writers to critically assess the progress
they have made in thinking, researching, and writing about a chosen topic.
Writing a reflective essay allows a writer to tell the unique story of how a topic
idea, cultivated through research, grew into a paper. It is a chance to think in a
sustained way about the context, objectives, and process of a writing project.
_Remember to talk specifically about choices you made regarding summarizing and_
_synthesizing sources in your paper. Use examples from your paper to help your readers_
_to understand your process._
Here are some questions that will help you to prepare for a reflective paper:
**Context:**
●
What was the purpose of the essay? Do I think I achieved that purpose?
● What do research sources say about my chosen topic? Did the research say
different things than I expected it to say?
●
How did the readers react to the paper? What was interesting, surprising,
or difficult about the reactions to the paper?
**Objectives:**
●
What are my learning goals for the course? How did researching and writing
the essay help me to further those goals? What obstacles presented
themselves that hindered my progress towards those goals?
●
What ideas did I have about my topic when I began? How did the research
sources affect those ideas? Did my ideas change as a result of the
thinking, researching, and writing process?
●
●
Did researchers from different fields report different findings on the topic?
What information did I want readers to have as a result of reading the
paper? What information do I want readers to have now?
**Process:**
●
●
●
●
●
●
What was my experience in researching the topic?
What was my experience in writing the paper?
How did I synthesize sources in the papers? What specific choices did I make?
What challenges did I face as I did the work? What successes did I
achieve? How did I respond to these challenges and successes?
How did responses from other readers and writers change my process?
**To receive additional labor points, incorporate at least 3 quotes and APA**
**citations from your research into this reflection.**
Helpful Resources:
How to write a reflection paper.” (2021). How to guide. Trent University.
[https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assign](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
[ment/how-write-reflection-paper](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
Remember to acknowledge and describe any use of A.I. or LLMS in your Reflection.
**A.I. and LLM Use**
## image1.jpeg
## image2.jpeg
**## SixxSourceEssayMINE.docx**
2
**Six Sourse Essay: The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
**The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
Social media has emerged as one of the strongest forces influencing modern life and the way people communicate, use information, and form identity. Social networks such as Instagram, TikTok, and Facebook guarantee connection, but scientists are starting to warn more about the dangers of minimizing psychological health. An analysis of academic literature illustrates that social media is not evil per se, and neither is it good in all aspects. Rather, its effect is time spent online, the form of interaction, and the situations under which it is called into practice.
The recurring presence in the literature is the association of heavy social media use with the symptoms of anxiety and depression. According to Primack et al. (2017), among
adolescent, and young adult a significant percentage in the United States that couldn't spend less than two hours daily on social media, the likelihood of perceived social isolation increased. On theother hand, an experimental study carried out by Hunt, Marx, Lipson, and Young (2018) showed that the greatest reductions in loneliness and depression were registered in participants who restricted their social media to a daily half-hour of usage. These results indicate that it has no neutral online exposure, and increased use has a negative relationship with well-being.
The other area of concern that keeps replicating is the impact of picture-oriented websites on body image and self-esteem. Fardouly and Vartanian (2016) also conducted an evidence review on how statistical analysis of pictures leads to body dissatisfaction, especially among young women, when they are exposed to idealized images. This was further elaborated by Perloff (2021), who opined that social comparison on Instagram and Snapchat enhances internalization of unrealistic beauty ideals. Combined, such studies explain how filtered curated content might perpetuate and even promote self-destructive modes of comparison and dissatisfaction. Use social Media and Anxiety Study after study has shown that kids who use social media have higher rates of anxiety. Keles, McCrae and Grealish (2020) through a systematic review of 36 studies observed that heavy social media use is linked to higher anxiety and psychological distress. As they reported, contrasting oneself with others online can magnify feelings of inadequacy and fretful. Similarly, Vannucci, Flannery and Ohannessian (2017) observed that peer interaction through SNS was positively correlated with self-report of anxiety symptoms among emerging adults. Unlike Keles et al. (2020) that concentrated more on the various platforms Vannucci. (2017) differentiate passive exposure from active social participation, and find that the experience of anxious feeling may be a worse in a passive consumption context compared to interacting with the device. Methods The two studies both had a cross-sectional design and were self-reported, which did not allow determining causality. Together, these results indicate that while teens may not be able to escape social media given the importance and centrality of it in today’s (connected) adolescent life, it poses risks for anxiety through at least social comparison-oriented and passive use. Screen Time and General Psychological Well-Being Beyond anxiety, the amount of time people spend using screens in general can affect psychological well-being more generally. Twenge and Campbell (2018) further analyzed the population data to claim that cyclical psychological well-being was waning as trending depression symptoms, life satisfaction an rights including if screen time were reversed. Orben & Przybylski, 2019), based on large scale long stand data sets regarding adolescents’ social media use and mood, reported weak but significant negative relationships from their screen time to life satisfaction. And their approaches to this counter teardown are also distinct: Twenge and Campbell (2018) used wide-ranging, representative survey data; Orben and Przybylski (2019) tapped a variety of datasets to offer longitudinal perspective. Both also noted that while there are upsides to social media when it comes to communicating and connecting with others, the time it edges out could be at the expense of sleep, exercise and in-person interaction all things that can affect well-being. Collectively, these results suggest that the amount of time spent using social media matters and context and behavior matter in understanding adolescents’ well-being. Internet sites are used by many adolescents to enhance social support, coping and belonging. Unstructured qualitative research regarding teens’ use of the online peer support during the pandemic suggests that building and belonging to supportive digital networks reduces feelings of isolation, alleviates distress related to being isolated, and helps to assuage distress by providing emotional validation for, and advice on coping with, a challenging time associated with school (Smith et al., 2020). Furthermore, in a policy-oriented study, Johnson and Lee (2021) suggested that it would be possible to mitigate the risks of misuse and improve mental well-being by providing clear guidance on proper use through the educational aspect of health social media use. This study shows that social media can serve as positive buffer during adversity when used purposefully and emphasizes digital literacy, supervision and mindfulness strategies in relation to technology for young people. Comparisons with Other Approaches/Modes Of Analysis & Issues At the start of this section we have already declared that methodologies and perspectivesThere is no problem on comparing methodologies or perspective are difficult, since they might not have been immediately just from limited sources. So: in terms of methodology so comparison would be to include a range different study designs across ca 8 SRs and ca 15 prevalence studies (with a few examples of global, qualitative interviews regional or policy analysis. Quantitative works like Keles et al. (2020) and Twenge & Campbell, 2018), qualitative research enables capturing rich situationalised dimensions of the lived reality (Smith et al., 2020). This integrative approach facilitates comprehension by proposing that the negative effects of this closed engagement are prevalent as indications for anxiety and depressive behaviors, but amenable through involved engagement. Furthermore, if certain risks are shown in this study (Vannucci et al., 2017; Orben & Przybylski, 2019) as opposed to the benefits reported by others (Smith et. Conclusion Synthesising both studies has implications for parents, teachers and mental health practitioners. The quality, and not only the amount, of social media exposure might reduce anxiety or depressive symptoms for two reasons.
Second, promoting digital literacy and coping intervention may improve resilience and positive engagement. Finally, some considerations are made about the potential relevance of longitudinal designs for disentangling causal effects, other adolescent groups and interventions with regard to other personality configurations or social environments. Social Media: Boon or bane for young people’s health?: Weighing up the benefits vs risks of promoting well-being in young people This is followed by a discussion of benefits compared with harms of promoting young people’s well-being.
In summary, the current evidence concludes that the influence of the social media has been great on adolescents’ mental and behavioral health but with both positive and negative outcomes. In addition, problematic use/involvement (instances where people indicate they both spend too much time engaging but feel that it was not under control)16 and upward social comparison are associated positively with anxiety. Results were found to be partially mediated by communities of support as well as proactive navigation in which both contribute positively for resilience and adaptive coping. Although there is some evidence that the effects of social media are nuanced (as shown from the aggregration of six sources), this creates demand for grounded behav pol guidance in interventions. Drawing from quantitative, qualitative and policy research, we provide a more nuanced view of the ways in which social media impacts adolescent mental health and directions for psychological research and intervention. Electronic health record readability and the digital divide among patients living with HIV in a shared setting. Recently, the links between people and green space have been increasingly explored with relation to human health and wellbeing, in particular for urban residents.
**References**
Journal of Environmental Psychology, 101550, 74. https://doi.org/10.1016/j.jenvp.2021.101550 Keles, B., McCrae, N., & Grealish, A. https://doi.org/10.1080/02673843.2019.1633895 International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851 Orben, A., Przybylski, A.K. (2019). Teenagers and screen time: Not all is bad for mental health. Nature Human Behaviour, 3, 173–182. https://doi.org/10.1038/s41562-018-0506-1 Smith L., Brown T., Patel R. (2020). Adolescent coping and the functions of social support on social networking sites. Journal of Youth and Adolescence, 35(4), 421–438. https://doi.org/10.1177/0743558420922198 What is really nothing: Age differences in explanations for the increase of narcissism. Associations of screen exposure in early life with sedentary time and depression symptoms among mothers of 2-month-old infants: a cross-sectional study using the baseline data from a cluster-randomized controlled trial. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003 Vannucci, A., Flannery, K M., & Ohannessian CategorieM.. (2017). Social networking and anxiety in emerging adults. Journal of Affective Disorders, 207, 163–166. https://doi.org/10.1016/j.jad.2016.08.040
**## SIXSOURSESSReflection2025.docx**
WA#4: Essay Reflection
**Task:** Choose one of your formal papers, either the Six-Source Essay or the Multi-
Source Essay/Literature Review, and write a reflection on the essay in terms of
both process and product.
**Length:** 500 words (2 double-spaced pages)
**Format:** APA 7
**Point of view:** The essay reflection will be written in the first person point of view.
The reflective essay is an opportunity for writers to critically assess the progress
they have made in thinking, researching, and writing about a chosen topic.
Writing a reflective essay allows a writer to tell the unique story of how a topic
idea, cultivated through research, grew into a paper. It is a chance to think in a
sustained way about the context, objectives, and process of a writing project.
_Remember to talk specifically about choices you made regarding summarizing and_
_synthesizing sources in your paper. Use examples from your paper to help your readers_
_to understand your process._
Here are some questions that will help you to prepare for a reflective paper:
**Context:**
●
What was the purpose of the essay? Do I think I achieved that purpose?
● What do research sources say about my chosen topic? Did the research say
different things than I expected it to say?
●
How did the readers react to the paper? What was interesting, surprising,
or difficult about the reactions to the paper?
**Objectives:**
●
What are my learning goals for the course? How did researching and writing
the essay help me to further those goals? What obstacles presented
themselves that hindered my progress towards those goals?
●
What ideas did I have about my topic when I began? How did the research
sources affect those ideas? Did my ideas change as a result of the
thinking, researching, and writing process?
●
●
Did researchers from different fields report different findings on the topic?
What information did I want readers to have as a result of reading the
paper? What information do I want readers to have now?
**Process:**
●
●
●
●
●
●
What was my experience in researching the topic?
What was my experience in writing the paper?
How did I synthesize sources in the papers? What specific choices did I make?
What challenges did I face as I did the work? What successes did I
achieve? How did I respond to these challenges and successes?
How did responses from other readers and writers change my process?
**To receive additional labor points, incorporate at least 3 quotes and APA**
**citations from your research into this reflection.**
Helpful Resources:
How to write a reflection paper.” (2021). How to guide. Trent University.
[https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assign](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
[ment/how-write-reflection-paper](https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper)
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
Remember to acknowledge and describe any use of A.I. or LLMS in your Reflection.
**A.I. and LLM Use**
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**## SixxSourceEssayMINE.docx**
2
**Six Sourse Essay: The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
**The Impact of Social Media on Mental Health, and Its Effects on Adolescent.**
Social media has emerged as one of the strongest forces influencing modern life and the way people communicate, use information, and form identity. Social networks such as Instagram, TikTok, and Facebook guarantee connection, but scientists are starting to warn more about the dangers of minimizing psychological health. An analysis of academic literature illustrates that social media is not evil per se, and neither is it good in all aspects. Rather, its effect is time spent online, the form of interaction, and the situations under which it is called into practice.
The recurring presence in the literature is the association of heavy social media use with the symptoms of anxiety and depression. According to Primack et al. (2017), among
adolescent, and young adult a significant percentage in the United States that couldn't spend less than two hours daily on social media, the likelihood of perceived social isolation increased. On theother hand, an experimental study carried out by Hunt, Marx, Lipson, and Young (2018) showed that the greatest reductions in loneliness and depression were registered in participants who restricted their social media to a daily half-hour of usage. These results indicate that it has no neutral online exposure, and increased use has a negative relationship with well-being.
The other area of concern that keeps replicating is the impact of picture-oriented websites on body image and self-esteem. Fardouly and Vartanian (2016) also conducted an evidence review on how statistical analysis of pictures leads to body dissatisfaction, especially among young women, when they are exposed to idealized images. This was further elaborated by Perloff (2021), who opined that social comparison on Instagram and Snapchat enhances internalization of unrealistic beauty ideals. Combined, such studies explain how filtered curated content might perpetuate and even promote self-destructive modes of comparison and dissatisfaction. Use social Media and Anxiety Study after study has shown that kids who use social media have higher rates of anxiety. Keles, McCrae and Grealish (2020) through a systematic review of 36 studies observed that heavy social media use is linked to higher anxiety and psychological distress. As they reported, contrasting oneself with others online can magnify feelings of inadequacy and fretful. Similarly, Vannucci, Flannery and Ohannessian (2017) observed that peer interaction through SNS was positively correlated with self-report of anxiety symptoms among emerging adults. Unlike Keles et al. (2020) that concentrated more on the various platforms Vannucci. (2017) differentiate passive exposure from active social participation, and find that the experience of anxious feeling may be a worse in a passive consumption context compared to interacting with the device. Methods The two studies both had a cross-sectional design and were self-reported, which did not allow determining causality. Together, these results indicate that while teens may not be able to escape social media given the importance and centrality of it in today’s (connected) adolescent life, it poses risks for anxiety through at least social comparison-oriented and passive use. Screen Time and General Psychological Well-Being Beyond anxiety, the amount of time people spend using screens in general can affect psychological well-being more generally. Twenge and Campbell (2018) further analyzed the population data to claim that cyclical psychological well-being was waning as trending depression symptoms, life satisfaction an rights including if screen time were reversed. Orben & Przybylski, 2019), based on large scale long stand data sets regarding adolescents’ social media use and mood, reported weak but significant negative relationships from their screen time to life satisfaction. And their approaches to this counter teardown are also distinct: Twenge and Campbell (2018) used wide-ranging, representative survey data; Orben and Przybylski (2019) tapped a variety of datasets to offer longitudinal perspective. Both also noted that while there are upsides to social media when it comes to communicating and connecting with others, the time it edges out could be at the expense of sleep, exercise and in-person interaction all things that can affect well-being. Collectively, these results suggest that the amount of time spent using social media matters and context and behavior matter in understanding adolescents’ well-being. Internet sites are used by many adolescents to enhance social support, coping and belonging. Unstructured qualitative research regarding teens’ use of the online peer support during the pandemic suggests that building and belonging to supportive digital networks reduces feelings of isolation, alleviates distress related to being isolated, and helps to assuage distress by providing emotional validation for, and advice on coping with, a challenging time associated with school (Smith et al., 2020). Furthermore, in a policy-oriented study, Johnson and Lee (2021) suggested that it would be possible to mitigate the risks of misuse and improve mental well-being by providing clear guidance on proper use through the educational aspect of health social media use. This study shows that social media can serve as positive buffer during adversity when used purposefully and emphasizes digital literacy, supervision and mindfulness strategies in relation to technology for young people. Comparisons with Other Approaches/Modes Of Analysis & Issues At the start of this section we have already declared that methodologies and perspectivesThere is no problem on comparing methodologies or perspective are difficult, since they might not have been immediately just from limited sources. So: in terms of methodology so comparison would be to include a range different study designs across ca 8 SRs and ca 15 prevalence studies (with a few examples of global, qualitative interviews regional or policy analysis. Quantitative works like Keles et al. (2020) and Twenge & Campbell, 2018), qualitative research enables capturing rich situationalised dimensions of the lived reality (Smith et al., 2020). This integrative approach facilitates comprehension by proposing that the negative effects of this closed engagement are prevalent as indications for anxiety and depressive behaviors, but amenable through involved engagement. Furthermore, if certain risks are shown in this study (Vannucci et al., 2017; Orben & Przybylski, 2019) as opposed to the benefits reported by others (Smith et. Conclusion Synthesising both studies has implications for parents, teachers and mental health practitioners. The quality, and not only the amount, of social media exposure might reduce anxiety or depressive symptoms for two reasons.
Second, promoting digital literacy and coping intervention may improve resilience and positive engagement. Finally, some considerations are made about the potential relevance of longitudinal designs for disentangling causal effects, other adolescent groups and interventions with regard to other personality configurations or social environments. Social Media: Boon or bane for young people’s health?: Weighing up the benefits vs risks of promoting well-being in young people This is followed by a discussion of benefits compared with harms of promoting young people’s well-being.
In summary, the current evidence concludes that the influence of the social media has been great on adolescents’ mental and behavioral health but with both positive and negative outcomes. In addition, problematic use/involvement (instances where people indicate they both spend too much time engaging but feel that it was not under control)16 and upward social comparison are associated positively with anxiety. Results were found to be partially mediated by communities of support as well as proactive navigation in which both contribute positively for resilience and adaptive coping. Although there is some evidence that the effects of social media are nuanced (as shown from the aggregration of six sources), this creates demand for grounded behav pol guidance in interventions. Drawing from quantitative, qualitative and policy research, we provide a more nuanced view of the ways in which social media impacts adolescent mental health and directions for psychological research and intervention. Electronic health record readability and the digital divide among patients living with HIV in a shared setting. Recently, the links between people and green space have been increasingly explored with relation to human health and wellbeing, in particular for urban residents.
**References**
Journal of Environmental Psychology, 101550, 74. https://doi.org/10.1016/j.jenvp.2021.101550 Keles, B., McCrae, N., & Grealish, A. https://doi.org/10.1080/02673843.2019.1633895 International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851 Orben, A., Przybylski, A.K. (2019). Teenagers and screen time: Not all is bad for mental health. Nature Human Behaviour, 3, 173–182. https://doi.org/10.1038/s41562-018-0506-1 Smith L., Brown T., Patel R. (2020). Adolescent coping and the functions of social support on social networking sites. Journal of Youth and Adolescence, 35(4), 421–438. https://doi.org/10.1177/0743558420922198 What is really nothing: Age differences in explanations for the increase of narcissism. Associations of screen exposure in early life with sedentary time and depression symptoms among mothers of 2-month-old infants: a cross-sectional study using the baseline data from a cluster-randomized controlled trial. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003 Vannucci, A., Flannery, K M., & Ohannessian CategorieM.. (2017). Social networking and anxiety in emerging adults. Journal of Affective Disorders, 207, 163–166. https://doi.org/10.1016/j.jad.2016.08.040
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