About the Inventory

Purpose & Process of the Inventory

This inventory is supplementary to the Post-Secondary Student Mental Health: Guide to a Systemic Approach. It expands Appendix C of the Guide into a process that is aimed to help you to assess strengths, areas of growth and identify potential campus-specific outcomes regarding student mental health. We suggest using this document in conjunction with the Guide, and recommend the following steps:

  1. Identify key stakeholders in each of the seven areas and invite them for a two to three-hour session.

  2. Include at least one student and one student leader with knowledge/expertise relating to each of the seven areas.

  3. Divide the large group into the seven smaller groups identified by the Guide. Make sure each group has at least one individual with expertise in that specific area. For example, Group One (Institutional Structure) ought to have at least one individual involved with organizational planning and policy, and Group Seven (Crisis Management) should have someone who directly deals with crisis management or has expertise in this area. The rest of the members could be from any area involved directly or indirectly with student mental health. The size of each group can vary from campus to campus. We recommend having at least three members in each of the seven groups.

  4. Provide each group a hard copy of the Guide and the inventory, marking their assigned area. The group may also complete the inventory digitally.

  5. Ask the group to identify one moderator, one note taker and one spokesperson.

  6. Allow sufficient time for each group to complete the items in their specific area.

  7. Larger Group Debrief: Each group presents their observations turn by turn.

  8. For each group, the assigned note taker’s role is to capture the summary of the document key points discussed in the larger group discussion.

  9. Collect each group’s papers and summarize the findings, identify key themes, and discuss potential achievable actions—all contributing to developing, refining, and implementing a Systemic Approach to Mental Health.

  10. Decide to repeat the process periodically to assess progress or incorporate emerging needs.


With tremendous pleasure I, as co-chair of Campus Mental Health Community of Practice (CoP) present this comprehensive resource. This is based on Post-Secondary Student Mental Health (PSSMH): Guide to a Systemic Approach -- a collaborative initiative between the Canadian Association of Colleges and Universities Student Services (CACUSS) and the Canadian Mental Health Association (CMHA). In devising this resource, I feel privileged to work with very thoughtful and committed members of our CoP who provided valuable feedback dating back to 2014 when the first draft was devised, to the current one.

In particular, I owe a ton of gratitude to Su-Ting Teo, Cheryl Washburn and Jonny Morris who spearheaded the collaborative effort of devising the Guide. Without their foundational work, this resource wouldn’t come to fruition. Su-Ting and Shaylyn Streatch’s very comprehensive feedback helped to clarify constructs and improving the communicative flow to individuals from diverse professional background. David Ness and Cathy Schroeder played an anchor role in conducting a national survey which highlighted the need of this inventory and resource guide. My co-chairs Patricia Kostouros and Ashley Humeniuk helped tremendously in keeping the initiative alive. I am also grateful to members our CoPs steering committee who attended our meetings and webinars despite their busy schedule and offered many good suggestions. Eric Dore and his colleagues from Polytechnique Montreal, worked with dedication in translating the inventory (items version) in French. The aesthetics and ease of user experience of this website is result of Nomans Land Creative finesse.

The interactive functionality of the website is due to the diligence and attention to detail of Wenbin Cai. Shafik Kamani’s ingenuity has given elegance to the hard copy version of the inventory. I am deeply indebted to Jennifer Hamilton and CACUSS board members who supported the idea with funds and logistical support. David Newman, thank you for promoting the work internationally. This comprehensive work would not have been accomplished without the tremendous support of my colleagues at the University of Toronto Scarborough (UTSC). Desmond Pouyat’s support for my involvement with the Campus Mental Health CoP has been instrumental. My wonderful UTSC students, Basma Chamas, Aryel Maharaj, Karen Young and Taylor Paulite have offered valuable insights from student’s perspective. The editorial polishing provided by Ruth Louden and Danielle Uy helped to improve the flow and comprehension of nuanced aspects of mental health. Finally, throughout this journey, I have felt that all of you have worked with a meaningful motivation—weaved into a commitment—creating a circle of care on campus for our students—a Core Canadian value. We are happy to share this value, translated in this concrete resource with campuses across the world—befittingly marking the 150th birthday of Canada.

- Tayyab Rashid, Ph.D., C.Psych, University of Toronto Scarborough (UTSC).

© 2016 Canadian Association of College & University Student Services. 150 Eglinton Ave. E., Suite 402 Toronto, ON M4P1E8. All rights reserved.
Website by: Nomans Land Creative | Survey development by: Wenbin Cai