The Colleges of the University
There are 31 Colleges in Cambridge. Three are for women (New Hall, Newnham and Lucy Cavendish) and two admit only graduates (Clare Hall and Darwin). The remainder house and teach all students enrolled in courses of study or research at the University.
The role of the Colleges in University life
Each College is an independent institution with its own property and income. The Colleges appoint their own staff and are responsible for selecting students, in accordance with University regulations. The teaching of students is shared between the Colleges and University departments. Degrees are awarded by the University.
Within each College, staff and students of all disciplines are brought together. This cross-fertilisation has encouraged the free exchange of ideas which has led to the creation of a number of new companies. Trinity and St John's have also established science parks, providing facilities for start-ups, and making a significant contribution to the identification of Cambridge as a centre of innovation and technology.
The role of the Colleges in student life
A College is the place where students live, eat and socialise. It is also the place where they receive small group teaching sessions, known as supervisions. The supervision system is one of the main reasons for the University's success in the external reviews of learning and teaching.
The Colleges and the University support access initiatives to encourage applications from able students from both state and independent schools. The most successful of these is the summer schools programme.
In addition to resources provided by the University, each College has its own library and sports facilities, and some have their own bar and theatre. Most Colleges have their own clubs and societies, offering a variety of non-academic activities for students to take part in.
Benefits of the College system for students
* Teaching: The supervision system, where students receive tuition in small groups, is regarded as one of the best teaching models in the world.
* Accommodation: Almost all undergraduates live in College accommodation for the duration of their time at Cambridge.
* Welfare: A variety of support systems ensure that students are treated as individuals, allowing overseas students in particular to be fully integrated. This is one of the reasons that Cambridge has one of the lowest drop-out rates.
* Financial support: Many Colleges offer awards for their own members, in addition to funds available from the University.
Further information about the history of the Colleges is available in a brief history of the University.
30 Temmuz 2007 Pazartesi
Cambridge Colleges' Federated Pension Scheme
Cambridge Colleges' Federated Pension Scheme
The Cambridge Colleges Federated Pension Scheme (CCFPS) was formed in 1978 and is designed exclusively for non-academic staff. 25 Colleges belong to the Scheme:
* Christ's College
* Churchill College
* Clare Hall
* Corpus Christi College
* Darwin College
* Downing College
* Emmanuel College
* Girton College
* Gonville & Caius College
* Hughes Hall
* King's College
* Lucy Cavendish College
* Magdalene College
* New Hall
* Newnham College
* Pembroke College
* Peterhouse College
* Queens' College
* Robinson College
* Selwyn College
* St Catharine's College
* St Edmund's College
* St John's College
* Trinity Hall
* Wolfson College
The Cambridge Colleges Federated Pension Scheme (CCFPS) was formed in 1978 and is designed exclusively for non-academic staff. 25 Colleges belong to the Scheme:
* Christ's College
* Churchill College
* Clare Hall
* Corpus Christi College
* Darwin College
* Downing College
* Emmanuel College
* Girton College
* Gonville & Caius College
* Hughes Hall
* King's College
* Lucy Cavendish College
* Magdalene College
* New Hall
* Newnham College
* Pembroke College
* Peterhouse College
* Queens' College
* Robinson College
* Selwyn College
* St Catharine's College
* St Edmund's College
* St John's College
* Trinity Hall
* Wolfson College
UNIVERSITY CITIES
UNIVERSITY CITIES
One glance at their glossy prospectuses shows that universities today are well aware that students look almost as carefully at their future surroundings as at their chosen courses. Those set in rolling countryside, or a lively city, flaunt their advantages. The lecture room and library are only part of the story, and students are not going to achieve peak performance if they are tied for three or four years to a place they do not like. These pages offer a brief guide to the main student centres. All have at least two universities.
Fashions change quickly among students, and a popular city can soon lose its attractions. London, for example, used to be a magnet for students, but some of the capital’s universities have struggled to fill their places recently because of the high cost of living. Manchester, by contrast, with its student community of nearly 70,000, has become a popular draw while Newcastle is also challenging for the position of the students’ favourite city.
Cost of living variations between cities tend to be the result of differences in the cost of services, including accommodation, transport and entertainment, rather than differences in the price of goods in shops which tend to be similar across the UK. The weekly magazine The Grocer (www.thegrocer.co.uk) produces “The Grocer 33”, a weekly shopping basket survey that provides price information throughout eight regions across the country. It tracks price variations on 33 staple foods across the major supermarket chains within the regions. And it shows that, in the supermarkets at least, food prices are not subject to significant regional variation.
See pages in the 'Safety and Security' section for some information on the level of crime in these major university cities.
The following university towns and cities are profiled in the pages below:
Aberdeen
Bath
Belfast
Birmingham
Brighton
Bristol
Cambridge
Canterbury
Cardiff
Coventry
Dundee
Edinburgh
Glasgow
Lancaster
Leeds
Leicester
Liverpool
London
Manchester
Newcastle
Nottingham
Oxford
Sheffield
Southampton
York
One glance at their glossy prospectuses shows that universities today are well aware that students look almost as carefully at their future surroundings as at their chosen courses. Those set in rolling countryside, or a lively city, flaunt their advantages. The lecture room and library are only part of the story, and students are not going to achieve peak performance if they are tied for three or four years to a place they do not like. These pages offer a brief guide to the main student centres. All have at least two universities.
Fashions change quickly among students, and a popular city can soon lose its attractions. London, for example, used to be a magnet for students, but some of the capital’s universities have struggled to fill their places recently because of the high cost of living. Manchester, by contrast, with its student community of nearly 70,000, has become a popular draw while Newcastle is also challenging for the position of the students’ favourite city.
Cost of living variations between cities tend to be the result of differences in the cost of services, including accommodation, transport and entertainment, rather than differences in the price of goods in shops which tend to be similar across the UK. The weekly magazine The Grocer (www.thegrocer.co.uk) produces “The Grocer 33”, a weekly shopping basket survey that provides price information throughout eight regions across the country. It tracks price variations on 33 staple foods across the major supermarket chains within the regions. And it shows that, in the supermarkets at least, food prices are not subject to significant regional variation.
See pages in the 'Safety and Security' section for some information on the level of crime in these major university cities.
The following university towns and cities are profiled in the pages below:
Aberdeen
Bath
Belfast
Birmingham
Brighton
Bristol
Cambridge
Canterbury
Cardiff
Coventry
Dundee
Edinburgh
Glasgow
Lancaster
Leeds
Leicester
Liverpool
London
Manchester
Newcastle
Nottingham
Oxford
Sheffield
Southampton
York
Oxbridge Rejection
think there are a range of factors, some of which you've mentioned. First off though, I'd like to dispel a myth that you seem to have heard. Although I'm sure admissions tutors might have individual prejudices against public schools or whatever, admissions aren't biased towards any particular group of people, based on race, school or anything like that. I'm sure someone somewhere has some stats to back me up on this.
I think there are two key reasons for being quite confident in the system. One is that the issue of admissions is so contentious that it is constantly being watched and scrutinised both within the university and by the outside world, such as the media. This means that tutors have to genuinely mean what they say when giving out admissions information in prospectuses and stuff. What's more, they want the best students- there's no point in asking candidates to display a skill or talant that the tutors are not interested in (they will not be asking you to throw any bricks through windows!)
The other big reason is that everything about Oxbridge admissions is so heavily individualised. Anyone who goes through the admissions process can tell you about the extra effort that they needed to put into applying to Oxbridge- early submission to UCAS, extra application forms, sending in written work, going for interviews and perhaps sitting tests whilst you're there. The tutors know that some schools, students will be very well taught and so generally have very good grades, whilst at other schools, the teaching is not nearly so good and so what might seem like relatively poor marks are actually the result of hard work, commitment to study and genuine intelligence. That's why they treat every candidate as an individual and they look at a whole range of factors to find out exactly what's right for you.
The individual aspect is not to be underestimated. We recently had a subject dinner where I asked one of my politics tutors about admissions in general, and she did mention that for PPE, they would not allow any student in that any one of the three subject tutors objected to. Obviously they don't expect everyone to absolutely brilliant in all three fields (very few are!) but you must be competent enough to satisfy the tutors.
There are limited spaces at any good university, and good candidates get rejected every time, no matter where you're talking about. Almost everyone who applies to Oxbridge has excellent grades, a strong personal statement and is likely to end up at top-flight university no matter what happens. It makes the decision incredibly difficult, and means someone will invariably feel hard done by and probably rightly so. That doesn't change the fact that everyone who does end up at Oxbridge does deserve their place.
I think there are two key reasons for being quite confident in the system. One is that the issue of admissions is so contentious that it is constantly being watched and scrutinised both within the university and by the outside world, such as the media. This means that tutors have to genuinely mean what they say when giving out admissions information in prospectuses and stuff. What's more, they want the best students- there's no point in asking candidates to display a skill or talant that the tutors are not interested in (they will not be asking you to throw any bricks through windows!)
The other big reason is that everything about Oxbridge admissions is so heavily individualised. Anyone who goes through the admissions process can tell you about the extra effort that they needed to put into applying to Oxbridge- early submission to UCAS, extra application forms, sending in written work, going for interviews and perhaps sitting tests whilst you're there. The tutors know that some schools, students will be very well taught and so generally have very good grades, whilst at other schools, the teaching is not nearly so good and so what might seem like relatively poor marks are actually the result of hard work, commitment to study and genuine intelligence. That's why they treat every candidate as an individual and they look at a whole range of factors to find out exactly what's right for you.
The individual aspect is not to be underestimated. We recently had a subject dinner where I asked one of my politics tutors about admissions in general, and she did mention that for PPE, they would not allow any student in that any one of the three subject tutors objected to. Obviously they don't expect everyone to absolutely brilliant in all three fields (very few are!) but you must be competent enough to satisfy the tutors.
There are limited spaces at any good university, and good candidates get rejected every time, no matter where you're talking about. Almost everyone who applies to Oxbridge has excellent grades, a strong personal statement and is likely to end up at top-flight university no matter what happens. It makes the decision incredibly difficult, and means someone will invariably feel hard done by and probably rightly so. That doesn't change the fact that everyone who does end up at Oxbridge does deserve their place.
Protect the University News
On April 30, Saint Louis University rescinded the charter of its student newspaper, The University News, citing poor quality and financial mismanagement as grounds. The administration then presented the non-independent newspaper with the choice of either accepting a new charter dictated by the University or moving off campus and becoming completely independent.
After an initial tempest of protest and a student government resolution, the SLU Board of Trustees voted on May 5 to give the administration until May 15 to revise the proposed charter with some input from UNews Editor in Chief Katie Lewis and Student Government Association President Andrew Clifton.
We find the actions of the SLU administration to be poorly executed at best and quite possibly calculated to give the school more control over the publication. For the betterment of the University News and the school as a whole, SLU should listen to its student government and postpone revisions of the UNews charter until the fall semester.
At the heart of the issue is the editorial independence of the UNews. The proposed charter places the SLU Vice President for Student Development Kent Porterfield in a position to veto the hiring of the editor in chief and the top editors. The charter also gives him the ability to fire members of the editorial staff. Although they may not be removed, "because of an expressed viewpoint, news article content, or editorial commentary," they could be dismissed if their published materials are "contrary to the mission and values of Saint Louis University." SLU is a Catholic Jesuit school.
Even more troubling than the potential for infringement on editorial independence is the manner in which the SLU administration is handling the situation.
In February the administration conducted an audit of the UNews without notifying the editorial staff until after the fact. The April 30 rescission of the charter occurred just as students were engrossed in studying for finals before leaving for the summer. The UNews had no prior notification that the administration was interested in writing a new charter and, prior to the uproar, had zero input on the content of the charter
After an initial tempest of protest and a student government resolution, the SLU Board of Trustees voted on May 5 to give the administration until May 15 to revise the proposed charter with some input from UNews Editor in Chief Katie Lewis and Student Government Association President Andrew Clifton.
We find the actions of the SLU administration to be poorly executed at best and quite possibly calculated to give the school more control over the publication. For the betterment of the University News and the school as a whole, SLU should listen to its student government and postpone revisions of the UNews charter until the fall semester.
At the heart of the issue is the editorial independence of the UNews. The proposed charter places the SLU Vice President for Student Development Kent Porterfield in a position to veto the hiring of the editor in chief and the top editors. The charter also gives him the ability to fire members of the editorial staff. Although they may not be removed, "because of an expressed viewpoint, news article content, or editorial commentary," they could be dismissed if their published materials are "contrary to the mission and values of Saint Louis University." SLU is a Catholic Jesuit school.
Even more troubling than the potential for infringement on editorial independence is the manner in which the SLU administration is handling the situation.
In February the administration conducted an audit of the UNews without notifying the editorial staff until after the fact. The April 30 rescission of the charter occurred just as students were engrossed in studying for finals before leaving for the summer. The UNews had no prior notification that the administration was interested in writing a new charter and, prior to the uproar, had zero input on the content of the charter
Acclimating to College Life
Acclimating to College Life
New college students are often apprehensive about losing the support that they've counted on during high school from their family, friends, neighbors, teachers, spiritual advisers, and others that they will no longer be seeing on a regular basis. We all face those concerns as we grow up and move on; it's natural to be a bit anxious about what we might find to fill the void.
College can be overwhelming without a center to call home; everyone needs a place to rest their head, let off steam, and experience a feeling of belonging. The good news is that there are almost limitless possibilities for finding your center at college. Most universities offer programs and resources to help make it easy for incoming students to identify and develop resources, services, and a new support structure on campus.
Where's your center?
Some college students discover their center in a close group of friends met during freshman welcome events or in their residence hall. For some, their center is an engaging honors program and the intellectual community found there. For others, a sense of belonging is based on leadership and taking on independent projects toward their career goals; meeting challenges through teamwork can create strong bonds.
Some students are searching for a spiritual or cultural center to keep them connected to the strengths of their upbringing or family community. College campuses offer spiritual and religious organizations, churches and centers that cater to the student population.
A center could also be an outward exploration, such as studying abroad and learning a foreign language, or an effort to make beneficial changes in the lives of others, such as volunteering and mentoring.
Not sure where to start?
The key to becoming acclimated to college life for most students is to decide what they need, do a little research about what's available, and then go for it. Ask yourself these questions to explore the centers that may be best for you:
What activities do you think you'll miss now that you're in college?
What activities make you feel joyful? What have you always wanted to try but haven't had the chance?
Are there ways you can positively affect other people's lives?
What are you curious about? Are there questions on your mind that you'd like to ask others?
Is there anything you might need to figure out in order to feel like you belong?
See what direction these questions may take you, and talk over the possibilities with a counselor or someone else you trust.
Take the first step
Choosing your activities and taking the first step toward finding your center can be as simple as attending the welcome events your college organizes and seizing the opportunities for friendship that come your way.
At large universities like UT Austin, welcome events for entering freshmen can be huge, but they're also great fun. Just remember that many new students feel the same way you doa little lost and overwhelmed, but looking to find their center. And if the whole-campus events seem too much at first, pick out a group instead and attend an event on a smaller scale. For many students, the first step is to check out all the student organizations on their campus. Often colleges will have a Web site to make that easy, such as UT Austin's Student Activities and Leadership Development. Use the search function to type in key words of organization categories, such as religious, cultural, volunteer, academic, and leadership. Or type in your specific passion and see what comes up.
Check out Student Life and Student Resources in Be a Longhorn for more information on acclimating to college life at UT Austin
New college students are often apprehensive about losing the support that they've counted on during high school from their family, friends, neighbors, teachers, spiritual advisers, and others that they will no longer be seeing on a regular basis. We all face those concerns as we grow up and move on; it's natural to be a bit anxious about what we might find to fill the void.
College can be overwhelming without a center to call home; everyone needs a place to rest their head, let off steam, and experience a feeling of belonging. The good news is that there are almost limitless possibilities for finding your center at college. Most universities offer programs and resources to help make it easy for incoming students to identify and develop resources, services, and a new support structure on campus.
Where's your center?
Some college students discover their center in a close group of friends met during freshman welcome events or in their residence hall. For some, their center is an engaging honors program and the intellectual community found there. For others, a sense of belonging is based on leadership and taking on independent projects toward their career goals; meeting challenges through teamwork can create strong bonds.
Some students are searching for a spiritual or cultural center to keep them connected to the strengths of their upbringing or family community. College campuses offer spiritual and religious organizations, churches and centers that cater to the student population.
A center could also be an outward exploration, such as studying abroad and learning a foreign language, or an effort to make beneficial changes in the lives of others, such as volunteering and mentoring.
Not sure where to start?
The key to becoming acclimated to college life for most students is to decide what they need, do a little research about what's available, and then go for it. Ask yourself these questions to explore the centers that may be best for you:
What activities do you think you'll miss now that you're in college?
What activities make you feel joyful? What have you always wanted to try but haven't had the chance?
Are there ways you can positively affect other people's lives?
What are you curious about? Are there questions on your mind that you'd like to ask others?
Is there anything you might need to figure out in order to feel like you belong?
See what direction these questions may take you, and talk over the possibilities with a counselor or someone else you trust.
Take the first step
Choosing your activities and taking the first step toward finding your center can be as simple as attending the welcome events your college organizes and seizing the opportunities for friendship that come your way.
At large universities like UT Austin, welcome events for entering freshmen can be huge, but they're also great fun. Just remember that many new students feel the same way you doa little lost and overwhelmed, but looking to find their center. And if the whole-campus events seem too much at first, pick out a group instead and attend an event on a smaller scale. For many students, the first step is to check out all the student organizations on their campus. Often colleges will have a Web site to make that easy, such as UT Austin's Student Activities and Leadership Development. Use the search function to type in key words of organization categories, such as religious, cultural, volunteer, academic, and leadership. Or type in your specific passion and see what comes up.
Check out Student Life and Student Resources in Be a Longhorn for more information on acclimating to college life at UT Austin
Tips for College and University Students:
Tips for College and University Students: Managing Your Distress in the Aftermath of the Virginia Tech Shootings
As a university or college student, you may be struggling to understand how a shooting rampage could take place on a university campus and why such a thing would happen. There may never be satisfactory answers to these questions.
We do know, though, that it is typical for people to experience a variety of emotions following such a traumatic event. These feelings can include shock, sorrow, numbness, fear, anger, disillusionment, grief and others. You may find that you have trouble sleeping, concentrating, eating or remembering even simple tasks. This is common and should pass after a while. Over time, the caring support of family and friends can help to lessen the emotional impact and ultimately make the changes brought about by the tragedy more manageable. You may feel that the world is a more dangerous place today than you did yesterday. It will take some time to recover your sense of equilibrium.
Meanwhile, you may wonder how to go on living your daily life. You can strengthen your resilience—the ability to adapt well in the face of adversity—in the days and weeks ahead.
Here are some tips:
Talk about it — Ask for support from people who care about you and who will listen to your concerns. Receiving support and care can be comforting and reassuring. Your campus is likely to be offering support services through its counseling center. It often helps to speak with others who have shared your experience so you do not feel so different or alone. If your parents seem particularly distressed, it may be because they are reacting to their own sense of not being able to control the college environment to keep you as safe as they would like.
Strive for balance — When a tragedy occurs, it’s easy to become overwhelmed and have a negative or pessimistic outlook. Balance that viewpoint by reminding yourself of people and events which are meaningful and comforting, even encouraging. Striving for balance empowers you and allows for a healthier perspective on yourself and the world around you.
Turn it off and take a break — You may want to keep informed, but try to limit the amount of news you take in whether it’s from the internet, television, newspapers or magazines. While getting the news informs you, being overexposed to it can actually increase your stress. The images can be very powerful in reawakening your feeling of distress. Also, schedule some breaks to distract yourself from thinking about the incident and focus instead on something you enjoy. Try to do something that will lift your spirits.
Honor your feelings — Remember that it is common to have a range of emotions after a traumatic incident. Go a little easy on yourself and on your friends. You may experience intense stress similar to the effects of a physical injury. For example, you may feel exhausted, sore, or off balance.
Take care of yourself — Engage in healthy behaviors to enhance your ability to cope with excessive stress. Eat well-balanced meals, get plenty of rest, and build physical activity into your day. Avoid alcohol and drugs because they can suppress your feelings rather than help you to manage and lessen your distress. In addition, alcohol and drugs may intensify your emotional or physical pain. Establish or reestablish routines such as eating meals at regular times and following an exercise program. If you are having trouble sleeping, try some relaxation techniques, such as deep breathing, meditation, or yoga.
Help others or do something productive — Find out from your university or community how you can help people who have been affected by this incident, or have other needs. Helping someone else often has the benefit of making you feel better, too. Try volunteering at your school or within your community.
If you have recently lost friends in this or other tragedies — Remember that grief is a long process. Give yourself time to experience your feelings and to recover. For some, this might involve staying at home; for others it may mean getting back to school or work. Dealing with the shock and trauma of such an event will take time. It is typical to expect many ups and downs, including "survivor guilt"—feeling bad that you escaped the tragedy while others did not.
For many people, using the tips and strategies mentioned above may be sufficient to get through the current crisis. At times, however an individual can get stuck or have difficulty managing intense reactions. A licensed mental health professional such as a psychologist can assist you in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living. Your university or college counseling center may be a good place to start.
Recovering from such a tragic event may seem difficult to imagine. Persevere and trust in your ability to get through the challenging days ahead. Taking the steps in this guide can help you cope at this very difficult time.
This tip sheet was made possible with help from the following APA members: Dewey Cornell, PhD, Richard A. Heaps, PhD, Jana Martin, PhD, H. Katherine O’Neill, PhD, Karen Settle, PhD, Peter Sheras, PhD, Phyllis Koch-Sheras, PhD, and members of Division 17.
Copyright 2007
As a university or college student, you may be struggling to understand how a shooting rampage could take place on a university campus and why such a thing would happen. There may never be satisfactory answers to these questions.
We do know, though, that it is typical for people to experience a variety of emotions following such a traumatic event. These feelings can include shock, sorrow, numbness, fear, anger, disillusionment, grief and others. You may find that you have trouble sleeping, concentrating, eating or remembering even simple tasks. This is common and should pass after a while. Over time, the caring support of family and friends can help to lessen the emotional impact and ultimately make the changes brought about by the tragedy more manageable. You may feel that the world is a more dangerous place today than you did yesterday. It will take some time to recover your sense of equilibrium.
Meanwhile, you may wonder how to go on living your daily life. You can strengthen your resilience—the ability to adapt well in the face of adversity—in the days and weeks ahead.
Here are some tips:
Talk about it — Ask for support from people who care about you and who will listen to your concerns. Receiving support and care can be comforting and reassuring. Your campus is likely to be offering support services through its counseling center. It often helps to speak with others who have shared your experience so you do not feel so different or alone. If your parents seem particularly distressed, it may be because they are reacting to their own sense of not being able to control the college environment to keep you as safe as they would like.
Strive for balance — When a tragedy occurs, it’s easy to become overwhelmed and have a negative or pessimistic outlook. Balance that viewpoint by reminding yourself of people and events which are meaningful and comforting, even encouraging. Striving for balance empowers you and allows for a healthier perspective on yourself and the world around you.
Turn it off and take a break — You may want to keep informed, but try to limit the amount of news you take in whether it’s from the internet, television, newspapers or magazines. While getting the news informs you, being overexposed to it can actually increase your stress. The images can be very powerful in reawakening your feeling of distress. Also, schedule some breaks to distract yourself from thinking about the incident and focus instead on something you enjoy. Try to do something that will lift your spirits.
Honor your feelings — Remember that it is common to have a range of emotions after a traumatic incident. Go a little easy on yourself and on your friends. You may experience intense stress similar to the effects of a physical injury. For example, you may feel exhausted, sore, or off balance.
Take care of yourself — Engage in healthy behaviors to enhance your ability to cope with excessive stress. Eat well-balanced meals, get plenty of rest, and build physical activity into your day. Avoid alcohol and drugs because they can suppress your feelings rather than help you to manage and lessen your distress. In addition, alcohol and drugs may intensify your emotional or physical pain. Establish or reestablish routines such as eating meals at regular times and following an exercise program. If you are having trouble sleeping, try some relaxation techniques, such as deep breathing, meditation, or yoga.
Help others or do something productive — Find out from your university or community how you can help people who have been affected by this incident, or have other needs. Helping someone else often has the benefit of making you feel better, too. Try volunteering at your school or within your community.
If you have recently lost friends in this or other tragedies — Remember that grief is a long process. Give yourself time to experience your feelings and to recover. For some, this might involve staying at home; for others it may mean getting back to school or work. Dealing with the shock and trauma of such an event will take time. It is typical to expect many ups and downs, including "survivor guilt"—feeling bad that you escaped the tragedy while others did not.
For many people, using the tips and strategies mentioned above may be sufficient to get through the current crisis. At times, however an individual can get stuck or have difficulty managing intense reactions. A licensed mental health professional such as a psychologist can assist you in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living. Your university or college counseling center may be a good place to start.
Recovering from such a tragic event may seem difficult to imagine. Persevere and trust in your ability to get through the challenging days ahead. Taking the steps in this guide can help you cope at this very difficult time.
This tip sheet was made possible with help from the following APA members: Dewey Cornell, PhD, Richard A. Heaps, PhD, Jana Martin, PhD, H. Katherine O’Neill, PhD, Karen Settle, PhD, Peter Sheras, PhD, Phyllis Koch-Sheras, PhD, and members of Division 17.
Copyright 2007
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