Maxine Myre | June 5, 2014
Overwhelming amounts of schoolwork.
Difficulty balancing school, a job, family, and friends.
Pressure to succeed academically.
These are only a few of the factors that can contribute to stress, anxiety, depression and other mental health struggles for students.
Kathleen Moore, a PhD student at the Ontario Institute for Studies in Education at the University of Toronto, researches how technology can be used to provide information about mental health, as well as support for students with mental health difficulties.
Post-secondary students already have access to a variety of face-to-face options for information and support. But Moore sees tremendous opportunity to supplement counselling and peer-support services with technology, especially for populations that are not comfortable using face-to-face options.
“As an example, for graduate students specifically, the stigma surrounding mental health and the possibility of seeing some of [their] students in the [counselling] office may cause them to not use those types of resources,” Moore says.
Digital strategies look different at every institution. In a poster presentation given at Congress 2014, Moore described some initiatives that are currently in place or developing at universities in Ontario.
Several universities, for instance, have modified their website’s homepage to make mental health resources easily available to students, staff, and faculty.
Another focus has been the development of online learning modules, which participants can work through in order to gain more knowledge surrounding mental health and available support.
“Mindsight,”developed by Wendy Stanyon, an Associate Professor in the Faculty of Health Sciences at the University of Ontario Institute of Technology, is an online learning module that aims to reduce stigma by promoting awareness and understanding of mental health. The module also provides resources and coping strategies for people facing mental health challenges. Online learning modules at the University of Toronto and Queen’s University are providing similar services.
Whether it’s using Twitter to provide information about available counseling hours, or having an online peer-support group, social media is also providing new, relatable avenues for students.
Naturally, mobile devices are also playing an increasingly important role.
Several apps launched about mental health do things such as help people chart moods, manage coping skills, or connect to sources of support. “It will be interesting to me to see whether that’s something a school might tap into in the future,” says Moore.
The next steps are to determine if students are aware that these online resources exist and to see if they are being used effectively.
“It’s a constantly changing area. There’s new stuff coming out all the time,” says Moore.
For more information about e-mental health, check out these resources:
- “E-Mental Health in Canada: Transforming the Mental Health System Using Technology” – The Mental Health Commission of Canada
- “e-Mental Health” – The Mental Health Commission of Canada
- And remember that if you or someone you know may be experiencing a mental health-related issue, help is also available on your campus.
A miraculous trip for ...
Carleton University staff |While on a 2011 research trip to North Western Saudi Arabia, Carleton University Religion student, Anik Laferriere was exploring a remote part of the Ḥismā sand desert in North-West Arabia. This desert is home to the mystical and isolated temple of al-Ruwāfa. She stumbled on something extraordinary… Ruwāfa is a small, well preserved second-century structure that is a one-off in the vastness of the North-West desert of Arabia. Despite being close to water supplies (but little else), there is no evidence of any substantial human settlement at the site. Why this temple was built in such a seemingly impractical area has been a point of debate amongst researchers for a very long time. Astoundingly, the obscure location of this temple is only one aspect of its exceptionality. Even more remarkable are five Greek and Nabataean inscriptions that describe the structure as being constructed during the reign Marcus Aurelius and Lucius Verus. These inscriptions make the temple a dramatic attestation of Roman interaction in the Middle East. While inspecting the site in 2011, Laferriere tripped over a castaway stone. As she collected her belongings, she instinctively took a look at the culprit. She noticed a Greek inscription on the stone. Naturally, she shouted to her trusted colleague, mentor, and traveling companion, Greg Fisher, a professor from Carleton’s College of Humanities. Laferriere and Fisher analyzed the stone, and were quick to note its unusual Roman markings. Little did they know, this rock would unlock a missing piece of an archeological puzzle that has baffled al-Ruwāfa researchers for more than a half-century. Later, Fisher was editing a contribution for his new book Arabs and Empires Before Islam from one of the world’s foremost epigraphy experts, Michael C.A. Macdonald. Only then did he realize that he and Laferriere might have literally stumbled on a profound discovery. In the draft of his contribution to Fisher’s book, Macdonald wrote about a lost inscribed stone that was last seen in 1956/7, when celebrated British explorer, St. John Philby, had copied it. In Macdonald’s research, he included a note that Philby had drawn of the stone. Its current location, though, was a mystery. Fisher recalled the Ruwāfa stone. It matched Macdonald’s description . “The discovery of the 'lost stone' was very exciting," said Fisher. "a completely new edition of the Ruwāfa inscriptions was prepared for my book. Michael Macdonald had only the drawing made by Philby in 1957. We realized that in my stash of photos was something quite exciting,” said Fisher. Fisher and Laferriere were likely the first two people to realize the whereabouts of the stone in decades. “The serendipity of the discovery seems incredible to me,” said Laferriere. “We were unaware at the time that it held any significance whatsoever, except as an example of Roman presence in the area. When we found out, we could not believe our luck!” Thanks to the meticulous assistance of Macdonald, they were confirmed in 2014 that the impression found by Laferriere and Fisher was indeed Philby’s lost stone. Referred as “Inscription III,” it is the third of five Greek and Nabataean Ruwāfa inscriptions that serve as attestation to Roman interest in Saudi Arabia. The set of inscriptions refer to the erection of the temple of al-Ruwāfa by a group of people called Thamud. This nomadic tribe had encountered the Assyrians in the late eighth century, BC and the Roman emperor Marcus Aurelius and co-emperor Lucius Verus. The long-lost third engraving mentions of Verus who died in 169, meaning that the inscription was forged prior to this date. All inscriptions, save Inscription III, are currently displayed in the Riyadh museum. The artifact has sparked many new questions about the site, the historical significance it holds, and how it will shape our understanding of early Roman political and diplomatic interest in the Arabian Peninsula. Fisher’s forthcoming book, (Oxford University Press 2015), will address these questions, and include a new reading of the group of inscriptions by Macdonald. The text will be accompanied by new drawings of the temple. Arabs and Empires Before Islam will function as the most up-to-date version of this influential inscription and will offer readers a the most complete version of this important testament ever. Fisher hopes that this miraculous series of events will remind burgeoning researchers that unearthing the past is not always predictable. “From the perspective of a teacher, the discovery shows students that while the material is most certainly ancient, new discoveries can and do happen all the time – and sometimes, quite by accident,” said Fisher. This story was originally published by Carleton University. It has been edited for style, length and clarity, and is republished here with permission.
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