A Reflection on Resiliency & Grief

On October 1, 2020, the organization Brooklyn Heals Together hosted A Service of Remembrance & Healing, a virtual event to honor those lost to COVID-19 in the North Brooklyn community that Intelligentsia calls home and beyond. The organizers, Diana Zelvin and J. Rebecca Pridmore, asked our president and founder, Hilda Guttormsen, to be one of the speakers that night. In honor of this year’s collective grief, we share her address from that evening with you all.

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It’s a deep honor to be a part of this service today and to gather with all of you, even online. To begin to talk about resilience, I do need to talk about grief and mourning. Grief is the organic process that begins when we experience the acute pain of loss. It is our psyche's way—its medicine—to deal with the pain. Mourning is what we do together to express and move through this grief collectively. We mourn with our family, with our friends, with our community. We’ve all experienced such unimaginable loss from Covid19. Most painfully the loss of loved ones, but we’re also grieving the loss of the rhythm of our lives, our connections, our work, the experience of gathering together for performances, celebration, and to mourn those we’ve lost.

As a Jungian psychoanalyst, I learned in my training that grief typically occurs for 6-12 months after a loss. I learned that there can be five stages to the grieving process: denial, anger, bargaining, depression and acceptance. I intellectually tried to understand this profound process and recognize the timing and the stages, but it soon became clear that each person’s process is so different and what one person may need could look nothing like the next. Helping someone grieve requires a psychoanalytic attunement to the individual, a willingness to be with the person where they are for as long as they need to be. To be in the discomfort of not trying to fix or make better, but to be with someone in their unbearable pain so that eventually, they can access a self-regulating principle nascent within them.

I became deeply and personally familiar with grief when my husband, the father of our three children, Matt Seidman, slipped away from this life a little over two years ago. Everything I thought I knew about grief became insignificant—this experience of tragic loss defies language. There are no words for the wound that opens up in your heart when someone you love is taken suddenly. All we can do is surrender to this pain and move through it in our own time with whatever support we can find and is available to us. I was extraordinarily blessed to be caught and held by our community, dear friends, family, and the kids’ school, but my greatest lessons in navigating grief have come from my children. At four, eight, and ten, they had no degree in mental health or a therapeutic understanding about stages of grief and how to process the exquisite pain of losing their father—they just did. They are my greatest teachers in resilience.

In the wake of watching their father die, they still needed to be held when they cried, fed when they were hungry, sleep when they were tired, laugh and play when they felt like it, and rage at me or each other when that’s what they needed to express. They still needed routine and space to acclimate to the new reality, a reality without their father. They still needed to be silly, to dance and to sing. Even in the midst of tragedy they didn’t stop being children, they didn’t stop being themselves. Together we found our way.

Resilience isn’t a method or a treatment plan. Resilience is our life force that is within all of us, in every heartbeat in every breath. It’s our animating principle. Sometimes it takes our world falling apart to realize that we are ok. We are resilient because we’re still here.

I’ve found a lot of resonance these days in the Greek myth of Pandora. In this story, a beautiful woman created by the gods is gifted a magnificent box that she is told must remain sealed. Her curiosity overcomes her and she cannot resist opening the box. Pandora unleashes disease, misery and death upon the world. Pandora is stung by the evil creatures that are realeased over and over again and she slams the box shut. Pandora cries in pain but can still hear a voice inside the box. Believing that the worst had already been released and no more harm could come to her, she opens the box again. What emerges is hope in the form of a dragonfly alighting on her wounds and healing them. Although Pandora has released the ills, she has also released the hope to follow.

— Hilda Guttormsen, LP

[Original address has been edited lightly for online publication.]

Student Spotlight: Reframing Remote Learning at Barnard

Student Spotlight features pieces authored by current and former Intelligentsia scholars. Today’s post comes to us from Taylor, a junior at Barnard College, telling us about her experience with online learning over the last two semesters.


Online learning began under the guise of temporariness. “We’ll be back after spring break” suddenly became something more indefinite. The communal living spaces, shared bathrooms, and dining halls, plus the inevitability of parties, means that colleges are possibly the highest risk educational environment. We’re also arguably the least important. While other school-aged children are going through such crucial stages of brain development (not to mention some of them can’t even read in order to log on to a computer), college-level classes translate much easier to Zoom.

In March, the second semester of my sophomore year, Barnard College announced that we were permanently online for the rest of the year. Like most of my peers I was too overwhelmed by the looming pandemic to pay much attention to the nuances of remote learning. In fact, it seemed irrational that I still had essays and finals due during a time when the world was both literally and figuratively ending. The grief of mourning opportunities that never came to fruition (missed internships, nights with friends, the independence of living away from your parents) seemed selfish but also important. School was just a part of survival, another box I had to tick in order to get through the month.

When classes started again in September, instead of an atmosphere of panic, there was a certain acceptance of our shared situation, due to an increased understanding of the virus, low case levels in New York, and a whole summer for professors to develop a more adaptable curriculum. Nothing can replace the sense of place that a real classroom creates and the productivity of studying in the library, but there are certain aspects of online classes I have begun to enjoy, maybe even love this year. Firstly, no commuting time to and from classes means my days are much more my own, and nothing can beat feeling hungry in class just to turn around to your own fridge. I have also really appreciated the geographic diversity that has been created, having classmates, and even professors, physically in other countries is definitely unique. Deliberately selecting my classes to be as small in size as possible and favoring seminars, which only meet once a week, have been other ways I minimize my Zoom fatigue and continue to build a sense of community.

Like many college students this year, I debated whether or not to take a semester (or even a year) off from school. Ultimately, because of an in-person internship I have through Barnard, and a need for stability and structure during a time of chaos, I decided to continue attending. Do I feel like my college experience has been ruined? If I have learned anything about college during this time, it would have to be that the idea of a college experience means nothing compared to the choices we need to make in order to live fulfilling and healthy personal lives. If that means sacrificing the social aspect of school in order to live safely in a pandemic, so be it.

Taylor is an NYC native, studying visual art and art history at Barnard College. A painter and with a love of baking, her favorite place in the city is the Brooklyn Botanic Garden.

From BPS: A Parent's Guide to Social Media Consumption

Our friends at Behavioral Psych Studio are full of treasured insights and helpful recommendations and their latest post on social media consumption is perfect for this time. Our children on looking at screens more than ever right now and it’s important to get a grasp on their social media usage. Something that’s crucial though, which author Laura Miller, LMSW points out, is that in addition to monitoring their social media usage, it’s important to model behavior and trust your kids.

Read the article here.

Source: https://www.behavioralpsychstudio.com/post...

Parent Perspective with Sarah M: Graphic Designer & Mother of Two

It’s always so beneficial anytime we get to sit down with a parent and we know that all parents love hearing others’ perspectives, both for contrast and commiseration. Today, we’re excited to speak with our friend Sarah Mangerson. She’s a seasoned graphic designer, former Art Director at The New Yorker magazine, mother of two brilliant girls, and an active member of the Williamsburg Northside School's Parent Association.

Intelligentsia: Can you tell us a little about your children and their learning styles?

Sarah: My daughter Abigail is 12 and currently in seventh grade. Our younger daughter, Ella, is in second and she’s a December baby, so she is the youngest in her class. They are both good at math and both struggle with writing. Abby is a very focused student, a voracious reader, and excels at math and science. She is not shy, nor has she ever been. She is crushing it with remote learning. Ella is sensitive, but an active participant in class. She struggles a bit with reading, but is catching up quickly with help from the school learning specialist and some additional tutoring support. She is a mathematician and also loves science. A long day on Zoom is difficult for her. But then again, it is difficult for all of us.

What kind of tutoring support have they had?

Abby started working with Claire [Intelligentsia tutor] in 4th grade. She was a strong reader, but her spelling and writing needed some help. Claire helped her with her organization and executive function, as well as focused work on spelling and writing. It was really the first time we ever saw Abby struggle a bit. Williamsburg Northside, where both our daughters have been since they were in the 2s program, doesn’t assign homework until the 2nd grade so it wasn’t until the 3rd grade that it started to catch up with Abby. She had great grades, but everyone knew she could do better, particularly with the fundamentals (math facts, spelling, grammar). Abby also needed help with the standardized tests that started in the 3rd grade, she was very nervous about them and wanted to succeed. Claire helped with that too. Ella began working with Claire last year, focusing on reading.

What was the learning environment at home before COVID hit?

Pre COVID, in the 6th grade, Abby had her own room with a desk so she had her own space to work in. I would help her with homework when needed, studying for tests and helping with bigger projects, but she was pretty independent with her schoolwork. 

Ella, was in the first grade, so while she had her own room, it was never needed for homework. Claire and Ella worked on the rug, which was super sweet. Ella liked to read in her bed, beanbag chair, or on the sofa in the living room. Most, if not all of her schoolwork was done at school during the school day. We would read together each night and that was about it. 

What was it like when your school first transitioned to remote learning?

We happened to be in Chilmark [MA], which is where we were for spring break, so we had more space from the start. We set up a folding table for Abby in the loft and Ella worked in the kitchen. My husband Josh had space in the den, which is where his office is all summer anyway. We were very lucky that way. Initially, the kids loved not having to commute and rolling out of bed and going straight to school, but the novelty wore off very quickly. 

Our school had the policy in place that your grade, as it stood in the 3rd quarter, could not go down, you could only improve it. We did not tell Abby this. She did very well. There were a few nights where she really struggled with a heavy load (generally it was very manageable for her) and we let her off the hook. It was just too much, emotionally, and this all seemed temporary at that point. 

We had Claire come twice a week because I was so occupied by helping Ella that I didn’t have much left for Abby. Ella had quite a hard time on Zoom, and once she lost focus, it was very hard to bring her back. By spring, we could bang it out by lunch, which was really great. 

Abby was on Zoom the entire school day, while Ella had a nice balance of on- and off-screen activities. Thankfully, I wasn’t working much so I was able to help her all day long. This year, they both are on-screen most of the day and the teacher is working with in-person and remote students synchronously. This is, I imagine, a very difficult thing to pull off for a teacher, but they are all doing great! 

How has tutoring helped you, as a parent, during this time?

Claire has helped enormously with Abby. We butt heads a bit, so it is nice to have a caring third-party check in with her once a week about her schoolwork. We are really trying to let Abby have full autonomy at school. Claire helps with that. She is also helping with Ella. Ella is tired with me by the end of the day (sometimes by mid-morning!) and it is nice to have an academic check-in, one-on-one, with her tutor.

We know that middle school can be a very important time for the development of executive functioning skills. What functions became most crucial for Abby to work on with Claire?

At Northside, the middle school curriculum starts in fifth grade. It was really hard for Abby to get organized. Claire helped SO MUCH. I really think learning to manage her time, schedule, and workload that first year has been critical to her success. Abby finishes her homework in less time, has less build-up (we are still working on this), and has been doing very well overall. Managing several teachers and multiple homework assignments a day was really tricky at first.

And Ella? Are there any skills she’s worked on, or have those functions remained mostly parental responsibilities?

Ella is working on keeping her workspace clean and organized. She is, at this point, familiar with her schedule for the day and gets her materials ready on her own. I still print the required worksheets she needs, but she can log in to her classroom apps with little to no problem. She can also navigate between Zoom meetings by herself.

How do you see the role of a tutor for your children and is there a difference in that role between the two of them? Has that role changed as schools have gone remote?

Abby and Claire have a special relationship after working together for so long (3+ years). They work very hard, but also have moments of pure silliness. Abby can also share her feelings and experiences with Claire without judgment. Claire is definitely part of Abby’s support circle. 

Claire and Ella and still getting to know each other––it was definitely better for Ella to work with Claire in person. She is Zoomed out by the end of the day, but last week it went quite well and Ella is learning that Claire can help her finish classwork, which will be great.

What are YOU learning right now?

To be very grateful for all that we have: a safe space that accommodates us, all the necessary equipment and supplies, the wifi access, my ability to help, Josh’s ability to work from home, our health (I fully recognize that many parents do not have access to these things)…and that our school truly has amazing teachers. It is a rare opportunity to have a look into what happens in a classroom each day! I am also incredibly aware of the social-emotional aspect of in-person learning that my girls are missing right now. That’s become a daily frustration for me—I am learning that my kids really should be IN SCHOOL, which requires national leadership to get out of this health crisis. We made the choice to stay home—our school also offers in-person classes—and it wasn’t an easy one, nor am I sure it was right. It just felt safer at the time. I cannot wait for them to be back in school, with their teachers and friends.

Can you shout out one of your favorite educators and why they meant so much to you?

Oh wow. I have two. One was my art teacher in high school, Mr. Doolittle. He introduced me to photography, drawing, taught me architectural lettering, ceramics, basically pointed me towards my future career. He was wild, quirky, demanding, and fun. The second was Dr. Bill Ryan at the University of Oregon. He introduced me to Graphic Design (pulling me away from photography), further encouraged my love of magazines, encouraged me to stay on an extra semester to work on FLUX (the SOJC capstone magazine class), got me my first internship in New York, and became a close friend for many years. Of all the people I know, he may have been the most proud when I started at The New Yorker. I think they both gave me the confidence to be creative and independent, which is really everything, isn’t it?

Parent Perspective with Karen B: Brooklyn Educator & Mother of Two

With so much up in the air as we navigate the new school year, we wanted to talk with educator and parent Karen Block, MST about what her family’s experience has been like from spring to fall. We’ve been lucky to know Karen for the last year+ and she comes to us with an impressive teaching background and significant education consulting experience.

Intelligentsia: Could you tell us about your journey as an educator?

Karen Block: In my late twenties, I applied for the NYC Teaching Fellows program. I started teaching in Far Rockaway in a self-contained 1st/2nd grade class while I was going to school for my master's in both childhood education and special education. I spent the next fifteen years teaching at P.S. 8 The Robert Fulton School (Magnet School for Exploration, Research, and Design).

And you’re also a parent, yes?

I have two daughters, ages 7 and 10. They are in first and fifth grade. 

What was the learning environment like at home before COVID hit? What does it look like now?

My younger daughter is an avid reader and loved being in school. She always wanted to play the math games she learned in school or would sit in her free time to write stories. Covid hit and the learning was completely asynchronous. She hated it. She avoided doing the assignments and it was a battle to complete assignments.

My older daughter struggles academically so, before Covid, I would do a lot of pre-teaching/ re-teaching with her. During read-alouds, we alternated between reading for pleasure to reading for understanding. When we did the latter, we jotted notes about the character, talked about themes, etc. Covid hit and then there was no separation between home and school. For our relationship and both our sanity, I hired a tutor twice a week and became completely hands-off.  

Creating a balance of allowing them to keep in touch with their friends and limiting screen time has been the biggest challenge. We created a contract that outlined their responsibilities as a student (reading for a specific amount of time, fifteen minutes on a digital reading program, homework, and studying for my older child) as well as around the house (making their bed, putting away their backpack, shoes, coat, etc.). This allows for clear expectations so it's not the constant negotiations like it was at the beginning of the pandemic.  

My girls are back in school full time now so it's created a sense of normalcy for them again. I hope it stays this way.

What habits have helped the most with remote learning?

We were fully remote at the beginning of the year and we approached it as if they were back in school. We set an alarm and the girls would get dressed and have breakfast before the day started. We only ate during the designated lunch and snack times and they only worked at their designated workspaces. During independent reading time, they could find an alternate space to read similar to how they were allowed to find a cozy reading nook in school. 

Is remote learning more challenging for younger children?

It is definitely more of a challenge to keep younger children engaged. So much of the school experience is the social interaction and without that, the learning dynamic becomes difficult. If my kids weren't in school full-time I would have investigated a pod for them to work with. Peer collaboration is so important in their learning. It's hard to do that over a screen. 

What are YOU learning right now?

My older daughter's tutor is a big advocate for the Science of Reading. I had always worked at Balanced Literacy schools and my daughters' school is also a balanced literacy school. I knew that balanced literacy didn't work for every child but as a teacher, I always tried to supplement on my own. I recently read The Knowledge Gap by Natalie Wexler and then new reports came out about how Luch Caulkins [Founding Director of the Teachers College Reading and Writing Project at Columbia University] was stepping back from a leveled reading approach and looking more towards phonics instruction. I wish I had educated myself more years ago. I had so much professional development on guided reading, the reading and writing workshop model, I never thought to expand beyond those circles in terms of literacy. I wish I had but I'm glad to be educating myself now.

Can you shout out one of your favorite educators?

Mrs. Altomare, my sixth-grade reading teacher. I was painfully shy and she took the time to get to know my interests and introduced me to like-minded friends. She also taught speed-reading. It's never taught anymore but such a useful skill!

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Karen Block has over 14 years of experience as a special education teacher. She holds an MST in Childhood & Childhood Special Education from Pace University and is also a graduate of the NYC Teaching Fellows program. Karen specializes in helping parents unpack the academic and evaluative language of both individualized education plans and private evaluations in order to determine practical at-home and in-classroom solutions. When she’s not busy helping students, you may bump into her exploring Prospect Park with her daughters! Interested in working with Karen? We can connect you!