Trustees OK funding for housing study

Shoreline Community College is going to look at the feasibility of building and operating student housing on campus.

At the Oct. 28, 2015 regular meeting, the college Board of Trustees on a unanimous 4-0 vote approved spending up to $200,000 from existing one-time funds to conduct a study to determine the feasibility of constructing and operating a student housing facility on campus.

The college Master Development Plan approved by the city of Shoreline in 2014 includes the possibility of on-campus housing.

Discussions to provide housing for Shoreline Community College students have been ongoing for the past five years. A number of locations both on- and off-campus have been considered along with a variety of funding and ownership strategies.

This feasibility study will be based on the on-campus site of the existing soccer field and track on the north end of campus. The study will look at financing using what is known as a Certificate of Participation (COP) issued by the state of Washington on behalf of the college. Revenue from rental fees generated by the housing project would be used to pay off the COP debt. While the initial cost of the study will be covered by the college, that expense could be folded into the overall cost of the project.

The housing would be open and available to all students. Besides a strong draw for international students, Shoreline has a number of programs that attract domestic students from outside the area, including automotive technology, nursing, dental hygiene, manufacturing, music technology and biotechnology.

Last Weekend for Shoreline’s Hit Show, Avenue Q!

ave q
Get your tickets for Shoreline’s Theater Department’s hit presentation of Avenue Q – running through this Sun., Nov. 1. This laugh-out-loud show is “an autobiographical and biographical coming-of-age parable, addressing and satirizing the issues and anxieties associated with entering adulthood” – as told by puppets!

One of the longest-running Broadway shows, Avenue Q is the winner of the TONY® “TRIPLE CROWN” for BEST MUSICAL, BEST SCORE and BEST BOOK. Avenue Q is part flesh, part felt and packed with heart. This musical tells the timeless story of a recent college grad named PRINCETON who moves into a shabby New York apartment all the way out on Avenue Q. There, he meets KATE (the girl next door), ROD (the Republican), TREKKIE (the internet sexpert), LUCY THE SLUT (need we say more?), and other colorful types who help PRINCETON finally discover his purpose in life!

Filled with gut-busting humor and a delightfully catchy score, not to mention puppets, Avenue Q is a truly unique show that has quickly become a favorite for audiences everywhere. Although the show addresses humorous adult issues, it is similar to a beloved children’s show; a place where puppets are friends, Monsters are good and life lessons are learned. That said, it’s not recommended for minors under the age of 15.

Selling out fast – Get your tickets here now!

Shoreline’s Community Integration Employment Program Offers Thanks to the Campus Community

ciep
In honor of National Disability Employment Awareness Month, Rosemary Dunne, Program Manager for Shoreline’s Community Integration and Employment Program (CIEP), wishes to thank the campus community for supporting the CIEP’s efforts and mission.

In particular, the CIEP staff wants to thank the following people and departments who currently employ, or who have started the conversation about how to employ, CIEP students on campus:

Mary Kelleman, Leah Pearce, and the entire Bookstore Staff
Jennifer Berlin – Lancer Hospitality
Mary Bonar – Visual Arts
Steve Eskridge and Kathy Langer – Athletics
Tasleem Quasim – Education
Patty Jones – The Ebbtide
The Deep Roots Community
The Student Leadership Center

For more information about CIEP, its students and how the people named above are supporting it, please continue reading below and check out the article we published today on Shoreline’s News Site about CIEP. Please contact Rosemary at rdunne@shoreline.edu with any questions about how you can support CIEP.

Thank you! And Happy National Disability Employment Awareness Month!

Shoreline’s CIEP Students Find Meaningful Work on Campus

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A Shoreline CIEP student busy at work in the bookstore.

When the focus of Shoreline’s Community Integration Employment Program (CIEP) shifted recently from helping students with barriers to employment develop job skills to actually helping place students in employment opportunities, CIEP Program Manager Rosemary Dunne looked to Shoreline’s campus community for help in fulfilling the program’s new mission.

“An obvious place to look is our campus,” said Dunne. “Many of our students really like being on campus and being part of this community, so to honor their wishes we reached out to the campus to find paid employment and real life work experience opportunities for them onsite.”

The response, said Dunne, has been encouraging. “There are many areas and departments at Shoreline who’ve been very receptive and creative in working with us. It’s not always easy to do when everyone’s time crunched and looking at the bottom line, but these departments recognize it’s the right thing to do to make that extra step to find space for our students.”

The bookstore is one such department, currently employing three CIEP students.

“The Bookstore in particular has always been very supportive of our program,” said Dunne. “That legacy started with Mary Kellemen (Former Executive Director of Auxiliary and Logistical Services) and has really been carried on wholeheartedly by Leah Pearce (Director, Bookstore) and her amazing staff. Their whole team has been really supportive in creating opportunities for our students with a ‘no problem’ attitude.”

Placing CIEP students in jobs involves being creative with duties and recognizing the worth of the contribution that marginalized populations can make in the workplace. “CIEP students have a range of barriers to employment,” said Dunne, “but that allows people to start thinking outside of the box about how they can recognize and reward each student’s unique skillset.”

Instead of assigning CIEP students a full spectrum of job responsibilities, the goal is to carve out a portion of duties a student can reasonably be expected to accomplish.

For example, Morgan Evert, a CIEP student who’s worked in the bookstore since May of 2015, excels at organizing so she handles duties that encompass those skills. Evert shelves or “faces” books, helps students find what they’re looking for and keeps spaces and equipment clean.

“I really like working in the bookstore,” said Evert. “Everyone is really nice and fun to talk to. And I like working on campus and being able to take part in the fun activities that are always going on because this is a pretty cool college. And it just wouldn’t work very well for me to be working off campus because it would take me too much time to get to and from work and school.”

Examples of CIEP students making meaningful contributions across campus abound. Lancer’s Catering Manager, Jennifer Berlin, recently hired a CIEP student to help with lunchtime rush. Mary Bonar, Program Manager for Visual Arts, is hiring a CIEP student as a lab assistant. And Patty Jones, advisor for The Ebbtide, has supported several meaningful work experiences for CIEP students over the past couple of years, including hiring one student as an Op-Ed writer.

In addition, the Deep Roots Community and Student Leadership continue to embrace CIEP students and provide them valuable work experience.

According to Dunne, the reward to the employing department is immeasurable. “Having a CIEP student around helps boost both morale and work ethic,” she said. “When you see that someone with multiple barriers can come to work and get it done, you realize you can as well and your whole attitude tends to change.”

Of course the goal isn’t to employ the entire program’s roster of 20 students on campus, but rather to honor each individual student’s wish.

“We have several students employed off campus in the larger community,” said Dunne, “but this is a very vulnerable population so it makes sense that many would want to work on campus where they know people, where their support system is and where they feel safe. This is their community, and they want to be a part of it and valued by it.”

In honor of Disability Employment Awareness Month, Dunne and the CIEP program want to thank the following departments who have shown support for CIEP’s mission, either by employing students or beginning the conversation as to how they can employ students:

Mary Kelleman, Leah Pearce, and the entire Bookstore Staff
Jennifer Berlin – Lancer Hospitality
Mary Bonar – Visual Arts
Steve Eskridge and Kathy Langer – Athletics
Tasleem Quasim – Education
Patty Jones – The Ebbtide
The Deep Roots Community
The Student Leadership Center

Disability Awareness Month Tip for Thurs., Oct. 29: What is PTSD?

PTSD symbol with a brain outline isolated on white background. Anxiety disorder symbol conceptual design

In honor of Disability Employment Awareness Month, the Office of Special Services (OSS) is working to raise awareness of disabilities by offering daily facts and tips about people with disabilities and living with disability. Please take a minute to read and broaden your understanding.

What is Post-traumatic Stress Disorder (PTSD)?
When in danger, it’s natural to feel afraid. This fear triggers many split-second changes in the body to prepare to defend against the danger or to avoid it. This “fight-or-flight” response is a healthy reaction meant to protect a person from harm. But in post-traumatic stress disorder (PTSD), this reaction is changed or damaged. People who have PTSD may feel stressed or frightened even when they’re no longer in danger.

PTSD develops after a terrifying ordeal that involved physical harm or the threat of physical harm. The person who develops PTSD may have been the one who was harmed, the harm may have happened to a loved one, or the person may have witnessed a harmful event that happened to loved ones or strangers.

PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes.

Signs & Symptoms
PTSD can cause many symptoms. These symptoms can be grouped into three categories:

  1. Re-experiencing symptoms
  • Flashbacks—reliving the trauma over and over, including physical symptoms like a racing heart or sweating
  • Bad dreams
  • Frightening thoughts.

Re-experiencing symptoms may cause problems in a person’s everyday routine. They can start from the person’s own thoughts and feelings. Words, objects, or situations that are reminders of the event can also trigger re-experiencing.

  1. Avoidance symptoms
  • Staying away from places, events, or objects that are reminders of the experience
  • Feeling emotionally numb
  • Feeling strong guilt, depression, or worry
  • Losing interest in activities that were enjoyable in the past
  • Having trouble remembering the dangerous event.

Things that remind a person of the traumatic event can trigger avoidance symptoms. These symptoms may cause a person to change his or her personal routine. For example, after a bad car accident, a person who usually drives may avoid driving or riding in a car.

  1. Hyperarousal symptoms
  • Being easily startled
  • Feeling tense or “on edge”
  • Having difficulty sleeping, and/or having angry outbursts.

Hyperarousal symptoms are usually constant, instead of being triggered by things that remind one of the traumatic event. They can make the person feel stressed and angry. These symptoms may make it hard to do daily tasks, such as sleeping, eating, or concentrating.

It’s natural to have some of these symptoms after a dangerous event. Sometimes people have very serious symptoms that go away after a few weeks. This is called acute stress disorder, or ASD. When the symptoms last more than a few weeks and become an ongoing problem, they might be PTSD. Some people with PTSD don’t show any symptoms for weeks or months.

Do children react differently than adults?
Children and teens can have extreme reactions to trauma, but their symptoms may not be the same as adults. In very young children, these symptoms can include:

  • Bedwetting, when they’d learned how to use the toilet before
  • Forgetting how or being unable to talk
  • Acting out the scary event during playtime
  • Being unusually clingy with a parent or other adult.

Older children and teens usually show symptoms more like those seen in adults. They may also develop disruptive, disrespectful, or destructive behaviors. Older children and teens may feel guilty for not preventing injury or deaths. They may also have thoughts of revenge. For more information, see the NIMH booklets on helping children cope with violence and disasters. (from Post-Traumatic Stress Disorder (PTSD) )

Who Is At Risk?
PTSD can occur at any age, including childhood. Women are more likely to develop PTSD than men, and there is some evidence that susceptibility to the disorder may run in families.

Anyone can get PTSD at any age. This includes war veterans and survivors of physical and sexual assault, abuse, accidents, disasters, and many other serious events.

Not everyone with PTSD has been through a dangerous event. Some people get PTSD after a friend or family member experiences danger or is harmed. The sudden, unexpected death of a loved one can also cause PTSD.

Why do some people get PTSD and other people do not?
It is important to remember that not everyone who lives through a dangerous event gets PTSD. In fact, most will not get the disorder.

Many factors play a part in whether a person will get PTSD. Some of these are risk factors that make a person more likely to get PTSD. Other factors, called resilience factors, can help reduce the risk of the disorder. Some of these risk and resilience factors are present before the trauma and others become important during and after a traumatic event.

Risk factors for PTSD include:

  • Living through dangerous events and traumas
  • Having a history of mental illness
  • Getting hurt
  • Seeing people hurt or killed
  • Feeling horror, helplessness, or extreme fear
  • Having little or no social support after the event
  • Dealing with extra stress after the event, such as loss of a loved one, pain and injury, or loss of a job or home.

Resilience factors that may reduce the risk of PTSD include:

  • Seeking out support from other people, such as friends and family
  • Finding a support group after a traumatic event
  • Feeling good about one’s own actions in the face of danger
  • Having a coping strategy, or a way of getting through the bad event and learning from it
  • Being able to act and respond effectively despite feeling fear.

Researchers are studying the importance of various risk and resilience factors. With more study, it may be possible someday to predict who is likely to get PTSD and prevent it.

Diagnosis
Not every traumatized person develops full-blown or even minor PTSD. Symptoms usually begin within 3 months of the incident but occasionally emerge years afterward. They must last more than a month to be considered PTSD. The course of the illness varies. Some people recover within 6 months, while others have symptoms that last much longer. In some people, the condition becomes chronic.

A doctor who has experience helping people with mental illnesses, such as a psychiatrist or psychologist, can diagnose PTSD. The diagnosis is made after the doctor talks with the person who has symptoms of PTSD.

To be diagnosed with PTSD, a person must have all of the following for at least 1 month:

  • At least one re-experiencing symptom
  • At least three avoidance symptoms
  • At least two hyperarousal symptoms

Symptoms that make it hard to go about daily life, go to school or work, be with friends, and take care of important tasks.

PTSD is often accompanied by depression, substance abuse, or one or more of the other anxiety disorders.

Treatments
The main treatments for people with PTSD are psychotherapy (“talk” therapy), medications, or both. Everyone is different, so a treatment that works for one person may not work for another. It is important for anyone with PTSD to be treated by a mental health care provider who is experienced with PTSD. Some people with PTSD need to try different treatments to find what works for their symptoms.

If someone with PTSD is going through an ongoing trauma, such as being in an abusive relationship, both of the problems need to be treated. Other ongoing problems can include panic disorder, depression, substance abuse, and feeling suicidal.

Psychotherapy
Psychotherapy is “talk” therapy. It involves talking with a mental health professional to treat a mental illness. Psychotherapy can occur one-on-one or in a group. Talk therapy treatment for PTSD usually lasts 6 to 12 weeks, but can take more time. Research shows that support from family and friends can be an important part of therapy.

Many types of psychotherapy can help people with PTSD. Some types target the symptoms of PTSD directly. Other therapies focus on social, family, or job-related problems. The doctor or therapist may combine different therapies depending on each person’s needs.

One helpful therapy is called cognitive behavioral therapy, or CBT. There are several parts to CBT, including:

  • Exposure therapy. This therapy helps people face and control their fear. It exposes them to the trauma they experienced in a safe way. It uses mental imagery, writing, or visits to the place where the event happened. The therapist uses these tools to help people with PTSD cope with their feelings.
  • Cognitive restructuring. This therapy helps people make sense of the bad memories. Sometimes people remember the event differently than how it happened. They may feel guilt or shame about what is not their fault. The therapist helps people with PTSD look at what happened in a realistic way.
  • Stress inoculation training. This therapy tries to reduce PTSD symptoms by teaching a person how to reduce anxiety. Like cognitive restructuring, this treatment helps people look at their memories in a healthy way.

Other types of treatment can also help people with PTSD. People with PTSD should talk about all treatment options with their therapist.

How Talk Therapies Help People Overcome PTSD
Talk therapies teach people helpful ways to react to frightening events that trigger their PTSD symptoms. Based on this general goal, different types of therapy may:

  • Teach about trauma and its effects.
  • Use relaxation and anger control skills.
  • Provide tips for better sleep, diet, and exercise habits.
  • Help people identify and deal with guilt, shame, and other feelings about the event.
  • Focus on changing how people react to their PTSD symptoms. For example, therapy helps people visit places and people that are reminders of the trauma.

Medications
The U.S. Food and Drug Administration (FDA) has approved two medications for treating adults with PTSD:

  • sertraline (Zoloft)
  • paroxetine (Paxil)

Both of these medications are antidepressants, which are also used to treat depression. They may help control PTSD symptoms such as sadness, worry, anger, and feeling numb inside. Taking these medications may make it easier to go through psychotherapy.

Sometimes people taking these medications have side effects. The effects can be annoying, but they usually go away. However, medications affect everyone differently. Any side effects or unusual reactions should be reported to a doctor immediately.

The most common side effects of antidepressants like sertraline and paroxetine are:

  • Headache, which usually goes away within a few days.
  • Nausea (feeling sick to your stomach), which usually goes away within a few days.
  • Sleeplessness or drowsiness, which may occur during the first few weeks but then goes away.
  • Agitation (feeling jittery).
  • Sexual problems, which can affect both men and women, including reduced sex drive, and problems having and enjoying sex.

Sometimes the medication dose needs to be reduced or the time of day it is taken needs to be adjusted to help lessen these side effects.

The above information and more can be found here.

Call for Nominations for Students for All-USA Academic Team

Dear Colleagues,

Phi Theta Kappa the International Honor Society of the Two-Year College is seeking nominations from faculty and staff of students for the All-USA Academic Team. The students should excel academically, show intellectual rigor in their course of study, demonstrate academic/leadership/civic growth, and most importantly, extend their community college education to better themselves, their school, and their community.

To nominate a student send Terry Taylor their name, Shoreline e-mail address and a brief paragraph on why you have selected them for this honor. Nominators will need to write letters of recommendation if your nominee is selected as one of the two college finalists. Please send all nominations via email to ttaylor@shoreline.edu.

All Nominations must be received by me NO LATER THAN FRIDAY November 6, 2015.

The nominated students will be asked to apply electronically for this honor and a panel of faculty judges will rank the students based on their submitted applications. The applications require the students to write essays about their experiences.

The top 2 students will then be asked to finish the application process (which allows them to become eligible for the All-Washington Academic Team) and their applications will be forwarded to the International Office to compete for the All-USA Academic Team. The deadline for submitting the finalist applications to PTK is December 1, 2015 so please nominate the students ASAP.

Up to two students will represent Shoreline Community College on the All-Washington Academic Team. These students attend an awards ceremony in Olympia at the end of Winter Quarter.

I look forward to hearing from many of you,

Terry L. Taylor
2015/2016 Phi Theta Kappa Advisor