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SPRING 2021 SPRING 2021 INSIDE 42 Unscripted: How filmmakers Peter Berg ’80 and Jason Blum ’87 evolved during a year of COVID-19 By Neil Vigdor ’95 c 56 Confronting the Pandemic Dr. Paul Ehrlich ’62 and his work as a New York City allergist-immunologist By Bonnie Blackburn-Penhollow ’84 b OTHER DEPARTMENTS 3 On Main Hall 5 Social Scene 6 Belonging 24/7 Elena Echavarria ’21 8 Alumni Spotlight works on a project in 20 In Print Advanced Ceramics 26 Around the Pond class, where students 62 do hands-on learning Class Notes in the ceramics studio 103 Milestones with teacher Claudia 108 Looking Back Black. ROBERT FALCETTI 8 On MAIN HALL A WORD FROM HEAD Managing Stress in Trying Times OF SCHOOL WILLY MACMULLEN ’78 This is a column about a talk I gave and a talk I heard—and about how SPRING 2021 ON THE COVER schools need to help students in managing stress. Needless to say, this Volume 91, Number 2 Students enjoyed the warm spring year has provided ample reason for this to be a singularly important weather and the beautiful flowering EDITOR trees on the Jig Patio following focus for schools. Linda Hedman Beyus Community Time. ROBERT FALCETTI In September 2018, during my opening remarks to the faculty, I spoke about student stress, and how I thought we needed to think about DIRECTOR OF MARKETING AND COMMUNICATIONS Kaitlin Thomas Orfitelli it in new ways. I gave that talk because it was clear to me that adolescents today were ASSISTANT DIRECTOR OF MARKETING AND COMMUNICATIONS experiencing stress and managing stress in different ways than when I Debra Meyers began teaching and even when I began as head of school just 20 years PHOTOGRAPHY ago. Put simply, students seemed to be feeling more sources of stress Robert Falcetti than a generation ago—and ample research affirms this—and they were also struggling more to manage that stress. And so, that summer I did a lot of reading. COMMUNICATIONS ASSOCIATE/CLASS NOTES Seamus F. Conway One source I found fascinating was the work of Stanford psychologist Kelly McGonigal and her TED Talk, “How to Make Stress Your Friend.” McGonigal, author of The Upside of Stress, confesses to her DESIGN audience that for years she argued that stress was bad and led to unhealthy things. And this is true: Good Design, LLC | gooddesignusa.com TAFT ONLINE “A study at unrelenting and severe stress, especially for those without support and resources, is very harmful. But Harvard with the more she read into the research, the more convinced she became that a lot of the time, if we thought Find a friend or past Bulletin: taftalumni.com about stress differently, we would not feel so stressed. Stress, she argues, isn’t necessarily a bad thing. participants Believing stress is bad might be the actual problem. Visit us on your phone: taftschool.org who were taught This is not just wishful thinking. The research is compelling. A study at Harvard with participants SEND ALUMNI COMMENTS? to think about who were taught to think about stress as helpful for performance proved to be less stressed out, more NEWS TO TELL US! What happened at today’s game? taftsports.com confident, and more successful. An eight-year nationwide study of over 30,000 participants showed that Taft Bulletin We’d love to hear what you stress as helpful those who reported high levels of stress but saw the stress as helpful were healthier than their counter- Alumni Office think about the stories in Shop online: taftstore.com parts: they had the lowest mortality rates. Mindset matters, McGonigal says. The Taft School this Bulletin. We may edit for performance 110 Woodbury Road your letters for length, But it was another work that I found even more informative: psychologist Lisa Damour’s Under Pressure: Watertown, CT 06795-2100 clarity, and content, facebook.com/thetaftschool proved to be less Confronting the Epidemic of Stress and Anxiety in Girls, which [email protected] but please write. comes at the issue from a similar place. Linda Hedman Beyus, editor stressed out, more DEADLINES FOR twitter.com/taftschool Dr. Damour begins the work this way: Taft Bulletin “I have good news. Actually, I have two pieces of CLASS NOTES 110 Woodbury Road confident, and Winter–November 15 Watertown, CT 06795-2100 instagram.com/taftschool really great news. First, stress and anxiety aren’t all Spring–February 15 [email protected] more successful.” bad. In fact, you won’t thrive without them….Second, Summer–May 15 the field of psychology has a lot to say about how to Fall–August 30 SEND ADDRESS linkedin.com/school/the-taft-school CORRECTIONS TO alleviate stress and anxiety.” Her work is helpful not only for girls, and those two Alumni Records vimeo.com/taftschool The Taft School points should be very much in our mind when talking to 110 Woodbury Road students: stress in appropriate levels is not bad, and skills Watertown, CT 06795-2100 860-945-7777 [email protected] and habits can be developed to deal with it. She adds, WWW.TAFTALUMNI.COM “Somewhere along the line, we got the idea that emotional discomfort is always a bad thing. This turns out to be a CORRECTION very unhelpful idea.” In our Winter 2021 Alumni Spotlight, “Water, Water—Not Everywhere”—about Matt Rice ’94, director of the Colorado I recall encountering those lines thinking, This is River Basin for American Rivers—we apologize for a section of really helpful. text that was missing in the printed version of the magazine The Taft Bulletin (ISSN 0148-0855) is published quarterly, in February, May, August, Let’s fast forward to life at Taft in COVID 2021. As we and November, by The Taft School, 110 Woodbury Road, Watertown, CT 06795-2100, (between pages 10 and 11). The entire article can be found online and is distributed free of charge to alumni, parents, grandparents, and friends at www.taftschool.org/bulletin/winter-2021. all know, adolescents have experienced enormous mental of the school. All rights reserved. health challenges during COVID. Schools have been closed 2 Taft Bulletin / SPRING 2021 Taft Bulletin / SPRING 2021 3 FROM THE Head of School or only partially opened, teenagers have been isolated and grieve the loss of social contact, daily life and routines have been upended, and family pressures of all kinds have intensified. And Taft students, even Follow @thetaftschool on Facebook, @taftschool SOCIAL SCENE as they were comparatively incredibly lucky to be on campus in a safe and supportive community or con- nected virtually to caring teachers, felt higher levels of stress, loneliness, and anxiety than ever. Life at on Instagram and Twitter for daily glimpses of Taft life. school had fewer sources of connection, respite, and fun. We could not have games, dances, or concerts; visiting in the dormitories was limited; seating in the dining hall was spaced to three per table; parents could not visit campus to take their child and friend out to dinner; we held no Bingham Assemblies; and on and on. As a school, we saw all students feeling the stresses of life under a pandemic. And parents, of course, also felt anxious. How could they not? So we brought to bear all of our resources, from advisors to counseling to yoga. The mental health of students was a top priority. And one resource was Dr. Damour, whom we introduced to the parent body one Some say that the falcon signifies wisdom and vision, and brings with it higher knowledge and evening in March for a Zoom webinar on how to understand ways we can help teen- clarity; that it represents a rise above challenging agers—their children, our students—as they experience stress. Damour’s talk was situations. It seems fitting, then, that a rare peregrine informative, reassuring, funny, and wise. She recognized how hard and painful the world falcon has arrived to keep watch over Taft’s campus of teenagers was today—her own practice provided plenty of data. But as adults, we could from atop the Lady Ivy Kwok Wu Science and help, she advised. To parents, she suggested nine steps for navigating those moments of Mathematics Center. #lifeattaft #inthistogether “meltdown,” and the advice, grounded in research and her own clinical work, was singu- larly helpful. If we used these steps, she noted, and paused after each one, in most cases we would not even have to get to the later steps: “Listen without interrupting,” and then “Offer sincere empathy” might be all our child needs. Teenagers, she pointed out, are astonishingly resilient. I could see parents nodding in recognition as she spoke of those moments when we get the upset call from a son or daughter. I found myself scribbling notes on phrases I wanted to use the next time I had an advisee upset in my office. “I have Thank you, Seniors! 聾❤憐 a bookmark with the nine steps available on my website,” she added, suggesting that it might be helpful to have on hand. (See it on this page.) That adolescents today are living in an upended and unpredictable world is clear. That they grieve what they have lost is visible. That they feel depths of isolation and levels of stress that we have never seen before is obvious. So if our mission is the educa- tion of the whole student at a challenging school, we must see helping them think about stress in healthy ways and learning the skills to handle it as central to our work every day and on every corner of campus.