Focus On

End of the year projects and finals can be very stressful, so take charge of your inner ability to gain some control over this stressful time of year.  Try these effective relaxation techniques:

Get prepared. Learn everything you can about the test: The format, the duration, the material covered, and so on.�
Practice self-confidence. A positive attitude is a great way to combat test anxiety.
Fight negative messages. Practice saying positive things about how much you know.�
Visualize. Imagine your way to success.
Exercise. Physical activity helps calm your body down and focus your mind.

Also, there are several ways you can lower your test anxiety on test day. See which ones work best for you:

Deep breathing.  Take a deep breath and as you exhale release as much tension from your body as you can.
Move your body.   Try rolling your head in a circle. Rotate your shoulders. Shake your hands from the wrist.
Visualize again. Think of the place where you are most relaxed. Now close your eyes and imagine you’re there. Repeat your self-confidence messages.   Say them quietly to yourself, and believe them!
Visualize one more time.  Visualize yourself moving smoothly and quickly through the test.
Find an easy question.   Skim over the test until you find an easy question, and answer it.
Take a mental break. Say to yourself, “Hey, I lost it there for a minute. My brain is taking a break.” Put down your pencil, close your eyes, and do some deep breathing for a few seconds. Then you’re ready to go back to work.

How many times have you heard your child say “I’m so bored” and you know they are involved in a number of quality activities both at school and home.  On the evening of May 13, Marilyn Price-Mitchell, Co-founder of ParentNet, presented to a group of parents on the topic of fostering teenage initiative and provided some very meaningful insight to why students are often bored, whine or blame.  The title of Ms. Price-Mitchell’s talk was, “The Roots of Action: Fostering Initiative in Your Child.”  The major themes addressed during the presentation were:

-What is Initiative?
-The Adolescent Brain
-Elements of Initiative-Building Experiences
-External and Internal Rewards
-Tips for Everyday Communication
-The Coaching Role of Parents
-Compelling Facts

Ms. Price-Mitchell stressed the need for parents to take the words “I’m bored” or similar such phrases as a time to began conversations about what is important to your child and how they might be able to take the initiative to address a passion or goal they may be fostering, but aren’t sure if they know how to proceed, or if they will receive approval from parents or peers.  It was made clear that the parental role in helping students develop initiative is a delicate balance between coaching and taking a hands-off approach as the child learns to look beyond grades, peer approval, and winning. 

In other words, your child begins to focus more on experiences that generate internal rewards for efforts along with receiving external rewards and recognitions.
For a summary of Ms. Price-Mitchell’s presentation, please contact  Carolyn Barge at: cbarge@overlake.org

On April 30, 2008, Dr. Preetam Bandla came to Overlake’s campus (for a second time) to deliver an engaging address for the final Parent Seminar of the academic year. (His previous visit was for the Wellness Fair in February of 2007.) Dr. Preetam Bandla is now Clinical Director of Pediatric Sleep Medicine for Sleep Medicine Associates, a group recently formed by the physicians and providers of Swedish Sleep Medicine and founded by Dr. Ralph Pascualy, who spoke to Overlake parents at a similar seminar last year.

Dr. Bandla’s presentation covered the ins and outs of sleep for children, and he gave some good tips on ways to promote sleep and avoid “sleep debt” (a buildup of lost hours of sleep, symptoms of which can mimic ADHD). Here are some interesting facts about sleep he provided first:

85% of teens get less than the minimum requirement of 8 ½ hours of sleep per night.  Less sleep does not equal more time for work, since productivity levels drop.  Shortened sleep cycles impair learning, performance, health and safety Sleep deprivation can compromise the secretion of growth hormones. Sleep debt, Dr. Bandla asserted, is cumulative. For Overlake students and families, Dr. Bandla suggested the following for tips to promote sleep and a healthy lifestyle:

- Establish a regular sleep schedule and bedtime routine
- Exercise, but not too close to bedtime
- Engage in relaxing activities before bed
- Maintain quiet, dark, preferably cool but comfortable sleeping conditions.

For questions about this event or other Parent Seminars, please contact Rob Lamb at 425-868-1000, ext. 678, or rlamb@overlake.org.

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Scott Adams- University of Denver
Nicole Allen- Queen’s University
Justin Altman -Undeclared
Brian Ambielli -Northwestern University
Vineet  Arora- University of Washington
Benjamin Ball- Rensselaer Polytechnic Institute
Ornella Bardinelli -University of Washington
Hillary Barker -Dartmouth College
Hannah Barnes- Occidental College
Katherine Berry- Amherst College
Sophia Boettcher -Santa Clara University
Madison Bristol -University of CO-Boulder
Michael Caporale- Loyola Marymount University
Andrew Chappell -UC-Santa Barbara
Cayla Cocanour -University of Southern California
Nathan Cocanour -University of Denver
David DeVine -Whitman College
Kirsty Dey -University of Edinburgh
Ryan Diemer -Santa Clara University
Calla DiPietro -Wells College
Alicia Evans- University  of Washington
Charles Ewel -Kenyon College
Kendall Fleming- Santa Clara University
Whitney Giaimo- Seattle Pacific University
Carter Gilliam- Southern Methodist University
Chris Gilman -Western Washington  University
Kenji Green -International  Christian University
Benjamin Heimfeld- Davidson College
Nick Heiner -Cornell University
Elena Hershey Vassar College
Mark Jackson -St. John’s University
Marcus Julien -Trinity University
Polly Kang -Duke University
Tamara Kliot -George Washington University
Arbel Kodesh -Stanford University
Surya Kotha -UC-Berkeley
John Ludwig -University of Southern California
Chad Lueckenotte -Gonzaga University
Trevor Mayer -Chapman University
Reina Moriyama University of Pennsylvania
Rob Munoz -Gonzaga University
Erich Murphy -Washington State University
Race Nagley -Willamette University
Michael Nelson -University of Southern California
Kerry Nieman -Hamilton College
Mehera Nori -Whitman College
Jessica Pang -Boston University
Rae Parks- Berklee College of Music
Kelly Pederson -Western Washington University
Alyson Peters -University of Washington
Mara Pottersmith -Kenyon College
Wiley Putnam- University of Puget Sound
Jasmine Rana -Wellesley College
Kelly Roper -University of Notre Dame
Alex Salter- Brown University
Ryan Sample -Northwestern University
Allison Schoening -University  of Puget Sound
Madeline Schutt- Whitman College
Carlos Srinivas -University  of Maryland
Greg Sterin -University of Washington
Sarah Stewart -Stanford University
Kate Stinson -Seattle University
Huda Syed -UC-Santa Barbara
Tiemus Wielenga -University of Washington
Keith Wilkes -Loyola Marymount University
David Yaffa -University of Montana
Mackenzie Zorkin -Santa Clara University

Strategies for Multiple Choice Tests

1.  Narrow your choices down by eliminating obviously wrong answers which are almost identical.

The format behind multiple choice questions is:

· One off topic
· One trick question
· Two Close

2.  Do not be afraid to change an answer if you feel strongly about it.

3.  Do not be discouraged if you cannot answer a question. Leave it and go on. You may find the answer or clues to the answer in subsequent questions.

4.  Beware of questions with “no”, “not”, and “none.” These words easily change the meaning of questions.

5.  If you have to guess:

Reject answers that use specific determiners such as: everyone, always, never, etc.
Look for grammatical inconsistencies which may help eliminate wrong answers.
Choose the longest, most precise answer.
Choose the answer that is in the middle.
Choose answers which use qualifying terms such as: often, most, etc.
Choose the answer which first caught your eye.

All of these hints work best when used together. It is important to note that nothing will help you do better than studying for a test.

(Resource - http://www.southwestern.edu/academic/acser-skills-teststr.html)

If your son or daughter is considering a college or university outside the US, now may be the time to start the research process. Depending on the country and systems in place, there can be some significant differences in terms of college application criteria and steps toward admission. As more Overlake students apply to colleges/universities in Canada, Japan, and the United Kingdom (to use the most frequent examples), the Counseling & Advising Office has built up its resources and knowledge of their respective systems and requirements for college admission.

Both Canada and the UK have a long history of welcoming international students to study in their universities and colleges. In the UK (comprised of England, Scotland, Wales, and Northern Ireland) there are 1.6 million full-time undergraduate students in higher education, which include over 99,000 international students.

To apply to colleges/universities in the United Kingdom, the best starting point is the Universities & Colleges Admissions Service (UCAS) website online:

http://www.ucas.com/.  “Courses” (of academic study) in the UK system refer to intended majors or discipline area, not individual classes, and students generally need to know which “course” they plan to follow before applying. Other important terms and special testing requirements (which may vary from college to college) are defined for non-UK applicants on the UCAS website. Further information about the subjects offered by all universities and colleges within the UCAS scheme is available through their Course Search feature: http://www.ucas.com/students/coursesearch/.

Given the limits of space in this newsletter, the admission processes for other countries (like Japan and Canada) will be described in future publications. Please look out for them, and if you need more immediate and personal assistance in this area, please contact Rob Lamb, the School Counselor in charge of Overlake’s international college applications: rlamb@overlake.org.

When adolescents experience the loss of a loved one or a friend, research has shown their response to the loss is greatly impacted by the child’s age or developmental stage.  Parents and other concerned adults must interact with the child in a manner that helps the young person cope with the loss through an environment of healing and support.  Some key points to keep in mind:

- The grief process has several stages that can occur at differing times.
- The child may develop regressive behavior (independence to dependence).
- The child may experience emotional numbing (detachment or denial).
- The child may act out (outbursts, crying, anger).
- The child may repeatedly ask the same questions to understand the loss.

Because grieving students are still very fragile when they return to school, it’s important for parents to communicate with the appropriate school personnel and alert them to the child’s needs as he or she moves through the grief process.   Communication is crucial at this time for all concerned and each member of the Overlake community has a responsibility to provide an environment that promotes healing when situations of this nature arise.

The Counselors in the Counseling and Advising Department are able to support the community with a variety of developmentally appropriate counseling interventions and referrals to outside resources if the family makes such a request.  The department also maintains materials to help parents, students and staff understand grief and how to help students who are grieving.

Anyone who would like information about working with grieving students should  contact  School Counselors Carolyn Barge, ext. 696 or Rob Lamb, ext. 678.

The College Wait List (from The Boston Globe, 3/27/08)

Like jittery investors scrambling to hedge their bets, selective colleges and universities are placing far more applicants than usual on their waiting lists this spring as a safeguard against an unusually murky admissions season. But while the policy gives colleges some peace of mind, it plunges students into an admissions purgatory that could string out the stressful selection process for weeks to come.

Colleges have typically been able to estimate the percentage of accepted students who will enroll in the fall with a fair degree of confidence. This year, several factors have conspired to thwart their projections: a shaky economy, record numbers of applications, and sweeping financial aid expansions that make it harder to predict what colleges middle-class families will choose.

The Massachusetts Institute of Technology has wait-listed 739 applicants, up nearly 50 percent from last year. Northeastern University has wait-listed 1,400, a 17 percent increase, while the University of Vermont has wait-listed more than 3,000, a 22 percent rise. Dartmouth will wait-list 1,500, up 15 percent. The increases are roughly in line with the rise in the number of applications.

Typically, selective schools accept a very small portion of wait-listed students. Those wait-listed will usually not find out whether they have been accepted until at least May, when colleges receive word from initially accepted applicants on whether they will attend. In some cases, the process extends into the summer.

 _______________________________________________
FOR WAITLISTED COLLEGE APPLICANTS:
(WSJ, 4-11-07)
- Do send a letter expressing your interest and noting any recent accomplishments.
- Do ask your high-school counselor to convey your interest if the school calls.
- Don’t say the college is your first choice if it is not.
- Don’t visit if it would cost you a plane ticket, since chances of acceptance are still low.
- Don’t do anything over the top, such as camping out in front of the admissions office.

The following is an excerpt from an article that Diane Freytag, Director of Counseling and Advising, was asked to prepare for the January ’08 issue of the NACAC Bulletin.  It is based on a panel discussion on Disclosure  of disciplinary records that was presented at the 2007 NACAC conference in Austin, Texas.  For a copy of the full article, please click here or go to the Document Library in Family Connection.

Standards of Disclosure: Who needs to know what and why? Student safety, integrity, and achievement receive increasing national attention in college admissions. While admission officers focus on admitting appropriate students and are requesting an increasing amount of information about each applicant, families are concerned with protecting student privacy regarding health and disciplinary records.  Should all high schools follow roughly the same policy for disclosing to colleges an applicant’s disciplinary infractions?  Are questions about criminal records appropriately asked of school counselors? We need to review the standards, implications, and gray areas of disclosure for all those involved in the college admissions process. These days, counselors are asked not only about high school discipline records, but also about students’ criminal records.  NACAC’s Statement of Principals of Good Practice has 3 references to disclosure.  Under Best Practices, Counseling Members should:

III. A. 4.  Provide accurate descriptions of the candidate’s personal qualities that are relevant to the admission process;

III. A. 8. Report any significant change in a candidate’s academic status or qualifications, including personal school conduct record between the time of recommendation and graduation, where permitted by applicable law;

III. A. 9.  Establish a written policy on disclosure of disciplinary infractions in their communications to colleges;

High school counselors need to be aware of the ramifications of their school’s or district’s policies relating to disclosure of records.  While they may have a policy dictating what disclosure occurs or does not occur, some colleges are indicating that they will not even consider a student for admission if the school does not provide the information they have asked for.  In light of this, disclosure of admission practices of individual colleges in considering candidates will also help parties make informed decisions regarding policies and procedures at the secondary school level.  It is clear that further discourse is needed on this topic.  Further consideration of what constitutes best practices in this regard is in all students’ best interest.

As you know, Family Connection offers an array of resources, now including a career planning survey called the Career Interest Profiler. It’s free for Overlake students, and can be a great asset for those wishing to explore careers that match their interests. As it says in the introduction:

The Career Interest Profiler is a tool that can help you discover the types of work activities and careers that match your interests. The interest profiler has 180 questions about work activities that people do at their jobs.

Of course, there are no right or wrong answers, and students can leave the profiler in the middle and return later (as long as they remember to complete all the answers on the page they’re on and click the “Save and Continue” button).In the results, students will first find a profile (or raw score) of the types of occupations that most interest them. Then they will be directed to a more detailed list of careers matching their choices/score by strength of interest.

Log-on Information
In order to access the Career Interest Profiler, students must log in to Family Connection and click on a link under “About Careers” marked “Explore Interests” that will take them to the survey. If students need help and/or a new login password, they can contact Rob Lamb (ext. 678) for assistance: rlamb@overlake.org.