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THE POWER OF PARTNERSHIPS Read about our new partnership with the College of Agriculture & Life Sciences. PAGE 2
SALT Center Team Table of Contents 1
Welcome from the Executive Director
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Introducing the CALS Learning Lab: Powered by the SALT Center
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Alumni Connections
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Student Employees Making an Impact
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Donors: Our Most Important Partners
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Albert Huicochea: 20 Years of Service
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Hunter Metcalf: New Alumni Spotlight
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Partnering for Student Excellence
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Emily Bloch: 2021 David Livingston White Award Recipient
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Finding a Home with SALT Center Online
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Navigating Challenges through the Power of Flexibility
©2021-22 The University of Arizona Designed and produced by West Press for the SALT Center Editor: Isaac Flater Contributors: Blake Cesarz, Marcela Delgado, Laurel Grigg Mason, Jennifer Hansen, Aditya Kannan, Gabrielle Miller, Emily Pendleton, Breanna Romero, Roxana Samaniego, and Kimberly Valdez Layout & Design: Emanuel Nevarez Photography: Isaac Flater, except where otherwise noted
EXECUTIVE DIRECTOR’S OFFICE Gabrielle Miller, Ed.D. Daniel Linden III Marcela Delgado Emily Pendleton Annette Corrales Isaac Flater Oscar Lujan BARTLETT LABS Laurel Grigg Mason Keely Donovan Shawnda Garcia ADMISSIONS Sarah Sampe Dennis Haymore STUDENT SUPPORT Claudia Sandoval Blake Cesarz Eleanor Ferguson Laura Fuchs Heather Gallivan Juan Godoy Jennifer Hansen Michael Holm Debra Puccio Caroline Ragano Natalie Schleining Lupe Thompson Kimberly Valdez Anna Vindiola LEARNING SUPPORT Emily Veres Mary Beth Eustice Stephen Ferris Liesel Lutz Jackie Mullins Madison Northrop Arielle Ruda Jessica Stansel GRADUATE ASSISTANT Bryson Southard PSYCHOLOGICAL SERVICES Roxana Samaniego, Ph.D. Estrella Ochoa, Ph.D. Madelyne Losby Cesar Villalobos
WELCOME FROM THE EXECUTIVE DIRECTOR DR. GABRIELLE MILLER
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he history of the SALT Center is one of partnerships. In 1980, our founder, Dr. Eleanor Harner, launched the program out of a desire to help students with learning differences reach their potential and graduate from the University of Arizona, but she always understood that she could never do this alone. During the first decade of the program, she collaborated with faculty, administrators, parents and others to build the program into a national and international model. In the 1990s, she called upon this network of supporters to help raise the funds necessary to move the program out of the basement of Old Main and into a brand-new facility, designed specifically for us.
Lastly, we are incredibly fortunate to have Dr. Roxana Samaniego on our staff overseeing the SALT Center’s Psychological and Wellness Services. Since the pandemic began, her team has worked closely with our Sr. Student Support Specialists to engage students in impactful ways. Her article, Navigating Challenges through the Power of Flexibility, is an invaluable resource for parents and students trying to find their way forward during these times of uncertainty.
Since those early days, we have continued to work with others to grow Eleanor’s dream and expand the impact of the SALT Center. This year, we forged a new partnership with the College of Agriculture and Life Sciences (CALS) that will strengthen student services within CALS and connect them directly to the SALT Center. This exciting new collaboration is the first of its kind at the University of Arizona and was made possible through the generous gift of a longtime CALS supporter who is committed to bringing the very best services possible to CALS students. We are incredibly proud of our partnership with CALS and humbled by their confidence in our program.
Thank you for your continued support and friendship. Over the last year, perhaps more than ever, it is clear that the SALT Center is truly an amazing community. I look forward to all the amazing things this new year has in store for us, as I know we’ll come through it together.
BEAR DOWN! Gabrielle Miller, Ed.D.
Just as noteworthy are the countless partnerships that are in action all around us every day. In this year’s edition of the Journal, you will learn how our Sr. Student Support Specialists and Academic Intervention teams are partnering to more seamlessly support students. We’ve also shared examples of alumni, student workers, custodians, tutors, donors, and others coming together during such a difficult period to ensure that our students have the support they need.
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INTRODUCING THE CALS LEARNING LAB: POWERED BY THE SALT CENTER B Y: L AU R E L G R I G G M A S O N Director of Bartlett Labs
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reat things happen when two willing partners commit to an idea. Two years ago, the seeds of an idea were planted when Shane Burgess, Charles-Sander Dean of the College of Agriculture and Life Sciences (CALS), approached our Executive Director, Gabrielle Miller, about working together to support students in his college. Thanks to a $1 million gift from a long-time CALS donor and alumnus, we launched the CALS Learning Lab: Powered by the SALT Center for Fall 2021. All students enrolled in CALS majors will have access to learning support directly within the college. The most important and exciting component is the placement of one of our learning support professionals, Shawnda Garcia, at the Forbes building – the main hub for CALS students on campus. As the CALS SALT Center Learning Coach, all CALS students will be able to meet with Shawnda for assistance with various aspects of college academics, including learning strategies, time management, and goal setting. Academic advisors and other college personnel can also refer students who experience academic challenges. In addition to working with students directly, Shawnda will connect them with various tutoring, disability, and health and wellness resources across campus as needed. Shawnda will also host learning skills workshops and provide learner-centered information to students via social media and in courses designed for first-year students. The support she can provide is great for all students and essential for those facing learning difficulties.
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Additionally, the SALT Center will provide ongoing training and consultation to CALS staff. We will increase the capacity of CALS academic advisors to recognize, support, and refer students facing academic struggles, especially when learning disabilities or ADHD are identified or suspected. The strength of this partnership is threefold: (1) CALS advisors will have the knowledge and skills to better support the students they work with, (2) CALS students will have easier access to beneficial services that can increase their success in the classroom, (3) the SALT Center will increase our capacity to support our campus colleagues and students who would not otherwise have access to our services. We are thrilled to embark on this partnership with a college that is so dedicated to supporting its students.
LEARN MORE Our new partnership with the College of Agriculture & Life Sciences operates under the direction and supervision of Bartlett Labs, the assessment, research, and training arm of the SALT Center. To learn more, visit salt.arizona.edu/bartlettlabs
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ALUMNI CONNECTIONS B Y : E M I LY P E N D L E T O N Assistant Director of Operations and Strategic Affairs
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i! My name is Emily Pendleton, and I am so excited to be the person now leading the SALT Center’s efforts to foster our growing community of proud alumni. In this new role, my vision is to cultivate and develop relationships with our current and future alumni and better connect them to the amazing opportunities available. To understand my true excitement about this new role, I invite you to learn a bit more about me and how my experiences led me to this point. I remember from early on in my high school career hearing about the SALT Center. It was an answer to my fears and struggles and brought me a new sense of confidence knowing that, with the right resources, I would be able to attend a four-year university like my siblings and actually succeed. I enrolled at the University of Arizona in 1998 and used all the resources the SALT Center had to offer. It completely transformed my life for the better. I graduated in 2002 and am a proud Wildcat for life. If I get a cut, don’t be surprised to see me bleeding red and blue! In 2017, my career shifted, as I had the chance to come home to the SALT Center to work with students just like me, as a Student Support Specialist! It was a full circle moment and something that I truly loved. Now, fast-forward to this past year, and I am now the proud parent of a stepson enrolled in the SALT Center! My perspectives and insight are unique and fuel my passion to support our current students, recent grads, and alumni, going all the way back to our founding in 1980.
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Fill out our
STAY CONNECTED
form at salt.arizona.edu/stayconnected to receive periodic updates on alumni opportunities.
Photo courtesy of Chris Richards/Arizona Alumni Association
Looking into this next year and beyond, we have a lot of new programming and opportunities to offer. First, I invite you to go to beardownnetwork.com and join the Bear Down Network, a free engagement tool offered through the University of Arizona Alumni Association. Join our private SALT Center group to share stories, learn about events, and connect with other Wildcats from all over the world! The Bear Down Network is not just a way to connect with past Wildcats but also an opportunity to connect with current students who are looking to network with alumni in their career field or with a similar background. Another forthcoming endeavor is our Mentoring Program which seeks to connect SALT Center alumni with current students who are nearing graduation. These students are looking for guidance and advice from working professionals, as they prepare to embark on their next chapter of life with a learning or attention difference.
Every spring, we also host an event called Life After College. This unforgettable experience is one that students eagerly anticipate each year. Alumni from diverse industries come back to the SALT Center to share their experiences to help students prepare for the job market and hear firsthand what it’s like to navigate the workplace with a learning difference. As you can tell, there are so many opportunities to get involved with our students. If you find yourself unable to give of your time, you can still make an impact by contributing to SALT Center Scholarships. These scholarships help make the program accessible to more Wildcats with learning and attention challenges so they can have the chance to use the SALT Center’s resources like we did!
THANK YOU AND BEAR DOWN!
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STUDENT EMPLOYEES MAKING AN IMPACT B Y: M A R C E L A D E L G A D O Director of Operations & Strategic Affairs
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alancing a rigorous academic load is a challenge in and of itself. Combine that responsibility with a campus job, and you can find yourself struggling to balance professional, scholastic, and social life. The SALT Center is proud to recognize three stellar student employees who have taken on this challenge all while demonstrating tremendous determination, resilience, and compassion.
ETERNITI CLAGGETT
OFFICE AIDE | MAJOR: FAMILY STUDIES AND HUMAN DEVELOPMENT Eterniti is interested in being a marriage and family therapist. She says her role at the SALT Center is helping her prepare for her own private practice because of the administrative support and communication skills she is gaining. One of Eterniti’s favorite things to do is give mini-tours to prospective students and share her passion for the university and pride in the SALT Center. When asked about the hardships brought on by the pandemic, she states that, “Being away from home for the first time was very difficult. It was hard staying positive and keeping momentum, but the SALT Center was a relief from unproductive thoughts.” Eterniti also sought out the University of Arizona’s Counseling and Psychological Services (CAPS) and said it has been a huge help for her peace of mind. She is “excited and scared at the same time” to attend in-person classes this fall but is very ready for the change. Eterniti recently completed a Ronald E. McNair research internship and presented at a conference.
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PAULINA MOREARTY
TECH COACH & TUTOR | MAJOR: MATERIAL SCIENCE & ENGINEERING Paulina utilized our services as a student for the first two years of college and did well enough to be hired on as a tech coach and then a tutor. Paulina reflected on the opportunity, “It was always so satisfying to have those moments where you finally discovered what a student’s learning styles were so that you could help them come up with strategies to become independent learners.” Another important skill Paulina developed while working at the SALT Center was how to get the point across when teaching difficult concepts. Having refined this ability, Paulina is now much more confident communicating complicated material in any setting, professional or academic. Paulina is incredibly passionate about engineering and has the goal of obtaining an accelerated master’s degree in the field. Paulina’s advice to other students considering a job at the SALT Center is that it is, “Definitely worth it!”
LELIA RHODES OFFICE AIDE | MAJOR: MUSIC EDUCATION
Lelia has been a reliable member of the SALT Center team throughout the last year, playing a key role in helping our staff transition back to in-person services. Even though she experienced three deaths in her family during the pandemic, she showed remarkable dedication in supporting our mission and students. Circumstances like these would be challenging for any student employee, but especially for one living far from home and working to pay the bills. Throughout all of this, however, Lelia says that it has been critical for her to be able to say, “I’m not ok,” and to allow herself down time for self-care and relaxation. Lelia hopes to one day become a high school choir teacher. She is also determined to advance her education and complete a doctoral degree. Lelia smiles while saying, “I’ve always wanted to be Dr. Rhodes, it doesn’t really matter in what, I just want to be a doctor.” S A LT C E N T E R J O U R N A L 7
DONORS: OUR MOST IMPORTANT PARTNERS B Y: DA N I E L L I N D E N I I I Director of Student Support Services
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he stories we tell in the pages of the SALT Center journal would not be possible without our most important partners – the incredible donors who contribute their ‘time, talent and treasure’ to support the SALT Center’s success. This year more than ever before, our partnership with SALT Center donors was essential. Whether through our Advisory Board’s strategic counsel or the donors who gave so generously, we would not have been able to meet the increased needs for financial, educational, and emotional support resulting from COVID-19.
SALT Center donors stepped up in unimaginable ways, particularly as many of our families were also experiencing financial hardships associated with the economic downturn. We saw an increase in all gifts, particularly in large gifts. The primary focus of donors was students’ wellbeing and without their support we would not have been able to adjust our services to meet their needs. One donor committed his gift to SALT Center operations, mindful that there would be unforeseen expenses. By supporting those costs, he was also ensuring that the SALT Center would not be put in the position of having to use program resources for operational costs.
The SALT Center’s Advisory Board consists of volunteers who not only give their time but their expertise in support of our work. These individuals’ deep connections to the SALT Center are a result of being alumni, parents of former/current students, trustees, or campus colleagues. The expertise they freely share ranges from financial and strategic planning to marketing and organizational development. They also play a critical role in helping the SALT Center deepen ties with other University of Arizona units. They were instrumental in advancing our efforts to make the SALT Center available to Arizona Online students and are closely involved with our current partnership with the College of Agriculture and Life Sciences (CALS). Through both these efforts, we aspire to expand the capacity of the SALT Center to support all University of Arizona students—whether online or through supporting colleges.
Another huge concern that was addressed through our donor partners was the spike in frequency and intensity of student requests for wellness and psychological services. Because of the commitment of one of our donors to student health and wellness, we were able to increase the amount of time our Clinical Director was available to spend with students and we added a post-doctoral trainee to the team to help provide ongoing wellness and psychological support.
Our donors were also extremely sensitive to the financial challenges associated with COVID-19 for both the students and SALT Center’s operations. The sudden shift online led to a significant increase in the intensity of support needed for those enrolled in the program. At the same time, we saw a significant spike in the number of students who needed financial support to maintain access to our services. Unbudgeted expenses were covered in a way that allowed for equitable availability of support for students and staff. This lessened the burden on an already complicated financial situation.
In the words of University President, Robert Robbins, “The University of Arizona is committed to the success of each and every student.” With the support of donors, our most important partners, the SALT Center helps to realize that commitment each and every day.
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The power of our partnership with donors is both practical and transformative. Donor partnerships help us shape and realize the SALT Center’s role in the larger goals of the University while also providing the practical support and counsel to meet the needs of all University of Arizona students—whether in the SALT Center, within our colleges, or around the world.
SUPPORT THE SALT CENTER Your gift to benefit the SALT Center is tax-deductible when you give through the University of Arizona Foundation. Learn more about our giving priorities and make a gift at: giving.arizona.edu/SALT.
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ALBERT HUICOCHEA: 20 YEARS OF SERVICE B Y: A D I T YA K A N N A N & I S A AC F L AT E R Marketing Staff
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rom disinfecting operating rooms in preparation for surgery to being the principal custodian at the SALT Center, Albert Huicochea’s story has always been one that long had to be told. Albert began doing custodial work for the University of Arizona 34 years ago with the last 20 years seeing him assigned to the SALT Center. Even after all that time, Albert continues to be a source of positivity and optimism. He says, “When I start my drive to work with some feel-good music, I feel excited and happy about the day to come.” When Albert started working at the SALT Center in 2001, the Patricia A. Bartlett Building – our main campus location – was still a few months from completion. SALT was still fully operating from the basement of Old Main. “There was no space for us working at the basement, but we still made the most of it. During the summers and winters, the temperatures were so extreme that we had to conduct classes outdoors and I made it my responsibility to keep everything clean, everything working.” When the new building finally opened, Albert quickly became the go-to for everything related to its upkeep. The deep personal investment he has for his work has been recognized by every director and staff member he’s worked alongside. It’s not uncommon for him to provide recommendations on building improvements to make the lives of students, employees, and his fellow custodians easier. Albert cites the support he receives from SALT Center leaders as one of the main reasons he enjoys working here so much. Even when he’s busy with all of his work – as he often is – he never forgets to offer his support, advice, and friendship to students. Never one to shy away from talking about the challenges and personal hardships he faced during his childhood and teenage years, Albert is loved and fondly remembered by every batch of students that comes through the program.
“I care about their education. I know that they need to come to class every day, study, and put in the work to be successful, and I like to help them by teaching them that. Our students are our family.” With the reopening of campus for in-person classes, Albert feels prepared to take on the challenge. In his words: “I’m ready to take care of business.”
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In 2015, Albert received the Director’s Award in recognition of his immense contributions. 6 years later, he says that he is still hugely motivated by it.
HUNTER METCALF: NEW ALUMNI SPOTLIGHT B Y : E M I LY P E N D L E T O N Assistant Director of Operations and Strategic Affairs
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unter Metcalf has never been afraid to work extra hard and seek the support she needs to reach her goals. During her junior year at the University of Arizona, Hunter was formally diagnosed with dyslexia and introduced to the SALT Center. Having always found school to be quite challenging, it was a relief for her to finally find answers to her struggles and, more importantly, a program to help guide her through them. While studying Neuroscience and Cognitive Sciences at the University of Arizona, Hunter initially planned to graduate and then transition seamlessly into a doctoral program in Clinical Psychology with an emphasis in Pediatric Neuropsychology. Hunter’s undergraduate experience would have normally given her opportunities for hands-on experience working with patients and conducting research, but the pandemic had other things in store. Since graduating earlier this year, Hunter has made the brave decision to take a gap year to strengthen her résumé and become a more well-rounded candidate for acceptance into a Ph.D. program. Before deciding on the right path forward, Hunter worked closely with her Student Support Specialist to help her weigh all the options. She decided that the best approach was to seek out a position working as a research assistant. Unfortunately, due to our current world situation, these jobs are not very plentiful or easily obtained. Hunter knew that she needed to be strategic to get her plan in motion, so she used both traditional and non-conventional methods to get the attention of recruiters and successfully secure a position.
Hunter will tell you that the SALT Center was valuable to her because it helped her gain the skills she needed to succeed as an undergraduate and the confidence and direction she is now using to navigate the obstacles in her way. While, of course, nervous about this next step in life, she believes in herself and her abilities, something that was very much less true just over two years ago. In many ways, Hunter is a prime example of the type of graduate the SALT Center helps to produce. SALT Center graduates are some of the finest and most prepared individuals entering the workforce, having learned and mastered powerful strategies for academics and life. No matter how much of her story has played out thus far, Hunter Metcalf is, undeniably, a shining example of hard work and determination. Reflecting on everything she has learned, Hunter wisely advises current students to, “Take advantage of all the help and recourses SALT and the UA community have to offer- and that it is always okay/important to have help and support along the way.” Hunter is bound to do amazing things and it will be a joy to watch her continue to grow and flourish as she progresses toward her next college degree.
Photo courtesy of Kiley Harmon (kileyharmon.com/seniors)
Hunter would like to focus her research on the impact of toxic stress and social determinants of health on the developing brain. She is also interested in exploring lifestyle behaviors that can build resilience and emotional health in youth to help mitigate the impacts of toxic stress. She hopes to, one day, work in an environment that permits her to maintain a one-on-one relationship with her young patients from start to finish, using her knowledge of psychology and the biology of the brain to maximize her impact on patient health.
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PARTNERING FOR STUDENT EXCELLENCE B Y: B L A K E C E S A R Z Student Support Specialist
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f the last year has shown us anything, it’s that partnerships and teamwork are essential aspects of success and cornerstones of the human experience. Traditionally, we have worked best as part of a team when we have worked closely and consistently with one another, side by side, but how do we do so in a time of social distancing, and how do we coordinate between different team members to support our students in higher ed? Effective lines of communication must necessarily be drawn, and a clear vision or goal must be articulated so that our partnerships can be successful and our students can be supported. For Kaitlyn Leach, her Support Specialist Blake Cesarz, and her Academic Intervention Coordinator Stephen Ferris, the goal had been clearly articulated even before the start of the pandemic: Help Kaitlyn get off academic probation, achieve academic success in her program, and progress toward graduation.
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But, with the pandemic settling in like a dark cloud on the horizon of 2020 and 2021, this was going to be a challenge. To better support Kaitlyn, and other students on probation, the SALT Center made a crucial programmatic change to tunnel through the static and noise of the pandemic. Each Specialist was to partner exclusively with one Academic Intervention Coordinator, so that both might better serve students on probation. This seemingly simple change proved to be a revelation and allowed Blake and Stephen to coordinate support, share important documents, and track Kaitlyn’s progress much more effectively.
Kaitlyn had gotten a lot out of her partnership with her Support Specialist already. In her own words,
“I have built a great relationship with Blake as he is always there for me and meets with me every week and helps me balance the demands of my college curriculum with my extra-curricular activities. He has helped me to develop my time management skills and has taught me how to prioritize tasks.” Nevertheless, Kaitlyn had struggled managing her academics with her social commitments on campus, and with the advent of the pandemic and the shift to online learning, the situation only became more challenging. Ultimately, it wasn’t until she partnered with Stephen Ferris, her Academic Intervention Coordinator, that everything really started to gel. She commented:
“Stephen shared key insights regarding study techniques, how to build good study habits, and note taking strategies, and he also has great knowledge of my major, which is Early Childhood Education. Because of this, beyond general study techniques, Stephen and I often worked on assignments, class projects and exam preparation, which was all extremely helpful.”
“Working with Kaitlyn was such a pleasure because of her determination to do well and improve her learning skills. She has a great work ethic and a desire to succeed, and I am very proud of her accomplishments.” – Stephen Ferris
Currently, Kaitlyn is entering her senior year in good academic standing, having finished her last term with a 3.2 GPA. She is very much enjoying the increasing focus on her chosen major and is looking forward to gaining experience as a student teacher as she works toward her ultimate goal of becoming a full-fledged teacher in her own right. On her journey so far, she remarked:
“I have learned how to discipline myself in many ways. I learned how to live on my own, do my own laundry, and make my own decisions. College is very fun and can be a great time, but you have to remember that there are responsibilities and you have to balance your priorities.” Apart from these adjustments to our Academic Intervention Program, the SALT Center is making a continual effort to improve the quality and nature of supports it provides to the University of Arizona students who utilize our services. As Fall 2021 gets underway, we are excited to announce the new SALT Center Peer Mentor Program headed by Natalie K. Schleining, another of our esteemed Student Support Specialists. The program is beginning with 5 mentors who will support 20-25 mentees by providing guidance in making campus connections and in facing other transition-related challenges. Additionally, Natalie will also serve as the chapter advisor for Eye to Eye, a national award-winning mentoring program that connects undergraduates with learning and attention challenges to their counterparts in middle school. In this role she will support two University students who utilize SALT Center services, helping them secure meeting spaces and providing general support as they work with these at-risk youth.
“I am so very proud to have been a part of Kaitlyn’s journey. To me, she is a student who embodies perseverance, and I have no doubt will distinguish herself in her academics and in her career.” – Blake Cesarz
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EMILY BLOCH: 2021 DAVID LIVINGSTON WHITE AWARD RECIPIENT B Y : E M I LY P E N D L E T O N , Assistant Director of Operations and Strategic Affairs
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rowing up, Emily Bloch’s family always knew that she had some difficulties with learning in school. However, it wasn’t until Emily’s senior year of high school that she and her family really understood the whole picture, as Emily was blindsided by a diagnosis of mild to moderate bilateral hearing loss. This was a huge blow to Emily and her self-esteem and required her to wear hearing aids all the time. On top of that, she was still struggling to understand how this could have gone undiagnosed for almost 18 years of her life. While not knowing how to adapt in her last year of high school, Emily really became self-conscious and unsure of what her future held. Many teachers and support systems had failed her up to that point and she didn’t know who to trust. When Emily arrived at the SALT Center, she defensively put up barriers which prevented others from being able to assist her with academics or lead her to success. Seeing that her past had set her up for these roadblocks, I really worked with her, as her Support Specialist, to tear down those walls and give her a glimpse of someone who cared and wanted to lead her down the right road. Even though the odds were against Emily and she could have given up, she did not quit. Emily pushed herself harder and learned to accept her differences. She was not going to become a statistic but someone who could change things. By the time Emily reached her mid-point in college, she had decided that her goal in life was to help children with hearing impairments who might not otherwise have access to testing and support. Emily changed her major and recently graduated from the University of Arizona with a degree in Rehabilitation Studies and Services. This fall, Emily is starting at Ohio University to become a Doctor of Clinical Audiology. In recognition of Emily’s accomplishments, she is the recipient of the 2021 David Livingston White class ring. This annual award is given to a graduating student who has overcome obstacles during their educational journey and shown perseverance, determination, involvement, problem solving, resourcefulness, and independence. When Emily learned that she would be receiving the David Livingston White class ring award, she was speechless. She cried. She cried the tears of her struggles, and of overcoming the odds, and for being recognized as the student she always knew she could be. What has kept Emily persevering towards the finish line is having just that one person to lead her and allow her to succeed. She credits her learning to the many techniques and strategies she gained while at the SALT Center. Those are the strategies and techniques that will carry her through the next chapters of her education and life. Emily really wants everyone to know that your, “Differences are very unique, and they make you stand apart rather than being a strange difference towards the rest of your peers.”
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FINDING A HOME WITH SALT CENTER ONLINE B Y: J E N N I F E R H A N S E N Student Support Specialist
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rowing up in Texas her whole life, Emma Lapin knew that she wanted to attend an out-of-state college after high school. It was, in fact, the SALT Center that drew Emma from her hometown of Bellaire, Texas to her second home, the University of Arizona’s SALT Center. “I live at the SALT Center,” Emma shared. “It’s all that I have ever wanted in an education setting.” Entering her junior year majoring in Psychology, Emma shared that the SALT Center has been a place for her to build strong connections with other students over the years, “I have met a lot of my best friends through the SALT Center. Yes, it’s good for academics, but it is also good for social interaction.” Emma’s enthusiasm for the SALT Center focuses on the services that we provide and her ability to maximize our resources to her advantage. This “maximizing mindset” helped Emma make a nearly seamless transition to the fully online campus (Arizona Online) this past spring semester. This campus change made sense as it offered the flexibility Emma needed while she took courses from her home in Texas. However, the rigor of asynchronous classes provided in the Arizona Online 7.5-week format took a bit of adjustment. Emma admits that adapting to courses in the compressed format was really challenging at first. By designing a schedule that allowed her to take two classes in the first 7.5-week segment and then three courses in the second segment, she was able to “bear down” and dive right in. “You really have to be on top of your work. You have to do work in your classes each day,” Emma advises. This balanced schedule and fully maximizing SALT Center Online services helped provide the structure and routine for Emma to thrive.
Emma credits the SALT Center for helping her realize that she can succeed in higher education. Her Student Support Specialist, Caroline Ragano, has been an integral part of the journey, providing her with time management tools, strategies, and organizational aids such as the “semester on a page.” “Caroline is fantastic,” Emma shared. “The thing about college is students put a lot of pressure on themselves. To have Caroline in my corner is really helpful so I don’t put as much pressure on myself. Even when I didn’t get the best grade, Caroline was always encouraging me.” Emma is excited about being on main campus this fall and furthering her studies in Psychology while working on a minor in Family Studies and Human Development. While academics are her top priority, Emma looks forward to traveling around Southern Arizona and discovering the region’s unique sights, sounds, and tastes. Emma is an excellent example of a student who has been able to maximize the SALT Center’s world-class support regardless of where she calls home. “I just love the SALT Center. I think it’s great!”
Photo Courtesy of Emma Lapin
Another key to Emma’s success in college has been to schedule regular SALT Center tutoring appointments each week. Emma has enjoyed working with her tutors and shared that, “Some of my tutors became friends.” Emma has appreciated the support and structure of tutoring which has enabled her to understand challenging material. “I would look at my schedule and see when I would have time for tutoring.” Once finding a good “fit” with a tutor, she would set up a standing appointment, using tutoring about 3 or 4 times a week. Emma’s consistent use of SALT Center Online services paid off, and she stepped out of a rigorous spring 2021 semester with a 3.6 GPA.
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NAVIGATING CHALLENGES THROUGH THE POWER OF FLEXIBILITY B Y: R O X A N A S A M A N I E G O , P H . D . Director of Clinical Services
“Nothing is softer or more flexible than water, yet nothing can resist it.” — Lao Tzu
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e have just lived through a year and a half of extraordinary levels of uncertainty, and the stress and fear that surrounds dealing with a public health crisis. As students return to campuses across the country, college mental health and wellness professionals are charged with helping them navigate yet another transition where the only certain thing is that uncertainties lie ahead. Of course, it’s normal to want certainty and predictability in our lives. We like knowing if we’re trying a new restaurant that it will have dishes we like. We rewatch our favorite movies or reread books because it can be comforting to know exactly what to expect. Some predictability mitigates the personal experience of stress, and we know that children thrive when their caregivers can provide a sense of consistency and predictability. But, despite our best efforts to plan and prepare, some things are still beyond what we can predict. Our brains, hardwired to help us recognize threats in our environment, are trying to help us prepare for these unknowns by thinking through an exhaustive list of “what ifs.” Many of our students who are returning to in-person learning are imagining the same what ifs, such as: What if I get sick at school? What if we have to shut down again? What if I’m awkward trying to meet people, and I don’t remember how to be around other people? What if I never have a “normal” college experience? What if I can’t handle college? When we can’t know what will happen, our brains can get stuck here, becoming more controlling, rigid, or inflexible. We often get mired in worrying about all the possible worst-case scenarios, frequently seek reassurance, or try to eliminate uncertainty. Other examples of trying to eliminate uncertainty might be: Worrying or ruminating about the future or the past to the extent that it takes away from other experiences Seeking excessive reassurance from others Extensive list-making or including more than is realistically accomplished in a reasonable time frame Frequent checking: that you didn’t make a mistake, that loved ones are okay, etc. Becoming more controlling, such as refusing to delegate tasks to others for fear it won’t be correct Procrastinating or avoiding tasks Over-using distractions or keeping excessively busy to avoid worrying
16 THE UNIVERSITY OF ARIZONA
Harnessing Psychological Flexibility One of the most powerful tools we have in facing future challenges, both known and unknown, is increasing our psychological flexibility. This encompasses elements of cognitive, behavioral, and emotional flexibility, and refers to how a person: (1) adapts to fluctuating situational demands, (2) reconfigures mental resources, (3) shifts perspective, and (4) balances competing desires, needs, and life domains.1 Cognitive and Behavioral Flexibility: Cognitive flexibility is broadly defined as the ability to shift perspective or approach in order to adapt to changes in the environment. High cognitive flexibility has been associated with psychological well-being and effective coping, whereas low flexibility, or rigidity, has been linked to poorer mental health outcomes.2 It is essentially an executive function and is interdependent on other executive functions such as inhibition (particularly of useless or old methods of responding), shifting attention, and working memory (needed for the mental manipulation used in problem solving). Our ability to think about then adapt our behaviors to changing situations is essential both to survival and to ongoing success in long-term, goaloriented tasks (e.g., obtaining a college degree).3 Emotional Flexibility: Emotional flexibility focuses on how we connect with and experience our emotions and engage in different emotion regulation strategies that are useful in a changing situation. We try not to control, ignore, or get lost in our emotions so that we are still able to experience them while being able to actively choose how we respond. In practicing emotional flexibility, we can shift our focus from agonizing over what we cannot control to focusing on what is within our ability to reasonably control. Practicing flexibility can also help us let go of ruminating about all the possible worst-case scenarios to knowing that whatever happens, we will be able to handle it.
Photo courtesy of Gregor Orbino/University of Arizona
Increasing Psychological Flexibility: 1. Lean into the “what ifs.” When we are stuck in the “what ifs”, it doesn’t usually help to seek reassurance from others who tell us, “Don’t worry, that won’t happen.” Reassurance-seeking is like fast-food for our inflexibility; it only fills us up for a short time and isn’t good for us in the long run. And it only makes us seek more reassurance. Instead, try to think about the likelihood of that scenario happening. If it is fairly likely, realistically think about what would happen, what you would do, and who will be your supports? There may be some scenarios that we will never be able to predict. In those cases, it’s helpful to reframe your answer to focus on your ability to handle whatever may happen. Maybe that scenario will happen; maybe it won’t. But whatever happens, you will deal with it because you HAVE been dealing with difficult things and you won’t be alone in dealing with it. 2. Focus on what you can realistically control. When we excessively worry and ruminate, it’s often in situations that are uncertain. We often expend a lot of energy in worrying, but that doesn’t really help fix the situation. Scheduling worry time can be a more effective and useful way to worry by allowing our brains specific times in the week to focus on them. This technique can give us more control when we worry and allow us to put them in perspective.4 When situations are highly unpredictable, it can also be helpful to reflect on what we can actually control. We can reasonably control ourselves and our responses. We can also control how we want to be present in our relationships and be available to our loved ones. We can also control some of the behaviors that are associated with better mood and stress management, like exercise, connecting through relationships, and self-care.
4. Practice allowing some uncertainty in your life with new experiences. When we struggle with uncertainty, rather than avoiding it, it usually helps to introduce more uncertainty into our lives. This way we can practice dealing with the worry it can produce. For things you do frequently or well, try changing something about how you approach them. Try learning a new skill or meeting new people. Sometimes things will go well, and sometimes they won’t. After each of these new or unexpected experiences, ask yourself: What did you do to get through it? Did it turn out alright, even if you were uncertain? If it wasn’t alright, how did you solve the issue? How terrible was the outcome? What does this say about your ability to cope with difficult things? 6 Just as our physical bodies become more flexible with stretching, we can increase our psychological flexibility by pushing past our comfort zones. Returning to campus is both full of excitement and uncertainty — two ideas that might seem opposed to one another at first glance. However, when we cultivate psychological flexibility by using our current strengths and acknowledging when we need more support, this time of uncertainty can also be a time of enjoyment, full of formative, sometimes challenging, but ultimately meaningful experiences.
3. Separate from your thoughts. Acceptance and Commitment Therapy (ACT) teaches us that we are not our thoughts, and when we can separate ourselves from our thoughts, they often loosen their hold on us.
References:
For example, when feeling overwhelmed by the thought that, “School is never going to get better, and I can’t do this,” we can change our relationship to this thought by rephrasing it, “I’m having the thought that this is never going to get better, and I am thinking I can’t do this.” This is designed to help a person flexibly relate to their thoughts rather than being dominated by them. When we believe our thoughts to be the only reality, we can lose our focus and get pulled into less flexible ways of responding.5
3: www.workingwithact.com/what-is-act/what-ispsychological-flexibility/
1: Kashdan, T., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health Clinical Psychology Review, 30 (7), 865-878 DOI: 10.1016/j.cpr.2010.03.001 2: www.apa.org/science/about/psa/2011/04/neural-circuits
4. www.psychcentral.com/blog/how-to-worry-moreeffectively#3 5. www.steverosephd.com/how-to-improve-psychologicalflexibility/ 6. www.anxietycanada.com/articles/building-your-tolerancefor-uncertainty-act-as-if/
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