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health problems or illnesses can also obtain assistance through participation in support programs (CACUSS & CMHA, 2014; Frado, 1993; Jaycox et al., 2006b; Molize College, 2013; Tussing & Valentine, 2001). Mentorship programs were the most commonly identified in the literature (Brener et al., 2007; Cavalheiro et al., 2012; Frado, 1993; Heyno, 2006; Kadison & DiGeronimo, 2004; Lunau, 2012; Quinn et al., 2009). Mentorship programs usually initiate during an

institution’s admissions process or at the beginning of each academic year, where students can be 55

mentored or assisted by a team of support providers (Anderson-Butcher, 2006; Cavalheiro et al., 2012; Frado, 1993; Heyno, 2006). Alternatively, students can be assigned an individual “buddy” or academic coach for support, often a volunteer student as opposed to a team (Kadison & DiGeronimo, 2004; Lunau, 2012; Quinn et al., 2009). Whether a team of professionals or a volunteer student, assistance can be given in completing documentation, planning course schedules, locating classrooms/departments, providing emotional support, managing time and tasks, and accessing further support services (Cavalheiro et al., 2012; Frado, 1993; Heyno, 2006; Kadison & DiGeronimo, 2004; Lunau, 2012; Quinn et al., 2009).

Some student mentorship programs simply hold support sessions (Heyno, 2006). As an alternative to the sometimes stigmatized practice of psychotherapeutic counselling, these sessions provide students with the opportunity to have random, informal discussions with a mental health professional, volunteer student, or support team on an “as needed” basis (Heyno, 2006). These sessions can help students with settling into a post-secondary institution,

establishing friendships, managing study commitments, or accessing any other kind of support offered at an institution (Heyno, 2006). Examples of current Ontario-based student mentorship programs include, Bounce Back at Carleton University (Lunau, 2012); Peer Mentoring through the Student Success Program at York University (2013b); M2 Peer Mentoring Program at Queen’s University (Supporting Student Success, 2014); and FYE: First Year Experience at Molize College (2013).

Although not always appearing as such on the surface, extra-curricular programs, such as sports teams, student councils, and glee committees, can also support the mental health of students, and thus, are worthy of brief consideration (Anderson-Butcher, 2006; Bibou-Nakou, 2004; Patton et al., 2000). Extra-curricular programs are essentially developed to promote an

engaged and well-rounded student population, and are in their own way predicated on notions of well-being. Competence and recognition in “common” school activities can help protect or safeguard individuals from mental health distress (Bibou-Nakou, 2004). Put differently, student engagement in all aspects of school life, including sports teams and school counsels, can be a means for students to better cope with mental health problems (Reupert & Mayberry, 2007a). Specifically, extra-curricular activities can help students in the following ways: provide entertaining experiences; foster encouragement, happiness, collectivity, and life skills; temporarily distract students from their concerns and indentured circumstances; and provide support without disclosure of a concern/crisis (Anderson-Butcher, 2006; Bibou-Nakou, 2004; Patton et al., 2000).

Other than those indicated above, most programs of support are unique to individual higher education settings, and thus, are often difficult to capture through research. In some cases, researchers have proposed unique mental health programs for future consideration and

implementation. For example, Tussing and Valentine (2001) introduced a Bibliotherapy

Program as a way to support students with mental health problems, particularly those facing the impacts of parental mental illness. A bibliotherapy program “involves the usage of literature to assist individuals in understanding and treating their problems” (p. 457), combined with

occasional guidance from a mental health professional, such as a social worker or psychologist. They looked specifically at the benefits of students engaging in books with fictitious storylines concerning parental mental illness. Similarly, CACUSS and CMHA (2014) proposed the

facilitation of mental health symposiums, forums, and dialogues within colleges and universities. They suggested that the objective of such programs is to increase openness when it comes to

mental health, which can subsequently decrease associated stigma and fear (CACUSS & CMHA, 2014).

Programs can be developed by student support services departments within institutions, such as Molize College’s (2015) Student Success and Engagement Department. However, some can also be suggested, developed, organized, and/or facilitated by students (CACUSS & CMHA, 2014; Kadison & DiGeronimo, 2004; Molize College, 2013; Siggins, 2010; Silverman & Glick, 2010). Student suggestions regarding programs can be made, for example, through the Student Satisfaction Survey, part of the Key Performance Indicators (KPI) evaluation process. Put simply, in the context of education, KPI measure how well Ontario post-secondary institutions meet the needs of students and the marketplace (Molize College, 2013). The Student Satisfaction Survey is a key element of the KPI. Post-secondary, full-time students who have completed at least one semester of academic study are eligible to complete this survey, ideally every six months. As mentioned earlier, the types of programs and how they are exercised vary between institutions, in that they are often specially developed by various parties based on the needs within a given population (CACUSS & CMHA, 2014; MacKean, 2011; Molize College, 2013).

Like with counselling, efforts are being made to include “the web” or information technologies in the provision of support programs (CACUSS & CMHA, 2014; Hanlon, 2012; Kadison & DiGeronimo, 2004; Lunau, 2012; Santor et al., 2009; Thompson & Ontai, 2000). An institution’s counselling or disability services departments can list and describe the programs offered on their webpage (CACUSS & CMHA, 2014; Kadison & DiGeronimo, 2004). In other words, the web makes it easier for students to become familiar with or navigate through mental health content associated with the institution (CACUSS & CMHA, 2014; Hanlon, 2012). There are also some public-based websites, such as campusblues.com or trappedminds.org, which can

help students find programs offered on their particular campus (Kadison & DiGeronimo, 2004). Similar to counselling, a web-based component can offer students a comfortable, easily-

accessible, or in some cases, anonymous avenue to participation in programs. Some college and university support programs are in partnership with or are

supplemented by community resources (Centre for School Mental Health Assistance, 2002; Davidson & Locke, 2010; Eells & Rando, 2010; Field et al., 2006; Hanlon, 2012; Heyno, 2006; Patton et al., 2000; Santor et al., 2009; Silverman & Glick, 2010). Programs that collaborate with community resources, such as a mental health agency, are often referred to as providing linked or wraparound services (Anderson-Butcher, 2006; Brener et al., 2007; Burns, 2002; Davidson & Locke, 2010). The overall objective of wraparound or linked services is to offer student support through connected and complementary school- and community- based resources (Burns, 2002). The literature suggested that programs developed through linked services help build a circle of trusting relationships; target individual and exact needs; promote increased specialization for support/resources; enable the sharing of support knowledge and responsibilities, which reduces time constraint issues; and lastly, help find additional network possibilities if needed (CACUSS & CMHA, 2014; CMHA, 2014a; Ontario College Health Association, 2009). Institutions can develop partnerships with public healthcare systems, medical authorities, community health providers, or with private mental health initiatives. Public and private parties that develop partnerships with post-secondary institutions to address student mental health include Child and Youth Mental Health Information Network, Canadian Mental Health Association, Ministry of Training, Colleges and Universities, Kids Help Phone, Public Health Agency of Canada, Youth Assisting Youth, the Centre for Addiction and Mental Health, and The Jack Project (Hanlon, 2012). For example, Ryerson University is in partnership with the Barbra Schlifer

Commemorative Clinic to develop support programs for Muslim women who experience mental health problems as a result of family violence (Hanlon, 2012). Other examples of programs that develop from college and university partnerships with external parties were listed in Table 1 (MacKean, 2011). Indeed there are also programs offered strictly through community settings (not linked to an academic institution) that can support the mental health of students. These are either funded by governments and/or non-profit organizations, or are provided through the private healthcare sector. An examination of strictly community-based programs extends beyond the confines of this study’s focus.