by healthycampuses

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Published Jan 20, 2015 in Business & Management
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Presentation Slides & Transcript

Presentation Slides & Transcript

Promoting Campus Wellness in the Midst of Complexity, Plurality and Contested Knowledge Is There a Toolkit for That? Dr. Jennifer White University of Victoria September 27, 2012

Heavy drinking a problem at most Canadian campuses: report University Affairs

good grades and that increases the pressure Vancouver Sun, March, 2012

Global youth unemployment now 75 million CBC News, May, 2012

The mental health crisis on campus Canadian students feel hopeless, depressed, even suicidal Macleans On Campus, September 2012

BC government cutting $70 million from advanced education The Ubyssey March, 2012

Binge drinking, dieting linked in drunkorexia study CBC News August 2012

artwork sparks controversy over portrayal of Muslim dress National Post April 2012

Meet the boomerang kids: 40% of young adults living with their parents Global News, September 2012

Student groups open up discussion on disabilities Queens University

Internationalization the other side of the story University Affairs August 2012

Deer management strategies considered, contested The Martlet

Gender - inclusive washrooms officially open in UVic student union building Canadian University Press .

B.C. planning ahead for aboriginal post - secondary education The Ubyssey

Government of Canada Works to Prevent Violence Against Women on Campuses in Vancouver Canada News Centre June 26, 2012

Life Week debates create dialogue on B.C. campuse s The Catholic Register B.C. pro - life students and community members pose at an event hosted by the National Campus Life Network March 10 as part of Life Week

SFU gives $30,000 to a campus Men's Centre Student who came up with the idea says it's a myth that men don't have emotional problems . News 1130

no sane person could seriously doubt that it is a bad thing to be diseased, oppressed or ignorant, very sane and sensible people do debate about what constitutes genuine or adequate education, justice or healthcare . Carr, 1999

Given all these challenges and complexities, what are some potential ways forward? What

Toolkits are timesaving aids that provide customizable turn - key solutions to help program planners plan, implement, and evaluate a specific health promotion intervention Centers for Disease Control

MAP - IT Framework No two Healthy Campus initiatives are exactly alike, but most share a similar path to success: Mobilize, Assess, Plan, Implement, Track. Whether you are a seasoned professional or new to the field, the MAP - IT framework will help you create your own path to a healthy campus and a healthier nation.

People know what they do; frequently they know why they do what they do; but what they what they do does. - Michel Foucault

JED Foundation

take the self - generated acts of the individual as our point of foreclose the possibility of questioning what kind of world gives rise to such individuals ... What social conditions help to form the very ways that choice and deliberation proceed. Butler, 2004

Whose voices are included in articulations of the Who gets to decide how goals to resolve the stated problem are to be set and met? Who gets to state the terms of reference for the problem and how have they been informed of such terms? How might the dominant narrative of the problem belie broader social complexities, controversies, inequities, and contexts ? Walton, 2010

The field of health promotion needs to revive and reorient its practices toward bringing people together as citizens and community members to decide for themselves the kinds of lives they think are most worth living, rather than continuing to develop the Buchanan, 2000

How we respond to particular situations is not determined by that situation but rather, by the ways in which we choose to frame or constitute the problem. Grint , 2005

have to teach ourselves to think, to practice , to relate and to know in new ways. Law, 2004

What would happen if we settle on a single vision of a healthy campus community but left room to imagine multiple, emergent potentials and becomings ? What if the process was the product ? destination?

H ow do we account for the reality that we work and study in an institutional context governed by norms of competition, hierarchy, and pressure to succeed? How can our own experiences of wellness on campus (or lack thereof) provide insight into what is possible and up against?

accommodate disagreement, dissensus and debate? In what ways might our unexamined professional expertise and privilege perpetuate the status quo? How can we take the sociopolitical context into account when planning and doing health promotion or mental health work?

H ow might we support each other to be open to an unknown, incalculable, and unpredictable future?