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.