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Nearly 70% of university students battle loneliness during school year, survey says

September 12, 2016 Leave a comment

National survey found students felt ‘very lonely’ and ‘so depressed that it was difficult to function’

By Teghan Beaudette, CBC News Posted: Sep 09, 2016 4:00 AM CTLast Updated: Sep 09, 2016 4:00 AM CT

A new study of Canadian university students found more than 66 per cent reported feeling “very lonely” in the past year.

A new study of Canadian university students found more than 66 per cent reported feeling “very lonely” in the past year.

As university classes start up this week, officials are already working hard to stave off a major contributor to poor mental health among students — loneliness.

A new study of Canadian university students found more than 66 per cent reported feeling “very lonely” in the past year.

And the problem was worse for female students, with nearly 70 per cent feeling very lonely at least once in the last year, compared with male students at 59 per cent.

More than 43,000 students were surveyed for the National College Health Assessment.

It found about 30 per cent of students “felt very lonely” within the last two weeks.

The study also found nearly half of the students surveyed felt debilitatingly depressed in the past year.

44 per cent said they “felt so depressed that it was difficult to function.”

It’s something counsellors on Winnipeg campuses are well aware of.

David Ness, director of student counselling at the University of Manitoba, said he expects to see students struggling with loneliness come into the counselling centre every year.

“They’re on a campus with 30,000 students, several thousand employees — there’s all these people around, but you still feel lonely,” Ness said. “You have to have the individual skills to connect with someone.”

He said it seems to be worse after the Thanksgiving break, and he thinks the increasing social anxiety rate in youth is a contributor. He also thinks electronic devices are contributing to students having difficulty making connections.

Ness recommends joining student groups or reaching out to counsellors or student mentors.

‘You can feel really isolated’

At the University of Winnipeg, the student association is in the middle of a week of events to try to get students to connect before things get really busy.

“It’s still a scary place for a lot of students. Your first year coming here, you can feel really isolated,” said Kevin Settee, the student association’s president. “You’re in classrooms, then you have to go home and study, and you’ve got to do your research and write your papers, and usually a lot of that happens in isolation.… It can get lonely.”

Students from Northern Manitoba or out of province are often leaving their family and friends for the first time, Settee said.

David Ness, University of Manitoba

David Ness is the head of counselling services at the University of Manitoba. He says every year, students come in struggling with loneliness on campus. (Teghan Beaudette/CBC)

Some Canadian universities are tackling loneliness directly and not just as a contributor to poor mental health among students. The University of Calgary has developed resources for lonely students to let them know they’re not alone and where and how they can get help.

Jan Byrd, who directs the University of Winnipeg’s wellness and student life program, said the university has first year students move into dorms a week early to help them adjust.

“We do quite a few things differently to welcome our first year students and try and alleviate that loneliness,” said Byrd, pointing to activities like group movie nights, bowling, city tours and appointed peer mentors.

“We know that students are more likely to stay here and persist and do well in their studies if they have a network of supports, so we try and create many opportunities so people can make a network and make connections on campus so that things don’t hit a crisis,” she said.

The university doesn’t want to “medicalize loneliness” because, Byrd said, it’s a perfectly normal feeling, but “there are those students for whom things don’t get better.”

When that’s the case, the university has psychiatrists and nurses on staff to help.

Ness, Settee and Byrd all recommended joining student groups as a way to stave off loneliness. The U of W had more than 70 groups last year, and the University of Manitoba tracks extracurriculars and puts them on students’ transcripts as an incentive to participate.

Ness said counsellors can help students develop coping skills and figure out exactly what is causing them to feel bad.

Ness and Byrd said students should reach out before it reaches a crisis point.

In the past two years, the University of Winnipeg has increased counselling services on campus and changed the student health care program to include more money for mental health services.

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Sustainable Motivation and the Power of Passion

February 26, 2016 2 comments

a-passion-your-life-passion-in-lifeMerriam-Webster dictionary defines Motivation as “a force or influence that causes someone to do something”. However, the power of motivation and its ability to be sustained is much more complex and slightly different for each individual. Sustainable motivation is one of the greatest factors in one’s ability to achieve a goal or complete a task. So, if you are finding yourself struggling to get something done, drained by the process, distracted, disinterested . . . it is likely because you have not tapped into a sustainable motivation for doing what you are doing.

I see brilliant and competent students struggle daily to achieve at even a moderate level. Part of the problem is that we often frame our motivation for doing something in extrinsic terms (coming from outside of us). I want to complete this degree because I have been told that it will most likely result in stable employment. I need to complete this course because it is a required course for this degree. I need to do well on this exam so that I can get a good grade in this course, so that I can complete my degree and gain employment. As Thomas Koballa states in his article “Framework for the Affective Domain in Science Education” “Students with performance goals often are preoccupied with gaining social status, pleasing teachers, and avoiding “extra” work.”

Wow, no wonder if those are your motivations that you are having trouble finding the energy to complete the tasks necessary. The trouble here is that what is referred to as the affective domain is not factoring in to this equation. The affective domain is that part of our existence that arises out of emotions, feelings, values, and opinions. It is the part of us that evokes passion; it is an intrinsic motivator. Rather than attempting to motivate yourself towards achieving an extrinsic goal, like doing well in a course so that you can progress in your degree, I suggest framing your goals in a way that taps into your affective domain. Why do you care about what you are doing? Think about the context, the potential for impact, how it aligns with your skills and interests.

The energy to keep going despite hardships, to push through even with conflicting priorities and complex challenges needs to come from within. So if you are having trouble relating on an emotional level and seeing the purpose of what you are doing, take some time to explore that. Talk to others that are passionate, go and speak to your instructor about the course material. I can guarantee that your professors have passion for their subject matter as they have likely dedicated a large portion of their lives to the study of it.

See your degree as more than a sequence of equations, principles, theories and facts that need to be memorized and mastered, see it as a pursuit of knowledge that can have an impact on your life and the lives of others. No matter what you study, bring your values, opinions, feelings and passions into the subject matter. In doing this, you will be far more likely to want to get out of bed in the morning, go to class and learn.

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