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NYSCHA 2016 Annual Meeting
8/1/16
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Program Title and Presenter(s)
WEDNESDAY – KEYNOTE
WE-KEY
Equipped to Persevere: How Awareness, Skills, Tools, and Systems Intersect to Guide Your Institution
Through the Unimaginable
Gregory Sammons, Alfred State
Purpose: The presentation will provide pragmatic guidance that will not only get participants thinking, but will
provide suggested tools that can be integrated into campus systems to improve outcomes in the face of tragedy.
Abstract: When crisis strikes an institution of higher education – particularly one that involves human tragedy, the
many campus units will discover an uncommon confluence of shared goals, strained resources, and awkward
collaborations with new partners. While risk awareness and skill-building may equip your campus to be generally
prepared, most campuses are unprepared for the intense challenges at the micro level that will unexpectedly
permeate campus operations. Together, we will become better equipped to persevere.
Objectives:
1. Discuss unplanned challenges experienced at peer institutions. (30%)
2. Identify the approach and mindset required to be reliable contributor during periods of crisis. (20%)
3. Describe tools that can be integrated into campus systems to improve outcomes in the face of tragedy.
(50%)
WE-1 – CONCURRENT SESSIONS
WE1.01
Update on Sports Concussions
Amy MacQueen, MD, Cayuga Medical Center Sports Medicine and Athletic Performance Center
Purpose: The purpose of this activity is to enable the learner to properly diagnose concussion, help the athlete safely return to
play and follow the NYS law requirements about concussion management.
Abstract: More than 1 million mild traumatic brain injuries occur each year with many of them occurring in sports. This lecture
will review signs and symptoms of sports concussion as well as review details of the New York State concussion law. In addition,
we will review the most up to date concussion recommendations and management options available.
Objectives:
1. Identify athletes who have sustained sports concussion. (30%)
2. List the symptoms and exam findings consistent with concussion. (10%)
3. Discuss assessment tools for sports concussion. (30%)
4. Review concussion management options for concussed athletes. (30%)
WE1.02
Called to Task – Crucial Takeaways from Recent Campus Tragedies
Erin Halligan-Avery, PhD & Chief Kilcullen (Geneseo); Libby Caruso and Darlene Schmitt (The College at Brockport);
Thaddeus Mantaro and Mark Thompson, Colgate University; Patty Bosen and Julia Routbort, Skidmore College
Purpose: The purpose of this activity is to inform staff members about unique but equally tragic experiences on college campuses
and identify ways we can better prepare for crises occurring on their own campuses.
Abstract: A few of our local colleges have experienced tragedy or the need for crisis response over the last four years. These
events- a double murder/suicide and the murder of a student in the residence hall- have left permanent imprints on the way
these colleges meet student’s needs. This panel discussion will offer brief reviews of the crises that happened on each campus
along with an assessment of the crisis response. The panel discussion will end with specific suggestions for campuses to
implement prior to a need for crisis intervention.
Objectives:
1. Describe how recent campus tragedies affected the campuses where they happened. (30%)
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NYSCHA 2016 Annual Meeting
8/1/16
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Program Title and Presenter(s)
2.
3.
WE1.03
Discuss the effectiveness and inefficiencies related to each incident. (40%)
List specific resources and recommendations that staff at other campuses can use on their campus. (30%)
Emerging Drugs of Abuse- the Saga Continues in 2016
Michele Caliva, BS, RN, CSPI
Upstate New York Poison Control Centers at Upstate Medical University
Purpose: The purpose of this activity is to enable the learner to discuss what drugs are being abused their clinical symptoms, long
term effects and how to effectively assist the abuser both acutely and long term.
Abstract: The drug abuse epidemic continues to be a growing concern in 2016. There are new trends around the abuse of
Imodium and new synthetic heroin like substances as well as the continued abuse of heroin, fentanyl and other opioids. In
addition there appears to be a resurgence of cocaine abuse on college campuses This presentation will provide information on
current trends, clinical effects, common approaches to treatment and initiatives to help reduce the number and severity of drug
abuse.
Objectives:
1. List new trends in drug abuse. (40%)
2. Discuss clinical effects associated with each of these drugs. (30%)
3. Describe treatment options for acute effects and long term management of addiction. (20%)
4. List current initiatives on a state and federal level in response to this epidemic. (10%)
WE1.04
Prevention Everyday: Working Together to Create Partnerships Focused on Primary Prevention
Caitlin Powalski, MPH, and Brandi Sutherland, BA, Crisis Services; Rachel Sandle, BA, YWCA of the Niagara Frontier
Purpose: The purpose of this activity is to enable the learner to explain the primary prevention of sexual violence on college
campuses.
Abstract: Sexual violence is a significant public health issue. Effective prevention strategies and the response to sexual assault,
relationship violence and stalking are important. Rape Crisis Center staff can help translate best-practices from the field to help
campuses employ a public health approach to prevent sexual violence. Participants will be introduced to tools our collaborative
team uses to evaluate readiness to engage in prevention, considerations for program content, and how to enhance existing
primary prevention efforts.
Objectives:
1. Define a public health approach to preventing sexual violence. (20%)
2. Explain the role Rape Crisis Centers can play in the primary prevention of sexual violence on college campuses. (40%)
3. Identify strategies to build sustainable sexual violence prevention programs on campus. (40%)
WE1.05
Practical Guide for Assessment of Common Health Issues Encountered in a College Health Setting: A
Collaborative Approach
Heather Dailor, MSN, RN, CPNP; Sue Zimmer, RN; Deborah Penoyer, MS, BSN, AAS, SUNY Geneseo
Purpose: Learn key aspects of a targeted physical assessment. Motivational interviewing techniques when determining
interventions and patient education during visits for cold vs. flu and cough vs. bronchitis and GI illness vs. abdominal pain.
Findings that trigger collaboration with NP/MD.
Abstract: Physical assessment is the key to providing high quality nursing triage of college students in busy and demanding Health
Services settings. Review key aspects that a targeted assessment must include and indications for emerging disease processes
that require further assessment and treatment by the nurse practitioner or physician. Discuss a motivational approach for
determining interventions and self-care that students may find helpful.
Objectives:
1. Review key aspects that a targeted nursing assessment must include and indications for emerging disease processes
that require an advanced assessment and treatment by a nurse practitioner or physician. (40%)
2. Discuss assessment findings that trigger collaboration with an NP/MD for further, advanced evaluation. (30%)
3. Discuss learning techniques that take into account students' prior learning and experience. (30%)
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Program Title and Presenter(s)
WE-2 – CONCURRENT SESSIONS
WE2.01
Epidemiology, Diagnosis and Management of the Female Athlete Triade
Katherine Rizzone, MD, UR Medical Center
Purpose: The purpose of this activity is to enable the learner to more accurately diagnosis and manage the female athlete triad.
Abstract: The female athlete triad is a common disorder found in young, active females. It influences health in both the short (i.e.
amenorrhea) and long-term (i.e. osteoporosis). Dr. Rizzone will review diagnosis and management of this condition and present
an update on recently released return to sport guidelines.
Objectives:
1. Outline the epidemiology of the female athlete triad. (20%)
2. Discuss diagnosis of the triad. (30%)
3. Review appropriate management of the triad. (30%)
4. Discuss return to play strategies and guidelines. (20%)
WE2.02
Suicide Prevention – Campus Connect Program
Cory Wallack, Ph.D., Syracuse University
Purpose: The purpose of this session is to identify gaps in comprehensive suicide prevention approaches and strengthen
gatekeeper training as a result of improved approaches.
Abstract: For the past ten years, Syracuse University has been implementing Campus Connect Suicide Prevention Gatekeeper
training. The purpose of this program is to provide an overview of Campus Connect, discuss strategies for successfully
implementing a comprehensive suicide prevention program, review ways in which gatekeeper training can successfully be
implemented as part of a comprehensive approach, and to discuss research findings specific to Campus Connect.
Objectives:
1. Identify gaps in comprehensive suicide prevention models that undermine effectiveness of gatekeeper training. (30%)
2. Discuss strategies for developing and implementing comprehensive suicide prevention programs. (50%)
3. Review research findings related to gatekeeper training programs, including Campus Connect. (20%)
WE2.03
Nurse Manager Roundtable
Deborah Penoyer, MS, BSN, AAS, SUNY Geneseo and Lynne Maier, RN, BSN, The College at Brockport, SUNY
Purpose: The purpose of this activity is to enable the learner to: Learn about nursing resources, share ideas and processes to
create solution to current issues.
Abstract: College health nursing has unique challenges and this roundtable session is an opportunity to discuss these at length
with other nursing peers. From administrative issues to clinical processes, each participant will have an opportunity to ask
questions or identify topics that concern them or need improvement. The group is designed to be interactive and creates a
learning atmosphere where shared knowledge and best practices are identified along with problem solving strategies.
Objectives:
1. Identify common challenges in health services. (20%)
2. Discuss strategies to address the challenges identified. (40%)
3. Discuss an individualized action plan to bring back to health centers. (30%)
4. Discuss methods of communication within the group to stay connected to the issues presented. (10%)
WE2.04
DIY Bystander Educational Programs
Sara Gleisle, MS, CHES, The College at Brockport and Rebecca Harrington, MA, SUNY Oneonta
Purpose: The purpose of this activity is to enable the learner to: better decide if a ‘brand name’ bystander program is the right fit
for their campus and if it is not, what is the process for developing an in-house program that fits their campus need and
accommodates resources.
Abstract: With increasing scrutiny on the issue of sexual violence on college campuses many college professionals are looking to
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Program Title and Presenter(s)
strengthen their violence prevention efforts with bystander education. This program will review several of the “name brand”
bystander prevention programs. Each presenter will then share their rationale for choosing to build their own in house program
and provide an overview of their program and what the development process looked like for them.
Objectives:
1. Compare the ‘name brand’ bystander program models. (10%)
2. Discuss the reasons why these models may not offer a best fit. (20%)
3. Describe the development process for an in-house program. (30%)
4. Review two in house model bystander programs. (40%)
WE2.05
Latent Tuberculosis Screening, Diagnosis and Treatment: PPD, IGRA, CXR. . . Then What?
Michael Huey, MD, Emory University
Purpose: The purpose of this activity is to enable the learner to feel more confident in the screening, diagnosis, and treatment of
latent Tuberculosis, a common (and misunderstood) infection in the college population.
Abstract: We waited decades for a blood test to help us diagnose latent Tuberculosis, something better than trying to determine
the millimeters of induration on a PPD skin test. Surely, a blood test would solve all of our problems. Now the IGRA blood tests
are here, and things remain murky. Using a case-based approach and focusing on CDC guidelines, the presenter will try to sort out
the screening, diagnosis, and treatment of latent TB in 2016.
Objectives:
1. Describe the pathophysiology of latent and active Tuberculosis infection. (20%)
2. Describe the strengths and weaknesses of available testing options for latent and active TB. (50%)
3. Describe the pro's and con's of the four current treatment options for prophylaxis of latent Tuberculosis. (30%)
THURSDAY – KEYNOTE
TH-Key
Healthy Campus 2020: What Will it Take to Succeed?
Allison J. Smith, MPA, NYU
Purpose: The purpose of this activity is to enable the learner to contaminate the role of institutions of higher
education be in protecting and supporting student wellbeing and what it will take for their individual campuses to
achieve the Healthy Campus 2020 goals and objectives
Abstract: The Healthy Campus 2020 framework, with national 10-year objectives and an evidence-based action
model, provides a roadmap to improve the health of all students, staff, and faculty on your campus and campuses
nationwide. This session will: provide a status update on the 2020 objectives, explain the return on investment of
public health interventions, and explore the role of institutions of higher education in protecting and supporting
student wellbeing.
Objectives:
1. Describe the Healthy Campus 2020 framework. (20%)
2. Identify drivers of the current approach to supporting student wellbeing In higher education. (30%)
3. Review status of the 2020 objectives. (30%)
4. Discuss opportunities and strategies for fostering a healthier campus & healthier society. (20%)
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TH-3 – CONCURRENT SESSIONS
TH-3.01
Healthcare Innovation at Cornell: A Data-driven Approach to Primary Care
Anne C. Jones, DO, MPH, and Christopher Payne, PT, MHA Cornell University Health Services
Purpose: The purpose of this activity is to enable the learner to use data to drive scheduling decision-making, promoting
partnership between clinical and administrative services in pursuit of a population-based approach to care delivery.
Abstract: Primary care settings across the United States are challenged to balance the important needs of continuity and access
for their populations. College health centers are particularly well positioned to create systems that respond to the specific needs
of their population. At Cornell University, we have developed data-driven solutions that address access and inform short and long
term decisions about how best to utilize resources.
Practice Gap: Care is avoided due to financial concerns, and a gap exists in utilization rates among low income and minority
students. Utilization data are focused on the face-to-face visit, in an environment where encounters and interaction with our
patient population is increasingly virtual. Scheduling is determined on a daily basis, without observation of trends or needs of
appointments for certain clinicians or patients. We will review a variety of methods to help drive decision-making and quality
improvement, including statistical process control to create a dashboard which dynamically demonstrates statistically significant
changes in schedule system performance.
Objectives:
1. Review the history of quality improvement in healthcare. (20%)
2. Describe Cornell’s comprehensive population health approach to primary care and prior funding model, utilization data
and scheduling system. (30%)
3. Describe new policies that drove the system toward data-driven solutions. (20%)
4. Describe Cornell’s dashboard for primary care medical services to enhance scheduling data-driven decisions. (30%)
Cognitive Remediation Therapy for Eating Disorders: Moving from Neurocognitive Disconnections to
TH-3.02 New and Better Connections
Dayton Walsh, PhD and Mary Tantillo, PhD, University of Rochester
Purpose: The purpose of this activity is to enable the learner to: Gain an understanding of CRT and learn about how it is used in
individual and group settings for adolescents and adults with eating disorders.
Abstract: This program will focus on treatment approaches for patients with eating disorders beginning with an overview of
eating disorder treatments with a focus on connection and disconnection. Cognitive remediation therapy (CRT), which is a recent
and novel advancement in the field of eating disorder treatment, will be shared. CRT focuses on the process rather than the
content of thoughts and perception – the how rather than the what. Attendees will gain an understanding of CRT and learn about
how it is used in individual and group settings for adolescents and adults with eating disorders.
Objectives:
1. Explain how/why eating disorders are conceptualized as diseases of disconnection. (20%)
2. Explain the neurocognitive disconnections seen in eating disorders. (30%)
3. Describe several activities that are used in CRT with individuals and groups. (50%)
TH-3.03
Is Your Campus Sleep-Friendly? An Environmental Sleep Scan for Residential Colleges
Birdie Cunningham, M.A. and J. Roxanne Pritchard, PhD, University of St. Thomas; Lisa Broek, MA, CHES, Macalester
College
Purpose: The purpose of this activity is to enable the learner to: Assess how their institution’s policies, programming, and
structures contribute to or impede healthy sleep.
Abstract: In college students, disturbed sleep exacerbates mental and physical illnesses, increases accident risk, and decreases
academic performance. To address this concern, we developed The College Sleep Environmental Scan for residential colleges to
use to assess how their institution’s policies, programming, and structures contribute to or impede healthy sleep. This
presentation will review the scan and research data gathered from over 50 colleges and universities that have participated in the
Environmental Scan.
Practice Gap: The Spring 2011 ACHA National College Health Assessment demonstrates a professional practice gap for sleep
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education. Only 26% of students report having received information about sleep difficulties from their college or university, yet
53% of students report that they are interested in receiving this information. Sleep difficulties plague students; 45% report more
than a little problem with excessive daytime sleepiness, 55% report sleep onset insomnia at least once a week, and 20% have
identified sleep difficulties as negatively affecting their academic performance.
Objectives:
1. Describe how college-based environmental scans can assist professionals in developing programming and strategies.
(20%)
2. Identify environmental factors that impact sleep. (40%)
3. Describe a pilot environmental campus sleep scan. (40%)
TH-3.04
More Than Acceptance: Preventing HPV in Sexual and Gender Minority (SGM) Populations
Craig Roberts, PA-C, MS, University of Wisconsin – Madison
John Davis, PhD, MD, The Ohio State University
Purpose: The purpose of this program is to enable the learner to successfully counsel SGM patients around HPV and their higher
risk of certain cancers. Providers will learn the importance of anal pap smears, current recommendations, and the basic collection
technique.
Abstract: Sexual and gender minority (SGM) populations are at disproportionate risk of HPV infection and its complications,
compared to straight and cis-gender populations. For example, men who have sex with men are at increased risk of anal cancer as
a result of HPV infection. This program will provide clinicians with the tools necessary to better counsel gay, lesbian, and bisexual
college students on the transmission and prevention of HPV.
Objectives:
1. Describe the burden of HPV infections in sexual/gender minority populations. (10%)
2. Discuss potential morbidities for the SGM population. (20%)
3. Describe the aspects of preventative care for the SGM population. (30%)
4. Discuss the implementation of HPV vaccinations in college-based health centers. (40%)
TH-3.05
Addressing Relationship Violence on Campus Using the One Love Escalation Workshop
Lauren Herman, MS, SUNY Cortland
Purpose: The purpose of this activity is to enable the learner to implement an easy strategy to educate students about
relationship violence.
Abstract: This presentation will demonstrate how the Escalation Workshop, created by the One Love Foundation, can effectively
be used to educate students about relationship violence. The Escalation Workshop includes a 40 minute video followed by
student-led discussions. After viewing the video, participants will discuss how this workshop can be a viable strategy to educate
and empower students. The presenter will share ways to host a One Love Escalation Workshop on campus.
Objectives:
1. Identify the warning signs of relationship violence. (50%)
2. Discuss the video as a way to provide information about relationship violence in a relatable, understandable, and
engaging way. (30%)
3. Identify steps needed to bring the workshop to campus. (20%)
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TH-4 – CONCURRENT SESSIONS
TH-4.01
Drug Allergy: Dispelling Common Myths
Allison Ramsey, MD; Rochester Regional Health, University of Rochester School of Medicine and Dentistry
Purpose: The purpose of this activity is to enable the learner to describe the different types of adverse reactions to drugs,
improve patient histories regarding adverse reactions to drugs, and to recognize management strategies for adverse reactions to
drugs routinely encountered in clinical practice.
Abstract: There are many myths perpetuated in medicine regarding adverse reactions to drugs. This presentation will distinguish
drug intolerance from a drug allergy, and will review the different types of hypersensitivity reactions to medications. It will then
address common drug allergy myths regarding penicillin-based antibiotic allergy, penicillin and cephalosporin cross reactivity, IV
contrast allergy, available testing for drug allergy, and further drug allergy management strategies, including graded drug
challenges and temporary induction of drug tolerance.
Practice Gap: From personal experience, the different types of drug reactions are not well understood. Furthermore, there is a
lack of knowledge regarding available strategies for evaluation and management of drug allergy when specific drugs are needed.
Objectives:
1. Identify the different types of hypersensitivity reactions to drugs. (20%)
2. Describe the epidemiology of penicillin-based antibiotic allergy, approach to diagnosis and management, and
implications for cephalosporin use. (30%)
3. Describe epidemiology and management of local anesthetic reaction. (10%)
4. Describe underutilized approaches for evaluation and management of adverse reactions to drugs. (40%)
TH-4.02
Providing Culturally Competent Care to LGBTQ Patients
Aiden Cropsey, BA, Graduate Certificate in LBGT Health Policy and Practice, and Erin Halligan-Avery, PhD, SUNY
Geneseo
Purpose: The purpose of this activity is to enable the learner to: provide culturally competent care to LGBTQ patients.
Abstract: This presentation will give providers information on how to best provide health care for LGBTQ patients. Presenters will
enhance understanding of LGBTQ health care needs, discuss dos and don’ts, reinforce best practices and language use as well as
provide space for questions. Presenters will guide participants through patient scenarios to provide solidify understanding of
these issues. Furthermore, participants will be given suggestions on how to specify this information to their campus’s specific
needs.
Practice Gap: The audience needs to know how to provide culturally competent care to LGBTQ patients in a health care setting,
particularly on college campuses. There are health disparities for the LGBTQ community that span mental and physical health
that can be addressed, in part, with welcoming and inclusive health centers. Collection of anecdotal experiences of LGBTQ
students in one college health center indicated that roughly 90% of students have negative experiences based on their sexual
orientation/gender identity. These findings are similarly represented on a national level.
Objectives:
1. Identify health disparities among the LGBTQ community. (20%)
2. Describe how to navigate patient visits in a way that is inclusive of the LGBTQ community. (20%)
3. Define terms commonly associated with people who are LGBTQ. (30%)
4. List at least three ways to make sure care is inclusive and welcoming. (30%)
TH-4.03
Becoming a More Mindful Practitioner: Benefits of Mindfulness and How to Begin a Practice
Anne Kearney, LCSW-R, LeMoyne College
Purpose: The purpose of this activity is to enable the learner to know about the research evidence and benefits if
mindfulness mediation and know the steps of how to begin a practice.
Abstract: The pace and unrelenting demands of our jobs can produce stress in ourselves as practitioners. These feelings can
detract from our ability to be fully present to our patients and clients, and this stress can interfere with the joy and satisfaction
that we experience from our work. Increased mindfulness can help to restore more meaning and joy in our work. This session will
overview the myriad benefits of a mindfulness practice and will teach the steps to begin a practice.
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Objectives:
1. Define Mindfulness Based Stress Redaction. (10%)
2. Identify at least 6 benefits of a mindfulness meditation practice. (40%)
3. Outline the steps to begin a personal mindfulness practice. (30%)
4. Describe a brief mindfulness session. (20%)
TH-4.04
Engaging Peer Educators in Delivering Evidence-Based Interventions: Innovative Training Models,
Benefits, and Challenges
M. Dolores Cimini, Ph.D. and Abigail Dubovi, M.S., University at Albany, SUNY
Purpose: The purpose of this workshop is to enable the learner to examine the essential elements of innovative peer-delivered
and professionally-supervised programs that have collected data on their effectiveness and clarify how these interventions are
integrated into a comprehensive campus prevention approach.
Abstract: Research indicates that peer educators, when well-trained and supervised, can deliver evidence-based interventions
just as well, if not better, than trained professionals. This workshop will explore a number of innovative peer education training
models derived from evidence-based interventions, including peer wellness coaching and Screening and Brief Intervention (SBI)
addressing a variety of risk behaviors. The strengths of training models that involve classroom instruction and computer
simulations will be discussed. Challenges and potential risks associated with engaging peers in delivering evidence-based
interventions will be identified and explored. Benefits of engaging in evidence-based peer education best practices, both to
students receiving services and to peer educators themselves, will be identified.
Objectives:
1. Identify two evidence-based practices (EBPs) in which peer educators can be trained and supervised. (20%)
2. Describe two methods of peer education training focused on the effective delivery of evidence-based practices. (30%)
3. Identify two benefits and challenges associated with training peer educators to deliver evidence-based interventions.
(30%)
4. Identify two benefits of participation in evidence-based peer education practices to recipients of services and to peer
educators delivering services. (20%)
TH-4.05
The Marshmallow Challenge
Thad Mantaro, MS, Colgate University
Purpose: The purpose of this activity is to enable the learner to enhance innovation.
Abstract: The Marshmallow Challenge is a fun exercise that encourages teams to experience simple but profound lessons in
collaboration, innovation and creativity. Surprising lessons emerge when you compare teams’ performance. Who tends to do the
worst? Who tends to do the best? If you need to kick start a meeting, get a team into a creative frame of mind, or simply want to
encourage your organization to think about innovation, join us for this amusing program.
Objectives:
1. Identify that prototyping matters. (30%)
2. Discuss how teamwork and diverse skills matter. (30%)
3. Define that a successful approach is a learning-driven, iterative approach. (20%)
4. Discuss how hidden assumptions limit problem solving success. (20%)
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TH-5 – CONCURRENT SESSIONS
TH-5.01 An Allergist’s Approach to Asthma
S. Shahzad Mustafa, MD, FAAAAI, Rochester Regional Health System
Purpose: The purpose of this activity is to enable the learner to understand asthma phenotypes and tailor therapy accordingly.
Abstract: This talk will highlight the heterogeneity in asthma phenotypes and will focus on tailoring asthma management to the
individual patient. The talk will highlight the importance of the “one airway” hypothesis. The talk will discuss several therapeutic
options, including first line therapy with inhaled corticosteroids, the role of new biologic agents, and the utility of allergen
immunotherapy.
Practice Gap: Through personal clinical experience, peer reviewed literature, and numerous previous lectures, it is undeniable
that there is a significant knowledge deficiency in regards to selecting therapies for asthma based on individual patient
phenotypes. This type of tailored approach depends on appropriate diagnostic testing and a rational approach to deciding which
therapies will likely most benefit the patient.
Objectives:
1. Identify asthma phenotypes. (20%)
2. Identify appropriate diagnostic testing to help identify asthma phenotypes. (10%)
3. Explain the importance of the “one airway hypothesis.” (30%)
4. Describe all therapeutic options for asthma, including new biologic agents and allergen. (70%)
TH-5.02 Addressing Suicide Prevention on Campus
Shelly Sloan, MS, CHES, SUNY Oswego
Purpose: College health professionals will have resources regarding suicide prevention and be more adequately able to address
this issue on campuses and help students connect to resources.
Abstract: SUNY Oswego has been addressing suicide prevention on campus for several years. Come learn about what we have
been working on as well as additional resources for college campuses regarding suicide prevention/information.
Objectives:
1. Discuss the importance of addressing suicide prevention on college campuses. (30%)
2. Identify resources to gain information regarding suicide prevention/information on college campuses. (40%)
3. Describe what is needed for a successful suicide prevention walk/run event to take place on campus. (30%)
TH-5.03
Creating a HIV Pre-exposure Prophylaxis (PrEP) Clinic at a College Health Service
Michael Huey, MD, Emory University
Purpose: The purpose of this activity is to enable the learner to gain a deeper understanding of the literature supporting the
prescribing PrEP, controversies surrounding the use of PrEP as a public health strategy, the necessary pieces to have in place to
offer a PrEP clinic at an SHS, and the necessary patient monitoring with Truvada.
Abstract: In 2014, the CDC published guidelines for prescribing HIV Pre-exposure Prophylaxis (PrEP) in primary care settings. Data
has shown a 92% reduction in HIV incidence in MSM adhering to a daily Truvada regimen. So if your students have not already
asked you for a PrEP program at your SHS, they will soon. Is it a good idea? The speaker will review the CDC’s data and
guidelines and describe the creation of a SHS PrEP program.
Objectives:
1. Describe the literature supporting the use of anti-retroviral medication for pre-exposure HIV prophylaxis (PrEP). (30%)
2. Discuss controversies surrounding the use of PrEP as a public health strategy. (10%)
3. Identify the indications for PrEP. (20%)
4. Describe steps to take to create a HIV PrEP clinic in a college health setting. (40%)
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TH-5.04
Will They Act? Bystander Education Experiences, Willingness to Act, and Confidence in Skills of
Incoming, First-Year College Students
Joshua M. Fegley, Ed.D. and Hannah Kujawski, Undergraduate Student, The College at Brockport, SUNY
Purpose: The purpose of this activity is to enable the learner to understand trends in knowledge, skills, and dispositions of
incoming first-year college students and utilize these trends in planning and implementing bystander intervention programs and
complementary health promotion initiatives.
Abstract: The training of bystanders to intervene in unsafe and risky situations has become a foundational element of many
college health promotion programs. This session details a study exploring the bystander education experiences of 251 incoming
first year students. The study explores their perceptions and experiences with K-12 health education, willingness to intervene in
a variety of contexts, confidence in their intervention skills within these contexts, and need for additional knowledge and skills
training.
Practice Gap: These students, often unprepared for the collegiate environment, are required to navigate a number of new and
peer intensive social contexts during the transition to college and throughout the student lifecycle (Dowdall, 2009).
Understanding the perceptions and experiences incoming first-year students have regarding their past health and bystander
intervention education, as well as their willingness to and confidence in their skills to intervene can serve as a benchmark for
developing high quality bystander education programs and campaigns that bridge the gap between high school health education
and college health promotion. This study can help define bystander program objectives that meet specific needs of incoming
students and enhance skills and self-efficacy as it relates to prosocial bystander behaviors.
Objectives:
1. Define bystander intervention. (20%)
2. Describe incoming first-year student perceptions of their K-12 health and bystander education experiences. (30%)
3. Describe incoming first-year student dispositions regarding personal choice to act as a prosocial bystander. (40%)
4. Describe practical applications of research for practice among incoming, first-year college students. (10%)
TH-5.05
Safety and Efficacy of Herbal Medicine
Sonan Targee, BPS, MS, Ancient Universal Medicine
Purpose: Many college students are already using herbal medicines. This presentation informs the healthcare provider about the
efficacy and safety of many common herbal medicines. As complimentary medicines gain a wider acceptance in our culture, we
need to understand the strengths and weaknesses of herbs as medicine.
Abstract: Eastern and Western Medicines need to understand each other better, in order to facilitate the healing of students,
faculty and administration. This presentation addresses the basics of Pan-Asian medicine with regard to nutrition, exercise
patterns, and simple herbal medicines, to initiate a dialogue between complimentary medicine practitioners and conventional
medicine practitioners.
Objectives:
1. Identify safety issues between Western Medicine and Eastern Medicine. (30%)
2. Explain how qualities in nature can also be found in excess or deficiency in the human body. (40%)
3. Explain how non-invasive healing modalities from Pan-Asian medicine can help students overcome mental health issues
such as anxiety and depression. (30%)
TH-6 – CONCURRENT SESSIONS
TH-6.01
Responding to Norovirus on a College Campus
Ralph Manchester, MD, Betsy Cox, MD, and Mary Madsen, University of Rochester
Michael Huey, MD, Emory University
Purpose: The purpose of this activity is to enable the learner to list the steps to take if a large number of students present with
acute onset vomiting and/or diarrhea over several days.
Abstract: Norovirus outbreaks have occurred on a number of college campuses recently. Several hundred students at the
University of Rochester (UR) had acute onset vomiting and/or diarrhea in April 2016, and testing showed that norovirus was the
cause of at least some and probably most. The UR spent close to $1 million for cleaning and changes in food service. This
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presentation will cover the epidemiology, diagnosis, clinical management and institutional response to norovirus outbreaks on
college campuses.
Objectives:
1. Describe the epidemiology, diagnosis and management of norovirus infection. (30%)
2. Discuss the similarities and differences among several norovirus outbreaks on college campuses. (40%)
3. List three steps that institutions need to take when a norovirus outbreak is identified. (30%)
TH-6.02
College Student and Chronic Illness – Addressing Their Needs
NOT FINALIZED
TH-6.03
Building Relationships Between College Health and Counseling Services: The Importance of Strategic
Planning Whether it’s an Arranged Marriage, Cohabitation, or Just Dating
Kevin Readdean, MSEd, RPI
Purpose: The purpose of this activity is to enable the learner to increase their strategic planning skills in support of leading
multidisciplinary teams to greater integration and collaboration.
Abstract: Integration and collaboration are rising trends among primary care and behavioral health services nationwide. College
counseling and health centers are adapting to these trends in various ways ranging from full mergers to increased collaborations.
This presentation will review the importance of strategic planning in the management of the complexities associated with
building these interdisciplinary relationships. Participants will be introduced to SWOT analysis and other strategic planning skills
that can be applied to collaboration and integration efforts within their centers.
Objectives:
1. Explain the importance of strategic planning to the development of health and counseling integration/collaboration
goals. (20%)
2. Explain how to use the results of a SWOT analysis to build a strategic plan. (40%)
3. Describe how to develop strategic initiatives in support of building an integrated health and counseling unit. (20%)
4. Describe how to develop strategic initiatives in support of building stronger collaborative relationships between health
and counseling services. (20%)
TH-6.04
Peer Advocacy and Alcohol and Other Drug Harm Reduction
Rebecca Masse, Naomi Love, Kate Schulz, and Amanda Ameen, Undergraduate Students, SUNY Geneseo
Purpose: The purpose of this activity is to enable the learner to understand the purpose and need of a peer advocacy service in
addition to providing the steps involved in creating such a program.
Abstract: In Fall of 2013, peer advocates worked with Mental Health Counselors on campus to create a program with the intent
of helping students who have concerns about substance abuse through the use of Motivational Interviewing and Active Listening.
AOD has evolved into a campus wide resource that involves programs in community education on campus and peer to peer
conversations with students. AOD focus on harm reduction strategies for alcohol and other drugs, as well as emphasizes stress
management among SUNY Geneseo students.
Objectives:
1.
2.
3.
4.
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Identify the need for and benefits of peer advocacy on campuses to supplement current mental health services. (30%)
Identify the method of training students to perform these tasks and implement these programs. (30%)
Discuss the need for continual development of these peer advocacy programs to address ever evolving issues across
campuses. (20%)
Discuss the benefits and implementation of community education programs pertaining to factual information and harm
reduction strategies regarding alcohol and other drugs. (20%)
NYSCHA 2016 Annual Meeting
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FR-7 – CONCURRENT SESSIONS
FR-7.01
What is Causing This Big Red Rash?
Judith Mysliborski, MD, Dermatologist
Purpose: The purpose is to enable the practitioner to identify serious / life-threatening eruptions / diseases.
Abstract: So often a patient presents with a generalized erythematous eruption and the practitioner needs to identify the
cause(s). The practitioner also needs to realize that many eruptions evolve over time, making diagnosis especially difficult early in
the time line of a disease. Defining the cause of the eruption leads to a clearer understanding of therapy and prognosis.
Objectives:
1. Describe the types of generalized rashes / skin eruptions. (20%)
2. Identify causes of generalized erythematous eruptions. (30%)
3. Differentiate between drug eruptions and viral exanthems. (30%)
4. Define the elements of a comprehensive physical assessment. (20%)
FR-7.02
Resilience and the Student Experience: Building Grit and Perseverance in Our Students
Keith Anderson, PhD, RPI
Purpose: The purpose of this activity is to enable the learner to: understand the impact of having little resiliency, and be able to
design an intervention to improve resiliency in students.
Abstract: Resilience is a characteristic that has the potential to influence our students, not only during their higher education
experience, but throughout their lives. This presentation will describe the characteristics of the resilient student and explore the
impact of resilience on academic success, athletic performance and work experiences. We will discuss existing programs
designed to enhance resilience as well as instruments used to measure resilience.
Objectives:
1. Describe the impact of resilience on performance across a variety of situations.(30%)
2. Discuss current research on resiliency training. (30%)
3. Identify instruments that can be used to measure resiliency. (20%)
4. Describe a short term resiliency training program begun at RPI. (20%
FR-7.03
Getting Unstuck: Identifying and Managing “Organizational Relapse” in Prevention and Health
Promotion Programs
M. Dolores Cimini, Ph.D., University at Albany, SUNY
Purpose: The purpose of this program is to help participants identify, understand, and address challenges to long-term
sustainability of their prevention and health promotion programs. Using the concept of organizational readiness and stages of
change theory as a basis, the presenter and program participants will examine how this theory may be applied later in the life of a
prevention and health promotion program as a way to assess and understand progress to date and frame the process for future
collaboration among stakeholders.
Abstract: In recent years, many colleges and universities have made significant advances in implementing and evaluating
innovative, cost-effective, and successful evidence-based strategies to address a number of risk behaviors, including alcohol and
other drug misuse and abuse and mental health concerns, among their students. Recently, however, some campuses that have
been implementing evidence-based strategies for a number of years have begun to experience plateaus, loss of motivation by
stakeholders, and even resistance by their campuses in sustaining gains and taking necessary next steps. Join us as we identify
and define “organizational relapse”, understand this phenomenon through the lens of organizational readiness and stages of
change theory, and share innovative strategies to address challenges to progress and program sustainability. We will explore
theoretical, institutional, societal, and political barriers that may make our efforts and progress in implementing effective
prevention and health promotion programs in the current higher education environment much more complex.
Practice Gap: As we move forward in our implementation of effective prevention and health promotion practices over time, we
are increasingly likely to experience challenges to long-term growth and sustainability. While we devote a great deal of attention
to the initial stages associated with building our prevention and health promotion practices, we spend comparatively less time
identifying and examining the theoretical and practical process-related underpinnings of “organizational relapse”, associated
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NYSCHA 2016 Annual Meeting
8/1/16
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setbacks and barriers, and the hidden opportunities this may pose for the longer-term success of evidence-based prevention and
health promotion programs on college campuses
Objectives:
1. Identify three indicators of “organizational relapse” based on organizational readiness and stages of change theory.
(20%)
2. Describe two ways in which plateaus within prevention and health promotion programs may be addressed. (30%)
3. Identify two institutional, societal, economic, and political factors that may pose challenges to the progress of
prevention programs, both on campus and nationally. (30%)
4. Identify two ways to re-engage stakeholder enthusiasm in order to sustain prevention program gains and effectively
implement current and future goals. (20%)
FR-8 – CONCURRENT SESSIONS
FR-8.01
Real Dermatological / Body Image Issues in Young Adults: No, It’s Not All Cosmetic!!
Judith Mysliborski, MD, Dermatologist
Purpose: The purpose of this activity is to enable the learner to: to recognize and treat dermatological issues and concerns of the
college aged student.
Abstract: Dermatological problems can be of significant impact and great concern to the college aged student. Addressing and
treating these issues will impact the quality of life and personal achievements of the student.
Objectives:
1. Identify important dermatological concerns of college age students. (30%)
2. Describe how to evaluate important dermatological concerns of the college age student. (30%)
3. Describe the management options of important dermatologic concerns of college age students. (40%)
FR-8.02 Comprehensive Collaborative Training at Point of Care: Joint Medical/Mental Health Appointments
Alan Lorenz, MD, Brigid Cahill, PhD, and Amanda Shaw, MA, University of Rochester
Purpose: The purpose of this presentation is to present both concrete information about what has been learned along with this
particular method for promoting understanding and collaborative care.
Abstract: Over the past three years, psychology doctoral interns and a staff physician have conjointly seen a routine panel of
patients as they collaborate in the room to care comprehensively for patients on the schedule. This provides firsthand experience
for both professionals about the others’ way of interacting, skill set, and approach to the patient. The staff physician, the director
of training who supervises the psychology interns, and one of the psychology interns will describe and discuss this experience.
Practice Gap: In college health, much of mental health and medical care takes place separately with varying levels of
collaboration. Mutual understanding to promote seamless, comprehensive collaborative care.
Objectives:
1. Describe our method of training psychology interns in collaborative care with joint medical/mental health visits. (20%)
2. Describe several reflections on the value of joint medical/mental health visits. (50%)
3. Explain how this method could be employed in their setting. (20%)
4. Explain both administrative and clinical limitations to this method. (10%)
FR-8.03 College Health: The Student Perspective
Tristan Ford, Undergraduate Student, University of Rochester; Rachel Bergeson, MD Stony Brook University; and
Marcus Hotaling, PhD, Union College; 2-3 students from NYS schools
Purpose: The purpose of this activity is to enable the learner to understand the student perspective and how they can adapt their
role as a staff member to better serve student needs.
Abstract: College healthcare providers and staff work together to provide college students with high quality evidence-based care
and programs. Part of this process is understanding the unique concerns of students and what they expect from a college health
center. In this panel, current students and college health staff discuss what students want and how college health centers can
provide students with better care and services.
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NYSCHA 2016 Annual Meeting
8/1/16
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Objectives:
1. List areas for improvement based on presented data from the ACHA Patient Satisfaction Survey (PSS). (20%)
2. Describe general student views and expectations of a health service. (40%)
3. Identify steps staff members can take to better accommodate the needs of students. (20%)
4. Outline challenges towards implementing student driven change in a college health service. (20%)
FRIDAY – CAPSTONE
FR-Cap
Taking Care of Yourself So You Can Take Care of Others; Being a Resilient Health Service Staff
Greg Eells, PhD, Cornell University
Purpose: The purpose of this presentation is to enable the learner to understand the importance of self-care and
resilience in the process of providing care to others.
Abstract: The presentation will explore the stressful nature of health service work within higher education, its
impact on staff, and strategies to respond effectively. We must learn to take care of ourselves first in order to be
at our best to help others. This presentation will examine how we can work to stay connected, view our work in an
adaptive way, pursue our values, accept our emotions, and bring humor to help us create resilience within our
health service contexts.
Objectives:
1. Review Institutional issues that contribute to staff stress. (10%)
2. Review how staff manage stress. (10%)
3. Define a resilience model. (80%)
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