Access to Success

         I was once a student who didn’t know about my learning and impaired vision disabilities. When my professors gave me reading assignments, it took me several hours to just read one chapter. I knew that due to my unique disabilities that I had to request accommodations to meet the deadlines of papers, tests and quizzes. I met with a professor one day who saw that I was tilting my head while I was reading, and holding the paper within six inches of my face.  This started my journey of getting tested for a visual disability. I found that my reading was as slow as a third grader, I have a mild form of dyslexia, and issues with grammar and spelling.

            I then found that I could get accommodations for my disabilities but I didn’t know where to start. I talked to disability services at my university. The staff provided direction to talk to my professors to let them know my situation, and the accommodations I had requested. What I had not requested accommodations for was my anxiety, so I wasn’t sure how to approach each of my professors. I wasn’t sure how they would respond, what they would say and if they would be understanding or not. I had never received accommodations before and I knew that I could use the extra help if I was going to succeed, and keep up with my classmates. Luckily all my professors were empathetic and accommodating.

            So moving forward this school year, please know that you are an important member of the Access Team. Due to society's stigma, students often feel very vulnerable when approaching professors about their disabilities. On one hand they are anxious about disclosing a disability, and on the other hand students know how impossible it is to keep up without the accommodations they need. In order to do their very best, students undergo this risk. Your empathy and understanding helps remove some of these learning barriers. Thank you for being part of the process. Helen Keller once said, “Alone we can do so little; together we can do so much.” ​ -Written by Shelby Sawyer, Access Center Intern

 

Spring Fever

During this time of year, we often speak of “spring fever” striking on college campuses. As we approach the final weeks of the semester at NSCC, we thought we’d share some thoughts on how it can end on a strong note.  The purpose of today’s blog is to focus on how we can encourage the students who are doing well, as well as how we can show concern for the students who are struggling.

First, some students may need to just keep up the good work! We can encourage students who are doing well to let them know what their strengths are. Many of our students have overcome great obstacles to be where they are, and they would benefit from an encouraging word. 

Second, you may have a student who is struggling, but there is still the potential to earn credit for the course. One option is an Access Team Meeting where Access Center staff, students, and instructors come together to talk about study and testing strategies.  The semester often ends with crucial final exams, papers, and projects, and an Access Team Meeting could be an effective tool.  If you would like to schedule an Access Team Meeting, please contact Gina Jones or Andrew Mason at 3741 or 3721.

Although an Access Team Meeting is not counseling, we incorporate several ideas from “solution-focused counseling.” In solution-focused counseling, the client is encouraged to focus on solutions instead of dwelling on problems.

According to one author, a solution-focused counseling session is like a tennis game, with the counselor and the client being on one side and the problem being on the other side. In Access Team Meetings, we’re all certainly on the same side; we all want the student to learn as much as possible.

For other students, a medical withdrawal may be appropriate. Even if the reason for excessive absences is health-related, the student may need time to recover before he or she can concentrate on higher education.  If you have a student in this situation, have them contact Carol Martin-Osorio.

Every student, regardless of the grade he or she receives, has learned important life lessons. As Michael Sandler says in College Confidence with ADD, “while good grades are great, I want to help students discover their inner talents, joy, and passion, so they may…achieve their dreams while living life to the fullest.”

The Joy of Learning

“I’d like to add some beauty to life,” said Anne dreamily. “for people to have some little joy or happy thought that would never have existed if I hadn’t been born.”

As the literary character Anne of Green Gables began her teaching career, she found herself asking the same questions that we might ask. “What is the value of education?”  “How can I be most effective?”

As students learn things such as algebra, writing, biology, or technology, they are also learning life lessons that may be “some little joy or happy thought” that enhances their lives.

     Students learn the value of discipline.

Organization, focus, and work ethic are skills that many students struggle with in college.  Just as professional athletes develop rigorous routines to keep their bodies healthy, students can learn to discipline their minds by learning study skills. The college years are crucial for developing discipline as students learn to overcome obstacles and be persistent.

 

Students learn to appreciate diversity.

Our students have the advantage of studying at a very diverse campus. We often see things from the lens of our own experiences, but by interacting with classmates of all different backgrounds, our students can learn an appreciation of different cultures and ideas.

 

Students learn to think critically.

NSCC values critical thinking and analyzing ideas. Students learn how to determine the validity of an argument, how to communicate well, and how to solve problems. These critical thinking skills are crucial as our students face life’s challenges.

 

Students learn what they have to contribute to the world.

Each of our students has a unique opportunity to bring hope and joy to others’ lives---in their families, in their workplaces, and in their communities. By helping our students realize their talents, we can provide encouragement as students find their places.

 

As Eleanor Roosevelt said “it is better to light a candle than to curse the darkness.” NSCC can be that light in the lives of our students as we give them “some little joy or happy thought that would have never existed if [we] hadn’t been born.”

 

 

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.