Running Head: EMPOWERING THE UNIVERSITY OF CALGARY

Empowering the University of Calgary to Take Action

Against Mental Health Stigma and Burnout:

Grant Proposal

Sarah Tkaczuk, Yolanda Weltzin, Olivia Cullen, Thornton Tibbals, & Kelsi Babin

SOWK 627: Practice with Organizations and Communities

Dr. Hieu Van Ngo

April 2, 2015

EMPOWERING THE UNIVERSITY OF CALGARY

PART 1- BASIC INFORMATION

Name of Organization: The University of Calgary: The Faculty of Social Work, Calgary location

Project Title: The Mobile Self-Care Team

Number of FTE’s The University of Calgary (total FTE’s): 4,833,

including 1800 faculty The Faculty of Social Work (total FTE’s): 30

Primary Contact Person Sarah Tkaczuk

Mailing AddressThe University of Calgary: The Faculty of Social Work2500 University Drive NWCalgary, Alberta T2N 1N4Phone: 403-220-5942

Amount Requested $32,800Annual Budget $1,218,013,000 (2014-2015 fiscal year)

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EMPOWERING THE UNIVERSITY OF CALGARY

PART 2- ORGANIZATIONAL NEED AND RATIONALE 

What is the organizational need that you would like to address through this initiative?In this grant, we are looking at how the University of Calgary can better support their faculty members to increase job retention, productivity, and overall well-being. We acknowledge that many faculty members experience extreme stress, increasing the potential of burnout, depression and anxiety. Across the University of Calgary stigma pertaining to mental health does exist, which only perpetuates feelings of isolation and shame. Mental illness can have a ripple effect throughout the university, and into other domains, such as family life (Reshmi et. al., 2012). Additionally, “faculty members can directly or indirectly impact all of the students in [their] class, and [their] colleagues” (Student Union Wellness Centre, 2014). The aim is to raise awareness of self-care through diverse and creative avenues, in order to better understand early signs and symptoms of burnout, as a preventative measure. Increasing awareness of mental health and self-care activities circumvents barriers, increasing meaningful learning and discourse within the University of Calgary. The Mobile Self-Care Team will work with the Faculty of Social Work in order to reach as many faculty members across the University of Calgary as possible. While we acknowledge that not everyone will experience symptoms of burnout in the same way, our aim is to create a more holistic university.

How did your organization identify this need? We acknowledge that the helping professions, such as nurse practitioners, teachers, and social workers, are at a higher risk of experiencing burnout (Canadian Centre for Occupational Health and Safety, 2012). A multitude of stressors may impede social interactions, concentration and/or motivation toward job productivity, which perpetuates feeling overwhelmed and helpless (Canadian Mental Health Association, 2014). From 2010-2012, the University of Calgary spent between $89,000 and $101,000 each year on employee benefits (University of Calgary, 2013, p. 269). In 2003, across the Canadian workforce, “mental illness accounted for 30% of disability claims and 70% of the total costs” (Mood Disorders Society of Canada, 2006). There is a lack of movement to create a sustainable practice of self-care as a preventative measure, or to reduce stigma.

Why is it important to address the identified need? We believe it is important to invest in the University of Calgary, and specifically in the overall well-being of faculty members, which will in turn affect students. Investing time and money is a small cost compared to sustaining positive mental health among faculty members, and the student body. It is important to build skill capacity to enhance self-care and to increase awareness around mental health. Early intervention decreases long-term adverse effects, reduces stigma toward individuals experiencing mental illness, and also increases self-efficacy, job retention, and productivity. When faculty members feel empowered to address these issues it creates a better learning environment and stronger curriculum delivery for students. We believe that working collaboratively with the Faculty of Social Work and other faculties, we will be able reduce ambiguity and stigmatization towards those experiencing burnout. The aim is to enhance capacity building throughout the campus, classrooms, and in individuals.

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EMPOWERING THE UNIVERSITY OF CALGARY

PART 3- STRATEGIES AND ACTIVITIES

What are the proposed strategies and activities to address the identified organizational issue? We would like to provide Mental Health First Aid instructor certification for six faculty members in the social work program. The certification permits them to provide twelve-hour basic training classes across the University of Calgary with eighteen to thirty trainees attending each class. In the basic class, trainees are given tools to recognize “signs and symptoms of mental health, and effective interventions” (Mental Health Commission of Canada, 2011).

A complimentary component to the Mental Health First Aid training is to incorporate self-care activities in different locations throughout the university, one time per month for forty-five minutes. We believe that incorporating diverse and creative avenues (e.g., yoga, mindfulness, nutrition, and drumming circles) will enhance relaxation skills and improve self-regulatory and stress-management capabilities (Khalsa, Hickey-Schultz, Cohen, & Steiner, 2012). Nutrition is an important component in strengthening mental health, and so we plan to teach practical hands-on skills pertaining to meals and snacks that increase stamina (e.g., recipes and meal preparation). Once a month, we would like to provide business cards with self-care strategies. Using different locations, for example, the Professional Faculties building, outdoor space around campus, and MacEwan Hall, creates a ripple effect of knowledge. This will be beneficial in engaging the diverse student body and faculty members to strengthen supportive cohorts.

TimelinesThe proposed timeline is on-going from August 2015 to May 2016. Six faculty members will be formally trained by Mental Health First Aid Canada to become instructors. Starting in September, the trained faculty instructors will pair into co-instructors, and begin to teach the basic twelve-hour course to other university faculty once per month, This will occur through November and resume January through May. The supplementary self-care strategies listed above rotate monthly until the end of the winter semester with ongoing preliminary, middle, and post-program focus groups and evaluations.

What has informed your selection/choices of strategies and activities? We had the opportunity to speak with the Dean, Jackie Sieppert and a professor within the Faculty of Social Work. We inquired as to what they thought was needed pertaining to overall morale and well-being of professors within this faculty. We learned that increasing knowledge and awareness about mental health would empower professors to address and reduce stigma attached to mental illness. Increased awareness provides a vehicle for professors to support their colleagues and students. Providing opportunities to increase awareness around mental health will create sustainability in job retention and productivity. The overall well-being of professors creates a cohesive partnership to work toward the same goal; helping professors to better help their students. This innovative strategy promotes self-care as an instrument for professors to model healthy behaviours within the University of Calgary. The once a month self-care activities will be used as a preventive measure, but to also build the capacity within faculty members to more readily notice mental health concerns.

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EMPOWERING THE UNIVERSITY OF CALGARY

PART 4- INTENDED OUTCOMES

What are the anticipated outputs of your proposed activities?The anticipated output is to have certified Mental Health First Aid instructors within the Faculty of social work, and extend the basic MHFA training to other faculties across the University of Calgary. It is also important to train new professors and ensure they establish a healthy balance between professional and personal life. Investing in MHFA training and self-care activities creates a stronger community within a larger organization. The output is knowledge, and knowledge is empowering. The training does not stop with taking the class, as self-care activities one time per month will be offered for faculty members and students to create capacity building on campus as a direct output. We believe that it is important to provide activities to “promote mental health well-being of those who are not at risk, those who are at increased risk, and those who are suffering or recovering from mental health problems” (World Health Organization, 2004). Environments that are “supportive to student health and well-being help students thrive not only in university, but in all areas of their lives (Student Union Wellness Centre, 2014).

What are the anticipated outcomes?Having faculty members certified in the Mental Health First Aid training initiates a ripple effect of knowledge within different faculties and the student body across the University of Calgary. We estimate over 720 faculty members can be reached with the training, and each student will benefit through their interactions with those faculty members. Incorporating the self-care activities once a month supports faculty members to move from a theoretical framework into a more practical and applicable practice with their colleagues and students. The training and self-care activities will empower and circumvent burnout of faculty members, thereby improving the quality of relationships, teaching, and learning environment. We believe that investing at a mezzo level (organization) will influence the experience of students and community partnerships. Capacity building increases awareness and knowledge, creating a positive impact that is desirable for other faculties and universities who may look towards adopting this initiative.

What is the intended long-term impact?We hope to see a growth in awareness of mental health concerns, as well as an increase in self-care practices among all faculties on campus. Utilizing the Mental Health First Aid training and promoting self-care activities supports the longevity of healthy faculties across the University of Calgary. This will support the university to be recognized for the increase of status ranking and academic performance. The intended long-term impact is to empower consumers of mental health services to become producers, as self-care representatives within their faculty and classroom. Faculty members and students will engage in a direct action against mental health stigmatization. Increased well-being of faculty members circumvents barriers to learning, which initiates meaningful learning and discourse among colleagues and the student body. Providing innovative learning opportunities about mental health creates sustainability and feasibility to improve the overarching morale and milieu within the Faculty of Social Work, and other faculties in the University of Calgary.

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EMPOWERING THE UNIVERSITY OF CALGARY

PART 5- BUDGET Revenue

Cash (Amount requested) $ 32,800.00 In-Kind University of Calgary $ 245,910.00 Private Yoga instructor $ 210.00 Private dietician $ 150.00 Trained mindfulness exercises leader $ 90.00 Drum circle leader/instructor $ 80.00 In-Kind Total in-kind revenue $ 246,440.00

Total Revenue Total Revenue $ 279,240.00

ExpenseCash Cash Expenses

Initial training Mental Health First Aid training as Basic Instructor @ $3,000 train six University personnel as Basic MHFA Instructors 6 x $3,000 $ 18,000.00

MHFA materials Student workbooks and official completion certificates (for Basic MHFA) 24 classes x 30 students/class x $20 per student $ 14,400.00

Advertisement Print posters $ 200.00 Print self-care tips on business card stock $ 200.00

Total Cash Expense Total Cash Expense $ 32,800.00 In-Kind: MHFA In-kind Expenses: Mental Health First Aid

Staffing Initial training: 5 days staff time x 6 instructors x $250/day $ 7,500.00 Continuing competency -- Instructors review online materials and videos: 0.5 days a year x 6 instructors x $250/day $ 750.00 Teaching time: 6 co-instructors: 6 co-inst. x 1.5 days/class x 8 classes/co-inst. x $250/day $ 18,000.00 Faculty taking Basic MHFA during work hours @ $200/day: $200/day x 1.5 days x 30 students/class x 24 classes $ 216,000.00

Facilities Class space: 24 classes x 1.5 days = 36 days of classroom rental @ $60/day $ 2,160.00

Insurance MHFA requires instructors to get $2 million liability coverage or teach under the auspices of an employer with this much. The University's existing coverage meets this requirement. $ 700.00

In-Kind: Self-Care In-kind Expenses: Mobile Self-Care Instruction 45 minutes Yoga instruction (donated): $70 x 3 sessions $ 210.00

Nutrition class (donated instruction): $50 x 3 sessions $ 150.00 Guided mindfullness (donated instruction): $45 x 2 sessions $ 90.00 Drum circle leader/instruction: $40 x 2 sessions $ 80.00

Supplies Yoga mats (value=$2 rental/mat) 3 sessions x 50 mats x $2 $ 300.00 Drums for drum circle (value $5) 2 sessions x 50 Drums x $5 $ 500.00

Total In-Kind Expense Total In-Kind Expense $ 246,440.00 Total Expense Total Expense $ 279,240.00

We are requesting $32,800 in funding from the grant committee.

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References

Canadian Centre for Occupational Health and Safety. (2012). Mental health -

psychosocial risk factors in the workplace. OSH answers fact sheets.

Retrieved from http://www.ccohs.ca

Canadian Mental Health Association. (2014). Your mental health: Stress.

Retrieved from http://www.cmha.ca

Khalsa, L., Hickey-Schultz, S., Cohen, D., & Steiner, N. (2012). Evaluation of the mental

health benefits of yoga in a secondary school: A preliminary randomized

controlled Trial. The Journal of Behavioural Health Services & Research, 39(1),

80-90. doi: 10.1007/s11414-011-9249-8.

Mental Health Commission of Canada. (2011). Mental health first aid Canada.

Retrieved from http://www.mentalhealthfirstaid.ca/EN/Pages/default.aspx

Mood Disorders Society of Canada. (2006). The human face of mental health and mental

illness in Canada 2006. Ottawa ON: Public Health Agency of Canada

Reshimi, L. S., Schommer, C. J., & Worley, M. M. (2012). Antidepressant use amongst

college students: Findings of a phenomenological study. Innovation in

Pharmacy. 3(2), article 76. Retrieved from:

http://www.pharmacy.umn.edu/innovations/prod/groups/cop/@pub/@cop/

@innov/documents/article/cop_article_395373.pdf

Student Union Wellness Centre (2014). Survey data from the National College

Health Assessment, supported by the Students’ Union and Alberta Health.

Retrieved from https://www.ucalgary.ca/wellnesscentre/

University of Calgary. (2013). Fact book 2012-2013.

Retrieved from: https://oia.ucalgary.ca/fact-books

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World Health Organization (WHO) (2004). Prevention of mental health

disorders: Effective interventions and policy options. A summary report.

Retrieved from http://www.who.int/en/

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