Mental Health

How resilience, caring, and lived experience created a social worker

Mary Cunningham — Thu, 08 May 2025 20:05:41 +0000

How resilience, caring, and lived experience created a social worker Mary Cunningham Thu, 05/08/2025 - 16:05

Before she ever considered social work as a profession, Rocío Rodríguez Morales was already an advocate for her family, starting at a young age.

Growing up in Southern California as the oldest of five in a Mexican American home, Rodríguez acted as her family’s unofficial translator and guide—managing doctor’s appointments, school meetings, and social services. “I was doing things most children don’t have to do,” she said.

Rocio Rodríguez, MSW '25. Photo by Madalyn Julianna

In high school, Rodríguez’s parents encouraged her to seek out support through the federally funded TRIO program, a college access initiative run through local universities that helps students from disadvantaged backgrounds. “They said, 'I don’t know how to teach you about financial aid, so go ask the lady you see every Saturday.'"

The program opened doors for her to tour college campuses, spend summers in dorms, and get help with tutoring and admissions.

Rodríguez became the first in her family to attend college, earning a bachelor's degree in criminal justice, then a master's in education from the University of Nevada, Las Vegas.

Her background led her to roles assisting military families and helping students navigate college and financial aid. But in 2020, when she took a job as a case manager for Exodus Recovery—a California nonprofit serving veterans, Medicaid patients, and people facing housing instability—her path came into focus. “I called my parents and said, ‘I found a job doing what I’ve always done: helping people,’” she said.

The team surrounding her, meanwhile, was packed with social workers. "All of them kept telling me, 'You should become a social worker, too. Just do it.'"

“That was my community”

When life as a Marine Corps spouse uprooted her young family cross country to Virginia, Rodríguez enrolled in the online Master of Social Work (MSW) program at �鶹��Ƶ. By that point, it was clear that the formal degree wasn’t just an option—it was a necessity. “Doors for jobs kept closing because I didn’t have my MSW,” she said. “And I needed a career I could carry with me, wherever life took us.”

She began her degree during one of the most tumultuous periods of her life in 2022. Isolated from loved ones out West and newly pregnant with her third child, she was helping her husband recover from an injury that led to his medical retirement while also coping with her mother’s immigration challenges. “It was a very vulnerable time,” she said.

Rodríguez reached out to George �鶹��Ƶ faculty for support—not knowing exactly what she needed, just knowing she couldn’t do it alone. “I finally sent that email saying, ‘I need help,’” she says—and in return she found empathy, flexibility, and guidance toward resources.

The �鶹��Ƶ Community-Academic Partnerships in Behavioral Health (CAP-BH) Program in the Department of Social Work’s became her anchor, providing a $10,000 stipend, training in trauma-informed care and telehealth, and virtual reality-based therapy simulations. She found herself part of a close-knit cohort of about 30 peers.

“That was my community,” Rodríguez said.

Behind the scenes, her husband was a steady source of support. “There were days I’d rush from dropping off the kids straight into a Zoom class, and my husband would be sliding a coffee or plate of food next to me," she said.

Making it official

As Rodríguez worked toward her degree, her career in Virginia expanded. She first led the education arm of a foster care company for unaccompanied children at Adore Children and Family Services, then started conducting foster parent home studies. Since August 2023, she has served as program director for Lutheran Social Services of the National Capital Area’s (LSSNCA) specialized foster care program, helping place unaccompanied refugee minors in safe and supportive homes.

She’s seen the impact firsthand, like with the young man in her program who’s now pursuing a college degree, supporting his recently resettled family, and taking on a “big brother role” to the new kids at LSSNCA. “He shares what worked for him with others,” she said. “That’s exactly what we want.”

Rodríguez will officially become a social worker on May 15, the day she graduates from George �鶹��Ƶ. The same week, she will take the podium as the College of Public Health’s student degree celebration speaker.

From there, she’ll begin logging 3,000 clinical hours, part of her long-term goal to one day open her own practice. “There’s so much stigma around mental health, especially in the communities I care about,” she said. “I want to build a practice that feels safe for military families and Spanish-speaking families."

Rodríguez is even nudging her husband to consider joining her in the field. “I keep telling him, ‘You’ve been my partner through all of this—you’d make a great social worker, too,’” she said.

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Professor, students travel to Rwanda for peace-building mission

Shayla Brown — Wed, 16 Apr 2025 14:14:32 +0000

Professor, students travel to Rwanda for peace-building mission Shayla Brown Wed, 04/16/2025 - 10:14

This spring, �鶹��Ƶ Professor Al Fuertes traveled to Rwanda to facilitate workshops for former victims and perpetrators of the 1994 Rwandan mass genocide.

“These are people who have extended forgiveness and reconciliation, something many of us might think is surreal or impossible,” said Fuertes, who teaches in the School of Integrative Studies in the College of Humanities and Social Sciences. “But this is proof that even against the backdrop of genocide, it’s possible.”

Al Fuertes (bottom center) at a peace-building workshop in Rwanda. Photo provided.

Fuertes, who has a background in conflict analysis and resolution and specializes in trauma healing, has previously traveled to Rwanda in March and November 2024, and has taken students with him on some of his excursions as part of a study-abroad program for which he is the faculty director.

His most recent trip was in collaboration with the Department of Peace and Conflict Studies at the Protestant University of Rwanda (PUR) located in Huye District. Fuertes also connected and collaborated with the grassroots organization, "Light Group" in Remera, and the Aegis Trust, a program component of the Rwanda Genocidal Memorial.

Al Fuertes conducting a peace-building workshop. Photo provided.

“It's a different level of learning when students have the opportunity to meet firsthand those who were involved or impacted and are now sharing their stories,” said Fuertes.

“It is an extremely freeing and life-changing thing for students to experience, especially those who don't necessarily believe in forgiveness or who struggle to forgive.”

Each semester, Fuertes hosts a panel presentation of Rwandan survivors as part of the learning activities in my graduate courses CONF 695 Praxis of Forgiveness and Reconciliation amid Polarization and CONF 695 Psychosocial Trauma Healing. This spring semester’s panel resulted in increased participation from George �鶹��Ƶ students.

“Knowing that one of the challenges to reconciliation in Rwanda is poverty, students from my trauma-informed and resilience-oriented practice class decided to donate 15 goats to families of both former perpetrators and former victims, now survivors,” said Fuertes.

Dianne Rambo, BIS in Peacebuilding and Well-Being Studies ’24, has been a federal contractor in the intelligence world for more than 20 years. She came back to George �鶹��Ƶ to study the process of healing childhood trauma in adults in hopes of becoming a mental health counselor.

“I took [CONF 695 the Praxis of Forgiveness and Reconciliation] with Al, and the course material and experiential learning have really changed the course of my life and career goals,” said Rambo, who met Fuertes at an online workshop for forgiveness and reconciliation.

Rambo, who is currently a non-degree graduate student in George �鶹��Ƶ’s Carter School for Peace and Conflict Resolution and part of George �鶹��Ƶ's Working Group on Forgiveness and Reconciliation along with Fuertes, traveled to Rwanda with Fuertes for the 14-day winter study-abroad program focusing on genocide, healing, and reconciliation.

A healing circle. Photo by Al Fuertes.

“I met the Rwandans via Zoom panels while in Al’s class. We learned about their stories and it just blew my mind how they were facilitating this reconciliation as a nation and how it transformed their nation from this mass atrocity that happened just a couple decades ago,” said Rambo, who has also traveled to Northern Ireland, Scandanavia, and the Philippines for peace-building missions.

“Our program partners facilitated visits to the genocide memorials, and we were able to build a space that felt safe and comfortable. We'd debrief afterward where you can share the intense feelings that you may have experienced. We're seeing really hard things, but we're able to process our emotions,” said Rambo.

Rambo has been accepted into George �鶹��Ƶ's CEHD Counseling degree program and will begin the cohort program this fall.

Rambo, Fuertes, and their program partners also have participants journal and conduct community-building activities.

“I thought of bringing healing through peace-building because it's not enough just to resolve the conflict,” said Fuertes. “If victimization is not healed, most likely, people may start embracing the victim narrative and eventually become the new perpetrator.”

In This Story

Al Fuertes

Discover the School of Integrative Studies

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Meet the �鶹��Ƶ Nation: Nandini Koka

Lauren Reuscher — Wed, 20 Nov 2024 17:37:27 +0000

Meet the �鶹��Ƶ Nation: Nandini Koka Lauren Reuscher Wed, 11/20/2024 - 12:37

Nandini Koka, MD

Job: Executive Director, Student Health Services

Dr. Nandini Koka, executive director of Student Health Services at �鶹��Ƶ. Photo by Evan Cantwell/Office of University Branding

Nandini Koka joined �鶹��Ƶ in April 2023 as executive director of Student Health Services, where she leads a staff of nearly 50 that includes doctors, nurse practitioners, counselors, and nurses. As a medical doctor with training in family medicine and urgent care, she is passionate about helping patients get better quickly and enhancing access to care.

At the largest and fastest-growing public research university in Virginia, Koka has found a place where the need for that care continues to grow.

The doctor is in: In her role, Koka provides direction and leadership for Student Health Services to ensure students receive quality clinical care. She also serves as a medical advisor and resource to campus leaders on health-related matters. In a post-pandemic world, where many aspects of health care remain an urgent community need, her input is essential across George �鶹��Ƶ’s campuses.

Helping the student body: Koka knows that learning is not confined to the classroom, and some of the biggest lessons can address a fundamental part of students’ lives: their health.

“I am excited to work at George �鶹��Ƶ because of the opportunity to care for a diverse student population,” said Koka. “I want to help guide students as they become advocates for their own health and create goals to maintain a healthy lifestyle.”

Appointments on the books: Last year, Student Health Services had 16,500 student interactions—this includes in-person and telehealth visits, lab work, and nurse triage interactions across the Fairfax, �鶹��Ƶ Square, and Science and Technology campuses.

Koka knows this number could go even higher. One of her primary goals is to increase awareness of the health services available to students.

“One of the biggest challenges we face is creating awareness around Student Health Services and the fact that we are a full-service medical clinic,” said Koka.

Addressing the body and mind: “We continue to see the need for mental health care as a challenge in the community,” said Koka. “Student Health Services has a unique approach to behavioral health, as we utilize a collaborative care model.”

Dr. Koka leads a staff of nearly 50 that includes doctors, nurse practitioners, counselors, and nurses. Photo by Evan Cantwell/Office of University Branding

In this model, medical providers partner with behavioral health counselors to co-manage the care of students. Koka says that this team approach has given students more touchpoints with clinicians and provides a more holistic care model.

Additionally, all patients who visit Student Health Services are given a mental health screening at their first visit, and once a year thereafter. Primary care providers are a key point to identify concerns related to mental health.

Finding ways to make it cost-free: Sexual and reproductive care is another critical area of need at Student Health Services. “We have partnered with a community organization to provide free sexually transmitted infection (STI) services to students throughout the semester,” said Koka. “We continue to look for ways to expand access to services for our students.”

Fostering a supportive community: A dynamic campus community is what brought Koka to higher education. “I have been able to interact with our students and see their excitement about being here at George �鶹��Ƶ and wanting to be a part of this community,” said Koka.

Rest as part of health: Outside of work, Koka enjoys spending time with her family. “Our two daughters keep us busy with soccer and dance, and we have fun going to the games and watching the performances,” said Koka. To relax, she might go for a run, play with her dog, or try out new recipes.

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College of Public Health receives NIH grant to pilot AI chatbot for African Americans with depression

Mary Cunningham — Mon, 10 Jun 2024 17:03:05 +0000

College of Public Health receives NIH grant to pilot AI chatbot for African Americans with depression Mary Cunningham Mon, 06/10/2024 - 13:03

In This Story

Farrokh Alemi, PhD

Janusz Wojtusiak, PhD

Kevin Lybarger

As a leader in innovative health solutions, �鶹��Ƶ’s College of Public Health received a National Institutes of Health (NIH) AIM-AHEAD program grant to pilot an artificial intelligence (AI) chatbot for Black and African Americans with depression. Professor Farrokh Alemi will enhance his first-of-its-kind, evidence-based artificial intelligence tool to address the medication needs of African Americans with depression.

Professor of Health Informatics Farrokh Alemi

The existing AI tool recommends antidepressants for 16,775 general-population patient subgroups, each representing a unique combination of medical history. For each of these subgroups, the current project will analyze the effectiveness and appropriateness of the recommendations for African Americans, using the NIH All of Us database and existing published literature.

To the researchers' knowledge, this is the first research focused on developing and evaluating an antidepressant recommendation system for Black and African American people.

“Antidepressant medications are a first-line treatment for depression; however, a majority of depressed patients do not experience improvement with their first antidepressant. Additionally, minority populations, including Black and African Americans, are not well represented in antidepressant studies, contributing to reduced antidepressant effectiveness in these populations,” said Alemi. “There is a significant need to synthesize available evidence regarding antidepressant effectiveness and provide personalized treatment recommendations, and this project addresses a major gap in the management of Black and African Americans with depression.”

Researchers will develop a Knowledge-enhanced Antidepressant Recommendation Dialogue System (KARDS), which will engage users in a back-and-forth conversation to acquire the patient information needed to identify the appropriate antidepressant medication. The AI will provide the patient with a list of recommended medications, list of the relevant studies, and an explanation for the medication decisions. The system will automatically send the patient’s clinician a brief point-of-care recommendation and explanation, with an option to examine a complete record of the conversation and the supporting evidence.

“Chatbots—or patient-facing dialogue systems like the one we will create—hold transformative potential for the health care sector and are increasingly prominent in psychiatric applications, predominantly through therapy-bot implementations,” said Alemi. “Our chatbot will help improve the detailed, time-consuming, medical history intake process, and provide point-of-care summary and prescription recommendations to the patients’ clinicians. The chatbot will make patients more comfortable because the natural language modality provides an intuitive, empathetic, stigma-free interface.”

Once the AI chatbot is developed, the team will test the dialogue system with Black and African American patients to evaluate system functionality and user preferences. Additionally, the project will train a Black or African American doctoral or master’s student in AI, expanding the available workforce and building the community’s capacity to address AI.

Alemi will lead the research team, which includes Janusz Wojtusiak, a George �鶹��Ƶ professor of Health Informatics and the director of the Machine Learning and Inference Laboratory, and Kevin Lybarger, a George �鶹��Ƶ assistant professor in the Department of Information Sciences and Technology in the College of Engineering and Computing. All three members have collaborated previously to diagnose COVID at home from presenting symptoms.

The $70,906 grant is part of the NIH’s AIM-AHEAD (Artificial Intelligence/Machine Learning Consortium to Advance Health Equity and Researcher Diversity) program, which aims “to establish mutually beneficial and coordinated partnerships to increase the participation and representation of researchers and communities currently underrepresented in the development of AI/machine learning models and enhance the capabilities of this emerging technology, beginning with electronic health record data.”

Innovate for Good is an ongoing series that examines how George �鶹��Ƶ faculty in the College of Public Health are harnessing technology to improve health outcomes.

If you have stories to share as part of the Innovate for Good series, email Mary Cunningham at mcunni7@gmu.edu.

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George �鶹��Ƶ researchers harness the power of artificial intelligence to match patients with the most effective antidepressant for their unique needs

Mary Cunningham — Wed, 29 May 2024 19:46:58 +0000

George �鶹��Ƶ researchers harness the power of artificial intelligence to match patients with the most effective antidepressant for their unique needs Mary Cunningham Wed, 05/29/2024 - 15:46

Researchers in �鶹��Ƶ’s College of Public Health have leveraged the power of artificial intelligence (AI) analytical models to match a patient’s medical history to the most effective antidepressant, allowing patients to find symptom relief sooner. The free website, MeAgainMeds.com, provides evidence-based recommendations, allowing clinicians and patients to find the optimal antidepressant the first time.

Farrokh Alemi, principal investigator and professor of health informatics at �鶹��Ƶ’s College of Public Health

“Many people with depression must try multiple antidepressants before finding the right one that alleviates their symptoms. Our website reduces the number of medications that patients are asked to try. The system recommends to the patient what has worked for at least 100 other patients with the same exact relevant medical history,” said Farrokh Alemi, principal investigator and professor of health informatics at �鶹��Ƶ’s College of Public Health.

AI helped to simplify the very complex task of making the thousands of guidelines easily accessible to patients and clinicians. The guidelines that researchers created are complicated because of the amount of clinical information that is relevant in prescribing an antidepressant; AI seamlessly simplifies the task.

With AI at its core, MeAgainMeds.com analyzes clinician or patient responses to a few anonymous medical history questions to determine which oral antidepressant would best meet the specific needs. The website does not ask for any personal identifiable information and it does not prescribe medication changes. Patients are advised to visit their primary health care provider for any changes in medication.

In 2018, the Centers for Disease Control reported that more than 13% of adults use antidepressants, and the number has only increased since the pandemic and other epidemics since 2020. This website could help millions of people find relief more quickly.

Alemi and his team analyzed 3,678,082 patients who took 10,221,145 antidepressants. The oral antidepressants analyzed were amitriptyline, bupropion, citalopram, desvenlafaxine, doxepin, duloxetine, escitalopram, fluoxetine, mirtazapine, nortriptyline, paroxetine, sertraline, trazodone, and venlafaxine. From the data, they created 16,770 subgroups of at least 100 cases, using reactions to prior antidepressants, current medication, history of physical illness, history of mental illness, key procedures, and other information. The subgroups and remission rates drive the AI to produce an evidence-based medication recommendation.

“By matching patients to the subgroups, clinicians can prescribe the medication that works best for people with similar medical history,” said Alemi. The researchers and website recommend that patients who use the site take the information to their clinicians, who will ultimately decide whether to prescribe the recommended medicine.

Alemi and his team tested a protype version of the site in 2023, which they advertised on social media. At that time, 1,500 patients used the website. Their goal is to improve the website and expand its user base. The initial research was funded by the Commonwealth of Virginia and by the Robert Wood Johnson Foundation.

The researchers’ most recent paper in a series of papers on response to antidepressants analyzed 2,467 subgroups of patients who had received psychotherapy. “Effectiveness of Antidepressants in Combination with Psychotherapy” was published online in March 2024. Additional authors include Tulay G Soylu from Temple University, and Mary Cannon and Conor McCandless from Royal College of Surgeons in Dublin, Ireland.

In This Story

Farrokh Alemi, PhD

Discover more Research from the College of Public Health

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In the George

At the barbershop, it’s OK not to be OK

mthomp7 — Fri, 22 Mar 2024 17:14:29 +0000

At the barbershop, it’s OK not to be OK mthomp7 Fri, 03/22/2024 - 13:14

Destigmatizing mental health support and normalizing therapy in the Black community, one barbershop at a time

�鶹��Ƶ alumnus Gary T. Taylor, MSW '15, is destigmatizing mental health support and normalizing therapy in the Black community one barbershop at a time. “Barbershops are this safe space for Black men,” says Taylor who has been working with local barbershops in the Rappahannock region of Virginia since 2022 to foster healthy discussions about mental health by educating barbers on “mental health first aid” for their patrons.

“This is where men may go to talk through things, have big debates, talk about sports. Barbershops are an important part of culture for us as Black men—just like salons are for Black women,” says Taylor. Given the trusted role that barbers often play in Black men’s lives—it seemed like a natural place to Taylor for reaching men about mental health.

Taylor has found that barbershop talks play an important role in normalizing talking about issues and going to therapy. The talks can help point participants in the right direction to get therapy resources or find substance abuse resources.

Working in partnership with the Rappahannock Area Community Service Board, Taylor realized he could bring his crisis therapy experience into the community through “barbershop talks”—informal group discussions with the barber, the shop patrons, and a trained social worker.

“Most of the time when you talk to barbers, they'll tell you they're almost de facto therapists and social workers,” says Taylor, “They're listening to their clients’ problems and maybe don’t know about resources available to help. So we wanted to equip the barbers to know what the necessary resources are just in case somebody comes in and it's a crisis or they're really struggling and they don't know where to go.”

It helps reduce stigma by normalizing that it's OK to not be OK. Therapy doesn’t mean I'm crazy or something's wrong with me,” he says.

Taylor relays to participants that seeking mental health support is just like taking your car in for an oil change to make sure it keeps running properly.

“With the rise of substance abuse and overdoses, the barbers or the folks that are coming to these barbershop talks now are getting Narcan training too. And I think that's the strengths-based approach to meet the community where they're at,” said Taylor.

To date, Taylor has completed more than five barbershop talks in the Rappahannock region and is working with female colleagues to begin salon talks this spring.

“It’s important that people who share lived experiences are leading these sessions, so the participants can relate and see themselves in the facilitator,” says Taylor. "I can speak to that direct cultural experiences of Black men and then also bring in my skill set, my knowledge, my experience, my education to help provide that education and awareness

An assistant professor at Virginia State University, Taylor is also passionate about “passing the baton” to the next generation by getting more Black people—particularly Black men—into the social work profession to meet the growing demand.

“The suicide rate for young Black men has been increasing over the past 5 to 10 years, starting from ages 9 and 10 up to the mid-20s. We’re seeing similar challenges for Black girls too. So, there is a growing need for diversity in the social work profession. That cultural awareness piece for the Black community and having more Black social workers, Black practitioners, Black Licensed Clinical Social Workers (LCSW), it's very, very, very important as we progress in the field.”

Learn more about Taylor's work

Gary Taylor spoke to the College of Public Health about his mission is to “pass the baton” to the next generation of social workers.

Discover what it is like to have a career is social work >

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Meet the �鶹��Ƶ Nation: Rachel Wernicke, associate dean and chief mental health officer

Lauren Reuscher — Wed, 21 Feb 2024 14:53:28 +0000

Meet the �鶹��Ƶ Nation: Rachel Wernicke, associate dean and chief mental health officer Lauren Reuscher Wed, 02/21/2024 - 09:53

Rachel Wernicke

Job: Associate Dean and Chief Mental Health Officer, University Life

Rachel Wernicke has worked as an Army officer, psychologist, therapist, and coach. In 2019, she moved into her current role: associate dean and chief mental health officer at �鶹��Ƶ.

Rachel Wernicke, associate dean and chief mental health officer at �鶹��Ƶ. Photo by Evan Cantwell/Office of University Branding

At that time, University Life at �鶹��Ƶ created the role of chief mental health officer to address student mental health from a more strategic, public health approach. This decision happened at a critical moment, just before the world entered the greatest mental health challenge of a generation: a global pandemic.

A group effort: “We continue to see significant need for mental health support in students, faculty, and staff,” Wernicke said. “Supporting mental health takes a whole campus effort, with the engagement of our entire �鶹��Ƶ community and a commitment to creating a culture and providing the programs and services that sustain mental health and well-being.”

According to Wernicke, nearly every role on campus is connected to this work, “even if on the surface it may not seem so,” she said.

Supporting the troops: Wernicke’s time as an Army captain influenced her decision to become a psychologist. “A core Army leadership practice focuses on caring for people,” Wernicke said. “Learning how to do this when I served as an Army officer led me to study psychology and become a therapist.” The leadership lessons she learned in the Army continue to shape her leadership style today.

Passion for education: As a therapist in training, Wernicke had the opportunity to work in college mental health, and she loved working with students. “Although I’ve practiced in hospitals and other settings, I kept returning to higher education over the years,” Wernicke said.

Wernicke serves as cochair of �鶹��Ƶ’s Mental Health and Well-Being Task Force. Photo by Evan Cantwell/Office of University Branding

Mental health as the second pandemic: The COVID-19 pandemic brought increased attention to the need for expanded mental health care. As a result, �鶹��Ƶ has adapted and expanded its mental health services for students.

“Both Counseling and Psychological Services (CAPS) and Student Health Services (SHS) had to shift their services to meet the needs of students during the pandemic,” Wernicke said. “The most critical shift was to offer telemental health services for students.”

Answering the call: The number of students seeking mental health services is rising, both at �鶹��Ƶ and nationally, continuing a trend that was underway before the pandemic. From 2010 to 2020, the total number of students served by �鶹��Ƶ’s CAPS increased by 55%. The growing demand for services hasn’t stopped.

“As of January 2024, just over halfway through our fiscal year, CAPS has supported more than 1,100 students,” Wernicke said. “This compares to 1,254 students served during the entirety of the previous fiscal year.”

Multiple avenues for care: SHS also provides mental health care to students. “SHS provides universal screening for depression and substance use concerns to all students being seen by a health care provider,” Wernicke said. “Any student who screens positive for these concerns is offered treatment.”

In the 2023 fiscal year, SHS had 725 behavioral health interactions with students, a 266% increase from the prior year.

�鶹��Ƶ launched a partnership with a telemental health vendor, TimelyCare, in fall 2022. This care option reaches students wherever they are located, at whatever time is convenient for them. Through TimelyCare, students may access free mental health services 24/7, 365 days a year. As of January 2024, TimelyCare has provided mental health services to 1,518 �鶹��Ƶ students since its launch.

Planning for the future: �鶹��Ƶ continues to evolve its approach to supporting mental health. Wernicke serves as cochair of �鶹��Ƶ’s Mental Health and Well-Being Task Force with Nance Lucas, executive director of �鶹��Ƶ’s Center for the Advancement of Well-Being.

“We are working to raise awareness of the resources available to our community and to make recommendations for programs, policies, practices, and services that will support a culture of mental health and well-being at �鶹��Ƶ,” Wernicke said.

The task force includes students, faculty, and staff from across the university. “The charge is both aspirational and practical, focusing on creating a systems approach to mental health and well-being at �鶹��Ƶ,” Wernicke said.

Putting ideas into action: This year, their goals are to identify a �鶹��Ƶ model of mental health and well-being, recommend ways that well-being and mental health services can be expanded, enhance the inclusiveness of these programs and services, and increase community awareness of what is already available. The Patriots Thriving Together hub has been created as a starting point for �鶹��Ƶ students and employees to find resources.

Finding joy: Practicing what she preaches, Wernicke finds ways to support her own well-being. “I have three kids—they’re in college, high school, and middle school—so keeping up with their activities and staying connected with them is a priority,” Wernicke said. “Music is a major source of well-being for me and something I enjoy with my family.” She also finds joy and relaxation by exercising, running, spending time with friends, and cooking.

Support from all around: Wernicke says she thrives at �鶹��Ƶ because of the people around her. “I’m lucky to be able to work with some of the most talented and committed clinicians, educators, and advocates in CAPS, SHS, and Disability Services,” Wernicke said. “I appreciate being able to work with people from across the university who are committed to student health and well-being.”

Mental health and well-being resources at �鶹��Ƶ:

Patriots Thriving Together
Counseling and Psychological Services: 703-993-2380
Student Support and Advocacy Center (SSAC): SSAC Support Request
Crisis Text Line: Text HOME to 741741 to reach a crisis counselor
TimelyCare
�鶹��Ƶ's Center for Community Mental Health

Watch Wernicke’s Tedx Talk, “Mental Health in the New Normal: Shaping Our COVID Stories,” for more insights about the pandemic’s impact on mental health and well-being.

Watch Wernicke's Tedx Talk

Mental Health and Well-Being Resources at �鶹��Ƶ

Meet more of the �鶹��Ƶ Nation

Meet the �鶹��Ƶ Nation: TJ Pegg
July 10, 2025
Meet the �鶹��Ƶ Nation: CJ Minteer
March 12, 2025
Meet the �鶹��Ƶ Nation: Traci Kendall
February 28, 2025
Meet the �鶹��Ƶ Nation: Nandini Koka
November 22, 2024
Meet the �鶹��Ƶ Nation: Marit Majeske
October 11, 2024

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�鶹��Ƶ opens new behavioral health facility in Fairfax

Colleen Rich — Fri, 27 Oct 2023 18:28:23 +0000

�鶹��Ƶ opens new behavioral health facility in Fairfax Colleen Rich Fri, 10/27/2023 - 14:28

On Friday, Oct. 27, �鶹��Ƶ’s College of Humanities and Social Sciences and Department of Psychology hosted a grand opening of its new facility for the Center for Community Mental Health and Center for Evidence-Based Behavioral Health, two centers whose research and community services are deeply connected to strengthening our communities.

From left, Keith Renshaw, Fairfax Mayor Catherine Read, center director Robyn Mehlenbeck, and Dean Ann Ardis. Photo by Ron Aira/Office of University Branding

The new City of Fairfax location at 9900 Main Street is optimally located to enable community members’ easy access to critical mental health services, while also providing space to advance research and train the next generation of behavioral health providers.

The Center for Community Mental Health serves as the main training clinic for �鶹��Ƶ doctoral candidates in clinical psychology, as well as students in other behavioral health disciplines such as counseling and social work. The center provides state-of-the-art, accessible, affordable, and culturally sensitive therapy and testing services to those in need, regardless of income. It is one of the only sites in the mid-Atlantic to offer therapies and testing on a sliding scale, which enables access to care for as low as $5 per session. The center sees children as young as age 5, and works with community members across the lifespan, including addressing the mental health needs of veterans.

“At the Center for Community Mental Health, we firmly believe that mental health services should be available to everyone, regardless of ability to pay,” said Robyn Mehlenbeck, the center’s director. “We also believe you should receive help when you need it and not be told you’ll need to wait three or four months.”

To meet community need, the center has expanded staffing for its emotional support lines to 12 hours a day every day in both English and Spanish, Mehlenback said. Three session skills treatment plans are also available with little to no waitlist, as a bridge to longer term services, she added.

Last year, the Center for Community Mental Health provided more than 2,100 therapy sessions, completed 118 evaluations and more than 315 evaluation sessions, and helped train 77 undergraduates and 57 graduate students—all with a commitment to the community.

�鶹��Ƶ’s Center for Evidence-Based Behavioral Health is committed to decreasing barriers to accessing high-quality mental health care. Serving as a critical bridge between research on the best therapies and real-life applications, it offers training and consultation to the community’s behavioral health workforce in culturally responsive, research-based, behavioral health treatments. The Center for Evidence-Based Behavioral Health has trained approximately 430 clinicians and clinical supervisors, who represent eight local county-based organizations and 38 private behavioral health organizations, over the last year alone.

“The Center for Evidence-Based Behavioral Health brings together �鶹��Ƶ faculty, with different areas of expertise, to partner with and train behavioral health providers in research-based therapies,” said Christy Esposito-Smythers, CEBBH Director. “This helps our current workforce address gaps in training, learn new treatment techniques, and further enhance their ability to effectively treat clients with a variety of behavioral health concerns.”

“Mental health and behavioral health are health care. We need to change the conversation to remove both the stigma and the barriers to these critical services,” said City of Fairfax Mayor and �鶹��Ƶ alum Catherine Read. “�鶹��Ƶ is taking a leadership role in developing a model for quality affordable mental health services while training the next generation of mental health care providers. Fairfax City is the beneficiary of this groundbreaking effort to invest in the holistic well-being of an entire community. We are fortunate in our proximity and partnership with �鶹��Ƶ.”

“The behavioral health needs in our community are acute, as are the behavioral health workforce development needs in the region,” said Ann Ardis, College of Humanities and Social Sciences dean. “This new facility will provide �鶹��Ƶ faculty and students with a state-of-the-art environment in which to pursue research-to-practice activities in service to our communities.”

The Center for Community Mental Health’s Emotional Help Line provides free, anonymous, confidential support in both English (703-215-1898) and Spanish (703-914-3878). The line is open daily from 8:30 a.m. to 8:30 p.m.

See what �鶹��Ƶ is doing for Community Mental Health

Delve into Behavioral Health Research

New resources on mental health and student accommodations now available

Pam Shepherd — Fri, 20 Oct 2023 20:55:04 +0000

New resources on mental health and student accommodations now available Pam Shepherd Fri, 10/20/2023 - 16:55

In This Story

Kenneth Walsh

Rose Pascarell, MA

Dear Colleagues:

We are writing to share two important resources that we hope you will read, use, and share.

Accessibility, wellness, and mental health for our faculty, staff, students, and community members are top priorities for �鶹��Ƶ. We are committed to educating the �鶹��Ƶ community about inclusivity, accessibility, and mental health; providing resources for faculty, staff, and students; and connecting those in need with clinical care. Community support for students with disabilities is core to �鶹��Ƶ’s values of including a multitude of people and respecting differences.

Today, we are making two important resources available:

Language Matters: This guide provides faculty, staff, and students with critical information to dispel myths about mental health and to address language that may create barriers to seeking help. You can view, and are encouraged to share, this one-page summary (this document includes a general one-page summary, a summary for students, and a summary for faculty).
Let's Help Our Students: Access, Equity, and Inclusion for Students with Disabilities: This guide outlines for faculty and staff how to work with students who need accommodations by providing guidelines, key terms, laws and policies, examples, and resources to
help with inclusion and the breaking down of barriers. This also has a one-page summary.

Both guides are offered in support of Patriots Thriving Together – the �鶹��Ƶ-wide initiative to improve the mental health of our community by 1) Creating an inclusive and welcoming environment, 2) Delivering education and training 3) Nurturing community, 4) Using research and evidence-based practice, and 5) Delivering clinical care.

Using the “right words” to discuss mental health and mental illness, and stressing the importance of student accommodations, can help to prevent stigma and discrimination. As importantly, it can help us continue to build a welcoming and inclusive environment where everyone can succeed.

All the best.

Kenneth D. Walsh, PhD Rose Pascarell
Interim Provost and Executive Vice President Vice President for University Life

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Tackling Virginia’s Challenges

Colleen Rich — Thu, 15 Jun 2023 17:44:04 +0000

Tackling Virginia’s Challenges Colleen Rich Thu, 06/15/2023 - 13:44

�鶹��Ƶ has long been adept at transforming scarce resources into measurable results, and that grit and perseverance are now being rewarded. Thanks to the efforts of two Virginia representatives and two U.S. Senators, �鶹��Ƶ now has funding for five separate projects that address some of the state’s most urgent challenges.

U.S. Representative Gerry Connolly (D-VA) secured funding for projects focusing on cybersecurity and on mental health, while U.S. Representative Jennifer Wexton (D-VA) championed funding for projects that take on the opioid epidemic and tick-borne illnesses. U.S. Senators Mark R. Warner (D-VA) and Tim Kaine (D-VA) won funding for a unique tutor-to-teaching program that also combats pandemic-related declines in K-12 learning achievement. All of the funding comes as part of the federal omnibus appropriations bill that President Biden recently signed into law to fund the government through Fiscal Year 2023.

Such funding doesn’t just provide a financial boost. It’s recognition of the university’s reputation as a bold innovator, and a vote of confidence in our ability to push further with research and technologies that can have far-reaching benefits.

Connolly agrees, saying “�鶹��Ƶ is a pillar of our community, but the effects of its world-class education and world-changing research can be felt throughout the country.”

Read on to find out more about the projects being funded and their anticipated impact on Virginia.

Securing the Nation’s Data

As technology quickly changes, the U.S. government similarly must adapt its systems and policies to ensure that the nation’s data and technology remain secure—and they will soon have a valuable partner in �鶹��Ƶ.

47% of American adults have had their personal information exposed online by cybercriminals.

�鶹��Ƶ is a leader in cybersecurity, with a program that is currently ranked No. 9 in the world, and a bachelor’s degree in cyber security engineering that was the first of its kind to be offered in the United States. That pioneering expertise will be put to use via the new �鶹��Ƶ Center for Excellence in Government Cybersecurity Risk Management and Resilience, which will be supported by $1 million in federal funding secured by Connolly.

The center will act as a strategic partner in cybersecurity and IT modernization efforts through education and workshops for federal government IT and cybersecurity executives and middle managers. In developing and offering these resources, the center will also leverage �鶹��Ƶ’s Institute for Digital Innovation (IDIA), to be housed within the new Fuse building at �鶹��Ƶ Square, by leaning on IDIA’s deep interdisciplinary expertise across all facets of cybersecurity research, governance, policy, and education.

Amarda Shehu, associate vice president of research at IDIA and professor of computer science, will operate the center along with J. P. Auffret, director of research partnerships and grants initiatives in �鶹��Ƶ’s School of Business and director of the Center for Assurance Research and Engineering.

With a 25-year history in government IT leadership and governance education, �鶹��Ƶ is uniquely qualified to lead this effort. Connolly expressed optimism about the center, saying, “I can’t wait to see the results in action.”

Addressing Mental Health Care Needs

Of the pandemic’s many lasting effects on society, declining mental health and well-being are among the most critical, and youth are particularly susceptible. Federal statistics show that more than a third of young people in the United States have reported persistent feelings of sadness and hopelessness, and suicide is the second-leading cause of death for those ages 10 to 24. In Virginia alone, 86 children in the state died by suicide in 2020.

50.6% increase in emergency department visits during the pandemic for youth suicide risk.

Thanks to nearly $1 million in federal funding won by Connolly, �鶹��Ƶ will continue its existing efforts in addressing this mental health crisis through the Saving Lives and Decreasing Health Disparities project. The project aims to train community clinicians to serve diverse, low-income youth and families and provide access to low- to no-cost, culturally sensitive evidence-based assessments that can be easily implemented in community mental health settings.

The project leads—�鶹��Ƶ psychology professor Christianne Esposito-Smythers and Psychology Department chair Keith Renshaw—hope to make a significant impact within the region. “This work is intended to increase the effectiveness of mental health services, reduce the likelihood of life-threatening behavior, and decrease the costs of care for our lowest-income youth and families,” Esposito-Smythers says.

Collaborating to Counter a Crisis

Already a crisis before the pandemic, the opioid epidemic has steadily worsened nationwide, with federal, state, and local officials reporting alarming spikes in drug overdoses.

80% increase in fatal opioid overdoses in Virginia between 2019 and 2021.

According to the most recent data from the Virginia Department of Health, fatal overdoses in the state from all substances increased by 69 percent between 2019 and 2021; fatal opioid overdoses increased by 80 percent. Nearly three quarters of all Virginia’s drug overdose deaths in 2020 involved fentanyl, an opioid that is more than 50 times more potent than heroin.

Continued isolation from the global pandemic, economic devastation, and disruptions to the drug trade have all fueled the surge. Large numbers of opioid overdose deaths have disproportionately been among those of less privileged socioeconomic status living in rural areas. State statistics also show that the formerly incarcerated who have substance abuse disorder are up to 129 times more susceptible to overdose in the first two weeks following their release.

�鶹��Ƶ’s College of Public Health is well positioned to tackle these issues with their expertise in directly supporting health in surrounding communities. Now, with the help of federal funding won by Wexton, researchers at �鶹��Ƶ will work to alleviate the substance abuse crisis via the future Empowered Communities Partnership Center.

With the one-time federal investment of $1,037,519, the center aims to coordinate care across systems of support and gather data to develop new models of community care to both prevent opioid overdoses and limit the burden to the state health care system.

Looping in existing Virginia statewide and local criminal justice and public health partners in a collaborative network will be key to the center’s work. There are additionally plans to expand the coordination of care for those with opioid use disorder reentering the community following their release from incarceration.

�鶹��Ƶ nursing professor Rebecca Sutter, MSN ’01, DNP ’12, co-director of the �鶹��Ƶ and Partners (MAP) Clinics and the Empowered Communities Program, will oversee the center. She emphasizes that �鶹��Ƶ’s existing programs and community partnerships are foundational to the center.

“We are building upon our programs to expand our impact,” Sutter says. “This is a partnership center with the local community guiding its work while acting as a learning laboratory for the next generation of public health strategists and leaders.”

Taking on Ticks

Like many parts of the United States, Virginia is experiencing an increase in tick-borne illnesses, with particularly high numbers of confirmed cases in Fauquier, Loudoun, Prince William, and Rappahannock counties. Left untreated, tick-borne infections can lead to chronic suffering, disability, and even death. Early diagnosis ensures patients receive appropriate treatment, but there is currently a shortage of adequate and accessible testing throughout Virginia.

600 estimated samples tested for tick-borne illness each month at five Virginia clinics.

�鶹��Ƶ’s Center for Advanced Testing: Tick-Borne Disease Diagnostic Clinic will soon help change that. The center will use the one-year federal investment of $820,000 secured by Wexton to deploy diagnostic testing—utilizing a suite of unmatched �鶹��Ƶ-developed technologies—that will allow for a quicker and more efficient diagnosis.

“Our unique medical technology to diagnose tick-borne diseases began many years ago,” says University Professor Lance Liotta, co-director and medical director of �鶹��Ƶ’s Center for Applied Proteomics and Molecular Medicine. “Our team is thrilled to expand our clinical trial under this special funding to now offer routine testing for the entire commonwealth.”

�鶹��Ƶ’s technology for patient sample self-collection does not require refrigeration, and results are communicated to the requesting physician within 24 hours to enable appropriate therapy to begin immediately. This is a stark improvement from conventional technologies, which typically take 6 to 12 days to process at major diagnostic laboratories. Additionally, only one patient sample is needed to detect signatures derived from all the major known tick-borne pathogens.

“�鶹��Ƶ scientists have been leaders in helping to prevent long-term illness and disability from these diseases, which are becoming more common in Virginia and across the country,” Wexton says. “I'm grateful to �鶹��Ƶ for their work on this issue.”

Given that �鶹��Ƶ officials anticipate seeing 600 samples per month at five clinics, the program promises to have a dramatic impact on the region. It’s an impact that is indicative of �鶹��Ƶ’s culture of tackling problems in singular ways that create measurable results.

One Project, Two Goals

Nationwide, one of the pandemic’s most dire effects has been the sharp decline in learning achievement for K–12 students. Additionally, the number of teachers leaving the profession has sharply risen, with about 40 to 50 percent leaving within the first five years of their careers.

40% of new teachers leave the profession in the first five years.

�鶹��Ƶ’s Tutors to Teachers program focuses on tackling both problems simultaneously. The program trains student tutors to address the most pressing gaps K–12 children currently face while nurturing those tutors for careers as future teachers. Now, through federal funding secured by Warner and Kaine, the program will have the support to extend its efforts to even more students and future teachers throughout the state.

Currently, �鶹��Ƶ and Virginia Community College System students work with in-service teachers and receive training to provide online tutoring services to low-income K–12 children who are showing pandemic-driven learning gaps. The $1.95 million in federal funding will be used to prepare tutors to help K–12 students become self-regulated learners. Additionally, through relevant course work, mentoring experiences, and guidance provided by �鶹��Ƶ faculty, student tutors will be empowered to enter the teacher workforce prepared with the skills needed to make a positive impact.

The funding enables �鶹��Ƶ to build off an existing partnership with Fairfax, Arlington, and Alexandria school districts and extend its reach to Prince William County, Franklin City, Frederick County, and Spotsylvania public schools. Plans for expansion include Historically Black Colleges, Native American tribes, and other school districts in Virginia.

�鶹��Ƶ’s TEACHERtrack Office administers the program, developed by �鶹��Ƶ professors Anastasia Kitsantas and Roberto Pamas, both faculty with �鶹��Ƶ’s School of Education.

Priyanka Champaneri, BA ’05, MFA ’10, and John Hollis contributed to this story.

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