Applying Positive Psychology to University Counseling Center Services
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Transcript of Applying Positive Psychology to University Counseling Center Services
Applying Positive Psychology to Applying Positive Psychology to University Counseling Center ServicesUniversity Counseling Center Services
Roderick D. Hetzel, James G. Marsh,
Susan Matlock-Hetzel, & Eileen Hulme
Baylor University
Are mental health problems Are mental health problems
increasing in severity among increasing in severity among
university counseling center clients?university counseling center clients?
Benton et al. (2003)Benton et al. (2003)
“Students who were seen in counseling services in more recent time periods frequently have more complex problems, such as difficulties in relationships and developmental issues, as well as the more severe
problems, such as anxiety, depression, suicidal ideation, sexual assault, and personality disorders … The number
of students seen each year with depression doubled over the time period, while the number of suicidal
patients tripled and the number of students seen after a sexual assault quadrupled” (p. 69-70).
Are the clinical demands greater Are the clinical demands greater
than the clinical resources?than the clinical resources?
Kadison and DiGeronimo (2004) Kadison and DiGeronimo (2004)
“Higher education is a business. And like any other business, it strives to offer a quality product at a
reasonable price. But in a bad economy (as we’ve seen lately) colleges face a double problem: their
endowment is reduced, and the demand for scholarship funds increases” (p. 164).
How can positive psychology help to meet How can positive psychology help to meet the psychological and developmental the psychological and developmental
needs of college students?needs of college students?
Lopez (2004)Lopez (2004)
“In the context of strong mentoring relationships and a stimulating, safe environment, capitalizing on human strengths enhances motivational forces and promotes
academic achievement and personal adjustment, leading to college retention and civic contribution.”
Facilitating Conditions
Motivational Forces
Achievement/Adjustment
Retention
Civic Engagement
Baylor UniversityBaylor University
Total Enrollment
(Fall 2004)
Undergraduates
(Fall 2004)
Undergraduate
Graduate
Law
Seminary
11,580
1,297
424
321
Freshman
Transfer
2,785
425
MaleFemale
4,823 6,757
41.6% 58.4%
<23 yo23+ yo
10,773 807
93.0% 6.9%
MinorityNon-Minority
2,978 8,602
93.0% 6.9%
U.S. CitizenInternational
11,173 407
96.5% 1.9%
BaptistCatholicMethodist
4,995 1,574 1,008
43.1% 13.6% 8.7%
Baylor University Counseling CenterBaylor University Counseling Center
• Clinical Staff– 4 licensed psychologists– 1 licensed professional counselor– 1 psychiatrist (part-time)– 4 practicum students (Psy.D. clinical psychology program)
• Services– Individual, couples, and group psychotherapy– Crisis intervention and emergency services– Outreach, consultation, and prevention services
• Sessions– Intake + 12 sessions– $10.00 fee starting at 7th session
Baylor University Counseling Center Baylor University Counseling Center
Client Demographics (2003–2004)
MaleFemale
209409
34%66%
<23 yo23+ yo
489129
79%21%
MinorityNon-Minority
153465
25%75%
UndergraduateGrad, Law, Sem
543 74
71% 9%
Students Seen 618
Counseling Appointments 3,449
Psychiatry Appointments 883
Telephone Consultations 1,328
In-Person Consultations 120
Baylor University Counseling Center Baylor University Counseling Center
Client Demographics (2003–2004)
Mood Disorder 209 33.8%
Anxiety Disorder 112 18.0%
Relationship Conflict 34 5.5%
Family Conflict 34 5.5%
Adjustment Disorder 31 2.8%
Eating Disorder 23 3.7%
Personality Disorder 19 3.1%
Bereavement 19 3.1%
Academic Problems 17 2.8%
Stress 15 2.4%
Substance Abuse 11 1.8%
Identity Concerns 11 1.8%
Sexual Abuse 7 1.1%
Conduct Disturbance 3 <1%
Psychotic Disorder 2 <1%
Physical Problems 2 <1%
Career Choice 1 <1%
IACS Accreditation Standards (2000)IACS Accreditation Standards (2000)
“The counseling service should play three essential roles
in serving the university and college community. The most prominent is providing counseling and/or therapy
to students experiencing personal adjustment, vocational, developmental and/or psychological
problems that require professional attention. Second is the preventive role of assisting students in identifying and learning skills which will assist them in effectively meeting their educational and life goals. The third role involves supporting and enhancing the healthy growth and development of students through consultation and
outreach to the campus community.” (Section B)
Counseling and PsychotherapyCounseling and Psychotherapy
• Provide counseling and psychotherapy services for students experiencing– adjustment problems– vocational concerns– developmental conflicts– relationship conflicts– psychological problems
Counseling and PsychotherapyCounseling and Psychotherapy
• Strengths Assessment– StrengthsFinder (www.strengthsquest.com)– VIA Signature Strengths Series (www.authentichappiness.org)
• Strengths Interventions– Lead to self-efficacy, hope, and positive affect– “How have you used your strengths to cope with your problem?”– Identify and reinforce strengths in session– Use signature strengths as resources– Build undeveloped strengths to help reach goals– Importance of “The Five Key Strengths”– Pathology = Misdirected or frustrated strength?
Counseling and PsychotherapyCounseling and Psychotherapy
• Purposeful Dialogue about “Deep Strategies”– Instillation of hope– Building relational resilience– Finding meaning and purpose– Enhancing positive emotions– Developing positive strengths
• “Resiliency Group” for Wait-List Clients– The Gratitude Visit– Three Good Things– You At Your Best– Top Strengths– Using Your Top Strengths– Making Meaning in Life
OutreachOutreach
• Provide preventive and developmental programs to help students– acquire new knowledge, skills and behaviors– encourage positive and realistic self-appraisal– foster personal, academic and career choices– enhance ability to relate mutually and meaningfully with others– increase capacity for satisfying and effective style of living
OutreachOutreach
• Traditional Outreach– “Popcorn Sessions”– Specific requests from residence halls or student groups– Mental health screening for depression, anxiety, substance
abuse, and eating disorders
• Website Revisions– Including information on social and emotional competencies– Hope, resilience, self-efficacy
OutreachOutreach
• “Adopt A Residence Hall”– Develop ongoing relationships with students and staff in one
particular residence hall– Innovative and non-traditional programming based on positive
psychology principles and practices
• Strengths Programming– Presentations to entire freshman class on strengths during first
six weeks of fall semester
OutreachOutreach
• Resiliency Class – EDC 1200
1. Defining Resiliency and Learning ABCs
2. Avoiding Thinking Traps
3. Detecting Icebergs
4. Challenging Beliefs
5. Challenging Beliefs
6. Putting it in Perspective
7. Calming and Focusing and Real-Time Resilience
OutreachOutreach
• Peer Mentoring Program
1. Student life advising integrating interests, strengths, and academic schedule
2. Weekly individual peer mentoring sessions focusing on hope, academic self-confidence, and strengths
- Based on Lopez’s 8-week group therapy hope intervention- Help students develop academic and life goals- Instill hope by developing motivation (willpower) and means
(waypower) to reach goals- Educational, experiential, and homework components
ConsultationConsultation
• Provide consultation services to members of university community to support and enhance the healthy growth and development of students through– Faculty and staff support– Student needs advocacy– Program development– Teaching and advising– Outreach programming– Retention activities
ConsultationConsultation
• Strengths Coordination Council• Student Life Advising• Training Community Leaders (Resident Assistants)• Consultation on Retention
The ACT Study on Student Retention (Tinto, 1993)
Academic Factors
HS GPA
ACT Score
Strength
.448
.388
Non-Academic Factors
Academic Self-Confidence
Academic Motivation
Strength
.496
.303
Positive Psychology At Your UCCPositive Psychology At Your UCC
1. Identify what your supervisors (VP, Dean, Director) care about- Retention, discipline, meaning and purpose, engaged learning
2. Tell them how you can help them reach their goals
3. Inform them what others are doing and what you can to do to stand out
4. Seek external funding or “seed money” for new programs
5. Stay current with literature in other areas of student development
6. Play to your supervisor’s strengths!
The The Very PositiveVery Positive Staff of the BUCC Staff of the BUCC