Dr. Peggy Mitchell Clarke is a clinical psychologist, mental health consultant, and retired psychology professor who earned her Bachelor’s degree in Psychology from Brown University and her M.Ed. and Ph.D. in Clinical Psychology from the University of Virginia. Dr. Clarke worked as a psychotherapist in a wide variety of inpatient and outpatient mental health settings, and served on the Colorado state board of NAMI (National Alliance on Mental Illness) and as an executive officer for the Virginia and Rocky Mountain chapters of the Association of Black Psychologists. Her experience in higher education includes teaching psychology for 19 years at colleges and universities in Virginia and Colorado and serving as Director of Faculty Professional Development at Community College of Aurora and Associate Director of Career and Counseling Services at Christopher Newport University. She currently serves on the Behavioral Intervention Team at Community College of Aurora and is the President of Living Well Press, LLC, a mental health and wellness consulting firm and publishing company.
College life can be stressful and students sometimes use drugs and alcohol to cope. In addition, alcohol is a central aspect of the college social scene and binge drinking has increased at significant rates. Prescription drug use and marijuana use are also increasing at alarming rates and the National Center on Addiction and Substance Abuse reports that almost 2 million college students meet the medical criteria for substance abuse and dependence. This presentation will focus on college students' use and abuse of alcohol, marijuana, and prescription drugs such as Adderall and OxyContin. Participants will learn the effects and side effects of the different substances and the reasons why students use and like them. Risks of use and negative consequences will be examined and relevant treatment and mental health resources will be explored. Participants will also learn when and how to make appropriate referrals to counseling, accessibility services, and student conduct. Prevention and education strategies will also be reviewed.
Have you ever had a student who was excessively dramatic or who repeatedly monopolized discussions in a know-it-all, domineering, or aggressive fashion? Perhaps you've encountered a student who was so odd or anxious that they weren't able to participate in group activities or complete assignments. It's hard to know what to do when a student's personality just seems to take over your class, but you can't just stand by and do nothing. If they are not managed effectively, students with personality disorders take up a lot of time and can move your whole class in counterproductive directions.
Students who have experienced school and campus shootings, survivors of sexual assault, and veterans returning from military combat have at least one thing in common: exposure to trauma. Students who have been exposed to trauma are at an increased risk for academic, social, and emotional problems and may also experience anxiety, depression, and Post Traumatic Stress Disorder (PTSD). Some studies even show a correlation between trauma exposure and lower GPA, higher number of absences from school, and lower high school graduation rates. Not surprisingly, experts regard trauma exposure in youth as a major public health concern. Post Traumatic Stress Disorder is diagnosed when an individual has experienced, witnessed, or been confronted with a traumatic event where they were exposed to actual or threatened death, serious injury, or sexual violation. Given that previous trauma is a risk factor for future trauma, survivors of school and campus shootings, military combat, and sexual assault must be offered early intervention and resources to reduce the risk of subsequent trauma.
This webinar will identify the range of individual characteristics displayed by students on the Autism Spectrum, explain what happened to Asperger's Syndrome, and review the challenges of college life for students with ASD. Participants will learn practical strategies to assist, coach, and support students on the Autism Spectrum as they transition to living independently and are stretched academically, socially, and personally. At the end of this program, participants will have a better understanding of Autism Spectrum Disorder and how they can help college students on the Autism Spectrum achieve success.