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2022 ACCA Conference Breakout SessionsPresentation dates and times will be released in the near future. Bringing Men Together for Sexual Health: Addressing Sexuality Concerns of College-Age MenPresenter(s): Daniel Alonzo Topic(s):
Abstract: In the era of #MeToo, women are finding platforms to reclaim their collective power and sexual rights. But what is happening for men as they navigate blind seas of confusion and defensiveness? Specifically, what is happening for college-age men? Emerging adult men are struggling to find their way in a new world without a map of the new landscape. We see the evidence of this struggle in rising rates of anxiety and depression among men. Nowhere is this clearer than on college campuses. Completed suicides of men on college campuses continues to rise. Research shows that the college-age years of 18 to 26 are a difficult transition for men. Men are expected to master the tasks of emerging adulthood, but they receive little information or modeling about sexuality in those crucial years. By their mid-20's, men are expected to know their bodies, know how to initiate sexual discussions with partners, know how to obtain responsible consent, and know how to maximize pleasure in their partners and in themselves. Clearly, this is the exception, not the rule. This workshop will suggest ways to bring young adult men together on campus, inviting them into rich conversations about integrity, responsibility, and sexual health. Learning Objectives:
Exploring BIPOC Identities: Unpacking Racial Trauma & Fostering Mental Wellness on College CampusesPresenter(s): Makini Austin A. Kikora Franklin A. Kikora Franklin Lindsay Mitchiner Abstract: While there have been many points in history where society reflects on expectations of diversity and inclusion, the summer of 2020 prompted a clarion call for more effective strategies to address issues raised by discrimination, microaggressions, racialized violence, and systemic inequities. As faculty, staff, and students engaged in discussions of racial justice, colleges and universities had an opportunity to consider their roles to advance diversity, equity and inclusion at their institutions. Many have expressed their commitment to more equitable outcomes for underrepresented populations by placing DEI at the core of their institutional practice, but this commitment must go beyond pamphlets and mission statements. This course is an exploration of how mental health professionals on college campuses can provide the tools to begin this work. Learning Objectives:
The Elephant in the Room: Working with Masculinity in Counseling College MenPresenter(s): Daniel Bates Topic(s):
Abstract: It is critically important for counselors to competently conceptualize masculinity in order to appropriately and effectively work with male clients. Effective treatment engagement with men needs to be informed by a gender-sensitive approach. In 2019, only 13.4% of the male population received mental health services of any kind compared to 24.7% women (Terlizzi & Zablotsky, 2020). This may be explained by the low rates of depression reported by men (Patten et al., 2015; Watterson et al., 2017), yet the suicide rate among men is three times higher than women, while globally men die by suicide two times higher than women (Navaneelan, 2012). In fact, suicide is listed among the top three causes of mortality among men (British Columbia Vital Statistics Agency, 2002). Depression rates among men are far below that of women, yet the rates of suicide, alcoholism, and drug abuse far exceed rates among women. What can explain this confusing set of facts? Depression among men often goes unidentified, undiagnosed, and untreated, leading to a worsening of mental health problems. This may be due, in part, to masculine norms of stoicism and suppression of emotion functioning as cultural confounders to the detection, assessment, and treatment of depression. Learning Objectives:
Alcohol, Drugs, and Consequences: Rethinking Alcohol and Drug Use Prevention Programming in Collegiate SettingsPresenter(s): Latasha Becton Jennifer Whitney Chesley Kennedy Topic(s):
Abstract: Institutions of Higher Education are required to follow the federal regulations set forth by the Drug Free Schools and Communities Act (DFSCA). As part of those regulations, each institution must establish and implement a program of prevention, education, and intervention for students and staff who do not abide by policy standards. The purpose of this presentation is to provide a brief overview of DFSCA regulations, sample prevention activities, and sample intervention activities. Selected prevention and intervention programs will be described, and suggestions for approaches to program design that encourage interdisciplinary and cross-campus collaboration will be discussed with a goal of thinking holistically about student-focused interventions. Additionally, suggestions are offered to improve approaches to assessment of alcohol and drug related risk in collegiate settings. Learning Objectives:
College counselor burnout: Research and implicationPresenter(s): Gregory Bohner Timothy Smith Topic(s):
Abstract: Burnout is a concern for many college counselors, particularly with the stresses experienced over the past two years. This session will explore research conducted with ACCA members regarding the relationships between different work responsibilities and burnout. As part of the process, the College Counselor Activity Rating Scale for measuring college counselor work responsibilities was developed. The session will start with an overview of the history of the college counseling profession and burnout literature. This will be followed with exploration of the research questions, methods, and findings. In conclusion, a discussion of implications for counseling center administrators and research regarding self-care will be presented. Learning Objectives:
Dungeons & Dragons & Therapy: An Experiential Role-Playing Group to Connect, Empower, and Act as One's Ideal SelfPresenter(s): Vincent Dehili Topic(s):
Abstract: Interpersonal process group can provide building group cohesion, finding universally shared experience, engaging in altruistic behaviors, developing novel socializing techniques, and engagement in pleasurable events (Yalom & Leszcz, 2005). Dungeons and Dragons (D&D) is a role playing game (RPG), meaning that players take on fictional characters that implement their actions in a fantasy world (Blackmon, 1994). The group combines theoretical approaches across group theories to combine interpersonal process. psychodrama, intersubjectivity, and mentalization-based therapy to provide a unique flexible experience to assist clients and staff with enhancing their interpersonal connections through shared cooperative play. A gamified behavioral hierarchy ("Bounty Quest") allows for implementation of social skills outside of the group experience. Role-playing games (RPGs) provide a medium to "act as if" clients are an idealized interpersonal version of themselves. Utilizing improvisation techniques to generate a shared narrative which weaves interpersonal conflict and moral dilemmas, creating a parallel process between interpersonal goals and real-world behaviors. This group consists of an experiential group to illustrate safety tools to address microaggressions, empower members to engage in play through unique dilemmas, and reflect on the benefits integrating Table-Top Experiences to increase staff morale, connectivity, and diversify group therapy programining. Learning Objectives:
Laughing and Crying: Lessons Learned from a Pandemic-Era Grief/Loss GroupPresenter(s): Kathryn DeVinney Topic(s):
Abstract: Started in 2019, the weekly grief/loss group for students at Nazareth College has gone through many ups and downs while managing to retain every founding participant. This session is aimed for anyone looking to start or improve grief/loss support groups on their campus. We will discuss outreach, recruitment, and retention of new members, common themes addressed in the group space that are particular to emerging adults, managing COVID-specific bereavement issues, and group facilitator self-care. Learning Objectives:
Let's Get Critical: Reevaluating the Conversation around Self-CarePresenter(s): Krystyn Dupree Elnora Parker Vicks Topic(s):
Abstract: We all learn and hear about self-care from early on in our studies. We discuss how it's important, and how it prevents burnout. We attend continuing education on it. But when was the last time you engaged with your peers about what self-care is? What does it look like? How has it changed as the landscape of our universities, our profession, our country, and even the world has changed? Thomas and Morris (2017) addressed the disconnect between the knowledge of self-care and the action of counselors engaging in self-care, as the oversaturation grows giving us a "noseblind" sensation towards the concept of self-care. This presentation will have participants reexamine how they have engaged with self-care in the past. Lastly, participants will discuss how we can be more active in how we are defining self-care, engaging in self-care, and having conversations about self-care. Learning Objectives:
Why Make Things? The Benefits of Engaging with a Regular Creative PracticePresenter(s): Jessica Eldridge Topic(s):
Abstract: Why Make Things? The Benefits of Engaging with a Regular Creative Practice was developed as a three-part workshop series for college students, with each workshop exploring a segment of the benefits to be gained by making things with one's hands. In this 90-minute breakout session, participants will experience one part of the workshop series (Advocacy, Community, Belonging) along with the accompanying embroidery project. Participants will be provided supplies and instruction to begin a simple embroidery project to stitch throughout the session. Advocacy, Community, and Belonging presents information on the use of handmade crafts in advocacy and social justice work. Crafting provides an avenue for people to use their voices to bring awareness to and/or express dissent with issues. It is a way to feel connected with one's authentic self and to ground oneself in times of chaos, and a way to bring people together and express the strength of their collective voices. Participants will learn how crafts can be used to raise awareness about issues of concern as well as to connect with and express their authentic selves in relation to their causes and through their use of craft. Learning Objectives:
Navigating Existential Catapults: Awareness, Self-Care, and Difficult Transitions. Caring for the Counselor, Caring for the Client. Presenter(s): Kristin Erickson Topic(s):
Abstract: Like many of our clients, at some point in life, it is not uncommon for us as counselors to also face difficult existential catapults that rock us to our very core. Regardless of how new or how seasoned we are as counselors, we are still human, and face monumental challenges that often leave us questioning ourselves, who we are, why we are here, and how on earth we will ever get through what we are facing. Understanding existential aspects to these painful life experiences and making sense of them, isn't easy (Bauman and Waldo, 1998; Corey, Muratori, Austin, & Austin, 2018). Addressing and tending to difficult, life-changing existential catapults in our lives along with the feelings and the deep existential themes that accompany them, can feel monumental, overwhelming, raw, and vulnerable feeling. Getting back up when knocked down can be rough. Yet, at these times, engaging in deep self-care soul work can be powerful, profound, and help with meaning making of the suffering we experience. In this interactive presentation, we will discuss several self-care strategies that touch on cultivating courage, compassion, resiliency, and other "muscles of the soul" (Seaward, 2017, pp. 92-93) and explore applications with clients. Learning Objectives:
College Women and Intimate Partner Violence: What it is and what it meansPresenter(s): Kelly Gentry Topic(s):
Abstract: Recently, the focus in higher education has been on the prevention and intervention strategies of sexual assault on campus. However, more than 40% of college women report experiencing abuse by an intimate partner making it a significant cause for concern on college campuses. This session will focus on defining IPV, recognizing the signs, and identifying the mental health and academic impact of IPV on college women. Learning Objectives:
ACCA Diversity & Inclusion Committee Open HousePresenter(s): Ahmed Ghuman Vinny Dehili Topic(s):
Abstract: This open house will provide participants an opportunity to learn more information about the ACCA Diversity & Inclusion Committee and how they can get involved and join the committee. Participants will have an opportunity to meet members of the committee, explore ways to promote an inclusive college counseling center, and network with colleagues committed to engaging in social justice advocacy. Learning Objectives:
Building a Culturally Diverse and Inclusive College Counseling CenterPresenter(s): Ahmed Ghuman Jay Darr Topic(s):
Abstract: This experiential workshop will focus on building a culturally diverse and inclusive college counseling center that's centered on cultural humility and equitable practices. Facilitators will guide participants on creating a diversity plan for their center that includes establishing annual goals and implementing recruitment and retention strategies for diverse staff members and trainees. Moreover, Facilitators will discuss ways to develop a multicultural care team that provides administrative, clinical, and outreach consultation to the center and campus community. Additionally, this workshop will focus on responding to racial/bias incidents on campus and establishing brave spaces to engage in dialogue. Lastly, this workshop will explore assessing cultural humility and offering a multicultural counseling specialization for trainees. Learning Objectives:
Short-term Group Counseling TechniquesPresenter(s): Josh Gunn Topic(s):
Abstract: The majority of counselor training focuses on individual counseling, which leaves many counselors feeling ill prepared to confidently and effectively provide group counseling. This workshop will focus on practical group counseling skills that can be integrated into many types of group offerings. Using a semester-long process group as the prototype, we will discuss how to build cohesion through active leader education and activities, and explore how to use a relational, here-and-now focus to help group members improve their understanding of themselves and how they navigate the world. Learning Objectives:
Stalking: The Problem Lurking on College CampusesPresenter(s): James Hagenbaugh Topic(s):
Abstract: This presentation will focus on helping clinicians to understand stalking and why college students may be vulnerable to engaging in and being victims of stalking. Additionally, the presentation will review the different typologies of individuals who engage in stalking behaviors and management strategies for each typology. Finally, the presentation will help clinicians develop interventions that can be used with students who have been victims of stalking Learning Objectives:
Supervising staff and trainees after their patient has died by suicidePresenter(s): Jamie Hagenbaugh Topic(s):
Abstract: The death of a patient by suicide is painful and frightening for any mental health clinician. Unfortunately, a substantial proportion of clinicians and trainees may experience a client dying by suicide at some time during their professional career. Common responses to a client's death by suicide are shock, grief, guilt, fear of blame, self-doubt, shame, anger, and betrayal. These responses can be severe and have long-term consequences which can include changes in how clinicians practice or even a change in their professional environment. Throughout the years' research has indicated that psychological autopsies and postvention strategies can be helpful but clinicians must personally work through the grieving process and develop acceptance of the loss. This presentation will focus on the frequency in which clients in therapy die by suicide along with clinician and trainee reactions. It will discuss ways that counseling centers staff can support other clinicians and trainees with strategies to help them work through their grief. Learning Objectives:
Applying Improv and Role Playing Games in Counselor SupervisionPresenter(s): Eran Hanke William Peach Topic(s):
Abstract: Applied improvisation involves the use of theatrical improvisational principles and activities to promote factors such as presence, flexibility, and acceptance while challenging perfectionism, engaging in creative problem-solving, and embracing mistakes. Role-playing games provide opportunities to enhance agency and mastery, to construct self-concepts, to form social connections, to enhance communication, and to take interpersonal risks while working toward a common purpose. In this session, the presenters will identify how cornerstones of improv - such as "yes and" thinking and viewing mistakes as gifts - can be used to promote counselor development. They will illustrate how imaginative role-playing can contribute to building competence and teamwork among counselors-in-training. Finally, the presenters will share how they have used games and activities in counselor supervision. In turn, they will discuss how counselors-in-training learn how to adapt the principles and activities to their work with college students. Learning Objectives:
Lessons Learned from the Pandemic: Acuity, Access and Adapting to Changing NeedsPresenter(s): Janelle Johnson Rosalie Lipfert Topic(s):
Abstract: The Pandemic prompted innovation from college counselors to adapt to increased rates of anxiety, depression, and other mental health symptoms among students while also providing remote or hybrid services. Nearly two years into the Pandemic, our forms of service delivery, which were at one point novel, have become part of our everyday practice. It has become apparent that "the measures that are taken now to support a vulnerable student population will help mitigate the overall global mental health burden associated with this period of extraordinary disruption" (Grubic, N, et al., 2020).The adaptations required throughout the Pandemic afforded new strengths in service delivery – for instance, telehealth facilitated greater accessibility for many students – but the need for these changes also exposed opportunities for growth that may have otherwise gone unnoticed. This presentation will focus on new strategies for innovative service delivery for students grappling with returning to a hybrid campus. Counseling Services used the Pandemic to participate in the creation of a Student Resource Center, formed partnerships with cohort and allied health programs, teamed up with faculty to create programming to end mental health stigma, launched "The Chill Room," a virtual support site, and provided online student support groups. Learning Objectives:
Advancing College Student Wellbeing Through Addressing The Social Determinants of HealthPresenter(s): Kaprea Johnson Lauren Robins Adrienne White Topic(s):
Abstract: Ensuring college student wellbeing includes college counseling and college health professionals collaborating to advance health equity on college campuses. Health equity includes removing obstacles, so that everyone has an equal opportunity to health and wellbeing. In the most practical sense, addressing health equity often includes addressing the Social Determinants of Health (SDOH). The SDOH are defined by 'Healthy People 2030' as "the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality of life outcomes and risks. This specific presentation discusses two research studies that examined the relationship between social determinants of health and anxiety and depression. Anxiety and depression were chosen as dependent variables because they both disproportionally impact college students and severely impact their psychological wellbeing. The presentation concludes with recommendations for how college counselors can address health equity through assessing and addressing the SDOH. College counselors will learn about brief SDOH assessment tools, how to incorporate SDOH assessment into their clinical treatment plan, and how to collaborate across campus to assist students in advancing their wellbeing through addressing health equity challenges. Learning Objectives:
It's Okay to Be W.E.I.R.D!Presenter(s): Yannick Ladson Topic(s):
Abstract: Strange. Odd. Peculiar. Weird. These words are used to describe people who do not fit into societal norms. Western, Educated, Industrialised, Rich, and Democratic (WEIRD) societies have values and norms that differ from the rest of the world. Students that exhibit odd behaviors tend to be identified by faculty as "students of concern" to behavior intervention teams and counseling services. Even when the behaviors do not pose a threat to the community nor violate conduct policies, these students tend to be singled out and seen as concerning. However, is being weird mental illness? Has being weird become pathologized in higher education? What are the cultural implications of this? These questions will be explored in this interactive, collaborative, and EDUtaining session! Learning Objectives:
Cultural Humility in the COVID eraPresenter(s): Andrew Lee Abstract: Panelists will provide an overview of cultural humility and will discuss implications for working with underserved populations during the COVID era. The discussion will address common missed opportunities for counseling centers; practical considerations for improved visibility and accessibility; and recommendations for advocacy on college and university campuses. Though applicable to diverse populations in general, the discussion will focus on Asian and Asian-American students, Black and African-American students, Hispanic students and Hispanic-serving institutions, and queer students. There will be time for audience questions. Learning Objectives:
The lost 24 months: Pandemic purgatory through the lenses of collective grief, loss, and traumaPresenter(s): Elizabeth Likis Emily Pegram Topic(s):
Abstract: Across campuses, students are returning from the temporary world of virtual courses and social isolation to classrooms too crowded for comfort, with "pent up needs" (Redden, 2021). As our national death toll reached 700,000, not only are the fears of evolving variants of COVID-19 palpable, but students are reporting loss of normalcy, connection, and control (Sirrine et al, 2021), inability to concentrate, memory and sleep issues, anxiety, numbness, existential crises, and poorer levels of academic functioning. Unpredictability and instability create crisis, and the ambiguity of the indefinite pandemic creates hypervigilance and discomfort (Cuddy & Riley, 2021). Constant change and stress neurologically tax our allostatic load, and college students are subsequently overwhelmed and under-functioning. Through the lenses of grief, loss, and trauma (i.e., ambiguous loss, nonevents, anticipatory grief), we will explore common grief and trauma responses such as re-evaluating meaning and purpose and as well as redefining what success, resiliency, and wellness look like academically and personally. The presenters will share psychoeducation and interventions on individual and small group levels and address counselor self-care as they are simultaneously experiencing grief and loss themselves. Additional cultural considerations for BIPOC and AAPI students will be discussed given the racial context Learning Objectives:
Creative Approaches to College Counselor Self-CarePresenter(s): Sonja Lund Topic(s):
Abstract: The topic of self-care is heavily emphasized in the field of counseling but can often be a challenge to implement in our own lives, especially in times of crisis. Particularly in the wake of the COVID-19 pandemic, college counselors have seen an increased client load thus increasing the odds for vicarious trauma and burnout. This presentation will discuss the importance and benefits of self-care as well as a number of creative "right brained" approaches to counselor self-care. During the session, participants will develop practical strategies and plans that they can implement in their own lives. Participants will also have the opportunity to explore some of these creative approaches as an experiential part of the session. This presentation will offer participants the opportunity to look beyond the typical approaches to self-care in order to support counselor well-being. Learning Objectives:
Culturally Responsive Counseling: Practical Counseling Applications for Addressing the Impact of Acculturative Stress and Identity Change on International Student Mental HealthPresenter(s): Lindsay Lundeen Topic(s):
Abstract: This presentation will provide current research on acculturation stress and mental health outcomes for college counselors to be aware of when counseling international students. The presenter will provide definitions and examples of international student-specific acculturation and identity change experiences, while also providing attendees with background knowledge of empirically supported acculturation and identity change frameworks. This presentation also will provide information on the risk and protective factors of international student mental health and suicidality, in addition to evidence-based practices associated with international students. Additionally, this presentation will describe how acculturation, acculturation stress, and identity change impact international student mental health outcomes, structural supports available to international students on college campuses, and practical applications of how counseling international students differs from domestic students. Learning Objectives:
When College Students Who Are Social Justice Leaders seek Counseling: A Paradigm for Therapeutic Support for Student LeadersPresenter(s): Cristian Mendoza Sherritta Hughes Topic(s):
Abstract: Over the last two years many college students of color in leadership roles have fought for social justice. Among these students, holistic mental health needs have surfaced, impacting their academic performance, self-esteem, and their intersections of their identity development. Moreover, their leadership is often impacted due to limitations within the ecology of the college climate, which in many instances neglects an act of awareness of continuity of current social and cultural injustices. In alignment with Crethar and Ratt's (2008) piece on Why Social Justice is a Counseling Concern, the contemporariness of such injustices that have occurred in recent times lends to greater attention to the mental health needs of these student leaders. However, these students may not seek mental health care on the college campus due to their apprehensiveness to being helped via counselors who are not culturally responsive and social justice informed. In response, this presentation offers insight into a culturally sensitive and integrative paradigm that counselors may use to address the nuance needs of college students of color who are fighting for social justice. Learning Objectives:
Developmental trauma and rejection sensitivity: implications for college relationshipsPresenter(s): Kevin Merideth Topic(s):
Abstract: Rejection sensitivity is a cognitive-affective trait that determines how people perceive, experience, and respond to rejection. Disrupted attachment and developmental trauma lead rejection sensitive persons to perceive rejection in places where it is not actually present, and to experience intense dysphoria in the presence of this perceived rejection. The effects of this subjective experience profoundly impact the behaviors of young-adult students in their relationships. Through an improved understanding of the way in which rejection sensitivity informs client experiences, clinicians working with college students may learn to assist rejection sensitive students in learning the ways in which they "defend" themselves, develop regulatory skills to manage dysphoria, and cultivate lasting change for better relationships. Suggestment assessment practices, interventions, and cultural considerations in working with rejection sensitive clients will be delineated and rehearsed. Learning Objectives:
Developing and Sustaining an Embedded Counselor ProgramPresenter(s): Sharon Mitchell Alison Smitch Nicholas Fronczak Topic(s):
Abstract: A common refrain among mental health professionals in higher education is the importance of "meeting students where they are at". Embedding counselors in the locations outside of the main counseling center is an emerging counseling option that literally embodies this value. According to 2020 Association for University and College Counseling Center survey (Gorman et al, 2021), 21% of counseling centers have a counselor embedded in other locations on campus. Health centers, residence halls, athletics, and underrepresented student support services offices were some of the most common settings. This presentation provides an overview of the research on embedded counselors in higher education settings in terms of benefits and outcomes. It also gives attention to the challenges associated with developing and maintaining these programs, such as deï¬ning scope of practice, maintaining professional boundaries, and ethical challenges (Karaffa, K.M., Bradtke, J.A., & Hanckock, T.S., 2021, Schreier, B.A. et al, 2021). Learning Objectives:
Revolutionizing a practicum/internship model in the wake of COVID-19: Applications of technology, tele-health, and stepped care at a university/college counseling centerPresenter(s): Kari Much Miranda Hellenbrand Topic(s):
Abstract: Clinical training programs within a university/college counseling center (UCCC) are mutually beneficial for the graduate students as well as for professional staff employed at the center. Given the considerable change in landscape of campus mental health since the onset of the COVID-19 pandemic, UCCC's are uniquely positioned to take this opportunity to use technology to advance service delivery, including provision of training. This presentation examines components included in a practicum/internship program, ways to encompass a stepped care service provision model within a training program, and best practices for offering training experiences through telehealth platforms. An overview of the stepped care model used at Minnesota State University, Mankato will be given. Learning Objectives:
"Knowing I'm Not Alone": The Development of a Support Group for College Victims and Survivors of Sexual AssaultPresenter(s): Lindsay Murn Laura Schultz Topic(s):
Abstract: Group therapy is an effective modality to treat a number of mental health concerns and is proven to have significant interpersonal benefits. Despite the high prevalence of sexual violence against college-aged women, there are limited contemporary resources for developing a sexual assault support group. This presentation describes an innovative 8-session group for victims and survivors of sexual violence. Offered in a university setting, this comprehensive group allowed members to learn about trauma, practice grounding and mindfulness techniques, identify healthy coping strategies, increase self-compassion, process their trauma narratives, engage in creative interventions, and connect with others in a confidential, affirming environment. The theoretical grounding and evidence-based framework underpinning this group is described, and a detailed account of the weekly group sessions is provided. Learning Objectives:
Diversity Dialogues: A Group Intervention in Engaging Conversations around Diversity and Inclusion.Presenter(s): John O'Malley Abstract: Looking for ways to foster conversations about diversity, equity, and inclusion on your campus? College counseling centers can serve as a valuable resource to students seeking deeper dialogue on these important topics. This presentation will share the results of a study looking at the experience of college students who participated in a four-week diversity dialogue program. Learn how the dialogue program was developed and delivered, and the takeaways from the program evaluation, so you can implement a similar group experience at your college campus. Learning Objectives:
Strategies for College Counselors When Working with Multiracial ClientsPresenter(s): John O'Malley Asianna Harris Abstract: As the population on college campuses becomes more multiracial, it is imperative for college counselors to utilize strategies that reflect this change in their clinical work. Diangelo 2018 (xvi) stated "multiracial people, because they challenge racial constructs and boundaries, face unique challenges in a society in which racial categories have profound meaning" and college counselors must be multiculturally orientated to this dynamic. In addition to unpacking historical oppression multiracial college students have faced, this presentation will highlight strategies to help college counselors become more multiculturally competent and multiculturally orientated when working with multiracial college students. Learning Objectives:
Walk It Like You Talk It: A culture change towards challenging the stigmaPresenter(s): Elnora Parker Vicks Topic(s):
Abstract: What courageous conversations are you having with your students, peers, and counterparts about the culture change of mental health awareness? How are you adapting with keeping the different generations engaged in mental health awareness to break the stigma. This presentation will have participants reexamine how they implement mental health awareness on a college campus. Finally, participants will discuss how we can be more proactive in creating a culture of well-being to promote and be effective in addressing mental health on a college campus. Learning Objectives:
Rethinking a College Counseling Service Model: Integrating Quick Access with Diverse Treatment OptionsPresenter(s): Mary Kathryn Prescott Eric Holmes Elizabeth Toepfer Topic(s):
Abstract: College counseling centers (CCCs) are increasingly under the microscope as students, parents, and campus and community stakeholders discuss serving students in an increasingly divisive world. There has been a steady increase in students seeking mental health services over the past 20 years (The Center for Collegiate Mental Health). This demand is further exacerbated by factors such as the impact of COVID-19 and a volatile national sociocultural climate. As we return to campus, CCCs are evaluating service delivery in a time when students are vocal advocates for timely care. Simply mirroring community agency services cannot support this need. Successful service delivery in other sectors, including healthcare, offers potential solutions. Telehealth and virtual resources can bridge gaps in care for students who often seek assistance from personal devices before scheduling appointments. Penn State Harrisburg has implemented a service model that fuses aspects of the Flexible Care Model (Meek, 2021) and triaged care that prioritizes intakes within two days, retains individual counseling, and incorporates a hybrid continuum of additional services and resources. Supported by a unique University-wide program of shared mental health resources for all Penn State students, this model offers online platforms, telehealth psychiatry, inter-campus outreach, and crisis management. Learning Objectives:
Suicidality and Rural College Campuses: Bridging the Resource Gap to Support Student Mental HealthPresenter(s): Tracie Rutherford Self Aaron Geringer Matt Erpelding Topic(s):
Abstract: While rural mental health has received an increased focus, there is a dearth of research which addresses student mental health needs on campuses located in rural communities. Clients in rural communities frequently experience suicidal ideation at rates higher than their urban counterparts, making college students who fit this demographic at greater risk of harm to themselves. Further, students with mental health needs who are attending colleges in rural communities may experience several concerns when seeking mental health services. These include access to appropriate care; availability of providers, specifically when colleges in rural communities may under-employ college counselors; and the acceptability of care due to the stigma associated with receiving mental health services. Additionally, the stress placed on college counselors in these settings may be higher than their more urban counterparts due to issues related to isolation and training opportunities. The presenters, all of whom have experience with college campuses embedded in rural settings, will provide a review of current literature of rural mental health and suicide, the college student experience with mental health needs and rural communities, as well as activities designed to assist current clinicians working on rural campuses with accessing resources and interventions to serve this vulnerable population. Learning Objectives:
Raising Awareness and Supporting the Unique Mental Health Needs of Black Students at PWIsPresenter(s): Reyna Smith Abstract: As mental health concerns amongst the college population continues to rise, especially following the effects the COVID-19 pandemic had on students, it can be understood that need to prioritize different methods and resources for supporting students (Lee et al., 2021). Coupled with the effects the global pandemic had on college student mental health, Black students specifically continue to carry stigma related to seeking professional help, resulting in behaviors of self-concealment, and college counseling centers will see the underutilization of services by this specific population (Masuda, 2012). Previous research examined disparities in mental health service use in the United States, indicating that White college students utilized mental health treatment at twice the rate as Black college students (Busby et al., 2019). Though efforts to create a campus climate free from racism, racially minoritized students continue to face issues of racial microaggressions, presumptive and negative stereotyping, underrepresentation, tokenization, and scrutiny (Linley, 2018). Directors and staff clinicians must better understand the unique experiences of Black students and effective strategies to better support their psychological needs. This presentation will raise awareness of specific needs rooted in historical oppression, and explore best practices through direct care, strategic hiring, collaboration with campus leaders, and outreach efforts. Learning Objectives:
How College Counseling Centers and Training Clinics Can Pave the Way for the Future of Telemental HealthPresenter(s): Mario Sobrino Alexandria Kerwin Topic(s):
Abstract: In the frenzy of the COVID-19 pandemic, organizations invested heavily into their technological infrastructure and training certifications to make sure their clinicians and clients would be able to safely engage in essential telemental health services. Relevant research for telemental health has been booming and shows that we have barely scratched the surface of potential benefits while acknowledging mostly manageable risks. However, the abruptness of these changes, the underlying helplessness of a global pandemic, and the discovery of precarious factors such as "Zoom fatigue" has led to some clinicians, trainees and clients to condition a bitter taste towards telemental health. Serving the college and university community provides licensed practitioners, counselors-in-training (CITs), supervisors and clinic directors with an ideal population for telemental health: Younger clients with greater access to and experience using technology. Through the lenses of various clinical experience levels, from a university counseling center trainee up to a training clinic director, our presentation will explore the continued potential for our contemporary technologies, will discuss ways to mitigate client exhaustion of online services, and will identify what every level of practitioner needs to develop sustainable telemental health practices. Learning Objectives:
Are My Clients Going To Find Out I'm A Fraud: Examining Imposter PhenomenonPresenter(s): Tiffany Stewart Topic(s):
Abstract: Imposter phenomenon is linked to indicators of psychological well-being. While more common than perceived, individuals who experience imposter phenomenon suffer from avoidant psychological strain, avoidant coping strategies, and emotional exhaustion. These then lead to a lack of motivation and overall work-life satisfaction. In this presentation we will help to combat imposter feelings and offer suggestions on learning and development interventions to use as active coping approaches. Imposter phenomenon is linked to indicators of psychological well-being. Imposter phenomenon falsely makes individuals question their professional legitimacy and expertise. While more common than perceived, individuals who experience imposter phenomenon suffer from avoidant psychological strain, avoidant coping strategies, and emotional exhaustion. These then lead to a lack of motivation and overall work-life satisfaction. In this presentation we will help to combat imposter feelings and offer suggestions on learning and development interventions to use as active coping approaches to interrupt imposter experiences. Learning Objectives:
Stronger Together: Supporting Generation Z College Students through Relational-Cultural TherapyPresenter(s): Taylor Sweet Topic(s):
Abstract: Generation Z college students present with specific values, learning styles, and interpersonal needs. In the last 12-18 months, they have endured sociocultural stressors of COVID-19, racial injustice, and a contentious presidential election. This presentation examines this and how college counselors' use of relational-cultural interventions can lead to collective healing. Learning Objectives:
Barriers to Completing degrees among Ph.D. studentsPresenter(s): Hannah Whitaker Topic(s):
Abstract: A student faces several challenges when working towards a doctoral degree. Previous research has demonstrated that discrimination, lack of support, poor mentorship, funding issues, mental health concerns, and minority stress are barriers to degree completion. The available research also suggests that these difficulties are especially challenging for underrepresented students. Although universities are currently attempting to mitigate certain of these barriers, more can be done to understand the doctoral experience as a way of supporting students. Focus groups were conducted for this thesis to explore the barriers, strengths, and advice for others that doctoral students have at the University of Alaska Fairbanks. Key findings of this study included racism, discrimination, and funding as the primary barriers to degree engagement and completion. The results also suggested the importance of effective mentorship and community support for doctoral students. Implications for students, staff and faculty, and universities are discussed. This information is important in creating a more productive and inclusive environment for doctoral students at UAF and may provide insight into the greater educational context. Learning Objectives:
Creating A Culture of Care: Implementing a Integrative Wellbeing Model for Mental Health Support on a College CampusPresenter(s): Jennifer Whitney Latasha Becton Topic(s):
Abstract: The onset of the COVID-19 pandemic has presented new challenges for college counseling centers. This presentation is designed to introduce you to a method of integrative wellbeing on one university campus. Participants will learn about methods used in this university setting to increase interventions and reach a greater number of students. Some methods discussed include utilizing workshops and other activities across campus to increase skill development in our students, faculty, and stuff. Participants will learn about approaches to cross campus collaboration designed to increase psychological connection and belonging. Learning Objectives:
Trauma-Informed Wellness Practices for Student Residence Life LeadersPresenter(s): Jeni Willenzik Malavika Patel Topic(s):
Abstract: The COVID-19 pandemic has caused a physical and emotional toll on many students around the country. As many college students are returning to campuses for the first time since the outbreak of COVID-19, many students are experiencing the impact of collective trauma, vicarious trauma, and other traumas including unexpected grief and loss. Residence life leaders play an integral role in cultivating the culture on college campuses and in residence halls. Residence student leaders focus on building community and encouraging holistic wellness for students; they also often serve as one of the first responders of support for students experiencing mental health challenges. Educating college residence life student leaders (ie. resident assistants, graduate assistants) in trauma-informed wellness practices can help mitigate the impact of vicarious trauma on college campuses and prevent the escalation of student symptoms. The purpose of this presentation is to identify strategies for training and educating college residence life student leaders about trauma-informed wellness practices, in an effort to develop a trauma-informed college campus and mitigate symptoms of trauma and vicarious trauma within residence halls on college campuses. Learning Objectives:
Reintegration Outreach Programming: Strategies for Engaging Students on a Rural Mid-Sized Campus and BeyondPresenter(s): Erika Williams Margaret Spierto Topic(s):
Abstract: The COVID-19 pandemic has created a mirage of new challenges and stressors for college students, causing a significant decline in academic, social, and emotional self-efficacy among this population (Liu et al., 2020; Salimi et al., 2021). As students reintegrate themselves to college campuses across the nation, college counseling centers are pursuing initiatives for supporting this transition (Cuseo and Figueroa, 2020). The current presentation seeks to contribute to these initiatives by providing practical strategies for reintegration outreach at college and university campuses. Presenters will base their framework on a previously established college counseling outreach framework by Glass (2020) while integrating tips for effective outreach by Tierney et al. (2004). The theme of the current, combined framework will focus on the application of innovative and culturally diverse interventions that can meet the needs and demands of students who are reintegrating to campus following the COVID-19 pandemic. Learning Objectives:
| Quick LinksJoin Now! Job Board 2022 Conference Member Resources Contact UsUpcoming EventsLas Vegas, NV Developing College Counseling Leaders Monthly Workshop - Register for each date below - session starts at 1PM EST: January 27, 2022 AnnouncementsACCA is currently accepting nominations for the Executive Council, find the available positions here. Click here to access the Diversity, Equity, and Inclusion Resources ACCA joins the 4th edition of Health and Well being in Higher Education: A Commitment to Student Success Through a collaboration of the PAPA Committee and the Diversity and Inclusion Committee a new paper on the Increased Need for Counseling Services has been added to the Resources Page The HEMHA Distance Counseling Guide has been added to the resources page. 2018-2019 Research Grant Applications are now being accepted. Follow the link to learn more about ACCA Research Grant AwardsPlease note the addition of the College Counseling & Psychological Services Knowledge Base to the resources page. ACCA Members in the NewsAndrew Lee is quoted in the Inside Higher Ed article on Suicidal Ideation Steffanie Grrossman is quoted in Online Counseling article College Students Diet and Mental Health Janelle Johnson comments on the state of mental services at community colleges. Janelle Johnson on College Counseling” Psychotherapy.net Interview. Follow the link to read the full interview. Janelle Johnson is quoted in the Inside Higher Ed article Colleges Use Technology to Help Students Manage Mental Health, October 5, 2018.
Lisa Adams is quoted in the Washington Post article College Students are forming mental-health clubs - and they're making a difference.
June 28, 2018
Lisa Adams is quoted in the Inside Higher Ed article Flawed Judgement in Use of Force Against Students.
April 19, 2018 Lisa Adams is quoted in the Inside Higher Ed article A World Without Depression. April 3, 2018
Lisa Adams is quoted in the Time article Record Numbers of College Students Are Seeking Treatment for Depression and Anxiety - But Schools Can't Keep Up.
March 19, 2018 Lisa Adams is quoted in the Inside Higher Ed article Moving Away from Charging for Counseling February 7, 2018
Lisa Adams is quoted in the Inside Higher Ed article Suicide Data
January 11, 2018 Lisa Adams is quoted in the Inside Higher Ed article All by Myself October 26, 2017
Lisa Adams is quoted in the Inside Higher Ed article Suicide Victims as Art Subjects
October 10, 2017 |