In this simulation activity, learners will participate in a counseling program with Chris, who is experiencing mild depression and feeling uninterested in his day-to-day life. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Chris find a sense of purpose and motivation. Learners will work with Chris to develop coping mechanisms, set goals, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing depression and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Emery Morgan, who is experiencing bouts of sadness and frustration with their current situation in life, leading to mild depression. Emery has struggled with identity and feeling like an outsider, and is now feeling like their life is meaningless. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Emery find a sense of purpose and reconnect with their identity beyond their gender. Learners will work with Emery to develop coping mechanisms, set goals, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing depression and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, an Occupational Therapy (OT) student is tasked with conducting an interview involving two key individuals: Dr. Hendricks, a school administrator, and Melanie Kane, a parent. The purpose of the interview is to develop an Individualized Education Plan (IEP) for Melanie's son, Michael. The OT student will need to gather information, collaborate with both Dr. Hendricks and Melanie, and work towards creating an effective and tailored IEP for Michael's educational needs. Effective communication, active listening, and empathy are essential skills the student should employ throughout the interaction to ensure the best possible plan for Michael's education and well-being.

In this simulation activity, learners will participate in an initial evaluation with Hazel Marinos, an outpatient client who recently suffered a myocardial infarct and was hospitalized for seven days before being discharged with orders for PT and OT. Learners will perform a functional ROM test and an orientation test, learn about Hazel's current living situation, and any equipment she has in the home. They will provide her with a brief precaution about wearing a sling that was not prescribed by her doctor. Hazel is a 58-year-old, married woman who works as a cashier at a local supermarket and has a history of smoking and obesity. Learners will need to be compassionate in their interaction and ask open-ended questions to understand Hazel's needs better. The simulation is designed to help learners develop the skills and confidence needed to work with clients facing physical health challenges, including communication, goal-setting, and coping mechanisms.

In this simulation activity, occupational therapy (OT) students conduct an inpatient evaluation of Mr. Parks, a 68-year-old man with a six-year history of progressively worsening Parks' disease symptoms, including tremors, bradykinesia, and stiffness. His chief complaints include tremors, mobility difficulties, and wrist pain following a fall. Living alone in NYC, Mr. Parks' adult son is concerned about his father's hygiene and safety. During the evaluation, students assess his functional limitations, neurologic symptoms, medication history, and diagnostic test results. The goal is to create a personalized plan addressing daily activities, motor skills, energy conservation, and mobility using assistive devices. This plan aims to enhance Mr. Parks's independence and quality of life while monitoring his disease progression through follow-up appointments with his neurologist and OT assessments.

In this simulation activity, learners will step into the shoes of a community social worker who is set to facilitate a mediation session between the police department and a grieving mother. Unexpectedly, the social worker encounters a police officer in the midst of a nervous breakdown, desperately seeking support. The officer is struggling with the community and media backlash after a tragic incident where he shot a student under the misapprehension of a threat. As the social worker, learners will engage with the officer, providing a compassionate ear and employing therapeutic techniques to help him navigate his overwhelming emotions and anxiety.

In this simulation activity, healthcare students will participate in a post-operative appointment with Hugo, who recently underwent a prostatectomy under general anesthesia. Hugo's surgeon recommended an epidural for pain relief, which Hugo and his wife were unsure about but ultimately agreed to. During the simulation, students will be prompted to assess Hugo's pain level and evaluate the effectiveness of the epidural. This simulation is designed to help healthcare students develop the skills and confidence needed to provide quality care to patients after surgery, including assessing pain levels and evaluating the effectiveness of pain management strategies. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to patients in their future healthcare careers.

In this simulation activity, occupational therapy learners work with Victoria and Julia to explore solutions for Victoria's back pain. Julia seeks guidance on managing Victoria's pain and establishing solutions that allow Julia to safely participate in age-appropriate activities. Learners will work with Julia to gather information on Julia's history, assess her current pain levels, and form a plan for Victoria's pain management and IEP.

In this simulation activity, social work students will evaluate Serena Miranda, a mother whose children were removed from her care due to safety concerns. Serena has a history of substance abuse issues and currently receives social welfare benefits. During the simulation, students will be prompted to assess Serena's situation and develop a plan to ensure the safety and well-being of her children. This simulation is designed to help students develop the skills and confidence needed to address challenging situations in child welfare cases, including assessing safety concerns, developing intervention plans, and working with families with complex needs. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to families in their future social work careers.

In this immersive and emotionally charged simulation, learners will participate in a substance abuse group therapy session featuring three diverse characters: Maria, Rosalyn, and Cliff. Each character is grappling with substance abuse for distinct reasons, shedding light on the multifaceted nature of addiction and the impact of trauma. Through these characters' stories, participants will gain empathy and understanding for individuals dealing with addiction, hone their communication skills, recognize the impact of trauma on addiction, and explore a holistic approach to treatment, fostering a safe and non-judgmental environment for individuals seeking recovery. This simulation encourages learners to approach addiction with empathy, considering the various factors contributing to it, and explores therapeutic strategies for recovery while emphasizing the vital role of empathy, active listening, and trauma-informed care in supporting individuals on their journey to healing and sobriety.

In this simulation activity, learners will participate in a counseling program with Ian, who has been struggling with substance abuse. Ian began smoking marijuana in college to cope with the loss of his father and continued to use it as an adult. He is now in the habit of smoking every night after work, and his wife wants him to quit. Ian recognizes that his relationship with marijuana goes beyond recreational, as he uses it to control his moods and digestion. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Ian manage his substance abuse and develop coping mechanisms to overcome his addiction. Learners will work with Ian to identify triggers, develop relaxation techniques, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing substance abuse and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Robert, who has been struggling with substance abuse. Robert started smoking marijuana in high school to cope with the loss of his father and his growing hatred of his mother. He continued to use marijuana as an adult, and it has become a central conflict point in his marriage. Robert's wife, Linda, wants him to quit altogether, but he defends his marijuana use as something that's been part of his life for a long time. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Robert manage his substance abuse and develop coping mechanisms to overcome his addiction. Learners will work with Robert to identify triggers, develop relaxation techniques, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing substance abuse and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, nursing students will participate in an emergency room assessment with Patty, who was brought in by paramedics after a neighbor found her unconscious in her car. The car had been left running while the garage door was closed, causing exhaust fumes to build up around Patty. She recently lost custody of her two children and had some other setbacks in her life, but she still initially claims she wasn't trying to commit suicide. She swears she was just listening to music and accidentally left the garage door closed. During the simulation, students will be prompted to use their assessment skills to evaluate Patty's physical and mental health, address her potential suicidal ideation, and develop a care plan that addresses her needs. This simulation is designed to help nursing students develop the skills and confidence needed to work with patients who have experienced trauma and are facing mental health challenges, including assessment, communication, and care planning. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to patients in their future nursing careers.

In this simulation activity, learners will engage with Beverly, whose daughter Kayla has been receiving counseling services from a social work intern following the traumatic loss of her brother. Kayla must now transition to services at a community-based clinic. In session with Beverly, learners will act as the social work intern and guide Beverly through the termination process, including preparing the family for the level of services at her new clinic, establishing habits that Beverly can implement at home, and discussing any concerns that Beverly has surrounding time commitment and her ability to support Kayla in this transition.

In this simulation activity, learners will review Shondra's journey, acknowledge the progress made, address any remaining concerns, and discuss strategies for maintaining and building upon the gains achieved during therapy. The session aims to model a positive and empowering termination process, emphasizing the significance of closure in the therapeutic relationship.

In this simulation activity, learners will participate in a counseling program with Jackie, who recently went through a traumatic breakup with her long-term boyfriend, Matt. Jackie is emotionally paralyzed, feeling guilty, angry, and blaming herself for the breakup. Her mother has scheduled a counseling session for her, and Jackie is grateful to have someone to talk to. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Jackie manage the effects of the trauma. Learners will work with Jackie to establish a trusting, empathic relationship, learn about the background of the trauma, and provide tools to begin managing the effects of the trauma. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing trauma and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Leanne, who recently went through a difficult break-up from her long-term boyfriend, Charlie. Leanne is in turmoil, unable to sleep, alternates between avoiding food or binging on unhealthy foods, and has begun drinking alone to get drunk. She recognizes that her behavior is similar to what her mother exposed her father to but has never tried to address this behavior in herself. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Leanne manage the effects of the trauma. Learners will work with Leanne to establish a trusting, empathic relationship, learn about the background of the trauma, and provide tools to begin managing the effects of the trauma. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing trauma and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, mental health students will participate in an outpatient mental health assessment with Chris, who is attending for an initial assessment. After a combative altercation in the waiting room, Chris' social worker notes that they have listed several different names on their intake form and did not answer several demographic intake questions. Chris is clearly affected by the incident in the waiting room and is non-verbal. During the simulation, students will be prompted to use their active listening and empathy skills to build rapport with Chris, address their non-verbal behavior, and complete the intake assessment while addressing their concerns. This simulation is designed to help mental health students develop the skills and confidence needed to work with clients who have experienced trauma and are facing mental health challenges, including active listening, empathy, and cultural competence. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to clients in their future mental health careers.

In this simulation activity, counseling students will participate in a counseling session with Lucas, a 14-year-old who has been mandated counseling from Youth Court, an alternative to incarceration program. Lucas was removed from his mother's care at 11 years old after an incident that caused him to lose 80% of his hearing. Now, Lucas has been missing school, has been arrested with his friends, and is combative with social workers and counselors. During the simulation, students will be prompted to build rapport with Lucas, address his resistance, and develop a plan for addressing his behavioral and academic needs. This simulation is designed to help counseling students develop the skills and confidence needed to work with youth in the justice system who have experienced trauma, including building rapport, addressing resistance, and developing effective intervention plans. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to youth in the justice system in their future counseling careers.