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.

From stigmatized to glorified, perceptions of mental illness shifted from one extreme to another

cw: suicide, mental illness

About seven and a half million children and youth up to the age of 25 suffer from mental illness in Canada. Mental illness is serious, debilitating and life-altering.  

As discussions of mental health have continued to shift away from stigmatization, there has also been a shift towards the glorification of mental illness, particularly in the media.  

Though there is a stark contrast between stigmatization and glorification, both processes inherently amplify the attention directed toward an individual’s mental illness, disregarding the other attributes that make that person who they are.  

Though there is a stark contrast between stigmatization and glorification, both processes inherently amplify the attention directed toward an individual’s mental illness, disregarding the other attributes that make that person who they are.  

Particularly, in the media and among young adults, mental illness is gaining recognition as a desirable quality. Posts on social media romanticizing and glamourizing these conditions are growing, but at a cost for those who are truly suffering.  

Circulating media glamourizing and misrepresenting mental illness have also promoted the notion that a diagnosis defines an individual and contributed to a culture where mental illness is trendy and something that should be coveted.  

Our society has the tendency to extract a few socially acceptable traits from prevalent mental illnesses while completely overlooking the larger associated range of clinical symptoms. For instance, anxiety is reduced to simply being shy or introverted and depression is characterised as sadness. These stereotypes obscure the reality that anxiety and depression — the most common mental illnesses in the world — severely impair an individual’s ability to perform daily tasks. 

Even in day-to-day conversations, comments like “my OCD is so bad today”, as an expression to convey a desire for tidiness, minimize the experience of having a mental illness such as obsessive-compulsive disorder which can involve immense fear, stress and doubt that make daily life challenging and miserable. These comments can have grave consequences and may be potentially triggering to those who are suffering from the illness.  

Viewing mental illness as something to be sought-after is a detrimental mindset even for those who are not affected by it. Studies have found that alluring depictions of mental illness in social media and other forms of media can lead to a strong yearning for mental illnesses and associated behaviours among young adults. Specifically, with suicide and self-harm, aesthetic posts with quotes framing suicidal individuals as “angels that want to go home” romanticize and encourage the perception that mental illness is something that is “tragically beautiful”.

Clearly, there is still a lack of knowledge surrounding mental illnesses among the public and the misrepresentation and glorification of these illnesses is only setting us back.  

Clearly, there is still a lack of knowledge surrounding mental illnesses among the public and the misrepresentation and glorification of these illnesses is only setting us back.  

With World Suicide Prevention Day having just passed and this week being Mental Health Awareness week, along with declining mental health among post-secondary students, we need to recognize the harms of glorifying mental illness and work to continue de-stigmatizing the issue by promoting awareness, acceptance and more importantly, advocacy for action. Our governments, institutions and organizations also have a tremendous role to play in making mental health supports accessible for all individuals.  

If you or someone you know is in need of mental health support, please know that there are ways to get help. McMaster University’s Student Wellness Centre and the Canadian Mental Health Association offer a variety of resources, services and information that may help you begin prioritizing your mental health and well-being.  

If you are in need of more urgent services, the McMaster Students Union Student Assistance Program provides all McMaster students with access to 24/7 multilingual mental health support from professional counsellors at no cost. To get help immediately, please call or text 1-888-377-0002. 

Morning classes may seem like an opportunity to jump-start your day, but these early classes could be hurting you more than you know

Categorically, we are either early birds or night owls. Depending on our circadian chronotype — our body’s preference for periods of sleep and wakefulness — we either find ourselves being most productive and energized during the daytime or the night and we attempt to plan our classes accordingly.  

Early birds might actively seek out 8:30 a.m. classes, while night owls thrive during afternoon and evening classes. Many of us would like to be early birds to achieve the ideal student standard as typically portrayed through student influencers on social media. However, being an early riser can have detrimental consequences for our health.  

As we age, the body's natural clock controlling our sleep-wake cycle shifts; this internal clock is our circadian rhythm. For young adults, the circadian rhythm can shift forward two to four hours compared to an adult's circadian rhythm. As a result, we tend to wake up later in the day and go to bed later than the socially accepted time. However, we do not intentionally follow these irregular hours; we are just adjusting to natural changes in our body's circadian rhythm.   

However, we do not intentionally follow these irregular hours; we are just adjusting to natural changes in our body's circadian rhythm. 

With our biological clocks urging us to sleep and wake up later in the day, reprogramming our innate behaviours can feel like a challenge — because we are not meant to. Generally, young adults do not experience sleepiness until after 10 p.m., meaning that depending on when we fall asleep, we receive less than eight hours of sleep before attending that 8:30 a.m. class. For students who commute, 8:30 a.m. classes pose even greater risks as they must compromise hours of sleep to attend morning classes. 

Many students may believe that they can catch up on their missed sleep during reading week or winter break as they are officially finished the semester. However, a study conducted by Dr. Steven Lockley and his team, in the division of sleep medicine at Harvard University Medical School, found that the constant deprivation from eight hours of sleep per night causes unrecoverable sleep loss.

A study conducted by Dr. Steven Lockley and his team, in the division of sleep medicine at Harvard University Medical School, found that the constant deprivation from eight hours of sleep per night causes unrecoverable sleep loss.

According to the study, once there is a systematic lack of sleep not only does academic performance decline, but health risks, including obesity and symptoms of depression, also increase.   

Another study, by a team at the University of Rochester Medical Center, found that early school start times place students at greater risk of experiencing symptoms of anxiety and depression due to compromised sleep quality.   

In contrast, later start times allow us to achieve proper rapid eye movement and non-rapid eye movement sleep, both of which are important for brain development and can contribute to better grades, critical thinking, problem-solving, and improved mood. By eliminating early start times, class attendance is likely to increase and students are less likely to be prone to substance abuse.  

In contrast, later start times allow us to achieve proper rapid eye movement and non-rapid eye movement sleep, both of which are important for brain development and can contribute to better grades, critical thinking, problem-solving, and improved mood.

Students cannot go to bed earlier to attend an early class; our circadian rhythm is programmed against it. As a result, early courses lead to less and poorer quality sleep, posing detrimental short and long-term implications for our health.  

For students, the benefits of later morning classes outweigh the cons. By scheduling classes at 8:30 a.m., universities continue to place their students in unfavourable situations, especially with mandatory morning courses, causing more harm than good.  

Find out why the Canadian Food Inspection Agency has recalled over 25 brands of energy drinks, including Prime and Bang Energy

In Aug. 2023, over 25 energy drink brands were recalled by the Canadian Food Inspection Agency. Among these recalled brands include Prime, Monster and G Fuel.   

The CFIA released its initial recall in Jul. 2023 and has since expanded the list. The investigation into these products was initiated by United States Senator Charles Schumer, who raised concerns about the caffeine levels in Prime Energy drinks.  

On Jul. 9, 2023, Schumer held a press conference calling on the U.S. Food and Drug Administration to investigate his concerns, expressing the danger of Prime’s massively successful advertising campaign targeted at children and young teens.  

On Jul. 9, 2023, Schumer held a press conference calling on the U.S. Food and Drug Administration to investigate his concerns, expressing the danger of Prime’s massively successful advertising campaign targeted at children and young teens. 

Prime Energy was founded and fronted by popular influencers Logan Paul and KSI, which helped the brand spring to popularity upon its launch last year.  

Prime Energy has previously stated that they do not distribute in Canada, however the product can be found on shelves in three provinces and is said by distributors to be imported from the US.  

According to the FDA, for healthy adults the limit for caffeine consumption is 400 mg per day, which equates to roughly four to five cups of coffee. There is no current limit set for children as the FDA discourages caffeine consumption by children.  

Exceeding this limit can result in harmful side effects, ranging from insomnia and nausea to seizures in more severe cases of overconsumption.  

Prime isn’t the only energy drink brand on the recall list that has been accused of pandering to a younger audience. Bang Energy, containing a whopping 300 mg of caffeine per drink, garnered immense popularity from their active social media presence.  

Past Bang Energy brand ambassadors have included Jojo Siwa, the hype house, Kendall Vertes and countless other TikTok and social media influencers.  

Many of these recalled brands have found marketing hubs on TikTok and Instagram, catering to specific subcommunities of children and teenage consumers. From fitness and gym influencers, to gamers, to streamers and commentary channels, there few internet spaces void of energy drink brand deals.  

Many of these recalled brands have found marketing hubs on TikTok and Instagram, catering to specific subcommunities of children and teenage consumers. From fitness and gym influencers, to gamers, to streamers and commentary channels, there few internet spaces void of energy drink brand deals.  

All while these products are algorithmically being marketed to children through their favorite creators, many contain harmful and illegal levels of caffeine.  

The legal caffeine limit for Canadian energy drinks is 180 milligrams. The recalled products all exceed this caffeine limit, including Prime Energy which contains 200 milligrams per drink. 

A can of Coke contains 2.67 mg of caffeine per fl oz and is not classified under FDA as an energy drink. Prime Energy Drink contains 16.67 mg per fl oz, making Prime six times as caffeinated as a Coke. Also included in the Canadian recall is Monster Energy which contains 10.2 mg per fl oz, making it almost four times as caffeinated.   

Prime Energy Drink contains 16.67 mg per fl oz, making Prime six times as caffeinated as a Coke. Also included in the Canadian recall is Monster Energy which contains 10.2 mg per fl oz, making it almost four times as caffeinated.   

A full list of the recalled products can be found the Canadian Government website and more information about healthy caffeine consumption is available from the FDA.  

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. 

The hospital has taken measures to mitigate the surge of viral infections and its impact on hospital capacity, including reducing surgeries by one-third and transferring teens to adult hospitals 

A combination of COVID-19, flu and an unprecedented rise of respiratory syncytial virus cases, has caused the McMaster Children’s Hospital to nearly reach a 135 per cent in-patient occupancy.  

In a media release on Nov. 1, Hamilton Health Sciences outlined the measures they were taking to handle the surge in hospital occupancy, including an emphasis on virtual care appointments to reduce unnecessary emergency department visits and working with regional hospital partners to optimize pediatric capacity in the region. 

The most notable measure was the hospital’s decision to reduce the number of surgeries requiring hospital admission to five per week, or one per day. Instead, the hospital will focus on surgeries that do not require hospital admission, citing the lack of inpatient bed availability. These changes took effect on Nov. 4 and are expected to last at least four weeks, according to a memo obtained by Global News. 

“These actions – including the decision to make further reductions in pediatric surgical activity – are only being taken because of the extraordinary pressure at [McMaster Children’s Hospital] and across the healthcare system,” said the media release.

These actions – including the decision to make further reductions in pediatric surgical activity – are only being taken because of the extraordinary pressure at [McMaster Children’s Hospital] and across the healthcare system.

Media Release from McMaster Children's Hospital

Additionally, the hospital plans to consider transferring a greater number of adolescent patients out of the children’s hospital and into other HHS sites, if deemed medically appropriate, and to consider transferring children to other hospitals in the general region. This measure follows a province-wide recommendation from Ontario's critical care COVID-19 command centre for adult hospitals to accept children 14 and older from pediatric hospitals that need intensive care. 

The unprecedented volume of hospital patients is being felt throughout the province. The Hospital for Sick Children in Toronto also might start transferring a small number of adolescents 14 and older, according to a statement obtained by The Globe and Mail.  

A media briefing by the Children's Hospital of Eastern Ontario in Ottawa discussed postponing some non-urgent surgeries, expanding staffing and clinic hours and hiring more staff to address the surges. Dr. Mona Jabbour, Interim Chief of Pediatrics at CHEO, attributed reduced immunity to RSV and the flu as reasons for increased surges. 

“Because we did not see these viruses in the last few years, we’re seeing them all coming together to older children with reduced immunity. We’re seeing babies, toddlers, younger and older children getting sick. It’s all happening at the same time,” said Jabbour in the media briefing. 

Because we did not see these viruses in the last few years, we’re seeing them all coming together to older children with reduced immunity. We’re seeing babies, toddlers, younger and older children getting sick. It’s all happening at the same time.

Mona Jabbour, Interim Chief of Pediatrics at CHEO, in a Media Briefing

Hamilton Health Sciences urges residents to get their flu shots and up-to-date COVID vaccines and boosters to reduce the current surges in pediatric and adult hospitals. 

With a more intense resurgence of the flu predicted to hit Canada this flu season, the Student Wellness Centre also recommends students to take their flu shot this flu season. 

Photo C/O Spotted at Mac Facebook Page

By William Li, Contributor

CW: Racism

On Jan. 27, somebody with too much time on their hands decided to put fake quarantine notices on a residence room door, complete with McMaster University letterhead and yellow caution tape. McMaster quickly issued a clarifying statement—no, the coronavirus had not arrived on campus, and no, the notices are not legitimate.

The stunt was deeply insensitive to those who have been and are being affected by coronavirus, though it was not unique. Somebody at Queen’s University decided to throw a coronavirus-themed party complete with surgical masks and biohazard decor. Additionally, there have been numerous reported incidents of Chinese people, and East Asians more broadly, being stereotyped as dirty and diseased.

Outrage in response to these incidents is understandably justified. The Wuhan coronavirus, which the World Health Organization declared a global health emergency, has already killed hundreds and infected tens of thousands. These aforementioned incidents expose a stunning disregard for the anguish and anxiety that many ethnic Chinese folks are experiencing. Our traumas are rendered as props for amusement; our bodies are reduced to objects of stigma.

However, outrage alone is inadequate. Likewise, thoughts and prayers, while appreciated, should not be used as an excuse to avoid more substantial discourse and action. Instead, we must do more.

For one, McMaster Daily News’ coronavirus frequently asked questions would be significantly more helpful if it at least acknowledged the racism on campus. Secondly, alongside calling out racism, we must also critically examine why coronavirus is a serious issue, so that students are better able to discuss it without being dismissive or discriminatory.

Some students have suggested that media hoopla is triggering an overreaction—that, based on the numbers, coronavirus might even be less lethal than the flu. However, this unfairly dismisses legitimate concerns.

Firstly, as students, we must refrain from medical hot takes until more information becomes available. Currently, nobody knows how accurate the Chinese government’s numbers are given their history of dishonesty, such as during the severe acute respiratory syndrome outbreak, experts have cautioned that coronavirus figures are likely higher than what officials are willing, or able, to report. For example, many have questioned the low figures for Xinjiang, especially given the crowded conditions in the concentration camps holding Uyghur Muslims.

However, we should not refrain from criticizing the structural injustices that created this crisis. The silencing and subsequent death of whistleblower Li Wenliang shows how the Chinese Communist Party, with its toxic nationalism and intolerance of dissent, has created a deficient governance system that prioritizes submission to authority over justice and transparency. The anguish in China—desperate people crowding overwhelmed hospitals, others dying in the streets—makes criticism essential to ensuring government accountability for the suffering.

Understanding these circumstances—the lack of verifiable information and the structural injustices at play—provides crucial context. Both create uncertainty, which then encourages extra caution.

For example, China has led the way in travel restrictions, quarantining first Wuhan, then nearly the entire province of Hubei. Other countries soon followed: Singapore, Taiwan, Australia and dozens more have since banned arrivals from Mainland China. Although the efficacy of travel restrictions is debatable, such dramatic measures show a desire to take precautions against an unknown disease with no cure or vaccine. 

On campus, some students have taken precautions as well, most visibly with wearing face masks. Unfortunately, mask wearers have since become targets for stigmatization, as if everybody wearing one is either infected with coronavirus or being overly dramatic. In reality, mask-wearing predates coronavirus, and is a versatile East Asian cultural practice, such as with K-pop inspired fashion accessories or symbols of popular resistance in Hong Kong. 

During flu season (or international epidemics), wearing a mask is also basic social etiquette in keeping your germs to yourself—nobody likes being stuck in a bus or lecture hall next to somebody coughing like a trombone, mouth uncovered and germs spewing everywhere. Surgical masks also offer basic protection against liquid droplets, thus making them a sensible complement to handwashing. Next time you see somebody wearing one on campus, please be considerate of the cultural and hygienic reasons for wearing masks, instead of responding with fear or ridicule.

In the coming weeks, please be mindful of what others, especially those of us with friends or family in China, are going through. Call out racism when you see it, but don’t stop there. Take time to critically analyze the systemic problems behind the coronavirus outbreak, though refrain from conflating criticism of the Chinese government with denigrations of China or Chinese people. We should all be outraged at the public health disaster in China; we must simultaneously be supportive of fellow students who are negatively impacted. Racism and ignorance detract from these efforts, and thus we must resist efforts to divide us during times of crisis.

 

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Photo by Matty Flader / Photo Reporter

By Mads Clement, Contributor

cw: mental health, suicide

In 2018, the Student Representative Assembly voted to rescind the Peer Support Line (PSL), an anonymous hotline that existed to support students and their mental health. 

PSL offered students a place to chat with another student trained in peer support about difficulties that they were experiencing. These challenges could range from relationship issues to academic problems. 

According to a former vice president (administration) of the McMaster Students Union, the main reason the PSL was rescinded was because it received too many “crisis calls”, which posed a liability to all parties involved. Given student staff were not trained in crisis management or how to address calls with students experiencing suicidal ideation, this is a reasonable concern. 

However, closing a mental health-based service has had negative impacts on the student body. We have lost one more resource on our already very small list of mental health resources. Anonymous peer support is extremely valuable. These services can be accessed without the fear of your name being officially attached to your mental health issues and because peers can relate to you on levels that adult therapists often cannot. Having someone who can relate to you without worrying about whether you will be institutionalized is an important facet of mental health care.

For these reasons and many others, students were outraged by the closing of PSL. We took to Twitter and Facebook, asking for answers as to why such a valuable service would be rescinded. It’s hard to find mental health care on campus, and reducing our options makes it even harder. 

I actually received a reply from a member of the SRA to my outraged tweets where they wrote; “actually, there are 4 new counsellors that have been added to increase 4,000 hours of counselling to decrease the waiting time that students face when accessing the Student Wellness Centre.”

There are three main reasons why this resolution is an issue.

Problem number one: as mentioned above, going to a therapist is not the ideal option for everyone, as some students are likely to have minimal shared experiences with therapists. This especially applies to marginalized folks; patients of colour are less likely to find a racialized therapist that understands the impacts of systemic racism on their mental health. 2SLGBTQ+ students face a similar struggle when dealing with cisgender, heterosexual therapists. The same can be said of various other marginalized identities.

The second problem is that four more therapists isn’t enough. Ask anyone who goes to therapy at the SWC about how long they wait for appointments. In the majority of cases, there’s a two week to one month gap in between appointments. This is not adequate. On top of that, the therapists and counsellors are so swamped with students that they rarely have time to dedicate care to their patients beyond a surface level interaction. Mental health problems often run a lot deeper than what therapists are able to deal with because of their volume of patients.

Since there are many students floundering for mental health care outside of the SWC and PSL, more pressure has been put on the MSU peer support services: Women and Gender Equity Network, the Pride Community Centre, Student Health Education Centre and Maccess. These services, like PSL, are run by students who have entry level peer support training and are not compensated for their work. They are not equipped to handle the volume of students coming to them for help, let alone the degree of mental distress some of their space users are in. These students are not trained therapists.

Additionally, the majority of students that volunteer for these services are marginalized, which leads to the issue of marginalized students taking on all the mental health work on campus. These students, because of the pressures in their own lives and the added pressures of dealing with the mental health crises of others that they can’t always handle, often develop their own mental health problems and also need support or therapy. This system is unbalanced and unsustainable.

We need a balance of both therapists and peer support services. Therapists can provide specialized care to those who need it, but they are at capacity at McMaster University right now. We need more therapists; specifically therapists who have experiences with marginalization. It’s super weird talking about institutionalized transphobia with a cisgender, heterosexual person. This needs to change. 

In addition, the MSU peer support services need more funding and volunteers should be compensated for their work. They put hours of unpaid labour into an unforgiving system that does not support them.

McMaster needs to rework its mental health support systems, and it needs to do this as urgently as possible. Everyone suffers when mental health services are limited, not just mentally ill folks. 

 

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