2014 NASPA Mental Health Conference

January 16 – January 18, 2014
San Diego, California

The NASPA Mental Health Conference is an exciting event focusing on emerging trends in mental health and best practices on campus. 


Program Description & Learning Outcomes

Colleges and universities are reporting an increase in both the number of students with mental health problems and the complexity and severity of issues. Often, the increased numbers overburden counseling and psychological services available.  Substance abuse and other risky behaviors often co-exist with depression and can mask broader mental health needs when co-occurring with other emotional disorders.  If left untreated, these problems can impact students' emotional and social development as well as their academic success and retention.  

Student affairs administrators, faculty, resident directors, and counselors are often on the front lines with distressed students, and they - along with many other campus constituencies - are searching for ways to best serve students' individual needs and those of the student body as a whole.  Since mental health issues affect not just the individual student but the campus as a whole, successful approaches require collaboration between campus departments and between a college and the local community.

From health and wellness concerns to multicultural and gender issues, interventions for mental health and collaboration across campus are key to the success of students in academia and beyond.  To this end, the conference will explore the following topics:

  • Scope of student mental health problems on campus; 
  • Overall framework for comprehensively addressing mental health; 
  • Specific strategies successfully implemented by individual campuses; and 
  • Knowledge and skills needed to create a campus environment that promotes student mental health.
 Working Conference: Team Attendance

The conference planning committee believes that those institutions sending multi-disciplinary teams to the conference will reap the greatest benefit, as there will be structured opportunities to discuss effective campus collaborations. The committee encourages campuses to send representatives from the following areas in order to allow for substantive conversations around how to create change on your campus:

  •  Academic Affairs
  •  Counseling and Health Services
  •  Health and Wellness Promotion
  •  Campus Security/Public Safety
  •  Disability Services
  •  Community Partners
  •  Faculty
  •  Judicial Affairs
  •  Residence Life
  •  Student Affairs
NASPA Mental Health Conference – Joint Conference

NASPA will hold the annual mental health conference at the same time as the alcohol, other drug abuse, and violence prevention event in the host hotel.  There will be joint keynotes and registrants may attend sessions held at the mental health conference with their alcohol conference registration fee.  Click here for information on the 2014 NASPA Alcohol, and Other Drug Abuse, Violence Prevention Conference.

Continuing Education Units
Image of the NBCC logo and link to the NBCC homepage
National Board of Certified Counselors 

All of NASPA's professional development opportunities provide CEU credits from the National Board for Certified Counselors, Inc.  Forms and information will be provided at NASPA conferences.

Image of the National Comission for Health Education Credentialing and link to its website

National Commission for Health Education Credentialing,  Inc.

The 2014 NASPA Alcohol, Other Drug Abuse and Violence Prevention Conference and the 2014 NASPA Mental Health Conference will provide CEU credits from the National Commission for Health Educations Credentialing, Inc. Forms and information will be provided at the conferences.

NASPA will also partner with AUCCCD to provide CEs for psychologists.  The number of CEs will be determined once the program presenters agree to present.  The numbers and information regarding CEs will be posted by November 20, 2013.

Call for Programs

The call for programs is now closed.  The programs are out for review with our volunteer reviewers.  Notifications of programs submitted for the NASPA Mental Health Conference will be made by November 1st.

The conference planning committee will give preference to program submissions that provide an evidence-based, collaborative approach to "mental well-being" as it relates to overall wellness (e.g., physical health, stress management, social relationships, spirituality and religiosity, etc.). Educational program sessions are 60-minutes in length.  Poster sessions are held during the opening reception and will be 90 minutes. 

Special Directors of Health Promotion, Prevention & Wellness Services Track! Call for Programs

The Conference Planning Committee requested program proposals for the Directors of Health Promotion, Prevention & Wellness Services track at the NASPA Mental Health Conference and the NASPA Alcohol & Other Drug Abuse Prevention & Intervention Conference.  Below are the learning outcomes and interest areas for the health promotion, prevention & wellness track:

Learning Outcomes

Targeting Directors of Health Promotion, Prevention and Wellness Services, these sessions with provide an opportunity for Directors to increase knowledge and understanding of effective and innovative primary prevention strategies and the organizational models needed to support these services.

The participants will be able to:

  • Utilize varying sources and types of data to drive the conversations, collaborations, and priorities on your campus
  • Identify specific collaborations critical for broadening responsibility for health, prevention, and wellness initiatives
  • Interpret population specific data and peer-reviewed literature to guide their health promotion, prevention, and wellness departments
  • Provide examples of campuses using evidence-based (informed) practice as a cornerstone of their primary prevention programs
  • Apply standards in service evaluation, strategic planning, resource allocation, and program infrastructure assessment
  • Articulate the paradigms, opportunities and challenges inherent with both student development and public health professionals on staff

Conference Themes & Suggested Topics

  • Effectively managing disruptive behaviors and actions of student with mental health conditions

    • What policies, procedures, and practices have been implemented with success in dealing with disruptive and concerning behaviors?
    • Who is included when creating and implementing these policies and procedures?  How do they collaborate?
    • What systems and programs are in place to prevent and address violence on campus

  • Campus-wide programs for supporting students with mental health behaviors

    • What innovative programs and/or services have been created on your campus to support students' mental health during transitions (e.g., first-year, sophomore, junior, and senior, veteran programming)?
    • What innovative programs involving collaborative efforts by Disability Services and Counseling Centers are available?
    • What inter-department or inter-division prevention and intervention services have been implemented in order to promote students' mental health and well-being (e.g., career services, athletics, academic support, student activities, public safety, etc.)?  How do you “connect the dots” for students of concern?

  • Strategies for cross-campus mental health education, prevention efforts, and graduation of students

    • What programs are used on your campus to treat and support students with multiple mental health and/or alcohol and other drugs problems?
    • What is your model of collaboration, and how does your infrastructure synchronize efforts to serve students with mental health concerns? Do combined counseling and health centers work? If so, how have you successfully implemented this model?
    • How are students with diagnosed mental health issues supported in individual classrooms? What support systems exist for both students and faculty?

  • Coordination of counseling, health, wellness, student affairs services, and faculty

    • How do faculty members collaborate with student affairs, counseling and others across campus?  What policies and procedures have been created to ensure the success of this collaboration?
    • What changes, generally, in disruptive or unhealthy student behaviors have you observed, and how have you addressed them throughout the campus?
    • What do senior student affairs officers, presidents, parents and others want to know and what can counselors legally tell them?
    • What new initiatives has your campus implemented to address issues related to staffing, hours of operation, training of faculty, or wait time for students?


Submission Timeline
  • October 11, 2013
    Call for Programs Deadline
  • November 1, 2013
    Notification of Program Status

Writing Tips

Looking for tips on writing an effective NASPA proposal? See sample submissions and formatting tips in our Program Submission Guidelines.


Please contact NASPA if you have any further questions about submitting a program proposal for the 2014 NASPA Mental Health Conference.

Tiki Ayiku
Director of Educational Programs
Phone: 202-265-7500, ext.1184
Email: tayiku@naspa.org


The 2014 NASPA Mental Health Prevention Conference takes place at the same place and time as the Mental Health Conference.  Participants can wander freely between sessions and attend both conference sessions.  The Mobile App will have the most up-to-date changes.  NASPA will send information about the mobile app to participants the week of January 6th.

Visit the Alcohol, Other Drug, and Violence Prevention Conference schedule to see additional sessions.

To download presenter materials, please visit http://apps.naspa.org/engage/arch_search.cfm, and select 2014 Mental Health Conference & Alcohol and Other Drug Abuse, Violence Prevention Conference. Once this is selected, please click view.

Day 1 Thu, Jan 16
7:30 a.m. - 6:00 p.m.
9:00 a.m. - 12:00 p.m.
Pre-Conference Workshop

Click on Pre-Conference above to see details of the pre-conference workshops.

1:30 p.m. - 2:45 p.m.
Opening Session
3:00 p.m. - 4:00 p.m.
Concurrent Sessions
Navigating the Waters of Suicide Prevention: Developing Student Lifesavers

Kate Schaeffer, AODVMH Program Coordinator - Temple University
Kimberly Chestnut, Director Wellness Resource Center – Temple University

This presentation focuses on describing Temple University's efforts to increase support for student mental health and suicide prevention. We will be reviewing the four stage training model students are given geared toward supporting other students in distress. This training is based on the strategic directions identified within the 2012 National Strategy for Suicide Prevention. The four training sessions combine together to complete our "Lifesaver Certificate", our way of recognizing those student leaders who have completed the comprehensive training.

Addressing Students of Concern: Models of Collaboration

Ruperto Perez, Director - Georgia Institute of Technology
John Stein, Dean of Students - Georgia Institute of Technology
Zach Ward, Staff Psychologist - University of California-Davis
Jeanne Manese, Director Counseling Center - University of California-Irvine
Ave Marshall, Director Counseling Center – Spelman College
Kimberly Furguson, Dean of Students - Spelman College

Counseling centers have continued to experience increased severity and complexity of the mental health concerns of students (AUCCCD, 2013) and continue to observe the growing numbers of student with severe psychological problems, such as depression, suicidal ideation, anxiety and other serious mental health concerns. There also is a large majority of students who do not seek counseling and may become a serious behavioral concern to the campus community. This program is designed to bring mental health and student affairs professionals together to discuss various models of collaboration to address students of concern and mitigate risk for the university.

Commodore A
The Affordable Care Act and Mental Health Services

Barbara Ryan, Editor - National Center for Safe Supportive Learning Environments
Thomas Workman Ph.D, Principal Communication Researcher and Evaluator - Health & Social Development Program American Institutes for Research
Jennifer Haubenreiser MA FACA, Immediate Past President of the American College Health Association and Executive Director of Student Health Services - Oregon State University

The Patient Protection and Affordable Care Act: P.L. 111-148 (Grossman, 2010), commonly known as the ACA, has significant implications for the physical, emotional, and behavioral health of young adults, including college and university students. As providers of student health plans, colleges and universities must meet ACA coverage standards. This session will present information on ACA essential benefits, which include preventive services, as well as substance abuse and mental health services.

Commodore B
Changing Campus Climate to Support Mental Health and Wellbeing of LGBTQ Students

Peggy Glider, Coordinator Evaluation and Research
Lauren Pring, Evaluation Specialist
Patricia Manning, Qualitative Evaluator
All Presenters from University of Arizona Campus Health Service

Research suggests that disparities in campus climate (CC) exist between LGBTQ & heterosexual/cisgender students in higher education. It has been proposed that CC may have implications for psychological wellbeing, identity development, substance use/abuse, and academic success (Rankin et al., 2010; Reed et al., 2010). We will describe a project designed to improve CC for LGBTQ students in AZ through cross-campus and statewide collaboration. Participants will be encouraged to develop strategies to address CC on their own campuses.

The Jed Foundation Update: New Programs, Activities & Partnerships

Victor Schwartz, Medical Director, The Jed Foundation
John MacPhee, Executive Director, The Jed Foundation

In the past years, The Jed Foundation has developed several new programs and updated several others. Several of our websites have been or are being retooled and we have several new resources for professionals and college students. Additionally, The Jed Foundation and Clinton Health Matters Initiative are announcing a new partnership. The JedCampus program, which was developed to help campuses assess mental health programming on campus and the Clinton Health Matters Initiative, which is committed to addressing and decreasing prescription drug abuse will be combining efforts and are developing an enhanced survey and technical assistance program to help campuses evaluate their mental health and substance abuse related programming and protocols. We will review the development, content and progress of this exciting new program.

4:15 p.m. - 5:15 p.m.
Concurrent Sessions
Addressing Student Financial Stress On College Campuses

Bryan Ashton, Senior Wellness Coordinator - The Ohio State University
Connie Boehm, Director of Student Wellness - The Ohio State University

Providing financial education to college students is a growing priority for many university administrators due to recent trends in student financial wellness. These trends include increased student loan debt loads and increased financial stress on campuses. The Ohio State University offers a comprehensive financial wellness initiative, offering peer financial coaching, presentations and workshops, and online tools. This session will discuss the need for financial counseling and coaching on campuses and examine trends in effective campus based interventions within student affairs.

Commodore A
The Therapeutic Behavioral Intervention Team: Building Networks to Alter the Trajectory of Disruptive Students

Mary W. Schultz Ph.D, Director of Counseling
Susan Hudec Ph.D, Dean of Students
Jacqueline Merriweathe P.D. MHC RYT, Director of Wellness
All Presenters from St. Joseph's College

St. Joseph’s College Behavior Assessment Committee (BAC) is designed to review and discuss reports of disruptive student behavior and to develop and implement an intervention plan. Students who come to the attention of the BAC may be responded to in a variety of ways depending on the severity of the threat they present. When immediate withdrawal isn’t required, maintaining a disruptive student on campus can cause much unease and requires a thoughtful and comprehensive response. In this session we will present two case studies that will illustrate how the BAC members work together to provide a support structure to troubled students. With this support in place these students were able to stabilize, overcome emotional hurdles, and succeed academically. We will elaborate on two key aspects of success in these cases: 1) taking a therapeutic team approach that parallels the essential components of a successful psychotherapy, and 2) developing an effective network of connections and support for the student in creative and at times unconventional ways. The role of various committee members and departments in this network building approach will be highlighted.

Commodore B
The Impact of Resilience On Depression

Antonia Macpherson, Executive Director - LEAD Pittsburgh
Melissa DeRosier PhD, Psychologist/researcher - 3C Institute for Social Development
Ben Locke PhD, Psychologist and Ass't Director - Pennsylvania State University

LEAD Pittsburgh supported a research study that was completed by a team of psychologists at The Center for Collegiate Mental Health @ Penn State University. My Resilience Factors is a proprietary psychometric inventory. This 30 Item inventory, and several other tests that measure depression, were given to over 12,000 college students during the 2013/14 academic year. 5,506 students were also being seen in the counseling centers and 7,230 students were in the general student population. Students who scored high in depression scored low in resilience, and those who scored low in depression scored high in resilience. The results of this study point to the importance of the personal characteristic and skill associated with resilience in working with this population.

5:30 p.m. - 6:15 p.m.
Plenary Speaker: Pamela S. Hyde, J.D. - SAMHSA
6:30 p.m. - 7:15 p.m.
Opening Reception & Poster Sessions
Bay Terrace
Survey of Student Mental Health Resource Utilization

Charles Nicoli, Undergraduate Researcher - Michigan State University

Because university resources are often limited, it is critical that an institution allocate its resources to those students with whom they will be most effective. This study assessed barriers to treatment, knowledge of existing resources, and distributions of mental health difficulties throughout the student population of a large, public university. Its results raise impactful considerations for student affairs and student health professionals as they make decisions to improve the health of their respective campus populations.

Bay Terrace
An Exploration of How Multiple Identities Impact Help-Seeking Behaviors for College Students

Jennifer Miller, Director of Student Affairs Assessment Research and Staff Development - CSU Channel Islands

Researchers have noted disparities in counseling center usage related to gender, socioeconomic status, and race/ethnicity. However, most research has neglected the combined effects of these three variables. How do multiple identities impact the help-seeking behaviors of college students? By studying a subsample of students who participated in the 2010 University of California Undergraduate Experience Survey (UCUES) this study tested the proposition that a combination of race/ethnicity, gender, socioeconomic status, social support, depression/stress, and wellness factors impact help-seeking behaviors in a manner that differed across multiple identity categories for college students. Overall, about 27% needed counseling services and 11% used counseling services when needed. This study found that multiple identities mattered when exploring college-student help-seeking behaviors. Within identity groups, there appeared to be more of a need for counseling services for middle-income and lower-income traditionally underrepresented females. In the logistic regression model, there were effects for race/ethnicity, social class, multiple identities and depression/stress on utilizing counseling verses not utilizing counseling when needed. Additionally, across all race/ethnicity by gender by socioeconomic status categories there was a trend of less use of counseling services as income levels dropped.

Bay Terrace
Do College Students Reach Out when Suicidal? Implications for Intervention and Outreach

Ashley Boynton, B.A. - The University of Texas at Austin
Sarah Christman, M.Ed - The University of Texas at Austin

This session will draw from data and findings from the 2006 and 2011 studies conducted by The National Research Consortium of Counseling Centers in Higher Education. The presentation will provide information on elements of the student experience that impact the development of suicidal thoughts and behaviors, with a specific focus on help-seeking and help-avoidance. Additionally, the presenters will discuss how this information can be used to inform campus prevention efforts and examples of such initiatives implemented at The University of Texas at Austin will be explored.

Bay Terrace
Behavioral Intervention Teams (BIT)

Jazmyn Childress, EdD - Cal State University Long Beach (CSULB)

As the prevalence of students with mental health and behavioral issues continues to rise, professional staff must adapt their practice to respond to the unique needs of this population. The behavioral intervention team (BIT) is an increasingly common approach to addressing the needs of students and promoting campus safety. During this session, the presenter will explore how BITs are being used in the college setting to prevent and address problems that may arise among college students. Also, findings from a case study that was conducted at a small liberal arts college will also be presented.

Bay Terrace
Effects of Sleep Problems and Depression on Alcohol-Related Harm of College Students

Amanda W. McGann, Ph.D. MPH CHES CPH - Virginia Commonwealth University

Previous literature provides an overview of the multiple relationships between alcohol use, protective behaviors, depression, and sleep problems among college students. The current study of randomly selected students (n=53,850) who completed the American College Health Association National College Health Assessment (ACHA-NCHA) examines the effects that these variables have on alcohol-related negative consequences. Findings may assist student affairs professionals who want to improve the probability of helping to reduce negative consequences among college students who drink alcohol.

Day 2 Fri, Jan 17
7:00 a.m. - 8:00 a.m.
Continental Breakfast
8:00 a.m. - 9:00 a.m.
Concurrent Sessions
Healthy Minds Network: Research-to-Practice in Campus Mental Health

Sarah Lipson, PhD student
Daniel Eisenberg, Associate Professor
Kathryn Beck, Research Study Coordinator
Rebecca Lindsay, Research Study Coordinator
All Presenters from University of Michigan

The Healthy Minds Network (HMN) is a new research-to-practice initiative in college student mental health. Through its rich array of projects, including national mental health surveys and interventions, HMN serves as a resource for campus practitioners and policymakers. HMN research is focused on a range of mental health issues (e.g., depression, anxiety, eating disorders, substance use) and how these affect outcomes important to higher education administrators (e.g., academic performance, retention). This presentation will provide highlights from research conducted on over 100 campuses and exciting future directions for research and practice.

Commodore A
Sending The Right Message: Rethinking How We Communicate About Suicide On Campus

Kerri Smith, Senior Campus Prevention Specialist - The Suicide Prevention Resource Center
Smita Varia, Prevention Specialist - The Suicide Prevention Resource Center

Studies have shown that certain types of news coverage about suicide can put vulnerable individuals at increased risk for suicide. The risk of conveying unsafe messages extends beyond media coverage; even well-intentioned campus mental health promotion materials may contain messages that could influence vulnerable individuals or reinforce negative narratives about mental health. This workshop will outline recommendations for communicating safely and effectively about suicide and discuss steps campuses can take to make their mental health promotion communications efforts more successful. Examples of campaigns and media coverage will be highlighted.

Commodore B
Transformative Student Affairs Practices to Enhance a Culture of Care on Campus

Jan Collins-Eaglin, Associate Dean of Students - Pomona College
Adriana Di Bartolo, Director of the Queer Resource Center - Pomona College

Using Holistic Student Development theory as a transformative framework, this presentation will assess campus practices and policies to promote a comprehensive culture of care for students with mental health concerns. We will describe a program that incorporates social, academic, institutional, and student-focused initiatives as a framework to examine the coordination of counseling, health, wellness, student affairs services and faculty involvement. We will share assessment data that will guide future programming and staff training to align practices to theory.

Likelihood of Undergraduate Student Help Seeking at the University Counseling Center

Kathleen Noonan, Director of Student Wellbeing - Rice University

The session will discuss findings from a research study about undergraduate psychological help-seeking intention. The presenter, a doctoral student in Educational Psychology and a Student Affairs administrator, will discuss predictive factors of help-seeking and examine the relationship between attitudes toward seeking psychological assistance and intention to seek help from the university’s counseling center and other campus resources. The researcher will facilitate discussion with the audience about proposed implications for administrators and clinicians responsible for managing campus wellbeing resources.

8:30 a.m. - 3:30 p.m.
Commodore Foyer
Exhibit Hall Open
9:15 a.m. - 10:00 a.m.
Morning Plenary Session: Doris A. Fuller

Mental Illness and Violence: Myth, Misdirection and (Mis)Information

The terrible drumroll of mass tragedy in recent years has dramatically increased public perceptions and discourse about the association between mental illness and violence. Despite a substantial body of research, the subject remains fraught with myth, misdirection and too little genuine understanding. In this presentation, mental health advocate Doris A. Fuller examines both the sobering and the encouraging facts and fictions surrounding the topic of mental illness and violence.

10:15 a.m. - 12:15 p.m.
Violence Prevention - Winning Strategies for Gender Violence Prevention & Bystander Intervention

Duane de Four, Team Member, National Consortium for Academics and Sports

Mentors in Violence Prevention (MVP) is a gender violence, bullying and gay-bashing prevention program that was the first large-scale attempt to apply the bystander approach to issues of sexual and domestic violence. MVP also frames gender violence prevention as a leadership responsibility for leaders in educational institutions, as well as for student leaders and others. It has been implemented in the U.S. and around the world across myriad populations in schools, colleges and universities, sports organizations, and all branches of the United States military. The leadership and bystander focus allows the issues of gender violence prevention to be framed within a context of inclusion and responsibility for everyone. For example, rather than approach women as victims or potential victims, or men as perpetrators or potential perpetrators, we regard everyone as potentially empowered bystanders who are often in a position to challenge abusive or violent behavior. In addition, MVP materials focus on a continuum of behaviors that can lead to abuse. MVP has had unusual success working with groups and institutions that have been traditionally difficult to engage in gender violence prevention such as student and professional athletes/ athletic programs, Greek organizations, military organizations and personnel, and many others.

Commodore A
Assessing Threats Made through Technology

A faculty member is in jail after allegedly posting on Facebook that he might climb a campus facility with a high-powered rifle “with a good scope.” A university student faces a felony charge after friends reported he posted a picture of a bomb threat on Facebook. A college student was arrested following the discovery of threats texted to a friend that threatened to harm a faculty member that gave him a “D”. These are just a few examples of scenarios that colleges have taken notice of in recent years, as more students and faculty use social media to communicate threats to a larger population. Today’s technology allows an aggressor to share a direct communicated threat via a text message, website, blog or email. A person may share a Facebook status update that creates hysteria in school or campus. Another may post a Twitter comment that generates a law enforcement response. This training will walk you through recent case studies of direct communicated threats and offer guidance in terms of BIT, conduct and counseling response. Each case will serve to illustrate the central premise of the program: rapid detection and intervention of social media and other forms of leakage must be paired with thoughtful, research-based assessment and management to truly mitigate potential threat.

“Big Bang” Supports for Students with ASD: What Administrators

Autism Spectrum Disorders (ASD) are increasing exponentially. Administrators need to know their obligations as well as effective means to support ASD students as part of their professional competency. Beware of the “business as usual” approach as students become more diverse. This interactive multimedia program utilizes the Big Bang television series to demonstrate behaviors and effective resolutions.

Capacity Building for Collegiate Recovery: Essential Assets and Campus Examples

Jenna Parisi, Director of Research and Program Development - The Stacie Mathewson Foundation
Dolores Comini, Licensed Psychologist; Assistant Director for Prevention and Program Evaluation; Director of Middle Earth Peer Assistance Program; Adjunct Clinical Prof - University at Albany SUNY
Ivana Grahovac, Director of The Center for Students in Recovery - University of Texas at Austin
Rob Reff, Substance Abuse Prevention Coordinator - Oregon State University
Jen Sell Matzke, Assistant Dean of Students - St. Cloud State University

Growing numbers of institutions of higher education across the nation are looking to provide support for their students in recovery from alcohol and/or drug addiction. Attendees will hear from four different campuses about their experiences. They will also learn about essential assets for serving and supporting students in recovery, and how to apply a capacity building approach back on their home campuses to either initiate or expand upon existing services.

Commodore B
Our Team Goal: Safe and Supportive Learning Environments

Thomas Workman, Principla Communication Researcher - American institutes for Health
Lance Segars, Researcher - Silvergate Group/National Center for Safe and Supportive Learning

New models of safe and supportive learning environments solving the problem of competition between campus and community efforts to address student risk behaviors and wellness issues. This session will have participants creating comprehensive programs together that fit individual institution needs. The National Center for Safe and Supportive Learning from the US Department of Education will present approaches and resources in assessment, strategic planning, and evaluation that create environments that resolve barriers to academic and personal success.

Constellation B
Social Norms Marketing: Theory Evidence Implementation Evaluation

Adrienne Keller, Research Director - National Social Norms Institute, University of Virginia

Social norms marketing interventions are at the intersection of positive psychology and social marketing and have demonstrated effectiveness in reducing risk behaviors and increasing pro-social behaviors. This workshop will cover the theoretical and practical basis for using and evaluating social norms interventions. Picture a red rider holding oars while riding a large elephant up a flight of stairs. Curious? Come to the workshop and learn how to deconstruct the picture.

Reductions in medical encounters for intoxication with high BAC: Two years of campus-wide changes

Aurora Matzkin, Director of Health Promotion and Student Wellness
Michael Wooten, Senior Assistant Dean of Residential Life and Director of Residential Education
Brian Bowden, Alcohol and Other Drug Education Programs Coordinator
Cailin Barthelmes, Alcohol and Other Drug Education Programs Coordinator
Jeremy Guardiola, Dean's Office Fellow
Brandon Harrington, Health Initiatives Coordinator Athletic Peak Performance Program
All Presenters from Dartmouth College

Dartmouth College’s Health Improvement Project team saw a significant reduction in medical encounters with blood alcohol content (BAC) higher than .25 during the National College Health Improvement Program’s two-year Learning Collaborative on High-Risk Drinking. The number of high-BAC cases decreased from 80 in 2010-2011 to 31 in 2012-2013. Join members of the team as they describe the strategies they implemented on the individual, environmental and systems level and the integral roles data and measurement played in their work.

Constellation A
Exploring the Efficacy of Integrative Inquiry: Decreasing Stress, Improving Critical Thinking Disposition, and Persistence

Marilee Bresciani, Professor of Postsecondary Education, San Diego State University

Several reports indicate that employers are not satisfied with the preparedness level of students who are entering the job market. According to the Association of American Colleges and Universities 2013 survey of employer perceptions, employers wanted to see more evidence of graduates’ critical thinking, analytical reasoning, creativity, complex problem solving, collaboration, innovation, and ethical decision making. This 2-hour interactive workshop will introduce the concept of neuroplasticity, which is the notion that what we focus on literally changes the structure and function of our brains. In addition, the attention, emotion, and cognitive regulation tools researched to stimulate structural and functional changes in the brain in order to decrease stress and anxiety, increase attention, focus, and self-compassion will be introduced and practiced. Participants will be able to define neuroplasticity and identify and practice at least one attention and emotion regulation training tool. In addition, participants will be able to explain why neuroplasticity, via the training tools, can enhance overall well-being. Implications for student affairs work will be shared.

Commodore E
Bringing Brief Interventions for Marijuana to Campus: Recent Findings and Emerging Questions

Jason Kilmer, Ph.D., Assistant Director of Health & Wellness fro Alcohol & Other Drug Education and Assistant Professor, Psychiatry & Behavioral Sciences, University of Washington

Recent research has looked at identifying what students see as the unwanted effects associated with marijuana use, in addition to testing brief interventions for reducing marijuana use and related consequences. In this mini-institute, findings from a study of an individually focused, motivational interviewing based personalized feedback intervention will be described. Consequences students see as unwanted will be reviewed (as will the science behind these effects of marijuana). The group will practice with key motivational interviewing strategies for eliciting personally relevant reasons to change marijuana use and for reducing and responding to resistance/defensiveness that may arise. Emerging research topics (including research questions related to the impact of legalization) will be briefly discussed.

12:15 p.m. - 1:15 p.m.
Lunch (on own)
1:15 p.m. - 2:15 p.m.
Concurrent Sessions
Creating a visual and human-centered protocol for supporting students in distress

Andrea Yip, Coordinator of Mental Health Initiatives - OCAD U and Ryerson U
Dr. Jennifer Robinson, Clinical Director - OCAD U

OCAD University is engaging its campus community in the development of a compassionate, human-centered and visual protocol on supporting students in distress. Though a community-based design process, the School is developing a protocol that is aiming to respond to student, staff and faculty needs and concerns, as well as foster relationships on campus based on mutual respect, trust and responsibility. As an art and design campus, our protocol aims to be visually informative, intelligent and memorable.

Commodore A
Mental Health Concerns Among Veteran Students and Legal Aspects of Suicide Risk

Caroline Gillen, Staff Assistant - San Diego State University
Scott Matthews, Psychiatrist - Veterans Affairs San Diego Healthcare System

Mental illness is a major concern for professionals interacting with students. Attendees of this presentation, by a psychiatrist and an attorney, will gain practical knowledge of mental illness in veteran students, which will enable them to better understand how to aid veteran students’ development. Additionally, recent legal decisions will be discussed to give practical legal advice about how to deal with suicide risk and liability, one of the university’s most important concerns when interacting with students- particularly the veteran student.

Commodore B
Mental health conditions among college students and impact on health care utilization

James Turner, Executive Director NSNI - University of Virginia
Adrienne Keller, Research Director NSNI- University of Virginia

Funded by a CDC grant, the College Health Surveillance Network (CHSN) includes anonymous electronic medical records for 702,000 students at 22 universities, representative of 108 four year research institutions. Data will be discussed from two academic years that demonstrate how mental health conditions vary in prevalence among groups and schools and also impact the rate of utilization of primary care services. For example, we will report significantly higher utilization of primary care services by students with underlying mental health conditions.

2:30 p.m. - 3:30 p.m.
Afternoon Plenary Session
3:45 p.m. - 4:45 p.m.
Concurrent Sessions
Commodore B
Four Into One: Integrating Counseling Student Health EMS and Peer Education Services

David Rubenstein, Senior Director for Student Wellness - Rowan University
Scott Woodside, Director Student Health Center - Rowan University

This program reviews critical steps to integrate counseling services, student health services, emergency medical services, and peer education into one Wellness Center facility, aimed at promoting mental health and the development of a trauma-informed campus. Strategies for integrating unique elements of each service and how, in their synthesis, they can promote mental health and the development of a trauma-informed campus are highlighted. This program will teach Wellness leadership how to replicate the integration of these services and programs.

Constellation B
Empowering Students to Manage their Stress with Biofeedback-Assisted-Relaxation-Training

Pamela Mills, Coordinator of Biofeedback Program - University of Central Florida

This presentation will demonstrate how biofeedback-assisted-relaxation-training can be utilized by colleges and universities to help students manage their stress, thus improving student’s academic, social and emotional success. The presentation will include an exploration of stress and how it affects college students, an introduction to biofeedback and the biofeedback program at University of Central Florida, and a live demonstration of biofeedback training.

5:00 p.m. - 6:00 p.m.
Concurrent Sessions
The role of the counseling center in promoting campus safety

Elizabeth Gong-Guy, Director of Counseling and Psychological Services - University of California, Los Angeles
David Spano, Associate Vice Chancellor and Director of Counseling Center - University of North Carolina at Charlotte
Micky Sharma, Director of Counseling and Consultation Service - The Ohio State University
Dan Jones, Director and Chief Psychologist of Counseling and Psychological Services Center - Appalachian State University

This presentation will focus on the evolving role of the counseling center in promoting campus safety, including education, prevention, and response. Trends in student mental health issues will be presented, referencing trends in national data. The counseling center role in behavioral intervention and threat-assessment; case management; training, consultation, and outreach to faculty, staff, and students will be discussed.

High-Tech College Mental Health: UC San Diego’s strategies for connecting with students

Monique Crandal, Psychologist - University of California, San Diego
Jerry Phelps, Psychologist - University of California, San Diego

How do college counseling centers implement and utilize technology to provide effective, evidence based mental health outreach to students of concern? UC San Diego Counseling and Psychological Services has implemented high tech methods of screening, outreach and support that appeal to technologically native students. A demonstration of three resources will be presented, including an Interactive Screening Program, a mental health screening tool, and a mobile web application. The importance of cross campus collaborative implementation will be discussed.

Commodore B
The Resilience Project: An Educational Intervention to Promote Psychological Resilience

Kelly Hogan Stewart, MPH; Director of Health Promotion and Wellness
Alex Lickerman, MD; Assistant Vice President and Director of Student Health and Counseling Services
Michael Quinn, PhD; Senior Research Scientist
Virginia Carr, RN; Associate Director of Health Promotion and Wellness
Ingrid Busching, Project Manager
All Presenters from The University of Chicago

Scientific research suggests that resilience isn't something with which only a few of us have been born, but rather something we can all take specific action to develop. Defining resilience as the ability not just to survive but to thrive in the face of adversity, as well as the ability to persevere in the face of obstacles, in this presentation we share the interventions we use to teach students how they can become more resilient.

Leading with a Learning Difference

Lynn Ortale Ph.D., Vice President for Student Life - Chestnut Hill College
Mary Katherine Ortale, RA and SGA Vice President - Chestnut Hill College

More and more students are coming to college with learning differences. The focus of the college transition is often related to accommodations and effective learning strategies inside the classroom. What about outside the class? Students with learning differences have the ability to excel outside the classroom as well. As administrators we have a responsibility to create cultures of inclusion. Through student leader training and outreach innovative strategies exist which to enhance recruitment, selection, supervision and retention of student leaders with learning differences.Through this interactive program participants will learn effective strategies to assist student leaders with learning differences as well as heighten awareness of learning differences and the positive opportunities for inclusion.

Day 3 Sat, Jan 18
7:00 a.m. - 8:00 a.m..
Continental Breakfast
7:30 a.m. - 8:30 a.m.
Roundtable Discussions
Constellation A
Enhancing Mental Health: Creating a Culture of Connection by Engaging Men

Chris Burden Psy.D., Director of Disability Services - University of San Diego
Melissa Halter Ph.D., Director Center for Health and Wellness Promotion

Male gender code socialization discourages men from seeking emotional attachment or connection, which thwarts the ability of men to achieve the developmental tasks of college students. Student Affairs Professionals must raise the consciousness regarding campus gender codes. During this presentation strategies and evidence-based interventions that have been implemented at the University of San Diego will be shared and participants will be asked to reflect on how they can create a climate that allows the gender code to be challenged.

8:45 a.m. - 9:30 a.m.
Morning Plenary Speaker: Dr. Melissa Lewis - University of Washington

Feeling Down about Hooking Up: Examining Associations among Emotional Reactions, Alcohol, Sexual Behavior, and Victimization

“Hooking up”, or casual, non-committed sexual relationships, have become increasingly common among college students and young adults. However, little research conducted to date has examined the role of alcohol and past sexual victimization history on both the prevalence of and emotional consequences of hooking up. This presentation will consist of findings from four studies that examine emotional reactions to hooking up, alcohol use, risky sexual behavior, and sexual victimization. The first study examines factors associated with experiencing positive and negative affect resulting from the most recent hookup among college students. The second study examines the multiple hooking up definitions among college students and how different definitions are associated with student sexual-risk behavior. The third study examines the prospective role of past sexual assault on subsequent hooking up practices and emotional reactions among young adult lesbian and bisexual women. Finally, the fourth study evaluates the efficacy of a personalized normative feedback intervention on college student alcohol-related risky sexual behavior. All studies have relevant clinical implications regarding the role of situational stressors, such as the impact on affect following a hookup. Additionally, this research can help provide student affairs practitioners with the tools and strategies necessary to reduce the risks associated with and effectively deal with the challenges related to stressors, alcohol use, and sexual behavior on college campuses.

9:45 a.m. - 10:45 a.m.
Concurrent Sessions
Commodore A
Collaborative Care: Integrating mental health screenings and consultations in a student health center

Moises Baron, Assistant Vice President for Student Wellness
Pam Sikes, Director of Student Health Center
Lauren Woolley, Staff Psychologist
All Presenters from University of San Diego

Depression, anxiety, and unhealthy alcohol use are common conditions among college students and large scale screening in primary care is recommended, but infrequently implemented. This presentation will discuss the implementation of large-scale screening, and the process of developing a Collaborative Care Team of medical and mental health providers to support the management of positive screens in one Student Health Center. The results with their challenges and successes will be discussed.

Commodore B
Managing Disruptive Personality Types in the Classroom

Emily Mire, Coordinator Student Services - University of North Texas Health Science Center

The learning environment is a critical component of student success, and disruptive students may impact the learning environment for not only themselves but for the other students, faculty, and staff as well. This presentation is an overview of programming utilized at the University of North Texas Science Center to help faculty learn how to recognize and respond effectively to challenging behaviors in their classrooms and discuss opportunities for collaboration in order to resolve concerns in an efficient manner.

Development of a National Systemic Approach to Post-Secondary Student Mental Health

Cheryl Washburn, Director of Counselling Services - The University of British Columbia
Su-Ting Teo, Director of Student Health and Wellness - Ryerson University
Rita Knodel, Director of Counselling Services - University of Victoria
Jonathan Morris, Director of Public Policy, Research, and Provincial Programs - Canadian Mental Health Association BC Division

Student mental health continues to be a critical focus for post-secondary institutions. In this session, a systemic approach to student mental health will be presented, that is the culmination of the work of the Canadian Association of University and College Student Services (CACUSS) and Canadian Mental Health Association (CMHA) since 2010. This presentation will illustrate this approach including its foundational concepts, key components, and their application to post-secondary institutions. Processes for developing a community of practice will also be outlined.

11:00 a.m. - 12:00 p.m.
Concurrent Sessions
What’s Everyone Talking About? Let’s Talk – Implementing a Non-traditional Mental Health Program

Rick Nizzardini, Clinical Counselor Faculty (Residential Life) - San Francisco State University

This session will explore the development and implementation of a drop-in mental health consultation program that is spreading on campuses across the country called Let’s Talk!, an outreach program to underserved student populations that is an alternative to the traditional Western model of counseling. The facilitator will discuss how the brand associated with Let’s Talk! has expanded at a public university to include mental health programming for campus residents. There will be time for brainstorming future directions for the program.

Commodore B
Integration of Physical Activity Into Depression Treatment in College Health: The WellCat Fit Experience

Deborah Stewart, Medical Director - California State University Chico

Wellcat Fit is a peer-assisted physical activity program designed to be a treatment component of depression for college students. This presentation will describe the program at the California State University Chico in detail and emphasize the collaboration of the departments of Kinesiology, Counseling and Wellness, Campus Wildcat Recreation Center, and Student Health in addressing the issue of depression and mental well-being.

Pre-Conference Programs & Events

Pre-conferences at the NASPA Mental Health Conference are shared with the NASPA Alcohol, Other Drug Abuse and Violence Prevention Conference.  Registration fees are additional for pre-conference workshops and they may be added to your conference registration at any time.

Pre-Conference #1 - Understanding the DSM-5: Problems and Prospects in the Diagnostic Revisions

Thursday, January 16th • 09.00 AM – 12.00 PM

The Diagnostic and Statistical Manual of Mental Disorders (DSM) has undergone substantial revision across its sixty years of evolution, with the latest version (DSM-5) continuing that tradition in substantial ways. The discontinuation of the multi-axial system, the addition and deletion of specific disorders, the regrouping and reclassification of familiar disorders, and significant changes in the names, nature and criteria associated with various disorders all mark the fifth edition of the DSM as a substantial, and controversial, revision of the diagnostic system. In addition to receiving a detailed overview of the primary changes and rationales associated with those revisions, participants will also gain experience in utilizing several novel inclusions in the DSM-5, including the new cross-cutting diagnostic dimensions and the new Personality Disorders assessment, the PID-5.

View More Details


Greg J. Neimeyer, Ph.D., Director, Office of Continuing Education in Psychology, American Psychological Association

Learning Objectives:

Participants will be able to:

1.  Identify at least ten (10) key changes in the DSM-5
2. Describe the significant conceptual changes associated with the revisions in the manual
3. Discuss at least three significant controversies generated by the most recent revision of the DSM
4. Identify at least three novel inclusions in the new “Section 3” of the DSM-5, “Emerging Methods and Models.”

About the Presenter

Dr. Greg J. Neimeyer is professor of psychology in the Department of Psychology at the University of Florida where he currently teaches the doctoral course on Psychodiagnosis (DSM-5 and ICD) and has served both as Director of Clinical Training and as Graduate Coordinator. A Fellow of the American Psychological Association, he is also a recipient of its Award for Outstanding Contributions to Career and Personality Research. Dr. Neimeyer has published over 200 articles and 10 books, with an emphasis on aspects of professional training and development.  A former Chair of the Executive Board of the Council of Counseling Psychologists in the United States, Dr. Neimeyer has also been elected as a Fellow to the Academy of Distinguished Teaching Scholars.  With a specialty interest in the area of psychodiagnosis, Dr. Neimeyer was invited by the American Psychiatric Association to attend its recent convention in San Francisco and to complete its DSM-5 "Train-the Trainers" institute, where he also attended the DSM-5 Work Group reports on the nature and rationale underlying the most recent revisions of the manual.  Dr. Neimeyer currently divides his time between the University of Florida, where he has maintained a practice in the Family Practice Medical Residency Training Program, and Washington, D.C., where he directs the Office of Continuing Education in Psychology at the American Psychological Association.

Pre-Conference # 2 - Moving Your Institution to Best Practice: Understanding Primary Elements of a Comprehensive Alcohol, Other Drug and Violence Prevention Plan

Thursday, January 16th • 09.00 AM – 12.00 PM

From new professionals, to professionals new to campus prevention teams, this session will take a galaxy-level review of how alcohol, other drug and violence (AODV) prevention has evolved and the current state of prevention efforts for colleges and universities. Attendees will build an understanding of the spectrum of alcohol, other drug and violence prevention. Covered topics will include building a campus coalition or workgroup to address prevention, assessment, compliance concerns, environmental management, and the SAMHSA strategic prevention framework. Each participant will leave this pre-conference session with a workable plan to implement on their home campus.

View More Details

About the Presenters:

David Arnold is the Director of Alcohol Abuse and Impaired Driving Prevention Initiatives with The BACCHUS Network.  In that role, he also directs the operations of the Colorado Coalition of Campus Alcohol and Drug Educators (CADE). David has worked in prevention for over 10 years, first as an undergraduate peer educator, than as AOD prevention coordinator at the University of North Texas, University of Texas Arlington and Colorado State University - Pueblo. 

Lisa Currie, MSEd is currently in her seventeenth year as a college health promotion professional, having served as the Director of Health Promotion and Wellness at Northwestern University since 2009; she previously worked at the University of Scranton (PA) and Wesleyan University (CT). Her philosophy on addressing AOD issues is couched in   environmental management and is strongly influenced by her academic background in college student development  Her professional experience includes co-chairing campus-based alcohol prevention coalitions, leading the Biennial Review process, implementing and facilitating the Red Watch Band bystander intervention training and various online AOD education programs, overseeing a comprehensive BASICS program, developing social norms campaigns to address high risk drinking, developing countless outreach programs and trainings on AOD issues for peer educators, student leaders, staff, faculty and community partners, and serving as team leader for NU’s Campus Improvement Team for the Dartmouth-led Learning Collaborative on High Risk Drinking in 2011-2013. Having spent her entire career as a peer health education advisor, she also assisted with the development of the BACCHUS Network’s Certified Peer Educator Training and is currently contributing to new resource development for peer education advisors. She holds a Certificate in Alcohol Prevention Leadership from NASPA and EverFi.

Eric S. Davidson, Ph.D., MCHES, CSADP currently serves as the Associate Director for the Eastern Illinois University Health Service, the Director for the Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention, and serves the Eastern Illinois University Vice-President of Student Affairs in assessment, evaluation, and research matters. He possesses 18 years of experience in substance abuse prevention and health promotion in higher education settings.  He currently serves as Area 4 Consultant for the BACCHUS Peer Education Network and is a member of the peer education advisor resource development committee.  Dr. Davidson is also a member of the American College Health Association's Alcohol and Drug Task Force, the NASPA Alcohol and Other Drug and Health in Higher Education Knowledge Community, and the Illinois Suicide Prevention Alliance.  Previously, he has served as the BACCHUS Illinois State Coordinator, The Illinois State Coordinator for the Network Addressing Collegiate Alcohol and Other Drug Issues, Secretary of the American College Health Association's Health Promotion Section, and the 2007 President of the Illinois Society for Public Health Education.  Through the Illinois Higher Education Center, Eric has provided technical assistance and support to several colleges implementing environmental strategies and coalitions to address alcohol and other drug abuse.

Pre-Conference # 3 – Wellness and Health Promotion Directors’ Pre-Conference Workshop

Thursday, January 16th • 09.00 AM – 12.00 PM

Targeting Wellness and Health Promotion Directors (WHPD), this pre-conference workshop and the corresponding tracked sessions will provide an opportunity for primary leaders of campus health promotion and wellness efforts to use the “Ottawa Charter on Health Promotion,” the “Institute of Medicine Prevention Protractor,” and other foundational tools to increase knowledge and understanding of effective and innovative primary prevention and wellness strategies and the organizational models needed to support risk reduction and wellness enhancement, from a prevention perspective.

View More Details

Learning Objectives:

The participants will be able to:

  1. Utilize varying sources and types of data to drive the conversations, collaborations, and priorities on your campus
  2. Identify specific collaborations critical for broadening responsibility for health, prevention, and wellness initiatives
  3. Interpret population specific data and peer-reviewed literature to guide their health promotion, prevention, and wellness departments
  4. Provide examples of campuses using evidence-based (informed) practice as a cornerstone of their primary prevention programs
  5. Apply standards in service evaluation, strategic planning, resource allocation, and program infrastructure assessment
  6. Articulate the paradigms, opportunities and challenges inherent with both student development and public health professionals on staff

Pre-Conference # 4 - Motivational Interviewing: Brief Evidence-based Counseling for Substance Abuse and Health Behavior Change

Thursday, January 16th • 09.00 AM – 12.00 PM

This workshop will incorporate theory, research, and practice of motivational interviewing (MI) for reducing high-risk behaviors and improving health. MI is an evidence-based, brief technique for eliciting behavior change by helping clients explore and resolve ambivalence. We will provide useful, effective and brief strategies such as: four key processes; working with resistance; and recognizing, maintaining and facilitating change. The presenters have published MI research, created and managed MI based programs and trained student affairs professionals and students in MI techniques.

View More Details

Learning Objectives:

  1. Participants understand the philosophy and basic theory of motivational interviewing.
  2. Participants will learn core techniques involved in implementing MI and improve their skills in applying these techniques alcohol and substance use, as well as other health choices and behaviors.
  3. Participants will gain information about the empirical evidence base for motivational interviewing and the current state of the research in this area.


Jerry Phelps, Psychologist, University of California, San Diego

Monique Crandal, Psychologist, University of California, San Diego

Pre-Conference # 5 - Building a Comprehensive & Sustainable Campus Suicide Prevention Program

Thursday, January 16th • 09.00 AM – 12.00 PM

To address the critical issue of suicide among college students, it is important to consider expanding our traditional scope of mental health services and implement a comprehensive approach that reaches the broader campus culture as well as students who are at risk. This workshop will highlight and explore strategies and best practices associated with building comprehensive, sustainable suicide prevention programs within college and university settings. Using experiences and lessons learned from four Garrett Lee Smith Campus Suicide Prevention Program grantees, we will explore prevention and intervention strategies informed by the public health approach and will examine the ways in which campus suicide prevention programs can establish a solid framework that will help them operate with a clear mission and focus, a safe, integrated, and effective service model, and a strong and sustainable core. Representatives from the SAMHSA Center for Mental Health Services, the Jed Foundation, and the Suicide Prevention Resource Center will identify and explore available programs and services to support colleges and universities in the development and implementation of comprehensive suicide prevention programs.

View More Details

Learning Objectives:

  1. Identify and describe the seven elements of the Suicide Prevention Resource Center and Jed Foundation Comprehensive Suicide Prevention Model based on the public health approach;
  2. Describe the key elements of comprehensive suicide prevention strategies implemented within four college and university campuses representing diverse demographic characteristics and explain how these programs have been institutionalized and sustained over time;
  3. Identify the goals and objectives of the Garrett Lee Smith Campus Suicide Prevention Grant Program, the Jed Foundation, and the Suicide Prevention Resource Center, and explore the ways that these programs assist and support campuses in building, evaluating, and sustaining comprehensive campus suicide prevention initiatives.


M. Dolores Cimini, Assistant Director for Prevention and Program Evaluation, University at Albany, SUNY

Rosalyn Blogier, Public Health Advisory Substance Abuse and Mental Health Services Administration (SAMHSA)

Joy Himmel, Director of Health & Wellness, Penn State University - Altoona

Shelly Rutz Maxwell, Clinical Social Worker/UMatter Program Coordinator, University of Wisconsin - Oshkosh

Victor Schwartz, Medical Director, The Jed Foundation

Wendy Winger, Program Manager, The Ohio State Suicide Prevention Program, The Ohio State University

Pre-Conference # 6 - Sexual Assault Prevention: Fostering a Positive Campus Sexual Culture

Thursday, January 16th • 09.00 AM – 12.00 PM

Traditional sexual assault prevention strategies are often well-intentioned but poorly grounded; even when well-executed, they can exacerbate problematic dynamics. For example, many programs focus on teaching students clearer communication skills, and yet current research demonstrates convincingly that sexual assault is not caused by miscommunication. In fact, feigned misunderstanding is a common tactic of coercion – and so programs that reinforce the myth of miscommunication may end up empowering predators. The Pre-conference workshop will synthesize key aspects of current professional knowledge, then offer specific examples of prevention strategies that build upon that knowledge. The shift to targeted primary prevention work helps address the “too little, too late” problem that has plagued anti-violence work. Through trainings, workshops, and conversation, students are able to identify troublesome dynamics and develop skills for effective interventions overview of a long-term project to reduce sexual misconduct by fostering a more positive campus sexual culture. Based in research on dynamics of sexual violence and sexual culture, the project utilizes intervention methodology, in which peer educators identify worrisome dynamics and work collaboratively to shift them. The focus is on primary prevention, shifting community norms and practices, with secondary attention to helping individuals develop habits of sexual mindfulness.

View More Details

Learning Objectives:

  1. Identify elements of campus sexual culture that contribute to sexual misconduct.
  2. Recognize the negative impact of traditional sexual violence prevention tactics that inadvertently strengthen problematic campus dynamics.
  3. Define and practice positive intervention strategy: using student educators to transform campus sexual culture.


Melanie Boyd, Assistant Dean of Student Affairs, Yale College

Hannah Peck, Director of Student Affairs, Yale University

Garrett Fiddler, Student Affairs Fellow, Yale University

Matt Breuer, Student/Peer Educator, Yale University


Online registration for the 2014 NASPA Mental Conference is now CLOSED.  If you are still interested in registering for the conference, you will need to bring your payment onsite to the Loews Coronado Resort Hotel.  You may also register for pre-conference workshops onsite. 

Please be sure to come down early on Thursday to register onsite for either the overall conference or for a pre-conference workshop.  Registration opens on Thursday, January 16, 2014 at 7:30 a.m. in the Atrium of the Loews.


Registration as a member is based on individual membership status. If you are employed by a college or university that is an institutional member, you can join as an individual member at the $75 rate. If your institution is NOT a member, then you will need to join at the associate affiliate rate of $242 and then you can pay the individual member rate for conference registration. This gives you the conference registration and a year of membership for less than the non-member registration fee. Visit the Membership section of the NASPA website to learn about membership types.

Registration Fees

Registration Type Early-Bird before 11/22/2013 Regular 11/23/2013 to 12/13/2013 Late after 12/13/2013
Full Registration
NASPA/AUCCCD Member $395 $445 $520
Non-Member $595 $645 $720
NASPA Student Member $100 $155 $205
Pre-Conference Workshop $65 $85 $85


Stephanie Gordon
Vice President for Professional Development
Email: sgordon@naspa.org
Phone: 202-265-7500, ext. 1166


View Registration Policies

Group Registration:
NASPA offers discounts for attendees registering in groups of two or more individuals. To apply for this discount please contact NASPA at office@naspa.org. Please include in the email your name, the conference you're registering for, your institution name, and how many individuals you're registering. Our membership department will contact you once they've received this information.

Purchase Orders: 
Purchase orders will NOT be accepted for registration. There is now a Bill Me option online if you need to submit paperwork to your accounting office to have a check cut for your registration payment. Please use that option when registering online. Payments must be received by the appropriate deadline. If payments are not received by the registration deadlines, the appropriate late fee will be assessed.

Cancellation Policy:
Refunds will be given for cancellations, received in writing by December 13, 2013, less a $50.00 processing fee. In addition, a processing fee of $50.00 per registration will be charged for credit cards declined or to change payment methods after the initial payment is processed. With prior approval, anyone registered but who cannot attend may send a substitute. Substitution information must come in writing from the registered participant. The membership status of the substitute must be the same as the registrant in order to have the same registration fee applied. Additional charges may apply if the membership status is not the same. The conference may be cancelled or postponed due to unforeseen circumstances. In this case, fees will be refunded; however, NASPA will not be responsible for additional costs, charges, or expenses, including cancellation/change charges assessed by airlines, hotels, and/or travel agencies.  NASPA is not responsible for weather-related travel delays or other issues in regard to personal travel and no refunds will be given due to these occurrences.

NOTE: All requests for cancellation and refunds must be in writing to refund@naspa.org. Due to our food and beverage requirements, no refunds will be granted after December 13, 2013.  Questions? Contact the NASPA office at 202-265-7500 or via e-mail atoffice@naspa.org.


Pamela S. Hyde, J.D.

Pamela S. Hyde, J.D.

Administrator, SAMHSA

Pamela Hyde was nominated by President Barack Obama and confirmed by the U.S. Senate in November 2009 as Administrator of the Substance Abuse and Mental Health Services Administration (SAMHSA), a public health agency within the Department of Health and Human Services. The agency’s mission is to reduce the impact of substance abuse and mental illness on America’s communities.

Ms. Hyde is an attorney and comes to SAMHSA with more than 35 years experience in management and consulting for public healthcare and human services agencies. She has served as a state mental health director, state human services director, city housing and human services director, as well as CEO of a private non-profit managed behavioral healthcare firm. In 2003 she was appointed cabinet secretary of the New Mexico Human Services Department by Gov. Bill Richardson, where she worked effectively to provide greater access to quality health services for everyone.

Ms. Hyde is a member of or has served as a consultant to many national organizations, including the John D. and Catherine T. MacArthur Foundation, the American College of Mental Health Administration, the President’s New Freedom Commission on Mental Health and the United States Department of Justice. She has been recognized by many groups, including the American Medical Association, the National Governor’s Association and the Seattle Management Association, for her creativity and leadership in policy and program development and in organizational management issues. She has received special acknowledgment for her ability to build teams, develop coalitions and consensus, develop strategic plans that form the basis for action and achieve identified goals in a constantly changing environment.

Ms. Hyde received her J.D. from the University of Michigan Law School (1976) and her B.A. from Missouri State University (1972).

Doris A. Fuller

Doris A. Fuller

Executive Director, Treatment Advocacy Center

Doris A. Fuller is executive director of the Treatment Advocacy Center, the only national nonprofit dedicated exclusively to mental illness treatment issues. Doris is co-author of the Treatment Advocacy Center’s 2012 study, “No Room at the Inn: Trends and Consequences of Closing Public Psychiatric Hospitals” and its 2013 study, “Justifiable Homicides by Law Enforcement Officers: What is the Role of Mental Illness?” She also is co-author on a forthcoming 2014 study on mental illness treatment in jails and prisons. Prior to becoming executive director, Doris served as the Treatment Advocacy Center’s director of communications. She is an author, former award-winning journalist and mother of a daughter who experienced a first psychotic break as a college student.

Dr. Melissa Lewis

Dr. Melissa Lewis

Associate Professor, University of Washington

Melissa A. Lewis, Ph.D., is an Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. Dr. Lewis’ substantive research interests lie in examining social psychological principles in broadly defined health-related behaviors. She studies social and motivational mechanisms involved in etiology and prevention of addictive and high-risk behaviors (e.g., drinking, risky sexual behavior, hooking up). She has particular expertise in personalized feedback interventions aimed at reducing drinking and related risky sexual behavior. Mechanisms in which she is interested include normative perceptions and protective behavioral strategies. Dr. Lewis also explores who might be more prone to take part in high-risk health behaviors, such as those who are more sensitive to social pressures. A fundamental assumption of her research is that because social pressures and influences have been consistently and strongly implicated in risky health behaviors, especially among adolescents and young adults, interventions aiming to reduce susceptibility to these influences hold particular promise. Dr. Lewis has published over 60 peer-reviewed journal articles. She has previously been awarded the Addictive Behaviors Special Interest Group Early Career Award of the Association for Behavior and Cognitive Therapies, a Division 50 of the American Psychological Association Early Career Presentation Award, and two early career poster travel awards from Division 50 of the American Psychological Association and NIAAA. She has received grants from the National Institute on Alcohol Abuse and Alcoholism, the Alcohol and Drug Abuse Institute, and the Alcohol Beverage Medical Research Foundation.


NASPA is grateful to our cooperating sponsors who help us make the Mental Health Conference a success.


All conference activities will take place at the Loews Coronado Bay

Loews Coronado Bay
4000 Coronado Bay Road
Coronado, CA 92118

Centered between the Pacific Ocean and Coronado Bay, Loews Coronado Bay Resort epitomizes the true Southern California lifestyle. We are pleased to announce completion of a comprehensive redesign of our lobby, Bay Terrace, Cays Lounge, Market Café and Market-to-Go. Taking full advantage of the resort’s waterfront location, the new design artfully combines San Diego’s sun and surf with the casual charm of southern California.

The Loews Coronado Bay has arranged special room rates for conference attendees, starting at $194 (not including 11.5% local taxes).  Reservations must be made by Monday, December 16, 2013.  Please make your reservations as soon as possible, as hotel blocks tend to sell out for NASPA conferences!

PLEASE NOTE: The NASPA room block at the Loews Coronado Bay is completely SOLD OUT.

We have been able to secure a small room block at the Hotel Del Coronado with a room rate of $219 per night (not including 10.68% state and local taxes). The Hotel Del Coronado is approximately 4 miles away from the Loews Coronado Bay.  Taxis cost $10 each way to the Loews Coronado Bay Hotel.  NASPA is not providing transportation.
Please call 1-800-468-3533 to make your reservations at the Hotel Del Coronado.

Hotel Del Coronado
1500 Orange Avenue
Coronado, CA 92118
Reservations: 1-800-468-3533

Please note that NASPA is not providing transportation to and from the Loews Coronado Bay to any properties in the area. Availability at the conference hotel can change at any time. If you would like to try and reserve a room at the Loews Coronado Bay, please contact the hotel directly for any availability updates. Please keep in mind, when contacting the Loews Coronado Bay, the NASPA room rate may not be available.

  • Travel

    San Diego is serviced by San Diego International Airport (SAN). The Loews is located approximately 20 minutes from the airport.

  • Transportation

    Please visit the Airport Shuttle page of the SAN website for more information.

    If you are in need of a taxi, simply follow the signs to the Transportation Plazas. A Transportation Coordinator will place you with the first available taxi.

    Car Rentals
    For a list of available car rental providers and contact information, please visit the Car Rental page of the SAN website.

  • Weather

    Temperatures in January are approximately 65 degrees F during the day. Please visit the Weather Channel before you travel for the most up to date information regarding weather.

Additional Info

The Loews Coronado Bay is offering self parking to all NASPA members for a discounted rate of $15/day over the program dates of Tuesday, January 14 - Sunday, January 19, 2014.

We hope that you will explore San Diego, when not busy with the conference or if you arrive in the city before the program begins. There are plenty of things to do and see if you are a first-time visitor or even if you have been to San Diego many times. The official tourism website for San Diego is one of many online resources available to visitors.


The dress for NASPA events is business casual.

Get in Touch with NASPA