Imagine Magazine - Johns Hopkins - March/April 2010 - (Page 41)

planning ahead for college The R Factor Everyone can expect to experience some stress during the transition to college. Leaving home, living in a dormitory with a roommate, and finding balance among academics, extracurricular activities, social life, and sleep are adjustments most first-year college students need to make. Some of these changes may be exciting and liberating, but as existentialists would suggest, with freedom comes responsibility. This is where the R-factor comes in. shUtteRstock by Michelle Muratori, Ph.D. R=Responsibility In college, you will be expected to manage your academic, social, and personal life on a day-to-day basis and take responsibility (be accountable) for all of your choices and actions. The concept of taking responsibility might seem straightforward, but there are degrees of being accountable for one’s choices. We often equate taking responsibility with admitting wrongdoing or mistakes and facing the consequences for our actions. But taking responsibility can happen on a much smaller scale and in more subtle ways. Consider two scenarios in which students shy away from taking charge of their lives. As you read them, think about how they could behave differently to better meet their own needs. Scenario 1: Olivia doesn’t let her friends know when they have hurt her feelings and then resents and blames them for being insensitive to her needs. By blaming her friends and making them responsible for her happiness, she has chosen to assume a passive role in her own life. Scenario 2: Samuel procrastinates on completing applications for summer research internships and misses the application deadlines. By not taking action, Samuel is still making a choice and is responsible for his academic progress or lack of it. Conversely, there are those who feel burdened by taking responsibility that is not theirs to take. For instance, some students feel obligated to make sure that their friends are always happy or feel completely responsible if their team loses. If you fall into this category, you may realize that being a “responsibility magnet” can feel draining and can compromise your own well-being. maturity and practice. Think about how active you are in making decisions that affect your life, and consider adopting these guidelines: Identify what is within your power to control. In any situation (academic, social, or personal), assess what you have control over and what is beyond your control. Take responsibility for what you can control, trying not to dwell on what you cannot. For instance, it’s up to you to decide how well prepared to be for a test, how to manage time, and how to treat your friends, yet you cannot control how fair your teachers are or how your friends behave. That is their responsibility. Be your own advocate. If you feel that your academic development is being stifled in any way, identify ways to get “unstuck” and follow through by taking action. This may entail asking to be accelerated in one or more subjects to increase your level of challenge or addressing any academic weaknesses. Fill in the gaps. If your social/emotional development is lagging behind your academic progress, don’t be hard on yourself. This is common among gifted and talented students. But to prepare yourself for the social and emotional demands of college, you’ll need to address any deficits you might have now. Ask friends and family for specific feedback about how you come across, and be open to modifying your behavior if it is preventing you from connecting well with others. Participate in a social skills group or attend a summer program to get “practice” interacting with your intellectual peers. Like other skills, these can be learned. Ultimately, you have a responsibility to yourself to make decisions in all aspects of your life that will help you become your best self. Whether you’re still in middle school or are preparing for college, remember that freedom and responsibility are a package deal. i Guidelines for Taking Charge of Your Life Learning to take appropriate responsibility becomes easier with www.cty.jhu.edu/imagine imagine 41 http://www.cty.jhu.edu/imagine

Table of Contents for the Digital Edition of Imagine Magazine - Johns Hopkins - March/April 2010

Imagine Magazine - Johns Hopkins - March/April 2010
Contents
Editor’s Note
Big Questions
In My Own Words
Why Study Philosophy?
The Great Conversation
Robots, Zombies, and Descartes
The Wide World of Philosophy
The Philosopher’s Toolbox
Bad Dreams, Evil Demons, and The Experience Machine
Harry Potter and Plato
Exploring Ethics (or, Why I Give Up Saturdays in Spring)
How to Start a Philosophy Club
Selected Opportunities & Resources
Middle Ground
Off the Shelf
Word Wise
Exploring Career Options
One Step Ahead
Planning Ahead for College
Students Review
Creative Minds Imagine
Sudoku
Knossos Games

Imagine Magazine - Johns Hopkins - March/April 2010