Parent & Family Magazine
Volume 3/ Issue 3
February 2016 Contents: Kay’s Column A Message from the Director of Parent & Family Programs If Your Son or Daughter Has Test Anxiety Housing Lottery 2016 One Is Too Many: The Time To Address Sexual Assault Is Now
The TCU Parent & Family Magazine is a publication from Student Development Services in the Division of Student Affairs at Texas Christian University. 2901 Stadium Drive Brown-Lupton University Union Suite 2003 Fort Worth, TX 76129 www.parents.tcu.edu parents@tcu.edu 817-257-7855
Your Student, Transitioning Through College
TCU Mission: To educate individuals to think and act as ethical leaders and responsible citizens in the global community. TCU Vision: To be a world-class, values-centered university.
Connect with TCU news, social media, photos, and more at www.newsevents.tcu.edu
Parent & Family Magazine •March 4 10:00 p.m.Spring Break begins Greetings All! The middle of the semester is almost here! Spring Break is a bit early this year. If your son/ daughter is home at this time, it is appropriate for students to look for internships. Their friends may come back to campus with a sunburn, but your student could have an impressive internship locked up instead! There is some excellent reading contained in these pages. From housing sign-up for fall 2016 to Leadership Adventures to “how test anxiety can be a good thing!” Grab a cup of your favorite beverage, and settle down for an hour of enjoyable learning! A few dates to keep in mind: •March 2 Unsatisfactory reports are sent to the registrar by the faculty
•March 10 Last day to remove and “I” from fall semester 2015 •March 14 8:00 a.m. Spring Break ends •March 21 Academic schedule advising begins for fall 2016 •March 25 Good Friday Holiday •April 1
There will be one more magazine issue before the semester is over. If there is something that you think should be included, please tell us. Remember to go to our Facebook page, TCU Parent & Family Programs, TCU 360, What2do@ TCU (www.what2do.tcu.edu), and the TCU website to stay “in the know!” To become active in the TCU Parents Association, go to the website: www. sds.tcu.edu/parent-family/parentmembership/ and register! We need your help to serve you better!
Last day to drop a class Happy Days and Go Frogs!
•April 4 •May 2 •May 7
Last day to change a class to P/NC Finals begin Commencement (All necessary information can be obtained at www. commencement.tcu.edu)
It has been brought to my attention recently that payments to the Frog Bucks account can now be made with a VISA card. In previous years, it was not possible to use a VISA, but now it is.
Kay Higgins, Ph.D. Associate Dean of Student Development Services and Director of Parent and Family Programs
Leadership Adventures- Don’t Miss Out! Have your students ever expressed interest in developing their leadership knowledge and skills while also getting off campus and engaging in fun outdoor activities? If so, Leadership Adventures is the program for them. Each semester we take students to various retreat locations to explore aspects of leadership in fun and engaging ways, such as ropes courses and team competitions. They get the opportunity to work in small and large groups to overcome various obstacles and build relationships with peers. The highlight is often the bon fire and s’mores that we roast while creating meaningful relationships. After each Adventure we inevitably have students express how grateful they are for the time spent away from campus that allows them to learn, meet new people, and refresh mentally during the challenge of the academic year. This free program is sure to benefit anyone who chooses to join us. If you have any questions please contact leadership@tcu.edu or call Student Development Services at 817-257-7855. Encourage your son/daughter to register today at www.leadership.tcu.edu.
If Your Son or Daughter Has Test Anxiety… Matt Johnson, Ph.D., LPC Therapist TCU Counseling and Mental Health Center
Does your son or daughter struggle with test anxiety? Most students experience some amount of anxiety, or nervousness, before an exam. However, the level of anxiety a student experiences can vary by individual and by situation. While some students feel “butterflies” in their stomach, others experience anxiety so powerfully that their “mind goes blank” which significantly affects their ability to perform on an exam. In this article, we’ll take a look at the purpose of anxiety, how test anxiety is experienced, and strategies to use it effectively. While we typically think of anxiety in general as “bad” and something to avoid, it can be helpful to remember that anxiety is a survival emotion and that it is essential for our existence. Its purpose is to alert us to something we perceive as threatening to our physical or emotional survival. Without it, we might walk in front of a speeding car and get killed, or we might continually say rude things to others causing them to ostracize us. So, fundamentally, it says “pay attention”. We experience anxiety in two basic ways: through our body and through our thoughts. Our body responds by activating the “fight-or-flight response”. We feel our heart beating faster because it is pumping blood to our muscles, organs, and brain. Breathing and sweating increase while appetite is often lost because our body is ready to take action. Our thoughts become focused on the perceived threat and how to avoid it. With test anxiety, the threat is not to our physical survival (obviously a piece of paper can’t harm us!) but rather to our emotional and social survival. Both are fueled by a fear of failure or of being judged negatively by others for that failure, and failing means I will be rejected by others (e.g., future employer due to low GPA, parents, friends, etc.) because I’m inadequate. In test anxiety, this fear causes several problems. First, it shifts our attention away from the material we are learning or trying to recall. Second, it creates self-doubt (e.g., “What if I don’t do well?”). Third, it can create negative self-esteem beliefs (e.g., “I just can’t do well on exams”). In addition, if students interpret their body sensations in a negative way (e.g., “Oh my gosh my heart’s beating so fast. It shouldn’t be doing this. What’s wrong?...I need to make it stop…I can’t make it stop…”) they can create a panic attack. Fortunately, there are strategies students can learn and practice to reduce their test anxiety. While using effective study habits, eating healthy, exercising regularly, and getting adequate sleep are foundational (but not often practiced by students), below I’ve listed several other lesser known but proven strategies to encourage your student to try. 1. Write about thoughts and feelings 10 minutes before the exam. Researchers found that students prone to test anxiety increased their exam grades by almost a full letter grade (i.e., from B- to B+) when they used this intervention (Beilock, 2011). Why? It’s thought that the worrying experienced with test anxiety creates two problems. First, worrying takes up “working” memory space that could otherwise be used for recalling test information. Second, worrying hinders the “working” memory’s ability to stay focused.
2. Take practice exams under exam-like conditions. Much of anxiety has to do with uncertainty, “How will I do? Will I have enough time to finish the exam? What happens if I don’t know the answers?”. Practicing under the exam-like conditions (e.g, timed and without checking study materials) reduces some of the uncertainty and gets the mind familiar with the demands of the task. In fact, it was found that college students who prepared for a test by taking 3 practice tests remembered significantly more material than those that only studied the material even though those that only studied the material had actually been exposed to the material four times as long (Roediger & Karpicke, 2006). 3. Take 5 minutes to write about multiple selves. When female college students were asked to describe different aspects of who they were (e.g., friend, family member, daughter, artist, athlete, etc.), they performed better on high-pressured exams than when they weren’t asked to describe their different selves, or roles (Gresky et al., 2005). Why does it work? The theory is that when students remind themselves that they are not defined by one dimension (their exam score) it helps reduce the pressure they may be feeling. 4. Interpret anxiety as enhancing rather than debilitating. A group of college students preparing for the Graduate Record Exam (GRE) were given the following intervention (Jamieson, Mendes, Blackstock, & Schmader, 2010). First, researchers explained the physiology of the fight-or-flight response (as I did above) highlighting that the common body sensations experienced with anxiety such as increased heart beating, sweaty palms, and increased breathing rate was simply their body getting ready to take action. Second, they provided them with research showing that anxiety has been found to improve memory (Cahill, Gorski, & Le, 2003). Finally, they encouraged them to remind themselves of this information when they felt test anxiety. Results? When compared to a group of peers not given the intervention, the “anxiety as enhancing” group: 1) reported feeling more confident and less worried about their anxiety, 2) believed anxiety helped them, and 3) scored significantly higher on both a practice GRE and the real GRE! What’s even more interesting is that the “enhancing” group had higher levels of stress hormones (collected through saliva) than their peers, suggesting even though their body was physiologically more stressed their interpretation made the difference. 5. Practice meditation. There are many benefits of meditation including anxiety reduction. While making meditation a regular practice provides the most consistent benefits and brain changes, Beilock, Todd, Lyons, and Lleras (2011) found that 10 minutes of meditation training for students who had no prior meditation experience resulted in almost a full letter grade difference on a pressure-filled exam compared to a group that didn’t have the training. Why? These researchers could not say for sure, but noted that breadth of neuroscience research that has found a consistent meditation practice trains individuals to be better able to engage and disengage from what they experience, which is very helpful when dealing with self-doubt that often comes in pressure situations. Finally, keep in mind that if your son or daughter tries these approaches and still struggles, they may need further assistance. Professionals at the Center for Academic Services (817-257-7486) and the Counseling and Mental Health Center (817-257-7863) are two campus resources that work with students with test anxiety.
One Is Too Many: The Time to Address Sexual Assault is Now Tiara Nugent, Program Director TCU’s Power2Choose
TCU is committed to hosting an environment that is stimulating, inclusive, and safe for our students. In today’s society, there are, however, unfortunate acts of harm that occur even in places we deem sound. Nationally, approximately one in five women will experience unwanted sexual contact – ranging from touching to kissing to rape – during college. This stat, derived an extensive study conducted by the Association of American Universities, presents a grave problem – one that can only be solved when policy makers, institutions of higher education, activists, parents, survivors and students work together to make sexual violence completely unacceptable and obsolete on and off campuses. Our staff and faculty, as well as many student leaders, strive to educate the TCU student body regarding potentially risky situations as well as safe practices. We do this through special events and guest speakers that raise awareness to sexual assault and sexual misconduct, trainings that teach student and staff practical prevention skills, social media campaigns that blend the approaches previously described and other outlets. As we here on campus continue to encourage and foster a safe space for working and learning, our hope is that the parent and family community will back the process with support. Sexual assault is a challenging conversation, but establishing an open, ongoing discussion about it will ensure your student is prepared to set boundaries and ensures he or she knows your support is present should a situation arise. Try starting the discussion by sharing tips for any night out – for instance, always use the buddy system and choose that buddy carefully. In nine out of ten cases of sexual assault the victim knows the offender, so going out with a trusted group of friends is always the best option. Talk to your student about how to cultivate healthy relationships, what a consenting sexual encounter looks like, and how alcohol can influence their interactions with others. Those last two topics can be a little tricky, so check out the information below. Know What Consent Is To discuss consent with your student, you have to know exactly what it is! Per the TCU Student Sexual Misconduct Policy, consent to sexual activity is defined as “a knowing and voluntary agreement between the participants to engage in sexual activity.” Here are a few more specifics to clarify what that looks like: • Consent cannot be given by a person who is asleep or physically or mentally incapacitated by alcohol, drug or other intoxicant. • Consent cannot be compelled by force, threat of force, intimidation or deception. • Consent cannot be given if it is coerced by supervisory or disciplinary authority. • Consent to some sexual acts does not imply consent to others, and past consent to sexual activity does not imply future consent. • Consent is informed and voluntary and can be revoked at any time and for any reason. Recognize the Risk Alcohol Delivers Alcohol has been called the number one date rape drug, sadly with good reason. While its presence is prominent in a hefty amount of assault cases of any kind in any age group, it carries a nearly 100 percent correlation to sexual assault in college. Alcohol has a dampening effect on the brain’s prefrontal cortex – the area of the brain that normally controls inhibition. A couple servings of alcohol relax the body, make one less self-conscious, and, as alluded to earlier, reduce inhibitions. This trifecta frequently boosts the sex drive, resulting in unplanned (and often unprotected) and/or forced sexual encounters. To help avoid this risky scenario, a student may decide how far he or she is willing to go before pouring the first drink. Drinking only one or two alcoholic beverages per sitting, not drinking at all, always watching and never leaving an open cup, and enlisting those trusted friends can also help make sure a fun night stays a safe night. In higher education, the rules about sexual assault, dating violence and stalking are comprised from three pieces of legislation—Title IX, The Clery Act, and The Violence Against Women Act (VAWA). All three documents are available online for reference or review. The TCU Campus Life website (campuslife.tcu.edu) also offers several resources, including university policies and university contacts as well as outside resources such as breakthecycle.org.
Your Student, Transitioning Through College
Student Development in the First, Middle, and Senior years at TCU Class of 2019
The First–Year Experience
First Year students do not always know how to approach professors or forge relationships with instructors. Traditional office hours, although Annie Bures, Coordinator of the not as formal First Year Experience, Student as a classroom Development Services setting, may still intimidate new Horned Frogs. “Out of Office Hours”, hosted by the First Year Experience office, provides students and professors with an opportunity to grab a meal and connect in a casual setting. Students learn about the various academic disciplines available at TCU and professors learn about their students’ interests beyond the academy. This year “Out of Office Hours” ran from January 19-28, with professors from different colleges present each day. Along with first year students, upper-class student leaders were invited to lunch to help facilitate conversation amongst participants. Students learned more about their majors but also about new areas of study. Looking for ways your student can engage at TCU? The First Year Experience office also hosted FYE “Find Your Fit” Advising in the residence halls in February. However, if students want to learn more about the variety of seminars, student organizations, workshops, leadership positions, and other opportunities available to them at TCU, they may go online at sds.tcu.edu or drop by the office in the BLUU, suite 2003. Someone will be there ready to help every student to “Find Your Fit!”
Students Makenna Morris and Christopher Pozzi (left and right), pictured above with instructor Katherine Forsythe (center), attended the lunch hosted by faculty from the Bob Schieffer College of Communication.
Class of 2018 & 2017 The Sophomore & Junior–Year Experience Spring semester is a time for both sophomores and juniors to take some important steps towards their future. For sophomores, there’s an increasing sense of urgency about choosing a major and a vocation. They have now been at college long enough to explore what’s out there, but the time for making choices regarding one’s direction is now. Encourage your student, if he/ she hasn’t already, to focus his/ Keri Cyr, M.Ed., Director her attention on of the Sophomore & Junior an increasingly Year Experience, Student Development Services narrow range of options regarding an academic major. If your student seems adrift and hasn’t visited with a career services staff member, encourage him/
her to do so. For more information, visit www.careers.tcu.edu. Also, the spring semester of the sophomore year is a perfect time to make plans to study abroad. Many students who take advantage of this opportunity do so in their third year. Now’s the time to make plans. Visit www. studyabroad.tcu.edu It’s an exciting time for juniors, as well and the spring brings two important opportunities for them. Lunch Roulette is a program currently just for juniors that matches them with faculty and/or staff of similar interests for a one-on-one lunch. Each partner is given developmental conversation starters that guide the student to learn about the faculty or staff member’s path in choosing a major, graduate school, career path, research, and how they juggle a full life. Research shows that developing a mentoring relationship is a great way to develop and improve communication and interpersonal skills as well as potentially learning about skills related to shared interests between the partners. Juniors also have an opportunity
to apply for the Mission Statement Scholarship this semester. The MSS rewards 3 deserving students with a $2000 scholarship for their reflections on how they live the TCU mission statement. Students should watch their email and campus advertisements this spring for more information.
Class of 2016 The Senior Year Experience Graduation is Coming! And then…? The summer after graduation can be a challenging and stressful time for seniors and their families. Most seniors will either transition into full time employment or work on an all-out job search. Others will be gearing up for graduate or professional school. Many will be returning to their family homes during this time, which brings its own complications. Much of the potential stress of this transition can be prevented or lessened by getting some things started now. It’s quite common Chuck Dunning, M.A., Director of the Senior these days for Experience, Student new grads to Development Services move back in with family, and it’s important for everyone to start discussing it sooner rather than later. This change can sometimes be very challenging to both the grad and other family members. All parties have had a number of years to become accustomed to different living situations, including the enjoyment of new freedoms. Families who aren’t mindful of those changes can find themselves in conflict, often trying to fall back on rules and reestablish roles from precollege life, and doing so without realizing it! Take some time now to consult with alumni and families who have already been through similar situations.
Like those headed for employment, recent grads headed to a new institution for further education not only have relocation needs, they will be making significant changes in their social lives. Learning their way around a new community, making decisions about how to structure their time, and developing supportive social networks are all important parts of establishing one’s new life. Alumni Relations can be a big help! They have networks, chapters, special interest groups, and valuable programming to help TCU grads no matter where they go. Their office is in the Dee J. Kelly Alumni & Visitors Center near Amon G. Carter Stadium, and can be contacted at (817) 257-7755. Their website is www.froglinks.com. Students moving to a new a town for employment or further education can begin the relocation process immediately by doing their research. An excellent online resource for that is The Career One Stop Relocation Center, at www.careeronestop.org/ relocation/relocationcenterhome. asp. Whether a new grad is relocating or looking for that first job, the advisors in career services can be very helpful with any student’s career development. Many students simply don’t realize how much work is required for a top-notch job search process and all the things that go into it, like networking, resume and cover letter writing, creating a portfolio, interviewing, and more. Regardless of majors or occupational goals, career services is ready to provide individualized assistance in clarifying students’ visions and turning their dreams into reality. Seniors and alumni are always welcome to drop by the office in Jarvis Hall, to call 817-2572222, or visit the website at www. careers.tcu.edu. Finally, check the Senior Transitions webpage for other tips on how to make the most of the senior year: www.sds.tcu.edu/students/senior/ senior-must-do-list. For personal assistance and guidance, contact Chuck Dunning, Director of Senior Transitions, at c.dunning@tcu.edu, or call 817-257-7855.
Our Mission: To educate individuals to think and act as ethical leaders and responsible citizens in the global community. Texas Christian University 2800 South University Drive Fort Worth, TX 76129 www.tcu.edu