SOCIETY OF COUNSELING PSYCHOLOGY ~ SECTION ON COLLEGE AND UNIVERSITY COUNSELING CENTERS

Inside this issue: From the SCUCC Chair

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From the SCUCC Chair-Elect

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Establishing a Group-Supportive Culture in a University Counseling Center

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SCUCC Newsletter Fall 2005

Volume I, Issue 2

From the SCUCC Chair... Demonstrating Our Worth Sherry Benton, Ph.D., ABPP Counseling Services Kansas State University

that this is a strong focus in their student affairs division. This trend in higher education and counseling centers seems to reflect what is happening throughout our society. In business and industry the talk is of “lean manufacturing” and accountability to share holders. In medicine there are practice guidelines, quality assurance and utilization review. In education accrediting boards have increasingly moved away from counting how many of which kinds of courses students get and moved to focusing on student outcomes. In psychology overall, the area of evidence-based practice is debated sometimes with consider-

Using Appreciative 5 Inquiry to Create Positive Change

I believe we are living in the era of accountability. A generation ago we did not worry so much about issues like outcomes, evidencebased practice, and retention. Now, many Sherry Benton of the counseling center staff with whom I have interacted, report

Sista to Sista: A Black Female College Student SelfEsteem Group

From the SCUCC Chair-Elect...

(Continued on page 2)

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Positive Psychology 8 and University Counseling Centers: The Baylor Experience SCUCC Award Winners

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SCUCC Officers

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SCUCC Membership Application

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Karen Settle, Ph.D. Counseling and Testing Center Southern Methodist University These are exciting times for the Society of Counseling Psychology as well as college and university counseling centers specifically. We hope our section and this newsletter are providing you with important information and meeting your needs as a counseling center psyKaren Settle chologist. In our Spring 2005 newsletter, Ted Stachowiak discussed many of the challenges facing college and university counseling centers while, Sherry

Benton reported on various initiatives currently in place to help facilitate our goals. Eva Schoen’s article on perceptions of increased psychopathology in counseling center clients highlighted how many counseling center directors endorse an increased level of pathology severity among clients (55%) and consequently an associated increased sense of stress associated with counseling these severely distressed clients (41%). Continuing with the theme of meeting the increasing demands on our centers while we maintain healthy balance for ourselves, I wanted to share information from the October 2005, conference of the Association for University and College Counseling Center Directors. (Continued on page 3)

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SCUCC Chair (Continued from page 1)

able heat and passion. We are all left wondering: What is evidence-based practice? How do we define it? What constitutes evidence? How do we examine our own outcomes as therapists? In the past month I have read two very good books that address this subject very appropriately from multiple perspectives. Stewart Cooper from Valparaiso University has written a book on EvidenceBased Practice at university and college counseling centers. It addresses common factors, therapist and client factors, multi-cultural considerations, and evidence based treatments for a variety of disorders commonly seen in counseling centers. All of the authors in this edited volume have addressed the unique problems of counseling centers. The book is not yet available; however I was lucky enough to get a draft to review prior to publication. The second book was “Evidence-Based Practices in Mental Health: Debate and Dialogue in the Fundamental Questions.” It is published by APA with a 2006 copyright. This book was edited by John Norcross, Larry Beutler, and Ronald Levant. This was the most comprehensive and helpful volume I have read on the subject. Authors include all of the major players in the debate around empirically supported treatments, common factors proponents, and client and therapist factors proponents. After reading both of these excellent volumes I am left with the perspective that lies firmly down the

middle of the arguments. I recognize the tremendous limitations to the randomized clinical trial (RCT) proponents from Division 12 of APA and doubt the relevance of the clients in those studies to the complex multi-problem students I see every day. On the other hand, I believe that all new therapies should be tested in RCT’s because psychotherapy has a history of very popular bad ideas such as recovered memory therapy, reprogramming therapy, rebirthing therapy, and most recently critical incident stress debriefing. I believe that RCT is an inadequate method of determining what we should do with clients, but is an excellent way to learn what not to do. We learn a great deal about how therapy works with multiple methods of inquiry including single case studies, qualitative research, meta-analytical studies, and RCT. Collectively, these multiple methods have lead us to a more complex picture of how therapy helps people. This complex understanding is necessary with such a complex enterprise. When all is said and done the only real measure of efficacy is our own outcomes with our own clients. I believe we could all benefit from greater attention to outcomes, and the pressure many of us feel from our college or university administrators is an opportunity to pursue this inquiry in ways that are consistent with our own institutional needs and values. Most of us will find the news is quite good and the data is helpful in justifying our services to our institutional administrators. Sherry Benton can be contacted at: [email protected]

Interested in Contributing to the SCUCC Newsletter? We welcome your ideas and input! If you would like to share information with your SCUCC colleagues, please use this Newsletter as a vehicle. The topic areas are open, as long as the focus applies to college and university counseling center work. Our next issue will be sent out in early summer 2006. Articles should be 500-700 words in length. If you have any questions or want to submit an article, please contact Larry Marks at [email protected]. SCUCC Newsletter Editor Larry Marks, Ph.D. Counseling Center University of Central Florida

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SCUCC Chair-Elect (Continued from page 1)

At this conference, I was struck by the dichotomy of programming on both the heightened demands on counseling center staff as well as the need to practice adequate self-care and to help our clients behave similarly. According to keynote speaker, Richard Kadison, M.D., co-author of College of the Overwhelmed, the needs of students are great with 32% saying stress impairs their academics; only 11% getting a good night’s sleep; 20% experiencing disordered eating; and 60% dieting. In the book, Kadison and DiGeronimo (2004) state, “If your son or daughter is in college, the chances are almost one in two that he or she will become depressed to the point of being unable to function; one in two that he or she will have regular episodes of binge drinking (with the resulting significant risk of dangerous consequences such as sexual assault and car accidents); and one in ten that he or she will seriously consider suicide” (p. 1). At the conference, Dr. Kadison discussed some of the causes of these difficulties: financial stress, adjustment problems, and difficulties maintaining adequate sleep and nutrition. He also described pressure/drivenness which starts early and interferes with enjoying day-to-day events. The latter is further elaborated in the book where today’s college students are described as more driven to succeed than any previous generation—and more likely to break down. A’s are often the only “acceptable” grade, and sleep, exercise, and/or socializing may be sacrificed in order to study more. Of course the trade off is loss of efficiency and becoming more susceptible to depression. Students also walk a thin line between feeling challenged academically

and feeling overwhelmed. Dr. Lori Arviso Alford was another keynote speaker at this year’s directors’ conference. Associate Dean of Student and Multicultural Affairs at Dartmouth Medical School, Dr. Alford combines Navaho and Western healing methods to treat the whole person. Her speech, “Walking in Beauty, Living in Balance—A Navajo Philosophy of Healing,” underscored the need to apply systems theory to wellness. She stated that illness results when one is out of harmony or balance in any area of life (e.g., mind, body, spirit, relationships, work, recreation, community, environment). She spoke of the power of words to speak/think things into existence. Focusing on good outcomes, such as, with beauty before me, there may I walk, contributes to positive results. Dr. Alford encouraged purifying our thoughts and exercises such as guided imagery, meditation, mindfulness, affirmations, art, music, and being in natural environments to help combat the effects of stress. Harmonizing relationships with family and utilizing support groups are also healing behaviors. In conclusion, I hope we will utilize the rich support network present in this organization to help us maintain the harmony and balance that we need as professionals in order to be effective in our work. I wish joy, laughter, and regeneration for all as we are entering this holiday season. May we all practice positive selfcare as we also nurture the important connections in our lives. As Chair-Elect, I solicit your comments as to how this section can be more valuable to you. Reference Kadison, R., & DeGeronimo, T. F. (2004). College of the overwhelmed: The campus mental health crisis and what to do about it. San Francisco: JosseyBass. Karen Settle can be contacted at: [email protected]

Look for the new SCUCC Website coming soon at: www.div17.org/scucc Darryl Townes, Ph.D. has taken over as the Section’s new webmaster. Please send any suggestions and/or information for the SCUCC website to Darryl at [email protected]

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Establishing a Group-Supportive Culture in a University Counseling Center Barbara Pearson, Psy.D. Counseling Services Kansas Sate University Linda Muldoon, Ph.D. University Counseling & Consulting Services University of Minnesota “Group therapy is a curious plant in the garden of psychotherapy. It is hardy: The best available research has established that group therapy is effective and as robust as individual therapy” (Yalom, 1995, p. 511). As with establishing a garden, many factors are necessary for success when establishing a group-supportive culture in a university counseling center. In this article, two Barbara Pearson group directors at different university counseling centers address the process of establishing and tending to group culture. At Kansas State University I (BP) began the process of establishing a new group program well before the students arrived for the fall semester. The program had lost vitality due to staff changes and new energy was needed. A staff training was created to discuss the benefits of group, generate ideas about student needs and establish a supportive group climate. Groups were Linda Muldoon then designed from staff input addressing basic student issues such as relationship dynamics, mood management, learning enhancement, stress management and interpersonal communication issues. A group was scheduled for each day of the week at varying times to make groups as accessible as possible for students. The schedule was in place before students returned for the start of the school year. We made the decision to establish a start date and stick with it rather than wait to see when we had the right number of students. We also decided on an open group format that made it possible to include students throughout the school semester. The open group concept also allowed for inclusion

of students who may need several sessions of individual therapy before starting the group process. This was a challenge but the enthusiasm and skill of the staff prevailed and the groups flourished. Interns typically co-lead a group with a senior staff. A weekly Group Seminar was established to address group theory and dynamics in greater depth. Group supervision was included in this format, which proved to be a fruitful place to share ideas, process co-leader issues and discuss ideas about handling difficult situations. Once the initial group culture foundation was established, we discussed the various resistances that might come up and ways to talk about these issues. Handouts about the benefits of group were created for both staff and students. To stimulate continued interest The Group Gazette was published by the group leaders with “want-ads” for the various groups and a humorous article titled “Confessions of an Individual Therapist” that addressed the many resistances we all have to making the group referral. We established a monthly MVP for group referrals and a feedback system between group and individual therapists to address problems that may arise. We are pleased with our initial growth spurt and look forward to growing our group program. Five groups ran for both semesters and a group will run during the summer. When I (LM) started as Groups Coordinator at the University of Minnesota’s counseling center, there had been considerable turn over in that position, and only one counseling group was running. By spring semester, we had nine groups meeting. The challenge I perceived was to educate my colleagues about the benefits of group counseling and to keep groups on their radar screen. Frequent reminders can be boring however, and one runs the risk of counselors’ tuning out our messages. I decided to make it fun to attend to our solicitations, and I have used humor as well as frequent exhortations (nagging) to generate internal referrals. I made my initial foray into humor while recruiting for the first group that I myself co-facilitated at the (Continued on page 5)

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Group Supportive Culture (Continued from page 4)

counseling center. Confident that psychologists would get the joke, I slipped an envelope with a few pellets of reinforcement (M&Ms) and a brief thank you note into the mailbox of each colleague who referred to my group. The humor reinforced me as much as my colleagues and, I have continued with ‘goofy’ approaches to in-house advertising. I have sent email messages, such as, “Send me your men, your women, your huddled masses yearning to relate. A list of current group openings will appear in your mailboxes today.” One of my favorite campaigns was to establish a Homecoming King and Queen of Groups: “It’s almost Homecoming at the U of M, and the group counseling staff are whispering and wondering, ‘WHO will be the next UCCS King and Queen of Groups?’ It could be YOU! The Groups Coordinator (moi) bestows this honor on the man and/or woman who makes the most referrals to the Groups Program during open enrollment season (a.k.a., October.)” The message went on with acknowledgement of previous prolific referrers and extension of the metaphor. Fall groups are our greatest challenge, so I deluge my colleagues with information about these groups via email, handouts listing group openings, and regular updates in counseling staff meetings. I have

found that interspersing humor has allowed me to nag my colleagues without boring or worse, annoying them. The group gardens at both of our counseling centers are flourishing. We found that we have planted and tended our respective gardens with similar methods. Both of us have offered training on the workings and benefits of groups to our counseling staffs, organized weekly intern seminars on groups, nudged our colleagues to introduce the idea of group counseling early in their contacts with students, and have used frequency and humor as part of our strategy to motivate referrals. These are not the whole story, however. We have also been given adequate time as groups coordinators to implement the strategies that we have described, and our colleagues’ provision of group services have been accorded equal status with individual counseling in the counting of hours of direct service. Just as gardens need sun, rain, and fertile soil, our group programs have grown in the context of administrative support. Reference Yalom, I. D., (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

Barbara Pearson can be contacted at: [email protected]

Using Appreciative Inquiry to Create Positive Change John Wade, Ph.D. Counseling and Psychological Services University of Kansas As we focus on the needs of our clients and help them with their positive change and personal growth, it is easy for us to lose sight of the possibilities for growth and change that can energize us, especially within our counseling center. Appreciative Inquiry, which blends aspects of Positive Psychology and Solution Focused Therapy, can be a valuJohn Wade

able approach to create change at the organizational level. Appreciative Inquiry is based on several key principles. The first is that inquiry is intervention. Questions and dialogues about strengths, successes, values, hopes, and dreams are themselves transformational and can bring about positive change. The questions we ask spark and direct our attention, energy and effort. The traditional problem solving approach typically focuses on examining the problem, with the intention of fixing the problem by understanding its cause and then taking steps to do (Continued on page 6)

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something different. But as we all probably know from experience, focusing on the problem often leads to being stuck, and can even degenerate into non-productive “gripe sessions.” Borrowing from the foundation of Positive Psychology, Appreciative Inquiry operates from the premise that positive change is created when we study and discuss what we want more of, not what we want less of. So, it naturally follows that if we want to generate a positive discussion focusing on what we want to create, topics must be Discussion regarding framed from a positive communication prob- perspective. Questions about successes or failures lems among staff can evoke different stories, be framed as, ‘What images, and experiences. are examples of when This does not mean that problems are to be we have communiavoided, rather that diacated with each other logue about the topic is and felt heard, under- more likely to yield posistood, and valued?’” tive and meaningful results if the questions focus our attention and insight on our desired goal. For instance, discussion regarding communication problems among staff can be framed as, “What are examples of when we have communicated with each other and felt heard, understood, and valued?” Those of you familiar with Solution Focused Therapy probably recognize the concept at work of looking for examples of “positive deviance” embedded in the question. Milton Erickson used a case example of an elderly depressed woman to illustrate the value of focusing on positive deviance. When he went to her house to conduct therapy, he noticed that everything was drab and neglected, reflecting her depressed mood, except for a collection of thriving African violets. Instead of asking her about her depression, he got her talking about her passion for flowers, and encouraged her to think of ways to expand her obvious talent. Within a few months, she became well known in her small community as the “flower lady,” because she had taken it upon herself to provide an African violet for every patient at the local hospital. Needless to say, her mood also improved. Although not every clinical case is this simplistic, the power of focusing

our attention on what we do well cannot be denied. Imagine the energy and momentum that could be created if we started every meeting by asking people to share a success they had during the past week. Appreciative Inquiry is also grounded in Social Constructionism, which posits that our world is created through communication. The conversations at the water cooler in large part shape the culture of our organization. Bringing this to the level of practical application, new hires, interns, and practicum students can learn the culture and richness of our center by pairing them with more experienced staff as they begin. The new staff can be instructed to ask about the strengths, values, and goals of the center, and the senior staff be instructed to inquire as to their partner’s goals and dreams, and what attracts them to this work. As you incorporate the Appreciative Inquiry approach during meetings, staff retreats, supervision sessions, or just general discussions, model speaking from your own experience and encourage others to do the same. Sharing our own experience with others creates images and inspires action in a way that facts and figures rarely do. The power of asking the right questions is being recognized as essential not only by psychologists but by the business world as well. In the words of internationally known management consultant Peter Drucker, “The leader of the past was a person who told. The leader of the future will be a person who asks.” For Further Reading on Appreciative Inquiry: Cooperrider, D.L. & Whitney, D. (1999). Appreciative inquiry. San Francisco: Berret-Koehler. Ludema, J. D., Whitney, D., Mohr, B. J., & Griffin, T. J. (2003). The appreciative inquiry summit: A practitioner’s guide for leading large group change. San Francisco: Berrett-Koehler. Whitney, D. & Trosten-Bloom, A. (2003). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler.

John Wade can be contacted at: [email protected]

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Sista to Sista: A Black Female College Student Self-Esteem Group Germayne Graham, Ph.D. University of Central Florida Counseling Center Every Wednesday afternoon in the Student Union Building on the campus of the University of Central Florida, Room 224 is filled with women who are determined to find a place that they can call their own on a campus of approximately 44,000 college students. These women form the group “Sista to Sista.” This group which serves Black female students Germayne Graham was created two years ago by the UCF Counseling Center, in its attempt to use outreach and creative methods to serve students who traditionally do not seek individual therapy. This group initially began as a three session workshop titled, “Black Women’s Self Esteem Group.” About 10 students attended the workshop and felt positive about the psycho-educational materials that were provided. At the end of the third session, several of the group members stated that they would like to continue meeting to discuss some of the issues presented at the workshop. The members decided to continue attending the group and shared more intimate information and eventually recognized the importance of counseling. The following semester the group was renamed “Sista to Sista” and is now an on-going open group held each semester. Attendance has averaged 10 to 15 students per week. By the second semester of the group, the Black faculty and staff became aware of this group being a tool to work with a subset of the minority population on campus. A counselor in the Financial Aid Office volunteered her lunch hour to assist and cofacilitate the group with me. She came in contact with a large number of students, many trusting her with some very difficult information. From both of our interactions and experience with students, we developed a list of topics to address with the group and created handouts and written exercises and questions. We recruited members by attending and speaking at all of the minority student organization

meetings, posters, flyers, referrals from counseling center staff, and word of mouth with professors and administrators. The group not only attracted Black women but Latina and Indian women also attended. After the first semester of the group, the members filled out a survey describing their group experience. Some of the reasons for attending the group that the members stated included feeling isolated, wanting to get connected, becoming a leader, and learning how to trust other women. Surprisingly, every member stated that one of the issues that they struggled with the most is trusting other Black women. We developed three main areas of focus, each with a set of objectives, for the “Sista to Sista” group: 1. Strengthen Identity. The group members will • Be more confident of themselves as Black women • Eliminate feelings of inferiority and messages that society perpetuates about Black women • Gain an understanding of Black women’s issues • Be more involved in leadership activities on campus • Exhibit high grades and commitment to academics • Develop clear career goals and future plans 2. Support. The group members will • Feel less isolated on campus • Feel less competitive against each other • Be able to provide support to others (“lifting as we climb”) • Be able to mentor others (“each one teach one”) 3. Psychological and Social Development (Selfesteem and self-confidence). Group members will • Be able to talk about similar struggles • Develop healthy coping mechanisms • Be able to resolve conflict in a safe environment (Continued on page 8)

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Sista to Sista (Continued from page 7)

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Be able to communicate feelings in a safe environment Be able to express emotions verbally

The group has been well received and appreciated, based on evaluation form results and comments as well as informal feedback discussed in the group. For example, members stated that tools that they were walking away with included the ability to ex-

press feelings, increased self awareness, enhanced openness with people around them, assertiveness, confidence to trust Black women and men, sisterhood, feeling supported by others, a sense of belonging, and greater insight about being a Black female college student. Germayne Graham can be contacted at: [email protected]

Positive Psychology and University Counseling Centers: The Baylor Experience Roderick D. Hetzel, Ph.D. Susan Matlock-Hetzel, Ph.D. James Marsh, Ph.D. Counseling Center Baylor University Positive psychology offers university counseling centers (UCC) an innovative and clinically-useful framework to meet the psychological and developmental needs of college students. Positive psychology has been defined as the scientific study of positive character traits and strengths, positive subjective states and emotions, and institutions that promote positive living. Although recent advances in positive psychology have foRoderick Hetzel cused on the application of scientific findings across a wide range of settings and disciplines, positive psychology has yet to be widely applied in higher education (with the possible exception of the strengths movement) or clinical settings. Nonetheless, Lopez, Janowski, and Wells (in press) argued that positive psychology can be implemented to promote positive personal and academic outcomes among college students, noting that “in the context of strong mentoring relationships and a stimulating, safe environment, capitalizing on human strengths enhances motivational forces and promotes academic achievement and personal adjustment, leading to

college retention and civic contribution” (p. 24). Although Lopez et al. sounded the clarion call for the systematic implementation of positive psychology in the curriculum and co-curriculum, other lines of research have demonstrated that positive psychology can be more selectively applied within clinical settings, either as specific therapeutic approaches or adjuncts to well-established treatments (cf. Fava, 1999; Cooper rider & Whitney, 1999; Frisch, 2006). For the past several years, the Baylor University Counseling Center (BUCC) has integrated positive psychology scholarship and practice within its service delivery model through direct clinical services, outreach and prevention programs, and collaborative efforts with other departments in the Division of Student Life. Examples of some of the positive psychology initiatives at the BUCC include: •

Clinical services that incorporate strengths assessment during the initial intake interview and maintain an awareness of “tactics” and “deep strategies” (Seligman & Peterson, 2003) in psychotherapy to help clients develop and apply their strengths as potential coping resources, build hope for change, promote positive emotional states, and cultivate deeper meaning and purpose.

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Development of a hope-based peer mentoring (Continued on page 9)

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Positive Psychology (Continued from page 8)

program to help first-year students develop academic and personal goals, strengthen selfconfidence and motivation, and apply individual strengths in practical ways to successfully reach their goals.

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Development of an eight-week academic course for academically at-risk students to help increase their resiliency by discovering their individual strengths and developing skills to persevere and adapt in the face of adversity.

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Use of a web-based positive psychology intervention that has been demonstrated to reduce depressive symptoms and increase positive emotions (Seligman, Steen, & Park, 2005). We plan to use this with students on the counseling center waiting list, first-year students in a residence hall, and division personnel as a staff development exercise.

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Outreach services that focus on strengthbased preventive approaches for coping with stress, relationship conflicts, and other college student problems.

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Consultation and training on strengths education and development with other departments to help promote academic self-efficacy, academic engagement, and academic persistence among students.

It is important to note that the positive psychology initiatives at the BUCC developed over several years and in collaboration with other departments within the division. Additionally, strong administrative support has been, and continues to be, vital to the long-term maintenance and success of these initiatives. Positive psychology has provided the incentive and direction to impact a wider segment of the student body by reaching beyond the walls of the counseling center, and in the process, reaching beyond the borders of traditional service delivery models. For those who are interested in developing positive psychology programs at your UCC, it is recommended that you work within the organizational

culture and structure of your university and to explore the possibilities with your Directors, Deans, and Vice-Presidents. It is important to identify the educational outcomes that are valued both within your division and the university (e.g., retention, engaged learning, meaning and purpose, discipline, etc.) and to communicate to your administrators how positive psychology can help them fulfill their mission and vision. Second, inform the administrators about what other UCCs are doing in this area and how your UCC can provide leadership in this area either at the university level or at the national level. Third, collaborate with your administrators to locate and secure external funding or “seed money.” New programs are more likely to be supported if they do not strain the tight budgets that characterize most areas within student development. Finally, understand and respond to the strengths of your administrators as this likely is the well-spring of their passion and motivation. References Cooperrider, D.L. & Whitney, D. (1999). Appreciative inquiry. San Francisco: Berret-Koehler. Fava, G. A. (1999). Well-being therapy: Conceptual and technical issues. Psychotherapy and Psychosomatics, 68, 171-179. Frisch, M. B. (2006). Quality of life therapy: Applying a life satisfaction approach to positive psychology and cognitive therapy. Hoboken, NJ: Wiley. Lopez, S. J., Janowski, K. M., & Wells, K. J. (in press). Developing strengths in college students: Exploring programs, contexts, theories, and research. Manuscript submitted for publication. Seligman, M. E. P., & Peterson, C. (2003). Positive clinical psychology. In L. G. Aspinwall & U. M. Stauinger (Eds.), A psychology of human strengths: Fundamental questions and future directions for a positive psychology (pp. 305–318). Washington, D.C.: APA. Seligman, M. E. P., Steen, T. A., & Park, N. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410421.

Roderick Hetzel can be contacted at: [email protected]

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Congratulations Society of Counseling Psychology Section on College and University Counseling Centers 2005Award Winners Counseling Center Psychologist, Outstanding Contribution to Counseling Center Work Dr. Lois Huebner, Associate Director of Clinical Services, University of Utah, University Counseling Center Counseling Center Psychologist, Early Career Outstanding Contribution to Counseling Center Work Dr. Larry Marks, Psychologist, University of Central Florida, Counseling Center Counseling Center Graduate Student/Intern, Outstanding Contribution Sandro Sodano, Ph.D. candidate, Arizona State University; Internship: University of California at Santa Barbara, Counseling and Career Services

Section on College and University Counseling Centers Officers Chair Sherry Benton, Ph.D., ABPP Kansas State University Counseling Services [email protected] Chair-Elect Karen Settle, Ph.D. Southern Methodist University Counseling and Testing Center [email protected]

Past-Chair Ted Stachowiak, Ph.D. Texas A&M University Student Counseling Service [email protected]

Communications Chair Jeana Dressel, Ph.D. University of California-Santa Barbara Counseling Services [email protected]

Treasurer Darryl Townes, Ph.D. Georgia State University Counseling Center [email protected]

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Membership Application

*Please use this form—not the one on the SCUCC website

Section on College and University Counseling Centers A Section of the Society of Counseling Psychology Division 17 American Psychological Association Name: Highest Degree Awarded: Work Setting:

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Please Send the $10 Membership Dues and Completed Application To: Darryl L. Townes, Ph.D. Georgia State University's Counseling Center P.O. Box 3975 Atlanta, GA 30302-3975 (404) 651-2211 [email protected]

Checks Payable To: Division 17 SCUCC EIN for Division 17 is 52-1564001