Research provides the critical foundation to lead and articulate the studies necessary to bridge peer- and professional-based care to ensure the psychosocial needs of increasingly diverse survivors are met.

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A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship. About Memorial University’s Faculty of Education Writing Group In 2009, a group of members from a Faculty of Education began meeting to share their writing and discuss the writing process. We meet regularly and each member takes a turn hosting the meeting. There are no strict deadlines and action items for the meetings; instead, each member takes a turn checking in with the group and asking for feedback or advice on their writing. It is a relaxed and open setting where networking and socializing are as welcome as producing results. The group deliberately set forth to create an environment of non-criticism—we can give feedback but not criticism and we agree to promote support, rather than competition. Through this process, the writing group has served to foster a sense of belonging.

The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school immigrant students’ experiences of inclusion and belonging. The purpose was to help immigrant and refugee youth to adapt to a city in Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The Open Studio was structured along seven parameters: focus on intentional art-making; no judgmental commentary (positive or negative); non-evaluative in nature; no forced participation, including witnessing and sharing; and as importantly, participatory involvement of facilitators. The participant-planned and hosted final school exhibit contributed to learning, sharing, and group cohesiveness. A plain language needs assessment, semi-structured interviews, and focus group, were also used to generate data on how an Open Studio informs cultural experiences and feelings of integration and belonging.             Keywords:  Immigrant and refugee youth, art-making, belonging, integration