Society of Counseling Psyc hology Section on College and University Counseling Centers

SCUCC Spring 2011 Newsletter Newsletter Volume 5, Issue 2

From the SCUCC Chair...

Inside this issue: From the SCUCC Chair

1

The Legacy of Gerald Lee Stone

1

Preventing Sexual Violence

4

Convention

5

Leadership Roster

5

Upcoming Conferences

7

Membership

8

Information

Aaron Krasnow, Ph.D. Counseling and Mental Health Center Arizona State University

Innovation in Counseling Centers

Highlights

Spring 2011

Traditional problems Read any survey of Counsel-

ing Center Directors or Clinical Directors over the past decade and many of the trends identified are consistently framed as problems: Students are arriving on campus with more severe psychological problems, in greater numbers, with more difficult to manage histories. Budgets are being cut, psychiatric services are limited or unavailable, and training programs are lacking enough slots to take all the trainees seeking placement. The impact on service delivery and staff functioning is profound and has real conse-

quences; everyone reports that change is necessary. Yet most reported changes in counseling centers in response to these problems tend to be incremental and traditional, overly focused on fixing (allows us to survive) and less on solving (fundamental and lasting change). As an example, I’ve briefly simplified Director and Clinical Director survey responses: (Continued Page 2)

The Legacy of Gerald Lee Stone Gerald Lee Stone, Ph.D. died unexpectedly on April 14, 2011 at his home in Reno, Nevada in the midst of an active retirement. He was our mentor, friend, and colleague for over twenty years. Jerry represented the epitome of professional excellence, leadership, and active affirmation of the values associated with the university counseling center environment. Jerry served as Director of the University of Iowa Counseling Service (UCS) for sev-

enteen years. The UCS staff, along with the many groups of ―Iowa students‖, spent those years benefiting from his outstanding leadership, wisdom, and support. In honor of his monumental contributions, Jerry was recognized in 2004 with a Lifetime Achievement Award from the Association for University and College Counseling Center Directors. His writing alone is worthy of a lifetime achievement award, particularly his classic discussion of counseling center challenges and limits (Stone, G. L.,

& Archer, J., Jr. (1990). College and university counseling centers in the 1990's: Challenges and limits. The Counseling Psychologist, 18, 539 -607) which in 2011 still is regularly cited and highly valued. Jerry was the recipient of the 2006 APA Division 17 Leona Tyler Award and addressed the 2007 Division 17 APA convention in the aftermath of the campus shootings at Virginia Tech with his talk entitled, ―Mental Health Policy and Higher Education.‖ (Continued Page 3)

Page 2

Continued from the SCUCC Chair ... Traditional Problem

Impact

Traditional Response(s)

Increased psychopathology/risk Funding cut, at-risk, or stagnant Increased demand for services Hiring freeze

Increased crisis response and resource demand, staff burnout and turnover Loss of resources or inability to expand/ improve resources Increased caseloads, waitlists, and delays in service Inability to replace staff, recruit talent

Hire staff with SMI/crisis experience, Charge for services, engage 3rd party payers Session limits, refer clients off campus Ask existing staff to do more, increase number of unpaid trainees

As you can most likely see at your own center, most counseling centers have tried some or all of these responses, yet you would be hard pressed to find anyone who would report ―the problem is solved.‖ We keep trying, but the problems and resultant consequences persist. I contend that as long as counseling centers seek to solve traditional problems with traditional responses focused on the problem we’ll continue to see the same trends we’ve seen for over a decade: increased severity, increased staff turnover, and decreased funding. It’s time for us to innovate. As you can see above, the tendency to take problem-focused approaches to systemic issues leads to incremental changes if any. Being innovative requires a Future-system and personfocused approach which tends to lead to long-term systemic changes or brand new knowledge. Typically innovation in all fields, including those innovative counseling centers, is driven by the desire to advance the field and to meet the needs of people (customers, clients, users, populations). Innovating is actually a learned skill and we should seek out the advice of leaders in innovative fields. Ask any student (or anyone really) who the most innovative companies are and invariably you’ll hear two names: Apple and Facebook. So, I called Face-

book and asked Dr. Gabriel Trionfi, User Experience researcher, how counseling centers could catalyze innovation (Dr. Trionfi has a PhD in psychology; talk about an innovative career path!). He reminded me that we’re all skilled enough to fix problems enough to ―get by.‖ We see a problem, make an adjustment, and continue on. We’ll figure out how to survive, we always have. But, since we all want to do much more than survive, he said there actually is no need to continue to let the problems guide us. To thrive and advance, we need to embed innovation into the fabric of our counseling centers and invent solutions. To do that, Dr. Trionfi suggested that we should ask ourselves three questions:

1. What is the #1 thing you want to change about your clients’ counseling center experience but are not allowed to?

2. Now, identify the unmet client need that you are solving for? 3. Brainstorm a list of concepts that address this unmet client need but you would be allowed to try. From just these questions I was able to identify a number of new solutions I never considered before for our counseling center. Just one example of answers to these questions is below:

1. I want clients to use the counseling center to advance their personal growth, not only when crisis strikes. It seems most of what occupies our time and resources are managing client crises. Students who are not in crisis can get shut out, but if we had the time or resources I know I could serve them well. I can’t solve this by setting a limit on crisis response because the institutions’ top priority is student and campus safety. Therefore I’ve set a limit on non-crisis services.

2. Clients who are most likely to be in crisis often lack the pre-college skills to cope with existing or emerging psychological issues. 3. Our counselors and psychologists could provide psychological skill training to the middle school and high school ―pipeline‖ of students who will attend our college. We could partner with our institution’s Teachers College on ways to embed psychological health earlier into the secondary school experience. We could also partner with Admissions and our efforts in the schools could serve as a recruitment initiative that serves the institution as a whole (i.e., this college cares about your mental health way BEFORE you go to college, so maybe you should enroll in such a fantastic place!). (Continued Next Page…)

Volume 5, Issue 2

Of course, I was trained as a traditionalist, so my gut response is to poke holes in my own innovation. Yet, if I resist that tendency I can start to see a pathway to making it work. While we know that not all ideas will be successful, we’ll be well served to

Page 3

fully consider all innovative ideas. While our challenges are great I am confident that we will best address our problems through innovation. We can do this by embedding catalyzing questions into the culture of our counseling centers and by learning from innovative companies and people

outside our field. Together we will solve, not just temporarily fix, our most complicated issues.

[email protected]

Continued Gerald Stone’s Legacy: Jerry’s accomplished career also included capstone roles and recognitions, including President of Division 17 (1996), Editor of The Counseling Psychologist (1991-1996), Elected member APA Council (2000-2002), and Distinguished Alumni AwardMichigan State University – College of Education (1998). Through his many publications, presentations and reviews he engaged in meaningful discourse for the field of Counseling Psychology. In 1986 Brooks/Cole published his—Counseling Psychology: Perspectives and Functions. Whether in his writing, his professional involvements, his direct administrative or clinical supervision, or his clinical service, Jerry has brought distinction to the profession in a myriad number of ways. In the counseling center

world, he was especially recognized for providing high quality psychological support of university students and effective management of substantial service demands, campus leadership in responding to and managing periods of crisis, and continual efforts to foster a multicultural organization.

citizen.com/article/20110417/ NEWS02/104170326/Gerald-Stone -69.

On a personal note, Jerry was our mentor for the twenty-seven years that we have known him. We wish to acknowledge Jerry’s role in our lives with the deepest of gratitude and admiration. To convey the fullness of this man who has made so much difference in the lives of so many, we are sharing the link to his obituary that was published in the local newspaper of Iowa City, where he and his wife Cheryl still had many long-time friends: http://www.press-

Martha Dennis Christiansen, Ph.D.

Have Something to Say? We’d love to hear your voice in our next newsletter. All submissions with information relevant to the needs of University and College Counseling Centers are encouraged. The deadline for submissions for the Fall Newsletter is October 15, 2011. Articles should be approximately 500-700 words in length.

For more information contact: Tiffany O’Shaughnessy, Ph.D. SCUCC Newsletter Editor [email protected]

Truly, our beloved Jerry was the “rock‖ for many. We will miss his infectious laugh, his piercing intellect, and his warm presence in our lives.

Associate Vice President, Educational Outreach and Student Services Director, Counseling and Consultation Arizona State University Sam Cochran, Ph.D. Director, University Counseling Service University of Iowa

Page 4

Taking Back the Night and Beyond: Sexual Violence Prevention on Campus

―...still ―1 in 5 women who attend college will become the victim of a rape or an attempted rape by the time she graduates‖ ...

Aimee Adams, PhD

Tiffany O’Shaughnessy, PhD

Ryan Weatherford, PhD

Kutztown University

Argosy University

Virginia Tech

Recently, there has been a resurgence of media attention focused on the issue of sexual violence on campuses of higher education. Several high profile cases at campuses across the nation have highlighted what many in college counseling are all too aware of: sexual violence is still a startling problem on our campuses. It has been more than 30 years since the first Take Back the Night march (www.takebackthenight.org ) and still ―1 in 5 women who attend college will become the victim of a rape or an attempted rape by the time she graduates‖ (Center for Public Integrity [CPI], 2011, para 1) and 1 in 33 men will be sexually victimized. This article highlights recent efforts in intervention and prevention of sexual violence on college campuses and emphasizes the need for continued change in the factors that perpetuate this concern.

eral systemic issues that contribute to this problem. They noted a ―culture of indifference‖ including a history of minimal consequences for offenders, the presence of serial rapists on campuses and a shocking level of victim blaming in school judicial proceedings. The report also noted a ―culture of secrecy‖ with many campuses neglecting Clery Act requirements (i.e., reporting campus crime statistics) and many victims choosing not to report their experiences for various reasons.

curring. With the publication of this letter, campuses should be more motivated to implement prevention programs given that compliance with Title IX regulations is tied to federal funding. Other legal changes provide additional incentive toward sexual violence prevention. Pennsylvania, for instance, enacted a law requiring that all private and public institutions of higher education provide sexual violence awareness education programs for all full time first year students. This law is similar to those in states including California and Wisconsin. On the federal level, the 1992 Ramstad Amendment to the Higher Education Act requires that institutions develop sexual assault policies on college campuses related to prevention education and procedures for handling incidents of assault.

A comprehensive investigation of sexual violence on college campuses funded by the Department of Justice (CPI, 2011) noted sev-

In response to these findings, the Office of Civil Rights of the Department of Education issued a Dear Colleague letter to offer further clarification to campuses on their roles and responsibilities in providing a campus environment that allows all students to receive an education that is free from sexual violence and harassment as guaranteed by Title IX (USDOE, 2011). The letter offers guidance on how to respond to acts of sexual violence and outlines steps campuses should take to prevent violence from oc-

There are several examples of prevention programs that have a demonstrated ability to effect change on campuses. (Continued Page 6)

Page 5

APA 2011 Convention - August 4-7, 2011 - Washington, DC Be sure to check out the SCUCC sponsored programming: 

Symposium—Critical Issues in Counseling Centers—Staff Psychologist, Director, Student Affairs Perspectives— Friday, August 5, 4-4:50pm Convention Center Room 151B



Business Meeting, Awards Presentation and Roundtable Discussions— Time/Date TBD—Location: Division 17 Hospitality Suite



Student Poster Presentations—Time/ Date TBD

More details to follow in the summer conference supplement. See you all in DC!

SCUCC Leadership Roster Aaron Krasnow—Chair

Jan Collins-Eaglin—Chair Elect

Chris Brownson—Past Chair

Chris Daood—Treasurer

Tiffany O’Shaughnessy—Communications Chair and Newsletter Editor

Sheri Clark—Research Committee

Larry Marks—Webmaster

Page 6

Sexual violence prevention continued…

―Through interdisciplinary cooperation and engaging all students in prevention efforts, we can help to make this culture shift on our campuses.‖

The University of New Hampshire’s ―Bringing in the Bystander‖ program is one example of an innovative approach that shifts the responsibility from one or two students to empowering the entire community to respond (Hallett, 2011). The American College Health Association (ACHA, 2008) has an extensive toolkit entitled Shifting the Paradigm: Primary Prevention of Sexual Violence that outlines many steps that can be taken towards creating the safe learning community we all desire. The non-profit group ―Students Active for Ending Rape‖ (SAFER), started at Columbia University and now offering services nationwide, also provides excellent resources and suggestions for changing the campus climate to one that does not tolerate sexual violence of any kind. Some education programs utilized by many college campuses, such as Alcohol EDU and Student Success, have sexual assault prevention modules that can be added to basic substance abuse education. Additionally, some counseling centers have hired a staff person with the primary role of developing and implementing sexual violence prevention projects on campus. There is some evidence that prevention programs should be targeted to certain groups of students (i.e., those in their first semester of their first year) and that programs may be most effective when students are grouped by charac-

teristics such as gender (e.g., Lenihan et al., 1992). College counselors can be invaluable resources in helping to develop and implement campuswide prevention programs given their educational and practical knowledge on the topic of sexual assault. Counseling centers looking for funding and support in developing sexual violence education programs can utilize resources such as the Centers for Disease Control and Prevention’s (CDC) Rape Prevention and Education Grant Program or collaborate with community human service providers. An example of a grant funded program is the ―Haven Project‖ at Indiana University of Pennsylvania’s Center for Health and Well-being, which collaborates with local police and human services organizations and provides counseling services for violence victims and prevention education with funding from the U.S. Department of Justice. The HEART@KU program at Kutztown University is a collaborative effort between the university’s Women’s Center and the county relationship violence crisis center that provides supportive and preventive services to students related to sexual assault and relationship violence. Counseling center staff can be of assistance in establishing and implementing these collaborative programs. The recent legal developments described in this article reaffirm the need for college

counselors to be a part of the solution in addressing the problem of sexual assault on campus. Doing so means taking an active role in prevention efforts while continuing to offer supportive services for those who have already experienced sexual violence. Through interdisciplinary cooperation and engaging all students in prevention efforts, we can help to make this culture shift on our campuses. References -American College Health Association (2008, August). Shifting the paradigm: Primary prevention of sexual violence. Linthicum, MD: Author. Retrieved from http:// www.acha.org/sexualviolence/ docs/ACHA_PSV_toolkit.pdf -Center for Public Integrity (2011, April). Sexual assault on campus. Retrieved from http:// www.iwatchnews.org/education/ sexual-assault-campus -Hallett, S. (2011, April 4). Joe Biden urges schools to address sexual assault epidemic. Ms. Magazine Blog. Retrieved from: http:// msmagazine.com/blog/ blog/2011/04/04/joe-biden-urges -schools-to-address-sexual-assaultepidemic/ -Lenihan, G., Rawlins, M., Eberly, C., Buckley, B. et al. (1992). Gender differences in rape supportive attitudes before and after a date rape education intervention. Journal of College Student Development, 33, 331-338. -United States Department of Education – Office of Civil Rights (2011, April). Dear colleague letter. Retrieved from: http:// www.whitehouse.gov/sites/default/ files/ dear_colleague_sexual_violence.pd f

Volume 5, Issue 2

Page 7

Upcoming Conferences Midwestern Psychological Association May 5-7, 2011—Chicago, IL http://www.midwesternpsych.org/

ISPRC Diversity Challenge October 28-29, 2011 - Boston, MA www.bc.edu/schools/lsoe/isprc/dc2011.html

Association for Psychological Science Convention May 25 - 29, 2011 - Washington, DC www.psychologicalscience.org/convention/

New England Psychological Association, Oct. 28-29, 2011 - Fairfield, CT www.nepa-info.org

Society for Psychotherapy Research International Meeting June 29 - July 2, 2011– Bern, Switzerland www.psychotherapyresearch.org

American Group Psychotherapy Association March 5-12, 2012 – New York, NY www.agpa.org

Association of Black Psychologists Annual International Convention July 26—31, 2011– Crystal City, VA http://www.a1000words.com/ABPsiConvention/

Association for Women in Psychology Conference March 8-11, 2012, Palm Springs, CA www.awpsych.org

Asian American Psychological Association August 3, 2011—Washington, DC www.aapaonline.org

NASPA March 10-14, 2012 – Phoenix, AZ http://www.naspa.org/conf

American Psychological Association Convention August 4-7, 2011—Washington, DC www.apa.org/convention

American Counseling Association March 21-25, 2012 – San Francisco, CA www.counseling.org/convention

Association of Counseling Center Training Agencies September 10-14, 2011 - Lake Geneva, WI

American College Personnel Convention March 24-28, 2012 – Louisville, KY www.myacpa.org

www.accta.net Association for University & College Counseling Center Directors October 15-19, 2011 – Scottsdale, AZ www.aucccd.org

Membership Application Section on College and University Counseling Centers A Section of the Society of Counseling Psychology—Division 17American Psychological Association

Name: ____________________________________________________________________________________ Name of College/University: ___________________________________________________________________ Highest Degree Awarded: _____________________________________________________________________ Work Setting: _________________________________ Position: _____________________________________ Address: ___________________________________________________________________________________ Gender: ( ) Male ( ) Female ( ) Transgendered APA Membership #:: _________________________________ Indicate Type of Membership: ( ) Section Member - Associate Member, Member, or Fellow of Division 17 ( ) Professional Affiliate - Affiliates of the Division, or Fellows or Members of APA who are not members of the Division but who have an interest in the purposes of the Section ( ) Student Affiliate - Any student belonging to APAGS or Division 17 SAG (Membership Fee Waived) Phone Number: ________________________________ Fax Number: _________________________________ ( ) New Membership

( ) Renewal

E-mail: ____________________________________________________________________________________ May we put your information on our webpage?

( ) Yes ( ) No

Would you like to be on the listserv?

( ) Yes ( ) No ( ) Already on Listserv

Signature: ____________________________________ Date: _______________________________________ Please list any ideas you have for future SCUCC Projects

Please Send the $10 Membership Dues and Completed Application To: Chris Daood Marquette University Counseling Center Holthusen Hall #204 P.O. Box 1881 Milwaukee, WI 53201 Checks Payable To: Division 17 SCUCC EIN for Division 17 is 52-1564001

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