Wednesday, March 9, 2:15 - 5:15 p.m.
Bystander Intervention Programs to Enhance Student Connection, Mental Health, and Campus Climate: Case Studies from Two Campuses
Kelsey Lammy, MSW, Mental Health Promotion Coordinator, Counseling and Mental Health Center, The University of Texas at Austin; Will Sherry, LLMSW, Director, Spectrum Center, University of Michigan; Marian Trattner, MSW, Suicide Prevention Coordinator, Counseling and Mental Health Center, The University of Texas at Austin
This workshop will discuss best practices in multi-issue bystander intervention models and give participants the opportunity to learn about the formation and history of two campus models, from the University of Michigan and The University of Texas at Austin.
Change it Up! is a bystander intervention program required for all first-year students living in University of Michigan residence halls. Created to empower students to help improve the experience of all students on campus, Change it Up! uses theater to engage participants in education on social identities, microaggressions, and bystander intervention skills. BeVocal, the bystander intervention initiative of The University of Texas at Austin, was created to promote the idea that students have the power to prevent high-risk behavior and harm to themselves and others.
Workshop participants will learn how they can enhance their bystander intervention model, or create similar multi-issue models on their campus.
Interpersonal Psychotherapy: An Evidence-Based Treatment for Depression
Heather Flynn, PhD, Associate Professor and Vice Chair for Research, Florida State University College of Medicine; Kris Konz, LMSW, Clinical Social Worker, Department of Psychiatry, University of Michigan
This workshop will consist of an overview of Interpersonal Psychotherapy (IPT) for Depression. It will include an introduction to basic clinical skills and clinical practice of IPT. This workshop is best suited for mental health clinicians (psychologist, social workers, psychiatrists, nurse practitioners, etc.) with at least two years of clinical experience / training in psychotherapy. Clinicians treating unipolar depression with psychotherapy will likely benefit from this workshop.
- To provide background on the history, research evidence base, and overall structure of Interpersonal Psychotherapy (IPT)
- To introduce participants to the three main components of IPT (the Initial/Assessment Phase, the Middle Phase and Termination/Maintenance Phase)
- To provide an overview of skills, strategy, and primary IPT techniques of IPT including the Interpersonal Inventory, Interpersonal Problem Area formulation, Communication and Decision Analyses.
- To educate participants about the process of learning IPT to proficiency and about opportunities for ongoing training, supervision, and consultation.
Relationship Remix: Implementing and Evaluating a Healthy Relationships Workshop for University Students
Katrina Daoud, MPH, Community Matters Project Coordinator, Office of Student Life, University of Michigan; Anne Huhman, MSW, Program Manager for Education and Prevention, Sexual Assault Prevention and Awareness Center (SAPAC), University of Michigan; Laura McAndrew, MPH, Sexual Health Educator, University Health Service Wolverine Wellness, University of Michigan; Madi McCullough, Sexual Health Program Assistant, University Health Service Wolverine Wellness, University of Michigan
In 2004, former University of Michigan President Mary Sue Coleman mandated that all incoming students receive education on sexual assault. After several years of awareness-based workshops and a deep dive into literature on public health approaches to promoting healthy relationships, this educational program was reestablished as Relationship Remix. Now in its fifth year, Relationship Remix is an interactive primary prevention workshop at the University of Michigan. It incorporates multidisciplinary expertise to help students build relationship skills in values clarification, defining wants and needs in relationships, communication, consent, sexual health, sexual violence response, and campus resource identification. Participants in this session will experience this 90-minute workshop firsthand to identify elements that may be useful in their own campus programs Participants will also learn about successes and challenges related to its development, its context among other University initiatives, organizational and logistical considerations, and evaluation.
Innovative Programs to Support Students with Autism Spectrum Disorders in Higher Education, and Beyond
Pamela Lemerand, PhD, Associate Professor and College Supports Program Co-Director, School of Health Sciences, Eastern Michigan University; Brad McGarry, Director, Autism Initiative at Mercyhurst (AIM), Mercyhurst University
This session will provide an overview of two comprehensive programs of support for students with Autism Spectrum Disorders attending university. Specific details will be shared about monitoring and meeting the mental health needs, particularly depression and anxiety, of these students. Information will also be given to assist colleges and universities that may want to begin to build comprehensive support programs. Time will be allowed to brainstorm/discuss process and procedure ideas, as well as action plans that participants may want to take back to their settings.
(You'll have a choice of attending one of the 3 hour workshops above, OR both of the 90 minute sessions below)
Caring Connecting: Peer-Led Suicide Prevention and Mental Health Awareness Initiatives
Matthew Fullen, MA, MDiv, LPCC, Program Manager, Ohio State University Suicide Prevention Program
Student Representatives: Ciara Coriell, Kayla Higginbotham, and Maria Lammy.
According to the CDC, for every completed suicide within the 15-24 age group, there are between 100 and 200 suicide attempts, with even more individuals seriously considering ending their lives. Students tell us that they are more likely to seek out a peer first when they are struggling with concerns that affect their academic life and overall well-being. Imagine the impact that knowledgeable, trained groups of students could have on reducing the stigma related to suicide and depression, and helping their peers access campus and community resources Join us to learn more about the ways we are leveraging peer suicide prevention efforts on our campus, as well as strategies to implement them on your home campuses. As a bonus, a panel discussion will provide an opportunity to hear directly from the students who are engaged in this important work.
Wolverine Support Network: Building Peer Relationships to Support Mental Health
Cooper Charlton, Executive Director, Wolverine Support Network and President, Central Student Government; Max Rothman, Director of Leadership Development, Wolverine Support Network; Cheyenne Stone, Director of Marketing, Wolverine Support Network; University of Michigan
Our presentation will discuss current statistics on the mental health of students, and why we believe peer support to be an often overlooked benefit for university students. We will detail our peer-support based organization, Wolverine Support Network (WSN), explaining our mission, structure, and the benefits of being part of our community. WSN was founded in the Fall of 2014, and launched its first set of peer support groups during the Winter of 2015. While we are still developing certain aspects of our organization, we hope to expand WSN and peer support to other campuses in the near future by sharing the necessary tools, and addressing the challenges we have faced thus far - including group transitions between semesters, and director role transitions. During the session we will outline how we have addressed these challenges, and will welcome discussion regarding how the program could potentially be implemented on other campuses.
Thursday, March 10, 10:30 - 11:45 pm
Connecting Students to Care: Mental Health Technology as a Conversation Catalyst
Paul Furtaw, PsyD, Associate Director of Counseling, Drexel University; Molly Foulds, MindKare Program Manager, Screening for Mental Health, Inc.
As campus climates change so must the strategies employed to reach students. Universal prevention programming allows colleges to address overarching campus concerns, while identifying individual students needing support. Specifically, taking a public health approach to addressing common mental health disorders can help to prevent onset, lead students to treatment earlier and promote overall health. In this session, presenters will begin with an overview of the benefits that anonymous online mental health screenings can bring to a campus through broadening outreach to all students and meeting them where they are – online. Participants will learn from the experience of the first campus to adopt a mental health screening kiosk as a component to their systematic approach.
Crisis Text Line: Real-Time Data on Student Mental Health and Related Crises
Baylee Greenberg, Director of Operations, Crisis Text Line
In this session we will share how Crisis Text Line works, and why communicating via text is an effective form of communication for people in crisis, and those with depression. We will share what we've discovered about texters who identify as depressed and how, as a community, we can use real-time data to lead to increased support.
A New Model of Campus-Based Mental Health Resiliency Program for Students Re-entering College
Dori Hutchinson, Sc.D., CPRP, Director of Services, Center for Psychiatric Rehabilitation and Associate Clinical Professor, Sargent College of Health and Rehabilitation Sciences, Boston University; Courtney Joly-Lowdermilk, MSEd, Niteo Program Manager, Boston University
In this session, we will provide an overview of a new model of a campus-based mental health resiliency program, NITEO, designed to strengthen interpersonal resiliency in college students on leave with mental health conditions. Preliminary data suggests the program’s efficacy as students develop the supports, health, and academic skills they need to successfully transition back to college. Attendees will discuss how the intervention can be adapted and unbundled to meet the needs of various higher education environments.
Close Therapeutic Bonds Predict Improved Mental Health and Academic Performance: Results of the “From Intention to Action” (FITA) Program
Larry McCloskey, MA, MSW, Director of the Paul Menton Centre for Students with Disabilities, Carleton University, Ottawa, Canada; John Meissner, PhD, CPsych, Manager, FITA Program, Carleton University, Ottawa, Canada
This presentation will focus on cost-effective prevention and intervention with university students at risk for depression and academic failure who self-identify as being “overwhelmed.” We will show how the quality of the therapeutic relationship predicts both mental health and academic performance. We will discuss the key elements of this program, results obtained over 4 years, why it works, and how other institutions could develop similar pilot projects to observe how this might fit into their campus. We will provide an analysis of positive findings on mental health, skill development and also demonstrate preliminary findings on student retention. Participants will receive a PDF of our FITA Manual: Translating Institutional Mental Health Intention Into Program Action. This session will be of interest to psychologists, counselors, social workers, and student service managers and administrators.
Thursday, March 10, 1:15 - 2:45 pm
Mental Health Monologues: Student Experiences, In Their Own Voices
Facilitator: Sonia Doshi, Undergraduate Student, University of Michigan Class of 2016
Student performers: Andrew Lynch, Morgan Rondinelli, Yumi Taguchi
Join us to develop an understanding of how to foster an open dialogue about mental illness within your community. In this interactive workshop, we will discuss the process for producing a Mental Health Monologues performance, and how you can bring this experience to your own campus. We will have students from the University of Michigan’s 2015 Mental Health Monologues Show perform their monologues, and give you the opportunity to learn about an effective process for sharing personal stories in a way that is impactful and understandable to others. We are a group of students working to change the conversation about mental health in our own community, and hope to inspire you to recognize the ability for performance art to be an effective mode of expression for building greater understanding of mental health concerns.
Promoting College Student Mental Health with Wellness Coaching
Mary Jo Desprez, MA, Director, Wolverine Wellness, University Health Service, University of Michigan; Todd Gibbs, MA, LPC, Wellness Coaching Manager, Ohio State University; James Larcus, MA, Wellness Coaching Coordinator, Ohio State University; Joy Pehlke, MEd, Health Educator, University Health Service, University of Michigan
This workshop will share the framework, practices, and outcomes from two wellness coaching programs at the University of Michigan and the Ohio State University that support the mental health of all college students by providing empowering relationships that help students to thrive through transitions. The wellness coaching relationship between student and coach is seen as a space to be non-directive, empowering, and supportive of students’ search for their own answers. Coaches form relationships with students that encourage them to face challenges, see their capacity to show up for themselves, grow more fully into the person they aspire to become, and move closer to their desired outcomes. The purpose of this workshop is to offer student affairs and mental health practitioners a theoretical basis and model for coaching that can inform the structures, staffing and services of coaching initiatives on college campuses in a manner that complements and supports existing mental health services.
Set To Go: A New Program to Support Student Transition to College Life
Victor Schwartz, MD, Medical Director, The JED Foundation; Jenna Scott, PsyD, Clinical Psychologist, The JED Foundation; Alexa White, MPH, Program Manager, The JED Foundation
In this workshop, The JED Foundation will be introducing its new "Set To Go" program. This program is a comprehensive online resource center which seeks to provide everything a high school student, a student's family, HS administrators and college counselors, community clinicians and campus student support services need to know about the HS to college transition. We will review the framework and organization of the program and explain how the site can be used. Content of the program includes information on: putting college in perspective, life skills for the college student, social and emotional skills, mental health literacy, transitioning health and mental health care and specific information to ease the start of college.
You Changed Your Relationship Status: Using Attachment Theory and Development to Build Alliance and Improve Outcomes
Daniel Kirsch, MD, University of Massachusetts Medical School; Preston Wiles, MD, The Drs. Anne and George Race Professorship of Student Psychiatry, UT Southwestern Medical School
This mini-workshop is geared for clinicians and administrators working with college student populations. It aims to provide immediately applicable clinical tools by exploring the important role relationships play in the emotional life and well-being of young adults. After a brief introduction we will present data on relationship events in a cohort of 500 college students consecutively referred for psychiatric consultation. Students were queried about relationship changes in the year prior to referral. We will present the findings and present illustrative clinical examples. We will discuss a developmental perspective of relationships including attachment theory and the effects of early childhood life experiences and attachments to parents. We will discuss the interplay between relationships and symptoms, psychological distress, and emotional and physical wellness and the role of social media in managing relationships. We will summarize by linking the developmental model to alliance building.
Opening Keynote: Wednesday, March 9, 1:00 - 2:00 pm
College, Mental Health, and Stigma Among the Millennials: What Do We Think, What Do We Know, What Can We Prove?
Bernice A. Pescosolido, PhD, Distinguished Professor of Sociology and Director of the Indiana Consortium for Mental Health Services Research, Indiana University
Panel Discussion: Thursday, March 10, 9:00- 10:15 am
Marginality, Belonging, and Success: Interpersonal Relationships, Mental Health and the University Experience of High-Aspiring Students and Emerging Adults of Color
Introduction by Evan M. Rose, President, The Steve Fund; Alfiee M. Breland-Noble, PhD, MHSc, Director, The AAKOMA Project, Associate Professor, Department of Psychiatry, Georgetown University Medical Center and Senior Scientific Advisor, The Steve Fund; Annelle Primm, MD, MPH, Senior Medical Advisor, The Steve Fund, and adjunct Associate Professor of Psychiatry at Howard, Johns Hopkins, and New York University Schools of Medicine; David Rivera, PhD, Associate Professor, Educational & Community Programs, Queens College CUNY; Carlos Vargas, PhD, President, Southeast Missouri State University
Closing Keynote: Thursday, March 10, 3:00 - 4:00 p.m.
Crowdsourcing Mental Health
Robert Morris, PhD, Founder of “Koko,” a social network for mental health and well-being.