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"What Did I Just Watch? Secondary Exposure to War Content and Collective Trauma on College Campuses" Presenter:
Abstract: With the reach of media rising amongst young populations, college students no longer need to be directly involved in traumatic events to experience their effects. Even those not personally impacted by war or violence may develop collective trauma through news, social media, and family ties abroad. As violence continues in Sudan, Gaza, Ukraine, and within the United States, videos of attacks circulate on social media for all to witness, increasing risk of experiencing secondary and collective trauma effects from the comfort of one's home. These exposures increase vulnerability to anxiety and cause PTSD-like symptoms, low self-esteem, and/or a decreased sense of belonging. In times like these, counselors and mental health faculty in higher education institutes must learn to recognize the symptoms of distress related to PTSD, secondary, and collective trauma within those afraid to speak up. This session aims to differentiate between these types of traumas and explore how these layered experiences manifest in higher education settings. Emphasis will be placed on equipping counseling professionals to recognize the subtle and overt ways trauma appears on campus in hopes of charting a path for more inclusive, responsive, and compassionate care. Learning Objectives:
Fostering Cultural Competence: A Collaborative Review of Campus Support for International Students Presenters:
Abstract: University staff are increasingly working with diverse client populations, including international students. Wayne State University (WSU) CAPS (Counseling and Psychological Services) is committed to fostering cultural competence by creating inclusive environments where clients feel supported. However, limited research exists on how various factors influence the development of cultural competence among staff. Understanding these factors is critical in preparation for providing culturally responsive services. Beyond individual competence, organizational multicultural competence is also essential for supporting international student success. In the current academic year, WSU Office of International Students and Scholars (OISS) has provided services to 1400 international students and scholars. Given this large population, social integration is critical for academic performance, building connection, and supporting career plans. Social resources for supporting international students include faculty, staff, and students; however, these groups require preparation to address the unique cultural and academic challenges faced by international students. Our review of campus programming investigates how university departments interact to support international students. These findings will inform training, policies, and engagement strategies for international students, ultimately enhancing mental health, academic outcomes, and cross-cultural learning. In collaboration with OISS, CAPS will review how our services have jointly supported international students and identify opportunities for further collaboration. Learning Objectives:
Transgender Sexual Assault Survivors' Needs in College Counseling Centers Presenters:
Abstract: As college counseling centers strive to meet the needs of increasingly diverse student populations, transgender sexual assault (SA) survivors remain an underrepresented and underserved group within research and clinical practice (Bach et al., 2021; Dalton et al., 2020). This poster presents a proposed qualitative study, which is a follow-up to a dissertation study, designed to explore the experiences and needs of transgender sexual assault survivors in college counseling settings. This qualitative study will utilize a survivor-responsive and trauma-informed lens to examine how survivors perceive accessibility, safety, and inclusivity within campus counseling services (DuMont et al., 2022). Drawing from existing literature on trauma recovery, intersectionality, and campus climate, the proposed study seeks to identify gaps in services, barriers to care, and culturally responsive practices that promote healing and empowerment for transgender SA survivors on college campuses (Edwards et al., 2022; Mont et al., 2020). The poster will include the study's conceptual framework, guiding research questions, and proposed methodological approach. Learning Objectives:
Discussing Discrimination: Inviting Racial Discrimination into the Clinical Space Presenter:
Abstract: The mental health needs of college students have increased with time. This has not been consistent for all segments of the collegiate population, however, with college students of color and first-generation college students seeming to have higher levels of mental health distress. College students of color and first-generation college students both utilize mental health resources at lower rates than their continuing generation college student peers and White peers despite evidence suggesting that they may have greater overall mental health needs when it comes to experiences of anxiety and depression. For both college students of color and first-generation college students, the experience of perceived racial discrimination plays a unique role in the experience of anxiety and depression. College counselors can play a key role in exploring and understanding these experiences and by doing so provide support to their clients. Learning Objectives:
College Students and Coping: Being Close to Someone Facing NSSI Presenters:
Abstract: College students are connected with a myriad of fellow classmates, some of whom may be exhibiting significant mental health challenges. Given the importance of peer relationships during the college years and close proximity of friendships in living quarters, college students are often impacted by the mental health challenges of those in close relationship to them. Behaviors that are self-injurious may be particularly worrisome for college students. This poster presentation will review an empirical study on how individuals cope with the stress of being in close relationship with an individual engaging in nonsuicidal self-injury (NSSI). Despite evidence that individuals find this dynamic stressful in a friendship, minimal research has examined how individuals cope with such stress. In this study, 55 college students, currently in a relationship with an individual facing NSSI, reported using different types of coping to manage the stress of this relationship. We found that a coping style focused on expressing emotions was associated with heightened stress among study participants. These findings inform future research and are relevant to college counseling practice. For example, college counselors can focus on interventions that reduce maladaptive coping. Clients may benefit from learning adaptive coping strategies in counseling; concrete examples will be provided. Learning Objectives:
Belonging Beyond Barriers: Supporting First-Gen African American Students Presenters:
Abstract: The transition into higher education is a pivotal period for student persistence, particularly for first-generation African American students who face overlapping academic, financial, and social challenges. These barriers include navigating financial constraints, limited institutional knowledge, racial isolation, and the hidden curriculum that can be especially elusive during the transition to college. Research underscores that belonging and validation are key predictors of persistence for first-generation and underrepresented students (López et al., 2023; Sanders, 2022). Yet, African American students continue to navigate environments that overlook the compounding effects of racial isolation, systemic inequities, and trauma. This conceptual poster integrates theory, counseling practice, and student experience to reimagine how institutions can foster belonging and resilience through culturally responsive approaches. Drawing on existing research and challenging deficit-based narratives, it applies Rendón's Validation Theory, informed by aspects of Tinto's Student Departure Theory, to examine how validation, connection, and institutional engagement influence student transitions. Viewers will identify the intersecting barriers shaping first-generation African American students' experiences, apply culturally responsive frameworks that promote belonging and persistence, and develop one equity-focused strategy such as inclusive advising, community partnerships, or debt reduction pathways for implementation within institutions. This poster offers research-based, practical tools to advance equitable student success. Learning Objectives:
Belongingness Matters: Examining the Experiences of Men of Color in Higher Education Presenters:
Abstract: Men of Color (MoC) students face unique barriers in higher education that hinder their academic success, retention, and graduation rates. Research highlights challenges such as systemic underrepresentation, limited access to mentorship, and experiences of racial discrimination. These challenges often contribute to feelings of isolation, imposter syndrome, and academic struggles. To address these disparities, many institutions have developed Male Success Initiatives (MSIs) to support MoC students through mentorship, academic guidance, mental health resources, and community-building opportunities. However, little is known about how targeted institutional programs, such as MSIs, influence MoC students' sense of inclusion and belonging. This presentation will present and discuss the results from a qualitative study, specifically, the experiences of belongingness of MoCs who participated in MSIs, resulting themes including identities as a man of color, such as masculinity, and their sense of belonging through MSI, of how it brings a safe space to express themselves openly, and how the community is shared. By highlighting student voices, this research aims to raise awareness of the systemic challenges faced by MoC students and underscore the transformative potential of MSIs. Findings seek to inform institutional practices and policies that advance equity, inclusion, and student achievement in higher education. Learning Objectives:
Anchored in Presence: Humanistic and Mindfulness-Based Approaches for High-Risk Work with Young Males in College Presenters:
Abstract: Suicide among young males has risen sharply over the past decade, positioning them as a predominant group at risk worldwide. Between 2019 and 2020, the highest suicide rates for males aged 10–24 occurred in the United States (14.7 per 100,000), Asia (13.0), and Oceania (12.4), with the greatest concentration among U.S. males aged 20–24 (ASR = 29.0; Bertuccio et al., 2024). Undergraduate men face barriers to help-seeking, including stigma, privacy concerns, and skepticism about counseling, particularly among ethnically diverse students (Horwitz et al., 2020; Rafal et al., 2018). Masculine norms emphasizing control, self-reliance, and restraint can obscure depressive symptoms expressed as anger or withdrawal, limiting vulnerability and disclosure (Cole & Davidson, 2019; Iwamoto et al., 2018; Oliffe et al., 2012; Sileo & Kershaw, 2020). Masculine norms such as self-reliance, emotional control, dominance, playboy, and risk-taking are negatively associated with willingness to seek help (Wong et al., 2017). This poster shows a step-by-step integration of mindfulness-based stress reduction (MBSR; Kabat-Zinn, 1990, 2013) with humanistic counseling (Beel et al., 2018; Rogers, 1959) to support suicidal college men. MBSR aligns with masculine expressions of strength and control while enhancing emotional regulation and resilience (Beel et al., 2018; Okafur, 2025; Wong et al., 2017). Learning Objectives:
Considerations for University Counseling Centers Switching Electronic Health Records Systems Presenters:
Abstract: The evolution of patient health record-keeping, beginning with Hippocrates in the 5th Century BC, has progressed from traditional paper systems to modern Electronic Health Records (EHR), improving record maintenance and accessibility (Fontenot, 2013; Ozair et al., 2015). In college counseling centers (UCCs), EHR systems have become standard over the past two decades; however, critical considerations must be addressed for successful transitions between systems. This presentation will explore key themes pertinent to UCCs considering EHR adoption, including change management dynamics, leadership roles in decision-making, and system responsiveness to improvement requests. Confidentiality is a significant concern, with UCC leadership needing control over access to health information (Smolyansky et al., 2013). Additionally, investment in time and resources is crucial, as performance lags, latency issues, and inadequate training can undermine efficiency and ethical standards (Magruder et al., 2018). We will also discuss whether EHR systems, often designed for a medical model, adequately meet the specific needs of UCCs. To facilitate effective implementation, we recommend developing a checklist to evaluate essential EHR features for UCC environments. Addressing these factors will help UCCs navigate EHR transitions while improving service delivery and client care. Learning Objectives:
Charting a New Course for Addressing College Students' Adjustment to Learning Disabilities Presenters:
Abstract: The number of students with LDs enrolling in the U.S. colleges and universities has steadily increased over the years thanks to the passage of supportive legislations (Grimes et al., 2020). However, research and practice on college campus have yet to catch up with the prevailing assessments and interventions to aid in students successful transition to college. Having a learning disability influences students' ability to positively adjust to the university experience (McGregor et al., 2016), hence the importance of intervention tools to gain a deeper understanding of the adjustment process involved. Given the limited research on the adjustment process to LDs among the college population and the lack of validated measures, this study adapted and utilized the original items of the RIDI Adjustment subscale (A-RIDI) with a sample of college students and examined its psychometric properties. In this study, A-RIDI demonstrated strong internal consistency reliability (Cronbach's alpha = 85), test-retest reliability, and discriminant validity evidence. The results suggest that the A-RIDI is a valid and reliable self-report measure, offering a robust and practical tool for university mental health professionals to assess college students' adjustment to LD diagnoses. Learning Objectives:
Parts Work in Practice: Adapting IFS Principles for Short-Term Counseling in Community Colleges Presenter:
Abstract: Community college counselors often balance high demand, diverse needs, and limited session availability, making it essential to integrate approaches that are both depth-informed and time-efficient. This poster presents a practical adaptation of parts work, informed by Internal Family Systems (IFS), for use in brief counseling and psychoeducational settings within community colleges. Rather than engaging in trauma processing or unburdening, this model focuses on teaching students the core IFS principle that "all parts are good parts." Counselors help students identify and name their internal parts, understand each part's function, and recognize how parts can manifest in adaptive or maladaptive ways. Through this process, students build self-compassion, strengthen self-leadership, and increase awareness of emotional regulation and internal conflict. Attendees will learn concrete, replicable strategies for introducing parts-based language and interventions in short-term sessions, classroom visits, or outreach programming. By emphasizing psychoeducation and practical application, this approach equips college counselors to help students carry forward a compassionate, self-led framework for understanding themselves; supporting lasting insight, autonomy, and resilience beyond the counseling setting. Learning Objectives:
Poster: I CAN HELP Training Program, Promoting Mental Health Awareness and Suicide Prevention in College Students Presenters:
Abstract: Suicide is the second leading cause of death in young adults in the US. I CAN HELP, is a mental health literacy and suicide prevention program by Dr. Brian J. Mistler. It offers experiential learning to increase understanding of suicidality, protective factors, and prevention strategies. Cal Poly Pomona University (N = 146) students participated in I CAN HELP workshops between Spring 2024 and Spring 2025. Students reported high levels of learning. Learning Objectives:
Effective Coping and Counseling Strategies for College Students dealing with Grief and Bereavement Presenters:
Abstract: Young adults can experience grief and bereavement differently than adults. Understanding the different dynamics is crucial for college counselors and other professionals working with this population. A review of grief and bereavement as experienced by college students will be discussed. Goals of grief counseling and general guidelines will be explored. Evidence-based counseling techniques will be explored and discussed in this presentation. Learning Objectives:
Cultural Responsiveness, Meet & Greets, and Trust Building: Black College Students' Recommendations for College Counseling Centers Presenter:
Abstract: Researchers have documented staggering racial disparities in mental health service utilization among emerging adults, such that Black emerging adults are significantly less likely to seek and use formal mental health services compared to their White peers. For Black emerging adults in college, college counseling centers (CCCs) are typically one of the most accessible mental health treatment centers available. Thus, understanding Black college students' perceptions of this mental health agency may yield key insights into how to best encourage Black students to seek care, retain them in treatment, and ultimately reduce their distress in college. The current sequential mixed-methods study aimed to provide key insights into Black college students' recommendations for improving mental health services at their collegiate counseling center and its affiliated telehealth service. Qualitative results from interviews with 26 participants with varying levels of experience using CCC and/or telehealth service treatment. The study identified students' detailed recommendations for improvement, most of which focused on outreach, the provision of culturally responsive therapy, staff diversity, and more detailed discussions about confidentiality. Findings can inform CCC practices and efforts to increase service utilization and effective service provision to Black college students experiencing significant psychological distress. Learning Objectives:
Building Connections & Community Using Relational-Cultural Theory Presenters:
Abstract: The current sociopolitical climate, anti-DEI legislation, and adverse individual circumstances contribute to people feeling disconnected on an individual and societal level. Further, feelings of isolation and loneliness are plaguing our nation, especially college-aged individuals. These feelings have been identified as a public health epidemic. College counselors are in a unique position to support college students in feeling more connection and like they belong on their campuses. Relational-cultural theory is a theory that conceptualizes human growth and development, and conversely human suffering and challenges, as being driven by relationships and social connectedness. College counselors can utilize this theory to inform interventions that support student connection within a college campus setting, as well as embark in collaborative initiatives that support overall feelings of connectedness across campus. This poster session will explore how RCT can be used to drive supports and interventions for college students that may be experiencing isolation and loneliness. Further, RCT supports college counselors in engaging in advocacy and collaborative programming to support community building and belonging across campus. Tenets of RCT, specific RCT-aligned intervention examples, and implications for counselors working with college students will be discussed. Learning Objectives:
Utilizing Individual and Group Sand Tray Counseling to Enhance College Student Wellness Presenters:
Abstract: College counseling centers continue to see rising levels of stress, trauma responses, identity exploration challenges, and social-emotional concerns among students. Many students struggle to verbalize complex internal experiences, making expressive, non-verbal approaches essential. Sand tray therapy offers college counselors a powerful, developmentally appropriate intervention grounded in humanistic and neurobiological principles. Through symbolic representation, students externalize inner experiences in a safe and contained space, fostering emotional regulation, insight, and resilience. This poster presentation introduces key elements of individual and group sand tray therapy and demonstrates how the approach can enhance wellness on college campuses. Attendees will learn how sand trays support transitions, anxiety, grief, cultural identity development, relationship concerns, and trauma-related stress. Practical strategies for integrating brief sand tray interventions into college counseling settings will be shared, along with ethical and multicultural considerations. Examples from practice and session frameworks will be included to help counselors confidently and safely implement sand tray activities with neurodiverse and culturally diverse college students. By incorporating non-verbal, experiential methods such as sand tray therapy, college counselors can expand access, deepen student engagement, and promote self-reflection, emotional healing, and connections ultimately supporting student well-being, persistence, and holistic success. Learning Objectives:
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Monthly Support Space 2026 ACCA Annual Conference AnnouncementsView the press release on HEMHA's new guide to Animals on Campus Click here to access the Diversity, Equity, and Inclusion Resources ACCA joins the 4th edition of Health and Well being in Higher Education: A Commitment to Student Success Please note the addition of the College Counseling & Psychological Services Knowledge Base to the resources page. ACCA Members in the NewsBecca Smith is quoted in the Washington Post article "College mental health centers are swamped. Here's what parents can do." Andrew Lee is quoted in the Inside Higher Ed article on Suicidal Ideation Steffanie Grrossman is quoted in Online Counseling article College Students Diet and Mental Health Janelle Johnson comments on the state of mental services at community colleges. Janelle Johnson on College Counseling” Psychotherapy.net Interview. Follow the link to read the full interview. |