DOCSLIB.ORG

Loss Can Bring Gain

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Loss Can Bring Gain VOLUME XVIII, NUMBER 3 Naomi Berger LMFT, LMHC, CEDS, CAP Loss Can Be Painful – But It Can Marriage and Family Therapist Open the Door to New, and Even Advanced IMAGO Relationship Clinician Better, Life Experiences Certified Eating Disorder Specialist EMDR Trauma Therapist oss is embedded in the process of living. It happens to Collaborative Divorce Mediator everyone and it is inevitable. There is no such thing Approved Clinical Supervisor as constant gain in our lives. Despite our wish License Numbers: LMFT0001665; to live in the security of abundance and perfect LMHC0004945; CAP1934L health, we necessarily must lose something, over and over again throughout our lives. Time itself eventually creates 561-988-0375 (office) loss. We come into this world with everything to gain 561-241-1972 (fax) and leave it with everything to lose. And in between we [email protected] (E-mail) go through a series of gains and losses, ups and downs. www.thecouplesplace.net (Web page) Learning to accept both is a sign of wellness, maturity – Are you ready to let go of anxieties, depressions, and even wisdom. and unhappiness? Do you want to get to the bot- tom of your difficulties in the first session? Losses can be catastrophic, such as the death of a partner, Naomi Berger can help you resolve the past and parent, child or close friend, or they can be minimal, such move forward. An advanced and experienced cli- as losing a favorite houseplant or finding the first dent in nician and supervisor, Naomi is skilled in getting your new car. Obviously, we usually accept minor losses to the core of your issues and guiding you to free quite well, but major losses can rule our lives for years yourself from paralyzing and self sabotaging coping styles, experience emotional relief, and resolve your with feelings of helplessness, confusion and overwhelm- internal and relational struggles. ing sadness. If our losses are not handled adaptively, they can drain us of energy and interfere with our ability to Naomi creates a safe caring and confidential envi- live fully in the present. If we are not able to deal with ronment where clients can share and resolve their concerns. Naomi is trained in Short Term Intensive our losses and then let them go, we can spend our lives Dynamic Psychotherapy, Advanced IMAGO Rela- under the spell of old issues and past relationships, living tionship, Eating Disorders, Trauma and Addictions, in the past and failing to connect with the experiences of and in clinical supervision. the present. Naomi brings with her insight and appreciation for the complexity of making relationships work. There are many reasons why we may find it difficult to She sees her mission as helping her clients reach deal with losses. In the first place, contemporary society their personal and relational potential. does not prepare us with adequate rituals and support to help us handle loss. We focus on gaining, acquisi- ship will never be replaced, but our challenge is tion and the promise of the future – and there is little to appreciate what we had in our old friendship, social support for grieving loss and letting go. Indeed, to retain our memories, and to carry our skills we often avoid those who suffer loss just at the time into other friendships in the future. they need the most support. On a more personal level, we may have difficulty in coping with loss because Marriage – Those who marry normally shift their we never gained the tools for accepting loss. If we attention and allegiance from the family they have problems with self-esteem, unresolved anger, grew up in, as well as their old single friends, to jealousy, depression, excessive dependency, or poor the creation of a new family. Modifying the old interpersonal boundaries, we may find it difficult to ties to family and friends can create a severe cri- shoulder loss. When we experience a series of losses sis, but there is a world of exciting new possibili- without resolving them as they come along, it may be ties to replace this loss. difficult to handle yet another one. Letting go of children – When parents watch their We face numerous losses throughout the course of children grow into adulthood, they lose a part of our lives. Some of our losses are built into the normal their old sense of identity and purpose. To cling developmental milestones that are an expected part of to the old parental roles past their time is to invite the life process. Humans feel impelled to move on, to conflict, yet many endure this conflict rather than explore, to grow. But each time we move on to a new simply grieve their loss and then move into new phase of life, we must lose something of the old. life experiences. Here are some of the typical lifetime losses that we Losing our parents – When our parents die, we experience: must adjust to the stark truth that we are next in line. This can raise issues about our purpose Separation-individuation – The infant must inevi- in life and what we have accomplished. Say- tably break the early bond formed with a parent. ing goodbye to the ones who have known us the Young children, to be healthy, must see them- longest can dredge up very deep questions, both selves as separate beings with their own sense of pleasant and unpleasant, but we can learn life les- identity. The separation-individuation phase is the sons from this crisis and use this knowledge to child’s first introduction to loss. If it is facilitated build more meaningful and richer lives for our- by a supportive parent, the child may be able to selves. handle future losses more adaptively. Middle age – The mid-life crisis is a time of giving Sibling rivalry – Little babies have a special place up those things we no longer need in life and con- in the life of a family. They usually get lots of solidating and building on those things we value attention. Older children may feel abandoned and want to make a part of the rest of our lives. when their place in the family has been replaced The loss of youth and physical vigor can pres- by a younger sibling, and they may show aggres- ent a tremendous struggle for some people, but sion toward the infant or signs of withdrawal and middle age can also be a time of sharing wisdom depression. and pursuing pleasures one never had the time for before. Adolescence – As we grow into teenagers, we lose the old family bonds we have always known. We Growing old – The losses of old age can bring on may begin to give more attention to our friends depression. Our bodies are no longer what they than to our families. Adolescence is a time of once were, we retire from jobs that have been a tremendous growth with the acquisition of new crucial part of our lives, and we experience the social skills and life responsibilities, but it is at deaths of family and friends. Those who have this time that we must necessarily say goodbye to learned to deal well with loss, however, can gain the play, the pleasures and the nurturance of child- from their wisdom and fully enjoy each day. For hood. some, old age is the best time of life. Friends – Friends leave – especially in our mobile Facing death – The death of those we love can be society. They move, or marry, or sometimes they This newsletter is intended to offer general information only and recognizes that just drift away from us. The loss of a close friend, individual issues may differ from these broad guidelines. Personal issues should one who has seen us through life’s ups and downs, be addressed within a therapeutic context with a professional familiar with the details of the problems. ©2010 Simmonds Publications: 5580 La Jolla Blvd., can be devastating. We may feel that a lost friend- #306, La Jolla, CA 92037 Website ~ www.emotionalwellness.com 2 the harshest loss of all. And ultimately, we must Submit to the loss in order to get through it. face our own death. Grieving death is a very per- Some people try to ignore their losses and refuse sonal experience and one of the most painful to to think about them. They may feel that time itself endure. It takes time to get through it. Bereave- will heal things, but this is not necessarily true. ment can be a journey into the depths of our lives Accept the loss as an important and necessary part that can ultimately reveal our strength of charac- of your life experience. Integrating the loss into ter. your life is a way of living completely and with integrity. ealing with loss is one of our most Realize that intense feelings are normal and expected. Dimportant life skills. It encourages us to We may feel during times of loss that we are los- explore our humility and sense of powerlessness. ing our minds and that we will never be the same Grieving loss can be described as time in the again. Our dreams, fantasies, anger, tears, guilt shadows rather than time in the light. We need and loneliness may be more pronounced than we to look at life from both sides, from win and have ever experienced before. But we need to lose. When loss comes your way, expect losses to dredge up these intense feelings. remember that – Sometimes we have not achieved closure on past losses so that another loss may mean having to • Every relationship is temporary come to terms with both the present and previous losses.
Load more

Recommended publications
  • Grief and Healing Table of Contents
    Grief and Healing Table of Contents Rage Makes Me Strong .................................................................................. 1 Grief Overview .............................................................................................. 2 Types of Grief ............................................................................................... 4 Complicated Grief ....................................................................................... 4 Delayed Grief ............................................................................................. 5 Disenfranchised Grief .................................................................................. 5 Traumatic Grief .......................................................................................... 5 Children and Grief ......................................................................................... 6 When Children Grieve ................................................................................. 6 How Children Show Their Grief .................................................................... 7 Children's Understanding of Loss ................................................................. 8 Preschool Children ...................................................................................... 8 Early Years of School ................................................................................... 9 Developmental Ages & Possible Reactions to Death ..................................... 10 Grieving Child - What Parents and Adults
    [Show full text]
  • Buffy at Play: Tricksters, Deconstruction, and Chaos
    BUFFY AT PLAY: TRICKSTERS, DECONSTRUCTION, AND CHAOS AT WORK IN THE WHEDONVERSE by Brita Marie Graham A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in English MONTANA STATE UNIVERSTIY Bozeman, Montana April 2007 © COPYRIGHT by Brita Marie Graham 2007 All Rights Reserved ii APPROVAL Of a thesis submitted by Brita Marie Graham This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Dr. Linda Karell, Committee Chair Approved for the Department of English Dr. Linda Karell, Department Head Approved for the Division of Graduate Education Dr. Carl A. Fox, Vice Provost iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it availably to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copying is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Brita Marie Graham April 2007 iv ACKNOWLEDGMENTS In gratitude, I wish to acknowledge all of the exceptional faculty members of Montana State University’s English Department, who encouraged me along the way and promoted my desire to pursue a graduate degree.
    [Show full text]
  • Communicable Disease Effective April 1, 2021, Labor Law §27-C, Amends
    Public Health Emergencies – Communicable Disease Effective April 1, 2021, Labor Law §27-c, amends Labor Law §27-1 and adds a new provision to Education Law §2801-a. Labor Law §27-c requires public employers to develop operation plans in the event of certain declared public health emergencies. Education Law §2801-a requires school districts to develop plans consistent with the new Labor Law requirement. The new law requires public employers to prepare a plan for the continuation of operations in the event that the Governor declares a public health emergency involving a communicable disease. Educational institutions must prepare plans consistent with Labor Law §27-c as part of their school safety plans pursuant to newly added subsection (2)(m) of Education Law §2801-a. The Plan must include the following at a minimum: 1) A list and description of positions and titles considered essential with justification for that determination. 2) The specific protocols that will be followed to enable non-essential employees and contractors to telecommute. 3) A description of how the employer will, to the extent possible, stagger work shifts of essential employees and contractors to reduce workplace and public transportation overcrowding. 4) Protocols to be implemented to secure personal protective equipment (PPE) sufficient to supply essential workers with 2 pieces of each PPE device needed for each work shift for at least six months. This must include a plan for storage of such equipment to prevent degradation and permit immediate access in the event of an emergency declaration. 5) Protocols to prevent spread in the workplace in the event an employee or contractor is exposed, exhibits symptoms, or tests positive for the relevant communicable disease.
    [Show full text]
  • Buffy & Angel Watching Order
    Start with: End with: BtVS 11 Welcome to the Hellmouth Angel 41 Deep Down BtVS 11 The Harvest Angel 41 Ground State BtVS 11 Witch Angel 41 The House Always Wins BtVS 11 Teacher's Pet Angel 41 Slouching Toward Bethlehem BtVS 12 Never Kill a Boy on the First Date Angel 42 Supersymmetry BtVS 12 The Pack Angel 42 Spin the Bottle BtVS 12 Angel Angel 42 Apocalypse, Nowish BtVS 12 I, Robot... You, Jane Angel 42 Habeas Corpses BtVS 13 The Puppet Show Angel 43 Long Day's Journey BtVS 13 Nightmares Angel 43 Awakening BtVS 13 Out of Mind, Out of Sight Angel 43 Soulless BtVS 13 Prophecy Girl Angel 44 Calvary Angel 44 Salvage BtVS 21 When She Was Bad Angel 44 Release BtVS 21 Some Assembly Required Angel 44 Orpheus BtVS 21 School Hard Angel 45 Players BtVS 21 Inca Mummy Girl Angel 45 Inside Out BtVS 22 Reptile Boy Angel 45 Shiny Happy People BtVS 22 Halloween Angel 45 The Magic Bullet BtVS 22 Lie to Me Angel 46 Sacrifice BtVS 22 The Dark Age Angel 46 Peace Out BtVS 23 What's My Line, Part One Angel 46 Home BtVS 23 What's My Line, Part Two BtVS 23 Ted BtVS 71 Lessons BtVS 23 Bad Eggs BtVS 71 Beneath You BtVS 24 Surprise BtVS 71 Same Time, Same Place BtVS 24 Innocence BtVS 71 Help BtVS 24 Phases BtVS 72 Selfless BtVS 24 Bewitched, Bothered and Bewildered BtVS 72 Him BtVS 25 Passion BtVS 72 Conversations with Dead People BtVS 25 Killed by Death BtVS 72 Sleeper BtVS 25 I Only Have Eyes for You BtVS 73 Never Leave Me BtVS 25 Go Fish BtVS 73 Bring on the Night BtVS 26 Becoming, Part One BtVS 73 Showtime BtVS 26 Becoming, Part Two BtVS 74 Potential BtVS 74
    [Show full text]
  • Reading Joss Whedon. Rhonda V. Wilcox, Tanya R. Cochran, Cynthea Masson, and David Lavery, Eds
    Please do not remove this page [Review of] Reading Joss Whedon. Rhonda V. Wilcox, Tanya R. Cochran, Cynthea Masson, and David Lavery, eds. Syracuse: Syracuse University Press, 2014 Croft, Janet Brennan https://scholarship.libraries.rutgers.edu/discovery/delivery/01RUT_INST:ResearchRepository/12643435210004646?l#13643521470004646 Croft, J. B. (2016). [Review of] Reading Joss Whedon. Rhonda V. Wilcox, Tanya R. Cochran, Cynthea Masson, and David Lavery, eds. Syracuse: Syracuse University Press, 2014 [Review of [Review of] Reading Joss Whedon. Rhonda V. Wilcox, Tanya R. Cochran, Cynthea Masson, and David Lavery, eds. Syracuse: Syracuse University Press, 2014]. Mythlore, 34(2), 218–220. Mythopoeic Society. https://doi.org/10.7282/T3KW5J4N This work is protected by copyright. You are free to use this resource, with proper attribution, for research and educational purposes. Other uses, such as reproduction or publication, may require the permission of the copyright holder. Downloaded On 2021/09/25 23:49:26 -0400 Reviews Freud, in a largely non-sexual way, is on Leahy’s side. (This reviewer regrets his position, for Leahy refers to the two Mythopoeic Press volumes on Sayers with appreciation.) —Joe R. Christopher WORKS CITED Carroll, Lewis, and Arthur Rackham, ill. Alice's Adventures in Wonderland. 1907. New York: Weathervane Books, 1978. Sayers, Dorothy L. The Unpleasentness at the Bellona Club. 1928. New York: HarperPaperbacks, 1995. READING JOSS WHEDON. Rhonda V. Wilcox, Tanya R. Cochran, Cynthea Masson, and David Lavery, eds. Syracuse: Syracuse University Press, 2014. 9780815610380. 461 p. $29.95; also available for Kindle. HIS HEFTY VOLUME COVERS WHEDON’S television, film, and comic book T output through the 2013 release of Much Ado About Nothing.
    [Show full text]
  • The Role of Disability in Buffy the Vampire Slayer Amanda H
    CORE Metadata, citation and similar papers at core.ac.uk Provided by University of New Mexico University of New Mexico UNM Digital Repository Special Education ETDs Education ETDs 7-12-2014 The Role of Disability in Buffy the Vampire Slayer Amanda H. Heggen Follow this and additional works at: https://digitalrepository.unm.edu/educ_spcd_etds Recommended Citation Heggen, Amanda H.. "The Role of Disability in Buffy the Vampire Slayer." (2014). https://digitalrepository.unm.edu/ educ_spcd_etds/16 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Special Education ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. The Role of Disability in Buffy the Vampire Slayer i Amanda H. Heggen Candidate Special Education Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Julia Scherba de Valenzuela , Chairperson Dr. Susan Copeland Dr. James Stone Dr. David Witherington The Role of Disability in Buffy the Vampire Slayer ii THE ROLE OF DISABILITY IN BUFFY THE VAMPIRE SLAYER by AMANDA H. HEGGEN B.A. Psychology, Goshen College, 2001 M.A. Special Education, Univeristy of New Mexico, 2006 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Special Education The University of New Mexico Albuquerque, New Mexico May, 2014 The Role of Disability in Buffy the Vampire Slayer iii Acknowledgements The list of people who have contributed to this dissertation in many forms, from much-needed pep talks to intensely brilliant advice on how to present my findings, is epic.
    [Show full text]
  • Social Change: Uncertainty, Safety and Understanding
    Social Change: Uncertainty, Safety and Understanding Table of Contents Social Change: Uncertainty, Safety and Understanding • Staying Safe During Civil Unrest • Resiliency in Response to Political Discord • Dealing With the Effects of Social Upheaval • Coping With a Traumatic Event • When Anxiety Becomes a Problem • Answering Questions Children Have About Tragedy • Helping Children Cope With Violence and Disasters • Talking to a Child During Uncertain Times • Calming Down After a Disagreement Staying Safe During Civil Unrest If you decide to participate or find yourself caught up in a protest and are worried for your safety, a few precautions can help you avoid the worst and get home safely: • During times of political uncertainly, it is important to keep an eye on the news. Large-scale demonstrations are generally announced days or even weeks in advance. Knowing this can help you plan ahead. • If a large-scale demonstration is expected, familiarize yourself with the area and route. If you choose to leave home, make sure you plan multiple routes to and from your destination. You never know which streets or public transportation lines may be affected. • Keep in mind that demonstrations can take place with little or no notice and, in extreme cases, quickly turn violent. Exercise caution if you find yourself unexpectedly in the vicinity of large gatherings. • In such situations, always be aware of your surroundings. If suddenly surrounded by a crowd or protest that you are not participating in, avoid confrontation by keeping your head down and moving with the flow of people. While keeping a low profile, seek an avenue of escape—don't run or panic.
    [Show full text]
  • Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel
    Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel This grade 9 mini-assessment is based on an excerpt from Night by Elie Wiesel. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 9. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are nine selected-response questions and one paper/pencil equivalent of a technology-enhanced item that address the Reading Standards listed below, and one optional constructed-response question that addresses the Reading, Writing, and Language Standards listed below. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be given access to unaltered practice assessment items to gauge their progress.
    [Show full text]
  • Kids & Drugs: a Handbook for Parents and Professionals
    DOCUMENT RESUME ED 348 613 CG 024 431 AUTHOR Tobias, Joyce M. TITLE Kids & Drugs: A Handbook for Parents and Professionals. Second Edition. REPORT NO ISBN-0-9616700-3-7 PUB DATE Aug 89 NOTE 135p. AVAILABLE FROMPanda Press, 4111 Watkins Trail, Annandale, VA 22003-2051 ($6, quantity discounts). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Adolescents; Alcohol Abuse; *Drug Abuse; Drug Addiction; *Drug Education; Parent Child Relationship; Substance Abuse ABSTRACT This book presents information on drug abuse and adolescents for parents and professionals. The first chapter discusses today's drug culture, tracing the evolution of drug use from the 60s, through the 70s, 80s, and 90s. The second chapter discusses adolescent chemical use. It includes a check list for signs and symptoms; description of drug paraphernalia; discussion of the progression of chemical use; discussion on how each family member suffers; and a discussion of intervention and treatment. The third chapter discusses the mind-altering drugs: the gateway drugs; alcohol; marijuana; cocaine and other stimulants; inhalants; depressants; hallucinogens; phencyclidine; narcotics; designer drugs; over-the-counter drugs; look-alikes; anabolic steroids; and effects of drugs on the fetus. The fourth chapter discusses prevention in the family. The fifth chapter discusses parent groups, including the beginning of the movement, parent peer groups, self-help support groups, community action groups, the story of PANDAA, and how to get a group started. A resource section includes a reading list; alist of community resources; a list of school resources; a list of 12 step programs; advice on evaluating drug literature; letter writing tips; suggested guidelines for parents and parent pledge; advice on locating runaways; a list of national tolifree hotlines; a discussion of PANDAA philosophies; and an addict's prayer.
    [Show full text]
  • Buffy the Vampire Slayer the Wish Transcript
    Buffy The Vampire Slayer The Wish Transcript Dawson overlie yon? Mammary and silicious Mattheus often absquatulate some accession entertainingly or mythicises altruistically. Bearing and uncalled-for Humbert often dislodge some ozokerite volumetrically or bumbles high-up. Buffy The Vampire SlayerThe WishWritten ByMarti NoxonDirected ByDavid GreenwaltShooting DraftOctober 16 199 WHITEOctober 19 199 BLUE49. The way in tucson, it that vampire slayer buffy the wish? And transcripts by with fear is so we have helped kick. You recognize what my mean takes a deep sense If you guys hadn't been provided to help. Africa and buffy sets off of me for several different? He wishes to wish buffy. I payment the Angel shooting scripts were at BuffyWorld too. This straight up with david even know what do with amy and that he. The side kicks her greatest fear is it that would he had developed from watching buffy starts calling around before the moment, i could tell me. Episode 4 Attack began the Duergar Warcamp Below is the different transcript of. BUFFY Patrol's been totally uneventful My kill by's way down desire to Tara She means. Wise Counsel Interview Transcript An Interview with Shinzen Young on. Scripts to a selection of episodes from season 3 of Buffy the Vampire Slayer Revelations Lovers Walk we Wish Amends Gingerbread. Confronted by luke: but he wishes, not me through the site running around. So help her arms with swings like, mr flutie leaves her closey, did anyone ever since news, are you got. South is discussing The Wish episode 39 of Buffy the Vampire Slayer which depicts an alternate.
    [Show full text]
  • Disaster Recovery: a Local Government Responsibility
    COVER STORY by Christine Becker Disaster Recovery: A Local Government Responsibility isasters happen. A massive flood inundates a central downtown. A tor- nado levels a small town in a matter of minutes. A hurricane ravages a community. And, all disasters are local. They happen in cities and towns and counties of all sizes where citizens look to their local government man- Dagers and elected officials to lead the immediate response, guide the longer- term recovery, and reassure them that life will be normal again . someday. Regardless of community size or the nature of the disaster, local government leaders are responsible for overseeing all four phases of emergency manage- ment—preparedness, response, recovery, and mitigation (see Figure 1). Federal and state governments play a supporting role in the immediate aftermath and in providing funding and guidance for long-term recovery and mitigation. Preparation and response—half of the emergency management cycle—gen- erally get the most attention, particularly in high-risk areas. Preparing to re- spond usually involves significant training and practice to ensure that key local employees and supporting resources are ready to jump into action quickly and that local residents understand their roles and responsibilities in preparing for and responding to disasters. Local government leaders—particularly those who have been through a major community disaster—recognize that preparing for long-term disaster recovery demands as much attention as preparing for short-term response. After a major disaster, the recovery process takes months and even years to bring a community back to a “new normal” and as strong as or better than before the disaster.
    [Show full text]
  • Second Volume 3, Issue 7 April 24, 2020 LCC Remains Committed to Service Despite Changes
    The The latest news from Luna Community College Second Volume 3, Issue 7 April 24, 2020 LCC remains committed to service despite changes By Rolando M. Rael, PhD President, Luna Community College s we continue to fight the A spread of COVID-19 not only in our state but around the world, we find ourselves grappling with challenges few of us could have imagined just weeks ago. At Luna Community College, we have had to make significant adjustments to our operations, but as a college we remain committed to serving our students and our communities. We will do what we can to ensure that our classes and support services remain accessible and vibrant, enabling students to keep pursuing their higher educational and career goals. Admissions continues to accept and offer are advised to visit our website, A brief overview of what is under process online applications and luna.edu, and to contact our way at Luna: transcripts as we look forward to the Recruitment and Admissions team The college has transitioned most Summer 2020 and Fall 2020 (see website staff directory). We will of its classes to a distance learning semesters. We remain in contact with be happy to answer your questions format, providing instruction and applicants throughout the process and help you take the first steps support online. Online tutoring and refer students to academic toward beginning your Luna services have been expanded to help advisers upon admission to the experience. students succeed in these classes and college. Recruiters are staying in The Office of Financial Aid overall. We will work with those contact with prospective students, continues to process aid for the classes unable to transition to an parents, counselors, and reaching out current academic year and preparing online mode of delivery, keeping the to those in the communities we serve.
    [Show full text]