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

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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

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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

32 Part II: About Your Staff Professional Counselling Staff Number/FTE of Counselling Staff Type of Professional Counselling Staff X Number of Staff and FTE Counsellor Type Number of Staff Permanent Counsellors Mean Median Mode 3.0 Range N (institutions) # Institutions without a Permanent Position 0 # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range.0 # of Institutions reporting No change 36 Contract Counsellors Mean.0.8 Median.3 Mode.0 Range N (institutions) # Institutions without a Contract Position # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions reporting No change 3. Post Doctoral Interns Mean.0 Median 0 0 Mode Staff FTE Range Canadian Post Secondary Counselling Centre Survey

33 Part II: About Your Staff Type of Professional Counselling Staff X Number of Staff and FTE Counsellor Type N (institutions) # Institutions without Post Doctoral Interns # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range Number of Staff # Institutions reporting No change Pre-Doctoral Interns 0 0 Staff FTE 0 0 Mean.3 Median Mode Range. - N (institutions) # Institutions without Pre-Doctoral Interns # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions Reporting No change 5 Interns (in Preparation for becoming Chartered Psychologist) Mean.5. Median - Mode - Range N (institutions) # Institutions without Interns (in Preparation) # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions Reporting No change Canadian Post Secondary Counselling Centre Survey 5

34 Part II: About Your Staff Type of Professional Counselling Staff X Number of Staff and FTE Counsellor Type Number of Staff Doctoral Practicum Students Mean.8.4 Median.4 Mode.3 Range N (institutions) # Institutions without Doctoral Practicum Students # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions Reporting No change 3 4 Masters Practicum Students Mean.6.4 Median Mode. Range N (institutions) # Institutions without Masters Practicum Students # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions Reporting No change 8 Note: Figures are shown for those institutions having the type of staff indicated Staff FTE Counselling Staff/Student Ratio 86% (48) Counselling Centre Directors provided information on the ratio of Professional Counselling Staff/Number of Students eligible for service. 6 Canadian Post Secondary Counselling Centre Survey

35 Part II: About Your Staff Less than 500 Students 8% (4) Counselling Centre Directors reported an average ratio of.98 FTE permanent counsellors (median.0, mode.0 Range.43.9; invalid responses removed). 8% (4) Counselling Centre Directors reported an average ratio of.98 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median.0, mode.0 Range.43.9; invalid responses removed).,500 7,500 Students 3%(5) Counselling Centre Directors reported an average ratio of 3. FTE permanent counsellors (median.8, mode.0 Range.0 7.0) 3% (5) Counselling Centre Directors reported an average ratio of 4.7 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median 5.0, mode 5.0 Range.0 9.7) 7,500 5,000 Students 7%(3) Counselling Centre Directors reported an average ratio of 4.6 FTE permanent counsellors (median 3.5, mode 4.0 Range.0 8.0) 5% () Counselling Centre Directors reported an average ratio of 5.0 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median 4.0, mode 5.0 Range ; I invalid response removed) 5,000 5,000 Students 7%(8) Counselling Centre Directors reported an average ratio of 7. FTE permanent counsellors (median 5.0, Range )* 7%(8) Counselling Centre Directors reported an average ratio of 9.3 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median 7.6, Range.3.4 8)* 5,000 35,000 Students 6% (3) Counselling Centre Directors reported an average ratio of 5.9 FTE permanent counsellors (median 7, Range )*. 6% (3) Counselling Directors reported an average ratio of 9.9 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median 8.0, Range )* Canadian Post Secondary Counselling Centre Survey 7

36 Part II: About Your Staff More than 35,000Students 6% (3) Counselling Directors reported an average ratio of 6. FTE permanent counsellors (median 7.5, Range )*. 6% (3) Counselling Directors reported an average ratio of 9.6 FTE of all professional counselors (permanent, contract, pre-doctoral and post doctoral counselors, interns and doctoral and masters level practicum students), (median.3, Range )* *Note Institutions have equal frequencies of FTE, thus mode could not expressed Highest Degree of Professional Counselling Staff Members Highest Degree of Professional Counselling Staff X Permanent Counsellors, Contract Counsellors N = 36 Highest Degree of Professional Counselling Staff Permanent Counsellors Contract Counsellors % N % N Doctorate, Clinical/ Counselling Psychology Social Work Masters Clinical/ Counselling Psychology Social Work Doctorate, other (see table below for further details) Masters, other (see table below for further details) 7 6 Other Degree (see table below for further details) Other Doctoral Degrees of Permanent Staff Title of Doctorate Experimental Psychology/Clinical Psychology Education Total Other Doctoral Degrees of Contract Staff Title of Doctorate MD Psychiatrist Total s 8 Canadian Post Secondary Counselling Centre Survey

37 Part II: About Your Staff Other Master s Degrees of Permanent Staff Title of Master s Degree MBA Special Education Health Administration Social Sciences M.A. Counselling, M.S.W., M.Ed Educational Psychology Masters of Education School Administration Total s 9 Other Degrees of Permanent Staff Title of Highest Degree Sample Diploma Diploma in Family and Child Development 3 Social Service Diploma Extensive Experience with MA level courses Bachelor s Degree BSW (Bachelor of Indian Social Work) (3) 4 BA (Native Studies, Sociology) (4) B.Ed. (5) Bachelors () Applied Degree Applied degree (Life Skills Counselling, Life Skills Coach) () Nursing Registered Psychiatric Nurse RPN Total s Other Degrees of Contract Staff Title of Highest Degree Contract staff are two graduate students under supervision but not with practica or intern status Presently in part time counseling MA program B.Ed Total s 4 Canadian Post Secondary Counselling Centre Survey 9

38 Part II: About Your Staff Contract Counsellors, Interns and Graduate Practicum Students According to Type of Institution Universities were the only type of institution that had Post-Doctoral Interns, Pre-Doctoral Interns, Doctoral Practicum students. One College Non Degree Granting had one Intern. All types of Post Secondary Institutions had Contract Counsellors and Master s Practicum students. Faculty Status 60% (3) Counselling Centre Directors reported permanent counsellors having Faculty Status, 40% () do not. 7% (9) of those who said they did not have Faculty Status said they would find it beneficial, 6% (3) said that they would not find it beneficial. Advantage of having Faculty Status, as reported by those with/without Faculty Status Advantages of Faculty Status Equal Benefits with Teaching Faculty Includes receiving the same benefits as Faculty such as salary, vacation, professional development funds, sabbaticals/ professional leave, job security/tenure Being part of an effective and well respected bargaining unit, providing voice at the bargaining table as well as access to dispute resolution Job security. Sample Salary and benefits negotiated by a collective bargaining unit. Equal pay and benefits to instructional faculty. Part of Faculty Assoc. so have a stronger voice negotiating body. Eligible to apply for professional leave/sabbaticals. Faculty has a union to bargain and to take complaints to. Protection of the function, clear support for the existence of the service. We receive two months of holidays and are paid up to $86, 000 as counsellors. That is both an advantage and a disadvantage because with such relatively high salaries we become vulnerable to cut. Opportunity to negotiate for time to do research Canadian Post Secondary Counselling Centre Survey

39 Part II: About Your Staff Advantages of Faculty Status Sample Recognition of Professional Status Recognition of our professional status. 6 Greater contact and understanding among instructors of what we do. Recognition of the professional and complex nature of our work. Improved professional status within the institution. Prestige. Eliminates barriers, status/pecking order/ Expertise respected Faculty status also carries respect recognition and assists in advocacy Equal Status with Teaching Faculty More likely to be viewed as peers by teaching faculty 3 Expectation and Support for Scholarship and Teaching Cross appointments opportunities to teach in academic departments Greater contact and understanding among instructors of what we do Better connection with the teaching faculty "On par" equal to academic instructors Collegiality opportunities to know and cross refer with professors Creates interactive atmosphere Faculty status also carries respect, recognition and assists in advocacy More clout when dealing with professors and the university Access and obligation to conduct scholarly activity Ability to contribute to scholarship in the field Support for research and teaching Time/support for research Academic rigor 7 Canadian Post Secondary Counselling Centre Survey 3

40 Part II: About Your Staff Advantages of Faculty Status Greater participation in institutional affairs Sample Opportunity to sit on college committees thereby having a voice on college affairs Collegial/peer status in meetings or committee work Representatives on Academic Council Input and voice within the Faculty Association and decisions made Participation in the governance of the university, which mean being in committees with other academics Links Role to Institutional Mission Links our role to the educational mission of the institution 6 Counsellors are very involved in a learning community environment and are viewed as assisting students towards academic as well as personal success. Counsellors often take lead roles in faculty development processes and orientation processes--all which interface with their colleagues Total s 73 Disadvantages of having Faculty Status, as reported by those with/without Faculty Status Disadvantages of Faculty Status Reduces time in direct service to students Sample Disadvantage to efficient, consistent and timely delivery of services to students. Believe more to our advantage to maintain a provision of counselling and related services from a service unit and service driven mandate Some counsellors have teaching loads which affect counselling time Evaluation on Teaching Model Being evaluated on effectiveness using a teacher/student academic model rather than a evaluation framework more reflective of our services Getting lumped in with teaching faculty means uniqueness of our job - re issues like scheduling evaluation and others which play out differently for us - not recognized; we often need to fit ourselves into a model or set of assumptions designed with instructors in mind. Collective agreement does not include workload formula for counsellors. None No noted disadvantages Canadian Post Secondary Counselling Centre Survey

41 Part II: About Your Staff Disadvantages of Faculty Status Not strong voice in faculty bargaining unit Expectation but not support for Scholarship Sample Some of the bargaining contract issues are different for instructional faculty than for counsellors. Because instructional faculty will always outnumber counsellors in the bargaining unit issues affecting counsellors often get dismissed. Guided by the same collective agreement as instructional faculty colleagues If scholarship is expected as part of promotion/tenure time must be allocated in this regard. Provision of time for scholarship would require an increase in staffing levels. Not having enough support for research and therefore not always recognized as equivalent to academic staff. Higher expectations for this type of counselling position than some of our counterparts in other post-secondary institutions who are not academic staff Vulnerable to Budget Cuts We receive two months of holidays and are paid up to (blank) as counsellors. That is both an advantage and a disadvantage because with such relatively high salaries we become vulnerable to cut. Challenge in Academic Complaint Process Differential amongst staff In Student Affairs Sometimes challenging in the academic complaint process (may need to facilitate meetings between students and faculty; often bring sensitive complaints forward to admin. with the student); Creates awkward divisions within the service area Total s 7 3 Specialized Positions/Designations for Counsellors Institutional Analysis of Specialized Positions/Designation for Counsellors Institution Position Title Description of Position International Counsellors Serves International students (only)- full range of counselling service with attention to language / cultural transition adjustment issues Trauma Assistance Team Coordinator Coordinates the activities of a group of staff who are trained to respond to a traumatic/crisis event at the college 3 Department Coordinator Rotates among counsellors every to 3 years Canadian Post Secondary Counselling Centre Survey 33

42 Part II: About Your Staff Institution Position Title Description of Position 4 Generalists Sometimes take different responsibilities such as practicum student supervision peer support workers training and consultation etc 5 Intake Counsellor Conducts an initial appointment with all students who request counselling services to assess the students' immediate and broader psychological needs, their level of risk and their personal history and coping resources. This assessment informs the counselling department as to the priority in which students require counselling. The intake counsellor also performs crisis intervention as the need arises and provides short-term and long-term clinical counselling to a limited caseload 6 Intake Counsellor Initial assessment of student need. Risk assessment. Allows immediate access to counsellor for all students. No wait list necessary. 7 Coordinator for First Nations Academic Advisor, not faculty work in Student Services 8 Clinical Coordinator, Groups Program Coordinator, Training Coordinator, Career Development Coordinator, Learning Skills Development Coordinator, Outreach Coordinator, Community Development Coordinator, Professional Development Coordinator Training Coordinator 9 Training Coordinator Practicum Training Peer Helping Coordinator Peer Helpers Learning Skills Coordinator Study Skills Program Computer-based Testing Centre Coordinator We have an ETS computer-based testing centre that provides TOEFL, GMAT and GRE tests to the island 0 Career Counsellor, Learning Skills Counsellor, Learning Skills Coordinator, Coordinator of Training, Mental Health Intake Worker Chair of the Anti-discrimination antiharassment education committee Provides leadership with the implementation of educational activities and policy/procedure development related to diversity and works toward reducing systemic discrimination on campus 34 Canadian Post Secondary Counselling Centre Survey

43 Part II: About Your Staff Institution Position Title Description of Position Disability Counsellor One counsellor is / time disabilities 3 Personal Counselling Special Needs Coordinator, Career Development Coordinator, Counsellor for Native Students 4 Learning Consultant Assessment for learning difficulties; Establish local norms for standardized academic placement tests; Deal with accommodations for physical disabilities; Testing invigilator training for Community Access Facilitators. 5 Chair Career Specialty 6 Training Coordinator Academic Success Coordinator Career Development Coordinator Residence Liaison Native Centre/International Centre Liaison Associate Director 7 Career Counsellors Learning Disabilities Specialist Oversees departmental functions and budget as well as contributrs to direct counselling service Provides personal, academic and career counselling. Researches, develops, facilitates, and leads career and employment initiative. Sets up a comprehensive training program including the selection of trainees; matching of trainees to staff; providing an orientation and training seminar for trainees developing policy and dealing with any difficult trainee/supervisor issues Develops a comprehensive academic success program including workshops, individual counselling (& training of counselling staff in this area), website content and outreach presentations Develops a comprehensive career counselling program including workshops, individual counselling (& training of counselling staff in this area), website content and outreach presentations Connects the Counselling Centre with Residence coordinating the offering of programs/workshops to residence students assisting in dealing with crisis issues in residence and coordinating staff participation in the training of residence life staff Connects the Counselling Centre with these two office and coordinating the offering of programs/workshops to students in these offices and increasing the multi-cultural training and awareness of the counselling staff. Consults and assists the Director and acts as Acting Director in the Director's absence Provides career counselling and assessments for students, corporate clients and the general public. () Provides psycho-educational assessment and prescription services to registered students. 8 Career Counsellor Works with both BE and post-secondary students as well as the general public; can also do contract work for outside parties Canadian Post Secondary Counselling Centre Survey 35

44 Part II: About Your Staff Institution Position Title Description of Position 9 One FTE Counsellor Has primary responsibility for career and learning-skills counselling 0 Mental Health Outreach Coordinator (.5), Mental Health Outreach Counsellor (.5), Practice Leader (.0)- pending The one counsellor that we have is expected to do all types of counselling Co-ordinator of the Peer Support volunteers Is a graduate student: oversees training and running the centre and develops programs and workshops. 3 Sexual Abuse Counsellor Local agency provides an outreach therapist one afternoon a week not noted in the FTE above 4 Test Centre Coordinator Ensures admissions testing for specified programs and advises departments on program selection methods 5 Learning Disability Strategists & Counsellors, Coordinator of Counseling & Special Needs Services 6 Co-ordinator International Leadership role MSW Supervisors Co-ordinates all 4 functions within the Student Services Office; also co-ordinates the College's Standardized orientation process (leads 4 phased integrated orientation model which takes place over the student's first semester and involves faculty, services, student government and administration) Takes a lead in co-ordinating interventions specifically designed for International students Supervises our MSW students on their practicum Note: counsellors rotate teaching responsibilities for a specially designed elective: Anxiety and Personal Performance (students must have anxiety to enrol in) 7 Registered Nurse Is the initial contact person for students requesting counselling services. She had an extensive mental health background. She meets, assesses and makes referrals to medical staff, internal departments and external referrals, after assessing the client s needs. The Mental Health Nurse does brief crisis counselling and crisis intervention for tragic events also. 8 Disability Services Counsellors Assess and determine academic accommodations for students with documented permanent disabilities. May do psychoeducational assessments to diagnose learning disabilities 9 Disabilities Consultants Provide counselling and accommodations to students with documented disabilities 36 Canadian Post Secondary Counselling Centre Survey

45 Part II: About Your Staff Institution Position Title Description of Position 30 Learning Disability Specialist Career Counsellor Personal Counsellors 3 Coordinator for students with disabilities, Placement Officer Assesses LD prescribes appropriate accommodations, liaises with teaching faculty, provides learning support and counselling for LD students Provides interest, skill, aptitude assessment and planning for prospective and enrolled students seeking career direction Provide individual short term therapeutic counselling for enrolled students 3 Vocational Counsellor Facilitates career workshops and program development 33 Two Guidance Counsellors One Employment Advisor One Loan and Bursaries Counsellor 34 Academic and Career Counsellor Personal Counsellors 35 Career Counsellor Peer Program Coordinator DRAFT Coordinator 36 Academic Support Co-ordinator Academic tutor: 0.6 position (not counselling credentials) 37 Strictly speaking our Counselling services are just one component of our overall Student Services operation. Under this arrangement we have a staff in Counselling positions a Career Specialist position, an International Student Advisor, and a Disabilities Support Specialist. We are a relatively small unit and university Does career counselling, academic counselling/advising and education and coordinates services for students with special needs other than learning disabilities (which is covered by another department at our school See students for issues other than academic/career Provides career counselling services to students Responsible for the peer helper program and study skills program on campus Responsible for the alcohol awareness program Provides individual/group support for students at academic risk Provides academic advising/help 38 Provincial Assessment Coordinator Coordinates, designs, develops, delivers, and evaluates nonacademic assessments for college 37 Training Director Note: Institutional numbers do not correspond to identification numbers assigned for responding to the survey. Canadian Post Secondary Counselling Centre Survey 37

46 Part II: About Your Staff Position Analysis of Specialized Positions/Designation for Counsellors Title of Position Sample Career Coordinator Career Development Coordinator () Academic Coordinator/Learning Specialist Career Counsellor () Career Specialty (provides personal, academic and career counselling. Researches, develops, facilitates and leads career and employment initiative) Career Development Coordinator (develops a comprehensive career counselling program including workshops, individual counselling & training of counselling staff in this area, website content and outreach presentations.) Career Counsellors (provides career counselling and assessments for students, corporate clients and the general public). () Career Counsellor (works with both BE and post-secondary students as well as the general public; can also do contract work for outside parties) Academic and Career Counsellor (does career counselling, academic counselling/advising and education and coordinates services for students with special needs other than learning disabilities (which is covered by another department at our school). Vocational Counsellor (facilitates career workshops and program development) One FTE Counsellor (has primary responsibility for career and learning-skills counselling) Academic and Career Counsellor (does career counselling, academic counselling/advising and education and coordinates services for students with special needs other than learning disabilities (which is covered by another department at our school). Academic Advisor, not faculty work in Student Services One FTE Counsellor (has primary responsibility for career and learning-skills counselling) Academic Success Coordinator (develops a comprehensive academic success program including workshops, individual counselling (& training of counselling staff in this area), website content and outreach presentations.) Academic Support Co-ordinator (provides individual/group support for students at academic risk.) Academic tutor: 0.6 position (not counselling credentials) (provides academic advising/help) 0 38 Canadian Post Secondary Counselling Centre Survey

47 Part II: About Your Staff Title of Position Sample Learning Consultant (Assessment for learning difficulties; Establish local norms for standardized academic placement tests; Deal with accommodations for physical disabilities; Testing invigilator training for Community Access Facilitators.) Learning Skills Development Coordinator Learning Skills Coordinator (Study Skills Program) Learning Skills Counsellor Disability Coordinator Disability Counsellor (One counsellor is / time disabilities.) 6 Learning Disability Strategists Disability Services Counsellors (assess and determine academic accommodations for students with documented permanent disabilities. May do psycho-educational assessments to diagnose learning disabilities.) Disabilities Consultants (provide counselling and accommodations to students with documented disabilities) Learning Disability Specialist (assesses LD prescribes appropriate accommodations, liaises with teaching faculty, provides learning support and counselling for LD students) Coordinator for students with disabilities Training Coordinator Training Director 5 Training Coordinator Training Coordinator (Practicum Training) Coordinator of Training Training Coordinator (sets up a comprehensive training program including the selection of trainees; matching of trainees to staff; providing an orientation and training seminar for trainees developing policy and dealing with any difficult trainee/supervisor issues.) MSW Supervisors (supervises our MSW students on their practicum Intake Coordinator Intake Counsellor (conducts an initial appointment with all students who request counselling services to assess the students' immediate and broader psychological needs, their level of risk and their personal history and coping resources. This assessment informs the counselling department as to the priority in which students require counselling. The intake counsellor also performs crisis intervention as the need arises and provides short-term and long-term clinical counselling to a limited caseload.) Intake Counsellor (Initial assessment of student need. Risk 4 Canadian Post Secondary Counselling Centre Survey 39

48 Part II: About Your Staff Title of Position Sample assessment. Allows immediate access to counsellor for all students. No wait list necessary.) Mental Health Intake Worker Registered Nurse (is the initial contact person for students requesting counselling services. She had an extensive mental health background. She meets, assesses and makes referrals to medical staff, internal departments and external referrals, after assessing the client s needs. The Mental Health Nurse does brief crisis counselling and crisis intervention for tragic events also International Student Coordinator International Counsellors (serves International students (only)- full range of counselling service with attention to language / cultural transition adjustment issues) Native Centre/International Centre Liaison (connects the Counselling Centre with these two office and coordinating the offering of programs/workshops to students in these offices and increasing the multi-cultural training and awareness of the counselling staff.) International Leadership role (takes a lead in co-ordinating interventions specifically designed for International students) International Student Advisor Peer Support Coordinator Peer Helping Coordinator (Peer Helpers) 4 3 Co-ordinator of the Peer Support volunteers (is a graduate student: oversees training and running the centre and develops programs and workshops.) Peer Program Coordinator (responsible for the peer helper program and study skills program on campus.) Crisis Trauma Assistance Team Coordinator (coordinates the activities of a group of staff who are trained to respond to a traumatic/crisis event at the college) Total s 45 Note: Where it appears that there is more than one institution having a specialized position these are grouped together in the table above 40 Canadian Post Secondary Counselling Centre Survey

49 Part II: About Your Staff Clerical/Support/Para-Professional Staff Type, Number and FTE of Support Staff Type of Support Staff Position X Number of Staff, FTE Type of Support Staff Position Number of Staff FTE Support Staff in Permanent Positions Mean Median.5 Mode.0 Range N (institutions) 4 48 Institutions without Support Staff Position 6 # Institutions Reporting Gaining Positions Mean # Positions Gained Range # Institutions Reporting Loosing Positions Mean # Positions Lost Range 0 No change 38 Support Staff in Contract Positions Mean.8.9 Median Mode Range N (institutions) # Institutions without Contract Support Staff # Institutions Reporting Gaining Positions Mean # Positions Gained Range # of Institutions Reporting Loosing Positions Mean # Positions Lost Range # Institutions Reporting No Change 0 6 Note: Figures are shown for those institutions having the type of staff indicated Canadian Post Secondary Counselling Centre Survey 4

50 Part II: About Your Staff Titles and Roles of Support Staff Institutional Analysis for Title/Roles of Support Staff Institution Titles/Roles of Support Staff Description of the Position Medical Office Assistant Welcome Centre staff Reception, secretarial support, appointment scheduling. 3 Student Service Assistant () Departmental Secretary 4 Counselling Support Deals with appointments/enquiries /crisis appointments/minimal clerical support. 5 Receptionist/Clerk Divisional Assistant Some duties beyond Counselling. 6 Receptionist Career Resource Centre Coordinator 7 Student Services Assistants Books counselling appointments and provides clerical support when necessary to the counsellors. 8 Receptionist 9 Student Services Assistants Provides front end student support including the provision of information. 0 Receptionist () Secretary () Receptionist () Secretary () Test Centre Administrators For computer-based testing centre (contract). Medical Office Assistant Outreach Assistant Administrative Secretary 3 This is a big problem for us. We share reception with Student Services and Financial Aid. No admin. support means that a good deal of professional time is taken up with routine admin tasks. 4 Shared Receptionist with Registrar and Admissions 4 Canadian Post Secondary Counselling Centre Survey

51 Part II: About Your Staff Institution Titles/Roles of Support Staff Description of the Position 5 Counsellor Aide Support for Co-operative Education Workplace Development Testing Co-ordinator 6 Administrative Assistant 7 Inclusive Post Secondary Education Coordinator Disability Services Coordinator Learning Specialist Full-time Administrative Support Staff () Assistant for Administrative Staff and IPSE Coordinator 8 Receptionist Relief Receptionist 9 Front Office Reception Clerical Support Front desk reception both in person/on the phone; organizing staff schedules and producing relevant statistical information. Supports the functions of the receptionist and as time permits assists in marketing. 0 Administrative Support Answers telephone inquiries; redirects phone calls; enters tests scores for admission purposes into computer program; books appointments for counsellors; manages housing list; directs walk-in traffic to available counsellors Answers telephone inquiries; redirects phone calls; enters tests scores for admission purposes into computer program; books appointments for counsellors; manages housing list; directs walk-in traffic to available counsellors. Receptionist Sets appointments, filing, general support, knowledge of University rules and regulation regarding purchasing etc. Administrative Assistant Admissions Clerk 3 Administrative Secretary 4 Receptionists () 5 Customer Service Coordinator Secretary Work/Study Student 6 Receptionist Office Manager 7 Administrative Assistant Canadian Post Secondary Counselling Centre Survey 43

52 Part II: About Your Staff Institution Titles/Roles of Support Staff Description of the Position 8 Technologists Support Services Officers 9 Receptionist Office manager Peer staff Learning skills advisor 30 Mental Health Nurse Registered Nurses (.5) 3 Receptionist Manager's Assistant Learning Strategist Adaptive Technologist Testing Clerk Exam Accommodation Facilitator Housing and Peer Tutor Coordinator 3 Receptionist Administrative Assistant E-learning Assistant 33 Receptionist 34 Secretary 35 Receptionist/Clerical Assistant Learning Strategist Adaptive Technologist Test Proctor 36 Sports Animator and Recreation Animator Recreation Technician Athletics 37 Receptionist Administrative Coordinator: Counselling Administrative Coordinator: Tutoring Assistant to Coordinator: Tutoring Administering peer tutoring, peer hosting, and peer mentoring Study skills Is support staff Work in the Health Services department that is included within the Counselling services department Books appointments, greets students,,provides service info, manages files/database etc. Provides learning strategies coaching for LD students Trains LD students in use of adaptive technology Provides proctoring and testing services for students with disabilities 44 Canadian Post Secondary Counselling Centre Survey

53 Part II: About Your Staff Institution Titles/Roles of Support Staff Description of the Position 38 Director's Assistant Career Counselling Clerk Loan and Bursaries Clerk Student Social Activities Coordinator 39 Administrative Assistant Secretary" (part-time) 40 Secretary 4 Web & Secretarial Services Administrative Secretary Secretary/receptionist and office administrator Does less reception and more secretarial duties 4 Administrative Support For the entire Department not just Counselling 43 Intermediate Secretary Administrative Assistant Reading Specialist Note: Institutional numbers do not correspond to identification numbers assigned for responding to the survey Position Analysis for Title/Roles of Support Staff Title of Position Sample Administrative Support Student Services Assistants (Books counselling appointments and provides clerical support when necessary to the counsellors.) Administrative Assistant (secretary/receptionist and office administrator Reception Receptionist (front desk reception both in person/on the phone; organizing staff schedules and producing relevant statistical information.) Administrative Support (Answers telephone inquiries; redirects phone calls; enters tests scores for admission purposes into computer program; books appointments for counsellors; manages housing list; directs walk-in traffic to available counsellors 30 Note: Where it appears that there is more than one institution having a specialized position these are grouped together in the table above Canadian Post Secondary Counselling Centre Survey 45

54 Part II: About Your Staff Diversity of Staff Type of Diversity by Position Type of Diversity X Position Type of Diversity Director Professional Staff Permanent Full or Part Time Professional staff Contract and Full Time Interns Support Staff Permanent Full or Part Time Support Staff Contract % N % N % N % N % N Gender Male Female Ethnicity White/ Caucasian Status Indian st Nation 4 0 Non Status Indian st Nation <. Métis Inuit Asian 3 3 East Indian 3 African 3 8 Multi-racial Other Ethnic Minority Sexuality Gay/Lesbian/ Bi-sexual Heterosexual Person with Disability Person with Disability* Other Diversity Other* 4 Based on N = Canadian Post Secondary Counselling Centre Survey

55 Part III: About Your Budget Part III: About Your Budget The data in the survey is based on the 00/003 academic year (September, 00 August 3, 003) 30 Institutions Completed Part III of the Survey out of the 76 total institutions invited to participate. Total Rate for Part III was 7% (30/76). 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. Centre s Total Budget 80% (4) Counselling Centre Directors reported an average total budget of $477.7K (median $455.5K, Range $66K $0K ( invalid response removed). Institution Size and Total Budget Institution Size X Total Budget N = 5 Institution Size (FTE) <500 Mean Median 7 Range N Mean Median 445 Range 6-8 N Mean Median 39 Range N Mean Median 67 Range N 3 Total Budget ($K) Canadian Post Secondary Counselling Centre Survey 47

56 Part III: About Your Budget Institution Size X Total Budget N = 5 Institution Size (FTE) Mean Median Range N >35000 Mean Median 875 Range N Don t Know Total Budget ($K) Changes to Overall Budget Since Previous Year 77% (3) Counselling Centre Directors provided total budget figures and information about budget changes in professional staff salaries and benefits ( invalid responses were removed). Of these, 39% (9) Counselling Centre Directors reported an average increase of 8.% (median %, Range.5 3%) to professional staff salaries and benefits; 3% (3) indicated professional staff salaries and benefits had increased but provided no percentage amount for the increase and 48% () reported no change to professional staff salaries and benefits and no decrease to professional staff salaries and benefits was reported. 77% (9) Counselling Centre Directors provided total budget figures and information about budget changes in support staff salaries and benefits (6 invalid responses were removed). Of these, % (4) Counselling Centre Directors report an average increase of 4.5% (median 6.4%, Range 0%) to support staff salaries and benefits; 74% (4) reported no change to support staff salaries benefits and 5% () reported a decrease but provided no percentage amount for the decrease. 83% (5) Counselling Centre Directors provided total budget figures and information about budget changes in operating budgets ( invalid response was removed). Of these, 8% () Counselling Centre Directors reported an increase in operating budgets but provided no percentage amount for the increase; 88% () reported no change to operating budgets and 4% () reported a decrease of 3% to operating budgets. 00% (30) Counselling Centre Directors reported total budget figures and information about changes since the pervious year to their total budget. Of these, 30% (9) Counselling Centre Directors reported an increase to their total budgets with 3% (4) reporting an average increase of.4 (median.3%, Range. 4.0%) to their total budgets. 70% () reported no change to total budgets and no decrease to total budgets was reported. 48 Canadian Post Secondary Counselling Centre Survey

57 Part III: About Your Budget Sources of Funding 57% (7) Counselling Centre Directors reported receiving an average of 87.% (median 97%, mode 00%, Range 5 00%) of funding from the institution s central budget. Of these, 7% () receive 5% and %; 7% () receive 8% and 86%; 3% (7) receive between 94% to 99% and 0% (6) institutions receive 00% of their funding from the institution s central budget. 7% (5) Counselling Centre Directors reported having a mandatory student services fee and charge $4.3, $6.00, $30.00, $09 and $37.00 per student. 0% (3) Counselling Centre Directors reported generating $36,000, $60,000 and $8,000 from mandatory student services fees representing 9%, 60% and 96% of their funding. 7% (8) Counselling Centre Directors reported receiving an average of $8,300 (median $ $7,000, mode $ 3,000, Range $, $40,000) representing from % to 5% of their budget from direct charges to students. 3% (4) Counselling Centre Directors reported receiving grants/contracts/gifts of $5,000, $45,000, $66,000 and $43,000 representing %, 6%, 0% and 78% of their total budgets. 0% (3) Counselling Centre Directors reported receiving $5 $90K from other sources representing 3 4% of their budget (see table below for further details). Other Sources of Funding Other Sources of Funding International Student Services Sample Central includes 69K from International Education Transfer from International Student Initiative Computer-based Testing Centre Charges to university such as rental use of student services buildings Total s 4 Direct Charges for Counselling Services Charges for Counselling 0% (0) Counselling Centre Directors report charging a fee for personal counselling. 0% (8) Counselling Centre Directors report charging a fee for career counselling. 0% (7) Counselling Centre Directors report charging a fee for employment advising. 0% (8) Counselling Centre Directors report charging a fee for academic counselling. 0% (8) Counselling Centre Directors report charging a fee for learning skills counselling. 0% (7) Counselling Centre Directors report charging a fee for academic advising. Canadian Post Secondary Counselling Centre Survey 49

58 Part III: About Your Budget Charges for Testing Career Testing 60% (8) of Counselling Centre Directors reported charging students directly for Career testing. Of those: 6% () Counselling Centre Directors reported using the Strong Campbell and charge an average cost to students of $.7 (median $5, mode $5, Range 0 - $33); 39% (7) Counselling Centre Directors reported using the Myers Briggs Type Indicator and charge an average cost to students of $9.0 (median $8.00 Range 0 - $0). Two directors did not report charges for the MBTI. 7% (3) Counselling Centre Directors reported using the Campbell Interest and Skill Survey and charge an average cost to students of $9.7 (median $6.67, Range $ $5.00) 7% (3) Counselling Centre Directors reported using the Jackson Interest Inventory and charge an average cost to students of $5 (median $5, Range 0 - $5) 6% () Counselling Centre Directors reported using the following; Self Directed Search ($7.00), GROP (0), COPS ($5.00), CAAT C ($5.00), Career and Occupational Preferences ($0.00), Harrington O Shea (0), Gregoric Learning Style ( $4.00), CAPS (not mentioned), and Unknown ($7). Personality Testing 33% (0) of Counselling Directors reported charging students directly for Personality testing. Of those: 90% (9) reported using the Myers-Briggs Type Indicator and charge an average cost to students of $0.60 (median $0, mode $ 0, Range 0 - $30; not mentioned) 0% () Counselling Centre Directors reported using the following; JP ($5), Values Inventory (O), Kiersey Temperament Sort (0), Individual Style Survey ($ not mentioned) Psychological Testing 7% (5) of Counselling Directors reported charging students directly for Psychological testing. Of those: 30% () report using the following; Stress Map (0), Gregoric ($7), Learning and Study Skills Strategies ($7), Woodcock Johnson (0), Learning Potential Assessment Device (0), Analyse du Style Individuel (0), Inventaire d estime de soi de Coopersmith (0), Tests of Adult Basic Education (TABE) (0), chelle des valeurs. Charges for Teaching Salary and Benefits 00% (4) Counselling Centre Directors report no charges for teaching salary and benefits being returned to the centre 50 Canadian Post Secondary Counselling Centre Survey

59 Part III: About Your Budget Charges for Consultation 00% (5) Counselling Centre Directors report no charges for consultations returned to the centre. Charges for Workshops and Structured Groups Charges for Workshops and Structured Groups (not including charges for testing or materials) Pace Vocational Workshop $5 Learning Skills Course $40 Career Planning for Prospective Students 50 Resume Writing Charge No charge Career Cruising $0 Career Directions Workshop $0 Job Interview Workshop Job Search Strategies General Information on Student loans and Bursaries Career and Life planning for Community Members No charge No charge No charge $5 (included cost of testing Other Direct Charges to Students Other Direct Charges to Students Charge Strong Campbell $5 Myers-Briggs $0 Choosing a Major: Module Student Handbook $ Multiple Choices (career planning booklet for course only) $7 Life After Graduation: Module Student Handbook $ Academic Success Workshop $5 Individual Career Counselling for Prospective Students and Alumni $30/hour Exam Invigilation $30 Income Generation 30% (9) Counselling Centre Directors reported generating a total of $3K (mean: $5.8K, median: $5K, Range $4 68K) Counselling Centre Directors from 3 Universities, 3 Degree granting Colleges and 3 Nondegree granting Colleges reported generating income. Canadian Post Secondary Counselling Centre Survey 5

60 Part III: About Your Budget Distribution of Revenue Generated Distribution Location X Percentage Distribution Location for Revenue Generated % N Counselling Centre 00% 0 Student Affairs Department None Reported Institution 00% Other None Reported 00/003 Salaries Salary of Staff: Staff Type by Years of Experience Salary of Staff x Years of Experience (Nearest $K) Type of Staff New Support Staff Mean Median Mode Range N Pre-Doctoral Intern Mean Median Mode Range N Chartering Intern Mean Median Mode Range N Canadian Post Secondary Counselling Centre Survey

61 Part III: About Your Budget Salary of Staff x Years of Experience (Nearest $K) Type of Staff New Masters Mean Median Mode Range N MSW Mean Median Mode Range N Doctorate Mean Median Mode Range N Associate Director Mean Median Mode Range N Director Mean Median Mode Range N Mode is shown only when there is >5 responses Note: There were no responses for Post-Doctoral Interns or Counsellors with MD s at any level of experience Canadian Post Secondary Counselling Centre Survey 53

62 Part III: About Your Budget Director s Salary 67% (0) Counselling Centre Directors reported their years of experience. Of these, 3% (3) had 5 years of experience, 8% () had 6 0 years of experience, 7% (4) had 5 years of experience, % (5) had 6 0 years of experience and 4% (6) had more than 0 years of experience. 67% (0) Counselling Centre Directors reported that they earned an average of $73.K salary (median $75.5K, Range $ 59 - $93K; invalid response removed). 77% (3) of Counselling Centre Directors reported the number of paid staff (professional, interns and support staff) that they supervised. Of these 6% (6) supervised 5 staff, 30% (7) supervised 6 0 staff, 6% (6) supervised 5 staff, 9% () supervised 6 0 staff and 9% () supervised more than 0 staff. Benefits for Professional Staff Staff Type X Benefits Received Type of Staff Attending Conferences (Fees, Travel, Expenses) Licensing Professional Association Fees Membership Fees Professional Resources (Inc. Prof. Books, Journals Materials) Other Pre Doctoral I Interns Mean Median Mode Range N Professional Staff (Permanent) Mean Median Mode Range N Professional Staff (contract) Mean Median Mode Range N Canadian Post Secondary Counselling Centre Survey

63 Part III: About Your Budget Type of Staff Training Director Mean Median Mode Range N Associate Director Mean Median Mode Range N Director Mean Median Mode Range N Attending Conferences (Fees, Travel, Expenses) Mode is shown only when there is >5 responses Staff Type X Benefits Received Licensing Professional Association Fees Membership Fees Professional Resources (Inc. Prof. Books, Journals Materials) Other Note: None of the staff types indicated that they had Malpractice Insurance benefits. There were no responses for Post Doctoral Interns or Chartering Interns receiving any benefits Canadian Post Secondary Counselling Centre Survey 55

64 Part IV: About Your Services Part IV: About Your Services Data in this survey is reflective of the 00/003 academic year (September,00 to August 3, 003) 3 Institutions Completed Part IV of the Survey out of the 76 total institutions invited to participate. Total Rate for Part IV was8% (3/76) 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. Counselling Services Type of Counselling Services Offered Type of Services X Offered by Counselling Centres, and Counsellors/ Counsellors in Training Type of Service Services offered in Counselling Centre Services offered by Counsellors or Counsellors in Training % N % N Personal Counselling Career Counselling Employment Advising Academic Counselling Learning Skills Academic Advising * Career Testing (not including interpretation) Psychological Testing (not including interpretation) Tutoring Services Disability Services Employee Assistance Program (Counselling services to staff) 6 6 Debt/Financial Counselling * Other (see table below for descriptions) * invalid response removed 56 Canadian Post Secondary Counselling Centre Survey

65 Part IV: About Your Services Personal Counselling: Counselling dealing with any level of personal issue or concern Career Counselling: Counselling for decision-making in regards to educational/career/job choices Employment Advising: Advising on job search skills such as resume writing, interviewing, job search Academic Counselling: Counselling for academic difficulties such as test anxiety, time management, procrastination & perfectionism Learning Skills: Learning strategies such as note-taking, study techniques, exam writing Academic Advising: Advising on course selection Description of Other Types of Services Other Types of Services Financial Awards & Support Financial Awards Financial Support Food Coupons Housing Lockers Sample Mental Health Services Psychiatric Assessment Mental Health Assessment (depression, anxiety) Psychiatric Screening Mental Health Outreach Services Mental Health supportive-coping counselling from a nursing perspective Consultation/Advocacy Student Advocacy Consultation to faculty, staff and admin re: student conduct Consultation to faculty, staff and admin re: employee conduct Crisis Intervention Crisis Counselling Crisis/Emergency Counselling to Students and/or Staff Crisis Intervention Wellness/Health Services Wellness/Healing Workshops Health and Wellness Yoga Traditional Native Services Traditional Native Knowledge Counselling Services to native and multicultural population Advanced Educational Testing Canadian Post Secondary Counselling Centre Survey 57

66 Part IV: About Your Services Other Types of Services Sample Addictions Counselling Classroom reservations for study groups Education Equity Accommodations International Advising IPSE Orientation Workshops Psycho educational Programs Registration Advising- we help advising during "crunch Student Success Training & Supervision Total s 3 Services Offered by Counselling Staff by Type of Institution Type of Service Offered by Counselling Staff Services Offered by Counselling Staff X Institution Type N = 3 Public University Public College Degree Granting Public College Not Degree Granting Other Total N=0 N= N=7 N=3 N=3 % N % N % N % N % N Personal Counselling Career Counselling Academic Counselling Employment Advising Learning Skills Academic Advising Career Testing (Not including Interpretation) Psychological Testing (Not including Interpretation) Tutoring Services Disability Services Employee Assistance Program Debit/Financial Counselling Canadian Post Secondary Counselling Centre Survey

67 Part IV: About Your Services Services Offered by Counselling Staff by Size of Institution Type of Service Offered by Counseling Staff Services Offered by Counselling Staff X Institution Size N=3 < >35000 Total N = 6 N = 4 N = 5 N = 4 N = N = N = 3 % N % N % N % N % N % N % N Personal Counselling Career Counselling Academic Counselling Employment Advising Learning skills Academic advising Career testing Psychological testing Tutoring services Disability services Employee Assistance Program (Counselling services for staff) Debt/Financial Counselling Other please describe Counselling Activity 56% (8) of Counselling Centre Directors reported providing Individual/Couples Counselling to 57% of the total clients seen and 50% (6) Counselling Centre Directors reported an average of 84% of the counselling time spent in their centre is on Individual/Couples Counselling. 44% (4) of Counselling Centre Directors reported providing Psycho-Educational Workshops to 7% of the total clients seen and 4% (3) Counselling Centre Directors reported an average of 5% of the counselling time spent in their centre is on Psycho-Educational Workshops. % (7) of Counselling Centre Directors reported providing Growth/Sensitivity/Encounter Groups to % of the total clients seen and 3% (4) Counselling Centre Directors reported that they spent an average of.0% of their time spent in their centre is on Growth /Sensitivity/ Encounter Groups. 49% (5) of Counselling Centre Directors reported providing Outreach to 34% of the total clients seen and 3% (0) Counselling Centre Directors reported an average of % of their time spent in their centre is on Outreach. Canadian Post Secondary Counselling Centre Survey 59

68 Part IV: About Your Services Counselling Services by Client Numbers, Time Spent and Percent of Total Student Body Type of Service X # of Clients/Participants/Year, Total Time Spent /Year and % of Total Student Body Type of Service Individual/Couples Counselling Mean Median Mode Range N Psycho-Educational Workshops Mean Median Mode Range N Growth/Encounter Process, or Sensitivity Groups Mean Median Mode Range N Outreach Presentations Mean Median Mode Range N Total Mean Median Mode Range N * invalid responses removed ** invalid response removed # of Clients/ Participants/ Year (Number) Total Time Spent /Year (Hours) % of Total FTE Student Body 5* ** ** Canadian Post Secondary Counselling Centre Survey

69 Part IV: About Your Services Counselling Services by Percentage of Time and Clients Type of Counselling X % of Time, % of Clients Type of Counselling % of Time % of Clients Personal Counselling Mean Median Mode Range N 5 Career Counselling Mean 4 8 Median 0 3 Mode 0 5 Range N 7 Academic Counselling Mean 30 Median 5 Mode 0 0 Range N 6 Psycho-Educational Workshops/Groups 59%(9) of Counselling Centre Directors reported offering psycho-educational workshops/groups in their Counselling Centres. Personal Workshops/Groups Personal Workshops/Groups Sample Communication Skills Assertiveness (5) Talking Circle Conflict Management/Resolution Communication Skills Personal Growth 0rientation to college groups Stress Stress Management Canadian Post Secondary Counselling Centre Survey 6

70 Part IV: About Your Services Personal Workshops/Groups Sample Diffusing for Front Line Work Relaxation Break Relationship Issues/Communication Control Dynamics in Families Breaking Up is Hard To Do Relationships Healthy Boundaries Relationship Break-up Group Personality styles Healthy Relationships Discrimination & Harassment Anger Management Anxiety Anxiety 0 Worry 0 & 0 Social Anxiety 0 & 0 Panic 0 & 0 Disordered Waiting Overcoming Panic Attacks Self-Esteem Self-Esteem Women and Self-Esteem Emotional Intelligence: Your Key To Success Depression Depression Management Changeways For Depression Beating the Blues Body Image/Eating Issues Body Image Group Eating and Body Image Concerns Substance Abuse Issues/Awareness Alcohol Awareness Substance Use/Abuse Leadership Student Leadership Training Support Groups Gay, Lesbian, Bisexual Support Mature Students Group Wellness/Health Wellness/Healing Workshops Total Personal Group Titles Canadian Post Secondary Counselling Centre Survey

71 Part IV: About Your Services Information on the Top Three Personal Workshops/Groups 47% (9) of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Stress workshop with an average number of 0.3 participants (median 9.5, mode 5, Range 4 0 participants). The total number of participants who attended a Stress workshop throughout the year averaged 35.4 (median 30, Range 8 75). Stress workshops were offered an average of.9 times/year (median 3, mode, Range 6) and participants spent an average of.8 hours in the workshop (median.8, mode and Range 3). 4% (8) of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Communication Skills workshop with an average number of 9.3 participants (median 0, mode 0, Range 5 8 participants). The total number of participants who attended a Communications Skills workshop throughout the year averaged 55.9 (median 50, Range 4 40). Communications Skills workshops were offered an average of 7. times/year (median, mode, Range 0) and participants spent an average of 3.5 hours in the workshop (median, mode and Range.5 9). 37% (7) of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Relationship workshop to an average number of 7.8 participants (median 8, mode 8, Range 3 5 participants). The total number of participants who attended Relationship workshops throughout the year averaged 0.8 (median 0, Range 5 6). Relationship workshops were offered an average of.6 times/year (median, mode, Range 3) and participants spent an average of 5.8 hours in the workshop (median, mode and Range ). Career Workshops/Groups Career Workshop/Groups Sample Career Planning Career Action Planning Career and Life Planning Career Exploration Career Decision-Making PACE Vocational Workshops Choosing a Major Life After Graduation Post-Diploma Transfer/Degree Options Fair & Info Sessions Job/Employment Search Job Search Strategies Job Skills Workshop Employability Skills Resume Writing Resume Writing Applying to University Clinics Interview Skills Job Interview Workshop Interview Strategies True Colors True Colors Total Career Workshop Titles Canadian Post Secondary Counselling Centre Survey 63

72 Part IV: About Your Services Information on the Top Three Career Workshops/Groups 53% (0) of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Career Planning workshop to an average number of 4.4 participants (median 5, mode 0, Range 9 3 participants). The total number of participants who attended Career Planning workshops throughout the year averaged 94.4 (median 50, mode 00 Range 45 50). Career Planning workshops were offered an average of 7.5 times/year (median 5, mode 4, Range 5) and participants spent an average of 5.4 hours in the workshop (median 6, mode 6 and Range.5 9). 6% (3) of Counselling Centre Directors who report offering psycho-educational groups, offered a type of Job/Employment Search workshop to an average number of 8.3 participants (median 5, Range 5-35 participants). The total number of participants who attended Job/Employment Search workshops throughout the year averaged 76.7(median45, Range 0 75). Job/Employment Search workshops were offered an average of 4 times/year (median 4, Range - 6) and participants spent an average of.5 hours in the workshop (median.5, and Range.5.5). % () of Counselling Centre Directors who report offering psycho-educational groups, offered a type of Resume Writing workshop to an average number of participants (Range 0 participants). The total number of participants who attended Resume Writing workshops throughout the year averaged 7.5 (Range institution had 50 participant:). Resume Writing workshops were offered an average of times/year (Range I institution offered 4 times). No data was provided regarding the length of the workshop time. Academic Workshops/Groups Academic Workshops/Groups Study Skills Study Skills Strategies Sample 9 Learning Skills Course Survival Study Skills Concentration and Note-taking Reading and notetaking Note Taking "How To" First Year Prep Midterm Tuneup Tips for Student Success Improve Your Memory Studying With Children underfoot Adult Students returning to learning Assessment Lab Learning Disabilities 64 Canadian Post Secondary Counselling Centre Survey

73 Part IV: About Your Services Academic Workshops/Groups Exam Anxiety/Exam Writing Strategies Exam/Test Anxiety Sample 3 Preparing for Exams Dealing with Exam Anxiety Test/Performance Anxiety Getting Ready for Tests Procrastination/Motivation Stop Procrastinating 0 Procrastination How Not To Thesis Completion Group Staying Motivated/Motivation & Goal Setting (3) Time Management Time Management 9 Time Stress, Sleep Presentation Skills Public Speaking With Confidence 4 Oral Presentations Class Presentation Skills Public Speaking Student Orientation International Student Orientation International Grad Students Funding/Financial Planning Funding Applications Budgeting Total Academic Workshop Title 59 Information on the Top Three Academic Workshops/Groups 58% () of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Study Skills workshop to an average number of 43.7 participants (median 5, mode 5, Range participants). The total number of participants who attended Study Skills workshops throughout the year averaged 30.8 (median 50,mode 50, Range 6 600). Study Skills workshops were offered an average of.4 times/year (median, mode, Range 5) and participants spent an average of 4.4 hours in the workshop (median, mode and Range.0 33). 58% () of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Exam Anxiety/Exam Writing Strategies workshop to an average number of 3.3 participants (median 0, mode 5, Range participants). The total number of participants who attended Exam Anxiety/Exam Writing Strategies workshops throughout the year averaged 66.8 (median 36, mode, Range 5 360). Exam Anxiety/Exam Writing Strategies workshops were offered an average of.8 times/year (median 3, mode, Range 8) and participants spent an average of. hours in the workshop (median, mode and Range.5 8). Canadian Post Secondary Counselling Centre Survey 65

74 Part IV: About Your Services 6% (5) of Counselling Centre Directors who reported offering psycho-educational groups, offered a type of Procrastination/Motivation workshop to an average number of 4 participants (median 8, mode 8, Range 8 participants). The total number of participants who attended Procrastination/Motivation workshops throughout the year averaged 8.8 (median, Range 5 40). Procrastination/Motivation workshops were offered an average of.5 times/year (median.5, mode, Range ) and participants spent an average of.5 hours in the workshop (median.5, mode.5 and Range ). Related Counselling Service Activities Time Spent in Related Service Activities Average Time Spent/Week during Fall and Winter Semesters in Related Service Activities Service Activity Hours /Week Documentation Mean Hours/Week 5.4 Median Hours/Week 5 Mode Hours/week 5 Range 0 N 9 Sample Size reporting Data 9 Supervision Mean Hours/Week.5 Median Hours/Week.5 Mode Hours/week 0 Range 0-6 N 6 Sample Size Reporting Data 0 Consultation Mean Hours/Week 3.3 Median Hours/Week 3.5 Mode Hours/week 5 Range.5 0 N 3 Sample size Reporting Data 3 Teaching Mean Hours/Week 3.4 Median Hours/Week 6.8 Mode Hours/week Range. 8.5 N Sample Size Reporting Data 4 66 Canadian Post Secondary Counselling Centre Survey

75 Part IV: About Your Services Average Time Spent/Week during Fall and Winter Semesters in Related Service Activities Service Activity Hours /Week Other (see table below for descriptions) Mean Hours/Week 8.4 Median Hours/Week 4 Mode Hours/week 3 Range - 5 N 3 Documentation: Case Notes and Preparation for Client Sessions or Workshops (excluding the development of workshops/materials) Supervision: Supervision of Trainees (Interns or Practicum students) Consultation: Consultation with faculty, staff, parents, residence staff, outside professionals etc on issues related to clients or activities of the Centre Teaching: Teaching Credit Courses Other Counselling Related Activities by Hours per Week Descriptions of Other Counselling Related Services Sample Hours per Week Meetings/Committee Work Staff Meeting, Case Management Meeting, Committee Meetings 3 University Committees Administrative Meeting and Committees 3.5 Campus Committees 0 Committee Work, Attending Functions, Staff Meetings, Peer Consultation 3 Meetings, workshops and group work, promotional class visits, information-giving etc 4 Case Conferencing/Staff Meeting Diversity and Disability 0 Financial Awards 9 Travel 5 Housing 0 All other duties 5 Documentation 3 Probation clearance, student appeals Varies greatly by counsellor and time of year Canadian Post Secondary Counselling Centre Survey 67

76 Part IV: About Your Services Partnerships Partnerships with Student Affairs by Department Student Affairs Department Sample Health Services partner for Depression Screening Days, Crisis, Referral to Psychiatrists for assessments and consultation bi-directional referrals, consultation, case management joint programs Disability Services consultation, referrals referral, consultation, outreach, eating disorder treatment team Medical and Counselling services combined within our centre utilize the Mental Health Nurses resources in orchestrating Mental Health Fairs regional health council clsc de monteregie Psychiatry: Bi-monthly Case Conferencing (Look at cases from psychiatric perspective) 9 We partner with a number of other student affairs offices to offer joint programs. consultation, training Financial Aid The counsellors assist students dealing with Applications, selections and financial application. 9 collaborate to coordinate employment workshops for grant funded students We do psychological evaluations for them related to "Exceptional family situation aid requests. Ministère d'éducation du Québec: Government education policies, student loan/bursaries forms and procedures 68 Canadian Post Secondary Counselling Centre Survey

77 Part IV: About Your Services Student Affairs Department Sample Career Services joint offerings of programs, referrals, PD sessions 6 educational and Career planning. the counsellors assist students dealing with applications, selections and financial application. Career Fair joint Career Centre Aboriginal Centre otherwise though no formal partnerships we work closely with Academic Advising 3 first year advisor Academic Advising 3 Housing or Residence presentations, RA training, wellness centre, emergency services 3 We partner with our Residence Life program to offer training to student volunteers. Orientation Collaborate with other areas within Student Services for planning events - New Student Orientation 3 We partner with our first year Orientation program to offer training to student volunteers. International Student Centre International Student counsellor is part of Int'l Student Centre 3 Registrar Office, Admissions, Student Records offer joint programs They feed application information to counsellors for intake refer students between offices for counselling or advising on programs Chaplains consultation, referrals 3 Learning Centre Some coordination of assessment and treatment with Learning Assistance Centre. Student Government Student Association who arranges for student support in academic appeals Student Life Canadian Post Secondary Counselling Centre Survey 69

78 Part IV: About Your Services Partnerships with Student Affairs by Type of Partnership Type of Partnership Sample Referrals/Cross-Referrals/Consultation cross-referral, advocate for students as 4 referrals consultation Bi-monthly Case Conferencing (Look at cases from psychiatric perspective) Programming (Offering Workshops) and Joint Programming where possible, partnerships in joint student development programming joint offerings of programs workshops presentations collaborate to coordinate employment workshops for grant funded students Government education policies, student loan/bursaries forms and procedures. Collaboration/Cooperation Collaborate to provide seamless service to students Training/Professional Development Sessions PD sessions 9 RA training Emergency/Crisis Services Sample emergency services Advocacy arranges for student support in academic appeals Total s 9 Partnerships within the Institution by Institutional Partner Institutional Partner Institutional service units outside of Student Affairs Sample Athletics and recreation Campus Security: Collaborate to identify and refer at-risk students as well as partner to provide student development programming Career and Employment Services who provide skills assessment and job searching skills / offer also psychological testing for selection of candidates in some programs. (4) College Physicians who make diagnosis and prescribe treatment-follow-up is with the mental Canadian Post Secondary Counselling Centre Survey

79 Part IV: About Your Services Institutional Partner Sample health nurse before seen two weeks later by attending Physician Financial Aid who manage OSAP applications () First Nations House of Learning () Health Safety & Environment Human resources - joint PD International Centre/ ESL Buddy Linkages/ International Office - committee work (3) Library - summer instruction in learning and library skills Residence Manager/Resident Life Co-coordinator () Registraire: Information on educational programs and admission criteria. Student clubs/organizations - offer outreach sessions to specialized groups/ environmental improvement of campus/ Mature Students club (4) Student Enrolment Services/ Admissions (Test Centre) Student Success Officers who oversee academic issues TERT/Disaster Committee Wellness Centre - partner for Depression Screening Days Learning Centre (4) Learning and Teaching Centre consultation, workshops Centre for Students with Disabilities who oversee accommodations and complete testing to determine learning disabilities Learner Support Centre who provide assistance with study skills etc Peer Tutoring who arrange for tutors : at a fee of $5.00/ hr Canadian Post Secondary Counselling Centre Survey 7

80 Part IV: About Your Services Institutional Partner Faculties and programs Faculty Sample 5 Academic Advising () Business and Law faculties - offer workshops Nursing - offer workshops Counsellors act as academic advisors and advocates for students in dealing with Academic Careers and University Studies departments. partner with a number of faculties and clubs to offer outreach sessions to specialized groups We partner with Applied Psychology Faculty of Education to offer a credit course in career planning for undergraduate students. With school of physical therapy - part of eating disorder treatment team Practicum placements for graduate students in Psychology sometimes in Social Work Admin and faculty - student success - promoting success through research and proven strategies Professors - Faculty, Directors - Faculty, support staff: Information on educational programs and admission criteria. Institutional Committees Department generally very active on college committees and within the faculty union Partnerships within the Institution by Type of Partnership Type of Partnership Sample Programming/Workshops/Courses Partner to provide student development programming Offer workshops Summer instruction in learning and library skills Partner for Depression Screening Days Partner with a number of faculties and clubs to offer outreach sessions to specialized groups Offer a credit course in career planning for undergraduate students Student success - promoting success through research and proven strategies Information on educational programs and 8 7 Canadian Post Secondary Counselling Centre Survey

81 Part IV: About Your Services Type of Partnership Sample admission criteria Joint projects involve campus-wide initiatives around themes (wellness, morale, celebrations). Advocacy/ Assisting with At-Risk-Students Collaborate to identify and refer at-risk students as well as Advocates for students in dealing with Academic Careers and University Studies departments. Buddy Linkages Two-way referrals Committee Work Department generally very active on college committees and within the faculty union Part of eating disorder treatment team Environmental improvement of campus Crisis Crisis Practicum/Training Practicum placements for graduate students in Psychology sometimes in Social Work Joint PD Testing offer psychological testing for selection of candidates in some programs 5 3 Partnerships within the Community by Community Partner Community Partner Sample Community Agencies/ Helping Professionals Member of North Shore Inter-Agency Forum - allows us to keep abreast of developments in community and network with service providers Community Counselling Agencies, Collaborate to refer students to appropriate community resources as well as partner with community Private counsellors and psychologists, community schools Referral to Psychiatrists for assessments and consultation () Numerous counselling referral sources to the outside community Counsellors are advisors to the Community Education Committees and consult with interagency working groups Band councils- Education counsellors/ local band native organizations, friendship centre mainly for Canadian Post Secondary Counselling Centre Survey 73

82 Part IV: About Your Services Community Partner Sample networking and services they can provide to students () We partner with high schools to offer a fee-based career counselling workshop for prospective students planning on coming to university Interagency Eating Disorder Committee TERT/Disaster Committee annual invitation to high school counsellors. Canadian Mental Health for Solution Focused and Brief Counselling, Mobile Crisis and their Helping Partners Program for individuals living with next of kin who have mental health issues Women's shelter for safety and support for abused women community health and social services center: referrals of students under 8 at youth clinic. Employers: Job offers, Information on the work force, options and perspectives Professionals: Information on professions and their work reality, Observation opportunities. Liaison with high school guidance counsellors Government Mental Health/ Community Mental Health Services () RCMP Provincial Hospital/ University Hospital predoctoral internship - Anxiety Management Screening () Eating Disorder Clinic Metis Settlements and funding agencies such as Provincial Learning-Student Finance Board Provincial Government Human Resources () Youth Employment Development Centre Human Resources Skills Development - Funding for students with a disability, employment service events Government agencies - funding agencies and other service centers who work with us in student success strategies Student Assistance Plan 74 Canadian Post Secondary Counselling Centre Survey

83 Part IV: About Your Services Community Partner Sample Community Presentation/Media We periodically offer outreach presentations in our areas of expertise to various community groups. We often speak to media on topics where we have expertise to inform the public. Professional Associations College of Psychologists Partnerships within the Community by Type of Partnership Type of Partnership Sample Referral Collaborate to refer students to appropriate community resources as well as partner with community Provide Information/increase access to services to students Numerous counselling referral sources to the outside community Liaison with high school guidance counsellors Human Resources Skills Development - Funding for students with a disability, employment service events Professionals: Information on professions and their work reality, Observation opportunities Metis Settlements and funding agencies such as Provincial Learning-Student Finance Board Consultation and Advice to the Community We periodically offer outreach presentations in our areas of expertise to various community groups. We often speak to media on topics where we have expertise to inform the public TERT/Disaster Committee annual invitation to high school counsellors. Interagency Eating Disorder Committee 6 4 Research /Scholarly Activity 5% () Counselling Centre Directors reported publishing 3 Journal Articles/Book Chapters or Books; university published and university published. 75% (6) reported not doing any publications. 3% (3) Counselling Centre Directors reported making 40 conference or convention paper presentations, 3 institutions made 0, 4 institutions made, 5 institutions made and institution made 6 presentations. Canadian Post Secondary Counselling Centre Survey 75

84 Part IV: About Your Services 78% (3) conference or convention presentations were made by university counsellors, 3% (5) were made by degree granting college counsellors and 0% (4) were made by non degree granting college counsellors 9% (6) Counselling Centre Directors reported counselling staff attending a total of 07 (mean 6.7, median 4.5, mode 4.0 range, 0 ) conference or conventions. 43% (47) of conferences or conventions were attended by university counsellors, 3% (33) were attended by degree granting college counsellors, 5% (7) were attended by nondegree granting college counsellors Other Scholarly Works Description of Other Scholarly Work Sample Professional Development Activity Counsellors have extensive commitment to PD activity Attendance at seminars Editorial board journals Software development for academic use Weekly Internal Bulletin Total s 5 Direct Service 88% (8) of Counselling Centre Directors report that counsellors spend an average of 7% of their time in direct service activities (median 69%, mode 60%, range 30 00%). Percentage of Time Spent in Direct Service Different institutions use a different definition of direct service, below is the percentage of time counsellors spend in direct service according to various definitions of direct service. Direct Counselling Service (according to the definition) X % of Counsellors Time Spent in Direct Service N = 8 Direct Counselling Service (according to the definition) % Counselling Only Mean % of time spent 73.5 Median of % of time spent 67.5 Mode of % of time spent 60 Range % of time spent % of sample using this definition 5% N 8 76 Canadian Post Secondary Counselling Centre Survey

85 Part IV: About Your Services Direct Counselling Service (according to the definition) X % of Counsellors Time Spent in Direct Service N = 8 Direct Counselling Service (according to the definition) % Counselling, Group Counselling, Psycho- Educational Groups Mean % of time spent 6.6 Median of % of time spent 60 Mode of % of time spent N/A Range % of time spent % of sample using this definition 6% N 5 Counselling, Group Counselling, Psycho- Educational Groups, Outreach Mean % of time spent 76 Median of % of time spent 80 Mode of % of time spent 90 Range % of time spent % of sample using this definition % N 7 Counselling, Group Counselling, Psycho- Educational Groups, Outreach, Supervision Mean % of time spent 8 Median of % of time spent 65 Mode of % of time spent 65 Range % of time spent % of sample using this definition 6% N 5 Other (see table below for Descriptions) Mean % of time spent 76 Median of % of time spent 70 Mode of % of time spent NA Range % of time spent % of sample using this definition 9% N 3 Not Applicable/Don t Know % of sample using this definition 3% N 4 Counselling is defined as individual and couples counselling including intakes, assessment and crisis intervention Canadian Post Secondary Counselling Centre Survey 77

86 Part IV: About Your Services Other Definitions of Direct Counselling Service Other Definitions of Direct Counselling Service Counselling, Psycho-educational Groups, Psycho-educational Assessment, Outreach, and Financial Awards Counselling, groups, supervision, and outreach Direct Service Expectations 47% (5) Counselling Centres Directors report having a weekly expectation of direct service for counsellors, 50% (6) did not have an expectation and 3% () did not know. 47% (5) Counselling Centres Directors, having a weekly expectation of direct service, report expecting on average 4. hours/week (median, mode 0, range 0 37) of direct service from counsellors (Note above, definition of direct service varies between institutions). All Counsellors Duties Percentage of Time Spent in All Counsellor Duties Counsellor Duties (Fall & Winter Terms) X % of Counsellor Time Counsellor Duties (Fall & Winter) Direct Service Mean 69.7 Median 70 Mode 60 Range N 7 Indirect Service Mean 4.4 Median 5 Mode 0 Range 4-30 N 7 Administrative Service Mean 9.4 Mode 0 Median 5 Range 5 N 7 % 78 Canadian Post Secondary Counselling Centre Survey

87 Part IV: About Your Services Counsellor Duties (Fall & Winter Terms) X % of Counsellor Time Counsellor Duties (Fall & Winter) Other Mean 8.9 Median 5 Mode 5 Range 0 5 N 0 % Direct Service: any service involving assistance to clients of the centre; i.e. individual, couples or group counselling; intakes, assessments, psycho-educational workshops or outreach Indirect Service: supervision; volunteer/peer/clinical training; consultation, case conferences, case notes Administrative Service: staff business meetings, committee work, centre management, professional development Other: research, program development, teaching Client Sessions Session Limits/Guidelines % (7) Counselling Centres Directors reported having a guideline for the number of sessions a client can access, 66% () do not have a session guideline for clients and 3% (4) don t know. 57% (4) Counselling Centre Directors reported having a session guideline indicated that they have a guideline of 0 sessions ( centres), 7 sessions ( centre) and 6 sessions ( centre). Session Limit Policies Institution Session Limit Policy Institution We rely on each counsellor to balance commitments to ongoing clients with accessibility to new clients. Typically each counsellor will have 5 or 6 clients they see regularly for or terms and many more who are seen short-term (-6 sessions). We provide hrs/week of drop-in service with no appointment needed and this assures accessibility even when there are a fair number of regular clients using the service. Institution There are no session limits however the centre operates within a brief therapy paradigm informed by key principles, which guide counselling Institution 3 We will always see a student in crisis or where we believe that another session will make a significant difference. Our guideline is 6 sessions per year with no total limit. After 6 sessions in a year the counsellor is expected to consult with a colleague. After 0 sessions in a year the counsellor is asked to bring the case to our weekly case conference session. Each year we have a few "familiar" clients but in general we manage to keep ourselves from doing long-term psychotherapy in an environment that cannot support that level of service. Canadian Post Secondary Counselling Centre Survey 79

88 Part IV: About Your Services Institution 4 Flexible when necessary Institution 5 We have a 0-session guideline where counsellors consult with a colleague about the issues. If long term counselling is required then they would be referred outside the centre if the issue can be dealt with in a few more sessions then the counsellor would continue to termination. At 0 sessions the counsellors consult with the director. Institution 6 Most students receive fewer than ten sessions. We consult before seeing clients for more than 0 sessions Institution 7 Students have unlimited access. Non-students (general public) have a free half-hour sometimes an hour, one time only but sometimes a follow-up call or session (for career information). Institution 8 Our Student Assistance Plan has a limit of 6 counselling sessions per student year Sept.- Aug. If more sessions are required then it is up to the counsellor to advocate for a specific number of additional sessions. Institution 9 Students that require more than 7 sessions are brought to Peer consultation for case review to decide whether they should continue with our services or be referred out Note: Institutional numbers do not correspond to identification numbers assigned for responding to the survey. Common Themes in Session Limit Policies Generally more guidelines than absolute requirements in setting of session limits. Some institutions require peer consultation at a certain number of sessions and then consultation with the director at a higher number of sessions. Some centres mention using a brief therapy paradigm. Number of Client Sessions Average # Sessions in 00/003 Client Session Information Mean 3. Median 3 Mode.5 Range 7.7 N 4 Highest # Sessions in 00/003 Mean 8.4 Median 0 Mode 30 Range 5 37 N 80 Canadian Post Secondary Counselling Centre Survey

89 Part IV: About Your Services Client Session Information % Students Referred to Services outside Centre following Intake Mean 0.4 Median 0 Mode 0 Range 0-45 N Use of Technology On-line counselling 8% (9) Counsellling Centre Directors reported providing on-line counselling, 56% (8) do not and 6% (5) do not know. Description of On-line Counselling Services Institution Description of On-Line Counselling Services Institution We do on-line counselling very very reluctantly and only when direct contact with the client is not possible. Some of this might occur via and/or telephone. Examples include students who are on coop work terms away from the campus, "distance" students and students who have left the campus but need contact with a counsellor for academic reasons. Institution I do some advising via Institution 3 Counsellors regularly talk to clients on the phone because they may only be on site once every two weeks. Case conferences or tutoring is available through telephone, telewriter, the internet through Centra. Workshops are sometimes presented on line to multiple sites through Video Conference, Centra or WebCT to cohorts of career programs. Institution 4 At the present time psychological services are not provided by . Institution 5 Primarily based at the moment with links from our web site and intranet. Institution 6 Usually via requests from individuals career and aptitude information is being developed for each program or program cluster; enrolled students are provided a personal acct for communication with faculty; Institution 7 to a student for information and sometimes brief follow-up to a session referral by a professor. We respond to web site inquiries from clients within 4 hours Institution 8 Really just academic and career counselling Institution 9 Student can write on-line to the psychologist working in the service. We also have a group of peerhelpers and they too have an address students Student can write on-line to the psychologist working in the service. We also have a group of peer-helpers and they too have an address students can use. Institution 0 Specific information on educational programs Institution Only to the extent of contacts most often for relatively minor inquiries. Note: Institutional numbers do not correspond to identification numbers assigned for responding to the survey Canadian Post Secondary Counselling Centre Survey 8

90 Part IV: About Your Services Policies on the Use of On-line Counselling Institution Description of On-Line Counselling Policies Institution We have no formal policy except to discourage it unless absolutely necessary Institution Telephone counselling Institution 3 If face-to-face is not possible use any means that works provided there is privacy and security. Institution 4 Staff should consider that cannot be considered a means of transmitting confidential material. Thus when dealing with confidential material would not normally be used. If there are circumstances, which would seem to warrant usage with confidential material the potential for possible breach of confidentiality should be made clear to the client(s) and/or persons involved. The circumstances supporting usage in such case should be documented Institution 5 the Ontario College Counsellors group is updating its ethical guidelines to include on-line or electronic counselling modes. Note: Institutional numbers do not correspond to identification numbers assigned for responding to the survey Common Themes in On-Line Counselling Policies There seems to be a wide variation in utilization of on-line counselling. Many services seem to use it very reluctantly or limit it to advising / Information giving. A few seem willing to use it as a major form of communication with clients, along with other means for distance communication such as telephone and on-line workshops. The major concern of those not providing on-line counselling was confidentiality. Other Innovative Uses of Technology Description of Other Innovative Ways Technology is Being Used Description of Use of Technology Sample Website Development We also have an extensive website especially in the Learning Skills area with handouts, tips, and helpful links. developing our website to provide a virtual selfhelp library of psycho-educational and career resources for students (e.g. links to virtual pamphlet collection University of Illinois brochures and other mental health info on the web as well as government career and labour market info. etc. Provision of "Tip Sheets" specific to problem areas on line 9 8 Canadian Post Secondary Counselling Centre Survey

91 Part IV: About Your Services Description of Use of Technology Sample change the article on our front cover on a monthly basis. Our learning skills coordinator has created a website using WebCT to provide on-line help and information for learning and study skills. use Using to relay information to students and make apt. and the students have been using to keep contact with and up date their progress 4 Students refer themselves by the use of an . If a counsellor has met with a student they may choose to conduct some of their subsequent sessions by phone or should the situation call for it. All students have college accounts and are encouraged to communicate asynchronously if the counsellor is not immediately available. Career Planning program Career information such as Career Cruising 3 Internet REPERES: Educational and professional data base and career exploration tool Integrating an on-line career planning instrument into our individual and group/class career planning work Electronic Scheduling System Electronic appointment book allows a secure way of making appointments and checking appointments from designated computers both in the office and from home (IP controlled + password protection). This system allows counsellors to rebook appointments, plan meetings etc. without the physical logjam with a paper appointment book. 3 Using Novell Groupwise as a scheduling package and for keeping some notes. Assisting Disabled Students Many of the supports provided to students with disabilities technology is a major component Total s 0 Computerized Records 56% (8) of Counselling Centre Directors reported using computerized records (storage of data on the computer); 3% (4) do not use computerized records and 3% (0) don t know if they use computerized records Canadian Post Secondary Counselling Centre Survey 83

92 Part IV: About Your Services Types of Computerized Records Types of Computerized Records % Client Demographic/ Intake Information Yes 56 No 5 Don t Know 9 Process/ Termination Notes Yes 57 No 9 Don t Know 5 Counsellor s Schedules Yes 60 No 5 Don t Know 6 Data Analysis Research Yes 59 No 9 Don t Know Other Yes 9 No 6 Don t know 75 Other Uses of Computerized Records Other Uses of Computerized Records Sample Data Analysis/Research Tracking retention, grads etc Stats Center budget Library loan of books Writing and storing letters (for referrals or justifications) Total s 5 Computerized Systems Description of Computerized Systems 6% (5) Counselling Centre Directors reported using an institutional system, 8% (9) use a customized system, 8% (9) use a commercialized system, 8% (5) don t know. 84 Canadian Post Secondary Counselling Centre Survey

93 Part IV: About Your Services 33% (3) of Counselling Centre Directors reported using a commercialized system, which has been modified to meet the needs of the centre, 56% (5) use a commercialized system that is not modified and % () did not know. In addition 40% () of centres using an institutional system have modified it. Names of Computer Record Systems Computer Record Systems Used/Not Modified GroupWise Meetingmaker, Excel Corporate Calendar Office 000 Outlook for counsellor schedules Total s 5 Computer Record System Used/Modified to meet needs Andex RISE Healthware Agresso Excel Total s 4 Note: One Centre also mentioned SPSS used for analysis Costs of Computer Systems 75% (4) Counselling Centre Directors reported initial system costs to be $ 0 - $8000 (mean $ ) 50% (3) Counselling Centre Directors reported yearly system costs of $650 to - $3000 (mean $775.00) Legal and Ethical Issues 9% (4) Counselling Centre Directors reported not having had a Lawsuit or Ethical Charge by a Professional Association against their Centre or any members in the past year; 9% (3) don t know. No comments were given on circumstances as no centre reported a lawsuit or ethical charge. Canadian Post Secondary Counselling Centre Survey 85

94 Part IV: About Your Services Significant or Interesting Ethical Dilemma During the Past Year Examples of Ethical Dilemma (action taken included when this was provided) Sample Cross Cultural Dilemmas In counselling my dilemma's centered around cultural conflicts. How does one facilitate North American cultural approaches to women and Muslim cultural view of women and their role? Should I give the services to a Muslim man who comes to seek my support on behalf of his fiancée whom is the person studying here? (Solution: I gave him the information he was seeking regarding his girlfriend's problems. I told him that in order to get more support from me, his girlfriend would have to come and see me directly). Balancing Rights of Students Should Counselling Centre staff intervene in event of active Vampire in residence? How is this a risk to other students? To the affected student? Is this part of a new and developing subculture within our institutions? How can you support high-risk students to develop life skills and student success skills while maintaining the stringent requirements of attendance and progress as prescribed by funding agencies? (Solution: We provide as much support as necessary and help the student s progress by bending the regulations as much as possible). Boundary/Confidentiality Issue What do you do when your manager (not a professional counsellor) expects to review confidential counselling records (e.g. when there is a request for release of info under FOIPOP)? (Solution: Although all members of the counselling team stated that this would not be appropriate this professional boundary was not respected by administration and the counsellor was forced to comply with the manager's directive. Fortunately the counsellor was subsequently able to obtain the client's consent for the manager to view their counselling records. This issue was not resolved to our satisfaction. Legal advice may be necessary). Dual Relationships Should counselling services be provided to student volunteers in the counselling centre who are students of the institution? (Solution: This was resolved by developing an extensive policy and establishing reciprocal agreements with other postsecondary counselling centres counselling centres in the city to offer counselling services to each other's student volunteers and trainees). 86 Canadian Post Secondary Counselling Centre Survey

95 Examples of Ethical Dilemma (action taken included when this was provided) Sample Miscellaneous Too many to mention or to select! (Solution: Each year we have many ethical dilemmas including reporting potential abuse or child endangerment, confidentiality issues related to being an advocate for a client dual relationship problems etc. We generally resolve these issues by discussing our dilemma with a colleague or bringing the issue to our weekly case conference session. This solution of putting our heads together provides for support as well as collective wisdom). Total s 7 Canadian Post Secondary Counselling Centre Survey 87

96 Part V: About Your Clients Part V: About Your Clients Data in this survey is reflective of the 00/003 academic year (September,00 to August 3, 003) 34 institutions Completed Part V of the Survey out of the 76 total institutions invited to participate. Total response rate for Part V was 9% (34/76) 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. Client Issues Severity of Client Issues 77%(6) of Counselling Centre Directors reported believing that the number of students presenting severe psychological issues has increased in the last five years; 6%() believed that there has been no increase and 8 % (6) didn t know. 54% (4) of Counselling Centre Directors, who indicated an increase in the number of students presenting with severe psychological issues, estimated the increase to be an average of 8% (median 5% mode 5%, range 5 00%). 79% (7) of Counselling Centre Directors reported believing that the severity of issues that students are presenting has increased in the last five years; 6% () believed that there has been no increase and 5% (5) don t know. 54% (4) Directors who indicated this increase, estimated it to be an average 5.5% (median 5%, mode 0% Range 0 00%). Counselling Centre Directors indicated that they used the following as a basis for their assessment on the number of students presenting with severe psychological issues and the level of severity (also some description of increases in severity were given) Basis for Assessment of Severity Basis for Severity Rating Counsellor Impressions/Anecdotal evidence Sample Counsellor impressions and anecdotal evidence. Counseling team has noticed more students presenting with serious mental health issues since Counselling was moved to a medical setting (now co-located with Medical Services) The facts of what clients are dealing with Counsellor impressions and anecdotal evidence. This is a very new program since Oct. 6, 003. The therapist 8 88 Canadian Post Secondary Counselling Centre Survey

97 Part V: About Your Clients Basis for Severity Rating Statistics collected in Counselling Centre Sample sees both community members and College students that self refer. To date I have had no college referrals. Have only been in this position for 3 years. Since it is a new position and we have experienced start up lulls it would not be accurate any information. The service is in its infancy but growing. Clinical diagnoses and impressions. Data collected from clients, # of critical incidents with high degree of severity, e.g. suicide risk, violence Data collected from clients on intake I have data from 985 showing the frequency of client concerns. These data are from clients intake sheets and appended by counsellor data number of emergency clients (direct data) Increased psychiatric referral increased number of clients needing more time and/or outside (usually psychiatric) consultation/referral. Number on psychotropic medication Emergencies referred to hospital, per consultations Faculty referral Faculty feedback and Referrals Increased counselling time the increased number of clients needing more time Assessment instruments Beck Depression Inventory Client self report Client self-report Total s 47 4 Description of Increased Severity Basis for Severity Rating Sample Description of increase severity Students are immediately seeking counselling reported that as soon as they receive admission into the Institute. More young adult students are presenting with extensive prior history of involvement with mental health services. Some areas have increased 5% in the past 5 years while others have quadrupled Increased awareness of FASD and the use of mind altering drugs such as Crystal Meth Have moved academic entry requirements upwards and this attracts a different type of clientele 5 Canadian Post Secondary Counselling Centre Survey 89

98 Part V: About Your Clients Personal Issues Top Three Personal Counselling Issues Anxiety was identified by Counselling Centre Directors as the most frequently presented personal issue. 74% (7) of Directors reported that this issue had increased since the previous year and 6% (6) reported no increase in this issue from the pervious year. None of the Directors reported a decrease. 70% (6) Directors reported an average of 35% of students seen in their centres presented with anxiety (median 40%, mode 40%, Range 0-60%) Depression was identified by Counselling Centre Directors as the second most frequently presented personal issue. 68% (5) of Directors reported that that this issue had increased since the previous year and 3% (7) reported no increase in this issue from the previous year. None of the Directors reported a decrease. 59% (3) Directors reported an average of 35% of students seen in their centres presented with depression (median 40%, mode 40%, Range 0-60%) Relationship issues & Break-up, including Family relationship issues were identified by Counselling Centre Directors as the third most frequently presented personal issue. 63% (0) of Directors reported that that this issue had not increased since the previous year and 38% (6) reported an increase in this issue from the pervious year. None of the Directors reported a decrease. 69% (0) Directors reported an average of 30% of students seen in their centres presented with relationship issues & break-up, including family relationship issues (median 30%, mode 30%, Range 0-80%) Personal Counselling Issues in Order of Frequency Personal Counselling Issues Anxiety 3 Depression Relationship Issues & Break-up, including Family relationship issues 6 Stress 9 Poverty & related issues/financial Pressures 6 Self-esteem 5 Self-harm/Suicidal 4 Self-confidence 3 Academic Pressures 3 Mood Disorders Alcoholism/Drug use Addictions 90 Canadian Post Secondary Counselling Centre Survey

99 Part V: About Your Clients Personal Counselling Issues Adult children of alcoholics Anger Lack of Problem-solving Skills Multiple life roles Personality Problems Single parenting issues Total s 0 Career Counselling Issues Top Three Career Counselling Issues Exploration of suitable educational/career opportunities that match one s personal profile &/or educational background (degree /diploma/certificate) was identified by Counselling Centre Directors as the most frequently presented career issue. 8% (9) of Directors reported that this issue had increased since the previous year and 8% () reported no increase in this issue from the pervious year. None of the Directors reported a decrease. 55% (6) Directors reported an average of % of students seen in their centres presented with exploration of suitable educational/career opportunities that match one s personal profile &/or educational background (degree /diploma/certificate) (median 5%, Range 3-5%) Career decision making/indecision was identified by Counselling Centre Directors as the second most frequently presented career issue. 3% () of Directors reported that this issue had increased since the previous year and 75% (6) reported no increase in this issue from the pervious year and 3% () of the Directors reported a decrease. 5% () Directors reported an average of 48% of students seen in their centres presented with Career decision making/indecision (median 47.5% Range 5-80%). Career development/career planning skills was identified by Counselling Centre Directors as the third most frequently presented career issue. 33% () of Directors reported that this issue had increased since the previous year and 67% (4) reported no increase in this issue from the pervious year. None of the Directors reported a decrease. None of the directors reporting this issue provided percentages of student presenting this concern. Canadian Post Secondary Counselling Centre Survey 9

100 Part V: About Your Clients Career Counselling Issues in Order of Frequency Career Counselling Issues Exploration of suitable educational/career opportunities that match one s personal profile &/or educational background (degree/diploma/certificate) Career decision-making/indecision 8 Career development/career planning skills 7 Lack of Direction/Developing Career Goals 7 Self-knowledge/Self-awareness 6 Career/educational change 5 Lack of knowledge of Career/Occupational outcomes for various educational programs 5 Employment issues/job Search skills Location/mobility/poor labour market in some areas Academic failure Immigrants/ESL unable to find suitable employment to match credentials Lack of Success Leaving school for employment Life Balance Objections by family/community to career/educational plans/goals Total s 60 Academic Counselling Issues Top Three Academic Counselling Issues Procrastination was identified by Counselling Centre Directors as the most frequently presented academic issue. 4% () of Directors reported that this issue had increased since the previous year and 86% (6) reported no increase in this issue from the pervious year. None of the Directors reported a decrease. 43% (3) Directors reported an average of 8% of students seen in their centres presented with procrastination (median 7%, Range - 5%) Exam anxiety/performance anxiety was identified by Counselling Centre Directors as. as the second most frequently presented academic issue 57% (4) of Directors reported that this issue had increased since the previous year, 9% () reported no increase in this issue from the pervious year and 4% () of the Directors reported a decrease. 57% (4) Directors reported an average of 8.5% of students seen in their centres presented with exam anxiety/performance anxiety (median 5%, Range 4 40 %) 9 Canadian Post Secondary Counselling Centre Survey

101 Part V: About Your Clients Learning difficulties/understanding learning style was identified by Counselling Centre Directors as the third most frequently presented academic issue. 9% () of Directors reported that this issue had increased since the previous year, 57% (4) reported no increase in this issue from the pervious year and 4% () of the Directors reported a decrease. 0% () Directors reported an average of 0% of students seen in their centres presented with learning difficulties/understanding learning style (median 5%, Range 0-30%) Academic Counselling Issues in Order of Frequency Academic Counselling Issue Procrastination 9 Exam anxiety/performance anxiety 7 Learning difficulties/understanding Learning Style 7 Appeals & complaints, such as relationships with instructors 6 Study skills/ Studentships skills 5 Time management 5 Academic Failure/ Academic Probation/ Poor Academic Performance 4 Motivation 4 Workload heavy, overwhelming 3 Academically unprepared students Career indecision Exam writing skills Financial/paid working time interfering with studies Study is compromised by emotional difficulties Transition issues Tutoring Concentration Language deficits Increase numbers of severely disabled students Note taking Perfectionism Personal development i.e. assertiveness Reading Total s 7 Canadian Post Secondary Counselling Centre Survey 93

102 Part V: About Your Clients Wait Times Intake/Assessment Session 8% (5) Counselling Centre Directors reported that the wait time for an intake/assessment session during the academic term to be an average of 7 hours (median 3, mode 3 and range 4 hours). 8% (3) Counselling Centre Directors reported that the wait time for an intake/assessment session during the academic term to be an average of 3.7 days (median 3, mode 3 range 0 days). On-going Counselling Session 8% () Counselling Centre Directors reported that there is no wait time for ongoing counselling during the academic term. 8% () Counselling Centre Directors reported that the wait time for ongoing counselling during the academic term to be an average of.5 hours (range 4 hours) 83% (0) Counselling Centre Directors reported that the wait time for ongoing counselling during the academic term to be an average of 8.5 days (median 5, mode 7, range 4 days) Emergency Counselling Session 9% () Counselling Centre Directors reported that the wait time for an emergency appointment during the academic term to be an average of.5 hours (median, mode range 0 4 hours) 9% () Counselling Centre Directors reported that the wait time for an emergency appointment during the academic term to be an average of day (range day) Waitlist % (7) Counselling Centre Directors reported keeping a Waitlist, and 79%(7) of Counselling Centres Directors reported not keeping a Waitlist. Definition of Waitlist Definition of Waitlist Booked but wanting an earlier appointment (Cancellation List) Sample We give the person an appointment but put a memo in the book to call that person should an earlier appointment come available We call clients who wish to get an appointment sooner than their scheduled one if their counsellor has a "no-show" but no actual waiting list. Students call in frequently for openings Anyone who holds an existing appointment time but wishes to be fitted in because of a cancellation 4 94 Canadian Post Secondary Counselling Centre Survey

103 Part V: About Your Clients Definition of Waitlist Intake and then Hold for Follow-up Appointments No Intake, waiting for space in counsellor s schedule Given first available appointment time Sample We do drop-ins daily and then schedule follow-up visits After clients are seen for an initial appointment and require ongoing counselling then they are put on a list for counsellors to pick up A list of clients/students who have requested on-going counseling and are waiting for an opening in the counsellor's caseload to receive on-going counselling. We very seldom have one and when we do it is quite short (i.e. less than 0 people) All clients are given an appointment time We give appointments Total s Emergency After Hours Emergency 44%(5) Counselling Centre Directors reported providing emergency response after hours, 53% (8) do not and 3% () don t know. Description of After Hours Emergency Description of After Hours Service Director or counsellors available Community crisis services published and utilized Sample Director carries a cell phone after hours Campus Security has our phone numbers and calls around until they get someone. Counsellor then comes to campus if needed. Director carries a pager and responds to calls from security or Director of Student Services Cell phones, Voice mail, Director's and Associate Director's home phone numbers are provided to key people on campus for after hours emergency calls Phone number to student but this doesn't happen regularly Tragic Event Team (TERT) Key staff phone numbers available to key personnel 4 hr crisis lines are posted on the door of our centre and on our website. Emergency response team - run through the health region Total s 9 Canadian Post Secondary Counselling Centre Survey 95

104 Part V: About Your Clients Campus-wide Trauma 88%(30) Counselling Centre Directors reported being involved in response to campus-wide trauma, 9% (3) are not and 3%() don t know. Description of Campus-wide Trauma Description of Campus-wide Trauma Part of an Overall Trauma Team Sample Primary response team - coordinates response; provides direction and resources, completes debriefing, and reports out There is an Emergency plan for the university where counselling would provide support and emergency counselling as appropriate We call in the response team from the local hospital The TERT team would be part of the overall college disaster committee effort could be central part depending on circumstances. As part of crisis intervention team Lead Role in Organizing a Team (3) Counselling would be called upon to organize or lead a campuswide response. We would take the lead role If no policy exists counsellors would then move to implement a policy Provide Crisis Debriefing CIS defusing/debriefing, consultation, participated in the development of Critical Incident Management policy and procedures. Critical Incident Stress Debriefing There is a critical incident support team that offers counselling, outreach and a protocol This is totally conditional on the situation. It depends on the severity of the incident. Usually I am first line and then an outside Student Assistance Plan provide the Debriefing/Defusing Sessions Provide Counselling and Referral Not currently determined by college policy but we'd likely be called upon by administration or faculty Stand by for individual counselling Work with departments and student groups involved to offer onsite assistance and link students to appropriate resources. Provide counselling as needed Total s Canadian Post Secondary Counselling Centre Survey

105 Part V: About Your Clients Student Suicide Campus Services Contacted for Student Suicide Statistics Campus Service Campus Services X Contacted/Not Contacted to Estimate Student Suicides N = Contacted Did not Contact % N % N Residence Life 9% 0 7% 4 Registrar 8% 6 8% 8 Campus Security 9% 0 7% 4 Health Centre 9% 0 7% 4 V.P. Student Affairs 5% 5 85% 9 Campus Public Relations % 4 88% 30 Other (see table below for description) 8% 6 8% 8 Other Campus Offices Contacted for Student Suicide Statistics Name of Campus Office Academic Directors TERT coordinator Mental health-psychiatry RCMP Total s 4 Note: Other comments were: No suicides have been reported to any of the above. Our institution sends notices to all faculty and staff notifying us of student deaths. Number of Student Suicides at Institution 00/003 Number of Student Suicides N = 7 % N Note: There was no trend to the numbers of suicides at different types of institutions. Canadian Post Secondary Counselling Centre Survey 97

106 Part V: About Your Clients Number of Suicides who were Counselling Centre Clients Number of Student Suicides who were Counselling Centre Clients N = 3 % N 0 87% 0 3% 3 Health/Psychiatric Services Health Services Available on Campus Type of Health Service N = 34 % N Student Health Centre 56 % 9 Merged Counselling and Health Centre % 7 Contract out for Health Services 6% Don t Know 8 % 6 6.7% (0) Counselling Centre Clients are refered out for medical consultation (median5%, mode 30% range 60%) Psychiatric Services Available on Campus Type of Psychiatric Services N = 34 % N In Counselling Centre 3% In Student Health Centre % 4 In Both Health and Counselling Centres 6% In Merged Counselling and Student Health Service Centre 3% Other Places on Campus (see table below) 3% Contract Out or Psychiatrists 9% 3 No Access to Psychiatrists except by referral 65% Larger institutions (> 7500 FTE), and universities and degree granting colleges are more likely to have psychiatric services available on campus 98 Canadian Post Secondary Counselling Centre Survey

107 Part V: About Your Clients Other Campus Locations Where Psychiatric Services are Available Location Other Comments Mental Health Service Separate from Health Service and from Counselling Service Referral to Outside Professionals We also refer to outside professionals. We have an agreement with a community Psychiatrist who will see the students Note: Other comments were: There are no health services at all available on our campuses. We have a psychiatrist here for 3 hours per week in the academic period only. Our Campus Physicians fulfill the role of Psychiatric evaluation. The Mental Health Nurse completes a psychiatric nursing assessment prior to the students seeing the Physician. Psychiatric Consultations 9% (3) Counselling Centre Directors reported an average of 59 psychiatric consultation hours/per year were available in the year and were provided by psychiatrists (6, 0 and 40 hours/per year respectively). In addition, 3% () Counselling Centre Director reported the number of consultation hours provided by a psychiatric nurse was 800 hours/per year. 44% (5) Counselling Centre Directors estimated that approximately 9.3% of the centre s clients are referred for psychiatric evaluation (median 5.0%, mode 3%, range. 50%) Psychiatric Medication 9% (4) Counselling Centre Directors estimated that approximately 4.7% of the centre s clients take psychiatric medication (median 3.5%, mode 0% range 5 5%) 73.5 % (5) Counselling Centre Directors reported that, over the past five years, there has been an increase in the number of students coming in for counselling who are already taking psychiatric medications; 6% () estimate no increase, and % (7) don t know The Basis for Determining the Change in the Number of Clients taking Psychiatric Medications Basis for Rating Counsellor Impressions/Anecdotal evidence Statistics collected in Counselling Centre Sample Counsellor impressions anecdotal evidence Counsellor impressions, comments that have been made by counsellors generally over the last few years Assessments Data collected from clients 9 Total s 4 5 Canadian Post Secondary Counselling Centre Survey 99

108 Part V: About Your Clients Description of the Increased Use of Psychiatric Medication Description of Increase Description of increase use of psychiatric medications Sample 0-5% of a population are likely to experience psychiatric difficulties at any given time Stress-related disorders are on the rise Eligibility for Service 4% (8) Counselling Centre Directors reported having a restriction on the length/type of service dependent on student status, 7% (4) do not have any type of restriction and 6% () don t know Description of Students Eligible to Receive Counselling Services Eligible for Service (restrictions given in brackets) All Enrolled Students (no Restrictions) Prospective Students/Community Members Eligibility for Services Sample Only enrolled students (full-time and part-time) are eligible to book appointments All registered students and continuing education students Anyone taking any course or program we offer All full time part time students and college applicants All students are eligible. Students, faculty and staff All registered students Registered students, potential students, general public, corporate clients Registered students, enrolled students, graduates, general public Full-time (including 3 months grace period), Part-time, college staff, receive full service Full & part-time students (6) Prospective students can enroll in career and prep courses Career - prospective students high school students, parents, high school counsellors, and CAPP teachers (Career services - advising only if prospective) Community members for "one time" career planning appointments Faculty and community members are also helps on an as need basis Faculty, staff and students for crisis response Canadian Post Secondary Counselling Centre Survey

109 Part V: About Your Clients Eligible for Service (restrictions given in brackets) Sample Enrolled Students (with Restrictions) Community clients (general public) receive partial service-- career information one free half-hour...may return with further questions later. Prospective students are only eligible for career counselling & only at certain times of the year Career Guidance Counseling Service to any outside client requesting our services on a hourly pay basis (5$ for initial consultation 0$ for follow-up sessions and 0$ for each test administered Prospective students for academic inquiries Personal counselling - enrolled students and their families (Personal -6 sessions per semester); career enrolled (full range of career services for enrolled); Academic success - enrolled students All registered students in full-time part-time and continuing education studies. (As an exception some graduates of Emily Carr Institute who are no longer registered students. Registered full-time students are given priority access to service and greater duration of service.) Admitted and registered students and spouses and family members if seen in couples or family counselling with the student. (Only admitted and registered students are seen) All registered students (excluding those in Continuing Ed courses only) () All currently registered students (there are limits to the amount of counselling available dependent upon the student status, such as part-time students or those only taking a course receive less counselling service than full-time regular students. If they are taking less courses, less than a full-time course load, then services are limited accordingly) Any student, full- or part-time, currently registered at the university; their adult partners and dependants (No family or couple counselling) Any full time student. (The students are aware that if they miss multiple apt. then they are discharged from the service and they have to negotiate to get obtain services.0 Part-time students (seen on a onetime basis and referred to community resources.) All full time and part-time students including grad students (who pay student service fee) Total s 40 8 Canadian Post Secondary Counselling Centre Survey 0

110 Part V: About Your Clients Client Characteristics Age of Clients Counselling Centre Directors reported the following average age for their clients: % () reported an average age of 8.5 years, 6% (3) report an average age of 0 years, 5% () reported an average age of years, % () reported an average age of years, % () reported an average age of 3 years, 6% (3) reported an average age of 4 years, 6% (3) reported an average age of 6 years, % () reported an average age of 7 years and 5% () reported an average age of 8 years..6 years is the average age of all clients seen in Counselling Centres (9 institutions) (median 3.5, mode 4, range 8.5-8). Diversity of Clients Gender Client Characteristics N = 4 Mean % Diversity of Clients Median % Mode % Range % Male Female Ethnicity White/Caucasian Status Indian/st Nation Non-Status Indian/st Nation Metis Inuit.65.3 Asian East Indian African Multi Racial & Other Ethnic Sexuality Bisexual Gay Heterosexual Lesbian Trans-gendered Other Diversity Person with Disability International Student N % 0 Canadian Post Secondary Counselling Centre Survey

111 Part V: About Your Clients Services For Special Needs Clients 59% (0) Counselling Centre Directors reported providing specialized services or programs for special need groups (e.g. GLBQ, Native etc), 7 % (9) do not and 5% (5) don t know. Specialized Services Offered to Diversity Groups Diversity Groups International Students/Multi- Cultural Students Sample International student counsellor; also presence in department of East Indian Asian Groups for International Multicultural Buddy Network (student buddy service) International Greeting Program Aboriginal and Black students Students with Disabilities reader, extra time for exams, separate place for exams, lecture notes, tapes, computers, photocopies, oral exams We have a specific department Centre for Students with Disabilities the makes provisions for adaptations and completes assessments Learning Disabilities Specialist 7 7 FN counsellor exists on campus All programs geared to predominantly aboriginal population to help with the transition to higher education and employment Native Students aboriginal students Traditional knowledge to native students for their identity issues, history and facts taught to them Native Student Centre- counselling, quiet area, visiting elders GBLT Students gay counsellors allows for targeted referrals 6 3 Groups for GLBT Mature Students Single Parents Total s 5 Canadian Post Secondary Counselling Centre Survey 03

112 Part V: About Your Clients Description of Specialized Services Offered Specialized Service Counsellors from specialized groups allows for targeted referrals Resources for Students with Disabilities Knowledge of Specialized Groups by Counsellors Sample First Nations Centre Counsellor available We have a specific department Centre for Students with Disabilities the makes provisions for adaptations and completes assessments PD for staff Equity Programs Comprehensive Education Equity plan Equity initiatives for disabled, women in non-traditional programs Counselling groups Buddy Service Student Loans student loan program has initiatives for single-parents, northerners, disabled Student Office for Alternative Resources for Special Needs students Total s 3 Volunteers 35% () Counselling Centre Directors reported having volunteers available in their centres and 65% (34) do not have volunteers. Roles & Responsibilities of Volunteers Student Volunteer Roles Assistance with Marketing/Outreach Programming Sample Occasionally to help with marketing Support outreach and community development programming as well as special projects At times provided outreach by developing displays and staffing booths on campus. They help with campus events e.g. Volunteer Fair Head Start. Educational Outreach- Educational kiosks throughout the college on various student life issues (currently we pay the students) 5 04 Canadian Post Secondary Counselling Centre Survey

113 Part V: About Your Clients Student Volunteer Roles Assistance with Personal Issues Assistance with Learning/Study Skills Assistance with Career Development Assistance for International Students Assistance for Students with Disabilities Sample Peer Helpers - 40 As well students would offer support for crisis clients while the client waiting to be seen by a counsellor. Peer volunteers. They have open office hours in their own nearby office for one-to-one discussion. They offer programs (relaxation workshops e.g. healthy relationships.) Alcohol education We have limited peer tutoring through volunteerism Students were utilized in providing support information and advice to their fellow students mainly in the academic success Study skills Career Peer Helpers Library research Students were utilized in providing support information and advice to their fellow students mainly in the career research areas. Peer Support Centre volunteers are supervised by International counsellor and act as Buddies to Int'l students also run English conversation group and participate in outreach activities Multicultural Buddy Network, student coordinators Aides for the disabled tutors Peer Volunteers for students with intellectual disabilities (special program) Assistance with Clerical Tasks provided a little clerical support Occasionally they answer the phone if the secretary is away. Total s Evaluation /Accountability Evaluation of Individual Counselling Form of Evaluation Client Satisfaction Survey (paper, focus group, interview) Sample sample surveyed re: effectiveness and satisfaction. Link to retention and GPA. Annually Student satisfaction surveys have been used to evaluate 6 Canadian Post Secondary Counselling Centre Survey 05

114 Part V: About Your Clients Form of Evaluation Sample student satisfaction at various points of the year. The provincial government now requires that all post-secondary institutes survey 4th year graduates at time of graduation as to their experience at the Institute. There is an item on the survey asking about the students experience with personal counselling. Client Satisfaction Feedback Form: Annually Individual clients are asked for feedback on Evaluation forms given to all clients seen in the Centre over a week period in the Fall & Winter Terms General survey for Health & Counselling Unit - irregular frequency sometimes a blitz all February when usage is high Web-based feedback format being developed Focus groups with students- one group each per year We evaluate all the student asking for services. The evaluation is done in a face-to-face meeting. Individual forms completed and returned to coordinator every years Client Feedback, in sessions Counsellors obtain verbal feedback from clients on a session-tosession basis. Ongoing. Informal feedback received from clients Through Counsellor Evaluations/Peer Review Department Review/Feedback from Faculty or Administration Counsellors look at the progress of clients as an indication of whether counseling is working. Counsellors look at the return rate of clients as an indication of their satisfaction with counselling. Individual reflection Students talk to each other about the counselling service. Counsellors look at the referral rate from student to student as an indication if students are satisfied with counselling. We get feedback whenever individual counsellors are undergoing evaluation (every year for those recently hired, every 5 years for others) but have not undertaken a "departmental" evaluation beyond that Peer Review Consultation with colleagues when necessary Weekly clinical staff meetings This past year a major review of counselling services across the four SIAST campuses was conducted. Focus groups with staff - one group each per year Informal feedback received from faculty and admin Canadian Post Secondary Counselling Centre Survey

115 Part V: About Your Clients Form of Evaluation Sample Client Outcome Measure Outcome questionnaires have been used at counsellors discretion Total s 33 Evaluation of Groups/Workshops Evaluation of Groups/Workshops Form of Evaluation Sample Participant Evaluation Forms Participants complete evaluation forms. 7 Counsellors Impressions and Judgment Various tools (written reports evaluation forms) are given to students at the end of about half of our workshops Session evaluations have been used. Not consistently. Group/workshop evaluation forms filled out by students after each program. After some workshops we do a formal evaluation (e.g. Learning Skills Course) Note great variability in how often evaluation occurs from every workshop to half to infrequently at end of every group - learning and satisfaction With supervisor Total s 9 Evaluation of Outreach Activities Form of Evaluation Sample Participant Evaluation Forms Have used evaluation forms consistently 5 Counsellors Impressions and Judgment Evaluation forms filled out by participants for some but not all activities Annual Satisfaction Survey general feedback form used for all orientation week activities (incl. those we provide) at end of every session - did service meet needs? Evaluate anecdotally only based on our perceptions of the event and degree of response Supervisor and team 3 Canadian Post Secondary Counselling Centre Survey 07

116 Part V: About Your Clients Form of Evaluation Informal Feedback from Participants Sample Applause Participant and organizer informal response and feedback Total s 0 Evaluation of Supervision/Training Form of Evaluation Sample Trainee Evaluation Forms lengthy written evaluation at the end of the practicum 5 Evaluation forms filled out by trainees at the end of each year Evaluation forms are completed on the supervisor and the program Trainee Informal Feedback On-going feedback generally given verbally weekly 4 Supervisor Impression/Judgment Indicated Evaluation is done but not the form it takes Verbal feedback from students One on one and a half hour meeting per month Peer consultation primarily - held throughout year. Anecdotal records from In-service workshops and sharing sessions Total s 4 3 Evaluation of Individual Counsellors Form of Evaluation Evaluation by Superior, on a number of Factors Sample Director of Student Services evaluates the counsellors based on experiences and comments from students, faculty, staff and admin in the Institute. Evaluations are supposed to take place annually but have only been formalized this year. - Informal feedback Achievement of defined goals and objectives evaluated annually by Director. Peer Review, Individual Supervision, Employee Appraisal As academic staff members counsellors are required to complete a very full academic report each year including sections on Counselling Services, Research/Scholarly Activities and Service Activities. This is peer reviewed and then final evaluation by the Director, which proceeds through the academic review process Canadian Post Secondary Counselling Centre Survey

117 Part V: About Your Clients Form of Evaluation Other Forms of Evaluation Feedback from clients Sample Individual reflection consultation with colleagues when necessary Indicated Evaluation is done but not the form it takes Currently in development The college is presently developing peer review procedures for all faculty 6 Time Frame for Evaluations Annually (new hires annually) 5 Every few years Every 3 years Intermittent Total 3 Other Areas of Evaluation Form of Evaluation Sample External Review We complete a paper evaluation every 5 years and have a site review every 8 years to continue to receive accreditation by the International Association of Counseling Services Inc. This involves being evaluated on over 0 components on the centre. feedback through student union which funds the service through student fees Key Performance Indicators- Student Survey- Provincially administrated in the College sector only Departmental Review ( review year) for entire Department results pending Student Feedback by various means Evaluation of Teaching/Scholarship survey by ballot at displays for specific issues (ex. relationship workshop) Benchmarking process has started this year (response time satisfaction surveys review for general counselling and specific services to specialized populations etc.). Internal Student comment sheets that can be completed voluntarily We teach a credit Student Success course and feedback is sought from every class formally or informally. Teaching. We use various evaluation forms that are given to students at the end of the semester Canadian Post Secondary Counselling Centre Survey 09

118 Part V: About Your Clients Form of Evaluation Other types of Evaluation Teaching and scholarship Sample 3 Peer supervision arranged by director for self We evaluate our peer mentors and they evaluate the Peer Mentor program at end of term Monthly and annual reports (e.g. "How We Do Business" report operational plans, budget plan, etc.). Planning Meetings We also hold planning meetings twice a year. End of year review Total s 5 Results of Evaluations Results Sample s High Student Satisfaction High percentage of students very satisfied with service. 9 Most feedback on counsellors positive but fairly rudimentary - are we skilled empathic helpers etc. something deeper with a different focus for example on client expectations perceptions of counselling dynamic etc would be interesting. Generally students report satisfaction with the quality of counselling and teaching. High Faculty/Administrative Satisfaction Faculty and other administrative staff know and value service. 4 Other Types of Feedback In response to feedback from students and analyzing our appointment book we have modified our appointment procedures and now offer more drop-in hours thus shortening the time students have to wait to be seen 4 The biggest complaint is the lack of access on a more frequent basis. Instructors often field personal problems when the counsellor is not immediately available. Want more workshops and services (but attendance is poor) Need to pace self and not burn out Total s 7 0 Canadian Post Secondary Counselling Centre Survey

119 Part V: About Your Clients Counselling Centre Accountability Factors used to ensure Accountability Use of Data (both Qualitative and Quantitative) Professional Standards and Review of Practice Setting Goals according to the Institutional Mission and Measuring Effectiveness Quantitative data - how many students, prospective students use service presenting issues diversity info outcome info satisfaction needs met retention and GPA. Qualitative - satisfaction levels of all stakeholders participation in external to unit program and service reviews research agenda of counsellors We keep lots of data on client use, areas of concerns, and suitability of our services. Client Evaluation Accurate compilation of contact and activity data to be able to statistically measure trends. Climate surveys of students and staff to evaluate overall satisfaction levels. Yearly individual evaluations of the centre staff Compliance with professional standards of practice and ethical guidelines. Professional Registration of Counsellors Occasional inspection of individual counsellors by licensing agency Goals and objectives developed in line with University vision, mission, and goals. Achievement toward these goals is measured. Institutional Evaluation, Developing Measures We are in the process of developing service standards and qualitative and quantitative tools to measure the work we do Consultation and Feedback from External Sources We are in the process of developing a new database, which we will use to better evaluate our services. Consultation with colleagues, other departments, our director, employee relations dep't. Lack of Complaints We rely on there being an effective complaint process at the college. Total s 3 Canadian Post Secondary Counselling Centre Survey

120 Part V: About Your Clients Results from Evaluation for Accountability Purposes Results of Evaluations This is not available to me Numerical counts of visits increasing Very high satisfaction rate We are on target in many areas. Students complain a bit about the limits on counselling sessions but not many reach these limits Total s 4 Marketing / Advertising Strategies Used to Market Services Marketing Strategy Brochures/Pamphlets/ Publications Counselling flyer Bookmarks Sample Handbills Pocket-size brochure describing counselling services are distributed to faculty and students at various events Student Agenda/Handbooks/Info Kit Calendars (Calendar of Workshop Offerings) Pocket-size calendar describing counselling services are distributed to faculty and students at various events Newsletters Public Displays Weekly Bulletin 34 Canadian Post Secondary Counselling Centre Survey

121 Part V: About Your Clients Marketing Strategy Classroom Visits/Information to Faculty/Staff Networking Website Sample s Sample Overheads to professors By informing staff, profs, class reps--they then suggest refer etc. Talk to Psychology 00 Going to all first semester classes (one counsellor assigned to each of our program) to introduce services Classroom visits - information and short sessions Peer Helpers chalk boarding Presentations to new faculty Counsellors make faculty, staff and admin aware of counselling services by networking and they in turn refer students to counselling Committee work Counsellors conduct 5-minute presentations to new faculty each year to make them aware of counselling services and they in turn refer students to counselling Going to all first semester classes (one counsellor assigned to each of our program) to introduce services Counsellor in residence - excellent for this group of studentshelps train and supervise RA s Including Intranet Including s to students 4 Targeted announcements Word of Mouth/Referrals Referrals from faculty & staff 7 9 Referrals from grads & other students Instructor referral Orientation All students directed to see a counsellor during & enrolment 7 Orientation week info sessions Orientation and first year experiences Set up a noon-hour booth during orientation week where counsellors market their services Counsellors conduct 5-minute presentations during orientation week to various student groups advertising counselling services Participating in orientation through cameo introductions running a workshop series in study skills stress management... Canadian Post Secondary Counselling Centre Survey 3

122 Part V: About Your Clients Marketing Strategy Sample Posters/Bulletin board/displays Posters in various places in the college 6 Presentations and Networking with Student Groups/Student Affairs Student Newspaper Advertising/Radio () Bulletin boards and pamphlet racks Notes through out the year to students on bulletins Public Displays Targeted workshops Community Liaison Student Government Open Houses/Career Fairs Talk to key campus groups Outreach Info sent to student affairs offices and student government execs 5 8 Estimated Success of Advertising Strategy Advertising Strategy Percentage % N Brochures/Pamphlets/Publications Very Successful 6 Moderately Successful 8 7 Not Successful 4 Not Used Classroom Visits/Information to Faculty/Staff Networking Very Successful 55 Moderately Successful 40 8 Not Successful 5 Not Used Website Very Successful 35 7 Moderately Successful 45 9 Not Successful 5 3 Not Used 5 4 Canadian Post Secondary Counselling Centre Survey

123 Advertising Strategy Percentage % N Word of Mouth Referrals Very Successful 80 Moderately Successful 0 3 Not Successful Not Used Orientation Very Successful 50 7 Moderately Successful 40 6 Not Successful 0 Not Used Posters/Bulletin Board/Displays Very Successful Moderately Successful 89 8 Not Successful 3 Not Used Presentations and Networking with Student Groups/Student Affairs Very Successful 0 Moderately Successful 80 8 Not Successful Not Used Student Newspaper Advertising/Radio Very Successful Moderately Successful 00 5 Not Successful Not Used Canadian Post Secondary Counselling Centre Survey 5

124 Part VI: Concerns About Your Centre/Survey Suggestions Part VI: Concerns About Your Centre/Survey Suggestions Data in this survey is reflective of the 00/003 academic year (September, 00 to August 3, 003). 3 Institutions Completed Part VI of the Survey out of 76 total institutions invited to participate. Total Rate for Part VI was 8% (3/76). 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. Current Concerns of Your Counselling Centre Service Provision Concerns 75 % (4) of Counselling Centre Directors are concerned about the number of students with severe psychological problems. 59% (9) of Counselling Centre Directors identified the need for more psychiatric services. 56% (4) of Counselling Director s saw the need for more technical support. 3% (4) of Counselling Director s reported waiting list problems. 59% (9) of Counselling Centre Directors reported an increase in crisis counselling. 78% (5) of Counselling Centre Directors are concerned about finding better referral resources for students who need long-term help. 6% () of Counselling Centre Directors are concerned about privatization of services. 4% (3) of Counselling Centre Directors are concerned about responding to the needs of learning disabled students. 78% (5) of Counselling Centre Directors are concerned about the growing demand for services without an appropriate increase in resources. Other Service Provision Issues Service Provision Issues Sample Space/Accessibility Issues Space shortage - inadequate and inappropriate space to offer services. Space and location issues due to reduced funding to university. 9 6 Canadian Post Secondary Counselling Centre Survey

125 Part VI: Concerns About Your Centre/Survey Suggestions Service Provision Issues Sample Our lack of visibility and common misperception that we offer, "medical counselling" (due to our location within a medical office) have become significant barriers. Space shortage affects range of services and some confidentiality issues. Lack of physical space for the growing client numbers. Poor physical space: need for confidential offices and enough space for case conferences. Shortage of space for groups. Budget/Funding/Resulting Staffing Issues Marginalizing of Counselling/ Lack of Administrative Support An increase in staff rather than a reduction to all the things we do is the ideal solution. Continued budget cuts and the need to increase revenue generation. Revenue Generation is becoming an expectation alongside outsourcing of services. The inability to hire permanent staff and hiring of more contract staff who require time to become oriented. () We are anticipating having fewer resources. Counselling has become increasingly marginalized within the institution. There is no direct line of communication to the Director of Student Services (must report through the Director or Medical and Counselling Services). All other student service areas report to the Director of Student Services. Lack of administrative support. Academic concessions. Diversity Sensitivity Growth in International and aboriginal students-need to develop more culturally sensitive and language services. As a small college with a new Internationalization initiative we will also be working to provide more supports to International students. Increasing diversity of student body and accompanying increase in need for support. Integration of international students in the school. Student Issues Increased cost of education for students who will only gain minimal income work in the service industry. Degeneration of the family resulting in poor parenting skills and subsistence life styles. Increase pressures to escape through addictions. Supporting students with multiple barriers, systemic concerns (i.e., financial upgrading family, etc.) Canadian Post Secondary Counselling Centre Survey 7

126 Part VI: Concerns About Your Centre/Survey Suggestions Service Provision Issues Sample Increased Roles We are wearing ever more "hats" - teaching and participating in many aspects of college life. This is good as we can bring a student-wellness perspective but it takes us away from the core of our service. As a small college with a new Internationalization initiative we will also be working to provide more supports to students who go abroad. Meeting the needs of students learning at a Distance (i.e., providing on-line counselling?) Increase in Severity of Mental Health Issues Increase in serious mental health problems. Total s 3 Administrative Concerns 3% (0) of Counselling Centre Directors are concerned about increased paperwork. 50% (6) of Counselling Centre Directors are concerned about the emphasis on accountability data from higher-level administration. 34% () of Counselling Centre Directors are concerned about maintaining staff motivation. 9% (6) of Counselling Centre Directors are concerned about finding suitable candidates to fill open positions. 8% (9) of Counselling Centre Directors are concerned about boundary issues with administration. 47% (5) of Counselling Centre Directors are concerned with the administrative issues related to the handling of students with severe psychological problems. Other Administrative Issues Administrative Issues Vision/Leadership/Senior Administration Issues Sample Lack of visionary and strategic leadership. Administrations change and therefore some sort of counsellorstudent ratio and more specific reference to counselling services in the college's mission statement would be helpful. (3) Supervision of graduate students and peer helpers not generally recognized by Human Resources or Union as a significant responsibility. No administrative support. Lack of awareness of role and function of Counselling Centre by senior administration. 8 8 Canadian Post Secondary Counselling Centre Survey

127 Part VI: Concerns About Your Centre/Survey Suggestions Not always understanding the nature of issues presented in counselling and giving mixed messages about offering limited counselling and yet dealing with complex and severe cases. Budget Reduction Possibility of cutbacks in counselling staff and counselling services coming from a provincial government mandate 4 Making space and resources for student health a higher priority (emphasis tends to be academic and business due to deficit situation) The usual constraints of the provincial budget. Qualified candidates available but some questions as to the competitiveness of our salary/benefits. Concerns in dealing with Faculty Boundary issues with faculty and students - helping instructors know when and to whom to refer. The institution requiring letters of support from counselling staff is a drain on resources and brings up many ethical/boundary issues. Staffing Issues Personnel management in a unionized environment e.g.,) making under-functioning staff accountable Changing Mission of the Institution Changing Mission of the Institution Shift of focus in the institution from face to face basic academic upgrading and life skills to distance delivery of careers and higher post secondary programs. Shift of focus in the institution from face to face basic academic upgrading and life skills to distance delivery of careers and higher post secondary programs. Total s 7 Improvements Notable improvements Improvement Staff - new hiring, improved qualifications/skills, teamwork Sample New staff (due to retirements within the Dept rather than the creation of new positions) have brought new expertise, energy and fresh perspectives. All counsellors are certified and members of professional associations. Improved training in career, academic and psychoeducational assessment skills. We have worked very hard to build and maintain a flexible and highly functioning team through open communication. Keeping our staffing levels. Improvements in allocation of resources for increased 9 Canadian Post Secondary Counselling Centre Survey 9

128 Part VI: Concerns About Your Centre/Survey Suggestions Improvement Sample counselling staff. Increased staff by.0 FTE. The staff continues to be extremely dedicated and develop outstanding programs and services to students. Two additional staff - one f-t psychologist and one p-t peer coordinator. New Systems/Procedures Adopting an intake and wait-list system. 7 Re-configuration of staff responsibilities and processes to more effectively meet clinical services demand. Implementation of Intake System avoids wait for initial session. Improved crisis response system. Clients are seen more quickly, we have implemented a practice of walk-in (drop-in) service for brief or urgent requests at all times and we have maintained our evening service (5 to 7) two days per week. Referring all psychiatric cases directly to the hospital and thus eliminating daily emergency appointments. Increased Visibility and Understanding within the Institution Increased/Improved Specialized Services Finally most people seem to know who we are and what we do. Relationship with student service partners and faculties More intentional engagement in community development. We have increased the frequency of social activities (e.g., fundraising for student bursaries) provides increased networking possibilities. Increased involvement with faculty in student success initiatives. Services to targeted equity groups. Improved Physical Space Physical space. Increased outreach services to students and psychoeducational treatment programs. The quality of service to students with learning disabilities. Significant additional Resources for services to persons with learning disabilities. Recognition of special needs services in particular learning disabilities in budget deliberations New office decor and furniture, a more comfortable environment for our clients and ourselves. Reorganization and refurnishing of physical plant. 0 Canadian Post Secondary Counselling Centre Survey

129 Part VI: Concerns About Your Centre/Survey Suggestions Improvement Move to new facilities. Sample Focus Mandate Have reduced amount of Academic Advising we do to nearly none and also teach less than before - so more time for the core of what we do; increase in workshop offerings and big increase in our connections with teaching faculty. 3 Re-configuration of staff responsibilities and processes to more effectively meet clinical services demand We have improved our decision-making criteria around service provision (how and what we provide). Strategic Plan of Institution, Valuing of Counselling Strategic plan and renewal of department (services, professional staff) development of "valued place" in the institution improvement in staffing when many departments/other counselling centres having cutbacks. New manager who was a former student services person and respects us and understands the milieu counselling time taken back from academic advising where we had been placed on a rotating basis to solve closing of posts that happened due to retirements. Merging of Counselling and Health Merging health and Counselling allows for a streamlined service with good interface between professionals. The management of Health & Counselling services under one director. New Technology Access to technology as a counselling resource. We have upgraded electronic equipment. Total s 39 Needed Improvements Needed Improvement Sample Improved Space Better integration with other service areas (a central location would be best). Space improvements. Improvements are needed for a private client waiting area and a private counselling office location. Improved confidentiality (file storage, client overexposure to staff in physical location). Supports an improved academic skills centre & testing facilities are very much needed. Institutionally we need improved accessibility re: disability issues. 7 Canadian Post Secondary Counselling Centre Survey

130 Part VI: Concerns About Your Centre/Survey Suggestions Needed Improvement Sample Improved Technology An electronic system to generate meaningful data/reports so that we do not need to spend time collecting and compiling information manually. Better computers and a more technologically fitted Career Resource Centre. Need for a data collection/appointment system that does not take any more time to use. Ability to adapt to distance technology to provide faster service to a large region. Improved Staffing/ Professional Development of Staff Continued staffing improvements. In-house psychiatric resource or direct line to outside resource needed. Increase in staff to keep pace with increasing student population. A staff more representative of increasing student diversity and more culturally sensitive services. Individuals who do not pull their weight and are protected by seniority need to be strong-armed into moving on or becoming accountable so we can get some fresh energy into the service. Continue to encourage PD opportunities to help counsellors stay abreast of the current issues, outlook and challenges of youth. () Review of Services An in depth review of our services (e.g. Council for the Advancement of Standards in Higher Education Self- Assessment). Return to counselling being directly tied to pre-enrolment. Completion of current research projects. Improved access - extended hours of service. Additional outreach efforts. Increased Budget Adequate staffing and resources. Increased budget/revenue generation to continue to provide high quality services. More Connection with Faculty/Community/Referral Sources Connect more with, be known personally by more faculty (networking and referral). Better community resources for psychiatric support services & crisis. Self-Care We need to be aware of self-care. Direct Reporting to Senior Administration A direct reporting line to the Director of Student Services. Total s Canadian Post Secondary Counselling Centre Survey

131 Part VI: Concerns About Your Centre/Survey Suggestions Feedback about the Survey Questions to Remove or Revise Recommendations for Questions to Remove or Revise (all responses are listed and not classified) are: Very difficult to gauge percentages for specific client issues (central record we keep do not specify personal problem). The questions were excellent. I am sorry that I could not provide more detailed information on many sections. This survey made me more aware of data we need to collect. We work on a model at the College that may be different from other centres. Counsellors here operate on a democratic model where one counsellor is elected as convenor for the group. This position involves small "a" administrative duties as scheduling of counsellors' time liasing with support staff, our dean, other discipline coordinators and acting as spokesperson for the discipline. Some of the questions did not fit our model. Part II: Professional Counselling Staff - computing FTE for staff - your examples for computing numbers to FTE decimal points were confusing and inaccurate (?) For some of your questions it would have been more accurate to have more options of responses to choose from e.g., Health/Psychiatric Services - an unqualified "No" response was needed e.g., Residential/Commuter - a "Only Commuter" response was required - a "Don't know/information unavailable" response was included in most response sets - maybe include an "Other" category of response as well. More clarity when asking for the number of hours regarding period of time (weekly, annually). Staff felt the questions about sexual orientation to be intrusive. Service Activities questions were difficult to try and answer if the services we provide do not fit the narrow framework of the choices provided. It was difficult to have four categories equal 00% of our work. The survey is very university counselling centre oriented. We describe our service as focused primarily on "average people with average concerns". The survey seemed to be oriented to the more "clinical" environment - which is not the type of service our stakeholders are seeking. They believe that those services are best accessed in the community. Questions for percentages under service provision/activities (pg section 4). Confidential information on individual's salaries (when it is very easy to identify the person) should be made optional (e.g., the director). Try to determine the purpose and priority level for the questions. Have levels of the survey one with just the priority information needs (more units would fill it out) and another level asking for more detail or a broader range of information. Instead of asking how many suicides have occurred it would be beneficial to know how many of our clients had at some point considered suicide (during the counselling period). As is the case often in this survey our service does not record this type of information in some cases it would be useful for the institution but it would need to be iron-clad in terms of anonymity. You could also ask how many outside psychiatric referrals were made. Canadian Post Secondary Counselling Centre Survey 3

132 Part VI: Concerns About Your Centre/Survey Suggestions I consulted our statistical records expert for Part IV: personal, career, academic counselling are not the only categories we use for our activity. We have reported the info without adding the other categories that's why it does not total to 00%. You could instruct the respondent to collapse into 3 categories if you wish. For our FTE student body I had originally counted (in PART I) the community clients (general public clients) but not for some percentages in Part IV because it proved to be too onerous a moving target). Question to remove - Sexual orientation. Percentage of time alloted on various counseling tasks. Questions to revise - Your questions require too much details. Your survey is too long. Very thorough survey. As a small institution most of our services are delivered by a department representing a range of services. Counselling represents the most commonly used service and the one most widely known but it was a challenge to separate for response purposes "counselling" from all other department services. Future Questions Recommendations for Future Questions (all responses are listed and not classified) are: Questions about access to professional development opportunities (release time, funds available, etc.). Add something about space: Size of counselling offices number and size of group rooms and classrooms. I found the survey helpful in suggesting areas we could consider in reviewing our statistical recordkeeping. Another suggestion: for a few questions where data is not often recorded you might suggest that the respondent discuss the question in a brief counsellor meeting in order to provide more representative "counsellor impressions". A French translation would have been highly appreciated as we are a French university. You may need to provide more open ended response possibilities as closed question responses can yield distorted data in some cases. Most Centres have grown 'like topsy' one way or another and make 'sense' within their institutional cultures but are not necessarily useful as models for others. I think this is more likely to occur as an attempt is made to generate more detailed questions. This doesn't mean that this effort isn't worthwhile but does have some limitations. Small example: We've tried on a number of occasions to evaluate counselling practice by polling clients when they had terminated counselling. Regardless of the questions asked results were almost uniformly positive which is a nice exercise in practice but not useful as a means of improving service. We've gone back to frequency counts only which seems to satisfy admin. 4 Canadian Post Secondary Counselling Centre Survey