Columbia University

As part of an extensive orientation schedule, among many other trainings, all newly hired staff participate in mandatory Safe Zone training, and meet with the head of our Transgender and Gender Expansive team, (who is a recognized expert in the field); have a session with a senior psychologist on working with first generation students and working across cultures; a session with our Associate Director for Outreach on working with international students; and a session with the Associate Director for Postdoctoral training on considerations in working with Latinx students, as well as sessions on working with trauma survivors and students with eating disorders. Over the course of the year they receive additonal training with regard to specific populations, most recently three seminars on working with Black students. Several staff have worked for the Veterans? Administration, some for many years, and as such have significant training and experience working with vets, and one member of the staff earned a certificate in Veteran Multicultural Competence from the Teachers College Center for Vets and Families. Four CPS psychiatrists are Board Certified in Child and Adolescent Psychiatry, and thus have extensive training with late adolescent patients. Several of our psychologists are recognized experts in working with BIPOC and LGBTQ populations, and with college students more generally; By way of illustration, one authored two papers on the ethnic and sexual identify development of Asian-American lesbian and gay adolescents; another has published four papers on working with Black patients, especially women; another has authored or co-authored four papers on college mental health practice, and is on the editorial board of the Journal of College Mental Health. All current staff who have worked her for at leat the last two years have had the following in-service trainings, among many others: Working with Trans and Gender Expansive students; Issues of sexuality and gender; international students; Muslim students; College mental Health practice (emerging adulthood); Diversity, Equity & Belonging. Three staff members were postdoctoral fellows the year prior to their hire and as part of that program had training in working with Latinx students; with East Asian International students; with students subject racially-based microagressions, and students with various sexual orientations and gender identities. A great many current staff come to us from other college counseling and young adult settngs where they received specialized training relevant to our population. Finally, staff obtain extensive professional development outside of their work at Columbia, much of it relevant to the populations enumerated in item 6A. By way of illustration, one or more current staff have participated in the following trainings (among numerous others) provided by leaders in the field off campus: ?From micro-aggressions to micro-interventions? workshop with Dr. Derald Wing Sue; ?Blackness in the Therapeutic Encounter: Using Identity to Engender Connection? (Marvice Marcus, PhD & Charlynn Small, instructors); Eating Disorders Among Asian Americans: Effects of Racism, Microaggressions and Colorism ( 31st Annual Renfrew Center Foundation Conference); Improving Evidence-Based Treatment and Organization Skills for LGBTQIA+ Populations (31st Annual Renfrew Center Foundation Conference); a course entitled ?Race In Clinical Space? at the; NYU Postdoctoral Training Program in Psychotherapy and Psychoanalysis; ?Gender and Sexual Orientation?, presented online by the University of Michigan; a 3-month seminar at the NYU Postdoc Program entitled ?Beyond cultures in the therapeutic encounter:?? Psychoanalysis and Queer Performance Art? (presented at the Institute for Psychoanalytic Training Institute); ?Affirming Eating Disorder Care for Trans and Gender Non-Conforming Patients,? presented by Alexandra Poole, LMSW; meetings at the American Academy of Child & Adolescent Psychiatry focusing on developmental issues relevant to the treatment of undergraduates and LGTQIA+ students; ? Psychoanalysis' and Psychotherapy's Troubled Encounter with Gay Men: How Our Disciplines Lost Their Way, and How They May Yet Find It Presenter (Westchester Center for the Study of Psychotherapy and Psychoanalysis); ?NYU Postdoc Symposium: Interrogating Race, Shame and Mutual Vulnerability: Overlapping and Interlapping Waves of Relation;? ?Neuroqueeries: Critical questions for contemporary assessment of autism with gender diverse patients? (The Wright Institute) ?Military Culture and Competence? (Star Behavioral health); ?Ethical Aspects of Mental Health Care for Lesbian, Gay, Bi, Pan-, Asexual and Transgender People? (American Psychological Association); ?Culturally informed therapy for complex trauma in Asian/Asian Americans (Dr. Christine Chang); ?) Mastering of Anxiety and Panic in Adolescents.? (Online Course at Linehan Institute)

Residential Life offers a variety of mental health and wellness related programming and initiatives within the residence halls. Resident Advisers (RAs) facilitate programs meant to provide a time for residents to relax, destress, and to take a break from studying. These programs build community and give residents an opportunity to connect with one another and learn about campus resources. Additionally, RAs meet one-on-one with all of their residents to get to know them and to provide resources around mental health and wellness each semester.Residential Assistants (RAs) and Residential staff receive training on responding and referring students who are in distress. Students living in the residential facilities receive access to trainings on reducing and managing stress, time management, and sleep hygiene provided by Columbia Health.

Physical Education (wellness in the first year experience)

See health.columbia.edu