Council for the Advancement of Standards in Higher Education

Transcription

1 Council for the Advancement of Standards in Higher Education CAS Self-Assessment Guide for UAM Counseling Services October 1, 201 One Dupont Circle, NW, Suite 300, Washington, D.C

2 Counseling Services CAS Standards Contextual Statement The face of college counseling is changing to meet the needs of today s students. It continues to represent the integration of a helping profession activity with an educational environment (Dean & Meadows, 199). The arrival of the current high-achieving generation of traditional college students, along with the influx of nontraditional, under-represented, and first-generation students, enhances the campus environment but also brings greater levels of anxiety, depression, and even suicidal ideation (Howard, Schiraldi, Pineda, & Campanella, 2006; Twenge, 2006). The nature and type of the higher education 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. The delivery of counseling services to students in higher education has been and is evolving to respond effectively 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 shifting 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 services with career services or academic advising versus a stand-alone counseling center). 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. With the rapid technological and cultural changes in our society, the counseling profession among other helping professions put forth standards of practice to meet the ever-changing needs of higher education clientele. College counselors have a responsibility to stay informed with a strong knowledge of current student needs (Upcraft, Gardner, & Barefoot, 200). 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 (American College Health Association, 2007; Gallagher, 2007; Kadison & DiGeronimo, 200; Magoon, 2002). Moreover, the aftermath of 9/11, Virginia Tech, 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 190s through the early 1980s (Pledge, et al., 1998). Recent research indicates that the level of severity of presenting problems and the complexity of problems continue to increase (ACHA, 2007; Benton et al., 2003; Kadison, 2006). 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 providers, other campus departments, and 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 (Boyer, 200; Dean & Meadows, 199; Lifton, Seay, & Bushko, 200; Tinto, ).

3 Based on these challenges, Stone and Archer (1990) stressed a need for counseling services to (a) clearly define boundaries on the types of problems and degree of severity of those clients for whom the counseling professionals 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. 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. 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 (Boyd, et al., 2003). 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 (Davis & Humphrey, 2000; Kadison & DiGeronimo, 200). However, students access to and success in higher education are maximized as counseling services embrace and use medical, technological, and psychological advances. Humphrey, Kitchens, and Patrick (2000) encouraged counseling services to expand and embrace the use of interactional and Internet-based technologies for additional servicedelivery options; this is particularly important as more students enroll through distance education options. Counseling services must offer assistance and resources to students through innovative means in order to serve the needs of all students. The CAS Counseling Services Standards and Guidelines that follow provide college counselors with criteria to develop, enhance, evaluate, and judge the quality of campus counseling services. References, Readings, and Resources American College Health Association. (2007). American College Health Association National College Health Assessment: Reference Group Executive Summary Fall Baltimore, MD: American College Health Association. 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, 3,

4 Boyd, V., Hattauer, E., Brandel, I. W., Buckles, N., Davidshofer, C., Deakin, S., et al. (2003). Accreditation standards for university and college counseling centers. Journal of Counseling and Development, 81, Boyer, P. G. (200). College student persistence of first-time freshmen at a Midwest university: A longitudinal study. Research for Educational Reform, 10 (1), Dean, L. A., & Meadows, M. E. (199). College counseling: Union and intersection. Journal of Counseling and Development, 7, Davis, D., & Humphrey, K. (2000). College counseling: Issues and strategies for a new millennium. Alexandria, VA: American Counseling Association. Gallagher, R. P. (2006). National survey of counseling center directors. Alexandria, VA: International Association of Counseling Services. Humphrey, K., Kitchens, H., & Patrick, J. (2000). Trends in college counseling in the 21 st century. In D. Davis & K. Humphrey, (Eds.) College counseling: Issues and strategies for a new millennium (pp ). Alexandria, VA: American Counseling Association. Kadison, R. D. (2006). College psychiatry 2006: Challenges and opportunities. Journal of American College Health, (6), Kadison, R. D., & DiGeronimo, T. F. (200). College of the overwhelmed: The campus mental health crisis and what to do about it. San Francisco: Jossey-Bass. Lifton, D. E., Seay, S. & Bushko, A. (200). Measuring undergraduate hardiness as an indicator of persistence to graduation within four years. In I. M. Duranczyk, J. L. Higbee, & D. B. Lundell (Eds.). Best Practices for Access and Retention in Higher Education. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Magoon, T. (2002). College and university counseling center directors 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, Seenbarger, B. N. (1990). Toward a developmental understanding of the counseling specialty. Journal of Counseling and Development, 68, Stone, G. L., & Archer, J., Jr. (1990). College and university counseling centers in the 1990s: Challenges and limits. The Counseling Psychologist, 18, Tinto, V. ( ). Research and practice of retention: What next? Journal of College Student Retention, 8 (1), Twenge, J. M. (200). Generation me: Why today s young American s are more confident, assertive, entitled and more miserable than ever before. New York: Free Press. Upcraft, M. L., Gardner, J. N., & Barefood, B. O. (200). Challenging and supporting the first-year student: A handbook for improving the first-year of college. San Francisco: Jossey-Bass. Additional Resources American College Counseling Association (ACCA): American College Health Association (ACHA): American College Personnel Association (ACPA): Commission VII: Counseling & Psychological Services: American Counseling Association (ACA): American Psychological Association (APA): and Division 17, Counseling Psychology

5 Association for the Coordination of Counseling Center Clinical Services: Association of Counseling Center Training Agents (ACCTA): Association of Counselor Education and Supervision (ACES): Association of Psychology Postdoctoral and Internship Centers (APPIC): Association for University and College Counseling Center Directors (AUCCCD): Clearinghouse for Structured/Thematic Groups & Innovative Programs, University of Texas at Austin: Counseling Center Village: International Association of Counseling Services (IACS): An Accreditation Association: Contextual Statement Contributors Carolyn W. Kern, University of North Texas Angela Shores, Meredith College Previous Contributors Laura A. Dean, University of Georgia, ACCA Michelle (Stefanisko) Cooper, Western Carolina University

6 University of Arkansas at Monticello Counseling Services Self-Assessment Part 1. MISSION ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 1.1 The primary mission of the Counseling Service (CS) is to assist students in defining and accomplishing personal, academic, and career goals 1.2 The scope of the CS includes individual and group counseling services programming focused on the developmental needs of students to maximize their potential consultative services to the institution to foster an environment supportive of students intellectual, emotional, spiritual, and physical development 1.2. advocacy for a healthy and diverse learning community 1.2. assessment services to identify and address student needs through services and referrals crisis response, including threat assessment 1.3 The CS develops, disseminates, and implements its mission regularly reviews its mission is coordinated to ensure a cohesive system of support for students when counseling functions exist in separate administrative units 1. The CS mission statement 1..1 is consistent with that of the institution 1..2 is consistent with professional standards 1..3 is appropriate for student populations and community settings 1.. references learning and development Part 1. Mission Overview Questions A. What is the program mission? The mission of Counseling Services (CS) is to assist students in achieving their personal, academic, and career goals through counseling, testing and educational programs. To accomplish its mission, Counseling Services has a well-developed set of goals that are consistent with the mission of the University. Goals Provide a warm, welcoming, empathic, and easily accessible counseling experience Provide confidential individual and group counseling services to students who may be experiencing psychological, academic, career or behavioral difficulties Provide students with crisis intervention and post-trauma support when needed

7 Provide programming focusing upon the developmental needs of students which will maximize their potential to benefit from the academic environment Provide professional development opportunities for staff including in-service training programs and educational workshops B. How does the mission embrace student learning and development? The mission of CS is to promote student growth and development, with regard to both personal and interpersonal skills. C. In what ways does the program mission complement the mission of the institution? CS s mission compliments the mission of the institution by ensuring that students are provided the opportunity to explore concerns and problems that prevent them from achieving academically and socially. The mission statement will be reviewed annually (July) to make sure that is consistent with professional standards.

8 Part 2. PROGRAM ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 2.1 The Counseling Service (CS) promotes student learning and development outcomes that are purposeful contribute to students realization of their potential prepare students for satisfying and productive lives 2.2 The CS collaborates with colleagues and departments across the institution to promote student learning, development, persistence, and success 2.3 The CS assesses relevant and desirable student learning and development provides evidence of impact on outcomes articulates contributions to or support of student learning and development in the domains not specifically assessed 2.3. articulates contributions to or support of student persistence and success 2.3. uses evidence gathered through assessment to create strategies for improvement 2. The CS is 2..1 intentionally designed 2..2 guided by theories and knowledge of learning and development 2..3 integrated into the life of the institution 2.. reflective of developmental and demographic profiles of the student population 2.. responsive to needs of individuals, populations with distinct needs, and relevant constituencies 2..6 delivered using multiple formats, strategies, and contexts 2. When distance education is provided, the CS assists learners in achieving their education goals by providing access to 2..1 information about programs and services 2..2 staff members who can address questions and concerns 2..3 counseling, advising, or other forms of assistance 2.6 The CS provides these services directly, through referral, or in collaboration: individual counseling in personal, educational, and career development; interpersonal relationships; and family, social, and psychological issues group interventions psychological testing and other assessment techniques 2.6. outreach efforts 2.6. outreach and counseling support for students from diverse backgrounds counseling support for students affected by addictions and substance abuse counseling support to help students assess and overcome specific deficiencies in preparation or skills psychiatric consultation, evaluation, and support services crisis and violence assessment, intervention, and response

9 disaster preparedness and response staff and faculty development programs The CS establishes cooperative relationships and maintains appropriate mutual referrals with other institutional agencies addressing similar issues When specialized expertise is needed but not available within the CS, staff members refer students to institutional or community resources The CS actively interprets and advocates for the needs of students to administration, faculty members, and staff If a fee-for-service model is employed, the CS understands students health care insurance and works with students to utilize their coverage Part 2. Program Overview Questions A. What are the primary elements of the program? CS s, a unit within the division of Student Affairs (SA), is designed to promote student development and learning through a holistic approach. We work closely with our colleagues in Student Affairs and other academic divisions on campus to offer programing that is beneficial to all students. We regularly partner with Student Health to offer services that provide educational information for healthy relationships, healthy behaviors and social responsibility. Educational Counseling is available to help students plan and make decisions concerning their college education. The Counseling Services office provides workshops and individual assistance each semester to assist students with study skills, test anxiety, time management and stress management, as well as other student success skills. The CS provides a full range of personal and support services, which promote personal, academic, and the psychological well-being of students. A trained, full-time counselor is available to any U.A.M. student to discuss issues ranging from test anxiety to emotional adjustment. The office also provides referrals to local mental health agencies for crisis situations and long-term treatment. The counselor serves as a member of the University Behavior Intervention Team. This role allows the counselor to offer support and services not only to students but to also serve as an advocate for the student to administration, faculty and staff. UAM collaborates with Student Health to provide confidential screenings. The screenings are purchased through Screening for Mental Health, Inc. (SMH). alcohol abuse depression & anxiety eating disorders The screenings can be done within minutes. Students will then be asked to answer a series of demographic questions, as well as a series of Yes/No questions. At the end of each anonymous screening, students receive an immediate result. A screening test is not a substitute for a complete evaluation but it can help students learn if their symptoms are consistent with issues that require further consultation and follow-up.

10 B. What evidence exists that confirms the contributions of the program to student learning and development? A program evaluation form was created by the Student Affairs staff members. It was implemented in the fall of 2013 and revisions were made to the form during the spring of The Student Affairs staff is encouraged to use it following programs and events. The administrative assistant in SA is responsible for taking all evaluations and compiling and sharing them with the SA staff. C. What evidence is available to confirm achievement of program goals? The CS Office initiated the first student satisfaction survey in April A total of thirty surveys were distributed and only evaluations were received. Each department of SA received Customer Satisfaction cards to be placed in each office. Once a survey is received the administrative assistant compiles the information and will forward to the corresponding department.

11 Part 3. Organization and Leadership ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 3.1 The Counseling Service (CS) has clearly stated goals current and accessible policies and procedures written performance expectations for employees 3.1. functional work flow graphics or organizational charts demonstrating clear channels of authority 3.2 In providing strategic planning, CS leaders articulate a vision and mission that drive short- and long-term planning set goals and objectives based on the needs of the population served and desired student learning or development and program outcomes facilitate continuous development, implementation, and assessment of goal attainment congruent with institutional mission and strategic plans promote environments that provide meaningful opportunities for student learning, development, and engagement develop and continuously improve programs and services in response to the changing needs of students served and evolving institutional priorities intentionally include diverse perspectives to inform decision making 3.3 In providing supervision, CS leaders manage human resource processes including recruitment, selection, development, supervision, performance planning, evaluation, recognition, and reward influence others to contribute to the effectiveness and success of the unit empower professional, support, and student staff to accept leadership opportunities 3.3. offer appropriate feedback to colleagues and students on skills needed to become more effective leaders 3.3. encourage and support professional development, collaboration with colleagues and departments across the institution, and scholarly contribution to the profession 3. In providing management, CS leaders 3..1 identify and address individual, organizational, and environmental conditions that foster or inhibit mission achievement 3..2 plan, allocate, and monitor the use of fiscal, physical, human, intellectual, and technological resources 3..3 use current and valid evidence to inform decisions 3.. incorporate sustainability practices in the management and design of programs, services, and facilities 3.. understand appropriate technologies and integrate them into programs and services 3..6 are knowledgeable about codes and laws relevant to programs and services and ensure that staff members understand their responsibilities through appropriate training 3..7 assess potential risks and take action to mitigate them 3. In advancing the organization, CS leaders 3..1 communicate effectively in writing, speaking, and electronic venues 3..2 advocate for programs and services

12 3..3 advocate for representation in strategic planning initiatives at appropriate divisional and institutional levels 3.. initiate collaborative interactions with internal and external stakeholders who have legitimate concerns about and interests in the functional area 3.. facilitate processes to reach consensus where wide support is needed 3..6 inform other areas within the institution about issues affecting practice 3.6 In maintaining integrity, CS leaders model ethical behavior and institutional citizenship share data used to inform key decisions in transparent and accessible ways monitor media used for distributing information about programs and services to ensure the content is current, accurate, appropriately referenced, and accessible Part 3. Organization and Leadership Overview Questions A. In what ways are program leaders positioned and empowered to accomplish the program mission? The Counseling Services program leader position is staffed by one full time director. The Director must hold an earned graduate or professional degree in a field relevant to the position they hold or must possess an appropriate combination of education credentials and related work experience. Currently, the Director has a Master s in Counseling and has twelve years of experience working in Counseling, Testing and Career services at UAM. The Director is encouraged to implement, update and develop any services that will positively impact the needs of the students and help to meet and exceed the mission of the program. The Director is encouraged to attend and participate in professional development, facilitate trainings, consult with others in the profession, and maintain professional memberships. The Director is required to participate in bi-weekly Student Affairs staff meetings and annual strategic planning meetings. On-going feedback is given during the meetings and budget revisions. The director also serves on the CASAA Committee, University Behavior Intervention Team and Sexual Assault Awareness Committee. B. How do program leaders advance the organization? The director communicates effectively in writing, speaking to other staff and faculty concerning student issues and the program The director is involved in the strategic plans for Student Affairs Initiates collaborative interactions with internal and external organizations to provide services and programs C. How are program leaders accountable for their performance? The program leader is required to complete an annual self-performance evaluation. D. What leadership practices best describe program leaders? The director of CS must interact and represent the department within the organizations structure of the university. The director must interact significantly with unit heads, faculty and staff in academic units. The program leader must also assume a hands-on approach in CS. The staff in CS is comprised of the director, graduate assistant and student workers. All administrative decisions are made by the program leader since there is a limited amount of senior leadership and experience.

13 Part. HUMAN RESOURCES ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating.1 The Counseling Service (CS) is staffed adequately to accomplish mission and goals.2 Within institutional guidelines, the CS.2.1 establishes procedures for staff recruitment and selection, training, performance planning, and evaluation.2.2 sets expectations for supervision and performance.2.3 assesses the performance of employees individually and as a team.2. provides access to continuing and advanced education and appropriate professional development opportunities to improve the leadership ability, competence, and skills of all employees.3 The CS.3.1 maintains position descriptions for all staff members.3.2 institutes recruitment and hiring strategies that encourage applications from under-represented populations.3.3 develops promotion practices that are fair, inclusive, proactive, and non-discriminatory.3. considers work life initiatives, such as compressed work schedules, flextime, job sharing, remote work, or telework.3. has technical and support staff members adequate to accomplish the mission. CS professional staff members from the disciplines of counseling and clinical psychology, counseling and counselor education, psychiatry, and clinical social work, or with appropriate training, credentials, and supervised experience, perform counseling functions in the CS hold earned graduate or professional degrees in fields relevant to the position or possess an appropriate combination of educational credentials and related work experience..3 have at least a master s degree from a regionally accredited institution in a relevant discipline.. engage in continuing professional development activities. Degree- or credential-seeking interns or graduate assistants in the CS..1 are qualified by enrollment in an appropriate field of study and by relevant experience..2 are trained and supervised adequately by professional staff members.6 Supervisors of CS interns or graduate students adhere to all parameters of job descriptions, work hours, and schedules.7 Student employees and volunteers.7.1 are carefully selected, trained, supervised, and evaluated are educated on how and when to refer those in need of additional assistance to qualified staff members and have access to a supervisor for assistance in making these judgments are provided clear job descriptions, pre-service training based on assessed needs, and continuing development.8 All CS staff members, including student employees and volunteers,.8.1 receive specific training on institutional policies pertaining to functions or activities they support

14 receive specific training on privacy and confidentiality policies and laws regarding access to student records and other sensitive institutional information receive training on policies and procedures related to the use of technology to store or access student records and institutional data are knowledgeable about and trained in emergency procedures, crisis response, and prevention efforts and in safety and emergency procedures for securing and vacating facilities.9 The CS director has an appropriate combination of graduate coursework, formal training, and supervised experience.10 The level of CS staffing.10.1 is established and reviewed regularly with regard to service demands, enrollment, user surveys, diversity of services offered, institutional resources, and other available services.11.1 is adequate and appropriate for program and service demands Part. Human Resources Overview Questions A. In what ways are staff members qualifications examined? The only full time CS staff member is the director. The director is in charge of Counseling, Testing, and Career Services and supervises the Harris Hall Tutoring. CS is approved to have one graduate assistant, however, that GA covers the office for all four areas in the department. The graduate assistant works twenty hours per week in the office and the remainder of the time is covered by student workers. The student workers and graduate assistant are carefully selected, trained and supervised by the director. A training manual was created in summer of The Crisis Responses & Procedures Training Manual primarily focuses on helping staff with situations that might hold the potential of aggressive or violent behavior. This includes verbal hostility and threats as well as physical acting out toward people or objects. The training and manual covers office procedures, safety procedures, HIPPA and FERPA regulations, suitable use of technology and how to appropriately respond to a student, faculty or staff member that might be in need of immediate assistance. The director of CS responsibilities are listed below. Trains, supervises all office staff and tutors Responsible for all budgets associated with the department and staff time records Prepares all monthly and yearly reports Serves as a member of the UBIT Committee Coordinates and implements all programing and screening related to the office of CS Provides all counseling and consultation services Collaborates with faculty and staff to provide training and educational programs B. In what ways are staff members qualifications examined and their performance judged? The director is required to complete an annual self-performance evaluation and other staff meet with the director annually to complete a staff evaluation.

15 Part. ETHICS ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating.1.2 The Counseling Service (CS) reviews relevant professional ethical standards and implements appropriate statements of ethical practice The CS publishes and adheres to statements of ethical practice and ensures periodic review by relevant constituents.3 The CS orients new staff members to relevant statements of ethical practice and related institutional policies. The CS s statement of ethical standards..1 specifies that staff members respect privacy and maintain confidentiality as appropriate specifies limits on disclosure of student records as well as requirements to disclose to appropriate authorities addresses personal and economic conflicts, or appearance thereof, by staff members in the performance of their work reflects the responsibility of staff members to be fair, objective, and impartial in their interactions with others.. references management of institutional funds references appropriate behavior regarding research and assessment with human participants, confidentiality of research and assessment data, and students rights and responsibilities includes the expectation that CS staff members confront and hold accountable other staff members who exhibit unethical behavior..8 addresses issues surrounding scholarly integrity. CS staff members..1 take reasonable personal action when a client s condition indicates serious and foreseeable harm to the client or others..2 clearly articulate, review with clients, and acknowledge by signature instances of limited confidentiality..3 inform users of programs of ethical obligations and limitations emanating from codes and laws or from licensure requirements.. recognize and avoid conflicts of interest that could influence their judgment and objectivity....6 perform duties within the limits of the position, training, expertise, and competence, and when limits are exceeded make referrals to persons possessing appropriate qualifications conform to relevant federal, state/provincial, and local statues governing delivery of counseling and psychological services..7 comply with applicable laws related to privacy and confidentiality..8 are familiar with and adhere to relevant ethical standards in the field keep confidential client status and information disclosed in individual counseling sessions unless written permission to divulge the information is given by the client inform clients of issues such as limits to confidentiality during intake or early in the counseling process so clients can participate from a position of informed consent.6 Promotional and descriptive information are accurate and free of deception.7 The CS adheres to institutional policies regarding ethical and legal use of software and technology.8 The CS maintains records in a confidential and secure manner while specifying procedures to monitor access,

16 use, and maintenance of records Part. Ethics Overview Questions A. What ethical principles, standards, statements, or codes guide the program and its staff members? We follow the ethical standards of the American Counseling Association. A copy of the ACA Code Ethics is on file in the CS Office. B. What is the program s strategy for managing student/staff member confidentiality and privacy issues? A contract must be signed by each graduate assistant, student worker and intern. The contract covers all areas of confidentiality that might pertain to their position while working in the Office of Counseling, Testing and Career Services. All counseling records are stored in locked cabinets in the Director s office. C. How are ethical dilemmas and conflicts of interest managed? The director must report any issues involving ethical dilemmas or conflicts of interest to the Dean of Students or the Vice Chancellor of Student Affairs. D. In what ways are staff members informed and supervised regarding ethical conduct? There are no part-time/full-time staff members other than the Director of Counseling, Testing and Career Services at this time.

17 Part 6. LAW, POLICY, AND GOVERNANCE ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 6.1 The Counseling Service (CS) is in compliance with laws, regulations, and policies that relate to its respective responsibilities and that pose legal obligations, limitations, risks, and liabilities for the institution as a whole informs staff members, appropriate officials, and users of programs and services about existing and changing legal obligations, risks and liabilities, and limitations has written policies on all relevant operations, transactions, or tasks that have legal implications regularly reviews policies to ensure that they reflect best practices, available evidence, and policy issues in higher education has procedures and guidelines consistent with institutional policy for responding to threats, emergencies, and crisis situations has systems and procedures to disseminate timely and accurate information to students, other members of the institutional community, and appropriate external organizations during emergency situations obtains permission to use copyrighted materials and instruments purchases the materials and instruments from legally compliant sources or seeks permission from the publisher or owner references copyrighted materials and instruments with appropriate citations CS staff members use reasonable and informed practices to limit the liability exposure of the institution and its officers, employees, and agents are informed about institutional policies regarding risk management, personal liability, and related insurance coverage options and are referred to external sources if the institution does not provide coverage neither participate in nor condone any form of harassment that demeans persons or creates an intimidating, hostile, or offensive environment are knowledgeable about internal and external governance systems that affect programs The institution provides access to legal advice for CS staff members as needed to carry out assigned responsibilities 3 Part 6. Law, Policy, and Governance Overview Questions A. What are the crucial legal issues faced by the program? Confidentiality is the most crucial issue faced by the UAM Counseling Services. To help in educating faculty, staff and administration FERPA and HIPPA workshops and have been provided by UAM Student Affairs and UAM Personnel Office. B. How are staff members instructed, advised, or assisted with legal concerns? UAM s Personnel Office maintains an online handbook that offers information for all employees. The link is located on the Finance and Administration/Personnel website.

18 The university system attorney is available to all university employees if legal advice is necessary. C. How are staff members informed about internal and external governance systems? Counseling Services policies and procedures are in place and staff persons are made aware of HIPPA and FERPA regulations as well as the UAM policies and procedures. The graduate assistant and student workers must sign a confidentiality agreement when hired.

19 Part 7. DIVERSITY, EQUITY, AND ACCESS ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 7.1 The Counseling Service (CS) creates and maintains educational work environments that are welcoming, accessible, and inclusive to persons of diverse backgrounds equitable and non-discriminatory free from harassment 7.2 The CS does not discriminate on the basis of ability; age; cultural identity; ethnicity; family educational history; gender identity and expression; nationality; political affiliation; race; religious affiliation; sex; sexual orientation; economic, marital, social, or veteran status; or any other basis included in institutional policies and codes and laws 7.3 The CS advocates for sensitivity to multicultural and social justice concerns by the institution and its personnel modifies or removes policies, practices, facilities, structures, systems, and technologies that limit access, discriminate, or produce inequities includes diversity, equity, and access initiatives within their strategic plans 7.3. fosters communication that deepens understanding of identity, culture, self-expression, and heritage promotes respect about commonalities and differences among people within their historical and cultural contexts addresses the characteristics and needs of a diverse population when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices provides staff members with access to multicultural training and holds staff members accountable for integrating the training into their work responds to the needs of all students and other populations served when establishing hours of operation and developing methods of delivering programs, services, and resources ensures physical, program, and resource access for persons with disabilities recognizes the needs of distance learning students by providing appropriate and accessible services and resources or by assisting them in gaining access to other appropriate services and resources in their geographic region Part 7. Diversity, Equity, and Access Overview Questions A. How does the program ensure non-discriminatory, fair, and equitable treatment to all constituents? UAM Counseling Services provides a Diversity Statement on our website outlining our beliefs about offering services to all individuals. We strive to provide a welcoming environment to all individuals that may seek our services. 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 program staff members?

20 All services counseling services, educational workshops and programs are free and available to all currently enrolled students. Students taking online courses may call the CS office to request information, handouts or copies of PowerPoints presentations. C. How does the program create and maintain the educational and work environment to comply with institutional policies and all applicable codes and laws? The Harris Hall renovation was completed in 2003 with all ADA requirements being met. UAM is an Equal Opportunity Employer All counseling services, workshops, programing and tutoring are offered at no charge

21 Part 8. INSTITUTIONAL AND EXTERNAL RELATIONS ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 8.1 The Counseling Service (CS) reaches out to internal and external populations to establish, maintain, and promote understanding and effective relations with those that have a significant interest in or potential effect on the students or other constituents served by the programs and services garner support and resources for programs and services as defined by the mission statement disseminate information about the programs and services collaborate, where appropriate, to assist in offering or improving programs and services to meet the needs of students and other constituents and to achieve program and student outcomes engage diverse individuals, groups, communities, and organizations to enrich the educational environment and experiences of students and other constituents 8.2 The CS establishes and maintains close working relationships with community mental health resources where adequate mental health resources are not available on campus 8.3 The CS has procedures for the referral of students who require counseling beyond its scope 8. The CS has procedures and guidelines consistent with institutional policy to 8..1 communicate with the media 8..2 contract with external organizations for delivery of programs and services 8..3 cultivate, solicit, and manage gifts 8.. apply to and manage funds from grants 9.1 The CS advocates for membership on critical institutional committees, especially those related to crisis response, students at risk, and threat assessment 8. INSTITUTIONAL AND EXTERNAL RELATIONS A. With which relevant individuals, campus offices, and external agencies must the program maintain effective relations? UAM Counseling Services is a part of Student Affairs and maintains a close working relationship with the following departments within its division; Student Health, Public Safety, Residence Life, Student Programs, Intramurals and Upward Bound. Some of the most common collaborations within Counseling Services take place between Counseling Services, Residence Life and Student Health. Referrals between these departments are extremely common. Directors in each of these departments make referrals if they feel a student would benefit from services from the other. Counseling Services regularly consults with faculty and staff on a regular basis due to student referrals and concerns that are forwarded. The director also conducts outreach activities in the classroom when requested by faculty and for campus groups outside the classroom setting. One of the most important collaborations occurs between Counseling Services and the members of University Behavior Intervention Team (UBIT). The roles of Counseling Services in UBIT are to help

22 coordinate the University s response to a student crisis; to offer counseling, guidance, and support to students, faculty, staff and families. The director is the first to receive a UBIT Concern Report. Once received the director forwards a copy to the Director of the Department of Public Safety. The two directors determine if the concern requires an immediate emergency response or if it is a concern that requires more of an intervention and support that is more suited to referrals to an on-campus department. Counseling Services also attempts to be familiar with the community therapy providers in the local area that are interested in and experienced in working with the university student population. The office also provides referrals to local mental health agencies for crisis situations and long-term treatment as needed. We have a list of local therapists and clinics and their contact information. B. What evidence confirms effective relationships with program constituents? Counseling Services collaborates with a large number of offices and divisions at UAM to provide educational programs, special events and services for our students. A list of those programs is listed below. Red Ribbon Week with Alcohol and Other Drug Committee (AOD), Domestic Violence Education with Student Health and Department of Public Safety, Shoot Sober with AOD Committee, Intramural /Recreation & Student Health, Sober Santa with AOD Committee, National Eating Disorders Screening Day with Student Health, Alcohol Awareness Month Activities with Student Health and Student Government Association, Rate Your Date Domestic Violence Education with Student Health, Wellness Fair with Wellness Committee. Counseling Services are extended to other campuses and campus groups. Monthly report data will changed to include a section on referrals to outside agencies. The UBIT training sign-in sheets and Vet Friendly training sign-in sheets document that training is offered on campus for the campus community and the other two Colleges of Technology. All programs/trainings are available to any staff, faculty or student at the three campuses. All UAM employees must follow all institutional polices regarding communicating with media, initiation of contracts with external organizations, receipt of gifts or funds, and management of grant funding.

23 Part 9. FINANCIAL RESOURCES ND Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary Criterion Measures Rating 9.1 The Counseling Service (CS) has adequate funding to accomplish its mission and goals The CS demonstrates fiscal responsibility, responsible stewardship, and cost-effectiveness consistent with institutional protocols An analysis of expenditures, external and internal resources, and impact on the campus community is completed before establishing funding priorities making significant changes Part 9. Financial Resources Overview Questions A. What is the funding strategy for the program? Counseling Services funding comes from Testing/Career Services operating budgets. These budgets are used to provide materials, supplies needed to operate the office, purchase computers, equipment, any expenses for programing or educational materials, provide funding for payroll used for student workers, graduate assistant and staff. In order to supplement the budget the SA staff is encouraged to seek out grants or funding that might be available. UAM is a member of Arkansas Collegiate Drug and Education Committee. SA s has a representative that attends regular monthly meetings. UAM takes full advantage of the grants offered by this organization each fall and spring semester. In this fiscal year a new computer has been purchased to replace an outdated computer in the office. B. What evidence exists to confirm fiscal responsibility, responsible stewardship, and cost-effectiveness? The budgets are set annually by the UAM Executive Council after budgets hearings at which department heads are given the opportunity to provide analysis of budget statuses and make requests for reallocations, one time purchases and reoccurring increases. A history of efficient services with no crises in the budget is evidence of appropriate planning and purchasing. Reconciled Procurement Card logs, reports and forms each month confirm compliance with state requirements. UAM formed the Cost Containment Committee (CCC) to suggest ways that the university might save money. CCC encourages each department to look at ways that they might reduce the costs associated with their area.