Pre-Conference Workshops

Tickets required; space may be limited. Tickets can be purchased onsite if space is available.

Pre-conference workshops differ from the 60- and 90-minute concurrent sessions in that they are intended to help participants enhance specific skill sets or train to acquire specific competencies appropriate to practice in their discipline. Continuing education/contact hours will be assigned as appropriate.

  • The fee to attend a pre-conference workshop is $65 if you are registered for at least one day of the meeting (Wednesday-Saturday). If you've already registered, you can still add a Pre-Conference Workshop to your registration by logging back into your original registration, indicating the workshops you'd like to add, and paying the balance due.
  • If you are registered for Tuesday Workshops Only, the fee is $150 per workshop.

TUESDAY, May 28, 9:00 am–12:00 pm

101. SPSS for Non-Statisticians

CME: 3.0   CHES: 3.0   MCHES: 3.0   PsyCE: 3.0   NBCC: 3.0   NASW: 3.0   AHIMA: 3.0   CPEU: 3.0

Monideepa Becerra, DrPH, MPH, CHES (California State University, San Bernardino)

College health educators and leaders have a critical role in ensuring evidence-based practice. However, data driven policy and practice can be limited due to limited foundation on analytic skills. This pre-conference workshop will train participants how to use SPSS for health data analysis, including descriptive and bivariate statistics. The workshop is created for non-statisticians and thus applicable to everyday use of evaluating student health data, and creating graphics and tables to demonstrate trends in health outcomes.

113. Hot Topics and Evolving Practices in College Student Mental Health

CME: 3.0   PsyCE: 3.0   NBCC: 3.0   NASW: 3.0   CPEU: 3.0

Sharon Mitchell, PhD (University at Buffalo); Wanda Collins, PhD (Emory University); Barry Schreir, PhD (University of Iowa); Greg Ells, PhD (University of Pennsylvania) 

Members of the Governing Board of the Association for College Counseling Center Directors (AUCCCD), will use information from national collegiate mental health databases and published research to highlight trends in college student mental health. An interactive format will engage participants in exploring how these trends impact scope of service, service delivery models, policies and procedures and staff development. Best practices and empirically validated approaches currently in use on college campuses will be shared.

139. Sports Medicine Special Testing

CME: 3.0   AAFP: 3.0   CPEU: 3.0

Wendy Sheppard, MS, LAT, ATC (University of Richmond)

This session will review special testing techniques for a variety of sports medicine injuries (Lachmans, Mcmurrays, Thompson tests, etc.). I will break down the reliability of each test and give participants an opportunity to try and practice these skills.

153. Narrative Medicine for the College Health Provider

CME: 3.0   AAFP: 3.0   CHES: 3.0   NASW: 3.0   CPEU: 3.0

John Vaughn, MD (Duke University)

Narrative Medicine re-frames clinical care as the setting for the patient’s story, not the story itself. Connecting with our students through their stories will enhance their health outcomes, wellness and our own satisfaction with the work we do. Through a reading of short texts, small and large group discussion, and reflective writing, we will study how storytelling works and how this knowledge can give us greater insight into illness, treatment, and our clinical relationships.

175. Tailoring a Comprehensive Public Health Framework to Assess the Needs of Students: How the University of Chicago Implemented the MAPP Process to Identify and Address Student Needs on Their Campus

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   AHIMA: 3.0   CPEU: 3.0

Julie Edwards, MHA (The University of Chicago)

The University of Chicago tailored the Mobilizing for Action through Planning and Partnerships (MAPP) framework to conduct a comprehensive campus health needs assessment (CHNA) over the past year. The CHNA involved key constituents to identify student needs and ways the campus will work collaboratively to address those needs. This pre-conference workshop will be an interactive session taking participants through the process and will share a newly developed tool used to assess the entire campus system.

220. Achieving AAAHC Accreditation for College Health, Part I

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   AHIMA: 3.0   ACPE: 3.0   CPEU: 3.0

Joy Himmel, PsyD PMH-CNS, NCC, LPC (Bodhi Counseling) and Valerie Kiefer, DNP, MS, APRN (University of Connecticut)

College health professionals are committed to providing the highest quality services possible to the students they serve. Achieving accreditation is one way to demonstrate compliance with broadly accepted industry standards. This presentation will cover the reasons to seek accreditation and introduce practical information on how to be successful in achieving accreditation. Quality and process improvement, essential components of accreditation, will be discussed in detail with examples of exemplary quality improvement efforts.

231. Understanding and Supporting Your Campus’s Health Promotion Unit: A Primer for College Health Leaders and Campus Executives Who Have Health Promotion in Their Reporting Portfolio

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   CPEU: 3.0

Alicia Czachowski, EdD, MPH, CHES (Tulane University); Reuben Parrish, MPH, MCHES, CHWC (University of Houston); Sarah Menefee, MPH, CHES (The College of William and Mary); Padma Entsuah, MPH, CHES (Columbia University); Eric Davidson, PhD, MCHES, CSPS (Eastern Illinois University) 

It’s common for administrators of college health organizations to have health promotion as one of their reporting units, however, individuals in this role may have little training in health promotion practice and be uncertain how to best support and represent health promotion staff and their respective programs. This pre-conference session will provide an overview of the health promotion field and help college health leaders ensure that their campus’s health promotion programs have the appropriate staff and resources to meet the needs of their respective student populations and that they are meeting the Standards of Practice for Health Promotion in Higher Education.

320. ACHA Leadership Institute: Introduction to College Health and Wellness

CME: 3.0   AAFP: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   AHIMA: 3.0   ACPE:3.0   CPEU: 3.0

Devin Jopp, EdD, MS (American College Health Association); Michael Huey, MD (Emory University); Jenny Haubenreiser, MA (Oregon State University); Alan Glass, MD (Washington University in St. Louis); Jamie Davidson, PhD (University of Nevada-Las Vegas); Stephanie Hanenberg, MSN, FNP-C (University of Colorado Colorado Springs); Ted Coleman, PhD, CHES®, MS (California State University- San Bernardino)

This half-day leadership training event will provide an overview of key issues across the college health and wellness landscape and will also explore the unique value of college health and wellness programs. Additionally, this session will provide college health and wellness professionals with an understanding of management and leadership techniques that can be used to enhance your own leadership skills and drive organizational outcomes. Participants in this program will receive credit towards the completion of ACHA’s College Health and Wellness Professional designation.

TUESDAY, May 28, 1:30 pm–4:30 pm

131. Perfectionism and Overcontrol within the College Population: Too Much of a Good Thing?

CME: 3.0   PsyCE: 3.0   NBCC: 3.0   NASW: 3.0   CPEU: 3.0

Robin Fierstein, PsyD, and Lisa Twardzik, MA, LPC (Rowan University)

Hard work and perfectionism are often reinforced in our society, however these traits are sometimes maladaptive. This workshop will provide an overview of Radically Open Dialectical Behavior Therapy (RODBT), a treatment using individual therapy and skills class to reduce excessive self-control (i.e., overcontrol). Attendees will learn to identify overcontrolled individuals through assessment and target specific problems that impact psychological wellbeing. Preliminary research on the implementation of RODBT in a college counseling setting will be discussed.

161. Nurse Leadership Seminar

CPEU: 3.0

Deborah Penoyer, MS (State University of New York at Geneseo); Pamela Stokes, MHCA, MSN, RN (Oklahoma State University); Mary Madsen, BSN, RN-BC (University of Rochester); and Lauri Gallimore, BS, RN (Dartmouth College)

Nurse leaders in college health differ in roles and responsibilities specific to their health service. Responsibilities may include supervision, hiring/coaching/evaluating staff, clinic operations, budget management, ordering and maintaining supplies and equipment, developing protocols and procedures, responding to patient complaints, billing and responding to the changing environment of campuses. This panel of nursing management professionals will explore the range of challenges and responsibilities one may encounter and offer examples, guidance and an opportunity to share experiences in setting priorities and developing strategies to meet these challenges.

164. Creating a Wellness Culture by Integration of Health Services, Student Affairs and the University Mission

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   AHIMA: 3.0   CPEU: 3.0

Joleen Nevers, MAEd, CHES, CSE, CSES (University of Connecticut); Ryan Travia, MEd (Babson College); and Geraldine Taylor, MS, AN-BC, FACHA (Bentley University)

A multidisciplinary panel of seasoned college health practitioners and administrators share diverse perspectives about the evolution of Health Services, Counseling and Mental Health Services, and Health Promotion, as they relate to the phenomenon of “wellness,” which has become the operant focus in college health and student affairs. This interactive workshop will empower participants to facilitate greater collaboration across services and envision new ways of uniting, leading, and transforming health and wellness on their campuses.

187. Building Healthy Campuses by Increasing Social Connectedness and Sense of Community

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   CPEU: 3.0

Gina Baral Abrams, DrPH, EdM, LSW, MCHES®, and Elizabeth Smull, MA, CADC (International Institute for Restorative Practices); Jaclyn Stone, MS, BS (University of Maryland, Baltimore County); Susan Wilson, BA, MS (Temple University)

This session provides the opportunity to do a deep dive into how to build a sense of community, social connectedness, and community resilience as prevention strategies for advancing health on campus and reducing risk behaviors. Restorative Practices (RP) can create the conditions for diverse students to thrive in supportive and health-engendering environments by strengthening relationships between individuals as well as social connections within the campus community. Using community health and prevention frameworks, this workshop will focus on the prosocial priming aim of RP, including the relationships between the practices and social determinants of health (e.g., sense of community, social connectedness, and community resilience).

262. Chaperoning Sensitive Examinations: Policies, Guidelines, Competencies and Moving Forward with a Better System for Patient Safety

CME: 3.0   AAFP: 3.0   CHES: 3.0   AHIMA: 3.0   CPEU: 3.0

Susan Ernst, MD and Lindsey Mortenson, MD, Robert Ernst, MD, and Missy Ware, MA (University of Michigan) 

This is a critical time for evaluating policies and procedures around the sensitive physical exam in the college health setting. We will share our process and procedures developed after we systematically evaluated and addressed this topic with a review of patient complaints, revision of chaperoning policy for sensitive exams as well as creation of chaperoning guidelines and competencies for medical staff. We have also invested in a new patient complaint process and will review options.

289. Psychopharmacology for Common Mental Health Conditions

CME: 3.0   AAFP: 3.0   PsyCE: 3.0   NBCC: 3.0   NASW: 3.0   ACPE: 3.0   CPEU: 3.0

Marta Hopkinson, MD, Binali Mehta, MD, and Varsha Viadya, MD (University of Maryland, College Park)

Mental health conditions are increasing in the college aged population, and the need for medications for these concerns is increasing as well. Many students arrive at college already taking psychotropic medications, and they will need ongoing care during their matriculation. This workshop will review the common mental health conditions encountered in the college student population and discuss the use of medical and some nonmedical interventions.

313. The Rise of Electronic Tobacco Products in the U.S.: Implications for Public Health Policy and Practice

CME: 3.0   AAFP: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   CPEU: 3.0

Brian King, PhD, MPH (Centers for Disease Control and Prevention, Office on Smoking and Health)

Cigarette smoking has declined over the past half century. However, the tobacco product landscape has recently diversified to include a variety of electronic products, including e-cigarettes. In 2015, USB shaped e-cigarettes known as “pod mods,” including JUUL, entered the marketplace. This presentation will describe the past, present, and future of tobacco prevention and control efforts in the U.S., including what we know works to effectively address all types of tobacco product use among young people.

319. Promoting College Student Well-Being with Coaching Initiatives

CHES: 3.0   MCHES: 3.0   PsyCE: 3.0   NBCC: 3.0   NASW: 3.0   CPEU: 3.0

James Larcus, MA (University of Denver) and Todd Gibbs, PhD, MA. LPC (Dartmouth College); Monica Webb, PhD, MPH, CHES (University of Florida); Mary Jo Desprez, MA (University of Michigan); and Elise Tofias Phillips, MEd, and Makayla Davis, MA (Boston College)

Wellness coaching has been identified as an emerging intervention for facilitating student well-being. This session will offer insight into different approaches to develop coaching initiatives in a manner that broadens the scope of services related to student health and wellness on college campuses. Participants will be encouraged to consider how to effectively design, position and launch services grounded in a coaching philosophy that address currently unmet needs of the student population at their respective institutions.

321. Achieving AAAHC Accreditation for College Health, Part II

CME: 3.0   CHES: 3.0   MCHES: 3.0   NASW: 3.0   AHIMA: 3.0   ACPE: 3.0   CPEU: 3.0

Joy Himmel, PsyD PMH-CNS, NCC, LPC (Bodhi Counseling); Valerie Kiefer, DNP, MS, APRN (University of Connecticut)

Achieving accreditation is one way to demonstrate compliance with broadly accepted industry standards. This presentation will focus specifically on the core barriers or fears in beginning the process to get ready for accreditation and complying with the standards. It will provide numerous reasons to seek accreditation for all sizes of schools and will present practical information on how to be successful and achieve accreditation in both a merged center (counseling and health clinic) and health clinic alone. Quality and process improvement, essential components of accreditation, will be discussed in detail with examples of exemplary quality improvement studies, and information will be shared on how to succeed with obtaining accreditation.