9:00 a.m. – 4:00 p.m.

Legal and Ethical Risks and Risk Management in Professional Psychological Practice

Eric Harris, APA

This workshop will identify situations that pose the greatest risks to counseling center practitioners and the legal and ethical standards that define appropriate professional conduct in these organizations.  Starting with a description of the factors contributing to the increase in risk, the workshop will provide directors with specific information about malpractice suits and licensing board complaints, and how to cope with them.  It will also review how HIPAA is likely to alter and impact informed consent, record keeping, and confidentiality requirements in Counseling Centers.  By attending this program, participants insured through the Trust will receive a 15% premium discount on their Professional Liability Insurance for the next two years.

Learning Objectives:

1.      Participants will be able to identify the factors that contribute to malpractice claims.

2.      Participants will be able to be able to identify specific factors affecting liability issues in university and college counseling centers.

3.      Participants will be able to review the impact of HIPAA on current counseling center practices.

9:00 a.m. – 12:00 p.m.

Understanding the Impact of HIPPA & FERPA on Counseling Center Administration and Functioning: an Elements of Excellence Program

Robert A. Rando, Wright State

Jonathan C. Perry, Arkansas

Jamie Davidson, Nevada – Las Vegas

Bob Aylmer, California State – Fullerton

This program will provide an overview of the current status of HIPAA and FERPA and provide information on the impact of these laws on Counseling Center Administration and day-to-day operations.

Learning Objectives:

1.      Provide a review of the key components of the Family Educational Rights and Privacy Act (FERPA)

2.      Provide a review of the key components of the Health Insurance Portability and Accountability Act (HIPAA).

3.      Review impact of HIPAA and FERPA on the administration and day-to-day operations of College and University Counseling and combined Counseling and Health Centers.

Sankofa:  Taking Counseling Centers from Traditional Services to Multiculturalism to Social Justice.  Why This is Essential for Our Students.

Eldridge Greer, Colorado – Boulder

This program will provide skills on how to facilitate the transition from a traditional counseling center orientation to a multiculturally oriented center to a social justice oriented center.  This program will provide directly applicable information for directors to use in shifting the Center culture.  It will also provide ways to enhance a buy-in from upper administrators and pitfalls to avoid.  Utilizing an Africentric orientation, this program will be interactive, will utilize multiple learning techniques, and will access the spirit, emotion, and intellect of the participants.

Learning Objectives:

1.      To provide skills Directors can use to facilitate the transition of Counseling Center cultures from traditional, western models to ultimately social justice models of service delivery for students.

2.      To provide directors with a holistic (spirit, emotion, and intellectual) framework for interacting with the concepts.

3.      To learn from the wisdom of an Africentric world-view and to incorporate other world-view perspectives.

4.      To provide, in a facilitative format, strategies to educate upper administrators on the benefits of operating from a socially just counseling perspective.

Cybersex Addiction:  A New Epidemic for Higher Education

Dan W. Socall, Northern Colorado

There are over 100,000 Internet sites dedicated to selling sex with about 200 new sites added each day.  Over 98 million unique visitors per month access the top five free porn Web sites.  Most colleges and universities provide internet access to students and many instructors now require Web surfing as part of their courses.  Due to the affordability, accessibility, and anonymity of pornography on the Internet, 17% of Web users have developed problems with sex on the Net.  Students, parents, and campus administrators report an increase in student problems and misconduct involving sex on the net and are looking to college and university counseling centers to address this new campus problem.  This workshop covers the background on cybersex problems/addiction, treatment options, and offers a backdrop for discussion of the role of the counseling center director as a key player in addressing this burgeoning issue.

Learning Objectives:

1.      Identify the nature and the scope of Cybersex Addiction on college campuses.

2.      Review prevention and treatment options for Cybersex Addiction at College and University Counseling Centers.

3.      Group discussion of the leadership role a center director can take on campus to address this problem—from problem identification to developing University policies governing campus sexual activity and the Internet.

Administrative Efficiencies Produced by Appointment and Resource Scheduling Software

Steven Petri, C.E.O.

Spectra Soft, Inc.

Installed in several university counseling centers, AppointmentsPRO has recently been optimized for counseling center operations.  Faster and easier to use than an appointment book, the system tracks all client appointments, and reports all activity including cancellations and no-shows.  Counselor schedules are also maintained by the system, including non-client activities such as meetings, training sessions, etc.  An advanced group scheduling functionally manages group sessions as well.  Management reports include time-related activity, including referral, utilization and productivity.  The system schedules all resources, including rooms and equipment.  A complete audit trail is kept on every appointment.  This workshop will be an interactive discussion and presentation focused on its application in participants’ settings.  Case studies on deployment in existing centers will also be presented for discussion.

Learning Objectives:

1.      Participants will learn how to map existing manual appointment and resource scheduling activities to an automated system, including the assignment of roles and responsibilities to administrative and counseling staff.

2.      Participants will learn how to effectively administer an automated appointment and resource scheduling system to optimize its value in streamlining center operations.

3.      Participants will learn how to use the AppointmentsPRO system.

1:00 – 4:00 p.m.

Preconference Workshops

Becoming Advocates for Change:  The Role of Counseling Centers in Diversity Education

Gary Petiprin, East Tennessee State

Greg Eells, Southern Mississippi

Barbara Beauchamp, East Tennessee State

Presenters will discuss efforts at their respective universities to provide diversity education to students, faculty, and staff.  The program will address the following:  practical considerations for providing diversity education to specific audiences; helpful tools, exercises, and resources; and how to facilitate on-going diversity education.  Time will be allotted throughout the program for group discussion and sharing of ideas.

Learning Objectives:

1.      To learn practical exercises and techniques for heightening awareness of discrimination, oppression, and privilege.

2.      To learn how to tailor diversity education to the needs of specific audiences:  students, faculty, and staff.

3.      To share ideas and gain from the collective wisdom of fellow directors regarding diversity education efforts.

Psychological Debriefing on Campus:  Delivery and Efficacy

James Campbell, Rhode Island

This workshop will examine the role of psychological debriefing, also called critical incident stress debriefing, on the college campus.  Current research regarding the efficacy and safety of debriefing will be examined.  A debriefing model adapted for campus use will be presented.  A simulation exercise and extensive handouts will be included.  Debriefing will be considered in the context of a broad range of critical incident stress management strategies.  The workshop will be primarily directed to individuals who have not previously had significant training in debriefing techniques.

Learning Objectives:

1.      Participants will be able to describe the conclusions and limitations of research regarding psychological debriefing.

2.      Participants will be able to conduct a group debriefing session for college students reacting to a stressful incident.

3.      Participants will be able to identify a range of critical incident stress management strategies that may be utilized in response to traumatic events.

1:00 – 5:00 p.m.

IACS Field Visitor Training and recognition (social from 4:00 to 5:00)

Ed Hattauer, Northeastern

Spencer Deakin, Frostburg State

Penny Crary, Pittsburgh

This program is open to Directors of IACS-accredited Centers and is the entry-level step for those who would like to join the Leadership Development Plan for the training of prospective site visitors.  It is designed to present a comprehensive overview of the policies and procedures involved in conducting a site visit.  Competencies to be reviewed include organizing the schedule of the site visit, conducting interviews with various personnel, applying the Standards to the review with a focus on the new technology Standards, responding to typical critical incidents that may occur, writing the report and developing appropriate recommendations.  A panel of experienced site visitors will discuss their experiences.

Learning Objectives:

1.      Identify the critical elements of a field visit and understand its place in the overall accreditation process.

2.      Describe the organization of a typical visit including establishing the schedule, maintaining an appropriate role, investigating concerns identified by earlier reviewers, conducting interviews with different levels of interviewees, responding to typical critical incidents that may occur during the visit.

3.      Identify and describe the organization of the field visit written report, including relating the report to the Standards, developing appropriate recommendations, determining the overall recommendation for accreditation.