The Story of Slowpoke

As he was playing in the creek, a young boy found a turtle, and his parents agreed to let him keep it as a pet. The boy was thrilled and he named his new friend “Slowpoke.” Although the boy was eager to play with Slowpoke, the turtle retreated into his shell and refused to come out. The boy then reached his hand into Slowpoke’s shell and tried to force his head out so he could play. His dad responded, “You don’t know why he’s shy. Maybe kids have been mean to him or mistreated him. You can’t force him to come out of his shell. You have to make him feel comfortable. Let’s put him down on the carpet where he can relax, and when he’s ready he’ll come out of his shell to play.”

 

In our interactions here at NSCC, we may encounter students who are shy and timid. How should we respond? It would be counterproductive to force a student to be more expressive and engaged. Students may be hesitant because of their previous life experiences. Just as the boy was able to help the turtle relax and come out of his shell, we can have a nurturing, welcoming approach that allows students the opportunity to feel safe.  Confidence in higher education can be a catalyst for a finding the unique contributions that a student can make to the world.

                                            

Overcoming Blame and Shame: A Solution-Focused Approach

 

There was once a man on a motorcycle enjoying a ride through the country. As he turned a corner, a deer obstructed his path. He began to panic, staring at the deer and fearing an accident. After colliding with the deer, he realized that he should have focused on where he wanted his motorcycle to go instead of where the problem existed.

So many times our thoughts and conversations are problem-saturated instead of solution-focused. Some may dwell on their own shortcomings and mistakes. Others may obsess about the flaws in another person’s logic. Others may deal with their shame by blaming someone else.

In  his book, 1001 Solution-Focused Questions, Frederick Bannik poses several constructive questions:

What do you want to see instead of the problem?

When are you at your best? What does that look like?

How do you hope I can help you with this problem?

On a scale of 1 to 10 where is the problem now? Where would you like it to be? What needs to happen for you to achieve that?

At the Access Center we strive to be solution-focused. When we meet with students, we help them to identify their concern, explore their options, and develop plans. Like you, the Access Center staff loves to see students grow and mature in their education as they learn to solve problems.

We’d like to re-emphasize our “Access Team Meetings,” an intervention designed to solve problems. At our Access Team Meetings, instructors, the student, and the Access Center staff collaborate to discuss strategies. Instructors can schedule an Access Team Meeting by contacting Andrew Mason at 3741 or Gina Jones at 3721.

Nature and Nurture

We hope you enjoyed our series on famous people with mental illness. As we discussed brain chemistry and life experiences of the personalities, psychologists would say we studied “nature and nurture.”

What is Nature?

Nature consists of a person’s physical makeup, including genetic predispositions. People are usually glad to inherit things like intelligence and physical strength. Others may complain of a genetic predisposition to depression or anxiety. Nature could be a life event, such as an illness or an injury.  Although the struggles can be intense, help is available. As Fred Rogers said, “Anything that’s human is mentionable and anything that’s mentionable can made more manageable.” Physical challenges can be addressed through counseling, medication, and/or ADA accommodations.

What is Nurture?

Nurture can consist of life experiences, many of which occur at NSCC such as:

Education

Education has been referred to as “the marketplace of ideas” where everyone has a voice. During the college years, students are exposed to critical thinking and analysis of ideas. At NSCC, we have a great opportunity to teach students how to think creatively.

Employment

Part of our job here is helping students discover their talents for the workplace. Through internships and job placement, Career Services does an excellent job of matching our students with settings where they can succeed.

Friendships

Students learn from their instructors in the classroom, and they also have a learning experience as they interact with each other. At Nashville State we help teach conflict resolution and problem solving as students grow in their interpersonal skills. One opportunity for students with common interests to meet each other is through our Student Organizations. You can see more details at the following link:

https://www.nscc.edu/student-resources/student-resources-details/student-organizations/

 

How Do Nature and Nurture Work Together?

Genetics and life experiences combine to give each person a unique contribution to society. At the Access Center, we have a quote by Albert Einstein on our desktop, “Everybody is a genius, but if you judge a fish on its ability to climb a tree, it will live its whole life believing it is stupid.” We want all our students to develop their strengths as they use their experiences at NSCC to continue a lifetime of learning.

What Resources are Available at NSCC?

NSCC offers the Kuder Journey Career Assessment in which students explore their skills, abilities, and interests. Students can come by Career Services at S-206A to sign up to complete the assessment on campus or at home.  After students complete the Kuder, they have the opportunity to meet with the staff to discuss the results. This is a great opportunity for students to use their nature and nurture to discover a career that will bring them satisfaction and productivity.

 

Abraham Lincoln

Can clinical depression actually be a catalyst for wisdom, creativity, and emotional depth? Many scholars who have studied Abraham Lincoln would say so. As Lincoln guided our nation through the horrors of the Civil War and the controversies of slavery, he fought his own inner emotions that many believe actually “fueled his greatness.”

The devastating tragedies in Lincoln’s early years affected him in major ways. He lost his mother, aunt, and uncle at the age of nine, and his sister died in childbirth when Lincoln was eighteen. As a young adult, he developed a close relationship with a woman named Anne Rutledge, who died of typhoid fever when she was only 22. Since Lincoln’s father was an uneducated laborer and Lincoln loved to learn and read, there was much tension between them. Lincoln’s father would be so upset that he often beat him for studying from books instead of doing his chores.

By Lincoln’s late twenties, these tragedies, coupled with a genetic predisposition to clinical depression resulted in a reputation for a somber disposition in the midst of his political ascent. Joshua Wolf Shenk has written a book called Lincoln’s Melancholy: How Depression Challenged a President and Fueled His Greatness. Shenk argues that it was Lincoln’s “sadder, but wiser” personality that made him one the outstanding presidents in American history. He reminds his readers that people who are depressed are often more realistic and more profound. As the President of the United States during the Civil War, it would have been disastrous if Lincoln failed to realize the magnitude of his actions. His pensive, contemplative approach was his key to success.  During his debates with Stephen Douglas in 1858, Douglas was an optimist who procrastinated making moral and practical choices about slavery. Lincoln addressed the issue with more clarity and conviction.

Throughout our lives, perhaps we may have moments of contemplative introspection. We might ask ourselves questions, as Abraham Lincoln did. When did I succeed? When did I fail? Why?  How can I resolve conflict and bring about peace? Like Abraham Lincoln, we can use our emotions and introspection to improve our lives and the lives of others.

Judy Garland

Judy Garland’s performance in The Wizard of Oz has captured Americans’ hearts for generations. However, Garland was truly playing herself as a lost little girl, desperately trying to find her way.

Throughout her childhood, adolescence, and young adulthood, Garland emerged as one of the premiere entertainers in our culture. A highlight of her career was her performance in the Wizard of Oz at the age of 16. However, her mother and her agents put her on high powered, addictive drugs so Garland would have superhuman strength.  As psychiatric and substance abuse problems continued to escalate, Garland became deeply troubled. According to a biography by Jeffrey Kottler, “Her behavior was tolerated because of her gifts. People put up with her tantrums and fits, her explosions of anger, her delusions and paranoia, her drugged mind, fearful that she would stop performing, and the financial investment and expectations they had made would collapse and fall.”

Instead of addressing these issues with her psychiatrists, she made up wild stories in her therapy sessions, unable to separate fantasy from reality. Garland was constantly an actress playing a part, even in real life.

Despite her brilliant performances, MGM eventually had to fire Garland for her erratic behavior, including paranoid delusions and assault of a cast member. When she was fired, Garland tried to slit her throat because she was so distraught. Garland did eventually reinvent herself, shifting from film to stage. Once again, her fans were enamored with her performances while her colleagues struggled with her wild emotions.

After a final performance in Carnegie Hall in 1961, Garland’s life began to unravel even more as she approached her last days. She was performing in bars to get money for wine and drugs. Sadly, she was found dead in the bathroom of a London hotel at the age of 47, after a drug overdose.

Although Garland had a tragic life, there are lessons we can learn from it.

• The relationship between a psychiatric diagnosis and an addiction (often referred to as dual diagnosis) is a complex one, but help is available. Here are some resources:

 http://www2.nami.org/factsheets/dualdiagnosis_factsheet.pdf

http://tristarparthenonpavilion.com/service/dual-treatment-program

http://www.vanderbilthealth.com/psychiatrichospital/26602

 

• As we consider the challenges to Garland’s care, she may have benefitted from a team approach, with various professionals collaborating. At the Access Center, we have the opportunity for “Access Team Meetings” in which students, Access Center staff, and instructors come together to discuss strategies to maximize learning. Instructors can schedule an Access Team Meeting by contacting Andrew Mason (3741) or Gina Jones (3721).

 

• While we encourage our students to succeed, we should also encourage their well-being.  As Michael Sandler states in his book College Confidence with ADD, “while good grades are great, I want to help students discover their inner talents, joy, and passions so they may love, laugh, and achieve their dreams while living life to the fullest.”

Sylvia Plath

The complex mind and writings of Sylvia Plath have fascinated readers for decades. The combination of her literary brilliance and her emotional struggles gives her a unique voice among our great writers.

After a childhood and adolescence filled with one accomplishment after another, Plath’s success earned her a scholarship to Smith College in 1950, where she distinguished herself even among the most brilliant minds in the nation. Despite her success, Plath always despised herself for being a “scholarship girl” among the students from more wealthy families. She also began to experience a clinical depression, in the days before effective antidepressants. After a violent suicide attempt, a benevolent sponsor paid for Sylvia to get treatment at one of the finest psychiatric hospitals in the country, McLean Psychiatric Hospital. At McLean, Plath received terrifying electroconvulsive shock treatments with no restraints, tranquilizers, or doctors. Although the treatments did show some improvement, the depression would be a lifelong struggle.

Upon graduation in 1955, Plath earned a scholarship to study at Cambridge University in England. While in England, she had a more serious interest in men. Because of Plath’s charm and charisma, she received a lot of attention.  However, her intensity and unpredictability made it hard to sustain a relationship. According to one author, “because of her unusually low self-esteem, fragility, and self-destructive tendencies, she made some spectacularly poor decisions.” The most prominent example is Ted Hughes, the man she eventually married, despite his violent reputation.

After a marriage consisting of intensified emotional turmoil and the birth of two children, Plath eventually took her life in 1963. The poems she wrote in the months before her death are often considered the greatest by literary scholars.

What can we learn from the life of Sylvia Plath? We learn that mental illness affects people of all different backgrounds. Even today among America’s brightest college students, many could have similar stories. The college years can often be the happiest and the most challenging at the same time. Hundreds of our students juggle families, jobs, and academics, even with a complex health profile. The Access Center staff serves to meet these challenges as we all work together to solve problems and meet needs.

If Sylvia Plath were alive today, she would have more resources, and we’d like to close by sharing some of those with you.

Suicide Prevention Lifeline 1-800-273-8255

The Crisis Call Center 615-244-7444

United Way (food, clothing, shelter) 211

McLean Hospital, where Sylvia Plath was treated, is still a national leader in mental health. You can visit their website at www.mcleanhospital.org

The Wisdom to Know the Difference

In recovery, people often talk about “having the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.” The realization that some things are beyond our control is crucial to success in higher education as well. When a person tries to control everything, frustration is certain. However, by focusing on the things within our control, everyone at Nashville State can contribute to a positive learning environment.

We appreciate the students registered with the Access Center. Although none of them has chosen a learning, physical, or psychological health profile, they have focused on one thing that they can control—registering with the Access Center.  Instead of complaining about things beyond their control, they have shown “the courage to change the things they can” by requesting accommodations.

We love working with the faculty and staff here at NSCC, as we all work together to encourage students.  Whether it be giving a student extra help at the computer, making comments on a research paper, or helping an incoming student with paperwork, you all make a contribution to Nashville State. Students are responsible for their own learning and choices, but we appreciate you for doing your part.

Every day, students, faculty, and staff contact the Access Center. A faculty member is concerned about a student’s absence. A student is having trouble paying attention in class. A prospective student or parent calls to find out what accommodations are available. Each person is asking “What can I do?” When each of us answers this question honestly, we can truly have the “serenity to accept the things we cannot change, the courage to change the things we can, and the wisdom to know the difference.”

Effective Response to Hearing Loss

Hearing loss is the third most common health problem in the United States. When we lose our hearing, it may affect quality of life and relationships. In this blog, we look at the symptoms, causes, and treatments of hearing loss. You'll find some strategies to increase your communication.

Hearing occurs when sound waves reach the structures inside our ears, where the sound wave vibrations are converted into nerves that our brain recognizes as sounds. There are three parts that make up an ear: outer ear, middle ear, and inner ear. Sound waves pass through the outer ear and cause vibrations on the eardrums. The eardrums and the small bones of the middle ear amplify the vibrations as they travel to the inner ear. From there, the vibrations pass through the fluid in a snail-shaped structure in the inner ear called the cochlea. Attached to the nerve cells in the cochlea are thousands of tiny hairs that help translate sound vibrations into electrical signals that are transmitted into the brain.


Signs and symptoms of hearing loss may include:

• muffling of speech and other sounds
• difficulty understanding words, especially against background noise or in a crowd of people
• trouble hearing consonants
• frequently asking others to speak more slowly,clearly, and loudly
• needing to turn up the volume of the television or radio
• withdrawal from conversations
• avoidance of some social settings

Some of the causes of hearing loss may include:

• damage to the inner ear due to aging and exposure to loud noise
• ear infections or build up of ear wax
• ruptured eardrum resulting from exposure to loud noises or changes in pressure
• side effects of medication
• certain illness such as heart disease, high blood pressure, or diabetes
• trauma (eg. skull fracture or punctured eardrums)

Treatment options include:
(depending on severity and cause)

• removing wax blockage
• surgical procedures (small tubes that help the ears drain)
• hearing aids which amplify the sounds and direct them into your canal
• cochlear implants which compensate for damaged and nonworking parts of the inner ear

Strategies for communication include:

• making sure you face  the person if they are reading your lips
• speaking clearly with good diction and pronunciation (not speaking more loudly)
• using written communication if you are having  trouble communicating
• using captioned videos in the classroom

An understanding of the symptoms, causes, and treatments can allow a person with hearing loss to enjoy a greater quality of life. By using effective strategies for communication, people with hearing loss can gain better access to post-secondary education.