Petition Letter
Sarah Cook
20028935
June 13, 2022
To: The Office of the Associate Dean of Arts and Sciences (Academic),
My name is Sarah Cook and I??m writing this letter to request academic consideration in appealing to waive the requirement to withdraw for one year, as well as appealing for late drop status for several courses, including SOCY226, SOCY227, SOCY284, SOCY305, SOCY306, SOCY384, SOCY388, SOCY389, GNDS215, PSYC236, PSYC251, spanning from fall 2017 to present.
My academic performance was significantly impacted by severe personal circumstances which debilitated my academic capability. I have since developed skills to manage the psychological barriers that have heretofore impeded my success, such that I am confident I will be able to achieve my academic goals in the upcoming term if the requirement to withdraw is waived.
Explanation of Extenuating Circumstances:
During my academic career, I have encountered challenges due to a mental health condition that have impeded my success. Difficulties related to emotional dysregulation have been a lifelong struggle, and upon entering high-level academia, I was not well equipped to handle the rigors ahead, leading to a detrimental stalling on my path of success.
I endured severe psychological distress throughout childhood, though always remained high achieving in my academics. However, I struggled to rise to the demands of post-secondary education upon my entry. I lacked awareness of the mental illness I was struggling with and had no sustainable coping strategies to manage it. My unsuccessful attempts at coping only further worsened my condition. As such, I struggled managing day-to-day, let alone meeting the rigorous demands of academia.
The nature of my condition affected me such that small triggers sent me into spirals of dysregulation, resulting in extreme fluctuation in my performance. The unpredictability of my condition is why I didn??t drop the courses before the drop deadline; I believed I could come back from the spells of dysregulation well enough to pass the classes I had enrolled in. In some cases, I was able to. In most, I was not. Consequently, within a single semester some courses were affected more than others (see W/F 2018).
These difficulties prompted me to reach out for support, however, the counselling I received was not the right fit to assist with alleviating the symptoms that continued to impede my success. So, I was assessed in a psychological evaluation during the summer of 2019 in which I received a psychiatric diagnosis. From there, I began more effective targeted treatment. This required I learn and practice the skills necessary for managing my symptoms. I have since used these skills to make significant changes in various areas of my life, including working towards achieving my personal, social, occupational, and academic goals. However, during this time of support seeking while I struggled to connect with the appropriate resources and acquire necessary skills, I remained enrolled in courses. Consequently, my cumulative GPA suffered dramatically.
Future Plan:
Although these circumstances previously hindered my success, I am now able to manage my condition such that it will no longer significantly affect my academic performance. I am determined to continue building on my recent progress, and as such, have set up a support system to assist in achieving my academic goals. These goals and intentions have been laid out in greater detail within the academic plan I??ve provided, however, I will briefly outline the main components here.
For the management and treatment of my condition, I will utilize therapeutic support to continue to cultivate and practice the skills necessary to manage my dysregulation, in service of achieving my academic goals. I will continue weekly individual therapeutic work on an ongoing basis with Jamey Adirim. Additionally, I have recently started a twice-weekly group therapy program, which I intend to continue into the upcoming academic year. There, I address deeper issues causing these barriers, as well as practice skill maintenance and set goals with an occupational therapist. In this work, the team and I have made my academics a top priority.
Further, I will draw on academic supports, such as Academic Advising and Student Academic Success Services (SASS) to ensure my work habits remain stable. With my academic advisor, Deborah Leach, I developed a practical academic plan to meet my academic goals. This involves continuing studies with a lightened workload, dropping courses significantly impacted by severe personal challenges, as well as drawing on additional academic resources as necessary. Thus, with referral by my academic advisor, I have contacted SASS to meet with advisor Gale Eaton-Smith to discuss academic supports and success strategies for the upcoming term. I intend to regularly check-in with both academic advising and SASS to ensure that the personal challenges that have heretofore impeded my success do not hamper the current momentum I have cultivated towards attaining my academic goals.
Please see my Academic Plan for further information regarding my Future Plan.
Summary:
My mental health condition is now being managed in such a way that I can successfully return to studies in the fall and complete my academic goals as outlined in my academic plan. I am receiving ongoing support from my mental health treatment team in both 1:1 and group settings, which will continue into the upcoming academic year. I have connected with SASS to secure academic supports, as well as academic advising to further solidify my academic plan. These proactive measures I??ve enlisted to effectively assist in managing my condition have already begun to yield change.
After thoroughly examining my current circumstances with my academic advisor, as well as my long-term therapist, we collectively reason that at this time, continuing my studies at Queen??s is the best course of action to facilitate progress towards my long-term educational goals. I am improving steadily and have adequate support in place now and into the upcoming year in order to facilitate my academic success moving ahead. It is for this reason I have decided to appeal the Faculty??s decision that I must withdraw from studies for one year.
The personal challenges I have faced have severely impacted my academic performance such that the previous failures earned are not reflective of my capability, but rather, reflect the psychological barriers I have previously struggled to manage. It is on this basis I am appealing to late drop those courses impacted by these circumstances, as per the recommendation of my academic advisor.
It has taken considerable time to find the appropriate supports to help manage my condition, as well as put in the work necessary to develop skills to handle the rigours of academia with this condition. However, since honing these skills I have made significant progress, as my therapist attests to in his written support. This newly cultivated momentum excites a confidence and courage within me that I am driven to apply to my studies. I am eager to continue putting in the work necessary to achieve my goals. I believe my skillfulness, and the newfound confidence and maturity that comes with it, will allow me to continue my studies successfully if given the chance to return to studies this fall term.
Your consideration of my request is deeply appreciated. I look forward to hearing your decision.
Sincerely,
Sarah Cook
20028935
June 13, 2022
To: The Office of the Associate Dean of Arts and Sciences (Academic),
My name is Sarah Cook and I??m writing this letter to request academic consideration in appealing to waive the requirement to withdraw for one year, as well as appealing for late drop status for several courses, including SOCY226, SOCY227, SOCY284, SOCY305, SOCY306, SOCY384, SOCY388, SOCY389, GNDS215, PSYC236, PSYC251, spanning from fall 2017 to present.
My academic performance was significantly impacted by severe personal circumstances which debilitated my academic capability. I have since developed skills to manage the psychological barriers that have heretofore impeded my success, such that I am confident I will be able to achieve my academic goals in the upcoming term if the requirement to withdraw is waived.
Explanation of Extenuating Circumstances:
During my academic career, I have encountered challenges due to a mental health condition that have impeded my success. Difficulties related to emotional dysregulation have been a lifelong struggle, and upon entering high-level academia, I was not well equipped to handle the rigors ahead, leading to a detrimental stalling on my path of success.
I endured severe psychological distress throughout childhood, though always remained high achieving in my academics. However, I struggled to rise to the demands of post-secondary education upon my entry. I lacked awareness of the mental illness I was struggling with and had no sustainable coping strategies to manage it. My unsuccessful attempts at coping only further worsened my condition. As such, I struggled managing day-to-day, let alone meeting the rigorous demands of academia.
The nature of my condition affected me such that small triggers sent me into spirals of dysregulation, resulting in extreme fluctuation in my performance. The unpredictability of my condition is why I didn??t drop the courses before the drop deadline; I believed I could come back from the spells of dysregulation well enough to pass the classes I had enrolled in. In some cases, I was able to. In most, I was not. Consequently, within a single semester some courses were affected more than others (see W/F 2018).
These difficulties prompted me to reach out for support, however, the counselling I received was not the right fit to assist with alleviating the symptoms that continued to impede my success. So, I was assessed in a psychological evaluation during the summer of 2019 in which I received a psychiatric diagnosis. From there, I began more effective targeted treatment. This required I learn and practice the skills necessary for managing my symptoms. I have since used these skills to make significant changes in various areas of my life, including working towards achieving my personal, social, occupational, and academic goals. However, during this time of support seeking while I struggled to connect with the appropriate resources and acquire necessary skills, I remained enrolled in courses. Consequently, my cumulative GPA suffered dramatically.
Future Plan:
Although these circumstances previously hindered my success, I am now able to manage my condition such that it will no longer significantly affect my academic performance. I am determined to continue building on my recent progress, and as such, have set up a support system to assist in achieving my academic goals. These goals and intentions have been laid out in greater detail within the academic plan I??ve provided, however, I will briefly outline the main components here.
For the management and treatment of my condition, I will utilize therapeutic support to continue to cultivate and practice the skills necessary to manage my dysregulation, in service of achieving my academic goals. I will continue weekly individual therapeutic work on an ongoing basis with Jamey Adirim. Additionally, I have recently started a twice-weekly group therapy program, which I intend to continue into the upcoming academic year. There, I address deeper issues causing these barriers, as well as practice skill maintenance and set goals with an occupational therapist. In this work, the team and I have made my academics a top priority.
Further, I will draw on academic supports, such as Academic Advising and Student Academic Success Services (SASS) to ensure my work habits remain stable. With my academic advisor, Deborah Leach, I developed a practical academic plan to meet my academic goals. This involves continuing studies with a lightened workload, dropping courses significantly impacted by severe personal challenges, as well as drawing on additional academic resources as necessary. Thus, with referral by my academic advisor, I have contacted SASS to meet with advisor Gale Eaton-Smith to discuss academic supports and success strategies for the upcoming term. I intend to regularly check-in with both academic advising and SASS to ensure that the personal challenges that have heretofore impeded my success do not hamper the current momentum I have cultivated towards attaining my academic goals.
Please see my Academic Plan for further information regarding my Future Plan.
Summary:
My mental health condition is now being managed in such a way that I can successfully return to studies in the fall and complete my academic goals as outlined in my academic plan. I am receiving ongoing support from my mental health treatment team in both 1:1 and group settings, which will continue into the upcoming academic year. I have connected with SASS to secure academic supports, as well as academic advising to further solidify my academic plan. These proactive measures I??ve enlisted to effectively assist in managing my condition have already begun to yield change.
After thoroughly examining my current circumstances with my academic advisor, as well as my long-term therapist, we collectively reason that at this time, continuing my studies at Queen??s is the best course of action to facilitate progress towards my long-term educational goals. I am improving steadily and have adequate support in place now and into the upcoming year in order to facilitate my academic success moving ahead. It is for this reason I have decided to appeal the Faculty??s decision that I must withdraw from studies for one year.
The personal challenges I have faced have severely impacted my academic performance such that the previous failures earned are not reflective of my capability, but rather, reflect the psychological barriers I have previously struggled to manage. It is on this basis I am appealing to late drop those courses impacted by these circumstances, as per the recommendation of my academic advisor.
It has taken considerable time to find the appropriate supports to help manage my condition, as well as put in the work necessary to develop skills to handle the rigours of academia with this condition. However, since honing these skills I have made significant progress, as my therapist attests to in his written support. This newly cultivated momentum excites a confidence and courage within me that I am driven to apply to my studies. I am eager to continue putting in the work necessary to achieve my goals. I believe my skillfulness, and the newfound confidence and maturity that comes with it, will allow me to continue my studies successfully if given the chance to return to studies this fall term.
Your consideration of my request is deeply appreciated. I look forward to hearing your decision.
Sincerely,
Sarah Cook