The Times-Delphic Wednesday, Feb. 20, 2019
Volume 138, No. 18
www.timesdelphic.com
THEO, AN AUSTRALIAN SHEPHERD is an emotional support animal for first-year Chloè Newbury. PHOTO BY TINA INTARAPANONT | STAFF PHOTOGRAPHER
Emotional support animals comfort those with mental illness Elizabeth Hennessey Staff Writer elizabeth.hennessey@drake.edu @elizabethhenne2
Drake students have been utilizing emotional support animals as of late, and there are more than 10 emotional support animals living in the dorms this year. “An emotional support animal is any species of animal providing emotional support, wellbeing, or comfort that eases one or more identified symptoms or effects,” according to Drake’s Disability Services website. Student Disability Coordinator Michelle Laughlin is responsible for reviewing students’ request for emotional support animals. Students must have documentation from a professional suggesting an emotional support animal for the student would be beneficial. Drake’s campus has been the home to emotional support animals of all kinds. Students have had dogs, cats, bearded dragons, snakes, chinchillas and guinea pigs as emotional support animals on campus.
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“The ability to take care of something gives them purpose,” Laughlin said. Drake updated its policy three years ago to allow emotional support animals in the dorms, to provide comfort for those who have a mental illnesses. Emotional support animals are only allowed within the residence halls and cannot be taken into other buildings.
It gives me responsibility. That way I’m not just laying in bed all day. I actually have to get up and take care of him. Students are also not allowed to wash their animals in the residence hall bathrooms or empty litter boxes in the community trash cans.
“I fully support a student having an emotional support animal, and I understand the purpose of an emotional support animal, but you also have to think bigger about is having this type of animal in the residence hall best for them,” Laughlin said. First-year Chloè Newbury, who lives with depression and anxiety, found having her emotional support dog, Theo, has improved her mental health. “It gives me responsibility, that way I’m not just laying in bed all day,” Newbury said. “I actually have to get up and take care of him, it’s good for both of us.” Newbury adopted Theo from a shelter. She wanted a mature dog so she would not have to go through the process of training him. While Newbury is in class, Theo spends his time sleeping in her room. First-year Lily Bogue, who also lives with anxiety and depression brought her emotional support puppy, Flynn, with her to Drake this semester. Bogue got her three month old puppy for Christmas from her parents. “Just having him with me makes
me happy. Looking at him passed out on the floor, sleeping, makes me smile,” Bogue said. “Whereas I wouldn’t have anything like that otherwise.” Bogue experiences anxiety attacks and having Flynn has helped her deal with them. “There’s research about how if you can distract your brain for two minutes you can get out of an anxiety attack and so playing with
a puppy can distract me from things going on in my head,” Bogue said. Bogue cannot leave Flynn alone for too long, so she had to make changes in her life to accommodate. She now rarely eats at Hubbell Dining Hall and practices her keyboard in her room. Both Newbery and Bogue live by themselves now with their emotional support animal.
LILY BOGUE a first-year student has an emotional support dog that lives with her in Carpenter. PHOTO BY KIM BATES | PHOTO EDITOR
Eight seniors considered Fulbright US student program
Drake students semifinalists for international teaching opportunity Max Brown Staff Writer max.brown@drake.edu @maxbrown
Eight Drake seniors are semifinalists for the 2019-20 Fulbright US student program. This program provides winners with a federal grant to teach English or conduct research for a year in a country of their choice. According to Drake news, thirty-five Drake students have received Fulbright scholarships since 2000, and this year shows a sharp increase for semifinalists. Ashley Blazek, a public relations major, describes the application process as a long and extensive process. “I don’t think anyone will ever really understand just what a grind this application process is,” Blazek said. “The application consisted of two essays–one page –12 pt font, single-spaced, a campus committee interview that challenges and strengthens your writing, three letters of recommendation, and a lot of
biographical information. The essays were a statement of grant purpose and a personal statement. They were the most challenging part of the application and I don’t think I’ve ever made more drafts to any two documents than I did to these essays. I’m talking at least 15 drafts of each.” Hallie O’Neill, a writing and anthropology/sociology double major, had a similar experience with the application process. “This application process has been like nothing I’ve ever experienced before—it’s so extensive,” O’Neill said. “I started
at the beginning of my junior year, although you don’t usually need to start until the summer before senior year. The head start was helpful for me because I studied abroad during the fall of my senior year, so most of my work had to be done before I left. The two essays I submitted with my application have gone through at least fifteen drafts each, so a lot of eyes have contributed to this process.” Fulbright applicants, in addition to a good academic record, must have a large body of volunteer experience and experience abroad. Kelanie Crosswait, an
international relations major, believes that her wealth of experience working abroad has made her stand out as an applicant. “I have had many international experiences, including experience in Middle Eastern countries, as well as Arabic language proficiency,” Crosswait said. “Along with interning at a nonprofit organization in the Palestinian Territories, I have worked with Syrian refugees at a camp in Greece, taken intensive CONTINUED ON PAGE 2 >>