Volume 1, Issue 1: Post-Secondary Mental Health

CoverArtist
Statement
Table of
Contents
Mental health concerns more than just
noticeable disorders or disturbances.
Mental health is about the overall wellbeing
of the mind, a matter that intersects
with almost all aspects of life:
physical health, social and cultural liberty,
and personal and collective identities.
Ideally, mental health recognizes
the complex mingling of sadness and
happiness, stress and serenity, rewards
and struggles, and how they act in the
day-to-day life of people throughout
their life course. Mental health is not
inevitably—or unambiguously— associated
with illness, disease, or disability.
Rather, mental health is rarely static or
set from birth.
The cover image for the inaugural issue
of Minds Matter Magazine aims
to capture the richness of the mind
without concretely depicting its physical
form, the brain. The artist depicts
an interweaving flow of lines, colours,
patterns, and textures that together aim
to illustrate the harmonious reflection
of emotions, thoughts, personality, ego,
and unconscious processes that together
determine our experience of mental
health. The door signifies openness and
acceptance, which is a key to encouraging
mindfulness. The tree represents
the concept of growth, and not only
how we have the capacity to empathize
and embrace change, but also to mature
and become stronger through experiences.
With this image and publication,
Minds Matter seeks to explore the complex,
interdisciplinary nature of mental
health—particularly within the context
of post-secondary education—and allow
its readers the opportunity to engage in
a truly inquisitive, and mindful discussion
on mental health.
Alice Shen, Graphic Designer
Alice Shen is a psychology and physiology
student at McGill University. However,
her connection to UTSC couldn’t be more
telling. She was a student of Mr. Gary
Low who was a student of Doris McCarthy.
Low was the first student to earn an
A+ from Doris McCarthy.
10 16 24 30
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Masthead
Winter 2015 Volume I Issue I: Post-Secondary Mental Health
A mental health magazine by students for students, their friends, and family.
This issue is available at: MindsMatterMagazine.com
Made possible with the financial support of:
1265 Military Trail
Toronto, ON, Canada
M1C 1A4
Note: We are not a service provider. If you are in crisis, here are some recommended
resources: UTSC Wellness Centre, Good2Talk, call 911, your nearest emergency department
for assistance, Ontario Mental Health Helpline.
Advisory Board: Liza Arnason, Toni De Mello, Jessica Dere, Jeffrey Dvorkin, Roger
Francis, Andrew Hercules, Katie Kilroy-Marac, Maureen Murney, Perry Sheppard
Theme Advisor for Issue on Post-Secondary Mental Health: Dr. Tayyab Rashid
Theme Advisor on Issue on Arts: Dr. Andrea Charise
Special Thanks: Andrew Arifuzzaman, Marah Ayad, Debbie Belinski, Don Campbell,
Vishakha Chakravarti, Kevin Connery, George Cree, Gerald Cupchik, Kristina Doyle,
Pat Dixon, Andrew Echevarria, Chris Garbutt, Manny Gitterman, Gray Graffam, Rick
Halpern, Jane Hawkes, Kevin Healey, Antu Hossain, Nancy Johnston, Sarah King, Elsa
Kiosses, Danielle Klein, Kira Laurin, David Lucatch, Brian MacKinnon, Josh Miller, Jenkin
Mok, Josh Oliver, Jessica Orellana, Desmond Pouyat, Moshiur Rahman, Simone
Robinson, Susan Schellenberg, Kosan Shafaque, Kim Tull, Andrew Westoll, Andrew
Young, Hema Zbogar
Veerpal Bambrah
Alisia Bonnick
Amina Hussain
Serena Soleiman
Ioana Arbone
Alexa Battler
John Dias
Christina Gizzo
Eva Huang
Samantha Seon
Adley Lobo
Jenny Ann Soriano
Marian Sia
Alice Shen
Samer Lazkani
Nilab Safi
Allyssa Fernandez
Aryel Maharaj
Stephanie Soimu
Tomeo Ho
Ananta Sriram
Fareha Nishat
Gregory Allen
Felipe Templonuevo
Taamannae Taabassum
Editor-in-Chief
Karen Young
Student Advisor
Basma Chamas
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Theme
Advisor
Life on post-secondary campuses has its charms as well as its challenges. Increased
personal autonomy, creative initiatives, and new relationships make the campus
attractive. However, at the same time, students also face ever-increasing costs of
education, worries of job readiness in a globally competitive job market, and meeting
expectations—of the self, the family, and the institution. These challenges are
not entirely new, but rigours of contemporary life and increasing cultural diversity
on our campuses make them more complex.
In order to deal with these challenges, students need institutional scaffolds and
individual skills. One of the most important skills is to care for one’s own mental
health. Sadly, most students on post-secondary Canadian campuses are not fully
aware of their mental health concerns and those who are aware, are either reluctant
to seek services or don’t find services responsive enough to their concerns.
This is evident in the data. The National College Health Survey completed in 2013
by more than 34,000 Canadian post-secondary students shows an increase in almost
all forms of mental health concerns including depression, anxiety, attentional
issues, drug and alcohol, and above all, feeling overwhelmed and stressed to the
extent that it is difficult to function.
More than two-third of directors at
counselling centres within Canadian
post-secondary institutions report a
significant increase in mental health
concerns. This increase is in numbers
as well as in complexity and chronicity.
Even in its mildest form, mental health
concerns impact a student’s emotional,
physical, social, intellectual, and career
development. Yet, only one-third of
students with significant mental health
issues seek treatment.
Minds Matter Magazine, a uniquely
UTSC student-led initiative, and the first
one of its kind on the Canadian postsecondary
canvas is a timely and much
needed endeavour to highlight mental
health concerns. Every article in this inaugural
issue addresses important campus
related mental health themes including
self-stigma, the role of exercise
in dealing with mental health concerns,
gaps in institutional policies affecting
student mental health, and the impact
of mental health concerns on academics.
These themes not only speak to
the inner—and often salient voices—of
students, but also articulate actions that
students and institutions can take on to
tackle mental health challenges.
I hope in the upcoming months and
years, Minds Matter Magazine will help
the campus community to contextualize
and prioritize campus mental health and
advocate for evidence-based, culturally
sensitive, and inclusive treatment approaches.
I wish the very best to Karen Young and
her dedicated team as they embark on
this journey which can help students
to cope with mental health challenges
adaptively to become socially engaged,
and personally fulfilled individuals.
Tayyab Rashid, PhD
Theme Advisor, Volume 1 Issue 1: Post-
Secondary Mental Health
Licensed Clinical Psychologist & Researcher,
Health & Wellness Centre,
UTSC
Co-Chair, Campus Mental Health: Community
of Practice by CACUSS (Canadian
Association of Colleges and University
Student Services)
6 7

Editor
in
Chief
During the first half of my undergraduate experience, I sought counselling for a
year and a half at the university. It was the summer of 2013, the last four months
of seeing my counsellor, that I realized there was something systematic about
my case, which seemed to be the norm rather than exception with mental health
cases across Canada.
According to Statistics Canada, persons between the ages of 15 and 24 experience
the highest incidence of mental illnesses/disorders. I spoke to everyone I knew
with lived experiences with mental illnesses/disorders and friends and family who
cared for those struggling. The communal warmth from these heartfelt conversations
encouraged me to stop seeking formal help. For me, it was by being with
people, the supportive and caring kind, that highly influenced me to get better.
So much so, that it inspired me to pursue creative work with the community that
was unlike the TEDx format, encouraging two-way dialogue between the projected
voices and the masses, solely focused on mental health in relation to all aspects
of lived experiences, representations, and the language we use to communicate
mental health.
Although there were, and still are, plenty of initiatives promoting community
dialogue, it was important to bring
together members of the UTSC community
to address local needs. Our
campus, by virtue of our diverse profile,
often reflects national and global
needs too. Minds Matter was born with
sheer respect, humility, honesty, and
optimism in reaction to the fact that
there is plenty of room for structural
and systematic improvement within
the UTSC community and beyond. As
a team of 26, we aim to tackle three
combinatorial priorities: Intersectionality
- acknowledging and shedding light
on interrelated, underaddressed profiles
that compound the struggle to lead
dignified and healthy lives; actionable
awareness - engaging our readers to
take action in ‘learning by doing’; and,
recovery through community belonging
and inclusion - healing within a supportive
and creative environment.
As a result of these priorities, we have
plenty of exciting community partnerships
underway: working with the Registrar’s
Office and AccessAbility in designing
a needs-based and merits-based
mental health scholarship, garnering
worldwide submissions through the
creative writing contest in partnership
with Scarborough Fair (UTSC’s literary
magazine), working in partnership to
train faculty on student mental health
concerns, and coordinating decompression
spaces with the Health & Wellness
Centre, among many other exciting and
collaborative endeavours.
What we are doing with our community
is learning together. This magazine
was created by students for students,
their friends, and family. We are a community
that encourages community
dialogue to help our readers make the
most informed decisions possible for
themselves and others around them. In
order to accomplish this, we would love
to include your voice.
I invite all students, staff, faculty, and
alumni to engage in this critical discussion
on mental health, not only to
practice our rights and freedoms, but
to reinforce celebrated strengths and to
better the institution as a whole, from
the bottom-up and the top-down. We
hope that if your experiences were not
reflected in our inaugural issue, that
Minds Matter can become the platform
where your voices and thoughts can be
shared with the community in a civil
and critical manner.
Karen Young, Editor in Chief
Karen is a 5th year student in psychology
and health studies.
Wanna send a letter to the editor? Contact our editor here.
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Ioana Arbone (Author) • Marian Sia (Designer)
I’m ashamed of myself:
Self-stigma in the midst of
Mental Illness
November 11, 2015
“It is like having shame about who you
are, it is as if you are suffering and you
have to suffer, because you are not as
good of a person.” - Anonymous
These are the words of someone who
has experienced depression. Quite simply,
it is an example of self-stigma - the
negative beliefs that one attributes to
oneself and the shame that one experiences
as a result of being diagnosed as
“mentally ill”.
“
The negative beliefs
that one attributes to oneself
and the shame that one experiences
as a result of being
diagnosed as “mentally ill”.
Needless to say, many post-secondary
students experience mental health
problems. And with any diagnosis
comes the risk of self-stigma.
Self-stigma entails: (1) awareness of the
stereotype of a mental illness, (2) agreement
with the stereotype, and (3) applying
the stereotype to oneself [1]. Each
step depends on the step that precedes
it: Applying the stereotype to oneself
cannot occur without the person agreeing,
on some level, with the stereotype,
which, in turn, would not occur without
the person knowing that such a stereotype
exists.
For example, if someone diagnosed
with social anxiety disorder believes the
stereotype that individuals with such
diagnoses are not able to present well in
front of an audience and appear on TV,
they may apply the belief to themselves
and shy away from such opportunities
and, possibly, redirect their entire career
path.
Such a belief is false. On TVOntario, a
television show called “The Agenda”
aired an episode titled “When Anxiety
Attacks,” where a man diagnosed with
an anxiety disorder appears to be very
comfortable with public speaking.
Sadly, the power of such negative selftalk
is not limited to simply disparaging
oneself and prematurely changing one’s
career path. It can go as far as barring
one from seeking treatment or support
from family and friends, as well as detrimentally
shifting the dynamic of close
relationships and society at large [1].
“
The power of such
negative self-talk is not
limited to simply disparaging
oneself.
Accordingly, low rates of seeking help
and negative attitudes towards mental
health treatment are concerning
when we are talking about university
students, who find themselves in a
high stress period with important life
changes occurring in identity, personal
relationships, and career objectives [2].
A recent report that examined the
changes in help-seeking behaviours and
attitudes among university students -
10
11

Ioana Arbone (Author) • Marian Sia (Designer)
Ioana Arbone (Author) • Marian Sia (Designer)
over a 40 year period - suggests that
current rates of seeking help for mental
health issues are decreasing [3].
“
Current rates of seeking
help for mental health issues
are decreasing.
Specifically, although there is an increased
use of psychiatric drugs in
developed nations, such as Canada,
there are more negative attitudes towards
seeking help for mental health
concerns. These negative attitudes exist
despite the increasing prevalence of
mental illnesses in such nations. Further,
help-seeking rates for those belonging
to racial or ethnic minorities are even
lower [4; 5].
As previously mentioned, self-stigma
can lead to possible career redirections,
withdrawal from relationships, and possible
decreased attempts to seek help
[1].
However, it extends to aspects outside
of the individual as well. Self-stigma is
also affected by the family of the individual
with mental illness. Siblings or
parents may want to distance themselves
from the individual with mental
illness and may feel judged by outsiders.
This, accordingly, can play a role in
the family’s denial of the illness, or in
their attempts to “save face” and make
it clear that the illness is not their fault.
And when the family is not actively
present and involved in the life of the
individual with mental illness, he or she
may not turn to anyone else, including
professional treatment, for help.
Not only is the family affected, but our
society is affected as well. An example
of the effect of self-stigma on society
is given by Dr. Corey Keyes, a sociology
professor from Emory College of Arts
and Science, whose main areas of expertise
include psychology and mental
health. He comments that hiding one’s
mental health problems from society results
in a loss of opportunity to educate
others about mental illness.
“
Not only is the family
affected, but our society is
affected as well.
Although this tendency of self denial
and hiding may be warranted in some
cases, it may produce unnecessary
suffering for the individual with mental
illness. A similar case of self-stigma
and subsequent attempt to hide one’s
experience is found in members from
the LGBTTQ (i.e., lesbian, gay, bisexual,
transsexual, transgender, and queer)
community. Sometimes, individuals
from the LGBTTQ community find that
loved ones don’t change the view they
have of an individual, regardless of their
orientation [6]. Likewise, Dr. Keyes comments
that: “I think, many people love
and care for people with mental illness,
they just don’t know it right now. They
would probably be much more accept-
ing of the fact that those people have
mental illness, because they already
loved and cared for them.”
“
Many people love and
care for people with mental
illness, they just don’t know it
right now.
Though the consequences of self-stigma
are undeniably negative, there seem to
be some differing opinions as to whether
self-stigma results in decreased treatment
seeking.
According to Sireesha Bobbili, PhD student
and co-investigator at the Centre
for Addiction and Mental Health exploring
mental health stigma, individuals
“may not want to disclose that they
have a mental illness, and if they don’t
want to disclose, they won’t seek any
mental health services. So, they may
not want to disclose to family members.
And so, your family won’t know about
it, they can’t offer support or encouragement
as well.”
On the other hand, Dr. Keyes is not
convinced that self-stigma results in
decreased seeking of mental health
services:
“I do know that people with mental
illness and self-stigma like to be very
secretive about it, they keep it very
private, but I don’t necessarily believe
there is enough scientific evidence to
this common notion that it prevents
help-seeking. I do know that there is
evidence in studies showing that for
people who have self-stigma, the worse
the self-stigma, the harder it is for them
to recover, even if they are getting treatment.”
Supporting Dr. Keyes’ statement is also
evidence that perceived need for mental
health services increases the tendency
to seek help [7]. Despite this, we still
have a long way to go in terms of improving
help-seeking. Indeed, in a Canadian
community sample from 2009, 59%
of those who made a suicide attempt
and 76% of those with suicidal ideation
did not perceive that they needed psychological
treatment of any kind [7].
Though the consequences of self-stigma
seem bleak, there are things that we
can do to ameliorate these potential
outcomes.
There is a relationship between selfstigma
and stigma. According to both
Dr. Keyes and Ms. Bobbili, without
external stigma against mental illness,
they believe that self-stigma would not
exist.
“
Without external stigma
against mental illness, they
believe that self-stigma would
not exist.
Therefore, efforts to minimize external
stigma will also affect self-stigma.
12
13

Ioana Arbone (Author) • Marian Sia (Designer)
Ioana Arbone (Author) • Marian Sia (Designer)
Bobbili claims that such initiatives, including
raising awareness about mental
illness and substance use, may deter
self-stigma and thus, encourage students
with mental illness and substance
use issues to apply to university, scholarships,
and most importantly, seek
treatment and support.
From an individual standpoint, Bobbili
says that we should recognize our
own biases and be aware that we may
say or do things that stigmatize another
individual suffering from mental illness.
Simply listening, accepting, and trying to
understand them - rather than trying to
change them - can also play a huge role
in deterring self-stigma.
Finally, it is worthwhile to acknowledge
the suffering that someone with mental
illness experiences; this acknowledgment
can bring a much needed sense of
understanding and acceptance.
Simply listening, accepting, and
trying to understand them -
rather than trying to change
them - can also play a huge role
in deterring self-stigma.
References:
[1] Corrigan, P. W., Druss, B. G., & Perlick,
D. A. (2014). The Impact of Mental
Illness Stigma on Seeking and Participating
in Mental Health Care. Psychological
Science in the Public Interest, 37 –70.
[2] Cappelli, M., Davidson, S., & Vloet,
M. (2011). We’ve Got Growing Up to
Do: Policy and Practice in Youth Mental
Health Transitions. Ottawa, ON, Canada:
Ontario Centre of Excellence for Child
and Youth Mental Health.
[3] Mackenzie, C. S., Erickson, J., Deane,
F. P., & Wright, M. (2014). Changes in
Attitudes Toward Seeking Mental Health
Services: A 40-year Cross-Temporal
Meta-Analysis. Clinical Psychology Review,
99-106.
[4] Steele, L., Glazier, R., & Lin, E. (2006).
Inequity in Mental Health Care under
Canadian Universal Health Coverage.
Psychiatric Services , 317-324.
[5] Mojatabai, R., & Olfson, M. (2006).
Treatment Seeking for Depression in
Canada and the United States. Treatment
Seeking for Depression in Canada
and the United States, 631–639.
[6] Gonzalez, K. A., Rostoky, S. S., Odom,
R. D., & Riggle, E. D. (2013). The Positive
Aspects of Being the Parent of an LG-
BTQ Parent. Family Process, 325-337.
[7] Pagura, J., Fotti, S., Katz, L. Y., Sareen,
J., & Team, t. S. (2009). Help Seeking
and Perceived Need for Mental Health
Care Among Individuals in Canada with
Suicidal Behaviors. Psychiatric Services,
943-949.
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15

Christina Gizzo (Author) • Adley Lobo (Photographer)
Beyond the Syllabus:
UTSC Supports Student Mental
Health through Prevention
November 11, 2015
University of Toronto Scarborough
(UTSC) does some great work in fostering
an inclusive and equitable environment
for students of different ages and
races. However, when it comes to invisible
inequities, like mental disorders,
how do we rank? What are we currently
doing for students with mental health
concerns on campus, and more importantly,
in the classroom?
“
What are we currently
doing for students with mental
health concerns on campus,
and more importantly, in
the classroom?
Mental health concerns can have a
huge bearing on one’s ability to perform
academically. In fact, a web survey
completed by the National College
Health Association found that Ontario
students’ felt as though they received
lower exam scores, lower grades in
courses, and even dropped courses due
to anxiety (27.2%), ADHD (3.9%), depression
(17%), and overall stress (37.6%) [1].
Thus, it is imperative that we have a system
in place to help give these students
the opportunity to be just as successful
as those who are mentally well.
Statistics show that this is a pressing
matter, as the number of post-secondary
students that feel anxious, overwhelmed,
and hopeless continues to
climb [2]. Moreover, the age group of
most university students, especially first
years, correlates significantly with great-
er symptoms of mental illness. Statistics
Canada claims that in 2009, 87,859 people
aged 12 to 19 were diagnosed with
a mood disorder. In 2012, that number
jumped to 111,930 [2]. Accordingly, we
need growing supports to combat these
growing numbers.
“
We need growing supports
to combat these growing
numbers.
Although we have counselling services
that play a vital role in facilitating mental
wellness, these services are mainly
focused on diminishing distress symptoms
and crisis. What about prevention?
The majority of student interaction
on campus takes place not only in the
hallways with friends, but also in the
classroom and during office hours, with
professors and teaching assistants.
These individuals are at the foreground
of student life and the way it is experienced.
As such, any action (or inaction)
on their part can have great impact on
student perspective, which, in turn, influences
student mental well-being. We
should, accordingly, be targeting this
facet of the university as a foundation
for support and prevention.
“
What about prevention?
Though there has been more recent acknowledgment
of mental health issues,
this is foreign territory for most post-
16
17

Christina Gizzo (Author) • Adley Lobo (Photographer)
secondary institutions. Regardless, students
could greatly benefit from those
who are thoroughly trained to recognize
signs of mental illness.
“
Students could greatly
benefit from those who are
thoroughly trained to recognize
signs of mental illness.
CACUSS (the Canadian Association of
College and University Student Services)
identifies this in their publication,
“Post-Secondary Mental Health: Guide
to a Systemic Approach” (referred to as
“The Guide”). The Guide breaks down
a proposed framework into seven key
components of approaching and dealing
with mental health, one of which
is “Community Capacity to Respond to
Early Indications of Student Concern.”
This component alludes to professor
and instructor involvement. According
to the Guide, “Those who interact with
students in the course of their day on
campus are in the best position to notice
early indications of concern.”
“
Those who interact with
students in the course of their
day on campus are in the best
position to notice early indications
of concern.
Currently underway on campus, the
Health & Wellness Centre and Mental
Christina Gizzo (Author) • Adley Lobo (Photographer)
Health Network at UTSC are considering
training tools that will be most
effective for students, staff, and faculty
when it comes to learning how to support
students attending post-secondary
institution. They are looking into implementing
a training tool from morefeetontheground.ca
for faculty, staff, and
students to use as of the fall of 2015.
The objective of this training tool is to
help clarify the definitions of certain
mental health conditions, and help individuals
to recognize, respond, and refer
when needed.
On a similar note, CACUSS Post-Secondary
Mental Health Community of
Practice recently sent out a survey to
Student Services to gauge familiarity
and comprehension of The Guide. Preliminary
results of the survey were presented
at a CACUSS conference in May
with next steps underway, says Basma
Chamas, a fifth year student at UTSC
who sits on one of the CACUSS committees.
Likewise, Mary Nguyen, a fourth year
student at UTSC, claims that staff
and faculty training on mental health
would promote student mental health
and overall well-being. She says that
it would also send the message that
mental well-being should be prioritized,
especially since a student’s undergraduate
career and postgraduate aspirations
can be heavily influenced by staff and
faculty.
“
Staff and faculty training
on mental health would promote
student mental health
and overall well-being.
Of course, it’s not only about staff,
student, and faculty contributions. On a
large scale, we need the university itself
to incorporate student mental well-being
as a priority in its policies; CACUSS
has also identified a need for a systemswide
approach to creating a campus environment
that is conducive to mental
health and learning. Such an approach
would hold the University accountable,
campus wide, for enhancing and
maintaining the mental health of community
members. Further, using such
an approach would extend the focus of
mental health dissemination beyond the
individual (i.e., strategies such as treatment
and skill-building) to the whole
campus (i.e., considering environment,
organizational structure, policies, and
practices) [3].
The University of Toronto’s Institutional
Commitment emphasizes the importance
of adjustments to course design
and curriculum, but there still remain
some issues with the current standard:
“Professors can better accommodate
students with mental illness by evaluating
the limitations of their syllabus. In
terms of participation marks, for example,
it can be limiting to those who have
social anxiety or panic attacks to be put
18
19

Christina Gizzo (Author) • Adley Lobo (Photographer)
Christina Gizzo (Author) • Adley Lobo (Photographer)
students with mental illness by evaluating
the limitations of their syllabus.
“
Professors can better
accommodate students with
mental illness by evaluating
the limitations of their
syllabus.
In terms of participation marks, for
example, it can be limiting to those who
have social anxiety or panic attacks
to be put on the spot. Making these
grades worth more than 5% can be the
make or break between a fail and a pass
for a student,” says Mary. There continue
to be classes where participation
marks are inaccessible to those who
may have social anxiety. That is, these
marks carry too much weight and some
students are simply incapable of getting
the marks.
The University of Toronto should assess
the effectiveness of adjustments to
course design and curriculum, pedagogical
practices, community-building efforts,
education and training programs,
and the rethinking of services and programs.
Despite what progress has been
made, there’s still a fair deal to be done.
“
Despite what progress
has been made, there’s still a
fair deal to be done.
Currently, it is also under the University
of Toronto’s Institutional Commitment
to integrate mental health strategies on
campus by means of providing a wide
range of supports and programs. This
includes looking at underlying stressors
associated with poor mental health and
enhancing programming that allows students
to cope effectively with stressors
[4]. Again, prevention is key. We should
aim to cultivate resilience such that
there is no need for crisis management.
There is even a grassroots program at
UTSC that does just that. Flourish aims
to help students grow intellectually,
socially, and emotionally and to translate
this growth into action, habits, and
purpose. The program helps UTSC students
to cultivate emotional, physical,
and academic resilience.
“
Flourish helps UTSC
students to cultivate
emotional, physical, and
academic resilience.
Its objective is to focus on our strengths
and what we do right rather than our
weaknesses and what we do wrong. The
program also focuses on different stressors
associated with student life and
how to use your strengths to overcome
them.
Evidently, some great developments,
such as the Flourish program, are on the
rise. The ultimate hope, however, is that
UTSC becomes as accessible and inclusive
an institution as possible, so that
those with and without mental illnesses
will have access to the same opportunities
in education.
The objective is to focus on our
strengths and what we do right
rather than our weaknesses and
what we do wrong.
References:
[1] American College Health Association,
National College Health Association.
(Spring 2013). Ontario province
reference group data report. Retrieved
from http://www.cacuss.ca/_Library/
Provincial_Reports/NCHA-II_WEB_
SPRING_2013_ONTARIO_PROVINCE_
REFERENCE_GROUP_DATA_REPORT.pdf
[2] CBCnews. (2013). Health. Retrieved
from http://www.cbc.ca/news/health/
mental-health-disorders-spike-in-posthigh-school-transitions
-1.2251790
[3] CACUSS. (2013). Post-Secondary
Student Mental Health. Retrieved from
http://www.cacuss.ca/_Library/documents/CACUSS_Handbook.pdf
[4] University of Toronto. (2015). We
all have a role in our students’ mental
wellness. Retrieved from http://mentalhealth.utoronto.ca/
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http://mindsmattermagazine.com/wp-content/uploads/2015/08/UTSCMap.USB_.pdf

Alexa Battler (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
Toronto Pan Am
Sports Centre:
A Leader in the Movement of
Mental Health Facilities
November 11, 2015
Though it is not promoted as a mental
health facility, the University of Toronto
Scarborough Campus (UTSC) does have
an innovative treatment opportunity for
mentally ill students: its now-famous
recreation centre.
Research is increasingly demonstrating
the link between physical exercise and
mental health [1]. More specifically, researchers
are finding that exercise benefits
the brain as thoroughly as it does
every other organ. And in 2014, the
Toronto Pan Am Sports Centre (TPASC)
opened, promoting an environment
where both the body and mind could be
exercised.
Reports show that just over 80% of
UTSC students accessed the TPASC,
potentially strengthening their physical
and mental health in 2014 [2]. While
this number does not account for the
amount of students who actually exercised
at the TPASC, the extreme interest
in the centre is a reflection of above
average exercise rates and high rates of
self-care.
These rates are particularly crucial
for individuals struggling with mental
health issues, who require inclusive and
accessible resources to remain healthy,
well-rounded students. This notion also
reflects an interesting campus concept:
students will be very likely to take part
in mental and physical self-care when
appealing opportunities are easily available.
North America’s National Intramural-
Recreation Association has discovered
similar findings in the importance of
these facilities: in 2014, the Association
found that 68% of North American
post-secondary students claimed that
the recreation facilities their campus
offered affected their decision to attend
certain post-secondary campuses. Then,
74% reported that these facilities affected
their decision to remain at a specific
campus [3].
So, what exactly is it that makes the
TPASC so successful at attracting and
aiding students to increase their mental
health? And, more importantly, how
can other facilities that cater to mental
health emulate its effects?
In short, the answer to TPASC’s success
is its accessibility. With two Olympicsized
swimming pools, an indoor track,
rock climbing walls, studio spaces, a
state-of-the-art gym, and more, TPASC
is a veritable wonderland of an athletics
centre. The sheer number of programs
and facilities available to students
means that there is a higher chance that
students will find a program that fits
their unique style.
“
TPASC’s
success is its
accessibility.
The facility also ensures students’ ease
by accommodating any and all levels of
expertise and anxiety with its numerous
exercise programs. As such, the facility
offers a unique opportunity as an
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Alexa Battler (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
Alexa Battler (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
empirically successful model for an
effective and inspiring mental health
facility.
“The Pan Am Centre is a huge opportunity,”
says Scott McRoberts, Director of
Athletics and Recreation at UTSC. “The
best thing about it is that it’s a new
centre, which means that it adds tons of
different elements. If you don’t like to
throw a ball, then maybe you’ll do well
on a wall and you should try out the
rock climbing walls.”
“
If you don’t like to throw
a ball, then maybe you’ll do
well on a wall and you should
try out the rock climbing walls.
McRoberts’ statement is even backed
by scientific research. Different types
of exercise act as a protective barrier
against certain mental health symptoms,
and so, different impact and
intensity levels are required for each
individual student. In 2006, the American
National Centre for Biotechnology
found that aerobic exercises, including
running, swimming, biking, and walking
were proven most effective in reducing
symptoms of anxiety and depression [4].
The same centre also found that low impact
exercises are preferable for those
with Post-Traumatic Stress Disorder, and
schizophrenia; this could include yoga,
walking, or using modified moves and
activities while exercising [4].
Psychology Today, a magazine that aims
to better disseminate scientific research
to the public, also found that swimming
tops other exercises for the treatment
of Attention Deficit Hyperactivity
Disorder symptoms [5]. Another study
published in Biological Psychology found
that for those who cannot exercise, or
who require very low impact activities,
meditation is effective to gain similar
cerebral benefits to exercise [6].
All of the aforementioned activities are
offered at TPASC, along with a variety
of ways to get physically active - making
it ideal for accommodating those hoping
to strengthen their mental health,
lessen symptoms of mental illness, and
increase overall well-being.
“The Pan Am Centre is a safe space with
no judgement,” says McRoberts. “We
can accommodate every skill level and
experience level. There are programs
where trainers teach you how to use all
the equipment or do the moves. It is really
for everyone.”
“
The Pan Am Centre is a
safe space with no judgement.
Perhaps due to its promotional hashtag,
#APlace4U, the 312,000 square foot
centre has not been intimidating to the
majority of UTSC students. As McRoberts
states, the centre has an inclusive
atmosphere that only adds to its value
as a successful mental health facility.
Furthermore, exercise offers not only
physical, but social benefits to postsecondary
students. In the 2010 study
‘In their Own Words: Understanding
the Undergraduate Experience at the
University of Toronto’, the researchers
found that the primary reason students
participate in co-curricular activities
is to expand their social circles, not to
exercise [7].
As a student of the University of Toronto
St. George Campus (UTSG) - particularly
from “Students of the University of
Toronto,” - stated: “I often feel distant
from the community. More could be
done to encourage community activities,
not just within individual colleges,
but throughout the entire student
body.” For students with mental illness,
isolation is often one of the most common
and devastating habits. Opportunities
to become part of a community
increase a student’s odds of breaking
from this habitual isolation.
“
For students with mental
illness, isolation is often one of
the most common and
devastating habits.
In accordance with this student’s opinion,
the aforementioned ‘In their Own
Words’ study found that only 22.4% of
UTSG’s seniors and 16.1% of first years
reported exercising at school for at least
five hours per week (as compared to the
80% who accessed the TPASC at UTSC)
[7]. While UTSG does have its own wellestablished
recreation facility, it does
not seem to have created the same appeal
as the TPASC.
But what does this mean for UTSC’s
mental health opportunities? As more
and more post-secondary campuses
across Canada work to reform and
prioritize student health, the opportunities
TPASC brings means that UTSC
is primed to become a leader in this
‘healthy campus movement.’
“
UTSC is primed to
become a leader in this
‘healthy campus movement.’
“UTSC is ready to become a leader in
campus health initiatives, big time,” says
McRoberts. “We have so many programs
and opportunities, including the
Pan Am Centre. Our goal is to become
the healthiest campus in Canada. Right
now, we are figuring out how to calculate
that.”
Though he is an enthused advocate of
exercise, McRoberts understands the
seemingly unsurpassable mental and
physical barriers that individuals with
mental illness face. He only encourages
that students do what they can in order
to best succeed academically, physically,
and mentally.
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27

Alexa Battler (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
Alexa Battler (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
“The hardest thing you can do
is to be physically active when
you have a mental illness,” says
McRoberts. “But at the same
time, it’s the best thing you can
do for yourself.”
10.1159/000223730
[7] University of Toronto Vice President
and Provost’s Office. (2007). Measuring
Up on the Undergraduate Experience.
Retrieved from http://www.provost.utoronto.ca/Assets/Provost+Digital+Assets/
Provost/Provost+Digital+Assets/Provost/
publication/nsse.pdf?method=1
References:
[1] Deslandes, A. C. (2014). Exercise
and mental health: What did we
learn in the last 20 years? Frontiers in
Psychiatry, 5(66), 1-3. doi: 10.3389/
fpsyt.2014.00066
[2] McRoberts, Scott. Personal interview.
28 July 2015.
[3] Forrester, S. (2014). The Benefits of
Campus Recreation. Corvallis, OR: NIR-
SA.
[4] Blake, H. (2012). Physical activity and
exercise in the treatment of depression.
Frontiers in Psychiatry, 3(106), 1-4. doi:
10.3389/fpsyt.2012.00106
[5] Diller, L. (2008). The Swimming
Cure for ADHD? Psychology Today.
Retrieved from https://www.psychologytoday.com/blog/the-last-normalchild/200808/the-swimming-cure-adhd
[6] Deslandes, A., Moraes, H., Ferreira,
C., Veiga, H., Silveira, H., Mouta, R.,
... Laks, J. (2009). Exercise and Mental
Health: Many Reasons to Move.
Neuropsychobiology 59, 191-198. doi:
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29

John Dias (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
The Learning Curve of
Mental Health:
The Impact of Educational
Methods and Policies on
Mental Health
November 11, 2015
A recent report by CTV’s investigative
journalism program W5 finds that ten
per cent of university students consider
taking their own lives [1]. This is likely
because many students succumb to the
stresses of managing academic workloads,
extra-curricular activities, relationships,
paying off tuition debts, and
trying to find employment.
Yet, there lacks explicit knowledge of
University of Toronto’s (U of T) mental
health services and policies concerning
assignments, exams, and reading weeks.
Without this knowledge, students can
become overwhelmed by their university
schedules and feel uncomfortable
seeking help.
According to Laura Boyko, Director of
Health and Wellness Centre at the University
of Toronto Scarborough (UTSC),
being proactive is imperative to promoting
mental health. Health and Wellness
makes information on mental well-being
services available to new students during
orientation each year. Rather than
wait for a crisis, students are strongly
encouraged to contact Health & Wellness
whenever they may want to see a
counsellor.
“
Rather than wait for a
crisis, students are strongly
encouraged to contact Health
& Wellness whenever they
may want to see a counsellor.
“The big thing that’s come out recently
is the mental health framework which
can be found on the Vice-Provost website,”
says Boyko. “The [strategy] is a
comprehensive document that was
released last fall.”
Boyko explains that U of T has developed
this inclusive mental health strategy
through the dialogue of many different
groups of people.
One of the most popular services offered
by UTSC’s Health and Wellness
Centre is the weekly meditation group
co-facilitated by counsellors Erin Bradford
and Naomi Ball. Boyko describes
the self-referral drop-in group as an
informal community of students, who
support each other and develop friendships.
The Health and Wellness Centre
also organizes many other mental
health and mindfulness services, which
have proven to be very useful for students.
“
Consultation with students,
stakeholders, faculty,
and staff has become the
foundation of mental health
and the well-being of students.
There is a tremendous
amount of services available
to students at UTSC.
The fall reading week is said to give
students a much-needed break from
stressful assignments, midterm exams,
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31

John Dias (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
John Dias (Author) • Adley Lobo (Photo Editor) • Tomeo Ho (Designer)
seasonal depression, and a variety of
other concerns. Following UTM’s decision
to create the reading week, campus
spokesperson Janet Stirling reported
the break was very important in helping
students de-stress and ensuring that
they have a mental health break.
Nevertheless, some students believe
that the University of Toronto should be
doing more to promote mental health.
They acknowledge, for example, that U
of T St. George (UTSG) has not implemented
a fall Reading Week like U of T’s
two satellite campuses, Scarborough
and Mississauga (UTM). UTSG appears
to have no plans of creating the reading
week and instead gives students a mere
two day break.
“
Some students believe
that the University of Toronto
should be doing more to
promote mental health.
Some students, such as fifth year UTSG
student Lizz Corazza, believe that UTSG
does not have a fall reading week because
it has higher academic expectations
of its larger number of students as
compared to UTSC and UTM. According
to Corazza, UTSG places a very strong
emphasis on academic achievement
rather than on mental health programs.
Keith Tong, a recent U of T mechanical
engineering graduate, describes the
learning environment of UTSG as a pressure
cooker. Tong adds that many of his
peers felt completely isolated as they
weren’t comfortable contacting U of T’s
counsellors.
“
It was like we were all
just numbers. U of T is a big
school, but I felt it could do
more to reach out to students
through counsellors.
Another reality at U of T that is said
be detrimental to the mental health of
students are high expectations and academic
pressures. U of T still has specific
criteria regarding deferring exams. A
student must have three exams within
24 hours to have one of the exams
rescheduled [2]. In most other circumstances,
U of T says it is unable to guarantee
deferrals.
It is unclear what U of T could do to allay
problems related to student stress,
anxiety, and depression; the answer
remains to be seen in years to come.
Some professors and faculty members
suggest that U of T should develop a
course specifically intended to help students
learn how to manage workloads,
deadlines, and common mental health
issues.
If U of T were to create the course, it
would be offered to first year students
and either count towards their electives
or breadth requirements. Rather than
be graded, the course could use a Pass/
Fail system. All students who develop
and demonstrate the ability to manage
the university curriculum, and an understanding
of the health and services
available to them would receive the
course credit.
The University of Toronto has created
a comprehensive platform promoting
mental health, but this may require a
revision of its course and exam policies
in order to facilitate the reduction of
stress, anxiety, and other health concerns
affecting its ever-increasing number
of students.
The University of Toronto has
created a comprehensive
platform promoting mental
health, but this may require a
revision of its course.
References:
[1] “Campus Crisis: Why are suicide rates
rising among university students?” CTV
NEWS (2013 ) Retrieved from: http://
www.ctvnews.ca/w5/campus-crisis-whyare-suicide-rates-rising-among-
university-students-1.1463654
[2] “Examinations” University of Toronto
Scarborough. Retrieved from: http://
www.utsc.utoronto.ca/~registrar/calendars/calendar/Examinations.html
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MMMonsterArtist
Statement
Minds Matter Magazine hopes to humanize the perception of mental illness. Too
often, there are statements like “oh, you’re depressed? Cheer up!” and “oh, you’re
feeling anxious? Let it go – don’t worry about it” – and although these people often
mean well, it minimizes the actual illness itself. In this image, we hope to show
that the overwhelmed with are monstrous – bad and out of our control. People
who experience mental illness have NO IDEA when these thoughts are going to
surface and absorb their lives. It’s similar to what we used to do as kids: “let’s hide
under the sheets and protect ourselves because we never know when the monster
under our bed is going to come up and get us!” We hope that you look at the
overwhelming thoughts written here, see that many of your peers have similar
thoughts, and understand that negative thoughts that people are sometimes these
issues are real and prevalent.
Nilab Safi, Graphic Illustrator
Nilab Safi is a 4th year student at the University of Toronto Scarborough.
Arts&Culture
Coming FALL 2016
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