Overview

The University of Southern California's Student Health Center has experienced a growing number of international students from China attempting to manage academics while struggling with an eating disorder. This presentation will describe a multidisciplinary team approach to treat the needs of international Chinese students with AN or BN. Presenters will discuss multicultural considerations, COVID-19 barriers, and advocating for higher levels of care. Panelists will review a series of case presentations that highlight collaborative care and treatment outcomes.

Recorded On: April 23, 2021

Learning Objectives

1. Explain the role of the interdisciplinary team treating students with eating disorders.
2. Describe eating disorder diagnoses.
3. Discuss barriers and solutions to treating this unique population, especially with non-compliant cases and COVID-19 impact.
4. Explain the importance of psychopharmacology and dietary supplemental treatment.

Presenter(s)

Danielle Gonzales, PsyD, NHRSP, Parissa Nili, PsyD, and Heather Needham, MD (University of Southern California)

Danielle Gonzales, PsyD, NHRSP, Associate Professor of Psychiatry, Clinical Psychologist

Heather Needham, MD, Assistant Clinical Professor of Family Medicine

Parissa Nili, PsyD, Licensed Clinical Psychologist

Overview

The ACHA has prioritized patient safety and created guidelines establishing best practices regarding sensitive exams. We will share the guidelines, including recommendations on creation of institutional policy, implementation of policy with training, competencies and patient education. Resources from the new ACHA toolkit will be shared to assist colleges and universities with policy development and implementation.

Recorded On: April 29, 2021

Learning Objectives

1. Describe the ACHA position on key components of a chaperone/sensitive exam policy.
2. Discuss the education materials intended to help staff carry out safe, appropriate sensitive examinations.
3. Describe reporting responsibilities for employees, evaluation of patient concerns, and appropriate escalation of concerns within an organization.
4. Describe the assessment strategy to determine the current scope of student vulnerability to inappropriate healthcare exams or provider interactions.

Presenter(s)

Susan Ernst, MD (University of Michigan); Mary Landry, MD (University of Wisconsin-Madison); Robert Ernst, MD (University of Michigan); Stephanie Hanenberg, MSN, FNP-C, FACHA (University of Colorado Colorado Springs); Kim Webb, MEd, LPC, FACHA (Washington University in St. Louis)

Susan Ernst, MD, Chief of Gynecology

Mary Landry, MD, OB/GYN

Robert Ernst, MD, Executive Director

Stephanie Hanenberg, MSN, FNP-C, FACHA, Assistant Vice Chancellor Health & Wellness

Kim Webb, MEd, LPC, FACHA, Director, Relationship And Sexual Violence Prevention Center

Overview

This program will sharing findings from the first three data collection periods with the ACHA-NCHA, describe instrument reliability and validity, and demonstrate ways new measures may be used in data analysis.

Recorded On: May 6, 2021

Learning Objectives

1. Describe new measures added to the ACHA-NCHA III.
2. Explain reliability and validity of the NCHA III.
3. Discuss findings from the Fall 2019, Spring 2020, and Fall 2020 ACHA-NCHA III implementations.

Presenter(s)

Mary Hoban, PhD, MCHES (American College Health Association); Alyssa Lederer, PhD, MCHES (Tulane University)

Mary Hoban, PhD, MCHES, Chief Research Officer

Alyssa Lederer, PhD, MPH, MCHES,, Assistant Professor

Overview

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.

Recorded On: April 22, 2021

Learning Objectives

1. Identify the steps required to start the process of getting ready for accreditation.
2. Identify the eight core and applicable adjunct chapters required for accreditation compliance.
3. Identify how other schools were able to achieve accreditation.

Presenter(s)

Joy Himmel, PsyD, MA, BSN, LCPC, NCC, RN (Bodhi Counseling); Valerie Kiefer, DNP, MS, BSN (University of Connecticut)

Joy Himmel, PsyD, MA, BSN, LCPC, NCC, RN, Psychotherapist

Valerie Kiefer, DNP, MS, BSN, Nurse Practioner

Overview

Research shows that up to 89% of college students have traumatic experiences before college that puts them at greater risk for re-victimization once at college. The impact of these experiences can derail their academic success and they tend to seek out health services at a higher level. The University of Southern California (USC) is transforming our student healthcare system into a trauma-informed system. This presentation will discuss this process and lessons learned along the way.

Recorded On: April 21, 2021

Learning Objectives

1. Describe the impact of traumatic experiences on the utilization of primary care, behavioral health care, academic attainment and health disparities for a diverse university student population from a psychological, social and neurobiological perspective.
2. Describe organizational assessments to inform action plans for transformation into a trauma-informed organization, (e.g., Secondary Traumatic Stress Organizational Assessment, Trauma Informed Organizational Assessment).
3. Discuss how to implement Adverse Childhood Experiences Surveys (ACEs) as a screening tool to develop trauma-informed and culturally relevant prevention and intervention strategies.
4. Describe “lessons learned” while becoming trauma-informed (development of the TIC work group, “staff buy-in,” organization-wide trainings, physical environment changes, TIC protocols and practices for service providers).

Presenter(s)

Brenda Ingram, EdD, MSW, LCSW, Katie Hurley, MSW; Sarah Van Orman, MD, MMM; Grace McMahon; Deirdre Logan, MD, FACOG, MMM; Katie Bates, MS, APCC; Jessica Beale, PsyD (University of Southern California)

Moderator

Heidi Ried-Gonzaga (University of Southern California)

Brenda Ingram, EdD, MSW, LCSW, Director, Relationship and Sexual Violence Prevention and Services, USC Student Health, Associate Director, Student Counseling and Mental Health; Clinical Assistant Professor, Psychiatry and Behavioral Sciences, USC Keck School of Medicine

Katie Hurley, MSW, Trauma-Informed Consultant

Sarah Van Orman, Chief Health Officer and Vice Provost of Student Affairs

Grace McMahon, Student

Diedre Logan, MD, FACOG, MMM, Assistant Clinical Professor, Ob/Gyn

Katie Bates, MS, APCC, Prevention Educator

Jessica Beale, PsyD, Staff Psychologist

Overview

Non-Binary and Transgender students face unique challenges on college campuses. This session will address best practices regarding campus policies, faculty and staff education, and aspects of campus mental health support that will create a more inclusive and adaptive campus environment. Aspects of gender identity inclusivity begin with understanding and then go on to include how to adapt campus culture to better accept this under-served part of our campus population.

Recorded On: April 20, 2021

Learning Objectives

1. Understand trans and nonbinary people and the challenges that subpopulation faces on college campuses.
2. Identify actionable goals to create a more inclusive campus environment.
3. Describe student health outcomes related to identity and orientation .
4. Discuss common errors in treatment and learn techniques to mitigate damage from other negative interactions.

Presenter(s)

Joanna Schwartz, PhD (Georgia College and State University)

Moderator

Whitney Ginder, PhD (Georgia College and State University)

Joanna Schwartz, PhD, Professor

Overview

Starting early in the pandemic, there arose a concern of possible long-term symptoms following a COVID-19. One of these, specifically in athletes, was the potential for myocarditis post-infection. The University of Washington and Harvard began comprehensive research into this area. This presentation will review the data from this research and share helpful insights and clinical management concerning these patient and the appropriate steps needed to clear them for future sports participation.

Recorded On: May 3, 2021

Learning Objectives

1. Identify risk factors in athletes post COVID infection.
2. Describe the necessary screening to resume activity safely.
3. Explain the research behind the recommendations for cardiac screening.

Presenter(s)

Kyle Goerl, MD, CAQSM (Kansas State University); Kimberly Harnon, MD (University of Washington); Bradley Petek, MD (Massachusetts General Hospital)

Kyle Goerl, MD, Medical Director

Kimberly Harmon, MD, Professor, Departments of Family Medicine and Orthopaedics and Sports Medicine

Bradley Petek, MD, General Cardiology Fellow

Overview

In a retrospective study, while 90% of students returned for subsequent HPV vaccines only 9% returned for cervical cancer screening/Pap testing after counseling by medical providers. A nurse-led intervention to improve cervical cancer screening rates was implemented. Cervical cancer screening rates increased from 9% to 26% following this nurse-led intervention. Counseling by RNs coupled with offering a cervical cancer screening appointment was 350% more effective in improving the cervical cancer screening rate.

Recorded On: May 27, 2021

Learning Objectives

1. Define the extent of underutilization of cervical screening tools among university students.
2. Describe the discrepancy between HPV vaccination and cervical cancer screening.
3. Compare medical provider-led to nurse-led counseling/intervention coupled with offering cervical cancer screening appointments to increase cervical cancer screening.

Presenter(s)

Tahshann Richards, DO, MPH, Robert Bernales, DO, MPH, and Siobhan Southern, RN, Carissa Borton, BSN (Columbia University)

Tahshann Richards, DO, MPH, Senior Physician

Siobhan Southern, RN,

Robert Bernales, Physician

Carissa Borton, RN

Overview

COVID-19 long-hauler symptoms are similar to multiple subclinical nutrient inadequacies. Using National Health and Nutrition Examination Surveys (NHANES), dietary data for 4,333 individuals 18-35 years were examined to determine potential nutrient inadequacies. Data analysis indicates 91.5% of individuals were deficient in at least one immune system micronutrient cofactor with the mean nutrient deficit greater than three nutrients, depending on age and ethnicity. These data indicate the potential need for a moderate dose multivitamin/mineral supplement.

Recorded On: April 27, 2021

Learning Objectives

1. Identify possible COVID-19 symptoms of long-haulers in college-age individuals.
2. List the most likely nutrient deficits in college-age students based on National Health and Nutrition Education Survey data.
3. Describe the overlap in symptoms between common subclinical nutrient deficiencies and COVID-19 long-hauler consequences.
4. Describe the best dietary supplement plan to add to treatment recommendations.

Presenter(s)

Joannie Dobbs, PhD, CNS (University of Hawaii, retired)>

Joannie Dobbs, PhD, CNS, Retired - Nutrtion Faculty and Clinical Nutritionist at University of Hawaii Health Services

Overview

This presentation will describe one university's experience in providing health care to students on campus in COVID-19 isolation and quarantine. As the University of North Florida prepared to open for the fall 2020 semester, it became apparent that we would have to identify isolation rooms for ill and COVID positive students as well as quarantine rooms for exposed students. The School of Nursing also needed clinical practice sites for nursing students in Health Assessment and Chronic Health Care. We created a win-win situation that met the objectives of both issues.

Recorded On: April 27, 2021

Learning Objectives

1. Describe the details of the choice of location and siting of an alternative health clinic site to support students on campus in isolation and quarantine.
2. Explain the requirements, planning and creation of a remote clinic site for students in isolation and quarantine.
3. Define how nursing students can meet educational objectives for their clinical course while providing care in a satellite clinic on campus.
4. Discuss telehealth opportunities for nursing students and DNP students.

Presenter(s)

Doreen Perez, DNP, MS, BSN, RN-BC and Linda Connelly, PhD (University of North Florida)

Doreen Perez, DNP, MS, BSN, RN-BC, UNF COVID-19 Health Coordinator

Linda Connelly, PhD, DNP, MSH, APRN, CNOR, Assistant Professor

Overview

While the call for social justice and systemic transformation in the sphere of higher education is nothing new, the sociocultural zeitgeist of the past few years affords us a vital opportunity to embody equity and inclusion in word and indeed. Join us as we share a process of leadership accountability, affirming marginalized voices, and collective action within a multidisciplinary university healthcare system.

Recorded On: April 22, 2021

Learning Objectives

1. Describe how to develop a strategic process that meets the equity and inclusion needs of their organization.
2. Identify barriers to systemic change.
3. Describe the implementation and maintenance of equity and inclusion efforts with sustainability in mind.
4. Explain how to frame equity and inclusion issues through a health lens.

Presenter(s)

Tobirus Newby, LCSW, Chenitira McKenzie, BS (UC Berkeley) 

Tobirus Newby, LCSW, Directory of Social Services

Chenitira Mckenzie, BS, Business Operations Lead/ Combating Anti-Black Racism Strategy Workgroup

Overview

Working together, psychiatrists, counselors, and primary care providers have developed a Referral for Psychiatric Medication Management Decision Tree to aid in determining whether students are most appropriate for an initial medication visit with a psychiatrist or primary care provider.  The creation and utilization of this tool has decreased wait times for psychiatric appointments, increased communications amongst providers, and improved student care.

Recorded On: April 26, 2021

Learning Objectives

1. Define the typical work of the psychiatrist in college health settings.
2. Explain the basic principles of quality improvement as demonstrated by this project.
3. Discuss development of a decision tool for referral.

Presenter(s)

Michelle Romero, DO, and Sara Lee, MD (Case Western Reserve University)

Michelle Romero, DO, Psychiatrist

Sara Lee, MD, Executive Director

Overview

In February 2019, the FDA announced strengthening its oversight of the dietary supplement industry as “explosive growth” has resulted in risks to consumers. This is especially worrisome at the collegiate level since studies suggest up to 70% of young adults report using herbs and dietary supplements. This session will highlight popular products and usage among college students, top reasons for use, and safety and pharmacology. Additionally, we will discuss how to interpret Supplement Facts labels.

Recorded On: April 22, 2021

Learning Objectives

1. Discuss the most popular herbal and dietary supplements used among college students, along with safety and pharmacology of each.
2. Describe how to read and interpret a Supplement Facts Label.

Presenter(s)

Dawn Null, PhD, MS (Southern Illinois University)

Dawn Null, PhD, MS, Assistant Professor, Human Nutrition & Dietetics

Overview

The current understanding and practice of mainstream self-care is rooted in privilege, capitalism, and colonialism. Self-care is often presented as an individualistic approach to supporting one person's mental health. Self-care alone fails to acknowledge a) the overlapping systems of oppression that affect well-being and b) the role of community care. Collectively, we will dismantle self-care through exploration of anti-oppression framework(s), Trauma Stewardship, The Healing Justice Framework, and Community Cultural Wealth.

Recorded On: April 15, 2021

Learning Objectives

1. Identify three ways in which the culture of self-care is inaccessible to oppressed communities.
2. Describe three community care frameworks.
3. Identify five resources from long oppressed communities (Black and Indigenous peoples) which would assist in centering the voices of oppressed communities in higher education.

Presenter(s)

Nishelli Ahmed, MPH, CHES (University of Connecticut); Ashleigh Hala, MSW, LCSW (Babson College); and Raphael Coleman, PhD, MPH (Columbia University)

Nishelli Ahmed, MPH, CHES, Health Educator

Ashleigh Hala, Director, Wellness and Prevention Services

Raphael Coleman, PhD, MPH, Director, Alice! Health Promotion

Overview

The Active Minds Healthy Campus Award honors campuses that champion student health. While many campuses focus on building thriving among their students and establishing inclusive communities, Santa Monica College and California State University, Long Beach are models of success. In conjunction with Active Minds, these institutions will provide best practices and strategies to help institutions prioritize student mental health.

Recorded On: April 20, 2021

Learning Objectives

1. Identify strategies to improve overall mental health, well-being, and student success based on the current mental health climate.
2. Describe the relationship between student mental health and student thriving/success.
3. Discuss strategies institutions can implement to improve student mental health.

Presenter(s)

Amy Gatto, MPH (Active Minds); Mary Ann Takemoto (California State University Long Beach); Lisa Golden, EdD (Santa Monica College)

Amy Gatto, MPH, Senior Campus Program Manager

Mary Ann Takemoto, Associate Vice President, Health and Wellness

Overview

This presentation will reveal the rapidly changing landscape of terms associated with both direct and indirect college sex work. Sex work can include selling nude images on fake Instagram accounts to putting ads on websites for “seeking arrangements.” Recent studies report that between 2% and 10% of students have participated in transactional sex (sex work) while enrolled in college with many more considering involvement (33%). College health and wellness professionals may be tasked with supporting students who are involved in sex work or who are experiencing negative outcomes because of their involvement. With economic pressure, the cost of tuition, and growing online communities, college health professionals will need to know how to screen students for their involvement in sex work while also providing support and access to appropriate care.

Recorded On: April 30, 2021

Learning Objectives

1. Define the rapidly changing landscape of terms associated with college sex work.
2. List the negative health outcomes for students involved in sex work.
3. Describe how to provide support to students involved in sex work (healthcare, mental health resources).

Presenter(s)

Laura Andrews, MS, NCC, Lindsey Parker Winslett, and Cleoanne Estrera, NP-C (Duke University)

Laura Andrews,MS, NCC, Assistant Dean of Students

Lindsey Parker Winslett, Student Development Coordinator

Cleoanne Estrera, NP-C, Nurse Practioner

Overview

ACHA recommends that campus clinicians consider becoming certified to prescribe buprenorphine to treat opioid addiction on campus. College health centers may feel that there is not a need on their campus or they do not have the infrastructure to provide this type of addiction therapy. Columbia University is working to address these concerns and develop a program within our existing service to address this growing need.

This session is sponsored by the American College Health Foundation UnitedHeatlhcare Student Resources Fund.

Recorded On: April 29, 2021

Learning Objectives

1. Describe the impact of opioid addiction in the United States on the young adult population.
2. List current treatment options.
3. Discuss the advantages of treating opioid addiction on campus using a multidisciplinary approach.
4. Describe how to formulate a protocol for MAT for opioid addiction within your campus medical services.

Presenter(s)

Sharon Sperling-Siber, ANP-BC, and Meghan McSherry, FNP-BC, APH-BC (Columbia University)

Sharon Sperling-Silber, ANPBC, Nurse Practitioner

Meghan McSherry, FNP-BC, APH-BC, Nurse Practitioner

Overview

Meningitis B outbreaks are increasing on college campuses. According to the CDC, 34 cases were diagnosed in 2018.  Thirty-two percent of those diagnosed with Meningitis B were college students. Meningitis B has negative health outcomes including brain damage, loss of limbs and death. Should college health centers require the Meningitis B vaccine? This presentation will cover the different meningitis vaccines including the challenges and successes that come with requiring these vaccines on a college campus.

Recorded On: April 14, 2021

Learning Objectives

1. Identify risk factors for meningitis.
2. Differentiate between the available meningitis vaccines.
3. Describe steps to help with vaccine requirement and compliance on a college campus.

Presenter(s)

Laura Anderson, MSN, APRN, FNP-C (New England College)

Laura Anderson, MSN, APRN, FNP-C, Nurse Practitioner and Medical Director

Twenty-four hours, 1440 minutes, or 86,400 seconds! There's never enough time in a day! Many people meet life's challenges by trying to get more done by sleeping less. However, acute and chronic sleep deprivation have consequences to our physical and mental well-being. This presentation will explore how sleep deprivation can affect cognition, memory, weight, and more. Finally, the presentation will provide scientifically proven methods to improve sleep quantity and quality.

Recorded on: April 26, 2021

Objectives

1. Identify causes of sleep fragmentation and sleep restriction as etiologies of sleep deprivation.
2. Identify the association of sleep deprivation on a physical and psychological medical condition.
3. Compare the behavioral and neurocognitive consequences of sleep restriction vs. sleep fragmentation.

Speaker(s):

Robert Dollinger, MD (Augusta University)

Robert Dollinger, MD, Director, Student Health Services

Creating and sustaining cultures that support healthy behavior change are key to any institution who wants healthy, happy, engaged and productive students, faculty and staff. In this panel discussion, health promotion leaders from four universities will discuss key strategies for leveraging best practices in institutions of higher learning. Data will be shared from the Building Healthy Academic Communities National Summit study, addressing components and barriers to building of a culture of wellness in academic settings.

Recorded on: April 27, 2021

Objectives

1. Identify the best practice strategies for creating a culture of wellness for students, faculty and staff.
2. Describe the positive aspects, attributes and outcomes of implementing a culture of wellness. 
3. Describe the areas of opportunities for institutions of higher education in creating and sustaining a culture of wellness.

Speaker(s):

Megan Amaya, PhD, CHES (Ohio State University); Christy Gipson, PhD, RN, CNE (The University of Texas at Tyler); Nikki Brauer, MS, CWPM, COEE (Illinois State University); and Julie Edwards, MHA (The University of Chicago)

Megan Amaya, PhD, CHES, Assistant Professor of Clinical Nursing

Christy Gipson, PhD, CNE, RN, Assistant Professor

Nikki Brauer, MS, CWPM, COEE, Illinois State University

Julie Edwards, MHA, Director, Health Promotion

Do you know how healthy your revenue cycle is? Unsure what reports you should be running? And how do you measure your success anyway? This presentation will introduce several common accounts receivable reports you should be running, as well as benchmarks to measure your success. We will also review results to determine what steps can be taken to improve collections.

Recorded On: April 22, 2021

Objectives

1. Identify common A/R reports.
2. Compare benchmarking to healthcare industry standards.
3. Describe a monthly reporting plan for your organization.
4. Discuss how to make changes to your collections strategy based on your reporting.

Speaker(s)

Sara Parris, MHA, CHWP, SHRM-PMQ (Iowa State University)

Sara Parris, MHA, CHWP, SHRMP-PMQ, Associate Director

COVID-19 has affected Missouri campuses in unprecedented ways. Missouri Partners in Prevention 2020 Students' Well-being Survey was designed to assess students' experiences due to the pandemic. In this presentation, we will use the survey data to identify the influence of COVID-19 on students' well-being and health and how we used the data to assist our partner campuses with their alcohol and other drugs prevention strategies, which could be applied to other campuses or statewide coalitions.

Recorded On: April 23, 2021

Objectives

1. Discuss the Missouri Partners in Prevention COVID-19 Students’ Well-being Survey and how the results have been used.
2. Describe the difference between students’ substance use and well-being before and after the COVID-19 outbreak.
3. Describe how to apply the alcohol and other drugs prevention strategies to a campus or statewide coalition.

Speaker(s)

Dong Ding, MPA, MA, Dana Schmidt (Missouri Partners in Prevention)

Dong Ding, MPA, MA, Research Coordinator

Dana Schmidt, Graduate Research Assistant

This presentation will provide an update on research developments show that certain nutritional strategies can have comparable benefits to medications or therapy for treatment of depression, anxiety. There will be room for sharing and discussing strategies to help students improve nutrition to improve their mental health, as well as possible system/university level interventions. I will also present preliminary results from my study.

Recorded On: April 28, 2021

Objectives

1. Describe research on food patterns helping with depression.
2. Describe food patterns helping with anxiety.
3. Discuss practical strategies, barriers and successes of nutritional strategies for mental health.
4. Identify preliminary results of a one-hour educational program to improve depression and anxiety.

Speaker(s)

Ryan Patel, DO, FAPA (The Ohio State University)

Ryan S. Patel, DO, FAPA, Psychiatrist

Overview

This program discusses original mixed-methods research on the creation and distribution of small, portable tool kits to manage stress in college freshmen. Kits were distributed in Fall 2019; pre- and post-scores of psychological distress and coping styles were analyzed. Data were also collected in Fall 2020. The application of findings to plan campus mental health programming will be discussed, as well as the implications on post-COVID campuses.

Recorded on: April 26, 2021

Learning Objectives

1. Identify potential materials to be included in a mental health tool kit.
2. Explain the importance of customizability and continuous reinforcement in providing one and done campus events to support mental health initiatives.
3. Discuss the importance of considering gender and first-generation college status when designing programming and potential tool kit contents.
4. List programming ideas for campus events to support mental health initiatives.

Presenter(s)

Paula Parker, EdD, CMPC, and Nicole Rushing, PhD (Campbell University)

Paula Parker, EdD, CMPC, Associate Professor

Nicole Rushing, PhD, Assistant Professor

Overview

This study investigated an evidence-informed opioid education and naloxone training program. 1975 students, faculty, staff, and alumni registered and 77% attended the training. Among attendees, 94% requested naloxone kits. During the COVID-19 pandemic, traditionally in-person naloxone trainings were conducted via a webinar platform. We will report on characteristics of in-person and virtual participants, baseline and 6-month follow-up survey data on knowledge, attitudes, and norms towards naloxone and opioid use. Replication strategies will be discussed.

This session is sponsored by the American College Health Foundation Aetna Student Fund.

Recorded on: April 30, 2021

Learning Objectives

1. Describe the rationale for opioid overdose prevention efforts on college campuses.
2. Discuss the quantitative and qualitative data guiding the development and implementation of a campus based opioid program.
3. Describe the process of developing, implementing, and evaluating an opioid education and naloxone training program on college campuses
4. Describe the adaptation of the opioid overdose prevention program to a virtual setting.

Presenter(s)

Michael McNeil, EdD, CHES, FACHA, Melanie Bernitz, MD, MPH, and Wai Kwan (Bonnie) Li, MS (Columbia University)

Michael McNeil, EdD, CHES, FACHA, Chief of Administration

Melanie Bernitz, MD, MPH, Assoc VP & Medical Director

Bonnie Li, MS, Research and Quality Manager

Overview

This presentation will provide a brief overview of DBT and an update on recent developments in the field of DBT. The program will also discuss common barriers and challenges in delivering DBT in group and individual therapy settings.

Recorded on: June 23, 2020

Learning Objectives

1. Describe key concepts of DBT.
2. Identify research on mental health concerns that can improve with DBT.
3. Discuss barriers and challenges to implementing DBT.
4. Identify potential solutions to barriers and challenges encountered when implementing DBT.

Presenter(s)

Nerine Tatham, MD (Duke University)

Moderator

Ryan Patel, DO, FAPA (The Ohio State University)

Nerine Tatham, MD, Duke University

Overview

As compared to other populations, college-aged youth are at increased risk of negative outcomes related to sexual health. Barriers such as access to preventative services exacerbate this reality. One Key Question® (OKQ), a pregnancy desire screening tool, allows health and social service providers to start conversations with students about sexual and reproductive health priorities, then connect them to the services they need. OKQ Online is an interactive training platform where providers can gain the skills to transform healthcare for their patients and commit to making reproductive health a priority.

Recorded on: April 28, 2021

Learning Objectives

1. Identify three current barriers to reproductive health care faced by women in college settings.
2. Describe why colleges/universities are opportune settings to discuss reproductive health goals and desires and connect clients to care
3. Describe strategies to integrate person- centered reproductive health interventions into colleges/universities to improve reproductive well-being.
4. Discuss key principles to implementing new reproductive health interventions for women in college/ university settings.

Presenter(s)

JeNeen Anderson, MPH, and Mackenzie Piper, MPH (Power to Decide)

JeNeen Anderson, MPH, Director of Field Support

Mackenzie Piper, MPH, Senior Manager

Overview

The COVID-19 pandemic has challenged every aspect of an open and functioning traditional face-to-face university. Faculty and staff health and wellness is one of these many challenges and of great concern. Faculty and staff health and wellness on all university campuses is needed now more than ever before. This 2021 ACHA presentation will focus on the promotion of faculty and staff health and wellness through creative methods of delivery that have been used successfully.

Recorded on: May 6, 2021

Learning Objectives

1. Describe the current state of faculty and staff health and wellness.
2. Explain how the National Faculty and Staff Health Assessment can be used to find what faculty and staff need in programs.
3. Identify creative ways that colleges can provide faculty and staff health and wellness programming.
4. Discuss ideas from the attendees for faculty and staff health and wellness programming

Presenter(s)

Lori Dewald, EdD, ATC, MCHES (Walden University); Nikki Brauer, MS, CWPM, COEE (Illinois State University); Faith DeNardo, MPH, PhD, MCHES (Bowling Green State University); and Marguerite O’Brien, MSW (University of South Carolina)

Moderator

Lori Dewald, EdD, ATC, MCHES (Walden University)

Lori Dewald, EdD, ATC, MCHES, Professor

Nikki Brauer, MS, CWPM, COEE, Illinois State University

Faith DeNardo, MPH, PhD, MCHES, Director of Wellness

Marguerite O'Brien, MSW, Director of Wellness, Prevention & Advocacy Services

Overview

This presentation will review emergency contraception (EC) methods that are available in the U.S. and updates regarding efficacy. Techniques improving EC counseling skills will also be discussed. Availability and access of EC will be addressed with a specific focus on original research done in West Virginia regarding levonorgestrel EC.

Recorded on: April 27, 2021

Learning Objectives

1. Differentiate types of EC available in the U.S.
2. Discuss what impacts the efficacy of EC
3. Identify side effects and contraindications to EC.
4. Discuss techniques to improve EC counseling skills.
5. Explain the difference between avail- ability and accessibility of EC.

Presenter(s)

Sara Farjo, DO, and Amie Ashcraft, PhD, MPH (West Virginia University)

Sara Farjo, DO, Physician, Assistant Professor in Department of Emergency and Family Medicine

Amie Ashcraft, PhD, MPH, Research Assistant Professor, Director of Research

Overview

In March 2020, Stanford University dispersed thousands of its students due to the COVID-19 shelter-in-place order. The student health insurance program pivoted to meet this unprecedented moment and students' insurance needs. This session will describe the urgent questions and issues that arose as our students left campus. We will explain the program changes and exceptions that were made, and we will identify future considerations for our comprehensive student health insurance plan.

Recorded on: April 28, 2021

Learning Objectives

1. Describe the urgent insurance needs that resulted from the dispersal of students enrolled in the university’s insurance plan across the country and world.
2. Explain the policy and program changes that were made to accommodate students for the new plan year.
3. Identify new possible considerations for the medical, mental health and dental components of the insurance plan

Presenter(s)

Johanna Infantine, MA (Stanford University)

Johanna Infantine, MA, Manager, Student Health Insurance Program

Overview

If we know that the majority of prescriptions for antibiotics are unnecessary, what else can we offer our patients? What if we offered other options available on the pharmacy shelves? This presentation will describe therapies that are over the counter when you are feeling under the weather! Join us for an interactive discussion describing non-prescription recommendations for a variety of infectious diseases.

Recorded on: April 13, 2021

Learning Objectives

1. Describe infectious diseases that can be treated with non-prescription medications.
2. Compare non-prescription treatment options and the clinical data supporting their use.
3. Discuss patient counseling recommendations for over-the-counter treatment of infectious diseases.

Presenter(s)

Lauren Biehle, PharmD, BCPS (University of Wyoming)

Lauren Biehle, PharmD, BCPS, Clinical Associate Professor of Pharmacy Practice

Overview

This presentation provides an overview of USC Counseling and Mental Health's implementation of "Single Session" therapy as a way to increase access of mental health services to underserved college students due to cultural stigma or other barriers. Discussion will compare this model to more traditional therapy models, review data regarding usage and outcomes from 2019 to 2021, provide useful tips to clinicians and recommend ways to overcome challenges that may arise during implementation.

Recorded on: April 30, 2021

Learning Objectives

1. Describe key components and strategies for implementation of Single Session Therapy.
2. Describe how Single Session Therapy can be used in a university counseling center to increase access of mental health services to underserved college students
3. Discuss strategies to address challenges that may arise during implementation of Single Session Therapy.

Presenter(s)

Summer Zapata, PsyD, Charlie Padow, LCSW, and Alice Phang, PhD (University of Southern California)

Summer Zapata, PsyD, Assistant Director for Graduate Student Counseling & Assistant Professor of Psychiatry and the Behavioral Sciences

Charlie Padow, LCSW, Clinical Instructor of Psychiatry and the Behavioral Sciences

Alice Phang, PhD, Psychologist/Clinical Assistant Professor

Overview

In this engaging and collaborative joint session of the Japanese University Health Association (JUHA) and ACHA, four Japanese Professors of Health Administration will describe the "Data" accumulated with mandatory annual health check for all students in Japan; focusing on infection control, quality of health checkup, and national university survey. Panel facilitators from the U.S. and Japan will compare many aspects of health data approaches between the two countries.

Recorded on: April 28, 2021

Learning Objectives

1. Compare the nature of college health services in Japan and the U.S. (primarily focused on Japan) and how the partnership between JUHA and ACHA contributes to the field of college health.
2. Describe examples of “Health Data on Campus” related to infection control, including measles, rubella, and tuberculosis.
3. Describe the “Creation of Evidence- Based Health Checkup on Campus.
4. Describe the “White Paper Data of National Universities” in Japan.

Presenter(s)

Mayumi Yamamoto, MD, PhD, MBA (Gifu University); Katsumi Nakagawa, MD, PhD, JD (Ritsumeikann University); Hirokazu Yokoyama, MD, PhD (Keio University); Taku Iwami, MD, PhD (Kyoto University); Hiroshi Ishiguro, MD, PhD (Nagoya University); Kim Webb, MEd, LPC, FACHA (Washington University in St. Louis)

Moderator

Katsumi Nakagawa, MD, PhD, JD (Ritsumeikann University)

Mayumi Yamamoto, MD, PhD, MBA, Director/Professor

Katsumi Nakagawa, MD, PhD, JD, Professor; School Physician, Occupational Physician

Hirokazu Yokoyama, MD, PhD, Deputy Director, Professor

Taku Iwami, MD, PhD, Professor; School physician, Occupational Physician

Hiroshi Ishiguro, MD, PhD, Professor

Overview

University counseling centers are at a point where the traditional model of service is no longer viable due to increased demand. Improved staffing can have a temporary positive impact. However, the structural problems in our centers that create access issues, frustrated students, and burned out staff remain intact. This presentation will discuss the Flexible Care Model, which is an innovative service delivery system that focuses on same-day access, variable session lengths, goal-focused counseling, and customized follow-up plans. It will provide an overview of the model, as well as recent updates and system, satisfaction, and clinical outcome data.

Recorded on: April 28, 2021

Learning Objectives

1. Discuss past, present, and future models of mental health care on college campuses.
2. Discuss the pros and cons of these models.
3. Describe innovations happening related to access to services and brief treatment approaches.
4. Describe the Flexible Care Model of mental health for college counseling centers and suggestions for how they were achieved that may be used on other campuses

Presenter(s)

Will Meek, PhD (Minerva Schools at KGI)

Will Meek, PhD, Global Director of Mental Health & Wellness

Overview

College health professionals regularly purport that healthier students are better learners, but this assertion is based more on assumption than evidence. This presentation will review the results of the first ever scoping review that compiles and synthesizes all peer-reviewed literature examining the relationship between college students' health and academic performance from the past 10 years. Attendees will gain an empirical understanding about this crucial topic in college health research and practice.

Recorded on: May 12, 2021

Learning Objectives

1. Explain the importance of using evidence-based information in college health.
2. Summarize the current state of research on the relationship between college students’ health and their academic performance.
3. Describe gaps in the literature that are recommended areas for future research.
4. Discuss ways of translating the research findings into practice.

Presenter(s)

Alyssa Lederer, PhD, MPH, MCHES, Isabella Parise, MPH, Melissa Rosenthal, and Raquel Horlick, MLIS (Tulane University); Sara Oswalt, MPH, PhD (University of Texas at San Antonio)

Alyssa Lederer, PhD, MPH, MCHES,, Assistant Professor

Isabella Parise, MPH, Student

Melissa Rosenthal, Student

Raquel Horlick, MPH, Research and Instruction Librarian and the Coordinator

Sara Oswalt, PhD, Professor and Department Chair

Overview

The National Institute on Alcohol Abuse and Alcoholism's (NIAAA's) College Alcohol Intervention Matrix (CollgeAIM) was released in 2015 and updated in late 2019. Strategies to propel/encourage adoption of evidence-based approaches will be detailed by national alcohol prevention leaders, and new prevention and policy efforts added to CollegeAIM 2.0 will be described by scientific contributors to CollegeAIM. Presenters will share lessons learned in utilizing CollegeAIM and suggestions/tools for making change happen on and off campus.

This session is sponsored by the American College Health Foundation Aetna Student Fund.

Recorded on: April 15, 2021

Learning Objectives

1. Identify new prevention and policy efforts added to CollegeAIM 2.0.
2. Describe how to use tools within CollegeAIM in strategic planning for alcohol prevention.
3. Identify at least two strategies that can be used to propel/encourage adoption of evidence-based strategies.

Presenter(s)

Jason Kilmer, PhD (University of Washington); M. Dolores Cimini, PhD (University at Albany); Alicia Baker, MA, MPH, CHES (University of Florida); Toben Nelson, ScD (University of Minnesota); Jessica Cronce, PhD (University of Oregon)

Moderator

Jason Kilmer, PhD (University of Washington)

Jason Kilmer, PhD, Associate Professor, Psychiatry & Behavioral Sciences, School of Medicine

M. Dolores Cimini, PhD, Director, Center for Behavioral Health Promotion and Applied Research

Alicia Baker, MA, MPH, CHES, Assistant Director

Toben Nelson, ScD, Associate Professor

Jessica Cronce, PhD, Associate Professor

Overview

"It's probably viral." Though true, what if the odds aren't in your favor? It can be dangerous to blame adenovirus (or Strep) and neglect other causes of sore throat. Epiglottitis, retropharyngeal and peritonsillar abscesses, Ludwig's angina, and diphtheria can be life-threatening. EBV/CMV mononucleosis, gonorrhea, Kawasaki syndrome, and thyroiditis also demand attention. In this presentation, we will discuss an evidence-based approach to the diagnosis and management of sore throat, refreshing ourselves on the uncommon, so-called "zebras."

Recorded on: May 25, 2021

Learning Objectives

1. Describe a differential diagnosis for infectious and non-infectious causes of sore throat.
2. Identity “red flags” that suggest a more sinister cause of a patient’s signs and symptoms.
3. Describe how to integrate appropriate decision-making tools and tests into your clinical evaluation of sore throat.

Presenter(s)

Benjamin Silverberg, MD, MSc, FAAFP, FCUCM (West Virginia University)

Moderator

Nancy Gentry Russell, DNP, MSN, APRN, FNP-BC (Johns Hopkins University Student Health & Wellness Center)

Benjamin Silverberg, MD, MSc, FAAFP, FCUCM, Assistant Professor, Medical Director