Founded in 1991 | A division of the American Counseling Association

Pre-Conference Workshops

Pre-Conference workshops will be offered on Thursday, March 2, 2022 and are at an additional cost to the 2023 ACCA Annual Conference Sessions.  

Full Day Pre-Conference Options

Advanced Topics of College Counseling

The Advanced Topics of College Counseling offers (4) 90 minute sessions covering the following topics: Triage and Clinic Flow, Clinical Supervision, Leadership in Higher Education, and Evolving Clinical Services of College Counseling.  Each session is worth 1.5 CE Hours.

Each Advanced Topics of College Counseling session is $70 if purchased individually, if you sign up for all 4 sessions the price is discounted to $170.

8:30 AM - 10:00 AM

Clinical Supervision

Topic: Supervision in College Counseling

Abstract: The purpose of this workshop is to explore the theory and practice of clinical supervision within a college counseling context. Historically, college counseling centers have been popular placements for clinicians-in-training due to the diversity of experience and quality of supervision.  With that said, even in the college setting many counselors are being asked to take on the role of clinical supervisor with little formal training. In this workshop we will review the practice of existing theories of supervision and supervision models.  We will discuss structuring the supervision process to include components important to providing a comprehensive supervision experience for professionals and interns.  Evaluation and assessment of supervisees will also be addressed.

Learning Objectives:

  • Participants will be able to identify critical theory in clinical supervision
  • Participants will be able to describe how to structure the supervision process
  • Participants will be able to assess the developmental level of counselors in training

    10:30 AM - 12:00 PM

    Group Therapy

    Topic: Group Counseling

    Abstract: Group Therapy will explore how to effectively utilize group as a primary modality in college and university settings. While the majority of counseling centers report using groups as a treatment modality, it is often seen as a second class treatment by both therapists and clients. Running a successful group program in the college setting requires special considerations and surprisingly little attention has been given to this specialized type of group practice. This workshop will review the components of an effective group program. We will discuss the most common types of groups used in counseling centers, barriers to getting group started, and best practices in starting and maintaining the most frequent types of group offerings. Issues such as member selection and preparation, conjoint and concurrent therapies, and the use of group activities to facilitate group development will be also addressed.

    Learning Objective(s):
    • Participants will be able to explain the efficacy of groups in treating a wide range of presenting concerns to students and staff
    • Participants will be able to design a group counseling program for their counseling center

    1:30 PM - 3:00 PM

    Leadership in Higher Education
    Topic: Administration/Leadership

    This workshop offers participants an opportunity to broaden their awareness and leadership potential in the college counseling profession and to introduce or further develop their leadership skills.

    Learning Objective(s):

    • Participants will briefly examine theories of leadership, current leadership trends, and how to apply them to the college counseling center
    • Participants will develop and practice leadership skills for effectively running a higher education department
    • Participants will discuss challenges involving working with subordinates and administration

    3:30 PM - 5:00 PM

    Evolving Clinical Services of College Counseling 

    Topic: Clinical Issues

    Abstract: This workshop will discuss the current trends in university and college counseling centers as demand rises, but resources do not.  There have been many changes since COVID-19 but counseling centers were struggling to meet demand even before this.  This workshop will review the different service models used in college counseling and how a shift to offering different types of services has been successful.  A discussion on how centers have had to restructure and be creative to meet demand while being mindful to be equitable to all students who need access to care.  The workshop will end with identifying what changes may be best to implement so participants have a better idea of how to meet the needs of their own centers.

    Learning Objective(s):

      • Participants will review the changes and trends in college counseling
      • Participants will discuss different service models
      • Participants will be able to identify what changes may work best for their centers

        Half Day Pre-Conference Options

        Half Day Pre-Conference sessions will award 3.0 CE Hours for successful completion.  The cost to attend is $99 per session. You can also bundle a morning and afternoon pre-conference session for $170 total.

        8:30 AM - 12:00 PM
        CE Hours Available: 3

        An Introduction to Disability Services in Higher Education


        Gregory Bohner
        Lindsey Wilson College

        Leslie Smith
        Volunteer State Community College

        Caitlin Bird
        Vanderbilt University


        • Administrative
        • Counselor Professional Identity and Practice Issues

        Abstract: Counselor education at the masters and doctoral level give a good foundation on how to work with a wide range of students but rarely addresses the work of disability services (i.e. student access services, equal opportunity & access ). However, many disability services jobs include a masters in counseling (or related field) as a requirement or assign the disability services responsibilities to the counseling center on campus. This pre-conference presentation will provide participants with the entry-level information needed to successful evaluate documentation and provide accommodations in higher education settings. This will include a review of the relevant laws and regulations, strategies for working with difficult faculty, students, and other concerned parties, and activities designed to help break the barrier and ease a new practitioner into the role.

        Learning Objectives:

        • Participants will be able to explain the legal requirements of institutions of higher education in regards to appropriate accommodations.
        • Participants will be able to evaluate documentation and applications for reasonable accommodations on campus.
        • Participants will compare best practices to their work within the area of disability services.
        • Participants will plan strategies for creating solutions with resistant faculty and/or students.

        Crisis Counseling: 7-Steps to Effective Assessment and Intervention


        Derrick Paladino
        Rollins College

        Brea Hilaire
        Stetson University

        Abstract: Crisis counseling can feel daunting to clinicians at all stages of their career. At any moment, college counselors must be prepared to go beyond the scope of traditional counseling to identify and manage a client’s heightened emotional state or crisis. In this session, crisis counseling is operationalized, and participants will learn about types of crises, reactions to crisis, basic crisis counseling skills, and assessment. Crisis intervention will be explored through the 7 Tasks of the Hybrid Model of Crisis Intervention (James and Gilliland, 2017).

        Learning Objectives:

        • Define and operationalize crisis
        • Examine the difference between crisis counseling and traditional therapy
        • Recognize the difference between types of crises
        • Recognize how people in crisis react
        • Understand the role of assessment and intervention in crisis counseling

        Single Session Therapy: Addressing Client's Needs Through Brief, Dynamic Intervention


        Olga Iefremova-Carson
        NC State University


        • Counseling Theory/Practice       

        Abstract: Single session therapy (SST) is a brief, creative, and dynamic form of intervention that enables counselors to address clients' needs in a timely and effective manner. Utilizing single session intervention as part of a Stepped Care Model in a college setting can help address the increased demand for services. This presentation will challenge some common beliefs as to how long the therapeutic process should last and encourage clinicians to consider using single sessions to help students address their concerns.  During this presentation, participants will learn how to utilize the skills and knowledge they already possess to address students' concerns in a single session. They will learn common misconceptions that surround SST, ways to prepare for conducting a single session, concerns that might be most appropriate for using SST, different approaches to conducting SST, and strategies for helping the client to get the most out of a one-time meeting. The presenter will also address cultural considerations and ways of using this therapy with under-served populations.  Participants will have several opportunities to engage in discussions during this presentation and will be encouraged to come up with ideas on how they could use this form of therapy in a college counseling setting.

        Learning Objectives:

        • Participants will explore the benefits of utilizing this form of intervention
        • Participants will be able to describe common misconceptions around SST
        • Participants will be able to identify techniques and strategies for conducting an effective single session
        • Participants will devise ways to introduce SST at their counseling centers

        1:30 PM - 5:00 PM
        CE Hours Available: 3

        Integrating Relational and Evidence-Supported Approaches for Processing Traumatic Events with College Students


        Cheryl Wooten
        Baylor University

        Jessica Raddin
        Baylor University

        Heather Harris
        Baylor University


        • Counseling Theory/Practice   
        • Wellness and Prevention

        Abstract: This pre-conference session focuses on equipping clinicians with the knowledge, skills, and abilities necessary for the provision of trauma recovery services in college and university counseling centers.  Participants will have the opportunity to explore the integration of evidence-supported approaches and how these may be adapted to the campus environment.  The evidence-supported methods emphasized in this seminar will be prolonged exposure, cognitive processing therapy, and narrative exposure with cognitive restructuring.  Instructors will use didactic teaching, discussion, and experiential learning methods to guide participants in creating their own guideline for integrating these methods in their work with students struggling with trauma-related disorders. Instructors will assist clinicians with identifying markers for the successful processing of traumatic events, as well as with learning some of the more common mistakes to avoid when working with this population.  Instructors will also guide participants in considering traumatic transference and countertransference, vicarious traumatization, parallel process, self-care in context, and the phenomenon of posttraumatic growth.  The instructors desire to acknowledge the pain and grief inherent in this topic while also facilitating the hope which can be found in a community of posttraumatic growth.

        Learning Objectives:

        • Participants will be able to describe how the major evidence-supported treatment modalities may be integrated into one cohesive approach which can be used in a higher education context.
        • Participants will be able to demonstrate a basic understanding of Judith Herman's relational stages of the trauma recovery process.
        • Participants will be able to describe current ethical, legal, and clinical guidelines for working with students who have experienced interpersonal violence.
        • Participants will be able to analyze how their own identities and elements of diversity impact the way in which we provide treatment for trauma survivors.
        • Participants will be able to apply a values-based model for self-care which can be used in clinical work with trauma-related disorders.

        Integrating Solution-Focused Brief Therapy into Crisis Intervention and Safety Planning with University Students


        Kaitlyn Glisan
        University of New Orleans

        Portia Gordon
        University of New Orleans


        • Counseling Theory/Practice    
        • Wellness and Prevention

        Abstract: This training seeks to provide an overview of crisis intervention and to train participants in how to successfully incorporate SFBT skills into crisis work. The training will cover the foundations of crisis intervention. Additionally, the training will include how working with a university population uniquely impacts crisis intervention work. This training will then review the basics of SFBT and focus on how to successfully incorporate SFBT skills into crisis intervention and safety planning

        Learning Objectives:

        • Participants will be better able to describe the core stages of crisis intervention.
        • Participants will be better able to list SFBT skills that can be effectively used in safety planning.
        • Participants will be better able to identify how to integrate SFBT skills into safety planning.
        • Participants will be better able to identify primary risk factors and warning signs pertaining to suicide risk amongst the university population.

        So you Want to be a Director? A workshop to explore, learn and discern


        David Walden

        Lynn Braun
        Defiance College

        Warrenetta Mann
        Wake Forest University

        Abstract: The pipeline to be a director of a college counseling center has never been more open, and the position has never been more challenging. For those of us who are thinking about moving into this kind of administrative role, there are so many questions. Do I really want to do this? Why? What do I need to know to be successful as a director? How do I even get to be a director? What’s the path?

        This workshop will focus on the skills needed to be a director, the core values that impact seeking a directorship, the things you might not expect about the role, and the barriers like imposter syndrome that stand in the way of seeking a director role. Wherever you are in your journey towards administrative roles, we will provide a space to explore, learn, and discern your path forward.

        Learning Objectives:

        • Identify administrative and leadership values helpful when taking on the role of counseling center director.
        • Identify skills and experiences to gain to better prepare participants to step into the role of counseling center director.
        • Identify a network of support critical to your journey toward leadership.

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