Dr. Dana Waters, Associate Chair of the PsyD program and core faculty, knew she wanted to make a difference for others when she began her graduate work at the Adler School of Professional Psychology, though she wasn’t sure how that would manifest. Not long after receiving her PsyD degree from Adler and moving to Seattle, Dr. Waters accepted a full-time position with the Washington School of Professional Psychology PsyD program; she taught there for nearly 12 years. During that time she also opened a small private practice where she specialized in treating adults with complex trauma, queer issues, adults on the autism spectrum, and chronic pain. In 2014, eager to be part of an educational institution with values and a mission centered around social justice, Dr. Waters joined the Antioch University Seattle PsyD core faculty.
During her tenure at Antioch, Dr. Waters discovered a cause she could pour her heart into: “It became clear to me that autism in girls/women was that burning flame for me,” she says. She began her work as an advocate in March of 2019, when she started the AWAKE Project, which stands for Autistic Women’s, Advocacy, Knowledge and Empowerment Project. The mission of the project is to provide psychoeducation on the unique issues girls and women on the spectrum face.
Prior to beginning the AWAKE Project, Dr. Waters had been researching how Aspberger’s (now under the umbrella of autism spectrum) manifested in girls and women. “I was struck by the complete lack of information on girls and women on the spectrum,” she recalls. “It seemed there was an assumption that there were no differences in how men and women on the spectrum manifested symptoms. I learned almost all psychometric tests were normed with males and I became incensed there was no representation for women/girls.”
Dr. Waters’ research and advocacy for women and girls on the spectrum not only affected her professionally– it also affected her personally. She recognized in herself some of the symptoms and manifestations of autism spectrum that girls and women can display. In 2018, she was formally diagnosed. “Being diagnosed was liberating and terrifying,” she says. She experienced many fears and doubts about being a psychologist on the spectrum and she was afraid of letting her diagnosis be publicly known. Still, her research and work on women and girls on the spectrum inspired her to come forward. “The more I learned how hard it is for women to be diagnosed, and how often we slip through the cracks, I knew I could no longer indulge in hiding.”
As she continued to read everything she could find on women/girls with autism, she grew angry that the little information she could find was written by neurotypical psychologists rather than members of the neurodiverse community. “What I read was extremely pathologizing,” she says. “As a feminist, I was angry and motivated to promote change. I decided I could not live hiding my autism anymore; I needed to do something, so I made the decision to raise awareness about autistic women’s issues, from an autistic psychologist’s point of view.” Not long after, Dr. Waters began the AWAKE Project.
And Dr. Waters’ efforts are being recognized; recently, she was quoted in a Bustle article on how Greta Thunberg’s activism is helping other autistic women find their voices.
Now, Dr. Waters continues her advocacy work by highlighting the need for different diagnostic criteria for girls and women on the spectrum. “Women and girls are completely overlooked and underdiagnosed. Because the diagnostic criteria are based on males, clinicians are looking for symptoms/patterns typically seem in males,” she explains. “The problem is females manifest autism in completely different ways.” For example, girls often suppress recognizable manifestations of autism that boys typically manifest, such as rocking, rocking, hand flapping, and other visible self-soothing behaviors. This is called masking. Dr. Waters notes that this is likely because girls, who are pressured to be socially acceptable, and who tend to have stronger inherent social skills than boys, learn from an early age how to squelch their true selves. Because girls on the spectrum can make eye contact more easily and are often able to form and maintain friendships, they go undiagnosed.
Part of Dr. Waters’ mission, then, is to advocate for changes that will help prevent girls and women on the spectrum from falling through the cracks. She also wants to educate the public about neurodiversity in general. “Those of us in the community are pushing back against the pathologizing, cure-seeking, majority that is perpetuating misinformation and marginalization of autistic persons,” she says. “We need to find the sweet-spot between providing necessary support to a developing, autistic girl’s brain, and traumatizing a child by forcing them to fit into pre-prescribed, ‘socially appropriate’ behavior. It is time for the system to change rather than the autistic.”
Dr. Waters is no stranger to the challenges of advocacy work. “Social justice is in my bones,” she says. “As a member of the queer community, I have become intimately familiar with what it means to be oppressed and hated.” Despite her adversity, however, she believes in the power of advocacy. “I’ve seen the magic of social change when oppressed groups rise up to be heard,” she says. “I always remembered the lesson learned from Dr. Seuss’ ‘Horton Hears a Who,’ that one voice CAN make a difference, especially when joining an already raucous choir. It is my hope that my voice, when added to the voice of the neurodiversity community, can promote acceptance and change.”
Learn more about the AWAKE Project:
The website houses both peer-reviewed and special interest articles, book recommendations/reviews, as well as some of my personal stories. There is also a link to Dr. Waters’ Facebook page on the site.
The Facebook page is where all the real action is. Dr. Waters posts daily with “Autism Insights” (a different topic each day). She also shares important stories, news, etc. from the world of autistics.
The Instagram page is where Dr. Waters posts all the original informational memes from the Facebook page.
Dr. Mark Jones will the present at the Responsible Business Summit in San Diego, CA on October 10, 2019. His presentation is Diversity & Inclusion Keynote: Leading beyond the Financials. Jones will discuss how diversity, inclusion, and equity has been proven to link to long term financial success — but how does it link to implementing socially responsible business values? This keynote explores how to lead and deploy DI&E to achieve the business transformation required to implement socially responsible business values.
Dedicated to Diversity: Dr. Mark R. Jones
Today, it’s rare to read a business publication without running into the buzzwords “diversity, inclusion, and equity.” Yet these terms are so much more than buzzwords. They are vital principles to building a strong business, as Dr. Mark R. Jones, adjunct faculty at Antioch University Seattle, knows well. In addition to his teaching work at Antioch, Jones is a senior executive leader and consultant with more than 35 years of experience in leadership and organizational development. Working closely with organizations of all sizes, Jones focuses on performance optimization and change management, two areas where diversity comes into play quite frequently.
Diversity and Financial Success
Over the last 20 years, having a diverse workforce has been proven to help businesses succeed financially. “Companies in the top quartile for diversity, inclusion, and equity are significantly more likely to achieve financial returns above their respective national industry medians,” says Jones, citing research by Hunt, Layton, and Prince.
In his work as an organizational transformation consultant, Jones himself has generated over a billion dollars in cost savings and revenue generation, much of that through helping synergize relationships for better decision-making. For businesses eager to please their shareholders, this makes diversifying an obvious choice as far as economic strategy goes.
However, Jones urges organizations to consider reasons beyond the financials to diversify. He suggests they look to implementing socially responsible business values, rather than just traditional/economic business values, throughout their organization, and notes that diversity, inclusion, and equity are great places to begin this journey.
Leading Beyond the Financials
So what are socially responsible business values? Jones explains that they “rely more on relational-cultural (people-based) technologies and innovations than on physical-structural (machine/process-based) technologies and innovations.” This focus on people-based innovations invariably requires more interpersonal relationships, which come with their own emotions, conflicts, and intercultural misunderstandings or gaps.
To counteract these misunderstandings, Jones notes that “it is essential for business leaders to recognize what an intercultural gap is, recognize when it is occurring, use an appropriate diversity, inclusion, and equity approach to address it, and recognize what the observable outcomes should be.”
His decades of experience working with different corporations and organizations, combined with his research interest in leadership psychology, led Jones to create a roadmap of sorts to help leaders navigate these tricky issues and reach their desired outcomes as efficiently as possible.
After working with numerous different techniques to optimize organizational development, Jones created his own techniques, including the Emotional-Social-Cultural-Cognitive-Organizational (ESCCO) Development Theory and the Cultural Identity-Orientation Theory (CIOT). These techniques offer a paradigm for intercultural communication. They “codify key technical and relational efficiency and effectiveness elements required for achieving breakthrough levels of social cohesion and resiliency in the context of diversity, inclusion, and equity,” says Jones.
A Personal Fight
Jones’s interest in diversity, inclusion, and equity began when he was still a child. “My parents entrusted me to both Jewish and Native American mentors over the course of many years,” he says, and in middle school, he tutored other students of color, an act he considers the start of his formal commitment to diversity. As an undergraduate and beyond, he facilitated cultural exchanges for Japanese faculty and students, offering an immersion in American culture, along with the tools to make sense of the experience.
“Teasing out the observable behaviors of diversity, inclusion, and equity became my knowledge acquisition passion,” he says. “This evolved into investigating the deeper and more nuanced causes of the presence, or lack thereof, of behaviors of diversity, inclusion, and equity—and the scope to which they should be applied.” Over the next three decades, Jones would commit himself to diversity, equity, and inclusion as he participated in cultural exchanges and worked to remediate social injustice.
Since 2007, Jones has focused heavily on research, as he applied behavioral leadership psychology to diagnostic and intervention processes. This research led to his development of the ESCCO Developmental Theory and CIOT. These frameworks, says Jones, are key to achieving prosperity in businesses, organizations, and communities, and it’s this prosperity that he believes can best address diversity, equity, and inclusion.
Working with a think tank he co-founded in 2015, Jones says he is now focused on “developing new models and prototype implementations that address multicultural awareness and engagement, community prosperity, Beloved Community, holistic integrated mastery process, holistic education, and holistic individual and organizational health and wellness.” Between delivering intervention sessions using his frameworks and training his proteges to do the same, Jones is creating real change at businesses across the country and building a rich legacy of social justice while he’s at it.
The graduation ceremony for the first Alternative Route to Teacher Certification (ARTC) cohort was held on August 13 in the board room of the Kent School District. The board room was filled to capacity, as more than 150 family members and friends of the graduates attended the celebration, along with Kent School District officials, mentor teachers, and Antioch faculty members.
The evening began with the ARTC candidates presenting their master’s capstone projects. For their capstones, candidates reflected upon what they had learned over the course of the program and each designed a project around a question or problem of practice, with an emphasis on equity, community engagement, advocacy, and teacher leadership. Candidates presented their work in breakout groups to family, friends and colleagues.
The graduation ceremony was held after the capstone presentations, and was a joyous and emotional event. Each graduate had a chance to give words of inspiration and gratitude and all were celebrated for the hard work, dedication, and collaboration that they displayed over the course of the ARTC program. As Julia Daniels, ARTC program coordinator noted, the candidates all displayed incredible “courage, curiosity, commitment, and love.”
Most members of the cohort are now beginning the school year as teachers and teacher librarians in their own classrooms in the Kent School District. They are looking forward to implementing all that they have learned over the course of the program, and are well on their way to becoming thoughtful, equitable practitioners.
The AUS PsyD Newsletter Summer 2019 newsletter is now available. In this issue, read the faculty profile of Dr. Dana Waters. Also enjoy pictures of AUS students at the recent American Psychological Association convention in Chicago. Students and faculty presented on a variety of topics, including pediatric psychopharmacology, exploring the role of gender in diagnosing autism, implicit biases in corrections systems, and more. While at the convention, attendees also had the opportunity to meet Pamela Hays, a psychologist who recently authored a book on how to integrate cultural factors into cognitive-behavioral therapy. Finally, read about the summer community meetings topics and learn about the recent dissertation defenses and the students who defended.
In addition to that quote, Slye was also recently highlighted in a longer interview in The Seattle Times about her expertise and experiences as the first Latina president of the Seattle Council Parent Teacher Student Association (PTSA).
In this interview, Slye teaches readers about the ways that parent-teacher association (PTA) participation can help parents advocate for children’s’ needs. Slye’s passion for education runs deep. She explains, “I’m an educator, and I want to help kids that could be in my position to get wherever I am. My proudest moment was to see my sister sitting at the University of Washington as a professor knowing that her dad was never able to read a book.”
The interview closes with the question: “As you’ve noted before, PTAs can often be dominated by white parents. What would you say to parents of color who may be hesitant to join their local PTA or Seattle Council PTSA because of that?” To which Slye responds, “I would say don’t give up. There’s room for you. Things are changing. You’re valued, and your voice matters. Call me. I’ll help you.”
Manuela Slye, a member of the AUS School of Education’s Committee of Community Advisors (CCA), was recently quoted in The Seattle Times, speaking with journalists about a white Van Asselt Elementary School teacher’s decision to call the police after an unarmed black fifth grader threatened to beat the teacher up.
Manuela Slye and other advocates say the teacher’s impulse to involve police over a behavioral dispute — especially with a student so young — sets a harmful precedent.
“This screams school-to-prison pipeline,” said Slye, who is president of Seattle Council PTSA, a citywide parent-teacher association. She would like to see the district take immediate action, provide more de-escalation training and establish a protocol for when or if to involve law enforcement.
Edward Durgan, PhD, is the academic director of Antioch University Seattle’s Clemente Veteran’s Initiative, which offers free college courses to veterans, and a Seattle-based psychotherapist and researcher. Durgan recently traveled to Winnipeg to lead a series of free community events focused on understanding and building more effective community responses to meth in Winnipeg. The events created a safe space for community members to come together to learn from one another and share ideas on how to respond to the meth epidemic in Winnipeg. The events were live-streamed on Facebook through Menno Simons College for those who were unable to attend in person.
Durgan kicked off the event series with a lecture on severe mental illness and impoverished dwelling in urban settings. The next day, he participated in a panel discussion on community responses to meth. He closed the series with a lecture on the relationship between risk, resilience, and resistance to meth use from Vancouver to Winnipeg.
“The hope with these workshops was to share the skills and practices that we have found work (or don’t work) and then workshop these with the group with an eye to developing some accessible, well-informed skills that can inform training for frontline folks,” Durgan said.
Thanks to volunteers from the AUS LGBTQIA+ student group, AUS had an outreach booth at Seattle PrideFest, an annual tradition in the Seattle area. This year on Sunday, June 30, 2019, our booth volunteers, pictured in the photo, are Misha Balch, Gwendolyn Barnhart, and faculty liaison Dr. Dana Waters.
In addition, our Director of Continuing Education and Community Outreach marched with AUS partners the Greater Seattle Business Association, an organization that is “the largest LGBTQ and allied chamber of commerce in North America.”
PrideFest celebrates and advocates for the human rights and cultures of LGBTQIA+ communities in Seattle and beyond. Over the years, PrideFest has grown “from a small, local celebration to the busiest single day of any event at Seattle Center.” Each year, rainbow-covered human rights activists fill the City of Seattle all along the parade route and beyond, and the city comes alive with a holiday atmosphere, celebrating love and gender freedom.
On an evening in late June, James King, Stephanie Ung, and Rasheena Fountain, three alumni of AUS’s Urban Environmental Education (UEE) program, told moving and personal stories of family, race, and environmental justice at a sold out event hosted by the Story Collider. The Story Collider is a storytelling event and podcast that invites participants to tell “true, personal stories about science.” The theme of the evening was “Deeply Rooted,” and the storytellers all spoke of their own families and the deep, complex legacies of environmental justice and stewardship that those families cultivated. The three UEE alums told incredibly impactful stories that demonstrated their long-standing commitments to environmental justice and the ways that they are each disrupting society’s preconceived notions of who belongs in the environmental community.
AUS and the UEE Program are so proud of these students and the amazing and powerful work they are doing to advance equity and environmental justice.
In June, Antioch University Seattle alumna Terri J. Raymond began a one-year term as the 2019-2020 President of the Academy of Nutrition and Dietetics, the largest food and nutrition organization in the world.
“It used to be said that America was a melting pot, where all cultures and all people blended together,” said Raymond. “I believe a better analogy, especially in this global age, is a mosaic: a wonderful mixture of individuals, cultures, and languages that gathers into a beautiful design—when viewed both up close and as a whole. However, it’s not enough for us to live and work side by side and expect our mosaic to form by itself. We need to create an understanding of ourselves and each other. We have a responsibility to receive the great gifts of diverse ideas, thoughts, and experiences the world has to offer, and then come together and incorporate our understanding into actions that lead to healthier people, families, communities and our entire nation.”
At the Academy, Raymond will serve as a member of the Finance Committee, Chair of the Professional Development Committee, a member of the Competency Assurance Panel and Appeals Panel of the Commission on Dietetic Registration, and a member of the Leadership Institute Oversight Task Force. She is the owner and president of Dietitian Consulting Service, LLC.
The Master’s of Arts in Education with Urban Environmental Education (UEE) at Antioch University Seattle is committed to advancing race, culture, equity, and inclusion in environmental leadership. Running Grass, Sr. Lecturer for Multicultural Environmental Education and Multicultural Leadership courses, recently presented on an international panel at Oxford University.
Running-Grass, Senior Lecturer at Antioch University Seattle’s Urban Environmental Education Program (UEE) traveled to Oxford University in May, 2019. He served on an international panel, responding to the Oxford Africa Society’s annual keynote address given by Professor Wale Adebanwi, titled “Is Africa a ’Dissimilar’ System? Provisional Reflections on Africa and Knowledge Production.” The keynote address opened the annual Oxford Africa Conference, themed “Asserting Africa’s Relevance, Locally, Continentally, Globally.”
The panelists responded to the lecture broadly on the topic of “Decolonizing Education.” The panel was moderated by Rhodes Scholar Sizwe Mkwanazi and included Sheera Kalla and Nompendulo Mkatshwa, leaders in South African student and social movements.
Running-Grass’s comments focused on the relevance and the need for the protection of indigenous peoples and their traditional epistemologies. He spoke about the movement for environmental justice, and just access to nature and ecosystem services for marginalized, urban residents, especially children and their families. Running-Grass referenced the UEE program as a pioneering example of an educational effort to ‘decolonize’ mainstream environmental education in the United States. He added that the UEE decolonizing project is at the intersection of social justice, multicultural education and the movement for environmental justice.
Simphiwe Laura Stewart
The event was organized by former UEE quest lecturer, Simphiwe Laura Stewart, who is member of the organization’s 62nd Executive Committee and currently pursuing her Doctorate at Oxford University. Simphiwe opened the panel by provided context for the discussion.
To learn more about the MAED UEE Program, click here.
Last week, the School of Education hosted a New Student Orientation at the Kent School District offices for the second cohort of the Alternative Route to Teacher Certification (ARTC) Program.
The ARTC Program represents a strong partnership between Antioch University and the Kent School District. The program works to meet the needs of the district by promoting a “Grow Your Own” model in which paraprofessionals and other classified instructional staff currently working in the district have the opportunity to earn their teacher certification and an endorsement in either English Language Learners or in School Library Media–both areas of high need for the district. The program responds to the needs and schedules of KSD personnel, with classes offered on site in Kent at times that are most convenient for district professionals Moreover, the program will contribute to diversifying the teacher workforce in the district, and to building a larger pool of teachers that more closely represent the students that they are serving. A central goal of the program is to support candidates to become leaders in the district and advocates for the students and families in the Kent community.
Monday’s New Student Orientation was a wonderful kickoff for this year’s cohort. Kent School District officials and School of Education faculty and staff welcomed the group and celebrated the start of the program. The remainder of the event was designed to situate the new students within the ARTC program and to familiarize them with Antioch’s offices and systems. The evening also included wonderful opportunities for interaction and community-building. All of the participants were engaged in the activities and enthusiastic about the learning ahead. They are eager to begin the work of becoming certified WA State teachers.
Our Spring 2019 PsyD Newsletter is now available to the general public online, here! This quarter’s edition includes a faculty profile, a list of spring community meetings, a list of student internship and pre-internship placements, a student presentation schedule for the 2019 American Psychological Association Convention, a list of PsyD student research and interest groups, and a list of this quarter’s dissertation defenses.
The four-page faculty profile gives an in-depth look into the life of Dr. Steve Curtis. In addition to his work in Washington State, Dr. Curtis is also licensed as a Conditional Prescribing Psychologist in New Mexico, where he also works. He explains, “since the spring of 2017, I have been flying back and forth.” He also talks about his work with children, as well as his life outside of psychology. Dr. Curtis is an extremely active tennis player, saying “at any one point in time, I am involved in two or three leagues.”
There are five spring community meetings listed, and each one was also given a recap, explaining what took place in the meetings. Meeting titles include, but are not limited to, “Treating Racial and Historical Trauma: Clinical Considerations and Practices” and “Travels with the Self: Interpreting Psychology as Cultural History.”
The list of AUS PsyD student internship and pre-internship placements for the 2019-2020 school year gives an opportunity to wish our PsyD students good luck! Similarly, the list of AUS PsyD student presentations scheduled for the upcoming 2019 APA Convention this August gives another opportunity to celebrate our students’ hard work, as well as their many cutting-edge contributions to the field of psychology.
Nine AUS PsyD interest and research groups are showcased in-depth in the next section. Topics include, “Positive Psychology and Strength-Based Interventions,” “The Institute of War Stress Injuries, Recovery, and Social Justice,” and “Some Other Isms: Speciesism, Carnism, and Veganism,” and more.
The newsletter concludes with the dissertation defense titles and abstracts for the following PsyD candidates who presented their dissertations this March through May: Christine Amy Treece, Kirsten Robertson, Elizabeth Scriven, and Shon Powell.
Of course, if you would like to read this newsletter for yourself, it is available here.
Manuela Slye, a member of the School of Education’s Committee of Community Advisors (CCA), was recently elected as the first ever Latinx president of the Seattle Council PTSA, which represents more than 80 PTAs and PTSAs in Seattle Public Schools.
Slye is the founder and director of Cometa Playschool and is an early childhood educator and a family advocate. She has been awarded the KCTS Exceptional Caregiver Award and the Latino Community Award for her work supporting second language education in her community. Slye has collaborated with the Seattle Public Schools as ELL family representative and member of the Equity and Race Advisory Committee. She has testified in front of the U.S. senate advocating for bilingualism and to eliminate the opportunity gap in the school system. The School of Education is so proud of her latest victory and we know she will do amazing work as the president of the SCPTSA!
The Committee of Community Advisors (CCA) guides AUS’s Education programs toward policy and procedural shifts that promote a vision of racial equity and social justice which better reflects the perspectives and wisdom of our local and regional communities of color. The group provides advice to help insure that the programs are more responsive to (and representative of) local school communities.
Master of Arts in Education (MAEd) students gathered on Thursday evening, along with faculty members, family, friends, and classmates, to present their Capstone Inquiry Projects. For these projects, students conduct original, on-the-ground research over the course of three quarters and their presentations were therefore the culmination of hundreds of hours of hard work and perseverance. Students’ topics represented a wide range of educational issues, including: incorporating neuroscience and play therapy into education, belongingness and risk in middle school drama education, benefits and barriers of school gardens, and the impact of the turbulent socio-political atmosphere on the education system in Egypt.
The presentations inspired deep conversations about issues of educational equity and the importance of facilitating pedagogical experiences that respond to the needs and honor the assets of all students. The students who presented their work will soon be graduating and moving on to fulfilling careers in the field of education. The presenters demonstrated a commitment to justice, equity, creativity, and supporting the unique needs of all learners.
Davies’ book, categorized as self-help, is listed as highly recommended. A note in the Nautilus press release states, “Kate Davies has provided us a book to use as a catalyst to spark authentic conversation with family, friends and various community groups.”
“Intrinsic hope understands that our state of mind doesn’t have to depend on whether our hopes are fulfilled or not,” reads an excerpt from the book. “We can choose to be positive whatever happens. This is not about pretending that everything is OK and putting on a smiley face. It is about rolling up our sleeves and getting on with it. As an educator, David Orr declared “Hope is a verb with its sleeves rolled up.” In this way, intrinsic hope is based on the conviction that we have enough and know enough to take action. Unlike extrinsic hope, it doesn’t dwell in the land of dissatisfaction, discontent, and inaction; it lives in the land of action, possibility, and potential.”
In March 2019, 12 students from the Antioch University Seattle Masters in Art Therapy, Counseling, and Couple and Family programs traveled to Southeast Asia to experience immersive, advanced coursework and training in Cambodia. The Cambodia course, co-led and co-taught by AUS teaching faculty, Alyssa Griskiewicz, and Jessica Leith, was based in Phnom Penh and rooted in the psychosocial experience of the Khmae people. Students were enrolled in one of four international versions of required, clinical coursework as pertaining to their individual plans of study.
Griskiewicz, an AUS alumna herself (’13) is an art therapist and counselor in Seattle and has lead international programs for AUS students and many others in India, Nepal, and Guatemala. She has worked in the field of international education for more than 10 years and is the founder and director of Ebb & Flow Adventures, a travel organization specializing in immersive, intentional, educational travel. Leith is a marriage and family counselor and has traveled and worked extensively in Cambodia as a global mental health professional. Her work there centered on supporting NGO’s and universities in providing culturally relevant mental health interventions to communities in need.
“The International Service Learning Trips, expertly coordinated and lead by Alyssa Griskiewicz have been an invaluable addition to our Masters Program in Clinical Mental Health Counseling (CMHC),” said Katherine Fort, CMHC department chair. “The focus on global mental health, trauma treatment, and international social justice work directly parallels with the Antioch University mission, the core competencies of the CMHC Program, and clearly aligns to the focus of our accrediting body (CACREP).”
Together, this experienced team supported AUS master’s candidates from the art therapy, mental health counseling, and marriage and family therapy programs to expand worldview, think critically, and engage with curiosity in a culture vastly different from that of the American Pacific Northwest. Through the lenses of engaged inquiry and cultural humility, students explored the complexities of mental health issues and treatments relevant to Khmae communities around Cambodia. As part of the comprehensive course work, students engaged with an active group process and personal self-reflection regarding power, privilege, culture, and the impacts of global mental health initiatives.
In pre-trip course work, students learned about Cambodian culture by familiarizing themselves with Cambodian history and culture through relevant readings and psychological articles that highlight historical, cultural, and psychological factors affecting this resilient culture. Upon arrival, students came face to face with contemporary mental health and social justice issues that impact the current cultural and political climate in Cambodia. Students presented at a Phnom Penh University and engaged in an information exchange with Cambodian students and practicing mental health clinicians and art therapists there.
“I love watching students gain insight into healing, counseling and wellness modalities from diverse sources and to watch them wrestle with established cultural norms in both the United States and the culture they are visiting,” said Griskiewicz. “They’re compelled to think critically about ethics, culture-bound syndromes, treatment modalities and biases that they may have never considered, without the opportunity to have their worldviews shifted in real time, by real people in a variety of diverse settings. The theories and practices related to cultural humility in counseling really come alive for students as they navigate these intercultural experiences.”
Students worked with local mental health teams interfacing with the complexities of historical trauma, domestic violence, and human rights issues in rural communities. Outside of the direct clinical and educational experience, participants explored Cambodian culture by visiting several important locales such as the natural history museum, the Killing Fields, Tuol Sleng (a museum which remembers and documents the tragic history of genocide in Cambodia), bustling markets, Angkor Wat, and explore the street art in Boeung Kak. Visits to remote villages as well as shared meals with Cambodian peers and hosts added to the immersive experience.
Photos are from previous AUS programs in Nepaland, India.
Antioch Seattle participated in the city-wide Ride in the Rain Challenge for the month of November 2018! More of a team celebration than a competition, the AUS Ride in the Rain team is focused on riding and having fun!
What is the Ride in the Rain Challenge?
Ride in the Rain is a fun and free competition to encourage friends and colleagues to experience firsthand the joys and benefits of riding a bicycle, even in the rain! The idea of the Challenge is to turn a common barrier to biking — inclement weather — on its head and celebrate biking during the rainiest month of the year.
AUS’S Team did great!
AUS scored first place for Total Distance Points for a university workplace (beating UW by 12 points!) and AUS also scored second place for Total Points, coming in just 48 points below UW.
Not only did AUS do well as a team in friendly competition with other teams, but AUS also handed out fun awards to members of our team, internally. Here are the results of the Ride in the Rain 2018 Awards:
Ride in the Rain 2018 Awards!!! As of 11/29/18
Most Miles = Tan Truong (272 miles!)
Longest Ride = Cori Adler (14 miles!!)
Most CO2 Saved (by commuting) = Meg Kelly (51 lbs!!)
Best Encourager = Keleigh Powers (for encouraging Cori!!)
New Rider = Heather Blaze (for first bike commuting in the rainiest month of the year!!)
Best Photo = Chalese Stevens (for awesome bike gear pic!!)
Shortest Ride = Kristopher Keil (only 2 miles – and you chose to bike anyway!!)
Best Ride Reason = Sara Whitney (“I ride to make the world a better place!” – !!)
The federal defenders of San Diego recently requested the psychological expertise of AUS PsyD department chair Dr. Jude Bergkamp regarding the federal practice of Operation Streamline. This policy criminalizes unsuspecting individuals immigrating to the United States. Specifically, the federal courts process multiple defendants, ranging from 20-40 at one time with limited contact with defense counsel. In addition, these defendants are detained in immigration holding cells with conditions that are worse than most county jails. These proceedings sabotage the legal necessity that a defendant is knowing, intelligent, and voluntary.
Utilizing Dr. Bergkamp’s experience with forensic psychological evaluations and research in cultural competency, the federal defenders asked for the application of relevant psychological concepts to the current application of Operation Streamline. For example, Dr. Bergkamp will provide insight regarding the impact of cultural factors, language, detainment conditions, response set, and coercive tactics upon an individual defendant’s capacity to be knowing, intelligent, and voluntary.
The project is in collaboration with the New York University Law School, which will incorporate Dr. Bergkamp’s finding into an amicus brief as the beginning of a wider effort to appeal the current practice of Operation Streamline in the Supreme Court.
Helen Adams, senior online lecturer in the AUS’s School of Education K-12 Library Endorsement Program, is a 2018 inductee into the Wisconsin Library Hall of Fame. A long-time school librarian, author, and presenter in Wisconsin and nationally, Adams has been active in the American Association of School Librarians (AASL), serving on its Board of Directors and as president in 2001-2002. She is also well-known as an advocate for minors’ intellectual freedom and privacy in school librarians. Most recently she served as the chair of the American Library Association’s Intellectual Freedom Committee.
The Clemente Veteran’s Initiative at Antioch University Seattle encourages and accepts applications from all US veterans, regardless of gender, service years, deployment history, disability status, or discharge status.
There will be reading, writing, and conversation in the classes. The course surveys five humanities subject areas: Philosophy; US History; Art History; Literature; and Critical Writing, for a total of 120 hours.
Students who complete this program will receive a certificate of completion at the end and will have the option of fulfilling requirements for a transcript and transferable college credit from Bard College in New York.
Dr. Edward Durgan serves as Academic Director. “What is unique about CVI is that it offers participants the opportunity to gather with peers in a safe and challenging environment where they can build on their life experience, and in particular their military service, to re-imagine their roles in civilian society,” says Durgan. “The way we study these subjects together welcomes all perspectives and life experiences. We aren’t teaching in the traditional sense. We are engaging with each other to discuss the grandest ideas of human history, but in a way where everyone participates in interpreting and expanding these ideas, where each of us finds our own place in history, and where we can also create a new vision for our futures.”
The Seattle CVI works closely with Operation Stand Down, King County Department of Community and Human Services, the King County Veteran’s Centers in Tukwila and Seattle, Outreach and Resource Services for Women Veterans (OARS), VetCorps and other community organizations to recruit and support students.
Founded in 1996, the Clemente Course in the Humanities offers classes in the humanities to those facing economic hardship and adverse circumstances. Courses are taught by highly experienced college faculty, using the Socratic method to provide a rigorous education in literature, philosophy, American history, art history, and critical thinking and writing. In 2014 Clemente was awarded the National Humanities Medal by President Obama.
AUS PsyD Faculty & Chair Dr. Jude Bergkamp and AUS PsyD student Kelle Agassiz were recently published in the September 2018 edition of the newsletter of the American Psychological Association’s Division 41, the American Psychology-Law Society (AP-LS). Specifically, Dr. Bergkamp and Agassiz co-wrote an article featured in this newsletter’s “Expert Opinion” column, titled Cultural Competency in Forensic Practice.
In the conclusion to this article, Dr. Bergkamp and Agassiz advocate for cultural sensitivity, writing:
“Our division is encouraged to work together to construct clear, pragmatic, and defensible guidelines that incorporate culturally competency into specific areas of our practice, ranging from pre-trial evaluations, risk-assessment, and custody/parenting evaluations just to name a few. Further, more research in this area is needed to support clinicians in this effort. Finally, our field may need to examine whether there are any inherent philosophical conflicts between the demands and realities of forensic practice in light of the APA’s new aspirational guidelines.”
Wildfire is affecting Seattle’s air quality today. Yesterday, SeaTac airplanes were delayed by poor visibility due to this smoke. This afternoon, some Antioch students have observed that the afternoon sunlight in the Seattle area “is so dim from smoke it looks like the sunlight did just before and after last year’s solar eclipse.” Local news outlet KING5 suggests building homemade air filters for indoor spaces without other air filtration options.
Jordan Howell, Antioch University’s National Director of Real Estate and Facilities, and Scott Titus, Antioch University Seattle’s Director of Campus Services, Administrations and Facilities commented on the air quality at Antioch’s Seattle campus:
“Due to regional wildfires, the Seattle area is suffering from unhealthy outdoor air quality. We encourage our community to stay up to date on current conditions online at Puget Sound Clean Air Agency – http://www.pscleanair.org/
The Antioch Seattle campus operates in a tightly sealed building without operable windows which helps to manage indoor air quality. The building’s HVAC system provides air-conditioned and filtered air which helps to maintain optimal indoor air quality at our campus.”
Photo courtesy of Sue Morgan.
Volunteers from Antioch University Seattle’s LGBTQIA+ student group recently went above and beyond to help AUS reach out to prospective students at two LGBTQIA+ human rights festivals in the Seattle area this June, 2018. On Friday, June 22, 2018, AUS had a booth at Trans Pride Seattle at the end of the Trans Pride Parade route, in Cal Anderson Park, Seattle. On Sunday, June 24, 2018, AUS had a booth at Seattle PrideFest, at the end of the Seattle Pride Parade route, at Seattle Center. AUS students were instrumental in making these booths a reality, helping AUS throughout the creative and logistical process.
Trans Pride Seattle describes itself as “an annual event organized by Gender Justice League in association with local organizations who support the Seattle-area trans and gender non-conforming community.” In the words of one AUS student who attended both events, “the atmosphere at Trans Pride Seattle this year felt close-knit and grassroots, even though Cal Anderson Park was packed with a lively crowd of people celebrating the importance of transgender rights. Trans Pride Seattle may be smaller in numbers than Seattle PrideFest this year, but it was full of heart.”
A celebration similar to Trans Pride Seattle but more general in scope, Seattle PrideFest is described on its website as “The legendary Seattle Pridefest Rally and party at Seattle Center, now in its 12th year. Free for All. A celebration of LGBTQ arts, culture, and Pride, on four stages.” The event featured live music, drag performances to popular recorded music, diverse vendors and informational booths, video game stations, and a colorful, celebratory atmosphere full of people embracing LGBTQIA+ human rights.
When speaking about the AUS booth at Seattle PrideFest, Dr. Dana Waters, AUS PsyD Associate Chair and School of Psychology Core Faculty reports “We handed out a ton of literature, pins and stickers. We also had many, many inquiries about Antioch. A successful, fun Pride!”
Antioch University Seattle’s Commencement 2018 graduation ceremony took place Sunday, June 10, 2018 at Magnuson Park’s Hangar 30, in Seattle, Washington. Students from undergraduate and graduate programs alike came together to receive degrees and celebrate their accomplishments. This Commencement ceremony celebrated our latest graduates, and included graduating students from September 2017, December 2017, June 2018, and September 2018.
Before the students were conferred their degrees, the Distinguished Alumni Award was given to Jude Bergkamp, and the Distinguished Service Award was given to Colleen Echohawk.
Bergkamp earned his PsyD at AUS in 2010, and he is now Chair of the AUS PsyD Program. Echohawk earned her BA in Liberal Studies in 2008, and is Executive Director of the Chief Seattle Club. The Keynote Address was provided by Louise Chernin, the President and CEO of the Greater Seattle Business Association.
Commencement 2018 was hosted in a spacious hangar that originally housed aircraft in World War II, but is now part of the Seattle Parks Department. To help transform this historical building into a globally-minded, celebratory space, Commencement 2018 was decorated with textile paintings by local artist Doe Stahr. Event attendees were also encouraged to share their Commencement photos online using the hashtag #AUSgrads2018.
Please see the following message from Antioch University’s Chancellor Groves:
Over the past couple of years, there have been a number of times when I felt it imperative that Antioch University speak to its values in the face of actions being taken by our government. This is one of those occasions. The removal of migrant infants and children from their parents and the internment of children and babies separated from their mothers and fathers is outrageous, unAmerican, and morally unconscionable. We’ve all seen the images of crying babies and children in cages and fenced enclosures as their parents were being processed by ICE officers. There are no laws that require this inhumane treatment.
The family separations began earlier this year after Attorney General Jeff Sessions announced a new “zero tolerance” policy of referring all border crossings for federal criminal prosecution, which leads to children being separated as their parents are sent to jail to await trial. Heretofore, children and parents awaiting trial were kept together in detention centers. Most of them face misdemeanor “unlawful entry” charges for which no jail time would typically be imposed. Some of them are lawfully applying for asylum and may never be prosecuted as “illegal aliens.” Yet, the children are now quite literally incarcerated while their parents are separately detained awaiting an immigration hearing or a trial that could take months.
There are now thousands of children in internment camps and other facilities. Many of them have been transported by commercial airlines to locations as far away as NYC while their parents await their hearings or trials in Texas. Some of them have now been separated from their parents for over a month at an age when maternal and paternal nurturing is crucial to their healthy development. While the policy of separation was discontinued by Executive Order yesterday, there are no plans to release and reunite the approximately 11,000 children already in custody.
Yesterday, several commercial airlines, including American Airlines, and United Airlines, announced that they were family-centered companies who would not be complicit in the government’s actions to separate children from their families. They both communicated with the federal government that they were not to be engaged to transport children who are being relocated by ICE. Several days ago, thousands of College and University professors sent an open letter to the U.S. Department of Homeland Security arguing that the Family Separation Policy was “nothing less than government-sponsored child abuse.”
Antioch University is a historically progressive institution in pursuit of a better world. We pride ourselves in continually being on the right side of history for the past 166 years. We now STAND with the companies, institutions, and individuals who stand up against this policy. As the proud Chancellor of Antioch, and as a horrified American citizen, I encourage all of us to make our voices heard and to STAND up for the values we share. Here are just a few of the possible ways to help.
Don’t feel helpless. Take action.
1. Donate Directly to the Kids
Baby2Baby and Kids in Need of Defense (KIND) set up a baby registry at Target to send bundles of essentials like diapers, wipes, shampoo and soap directly to immigrant children.
But most charities say the best way to help is through financial donations, not product donations. Well-vetted groups that provide humanitarian aid to migrants include Pueblo Sin Fronteras, an organization with two shelters along the border of the Sonoran Desert, and Border Angels, a volunteer coalition that provides water, free legal help, and emergency services.
2. Support the Lawyers Fighting for Them In just one Facebook campaign, more than $15 million has been raised for The Refugee and Immigrant Center for Education and Legal Services (RAICES), the largest immigration services legal nonprofit in Texas. By donating to RAICES, you support every aspect of legal aid for immigrant families. The group aims to locate and reunite every family and child affected by this policy and to provide legal services, including posting bail money, to every detained immigrant waiting for trial. Most of these trials are for misdemeanor “unlawful entry” charges. They also aim to pay off immigration bonds to free asylum seekers from ICE custody, letting them reunite with their children. In addition to the Facebook initiative, you can also donate directly through their website.
If you want to donate your time, help interview migrants at the border. If you live in a border area, have legal or paralegal experience, and speak Spanish, Mam, Q’eqchi’ or K’iche’, sign up to volunteer with the Texas Civil Rights Project. The Legal Aid Justice Center also looks for volunteers who live in the Virginia area and can help with translation or administrative tasks.
3. Donate to Several Places at Once ActBlue splits your donations between 12 different groups. The nonprofit fundraising platform for liberal causes has set up a page that benefits Al Otro Lado, The Florence Project, Neta, Innovation Law Lab, Fuerza Del Valle, The Young Center for Immigrant Children’s Rights, We Belong Together, United We Dream, The Women’s Refugee Commission, The ACLU, Kids in Need of Defense (KIND), the Asylum Seeker Advocacy Project, Human Rights First, and La Union de Pueblo Entero. You can donate any amount, and split it however you want between the groups. The campaign has raised more than $1.6 million so far.
4. Call Your Senator and Say This Exactly
There are currently several bills being proposed to fight back against child separation at the border. The ACLU urges people to call their senators to advocate against the Trump administration’s current policies. You can check out their website and fill out a form, and the ACLU will connect you to make the call. They’ll get you in touch with a congressional staffer, and then they recommend you say, “Hi, my name is [YOUR NAME] and my zip code is [YOUR ZIP]. I’m urging the Senator to denounce Trump’s family separation policy and use all of Congress’ authority to stop it.”
5. Participate In a Protest
On June 30, various advocacy groups are organizing protests across the country against child separation. The main Families Belong Together rally will take place in Washington, but there are other demonstrations happening in cities across the U.S. that day. Check out where and when to protest at MoveOn.org.
As Antiochians, we STAND for social, economic and environmental justice. I invite you to STAND with us.
William R. Groves. J.D.
900 Dayton Street Yellow Springs, OH 45387-1623
Chancellor (a) antioch.edu
AUS Commencement 2018 celebrated our latest graduates’ transition from student to alumni, while also celebrating many others in our community, including the support systems that help our grads complete their degrees.
We are on Duwamish Land
One such celebration was the inclusion of globally-minded art pieces decorating Commencement, provided by local artist Doe Stahr of Deer Creek Studio. A pottery and textile artist, Stahr supplied AUS with 14 large textile paintings to display throughout commencement, including four on the main stage.
Stahr’s 30-year career as an artist is multicultural, informed by cultures from around the world, and rooted in the indigenous artwork of the Pacific Northwest. Stahr herself is T’saawkaawkw of the Dakleweidee, Killer whale clan, and was adopted into the Killer whale clan in 1996 in Haines, Alaska.
Cedar Eagle, T’lingit Raven
As she and her husband Michael Clyburn set up her art displays before Commencement, Stahr explained how many of her different pieces were painted during specific moments in recent history and current events. For example, her website shows and describes a piece she created in response to the 50 year commemoration of the March on Washington. She infused this painting with African textile design styles and quotes from Dr. Martin Luther King, Jr. and quotes from the speakers at the commemoration event. She jotted down quotes while listening to the live radio broadcast. Each work of art is, in her words, “about the community that’s represented.”
Great Blue Wave, and global florals.
Some of the meanings behind her paintings are public, and some are kept personal, but all hold spiritual resonance. Most of her paintings feature repeating patterns, which tie into this spirituality. As she explained while setting up her art displays for AUS Commencement 2018, “The repetition is the prayer. I pray for all kinds of things. I pray for the historical moment that this piece may be anchored in.” With humor, she added, “And I pray that the paint doesn’t drip!”
African Kente Cloth
Her textile painting materials are also rooted in values of environmental and social justice, and sustainability. Each painting starts with a large sheet of polyester felt, manufactured from recycled plastic bottles. The paint and mixed media materials, such as buttons, are purchased from Northwest thrift stores “that serve the community.” For example, much of her recycled paint is purchased from a thrift store that helps support a local animal shelter.
The textile paintings are durable enough for outdoor display and were even, according to Deer Creek Studio’s website, “designed for use on round banquet tables.” When asked about this in person while setting up for the event, Stahr went one step further, explaining “These are designed for use on tables, just like these.”
Seminole designs from their micro quilting, and a Crow Tribe style piece
It was particularly good news to learn of the paintings’ durability, because two of her paintings were on display at the outdoor entrance to the Magnuson Park hangar that hosted AUS Commencement 2018. (Pictured here with two of the AUS event volunteers who helped direct students and guests to the door.) While Seattle weather was mostly sunny and mild that day, the afternoon also brought intermittent bursts of wind and rain lasting for a few minutes at a time.
On her collaboration with Antioch University Seattle, Stahr explained, “I am particularly honored to serve Antioch because of their mission, and the vivid diversity of their student body and faculty. This diversity is mirrored in my art, which seeks to serve our beautifully blended communities here in Western Washington.”
Antioch University Seattle is live-streaming our 2018 Commencement ceremony during the event on Sunday, June 10 at 2:00pm. Please bookmark this page and return here for the live stream.
Our Commencement ceremony celebrates our latest graduates, and includes graduating students from September 2017, December 2017, June 2018, and September 2018.
Persons interested in learning more about Antioch University Seattle’s Commencement 2018 are encouraged to go to our Commencement Details page for more information.
AUS hosted a student group fair on May 4, 2018, organized by the Office of Student Life. Many student groups were represented at the event, with group leaders staffing tables in the AUS dining hub. Some groups offered free candy and free water, welcome treats in the cafeteria at any time. Other groups offered heartier fare, like vegan chili, cornbread, and a variety of cupcakes for a small fee, as a way to raise funds.
Fundraising at this event helped groups afford group activities, student museum scholarships, social justice outreach efforts, and more!
Antioch University Seattle offers a heartfelt thank you to our community for GIVING BIG for ALL and raising funds to support student scholars during Seattle Foundation’s annual GIVEBIG campaign on May 9th, 2018. Because of your generosity, we were able to raise over $1000 for our various scholarship funds.
We are excited to announce the winners of our incentive prizes:
Morgan B. – Bronze Leaf on our Leaf a Legacy Tree
Michael K. – Happy Hour with AUS Provost and CEO Dr. Ben Pryor, Academic Dean Jane Harmon Jacobs, and Dean of Students Shana Hormann
Jane HJ – Amazon Gift Certificate
Thank you for making our last GIVEBIG more meaningful than ever! Your commitment to our students is a commitment to our future leaders.
This year, Antioch University Seattle’s application for a “Partners for Veteran Supportive Campuses” Certificate was accepted by the Washington State Department of Veterans Affairs! This certificate will cover AUS for the 2018-2019 and 2019-2020 school years.
The Washington State Department for Veterans Affairs Partners for Veteran Supportive Campuses website explains that the goal of this certificate program is to:
“Increase awareness of veteran’s programs on and off campus”
“Provide staff members with a core set of veteran cultural competencies”
“Encourage campuses to implement best practices and policies designed to foster social support, acceptance, a welcoming environment, and a setting that meaningfully acknowledges the contributions of our veterans”
“Encourage veterans to use GI Bill benefits”
“Help veterans succeed in post-secondary education and training”
“Ensure staff and veterans have access to services through WDVA and its federal and local partners”
“Encourage the exchange of information between participating organizations to support veteran success”
In addition, in the words of this program, the certificate “is offered to any post-secondary education or training institution operating in Washington State as long as the institution is approved by a Washington State Approving Authority to accept GI Bill benefits.”
AUS School of Education faculty members Dr. Rachel Oppenheim and Dr. Jeana Hrepich presented at the annual meeting of the American Educational Research Association (AERA) on April 17, 2018 in New York City. They participated in the session, “Critical Curriculum Explorations Across Place(s) and Power” and their presentation was, “Exceeding Boundaries, Queering Repression: Educational Discourse and the Transgender Teacher Candidate.”
The paper that they presented was a qualitative case study with our University’s first transgender teacher candidate. They focused on ways of reimagining our institutional spaces and practices to account for and support transgender and genderqueer teacher candidates in their various school environments. Giving particular attention to language and power, they thought about ways in which representation works to undermine and sanction heteronormativity and cisnormativity, to the detriment of some but not others. They also engaged in self-reflexive work by situating their own identities in relation to the transgender teacher candidate with whom they worked.
Antioch University Seattle Dean of Students Shana Hormann, PhD, is presenting at the Pacific Northwest Regional Student Veteran Conference hosted by the University of Washington-Tacoma on April 20, 2018.
Hormann, along with her colleague and AUS Organizational Psychology alumna Kristin Cox, MA, will present on organizational trauma. Their presentation is titled “From Organizational Trauma to Organizational Resilience” and will focus on how unaddressed trauma can affect a team’s effectiveness and how leaders and team members can work together to overcome organizational trauma and strengthen individual and team resilience.
“Many of our student veterans have worked in teams that were traumatized,” Hormann says. “Research has focused on military service personnel and first responders’ compassion fatigue, PTSD, and secondary traumatic stress. However, there has been almost no focus on organizational trauma. The phenomenon is little understood, with responsibility and blame being on individuals with no recognition of the systemic nature of the trauma experienced. I hope this workshop will provide a lens, that is, concepts and language for people to understand their experiences from an organizational perspective.”
Hormann’s work with traumatized organizations began in 1998. Along with her colleague and co-author Pat Vivian, Hormann authored the book Organizational Trauma and Healing and set up a website for people who want to learn more about the phenomenon.
By: Denaya Shorter
It’s April now. The Martin Luther King Jr. posters have come down, the Rosa Parks story has been packed away on the shelf, freedom song melodies have faded out in the distance, and educators, organizations, and institutions all over the world are patting themselves on the backs for a job well done and another year of “celebrating diversity.” It’s back to business as usual, with some folks not recognizing accomplishments or contributions of black people and/or black culture until February rolls around again.
Unfortunately, I have personally become accustomed to this narrative. As a black child in a predominately white school and community, I can recall rising anxiety as February approached. I could feel the piercing eyes of my peers and educators as our learning space transformed into what felt like some sort of black history shrine, complete with a 28-day timer. I couldn’t tell if they were looking to me for approval or seeking praise for their probably well-intentioned efforts. Either way, I had learned to be prepared for the glares and the questions and the unwanted attention while we sat and listened to the same stories about the same people, every year. It was embarrassing. It was exasperating. It still is.
As an adult and environmental professional of color in a white-dominated field, the frustration only deepened. Now, instead of a haphazard, canned Black History Month celebration for a few weeks each year, there was nothing. I couldn’t decide what was worse. Did people who shared my passion for environmentalism, stewardship, and wildlife not care about who I was? Was there not space for black environmentalists and recognition of black history milestones that shaped parts of the environmental movement? I didn’t have the answers, but I decided that my people and our history shouldn’t have to wait. I needed to do something about it.
In my position at the time, I rallied up support from colleagues and began to organize annual Black History Month Celebrations in the office, providing space for education, learning, sharing of culture and traditions, and hopefully understanding. I needed the people I worked with and the agency I worked for to grasp how critical this space was for myself and my fellow people of color who so often felt alone and excluded when it came to the intersection of environmentalism, race, history, and culture.
Though the support to organize annual celebrations alleviated some of my feelings of isolation, it was very clear that it wasn’t enough. Sure I had the attention of folks around the office for a few weeks, but as the month came to an end, I could feel the enthusiasm fade. And as the year went on, it was again, business as usual. Though I didn’t know it at the time, I think this is what inspired my journey to the UEE program—the desire to go beyond a single-month dedication to black history and instead honor the pivotal legacies of black people through meaningful action.
Just as urban environments are often left out of conversations of traditional environmental education, black history and multiculturalism are also commonly excluded, detaching the voices and contributions of those communities from existing
achievements of the environmental movement. We cannot discuss environmental education without considering the changing urban landscape, and we cannot educate without including multicultural perspectives, history, traditions, and voices.
My coursework within the Urban Environmental Education graduate program has equipped me with the language and pedagogy that I have been seeking in my struggle to ensure that who I am is connected to what I do and most importantly, is valued by the organization I represent. A particular reading from my Multicultural Environmental Education course captured my feelings exactly. In Making Choices for Multicultural Education, Christine Sleeter shares the grave importance of creating learning spaces that are diverse, intentional, and inclusive.
“Teaching diverse traditions and perspectives, questioning stereotypes, learning the appropriate cultural codes in order to function within a variety of settings, recognizing the contributions of all groups to society (especially those that have been traditionally excluded), encouraging teachers to learn more about their students’ experiences and realities, and eliminating negatives biases from materials are all deemed important everyday practices.”
I am now reflecting back on my classroom experience and considering the impact an educator who possessed this mindset and was outfitted with critical pedagogy would have had on my development. I am learning to use my own adverse experience as an opportunity to communicate to fellow educators and institutions just how important authentic and intentional history lessons are, as well as how traumatic and oppressive the lack of inclusive and multicultural learning and working spaces can be, especially for young people of color.
Celebrating diversity and being inclusive is not a headcount of hued faces. It’s not only acknowledging non-dominant culture and history on occasion. It’s not hiring a certain number of people of color and showcasing them when convenient or profitable. Celebrating diversity and being inclusive are not just being invited.
As noted diversity advocate Vernā Myers puts it, “Diversity is being invited to the party. Inclusion is being asked to dance.” And furthermore, I would add, it’s dancing in the middle of the dancefloor with or without an audience. It’s more than one month, one celebration, one face, or one story. When it comes to something as indispensable as the environment, our planet and this movement cannot afford to leave anyone out. Whether I realized it or not, ensuring that we all have a seat at the table (or a dance partner) has always been and continues to be my mission.
Bottom photo by UEE graduate student Khavin Debbs.
I was on my way back to work for the first time after returning from a Civil Rights Tour I experienced with my Urban Environmental Education Graduate Program classmates. On the trip, we attended historical sites like the Ebenezer Baptist Church where Dr. Martin Luther King Jr. spent his childhood, the Edmund Pettus Bridge in Selma, the Greyhound Station where the Freedom Riders were viciously attacked, and other significant sites of the civil rights movement. It was a trip that kept me in a contemplative mindset—a search for how to process very painful recounts of human struggles and ugliness.
As an Urban Environmental Education graduate student who hopes to be a part of extending more environmental education to students of color and disadvantaged communities, I searched for the connections between the work of civil rights leaders and the work I hope to do in environmental education. It saddened me that that I could make connections between current children’s cries of inequality and those youthful sorrows in the south during the 1960s. At moments during the trip and after, I wondered if there was hope—if the dream that Dr. Martin Luther King Jr. and other civil rights activists fought for was alive in 2017.
As I boarded the bus toward my job and the driver continued to talk about carbon tax and his beliefs about environmental concerns, I became anxious. I began to relive all of the turbulent political conversations that have happened during the past election, the hate-fueled racial slurs I have seen all over the comments sections of news media stories, and the raw emotion I carried from the personal stories of fear and trauma of Jim Crow Laws recounted to me by Freedom Rider Dr. Bernard LaFayette during the Civil Rights Tour. I was still feeling the effects of The Lunch Counter Experience at the Center For Civil and Human Rights where guests sit at a counter, feeling the kicks and taunting of strangers that black people faced when trying to sit in a Whites-only restaurant.
On the bus, an overwhelming yearn to stay silent filled me; I was afraid to speak even though I wanted dialogue. I have witnessed dialogue become a lost art of conflict resolution in current times. I was worried that my opinion might trigger hatred, and I wondered if I could safely express my ideas about environmental justice. I wondered if having a differing opinion might lead the bus driver and me into an argument and that something as trivial like the color of our skin and political beliefs would cause us to forget our recognition of the other as a fellow human being.
He continued inviting me into a conversation in spite of my reluctance.
“So, what do you think can help the environment? What do you think are the solutions?”
He followed up by saying that hearing other people’s perspectives helps the day pass at work. I could see he had a genuine interest in my opinion; he was interested in dialogue. I began to open up to him about my ideas of environmental awareness for disadvantaged groups born of having lived in inner-city Chicago—an area we both were interested in because he too happened to be from the Midwest. We found common ground.
As I left the bus, he told me “to be safe and blessed”. I had been grappling with how to proceed in our current political climate, in addition to digesting my experience on the Civil Rights tour. I was searching for more signs of hope—that the progress that I witnessed with the election of the first black president had not vanished into the abyss.
That moment with the bus driver made me realize that human connection and continuing to see the beauty that exists within people beyond our own expectations is the key to overcoming—the key to “The Dream” Dr. King spoke of. And in that moment, I could clearly see that “The Dream” is not some abstract unattainable concept; the bus encounter was the dream. I am living that dream. We all have the capacity to live and perpetuate the dream. We have the ability to continue to push that dream no matter the political climate or actions of some.
What would happen if more people genuinely asked others about their opinions, welcoming dialogue? Perhaps some that have a history of silence and disenfranchisement may feel empowered as I did with one simple question saturated in genuine curiosity.
The Greater Seattle Business Association (GSBA), the world’s largest LGBTIA and allied chamber of commerce, and Antioch University Seattle’s (AUS) partner, held a fundraising event this month. The tasting event brought more than 900 community members together to enjoy food, wine, and entertainment. The gala raised over $950,000 for the GSBA Scholarship Fund, which awards scholarships to LGBTQIA and allied students who are committed to social justice and equality.
Antioch University Seattle was represented by Provost Ben Pryor, Director of Institutional Advancement Emmelyn Hart, and Director of Diversity Service Ron Harris-White, who attended the tasting.
“Antioch University Seattle is proud to support the GSBA and help promote diversity and equality in the community,” said Harris-White. “Our Antioch and GSBA students are truly the leaders of today and tomorrow! It is our legacy.”
Antioch University Seattle School of Education adjunct faculty Richard Katz was recently selected by the American Geographical Society (AGS) to return to their fall Symposium, the Geography 2050 conference, as a mentor to the 2017-2018 Geography Teacher Fellows. In 2016 Katz was an AGS Geography Teacher Fellow himself, which means he was one of the 50 geography teachers selected to attend the Geography 2050 conference. This year, 27 Geography Teacher Fellows from past years applied to attend this year. Only five of those 27 were selected to return to the conference, and Katz is one of them.
In the letter of congratulations that the AGS sent to Kats to notify him of his selection to return to the Geography 2050 conference, AGS told him, “You and the other four returning Geography Teacher Fellows will have the opportunity to interact with the new class of Geography Teacher Fellows, orient them to the event, and help them take advantage of everything the Symposium and follow-up programs have to offer… Since you have been selected to return to Geography 2050, your registration and all fees connected to the Symposium are covered by a generous grant from Boundless Spatial LLC.”
In the words of the 2016 press release announcing Katz’s initial appointment to the position of AGS Geography Teacher Fellow, the AGS explained “The AGS Fall Symposium is one of the most important and recognized geography/geospatial events in North America during the Fall Semester. Attendees include CEOs and senior executives from preeminent geospatial companies along with leading experts and representatives from government, not-for-profits, and academia.”
This press release also explained, “The Symposium will enable Teacher Fellows to gain valuable cutting edge content knowledge and awareness of the real-world geographic workplace skills demanded by today’s geospatial companies. The Teacher Fellows will have a unique opportunity to interact with, and become one of, the nation’s thought-leaders who are involved in the multi-year dialog about the future of geography.” It also included a quote from Dr. John Konarski, CEO of the American Geographical Society, who said “We are very pleased to be able to have Richard among 50 of the best teachers in the country join us.”
This month, Katz attended the Geography 2050 conference at Columbia University, in New York City. The conference theme was The Future of Mobility.
Antioch University Seattle’s (AUS) PsyD (Doctor of Psychology) program was conferred a period of five years for accreditation by the American Psychology Association (APA) on Friday, November 17, 2017. The APA is the premiere psychology organization in the United States, overseeing standards, practices, and research in both psychology and psychiatry to “benefit society and improve people’s lives”. The organization is affiliated with over 60 national and international associations and has been influential on decisions ranging from marriage equality to conduct in war. Antioch University Seattle is currently one of the only APA-accredited PsyD programs in clinical psychology in our geographic area.
More Opportunities Students graduating from an APA-accredited program have greater opportunities for job, research, and post-doctoral positions. As of 2017, the Association of Psychology Postdoctoral and Internship Centers (APPIC), the top psychology internship matching association, now only accepts students from APA-accredited programs. In the past two years, all AUS PsyD students who applied to APPIC internship were successfully matched.
Upon graduation, 80% of AUS PsyD students go on to licensure. Licensed graduates of accredited programs can leverage opportunities from the federal government, such as a federal provider placement program, as well as student loan forgiveness.
A Solid Foundation AUS’s PsyD program strives toward a competent breadth of knowledge and skills, resulting in strong, competent practitioners upon graduation. Students are assured close contact with and attention from faculty. Our cohorts are small enough that students get the attention they need and big enough to gain valuable, diverse experiences. Not only do students receive individualized attention, but smaller class sizes create more opportunity for faculty/student collaboration and research projects.
“Antioch’s programs succeed on the strength of their reputation and the quality of their graduates. Peer reviewers for the APA maintain the highest standards for education and training, and in their judgment, Antioch meets or exceeds those standards. This is testimony to our outstanding faculty and the excellence of our students who carry Antioch’s mission into the communities they serve.” –Benjamin Pryor, PhD, Antioch University Seattle Provost and CEO
Our program entails specific coursework devoted to social justice. AUS’s PsyD practicum focuses on improving the world for all its people, which is the bedrock of all Antioch University programs since its founding in 1864.
We welcome further inquiry into the PsyD program. Please contact our admissions office for more information about the PsyD program, or contact the PsyD Program Associate with specific questions.
Groves’ Vision Includes Significant Growth, Innovation, and Inclusion
William R. Groves, JD, who has served as Interim Chancellor of Antioch University since April 2016, has been named to the position on a permanent basis. As Chancellor, Groves is President and CEO of the University. Groves was formally appointed as the Chancellor during the Antioch Board of Governors quarterly meeting held in Keene, New Hampshire on October 27 and 28, 2017.
“I look forward to leading Antioch University toward a future of real and significant growth in a way that honors our social justice mission,” said Groves. “I am working with the Antioch community to grow our enrollment while honoring our 165-year history of educational innovation, and a commitment to educational access, affordability, and quality.”
No stranger to Antioch University, Chancellor Groves began at the institution in 2010 when he was hired to form Antioch’s first Office of General Counsel. Prior, he was a Managing Partner in the Springfield, Ohio, law firm of Martin, Browne, Hull & Harper, PLL, where he began his career in 1979. Throughout his 30-year career with the firm, Groves provided legal services to Antioch University and numerous local businesses, municipalities, non-profit organizations, universities and public school districts.
“The Board has a high level of confidence in Chancellor Groves and values his leadership and commitment to Antioch,” said Board of Governors Chair Charlotte Roberts. “We look forward to working collectively on his vision for growth and innovation that will secure our long-term future and mission.”
Groves received his bachelor’s degree summa cum laude, Phi Beta Kappa, with Honors in Government from Ohio University and his Juris Doctor from the Ohio State University Moritz College of Law. He is a member of the Board of Governors of the Ohio State Bar Association. He has also served as an officer and board member of numerous charitable and non-profit organizations. Groves is a former President of the United Way of Clark County (OH); former President of Planned Parenthood of West Central Ohio; and a member of the boards of the Springfield Symphony, Springfield Family YMCA, Clark State (OH) Community College Foundation, and the Rocking Horse Center, a Federally Qualified Health Center (FQHC) providing medical care to indigent children and adults in Clark County, Ohio.
“We are grateful for Chancellor Groves’ extraordinary efforts in achieving improved structures, strategies, and processes throughout the university during his time as Interim Chancellor,” said Board Vice Chair Paul Mutty. “He is deeply experienced at making tough decisions and managing people in a collaborative and transparent manner.”
“It is an important and exciting new era for Antioch University,” added Roberts.
About Antioch University
Since its founding in 1852, Antioch University has stayed at the forefront of higher education innovation, academic excellence, social progressivism and social justice. Among its distinguished alumni are noted civil rights leaders, Coretta Scott King and Eleanor Holmes Norton as well as two Nobel Laureates: Mario Capecchi (B.S. 1961), co-recipient of the 2007 Nobel Prize in Physiology or Medicine; and José Manuel Ramos-Horta (M.A., Peace Studies, 1984), co-recipient of the 1996 Nobel Peace Prize, and later President of East Timor (2007-2012).
Inspired by the work of its first President, pioneering educator Horace Mann, Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice. With campuses in Keene, New Hampshire; Los Angeles; Santa Barbara; Seattle; and Yellow Springs, Ohio, Antioch University is a bold and enduring source of innovation in higher education. Antioch University also includes a Graduate School of Leadership and Change and Antioch Online. The University is a private, nonprofit, 501(c)3 institution and continuously accredited by the Higher Learning Commission since 1927.
Investigative journalist Lucia Mimiaga visited Antioch University Seattle’s Designing Communication seminar in October 2017 on her way back from a special Hedgebrook writing retreat on Whidbey Island.
As the director of the investigative unit of El Debate, a major newspaper in Culiacán, Mimiaga is one of the only women journalists in the state, the birthplace of the violent Sinaloa drug cartel. Antioch students interviewed her about her life as a reporter. She described the hazards of being an investigative journalist in Mexico today, as well as the possibilities to make change through the stories she covers; stories of violence, poverty, but also, profiles of those fighting for positive alternatives.
Antioch University Seattle Masters of of Arts in Teaching alums Kyla Crawford (’17) and Tahirih Pirnia (’17) and Education Core Faculty Dr. Jeana M. Hrepich will present their research poster, “Art for Empathy’s Sake: Making the World Inclusive Again” at the annual conference for the National Council for the Social Studies November 17-19.
The research premise is that art has the potential to amplify empathic reactions for self as well as toward others. As an in-road to civic engagement, the presenters believe that both consumption and production of arts can inspire a movement of the heart that propels individuals to act. Swanger (1993) defines empathy as “the precursor of compassion that enables one to act on behalf of others” (p. 41). The researchers concur that arts-based inquiry may “leave us transformed, linked newly and empathically, to our fellow humans” (p.44).
The presenters will showcase a half dozen examples of “the arts” from their classrooms including spoken word, photography, visual art, and sculpture designed to propel students toward empathic conceptual understandings and actions. Drawing substantially on Maxine Greene, who writes about how the imagination can link us to others, lessons range from primary to middle level grades, and all take as a starting point the present moment in America, in which, according to recent data by the Southern Poverty Law Center, teachers are reporting both an increase in bullying as well as feelings of fear among children.
In opposition to emerging nationalistic rhetoric and policy, this research fully underscores its commitment to what Jeffers (2009) calls, “An openness to others and their ideas, or what can be called empathy, [which] is fundamentally important to art education, probably now more than ever, as students must learn to cross political, cultural, and religious divides if they are to understand increasingly accessible global images” (p. 19).
Kyla currently teaches fourth graders at Thorndyke Elementary School in Tukwila and Tahirih is a first grade teacher at Valhalla Elementary School in Federal Way.
Jeffers, C.S. (2009). “Within Connections: Empathy, Mirror Neurons, and Art Education. Art Education. 62(2), 21-24, 33-34.
Swanger, D. (1993). “The Arts, Empathy, and Aristotle.” The Journal of Aesthetic Education.
The last weekend in October, from Thursday, October 26, to Sunday, October 29, at Key Arena, Antioch University Seattle’s (AUS) psychology, counseling, and therapy graduate programs were on the frontlines of the Seattle Center Foundation’s fourth annual Seattle/King County Clinic. The clinic is a non-profit healthcare event, which gathers providers from around the state to provide free medical, dental, vision, and mental health services to underemployed and underinsured populations in the Seattle area.
Coordinated and directed by Dan Dodd, PsyD, AUS graduate students Melody Day, Lisa Holombo, Jennifer Law, Jesse Marshall, Samantha Spencer, Holly Wilder, and William Zogg, under the supervision of clinic director Doug Wear, PhD, clinical supervisor Dug Lee, PhD, and adjunct professor Dr. Dodd, provided mental health counseling services in a direct, face-to face clinical setting. The students, along with adjunct professor Joel Bell, PhD, also provided counseling and intervention services throughout the arena and to those waiting in line outside. “These are people who have been up for 28 hours, many are hungry and in pain.” says Dr. Dodd. “The students were there to assess and address their mental health needs as well as encourage the clients to continue through with their medical, dental, and vision services, and to provide support in managing their stress and anxiety.”
Overall, Antioch Seattle’s team provided clinical counseling for over 106 clients, and support/stress management services for 113 clients around the arena. Dr. Dodd has been participating in the clinic since its inception in 2014. “What strikes me,” he says, “is that the amount of patients served hasn’t lessened since then. Regardless of the number served, there’s still a population in need.”
Samantha Spencer shared her experience volunteering at the clinic this year: “I have personally never heard of anything like this: free vision, dental, and medical care. And many insurance providers do not cover dental or vision any longer. I am so thankful Antioch, among all the universities in Seattle, continues to display a sense of social justice by encouraging students to volunteer.”
She encourages her fellow students to take action: “Antioch Seattle’s commitment to social justice can include things such as volunteer work and involvement in politics to running workshops and living more compassionately in the world. I think this opportunity allowed me to apply the skills and education I learned in the classroom to genuine folks in Seattle. I wish more students would volunteer in the future because it is a humbling opportunity. I will never forget this experience and hope to volunteer in many years to come.”
For more opportunities as AUS students to volunteer, please contact your program chair:
Antioch University Seattle’s Fred Landers, core faculty member and coordinator of the Drama Therapy program, recently had a book review published in the Drama Therapy Review. Landers reviewed Routledge International Handbook of Dramatherapy by Sue Jennings and Clive Holmwood. Landers notes that the handbook is “destined to be a valuable resource for students, professionals, and those who are curious about the field of dramatherapy.”
Throughout his review, Landers uses drama therapist Warren Nebe’s metaphor of the glass jar in our lives. A moth who emerges from a cocoon in a glass jar cannot fully grow its wings because it is limited by the fixed space of the jar. Similarly, we are often locked into certain patterns of behavior and ways of being due to the determined nature (glass jars) in our lives. Drama therapy helps clients alter their glass jars, freeing them from harmful behaviors, identities, and spaces. “This handbook is important because it inspires us in our work of transforming glass jars, be they personal identities, cultural spaces or structures in a drama therapy session, altering the jars’ dimensions and contours to support the process of becoming,” Landers writes.
*You may access the article for free through the library’s subscription if you’re a student or faculty.
From October 20-22, 2017, Dr. Jeana M. Hrepich displayed a research poster, Cultural Preservation & Asian Indian Children’s Literature at the International Board on Books for Young People regional conference in Seattle. Her research documents Asian Indian children’s literature by and about Asian Indian culture, and that especially focuses on preservation of cultural significance. This work was instigated by Kalpana M. Iyengar and Howard L. Smith’s question in a recent call for papers for the South Asian Review, “How do (children) construct their bicultural identities within the various spaces where they live?” Dr. Hrepich was curious about which texts help children in her case studies construct their bicultural, and in particular, their Asian Indian, identities. Conducting a small ethnographic study, Dr. Hrepich collected data about children’s desiring, engagement with, and connections to sample literature.
Dr. Hrepich’s work is based on the premise that “Children’s literature that reflects contributions, lifestyles, and values of ethnic groups will help children to have a better understanding of who they are and what contributions they can make” (Martinez & Nash, 1990). Using discussion strategies, she explored each child’s identity construction to available texts. Abundance of Asian Indian and Asian Indian American texts was obviously advantageous to children in this study. Because “multiethnic children’s books allow teachers and other adults to become more familiar with the cultural backgrounds of their students” (Ramirez & Ramirez, 1994), the ramifications of supply extends beyond the home. Dr. Hrepich documented several texts that appealed to children in her study.
This year’s IBBY conference theme was “Radical Change Beyond Borders: The Transforming Power of Children’s Literature in a Digital Age.” The IBBY conference is an international gathering of authors, scholars, teachers, librarians, and publishers.
A ribbon-cutting ceremony on Sept. 27 at Antioch University Seattle drew a crowd of more than 100 as students, faculty, alumni, and members of the community gathered to celebrate Antioch’s move to a beautiful new campus.
Guests enjoyed remarks from Antioch University Seattle Provost Benjamin Pryor, University Chancellor Bill Groves, and Steve Crandall, who serves on the University Board of Governors.
Crandall praised Antioch for its commitment to social justice. “Today, more than ever, we need value-driven organizations like Antioch University that model compassion, commitment, and community involvement,” he said. Crandall shared personal reflections on how Antioch has impacted him and people he’s known. “At Antioch, we believe in people no one else does and those people go on to do great things,” he said.
After the ribbon-cutting ceremony, guests enjoyed light refreshments and mingling, as well as several activities. In the art studio, Antioch faculty and art therapist Michael Buchert assisted guests as they created their own mandalas. Buchert also invited guests to further the conversation of social justice and multiculturalism by writing down actions they will take to advance social justice causes and increase cultural awareness. Responses included “Say ‘yes’ to other people’s choices,” “Don’t assume other people are like you,” “Acknowledge my privilege,” and “Meet new people and build new relationships”, among other ideas. Their responses were hung up on the wall in the art studio.
The social justice conversation continued in a panel discussion on homelessness. Panel participants and guests talked about solutions to homelessness, acknowledging that many of the current solutions in place in Seattle aren’t effective.
Ribbon-cutting celebrants also enjoyed touring the new campus, where they had an opportunity to visit classrooms, the library, and administrative offices. They admired the “Legacy Tree” adjacent to the library, which features beautiful wooden leaves of various sizes containing personalized inscriptions, memorials, and tributes to faculty, friends, and family. The “Leaf a Legacy” campaign gives donors an opportunity to support Antioch University Seattle programs and to be part of its rich history.
The concept design for a donor recognition wall honoring university donors was also unveiled at the event. Naming opportunities remain available for classrooms, study nooks, and the entire building.
Guests also toured the Antioch University Seattle Community Counseling and Psychology Clinic, which offers low-fee counseling services to individuals and families.
Before they left, guests were encouraged to leave their own mark on the new campus by contributing to a chalk wall in one of the hallways. The chalk wall features a large drawing of a tree with branches and roots and the questions “What makes a community?” and “What is your role in it?” Guests wrote their answers with colored chalk, highlighting community values such as love, empathy, compassion, and justice. The chalk wall currently serves as a reminder to students what the Antioch University Seattle community is all about.
Many people who earn a Master’s in Education (MAEd) degree go on to work in classroom and school administration settings. These are the types of careers most commonly associated with an MAEd degree. However, there are a wider variety of careers available to MAEd graduates. Thinking outside the box can uncover a multitude of ways that MAEd graduates can work outside of traditional school systems.
Zoos, aquariums, museums, and similar institutions often hire educational coordinators or education specialists at the MAEd level to organize educational curriculum for visitors. This can be a great opportunity to enrich the education of people of all ages and backgrounds, in vivid, interactive, and sometimes highly unusual environments.
MAEd graduates can work as organizational and corporate trainers, designing and implementing educational programs to help volunteers and employees acquire new skills such as procedures, policies, software, etc. in a variety of ways, such as face-to-face training events, or via group chats and conference calls.
MAEd graduates can create educational workshops and after-school programs that teach people crucial information, such as social skills learned through tabletop gaming and Drama Therapy, filmmaking skills to broadcast stories that need telling, and an appreciation for people across the lifespan through intergenerational programs.
MAEd graduates can use their master’s level credentials to advocate for curriculum changes at administrative and legislative levels, to help improve our existing systems in ways that enhance the quality of education that students receive.
MAEd graduates can work for or collaborate with social and environmental justice organizations at an upper level, to teach students in nontraditional learning environments, such as the Natural Leaders Network and Legacy Camps, with the Children and Nature Network.
MAEd graduates can draw from their graduate education to create high-quality content for educational programming, such as television shows, textbooks, documentary films, and more.
MAEd graduates can help drum up enthusiasm and sponsorship for scientific projects and similar causes by creating educational materials that teach the general public why the science behind the project or cause matters.
MAEd graduates can apply their nuanced understanding of American educational systems towards a career in the US government, working to develop educational policies at the county, state, and/or federal levels.
MAEd graduates with Drama Therapy specialization can become a Registered Drama Therapist (RDT), a unique career path that blends psychotherapeutic and educational principles with the healing power of theatrical exercises and performance art.
These are just ten examples of the many ways that an MAEd degree can unlock new opportunities in the working world.
Dr. Jeana M. Hrepich, Core Faculty and Associate Chair of the MA in Teaching program in the AUS School of Education, presented her paper “Ecofeminist Children’s Literature and Social Activist Teaching” at the American Association for Teaching and Curriculum‘s annual conference in Denver, October 5th, 2017. The theme of this year’s conference was “Ecology, Sustainability, Creativity, and Well Being.”
In her paper, Dr. Hrepich acknowledges that teachers across America who value social justice are grappling with how they can move forward given the political chasms in their communities. She writes, “The 2016 presidential election and the subsequent Trump presidency has normalized racism, sexism, violence, xenophobia and more oppressive thinking and practices. Curriculums that utilize ecofeminism and ecofeminist literature can address all this and more on a radical continuum.”
Dr. Hrepich’s paper suggests ecofeminisms and ecofeminist literature as a lens to promote sustainability, cooperation, balance, and interconnectedness as human and social justice values across various contingencies and political affiliations. Citing ecofeminist theories and demonstrating children’s literature interpreted through an ecofeminist lens, her goal is to help teachers gain access to radical conversations in their classrooms.
Some children’s literature cited in the presentation included Me…Jane by Patrick McDonnell, Zora’s Zucchini by Katherine Pryor, What Matters by Alison Hughes and Holly Hatam, The Branch by Mireille Messier, and Over and Under the Pond by Kate Messner. Dr. Hrepich modeled interpreting these texts through an ecofeminist lens that values interconnectedness of all things and the imperative for cooperation and balance for continued survival. “Who better than to lead the radical effort needed in order for the planet to survive” she asks, “than the children who inherit the earth?”
One of Mike Jahn’s goals after graduating from Antioch University Seattle’s Couple and Family Therapy program in June 2016 was to volunteer as a mental health worker to help those impacted by disasters. At the time, however, he had no idea how to begin working toward that goal.
Then, in the wake of Hurricane Harvey that devastated Houston in August, Jahn found his opportunity to help disaster victims. Jahn, who moved to Houston prior to internship (he found an internship site there), immediately took action when he saw the hurricane’s impact on the neighborhoods around him.
“I knew I wanted to use the information I learned at Antioch to help others who were affected by this natural disaster,” he says.
Jahn was inspired to become a counselor after his own process of going through counseling had changed him and enabled him to grow. When he began looking at schools, he appreciated Antioch’s class schedule flexibility and noted that Antioch stood out to him as being the top school in counseling. “Since I wanted to be at the top in my career, I knew that Antioch was where I had to go,” he says.
Throughout his time in the counseling program, Jahn learned how to listen to others without letting his own issues get in the way. He also learned not to take things personally. He credits Antioch with teaching him how to look deeper into client issues in order to help them see patterns and release self-blame, which opens the door to greater learning and lasting growth.
“I learned to have confidence in my ability to help others get through hard issues to a place of enjoying life,” Jahn says.
In Texas, that confidence in his ability led him to help others navigate the emotional aftermath of the hurricane. He helped co-found a support group, which joined with another group and met a local school for shelter, food, and clothing. When he saw a couple come in who looked like they were in shock from the events, Jahn immediately asked them if he could help them. They went to an area where they could talk privately and Jahn used solution-focused therapy to help them take on their new challenge with creativity. Jahn knew he wanted to help more people; he just needed to figure out how to find them.
Not long after, Jahn drove to an area that was no longer under water and began knocking on doors, asking people if they needed help. He introduced himself as a counselor and let them know he was a volunteer with a couple of organizations who had volunteers ready to help.
“Most people I spoke with were in a daze and some started crying,” he says. “They didn’t know what to do, where to start, and 95 percent of them did not have flood insurance.”
Jahn used solution-focused therapy with the flood victims. He talked to more than 100 homeowners in the week that followed, using that model of therapy to help them get through the shock of their loss. “Many of them lost almost everything ¾ they only had their lives left,” he recalls.
Days later, Jahn participated on a panel of speakers who addressed hundreds of hurricane victims. He talked about managing stress in the wake of a disaster and offered five free counseling sessions to anyone affected by the hurricane; he currently sees those who took him up on his offer in his private practice.
He continued knocking on doors in areas that were getting ready to rebuild, offering solution-focused therapy to those who needed it.
Feeling the call to help even more, Jahn signed up with the Red Cross as a mental health volunteer. Now, he visits communities around Houston with the Red Cross and talks with people who were affected by the flooding. Recently, he learned he can travel to Puerto Rico with the Red Cross for 12 days, doing the same work as a mental health volunteer that he has been doing in Houston. Volunteers are waiting for power to be restored so that the Red Cross can safely send them in to help the victims of Hurricane Irma.
Although he had an interest in disaster relief long ago, Jahn didn’t know how to offer mental health services to disaster victims until Hurricane Harvey struck. “Thanks to this experience, I now do. My plan is to volunteer once or twice a year with the Red Cross as a mental health counselor for the rest of my life. Thanks to Antioch, I have the skills to do that,” Jahn says.
The Antioch University Seattle School of Education is proud to sponsor an author talk by Stan Yogi and Linda Atkins on their book Fred Korematsu Speaks Up on Thursday, October 26, 2017 at 7:00 p.m. at Dearborn Park International School. All friends of Antioch are welcome to attend this free event in the library.
Fred Korematsu was a leader in speaking up for justice. According to the Fred T. Korematsu Institute, “In 1942, at the age of 23, [Korematsu] refused to go to the government’s incarceration camps for Japanese Americans. After he was arrested and convicted of defying the government’s order, he appealed his case all the way to the Supreme Court.” Although the Supreme Court ruled against him in 1944, documents that were hidden from the court were brought to bear on the case, which was overturned in 1983. Korematsu remained a lifelong activist.
The book by Stan Yogi and Laura Atkins is the first in the Fighting for Justice series by publisher Heyday Books. The Kirkus Review gave the book a starred rating, saying, “Written in free verse, Fred’s story engages in powerful bursts and shows how speaking out brings complex consequences. … Co-authors Atkins and Yogi raise good questions (such as, “Have you ever been blamed for something just because of how you look?”) that will inspire a new generation of activists.”
A story of racial profiling, Fred Korematsu’s life and activism is an important model for teachers and others committed to advancing racial equity, social justice, and human rights. The School of Education is pleased to help share Korematsu’s story of resistance and courage. Special thanks to Dearborn Park librarian Craig Seasholes for partnering with the SoE to make this event possible.
Antioch University Seattle School of Education Core Faculty Dr. Christie E. Kaaland recently won a victory for her profession, by successfully advocating for a return to stronger educational standards for certified school librarians.
As Dr. Kaaland explains, “Last May, the Washington State Professional Educators Standards Board voted to eliminate the requirement of taking any coursework at all for becoming a school librarian. The outcry was heard across the nation. Presidents of the American Library Association and American Association of School Librarians wrote letters of protest, as did dozens of educators in Washington.”
Specifically, the Washington State Professional Educator Standards Board (PESB) replaced the Pathway 3 route for becoming a school librarian, which requires librarians to complete an academic program in addition to taking an exam to be endorsed in Library Media, with a Pathway 1 route, which requires an exam only. Dr. Kaaland was among the educators and advocates who played an instrumental role in reestablishing Pathway 3 standards, now called “Program and Test Endorsements”, as the way to become a school librarian in Washington State.
Resuming this higher educational standard for earning a Library Media endorsement in Washington State is one that many in the education community feel passionately about. In the words of AUS’s School of Education Director and Core Faculty Rachel Oppenheim, librarians’ argument is that “the state should not be endorsing teachers as librarians simply because they have passed an exam. There is much more that goes into being a teacher librarian, and an entire program is necessary to teach all of those nuanced skills.”
In praise of Kaaland’s instrumental role in advocating for a return to more thorough educational standards for librarians, Oppenheim adds, “Christie was involved every step of the way… Christie and her colleagues demonstrated leadership and advocacy throughout this process.”
Antioch University Seattle (AUS) Couple and Family Therapy (CFT) and Play Therapy faculty are well represented at this year’s Washington Association of Marriage and Family Therapy. Not only is AUS CFT Chair and Core Faculty Dr. Jennifer Sampson coordinating the conference, which takes place Saturday, September 30, 2017 in Seattle, WA, but AUS faculty are featured in six out of twelve of the conference breakout sessions.
Specifically, the AUS faculty presenting breakout sessions are Jerry Saltzman, Cary McAdams Hamilton, Kate Reeves (in two breakout sessions), Michelle Finley, and Kim McBride.
Antioch University Seattle alumnus Ed Warnock, who earned an MA in Whole Systems Design OSR, is the CEO of The Perlan Project, a scientific organization dedicated to perfecting engineless glider flight at the edge of space for purposes of atmospheric research.
On September 3, 2017, The Perlan Project’s Mission II broke its 2006 Mission I record by reaching 52,172 feet above sea level in an engineless glider. The mission’s press release quotes Warnock, who said, “We are celebrating an amazing victory for aerospace innovation and scientific discovery today… We will continue to strive for even higher altitudes, and to continue our scientific experiments to explore the mysteries of the stratosphere. We’ve made history, but the learning has just begun.”
While the Mission II flight reached record-breaking heights, its technology is designed to soar even higher. Warnock told Wired, “We’re going to be able to fly level and maintain our altitude at 90,000 feet”.
The Perlan Project’s Mission II has two research themes. Research theme #1 is to study the exchange of heat, air mass, and chemicals between the troposphere and stratosphere, with a goal of improving climate change predictive models.
Research theme #2 is to directly measure the chlorine-based chemicals and ozone in the stratosphere, to better understand ozone depletion, which has already increased rates of skin cancer in Australia, under an ozone hole. These research goals are better served by flying craft without exhaust emissions, because aircraft emissions may skew data by contaminating samples.
The Perlan 2 glider has a wingspan of 84 feet, yet has a gross weight of 1800 lbs. The glider was designed to reach record-breaking heights by surfing on mountain waves in the Polar Vortex. “Winds in the Polar Vortex can reach speeds of 260+ knots allowing the mountain waves to propagate upwards into the stratosphere”.
As CEO of The Perlan Project, Warnock is helping further scientific exploration in ways that help answer some of the most critical scientific questions of our time, such as how quickly our climate is changing, and what can humanity do about it, as well as discovering greener ways to fly to the edge of space.
There’s been some skepticism in the field of art therapy; popularity aside, the distractions that figure into drawing digitally have, until recently, kept the practice out of the art therapist tool kit.
A tactile experience that lacks warmth and texture would surely disconnect rather than integrate a client’s mind, body, motion and thought, right?
Or would it?
In this age of portability and advancing technology, future forward research by Dr. Beth Donahue, Antioch University Seattle graduate and full-time Art Therapy faculty, addresses the cultural disconnect and provides evidence for the efficacy of digital media in the field of art therapy.
“People are increasingly using digital media to express their creativity and make meaning,” observes Donahue, who used an experimental, non-concurrent, multiple baseline single subject research design for her dissertation to examine, specifically, whether screens get in the way of therapeutic mandala creation.
According to Donahue, it’s the flow of the mandala that encourages mindfulness and distress tolerance; skills taught within the Dialectical Behavioral Therapy (DBT) intervention strategy and measured in relation to vicarious trauma & anxiety in Beth’s study.
As defined by DBT developer, Dr. Marsha Linehan, the term “dialectical” means a synthesis or integration of opposites. Beth walks this edge, providing Art Therapy MA students in the Clinical Mental Health Counseling (CMHC) and Couple & Family Therapy (CFT) programs, and their clients, tools that meet them where they live.
Pre- and post-mandala reports of anxiety were consistent among Beth’s “digital immigrants” and “digital natives;” research subjects born prior to 1965, and millennials alike, reported no decrease in treatment effect as a result of migrating from traditional to digital media mid-study.
Artistic talent and familiarity with the technology varied among Beth’s subjects, but across the board, the artistic limitations and technological advances of the platform reportedly “took the pressure off.”
“With the iPad, shapes can be designed with precision. And a client can ‘undo’ at any time,” explains Donahue.
“Using digital media in the art therapy session means that I have to let go of being a perfectionist,” reported one artist-subject in the efficacy study. And perhaps, as the Seattle skyline shifts and views of the Sound are further restricted, this reframe might be suggestive of a larger trend.
“Technology is a part of our clients’ future,” Dr. Donahue maintains. “Art Therapists will need to look for ways to embrace it, or risk being left behind.”
Dear Antioch Community,
As you know, President Trump and the Department of Homeland Security issued a memorandum on September 5, 2017, announcing that it would end the Deferred Action for Childhood Arrivals (DACA) program which has provided protection to over 800,000 individuals who were brought to the United States while they were children. Under the program, individuals must have clean criminal records, and be productive citizens of society. They are issued Employment Authorization Documents (EADs), and are expected to work or attend school.
It is estimated that over 10,000 of these “Dreamers” graduate from colleges or universities every year. Many have joined the military and are serving our country to keep us secure. In their own way, they have contributed to American society and to our economy. As consumers of goods and services, DACA recipients create jobs and stimulate the economy, paying an estimated $11.6B in taxes last year. America has been their home, they have grown up here and know no other country. They are Americans. Yet, with the end of DACA, Dreamers are subject to immediate loss of employment and deportation. This is not just an immigration issue. It is a human rights issue, tearing at the very fabric of our society, our values as a nation, and our sense of humanity. Therefore, Antioch University joins other higher educational institutions who have responded in almost universal condemnation of this action. We are united in calling upon Congress to immediately and permanently establish safeguards to protect and secure the status of all current and future enrollees under the DACA program.
Therefore, Antioch University joins other higher educational institutions who have responded in almost universal condemnation of this action. We are united in calling upon Congress to immediately and permanently establish safeguards to protect and secure the status of all current and future enrollees under the DACA program.
In the meantime, Antioch University remains committed to providing opportunity and access for all current and prospective students, regardless of their background, citizenship, heritage, or ethnicity. We are dedicated to protecting the security and privacy of all members of our community and will ensure that any current or future DACA students enrolled in our institution have the financial and other support necessary to continue and successfully complete their studies. Most important, DACA students need to know their legal rights. Therefore, Antioch University has prepared the attached list of resources.
We are a nation of immigrants. Virtually all of our families arrived in America seeking the same dreams. Through education, hard work and perseverance, they succeeded. The DACA Dreamers have done the hard work. We respectfully and emphatically call upon Congress to right this wrong.
William Groves, JD
Iris Weisman, EdD
Vice Chancellor for Academic Affairs & University Provost
Laurien Alexandre, PhD
Provost & CEO, Graduate School of Leadership & Change
Benjamin Pryor, PhD
Provost & CEO, Antioch University Seattle
Marian Glancy, PhD
Provost & CEO, Antioch University Midwest
Barbara Lipinski, PhD, JD
Provost & CEO, Antioch University Santa Barbara
Mark Hower, Ph.D.
Provost & CEO, Antioch University Los Angeles
Barbara Andrews, PhD
Provost & CEO, Antioch University New England
The 2017 Belltown Chalk Art Festival is coming to our neighborhood this Saturday, September 9! Antioch University Seattle Art Therapy Teaching Faculty Michael Buchert is one of this year’s featured artists.
In his artist bio on the festival website, Buchert says “I will begin inside the square with a single line as I always do, with no idea what will happen next. Then, the work will happen quickly, continuously, yet intentionally, and ends only when the piece lets me know that another mark needn’t be made. Each time I look upon a completed piece, I know that I have done my part to put an end to the cycle of violence.”
Bell Street, between 3rd and 4th Avenue (just one block from Antioch University Seattle), will be closed to traffic from 10:00 a.m. to 7:00 p.m. for the festival, during which time artists will create 10′ x 10′ works of art in the street using impermanent chalk pastel or tempera paint.
This August, the fall 2016 cohort in the Master’s in Teaching program presented their Master’s Capstone Projects, culminating four quarters of research and synthesis of theory and practice. Students elected to share selected topics from their capstone projects, including Vygotsky’s Zone of Proximal Development, Dewey’s notions of progressivism, social and emotional learning, and learning styles within the domain of differentiation. Teacher candidates reflected on their experiences in the classroom and their commitments to the fields they researched, followed by a Q & A with the audience.
The School of Education’s Master’s Capstone Project follows three field work experiences with students in grades K-8 and precedes a fifth quarter of student teaching. In it, students strive to represent their deeply felt and ever-evolving responses to the question, “What drives my pedagogy?” Projects are amply researched, carefully crafted documents that contain theoretical frameworks, evidence of theory in practice, and professional growth plans for future teaching. Students make substantial contributions to their own and each other’s growth as educators through the writing and sharing of their work.
This August, Antioch University Seattle (AUS) hosted an open house for our Leadership in Edible Education (LEE) program, inviting prospective students, alumni, faculty, and other community members to learn more about this exciting curriculum.
AUS’s Leadership in Edible Education program is a full Master of Arts in Education (MAEd) degree concentration (at 12-16 credits). This year long program is scheduled over four consecutive academic quarters, with options to start in either summer or fall quarter.
From left to right: LEE graduate Brian Gilbert from Beecher’s Cheese, Andrew Fly from 21 Acres Farm, and LEE Program Director Jonathan Garfunkel
As is often the case in our LEE program, this event included some wonderful, locally-sourced food, with bahn mi sandwiches and spring rolls from Vinason’s catering services, as well as volunteered food from some of the places where LEE alumni work: fresh tomatoes from 21 Acres Farm, and cheeses from Beecher’s in Seattle’s Pike Place Market.
Among LEE alumni in attendance was Brian Gilbert, head cheesemonger for Seattle’s world-class Beecher’s Cheese, who described his time as an LEE student as “one of the most fulfilling years of my life.”
LEE Program Director Jonathan Garfunkel explained that LEE curriculum brings students to a variety of local places where food happens, from farms to places of food distribution and food preparation. In Garfunkel’s words, the program explores “every which way we could think about food in education and schools.” LEE classes prepare teachers to pass on wisdom, experience, and knowledge about local food systems to their students in engaging, hands-on ways. Garfunkel also cited a famous Richard Bach quote, “We teach best what we most need to learn”, and added that in LEE “we eat what we most need to learn”.
Several years ago, while visiting Washington D.C., I boarded a bus to the Capitol Mall from a point located in a poorer section of the city. Upon boarding, I was greeted with blank facial expressions and slumped body language that spelled “exhaustion and despair”, most likely resulting from feeling the lifelong weight of poverty and racism. Being a white, fairly affluent stranger whose relatives openly exhibited anti-Black racism, I found myself struggling with a strong mix of emotions: Guilt, fear and alienation being the most prominent. My first inclination was to close down my empathy and desire to connect, thus violating my personal and professional commitment to assist in opening up channels of meaningful dialogue between members of marginalized and privileged groups and belying the tone of my work on social advocacy.
It was at this point that I noticed a young child, probably around two years of age, whose demeanor mirrored that of the adults around her. Although she was in close physical proximity to her mother, they seemed to be locked in their independent closed universes. Possessing an affinity and ease with children most likely led to my focusing attention on that young girl with a warm, relaxed, inviting smile. She caught my gaze and, for a short period, continued to manifest the same blank, unresponsive facial expression and body language, while continuously glancing back. A short time later a tinge of curiosity began to overtake her expression, and I could feel my smile deepen.
Soon thereafter, her eyes lit up a bit, and some playful expressions found their way into her face, expressions that I mimicked in a subtle manner with a heightened sense of playfulness on my face. She then upped the ante by making more strikingly playful expressions, which I met in a similar manner. Soon she began to make movements with her body and began to smile as I mimicked them, feeling my smile broaden and my facial expression brighten as it does when I enjoy playful bouts with my grandchildren and young clients.
As our mutual movements increased in intensity, other passengers, including the girl’s mother began to take note, smiles beginning to show on their faces. As my new playmate and I continued to unabashedly exaggerate our movements, the other passengers began to follow suit, ultimately leading to singing and dancing. By the time the bus approached my stop, the atmosphere on the bus became transformed into a celebratory one. As I (reluctantly, at this point) exited the bus I received many appreciative “good-byes”.
Effectiveness of Playfulness
Reflection on the playful connection described in this vignette provides clues regarding the effectiveness of playfulness as a vehicle to enhance family and clinical relationships. According to Schwartz and Braff (2012) play includes openness, novelty, flexibility, lightheartedness, cooperation, risk taking, trust, positive emotion, behavioral flexibility, and interpersonal connection. Many of these were present in the interaction described above. Playful connections that are healing contain an egalitarian element that tends to balance unequal power dynamics. When working with children in a clinical setting, a more egalitarian approach invites cooperation and connection.
An analysis of the factors contributing to the transformations that occurred on the bus that day might include a discussion of the implicit messages contained in the interactions and their likely impact on a number of core issues with which all humans seem to grapple. They can be conceptualized as the degree we feel that we are good, valuable, worthy of respect, etc; the degree to which we feel seen by and connected to others; the degree of personal power or sense of effectiveness; the degree of felt safety; the degree to which we feel hopeful; and the degree to which we are able to trust our perceptions of situations and think independently.
Struggles with these issues impact identity formation, our sense of our place in the world, and underlie, to some extent, most of our emotionally based issues and dysfunctional interactions. Addressing these issues with clients has become the core focus of my clinical practice, and I have found that the use of playfulness has been highly effective in helping clients to access and resolve them.
Healing Through Play
Returning to the vignette, one can visualize how, through play, I was offering an interaction that addressed these core issues. With a warm, relaxed, persistent gaze in my playmate’s direction and willingness to engage with her on terms that she set, I seemed to convey the message that I liked her, that she was valuable and important. By providing the room for her to relate to me on her terms and to take the lead in our interactions I most likely reinforced her sense of power.
My accurate mimicry of her movements and sounds indicated that I “saw” her, and most likely validated her effectiveness in communication even though it was non-verbal. Each time I reflected back to her these sounds and movements, she was able to engage her intellectual curiosity and creativity, defining what was playful for her and testing out responses to her sense of play.
Providing the room for young people to take the lead in play provides a welcome relief from the all-too-numerous situations where they do not have control. Her sense of power and effectiveness, coupled with my openness and vulnerability most likely contributed to my playmate’s sense of safety and trust, encouraging her to keep the connection with me and accelerate the playful interactions. Finally, in this scenario, our interaction invited my playmate and myself to experience hopefulness: The hope that people can connect in any context, at any time, and the hope that the image of white people can possibly be altered by those who have been so deeply marginalized by our domination. By the time I left the bus I no longer felt guilt, fear, or alienation and, by the response I received as I left, the atmosphere of despair had also been lifted.
Schwartz, R. & Braff, E. (2012). We’re no fun anymore: Helping couples cultivate joyful marriages through the power of play. New York:
Teaching Faculty, School of Applied Psychology, Counseling and Family Therapy SEE PROFILE
Having witnessed the horrific events of last weekend by torch-carrying white nationalists at the University of Virginia and in the city of Charlottesville, VA, it’s appropriate that citizens, institutions, and communities condemn and rebuke the hate-based, racist rhetoric of extremists groups such as the Ku Klux Klan and neo-Nazi organizations, and the violent actions of their followers. Another innocent person has been senselessly murdered as she marched in support of civil rights and equality. Heather Heyer is the latest victim of a long history of domestic terrorism, violence, and murder in this nation by white supremacists.
It is often the case that such Klan events target America’s colleges and universities. They are the melting pots of America and the bastions of democracy and equality. Antioch was the focus of a 2004 Klan march in Yellow Springs, Ohio. Our reputation as champions of racial equality is well known. In 1856, Antioch became one of the first universities in America to admit African-American students to learn side-by-side with white students. In pre-civil war America, this was nothing less than revolutionary. It would be over 100 years before federal laws would require the same result.
We have been fierce advocates for racial, ethnic, and gender equality and social justice since our inception 165 years ago. And for that reason, we have been a target of white nationalist groups.
It’s important, therefore, that we speak to our values and confront evil when we see it.
We condemn, in the strongest possible terms, the ideology and actions advocated and perpetrated by white nationalists, white Supremacists, and neo-Nazi organizations and individuals that resulted in the tragedy in Charlottesville this past weekend.
We condemn, in the strongest possible terms, the hate-filled racist ideology and violent actions that are part of our historical legacy as a nation, part of the fabric of our current culture, and which are extending their reach with profoundly disturbing vigor.
We call upon our President and national leaders to unequivocally condemn these movements of bigotry and intolerance and to strongly and unequivocally renounce any support from the alt-right movement, to specifically condemn and rebuke the Ku Klux Klan, David Duke, and other white nationalists, white supremacists and neo-Nazi organizations, and advise them that their organizations and members will receive no support or sanctuary from this administration and that their criminal actions and domestic terrorism will result in swift and harsh federal prosecution.
We call upon our President to purge from the White House any and all White House advisors and staff currently or formerly associated with the white nationalist or white supremacist movement, including Steve Bannon, co-founder of the alt-right, white nationalist website, Breitbart News; Steve Miller, a follower and mentee of white supremacist Richard Spencer; and Sebastian Gorka, who has extensive ties to anti-Semitic hate groups such as Vitez Order. The American people have a right to know that no such individuals are on the public payroll, or that they have the ear of the President in developing public policy.
We call upon the President to listen to the advice within his own political party to unequivocally retract his rhetoric normalizing the Ku Klux Klan or other white nationalists, white supremacists, or neo-Nazi organizations, as well as the rhetoric excusing the actions of their members. A young woman has been brutally murdered by a white supremacist thug. Antioch University stands against nationalism and white supremacy.
In the past several years, adult coloring books have landed in the main stream of society, and in doing so, they have helped to raise awareness towards the therapeutic benefits of art making. Traditionally, coloring has been an activity that many people associate with early childhood, however the research around adult coloring books has come to show a variety of mental health benefits.
Adult coloring books, not to be confused with participating in actual art therapy, has proven to be both therapeutic and beneficial as it becomes a form of mindfulness meditation (2). Studies have shown that adult coloring can be helpful for stress reduction, anxiety, depression, focus, and concentration. Additionally, adult coloring has also helped people to cope with other mental health disorders such as obsessive compulsive disorder, post-traumatic stress disorder, dementia, anger management, substance abuse, and eating and binging disorders (3).
Adult Coloring Books Have Real Benefit
You may be thinking, “How can coloring in a coloring book have such an impact on mental health?” Excellent question! Basically, the act of coloring becomes a self-soothing action that isn’t too complex, can be done anywhere, and is easy to access. When coloring an intricate design within an adult coloring book, both sides of the brain are engaged and focus is heightened (3). This occurs because the participant is creating balance, is choosing their color pallet, is problem solving and they are incorporating their fine motor skills, all simultaneously (3). As a result, coloring can provide a switch from negative thought and behavior patterns and to healthier, safer coping strategies. According to Neuropsychologist Dr. Stan Rodski, “tasks with predictable results, such as coloring or knitting, can often be calming” (1) and adult coloring books create a less intimidating platform for those who may not consider themselves to be natural artists (1).
Mandala Art For Transgender Pride
Mandalas are an example of an intricate design, and are popular themes in coloring books. Art therapy student, Beckett Weeks, drew a transgender pride mandala for Pride 2017, available for free download. Download the mandala, print it, and color as you see fit, and see if coloring provides you relaxation and mindful meditation.
Written by Art Therapy student, Jaimie Lyon. About being in AUS’s art therapy program, Jaimie says, “After nearly ten years of working towards pursing art therapy as a study, I am finally in my first quarter at Antioch University Seattle! I look forward to the developmental growth this program can offer and acquiring the skills needed to help guide other’s artistic explorations towards healthier lives.”
Dovey, D. (2015, October 8). The Therapeutic Science Of Adult Coloring Books: How This
Childhood Pastime Helps Adults Relieve Stress. Retrieved from
Kombucha, a fermented drink touted for its medicinal benefits, now greets customers from nearly every beverage shelf in the Seattle-metro Area, with more varieties than some sodas. It’s so ingrained in our beverage culture, the Seattle Seahawks have an official kombucha, Humm. And while the ‘buch is experiencing an upsurge in acceptance and popularity, it’s an ancient beverage brewed and consumed for hundreds of years, and is one of many traditional foods helping us achieve edible democracy.
What Is Food Fermentation?
Produced using a SCOBY (Symbiotic Colony of Bacteria and Yeast) to ferment sugar-sweetened tea, this probiotic drink is present in a variety of societies and their food cultures across east and Southeast Asia and the Americas. Methods of deliberate fermentation reflect natural processes of fermentation and are likely part of our history since before its recording.
Fermentation is the conversion of sugars and other carbohydrates into alcohol or preservative organic acids and carbon dioxide. In addition to creating alcoholic beverages and leavened bread, fermentation is used to enrich the diversity of flavors, aromas, and textures in food substrates; to preserve foods; to enrich the nutrient values of foods and to reduce anti-nutrients; and to reduce cooking time and associated fuel resources.
Food Fermenting Keeps Traditions Alive
As a form of food processing, fermentation may contribute to alternative modes of food production, processing, distribution, consumption, and management of post-consumption material in the current national and global system. Our current food systems rely heavily on industrial methods, huge chemical inputs, long-distance transportation, homogenization, and rapid consumption of empty calories and chemical additives, yielding enormous waste.
Kombucha, as virtually any food or drink, is possible to create from locally and sustainably-grown foods, either in community-situated enterprises or cottage industries, by groups or organizations serving the direct needs of its members, or in homes. Enduring relationships based on fair exchange arise out of the principle and practice of buying or acquiring locally from responsible producers and value-added producers.
In this web of relationships, cultural and culinary democracy have the chance to express themselves as long-lived special traditions in food preparation. These traditions are preserved and passed forward to future generations. And the opportunity for experimentation in each home or community is also present. A wide diversity of unique or distinctive recipes are generated by experimentation and relationship building, contributing to the gastromic wealth and nutritional resources enjoyed by individuals, families, and other social groups. A democracy of food options. An edible democracy.
Faculty Emeritus (retired Core Faculty), School of Education, Adjunct Faculty, School of Education SEE PROFILE
A series of classes, titled “Educating for the Resistance”, was offered last quarter in our Master’s of Education Program in direct response to the current US presidential administration and its threats to rights, liberties, and resources throughout the country and around the globe.
Each week a different speaker facilitated a session on an area under attack by the current presidential administration. Speakers provided action-oriented resources and discussed ways to aid in the resistance as citizens and educators. Topics included immigrants and refugees, prison rights and advocacy, organizing frameworks, mental liberation, and schooling in a “law and order” state. Students performed an action or act of resistance each week and posted it on the classroom “Wall of Resistance”. Members of the community were also given the opportunity to post their own actions on the wall.
Art Therapy faculty member, Michael Buchert, recently led the class in discussing the role of art and creativity in speaking truth to power and in maintaining one’s sense of self in times of personal strife and political turmoil. Exercises included making protest signs and listening to protest anthems.
“Educating the Resistance” was well received by students. For example, Katelyn Howell described the experience, saying, “It was such a great experience to analyze the power behind art and protest…Protest art has the ability to explain and emphasize a major issue within society, while only using a few words or a simple image…It was therapeutic to summarize all my feelings toward the current administration into six simple words.”
Student Debby Burns felt similarly: “Our guest speaker Michael Buchert, an Art instructor, spoke to us about the power of protesting. We were shown slogans from the 60s that are still unmet today. We then created our own protest signs that we will share with the class at quarter’s end.”
On the last day class, students hosted a gathering to mark the end of a fruitful and invigorating quarter! Students shared their final “vision board” projects and described some of the actions that they took over the course of the quarter and documented on the “Wall of Resistance.” It was a powerful discussion in which students discussed what they learned, how they plan to continue their advocacy, and how we might all engage in acts of resistance and activism moving forward.
Master of Arts in Education (MAEd) students recently gathered, along with faculty members, family, friends, and classmates, to present their Capstone Inquiry Projects. For these projects, students conduct original, on-the-ground research over the course of three quarters and their presentations were therefore the culmination of hundreds of hours of hard work and perseverance. Students’ topics represented a wide range of educational issues, including: Self-Esteem, Cultural Knowledge, and Academic Achievement in African American Adolescent Girls; Exploring Learning Environments with Kindergartners as Co-Researchers; Literary and Creative Writing Programs in Prisons; Veterans’ Perceptions of Gardening and Farming; and Improving Student Success in Math by Increasing Engagement with Technology.
In the words of MAEd student Dayna Codykramers, “The MAEd InquiryPresentation session felt like a celebration of our journey, as well as our learning. The poster session allowed me to answer participants’ individual questions about my research rather than guess what might be interesting to such a diverse community. I also enjoyed hearing about what my colleagues were passionate about in their research.”
MAEd student Shawn Welsh adds, “Having the opportunity to work on MAEd Inquiry presentations gives Masters students a chance to bring together real world issues and the ideas learned in academia. By doing so, our research and work allowed us to be agents of change in the educational field.”
The presentations inspired deep conversations about issues of educational equity and engaged, constructivist learning. All students who presented their work will soon be graduating and moving on to fulfilling careers in the field of education. The presenters demonstrated a commitment to justice, equity, and supporting the unique needs of all learners. They truly embody Antioch’s and the School of Education’s mission and values!
In a profession most readily associated with the printed word, school librarians have embraced what may seem like an unlikely tool.
Librarians in public schools across the country are mixing new technologies like iPads and the internet with old to teach their students fundamental skills, while also preparing them for the digital age. But their progress is threatened by a familiar problem in education: funding.
Read the rest of the article and learn what five expert librarians, including AUS’s Dr. Kaaland, have to say about mixing technologies and what schools need to help their libraries and students succeed.
Antioch University Seattle Core Faculty, Alumnus, and previous Chair of our Couple and Family Therapy program, Dr. Kirk Honda was recently consulted for an American Psychological Association featured article, “Coping With Challenging Clients”. This article appears both online and on page 55 in the print version of the July/August 2017 edition of Monitor on Psychology.
“Coping With Challenging Clients” opens with an anecdote from Honda about a time he experienced a “mini anxiety attack” while on the receiving end of hostile comments from two members (a father and daughter) of a therapy client family. He handled the situation by asking the clients to stop talking for a moment, giving himself a brief time out to calm down and collect his thoughts, and with the help of another member of the client family (the mother), he was able to repair his therapeutic relationship with the client family.
Honda advises the readers of this article to remember the importance of taking the high road when affected by client aggression, and to calm oneself rather than responding to hostility with hostility. Moreover, he argues that it can be fruitful to apologize to clients who are angry or dissatisfied with their therapists’ performance, “even if it doesn’t feel fair”. Honda says, “That can not only help de-escalate the situation, but can also further the ultimate goal of providing therapy”.
This June 29, 2017, Mark C. Russell, Core Faculty in our PsyD in Clinical Psychology program, and Establishing Director of our Institute of War Stress Injury, Recovery, and Social Justice, was once again published in the HuffPost.
A retired US Navy Commander and Military Clinical Psychologist, Russell is a tireless advocate for servicemembers and their communities, both during active service and after discharge. In this piece, he describes the power that the US military has in helping its servicemembers, and urges the military to take a leadership role in destigmatizing mental health care in the United States. In his words, “the military is so adept at changing attitudes that it’s not uncommon to hear of heroic self-sacrifices by individuals willing to eat an enemy’s hand grenade to protect their band of brothers and sisters”.
He also describes the complicated impact of discharging servicemembers with unidentified and/or untreated war stress injury back into civilian life, not only on the servicemembers themselves, but also the potential impact on veterans’ families, spouses, children, “and sometimes innocent by-standers”. Russell argues that identifying and treating war stress injury during military service, rather than waiting for servicemembers to transition into veteran life first, allows them to receive mental health treatment while connected to a military social support system, an “identity as a warrior”, and other benefits of military life.
2002 AUS School of Education alumna and current AUS Adjunct Faculty Kate Sipe was recently honored with a Green Lake Elementary PTA Golden Acorn Award, as well as a Davis Law Group, P.S. School Supplies Gift Program’s Golden Apple Award for outstanding contributions to her school community. In the past, Sipe has won numerous awards and grants as well, including the Sister Schools Teacher of the Year Award.
For the law office financial award, Sipe was nominated by Marleen Arenivar, the proud parent of a Green Lake student, who believes that Sipe spends hundreds of dollars of her own money each year on books as well as reading and math materials.
At the award ceremony, Sipe’s lasting contributions to Green Lake Elementary, where she currently teaches 3rd and 4th grade, were noted by parents and fellow teachers, as well as returning high school and middle school students. Included in those speeches was middle schooler Genevieve Lardizaba, who told Sipe, “Not only did you teach the fundamentals of learning, but you also taught us how to be good citizens. I remember when you taught us a lesson about the difference between equity and equality, a lesson that will stay with me for the rest of my life.”
Outgoing parent Katie Harris, whose children had Sipe for six years, added, “Every time I walked into her classroom, the students were engaged, managing themselves, empowered, and happy…She taught my children to be conscientious citizens of the world, to work hard, aim high…to be nurturing, caring, and to stand up for what’s right.”
The community-wide assembly included an original song, “In This Moment” written for Sipe by former parent, Jonathan Albert, and performed by the school’s parent-rock band, Mystery Meat.
The NES test is required for those who are pursuing teacher certification in the state of Washington. Antioch is offering free sessions to help prospective teachers prepare to be successful on the math portion of this test!
This series of workshops is designed to be a series of FREE informal (and fun!) test prep sessions for teacher candidates taking the Math portion of the NES. Feel free to come to one, several, or all sessions depending on your current level of Math confidence and skill. Topics to be covered include number properties & operations, algebra, measurement probability & statistics, and general problem-solving strategies.On this form, please indicate all of the sessions you are interested in attending. Sessions will be held Saturdays at the Antioch University Seattle Campus (AUS) from 10:00 a.m. to 2:00 p.m.
Summary of Session Topics
Saturday, July 8, 2017 – Practice Test 1
Saturday, July 15, 2017 – Number Properties and Operations
Saturday, July 22, 2017 – Algebra
Saturday, July 29, 2017 – Measurement and Geometry
Saturday, August 5, 2017 – Probability and Statistics
Saturday, August 12, 2017 – Practice Test 2
If you are interested in driving to campus, street parking is available for a fee. Alternately, AUS is located within walking distance of several bus routes, many of which have a stop at Third and Bell.
You are welcome to bring snacks. There will be a 30-minute lunch break. You can bring your lunch or purchase food from a nearby restaurant.
Interested students can register free online now through July 7th, 2017.
To celebrate Pride this month, AUS Art Therapy student, Beckett Weeks*, drew a mandala for everyone to color in as they see fit. He says of his design:
“The symbols in top and bottom center are the transgender symbol, and the symbols in the center circle are the Alchemical symbol for Mercury/Quicksilver. In Alchemy, Mercury was believed to be the “First Metal,” from which all other metals were derived, and in mythology Hermes/Mercury was one parent (along with Aphrodite/Venus) of Hermaphroditus, from whom we get the word “hermaphrodite.” Not a scientific or biologically accurate term for intersex people, but it is a term from Western mythology for people outside the gender binary.”
Grab the medium (markers, watercolors, colored pencils, etc.) of your choice, download the free mandala, print it out, and celebrate Pride!
Beckett attended the Columbus College of Art and Design before, inspired by his own experiences with therapy and art-making, transferring to the University of North Texas to pursue a degree in psychology. Before attending Antioch, Beckett was an art instructor at a children’s art studio and at a women’s rehab facility. Beckett is in seventh quarter of Antioch’s Clinical Mental Health and Art Therapy program; he currently lives under a bridge, where he enjoys making comic books and yelling at the internet.
Antioch University Seattle is live-streaming our Commencement 2017 ceremony during the event this Sunday, June 18, 2017, starting at 1:00 p.m.
Our Commencement ceremony celebrates our latest graduates, and includes graduating students from Fall 2016 through Summer 2017. Because of the limited space at our Commencement venue, Town Hall Seattle, each participating graduate will be guaranteed two (2) tickets, and have the option for getting more once all the RSVP’s are in. Our live stream of Commencement 2017 will help our students share their graduation with friends and family who are not able to attend Commencement 2017 in-person.
In addition to celebrating our graduates, Commencement 2017 will also feature a keynote address by Seattle City Counselor Debora Juarez, JD, and a speech by Joey Burgess, the winner of this year’s Distinguished Alumni award.
Debora Juarez is a lifelong legal and economic advocate for marginalized communities in the Pacific Northwest, such as working as Executive Director of the Governor’s Office of Indian Affairs under two of Washington State’s governors, and as an attorney who specializes in providing legal services to Native American tribes, on topics such as tribal-state inter-local agreements, gaming, and economic development.
Joey Burgess is a 2015 graduate of Antioch University Seattle, and he is also a co-founder of Guild Seattle, a dining and entertainment group which includes Lost Lake Cafe, who are well known in the Antioch University Seattle community for providing the food for our Women’s Education Program Soup Bowl events.
Persons interested in learning more about Antioch University Seattle’s Commencement 2017 are encouraged to go to our Commencement Details page for more information.
Rasheena Fountain and Tiffany Adams, Antioch University Seattle students in our MA in Education with Urban Environmental Education (UEE) program, recently collaborated on a story about their experiences at Islandwood. Fountain’s words and Tiffany’s photographs paint a picture:
“There we were: three people of color trekking through what looked to be an enchanted forest, welcoming us with assortment of tree branches covered in moss and carved paths. To get here, we had traveled our own long paths both literally and figuratively. My daughter and I are from Chicago and Tiffany from New York City. Yet, through our love of nature and educating others about the environment, Tiffany and I found ourselves gleefully charging through IslandWood’s beautiful campus, having just begun our journey in the Urban Environmental Education Masters program.”
In telling the story of their day, Fountain also adds information about how it can feel to be a student in AUS’s UEE program. “In our classes and in our practicums, we have searched for ways to explore the interconnectedness of nature everywhere. It is a concept that has opened my eyes to differing ways of teaching students about nature.”
Antioch University Seattle offers our MA in Education with Urban Environmental Education (UEE) in partnership with Islandwood. This ground-breaking master’s program addresses the theory and practice of urban environmental education, urban ecology, and community action and stewardship, and encourages diversity in the field of environmental education.
Visiting a tent encampment has been a regular feature of my course on homelessness in the past. I took my winter quarter class for a first-time visit to the Nickelsville Tiny House Village at the Lutheran Church of the Good Shepherd at 22nd and Union in Seattle.
Organized tent encampments in Seattle date back to 1988 and the numbers have grown, especially since 2000, to nine authorized encampments, primarily through the organizing efforts of SHARE/WHEEL and Nickelsville, in cooperation—after much foot-dragging—with the City of Seattle, as alternatives to living on the streets, in cars, or in shelters. Tiny houses are a recent innovation in these encampments. Smaller by definition than a living unit and not subject to zoning laws, they may be assembled in groups on relatively small lots.
We met with Sharon Lee, director of the Low-Income Housing Institute (LIHI), and Pastor Steve Olsen of the host congregation. LIHI has been providing consultation and case management services for the Nickelsville camps. “Tiny houses are a preferred option over tents for many reasons,” says Sharon Lee. “They provide better protection, they are insulated, some have heat, light and electricity, you can lock the door and windows, and you can get a good night’s sleep without worrying about your safety. Living in a tiny house allows a person to go to work or school, and gives them the ability to keep their belongings safe and secure.” (Crosscut, Jan. 4, 2017)
The students were impressed by the tiny houses. Overall, they felt that it was a more humane and, in many ways, more hopeful way to assist people experiencing homelessness. They noted a sense of dignity among the residents, the possibilities for creating community, and the advantage of having your own space and privacy that shelters and even tents don’t provide. While acknowledging that the houses were not a replacement for having your own house or apartment, they saw it as a positive interim step as long as the problem of homelessness continues to exist. The students are hopeful that the strategy will expand, and they saw how practical it can be for themselves to become involved in organizing groups to build a house. They all agreed: “It’s a tangible way I can help!”
There is now a template whereby church, school, community, other volunteer groups can construct tiny houses for about $2,200 for materials (Tiny House Assembly Instructions). There are currently six Tiny House Villages in Seattle, and the numbers are growing. The idea is catching on nationally, and the Wall Street Journal recently published an article (April 27) on their growth in Seattle, Portland, Denver, and other cities.
Adjunct Faculty, BA Degree Completion – Liberal Studies SEE PROGRAM
One of the major reasons that hoarding disorder is one of the most complicated mental health issues to treat is that is a co-occurring disorder, which means that it is almost always (92% of the time, in fact) shows up alongside another mental health diagnosis- like major depressive disorder or generalized anxiety disorder. The idea of co-occurring disorders helps guide the way we think about the behavior of people who are affected by them. We understand that the symptoms of one psychiatric disorder are highly intertwined with symptoms of the other.
The term co-occurring disorder (or dual or comorbid disorder) is typically used in the field of substance abuse treatment, referring to the idea that people who abuse substances like alcohol or drugs are likely to be struggling with another diagnosable mental health condition as well. For instance, if someone is struggling with alcoholism that is co-occurring with generalized anxiety disorder, we may explain that some of the behavior of abusing alcohol may be exacerbated, or made worse, when life gets particularly stressful and anxiety increases. From there, the outcomes of excessive alcohol use can create additional stress in a person’s life, which can further increase anxiety, thus increasing alcohol use. It’s a slippery slope.
Things are similar with hoarding disorder. By applying an understanding of co-occurring disorders, we can start to make sense about why efforts to address the symptoms of hoarding (like difficulty parting with items or excessively acquiring things) seem so difficult for the person struggling with them. For instance, if a person has co-morbid diagnoses of hoarding disorder and major depressive disorder, that person may really struggle with motivation to work on discarding items or struggle with paying attention and decision-making about their possessions. While symptoms of hoarding disorder do include having a difficult time parting with items, they do not include a lack of motivation, inattentiveness, or indecision. However, all three of those are symptoms of depression. In this case, the person’s depressive symptoms are making the symptoms of hoarding disorder even more challenging to manage.
There are a lot of diagnoses that can co-occur with hoarding disorder- in fact, almost any of them can. The most common ones are mood disorders (like depressive or bi-polar disorders) or anxiety disorders. Obsessive compulsive disorder (OCD) is a common co-morbid condition, as is attention deficit hyperactivity disorder (ADHD). We also see a fair amount of other types of diagnoses alongside hoarding disorder, including post-traumatic stress disorder (PTSD) or other types of organic brain illnesses, like dementia or schizophrenia. When symptoms of any of these other types of mental health diagnoses show up, it can make managing symptoms associated with hoarding to be a very difficult task.
As mental health professionals, we can use strategies developed for other co-occurring disorders in our effort to support our clients. By prioritizing treatment interventions that help reduce the most significant symptoms first, we can then work more easily on addressing the direct symptoms related to hoarding. For instance, if a client has a diagnosis of an anxiety disorder and is actively experiencing panic attacks, it would benefit the clinician to first work with the client on improving emotional regulation skills and distress tolerance prior to focusing attention on decision-making and discarding items.
By recognizing hoarding disorder as a co-occurring condition, we can help better understand the challenges people who hoard face and work with them to develop more effective approaches to treatment.
Antioch University is both humbled and proud to establish the Bruce and Arlene Crandall Social Courage Award, with its first grant slated for Fall 2017. Founded by Antioch University Board of Governors member Steve Crandall, the award will enable the research, planning, and testing of actionable ideas for sustainable community improvement proposed by Antioch University students. The award is named for Steve Crandall’s father, Colonel (Ret.) Bruce Crandall, and late mother, Arlene Crandall.
The Bruce and Arlene Crandall Social Courage Award will reduce the financial barrier between idea and action, and encourage recipients to break new ground in the promotion of social justice. The award also includes faculty, community, and alumni mentorship and support. Currently, the award has more than $53,000 in contributions and continues to grow with support from the community.
“This program is one way AUS students may take action and deliver on the commitment to social justice that they adopted when they accepted admission,” said Crandall, who pledged an initial $30,000 to the award program. “I look forward to the creative and innovative ways future award recipients apply the valuable knowledge and inspiration gained at AUS toward helping and inspiring others through entrepreneurism and community engagement.”
Colonel Bruce P. Crandall (Ret.) is a husband, father, explorer, pilot, Vietnam War hero, engineer, and civic leader. Colonel Crandall will participate in a Vietnam War panel discussion with former prisoner of war Captain Joseph Crecca, Jr., U.S. Air Force (ret.), and Joseph (Joe) L. Galloway, one of the best-known correspondents of the Vietnam War, on May 23rd at Shoreline College.
Colonel Crandall’s awards include two Distinguished Flying Crosses, a Bronze Star, a Purple Heart, and the Congressional Medal of Honor—the latter was earned for leadership and fearless courage in Vietnam as he “voluntarily flew his unarmed helicopter through a gauntlet of enemy fire, delivering desperately needed water and medical supplies….” He also made 16 trips to the front lines, transporting wounded to safety during a voluntary mission that even MedEvac pilots declined. His courage inspired other pilots to follow his example, multiplying the impact of the missions. Crandall remains committed to promoting the courage necessary for social justice to this day.
Arlene Crandall was also acknowledged in her lifetime. She was made an Honorary General by the US Army and an Honorary Admiral by the US Navy. She was awarded the Order of St. Joan D’Arc by the US Cavalry and Armory Association and the Honorable Order of Our Lady of Loreto by the Army Aviation Association. She passed away in 2010, leaving a legacy that continues to inspire.
Crandall Social Courage Award
The award reflects Antioch University’s commitment to providing educational access, healing, and social support to America’s veterans. In addition to this new award program, Antioch University Seattle also supports the Clemente Veteran’s Initiative, which draws upon the study of humanities to support American servicemen and women who are struggling with the transition to civilian life, as well as the Institute of War Stress Injuries, Recovery, and Social Justice, a nonprofit dedicated to transforming the military and national healthcare systems through the investigation and elimination of the preventable causes of behavioral health crises in military personnel, their families, and civilians affected by war.
About Antioch University:
Inspired by the pioneering work of 19th-century educator Horace Mann, Antioch University promotes higher education that incorporates the common good, values experiential learning, and fosters a diverse academic community. Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice.
Today, President Trump announced that the United States plans to withdraw from the Paris climate accord. We at Antioch University are both disheartened and concerned with this symbolic decision, as well as a lack of US leadership on global efforts to combat climate change.
Despite the efforts of the current administration to discredit climate science, opportunities for collaboration grow at the local level. We are proud to partner with our communities, which continue to focus efforts to respond and adapt to climate change.
Now, more than ever, we must be diligent and unrelenting in our work to protect the environment as we prepare for the continued effects of climate change.
Antioch University maintains our commitment to furthering social, economic, and environmental justice. We will continue our fifty-plus year history of training environmental policy-makers, environmental scientists, educators, and leaders to solve critical and emerging environmental challenges by delivering visionary, progressive, and interdisciplinary Environmental Studies programs.
About Antioch University Antioch University is an accredited, non-profit university and a bold and enduring source of innovation in higher education that serves adult students around the world, online, and from its five campuses in four states, in addition to its University-wide international and doctoral programs. Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice. Antioch University has been accredited by the Higher Learning Commission since 1927.
Art therapy is changing lives in China. “Big Miao” Shimming showed us how.
The room was set in an intimate fashion, full of colorful cushions strewn on the floor in preparation for Miao’s presentation. Miao, affectionately known as “Big Miao” because of his height, visited Antioch University Seattle (AUS) in May of 2017 to seek professional training and guidance in the art therapy field. On May 17, Miao gave a presentation on his important work. AUS staff and students were so eager to engage with Big Miao, they began asking questions right away in the evening’s Q&A session.
Big Miao began working AUS’s Art Therapy Program after reaching out to Dr. Janice Hoshino, Chair of Art Therapy.
“I observed Janice working and knew I needed her training!” exclaimed Miao. Hoshino, reaffirmed his story.
“WABC [World of Art Brut Culture], Big Miao’s art studio, is collaborating with AUS to gain professional training from registered art therapists.”
Dr. Hoshino has already led two Art Therapy workshops in China in collaboration with Big Miao and is looking forward to future trips this summer.
Big Miao began as an art curator and artist specializing in oil painting. In 2009, he came across the Special Needs population, moving his heart and changing his life. Since then, he has been transforming the lives of hundreds of people with “special needs” through creative expression. Big Miao opened World of Art Brut Culture, an art studio in which children and young adults with special needs come after school to paint, free of cost.
The majority of the students they work with are on the autism spectrum, have cerebral palsy, or have other varying developmental impairments. In a video Miao showed, the students spoke about their artwork, their own process, and the impact WABC has had in their life. Their teachers (they are not professionally trained art therapists) also speak about the students’ progress and involvement with WABC.
Parents of the students are pleased with the visible progress their children are making, noting the tangible transformation creative expression has brought into their lives. One audience member commended Big Miao’s hard work: “It’s apparent you have a huge heart, honorable intent, and are doing a wonderful service to your community.”
WABC has now opened public art centers in eight different cities in China (including Beijing, Shanghai, Hangzghou, and Chengdu). They are collaborating with 32 different communities and schools and have served over one thousand children and families.
Big Miao plans various events and fundraisers, such as Cultural Creative Center, Dream of China, and Charity Night. These events have attracted large audiences and engaged the Chinese population.
The car company Infinity is a sponsor and has collaborated with the WABC students to create an art piece in their Beijing headquarters. WABC has also collaborated with various Chinese celebrities, pop stars, entrepreneurs, and CEOs. These events have brought healing and are changing how Chinese see and treat children with autism.
Through their work, WABC aims to foster a genuine connection between the Special Needs population and their Chinese community. They have empowered students to use their talents and have brought them closer to their dream of “being treated like everyone else.” There are 10 million people in China on the Autism Spectrum. There is a great need for psycho-education and awareness in China where people with special needs are not treated equally. Big Miao is among the first to do this kind of work in China, where most have no concept of art therapy.
“He is making inroads, paving the way, and doing fundamental work,” said AUS Drama Therapy faculty member Bobbi Kidder. “His progress is amazing!”
Despite this great progress, WABC and Big Miao recognize the road ahead still needs to be paved. There are still families who do not accept art therapy as a real treatment.
“Art therapy is a seed,” said Miao. “We are waiting for it to blossom.”
In order to gain more training and more empirical evidence to bring home to gain support, WABC partnered with Antioch University.
“We know art is powerful, transformative, and necessary,” said Miao, when asked how professional training can improve WABC. “However, we still have questions on technique, behavior, how to interact with families, fundamentals, how to gain all the therapeutic benefits of artistic expression, and how to properly raise awareness.”
Hoshino added, “The teachers in WABC are hungry to learn. I’ve done two trainings with them in China and over fifty people attended. My heart is really with this organization.” Both Antioch University Seattle and WABC are eager to share the benefits of Art Therapy with as many people as possible.
Big Miao concluded his presentation by showing his students’ stunning artwork. Big Miao smiled and happily invited AUS students to join him in China.
“We all have advantages and disadvantages,” said Miao. “Together we can make each other better!”
There are a number of reasons people become angry. Challenges at home, work, or on the road are common triggers that can lead someone to lash out or boil inside. And yet, sometimes we become angry with everything, including people or things we would normally be able to brush off. Anger, by its very nature, has us look outward to solve our problems. Yet, when we are angry with many things, it would be improbable – if not impossible – that we might be able to solve every problem. Most of us can identify with the moments when we are ready to explode at anything that comes near us. Think of parents of newborns who haven’t been sleeping, or that time you were really stressed. Or think of that time you were really hungry and especially crabby. Yes, I’m talking about being hangry.
My interests are in anger, aggression, and irritability. A lot of times people talk about reducing anger by figuring out how to solve the problem or by punching a pillow (which will actually make your anger and aggression worse in the long-term). However, when you are feeling irritable, these things won’t help. People often use the terms anger and irritability interchangeably. However, I’m going to ask that you think of them as two separate concepts. While anger is that tense emotion when your blood is boiling, irritability is the moment of grouchiness before you feel angry. When you are irritable you are more likely to become angry (which is why it is often associated with anger), but you might not be angry yet. For example, when you are hungry you might be irritable and will easily be angered, but you might not be angry yet. Similarly, when you are sleep deprived, hungry, or haven’t yet had your coffee you are likely to be irritable.
The reason for the distinction is important because when you are feeling angry, you might be able to reduce your anger by solving a problem. However, when you anger is a result of irritability, it would be more helpful to look for treatments that will first help you feel better. So next time you notice you are feeling angry at the world for no good reason (or are just looking for reasons to become angry), ask yourself what your body needs, and eat a sandwich, drink some water, exercise, get some fresh air, or get some sleep. You will feel better before you know it.
Michael J. Toohey, Ph.D.
Teaching Faculty, School of Applied Psychology, Counseling, and Family Therapy. SEE PROFILE
In a move that speaks directly to Antioch University Seattle’s (AUS) vision to build and serve inclusive communities, Antioch University Seattle has embarked upon a historic Diamond Academic Partnership with the Greater Seattle Business Association (GSBA), the largest LGBTQIA chamber of commerce in North America.
“Diamond Partnership represents the highest level of sponsorship,” said Travis Mears, Director of Development and Scholarship Programs for the GSBA. With this partnership, AUS finds itself in the company of Pacific Northwest corporate leaders like Microsoft and Alaska Airlines; sponsorship implies a very public investment.
“Ours is the first academic partnership of its kind with the GSBA,” said Emmelyn Hart, AUS Director of Institutional Advancement (IA). Hart is understandably excited by the news and looks forward to defining and refining this diamond in the rough.
The GSBA Scholarship Fund awards educational scholarships to lesbian, gay, bisexual, transgender, questioning, intersex, and allied undergraduate and graduate students who demonstrate strong academic abilities and who are actively involved in their school and community organizations.
“Antioch University’s values attract the kind of student GSBA supports, but we have local and global university recipients,” said Mears. “Students must be residents of the state of Washington, and they must be moving the needle forward for social justice.” Mears goes on to explain that the partnership at the Diamond level not only contributes significantly to the 3 million dollars awarded to these students annually, but also provides the business chamber opportunities as well.
Helping to define the thrust of this investment has been the long-time challenge of the AU Associate Vice Chancellor of IA, Dr. Dan Hocoy, whose conversations as acting Interim President back in 2015 with GSBA President and CEO Louise Chernin planted the seed for the partnership.
According to Hart, a task force is being assembled and a memorandum of understanding is being crafted to outline the terms and details of how the AUS investment in GSBA will be directed.
“Dan brought us together to facilitate this,” said Mears. “We have a leadership immersion weekend planned at Islandwood in August, and leaders from across sectors are charged with guiding best practices.”
In keeping with the AU mission and vision for engagement, investment in the GSBA Leadership Academy will promote the common good; task force members include AUS visionaries and members from Seattle University and University of Idaho, as well other small business and corporate leaders. “We have a truly unique opportunity,” said Mears. “We’re a business chamber focused on equality for all in a city with the fastest growing economy in the country. Working together with AUS, a university known nationally for its commitment to equity and inclusion, and it’s unique model, we see even greater potential for our scholars.”
“Both organizations have a desire to be part of the progressive change in the city, and both recognize that we are stronger as partners than alone,” noted Hocoy. But it was in discussions with Chernin regarding the challenge of providing scholarship recipients with supportive, developmental, cumulative, and competency-based leadership curriculum in addition to structure and content reflecting best practices that Antioch University Seattle’s strength as a partner crystallized.
GSBA scholarship recipients represent a diverse group with audacious dreams, as well as the skills and dedication to make them reality. According to Mears, though, the emotional impact of the scholarship program on participants rivals the financial. “For them it’s about having a community of people who believe in their ability to succeed.” And as a community, we shoulder responsibility for that continued support.
“This generation of leaders faces unique creative challenges,” said Hocoy. Transitioning personally while emerging professionally requires support and fresh thinking about the nature of support. “As many leadership and management programs have discovered, we know that the best leadership is authentic leadership. Leaders need to know who they are before they can lead.”
For the moment, according to Hart, the inaugural GSBA Leadership Academy intensive weekend at Islandwood might be compared to cutting-edge CE credits for working leaders with a job to do. “The academy will provide leadership training not only to support academic success but also to provide the tools for leadership once school is done.” The task force is also challenged to come up with a collaborative fundraising plan and essential, measurable, sensible, and simple metrics that will allow the GSBA Leadership Academy to be a lasting, evolving investment in the future.
Antioch University Seattle envisions that its graduates this spring will emerge with a heightened sense of their power and purpose and be prepared to put theory into practice. With the Run Like A Girl summer program, AUS Practicum & Internship students in Drama Therapy (DT) will run into the woods and pass this same vision into the very capable hands of middle school girls.
The phrase “like a girl” calls into question a girl’s capability. And the fact that this micro-aggression is so often tied to sports performance is doubly damaging. Run Like A Girl celebrates the power that sports can provide, developing in girls the intentional active strategies we all need to build self-confidence and seize the day.
Run Like A Girl (2004) filmmaker Charlotte Lettis Richardson (also a decorated runner) credits losing races with teaching her the most about herself. And in her 2011 memoir, Run Like A Girl, champion athlete Mina Samuels outed her fiercest opponent—the one within. This August, AUS’s own local theatre-sports star, AUS Drama Therapy Co-coordinator Bobbi Kidder, MA, RDT/BCT, shines a light on Like A Girl fierceness and the power of story with a reframed “On the Road” student field experience at Table Rock Foundation summer camps.
Since 2014, Kidder has noted the high percentage of young girls referred to Camp Phoenix, the camp at Table Rock Foundation that serves middle school kids from Oregon’s Jackson and Josephine Counties who have experienced severe trauma. Given the emotional and physical changes naturally at work in the bodies of ten- to thirteen-year-old girls, Bobbi thought a powerful camp to run like girls, with girls, and for girls might be in order.
Run Like A Girl offers AUS intern urbanites a rare regional view of rural life. And by confronting derogatory definitions of girlness and the effect societal shaming can have on self-image, they will champion the campaign that is changing the narrative.
Kidder is no stranger to programs that focus on social justice and empowerment. Run Like A Girl takes a page out of the playbook Kidder used for Inside/Out, a community ensemble with young women prisoners at Rogue Valley Youth Correctional Facility. “We set the stage for recognizing assets—we create and share stories about them.” Kidder’s practice, strongly based on Augusto Boal’s Theatre of the Oppressed, reframes concepts such as meaning, truth, and like a girl, and puts a voice to the oppressor within—sometimes multiple voices. Kidder calls it “performative.” “With Boal’s rainbow of desire aspect, we answer our own voices and silence the ones that hold us back.”
Alongside the camp’s Rainbow Grandmothers, and amidst the webs and native wisdom of a truly enchanted forest, it is intention and not service that Kidder and her interns provide. They will work together for moments of choice and potential, inspired by a quote from the Aboriginal elder and educator Lilla Watson: “If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.”
“Big Miao” Shimming is trying to revolutionize the way China engages with special needs children – and he’s reaching out to Antioch Seattle’s Art Therapy program to help. Shimming will be visiting AUS on May 16 – 17. The public is invited to attend Miao’s presentation on his important work on May 17 from 3-5pm.
Shimming’s visit is part of a developing relationship between Antioch Seattle’s Art Therapy program and Worldwide Art Brut Culture(WABC), a Shanghai-based NGO Shimming founded in 2009. With a mission to help special needs children express themselves through art, WABC has so far opened 20 learning centers across China and has more than 50 teachers.
Janice Hoshino PhD, chair of Creative Arts Therapy at AUS, has traveled to China several times over the past year in order to help WABC train its volunteer teachers in art therapy. She says the fact that WABC is rapidly increasing the number of areas and individuals it serves is an impressive accomplishment given China has a long history of stigmatizing and punishing people with mental disorders: “Despite recent reforms, it’s still not unusual for persons with psychiatric issues to be involuntarily institutionalized,” says Dr. Hoshino.
Hoshino says the reason art therapy is gaining acceptance in China, and the reason WABC specifically has been able to attract donors like the Gates Foundation, comes down to the transformative process of art-making. She described one 20-something individual who took part in a WABC art therapy training she was involved in: “This young man has been mute for much of his life, and by the end of the training he was talking.”
Beyond the power of art therapy, Hoshino also gives credit for WABC’s success to the outsized personality of its founder: “With his infectious enthusiasm, kind heart and ready laugh, Big Miao is the perfect ambassador for the program.”
GiveBIG is a 24-hour campaign to raise funds for nonprofit organizations serving Greater Seattle. Please consider making a gift to support Antioch University. Now, more than ever, your help is needed to prepare the next generation of socially responsible leaders.
Below are three easy ways to show your AUS pride during GiveBIG:
Make a gift. Doing big things doesn’t take much if everyone participates. Imagine if our entire community made a gift, of any size, for GiveBIG.
Spread the word. Share our message with with family, friends or old classmates.
Follow us on social media. Check our Facebook and Twitter accounts for GiveBIG and other updates.
Gifts made to Antioch University today through GiveBIG also come with rewards:
All donors will be entered into a random drawing for 3 items: Happy Hour with Ben Pryor, Jane Harmon Jacobs and Shana Hormann; a $50 Amazon gift card; and a “leaf” on the AUS Legacy Tree.
Donate $55 or more and you’ll receive an Antioch University license plate frame.
Donate $100 or more and receive your choice of an Antioch U t-shirt or tote bag.
Donate $250 or more and your name (or the inscription) will be added to a “leaf” on the Legacy Tree at AUS.
GiveBIG continues through 11:59 pm PT tonight. Thank you for supporting Antioch Seattle!
[UPDATE] 2:45 p.m. – Our Institutional Advancement team of Dan Hocoy and Emmelyn Hart will match the next $200 in donations!
[UPDATE] 1:30 p.m. – Ben Pryor will match the next $200 in donations!
Grant-funded urban ecology project will sustainably curtail polluted water runoff into Salmon Bay while building infrastructure and community
Seattle – Antioch University Seattle (AUS) and Urban Systems Design (USD) will celebrate the completion of a project that will reduce polluted runoff that drains into the city’s Salmon Bay each year. The East Ballard Greenstreet Project, will host a ribbon-cutting party on Saturday, May 20th from 1:30-2:30pm. Address: 1101 NW 57th Street, Seattle WA 98107.
The public is invited to attend the event and learn about the block of roadside rain gardens that were installed along 11th Avenue NW at 58th Street in Seattle’s East Ballard neighborhood. The project was funded through a $65,000 Russell Family Foundation grant as a pilot demonstration for future community-driven and environmentally-friendly drainage projects. The Duwamish Infrastructure Restoration Training (DIRT Corps) program, a green infrastructure job training program focused on women, people of color and other disadvantaged communities, completed the project installation in 2015 and has been monitoring the site for the past year. DIRT Corps crew will be on site to answer questions about green infrastructure.
“Our small natural drainage projects absorbs and filters the roadway runoff before it can reach the catch basin system, which directs runoff into Salmon Bay at the end of 11th Avenue NW,” said Cari Simson, project manager with Urban Systems Design, and adjunct faculty at AUS’ liberal studies Bachelor Completion program.
Managing roadway runoff is an important environmental consideration because it can easily transmit toxins and pollutants – such as vehicle exhaust particles, oil leaks, pet waste, garbage and other chemicals on roads and roofs – as it makes its way to the nearest catch basin, and ultimately the nearest waterbody. Polluted runoff enters the food chain and affects the health of marine creatures and the people who eat fish or shellfish.
The East Ballard Greenstreet Project was launched not only to offset pollution, but also show community, government and private groups how to work together to build rain gardens and use that experience to shape best practices for implementing similar projects elsewhere. “This project illustrates how at AUS we look below the surface to solve problems in sustainable ways that truly make a difference in our communities,” Simson said.
The Antioch University Seattle grads behind Wheelhouse Workshop are in the news again! Kotaku, a major online publication dedicated to “games and things serious gamers care about” recently published a piece about Wheelhouse Workshop, a therapy group that specializes in using tabletop games, including Dungeons & Dragons, as counseling tools.
Dungeons and Dragons is a J.R.R. Tolkien-inspired, books-based game first published in the 1970s. Players take on the role of specific characters they create in this world, such as “halflings” (essentially hobbits), elves, dwarves, and more, while the host of the game, the Dungeon Master or “D.M.” tells the players about the fictional world their characters are in, giving the players the opportunity to make creative choices based on the content of the story. The game is also recognized as culturally significant in the Seattle area; in 2016, Dungeons & Dragons was inducted into Seattle’s Museum of Pop Culture’s Science Fiction and Fantasy Hall of Fame.
Kotaku writes “Therapists have long used role-play to help their patients, inviting patients to role-play personal scenarios from friends’ or parents’ perspectives. But buying in can feel pretty lame without a good hook, or a fictional world’s distance from real-life. Because D&D is inherently cooperative and escapist, it urges players to reimagine the ways they interact with peers.” While Wheelhouse Workshop is not the only therapy group to incorporate Dungeons and Dragons, they are luminaries in the field, and have given talks at multiple gaming conventions, such as Emerald City Comic Con and PAX.
Adam Davis and Adam Johns are the co-founders of Wheelhouse Workshop, and both have earned master’s degrees from Antioch University Seattle. Davis earned his MAEd with a focus in Drama Therapy, and Johns earned an MA in couple and family therapy.
Save the date of Wednesday, May 10, 2017 to GiveBIG to Antioch University Seattle! This city-wide campaign is a one-day online giving event to raise funds for nonprofit organizations serving Greater Seattle. The 2017 theme is “Now. More Than Ever,” reflecting the urgent need to support nonprofits working to create greater equity and opportunity for all. The campaign is a great opportunity for our investors to stretch their generous gifts even further and supports our students’ academic experience.
Please join us on May 10th in this day of community generosity and support Antioch Seattle as it encourages innovative exploration and prepares the next generation of socially responsible leaders to dare to solve society’s most pressing challenges.
Early donations now open, so you can give today! Give Now!
All across the United States, Antioch University campuses are transforming the ideals of Earth Day into action.
In New England, Antioch alumna Hermine Levey Weston, RN MBA will be facilitating a workshop at the Green Health Academy to develop and identify fresh ideas to celebrate Earth Day specficaly in healthcare settings.
Meanwhile, on the West Coast, Antioch University Seattle will mark Earth Day with a bonfire and beach clean up. As the notoriously grey Northwest winters yield to spectacular summers, the Antioch Seattle Outdoors Club will help get the region ready at 5:00pm on Sunday, April 23rd at Golden Gardens Park. The club will provide firewood and s’mores but asks attendees to bring their favorite campfire treat.
In California, the Santa Barbara Earth Day Festival is celebrating 47 years of community activism, just as Antioch University Santa Barbara is celebrating their own 40th year of helping to steward the Earth.
At Antioch University Los Angeles, the Sustainability Committee and the Urban Sustainability Department recently sponsored two workshops in celebration of Earth Month. Presenters included Rashonda “Zoe Blaq” Bartney, a Certified UC Victory Gardener who created Urban Soul Farmer to encourage people to grow food and share healthy recipes; Mallory Burden, an Environmental Scientist for CalRecycle; and Lesha Siler, a Policy Associate for the LA Food Policy Council and staff liaison to the Working Groups on Urban Agriculture, Food Waste and Farmers Markets For All.
On April 15th, attendees also learned from professionals from a wide array of fields in the industry at a panel on Careers in Sustainability. Panelists Christina Hall, Executive Director OC Food Access Coalition and an Antioch Alum; Jeff O’Keefe, Supervising Sanitary Engineer with the State Water Resources Control Board Division of Drinking Water, Southern California Field Operations Branch; and Shavon Paige, Real Estate Officer at Los Angeles Department of Water and Power shared tips and tricks on how to stand out in this competitive and emerging job market.
Though Earth Day is a particularly active time at the University campuses, Antioch holds these ideas front and center year round as part of our core mission. Earth Day is a celebration of that commitment and a springboard for the year to come.
Antioch University Seattle is thrilled to share the news that one of our alumna, Aimie Vallat (along with Noah Dassel) is nominated for a Northwest Regional Emmy Award by the National Academy of Television Arts and Sciences. The nomination comes in recognition for, Present Moment, a documentary that Media Inc Magazine called, “An empowering film about courage, resilience and acceptance.”
The documentary is an insightful and compassionate portrait of a man coming to terms with Parkinson’s disease, incorporating it both into his sense of identity and into his determination to not only live, but live well.
The film was created by Vallat and Dassel’s production company, REEL WITNESS, which is “committed to creating a more resilient future by telling the stories of social change in our communities.”
“My passion for social justice filmmaking started when I was a college student living in South Africa in 1992.” Vallat says. “My first documentary project was to interview township residents to talk about the impact of receiving small business and home loans (we now call this micro-credit lending). It was an incredible experience witnessing first hand how a $20 dollar loan to sell vegetables could literally transform someone’s life. I left South Africa in 1994 energized and committed to a lifetime of working on social justice issues, and that has never really wavered…Now, with my production company, REEL WITNESS, my focus is about elevating a conversation around important social issues while looking at what is resilient and thriving in that story or person or organization. Staying alert to the places of growth and joy within any system of change has helped me stay motivated to keep doing this work after all these years.”
Vallat received her Master’s in Communication from Antioch University Seattle in 2009 and, for the past twenty years, has focused on issues of sustainability, social justice, and building thriving communities. She credits much of the success of Present Moment to local PBS station, KCTS 9, as well as to “Laila Kazmi for their unwavering support of our film and our local, Pacific Northwest filmmaking community.”
She goes on to describe her surprise and delight at the film’s success.
“What has happened since Present Moment’s release in 2015 has been a huge surprise for all of us. A few things really did change after making it; first off, I learned to trust and follow inspiration, wherever it might take you, without expectation. Secondly, as a family we sat down for the first time and talked frankly about the impact of Parkinson’s (PD) in all our lives. My sorrow prior to making the film of seeing my dad living with this disease has now lessened as we’ve been through this process together, and that was a very welcome and unexpected change.”
Present Moment has already received numerous other awards, and is a film festival favorite.
“All of those accolades have been a great surprise but it was never the intention when the film was made – to do the festival circuit etc. – but since we did end up doing following that path, it’s allowed more viewers to see the story and perhaps find some solace or a sense of connection. For that reason alone, I’m truly grateful that it’s been available to a much broader audience.”
The entire Antioch community wishes to extend our congratulations and joy at this achievement.
Press release by Vonem Creative about distinguished Antioch University Seattle alumnus Delbert Richardson:
MUSEUM FOUNDER WINS NATIONAL EDUCATION ASSOCIATION’S CARTER G. WOODSON AWARD
SEATTLE ― April 10, 2017 ― Delbert Richardson, Founder, Creator, and Curator of the American History Traveling Museum: The Unspoken Truths, was recently selected by the National Education Association (NEA) as the 2017 recipient of its prestigious Carter G. Woodson Award.
The NEA created the Carter G. Woodson Memorial Award to recognize the person, group, or institution whose activities in Black affairs significantly impact education and the achievement of equal opportunity.
In an email sent to notify Richardson of his selection, NEA President Lily Eskelsen García said, “…[W]e honor individuals like you [,] who have contributed to the human and civil rights goals and aspirations of Americans across the nation.”
Mr. Richardson will be officially recognized during the NEA’s 2017 Human and Civil Rights Awards Dinner, held in the Grand Ballroom of the Boston Convention and Exhibition Center. Nearly 2,000 attendees, in addition to NEA officers, Board of Directors, and leaders from all 50 states will be on hand for the July 1 event.
Of his amazing accomplishment, Richardson said, “My goal for the Museum has always been to tell the untold stories of American history, to help paint a picture of the African Diaspora that goes beyond what’s been learned from the history books.”
“Winning this award,” he continued, “will ensure that the Museum keeps growing and building, so that people – all people, regardless of race – can keep learning.”
About the American History Traveling Museum: The Unspoken Truths
The “Unspoken” Truths American History Traveling Museum chronicles the rich history of Africans in Africa prior to American Chattel Slavery, the experiences and impact of American Chattel Slavery, Jim Crow Era, and the many contributions African Americans have had on scientific, cultural, and technological (inventions) innovations in the U.S. and the world.
The Museum’s mission is to re-educate learners of all ages, in a manner that leads to self-restoration and community healing, with the eventual goal of implementing its teachings into school curricula, institutions, and organizations committed to cultural competence and social justice.
Antioch University Seattle Dean of Students Shana Hormann recently traveled to our sister school, Panjab University in Chandigarh, India, to give a lecture and later lead a workshop on organizational trauma, as part of an event organized by Panjab University’s Centre for Human Rights and Duties. From her workshop description:
“Organizational trauma is a collective experience that overwhelms the organization’s defensive and protective structures and leaves the entity temporarily vulnerable and helpless or permanently damaged. Traumatic events can be sudden, shocking, and throw the organization into turmoil. Organizational traumatization may also result from repeated damaging actions or the deleterious effects of the nature of an organization’s work. Unaddressed organizational trauma–whether sudden or cumulative–causes serious harm and can be catastrophic for organizations. It negatively impacts service delivery, compromises work with clients, and weakens the organization’s ability to respond to internal and external challenges. Over time the unhealed effects of trauma and traumatization compromise the organization’s fundamental health.”
Hormann’s lecture was organized under the Memorandum of Understanding between Antioch University Seattle and Panjab University, and was one of many talks given that day. The event also included powerful words from Professor Swarnjit Kaur, Coordinator of the Centre for Human Rights and Duties on the proactive role the Centre has taken in strengthening its academic collaboration with universities an ocean away, such as Antioch University Seattle. Professor O. P. Katare, Director of the Research Promotion Cell presided over the lectures, and gave presidential remarks on the role of spirituality and the power of the mind to deal with trauma.
Russell served in the American military for 26 years, as a Marine Sergeant, a Navy Commander, and as a military psychologist deployed in support of the Iraq invasion in 2003, and he says this time “opened my eyes to the painful reality that our country was grossly negligent in its preparation to meet even basic [veterans’ mental health] needs.”
Upon retiring from the military, Russell founded Antioch University Seattle’s Institute of War Stress Injury, Recovery, and Social Justice, participated in documentaries such as Thank You For Your Service! and the upcoming Stranger At Home, and published a great deal of research on the subject of military mental health. Most recently, Russell and co-author Charles R. Figley, published a three-part series of scholarly articles in the March 2017 (available online in February 2-17) issue of Psychological Injury and Law, asking if the military’s frontline psychiatry/combat and operational stress control doctrine and programs help or harm veterans and their families.
In this Huffington Post piece, Russell also provides readers with an overview of the US government’s approaches to military mental health over the years, including critiques of the ways that policy has harmed, rather than helped, people who serve in the US military.
Antioch University’s Chancellor, William Groves, issued a message on the recent executive order banning people from certain Muslim countries from entering the US and targeting immigrants already in the States.
“I would like to emphasize that Antioch University supports all of our students, faculty, and employees who are foreign nationals. The University has a long history of being a leader in fostering a diverse and rich educational environment. Even prior to the Civil War, Antioch was one of the first American colleges to enroll African-American students to learn side-by-side with white students. It was one of the first colleges to employ female faculty at the same rank and salary as male counterparts. And we have admitted international students throughout our history.
Our educational mission has always been focused on fostering social, economic and environmental justice and for protecting and promoting the human rights of all people, regardless of race, religion, gender, color, ancestry, national origin or other immutable characteristics. It was not chance or stroke of serendipity that led Coretta Scott King to Antioch. It was Antioch’s reputation as champions for human rights that caught her attention.
Central to our mission of gaining “victories for humanity,” is the task of teaching empathy for others, a sense of deeply understanding the struggle of our fellow human beings around the globe. We can better foster that sense of empathy and compassion through diverse student and faculty bodies, able to communicate openly, share different perspectives and experiences and learn from one another. From that, we generate trust and understanding and foster the hope for greater peace in the world. So, from a purely pedagogical point of view, higher education has a significant stake in our national immigration policy. The diversity of our classrooms is one of the greatest strengths of American colleges and universities.”
Antioch University supports all of our students, faculty, and employees who are foreign nationals. The University has a long history of being a leader in fostering a diverse and rich educational environment, and will continue to admit and support students without regard to their citizenship status or immigration status. We will continue to enforce our anti-discrimination policies which prohibit harassment and discrimination based on race, religion, gender, color, ancestry, and national origin.
Antioch University Seattle (AUS) is partnering with award winning children’s author and illustrator Javaka Steptoe for the second annual Multicultural Children’s Literature Celebration! This year’s Multicultural Children’s Literature Celebration includes multiple events across several days, and AUS is involved in many of them. For example, AUS is supporting an upcoming arts-based workshop with Steptoe on January 27, 2017 at Dearborn Park International School, which will give AUS teacher candidates an opportunity to work with primary grade students using lessons that utilize multicultural literature.
In addition, AUS is also hosting, at our beautiful new campus, a fun and interactive book reading by Steptoe followed by an open house, on January 25, 2017. This event is an opportunity for the broader AUS community to participate, as it is “open to current and future educators, librarians, and friends of children.” Antioch University Seattle is now located at 2400 Third Avenue, Suite 200, Seattle, WA 98121, across the second and third floors of the building. RSVP to the January 25, 2017 event here.
Steptoe’s most recent book,Radiant Child, about the life and art of Jean-Michel Basquiat, has recently been named one of the “Best of” nonfiction books by School Library Journal and the “Best Children’s Book” of the year by Essence magazine. The Washington Post named Radiant Child one the “Best Books of 2016.” Previous books have earned Steptoe the prestigious Coretta Scott King Illustrator award and his work on Jimi Hendrix was a New York Times bestseller.
This Tuesday, January 3, 2017, Antioch University Seattle opened for classes at our new location, 2400 Third Avenue, Suite 200, Seattle, WA 98121. Faculty and staff, including work study students, joined together to move our university into its high-tech, design-forward new facility over the last weeks of 2016, pausing only for the winter holiday closure.
Our new campus comes with a mix of the familiar and the unfamiliar. For example, we have retained our beloved, mirrored, mosaic pig Ms. Coco, and student group AUS GROW will continue to tend garden beds on campus, which are now located on the campus terrace outside of our new library. However, we have also gained exciting new technology in our classrooms and study rooms, as well as a phenomenal increase in natural light, thanks to our many floor-to-ceiling windows.
The new AUS campus is also located near many major bus lines and a great deal of city parking, making it easy for our students, faculty, staff, and visitors to get to and from school. The Antioch University Seattle campus will continue to be a cultural hub and meeting place for our progressive community, and we will use our central location and green, modern presence to stand strong, in line with our values, throughout 2017 and beyond.
It’s the giving season and for many folks it’s a joyous time. But what if there’s more to it than simply picking out a gift someone will enjoy? How do we navigate the waters of mental health disorders in our loved ones in a time of giving while being mindful of our own needs? Jennifer Sampson, co-founder of The Hoarding Project, takes a closer look at how she helped one client deal with her mother’s hoarding disorder during the holidays.
“Can I ask you an unrelated question?” It was clear that my client didn’t feel like talking anymore about her latest run-in with her ex-husband and wanted to change the subject.
“Sure,” I smiled and nodded.
“Ok.” She took a deep breath, looking uncharacteristically anxious. “So…I’ve been worrying about what to get my mom for the holidays. She has already everything.” She hesitated. “Like… everything.” She looked up at me quickly, trying to read my expression. “What do you think?”
She was one of my favorite clients, and we had a positive and good-humored relationship with one another. She wasn’t generally a nervous person. Usually, she was upbeat and funny during our sessions in spite of the difficult work we’d been doing over the last few months to help her process a particularly devastating divorce, so her shift in mood was a little confusing to me. I brushed it off, assuming she was just being rhetorical with her question and wanted to lighten the mood a bit.
“You know,” I began to answer, “I really don’t know too much about your mom, come to think of it.” I shrugged and joked, “Socks? Fruitcake? I don’t know. What does she like? Or is she just tough to shop for?”
My client’s face was deadpan. “No, I mean it. Her home is literally full. She can’t even move around in it because she has everything. You work with this kind of thing, don’t you??”
Whoa. I had really missed that one.
Though hoarding disorder is my area of specialization, sometimes even I drop the ball in recognizing that this mental health concern can show up where I least expect it.
And of course it does. Hoarding disorder affects 1 in 20 people in our country, making it one of the most common mental health disorders around. Even though my client had not come to therapy to work on this issue directly, it was still one that touched her life, and as we continued our conversation, I came to learn that her mother’s hoarding had been affecting her since childhood, leaving her relationship with her mom to be fragile, at best.
Since hoarding disorder is a relatively new diagnosis and one around which there is still a tremendous amount of shame and stigma, it is very common for people not to be inclined to discuss it- even with their therapists. My client told me that she had thought about mentioning it to me at a few different points, but didn’t want me to think badly about her or about her mom.
During the holiday season, it’s especially important that we, as mental health professionals, are paying attention to potential hoarding-related concerns as our clients are going home to spend time with their families of origin. It is quite likely that at least one of them has a loved one who is struggling with hoarding disorder. Spending increased time with them around this season of the year may provoke strong emotional reactions which may be difficult for us to understand and work with if we don’t fully grasp the context behind the feelings.
Listening for comments and questions like the one my client asked, or about frustration around a relative’s housekeeping or shopping habits maybe markers that additional screening for hoarding disorder is indicated.
And as for my client’s question about what to get for a person who has everything- or at least for a person who hoards? I tend to recommend gifting experiences rather than items. Game night with the family, rather than a new scarf. Dinner at their favorite restaurant, instead of a new book. These types of gifts reinforce the importance of relationship-building rather than possessions, which, if we’re being honest, is important advice for everyone to follow.
Jennifer Sampson, PhD, LMFT is Associate Chair in the Couple and Family Therapy Program at Antioch University Seattle. She has been practicing individual, couple, and family therapy since 2007. Jennifer has served as the Executive Director and co-founder of The Hoarding Project since 2011, and she currently chairs the King/Pierce County Hoarding Task Force. She has published multiple articles in academic journals on hoarding, and completed her dissertation work on understanding the influences of unresolved trauma and loss and family dynamics on hoarding behavior
On Friday October 7. 2016, Antioch University Seattle graduate and filmmaker Todd Kulczyk premiered India Initiative Experience: The Movie, a documentary about Antioch University Seattle’s 2016 India Initiative cultural immersion and service learning trip.
The first Antioch University Seattle service learning trip to India took place in the summer of 2014 and was offered to art therapy and drama therapy students. Participants were given an opportunity to engage their creative arts therapy training with people of all ages in India, including Tibetan refugees, working together on social justice-themed community art projects.
The second Antioch University Seattle cultural immersion and service learning trip to India took place just over a year-and-a-half later, in 2016. The 2016 cultural immersion and service learning trip included not only opportunities to practice creative arts therapy techniques in community art projects within Tibetan refugee communities, but also with the Charan Khad slum community mere weeks before its demise. 2016 India Initiative students also visited Panjab University, with which Antioch University Seattle has a Memorandum of Understanding. Panjab University has a renowned psychology department, which made it an especially salient academic community environment for our traveling students.
Much of this second trip to India was filmed, and that footage was recently edited into India Initiative Experience: The Movie. Because some of the people in the film are political refugees living in exile, for their safety the movie is not available for online distribution. It is only available internally, for the Antioch University Seattle community, such as the October 7 screening. Kulczyk has also provided some private screenings, upon request.
However, while the movie itself cannot become available online, some photographs from the trip ARE safe for online publication. Many of them are embedded in this news story.
For more information about our 2017 service learning and cultural immersion trips, which are still being planned, contact Angie Hoffpauir or Colin Ward.
PAX, short for Penny Arcade Expo, is the first and largest gaming (video games, board games, card games, etc.) fan culture convention. Originally a 4,500-person event in 2004 in Bellevue, Washington, PAX has grown into multiple conventions: PAX West, in Seattle, Washington; PAX East, in Boston, Massachusetts; PAX South, in San Antonio, Texas; and PAX AUS (no relation to Antioch University Seattle) in Melbourne, Victoria, in Australia. In addition, there is PAX Dev, which is a two-day extension of PAX West, taking place the Wednesday and Thursday before the start of PAX West, which happens Friday-through-Monday of the American Labor Day holiday.
As the school that launched the founders of the tabletop gaming mental health therapy organization Wheelhouse Workshop, it may be no surprise that our students and alumni created a strong Antioch University Seattle presence at PAX West this year!
The mental health nonprofit Take This organizes and provides AFK Rooms at PAX and other conventions.
“AFK” is an internet slang abbreviation of “Away From Keyboard” and in this context, the AFK Room is a quiet, safe space, staffed with mental health volunteers, including licensed therapists, inside of a convention, including every PAX… Even PAX in Australia!
AFK Rooms are open to all convention attendees, and people use AFK Rooms to recharge, get mental health support, or even just to take time out from the convention to sit down and recharge their electronics.
Paulette de Coriolis MA, LMHCA
This year at PAX West, when The AUS eNews visited the AFK room, approximately half of the volunteers and clinicians in the room were graduates or students of Antioch University Seattle! The AUS eNews did not take any photos of the inside of the AFK Room, out of respect for the privacy of the space. However, we have been granted permission by one of the clinical volunteers, Antioch University Seattle alumna Paulette de Coriolis MA, LMHCA, to use a photo of her standing outside of the AFK Room, next to its sign, taken during this year’s PAX West!
Seattle, WA – Antioch University Seattle (AUS) is proud to welcome award-winning journalist Mark Wright of Seattle’s KING 5 News as our 2016 Commencement Speaker. Mr. Wright is currently a nighttime news anchor at KING 5 News. Prior to that, he co-anchored the #1-rated KING 5 Morning News in Seattle. He has won two Emmy awards for his work as a documentary producer and hard news reporter.
Senator Bob Hasegawa
Also scheduled to speak at the 2016 Commencement Ceremony are the recipient of this year’s Horace Mann Award, Washington State Senator Bob Hasegawa, and this year’s AUS Distinguished Alumni Award winner Nicola Tannion MA, PhDc.
Senator Hasegawa, a lifelong resident of Washington State’s 11th District, is currently a senator for this district in the Washington State Senate. Prior to his service as senator, he represented the 11th district in the Washington State House of Representatives from 2005 to 2012. Antioch University Seattle has an ongoing mission of social justice, and Senator Hasegawa is a labor and social justice activist. Senator Hasegawa is also a 2003 graduate of Antioch University Seattle’s Bachelor of Arts program, and was the 2012 recipient of the Antioch University Seattle Distinguished Alumni Award!
Nicola Tannion is a graduate of Antioch University Seattle’s Bachelor of Arts in Liberal Studies program, with an emphasis in Psychology and Spiritual Studies. She is currently a PhD student at Pacifica Graduate Institute, in their Mythological Studies program, with an emphasis in Depth Psychology. This spring she conceived of and co-produced the Irish Easter Rising Centenary Commemoration, which was proudly hosted by Antioch University Seattle. In addition to creating the event, Ms. Tannion also gave a lecture at the event titled “Women of the Rising” and moderated a panel discussion at the event which featured Seattle’s Mayor Ed Murray, Irish Vice Consul Kevin Byrne, as well as many university professors and religious leaders.
All three of these notables are scheduled to speak at this year’s Antioch University Seattle Commencement Ceremony, which will be held at 12:00 p.m. on Saturday, June 18, 2016 at Town Hall Seattle.
Antioch University Community,
You may be aware that a recent edition of the Antioch Review contains an essay concerning the transgender community that is garnering significant discussion. The Antioch Review is owned and operated by Antioch College, which is no longer associated in any way with Antioch University. The University was not involved in selecting this essay for publication and it certainly does not represent the views of Antioch University. As a University, we remain committed to our mission of social, economic, and environmental justice. While we encourage faculty and students to engage in critical thought and dialogue around important issues, the essay in the Antioch College Review is a far cry from what we value as a community; it is offensive, hurtful and inaccurate. We stand strong and proud in affirmation and celebration of all our students and the diverse communities to which they belong. This includes our transgendered students and employees who will continue to have our full respect and support.
Dr. Farley received the Ned Farley Service Award at the 2016 annual American Counseling Association Conference and Expo, which was held in Montreal, QC, Canada, from March 21, 2016 to April 3, 2016.
While the award is a welcome surprise, Dr. Farley’s involvement as a leader within the ALGBTIC has been prominent for decades. In the words of Journal of LGBT Issues in Counseling Editor-in-Chief Mike Chaney, “Ned’s service is so phenomenal that he was a leader in the association before there was an association! Now that it commitment!”
In 1993-1994, Dr. Farley was co-chair of the ALGBTIC with Michael Spretnjak. Dr. Farley was also one of the ALGBTIC members who worked tirelessly to get the ALGBTIC recognized by the American Counseling Association (ACA), first as an “organizational affiliate” by the ACA in 1996, and later as a full ACA division in 1997. In 1999-2002, Dr. Farley was a Board Trustee within the ALGBTIC, who chaired the Program Review Committee. In addition, Dr. Farley was the president of the ALGBTIC in 2002-2003 and again in 2004-2005. While president of the ALGBTIC, he helmed the push for creating a professional journal for the division. Upon its creation, Dr. Farley was the first Editor-in-Chief of the Journal of LGBT Issues in Counseling, through his “retirement” in December 2015. He remains involved in this journal, however, by mentoring its current editor Mike Chaney.
Truly, Dr. Ned Farley has dedicated decades of his life to supporting the ALGBTIC. In the words of Mike Chaney, “Much of what ALGBTIC is today is, in part, due to Ned and his service. Though he probably would not refer to himself this way, but Ned is a forefather of the ALGBTIC. As such, he should be revered and applauded for all of his past and present service to ALGBTIC.”
So your son or daughter has received that letter of acceptance to the school of their choice and they’re college bound. It is justifiably one of the proudest moments in parenthood because your child is on the right track for success.
However, there is a certain sense of uneasiness with their decision to major in liberal arts, especially when there is a gut feeling that they will have better employment opportunities majoring in a high-in-demand STEM (science, technology, education and mathematics) field.
There are a variety of reasons that a college student might choose to pursue a liberal arts education over a STEM degree. Furthermore, although we continue to hear how popular STEM skills are, only about half of students graduating with a STEM degree land jobs in the field, according to the Economic Policy Institute.
Employers’ demand for professionals with a liberal arts background might actually be greater than generally perceived, largely because their broader scope of knowledge and skills learned can differentiate themselves from the pool of candidates.
HR executives perceive graduates with liberal arts degrees as well-rounded candidates with characteristics that stimulate efficiency and resourcefulness.
Workers who can navigate and rethink business models using knowledge from many different disciplines, with an ability to continuously learn, are qualities in the wheelhouse of liberal arts students.
“The ability to continuously learn within an organization is particularly attractive for employers. Liberal arts students excel in this field,” said Antioch University Chancellor Felice Nudelman, who leads the academic institution in the core values of inclusiveness, social justice, experiential learning, and socially engaged, global citizenship.
“Employers desire flexible skillsets that offer versatility within companies and liberal arts students are well-rounded individuals that meet the criteria.”
Nudelman noted that Antioch continues to receive requests from employers to provide employees in leadership career paths with the type of diverse coursework that make up liberal arts degree programs.
Seattle, WA – Starting this fall, Antioch University Seattle (AUS) will offer classes in a new graduate program, designed for master’s level counselors who want to take their careers to the next level by gaining a PhD. This degree program offers cognate areas in either Counselor Education and Supervision or Creative Arts Therapy Counselor Education and Supervision.
In the words of the founders of this program, this degree is “designed for counselors who wish to enhance their professional competencies in research and evaluation, supervision, teaching, and counseling. It is appropriate for professional counselors who want to teach in counselor education and training programs and/or obtain leadership positions in mental health related agencies.”
The rigorous academic PhD curriculum is designed based on the national standards as recommended by the Council of Accreditation for Counseling Related Education Programs (CACREP) as well as those standards consistent in the clinical practice and supervision of creative arts counseling (e.g. art therapy, drama therapy, play therapy). The intention is to seek CACREP accreditation however we cannot assure that accreditation will be granted.
Students with a master’s degree in counseling, preferably from a CACREP accredited program such as the Clinical Mental Health Counseling master’s degree offered through AUS, will be able to transfer up to 74 quarter credits towards this 144-credit PhD program. In the words of Dr. Ned Farley: “If they can get all 74 credits transferred in, then it becomes a 70-credit-remaining doctoral program…It’s built around a 3-year degree process, going half time.”
In addition to following CACREP recommendations, this doctoral program will go above and beyond what other Counseling Supervision and Education programs offer in ways that make it uniquely Antioch. For example, in addition to providing a Creative Arts Therapy cognate which supports participation from AUS Creative Arts Therapy master’s graduates, this program will also support the AUS social justice mission by encouraging students to develop a multicultural counselor identity and an appreciation for diversity, while also requiring core coursework in social justice and advocacy.