Poster Presentations

PREDICTORS OF A SENSE OF BELONGING AMONG UNIVERSITY STUDENTS

Presenter(s):

Sean Newhart - Johns Hopkins University School of Education

Paul Pohto - James Madison University

Abstract: Belonging and loneliness have recently been the focus of the U. S. Surgeon General, who described loneliness and isolation as an epidemic among those living in the U.S. The importance of belonging has been reflected in extant research on the general population as well as university students. Belonging among students has been positively related to well-being, academic self-efficacy, life satisfaction, and flourishing, while belonging has been negatively related to anxiety, depression, and stress. Furthermore, students identifying as underrepresented minorities or first-generation have consistently reported lower levels of belonging than their peers. Studies on belonging interventions at postsecondary institutions have found mixed effects on academic achievement and progress in college, with suggestions that researchers focus on how contextual factors and efforts by these institutions impact sense of belonging. Using a large, representative sample from the Health Minds Study, this study sought to examine predictors of belonging among students. The presenters will review the rationale, methodology, analysis, and implications of the study for administrators, leadership, and practitioners working in postsecondary education.

Learning Objectives:

• Learners will discuss the impact of belonging on university/college students.
• Learners will analyze how the results of the study will apply to their clinical, leadership, or administrative practice.
• Learners will critique the research methods to draw conclusions about the generalizability and applicability of the study findings.

EXPLORING CONSIDERATIONS FOR CULTURALLY COMPETENT PRACTICES IN SUPERVISION

Presenter(s):

Kristie Van de Laar - Wayne State University

Aleksandra Stoklosa - Wayne State University

Abstract: It is essential for counselors to stay current with best practices in supervision, particularly in navigating power differentials and dynamics. Clinical supervision can present unique challenges and opportunities when supervisors and supervisees differ in ethnicity, gender, discipline, age, and other variables. It is critical to recognize how these differences may impact the supervision process. Additionally, supervisors and supervisees may have distinct approaches to clinical work, feedback, communication, and learning styles, among other factors. Prioritizing culturally competent and responsive supervision not only enhances cultural competency but also benefits the supervisor, supervisee, and client. Our center is committed to fostering cultural humility and competence by creating inclusive environments where supervisees feel valued and supported. We will conduct a comprehensive review of our training approaches to actively engage our diverse supervisees, promoting a culture of continuous learning, improving supervisee satisfaction, and supporting the retention of diverse talent. Moreover, we will identify areas for further exploration and provide strategic recommendations for ongoing improvement.

Learning Objectives:

• To assess the recent initiatives our counseling center has implemented to enhance cultural competency among supervisors and staff.
• To identify challenges that can impact the provision of culturally competent supervision
• To identify areas for further development to enhance the culturally responsive support provided to supervisees.

NAVIGATING THE TRANSITION: BUILDING RESILIENCE AND CONNECTION FOR FIRST-YEAR STUDENT-ATHLETES

Presenter(s):

Davin Williams - Centeral Connecticut State University

Abstract: First-year student-athletes face unique challenges as they transition to college life, balancing the demands of both academic achievement and athletic performance. These dual pressures can lead to feelings of isolation, heightened stress, and mental fatigue. This session introduces a series of interactive workshops and seminars designed to support first-year student-athletes by building resilience, fostering meaningful connections, and promoting effective self-care strategies. Through practical exercises, peer-led discussions, and evidence-based interventions, participants will gain tools to help student-athletes thrive both academically and athletically. Pre- and post-surveys will measure the impact of these sessions, providing data-driven insights to refine and enhance support programs. Attendees will leave equipped with practical strategies to promote the holistic well-being and success of student-athletes

Learning Objectives:

• Equip student-athletes with strategies to enhance mental toughness and adaptability in high-pressure situations.
• Foster meaningful relationships beyond athletic teams, creating a stronger sense of community and belonging
• Promote digital wellness by helping student-athletes manage their online presence and reduce digital distractions.
• Teach time management and self-care practices to help student-athletes balance academic and athletic commitments.
• Prioritize physical recovery and mental relaxation as essential aspects of self-care routines.

WHEW THAT'S OVER: NAVIGATING EFFECTS OF POST ELECTION STRESS BY BUILDING RESILIENCY FOR COLLEGE STUDENTS THROUGH CAMPUS ORGANIZATIONS

Presenter(s):

Kayla Jordan Haywood - North Carolina State University

Abstract: For many students, the college presents many firsts. We know that these firsts can bring about reasons for students coming to our counseling centers, and politics is no exception. While the Presidential election may occur every 4 years, the effects of post election stress may last throughout their collegiate experience through local, state, and federal elections. Post election stress is stress that is triggered by the outcomes or uncertainty brought upon by an election campaign. While students may choose schools based on involvement, sports, and academic pursuits, the city in which the school is located still is impacted by the political realm that occurs. Students may experience anxiety, fear, grief, and discrimination that occurs from an election. Counseling centers can improve resiliency through targeted outreach with campus organizations particularly those who represent marginalized communities. This presentation will discuss: -Modeling building relationships, -Utilizing acceptance and commitment therapeutic techniques, -Incorporation of campus organizations in the drop-in model, -Allowing space for expression for those who may not be comfortable with going to the counseling yet can assist students in decreasing added stress from elections -How to build programming with campus organizations to address post election stress

Learning Objectives:

• Participants will be able to prepare their own post election stress outreach materials to address potential post election stress in the community in which their campus is a part of.
• Participants will be able to analyze current outreach practices and apply information gathered to expand outreach opportunities pre and post elections.
• Participants will be able to

AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: TRANSGENDER SEXUAL ASSAULT SURVIVORS' POSITIVE COUNSELING EXPERIENCES

Presenter(s):

Adrienne Graham - Lenoir-Rhyne University

Abstract: In conceptualizing a transgender client who is a survivor of sexual assault (SA), it is essential to address the complexities of multiple marginalized identities through an integrated approach. This approach not only addresses trauma and marginalization but also considers the unique challenges transgender SA survivors encounter when seeking care (ACA, 2014; Lewis et al., 2022; Ratts et al., 2015). Counselors must be informed of the specific needs of transgender populations and build upon the existing competencies for serving transgender clients (ALGBTIC, 2009). This poster presentation will discuss the results of a study where eight transgender SA survivors shared their experiences of positive counseling and meaning made. Participants included those who received counseling within college counseling settings, non-profits, and private practices. I will discuss and propose strategies informed by participant data where counselors can create inclusive and supportive therapeutic environments.

Learning Objectives:

• Attendees will increase awareness and understanding of the unique challenges faced by transgender sexual assault survivors, specifically college student survivors.
• Attendees will explore transgender affirming counseling approaches and interventions.
• Attendees will explore and enhance their cultural competence and self-awareness when working with transgender survivors of sexual assault.

CLINICIAN PERCEPTIONS OF MENTAL RESILIENCE AMONG COLLEGE STUDENTS

Presenter(s):

Megan Gossfeld - Mississippi State University

Abstract: Institutions of higher education encounter an increasing need for mental health services, although this trend is not typically reflected in the hiring of more college counseling staff (Pedrelli et al., 2015). One preventative solution for addressing an increase in mental health needs is to promote resilience among college student populations (Wattick et al., 2021). In fact, college students with higher resilience report greater overall mental health (Akeman et al., 2020) along with reduced anxiety, depression, and stress (Wu et al., 2020). The malleable nature of resilience suggests that college students can become more resilient throughout college (Oehme et al., 2018), uniquely positioning campus mental health clinicians to intervene during this critical developmental period. Therefore, a need exists for campus mental health clinicians to consider how leveraging resilience as a component of therapy could benefit student mental health outcomes. The current study seeks to explore how campus mental health clinicians perceive resilience as a factor in case conceptualization, therapeutic interventions, and treatment outcomes.

Learning Objectives:

• Explain how resilience is connected to college students' mental health.
• Describe how campus mental health clinicians perceive resilience as a factor in case conceptualization, therapeutic interventions, and treatment outcomes.

SOCIAL JUSTICE-FOCUSED OUTREACH FOR BIPOC STUDENTS ON CAMPUS

Presenter(s):

Hyemi Jang - Western Connecticut State University

Abstract: Previous research has consistently indicated that Black, Indigenous, and People of Color (BIPOC) students are less likely to utilize counseling services. It is particularly a concerning trend, given the adverse conditions and accumulated stress they may encounter on campus. BIPOC students continue to face systemic racism, racial microaggression, and a negative cultural climate, all of which contribute to heightened levels of general distress, social isolation, and suicidal ideation. Despite these challenges, BIPOC students are less likely to seek counseling, often due to personal and cultural stigma on mental health, and lack of culturally responsive services. In light of this underutilization, outreach is a recommended intervention for college counseling centers to help destigmatize mental health services and lower the barriers to counseling services. While social justice-oriented outreach is a means to help foster equitable college counseling service provision, there has been limited discussion on this topic. Thus, this presentation aims to offer a comprehensive approach to delivering outreach services to BIPOC college students, including different outreach modalities based on Glass (2020)'s four levels of outreach. Additionally, the presentation examines strategies for ensuring culturally inclusive service provision when planning and implementing outreach for BIPOC students.

Learning Objectives:

• Participants will gain a comprehensive understanding of different outreach delivery modalities to better serve BIPOC students on campus.
• Participants will explore considerations and strategies to enhance culturally inclusive outreach service initiatives targeted at BIPOC students.

CAMPUS MENTAL HEALTH INITIATIVES EFFECTS ON SELF-STIGMA OF SEEKING HELP AMONG COLLEGE STUDENTS OF COLOR

Presenter(s):

Rawle Ragoonath - University of Cincinnati

Abstract: Self-Stigma of Seeking Help (SSOSH) is a significant predictor of therapy attendance and help-seeking actions (Vogel et al., 2010). This study explores the relationship between campus mental health initiatives and changes in SSOSH through use of the HMS 2022-2023 dataset. The sample (N = 5,852) was established through identifying students who self-identified as belonging to one or more minoritized racial/ethnic groups.Two research questions were explored, utilizing multiple linear regression to test changes in SSOSH attributable to campus mental health initiatives and identifying between group differences in SSOSH through ANOVA methods. ANOVA results revealed significant differences in SSOSH between racial groups. Multiple linear regression results reflect significant changes in SSOSH associated with informal help-seeking and knowledge and perceptions of campus services. Knowledge of mental illness and treatments, outreach awareness, use of self-guided therapy, and talking to academic personnel about mental health problems were not significantly predictive of changes to SSOSH. Results suggest further research is needed on the effects of campus mental health initiatives on distinct racial groups. The significant effects of informal help-seeking and knowing where to access services on SSOSH can inform further development of culturally responsive campus mental health outreach.

Learning Objectives:

• Understand the impact of Self-Stigma of Seeking Help on college students of color
• Identify campus mental health initiatives that significantly lower self-stigma of seeking help
• Explore factors that can bolster campus mental health initiatives effects on help-seeking

A STRATEGIC FRAMEWORK OF MENTAL HEALTH AND SPIRITUALITY INTERVENTIONS TO HELP STUDENTS MASTER THE GROWTH, RESILIENCE, INSTINCT, AND TENACITY (GRIT) MENTALITY

Presenter(s):

Chun-Fang "Frank" Kuo - University of Hawaii at Hilo

Abstract: The framework provides guidance to design programs/services to match the different levels of students' mental health status, and help them progress to and maintain in a higher level of their mental health state. The framework reframes the programs/services not only provide the answers to the students, conduct with certain forms, and develop a system to implement, Instead, to create a growth, functioning, and change modality to deliver the programs/services. By meeting the students where they are at mentally with a spirit of growth, functioning and change that we connect our programs/services to policies/plans, and create a supportive campus environment/climate that leads to student resilience and success. The presentation will provide practical Implementation of the framework by utilizing Counseling Services liaison model to do the mental health training to learn how to identify the different levels of the student mental health statuses as well as how to interact with students to input the spirit/culture of growth, functioning and change. Counseling Services provide workshops to different units, or the units follow the framework to examine their existing programs/services and/or create new ones. Finally, conduct evaluation to see any outcomes of student growth, resilience, instinct, and tenacity (GRIT) reflecting on the data collections.

Learning Objectives:

• The participants will be able to prepare and design their own different programs/services by the discussion with the presenter of the new ideas serving our students.
• The participants will be able to input the spirituality into programing and services to their students by applying different mentalities and mindsets from the presentation.
• The participants will be able to learn how to create an actively caring campus environment and climate by conducting mentally and spiritually referenced activities to promote student growth, resilience, instinct, and tenacity.

THE POWER OF HOPE: PROMOTING TRAUMA ADJUSTMENT IN COLLEGE STUDENTS

Presenter(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:

• Understanding the concept of hope in trauma adjustment.
• Evaluating the impact of hope on trauma adjustment.
• Assessing the role of hope in enhancing psychological resilience.
• Apply quantitative research methods to study trauma and hope.
• Develop interventions to cultivate hope in trauma recovery.

NAVIGATING GRIEF IN A TIME OF CHANGE: THE INTERSECTION OF MOURNING PRACTICES AND THE USE OF DIGITAL TECHNOLOGIES IN MENTAL HEALTH SUPPORT AMONG BEREAVED CHINESE INTERNATIONAL STUDENTS DURING COVID-19

Presenter(s):

Tong Yang - University of Rochester

Yilun Fang - University of Rochester

Abstract: The pandemic significantly restricted traditional mourning rituals (Chen, 2022), presenting additional challenges for Chinese international students in the U.S. due to policy changes and travel bans that hindered their ability to participate in conventional mourning practices (Al-Oraibi et al., 2022). It is essential to understand how these students have managed grief without being physically present at funerals and how they have relied on social media and digital platforms for mourning (Widmaier, 2023). This understanding is crucial for providing effective support through potentially prolonged and complicated grief. Furthermore, it offers an opportunity to explore how to further improve distance grieving and explore the culturally adaptive use of digital tools for managing grief and loss. The presenters, advanced doctoral students with extensive counseling training and clinical experience with Chinese international students, bring diverse expertise to the topic. The first presenter has advanced education in mass communication and new media, while the second specializes in grief and bereavement. This poster presentation will include an introduction outlining the topic, agenda, and rationale; a literature review covering the pandemic's impacts, Chinese cultural mourning practices, and the role of digital tools in grief; and a discussion on the implications for future research and counseling practice.

Learning Objectives:

• To describe the experiences of Chinese international students during the pandemic and post-pandemic period by discussing and synthesizing the findings from the most recent studies
• To demonstrate Chinese beliefs about death and cultural practice in-depth based on extensive literature and resources about Chinese culture and funeral and mourning rituals
• To examine advantages and concerns related to current online grieving and mourning practices used by Chinese international students during the pandemic and distance grieving
• To explore the application of online grieving and the use of other digital tools (e.g., generative AI support) in treating grief and loss among international students or general college students
• To encourage researchers to investigate further the impact of distance grieving and digital tools on bereavement, particularly in diverse cultural contexts

"I GRADUATED, WHAT'S NEXT: EXAMINING THE DIFFERENCES BETWEEN HBCUS AND PWIS AND THEIR EFFECTIVENESS ON MINIMIZING DEPRESSION, STRESS, AND ANXIETY FOR AFRICAN AMERICAN FIRST-GENERATION GRADUATES."

Presenter(s):

Kierra Carter - North Carolina State University

Abstract: The primary objective of this study was to examine the differences between historically black colleges and universities and predominately white institutions, and their effectiveness on minimizing depression, stress, and anxiety for African American first-generation graduates. The second objective was to examine the unique advantages that HBCUs offer African American first-generation students after graduation. African American first-generation students experience racial discrimination and isolation at PWIs. Contrarily, HBCUs provide a safe haven for African American first-generation students so they can feel comfortable enough to thrive in their endeavors. The participants were 206 (n=206) African American first-generation recent graduates who attended HBCUs or PWIs in the United States. The Patient Health Questionnaire (PHQ-9), The Generalized Anxiety Disorder Scale (GAD-7), and The Perceived Stress Scale (PSS) were used to measure depression, anxiety, and stress among the recent graduates. Findings concluded that there is no statistically significant difference between HBCUs and PWIs on PHQ- 9 scores, GAD-7 scores, and PSS scores. The results suggest that recent African American first- generation graduates experience depression, anxiety, and stress despite the institution type they attended.

Learning Objectives:

• To examine the differences between HBCUs and PWIs and their effectiveness on minimizing depression, stress, and anxiety for African American first-generation students.
• To examine whether HBCus offer unique advantages for African American first-generation students after graduation.

PROMOTING ENGAGEMENT AND MENTAL HEALTH IN ONLINE EDUCATION: A CONCEPTUAL FRAMEWORK

Presenter(s):

Sesiley Daugherty - Lindsey Wilson College

Abstract: The rise of online and distance education programs in counseling presents unique challenges for maintaining effective faculty-student engagement and supervision. This session examines innovative strategies to address these challenges and promote professional development through creative techniques. As universities face increasing student mental health issues, including high rates of stress, loneliness, and suicidal thoughts, understanding the role of social connections and school belonging becomes crucial. Research indicates that fostering a sense of belonging can mitigate the adverse effects of loneliness and improve mental health outcomes. By integrating creative engagement strategies and promoting social support within online educational settings, institutions can enhance the effectiveness of counseling programs and support student well-being. This session will provide insights into effective online supervision methods and explore the impact of social belonging on mental health, offering practical solutions for educators and supervisors in the digital age.

Learning Objectives:

• Examine the Relationship Between Loneliness and Mental Health: Attendees will explore research findings on the link between loneliness, mental health issues, and suicidal behavior in students, and how these findings can inform their practices.
• Understand the Impact of Social Belonging: Participants will gain insights into how fostering a sense of school belonging can reduce feelings of loneliness and improve mental health outcomes among students, especially in an online learning environment.
• Explore Creative Engagement Techniques: Attendees will learn about innovative methods to enhance faculty-student engagement and supervision in online counseling programs, including experimental creative strategies.

INTERNATIONAL COUNSELING STUDENTS' PERCEPTIONS AND EXPERIENCES WITH SUPERVISION & FOSTERING THESE STUDENTS' DEVELOPMENT THROUGH A MENTORSHIP INITIATIVE

Presenter(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, 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 presentation discusses a review of the literature on international counseling students' perceptions and experiences with supervision, including the challenges, opportunities, effects, and recommendations for future practice. Also, the presenter proposes a mentorship initiative to support international students in counseling-related programs more effectively

Learning Objectives:

• Discuss international graduate students' experiences in counseling-related programs and their experiences with supervision
• Brainstorm and discuss ideas to better support international counseling students to be future counseling professionals serving diverse populations
• Reflect on personal and professional experiences with the international student population

THE IMPACT OF ANTISEMITISM ON TRAUMA SYMPTOMS IN JEWISH COLLEGE STUDENTS

Presenter(s):

Jeni Beckman - Mercer University

Abstract: This dissertation study investigated the relationship between exposure to antisemitism and trauma symptoms among Jewish undergraduate college students in the United States. Using a quantitative approach, we examined how the frequency, intensity, and proximity of antisemitic experiences correlate with trauma symptoms of discrimination. Data from 135 participants across diverse campus settings were analyzed using multiple linear regression. Results indicate a significant positive correlation between antisemitism exposure and trauma symptoms, with intensity and proximity emerging as stronger predictors than frequency. The intensity of microaggressions and physical antisemitism were found to be particularly impactful. The study revealed high mean scores for feelings of unsafety, anxiety, and hypervigilance among participants. These findings have important implications for mental health interventions, educational programs, and campus policies aimed at addressing antisemitism and supporting Jewish students' well-being. They underscore the need for a nuanced approach to combating antisemitism that considers the perceived intensity and proximity of antisemitic incidents to students' lived experiences. This research contributes to the broader conversation on discrimination and mental health in higher education, emphasizing the importance of tailored approaches for marginalized groups.

Learning Objectives:

• Differentiate between the impacts of frequency, intensity, and proximity of antisemitic experiences on trauma symptoms among Jewish college students.
• Analyze the specific effects of different types of antisemitism on Jewish students' mental health and well-being.
• Formulate strategies for addressing antisemitism in a college counseling context that take into account the nuanced findings

FROM CONNECTIVITY TO COMPULSION: INVESTIGATING INTERNET ADDICTION AND ITS PSYCHOLOGICAL EFFECTS IN COLLEGE STUDENTS

Presenter(s):

Md Mozadded Hossen - Kentucky State University

Abstract: Throughout history, technological advances have brought major benefits to society. The internet has not been different, as it has transformed the way we do practically all activities, from banking and commerce to entertainment. The internet increased its reach throughout the 1990s. While the internet has made significant contributions to society, it is not without its downsides. Since the internet has so much information and content to offer, some people have become addicted. Internet addiction is defined as spending excessive amounts of time online at the expense of the loss of other aspects of life. A survey has been conducted to study the factors that lead to internet addiction and to examine the relationships between internet addiction and factors such as depression, anxiety, and stress. Several statistical methods, such as correlation analysis and logistic regression, will be used to study the factors that may lead to internet addiction. The authors seek to examine factors that can lead to internet addiction and potential causes of internet addiction. Key Words: Internet, Addiction, DSM-V, Cybersex, Technology, Adolescent, Advancement.

Learning Objectives:

• Comprehend the historical background and influence of technical advancements on society: Examine and analyze significant technical innovations throughout history and their social advantages, particularly emphasizing the revolutionary effects of the intern
• Examine the bifurcated impact of the internet. Assess the beneficial impacts of the Internet on activities such as banking, commerce, and entertainment while acknowledging its possible drawbacks, including the danger of online addiction.
• Define and elucidate internet addiction: Establish a comprehensive grasp of what defines internet addiction, including its definition, symptoms, and the detrimental effects it has on persons' lives by resulting in a decline in other life domains.
• Analyze the correlation between internet addiction and mental health. Examine the relationships between internet addiction and mental health disorders, including depression, anxiety, and stress, using statistical techniques such as correlation analysis an
• Develop and analyze surveys on internet addiction: Acquire skills in constructing and interpreting surveys focused on internet addiction, including the identification of pertinent components and the use of suitable statistical methods for data analysis.