The Student Health Education Centre at McMaster is one of many groups on campus attempting to destigmatize reaching out for sexual health resources
Sexual health was defined by the World Health Organization as overall well-being correlated with sexuality, ensuring a person feels that their needs are maintained. Furthermore, they indicated that sexual health isn’t simply limited to medical well-being, it includes the ability to be able to access the resources necessary to maintain these.
A paper by a group of researchers in Halifax found that some undergraduate students in Nova Scotia felt as though resources were scarce which discouraged them from seeking out.
The Student Health Education Centre at McMaster University, located in McMaster Union Student Centre, works to connect students with health resources on campus. Sheridan Fong, service director of SHEC, shared that their service offers a variety of free resources for students.
“We offer confidential peer support, as well as health resources on several subjects, such as sexual health. We also offer safer sex supplies, which is one of the main ways that we interact with students. We have our health dispensers that are free and located on the second floor of MUSC,” said Fong.
The health supplies they offer include but are not limited to, safe(r) sex supplies, pregnancy tests and menstrual products. The group has existed at McMaster for many years, known as the Birth Control Center in 1971. From that point in time they’ve expanded what they offer. Fong shares that the changes are meant to align with the inclusivity associated with sex.
“Over the years, we have expanded our product range. Just to become more inclusive of what sex means to different individuals, I would say. So we've gone from just giving out male condoms to also offering female condoms, as well as dental dams. Just understanding that the idea of sex can mean something very different for many people,” said Fong.
Stigma is something that is often associated with seeking out resources that may increase a person's sexual health. The stigmatization of this resource is something SHEC tries to actively overcome. This has caused them to introduce initiatives that pressure associated with seeking resources. This includes their dispenser on campus being open 24 hours seven days a week. Many of the other safe(r) sex options mentioned previously can be accessed Monday to Friday from 9:30 AM to 5:25 PM.
Fong shared that there is an understanding at SHEC that for some hesitantly seeking out their resources, anonymity can be beneficial. This sparked the implementation of an online ordering system. This resource allows students to check off the supplies they need in a form and pick them up discretely.
Though there is a stigma around sexual health, Fong hopes that some of their initiatives address the embarrassment or shame some feel around accessing these supplies.
Fong highlighted their Halloween event which handed out supplies similarly to Halloween candy. She believes that facilitating light and playful initiatives with sexual health resources can work to lessen stigma. Fong stated that SHEC plans to carry out a similar initiative for Valentine’s Day.
Funding for SHEC's initiative to add additional dispensers at the Mary E. Keyes service desk and Commons Building service desk was put to a vote in the Student Life Enhancement Fund. Fong commented on this, stating that one of the best ways to destigmatize services like SHEC is by actively funding their on-campus student outreach.
“Seeing like the Student Life Enhancement Fund, literally putting forth our project for a vote shows that they are supportive of this and this is like a university-wide support. I just think like backing projects like this with funding or like help elevating them to be put in like the student public eye really just shows their support,” said Fong.
Having resources provided to students on campus can encourage utilizing the resources around them. Acknowledging and uplifting resources in the McMaster community, such as SHEC, are important in the goal of destigmatizing sexual health.
Comprehensive sexual education provided by universities can help students navigate their developing identities, relationships and choices
I know how to find the hypotenuse of a triangle. I can name each of the planets in our solar system. I can even list several literary devices. But if you ask me what I learned about sexual health over the span of the five years it’s taught in the public school curriculum, I could tell you nothing. Absolutely nothing. Unfortunately, the awkward giggles, bewildered expressions and uncomfortable atmosphere are all that’s cemented in my brain years later.
As young adults transitioning from high school to university, life on campus introduces opportunities to explore new relationships, new experiences and new choices.
However, as students begin to pursue sexual experiences, they’re forced to rely on sub-par sex-ed from high-school, conversations with friends or searches on the web – which aren’t always reliable.
Given the diversity of students at university, it’s important to recognize the various experiences and levels of exposure individuals have received to sexual education.
With the need for more comprehensive sex-ed, universities can help bridge the knowledge gap left by schools. They can create safe and accessible spaces that encourage learning about sexual health and well-being in unbiased and non-judgemental ways.
Depending on where students come from, sex and sexual health may be severely stigmatized. As a result, the formal sexual education curriculum may be minimal to non-existent, leaving many international students with a poor understanding of sexuality, reproductive health and rights.
Even for domestic students who receive curriculum-based sex-ed in Canada, the content is not culturally inclusive and fails to take a holistic approach.
All students, and especially Black, Indigenous and People of Colour students, would benefit from an anti-racist approach to sexual education that decolonizes, Indigenizes and dismantles systems of oppression. Such an approach to sex-ed offered in post-secondary settings would open opportunities for important dialogues that include the Black, Indigenous and other racialized experiences.
These communities have also been disproportionately affected by poor health outcomes, such as higher rates of sexual violence and sexually transmitted infections, due to various determinants including low socioeconomic status, inequitable access to healthcare and a lack of trust in the healthcare systems that have a history of racism, discrimination and structural violence. An anti-racist sex-ed framework could offer better support for these communities.
It is also critical to support the disconnect young adults with diverse identities experience when navigating their sexuality and health. For instance, the colonization and historical trauma experienced by the Indigenous community still deeply affect their ability to relate to the content taught in school curriculums. Likewise, 2SLGBTQ2IA+ students need access to better support and a sex-ed curriculum that remains inclusive of their experiences and provides evidence-based information to promote positive sexual health outcomes.
It is also critical that students with disabilities receive proper access to comprehensive sex-ed. Too often, individuals with disabilities are stripped of their dignity and autonomy and that needs to change. Applying health equity and justice frameworks to centre the experiences and voices of oppressed groups is key to ensuring all individuals are able to express their sexuality on their own terms.
Sex-ed matters. It gives students power over their identity, sexuality, health, relationships and more importantly, their future.
Everyone has the right to comprehensive sexual education and I believe that a comprehensive sexual education curriculum is an intersectional and equitable one. Comprehensive sexual education incorporates the narratives of BIPOC communities, rather than outdated and oppressive frameworks from the past. It also provides students with the opportunity to learn about topics beyond reproductive health such as healthy relationships, sexual violence prevention, body image, gender identity and sexual orientation.
With the need for more comprehensive sex-ed, universities can help bridge the knowledge gap left by schools. They can create safe and accessible spaces that encourage learning about sexual health and well-being in unbiased, nonjudgmental ways.
Depending on where students come from, sex and sexual health may be severely stigmatized. As a result, the formal sexual education curriculum may be minimal to non-existent, leaving many international students with a poor understanding of sexuality, reproductive health and rights.
And while the McMaster Students Union services like the Student Health Education Centre, Women & Gender Equity Network and the Pride Community Centre are already working towards disseminating this knowledge and providing resources for students, McMaster has a unique opportunity to do more.
By implementing comprehensive sex-ed during Welcome Week and orientation for incoming students and offering regular support through the Student Wellness Centre, McMaster can promote positive sexual health outcomes and leave their students feeling sexually-empowered with a greater recognition for their dignity and bodily autonomy.
Sex-ed is an ongoing process and shouldn’t stop in high school. As we continue to grow and discover ourselves, the relevancy of sex-ed increases and so does the need for universities to equip their students with accessible support and evidence-based resources.
Travis Nguyen/Photo Editor
MSU Service directors talk about their plans for the upcoming hybrid year
While the pandemic certainly took its toll on student life, a group of dedicated student leaders have been working tirelessly to maintain essential mental and physical health support services. There are many services that aim to create a safe(r) space on campus for marginalized communities. The McMaster Students Union has five such student services: the Women and Gender Equity Network, the Student Health Education Center, Maccess, Diversity Services and the Pride Community Center.
SHEC is a service for any McMaster University student looking for health-related support, childcare resources and breast-feeding spaces. They also offer free health items such as condoms, pregnancy tests and other external health resources.
“As MSU SHEC, we are a completely peer-run health advocacy, information and resource connection service. We operate under a broad definition of health, recognizing that wellbeing looks and feels different to each person. We provide free health supplies and educational materials and are dedicated to promoting our four strategic priorities: sexual and reproductive health, empowered bodies, substance use and mental wellbeing,” explained Anika Anand, the director of SHEC.
Similarly, WGEN offers peer-support services, but these are catered towards survivors of gendered violence and promoting gender equity.
“WGEN is a community-building and peer-support service run by and for women, trans and non-binary folks, as well as all survivors of sexual and gender-based violence. We focus on creating community and non-judgmental spaces among these folks through our safe(r) space, multi-event campaign weeks and peer groups. A big part of our mandate includes supporting folks through peer-support and free resources,” said Neha Shah, the director of WGEN.
Maccess, a service dedicated to disabled students on campus, on the other hand, is reorienting its disability activism strategy to not only raise awareness for disabilities on campus, but to actively advocate that disabled students on campus are invaluable to McMaster.
Maccess, a service dedicated to disabled students on campus, on the other hand, is reorienting its disability activism strategy to not only raise awareness for disabilities on campus, but to actively advocate that disabled students on campus are invaluable to McMaster.
“We are a peer-support, community-building and activism organization, run both and by disabled students. We use the term "disability" to include folks who identify as having a disability, mental health concerns, neurodivergence, chronic health conditions and addiction. Our priority this year is to move away from just the recognition that disabled folks exist on campus, to where we recognize disabled folks are valuable on campus,” explained Emunah Woolf, the director of Maccess.
Diversity Services is extending the services it traditionally offers and has plans on adopting the long-established peer-support system used in the past by WGEN, SHEC and PCC to further extend its avenues to provide support.
“Diversity Services works on celebration, advocacy and generally uniting all folks across campus that identify as religious, cultural and other minorities. We are joining Maccess, PCC, WGEN and SHEC in their practices with the pilot of our new peer-support services. These are taking place as community circles that are closed spaces for people to come in and find people with similar intersections of identity as themselves,” explained Sofia Palma Florido, the director of Diversity Services.
Amidst the uncertainties of an entirely online 2020-2021 academic year and a hybrid 2021-2022 year, these MSU services have been compelled to adapt to these circumstances. They have had to drastically alter how they reach and provide their services to students. Across the services, the directors found offering services with the same engagement, quality and reach to be some of the most pressing difficulties of an online environment.
“In our workshops we would commonly have events that promote learning and expanding students’ horizons. When we moved to an online setting, everyone involved, be it volunteers, executives or guests at our events, were already so affected by Zoom exhaustion that it was very difficult to execute everything to its full potential," said Palma Florido.
Nonetheless, Palma Florido has strategies to appeal to first and second-year students to get involved with Diversity Services. She hopes that these strategies will engage students who have not had the opportunity to physically or extensively interact with Diversity Services and the other MSU services.
“Particularly targeting first and second-year students, my goal is to create and facilitate spaces for these new students who have never been on campus to find community. So, allowing for spaces where people can create community with people that have similar lived experiences is something I cherish for myself, and I really want to make that happen for new and returning students,” said Palma Florido.
Services like SHEC have also experienced a shift in their culture and dynamics operating online.
“We operate using a safe(r) space protocol which is creating that supportive, non-judgmental environment. This aspect has been tough to create digitally, so it did involve a lot of training on digital responsibility for our volunteers and execs to facilitate safe(r) space online,” said Anand.
Anand remains optimistic however, finding brighter sides to the constraints of an online environment and even embracing some of the pros it has to offer.
“Although operating virtually has placed additional barriers on access and visibility, it has also provided an additional layer of anonymity for service users trying to access our space and peer-support. Service users may feel more comfortable accessing services since they are not seen walking in and out of space,” explained Anand.
For a service like Maccess however, an online environment has allowed it to open itself up to more students, namely disabled students, who were unable to access the service in person.
“We tried to shift our metric of success for events by focusing on quality over quantity. So, if we have a Zoom event that three or four folks got out to and we had a great conversation and we were able to offer them support and community, we consider that a success. In some ways moving online did allow us to have more accessibility, for example an issue we had in the past is that folks’ disabilities would prevent them from coming to the Maccess space on campus,” said Woolfe.
Woolfe also draws attention to the opportunities a newly online community brought to disabled students on campus.
“Previously we were not able to create Discords as an online community created a lot of liability issues, but to have a space where disabled and immunocompromised folks could meet one another from their room or hospitals was a really positive thing we could do. It allowed us to provide captions, extended hours and other accessibility needs,” explained Woolfe.
Shah is viewing the online Fall term of WGEN as an opportunity for expanding WGEN’s services to meet intersectional and survivor communities’ needs online now, and to plan for a gradual opening to in-person activities.
“This year, we are planning on providing similar services that we did last year, but hopefully with more options to access these both online and in person. Julia, the assistant director and I have also planned to increase our focus on two key areas of our mandate: survivors and ease of access. We hope to increase the amount of programming we provide to survivors, especially with a focus on intersectionality — so providing closed spaces within our identity-specific events,” explained Shah.
Like the approaches taken by SHEC and Maccess, Shah is also mindful of student accessibility needs, and has ideas to make the WGEN space even more inclusive to student accessibility needs.
“We are working to address how it can be really intimidating to enter our safe(r) space, that there are many misconceptions about peer-support, and that there are also some concerns about accessibility about our physical space. We hope to work with other services to address these concerns,” explained Shah.
McMaster students are strongly encouraged to seek out support from MSU services if needed.
McMaster students are strongly encouraged to seek out support from MSU services if needed.
Exploring the hypocrisy and xenophobia of laws banning religious face coverings and concurrent by-laws being introduced that mandate them
By: Sarah Homsi and Michelle Yao, Contributors
This article was written by the Student Health Education Centre’s Research & Advocacy coordinators, in collaboration with Diversity Services.
Back in 2017, Quebec passed Bill 62, in what lawmakers claim is meant to be promoting “religious neutrality”. This law prohibits employees of public bodies, such as government departments, schools, hospitals and public transit, from covering their faces. It also prohibits people receiving services from public employees from having their face covered.
In 2019 in Quebec, Bill 21 was passed, banning the display of all religious symbols from being worn at work by government workers. Despite the tireless work of civil rights groups to appeal this law to the Supreme Court of Canada, Bill 21 remains in place.
While advocates for the implementation of Bill 62 and 21 argue that there would be guidelines put in place for religious accommodation, this petty form of placation merely demonstrates further that laws such as these are veils for one agenda: limiting religious freedom.
Bill 21 alarmingly prevents Quebec teachers, judges, lawyers and other public sector workers from wearing religious symbols of all kinds. In this article, we would like to specifically highlight the limitations put on the donning of religious face coverings. While they continue to be prohibited in 2020, new laws were concurrently being introduced that mandate face coverings be worn to limit the spread of COVID-19. The hypocrisy in this is astounding.
Appeals against Bill 21 are still being deliberated upon in the Quebec Superior Court. With no ruling announced as of the publication of this article, wearing a face covering in enclosed or partially enclosed public spaces continues to be mandatory throughout the province.
Garments that cover the face and eyes, such as the burqa and niqab, had been previously labelled as a security issue by the Quebec government, which emphasized issues with not being able to see someone’s face. However, during a time where everyone’s face is covered, this argument no longer holds up. It is abundantly clear now that this argument was not valid.
Perhaps because it was never really about security or religious neutrality and more about rampant islamophobia. After all, the disproportionate impact that Section 8 of Quebec’s Laicity Act — which mandates keeping faces uncovered — has on Muslim women in particular has been explicitly acknowledged in the Quebec Court of Appeal.
Policing of how Muslim women express their religion is pervasive and rooted in Western constructs of feminism. It is ingrained in the notion that how a women dresses indicates her level of freedom. Stereotypes surrounding Islam are perpetuated by discriminatory laws such as Bill 62 and continue to marginalize Muslim women. Muslim women do not experience oppression because of a religion they choose to follow, rather they remain oppressed by a Eurocentric society that continues to enforce assimilation and erasure of culture and religion.
It is long overdue that these discriminatory laws get appealed and we continue to dismantle racist systems and values that uphold many governments. While these laws currently exist only in Quebec, issues of xenophobia are most certainly not isolated. In 2019, The National Council of Canadian Muslims recorded 9 anti-muslim incidents in Hamilton.
When other provinces in Canada legalize discrimination, it sets a precedent that may ripple into Ontario. With McMaster University students and alumni currently spread out across the globe, the implications of such mandates feel as ubiquitous as ever.
The Canadian Civil Liberties Association has previously reported that new rules and increased reinforcement powers surrounding COVID-19 were disproportionately applied to marginalized communities, with Ontario and Quebec both being highlighted as two of three jurisdictions where disproportionate and discriminatory enforcement was being enacted.
While still prioritizing community wellbeing and doing everything that we can to prevent COVID-19 spread, we should be thinking critically about laws or enforcement measures that discriminate against marginalized folks. If McMaster wants to tout itself for being a leader in “advancing human and societal health and well-being,” these nuances in health-related policy and practice must be considered by our community members.
When a government is expending an abundance of legal resources to uphold a law about how people should be dressed in public, we should be able to trust that it is because they are concerned about a real danger to the public. With the current state of COVID-19, we are given the perspective to see when government intervention is necessary, and when it is not.
By relying on students to work overtime in their MSU roles, low-income students are being barred from MSU jobs
The McMaster Students Union provides over 300 part-time job opportunities for full-time undergraduate students. For many students, MSU jobs can be incredibly convenient as you don’t need to travel far — either you can do your job from home or complete your shift on campus.
Additionally, MSU jobs can also be up your alley if it relates to something you’re passionate about. Whether it’s running a first-year mentorship program, editing for the student newspaper or running a food bank — there is plenty of space for you to pursue your interests.
However, it’s important to note that many of these jobs are contract jobs. While you can get a part-time job at Union Market or TwelvEighty Bar & Grill where you work on an hourly basis, a lot of MSU jobs state a range of hours in its contract. For example, the Student Health Education Centre Coordinator’s job contract says that they will work 10-12 hours a week, whereas the Women and Gender Equity Network Coordinator works 14-16 hours a week. However, despite what the contract says, many student employees find themselves working overtime — for free.
Students overworking their contracted hours are especially noticeable within the peer support services. For example, the Student Health Education Centre coordinator wrote in their Oct. 8 Executive Board report that they work 25-40 hours a week instead of their contracted 10-12. They then explained in their Nov. 5 report that although they have been logging their hours, they will not gain approval for many of them because then they would be considered a full-time employee.
The Pride Community Centre, Women and Gender Equity Network and Maccess coordinators also wrote similar concerns in their reports. All of the coordinators highlighted the issue of having to pre-approve overtime hours with the vice-president (administration) that may not even be approved. This is difficult to do, considering that many tasks and meetings pop up that are hard to anticipate in advance.
Students overworking their contracted hours is especially noticeable within the peer support services. For example, the Student Health Education Centre coordinator wrote in their Oct. 8 Executive Board report that they work 25-40 hours a week instead of their contracted 10-12.
Many of these part-time managers are then left to decide whether to fulfill tasks of their role adequately and work overtime or work their hours but not complete the tasks they need to do in their role.
The Maccess, SHEC and PCC coordinators have also highlighted that they are the only paid staff members of their service, so when a volunteer executive cannot complete their work, they often have to take over the role. The reports highlight that volunteer executives often work well above their hours in addition to being unpaid, so it seems unfair to task them with even more work than they currently do. As a result, the extra hours of work fall onto the paid part-time manager.
This is a systemic issue within the MSU. By forcing undergraduate students to overwork their contracted hours, we are telling students that to do a good job at your role, you have to work over your expected hours. That you have to do unpaid work to be a good MSU employee. Because of this implied expectation, low-income students are often barred from MSU jobs.
You can even take the Silhouette as an example. The Sil’s section editors, like myself, are paid for 10-12 hours per week. But oftentimes, we work a lot longer than that. Last year when I and a few other editors logged our hours, we worked upwards of 15-20 hours per week on average. This is because in a week, we have to attend three to four meetings, find contributors to write for our section, write our own articles, edit anywhere from three to six articles, correspond with contributors, provide our contributors feedback and layout two articles. Sometimes, issues or complaints can pop up as well that we have to deal with.
Our workload is often impossible to complete within 12 hours — 12 hours per week is less than two hours of work each day! If we don’t do extra hours, though, we simply wouldn’t be able to publish the amount of content we do currently. The same goes for many other roles in the MSU — if you don’t work extra, you likely won’t finish the tasks you need to do for that week. But because we do so much extra work, low-income students are less likely to hold these jobs because they can probably find a job that doesn’t overwork them. As a result, students who are okay with doing a little bit extra for their job are the ones who end up in these MSU roles.
Our workload is often impossible to complete within 12 hours — 12 hours per week is less than two hours of work each day! If we don’t do extra hours, though, we simply wouldn’t be able to publish the amount of content we do currently.
If only privileged students can afford to be part of the MSU, there is an inherent lack of representation in the MSU — the student union that is supposed to represent all undergraduate students. The MSU relies on our ability to “put in the extra work” and if you aren’t able to do that, they’ll find someone else to hire.
What’s worse is to be a competitive applicant for an MSU job, you often have to volunteer and do a lot of unpaid labour to appear more qualified. For many paid positions in the MSU, it is an asset to have volunteered or contributed to that service in the past. With the Sil specifically, it is an asset to have written or volunteered with the Silhouette if you want to be considered for a paid role because it shows that you have an understanding and passion for the Silhouette.
However, because volunteering is looked highly upon when applying for a paid role, people who have the ability to spend time volunteering — instead of working — have an upper hand in the job application process.
It’s clear that this is a systemic problem within the MSU. The MSU is something that should serve all of us. I’m lucky enough to be able to hold a paid role in the MSU, but I still find that time after time, the MSU has harmed me and many others because the “higher-ups” tend to be upper-class, privileged, white and overall, out of tune with the rest of the student body.
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By: Allison Mizzi/ SHEC
In early February, Modern Family actress Ariel Winter shocked the world by attending the Screen Actors Guild awards with visible breast reduction scars peaking out from her dress. Headlines read “Ariel Winter not ashamed of her scars?” and “Winter shows scarred chest from breast reduction.” Fans and critics alike were quick to judge and pick at her so-called imperfections, but the teenager took to Twitter, stating, “There is a reason I didn't make an effort to cover up my scars! They are part of me and I'm not ashamed of them at all.” Her words showcase her comfort with her choice and the result of this procedure.
Guys there is a reason I didn't make an effort to cover up my scars! They are part of me and I'm not ashamed of them at all. 🙂
— Ariel Winter (@arielwinter1) January 31, 2016
In a society increasingly obsessed with perfection in beauty and body, Winter’s words are refreshing. Contrary to popular belief, reduction mammoplasty — also known as breast reduction surgery — is a common procedure. Thousands of women are predisposed to develop enlarged breasts, while others develop them post-partum or from weight gain. The heavy chest weight can cause chronic pain in areas of the head, neck, shoulders and back and contribute to other health problems like poor blood circulation, impaired breathing and chafing of the skin. Large chests can also hamper athletic and exercise activities and may inhibit women from leading an active lifestyle. In addition to the physical consequences, self consciousness and unwanted attention can provoke anxiety in public or social settings, and women often suffer from low self-esteem and body image issues as a result of their breast-size. It is clear that large breast size can impact mental health and quality of life.
Breast reduction surgery removes excess breast tissue and fat, remodels the breast mound and trims and re-drapes the skin to encase the newly sized breast. The procedure is taxing, typically lasting three to six hours, and produces surgical scars either under the breast or around the nipple. The recovery period usually lasts one to two months, however, body image and satisfaction effects are often immediate. Winter’s comment rings true for many: “It was an instant weight lifted off my chest — both literally and figuratively … There's a confidence you find when you finally feel right in your body.”
Thank you all so much for the support, kind words, and happy birthdays! <3
— Ariel Winter (@arielwinter1) January 31, 2016
Stories of breast reduction surgery bring up important issues about how we view and judge female bodies. Ironically, before her surgery, Winter was often criticized for dressing in a way that was too “mature,” as a result of her large breasts. Unsurprisingly, after breast reduction, media sources found another way to target her body.
Moreover, scars shouldn’t be shocking or a matter of public scrutiny. Most of us have these intimate imperfections, which represent a story and hold pain, bravery and courage among other memories and emotions.
Lastly, the public’s opinion on choices made for personal, appearance or health-related reasons is not valid. Breast reduction is a personal choice, one that should be made in consultation with physicians alone. By expressing confidence in body-related choices, and speaking out against body-shaming, celebrities like Winter have the power to empower others to treat all bodies with positivity and respect.
Photo Credit: Getty
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By: Alex Killian/ SHEC
Want to celebrate the day of love but feel sick at the thought of corporate associations with Valentine’s Day? Do you know that expressions of love are important everyday, but want to do something extra special with someone special? Luckily, it is possible to ignore the complex marketing scheme behind the holiday. The day can be a wonderful opportunity (or excuse) to spend time with people that you love and tell them how much you love them. Best of all, incorporating grateful gestures can be done in a way that is in line with your New Year’s resolution of eating better, getting out more and spending less money.
Planning a date is always a challenge. Instead of the standard Nicholas Sparks movie in theatres, perhaps discover your city. Normally, a suggestion to visit one of the outdoor skating rinks would be appropriate, but considering the El Nino winter, it might be better to plan a hike to one of Hamilton’s famous waterfalls instead. Bring your rain boots and get moving! Alternatively, try another new activity altogether; rock climbing at the gym is a great activity for two!
In the evening, prepare a healthy, homemade dinner together to warm up. Try a fancy-looking-but-remarkably-easy spinach-strawberry-and-feta salad as an appetizer, and a frozen yogurt parfait with the fruits of your choice for desert. Use Greek yogurt for extra protein and add some honey or maple syrup for that added swirl of sweetness. Don’t forget the wine and the candles for a romantic evening! After you exchange gifts, curl up with a movie or a book.
Gifts? Though certainly not a necessity, small gifts can help commemorate the holiday. Skip the Hallmark card and revive the dying art of homemade cards and handwritten expressions of love. Delve into the world of DIY on Pinterest for inspiration. The process of making your own Valentine’s Day card or gift can be meditative and therapeutic, and you might be surprised at what you can make with youwr third grade art skills. The recipient will recognize and appreciate the amount of effort that went into the gift.
To get even craftier, fill a mason jar with individual slips of paper with written compliments, memories and reasons why your partner means a lot to you can be an exciting alternative card that can be “read” over a longer period of time. Moreover, receiving something uniquely made for you makes one feel all sorts of warm fuzzies.
If your sweetheart has a sweet tooth, throwing in Hershey’s kisses can be a nice touch. Alternatively, dark chocolates or dark chocolate covered raisons/peanuts/almonds or even coffee beans make healthier study snacks, and will be especially appreciated as midterms creep up! A midterm survival kit can also be a meaningful gift. Be sure to include coffee, tea, study snacks and useful little things like handcream, socks or gum. If you’re both bookworms, consider exchanging recent books that you each read recently, thus spreading and sharing stories.
Each holiday or special day, Valentine’s Day included, is an opportunity to create memories and traditions with your friends, partners and family. Making your holidays affordable, healthy and sustainable can make the experience together more meaningful and more yours. Happy Valentine’s Day!
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By: Sohana Farhin/SHEC
An experiment conducted at the University of Pennsylvania concluded that the single biggest contribution to leading a happy life is showing gratitude to yourself and others in life. Being present in your experiences, taking in all the moments and pausing to show thanks is a significant factor in what makes life worth living. Keeping a gratitude journal to write down what you are thankful for each day is one of the ways in which you can show what you appreciate in life. This finding reflects many of the principles of positive psychology, which is a way of controlling your outlooks, perspectives, reactions and expectations in order to achieve happiness.
Buddhism has greatly inspired the field of positive psychology in western countries, including Canada. Central to Buddhism and positive psychology is the Eightfold Path, also referred to as the Middle Way or the Middle Path. It is an approach that proposes that nothing should be deprived, or taken in excess, but rather that we should strive to maintain a middle ground. Maintaining this “golden mean” is said to be the root of all happiness.
The Eightfold Path consists of eight interconnected “right” elements: view, intention, speech, action, livelihood, effort, mindfulness and contemplation. Right view is a way of seeing things for what they are, and not for what you hope they would be. With right intention, one consciously attempts to get rid of negative qualities. Similarly, by working towards abandoning hurtful thoughts and habits, one is embracing the pillar of right effort. Right speech and action refer to speaking the truth with compassion and engaging in respectful actions while refraining from harmful actions, respectively. Engaging in a career that is virtuous reflects the principle of right livelihood. Right mindfulness is a mental state of presence and awareness of your body and environment. Complementarily, right contemplation is being able to fully concentrate your attention towards something. Much research supports many of these elements as integral to health and happiness. For example, a recent study from Harvard found that relaxation-response techniques, such as meditation reduced the need for health care services by 43%. We can employ elements of the Eightfold Path to live life with a positive attitude.
As we grow weary of winter, let’s do our best to remain positive and keep the hearts of others and ourselves warm during this cold month of February. Certainly we can take a tip or two from the field of positive psychology to practice positivity in our daily lives.
Photo Credit: Burnjo
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By: Sohana Farhin
During midterm season, it can be difficult to juggle assignments, midterms, extracurriculars, part-time jobs, and other things life throws your way. Taking care of yourself can often fall to the bottom of the priority list. However, considering the prevalence of mental health concerns on Canadian campuses, the concept of self-care and checking in with yourself is becoming increasingly important. The Canadian Association of College and University Student Services found that 89 percent of surveyed students responded feeling overwhelmed with all the things that they had to do for school. With Canadian Mental Health Awareness Week, just behind us, here are some activities you can try to relax your mind and soul to keep your mental health in check, courtesy of the Student Health Education Center.
Nature
A study by Selhub and Logan (2012) showed that spending 20 minutes in nature can help improve your vitality. Our brain responds calmly to the sounds of the nature and outdoors. In the fall, set some time to step outside the McMaster bubble and enjoy the trails Hamilton has to offer. Listen to the drizzling of the waterfalls while enjoying a breathtaking view of the trees’ colourful palettes. McMaster has some nearby trails; specifically, the Cootes Paradise trail and the Princess Point trail that leads to Bayfront Park. If you are willing to go further, take the HSR to Albion Falls or go to Dundas, and explore the many waterfalls.
Reflection
There are many mediums of reflection: prayer, journaling, lyrical writing, meditation, exercising. Pick a location in which you feel comfortable and set some time for yourself to reflect on your experiences, your goals, how you are feeling and what you have learned. Genuine and honest reflection increases your awareness of yourself and your surroundings, increases appreciation of the things you have experienced and allows you to learn from your mistakes. Take a look at Gibbs' Reflective Cycle for a foundation upon which you can start your reflection.
Hobbies
Annals of Behavioural Medicine reported that adults who engaged in leisure activities were 34 percent less stressed and 18 percent happier than those who did not. Challenging yourself and trying something new is a perfect way to spend time away from stressful obligations and help clear your mind. Whether it is learning a new instrument, picking up knitting, hitting the gym, learning a new language, playing a video game or anything else you want to do, having a hobby is therapeutic for your busy lifestyle.
To reduce stress levels and increase productivity, it can be beneficial to take a breather and spend some time alone. Breaks can help you refocus, reflect and keep you healthy and motivated. This article provided a few examples of what you can do to take a break, but the choice is yours. After all, the time is yours. Spend it in the way that makes you happy and ready to take on your next challenge.
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By: Mitali Chaudhary, Sohana Farhin and Allison Mizzi
Healthy snacks
Raw fruits
Nothing can fill you up (and taste as good!) as a bowl of your favourite fruit. With essentially no preparation required, this is the perfect solution for a sweet tooth, while providing you with vitamins and fibres. It just involves a bit of forward planning – if you sense a stressful week ahead, remember to load up on your fruits at the grocery store.
Greek yogurt
Being a healthier alternative to regular yogurt, with a smooth texture and taste, this is one of the most versatile options as a quick snack. You can top it with (almost) anything, like bits of cereal, almonds, bananas, granola, and honey and it is guaranteed to taste delicious. It’s best to stick with plain Greek yogurt, and toppings without additional sugars, to keep this snack healthy.
Almonds and other nuts
These can sustain you for a surprisingly long time, and are filled to the brim with unsaturated fats, protein, fibre, and minerals. They can be eaten alone, roasted as a substitute for potato chips, or sprinkled over some oatmeal or Greek yogurt (see below).
Veggies with hummus
Make mom proud with this one. Vegetables like carrots, celery, broccoli or cucumbers all deliver the crunch you crave while note taking, and taste great with any kind of hummus dip. The hummus adds a savoury flavour to the veggies, which are packed with essential nutrients, and it’s an excellent source of protein.
Study spaces
SWELL
If you like company and tea, check out the Student Wellness Education Lower Lounge in the basement of MUSC. Open to all, the SWELL is a space for students to relax, learn about wellness education, and take a break from busy university life. The lounge features couches and chairs, perfect for students to work. Its basement location, across from the Underground, makes for a quiet and relaxing space, away from the hustle and bustle of MUSC. The SWELL features daily programming, including Mindfulness Mondays and Wellness Wednesdays, which can be great study break opportunities as well as a microwave, free tea, and free fruit on Fridays to keep your energy up as you cram.
Empty tutorial and lecture rooms
There are lots of empty tutorial and lectures rooms all over campus. Take your pick, whether it is ABB, BSB, the Arts Quad, or Hamilton Hall. These rooms are usually used for tutorials. However, they’re often left open and perfect for student use, particularly after the library closes. If you are looking for a quiet and private space for self-studying, empty classrooms are equipped with white boards or chalk boards that are begging for flow charts and diagrams. As such, they also work well for group studying. Bring some snacks and your books, and you’ll be set to study in your own private space.
Hospital cafeteria
If you like cafes, try studying in the hospital cafeteria, found on the main lobby in the second floor of the McMaster Children’s Hospital. There are lots of seats that are usually left empty at night. It is a great place for quiet studying, without the atmosphere of a library. There is also the “Corner Café” near the hospital entrance that is open 24 hours, seven days a week. With healthy meal options, as well as baked goods, coffee, and tea, the hospital cafeteria is the way to go if you need an energizing late night snack for your studying.
MDCL atrium
If you are looking for a calm and relaxing location, the waterfall room in the atrium of the Michael DeGroote Centre for Learning and Discovery is ideal. Its floor-to-ceiling windows let in natural light, a nice change from the fluorescence of most buildings on campus. If you enjoy studying outside, this is the next best thing, allowing you to appreciate natural greenery, rain or shine. With ample benches, the waterfall room is an excellent space for catching up on your reading, or listening to a lecture podcast.
Whatever kind of space you need to succeed, McMaster has it. Sometimes, one just needs to do a bit of searching. The above four places are some of our favourites. What are yours?
