home : counseling center : about us : mission statement

Council for the Advancement of Standards in Higher Education

Self-Assessment Guide forCounseling Services

One Dupont Circle, NW, Suite 300, Washington, D.C. 20036-1188

August 2006

THE ROLE of COUNSELING SERVICES CAS Standards Contextual Statement

College counseling represents the union of several movements in higher education and the integration of a helping profession activity with an educational environment (Dean & Meadows, 1995). However, the collegiate environment has moved beyond the physical realm to also include a virtual one, due in part to the rapid technological advances of our culture. The nature and type of the higher educational environment and its effects on students are important tools for college counselors. Steenbarger (1990) noted that college counseling exemplifies the developmental framework that has produced a history of creative outreach and support work on campuses. College counseling is counseling in context that can best be illustrated through exploring the development of the field and the models that have influenced it. The delivery of counseling services to students in higher education has and is evolving to effectively respond to clientele in an ever-changing environment.

Historically, the role and function of college counseling has changed in response to both external and internal factors. Social needs, political environment, national economy, and changing demographics all exert changing influences to which counseling services must respond. Change also occurs in response to internal factors unique to each campus environment (e.g., location of the counseling center within health services versus an office that combines the counseling center with career services or academic advising). As a result, the breadth and depth of counseling services reflect the intersection of these influences. Davis and Humphrey’s (2000) comprehensive work provided a thorough review of the history of college counseling roles and service delivery models, the changing demographics of higher education, and implications for the future. It is critical that counseling services respond effectively to these factors. With the rapid technological and cultural changes in our society, the counseling profession among other helping professions has put forth standards of practice to meet the ever changing needs of higher education clientele.

As a result of this rich history, the service delivery of college counseling programs varies extensively across the more than 3,400 accredited institutions of American higher education. As a whole, college counseling services largely reflect the vocational, mental health, and student personnel models of counseling (Oetting, et al., 1970; Davis and Humphrey, 2000). Stone and Archer (1990) highlighted the challenges facing the profession and elaborated specific strategies for effectively addressing the needs in college counseling to ensure high quality services into the next century.

The current challenges are created by external forces including changing ethnic, racial, national, and experiential backgrounds of students; increasing psychological, health, safety, and financial needs of students; increasing competition for resources in higher education; increased emphasis on accountability; new and changing regulations regarding client privacy and the implications of health and mental health care reform (Stone & Archer, 1990; Gallagher & Zhang, 2002; Magoon, 2002). Moreover, the aftermath of 9/11 and other global traumatic events highlight the necessity for college counseling programs to be responsive to unanticipated factors. The level of severity of college students’ presenting concerns is much greater than the traditional presenting problems of adjustment issues and individuation that were typically identified in counseling center research from the 1950s through the early 1980s (Pledge, et al., 1998; Heppner, et al., 1994). In the late 1990s and into the 21st century, research indicated that while the level of severity of presenting problems had stabilized, the complexity of problems continued to increase (Benton et al., 2003; Cornish et al., 2000; Pledge et al., 1998). As the severity and complexity of clients’ problems expand, it is increasingly important for college counseling professionals to be prepared to work with physicians, community mental health workers, other campus departments, and other health care professionals. An increased focus on retention and outcomes assessment, generated in part by accreditation agencies, has challenged college counseling programs to be more intentional about demonstrating efficacy (Dean & Meadows, 1995).

Based on these challenges, Stone and Archer (1990) stressed a need for counseling centers to (a) clearly define boundaries on the types of problems and degree of severity of those clients for whom the counseling center will provide services and (b) develop and identify extensive referral and outreach services to transition effectively more severe clients to appropriate community resources. At the same time, college counselors strive to maintain the developmental, preventive, and consultative services that are integral to their work. As Stone and Archer (1990) noted, the concepts of working within limits and achieving balance between demands and resources are significant for college counseling services. Archer and Cooper (1998) further recognized the importance of demonstrating to institutions the positive outcomes of helping students maintain psychological health and develop personally in ways that support retention. Humphrey, Kitchens, and Patrick (2000) go one step further to encourage counseling services to expand and embrace the use of interactional and Internet-based technologies for additional service delivery options.

College counseling services work with other student support services to promote students’ personal and educational success through activities that complement formal academic programs. College counselors offer remedial, preventive, crisis, outreach, and consultative services, depending on the nature of the campus and students served. Counseling services have changed and adapted over time along with shifts in student demographics. A strong commitment to professional development, whether through conducting research, providing training and supervision, maintaining professional credentials, upholding ethical standards of practice, or actively participating in professional organizations or other scholarly activities, is the catalyst for competent responses to the changing social issues and complex developmental, psychosocial, and mental health concerns of students.

College attendance creates a unique set of circumstances and stresses that can stimulate significant student growth and development, especially when the many student support functions are well coordinated and working together. As students experience change, they often need to address personal issues, work through challenges, and deal with the implications of growth and change. The rapid changes that characterize today’s society compounded by the impact of global crisis, catastrophic natural events, and economic decline can exacerbate students’ personal and psychological problems (Archer & Cooper, 1998; Davis & Humphrey, 2000). However, students’ access to and success in higher education are maximized as counseling services embrace and utilize the medical, technological, and psychological advances of the 21st century. The presence and availability of counseling services is an important support for the education and development of the whole person.

The CAS Counseling Services Standards and Guidelines that follow provide college counselors with criteria to develop, enhance, evaluate, and judge the quality of the campus counseling services offered.

References, Readings, and Resources

Archer, J., Jr., & Cooper, S. (1998). Counseling and mental health services on campus: A handbook of contemporary practices and challenges. San Francisco: Jossey-Bass.

Benton, S., Robertson, J., Tseng, W., Newton, F., & Benton, S. (2003). Changes in counseling center client problems across 13 years, Professional Psychology: Research and Practice, 34, 66-72.

Cornish, J., Kominars, K., Riva, M., McIntosh, S., & Henderson, M. (2000). Perceived distress in university counseling center clients across a six-year period. Journal of College Student Development, 41, 104-109.

Dean, L. A., & Meadows, M. E. (1995). College counseling: Union and intersection. Journal of Counseling and Development, 74, 139-142.

Davis, D., & Humphrey, K. (2000). College counseling: Issues and strategies for a new millennium. Alexandria, VA: American Counseling Association.

Gallagher, R.P., & Zhang, B. (2002). National survey of counseling center directors 2002. Alexandria, VA: International Association of Counseling Services.

Heppner, P., Kivlighan, D., Good, G., Roehlke, H., Hills, H., & Ashby, J. (1994). Presenting problems of university counseling center clients: A snapshot and multivariate classification scheme. Journal of Counseling Psychology, 41, 315-324.

Humphrey, K., Kitchens, H., & Patrick, J. (2000). Trends in college counseling in the 21st century. In D. Davis & K. Humphrey, (Eds.) College counseling: Issues and strategies for a new millennium (pp.289-305). Alexandria, VA: American Counseling Association.

Magoon, T. (2002). College and university counseling center directors’ 2001-2002 data bank. College Park, MD: University of Maryland.

Pledge, D., Lapan, R., Heppner, P., Kivlighan, D., and Roehlke, H. (1998). Stability and severity of presenting problems at a university counseling center: A six year analysis. Professional Psychology: Research and Practice, 29, 386-389.

Oetting, E. R., Ivey, A. E., & Weigel, R. G. (1970). The college and university counseling center (ACPA Monograph No. 11). Washington, DC: American Personnel and Guidance Association.

Sharkin, B. (1997). Increasing severity of presenting problems in college counseling centers: A closer look. Journal of Counseling and Development, 75, 275-281.

Steenbarger, B. N. (1990). Toward a developmental understanding of the counseling specialty. Journal of Counseling and Development, 68, 435-437.

Stone, G. L., & Archer, J., Jr. (1990). College and university counseling centers in the 1990s: Challenges and limits. The Counseling Psychologist, 18, 539-607.

American College Counseling Association (ACCA): http://www.collegecounseling.org
American College Personnel Association (ACPA): http://myacpa.org;
Commission VII: Counseling & Psychological Services: http://www.acpa.nche.edu/comms/comm07/com7hmpg.htm/
American Counseling Association (ACA) http://www.counseling.org
American Psychological Association (APA): http://www.apa.org/ and Division 17, Counseling Psychology http://www.apa.org/about/division/div17.html
Association for the Coordination of Counseling Center Clinical Services: http://accccs.appstate.edu/
Association of Counseling Center Training Agents (ACCTA): http://accta.ucsc.edu/
Association of Counselor Education and Supervision (ACES): http://www.acesonline.net/
Association for the Coordination of Counseling Center Clinical Services (ACCCCS): http://www.ksu.edu/counseling/ACCCCS/index.htm
Association of Psychology Postdoctoral and Internship Centers (APPIC): http://www.appic.org/index.html
Association for University and College Counseling Center Directors (AUCCCD):
http://www.aucccd.org
Clearinghouse for Structured/Thematic Groups & Innovative Programs, University of Texas at Austin: http://www.utexas.edu/student/cmhc/clearinghouse/index.html
Counseling Center Village:
http://ub-counseling.buffalo.edu/ccv.html
International Association of Counseling Services (IACS): An Accreditation Association: http://www.iacsinc.org/
Resources for College Counselors: http://www.tarleton.edu/~counseling/coresour/cores.htm

Contributors: Michelle Stefanisko, Western Carolina University
Laura A. Dean, University of Georgia, ACCA

CAS
Counseling Services
Self-Assessment Guide (SAG)

Introduction and Instructions

I Purpose and Organization of the Guide
This Self-Assessment Guide (SAG) translates the CAS Counseling Services Standards and Guidelines into a format enabling self-assessment. Educators can use this Guide to gain informed perspectives on the strengths and deficiencies of their services and programs and to plan for improvements. Grounded in the self-regulation approach to quality assurance in higher education endorsed by CAS, this SAG provides institutional and agency leaders a tool to assess programs and services using current generally accepted standards of practice.

The Introduction outlines the self-assessment process, describes how to put it into operation, and is organized into four sections. These include I Purpose and Organization, II Self-Assessment Process, III Rating Examples, and IV Formulating an Action Plan. The introduction is followed by the Self-Assessment Worksheet, which presents the CAS Counseling Services Standards and Guidelines and incorporates a series of criterion measures for rating purposes.

SAG Worksheet Format. CAS standards and guidelines are organized into thirteen components.

Part 1. Mission
Part 2. Program
Part 3. Leadership
Part 4. Organization and Management
Part 5. Human Resources
Part 6. Financial Resources
Part 7. Facilities, Technology, and Equipment
Part 8. Legal Responsibilities
Part 9. Equity and Access
Part 10. Campus and External Relations
Part 11. Diversity
Part 12. Ethics
Part 13. Assessment and Evaluation

A rating scale designed for assessment purposes is displayed following the standards and guidelines along with a series of criterion measures to be rated. Making performance judgments by applying the rating scale to individual items (criterion measures) facilitates an initial assessment of the program.

II Self-Assessment Process
CAS self-assessment procedures involve several steps, including:
A. Establishing the self-study process and review team
B. Understanding the CAS Standards and Guidelines and the Self-Assessment Guide
C. Compiling and reviewing documentary evidence
D. Judging performance
E. Completing the assessment process

Step A: Establish and Prepare the Self-Assessment Review Team
The first step is to identify an individual to coordinate the self-assessment process. Once a leader is designated, members of the institutional community [e.g., professional staff members, faculty members, and students] need to be identified and invited to participate. Whether a sole functional area or a full division is to be reviewed, the self-study team will be strengthened by the inclusion of members from outside the area(s) undergoing review.

As a group, the review team should examine the standards carefully before implementing the study. It may be desirable for the team, in collaboration with the full staff, to discuss the meaning of each standard. Through this method, differing interpretations can be examined and agreement generally reached about how the standard will be interpreted for purposes of the self-assessment. Whatever procedures are used to arrive at judgments, deliberate discussions should occur about how to initiate the rating process and select the optimal rating strategy. In such discussions, it is expected that disagreements among team members will occur, and that resulting clarifications will inform all participants. It is important that the team achieve consensual resolution of such differences before proceeding.

Step B: Understanding the CAS Standards and Guidelines
CAS Standards represent best practices as formulated by representatives of multiple professional associations concerned with student learning and development in higher education. CAS Guidelines, on the other hand, are suggestions for practice and serve to elaborate and amplify standards through the use of suggestions, descriptions, and examples. Guidelines can often be employed to enhance program practice. Following a long-standing CAS precedent, the functional area standards and guidelines published in The CAS Book of Professional Standards for Higher Education 2006 and presented in this SAG are formatted so that standards (i.e., essentials of quality practice) are printed in bold type. Guidelines, which complement the standards, are printed in slightly smaller, light-face type. Standards use the auxiliary verbs “must” and “shall” while guidelines use ”should” and “may.”

In this SAG, the CAS Standards and Guidelines, presented in boxed text format, have been translated into multiple criterion measures for rating purposes. Each criterion measure focuses on a particular aspect of the standard. For each of the 13 component parts, there is a series of numbered criterion measures that team members may rate. If the assessment team decides to incorporate one or more of the guidelines into the review process, each guideline can be similarly sub-divided to facilitate the rating process.

Step C: Compile and Review Documentary Evidence
Collecting and documenting evidence of program effectiveness is an important step in the assessment process. No self-assessment is complete without relevant data and related documentation being used. It is good practice for programs routinely to collect and file relevant data that can be used to document program effectiveness over time.

Documentary evidence often used to support evaluative judgments includes:
• Student Recruitment and Marketing Materials: brochures and other sources of information about the program, participation policies and procedures, and reports about program results and participant evaluations

• Program Documents: mission statements, catalogs, brochures and other related materials, staff and student manuals, policy and procedure statements, evaluation and periodic reports, contracts, and staff memos

• Institutional Administrative Documents: statements about program purpose and philosophy relative to other educational programs, organization charts, financial resource statements, student and staff profiles, and assessment reports

• Research, Assessment, and Evaluation Data: needs assessments, follow-up studies, program evaluations, outcome measures and methodologies, and previous self-study reports

• Staff Activity Reports: annual reports, staff member vitae; service to departments, colleges, university, and other agencies; evidence of effectiveness; scholarship activities, and contributions to the profession

• Student Activity Reports: developmental transcripts, portfolios, and other evidence of student contributions to the institution, community, and professional organizations; reports of special student accomplishments; and employer reports on student employment experiences

Having a variety of evidence assists raters to make judgments about the wide range of program expectations articulated in the standards. Whatever is determined appropriate under given circumstances, multiple forms of evidence used should be reviewed and reported in the narrative section of the SAG worksheets. The self-study rating process may identify a need to obtain additional information or documentation before proceeding to lend substance to judgments about a given assessment criterion. Support documentation should be appended and referred to in the final self-assessment report.

Step D: Judging Performance
Assessment criterion measures are used to judge how well areas under review meet CAS Standards. These criterion measures, provided in the Work Form section of the SAG, are designed to use a 4-point rating scale. In addition to the numerical rating options, Not Rated (NR) and Not Done (ND) ratings are provided. This rating scale is designed to estimate broadly the extent to which a given practice has been performed.

CAS CRITERION MEASURE RATING SCALE
ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

Under rare circumstances, it may be determined that a criterion measure used to judge the standard is not applicable for the particular program (e.g., a single sex or other unique institution that cannot meet a criterion measure for that reason). In such instances, a ND rating can be used and the rationale for excluding the practice reflected in the criterion measure presented in the self-study report. The NR response can be used when relevant data are unavailable to support a judgment. When either the ND or the NR ratings are used, an explanatory note should be entered. NR items should generate careful group consideration and follow-up action as appropriate.

Program leaders may wish to incorporate additional criterion measures, such as selected CAS Guidelines or other gauges, into the rating procedures before the self-assessment process begins. Such practice is encouraged and space is provided to incorporate additional criterion measure yardsticks for judging the program. In such instances, additional pages to accommodate the additional criterion measures may be required.

Step E: Completing the Assessment Process
A two-tiered (individual and group) judgment approach for determining the extent to which the program meets the CAS Standard is suggested. First, self-assessment team and functional area staff members individually should rate each criterion measure using separate copies of the CAS Self-Assessment Guide. This individualized rating procedure is then followed by a collective review and analysis of the individual ratings.

When the individual ratings have been reviewed and translated into a collective rating, the team is ready to move to the interpretation phase of the self-assessment. Interpretation typically incorporates considerable discussion among team members to assure that all aspects of the program were given fair and impartial consideration prior to a final collective judgment. At this point, persistent disagreements over performance ratings may call for additional data collection. After the team review is completed, a meeting with concerned administrators, staff members, and student leaders should be scheduled for a general review of the self-assessment results. The next step, including discussion of alternative approaches that might be used to strengthen and enhance the program, is to generate steps and activities to be incorporated into an action plan.

III Rating Examples
Rating Standard Criterion Measures
All CAS Standards, printed in bold type, are viewed as being essential to a sound and relevant student support program and include the verbs “must” or “shall.” Likewise, many standard statements incorporate multiple criteria that, to facilitate more precise judgment, have been subdivided into measurable parts for rating purposes. Consequently, a single standard statement may require several criterion measure statements that allow raters to judge it part by part rather than broadly. This approach often requires multiple judgments concerning a specific standard statement, but facilitates accomplishing a more precise assessment. Using a “Program” standard as an example, the following illustrates how several criterion measures are used to assess a single standard statement:

Part 2: Program
Programs must identify relevant and desirable student learning and development outcomes and provide programs and services that encourage the achievement of those outcomes.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

Criterion Measures Rating Scale
2.1 The program promotes student learning and development that is purposeful and holistic
2.2 The program has identified student learning and development outcomes that are relevant to its purpose
2.3 The program provides students with opportunities designed to encourage achievement of the identified outcomes ND 1 2 3 4 NR

ND 1 2 3 4 NR

Using Guidelines to Make Judgments about the Program
The CAS Standards are often accompanied by guidelines. Because many guidelines can provide additional evidence of good practice, program leaders may wish to include selected guidelines to be rated along with the standards. To accomplish this, criterion measure statements must be written for the guidelines selected. The self-study team can readily create statements to be judged as part of the rating process. Programs generally considered as being in compliance with the standards can benefit especially by using guidelines in this way because guidelines typically call for enhanced program quality. The following “Human Resources” program guidelines rating example illustrates the process.

Part 5. Human Resources
The program must employ qualified professional, technical, and support staff members who have the ability to provide well-maintained facilities, services, and programs that are responsive to student development goals, student input, and student participation inherent in its mission.

Desirable qualities of staff members should include: (a) knowledge of and ability to use management and leadership principles, including the effective management of volunteers; (b) skills in assessment, planning, training, and evaluation; (c) interpersonal skills; (d) technical skills; (e) understanding the program’s mission; (f) commitment to institutional mission; and (g) understanding of and ability to apply student development and learning theories.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

Criterion Measures Rating Scale
Guideline 5: Staff members possess knowledge and skills to:
5a manage volunteers
5b train volunteers
5c evaluate volunteers
5d apply student development theory
5e apply learning theories
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR

Not all programs under review will incorporate guidelines to be rated as part of its self-study. Even though the guidelines are optional for rating purposes, raters are strongly encouraged to read and review them as part of the training process. When CAS Guidelines or other criterion measures are rated, they should be treated as if they were standards.

IV Formulating an Action Plan
Typically, the assessment process will identify discrepancies between the program and the standards. Action planning designed to overcome program shortcomings and provide program enhancements must then occur.

To complete the process, a final summary document that (1) explains the mission, purpose, and philosophy of the program; (2) reviews available data; and (3) recommends specific plans for action needs to be prepared. Following is an outline of recommended steps for establishing a comprehensive plan of action using the CAS self-assessment worksheets. Space is provided in the SAG for recording relevant information.

Step 1. Answer Overview Questions (In the Instrument)
a. Respond, in writing in the space provided, to the Overview Questions (A., B., C., etc.) that immediately follow the rating section of each of the 13 components.

b. Use answers to the Overview Questions to stimulate summary thinking about overarching issues, to facilitate interpretation of the ratings, and for development of the self-study report.

Step 2. Identify Areas of Program Strength (Work Form A)
a. Identify criterion measure ratings where excellent performance or accomplishment (i.e., program exceeds criterion and is viewed as excellent or exemplary) was noted.

b. identify criterion measures in which performance was found to be satisfactory or good (acceptable practice).

Step 3. Identify Areas of Program Weakness (Work Form A)
a. Identify criterion measures where program weaknesses (i.e., program shortcomings that fail to meet criterion measures and/or rating discrepancies among raters of two points or more) were noted.

b. Identify criterion measures viewed as being Unsatisfactory by one or more reviewer.

Step 4. Describe Practices Requiring Follow-up (Work Form A)
a. Note criterion measure numbers deemed less than satisfactory and describe practice shortcomings that need to be strengthened.

Step 5. Summarize Actions Required for the Program to Meet Standards (Work Form B)
a. List each criterion measure and/or related practices that the self-study process identified as being “Not Done,” “Unsatisfactory,” or wherein rater discrepancies were noted. Be specific when noting the rationale for each shortcoming identified.

b. List specific actions identified in the self-study that require implementation
c. Prioritize the list by importance, need, and achievability of the desired change.

Step 6. Summarize Program Enhancement Actions (Work Form C)
a. List each specific action identified in the self-study that would enhance and strengthen services.
b. Establish specific priorities for the action plan.
Step 7. Write Program Action Plan
a. Prepare a comprehensive action plan for implementing program changes.
b. Identify resources (i.e., human, fiscal, physical) that are essential to program enhancement.
c. Set dates by which specific actions are to be completed.
d. Identify responsible parties to complete the action steps.
e. Set tentative start-up date for initiating a subsequent self-study.

CAS
Self-Assessment Guide
Counseling Services
August 2006

Part 1: MISSION

Counseling Services (CS) must incorporate student learning and student development in its mission. CS must enhance overall educational experiences. CS must develop, record, disseminate, implement, and regularly review its mission and goals. Mission statements must be consistent with the mission and goals of the institution and with the standards in this document. CS must operate as an integral part of the institution’s overall mission.

The mission of CS is to assist students to define and accomplish personal, academic, and career goals. To accomplish the mission, the scope of CS must include:
• high quality individual and group counseling services to students who may be experiencing psychological, behavioral, or learning difficulties
• programming focused on the developmental needs of college students to maximize the potential of students to benefit from the academic environment and experience
• consultative services to the institution to help foster an environment supportive of the intellectual, emotional, spiritual and physical development of students
• assessment services to identify student needs and appropriate services and referrals

A wide variety of counseling, consultative, evaluative, and training functions may be performed by the CS as an expression of its institutional mission.

To effectively respond to the educational needs of the institution and of students, CS should have the following complementary functions:

Developmental. The developmental function is to help students enhance their growth. Developmental interventions help students benefit from the academic environment. To do so, the counseling services promote student growth by encouraging positive and realistic self-appraisal, intellectual development, appropriate personal and occupational choices, the ability to relate meaningfully and mutually with others, and the capacity to engage in a personally satisfying and effective style of living.

Remedial. The remedial function recognizes that some students experience significant problems, ranging from serious adjustment issues to more severe psychological disorders that require immediate professional attention. This function includes assisting students in overcoming current specific personal and educational problems and, in some cases, remedying current academic skill deficiencies.

Preventive. The preventive function is to anticipate environmental conditions and developmental processes that may negatively influence students’ well being and initiate interventions that will promote personal adjustment and growth.

While there are basic similarities in the overall goals of various types of institutions, differences in student populations and institutional priorities may affect emphases of functions within individual counseling services. For these reasons, counseling services at two given institutions may emphasize different combinations of personal counseling, academic counseling, career counseling or student development services.

CS should be organized based on institutional characteristics, priorities and organizational structures. Accordingly, not all functions may exist within the same administrative unit. In such cases, coordination among the units is essential to insure a cohesive system of services for students.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 1. MISSION (Criterion Measures)
1.1 A program mission and goals statement is in place and is reviewed periodically.

1.2 Student learning, development, and educational experiences are incorporated in the mission statement.

1.3 The mission is consistent with that of the host institution and the CAS standards.

1.4 The program functions as an integral part of the host institution’s overall mission.

1.5 The program must include:
1.5a high quality individual and group counseling

1.5b programming for developmental needs

1.5c consulting services to the institution

1.5d assessment services
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 1: Mission Overview Questions

A. What is the program mission?
In support of the mission of Utah State University, the mission of the USU Counseling Center (USUCC) is to provide a diversity of outstanding psychological services to students in order to foster adjustment, remediation, and amelioration of the emotional, cognitive, behavioral, and social/cultural challenges that impede student retention and graduation; facilitated by primary, secondary, and tertiary prevention strategies for enhanced awareness, early intervention, and ongoing support. We further strive to provide premier practical training experiences for select doctoral and undergraduate students in the field of applied psychology.

B. How does the mission embrace student learning and development?
The USUCC deals with a wide variety of student issues, from minor adjustment or stress-related concerns, to interpersonal conflict, to serious mental health challenges. Through psychological and psychoeducational assessment (for ADHD and learning disabilities); crisis and one-time clinical consultations, individual, group, and couples psychotherapy; pscyhoeducational workshops, screenings, presentations, and consultations, we are able to address student mental health concerns in a comprehensive fashion. Our formal liaison relationships with offices around campus allow us better access to students who are struggling, by facilitating early identification and referral. Student learning and development is a primary outcome of USUCC clinical and outreach/consultation services. Our various levels of training programs at the Center also strongly embrace these principles. Advising faculty, staff, and other students on how to identify, assist, and refer students with mental health needs contributes to student learning and development as well.

C. In what ways does the program mission complement the mission of the institution?
The mission of the USUCC clearly supports the university’s overarching mission of being a premier student-centered, land- and space-grant university. Everything that we do goes to improvement of campus climate, and services to students. 1) The Center’s commitment to outreach and consultation with students, faculty, and staff helps to educate the USU community regarding campus mental health issues and campus environment in general. 2) Clinical Services provides assessment, crisis management, and both brief and ongoing therapy to identify and treat learning, adjustment, relationship, and mental health problems that might otherwise impede student success. 3) The Center’s four-tier training program accomplishes two major university goals—first, to provide additional services, via trainees, thus contributing to the first two areas; and second, to provide excellent hands-on training experiences in delivery of mental health services and university counseling center work. We recruit and train doctoral students from around North America as part of our Pre-Doctoral Internship in Psychology, which is accredited by the American Psychological Association. The internship provides an avenue for attracting diverse individuals to Utah State. Further, APA accreditation of the Center as a training site amply demonstrates the high quality of services and training offered by the USUCC, as does our ongoing accreditation by the International Association of Counseling Services, Inc. (an internationally recognized credentialing authority).

USU cites 10 Goals that facilitate its mission. The Counseling Center contributes to five of these goals in meaningful ways:
1) Enhance the reputation of the University: Our accreditation by both APA and IACS; Director’s recent 6 years (two full terms) of elected service on the Governing Board of the Association of University and College Counseling Center Directors.
2) Strengthen recruitment, retention, graduation, & placement: Students served at the Counseling Center report high levels of satisfaction with our services, indicating improved quality of life in most cases, and on average demonstrate significant improvement in clinical symptoms over the course of counseling—another indicator of student well-being and likelihood to persist. The Center also advocates for students when necessary and appropriate, encourages ethical and responsible policies and procedures on campus, and educates the campus community regarding student mental health issues, which foster a more positive campus environment.
3) Build a socially and intellectually vibrant campus: CC Staff have come from across the country and are from a variety of personal, social, and educational backgrounds. Trainees have brought further diversity—including (in the last 10 years) Canadian, Native American, African American, Asian American, Hebrew American, non-traditional age, sexual orientation.
4) Infuse new energy into graduate programs: The Center is a primary training site for doctoral students in the Department of Psychology—both as practicum students and paid graduate assistants—and are exposed to a wide range of counseling center work.
5) Foster new partnerships: a service agreement with the Disability Resource Center funds one of our three intern positions; a local treatment facility co-sponsors an annual conference with us; staff serve as formal liaisons to many university offices; interns serve an outreach rotation where services are provided to various relevant offices around campus and off-campus.

Part 2: PROGRAM

The formal education of students consists of the curriculum and the co-curriculum, and must promote student learning and development that is purposeful and holistic. Counseling Services (CS) must identify relevant and desirable student learning and development outcomes and provide programs and services that encourage the achievement of those outcomes.

Relevant and desirable outcomes include: intellectual growth, effective communication, realistic self-appraisal, enhanced self-esteem, clarified values, career choices, leadership development, healthy behaviors, meaningful interpersonal relationships, independence, collaboration, social responsibility, satisfying and productive lifestyles, appreciation of diversity, spiritual awareness, and achievement of personal and educational goals.

CS must provide evidence of its impact on the achievement of student learning and development outcomes.

The table below offers examples of evidence of achievement of student learning and development.

Desirable Student Learning and Development Outcomes
Examples of Achievement

Satisfying and Productive Lifestyle Achieves balance between education, work and leisure time; Articulates and meets goals for work, leisure and education; Overcomes obstacles that hamper goal achievement; Functions on the basis of personal identity, ethical, spiritual and moral values

Personal and Educational Goals Identifies personal goals for counseling; Recognizes distinction between others’ goals and individual goals for psychological health and well-being; integrates self knowledge with external feedback for personal decision-making; Understands the effect of one’s personal and educational goals on

Healthy Behavior Chooses behaviors and environments that promote health and reduce risk; Articulates the relationship between health and wellness and accomplishing life long goals; Exhibits behaviors that advance a healthy community

Enhanced Self-Esteem Exhibits self-respect and respect for others; Initiates actions toward achievement of goals; Takes reasonable risks; Demonstrates culturally-appropriate assertive behavior; Functions without need for constant reassurance from others

Realistic Self-Appraisal Articulates personal skills and abilities; Makes decisions and acts in congruence with personal values; Acknowledges personal strengths and weaknesses; Articulates rationale for personal behavior; Seeks feedback from others and appropriately integrates it into self-appraisal; Learns from past experiences; Exhibits awareness of how he/she is perceived by others

Clarified Values Articulates personal values; Acts in congruence with personal values; Makes decisions that reflect personal values; Demonstrates willingness to scrutinize personal beliefs and values; Identifies personal, work and lifestyle values and explains how they influence decision-making

Independence Exhibits culturally-appropriate self-reliant behaviors; Functions autonomously; Exhibits ability to function interdependently; Accepts responsibility for psychological health and well-being; Manages time effectively

Meaningful Interpersonal Relationships Develops and maintains satisfying interpersonal relationships; Establishes mutually rewarding relationships with friends and colleagues; Listens to and considers others’ points of view; Treats others with respect
Effective Communication Writes and speaks coherently and effectively; Writes and speaks after reflection; Effectively articulates abstract ideas
Spiritual Awareness Develops and articulates personal belief system; Understands roles of spirituality in personal and group values and behaviors

Appreciating Diversity Understands ones own identity and culture; Seeks involvement with people different from oneself; Seeks involvement in diverse interests; Appropriately challenges abusive stereotypes by others; Understands the impact of diversity on one’s own experience

Collaboration Works cooperatively with others; Seeks the involvement of others; Seeks feedback from others; Demonstrates reciprocal empathetic responding in group work; Appropriately supports and challenges group members according to group norms; Engages appropriately when in psycho-educational workshop settings

Career Choices Articulate career choices based on assessment of interests, values, skills and abilities; Articulates the characteristics of a preferred work environment; Comprehends the world of work; Sets career goals that reflect self-awareness
Social Responsibility Understands, abides by, and participates in the development, maintenance, and/or orderly change of community, social, and legal standards or norms; Appropriately challenges the unfair, unjust, or uncivil behavior of other individuals or groups; Recognizes and accepts responsibility for how his/her behavior impacts others and the environment

Leadership Development Articulates leadership philosophy or style; Comprehends the dynamics of a group; Exhibits ability to visualize a group purpose and desired outcomes; Recognizes strengths and limitations of group members; Respectfully promotes group involvement and ownership of desired outcomes

Intellectual Growth Produces personal and educational goal statements; Employs critical thinking in problem solving; Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion; Obtains a degree; Applies previously understood information and concepts to a new situation or setting; Expresses appreciation for literature, the fine arts, mathematics, sciences, and social sciences

Programs and services must be (a) intentional, (b) coherent, (c) based on theories and knowledge of learning and human development, (d) reflective of developmental and demographic profiles of the student population, and (e) responsive to needs of individuals, special populations, and communities.

To effectively fulfill its mission CS must provide directly, through referral, or in collaboration:
• individual counseling and/or psychotherapy in areas of personal, educational, career development/vocational choice, interpersonal relationships, family, social, and psychological issues
• group interventions (e.g., counseling, psychotherapy, support) to help students establish satisfying personal relationships and to become more effective in areas such as interpersonal processes, communication skills, decision-making concerning personal relationships and educational or career matters, and the establishment of personal values
• psychological testing and other assessment techniques to foster client self-understanding and decision making
• outreach efforts to address developmental needs and concerns of students
• counseling support to help students assess and overcome specific deficiencies in educational preparation or skills
• psychiatric consultation, evaluation, and support services for students needing maintenance or monitoring of psychotropic medications
• crisis intervention and emergency coverage
• staff and faculty professional development programs

In those cases where other campus agencies address similar issues, such as career counseling and educational counseling, CS should establish cooperative relationships and maintain appropriate mutual referrals. In those cases where specialized and needed expertise is not available within counseling services, staff members should make full and active use of referral resources within the institution and the local community.

CS should play an active role in interpreting and, when appropriate, advocating for addressing the needs of students to administration, faculty and staff of the institution. CS can provide a needed perspective for campus administrative leaders, reflecting an appropriate balance between administrative requirements and the special needs and interests of students. CS should interpret the institutional environment to students and intervene to either improve the quality of the environment or facilitate the development of better interactions between the student and environment. CS should be sensitive to the needs of traditionally under-served and special populations.

CS may engage in research that contributes to knowledge of student characteristics and needs and evaluation of student outcomes in its programs. CS may assist students, faculty and staff members who conduct individual research on student characteristics or on the influence of specific student development activities.

CS should provide consultation, supervision, and in-service professional development for faculty members, administrators, staff and student staff members, and paraprofessionals.

Training and supervision of paraprofessionals, practicum students, and interns is an appropriate and desirable responsibility of CS.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 2. PROGRAM (Criterion Measures)
2.1 The program promotes student learning and development that is purposeful and holistic.

2.2 The program has identified student learning and development outcomes that are relevant to its purpose

2.3 The program provides students with opportunities designed to encourage achievement of the identified outcomes.

2.4 The program provides evidence of its impact on the achievement of student learning and development outcomes in the domains checked

List student learning and/or developmental outcomes
in spaces provided

2.4.1 X Intellectual Growth
Students receiving Center services are challenged to think differently, find more functional ways of solving problems, and ameliorate social and emotional blocks to intellectual functioning. Students often report improvement in academic functioning related to counseling on client satisfaction surveys (CSS) or on the “Academic Problems” Subscale of the College Adjustment Scales (CAS). We provide assessment for ADHD and Learning Disabilities. Referrals to Academic Resources are made as needed.

2.4.2 X Effective Communication
This is part and parcel of daily CC work. Students generally improve verbal communication in individual and group therapy, in work with Peer Helpers on social skills, and via outreach presentations on communication skills (supported by CSS results and decreased scores on Interpersonal Problems & Family Problems subscales of the CAS).

2.4.3 X Enhanced Self-Esteem
Self-esteem is a major focus of counseling and outreach. Students in counseling often report improvements in self-esteem on CSS & CAS. Most of the CBT and interpersonal interventions used by staff either directly or indirectly influence better self-worth.

2.4.4 X Realistic Self-Appraisal
Students articulate more accurate self-appraisals over the course of therapy. Cognitive-behavioral skills are usually improved over therapy. Students who participate in Skills Training groups verbally report improvements in self-assessment over time.

2.4.5 X Clarified Values
Values clarification is a common focus in therapy sessions; students often report a better sense of personal values and identity over time. Students are encouraged to explore their values, how those line up with their choices, and sometimes reevaluate those values or choices.

2.4.6 X Career Choices
Career concerns are assessed at intake and referrals to Career Services are made as needed. It is common for students to discuss career concerns in personal counseling as they struggle with low grades, identity confusion, or individuation from parental expectations regarding career choices. Such changes are often reflected by decreased scores on the “Career Problems” subscale of the CAS.

2.4.7 X Leadership Development
Although not a core aspect of services to clients, the CC provides outreach to numerous student groups that facilitates leadership development. Our four tiers of training provide considerable training and experiences that develop leadership—UG Peer Helpers; Doctoral Practicum Students; Doctoral Graduate Assistances; and Doctoral Interns. Trainees provide feedback regarding supervision and training during their course of training.
__________________________________________________________________
2.4.8 X Healthy Behavior
This is essential focus CC work, whether in therapy, outreach or training activities. Skills groups, and mindfulness meditation groups, offered regularly, are geared particularly toward teaching/encouraging healthy behaviors. Closing GAF scores assigned by therapists tend to reflect overall improvements in functioning, as do improving scores on the CAS and OQ-45, and high satisfaction levels on the CSS.

2.4.9 X Meaningful Interpersonal Relationships
Relationship building and enhancement are significant aspects of counseling. Therapy relationships are seen as a building block for other relationships; interpersonal growth groups, offered every semester, allow students safe opportunities to explore the qualities and challenges of meaningful relationships. These improvements are reflected in improvements on CAS & OQ scores, and satisfaction reports (CSS).

2.4.10 X Independence
Counseling, particularly with traditional-age students, often focuses on developing a balance between connectedness and independence. Students are encouraged to take responsibility for their choices and behaviors and to grow as individuals. Students are expected to make their own appointments, cancel appointments when they must miss a session, and generally take responsibility for and participate in their treatment. Skills-based groups are offered to enhance functioning and independence.

2.4.11 X Collaboration
Clients learn to collaborate with therapists and/or group members and/or as a part of couples counseling. Clients often focus some therapy time on relational issues. Trainees must collaborate with peers and supervisors. Trainees take part in staff meetings, case staffings and Center work groups, where they learn collaboration skills in a highly collaborative environment.

2.4.12 X Social Responsibility
Students are encouraged to “give back” to the community as appropriate. The CC attends to issues of social justice and is regularly involved in activities that raise social consciousness, and staff role model social responsibility. In therapy, socially responsible choices are explored and encouraged.

2.4.13 X Satisfying and Productive Lifestyle
Students often report greater productivity and life satisfaction at the end of therapy. Pre-Post GAF scores show strong trends in overall improvement of functioning, which correlates with having a more satisfying and productive life. On the CSS, students tend to report that their “life has improved for the better” after counseling.

2.4.14 X Appreciate Diversity
Although not a primary function of counseling services, students are encouraged to develop a sense of appreciation and tolerance of those different from oneself. As students become more genuinely self-accepting, they often become more accepting of others as well.

2.4.15 X Spiritual Awareness
Students are offered a safe place in counseling to explore spirituality in a holistic, non-religious manner. Staff is trained to be aware of students’ spiritual needs and may make referrals to religious leaders if needed, as permitted by the student. Students are encouraged, in a non-biased fashion, to explore spiritual identity.

2.4.16 X Personal and Educational Goals
CC services often intertwine personal and educational goals. Students are encouraged to explore goodness of fit with their major and career goals, interests, and abilities. Psychoeducational assessment is provided by the CC and students receive feedback about strengths and possible limitations and how best to ameliorate their challenges. Consultation with and referral to various Academic and Career resources is regular and ongoing.

2.5 Program offerings are intentional, coherent and based on theories of learning and human development.

2.6 Program offerings are designed to meet the developmental needs of relevant student populations and communities.

2.7 The program must provide:
2.7a individual counseling and psychotherapy

2.7b group interventions

2.7c psychological testing and other assessment techniques

2.7d outreach to students

2.7e support to overcome skill or preparation deficiencies

2.7f psychiatric consultation, evaluation, and support

2.7g crisis intervention

2.7h professional development for staff and faculty
Rating Scale

ND 1 2 3 4 NR

Part 2: Program Overview Questions

A. What are the primary elements of the program?
Individual, couples, and group psychotherapy; didactic groups in various skills training areas (emotion regulation, stress management, mindfulness, etc.); crisis management; one-time consultations; non-clinical consultations; interoffice liaisons; outreach; presentations on student mental health issues; psychosocial and psycheducational assessments; diversity support groups; training and supervision (UG Peers, Doctoral Student Practicum, Doctoral Student Assistants, and Pre-Doctoral Interns—APA approved internship).

B. What evidence exists that confirms the program contributes to student learning and development?
Feedback from participants (College Adjustment Scales; OQ-45; Client Satisfaction Survey; Trainee evaluations both by and of the Program); observations and ratings (GAF) by therapists. Internship is fully accredited by the American Psychological Association; Center is fully accredited by the International Association of Counseling Services. Counseling Center is well-utilized by students, highly valued by trainees, and consulted with regularly with offices across campus.

C. What evidence is available to confirm program goals’ achievement?
All the above evidence is available.

Part 3: LEADERSHIP

Effective and ethical leadership is essential to the success of all organizations. Institutions must appoint, position, and empower Counseling Services (CS) leaders within the administrative structure to accomplish stated missions. CS Leaders at various levels must be selected on the basis of formal education and training, relevant work experience, personal skills and competencies, relevant professional credentials, as well as potential for promoting learning and development in students, applying effective practices to educational processes, and enhancing institutional effectiveness. Institutions must determine expectations of accountability for leaders and fairly assess their performance.

Leaders of CS must exercise authority over resources for which they are responsible to achieve their respective missions.

CS leaders must:
• articulate a vision for their organization
• set goals and objectives based on the needs and capabilities of the population served
• promote student learning and development
• prescribe and practice ethical behavior
• recruit, select, supervise, and develop others in the organization
• manage financial resources
• coordinate human resources
• plan, budget for, and evaluate personnel and programs
• apply effective practices to educational and administrative processes
• communicate effectively
• initiate collaborative interaction between individuals and agencies that possess legitimate concerns and interests in the functional area

CS leaders must identify and find means to address individual, organizational, or environmental conditions that inhibit goal achievement.

CS leaders must promote campus environments that result in multiple opportunities for student learning and development.

CS leaders must continuously improve programs and services in response to changing needs of students and other constituents, and evolving institutional priorities.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 3. LEADERSHIP (Criterion Measures)
3.1 The host institution has selected, positioned, and empowered a program leader.

3.2 Program leaders at all levels are qualified on the bases of education, experience, competence, and professional credentials.

3.3 Program leaders apply effective practices that promote student learning and institutional effectiveness.

3.4 Clearly defined leader accountability expectations are in place.

3.5 Leader performance is fairly assessed on a regular basis.

3.6 The leader exercises authority over program resources and uses them effectively.

3.7 The program leader:
3.7a articulates an organizational vision and goals that include promotion of student learning and development based on the needs of the population served

3.7b prescribes and practices appropriate ethical behavior

3.7c recruits, selects, supervises, instructs, and coordinates staff members

3.7d manages fiscal, physical, and human resources effectively

3.7e applies effective practices to educational and administrative processes

3.8 Communicates effectively and initiates collaborations with individuals and agencies to enhance program functions.

3.9 The leader deals effectively with individuals and environmental conditions that inhibit goal achievement.

3.10 The leader encourages campus environments that promote multiple opportunities for student learning and development.

3.11 The leader strives to improve the program in response to evolving student needs and institutional priorities.
Rating Scales
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 3: Leadership Overview Questions

A. In what ways are program leaders qualified for their roles?
All professional staff members have doctoral degrees in the field of psychology from APA-accredited programs. All professional staff members are licensed psychologists or psychology residents in Utah. Professional staff members regularly participate in national conferences relevant to the field of university counseling center work and psychology, as well as numerous professional development activities throughout the year. Leaders have demonstrated substantial ability to be in their roles and receive regular, informed feedback about their performance. The Center Director has been actively involved in the Association for University and College Counseling Center Directors (AUCCCD) for 15 years and has served as an elected Governing Board Member for two consecutive three-year terms. Program leaders have appropriate levels of experience in counseling center work (5 years or more).

B. In what ways are program leaders positioned and empowered to accomplish the program mission?
Director has significant autonomy over programs, policies, and procedures. The program mission and goals are well-established (Center has existed for over 50 years) and in clear support of division and university mission and goals. The program is funded by the university, from block funds that come from the state (E&G funds). Director has essentially full control over staff hiring, budgetary spending, and program direction and development. Director is supported by VP for Student Services and has had very good relationships with the VP office (4 different VPs) for her entire tenure, securing additional salary and operating monies, as well as some additional space. Director has participated in AUCCCD for 15 years and held leadership roles in that organization, allowing her access to information and consultation regarding best practices in counseling centers across the country, which help to develop and advocate for Center programs. IACS and APA accreditation standards have also empowered the director to advocate for increased staffing and office support. Assistant Director/Training Director, as well as area Coordinators, are empowered with considerable autonomy under the oversight of the Director to develop their areas, make decisions about most activities, and are accorded respect by and cooperation from the full staff (an expectation of the Director). These individuals have been involved at the national level in their areas (e.g., ACPA, ACCTA, ACCCCS, ACA, etc.).

C. How are program leaders accountable for their performance?
Director’s performance is reviewed annually by the VP for Student Services. Upward and 360-degree evaluations of the Director are part of this annual review and feedback is shared openly. Weekly staff meetings are conducted to update staff on Director’s activities and issues at the Division and University levels. All program staff go through annual performance reviews. AD/TD receives feedback from upward and 360-degree evaluations as well. Data are also kept on staff productivity and client satisfaction by therapist is occasionally reviewed for quality assurance.

D. What leadership practices best describe program leaders?
--fosters very healthy, positive work environment for all staff and trainees
--democratic, inclusive, consensus-building leadership style
--commitment to open and clear communication and dialog
--clear commitment to staff autonomy and support/empowerment while also team-building and encouraging collaboration—balancing these two.
--positive conflict resolution
--clear vision for center direction and attention to best practices in field
--keen adherence to ethical and professional standards
--consultation with other directors, psychologists, and counseling center staff nationally
--open-door policy: very accessible to staff and trainees
--sensitivity to individual differences and needs (professional and personal)

Part 4: ORGANIZATION and MANAGEMENT

Guided by an overarching intent to ensure student learning and development, Counseling Services (CS) must be structured purposefully and managed effectively to achieve stated goals. Evidence of appropriate structure must include current and accessible policies and procedures, written performance expectations for all employees, functional workflow graphics or organizational charts, and clearly stated service delivery expectations.

Evidence of effective management must include use of comprehensive and accurate information for decisions, clear sources and channels of authority, effective communication practices, decision-making and conflict resolution procedures, responsiveness to changing conditions, accountability and evaluation systems, and recognition and reward processes. CS must provide channels within the organization for regular review of administrative policies and procedures.

Because the functions of CS are essential to the overall mission of an institution, their value and impact should be clearly articulated to the campus and their placement within the organizational structure should be such that it facilitates significant interaction with unit heads in academic and student affairs.

CS should function independently of units directly responsible for making decisions concerning students’ official matriculation status, such as judicial actions, academic probation, and admissions or re-admissions actions.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 4. ORGANIZATION AND ADMINISTRATION (Criterion Measures)
4.1 The program is structured purposefully and managed effectively.

4.2 Written policies, procedures, performance expectations, workflow graphics, and clearly stated delivery expectations are in place.

4.3 Effective management practice exists that includes access to and use of relevant data, clear channels of authority, and viable communications, accountability, and evaluation systems.

4.4 Channels are in place for regular review of administrative policies and procedures.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 4: Organization and Management Overview Questions

A. What are the institutional organizational structures that define, enable, or restrain the program?
Define: Relatedness to University & Division Missions & Goals; Similarities to other Counseling Centers at Peer Institutions and other State Universities across the country.
Enable: Attention to Counseling Center best practices standards; compliance with accreditation standards for APA internships and IACS; participation in national organizations related to CC practice that help to guide and inspire program development; structure of Division that allows for many horizontal interactions and cross-pollination; regular weekly staff meetings and scheduled staff retreats throughout the year that allow for program review, revision, and development. Director serves on Vice President’s Cabinet. Counseling Center is occasionally invited to showcase its program to Board of Trustees. Maintaining positive relationship with Student Government officers and informing them of services and needs.
Restrain: Financial constraints that limit operating money and staff hiring. Space constraints. Occasional lack of understanding from upper administration re: role of counseling (what we can and cannot offer).

B. What protocols or processes are in place to insure effective management of the program?
--Policies and Procedures manual (updated annually).
--Clear job descriptions; definition of roles and responsibilities.
--Open staff communication via staff meetings, case conferences, staff retreats, staff in-service training, training committee meetings; regularly scheduled open meeting times that allow time in schedule to meet about more emergent issues; monthly meeting with DRC; invitation of other offices to attend staff meeting to inform about services and foster collaboration; staff liaisons with multiple offices across campus.
--Annual performance reviews and interactional management style that facilitates early identification and amelioration of problems. Open communication, staff emotional health, strong collaborative efforts.

Part 5: HUMAN RESOURCES

Counseling Services (CS) must be staffed adequately by individuals qualified to accomplish its mission and goals. Within established guidelines of the institution, CS must establish procedures for staff selection, training, and evaluation; set expectations for supervision, and provide appropriate professional development opportunities. CS must strive to improve the professional competence and skills of all personnel it employs.

Counseling functions must be performed by professionals from disciplines such as counseling and clinical psychology, counselor education, psychiatry, and clinical social work, and by others with appropriate training, credentials, and supervised experience.

CS professional staff members must hold an earned graduate degree in a field relevant to the position they hold or must possess an appropriate combination of educational credentials and related work experience.

Degree or credential-seeking interns must be qualified by enrollment in an appropriate field of study and by relevant experience. These individuals must be trained and supervised adequately by professional staff members holding educational credentials and related work experience appropriate for supervision.

Student employees and volunteers must be carefully selected, trained, supervised, and evaluated. They must be trained on how and when to refer those in need of assistance to qualified staff members and have access to a supervisor for assistance in making these judgments. Student employees and volunteers must be provided clear and precise job descriptions, pre-service training based on assessed needs, and continuing staff development.

Salary levels and fringe benefits for all CS staff members must be commensurate with those for comparable positions within the institution, in similar institutions, and in the relevant geographic area.

CS must institute hiring and promotion practices that are fair, inclusive, and non-discriminatory. CS must employ a diverse staff to provide readily identifiable role models for students and to enrich the campus community.

CS must create and maintain position descriptions for all staff members and provide regular performance planning and appraisals.

CS must have a system for regular staff evaluation and must provide access to continuing education and professional development opportunities, including in-service training programs and participation in professional conferences and workshops.

CS should maintain an in-service and staff development program which includes supervision, case presentations, research reports, and discussion of relevant professional issues. Institutional budgetary support should be available to provide for in-service and professional development activities.

The director of counseling services must have an appropriate combination of graduate course work, formal training, and supervised experience.

The director of CS should have a doctoral degree in counseling psychology, clinical psychology, counselor education or other related discipline from an accredited institution with a minimum of a master’s degree in such areas. The director should hold or be eligible for state licensure or certification where such exists or should pursue such credentials. It is highly desirable that the director has a minimum of three years experience as a staff member or administrator in counseling services within higher education. The director should have received supervision (either pre- or post-doctoral) in counseling within higher education.

The director should have the ability to interact effectively with administrators, faculty and staff members, students, colleagues and community members and should possess all the general qualifications of a counseling staff member.

The responsibilities of the director should include:

• overall administration and coordination of counseling activities
• coordination, recruitment, training, supervision, development and evaluation of counseling and support staff personnel
• preparation and administration of budget
• preparation of annual reports
• provision of counseling information and services to students, faculty and staff in accordance with the mission of CS and the institution, to the community
• evaluation of services
• provision of consultation/leadership in policy formation and program development
• education of staff members regarding legal issues in mental health, medicine and higher education, as well as legal issues governing the delivery of counseling services.

Counseling staff members must have an appropriate combination of graduate course work, formal training, and supervised experience.

The minimum qualification for counseling staff members should be a master’s degree from a regionally accredited institution in a relevant discipline such as counseling psychology, clinical psychology, counseling and personnel services, mental health counseling, and clinical social work, with a supervised practicum/internship at the graduate level, preferably in the counseling of students within a higher education setting or should be appropriately supervised until they can transfer their skills to this setting. Counseling staff members should hold, or be eligible for, state or provincial licensure or certification in their chosen discipline (e.g., counseling, psychology, social work), where such exists.

Counseling staff members should have appropriate course work and training in psychological assessment, theories of personality, abnormal psychology or psychopathology, career development, multicultural counseling, legal and ethical issues in counseling, and learning theory. Counseling staff members should keep abreast of current research, including outcome research. Counseling staff members should also demonstrate knowledge of technology, leadership, organization development, consultation, and relevant federal, regional, and state/provincial statutes.

In cases where counseling staff members are responsible for the supervision of colleagues or graduate interns, the counseling staff members should have doctoral degrees or hold degrees commensurate with those being supervised.

Counseling staff members should participate in appropriate professional organizations and should have the budgetary support to do so. Counseling staff members should be encouraged to participate in community activities related to their profession.

Practicum students and interns, as well as paraprofessional assistants, may perform, under supervision, such counseling functions as are appropriate to their preparation and experience.

The level of CS staffing must be established and reviewed regularly with regard to service demands, enrollment, user surveys, diversity of services offered, institutional resources, and other mental health and student services that may be available on the campus and in the local community.

In addition to providing direct services, it is important that staff time be allowed for preparation of interviews and reports, updating institutional information, research, faculty and staff contacts, staff meetings, training and supervision, personal and professional development, consultation, and walk-in and emergency counseling interventions, in accordance with individual staff members’ qualifications and task assignments. Similarly, teaching, administration, research, and other such responsibilities should be identified as relevant staff functions.

CS must have technical and support staff members adequate to accomplish its mission. CS staff members must be technologically proficient and qualified to perform their job functions, be knowledgeable of ethical and legal uses of technology, and have access to training. The level of staffing and workloads must be adequate and appropriate for program and service demands.

Clerical employees who deal directly with students should be carefully selected, since they play an important role in the students’ impressions of the counseling services and often must make some preliminary client-related decisions.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 5. HUMAN RESOURCES (Criterion Measures)
5.1 The program is staffed adequately with personnel qualified to accomplish its mission.

5.2 Procedures are in place for staff selection, training, evaluation; supervision, and professional development opportunities.

5.3 The program strives to improve the professional competence and skills of all staff members.

5.4 Professional staff members hold either a relevant graduate degree or possess an appropriate combination of formal education and related work experience.

5.5 Degree or credential-seeking interns are qualified by enrollment in an appropriate field of study and by relevant experience and are trained and supervised by professional staff members with appropriate credentials and work experience.

5.6 Student employees and volunteers are carefully selected, trained, supervised, and evaluated and have access to a qualified supervisor for guidance when exposed to situation beyond their training.

5.7 Student employees and volunteers are provided precise job descriptions, pre-service training, and continuing staff development.

5.8 Technologically trained and proficient staff members who are knowledgeable of ethical and legal uses of technology are in place to carry out essential program functions.

5.9 Staffing and workload levels are adequate and appropriate to meet the demands placed on the program by students and other constituents.

5.10 Staff member compensation is commensurate with those in comparable positions in comparable institutions and situations in the relevant geographical region.

5.11 Hiring and promotion practices are fair, inclusive, and non-discriminatory.

5.12 A diverse program staff is in place that provides readily identifiable role models for students.

5.13 Position descriptions for all staff members are in place and used for performance appraisal and planning purposes.

5.14 The program has a system for regular staff evaluation.

5.15 The program provides staff members with continuing education and professional development opportunities including in-service programs and professional conferences and workshops.

5.16 The director of CS possesses appropriate combination of courses, training, and experience.

5.17 CS staff members possess appropriate combination of courses, training, and experience.

5.18 The number of CS staff members is adequate.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 5: Human Resources Overview Questions

A. What is the strategic plan for staffing the program?
There has been only limited turn-over at the Center for the last 18 years. When positions become available, either through attrition or new positions, we open the position for a national search. In some cases, the timing of a staff member’s announcement to leave has not been ideal for conducting a search immediately. In those cases, we attempt to fill the position with a temporary individual (post-doc, retired professional from the community, doctoral psychology students, etc.). In the national search, we target individuals looking for positions in university counseling centers with prior counseling center experience, those from diverse populations, and those who have the expertise required to fulfill our programming needs at this facility. We have both required and preferred criteria. We hire only those from APA-approved programs and/or internships (preferably both).

B. In what ways are staff members’ qualifications insured and their performance judged?
When hiring staff, we require submission of transcripts and verification of satisfactory internship completion. We call all references. We may run background checks in some cases. We do phone screenings with candidates prior to selecting finalists. We bring all finalists to campus for a day-and-a-half intensive interview that includes formal group interview, case presentation, case discussion and session with “mock” client, brief outreach presentation, informal meetings with all current staff including support staff. Search committees always have at least one outside member, from an office that has significant ties to the Center. We examine candidates’ ability to meet state licensure requirements, with licensing in the state of Utah within 2 years being a requirement of the job. All professional staff members are checked by director once a year for current license, either as a psychologist or a psychology resident, in the state. Formal performance reviews are conducted annually; informal performance reviews are conducted throughout the year. Problems are addressed as they arise. Formal performance reviews are based on title and job description. Staff are not assigned to duties for which they are not qualified. Professional development may be recommended or required, as situations dictate.

C. In what ways does the program train, supervise, and evaluate staff members?
Senior staff serve as supervisors and mentors for new staff. Services are provided by licensed psychologists or by other psychology professionals (e.g. post-doc residents) or trainees who are supervised by licensed psychologists. State regulations regarding supervision are strictly adhered to. No licensed psychologist supervises more than 120 hours of practice, as per state regulations. Staff are provided numerous in-house opportunities to gain additional training (host annual professional conference—all staff are required to attend—fee waived; all staff required to attend annual Utah University & College Counseling Centers Fall Meeting with presentations and round-table discussions re: counseling center practice—also opportunities to present there; numerous training seminars that staff may attend throughout the year; formal staff in-service presentations made available; center maintains a training library with many up-to-date resources; staff have full access to materials at the USU library for personal staff development; staff are afforded time on their schedule for professional development (1-2 hours per week). Staff members are encouraged to go to professional workshops every year and approximately $500 per year per staff is paid for by the Center. Staff are informally evaluated throughout the year and formally evaluated by the director in the spring. (The director is similarly evaluated by the VP of Student Services). Staff members are also formally evaluated by trainees whom they supervise annually. Informal peer supervision occurs in weekly case staffing meetings and peer consultations are strongly encouraged. Support staff members are trained by ranking psychologists in areas of ethics and professional conduct. Review of adherence to policies and procedures occurs regularly throughout the year and all staff members are invested in preserving a very high quality of practice.

Part 6: FINANCIAL RESOURCES

Counseling Services (CS) must have adequate funding to accomplish its mission and goals. Funding priorities must be determined within the context of the stated mission, goals, objectives, and comprehensive analysis of the needs and capabilities of students and the availability of internal or external resources.

CS must demonstrate fiscal responsibility and cost effectiveness consistent with institutional protocols.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 6. FINANCIAL RESOURCES (Criterion Measures)
6.1 The program has adequate funding to accomplish its mission and goals.

6.2 Funding priorities are determined within the context of program mission, student needs, and available fiscal resources.

6.3 The program demonstrates fiscal responsibility and cost effectiveness consistent with institutional protocols.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 6: Financial Resources Overview Questions

A. What is the funding strategy for the program?
The program is funded through the University’s E&G budget, which is relatively permanent money. Some additional staff salary monies have come to us via second-tier tuition assignment, and are considered permanent positions as well. One intern stipend has come from the DRC, to assist with learning disability assessment—this funding is soon to be transferred permanently into the Counseling Center’s budget and also comes from the E&G budget.

B. What evidence exists to confirm fiscal responsibility and cost-effectiveness?
The Center is currently going through an APA accreditation review for our internship. In the site visitors’ report, it is indicated that although our financial resources are limited, it is evident that we are getting the very most possible out of the resources we do have. The VPSS has access to our budget, has been given a copy of a document that shows how we use our budget, and has indicated that he is very satisfied that we are demonstrating fiscal responsibility. A cost-benefit analysis was conducted by the Assistant Director/Training Director with regard to whether our training programs are cost-effective. Indeed, training is cost-effective, by a modest margin. Purchases are approved at least one level above the purchasing agent. The Center has entered a partnership with a local treatment program to co-sponsor our annual conference, which has cut down on risk to the Center’s budget. Budget status is reviewed monthly, errors are intercepted and resolved immediately, and the director has a sound sense of where the budget is throughout the year.

Part 7: FACILITIES, TECHNOLOGY, and EQUIPMENT

Counseling Services (CS) must have adequate, suitably located facilities, adequate technology, and equipment to support its mission and goals efficiently and effectively. Facilities, technology, and equipment must be evaluated regularly and be in compliance with relevant federal, state, provincial, and local requirements to provide for access, health, safety, and security.

CS must maintain a physical and social environment that facilitates optimal functioning and insures appropriate confidentiality.

CS, when feasible, should be physically separate from administrative offices, campus police, and judicial units.

Individual offices for counseling staff members should be provided and appropriately equipped and soundproof. The offices should be designed to accommodate the functions performed by counseling staff members.

There should be a reception area that provides a comfortable and private waiting area for clients.

CS should maintain or have ready access to professional resource materials.

In those instances where counseling services include a career development unit, there should be a resource center that holds institutional catalogs and occupation and career information.

An area suitable for individual and group testing procedures should be available.

CS should maintain, or have ready access to, group meeting space.

CS should maintain equipment that is capable of providing modern technical approaches to treatment and record keeping and have access to equipment for research and media presentations.

CS with training components should have adequate facilities for recording, and, where possible, for direct observations.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 7. FACILITIES, TECHNOLOGY, and EQUIPMENT (Criterion Measures)
7.1 The program has adequate, suitably located facilities, technology, and equipment to support its mission.

7.2 Program facilities, technology, and equipment are evaluated regularly.

7.3 Facilities, technology, and equipment are in compliance with relevant legal and institutional requirements that ensure access, health, safety, and security of students and other users.

7.4 The physical and social environment helps confidentiality.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 7: Facilities, Technology, and Equipment Overview Questions

A. How are facilities, technology, and equipment inventoried and maintained?
Center support staff track inventory and attend to maintenance needs wherever possible. Computer Services consultants and building maintenance workers are called in when the task goes beyond what office staff are able to accommodate. Heavily utilized equipment (e.g., copier) is on a service contract. The university’s facilities management group conducts an inventory of major equipment annually. The division of Student Services has an IT person. One of our staff assistants has some knowledge and experience in IT and can do some basic trouble-shooting.

B. What evidence exists to confirm facilities, technology, and equipment access, health, safety, and security for all who are served by the program?
We have a Policies and Procedures Manual that spells out what to do in the event of fire or other emergency, to insure security and safety. This manual is reviewed annually and updated as often as needed. Procedures are also well in place that secure client confidentiality. Client and personnel files are kept in locked files with limited access. Security of the university’s server is excellent. We have policies and procedures regarding how to deal with the electronic transfer of information. We abide by the ethical standards of the American Psychological Association and the laws of the State of Utah. We maintain the standards of two accrediting agencies—APA and IACS—which regulate issues related to client, staff, and public welfare. The Counseling Center and The Student Center in which we are housed are compliant with ADA standards. Our office is in a low-traffic area of a very central building, so that we are easy to get to, but also more private (so potential clients can enter without much concern for who might see them). Computerized records are secure and are backed up weekly. There are two CERT-trained individuals at the Center. Spaces used for individual and group counseling are private. Support staff are trained and supervised in file security and client confidentiality.

Part 8: LEGAL RESPONSIBILITIES

Counseling Services (CS) staff members must be knowledgeable about and responsive to laws and regulations that relate to their respective responsibilities. CS staff members must inform users of programs and services and officials, as appropriate, of legal obligations and limitations including constitutional, statutory, regulatory, and case law; mandatory laws and orders emanating from federal, state/provincial and local governments; and the institution’s policies.

CS staff members must use reasonable and informed practices to limit the liability exposure of the institution, its officers, employees, and agents. Staff members must be informed about institutional policies regarding personal liability and related insurance coverage options.

The institution must provide access to legal advice for CS staff members as needed to carry out assigned responsibilities.

The institution must inform CS staff and students in a timely and systematic fashion about extraordinary or changing legal obligations and potential liabilities.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 8. LEGAL RESPONSIBILITIES (Criterion Measures)
8.1 Program staff members are knowledgeable about and response to laws and regulations relevant to their respective responsibilities.

8.2 Staff members inform users and officials of legal obligations and limitations associated with implementing the program.

8.3 Staff members use informed practice to limit the liability exposure of the institution and its personnel.

8.4 Staff members are informed about institutional policies regarding personal liability and related insurance coverage options.

8.5 Legal advice is available to staff members as needed to carry out assigned responsibilities.

8.6 Both staff and students are informed in systematic fashion about extraordinary or changing legal obligations and potential liabilities.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 8: Legal Responsibilities Overview Questions

A. What are the crucial legal issues faced by the program?
Counseling Center staff members potentially face many legal/ethical issues and work to stay abreast of current legal and ethical issues: Assessing client danger to self or others—confidentiality vs. duty to warn/protect; reporting child abuse; professional staff members performing in accord with their state licensure; violations of the APA Code of Ethics; maintaining current standards of care and professional practice; dealing with under-aged students; practicing within our scope and training; surrendering files to the court when so ordered by a judge; providing adequate and ethical supervision to trainees and unlicensed clinicians; appropriate documentation of cases and confidential maintenance of those case files; ADA/accessibility issues; AA/EOE issues; Fair Labor Standards; management of funds.
Students, when they come to the Center for help, sign a “Client Rights” form which outlines their rights related to mental health treatment, as well as the limits to confidentiality, and informed consent about Center practices and supervision of trainees. ADA/accessibility issues; AA/EOE issues.

B. How are staff members instructed, advised, or assisted with legal concerns?
We consult with each other regarding any potential legal concerns. We may also consult with UPA and APA Ethics Boards, the Psychology Licensing Board, fellow Counseling Center professionals at other schools, fellow psychologists, the Vice President for Student Services, University Risk Management, Human Resources, or University Counsel. We also attend the trainings required by the division and/or university regarding FREPA, safety, sexual harassment, human subjects, driving on university business, customer service, AA/EOE and other employment practices; Fair Labor Standards, etc.

Part 9: EQUITY and ACCESS

Counseling Services (CS) staff members must ensure that services and programs are provided on a fair and equitable basis. CS facilities, programs and services must be accessible. Hours of operation and delivery of and access to programs and services must be responsive to the needs of all students and other constituents.

CS must be open and readily accessible to all students and must not discriminate except where sanctioned by law and institutional policy. Discrimination must be avoided on the bases of age; color; creed; cultural heritage; disability; ethnicity; gender identity; nationality; political affiliation; religious affiliation; sex; sexual orientation; or social, economic, marital, or veteran status.

Consistent with their mission and goals, CS must take affirmative action to remedy significant imbalances in student participation and staffing patterns.

As the demographic profiles of campuses change and new instructional delivery methods are introduced, institutions must recognize the needs of students who participate in distance learning for access to programs and services offered on campus. Institutions must provide appropriate services in ways that are accessible to distance learners and assist them in identifying and gaining access to other appropriate services in their geographic region.

ND 1 2 3 4 NR
Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 9. EQUITY AND ACCESS (Criterion Measures)
9.1 All programs and services are provided on a fair and equitable basis.

9.2 All program facilities and services are accessible to prospective user.

9.3 Program operations and delivery are responsive to the needs of all students and other users.

9.4 All services adhere to the spirit and intent of equal opportunity laws.

9.5 Program policies and practices do not discriminate against any potential users.

9.6 The program acts to remedy imbalances in student participation and staffing.

9.7 Services are conveniently available and accessible to distance learner students or arrangements have been made for students to have access to related services in their geographical area.
Rating Scale
ND 1 2 3 4 NR

ND 1 2 3 4 NR

Part 9: Equity and Access Overview Questions

A. How does the program insure non-discriminatory, fair, and equitable treatment to all constituents?
The Center abides by the standards of professional and ethical conduct of the American Psychological Association and the Licensing Laws of the State of Utah, as well as the laws surrounding AA/EOE and ADA. We also adhere to University policies and procedures. Students are, when prudent, seen in the order that they present for services. However, when a student is deemed to be in crisis, the handling of their case may be expedited based on the seriousness/immediateness of their problem. The Center adheres to the AA/EOE standards when hiring staff and to the standards of APA in selecting and training trainees. Services provided to students are based on the standards of care in the field, and are both intentional and individualized.

B. What policies and/or practices are in place to address imbalances in participation among selected categories of students and imbalances in staffing patterns among selected categories of staff members?
Students: Staff members are assigned as “liaisons” to various areas on campus, including areas that include categories of students who under-utilize our services or who may not feel adequately represented (e.g., Multi-Cultural Center; Women’s/Re-Entry Student Center; International Student Office; GLBT students; Athletics; Greek Life; Housing; etc.). Outreach efforts are often focused in these areas. Staff members make a strong effort to attend activities attracting students from these groups throughout the year. The Center’s website is being continuously revised so as to provide better on-line information and resources.
Staff: Recruitment of new staff includes advertising on APA’s Division 45 (Multicultural) list service, as well as on the “Positions in Counseling Centers” web site, and several other list services, as well as in the Chronicle for Higher Education. We specifically highlight the desire for someone with training and experience in issues regarding diversity. USU is located in a very homogenous population, mostly Euro-American and active members of a particular religious sect. It can be very difficult, under such circumstances, to appeal to a broad spectrum of diversity among the staff. Despite this, we have been able to hire some diverse ethnically staff over the years (though they tend to not stay due to the cultural constraints), and in terms of background, religious, and intellectual diversity, the staff at the Center is very rich. To compensate for the lack of adequate representation of diverse groups in the Center’s staff, we have made increased efforts to reach out to under-represented groups, attend some of their functions, and work with unit leaders to improve knowledge and trust of the Counseling Center in those areas.

Part 10: CAMPUS and EXTERNAL RELATIONS

Counseling Services (CS) must establish, maintain, and promote effective