All You Have to Do Is "ASK": An Indigenous Approach to Holistic Wellness in Academia

Asking for help. It is such a simple task in theory, yet so few of us in higher education do it. As an undergraduate, I learned very quickly to put my head down and trudge forth of my own volition. I thought this was part of being a "team player." By not asking for help, I was trying to demonstrate that I was a capable person and a "self-starter" that anyone would want on their team. Yet, I was struggling—and I was definitely not alone. Students in higher education are regularly conditioned to believe that asking for help is a sign of weakness. This conditioning starts early in the learning process and is perhaps intended to make us more independent.

However, the inability to express interdependence (a fundamental component of many cultural worldviews) results in isolation. This can be extremely detrimental to mental health, particularly for people of color and individuals who do not hold an individualistic worldview. The isolated student/professional develops a constant fear of being seen as inadequate, thereby limiting expression of some or most of their personal identities. In effect, the current educational system is raising academics who do not connect with others, express values, or draw upon collective knowledge.

Background

Higher education systems are where students can (and should) learn the relationship between education and values, such as reciprocity. Our values guide our decision-making, motivation, and prioritization and shape how we invest ourselves professionally. Systems of higher education are formative places for learning how to connect to others through experiences and knowledge—thus generating wisdom. Wisdom is an integration of knowledge and experience that develops understanding that can create tolerance for the uncertainties of life. However, most Western academic mentorship models do not incorporate this in a way that translates to collective learning and group discovery outside the classroom. Students from collectivistic backgrounds may struggle with this the most. The excitement of entering graduate school undeniably includes bouts of imposter syndrome, resulting in one going to great lengths to not be "discovered" as a fraud. Stigma around admitting doubts and fears does nothing to normalize the experience. The resulting facade creates self-containment, distance, and a breakdown in kinship, which is then (mis)labeled and celebrated in Western culture as independence, self-reliance, and competence.

The ASK (Academics Share Knowledge) model of mentorship promotes the sharing of experiences by creating space for "working through" academic and personal difficulties collaboratively to enhance the learning of all members. We proactively address common struggles to eliminate unnecessary barriers to learning and achievement. The success of this model relies on trust and the creation of spaces where members can dismantle the walls that obstruct true human connection. Contrary to Western labels associated with success, the culture cultivated through this mentorship model carries a much different tone and set of expectations. We speak honestly about the pitfalls that may arise in graduate-school thinking and make conscious efforts to ask (and promote asking one another) for help.

The ASK model appreciates that students and professionals can benefit from shared knowledge in a way that is more profound than knowledge gleaned individually. This results in a repository of collective knowledge that is given and received through "ASKing" one another for various tasks, such as advice, feedback, constructive critiques, empathy, validation, and a place to share our experiences and challenges. Inclusion, community, and perspective taking are crucial components that fuel the process. Through our lab director's willingness to develop in partnership with us, we have found that dismantling the hierarchical nature of lab environments encourages collegiality far more conducive to positive professional behavior. Much like interpersonal group therapy, it allows for the building of skills without the demands of more outcome-driven learning spaces. The results are an alleviation in pressure and an increased ability to exist naturally that promotes well-being and enhances productivity. Though future goals and progress are important, this model integrates in...