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2025 ACCA Conference Breakout Sessions Session times will be released soon, below are the accepted breakout sessions for the 2025 ACCA Conference - sessions are listed in no particular order. SUPPORTING STUDENTS OF COLOR AS BLACK PROFESSIONALS AT A PWIPresenter(s): Jesse Onyango-Opiyo - The Pennsylvania State University Mariam Dembele - The Pennsylvania State University Abstract: "This presentation will examine the role of Black professionals in supporting students of color at predominantly white institutions (PWIs). Students of color often face unique stressors, including racial discrimination, cultural isolation, and lack of representation at PWIs, which can impact their mental health and academic success. As Black counselors and professionals, we share many similar lived experiences, which can be both empowering and challenging in our work. This session will explore strategies for fostering trust and providing culturally competent care for students and clients while advocating for systemic change within our institutions. We will also discuss the importance of maintaining our own self-care while navigating the dual role of support provider and potential role model. Attendees will leave with practical tools and insights to better serve students of color while promoting their own professional well-being in the often isolating environment of a PWI." Learning Objectives:
WHAT'S DRAINING YOUR BATTERY: COUNSELOR WELLNESSPresenter(s): Tiffany Stewart Abstract: Although self-care and wellness are discussed in the counseling profession regularly and included as a part of the CACREP standard and ACA Code ethical code, counseling research on the topic is scared. In addition, it is often neglected by the very individuals who suggest it to their clients - - counselors. Due to the high touch nature of the profession based on ongoing giving, this creates a one-way, one-sided cycle of the counselor pouring out and receiving little in return. This often leads to burnout, compassion fatigue, lack of motivation, depletion, and overall poor work-life satisfaction. All of which can compromise the level of care given to clients. In this presentation we will help to identify hazards related to lack of self-care/wellness, heighten self-awareness for counselors, and offer concrete suggestions on what counselors can begin implementing immediately to improve their self-care/wellness. Learning Objectives:
BUILDING TRANSFORMATIVE RELATIONSHIPS THROUGH CULTURALLY RESPONSIVE OUTREACH ACTIVITIESPresenter(s): Gil Perez - College of San Mateo Abstract: Although utilization rates have increased in recent years, students of color are less likely to participate in counseling on college and university campuses. Given the need of culturally-responsive mental health programing and outreach, college counseling centers need to broaden their ability to dispense information about services and facilitate innovative mental health programming through an intersectional lens that tailors to the needs and the experiences of underrepresented students. This breakout session will examine traditional and new approaches to college counseling outreach methods and how to increase the impact of outreach efforts to diverse student populations by building transformative relationships to establish human connections. The presenter will provide examples of collaborative outreach activities conducted by College of San Mateo's Personal Counselors and Mental Health Peer Educators. Learning Objectives:
THE NEWCOMERS: MEETING THE NEEDS OF EARLY CAREER COUNSELING CENTER PROFESSIONALSPresenter(s): Sharon Mitchell - University at Buffalo Frankie Kraft - University at Buffalo Neha Tamhane - University at Buffalo Abstract: An early career professional (ECP) is often defined as someone who is within 5-10 years of receiving their terminal degree. The goal of this program is to better identify the workplace climate and professional development needs of early career counselors in college counseling center settings. The Covid pandemic radically changed staff satisfaction and expectations with regard to work responsibilities, the centrality of work to identity, and work culture in college counseling centers. New research suggests that healthier work environments include: employee involvement in decision making, work-life balance, employee growth and development, employee health and safety and employee recognition (Sallee, 2022). Many administrators likely earned those roles because they adhered to the non-sustaining ideal worker model. Early career counselors are uniquely positioned to offer insight and input on ways to foster a workplace culture that is more in keeping with their lived experiences and developmental needs, especially those that were not fully addressed during the pandemic when they may still have been in training roles. The presentation will use research, case example, and guided discussion to achieve the learning objectives. Attention will be paid to both clinical and administrative supervision needs of a changing workforce in higher education mental health. Learning Objectives:
TELLING OUR STORY: CREATING A STRATEGIC, DATA-DRIVEN COMMUNICATION PLAN TO SHOW EFFECTIVENESS, HIGHLIGHT AREAS OF STUDENT STRUGGLE, AND ADVOCATE FOR RESOURCESPresenter(s): Lynn Braun - SUNY Oswego Counseling Services Center Abstract: Are you wanting to change the way your campus talks about the work of the Counseling Center? Do you have lots of data in your Center but struggle to figure out how to analyze and communicate it effectively to stakeholders? Many Centers often struggle to tell their story in a way that creates a collective campus understanding about their work that positions the Center to advocate for both the needs of the Center, and our campus communities. This presentation will highlight the importance that the data we collect, analyze and communicate has in our ability to advocate for, and tell the story of our Centers, as well as a strategy to assist Centers in creating a strategic, data drive, communication plan. Ethical implications of the ways and reasons we identify our strategic goals will also be highlighted. Learning Objectives:
THE ANATOMY OF A TRAUMA NARRATIVE - SUPPORTING BIPOC STUDENTS AT PWIS IN UNDERSTANDING AND EDITING THE WAYS TRAUMA HAS SHAPED THE NARRATIVE OF THEIR IDENTITYPresenter(s): Ahyana King - Moore College of Art and Design Abstract: As a licensed mental health clinician who has both given leadership to diversity, equity, inclusion, and belonging (DEIB) work in higher education and served as the mental health counselor at predominantly white college campuses across the United States, the presenter will invite participants to explore the benefits of maximizing reframing techniques as a powerful resource and skill to support the mental wellness and identity development of BIPOC students at Predominantly White Institutions in the US. The presenter will draw from personal experience in supporting BIPOC students, review identity development specific to BIPOC individuals, and incorporate research to challenge participants to reimagine the power of reframing techniques with BIPOC students. This integrated approach will ask participants to support their BIPOC students utilizing this skill in ways that teach them to critically assess traumatic experiences, edit these experiences through exploring language used that may be particularly disempowering or limiting, and edit their experiences in ways that are positively reaffirming and restorative to the their sense of agency. Participants will have an opportunity to engage in guided reflective work as well as small and large group discussions during this session. Learning Objectives:
TRAUMA-INFORMED TEACHING AND PRACTICE; USING THE NEUROSEQUENTIAL MODEL AS THE NORTH STAR IN OUR COMPASS OF APPLIED PRACTICE IN THE CLASSROOM OR THERAPY SESSION.Presenter(s): Lynne Vedin - Central Michigan University Abstract: As a trauma therapist, I found myself uniquely positioned when invited to develop a specialty topics course on Trauma for the Social Work Department at Northern Michigan University for the fall 2020 semester. At the height of the global pandemic, our students were preparing to join us in the field while navigating the topography of fear and helplessness caused by global trauma. The student experience for learning, growing and attempting to gain mastery of the skills necessary to provide clinical work in human services had to reflect the climate of the moment. I knew the course design would have to underscore that the student's ability to take in information is impacted by traumatic life events. Using the polyvagal theory and Neurosequential model for learning I created a space where GRIT, Humanity, Inclusion and Belonging were elevated to be both the foundation of our learning environment and the North Star in our compass of applied practice. What resulted was the development of a course model that has received continuous positive student opinion survey results and has been praised among the Social Work faculty as a model worth using in other courses within the College of Health Sciences and Professional Studies. Learning Objectives:
CHECKING PRIVILEGE: EXPLORATION OF DISABILITY AFFIRMING CLINICAL SUPERVISIONPresenter(s): Anna Guerin - California Lutheran University David Ruda - California Lutheran University Abstract: As practitioners in the field of mental health/counseling social justice and multicultural competence is a foundational component in treatment. This way of practicing should also apply to the supervisory relationship. This presentation will explore ableism within the profession of mental health and its impact on those supervisees/trainees/unlicensed folks in clinical training. A key component of the training will include interactive reflection exercises regarding how power and privilege may enact barriers to supervisees who self-identify with a disability. This is not intended to be a legal workshop and focuses on growing the role of the supervisor to apply social justice concepts to the act of supervising trainees. Learning Objectives:
BACK TO BASICS: THE ROLE OF SLEEP, NUTRITION, AND PHYSICAL ACTIVITY IN COLLEGE STUDENT MENTAL HEALTHPresenter(s): Bethany Garr - Converse University Abstract: As they transition into adulthood, many college students struggle with developing healthy habits around sleep, diet, and exercise. According to the American College Health Association's National College Health Assessment (Spring 2024): --42.4% of college students reported that they received less than 7 hours of sleep per night on weeknights --Only 17.5% of students reported eating 3 or more servings of fruit per day, and only 26% reported eating 3 or more servings of vegetables per day --29.7% of students did not meet minimum guidelines for physical activity The association between sleep, nutrition, and physical activity and the development and persistence of mental health concerns is well-documented. As such, counselors have a crucial role in encouraging college students to develop healthy lifestyle habits that support physical and mental wellness. This presentation will be aimed at helping participants understand how sleep, nutrition, and exercise impact mental health; how counselors can utilize cognitive and behavioral lifestyle interventions to help students improve these habits; and how, when necessary, counselors can adopt a multidisciplinary approach to connect students to professionals who can address underlying factors related to inadequate sleep, nutrition, and activity. Learning Objectives:
PRACTICAL & ETHICAL APPLICATIONS OF TRAUMA-INFORMED SUPERVISIONPresenter(s): Christopher Quarto Abstract: Clients who have experienced trauma endure emotional distress that impacts how they function personally and socially. Counseling students and licensed counselors are not immune from trauma and are subject to being triggered when working with trauma clients. Developing self-awareness and knowing how to navigate one's "stuff" as a helping professional is vital to providing ethically-sound counseling services. The supervisor plays a key role in this regard. The purpose of this presentation is for supervisors to learn practical trauma-informed supervision strategies and describe how three ethical standards from the ACA Code of Ethics can guide them in providing this type of supervision. Through small group discussion the audience will be given an opportunity to practice what they learn by applying the concepts to a supervision case. This is a great opportunity to obtain continuing education credit for licensure purposes (ethics requirement) and the Approved Clinical Supervisor (ACS) credential. Learning Objectives:
CLINICAL SUPERVISION: A ROUND-TABLE DISCUSSION OF EXPERIENCES FROM FOUR CLINICAL SUPERVISORSPresenter(s): Melissa Porter - Vanderbilt University Mary Clare Champion - Vanderbilt University Jane LeBlanc - State University of New York, Oswego Maureen O'Donnell - Kennesaw State University Abstract: Clinical supervision is an important part of training and supporting the next generation of clinicians. Supervisors often feel rejuvenated by training and by remaining abreast of all topics in our field. However, supervision can have its challenges. Often supervisors find it challenging to provide feedback and engage in difficult conversations with those they supervise. These conversations are a vital part of the supervision relationship and safety of clients served. In addition, supervisors need to understand of how to discuss race, culture, power, and privilege during supervision. This presentation will spend 30 minutes focusing on didactic information about the key elements of clinical supervision to help guide supervisors or those who want to be supervisors in the future. Such didactic information includes the importance of providing feedback, how to provide feedback, outcome if feedback is not provided, and how to incorporate diversity, equity, and inclusion conversations into the work. Following, attendees will hear from four clinical supervisors regarding their best and challenging experiences as supervisors with opportunities for attendees to ask questions. This panel of supervisors are coming open and vulnerable to help pass knowledge as supervisors from lived experiences. Learning Objectives:
MANAGING DEPRESSION WITH GROUP THERAPY: CONNECTING STUDENTS WHO FEEL MOST DISCONNECTEDPresenter(s): Austin Wilcox - Texas A&M University Nathan Ellison - Texas A&M University Tara Emerson - Texas A&M University Donna Brooks - Texas A&M University Abstract: College counseling centers are facing increased demand for services due to rising rates of depression with limited resources. Our approach to managing this was to utilize a group therapy modality that combines a multitude of treatment recommendations. This group opportunity allowed for students to utilize the strengths and resilience of each other to find a treatment plan that was catered towards them and their specific depressive symptoms. Participants of this breakout session will walk away with an understanding of how we put our support group together, what areas we found were most important to address, and multiple interventions to construct a depression group custom for their counseling center. Our hope for this presentation is to walk fellow clinicians through our planning process and answer questions about what worked well and what we learned from mistakes made. Our Managing Depression group structure serves as a great starting point for therapy to help students learn that they are not alone, identify what approach they may want to continue with, or to serve alongside individual therapy as a place for additional support. Learning Objectives:
ESSENTIAL: THE ROLES & IMPACTS OF THE UNIVERSITY COUNSELING CENTER --- AN AUCCCD POSITION PAPERPresenter(s): Gary Glass - Clinical, Training, and Consulting Services, LLC David Walden - Hamilton College / Association of College & University Counseling Center Directors Abstract: College counseling centers continue to face challenges ranging from increasing demand for services, mergers with other departments, outsourcing, staff hiring and retention difficulties, and increasing involvement of vendors offering or promising easily accessed clinical services. This constellation of challenges requires a clarifying, empowering, and aspirational articulation of how and why the college counseling center remains essential. This presentation will provide an overview of a new AUCCCD position paper on the essential roles of Counseling Centers in the collegiate ecosystem. We will review the challenges facing institutions around the provision of mental health services and focus on the essential functions counseling centers perform around clinical services, outreach & consultation, and education & training. We will also focus on the higher purpose of Counseling Centers and counseling center staff, especially related to their roles as educators in the lives of students who are learning about how to engage with the world around them. This program summarizes the recent AUCCCD Position Paper and will invite discussion with the participants toward offering language for counseling center professionals to take back to their campuses. Learning Objectives:
VISUALIZE AWAY PROCRASTINATION: A 30-MINUTE PROCRASTINATION AND MOTIVATION WORKSHOP UTILIZING THE MENTAL CONTRASTING IMPLEMENTATION INTENTIONS VISUALIZATION PROCESSPresenter(s): Aaron Geringer - Gustavus Adolphus College Maggie Westaby - Saint John's University Abstract: College counselors are well-acquainted with the challenges students face regarding procrastination and motivation throughout their academic journey. Whether stemming from stress, burnout, depression, perfectionism, fear of failure, neurodivergence, or normative developmental challenges in executive functioning, many college students struggle with initiating tasks and maintaining productivity. This session will train participants to lead a simple and practical 30-minut, single-session workshop using the Mental Contrasting Implementation Intentions Visualization Process (MCIIVP). Despite its lengthy title, MCIIVP is a simple, four-step system developed by researchers to help students achieve greater success in their academic and personal endeavors. Research has demonstrated that MCIIVP can assist diverse populations in improving task initiation, task completion, goal attainment, and making desired lifestyle changes. The presentation will also include an extended group discussion, providing participants the opportunity to share effective tips and tools for helping students overcome procrastination and motivation challenges. By the end of this session, participants will be equipped to introduce a new workshop and a collection of tools to address these issues on their respective campuses. Learning Objectives:
WALKING THE TALK: LIBERATORY LEADERSHIP TO INCREASE BELONGINGNESS AMONG COLLEGE COUNSELING CLINICIANSPresenter(s): Zan Haggerty - Rutgers University Mallory Everett - Rutgers University Abstract: Current trends in college counseling indicate an increase in acuity of student needs with minimal increases in staff or support to accommodate for these changes (Auerbach et al., 2016; Brunner et al., 2017; CCMH, 2023; Francisca & Hornb, 2017; Mason, 2023). Clinicians within college counseling centers (CCC) are feeling increasingly burned out and unprepared to manage the demanding workload and clinical acuity (Chugani, 2015; Earle, 2020). The liberatory consciousness framework (LCF) (Love, 2000) outlines four components to critically examine "traditional" practices: awareness, analysis, action, accountability-allyship. This presentation will demonstrate how the implementation of LCF to the management and supervision of CCC staff results in an increasing in feelings of belongingness, inclusion, competency, and retention. This presentation will use vignettes to model innovative methods leadership teams can use to understand oppressive forces and work against them to increase liberation and overall staff well-being. Through application of the LCF leadership model, leaders at CCCs can move away from traditional notions of managed mental health care rooted in white supremacy and move toward a greater liberation for all. Learning Objectives:
EVER FORWARD, BACKWARD NEVER: HOW TO CONTINUE THE WORK OF DEI IN A DEI HOSTILE ENVIRONMENTPresenter(s): Randolph Brooks - North Carolina State University Abstract: Doing Diversity, Equity, inclusion, justice, and belonging work is difficult on its own, and with anti-DEI legislation, the task at times feels impossible. We are charged with doing this work as a part of our ethical principles and guidelines, so that we can be better clinicians, and by extension provide the best care possible to our students/clients. If by legal mandate we are not permitted to do this work with our students, then what work can we do to ensure that the principles of Diversity, Equity, Inclusion, Justice, and Belonging are still realized in the everyday lived experiences of our students. We must use culturally sensitive practices that promote student well-being and success. As mental health professionals from various disciplines we can organize and get politically involved with our various state boards, our advocacy can not be performative, and our work must be focused on both our students and our workplace (Engram & Mayer, 2023). The goal is to use an inclusive lens that recognizes that some spaces need to be protected, educational, and inclusive. Learning Objectives:
ADDRESSING COLLEGE STUDENT BELONGING THROUGH FACULTY COLLABORATION IN MENTAL HEALTH OUTREACHPresenter(s): Margaret Spierto - Robert Morris University Erika Williams - Fairmont State University Abstract: Effective outreach programs are instrumental in promoting student success and fostering a deep sense of belonging. While many institutions have established outreach initiatives, there remains untapped potential in harnessing the expertise and enthusiasm of faculty members to enrich these efforts. Faculty possess a wealth of knowledge, experience, and networks that can greatly enhance the effectiveness and reach of outreach programs. By engaging faculty in collaborative outreach endeavors, colleges can create more comprehensive and impactful initiatives that address the diverse needs of their student body. Institutions of higher education are tasked not only with imparting knowledge but also with fostering a sense of belonging and support for their students. Recognizing the vital role faculty members play in this mission, our proposal aims to explore strategies for enhancing faculty collaboration in outreach initiatives specifically with college counseling centers. By leveraging the expertise and mentorship of faculty members, colleges can amplify the impact of their outreach efforts, ensuring that students receive holistic support both inside and outside the classroom. This presentation will provide a platform for sharing best practices, fostering collaboration, and ultimately empowering faculty and student affairs professionals to create a deeper sense of belonging within their campus community. Learning Objectives:
IMPOSTER PHENOMENON, PWI ATTENDANCE, AND THE IMPACT ON BLACK MENTAL HEALTHPresenter(s): Onoriode Evwaraye - Emory University Abstract: Ever feel like a fraud? Like at any moment it will discovered that you are not qualified or don't know what you are doing? If so, you might have experienced Imposter Phenomenon (more commonly called Imposter Syndrome). While many experience IP, it can be especially problematic for African-American students attending PWIs. Despite evidence to the contrary, many of these students doubt that they belong in educational environments, often feeling like they are somehow frauds and fear being discovered as an imposter. These beliefs can lead to maladaptive behavior and contribute to various mental health concerns, such as increased anxiety and depression. Imposter Phenomenon can also lead to or exacerbate other related concerns such as perfectionism, John Henryism, Black Superwoman Schema, and others. In this workshop, we will explore the causes of Imposter Phenomenon, it's overall impact on African-American mental health, and what evidence based interventions can be used to combat it. Learning Objectives:
FROM DOUBT TO BELONGING: NAVIGATING IMPOSTER SYNDROME AND FOSTERING PROFESSIONAL IDENTITYPresenter(s): Kristin Wills - McNeese State University Lauren Henry - McNeese State University Abstract: Feelings of shame, self-doubt, and insecurity can disrupt the connections that we have with those around us and within ourselves. These feelings can lead to imposter syndrome, or imposter phenomenon, if we become absorbed in the incongruence between our experiences and the way we perceive ourselves. This presentation will explore how imposter syndrome contributes to shame and fear of inadequacy, ultimately undermining one's authenticity and professional identity. We will explore antidotes to imposter syndrome and emphasize practical strategies for recognizing and addressing imposter syndrome. This presentation will include a self-reflection exercise to allow participants to gain insight into their personal/professional identities. Learning Objectives:
EMBRACING AUTHENTICITY IN SUPERVISION: OVERCOMING IMPOSTER PHENOMENON IN EARLY CAREER MENTAL HEALTH CLINICIANSPresenter(s): Philip Horn - North Carolina State University Counseling Center Michelle Bruno - North Carolina State University Counseling Center Abstract: Imposter phenomenon (IP), or a sense of intellectual fraudulence and difficulty internalizing competency and professional growth (Clance & Imes, 1978), is common across the counseling profession at all levels of experience (Clark et al., 2022). This phenomenon is associated with increased psychological distress, compassion fatigue, and higher levels of burnout. University counseling centers can help combat imposter phenomenon by supporting both early and late-career clinicians through open and supportive individual supervision and by cultivating psychological safety on an individual, team, and organizational level. The presenters posit that intentionality in supervision practices can support supervisees' professional growth by prioritizing development of a strong supervisory alliance, focusing on self-care practices, encouraging healthy risk taking, and collaborating on goal setting to overcome perceived limitations or skill deficits (Decandia Victoria, 2020). This session will share a brief history of IP, current prevalence rates, tips on what to look for, and the 5 subtypes of IP (Young, 2011). Strategies and interventions for use in individual/triadic, group, and administrative supervision will be shared using a case study approach. Attendees will have a chance to assess their own levels of IP and to share their own best practices in addressing IP at the individual and systemic level. Learning Objectives:
FROM TECH TO CONNECT: DEVELOPING SOCIAL CONNECTIONS ROOTED IN EMPATHY AND COMPASSIONPresenter(s): Lilliesha Grandberry - University of North Texas Melissa Mckenna - Washington University in St. Louis Abstract: In an increasingly digital world, the importance of face-to-face interactions in fostering genuine human connection through empathy and compassion has become more crucial than ever, particularly in higher education. This workshop aims to explore strategies for cultivating meaningful in-person connections that enhance student well-being and sense of belonging on campus, while preparing them for navigating life after college. Through a combination of interactive discussions, hands-on activities, and reflective exercises, this workshop will provide attendees with a comprehensive understanding of how empathy and compassion can be cultivated in everyday interactions. Participants will leave equipped with practical tools and strategies to use in both their individual work, therapy groups, and community-based wellness initiatives to create supportive environments that promote optimal emotional well-being. Learning Objectives:
NAVIGATING CULTURAL AND SOCIAL COMPLEXITY IN COUNSELING ASIAN AMERICAN STUDENTS IN UNIVERSITY SETTINGPresenter(s): Saiber Shaikh - The Pennsylvania State University Shyrun Karandikar - The Pennsylvania State University Jinny Lee Mingwei Zhou Abstract: In an increasingly diverse collegiate environment, the critical need for cultural competence in college counseling services for Asian American (AA) students has become increasingly evident. Although Asian Americans are the fastest growing racial group in the U.S., their experiences in higher education remain understudied (Kim et. al., 2021). This presentation explores key considerations for culturally competent counseling, such as understanding biculturality and its unique role in shaping values, navigating family dynamics, and addressing mental health stigma within the AA community. The internalization of the model minority myth (MMM) and positive racial stereotyping can be psychologically harmful to AA students (Hwang, 2021). Increased pressure to meet unrealistic expectations and the mischaracterization of maladaptive psychological attitudes as resilience due to their perceived educational and professional success contributes to the erroneous narrative of unrestricted mobility and achievement orientation (Rajagopal & Durkee, 2024). This session aims to equip college counselors with essential knowledge and practical training to enhance their effectiveness in providing inclusive mental health care to Asian American clients. Four Asian-identifying counselors, each with unique cultural heritages, will share their insights on addressing the intersectional factors affecting mental health experiences and outcomes of Asian American students. Learning Objectives:
WHEN POLITICAL RHETORIC ENTERS THE COUNSELING ROOM: SUPPORTING COUNSELORS IN COURAGEOUS CONVERSATIONSPresenter(s): Tonda Shine - Montgomery College Sue Haddad - Montgomery College Abstract: In response to the challenges posed by the 2024 presidential election, this session explores practical approaches for counselors to engage in courageous conversations. The presentation is motivated by the recognized apprehension counselors may experience when addressing politically charged topics. The presenters will delve into the ethical implications of engaging in political discussions within counseling and provide strategies for navigating discomfort and potential conflicts that may arise. Additionally, the presenters will discuss the concept of political and cultural humility, emphasizing its relevance to counseling practice. Presenters will also explore actionable strategies for developing a mental wellness toolkit to support counselors in challenging times. Participants will actively engage with a provided scenario, initiating discussions on practical methods and encouraging them to examine and critically implement practical solutions in their work. Learning Objectives:
FOSTERING COURAGE IN SUPERVISIONPresenter(s): Patricia Stewart Hopkins - Lindsey Wilson College Greg Bohner - Lindsey Wilson College Abstract: In supervision, we can foster the grit associated with improved learning and career outcomes (DePue et al., 2023; Fernandez-Martin et al., 2020). Our effort to nurture a growth mindset, focus on process over outcome, and encourage self-compassion builds grit (Park et al., 2018). Supervision techniques that prioritize transparency, open communication, and empathy can enhance the supervisee's ability to manage complex emotional reactions, ultimately leading to professional growth. Tools that clearly outline roles, responsibilities, and expectations will be shared to reduce barriers to supervisee disclosure and inspire a willingness to explore and apply new skills (Falender & Shafranske, 2021; Borders & Brown, 2022). Trauma-informed strategies will be identified and applied to encourage supervisees to self-reflect, embrace challenges, and learn from experiences without fear of judgment, creating a secure and supportive environment. This approach promotes resilience by validating the supervisee's emotional responses and offering a model for healthy coping strategies. Learning Objectives:
LONELINESS ANDPresenter(s): Heyde Luz - Liberty University Ashley Lakin - Liberty University Abstract: International students (ISs) contribute significantly to academia, although rarely discussed in academic circles. Research findings emphasize that ISs in counselor education (CE) programs serve as an invaluable resource for fostering intercultural perspectives and enriching curriculum delivery. ISs provide a unique opportunity to promote reciprocal cultural learning, enhancing domestic students' multicultural competence. However, many ISs face pressures to acculturate into unfamiliar academic environments (Li & Liu, 2020), leading to their unique experiences being underutilized. Research consistently shows that ISs encounter ongoing acculturative challenges throughout their academic journey (Prieto-Welch, 2016; Yoon et al., 2013). Thus, Counselor educators are challenged to procure avenues that would lend support to ISs during their transitions while concomitantly recognizing them as a valuable asset in the academic setting. This presentation aims to spark an interest and discussion on the critical needs of ISs, exploring how counselor educators can address these challenges and better integrate ISs into the academic experience. Presenters will provide key information about ISs and their acculturation process and invite participants to develop strategies to aid this population better, focusing on collaborative, innovative strategies for incorporating intercultural perspectives into the classroom. Learning Objectives:
LOOKING BEYOND THE PRESENTING CONCERNS: RECOMMENDATIONS FOR ASIAN INTERNATIONAL CLIENTS IN CRISIS AND COLLEGE COUNSELINGPresenter(s): Saiber Shaikh - The Pennsylvania State University Mingwei Zhou Jinny Lee Shyrun Karandikar - The Pennsylvania State University Abstract: International students enrich U.S. campuses by contributing to cultural diversity, economic growth, and intellectual capital. In 2022 alone, 1,503,649 international students were enrolled at U.S. institutions with 71.2% coming from Asian countries (SEVIS, 2023). However, the transition to a new culture often results in acculturative stress and adjustment challenges, particularly for Asian international students (AIS). Even though AIS may face a multitude of challenges to mental health well-being such as homesickness, language barrier, immigration issues, finances, and discrimination (Xing & Bolden, 2019), major concerns that are reported officially are usually related to academic and career stressors (Li et al., 2013). AIS also consistently underutilizes mental health services on campuses (Xiong, 2018). This panel brings together four experienced counselors from an institution with 10,630 international student enrollment to share insights on effectively supporting AIS. The role of college counselors is pivotal in addressing both expressed needs and uncovering latent issues affecting these students (Cogan et al., 2023). The panel will emphasize the importance of proactive, culturally responsive interventions and encourage counselors to recognize and address the nuanced challenges these students face. Attendees will gain practical strategies to enhance support services, promote mental well-being, and foster a more inclusive campus environment. Learning Objectives:
HEALING TRAUMA THROUGH POETRY: A FEMINIST APPROACH TO COLLEGE STUDENT INTIMATE PARTNER VIOLENCEPresenter(s): Kelly Gentry - Capella & Empowered Connections Abstract: Intimate Partner Violence is understood as a pattern of power and control exercised by an abuser over their partner; according to the CDC more than 40% of women report experiencing IPV (2022). Women who have been in abusive relationships often minimize and discount their experiences out of fear and misplaced shame (Brown, McGriff, & Speedlin, 2018). Intimate partner violence can be difficult to label (Miller, 2011), and once women are able to recognize the harm done to them they often feel they won't be believed if they share their story. In a study of twelve women who experienced intimate partner violence in college, poems were created as a way to make participants feel heard (Gentry, 2022). Using Carol Gilligan's Listening Guide methodology, the presenter took excerpts from participant interviews, turned them into i-poems, and read them back to each participant (Gilligan, 2015). Participants often found the poems difficult to hear yet validating and healing. During this presentation, the process of creating the poems as well as the participants' reactions to their own words will be shared. Participants will also brainstorm ways this approach can be used on campus for students who have experienced various forms of trauma. Learning Objectives:
CULTIVATING THE SELF: INTEGRATING IDENTITY AND CONNECTION IN COUNSELOR TRAINING FOR LONG-TERM SUCCESSPresenter(s): Kelsey McKaplan - North Carolina State University Abstract: It is a well supported finding that many graduate students struggle mentally and emotionally; it is also shown that the mental health field has a high burnout rate. Thus, one primary aim for counselor training is to prepare early career clinicians for long-term success. The majority of our counseling programs and internships focus on development of trainees' skills, knowledge, and ability to perform tasks and, while this part of education is critical, identity development is also imperative. This breakout session will benefit supervisors and counselor educators interested in strategies to help trainees examine and grow in their identity as a professional helper. A focus on the Self as Therapist is not only a necessary component of counselor development, but also for counselor sustainability as it cultivates a sense of belonging and attends to our common humanity. Using tenets from Relational-Cultural Theory and Psychodynamic Psychotherapy, participants will learn specific strategies to employ in individual and group supervision for engaging counselor trainees in identity development work; participants will also gain specific tools for fostering genuine connection and relationship-building. This breakout session will leave you refreshed and inspired from attending to your own humanity while learning some new tools to put into practice. Learning Objectives:
AN EXPLORATION OF SPIRITUAL AND RELIGIOUS TRAUMAPresenter(s): Joelle Drader - North Central Michigan College Abstract: It is estimated that as many as 1 in 5 adults presently suffer from major religious trauma symptoms. As college aged students individuate from their families of origin and begin to develop critical thinking skills, they may begin to examine their belief system from a different perspective. This examination may lead to the identification of a history of adverse religious/spiritual experiences. To date, there has been a lack of evidence based-information to inform counselors of best practice guidelines to support students with these presenting concerns. This presenter will present recent reviews that include how to best identify and support clients presenting with harm from religious/spiritual experiences. It is anticipated that this presentation could provoke thoughtful discussion and sharing of ideas regarding this topic. Learning Objectives:
COUNSELING JEWISH STUDENTS AT THE TIME OF RISING ANTISEMITISMPresenter(s): Oren Shefet - Stony Brook University Abstract: Jewish students constitute a distinct minority group in higher education, but are frequently overlooked in discussions regarding diversity, equity and inclusion. Aggressions and microaggressions against Jewish students, which have been constantly on the rise over the past decade, increased radically since the break of the Israeli-Gaza war in October 2023. In this presentation we will survey the unique identity features of the Jewish-American higher education students, survey the events of the past year, and ask how we can better serve this population. Learning Objectives:
CLINICAL CONSIDERATIONS WHEN COUNSELING LGBTQ+ EAST ASIAN COLLEGE STUDENTS IN THE US CONTEXTPresenter(s): Yunyun Zhang - Purdue University Abstract: LGBTQ+ East Asian college students (EACS) report specific challenges when seeking counseling, including navigating social norms, accessing affirming spaces, and experiencing a variety of environmental stressors (e.g., family rejection, community sexual orientation-based discrimination, and victimization). Research indicates that the level of family acceptance of their sexual orientation and gender identity can be a protective or risk factor for LGBTQ+ EACS. However, in the US context, it might be challenging for mental health professionals to grasp the obstacles of family acceptance to LGBTQ+ EACS compared to a higher level of family acceptance in the White LGBTQ+ community. Furthermore, the White normativity and heteronormative techniques and approaches are still the basis to be taught in the counseling/psychology preparation programs, which leads to a lack of preparation for helping professionals to approach gender, sexual, and racial/ethnic minority in a culturally responsive lens. This program aims to provide a snapshot of LGBTQ+ East Asian college students' marginalization and invisibility related to intersecting identities, call for the attention of helping professionals to their mental well-being, and explore appropriate clinical considerations contributing to their mental well-being from a social justice and intersecting identity lens. Learning Objectives:
ATHLETE MENTAL HEALTH PROGRAMMING: ADDRESSING BARRIERS AND STRENGTHENING WELLBEINGPresenter(s): Sonja Lund - Old Dominion University Abstract: Looking to engage your athletes on campus? This session examines current mental health trends, the unique mental health needs and barriers of college athletes, and how colleges and universities can address this population through mental health programming. In addition to athlete specific programming, the social benefits of integrative programming will also be discussed. With demanding schedules and much of their time spent in the athletic environment, college athletes often find it challenging to participate in university-wide programming and events. Strategies for engaging this specific population and their often complex schedule will be addressed along with tips for collaborating with athletic departments and administrators. A deeper examination of mental health programming for athletes will include psychoeducational workshops, integrative wellbeing efforts, and events that promote socialization, resiliency, and self-care. The presenter will share examples of successfully implemented athlete mental health programming with attendees. The importance of using programming to challenge mental health stigma and increase mental health literacy and awareness among the population will also be discussed. Learning Objectives:
ROLLING WITH THE PUNCHES: USING THE CHAOS THEORY OF CAREERS TO HELP STUDENTS MANAGE UNCERTAIN FUTURESPresenter(s): Bethany Garr - Converse University Abstract: Navigating career planning and exploration in a tumultuous occupational and economic landscape can be a daunting challenge for both students and college counselors. Traditional career counseling approaches may not be well suited to help students learn to manage their future career paths in the context of an unpredictable and rapidly changing world. Unlike many stage- and trait-based theories, the Chaos Theory of Careers (CTC) is based on the assumption that, due to the complex and ever-changing nature of the world, people often experience career paths that are non-linear and unpredictable. Thus, the CTC is aimed at helping students to prepare for and adapt to these inevitable challenges by developing flexibility, resilience, persistence, openness, and optimism. This presentation will provide an overview of the CTC's basic tenets, as well as ideas for how to incorporate the CTC into career counseling with college students. Learning Objectives:
PSYCHOLOGY SAFETY: CREATING AN ENVIRONMENT FOR STUDENTS TO THRIVEPresenter(s): Mary Troy - The University of Scranton Abstract: Psychological safety is defined as the degree to which people feel secure enough to take interpersonal risk. This includes being authentic without fear of judgement or negative reactions of peers. These perceived risks include help-seeking, posing questions, and sharing opinions or oppositional views. These are regarded as "risks" because negative feedback and/or responses might result in intrapersonal feelings of embarrassment, incompetence, self-doubt, or fear. Conversely, when psychological safety is perceived to be present, these so-called risk-taking actions are associated with knowledge acquisition and individual growth In addition, regarding diversity, equity and inclusion (DEI), is has been found to be highly facilitative of positive attitudes and inclusion. The session will help attendees understand psychological safety and how facilitating psychological safety on college campuses leads to better mental health, academic, and social outcomes for students. Presenter will present the concept of psychological safety as well as discuss research on the role of psychological safety in promoting environments where students can thrive academically, socially, and mentally. Attendees will learn about current statistics involving presenting concerns for current students and ideas for creating psychologically safe environments on campus. The presenters will use demonstration, experiential learning, and lecture to teach psychological safety. Learning Objectives:
CULTURAL CONSIDERATIONS IN WORKING WITH INDIAN INTERNATIONAL STUDENTSPresenter(s): Geetanjali Deole - University of Wisconsin-Madison Ankita Nikalje - University of Wisconsin-Milwaukee Abstract: Recent data suggests a 35% increase between 2022-2023 in the number of Indian international students (IIS) choosing U.S. universities for their educational pursuits (US Mission India, 2023, Nov 13). Despite their large presence, IIS have received little attention in mental health training and research. Moreover, even when the focus is on the needs of IIS they are often seen as a homogenous, monolithic group, existing on single axes of identity such as their immigration status and country of origin (Sakiz & Jencius, 2024). Thus, to adequately support the mental health needs of IIS, college counselors must recognize the heterogeneity and diversity among IIS and the complex intersections of power and privilege within this diverse community in the context of the broader U.S. racial climate (Karazs et al., 2019). In this session, presenters will introduce a contextual model to conceptualize the presenting concerns of Indian International students. Using a case example, presenters will highlight how dimensions such as immigration, regionalism, religion, caste, colonialism, assimilation, internalized racism, and colorism operate inside and outside of the community (Nikalje & Ciftci, 2023). Presenters will also teach attendees how to invite and explore these elements with cultural humility and curiosity to deepen therapeutic alliance. Learning Objectives:
THE INTERSECTION OF ADVERSE CHILDHOOD EXPERIENCES (ACES) AND SUICIDALITY: INSIGHTS INTO ACE-INFORMED PRACTICES IN HIGHER EDUCATIONPresenter(s): Tatyana Aposhian - University of Southern California Jessica Beale - University of Southern California Deborah Schleicher - University of Southern California Abstract: Recognition of trauma and utilization of trauma-informed approaches are increasingly recognized as critical components in higher education. Adverse Childhood Experiences (ACEs) and suicidality are highly prevalent and growing concerns among college students, highlighting the need to understand the relationship between ACEs and suicidal risk, ideation, and attempts during college. This presentation offers an overview of trauma, trauma-informed care, and ACEs. It examines the interconnectedness between ACEs and suicidality in undergraduate and graduate students, evaluating research and emphasizing the urgent need for ACE- and trauma-informed approaches in suicide prevention and crisis intervention. Research shows a strong dose-response relationship between childhood ACEs and suicidality in college, indicating that more exposure to ACEs increase the likelihood of suicidal thoughts or attempts. Certain ACEs, such as childhood sexual, emotional, and physical abuse, are particularly associated with later suicidality. The session will discuss the potential benefits and challenges of implementing universal ACEs screening at a college health center, presenting insights from a recent pilot program. Additionally, it will address diversity considerations and protective factors that can reduce suicide risk for students with a history of ACEs and enhance mental health support in colleges and universities. Learning Objectives:
IMPACT AND PREVALENCE OF TRAUMATIC LIFE EVENTS IN LAW STUDENTS: IMPLICATIONS FOR COUNSELING CENTERSPresenter(s): Katherine Bender - Bridgewater State University David Jaffe - American University Washington College of Law Sarah Hinshaw - Tulane School of Medicine Abstract: Research shows a link between traumatic events and mental health (Schrock et al., 2021). More specifically, individuals who have experienced trauma frequently experience depression, substance use, post-traumatic stress disorder (PTSD) (Gray et al., 2004) and or suicidal ideation (LeBouthillier et al., 2015). Results of the 2021 Survey of Law Student Well Being (SLSWB) (Jaffe et al. , 2022) indicate that a majority of law student respondents (over 80%) have experienced at least one stressful life event and close to 70% have experienced at least two stressful life events. This session will answer the following questions based on the available data:What is the prevalence of personal trauma among law students generally? At what point in law students' lives have traumatic events occurred (before or after starting law school?) What gender and or racial differences exist in law students' experience of trauma? To what extent has experiencing a traumatic event affected law student wellness? Presenters will offer insight into and implications of the results for those who provide counseling services for law students as well as best practices for providing support services through a trauma informed lens. Learning Objectives:
UNDER PRESSURE: STRESS AND ANXIETY AMONG UNDERGRADUATE STUDENTSPresenter(s): Leah Mouw - Dordt University Abstract: Rising levels of stress and anxiety among undergraduate college students worldwide have become a growing concern. This study explored the correlates of stress and anxiety in undergraduate students. Specifically, the study assessed a variety of stressors, including the COVID-19 pandemic, technology and social media, academic stress, finances, and relationships. A total of 652 undergraduate students participated in the study via an online survey. Findings revealed that academic stress was the most identified source of stress, with test-taking and internal pressure ranking as top contributors to academic stress. This study may inform targeted conversations around ways to further explore the phenomenon, as well as channel preventive efforts. Recommendations include exploring alternative methods for assessing student knowledge, implementing stigma-reduction programs, and expanding on-campus counseling services to better support students. Learning Objectives:
ROLLPLAY!: HOW TO MAKE A TABLETOP ROLEPLAYING GAME (TTRPG) THERAPEUTIC GROUP WORK ON YOUR CAMPUSPresenter(s): Samantha Roth - MICA Abstract: Roll for initiative. Nat 20. Critical fail. All of these are phrases used in tabletop roleplaying games (TTRPGs), and especially in Dungeons and Dragons, but probably not phrases you've heard in therapy sessions! In recent years, research has shown more and more the benefits of TTRPGs for clients seeking a different way to incorporate therapeutic interventions into their lives. On MICA's campus, the creation of original characters by the multitude of art students attending the school makes D&D an ideal system to be used to create social engagement, opportunities for growth, and most of all, some fun! Join Dungeon Master Samantha Roth, LCSW-C as she shows how she brought therapeutic D&D to campus, how it's been working, and then participate in a short RollPlay! session yourself! Learning Objectives:
WHAT IS STEREOTYPE THREAT? UNDERSTANDING HOW INTERNALIZED OPPRESSION HURTS THE PERFORMANCE OF BIPOC & FEMALE STUDENTS, STAFF, AND FACULTYPresenter(s): Onoriode Evwaraye - Emory University Abstract: Society is saturated with stereotypes about BIPOC and female individuals. This is especially true when it comes to stereotypes regarding intellectual ability. In fact, these stereotypes have very serious real world implications for female and racially marginalized students, staff, and faculty. Research has shown that awareness of these negative images can lead to a psychological phenomenon that can have influence on academic performance, work performance, pass rates of licensure exams & standardized tests, and overall cognitive functioning. In this workshop, we will examine the phenomena known as Stereotype Threat – What is it, how does it work, and what can we do about it? Learning Objectives:
FROM ADVERSARIES TO ALLIES: OVERCOMING OBSTACLES TO BUILDING AN INCLUSIVE COMMUNITY OF CAREPresenter(s): Ken Messina - Slippery Rock University Karla Fonner - Slippery Rock University Rachel DeMaria - Slippery Rock University Abstract: Student utilization of college counseling centers remains high and the need for effect mental health services continues to outpace universities' ability to hire counselors (CCMH, 2023). Effectively addressing the mental health needs of college students requires the development of a community of care comprised of partners across campus. A well-functioning community of care can reduce the burden on counseling centers while also allowing students multiple avenues to meet their needs. However, fostering an inclusive and collaborative environment among campus providers can be difficult to navigate as campus partners have different office cultures, approaches, beliefs, and personalities that can be serve as obstacles to this process. In this presentation, a counseling center director, Dean of Students, and former student turned counselor will discuss the process of overcoming barriers and fixed mindsets to create a successful community of care at a university following a history or poor collaboration between the campus counseling center and other campus service providers. Participants will be given a unique opportunity to hear the experiences of multiple perspectives in this process, learn from the successes and missteps, and discuss ideas for implementing a community of care on their campus. Learning Objectives:
STRESS, TOXIC STRESS, AND TRAUMA AMONG STUDENT-ATHLETES: TEACHING STUDENT-ATHLETES TO REGULATE THEIR NERVOUS SYSTEM AND USE EVIDENCE-BASED TECHNIQUES TO COPE WITH STRESS, TOXIC STRESS, AND TRAUMA RESPONSES.Presenter(s): Letitia Minor - Coastal Carolina University Abstract: Student-athletes face significant pressure to perform well, manage their academic responsibilities, and grow as individuals. They deal with unique stressors such as fear of failure, injuries, and conflicts with teammates and coaches, which increase the likelihood of experiencing toxic stress and trauma symptoms. Prolonged stress, anxiety, and past trauma can raise the risk of burnout, depression, self-destructive behavior, and substance abuse among student-athletes (Weber et al., 2023). Teaching student-athletes how to manage their fight-or-flight response using mindfulness, relaxation practices, distress tolerance techniques, and emotion regulation skills will help them take constructive actions to deal with stress, severe stress, and trauma (Ferraro, 2023). It is also important to assist student-athletes in recognizing and maintaining boundaries that align with their personal and athletic values (Espina, 2022). Finally, incorporating self-care practices into their resilience toolkit will improve their performance, physical health, and overall well-being (Espina, 2022). The presentation will address stress, toxic stress, and trauma among student-athletes. It will explore how stress, anxiety, and trauma can increase the likelihood of burnout, depression, self-destructive behavior, and substance abuse in student-athletes. Additionally, it will cover techniques to help student-athletes regulate their nervous system and cope with stress, toxic stress, and trauma responses, based on evidence. Learning Objectives:
SUPPORTING MINORITY SUPERVISEES IN CHALLENGING TIMES: CREATING SAFE SPACES AND LEVERAGING SOCIAL MEDIA FOR CONNECTIONPresenter(s): Rhea Banerjee - Rutgers University Christy Beck - The Pennsylvania State University Abstract: Supervisees from minority populations often face unique challenges in predominantly white institutions, particularly during periods of societal upheaval, such as incidents of racial hate crimes and anti-Semitism. This session explores strategies for creating a safe, inclusive space for minority supervisees through culturally responsive supervision. We will discuss how supervisors can remain attuned to the emotional and psychological effects of national events, including the impact on supervisees' well-being and professional development. The session will also highlight the importance of social media as a tool for building supportive communities, especially for supervisees who may feel isolated in their local environments. Participants will engage in discussions on fostering resilience, addressing intersectional identities, and guiding supervisees in leveraging online platforms for support and connection. Learning Objectives:
INTEGRATIVE APPROACHES TO SUICIDE PREVENTION AND CRISIS INTERVENTION: THE SUCCESS OF USC'S "MY MENTAL HEALTH" PROGRAMPresenter(s): Parissa Nili - University of Southern California Broderick Leaks - University of Southern California Cristina Perez - University of Southern California Lauren Baldwin - University of Southern California Abstract: The "My Mental Health" (MMH) program at the University of Southern California is an innovative collaboration between the Keck School of Medicine's Department of Psychiatry and USC Student Health. In response to the rising mental health challenges among college students, MMH utilizes the Computerized Adaptive Testing-Mental Health (CAT-MH) assessment to identify students at varying levels of risk for mental health crises, including suicide. The program has been successful in connecting students, particularly those facing barriers to accessing traditional counseling services, to necessary treatment. Since its inception, MMH has reached over 42,000 students, with 466 identified as high or acute risk. This session will explore the program's interdisciplinary approach to suicide prevention and crisis intervention, highlighting the collaboration between multiple university departments, including public safety, crisis management, and student health services. Attendees will gain insights into the implementation of a coordinated care model that can be adapted to other campuses to enhance student mental health support and save lives. Learning Objectives:
RELATIONAL-CULTURAL THERAPY: A TRAUMA-INFORMED APPROACH TO CLINICAL PRACTICE IN COLLEGE COUNSELINGPresenter(s): Brittany Hoover - Penn State University-New Kensington Abstract: The Center for Collegiate Mental Health (CCMH) 2023 Annual Report, indicates that students experiencing discrimination is highly correlated to increased general distress, social isolation, and suicidal ideation (which was compounded when students disclosed multiple areas of discrimination). Additionally, students with higher levels of distress and recent discrimination are more likely to terminate treatment prematurely (CCMH, 2023). Given that college counseling centers are highly associated with retention of college students, the implementation of best practices is imperative to meet the needs of the changing college student demographic. Originated from the feminist paradigm, Relational-Cultural Therapy (RCT) is hallmarked for identifying oppressed and marginalized populations, thus forming a strong therapeutic relationship and engaging in empowerment strategies is critical to identifying varying degrees of trauma associated with the college student demographic. This didactic presentation will discuss on the components of Relational-Cultural Therapy, as well as trauma-informed practices to prepare clinicians in working from a RCT theoretical orientation. Learning Objectives:
SURVIVING AND THRIVING: DEVELOPING GROWTH, RESILIENCE, INSTINCT, AND TENACITY (GRIT) IN TODAY'S COLLEGE SETTINGPresenter(s): Michelle Morton - University of South Florida Deja Thompson - University of South Florida Abstract: The concept of GRIT has gained recent attention as a non-cognitive factor that constitutes effort and passion, thus influencing motivation and investment toward goals (Al Qarni, Anjum, & Rafique, 2023). GRIT research found variations in student learning and engagement in higher education (Yau & Shu, 2023) and a positive correlation between GRIT and academic outcomes. This presentation will review the practical benefits of therapeutic interventions focused on the development and enhancement of growth, resilience, instinct, and tenacity (GRIT) in college students. Data from evidenced based research studies suggest that GRIT aids in the improvement of life skills (Sharkey, et al, 2017), autonomous learning, and well-being (Ramos, & Meador, 2023) for adolescents and young adults in the postsecondary educational phase. This presentation will highlight clinical modalities that support the target population with persevering through mental blocks, emotional challenges, and environmental hardships, thus achieving success in and beyond the college setting. Colleagues will consider innovative strategies of implementation that are conducive to university counseling centers. Speakers will model an interactive role play to display an example of clinical usage, and case scenario will be presented as an opportunity for participants to attain perspective of application and relevancy. Learning Objectives:
EMPOWERING INCLUSION: FOSTERING BELONGING FOR BIPOC STUDENTS AT PWISPresenter(s): Desa Daniel - University of Colorado Denver Kassandra Pontilo - University of Colorado Denver Diandra Walker - University of Colorado Denver Saavitri Aggarwal - University of Colorado Denver Cheyenne Calderon - Metropolitan State University of Denver Abstract: The counseling profession is dedicated to serving diverse communities, yet counseling graduate programs predominantly consist of white-identifying students. This disconnect can subject BIPOC students to microaggressions, racial battle fatigue, and systemic racism, which may hinder their retention and success in these programs. This presentation will provide attendees with a comprehensive understanding of how implicit bias affects BIPOC students' sense of belonging on campus. Presenters will share their personal experiences within counseling programs, highlighting the challenges and barriers they have faced. Attendees will gain actionable insights and strategies for fostering belongingness for BIPOC students at Predominantly White Institutions, with a particular focus on graduate programs. Attendees will be provided with information and education that addresses the challenges BIPOC counseling graduate students face and how to promote belonging among students of color in predominantly white programs. Attendees will engage in uncomfortable conversations centered on calling in within an academic setting to prepare attendees in engaging in these conversations in their respective departments and classrooms to foster belonging for students of color. Attendees will walk away with resources and ideas for how to be advocates for BIPOC students on the individual, community, and systematic levels and promote retention of BIPOC students in programs. Learning Objectives:
RECLAIMING CONNECTION: NAVIGATING POST-COVID SOCIALIZATION, SOCIAL MEDIA USAGE, AND MENTAL HEALTH CHALLENGES IN COLLEGE STUDENTSPresenter(s): Lynzee Medina - New York Institute of Technology Abstract: The COVID-19 pandemic profoundly altered the social fabric of college life, leaving many students grappling with the lingering effects of isolation and disrupted development of critical communication skills. This session will explore the pandemic's impact on students' ability to form and maintain meaningful in-person connections and the increased reliance on digital communication. We will delve into the specific challenges college students face as they attempt to reconnect and socialize in a post-COVID world, examining the emotional and psychological toll of prolonged isolation. Drawing from research and case studies, we will discuss practical approaches for college counseling centers to implement programs that foster real-life (IRL) connections, empathy, and compassion. We will also explore the double-edged sword of technology—how it can both facilitate and hinder authentic connection—and provide actionable strategies for helping students overcome social anxiety and rebuild their social skills. Learning Objectives:
THE POWER OF HOPE: PROMOTING TRAUMA ADJUSTMENT IN COLLEGE STUDENTSPresenter(s): Md Mozadded Hossen - Kentucky State University Abstract: The motivating power of hope in college students who have experienced trauma has a positive impact. Cherishing hope and bouncing back from trauma may promote adjustment to the trauma experiences of college students. This quantitative study examines the influence of hope on trauma adjustment in college students. We employed a cross-sectional survey methodology to gather data from 116 college students who have undergone trauma. To understand the college students' adjustment to depression and the importance of hope, the trait's hope scale and brief trauma questionnaire were utilized in addition to the demographic questionnaires. Statistical studies, encompassing regression analysis and correlation tests, were performed to investigate the relationship between levels of hope and various dimensions of trauma adjustment. Research demonstrates a substantial positive correlation between elevated hope levels and enhanced trauma adjustment, marked by diminished post-traumatic stress symptoms and increased general psychological resilience. Hope was identified as a predictor of reduced trauma symptom intensity and elevated scores on assessments of adaptive coping and life satisfaction. The results highlight the significance of cultivating hope as a crucial element in trauma recovery and indicate that therapies designed to enhance hope may be advantageous for college students impacted by trauma. Learning Objectives:
REBUILDING A CULTURE OF WELLNESS IN A CLIMATE OF TRANSITIONPresenter(s): Avetta White - Maryland Institute College of Art Abstract: The pandemic, higher education enrollment cliff, and institutional transitions national has made a tremendous impact on the well-being of college students. As a result, college counseling centers have become instrumental in supporting the mental health of college students, and developing new ways to create and promote wellness on campus. This session will focus on the implementation of a comprehensive counseling center model in rebuilding a culture of wellness on a college campus and incorporating direct interventions to foster growth and resilience among students. Learning Objectives:
SOCIALLY EMPOWERED LEARNING AND THE IMPACTS ON POST-SECONDARY STUDENT WELL-BEINGPresenter(s): Marsha Harris Brittany Harker Martin - University of Calgary Abstract: The Peer Wellness Educator (PWE) program is a research-informed program facilitated for-students-by-students to promote mental health. As a Counselling Therapist, I created the PWE in line with the Socially Empowered Learning Framework (Martin & Calvert, 2018), an approach to instructional design using "group based, agency-rich opportunities that address real-world issues and make a positive social impact" (Martin & Calvert, 2018, p. 28). Empirical findings on social empowerment include significant increases in collective efficacy, group potency, and shared agency (Buck et al., 2020; Martin, 2018; Martin & Calvert, 2018; Martin & Harris, 2022). Theoretically, in addition to empowering participants of the program, the students leading the work are also in a socially empowered context. This presentation focuses on findings from the first qualitative investigation of socially empowered leaders and mental health. Findings include a positive shift in Affect, from negative to positive states; and an improved Sense-of-Self informed by five themes capturing changing self-perceptions. Data suggest this increased Sense-of-Self mediates a positive effect on social well-being, which contributes to a positive effect on mental well-being. Thus, I make a theoretical contribution in identifying previously unknown outcomes of socially empowered learning and a positive, causal relationship between social empowerment and well-being. Learning Objectives:
THE PROS AND CONS OF COMMUNITY COLLEGE COUNSELORS OFFICING WITH NON-CLINICAL STAFFPresenter(s): Eitandria Tello - Alamo Colleges District Alexandra Wilhelm - Alamo Colleges District - St. Philip's College Abstract: The physical and logistical structure of community college counseling centers may influence the service delivery to students as well as students' receptiveness to services. This evaluation is the first step in assessing the most common environments of community college counseling centers in Texas in the interest of creating a clearinghouse of community college mental health service settings from which to extrapolate additional data. Trends are examined to determine what other services are co-housed with mental health counseling and the pros and cons presented therein. Correlations and comparisons between campus demographics and their counseling centers will also be appraised. Audience participation is strongly encouraged as this ongoing project is an opportunity for practitioners and invested professionals to provide feedback, suggestions, and opinions on their own physical workspaces and how they perceive its effectiveness in service delivery to students. Learning Objectives:
NCAA BEST PRACTICE GUIDELINES FOR STUDENT ATHLETE MENTAL HEALTH: AN OPPORTUNITY FOR COUNSELING CENTERSPresenter(s): Ken Messina - Slippery Rock University John Mathe - Slippery Rock University Abstract: The recent NCAA guidelines for best practices in supporting student-athlete mental health (2024) have created an opportunity for college counseling centers to enhance their work with student-athletes and overcome the stigma and barriers associated with counseling among the student athlete population. The new NCAA guidelines provide an opening for college counselors to meet the needs of their campus athletic department and build a bridge to reach students that would not normally seek services. Stigma related to mental health and the help seeking behaviors of student-athletes have often been cited as a barrier to mental health support among this unique student population. Additionally, the unique aspects of student-athletes lead to feelings of exclusion or being separate from the average college student population. This presentation will use the presenters experience on the subject to take participants from how to break down the silos that have historically prohibited counseling center involvement in athletics, creating an inclusive and welcoming environment for student-athletes, strategies for program building, how to leverage the athletic experience for counseling success and how to engage with student-athletes and athletic departments to create a mutually beneficial program for student-athlete mental health that meets the new NCAA guidelines. Learning Objectives:
ADJUSTMENT TO COLLEGE: CHALLENGES FOR FIRST-YEAR COLLEGE STUDENTS AND IMPLICATIONS FOR COLLEGE COUNSELORSPresenter(s): Courtney Dixon - Pennsylvania State University Ana Ayala Cantu - Pennsylvania State University Saiber Shaikh - Pennsylvania State University Abstract: The transition into college can lead to anxiety, depression, and other mental health concerns for first-year college students ([FYCS]; Beiter et al., 2015). College counselors are in a unique position to assist FYCS in acclimating to the demands and environment of higher education. Grit is defined as the "perseverance and passion for long-term goals" (Duckworth et al., 2007, p. 1087). Grit has shown strong correlation to academic achievement and success (Lam & Zhou, 2019; Li & Li, 2021). First-year college students face many personal and academic challenges that can result in a higher dropout rate. Their educational, social, and family systems have been changed to accommodate a new system of functioning. Grit's association with self-efficacy and resistance makes it an important skill for FYCS to learn (Alhadabi, & Karpinski, 2019) and college counselors to foster. This presentation aims to provide insight and interventions that college counselors can implement with FYCS in their transition to higher education and with building grit for academic success. Learning Objectives:
FOSTERING THE EXPERIENCES, DEVELOPMENT, AND WELL-BEING OF INTERNATIONAL GRADUATE STUDENTS ENROLLED IN COUNSELING-RELATED PROGRAMS: INTERNATIONAL COUNSELING STUDENTS' EXPERIENCE WITH SUPERVISION & A MENTORSHIP INITIATIVEPresenter(s): Xinyue Wang - University of Rochester Abstract: There are many international students worldwide. Although the COVID-19 pandemic impacted the enrollment of international students in the United States, in the 2022/2023 academic year, still over 1 million international students enrolled in U.S. higher education institutions. The number increased by 12% compared to the previous year. The increasing number also resulted in a growing number of students enrolled in counseling and related programs. While there are services on campus to help students navigate and deal with difficulties and obstacles they may encounter throughout their studies, the unique needs of this student population prevent them from getting sufficient and efficient help and support. Under this circumstance, there is a need for a continuing understanding of these students' experiences. Meanwhile, more programs and services are needed to meet the unique needs of international students and optimize their educational, social, emotional, and professional development and well-being. This session focuses specifically on international counseling students' experiences with supervision. The presenter also proposes a mentorship initiative aiming to facilitate conversation and awareness and foster the development and well-being of international counseling students and those they will serve in the future. Learning Objectives:
LIFT AND CLIMB: AN EXPLORATION OF WHEN CULTURE, INTERSECTIONALITY, AND SUPERVISION COME TOGETHER IN COLLEGE COUNSELING LEADERSHIP ROLESPresenter(s): Jessica Mitchell-Corsino - The New School Markie Silverman - University of Michigan Abstract: This experiential and engaging presentation will examine a topic often overlooked: women of color in leadership roles within college counseling settings, with a focus on the dynamics influenced by intersectionality. Two African American women holding administrative positions in distinct college counseling centers will lead an interactive discussion, leveraging both research and anecdotal experiences to deepen understanding. Attendees will gain insight into at least one aspect of leadership challenges faced by supervisors with intersecting identities, including considerations for integrating culture into supervision while striving for inclusivity among staff. The presentation will provide attendees with knowledge about effective strategies for recruiting and retaining women of color in leadership roles. Furthermore, participants will learn at least one actionable step to take as an ally, fostering an inclusive environment for both leaders and colleagues. By the end, attendees will be equipped with practical tools and strategies to enhance inclusivity and support for diverse leaders within their organizations. Learning Objectives:
INTERNATIONAL STUDENTS' MENTAL HEALTH: NAVIGATING TRANSITIONS CHALLENGES AND REFERRAL BARRIERS BETWEEN CAMPUS AND COMMUNITY SERVICESPresenter(s): Zhiqi Liu - North Carolina State University Jin Zhang - The George Washington University Abstract: This presentation addresses the critical challenges international students in the United States face when accessing mental health services, particularly during the transition from on-campus to off-campus care. While university counseling centers offer initial support, they often impose session limits, necessitating referrals for long-term therapy. For instance, many centers cap sessions at 8-12 per academic year, leaving students to navigate complex referral systems independently. Unfortunately, current referral processes lack clear guidance and culturally relevant solutions, compounded by limited off-campus resources and providers equipped to serve international students effectively. These students encounter additional barriers, such as mental health stigma, language difficulties, and cultural differences, hindering their access to ongoing support. Moreover, the scarcity of culturally competent providers and affordable long-term care options further exacerbates the problem. This presentation evaluates the shortcomings of existing referral procedures and proposes potential solutions to create a more responsive, integrated mental health care system. We emphasize the need for seamless transitions between on-campus and off-campus services, advocate for increased resources, and stress the importance of ensuring culturally sensitive, continuous care throughout international students' academic journeys. Learning Objectives:
CREATING A COMMUNITY COLLEGE COUNSELING PROGRAM POST COVID.Presenter(s): Robert Murray - San Jacinto College Tanesha Antoine - San Jacinto College Abstract: This presentation examines the essential elements for establishing an effective mental health counseling center in a community college setting. As students encounter increasingly diverse and complex mental health challenges, community colleges must create accessible and comprehensive support systems. The discussion will focus on strategies use in fostering cultural change, implementing counseling and crisis services, and engagement efforts tailored to the unique needs of community college students, as demonstrated at San Jacinto College since 2022. Additionally, the presentation will address the integration of mental health services within both the college and the broader higher education community in Texas. Attendees will gain insights into what has been successful, what challenges have arisen, ongoing challenges, and initiatives at San Jacinto College. Learning Objectives:
BUILDING CONNECTIONS ON A DISCONNECTED CAMPUS: BALANCING ADVOCACY FOR OUR POSITIONS ON CAMPUS WITH PRACTICAL SELF-CAREPresenter(s): Rachel DeMaria - Slippery Rock University Ken Messina - Slippery Rock University Abstract: This presentation will discuss the challenges faced on campus when connecting with students, staff, and faculty. It will look at how to advocate for the importance of professional counseling services for college students with non-counseling staff and faculty on campuses. It will also identify ways to balance this advocacy with practical self-care strategies to avoid burnout and maintain efficacy in our work with students. Learning Objectives:
ADDRESSING INTIMATE PARTNER VIOLENCE (IPV) AMONG COLLEGE STUDENTS IN THE DIGITAL AGEPresenter(s): Adrienne Graham - Lenoir-Rhyne University Jamie Hagenbaugh - Thomas Jefferson University Abstract: This presentation will focus on helping clinicians understand intimate partner violence (IPV) among college students, particularly in the context of the challenges posed by an increasingly digital world. College students may be especially vulnerable to engaging in and becoming victims of IPV due to the unique stressors of this life stage, compounded by the effects of social isolation and the pressures of maintaining relationships in a digital environment (Schrag et al., 2020). This presentation will explore factors that increase the risk of violence, including the impact of digital violence on relationship dynamics and the role of social media in normalizing unhealthy behaviors (Spencer et al., 2023). Understanding these factors is crucial for fostering deep, meaningful connections that can serve as protective factors against IPV. Finally, this presentation will help clinicians explore and understand trauma-informed interventions including threat assessment for the unique needs of students survivors and perpetrators of IPV. We will also discuss safety planning including considerations for digital safety. Learning Objectives:
NAVIGATING THE SHADOWS: ADDRESSING SHAME IN COUNSELING SUPERVISIONPresenter(s): Jamie Hagenbaugh - Thomas Jefferson university Abstract: This presentation will focus on helping supervisors to understand shame and its impact on clients and clinicians in training. Additionally, this presentation will review the origins of shame in clients. Finally, the presentation will help supervisors develop strategies to help clinicians in training manage shameful events that may occur in session Learning Objectives:
ADDRESSING BURNOUT PREVENTION IN THE COLLEGE LANDSCAPE €“ UNDERSTANDING THE EFFECTS ON MENTAL HEALTH AND WAYS TO COPEPresenter(s): Jazzmine Williams - Williams Counseling & Consulting Services, LLC Summer Melroy - Walden University Abstract: This proposal aims to define burnout in the college landscape with a focus on underrepresented minorities and discuss research-backed ways for burnout prevention. Issues such as isolation, avoidance, loneliness, and social media can be contributing factors to burnout among college students. This presentation will also look at culturally specific burnout factors for Latinos, African Americans, first-generation college, LGBTQIA+, and international students. These problems can be reinforced by the effects of the college landscape on the burnout cycle due to the normalization of behaviors within the environment. Research shows that a perpetuating cycle of avoidance, shame, and stigma can be barriers to seeking help where the individual is responsible for their own recovery. This presentation will explore the role of universities in fostering inclusive and supportive environments and creating pathways to services. Attendees will gain insights into actionable practices to support students in maintaining balance, improving mental health, and preventing burnout. Learning Objectives:
ENHANCING CLINICAL SUPERVISION IN PRACTICUM: APPLYING SOLUTION-FOCUSED THERAPY (SFT) FOR COLLEGE STUDENTSPresenter(s): LaQuesha Robinson - California State University, Dominguez Hills Abstract: This session explores best practices in clinical supervision for college students in practicum, focusing on the application of Solution-Focused Therapy (SFT). Supervising student interns who must balance coursework, practicum responsibilities, and fieldwork requires a comprehensive, systemic approach to address the complexities of their roles. SFT, with its strengths-based and goal-oriented techniques, provides an effective framework to guide interns through their challenges and enhance their clinical skills. By emphasizing small, achievable goals and leveraging student strengths, SFT in supervision encourages interns to develop confidence and competence in their therapeutic work. This session will focus on how supervisors can utilize SFT principles such as scaling and miracle questions to enhance the supervisory relationship, foster professional growth, and promote a collaborative learning environment. Practical case examples will be provided to illustrate how SFT can be applied effectively to address challenges in practicum, client relationships, and balancing multiple roles. Attendees will leave with concrete strategies for implementing SFT in their supervision practices, ensuring the professional development and success of their student interns. Learning Objectives:
DIVERSITY: THE THIRD CHAIR IN THE THE THERAPY ROOMPresenter(s): Desirai Browning - A.T. Still University (ATSU) Karen Taylor - A.T. Still University (ATSU) Abstract: With the ever changing ideologies and challenges surrounding DEI initiatives, college counselors are either at the forefront of great change or upholding old practices. Without acknowledging the role of diversity in the therapy space, how belonging impacts overall well-being and our own unconscious biases as practitioners, we inherently uphold colonized practices of mental health. In order to change the landscape of therapy, we must first acknowledge and challenge what we thought we knew as mental health professionals and rethink inclusion and how it can be adapted at every level of the therapeutic process. Diversity and inclusion starts with you as the therapist and can be applied to every step starting from the intake paperwork, to advertising to even diagnosing. Our student populations become more diverse each year and it is our job as clinicians to meet the demands of our students in order to ensure that counseling remains a place where they can find familiarity and understanding. Allow this session to affirm what you already do as a clinician in addition to challenge you on how to continue to evolve your space and practice. Learning Objectives:
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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. |