Big 10 Counseling Centers Conference

Land Acknowledgement

Sifting and Reckoning

Welcome Letters

Conference Committees

Campus Highlights

Schedule

Keynote Address and Speakers

Round Tables

Breakout Session 1 (Thursday morning)

Breakout Session 2 (Thursday afternoon)

Breakout Session 3 (Thursday afternoon)

Breakout Session 4 (Friday morning)

Poster Displays and Presenter Q&A

Special Topics

Optional Activities for Attendees

Continuing Education Information

Hotel Shuttle Information

Wi-Fi and Floor Plan

Banquet Entertainment

Acknowledgements and Gratitude

Big 10 Past and Future Hosts

Welcome, Big 10 colleagues!

We are thrilled to host you on our beautiful University of Wisconsin–Madison campus for the 2023 Big 10 Counseling Centers Conference. I commend you for taking time amid the busyness of the academic year to reflect, learn, and connect with your Big 10 colleagues.

We often talk about our role in Student Affairs as supporting the “whole student” — meeting their basic needs of being healthy (both physically and mentally) while ensuring they are making connections with peers, faculty, and staff. A student’s success goes beyond the classroom; it hinges on them feeling engaged, involved, and like they belong on campus. Students need to know they matter.

The work each of you do is vitally important to student success. The social and racial justice issues prevalent in our country and on our campuses, on top of a global pandemic, have been overwhelming the past several years for our students and for all of us. I know at times the constant exposure to others’ trauma, perhaps on top of your own, can feel overwhelming as we also recover and heal.

One thing I appreciate about the work of our counseling center team is their approach to mental health and well-being as a collective effort. Collaborating across departments and modeling community-building will help us sustain this work and best serve our students (and one another). Things are still hard in our world, and no single one of us can do the work alone. It is a responsibility we all share.

I encourage you to explore beyond the bounds of your university these next few days; look for ways to collaborate and expand your community. We need that as much for ourselves as we do for our students.

Thank you for the important work you do. I wish you a successful and reenergizing conference!

Lori Reesor, PhD
Vice Chancellor for Student Affairs

Dear colleagues,

Welcome to the University of Wisconsin—Madison! We are excited to host the 2023 Big 10 Counseling Centers Conference.

Supporting the health and wellbeing of your clients is central to your work, in addition to supporting the health and wellbeing of our campus communities – including faculty, staff, administrators, and families. As mental health professionals, you know the intricate connections to mental health and wellbeing – from the environments that foster growth and flourishing – to those that hinder and harm. You and your work are key to helping our campus communities thrive.

Thank you for your care, commitment, and dedication to the health and wellbeing of emerging adults and the campus communities where you work. Thank you for being thoughtful partners, and for helping us help students through direct patient care, in addition to the work done on adapting policies, systems, and environments.

We appreciate the time you’ve taken to be here. Please enjoy our campus and the connections you’ll make during the conference.

Sincerely,

Jake Baggott, MLS
Associate Vice Chancellor for Student Affairs
Executive Director, University Health Services

Greetings, colleagues:

On behalf of our team here at the University of Wisconsin-Madison’s Mental Health Services, I am thrilled to welcome you to Madison for the 2023 Big Ten Counseling Centers Conference. We are very grateful to our conference planning committee members, led by Sam Herlitzke, who have been working very hard to ensure an engaging, enriching, and joyful time together. We are particularly excited to host our Big Ten counseling center colleagues for our first in-person conference in three years.

The conference theme this year is It Takes All of Us. This theme was born out of the idea that the work we do every day in our counseling centers requires a collective and inclusive approach, and that this work pulls from all parts of each of us individually. Addressing the needs of our campus communities from a collaborative perspective, and also considering the ways in which we take care of ourselves and each other as helping professionals is critical to building sustainable cultures in our centers and on our campuses. We hope that, through this theme, we are able to come together at this year’s conference to learn strategies to address our campus needs and also to build relationships and bridges that allow us to enhance our connection across the Big Ten Conference.

Thanks to everyone attending this year, we have a wonderful line up of programs and events over the next few days. We are very glad you are here, and we look forward to learning from each other. Please enjoy the time together and have a great conference!

Sarah Nolan, PhD
Director, Mental Health Services

Soumya (pronunciation: SOH-myuh) Palreddy is an anti-bias/anti-racism educator in progress, licensed psychologist, and trainer.

Bringing warmth and energy, she promotes transformative change for organizations and leaders at the intersections of equity, wellbeing, learning, and relationships. Her journey facilitating change in communities started with planning and implementing prevention programming at a rape crisis center.

Currently, Soumya is a National Trainer for Mental Health First Aid (teen, youth, adult) and most recently, was a medical consultant for the Social Security Administration. In addition to being a national trainer, Soumya was instrumental in the rewrite of national mental health curricula and the associated train-the-training programs.

This year, she has helped to write several population-specific mental health public health courses, including Mental Health First Aid for Higher Education. She has also provided consultation to organizations and schools to implement restorative justice practices with staff and students.

Prior to consulting, Soumya served as an Associate Director at University Health Services, University of Wisconsin-Madison.

Jake Baggott joined UW–Madison in May 2019 as the Associate Vice Chancellor and Executive Director of University Health Services (UHS). He provides leadership for departments within UHS and oversight of Recreation and Wellbeing. Baggott has more than 30 years of experience in student health and wellbeing and student affairs. Prior to his role at UW–Madison, he served as the Assistant Vice President for Student Health & Wellbeing at the University of Alabama at Birmingham following a role as the founding Executive Director for Student Health & Wellbeing at UAB. Prior to UAB, Baggott served in leadership roles for nearly three decades at Southern Illinois University, including serving as the Chief of Staff to the Chancellor and a progressively successful 25-year career as an administrator in the SIU Student Health Center.

A first-generation college student, Baggott is a three-degree graduate of SIU, including the recipient of an advanced degree in Legal Studies from the SIU School of Law where he specialized in Health Law & Policy. Baggott has served in numerous leadership positions at the ACHA national and affiliate level including serving as ACHA’s president and nine years on the ACHA Board of Directors. He has been actively involved in advocacy for the Association since 2008 on multiple issues. Baggott is an inaugural faculty member of the ACHA Leadership Institute and a Program Consultant for the Association. In 2012, he was named a Fellow of the American College Health Association and in 2018 was named the recipient of ACHA’s Edward Hitchcock Award for Outstanding Contributions in College Health. Baggott completed a 22-year military career in the US Army and Army National Guard in 2003, retiring at the rank of First Sergeant.

Ways of Keeping Students in the Safety Zone: Harm Reduction Approaches to Promote Safety on a University Campus
Agriculture, 3^rd Floor

Ritu Bhatnagar, MD, MPH, FASAM; Jenny Damask, EdD; Maria Kelly, MPH; Cindy Burzinski, MS, CSAC, LPC; Davida Randolph, MAEd, LPC-IT, NCC

The use of substances by university students is increasing. Combinations of alcohol with other substances, some of which are adulterated with fentanyl, can be dangerous and/ or lethal. Approaches to addressing this concerning trend in a format that is acceptable to college-aged students is essential to save lives and establish healthier living patterns. Discussion will be in four parts:  Nalox-ZONE (TM) boxes, peer recovery approaches, harm reduction groups and exploration of barriers to similar approaches for workshop attendees.

Learning objectives

• Explain the concept of harm reduction and how it applies to college-age students
• Describe acceptable approaches to harm reduction on a college campus
• Consider the role of this approach in their own academic setting

Geek Therapy: A Diverse and Inclusive Framework for Identity and Exploration
Northwoods, 3^rd Floor

Shaciarra Hamilton, PsyD; Matilda Smith-Thompson, LCSW; Blake Bullock, LCSW; Robbie Luten, MS;  Quincy Knolhoff, LCPC

This workshop briefly introduces Geek Therapy (GT) by providing a definition and highlighting GT techniques. In addition, participants discuss the benefits of utilizing GT in their personal and professional settings and ways that it fosters creativity, connection, and collaboration. This workshop plans to view the social justice, diversity, and equity aspects of GT and to discuss the ways that GT can be used to serve historically underrepresented and marginalized communities. The final aspect of this workshop will focus on brainstorming ideas and possible plans for implementing various media and GT techniques discussed.

This workshop aims to provide a brief introduction to Geek Therapy by providing the definition of Geek Therapy and highlighting the benefits of its use in clinical settings. Geek Therapy is often defined as an affinity-based model of therapeutic intervention and communication based on the relational-cultural theory that the best way to understand each other, and ourselves, is through the media we care about. Compared to traditional methods and depictions of therapy, Geek Therapy utilizes diverse resources creatively to support students getting their needs met using tools that are familiar and significant to them. Incorporating those aspects of someone’s life personalizes the therapeutic process and uses all the resources available within our world. Presenters and presenters will have the opportunity to explore their own identities and connections to fandoms and communities.

In many ways, the media we care about often offers us as clinicians, and as people, community. This workshop also aims to facilitate a space where professionals can connect with like-minded individuals and enjoy a sense of community through discussions around pieces of their identities that may not be as routinely explored. Through that community of clinicians and as members of respective fandoms, we can connect, collaborate, and collect resources that we can employ to help meet our own personal and clients’ needs. This work often takes “all” of us as professionals and using our passions in our work with our clients and colleagues, we can be more authentic, more relatable, more connected, and more fulfilled.

This workshop plans to view the social justice, diversity, and equity aspects of Geek Therapy and discuss the ways that Geek Therapy can be used to serve historically underrepresented and marginalized communities. The final aspect of this workshop will focus on brainstorming ideas and possible plans for implementing various media and Geek Therapy techniques discussed in this workshop in personal and professional settings.

 Learning objectives 

• Define Geek Therapy as a therapeutic modality
• Identify the need for Geek Therapy and the benefits of its use in addition to other treatment modalities
• Highlight ways that diversity and intersectionality plays a part in emphasizing the importance of GT,
• Explore opportunities for the application of Geek Therapy in clinical and professional settings

My, How You’ve Grown! Lessons Learned, Innovative Practices, and Future Directions for Embedded Programs
Industry, 3^rd Floor

Barbara Urbanczyk, PsyD; Harry Warner, MA, LPCC-S

Embedded programs have grown exponentially in recent years. During this time, we have gained multiple insights into how to maximize the success of an embedded program. We have identified the key mental health benefits to students and stakeholders. We have utilized innovative practices to reach students, faculty, and staff, including those students who may not engage in traditional counseling. And we are developing new ideas to extend the impact of embedded programs to further our vision to establish communities of care across the university.

Embedded programs across college campuses have grown exponentially since 2015. As an example, Ohio State’s embedded program has grown from two embedded clinicians covering six areas in 2015 to 17 embedded clinicians covering 16 areas, including Student Health Services, 2 cultural centers, and a regional campus, in 2022.  Along with this tremendous growth have come insights and lessons related to the mental health benefits of embedded programs for students, administrators, faculty, and staff. It takes buy-in from and collaboration with each of these stakeholder groups to develop a successful embedded program. Sustaining a successful embedded program takes all of us. Counseling center staff supplement embedded offerings by providing group therapy, clinical specialties, consultation, and crisis support. Counseling center staff learn from their embedded colleagues about common stressors and best practices when serving students from that area. Stakeholders gain awareness of the mental health needs of their area from data reported about the number of their students receiving services from the embedded therapist and main counseling center staff.

Embedded therapists enhance their impact on the communities they serve by providing multiple modes of service delivery beyond individual therapy. Let’s Talk consultations offer a drop-in format to engage students in problem-solving and prevention.  They also offer an avenue for students from marginalized populations, who may not seek traditional counseling, to consult with a therapist. Tracking the breadth of consultation with faculty, staff, and students highlights how every communication between the embedded therapist and embedded site is a valuable service.

Exploring new pathways to further the impact of embedded programs will be essential as these programs continue to evolve. Partnering with the training program to create an embedded training opportunity will help develop new professionals to meet the need of expanding embedded programs to ensure their success in the coming years. Bringing together stakeholders from every embedded area to discuss insights, best practices, and future endeavors will strengthen the beneficial impact on these communities across campus.

Presenters will use PowerPoint and discussion to share the narrative of embedded programs and engage in Q & A to deepen participants’ knowledge of embedded programs.

Learning objectives

• Describe the mental health benefits of a fully realized embedded therapy program for the university student population, administrators, faculty, and staff.
• Enumerate innovative practices to strengthen the impact of service provision via outreach and consultation.
• Identify new pathways and future opportunities for the continued evolution of embedded programs.

On Being “Black Enough”
Landmark, 3^rd Floor

Carlton Cummings, MS; Kamau Grantham, PhD; Darreon Greer, PhD

The workshop will consist of a PowerPoint presentation of ideas, experiences, and research that will garner a conversation with participants about their experience working with Black-identified clients exploring Black identity, socialization, and well-being in a college setting.

The objectives of the workshop are to expound on the notion of Blackness and the nuances therein, to provide insight into the diverse experiences of Black college students, and to explore and offer recommendations to clinicians on identifying, acknowledging, and effectively attending to clinical concerns related to Black racial identity and identity development.

The proposed workshop aims to explore the intricacies of Black racial identity and Black culture(s) as it relates to the academic, social, and racial identity development experiences of Black college students. Specifically, the workshop will focus on notions of being “too Black” and “not Black enough.” The speakers plan to discuss how nationality, politics, stereotypes, and inter- and intra-racial interactions inform how Black students develop, understand, and negotiate their Black identity throughout collegiate spaces and the mental health implications of racial invisibility and hypervisibility. Furthermore, this workshop will also highlight the low numbers of Black-identified clinicians and psychologists and the importance of clinicians/centers collaborating with pertinent academic departments, cultural organizations, and student organizations to ensure that the needs of Black students are known and addressed clinically and institutionally.

Learning objectives

• Expound on the notion of Blackness and the nuances therein
• Provide insight into the diverse experiences of Black college students
• Explore and offer recommendations to clinicians on identifying, acknowledging, and effectively attending to clinical concerns related to Black racial identity and identity development.

Fundamentals of University Mental Health Services: How to Remain in and Influence Change During a Time of Competing Interests
Wisconsin Idea, 2^nd Floor

Garrett Gilmer, PhD; Mark Patishnock, PhD

Providing university mental health services has unique opportunities and challenges. This program will provide an overview of the scope of work included in the mission statements of many of our centers. It will describe opportunities and challenges associated with accomplishing our mission given the interests and expectations of a variety stakeholders unique to a university setting. Strategies for staff members to influence change and decision-making – in the midst of these often-competing interests – will be reviewed.

University-based mental health services are uniquely positioned to offer a variety of mental health and prevention services. This program will review common components of university mental health service mission statements in the BIG10. In addition to the opportunities associated with offer mental health services in a university setting, there are a variety of unique challenges as well. These challenges will be reviewed through the lens of a variety of campus and community stakeholders including students, senior leadership of the institution, dean of students, faculty, campus police, family, and donors. Presenters will review common interests and expectations that these stakeholders have for university-based mental health services. Presenters will discuss opportunities for university mental health professionals to partner with these stakeholders to provide comprehensive and well-coordinated care for students. Challenges associated with how the expectations of these stakeholders can conflict with the professional and clinical responsibilities of therapists within university-based mental health services will be discussed. Strategies for staff members to influence change and decision-making – in the midst of these often-competing interests – will be reviewed.

Learning objectives

• Participants will become familiar with the scope and role of university mental health centers
• Participants will be introduced to expectations that external stakeholders place on our centers
• Strategies for staff members to assist to remain in, thrive, and influence change

Of Models, Mindsets & Memory: How We Approach Substance Use in University Students and Why it Matters
Agriculture, 3^rd floor

Geoff Brown, MA, LPC, SUDS; Timothy Cordes, MD, PhD

The approach to how we treat substance use and substance use disorders is intertwined with both our choice of models we use to approach it and our shared history. This workshop will present an overview of the various models we use to think about substance use including the moral, behavioral and medical models. It will describe factors that impact an individual’s vulnerability to substance use and explore both health disparities and barriers to substance use treatment through the historical context of systemic oppression and stigmatization of people who use substances.

Learning objectives

• Identify common cognitive models which influence how people approach substance use and treatment.
• Understand how the individual, the environment, and the substance itself impact substance use.
• Learn about health disparities within those with substance use concerns and between people who use substances and the population at large.

Comparing Integrated Behavioral Health Models in University Health Settings
Northwoods, 3^rd floor

Tess Hoese, LMFT; Tamar Kelson, PhD; Ericka Schwartz, LPC; Morgan Blumenfeld, LPCC-S, MA; Shivani Edwards, LISW-S, LICDC-CS

This workshop is designed for universities with current integrated medical and mental health teams or those planning to build collaborative care models using embedded clinicians. The Ohio State University and University of Wisconsin-Madison will demonstrate how this modality of treatment increases access to mental health by comparing and contrasting the development of their behavioral health programs, how they serve the student population through assessment and brief interventions, and how they have established trust with medical services to integrate into a successful treatment model. Both universities will overview their process, challenges, and goals for growth for collaborative care.

Learning objectives 

• Participants will learn about the history and reason for integrated programs at UW-Madison and The Ohio State University.
• Participants will gain understanding about how students are served with integrated programs.
• Participants will be able to understand the key components and value of integrating mental health with medical services.
• Participants will become aware of lessons learned and opportunities for growth with the integrated programs at UW-Madison and The Ohio State.

Deconstructing Accessibility: An Understanding of how University Counseling Centers can take Actionable Steps to Better Attend to the Needs of their BIPOC Students
Landmark, 3^rd floor

Zubin Devitre, MS; Xinling, Liu, MA; Joseph Rizzo, MA; Linah Mobeireek, MA

Recognizing the increased demand for services (AUCCCD, 2020) alongside the need for a more specified approach to understanding such data (e.g., disaggregation of data), this workshop uses data from University of Michigan’s Counseling and Psychological services as a basis to contextualize University Counseling Centers’ (UCCs) service utilization amongst BIPOC populations. This workshop deconstructs how UCCs make meaning from such data and provides steps that they can take to better attend to their BIPOC students by asking participants to engage in a series of reflective thought processes and strategic planning as a means of decolonizing and reconstructing their system structures. Leaning on the theme of “It takes all of us,” this workshop serves to collaborate, innovate, and share how various University Counseling Centers (UCCs) are attending to the needs of their BIPOC students. With a specific focus on deconstructing/decolonizing our understanding of session limits, average length of treatment, and more, this workshop serves as means to challenge what we know as members of UCCs and how our internalized and system-based biases may be inhibiting our ability to fully attend to our BIPOC clientele.

Past literature and contemporary reports suggest that the average session length for students attending Big10 UCCs has increased to 4.9-5.3 (AUCCCD, 2021). Many UCCs navigate their systems based on these (and prior) averages, whether it be via session limits, brief-intermittent models, or suggested time frames based on scope of practice. Less frequented in the conversation, however, is that within these reports the disaggregation of data is rarely if ever reported as it relates to clients of differing demographics.

Recognizing that the term “decolonization” means to withdraw from a previous system, and that many BIPOC students attending PWIs may suffer from those same systems, we ask the question: “how can we decolonize our understanding of treatment needs for BIPOC populations?” Below, we provide a brief description of this workshop that will challenge what we know and create actionable steps we can take to better serve our BIPOC student populations.

To craft an environment where collaboration is key, following a brief presentation, participants will pair up with members of their own UCC and document their current system structure and their understanding of how the “average of four” influences such structures, with specific thought given towards how this impacts BIPOC populations. This documentation will then be given to different UCC teams for them to workshop actionable steps that the UCC can take to better serve their BIPOC populations through a decolonized understanding. With specified attention towards how UCCs often have contextualized session structure for presenting concerns such as trauma, we will use a similar understanding in then processing the “actionable steps” within the group space.

Learning objectives

• Participants will be at an increased capacity to understand how current approaches to session limits/averages do not contextualize the specified needs of BIPOC students while practicing ways to critically evaluate potential biases within current University Counseling Center infrastructure.
• Participants will demonstrate an ability to collaborate with other University Counseling Centers as a means of sharing an understanding and knowledge as they relate to the needs of BIPOC students within current University Counseling Center infrastructures.
• Through collaborative methods, participants will demonstrate an ability to differently analyze and account for salient demographic variables as a means of better understanding how BIPOC students are utilizing and can utilize services at B10 University Counseling Centers.
• Participants will be at an increased capacity to construct equitable approaches to decolonizing current University Counseling Center structures as they relate to varying student identities.

No Longer Forgotten: Jewish Identity on College Campuses
Industry, 3^rd floor

Merrill Reiter, PhD; Allison Asarch, PsyD

Surveys of Jewish students show frequent experiences of discrimination, erasure of identity, and exclusion in conversations about inclusivity on their college campuses. However, with few discussions about Jewish identity in recent psychological research and training, counseling centers are limited in implementing culturally-sensitive care to the Jewish community. This program reviews salient aspects of Jewish culture and identity and highlights experiences of antisemitism on college campuses. Discussion will focus on creating a campus culture of care for Jewish students through collaboration with community partners, addressing Jewish identity in mindful and nuanced conversations, and creating culturally-responsive initiatives for the Jewish community.

Formal and anecdotal surveying of the Jewish community on college campuses shows that a significant number of Jewish students endorse experiencing discrimination related to their Jewish identity, with students often reporting feeling unheard and excluded from campus conversations about inclusivity. Though the field of psychology continues to acknowledge the impact of culture and identity, generally, and within specific populations, discussions about Jewish identity are largely absent in academia, research, multicultural literature, and diversity trainings. This leaves University Counseling Centers limited in implementing culturally-sensitive clinical practices and outreach programming to their Jewish communities on campus. Acknowledging and addressing this here is particularly relevant, given that six of the top ten public universities with the largest Jewish population are Big 10 institutions.

Our program provides an in-depth understanding of Jewish culture and identity, experiences of antisemitism on college campuses, and the erasure of identity American Jews often experience with regard to being Jewish. Further, recognizing that it takes all of us, we will discuss how to create a more inclusive environment for Jewish students, highlighting our collaboration with community partners to create a campus culture of care for these students. We will also address specific considerations for having mindful conversations with Jewish clients, trainees, and colleagues about their identities that favor nuance and humility over perfection. Finally, we will offer suggestions for initiatives aimed at supporting and advocating for Jewish students facing distress related to antisemitism and other current events.

Learning objectives

• Develop an understanding of the various aspects of Jewish identity relevant for Jewish students, trainees, and colleagues in University Counseling Center settings
• Describe the prevalence of overt and covert antisemitism on college campuses, and its impact on Jewish students and their mental health
• Apply information learned about identity-specific experiences in clinical and professional contexts within your Counseling Center, including strategies for mindful conversations about Jewish identity
• Create a campus culture of care for Jewish students by determining avenues for collaboration across campus and brainstorming culturally-responsive initiatives that promote healing and wellbeing for the Jewish community

The Voice of the College Counseling Center: Strengthening Our Foundation with Outreach
Agriculture, 3^rd floor

Harry Warner, MA; Deidre Weathersby, PhD; Christine Asidao, PhD

Outreach is vital to the stability of University and College Counseling Centers. In a time of great complexity, UCCs require an assertive voice to maintain the integrity of what we do. Shifting dynamics on campuses are not always good for UCCs as services are outsourced, condensed, or otherwise limited by administration not familiar with the history and scope of UCCs. Well-developed Outreach programs provide an infrastructure of support and simultaneously tell the story of our collective impact. Join a panel of three Outreach Directors with a combined 48 years of experience to discuss the power of Outreach.

Outreach in UCCs has evolved over time. Years ago, we focused on promotion of services, stigma reduction, and psychoeducation. Now, we can enumerate sophisticated means of intervention, consultation, and public relations work that propels our services far beyond the walls of the counseling center. Multiple crises related not only to the pandemic, but to racial, social, and cultural reckoning are ongoing. Outreach professionals were not just ready, but uniquely able to meet these challenges with a rich history of innovation and social justice foci. Panelists will describe our place in history using data to demonstrate growth and outcomes of Outreach.

Establishing Outreach programming takes time as we build relationships with students, define services, and advocate for the support of stakeholders. When we are known and respected, it permits us to serve students quicker because the buy-in to our efficacy, genuineness, and capacity is pre-existing. Panelists will discuss aspects of Outreach as prevention and intervention and discuss framework for education, consultation, and crisis debriefing. The presenters will also address why these services are best provided by Mental Health professionals and demonstrate a direct link to UCCs expertise in Mental Health promotion. We are able to recognize, relate, and respond with brief and immediate assessment to make decisions on how to support the community as the client.

Maintaining an Outreach program takes all of us indeed. Managing various aspects of Outreach is challenging and often exhausting requiring flexibility, innovation, creativity, and skill sets not taught in clinical programs. Outreach professionals need support.

Learning objectives

• Organize a framework for Outreach focused on intervention and promotion of therapeutic communities.
• Describe various ways a strong Outreach program strengthens the overall stability of a College Counseling Center and contributes to the Mental Health and Well-being of the college student population.
• Define an effective and efficient scope of service within the outreach arm of a comprehensive counseling center service model as well as engage in professional development via program development and consultation with a national network of Outreach professionals.

It Takes All of Us: Banding Together to Take Down Disordered Eating and Body Image
Northwoods, 3^rd floor

Michelle LeMay, PhD; Shaciarra Hamilton, PsyD

The literature concerning the treatment of disordered eating and body image concerns consistently shows that the presence of treatment teams leads to symptom reduction. That may be simple for hospital systems, but how can universities, who arguably have the largest sample of individuals struggling with these exact issues, create such a team on campus? This presentation will address the hurdles of creating such a team as well as ways to provide care for students.

The presenters for this program will discuss the steps of re-establishing an interdisciplinary treatment team for disordered eating and how to address challenges that come up. We recognize that it takes more than one clinician to support a struggling student, and our discussion will involve ways that a team can support one another. Additionally, the workshop will address connection through campus outreach events as well as raising awareness on the components of social justice tied to disordered eating and body image such as the utility of the BMI versus a Health and Every Size framework. Our hope is to also foster discussion among attendees about what challenges and gains they have had to improve care across campuses.

Learning objectives

• Identify and address challenges in working with disordered eating students on a treatment team.
• Receive resources and creative ways to meet the needs of students on campus through outreach efforts.
• Engage in discussion around a social justice lens of disordered eating work.

Cultivating & Strengthening a Social Justice Identity in College Counseling
Landmark, 3^rd floor

Sultan Magruder, PhD; John Mitchell, PsyD; Natalie Hernandez DePalma, PhD

There have been growing calls for mental health practices to evolve from its neocolonial roots to better respond to the needs of increasingly diverse communities (Adams et al., 2015). The adoption of a comprehensive social justice framework has been discussed as a viable pathway to addressing complex mental health experiences (Ratts et al., 2015). College settings have become increasingly diverse and reflective of the social problems embedded in the larger society. As such, college counseling centers have been challenged to adapt to this changing landscape by addressing these issues through a social justice context (Vera et al., 2016).

It can be posited that much of the turmoil evidenced in the sociopolitical landscape can be seen as, in part, a rejection of inclusion. In short, inclusion can be understood as a state of belonging and being valued for one’s unique contributions to a system. Unfortunately, contemporary ideas of inclusion are often viewed from a deficit perspective, suggesting that individuals and groups of people are “broken” and will invariably drain resources. This deficit paradigm can prove harmful, particularly for marginalized communities that have often been excluded, resulting in disenfranchisement. The mental health field also has a fraught history with the aspirational value of inclusion, evidenced by the harm enacted upon marginalized communities (American Psychological Association, 2021). However, the faults underlying the bedrock of the psychological profession have begun to shift and there is a greater desire for more inclusive psychological practices. Social justice, which Ratts, D’Andrea, and Arredondo (2004) described as the “fifth force”, has been looked to as the vehicle for reimagining the psychological paradigm.

The focus of this presentation will begin with a review of cultural humility and the concept of a healing circle beginning with the individual clinician and their own self-awareness. Panelists will then discuss systemic challenges and opportunities that present in the university and college counseling center milieu to embody the underlying tenets of social justice. Knowledge and skill building will be central in this discussion, as the request for more tactical guidance is a shared need of individuals at every stage of their development. Finally, presenters will utilize a timely case example to discuss with attendees one method to approach systemic dilemmas from a social-justice framework and how leadership may amalgamate their diverse opinions into a stronger action orientation.

Learning objectives

• Understand and critique both historical and modern mental health practices that may perpetuate harm and injustices, particularly for marginalized communities
• Develop an understanding of social justice and its importance in mitigating mental health issues in diverse communities
• Identify strategies that both mental health providers and college counseling centers can take to incorporate social justice into their mental health practices and their organizational identity

Creating Cohort Magic: How Cohort Cohesion Benefits the Training Experience
Industry, 3^rd floor

Courtney Arbogast, MSSA, LISW-S; Anna Betzel, SWT; Danya Contractor, CT; Collin Pfaff, SWT, Zaneta Street, SWT, Mariah Willis, CT

This presentation will review characteristics of cohesive training cohorts and how university counseling centers can sustain them. A vital component of cohort cohesion is an environment that is cooperative instead of competitive (Chui et al., 2014). Diversity within the training cohort enhances learning outcomes through intentional cross-cultural dialogue. Cohort magic is a sustainable outcome when university counseling centers consistently support these characteristics with the needs of trainees.

Creating cohort magic is a responsibility that takes all of us. Beginning with the training program, recruitment of trainees with diverse identities and experiences sets the foundation for cohort members to learn from one another. Intentionality around personal and professional relationship-building shifts responsibility to trainees, allowing them to form a cohort culture driven by values of the center.

A vital component of cohort cohesion is an environment that is cooperative instead of competitive (Chui et al., 2014). This environment that rejects a zero-sum mentality allows for and is facilitated by vulnerability among trainees (Chui et al., 2014). Genuine curiosity and lack of judgment in clinical and personal experiences further contribute to cooperative relationships. There is room for playfulness and joy, as individual successes and challenges are viewed as collective learning that benefits the group.

Diversity of identities and experiences within the training cohort enhances learning outcomes through intentional cross-cultural dialogue, dynamic interactions, and meaningful exchange. Openness to diversity allows for cohort members to understand varied experiences and gain insight into their own perspectives. Cohort members benefit from engaging in cultural dialogues with each other both formally and informally.

Cooperation and curiosity of diversity are components on which magical workplace experiences are built (Xiao, Mao, Quan, & Qing, 2020). Workplace friendships comprised of mutual trust, vulnerability, and authenticity allows for an integration of individually and collectively expressed talent, pride in performance, and team cohesion. Ultimately, the existence of friendship within work environments benefits both employees and their organizations, resulting in community, connection, team member happiness, joyful contribution, and organizational innovation.

Trainees are the experts when it comes to identifying their training needs. Cohort magic is a sustainable outcome when university counseling centers consistently: 1) provide quality supervision 2) provide opportunities for trainees to connect with each other 3) invest in sustaining trainee energy levels (Grady, 2020).

Learning objectives

• Identify components contributing to cohort cohesion
• Identify how centering diversity within a cohort benefits cohort cohesion
• Demonstrate understanding of UCC and trainee responsibilities in building cohort cohesion
• Demonstrate how training programs can sustain cohort cohesion

Expanding Beyond the 1 on 1: Campus-Wide Interventions Through Partnership
Wisconsin Idea, 3^rd floor

Jessica Oyoque-Barron, MS; Justin St. Charles, MSW

The demand for clinical services on college campuses globally are on the rise which requires college counseling centers to redefine the ways in which they promote safety, increase access, and reduce demand through large-scale outreach. The way that we can redefine and reimagine college counseling is by embracing macro-interventions (Glass, 2016) which includes participating in and utilizing undergraduate seminars (Conley et al., 2013), multicultural spaces (Glass, 2020), proximity-based care (Golightly et al., 2017), and intentional engagement with student organizations/pathway programs or student-participative summits/conferences (Glass, 2020).

Participants will engage in a conversation around community-based interventions, spend time evaluating the ways that their campus is currently utilizing intentional outreach and preventative programming (including effectiveness), and will leave the session with a 30-60-90 day preliminary strategic plan for increasing their community presence at their institution.

Learning objectives

• Participants will identify ways higher education counseling professionals can incorporate innovative macro interventions to increase access and scope in their practice.
• Participants will critically assess the current macro interventions that are currently being offered within their institution.
• Participants will design a 30-60-90-post plan for introducing and operationalizing macro-interventions on their campus.

Blending Integrative Care and Trauma-Informed Models to Support Student Survivors of Sexual Violence: An Interdisciplinary Panel
Varsity II/III, 2^rd floor

Molly Caradonna, PhD; Annie Bruns, MA, MSW, APSW; Kayla Eggen, MSW, LCSW, SUD; Erika Enk, FNE, Anna Gorman, MSW; Lea Ann Harris, MAT; Carol Heins-Daniels, MSW; Kristen Lively, RN

Integrative care models of health and well-being services have become more prevalent within college healthcare settings. However, it often remains that sexual assault services on campus are housed separately from health and well-being services. This program (1) reviews models of sexual assault response delivery in university healthcare settings, (2) offers a framework for providing integrative care while maintaining self-determination/choice for student survivors, (3) presents the integrated care model at University of Wisconsin-Madison’s UHS Survivor Services, and (4) allows for Q&A will the UHS Survivor Services interdisciplinary care team, which includes advocacy, mental health, and medical providers.

As integrative health care models become more prominent in college healthcare settings, there is an important opportunity for application to sexual assault response. Despite being an issue of health and well-being, sexual assault response offices often remain separate and siloed from healthcare departments on-campus. This separation creates additional barriers to care for student survivors, which can lead to retraumatization, low belongingness, exacerbation of mental health symptoms, and ultimately, attrition. These impacts are especially important to acknowledge given the disproportionate impact of sexual violence on historically marginalized communities (i.e. BIPOC, queer, TGD, and disabled communities). This program will posit the utility of integrative care practices within sexual assault-specific services in healthcare centers to improve outcomes for student survivors.

This program will discuss implications for responding to sexual violence occurring on campus and also supporting student survivors coming to our campuses with previous trauma history. The presenters will ultimately utilize Survivor Services within University Health Services (UHS) at the University of Wisconsin-Madison as a case example. This case review will explore the implementation of integrative practices within UHS Survivor Services, with a focus on rationale, methodology of implementation, outcomes, and future directions. Current efforts towards program evaluation, including data collection methods, assessment objectives, and intended dissemination will be discussed. This presentation will offer perspectives from the medical, mental health, and advocacy professionals involved in this evolving model – including commentary on its efficacy in supporting survivors of both recent assaults and/or students presenting to our campuses with previous traumatization history.

In addition to benefits towards student survivors’ experiences of post-traumatic growth and healing, this presentation will discuss the broader implications of improved belongingness and retention for student survivors, as well as prevention of burnout and vicarious traumatization for the healthcare professionals and advocates.

While presenting content specific to healthcare models for survivors of sexual violence, this presentation will also support audience members to evaluate their own programs and consider opportunities to incorporate integrative care practices into their sexual assault response.

Learning objectives

• Conceptualize opportunities to combine principles of integrative care practices, sexual assault response teams, and trauma-informed care practices to improve sexual assault response.
• Gain an understanding of concrete steps and considerations for applying an integrative approach to sexual assault response in their institution’s healthcare settings.
• Identify benefits of integrative healthcare systems to both student survivors and staff engaged in this work.

We are here: Developing and Implementing Outreach Events for Queer Students of Color
Northwoods, 3^rd floor

Shaciarra Hamilton, PsyD; Carlton Cummings, MS; Robbie Luten, MS

This workshop briefly introduces the need for outreach events that focus on facilitating connection, community, and mental health among queer students of color. In addition, participants will discuss the benefits of outreach programming specifically for queer students of color and the social and systemic barriers that prevent the development of a sense of community. This workshop plans to discuss the barriers and challenges to developing and implementing outreach for historically underrepresented and marginalized communities. The final aspect of this workshop will focus on the process of implementing outreach programming for queer students of color.

This workshop aims to introduce the specific needs of queer students of color (QSOC) and the systemic and social challenges of developing community and connection within the population. Queer students of color are marginalized on multiple levels, which can lead to mental health concerns or exacerbate existing ones. Outreach initiatives that are focused on identities historically focus on one identity at once rather than the intersection of multiple identities. For QSOC, this contributes to a gap in facilitating much needed connection based on the unique needs derived from the social challenges of having multiple marginalized identities. This workshop focuses on the development and implementation of the “We Are Here” Block Party that was developed by clinical counselors at The University of Illinois – Urbana Champaign Counseling Center in order to address the need for connection among QSOC. Presenters and participants will have the opportunity to explore the process of creating large outreach programs for students with multiple marginalized identities and the process of overcoming challenges to facilitate a successful outreach.

In many ways, the historical context of systemic oppression of multiple marginalized identities has contributed to a social structure in which QSOC struggle to develop and maintain connection with other students with similar identities. Navigating this systemic oppression as clinicians of color also presents barriers to creating programs for these students to feel a sense of community. This workshop also aims to identify and discuss ways to overcome barriers and challenges that arise in meeting the needs of this student population. “We Are Here” focuses on finding unique ways to connect so that there are more spaces for us as professionals, our clients, and colleagues where we can be more authentic, more relatable, more connected, and more fulfilled.

This workshop plans to view the social justice, diversity, and equity aspects of creating outreach events for QSOC and discuss the ways that community can be facilitated, and outreach programs can be used to serve historically underrepresented and marginalized communities.

This workshop aims to introduce the specific needs of queer students of color (QSOC) and the systemic and social challenges of developing community and connection within the population. Queer students of color are marginalized on multiple levels, which can lead to mental health concerns or exacerbate existing ones. Outreach initiatives that are focused on identities historically focus on one identity at once rather than the intersection of multiple identities. For QSOC, this contributes to a gap in facilitating much needed connection based on the unique needs derived from the social challenges of having multiple marginalized identities. This workshop focuses on the development and implementation of the “We Are Here” Block Party that was developed by clinical counselors at The University of Illinois – Urbana Champaign Counseling Center in order to address the need for connection among QSOC. Presenters and participants will have the opportunity to explore the process of creating large outreach programs for students with multiple marginalized identities and the process of overcoming challenges to facilitate a successful outreach.

In many ways, the historical context of systemic oppression of multiple marginalized identities has contributed to a social structure in which QSOC struggle to develop and maintain connection with other students with similar identities. Navigating this systemic oppression as clinicians of color also presents barriers to creating programs for these students to feel a sense of community. This workshop also aims to identify and discuss ways to overcome barriers and challenges that arise in meeting the needs of this student population. “We Are Here” focuses on finding unique ways to connect so that there are more spaces for us as professionals, our clients, and colleagues where we can be more authentic, more relatable, more connected, and more fulfilled.

This workshop plans to view the social justice, diversity, and equity aspects of creating outreach events for QSOC and discuss the ways that community can be facilitated, and outreach programs can be used to serve historically underrepresented and marginalized communities.

Learning objectives

• Illuminate the need for outreach opportunities for queer students of color
• Discuss barriers and challenges with developing outreach programs for queer students of color
• Understand the process of implementing programming for queer students and campus members of color

The Impact of Using a Positive Masculinity Framework to Promote Connection Among Male-Identified people
Landmark, 3^rd floor

Kristen Swope, PsyD; Mark Sampson, PhD; Jake Friedman, MSE, LISW

Loneliness is one of the most common contributors to both psychological and physical hardship. Men endorse experiencing loneliness at a higher rate. This workshop explores the risk factors that men experience due to loneliness and identifies ways to use aspects of masculinity that are healthy, flexible, and culturally-sensitive to facilitate connection among male-identified people at your institution. It will also address the fluidity of masculinity.

Facilitators will explore how traditional (e.g. Western, hegemonic) masculinity has led to disconnection and loneliness among men of various intersecting identities, and how this has impacted men’s psychological and physical health and well-being. Facilitators will then introduce the concept of “positive masculinity”, which emphasizes the adaptive character strengths, emotions, and virtues of men that promote well‐being and resiliency in self and others. We will explore how positive masculinity traits (e.g. caretaking, mentorship, resilience) can be utilized to promote connection and well-being. Particular consideration will be given to acknowledgement that male-identifying people have differing connections with the concept of masculinity

Learning objectives

• Participants will be able to identify psychological and physical risk factors that are exacerbated by loneliness among men
• Participants will be able to identify aspects of “positive masculinity” that can be used to facilitate connection and promote psychological health and well-being among men
• Participants will be able to compare and contrast how loneliness manifests in people based on their intersecting identities and their connection to the concept of masculinity

Keeping Students in the Safety Zone with Nalox-ZONE ^(TM): A Novel Harm Reduction Approach to Promote Safety, Implemented on a University Campus
Ritu Bhatnagar, MD, MPH, FASAM; Cindy Burzinski, MD
The poster will feature a novel harm reduction approach developed by Wisconsin Voices for Recovery in 2020 and has expanded rapidly in the last year to support both harm reduction and safety for communities across Wisconsin. The opioid epidemic continues to impact people in every community, including on university campuses. Nalox-ZONE (TM) boxes were placed at key sites around the UW-Madison campus to provide timely, low barrier naloxone access to students. The poster will detail the program, its acceptance and use by the community, and future directions to help prevent overdoses on campus.

Dating Violence in the Digital Age: A Call to Action on College Campuses
Katie Abrahamowicz, PsyM; Matthew Richardson; Julie Englert, MA; Christian Carey, MA; Lauren Adams, MD
The evolution of technology has made it easier to stay in constant contact with each other, especially intimate partners. This has also created new opportunities to engage in harassment, deceit, manipulation, and stalking. These behaviors perpetrated through technology that are meant to threaten, intimidate, or control one’s intimate partner, fall under the umbrella term technological intimate partner violence (Duerksen & Woodin, 2019). College students especially are at an increased risk of falling victim to and perpetrating these behaviors. This presents a need for universities and specifically counseling centers to draw attention to these behaviors that tend to go unnoticed.

Delta-8-Tetrahydrocannabinol Use Among College Students: Assessment, Risk Factors, and the University’s Role in Providing Support
Lauren Adams, MD
Prevalence use rates for cannabis products has continued to climb among university students. Legislative shifts, coupled with the ever-evolving legality of Delta-9-tetrahydrocannabinol, have contributed to a rise in Delta-8-tetrahydrocannabinol (Δ8-THC) products. Significant gaps exist in the awareness and assessment of Δ8-THC by mental health professionals, and a lack of broader product regulation, coupled with a rapid and recent rise in use, pose Δ8-THC as a uniquely specific risk among college students. This poster aims to examine the risk factors of Δ8-THC among college students, gaps in assessment, and how the broader university system may be integral in providing comprehensive support.

Outreach as an Intervention: Fostering Belongingness to Improve Mental Health Outcomes for Students with Underrepresented Identities
Christian Carey, MA; Ven Palmieri, PhD
Belongingness has been associated with reductions in depression, alcohol use, and anxiety while improving student retention and happiness. Additionally, belongingness is associated with improved self-efficacy which reduces the impact of minority and academic stress on students’ well-being. The demand for university counseling center services has increased the need for outreach as intervention. Outreach programming may benefit from belongingness interventions and programming for a range of outreach contexts (individual to large-scale). This poster aims to define belongingness, review how belongingness contributes to positive student outcomes, and consider individual and large-scale outreach programming to improve belongingness.

Promoting Care Management among Psychologists at a University Counseling Center
Brian Fitts, PhD
Care management is an important part of serving clients in a university counseling center. Skills necessary for care management have not traditionally been emphasized in psychology training programs, which can result in interdisciplinary tension and poor client care. This poster will review a pilot program of providing care management supervision to a cohort of psychology interns. The purpose, goals, and results of this pilot program will be reviewed, and implications for training and clinical services will be discussed.

The Impacts of COVID-19 on Depression, Anxiety, and Distress for LGBTQ+ BIPOC College Students
Chloe Goldbach, MA; Aashna Aggarwal, PhD; Iman Said, Devon Washington, Yi-Jiun, PhD; Urvi Paralker, PhD
Individuals with marginalized race/ethnicity (BIPOC) and gender or sexuality (LGBTQ+) identities exist at the intersection of multiple forms of oppression. The COVID-19 pandemic increased levels of psychological distress globally; thus, BIPOC LGBTQ+ individuals may have experienced even higher levels of distress. The current study utilized a cross-sectional design to examine differences in levels of depression, anxiety, and distress between two groups of BIPOC LGBTQ+ students: those who sought counseling services at a large public university before (N = 314) and during (N = 419) the pandemic. Distress experienced by students who endorsed identity-based concerns and discrimination/harassment was also examined.

“I can’t focus, I must have ADHD:” Addressing ADHD Concerns Amongst College Students
Cheryl James, MSW, LSW; Bansari Thakker, MSW, LISW; Nicole Parish, MA, LPC
This poster aims to reflect and discuss the prevalence and diagnosis of Attention-Deficit/Hyperactivity Disorder on college campuses and the spreading of awareness, destigmatization and misconceptions regarding its associated symptoms and evidence-based treatment. We aim to discuss resources, testing availability and collaboration amongst college campus departments and centers, and explore our experiences in addressing attention, focus and motivation symptoms through psychoeducation, skills-based outreach and student reflections thus far. In line with the theme of the conference this year, we will review clinician experiences and reactions in managing misinformation and reflect on ways to approach and address student distress and struggles.

Indigenous Mental Health Care at UW-Madison
Rhiannon Kunesh, BA
This poster will include data and goals for Indigenous presence in Madison, Wisconsin and UW-Madison specifically. Historical land usage and removal of Native peoples, Indigenous populations locally, mental health prevalence among Indigenous peoples and students, and effective interventions with such populations will be addressed. Specifically, the poster will highlight work being done through MHS and UW-Madison’s Indigenous Student Center and providers are addressing the issues noted above. The poster will indicate plans to increase access and reduce barriers to mental health care for Native students now and in the future.

Dealing with Death: A Holistic Review of Grief in a College Setting
Dominique Simms, LLMSW
Grief is a universal phenomenon, that touches everyone. This presentation will explore: 1) why grief services are needed, 2) the holistic effects of grief, and 3) what college counseling and psychological offices can do to bridge this gap of service.

A Content Analysis of International Student’s Anxiety Experiences during the COVID-19 Pandemic
Urvi Paralkar, PhD; Maame Esi Coleman, PhD
The COVID-19 pandemic has impacted people across the United States and worldwide; however, the consequences seem to be worse for minority populations in the U.S. (Li & Huang, 2022). In this study, we examined the experiences of international students, a minority population whose COVID-related experiences are uniquely layered. We used inductive content analysis to analyze qualitative data from 138 participants who answered the question “please list your top three sources of anxiety.” Each meaning unit was first coded separately then coded together for consensus (Bengtsson, 2016). Our theory will explain how the pandemic impacted international students’ experiences of anxiety.

It Takes a Village: Caring through Connections
Nimot Ogunfemi, MS; Brandon Velez-Rios, MS
Campus mental health cannot be fully addressed behind the walls of our counseling centers. To fully embrace our work, “It Takes All of Us.” We can no longer work as counselors alone, but must establish partnerships, creating working relationships with professors, cultural houses, administration, and students to address mental health. In this poster, we highlight our collaborations. Trauma responses, workshops, cultural house collaborations, and LGBTQIA+ support spaces are among the ways we connect. Through Inner Voices Social Issues Theatre, we expand our reach to the broader community, showcasing and inviting conversation about global and national issues that impact mental health. For our presentation, we have three learning outcomes. First, we aim for listeners to learn culturally responsive ways to approach community building. Next, we aim for participants to reimagine their place in the larger care network of the university. Finally, we aim for attendees to leave with a new way to view the village as a multidimensional healing community.

The Existential Intersection: Spirituality and Religion in College Student Mental Health Care
Kaylee Enscoe, LPCC-S; Sarah Vretas, LPC
This presentation offers critical considerations about the way our students’ spiritual development and identity intersects with both their presenting concerns and a therapists’ personal experiences and education. Often, clinicians report hesitation or concern around assessing and integrating a client’s spirituality into practice. This presentation will assist clinicians in assessing how they are currently engaging in spirituality assessment and utilization in therapy. Additionally, presenters will encourage clinicians to explore their own identities and experiences with spirituality to critically consider how this may affect their practice. Participants will leave the session with assessment tools and additional professional resources to expand their knowledge of spirituality in practice.

Facilitated by Wei-Chiao Hsu, Serena Cisneros, and Geetanjali Deole
Participants attending this breakout on BIPOC Services will discuss established protocols, workflows, trends, and emerging research in BIPOC service delivery. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Blake Bettis
Participants attending this breakout on LGBTQ+/TGD Services will discuss established protocols, workflows, trends, and emerging research in LGBTQ/TGNC programs. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Geoff Brown & Davida Randolph
Participants attending this breakout on Substance Use Services will discuss established protocols, workflows, trends, and emerging research in substance use programming. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Rianna Bailey & Andie Schwabe
Participants attending this breakout on Eating Disorder Services will discuss established protocols, workflows, trends, and emerging research in eating disorder service programs. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Josie Montanez-Tyler
Participants attending this breakout on Crisis Services will discuss established protocols, workflows, trends, and emerging research in crisis programming. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Michelle Bond
Participants attending this breakout on Embedded Services will discuss established protocols, workflows, trends, and emerging research in embedded service practices. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Tess Hoese
Participants attending this breakout on Integrated Services will discuss established protocols, workflows, trends, and emerging research in integrated service programs. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Facilitated by Bjorn Hanson
Participants attending this breakout on Assessment Services will discuss established protocols, workflows, trends, and emerging research in assessment within a collegiate environment. Participants will be able to share interventions/practices from their respective institutions and gain innovative concepts from other professionals around the Big Ten Conference College Counseling Centers. 

Thursday, February 23
7:15-8 a.m.
Alumni Room, 2^nd Floor
Facilitated by Dr. Ritu Bhatnagar, UW-Madison

Tension Releasing Exercises (TRE) were developed by Dr. David Bercelli after he noted differing responses to stress between animals and humans at different developmental stages of their lives. He has taught these exercises to people in areas impacted by natural disasters, veterans and trauma survivors. More information can be found here: traumaprevention.com/

Dr. Ritu Bhatnagar learned TRE in 2012 and has been using it ever since. She has a level 2 certification and has taught TRE to staff and clients alike in the last decade. She is thrilled to share its benefits with the Big 10 conference attendees as another toolkit for self-care for providers. She is also board certified in Psychiatry and Addiction Psychiatry and is interested in integrative and somatic approaches to treatment.

For session attendees: Wear comfortable clothing as you will be doing some light movement. Although the floor will have carpet, you may want to bring a towel, as some of the guided activity will be on the floor.

Session participation will be limited by the space in the room. Doors will be closed 5 minutes after the start time.

Thursday, February 23
3:45 – 5 p.m.

UHS providers will guide attendees on a tour of medical, counseling, and Survivor Services spaces within our integrated health center.

• Transportation via trolley will be provided from Union South to UHS continuously from 3:45-5 p.m.
• The trolley will pick up attendees at the circle entrance to Union South (northeast building entrance).
• The last trolley pick-up from UHS, and returning to Union South, will be at 4:50 p.m.

Friday, February 24 – 7:30-8 a.m.
Alumni Room, 2^nd Floor
Please complete this assumption of risk form before attending the event: go.wisc.edu/iqeya8.

The well-documented benefits of Mindfulness are often associated with quieting the mind, though eliminating or changing thoughts is not the intent of Mindfulness. In this session, participants will explore how Mindfulness is about changing the relationship to thoughts, and how the benefits of Mindfulness flow from cultivating an awareness of the naturally occurring thoughts, perceptions and emotions.

Scott A. Anderson has spent most of his life exploring the interface of brain and body. A long-time yoga and meditation teacher, Scott returned to grad school to explore the body/brain connection in greater depth in the Watson Human Performance Lab, and recently earned his master’s degree. Scott is now working toward a PhD and his research interests include mindfulness-based postsecondary education and mindfulness training for college athletes. In addition to school, Scott loves to bike, ski, and trail run.

WiFi network: UWNet

When you first connect to UWNet as an unregistered user, you will be redirected to a UWNet registration page.

• Select the guest registration option
• Enter full name and email address
• Read and agree to Terms of Use
• Click ‘Create Guest Account’

You will be taken to a page that will assign you a username and passcode. Make note of these credentials, as they allow you to access UWNet with other devices you may have, such as a smartphone. When you are brought to the UWNet registration screen on another device, you should enter those credentials in the NetID login fields used by affiliates.

Failure to provide a valid email address will result in a loss of wireless access.

Union South Floor Plan (PDF)

DJ Grizzy (Brendan Carmack) is a Chicago-based DJ and vocalist. After Grizzy began writing raps with his friends in high school for fun, making projects and recording became second nature to him. Throughout college, he would drop mixtapes and projects while also being heavily involved in hosting a radio show at WVKC, which introduced him to the world of DJing. After graduation, Grizzy returned to Chicago and started a hiphop collective called Thirty Radio which featured vocalists, rappers, and producers. He also started VERS, a queer music podcast that streams every Wednesday and aims to bring awareness and promotion to an overlooked and marginalized community in the hiphop genre. Hosting VERS would also lead Grizzy to cofound a live performance series titled City Pill that offers performance opportunities to queer artists in Chicago and across the Midwest. Currently, Grizzy is finishing his new project, HOMONOIR with Thirty Radio producer myso. The project is slated to drop this spring. His recent single for the project “Full Moon” was released in November 2022 and is available on all streaming platforms.

Started from 2016, Dancas Dance Crew is a dynamic and high-energy dance crew founded by a group of hip-hop lovers. Over years of development, Dancas haven’t stopped gathering excellent dance lovers, and providing high-quality dance performances to audiences on the UW-Madison campus. Dancas always bring their “A-game” and leave audiences wanting more. Dancas dance crew focuses on various dance styles, including Chinese traditional dance, Hip-hop, Jazz, Afro, Krump, Popping, Urban, etc. They will hold their fourth showcase in March 2023.

Fuego Dance Crew is a dance team that features students from UW-Madison who are passionate about Latin American dance and committed to enhancing cultural understanding within the campus community. Combining the significance of dance in the Hispanic culture with the need for a Latino dance team on campus, the group formed to as a way for students to share a passion for Latin American dance and continue to exercise their traditions. Performances feature a variety of Latino musical genres such as reggaeton, salsa, and bachata.