Mommy Issues Part 2 [REPACK]
With Caruso down by one of these two mommy-centric methods, it's time to escape! For a full run down on how to complete the level by destroying the virus and leaving the city by plane, check out our previous guide here.
mommy issues part 2
PG: Yes. That's a good question, [laughter] because I was an English major at the community college [and an] English major at Rutgers-Newark. At the time, they required two languages. In middle school in Philly, I studied Russian because we had a teacher that taught us. It was a club. We played chess, and he taught us Russian. I studied Spanish and Italian in high school, because it was a lot of Italian students in the community and neighborhood. Then, when I got to Rutgers in Newark, they said, "Oh, you have to have two languages." They didn't offer Russian or Italian, so I was going to have to take French and continue Spanish. I thought, "No, I can't do another language," so I changed my major. [laughter] I went to Livingston, and they had urban planning. It was urban studies-urban planning, which was a brand new major. It was just a new discipline at that time. I thought anything urban would mean that after college I could get back to Philadelphia and work in the city. [laughter] All of the courses looked interesting, and they really, really were, for urban studies. Then, Livingston started to offer the black studies courses. They didn't have a major as of yet, but I took everything. They started women's studies courses, and I took everything. I think I had a minor in black studies, and I took whatever women's studies courses and participated in the conferences and stuff. Urban studies was a good fit for me.
PG: You have to. It's in Harlem. It's a new building, but I think it's attached to where the old building used to be. It was this old building, you know these old stone buildings, and had all these nooks and crannies, and you're doing your research in there for the day. This professor lived in New York, so the class, maybe there were ten of us in the class, and he said, "Okay, afterwards we're going to my apartment and we're going to prepare a Caribbean dish." I still have the recipe. Now, when you and John come, then I'll make that for you. It's chicken and rice with pineapple and stuff.
PG: Oh, yes, yes. I think I stated in that little interview thing that I did [for the Livingston Alumni Association] I was able to teach courses that related to some of the courses that I had in college. The one course that I really liked "Women of the African Diaspora" that I developed for East Stroudsburg University, it was similar to "Black Woman, Part One" and part two, because the first paper, reaction papers, I had them write lots of reaction papers, and the first paper was "How Am I Like My Mother?" There were males that took "Black Women of the African Diaspora" because their girlfriends said, "Come on, you're going to take this class with me. I want you to learn something about women" or "about me" or something. Then, we had a minor at ESU in women's studies, so then you had different students that were taking the classes. Of course, the students said right away, "I'm nothing like my mother. I can't write this paper. What am I going to say?" but, of course, they were all like their mothers. [laughter]
PG: No, I didn't participate in any of those. I don't know why I didn't. I had an uncle, that's why, because I had an uncle who was in the military, and he was in Vietnam several times. I remember, my uncle, whenever we would see him, whenever he would come home, I was always taught to pray for Uncle George that he's safe. I always thought that whatever he was doing was good because he was one of our family heroes, as far as we were concerned. I didn't participate in any [anti-war protests]. Whenever he would come home, he had not married and had children at that time, so he would always bring me and his other nieces and nephews little gifts from whatever country, Hawaii or whatever. We saw him and what he was doing in a different light.
PG: Well, there were students from other ethnicities. I remember there were African Americans. There were Latino students. My neighbor was Puerto Rican, the room next door. She would make Puerto Rican coffee, and she would wake up everybody on the floor. The girls lived on one side of the hall, and the men lived on the other side of the hall. We were on the same floor; that was an experiment. I remember there were, you know, I don't know the percentage, but definitely there were more students of color at the Livingston campus than any of the other campuses. I think they went there because of the courses that were being offered and because they were told this was a cultural experiment. We were told who's teaching there, the professors, and they had well-known African American and Latino professionals. One of my urban planning professors, the one about community and something, was a lawyer. He had us doing various kinds of research projects in the community that had to do with the community and the legal systems, any kind of legal issues, we all did research about legal issues. He was a Latino pretty well-known lawyer in New Jersey. I don't know which city he lived in, but he was [from New Jersey]. I think Livingston attracted students from different ethnic backgrounds because of who was teaching there, and people thought that other students from other races and cultures would be there.
PG: My master's degree was in counseling, and the coursework was individual counseling, how to do family counseling, group sessions. We also had to participate in a, not an encounter group, but something similar, and they brought us up here to the Poconos at one of the resorts. We were up here for a week, and we had professors that were from Temple University that specialized in leading group therapy kinds of sessions. They divided the classes up. We were divided into small groups of like twenty or so, and we had different group experiences. A lot of it was hands-on, because you had to participate in the group therapy as well. It was all about how to do family therapy [and] choosing a certain philosophy for counseling that you would embrace. Then, we had to follow the techniques of one particular theory of counseling, and we were all trained in this one particular theory. It was called the [Robert] Carkhuff method for counseling. It's a method that I used when I went to work at Widener University after graduating, and I used it here [at] ESU when I was doing counseling.
PG: Well, the Carkhuff method is a technique for counseling that goes a little beyond, you've heard of Carl Rogers, and you know how you focus on how a person is feeling and focus in on your feelings. The Carkhuff method focuses in on your feelings, how you're feeling, if you were the person getting counseling, but also gives you maybe three other steps to take you past just learning how to express your feelings, but also how to identify the next steps to help yourself advance through the problem. I guess that's a simple way to [explain it]. The basis of it is Rogers, as opposed to Freudian therapy, where you blame everything on your mom and your dad. [laughter] The Carkhuff method is focused on you and your life experiences and your feelings and working through them and learning how to solve problems for yourself. We loved it, because we used to go around identifying each other's feelings and say stuff like, "You feel angry," "You feel sad," "You feel ..." [laughter] It's [a] really good [technique]. They had something called the pie chart, which was the P-I-E-[S], where you focus in on the physical, the intellectual, the emotional and the social and looking at the whole person is what they would teach us as part of your counseling. They taught us to use the pie chart, P-I-E-S, as a way of choosing your social friends and maybe even someone you would date to see if you were physically, intellectually, emotionally and socially compatible. If you're only compatible in one area, then that's not a good relationship [for] you, but maybe three areas or two areas, you would know that that's a good way to judge your friends.
PG: Yeah, he was working in the admissions office. He was one of the people that went out to dinner. Her name was Pat also. [laughter] He was one of the people that went out to dinner with us. Then later, she had a party, and I came back up again. I saw him a second time, and then we started communicating. That's how I met him.
PG: Please go. You can look it up online. It's preserved by the [National Park Service]. It'll just blow your mind. Frederick Douglass had been a slave and then became a wealthy man and a leader and somebody that presidents would consult with. Being a part of the Frederick Douglass Institute and then to be the chair of the committee, for two or three terms I think I did, that was really a good experience. It was awesome. That's why I developed the course, the Frederick Douglass course, to correspond with the institute.
PG: When I get the phone calls from the students asking, "Will you make a contribution?" or something, and I think in the past I might have made a small contribution because I went to school there and I contribute to all three schools, and it makes me feel more connected now that I've met you and I've heard about this great project. Plus, your department, I think it's wonderful work. That's really amazing what you're getting to do. 041b061a72
