Academic Courses as Outreach: Teaching as a

Model of Outreach Delivery

Tom Golightly, Ph.D.Dallas Jensen, Ph.D

Counseling and Psychological ServicesBrigham Young University

Provo, Utah

CAPS MissionCounseling and Psychological Services (CAPS)

offers preventive education, consultation, individual, group and couples counseling (as well as referrals to other agencies which provide similar services) for developmental, emotional or interpersonal difficulties that arise during the educational process. We espouse a Counseling Center philosophy recognizing that our mission is to assist student in fulfilling their educational goals by helping them overcome obstacles that interfere with their ability to succeed in college.

Teaching Fits the MissionPsychological Difficulties/Personal Development

Impede academic performance and progressBuilding character/Life skillsIncrease retention

Academic/Learning ConcernsImpedes academic performance, related to

retention

Career Concerns Related to academic progress, lifelong

service, character building, life roles after college

Other Factors Worth Noting

BYU students: 10.5 semesters to graduate.University interested in matriculation

Surveys of Student Needs, Reported problemsObstacles of freshmen: poor study skills (60%), time

management (67%), fear of failure (40%) poor concentration (41%)

On warning/probation (<2.0): 43% sensitive concerns/depression/anxiety; double typical student.

80% of students enrolled indicated they needed to improve study skills, more than 50% high school did not prepare them for college-level work.

Current Teaching Program: 34 courses offered

Life Planning and Decision Making: Student Leadership Development, Individual Development, Positive Psychology/Living, Performance Psychology, Developing Personal Character, Tutoring

Career Exploration/Career Strategies: Employment, Graduate School, Pre-Law, Pre-Medicine, Pre-Dentistry, Pre-Health Professions, Exploratory Internships

Essential College Skills: Effective Study and Learning, Surviving and Thriving at the University, Test Preparation, Advanced Reading Strategies, Financial Management

Enrollment in StDev Courses (University Enrollment – 32,000)

Year/Term

Fall Winter

Spring/Summer

Total

2015 --- 3150 545 6,500 < n < 6,700 (est.)

2014* 2832 3034 421 6287

2013* 2923 3144 558 6625

2012 3023 3137 500 6660

2011 3003 3078 241/228

6550

2010 3032 3098 403 6533

2009 2943 2730 390 6063

*- years University enrollment was between 27,000 – 28,000 (-12%)

Fall 2015 offerings:•122 sections•33 courses

What students are saying… This has been the most useful and applicable course I have taken at

BYU. This course should be a must for any student. The principles I learned in this class have made the college workload far more manageable and I thoroughly enjoyed every class period. I actually looked forward to Mondays because of this class.

Thanks for a great semester of learning about myself and the importance of being myself in my career exploration. I will continue to use the tools I have developed to further my education.

This class changed my outlook on life and hopefully I'll continue applying these things for the rest of my life.

This course opened my mind to many ideas. It definitely helped me develop as a student. Because of it I am much more confident about my future, both in academics and ultimately my career.

Really great professor. Is very passionate about the subject matter and provided a lot of real world experience. He also made the class very applicable to our every day lives. Loved the meditation/relaxation segments.

Course Examples

StDev 109: Effective Studying and Learning

Availability for 325 students

Some students referred by academic support units and other advisors

Some students are under university academic sanction

Content

StDev 117: Career Exploration

(subsets)

Availability for 437 students

One section for int’l students and two for women

Typically under-classmen

Wide ranges of career maturity

Content

2 Additional Examples

StDev 247: Performance Enhancement

Students in performance arenas (student-athletes, music, dance, theater arts, academic performance, etc.)

Experientially-based course

Heavy focus on CBT techniques

Content

StDev 358: Leadership Training

Akin to paraprofessional training

Knowledge and practice-based course

- Focus on identification/recognition and beginner counseling skills

- Strategies for self-care also taught

Content

Sample Activity

Adjusting to your populationMindfulness (Here and Now)

Positive Psychology – Flow

Drilling Down:The Example of SPoPL

Student Development 214R: “The Science & Practice of Positive Living”

Since 2010Twice/semester; Fall and Winter20/25 students

What I Hope to Share:

One example of ways to take expertise out to the campus community via a course/workshop format

How the course worksBasic philosophy IngredientsProcess

What I Hope to Share:

The utility of measuring the effectiveness of what we’re doing

What the data says

Ideas to get you thinking about outreach in a class or extended workshopCreative ways to meet demandNot just a ‘reactive’ service

Development of the Course

Intent: create a combination of intellectual + experiential learning about increasing well-being…

…that also happens to yield a grade, and course credits…

…and meshes with aims of outreachPrevention, educationMental health professionals for the campus, not just

clients in our offices

Development of the Course

What can I offer?

What have I enjoyed teaching?

How can I use what I’m interested in to enhance the mental health of the campus?

The pitch to the higher-ups: Create a vision for what the course could offer Show how it could be good use of resources

Night class?

Philosophy of the Course

Enhance well-being/emotional health in 15 weeks

More than one way to balance a scaleThe absence of disease =/= health

Educate, invite new perspectives, discuss...not therapy

Perhaps more palatable for some students? feels different than a focus on pathology, distress

Hammer HARD on discarding the typical mentality when they walk in the classroom door

Shawn Achor talks (very fast) about happiness

Course StructureExperiential learning

Biggest ROI

Supported by science/research

Cemented by writing, discussion

Basic process of the course: “Science of ______”Experiential Assignment Record thoughts/feelingsDiscussion & Follow-up Rinse & repeat

Mar 2 The Science of Interpersonal Connections

Mar 7 Discussion & Follow-Up

Mar 9 The Science of Happiness: What is it, anyway?

Mar 14 Discussion & Follow-Up

Mar 16 The Science of (Di)Stress Management

Mar 21 Discussion & Follow-Up

Mar 23 The Science of Decision Making: Dealing with Ambiguity

Mar 28 Discussion & Follow-Up

Mar 30 The Science of Mindfulness

Apr 4 Discussion & Follow-Up

Ingredients

12 Modules, topics related to well-being and mental/emotional health

Media presentations by students

A sprinkling of readings, quizzes

Discussion groups

Investment Points (self-graded)

Final synthesis paper

What kinds of topics?

Happiness

Savoring

Stress Management

Mindfulness

Decision Making

Exercising Will

Others

Interpersonal Effectiveness

Purposes and values

Character Strengths

Gratitude

Self-Compassion, Awe, Empathy, Altruism

Example Module: Purposes & Values

Research on values, meaningfulness

How aware? (Values sort)

How engaged?

What do you want to be about?

Can you start living in those directions?

Two assignment options, journal, discussion, wrap-up

Sample Experiential Assignment: Gratitude Gratitude II Experiential Assignment: Gratitude Letter

Think about the people in your life that have significantly contributed to you in some way. Consider those who have been especially kind to you but may have never heard you really express your gratitude.

Write a Gratitude Letter to one of these individuals describing in concrete terms why you are grateful. The letter needs to be in-depth and concrete: name specifics the person did for you, and exactly how it has affected your life. Perhaps share what you are doing now and how you often remember their efforts. Make it come alive. Note: this is a letter, not a text, tweet, facebook message, or thank-you note.

Once you have written the letter, the next step is to deliver the message. You have some options here—the first two are more challenging but more rewarding, the third one may be easier but you’ll miss out on some of the rewards. It’s up to you which one you choose but I want to invite you to push yourself.

  Options

1. Deliver the letter in person and read it to the person.

2. Call the person if they are too far away to visit, and read them your letter over the phone.

3. Send your letter through regular mail/email.

  Make sure to note thoughts/feelings/reactions about your experience, and its effects on you and the other person, in your course journal. For the discussion groups, be prepared to share a bit about who you thanked and why, and what kinds of things you included in your letter.

Discussion Groups

Small groups

Takes some initial coaching

Provide some back-up questions

Everyone share their experience

Students write about these groups in their final papers

Investment Points

Completed at the end of each unit

Experience 30

Journal 10

Discussion 10

50 x 12 = 600 of the 1000 possible points

Assessing Effectiveness:Or How I Learned to Stop Worrying and Just Measure Something

Pilot study

Pre/Post for several semesters (Fall ‘12 – Winter ‘14)About 140 total

How do I want to measure it?Some qualitative, some quantitativeSome ambitious, because research studySome quick and easySimple pre-to-post changeAdministrators like number-y things

Gaining Campus Commitment to Outreach

Tools Used:

Psychological Well-Being Scales Autonomy Environmental Mastery Personal Growth Positive Relations Purpose in Life Self Acceptance

Life Orientation Test-Revised

Outcome Questionnaire 45.2

Self In School

Mindful Attention Awareness Scale

Savoring Beliefs Inventory

Gratitude Questionnaire-6

Subjective Happiness Scale

Approaches to Happiness Questionnaire

So…Does It Work?Pre Mean Post Mean Difference t p

Psychological Well Being- Autonomy 56.36 58.47 -2.11 -3.112 0.002

Psychological Well Being- Environmental Mastery 57.77 61.97 -4.2 -5.612 < .001

Psychological Well Being- Personal Growth 69.63 70.83 -1.2 -2.073 0.04

Psychological Well Being- Positive Relations 63.23 65.88 -2.65 -3.582 < .001

Psychological Well Being- Purpose in Life 66.34 68.67 -2.33 -3.471 0.001

Psychological Well Being- Self Acceptance 60.42 65.51 -5.09 -6.419 < .001

Psychological Well Being- Total 373.75 391.33 -17.58 -5.345 < .001

Life Orientation Test 20.99 22.77 -1.78 -6.018 < .001

OQ Symptom Distress 32.2 27.86 4.34 4.532 < .001

OQ Interpersonal Relations 11.65 9.65 2 4.716 < .001

OQ Social Role 10.92 10.28 0.64 1.928 0.056

OQ Total 54.78 47.78 7 4.539 < .001

Self in School 85.26 87.35 -2.09 -2.26 0.025

Approaches to Happiness- Meaning 22.3 23.31 -1.01 -3.541 0.001

Approaches to Happiness- Pleasure 18.47 18.73 -0.26 -0.747 0.456

Approaches to Happiness- Engagement 16.74 17.28 -0.54 -1.95 0.053

Gratitute Questionnaire 37.53 38.09 -0.56 -1.849 0.067

Subjective Happiness Scale 19.71 21.53 -1.82 -5.994 < .001

Mindful Attention Awareness Scale 3.75 3.76 -0.01 -0.03 0.976

SBI- Savoring the Moment 4.82 5.04 -0.22 -2.623 0.01

Paired Samples t-test

Bonferroni's Correction: Bold = sig at p < .004

So…Does It Work? (MANOVA highlights)

Pre Mean

Post Mean f p

Psychological Well Being- Total 373.75 391.33 7.78 0.006

Life Orientation Test 20.99 22.77 10.1 0.002

OQ Total 54.78 47.78 6.59 0.011

Subjective Happiness Scale 19.71 21.53 8.15 0.005

So…Does It Work?

95/133 people started in the clinical range on the OQ = students that need help may be self-selecting into

the class

Post-hocs: more advanced students benefited a bit more from the class

No difference between in therapy/not in therapy at time of classBut those with previous therapy differed significantly

from those without

What Do Students Say?Snippets from papers, course evaluations:

(Prevention/Education?)

“Yes, I have to admit this 2 credit course is probably the easiest ‘A’ I will ever receive, but it has been the most impactful 2 credits of my college career.”

“To be honest I thought the class would be something I could blow off and get an easy A. As the semester progressed I realized this class was what was holding me together.”

“I signed up to take this class because I needed two extra credits I needed to fill in and learning how to positively live sounded really interesting. I did not really know what I was getting myself into.”

“Prior to this class I had never paid much attention to what I feel in a given moment, or what happiness really means to me.”

Student Reactions(Maintenance/Intervention?)

“My reasoning behind taking this class was due to how difficult last year was for me. I went through a lot of trying personal experiences. Overall I was not happy with who I was or where my life seemed to be heading.”

“I elected to take this course during a pretty tough time in my life….I feel that I can walk from this class with mental and emotional tools.”

“I have become more understanding of myself and less frustrated or intolerant of the emotions that I have that I do not control.”

“This class has really changed me and I am sure will keep changing me.”

“Going in to see a therapist? Yeah, that was something that I would never do. Yet, here I was, discussing with my parents whether I needed to seek professional help. I had been suffering from depressed thoughts and feeling extremely forgotten….I am here to say that this positive living class helped me learn coping strategies that eventually helped me overcome some of these depressed thoughts.”

More Student Reactions

“One thing I really didn’t expect but loved was how much we were expected to apply what we learned.”

“With an observing mind I’ve come to understand more about myself than I could ever have done without. Mindfulness in itself has been a useful tool, but combined with value-oriented motivation, willpower, and all of the other concepts I’ve practiced throughout the semester, I feel that my capacity to live happily has improved substantially.”

“While I had hoped to enjoy this class, I must admit I am surprised by how effective it has been in changing my life for the better. Specifically, practicing mindfulness, assessing my values, and savoring things have led me to experience a more full and positive life.”

“This class teaches so much more than textbook. It teaches how to improve your life. I think a lot more education needs to be like this.”

Acknowledgments, Caveats, and Various ‘Yeah, buts….’

Self-selecting students?

Full semester course may or may not be a forum that you have available to you on your

Usual obstacles—getting the word out, filling

Limits on scope (25 students x 15 weeks)

Support from administrators

Yes, this IS outreach!

Sneak in some education/prevention, engage students in actual practice of attending to their psychological health, without it being therapy

Maybe doesn’t look like the first image we get in our heads when we think ‘outreach’

Proactively taking our expertise as mental health professionals out to the campusvs. waiting for students to come to us in distressNot just a ‘reactive’ service

Factors contributing to success

Student Life/Development: Equivalent to an academic college (UCC, FAC, FDC, VP position)

Clinicians have faculty status, expectation to teach

History: Since 1970’s

Word of mouth

Buy-in of faculty/clinicians, Hours to teach

Support of broader administration/mandate

Liaisons w/ Advisement Centers

Difficulties and Complications

‘Filler’ class, easy? Making courses academic

How to grade ‘personal development’

Lack of faculty interest/buy-in at times

Balance with clinical demands

Difficulty assessing outcomes/effectiveness

Clinical training vs. student development training

Respect from academic areas

Credit vs. required vs. elective

Effectiveness?Consistent student contact:

Do students who take the classes use therapy less or more?

Answer: More 11% to 7%. Explanation.

Course Evaluations: Higher than average on campus for course and instructor

Continued enrollment (levels up from other colleges)

Improved Liaisons with departments, agencies, colleges (e.g., Athletics, Residence Life, General Education, Advisement Centers, Deans)

Students complete requirements for graduation one semester before others.

Suggestions For building a programTailor to mission of college/university and center

Must have buy-in of clinicians—teaching meets a need.

Present case to administration (with data)

Start small, one class. Experimental/activity classes

Gather data: Needs assessment and outcomes of course(s)

Spread the workload

Market skills of PhD-level clinicians as clinicians, teachers, researchers.