The spread of COVID-19 has created stress worldwide and continues to disrupt our day-to-day lives, making it very difficult to sustain healthy habits. Even as we seek to find a new normal, health care professionals and public figures continue to encourage us to ā€œstay homeā€ and ā€œtake time for yourselfā€. For those of us who find ourselves with some extra time on our hands, this can be a good opportunity to reflect on our mental and physical health. Ask yourself these questions:

• Do you exercise daily?
• Do you give your body the proper nutrients it needs? (and no mom, that doesnā€™t include )
• Do you average 7-9 hours of sleep every night?
• Are you able to effectively manage your day to day stress?

Our body operates as a cohesive and interconnected system.Ģż If we do not manage ALL of these contributors to our health (exercise, nutrition, sleep, stress management), then the system (our mental and physical health) may fail.

Why is mindfulness an important place to start?

Over the past 20 years there has been a vast body of research linking emotional intelligence to positive physical and mental health outcomes. Emotional intelligence is defined as the ability to monitor feelings and emotions (your own and the emotions of others), to provide objective judgement, and to use this information as a guide for your thinking and actions (Salovey & Mayer, 1990). Some experts believe that emotional intelligence is the key to success for personal relationships, professional relationships, and the relationship you have with yourself (Goleman, 2006; Zinn, 2003). It has also been suggested that emotional intelligence is not an innate skill, and that we can use mindfulness practices, such as meditation, to train these competencies in order to improve our quality of life (Goleman, 2006).

An eye-opening study led by Richard Davidson and Jon Kabat-Zinn (2003) examined the benefits of practicing meditation in a business setting. After eight weeks of using meditation techniques, employees reported significantly lower levels of anxiety and stress. Additionally, when electrical activity was measured in the brains of participants, the meditation group showed a significant increase in left-side anterior brain activation (i.e., parts of the brain associated with positive emotion). They also developed more antibodies to a flu vaccine than employees who did not meditate, suggesting that in addition to the positive psychological effects, those who practiced mindfulness developed stronger immune responses. In my opinion, the most exciting takeaway from this research is that it may be possible to train our minds so that our bodies become stronger!

A Buddhist monk meditating with EEG for neuroscience research

Another study demonstrated that practiced Buddhist meditators are able to voluntarily regulate their brain activity to generate high-amplitude gamma brain waves, which have been linked to more effective memory, learning and perception (Lutz et al., 2004). Electroencephalogram (EEG) recordings were used to compare the brain activity of eight Buddhists who had been practicing meditation for 15-40 years to a group of ten healthy students who had been practicing meditation for one week prior to the study. The skilful meditators were able to sustain high-amplitude gamma brain waves and phase-synchrony (a measure linked to higher-level mental processes) during meditation and also displayed higher baseline gamma-wave activity than the student group, suggesting that mental training may induce both short- and long-term changes in the brain (Lutz et al., 2004).

Other studies have demonstrated the value of mindfulness-based stress reduction practices for medical students and health care professionals, including doctors, nurses, psychologists, social workers and physiotherapists (Shapiro et al., 1998; Jain et al., 2007; Shapiro et al., 2005). By comparing individuals who engaged in mindfulness meditation to those who did not, these studies variously showed that consistent mindfulness practice led to decreased psychological distress, lower stress levels, and less burnout. Another study assessing the self-care practices and well-being of mental health professionals found that a state of mindfulness was key in linking self-care to well-being (Richards et al., 2010). , the results of these studies could inform efforts to help workers stay healthy both mentally and physically as they courageously work through these difficult times.

Together these studies demonstrate the positive effects of mindfulness training after only a few weeks of practice. If mindfulness practices can provide benefits to corporate employees, Buddhists, students, and health care workers alike, then they can certainly be helpful to all of us. Letā€™s learn about these practices!

The simple practice of mindfulness

Hopefully at this point youā€™ve started to evaluate how you can do better with self-care, regardless of where you think you currently stand on the ā€œhealthyā€ scale. Now Iā€™m going to explain two easy practices that you can try.

Breathing techniques – Bringing attention to breath is a simple and effective form of meditation (Tan, 2018). Try these simple steps:

1. Position yourself for meditation: begin by sitting comfortably. Sit in a position that enables you to be both relaxed and alert at the same time, whatever that means to you.
2. Take 3 deep breaths: take three slow deep breaths to inject both energy and relaxation into our practice.
3. Bring attention to what you are doing: breathe naturally and bring very gentle attention to your breath. You can bring attention to the nostrils, the abdomen, or the entire body of breath, whatever that means to you. Become aware of the in breath, the out breath and the space in between. If at any time you feel distracted by a sensation, thought or sound, just acknowledge it, experience it and gently let it go, then bring attention very gently back to your breath.

Practice this breathing technique for one minute. If you are able to hold you attention for longer, then you may lengthen the practice. This is about quality, not quantity, so if you feel you canā€™t sit still and focus for more than a few minutes, then try this exercise for 1 minute and build on it from there. And, because I like science, here is some evidence that shows what simple breathing practices can do for you. Valentine and Sweet (1999) compared long-term meditators, novice meditators (who were trained to focus on breath) and non-meditating controls on the Wilkinsā€™ counting test which measures the ability to sustain attention. As expected, the long-term meditators displayed superior performance in sustained attention, but the more interesting finding was the difference between novice meditators and the control group. With short-term training designed to focus on breathing, the novice meditators greatly outperformed the controls in sustaining attention. This suggests that although long term meditation provides the best benefits, even simple short-term practices can give you an edge.

Journaling – This exercise only requires 3 minutes of your time (set a timer)! You will give yourself a prompt and spend 3 minutes writing whatever comes to mind. Try not to think about it too much, just let the words flow onto the paper. If you run out of things to write, just write, ā€œI have run out of things to writeā€ until the 3 minutes is up. You can create your own prompt or use one of the following: What I am feeling now is, I am aware that, What motivates me is, I am inspired by, Today my focus is, I wish, Others are, Love is, I am grateful for…

Once again, because I like science, Spera, Buhrfeind and Pennebaker (1994) conducted a study where laid-off professionals wrote about their feelings for twenty minutes every day for five consecutive days. These individuals found new jobs at a much faster rate than the non-writing control group. Another study found that an 8-week gratitude journaling intervention for elderly patients experiencing heart failure lead to positive physiological outcomes such as reduced inflammation (Redwine et al., 2016). Although this study used a 20-minute journaling period, itā€™s important to tailor these practices to you and how long you can sustain your attention. Whether that means 3 minutes, 10 minutes, or 20 minutes is up to you. That is the whole idea behind these practices: becoming more in tune with what works for you so that you can take the appropriate steps to improve your health.

When working towards a healthier lifestyle, itā€™s important to have as many tools in your (figurative) toolkit as possible so that you can handle any situation life throws at you, and evidence shows that these techniques can work!Ģż But remember, knowing how to do something does not mean that you have mastered it. New skills must be practiced, and when you are training new habits, consistency is key. Thereā€™s no magic number for how many workouts to complete, how many cheat meals youā€™re allowed, or how many weeks you need to practice mediation for it to work. Practice, practice, practice!

To conclude, consider mindfulness as a new skill you can develop during this time of distancing and isolation. One minute of paying attention to your own needs might just turn a bad day into a good one. I wish everyone well during these challenging times. Stay healthy and stay you.

References

Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., … & Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation.ĢżPsychosomatic medicine,Ģż65(4), 564-570.

Goleman, D. (2006).ĢżEmotional intelligence. Bantam.

Jain, S., Shapiro, S. L., Swanick, S., Roesch, S. C., Mills, P. J., Bell, I., & Schwartz, G. E. (2007). A randomized controlled trial of mindfulness meditation versus relaxation training: effects on distress, positive states of mind, rumination, and distraction.ĢżAnnals of behavioral medicine,Ģż33(1), 11-21.

Kabatā€Zinn, J. (2003). Mindfulnessā€based interventions in context: past, present, and future.ĢżClinical psychology: Science and practice,Ģż10(2), 144-156.

Lutz, A., Greischar, L. L., Rawlings, N. B., Ricard, M., & Davidson, R. J. (2004). Long-term meditators self-induce high-amplitude gamma synchrony during mental practice.ĢżProceedings of the national Academy of Sciences,Ģż101(46), 16369-16373.

Redwine, L., Henry, B. L., Pung, M. A., Wilson, K., Chinh, K., Knight, B., … & Mills, P. J. (2016). A pilot randomized study of a gratitude journaling intervention on HRV and inflammatory biomarkers in Stage B heart failure patients.ĢżPsychosomatic medicine,Ģż78(6), 667.

Richards, K., Campenni, C., & Muse-Burke, J. (2010). Self-care and well-being in mental health professionals: The mediating effects of self-awareness and mindfulness.ĢżJournal of Mental Health Counseling,Ģż32(3), 247-264.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence.ĢżImagination, cognition and personality,Ģż9(3), 185-211.

Shapiro, S. L., Astin, J. A., Bishop, S. R., & Cordova, M. (2005). Mindfulness-based stress reduction for health care professionals: results from a randomized trial.ĢżInternational journal of stress management,Ģż12(2), 164.

Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students.ĢżJournal of behavioral medicine,Ģż21(6), 581-599.

Spera, S. P., Buhrfeind, E. D., & Pennebaker, J. W. (1994). Expressive writing and coping with job loss.ĢżAcademy of management journal,Ģż37(3), 722-733.

Tan, C. M. (2018).ĢżSearch inside yourself. Bentang Pustaka.

Valentine, E. R., & Sweet, P. L. (1999). Meditation and attention: A comparison of the effects of concentrative and mindfulness meditation on sustained attention.ĢżMental Health, Religion & Culture,Ģż2(1), 59-70.

Before the World Health Organization (WHO) labeled COVID-19 a pandemic, they had declared an infodemic. They defined this as ā€œā€. In the media, as of March 31, 2020, COVID-19 had some , a large jump compared to mentions of the Ebola virus at 16.2 million. While the COVID-19 virus is spreading rapidly around the globe, the information and misinformation surrounding it seems to be spreading even faster. Dr. Tedros Adhanom Ghebreyesus, Director-General of the WHO, suggested that ā€œmisinformation on the coronavirus might be the most contagious thing about itā€ (Depoux et al., 2020). Though pandemics and the rapid spread of information, rumors, and panic are nothing new, social media has provided them a megaphone.

There are many arguments to be made in favour of social media. Helpful information can be spread just as quickly as misinformation. The WHO set up a to provide people with accurate and up-to-date information on COVID-19, which they shared on their own social media accounts. Public health agencies around the world are relying on social media to disseminate up-to-date information to citizens. While personal information gathered by social media platforms may be controversial, these data may allow for the delivery of targeted health information based on an individualā€™s geographical location and the local COVID-19 situation (Dunn et al., 2018). This is particularly important in light of social distancing, as social media may be the only form of connection people have with the outside world, and accurate, relevant information is key.

Empty shelves at a store in Halifax

Potentially the biggest variable with social media is how the people using the platform respond. For example, although COVID-19 does not cause significant bowel distress, stores were selling out of toilet paper and as this was shared extensively on social media, Ģżensued. This prevented adequate distribution of resources, resulting in the most vulnerable individuals being left without supplies. On the other hand, social influence is one of the biggest factors influencing individuals to adopt a new health behaviours (Centola, 2013).Ģż Social media has been used to promote safe measures and social distancing, increasing social pressures to act in a way that benefits the group. Social media can also be used to call attention to those who need help, and facilitate an organized response. Finally, social media can provide a much-needed sense of social connection when the world feels isolated and uncertain in times of crisis.

In many ways, the current social media landscape is as new as COVID-19. Social media is being adopted by an increasingly diverse demographic. It can serve to spread panic, helpful information, or promote positive social norms and collective health behaviours. As the pandemic continues, examining how social media is affecting peopleā€™s response to COVID-19 may be an important area of study for researchers. Is the abundance of information improving individualsā€™ responses to the pandemic, or is it making them less likely to take it seriously? I suspect that access to information and social pressure is helping individuals to make choices that benefit the community, such as social distancing, but it may also be . Data to answer these questions could be obtained through surveys asking individuals about their responses to COVID-19 and their social media usage, content analysis of posts on social media, and assessing peopleā€™s actual behaviour. Some researchers, like Emma Spiro and Kate Starbird at the University of Washington, . This information could be vital in helping to shape guidelines for social media use in future global health situations.

References:

World Health Organization. (2020, Feb 2). Novel coronavirus (2019-nCoV) situation report-13. Retrieved fromĢż

Information is beautiful (2020, Mar 16) COVID-19 #Coronovirus data pack. Retrieved from

Depoux, A., Martin, S., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The pandemic of social media panic travels faster than the COVID-19 outbreak.ĢżJournal of Travel Medicine.

Dunn, A. G., Mandl, K. D., & Coiera, E. (2018). Social media interventions for precision public health: Promises and risks.ĢżNpj Digital Medicine,Ģż1(1).

Centola, D. (2013). Social media and the science of health behavior.ĢżCirculation,Ģż127(21), 2135ā€“2144.

Any time you want to achieve something great, collaboration and teamwork are a necessity, not an option. You learn this one way or another if you have ever pursued greatness, whether in the form of athletics, entrepreneurship, artistry, or academics. As there will inevitably be obstacles along the way, it would be impossible for one person to know how to solve each and every problem encountered.

In the 1969 book ā€œInterdisciplinary Relationships in the Social Sciencesā€, Donald T. Campbell argues that science is conducted most effectively when researchers from different areas and disciplines collaborate on projects of overlapping interest (Campbell, 1969). As another student blog writer, Joel Sprunger, puts it, At the heart of Campbellā€™s idea is that with academic collaboration, we are greater than the sum of our parts. This is the concept that we will be exploring in this blog, based on our experiences in a collaborative research effort to study air pollution in Grenada.

According to the 2017 edition of the , ambient air pollution presents one of the greatest environmental-related health risks. All-cause mortality relating to air pollution rose 5.8% from 4.6 million deaths in 2007 to 4.9 million deaths in 2017, most of which stems from increases in cardiovascular, cerebrovascular, and respiratory disease (Stanaway et al., 2018). While much of the world seems to be dealing with urban air pollution problems, a closer look reveals subtle differences based on geographical location.

Satellite image showing desert dust from the Sahara blowing west across the Atlantic Ocean

Take Grenada for example: they are a non-industrialized island nation that disposes of waste via burial and burning. A relatively large portion of their motor vehicle fleet is quite old, resulting in more fuel consumption, higher greenhouse gas emissions, and greater emissions of carbon monoxide and respirable particles. In addition, on a daily basis, large cruise ships visit the port in St. Georgeā€™s, Grenadaā€™s largest town. This poses an environmental health issue as these cruise ships idle their generators to maintain electrical supply. Perhaps the most intriguing component of air pollution in Grenada (and possibly the Caribbean) is the presence of Saharan dust. At certain times of the year, the Caribbean is exposed to masses of desert dust that are transported from the Saharan region of northern Africa. Due to a sustained drought period in the Sahara since the early 1970ā€™s, there has been a sharp increase in the amounts of this desert dust being transported around the world. This component of air pollution is of particular interest because it coincides with a rise in Caribbean respiratory disease since the early 1970ā€™s. Altogether, Grenada and other Caribbean states present an opportunity for better understanding sources of air pollution and their impacts on human health.

Our interest in this project stems from our experiences studying air pollution in the Canadian context. Juliaā€™s undergraduate thesis involved looking into the impact of street design on local air pollution levels in Halifax, Nova Scotia. She conducted a study collecting baseline data on the levels of air pollutants in the downtown area. From traffic count data, the majority of vehicles present in the study were SUVs and regular cars. The air pollutants she measured for this study were PM _2.5 (particulate matter with an aerodynamic diameter of < 2.5 um) and UFP (ultra-fine particles, particulate matter with an aerodynamic diameter of < 0.1 um), both of which are parameters of traffic pollution from automotive exhaust.

Nick based his undergraduate thesis on studying air pollution in urban areas of Mississauga, Ontario. He took measurements of NO_X (nitrogen oxides), NO₂ (nitrogen dioxide), and NO (nitrous oxide), all of which are indicators of traffic pollution. As is common in most urban areas of Canada, traffic is usually the largest source of air pollution. Using these data, he produced a land use regression model to predict NO_X, NO₂, and NO concentrations in previously unmonitored areas of Mississauga. These predictions were used to estimate health risks for residents of Mississauga based on their exposure to these pollutants.

In addition to the two of us, we were accompanied to Grenada by our respective supervisors (Dr. Paul Villeneuve from ŠÓ°ÉŌ­““ University and from Dalhousie University), as well as collaborating project members from St. Georgeā€™s University (SGU) in Grenada (, , and their respective masterā€™s students, Tania Khan and Solanie Bogollagama). Just as Campbellā€™s model for science suggested, we all had overlapping interests that involved the study of environmental health. In collaboration, we brought separate areas of expertise to the table to make our trip to Grenada a successful one.

Air quality research team composed of faculty and students from ŠÓ°ÉŌ­““ University, Dalhousie University, and St. Georgeā€™s University

Going to Grenada, we had four objectives:

1. To set up PurpleAir monitors (air quality monitors that measure PM) around the island that will take continuous air quality measurements. Setting up these monitors will help us quantify how the Saharan dust affects air quality in Grenada on a daily basis as dust passes through the Caribbean region.
2. To perform mobile monitoring of black carbon (BC) and UFP.
3. To meet with Grenadaā€™s Medical Officer of Health to explain our plans for this project, secure his support, and start the processes to obtain necessary hospitalization data.
4. To meet with staff of the meteorological office at Grenadaā€™s Maurice Bishop International Airport to discuss getting access to the climate variable data which they measure (such as visibility, rainfall, wind speed, humidity, and mean sea level pressure).

Our work in Grenada began with meeting Dr. Forde and his masterā€™s student Solanie at SGU. There we scouted for potential locations for installing a PurpleAir monitor on SGU campus. After realizing that it was difficult to satisfy our requirements for a good monitor location, Dr. Forde suggested an alternate location on the southern tip of the island. This location presented a good environment as it was at high elevation and isolated from human activity, had consistent air flow without the influence of urban pollution, and had access to WIFI which allows us to view current and past measurements on. This marked the installation of the first PurpleAir monitor in Grenada.

View of St. George’s, Grenada

After installing Grenadaā€™s first PurpleAir monitor, our Canadian research team drove around the island to conduct mobile monitoring for BC and UFP. During this excursion we witnessed high levels of both particle types. This could be due to the several trash disposal trucks, construction sites, and high proportion of diesel cars that we passed during our mobile monitoring. Also, as noted earlier, the automotive fleet in Grenada is aging and produces more emissions than newer, more fuel-efficient vehicles.

During our second day of mobile monitoring we obtained consistently low levels of UFP. It was only from Juliaā€™s past experience using this technology that she was able to determine the monitor wasnā€™t working properly. For example, large diesel trucks driving past us no longer caused spikes in measured UFP. For the monitor to function normally, it relies on a filter cartridge that must be soaked in alcohol before measurements can be taken. Julia made the connection that the high humidity was likely affecting alcohol absorption which could have caused the incorrect UFP measurements we saw that day.

Next on our agenda was to meet with Grenadaā€™s Chief Medical Officer, Dr. Francis Martin to explain the premise of our project. It helped that Dr. Martin had previously done research on the . A key piece of information that we learned from this meeting was that the hospital records at Grenada General Hospital are paper based. We will need to convert these data to digital records if we want to analyze how daily Saharan dust exposure relates to daily hospital visits for respiratory disease. Fortunately, the two masterā€™s students at SGU volunteered to do this conversion.

Maurice Bishop International Airport

Later that day we had a meeting with the manager of the meteorological office at Maurice Bishop International Airport. We inquired about getting access to meteorological data for Grenada, and chatted with the meteorologists working there about how they identify periods of Saharan dust exposure. An exciting outcome of the meeting was getting permission to eventually install a PurpleAir monitor at this airport! Permission to install an air pollution monitor at any international airport is incredibly rare. All that was accomplished this day couldnā€™t have been done without the meeting arrangements made by Dr. Forde and Dr. Mitchell.

Our trip to Grenada was a productive one. While only one monitor was installed, four more locations (the airport, the Ministry of Health building, the SGU faculty members house, and a spot on Grenadaā€™s neighbouring island, Carriacou) were identified and with the help of the SGU team, four more monitors will be installed. The mobile monitoring of BC and UFP that we completed can be used as a baseline for further research related to these particles. Moreover, as there is minimal research on the relation of BC and UFP, and this study will help fill in that knowledge gap. In addition, the prospect of installing a PurpleAir monitor at the Maurice Bishop airport is novel.

Collaboration is what bound this project together, with each individual bringing their own expertise to the table. There was also specific knowledge about the island learned by talking with locals; this aided immensely in finding suitable locations to install the PurpleAir monitors. The success of this project will rest on the partnerships that have been established between universities. Thank you to everyone who made this project possible and to ŠÓ°ÉŌ­““ University for the International Seed Grant that was awarded to Dr. Villeneuve to provide funding support to this research.

Nick is a 1^st year M.Sc. student in Health Sciences at ŠÓ°ÉŌ­““ University in Ottawa.

Julia is a 4^th year B.Sc. student in Earth and Environmental Sciences at Dalhousie University in Halifax.

References:

Campbell, D. T. (1969). Ethnocentrism of disciplines and the fish-scale model of omniscience. In M. Sherif & C. W. Sherif (Eds.), Interdisciplinary relationships in the social sciences. Routledge.

Sprunger, J. G. (2017, December). The benefits of engaging in collaborative research relationships. APS Observer. https://www.psychologicalscience.org/observer/the-benefits-of-engaging-in-collaborative-research-relationships

Stanaway, J., Afshin, A., Gakidou, E., Lim, S., Abate, D., Abate, K., ā€¦ Abrham, A. (2018). Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990ā€“2017: A systematic analysis for the Global Burden of Disease Study 2017. The Lancet, 392(10159), 1923ā€“1994.

Wittig, R., Kƶnig, K., Schmidt, M., & Szarzynski, J. (2007). A study of climate change and anthropogenic impacts in West Africa. Environmental Science and Pollution Research, 14(3), 182ā€“89.

Since a few catchy news articles in the popular media back in 2012 pointing to a mental health crisis at universities in Canada, the seriousness of mental health issues on our campuses has been increasingly recognized (Lunau, 2012). A in Ontario triggered attention to the issue, finding that a staggering 88.8% of students felt overwhelmed, 50.2% reported being overwhelmed with anxiety, and 34.2% felt depressed (Craggs, 2012).

How is this possible you may ask? I present to you the hypothetical case of an 18-year-old first-year undergraduate student and her transition to university. Meet Sally; she has recently left home for the first time to start her freshman year at a university that is six hours from her hometown. Sheā€™s living in a single room in an on-campus residence, and is feeling lucky to have been one of the few students to score a room by herself. Nervous but excited, the semester starts full-force and Sally is determined to maintain her admission scholarship and receive medical school calibre grades, just as she has throughout high school. Sally struggles to adjust to the large class sizes, increased workload and the lack of structure to her days. But she makes it through her first midterm, only to find out that she got a D. This is the lowest grade that she has ever received in her life! And this isnā€™t even her only midterm; she has four others to write this week. Feeling sick with a sense of failure and anxiety, Sally is finding it hard to cope in the absence of the supports that she was accustomed to when she was living at home. As a result, she becomes discouraged and overwhelmed.

Due to a combination of the poor quality of food offered in the cafeteria and a loss of appetite, Sallyā€™s diet also changed considerably. Sally begins to have difficulty sleeping, and has an even harder time getting out of bed in the morning. She starts skipping classes to catch up on sleep, which is putting her even further behind in her coursework. Sally has found herself stuck in a cyclical pattern of underperformance in relation to the physical and psychological impact of the stress that she is experiencing. Sally is made aware of the counselling services on campus by her residence advisor, and she decides to set up an appointment. When she calls, she is told that there is a 4-6-week wait for an initial appointment. When she finally has her initial appointment, Sally feels a bit better and hopeful that she can turn things around. She attempts to book a follow-up appointment but is told the wait time would be another 6-8 weeks. Sally never follows up with her appointment due to the long wait, and also because she believes that she should be able to manage her stress on her own. She finishes her first year on academic probation, wondering if she should reduce her course load, change programs, or possibly even take some time off from school.

Roughly 50% of college and university students experience high levels of stress that result in symptoms of anxiety and depression, with anxiety symptoms being the most common (Bayram & Bilgel, 2008; Storrie et al., 2010). Approximately one in five students has a diagnosed mental health disorder (Auerbach, 2016). Sally’s story paints a picture of how stress-induced behavioural changes and Ģżmental health symptoms can impact academic achievement. Students suffering from stress-related mental health issues report having poorer relationships, lower grade point averages and lower graduation rates compared to those not presenting with mental illness (Storrie et al., 2010). In addition, Sally’s story does not take into consideration other complex issues on college and university campuses such as sexual harassment, discrimination and substance use, all of which impact mental and physical health outcomes. In addition, studies on campuses in North America have found that 10% of female students and 13% of male students have experienced thoughts of suicide (Mackenzie et al., 2011).

All of this being said, what practices have universities put in place to combat student mental health challenges? One widespread response has been to expand individual counselling services. This approach does not come without flaws: it is reported that less than a quarter of students who need such services are actually using them (Rosenthal, 2008). This is likely due to a number of barriers including the Ģżthe perception that one can manage their own stress and the wait times associated with such services (Pin et al., 2012; Rosenthal, 2008; Talebi et al., 2016). Given this, it is hard to imagine that universities would be able to support a higher volume of students choosing to seek counselling.

Similar to other areas of medicine, preventative mental health interventions are often more economical than treatment after the fact. As assessment of the effectiveness of various interventions from 24 different studies demonstrated that cognitive, behavioural, and/or mindfulness-based techniques were the most effective in reducing symptoms of anxiety in university students. Cognitive-behavioural therapy focuses on identifying and modifying dysfunctional thoughts related to stress. incorporate a combination of focusing on and being aware of one’s body, breathing, and thoughts. Some aspects of these interventions can be carried out at home (i.e. through audio-recorded guided mindfulness coaching) (Regehr et al., 2013). To the extent that such strategies are effective, campus workshops that encourage their uptake may help reduce wait times for other services so that those who need them the most get help in a timely manner. Some other evidence-based recommendations that universities can consider to help reduce student stress and improve mental health outcomes include initiatives to , and implementing peer-support programs and (Binfet et al., 2018; Felton et al., 2019; Pin et al., 2012).

Would things have turned out differently for Sally had these initiatives been in place at her institution? Itā€™s possible. But, in fact, there isn’t a single, one-size-fits-all answer to the prevalence of mental health challenges being experienced on college and university campuses. However, one thing is clear: colleges and universities should be making the mental health of their students a priority. They need to dedicate more funds to trying new interventions and providing better support for methods that have been shown to work. After all, high drop-out rates, fewer students pursuing additional degrees, lost productivity, etc., reflect on universities’ success. Along with the students, the schools themselves will eventually suffer the consequences if this problem persists.

If you are concerned about the mental health and safety of yourself or someone you know, below is a list of available resources that can help:

ŠÓ°ÉŌ­““ University Health and Counseling Services: (613) 520-6674

Distress Centre Ottawa and Region: (613) 238-3311, Web Site: /

Mental Health Crisis Line: within Ottawa (613) 722-6914, Web Site:

Mental Health Helpline: within Ontario (866) 531-2600, Web Site:

Canada Suicide Prevention Service: within Canada: (833) 456-456, Web Site:

References:

Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., … & Nock, M. K. (2016). Mental disorders among college students in the World Health Organization world mental health surveys.ĢżPsychological medicine.

Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology.

Binfet, J., Passmore, H., Cebry, A., Struik, K., & McKay, C. (2018). Reducing university studentsā€™ stress through a drop-in canine-therapy program. Journal of Mental Health.

Craggs, S. (2012). One-third of McMaster students battle depression: survey.

Felton, A., Lambert, M.Ģż(2019), “Student mental health in the healthcare professions: exploring the benefits of peer support through the Bridge Network”,Ģżhe Journal of Mental Health Training, Education and Practice.

Lunau, K. (2012). Mental health crisis on campus: Canadian students feel hopeless, depressed, even suicidal. Macleans.

Mackenzie, S., Wiegel, J. R., Mundt, M., Brown, D., Saewyc, E., Heiligenstein, E., ā€¦ Fleming, M. (2011). Depression and Suicide Ideation Among Students Accessing Campus Health Care. American Journal of Orthopsychiatry.

Pin, L., Martin, C. (2012). Student Health: Bringing Healthy Change to Ontarioā€™s Universities. Toronto: Ontario Undergraduate Student Alliance.

Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders.

Rosenthal, B., Wilson, C. (2008). Mental health services: Use and disparity among diverse college students. Journal of American College Health.

Storrie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: Students with mental health problems-A growing problem. International Journal of Nursing Practice.

Talibi, M., Matheson, K., & Anisman, H. (2016). The stigma of seeking help for mental health Issues: Mediating roles of support and coping and the moderating role of symptom profile. Journal of Applied Social Psychology.

ā€œIā€™m tired!ā€ This phrase is well used, if not excessively among students on any university campus. Students are notorious for proclaiming theirĢżexhaustion, their desire for sleep, and their inability to withstand an entire lecture without dozing off. It appears that a studentā€™s view on the required amount of sleep they need to function reflects their belief that it simply is not, and never will be, enough. A 2015 survey of 20,000 undergraduate students revealed that 91% indicated feeling tired during the past seven days, while 43.4% reported problems performing activities due to daytime sleepiness. Even if a student does get a good nightā€™s sleep, the intensity of their fatigue rarely diminishes, and if it does, only for a short period. The question then becomes: why canā€™t students get a handle on their sleep habits?

It is likely that students are suffering from a phenomenon dubbed , a term used to describe the mounting impacts of sleep deprivation. To incur sleep debt, a person doesn’t need to go nights on end with very little sleep. Sleep debt can even affect people who are sleeping eight hours per night (Coren, 1996). Even if a person is lacking only a few hours less sleep than is recommended, this can contribute to sleep debt. Students may be under the impression that it is the exceptional activities that contribute to sleep debt, such as binge drinking and partying until dawn, or the dreaded ritual of cramming all night before an exam. Although there is no doubt that these experiences play a role, it is often the more benign habits that are leading students to fall behind in their sleep.

One of the primary culprits is the cell phone. Regardless of students insisting that they suffer from drowsiness, this apparently does not prevent them from replying to text messages in the dead of night. ĢżĢżĢżis the need to respond immediately to text messages or phones calls, for fear that people will become upset if you fail to do so (Roger & Barber, 2019). To the outside world it may appear obvious that when one is sleeping this pressure should be alleviated; however, this is not always the case. In fact, students were quite willing to give in to telepressure at night, waking up to groggily and half-heartedly respond to texts or calls.

Conversely, some may argue that they are not the type to be a slave to their cell phone and engage in a ritual of responding at three oā€™clock in the morning. Even if this is the case, the presence of a cell phone or other electronic device within the sleep vicinity can prevent a student from falling asleep. In fact, the blue light emitting from a cell phone or computer screen can cause a delay of sleep onset by up to one-and-a-half hours (Wise, 2018). Over time, this delay in sleep, and the periodic awakening that may also be occurring, can contribute to sleep debt.

An additional contributor to sleep debt is the infamous energy drink, one of studentsā€™ favourite catch-22ā€™s. Consuming energy drinks is often done in order to function and accomplish optimal work, but this occurs at the cost of almost immediate burnout when the caffeine begins to wear off. What students may not know is that the price of energy drinks extends beyond just the initial caffeine plummet. A recent study indicated that consuming energy drinks predicted lower quantity and quality of sleep as well as increased tiredness the following day for college students. This is yet another contributor to the potential sleep debt students experience. While students believe they’re drinking to achieve momentary efficiency, their caffeine binge may actually be robbing them of valuable time in the future.

Despite the evidence, is it truly reasonable to expect students to give up their cell phones, or stop drinking sugary caffeinated beverages? In reality, probably not. Students often use their cell phones as a method to wind down at the end of the night, or as a way to mindlessly relieve stress. The energy drinks could be something a student has been drinking for years. Expecting them to change their ways on the basis of a few studies is unlikely to alter ingrained habits. One would hope that students would seize the opportunity for extra sleep at any chance they get. The shocking revelation is that the majority of students may not even be willing to go that far. In fact, one study suggested that even among those students who are experiencing a significant sleep deficit, when given the option of altering their habits, the majority did not jump at the chance to obtain more sleep (Anderson & Horne, 2008). Out of the 50% who stated they had the desire for more sleep, only 20% reported experiencing a level of unreasonable sleepiness during the day and opted to take extra sleep. Perhaps these students would rather deal with exhaustion than limit their time engaging in activities they enjoy. Indeed, the statistic likely includes overachievers who would be aghast at the idea of taking time away from their studies to sleep an extra hour or two.

All of this is not to suggest that students are dramatizing the state of their exhaustion as they wait in solidarity, zombie-like in line for Starbucks. The fact of the matter is, they probably are exhausted, and it is unlikely that students as a whole will ever reach the point where they are not unanimously tired. Perhaps then, a more accurate question is: how tired does a student need to be in order to do anything about it?!

References:

Anderson, C., & Horne, J. A. (2008). Do we really want more sleep? A population-based study evaluating the strength of desire for more sleep. Sleep Medicine, 9, 184-187.

Campbell, R., Soenens, B., Beyers, W., & Vansteenkiste, M. (2018). University studentsā€™ sleep during an exam period: the role of basic psychological needs and stress. Motivation and Emotion, 42, 627-681. DOI: 10.1007/s11031-018-9699-x.

Coren, S. (1996). Sleep thieves: An eye-opening exploration into the science and mysteries of sleep. New York, NY: Free Press.

Mednick. S., & Ehrman, M. (2006). Take a nap!: Change your life. New York, NY: Workman

Patrick, M. E., Griffin, J., Huntley, E. D., & Maggs, J. L. (2018;2016;). Energy drinks and binge drinking predict college students’ sleep quantity, quality, and tiredness. Behavioral Sleep Medicine, 16(1), 92-105.

Rice, A. (2011). Blear-eyed students canā€™t stop texting even to sleep, a researcher finds. Chronicle of Higher Education, 58(14), A13.

Rogers, A. P., & Barber, L. K. (2019). Addressing FoMO and telepressure among university students: Could a technology intervention help with social media use and sleep disruption? Computers in Human Behaviour, 93, 192-199.

Wise, M. J. (2018). Naps and sleep deprivation: Why academic libraries should consider adding nap stations to their services for students. New Review of Academic Librarianship, 24(2), 192-210. DOI: 10.1080/13614533.2018.1431948

Can having a pet improve your health? Ask any pet owner with a close relationship to their dog or cat and youā€™ll probably get a resounding ā€œYes!ā€ Many researchers will also tell you that the scientific findings regarding the association between having pets and health look pretty positive. Links have been found between owning pets and multiple aspects of physical and mental well-being, including (Kramer, Mehmood, & Suen, 2019), better heart health (Mubanga et al., 2017), better sleep and exercise habits (Headey, Na, & Zheng, 2008), and less loneliness (Stanley, Conwell, Bowen, & Van Orden, 2013).

While the scientific literature on pets and health is promising, a closer look reveals that the story isnā€™t always consistent. Some studies have been unable to detect links between owning an pet and key health outcomes (Wright, Kritz-Silverstein, Morton, Wingard, & Barrett-Connor, 2007), and some researchers have even found that owning a pet can predict negative health outcomes (Koivusilta & Ojanlatva, 2006). Some of the inconsistencies can probably be traced back to variations in the way studies were conducted, but it might also be that different individuals and social groups experience pet ownership differently. In other words, there could be key social, psychological, and even biological factors that influence how much (or little) benefit people get out of sharing their lives with animals. The goal of our research was to move beyond just asking whether or not pets are good for our health, to focus instead on characteristics that might alter this relationship. For example, is a pet’s presence enough, or does the strength of the bond matter? Does having a supportive social network affect the way you feel about your pet? Do stressful life circumstances (like illness, homelessness, or poverty) change our relationships with animals and how important they are for our health?

At the same time as we try to better understand the psychosocial factors that contribute to the benefits of pet ownership, a growing body of research has converged on oxytocin (a hormone known for its role in stress reduction, bonding, and many other social behaviours) as a possible major biological player in our interactions with animals. Prior studies have shown that oxytocin levels in our body change in the presence of a friendly animal, particularly when itā€™s an animal weā€™ve bonded with (Handlin et al., 2011). Oxytocin appears to impact our brain and bodyā€™s stress response, potentially connecting positive social behaviours (like turning to a friend for help) to the reduction of distress (Heinrichs, Baumgartner, Kirschbaum, & Ehlert, 2003). Differences in genes that are responsible for oxytocin functioning appear to impact the way we relate to others on a social level, including how we pursue and respond to social support (Chen et al., 2011; Kim et al., 2010). If bonds with cats and dogs are similar to bonds with people, could genetic variation in our oxytocin system similarly affect human-animal relationships?

To explore these questions, we conducted a series of studies that combined survey measures (assessing emotional attachment to pets and facets of human health & well-being) with genetic analysis. By isolating DNA from saliva samples, we were able to look at small variations known as (or SNPs) in oxytocin-related genes and test for links between peopleā€™s genetics and their survey responses.

The research began in the fall of 2017 when we rented booth space at the Ottawa Pet Expo, a weekend event for pet enthusiasts. While there, we gathered survey responses and saliva samples from 100+ pet ownersā€”mostly people with dogs and cats but a few with other types of animals. In a second study, we set up our booth at public locations around Ottawa and repeated this procedure; this time we also encouraged participation from non-pet owners as a comparison group. Finally, our third study took place at events organized by , an organization that provides free veterinary care for low-income, marginally housed community members in Ottawa. Gathering data from these different populations allowed us to look at how the role of pets might differ based on personal circumstances.

As soon as we began analyzing the data, the results challenged our assumptions. We had predicted that strong feelings of attachment towards a pet would be linked to improved mental well-being, but in fact an opposite pattern emerged – in all three groups, participants who were more strongly bonded to their animals were also more likely to report experiencing poorer well-being, including more symptoms of depression, loneliness, and lower feelings of social connection. Strong attachment to pets was also associated with being more likely to have a physical illness.

What could these results mean? While itā€™s possible that strong emotional ties with an animal directly negatively impact human well-being (perhaps because caring for a pet might strain time and financial resources), we believe that itā€™s more likely that when people are highly emotionally stressed (depressed, lonely, or socially isolated), they may be more likely to turn to their pets for comfort. Some evidence for this possibility exists in the form of research showing that many pet owners view their animals as unique and important sources of support, especially when they are strongly attached to their pet (Meehan, Massavelli, & Pachana, 2017). If people are turning to their pets as a way of coping with things like stress and loneliness, this could explain why animal relationships are often so important to people who are isolated or socially marginalized, like older adults and individuals who are homeless. In fact, in our own research, we found that participants who were living with poverty and housing insecurity were especially likely to say that they were highly attached to their pets.

We also found that a SNP of the oxytocin receptor gene was linked to owning a pet. Results from a large twin study released earlier this year suggested that a tendency towards having animals (in this case, dogs) might be (Fall, Kuja-Halkola, Dobney, Westgarth, & Magnusson, 2019), which makes this a particularly interesting finding. However, the relatively small number of participants in our own study means that this finding should be taken with a grain of salt; repeating this research with a larger group would be one way to check if the association is meaningful or not.

As with any study, itā€™s important to remember that lots of different factors might have affected the results, including when and where we gathered data, who was motivated to take part in the research, and how we chose to measure things like attachment and well-being. While our findings were unexpected, the takeaway from this research is not that we should ignore pets and their role in human healthā€”these are important phenomena that need to be studied and explored, especially when pets seem to be so important to so many people. But as with research into any interesting human behaviour, the relationships between pet ownership, emotional bonds with animals, and health & well-being are bound to be complex. Learning more about these links will be challenging, but worthwhile.

References:

Chen, F. S., Kumsta, R., Dawans, B. v., Monakhov, M., Ebstein, R. P., & Heinrichs, M. (2011). Common oxytocin receptor gene (OXTR) polymorphism and social support interact to reduce stress in humans. PNAS USA, 108(50), 19937-19942.

Fall, T., Kuja-Halkola, R., Dobney, K., Westgarth, C., & Magnusson, P. (2019). Evidence of largegenetic influences on dog ownership in the Swedish twin registry has implications forunderstanding domestication and health associations. Scientific Reports, 9(1), 7554-7.

Handlin, L., Hydbring-Sandberg, E., Nilsson, A., EjdebƤck, M., Jansson, A., & UvnƤs-Moberg, K. (2011). Short-term interaction between dogs and their owners: Effects on oxytocin, cortisol, insulin and heart rateā€”An exploratory study. Anthrozoƶs, 24(3), 301-315.

Headey, B., Na, F., & Zheng, R. (2008). Pet dogs benefit owners’ health: A ‘natural experiment’ inĢż China. Social Indicators Research, 87(3), 481-493.

Heinrichs, M., Baumgartner, T., Kirschbaum, C., and Ehlert, U. (2003). Social support andĢżoxytocin interact to suppress cortisol and subjective responses to psychosocial stress. BiologicalĢż Psychiatry, 54, 1389ā€“1398.

Kim, H. S., Sherman, D. K., Sasaki, J. Y., Xu, J., Chu, T. Q., Ryu, C., . . . Taylor, S. E. (2010). Culture,Ģżdistress, and oxytocin receptor polymorphism (OXTR) interact to influence emotional supportĢż seeking. PNAS USA, 107(36), 15717-15721.

Koivusilta, L. K., & Ojanlatva, A. (2006). To have or not to have a pet for better health? PloS One,Ģż1(1), e109.

Kramer, C. K., Mehmood, S., & Suen, R. S. (2019). Dog ownership and survival: A systematic review and meta-analysis. Cardiovascular Quality and Outcomes.

Mubanga, M., Byberg, L., Nowak, C., Egenvall, A., Magnusson, P. K., Ingelsson, E., . . .Ģż Institutionen fƶr kirurgiska vetenskaper. (2017). Dog ownership and the risk of cardiovascularĢż disease and death ā€“ a nationwide cohort study. Scientific Reports, 7(1), 1-9.

Stanley, I. H., Conwell, Y., Bowen, C., & Van Orden, K. A. (2014). Pet ownership may attenuateĢżloneliness among older adult primary care patients who live alone. Aging & Mental Health, 18(3), 394-399.

Wright, J. D., Kritz-Silverstein, D., Morton, D. J., Wingard, D. L., & Barrett-Connor, E. (2007). Pet ownership and blood pressure in old age. Epidemiology, 18(5), 613-618.

The day began with an introduction to the meaning of One Health by Dr. Kim Matheson, Culture & Gender Mental Health Research Chair at ŠÓ°ÉŌ­““ and Director of the CHAIM Centre. Dr. Matheson also introducedĢżthe topic of this yearā€™s challenge, which is to develop a framework for designing a plan for the Ottawa inner city area to create the environment and social conditions that allow anyone, including marginalized or vulnerable populations, to be able to effectively care for and derive the health benefits of companion pets.

After a light lunch, , a professor and research chair in One Health & Wellness at the University of Saskatchewan, spoke to students about the concept of (reciprocal benefits between humans and animals) and emphasized the importance of the human-animal bond for promoting wellness. In her research with animal-assisted interventions, Dr. Dell has found that people struggling with substance use sometimes connect to animals in unique ways, reacting to the unconditional acceptance and non-judgmental support offered by furry helpers. In Dr. Dellā€™s words, ā€œThe animals were able to provide something that the humans couldnā€™t, or wouldnā€™t.ā€

Next students heard from Dr. Sue Kilborn, a veterinarian and board member of , an organization that provides pro-bono animal care alongside human health services to low-income pet owners. Dr. Kilborn spoke to students about how veterinary care for pets can act as a gateway into a vulnerable personā€™s life: ā€œBecause in many cases [pets] are the single most important relationship in their life, theyā€™ll do anything to get care for them. Once thatā€™s delivered, people are open to dialogue about their own health care.ā€ In this way, pets may be catalysts for positive health and behaviour changes.

Towards the end of the day, team mentors facilitated a short activity with students meant to get them thinking about the Challenge topic and prepare them for managing group dynamics over the course of the competition. With these perspectives in mind, students will spend the next 6 weeks working in interdisciplinary teams to develop their own framework to promote healthy human-pet interactions in a dense urban area. Each team will be supported by a graduate mentor and will have access to a host of project consultants with expertise in neuroscience, health psychology, urban design, public policy, and other related areas. We’re looking forward to seeing what the teams come up with!

Check back here or follow us on Twitter @CHAIM_Centre for more updates as the Challenge progresses!

It is quite likely that you know someone ā€“ a close friend, a relative, or even yourself ā€“ who suffers from anxiety. With increasing stress and demands from social media, work, and day-to-day life, the incidence of anxiety has increased, and generalized anxiety disorder can affect up to a third of individuals over their lifespan. Many individuals rely on medication which may not fully eradicate symptoms, may have negative side effects, or may not help at all. However, recent research suggests that one answer to improving anxiety management may lie in an unlikely place: maintaining a healthy balance of gut bacteria.

Most of us have grown up with the understanding that ā€œgerms are badā€ or ā€œbacteria make you sickā€. Attitudes such as these are commonplace, and yet they may not be the most appropriate. Despite our best efforts to remainĢżclean, bacteria are present everywhere we go ā€“ our homes, public transit, and even on every surface of our bodies. In fact, studies have demonstrated that 99% of the genes in our body actually come from various species of bacteria that reside on our skin and within our digestive tract. Even more surprising, the cells of our body are outnumbered approximately 9 to 1 by bacterial cells! Although many types of bacteria can be responsible for causing illnesses, the sheer number of bacterial cells in our bodies indicates that most bacteria are not disease-causing and some may even be beneficial to our health.

Over the last 15 years, a growing body of research has focused on the diverse ecosystem of bacteria, fungi and viruses residing in our gastrointestinal tract. All together this system is known as the microbiome, and it differs greatly from person to person. The 100 trillion microbes that populate our gut contribute to numerous functions that support our overall health including regulating immunity, absorbing nutrients, and vitamin production, as well as playing a role in our mental health. Interestingly, much like a fingerprint, every individual has their own unique gut microbiome which can be altered by a variety of factors.

So where does this gut microbiome come from? When we are born, our gastrointestinal tract is germ-free because the womb is sterile. Our first microbes come from the birth canal during normal birth, and following this, the general environment. Nutrients in breast milk such as fatty acids and complex sugars feed the bacteria that have colonized our gastrointestinal tract. During early childhood, the food we eat, germs we catch, and activities we engage in slowly solidify the bacterial population and diversity in our gut.

Interestingly, researchers have come to understand that this bacterial population can affect our brain and contribute to anxiety. The brain and the gut communicate through something researchers call . Neurotransmitters are chemicals within the brain that send information from one cell to the next. Many gut microbes can directly change the levels of these neurotransmitters, which might allow them to communicate with neurons. In fact, our gut microbes produce 90% of the serotonin (our feel-good neurotransmitter) in our body. Levels of this transmitter are associated with mood disorders, including anxiety. In germ-free mice with sterile intestines, there is significantly less serotonin found in the blood. This could indicate that gut bacteria signal the brain through release of neurotransmitters. Germ-free mice also have higher levels of the stress hormone corticosterone compared to the mice with a normal gut microbiota and, more importantly, when these germ-free mice were given a single bacterium, their dysfunctional stress response returned to normal. To further strengthen this idea, even short disruption of the balance of the gut, known as dysbiosis, has been linked to lower serotonin levels and anxiety like-symptoms in mice.

Other mouse studies show how the gut microbiota may influence our brain to produce anxious personality types. When germ-free animals were given bacteria from either normal or anxious mice, they took on behaviours from the donor mice, becoming either timid and fearful (markers of anxiety) or more exploratory. Looking to the human condition, we see that anxiety is a common symptom of individuals with irritable bowel syndrome (IBS). When gut bacteria from IBS or anxiety patients were given to mice, . While the majority of research is quick to link exercise to better physical and mental health, it turns out exercise may also increase the diversity of the gut microbiota and alter the levels of some bacteria which have been linked to anxiety.

Although most of these studies have been performed in mice, there is evidence from a growing number of human studies as well.Ģż One particularly interesting study found that . As sociability is normally associated with lower rates of anxiety and depression, the diversity of gut microbes may help predict whether these toddlers will develop anxiety disorders later in life and may in the future be an avenue that could be targeted for treatment.

One cautionary note remains to be discussed: the overuse of antibiotics, consumption of unhealthy foods, lack of sleep, and poor exercise habits can all play a role in reducing the health of our gut. It is possible, although still unknown, that the shift in our lifestyles from manual labour and home-cooked food to relatively static lives and fast food may be playing a role in the increased anxiety we currently face. Thus, simple lifestyle changes and healthy food choices (such as eating fruits, vegetables and fermented foods) to take care of our gut bacteria might be one route to happiness and good mental health.

References:

Sudo, N., Chida, Y., Aiba, Y., Sonoda, J., Oyama, N., Xiao-Nian, Y., Kubo, C., & Koga, Y. (2004). Postnatal Microbial Colonization Programs the Hypothalamic-Pituitary-Adrenal System for Stress Response in Mice. The Journal of Physiology.

Bercik, P., Denou, E., Collins, J., Jackson, W., Lu, J., Jury, J., Deng, Y., Blennerhassett, P., Macri, J., McCoy, K.D., Verdu, E. F., & Collins, S.M. (2011). The Intestinal Microbiota Affect Central Levels of Brain-Derived Neurotropic Factor and Behavior in Mice. Gastroenterology.

De Palma, G., Lynch, M.D., Lu, J., Dang, V.T., Deng, Y., Jury, J., ā€¦ Bercik, P. (2017). Transplantation of Fecal Microbiota from Patients with Irritable Bowel Syndrome Alters Gut Funtion and Behavior in Recipient Mice. Science Translational Medicine.

Christian, L.M., Galley, J.D., Hade, E.M., Schoppe-Sullivan, S., Kamp Dush, C., & Bailey, M.T. (2015). Gut Microbiome Composition is Associated with Temperament During Early Childhood. Brain, behavior, and immunity.

Monda, V., Vilaano, I., Messina, A., Valenzano, A., Esposito, T., Moscatelli, F., Viggiano, A., Cibelli, G., Chieffi, S., Monda, M., & Messina, G. (2017). Exercise Modifies the Gut Microbiota with Positive Health Effects. Oxidative Medicine and Cellular Longevity.

Hello All,

The CHAIM Centre will be hosting the 2019 One HEALtH Student Challenge and we are currently seeking graduate student mentors to support the participating student groups. To learn more about the One HEALtH Student Challenge please see the link below.

If you are interested in the applying for the graduate mentor position, please see the attached document. The application information is also accessible through the ŠÓ°ÉŌ­““ University mySuccess Careers tab. The application deadline is Friday, September 13, 2019 at 11:59 pm.

2019 One HEALtH Student Challenge

2019 Graduate Mentor One HEALtH Challenge Position

2018 One HEALtH Student Challenge

Most of us know that driving comes with many risks and that driving can be dangerous. However, thankfully, there are many things we can do to make driving a safer experience for us and for the others on the road.

For teenagers, it’s really important to learn how to make driving safer as they start learning how to drive. A few ways to make driving safer is to prevent distracted driving and to learn the rules of the road. Learning these skills can be lifesaving!

Ms. Martin’s class is learning about how to make driving a safer experience for teenagers.The class has found a very useful link which highlights the many ways that we can all make driving a safer experience for teens:

Thank you to Ms. Martin’s class for sharing this link with us!

We know that sharing this information will make the road safer for not only teenagers, but for everyone who is driving!