Showcase Sessions

5:00 - 6:30 PM

No Boring Presentations: Harnessing Millennial Energy in Peer Education

Jessica Magallanes, Psy.D. and Jasmine Buck, B.A. - California State University, Chico

Summary

The UMatter Peer Education program is guided by a mission to provide college students with an interpersonal experience that creates connection with the various aspects of mental health and wellness. Participants will get a taste of the topics that peer educators are trained in, with the purpose of stimulating their ability to create dialogue about mental health and stigma, welcome vulnerability, embrace compassion for themselves and others, educate students on campus resources, and teach bystander intervention. This showcase will also demonstrate how the UMatter program utilizes the innovation and creativity of peer educators to meet the campus community where they are. This includes various forms of media, and two examples of interactive campus outreaches. Participants will have the opportunity to experience a version of the UMatter "Conversation Couch", which promotes interpersonal connection and facilitates reflection on important issues impacting students, to the extent that a participant feels comfortable. Participants will also be invited to contribute to the UMatter "Before I Die Wall", which helps to bring awareness to the topic of suicide among college students, as well as empower students to give and receive messages of hope for the future.

Objectives

Participants will be able to: - Learn how UMatter Peer Educators’ training facilitates their own personal, educational, and career development. Our intentional training curriculum prepares undergraduate peer educators to

  • Create cultural change at the grassroots level by advocating for people with mental illness,
  • Educate people about resources,
  • Create dialogue about mental health and stigma,
  • Embrace self-compassion and vulnerability,
  • Model compassion for others
  • Teach bystander intervention.

Witness how outreach programming BY students and FOR students actively engages the campus community. Through social media, multimedia presentations, and interactive events, UMatter peer educators are able to address issues pertinent to our diverse student population, including first generation students, first year students, LGBTQIA+ students, students marginalized due to mental health concerns, etc. - Clarify how the UMatter Peer Education program acts as the “outreach arm” of the Counseling and Wellness Center at CSUC, thereby laying a foundation of mental health promotion and crisis prevention on campus.

Sex, Drugs & Rock ‘n Roll: An innovative approach to Rock Out!Reach on alcohol/drug use and sexual violence

Chris Meno, Ph.D., Debbie Melloan, M.S. and Ann Skirvin, M.S. - Indiana University

Summary

Research suggests first-year college students establish their drinking/drug use habits within the first 6 weeks of starting college and are at highest risk for sexual violence. Therefore, creating outreach to effectively address these topics, and figuring out how to elicit attendance from diverse groups of students, is crucial. “Sex, Drugs & Rock ‘n Roll: Tips & Tricks for College Life” is a Welcome-Week program attended annually by over 2,000 Indiana University students. Live music, prizes and food draw students from their dorms to the interactive booths staffed by more than 35 student organizations and campus offices. Each booth uses interactive activities to teach harm reduction skills, establish healthier “partying” and safety norms, and provide educational information. This developmental-approach meets first-year students where they’re at and post-evaluation surveys indicate this program is effective. We will offer instruction about how to collaborate with campus units at your institution, mentor a diverse set of student organizations and peer educators to develop appropriate educational games to educate their peers, and demonstrate several of the interactive activities used at this program.

Objectives

  • Learn how to facilitate several interactive activities that teach information and skills regarding alcohol/drug use
  • Observe and participate in interactive activities to teach students about sexual violence
  • Develop a plan for creating a similar program at their home institution

Expanding the Use of Social Media in a College Counseling Center

Melissa Schultz, Ph.D. - Miami University 

Summary

The presentation will cover the following points:  Platforms to use, posting (e.g., using a scheduler, how to get content, breakdown of the type of content to post), tips for improving your posting/following/visibility/engagement, the use of Snapchat and Snapchat filters, Key Performance Indicators (KPIs), collaboration (Involvement in a university-wide social media campaign #MoveInMiami), tips for using/planning a social media calendar, creating images quickly

Objectives

  • Understand counseling centers as a “niche” with unique challenges on social media.
  • Increase engagement and following on social media.
  • Utilize new platforms or new ways of using the ones you already have.
  • Think of ways in which to collaborate with others on campus
  • Have tools to create high quality images in 1-2 mins without any graphic design training

Trailblazers: Imposture Syndrome and Self Care for Pioneers

Meag-gan Walters, Ph.D. - Stanford University

Summary

Stanford University is full of Trailblazers. These are students who often hold one or more minority identities, and likely the first of their family or community to be where they are. Trailblazers often experience existential doubt and anxiety stemming from stereotype threat and the Imposter Syndrome. This workshop proposes a new, potentially more complete view of the difficult Stanford graduate student experience. Students are invited and guided to explore their Trailblazer narratives through the lens of privilege and intersectionality. Attendees will be empowered to understand the challenges and rewards of their uncharted courses and to pursue their goals with a tenacious spirit.

Objectives

  • Recognize the differences between fixed and growth intelligence mindsets and identify which mindset they hold about themselves.
  • Define who a Trailblazer is and discuss their own trailblazer experiences.
  • Describe how imposture syndrome and stereotype threat are related and give rise to the Trailblazer experience.
  • Recognize the rewards and challenges of being a trailblazer.
  • Assess their own areas of privileged and intersectionality.
  • Generate personalized skills and practice the suggest skills toward minimizing the challenges of being a Trailblazer.

Supporting the Socioemotional Development of College Students on the Autism Spectrum with Outreach

Ann Diamond, Psy.D. - Roosevelt University

Summary

Many college campuses across the United States are currently seeking to expand the services they offer to student on the autism spectrum that are seeking a postsecondary education. College counseling centers are faced with similar challenges in supporting the university in their efforts, and more importantly, the individual needs of students on campus that are on the autism spectrum and necessitate intentional socioemotional support in order to support their adjustment, growth, and overall experience as college students. As an outreach coordinator and staff psychologist I have contributed to the curriculum development and serve as a co-teacher for a class at the university in order to support our students on the autism spectrum. This is an example of an evolution of outreach in the sense that this class is a new manner in which the counseling center supports these students and also contributes to the decrease in stigma and increase in awareness related to autism spectrum disorder.

Objectives

The showcase is designed in order to help participants:

  • Identify several of the unique challenges and strengths students on the Autism spectrum experience, particularly as college students.
  •  Assess current resources and possible need for development of additional support fostered by college counseling centers on their own campuses for these students.
  • Identify ways in which socioemotional development can enhance the experience of college students on the autism spectrum.
  • Apply awareness of the challenges and strengths, recognition of a need for support on campuses, and socioemotional learning as it pertains to college students on the autism spectrum to begin contemplating the implementation of similar resources/programs on other campuses.

Collegiate Stressors and What to Do with Them

Aubrey Dawn Palmer, B.A. - Brigham Young University

Summary

Brigham Young University’s Student Association did a survey a few years ago asking students what plagued them most. Most reported that stress was the most difficult thing for them. Members of our Counseling and Psychological Services Outreach Council wanted to know what is stressing our college students so that we can better focus our outreach efforts. We constructed a survey, randomly distributed it, and now are awaiting results which we will present at the conference. Areas of stress include relationships, personal wellness, academics, religion, careers and balancing various life demands. Our resulting outreach efforts and changes will be focused on students’ stressors and on providing them with more coping skills applicable to their specific stressors. Our hope is to present our findings along with suggestions for targeting and focusing outreach efforts based on these results. Charts and data, quotes from study participants, and proposed improvements will be shown via poster.

Objectives

  • Identify stresses in their own lives.
  • Learn and develop more effective coping strategies.
  • Manage their stress, keeping it at a healthy level.
  • Know when they need to seek further help.

 Remixing Red Watch Band - Using Student Leaders to Change a Culture”

Kerri Mahoney, MPH - Stony Brook University

Summary

Red Watch Band (RWB), the first ever bystander intervention program aimed at reducing the number of alcohol related deaths in college students, has proven successful since its creation in 2009. Originating at Stony Brook University (SBU), the RWB curriculum is now implemented in over 100 colleges, high schools and community organizations across the country. In order to expand the reach of the RWB training program, the Red Watch Band CARE Team was formed. The CARE Team is a group of influential and caring students with a goal of decreasing the number of deaths due to toxic drinking, as well as changing the social norms on campus surrounding alcohol and drug (AOD) use. This group of students break down further into work groups that then provide targeted outreach to specific student groups (first year, commuters, athletes, Greek-life). This multi-tier peer-led outreach resulted in 1,300 students being RWB trained in just one semester at SBU, a 6.5 fold increase when compared to before the creation of the CARE Team. Bringing together students from across campus aides in building connections between departments, reaching high-risk and hard to access populations (commuter students) and implementing effective prevention/outreach of AOD use.

Objectives

Through this program participants will learn how to develop a peer education program comprised of influential student leaders on campus to address high-risk AOD use. Through this program participants will learn how to create social norm messaging around AOD use. Through this program participants will learn how to reach high-risk and hard-to-reach student populations.

Do Something: Stop Student Suicide

Jamye Banks, Ph.D. - University of Michigan

Summary

What if the number of deaths by suicide on our campus was 0?  How can we inspire and accomplish a campus culture of caring?  These questions have driven CAPS to "do something" more around suicide prevention for our campus.  So, in the Fall of 2012, we started a new initiative to promote hope and resiliency, connect students, and tap into the passion of students who are actively and visibly engaged to support each other. Students have written "Messages of Hope" on wooden tiles.  A prompt on each tile asks them to think about what they would say to a friend who is struggling, feeling alone, or thinking about suicide. These tiles have since been put on a permanent display outside CAPS' office, and on a mobile display hosted by campus offices, departments, and libraries.  Additionally, students have taken these tiles and placed them in random spaces around campus for other students to find.  Messages have been shared in many languages; some are short and encouraging, while others tell a personal story.  There is a Message of Hope that can resonate with everyone.

Our Showcase will display several tiles on our mobile display written by students for students, share stories of how students have placed these tiles around campus, share events we have created to specifically highlight the messages of hope and sustain the campaign, and engage conference attendees in discussion around our process, challenges and successes. 

Objectives:

  • Share challenges and successes of launching and maintaining a campaign focused on suicide prevention:  how has stigma affected students' engagement with Messages of Hope?  How do we engage students in carrying this campaign forward through sharing of Messages of Hope, and how do we help to sustain that energy?
  • Encourage creative ways to engage in a campus-wide conversation about suicide, using written messages and social media to share hope.
  • Create space to exchange innovative ideas for reaching students, staff and faculty on your own campus.  
The Association For University and College Counseling Center Outreach
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