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 $80 (member); $100 (nonmember) 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 $170 (member); $200 (nonmember) per workshop.

Tuesday, May 30, 9:00 am–12:00 pm ET 

Developing a Strategic Framework for Evaluating Your Health and Wellness Coaching Programs

Jennifer Bleck, PhD, and Rita DeBate, PhD, MPH, NBC-HWC (University of South Florida)

CHES: 3  MCHES: 3

Health and wellness coaching programs have been expanding into higher education settings over the past decade. Although university-based coaching programs have the potential to positively impact student health, well-being, and success, demonstration of evidence-based impact requires carefully designed and executed program evaluations. The purpose of this workshop is to provide the framework, skills, and tools necessary for gathering, analyzing, and reporting critical evidence demonstrating health and well-being impacts and student success outcomes.

Achieving AAAHC Accreditation for College Health -- Part I

Joy Himmel, PsyD (Old Dominion University); Valerie Kiefer, DNP (University of Connecticut)

CME: 3  AAFP-P: 3  CHES: 3  MCHES: 3

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. The eight core chapters (1-8) will be reviewed with highlights for each chapter and a focus on what surveyors look for during a survey. Information will also be shared regarding the most common deficiencies or challenges per chapter.

Crash Course for New College Health Primary Care Clinic Managers

Amelita Maslach, MD (University of Michigan University)

CME: 3  AAFP-P: 3

New clinic managers face numerous challenges as they take on this critical role. This course will address key tools and skills that all clinic managers should be knowledgeable of: tenets of high-quality clinic operations, leveraging dashboards and data analytics, best practices for screening applicants and conducting interviews when leading staff searches and effective staff supervision.

Dismantling White Supremacy and Healing Racial Trauma: Ending Racist Practices in College Health - Part I

This is the same session that was conducted at the ACHA 2022 Annual Meeting in San Diego.

Kelly Gorman, MSc (University at Albany); Marian Trattner, MSW (Wake Forest University); Joleen Nevers, MAEd (University of Connecticut)

CHES: 3  MCHES: 3  PsyCE: 3  NBCC: 3

While many college health professionals care deeply about anti-racism and anti-oppression work, it often is not central to their day-to-day work. This pre-conference workshop will help college health professionals understand racism, how they may perpetuate it in their own programming, and how they can begin to dismantle it with strategies that center anti-oppression values.

Talking to Students About Cannabis and Psychedelics

Tom Fontana, MS (University of Vermont)

CME: 3  AAFP-P: 3  CHES: 3  MCHES: 3  PsyCE: 3  NBCC: 3

Cannabis and psychedelic use among young adults has reached an all time-high. To better understand why, we must talk with our students -- but this topic can be tricky. Come learn more about cannabis and psychedelics, plus ways to engage students including non-stigmatizing ways to understand motivation, elicit change-talk, and discuss harm reduction practices like tolerance breaks. To help students get to where they are going, we must first meet them where they are at.

Collective Impact: Practices that Support Effective Collaboration to Achieve Big Impacts

Paul Schmitz, BA (Collective Impact Forum); Dominique Samari, JD (P3 Development Group)

CHES: 3  MCHES: 3 

Collective impact is a network of community members, organizations, and institutions that advance equity by learning together, aligning, and integrating their actions to achieve population and systems-level change. Effective coalitions and networks have always begun with a clear strategy and fostered an inclusive, equitable, and accountable culture to support collaboration. This interactive session will illustrate through tools, examples, and activities the practices that support effective collective impact.

Dashboards, Trustees and Advisory Groups: Leadership Approaches for Effectively Telling the Story of Health and Well-Being on your Campus

James D. Raper, PhD (Emory University); Steve Large, PsyD (Miami University); Joyce Dewitt-Parker, PhD (University at Albany); M. Kirk Dougher, PhD (Washington University in St Louis); Jake Baggott, PhD (University of Wisconsin–Madison); Sirena Cantrell, PhD (Mississippi State University)

CME: 3  CHES: 3

Tuesday, May 30, 1:30 pm–4:30 pm ET

Serving Student Veterans: Core Competencies for Healthcare Providers and Campus Personnel

Kevin Holloway, PhD (Center for Deployment Psychology, Uniform Services University of the Health Sciences)

This core competency workshop is designed to address cultural and clinical concerns of veterans and service members on a university or college campus. The program presents an overview of the experience of student veterans and service members, and includes challenges during deployment and reintegration on campus, campus outreach strategies, recommendations for culturally- informed assessment approaches for common presenting health/behavioral health problems.

Achieving AAAHC Accreditation for College Health -- Part II

You don't need to have attended Part I to attend Part II

Joy Himmel, PsyD (Old Dominion University), and Valerie Kiefer, DNP (University of Connecticut)

CME: 3  AAFP-P: 3  CHES: 3  MCHES: 3

This presentation will focus specifically on the adjunct chapters (9-25), which are applicable to the college health setting. Highlights for each chapter will be reviewed as well as common challenges and deficiency areas. Quality and process improvement, (chapters 4,5) essential components of accreditation, will be discussed in detail with examples of exemplary quality improvement studies. Information will be shared on how to engage your staff in a system of continuous quality improvement. Examples of quality improvement initiatives will be provided as examples. There will also be a focus on how to prepare for the initial survey as well as a reaccreditation survey.

Motivational Interviewing Skill-Building Applied in Healthcare Settings

Chris Rzengota, MA, LPC, LSATP (George Mason University)

CME: 3  AAFP-P: 3  CHES: 3  MCHES: 3  PsyCE: 3  NBCC: 3

This interactive workshop will provide opportunities for healthcare providers and mental health professionals to practice and refine their motivational interviewing (MI) skills applied to a wide variety of patient behavior change. The workshop will focus on intentional application of MI skills to respond to change talk, sustain talk, and discord in order to elicit change talk and behavior change.

Strategies and Processes for Developing and Enhancing Integrated Health and Wellness Services

Cory Wallack, PhD, Tanya Williamson, PhD, Rachel Evans, MS, MCHES, Carrie Brown, PhD, Kathleen Coughlin, MPA, and Matt Hackett, MS (Syracuse University)

CHES: 3  MCHES: 3

Although a significant number of campuses indicate a desire to move toward an integrated health and wellness model, the actual process of doing so often proves challenging. Drawing from our experience in creating an integrated center, in this session we hope to create a working group experience in which participants will be able to identify new strategies and processes for enhancing integrated health and wellness services on their campuses.

Dismantling White Supremacy and Healing Racial Trauma: Ending Racist Practices in College Health – Part II

You don't need to have attended Part I to attend Part II

Kelly Gorman, MSc (University at Albany); Marian Trattner, MSW (Wake Forest University); Joleen Nevers, MAEd (University of Connecticut)

CHES: 3  MCHES: 3

This pre-conference workshop will build off Part 1 to help college health professionals apply antiracist strategies and put into practice the concepts discussed in Part 1 (also briefly reviewed in Part 2) related to understanding racism, how it's perpetuated through programming and practice, and how to dismantle it with strategies that center anti-oppression. This session will be centered around application and practice.

Gender Affirming Services in a Primary Care Setting: A Review of Best Practices and Standards of Care

Julie Thompson, PA-C, AAHIVS (Fenway Health)

CME: 3  AAFP-P: 3  CHES: 3  PsyCE: 3

This talk will address the importance of providing gender affirming care within primary care, and this directly impacts access to care and decreases stigma experienced by trans and gender diverse (TGD) communities. We address an individualized, trauma-informed approach to care, provision of gender affirming hormone therapy through an informed consent lens, options for hormone therapy, and health considerations and monitoring.  Finally, we will touch on preventive health recommendations for TGD individuals and review the updated guidelines from WPATH’s Standards of Care, Version 8.  This workshop is intended for all involved in the primary care team.

Healthcare is for Healing: Using Behavioral Threat Assessment and Management to Support Student and Campus Safety and Well-Being

Lynn Van Male, PhD, CTM (Oregon Health and Science University; Private Consultant; U.S. Veterans Health Administration); Philip Saragoza. MD (University of Michigan Medical School and Work Trauma Services, Inc.,)

CME: 3  CHES: 3  PsyCE: 3  NBCC: 3

This workshop will provide an overview of behavioral threat assessment and management arising in the campus healthcare environment. We will review foundational principles about targeted violence, discuss sources of risk in the campus context, describe evaluation approaches and address practical aspects of intervention and case monitoring. Audience participation will enhance learning, including through the use of a progressive case exercise.

Advancing Equity in Collective Impact

Paul Schmitz, BA (Collective Impact Forum); Dominique Samari, JD (P3 Development Group)

CME: 3  CHES: 3  MCHES: 3 

Collective impact is a network of community members, organizations, and institutions that advance equity by learning together, aligning, and integrating their actions to achieve population and systems-level change. We place equity at the center of our definition because it is difficult to achieve population change without redressing disparities among groups who are further behind. The presenters will share five strategies from The Collective Impact Forum that center equity in collective impact work.