GISA Autumn Election 2024 Candidate Profiles: Vania Petlane for Welfare Committee President

In conversation with Vania Petlane, MINT 1st Year Student.

Q: How has your previous experience in leadership roles or student organisations prepared you to advocate for and implement welfare initiatives effectively within the Geneva Graduate Institute?

My leadership experience at Rhodes University, where I served in the Wellness Leadership Program and as a Transformation and Environment representative in my residence, gave me practical experience addressing students’ visible and invisible struggles. In my former role, I provided peer support, organised mental health and wellness events, and connected students with needed resources. This helped me understand the importance of creating safe spaces where students feel comfortable seeking help. I bring these skills and my academic background in Human Rights, Psychology, and Sociology to my candidacy for Welfare President. I believe my experience will enable me to identify gaps in welfare support at the Graduate Institute and advocate for initiatives that cater to the unique needs of our diverse student body.

Q. How would you handle a situation where a student approaches the committee with a welfare-related issue that is highly personal or sensitive in nature?

Handling sensitive issues requires empathy, confidentiality, and careful guidance. If a student approaches me with a personal or sensitive welfare concern, I will ensure that the conversation remains private and that the student feels safe and heard. Part of my training as a welfare leader included handling sensitive and potentially triggering topics, so I am well-equipped to manage these situations with care. I believe that sometimes, what people need most is simply a listening ear, validation of their feelings, and an emotional conversation with emotional solutions. Instead of immediately diving into practical fixes, I would first listen deeply, and only after ensuring that they feel heard and validated, ask them what kind of help they are looking for and then outline the possible channels available for resolving their issue. In this way, the student would feel emotionally and practically supported, empowering them to decide how to move forward.

Q. How will you create an open and approachable environment for students to voice their concerns about mental health and well-being without fear of stigma or judgment?

Despite progress in fighting the stigma around mental health, it persists. In a competitive environment like ours, it is easy to feel bad for struggling or not performing as we feel is expected. To help destigmatise seeking support, I will raise awareness through initiatives like “Stress and Burnout Awareness Week” and workshops led by mental health professionals. Normalising these discussions will help students feel safe speaking up when they need help. I’ll also create peer support spaces where students can connect and share experiences openly. The goal is to make mental health conversations part of everyday life so that asking for help becomes perceived as a strength, rather than a weakness.

Q. Can you share an example of a creative or innovative welfare program you’d like to implement that would enhance the overall well-being of students?

I plan to introduce Venting Sessions as a platform where students can not only voice their emotions, concerns, and grievances in a safe space but also engage in open dialogue with peers from different backgrounds. These sessions will help deconstruct stereotypes and enhance engagement, ultimately building a sense of camaraderie, a sense of belonging, and a stronger community. I believe that when students feel more comfortable speaking about issues they might otherwise keep to themselves, they experience improved well-being. By fostering these open conversations, we can help students feel better emotionally and, in turn, do better academically and socially, ensuring their overall well-being is enhanced.

Q. How do you plan to ensure that the voices of students from diverse backgrounds and experiences are represented in welfare-related decisions and initiatives?

I plan on utilizing the already existing anonymous feedback surveys for students who feel comfortable sharing their ideas through that platform. Additionally, I work closely with the existing Buddy Program, where students can voice their concerns to their buddies, with the assurance of confidentiality. Using feedback from both these sources, I will ensure that welfare initiatives reflect the diverse backgrounds and experiences of our student body. By actively listening to these voices, we will make inclusive welfare decisions and initiatives that truly represent and support all students.

Editor’s Note: Responses have been edited for clarity.

Voting is open now and will close on October 10 at 10:30 a.m. We encourage all students to participate and cast their votes!