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development and training in the areas of mental health has been documented as advantageous for all faculty and staff within an institution, but especially for teaching faculty who are in frequent contact with students (CACUSS & CMHA, 2014; Kitzrow, 2003; Ministry of Training, Colleges and Universities, 2014; MacKean, 2011; Silverman & Glick, 2010; UMCMHS, 2014). Training and professional development can occur through multiple avenues; one being through formal group seminars. Mental Health First Aid was indicated as one of a few impressive and recurring training seminars currently executed in many Ontario post-secondary institutions (Hanlon, 2012; MHCC, 2011; Ministry of Training, Colleges and Universities, 2014; Whitley et al., 2012). Led by MHCC (2011), this training “improves mental health literacy, and provides the skills and knowledge to help people better manage potential or developing mental health problems in themselves, a family member, a friend or a colleague” (para. 3). It is intended to teach faculty, namely instructors, how to respond to issues concerning student mental health in advance of professional support provision (MHCC, 2011). The training occurs through two avenues: a) a representative from a post-secondary institution, likely a faculty member affiliated with a student support services department, partakes in the three to five day course held at a community or academic location by a Mental Health First Aid professional, and then once certified, facilitates a similar training seminar to faculty at his/her institution; or b) faculty members can take it upon themselves to partake in the course (MHCC, 2011).

In addition to group seminars, researchers have also recommended “one-on-one” training (Cornejo, 2010; Santor et al., 2009). For example, mental health professionals can coach

instructors on how to address student mental health concerns in the classroom (Santor et al., 2009). Furthermore, researchers have also suggested self-training through online resources

(Centre for School Mental Health Assistance, 2002; Martin, 2010; Santor et al., 2009). The Mental Health Commission of Canada (2015) and the Centre for Addiction and Mental Health (2012) are examples of organizations that offer online education/information resources for “self- training”.

Although increasing in number, little evidence suggests that colleges and universities promote evolved, continual, and relevant professional development and training opportunities (Anderson et al., 2007; Brener et al., 2007; CACUSS & CMHA, 2014; Cavalheiro et al., 2012; Centre for School Mental Health Assistance, 2002; Davar, 2010; Kitzrow, 2003; Silverman & Glick, 2010). Few professional development and training opportunities in mental health has been attributed to issues with funding, described further in an upcoming section titled, issues with funding and time (Burns & Hoagwood, 2002; Cavalheiro et al., 2012; Eells & Rando, 2010; Froese-Germain & Riel, 2012; Kadison & DiGeronimo, 2004; Kitzrow, 2003). As a result, mental health knowledge mobilization can be challenged. In other words, limited mental health training and professional development can result in instructors holding poor mental health

knowledge or feeling ill-prepared in addressing students with mental health problems or illnesses (UMCMHS, 2014).

The review demonstrated that limitations are present even in the existing or growing professional development and training initiatives regarding support for student well-being. Studies revealed that most initiatives related to student support do not often focus enough on mental health; preference is given to learning disabilities or “physical” health concerns (Frado, 1993; Reupert & Mayberry, 2007). When mental health is considered, diversity in the

information or topics covered is rare; preference is given to “teaching the theory”, rather than, for example, offering “how-to” exercises when encountering a student with a mental health

problem (Frado, 1993; Kearney & Bates, 2005; Lightfoot & Bines, 2000; Silverman & Glick, 2010; Stone et al., 2000). Without adequate professional development and training in the areas of mental health, it would appear difficult for faculty and staff to understand students with a mental health problem or illness; to identify a student with a mental health problem or illness; to assume the responsibility in supporting the mental health and well-being of students; or to avoid

practices that may disservice those with a mental health problem or illness (CACUSS & CMHA, 2014; Frado, 1993; Greenberg, Weissberg, O’Brien, Zins, Fredricks, Resnik, et al., 2003; Molize College, 2013; Silverman & Glick, 2010; Stone et al., 2000; Waller et al., 2006).

Another challenge to consider is the limited expectations on instructors to partake in opportunities of professional development, whether or not student mental health is considered. In other words, even when/if exceptional training opportunities are established, dissemination or acquisition of mental health education is not assured. As discussed in chapter 1, post-secondary school instruction does not require that instructors carry a teaching degree or engage in any kind of training; their employment status, duties, and sometimes even remuneration may not depend on it (Bower & Schwartz, 2010; Hanlon, 2012; Quinn et al., 2009). Mental health professional development and training, then, is situated as voluntary or optional, whereby instructors who are willing or interested are those who participate. Consequently, this frames the challenge of making mental health professional development and training a useful resource, and thus, of positioning instructors as informed promoters and supporters of student mental health.

Nevertheless, the role/use of mental health professional development and training would likely change if, a) student mental health continues to be a pressing concern in Canadian higher education settings; b) greater awareness of students with mental health problems and associated support initiatives ensues; and c) support for the mental health of students becomes forwarded

through a wider institutional agenda or system of care that includes the role of instructors. For example, integrating professional development and training as a component of a whole-school approach can work to encourage instructor participation in such opportunities; to mobilize their knowledge and efforts in becoming supporters of students with mental health concerns. In sum, limited participation in mental health training and professional development can challenge the instructor’s role in knowing how to support the emotional well-being of students.