Mentor of the Year: Lisa Gosdschan

The Fighting Back Mentor Program Coordinator, Ann Cowell, told me while choosing the Mentor of the Year that she is looking for someone who not only demonstrates the time commitment to their mentee, but a commitment to the community as a whole.  She looks for a mentor who supports and cares for their mentee in every way that they can: in school, in their personal lives, and by encouraging them to always learn and experience new things.

This year we are so proud to announce and celebrate Lisa Gosdschan as our 2012 Mentor of the Year, because she embodies all of those qualities! Throughout her long, and sometimes rocky, relationship with her mentee she never gave up, never stopped caring, and is a perfect example of what a mentor can be given enough time, heart, and devotion. Her work with her mentee, who is now an 8th grader, is beyond the expectations of a mentor, and therefore comes directly from her own intrinsic motivation and spirit. Her story is important to share because it shows how, when given the opportunity, people are capable of immeasurable generosity and compassion.

When I sat down for an interview with Lisa, she told me of all the ways she supports her mentee with her physical, emotional, psychological, and even spiritual health. Lisa is extremely hands on, very involved, and an incredible model of humanitarian work. She is a valuable member of numerous volunteer groups: Mentor Task Force, Kiwanis Club, Catholic Charities (Food Pantry, Special Olympics) and on the board of Alpha Resource Center. Her volunteer work with Ed Cue at Kiwanis, exposed her to the need of mentoring, and inspired her to get involved with more programs within the Santa Barbara community.

           

            Nearly three years ago, Lisa and her mentee met for the first time at their match meeting at her elementary school. It was clear from day one that they were a good match. When I read over her mentee’s pre-match interview, I found that when she was asked 'What type of person would you like to be matched with?' she responded, "Someone who is nice, who cares about me, and knows other languages." It turns out that Lisa speaks French, German, and English. But this is only one small connection among many, such as their shared love of cats, and going to Yogurtland, that make them great. Lisa brought Jolly Ranchers to the match meeting for her mentee and it turned out that that was her favorite candy! The candy was a great conversation starter and it allowed for her normally shy mentee to open up. They were both very enthusiastic about the relationship and her mentee fed off of Lisa’s energy. Lisa identified with her because as a young girl she remembers being shy and reserved also. And then as she grew older Lisa overcame her shyness, became a cheerleader, and got more involved in school and the community. Lisa was immediately excited to share this experience and knowledge with her mentee, to help her blossom, just as Lisa had.

                        For Lisa, sharing her childhood and family experiences with her mentee has been a wonderful and important part of their relationship, but dealing with the differences in their backgrounds and perspectives, and relating to her mentee with understanding and without judgment, has been one of her greatest struggles. Not having any children to base a mentoring relationship on, Lisa put forth what she knew about support and encouragement from growing up in a disciplined and structured military household. Sometimes it was hard for Lisa to understand her mentee’s actions, because she describes that from her own experience growing up "I just never [broke the rules], I just never did anything. I knew there would be consequences and I didn’t want to find out what they were. I never got in trouble, never got suspended, never got anything, and when I met my mentee, her family was totally different. You know, with her father incarcerated, uncle incarcerated, broken family with her mother busy all the time, she didn’t have any consequences. But she was a child, so I figured, you know, it doesn't really matter, this dynamic, obviously she needs someone, and I think it was just a really, really good match for us."

           

            Lisa’s mentee is raised by a single working mother with two other children, one of whom suffers from a difficult mental disability, and therefore her mentee often finds herself without attention or help from her overwhelmed mother. Lisa is more than willing to step into this gap to help her mentee and her mother, and make sure her mentee has regular visits to the doctor and dentist, that she is signed up for important school programs such as the meal plans and correct classes, and takes time to have fun with her mentee and go shopping or walking down State St. Lisa also focuses on encouraging her mentee to increase her involvement in her schoolwork, and after her mentee expressed interest in criminal investigation as a potential career Lisa helped her explore this interest even more and turn it into a motivating goal. Throughout their relationship Lisa has helped her mentee embrace the idea of attaining good grades, going to college, and finding a career path that uses her strengths and sparks her interests. It truly is a great relationship when a mentor can help a mentee see their potential and take steps to reach it.

            I asked Lisa why she gives so much of her time and energy to her mentee she explained that it is a wonderful opportunity to be an positive influence on a young person at a time when they need it most, and talked about how mentoring enriches her life as much as her mentees: "[A mentor] can make someone feel important and show them how they can make others feel important; when you give, you get a lot back.” And after two years of numerous challenges and growth in the relationship, Lisa told me about a time when she 'got a lot back' and truly saw that she was making an impact. Lisa took her mentee on a trip to visit with Lisa's family while they did spring cleaning: "[My mentee] saw everybody do everything together. Everybody would work together, eat together, and we'd be laughing around the table, I don't think that [her mentee’s family] have a dinner table to tell you the truth. Even though cleaning a house isn’t our regular circumstances she just saw a family that was really working hard together, and she had a great time working along side us. I think that was a changing experience for her and she was happy to give back to me and my family." For Lisa this was such a rewarding time with her mentee, and she cherishes the ability to show her different perspectives and the different ways that people, and families, live. This changed her mentee’s worldview, and Lisa said that after this trip there was a positive shift in her demeanor overall, and her attitude towards school. This story, among many, best illustrates Lisa's inclusive approach and dedication, but it also illustrates the possibilities in mentoring, and how something that may seem random can make the greatest impact.

When we asked Lisa's mentee if she could describe her mentor in one word, she chose the word "generous." Not only does this describe Lisa perfectly, but it also describes the soul of a Mentor, someone who is willing to give of themselves to help another. There are Mentors that give an incredible amount of their time, spirit, and support, and some who can only give that one hour a week, but they all make a difference. And then there are Mentors like Lisa, who demonstrates outstanding generosity, support, graciousness, resilience, passion, and compassion that goes above and beyond anything we ask or expect of mentors within the program.

Congratulations, Lisa, for being our 2012 Mentor

of the Year! You truly deserve it!

~Kiana G. Alzate, Creative Media Intern with the Fighting Back Mentor

Program

What do you think? Divorce and Family Issues

What do you think? Divorce and Family Issues

Scenario- Dean is right in the middle of high school in his sophomore year. His parents always used to argue, but he thought that was normal for every family. Then during the summer, his dad started not coming home until really late at night, or on the weekends. This summer, he overheard his parents talking about divorce, and this year of high school just hasn't felt right. Dean doesn't know who to talk to, his older brother is working all the time up north, his younger sister is too young, and he is worried he will upset her more. She cried one night their parents were fighting, and now Dean feels like he has to protect her. Many of his friends at school don't have a dad around, and have always considered him lucky, so Dean is embarrassed to complain or whine about his family drama. He has decided to simply keep quiet about the divorce and just try and keep his sister happy. Unfortunately his mom has been so busy trying to keep everything at home organized that she sometimes forgets to buy enough food and keep the house clean. It has been a struggle for Dean to be a parent to his sister and take care of his schoolwork, her schoolwork, and the house. Dean feels like he is spinning out of control, forgetting homework assignments and often missing class, and so emotional he just doesn’t know how to handle all the changes. He just wants to make things work at home, and be the man of the house since his dad is not around as much. He is unsure of talking to anyone about it, but doesn’t know if he can keep it together on his own.

Questions for Discussion-

1.)   What do you think about Dean's decision to focus on his family and take on adult responsibilities without talking to anyone? What would you do in his situation?

2.)   How do you think Dean feels about the divorce of his parents? Would talking to someone about this situation help him? If so, how?

3.)   Do you think Dean should ask for extra help in school or work something out with his teachers considering his difficult situation? Do you think that his teachers will understand and give him some leniency?

4.)   Have you ever opened up to a teacher, or adult, at school about personal problems that affect your work? What happened, and did it help you?

5.)   Have you, a family member, or close friend been through divorce/family problems? How has that affected you?

Factoids-

**Divorce can be a serious trauma for children of all ages and has many serious potential consequences. Children whose parents have divorced are more likely to be the victims of abuse. They exhibit more health, behavioral, and emotional problems, are more frequently involved in drug abuse, and have higher rates of suicide.

**Children of divorced parents also tend to perform more poorly in reading, spelling, and math, are more likely to repeat a grade, and to have higher drop-out rates and lower rates of college graduation.

**Children expect and deserve to grow up in a safe and consistent world. Their parents' role is to nurture and protect them, and help them understand the world and their place in it. The dissolution of the family is the single greatest threat to a child's emotional – and often financial or physical– wellbeing. Having their parents publicly declare that they cannot love each other enough to stay together causes a child's sense of security, and their view of the world, to change completely. While they struggle to deal with this immense change, other areas in their lives, such as academics, become a low priority, and this can cause the variety of problems mentioned above.

**Children often believe they have caused the conflict between their parents. Many children assume the responsibility for bringing their parents back together, or protecting younger siblings, sometimes by sacrificing themselves. They need those around them to let them know these are not their responsibilities, and to support them as they try to find a new clear role in their changed world.

**While parents may be devastated or relieved by the divorce, children are invariably frightened and confused by this immense change. Some parents feel so hurt or overwhelmed by the divorce that they may turn to the child for comfort or direction, which can cause greater confusion for the child. Divorce can be misinterpreted by children unless parents tell them what is happening, why it is happening, and what will happen to them moving forward. They also need the support of friends or trusted adults outside the family to help them cope and understand what is going on.

**When there is no viable alternative to divorce, parents must ensure their children's emotional well-being by arranging some form of therapy. Divorce certainly does not condemn a child to a lifetime of unhappiness; many children of divorce have successful relationships and happy lives, but the insecurities caused by their parents’ divorce must be dealt with before this can truly happen. Sometimes just speaking with a therapist or trained counselor a few times can be enough to help them move through the crisis in a healthy way by providing them the understanding and coping strategies they need, but they always need this help.

How Mentors Can Help-

            **Try to talk to your mentee about their family, and the relationships they have with their parents and siblings, and start by sharing about your own family. This can be difficult, and it often takes time for mentees to build a trust with their mentor before they open up about these things. But it is important to discuss family relationships because most of the time there is a direct correlation between a child's mental and academic stability, and their home life/family dynamic. If one parent is absent, or if both parents are working, it is more likely that your mentee will have parental/babysitting responsibilities towards their siblings. These dynamics can sometimes be detrimental to your mentee's study habits and motivation in school, not to mention their emotional state, as they are already being forced to take on adult responsibilities that eclipse less important things like homework or play. Open communication and updates on their family life are keys to successful mentoring so that you know where they are coming from and can provide support.

            **Once you know some of their home situation you can help them by giving them what they may be missing. Sometimes it’s just a person they can talk to who cares, and can help explain why things are the way they are. Someone who can reinforce that their parents love them regardless of how they may be acting. Maybe they need someone to help with school and show them that it is still important, or perhaps they need someone to show them how to be a kid and just have fun and learn experientially. If you are not sure what your mentee needs this is something your case manager might be able to help you with, and we would love to talk about it with you.

            **Asking for help is challenging for everyone, but it can be incredibly helpful to have the school staff know what is going on with a student who is struggling. Encourage your mentee to talk to their teachers or counselor about their family situation if it is at all relevant to their academic work, so that there is a support system in all areas of your mentee's life. This is especially helpful if there is divorce or a sudden absence of a parent that is causing great turmoil in their life. Often times if they speak to a counselor about what they are going through and ask for help that counselor can advocate for them to the teachers for leniency and understanding so your mentee doesn’t need to tell more than one person at school about their personal crisis, which can be difficult enough. The point of this is to avoid unnecessary reprimanding at school that can cause more emotional stress in your mentee, and to reinforce that asking for help from school staff is acceptable and positive.

            **Divorce, and/or sudden changes in the family structure can dramatically change the way a child behaves in and out of school. There are studies and research that shows a child who experience divorce at a younger age has a greater risk of dropping out of school, using drugs or alcohol, and other behavioral problems. If you see warning signs of any potential behavioral problems like these speak to your case manager right away so we can discuss how to help, and potential services available.

            **Sometimes all mentors can do is be there, listen, and support in any way we can. Your mentee might resist anything more than that, and as mentors we don’t want to break their trust by pushing too hard. Remember that you are not responsible for changing everything in their life and just do your best to be the empathetic friend and supportive adult they need in their moment of crisis. Just being there for them will make a huge difference.

**

Check out these websites for more information and tips-

http://dujs.dartmouth.edu/spring-2010/risk-and-resilience-in-children-coping-with-parental-divorce

http://www.heritage.org/research/reports/2000/06/the-effects-of-divorce-on-america

http://www.aacap.org/cs/root/facts_for_families/children_and_divorce

http://www.chabad.org/blogs/blog_cdo/aid/708492/jewish/Divorce-Facts-and-Myths.htm

What Do You Think?: Alcohol Use

Scenario:

Dani is fourteen years old and has lived with her younger brother and grandma since she was ten. She used to live with her happily married parents until her mom died of cancer five years ago. Soon after her death, Dani's father started drinking, only a few beers after work late at night, but it quickly escalated.
His drinking got in the way of him being a present or supportive parent. Dani and her dad were super close, but when her father started drinking more, he became aggressive and argumentative. Dani was depressed about the loss of her mom, upset that her dad basically didn't exist in her life anymore, but even more than that, she really missed their happy family. She tries to be a good sister, but her brother is too young to understand and still idolizes their father.
Over the past 3 months, Dani and her friends have started drinking before football games at their friend's house. Dani quickly learned she could drown out her sadness and worries with alcohol and discovered that she loves the feeling of being drunk. She knows drinking is bad and wants to stop but she craves the numbness that being drunk provides. She thinks that so long as she isn't an "angry drunk" like her father, it's okay. As she seeks out opportunities to drink, her grades & friendships start to decline. Her friends start to see that Dani's only fun when she's drinking, depressed and solemn when she isn't, so Dani sometimes finds herself sneaking her dad's tequila from his closet to get a quick buzz and so her friends will want to spend time with her. She wants to stop, but doesn't want her friends to stop hanging out with her. She also doesn't want to feel the pain of knowing her family will never be the same. It's going to be a hard holiday season.

Questions for Discussion:

1. Why do you think Dani enjoys drinking so much?
2. Do you think Dani is an alcoholic, why or why not? What makes someone an alcoholic?
3. What might happen if she continues drinking and doesn’t get help? (consider family, friends, school, relationships, physical issues, legal problems etc)
4. Do you think her father’s drinking problem made it more or less likely Dani would drink? Why?
5. Dani wants to stop drinking but isn’t asking for help, why do you think that is?
6. What could Dani do to get help for her drinking? Are there deeper issues that need to be addressed?
7. Do you think that her friends know something's wrong? What could they do to help her? What would you do if you were Dani's friend?
8. How would Dani’s grandparents feel if they knew how much she was drinking?

Factoids:

** Alcoholism (alcohol dependence) is a negative pattern of alcohol use leading to a number of problems:

• needing an increased amount of alcohol to feel drunk (tolerance)
• physical discomfort that occur when the effects of alcohol wear off (withdrawal)
• using more alcohol or drinking for a longer time than intended
• an inability to discontinue use even after suffering serious consequences

** Approximately 11 million people suffer from alcohol dependence. 1 in 5 adult Americans lived with an alcoholic relative while growing up. In general, these children are at greater risk for having emotional problems than children whose parents are not alcoholics. Alcoholism runs in families, and children of alcoholics are 4x more likely than other children to become alcoholics themselves.

**Teenagers at risk for developing serious alcohol and drug problems include those:

• with a family history of substance abuse
• who are depressed
• who have low self-esteem, and
• who feel like they don't fit in or are out of the mainstream

** Alcohol is more toxic than many other drugs because it damages the entire body, not just the brain. It can cause a huge variety of health problems, including cancer, heart problems, liver disease, and death. Drinking also slows reaction times, so some activities -like driving, cycling and operating machinery – can be deadly while under the influence.

** Underage drinking raises the likelihood of other substance abuse and alcohol addiction. Underage drinkers are 22 times more likely to use marijuana, 50 times more likely to use cocaine, and five times more likely to become alcoholics. (SAMHSA, 2006)

** Human brains continue to develop until the mid-20s. Damage from underage drinking can be irreversible. Even short-term or moderate drinking impairs learning and memory far more in youth than adults. (American Medical Association, 2003)

** Youth are at greater risk of alcohol poisoning because their brains have not fully developed an internal "cut-off" switch that causes adults to fall sleep or pass out after consuming too much. Alcohol poisoning can cause difficulty breathing, unconsciousness and death. (Parentsempowered.org)

** Drinking alcohol during puberty may upset the critical hormonal balance needed for normal development of organs, muscles, bones, and the reproductive system. (National Institute of Alcohol Abuse & Alcoholism, Alcohol Alert, 2006)

** Alcohol tricks the brain's pleasure-reward system by stimulating production of dopamine, thus creating unnatural feelings of pleasure from a chemical instead of real experiences. Because teen brains produce an abundance of dopamine compared to adults, they can rapidly go from liking, to craving, to needing alcohol, which can initiate a path toward alcoholism. (Journal of Substance Abuse, 1997)

** 40% of kids who start drinking before age 15 will become alcoholics at some point in their lives. (National Research Council, "Reducing Underage Drinking: A Collective Responsibility,” 2003)

** Alcohol use has also been linked to many social problems, including unwanted sexual activity, domestic violence, and violent crime. The loss of inhibitions caused by alcohol can lead to uncharacteristic aggressive or sexual behavior that can end a relationship or put you in prison.

** There are many legal issues to consider with teens and alcohol as well:

1. It’s illegal to have ANY alcohol in your body if you’re under age 21.
2. It’s a class 3 misdemeanor if you are under age 21 and solicit another person to purchase, sell, give, serve or furnish you with alcohol.
3. It’s unlawful to drive or be in physical control of a motor vehicle or motorized watercraft if you’re under age 21 and there is ANY alcohol in your body.
4. Using fake IDs when under age 21 in order to be sold, served, given, or furnished alcohol, or gain entrance into a licensed establishment is a class 1 misdemeanor.
5. Possessing alcoholic beverages can result in misdemeanor charges and a heavy fine for anyone under 21. Penalties may include one or all of the these:
1. Juvenile court hearing
2. Driving privileges suspended for 180 days
3. $500 fine
4. Required counseling or education programs
5. Community service or probation

What Mentors Can Do to Help:
Check out this website: Time to Act

** Be aware that this topic may hit really close to home with your mentee. If they have a parent or other close family that struggles with this, be careful not to offend your mentee. Their family comes first, even if they sometimes talk badly about them. If they were to say something against their family, it's one thing, but if you do, it could do serious damage to your relationship with your mentee. Be careful to not let your opinions cloud your conversation.

** Talk to your mentee about drinking and its potential consequences, and be honest about the positive or attractive aspects along with the negative. Share your own experiences with alcohol growing up and how that turned out for you.

** Listen to your mentee’s personal experiences with alcohol and try to be understanding of his/her opinion on the matter while sharing how you feel about it. Brainstorm with them the potential positive or negative outcomes of their/a friend’s/a family member’s drinking.

** Educate them about the legal penalties related to underage alcohol use for them and for their older friends or parents who may be facilitating it.

** Look for the signs of alcohol abuse, such as:

• lying
• making excuses
• breaking curfew
• staying in their room
• becoming verbally or physically abusive toward others
• having items in their possession that are connected to alcohol use (paraphernalia)
• the smell of alcohol on their breath or body
• mood swings
• stealing
• changes in friends

** If you are concerned your mentee has a problem talk to them about it. Let them know they are not alone and you just want to help them get better because you care about them. Do not guilt or shame them about their drinking as this will only make it worse. Try to get them to accept help and contact your case manager for information on treatment options and referrals.

** Go over possible outcomes for the addiction if treated versus not treated.

** These are some very informative website for teenagers who are involved with alcohol or have an alcoholic parent.
Drug Addiction Support
Knowing about Alcohol & Teens
Children of Alcoholics

What Do You Think?: Managing Anger

Scenario:

Marina is a 6th grader and recently she has been getting in trouble at school for fighting with her classmates. When she was younger her parents used to fight constantly and her father struggled with alcoholism. He used to yell all the time and once he even hit her mother. But last year he got sober and is trying hard to mend things with his family. Although Marina likes seeing her mother so much happier and wants to be a close family again she can’t stop feeling angry at her father for what he put them through.
When she is at school she gets along well with her classmates and has many friends, but if things aren’t going her way or someone says something she doesn’t like she blows up and can’t control herself. Because of this she has been in several fights during and after school and is in danger of suspension or even expulsion. Marina knows she needs to stop fighting but she doesn’t know how to control herself and that only makes her angrier.

Questions for Discussion:

1. How do you think you would feel if you were Marina? Why does she fight?
2. What do you think she could do to control her anger besides fighting? Is there anyone she can got o for help?
3. What might happen if she doesn’t learn to manage her anger?
4. What could her parents or teacher do to help Marina?
5. What would you do if you were Marina’s friend?

Factoids:

** Anger in children is their way of telling us that there is something wrong, usually that a goal is blocked or needs are not being met.

** According to research (Fabes and Eisenberg, 1992) anger has three main components: the emotional state itself and physiological response, the resulting behavioral expression of anger, and the person’s understanding of their anger. Learning to manage anger effectively starts with an understanding of these three aspects, and children need extra help because they are just starting to learn about emotions and often have a limited ability to think critically about their own feelings and behaviors.

** Learning to deal with anger in a productive way is extremely important because people who are often angry are at an increased risk for a huge variety of physical ailments including high blood pressure, heart attacks, gastrointestinal problems, diabetes, and high levels of stress. In fact, chronic anger can shorten your lifespan by as much as 10-20 years!

** Chronic anger is also a leading cause of workplace dissatisfaction, depression, insomnia, anxiety, relationship problems, low self-esteem, and substance abuse.

** Anger, and the behaviors associated with it, is one of the many things children can learn from their parents. Children of an angry or abusive parent are 10 times more likely to be angry and abusive themselves!

** The frontal lobe is critical in managing anger and that part of the brain is not fully formed until about 24 years of age. This explains the difficulty children and teens have in regulating their emotions and shows why they need extra guidance to help them do so effectively. 

What Mentors Can Do to Help Prevent This?

** The best thing to do is to talk with your mentee about emotions in general, and about any anger they might be experiencing to try to help them understand the three components mentioned above. Depending on the age of your mentee you may have to spend more time simply educating them about emotions: the different types, what they look like, what they feel like, what you can do if the feel each one etc. But once they understand more about emotions you can talk to them specifically about ay anger they might have felt or be feeling and start explaining the 3 parts.

** The first component, the emotional state of anger, is the moment when someone becomes angry and feels the physical symptoms such as teeth grinding, fists clenching, flushing, paling, prickly sensations, numbness, sweating, muscle tensions and temperature changes. Many children don’t know or understand their physical reactions and they might make them more upset or agitated, so explain to your mentee what is going on in their body when they feel anger.

** Then you can touch on the second component, the behavior expression of their anger, and talk to them about what they did when they got angry. Did they react aggressively with angry words or even physical assault, or did they react passively by running away, sulking, bottling up their anger, seeking adult comfort etc? Let them talk openly and without judgment about their anger and subsequent behavior, and let them know that anger is a normal emotion and they should not be embarrassed or ashamed. You just want to help them handle it in the best way possible for their health and happiness.

** Then you can move to the third component, self analysis and understanding. Start helping them think critically about their anger and how they deal with it.

         ~Why are they really angry? What goal is being thwarted or need not being met? For example, if Marina is angry because a girl said something mean about her mom she is angry at that girl for not meeting her need for respect from her peers. But she is also angry at her father for years of not meeting her needs of safety and parental love/warmth. Obviously the first is a little easier to deal with than the second but understanding why she is angry is the first step.

         ~What can they do to deal with their anger effectively so they feel better and don’t hurt anyone or get in trouble. Brainstorm with them possible strategies and suggest some of these proven effective methods:
1. The best response is to talk with someone they trust about their feelings and try to be as rational as possible to come up with a solution to what is causing the anger. But if they can’t handle their anger while talking or need tips to cool down in the moment these next one will be more helpful.
2. Count to 10 slowly
3. Focus on taking deep slow breaths
4. Move to another room or go for a walk, get out of the angry space
5. Meditate or think of something nice that you enjoy.
6. Exercise or play a sport, or just get up and run around a little bit.
7. Teach them to keep a journal where they can write down all of their anger and get it out of their head.
8. Do art (drawing, painting, music etc) to help them express their anger in a creative way.
9. Have them release their anger into a pillow by squeezing, punching, or yelling into it. But don’t encourage lots of aggressive behavior as it will only help them practice a negative response.

** Let them choose which one of these responses they would like to try next time they get angry and practice it with them. If it doesn’t work for them try a different one until something works.

** For more tips and strategies visit these websites:
http://www.help-your-child-with-anger.com/anger-management-for-teenagers.html
http://www.athealth.com/consumer/issues/childsanger.html
http://www.effectiveparenting.org/tips1.asp