Session details for Tuesday November 3, 2020
7:30 am – 9:00 am EST
Registration / Networking
9:00 am – 9:30 am EST
Julia Pereira and Jason Baryluk, Masters of Ceremonies
Marija Padjen, Director CICMH
Camille Quenneville, CEO, CMHA Ontario
Special Guest Speaker
The Honourable Ross Romano, Minister of Colleges and Universities
9:30 am – 11:00 am EST
Francoise Mathieu, M.Ed., RP., CCC.
Compassion Fatigue Specialist
Executive Director, TEND.
Advanced Tools from a Trauma Expert: Managing Secondary Trauma, Moral Distress & Empathic Strain During times of Crisis
Repeated and chronic exposure to large volumes of difficult stories can erode our sense of empathy for others. We can become hardened and desensitized to suffering – or conversely, we can become swallowed up by their pain. With the added pressure of the current pandemic, limited resources, “red tape” and working mostly from home, our ability to remain grounded and compassionate is being tested unlike ever before.
Inspired by Françoise Mathieu’s TEDX Talk, this presentation explores the concept of exquisite empathy and provides evidence-informed tools to help individuals rapidly return to a healthy baseline during times of crisis.
- What are your risk factors? The intersection of secondary trauma, empathic strain and overload
- Exquisite Empathy: What is the sweet spot between caring too much and not caring at all?
- COVID-19: An amplifying risk factor
- Strategies for transforming empathic strain and secondary trauma at work and at home
Françoise Mathieu is Executive Director of TEND, whose aim is to offer consulting and training to professionals on topics related to secondary trauma, empathic strain, burnout, self-care, wellness and organizational health. Françoise is a Registered Psychotherapist and a subject matter expert on topics related to compassion fatigue and secondary trauma. Before becoming a specialist on stress and trauma, Françoise worked as a mental health provider doing both crisis management and employee support. She worked at Queens University for 7 years and also worked for a decade with military personnel, college students, law enforcement and other community mental health professionals in need of psychological support.
This program has grown in size and scope since its early inception and TEND is now present across North America offering training and consulting to a wide variety of workplaces. Françoise has worked with the University of Southern California, the Los Angeles Police, Cirque du Soleil, the Chief Coroner’s Office and many other organizations who do high stress exposed work.
Françoise is a TedX speaker and is one of the founding members of the Secondary Traumatic Stress Consortium. She is also the author of “The Compassion Fatigue Workbook” which was published by Routledge in 2012 as well as several articles and publications.
11:00 am – 11:30 am EST
STRETCH BREAK / NETWORKING
11:30 am – 12:30 pm EST
Concurrent Sessions | A1 – A5
A1 Top Ten Ways to Rock the Rainbow
Students from all backgrounds who identify as part of the 2SLGBTQ+ community face the stressors of marginalization, in addition to the common stressors of university life. Studies report proportionately higher incidences of anxiety, depression, PTSD, substance use and suicidality in this population. Thankfully, feelings of connection, caring and safety are protective factors that can improve the health and well-being of 2SLGBTQ+ students.
We can all do something to become more “queer competent” to improve the wellness and campus experience of 2SLGBTQ+ students and staff. In this workshop, participants will learn ten ways to improve inclusion for 2SLGBTQ+ people. They will have the opportunity to learn new terminology, to challenge their cis- and hetero-normative assumptions and to hear personal and organizational stories. Resources will also be provided for further reference
A2 Elevating the Youth Voice During COVID-19 and Beyond
At Jack.org, they know that young people’s experiences as students afford them expertise and unique knowledge about mental health systems. It’s part of the reason why they develop their annual Youth Voice Report, a tool that assesses the state of youth mental health in Canada, with their young leaders’ perspectives at its centre. When COVID-19 emerged in Canada in February 2020, it revealed existing and new gaps and opportunities in Canada’s mental health systems. During this workshop, the presenters will be discussing key findings from Jack. org’s Youth Voice Report and youth engagement work during COVID-19 that have brought to light the challenges and opportunities for youth mental health in Canada during this global crisis. They’ll also discuss youth engagement through the lens of participants’ own campus communities and brainstorm potential strategies, barriers, and resources in collaborating with students and engaging their voices in this work, so that participants have tools to strategize for youth mental health during COVID-19 and beyond.
A3 Harm Reduction During COVID-19
Post-secondary institutions across the country switched to delivering online classes and employed physical distancing measures to protect students from the spread of COVID-19, but these measures had deleterious effects on secondary health outcomes (e.g. mental health outcomes) that also needed to be addressed and promoted. For example, early research showed that physical distancing increased substance use behaviour among young people. This was compounded by the fact that harm reduction resource capacity was decreased, a lack of clarity around harm reduction best practice, and a change in specific substance use risk in light of COVID-19 (with some substances that affect the respiratory system higher risk). The University of Toronto addressed these concerns by building out resources that provided:
- Clear harm reduction advice that respected physical distancing
- A method of monitoring substance use behaviour to gauge when use becomes misuse, abuse, or addiction
- Connections to off-campus trainings and resources
A4 Integrating Undergraduate Students’ Voices in Campus Mental Health Promotion Strategies
Post-secondary institutions are an ideal setting to promote the optimal mental health and well-being of this population. Yet, students are often excluded from institutional needs assessments, making it difficult to determine if the services offered on-campus truly align with students’ needs. This interactive workshop presents the findings of a qualitative study conducted at the University of Guelph from nearly 40 participants. Results explore how post-secondary students’ perceptions of factors contributing to stress compare to the views of staff who provide services for students at the institution. Findings will emphasize the student perspective in identifying facilitators and barriers to current service provision and will present on strategies suggested to better meet students’ mental health needs on campus.
A5 University of Waterloo’s Undergraduate Course on Mental Health Literacy
In Winter 2020, the University of Waterloo launched its first undergraduate course on Mental Health Literacy so that students could earn a credit for learning about mental health self-care and support for others. In this session, the presenters describe the design and evaluation of AHS 105: Mental Health Literacy which is offered through the Faculty of Applied Health Sciences and available to undergraduate students in all six Faculties. In AHS 105, students designed, implemented, and evaluated their own Personal Mental Wellness Plan. Working in small groups, students designed and implemented a project aimed at addressing one aspect of mental health in their campus community. With ethics approval, the presenters conducted a study measuring indicators of students’ mental health literacy (e.g., attitudes toward help-seeking) at the start and end of the course (N = 37). They will report their findings along with student feedback on University of Waterloo’s first mental health literacy course for credit.
Declan Frampton, BSc., is currently the Equity and Inclusivity Advisor at Ontario Tech University. In this role, they support students that have experienced discrimination. They also develop and implement programming related to equity and inclusion. Declan also volunteers with Distress Centre Durham as a helpline responder, and with Camp Ten Oaks working with queer youth.
Bonne Pedota, B.A., B.Ed., is the Student Wellness Coordinator at Ontario Tech University and a passionate mental health advocate. She has worked in a variety of community mental health roles with CMHA – York Region and Durham Mental Health Services. Since 2016, Bonnie has been collaborating with colleagues to improve 2SLGBTQ+ inclusion, sharing her enthusiasm at local and national conferences.
Tammy Rosner is the Evaluation Lead at Jack.org, working to better understand the effectiveness of Jack.org’s programs—what’s working, what isn’t, and what needs changing—-and communicating those findings to Jack.org young leaders, staff, and stakeholders. Tammy completed her MA in clinical psychology at the University of Waterloo and her PhD in cognitive psychology (studying memory and attention) at McMaster University. Before joining the Jack.org team, she worked at the University of Toronto as the Data Analyst for Course Evaluations. She’s also volunteered with Camp Erin Toronto every summer since 2013, a weekend camp that brings together youth of all ages who are grieving the death of a loved one.
Sope Owoaje lives in Iqaluit, Nunavut and was born in Lagos, Nigeria. She is currently in her 4th year of a Bachelor of Science in Nursing and hopes to continue onto public health advocacy. Her passion for mental health and raising awareness stems from seeing loved ones struggle with their mental health in an environment with little resources/support for mental health. Sope is a Jacks Talk Speaker and Jack.org NU chapter lead. As a network representative for Nunavut, she hopes to bring more awareness to that lack of culturally relevant resources and continue to break the silence on suicide in her community.
Holly Stanczak is the Evaluation and Impact Manager that ensures that Jack.org’s programs have a meaningful impact on youth mental health across Canada. With experience in program evaluation, fundraising, legislative analysis, and communications related to mental health and social policy, Holly was previously the Major Gifts Manager at Jack.org and a political staffer in Ottawa. Holly holds a BA in Political Science and Communications from Carleton University and is currently enrolled in the Master of Public Health program at the University of Toronto.
Swati Naidu is part of the HPP team and serves as the Health Promotion Programs Assistant. She supports the Health Education Coordinators in the delivery and coordination of health promotion programming to University of Toronto students, faculty and staff.
Pratik Nair is a health promoter at Health & Wellness at the University of Toronto, St George Campus. In this capacity, he supports programs, communications, and policy that protect, support, and promote student health.
Konrad Lisnyj is a PhD candidate in the Department of Population Medicine at the University of Guelph. He is predominantly interested in optimizing student wellness, mental health promotion, applied health research to bridge research and practice, and evidence-informed decision making.
Dr. Andrew Papadopoulos, Associate Professor, Department of Population Medicine, University of Guelph
Dr. David Pearl, Associate Professor, Department of Population Medicine, University of Guelph
Dr. Jennifer McWhirter, Assistant Professor, Department of Population Medicine, University of Guelph
Ryan Yeung is a second-year PhD candidate in Psychology (Cognitive Neuroscience) at the University of Waterloo. His research focuses on recurrent and emotional memories, the cognitive mechanisms underlying them, and their links to mental health status. He enjoys getting the opportunity to apply his research background by empirically evaluating programs related to mental health.
Dr. Christine Zaza is a Lecturer in the Faculty of Applied Health Sciences and works with the Centre for Teaching Excellence, University of Waterloo. Her areas of expertise include accessibility and universal design for learning. Dr. Zaza proposed, designed, and taught University of Waterloo’s undergraduate course on mental health literacy so students could earn a credit for learning to care for their mental health.
12:30 pm – 1:30 pm EST
LUNCH BREAK / NETWORKING
1:30 pm – 2:30 pm EST
Concurrent Sessions | B1 – B6
B1 Soins de Santé Mentale Virtuelle sur les Campus
Le COVID-19 a eu un impact notable sur la prestation de services de santé mentale en personne à travers le Canada. Afin de continuer à répondre aux besoins des étudiants, l’Université McGill s’est rapidement tournée vers la prestation de soins à distance aux étudiants. Plus récemment, McGill a commencé à offrir un modèle hybride de prestation de services qui comprend une combinaison de services en personne et à distance fournis par le biais de programmes individuels (rendez-vous avec un.e clinicien.ne) et de groupe. Cet atelier offrira un survol des services à distance et en personne ainsi que des processus mis en place afin de promouvoir une adaptation rapide aux directives de santé publique qui sont fréquemment mises à jour en réponse à l’évolution de la pandemie.
B2 Going Beyond the Status Quo to Reach Underserved Students
What happens when we realize that doing what we’ve always done prevents us from reaching the people who really need help? In this workshop, learn how to take a students-as-partners approach to meeting the mental health needs of underserved students in our campus communities through a lens of cultural humility. Drawing on Ramsey and Latting’s (2005) typology of intergroup competencies, Martinez-Cola’s (2020) conception of White mentors in the academy, and French et al.’s (2020) framework of radical healing in communities of colour, workshop participants will identify their purpose for engaging these students in their mental health program or service – reactive, proactive, or evaluative – and develop tangible next steps that promote positive student mental health through cultural safety.
B3 Impact of COVID-19 on Mental Health of Post-Secondary Students from Diverse Cultural Backgrounds
Health & Wellness Centre, University of Toronto Scarborough (UTSC) has been tracking the well-being, stress, physical activity and academic engagement of its culturally diverse students for the last seven years. The current global pandemic has allowed a unique opportunity to add a measure of COVID-19 related fear and anxiety to explore how COVID-19 has impacted the mental health of students from diverse cultural backgrounds. Drawing insights from a large, longitudinal dataset, with added COVID-19 related measure, this presentation will answer the following questions:
- Is there an increase in overall psychopathology among post-secondary students that can reliably be attributed to COVID-19 pandemic?
- What impact COVID-19 pandemic related fear and anxiety is likely to have on the most vulnerable post-secondary students?
- Is the mental health and well-being of students from diverse cultural backgrounds disproportionally impacted by COVID-19?
- How COVID-19 impacts the academic engagement, physical activity and overall wellbeing of students?
- Do demographic factors (i.e., age, gender, socio-economic level, immigration status, living arrangements) interact with COVID-related fear and anxiety?
- What specific factors enhance access and continuation of online counselling, and what factors pose significant barriers?
- Which specific strengths, in addition to symptoms, buffer against COVID-19 related stress and fear?
B4 Embedding Youth Voice in the Mental Health System
Youth engagement is an active ongoing process that empowers young people as valuable partners in addressing and making decisions that affect them personally and/or that they believe to be important. Within the mental health and education sector, youth engagement improves the care experience of young people by using a whole community approach and an active ongoing process that embeds youth voice at all levels.
The Ontario Centre of Excellence for Child and Youth Mental Health (the Centre) has supported child and youth mental health (CYMH) agencies and communities in Ontario to imbed youth voice into the CYMH system not only to improve care but also to increase youth engagement opportunities and for contributing to lifelong mental health.
The Centre’s youth advisory council co-developed a resource (in the form of a youth engagement traffic light) which provides examples about how to engage young people in the mental health system.
B5 We’re in this Together: Promoting Health Virtually through COVID-19
The COVID-19 pandemic has brought on new challenges for post-secondary institutions. Many shifted in-person classes to online learning and introduced physical distancing measures to prevent the spread of COVID-19. However, these same measures may have negative effects on mental health outcomes, including increased isolation and challenges to accessing traditional mental health services. In this environment, the role of virtual mental health promotion (building community connection, developing capacity for support, and promoting on- and off- campus services) becomes critically important for student well-being. This 60-minute presentation will outline the steps taken for the development of new initiatives at the University of Toronto St. George campus, including virtual well-being workshops, mental health webinars, and a novel peer-to-peer community support group. The presenters will cover learnings, tips for success, and address common concerns that many institutions face when transitioning health promotion programs online.
B6 ASD Friends Group: Support Group for Individuals on the Spectrum
In this workshop, the presenters will take participants on a journey to discuss, how their support group began, strategies and techniques that they found useful to ensure their group was both a welcoming and supportive environment for all to attend. They will highlight how their ASD Friends group is a collaborative group with both the facilitators and participants. They will also discuss how their group pivoted from a weekly in-person model to a virtual model during the pandemic of COVID-19. The group’s curriculum is based on the evidenced-based UCLA Peers Program, specifically designed for individuals on the spectrum. Both facilitators are certified as the Youth Adult Certified Providers from the UCLA Peers Program.
Giovanni Arcuri, MSc, OT, Directeur associé | Pôle bien- être étudiant à l’unversité McGill Chargé de cours | Faculté de médecine, Faculté de physiothérapie et d’ergothérapie.
Samira Adus graduated from UWO’s Medical Sciences program with a double major in Physiology and Interdisciplinary Medical Sciences. Throughout her undergraduate degree she has been involved in equity- based work within the University Students’ Council and within the broader London community. Samira is also passionate about mental health and has previously worked within the WEC at Western University.
Dr. Melanie-Anne Atkins is the Acting Associate Director, Graduate Programs at Western University (UWO)’s Centre for Teaching and Learning. In 2016, she led the creation and development of UWO’s Wellness Education Centre (WEC) into a student-led wellness education innovation hub, teaching evidence-based strategies to improve the mental health and wellness of the campus community.
Yuelee (Ben) Khoo graduated from UWO with an Honours BSc in Psychology. He is passionate about mental health, especially that of Canadian immigrants and newcomers. At UWO, he worked within the WEC to organize multi-lingual programming helping Chinese International Students access wellness resources. At YMCA Toronto, he also worked as an Information Referral Specialist, helping newcomers from diverse backgrounds settle.
Dr. Tayyab Rashid, Using a culturally contextualized strengths-based approach, Dr. Rashid has worked on complex mental health issues of student in post-secondary settings as well as with 9/11 families, survivors of Asian Tsunami (2004) and mass shootings, refugee families, and journalists reporting from the front lines. Recipient of the Outstanding Practitioner Award from the International Positive Psychology Association (IPPA), Dr. Rashid has trained professionals internationally. Co-chair of Campus Mental Health (CACUSS) and Director of Practice, International Positive Psychology Association, Dr. Rashid’s work has been published in textbooks of psychiatry and psychotherapy. His book, Positive Psychotherapy, with Dr. Martin Seligman, has been translated into several languages.
Rafael Lim Daunt (He/They) is a Toronto-based community worker, artist and workshop facilitator focused on community wellness and collaboration, promoting resource sharing and harm reduction. Rafael is a member of the Centre’s youth advisory council and supports system lens initiatives by leveraging youth voices.
Kamill Santafe (They/them), is a human rights activist at the Ontario Centre of Excellence for Child and Youth Mental Health. Kamill is a Youth Advisor who supports agencies and communities across Ontario with their youth engagement efforts and initiatives.
Agnes Hsin is a Health Education Coordinator with the Health Promotion Programs (HPP) team at University of Toronto’s Health & Wellness Department. The team enhances students’ health and well-being by providing health education and working with various partners to develop and implement health promotion programming that builds community and institutional capacity.
Pratik Nair is a Health Promoter at the University of Toronto. In this capacity, he supports the Health & Wellness team develop programs, communications, and policies to support, protect, and promote student health.
Kasthuri Paramalingam is a Health Education Coordinator with the Health Promotion Programs (HPP) team at University of Toronto’s Health & Wellness Department. The team enhances students’ health and well-being by providing health education and working with various partners to develop and implement health promotion programming that builds community and institutional capacity.
Lavlet Forde is a Counsellor (Registered Psychotherapist) at George Brown College, she has been working at GBC for the past 12 years. Lavlet has a Master of Arts in Counselling and prior to working at GBC she worked as a family therapist in children’s mental health.
Joanna Popczyk is a Learning Strategist at George Brown College, prior to working at GBC she also worked at Seneca College as a Learning Strategist. Joanna competed her Master of Arts at University of Toronto.
Dr. Patricia Poulin est Directice Associée – Soins Collaboratifs au sein du Pôle Bien-Etre à l’Université McGill. Psychologue de formation (Ontario), elle travaille a avancer la collaboration interprofessional est les modèles novateurs de soins par palliers pour mieux réspondre au besoin de la clientèle étudiante.
Dr. Amanda A. Uliaszek is a clinical psychologist with a research program exploring transdiagnostic factors related to borderline personality disorder (BPD). This includes exploration of the latent trait structure of BPD and related disorders, as well as common etiological factors. A primary aim of recent research is applying this framework to treatment efficacy in dialectical behavior therapy (DBT), with a specific focus on DBT skills. Dr. Uliaszek’s research is focused on applying sophisticated clinical methodology combined with basic affective science to explore questions related to the understanding and treatment of severe psychopathology symptoms associated with BPD.
Dr. Mark Sinyor is a Psychiatrist at Sunnybrook Health Sciences Centre and an Associate Professor at the University of Toronto. He is the founder of PROGRESS (the Program of Research and Education to Stop Suicide) at Sunnybrook and is a recent former Vice President of the board of the Canadian Association for Suicide Prevention. A major focus of his research is mental health literacy and has developed a curriculum for middle schoolers teaching distress tolerance using the Harry Potter novels which has been successfully piloted in Ontario. His research has been featured in Time Magazine, BusinessWeek, CBC’s the National and Radio One, CTV and Global News.
2:30 pm – 3:00 pm EST
MINDFULNESS / YOGA SESSION / STRETCH BREAK / NETWORKING
3:00 pm – 4:00 pm EST
Concurrent Sessions | C1 – C5
C1 Promoting the RISE to Success and Well-being
Imagine a campus where everyone feels safe and a part of a community, especially those who face multiple barriers. This interactive workshop, designed for anyone who is student-facing will give you the tips and tools to create safe, equitable and inclusive spaces for students to share their voice and to feel like they are part of a community.
C2 Supporting Wellness Efforts by Implementation of a New National Standard
The Mental Health Commission of Canada (MHCC), in collaboration with CSA Group (a global leader in standards development), has championed the development of the National Standard of Canada for Mental Health and Well-Being for Post-Secondary Students. This voluntary Standard is the first of its kind in the world; it builds on the exceptional work of Canada’s post-secondary institutions and seeks to inspire further actions through principle-led approaches. The MHCC has also designed a Starter Kit to support post-secondary institutions as they begin aligning with the Standard.
This session will be useful to those who are considering aligning their efforts with the Standard, with a special focus on the impacts the global pandemic has had on students and post-secondary institutions. Participants will learn:
1) what the Standard is and why it was developed,
2) how institutions can build momentum by using a new Starter Kit, and
3) examples of how institutions are adapting their approaches to support student mental health during COVID-19 and beyond.
In a rapidly changing world, where uncertainty can increase risks to mental health, this new national Standard for Canada provides an opportunity for institutions to continue to prioritize wellness and to improve access to resources that promote mental health.
Sandra Koppert | Mental Health Commission of Canada BIO
Amy Fogarty | Mental Health Commission of Canada BIO
Gaya Arasaratnam | Concordia University
Kalin McCluskey | Canadian Alliance of Student Association
C3 S.O.B. (Sense of Belonging) Stories: Navigating Student Belonging through Podcasts
Developing a sense of community and belonging is essential for university students and has been linked to students’ positive self-esteem, physical and psychological health and well-being and academic success. In a research study conducted at a small Canadian university, students emphasized the importance of creating a welcoming space for diversity and promoting experiences of recognition, validation, and engagement by peers and faculty as essential strategies for sense of belonging development.
Following the study, a student group created a space to share students’ stories of belonging. A monthly podcast, called S.O.B. Stories, was developed to promote a range of student voices, to normalize individual experiences, and to convey a message that social adversity in student experience is common and transient.
The presenters will share their experience of planning, implementation and evaluation of this community intervention and discuss strategies for student engagement on social media.
C4 Integrated Approach to Implementation of a Virtual Wellness Hub and Series
Since launching the Mental Health and Wellness website in 2016, University of Ottawa has been building an integrated collaborative approach, “moving towards a culture of wellness”. COVID-19 pushed universities across the world to offer their academics virtually. To support learning and community activities beyond the classroom, in March 2020 the University of Ottawa launched the Virtual Wellness Series, offered by partner stakeholders from the University of Ottawa community and beyond. Tied into our 7 pillars of wellness, the series offers diverse virtual events and opportunities for the University of Ottawa community and the public to stay connected and engaged while physical distancing. Participants joined from every continent except Antarctica! Next step was its evolution into the Virtual Wellness Hub. This workshop explores their strategy, successes and challenges, while giving attendees the opportunity to experience the Virtual Wellness Hub and consider how to apply the learnings in their institutions.
Jennifer Keays | University of Ottawa BIO
Benoit Lefebvre | University of Ottawa BIO
April MacInnes | University of Ottawa BIO
Sylvie Marko | University of Ottawa BIO
Colin Timm | University of Ottawa BIO
C5 Thriving in Action at College – Considerations for Availability, Access Points and Student Buy-in
Georgian and Sheridan Colleges team up to share lessons learned from piloting Thriving in Action, an integrated wellness learning strategy program developed by Ryerson. A Learning Strategist and Student Success Advisor offer an exploration of their experiences implementing a serial wellness program to align with the unique needs/ circumstances of college-level learners. Distinctive considerations for this population required organic evolution in response to student needs. Practical solutions, such as weekly integrated thriving kits and collaborative applied strategies/discussions will be showcased. These were developed in response to challenges at the college level related to availability, access points and buy-in.
Shauna Moore is a Student Success Coach in the Office of Student Diversity at Durham College. She developed the RISE Program, designed to reach students who face multiple barriers that prevent them from considering a post-secondary education. She has 11 years of experience supporting students living with mild intellectual and severe learning disabilities in the classroom and equipping them to find meaningful employment.
Sandra Koppert, Director, Programs and Priorities at the Mental Health Commission of Canada, has extensive experience in strategic planning, outreach and promotion, and stakeholder relations within the national non-profit health sector. For more than six years at MHCC, Sandra has developed strategies and led projects to promote awareness and facilitate action for psychological health and safety in workplaces across Canada. Sandra is now overseeing MHCC’s leadership in the development and promotion of a National Standard of Psychological Health and Safety for Post-Secondary Students.
Victoria Dickson is a recent graduate of Trent University’s Bachelor of Social Work program. She credits her involvement in this project as the catalyst for developing her own sense of belonging on the university’s campus. She is a co-founder of the S.O.B. Stories podcast project
Laura McMaster holds a BSW from Trent University. She has always been passionate about her community and finding different ways to be involved. This project allowed her to have her university experience normalized through other peoples’ stories. She is a co-founder of the S.O.B. Stories podcast project.
Dr. Marina Morgenshtern is an Assistant Professor in the Department of Social Work, Trent University. She is interested in finding ways to facilitate inclusivity and respect of differences on university campuses and is committed to the inclusion of student voice and experience in creating institutional culture of a strong and inclusive community in academia.
Jennifer Keays, MPH, B.Sc., Health Promotion Specialist, Wellness and Recreation Sector, Student Life, University of Ottawa
Benoit Lefebvre, R. Kin, CDMP, Wellness and Return to Work Advisor, Health and Wellness Sector, Human Resources, University of Ottawa
April MacInnes, MHSc, B.A. (Hons), Senior Mental Health Advisor, Wellness and Recreation Sector, Student Life, University of Ottawa
Sylvie Marko, B.Sc., Health Promotion Specialist, Wellness and Recreation Sector, Student Life, University of Ottawa
Colin Timm, Assistant Director, Campus Recreation and Facility Development, Wellness and Recreation Sector Student Life, University of Ottawa
Chrissy Deckers is a Student Success Advisor with Georgian College, where Thriving in Action was piloted in the Winter 2020 semester. Chrissy is committed to supporting students’ well-being and holistic development. She has significant experience in the college system, having also worked as a Professor and Learning Strategist. Chrissy holds a Doctor of Education.
Carren Tatton is a Learning Strategist with Sheridan College, where Thriving in Action was piloted in the Winter 2020 semester. She is passionate about strength-based learning within accessibly designed learning environments that contribute to overall wellness and success. Carren holds a Master of Education from OISE in Adaptive Instruction and a certificate in Adult Education and Development.
Amy Fogarty, Manager, Programs and Priorities at the Mental Health Commission of Canada, oversees several key initiatives including the National Standard for Canada on Mental Health and Well-Being for Post-Secondary Students, as well as work related to child and youth, justice and chronic diseases. Amy’s passion for workplace wellness and mental health led her to the Commission in 2016, where she spent several years promoting training programs including The Working Mind, The Inquiring Mind and Mental Health First Aid.
4:00 pm – 4:15 pm EST