Health, Safety and Well-being Package
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- Non-member - $299
- Member - $149
This on-demand webinar package offers a comprehensive collection of sessions focused on promoting health, safety, and well-being in higher education. Covering key topics such as student mental health, holistic well-being, sexual violence prevention, and more, these expert-led webinars provide actionable strategies to support student success and foster safer, more inclusive campus environments. Ideal for professionals dedicated to enhancing campus care systems, addressing critical student needs, and creating a culture of well-being across institutions.
Webinars included: Addressing Gender-Based Violence: Fundamentals, Proactively Supporting First-gen Mental Health: CSUDH Case Study, Using Artificial Intelligence to Address the College Mental Health Crisis, Heroes and Villains: Moving Beyond the Bystander Intervention Framework, Social Media as a Tool for Campus Student Wellness Assessment, Talking BITS: Addressing the Common Challenges of Today's Behavioral Intervention Teams, Reimagining Student Well-being: Leading Innovation Through Digital Interventions, A Campus Mobile Crisis Team: The Right Resources at the Right Time, Students are Hungry: Addressing Food Insecurity on Arkansas 2-Year College Campuses, Framing Mental Health Support to Increase Flourishing: An Inclusive Strategy That Can Open Doors, Increase Engagement, and Boost Student Success.
Webinar Package Pricing
- Members: Now $149
$249($790 value) - Non-Member: Now $229
$349($1790 value)
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Contains 2 Component(s)
Presenters will share a case study examining how California State University, Dominguez Hills successfully implemented a proactive mental and emotional wellness curriculum to support first-generation students' mental health. Participants will participate in experiential exercises from the fields of positive psychology, mindfulness, and self-compassion.
One in three first-year students experience mental health challenges; those that do are twice as likely not to graduate. Furthermore, students from underrepresented ethnic and racial groups, many of whom are first-generation college students, are less likely to seek support. Presenters will review research on college students’ mental health and its implications for student success. They will then explore the distinctive college adjustment challenges experienced by first-generation students as well as systemic barriers to effectively supporting first-generation students’ mental health. Presenters will make a case for delivering a proactive mental and emotional wellness curriculum rooted in the fields of positive psychology, mindfulness, and self-compassion and how students can apply these principles during their college experience. Presenters will review a case study on how California State University, Dominguez Hills successfully implemented a proactive mental and emotional wellness curriculum to support first-generation students' mental health. The session will close with experiential exercises and a group discussion about ways in which participants may seek to support first-generation college students' mental health proactively.
Learning Outcomes:
Participants will:
- understand distinctive college adjustment challenges experienced by first-generation students;
- identify systemic barriers to mental health support for first-generation students; and
- practice techniques for proactively supporting first-generation student mental health from the evidence-based fields of positive psychology, mindfulness, and self-compassion.
Sarah D'Aurizio
Vice President of Campus Partnerships
U-Thrive Educational Services
Sarah D’Aurizio is a certified personal coach through Wellcoaches and ardent advocate for whole-person well-being in education and the workplace. She obtained her B.A. from the University of Western Ontario and H.B.A. from the Richard Ivey School of Business in 2018. In 2022, she received her M.A. in psychology in education from Columbia University with a specific focus in spirit-mind-body practices and emerging adult identity development. Through her coaching work, she has partnered with emerging adults not only to help them achieve their goals, but also to learn to thrive. During her time at Columbia, Sarah originated the Teachers College Coaching Club’s Coaching Clinic, a free coaching service available to the Columbia Community and the first of its kind on college campuses.
Sarah is currently vice president of campus partnerships at U-Thrive Educational Services, through which she supports college students’ inherent capacity to flourish. In this role, Sarah collaborates with higher education institutions to bring U-Thrive Educational Services’ proactive mental and emotional wellness curriculum to their campuses. She is currently based out of Toronto, Ontario.
Sean James, Ed.D.
Director of Educational Opportunity Programming
California State University, Dominguez Hills
Sean received his B.A. in African American studies/social science in 2006, and his M.A. in higher education administration in the spring of 2011 from California State University, Northridge. He completed his doctorate at the University of Southern California in the educational leadership program with a focus on urban education. Sean has focused his research on the experiences of students from marginalized communities throughout his academic career. His dissertation focuses on the experience of men of color in higher education, emphasizing the challenges and support needed to successfully address the inequities they face in education, and thus how to successfully transition and graduate from four-year universities. Sean has served as a guest speaker for incarcerated youth in the Los Angeles County probation department, mentors students at California State University, Dominguez Hills (CSUDH), and mentors young men in the inner city with hopes of changing their paths from negative to positive.
Currently, Sean is the director of the Educational Opportunity Program (EOP) at California State University, Dominguez Hills and interim director of Toro Guardian Scholars, a program that provides support services for former foster youth at CSUDH.
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Contains 3 Component(s)
Artificial intelligence is quickly being adopted by many industries to address long standing problems and the field of mental health is no exception. In this session, the presenter will discuss the ways in which AI is already being used in mental health settings and the potential benefits and risks. Data from recent pilots of an AI mental health chatbot will be shared.
Artificial intelligence is quickly being adopted by many industries to address long-standing problems, and the field of mental health is no exception. In this session, the presenter will discuss the ways in which AI is already being used in mental health settings and the potential benefits and risks. Data from recent pilots of an AI mental health chatbot will be shared.
Learning Outcomes
1. Identify the various ways AI is currently being used in the field of mental health
2. Examine the utility, risks, and benefits of mental health-related generative AI technology
Peter Forkner
Psychologist
Peter Forkner is a psychologist and former college counseling center director with over 20 years of experience in higher education. He specializes in the intersection of AI and mental health, developing innovative programs to enhance performance and well-being. His work blends psychology and workforce engagement, providing unique insights into the challenges and opportunities of today’s evolving workplace.
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 2 Component(s)
To create attitudinal and behavioral change, we need to find ways of having meaningful, honest, and critical conversations about the harm we observe and – often unconsciously and unintentionally – engage in. In this framework, this program moves the conversation beyond traditional bystander intervention programs and teaches participants simple skills to address harmful behavior they witness, but also open themselves up to feedback when they have caused harm to others. Questions such as, “What can I say when I observe a classmate, a friend, or a family member engaging in harmful language, behavior, or attitudes?” and, “What does an appropriate reaction look like when I get negative feedback about something that I have said or done?" will be addressed. This program aims to build skills of participants to express emotions and needs, to identify the differences between reactionary and responsive feedback that translate to more successful listening.
To create attitudinal and behavioral change, we need to find ways of having meaningful, honest, and critical conversations about the harm we observe and – often unconsciously and unintentionally – engage in. In this framework, this program moves the conversation beyond traditional bystander intervention programs and teaches participants simple skills to address harmful behavior they witness, but also open themselves up to feedback when they have caused harm to others. Questions such as, “What can I say when I observe a classmate, a friend, or a family member engaging in harmful language, behavior, or attitudes?” and, “What does an appropriate reaction look like when I get negative feedback about something that I have said or done?" will be addressed. This program aims to build skills of participants to express emotions and needs, to identify the differences between reactionary and responsive feedback that translate to more successful listening.
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Contains 2 Component(s)
This program will provide participants with the ability to: 1) list valid data sources to develop a comprehensive picture of the campus wellness environment; 2) describe one university’s process of conducting a qualitative campus wellness assessment using social media; and 3) identify ways data collected via social media may be used to influence campus practices. Presenters discuss the planning, development, and steps for implementing the research project; findings from the key informant interviews, focus groups, and windshield survey; and dissemination and use of the findings.
This presentation is intended to provide participants with the ability to: 1) list valid data sources to develop a comprehensive picture of the campus wellness environment; 2) describe one university’s process of conducting a qualitative campus wellness assessment using social media; and 3) identify ways data collected via social media may be used to influence campus practices. Presenters will discuss the planning, development, and steps for implementing the research project; findings from the key informant interviews, focus groups, and windshield survey; and dissemination and use of the findings.
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Contains 2 Component(s)
In this program, the presenters address common challenges facing BITs such as how to help reporting parties distinguish between feeling threatened and being threatened, documenting patterns of concerns without profiling or discriminating against those involved, and navigating BIT activities alongside other student affairs functional units such as counseling and conduct.
Behavioral intervention teams (BIT) are a research-based, best practice for campus safety and student wellness. Student affairs practitioners are central to successful BIT leadership and operations. The presenters address common challenges facing BITs such as how to help reporting parties distinguish between feeling threatened and being threatened, documenting patterns of concerns without profiling or discriminating against those involved, and navigating BIT activities alongside other student affairs functional units such as counseling and conduct. The presenters also share research-based standards of practice for these and other issues and present the best practices in behavioral intervention.
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Contains 1 Component(s)
In light of hybrid learning environments, campuses are working tirelessly to find innovative and effective means to support holistic student health and success. This presentation will overview the importance of system-level leadership in fostering innovative changes that support the mission of supporting holistic student well-being through a case study of a digital tool implementation at the California State University System.
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Contains 1 Component(s)
In recognition of the growing need for versatile crisis resources for campuses, Oregon State University collaborated with local, national, and university partners to research and create a new crisis response team, OSU Assist. OSU Assist responds to a myriad of crisis situations such as: suicide ideation, survivor support, mental health assessment, delivery of difficult news, welfare checks, etc. From conception to launch, the presentation will include key considerations, stakeholders, and benchmarks that were considered along the way. As the program has been operating since September 2022, reflections will also include what the team has learned and continuing to improve upon in the next phases of the service
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Contains 4 Component(s), Includes Credits
Students are coming to our campuses with core issues that impact their learning including lack of basic needs. This webinar will discuss potential opportunities for meeting the basic needs of our students in a centralized system through a food pantry + model and the positive impact on student success.
Dr. Ricky Tompkins
Director of the Center for Student Success
Arkansas Community Colleges
Dr. Ricky Tompkins, Director of the Center for Student Success for Arkansas Community Colleges, works to improve access and opportunities for students working with the twenty-two Arkansas two-year colleges and national organizations. Before joining Arkansas Community Colleges in 2022, he served for over 10 years as Vice President for Learning and Chief Academic Officer at NorthWest Arkansas Community College, where he helped students achieve their dreams in building better lives for themselves and their families.
Dr. Tompkins has taught on the university level, published in academic and professional journals, and presented at higher education meetings and conferences across the United States. He was a 2007 and 2009 Bellwether Award Finalist for Community College innovation, graduate of the Executive Leadership Institute sponsored by the League for Innovation in the Community College, and completed Arkansas Leader, a Command School sponsored by the Federal Bureau of Investigation and the Criminal Justice Institute of the University of Arkansas System.
He holds a Doctor of Education in Higher Education from the University of Arkansas at Little Rock, a Master of Liberal Arts from Henderson State University, and a Bachelor of Arts from East Texas Baptist University.Students are coming to our campuses with core issues that impact their learning including lack of basic needs. This webinar will discuss potential opportunities for meeting the basic needs of our students in a centralized system through a food pantry + model and the positive impact on student success. Four Arkansas colleges, supported by Arkansas Community Colleges and the ECMC Foundation, piloted a more comprehensive usage of the food pantry as a centralized location for accessing and learning about additional resources and services. There are several takeaways from the project that will be discussed in the webinar.
- Students accessing the new food pantry model are 6 to 8 percentage points more likely than students not accessing the pantry to be enrolled one semester and one year later, and to earn a credential.
- Low-income students, adult students, and students of color are more likely to access campus food pantries, driven by colleges’ targeted outreach efforts to key student groups.
- The notable academic benefits of the new food pantry model are present for Pell recipients, for adults, and for students of color – with especially high proportional increases in credential attainment for students of color who access campus pantries.
Learning Outcomes:
- Participants will learn more about the comprehensive food pantry + model utilizing current resources including SNAP, TANF, and other available resources.
- Participants will learn about the pilot implementation of comprehensive food pantries at 4 Arkansas institutions and the positive academic results.
- Participants will become more familiar with the ASPEN led 2GEN approach to meeting the needs of whole families for academic success.
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
1 CE is awarded for attending this live session.
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
Credit is available for attending the live session and viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.
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Contains 1 Component(s)
The mental health of college students is at an all-time low, but focusing on mental illness puts the responsibility for support largely on campus counseling centers. Instead, this webinar will share research and programming ideas, grounded in a dual continua model of mental health, that focus on flourishing, and thus can involve a wider range of campus personnel, serve more students, and help facilitate an institutional culture of care.
As the American College Health Association (https://www.acha.org/ncha/data-results/survey-results/academic-year-2023-2024/), the Healthy Minds Network (https://healthymindsnetwork.org/wp-content/uploads/2024/09/HMS_national_report_090924.pdf), and the Association for University and College Counseling Center Directors (https://www.aucccd.org/public) report, college students are experiencing mental illness and other psychological challenges in ever-increasing numbers (ACHA, 2024; HMN, 2024; AUCCCD, 2023). Reactions to these reports often place the onus of responsibility on counseling center staff to fix the problem, while other campus personnel view the situation as outside their scope of expertise. The work of Keyes (2006; 2002) and others (Iasiello et al., 2020; Antaramian, 2015; Ross, 2015; Eklund et al., 2011; Suldo & Shaffer, 2008), however, has demonstrated that complete mental health exists along two intersecting continua, a dual continua model of mental health. Individuals fall along one continuum between the presence or absence of mental illness and simultaneously fall along a second continuum between low or high levels of mental health. While behavioral health providers are uniquely positioned to provide clinical treatment of mental illness symptoms, a much larger pool of supporters could be trained to offer interventions to boost flourishing mental health (Seligman, 2011).
This webinar will share how focusing on flourishing can excite students, faculty, staff, and administrators as they see places they could fit in a larger, full-scale promotion of mental health and support more students. It will also discuss case studies and a pilot program offered at the presenter's institution to help attendees brainstorm for their own campus contexts, build a better advocacy pitch for stakeholders, and generate more buy-in to help build an institutional culture of care.
Learning Outcomes:
- Contrast the traditional single continuum model of mental health with the newer, more comprehensive dual continua model of mental health
- Describe the prevalence of flourishing mental health among college student populations.
- Examine case studies of school-based flourishing interventions and pilot programs and their impacts on student success.
- Discuss how framing mental health efforts around flourishing promotion can increase engagement in campus-wide intervention strategies and thus serve more students.
Lisa Schrader
Distance Learning Lecturer
Middle Tennessee State University
Lisa Schrader has worked for twenty years in higher education contexts, first as a health educator, then as a student affairs director, and most recently as a faculty member in the department of Health and Human Performance at Middle Tennessee State University (MTSU).While serving as the Director of Health Promotion at MTSU, she was concerned by the growing numbers of distressed students and felt inadequate to meet their needs. This sense of inadequacy launched her search for strategies that could be used by campus administrators, students, and other stakeholders without didactic backgrounds in behavioral health. That search led to her doctoral dissertation on flourishing and positive psychology interventions and their impact on student success and psychological distress. She currently serves as on the executive committee of the Coalition for Healthy and Safe CampusCommunities (CHASCo), a statewide higher education prevention coalition in Tennessee, and she provides technical assistance to colleges and universities that lack a dedicated health promotion or prevention staff person.