Bio

Bio


Dr. Ronald Albucher is the former Director of Counseling and Psychological Services at Vaden Health Center. His undergraduate training was at University of Pennsylvania and he attended University of Michigan for medical school and residency. Dr. Albucher subsequently joined the faculty at the University of Michigan Medical School?s Department of Psychiatry, where he specialized in Anxiety Disorders, Mental Health treatment of university residents and medical students, and also ran the Ann Arbor VA Medical Center?s Mental Health Clinic. Dr. Albucher was the Associate Training Director, University of Michigan, Department of Psychiatry for approximately 10 years. Ron has been very involved in organized psychiatry, holding numerous positions with the American Psychiatric Association, Michigan Psychiatric Society, and the Northern California Psychiatric Society.

Ron joined Stanford University in September 2008, when he became Director of Counseling and Psychological Services, and a Clinical Associate Professor of Psychiatry in the Medical School? s Department of Psychiatry. Dr. Albucher has presented at a variety of conferences, published two books on Board Review, and has published scientific research in peer reviewed journals. He continues to serve on the review boards of several journals and publications and is working on two projects currently: eBridge to Wellness (a multisite study of online based outreach to at risk college students), and investigating the implementation of a short-term psychotherapy model in college counseling centers. He stepped down from the Director position in September 2018.

Clinical Focus


  • Psychiatry

Academic Appointments


Professional Education


  • Medical Education:University of Michigan GME Training Verifications (1989) MI
  • Fellowship:University of Michigan School of Medicine (1994) MI
  • Residency:University of Michigan School of Medicine (1993) MI
  • Internship:University of Michigan School of Medicine (1990) MI
  • Board Certification: Psychiatry, American Board of Psychiatry and Neurology (1994)

Research & Scholarship

Clinical Trials


  • Electronic Bridge to Mental Health for College Students Not Recruiting

    Electronic Bridge to Mental Health for College Students (eBridge) is an online intervention that screens students for mental health concerns that include elevated suicide risk and facilitates their linkage to mental health (MH) services. EBridge is designed to work on computers, tablets, and smartphones (iOS, Android) and is easily adaptable to evolving technologies in the future. It incorporates motivational interviewing (MI) principles and draws from health behavior models that emphasize autonomy and self-determination. Following a web-based screen using standardized scales to identify students at elevated risk, eBridge offers students options for personalized feedback (provided online in a conversational format adherent with motivational interviewing) and corresponding online with professionals trained in motivational interviewing and knowledgeable about university and community resources. Ebridge is being conducted at four universities: the University of Michigan, the University of Nevada-Reno, the University of Iowa, and Stanford University.

    Stanford is currently not accepting patients for this trial.

    View full details

Teaching

2019-20 Courses


Publications

All Publications


  • Black college students at elevated risk for suicide: Barriers to mental health service utilization. Journal of American college health : J of ACH Busby, D. R., Zheng, K., Eisenberg, D., Albucher, R. C., Favorite, T., Coryell, W., Pistorello, J., King, C. A. 2019: 1?7

    Abstract

    Objective: To examine differences between Black students who do and do not screen positive for suicide risk; to describe barriers to mental health service utilization (MHSU) among participants with a positive screen and no current MHSU and; to determine if barriers vary by student characteristics. Participants: 1,559 Black students (66% female), ages 18years and older (M=21years, SD=2.61) recruited from September 2015 to October 2017 across four universities. Method: Participants completed an online survey assessing demographics, suicide risk, MHSU, and barriers to MHSU. Results: Seventeen percent of students screened positive for risk; 66% of these students were not receiving MHS. Students who screened positive were female and younger. Perceived problem severity (74%) was reported most frequently. Conclusions: Efforts to improve MHSU among Black college students at risk for suicide should address students' awareness of treatable MH problems and time concerns.

    View details for DOI 10.1080/07448481.2019.1674316

    View details for PubMedID 31662044

  • Assessing adult attention deficit hyperactivity disorder (ADHD) in the university setting JOURNAL OF AMERICAN COLLEGE HEALTH Tinklenberg, J., Patel, B., Gelman, K., Albucher, R. 2018; 66 (2): 141?44

    Abstract

    To address the increasing demand for assessments of Adult Attention Deficit Hyperactivity Disorder (ADHD), the primary author developed a protocol for Counseling and Psychological Services (CAPS) at Stanford University's Vaden Student Health Center to improve the efficiency of such evaluations.As part of quality assurance, we reviewed the charts of Stanford students who sought assessment for ADHD before the protocol was implemented (September 2011-June 2013) and after the protocol was established (October 2013-August 2014). An IRB exemption was obtained.The protocol includes questionnaires that solicit detailed clinical information from a variety of sources prior to the student's initial visit.A peer chart review of 35 randomly selected charts showed that students completing the protocol are receiving a more thorough assessment.The new Stanford ADHD protocol, designed to improve clinic efficiency, also increases the availability of relevant clinical information.

    View details for PubMedID 29028463

  • An Integrationist Perspective: A Response to "Bias: Thinking about College Student Psychotherapy versus Drug Treatment and Disability" JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY Albucher, R. C. 2013; 27 (4): 299?303

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