SESSION Track A 9:00-9:50 a.m.
Healing with Hope and Connection
Jessica Bendure - Burrell Behavioral Health
Research has identified that adverse childhood experiences correlate to trauma and numerous negative life outcomes. Some outcomes include risky health behaviors, chronic health conditions, low life potential, and premature death (by up to 20 years). Developing an understanding of trauma, the impact of trauma, and strategies for coping with trauma is key to creating a trauma-informed paradigm that can better meet the needs of college students. The loss of innocence through experience, knowledge, exposure, and learning is universal, but when that innocence is lost through experiencing trauma, devastating outcomes are possible and make success in all areas of life including higher education more difficult. ↩
SESSION Track B 9:00-9:50 a.m.
Effectiveness of Integrated Care Embedded Within a College Campus
Philip Swope - Burrell Behavioral Health
Reed Bisso - Burrell Behavioral Health
Chelsea Gilliam – Burrell Behavioral Health
A modified integrated care model embedded within college university has demonstrated increased access to care, increased student utilization of mental health services, and an overall reduction in stigma among students, faculty, and staff. The success of this program has centered around the development and relationships among sub-groups at the university, and providing targeted outreach to groups who previously underutilized mental health services. This program utilizes elements of traditional therapy, college counseling, and the integrated care model, all in an effort to customize services to the needs of the university. Through additional modification of the existing elements, this program can be further tailored to meet the needs of any university through this pragmatic, collaborative model. ↩
SESSION Track A 10:00-10:50 a.m.
Viewing the Pandemic Through the Lens of the Community College Student
Renee Kolecki - Cuyahoga Community College
Susan Dieterich - Cuyahoga Community College
Community College students, often non-traditional and managing multiple responsibilities and challenges, may be uniquely impacted by the pandemic. Additional stress can tip the balance for such students, often struggling prior to the pandemic with poverty, family, physical and emotional safety, trauma, health care and lack of connection to poor academic performance and even to dropping out of college. How does the pandemic and it's fallout trigger students emotionally? How does the brain respond to the stress of the pandemic? What mental health issues surface or worsen? How can we identify these students and encourage them to connect with support while campus is physically closed? How can counselors engage and assist them? ↩
SESSION Track B 10:00-10:50 a.m.
No Bodies Perfect. Eating Disorders on the College Campus
Stephanie Robbins - Burrell Behavioral Health
The changes associated with college life, such as leaving home, added independence, higher workloads, and pressure for academic achievement can contribute to the emergence of eating disordered behaviors. College life can make things much more difficult for those who are at risk for or have an eating disorder. Self-control and self-esteem are negatively impacted by unscheduled and unhealthy eating, and many college students find themselves encountering new pressures to engage in intensive diets/eating habits. Eating disorders have the second highest mortality rate of any mental illness, second only to opioid abuse. So why aren’t we talking about it more? This session will help provide information on how to recognize the symptoms of an eating disorder, common myths, and resources to help. ↩
SESSION Track A 11:00-11:50 a.m.
Narratives Related to Acculturative Stress Among Chinese International Students
Ying Qian - Missouri State University
This narrative study explored the experiences of Chinese international students regarding acculturative stress and the coping strategies they used to relieve this stress and avoid depression. Chickering’s Identity Development Theory was used to conceptualize the study and in the analysis of data. Individual structured interviews were facilitated with five Chinese undergraduate students at a large, public, comprehensive doctoral institution in the mid-western region of the United States. Consistent with existing literature, findings indicated that participants faced two main stressors while experiencing acculturation: sociocultural stress and academic stress. Several issues led Chinese students to experience these stressors such as English language proficiency, cultural differences, and higher academic expectations. To relieve acculturative stress, Chinese students attempted to improve their communication skills, develop personal competency, heal by themselves, and seek others’ support. There are several practices student affairs professionals in international programs, learning centers, multicultural programs, international services, first-year and family programs, and counseling centers can enact to help Chinese international students transition successfully into higher education institutions in the United States. ↩
SESSION Track B 11:00 – 11:50 a.m.
Immediate access to psychiatric services
Alisha Breanna Jain - Eustasis Psychiatric & Addiction Health
Alok Jain - Eustasis Psychiatric & Addiction Health
Patients can be in an emotional crisis before gaining access to psychiatric treatment leading to long-term detrimental consequences to the patient and community. In the psychiatric patient population, do walk-in psychiatric visits expand access and quality of care to patients within hours, for mental health concerns at a Midwest psychiatric and addiction clinic? The mental health crisis is a phenomenon referring to the national shortage of psychiatric services to US patients leading to fatal outcomes. Immediate access is conceptualized in timely and quality care. The purpose was to implement an evidenced based intervention with walk-in psychiatric services and assess the overall care experience in time and care quality. The patient population was 1375 psychiatric patients from all ages and demographics. The setting was a mental health site in the Midwest providing same-day treatment through the care of both a physician psychiatrist and psychiatric mental health nurse practitioners. For two months the modality evaluated patients through a postsurvey assessing efficacy and reasons for seeking care. Results revealed the intervention was transferable to other sites. The findings yielded timely intervention and patient rated quality of care was achieved, and is a scalable intervention supported by current literature and practical implementation. ↩
SESSION Track A 12:00 – 12:50 p.m.
Mental Health in Black Community
Daniel Ogunyemi - Ozarks Technical College
This training will focus on mental health factors in the Black/African-American community. Leaders within the industry will explore the impact of systemic barriers to equitable treatment including access to care, mistrust of health systems, and culturally relevant responses to care. ↩
SESSION Track B 12:00 – 12:50 p.m.
Caring for the Caregiver
Jeanie Skibiski - Missouri State University
Mari Shade - Missouri State University
During the COVID pandemic, it has placed unprecedented demands on the frontline healthcare workers. Many are experiencing symptoms of stress and anxiety that affects their personal and professional wellbeing. Preparing our current students to go into a challenging environment should include training in self and peer care. This session will identify common symptoms related to moral distress and recommend strategies for individuals and leaders to survive and thrive while providing care for COVID patients. ↩
Bonus Track 12:00 – 12:50 p.m.
Life Hacks for Building Resiliency
Tammi Packer - CoxHealth
Learn what resiliency is and how it can positively effect your life. Learn life hacks for building resiliency. ↩
SESSION Track A 1:00 – 1:50 p.m.
Faith & Mental Health: A faithful conversation on ways that Religious Communities Have Helped and Harmed (and how to develop a more holistic approach to wellness)
Jenn Simmons - Ekklesia and National Avenue Christian Church
Michelle Scott-Huffman - Ekklesia and Campus Minister
Religious organizations have been a major part of shaping conversations around mental health. Conversations range from promoting healing to causing harm. Too often we say religion is too personal, too hard, and too much for us discuss. We need to come to the table and continue the conversation about mental health and spirituality as our spiritual identities impact our whole selves. In this session, we intend to explore ways that religious communities can be supportive and helpful in promoting healthy conversations around mental health. Hearing the stories of experiences within religious settings, we will invite questions and ideas on how we can promote healing in religious spaces. This session will be interactive and invite members to build on collective wisdom from experiences and best practices. The two guides of the conversation will draw upon over 20 years of combined experiences working with religious communities to host this conversation. While religious life can vary, we can find common values to promote conversations about mental health in religious settings that will foster and promote mental health in our community. ↩
SESSION Track B 1:00 – 1:50 p.m.
Jumping Over Obstacles: What It's Like Being A Minority International Student-Athlete
Daijha Heron - Missouri State University
This session will touch on Daijha's experiences as a student-athlete at Missouri State University while living in a different country, attending a predominately white institution and dealing with mental health issues. ↩
SESSION Track A 2:00 – 2:50 p.m.
Exposing Racial Disparities and Whiteness within Mental Health
Anthony Franklin - Missouri State University
Nia Morgan - Missouri State University
The focus on the outcomes of mental health disparities, the pertinence of cultural competency, the effects of whiteness within the counseling practice and how those barriers impact the Bipoc population. We will focus on this as the Lens to promote best practices and barriers counseling centers may face on a college campus. ↩
SESSION Track B 2:00 – 2:50 p.m.
Mental Health Pre-existing Indicators: A mixed-methods study on University of Missouri Students
Paige Smith - University of Missouri - Columbia
College students have been uniquely impacted by COVID-19. Non-pharmaceutical preventative measures have uprooted college students’ lives through campus closures and stay-at-home orders. This mixed-methods study observed the pandemic’s effects on college students in the 2020 summer semester, specifically how those with pre-existing mental and physical health conditions’ anxiety and depression symptoms compared to those with no pre-existing conditions. A convenience sample of 154 University of Missouri students enrolled in the online study. In the baseline survey, students reported on their situation pre-COVID-19 pandemic (Feb 2020) and current situation (June 2020). The analysis controlled for gender, class status, and household income. Students with pre-existing mental health conditions were more likely to experience anxiety and depression than those with no pre-existing mental health diagnoses. Those with multiple pre-existing mental health conditions had worse mental health outcomes than those with only one diagnosis. There was no significant difference between those with or without pre-existing health conditions. Special attention and accommodations should be made for students with pre-existing mental health diagnoses during the pandemic. ↩