Who is Using Access?
Our team has provided intensive training to staff at several colleges and universities that has enabled them to begin delivering ACCESS on their own campuses.
University of North Carolina at Greensboro
University of North Carolina at Greensboro
University of North Carolina at Greensboro
Jennifer M. Whitney, Ph.D., LCMHCS
Director - Mental Health & Well-Being, Student Health Service
Rutgers University
University of North Carolina at Greensboro
University of North Carolina at Greensboro
Joshua M. Langberg, Ph.D.
Chief Wellness Officer Rutgers New Brunswick
Western Carolina University
University of North Carolina at Greensboro
Fayetteville State University
Janina C. DeHart, M.S.
NCC Assistant Director, Office of Accessibility Resources
Fayetteville State University
Elizabeth City State University
Fayetteville State University
Erika Bradford, M.A.
Adjunct Instructor
Executive Director - Learning & Testing Centers, Student Success
Elizabeth City State University
Elizabeth City State University
Elizabeth City State University
Latonia S. Johnson, PhD, LCSW
Director, Student Counseling Services
OTHER UNIVERSITIES
Two additional universities have received similar training and have plans to begin delivering ACCESS on their campuses in the future.
- North Carolina State University
- University of North Carolina at Charlotte
Using a Korean translation of our treatment as a guide, Dr. Jeongsu Park, a Professor in the Department of Psychology at Ajou University in South Korea, recently began offering the ACCESS Program to students on campus.
ADHD COACHING
Cindy Palmer, Founder/Owner of Threshold Coaches based in Washington state, recently added a modified version of the ACCESS Program to the wide array of coaching services that she and her staff privately provide to students in several universities and community colleges throughout the state.
CLASSROOM ADAPTATIONS
Clarissa Marshall, a certified ADHD coach serving as an assistant director and case manager for the Accessibility Resource Center at Guilford College, has incorporated many elements of the ACCESS program into a semester-long course that undergraduate students with learning challenges can take for academic credit.
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