Events

Most of us want to support and show compassion to others, however supporting others can often feel awkward. Being fully present with a person in distress often means having uncomfortable conversations. It can be difficult to know how to provide effective and meaningful support, or useful information that assists the person in accessing help.

While there isn’t a one-size-fits-all approach to supporting others, this session will cover a simple approach to help you determine what type of help is needed, some strategies for providing effective support, as well as when and how to refer someone to appropriate resources. A comprehensive list of resources will be provided.

By age 18, 1 in 3 women will have experienced some form of sexual harassment or assault. Female students (and employees) in STEM programs experience significantly higher rates of sexism, discrimination, exclusion, and sexual harassment than women in non-STEM disciplines.

According to the Statistics Canada 2019 survey, 71% of students at Canadian postsecondary schools witnessed or experienced unwanted sexualized behaviours in a postsecondary setting—either on campus, or in an off-campus situation that involved students or other people associated with the school. Most of those who had experienced these unwanted behaviours stated that the perpetrators were fellow students. Relatively few students said that the perpetrators were professors and others in positions of authority.

As society learns more about the causes, both direct causes such as breaking consent, and indirect causes like systems that benefit men and blame victims/survivors for what happened to them, it’s important to learn about these causes and how you can contribute to preventing them. It’s not just to show the people around you that you want them to lead a life free of gender-based violence and the many barriers it creates, but it also shows future employers that you’ve invested in equity work – one more way to set your resume apart of the rest of the crowd. Please note: This certificate is available to male identifying participants only.

Burnout is defined as "a state of emotional, physical and mental exhaustion caused by excessive and prolonged stress" (CAMH). Burnout can leave people feeling physically and emotionally drained, like everything is a huge effort, and can result in lower productivity or impaired ability to function.

While burnout was first identified in relation to work and career, it can occur across a variety of settings, and across any vocation. In recent years, concerns about post-secondary student burnout has been increasing.

Burnout can occur as a result of chronic stress with little time for recovery and rest. When left unaddressed, burnout can result in larger, and even long-term concerns. In this evidence-based session, we will explore the causes and signs of burn-out, as well as some practical strategies for addressing and preventing burnout.

students studying and conversing together

Your voice matters! Feedback received during these conversations will directly inform the FoE Community Wellness Framework and the wellness initiatives outlined in the Strategic Plan.

The health and wellbeing of our students matters to us as much as their academic and professional success. Wellness and wellbeing are dynamic states that fluctuate and can be enhanced. Approximately 70% of first-time mental health conditions onset between the ages of 16 and 24. This age range also marks a period of significant transition from adolescence to emerging adulthood. Young people leave behind high school and move into post-secondary education or transition to work. In addition, research shows that the unique demands of STEM education increase the risks of stress related health concerns.

The strain of engineering education, together with this impactful period of transition, makes it critically important for post-secondary institutions to support student mental health. As part of our commitment to the wellbeing of our entire community, the Faculty of Engineering (FoE) is creating a Wellness Framework to guide the implementation and evaluation of our wellness initiatives.

A Framework is a set of guiding principles, priorities, and values that inform the implementation of programs and initiatives. Frameworks are most effective when they have been developed with input from across the community, and from other key stakeholders.

Throughout the 2023 Spring and Fall terms, the FoE is hosting a series of Wellness Conversation Circles to gather perspectives and insights from FoE students around wellbeing within Engineering including what enhances/contributes to wellbeing and what diminishes/creates barriers to wellbeing. We are also looking for your ideas and suggestions for future programs and initiatives.

Your voice matters! Feedback received during these conversations will directly inform the FoE Community Wellness Framework and the wellness initiatives outlined in the Strategic Plan.

Events

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Supporting Someone in Distress Workshop

Male Allyship - Man vs World (Students)

Male Allyship - Man vs World (Employees)

Male Allyship - Healthy Relationships and The Bro Code (Students)

Preventing and Recovering from Burnout (Students)

Student Wellness Conversation Circles (Graduate)

Male Allyship - The Continuum of Harm in the Workplace (Employees)

Student Wellness Conversation Circles (Undergraduate)

Student Wellness Conversation Circles (Cambridge Campus)

Supporting Someone in Distress Workshop