CANADIAN COUNSELLING CENTRE SURVEY

Transcription

1 CANADIAN COUNSELLING CENTRE SURVEY BY Dr. Sharon Crozier University of Calgary Ms. Nancy Willihnganz Camosun College With the support of the Canadian University and College Counselling Association Sharon Crozier, Ph.D. and Nancy Willihnganz, MSc, Camosun College, 005 Do not reproduce without permission of the authors or the President of the Canadian University and College Counselling Association

2

3 Table of Contents Table of Contents TABLE OF CONTENTS...I INTRODUCTION... References for Introduction...3 PART I: ABOUT YOUR INSTITUTION...4 Membership...4 Accreditation...4 Size and Type of Institution...4 Type of Institution...4 Residential or Commuting...5 Residential/Commuting Students by Type of Institution...5 Institution Size by FTE...6 Students Eligible for Counselling Services by Size of Institution...6 Administrative Structure...7 Other Administrative Structures...7 Changes in Administrative Structure in the Past Year...7 Outsourcing of Services...8 Contract Providers for Outsourced Counselling Services...8 Parameters for Outsourced Contracts...9 Private Contractors Parameters...9 Institutional Contract Parameters...9 Contract Advantages from the Directors Perspective... Contract Advantages from the Institutional Perspective... Contract Disadvantages from the Director s Perspective...3 Contract Disadvantages from the Institutional Perspective...5 Location of Services...6 Number of Locations...6 Campus Location...6 Other Locations for Counselling Services...6 Combined/Merged Services...7 Expectation of Change to Combined/Merged Status...7 Descriptions of Combined/Merged Services...8 Anticipated Change by Centres Not Currently Merged but Expect Change in the Future...9 Anticipated Change by Centres Currently Merged but Expect Change in the Future...9 Hours of Service...0 Non-Traditional Hours...0 PART II: ABOUT YOUR STAFF... Director... Title of Director other than Director... Director s Highest Degree... Directors with Doctorate other than Clinical/Counselling Psychology/Social Work... Directors with Master s Degree other than Clinical/Counselling Psychology/Social Work... Directors with Other Degrees than all those already mentioned above...3 Directors Highest Degree by Type of Post Secondary Institution...3 Professional Counselling Staff...4 Number/FTE of Counselling Staff...4 Canadian Post Secondary Counselling Centre Survey i

4 Table of Contents Permanent Counsellors...4 Contract Counsellors...4 Post Doctoral Interns...4 Pre-Doctoral Interns...5 Interns (in Preparation for becoming Chartered Psychologist)...5 Doctoral Practicum Students...6 Masters Practicum Students...6 Counselling Staff/Student Ratio...6 Highest Degree of Professional Counselling Staff Members...8 Other Doctoral Degrees of Permanent Staff...8 Other Doctoral Degrees of Contract Staff...8 Other Master s Degrees of Permanent Staff...9 Other Degrees of Permanent Staff...9 Other Degrees of Contract Staff...9 Contract Counsellors, Interns and Graduate Practicum Students According to Type of Institution...30 Faculty Status...30 Advantage of having Faculty Status, as reported by those with/without Faculty Status...30 Disadvantages of having Faculty Status, as reported by those with/without Faculty Status...3 Specialized Positions/Designations for Counsellors...33 Institutional Analysis of Specialized Positions/Designation for Counsellors...33 Position Analysis of Specialized Positions/Designation for Counsellors...38 Clerical/Support/Para-Professional Staff...4 Type, Number and FTE of Support Staff...4 Titles and Roles of Support Staff...4 Institutional Analysis for Title/Roles of Support Staff...4 Position Analysis for Title/Roles of Support Staff...45 Diversity of Staff...46 Type of Diversity by Position...46 Gender...46 Ethnicity...46 Sexuality...46 Person with Disability...46 Other Diversity...46 PART III: ABOUT YOUR BUDGET...47 Centre s Total Budget...47 Institution Size and Total Budget...47 Changes to Overall Budget Since Previous Year...48 Sources of Funding...49 Other Sources of Funding...49 Direct Charges for Counselling Services...49 Charges for Counselling...49 Charges for Testing...50 Career Testing...50 Personality Testing...50 Psychological Testing...50 Charges for Teaching Salary and Benefits...50 Charges for Consultation...5 Charges for Workshops and Structured Groups...5 Other Direct Charges to Students...5 ii Canadian Post Secondary Counselling Centre Survey

5 Table of Contents Income Generation...5 Distribution of Revenue Generated /003 Salaries...5 Salary of Staff: Staff Type by Years of Experience...5 Director s Salary...54 Benefits for Professional Staff...54 PART IV: ABOUT YOUR SERVICES...56 Counselling Services...56 Type of Counselling Services Offered...56 Description of Other Types of Services...57 Services Offered by Counselling Staff by Type of Institution...58 Services Offered by Counselling Staff by Size of Institution...59 Counselling Activity...59 Counselling Services by Client Numbers, Time Spent and Percent of Total Student Body...60 Counselling Services by Percentage of Time and Clients...6 Psycho-Educational Workshops/Groups...6 Personal Workshops/Groups...6 Information on the Top Three Personal Workshops/Groups...63 Career Workshops/Groups...63 Information on the Top Three Career Workshops/Groups...64 Academic Workshops/Groups...64 Information on the Top Three Academic Workshops/Groups...65 Related Counselling Service Activities...66 Time Spent in Related Service Activities...66 Other Counselling Related Activities by Hours per Week...67 Partnerships...68 Partnerships with Student Affairs by Department...68 Partnerships with Student Affairs by Type of Partnership...70 Partnerships within the Institution by Institutional Partner...70 Partnerships within the Institution by Type of Partnership...7 Partnerships within the Community by Community Partner...73 Partnerships within the Community by Type of Partnership...75 Research /Scholarly Activity...75 Other Scholarly Works...76 Direct Service...76 Percentage of Time Spent in Direct Service...76 Other Definitions of Direct Counselling Service...78 Direct Service Expectations...78 All Counsellors Duties...78 Percentage of Time Spent in All Counsellor Duties...78 Client Sessions...79 Session Limits/Guidelines...79 Session Limit Policies...79 Common Themes in Session Limit Policies...80 Number of Client Sessions...80 Use of Technology...8 On-line counselling...8 Description of On-line Counselling Services...8 Policies on the Use of On-line Counselling...8 Canadian Post Secondary Counselling Centre Survey iii

6 Table of Contents Common Themes in On-Line Counselling Policies...8 Other Innovative Uses of Technology...8 Description of Other Innovative Ways Technology is Being Used...8 Computerized Records...83 Types of Computerized Records...84 Other Uses of Computerized Records...84 Computerized Systems...84 Description of Computerized Systems...84 Names of Computer Record Systems...85 Costs of Computer Systems...85 Legal and Ethical Issues...85 Significant or Interesting Ethical Dilemma During the Past Year...86 PART V: ABOUT YOUR CLIENTS...88 Client Issues...88 Severity of Client Issues...88 Basis for Assessment of Severity...88 Description of Increased Severity...89 Personal Issues...90 Top Three Personal Counselling Issues...90 Personal Counselling Issues in Order of Frequency...90 Career Counselling Issues...9 Top Three Career Counselling Issues...9 Career Counselling Issues in Order of Frequency...9 Academic Counselling Issues...9 Top Three Academic Counselling Issues...9 Academic Counselling Issues in Order of Frequency...93 Wait Times...94 Intake/Assessment Session...94 On-going Counselling Session...94 Emergency Counselling Session...94 Waitlist...94 Definition of Waitlist...94 Emergency...95 After Hours Emergency...95 Description of After Hours Emergency...95 Campus-wide Trauma...96 Description of Campus-wide Trauma...96 Student Suicide...97 Campus Services Contacted for Student Suicide Statistics...97 Other Campus Offices Contacted for Student Suicide Statistics...97 Number of Student Suicides at Institution 00/ Number of Suicides who were Counselling Centre Clients...98 Health/Psychiatric Services...98 Health Services Available on Campus...98 Psychiatric Services Available on Campus...98 Other Campus Locations Where Psychiatric Services are Available...99 Psychiatric Consultations...99 Psychiatric Medication...99 The Basis for Determining the Change in the Number of Clients taking Psychiatric Medications...99 Description of the Increased Use of Psychiatric Medication...00 iv Canadian Post Secondary Counselling Centre Survey

7 Table of Contents Eligibility for Service...00 Description of Students Eligible to Receive Counselling Services...00 Client Characteristics...0 Age of Clients...0 Diversity of Clients...0 Gender...0 Ethnicity...0 Sexuality...0 Other Diversity...0 Services For Special Needs Clients...03 Specialized Services Offered to Diversity Groups...03 Description of Specialized Services Offered...04 Volunteers...04 Roles & Responsibilities of Volunteers...04 Evaluation /Accountability...05 Evaluation of Individual Counselling...05 Evaluation of Groups/Workshops...07 Evaluation of Outreach Activities...07 Evaluation of Supervision/Training...08 Evaluation of Individual Counsellors...08 Other Areas of Evaluation...09 Results of Evaluations...0 Counselling Centre Accountability... Results from Evaluation for Accountability Purposes... Marketing / Advertising... Strategies Used to Market Services... Estimated Success of Advertising Strategy...4 PART VI: CONCERNS ABOUT YOUR CENTRE/SURVEY SUGGESTIONS...6 Current Concerns of Your Counselling Centre...6 Service Provision Concerns...6 Other Service Provision Issues...6 Administrative Concerns...8 Other Administrative Issues...8 Improvements...9 Notable improvements...9 Needed Improvements... Feedback about the Survey...3 Questions to Remove or Revise...3 Future Questions...4 Canadian Post Secondary Counselling Centre Survey v

8

9 Introduction Introduction This is the first comprehensive national survey of Canadian Counselling Centres and includes data provided mainly by Administrative Heads/Directors of Counselling Centres. This research was partially supported by a grant from the Canadian University and College Counselling Association. The Survey of Canadian Post-Secondary Counselling Centres, which is both quantitative and qualitative, was developed by researchers from both university (Dr. Sharon Crozier, University of Calgary) and college (Ms. Nancy Willihnganz, Camosun College, B.C.) settings. The instrument is based on a review of two American instruments that have been widely used; the National Survey of Counseling Centre Directors (Permission to use modified questions was given directly by the author, Robert Gallagher) and the College and University Counseling Center Data Bank survey (Permission to use a limited number of items, as requested, was received directly from the author, Vivian Boyd). In addition, questions presented by Congilio and McCurdy-Myers (003) at the recent CACUSS presentation, Focus on Service: What s Satisfactory, Good and Excellent were reviewed (Permission to use these questions was given directly by Les McCurdy-Myers). A pilot instrument was reviewed by a few selected Directors of Counselling Centres in Canada, a few Associate Vice-Presidents of Student Affairs, as well as members of the Canadian University and College Counselling Association Executive for comment prior to the survey being finalized. The Survey of Canadian Post-Secondary Counselling Centres, a web survey, is posted on the University of Calgary Counselling Centre website and can be accessed using the password cucca ). A major effort was made to contact Directors (or at least one staff member) from as many post-secondary institutions in Canada as possible. One hundred and seventy-six (76) institutions were requested to complete the survey via an electronic Letter of Invitation. A Reminder Follow-up Letter was sent out approximately one month, after the initial invitation, to those sites that had not responded to the survey again requesting their participation in the study. The data in this survey is reflective of the 00/03 academic year (September, 00 to August 3, 003). The survey was conducted from February to May 004 with analysis from September to December 004. There are six major sections to the survey (see Table of Contents) with areas being covered including: operational aspects pertaining to staffing, structure, accreditation, type of services provided (direct/indirect), productivity measures, changes experienced and emerging issues. There are over 700 data points in this survey. The main purpose of the study was to gather descriptive information on the state of Counselling Centres in Canada on a wide variety of topics. SPSS V.0 was used for the descriptive numerical data analysis. Cross tabulations using Type of Institution and Size of Institution were computed when this type of information was thought to be of interest to Counselling Centres. For some variables, the results of the cross tabulations either did not reveal a trend in the data subset or it was felt that the number of cases was insufficient and this information is not included. In the numerical results the number of cases for the variables are shown. The response rate for the 6 sections of the survey differed, and as well, the Counselling Directors did not complete all items within the survey sections. In a few cases responses were eliminated when an individual response did not seem to be within the data set for that variable. These cases are noted when they occur. In other cases, Directors provided a response to an item but did not provide numerical data and when this occurred, the sample sizes may differ within a survey item. The qualitative analysis process consisted of three parts: describing the phenomenon under study, classifying the data, and finally making connections within the data. This simple model will be followed in the present study (Dey, 993). The first step, describing, involved activities such as summarizing the data, and pulling it together through relating central characteristics. Ultimately, description provided the basis for interpretation. Classification entailed, organizing data into categories or classes and identifying formal connections between them (p. 75). Finally, connecting categories involved, identifying Canadian Post Secondary Counselling Centre Survey

10 Introduction substantive connections by associating categories or linking data (p. 75). Hyper Research, a qualitative software research program was used in the data analysis process. Qualitative Tables appear throughout the document with Themes given in the first column, then Sample s to illustrate the themes in the second column and finally s is in the final column. Sample s do not equal s, because if responses were repeated, as was often the case, then only illustrative examples are given. The researchers would like to thank Linda Easthope, Private Consultant, for her assistance with developing the web version of the survey and assistance with accessing the data; Brian Jarvis, Statistician, Educational Research and Planning Department, Camosun College for his assistance with data files, consultations and problem solving; the Camosun Computing Services for providing SPSS software and Megan Cornish, for assistance with formatting. The researchers would also like to acknowledge the support of the CUCCA Executive who provided their support through their consultations, identifying contacts within post-secondary institutions across Canada and funding for the project. Canadian Post Secondary Counselling Centre Survey

11 Introduction References for Introduction Boyd, V. (003). College and University Counseling Center Data Bank Survey. Maryland, MD: Association of University and College Counseling Centre Directors. Coniglio, C. and McCurdy-Myers, L. (003). Focus on service: What s satisfactory, good and excellent. Paper presented at the Canadian Association of College and University Student Services Annual Conference, Vancouver, BC. Dey, I. (993). Qualitative data analysis: A user friendly guide for social scientists. New York, NY: Routledge. Gallagher, R. and Zhang, B. (00). National survey of counseling center directors 00 (Monograph). Alexandria, VA: International Association of Counseling Services. Canadian Post Secondary Counselling Centre Survey 3

12 Part I: About your Institution Part I: About your Institution Data in this survey is reflective of the 00/03 academic year (September, 00 to August 3, 003). 56 Institutions Completed Part I of the Survey out of 76 total institutions invited to participate. Total Rate for Part I was 3% (56/76). English Rate is 44% (5/5); significantly higher if you consider this as an English survey and remove Quebec institutions from the responses as well as the number of institutions surveyed. Rate by Province: B.C. 7% (5/), AB 33% (7/), Sask. 50% (4/8), Man. 5% (/4), ON 37% (6/43), Quebec 9% (5/58), N.B. 0% (/5), N.S. 38% (3/8), PEI 00% (/), Nfld. 67% (/3), NWT 00% (/). Membership 66% (37) of the institutions are CACUSS members, % () are not, 3% (7) don t know. 57% (3) are CUCCA members, 5% (4) are not, 8% (0) don't know. Accreditation 4% () have IACS accreditation (International Association of Counseling Services), 7% (40) do not, % () pending and 3% (3) don't know. 5% (3) have CPA accreditation (Canadian Psychological Association), 7% (40) do not and 3% (3) don't know. 4% () have APPIC accreditation (Association of Psychology Postdoctoral and Internship Centers), 73% (4) do not and 3% (3) don t know. Size and Type of Institution Type of Institution 34% (9) are Public Universities, 3% (8) are Degree-granting Colleges, 5% (4) are Non-degree Granting Colleges and 9 % (5) describe themselves as Other. 4 Canadian Post Secondary Counselling Centre Survey

13 Part I: About your Institution Type of Post Secondary Institution 0 5 F R E Q U E N C Y public university public college - degree granting public college - not degree granting Type of Post Secondary Institution Other - please describe Residential or Commuting 70% (39) Counselling Centre Directors reported their institution as Mainly Commuting, 0% () as Mixed Residential and Commuting, % () as Mainly Residential and 9% (5) Don t Know. Residential/Commuting Students by Type of Institution Student Status Residential/ Commuter Students Residential/Commuter Status X Type of Post Secondary Institution Public University College Degree Granting College Non-degree Granting Other Don t Know Total % N=9 % N=8 % N=4 % N=5 % N= % N=56 Mainly Residential Mainly Commuter Mixed Residental/Commuter Unknown Definitions Mainly Residential: more than 50% of students live on campus Mainly Commuter: less than 0% of students live on campus Mixed Residential/Commuter: between % and 49% of students live on campus Unknown: Don't Know/Information Not Available Canadian Post Secondary Counselling Centre Survey 5

14 Part I: About your Institution Institution Size by FTE Institution Size FTE N = 56 5 F R E Q U E N C Y don't know under,500,500-7,500 7,500-5,000 5,000-5,000 Institution Size FTE 5,000-35,000 over 35,000 Students Eligible for Counselling Services by Size of Institution Eligibility for Counselling Services (FTE & # Of Students) X Size of Institution Eligible for Under,500-7,500-5,000-5,000 - Over Don t Total Counselling,500 7,500 5,000 5,000 35,000 35,000 Know Services % N % N % N % N % N % N % N % N Full-time Equivalent (FTE) Number of Students Eligible for Service % (0) Counselling Centre Directors reported their institutions having < 500 Full-time Equivalent (FTE) eligible for services, 38% () institutions having FTE eligible for services, % () institutions having 7,500 5,000 FTE eligible for services, % (6) institutions having 5,000 5,000 FTE eligible for services, 4% () institutions having 5,000 35,000 FTE eligible for services, 5% (3) institutions having more than 35,000 FTE eligible for services and 4% () did not know their FTE. % (6) Counselling Centre Directors reported their institutions having <500 students eligible for services, 30% (7) institutions having students eligible for services, 30% (7) institutions having students eligible for service, 4% (8) institutions having 5000 to 5000 students eligible for service, 5% (3) institutions having students eligible for service, 7% (4) institutions having more than 35000students eligible for service and % () did not know the number of eligible students. 6 Canadian Post Secondary Counselling Centre Survey

15 Part I: About your Institution Administrative Structure 66% (37) of Counselling Centres report to Student Affairs, 7% (4) to Academic Affairs, 4% () to Administrative Affairs and 3% (3) report to Other Administrative Units (see chart below for further information). Other Administrative Structures Administrative Reporting Structure Sample Student Affairs 3 Student and Staff Services Student and Staff Services. Student and Staff Services (Student Affairs plus Human Resources). Outsourced Provost VP Administration and Finance VP Finance and Student Services Total 6 Changes in Administrative Structure in the Past Year Changes in Past Year Sample New Reporting Structure Counselling was part of Access Programs and First Nations Education until last year. Has only been in place since October 003. Was under the direction of the VP College Services now under the VP Academic. Did report to Dean of Students - now report to Associate Vice President of Student Services and Academics. Dean of Student Services position eliminated; Dept. moved under a director who reports to Dean of Academics. Prior to this year we reported to Academic Affairs & have done so for 0 years. Health Services used to report to Human Resources Vice- President. Now counselling coordinator responds to the VP for Student and Staff Services. 9 Canadian Post Secondary Counselling Centre Survey 7

16 Part I: About your Institution Changes in Past Year Sample A manager position has been added to support Counselling Centre, for Students with Disabilities, Peer Services/Prior Learning Assessment, Health Services and Test Centre. This position was created to add management support to the staff and students accessing student services as a whole. Promotion of Senior Administration Dean of Student Services has been elevated to Vice president Student Services. Restructuring of Student Services Student Services was reorganized in the past year to include Registrars with all other in a more integrated fashion. Total s Outsourcing of Services 7% (4) Counselling Centre Directors reported having Outsourced (some percentage of the counselling service is offered by a private organization) Services. The Percentage of Counselling Services Outsourced is %, 4%, 30%, and 90% Contract Providers for Outsourced Counselling Services Type of Contract Provider Sample Private Psychologists Individual counselling therapist in private practice. 4 Private Counsellors provide services to our regional campuses. Psychological services offered by an external psychologists firm. EAP or Contracted Company Lidkea Stob Venema and Associates C. J. Brown and Associates Government Health Authority Total s 7 8 Canadian Post Secondary Counselling Centre Survey

17 Part I: About your Institution Parameters for Outsourced Contracts Private Contractors Parameters Parameters of Contract (Outsourced) Sample Private Contractors Parameters The client demand at the institution regularly exceeds the caseload of the one full-time permanently employed counsellor on staff. When the wait-time to see the full-time counsellor extends to -3 weeks the services of a private practice counsellor known by the Counsellor Office are called upon. The private practice counsellor is employed on an "asneeds" basis with no contractual obligations of any sort. Students from the institution are sent off-site to the office of the private practice counsellor and he is paid an hourly rate per session by the Institute. He is paid only for counselling session that is he is not paid for any administrative work. He is not involved in any institutional activities or committee work. The hours he is available to see students/clients parallel the hours of operation of the Counselling Office, which are weekdays 8:30-4:30 pm. The Institution supplies the land and building (infrastructure) for a Medical Health Clinic employing six physicians and a number of laboratory personnel. Mental Health provides psychotherapy services to patients referred by the physicians. In addition, students have the rights to selfreferral to the Mental Health Service and they schedule their appointments through the receptionist at the College and Community Health Center. Hourly contract. Short-term psychotherapy regarding any difficulty affecting our student s life during their university schooling. Total 3 3 Institutional Contract Parameters Parameters of Contract (Institutional) Sample Institutional Contract Parameters 35 hours per week 4 of which are student contact hours in non-teaching semesters. When teaching we have 8.5 hours for instruction and prep and 8 hours of student contact time. The remainder of our hours are for office time and committee work. Counsellors sit on various cross college committees most of which we choose to sit on. We are mandated to be part of the College Appeals Committee and the Standing Committee on Admissions and Language Competency. We provide crisis services as part of our student contact hours. Personal counselling including crisis intervention. 9 Canadian Post Secondary Counselling Centre Survey 9

18 Part I: About your Institution Parameters of Contract (Institutional) Sample Hours of service are between 8:30-4:30 Monday through Friday. Emergency services are available during those hours. After hours people are directed to the commissionaires no campus and community agencies off campus. Counselling staff are involved heavily in institutional activities/committees as well as activities/committees with professional affiliations provincially and nationally. Open M-F 8:30-4:30 no emergency services although we will see crises ASAP if they present during office hours participation in Head Start Special Needs Advisory Eating Disorders Committee Campus Alcohol Policy Group Resident Assistant training. All counsellors work 35 hours per week. They see clients on an hourly schedule of max 6 clients per day. In the academic year there is a counsellor available for urgent appointments at all times. Participation is ensured on all relevant college committees such as Student Satisfaction We are hypothetically not a 4-hour service we primarily provide service during normal working hours however we do have times when work goes beyond these times. We deal with issues that take place after traditional hours. Our students can be & are referred to community-based services based upon individual need & our capacity to service a specific need. We are not obligated to pay for services delivered by community professionals, however we do facilitate access to bursaries & supplementary sources of funding to assist students with these extra costs. The Mental Health Nurse within Health Services has initial contact with clients. The Mental Health Nurse does the initial assessment and then refers the client to the resources available internally or externally based on the needs of the client. This could include medical assessment and care psychiatric assessment and services community services or internal services within the institution. Some clients are "sanctioned" that the nurse sees on an ongoing basis. Three counsellors work 35 hours per week. We are involved with committees and I am the institutional researcher for the college. We provide emergency off-hours services to students particularly in the residence. Thirty-five hours a week (Mon-Fri) with occasional weekends and evenings. Serving students only (no staff). Primarily one-to-one counselling with some educational/developmental workshops offered. Consultative resource for faculty and staff (especially residence staff). Total 9 Note: Some respondents who are not in Outsourced Services also outlined the parameters of their contract with their institution 0 Canadian Post Secondary Counselling Centre Survey

19 Part I: About your Institution Contract Advantages from the Directors Perspective Advantages from the Perspective of the Director Sample None NONE! Public Funding should not in our opinion be used to pay for private services when there are public service providers available. Privatization of service can be viewed as letting publicly funded institutions off the hook for delivering comprehensive/holistic services to students attending postsecondary institutions. Societal expectations need to be met. Distance from institutional influence client has choice of use of this service on own self-referral. Does not necessarily have to see Health Services to access assistance. Can be seen on site or off site. Consultation with the external psychologists ensures better confidentiality. External services increases student's perception of neutrality on the part of the psychologist. More motivated and quicker response Significantly heightened motivation to cooperate and be flexible. Immediate response and appointment with professional counsellors Immediate response for Crisis intervention needs Reduced Staffing Issues and Staff Management Far fewer staff relations and staff management issues in the Centre generally. No need to spend time with recruitment and other staffing issues A more objective service. Adjunct to services May be able to provide adjunct services during peak (busiest) periods. Could be on an on-call basis and could provide service for longer hours if required. Cost saving In a difficult budget period otherwise I see very very little advantage Flexibility Diversity of staff a privatized service would likely have access to a number of counsellors varying in gender race and languages spoken More Direct Service Less administrative/committee time required. More time available for direct client service Total s Canadian Post Secondary Counselling Centre Survey

20 Part I: About your Institution Contract Advantages from the Institutional Perspective Advantages from the Perspective of the Institution Sample Cost savings or Revenue Generation Perhaps also a cost savings as counsellors are part of regular faculty here. Cost-effective for small numbers of students Income for the centre Management time savings as no need to recruit, train, clinically supervise and do performance reviews etc. Budgetary using well-trained staff for personal counselling limiting internal liability Students subsidize this service through tuition payment therefore has budget implications. charge students a user fee Do not know Don't know -we aren't considering this 3 Reduces Staffing Issues and Staff Management Far fewer staff relations and staff management issues. Management time savings as no need to recruit, train, clinically supervise and do performance reviews etc. Adjunct to Services Could be on an on-call basis and could provide service for longer hours if required 4 hour coverage Community needs Recruitment of students Meeting the community needs Distance from Institutional Influence Budgetary using well-trained staff for personal counselling limiting internal liability Diversity of staff A privatized service would likely have access to a number of counsellors varying in gender race and languages spoken Flexibility Service provider can be recruited and terminated easily More motivated and quicker response Immediate response and appointment with professional counsellors within 4 hours None NONE! Public Funding should not in our opinion be used to pay for private services when there are public service providers available. Privatization of service can be viewed as letting publicly funded institutions off the hook for delivering comprehensive/holistic services to students attending postsecondary institutions. Societal expectations need to be met Total s 5 Canadian Post Secondary Counselling Centre Survey

21 Part I: About your Institution Contract Disadvantages from the Director s Perspective Disadvantages from the Perspective of the Director Not Integrated with Institutional Community Sample Not integrated with the campus community so would not be attuned to the unique needs of the client population. Less liaison with other parts of the college. Less involvement with the college and decisions made within the institution. Counselling service seen as having lesser value to the retention and success of students. It compartmentalizes service in such as way that students can feel alienated from the institution. The private agency is in the same format as an E.A.P. plan. The counselling services although good are not streamlined when it comes to the academic accommodations. Also the contract agency is not necessarily "bought " into our vision or sense of community the College has been able to build and nurture. Lack of relationship with college faculty, which facilitates accommodations. Difficulty Accessing Services If services were located off campus this would be a significant barrier to accessing them for some clients. Do not provide Preventative or Developmental Services Less accessibility for marginalized students. It is not always readily available. Counselling off site is a disadvantage to the students. Students are seen off site most times therefore we have no "one stop shopping". Less chance of follow through by the client. Transportation is required by the students to get from the university to the external psychologists offices. We are a rural school so I question if a private service could provide counsellors close to where our students live. Non-students likely cannot access these services. Limited understanding of or interest in student development. External service providers would also lack expertise in higher education/student development (services may be entirely remedial rather than preventative and developmental). Lack of incentive for mental health promotion prevention outreach research collaboration professional development Canadian Post Secondary Counselling Centre Survey 3

22 Part I: About your Institution Disadvantages from the Perspective of the Director Cost Issues - Higher costs and not equalitarian Sample Too costly. Cost increase for students. Lack of quality control a for profit motive which is not in the best interest of those receiving the service the possibility of taking financial advantage of vulnerable individuals. it is not egalitarian & can be viewed as who can pay. Difficult to evaluate Since we do not do the clinical supervision we rely on evaluations and unsolicited reports/complaints from students and/or referral sources (e.g. Health services) in order to know how the counsellors are doing. Lack of quality control a for profit motive which is not in the best interest of those receiving the service the possibility of taking financial advantage of vulnerable individuals. Not aware of Institutional Culture Little connection to or understanding of institutional culture Not Experts on Post-Secondary Student issues Little effective integration into the institution's culture. External service providers would also lack expertise in higher education/student development (services may be entirely remedial rather than preventative and developmental). Limited understanding of or interest in student development. They don't know our population as well as we do. Reduced commitment less attachment and identity with the institution and student population. increased risk of losing services when outsourced. Lack of incentive for mental health promotion prevention outreach research collaboration professional development. Not Aware of Institutional Policy Not able to provide guidance to clients re: policies and procedures of the institution (e.g. appeals harassment & discrimination student conduct grades etc.) Not able to provide informed consultation/liaison to faculty and staff etc. Total s Canadian Post Secondary Counselling Centre Survey

23 Part I: About your Institution Contract Disadvantages from the Institutional Perspective Disadvantages from the Perspective of the Institution Sample Reduced Commitment Less attachment and identity with the institution and student population Not meeting needs in a timely fashion. Cost Issues High Costs, Hidden Costs, Not Egalitarian Not Integrated with the Institutional Community Less commitment to the organization potentially. Lack of incentive for mental health promotion, prevention, outreach, research, collaboration, and professional development The money the Institute spends on this privatized service is "invisible" money in that the Institute does not raise its visibility from this expenditure i.e. the visibility of a counselling presence on staff is not increased Too costly Lack of quality control a for profit motive which is not in the best interest of those receiving the service the possibility of taking financial advantage of vulnerable individuals it is not egalitarian & can be viewed as who can pay it compartmentalizes service in such as way that students can feel alienated from the institution it is not always readily available Less liaison with other parts of the college Individual not team approach (poor coordination with other institutional groups) Somewhat less direct contact with the counsellors than before outsourcing Difficulty Accessing Services Less continuity in service to students Losing potential students or customers. Not committed to mission of institution Not Aware of Institutional Culture Little effective integration into the institution's culture Not Aware of Institutional Policy Disconnection from overall institutional mandate Conversely not covering liability issues arising from lack of service on premises. Difficult to Evaluate Lack of quality control a for profit motive which is not in the best interest of those receiving the service the possibility of taking financial advantage of vulnerable individuals it is not egalitarian & can be viewed as who can pay it compartmentalizes service in such as way that students can feel alienated from the institution it is not always readily available Do Not Provide Preventative or Lack of incentive for mental health promotion, prevention, Canadian Post Secondary Counselling Centre Survey 5

24 Part I: About your Institution Disadvantages from the Perspective of the Institution Developmental Services Sample outreach, research collaboration, and professional development Total s 8 Location of Services Number of Locations 55% (3) Counselling Centre Directors reported offering counselling services in a Single Location, 43% (4) in Multiple Locations (range -8 locations), and % () Don t Know. Of the Institutions offering services in multiple locations, 8 offer in locations, 6 offer in 3 locations, 5 offer in 4 locations, offers in 5 locations, offers in 4 locations and offers services in 8 locations. Campus Location 30% (7) of the Counselling Centre Directors reported being located in a Student Services Building, 60% (34) in Other Locations (see table below for further information) and 9% (5) Don t Know Other Locations for Counselling Services Location Single building campus - Student Services area Sample In the College and Community Health Center on campus. Counselling offices in Student Services/ Reception area. One building campuses. As part of main campus just off the Forum area - identified as part of the Student Service Mall concept. Student Services Centre on our single-building campus. Counselling is in the student services office in the centre of the main building. Single building campus In the main college building. Main foyer of college. Wing of Main building. We are located on each of four main campuses. Each campus only has one building. Several are very large. 0 Multi-purpose building on a campus with multiple buildings Centre at satellite campus. Pavilion principal de. Mixed usage including services, administration, classrooms, cafeteria, theatre. 8 6 Canadian Post Secondary Counselling Centre Survey

25 Part I: About your Institution General bldg containing support services. administration and classrooms. Same building as the bookstore, Administration, Registrars Office and Continuing Education. Admin offices, student services, finance, main public meeting area, theatre etc. Main Campus Building. Recreation Services building of these services were also co-located with the medical services. 3 Administrative Building Building for counselling alone Off campus - outsourced service Off-site at the office of the private practice counsellor. Student Health Centre Student Residence Building Total s 38 Combined/Merged Services Expectation of Change to Combined/Merged Status Expectation of Change X Merged Status Expectation of Change Merged Not Merged Merged in the past but not now merged Don t Know Total % N % N % N % N % N Expect a Change Do Not Expect a Change Don t Know 4 4 Total Note: It seems that some of the responses considered the term Combined/Merged to indicate Counselling in combination with another services such as Health, Career, Disability etc under one director others though answered this question considered Counselling as a part of a larger Student Services Faculty/Division Canadian Post Secondary Counselling Centre Survey 7

26 Part I: About your Institution Descriptions of Combined/Merged Services Units within Combined Service & Structure Sample Counselling and Health The Coordinator of Counselling (a professional counsellor) reports to the Director of Medical and Counselling Services (a physician). The MCS Director reports to the Director of Student Services. All other service areas report directly to the Director of Student Services. Counselling for students is merged with the Physician referrals. The on campus facility is provided to the physicians by the GPRC. Physician referrals come to the therapist as well students on campus have the rights to self-referral and book sessions through the receptionist at the College and Community Health Center. Health & Counselling portions amalgamated years ago. Includes medical services personal counselling career testing academic performance counselling (test anxiety work skills). The counselling services are located in the Campus Health Centre. This is supportive mental health counselling services. Counselling for academic or career services is provided in the Student Services Department separate from the Health Centre's management team. Counselling and Career Counselling and Career Centre 4 Counselling, Career placement and Co-operative Education Counselling Aboriginal Needs Special Needs Coordinator of counselling also supervises the Aboriginal Centre and the Special Needs Office. Counselling and Testing Counselling services and Testing services (admissions) Counselling Health Career Counselling Health Disability Total s 9 Note: Many institutions (7) listed all of the services provided under the Student Services/Student Development Portfolio for their campus; these were not considered as a Combined/Merged Counselling Centre and so are not listed in the above table 8 Canadian Post Secondary Counselling Centre Survey

27 Part I: About your Institution Anticipated Change by Centres Not Currently Merged but Expect Change in the Future Expected Change Changes in Overall Student Services Structure Sample Integration of campus health, disability services, aboriginal services and counselling services - professional support services Moving toward some degree of integration (joint manager is the first step). Not co-located, but may occur in the future. I anticipate that all "student services" will be organized under a single administrative head for the campus. Anticipated Change by Centres Currently Merged but Expect Change in the Future Expected Change Changes in Overall Student Services Structure Changes to Units Merged with Counselling Development of New Units within Student Services Sample Potential for adding other small units. It is anticipated that Health Services and possibly Career Services will come under the same management structure by fall 004. Under VERY preliminary discussion is consideration to merge several of these units at least from a functional perspective and for marketing (branding) purposes. In the long term consideration might be given to an administrative merger. Currently housed with Disability Services (will not change). Also currently housed with campus Peer tutoring services (expect this to change) Merged with Disability services, Campus Ministries, Wellness Education. Tentative plan to merge with Health services Counselling and Learning Support Services is an Integrated Service area combining Counselling with Learning Skills, Learning Strategies, Disability Services, Inclusive Post Secondary Education Services and Career and Employment Services. We are anticipating change in the future. Employment Services will be relocating to a separate area due to space constraints. We will also be overseeing the development of the new Student Support Centre. Also potential for development of Student Learning Centre in collaboration with additional student service and academic units. Total s Canadian Post Secondary Counselling Centre Survey 9

28 Part I: About your Institution Hours of Service 77% (43) Counselling Centre Directors reported being open Traditional Hours (9-5 M-F), % () open Non-traditional Hours, % () Don t Know. Non-Traditional Hours Non-Traditional Counselling Hours (other than between the hours of 8:00am-5:00pm weekdays). Type/Hours Counselling is offered Sample Evening Hours During peak periods e.g. first month of the semester open 8 am to 8 pm. Sept. - April: Open until 8:00 pm Wed.; May - Aug: Open until 6:00 Wed. Open two evenings per week. 5-8 Pm 4 nights/week (Only Learning Skills and Disability Services). One evening a week from 5PM to 8PM. 5-8 p.m. one to two evenings per week for Continuing Education students. Occasional after-hours Periodically we offer evening groups. 7 5 Serve on Community Education Committee Student selection panels. They also travel up to 3 hours before or after office hours. Occasional medical and counselling services in evenings. Services are available on call basis at some campuses. Crisis counselling Limited office hours Only open on Monday afternoon between I:00pm and 4:30pm. Total s 4 0 Canadian Post Secondary Counselling Centre Survey

29 Part II: About Your Staff Part II: About Your Staff Data in this survey is reflective of the 00/003 academic year (September,00 to August 3, 003) 53 institutions Completed Part II of the Survey out of 76 total institutions invited to participate. Total Rate for Part II was 30% (53/76) In some cases, not all of these institutions have responded to each of the survey items, and as a result, the sample size is shown Director 6% (4) Counselling Directors reported that their title is Director. Title of Director other than Director Title Coordinator Coordinator of Counselling Sample 9 Co-ordinator Counselling Service Coordinator Counselling and Learning Department Coordinator of Counselling and Institutional Research Director Director of Student Services 7 Director of Student Support/Registrar (not part of counselling staff) Director of Student Services and Admissions - not directly a counsellor Director & Associate Professor Manager Manager Mental Health Services 7 Manager of Student Health and Counselling Manager of Counselling Services and Test Centre Manager Campus Health Services Chair Chairperson 4 Chair of Counselling Chair - Counselling and Learning Support Services Canadian Post Secondary Counselling Centre Survey

30 Part II: About Your Staff Title Sample Dean Dean of Students 3 Program Head Program Head - Career and Counselling Services Clinical Director Convenor (small "a" position with no greater authority than other counsellors) Conseiller - aide et soutien individual Registrar and Director of Client Services Senior Counsellor VP Finance and Student Services note: at present the Co-ordinator (a peer) provides the leadership Head of Counselling Total 36 Director s Highest Degree 8% (9) Counselling Centre Directors have Doctorates in Clinical/Counselling Psychology or Social Work, 40% () have Masters Degree in Clinical/Counselling Psychology or Social Work, 6% (3) have other Doctorates, 9% (0) have other Master s Degrees and 3% (7) have Other Degrees, and 6% (3) don t know. There are no Directors with Medical Degrees. Directors with Doctorate other than Clinical/Counselling Psychology/Social Work Title of Doctorate Experimental Psychology/Clinical Psychology Education Total s Directors with Master s Degree other than Clinical/Counselling Psychology/Social Work Title of Master s Degree MBA Special Education Health Administration Social Sciences M.A. Counselling, M.S.W., M.Ed Canadian Post Secondary Counselling Centre Survey

31 Part II: About Your Staff Title of Master s Degree Educational Psychology Masters of Education School Administration School Administration Total s 9 Directors with Other Degrees than all those already mentioned above Title of Highest Degree BA Honours ABD Administration of Higher Education R.P.N. Bachelor of Social Work Accountant (Masters) Bachelor degree Bachelors in Recreation Total s 7 Directors Highest Degree by Type of Post Secondary Institution Director s Highest Degree Doctorate Clinical/Counselling Psychology/Social Work Masters Clinical/Counselling Psychology/Social Work Director s Highest Degree X Type of Post Secondary Institution N = 53 University College Degree Granting College Non-Degree Granting Other Total % N % N % N % N % N Doctorate, Other Master s Other Other Degree Don t Know Total Canadian Post Secondary Counselling Centre Survey 3