September 27, 2024 • 27 mins
Dr. Ralph Ford, chancellor of Penn State Behrend, talks with Melissa Sulkowski, director of Student Wellness Services, about the Healthy Campus Initiative, which includes new programming at the Counseling Center and Health Center. Originally recorded on September 12, 2024.
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Ralph Ford (00:00):
I am Dr Ralph Ford, chancellor of Penn State Behrend
, and you are listening toBehrend Talks.
I have a special guest today,Melissa Sulkowski, the Director
of Student Wellness and Serviceshere at Behrend.
Welcome to the show, Melissa.
Melissa Sulkowski (00:12):
Thank you.
Thank you for having me.
Ralph Ford (00:14):
Well it's a pleasure to have you here.
Melissa oversees our healthcenter here newly named health
center, not health and wellnesscenter, we'll talk about that as
well as our Counseling Center,and is coordinating a new
initiative here on campus thatwe'll talk about further,
something called our new HealthyCampus Initiative.
I'll tell you a little bitabout Melissa's background.
You hold a bachelor's degree innursing and a master's degree
(00:37):
in counseling, both fromEdinboro University, and you are
BARD certified by the NationalBoard of Certified Counselors
and are licensed in Pennsylvaniaas a registered nurse and
personal counselor Sorry, amouthful there.
Furthermore, you opened yourown practice in 2001 and
gradually added a number ofservices, including meditation,
(00:57):
coaching for couples andco-parents and a collaborative
practice where you take anapproach to conflict resolution
that fits in the space betweenmediation and litigation.
So I think we've got a lot totalk about here today.
You know I wanted to start outwith this question.
Actually, looking at yourcertifications and all I just
talked through there, could youexplain a little bit?
(01:17):
What does it mean to be boardcertified?
What's it mean to be acertified counselor licensing?
What does all of that mean?
Because I think what you'retelling me is I can't just
become a personal counselor.
You've got to go through a lotof education and training, so go
ahead.
Melissa Sulkowski (01:31):
That is true, yes, so being licensed
essentially means you finishyour degree and sit for a
licensure exam and once you passthat exam you're licensed as a
professional.
The National Board forCertified Counselors is a higher
level national certificationthat you can receive as a
counselor, again by way ofobtaining so many continuing
(01:51):
education credits and stayingengaged in the services that
they provide and resources thatthey provide.
So I'm also licensed in Floridaas a counselor just by way of
having done collaborativepractice, which is an
international practice, workingwith interdisciplinary teams and
such and it's located inFlorida.
Ralph Ford (02:10):
Or is Florida some sort of a gold standard?
Melissa Sulkowski (02:12):
It.
Actually it's an internationalpractice, but I had quite a few
colleagues that wanted to workwith me and bring me in to work
with families in Florida, so itjust made it something that
would be helpful to do.
Ralph Ford (02:24):
And each and every year, I'm assuming do you have
to retake an exam or demonstrate.
You know how do you continue todemonstrate your competence and
growth in the field?
Melissa Sulkowski (02:34):
Yes.
So for the nursing license, youhave to, every two years, have
at least 30 continuing educationcredit hours.
And then also for the licensureas a counselor, every two years
you have to have 30 credits forcontinuing education as well.
And then for the National Boardof Certified Counselors, you
have to, over five years, have100 hours of continuing
(02:55):
education.
Ralph Ford (02:56):
It's pretty significant quite significant.
Did you ever practice as anurse?
Melissa Sulkowski (03:00):
I did.
I actually started inpsychology in undergraduate and
my advisor said you're not goingto get a great job with a
four-year degree in psychology,so what else would you like to
consider?
Which was wise advice, and so Iwas also interested in the
medical field, decided to gointo nursing and I was on the
fence as to pursue labor anddelivery and maternal health
(03:23):
care or psychology, psychiatricnursing and care.
That way and I had been workingat Sarah Reed Children's Center
at the time, knew that I alwayswanted to work with kids and
families, and after graduatingfrom nursing school they took me
on in their nursing departmentas a nurse for Sarah Reed and
that sort of ended up kind ofplaying out where I went down
(03:45):
the field of the psychology andnursing and Morphed it into
personal counseling.
Yes, ended up.
My favorite part of nursing wastalking to patients anyway,
which you don't get a whole lotof time to do.
I love the medical aspects, butcertainly enjoyed the
opportunity to talk withpatients and spend time with
them.
Ralph Ford (04:03):
Well, that's great because ultimately, you did get
to employ that psychology degreeand all that you learned there,
so you joined Behrendrelatively new 2023.
So tell us, how did you end upat Behrend?
You've got your own thrivingpersonal practice and decided to
join Penn State University.
Melissa Sulkowski (04:19):
I did so.
Ironically, I was thinkingabout this before I even had
children.
I had in my mind that I hadthree things that I wanted to do
in my career, and the first wasopen a girls' home, which I did
when I went to work at Abraxas.
I opened our girls' residentialtreatment facility because I
always had a passion abouthelping young girls.
And then I wanted to do privatepractice and build a business,
(04:43):
which I did for the last 24years, and actually Sue Daly,
the previous director, wouldrefer to my practice fairly
often, so I developed arelationship with her over time.
And my third goal that I hadwritten out or thought of many
years ago was to work in highereducation at the end of my
career, and so it all sort ofworked out when the opportunity
(05:03):
presented itself.
Ralph Ford (05:04):
Sue was retiring and you ended up here.
Well, hopefully it's thebeginning of a long third leg of
your career.
That's the goal.
Why don't you, if you could setthe stage for our listeners?
I mean, a lot of people knowabout Behrend, but they probably
don't know about the PersonalCounseling Center.
So what exactly is the PersonalCounseling Center here on
campus?
Where is it located?
(05:25):
What services do you offer?
Melissa Sulkowski (05:28):
We are in the new Erie Hall, which is a great
location for us.
That was part of the draw toand coming here was just
integrating that mind-bodyconnection which was a big part
of my business.
So we're over in Erie Hall andwe provide services to all
enrolled students and weactually recently changed the
way that we do that, which hasincreased the accessibility for
(05:51):
students to our services andlowered some barriers for
students and also added quite abit of flexibility in the things
that we offer.
So, rather than a one size fitsall, which was sort of what it
was when I came on board more ofa traditional sort of
outpatient type model.
It's now more of what would becalled a flexible care model
(06:12):
where we do consultations withstudents in their first meeting
with us 20-minute consultations.
There's no commitment tocounseling beyond that unless
the counselor would recommendthat as something that would be
indicated.
However, any student can comein for a 20-minute consultation
and it's really an opportunityto collaborate with the
counselor and sort of resourcethe student.
(06:34):
So we really look at severaldomains when they come to us how
they're doing with peer supportand peer connection, how
they're doing with self-care andself-maintenance, what type of
campus resources they may need,rather than just thrusting them
right into counseling.
Ralph Ford (06:50):
It sounds like you're able to see a lot more
students this way, and so let'stalk a little bit about what
brings a student to the personalcounseling center.
So it can be intimidating,although I think that's maybe
going away.
Students seem to me to be muchmore open to the idea of seeing
a counselor.
I'm sure that's still part ofit, but maybe not as much.
(07:10):
So, anyways, could you workthrough that?
What brings them there?
What sort of issues are theyfacing?
Melissa Sulkowski (07:15):
I would say a few things.
Sometimes relationship issueswhether it be roommate conflicts
or relationships that they'reengaged in anxiety, stress, just
that sense of feeling out ofbalance and I talk a lot about
this even with adults.
If you took any one of us andplopped us somewhere that we
weren't familiar with, withpeople we didn't know, it's
(07:35):
going to create sort of that outof order feeling internally,
and I think that provides anopportunity for us as a campus
to really reestablish thatbalance for the students.
So things like that lonelinessis another thing that's trending
up.
So we're doing a lot ofconnection events out of our
counseling center just to beable to create more connections
(07:56):
for students.
But I would say those are someof the primary things that we
see in our office when studentspresent.
Ralph Ford (08:03):
What's driving the loneliness epidemic?
Melissa Sulkowski (08:06):
I think there's just more some of the
technology and social media andkids are communicating more in
those ways, which is fine.
That's part of the generation Ithink that we're in.
However, I think that, coupledwith being in a new environment
and not really potentiallyknowing many people just
different personalities, I thinktend to retreat and withdraw
(08:27):
and isolate more in those timesof stress, just as a way of
coping.
So I think if they aren'tequipped or they're not wired to
kind of push themselves intouncomfortable situations, the
default is going to be to kindof keep to themselves.
So easy.
Ralph Ford (08:42):
They can sit in their residence hall and don't
want to stereotype, but text onthe mobile phone and play video
games.
But it's very real, you know.
One thing we've noticed is thatwe have more students now who
are requesting single rooms, andI suppose that's probably good
in a lot of ways, but by doingso I worry, you know.
I think we worry that they'releft alone and, while they may
(09:04):
have roommate counts like thatmight be more preferable than
somebody being left alone andlocking themselves in the room
for a while.
Perhaps that's a little bit ofa stereotype, but I think it is
real in some cases that theylock themselves in their room
and they're not seeing others.
So we need to get them out.
Melissa Sulkowski (09:18):
Yes, the Surgeon General actually stated
that the loneliness epidemic nowin college campuses is quite a
thing, and so he actually isgoing around to different
universities to speak about it,which is really exciting and was
really a driver in us creatingthe Connections events for
students.
Ralph Ford (09:36):
So talk about the Connections events.
So what sort of things do youdo in those Connection events?
Melissa Sulkowski (09:40):
So the one we did last semester was the 75
Ways to Connect in honor of our75th anniversary, and we
actually had a list of 75 waysthat students could connect and
I think at least 40 45 that wereactually happening live in that
event anything from drumcircles to we had a massage
therapist, to building spaghettitowers, to just dance with the
(10:05):
dance team, we had an egg boxingcontest all kinds of
interesting.
Ralph Ford (10:09):
Egg boxing what's that?
Melissa Sulkowski (10:14):
I did not know what it was either until
one of our counselors suggestedit, but it was quite popular.
It's way boiled, I think.
It was like 90 eggs, and if youclick the eggs together, only
one will break.
So whoever's doesn't break goeson to the next round, and it
was quite entertaining.
Ralph Ford (10:32):
So each person has one and you hit them.
Ah, I get it Okay, entertaining.
Melissa Sulkowski (10:37):
Yeah.
Ralph Ford (10:37):
I've done the spaghetti tower, spaghettis and
marshmallows.
Melissa Sulkowski (10:40):
That's always a good one.
Ralph Ford (10:41):
That's a nice one.
Melissa Sulkowski (10:42):
Yeah, so we had quite a variety of things
that the students could engagein speed friending, essential
oils.
We really made it aboutconnecting to all of your senses
.
We had someone knitting,teaching students how to knit.
So it was quite an exciting andwell-attended event by our
students and we'll have anotherone on October 2nd.
We're doing a connections event.
It'll be campfire connections.
(11:04):
We'll start with, I think we'regoing to do a taco bar for the
students.
We have a keynote speakercoming from Atlanta who actually
presented as the keynotespeaker at the Big Ten
Counseling Conference and shewas quite dynamic and she'll be
talking a lot just about thepositive aspects of sexual
health and educating students ina very entertaining and
(11:24):
engaging way, students in a veryentertaining and engaging way,
and then we'll follow that witha campfire at.
Wilson, picnic Grove and a bandthat we'll be playing, so it
should be an exciting event andgreat opportunity for students
to connect.
Ralph Ford (11:38):
Now, very cool.
Now what about?
I'll go back to one, becauseI've seen it happen here on
campus drum circles.
How's that work?
Anyone can play a drum.
What's the idea?
Melissa Sulkowski (11:47):
Anyone can play a drum and we've done it a
few different ways.
One of our counselors isactually a drummer in a local
band and so we've done it a fewdifferent ways, where we'll play
music and drum along or we'lljust start to create a beat, but
it does seem to grab theattention of students and our
staff.
Our counseling staff arewonderful.
They are extremely engagingwith the students and we'll go
(12:08):
up and pull them into thingsthat we're doing and it really
gets the students involved andthey seem to enjoy it.
Ralph Ford (12:15):
I've just seen it and it's kind of nice to hear
the drums out there on campusand then you walk by and you see
what's happening.
It's really a neat experience.
Let's talk a little bit rightnow about it's the beginning of
the school year, so today, is itturns out, is what September
12th and we're in the third week.
My guess is the pressurestarting to mount on some of
(12:36):
these students as they'rethinking about first exams and
assignments.
What's your advice particularlylet's think about the first
year and transfer students tothem what advice do you give
them about interacting withpersonal counseling center?
When should they come?
Come see you?
How does that happen?
Do their parents call you onthe phone?
I mean, what's it look like tohave a student end up coming to
the personal counseling center?
Melissa Sulkowski (12:55):
So it can happen in a variety of ways.
I would say, especially now inour new model, that again we've
lowered those barriers.
We have the opportunity forstudents to schedule a
consultation online.
So it's very non-invasive andnon-committal.
They can do that via phone,they can come in, so there's
just a variety of ways that theycan access us.
Now, and we actually saw in thefirst week we were able to
(13:19):
service 74 students withconsultations, which was very
exciting just to be able toagain help resource them.
If they do need somethingbeyond that initial consultation
, be it connecting with a campuspartner, we can do that.
If it does look like they wouldbenefit from ongoing counseling
, then we can kind of move themin that direction.
But there's quite a fewdifferent things that we can
(13:41):
bring to them just in thatinitial consultation.
Ralph Ford (13:44):
And that initial consultation.
Did I hear you correctly?
It can be virtual, so theycould have a virtual one.
Could they do a Zoom call withyou?
Melissa Sulkowski (13:50):
They can, they can, they can do that for
their appointments now as well,just to create convenience for
them.
And we really wanted to engageall students.
I wanted to create options thatwere available Again, not that
one size fits all, but optionsfor all of our students to come
into the counseling center andreally see what we're about, and
it doesn't have to be scary orsomething's wrong with me just
(14:13):
really normalizing that.
We all have our stuff and weall have moments in time when we
need a little more support thanothers, and that's okay.
That's what we're here for.
Ralph Ford (14:21):
That's what we're here for.
And now let's say and youtalked about partners but a
student comes in, and what ifthey're struggling and you can
see it on the academic side andthey're maybe intimidated?
I mean, how do you connect themwith the academic resources or
others on campus but alsorespect their privacy, which I
really have to do?
Melissa Sulkowski (14:39):
So we would just ask the student if they are
comfortable signing a releaseof information so that we can
ensure that they're getting theneeds you know, servicing the
needs that they have.
And if the student iscomfortable with that, then that
allows us to reach out to thecampus partner and help create
that collaboration between thedepartments and ensure that the
student, as well as ourcommunication, is being
(15:00):
supported.
Ralph Ford (15:02):
And do most students .
Is there a typical?
They come and see you a fewtimes, or a lot of repeat, or
you know.
Is there any way tocharacterize that?
Yes, I realize, some have farmore different issues than
others.
Melissa Sulkowski (15:13):
so I would say our average is four visits
that students will have with us.
That's an average number formost students.
Again, that can vary.
It really the other thing thatthe shifting to this model
allowed us to do was move tomore of a brief,
solution-focused model, so morefocused on the here and now,
which really fits our audiencemore appropriately because
(15:37):
students you know it's atransient population Students
are more focused on kind ofwhat's happening in front of
them, and that was the challengein the previous model what's
happening in front of them.
And that was the challenge inthe previous model.
We were bumping up against athree-week wait for some
students and we would either inthree weeks the students either
(15:57):
really struggling at that pointor what they were concerned
about has gone away and sostudents would either not show
up or those sort of things.
So it's really decreased ourno-shows.
It's decreased our urgencebecause we've created same-day
access now for several hoursthroughout the day for students.
Pretty much they can walk in onany given day and be seen by a
counselor.
So again, more of that here andnow helping them solution.
(16:21):
We also have in our new modeltraditional and concise options
for counseling appointments, so20 minute and 50 minute options
for appointments.
If I just want to check in andlet you know how things are
going, we don't need to take upa 50 minute slot.
This allows us to service twostudents in that time frame as
opposed to again only having oneoption and maybe seeing five or
(16:44):
six students per counselor aday.
Ralph Ford (16:46):
It's really changed things.
Melissa Sulkowski (16:48):
Yes.
Ralph Ford (16:49):
You know I'd like to go back to Erie Hall for a
minute.
I know we touched on it briefly, but you're in Erie Hall.
For those listeners who don'tknow Erie Hall is, we replaced
the 70-plus-year-old Erie Hallthat was just an icon here on
campus, with this new health andwellness center.
That is really phenomenal.
If anyone has not seen it andthey'd like to, they should just
come to campus.
They will be pleasantlysurprised with what they see.
(17:11):
But you're connected to thatand you use.
You have some rooms dedicated,so why don't you talk about that
side?
What's the connection to ErieHall and the personal counseling
center?
Melissa Sulkowski (17:20):
So we have right off of our office it's the
multi-purpose room that's inErie Hall with frosted glass so
we've been able to use that roomto do some of the groups and
workshops that we do.
We've used it to do someretreat or team building with
staff, but it really allows usto have a private space to do
programming for students tomaintain their privacy in that
(17:42):
setting and then just reallypartnering with Erie Hall, which
kind of moves us more into theHealthy Camps Initiative but,
just connecting, which wasobviously a passion of mine in
my previous business, is reallylooking at the whole person.
Even as a therapist, I've alwayssaid we could all fit in the
book somewhere on any given day,and that's to me more linear
(18:04):
and short-sighted, in that we'remissing all the pieces of the
whole person.
And how can we provideresources in that way?
And so being in Erie Hallreally allows us to do that and
to promote that for our students.
Ralph Ford (18:15):
Do you offer classes in Erie Hall yourself like
meditation?
Melissa Sulkowski (18:19):
Yes, we had meditation group, we had
communication group, buildingbalance group, so definitely
several different options.
We have Art Break for your Sake, several workshops on
mindfulness, sound meditation,things of that sort.
Ralph Ford (18:34):
So then, if you and, by the way, you're right in the
center of campus in a beautifulspot, so you're really, really
the right place to be for acounseling center, but you do a
lot to get outside of the office, so let's talk through you've
got something called StudentWellness Ambassadors.
I know you hold all theseevents, so the idea is not just
to be associated with thatphysical space but to be out
(18:56):
about on campus, and I thinkthat's been one of your
initiatives too.
So how does that work?
Melissa Sulkowski (19:01):
Yes, definitely wanted to get the
counselors out and engaged andsort of joining what I would
call joining the student's worldand meeting them where they're
at and so being able to get outand about and just have things
whether it's in the residencehall or out in the lawn area for
students to see us and, again,building that safety and
(19:22):
engaging us without somethingneeding to be wrong or not
staying up, not having to signup for an appointment.
Ralph Ford (19:27):
Exactly, and they can see.
You're all regular people aswell, right?
Yes, the student wellnessambassador.
Is that your staff?
Is that what you mean bystudent wellness ambassador?
Melissa Sulkowski (19:37):
So we actually, through the Healthy
Campus Initiative, which hasbeen a very strong and
intentional collaborationbetween the Rec Center, the
Counseling Center and the HealthCenter, we brought on six
student wellness ambassadors,which are paid positions where
the students are committed toreally providing and supporting
(19:59):
students with those services.
With those services, soeducating students on the health
center and what's availablethrough the health center,
educating students and joiningstudents on what's available in
the counseling center as well asour rec center.
So each of the ambassadors hasdifferent.
They're just a dynamic group.
They're a great dedicated groupof students who want to elevate
(20:19):
wellness on our campus and sothey each have their area of
interest and want to join withstudents and engage them in ways
that again elevate their healthand wellness.
And we can do that by thatcollaboration with all three of
those departments.
Ralph Ford (20:36):
Let's talk a little bit, and that's great.
By the way, all six positionsfilled right now.
Yep.
Any openings?
Okay, all right.
Students are always looking forgreat jobs here on campus.
Melissa Sulkowski (20:45):
We do have a peer-to-peer program that we're
also starting as well, which wasgenerated by a group of
students who did a project forone of their classes on
developing a peer mentorshipprogram.
The class ended, they wanted tocontinue that project and bring
it into real life, and so I metwith them and we're launching
that.
So we will be looking forpeer-to-peers or students who
(21:07):
are interested in being peersupports to other students for
some lower level emotional needsor concerns.
Certainly, the research willshow us that students are much
more likely to go to a peer thanthey are a trusted adult, and
so how do we create that againpoint of access for them, so
that we're not losing anystudents and everybody has a
(21:28):
place?
Ralph Ford (21:29):
You also mentioned again the connections to the
Healthy Campus Initiative, andso you're connecting Erie Hall
and Kelly Wilson in the workthat she does there all the way
over to nursing.
Why don't you talk a little bitmore about that?
Melissa Sulkowski (21:41):
Yes, so we're very excited about this effort
and this initiative.
So, yes, kelly Wilson and thenJen Anderson in the health
center and myself yes, it wouldhave been two semesters ago
started this initiative withother leadership on campus and,
again, very intentionalcollaboration to really tie
together the emotional, thephysical, the mental, all the
(22:04):
well-being of the student.
And so we've had several eventsand ways that campaigns,
awareness campaigns and againthose student wellness
ambassadors are charged withreally serving as the liaison
between the student body and ourthree departments to launch and
identify what students areneeding and program around that.
And then another exciting thingunder the Healthy Campus
(22:26):
Initiative is we're reallytrying to tie and connect and
integrate those threedepartments.
And so we're looking atWellbeing Boulevard, sort of
starting from the back door ofErie Hall all the way up to the
entrance of the Health Center,and again, intentionally trying
to get students to tie thosethings together because they are
very interrelated.
And so the more proactive wecan be in reaching students and
(22:50):
offering different types ofprograms around that, the better
it is for the student.
Ralph Ford (22:54):
Well, it is a nice physical connection and at least
part of it was strategic inputting together the counseling
center and Erie Hall so that allworked out really well.
I'd like to go a little furtheron that connection with Erie
Hall.
We had a very famous therapydog on campus.
For many years he's passed awaySue Daly's dog, ernie.
The therapy dog was well knownbut now I've noticed in recent
(23:17):
weeks we have a new therapy dogon campus.
Melissa Sulkowski (23:20):
So we have Millie as our mascot for the
Healthy Campus Initiative, andthen we also have one dog in the
counseling center who is acertified therapy dog that we're
going to start bringing in ondifferent days.
It is always a draw Anytime wehave dogs on campus.
(23:42):
It seems to always be a draw toevents and other things, and so
it can again just create somecalm and comfort for students,
especially when they're awayfrom home and not with their
pets.
Ralph Ford (23:48):
So oh, it's a great draw, and Ernie was a fixture
here many years on campus, so welook forward to seeing properly
trained therapy dogs here oncampus interacting with students
, faculty and staff.
It is a lot of fun and it doeshelp people, no doubt about it.
One of the things that I wantedto not miss in this
conversation is the importanceof the counseling center in
(24:10):
terms of student success, andI'll tell you, what really
opened my eyes to this was a fewyears ago, sue brought to me a
list of letters that studentshad written to her testimonials
over the years, and I was maybeI shouldn't be, but it was very
clear in all of those how muchit helped students in a time of
crisis so that they wereultimately successful in getting
(24:32):
their degree here, their PennState Behrend and Penn State
degree.
Whatever it may have been, thatwas really eye-opening.
Melissa Sulkowski (24:39):
Yes, I would say definitely.
Part of our mission is to beable to contribute to the
student success.
And again I just think, withstudents feeling that sort of
out of order, out of balancenormal feeling in coming to a
new environment with new people,we can be a support and a
resource.
And again, why the value orbenefit in having a variety of
(25:01):
things that our office puts outfor students so that we're again
creating opportunities forevery student in different ways?
But it is very important to usto contribute to student success
and be a resource in that way.
Ralph Ford (25:14):
It is absolutely key .
I'm convinced of it, and we'refortunate to have such a
well-staffed, functioningcounseling center here on campus
.
So you know, I'm truly gratefulfor it.
But we're coming to the end ofthe show.
We just have a few minutes leftand that means it's your
opportunity.
You know what's on your mind,anything you think that the
audience should know.
So the floor is yours to tellus a bit about what have we
(25:35):
missed, or anything you want theaudience to walk away with.
Melissa Sulkowski (25:38):
I think just the efforts that are being put
forth by our students and by theleadership and the Healthy
Campus Initiative to reallyintegrate and tie the physical
health with the emotional andmental health and the value in
that.
One of the other things thatI'm passionate about and have
brought since I've been here orintegrated, I guess, since I've
been here are just I love theopportunity at this
(26:01):
developmental stage for studentsto introduce or expose them to
alternative ways and proactiveways that they can heal
themselves, that we can supportbuilding capability in them and
developing problem-solvingskills.
And so we've had acupressurenow that we've had brought in,
(26:25):
at red light therapy for ourstudents, just a myriad of ways
that they can be introduced andexposed to, not waiting until
they're in their 50s to learnabout these things, but really
seeing that there arepreventative ways to care for
their health, whether that bemental health, physical health.
And so I just love thecollaboration between all three
departments and the things thatwe're doing to elevate the
overall well-being of ourstudents.
Ralph Ford (26:46):
I think it's working .
It is important and sometimes,as you said, you just have to
get the student to think aboutit, take a few minutes and
realize that thatmind-body-spirit connection is
so important and it really canmake a huge difference.
Well, this has been a wonderfulconversation, and I'm Dr Ralph
Ford, chancellor of Penn StateBehrend, and you have been
listening to Behrend Talks.
(27:07):
My guest today has been MelissaSulkowski, the Director of the
Student Wellness Services hereat Penn State Behrend.
Thank you for being here.
Melissa Sulkowski (27:14):
Thank you for having me.
Ralph Ford (27:16):
You're welcome.
I am Dr Ralph Ford, chancellor of Penn State Behrend
, and you are listening toBehrend Talks.
I have a special guest today,Melissa Sulkowski, the Director
of Student Wellness and Serviceshere at Behrend.
Welcome to the show, Melissa.
Melissa Sulkowski (00:12):
Thank you.
Thank you for having me.
Ralph Ford (00:14):
Well it's a pleasure to have you here.
Melissa oversees our healthcenter here newly named health
center, not health and wellnesscenter, we'll talk about that as
well as our Counseling Center,and is coordinating a new
initiative here on campus thatwe'll talk about further,
something called our new HealthyCampus Initiative.
I'll tell you a little bitabout Melissa's background.
You hold a bachelor's degree innursing and a master's degree
(00:37):
in counseling, both fromEdinboro University, and you are
BARD certified by the NationalBoard of Certified Counselors
and are licensed in Pennsylvaniaas a registered nurse and
personal counselor Sorry, amouthful there.
Furthermore, you opened yourown practice in 2001 and
gradually added a number ofservices, including meditation,
(00:57):
coaching for couples andco-parents and a collaborative
practice where you take anapproach to conflict resolution
that fits in the space betweenmediation and litigation.
So I think we've got a lot totalk about here today.
You know I wanted to start outwith this question.
Actually, looking at yourcertifications and all I just
talked through there, could youexplain a little bit?
(01:17):
What does it mean to be boardcertified?
What's it mean to be acertified counselor licensing?
What does all of that mean?
Because I think what you'retelling me is I can't just
become a personal counselor.
You've got to go through a lotof education and training, so go
ahead.
Melissa Sulkowski (01:31):
That is true, yes, so being licensed
essentially means you finishyour degree and sit for a
licensure exam and once you passthat exam you're licensed as a
professional.
The National Board forCertified Counselors is a higher
level national certificationthat you can receive as a
counselor, again by way ofobtaining so many continuing
(01:51):
education credits and stayingengaged in the services that
they provide and resources thatthey provide.
So I'm also licensed in Floridaas a counselor just by way of
having done collaborativepractice, which is an
international practice, workingwith interdisciplinary teams and
such and it's located inFlorida.
Ralph Ford (02:10):
Or is Florida some sort of a gold standard?
Melissa Sulkowski (02:12):
It.
Actually it's an internationalpractice, but I had quite a few
colleagues that wanted to workwith me and bring me in to work
with families in Florida, so itjust made it something that
would be helpful to do.
Ralph Ford (02:24):
And each and every year, I'm assuming do you have
to retake an exam or demonstrate.
You know how do you continue todemonstrate your competence and
growth in the field?
Melissa Sulkowski (02:34):
Yes.
So for the nursing license, youhave to, every two years, have
at least 30 continuing educationcredit hours.
And then also for the licensureas a counselor, every two years
you have to have 30 credits forcontinuing education as well.
And then for the National Boardof Certified Counselors, you
have to, over five years, have100 hours of continuing
(02:55):
education.
Ralph Ford (02:56):
It's pretty significant quite significant.
Did you ever practice as anurse?
Melissa Sulkowski (03:00):
I did.
I actually started inpsychology in undergraduate and
my advisor said you're not goingto get a great job with a
four-year degree in psychology,so what else would you like to
consider?
Which was wise advice, and so Iwas also interested in the
medical field, decided to gointo nursing and I was on the
fence as to pursue labor anddelivery and maternal health
(03:23):
care or psychology, psychiatricnursing and care.
That way and I had been workingat Sarah Reed Children's Center
at the time, knew that I alwayswanted to work with kids and
families, and after graduatingfrom nursing school they took me
on in their nursing departmentas a nurse for Sarah Reed and
that sort of ended up kind ofplaying out where I went down
(03:45):
the field of the psychology andnursing and Morphed it into
personal counseling.
Yes, ended up.
My favorite part of nursing wastalking to patients anyway,
which you don't get a whole lotof time to do.
I love the medical aspects, butcertainly enjoyed the
opportunity to talk withpatients and spend time with
them.
Ralph Ford (04:03):
Well, that's great because ultimately, you did get
to employ that psychology degreeand all that you learned there,
so you joined Behrendrelatively new 2023.
So tell us, how did you end upat Behrend?
You've got your own thrivingpersonal practice and decided to
join Penn State University.
Melissa Sulkowski (04:19):
I did so.
Ironically, I was thinkingabout this before I even had
children.
I had in my mind that I hadthree things that I wanted to do
in my career, and the first wasopen a girls' home, which I did
when I went to work at Abraxas.
I opened our girls' residentialtreatment facility because I
always had a passion abouthelping young girls.
And then I wanted to do privatepractice and build a business,
(04:43):
which I did for the last 24years, and actually Sue Daly,
the previous director, wouldrefer to my practice fairly
often, so I developed arelationship with her over time.
And my third goal that I hadwritten out or thought of many
years ago was to work in highereducation at the end of my
career, and so it all sort ofworked out when the opportunity
(05:03):
presented itself.
Ralph Ford (05:04):
Sue was retiring and you ended up here.
Well, hopefully it's thebeginning of a long third leg of
your career.
That's the goal.
Why don't you, if you could setthe stage for our listeners?
I mean, a lot of people knowabout Behrend, but they probably
don't know about the PersonalCounseling Center.
So what exactly is the PersonalCounseling Center here on
campus?
Where is it located?
(05:25):
What services do you offer?
Melissa Sulkowski (05:28):
We are in the new Erie Hall, which is a great
location for us.
That was part of the draw toand coming here was just
integrating that mind-bodyconnection which was a big part
of my business.
So we're over in Erie Hall andwe provide services to all
enrolled students and weactually recently changed the
way that we do that, which hasincreased the accessibility for
(05:51):
students to our services andlowered some barriers for
students and also added quite abit of flexibility in the things
that we offer.
So, rather than a one size fitsall, which was sort of what it
was when I came on board more ofa traditional sort of
outpatient type model.
It's now more of what would becalled a flexible care model
(06:12):
where we do consultations withstudents in their first meeting
with us 20-minute consultations.
There's no commitment tocounseling beyond that unless
the counselor would recommendthat as something that would be
indicated.
However, any student can comein for a 20-minute consultation
and it's really an opportunityto collaborate with the
counselor and sort of resourcethe student.
(06:34):
So we really look at severaldomains when they come to us how
they're doing with peer supportand peer connection, how
they're doing with self-care andself-maintenance, what type of
campus resources they may need,rather than just thrusting them
right into counseling.
Ralph Ford (06:50):
It sounds like you're able to see a lot more
students this way, and so let'stalk a little bit about what
brings a student to the personalcounseling center.
So it can be intimidating,although I think that's maybe
going away.
Students seem to me to be muchmore open to the idea of seeing
a counselor.
I'm sure that's still part ofit, but maybe not as much.
(07:10):
So, anyways, could you workthrough that?
What brings them there?
What sort of issues are theyfacing?
Melissa Sulkowski (07:15):
I would say a few things.
Sometimes relationship issueswhether it be roommate conflicts
or relationships that they'reengaged in anxiety, stress, just
that sense of feeling out ofbalance and I talk a lot about
this even with adults.
If you took any one of us andplopped us somewhere that we
weren't familiar with, withpeople we didn't know, it's
(07:35):
going to create sort of that outof order feeling internally,
and I think that provides anopportunity for us as a campus
to really reestablish thatbalance for the students.
So things like that lonelinessis another thing that's trending
up.
So we're doing a lot ofconnection events out of our
counseling center just to beable to create more connections
(07:56):
for students.
But I would say those are someof the primary things that we
see in our office when studentspresent.
Ralph Ford (08:03):
What's driving the loneliness epidemic?
Melissa Sulkowski (08:06):
I think there's just more some of the
technology and social media andkids are communicating more in
those ways, which is fine.
That's part of the generation Ithink that we're in.
However, I think that, coupledwith being in a new environment
and not really potentiallyknowing many people just
different personalities, I thinktend to retreat and withdraw
(08:27):
and isolate more in those timesof stress, just as a way of
coping.
So I think if they aren'tequipped or they're not wired to
kind of push themselves intouncomfortable situations, the
default is going to be to kindof keep to themselves.
So easy.
Ralph Ford (08:42):
They can sit in their residence hall and don't
want to stereotype, but text onthe mobile phone and play video
games.
But it's very real, you know.
One thing we've noticed is thatwe have more students now who
are requesting single rooms, andI suppose that's probably good
in a lot of ways, but by doingso I worry, you know.
I think we worry that they'releft alone and, while they may
(09:04):
have roommate counts like thatmight be more preferable than
somebody being left alone andlocking themselves in the room
for a while.
Perhaps that's a little bit ofa stereotype, but I think it is
real in some cases that theylock themselves in their room
and they're not seeing others.
So we need to get them out.
Melissa Sulkowski (09:18):
Yes, the Surgeon General actually stated
that the loneliness epidemic nowin college campuses is quite a
thing, and so he actually isgoing around to different
universities to speak about it,which is really exciting and was
really a driver in us creatingthe Connections events for
students.
Ralph Ford (09:36):
So talk about the Connections events.
So what sort of things do youdo in those Connection events?
Melissa Sulkowski (09:40):
So the one we did last semester was the 75
Ways to Connect in honor of our75th anniversary, and we
actually had a list of 75 waysthat students could connect and
I think at least 40 45 that wereactually happening live in that
event anything from drumcircles to we had a massage
therapist, to building spaghettitowers, to just dance with the
(10:05):
dance team, we had an egg boxingcontest all kinds of
interesting.
Ralph Ford (10:09):
Egg boxing what's that?
Melissa Sulkowski (10:14):
I did not know what it was either until
one of our counselors suggestedit, but it was quite popular.
It's way boiled, I think.
It was like 90 eggs, and if youclick the eggs together, only
one will break.
So whoever's doesn't break goeson to the next round, and it
was quite entertaining.
Ralph Ford (10:32):
So each person has one and you hit them.
Ah, I get it Okay, entertaining.
Melissa Sulkowski (10:37):
Yeah.
Ralph Ford (10:37):
I've done the spaghetti tower, spaghettis and
marshmallows.
Melissa Sulkowski (10:40):
That's always a good one.
Ralph Ford (10:41):
That's a nice one.
Melissa Sulkowski (10:42):
Yeah, so we had quite a variety of things
that the students could engagein speed friending, essential
oils.
We really made it aboutconnecting to all of your senses
.
We had someone knitting,teaching students how to knit.
So it was quite an exciting andwell-attended event by our
students and we'll have anotherone on October 2nd.
We're doing a connections event.
It'll be campfire connections.
(11:04):
We'll start with, I think we'regoing to do a taco bar for the
students.
We have a keynote speakercoming from Atlanta who actually
presented as the keynotespeaker at the Big Ten
Counseling Conference and shewas quite dynamic and she'll be
talking a lot just about thepositive aspects of sexual
health and educating students ina very entertaining and
(11:24):
engaging way, students in a veryentertaining and engaging way,
and then we'll follow that witha campfire at.
Wilson, picnic Grove and a bandthat we'll be playing, so it
should be an exciting event andgreat opportunity for students
to connect.
Ralph Ford (11:38):
Now, very cool.
Now what about?
I'll go back to one, becauseI've seen it happen here on
campus drum circles.
How's that work?
Anyone can play a drum.
What's the idea?
Melissa Sulkowski (11:47):
Anyone can play a drum and we've done it a
few different ways.
One of our counselors isactually a drummer in a local
band and so we've done it a fewdifferent ways, where we'll play
music and drum along or we'lljust start to create a beat, but
it does seem to grab theattention of students and our
staff.
Our counseling staff arewonderful.
They are extremely engagingwith the students and we'll go
(12:08):
up and pull them into thingsthat we're doing and it really
gets the students involved andthey seem to enjoy it.
Ralph Ford (12:15):
I've just seen it and it's kind of nice to hear
the drums out there on campusand then you walk by and you see
what's happening.
It's really a neat experience.
Let's talk a little bit rightnow about it's the beginning of
the school year, so today, is itturns out, is what September
12th and we're in the third week.
My guess is the pressurestarting to mount on some of
(12:36):
these students as they'rethinking about first exams and
assignments.
What's your advice particularlylet's think about the first
year and transfer students tothem what advice do you give
them about interacting withpersonal counseling center?
When should they come?
Come see you?
How does that happen?
Do their parents call you onthe phone?
I mean, what's it look like tohave a student end up coming to
the personal counseling center?
Melissa Sulkowski (12:55):
So it can happen in a variety of ways.
I would say, especially now inour new model, that again we've
lowered those barriers.
We have the opportunity forstudents to schedule a
consultation online.
So it's very non-invasive andnon-committal.
They can do that via phone,they can come in, so there's
just a variety of ways that theycan access us.
Now, and we actually saw in thefirst week we were able to
(13:19):
service 74 students withconsultations, which was very
exciting just to be able toagain help resource them.
If they do need somethingbeyond that initial consultation
, be it connecting with a campuspartner, we can do that.
If it does look like they wouldbenefit from ongoing counseling
, then we can kind of move themin that direction.
But there's quite a fewdifferent things that we can
(13:41):
bring to them just in thatinitial consultation.
Ralph Ford (13:44):
And that initial consultation.
Did I hear you correctly?
It can be virtual, so theycould have a virtual one.
Could they do a Zoom call withyou?
Melissa Sulkowski (13:50):
They can, they can, they can do that for
their appointments now as well,just to create convenience for
them.
And we really wanted to engageall students.
I wanted to create options thatwere available Again, not that
one size fits all, but optionsfor all of our students to come
into the counseling center andreally see what we're about, and
it doesn't have to be scary orsomething's wrong with me just
(14:13):
really normalizing that.
We all have our stuff and weall have moments in time when we
need a little more support thanothers, and that's okay.
That's what we're here for.
Ralph Ford (14:21):
That's what we're here for.
And now let's say and youtalked about partners but a
student comes in, and what ifthey're struggling and you can
see it on the academic side andthey're maybe intimidated?
I mean, how do you connect themwith the academic resources or
others on campus but alsorespect their privacy, which I
really have to do?
Melissa Sulkowski (14:39):
So we would just ask the student if they are
comfortable signing a releaseof information so that we can
ensure that they're getting theneeds you know, servicing the
needs that they have.
And if the student iscomfortable with that, then that
allows us to reach out to thecampus partner and help create
that collaboration between thedepartments and ensure that the
student, as well as ourcommunication, is being
(15:00):
supported.
Ralph Ford (15:02):
And do most students .
Is there a typical?
They come and see you a fewtimes, or a lot of repeat, or
you know.
Is there any way tocharacterize that?
Yes, I realize, some have farmore different issues than
others.
Melissa Sulkowski (15:13):
so I would say our average is four visits
that students will have with us.
That's an average number formost students.
Again, that can vary.
It really the other thing thatthe shifting to this model
allowed us to do was move tomore of a brief,
solution-focused model, so morefocused on the here and now,
which really fits our audiencemore appropriately because
(15:37):
students you know it's atransient population Students
are more focused on kind ofwhat's happening in front of
them, and that was the challengein the previous model what's
happening in front of them.
And that was the challenge inthe previous model.
We were bumping up against athree-week wait for some
students and we would either inthree weeks the students either
(15:57):
really struggling at that pointor what they were concerned
about has gone away and sostudents would either not show
up or those sort of things.
So it's really decreased ourno-shows.
It's decreased our urgencebecause we've created same-day
access now for several hoursthroughout the day for students.
Pretty much they can walk in onany given day and be seen by a
counselor.
So again, more of that here andnow helping them solution.
(16:21):
We also have in our new modeltraditional and concise options
for counseling appointments, so20 minute and 50 minute options
for appointments.
If I just want to check in andlet you know how things are
going, we don't need to take upa 50 minute slot.
This allows us to service twostudents in that time frame as
opposed to again only having oneoption and maybe seeing five or
(16:44):
six students per counselor aday.
Ralph Ford (16:46):
It's really changed things.
Melissa Sulkowski (16:48):
Yes.
Ralph Ford (16:49):
You know I'd like to go back to Erie Hall for a
minute.
I know we touched on it briefly, but you're in Erie Hall.
For those listeners who don'tknow Erie Hall is, we replaced
the 70-plus-year-old Erie Hallthat was just an icon here on
campus, with this new health andwellness center.
That is really phenomenal.
If anyone has not seen it andthey'd like to, they should just
come to campus.
They will be pleasantlysurprised with what they see.
(17:11):
But you're connected to thatand you use.
You have some rooms dedicated,so why don't you talk about that
side?
What's the connection to ErieHall and the personal counseling
center?
Melissa Sulkowski (17:20):
So we have right off of our office it's the
multi-purpose room that's inErie Hall with frosted glass so
we've been able to use that roomto do some of the groups and
workshops that we do.
We've used it to do someretreat or team building with
staff, but it really allows usto have a private space to do
programming for students tomaintain their privacy in that
(17:42):
setting and then just reallypartnering with Erie Hall, which
kind of moves us more into theHealthy Camps Initiative but,
just connecting, which wasobviously a passion of mine in
my previous business, is reallylooking at the whole person.
Even as a therapist, I've alwayssaid we could all fit in the
book somewhere on any given day,and that's to me more linear
(18:04):
and short-sighted, in that we'remissing all the pieces of the
whole person.
And how can we provideresources in that way?
And so being in Erie Hallreally allows us to do that and
to promote that for our students.
Ralph Ford (18:15):
Do you offer classes in Erie Hall yourself like
meditation?
Melissa Sulkowski (18:19):
Yes, we had meditation group, we had
communication group, buildingbalance group, so definitely
several different options.
We have Art Break for your Sake, several workshops on
mindfulness, sound meditation,things of that sort.
Ralph Ford (18:34):
So then, if you and, by the way, you're right in the
center of campus in a beautifulspot, so you're really, really
the right place to be for acounseling center, but you do a
lot to get outside of the office, so let's talk through you've
got something called StudentWellness Ambassadors.
I know you hold all theseevents, so the idea is not just
to be associated with thatphysical space but to be out
(18:56):
about on campus, and I thinkthat's been one of your
initiatives too.
So how does that work?
Melissa Sulkowski (19:01):
Yes, definitely wanted to get the
counselors out and engaged andsort of joining what I would
call joining the student's worldand meeting them where they're
at and so being able to get outand about and just have things
whether it's in the residencehall or out in the lawn area for
students to see us and, again,building that safety and
(19:22):
engaging us without somethingneeding to be wrong or not
staying up, not having to signup for an appointment.
Ralph Ford (19:27):
Exactly, and they can see.
You're all regular people aswell, right?
Yes, the student wellnessambassador.
Is that your staff?
Is that what you mean bystudent wellness ambassador?
Melissa Sulkowski (19:37):
So we actually, through the Healthy
Campus Initiative, which hasbeen a very strong and
intentional collaborationbetween the Rec Center, the
Counseling Center and the HealthCenter, we brought on six
student wellness ambassadors,which are paid positions where
the students are committed toreally providing and supporting
(19:59):
students with those services.
With those services, soeducating students on the health
center and what's availablethrough the health center,
educating students and joiningstudents on what's available in
the counseling center as well asour rec center.
So each of the ambassadors hasdifferent.
They're just a dynamic group.
They're a great dedicated groupof students who want to elevate
(20:19):
wellness on our campus and sothey each have their area of
interest and want to join withstudents and engage them in ways
that again elevate their healthand wellness.
And we can do that by thatcollaboration with all three of
those departments.
Ralph Ford (20:36):
Let's talk a little bit, and that's great.
By the way, all six positionsfilled right now.
Yep.
Any openings?
Okay, all right.
Students are always looking forgreat jobs here on campus.
Melissa Sulkowski (20:45):
We do have a peer-to-peer program that we're
also starting as well, which wasgenerated by a group of
students who did a project forone of their classes on
developing a peer mentorshipprogram.
The class ended, they wanted tocontinue that project and bring
it into real life, and so I metwith them and we're launching
that.
So we will be looking forpeer-to-peers or students who
(21:07):
are interested in being peersupports to other students for
some lower level emotional needsor concerns.
Certainly, the research willshow us that students are much
more likely to go to a peer thanthey are a trusted adult, and
so how do we create that againpoint of access for them, so
that we're not losing anystudents and everybody has a
(21:28):
place?
Ralph Ford (21:29):
You also mentioned again the connections to the
Healthy Campus Initiative, andso you're connecting Erie Hall
and Kelly Wilson in the workthat she does there all the way
over to nursing.
Why don't you talk a little bitmore about that?
Melissa Sulkowski (21:41):
Yes, so we're very excited about this effort
and this initiative.
So, yes, kelly Wilson and thenJen Anderson in the health
center and myself yes, it wouldhave been two semesters ago
started this initiative withother leadership on campus and,
again, very intentionalcollaboration to really tie
together the emotional, thephysical, the mental, all the
(22:04):
well-being of the student.
And so we've had several eventsand ways that campaigns,
awareness campaigns and againthose student wellness
ambassadors are charged withreally serving as the liaison
between the student body and ourthree departments to launch and
identify what students areneeding and program around that.
And then another exciting thingunder the Healthy Campus
(22:26):
Initiative is we're reallytrying to tie and connect and
integrate those threedepartments.
And so we're looking atWellbeing Boulevard, sort of
starting from the back door ofErie Hall all the way up to the
entrance of the Health Center,and again, intentionally trying
to get students to tie thosethings together because they are
very interrelated.
And so the more proactive wecan be in reaching students and
(22:50):
offering different types ofprograms around that, the better
it is for the student.
Ralph Ford (22:54):
Well, it is a nice physical connection and at least
part of it was strategic inputting together the counseling
center and Erie Hall so that allworked out really well.
I'd like to go a little furtheron that connection with Erie
Hall.
We had a very famous therapydog on campus.
For many years he's passed awaySue Daly's dog, ernie.
The therapy dog was well knownbut now I've noticed in recent
(23:17):
weeks we have a new therapy dogon campus.
Melissa Sulkowski (23:20):
So we have Millie as our mascot for the
Healthy Campus Initiative, andthen we also have one dog in the
counseling center who is acertified therapy dog that we're
going to start bringing in ondifferent days.
It is always a draw Anytime wehave dogs on campus.
(23:42):
It seems to always be a draw toevents and other things, and so
it can again just create somecalm and comfort for students,
especially when they're awayfrom home and not with their
pets.
Ralph Ford (23:48):
So oh, it's a great draw, and Ernie was a fixture
here many years on campus, so welook forward to seeing properly
trained therapy dogs here oncampus interacting with students
, faculty and staff.
It is a lot of fun and it doeshelp people, no doubt about it.
One of the things that I wantedto not miss in this
conversation is the importanceof the counseling center in
(24:10):
terms of student success, andI'll tell you, what really
opened my eyes to this was a fewyears ago, sue brought to me a
list of letters that studentshad written to her testimonials
over the years, and I was maybeI shouldn't be, but it was very
clear in all of those how muchit helped students in a time of
crisis so that they wereultimately successful in getting
(24:32):
their degree here, their PennState Behrend and Penn State
degree.
Whatever it may have been, thatwas really eye-opening.
Melissa Sulkowski (24:39):
Yes, I would say definitely.
Part of our mission is to beable to contribute to the
student success.
And again I just think, withstudents feeling that sort of
out of order, out of balancenormal feeling in coming to a
new environment with new people,we can be a support and a
resource.
And again, why the value orbenefit in having a variety of
(25:01):
things that our office puts outfor students so that we're again
creating opportunities forevery student in different ways?
But it is very important to usto contribute to student success
and be a resource in that way.
Ralph Ford (25:14):
It is absolutely key .
I'm convinced of it, and we'refortunate to have such a
well-staffed, functioningcounseling center here on campus
.
So you know, I'm truly gratefulfor it.
But we're coming to the end ofthe show.
We just have a few minutes leftand that means it's your
opportunity.
You know what's on your mind,anything you think that the
audience should know.
So the floor is yours to tellus a bit about what have we
(25:35):
missed, or anything you want theaudience to walk away with.
Melissa Sulkowski (25:38):
I think just the efforts that are being put
forth by our students and by theleadership and the Healthy
Campus Initiative to reallyintegrate and tie the physical
health with the emotional andmental health and the value in
that.
One of the other things thatI'm passionate about and have
brought since I've been here orintegrated, I guess, since I've
been here are just I love theopportunity at this
(26:01):
developmental stage for studentsto introduce or expose them to
alternative ways and proactiveways that they can heal
themselves, that we can supportbuilding capability in them and
developing problem-solvingskills.
And so we've had acupressurenow that we've had brought in,
(26:25):
at red light therapy for ourstudents, just a myriad of ways
that they can be introduced andexposed to, not waiting until
they're in their 50s to learnabout these things, but really
seeing that there arepreventative ways to care for
their health, whether that bemental health, physical health.
And so I just love thecollaboration between all three
departments and the things thatwe're doing to elevate the
overall well-being of ourstudents.
Ralph Ford (26:46):
I think it's working .
It is important and sometimes,as you said, you just have to
get the student to think aboutit, take a few minutes and
realize that thatmind-body-spirit connection is
so important and it really canmake a huge difference.
Well, this has been a wonderfulconversation, and I'm Dr Ralph
Ford, chancellor of Penn StateBehrend, and you have been
listening to Behrend Talks.
(27:07):
My guest today has been MelissaSulkowski, the Director of the
Student Wellness Services hereat Penn State Behrend.
Thank you for being here.
Melissa Sulkowski (27:14):
Thank you for having me.
Ralph Ford (27:16):
You're welcome.
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