Campus Mental Health: Implications for Instructors Supporting Students

The recent escalation in student suicides due to mental health problems has encouraged higher education institutions to not only modify their overall support structures, but to also (re)define the role of faculty and staff. Despite the increased attention given to student mental health in Canadian higher education institutions, little is known and understood about how instructors view their role as supporters or promoters of student mental health. The purpose of this study was to explore the role of college instructors in supporting students with mental health problems or illnesses. Participants were 42 instructors between the ages of 25 to 64 from Molize College in Toronto, Ontario. Qualitative ethnography was employed to gather data from participants, specifically through a survey questionnaire and interviews. A constructivist framework was adopted to analyze and understand the values, perceptions, meanings, and practices post-secondary instructors carry around notions of student mental health and intervention. Findings revealed that instructors were generally aware of student mental health concerns in post-secondary institutions, but that greater awareness was still warranted, namely in the areas of instructor mental health and location of support services. Findings also demonstrated that most instructors evaluated their knowledge and confidence in relation to student mental health as poor, which was often credited to limited relevant professional development and training. Additionally, data indicated that instructors carried skepticism towards the role of some student support services departments, as well as towards their own role when supporting the mental health and well-being of students. On a final note, findings revealed that instructors commonly employed four practices to support the mental health and well-being of students: conversation, referral, accommodations, and curricular inclusion and instruction. Future studies are encouraged to acknowledge the narratives of instructors through ethnographic inquiry, to allow for greater insights into their awareness, knowledge/confidence, responsibilities, and practices when it comes to supporting the mental health and well-being of students in higher education settings. Incorporating the instructor may not be a panacea for the shortcomings of current mental health policies and practices in higher education settings, but it can certainly represent a colossal step in that direction. KEYWORDS: student mental health, higher education, instructor

Effect of friction and clearance on kinematics and contact mechanics of dual mobility hip implant.

The dual mobility hip implant has been introduced recently and increasingly used in total hip replacement to maintain the stability and reduce the risk of post-surgery dislocation. However, the kinematics and contact mechanisms of dual mobility hip implants have not been investigated in detail in the literature. Therefore, finite element method was adopted in this study to investigate dynamics and contact mechanics of a typical metal-on-polymer dual mobility hip implant under different friction coefficient ratios between the inner and the outer articulations and clearances/interferences between the ultra-high-molecular-weight polyethylene liner and the metal back shell. A critical ratio of friction coefficients between the two pairs of contact interfaces was found to mainly determine the rotating surfaces. Furthermore, an initial clearance between the liner and the back shell facilitated the rotation of the liner while an initial interference prevented such a motion at the outer articulating interface. In addition, the contact area and the sliding distance at the outer articulating surface were markedly greater than those at the inner cup-head interface, potentially leading to extensive wear at the outer surface of the liner