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.]

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!

Lessons from Quarantine-landia

On March 12 after teaching my last class on Latin American Literature to my undergraduate students–just before Spring Break–I came home and crawled down a rabbit hole into  Quarantine-landia. In the weeks that followed I initially carried on in a virtual world using my different screens (phone, tablet, and laptop) to stay connected to students, colleagues, friends, family and the outside world. The screen became a window to the outside world, but I soon discovered that there was the other side to the window, and it was the inside world of my Brooklyn apartment and myself, which I was less acquainted with and more vulnerable in. 

On the other side of the window there were the news headlines, social media, and the buzz–a world of words. On this side of the window there was my home, my early morning walks in the park, and the quiet–a world of images. Initially I felt a dissonance between the noise of the outside world and the respite of the inside world. Even when I listened to music the words in a song felt like interruptions to what I felt the instrumentation was trying to brush and imprint on the surface of my mind. The worlds of words and images and that of the outside and the inside, began to stretch apart and in the in-between space I found breathing room for my emotions. In the inside world with fewer words I felt less trapped and less suffocated. When I ventured out into the muted neighborhood to go to the supermarket I noticed the stillness of the buildings and the movement of the trees. I saw people motioning with their eyes and gesturing with their hands to communicate behind masks and plexiglass. Studying imagery and how images are used to exchange meaning became more effective to map my local and intimate worldview. Images filled the frames of how I was beginning to observe and experience the world. I even pictured words, that of my own and others around me, in talking and thinking bubbles. I was developing a hybrid language that was more fitting for me and my new world. 

This newfound worldview and language of comics began to shape my work and my identities as a teacher, mentor, tutor, student, and creator. It started with making changes to my syllabus and integrating graphic novels into the course I was teaching that went online after Spring Break. I then designed an intercultural storytelling curriculum for a study abroad (remote) program using comics. I created a digital archive of Latin American comics as part of my doctoral dissertation. I sketched illustrations for a children’s book script I had shelved years ago. And I am currently designing an online workshop for formerly incarcerated youth using superhero motifs in comics. Facing a crisis–of the outside and inside worlds–is a fundamental crossroads in the hero’s journey and a story arc. Even superheroes must stare into the abyss in order to discover that their true power does not really come from shooting beams out their eyes or webs from their wrists, but lies somewhere deeper within, which makes their story that much more human and universal. 

I am integrating comic forms into my work to express the anxieties, issues, and aspirations I am feeling and seeing. Through the looking glass of Quarantine-landia I am discovering a power in the language of comics to guide me along the path to the other side of the crisis. I invite you to think about your journey in a similar way–be it your college essay, your summer book report, or your biggest fear. A crisis scenario–in story and in life–can generate innovative forms for introspection, connection making, problem-solving and new languages to map the world(s) within.

– Javier Gastón-Greenberg

Original illustration by Nawaf Al Mushayt (Lisbon, Portugal) for Bloomberg’s CityLab, used with permission. Word captions by Javier Gastón-Greenberg.

Javier is a certified Spanish teacher in the NYC DOE and Ph.D. candidate at Stony Brook University in Hispanic Languages & Literature. Specializing in arts-based curriculum development and language arts , he’s an adjunct lecturer in Hispanic Languages & Literature; a clinical supervisor for MA programs in Spanish, ELA and Bilingual Education; a curriculum developer; and an experienced teacher at all primary and secondary levels.