2026 ACCA Conference Breakout Sessions
Session times will be released soon, below are the accepted breakout sessions for the 2026 ACCA Conference - sessions are listed in no particular order.
Assessing the Whole Student-Athlete: Assessment Strategies and Factors for Promoting Holistic Well-Being
Presenter(s):
Justen Schroeder
Texas A&M University-Corpus Christi
Abstract: Student-athletes balance athletic, academic, and personal roles, which increases vulnerability to mental health concerns and complicates accurate assessment (Davis et al., 2019; Galli et al., 2017). Effective counseling and research require tools specifically suited to this population. This session introduces validated assessments, including common mental health measures and athlete-specific instruments addressing academic performance, motivation, readiness for competition, and overall well-being (Grugan et al., 2024; Rice et al., 2020; Pelletier et al., 2013; Yang et al., 2023). The Indivisible Self Wellness Model (IS-Wel) provides a holistic framework for conceptualizing student-athlete wellness. IS-Wel emphasizes five interconnected domains—creative, coping, social, essential, and physical selves—highlighting the influence of identity, performance stress, support systems, and cultural factors on overall well-being (Hattie et al., 2004; Myers & Sweeney, 2004). By applying IS-Wel, counselors can move beyond symptom-focused assessment for interventions to more comprehensive, person-centered strategies that foster resilience and sustainable development. Through a case study, participants will examine how IS-Wel-informed assessment can shift conceptualizations of presenting concerns and guide targeted interventions. Group discussions will encourage reflection on creating a comprehensive profile of student-athletes. The session concludes with an actionable plan for applying these strategies in counseling and research to promote student-athlete success and wellness.
Learning Objectives:
Empowering Resident Assistants Through an Eight-Dimension Wellness Framework Rooted in Growth and Resilience
Presenter(s):
Emily Lee-Chong
Duquesne University
Abstract: Literature has shown that the responsibilities of Resident Assistants (RAs) (e.g., partaking 24/7 on call duties, fostering a sense of community and self-responsibility, enforcing policy, managing crisis situations, resolving conflicts, and providing appropriate peer support and referrals; Blair and Sriram, 2024; McLaughlin, 2018) have become more susceptible to burnout, secondary trauma, and compassion fatigue (McCarthy, 2020; Lynch 2017). Research demonstrated that being an RA takes an emotional toll however, there is a lack of training in wellness management and resilience-building strategies (Whitney et al., 2016). Integrating a theoretical counselor's perspective on wellness into residence life benefits the overall promotion of healthy behaviors, self-awareness, growth mindsets, and the prevention of burnout, secondary trauma, and compassion fatigue. The 10-week wellness program informed by the Indivisible Self Model of Wellness (ISWEL) is designed to enhance personal and leadership development by focusing on the eight dimensions of wellness: emotional, social, physical, intellectual, spiritual, occupational, financial, and environmental. The program is grounded in data from the Five Factor Wellness Inventory, which showed higher levels of overall wellness. Embedded counselors in residence life play a proactive role in shaping campus culture through wellness initiatives, helping students move from simply surviving to thriving.
Learning Objectives:
Exploring the use of Cogntive Processing Therapy with Collegiate Student-Athletes
Presenter(s):
Justen Schroeder
Texas A&M University-Corpus Christi
Abstract: Student-athletes negotiate competing demands from academics, athletics, and social systems while also facing trauma relating to and affecting mental health issues that are generally overlooked in athletic settings. This session will provide information for counselors to use Cognitive Processing Therapy (CPT) as a structured, evidence-based approach to identify and reframe trauma-related "stuck points," build resilience, and foster well-being. Counseling practice and current research knowledge are used to inform examples of possible CPT adaptations for athletic settings, focusing on inclusive and identity-responsive language and reframing that addresses recovery from trauma while remaining relevant for performance. Additionally, the presenter will address identity intersections student-athletes may experience (e.g., race/ethnicity, gender, sexual orientation, SES) and their role in stress exposure, counseling access, and responsiveness to trauma-focused interventions. Ethical considerations will be integrated throughout by using case examples to consider confidentiality, organization-related pressures, and dual-role student-athletes can experience in athletics. The session will provide attendees with relevant tools, research-informed strategies, and experiential practices to effectively use CPT in counseling student-athletes and sport settings. The session will help develop the counselors' competence and work towards meeting the mental health care needs of student-athletes, to support a student-athlete's ability to thrive in their environment.
Learning Objectives:
EMDR in a University Counseling Center: Client Outcomes and Practical Use in Response to a Campus Crisis
Presenter(s):
Erin Morpeth-Provost
Florida State University
Abstract: This session presents original research evaluating the use of brief Eye Movement Desensitization and Reprocessing (EMDR) treatment with student clients at FSU's Counseling & Psychological Services (CAPS). This research evaluates changes in measures addressing resiliency, PTSD, distress, depression and anxiety symptoms, academic distress, and overall well-being. Additionally, this program will explore how a large university counseling center utilized EMDR services, both individual and group formats, to respond to an April 17th, 2025 on-campus shooting.
Learning Objectives:
Help! My client is on the Autism spectrum and my training never covered this: Working with neurodiversity in a university counseling center
Presenter(s):
Oren Shefet
Stony Brook University
Abstract: Autism Spectrum Disorder (ASD) affects approximately 0.7 to 1.9% of college students, and these students are statistically more likely to seek counseling compared to their neurotypical peers. Consequently, it is increasingly rare for university counselors to complete an academic year without supporting at least one neurodivergent client. While common concerns such as depression, anxiety, and academic stress are frequently reported, neurodiversity shapes the way these issues present, are experienced, and the treatment may require tailored therapeutic interventions. Unfortunately, most counselor education programs provide minimal to no training on working effectively with neurodiverse populations, leaving many practitioners unprepared to address these unique needs. This breakout session will delve into the distinct challenges encountered by autistic college students, highlight their presentations in university counseling contexts, and offer practical, adaptable strategies to enhance therapeutic support for neurodivergent clients.
Learning Objectives:
Belonging in Action: The Role of Peer Leaders and Building Connection
Presenter(s):
Amanda Allen
Wake Technical Community College
Abstract: Amid increasing reports of loneliness and isolation among college students, especially at community colleges, fostering belonging through peer mentorship stands out as a promising strategy (Lazeris et al., 2024). Wake Tech's Student Success Peer Leader Program engages student mentors to lead projects in collaboration with Success Coaches aimed at strengthening connection, inclusion, and retention. Recent research highlights that students at two-year colleges encounter significant structural barriers compared to their four-year peers (Lipson et al., 2021; McBride, 2019). When those barriers are addressed through intentional support, sense of belonging becomes more closely tied to student outcomes, with strong links to achievement and persistence (Gopalan & Brady, 2020). Peer mentoring has been shown to foster belonging while positively influencing students' emotional well-being, making it an especially valuable practice in community college settings (Boyce et al., 2025). Further, cultivating belonging through peer mentoring has been linked to improved engagement, retention, and achievement among independent and systematically marginalized students who often face generational barriers to success (Boyce et al., 2025). This session will describe the design, implementation, and outcomes of the Peer Leader Program, offering strategies for replication at other institutions committed to addressing loneliness, supporting inclusion, and promoting belonging in diverse student populations.
Learning Objectives:
Empathy Without Exhaustion: Armor you need to care for others while caring for yourself
Presenter(s):
Melissa Porter, PsyD/HSP
Vanderbilt University
Mary Clare Champion
Vanderbilt University
Anabela Wilson
Vanderbilt University
Abstract: Helping professionals are often praised for their empathy, yet the quality that sustains meaningful work can also erode our well-being when left unprotected. This presentation explores the delicate balance between caring deeply and caring sustainably, addressing the burnout epidemic with both data and lived realities. Burnout rates among clinicians continue to rise, fueled in part by the tendency to over function—to take on the responsibility, effort, and emotional labor that belongs to the client. We will explore how "empathy with armor" allows clinicians to remain compassionate without stepping into the client's role, protecting both the provider's energy and the client's autonomy. Drawing from Acceptance and Commitment Therapy (ACT), we will highlight how practices like "Acknowledge, Connect, Engage" and the use of armor function similarly to defusion, offering distance without detachment. We will examine countertransference, overfunctioning, and the emotional toll of continuing to work while struggling. Practical tools—including healthy compartmentalization, grounding rituals, and symbolic transitions into and out of sessions—will be discussed. Finally, we will tackle the shame of self-care, the guilt of setting limits, and the power of modeling humanity, so that clinicians can sustain empathy, honor boundaries, and empower clients to do their own work.
Learning Objectives:
Entering the Dungeon: An Introduction to Dungeons & Dragons in a Therapeutic Space
Presenter(s):
Samantha Roth
Maryland Institute College of Art
Abstract: With the growing popularity of tabletop roleplaying games, clinicians are discovering Dungeons & Dragons (D&D) as a powerful therapeutic tool to build community, enhance social skills, and foster emotional expression. This presentation introduces attendees to the fundamentals of D&D and its applications within college counseling and group therapy settings. Participants will learn how narrative play, collaboration, and shared storytelling can promote belonging and resilience among diverse student populations. Drawing on examples from the Maryland Institute College of Art's (MICA) counseling programs ”including group design, outcomes data, and student feedback ”this session demonstrates how D&D can reduce isolation, support identity exploration, and create accessible spaces for connection and healing.
Learning Objectives:
Becoming a Super Supervisor: Building the Foundations of Your Supervisory Practice
Presenter(s):
Samantha Roth
Maryland Institute College of Art
Abstract: Becoming a clinical supervisor for the first time can be both exciting and daunting. Many clinicians step into supervisory roles with strong clinical skills but little formal training in how to teach, mentor, or evaluate developing therapists. This presentation explores best practices in clinical supervision, emphasizing how to create growth-oriented, trauma-informed, and ethically sound supervisory relationships. Participants will examine the difference between "doing the bare minimum" (administrative oversight, corrective feedback) and "raising the bar" through intentional modeling, reflective dialogue, and attention to power dynamics. Discussion will include how to utilize supervision as a collaborative learning process, how to balance accountability with compassion, and how to prevent inadvertently replicating harmful training experiences. Attendees will leave with practical tools to foster resilience, curiosity, and professional identity formation in their supervisee ”while also sustaining their own development as supervisors.
Learning Objectives:
Home on Fire: Supporting International Students Through Crises in Their Home Countries
Presenter(s):
Zubeyde Akpakir
Old Dominion University, Office of Counseling Services
Abstract: Although the U.S. is a world leader in attracting international students to higher education, with over a million of them studying here in 2022-2023 (Duffin, 2023, January 4), scant literature exists about addressing their unique needs. International students face numerous challenges, including acclimating to a new culture, language barriers, financial limitations, and adjusting to academic demands (Gao, 2021; Malveaux & Bista, 2021). Additionally, these students may have to navigate the additional stress of dealing with natural disasters, social unrest, and wars in their home countries (Akpakir & Horton-Parker, 2025). Such stress can cause feelings of hopelessness, inadequacy, and guilt, compounding their existing adjustment issues (McVay, 2015). Therefore, appropriate empathy, understanding, and communication on the part of universities and faculty are important (Akpakir & Horton-Parker, 2025). This presentation aims to increase awareness of these challenges and offer strategies for collaborative support involving faculty, institutions, college counselors, local, national, and international student organizations. The session will feature insights from international students whose home countries have been affected by catastrophes, drawing on research findings and facilitating a group discussion focused on understanding their experiences and needs. Session will explore creative interpersonal and institutional responses and examine how to enhance communication and support systems.
Learning Objectives:
Counseling Supervisees Supervision Experiences and Perceived Preparedness for Affirmative Couples Counseling with Non-Monogamous Clients
Presenter(s):
Adrienne Graham
University of Nevada, Reno
Cheryl Coleman
University of South Carolina
Abstract: As college counseling centers navigate a rapidly changing collegiate landscape, counselors increasingly work with students engaged in diverse and evolving relationship structures, including consensual non-monogamy (CNM). Couples counseling has traditionally been framed within heteronormative and monogamous structures, leaving many trainees unprepared to work effectively with LGBTQIA2S+ and non-traditional couples (Gottman et al., 2019; Schechinger et al., 2018). Research highlights that CNM individuals face unique relational stressors, including minority stress, discrimination, and systemic barriers, which can impact relationship satisfaction and mental health (Cardoso et al., 2021). Supervisors play a crucial role in helping trainees develop affirmative, ethical, and culturally responsive approaches to working with these diverse relationships (Martin et al., 2022). However, many supervision and training models in counselor education do not adequately prepare supervisees to provide ethical, affirming, and culturally responsive care to CNM clients. This session will equip college counselors and supervisors with strategies to support supervisees in challenging heteronormative and mononormative biases. We will also address ethical considerations such as confidentiality and informed consent in multi-partner relationships and apply intersectional case conceptualization strategies within college counseling settings. This session draws from current literature and feminist, multicultural, and social justice frameworks to address this gap.
Learning Objectives:
Leading with Love: Culturally Attuned, Trauma-Informed Counseling via AEDP for BIPOC College Students
Presenter(s):
Heloise (Lois) Ridley
Wilkes University
Abstract: Effective therapy with Black, Indigenous, and People of Color (BIPOC) college students requires trauma-informed, culturally attuned approaches that engage right-brain-to-right-brain communication and honor their cultural experience as a neurobiological reality. This strength-based experiential workshop operationalizes these culturally attuned, trauma-informed care principles using Accelerated Experiential Dynamic Psychotherapy (AEDP) interventions. These interventions emphasize clients' safety, trustworthiness, empowerment, collaboration, and cultural responsiveness within the counseling dyad. Clinical vignettes demonstrate breakthrough moments of BIPOC student clients, allowing participants to observe counseling applications. Participants will practice identifying their own embodied skills for creating psychological and cultural safety to facilitate healing that honors recovery and cultural identity empowerment. As challenges to culturally responsive sustaining education continue to impact universities and colleges, this session equips college counselors with practical relational skills grounded in attachment neuroscience. This presentation integrates awareness of systemic and institutional influences on college student clients and counselors as essential elements within the therapeutic relationship. In response, the AEDP loving therapeutic stance is demonstrated as a strategy to foster the creation of pathways for attachment repair, emotional breakthroughs, and transformation.
Learning Objectives:
Grounded Strength: Somatic Skills for Emotional Regulation: Integrating Somatic Skill Work While Counseling College Students
Presenter(s):
Cheryl Donnelly
Stony Brook University
Abstract: College students face increasing levels of stress, anxiety, and emotional dysregulation. While traditional counseling approaches offer essential support, integrating somatic practices can deepen resilience and enhance therapeutic outcomes. This experiential workshop introduces foundational somatic concepts such as interoception, grounding, and nervous system regulation and explores their relevance to the emotional and developmental needs of college students. Participants will learn practical somatic techniques including breathwork, sensory awareness, and movement-based regulation strategies. These tools help students reconnect with their bodies, manage overwhelm, and build emotional self-regulation. The session also emphasizes trauma-informed and culturally sensitive approaches to ensure somatic interventions are introduced with care and inclusivity. Through guided exercises, case examples, and interactive discussion, attendees will gain confidence in applying somatic skills across diverse counseling contexts. Participants will leave with a somatic skills cheat sheet, resource recommendations, and a renewed understanding of how embodied presence can transform the counseling relationship.
Learning Objectives:
Latinx Student Mental Health: Navigating Stress, Identity, and Belonging
Presenter(s):
Yanet Nunez
College of Western Idaho
Christy Babcock
College of Western Idaho
Abstract: Latinx college students are navigating higher education while simultaneously carrying the weight of political and social challenges related to immigration and belonging. This presentation will explore how today's climate of uncertainty and change impacts the mental health and well-being of Latinx students, with particular attention to stress, anxiety, identity development, and family dynamics. Participants will gain insight into the unique barriers Latinx students face, as well as the cultural strengths and resilience they bring to their academic journeys. This session will focus on practical clinical strategies that nurture mental health, belonging, and resilience for Latinx students facing uncertain times.
Learning Objectives:
Meeting the High Demands in College Counseling: Implementing the Flexible Stepped Care Model
Presenter(s):
Joy Himmel
Old Dominion University, Office of Counseling Services
Zubeyde Akpakir
Old Dominion University, Office of Counseling Services
Abstract: Over the past decade, institutions of higher education have witnessed an unprecedented escalation in the complexity and prevalence of student mental-health concerns (Gorman et al., 2024; McAfee, et al., 2025). Reports from the Healthy Minds Study and the Center for Collegiate Mental Health (CCMH, 2024) highlight elevation in anxiety, depression, and suicidality, while the capacity of campus counseling centers has remained comparatively stable. This gap between service demand and available resources intensified long waitlist at college counseling centers, clinician burnout, and created urgent need for innovative, sustainable service delivery frameworks. This session introduces an example of the use of Flexible Stepped Care Model (FSCM), an integrative approach that merges the tiered efficiency of Stepped Care (Johnson-Kane, 2024) with the adaptability and immediacy of Flexible Care (Meek, 2023). Using an applied example from a college counseling center, the presentation illustrates how FSCM conceptualizes mental-health services as a continuum of access rather than a single intervention. Core components include same-day appointments, variable session lengths, goal-focused interventions, and "stepping up" or "stepping down" of care intensity based on student progress. Participants will examine strategies for operationalizing the model while meeting the high demand to college counseling, fostering institutional buy-in, and promoting clinician sustainability.
Learning Objectives:
Higher Education Threat Assessment in Action: Case-Based Learning for Counselors and Student Affairs Professionals
Presenter(s):
Jamie Hagenbaugh
Thomas Jefferson University
Jennifer Fogerty
Thomas Jefferson University
Abstract: This presentation will focus on helping clinicians to understand threat assessment from a counseling and student affairs perspective. Combining these two perspectives will help participants explore how professionals can identify and respond to potential threats while fostering student well-being. Though a case example, the presentation will help clinicians develop an awareness of the pathway to violence and potential warning behaviors along the pathway. Additionally, the presentation will explore "pitfalls," in the threat assessment process. Finally, the presentation will highlight trauma informed management strategies for the various stakeholders involved in university threat assessment cases.
Learning Objectives:
Helping Students Thrive, Not Just Achieve: Addressing Perfectionism on Campus
Presenter(s):
Philip Horn
North Carolina State University
Katherine Wnorowski
North Carolina State University
Abstract: Perfectionism, or "the tendency to demand of others or of oneself an extremely high or even flawless level of performance" (APA, 2018), is pervasive throughout the collegiate experience. Perfectionism is associated with increased levels of anxiety and depression, eating concerns, stress and burnout, low self-esteem, and social anxiety. Research additionally demonstrates a link between perfectionism and feelings of loneliness (Blynova, 2021). University counseling centers are a common starting place for students to explore perfectionistic traits and to learn healthy striving behaviors. The presenters propose several evidence-based interventions that can help students clarify and reframe these perfectionistic traits, including Cognitive Behavioral Therapy (CBT), Motivational Interviewing (MI), Acceptance and Commitment Therapy (ACT) and Compassion Focused Therapy (CFT). This session will discuss the definition of and ways to conceptualize perfectionism, discuss the 3 types of perfectionism, statistics over time, and ways to comprehensively assess perfectionism. Strategies and interventions for use in individual counseling will be shared using a case study approach through the use of a recorded sample video of an assessment for perfectionism. Participants will have the opportunity to try a standardized assessment for perfectionism and discuss their own work with perfectionism.
Learning Objectives:
Embracing ADHD: Fostering Student Success through the Lens of Inclusion and Belonging
Presenter(s):
Katherine Wnorowski
North Carolina State University Counseling Center
Cameron Lavine
North Carolina State University Counseling Center
Abstract: Attention-deficit/hyperactivity disorder (ADHD) primarily presents with concerns related to inattention and/or hyperactivity/impulsivity (Serrano et al., 2023). People who experience symptoms of ADHD may endure negative life outcomes such as decreased quality of life, higher rates of substance use concerns, difficulties related to employment, and underperformance in academics (Henning et al., 2022). Emerging adults with ADHD often have higher rates of withdrawal from their programs and courses, maintain lower GPAs, struggle to manage deadlines for coursework, and have less developed study skills. With 3 out of 4 adults being diagnosed with ADHD in adulthood (Abdelnour et al., 2022), university counseling centers are a prominent touch point for those recently diagnosed with ADHD. The presenters put forward a stepped care approach using evidence-based inventions, for supporting emerging adults with ADHD. Stepped care emphasizes the use of workshops, groups, and individual modalities to support students. Presenters aim to challenge neurotypical assumptions that often shape ADHD treatment and support. This model promotes a neurodiversity affirming lens that values differences, cultivates belonging, and adapts interventions to students' unique cognitive and emotional needs. The session structure includes didactic information paired with participant discussion and analysis.
Learning Objectives:
Examining the loneliness epidemic for college students through a multicultural lens
Presenter(s):
Gregory Bohner
Lindsey Wilson University
Sib Zhao
Lindsey Wilson University
Hannah Adams
Lindsey Wilson University
Abstract: Even before the COVID-19 pandemic, loneliness was a concern college counselors would explore with students (Bernardon et al., 2011). However, the pandemic has magnified this concern, along with shifting cultural norms (Case, 2025) and the impact of technology (Wodika et al., 2024). This presentation will explore the risk factors and repercussions often linked to loneliness in college students. Then it will employ a multiculturally-centered activity to explore the difference between solitude and loneliness. Finally, it will provide strategies to address loneliness on college campuses.
Learning Objectives:
From Survival to Regulation: Navigating Change Through Trauma-Sensitive Yoga in Higher Education
Presenter(s):
Analysia Holguin
Lindsey Wilson University
Gregory Bohner
Lindsey Wilson University
Abstract: In today's rapidly changing collegiate environment, students are navigating unprecedented levels of stress, trauma exposure, and disconnection (Nemeroff et al., 2021) Trauma-Sensitive Yoga (TSY) offers a body-based, trauma-informed approach that complements traditional counseling interventions by promoting safety, empowerment, and self-regulation (Ong, 2021). This introductory session will explore the theoretical foundations of TSY, its relationship to trauma neuroscience, and its application within college counseling and wellness settings. Attendees will learn how mindful movement, invitational language, and interoceptive awareness support trauma recovery and emotional regulation for students impacted by acute and complex stress. The presentation will include discussion, gentle experiential exercises, and examples of how to integrate TSY principles into individual counseling, group work, and campus wellness programming. Emphasizing accessibility and inclusivity, participants will gain practical tools to help students ”and themselves ”navigate the tides of change with greater embodiment, resilience, and compassion.
Learning Objectives:
Bridging Purpose and Wellness: Holistic Counseling Strategies for Community College Success
Presenter(s):
Mia Kennedy
North Carolina Central University
Abstract: In today's rapidly evolving higher education landscape, community colleges face the challenge of supporting learners' mental health while guiding them toward meaningful career pathways. These institutions serve a diverse population of learners. Including working adults, traditional college-aged students, and individuals navigating career transitions, each facing complex pressures such as financial instability, family responsibilities, and political uncertainty. Recent layoffs in federal and state government sectors have further intensified the need for holistic counseling approaches that integrate mental wellness with career planning. This session introduces a peer-supported group model designed to address both emotional wellbeing and career clarity. The presenter will share findings from a recent study examining the impact of this integrated group counseling approach with community college learners. Findings suggest that these groups lead to reduced feelings of isolation, increased engagement with campus resources, and enhanced clarity around professional goals. Learners also reported a stronger sense of hope and purpose that are key factors that contribute to academic persistence and personal resilience. Attendees will gain practical insights into an integrated counseling approach that bridges purpose and wellness, promoting learner wellbeing, belonging, and supporting long-term success in community college settings.
Learning Objectives:
Thriving Across Borders: How Counseling Centers Can Empower International Students
Presenter(s):
Md Mozadded Hossen
California State University
Abstract: International students enhance college campuses with varied perspectives; nonetheless, they frequently encounter intricate obstacles that transcend the educational environment. Changing legislation, fluctuating political environments, cultural adaptability, economic challenges, and even social isolation can all influence their sense of belonging and well-being. Counseling facilities are ideally situated to offer essential support that fosters resilience and achievement within this demographic. This presentation examines evidence-based techniques for counseling professionals to proficiently assist and empower overseas students. The subjects encompass the psychological effects of policy and financial obstacles, culturally attuned counseling methodologies, and cooperative frameworks that integrate counseling services with campus entities, including international student offices, academic divisions, and financial aid offices. Participants will explore practical strategies to improve inclusion, advocacy, and comprehensive care through case studies and interactive discussions. Participants will acquire practical tools and program concepts to cultivate vibrant, interconnected, and resilient international student communities, ensuring that support transcends boundaries and institutional frameworks.
Learning Objectives:
Holding Space in Uncertain Climates: Supporting Marginalized Students and Reflecting on Practice in College Counseling
Presenter(s):
Zhiqi Liu
North Carolina State University
Jin Zhang
The George Washington University
Abstract: Recent research indicates that the sociopolitical and institutional climate significantly influences students' mental health, sense of psychological safety, and willingness to seek counseling (Brown et al., 2024; Merrill et al., 2023). Studies examining campus mental health and racial climates show that when students perceive their surroundings as less supportive or inclusive, their trust in counseling services and motivation to seek help decrease (Dunbar et al., 2025). Students from marginalized backgrounds (e.g., BIPOC, first-generation, and international) encounter unique yet overlapping barriers to accessing care, even as their distress increases and service use remains low (Payne et al., 2023; Zhai et al., 2025). Drawing from experiences at a university counseling center and a training clinic, this presentation discusses how therapists can build trust and foster inclusion through upfront transparency, identity-informed outreach, and culturally responsive approaches. Beyond client engagement, therapists should consider how the social, cultural, and political experiences not only shape the dynamics within the therapy room but also have a subtle yet enduring impact on their own mental health outside of sessions. Furthermore, it is essential to discuss the broader climate impacts in supervision and foster open dialogue about deeper power, identity, and relational dynamics in clinical encounters (Tummala-Narra, 2023).
Learning Objectives:
Navigating Healing Through Creativity: Expressive Arts Therapy as a Trauma-Informed Approach for Diverse College Populations
Presenter(s):
Kelly McConkey
NC State University
Lindsey Parisi
NC State University
Stacy Blankenship
NC State University
Abstract: In an era of global uncertainty, identity tension, and rising mental health concerns, college students are navigating emotional tides that traditional talk therapy may not always reach. Expressive Arts Therapy (EAT) offers an empirically supported, trauma-informed pathway for healing that transcends verbal barriers and honors the diverse cultural, neurodiverse, and identity-based experiences of today's students. Rooted in neuroscience and grounded in safety, choice, and empowerment, EAT integrates modalities such as visual art, movement, music, and creative writing to support emotional regulation and resilience. This interactive session will explore how expressive arts can be used in individual and group counseling, campus drop-in spaces, workshops, and outreaches across university campuses, and with a diverse variety of student populations, to foster belonging, counter isolation, and promote self-discovery, resilience, and healing. Attendees will engage in brief experiential activities, review relevant research, and discuss practical strategies for integrating creative interventions into clinical and outreach programming. Participants will leave with concrete, trauma-informed techniques that enhance inclusivity and connection in a rapidly changing collegiate world.
Learning Objectives:
It takes a village: Launching a Campus-wide Interdisciplinary Mental Health Symposium
Presenter(s):
Lashia Bowers
Coastal Carolina University
Elizabeth "Lee" Carter
Coastal Carolina University
Shelby Ison
Coastal Carolina University
Anna Stevens
Coastal Carolina University
Abstract: In alignment with our university's strategic goal to "promote the wellness and well-being of all members of our campus community," this session draws inspiration from the South African Proverb "It takes a village." We present a replicable model to co-create a space for dialogue, healing, and empathetic proactive mental health education. Presenters will share strategies for executing a yearly campus-wide mental health symposium that fosters deep connections, promotes inclusive practices, and engages students, faculty, and staff in understanding the diverse needs of the collegiate population. Participants will explore strategies for gaining faculty buy-in, integrating student-led projects (e.g., zines, autoethnographies, digital culture and design, survey research), and using the symposium as a strategic program outreach tool to cultivate a campus culture of care through deep meaningful connections. This session will also share findings from a qualitative research study on how participating in and presenting at the symposium impacted students' perceptions of mental health, their behaviors, and overall well-being. The presenters will highlight the symposium's impact in fostering intergenerational empathy, enhancing student confidence, and cultivating a sense of positive community among peers, faculty, and staff.
Learning Objectives:
Navigating Change Through Connection: Mental Health Graduate Assistants Facilitating Resilience and Growth Among Division II Athletes and Army ROTC Cadets
Presenter(s):
Holly Adams
University of North Georgia
Christopher Pisarik
University of North Georgia
Brooke Parker
University of North Georgia
Jaimie Tarleton
University of North Georgia
Samantha Shiver
University of North Georgia
Abstract: Student athletes and Reserve Officer Training Corps (ROTC) cadets are two student populations that experience significant mental health challenges (Wolanin et al., 2016; Beisecker et al., 2024; Willison et al., 2024) and face unique barriers to traditional mental health services (Yoon et al., 2023; Cosh et al., 2024; McGuffin et al., 2021; Sharp et al., 2024). Research has shown that anxiety and depression in student athletes are linked to higher injury risk (Li et al., 2017) and that male athletes experience higher rates of suicide than females (Rao et al., 2015). While comparable data for ROTC cadets are limited, this population likely faces similar risks given their military-related stressors. The University of North Georgia, a designated military college with a strong NCAA Division II athletic program, launched a mental health graduate assistantship in 2024 to support athlete wellness. Building on its success, a parallel program was developed to serve more than 1,000 ROTC cadets. Both initiatives address developmental, academic, and performance pressures while offering graduate counseling students supervised experience providing wellness interventions. This presentation will highlight program design, implementation, and outcomes, emphasizing how counselor training and campus culture can align to better support high-risk student populations.
Learning Objectives:
Beyond the Couch: An Immersive Workshop on Male Students Mental Health for Emerging Clinicians in Higher Education
Presenter(s):
Krisite Perez
Stetson University
Shane Faulk
University of North Carolina at Charlotte
Dulce Barrera
Stetson University
Abstract: As new training tools for counseling professionals are being developed frequently with the rise of new mediums such as Artificial Intelligence (AI), social media, and podcasts, we as counselors should be looking to incorporate new ways to train the next generation of counselors. Through the use of a learning podcast, young clinicians and graduate interns can begin to experience what it is like to sit with a client. This session explores the often-overlooked mental health challenges of male-identifying college students. Highlighting men's mental health is vital, as many male students struggle silently with isolation, identity, and emotional expression. The three short audio case studies follow the story of "Benny" and his first semester in college. "Benny" is a fictional college student created and enacted through voice recording. Following each episode, participants will engage in small group case conceptualization, examining the client's presenting issues, and self-reflecting on the counselor's own emotions. The hope is that this new presentation of clients in an entertaining and realistic setting can improve how we prepare counselors for the field. This may also be a way to help clinicians practice their case conceptualization and diagnosing skills in a collaborative experience.
Learning Objectives:
Beyond the Screen: Counselors Responding to Campus Polarization on Anonymous Platforms
Presenter(s):
Cassidi Long
Meredith College
Jeremy Dela Paz
Meredith College
Abstract: Anonymous social media platforms such as Fizz and Yik Yak have become increasingly influential on college campuses, offering spaces for students to voice opinions without accountability. While anonymity can provide opportunities for vulnerability and connection, it also enables the spread of racist, ableist, xenophobic, and body-shaming content. Following recent national and campus events, including the death of Charlie Kirk, these platforms have amplified hostility and polarization, rupturing relationships and shaping campus culture. The fallout is profound. Students report heightened anxiety, loneliness, grief over fractured friendships, and diminished sense of belonging. On our campus, a petition to establish a Turning Point USA chapter further intensified "us versus them" mentalities, deepening divisions. For counselors, these dynamics present urgent challenges: addressing the personal impact of online hostility while engaging systemic strategies that foster healing and community connection. This session examines how college counselors can respond to the ripple effects of anonymous platforms by integrating identity-affirming care, Relational Cultural Theory (RCT), and advocacy practices. Beyond providing strategies, the session emphasizes open dialogue among participants to exchange ideas, share challenges, and generate creative responses. Together, we will explore ways counselors can promote resilience, affirm identity, and co-create pathways toward greater unity and understanding.
Learning Objectives:
Beyond the Literal
Presenter(s):
Katelyn Kates
Coastal Carolina University
Abstract: Metaphors are a therapist's superpower and tools that translate complex emotions and experiences into meaningful, relatable images. Beyond the Literal: Metaphors as a Clinical Superpower explores how metaphors can deepen connection, foster insight, and empower clients to recognize their own strengths. This session provides practical strategies for crafting personalized metaphors that reflect clients' hobbies, culture, and life experiences. Through interactive exercises and case studies, participants will see how metaphors can address anxiety, avoidance, identity development, and other common concerns. Attendees will leave with actionable techniques for integrating metaphors into therapy sessions in ways that are flexible, ethical, and client-centered. This session is designed to help therapists transform abstract concepts into powerful interventions that facilitate growth, reflection, and lasting change.
Learning Objectives:
Triage as More than a Placeholder: Utilizing Triage Scheduling to Assist BIPOC Students in Accessing Mental Health Supports
Presenter(s):
Kayla Jordan Haywood
NCSU
Abstract: Triage counseling can be where students are encountering counseling services for the first time or gain additional information about how to support themselves when various college related aspects impact their mental health. As we see a rise in BIPOC and international students accessing mental health services, we also want to be cognizant of how mental health support may look for their community versus ours. Considering paperwork/risk assessment questions, campus community, dialect, staff demographics, and multicultural aspects will be important to placing student with proper resources that may also help with reducing the load on the counselors themselves. Triage counseling can be the introduction of wrap around support that students may not be aware of especially if they are not from that area/state/country. Triage can also help direct students to the best supports that may fit their needs such as single session vs intake, group or workshop vs individual counseling, on campus vs community counseling, other campus services that may address concerns such as withdrawal, tutoring, networking, etc. Triage also can allow counseling centers to identify new or needed points of campus collaboration that can provide support for counseling center staff as well.
Learning Objectives:
Trauma-Informed Assessment and Diagnosis After Sexual Assault
Presenter(s):
Mahalia Cain
Lindsey Wilson University
Patricia Stewart-Hopkins
Lindsey Wilson University
Gregory Bohner
Lindsey Wilson University
Hannah Adams
Lindsey Wilson University
Abstract: The session focuses on promoting trauma-informed assessment and intervention following sexual assault, while also emphasizing the importance of language and response in preventing secondary victimization. Gravelin et al. (2024) highlight that rape victims often face "secondary victimization" due to victim-blaming attitudes, such as describing survivors as intoxicated or promiscuous. This session will also explore the use of supportive and nonjudgmental language, with integration of key Title IX resources. The session will provide structure and resources for pursuing accountability and educational accommodations for survivors (Holland & Ciprian, 2021). Recommendations to support college counselors in approaching survivors with compassion, unconditional acceptance, and belief, while also remaining mindful of assessment timing and follow-up screening will be shared (Stefanidou et al., 2020). This session aligns with the ACA professional competencies, emphasizing ethical, culturally responsive, and trauma-informed care, contributing to the ongoing development of counselors' trauma-informed care skill set.
Learning Objectives:
Single Session Interventions Advancing Towards Goals One Session at a Time
Presenter(s):
Judy Johnson Grados
Johns Hopkins University
Jennifer Howes
Johns Hopkins University
Rafiah Prince
Johns Hopkins University
Jami Imhof
Johns Hopkins University
Abstract: Counseling centers are facing increased pressure to keep up with the rapidly growing demand for mental health services. A subset of students seeking care may exhibit strong resiliency and coping skills, already possessing strategies that typically work for them. These students may benefit from targeted interventions that reinforce their strengths,address immediate concerns, and cultivate a competence-based, growth mindset. Single session interventions efficiently address these needs, promoting student progress while cultivating a growth mindset in students. By adopting this intervention, college and university mental health services utilize a low-barrier tool that addresses the needs of many students, freeing up other clinical resources to address more acute student needs. This breakout session will introduce single session interventions and their role in fostering growth mindsets among students and staff in counseling settings. The session will describe the implementation of a pilot program designed to build on student strengths, expand access, decrease barriers to care, and share preliminary qualitative and quantitative data. The value to international students, those from historically underrepresented minority groups, and those with busy schedules will be discussed. We will conclude with a brief panel discussion where clinicians implementing the program will discuss the successes and challenges of program implementation.
Learning Objectives:
Belonging in Uncertain Times: Strategies to Support Undocumented Graduate Students
Presenter(s):
Edson Andrade
California State University, Fullerton
Zola Ezozo
CSU, Fullerton
Alvaro Gonzalez Lovillo
CSU, Fullerton
Abstract: Undocumented graduate students face layered challenges that extend beyond admissions, including financial precarity, employment restrictions, vague institutional processes, and chronic uncertainty tied to immigration policy. Despite these barriers, many persist through relational supports, aspirational capital, and deep commitments to social justice. In a collegiate system navigating rapid political and policy changes, college counselors and higher education professionals play a crucial role in fostering belonging and persistence for this population. This session will introduce a conceptual framework that illustrates the multilevel factors (i.e., policy, institutional practices, relational networks, individual assets) shaping undocumented students' academic and career experiences. Participants will gain a deeper understanding of the structural and psychological factors affecting undocumented graduate students and will be invited to reflect on their own positionalities, institutional roles, and counseling practices. Together, participants and presenters will co-construct strategies for supporting students and consider how individual practices can connect to broader systemic change. By the end of the session, attendees will gain an enriched understanding of undocumented students' experiences and practical strategies to advance equity, belonging, and well-being in higher education.
Learning Objectives:
Anchored in Ethics: Integrating Wellness-based Mentoring into Clinical Supervision of Counseling Interns
Presenter(s):
Tiffany Derrick
A Better Day Counseling
Abstract: As executive orders dismantle DEI initiatives and ICE threats disrupt local communities, graduate students and counselor trainees are once again facing unprecedented challenges that impact their relationships, educational trajectories, and mental health. These challenges exacerbate the pre-existing concerns of underrepresented and international students pursuing their master's degree in counseling. In this context, the supervisor who integrates mentorship that embraces the eight dimensions of wellness has a vital opportunity to mitigate the effects of the above referenced challenges experienced by some counselor trainees. Consistent with Marchini et al. (2021) and additional studies conducted during the COVID pandemic, individuals with healthy support systems experience lower levels of loneliness and fewer diagnosable mental health conditions (Schmidt et al., 2022). Thus, integrating wellness-based mentoring in supervision may enhance the learning and development of supervisees while improving their overall wellbeing (Amparbeng & Pillay, 2021). This presentation will delve into the ethical inclusion of wellness-based mentoring as a proactive strategy in clinical supervision. It will also examine supervision models that effectively integrate mentoring. Through experiential exercises, the attendees will have the opportunity to discuss ethical dilemmas and practical mentoring activities. These activities promote belonging, foster professional identity development, and facilitate adaptive coping during clinical internship.
Learning Objectives:
Fostering Inclusion and Belonging through Interdisciplinary Mental Health Care in University Counseling Centers
Presenter(s):
Yunyun Zhang
Purdue University
Abstract: As colleges and universities face growing cultural shifts and rising student mental health needs, interdisciplinary collaboration has become essential for promoting inclusion, belonging, and holistic well-being. At the center of this approach is interdisciplinary mental health care, a coordinated, team-based model where professionals from multiple disciplines work together to address the psychological, medical, and social dimensions of student wellness. It emphasizes shared decision-making, coordinated treatment planning, and open communication across disciplines. Drawing from a case example at a large Midwestern university counseling center, this presentation highlights how psychologists, social workers, mental health counselors, marriage and family therapists, psychiatrists, nurse practitioners, and care managers collaborate to ensure continuity of care and timely support for high-risk students. This model enhances access to inclusive, culturally attuned care for diverse and international student populations. Participants will explore both the benefits and challenges of interdisciplinary mental health care in higher education. Benefits include comprehensive care, reduced stigma, and stronger student belonging; challenges include confidentiality management, communication barriers, and differing professional philosophies. Grounded in current empirical evidence, this session offers practical strategies for implementing sustainable, inclusive, and team-based care models that advance belonging, resilience, and holistic student well-being in today's evolving college counseling landscape.
Learning Objectives:
The Brief Evidence-Based Psychotherapy (BEBP) Clinic: Enhancing Resilience Within the Stepped Care Model
Presenter(s):
Leigh Collins
Fran Speer
Sewanee: University of the South
Abstract: According to the most recent Healthy Minds Study, (2024-2025), most than have of college students in the U.S. report having a mental health disorder. There is a high demand for services in college counseling centers, and many have adopted a stepped care model in order to meet this demand. This presentation will focus a Brief Evidence-Based Psychotherapy (BEBP) clinic that was established as a part of a university's stepped care service. The BEBP offers targeted, empirically supported, short-term interventions for a variety of mental health concerns. Presenters will describe the design, implementation, and outcomes of the clinic, including selection and adaptation of protocols, assessment measures used, and training needed for clinicians and interns. Case examples will focus on a transdiagnostic protocol and one for ADHD and will illustrate how these interventions increase resilience and reduce symptoms. System-level benefits that align with the stepped care model will also be explored.
Learning Objectives:
Unmasking Achievement: Trauma-Informed Counseling for Students Navigating Imposter Syndrome, Anxiety, and Depression
Presenter(s):
Nicole Johsnon
NC State University
Emily Burdo
NC State
Abstract: High-achieving students in competitive academic settings often grapple with imposter syndrome, anxiety, and depression symptoms that may reflect deeper, unresolved trauma responses. This session examines how chronic stress, systemic oppression, and experiences of academic invalidation can act as forms of trauma, shaping inner narratives of fraudulence, perfectionism, and emotional instability. Using an integrative, trauma-informed framework drawing from polyvagal theory, trauma-focused CBT, ACT, and relational models this presentation offers strategies to cultivate psychological safety, emotional regulation, and empowerment in students. Participants will learn to distinguish trauma-related imposterism from perfectionism, apply somatic and narrative interventions, and deliver identity-responsive care. Emphasis will be placed on co-regulation, compassionate inquiry, and addressing systemic factors that perpetuate student distress.
Learning Objectives:
UnSeen and UnSupported: Navigating Higher Education with a non-nuclear family
Presenter(s):
Judy Folmar
Madeline Mitchener
Elon University
Abstract: Societal definitions of "family" often remain limited to a heteronormative, white, never-divorced, two-parent household. Despite the diversity of family structures represented on college campuses, higher education continues to uphold policies and traditions rooted in the traditional nuclear family model. University structures from admissions materials and billing practices to family weekend events and counseling resources have been developed without fully considering students from non-nuclear families, contributing to exclusion and gaps in support. This presentation shares findings from a qualitative study that included thirteen interviews with students from non-nuclear family structures, along with two interviews and two focus groups with faculty and staff who support these students. Themes revealed challenges such as family-related conflict, isolation, and financial strain, as well as the resilience and self-advocacy these students demonstrate. Presenters will engage participants in discussion and small-group reflection to identify strategies for college counselors to better understand, affirm, and support students from non-nuclear families. The session will include applied recommendations for counseling practice and university policy development, illustrating how this research has already begun to inform institutional change.
Learning Objectives:
Grit in Action: Culturally Responsive Recovery and Resilience in Higher Education
Presenter(s):
Cheryl Harris
University of North Carolina at Pembroke
Matthew Miles
University of North Carolina at Pembroke
Brittany Locklear
University of North Carolina at Pembroke
Abstract: This session explores how the GRIT framework "Growth, Resilience, Instinct, and Tenacity” can strengthen Collegiate Recovery Communities (CRCs) within higher education, particularly in environments influenced by the histories and needs of marginalized and underserved populations. GRIT principles help build culturally grounded spaces that support both individual healing and community recovery. Presenters will highlight initiatives at the University of North Carolina at Pembroke (UNC Pembroke), a campus with deep Indigenous roots and a diverse student population. Counseling and Psychological Services (CAPS) integrates GRIT across outreach, recovery support, and clinical training. Through strategic partnerships with campus stakeholders such as the CARE Team, Accessibility and Resource Center, Student Affairs, and Athletics, CAPS works to reduce stigma, foster belonging, and increase access to care. A key initiative includes CAPS' liaison model, where clinicians collaborate directly with student groups. For example, one liaison supports athletics to enhance student-athlete resilience, coping skills, and academic balance reflecting GRIT in action by meeting students where they are. As a clinical training facility, CAPS applies GRIT in professional development through experiential learning, supervision, and continued feedback for counseling interns. Participants will learn practical ways to embed GRIT within collegiate recovery, outreach, and training to promote sustainable, culturally responsive impact.
Learning Objectives:
From Clicks to Connection: How Synchronous Learning Builds GRIT and Reduces Loneliness
Presenter(s):
Leslie Weaver-Martin
Spring Hill College
Sa'Mya Jones
Spring Hill College
Abstract: In an era of increased digital reliance, many colleges have transitioned core learning and prevention initiatives such as alcohol education, conduct education, and life skills modules to asynchronous online platforms. While these tools offer scalability and compliance efficiency, they often overlook a critical developmental need: human connection. Such connection is essential for fostering belonging, community, and resilience. Emerging research highlights that overreliance on digital instruction can unintentionally heighten feelings of isolation and loneliness, particularly among traditional-age college students who thrive on relational learning and shared experiences. This session draws from the presenter's applied doctoral research on the efficacy of online learning in shaping college students' life skills, decision-making, and well-being. Participants will explore how replacing solitary, compliance-based modules with interactive, synchronous learning experiences cultivates Growth, Resilience, Instinct, and Tenacity (GRIT) qualities that counteract loneliness and promote engagement, motivation, and persistence. Attendees will also examine strategies to reintroduce connection and community through group-based seminars and facilitated discussions, while considering developmental and ethical implications for counseling professionals. The session concludes with evidence-based, relationship-centered alternatives for campus prevention and educational programming that align with the counseling profession's holistic, person-centered mission.
Learning Objectives:
The Promise of AI in College Mental Health: Opportunity, Risk or Reality?
Presenter(s):
Peter Forkner
N/A
Abstract: This presentation critically examines the promise and pitfalls of artificial intelligence (AI) in college mental health through the lenses of opportunity, risk, and reality. As AI becomes embedded in education and healthcare, campus leaders face urgent questions about its benefits and unintended consequences. Beyond highlighting potential benefits such as expanded access, efficiency, and training innovation, the talk will critically explore risks including data privacy breaches, algorithmic bias, ethical gray zones, and the danger of students turning to AI tools in moments of crisis without adequate safeguards. It will also address realities emerging from current research, such as student use of AI for mental health support, uneven regulation, staff apprehension, and the likelihood that AI will become part of the mental health ecosystem regardless of institutional readiness. Through evidence, real-world examples, and participant reflection, attendees will gain a balanced understanding of how AI may reshape college mental health, along with a framework to evaluate safety, ethics, and readiness on their own campuses.
Learning Objectives:
Leading with Psychological Safety in High-Stakes Times: Supervision, Ethics, & Training in Today's Climate
Presenter(s):
Michelle Bruno
NC State University Counseling Center
Jennifer Whitney
University of North Carolina Greensboro
Abstract: As university counseling centers (UCCs) navigate the shifting tides of political climates, and high acuity clients, leaders face the challenge of maintaining ethical, inclusive, and sustainable training environments (Mowreader, 2025) to support staff. Turnover among counseling staff remains a pressing concern, while many UCC directors report students experiencing elevated anxiety, uncertainty, and threats to belonging on campus (Mowreade, 2025). These forces require administrators and supervisors to chart a steady course that upholds both client care and provider well-being. This workshop explores strategies for fostering psychological safety—a climate where individuals feel safe to share ideas, express concerns, and take interpersonal risks (Edmonson, 1999)—as an anchor for organizational resilience. Presenters will guide participants in examining how systemic stressors and restricted resources impact staff morale, trainee development, inclusion efforts, and leadership effectiveness. Through a mix of didactic presentation and interactive case analysis, attendees will learn how to strengthen feedback loops, evaluation practices, and supervisor training to create cultures that promote belonging, trust, and professional growth. Emphasizing leadership development and staff retention, participants will leave with actionable tools to help their centers stay grounded and mission-driven while navigating the ever-changing waters of higher education and mental health service delivery.
Learning Objectives:
From Solo to Symphony: One Director's Journey
Presenter(s):
Holly Vanderhoff
SUNY Upstate Medical University
Abstract: Counseling services at small schools have long struggled to meet campus community needs and clinical demands with limited personnel and other resources. This session will provide an overview of one director's 19-year journey from the sole Student Counseling practitioner to the leader of a robust interdisciplinary clinical team at a small state university in the northeast. Administrative, team-building, and clinical challenges will be explored through the lens of lessons learned (and re-learned). We will discuss concrete strategies to meet the expectations of students and administration while preserving clinical integrity and promoting staff wellbeing. Audience members will be invited to share their related wisdom in an effort to support and encourage new directors of small programs, as well as each other.
Learning Objectives:
From Detention to Belonging: Lessons from Immigrant Mothers' Testimonios for University Counseling Practice
Presenter(s):
Isabel Rayo Castrejon
University of Florida
Abstract: This presentation bridges findings from a qualitative study based on testimonios of undocumented Latina immigrant mothers detained in detention centers with practical applications for college counseling. Drawing on critical and relational perspectives, the study examined narratives of trauma, resilience, and maternal agency that reveal how immigration systems perpetuate what scholars have termed legal violence (MenjÃvar & Abrego, 2012), while simultaneously illuminating pathways of resistance, agency, and community care. These testimonios (Pérez Huber & Pulido Villanueva, 2019) function as counter-narratives that challenge deficit views of disenfranchised communities and invite counselors to adopt a more humanizing and culturally responsive stance. This session invites participants to consider how such insights can inform counseling practices for immigrant and first-generation students within higher education settings. Through experiential reflection, narrative strategies, and mindfulness-based tools, attendees will learn approaches that foster belonging and ethical responsiveness amid systemic inequities. Thus, the session will integrate reflection, narrative, and mindfulness into a belonging framework for college counselors, guiding participants to witness stories with presence, reframe deficit narratives into dignity-based testimonios, and use mindfulness practices to remain grounded and compassionate. Attendees will receive a concise handout summarizing these steps, along with a "Belonging Journal Prompt" they can apply directly with students.
Learning Objectives:
Using data to tell our story and navigate high student need
Presenter(s):
Ken Messina
Slippery Rock University
John Mathe
Slippery Rock University
Abstract: Data and numbers are increasingly the currency in higher education to identify a program or offices value to the university. However, counselors have historically been fearful or hesitant to engage in using data to support our offices and missions. While data from nationwide reports such as the CCMH (CCMH, 2024) annual report can help support our narratives, it does not demonstrate the unique successes and challenges of our individual counseling centers. Many administrators do not speak the language of counseling or even understand what we do. What administrators do understand is data. Additionally, effective use of data can help us to better utilize the resources we have and understand the students we serve in a way that can transform our approach to counseling services on campus. Understanding how to leverage data to support your counseling center's goals can be the difference between gaining resources and being outsourced. Through this presentation participants will be able to identify data points that will help them promote and advocate for counseling services on their campus. Participants will also be able to identify how data can be used to effectively manage increased student utilization and facilitate better counseling services on campus.
Learning Objectives:
Reimagining Operational Support in the Age of AI
Presenter(s):
Trevor Jones
Rochester Institute of Technology
Abstract: As college counseling centers grapple with rising demand and constrained resources, artificial intelligence (AI) presents promising opportunities to enhance services without compromising quality of care or human connection. This presentation delves into how AI tools can be thoughtfully integrated into the operations of college counseling centers to support both students and staff. Participants will discover how AI can streamline routine administrative tasks, analyze campus-wide mental health trends using anonymized data, and gain insight into staff and student needs. This session will highlight and demonstrate real-world applications that can benefit therapists and administrators alike, freeing up time for more meaningful clinical work. The session will also tackle key ethical considerations, including data privacy, transparency, and the necessity of maintaining human oversight. Attendees will gain a clear understanding of how to responsibly evaluate and implement AI tools, along with practical steps for piloting these technologies in their own centers.
Learning Objectives:
Let's Talk About Retention: Ways Counseling Services Can Prove Their Impact on Student Success
Presenter(s):
Lynn Braun
SUNY Oswego Counseling Services Center
Abstract: While college counseling centers exist to promote the emotional well-being of students, another key goal is to contribute to students' academic success. Prior research has established that students who struggle with their mental health are more likely to have academic difficulties and to leave school before graduating. Protecting confidential client information has often been the primary impediment to examining how students' utilization of counseling services impacts whether they persist in college. This presentation will discuss ways of using counseling center data to do retention studies, while also safe-guarding confidentiality, while also identifying helpful narratives to communicate to the campus community.
Learning Objectives:
Beyond Reflection: The Neurorelational Risks of Algorithmic Mirroring in College Counseling
Presenter(s):
Chrisynda Samuel
North Carolina State University
Abstract: AI tools are becoming increasingly common on college campuses, offering students new ways to manage stress, seek social support, and explore mental health resources. While these tools can be helpful, they also create unique challenges for college counselors. Students may develop pseudo-relationships with chatbots, reinforce unhealthy coping patterns, or experience unintended social-emotional risks. This session explores the neurorelational and ethical implications of student use of AI in mental health contexts. Participants will learn to identify common maladaptive AI communication patterns, which student populations may require additional support or monitoring, understand confidentiality and privacy considerations, and discuss trauma-informed, culturally responsive strategies for guiding safe and healthy AI engagement. Using real-world examples and interactive discussion, attendees will leave with practical skills to help students balance the benefits of AI with relational growth, well-being, and human-centered care.
Learning Objectives:
Anchors of Trust: Empowering the Therapeutic Alliance with First-Generation College Students
Presenter(s):
Sesiley Daugherty
Lindsey Wilson College
Abstract: For many first-generation college students, stepping onto campus means entering uncharted waters balancing cultural expectations, academic uncertainty, and the quiet weight of "being the first." Counselors are often the first safe harbor these students find. This session explores how the therapeutic alliance can serve as both anchor and compass, empowering first-generation students to build belonging, resilience, and self-trust. Through the ANCHOR Model "Attunement, Normalization, Collaboration, Hope, Openness, and Reflection” participants will learn concrete strategies to establish safety, validate identity-based stress, and strengthen relational trust. Using case vignettes and interactive discussion, attendees will identify barriers that first-generation students face in counseling relationships, such as fear of judgment, cultural humility gaps, or difficulty asking for help. Practical tools and reflective prompts will guide participants in building alliance through authenticity, empathy, and empowerment. By the end, counselors will leave equipped to help students transform vulnerability into courage and uncertainty into connection.
Learning Objectives:
Repositioning: Collaborating with Campus Stakeholders to Offer Former Student-Athletes Group Therapy Outside
Presenter(s):
Dusty Destler
University of Oregon
Abstract: While often surrounded by peers, many college students experience feelings of disconnect and loneliness (1). When college units offer programs which bring students together for a shared activity, feelings of loneliness are often reduced (2). College counseling centers are uniquely situated to offer meaningful peer interaction through group therapy. College counseling centers may benefit students by thinking 'outside the box' of the therapy room (3). Further, college counseling centers can model the importance of creating new relationships by collaborating with units across campus, creating dynamic, accessible, and effective ways to serve a diverse student body. These concepts will be explored by detailing the step-by-step process which lead to collaboration between a college counseling center and PE & Recreation Department to offer group therapy to former student-athletes experiencing transition in their sport.
Learning Objectives:
Implementing an Intensive Services Program into a Stepped-Care Model of College Counseling: Initial Findings from a Pilot Program.
Presenter(s):
Erin Benson
College of Charleston
Marcie Wiseman
College of Charleston
Abstract: College students are reporting unprecedented levels of trauma-related disorders, necessitating innovative and effective mental health interventions. Traditional college counseling services are not adequately meeting the needs of students with significant trauma histories, students face co-occurring mental health conditions, students with financial barriers to accessing community mental health care, and those that lack family or peer support. Students facing these barriers often rely heavily on college counseling centers for support and limit an institution's ability to effectively support the collective mental health needs of student populations. Recent research indicates that implementing an Intensive Services Program within college counseling centers would provide specialized trauma-informed care, improve mental health and academic outcomes for students, and reduce strain on institutional resources. The College of Charleston counseling center piloted a six-week, trauma-informed intensive services program in Fall 2025 that included weekly individual and group therapy, case management, and psychiatric services. Initial results indicated positive reception of and demand for the service offering by both the student population and institutional stakeholders and positive mental health and academic outcomes for participants, and delineated program improvements that would improve functional, academic, and mental health outcomes for students while reducing long-term strain on institutional resources.
Learning Objectives:
Changing Times and Changing our Strategy in the Care for International Students
Presenter(s):
Kell Fujimoto
San Francisco Bay University
Abstract: Our campus climate constantly evolves with the events that are happening in the world. What happens in the world today affects our students, staff, and employees on multiple levels. International students are often the ones who are most impacted, seek the least amount of assistance, may have the least amount of skills to cope with life challenges, or have the least amount of resources available to them. Cultural factors and the stigma around mental health can also hinder a counseling center's effectiveness in supporting international students. Looking at a comprehensive approach to wellness and incorporating a strategic method of delivery of services campus-wide can enhance the student retention and well-being of international students. San Francisco Bay University is a small, private institution with 80% of its student population listed as international. Two of the institution's core values are caring for the whole student and providing access and inclusion. This presentation will look at current challenges international students encounter when enrolling in our campuses, provide research on international student mental health, examine ways campuses can holistically support international students, and showcase ways in which San Francisco Bay University is dismantling the traditional model of higher education and its utilization of resources.
Learning Objectives:
Supporting international students during changing times
Presenter(s):
Tara Rajagopal
William & Mary Counseling Center
Carina Sudarsky-Gleiser
William & Mary Counseling Center
Geraldine B. Ezinwa
William & Mary - Reves Center for International Studies
Abstract: International students experience a range of stressors that impact their mental health and well-being. Adjusting to a new academic, cultural, and social environment, language barriers, being away from family and social supports, and financial concerns are common stressors for international students (Rivas et al., 2019). In recent years, immigration issues and uncertainty about the future have contributed to heightened anxiety among this population (Park & Shimada, 2022). While international students report higher rates of anxiety, depression and suicide attempts compared to domestic students (Kivelä et al., 2024; Yeung et al., 2022), they are also less likely to seek professional help due to language barriers and stigma (Ma et al., 2022). Facilitating belonging among this population helps reduce acculturation stress and promote well-being (Su et al., 20205). This presentation describes the ways in which our university counseling center has aimed to facilitate belonging and normalize help-seeking behaviors among international students. We took a multi-tiered approach that involved collaborating with the Reves Center for International Students, organizing events aimed at fostering connection and reducing stigma, and providing training to counseling center psychology interns to improve cultural sensitivity in working with international students.
Learning Objectives:
The Confidence Lab: Cultivating Psychological Safety, Belonging, and Self-Efficacy in College Counseling
Presenter(s):
Armani Murphy
University North Texas at Dallas
Chasity McGee
University North Texas at Dallas
Allison Tomlinson
University North Texas at Dallas
Abstract: The Confidence Lab is an innovative intervention model designed to address the rise in loneliness, self-doubt, and identity-based stressors among today's college students. Rooted in narrative therapy, social belonging research, and performance psychology, this model creates structured, small-group experiences that cultivate self-efficacy, resilience, and communal healing. As campuses navigate shifting political climates, anti-DEI legislation, and post-pandemic mental health challenges, counseling centers are called to deliver interventions that go beyond symptom management—fostering connection, agency, and psychological safety. This presentation introduces The Confidence Lab framework, outlines implementation within college counseling centers (including partnerships with student affairs, orientation, and identity-based initiatives), and offers practical tools adaptable for clinicians, group facilitators, and training programs. Participants will engage in lab-inspired exercises and walk away with facilitation guides, outcome measures, and culturally responsive adaptations for diverse student populations—including first-generation, international, and BIPOC students.
Learning Objectives:
Leading with Purpose: Strengthening Culture through Reflective Practice, Holistic Supervision, and Strategic Collaboration
Presenter(s):
Kristin Wills
The University of New Orleans
Krystyn Dupree
Nicholls State University
Abstract: How can college counseling center leaders cultivate a culture that supports both emerging and seasoned clinicians while advancing long-term growth and collaboration? Join us as we examine intentional leadership practices that can help support clinical training and staff development and shape a thriving counseling center environment. Using practical examples and supervision frameworks, this session will explore the role of mentorship within clinical supervision and the impacts on counselor identity development, psychological safety, and staff retention. We will also discuss collaborative strategies for partnering with counselor education graduate programs to create meaningful, developmentally appropriate training environments. Attendees will leave with practical tools and leadership strategies to promote a values-driven, growth-oriented counseling center culture.
Learning Objectives:
From Access to Advocacy: Supporting International Student Well-Being in Times of Uncertainty
Presenter(s):
Zhengtian Hao
Purdue University
Tongyu Zhou
Purdue University
Abstract: Being an international student in the U.S. presents invaluable opportunities alongside unique challenges. Purdue University welcomed international students from over 130 countries comprising 17.2% of the 2024-2025 incoming class. As they navigate new academic systems and cultures, many face stress related to academic success, belonging, and limited access to linguistically diverse counseling services. In response, Purdue Counseling and Psychological Services (CAPS) has expanded culturally responsive support by hiring international staff, increasing clinical spaces, and offering counseling in multiple languages. Service utilization among international students rose from 23.8% to 25.7% in 2023-2024, reflecting the positive outcomes of these initiatives. Amid evolving immigration policies, political climates, and financial pressures, Purdue CAPS continues to implement targeted efforts, including international and Mandarin-speaking student support groups, integration of international student topics in APA training program, and enhanced staff awareness focused on cultural responsiveness and community building. This presentation highlights our approach and its broader implications for university counseling centers. We aim to inspire participants to develop proactive frameworks that strengthen support, accessibility, and community connections for international students.
Learning Objectives:
Working with Oppressive Trauma While Caring for Ourselves
Presenter(s):
Jessica Ladd-Webert
University of Colorado Boulder
Abstract: A changing economy, job loss, food insecurity, relationship struggles, loneliness, deprivation of needs, and the list goes on. The impact of these events can vary based on one's own experience, privileges, and identities, and yet at times we are all experiencing a collective trauma. While we may be in helping positions as therapists, we are impacted too. We can be in a position of helping others as we also navigate through our own traumas. So, how are we helping ourselves, and what does this have to do with social justice? As Audre Lorde wrote in her 1988 essay collection A Burst of Light, "Caring for my self is not self-indulgence, it is self-preservation, and that is an act of political warfare." Self-care is a way to assert in an oppressive culture that you (and those you serve) matter. This presentation provides an introduction into how discriminatory experiences can produce a traumatic response. Participants will learn how oppression can impact people's stress responses and how to work effectively with people who have experienced oppressive trauma. Additionally, this presentation also addresses the personal and community impacts of working within social justice, and how to care for oneself and one's community.
Learning Objectives:
Adapting to Utilization Trends in College Counseling Centers
Presenter(s):
Scott Schaefle
University of Colorado Denver
Abstract: This program will report on trends in utilization patterns and acuity at one urban campus as well as national trends. The presentation will explore the rise in the use of online counseling services, telehealth, and what factors are associated with students' choice of telehealth versus in person counseling. Telehealth counseling became widespread after the COVID lockdowns, and it remains a widespread modality that is not well studied. Emerging research highlights factors related to telehealth outcomes and client characteristics (Newcombe, Broglia, & Wright, 2025; Trusty, et al., 2025) and this presentation will provide detailed information from a single college counseling center as well as overview information from a national database, the Center for Collegiate Mental Health. Campus climate and national attitudes towards international students and members of gender and affectional orientation minority groups have changed. This presentation will report on usage patterns and clinical distress among members of these groups. Client factors will include acuity as measured by the CCAPS 34, history of suicidal ideation, and of non-suicidal self-injurious behavior. Outcome factors will be discussed, including whether similarities between counselor and client identity variables affect attendance and outcome (Drinane,et.al., 2025; Keefe et.al., 2024; Kim et al., 2016; Owen et al., 2021).
Learning Objectives:
Supporting Students in Crisis: Mental Health Professionals' Role in Campus Gun Violence Prevention
Presenter(s):
Brian Shaffer
TheraPath Solutions
Abstract: College mental health professionals face unique challenges in identifying and intervening with students who may pose violence risks while maintaining therapeutic relationships and navigating complex ethical obligations. This evidence-based workshop provides clinical training in violence risk assessment, threat management, and trauma-informed care specific to campus gun violence prevention. Participants will learn to apply structured professional judgment tools including the WAVR-21, conduct clinical interviews addressing violent ideation, and navigate confidentiality exceptions under Tarasoff principles. Through clinical case vignettes, risk formulation exercises, and collaborative consultation practice, attendees will develop competence in distinguishing concerning behaviors from normative distress, collaborating with campus behavioral intervention teams, and managing their own vicarious trauma. This interactive workshop bridges the gap between general clinical training and specialized violence prevention skills, equipping mental health professionals to serve as effective partners in creating safer campus communities.
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Supervising Ethical AI Integration in Counseling Practice
Presenter(s):
Kathryn Alessandria
Lesley University
Abstract: Artificial Intelligence (AI) is rapidly transforming mental health practice, offering tools such as chatbots, predictive analytics, and automated documentation to enhance efficiency and client care. While these innovations present opportunities for improved diagnostics and workflow, they also introduce complex ethical challenges that demand thoughtful training and supervision. This session explores ethical issues and strategies for preparing counselor supervisors and educators to guide trainees in the responsible integration of AI in clinical practice. Participants will gain an understanding of AI's role in counseling and review key guidance from the American Counseling Association (ACA) and the National Board for Certified Counselors (NBCC). These guidelines emphasize client well-being, transparency, informed consent, and the irreplaceable role of human judgment. The session will highlight critical considerations such as confidentiality, data security, algorithmic bias, and compliance with HIPAA standards. Through interactive discussion and case-based scenarios, attendees will examine practical issues in counselor training, including balancing AI tools with clinical reasoning, fostering ethical decision-making, and developing documentation practices that align with professional standards. Join the discussion of this evolving technology. This program is designed for counselor educators, clinical supervisors, and practitioners committed to ensuring that emerging technologies enhance the integrity of therapeutic relationships and professional practice.
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Safety Planning: An Essential Component of Suicide Prevention on College Campuses
Presenter(s):
Bethany Garr
Converse University
Abstract: Suicide is one of the leading causes of death among college students. The 2024-2025 Healthy Minds Study found that 11% of students had seriously considered suicide in the past year. College counseling centers play a pivotal role in supporting suicide prevention. One important component of suicide prevention is safety planning. Researchers have found that safety planning can decrease risk of suicidal behavior by up to 43%. The safety planning intervention (Stanley & Brown, 2012) is a brief, evidence-based intervention aimed at helping at-risk individuals to more effectively manage suicidal crises. This intervention focuses on collaborating with at an at-risk individual to identify warning signs, coping strategies, and social supports in order to create a personalized plan. The approach is flexible and adaptable, and can accommodate students from a wide range of backgrounds. This session will provide an overview of the safety planning intervention and how this approach can be used in college counseling centers with at-risk students.
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Buzzword Burnout: How the Language of Wellness is Draining the Well
Presenter(s):
Rachel DeMaria
Slippery Rock University
Natalie Drozda
Slippery Rock University
Abstract: Across college campuses, words like resilience, self-care, triggered, and burnout once inspired meaningful conversations and connections. Now, these buzzwords are everywhere from student conversations to administrative emails, and their overuse has dulled their meaning and the conversations they were meant to enlighten. This "buzzword burnout" is not just linguistic, but also emotional. College counselors must learn to navigate a climate where language meant to connect now feels performative, and where constant exposure to wellness jargon can deepen compassion fatigue, and cause rifts where it was meant to connect. This presentation invites clinicians to step back and consider how the evolving language of care impacts our students, but especially ourselves. Drawing from current research in compassion fatigue, we'll explore the effects of linguistic over-saturation, social media driven mental health narratives, and the growing expectation for endless empathy. Through a mix of research discussion and reflective conversation, participants will leave with a renewed sense of purpose and a few tools to reclaim authenticity in their professional language without sacrificing compassion for connection.
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Moral Injury in the Anti-DEI Era: Managing Burnout Risks While the World is on Fire
Presenter(s):
Artemis Allen
Georgia Southern University
Abstract: Moral Injury- distress that arises from witnessing, perpetrating, and/or failing to prevent acts that violate one's deeply held beliefs and ethics. Our ethics codes demand us to be multiculturally considerate. But what happens when our government and universities stipulate we must fall in line with an anti-DEI agenda? Mental Health Clinicians are the ones left holding that tension on top of our already heavy caseloads. And in a field already concerned about high burnout and turnover rates, additional strain on our clinicians is not helping. There is currently little research addressing Moral Injury in higher education or among mental health clinicians. However research in other healthcare fields indicates that dealing with Moral Injury is more complicated than recovering from standard burnout due to the added feelings of betrayal and erosion of trust in systems that are meant to support. While an overhaul of the systems fueling the Moral Injury may not be possible at this time, understanding the contributing factors to Moral Injury on an individual level can help us better address the Moral Injury and accompanying burnout within our Counseling Centers, colleagues, and ourselves.
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First-Year Students of Color: Counseling Interventions that Foster Belonging and Retention While Combatting Student Loneliness
Presenter(s):
Catera Greer
Lawrence Technological University
Abstract: The first year of college is a pivotal period that shapes students' long-term engagement, mental health, and academic persistence. For students of color, the transition is often compounded by racial stressors, cultural dissonance, and systemic inequities that can erode their sense of belonging and heighten loneliness—two critical predictors of college retention and wellbeing. Drawing on Tinto's Model of Student Persistence and contemporary belonging research, this session explores how college counselors can implement evidence-based, culturally responsive interventions to strengthen belonging and mitigate loneliness among first-year students of color. The session will review recent literature that reconceptualizes Tinto's model to account for diverse student experiences, as well as empirical findings linking belonging and loneliness with student mental health outcomes. Participants will learn practical, research-informed, counseling strategies to promote inclusion and persistence. In addition, items from current school of presenter will be discussed inside presentation. Ultimately, this presentation positions college counseling centers and clinicians as essential partners in cultivating belonging and resilience for students of color navigating the transition into higher education.
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Where's Waldo?: Finding the Missing Voice of the College Counselor
Presenter(s):
Krystyn Dupree
Nicholls State University
Abstract: This presentation explores the dual perceptions of college counselors regarding their roles within higher education institutions, as well as how they believe these roles are perceived by the broader academic community. Through a series of interviews, counselors describe their multifaceted responsibilities, which include providing mental health support, conducting outreach, and collaborating with various campus departments. They emphasize their role as advocates for student well-being and retention, often acting as a bridge between students and other university resources. However, counselors also reveal a perceived disconnect between their contributions and the recognition they receive from higher education institutions. Many feel that their roles are undervalued, with a common misconception that their work is limited to addressing academic concerns. This lack of understanding can lead to insufficient support and resources, impacting their ability to effectively serve the student population. The presentation will discuss these dual perceptions, emphasizing the need for greater institutional recognition and support for college counselors. By addressing these challenges, higher education can better integrate mental health services into the academic framework, ultimately enhancing student success and well-being.
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AI and Belonging: Ethical Approaches for Supporting First-Generation and International Students
Presenter(s):
Chrisynda Samuel
North Carolina State University
Jay Riddell
North Carolina State University
Abstract: Artificial intelligence (AI) increasingly intersects with cultural identity and belonging for first generation and international zero generation graduate students, populations who often face overlapping barriers such as isolation, cultural dissonance, financial stress, and limited campus support. This session examines how AI tools can ethically support student mental health across populations. Participants will explore potential risks including privacy concerns, cultural bias, and reduced relational depth, while learning culturally responsive ways to integrate these tools. Through a counseling lens, attendees will learn how technology can complement, not replace, human connection. Practical strategies will be discussed to promote belonging, equity, and ethical care for students navigating complex academic, cultural, and emotional transitions.
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