Transcript Slide 1

Counseling Center Impact on
First-Year Students
Presentation to Committee on Improving
the UW Undergraduate Experience
October 2005
Attributes of an Excellent First-Year
Experience At UW
• Success experience in adjusting to academic
environment/requirements
• Establishing a social support network
• Developing a “cognitive map” of the UW community to identify and
utilize needed resources and to organize student’s new experiences
• Linking academic work in a meaningful way with career path,
whether in an exploratory goal identification process or progressing
toward established career objective
• Maintaining physical and emotional health to allow academic
success
• Finding a sense of community adequate to meet students’
developmental needs and unique identities; feeling a part of at least
one group
Strengths of the Current UW
First-Year Experience
• Diverse, multicultural student body and faculty offer exceptional
opportunities for growth
• Strong academic environment and outstanding research productivity
create academic opportunities for students
• High quality services available to students, both in Student Affairs
and within academic departments,
• Campus environment is relatively compact and “knowable”
geographically, assisting in cognitive mapping of physical
environment
• Special programs (e.g., FIG, TRIG, Suicide Prevention Program)
available to students who can access them or are referred
• Opportunities for service learning enhance a sense of community,
add meaning to students’ lives, and build self-worth and competence
Weaknesses of the Current UW
First-Year Experience
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Overall: rich variety of opportunities in the environment will not be accessed
unless students’ cognitive maps allow awareness of them.
Student body size and limited financial resources in some departments
create problems in students’ utilization of services
“Commuter campus” reality is challenging re: providing effective “gathering
places” -- and times -- to foster a sense of connection
Cost of some services may limit access to students most in need of
assistance
University strategy may be too passive, relying on students’ initiative in
seeking and finding resources and opportunities for growth. Research in
brain development suggests some younger students may not be fully
prepared to succeed in the environment without active assistance.
(Sowell ER, Thompson PM, Holmes CJ, et al, 1999)
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At the beginning of their UW experience, students may be overwhelmed
with too much information to effectively utilize; resources may be better
used if spread throughout the year.
Current Issues in Student Mental Health
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College/university counseling centers have seen a significant increase in
severity and breadth of presenting issues over the last two decades. This
has been broadly acknowledged in professional journals and reports
(Benton, 2003; Gallagher, Sysko, & Zhang, 2001; National Survey of
Counseling Center Directors, 2004; Kitzrow, 2003; Pledge, Lapan, Heppner,
& Roehlke, 1998) and in the popular media (Smart Money, 2005; US News
and World Report, 2005).
--Suicide is the second leading cause of death in college-age students
(Vastag, 2001; Centers for Disease Control, 1995). The rate of suicide has
tripled among adolescents in the last 60 years (Anderson, 2001).
--Most students who commit suicide will not have had prior professional
contact (Schwartz and Whittaker, 1990).
--In a recent study of 28 campuses, 9.5% of students had seriously
contemplated suicide and 1.5% had made a suicide plan (American College
Health Association, 2001).
--Students cite stress (32%) and depression or anxiety (15%) as major
impediments to their academic performance (American College Health
Association, 2004).
Major Issues for University
Counseling Centers Today
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Increased severity of client presenting problems
Increased diversity of student populations with specific
needs
Increased documentation demands
Emerging clinical issues (obsessive pursuit, gambling
addiction)
Depression and suicide prevention
Increased demand for services without corresponding
increase in resources
Importance of Behavioral Health
on Campus
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Maximizes students’ academic success
Treatment increases retention and graduation rates
(Rummel, Acton, Costello & Pielow, 1999; Turner & Berry, 2000)
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Crisis management and ongoing services ensure an appropriate
continuum of care
Mental health consultation to faculty and staff reduces faculty/staff
stress and enhances referral of students
Prevention strategies contribute to a culture of health and
wellness (Joffe, 2003)
Behavioral health services support and increase the multicultural
competence of students who are in a diverse academic
community and will live in a global community
UW Counseling Center Mission
and Core Value
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Mission:
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To maximize student success via provision of high quality
mental health care across the continuum of prevention:
developmental, preventive, and remedial services.
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To support the University community in the areas of mental
and behavioral health.
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Core value that health and developmental dimensions are tied to,
and necessary for the successful completion of, academic and
intellectual goals
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In 2004-2005, provided direct and indirect services to over 2900
students, 908 online mental health screenings, and indirect
services to the community via consultation
UW Counseling Center Remedial
Services for First-Year (All) Students
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Individual, group, and couple therapy
Crisis intervention
Biofeedback, neurofeedback, and light
therapy
Psychiatric consultation
UW Counseling Center Developmental
Services for First-Year (All) Students
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Outreach programming to students
Developmental career counseling
Developmental individual, group, and
couple counseling
Developmental workshops targeted to
dimensions of student/adult development
UW Counseling Center Preventive
Services for First-Year (All) Students
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Outreach programming to staff and faculty
Outreach programming to students
Consultation to staff and faculty
Liaison relationships with closely allied units
Service on University committees related to
mental health issues
Successful Experience in Adjusting to
Academic Environments:
How the CC Helps
• Study Smarter Workshops on the following topics,
provided weekly each quarter
Time Management and Procrastination
Note-taking and Learning from Your Textbook
Test Anxiety and Stress Reduction
Memorization and Test-taking Skills
• Outreach programming on topics related to academic
success
Establishing a Social Support Network:
How the CC Helps
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Communication Workshops
Developmental and Remedial interpersonal
group counseling
Liaison and training with Residence Hall and
Greek leaders
Outreach on topics related to social adjustment
Developing a “Cognitive Map” of the
UW Community: How the CC Helps
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Participation in orientation programming
Intensive outreach early in the academic year
to inform students of counseling and related
services
Collaborative programming with other
departments increases students’ effective selfreferral to appropriate services
Linking Academic Work with
Career Path: How the CC Helps
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Career workshops utilizing the Strong Interest Inventory (SII) and
Meyers-Briggs Type Indicator (MBTI) assessments
Individual career testing and counseling
Values Identification and Clarification Workshop
Transitions Workshop
Special workshops on career issues (e.g., Careers in Psychology,
Grad School Career Symposium, co-sponsored career workshop
with Office of Minority Affairs’ Educational Opportunity Program
staff)
Career-related workshops for specific groups (e.g., ASUW
leaders, Student Athletes, Dietetics Interns, Occupational Therapy
students, Youth Academy Students, Law Students)
Active co-programming and cross-referral with the Center for
Career Services, Gateway Advisers, and other key departments
Maintaining Physical & Emotional Health:
How the CC Helps
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Individual, group, and couple therapy
Suicide Prevention Program
Outreach to faculty and staff on mental health topics
Body Image and Healthy Eating workshops
In-person and online screening services for Depression, Anxiety, and
Post-traumatic Stress Disorder (PTSD)
Biofeedback, neurofeedback, and light therapy
Psychiatric consultation
Stress Management workshops
Workshops on Disability Issues
Training Peer Educators on Sexual Assault Survivor Issues
Ongoing clinical consultation to the SARIS Specialist
Close collaboration with other healthcare providers on campus (e.g., Hall
Health Mental Health Clinic, Hall Health physicians, professional school
counseling staff)
Finding a Sense of Community:
How the CC Helps
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Liaison, referral, and collaborative planning with
campus professionals serving unique student groups
(e.g., Campus Ministries, Office of Minority Affairs’
Educational Opportunity Program, Office of
International Services, Women’s Center, Q Center)
Workshops on diversity issues
Outreach to underrepresented student groups
Liaison and collaboration with Residence Life and
Greek staff
Housing & Food Services supports a full-time
psychologist whose services are primarily targeted to
students in residence
National Best Practices for
First-Year Students Related
to Counseling Services
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Provide rapid access to care; maximize resources by coordinating care
and utilizing online services
(Kadison, 2004)
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Provide specific suicide prevention and education programming
(Jed Foundation, 2002)
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Provide active support for mental health needs at the institutional/top
administrative level
(Jed Foundation, 2002; Kitzrow, 2003)
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Provide developmental and preventive services as well as remedial
mental health services to fully extend resources, reach a broader array of
student groups, and minimize crises by intervening early
(Stone & Archer, 1990)
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Conduct needs assessment regarding specific mental health needs of the
university community, including assessment of specific populations,
utilizing principles of intentional campus design
(Huebner & Banning, 1987)
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Utilize a broad systems perspective in conceptualizing and adapting
mental health services
(Hamilton & Meade, 1979)