To have the most impactful mental health and wellness services at our institutions, we must go beyond frontline staff. Everyone has a role to play in supporting student mental health and wellness.
The university sector developed More Feet on the Ground to teach faculty, staff and student leaders how to recognize, respond, and refer students experiencing mental health issues on campus. The educational website has been so successful that CICMH is managing the website moving forward and its scope is being expanded to include Ontario colleges.
The aim of this study was to review the existing literature on game-based digital interventions for depression systematically and examine their effectiveness through a meta-analysis of randomized controlled trials (RCTs). Database searching was conducted using specific search terms and inclusion criteria. A standard meta-analysis was also conducted of available RCT studies with a random effects model. The standard mean difference (Cohen’s d) was used to calculate the effect size of each study. Nineteen studies were included in the review, and 10 RCTs (eight studies) were included in the meta-analysis. Four types of game interventions—psycho-education and training, virtual reality exposure therapy, exercising, and entertainment—were identified, with various types of support delivered and populations targeted. The meta-analysis revealed a moderate effect size of the game interventions for depression therapy at posttreatment (d= -0.47 [95% CI - 0.69 to - 0.24]). A subgroup analysis
showed that interventions based on psycho-education and training had a smaller effect than those based on the other forms, and that self-help interventions yielded better outcomes than supported interventions. A higher effect was achieved when a waiting list was used as the control. The review and meta-analysis support the effectiveness of game-based digital interventions for depression. More large-scale, high-quality RCT studies with sufficient long-term data for treatment evaluation are needed.
The goals of Education for All (EFA) are centrally concerned with equality. If children are excluded from access to education, they are denied their human rights and prevented from developing their talents and interests in the most basic of ways. Education is a torch which can help to guide and illuminate their lives. It is the acknowledged responsibility of all governments to ensure that everyone is given the chance to benefit from it in these ways. It is also in the fundamental interests of society to
see that this happens – progress with economic and social development depends upon it.
The overarching message of this report is that equality does not happen by accident.
The research reviewed suggests that education policy makers should ensure that gender equality is a
real rather than a rhetorical priority and that change is substantively resourced in teacher
education and in school practices.
The publication of this report is part of our ongoing commitment to promoting gender equality in European schools and societies. A complementary report on gender and educational attainment will be published by Eurydice in November 2009. Also in November, a conference on gender and educational attainment organised by the Swedish Presidency of the European Union will bring together many of the key actors with the aim to providing an improved basis for further European policy
cooperation in this field.
Wilfrid Laurier University (Laurier) recognizes an individual’s right to work, study and live in an environment of mutual respect and understanding that is free from discrimination and all forms of Gendered and Sexual Violence. As such, Laurier is committed to addressing Gendered and Sexual Violence within the University Community through education, awareness, prevention, support and
accountability. Laurier acknowledges that deeply held social attitudes contribute to the perpetuation of Gendered and Sexual Violence and operate to minimize the understanding of the extent and impact of Gendered and Sexual Violence in our communities.
Globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change.
The IIEP 2011 Evidence‐Based Policy Forum on Gender Equality in Education: Looking Beyond Parity, aimed to review how schools and the education system as a whole can function pro‐ actively in the equal interests of girls and of boys, men and women. Much of the currently available research on gender equality in education has focused on gender parity in terms of access to primary and secondary schools (including how this is related to engagement of women within the teaching
profession and the education system more broadly). More recently, evidence has emerged that looks beyond access, examining gender equality in more depth in terms of learning achievement.
Abstract: Research on personal space has found that individual cultures and ethnic groups have a similar preference for the use of personal space within each respective group. Differences in the use of personal space exist across gender, as women tend to share a closer proximity than men. The purpose of this study was to measure the use of personal space among college students. Use of personal space was defined in this study as the preference or need for a specific amount of personal space. Specifically, the researcher hypothesized differences across gender and ethnicity would be found. Survey methodology was used to measure different variables of personal space among private university students (N=102). The results indicated that male students feel more comfortable than female students in greeting an acquaintance of the opposite gender with a hug or a kiss. Female students reported being more comfortable than male students in greeting an acquaintance of the same gender. An agenda for future research that includes cultural differences among college students was described.
I knew grad school would be difficult, but I was surprised to find one way in which I wanted to work harder: learning
how to talk about science. I grew up seeing science misrepresented or misunderstood in the news and pop culture. I
thought the relationship between science and society needed repair, and I saw scientists’ isolation as part of the
problem. So I couldn’t believe that my Ph.D. program was willing to release me into the world without teaching me
how to talk to people outside academe.
The University community has an interest in improving the happiness and well-being of graduate students for a straightforward reason: to enable graduate students to do their best work. Balanced, happy people are more productive, more creative, more collaborative, better at pursuing long-term goals, more likely to find employment, and more physically and psychologically resilient, among other things. Positive emotion is associated with curiosity, interest and synthetic thinking. In contrast, depression is associated with loss of interest, helplessness, difficulty concentrating and remembering details, and worse. For more on this, see Part VI, “The Objective Benefits of Subjective Well-Being,” from the World Happiness Report.
Moving into the broader campus community, the campaign builds on the success of 2017's university initiative when more than 20,000 student-athletes from 53 universities led the campus mental health conversation at more than 100 university sports events leading up to Bell Let's Talk Day.
The enduring impact of colonization and loss of culture are identified as critical health issues for Aboriginal populations. The authors discuss the concepts of historical and intergenerational trauma identifying steps to address the past as Aboriginal Peoples move forward to a healthy future. The authors analyze the enduring and unacceptable health inequalities between Aboriginal and non-Aboriginal people in Canada. This paper emphasizes the importance of addressing the substantial historical reasons for this inequality. The authors suggest that current popular explanations for such gross differences in health are limited and lack substantive historical perspective. Post-traumatic stress disorder is discussed critically as an important concept for understanding Aboriginal health inequalities. Post-traumatic stress response, versus disorder, is presented as a less stigmatizing and potentially culturally-appropriate framework to view the inequalities in a historical and political light. A historically and politically-based stress response is proposed as a framework for understanding the health inequities between Aboriginal and non- Aboriginal people to advance healing for indigenous people worldwide.
Aboriginal, post-traumatic stress disorder/response, culture, residential schools, health, colonialism, historical trauma, intergenerational impact
Canada has one of the most highly educated populations in the world, a publicly funded health-care system and a growing appreciation for contributions that ongoing learning makes to the health and well-being of individuals and to the quality of life within our communities.
However, new health literacy maps of Canada show that our country is not a picture of health. Six in 10 Canadian adults do not have the skills needed to adequately manage their health and health-care needs.
The Survey on College Student Health Literacy was a pilot study conducted during the spring 2013 semester at the Ohio State University Columbus campus. The survey was developed from the results of a 2012 qualitative study regarding college student health literacy related to prescription medications, which was conducted in collaboration with the Wilce Student Health Center Pharmacy. The survey expanded upon the qualitative study to include health literacy and numeracy skills such as the ability to interpret tables, nutrition labels, and prescription label instructions. The survey was piloted with a stratified random sample of Ohio State students on the Columbus campus to ensure the inclusion of international students within the sample. A total of 2,000 students were invited to participate, of which 277 students responded, yielding a 14% response rate.
U of T responds to a rise in mental health needs on campus.
The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user’s perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.
Keywords: E-learning; autism; mobile learning; persuasive technology
Aalborg University, Denmark
University campuses across Canada are struggling with a mental health tsunami that is reordering priorities in every
community and educational institution. Dealing with crises and the potential for suicide has altered the lives and agendas of people working in schools, hospitals, municipalities and service agencies, as well as parents and students. If mental health is the problem, suicide and suicide attempts are the outcome that tells us that we have to do better.
predictable political camps. Gun-rights advocates called for expanded mental-health services, insisting that no law could have stopped an obvious madman like Paddock. Nonsense, gun-control supporters said; whatever Paddock’s mental state, the easy availability of firearms makes violence more likely.
I’ve been thinking about this debate following a recent suicide on my own campus, the University of Pennsylvania, where at least 14 students have taken their lives since February 2013. Whenever a suicide happens, the spotlight turns to mental-health services. Do students know whom to call in times of crisis? And are there enough services for
everyone who needs them?
As an Aboriginal therapist working out of Canada’s largest mental health and addiction treatment facility, I have found the prevailing theories on homelessness fail to provide an adequate explanation for why a growing number of Toronto’s homeless service users are people of Aboriginal origin. I work closely with homeless Aboriginal people who struggle daily for survival.
Consistently, they report a personal or family history of traumatic events that have left an indelible mark on their lives. In many cases, this has resulted in a severing of ties from both birth family and community of origin. This scenario repeats itself among a diverse cohort, with those in their early 20s sharing family histories that reflect the experience of those in their 50s
and even 60s.
While theories related to the cause of homelessness are beginning to recognize broader systemic
factors such as poverty and lack of housing, little consideration is given to the cumulative impact
government policies have had specifically on Aboriginal peoples. There is increasing evidence
that more than 140 years of social strategies aimed at the assimilation, segregation, and
integration of generations of Aboriginal children into mainstream Eurocentric culture have resulted
in personal, familial,
While the most traditional metric, Gross Domestic Product (GDP), measures all goods and services produced by a country, it has two critical shortcomings. First, by focusing exclusively on the economy, GDP fails to capture areas of our lives that we care about most like education, health, environmental quality, and the relationships we have with others. Second, it does not identify the costs of economic growth — like pollution.
To create a robust and more revealing measure of our social progress, the Canadian Index of Wellbeing (CIW) has been working with experts and everyday Canadians since 1999 to determine how we are really doing in the areas of our lives that matter most. The CIW measures overall wellbeing based on 64 indicators covering eight domains of vital importance to Canadians: Education, Community Vitality, Healthy Populations, Democratic Engagement, Environment, Leisure and Culture, Time Use, and Living Standards. The CIW’s comprehensive index of overall wellbeing tracks progress provincially and nationally and allows comparisons to GDP.
Comparing the CIW and GDP between 1994 and 2010 reveals a chasm between our wellbeing and economic growth both nationally and provincially. Over the 17-year period, GDP has grown almost four times more than our overall wellbeing. The trends clearly show that even when times are good, overall wellbeing does not keep up with economic growth and when times are bad, the impact on our wellbeing is even harsher. We have to ask ourselves, is this good enough?
The student who says “I’m bad at languages” or “I don’t ‘get’ math” is approaching learning with a “fixed” mindset – believing that his or her competence is, and always will be, limited.
A student with a “growth” mindset, on the other hand, understands things differently. He or she believes that with diligence and smart work habits, improvement is not only possible, but inevitable.
The difference in mindset can make all the difference in performance.