Accepted Presentations

Roundtables, Sunday, 3:00 to 4:15 p.m.

“Disability and Intersectionality”

Teresa Davenport, Ph.D. (she/her/hers), Erin Yosai, Ph.D. (she/her/hers), Matthew King, M.S. (he/him/his)

University of Illinois at Urbana-Champaign

The purpose of this program is to help therapists understand intersectionality in greater depth, as well as how it applies to the students and clients that therapists work with. We intend to do a brief overview of intersectionality, in order to ensure all present have a basic, working knowledge of the concepts, as well as materials to explore the topic in more depth afterwards. We will then present some de-identified cases from our own work with students at DRES to highlight the role of intersectionality in their treatment. Roundtable discussion would allow for discussion and questions among participants about the various cases which would lead to a deeper understanding of the issues and the clients presented. It is also hoped that this approach will make intersectionality more relevant to participants. As DRES works only with students enrolled at the University of Illinois, the focus of this discussion will be on college students. Finally, we will have a period at the end for summarizing and for taking questions by participants.

“Adapting Therapeutic Interventions for College Students with ADHD”

Yu-Li Cunningham, M.Ed. (she/her/hers), Louie Limas, M.A. (he/him/his), Joel Muller, M.S. (he/him/his), and Joey Rea, M.A. (he/him/his)

University of Illinois at Urbana-Champaign

Students are a diverse group and counselors should be mindful of this diversity when implementing clinical interventions, especially for those students with Attention-Deficit/Hyperactivity Disorder (ADHD).  Students with ADHD may not immediately benefit from typical clinical interventions (e.g., mindfulness meditation) and thus these interventions should be modified to accommodate these students’ needs.  Counselors need to be aware of which interventions may be problematic and how to achieve the same outcomes via using an alternative or modifying existing interventions.

“Arts in Community: Arts-Based Outreach as Avenue for Wellness”

Lisa Fay (she, her, hers) and Rachel Lauren Storm, M.Ed. (she, her, hers)

University of Illinois at Urbana-Champaign

In this session, participants will be invited to engage in an arts-based exploration of the inclusive power of creative dialogue in supporting community wellness. Counseling center clinicians will gain a deeper awareness of multiculturally-competent outreach and intervention possibilities through incorporating arts practices into outreach and clinical work through an exploration of unique arts-based community engagement programs in the Champaign-Urbana campus-community. Using the Urbana-Champaign campus and greater community as a case study, we’ll examine a variety of performance-based projects (Open Scene, INNER VOICES Social Issues Theater, Writ n’ Rhymed, Healing Works, Black Herstory Slam, and more) how these projects address a multitude of issues from bridging the campus-community divide to creating conversations on social issues (such as power, privilege, oppression on macro and micro levels), efforts support the cultivation of this social space for rich civic dialogue vital to the wellness of community. Session participants will work collaboratively to identify best practices and key strategies for the role of the arts in advocacy, support, and empowerment.

 

Concurrent Session 1, Monday, 10:45 to 11:45 a.m.

“Creating Inclusive and Accessible Counseling Centers Utilizing Universal Design”

Ashley Brickley, M.A.E. (she/her/hers) and Christy Hutton, Ph.D. (she/her/hers)

University of Missouri

As campus mental health professionals we have a responsibility to design programs and materials that are inclusive and accessible to all. Approaching our work from a Universal Design perspective allows us to develop programs and materials that are inherently accessible to students. Universal Design looks at access and inclusion on the front end of development, allowing us to identify and remove potential barriers to student engagement. This presentation will provide a general overview of the key concepts of Universal Design and explore how these concepts can be utilized to enhance student experiences. Specifically, we’ll address how to create presentations, resource/marketing materials, intake, and front offices experiences that are consistent with Universal Design to increase accessibility for all students on your campus.

 

“The In Focus workshop: A Prevention Model to Support Students with Attention and Concentration Difficulties.”

Tzu-An Hu, Ph.D. (he, him, his); Colin Dietz, Ph.D. (he, him, his); Jiyun Kang, Ph.D. (she, her, hers)

University of Illinois at Urbana-Champaign

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms often report challenges in academic performance, interpersonal relationships, and emotional difficulties compared to their peers. Studies suggest treatments that teach skills aimed at time management, improving procrastination, and better managing emotions and relationship concerns are helpful for students managing ADHD in addition to medication (Knouse & Fleming, 2016; Anastopoulos & King, 2015; Eddy, et al, 2015). At times, students may not fully understand or accept their ADHD symptoms, which may result in their reluctance to seek appropriate services that require the disclosure of their diagnosis. A specifically designed workshop offers the opportunity to reach this student population who can benefit from the knowledge presented. This workshop can also contribute to preventing potential deterioration of their concerns, which may cause academic and mental health impairment, and aid in promoting students’ willingness to seek services available to them. At the University of Illinois at Urbana-Champaign, members of the Cognitive and Psychiatric Disability Outreach team conduct a 6-week workshop called In Focus, which offers education and peer support for students who experience difficulties commonly associated with ADHD.

In this presentation, the rationales and components of the workshop will be discussed and reflections of conducting this workshop will be shared with audience members. Participants will be encouraged to consider the potential benefits and challenges of providing a program which offers skills training and support to targeted students at their respected institutions.

 

“Helping students with ASD thrive”

Shivani Gopal Edwards, LISW-S, LICDC-CS (she/her/hers) and Caitlyn McCandless, M.A. (she/her/hers)

The Ohio State University

While students diagnosed with Autism Spectrum Disorder or Asperger’s often have unique needs, they often do not share similar needs. Such students have a history of academic success and are often prepared to manage academic responsibilities. Some have had the same friends since middle school and some have been more isolated due to difficulties with social interactions. Some students have had school advocates and parents to support them and celebrate their successes. Others struggled quietly and felt alone. The Ohio State University works to provide their students with a range of services and opportunities to help them thrive. Counseling and Consultation Service and Disability Services are departments within OSU’s Student Life. While each department works to support their students with specific needs and goals, we found that collaboration and communication for students with ASD were the most impactful in removing barriers, increasing self -efficacy and supporting them to thrive in the higher education setting. Our collaboration helped us to provide a continuum of services and promote them with students and their families. Services include a process oriented group to help students increase their independence and gain more perspective through guided interactions. Consultation for faculty and staff has been invaluable to increase understanding and remove barriers for students.

 

Concurrent Session 2, Monday, 1 to 2 p.m.

“Executive Skills Coaching for Students with Disabilities.”

Erin R. Yosai, Ph.D. (she/her/hers) and Teresa Davenport, Ph.D. (she/her/hers)

University of Illinois at Urbana-Champaign

Coaching has been shown to improve retention for undergraduates (Bettinger and Baker, 2011). Coaching is an intervention in which clinicians (master’s level or above) work with students on academic issues that may be preventing them from reaching their academic goals. Coaching targets executive functioning skills, or the set of mental skills that are coordinated in the brain's frontal lobe, which includes the ability to, manage time and attention, switch focus, plan and organize, remember details, curb inappropriate speech or behavior, and integrate past experience with present action. When executive function breaks down, a person's ability to work or go to school, function independently, and maintain appropriate social relationships working one-on-one in compromised. Coaches offer structure, accountability, skill building, and encouragement to students working to improve in a variety of areas. During this presentation, attendees will be presented an overview of coaching as well as motivational interviewing skills often used to facilitate change. Attendees will learn how different diagnoses may effect executive functions and how to integrate executive skills into case conceptualization. Finally, commonly used resources (e.g., websites, apps, and software) will be introduced so that attendees can address executive functioning concerns with their clients.

 

“Developing a Disability Ally Program for University Campuses”

Kim Collins, Ph.D, (she, her, hers)

University of Illinois at Urbana-Champaign

This program will discuss the development of a disability ally program within a university environment in order to help reduce stigma on campus. Information to be discussed will include how various disability concepts and knowledge were chosen, the importance of collaboration with our university students with disabilities so that participants could hear the students' voices, the format of how information was presented, and the importance of the program being a positive experience for attendees who were wanting to become allies. Next steps for increasing attendance and moving forward after initial participation will also be discussed.

 

 “Autism in Higher Education from the Perspective of the Accommodations Office: What do Students on the Spectrum Need?”

Lori A. Henehan, M.S., CRC (she/her/hers) and Nikki Michalek, M.S. (she/her/hers)

Illinois State University

The numbers of individuals diagnosed with autism spectrum disorder is on the rise. In the state of Illinois, by 2018 over 23,000 individuals diagnosed on the autism spectrum will be transitioning out of secondary education and into adulthood. Where will these individuals go? Many will seek supported employment while others will seek additional opportunities through higher education. For students on the spectrum, accommodations are put into place for their academics and housing, but students with autism spectrum disorders need so much more in the areas of social and emotional aspects that Universities struggle to address. Oftentimes, a student balances many different changes that result in depression, increased anxiety, self-injury and isolation. Counselors will learn about the different supports available to students on the spectrum and the diverse dynamics that occur as a student transitions to a university setting. Integral roles of family and school supports shift as the expectation and laws change for students to be their own self-advocates. As someone supporting individuals with ASD in higher education, you will gain a better perspective of what it is like for a student with an autism spectrum disorder during the college years and walk away with practical strategies to enhance your counseling practices. Learn how far we have come in our work, but catch a glimpse of the advocacy work that still needs to be done as we work toward neuro-diverse communities and campuses.

 

Concurrent Session 3, Monday, 2:15 to 3:15 p.m.

 

“Positive identity development for students diagnosed with Autism Spectrum Disorder”

Shivani Gopal Edwards, LISW-S, LICDC-CS, (she/her/hers)

The Ohio State University

While students diagnosed with Autism Spectrum Disorder or Asperger’s often have unique needs, they often do not share similar needs. Such students have a history of academic success and are often prepared to manage academic responsibilities. Some have had the same friends since middle school and some have been more isolated due to difficulties with social interactions. Some students have had school advocates and parents to support them and celebrate their successes. Others struggle quietly and feel alone. Counseling and Consultation Service sought to provide more services for this small and unique population at The Ohio State University. Communication effectiveness is often a challenge for these students as well as for faculty and staff. Therapists often struggle with perceiving a lack of engagement with students with ASD and can often unwillingly trigger more distress with a sole focus on emotional expression. Students with ASD often struggled with rigid patterns of behaviors and perceptions. An integrated approach using Solution Focused Therapy; Interpersonal Psychotherapy; Cognitive Behavioral Therapy; Motivational Interviewing and Identity Development perspectives can support students in increasing their willingness to seek others’ perspectives and make changes to their analysis of interpersonal interactions or other situations. Individual and group therapies using this integrated approach can support students in gaining much needed insight and increase their feelings of connectedness so they can thrive and minimize other co-occurring mental health symptoms. A key benefit of these perspectives and relationships is the development of a positive disability identity (Gibson, 2005).

 

“Lessons Learned in Diversity Staff Development”

Amanda Schaad, Psy.D., (she/her/hers), Angela Seifert, M.A., LPC, (she/her/hers), and Christopher Leonard, Psy.D., (he/him/his)

Bowling Green State University

Presenters will provide attendees with their own experiences running a diversity committee and staff development at a university counseling center. Will share their experiences as new senior staff members and how they assessed strengths and weaknesses of current staff member diversity development and future directions for staff development. Presenters will explore staff barriers/resistance to diversity trainings. Presenters will discuss specific diversity development strategies. Attendees will participate in a diversity activity followed by discussion of how this activity would be received by their staff. This activity will require attendees to be vulnerable and process their own challenges with the activity.

 

Concurrent Session 4, Monday, 3:30 to 4:30 p.m.

“Autism Campus Initiative (ACI)”

Mariana Garcia, M.A., (she/her/hers) and Yue Xu, MSW, (she/her/hers)

University of Illinois at Chicago

The rate of students with Autism Spectrum Disorders (ASD) seeking college degrees has increased during the last few years. There is a pressing need for universities to support these students to be successful in achieving their academic, social, and vocational goals. The current program seeks to increase social participation for students with Autism on campus as well as raising autism awareness through a cross-campus consortium in which, students, faculty and staff support these students through their college careers. This program is based on a peer-support model that will engage and support students with ASD and campus resources on the individual, social and campus levels. At the individual level, the student with ASD will be matched with a mentor who will be trained on helping students with autism develop a functional routine, participate in social activities, and utilize campus resources. At the social level, to ensure the success of social participation, counseling center will hold weekly or biweekly social events such as social nights and campus clubs participation for all students with ASD and their mentors. At the campus level, the counseling center, as a liaison, will form an autism consortium with other campus staff and resource centers to monitor students’ academic and social progress. This consortium will provide trainings on ASD to faculty, staff and students. Additionally, the counseling center provide autistic students with independent living skills and social skills group, crisis management and intervention. The career center can provide workshops for students with ASD to work towards their career goals. It is crucial to respect and involve students with Autism in the process of decision making in all different levels. With this program addressing different levels of needs, the college experience for students with ASD will lead to competitive employment opportunities or further education, social integration and promising futures.

 

“Beneath the Surface: Advanced Discourse on Disability Culture”

Kimberly Otchere, MSW (she, her, hers), Kathleen Downes, B.S. (she, her, hers), Jacob Frankovich, M.A (he, him, his)

University of Illinois at Urbana-Champaign

Much of the knowledge we have about disability culture is pragmatic information about accessibility requirements and how to be polite when engaging with people with disabilities. Yet, in a collegiate setting, for students and staff, there seem to be few opportunities to build upon that knowledge and engage in depth. Are we able to readily identify a notable leader of a disability social movement, the way we can recall Dr. Martin Luther King Jr.? This session will present socio-historical and political information about disability culture. We will also interrogate the ways in which social justice movements leave disability issues on the periphery of crucial dialogues. Expect to increase your awareness, while also collecting tools to raise the consciousness of your students and peers.

 

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