# data[].attributes.headline
Renaming or rebranding the idea of mental health and wellness ( Self-care, Wellness Language, "Brain Immersion" "Mind Mapping" "Find your self- care language")

# data[].attributes.subject
Renaming or rebranding the idea of mental health and wellness ( Self-care, Wellness Language, "Brain Immersion" "Mind Mapping" "Find your self- care language")

# data[].attributes.body
Redefining the language we use is SO important. I've included the link to the transcript above. Some of the things that stood out to me are copied below:

PAGE 6:  I've seen you talk before about how word meanings aren’t necessarily fixed. Because people will be like, oh, well, I’m sorry you heard it that way because that’s not what I meant. You know, like, I meant this other definition of it. And that’s kind of an excuse they’ll hold onto is like, well, I don’t need to change because I don’t mean it the way that you’re taking it.

PAGE 7:  And of course these messages, they hit marginalized people the most because a lot of the talk that comes from self-improvement discourse is about fixing yourself. It hits marginalized people the most because they’re the ones that are made to feel like they don’t fit in with the way that society operates. They don’t fit in with the standards that society sets. There’s almost not enough conversation about how this kind of language, though it hits everyone, it hits people differently.

PAGE 9: I think the thing is we need to remember that language, it’s a communicative tool. It’s a dynamic of both what we say and how it is received. And so you cannot discount what people take from the message that you are saying, even if you didn’t intend it to be harmful or you didn’t intend it to be taken a certain way. The fact that someone did take it some way is part of how language works. And so, you can’t discount that if you have had an impact on someone that’s a negative impact, that is kind of part of the intent of language, and therefore, part of the intent of what you were saying.

# data[].attributes.headline
 Avoid the word "mental health" which has a stigma around it and devise a new designation that captures the reality of our students' identity.

# data[].attributes.subject
 Avoid the word "mental health" which has a stigma around it and devise a new designation that captures the reality of our students' identity.

# data[].attributes.headline
 We need a "toolkit" of mental health activities/special programs that can be selected by different clubs  at different campuses.

# data[].attributes.subject
 We need a "toolkit" of mental health activities/special programs that can be selected by different clubs  at different campuses.

# data[].attributes.headline
We should encouraged Reflective Structured Dialogues, " Self Care Day (EXPO DAY, see below)-Find your Wellness Language,"  Discover your Self-Car Language", Self Talk, Brain Immersions and Environmental Immersions, Active Meditation, Exercise, Garden Walks, Zen Gardens, ect.

# data[].attributes.subject
We should encouraged Reflective Structured Dialogues, " Self Care Day (EXPO DAY, see below)-Find your Wellness Language,"  Discover your Self-Car Language", Self Talk, Brain Immersions and Environmental Immersions, Active Meditation, Exercise, Garden Walks, Zen Gardens, ect.

# data[].attributes.body
Toolkit should be a binder or file with all resources, contacts, previous assemblies/activities and the steps each took to organize. Essentially build a repository that is fluid and can be updated and organized on a constant basis for groups.

# data[].attributes.headline
 A  pre-approved budget would be set aside for programming and training.

# data[].attributes.subject
 A  pre-approved budget would be set aside for programming and training.

# data[].attributes.headline
Special tools are necessary for special task. You can't use a screwdriver when you need pliers.

# data[].attributes.subject
Special tools are necessary for special task. You can't use a screwdriver when you need pliers.

# data[].attributes.body
Campuses organizations and clubs can access non-monetary resources for events they plan to host specific to their needs.

# data[].attributes.headline
 Groups will have to submit proposal for chances to access resources and programming that have been curated or vetted.

# data[].attributes.subject
 Groups will have to submit proposal for chances to access resources and programming that have been curated or vetted.

# data[].attributes.body
Students would submit proposals, date of event, plans(description). It will encourage students  to think about events planning, writing proposals and  developing  bugets. Student group with the best proposal will be selected. Money will then be allocated to that group.
This would allow for a fair opportunity for all groups to organize an event, as well as maximize the effort and financial aspects of each event.

# data[].attributes.headline
 Reflective Structured Dialogues  on pertinent topics of wellness or  current issues.

# data[].attributes.subject
 Reflective Structured Dialogues  on pertinent topics of wellness or  current issues.

# data[].attributes.headline
  Healthy environments makes for a healthy, mind body and spirit.

# data[].attributes.subject
  Healthy environments makes for a healthy, mind body and spirit.

# data[].attributes.body
Hiking, excursions, immersions, meditation, yoga, jujitsu, women's self defense, judo, Zen Gardens, gardening, exploration, retreats, horticulture, Bonsai

# data[].attributes.body
Holistic Health and wellness needs to be multifaceted, all angles and sides need to shine their light on the issue of Mind Health.
Cultivating a healthy environment can lead to developing good  healthy habits. Being in healthy environments  such as hiking, gardening , walks, will appeal to certain students but should be offered to all.

# data[].attributes.headline
 We should make again student immersions(Earth Ethics Institute) such as hikes or visits to the Everglades, state and county parks; support student garden work with stipends for work on gardens; certificates  and internships with parks and gardens(Fairchild).

# data[].attributes.subject
 We should make again student immersions(Earth Ethics Institute) such as hikes or visits to the Everglades, state and county parks; support student garden work with stipends for work on gardens; certificates  and internships with parks and gardens(Fairchild).

# data[].attributes.body
Having an expo type day could be expensive and require many outside resources

# data[].attributes.headline
Institute Meditation Rooms/Zen Gardens on Campuses

# data[].attributes.subject
Institute Meditation Rooms/Zen Gardens on Campuses

# data[].attributes.body
Potentially maintained by student groups? Accessible all day and allows for a quiet space for students to shut their mind off during the day.

# data[].attributes.body
We would need space to create zen gardens or meditation rooms.

# data[].attributes.headline
Redefining Communication regarding Mental Health

# data[].attributes.subject
Redefining Communication regarding Mental Health

# data[].attributes.body
Using verbiage to suggest it is not an "illness" and rather an "experience" can help us advertise and promote events. This really stood out to me in this article:

Our mental health, like our physical health goes up and down. We can have really positive mental health while still experiencing a mental illness. They are different.

You might notice I used the word ‘experiencing’ in that sentence. That’s because using words like suffer is judgemental. Unless the person has said they are suffering, we cannot assume.

# data[].attributes.attachment_link.title
The power of language - Redefining Communications

# data[].attributes.attachment_link.description
Jenni talks about completing the MHFA England course on mental health.

# data[].attributes.body
We could implement a system similar to AA or NA meetings, the way a 12 step program works. Once a week, they can be hosted at each campus, where students can come in and share their feelings and be validated, making it a safe space but somewhere they are talking with peers rather than a counselor.
My thought is that it could begin to help students understand they are being heard, they are totally normal, and its okay to talk to people about what's going on. They may meet others who seek counseling but like communicating with peers.

# data[].attributes.attachment_link.title
RSA Shorts: Dr Brené Brown, "The Power of Empathy"

# data[].attributes.body
Students can experience yoga, meditation, kickboxing workouts, learn how to garden, and other ideas in an expo type festival where they can discover what brings them joy and helps release stress.

# data[].attributes.headline
Wellness Wheel: An approach to wellness needs to be holistic

# data[].attributes.subject
Wellness Wheel: An approach to wellness needs to be holistic

# data[].attributes.headline
Wellness Rooms/Spaces, Cafeteria, Break room, Interfaith room  for dialogue/ Closets

# data[].attributes.subject
Wellness Rooms/Spaces, Cafeteria, Break room, Interfaith room  for dialogue/ Closets

# data[].attributes.body
Wellness Rooms-massage area, wellness checkups, free covid tests, STD tests, screening, pregnancy test;  hygiene needs-soap toothpaste, deodorant(generic inexpensive brands give away to students.

Stress management classes, Etiquette classes, Mock Interviews, Job finding assistance and Career counseling

Cafeteria- Food, food assistance, soap kitchen, nutrition information, cultural foods, multicultural menu; culinary students work in the cafeteria( grow food, hydroponics, micro greens, salads) food security for students through food pantry. Food sovereignty-grow your own( community hours or volunteers hours for working in the garden.

Shelter and counseling for those facing domestic violence, student without housing or place to live or stay

Spaces and Break rooms that are quiet, safe for sleep and napping, therapy sessions, massage areas, life coaching and counseling, relaxation lounge

Interfaith room  for dialogue- meditate, celebrate, discourse

Closets professional clothes for interviews or just everyday use

# data[].attributes.body
We should be hosting workshops on how to facilitate a trauma-informed classroom. This is done differently across age groups, but it does start with environments and moves into assignments and language.

# data[].attributes.attachment_link.readable_text
Purpose

This section provides educators with the knowledge and skills required to understand and implement trauma-informed approaches to care in mental health and addiction curricula.

Outcomes

At the end of this section, the educator will:

Identify the principles of trauma-informed care.

Understand and implement trauma-informed approaches to care.

Relate trauma-informed approaches to care to universal precautions, cultural competence and safety, and creating safe space.

Trauma-Informed Care

Trauma is defined as an experience that overwhelms an individual's capacity to cope (CCSA, 2012). Traumatic experiences occur at any age, and may include experiences such as child abuse and neglect to violence and war (CCSA, 2012). Trauma can interfere with a person's sense of safety, self and self-efficacy as well as the ability to regulate emotions and navigate relationships (CCSA, 2012).

For those who have faced multiple traumatic events, repeated experiences of abuse, or prolonged exposure to abuse, trauma is overwhelming and may have a significant impact on living (CCSA, 2012; Klinic Community Health Centre, 2013; National Child Traumatic Stress Network, 2008). Moreover, people who access mental health and substance use treatments report trauma and violence as being common (CCSA, 2012). Specifically, evidence shows individuals who have experienced trauma are at greater risk for developing a substance use disorder (Macy & Goodbourn, 2012). People who have experienced trauma view their use of substances as a coping tool; however this can make them more vulnerable to substance use problems (CCSA, 2012). Trauma also affects a person's mental health and can affect thinking, memory, attention and concentration (CAMH, 2012).

Trauma-Informed Approaches

Educators in partnership with students need to develop an understanding of trauma-informed approaches to care and emphasize their use when assessing and treating all clients who use substances and/or may have a mental health condition, even when trauma is not suspected in clients (RNAO, 2015d).

Trauma-informed services focus on establishing a safe environment, where clients with trauma have choice and control; however, disclosure of trauma is not required (CCSA, 2012). Moreover, the use of trauma-informed approach in treatment does not require nurses to treat trauma, but rather a trauma-informed perspective results in a particular approach and acknowledges how common trauma is among clients who use substances, and the manifestation of trauma in their lives (RNAO, 2015d).

There are four key principles of trauma-informed approaches as outlined by the Canadian Centre on Substance Abuse. They include:

Trauma Awareness

All services taking a trauma-informed approach begin with
building awareness among staff and clients of: how common
trauma is; how its impact can be central to one's development;
the wide range of adaptations people make to cope and
survive; and the relationship of trauma with substance use,
physical health and mental health concerns. This knowledge
is the foundation of an organizational culture of traumainformed
care.

Emphasis on Safety and Trustworthiness

Physical and emotional safety for clients is key to trauma-informed
practice because trauma survivors often feel
unsafe, are likely to have experienced boundary violations and
abuse of power, and may be in unsafe relationships. Safety
and trustworthiness are established through activities such
as: welcoming intake procedures; exploring and adapting
the physical space; providing clear information about the
programming; ensuring informed consent; creating crisis
plans; demonstrating predictable expectations; and scheduling
appointments consistently.
The needs of service providers are also considered within a
trauma-informed service approach. Education and support
related to vicarious trauma experienced by service providers
themselves is a key component.

Opportunity for choice, collaboration and connection

Trauma-informed services create safe environments that
foster a client's sense of efficacy, self-determination, dignity
and personal control. Service providers try to communicate
openly, equalize power imbalances in relationships, allow
the expression of feelings without fear of judgment, provide
choices as to treatment preferences, and work collaboratively.
In addition, having the opportunity to establish safe
connections - with treatment providers, peers and the wider
community - is reparative for those with early/ongoing
experiences of trauma. This experience of choice, collaboration
and connection is often extended to client involvement in
evaluating the treatment services, and forming consumer
representation councils that provide advice on service design,
consumer rights and grievances.

Strengths based and skill building

Clients in trauma-informed services are assisted to identify
their strengths and to further develop their resiliency and
coping skills. Emphasis is placed on teaching and modelling
skills for recognizing triggers, calming, centering and staying
present. In her Sanctuary Model of trauma-informed
organizational change, Sandra Bloom described this as
having an organizational culture characterized by 'emotional
intelligence' and 'social learning.' Again, parallel attention
to staff competencies and learning these skills and values
characterizes trauma-informed services.

Reprinted from "Essentials of ... Trauma-informed Care," by N. Poole, 2012, Canadian Network of Substance Abuse and Allied Professionals. Copyright 2012 by the Canadian Centre on Substance Abuse. Reprinted with permission.

# data[].attributes.attachment_link.title
Trauma-Informed Care Teaching activities and resources | RNAO

# data[].attributes.body
Offering students opportunities to make choices in their work. Offering alternatives to situations that could trigger them. For example, an assignment that requires discussion on a sensitive topic could have two options to complete including a more hands-on approach and a research approach. Group work in classrooms could allow students the opportunity to work alone, or to work in smaller groups. Allowing students to choose groups. Giving multiple assignments with different alternatives that achieve the same goal.

# data[].attributes.body
Free bus passes or more bus passes available to students
Safe and convenient bike and scooter storage

Registered car pool or uber discount

Shuttle bus from campus to campus; shuttle to medical campus for wellness needs

Electric scooter rentals for students- working with a company to provide service for students

Golf cart transport around large campuses i.e. Kendall and North

Student Car Mechanic shop for oil changes, windshield wipers change, inter-campus shuttles

# data[].attributes.body
No changing rooms or showers
Sports and activities are non-existent at certain campuses i.e.
Wolfson.
Basketball court on rooftop of parking lot bldg 7 at Wolfson?
More options in the gym-Zumba , Yoga, boxing, kickboxing, self defense for women

# data[].attributes.headline
 Occupational and social wellness                  Knowledge is power; knowledge is wellness

# data[].attributes.subject
 Occupational and social wellness                  Knowledge is power; knowledge is wellness

# data[].attributes.body
Digital job board with job advertisements, clubs, volunteer opportunities

Shark net-students were unaware of this platform

More interactivity-MDC app update ; digital map
Student guides and ambassadors- showing students around campus.

# data[].attributes.body
financial classes
assistance with jobs and internships
assistance with college transfer process, managing student loans, "How to avoid debt" Credit cards, Read bank statements, investing and saving