Dear Autumn:

When I first met you a few years ago, I was truly in love with you, but our honeymoon came to an abrupt end when I experienced your inconsistent ways. There are still so many things that I admire about you, but the reality is that the infatuation stage died with the short-lived relationship that I had with your hot-tempered and sassy sister, Summer. These days, I argue at you every time I feel your embrace, and I’m sick of this type of affair.

I was actually just thinking of you, and the aesthetic qualities that you would want me to attribute to your season- the sadness of fall. One of my friends is now on his way driving to Maine from Boston (you have clearly wooed him into your web); while many others had driven earlier through Connecticut on their way to Vermont- just to see the vibrant pastures, forests and paddocks that take their last bow in their admirable rendition of the “Rainbow Impersonation” before they are put to sleep by you and your cruel sister, Winter.

Autumn, you are a concept that I will never understand. So many people around me celebrate the beauty of your trees’ fiercely blazing leaves; while I can only be anxious about the loud warning of your sister’s imminent cold ahead, and the painful reminder of the humidity and heat of Summer- a feeling that we’ve not quite gotten rid of. The spontaneity of your enigma always leaves me at two extremes (hot and cold) without warning. And the foreboding callousness of your younger sister, Winter, leaves me feeling sad, cold, trapped and drained (emotionally and physically). I sometimes feel as if it’s the conspiracy of you and your siblings against me for an offence I’m sure I didn’t commit.

I can’t seem to find that solace in our relationship, or appreciation for you when I know your sisters keep intruding in our soirée (as nuanced as it is). During your annual four-month reign, all the leaves seem to celebrate life with their vivacious colours, but only as a last rite passage. Despite this seeming bravery on these trees’ part, I see it more as, “why fight when you’re destined to a sardonic fate?” They never experience winter, because they cower in fear, hibernate, hide from it, or just be as weak as I have been in maintaining fearful reverence for this bitter grayness that your sister puts over me.

Anyway, Autumn, I really hope you enjoy your day, and all the beauty that you will create in your artistic, but deceptive monet. The truth is, your leaves are beautiful, but the features and customs surrounding your temporal splendor make you seem more like a consistent, crude and inconsiderate beast- especially when you or your younger sister adds the misery of snow- a severe beauty with a painful venom.

I’m sorry, Autumn, but we have to take a break from each other until I can better appreciate you, and the erratic nature of your family. Adieu!

Your Jamaican Guy

PS: As for the clearing of all these foliage, don’t even think of calling me, because I’m tired of clearing your mess. And as for the snow, have your sister shovel it herself! I need my space and time to rest!

• First of all, predicting and preventing suicide is tough to do.  Often times, the depressed individual has not made up their mind as to whether they want to commit suicide, so for a counselor to predict it is difficult.  However, that does not mean that suicide should not be prevented.  Providing a suicide workshop can have a positive influence on people suffering from depression or suicidal thoughts.

• It is beneficial to consider the message behind the behavior. Often times, when a person tries to commit suicide, they are asking for help.

• Often times, a person considering suicide feels as if they are isolated, have no one to talk to and feel as if they have no way to ask for help.  For this reason, simply getting a suicidal patient into therapy is crucial.
• No-harm contracts: This is a controversial issue.  Often times, therapists will make a contract with patients in which the patient agrees to not harm him or herself, while the therapist agrees to do everything he or she can to make the patient better.  This may be a good thing in forming a therapeutic alliance between counselor and patient.  It also provides some structure: usually, if a patient does not willingly sign a contract within 24 hours, they will be hospitalized.   However, some people may feel as if the therapist is simply covering their butt if a lawsuit should come about.  This is something that should be considered.
• Often times, depressed individuals will speak of losing their faith or no longer practicing their religion.  If their spirituality or religion was important to them previously, it is imperative to restore belief in that individual.
• If a therapist is particularly worried about a client, it may be beneficial to see them twice a week, with one of the days being Friday.  Sometimes, weekends can be particularly hard for people who are depressed.
• It is beneficial to make an “emergency plan.”  This means that if the client is not with the therapist and is worried about him or herself, he or she have a number they can call and talk to someone immediately.

For more information, please visit the American Association of Suicidality at http://www.suicidology.org/web/guest/home.

Aside from the paper writing, I wanted to discuss a little bit about what we discussed in Dr. Hazen’s Administration of Student Affairs in Higher Education class. It was a discussion on ethics in the professional world of Higher Education. The discussion can be best described through an example we did in class. Keep in mind that these were just made up scenarios to get us thinking.

One of the situations Dr. Hazen gave us was that we were all to pretend that we were Residential Life professionals at the University. A student who in the past has considered suicide, and had a history of depression problems, came back from summer vacation and brought a cat with her to live in her dorm room. Her morale had perked up, and she seemed to be doing better. She even brought with her documentation from her doctor saying that the cat was needed for medical reasons.

That is where we were presented the question, as Residential Life professionals.  What do we do in this situation, because the University’s policy is that no animals can be in the dorms. Dr. Hazen wanted us to voice what we would do and split up into groups accordingly. It was interesting to see the different reactions. Some said that they would make her get rid of the cat, or she would be kicked out of the dorm. Others suggested that she be let out of her Residential Life contract so that she could move off campus with the cat. Another group believed that the cat was essential to her well being and that as long as her roommate was okay with it, that she should be able to keep the cat.

You can see where this discussion led, and why this activity was brought up to us. These are issues that are tackled by people in the field of Higher Education everyday. And there are positives and negatives to each reaction. Each individual has their own views, thoughts, and ethical stand on issues such as the cat and many other controversial issues that come up in Higher Education.

Another lesson to take away from this is that what do you do if the decision that gets made isn’t the decision that you were behind? Do you support it, and hope that you can work with it to make it the best situation possible under the circumstances? Do you say nothing, kind of shrug your shoulders and not strive to make it work? Or do you quit, because your ethics and your views are so strong and different from the decision that was made that you are no longer to work for that particular institution? No matter what your answer is to any of these questions, one point remains constant: Ethics plays an enormous role in the field of Higher Education, and working together to understand each others views, principles, and beliefs, while trying to achieve a common goal that everyone can get on board with is the ultimate recipe for success.

Here at the Warner School, with its unique focus upon social justice, I think that students and professors have a more holistic view of their students, so the discussion we have in courses such as Adolescent Development, move beyond theory and into practice to consider  the various environments in which various students must exist. While college assists graduate students in amassing a body of knowledge and prepares students for hypothetical situations, teachers’ roles remain continually precarious. For example, if K-12 school is suppose to prepare students to get a job then in addition to ensuring students gain a base level of knowledge, schools (particularly teachers) are to prepare students for work/business environments. Likewise, if preparation for college is the primary goal of schooling in the K-12 system, then teachers, because of seemingly inevitable under-resourcing of schools, must shoulder some of the duties for which college counselors would primarily be responsible.  In addition to this, teachers have to provide many of their students with textbooks and other technical support for the college application process, as well as, for life in general.

The purpose of education in the American context is a large loaded question, but if this was widely understood by consensus, then maybe teachers’ roles could be more explicit in nature. So your turn, what is the role teachers are supposed to fill for American students? More importantly, can teachers realistically fulfill this role? Have they been doing so already?

It’s in our hearts to make an impact
Whether its thirty or one

Who can define the true awesomeness of a teacher
Who can say that he/she isn’t doing their absolute best
It’s something about looking into a child or an adult’s eyes and know you are making a difference

We have the daunting task of offering an opportunity
Educating…
Not just academics, but social, cultural, environmental, political…
Character…and the list goes on and on
‘Cuz at the end of the day our work is never done
John needs help with Pre-Calc
Diane has an awards ceremony for her excellence in creative writing
Akido brought his C average in Economics to a A-
Latricia just got elected as student body president and now she’s pushing a message of unity

As we teach, they learn and as they teach we learn
Everyday we grow as they grow
We’ve bonded, we’ve cried, we’ve shared something wonderful together

It may not always be smiles
It may not always be good times
But hey, what real relationship is?

Keep encouraging
Stay strong
Be high on life
‘Cuz we are great,
We are powerful,
We are absolutely awesome!

The concept of meaning has come into play in various ways in all of my classes. We first talked about meaning in my Counseling Theory and Practice I class. My professor, Dr. Andre Marquis, talked about existentialism and the idea that we are responsible for creating meaning in our lives. Dr. Marquis told me, “Anyone who has a ‘why’ will find a ‘how’”. I think this is really important when it comes to being a school counselor. Advocating for students and creating a climate of achievement can be a daunting task. Anyone who takes a leadership stance in a school is bound to meet a few people who disagree with them. However, if the counselor has a great relationship with their students and knows why they’re doing what they’re doing, they will find a way.

As alluded to previously, it’s important to establish relationships with students you are working with. In Introduction to School Counseling, Dr. Bonnie Rubenstein handed out a sheet of paper with five words on it: “Rules without relationships build rebellion”. If a student has no relationship with their counselor or teacher, any rules imposed upon them will not be well-received. On the other hand, if you’ve created a meaningful relationship with that student, your words will have power behind them. The student is more likely to see the importance of the rules you’ve set for them.

As I continue with my studies in the school counseling program, I’m beginning to see the importance of meaning in and outside of school. I think it is an important concept that can be useful to anyone in any profession, but especially in establishing personal relationships.

On Wednesday, October 21, I watched the first session of CNN’s Latino in America, hosted by Soledad O’Brien. As I viewed this ‘exclusive and special report,’ I experienced numerous emotions, including excitement, pride, solidarity, sadness and anger. At times, I found talking back to the TV saying things like “That’s right!” “No way!” “Si Se puede!” “That church lady did not just say that!” and “Don’t tell me she gets pregnant!” Aha! The power of narratives in the media. I must admit, I was caught in the drama of it all.

Overall, I was excited because I was viewing and listening to diverse accounts of Latinos, who (cleverly) share a common Spanish last name–García–and are living in the United States. I felt that the program did an adequate job of showing the nuances related to sociocultural factors of what it means to be a part of this “umbrella” social category in the United States. I also saw a lot of research data “enacted” in the stories. At times it felt like I was watching a strange combination of data driven reality TV! Yet after watching this program, I wondered, how does my “academic side” shape my interaction with, and my consumption of, the narratives presented on CNN?

As a Latina, Puerto Rican, DiaspoRican, Gringa-Boricua doctoral student at The Warner School, I wondered: How are Latinos framed or positioned in these accounts—both as individuals and as a collective? Why is it important to hear the experiences of Latinos in America? In what ways do the narratives speak to tensions between cultural pluralism and the quest of a common American culture? To what extent does it give viewers a better understanding of diverse Latino experiences in the United States? How might this program reinforce deficit views and/or reify stereotypes about immigration, education, parental involvement, and linguistic differences? Does it consider the power and limitations of social class? According to this program, how do notions of egalitarianism or meritocracy relate to what it means to be Latino in America? How might the narratives perpetuate “Us Vs. Them” dichotomies without explicitly taking into account underlying historical and political realities that result in asymmetrical power dynamics? How might we deconstruct and reconstruct the narratives and interviews using different theoretical frameworks? What is missing? What underlying ideologies are at play? How do issues of race/ethnicity, class, gender, immigration, ability, language intersect when it comes to every different García? So what? What are the implications of keeping up—or not–with the Garcías?

Okay, enough with the questions. Simply put: What was your experience while watching CNN’s Latino in America? What did you think of it? I’d love to hear your perspectives of watching the first, second, or any part of this programming.

Perception of Latinos in America?

On, Thursday, November 12, 2009, The Warner School will host a public forum on Latino youths in urban schools.

For students with disabilities, this important life milestone helps boost self esteem and independence when they see themselves as being similar, rather than different, to students without disabilities. Being a part of campus life and participating in classes develops the skills they need for a smooth transition to the work world.

Until recently, students with developmental disabilities have had limited chances to experience the higher education environment. Inclusive postsecondary education options not only provide a valuable link to the school-to-life transition for high school students with disabilities, but these experiences also increase outcomes for employability and independence, ultimately preparing young adults to navigate through a competitive, complex world.

As a community, we tend to underestimate people who have disabilities. We tend to underestimate both their interests and abilities to experience a college education. Instead, we need to recognize and generate awareness about the untapped talents and abilities of these individuals and create opportunities for them to experience this very exciting time in life. This ultimately creates renewed opportunities for them as well as the college community—including faculty, staff, and students without disabilities.

President Barack Obama has proclaimed October as National Disability Employment Awareness Month so this is an opportune time to acknowledge the progress that’s been made and to look at ways we can expand and enhance postsecondary education options. These college-based experiences have proven to increase employment opportunities for individuals with disabilities and lead to higher wages.

We’ve already made great strides here locally. This past summer, a group of university and college presidents, representing nearly a dozen local higher education institutions, have joined forces and formed a new consortium, the Western New York Consortium on Campus-Based Opportunities (WNYCCO), that will allow these institutions to work together to provide a range of inclusive supports and programs to students with developmental disabilities because they see this as an important issue in higher education and the community at large.

While we’ve made progress on this transition issue, much work still needs to be done. As part of this continuing effort, we need to share information about exemplary programs and services in postsecondary environments and look at ways we can replicate these efforts in other nearby institutions, with the goal of making this a regional and state-wide effort.

Families need more information on the postsecondary education options available as they are thinking about and developing young adults’ transition goals. I encourage families and individuals in the community interested in transition issues to become more involved by contacting the Institute for Innovative Transition at (585) 275-7739.

What are the class sizes?

So far my counseling classes have been no more that 25 students at the very largest. Most of them range from 15 to 20 students.

What are the professors like?

The professors I’ve had in my counseling classes are very knowledgeable about the profession, as many of them are practicing counselors themselves.  I call them by their first names and they are always willing to meet with me if I need help.  They definitely help create a warm and welcoming atmosphere.

What about non-traditional students?

My classes so far have been a mix of all different ages.  Some students have just completed their undergraduate degree, some students are non-matriculated and are taking a course to try it out, and some students have chosen to come back to school after years in the workforce.

Is it hard?

I have found my work in classes to be manageable.  Most of what I have been assigned to do is reading and weekly reflective memos.  It also helps that all my classes pertain to what I want to do when I graduate – counsel.  Motivation definitely helps carry me along.

What do I need to apply?

A completed and signed application form, application fee ($40) or waiver, letters of recommendation, official transcripts, a personal statement, current resume or curriculum vitae, and a writing sample.  Specific programs may require additional items.  You can see all this by clicking here.

Is the GRE required?

No!

What about scholarships?

The Warner School offers competitive, merit-based financial assistance.  You can find out more information by clicking here.

What’s the application deadline?

Find your specific program deadlines by clicking here.

University of Rochester’s Black Students’ Union will host their 7^th Annual Step Show Competition on January 30, 2010. Last year, the Black Students’ Union called attention to the Greater Rochester area and people took part spreading the message of “Stomp for Change.” With the spirit of President Barack Obama’s campaign and presidency, students from the Greater Rochester area were able to talk to student leaders from various college campuses, gather information about various colleges/universities, and be entertained with a step show. The step show featured high school teams from the Rochester City School District, college teams from Oswego and Buffalo, and a Greek-letter chapter from a historically black university, Wilberforce University.

This year the Black Students’ Union is pushing the message, “We Spark Innovation.” The step show festivities will include a workshop where high school juniors and seniors will gain insight about sustainability and the possibilities of focusing their potential careers within the “green economy.” Along with the workshop, each student attendee will receive a “College-on-the-Go” Goodie Bag. For the step show, the Union anticipates some of the same steppers from last year, but a few new faces are expected to be a part of the show! The Unity Step Show “We Spark Innovation” is a huge community service endeavor; people from various backgrounds are able to push a message of unity and innovation!

Coming Soon January 2010

University of Rochester’s Black Students Union
Presents…

7th Annual Step Show
Competition

…a collegiate step show experience…

Unity Step Show: We Spark
Innovation

Strong Auditorium, U of R Campus

featuring

Educational Workshop for High School Juniors and Seniors…Each Student Will Receive a

“College-on-the-Go” Goodie Bag!

Click Link for
Advertisement:

http://www.youtube.com/watch?v=Mw8W4_ZsJs8

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