College Counseling Center Directors Research Articles

Clinical Load Index (CLI): Design, Development, and Review of Research

ABSTRACT This article describes the development of the Clinical Load Index (CLI), a new metric for accurately describing and comparing staffing levels across college and university counseling centers. The CLI was developed by the Center for Collegiate Mental Health (CCMH) with support from the Association for University and College Counseling Center Directors (AUCCCD) and the International Accreditation of Counseling Services, Inc. (IACS). Historical approaches to measuring staffing levels are reviewed alongside the design principles used to develop the CLI. Data collection methods, resulting CLI distributions from four academic years (2017–2018, 2018–2019, 2020–2021, and 2021–2022), and research findings using the CLI are reviewed. Implications for staffing college and university counseling centers are reviewed.

Award for Distinguished Professional Contributions to Institutional Practice: Sharon L. Mitchell.

The award is intended to recognize outstanding practitioners in psychology. "We recognize Sharon L. Mitchell's tireless dedication and commitment to advancing the practice of collegiate mental health and wellness within institutional settings. Her contributions to the field have been truly exceptional. As a leader in the Association for University and College Counseling Center Directors, Dr. Mitchell has been instrumental in promoting the professional development of counseling center directors and advocating for the needs of college students across the country. Through her leadership, research, expertise, and commitment to excellence, she has made a lasting impact on the practice of institutional mental health and wellness. At the University at Buffalo, Dr. Mitchell spearheaded innovative initiatives to improve student wellness, including the development of a comprehensive mental health services program that integrates counseling, psychiatry, and wellness promotion. Her work has not only improved the lives of countless students but also served as a model for other institutions seeking to enhance their own mental health resources." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Preliminary Study on the Influence of Professional Guidance Counselors Manpower Increase on the College Counseling Work

<p>《學生輔導法》明定專科以上學校專業輔導人員比例，並自106年起由中央主管機關每五年進行檢討。 為此，本研究以105年度獲教育部補助之公私立大專校院聘用專兼任專業輔導人員計畫共122校回覆教育 部之「教育部補助大專校院聘用專兼任輔導專業人員計畫執行成效自評表」資料進行分析;同時邀請40 位大專校院諮商輔導主管、學務長參與焦點團體座談，另對3位大專校院正副校長進行個別深度訪談， 初探大專校院增聘專兼任專業輔導人員成效，以及對學校諮商輔導工作之影響。本研究結果如下: (1)122校聘任合計490位專任專業輔導人員，其中以諮商心理師415位為最多，專任專業輔導人員服務 時數除個別諮商外，其餘定義為行政服務則占84.53%;兼任專業輔導人員則以個別諮商、測驗施解測及 團體/班級輔導為主。(2)增加專業輔導人員後之影響如下:對輔導工作更具主動性、服務更細緻、 跨單位合作、有較充裕人力處理危機個案、提升輔導量與質、增加學校資源、專業多元化、增加對專業 輔導人員支持及深廣化輔導工作等。本研究根據上述發現與結論，據以提出輔導實務面、政策面與未來 研究相關建議，以落實專業輔導人力資源之運用。</p> <p> </p><p>After the ""Student Guidance and Counseling Act"" was enacted in 2014 in Taiwan, the Ministry of Education has provided funding to subsidize public and private colleges and universities for hiring full-time and part-time professional guidance counselors (Clinical Psychologist, Counseling Psychologist, & Social worker) to provide mental health service to students. In the process of promoting this important educational policy, it is important to assess how the increase of professional staff has impacted manpower allocation, organizational changes, school counseling work and effectiveness, and future feasible actions for college counseling work. The purpose of the study was to explore the effectiveness of the recruitment of full-time and part-time counselors in colleges and universities, as well as the impact of school counseling. The data were derived from responses of 122 public and private colleges and universities to the Ministry of Education’s self-evaluation forms. In addition, 40 college counseling center directors and deans of Student Affairs were invited to participate in focus group discussion. Also, presidents and vice presidents of three colleges and universities were interviewed individually in depth to examine the effectiveness of full-time and part-time professional guidance counselors, and their impact on college counseling. The research findings are:</p> <p>(1) The 122 schools employed totally 490 full-time professional guidance counselors, of which 415 are counseling psychologists. The service time of full-time professional counselors was 84.53% spending in the administrative services, except the individual counseling. Part-time professional counselors focused on individual counseling, test interpretation, and group/class counseling.(2) The quantity and quality of professional guidance counselors in each school have improved, which has also prompted each school gradually to comply with the law. However, it is not a long-term solution for each school to rely solely on funding from the Ministry of Education. Schools should continue to review and pay attention to the counselor-to-student ratio, and allocate resources to support recruitment of counselors. In addition, the roles and tasks of different counseling professionals, as well as the mode of division of labor and cooperation, still need to be continuously examined by each school.(3) The impact of the increasing number of professional guidance counselors is as follows: more initiative in counseling work, and more pratical in counseling services, cross-unit cooperation, adequate counselors to deal with crisis cases, improving the quantity and quality of counseling work, enriching school resources and professional diversity, and deepening and broadening the counseling work, etc.(4) One of the challenges for professional guidance counselors comes from the expectations of the school’s senior supervisors. The senior officials of the school expected that professional guidance counselors may maintain flexibility in their roles and tasks, and have more interaction and cooperation with personnel from different units in the school system.(5) The impact of low birth rate has led to uncertainty in the source of enrollment. Therefore, schools are relatively conservative in hiring professional guidance counselors. Whether or not the funding subsidy policy continues will affect the willingness of schools to continue the employment policy of professional guidance counselors.</p> <p>Based on the above findings, this study proposed suggestions for counseling practice, policy, and future research. Recommendations for policy and future research:(1) Survey the needs of students and enhance the role and function of professional counselors. (2) The role, tasks, division of labor, and cooperation between different mental health professionals (Clinical Psychologist, Counseling Psychologist, & Social worker) should be continuously assessed in order to improve the effectiveness of professional guidance counselors. (3) Improve the understanding of the senior supervisors in the school about professional guidance counseling. (4) Maintain the stability of funding subsidies and human resources policies. (5) The Ministry of Education should continue to support the professional guidance counseling in universities to meet the needs of students.</p> <p> </p>

Embedded Therapists: Who Do They Serve? How are They Funded? And Where are They Housed? A Foundational Survey of Emerging Models

ABSTRACT With the rise in demand for mental health services on college and university campuses, counseling centers have engaged in numerous creative methods to expand services to meet these increasing demands. One approach within campus counseling centers, with promise, is embedded therapists. Despite the increasing application of embedded therapists, there is a paucity of research to inform the development and implementation of this innovative service method on college and university campuses. This study serves as a foundational survey of college and university counseling centers’ embedded therapists to establish foundational data on defining features of emerging embedded models. Data for this study consisted of 39 college and university counseling center directors who provided information on 105 embedded therapists via a Qaultrics survey. Embedded therapists differed regarding who they served, where they were housed, source of funding, and various other system-level factors. The results of this study are discussed regarding commonalities and differences across emerging models of embedded programs.

College Students Struggle Amid Pandemic’s Uncertainty

College Students Struggle Amid Pandemic’s Uncertainty

Meeting the Mental Health Needs of College Students with ASD: A Survey of University and College Counseling Center Directors.

An increasing number of individuals with Autism Spectrum Disorder (ASD) are enrolling in post-secondary education. Though many students may use services provided by university and college counseling centers (UCCCs), little is known about the landscape of care for students with ASD in this setting. UCCC directors (n = 79) completed an online survey to assess current utilization, clinician experience with ASD, and campus collaborations. While the majority of directors (69.7%) reported an increase in students with ASD requesting mental health services at their centers, the survey identified a discrepancy between their intention to improve services and current reported levels of expertise, training, and resources. Directors identified barriers to improving UCCC services to students with ASD, providing direction for future improvement.

Ethics of Collaboration: Comments on the AUCCCD White Paper

ABSTRACT Recently, the Association of University and College Counseling Center Directors (AUCCCD) published a White Paper on a multidimensional understanding of organizational structures for counseling centers (Mitchell, Oakley & Dunkle 2019). This article provided a historical overview of such structures, argued that there is no one optimal structure for all campuses, provided recommendations for factors to consider in related decision-making, and advocated for collaboration regardless of structure. The authors of this article extend the conversation by elaborating on some of the ethical issues involved in collaboration, as the White Paper did not address the limits of acceptability in such processes. Given that the authors are psychologists, we will be focusing on the Ethical Principles for Psychologists and Code of Conduct (2017) of the American Psychological Association (APA). Similar language can be found in the ethical codes of other mental health professionals, and we note these sources as well.

White Paper: A Multidimensional Understanding of Effective University and College Counseling Center Organizational Structures

ABSTRACTEstablished in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.

Anxiety is the leading cause of students seeking counseling

The top reason college students seek counseling at campus counseling centers is anxiety, according to a survey conducted by the Association for University and College Counseling Center Directors. The annual survey, which measured responses from students at public and private two‐ and four‐year institutions, found that students across the country are relatively consistent in the types of conditions that they seek treatment for.

The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers

This study investigated college and university counseling center directors’ perceptions of the adequacy of the preparation of master's‐level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors’ ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented.

College Counseling Today: Contemporary Students and How Counseling Centers Meet Their Needs

There is evidence that today’s college and university students are struggling with emotional and behavioral health problems at higher rates than in past generations. This article explores the various ways, utilizing a range of models, that college and university counseling centers have mobilized to respond to these challenges. We examine literature about the characteristics and concerns of the current student generation along with what counseling centers are doing to respond to the challenge of student needs. We describe a survey (N = 408) of members of the Association for University and College Counseling Center Directors (AUCCCD) and American College Counseling Association (ACCA) that elicited the kinds of services, functions, structures, and organizational relationships found in today’s counseling centers. In addition to confirming the core mission of providing counseling and psychotherapy, the survey revealed widespread counseling center collaboration and consultation activities beyond the counseling room. The survey also indicated a variety of administrative and structural arrangements in the way counseling centers are placed on their individual campuses. Finally, we suggest a framework for planning, executing, and evaluating counseling center and campus initiatives.

Psychiatry Resident Rotations in University and College Counseling Centers: A Pilot Study of Rotation Types and Challenges

With an increased demand for mental health services, perceived increased severity of students presenting for services, and increased number of students prescribed psychotropic medications, university and college counseling center directors have had to increasingly identify psychiatric service options. Psychiatry residents can potentially help fill these needs. To better understand the role of psychiatry residents in university and college counseling programs, we conducted a web-based survey of United States psychiatry residency program directors. This study describes clinical activities and rotation characteristics of psychiatric residents working in counseling centers. Of the 48 residency programs that responded, 27 provide rotations at university or college counseling centers, and of those with rotations, 100% report that the residents rate these as very good or excellent. Expanding psychiatry residency rotations at college counseling centers may be mutually beneficial both to the centers and to psychiatric residents.

Rethinking the Provision of Counseling Services: A Paradigm Shift for College Counselors

In the past 40 years, there has been a dramatic increase in the number of campus counseling services offered to students (Gallagher, 2011). In addition, the variability of these services has been such that students from diverse and varied backgrounds could benefit from available offerings. These efforts have for the most part been successful. As Gallagher (2011) noted, college and university counseling centers serve almost 11% of the enrolled students on their campuses. Despite these gains, there still are challenges facing college counseling centers. Most notable among these challenges is the disparity between student demand and available resources needed to meet this demand. Budgetary concerns and staffing issues continue to provide challenges for counseling centers tasked with meeting the mental health needs of a student body that is increasingly in need of services (Smith et al., 2007). According to the latest Gallagher report, over 90% of college counseling center directors reported that the recent trend toward a greater number of students with severe psychological problems continues to be true on their campuses. In light of these increasing demands for services, counseling centers have begun addressing the imbalance between demand and available resources in new and innovative ways (Hardy, Weatherford, & Locke, 2011). Traditional counseling styles and formats are being de-emphasized in favor of alternative methods of support to best meet the needs and address the unique characteristics of today's college students with staff available (Boone et al., 2011). As Smith et al. (2007) posited, college counseling centers are continually being tasked to more with less (p. 64). As a result, many counseling centers are now using several procedures and interventions that typically are found in community mental health agencies (Rudd, 2004). Examples of these types of procedures are wait-lists, community outreach programs, session limits, psychiatric consultation and referral, and community education and training. The articles in this issue describe a number of opportunities college counselors might use to creatively reach out to students in need given some of the operating parameters in play on their college and university campuses. It is my hope that these articles help build the knowledge base and address the growing need for accountability in higher education (Varlotta, 2012) and in the provision of campus counseling services (Schwartz, 2006). The articles in this issue's Research section represent a variety of interesting topics that college counselors would certainly benefit from reading. The first article addresses the importance of personality type in treating counseling center clients. In a study of over 200 participants at a midwestern university, Maria Hammond, Jennifer Lockman, and Rebecca Temple assessed the relationship between personality characteristics and the presenting clinical symptoms of students seeking services at the local college counseling center. Using the NEO Five-Factor Inventory and the Computerized Assessment System for Psychotherapy Evaluation and Research Symptom Scales, their findings seem to indicate that personality domains do have a significant, positive relationship to some of the symptoms with which clients present for services. Their work supports the use of the Five-Factor Model of Personality in working with college students and offers counselors suggestions for how this theoretical model can be applied in their clinical practice. In the second article, Renee Lopez and Jacob Levy examine the counseling needs of college student athletes, including the perceived barriers and preferences these students have for mental health services. Their results suggest that student athletes have distinct preferences for the type of services they prefer when seeking counseling help. In particular, student athletes showed a strong preference for counselors who were either knowledgeable in regard to the unique demands placed on college student athletes or had been a collegiate athlete themselves. …

Thirty Years of the National Survey of Counseling Center Directors: A Personal Account

This article reviews important trends in college counseling work over the past 30 years revealed through an annual survey of college counseling center directors. The article also focuses on questions raised in the survey that generated important professional discussions and on other contributions the survey has made to the counseling profession. Initially the survey results provided important information to counseling center directors and their staffs. However, due to media interest, the survey gradually gained an expanded audience among higher education administrators and also helped to educate the broader public about the nature and importance of counseling center work.

The Debate about Increasing College Student Psychopathology: Are College Students Really Getting “Sicker?”

In the past couple of decades, there have been numerous claims made about the increasing severity of college student mental health issues. While the question of increasing severity seems to be well documented by the perception-based surveys of university counseling center directors, very limited data exists to prove that this trend is actually occurring. This article reviews several studies that have attempted to substantiate this perceived trend, and alternative explanations are posed to account for the reasons that these perceptions have lingered in the absence of hard data. Implications for future research are discussed.

College Counselors’ Perceptions and Practices Regarding Anticipatory Guidance on Firearms

Objectives: This study assessed college counselors’ anticipatory guidance on firearms for student clients. Participants: The membership of the Association for University and College Counseling Center Directors was used to identify a national random sample of counseling centers (n = 361). One counselor from each center was selected to survey. Methods: In the winter of 2008, a 3-wave mailing procedure was used to maximize the response rate. Completed surveys served as consent (as approved by the University Human Subjects Committee). Results: A total of 213 counselors (59%) responded. They were unlikely to provide anticipatory guidance (6%), chart/keep records on client ownership/access to firearms (17%), or to counsel the majority of clients from various diagnostic categories on firearms. Conclusions: University personnel are likely to refer students with suspected mental health problems to university counseling centers. The findings indicate that few counseling centers will address firearm issues with students.

Nonsuicidal Self-Injury in College Populations: Mental Health Provider Assessment of Prevalence and Need

Concern about the prevalence of nonsuicidal self-injury is widespread. Members of an electronic listserv for college counseling center directors nationwide were invited to participate in a Web survey to investigate provider experience with nonsuicidal self-injury; 290 surveys were analyzed. Most respondents perceived recent increases in nonsuicidal self-injury and lack of effective treatment knowledge. Most favored dialectical behavior therapy or cognitive behavior therapy for treatment, but few found treatment effective. Implications for treatment and prevention in college settings are discussed.

Clinical Assessment of Dissociative Identity Disorder Among College Counseling Clients

College counseling professionals address a wide range of complex student mental health concerns. Among these, accurately identifying client presentations of dissociative identity disorder (DID) can be especially challenging because students with DID sometimes present as if they are experiencing another problem, such as a mood, anxiety, or psychotic disorder. This article reviews DID diagnostic criteria, introduces assessment strategies for use during intake and subsequent counseling sessions, and presents case illustrations.

How University Counseling Centers Serve Students with Disabilities

The mandates of the Americans with Disabilities Act of 1990 (ADA) apply to mental health professionals employed in university counseling centers. Therefore, examining the services counseling centers provide to students with disabilities seems timely and appropriate. University counseling center directors in North America and members of the Association of University and College Counseling Center Directors (N = 270) were surveyed regarding services provided to students with disabilities. Given the requirements of the ADA, many counseling centers adapted their services and facilities. Based on the data collected, four recommendations are made to improve services for students with disabilities: (a) ask clients directly about possible disabilities at intake; (b) train senior staff about relevant disability issues; (c) designate a liaison to the campus disability advocate office; and (d) train senior staff to screen for learning disabilities. Several suggestions for future research are made and the limitations of the study are cited.

Psychologists in Counseling Centers

A total of 220 university counseling center directors responded to a survey about their staff composition, staff psychologists' motivations for choosing counseling center work, commitment to this work setting, and motivations for leaving. Results were compared with those obtained in a similar survey conducted 15 years earlier. The present study suggests that staffs have more senior members than previously, that staff psychologists are spread more evenly across the age spectrum, and that staffs are proportionately more female. Essentially the same factors attract and hold psychologists as identified earlier However, private practice has now supplanted other options as the primary outlet for those leaving counseling centers.