Pause. by Pause.

Stigma. Self-Care. Counselling. Lifestyle. Perspectives.

A postsecondary mental health magazine.

This book belongs to:

Unexpected Inspiration Wandering through a grocery store (seriously), we stumbled upon something bright, lively, beautiful — and perfectly bound. Not only was the paper nice to touch and look at, but between the pages were moments for ourselves. The whole magazine* was dedicated to wellness of the mind, body, and spirit. There was an instant spark, and an instant fear. We wanted to take this and create something around mental health but connect it with our community. We wanted it to be tangible and have shelf space long after it initially got into your hands. We wanted it to be quiet and loud, entertaining and humbling, informative and relatable. We wanted it to be yours. The thought of making something so big is intense. I’m sure we’ve all felt a nervous energy, especially before diving into the unknown. But just like we propose throughout Pause., taking small steps, asking for help, and finding support can create so many opportunities. Shyly bringing up our idea in casual conversation led to a roar of excitement from so many people. Faculty, staff, other students, alumni; this community is far-reaching, yet so ready to be there and share their stories. So, it’s with this in mind that we hope the choice to open this magazine (or maybe more of a book) will provide you with unexpected inspiration. This is designed to be a student-led resource and reminder that your mental health and well-being is valuable, important, and, as we move towards breaking down barriers and stomping out stigma, embraced.

Brittany Tapper

Ben LeBlanc

pause.mentalhealth *Shoutout to Flow — the publication that moved us.

For an accessible version of this document, please email pause.mentalhealth@gmail.com.

Land Acknowledgement Sheridan would like to acknowledge that all of its campuses reside on land that for thousands of years before us was the traditional Territory of the Mississaugas of the Credit First Nation, Anishinaabe Nation, Huron-Wendat and the Haudenosaunee Confederacy. It is our collective responsibility to honour and respect those who have gone before us, those who are here, and those who have yet to come. We are grateful for the opportunity to be working on this land.

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Foreword

What is the path to a campus where students and staff are flourishing, not floundering? I’m invested in a 2008 model from the UK-based New Economics Foundation called Five Ways to Wellbeing. Specifically, the model encourages us all to (i) connect; (ii) be active; (iii) take notice; (iv) learn; and (v) give. For me — personally and professionally — it resonates.

remember walking up the steep hill on Dundas Street after his funeral. My mom was scheduled to pick me up, but I was overwhelmed by emotion and left the packed church abruptly, alone. I was in Grade 8, and the boy who sat across from me in math class had died by suicide. I was grief-stricken and scared; my peers and I talked for hours about how this could happen to someone who had — seemingly — so much to live for.

The best way to foster connection is through engagement: get involved with a student government, club or sports team, or become a peer mentor or find a part-time job. If you’re not sure where to start, visit the Student Success Centre on campus and ask for help.

I’ve learned a lot in the thirty years since about mental health and well-being, mental illness, stigma, treatments, self-care, and support resources. Over those same three decades, trailblazers like my hero Clara Hughes have done a lot to break down barriers and promote dialogue. Nonetheless, I continue to lose sleep about the health status of learners at Sheridan and elsewhere.

Secondly, the evidence affirms that mental and physical health are closely linked, so be active. Particularly when natural light is at a premium, get outside to walk or run. Alternatively, you can head to one of Sheridan’s three fitness centres; just thirty minutes of exercise three times per week can boost your energy level, improve your mood, promote good sleep, and fight disease.

The 2016 National College Health Assessment (NCHA) did nothing to allay my fears; it affirmed, yet again, that postsecondary students are struggling with their mental health. From that and other data sources, we know that too many students lack warm and trusting relationships, struggle with a sense of belonging, have concerns about managing all the responsibilities in their life, and don’t have the confidence to express their ideas and opinions.

Finally, and most importantly, please remember that Sheridan is a caring community committed to your success. If you need support, don’t hesitate to contact counselling services, accessible learning, or the Good2Talk helpline.

Across my various identities as a parent, partner, educator, community volunteer, advocate, and/or leader, I find this heartbreaking. I know that positive mental health is a precondition for learning from early childhood onward. It follows that my job as Sheridan’s President, therefore, is to actively foster a mentally healthy campus where policies, practices, programs, and the leadership cultivate and model a culture of compassion. In summary, I’m accountable for ensuring that students can ‘flourish’.

I want to thank members of the Sheridan community for putting together this amazing resource. It’s a tremendous demonstration of Sheridan’s culture and a great example of student leadership. If you have ideas or input about how we can better position students to flourish, please share it. You can do this easily and confidentially via the feedback link at wellness.sheridancollege.ca.

Frederickson (2009) defines flourishing as “feeling satisfied with your life and also functioning well in it.” Each of us must self-assess satisfaction. She suggests however, that the way to measure functioning is to assess whether a person is “learning, growing, and making contributions to society.”

Janet Morrison, President, Sheridan College

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Community Oakville • Oakville Trafalgar Memorial Hospital | 905-845-2571 x4800 • Distress Centre Oakville | 905-849-4541 • Mobile Crisis Outreach and Support Team (COAST) | 1-877-825-9011 Brampton • Brampton Hospital | 905-494-2120 • Distress Centre Peel | 905-278-7208 • Mobile Crisis Peel | 905-278-9036

Mississauga • Trillium Health Partners – Mississauga Hospital | 905-848-7100 • Distress Centre Peel | 905-278-7208 • Mobile Crisis Peel | 905-278-9036 24/7 Postsecondary Student Helplines • Good2Talk | 1-866-925-5454 • Empower Me | 1-844-741-6389 • Hope for Wellness – Indigenous online chat and helpline | 1-855-242-3310 If you are in crisis, please call 911 or go to your nearest emergency department for assistance.

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Featured in this issue

08.

13.

23.

Stigma

Self-Care

Counselling

It can disrupt relationships, erode confidence, and interfere with helpseeking behaviour. We dive into what stigma encompasses and the actions you can take to recognize and reduce its negative impacts.

When things become unbalanced, whom do you go to? These tips will help you build your support network both on and off campus.

Your first counselling session may seem intimidating. Sheridan counsellor Tae Hwang makes it more approachable and answers some FAQs.

08 . Feature

15 . Social Safety Net

17 . Mind Full or Mindful?

It’s not uncommon to zone out or feel overwhelmed. But relaxation and awareness are just a few minutes away! 18 . Indigenous Healing and Wellness

Jodie Kerr-Alich shares traditional Indigenous healing practices for your spiritual, physical, intellectual, and emotional health. 20 . Take a Break

Discover ways to indulge your senses and practice the ultimate self-care. 22 . Reading List

Reading can help you relax, expand your knowledge and understanding, and find empathy — and it’s fun!

25 . Seeking Counsel

28 . Mental Health and Mental Illness

Misconceptions are debunked as Sheridan’s counselling team explains the challenges and illnesses commonly experienced by students. 30 . You’re Not Alone

We examine data from the NCHA to illustrate the prevalence of mental health challenges among students. 32 . Health Equity

Journalism student Alyssa Parkhill speaks with students and Sheridan’s counsellors about how to take care of both physical and mental health. 34 . Words Matter

The things we say are powerful. The Centre for Equity and Inclusion highlights how to use person-first language.

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Pause. 35.

45.

Lifestyle

Perspectives

37 . Social Media

Save. Scroll. Like. Repeat. Social media can affect our social lives, selfesteem, and even sleep. The good news is, we can control our experience using some unexpected tools. 39 . Finding Yourself in a Rut?

Productivity can hit an all-time low, but you don’t have to let it stop you in your tracks. Begin with awareness, find your formula, and move your life forward. 41 . The Pet Effect

They’re cute and oftentimes hilarious. But beyond being entertaining, as students Ben LeBlanc and Megan D’Andreis discuss, animals can have many benefits for our mental health. 43 . Emotional Enterprise

Being an entrepreneur isn’t always easy business. We speak with two Sheridan alumni, Charles Javelona and Arwina Mogul, about maintaining positivity while running their ventures.

47 . Student Stories

Founders: B en LeBlanc & Brittany Tapper

Four students from various backgrounds share their experiences and perspectives on mental health — as well as some moving advice. 56. Mental Health Around the World

Take a trip around the world to see how other countries are supporting their communities. 58. Teaching and Learning

As a professor, Anne-Liisa Longmore looks at the role of educators and encourages us all to support today’s learners. 60. Invisible Illnesses

Brianna Wodabek takes us on her journey with Ehlers-Danlos Syndrome to raise awareness and empathy for the world of unseen illnesses. 62. Know Thyself

Relating to her love of Greek history, professor Jennifer Phenix discusses self-discovery after loss in a way that may change your outlook.

Design and Art Direction: Kimberlyn Porter Cover Art: Chanelle Nibbelink Copy Editors: Hayley Smith & Cheryl Vallender Photography: Kate Dockeray Proofreader: Jennifer Ralston Marketing: Brittany Tapper Typeface: Joe Prince For more information, please visit: pause.mentalhealth pause.mentalhealth@gmail.com All rights reserved. ©Pause. Magazine. Reproduction in whole or in part without permission is prohibited. Pause. has done its utmost to attribute the copyright holders of all the visual material used. If you nevertheless think that a copyright has been infringed, please contact pause.mentalhealth@gmail.com.

This magazine has been printed on FSC® certified paper by Trade Secret Web Printing, Inc., an FSC® certified printer in Toronto, Canada.

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Contributors Pause. magazine’s support network! Sheridan Departments

Design / Art Direction

Accessible Learning • Jess Anderson

Kimberlyn Porter | Alumna

Career Education • Christina Wiggins • Diana Herholz

Editing

Centre for Equity and Inclusion • Mahejabeen Ebrahim • Margaret Sanderson

Illustrators

Photography

Avery Worrall | Student averyworrall.ca

Kate Dockeray | Student katedockeray.com

Chanelle Nibbelink | Student chanellenibbelink Dariga Idrissova | Student darigaidrissova.com

Cheryl Vallender | Faculty Hayley Smith | Student

Erin Clark | Student sad_peony

Interviewees

Janie Hao | Student janiehao.com

Amber Cloves

Sponsors guard.me Jack.org Sheridan Student Union Sheridan Wellness and Counselling Services

Centre for Indigenous Learning and Support • Elijah Williams • Jodie Kerr-Alich

Ben LeBlanc | Student

Co-op Education • Rob Phillips

Mathias Ball | Student mathiasball.com

Charles Javelona | Alumnus univjobs.ca

EDGE Entrepreneurship Hub • Renee Devereaux

Paige Stampatori | Student pagestamp

Harkeerat Singh | Student

Raman Sajan | Student ramansajan.com

Anne-Liisa Longmore, EdD

Faculty of Animation, Arts & Design (FAAD) • Donna Braggins • Joseph Morse

Kathryn Lawrence | Student

Shee Liu | Student sheeliu.com

Ben LeBlanc | Student

Susan Kim | Student under.usan

Brittany Tapper | Alumna

Tiffany Dang | Student tiffdang.com

President

Video Production

Megan D’Andreis | Student

Jarred Briggs | Student jarred.briggs

Arwina Mogul | Alumna esportsticketsinc.com

Jake Kovacevic

Matthew Cockburn | Student

The International Centre • Elena Shik Marketing and Brand Strategy • Jane Cockton

Lucas Di Monte | Student ldm.io

Wellness and Counselling Services • Colette Barras • Ida Gianvito • Leah State • Tae Hwang

Michael Singh | Student

Writers My Essential Business, Ltd. myessentialbusiness.com Alyssa Parkhill | Student | Faculty

Brianna Wodabek | Student Janet Morrison | Sheridan Jennifer Phenix | Faculty

Pause. 2018

Sponsors

Thank you for your commitment!

Generously supported by Sheridan Wellness and Counselling Services | Student Affairs.

Feature.

Stick It to Stigma

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Being educated, empathetic, and engaged can help disarm shame and secrecy.

Research has concluded that at the social level, the severity of mental illness stigma is exacerbated by the presence of stereotypes, prejudice, and discrimination (Deveau, 2013). A stereotype can be classified as a widely held idea about a type of person or thing that is oversimplified, exaggerated, and negative. These views are often inaccurate as they are formed in a short amount of time. Prejudiced individuals are those who are in favour of these negative stereotypes and will express their beliefs as fact although these opinions are not based on reason or lived experience. Stereotypes and prejudice will then lead to discrimination, which is where it can become increasingly harmful as it typically manifests into action, or the unjust treatment of different groups of people, usually on the grounds of race, age, sex, and other categories such as mental illness.

What Is Stigma? Stigma is comprised of negative attitudes, feelings, or stereotypes surrounding an attribute, such as mental illness. People who are stigmatized are typically labelled, discredited, ignored, or excluded. The effects of stigma can be disruptive to relationships, erode confidence, limit opportunities for employment, and, perhaps most worrisome, interfere with help-seeking behaviour. In Canada, one in five will experience a mental health problem or illness in any given year, or approximately 7.3 million people. However, only one in four of those affected will get the help that they need.

The media has a role to play in the shaping of the stigma surrounding mental illnesses, as individuals living with a mental illness who commit crimes are typically sensationalized. An example of social stigma that the Mental Health Commission of Canada provides relating to mental illness is that people with schizophrenia are seen as being violent, unpredictable, or dangerous, often in the eyes of the media (Livingston, 2013). However, this couldn’t be further from the truth; as identified in a British psychiatry journal, someone living with schizophrenia is far more likely to be the victim of violence than to be violent to another person, and is actually also more likely to be the victim of violence than a person in the general population (Walsh, et al., 2003).

Stigma is a big issue. It’s far-reaching, operates in multiple dimensions, and permeates the lives of many people. This is why it’s important for all of us to be educated, so we can be a part of combatting stigma where it stands to ensure that all of us have an equal ability to live in a healthy, positive environment. The Government of Canada identifies three main kinds of stigma that individuals living with mental illness, their families, and/or loved ones may encounter; these are social, self-, and structural stigma (Government of Canada, 2018).

Furthermore, the language that is used to describe those with mental illnesses in entertainment is usually negative (i.e. “She’s a psycho”), which furthers these destructive feelings. Individuals that believe in these portrayals may not become friends with someone once they know they live with a mental illness. With this being said, it’s easy to see how this could be damaging for someone with mental health challenges or mental illness as they consider seeking help. The discrimination and social stigma create a fear of rejection in the individual, so they may look to avoid this by remaining silent and abandoning in order to ensure that their mental illness or mental health struggles remain hidden.

Social Stigma Social stigma refers to “community members who judge particular traits to be contrary to community norms and behave in a harmful manner, either through action or inaction, towards individuals who possess the devalued attribute” (Livingston, 2013). Essentially, stigma at this level results from a collective belief about acceptable behaviour or traits, and because it exists at the group level, it can often produce self- and structural stigma. It has been found through numerous studies that media and the entertainment industry have a strong effect when it comes to shaping public opinions on various topics (Canadian Mental Health Association, 2018). If the media portrays a specific subject in a negative fashion often enough, or sensationalizes certain themes, these misleading portrayals can lead to the development of fear or misperceptions. This shapes public attitudes about mental illnesses, and can deter treatment for those living with a mental health concern or illness.

Self-Stigma Looking at the individual level, self-stigma essentially encompasses the internalization of the negative stereotypes, prejudice, and discrimination that are associated with mental illness. This can lead them to feel unworthy, alone, and disconnected from society.

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as well as other discriminatory actions from even those that offer services to the public. This can include healthcare professionals ignoring or dismissing people living with mental illness, as well as other public institutions designing their health and social services in a way that enhances stigma (Government of Canada, 2018). For students, there is also the potential to experience stigma from professors or school staff, who may express fear, dislike, avoidance, and underestimation of abilities (Davey, 2013).

This internalized stigma also reduces the likelihood of an individual seeking to utilize mental health resources and is a risk factor for a poorer mental health prognosis (Boyd, Adler, Otilingam, & Peters, 2014). When looking at people who experience some form of self-stigma, those who are diagnosed with a more severe mental illness tend to experience more self-stigma. It was identified that individuals with severe forms of depression are one of the most likely groups to self-stigmatize, perhaps due to the many negative perceptions of individuals living with this mental illness (Tanabe, Hayashi, & Ideno, 2016).

While there is less research available on the effects of structural stigma, it’s noted that it produces negative health outcomes for members of the stigmatized groups (Hatzenbuehler, 2016). It can be very difficult due to social and self-stigma for someone to get up the courage to reach out and access professional health services. It can be even more trying if the institutions that are meant to protect and help are not interested in listening, understanding, or recognizing the individual’s mental health concerns. As such, the person may perceive this denial of service as a reinforcement of their own self-stigma. In turn, they will be less likely to pursue treatment.

The Internalized Stigma of Mental Illness Inventory (ISMI) questionnaire is “designed to assess internalized stigma experienced by people living with a mental illness” (Tanabe, Hayashi, & Ideno, 2016), and evaluates five key areas of one’s experience with self-stigma: Alienation, Stereotype Endorsement, Discrimination Experience, Social Withdrawal, and Stigma Resistance. These focal areas of the study are all barriers that cause treatment avoidance, which can lead to protective measures such as a reluctance to seek counselling or receive medication, as well as social isolation. According to the ISMI questionnaire, examples of feelings relating to self-stigma that people who live with a mental illness or poor mental health can experience include:

Recognizing Stigma Identifying stigma is not always easy. Although a few examples were already provided, we want to take you through some more examples of both subtle and obvious representations of stigma.

“ I feel out of place in the world because I have a mental illness.” “ I don’t socialize as much as I used to because my mental illness might make me look or behave weird.”

• The belief that an eating disorder or depression is something that the individual is either making up, or responsible for. Saying things such as “eat more,” “snap out of it,” or “pull yourself together” are not going to help the situation and may only make things worse, causing the individual to experience more negative symptoms and beliefs about themselves and the illness itself.

“ I am disappointed in myself for having a mental illness.” “ Nobody would be interested in getting close to me because I have a mental illness.”

• Treating people differently or reinforcing negative feelings an individual struggling with their mental health or living with a mental illness may already have about themselves. This could include saying things like, “They won’t want to come to the party because they are awkward and antisocial, so we probably shouldn’t invite them.”

Structural Stigma While we have focused more on individual and interpersonal processes relating to stigma, it’s important to acknowledge stigma that can exist at a higher level. Structural stigma is broader and includes the institutional practices or policies that “constrain the opportunities, resources, and wellbeing for stigmatized populations” (Hatzenbuehler, et al., 2014). Inequities and injustices can exist within private and public institutions which, for those with mental health struggles, can include things such as being denied access to housing or refusal of employment,

• Being denied leave or time off from work for mental health–related issues because the employer does not believe that is real or valid. • Professors being reluctant to acknowledge and follow a student’s mental health accommodation needs, such as requiring a separate test environment, because they view it as inconvenient or a waste of time.

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Experiencing Stigma

Tackling Stigma

As weâ&#x20AC;&#x2122;ve explored, stigma in all its forms can create immense difficulties and make it harder to recover from mental health challenges. Itâ&#x20AC;&#x2122;s important to understand where stigma can occur, so we can see where support is needed.

Everyone has mental health, so it really does involve all of us to make a positive impact for everyone. Big or small, any action taken that can help reduce stigma is valued, needed, and appreciated by those living with mental health struggles and their supporters.

Change Your Mind, a national grassroots campaign created in Northern Ireland to identify discrimination and stigma, identifies that stigma can be present at school, in the workplace, within friends and family circles, and even when accessing health services.

So, what can you do? A lot, actually. Here is how you can get involved in stomping out stigma:

Communicate Talk Openly Speaking about mental health and mental illness is one powerful way to fight the stigma. Making a difference can start with a single conversation, and if you are able to make even one person feel more positive, it means you have succeeded. You donâ&#x20AC;&#x2122;t have to be an expert, but if you can speak to your own lived experience, be open-minded, and try to actively pay attention to how you are framing mental health in your conversations, it will benefit everyone. Watch Your Language Some people may use mental health conditions as adjectives or insults, and this is incredibly distressing to those living with challenges to their mental health. Changing your vocabulary to ensure that you avoid these words, and reminding others to do the same, can be very powerful. Be Honest If you are comfortable, be upfront about when you need to focus on your mental health and be supportive of others when they share their feelings and struggles. If you need to access professional services, it should be the same as saying you need to go to the hospital for a broken leg. Having this kind of courage and honesty could encourage other people to speak about their mental health more often, and in the same way that physical health is spoken about.

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Educate

Advocate

Educate Yourself We are often limited in our ability to make change by our knowledge of mental health. Educating yourself on the resources in the community, as well as some different mental illnesses that you or those you know may encounter, will help reduce stigma because there will be no misinformation or misinterpretation of mental health facts.

Engage Ignoring the conversation about mental health or shaming those involved will make change less likely. Involve yourself in the discussion; as we said, everyone has mental health, so we should all be a part of the solution. You can engage by volunteering your time with a mental health organization, learning about government policies relating to mental health, or simply stepping in if you see someone being bullied because of a mental health concern or illness. You can also speak to your employer about their mental health strategies, and the services that they offer to help keep employees mentally healthy.

A good place to start is to go to your campus’ counselling services for any literature or to speak with a counsellor. Your community will also have resources available either in person, by phone, or online. A recommended authority in the mental health space is the Canadian Mental Health Association (CMHA), which can be found at www.cmha.ca. If you’re ever unsure of where to go for information, you can also ask any on-campus student mental health clubs.

Empower Others Concentrating on the negative aspects of mental health will do nothing to reduce the stigma. Seek out positive examples, like how some people’s friendships became much closer when they started talking about mental illness and realized they shared a similar journey, or a woman who met her future husband while seeking treatment. We aren’t saying that mental health struggles are easy, but there is beauty to be found because there are stories of real people having real moments. Find these, share them, and help shift perceptions and destigmatize mental health.

Educate Others Many times, people have come to believe that mental health is something negative, or that it is the same as mental illness. Challenge negative stereotypes that people have and provide positive and accurate information. Again, you don’t have to be a licensed professional or an expert, but if you are educated you can correct inaccuracies in conversation.

Encourage Equality Mental health and physical health are both important to maintaining your well-being. It’s important that employers and communities focus on them equally. Somebody needs to stand up for equal services — why can’t it be you? You could try to look at your school’s policies surrounding health and mental health, and again consult your government to see what actions are being taken to promote health equity. You can also get involved in events and discussions about mental health on campus, as student input is always valued.

Reflect Within Self-stigma can be something that prevents conversation. If you find yourself having a negative perception of a mental illness or mental health challenge, try talking to someone close to you, find online mental health support networks, call a mental health chat line, or book a counselling appointment. Tip: A great 24/7 confidential helpline for postsecondary

students in Ontario is Good2Talk: 1-866-925-5454.

Learn more about keeping it equal with Health Equity on page 32. Words: Ben LeBlanc and Brittany Tapper Images: Tiffany Dang

Self-Care

Pause. 2018

Myth:

Mental illness will never affect me.

No matter where you live or who you are, everybody is affected in some way by mental illness. With research indicating that one in five Canadians will experience a mental health problem or illness in a year (Chai, 2017), and that 44% of people in Ontario are at high risk of developing a mental health problem or illness (Chai, 2017), itâ&#x20AC;&#x2122;s important to understand their reach. Itâ&#x20AC;&#x2122;s also important to know that it may not be you who experiences a mental illness, but it could be someone in your family, a friend, or someone you work with.

Divider Image: Susan Kim

Fact:

Self-Care.

Tips for expanding or building your support network

Social Safety Net A support network can look like a lot of things and could be a big part of your self-care practices. Whether itâ&#x20AC;&#x2122;s family, friends, co-workers, or classmates, we all need someone who we can depend on during both the good times and the bad. Having people in your life that you can talk to, spend time with, and get help from, otherwise known as your support network, is an important element of self-care. While selfcare is generally thought of as an independent process, you should not overlook the many benefits that come from connecting with others.

Support networks can help increase selfesteem, reduce stress by just having someone there, provide companionship and emotional support, and assist with practical aspects of life such as homework or leisure activities. Additionally, being able to express yourself or finding others who are having the same mental health challenges may help to normalize your feelings.

Ensure you have a variety of supports When building your support network, ensure that you have different types of communication covered. In some cases, talking on the phone or through text with someone may be enough, but other times you may want to have someone there in person with you over a cup of coffee. Make sure that youâ&#x20AC;&#x2122;ve got people who are both personally and geographically close â&#x20AC;&#x201D; it can be common for international students to build a network of people in another country, which can make relying on this network in trying times hard or leave them feeling isolated. Take a class Try to take a class where you can meet others with common interests. You may be someone who loves history or the arts, so taking an elective that exposes you to both a topic of interest and like-minded peers can be a very positive experience and allow you to form meaningful connections.

Self-Care.

Go to an event on campus There are many events held on campus throughout the year. Everything from a pop-up event to a campus-wide frosh week is an opportunity to spark up a conversation with someone. Events are often designed to help people mingle and meet others, and they even sometimes have ice-breaking activities to help participants get to know each other. The broad scope of events can connect you with a variety of different people; some people may love going to energetic events such as a campus pub night, whereas others may be looking to find their calm at meditation. Knowing what you need can help you pick and choose events and find people who will go with you and share in those experiences.

Join a club Whether your personal passion is gaming, pottery, or basketball (or even mental health!), there’s a club for that. And, if there isn’t, you can always start your own because chances are, there’s someone else out there who has the same interest as you. Whether the club is on or off campus, sharing a hobby can be a great conversation starter and open you up to the ability to meet up outside of school, too. Also, it is a great way to break up the routine of classes and provide some stress relief. Volunteer While it can often be hard to find time for activities outside of the classroom, volunteering is a great way to make your community a better place and connect you with new people. Aside from meeting new people, volunteering can foster a sense of purpose, build your self-confidence, and strengthen social skills (especially if you are shy).

Schedule a counselling appointment Personal contacts are an important part of your support network; however, professionals can be a great source of guidance, especially when it comes to things that your friends and family may be unable to help with. As well, there may be some things that you are not comfortable sharing with close connections, so talking to a counsellor could be a good way to express your feelings and challenges. Counsellors are trained to be some of the best listeners while also offering support and connection to community resources. There are many free and confidential services available, so look at your support network and use these resources to fill any gaps.

Find a fitness friend While some people may be comfortable going out for a walk or to the gym by themselves, many prefer someone else there with them. Try balancing your physical and mental health by asking to join someone you know who is going to the gym. You don’t necessarily have to talk to the person while you’re at the gym to get some stress reduction benefits; however, maybe when they are commenting on your form, you can sneak in some personal conversation. Start up a study group We all have classes that we struggle in, or exams looming over us, so why not chat with a few classmates and set up a regular time to study together? It can be a great way to get to know each other more and expand your friend group. Even if they don’t become lifelong contacts, just being there for each other during stressful times in the academic year can work wonders. Also, while you’re working together you may discover that someone is struggling in other ways, so it can be a great way to offer support.

If you are interested in connecting with counselling resources, check out the list on page 3. Words: Ben LeBlanc Images: Jarred Briggs

Self-Care.

Here are some mindfulness techniques to get you started: Meditation One of the most common methods to achieve deliberate awareness, meditation primarily focuses on the breath. • Try sitting in a chair and focus on an aspect of your breathing: the inhales, exhales, your belly rising and falling. • After directing your attention, you can begin to widen your concentration and become aware of sounds and other sensations. • Embrace these feelings without judgment, and try to maintain your awareness. If your mind starts to wander, redirect it back to your breath and try again. You can begin with basic meditation for yourself by trying the above, downloading an app, or watching videos online. You can also join sessions where an instructor or group can help guide you and maintain your motivation.

Mind Full or Mindful? Strategies for bringing awareness to your every day. I heard a story recently from one of my professors that was all too familiar. It went a lot like this: I got into my car for my morning commute, went and grabbed my coffee, and before I knew it I was in the parking lot on campus and had no memory of how I got there.

Mix Up Your Routine

This is that state of being on autopilot: while you may be looking at things, your mind isn’t attending to them fully. That’s where mindfulness comes in.

Change up the route you take to work or school. This could help your mind shift off autopilot, while also giving you a new route to use in case there is heavy traffic.

mind·ful·ness

Connect With Your Senses

/ mīn(d)f( )ln s/

When was the last time you really gave your everyday tasks and experiences some love? Next time you are at your campus coffee shop, take in the aromas. Pause in the hallways and observe the beautiful art.

noun A mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations, used as a therapeutic technique. Mindfulness can help you take control of your attention and live more consciously in the here and now. It is also characterized by being aware of your internal and external experiences without judgment. According to the American Psychological Association, moving into a state of mindfulness has been shown to help reduce overthinking, stress, and emotional reactivity while boosting memory and focus (Davis & Hayes, 2012).

These are all little moments that we can direct our attention towards and find more enjoyment in. Words: Brittany Tapper Image: Chanelle Nibbelink

Self-Care.

Indigenous Healing and Wellness For centuries, Indigenous peoples across Canada have utilized various practices, techniques, and natural materials and substances to promote wellbeing, cure illnesses, and conduct ceremonies. They found what they needed on the land, ranging from plants for treating ailments to strategies for connecting with the Creator, all as part of practicing a holistic approach to wellness. Indigenous peoples often utilize techniques not found in Western medicine that concentrate on the complete well-being of the individual.

Leaving their support network of close family and friends can also find Indigenous students experiencing loneliness. On reserves, there can be multiple generations living in one household and much of the community may be related. The older people in the community are often called Elders and are highly regarded as the knowledge keepers. This family and community connection is a strong part of Indigenous culture, so when students move far away to attend school, they may feel disconnected from this source of support.

One representation of the holistic perspective with which Indigenous peoples approach health is the Medicine Wheel. There are four quadrants, which embody spiritual, physical, intellectual, and emotional health and how they are all interconnected. For an Indigenous person, it’s believed that if one of those areas is being affected, it throws off the balance of the entire individual. As Jodie Kerr-Alich, a member of the Cayuga Nation and the Healing and Wellness Coordinator for Sheridan’s Centre for Indigenous Learning and Support (CILS), explains, “Indigenous peoples come more from the perspective of, ‘what happened to you’ or ‘what can we do to restore this balance,’ as opposed to ‘what’s wrong with you?’”

To assist students with this change, many institutions have created centres to provide protective factors and support opportunities for students. “At CILS, we help Indigenous students with their academics, funding, and any mental health challenges they face by working with various college departments,” says Kerr-Alich. Centre staff also connect students directly to resources. “This involves walking students over to each point of contact so it’s not too overwhelming [for them] to find what they need.”

However, treatment can come from both Western or Traditional medicines, depending on the choices of the individual. As Kerr-Alich describes, an Indigenous person’s culture can vary depending on the nation they are from. “You can’t assume that every Indigenous student that comes in is going to want traditional alternatives. Some will ask for Western alternatives like Cognitive Behavioural Therapy, while others will come in and say ‘I’m going to smudge and then would like a little bit of counselling. I’d like to hold some tobacco while I speak about this difficult part of my life,’” Kerr-Alich shares.

One of the most powerful ways to ensure support for Indigenous peoples is to be informed and engaged. Connecting with on-campus or local centres, as well as reserves, is a strong source of information about the history and culture of Indigenous peoples. Seeking more educational opportunities on your own can include watching documentaries or reading books by Indigenous authors; these assist in dispelling myths and raising awareness about the effects of residential schools, land claim crises and colonialism. As well, participating in a traditional practice is an approachable way to involve oneself with Indigenous culture.

In addition to the many challenges faced by students, there are some that are unique to Indigenous peoples. As with any population, there are those who live with depression or anxiety, but within Indigenous communities these concerns can be amplified due to colonialism and the history of residential schools. As a result, there can be intergenerational trauma. There is also the difficulty of transitioning from reserves to more urban centres. “I’ve spoken with students who’ve never seen street lights before or been in a building with more than two rooms. It can be really overwhelming to leave your community and try to adjust to a place with a vastly larger population,” says Kerr-Alich.

At Sheridan, curriculum on traditional practice and wellness is being created for specific health programs, and programming elements such as drumming circles, landbased initiatives, and traditional healers are being sought out to bring into campus life.

Self-Care.

Healing Practices

Smudging

There are many practices of Indigenous peoples that focus on spirituality and connectedness. These are approachable by everyone if the intention is good and the individual is looking to accurately represent the culture as they pursue these methods of healing.

A ceremony practiced by some Indigenous peoples that involves burning sacred herbs such as sage, cedar, sweet grass and/or tobacco in a shell to cleanse the soul and restore balance. Smudging carries different meanings depending on the Indigenous nation. One example is:

Sweat Lodges Heated, dome-shaped structures made of natural materials, sweat lodges are a ceremonial sauna where Indigenous peoples practice purification and spiritual connection The Elders lead the ceremony and exemplify kindness and positive energy to aid in the healing of the mind, body, and soul.

Over the head: Encourages you to have positive thoughts and a good mind.

A prayer will be said to the Creator as you lift the smoke to signify various meanings.

In the hands: Anything you build or do with your hands during the day is done to the benefit of other people.

Tobacco This is an herb that is often presented as a gift to the Creator, as it was the first medicine the Creator gave to Indigenous people. It can be used to smudge, but also in packets to hold when speaking about difficult subjects; this gives the person the courage and calmness to be able to speak their truth.

Over the heart: Ensures that your heart is pure. Over the eyes: Encourages you to only see the good in other people and things that are happening.

Ceremonies There are many ceremonies that Indigenous peoples take part in, many involving Thanksgiving to the Creator. Many of the ceremonies or speaking opportunities that involve groups are done in a circle and may be done on the land whenever possible. The circle suggests inclusiveness and reinforces that there is no beginning or end; that everything is in a constant state of renewal. Being on the land recognizes the deep connection and relationship to the land Indigenous peoples have. There may also be drumming and singing, which is also very therapeutic.

Over the ears and mouth: Hearing and sharing only things that are positive and uplifting. Behind you: Invokes the idea that youâ&#x20AC;&#x2122;re putting anything negative behind you for the day.

Words: Brittany Tapper in partnership with the Centre for

Indigenous Learning and Support (CILS)

Bertha Skye grew up in the Ahtahkakoop Cree Nation in Saskatchewan, and is currently Sheridanâ&#x20AC;&#x2122;s Elder in Residence. She previously competed in the World Culinary Olympics and won several gold medals. Skye is known for her positive attitude, and takes care of herself by eating healthy, exercising, and leaning on her spiritual beliefs for strength.

Self-Care.

Take a Break Plant-Based Peace of Mind Used for centuries and celebrated across cultures for their therapeutic benefits, essential oils are healthy, natural aromatic compounds derived from plants that can be used to uplift emotions and support the body.

Aromatherapy & the Science of Smell Pure essential oils are scientifically proven to affect your mood and emotions. The olfactory system, the part of our brain responsible for our sense of smell, sends signals to the limbic system when it detects an aroma. The limbic system is extremely important to our mental health, as it is responsible for processing emotions. Therefore, if you are experiencing emotions that overwhelm you such as anxiety, using essential oils can have positive effects on your mental well-being.

Tips for Getting Started

Essential Oil Spotlight

Essential oils are growing in popularity, but not all of them are made equally.

One of the most popular essential oils, known for its calming and sedative properties, Lavender promotes peacefulness, relaxation, and a restful night’s sleep.

To avoid synthetic oils, here are a few things to look out for:

Citrus essential oils such as W ild Orange, Bergamot, and Grapefruit are all known to help boost your mood and relieve tension due to their invigorating properties.

• Sourced – from their indigenous regions to ensure the highest possible quality • Extracted – steam distilled or cold pressed to uphold the highest possible restorative benefits • Tested – multiple times + third-party testing done during each stage, from harvest to bottle

Disclaimer: This information has not been evaluated by Health Canada or the FDA and is not intended to treat, cure, or prevent disease or illness. For Canadian essential oil supplies visit MyEssentialBusiness.com.

Ways to Use Essential Oils Diffusers deliver aromatic benefits by dispersing essential oils into the air. Using any of the essential oils mentioned above, add 2-5 drops to your diffuser to wind down after a long day. The cup and inhale technique is popular among those who struggle with mental health and panic attacks because it incorporates controlled breathing. Apply 1-2 drops of essential oil to the palms of your hands and rub them together. Form a cup with your hands and bring them to your face, taking several deep breaths. Roller bottles are used to apply essential oils topically to the bottoms of the feet, wrists, and front/back of neck for effective brain and mood support. Add 10 drops of essential oil to a 10 ml roller bottle and top it with Fractionated Coconut Oil (a carrier oil) to dilute. Words: Ali Porter, Laura Iruegas, and Riley Lardner, My Essential Business, Ltd. 20

Self-Care.

Take a Hike…Literally Do you remember the last time you went for a walk to clear your head? Or how good you felt being outside with the sun shining on your face? Well, you may have been on to something! ‘Ecotherapy’ is the exploration of our relationship with nature and stems from the idea that our psyche are not separate from our environment. It proposes that a connection with Earth can help create balance within us and improve our mental health as we reconnect to natural sights, sounds, and smells. So try to sneak in a 15-minute walk, take up gardening, dance in the rain, hike, go camping with friends, make a snow angel, lie in a park with a good book, or visit natural parks in your area during any season to take in the beauty and fresh air.

Listen Up!

Try This: Next time you go outside, bring a journal and write down everything you see. Or take a camera and closely focus on the landscape. The bark of the trees, moss on the ground — anything! This may help you become more acutely aware of your surroundings.

In an over-stimulated world, sometimes you need to carve out a little quiet space. One way to help you tune out the busyness of life is to listen to music, guided meditation, or even just conversations people are having as a form of audio therapy. Podcasts are growing in popularity and can be a great way to focus on a topic of interest, let go of the day thus far, or spend some time with yourself. It can be helpful to listen to relatable, honest, and interesting discussions that examine life in a variety of lights — from a more serious, thought-provoking way to an entertaining or lighthearted view. The best part? Podcasts are usually recurring, so you can keep coming back to your favourites. Tip: Try Spotify or SheridanLife Radio to find some

amazing podcasts!

Repay in Kind

#OddlySatisfying

If you have ever volunteered before, you can likely relate to the feeling of happiness and satisfaction with being able to give back and positively affect someone’s life. Lending a hand is a great way to boost confidence and self-esteem, and can even help you live longer (Jenkinson, et al., 2013)!

If you search up this tag on the Internet or social media, you will be served with videos of slime, marbled cake glazing, soap cutting, and so many more that are strangely pleasing. These videos bring excitement to everyday activities and combine sensory qualities that are stimulating. While watching these online can be relaxing, they are not the only way to experience this playful relief. Think of your own lived experience: getting the bottle flip on the first try, peeling the plastic off of a new phone, or mixing up some paint.

Additionally, studies have shown that volunteering has positive effects on depression, life satisfaction, and wellbeing (Jenkinson, et al., 2013). By helping others, you can help yourself, so it’s worth checking into the opportunities your community offers.

What are some #OddlySatisfying moments in your life? Images: Janie Hao

Self-Care.

Reading List Reading can help you relax, expand your knowledge and understanding, and find empathy — and it’s fun! Check out these six books about mental health.

Everything Here Is Beautiful

1000 Reasons to Be Happy

Best for: Looking after each other.

Best for: Simple doses of daily happiness.

This novel follows two Chinese-American sisters, Miranda and Lucia. When Lucia starts hearing voices, it is Miranda who must find a way to reach her sister. At its heart, this is an immigrant story, showing a young woman’s quest to find fulfillment and a life unconstrained by her illness.

We sometimes forget about all the reasons we have to be happy. When we get entrenched in our workday routine, it is easy to dwell on minor complaints and grumbles. This enduring book delivers 1000 reminders of what happiness is all about, from the silly to the sublime.

A Mindfulness Guide for the Frazzled

Must Try Harder: Adventures in Anxiety

Best for: Overwhelming days.

Best for: Everyday resilience.

An ambassador for mental health awareness, and someone who has lived with depression, Ruby Wax shares her unique take on mindfulness. She explores how modern living is causing more stress and anxiety than ever before and provides her own step-by-step guide and exercises to help find stillness.

Paula McGuire’s world was shrinking. Bullied as a child and plagued by excessive social anxiety, she had become a recluse. But then something changed. After years of running away from life, Paula decided to take a hold of it. Must Try Harder tells the remarkable story of a life transformed by facing up to fear and how we each have the power to do amazing things.

Mira T. Lee

David Baird

Ruby Wax

Paula McGuire

Flow: The Psychology of Optimal Experience

Option B: Facing Adversity, Building Resilience, and Finding Joy

Mihaly Csikszentmihalyi

Best for: A scientific perspective on meaning, creativity, and happiness.

Sheryl Sandberg

Best for: Overcoming setbacks or ruts.

Psychologist Mihaly Csikszentmihalyi’s famous investigations of ‘optimal experience’ have revealed that what makes an experience genuinely satisfying is a state of consciousness called ‘flow’. During flow, people typically experience deep enjoyment, creativity, and a total involvement with life. Flow demonstrates ways this positive state can be controlled, not just left to chance.

This book by Facebook COO Sheryl Sandberg and psychologist Adam Grant is about finding the resilience to cope with the setbacks that life throws at us. Beginning with the gut-wrenching moment of her husband’s death, Sheryl describes the acute grief and isolation she felt. But Option B goes beyond Sheryl’s loss to explore how a broad range of people have overcome hardships to rediscover joy.

Images: Avery Worrall 22

Counselling

Myth:

People with mental illness never get better.

Mental illnesses are just like physical illnesses, in that treatment is an option. Mental health problems or illnesses are not always chronic, and there are treatment opportunities available. Proper treatment can include any combination of counselling, therapy, or medication, and success rates are generally quite high. For example, 79% of people who seek professional help and treatment can see significant improvements, with fewer than 12 sessions needed for 66% of people seeking help (Canadian Living and Pathstone Mental Health, 2017).

Divider Image: Susan Kim

Fact:

Counselling.

Seeking Counsel Some information and basics for your first session.

When it comes to seeking treatment for a mental illness or mental health challenges, there can be a wide range of barriers that prevent students from getting the help they need. These can include a lack of resources in oneâ&#x20AC;&#x2122;s community, specialized counselling needs, a fear of judgment from friends or family, or self-stigma that attending counselling means that something is wrong with you. Another barrier that is believed to prevent students from more actively seeking out resources is that they may not know much about what counselling is, how to access it, or where one can go to get counselling.

What is counselling? Although most people have heard the word, there is not always an easy definition of exactly what can be expected from counselling. Because it is such a broad profession, with a variety of different approaches, theories, and strategies, it can be difficult to provide a simple or short answer as to what counselling truly is. A definition that we believe accurately represents what counselling is was provided by the British Association for Counselling and Psychotherapy (BACP), which identifies the following: Counselling is the skilled and principled use of relationship to facilitate self-knowledge, emotional acceptance and growth, and the optimal development of personal resources [in a confidential manner]. Counselling relationshipsâ&#x20AC;Ś may be concerned with developmental issues, addressing and resolving specific problems, making decisions, coping with crisis, developing personal insights and knowledge, working through feelings of inner conflict or improving relationships with others. In short, counselling is a wellness strategy that anyone can use and is not only for people experiencing stress or challenges. You can learn strategies for improving well-being, conflict resolution, and even managing your emotions. 25

Counselling.

Why do people access counselling?

This relationship is highly important to the counselling process. Just as you evaluate what clothes to wear, there are choices that can be made when seeking a counsellor. For example, in the event that you’re more comfortable speaking to a counsellor of a certain style, you can absolutely ask to speak to someone who may be closer to what you need. As Tae described, you wouldn’t put on an outfit if you hated it, it didn’t fit, or it was too expensive; if it doesn’t line up, feel free to find something that fits your needs better.

There is no right or wrong reason to seek counselling. Just like students may visit a doctor’s office for a variety of health concerns, examinations, or therapies, attending counselling is very similar. You may attend sessions every week to help treat an anxiety or eating disorder, or you may attend because you’re having difficulties doing schoolwork because of depression or ADHD. Just as identified in the definition above, students could be seeking to realize self-growth, or gain some knowledge from the counsellor about how they can solve problems they’re experiencing, both of which are valuable. Counselling provides a form of treatment for both mental health challenges and mental illnesses, and is a useful tool for anyone to consider when experiencing difficulties.

Overall, it’s up to the student what they want to disclose in this first session, which can either be a lot if the relationship is very strong or very little if they don’t connect much with the counsellor. The student is completely in control of the process, and has the ability to share however much information they wish. All of the information that the student may share, such as stories, their history, family information, or other personal information, is kept entirely confidential, which is the most important element of the counselling process.

What should I expect in a counselling session? Tae Hwang, a counsellor who’s been at Sheridan for 10 years, highlights that a counselling session can generally be thought of as a conversation. Each person takes turns speaking and asking questions in a flow that can last for around an hour, with the counsellor generally seeking to provide some treatment for the individual’s mental health challenge or mental illness. A relationship is fostered by having these conversations, and this forms the foundation of every session. While this relationship between the counsellor and students is created in a somewhat professional capacity, that does not make the connection any less personal for the counsellor; instead, counsellors work to ensure that they can come across as trustworthy and non-judgmental. Tae identifies that the most important task of a counsellor is to help a student who maybe doesn’t want to seek counselling, or is needing to be in counselling but is apprehensive or anxious about the process, to know that they are in a safe space. When you attend your first session with a counsellor, Tae says, you’ll generally go through a short orientation outlining what you can expect. This is generally geared towards students who may never have attended a session before, as there are some important things for everyone to know. One of the earlier questions that is asked by the counsellor is what you’d like to work on throughout the counselling process. This is different for everyone, as identified above, and can even change throughout the process. Following a bit of information surrounding what you expect from a counselling session, the remainder is largely dedicated to building a rapport with the counsellor.

Counselling.

number of sessions that they’ve had. Sheridan seeks to ensure that as many students are able to access resources as possible, understanding that a large number of students need access to these resources in order to be successful, and they want to do their best to help whenever possible. In the event that a student may need a higher number of sessions, Sheridan works closely with community resources to ensure that the student is able to get their needs met, often completely free of charge.

A common misconception is that what a student says in a session may be shared with their professors or family members, or even that it will stay with them as they move through their schooling and be provided to employers upon graduation. Tae explains that this is certainly not true, as any information shared with the counsellor in a session is completely confidential, and is legally not allowed to be shared unless the student provides the counsellor express permission to do so. The one exception to the rule, Tae says, is that if a counsellor determines during a session that the student is experiencing serious or perceived suicidal ideation, with a plan to carry it out, then the confidentiality is broken as the student’s well being is seriously at risk. In this instance, emergency services may be contacted to ensure that the student is safe.

In the event that you do not want to utilize services at Sheridan, there are resources off campus that are available to you. These resources generally fall into two categories: public and private. Public resources are generally similar to that of a walk-in clinic; they are free resources that can be accessed by any member of the community, and may have wait times associated with them. Additionally, the counsellor that you see may not be in every day, and appointments may or may not be possible. On the other hand, private practices, where counsellors work independently and charge for their services, are generally easier to book appointments with, and often feature much shorter wait times. However, Tae identifies that one-hour sessions can run anywhere from $90 to $200, based on the level of experience that the counsellor or therapist possesses. In the event that you’re interested in pursuing sessions with a private practice, your student health coverage can assist in greatly reducing the costs associated with these sessions.

It may take a couple of sessions to find somebody that you relate to and connect with. Not every counsellor is the same, and each may use slightly different techniques to seek to provide treatment. Don’t write off counselling completely just because you have a counsellor that you don’t connect with; instead, attend another session, but this time, ask if you’re able to speak to another counsellor, and see if they fit better with what you’re needing.

How can I access counselling? In the event that you’re interested in seeking counselling on campus, there are several places to start. At Sheridan, the Wellness and Counselling Services are located in the Centre for Student Success at each campus. These play host to a variety of student services, from academic advisements to co-op and internship advisors. Students are also able to drop by and ask to book an appointment with a counsellor, regardless of which campus they are at, just as they would if they were to swap a class. However, counsellors also understand that many students may feel uncomfortable asking to make an appointment, so there are other options too! If you’re not feeling like booking an appointment in person, you’re able to grab a copy of the counsellor’s business card (available at the desk) or look them up online on Sheridan’s Counselling webpage, and email them when you get home.

For reference, a list identifying some counselling resources, both on and off campus, is located on page 3. Words: Ben LeBlanc in partnership with the Wellness and

Counselling Services Images: Paige Stampatori

The appointments that can be booked at Sheridan are one-to-one sessions with a counsellor that last for an hour and are completely confidential. Sheridan uses a shortterm, solution-focused model, often featuring six sessions, as there are a limited number of counsellors on campus each day. While the counsellors generally do not pursue long-term, deep, therapeutic strategies for students, Tae is quick to point out that they will never turn a student away who is in crisis, regardless of the 27

Counselling.

Mental Health and Mental Illness Definitions, symptoms, and treatment for common postsecondary challenges. One in five Canadians has a mental illness (CMHA, 2018). Although mental illnesses can take many forms, similar to physical illnesses, there is still misinformation and fear for many people. However, mental illnesses are health problems that can affect the way we view ourselves, interact with others, and behave in the world around us, and they are more common than people recognize. Mental health is often thought of as either black or white â&#x20AC;&#x201D; that someone is either mentally healthy or mentally ill. The reality is that mental health exists on a spectrum, and how one is feeling can fluctuate throughout the day and vary depending on circumstances. One prevalent misunderstanding is that someone who has a mental illness must always be in a state of crisis or severe stress; this is not the case. Someone who has a mental illness can have positive mental health, but they may require more professional or self-care support to maintain this.

Mental Health Continuum

Mental Illnesses

Depression Depression is characterized by feelings of sadness or hopelessness, as well as a loss of interest in activities one would normally find enjoyable. These symptoms are present most days for more than two weeks, and can impair performance in significant areas of life (CAMH, 2018). Some other symptoms include little appetite, difficulty sleeping, fatigue, and a change in weight. People may confuse depression with unhappiness, but this disorder is much more serious as it can negatively affect how you feel, think, and act. Depression can be treated using a variety of treatment methods, and can often be managed with a healthy lifestyle and a strong support network.

While there are a large number of diverse mental illnesses or disorders, several are more commonly encountered than others. Sheridanâ&#x20AC;&#x2122;s Counselling Team has identified some of the more common mental illnesses and disorders that are found in students today. It's important to note that by no means is this a complete or detailed list of the illnesses or their symptoms, but more a starting framework to identify some commonly encountered mental health challenges. Eating Disorder Eating disorders describe illnesses that are characterized by an obsession with food, weight, and/or appearance, and involve irregular eating habits. The most common eating disorders include anorexia nervosa, bulimia nervosa, and binge-eating disorder. These symptoms typically result from culture, social, family, and emotional pressures as well as personality disorders, biological factors, and traumatic events. A large misconception about eating disorder is that only women experience it. According to CAMH, 90% of eating disorders occur in women, but men are being diagnosed more often (2018). The opportunity for recovery increases the earlier the disorder is detected, and it can be treated with nutritional counselling, psychotherapy, and pharmacotherapy.

Anxiety Anxiety disorders are the most common of all the mental illnesses and involve excessive worrying, unwanted thoughts, panic attacks, and other symptoms that result in substantial distress. Anxiety and fear are closely related, but anxiety generally looks more at the future and/or anticipated threats. The symptoms of anxiety can persist for at least several months, and usually arise due to worry focused on family, health, finances, work, or school-related occurrences. If anxiety symptoms are affecting your ability to work, study, socialize, or manage any daily tasks, several forms of treatment are available. 28

Counselling.

hopelessness, prolonged periods of isolation, and talking openly about suicide or dying. Most people who experience some form of suicidal ideation do not seek to see it through, but it is important that suicidal thoughts be taken seriously. In the event that you’ve considered suicide, you should reach out for help to a friend, family member, or counsellor.

Bipolar Disorder Everyone has emotional ups and downs, but those living with bipolar disorder experience more extreme mood swings. There are typically three states, which include a high state (mania), a low state (depression), and a well state (where they feel normal and function well) (CAMH, 2018). Mania is when someone may be extremely happy or euphoric for at least one week, and may have excessive energy for activities, engage in risky behaviour, have racing thoughts, and need much less sleep (CAMH, 2018). The low state, or depression, will see the individual experiencing the symptoms presented above for at least two weeks and experienced on most days. The specific causes of bipolar disorder are unknown, but speaking with a professional about thoughts, feelings, behaviour, and personal and family medical history can help uncover this. Bipolar disorder can be treated with medication and psychotherapy.

Academic Stress Students face a wide variety of stressors and challenges while in postsecondary education, but none are as common as academic stress. It can be tough trying to balance a large number of projects, papers, or difficult group members, and this stress can often become very difficult to manage. People with this type of stress can experience things such as loss of sleep or appetite, difficulty concentrating, and social or physical isolation. It’s important to always take care of yourself while at school, ensuring that you’re not overworked, and integrate practices for good well-being into your routine.

Mental Health Challenges While not directly experiencing mental illnesses or disorders, you can encounter a variety of challenges that negatively affect your mental health. Much like physical injuries or challenges that may not be a diagnosable illness, there can be negative consequences that stem from poor mental health. Sheridan’s Counselling Team identified three commonly found challenges that students can encounter which may require some form of counselling. Relationship Issues Relationships can be defined by many things — with friends, families, partners, or even roommates. Issues can arise with these relationships when arriving or in a postsecondary environment. For example, someone may have been in a relationship with a partner prior to attending college or university and that relationship starts to break down. This can create feelings of inadequacy or loss of focus, as well as add stress to existing academic and financial strains experienced in a postsecondary environment. Additionally, the use of social media can make letting go difficult which can perpetuate these feelings for much longer than anticipated.

For a list of mental health resources, see page 3.

Suicidal Ideation Commonly stemming from an underlying mental illness such as depression, anxiety, or substance abuse, suicidal ideation can be thought of as “the contemplation of ending one’s own life… [ranging] from fleeting thoughts to preoccupation to detailed planning” (Pedersen, 2018). Symptoms of suicidal ideation can include a feeling of

Words: Ben LeBlanc Images: Chanelle Nibbelink

Counselling.

You’re Not Alone By the numbers. Many young people share stories and struggles with others in person, on social media, or over the phone. For students, these struggles often encompass how busy we are, how little money everyone has, and how exhausted we are from all the homework, projects, and papers that need to be completed. The one struggle that is not commonly shared is when we’re having difficulties with our mental health or living with a mental illness. Mental health challenges aren’t something unique to a few people; rather, everyone struggles with their mental health at some point during their lives. Whether it be overwhelming stress or anxiety from being away from home, or struggling with depression or isolation after a relationship ends, nobody should ever feel that they are the only person that is going though these things, or that others wouldn’t understand.

Within the last 12 months, approximately 60% of students have reported that they have felt like things were hopeless (ACHA, 2016).

The American College Health Association National College Health Assessment (ACHA-NCHA) is a national research survey that “assist[s] college health service providers, health educators, counselors, and administrators [in understanding] their students’ habits, behaviors, and perceptions on the most prevalent health topics” (ACHA, 2016). It was most recently conducted in spring 2016, and is used to paint a picture of the health landscape across Canadian institutions, including trends related to mental health.

of students have been diagnosed or treated by a professional for depression (ACHA, 2016).

26.3% of postsecondary students have been diagnosed with a mental illness or have sought treatment for one in the past 12 months (ACHA, 2016).

In reviewing the data that was collected from a pool of approximately 50,000 postsecondary students across 41 public Canadian institutions, it was very clear that there are a large number of students who are struggling with their mental health, and that keeping those struggles to yourself will not help. Whether you reach out and seek professional help, connect with your campus’ counselling resources, call a postsecondary mental health hotline, or even just share what you’re going through with your family or loved ones, it’s important that others know what you’re going through. Additionally, if you’re comfortable talking about what mental health challenges you’re facing, more than likely, others will open up with what they’re facing, and we’ll all be able to reduce the stigma surrounding having these conversations.

of students have felt completely overwhelmed with all the work they need to do in the past 12 months (ACHA, 2016).

Images: Erin Clark

Counselling.

Within the past 12 months, 64.5% of students have felt overwhelming anxiety (ACHA, 2016).

of students have felt so depressed within the past 12 months that it was difficult for them to function or make it through the day (ACHA, 2016).

58.1% of students have reported that they are having trouble handling and staying on top of their academics (ACHA, 2016).

40.4% of students have been consistently worrying or stressed about their finances over the past 12 months (ACHA, 2016).

55.3% of students have said that they felt exhausted (not from physical activity) within the past two weeks (ACHA, 2016).

of postsecondary students have cut, burned, bruised, or harmed themselves intentionally (ACHA, 2016).

Two-thirds, or approximately 67%, of students have felt very lonely or alone within the past 12 months (ACHA, 2016). of students have seriously considered suicide within the past 12 months, with 25% of those students having done so in the past two weeks (ACHA, 2016).

Counselling.

Health Equity It takes both mind and body to achieve your full health potential. the people, and [struggles at] home. It all hit [me] at once and... got extremely overwhelming.”

When I was a child, I dreaded going to the doctor. The look, the smell, the long white coat, and the cold stethoscope that would make me jump when it touched my skin; each terrified me, but I knew I had to go. I understood the importance of being physically healthy. It has been imprinted in our brains from a young age, and as we get older, our bodies change, making it more important to become more aware of it.

Kovacevic talks about how taking care of his mental health helped him get through school. “When [my illnesses] first manifested, it was very limiting. I couldn’t do anything. [They] kept me from attending so many opportunities. I would miss so much: friends’ parties, social events, work opportunities. Now, ever since figuring out my way around [my mental health], it doesn’t necessarily get in the way. It’s more so I need to keep checking in now and then,” says Kovacevic.

I was never taught about mental health; neither were those around me. It was as if it didn’t exist when I was growing up, but times have changed, and people are talking more now. There is more education and support than there was before. But is it enough?

When asked how he views the relative importance of mental and physical health, Kovacevic recognizes that both are important. “Physical health, whether we like it or not, is definitely important,” he says, adding, “You can have the car be put together so well, can have the best tires on it, a fantastic body kit and it can be oiled up. But it can’t go anywhere without the motor.” If everyone were to take care of their mental health the same way they do physically, there would be a steady and strong connection between the mind and body. Accessing mental health treatment and support the same as we book an appointment for a physical problem could only help relieve that hidden stress.

Jake Kovacevic is a musician and a Bachelor of Music graduate from Humber College who has been living with depression and anxiety. It was when he was going to school and working, while dealing with home life, that he became fully aware of his mental health issues. “I noticed that [symptoms] were really present when I first went to [school]. I was aware of them beforehand, but I was [challenged with] the depressive element before anything else. Anxiety [also] kicked in as soon as [classes] started, and it got intense from there. It wasn’t a comfortable environment,” Kovacevic explains. “When I was there, I was an outsider, even though it was a program where I should have been an insider. It wasn’t just the workload; it was also

I also had the chance to speak to Amber Cloves, who recently graduated with her BA in Communication Technology and Professional Writing from the University 32

Counselling.

She spoke about several different techniques that she encourages students to do to relieve some of their stress. In Barras’ eyes, exercise is a key technique that can have significant impact. “It is important to exercise for at least twenty minutes a day. An elevated heart rate each day can have the same impact as a mild dose of an antidepressant. A workout doesn’t mean having to go to the gym and pump weights — you can go for a fast walk.”

of Toronto and holds a diploma for Digital Communications from Sheridan. She wrote and published her own creative non-fiction novel, New Normal, about growing up with mental illness in the family. “Mental health first came into my life at 15 when my mother had a violent episode that brought her into a PICU,” Cloves said, adding that society is still learning a lot about brain chemistry and mental illnesses. “No one wants to say they are mentally ill. It brings up a fear of judgment, it paints you as sick, weak, not the same; it makes you an ‘other.’ People think the mentally ill are less intelligent, unable to be independent, and hold them with less value. None of this is necessarily true,” Cloves says.

Other important tips include meditation and maintaining a steady diet. “Our brains need a stable flow of glucose, and so when we don’t eat, it affects our mood. If you’re already someone who’s struggling with low mood, tiredness because of mood, or anything related to mood, and you don’t eat well, it can make it a lot worse.”

“ Without our mentality, we are not ourselves. All the things that make us unique individuals come from what our brain tells us.”

Physical and mental health go together, and one is not more important than the other. To be physically healthy, it is vital to take care of your mental health and vice versa. Getting our mental health checked is equally as important as getting our blood pressure checked or cleanings at the dentist. Barras highlights that a great example of how your body equates physical and mental wellness comes from something students often miss out on: sleep.

Cloves also shared some thoughts on the differences between mental and physical health, and how mental health has influenced her. “Mental health is incredibly important in maintaining who we are. To maintain both, do your research. Seek help if you are unsure. Listen to your body and mind. Be aware of your moods and what drives them. I always suggest exercise because it helps both the mind and body all at once.”

“ I can’t emphasize enough the importance of sleeping. It’s the only time in a day that your body and brain have time to heal themselves together. In a sleep cycle, the first part is when your body physically heals itself, and then the second half is when the brain does all the work. So, when we cut out our sleep, we’re harming both our physical and mental health, which shape our wellness.”

Students can get the support they need to succeed in their classes by meeting with a counsellor, student success officer, or an academic advisor at the Centre for Student Success on campus. Colette Barras is a wellness counsellor at Sheridan’s Oakville campus who meets with students for mental health–related issues including anxiety, depression, academic stress, or even personal relationships. She explains that many students don’t place as much emphasis on their mental health because it’s more difficult. “With physical health, it’s a lot more visible. If you have a physical problem, you call your doctor and book an appointment to get seen, and you can also get annual check-ups. With mental health, we don’t have those same kinds of supportive mechanisms in place to make it easy for people.”

Words: Alyssa Parkhill Image: Tiffany Dang

“We also know what physical health should look like. If suddenly, I’ve got a runny nose and my throat’s so sore I can’t swallow, I know there’s something wrong.” Barras highlights that mental health can be a little harder to diagnose than physical health. “With mental health, it’s a little less easy to know if something is wrong, or if I should go get checked out.”

Counselling.

Words Matter

For example, if a friend was to make a joke about somebody 'being schizophrenic', this could prevent someone from seeking treatment for their own mental illness, due to fear of ridicule.

Including persons with mental health disabilities. Mental illness and mental health challenges are very often misunderstood, and a potential cause is the language used by people who are affected by it. The way that mental illness is often portrayed in the media can greatly affect how people living with these illnesses are treated in their everyday lives. Language can be used to uplift and empower individuals to reclaim their identity, but sadly to also demean and dehumanize people, especially because those with a mental illness are often misunderstood. In a rapidly diversifying society, the need to treat everyone with respect and dignity is imperative so that everyone can fully participate.

Paying attention to how people are referred to or talked about is vital to creating a welcoming environment. Language is constantly evolving, so striving to stay current is important, particularly at an academic institution. It is now accepted that person-first language is a way of showing respect to everyone. While the focus so far has been on language referring to persons with mental illnesses or mental health challenges, the reality is that all persons with disabilities continue to experience barriers to inclusion and often face stigma. However, among persons living with disabilities, people with mental health challenges or illnesses are one of the most stigmatized groups.

One of the ways to foster a respectful environment for everyone is to use inclusive language. Also known as person-first or person-centric language, addressing someone in an inclusive way involves the recognition that everyone is a person first, and not a living example of a mental health condition or challenge. A person is not Schizophrenic, Borderline, or Bipolar, and they are not a 'case' or illness. A person should be defined by more than just their mental illness, such as by their desire to achieve their recovery goals, their strengths, and their identity.

While it sounds relatively simple, the golden rule of using inclusive language is to literally put the word 'person' first in the description. Saying that seats on public transit are often reserved for a 'disabled person' could instead be re-phrased to say that the seats are reserved for a 'person with a disability'. An additional consideration that can be made when speaking with or about a person with a disability is whether it is necessary to refer to their disability at all. In most cases, referring to an individualâ&#x20AC;&#x2122;s disability does not assist the person in any way. As an example, just because an individual may have a mental illness, consistently referring to them as 'being depressed' or even 'a person with depression' does not do anything to assist in their recovery or treatment for the mental illness.

It is daunting to think that one may inadvertently use language that is disrespectful and that could contribute to a negative climate for people living with a mental illness. Speaking in a way that refers to the person as if they are defined by their illness is both insensitive and harmful to those experiencing this, as it becomes easy to only think of them as being 'mentally ill'. This language can also work to reinforce negative biases and create additional barriers preventing people from seeking the help they need.

The following are some tips on referring to persons with disabilities using person-first language that promotes a greater sense of inclusion and equity. Words: Sheridan Centre for Equity and Inclusion (CEI)

Instead of Saying

Try Using

Autistic

Person with autism, person with Autism Spectrum Disorder

Crazy, insane, loony, psycho, mental, moron, mentally ill, wacko

Person with a mental illness, person with a mental disorder, person with a mood disorder

Schizo, schizoid, schizophrenic

Person with schizophrenia

Developmentally impaired, impaired, retarded, challenged, 'having a screw loose'

Person with an intellectual disability

Brain damaged

Person with a brain injury

Emotionally disturbed

Person with an emotional disability

Suffers from..., stricken withâ&#x20AC;Ś

Person with a _______ condition, person living with _______ 34

Pause. 2018

Lifestyle

Pause. 2018

Myth:

People living with depression are lazy, and just need to ‘snap out of it’.

Mental health problems and illnesses are not a sign that someone is weak or lazy, just as a broken leg does not mean someone is. Depression, much like that broken leg, is not something that can just be willed away, so it’s a misconception that a person living with it can just ‘cheer up’ or ‘snap out of it’. It’s a medical condition that results from changes in the brain’s chemistry or function. Treatment for depression, which can include counselling, cognitive therapy, or medication, can provide positive outcomes and make a difference. A mental health professional can help determine what types of treatments are best for you.

Divider Image: Susan Kim

Fact:

Lifestyle.

Social Media

One other finding is that social media use can be disruptive to our normal sleep patterns. The brain isn’t fully developed until someone is into their twenties and thirties (RSPH, 2017), so sleep is essential to allow us to grow and function properly. Using our phones, especially at night, has been thought to interfere with natural brain processes that release melatonin, or the sleep hormone (RSPH, 2017). This lack of sleep can cause someone to be tired and have difficulty coping with their daily tasks, which can trigger feelings of worry, stress, or low self-esteem. For those who live with pre-existing mental illnesses, this could increase the intensity of symptoms as well.

Does it help or harm? The swift growth of social media platforms, such as Facebook, Twitter, and Instagram, has changed the way people interact or communicate. People have become reliant on these platforms to feel connected, with Canadians checking their phones about 100 times each day, on average (CIBC, 2014). However, the age group most plugged in are those between the ages of 18-34 who reported checking their phones more often than the national average and who spend an average of 34 hours per week on the Internet (Thomson, 2017). That’s a lot of time to be interfacing with a screen, which has prompted several studies to determine whether this attachment to technology and social media is helpful or harmful. The results have been conflicting, with some proposing it can have a detrimental effect on our mental health, and others saying it could have positive benefits.

The Bad Online social networking has been linked with low selfesteem, loneliness, anxiety, and depressive symptoms (Pantic, 2014). According to Facebook itself, passive consumption, or meaningless scrolling, might lead us to make negative social comparisons (Ginsberg & Burke, 2017), contributing to feelings of low self-esteem, body image issues, and FOMO – fear of missing out. This is heightened as people look to share only the most curated, filtered, or ‘interesting’ images of themselves, with Instagram being reported as one of the most damaging to mental health for those reasons (RSPH, 2017). As pointed out, young people spend more time online but what is alarming is how this is affecting their physical interactions with others. According to a survey by Catalyst Canada, “younger audiences are using their smartphones as an alternative to face-to-face conversations” (2017), instead of complementing everyday activities. Additionally, when people do get together, their digital lives are taking away from the enjoyment of the experience. The American Psychological Association found that using a phone in social situations often makes the users feel “distracted, distant, and drained” (2018), and profoundly reduced their satisfaction. This type of ‘digital distraction’ and use of social media in place of real conversations could be furthering feelings of loneliness and reducing the size of one’s social circle.

Lifestyle.

The Good

Four Tips for Reducing Social Media Overload

Online networking is not all bad, though. One of the primary benefits of social media is the ability to build digital communities that help reduce stigma and improve well-being. For example, someone who is living with mental health issues can now see the lived experiences of others and relate to them. There has also been an increase in peer-to-peer sharing surrounding these topics as a source of emotional support, which could lead to people accessing needed treatment (The Week, 2018).

The reality is that many of us reach for our phones and will continue to use social media. In fact, for students there is an expectation to use these platforms for portfolios, job prospecting, or in our careers. Therefore, it’s important to understand how to manage your personal and professional experience on social media. earn the Platform Controls L Social media platforms are becoming more aware of the impact they have on mental health and are providing options to control your experience. This can include anything from muting triggering keywords on Twitter to turning off comments on Instagram, or even hiding posts from your ex on Facebook. Take some time to learn them and then control what you see and interact with.

Additionally, this support can counteract feelings of depression and loneliness if there is reciprocation and conversation rather than just broadcasting updates. In sum, people can make connections online that they may not have the opportunity to create otherwise; this includes those living with mental illness or other marginalized groups.

Follow or Unfollow You own your feed — so take advantage of the power you have at your fingertips. Unfollow any accounts that cause negative comparisons. For every account you unfollow, try to find one that will boost your mood. This can include things like animal accounts, memes, or inspirational quotes. Include whatever it is that will ensure you have an uplifting experience.

While the research isn’t extremely conclusive, it suggests that how you use social media can determine whether you experience the positive or negative aspects of it.

Set Limits Instead of just mindlessly scrolling, determine what you intend to do before you pick up your phone. If you find that you do not have a purpose, set the phone down and pick up another task (like continuing that essay). You can also set specific times when you will use your phone, which can help you limit your use. Additionally, there are apps you can find that will break down your usage — which may be shocking — and give you the insights you need to modify your screen time. Delete the Apps If you are finding that your social media is really affecting the way you feel and behave, you could try ‘unplugging’ or eliminating it from your day. This one can be difficult but could help reset how you view and use social media. You can start by letting people know your intentions and then delete your apps so that they are not a distraction. People typically go off social media for a few weeks to a month, and some even journal their experiences so they can recount how they felt during the process. Words: Brittany Tapper Images: Raman Sajan

Lifestyle.

Take time to address the problem.

Finding Yourself in a Rut?

Time well spent is never wasted. What better use of time than to reflect and figure out why you feel stuck? Everyone can have different ruts: a dating rut, work rut, social rut, health rut, emotional rut — and within that, there is usually something holding you back. If you’re having difficulty addressing exactly what the issue is, try asking a friend to get a fresh perspective. I also adapted a tool I’ve learned from a creativity course that I find helpful, and it’s called Why? What’s Stopping You?

Start with awareness, find your formula, and move your life forward. Have you ever felt like you’re in a boring routine that’s hard to break, or like you’re running a marathon in the mud? Me too. This is commonly known as being ‘stuck in a rut’. Many of us get too fixed on a specific job or activity or were working towards a goal that seemed out of reach, so we just left our goals for ‘later’. But, after a while we notice we’ve wasted time and wish we would’ve done something earlier. It can be difficult to realize that we’re not making progress, but that doesn’t mean we have to let time drag us by the heels instead of taking some purposeful steps towards things that energize us.

For example, if you’re saying that you’re feeling like you’re in a work rut, start by asking yourself why you feel stuck. You may answer, “I’m not getting any new projects.” What’s stopping you from getting these new projects? “I’m too nervous to ask my manager about the change and what I can do to achieve my goals.” Why are you too afraid to ask the manager? “Because my manager is new, and I don’t know them very well.”

I know that I often find myself saying ‘I’m too busy’ without thinking about why or how I’m spending my time. I have realized that I tend to set large goals, and I often become overwhelmed and give up. I may also commit to something for maybe a week (hello, gym!) and then lose momentum because I don’t feel the way I expected.

There’s a starting point. Introduce yourself or have a coffee with your manager to get to know them and talk about your expertise.

Don’t strive for perfection — instead, break it down.

This isn’t to say that I’m not dependable, determined, or decisive. It just means that I need to take some time to look at the issue differently to see where I can make some changes.

Still go for excellence, but you define what that means. I know we get sucked into comparisons and wishful thinking, but it doesn’t serve us in any way. We set unattainable goals and benchmarks because we think that’s what we need or how we need to live.

As students, we have a lot happening. But there are things you can do. And although these don’t always work for me (just being honest), here are some steps I’ve taken that have pushed me out of the hamster wheel. 39

Lifestyle.

You can still have a vision for the future, but break it down into more manageable steps. Take a minute to think of all the things in your life that you’re trying to change but don’t need to because they’re not authentic to you. Then think of all the ways in which you want to be true to yourself and write down those goals.

Try this: Use a Habit Tracker to either help break some old habits or start some new, positive ones. Simply choose a habit you want to create, and mark down every day you work towards it. You can do this on paper or through an app.

Once you have figured out what goals are important, try to put those into action steps. I typically sit down, write a goal at the top of the page, then list out the steps to get there with a timeline of how long I think each will take. Keep in mind that I’m generous with these timelines, because I don’t feel 100% every single day and that’s okay. Breaking it down like this makes my goals feel more achievable.

Ask for help. We all need help every so often, and many people are willing to be there if you ask. Filling in those potholes on your road to happiness can be a lot more productive if you work with your support network. This took me a long time to grasp, but the more I practiced admitting when I needed help and seeking it, the more I was able to avoid or get out of any ruts.

Try using a calendar. Block out all the commitments you have in a week, remembering to include personal time. This could mean going to the gym, your cousin’s birthday party, napping (seriously!), or anything that requires your time. By plotting out time blocks on a calendar, you can easily see where there is some empty space, but you can also look more realistically at what you can handle in a week. This will make it easier to coordinate your time and ensure that you’re putting items in to move you towards your goals. There will be things that you have to do, but for everything else, try to double-check before saying yes by asking if it is fulfilling to you in some way.

Try starting with these: • I remember you saying before that you found success using/doing [service/activity]. Would you mind explaining it to me a little bit more? • Is there any chance that you would have some time to help me with [issue]? I’ve been working at it for a while and I think I need a fresh perspective on it.

Be gentle. The biggest lesson I’ve learned when it comes to getting out of a rut is to be patient and encouraging with myself. I have a great support system, but there are times when it must come from within. I try to be kind to myself using positive affirmations. These are statements that are spoken, repeated, and uplifting. The formula is that each affirmation must be present tense, include only positive words, and be spoken a statement of fact. They may look a little like some of these I wrote for myself:

Challenge yourself a little bit. A rut is staying in something that’s familiar, so challenging yourself a little bit can be an effective way to escape this cycle. Again, a challenge does not have to be something large-scale, but it could be daily to help provide consistency towards achieving your goals.

“I’m present in every moment.” “My life is full of love, patience, happiness, and respect.” Getting out of that rut won’t happen right away, and it may not all happen as planned, but if you’re taking concerted efforts towards making a change — starting small and letting it grow — you’re doing more than enough and will see it through. Words: Brittany Tapper Images: Dariga Idrissova

Lifestyle.

The Pet Effect Animals can be a great source of therapy, stability, and companionship. No matter the animal, people all around the world form strong relationships with their pets. In Canada, 61% of people have at least one pet, slightly higher than the global average of 56% (Growth from Knowledge, 2016). Pets serve a variety of roles in the lives of their owners, including as caretakers and friends; in fact, a recent study found that 95% of pet owners consider their pet to be a member of the family (Growth from Knowledge, 2016). Someone who owns a pet has the duty to take care of them, but our pets take care of us too. They can offer love and emotional support, which studies show can drastically benefit the state of our mental health.

As you go about your day, you may encounter an animal that is not a pet and could be considered a form of working animal.

Therapy Animal A therapy animal is one “trained to provide affection and comfort to people in facilities such as schools [or] hospitals” (Harrell, 2018). Therapy animals do not typically help their owner or handler, but their owner takes them to places where people may need comfort and companionship, such as hospitals, senior residences, or emergency scenes with police and fire departments (St. John Ambulance, 2018). While not necessarily certified, therapy animals generally have their behaviour and obedience evaluated prior to volunteering and undergo a short training process.

There are three main types of working animals, which differ from each other in their training and assistance provided. Emotional Support Animal

Service Animal

An emotional support animal is a pet “that is part of the owner’s psychological treatment plan [for a mental illness or disorder] and [is] prescribed by a licensed mental health professional” (Harrell, 2018). They can include dogs, cats, or even horses, and can assist owners living with “anxiety, bipolar disorder, depression, eating disorders, insomnia, post-traumatic stress disorder, or schizophrenia” (Sailer, 2018). These animals are intended to provide benefits to a specific person; however, “they do not go through any special training or certification [and] are not considered service animals” (Harrell, 2018).

The most well-known form of working animal, service animals are “trained to perform a function, or do a job, that their owner can’t perform on their own due to a physical, emotional, or intellectual disability” (Sailer, 2018). They may aid in seeing for the blind, hearing and alert for the deaf, or “providing children who are on the autism spectrum with a calming relief in high anxiety situations” (Lions Foundation of Canada Dog Guides, 2018). Service animals are required to go through a rigorous training process that can last 12-14 months (Lions Foundation of Canada Dog Guides, 2018), ensuring they are able to perform their duties when required. 41

Lifestyle.

Testimonies

Benefits of Animals and Pets

While it can be valuable to research the benefits these animals can provide, a personal story can be the most valuable way to understand their impact. Two people with connections to the Sheridan community were asked about how their animals have benefited them and improved their mental health and well-being.

While the three types of animals identified above certainly provide a variety of benefits to their owners, all animals have the potential to make a difference to the mental health of people. Here are some statistics that demonstrate that animals have the power to improve both physical and mental health:

Moe, a volunteer who works with therapy dogs from Oakville, states that there are numerous benefits that come out of bringing her golden retriever Holly to local retirement homes. Moe highlights that it is “heartwarming to see the reaction of the residents [at the retirement home] each time we visit. Everyone loves Holly, [my therapy dog], and she is happy to sit there for an hour and be petted. You can just tell she brings happiness to the room.”

• When providing comfort and self-esteem, pets are often ranked as being more effective than people (Gadomski, et al., 2015). • A simple interaction with a friendly dog, cat, or horse has the potential to reduce cortisol, the hormone closely tied to stress in the body (Newport Academy, 2018). • Pet owners are less likely to suffer from stress, anxiety, and depression than non–pet owners (Gadomski, et al., 2015).

When Michelle talks about her service dog, Sophie, there are numerous benefits that she notes. For her, Sophie assists with the symptoms of her PTSD and anxiety. Michelle says one of the most effective tasks Sophie does on a regular basis is a technique often referred to as ‘grounding’, where Sophie puts her body weight onto Michelle’s chest or lap, easing her anxiety attacks and allowing Michelle to practice deep breathing.

• Pet ownership is associated with key indicators of [better] cardiovascular health, such as lower blood pressure, cholesterol [levels], and triglycerides (Gadomski, et al., 2015). Owning a pet can help you follow a schedule, build your support network, and increase your physical activity. Simply taking your pet for a walk can give you a reason to get out of the house when you wouldn’t have otherwise. They can be a great conversation starter, too, as people may want to pet your dog while you’re out walking. Getting outdoors with a companion at the end of a stressful day can be a time to practice self-care and relax your mind.

Michelle adds, “I get a lot of intense nightmares, [so] when [Sophie] recognizes I am having one, she nudges me to wake me up.” Before she had Sophie, it would typically be much harder for Michelle to get back to sleep, let alone leave her house, but her service dog makes this easier.

Pets do so much for us, so be sure to thank any animal in your life by giving them a treat or two. Words: Megan D’Andreis and Ben LeBlanc Images: Mathias Ball

Lifestyle.

Emotional Enterprise Being an entrepreneur is not always easy business. Entrepreneurship is “the act of creating a business or businesses while building and scaling it to make a profit” (Martins Ferreira, 2018). This has the potential to take many forms; you can seek to implement global change with a social business, invent a radical product, or innovate a new life-saving solution.

Now imagine what life would be like if you were an entrepreneur… You would probably share that you wake up and head into work whenever you’d like, run your business the way you want it, and make tons of money while you kick back on a beach somewhere.

Challenges full-time volunteers. Almost every dollar earned goes back into the business to keep the lights on, the website live, and the team motivated.

While this may be the case for some, it certainly isn’t true for most. Research from Harvard Business School indicates that three out of four start-up businesses fail (Bruder, 2013), and that many entrepreneurs are consistently stressed about finances and business performance. These constant stressors provide ample opportunity for entrepreneurs to develop mental health concerns.

Charles Javelona understands the financial challenges of being an entrepreneur very well. Working on his business when he was still in Sheridan’s Software Development and Networking Engineering program, he founded Univjobs, an online marketplace that helps students and recent grads find part-time, internship, co-op, and entry-level positions. Being able to support himself financially was one of the key challenges he faced upon graduation, which led to the decision to defer his loans and move back home.

Mental health challenges affect 72% of the entrepreneurs in one study, with 49% reporting that they have one or more mental health conditions (Freeman, Staudenmaier, Zisser, & Abdilova Andresen, 2018). A 2018 study found that entrepreneurs are twice as likely as non-entrepreneurs to have depression, six times as likely to have ADHD, three times more likely to have a diagnosed addiction, and 11 times more likely to have bipolar disorder (Freeman, Staudenmaier, Zisser, & Abdilova Andresen, 2018).

Entrepreneurship is also synonymous with the ‘hustle’, the idea that you must get everything done and work all the time. Arwina Mogul, founder of Esports Tickets Inc., a tech start-up and event portal for competitive gamers, experienced this during the beginning stages of her company. “I was doing the research, networking, and building the company up, but I quickly found out that pushing myself this way wasn’t good for my mental health. I was very stressed out and lonely at the end of each day,” says Mogul. Javelona adds that he also experienced loneliness, as pursuing a social and dating life was difficult given his school and business commitments.

There are several actions that could be intensifying these mental health concerns. Entrepreneurs work long hours, often double that of the average employee, to ensure their business continues to operate. If an entrepreneur has a small team, they may be the only one solving business problems, which can occur at all hours and in many forms. Not to mention that many start-up owners, especially before they seek capital or earn revenue, are working as

Lifestyle.

Benefits

Three Tips for Positive Mental Health

With its growing prevalence, there has been an increase in business hubs “providing access to office space and facilities, combined with networking opportunities and advice… supporting new ventures through the tricky early stages of their development” (Thomas, 2015). For both Mogul and Javelona, being members of EDGE, Sheridan’s Entrepreneurship Hub, has connected them with a community that supports their endeavours. “I talk to people that are in the same boat as me. They’ve become my light in the dark times because they know what I’m handling and what to say,” says Mogul, adding that she leans on this entrepreneurial friend group when encountering challenges that she can’t approach her team or advisors with.

Set Boundaries “I set three tasks for myself that I would finish for my start-up that day, as well as school. This helps me make progress while being realistic. I also schedule in 6-8 hours of sleep per night. I think if you wake up groggy your whole day is impacted; you’re more productive if you sleep well.” ~ Charles Javelona Find Support “Your social life takes some damage at the beginning but spread the word so that the people in your life know what you’re working on; they tend to be understanding. Also, build a group of entrepreneur friends. This took me months, but I found them through hubs like EDGE, joining programs or forums, and attending events.” ~ Arwina Mogul Be Passionate

While there are plenty of opportunities to connect with others, Javelona also recounts the personal freedom felt as a start-up founder. He shares that although you are still accountable to others and need to prioritize, you can choose the vision for your venture and typically set what your day looks like. Mogul echoes that being her own boss and building towards her purpose is motivating. “Having a vision I can execute with amazing, intelligent people and advisors all while helping the community really resonates with me.”

“Accept that being an entrepreneur is not glamorous. If you’re thinking of building your business, just make sure that you’re passionate about what you’re doing. If you’re just in it to make money, that’s not the best way to look at it. You will face challenges that are draining, but your passion will help you overcome them.” ~ Arwina Mogul “This is what I like to do; I look at it as a problem to solve. It’s a path where I’m learning and having fun and seeing the fruits of my labour. I don’t treat my start-up as a job or a lifestyle. We figure out how to raise money to continue, but it’s enjoyable. I’m driven to see how far this thing can go.” ~ Charles Javelona Words: Brittany Tapper in partnership with EDGE Images: Kate Dockeray

Pause. 2018

Perspectives

Myth:

There is nothing that you can do to help someone living with a mental health problem or illness.

You donâ&#x20AC;&#x2122;t need to be a mental health professional, doctor, or psychologist to make a difference in the lives of those experiencing a mental health problem or illness. Everyone can speak and act in a way that preserves the dignity of those living with mental illness, and work to remove the stigma surrounding mental illness. Things you can do include learning as much as possible about mental health, using person-first language, not using offensive slang and working to correct someone who does, and expressing support for people in your life who are experiencing a mental health problem or illness.

Divider Image: Susan Kim

Fact:

Perspectives.

Student Stories Thereâ&#x20AC;&#x2122;s no one-size-fits-all depiction of mental health because it depends on so many circumstances and influences in oneâ&#x20AC;&#x2122;s life. For students, mental health can be affected by academics, but also by things like cultural background, family history, physical symptoms or disabilities, and even moving to a new place. It can be uncomfortable sharing personal perspectives due to stigma, but when voiced they have the power to inspire action, understanding, and empathy.

We asked four students to share their connection with mental health. What does positive mental health look like to you? What are your self-care practices? What are some challenges you face? Their words promote relatable conversations about the ups and downs of being a young person in the postsecondary environment.

After all, who better to speak to the triumphs, issues, and obstacles faced than current students?

Perspectives.

Matthew Cockburn Business Administration â&#x20AC;&#x201C; Human Resources (Advanced Diploma)

Perspectives.

I also try to help other people and be kind to them, because I don’t know what they are going through. I just find that if I’m nice to other people they sometimes open up and talk to me, which makes me feel good too. I’ve been at Sheridan since September 2016 in the Business Administration – Human Resources program. I love to travel and have been to 44 states in the U.S. with my family. The only ones I still need to visit are Hawaii, Alaska, Oregon, Utah, Louisiana, and Maine.

What is positive mental health to you?

Who do you consider to be part of your support network?

When you try to take time for yourself and relax. I try to focus on other things besides projects at times, so I don’t get too stressed.

Mostly my family because my friends live further away, but even in school they can be busy. And although they are there to support me, I don’t talk to them as much as I should because I’m worried about them pushing me away. I doubt they would, but I just never know how people will react to my issues. But I try to reach out when I really need to.

What are some challenges affecting your mental health? I sometimes feel lonely and have few friends. I struggle to connect with people because I’m scared they won’t like me due to the things I’m dealing with. When I do reach out to people, I find they are nice, but I just have a preconceived notion that they will push me away. Because of my disability, cerebral palsy, it just makes it hard for me to interact with people. It’s things like my voice being quieter, among other challenges — it’s just one of those things that’s hard for me.

What are some ways you maintain positive mental health? Outside of school, I’m involved in wheelchair hockey as a defensive forward. I do this once a week on the weekends and have been involved for over 11 years. It’s really fun. I went to a tournament last year where my team won bronze and I won three player-of-the-year awards. It’s a great stress reliever because I know I’m good at it and I try my best every game.

I also spend four hours a day travelling to and from campus because I have to wait for accessible transit to pick me up. When I have a class at eight in the morning, I need to wake up at five to be ready and get picked up even though I don’t live too far.

Fun Facts

As a student, how do you think academics affect your mental well-being?

• Likes to watch entertainment and educational videos on YouTube

I feel like the fact that everything is crammed into 14 weeks makes it really hard to keep up with everything. Trying to balance everything is challenging and overwhelming.

• Has been in a Microsoft commercial. Images: Kate Dockeray

Perspectives.

Ben LeBlanc

Bachelor of Business Administration â&#x20AC;&#x2DC;19

Perspectives.

Find what that balance looks like to you and stick to it, even if it’s difficult at first. You will find with time that people will understand your capacity and boundaries. I’m a fourth-year student in the BBA program at Sheridan. I’m currently serving as the Vice President at the HMC campus for the Sheridan Student Union and I’m also the Co-lead and Founder of Jack.org Sheridan, a mental health club.

What is mental health to you?

What do you do to maintain positive mental health?

To me, mental health is all about the well-being of your emotions, feelings, and thoughts. It’s just like physical health, but instead of being for your body it’s more for your brain. It deals with things like your brain’s chemistry, the positivity of your thoughts, and the ways in which you’re able to react to a variety of stressors.

The biggest thing is to maintain balance, as hard as that can be. I’m somebody who learned my limits and what I’m capable of, so I never push beyond that. It can be easy for students to work themselves too hard, but if I burn myself out too early, I can’t find the motivation when I really need it. If I have a difficult assignment, I spread the work out and allow myself to fit in fun activities like going out with friends or kicking back on the Xbox.

Have you faced any challenges when attending postsecondary? I’ve previously attended postsecondary. I spent a year at university but struggled because I wasn’t doing well and felt the program wasn’t right for me. I had difficulties maintaining balance between school and my personal life, especially when I felt like I was falling behind in some classes. As someone who had done well in high school, I naturally assumed that I would be able to handle the workload thrown at me, but this wasn’t true. I don’t think I was ready for postsecondary at that time.

What got you involved with a mental health organization? Being someone that took poor care of my mental health previously, I wanted to make a difference for students on campus. For me, talking to friends or peers about my wellbeing is a lot easier than opening up to a professor or even your parents sometimes. I want to shape mental health conversations on campus as a student who’s had these experiences.

How has your previous experience shaped coming to Sheridan?

What advice do you have for other students?

I took a year off before I returned to school. It helped me think more about what I wanted to do with my life and the areas where I struggled previously. Before, I never connected with what was happening on campus or asked for help when I needed it. Now, I try to be involved in the community and reach out more.

Learn how to say no. It can be one of the most difficult things to say no to going out with your friends or helping someone in need, but sometimes you need to take time for yourself.

Fun Facts • Carried the Olympic torch in 2010 • Loves to watch soccer; cheers for Liverpool FC Images: Kate Dockeray 51

Perspectives.

Harkeerat Singh Practical Nursing â&#x20AC;&#x2122;18 Hometown: Punjab, India

Perspectives.

Don’t address the issue, address the person. It’s as simple as asking how they are doing. I’ve been at Sheridan since April 2017 in the Practical Nursing program. It’s an awesome program because we get to help people every day. I selected mental health as my stream in my final semester, as it’s important to me.

What have you learned about mental health in your program?

And did you find something that interested you, either on or off campus?

One of the most important aspects of blended nursing, especially with people who have mental health issues, is that you check in. Because they could be better, or they want to make themselves feel better but may still be facing challenges. So, check in with them. Don’t address the issue, address the person. It’s as simple as asking how they are doing.

On campus there is the gym, which is a great place. Physical exercise is a de-stressor. There were also festivities you could join, and programs held weekly. I’m part of the Peer Mentor program, which has been awesome because it’s another way to participate in activities on campus. Generally, it was awareness, not even being shy. I didn’t know that some of those things were available in the beginning, but when you meet people you get to know what’s around and can find what interests you.

What is positive mental health to you? For me, mental health is stability of mind. You feel stable being yourself. But you need to try looking at it from another person’s perspective too. Mental health is not just seeing someone going out and thinking everything is fine. You and I both know that even if you socialize, you could be thinking about something else. It’s being in that moment, loving yourself, being yourself, and not making judgments.

What kind of advice would you give to another student, international or otherwise, who may be experiencing a mental health challenge? Let us be there for you. Tell us what happened today. It’s not narcissistic to want to talk about those issues. It really helps. As an international student you have programs and clubs available at college. I find that everyone is always talking about positive things. Build that support structure and ask a friend if they want to grab a movie and popcorn and binge-watch Netflix. If you don’t have anyone else — I can be that friend!

Did you ever encounter any challenges as an international student? Sometimes I would get lonely and that’s because you can only connect so much with your family on the phone. I used to cry sometimes when calling them. I had those moments, but I was like no — you are making it through for them. That’s what I’m here for and I always try to keep a positive approach. That’s really the only issue, and then I made friends as a support network. Having friends and peers around is amazing.

Fun Facts • Creates pop-up books as a way to study • Travels a lot; has been to most of Europe, Australia, and Singapore in addition to Canada and India Images: Kate Dockeray

Perspectives.

Kathryn Lawrence Interior Design â&#x20AC;&#x2122;19 Hometown: Kingston, Jamaica

Perspectives.

People may think ‘they’re just figuring themselves out’ or ‘school is meant to be stressful’, so they don’t think there’s something more that could affect academic performance. I came to Canada in 2015 to study Interior Design because it wasn’t offered back home. I chose this program because it was a good blend of the technical and artistic. When I arrived, I didn’t have any immediate family here but Sheridan made me feel I could trust the environment I was going into.

What is positive mental health to you?

I’m also a workaholic, which isn’t always good. I spend a lot of time in the studio or working on stuff. That’s my escape. Also, my religion and spirituality are very important to me and help carry me through.

It’s when you’re happy and content with where you are. You don’t feel like your mind is betraying you and you have control over how you’re feeling. You don’t have internal demons to fight daily.

Do you think that spirituality is tied to mental health?

What interested you in speaking about mental health?

I believe that everybody uses their own symbols of strength and for me my spirituality, Christianity, is a huge part of what I lean on. Some people write in diaries, other people pray; it gives them hope, and I feel like hope is that one thing that is left when everything has gone away.

As a student, coming to college is a time when you find yourself. You can be fragile and impressionable, and people don’t really pay attention to the mental health of a college student.

How would you recommend finding support, especially to someone who may be coming from a different country?

What are some of the challenges you’ve faced coming to Canada? The financial challenges were immense. International students pay much more than domestic students. Even health insurance is a hurdle. You don’t realize the effect this can have until something happens and you don’t have the coverage.

Accept that things aren’t always going to be easy. Try to integrate yourself in things that remind you of home. I’ve been homesick and it’s horrible. Having people that are from where you are helps. Just do your schoolwork, focus on the main goal, and live and embrace this new chapter.

The winter is something that I’m still not used to. The sun does so much for your mood. I wasn’t used to the days being so short, so I wasn’t really going out. Being alone, especially for most of first year, was a challenge.

Fun Facts • Paints in her free time • One of the founders of the Caribbean Students Association

What did you do to find or maintain your positivity? Initially I was unsure how to integrate myself but then I discovered clubs on campus. I joined the Christian fellowship but moved campuses and wanted somewhere I could vibe with people like me, so I created a club.

Images: Kate Dockeray

Perspectives.

Mental Health Around the World How do other countries help with mental health challenges?

Australia

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In many mental healt h conversations, yout h are often left out. To raise awareness of yo uth mental health, Austr alia has created head space. It’s a program and se ries of centres for yo uth aged 12-25 that teac hes them about men ta l health and mental ill nesses, and provides mental health-care se rvices (LifeSpeak, 20 17).

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Images: Erin Clark

Perspectives.

Norway

r large ly ove ban n i h t of ur pread tion s ng outside population a l a u i l p o o i the p se liv Mong of the less, s with cult for tho golia, most e i r t indow n w fi u f n , o i o e c l d b M In be at ta n d, por ices. I it can mney] areas, access serv h are “roun ning [or chi boards” of to hic pe es to areas s in gers, w h a small o r made out servic e h t t e o i l v o a i w l fl e s tiv lh nt ]a still om te oono, [and vide menta ed an initia o r e l sing unch nd ed a t o pro p, call l., 2009). T ntry has la ducation, a ities as o t e h t a n ou ,e ommu zul, et , the c tment (Altan opulations illness trea ed to new c ep ov al remot vides ment h can be m l., 2009). c o i ta r that p in a ger, wh (Altanzul, e g s housin uire service q e r they

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Singapore

ety anxi d n na ns essio ally mea r p e e, d iter ntry guag which l he cou t has n a l , T e ona 17). sisa s, bu ally babw ’s Sh unfungi eak, 20 ssional a cultur s e Zim w e k p ab de prof ifeS o as imb ng in rovi In Z ferred t uch” (L l health unselli roject p ty e m co p ta ri are r ing too of men rovide Bench utho ma k h p e t p “thin shortag way to iendshi re heal e proble a ue Fr id ara has uniq on. The by a H to prov a d d i d n e h e u f in fo fas s “staf 17). n tra i iliar fam ch that has bee eak, 20 p o n a be yee wh y” (LifeS o l p p a em ther g n i v sol

In parts of Asi a where menta l illnesses can and highly stig be shunned matized, peop le are often le the profession ft behind in al world beca use of their m challenges. In ental health Singapore, th ere is an orga The Mindset nization called Learning Hub that provides with mental il those living lnesses oppor tunities to earn to help them in certifications their careers, while also hel resumes and ping write prepare for in terviews (LifeS peak, 2017).

Perspectives.

Teaching and Learning Learner mental well-being and some considerations for teaching and learning. When I was asked if I would be willing to write an article for the inaugural issue of this magazine, I was both humbled and, admittedly, a little nervous. I am humbled to have the opportunity to share some of my thoughts, ideas, and experiences about the importance of appreciating and considering the whole learner in my practice as a professor. However, I am nervous because I am sharing some of my personal values to a broader audience, and with that comes vulnerability and a sense of the responsibility. I would like to start by sharing that the thoughts and ideas I express here are not intended to be prescriptive. Nor are they intended to be viewed as generalizations or representative of the points of view of others. Quite simply, these are my experiences — and I hope by sharing them, they may spark an idea or a question, or foster a conversation. As a professor in the field of business, I know that today’s rapidly changing and uncertain environment is an often referred to fact — and preparing our learners by helping them build and master the competencies necessary to survive and thrive in today’s business environment is always top of mind. What is not always top of mind, however, is how our rapidly changing and uncertain environment is affecting our learners in the classroom. Sadly, the pressures and stress experienced by our learners are more prevalent today than ever before. According to the Centre for Addiction and Mental Health, “young people aged 15–24 are more likely to experience mental illness and/or substance abuse disorders than any other age group."

As I reflected on these statistics, I found myself asking a number of questions:

As well, a study by the Higher Education Research Institute at UCLA found that issues of emotional health have become ever more prevalent in college students — issues such as suicide and depression, stress and anxiety, addictions, eating disorders, ADHD, and sleep issues are rising. At the same time, according to CAMH, while there have been improvements, the stigma surrounding mental health still remains a barrier with those experiencing mental and emotional health issues not feeling comfortable disclosing and/or seeking medical help. As a college professor, I am very touched by this statement, as it is referring to our learners, in our classrooms — the very people we have dedicated our careers to serving.

• In what ways might issues of emotional health be affecting our learners in their learning journeys?

• In what ways might issues of emotional health manifest in our classrooms?

• In what ways are we, as educators, prepared to support our learners who have emotional or mental health issues? • In what ways might our own views and biases regarding emotional health show up in our teaching and our views about learning? • In what ways might we prepare ourselves and improve our practice in order to better support and accommodate the diverse needs of our learners?

Perspectives.

unintentionally hindering learning. I often wonder, how am I co-creating a safe and inclusive learning environment in which each of the learners in my class may achieve their best learning as whole learners? When I notice that a learner is absent for a period of time, seems withdrawn, different, or appears unengaged, I reach out — gently. I have come to learn the importance of demonstrating empathy and care by asking questions respectfully and, more importantly, listening — without judgment.

These questions bring me to consider the very question and definition of learning. How do we define individual and collective learning in our classrooms, and in what ways might our definitions support or unintentionally hinder learning? I personally subscribe to Jarvis’ (2006) definition of learning: Human learning [is] the combination of processes ... whereby the whole person — body (genetic, physical and biological) and mind (knowledge, skills, attitudes, values, emotions, beliefs and senses) — experiences social situations, the perceived content of which is then transformed cognitively, emotively or practically (or through any combination) and integrated into the person’s individual biography resulting in a [changed] (or more experienced) person. (p. 13)

I have learned that our colleagues in Accessible Learning, Counselling, and the Student Rights and Responsibilities office (to name a few) are experts to whom I can turn when I need help — and more importantly, when a learner needs help. In my experience, our colleagues are only a phone call away, and will provide immediate assistance when a learner experiences a personal, emotional, or mental health crisis. They are also available to guide and support with my ongoing practice. In addition, our colleagues in the Centre for Teaching and Learning have helped me to further develop my understanding of wellness, emotional and mental health, and inclusive design, and continue to help me expand my understanding, knowledge, and practice in these very important areas.

Our learners are whole people, whose entire biographies enter our learning spaces and inform their learning. Each of our learners is on a journey of becoming — and we have the privilege and responsibility to support and guide them on their journeys. I believe we must be mindful that the personal narrative our learners bring with them into our classrooms (both face to face and online) acts as a lens through which they interpret their learning experiences. If their narrative (either in the present moment, or historically) includes emotional or mental health challenges, then this will inform what, how much, and how they learn. I also believe we, as educators, are also whole learners, whose bodies, biographies, emotions, values, beliefs, and senses enter and inform our practice each and every day.

As I conclude this article, I invite my educator colleagues to consider the ways in which our previous experiences and biography have created a lens through which we have formed our understanding and assumptions regarding wellness, emotional and mental health, and learning.

I also invite us all to reflect upon our definitions of learning in the context of wellness, emotional and mental health, and inclusiveness — how might our definitions of learning provide space for those experiencing challenges?

I, like many of my colleagues, am not an expert in the field of mental health, and I have immense respect for, and honour, our colleagues who have dedicated themselves to individual and community well-being. I have, like many others, experienced mental and emotional health issues myself and within my family. These experiences have, and continue to have, a lasting impact on my views and beliefs — and particularly on my views as a learner and an educator. For example, over the years, I have learned that mental and emotional health issues often remain hidden and a stigma still remains — so disclosing mental and emotional health issues is not easy. With this perspective, I make a point of continuously reflecting on my practice and ask myself, how might I attend to the wellness of my learners? What assumptions, biases, and values might be informing inclusiveness in my work and learning? While I am developing a new course, planning my sessions, preparing activities, and engaging the class, I reflect on how my actions, words, and practice may be supporting and/or

By inviting each other to continue to reflect on our own biographies, assumptions, and how we view the world, we as educators may be able to better support all our learners in their journeys of becoming. Words: Anne-Liisa Longmore, EdD Image: Raman Sajan

Perspectives.

Invisible Illnesses Just because they are hard to see does not make them imaginary.

I was born with a genetic condition called Ehlers Danlos Syndrome (EDS). This is a long name to describe excruciating daily dislocations of every joint in my body. This is paired with extreme chronic pain, chronic fatigue, gastrointestinal issues, and anxiety. I like to joke that I am a twenty-five-year-old trapped in an eighty-year-old body — so much so that I refer to myself as ‘Gam Gam’.

I want you to think back to the last time you were in an elevator and saw someone take it up only one floor. Or what about when someone pulled into an accessible parking spot and you watched them as they got out appearing ‘fine’. Did you judge them? Did you determine them to be able-bodied and wonder why they were being so inconsiderate and lazy? It’s okay — before my diagnosis, I thought the same things. In fact, I still catch myself thinking these things on occasion; it’s human nature.

All joking aside, this condition is debilitating at times. On the outside, I appear to be a very healthy woman. I understand how it can be confusing to see me going into the handicapped washroom stall, but what you don’t see is that I need the handrail to stand up on most days.

The term ‘invisible illness’ is commonly used to reference mental illness, with good reason, but this can also refer to equally debilitating physical illnesses that are unseen to the outside world. 60

Perspectives.

justify when I need mobility aids or accommodated seating. I constantly question myself if my pain is really that bad even to this day.

I have been publicly humiliated by someone who yelled at me for sitting in the accommodated seating on the GO train, all because I look ‘normal’. Even recently, I hit my post-surgery knee on a desk and groaned. In response to this, I was told, “you’re young and have no issues.” Little did this person know I had dislocated two ribs that morning and my hip had subluxed (partially dislocated) as I tried to take one flight of stairs.

Despite my everyday struggles, I am finding ways to work on my mental health as well as my physical health. The biggest step I’ve taken towards self-care is seeing a therapist. I’ve had bad experiences with therapists before, which made me apprehensive about giving them another shot. However, now I am seeing one specializing in EDS. I finally feel like I can speak to someone who truly understands. I don’t need to justify how I’m feeling, it is just always valid. I used to be ashamed that I needed a therapist, I used to think that I should be able to figure this out on my own, but thankfully, I was wrong. We go to doctors for check-ups and to maintain our health, and we need to start looking at therapists the same way regarding our mental health. I am not ashamed, I am proud! I am taking the steps I need to live an enjoyable life. I urge you to reach out and find something that works for you; no one can do it for you, so consider it a gift to yourself.

Most people are shocked when they find out about my condition, and they praise me on how well I hide it. But what they don’t realize is that it’s not my choice to hide it, it’s just how I’ve been conditioned by society. For example, I’ve even been told by my doctor that I should carry around a cane — not out of necessity, but so people don’t question the validity of my condition.

I’m sharing my story to help bring awareness and show compassion for an illness that often goes unconsidered. I understand how difficult it can be to remember how many people are dealing with invisible issues right now, whether mental illness or physical conditions. However, these internal and individual struggles can feel less overwhelming, stigmatized, and defeating if others practice kindness in every interaction. Before judging why that person is walking so slow in the hallway or asking for help to carry something, be kind. Take a second and think about how much they could be dealing with. Think about how much courage it took for that person to ask for help because believe me, it takes a lot.

Even though my physical symptoms can’t be seen typically from the outside, neither can my mental symptoms. EDS can cause anxiety because all of our nerves are constantly firing all at once. When I walk, I don’t have just my leg muscles working hard, I have almost every muscle firing to make sure all my joints stay in place. With regards to the mental side, I struggle a lot with social anxiety. When I am invited out with some friends, my first thoughts are, “what if something dislocates and I have to hide it?”, “what if I can’t hide it?”, or “what if I get one of my migraines and can’t drive home?" For every situation, I have a dozen what-ifs to counter it and sometimes my anxiety wins — but sometimes it doesn’t. It’s those small victories that I hold onto. A lot of my anxiety comes directly from medical staff and my condition itself. Since EDS is hard to diagnose, I went almost ten years with doctors telling me that it was all in my head and "every girl your age has knees that dislocate." I was never validated, and I began to question my own sanity. This second-guessing is only amplified when I have to constantly defend my pain to others and

Everyone is fighting a battle that you may not understand. Remember that although we cannot help everyone we come across, we can keep in mind that everyone goes through some type of conflict on a day-to-day basis. It is important to be positive towards every person you encounter because you never know what that individual is going through on that day. Be kind, be patient, be empathetic. Words: Brianna Wodabek Image: Kate Dockeray

Perspectives.

Know Thyself Appreciation as perspective.

Oracle at Delphi, c. 8th century BCE Following graduation, I applied to Brock University and what began as a general Humanities major for me evolved into a Classics Honours degree, where a love for language and literature, philosophical thought, and mythological wonder blossomed and grew. It was in Classics, both at Brock as an undergraduate and later at the University of Toronto as a graduate student, where I began to feel so alive, contemplating language and literature as a form of intimacy that allowed me to meet parts of myself. My studies led me to Plato and Socrates, and their musings on the inner landscape of the human being, and to Homer, the blind poet of the Iliad and the Odyssey, whose work and renown would influence my trajectory as a learner and teacher. Translating and reading the Iliad showed me how one who reputedly could not see with his physical eyes had the ability and depth to see with something much greater: the heart and its twin lenses, compassion and empathy. Throughout the 24 books of his epic poem, Homer teaches that there is no enemy in the Trojan War, only humanity and what it means to be human when life (or, in ancient Greek myth, the gods) presents us with seemingly impossible challenges. Homer’s Iliad demonstrated to me the significance of affect and of perspective: the ability to transform one’s affective state and life through one’s lens, one’s personal perspective and narrative. Through Homer, I learned the power of story.

The proverbial call to 'know thyself ' is as ancient as it is poetic. Its first appearance in the Western world is connected to the Greek god Apollo, god of music, enlightenment, beauty, and prophecy, on whose temple’s forecourt were engraved those two enigmatic words. Invitations to ‘know who we truly are’ are always before us. Some, however, seem to draw us to a depth of ourselves that leave us forever changed. When I was almost 10 years old, my father passed away suddenly and rather dramatically, only four days before my birthday, leaving a pain in my heart that I would try to soothe for years to come. In my memory and story, I was the apple of my father’s eye, and without him I felt as if I had been left behind, alone and afraid in a family in which I did not always feel like I belonged. Although I did not have the language or even awareness at the time, my only perceived choice was to go within and to kindle the ember left after his death. I took one belief he had in me and used it to light my heart and my way: you are smart, he often said to me; do well in school. And so I did. As a student, this first led me to Sheridan where I enrolled in the Social Service Worker program, wanting to heal my own loss through service to others. My time and work in the social service sector was my first entry into the world of the mind and the power of thought and story to shape our reality and our experiences. I graduated from the program as valedictorian of the School of Community and Liberal Studies, and my address spoke to the gift of gratitude as a perceptual guide with which we could navigate and create our lives.

I carry a deep love and reverence for Homer and for the Delphic wisdom to 'know thyself'. It is my life experiences, as a woman, a daughter, a sister, a friend, a mother, a colleague, a teacher, and a lifelong learner, that have shown

Perspectives.

Recently, my friend and I began a “gratitude share” together, where we decided that every day we would send each other five things which we appreciated and loved. What a fun experience to share with her. Reading her texts inspired me, especially when I was feeling overwhelmed or stressed, to look up and around me and to find something — anything — that would soften and warm my heart. The sun. A squirrel eating a peanut left by my neighbours. The sound of the wind blowing. A really great song of the radio. A smile with a stranger. The kindness of someone holding the door open for me. The sound of my daughter’s laughter. The feeling of accomplishment when I finished grading assignments or tests. The sky. The song on birds. Seeing just the right message on a truck as it drove past me, like “Peace.” Beauty. So much beauty everywhere.

me the power of story and storytelling to allow us an avenue to know ourselves and to look out into this world, and into our own eyes, with kindness and compassion. The medieval monk and mystic Meister Eckhart affirmed, “be who you are.” All through life, it is common to be led away from ourselves. Social media and technology have changed the way we live and learn, and for this reason creativity researchers and health practitioners have been devoting attention and scholarship to the value of mindfulness, of coming into a presence with yourself and your surroundings that affords you a space and place of quiet and even of awe and wonder. Coming into presence in this way is at once profoundly imaginative and inspiring, for it allows us to come to know our mind, our selves, and our stories: the intangible parts of our human experience. It is the intangible that feels so powerful to me when it comes to living a life of kindness and of authenticity, for it exists in the realm of feeling. The phenomenon of quantum physics demonstrates that the most important part of the material world is immaterial; that is, invisible. This is much like the realm of feeling and the self the Delphic oracle invites us to know. It is the invisible realm that lies deep within each of us. This immaterial world is akin to Carl Jung’s collective unconscious, where a realm of inner images guides us, giving meaning to our lives. Story and storytelling open us to this invisible realm and remind us of the power of choice and of perspective. And there are as many stories to choose and tell as there are stars in the sky. One that has resonated with me for many years and that has softened my eyes to others and to myself is appreciation.

Each of us has the opportunity and gift to choose to see ourselves and our experiences through storied eyes. The stories we choose, no matter who we are or what we have lived, are our creative birthright. It is through our stories that we come to know who we are and who we wish to become, and it is through our stories that we weave and shape the trajectories of our lives. We are all storytellers and artists of perception. Appreciation is one story and art form that I have come to trust as a guide and friend through this life, to lead me and show me that there is always another way of looking out into this world of events and busyness, and into my own world of feeling, memory, and story.

After having experienced loss both as a daughter and later again as a mother, I found deep peace in the art and practice of appreciation as a lens and guide to the story of my life. There is something about appreciating that adjusts my vision and allows me to see this world through the eyes of wonder and awe. Many years ago, when I was a student at Sheridan, I bought a gratitude journal and every day for a year I recorded three things for which I was grateful. I still have that journal, and the many others that followed it, and to go back and revisit them reminds me of how grand life was and can be when I — we — appreciate.

Words: Jennifer Phenix Images: Shee Liu

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