MISSION POSSIBLE: Creating your own academic mission statement!

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MISSION POSSIBLE: Creating your own academic mission statement!

When you think of a mission statement what comes to mind? Most people immediately think of a successful business. After all, mission statements are used to define the core purpose and goals of a business or, as the definition states:

noun: mission statement; plural noun: mission statements

  1. a formal summary of the aims and values of a company, organization, or individual.

However, the one word in this definition that is always overlooked is “individual.” That’s right, a person or group of people can also have a mission statement, which means so can you. The obvious follow-up question would then be: why would you need or want a mission statement? The answer might surprise you.

Why a Mission Statement

As the mission statement defines a company, so too can it define you. The importance of defining who you are cannot be understated, because as you go through your academic career, you will make many choices that may change where you are in your path to a degree and make you question who you are as a student. You may choose a new major or may not be successful in a certain course, and you will inevitably face challenges at some mission-impossible-ghost-protocolpoint during your academic career. But through it all, if you can return to your mission statement, where your core values and beliefs and goals remain true, then the sting of adversity will be easier to bear and the euphoria of success will be tempered with humility. Your mission statement can be the foundation of your academic experience if you frame it correctly which is the next step. Ready? Let’s go….

How to Create a Personal Mission Statement

Step one: your core. When you look at yourself in the mirror don’t only look at who you see but also look at what you want to see. You could see traits such as confidence, empathy, courage, humor, strength, caution, ambition, and adventure. These are the types of characteristics that will anchor your personal mission statement and like a company, this would also be what you would want people to know about your business.

Step two: your strengths. Like your core, knowing and utilizing your strengths will make you more successful. A tool available to every Towson student to assist in this process is StrenghtsQuest. If you have yet to look into this resource, make it a priority early on in your academic journey.

Step three: your goalsWhat do you want to accomplish? Since this is your academic mission statement, these goals should be primarily related to your major, GPA and graduation goals. However, remember, as previously mentioned, things rarely go as planned, so keep these goals general enough so you they will work throughout most scenarios that you might encounter.

And now you’re ready!

Here are some final tips; keep it short and to the point. Be positive and honest and be inspiring!

Mission accomplished? Share it with us! Send a highlight of your mission statement to @TUacad with #mymission and you will be entered to win a prize!

Remember that your academic journey will be uniquely yours, and your mission statement should be a reflection of the possibilities of that journey. Below you will find the highlights of mission statements of two very successful personalities to inspire and guide you as you come up with your own academic mission statement.

“To have fun in (my) journey through life and learn from (my) mistakes.”  – Richard Branson

“To be a teacher. And to be known for inspiring my students to be more than they thought they could be.”  – Oprah Winfrey

Mission-Accomplished-Logo

Robert Karp & Emily Halligan
Academic Advising Center

Making the Most of Your Summer Internship

The end of the semester brings with it numerous things aside from final exams and summer vacation. Many students are beginning summer internships, taking summer classes, or preparing for internships in the fall.

blogFor Benjamin G., a TU Business Administration major with a concentration in Economics and a Psychology minor, this summer means being part of the summer internship program at Zappos in Las Vegas!

“The application/interview process was unlike any other process I have ever experienced,” said Benjamin. “I was challenged to not only think outside the box, but also to do more with less.”

He continued, “Sending in an error-free resume was crucial. I visited the Career Center multiple times before applying. It’s amazing how one small error can break your chance for an interview.”

The Career Center and their employer contacts have some awesome advice to share with you in order to make the most out of your summer working experience. Teshia Davis and Harry Florio, Jr., Assistant Vice Presidents in Human Resources at SECU, will show you firsthand what sets candidates and interns apart.

Ms. Davis’ tips for current students are:

  • Make sure you build on essential classroom skills: team work, group projects, communication, etc. Companies seek students with these essential skills. If you are taking summer classes, you can ensure to build on these skills to add to your resume.
  • Find an internship or job opportunity that relates to your degree, and make sure you are interested in the position. If you don’t have an interest, the employer can tell!
  • Remember to research the company before your interview.
  • Proof read your resume and cover letter to ensure they are error free. Remember, employers typically glance at these documents for 30 seconds or less!
  • Be yourself in the interview and show your true personality. Although you are nervous, try not to let that show.
  • Come into the position with an open mind, and be willing to assist in projects.
  • Remember that any job opportunity is bidirectional. You are aiding the company, but also ensure you are taking something away from the experience.

Mr. Florio is Towson University alumnus. He values the education and determination of Towson students, which is one of the reasons he enjoys hiring our Tigers. He shared with us that he wishes he had opportunities for internships and experiences that Towson students have today.

Mr. Florio recommends the following to ensure students gain the most from their experiences:

  • Create your personal brand. Perfect your 30-second commercial and show the company the unique skills you have to offer.
  • Keep your resume to one page, and highlight the most relevant experiences to the position.
  • Take classes or gain experiences to improve your communication skills. Employers desire students who have strong verbal and written communication skills.
  • Practice before your interview, but do not sound like a robot when reciting your responses.
  • Ensure your voicemail and email are professional.
  • Be prompt in responding to questions during the interview, and do your research to have questions prepared for the organization.

Check out these tips in action, and learn more about Benjamin and other student successes stories on the Career Center’s student success page!

While the semester is coming to an end, the Career Center is ready to help you prepare for your future. We are open all summer and here to help you with your career-related needs, such as perfecting your resume or preparing for an interview.blog2

To set up an appointment, or for more information, contact the Career Center by calling 410-704-2233 or visiting www.towson.edu/careercenter.

Amanda Sands
Marketing Intern and Public Speaking Intern
Career Center

What Not to Do: Finals Edition

351_how_to_flashLet us tell you a story—OK, a couple stories. Three Towson students are going to tell their tales of woe and misery of finals past. The stories and students are real, although names may have been changed to protect the innocent (or under-prepared). Take fair warning: some of these stories may be scarily close to personal experiences you may or may not share. Maybe wrap yourself up in a cozy blanket before you proceed. Make sure all the lights are on in your dorm. Now listen to these tales of horror, but don’t say we didn’t—

Finals week is one of the busiest times of the year for college students. Between studying for exams, completing final projects, preparing for presentations, and of the year celebrations with friends, it can be hard to manage it all. As a senior in college, I struggled to divide my time between studying for finals and hanging out with my friends. I was so close to graduating, but I wasn’t done just yet; I needed to pass my finals first! Unfortunately, I gave in to the distractions and spent more time with my friends during finals week than I did actually studying for my finals. As you can imagine, I wasn’t exactly prepared for my exams and didn’t do as well as I had hoped. Don’t make the same mistake as you prepare for finals week! Prioritize your time, make a schedule, and study hard for those finals. Then, reward yourself when you’re all done!

It’s that time of the semester we’ve all be dreading. Finals. And if you’re anything like me, the only thing getting you through is knowing that in 6 weeks, I’ll be binge watching Orange is the New Black on a steady diet of Watermelon, 117703606-temper-tantrumHot Dogs, and Rita’s Italian Ice. But until then, I have papers to write, tests to take, and presentations to create. And again, if you’re anything like me, it’s the paper writing that makes you to want to throw a tantrum like a three-year-old in Target who just got denied a Hulk action figure and a Snickers in the same visit. Here’s the thing, the tantrum doesn’t really get you anywhere. I’ve tried it. And all it left me with was a confused roommate and an empty box of tissues. And a paper to write. So here are a couple suggestions I have as alternatives to the tantrum.

When I sit down to write a paper, I write. I write anything that comes into my head. Full sentences, incomplete thoughts, bullet points, maybe some foul language. I just write. No structure. Just my thoughts. Then I save it, close my computer, leave it, and come back to it the next day. Yes, the “Gustavson Method” requires you to leave yourself a couples days to write a paper, so for those of you who wait until the last minute, don’t.

When it’s time to come back to the paper, I like to print out a copy and write all over it. I make those thoughts into full sentences. Move the bullet points somewhere they fit better. Take out the foul language. I run through my paper one time, fix it up, and put it away again. I do this again about one or two more times, and then I have it. I have my award winning paper.

The reason I do my papers this way is not because I like to savor the experience in bits and pieces over the course of a week. I do it this way because it is impossible to write a perfect essay on your first try. And if it’s not going to be perfect on the first try, spread it out. Take it your time with it. I’m willing to bet you’ll have some great thoughts to add between your drafts.

This is the time of year where the weather starts to get nicer, but with tfinalshat comes the most dreaded time of year, finals. Final exam time used to be an extremely stressful part of the semester for me. I would spend hours upon hours with my face glued to my text and notebooks during this time of year. No matter how much time I spend studying I always found myself second guessing my answers, especially on multiple choice tests. I would finish my test in a reasonable amount of time and then go back and check my answers to make sure I didn’t make any careless mistakes. It was during this double check that I found myself constantly second guessing and changing my answers for no good reason other than nerves. I usually found that the original answer was right a majority of the time, so I adopted a new method of answer changing. I now only change my answers if I find an error in my original selection. If I couldn’t find an error I would leave it alone. After I adopted this method I started seeing my test scores go up! The morale of the story is don’t second guess your gut unless you have found a mistake.

Please use the experiences of the students that shared their stories to learn from their mistakes so that you don’t have to make those same mistakes yourself. Don’t let yourself get distracted during your finals preparation to make sure you can perform your best. Find a paper writing method that doesn’t leave you throwing tantrums like a small child. Lastly, don’t second guess yourself when test day finally comes. You can and will get through these finals!

successful-man-jumping

Jeremy Boettinger
Learning Specialist & Graduate Student, MBA

Kristy Gustavson
Graduate Assistant & Graduate Student, Clinical Psychology Major

Allison Hutchison
Learning Specialist & Graduate Student, MFA

Marissa Insinna
Graduate Assistant & Graduate Student, Speech and Language Pathology Major

Plagiarism: The Gray Area

As students, we are all expected to know what plagiarism is. The Towson University 2014-2015 Student Academic Integrity Policy plainly spells out what plagiarism is: “Presenting work, products, ideas, words, or data of another as one’s own.” This definition covers the basic premise of what it means to steal someone’s work; however, there is a lot of gray area when it comes to what constitutes as plagiarism.

During syllabus week, it is not uncommon for professors to tell horror stories of students they caught plagiarizing work. If a student is caught stealing or copying someone else’s work, or even ideas, they can be subject to failing the course, or even suspension from the university. There are many circumstances where students are penalized, or even failed, for plagiarism without even realizing that they stole anything at all.

“Steal” and “copy” are two words that seem to go hand-in-hand with “plagiarism,” but it doesn’t just stop there. It is easy to fall through the cracks of plagiarism without directly copying and pasting someone’s work. In fact, there are different degrees of severity when it comes to plagiarism.

Infographic_Did-I-Plagiarize

CLICK FOR A LARGER VIEW

Plagiarism can be as minimal as missing page numbers on citations or as severe as blatant theft of content.

The concept of plagiarism can be confusing for a lot of students, so it’s important to know what exactly constitutes as plagiarism and how to avoid it.

Allison Peer, one of the Assistant Directors for the Office of Student Conduct & Civility Education, coordinates the Academic Integrity Process and handles instances when plagiarism has been reported. Allison meets with students who have committed serious forms of plagiarism or second time offenders; however, she also works with students who fall into the “gray area” of plagiarism.

“Students have this pressure to do well,” Peer stated, when asked about the issue of plagiarism. “When you get into a desperate situation, you may be willing to do something you wouldn’t normally do.” This is the same for situations where students may not even realize that what they have done is plagiarism.

Here are some instances of plagiarism that students may not normally consider:

Using previous work without citing yourself

Even though you may have written a paper, done a study, or completed a lab, it is still important to cite yourself if you are using the information elsewhere. If anyone else was to use your work, they would be expected to cite it. So, the same goes for if you are using your own work. Towson is an environmentally friendly campus, but this is the kind of recycling you should avoid.

Reusing work that you have already submitted

Even if the subject matter is similar, the citations are all in order, and you got an A on the assignment, you can absolutely get into trouble by resubmitting work. If you make small changes or move a few sentences around, it will still be considered plagiarism. If you did well the first time, work just as hard on the next assignment and don’t risk failing the assignment because of plagiarism!

Not properly paraphrasing

Paraphrasing can be tricky. It can be difficult to discuss a thought that someone else had without quoting it exactly. When it comes to paraphrasing, you’re best bet is to play it safe; otherwise, it may look like you’re copying someone’s idea, rather than using it to support your own. Try putting away your book or article when you write your notes so you are forced to put the ideas into your own words. Allison Peer often sees students get themselves into trouble for “trying to paraphrase, but not doing so well enough.

Not citing every source

You may have cited most of your sources, but if you leave any out, even one, you are plagiarizing. It can be tedious citing multiple sources and may seem easier to just cite the ones that you relied on the most; however, spending the extra time on citing every source you used will benefit you in the long run.

First Draft Plagiarism

Make sure you properly cite and avoid copying text in your first draft. Even though it is not the finished project, it is still considered plagiarism if you turn in a draft that violates any rules regarding plagiarism. Make sure you include a work cited page or a bibliography, even on your drafts.

False Citations

It is easy to assume that professors aren’t going to check every source you include; however, falsifying citations can get you into serious trouble. Make sure any links you include in your citation are real and lead to the page that you say they do.

How to Avoid Plagiarism

There is a broad spectrum of what can be considered plagiarism and it is important to know what could proxy-url=http%3A%2F%2Fs1.ibtimes.com%2Fsites%2Fwww.ibtimes.com%2Ffiles%2Fstyles%2Fcontributors_nets%2Fpublic%2F2013%2F05%2F31%2Fplaga-main.jpg&container=blogger&gadget=a&rewriteMime=image%2F-potentially compromise your academic integrity. Towson University fosters students to uphold a standard of academic achievement and excellence, so it is important for us, as students, to make sure we avoid falling into pitfalls, such as plagiarism.

If you are ever confused or have questions about plagiarism, there are plenty of resources you can access to get quick answers.

  • Talk to your faculty about their expectations when it comes to plagiarism.
  • plagiarism.org and www.writecheck.com are excellent online resources for checking your work to ensure that you haven’t plagiarized.
  • Check out Towson University’s 2014-2015 Student Academic Integrity Policy. It spells out exactly what the university considers to be plagiarism.
  • The Writing Center and The Office of Student Conduct and Civility Education are always willing to help and answer questions regarding plagiarism.
  • The Albert S. Cook Library also has tons of resources on how to avoid plagiarism, as well as citation help guides that can save you from making simple citation mistakes.

It can be tricky to stay out of the gray area of plagiarism, but when in doubt, just make sure you are using proper citations and giving credit where credit is due. Be sure to familiarize yourself with what plagiarism is and how to avoid getting caught up in it.

For more information, please visit:
http://www.towson.edu/studentaffairs/judicialaffairs/index.asp
http://www.osrr.calpoly.edu/plagiarism/
http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/
http://cooklibrary.towson.edu/avoidingPlagiarism.cfm
http://thevisualcommunicationguy.com/2014/09/16/did-i-plagiarize-the-types-and-severity-of-plagiarism-violations/

Conor Reynolds
A-LIST Student, Cook Library
alist

In the Name of Love: The Liberal Arts

LYMgpaMy first career fair experience was less than stellar. I was at a conference for college women in leadership, and becoming more and more aware of my impending entrance into the “real world” after graduation. I’d never been to a job fair before, and thought this a perfect opportunity to give it a shot. But I didn’t expect my major to count against me in this setting.

I walked through the rows of tables a few times, not really seeing anyone I was overly interested in. I finally settled on a setup with an eye-catching, colorful logo, and approached one of the recruiters with my resume in hand. As I introduced myself and explained that I was looking for a job after graduation, I watched with growing dismay as her expression clouded.

“So, why exactly are you here?” she asked, gesturing toward her table. “You’re an art history major.”

My confidence was shaken after that, and I was greeted with more or less the same response from the other recruiters I spoke with throughout the day. No matter what other skills I mentioned having, no one was interested or took me very seriously. One recruiter actually broke off my conversation mid-sentence to speak with another student behind me with a more promising resume.

What was I doing wrong? Was my lack of self-assurance that palpable? I wasn’t sure what to think. I found myself feeling more scared than ever about the future. How was I ever supposed to support myself if everyone was so dismissive, simply because of my degree?

It took me a few months to get out of this mindset. I knew my parents had been somewhat bewildered when I finally settled on Art History as my degree; my love of ancient Egyptian art had drawn me in, and by my first semester of my senior year, I was enamored with the world of art analysis, and ways art reflected or rejected societal values during the time it was created. I wouldn’t have pegged myself for an art historian during my freshman year, but I was happy.

Now, it seemed, the rest of the world didn’t agree I had made a smart decision. I had an art history degree—thus I could only discuss art. I had no other skills that could be applied to other industries. I had been reduced to my degree alone, boxed in based on the stereotype of my field held by others outside of the discipline.

choosing-a-major It took a lesson in my Research Methods class this past fall to get me thinking differently. Much of the class was career-oriented, so we talked about the job search struggle that art history majors often face when coming out of college. As I had suspected before, this isn’t a problem unique to this discipline, and it is all too common for undergraduates with Liberal Arts degrees. For one lesson, we practiced writing cover letters for any position, highlighting skills that a degree in art history enables a student to develop. These skills are by no means only applicable to the field of art history; in fact, many are desired in almost every office or place of business. What employer wouldn’t want an employee with ample experience in critical thinking and written communication? We discussed these things at length in my class, and it was very eye-opening for me.

Sadly, these negative views of Liberal Arts degrees are still prevalent enough that classroom lessons like the ones I had in Research Methods are necessary talking points for students in these degree programs. I understand how harmful this mindset is to students in Liberal Arts and Fine Arts colleges. With my English minor, I traverse both schools, and have often been asked what I can do with my degrees. It’s a question that invalidates the interests of the student in question, as well as all the hard work they are doing at school, simply because these degrees don’t lead to a single visible career path. And that is a problem that scholars and journalists have started to tackle on the national level. Articles have been written in The New York Times and Huffington Post that explain the relevance and necessity of a Liberal Arts education, and the value of these graduates in the workforce. A 2013 HuffPost Business article by Tyler Kingkade mentioned that according to one recent study, only 16% of employers said having background that applies to a specific field is the most important criterion they seek, while a majority of employers said they look for grads with both field-specific skills and a broad range of knowledge for longer-term career advancement. You can read the actual study here if you wish.

A degree does not necessarily guarantee you a spot in that field, either. There is no way to tell where your life will take you when you are fresh out of your undergrad years. Take, for example, the staff here at Towson’s Academic Advising Center. I’ve been employed there as a Student Academic Advisor for most of my undergraduate career, and actually learned a lot about how unexpected career paths can be through my interaction with the advisors there. In our office, we have individuals who have Bachelor’s degrees in everything from English to Sociology to Theatre to Political Science. Ergo, studying a discipline in college does not necessarily mean you will end up in that field. But having studied it shapes the way you view the world and communicate with others, so the skills you gained in school are still relevant throughout the course of your career.

Months ago, I would have been uncertain, maybe even ashamed, when someone brought up my degree, and how “useless” it is. But now, I can confidently say that I am in no way limited just to art analysis. I refuse to let others tell me that I will not succeed because I did not choose the sciences or a business degree. I am a creative thinker, and a skilled communicator—both of which are necessary no matter where you work. I did not select my major based on high employment rates. I chose it because I love it. And I would urge all students to do the same. If your heart lies with Astrophysics, go for it. If you have always dreamed of working on advertising campaigns, get a degree in Marketing and Advertising. And if you have always been interested in sculpture, major in Art and Design.

FamousMajors

Graduated with a Degree in the Liberal Arts

Don’t be afraid to pursue what you love in college, simply because you love it. And do not force yourself into a program just because it will lead to high-paying job once you graduate, because you will do better academically, and do better in a career, if you genuinely enjoy what you are doing. There are merits to every program. Be the person that changes someone’s mind about the value of a Liberal Arts degree.

Stephanie Andrews
Student Advisor
Academic Advising Center

Basketball, You, and Peer Review

TONI L. SANDYS / THE WASHINGTON POST

We just finished up March and college basketball is no longer everywhere, all the time. However, for a non-insignificant portion of Americans, the work for March Madness was actually done at the end of February setting up brackets. Some people were influenced by their home states (Woo, Terps!) or their alma mater (Woo, IU!), but with 64 teams from all over the country, you had to have been watching an awful lot of basketball to create a bracket based solely on your own personal knowledge.

Enter the basketball analysts.  These are the folks who live and breathe the sport and are the absolute experts.  These are the people that break down the intricacies of each match up: the style each team plays, the probabilities of an upset or a blowout, the strengths and weaknesses of each individual player.  They are often wrong, but they are right significantly more often than someone who isn’t paid to think about these things every second of the day.

This is because they are experts in their field – they are authorities. But, if you are going to the game and want to know where in town to eat dinner or how to get from a hotel to the stadium they are not the people you ask. If you are writing a paper on March Madness marketing and why it works, they are also not the people you cite. For the former, you might ask a local, who is an expert on their town. For the latter, you would look for sports marketing authorities. As expert as they might be at understanding college basketball stats, there’s no guarantee that they have the knowledge to answer those questions.

This is a concept that I like to call “situational authority.” Simply put, the authorities on a given topic are going to vary depending on the topic. And the specific definition of what it means to be an authority will also vary by topic. But, then, how do you know who the authorities are? Regardless of the topic, a good authority will be able to:

  1. Back up their opinion with evidence
  2. Tell you where they got their information
  3. Have relevant credentials
  4. Have the respect and support of other authorities

Paying attention to situational authority is all about combining a healthy cynicism about when people call themselves authorities with an understanding of the work and background that makes an authority. It’s about being able to look at a situation and asking yourself whose opinion and work on this subject should be most trusted.

TV Commercial – AT&T March Madness Legends: “Bracket Curls”

TV Commercial – AT&T March Madness Legends: “Bracket Curls”

So, let’s take our basketball pundit working on ESPN and talking about the March Madness matchups. They will tell you how each team has performed in certain situations in the past (#1) and probably provide some footage or cite some statistics (#2). More often than not they are a former coach or player, but at the very least have a proven history of knowing basketball really well (#3). And ESPN is the respected outlet for sports news and has given this person the stamp of approval for them to be on their show (#4).

But if you change the focus to marketing, and understanding how to market basketball to viewers and non-viewers, you want someone who doesn’t just know basketball, but understands marketing too. The situation has changed, so our pundits are no longer experts. What you want here is a marketing professional or scholar.

When your professor says that they want you to use peer-reviewed journal articles, what they are really saying is that they want you to use sources your professor recognizes as authoritative in your scholarly situation. When scholars do work, they might consult non-scholars here and there, but the people that they consider the authorities are other scholars. The peer review process is meant to ensure that a scholar does appropriate research for their argument (#1), cites properly (#2), and has studied the topic properly (#3) before an article gets published in a respected peer-reviewed journal (#4). For more information on peer review check out a video on scholarly v. popular resources, peer review in 3 minutes, or this PDF guide on “What is Peer Review.”

To summarize: Uncle Joe might have lots of opinions about your March Madness bracket, but I’m going with ESPN. ESPN might have lots of opinions about what Uncle Joe wants to see, but Uncle Joe is the expert on Uncle Joe.   ESPN and Uncle Joe might both have lots of opinions about the psychology of March Madness viewers, but I’m going with a peer-reviewed psychology journal over them both.

Megan Browndorf
Research & Instruction Librarian
Cook Library

Feeling Stuck? Your Ticket to RIO Awaits!

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Ever feel overwhelmed by your thoughts and feelings? Does frustration or worry ever cause you to avoid activities or experiences? If so, you are definitely not alone. All of us struggle at times with painful feelings or thoughts that can get in the way of us fully experiencing all that life has to offer. As a student, there are many ways in which you might notice these tendencies. You might feel so anxious about a class that you avoid going to it, or so overwhelmed by conflict with a friend that you stop hanging out together. You might feel so uncertain about your major or career that it’s hard to even imagine starting to explore your options.

At the Counseling Center, we are offering a new service that directly targets these issues. This 3-session workshop helps you to understand yourself better and make more conscious decisions about your behaviors to help you maximize your potential for success and fulfillment. The workshop is not about making your problems go away. It’s more about changing the way that they affect your life. When we are able to reorient ourselves in how we understand and respond to problems, we are better able to make healthy choices in our lives. The workshop is called RIORecognition, Insight, Openness.

The first session focuses on RECOGNITION. Recognition is about taking time to notice and identify our uncomfortable thoughts and feelings and when or how we may be stuck. We practice looking at our experiences in an accepting way, without judgment. Recognition is like looking at a map and figuring out where you are now, which is important if you want to be able to make decisions about where you want to go next.

The second session focuses on INSIGHT. In this session, we learn more about our internal experiences and their purpose. For example, if you touch something that is hot, you feel a painful burning sensation. The purpose of the pain is to alert you that something is amiss and needs your attention. Similarly, understanding what our internal experiences are trying to tell us can help us get unstuck.

Finally, the third session focuses on OPENNESS. Openness is about self-acceptance, letting yourself be where you are right now, and also allowing yourself to move forward in desired directions. Change is helpful when we want to adjust something that is outside of us. Openness is helpful when we are experiencing uncomfortable thoughts or feelings inside of us. We can learn to accept the discomfort and at the same time commit to a valuable course of action.

We welcome you to contact the Counseling Center at 410-704-2512 to ask about the RIO workshop. Also, visit our mindfulness webpage for lots of great resources related to these strategies and skills: http://www.towson.edu/counseling/resources/mindfulness.asp

Dr. Mollie Herman, PhD
Associate Director / Training Director
The Counseling Center

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