The Sports Medicine program adds a three-day lab session featuring standardized patient training as part of a program redesign.

Brent Marshall, Ed.D., Sports Medicine program director, and Jesse Shaw, DO, professor of sports medicine, have rolled out their revised model for the Sports Medicine curriculum at University of Western States.

In this new model, lab content for several different classes was collapsed into one lab course that students take mid-program and complete on campus in a three-day intensive session. As part of this program, Dr. Shaw and Dr. Marshall also unveiled the inaugural use of the standardized patient program in which trained actors play the roles of typical patients whom a sports medicine professional will encounter in their work, such as an athlete, coach, or a non-athlete who is beginning an exercise regime.

Dr. Marshall has been at University of Western States since 2014 and has been the director of Sports Medicine for two years. Under his direction, faculty and students of the program recently completed the first year of their new curriculum, which is the culmination of the most comprehensive revision to the program since its inception 12 years ago. This ongoing redesign of the curriculum includes aligning course offerings to better prepare students to work in clinical environments. Dr. Marshall says, “Part of our redesign was to allow students who are already working out in the field as clinicians to come back and get their master’s in Sports Medicine.”

Until this year, students taking courses in the Sports Medicine program have been predominantly Doctor of Chiropractic candidates on campus. The university is taking advantage of online instruction to bring in students from across the country and from different disciplines such as physical therapists and physicians, including MDs and doctors of osteopathic medicine (DOs).

Standardized patients are trained actors who portray scenarios that sports medicine professionals may encounter, commonly an injury that happens during a game. The students take turns interacting with the standardized patient, trying to determine the nature and extent of the injury.

In some scenarios, students assume the role of a trainer on the sidelines of a playing field who must tell a coach their star player has been diagnosed with a concussion and is going to miss the rest of that game and likely additional games, depending on the severity of the injury. The student must relay the information to ensure the athlete is removed from play through the correct concussion protocols.

“Standardized patients have been a great new development for our students because they allow us to replicate real situations that are hard to simulate,” says Dr. Shaw, an associate professor in his second year in the program. “I think our first go-round with the standardized patients allowed us to see how our students can apply the knowledge we’ve taught them as well as to see how they internalize and conceptualize what that interaction will look like.”

Dr. Shaw explains it’s one thing to teach students how to test for a concussion and what the diagnosis of concussion means, but it’s another thing to have a standardized patient recreate what the students will experience dealing with a living, breathing person for whose health, safety, and wellness they’ll be responsible.

“We weren’t sure how this was going to go for our first round,” Dr. Marshall says, “but as we were watching the video and hearing the way that the standardized patients interacted with the students, I said something to Dr. Shaw like, ‘I’ve heard all this before.’ The ways the actors portrayed the situations they were tasked with were verbatim words I’ve heard from coaches and athletes.”

Dr. Marshall was able to say to the students, “This is very real. The SPs somehow reached into our heads and pulled out memories of dealing with coaches who have said, ‘What do you mean they’re concussed? What do you mean they can’t play?’”

Without a script or a checklist, the students had to interpret what their standardized patients were saying and to formulate the correct responses. Dr. Shaw says the standardized patients were convincing in their roles, and none of the students took the exercise lightly. Without knowing in advance exactly what to expect, each student had a different interaction with a standardized patient, so even when multiple students were given the same clinical scenario, they were able to learn from one another.

Dr. Shaw believes the updated Sports Medicine program ushers in exciting new opportunities for internal chiropractic students at University of Western States to get sideline experience in clinical practice. “The university is taking ownership and leadership in high-performance sports medicine,” he says.

According to Dr. Marshall, the standardized patient lab offers University of Western States students rare opportunities to reflect upon and internalize the kinds of difficult conversations they’ll have as sports medicine providers.

Says Dr. Shaw, “This continues to show University of Western States’ dedication to growing the sports medicine field. Our excitement and dedication to growing the program is reflected in the enjoyment that the students get and the experiences that the students get.”

Complementary programs at University of Western States are molded to address the medical needs of communities through a patient-centered approach.

University of Western States plays a crucial role in addressing the health care challenges faced by the Portland community. Through its commitment to whole person health practices focusing on complementary medicine and preventative care, UWS prepares health care leaders who go on to set the global standard for health.

Patrick Battaglia, DC, DACBR, assistant vice president for Community-Based Clinical Education, highlights how UWS prepares students to meet the evolving needs of Portland’s underserved individuals and communities. Explore how UWS shapes graduates to be skilled practitioners and compassionate leaders.

Centering Patients in Health Care Decision-Making

At UWS, our motto is “For the good of the patient.” Our curriculum provides students with an evidence-based, patient-centered model informed by best practices. This patient-centered approach is the foundation for our complementary medicine programs. Students participate in a cultural competency course in their first quarter, which emphasizes how factors such as race and religion play into health care outcomes.

“Our students learn early on how to incorporate patient preferences, values, and beliefs into decision-making,” Dr. Battaglia says. “Patient-centered care is the current standard, and UWS is leading the way.”

Classifying the Standard of Preventative Care

Preventative care is at the heart of UWS’ mission. Preventative care is key to promoting long-term, affordable health for communities. Preventive care often starts with a conservative approach, which emphasizes avoiding invasive procedures or medication as the first step in treatment. For example, studies show that patients receiving preventative care, such as chiropractic care, are 60% less likely to require hospital treatment for spinal conditions.

This method prioritizes less aggressive interventions to manage and prevent conditions, focusing on simpler and less disruptive strategies before considering more intensive options. It avoids invasive treatments and the costs surrounding them. In fact, studies conclude that integrated care can decrease costs and increase patient outcomes. By educating students on the importance of preventative and conservative care, UWS equips the next generation of practitioners to focus on proactivity when it comes to treatment.

To illustrate the importance of conservative preventative care, Dr. Battaglia uses the example of back pain. A patient experiencing back pain might visit a medical doctor and receive an image X-ray or MRI and be prescribed medication. However, if they work with a chiropractic provider first, they might be less likely to develop a chronic condition—and they’ll often save money in the long term, too. 

Preventative care plays a crucial role in improving the overall health and well-being of the Portland community, and UWS’ complementary medicine programs are at the forefront of this effort. By integrating our core principles of patient-centered care into every aspect of our curriculum, UWS prepares students to meet the diverse whole person needs of individuals and communities. This approach is the cornerstone of our mission, driving us to serve “For the good of the patient.”

On-Campus Clinical Experience

Here, at UWS, community service is not just an add-on; it is a core component of the educational experience.

For example, the Doctorate of Chiropractic (DC) students’ curriculum includes working in the UWS clinic on campus, serving Portland patients under the supervision of licensed clinicians. The on-campus clinic allows students to gain hands-on experience serving Portland patients under the supervision of licensed clinicians.

The UWS clinic is committed to providing high-quality care at little or no cost for underserved Portland communities. Students also have the opportunity to participate in community service events, one of which is led by our on-campus clinical team.

“These events provide a powerful contrast to the typical campus clinical environment, as students not only witness the challenges faced by these folks but also engage with their stories firsthand,” says Ryan Ondick, DC, associate professor, Clinical Internship. “Addressing their injuries and ailments offers an eye-opening experience, deepening the interns’ understanding of health care disparities and the impact they can have on improving the lives of Portland’s less fortunate.”

This approach ensures that students graduate with the skills and confidence to make an immediate impact in the Portland community—and it’s just the beginning of the UWS impact.

Community Clinical Experience

UWS students participate in an on-campus clinical rotation followed by a nine-month Community-Based Clinical Education (CBCE) program. During their community clinical experience, students have the opportunity to work under the supervision of licensed clinicians in more than 160 regions across the United States and Canada.

This program allows students to gain experience in diverse clinical settings. According to Dr. Battaglia, this model prepares health care providers to deliver high-quality care to underserved communities. “We need to serve big systems such as hospitals and the VA, but we also need to work with small clinics in remote areas,” he says. In fall 2024, 95% of all clinically eligible UWS students are doing clinical rotations in the community across the U.S. and Canada. Student involvement in community-based care increases the readiness of students once they graduate while also serving the needs of these communities.

“We want students to leave with cultural humility and a deep understanding of how to serve patients from diverse backgrounds,” Dr. Battaglia says.

UWS employs a matching process during the CBCE program. Students weigh in on what regions and health care roles they would like to serve.

The support from UWS doesn’t stop at coursework either. “We provide support for students prior to their clinical experience, as well as during and after,” Dr. Battaglia says. This includes help with the relocation process, arranging access to emergency contacts, and onboarding. “We check in with them frequently, both formally and informally, via surveys, emails, and other forms of outreach.” Students also have access to WellConnect, a student wellness program that offers additional support.

Gaining diverse clinical experiences helps students understand the diverse conditions that can affect the entire health care system, such as health care costs, access, and practitioner shortages.

Martha Kaeser, DC, dean of the College of Chiropractic, says, “Our foundational course in the DC curriculum is focused on identifying and teaching the concepts of cultural competency and cultural humility with the goal of equipping students with the skills to advance their professional journey toward becoming a culturally responsive clinician.”  

UWS complementary clinical programs prepare students to make an impact, providing a well-rounded education on cultural competency, preventative care, and tangible experience. The UWS commitment to “For the good of the patient” ensures that residents in Portland and beyond benefit from personalized, preventative care that enhances their quality of life and promotes long-term wellness.

How University of Western States Programs Are Designed for Whole Person Health

UWS offers a range of complementary medicine programs that serve the dynamic needs of both regional and international communities. Our evidence-based programs equip students with the skills and knowledge to promote whole person health in Portland communities and around the globe.

Programs include:

• Chiropractic Medicine
• Naturopathic Medicine
• Clinical Mental Health Counseling
• Occupational Therapy
• Human Nutrition and Functional Medicine
• Sport and Performance Psychology
• Sports Medicine

Become a Change-Maker at UWS

UWS is dedicated to empowering its students to become leaders and change-makers in the community. Through a curriculum that emphasizes leadership, ethical practice, and community service, UWS instills values that go beyond technical expertise.

Students graduate with a commitment to lifelong learning, patient advocacy, and social responsibility, ready to make a meaningful impact wherever their careers take them.

University of Western States (UWS), a national leader in chiropractic education and whole-person integrated health care, announces the appointment of Nathan Long, Ed.D., as president, effective October 1, 2024. Dr. Long, who has served as interim president since June, will continue to guide University of Western States, positioning the institution for continued growth and success.

“We are thrilled to welcome Dr. Nathan Long as the next president of University of Western States,” said Marlene Moore, Ph.D. Chair of the Board of Trustees for University of Western States. “Dr Long is a highly effective and strategic leader who has already made a significant impact on the university. We look forward to UWS’ next era of success under his leadership.”

Dr. Long brings more than 25 years of experience in higher education and a track record of excellence in strategic planning, enrollment growth, and academic program development for institutions such as Saybrook University and The Christ College of Nursing and Health Sciences. His experience at Saybrook University is particularly relevant, as he led the institution in enhancing operational processes, advancement of new academic programs, and amplifying the university’s brand reach to achieve significant enrollment growth.

The University of Western States Board of Trustees’ decision to appoint Dr. Long as president comes after his impactful leadership as interim president, where he has played a key role in advancing the institution’s ability to adapt and problem-solve effectively for the future success of the university.

“I am honored to accept the position of president of University of Western States and am deeply committed to a highly collaborative approach to support the work of our dedicated faculty and enhance student learning,” Dr. Long said. “Building on a strong 120-year foundation and with the strategic support of The Community Solution, UWS is poised for growth. We are committed to advancing whole-person health education, expanding the reach of the UWS brand, and growing our programs and presence in the community.”

Founded in 1904, University of Western States hosts the longest-established Doctor of Chiropractic program in the Western United States, as well as programs in Clinical Mental Health Counseling, Human Nutrition and Functional Medicine, Sports and Performance Psychology, Naturopathic Medicine, Sports Medicine and more. The university has deep ties to Portland, Oregon, and continues to cultivate these connections by partnering with local organizations, schools, and institutions. In 2023, UWS joined The Community Solution Education System, a nonprofit education system made up of six colleges and universities that uses shared infrastructure and collaboration to drive innovation and advance student outcomes.

Discover the essential steps to becoming an athletic director. Here’s your complete guide to relevant degrees, experience, and networking,

As school athletic programs grow, the role of the athletic director is becoming more essential. The increasing participation in sports at the high-school level raises the demand for qualified leaders who understand the importance of motivation, leadership, management, and strategy to continue to grow school athletic programs.

By earning a Master of Science in Sport and Performance Psychology from University of Western States, you will develop a strong understanding of the relationship between sports education and psychology, which will give you a unique edge in pursuing your career in school athletics. The Sports and Performance Psychology master’s degree features a comprehensive, evidence-based approach to improving athletic performance, including critical skills for a successful athletic director at any school level.

What Does an Athletic Director Do?

Athletic directors have many responsibilities. They oversee school sports programs, making them responsible for managing budgets, hiring the right coaches, and ensuring compliance with school and state athletic regulations.

Beyond the administrative tasks, athletic directors breathe life into the sports programs they oversee. They have a unique opportunity to shape the ethos of sports within a school, ensuring that every student-athlete competes in a positive and supportive environment. Athletic directors transform sports into experiences that teach life lessons, build character, and create memories that last a lifetime.

What Degrees Do Athletic Directors Need?

To step into the shoes of an athletic director, one needs to be equipped with the right education. Typically, a bachelor’s degree is required. However, in today’s competitive landscape, many schools prefer candidates with a master’s degree or advanced certifications, emphasizing the importance of specialized athletic director education.

• Bachelor’s Degree: Most schools will require an athletic director to hold at least a bachelor’s degree, preferably in sports management, physical education, or a related field.

• Advanced Degrees: Master’s or doctoral programs, such as the M.S. in Sport and Performance Psychology at UWS, provide specialized knowledge in motivation and performance enhancement to maximize an athletic program’s potential. An advanced degree in this field may be particularly advantageous in competitive job markets or for athletic director positions at larger schools where additional qualifications can set candidates apart.

• Experience and Networking: Practical experience in coaching, athletic administration, or even teaching can be as crucial as formal education. These will help with building a network within the sports community that can open doors to many opportunities.

The Sport and Performance Psychology program at University of Western States offers two specializations, allowing students to pursue their interests while learning skills that can support their career path to becoming an athletic director.

The Positive Coaching Concentration helps graduates become strong leaders and develop professional relationship management skills to work closely with coaches and improve their ability to motivate and support teams effectively.

Through mentorship hours, the Applied Practice Concentration offers hands-on experience that teaches aspiring athletic directors how to maximize mental resilience and peak performance in student-athletes.

What Does an Athletic Director’s Education Entail?

Prospective athletic directors should focus on courses that provide a deep understanding of sports administration, human resource management, and sports ethics. University of Western States offers graduate programs tailored to these needs, emphasizing both academic knowledge and hands-on experience.

Some of the courses UWS offers as part of our Sport and Performance Psychology program would benefit anyone interested in becoming an athletic director. These include:

• Applied Leadership in Sport and Performance Coaching: Dive into how leadership principles from positive psychology, such as resilience and growth mindset, can refine coaching in sports. This course helps athletic directors understand and improve their techniques to enhance athletes’ experiences and well-being.

• Sport in Society: Learn about sports’ role and its influence on society. Understand sport as both influenced by society and as an agent for change. Key topics include the intersection of sport with gender, race, class, media, violence, and other societal aspects.

• Foundations of Positive Leadership: A primer on modern leadership concepts that emphasize relationships and strengths. Aspiring athletic directors will discover positive leadership theories and build a personal philosophy. This foundational course views leadership from various angles, ranging from individual interactions to organization-wide perspectives.

Embark on an Athletic Director Career

Athletic directors shape the sports culture of their communities and ensure student-athletes enjoy the best possible experiences. Becoming an athletic director is a goal that requires dedication, strategic planning, and a commitment to the world of sports and academics.

Becoming an athletic director is not just about checking the boxes of job requirements. It’s about leadership, vision, and a deep passion for enhancing sports culture. Soft skills such as effective communication, conflict resolution, and team management are just as important. Additionally, an in-depth understanding of school sports policies, state regulations, and a commitment to ethical conduct will set you apart.

The Master of Science in Sport and Performance Psychology program at University of Western States teaches aspiring athletic directors advanced knowledge of the interconnectedness between sports, psychology, leadership, and management, offering graduates a competitive edge as athletic directors at the middle school, high school, and college levels.

Interested in pursuing a career as an athletic director? Apply to the Master of Science in Sport and Performance Psychology program at University of Western States today.

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The 2025 Education Beyond Borders study abroad program will allow students to experience South Korea’s cultural vibrancy.

Since 2016, the Education Beyond Borders study abroad program has brought learners together to cultivate a deeper understanding of the world. Born at the intersection of global engagement and cross-disciplinary collaboration, Education Beyond Borders was created for the institutions that make up The Community Solution Education System as part of a shared mission to prepare agents of change to serve a global community.

Available to current students and alumni, the program consists of an online course and culminates in a study abroad experience that gives participants the opportunity to engage with diverse populations around the globe. Joined by others from four colleges and universities across the U.S., participants will examine the topic of inclusion through the lens of several disciplines, including psychology, business, education, law, and humanistic health.

The inaugural Education Beyond Borders program in 2016 took participants to Berlin, Germany, to examine the topic of immigration and the country’s refugee crisis. Subsequently, participants traveled to Johannesburg and Cape town, South Africa in 2018 to examine the topic of identity. In 2019, studies on the concept of balance led to an enriching trip to Tokyo, Japan.

Due to the coronavirus pandemic, the program was fully virtual in 2020, connecting participants from institutions across the globe to explore the United Nations’ Sustainable Development Goal 3: Good Health & Well-being.

Why South Korea?

South Korea was chosen as the destination for EBB 2025 due to its unique combination of technological innovation, advanced healthcare systems, and rich cultural heritage.  The country is known for its leadership in integrating technology into various aspects of society, offering valuable insights into modern healthcare practices and technological advancements.  Additionally, South Korea’s vibrant pop culture, encompassing K-pop, film, fashion, and cuisine, provides a compelling cultural backdrop to enrich the learning experience.  This blend of health, technology, and cultural vibrancy aligns perfectly with our theme of “Bridging Health, Technology, and Cultural Horizons,” offering participants a comprehensive and immersive experience.

Registration for Education Beyond Borders 2025 is open to students and alumni from The Chicago School, Saybrook University, Pacific Oaks College, The Colleges of Law, and University of Western States.

The importance of global experience

At University of Western States, we believe in serving our global community. By examining identity through the lens of other cultures, learners cultivate a more dynamic worldview and improve their overall approach to service. Professionals with diverse cultural knowledge are better prepared to manage decisions with global implications—setting themselves apart as leaders in an evolving and complex international global workforce.

Learn more about Education Beyond Borders and register for the 2025 program.

Learn how University of Western States supports those experiencing homelessness through chiropractic care and community partnerships, making a tangible difference for those in need.

With a commitment to social responsibility and community engagement, University of Western States (UWS) is working to support communities that are affected by socioeconomic issues such as poverty and homelessness.

UWS faculty encourage students to apply their skills to real-world settings through a combination of hands-on learning opportunities, service-based projects, and dedicated outreach programs. “This holistic education model instills in them the importance of community service, which is intrinsic to the health care profession,” says Stanley Ewald, DC, associate dean of the College of Chiropractic.

Service work also helps cultivate empathy, provide concrete tools for ethical community engagement, and empower students to make a difference.

Learn how UWS is caring for underserved communities through its chiropractic care initiatives and partnerships.

How Community Partnerships Are Making a Difference

UWS believes that community collaborations are important because they enable institutions to be more effective and responsive in their efforts to address social issues and improve overall community well-being. One of the key ways UWS has been involved in combating poverty and homelessness is by partnering with community clinics to provide chiropractic care.

Dr. Ewald emphasizes the importance of community partnerships and how they contribute to the overall UWS mission of helping those in need. “It opens the door for people to receive health care they might not otherwise have access to,” he explains. Community partnerships also help students develop a mindset of service. “By instilling a sense of responsibility and service in my students, I hope to create a ripple effect, with each individual doing their part to make a difference in the lives of those in need.”

Today, UWS provides chiropractic care to the uninsured and underserved at four clinics in the Portland area.

1: Volunteers of America – Oregon (VOA)

VOA Oregon keeps its community healthy and safe through holistic patient services. In 2023, it serviced 21,821 individuals with the help of 68 volunteers and 166 interns. UWS is proud to provide chiropractic care to these individuals at both VOA’s men’s and women’s clinics and supports VOA’s goal of creating a thriving community.

2: Cascadia Behavioral Health

Cascadia Behavioral Health is a mental health facility that provides addiction recovery support, primary care, and more.

UWS provides a drug-free pain management model that complements the behavioral health services offered by Cascadia with chiropractic care. This holistic approach has been highly effective in helping patients manage their pain without relying on drugs or medication.

3: Coalition of Community Health Clinics

UWS is also a proud member of the Coalition of Community Health Clinics (CCHC). This non-profit organization is a community of 16 health clinics that provide a range of health care services for low-income, uninsured, and underserved communities. Together, UWS and CCHC partner on community events and share referrals.

Encouraging Students To Adopt a Service Mindset

Service is a central component of the UWS education model. The UWS motto is “for the good of the patient,” highlighting the responsibility to provide quality patient care through excellence in education.

Taking this motto to heart, Dr. Ewald emphasizes the importance of cultivating a service mindset. “I want students to understand that there is a need out there in the community,” he says. “It’s not just that they have an opportunity to make an impact; it’s that they have a responsibility to make an impact.”

Dr. Ewald has seen firsthand how this approach makes a tangible difference, having provided health care to impoverished communities in northern Mexico and Syrian refugees in Lebanon. For students looking to get involved in international service work, he reminds them that “a service trip can’t be for you; it’s going to be about who you’re serving.”

Dr. Ewald also notes that you don’t need to go abroad to make an impact, sharing how his personal experiences shaped his commitment to caring for underserved communities. Growing up, his mother modeled the importance of serving others. She often took him to visit families from various backgrounds, bringing them food, talking with them, and providing support. This early introduction drove home a critical message: Service begins at home.

The Impact of Chiropractic Care on Homeless Populations

Chiropractic care is a drug-free, noninvasive approach to health care that focuses on diagnosing, treating, and preventing neuromuscular disorders. For individuals experiencing poverty and homelessness, access to this type of care can be life-changing.

The National Alliance to End Homelessness reports that half a million people in the United States experience homelessness on any given night, with nearly 60% living in shelters and the rest unsheltered.

Housing insecurity and physical health can form a dangerous cycle. For many people experiencing homelessness, chronic pain, and musculoskeletal issues are common due to inadequate sleeping conditions, manual labor, or lack of access to proper medical care. According to a Groundswell survey, 47% of people experiencing homelessness experience physical pain daily, and 87% have pain from sleeping on rough surfaces. This type of pain can be debilitating, limiting an individual’s ability to work and perform daily tasks. The physical toll can lead to further difficulty securing reliable work, increasing the likelihood of continued housing insecurity.

That’s where chiropractic care comes in. Chiropractic adjustments can provide much-needed relief, improve mobility, and enhance overall quality of life. Additionally, students and faculty in the chiropractic program can offer preventive care and education on proper body mechanics, helping individuals avoid future injuries and maintain better physical health.

By providing essential care that might otherwise be inaccessible, UWS students and faculty are bridging a critical gap in health care services. Their holistic approach, which focuses on the whole person rather than just symptoms, fosters trust and encourages individuals to seek further medical attention as needed, ultimately supporting their overall well-being.

The Future of Community Outreach Programs at UWS

University of Western States continues to support those experiencing poverty and homelessness through its chiropractic care initiatives and partnerships. By providing access to care for underserved populations, UWS is making a tangible difference in the lives of individuals who may not otherwise have the opportunity to receive this type of treatment.

The efforts of UWS serve as an example of how health care providers can use their skills and resources to make a positive impact on local and international communities. As the world continues to grapple with the challenges of poverty and homelessness, service-oriented education programs are becoming increasingly important.

Through community partners, innovative education programs, and an emphasis on compassionate care, UWS showcases how future health care providers—and academic institutions themselves—can make an impact.

The achievements of University of Western States’ alumni and faculty extend beyond the classroom, contributing to their fields of knowledge and research. From groundbreaking research papers to influential publications and creative endeavors, this list exemplifies the UWS community’s intellectual vigor and innovation.

UWS Personnel are Bolded (Faculty: Black; Students: Red)

PUBLICATIONS:

Allen M, Rosner A. The mechanism of manual muscle testing as proposed by the ventral horn theory. Medical Hypotheses 2024; 182: 111240. Doi.org/10.1016/jmedhy.2023.111240.

Bablis P, Pollard H, Rosner A. The endurance of neuro emotional technique effects on chronic low back pain in a randomized controlled trial with implications for cost savings. Commentary. Journal of Natural Medicine; September 6, 2023.

Bablis P, Rosner A. Neuro-Emotional Technique: 35 years of mind-body health care: A commentary. Chiropractic Journal of Australia, 2023;50(1): 1-21..

Burnham K, Lady S, Martin C. Awareness of LGBTQ+ health disparities: A survey study of complementary integrative health providers. Journal of Chiropractic Education 2023;37(2):124-136. Doi:107899/ICE-22-2.

Ferruzzi K, Stello N, Zwickey H. Case report: Dietary effects on hyperlipidemia. Journal of Restorative Medicine, Accepted August 2023.

Knorr AL, Wexler RS, Fuller L. Treatment of Epstein-Barr-Induced Heapatitis with high dose intravenous vitamin C: A case report. Integrative Medicine: A Clinician’s Journal. 2023; 22(4): 24-27. PMCID: PMC10519236

McAlamen M, Arvinen-Barrow M, Iwasaki S, Meir G. Academic Career Paths in Sport and Performance Psychology. In Chu TZ, Christensen D, Brueckner S [Eds.] 13^th Edition of theDirectoryfor Graduate Programs in Applied Sport Psychology. Indianapolis, IN: Association for Applied Sport Psychology, 2023. Pp. 48-65.

Roecker CB, Hewawasem SR, Skalski MR. Chiropractic management of bilateral meralgia paresthetica: a case report. Journal of the Canadian Chiropractic Association 2023;67(2): 175-185. PMCID: PMC10575328

Rosner A. The Role of Subluxation in Chiropractic. West Des Moines, IA: NCMIC Foundation, 2024.

Tistra ML, Berg-Carramusa CA, Peets T, Keptner K. Cultural experience with humility: A pre-post cohort study of student self-assessments. Internet Journal of Allied Health Sciences and Practice 2024;22(2):19.  Doi:10.46743/1540-580X/2024-2470 https://nsuworks.nova.edu/ijahsp/vol22/iss2/19/  

PLATFORM PRESENTATIONS:

Bennett H, Rundle B, Monroe C, Tarrant ML, Lee N, Fallon-Korb AJ. Five Slides in Five Minutes-(Re)Considering Traditional Psychological Constructs to Empower LGBTQ+ Athletes and Build a Culture of Inclusive Excellence. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 20, 2023. Platform presentation.

Cacho F, Ellinwood G, Englis M. Experiences of Perfectionistic Collegiate Classical Musicians. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 21, 2023. Platform presentation.

Coon J, Meir G, Moore M, O’Hana A. Existential Athletics: The Connection between Passion and Meaning in Life in University Athletes and Non-Athletes. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 18, 2023. Platform presentation.

Elie D, Swift K. Navigating the Terrain of Therapeutic Diets for GI disorders. Integrative Health Symposium, New York, NY. Presented February 15, 2024.

Flaten R, Davis Q, Trenda K, Schmitt L. Bridging the Gap between Education and Applications: Using the TOPE Literature to Help Young Professionals Organize Their Knowledge. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 21, 2023. Platform presentation.

Fuller L, Wexler R. Lamotrigine Deprescribing in Patients with Seizure Disorders: A Case Series. American Academy of Lifestyle Medicine; LM-2023 Lifestyle Medicine Conference 2023, Denver, CO/Online. Presented October 28-31, 2023.

Fuller L.. Wexler R.   The Clinical Use of Intravenous Vitamin C for Post Acute Sequelae SARS-Cov-2 (PASC): A Literature Review and Case Series. 12^th  Annual Diet and Optimum Health Conference, Precision Health 2023: Living Better, Longer, Linus Pauling Institute, Oregon Health Sciences University, Portland, OR. Presented September 15-16, 2023.

Gonzalez S, Gaddy J. Leveling Up Communication and Conflict Resolution: Tools for Consulting in High Stakes: Opinionated and Emotionally Charged Situations. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 20, 2023. Platform presentation.

Helma PJ. Application of Technology in Sports Chiropractic. Presentation at the American Chiropractic Board of Sports Physicians. Sports Sciences Symposium, Portland, OR. Presented April 6, 2024.

Kampa M, Batchlor M. Effect of class IV laser on post-surgical wound healing : A case report. Association of Chiropractic Colleges, Research Agenda Conference, San Diego, CA, March  22, 2024. Poster presentation.

Lady S, Lockwood K, Burnham K, Lambert C, Major C. Effectiveness of a peer mind-body medicine training program on faculty stress responses. Panel Presentation, Association of Chiropractic College Education Conference and Research Agenda Conference . The Healthcare Evolution, San Diego, CA. Presented March 23, 2024.

Lady, S, Burnham K, Major C. Lockwood K, Lambert C. Effectiveness of a Peer Mind Body Medicine Training Program on Faculty Stress Responses. Association of Chiropractic Colleges-Research Agenda Conference, San Diego, CA, March 22-23, 2024. Platform presentation.

Leibowitz A, Abrams M, Hayden K, Martin S. Trauma-Informed Sport Psychology: A New Standard of Care? 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 18, 2023. Platform presentation.

Leibowitz A, Martin SB. Trauma-Specific Education and Training for Nonclinical Sport Professionals. 38^th Annual Conference,  Association for Applied Sport Psychology, Orlando, FL. Presented October 18-20, 2023.

Major C, Novak M, Ross K, Visconti S, Burnham K. The Relationship between Satisfaction of Work-Related Needs and Forms of Motivation for the Pursuit of Scholarly Activity in Chiropractic Facility. Association of Chiropractic Colleges-Research Agenda Conference, San Diego, CA, March 22-23, 2024. Platform presentation.

O’Hana A. Can I Provide Psychotherapy and Mental Skills: Training to the Same Client? An Ethical Decision-Making Model for Integrated Practitioners. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 19, 2023. Poster presentation.

O’Hana A. Mental Health or Mental Skills? A Decision-Making Model of Assessment for Performance Clients. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 20, 2023. Poster presentation.

Quartiroli A, Rubio V, Moore EW, Olmedilla Z. Sport-Injury Related Growth: Development and Validation of the Perceived Benefits following a Severe Sport Injury Questionnaire (PB/SI-Q). 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 19, 2023. Poster presentation.

Quartiroli A, Wagstaff C. Sport Psychology Continuing Education: A Survey of Where We Are and Where We Need to Go. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 20, 2023. Poster presentation.

Sachs N, Blank M. It’s in Your Pocket: Leveraging the Yardage Book to Equip Golfers with Mental Performance Tools. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 19, 2023. Platform presentation.

Sachs N, Blank M. Transforming Tournament Preparation: The Integration of Virtual Reality and Mental Imagery in Gulf Training. 38^th Annual Conference, Association for Applied Sport Psychology, Orlando, FL, October 19, 2023. Platform presentation.

Strange J, Major C, Williams C. Chiropractic Student Perceptions of Rehabilitation Knowledge and Skill Level Improve after Incorporation of a Video-Based Group Learning Activity in and Advance Rehabilitation Course. Association of Chiropractic Colleges, Research Agenda Conference, San Diego, CA, March 22-23, 2024. Platform presentation.

Dive into the role of a Certified Mental Performance Consultant (CMPC). Learn about certification programs, salary prospects, and the power of mental performance.

Motivation, performance enhancement, and human potential. These are the crucial components of what goes into the goals of someone working in the field of sports psychology, and a certified mental performance consultant is no different in this regard. Building upon a base of academic coursework focusing on how sport psychology and counseling intersect and can be integrated, such as what can be found in University of Western States Sports and Performance Psychology graduate school programs, a certified mental performance consultant career can span a variety of sectors that go beyond the traditional world of sports.  

What is the role of a Certified Mental Performance Consultant (CMPC)?

Specifically trained to help enhance performance, the roles of a certified mental performance consultant are entirely dependent upon the needs of the patient, this can include the following: 

• Reduce performance anxiety 
• Improve focus during training and professional games
• Build up self-esteem 
• Recover from injuries (with the assistance of a PT) 
• Develop and execute an exercise program

In general, the field of sports psychology has grown significantly, as APA reported “In 2018, for instance, a record 27 of 30 MLB teams employed “mental skills coaches” to help players deal with the mental challenges of the game”. This closely follows the larger demand for mental health services in general, with a 2022 issue brief from the Research and Action Institute stating that “the number of adults in need of mental health services rose almost 30% from 2008 to 2019”.

How Much Does a Certified Mental Performance Consultant Make?

The median compensation of a certified mental performance consultant depends on a variety of influences, from work settings to the field of work (such as private practices or university athletics). With this in mind, a 2020 compensation report for mental performance work from the Association for Applied Sport Psychology reports that the median gross annual income is $76,250. 

Career Opportunities for CMPCs

Working in sports, coaching, exercise, and wellness, the pathways of a CMPC are diverse, with the potential to work along with a variety of clients from colorful backgrounds. 

Sports Teams 

Assisting sports players of all ages, from college athletes to professionals is about making sure their training–both physical and mental–is sustainable and productive for their personal development as athletes. A CMPC working with athletes also makes sure to educate them and make sure they are aware that sports are not just physical games, but psychological ones as well, with concentration and self-determination at times defining who wins and who loses a game. 

Mental Health Facility

In a facility, a CMPC’s role can include injury recovery, helping people to stay focused during rehabilitation and observing their progress over time, helping to aid them and develop their exercises in an attempt to reduce their downtime and get them back on track. 

Corporate World  

As stated in the U.S. Surgeon General’s release of the Framework for Workplace Mental Health and Well-Being, “a healthy workforce is the foundation for thriving organizations and healthier communities”. Employers, CEOs, and HR directors have all concluded that the well-being of their employees is crucial to meeting goals and scaling their businesses. CMPCs may be independent consultants who assist individuals one-on-one with their problems, ranging from insecurity at work to anxiety before presentations. 

How to Become a Certified Mental Performance Consultant? 

The certification process to becoming a CMPC requires six crucial steps, as laid out by the CSPA ACPS before you can start your professional life as a performance consultant: 

Obtain Application Materials 

These include your CMPC standard application form and record of mentored experience hours logged, plus the course syllabus and your university transcripts, and a mentorship verification form. 

Submit Fee and Application Material

The application fee is $375 and can be submitted at https://appliedsportpsych.org/payment/start.

Certification Council Reviews the Application 

This decision can take up to 10 weeks, and if you are rejected you must revise and resubmit your application.

Register and Prepare for the CMPC Exam

This must be completed within 6 months of your application being accepted by first following the instructions provided to you by the Certification Council, and researching the many available resources to you for studying for the CMPC examination. 

Take the CMPC Exam

Upon completion of the CMPC exam, your results will be announced to you. If you fail you must wait 90 days before trying the CMPC examination again. 

Collect CEUs and Pay a Yearly Fee

The annual certification fee is $25, and CEUs are to be collected over five years. 

Where to Start Learning the Skills of a Mental Performance Consultant? 

Integrating sports psychology and counseling starts with a program dedicated to developing not just your academic skills, but also preparing you for a professional career as a certified mental performance consultant. At UWS, there are three programs available for those who want to enter the world of sports psychology, but the Master of Science in Sport and Performance Psychology program (M.S. SPP) is 100% online and is specifically designed for those who want to become a CMPC through the Association for Applied Sport Psychology. With the ability to personalize your curriculum with classes that fit your career goal, your education can be personalized from start to finish, resulting in you not only potentially receiving a master’s degree but also developing the skills necessary for your specific career focus. Want to learn more and see what a degree can do for you and your career? Request info today.