Presenter(s): Madison Harris, BA, SWT, Ildico Osei Twerefour, BS, CT, MS, William Allen, Psy.M., Samantha Frazee, MS, Psy.M., Caitlin Chun-Kennedy, PhD, Alex Kinder, Ph.D., Emma Progar, Psy.D.

Location: Room 104

Abstract:
Burnout can have severe consequences on the mental health and performance of graduate students. Addressing burnout during graduate training is crucial to prevent long-term negative consequences. Equipping students and staff with strategies to recognize, manage, and prevent burnout early in their careers and beyond can contribute to their overall well-being and enhance their ability to provide quality care and education to clients and students. This presentation is designed to increase awareness of burnout risk factors and symptoms, provide strategies for managing burnout, and promote self-care practices and resilience-building techniques. At Penn State CAPS, the primary purpose of the Wellness Committee is to organize, develop, and sponsor social activities for staff, ultimately increasing the humanistic nature of the workspace. This presentation will also offer insights on how to increase staff morale and belonging through specific examples of wellness initiatives.

Learning Objectives:

1. Define and identify symptoms of burnout.
2. Set healthy boundaries in clinical work through identification of burnout symptoms.
3. Implement self-care practices and resilience-building techniques in daily life.
4. Identify one way in which wellness initiatives can be implemented in a UCC system.
5. List one approach to assess the effectiveness of wellness initiatives.

Presenter(s): Harry Warner, MA, LPCC-S, Barbara Urbanczyk, PsyD, Holly Davis, PhD, Deidre Weathersby, PhD, Carrie Finkill, MA

Location: Room 105

Abstract:
A panel representing three B1G Counseling Centers will demonstrate how qualitative and quantitative data is used to maintain embedded programs, advocate for embedded clinicians, and articulate an effective narrative. Presenters will discuss examples of nurturing relationships with campus partners, collecting and reporting meaningful data, and future directions for data reporting in support of embedded programs and the students they serve. Embedded clinician programs are expanding, and this panel discussion intends to amplify their impact.

Learning Objectives:

1. Describe the mental health benefits of a fully realized embedded clinician program to the university student population.
2. Employ strategies in quantitative and qualitative data reporting to advocate for embedded positions and/or locations at their institutions.
3. Conduct ongoing needs assessments to strengthen relationships with embedded program administrative stakeholders.

Presenter(s): Michelle Pitot, EdD, LCSW

Location: Room 106

Abstract:
With all-time high rates of depression, anxiety, and substance misuse on college campuses, are we accessing all available resources to improve our counseling services? Around the world, technology-guided treatments using AI and wearable biometric devices are increasingly utilized in medicine. How can we – and should we — incorporate new innovations into our counseling programs? This workshop will explore real-world implementation of AI in collegiate mental health care, including successes, challenges, and ethics.

Learning Objectives:

1. Identify working definitions of Artificial Intelligence, Generative AI, Biometrics, wearable devices, and an integrated healthcare approach.
2. Describe the current and potential uses of artificial intelligence in the provision of mental health care.
3. Identify and consider the ethical and privacy considerations related to the use of AI and biometric data.
4. Review case studies of practical applications of artificial intelligence in mental health and assess the applicability of such practices in collegiate mental health.

Presenter(s): Brett Scofield, PhD

Location: Room 107

Abstract:
The Center for Collegiate Mental Health at Penn State University is an international practice-research network whose mission is to bridge the gap between science and practice in college counseling centers. In this program, updated mental health trends, impacts from COVID-19, and counseling centers’ contributions to student success will be outlined. Finally, new findings pertaining to the relationship between students’ experiences of discrimination and mental health symptoms will be shared, including implications for colleges and universities.

Learning Objectives:

1. Explain mental health trends in the clinical college student population
2. Identify ways college counseling centers contribute to student success
3. List the mental health areas affected by students’ experiences of discrimination

Presenter(s): Ashley Cooley , MSW, LISW & Darreon D. Greer, Sr., Ph.D

Location: Room 108

Abstract:
Mental health care disparities have impacted Black communities for decades. Creating a space for Black mental health is an ongoing and collaborative effort. Specifically, to enhance inclusive access in our University Counseling Centers, it requires knowledge of both past and present challenges facing our Black college student population. It is crucial to discuss successful interventions and strategies to address the gaps and access points in data collection to promote mental health and wellbeing of this population.

Learning Objectives:

1. Discuss challenges that present to Black College Students
2. Describe the impact of history, data and gaps in Black mental health care
3. Apply strategies and interventions to promote inclusive and appropriate referrals and treatment for Black students linked to University / College Counseling Centers
4. Identify resources that support mental health and well-being in black college students

Presenter(s): Madison Harris, BA, SWT, Ildico Osei Twerefour, BS, CT, MS, William Allen, Psy.M., Samantha Frazee, MS, Psy.M., Caitlin Chun-Kennedy, PhD, Alex Kinder, Ph.D., Emma Progar, Psy.D.

Location: Room 104

Abstract:
Burnout can have severe consequences on the mental health and performance of graduate students. Addressing burnout during graduate training is crucial to prevent long-term negative consequences. Equipping students and staff with strategies to recognize, manage, and prevent burnout early in their careers and beyond can contribute to their overall well-being and enhance their ability to provide quality care and education to clients and students. This presentation is designed to increase awareness of burnout risk factors and symptoms, provide strategies for managing burnout, and promote self-care practices and resilience-building techniques. At Penn State CAPS, the primary purpose of the Wellness Committee is to organize, develop, and sponsor social activities for staff, ultimately increasing the humanistic nature of the workspace. This presentation will also offer insights on how to increase staff morale and belonging through specific examples of wellness initiatives.

Learning Objectives:

1. Define and identify symptoms of burnout.
2. Set healthy boundaries in clinical work through identification of burnout symptoms.
3. Implement self-care practices and resilience-building techniques in daily life.
4. Identify one way in which wellness initiatives can be implemented in a UCC system.
5. List one approach to assess the effectiveness of wellness initiatives.

Presenter(s): Harry Warner, MA, LPCC-S, Barbara Urbanczyk, PsyD, Holly Davis, PhD, Deidre Weathersby, PhD, Carrie Finkill, MA

Location: Room 105

Abstract:
A panel representing three B1G Counseling Centers will demonstrate how qualitative and quantitative data is used to maintain embedded programs, advocate for embedded clinicians, and articulate an effective narrative. Presenters will discuss examples of nurturing relationships with campus partners, collecting and reporting meaningful data, and future directions for data reporting in support of embedded programs and the students they serve. Embedded clinician programs are expanding, and this panel discussion intends to amplify their impact.

Learning Objectives:

1. Describe the mental health benefits of a fully realized embedded clinician program to the university student population.
2. Employ strategies in quantitative and qualitative data reporting to advocate for embedded positions and/or locations at their institutions.
3. Conduct ongoing needs assessments to strengthen relationships with embedded program administrative stakeholders.

Presenter(s): Michelle Pitot, EdD, LCSW

Location: Room 106

Abstract:
With all-time high rates of depression, anxiety, and substance misuse on college campuses, are we accessing all available resources to improve our counseling services? Around the world, technology-guided treatments using AI and wearable biometric devices are increasingly utilized in medicine. How can we – and should we — incorporate new innovations into our counseling programs? This workshop will explore real-world implementation of AI in collegiate mental health care, including successes, challenges, and ethics.

Learning Objectives:

1. Identify working definitions of Artificial Intelligence, Generative AI, Biometrics, wearable devices, and an integrated healthcare approach.
2. Describe the current and potential uses of artificial intelligence in the provision of mental health care.
3. Identify and consider the ethical and privacy considerations related to the use of AI and biometric data.
4. Review case studies of practical applications of artificial intelligence in mental health and assess the applicability of such practices in collegiate mental health.

Presenter(s): Brett Scofield, PhD

Location: Room 107

Abstract:
The Center for Collegiate Mental Health at Penn State University is an international practice-research network whose mission is to bridge the gap between science and practice in college counseling centers. In this program, updated mental health trends, impacts from COVID-19, and counseling centers’ contributions to student success will be outlined. Finally, new findings pertaining to the relationship between students’ experiences of discrimination and mental health symptoms will be shared, including implications for colleges and universities.

Learning Objectives:

1. Explain mental health trends in the clinical college student population
2. Identify ways college counseling centers contribute to student success
3. List the mental health areas affected by students’ experiences of discrimination

Presenter(s): Ashley Cooley , MSW, LISW & Darreon D. Greer, Sr., Ph.D

Location: Room 108

Abstract:
Mental health care disparities have impacted Black communities for decades. Creating a space for Black mental health is an ongoing and collaborative effort. Specifically, to enhance inclusive access in our University Counseling Centers, it requires knowledge of both past and present challenges facing our Black college student population. It is crucial to discuss successful interventions and strategies to address the gaps and access points in data collection to promote mental health and wellbeing of this population.

Learning Objectives:

1. Discuss challenges that present to Black College Students
2. Describe the impact of history, data and gaps in Black mental health care
3. Apply strategies and interventions to promote inclusive and appropriate referrals and treatment for Black students linked to University / College Counseling Centers
4. Identify resources that support mental health and well-being in black college students

Presenter(s): Raynalde Schagen Lipfert, Psy,D, Sultan Magruder, PhD, Emma Progar, PsyD, Stephanie Stama, PsyD, Elana Szczesny, PhD

Location: Room 104

Abstract:
Competent, accessible gender-affirming care, including assessment for gender-affirming surgery, in university counseling centers (UCCs) is crucial. To inform decision-making around our UCC’s gender-affirming surgery assessment procedures, we conducted a benchmarking project across Big 10 UCCS. Through presentation of these results and discussion, we offer support to attendees in developing, enhancing, or adapting their own UCC’s procedures to better align with best practices for the treatment and support of TGD students.

Learning Objectives:

1. Identify systemic approaches to offering letters of support to TGD students seeking gender-affirming surgeries used across the Big 10 UCCs.
2. Utilize resources for supporting TGD students seeking gender-affirming surgeries.
3. Develop or improve systems of care for letter-writing to support gender-affirming surgeries in accordance with current best practices.”

Presenter(s): Allie Alayan,  M.A., Yuliya Shteynberg, M.S., Natalie Sheeks Wheeler, M.A., Jing Wen Ong, M.S., M.A., Casey Allen, M.S., Mark Sampson, Ph.D.,

Location: Room 105

Abstract:
Choosing a career is often a stressful aspect of transitioning from college to the workforce. Student wellness involves addressing many considerations, including mental health and career decision-making. This presentation will focus on how including career exploration and career assessment as core components of mental health counseling for college populations can make therapy a richer experience that takes into account diverse aspects of students’ lives. Data from career center and counseling center utilization will be discussed.

Learning Objectives:

1. Describe the reciprocal, mutually influential relationship between career decision-making considerations and mental health outcomes.
2. Identify ways counseling centers can provide career-related support to students through career assessment and career counseling.
3. Discuss ideas for potential collaboration between career centers and counseling centers.

Presenter(s): Henry Xiao, Ph.D., Gisel Suarez Bonilla, M.A. Emily E. Eng, M.A., Krista Robbins, M.S.Ed.

Location: Room 106

Abstract:
We can use program evaluation to assess, improve, and develop systems within our counseling centers. The data gathered can aid in center self-advocacy and increase the effectiveness and efficiency of services offered. At the same time, it can be complicated to navigate study design, staff reactions, and dissemination of findings, while also taking into consideration fostering inclusivity and recognition of potential biases. This presentation examines common concerns and considerations of different types of program evaluations. Case examples will be discussed, and the audience can engage in exploring potential research topics and anticipated difficulties. Participants will collaborate to reflect on how we can minimize biases, improve UCC clinical practices, and benefit all students, including those from marginalized communities.

Learning Objectives:

1. Name different categories and goals of program evaluation projects.
2. Discuss common difficulties and barriers in implementing program evaluation projects, including issues surrounding inclusivity and equity.
3. Apply best practices of data collection to their own counseling center studies.

Presenter(s): Zan Haggerty, LCSW, MSW & Sabrina Starkman, MSW

Location: Room 107

Abstract:
Students who present to college counseling centers are facing unusual challenges and a socio-political landscape that is unprecedented. Many students arrive to campus with a history of intensive mental health treatment and need additional support. Students who experience significant mental health issues tend to have marginalized identities. This presentation describes two innovative on-campus treatment programs that aims to offer treatment on campus by increasing access to health and mental health services the most marginalized students.

Learning Objectives:

1. Identify challenges in addressing student needs in traditional college mental health settings.
2. Discuss unique program components of Next Step and Integrated Care programs designed to meet the needs of today’s college students.
3. Demonstrate the effectiveness of increasing access to mental health treatment and collaborative care on-campus for student success outcomes including case examples and relevant data.

Presenter(s): Quincy Courtwright, MA, LCP, Emily Barnum, Ph.D., ABPP, Michelle LeMay, Ph.D., Shengxi Sun, MPH

Location: Room 108

Abstract:
As with many University and College Counseling Center services, group therapy has evolved over the past 4 years, including the necessity for adjustments to best practices, telehealth, and safety through a global pandemic and its aftermath. This presentation will focus on group shifts based on data from group utilization regarding timing, format, and quantity of groups offered, which then informs on best practices in serving students for the future.

Learning Objectives:

1. Compare the differences between group participation pre-, mid-, and post-COVID-19 pandemic.
2. Discuss factors contributing to differences in group participation numbers during each phase.
3. Propose ideas for retaining and growing group numbers in the future.

Presenter(s): Raynalde Schagen Lipfert, Psy,D, Sultan Magruder, PhD, Emma Progar, PsyD, Stephanie Stama, PsyD, Elana Szczesny, PhD

Location: Room 104

Abstract:
Competent, accessible gender-affirming care, including assessment for gender-affirming surgery, in university counseling centers (UCCs) is crucial. To inform decision-making around our UCC’s gender-affirming surgery assessment procedures, we conducted a benchmarking project across Big 10 UCCS. Through presentation of these results and discussion, we offer support to attendees in developing, enhancing, or adapting their own UCC’s procedures to better align with best practices for the treatment and support of TGD students.

Learning Objectives:

1. Identify systemic approaches to offering letters of support to TGD students seeking gender-affirming surgeries used across the Big 10 UCCs.
2. Utilize resources for supporting TGD students seeking gender-affirming surgeries.
3. Develop or improve systems of care for letter-writing to support gender-affirming surgeries in accordance with current best practices.”

Presenter(s): Allie Alayan,  M.A., Yuliya Shteynberg, M.S., Natalie Sheeks Wheeler, M.A., Jing Wen Ong, M.S., M.A., Casey Allen, M.S., Mark Sampson, Ph.D.,

Location: Room 105

Abstract:
Choosing a career is often a stressful aspect of transitioning from college to the workforce. Student wellness involves addressing many considerations, including mental health and career decision-making. This presentation will focus on how including career exploration and career assessment as core components of mental health counseling for college populations can make therapy a richer experience that takes into account diverse aspects of students’ lives. Data from career center and counseling center utilization will be discussed.

Learning Objectives:

1. Describe the reciprocal, mutually influential relationship between career decision-making considerations and mental health outcomes.
2. Identify ways counseling centers can provide career-related support to students through career assessment and career counseling.
3. Discuss ideas for potential collaboration between career centers and counseling centers.

Presenter(s): Henry Xiao, Ph.D., Gisel Suarez Bonilla, M.A. Emily E. Eng, M.A., Krista Robbins, M.S.Ed.

Location: Room 106

Abstract:
We can use program evaluation to assess, improve, and develop systems within our counseling centers. The data gathered can aid in center self-advocacy and increase the effectiveness and efficiency of services offered. At the same time, it can be complicated to navigate study design, staff reactions, and dissemination of findings, while also taking into consideration fostering inclusivity and recognition of potential biases. This presentation examines common concerns and considerations of different types of program evaluations. Case examples will be discussed, and the audience can engage in exploring potential research topics and anticipated difficulties. Participants will collaborate to reflect on how we can minimize biases, improve UCC clinical practices, and benefit all students, including those from marginalized communities.

Learning Objectives:

1. Name different categories and goals of program evaluation projects.
2. Discuss common difficulties and barriers in implementing program evaluation projects, including issues surrounding inclusivity and equity.
3. Apply best practices of data collection to their own counseling center studies.

Presenter(s): Zan Haggerty, LCSW, MSW & Sabrina Starkman, MSW

Location: Room 107

Abstract:
Students who present to college counseling centers are facing unusual challenges and a socio-political landscape that is unprecedented. Many students arrive to campus with a history of intensive mental health treatment and need additional support. Students who experience significant mental health issues tend to have marginalized identities. This presentation describes two innovative on-campus treatment programs that aims to offer treatment on campus by increasing access to health and mental health services the most marginalized students.

Learning Objectives:

1. Identify challenges in addressing student needs in traditional college mental health settings.
2. Discuss unique program components of Next Step and Integrated Care programs designed to meet the needs of today’s college students.
3. Demonstrate the effectiveness of increasing access to mental health treatment and collaborative care on-campus for student success outcomes including case examples and relevant data.

Presenter(s): Quincy Courtwright, MA, LCP, Emily Barnum, Ph.D., ABPP, Michelle LeMay, Ph.D., Shengxi Sun, MPH

Location: Room 108

Abstract:
As with many University and College Counseling Center services, group therapy has evolved over the past 4 years, including the necessity for adjustments to best practices, telehealth, and safety through a global pandemic and its aftermath. This presentation will focus on group shifts based on data from group utilization regarding timing, format, and quantity of groups offered, which then informs on best practices in serving students for the future.

Learning Objectives:

1. Compare the differences between group participation pre-, mid-, and post-COVID-19 pandemic.
2. Discuss factors contributing to differences in group participation numbers during each phase.
3. Propose ideas for retaining and growing group numbers in the future.

Presenter(s): Stephanie Stama, Psy.D. & Elizabeth Toepfer, Ed.D.

Location: Room 104

Abstract:
While there are several commercial gatekeeper training courses available, a program designed to meet specific university considerations can enhance a sense of community/belonging, address student needs sooner, and encourage use of campus resources beyond the counseling center. Using an example gatekeeper program for all campuses of The Pennsylvania State University, attendees will be able to combine evidence-based strategies, unique campus considerations, and outcome data to craft a community-level prevention model for their own campus.

Learning Objectives:

1. Identify evidence-based models for college student mental health prevention strategies.
2. Integrate components of community-level mental health prevention techniques that can be adapted for needs of different university communities, using The Red Folder implementation across multiple campuses, as an example.
3. Design low-maintenance community-level mental health prevention models based on a combination of evidence-based strategies, individualized community considerations, and outcome data from The Red Folder initiative, a current gatekeeper model in practice at Pennsylvania State University. “

Presenter(s): Molly Caradonna, PsyD

Location: Room 105

Abstract:
Sexual violence occurs at the intersections of oppressive systems, yet is often, falsely, separated out from conversations about DEISJ on our campuses. Additionally, media and campus conversations about sexual violence can unnecessarily focus on trauma narratives that can retraumatize survivors. This workshop will focus on data collection, analysis, and dissemination practices that are rooted in trauma-informed practices, intersectionality, and integrated care, with practical applications for program development, advancement efforts, and improving campus climate around sexual violence.

Learning Objectives:

1. Conceptualize sexual violence within a social justice/power framework.
2. Assess whether their agency’s data practices are trauma-informed, with a focus on balancing comprehensive data/collaborative data and maintaining survivor-empowerment around sensitive information.
3. Apply the aforementioned data practices to engage in advancement efforts, program evaluation, and/or effecting campus climate.

Presenter(s): Brian Fitts, PhD

Location: Room 106

Abstract:
Young adults have become increasingly interested in pursuing psychological testing for ADHD, particularly since the COVID-19 pandemic. While this trend may feel largely anecdotal, university counseling centers still face the challenge of appropriately screening, diagnosing, and treating ADHD, as well as knowing when to appropriately make a testing referral for ADHD assessment. But what does the data say?
This presentation will review trends in referrals for and outcomes of ADHD assessments over a ten year period at a large university counseling center. Ethical, practical, and diversity considerations for ADHD assessment will be reviewed, and the impact of the COVID-19 pandemic, social media, and broader societal trends on diagnosing ADHD will be discussed. Implications for assessment and clinical treatment for ADHD, as well as implications for training and outreach will also be discussed.

Learning Objectives:

1. Discuss best practices, including ethical, practical, and diversity considerations when assessing ADHD.
2. Identify and assess trends in ADHD assessment and diagnosis based on data representing a ten year period of ADHD assessment at a large university counseling center.
3. Discuss implications of these trends for diagnosis and clinical practice as well as for training and outreach in counseling centers.”

Presenter(s): Wilson Trusty, PhD, Natalie Pottschmidt, M.S., Hongjun (Michael) Tan, M.S., Katherine Davis, M.S., Sultan Magruder, Ph.D.

Location: Room 107

Abstract:
The COVID-19 pandemic has substantially impacted college students’ mental health, and this is particularly true for students with marginalized social identities. Clarity on how these impacts are shifting post-pandemic could enhance treatment and advocacy at university counseling centers (UCCs). In this session, three panelists will present recent findings on mental health symptoms and treatment outcomes among marginalized students at UCCs during the pandemic and emerging post-pandemic eras. Discussion will focus on intervention and advocacy implications.

Learning Objectives:

1. Describe how the COVID-19 pandemic has impacted the mental health of marginalized students at university counseling centers (UCCs)
2. Identify strategies to support marginalized UCC clients that have been impacted by COVID-19 in clinical practice
3. Identify avenues to advocate for diversity, equity, and inclusion in collegiate mental health in ways that are responsive to the post-pandemic climate

Presenter(s): Morgan Blumenfeld LPCC-S, Hunter Sully, PhD, Kristen Swope, PsyD, Becca Patterson, PsyD

Location: Room 108

Abstract:
This workshop is designed for universities that currently use the CCAPS to inform assessment and treatment planning. The Ohio State University’s Counseling and Consultation Service will demonstrate how to use and interpret this data to inform eating disorder diagnosis and treatment with the addition of a unique treatment planning tool, designed by our Eating Concerns Consultation Team. A narrative approach will be used to demonstrate how to discuss individual CCAPS items with clients within the Eating Concerns subscale.

Learning Objectives:

1. List the key components for assessing disordered eating in a college student population.
2. Describe how OSU uses a treatment planning tool in conjunction with CCAPS results, and identify strategies on how to modify this approach to the needs of other universities.
3. Compare the benefits and challenges of using the CCAPS to inform treatment planning and clinical interventions for disordered eating.

Presenter(s): Stephanie Stama, Psy.D. & Elizabeth Toepfer, Ed.D.

Location: Room 104

Abstract:
While there are several commercial gatekeeper training courses available, a program designed to meet specific university considerations can enhance a sense of community/belonging, address student needs sooner, and encourage use of campus resources beyond the counseling center. Using an example gatekeeper program for all campuses of The Pennsylvania State University, attendees will be able to combine evidence-based strategies, unique campus considerations, and outcome data to craft a community-level prevention model for their own campus.

Learning Objectives:

1. Identify evidence-based models for college student mental health prevention strategies.
2. Integrate components of community-level mental health prevention techniques that can be adapted for needs of different university communities, using The Red Folder implementation across multiple campuses, as an example.
3. Design low-maintenance community-level mental health prevention models based on a combination of evidence-based strategies, individualized community considerations, and outcome data from The Red Folder initiative, a current gatekeeper model in practice at Pennsylvania State University. “

Presenter(s): Molly Caradonna, PsyD

Location: Room 105

Abstract:
Sexual violence occurs at the intersections of oppressive systems, yet is often, falsely, separated out from conversations about DEISJ on our campuses. Additionally, media and campus conversations about sexual violence can unnecessarily focus on trauma narratives that can retraumatize survivors. This workshop will focus on data collection, analysis, and dissemination practices that are rooted in trauma-informed practices, intersectionality, and integrated care, with practical applications for program development, advancement efforts, and improving campus climate around sexual violence.

Learning Objectives:

1. Conceptualize sexual violence within a social justice/power framework.
2. Assess whether their agency’s data practices are trauma-informed, with a focus on balancing comprehensive data/collaborative data and maintaining survivor-empowerment around sensitive information.
3. Apply the aforementioned data practices to engage in advancement efforts, program evaluation, and/or effecting campus climate.

Presenter(s): Brian Fitts, PhD

Location: Room 106

Abstract:
Young adults have become increasingly interested in pursuing psychological testing for ADHD, particularly since the COVID-19 pandemic. While this trend may feel largely anecdotal, university counseling centers still face the challenge of appropriately screening, diagnosing, and treating ADHD, as well as knowing when to appropriately make a testing referral for ADHD assessment. But what does the data say?
This presentation will review trends in referrals for and outcomes of ADHD assessments over a ten year period at a large university counseling center. Ethical, practical, and diversity considerations for ADHD assessment will be reviewed, and the impact of the COVID-19 pandemic, social media, and broader societal trends on diagnosing ADHD will be discussed. Implications for assessment and clinical treatment for ADHD, as well as implications for training and outreach will also be discussed.

Learning Objectives:

1. Discuss best practices, including ethical, practical, and diversity considerations when assessing ADHD.
2. Identify and assess trends in ADHD assessment and diagnosis based on data representing a ten year period of ADHD assessment at a large university counseling center.
3. Discuss implications of these trends for diagnosis and clinical practice as well as for training and outreach in counseling centers.”

Presenter(s): Wilson Trusty, PhD, Natalie Pottschmidt, M.S., Hongjun (Michael) Tan, M.S., Katherine Davis, M.S., Sultan Magruder, Ph.D.

Location: Room 107

Abstract:
The COVID-19 pandemic has substantially impacted college students’ mental health, and this is particularly true for students with marginalized social identities. Clarity on how these impacts are shifting post-pandemic could enhance treatment and advocacy at university counseling centers (UCCs). In this session, three panelists will present recent findings on mental health symptoms and treatment outcomes among marginalized students at UCCs during the pandemic and emerging post-pandemic eras. Discussion will focus on intervention and advocacy implications.

Learning Objectives:

1. Describe how the COVID-19 pandemic has impacted the mental health of marginalized students at university counseling centers (UCCs)
2. Identify strategies to support marginalized UCC clients that have been impacted by COVID-19 in clinical practice
3. Identify avenues to advocate for diversity, equity, and inclusion in collegiate mental health in ways that are responsive to the post-pandemic climate

Presenter(s): Morgan Blumenfeld LPCC-S, Hunter Sully, PhD, Kristen Swope, PsyD, Becca Patterson, PsyD

Location: Room 108

Abstract:
This workshop is designed for universities that currently use the CCAPS to inform assessment and treatment planning. The Ohio State University’s Counseling and Consultation Service will demonstrate how to use and interpret this data to inform eating disorder diagnosis and treatment with the addition of a unique treatment planning tool, designed by our Eating Concerns Consultation Team. A narrative approach will be used to demonstrate how to discuss individual CCAPS items with clients within the Eating Concerns subscale.

Learning Objectives:

1. List the key components for assessing disordered eating in a college student population.
2. Describe how OSU uses a treatment planning tool in conjunction with CCAPS results, and identify strategies on how to modify this approach to the needs of other universities.
3. Compare the benefits and challenges of using the CCAPS to inform treatment planning and clinical interventions for disordered eating.