April 28th @ 1pm EDT
The Campus Mental Health Community of Practice from the Canadian Association of College and University Student Services (CACUSS) is collaborating with the Mental Health Commission of Canada (MHCC) to continue exploring the evolving needs and trends of Canadian post-secondary institutions (PSIs) since the start of the pandemic. This national dialogue brings together multiple stakeholders to discuss current campus mental health needs and potential implications for the upcoming academic year.
The goal of this dialogue is to generate ideas for adaptive, flexible, inclusive and innovative post-secondary initiatives that support student mental health. Students are strongly encouraged to join this session, as well as campus mental health and student affairs professionals. We all have a role to play to enhance post-secondary student mental health.
This national dialogue will also coincide with the next phase of a multi-year survey of campus mental health, with a new emphasis on the COVID-19 related challenges and opportunities.
Moderator: Stephanie Dinsmore, Co-Chair of the CACUSS Campus Mental Health Community of Practice
Dr. Tayyab Rashid is a licensed clinical and school psychologist at the Health & Wellness Centre, University of Toronto Scarborough (UTSC). For more than 15 years, Dr. Rashid has worked with individuals experiencing complex mental health issues, especially with young adults from diverse cultural backgrounds and with trauma survivors. Using a culturally contextualized strengths-based approach, Dr. Rashid has also worked 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, a Canadian Community of Practice and Director of Practice, IPPA, 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.
Dr. Lina Di Genova is the Director of Strategy, Assessment and Evaluation in Student Services at McGill University, Canada. She is a licensed organizational psychologist and accredited change management practitioner. Dr. Di Genova has over fifteen years’ experience in organisational performance metrics. She has led monitoring and evaluation of student affairs programs on topics ranging from orientation to academic advising, student involvement, wellness and alumni outcomes. Before joining Student Services, Lina worked in University Institutional Planning on national assessment initiatives, such as the National Survey of Student Engagement benchmarking program for the Canadian U15 Data Exchange and graduate education issues. Dr. Di Genova is a steering committee member of the Best Practices Network in Canadian Higher Education: Making a Positive Impact on Student Mental Health. She recently served as a co-chair of the Campus Mental Health community of practice with the Canadian Association of College and University Student Services (CACUSS). Lina is the recipient of the 2020 CACUSS Leader in Learning Award and the 2019 Student Affairs Assessment and Research Conference Assessment to Action Award.
Sandra Koppert, Director, Mental Health Advancement 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.
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.
Dr. Heather Drummond is a clinical psychologist who works at Mohawk College, where part of her role is being the embedded counsellor in the student residence. She has been working in the mental health field for over 25 years, in various capacities, including hospital and community settings. She is a passionate advocate for human flourishing informed by a neuroscience supported, strengths based, biopsychosocial lens. Her current projects involve the design and implementation of the Changing Minds Project, which was a pilot study exploring a campus wide student mental health and wellbeing model. As well, she is a technical committee member involved in the writing and development of the new post-secondary student mental health CSA standard, Mental Health and Wellbeing for Post-Secondary Students.
Dr. Mohsan Beg is a licensed clinical psychologist and has been the director of the Student Counselling Centre at the University of Windsor for the last 12 years. He obtained his undergraduate degree in Psychology at the University of Toronto. Upon graduating, Dr. Beg worked for two years as a member of a mobile crisis team providing front-line intervention for psychiatric emergencies in Toronto. He completed his Master’s and Ph.D. in Clinical Psychology from the University of Windsor. Dr. Beg has worked in a wide variety of clinical settings including: a children’s mental health facility; in the emergency room of Detroit Receiving Hospital providing trauma counselling; the forensics unit of the former Clarke Institute of Psychiatry; and at the University Of Indiana School Of Medicine. Dr. Beg's clinical interests are in the area of mental health of postsecondary students, anxiety and mood disorders, and learning disabilities. Dr. Beg is also an active member of the community having served on the boards of the Windsor Essex Children’s Aid Society and Windsor Family Health Team and presenting on a variety of mental health topics both on and off campus.
Kalin McCluskey is the Executive Director of the Canadian Alliance of Student Associations (CASA), a national, non-partisan, not-for-profit student organization composed of 23 student associations from coast to coast. In her role, she works closely with a student-lead Board of Directors and leads a team of professional staff based in Ottawa. With over 15 years of experience in public policy and advocacy, she has worked with advocacy organizations nationally and internationally, and on Parliament Hill. In addition to her current work at CASA, Kalin is completing her PhD in Interdisciplinary Studies focused on aging policy at the University of New Brunswick.
Sandrine Desforges - FAÉCUM (Fédération des associations étudiantes du campus de l'Université de Montréal), Technical Committee Member for the Standard. Sandrine Desforges is Secretary General at FAÉCUM, the students’ federation at Université de Montréal. FAÉCUM represents and defends the rights and interests of 40 000 students and 85 student associations. As a student representative, she both works in collaboration and advocates towards her post-secondary institution’s administration, student services and governments to ensure better prevention and mental health support in post-secondary institutions. This work has been especially crucial throughout the last year considering the challenges caused by COVID-19. Sandrine is also a member of the Technical Committee of the National Standard on Mental Health and Well-Being for Post-Secondary Students. During her three mandates at FAÉCUM, she has worked on different student priorities linked directly to student well-being: bettering students' psychological health, ensuring equity, diversity and inclusion in post-secondary institutions, preventing and fighting gender-based violence in post-secondary institutions, and ensuring inclusive learning and evaluation practices.