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COUNSELING CENTER ANNUAL REPORT
Counseling Center 57th
Annual Report 2015-2016
Mission Statement The Counseling Center supports the University’s mission “to foster the education, critical
thinking, and intellectual growth of its students, the creation and application of new
knowledge, the economic development of the State, and effective engagement of its
students, faculty and staff with the surrounding world.”
To advance the University’s mission, the primary focus of the University of Maryland
Counseling Center is to provide comprehensive and effective psychological, career,
academic, testing, and disability services to meet the personal, developmental, mental
health, and educational needs of its diverse student body. We strive to uphold the
highest standards of the University, the Division of Student Affairs, and our profession
for ethical and responsible service delivery.
Our dedicated professionals support the academic mission of the University through
consultation, outreach, and partnerships with faculty, staff, administrators, parents, and
other key stakeholders. The Counseling Center staff value and are engaged in on-going
educational activities and experiences to enhance their knowledge-base and
multicultural capacities. We provide services and programs that are inclusive and give
voice to the varied experiences of students by providing a safe place to be heard,
appreciated, and accepted.
The Counseling Center promotes the values of the university and the profession, through
research, teaching, and supervised training opportunities for emerging professionals.
T his is the 57th Annual Report of the University of Maryland Counseling Center.
Directed by Dr. Sharon Kirkland-Gordon, the Counseling Center provides
comprehensive support services that promote the personal, social, and academic
development and success of University of Maryland students. The 2015-2016
academic year marked 77 years of service to the University of Maryland community.
Contents
Key Accomplishments 4
Summary of Help-Seeker Contacts 4
Who Seeks Services? 5
Counseling Center Highlights
Counseling Service 6
Disability Support Service 10
Learning Assistance Service 12
Testing Office 14
Research Unit 14
Scholarly Activities 15
Training Programs 17
Diversity Goals and Initiatives 18
Counseling Center Goals 2015-2016 20
Counseling Center Goals 2016-2017 22
Challenges and Opportunities 24
Staff 25
4
The new Counseling Center website was launched.
The Testing Office added two items to its testing menu: the Graduate Management Admissions Test (GMAT) and the Medical College
Admissions Test (MCAT)
The Disability Support Service developed a business proposal for providing closed-captioning services.
The Counseling Center began providing after-hours crisis support with ProtoCall, a call service staffed by professional counselors.
The Counseling Center filled four positions: Assistant Director of the Learning Assistance Service, Assistant Director of the Research Unit,
Math Specialist in the Learning Assistance Service, and Staff Psychologist in the Counseling Service.
LAS received a Pepsi Grant to host the first “Midterm Madness” event in Stamp Student Union.
LAS developed and hosted the first online workshops and launched Study Tables.
The Counseling Service’s doctoral internship established a training rotation in the LGBT Equity Center.
The Counseling Service collaborated with RecWell on the “Move for your Mood” campaign that promotes the positive impact of activity on
mental health.
DSS launched Clockwork, a secure electronic data management system.
DSS created and participated in the Maryland Association on Higher Education and Disability (MD AHEAD) workgroup to discuss and establish
system-wide accessible technology.
The Counseling Service designed a new Drop-in for Mindfulness service that taught students how to manage stress, worry, and anxiety.
The Counseling Service engaged in a consultative relationship with the Office of Civil Rights and Sexual Misconduct and the Athletics
Department in the development of training materials for student-athletes on healthy relationships and bystander intervention.
The Counseling Service initiated an ADHD screening service to support treatment planning by Health Center psychiatrists.
As a result of a collaborative effort, the Counseling Center Director, DSS Director, General Counsel and Director of the Office of Civil Rights
and Sexual Misconduct developed a policy for Disability and Accessibility and Non-Discrimination, both of which were passed by the
University Senate in May 2016.
Key Accomplishments in 2015-2016
Summary of Help-Seeker Contacts
Division 2015-2016 Prior 3-yr Avg.
Change from 3-yr Avg.
Counseling Service Intake Appointments
2,264 1,816 +20%
Disability Support 2,239 2,026 +11%
Learning Assistance Service 6,773 7,093 -4.5%
Total Applicants for Counseling 11,276 10,749 +5%
Test Administrations 9,961 9,868 +1%
Consultation/Professional Activities 18,035 13,544 +33%
(UMD Total Enrollment in Fall 2015 = 38,140)
5
Who seeks services?
International Students
Counseling Service
8%
1%
9%
Male 40%
Female 60%
Male 40%
Female 42%
Male 43%
Female 57%
White 47%
Asian 19%
Black/ African American 17%
Hispanic 11%
Bicultural/Multicultural 4%
Unknown 1%
White 47%
Asian 20%
Black/ African American 17%
Hispanic 11%
Bicultural/Multicultural 4%
Unknown 1%
White 66%
Asian 6%
Black/ African American 10%
Hispanic 5%
Bicultural/Multicultural 8%
Unknown 5%
Academic Status
Unspecified 18%
Counseling Service Learning Assistance Service
Race/Ethnicity Gender
The Counseling Center is committed to providing culturally sensitive services and inclusive programs that allow students to feel safe
and accepted. Our help-seekers reflect the University’s diverse student population in terms of academic status, race and ethnicity,
gender, and country of origin.
Disability Support Service
Learning Assistance Service
Sophomore 33%
First Year 29%
Junior 22%
Senior 12%
Graduate Student 3%
Senior 28%
Junior 22%
Sophomore 18%
Graduate Student 16%
First Year 12%
n=2,239
n=2,159
n=6,773
6
Poor Concentration 1,168
Nervousness 1,015
Sadness 789
Low Self-Esteem 771
Fearfulness 758
Decision-Making Difficulty 667
Irritability/Anger 671
Sleep Difficulty 667
Hopelessness 659
Low Energy 645
The Counseling Service
Top Concerns on the Symptom Scale
The Counseling Service in the Counseling Center is the primary campus provider of free and confidential therapy to help UMD
students manage personal, social, and academic challenges. Staffed primarily by licensed psychologists, the Counseling Ser-
vice also conducts campus outreach presentations, provides emergency response services, and assists with referrals to off-
campus mental health providers.
2014-2015 2015-2016 % Change
All intake assessments1 1,975 2,264 +15%
Total client contacts2 9,776 10,273 +5%
Unique clients3 1,931 2,159 +12%
2015-2016 Appointments
1 “All intake assessments” counts all checked-in intakes for the reporting year. This number will count an individual each time she or he had an intake. 2 “Total client contacts” counts all client appointments in the Counseling Service for the reporting year. 3 “Unique clients” counts each student seen at the Counseling Service once regardless of the number or type of appoint-ments. As such, it provides an accurate baseline count.
The Counseling Center’s care manager maintains an extensive list of off-campus men-
tal health resources that includes psychologists, psychiatrists, social workers, and
mental health agencies. Students may schedule referral appointments with the care
manager on their own or be scheduled by Counseling Service therapists who recom-
mend off-campus treatment. Referrals may be advised for students who are not
comfortable seeking counseling on campus, who have been recommended by a Coun-
seling Service counselor for long-term or specialized treatment, or who have complet-
ed short-term services at the Counseling Center and desire additional treatment.
Care Manager Appointments
Average number of individual counseling sessions received by Counseling Center
clients
Percent of intake clients who received
priority assignment to counseling
Percent of clients who started 1st
session of counsel-ing within 2 weeks
of intake
Number of
emergency appointments
5.6 25 47 242
386 Students who met
with care manager for referral.
124 Referred students who started counseling with community providers.
At intake, Counseling Service clients complete the CelestHealth Behavioral Health Measure-43 (BHM-43), which pro-
vides a global mental health score and severity levels on several symptom subscales that include the Suicide Monitoring
Scale. The results are used with the clinical interview to assist in risk assessment and treatment planning.
Suicidal Ideation at Intake
No Risk Low Risk Moderate to High Risk
66% 24% 10%
Percent of students per risk level on the Suicide Monitoring Scale.
Percentages may include clients with more than one intake out of
1,946 students who completed the BHM-43.
Number of clients who endorsed
“almost always” or “often” on the
Symptom Scale of the Psychotherapy
Outcome Assessment and Monitoring
System (POAMS) completed at intake.
7
Group Therapy
The Counseling Service’s group program includes general therapy groups and theme-based support and educational groups. Our general therapy groups help students enhance interpersonal relationships and general well-being. Theme-based groups focus on specific student populations, such as international students and women of color, and presenting issues such as anxiety, depression, stress, and eating disorders. The sharing of personal challenges and exchanging of feedback that occurs in group therapy serve to validate and normalize the experiences of group members as they discover that they are not alone with their problems. This year 26 different groups provided service to 329 students. We added two new support groups, one for students who identify as Arab, Middle-Eastern, or North African (AMENA) and one for students with a diagnosis of Attention Deficit-Hyperactivity Disorder. In addition, Majors Discovery was a new small-group intervention targeted to first-year and sophomore students that assessed interests and values related to work and provided resources and strategies for determining academic majors.
2015-2016 Groups
ADHD Support Group AMENA Support Group
Building Social Confidence Calm My Nerves Circle of Sisters
Creating Confidence A Lighter Shade of Blue (Depression
Process Group) Dissertation Support Group
General Therapy Group for Female Graduate Students
General Therapy Group for Graduate Students
Hope and Healing International Student Support Group
Majors Discovery Memory Circle
Mindfulness Meditation Mindfulness Meditation Drop-In
My Body My Self Student Satisfaction with Counseling
82% 99%
87% 95%
I’m satisfied with the length of time waiting for counselor after intake
My counselor
understood my concerns
I’m satisfied with the
progress I made in
counseling
It’s important for this
University to have the
Counseling Center
87% 98%
85% 96%
I’m satisfied with the length of
time waiting for group
counseling after intake
My group counselor
understood my concerns
I’m satisfied with the
progress I made in group
counseling
It’s important
for this University to
have the Counseling
Center
“It was a very welcoming
experience. Everybody at
the Counseling Center
gave me the impression
that my concerns
mattered to them.”
“My counselor showed
understanding by offering
insights and suggestions
that I normally would not
think of.”
“Group has truly been a
calm refuge during a very
stressful time in my life. It
was really cool to be with
others who share the
same type of worries.”
Group Counseling
Individual Counseling
8
‘Warmline’ Consultation Parents or guardians with concerns about their students may consult with a therapist
by calling the Counseling Center’s Warmline. Therapists are available during regular
business hours to help callers explore options for addressing student problems.
Warmline calls are returned within the same day.
This year, the most common issues of parent callers were students’ poor academic
performance, mental health, substance use, and questions about counseling services.
Warmline consultation also is available to faculty and staff, who often are the first to
observe and respond to student problems. Faculty and staff Warmline calls increased
59% over last year.
Among the issues that faculty and staff requested help with were troubling student
email messages, students with depression, student complaints about grades,
disruptive classroom behaviors, and reported thoughts of suicide.
96 Parent
Warmline calls
140 Faculty and staff Warmline calls
After-Hours Crisis Counseling Service
The Counseling Center offered around-the-clock
support with the implementation of an after-
hours crisis consultation service, called ProtoCall.
When the Counseling Center is closed, calls to
the Counseling Center main number can be
routed to ProtoCall counselors, who are trained
to provide brief crisis counseling and conduct risk
assessments.
Call reports compiled by ProtoCall are sent daily
to the Counseling Service for review. In some
cases, callers receive next-day follow-up calls
from the Counseling Service care manager.
Total Calls Sept-May
459
Next-Day Call Backs
121
Reasons for Calls
343
72
Information Clinical support
Walk-In Services for Special Populations
Recognizing that stigma about seeking counseling and unfamiliarity with the counseling process prevents some students
from getting the help they need, the Counseling Service makes requesting time with a counselor easier for specific
student populations. Unscheduled time with a counselor is available to students of color, LGBTQ students, international
students, and veteran students each day from 3 to 4 p.m.
Walk-In Hour No. Students
Students of Color Walk-In 50
Rainbow Walk-In for LGBTQ students 22
International Students Walk-In 3
Veteran Students Walk-In 1
9
Counseling Service Outreach Highlights
Campus outreach initiatives promoted wellness and prevention through psycho-educational presentations, workshops,
and programs designed to enhance psychosocial and identity development and to prevent problems from occurring.
Through outreach presentations, Counseling Service therapists reach members of the campus community who might not
be familiar with services provided by the Counseling Center.
Some of the year’s outreach highlights include:
The Counseling Service supported Mental Health Awareness Week with tabling events that highlighted stress
management tips and resources.
“Body Image Brown Bag” discussions were coordinated for the LGBT Equity Center and Multicultural Involvement &
Community Advocacy (MICA) office.
Staff in the Counseling Service collaborated with RecWell, Active Minds, and University Health Center to develop
and launch the Move for your Mood campaign that promotes the benefits of physical activity on mental health.
A new multicultural awareness outreach presentation was developed and presented to staff in the Academic
Achievement Program, Alpha Kappa Alpha sorority members, and colleagues in the Learning Assistance Service.
300 outreach presentations reached more than 2,000 recipients
Parent Orientation Attendees
Transfer Student Resource Fair
CMSE Summer Internship Program
Office of Diversity and Inclusion
Incentive Awards Program
Academic Achievement Program
College of Information Studies
Department of Resident Life
Honors College
Office of Civil Rights and Sexual Misconduct
Language House
Nyumburu Cultural Center
Equity Center
UMD Athletics
The Graduate School
Hillel
RecWell
Active Minds
Learning Assistance Service
Psi Chi
Online At-Risk Trainings for Faculty and Staff
The Counseling Service introduced an online training program for faculty, staff, and students that teaches users to
effectively engage in difficult conversations with students of concern. The program, called Kognito, is available on the
Counseling Center and University Health Center websites. The two agencies collaborated on promoting Kognito in their
outreach efforts to the UMD community.
The program uses virtual classroom settings to teach motivational interviewing, asking open-ended questions, and avoiding
common pitfalls when responding to students in distress. Users can select from three 25- to 45-minute trainings that
address:
Students struggling with psychological distress
LGBTQ students facing harassment or exclusion
Student veterans struggling to adjust to college life
In addition to promoting Kognito in the Counseling Center’s “Helping
Students in Distress” presentations, Counseling Service therapists
facilitated discussions with faculty and staff after they completed the trainings. These groups included the Honors College,
Stamp Student Union, Human Resources, Resident Life Community Directors, and Resident Life Resident Directors.
10
The Disability Support Service The Disability Support Service (DSS) provides reasonable accommodations to qualified individuals to
ensure that they have equal access to the services and programs at the University of Maryland. The
professionals in the DSS office are available to assist, consult, support, and advocate on behalf of students
to ensure that their educational, accommodation, and accessibility needs are met.
2014-2015 2015-2016 % Change
579 596 +3%
1,159 1,270 +8%
Registrations
Consultations
Learning Disability 440
ADHD 725
Psychological Disability 660
Physical Disability 55
Medical Disability 232
Deaf/Hard-of-Hearing 28
Blind 2
Visual Impairment 22
Head Injury 27
Autism Spectrum 16
No. of
Students
Disability 2013-2014 2014-2015 2015-2016
ADHD 660 747 725
Learning Disability 443 480 440
Psychological 543 657 660
Physical 44 46 55
Medical 248 274 232
Deaf/Hard-of-Hearing 32 30 28
Visual Impairment 25 28 22
Head Injury 24 31 27
Blind 6 5 2
Autism Spectrum 13 11 16
TOTAL 2,051 2,309 2,239
Three-Year Population Comparision
2015-2016 DSS Population
11
Student Satisfaction with DSS
“My grades and confidence in
my test taking ability has
increased dramatically with my
involvement with DSS.”
“DSS has changed the way I see
myself as a student. I feel much
more capable.”
“I am extremely appreciate of
DSS. I would not have been able
to be as successful throughout
college without DSS.”
Accommodated Exams 2013-2014 2014-2015 2015-2016 % Change
No. of Test Takers 760 779 912 +15%
No. of Exams Administered 5,417 5,421 7,184 +25%
No. of Testing Hours 9,927 9,946 12,341 +20%
Technology-Assisted Exam Proctoring
Includes exams converted to accessible formats by the Adaptive Technology Lab (ATLab).
2013 2014 2015 2016
73 88
97
177
Staff understood the support
I needed
Staff helped me obtain the support I needed
My work with DSS is important
to my continued enrollment
I’m satisfied with the
timeliness of DSS
response to my concerns
It is important
for the university to have a disability service
Deaf and Hard-of-Hearing Services
The 2016 Fiscal Year
totals reflect a significant
increase over the
previous two years in the
number of technology-
assisted exams. The
number of ATLab-
proctored exams doubled
over the last 2 years.
85% 83% 82%
86%
96%
Percent of students who agreed with survey items.
2013-2014 2014-2015 2015-2016
No. of Requests 76 192 482
Billable Hours 31.55 86.14 128.13
Cost $2,361 $5,222.14 $12,499.61
Significant increases in the
use of multimedia in
classrooms have resulted in
exponential growth of
captioning and transcription
requests.
12
The Learning Assistance Service The Learning Assistance Service (LAS) is the academic support unit of the Counseling Center. The LAS staff guide
students in strengthening their learning skills and improving their academic performance. With a range of
innovative learning services provided by dedicated counselors, LAS helps UMD students understand themselves
as learners, manage the demand of college courses, and apply appropriate learning strategies to achieve success
in college.
Top 10 Concerns in LAS
Earning Better Grades 336
Studying Effectively 330
Managing Time Effectively 295
Preparing for Exams 288
Taking Exams 195
Memorization 189
Reading materials effectively 181
Exam Anxiety 178
Getting Motivated 156
Listening/Note-Taking 153
No. of
Students
LAS Appointments The Learning Assistance Service experienced a modest increase in the total number of students served. Much of
this can be attributed to an increase in students attending workshops and receiving math learning support.
Service
No.
of Students
2014-2015
No.
of Students
2015-2016
% Change
No.
of Visits
2015-2016
Total
Hours
2015-2016
Academic Counseling 475 411 -13% 1,006 924
Courses 299 2261 -24% 2,5112 3,3822
ESOL3 365 - - - -
Study Tables4 - 22 - 31 38
Guided Study Sessions 3,886 4,079 5% 22,423 29,470
Math Learning 93 120 29% 210 180
Peer Assisted Learning5 193 - - - -
Workshops 1,274 1,914 50% 2,018 2,122
TOTAL 6,603 6,773 2.6% 28,200 36,117
1 135 students who participated in our online courses. 2 1471 online course visits are included in our face-to-face course visits and total hours. 3 The ESOL program was transferred to Office of International Student and Scholar Service. 4 Study Tables were not offered in 2014-2015 but were offered in 2015-2016. 5 The PAL program was not offered in 2015-2016. The program will be reinstated in 2016-2017.
3,885 4,079
93 1,274
1,914 120
Guide Study Sessions up 5% Math Learning up 29% Workshops up 50%
Appointment Summary
2014-2015 2015-2016
13
LAS Courses
EDCP 108B: Learning Strategies: Eight sections of this 1-credit course taught strategies and behaviors for
achieving success in college and in life. Five of the sections were online classes.
EDCP 108G: The Transfer Student in the University: One section of this 1-credit course was taught to help Fall
semester transfer students ease their transition to UMD.
EDCP 108M: Math Study Skills and Building Confidence: Two sections of this 1-credit course helped students
enhance their math learning skills.
MATH 003: Developmental Math: An adaptation of MATH 003 provided extra support to students.
HESI 318N: Leadership in Collaborative Learning Groups: This course trained new GSS leaders in the
collaborative learning process.
New in LAS Study Tables: Topic-Specific Group Learning
Study Smarter, Not Harder: Fine-tuning study skills
Time Tables: Strategies for better time management
Academic Support Group for International Graduate Students: How to survive and thrive in the American
educational system
Midterm Madness
LAS hosted a Spring resource event in the Stamp Student Union. The event was perfectly timed prior to midterms to
allow students the opportunity to acquire information to assist them as they prepared for midterm exams and
Student Satisfaction with the Learning Assistance Service
I know more about the topic
presented
I learned about services offered
by LAS
My educational counselor
understood my concerns
My educational counselor helped me resolve my concerns
This workshop topic would be helpful for my friends to hear
This workshop met its stated
goal
90% 98%
86% 95%
Percent of students who agreed with outcome survey items.
98%
86% “My counselor has made a
significant impact on my
approach to my academic
studies, and I feel that I have
learned so many ways to
better efficiently manage my
time.”
“GSS helped me raise my test
grade from an F on the first
exam to a B on the second
exam! I learned how to study
more effectively by going.”
“[EDCP108B] was a very useful
class. Truly an investment in
yourself.”
14
The Testing Office
The Research Unit The Research Unit of the Counseling Center is responsible for generating new ideas and conducting research
studies that support the interests of the Counseling Center, Student Affairs, and the University community.
Research topics include student development, multiculturalism, retention, and clinical service delivery. The
Research Unit produces a variety of research briefs and publishes articles on various areas of interest. The design,
implementation, and analysis of the annual University New Student Census is one of the Research Unit’s primary
responsibilities.
The Testing Office administers proctored testing, computer-based testing, and paper-based large
scale testing to University of Maryland students and to other test takers from outside the
University. A variety of computer-based tests may be taken at the Testing Office. Some test
scores are available immediately; others are available via online accounts two to three weeks
after completion.
The Testing Office also provides psychological and vocational assessments to students receiving
counseling from Counseling Service therapists.
Revenue generated though proctored testing increased 43% this year, nearly doubling last year’s increase.
In the second year of offering Praxis ParaPro, an examination taken by those who wish to secure teaching assistant positions, ParaPro testing increased 164%.
Our computer-based testing, which includes CLEP, GRE, MAT, MCAT, Praxis, TOEFL, and ParaPro, declined only slightly (2%).
GMAT, a computer based test, was administered on a pilot basis this year.
Counselor-requested testing, exclusive of courses, declined 50%. Many of the assessment instruments will be moving online as test publishers phase out paper-based instruments.
Our paper-based large scale testing registrations increased slightly this year (just under 2%), after declining
Computer-Based Tests 6,645
Paper-Based/Large-Scale Tests 1,551
Proctored Tests 1,092
Counseling Service Tests 673
2015 University New Student Census
Summary of Tests Administered
Testing Office Highlights
No. of
Tests
The University New Student Census (UNSC) is an annual online survey given by invitation to incoming first-year students, transfer students, and Freshmen Connection admits who register to attend a summer orientation session. The census collects data on the experiences, characteristics, attitudes, behaviors, and aspirations of new students. Out of 6,707 successfully emailed invitations, 3,013 students answered at least 90% of the survey questions yielding a 45% response rate.
15
Approximately 83% of Freshmen Connection admits and 93% of new first-year students planned to live in a campus residence hall. Only 14% of the transfer students planned to live in a campus residence hall.
Overall, 57% of respondents said they would like to have a “buddy” on campus to help them navigate the university system.
Seventy-eight percent of the new transfer respondents indicated they had decided on their future career, while this was true for 62% of Freshmen Connection admits and 58% of new first-year respondents.
New transfer respondents were the most likely to report that they were not sure they would have sufficient funds to finance their college educations.
Almost 50% of the respondents said that for three or more days out of the last seven days, they woke up not feeling rested no matter how much sleep they got.
However, 31% of Freshmen Connect admits, 40% of new first-year students, and 24% of the new transfers said that even if they knew more sleep would improve their health and memory, they would not change their sleep habits.
Presentations and Publications Counseling Center staff produced 11 manuscripts that were published or in press and conducted more than 70 presentations at professional conferences.
Scholarly Activities
Based in the Counseling Service, the Research Committee is responsible for conducting research projects that sup-
port and inform the clinical work and service delivery of the Counseling Service. This year the committee conduct-
ed informal interviews with the Counseling Service counselors regarding their experiences using existing student
assessment measures at intake and individual counseling sessions. Fifteen interviewees participated in the 30-
minute one-on-one structured interviews. A summary of the analyzed interviews that was presented to the Coun-
seling Service staff highlighted the patterns of use and concerns about current assessment measures.
The analysis generated exploration of other intake and session assessment instruments, such as the Counseling
Center Assessment of Psychological Symptoms (CCAPS) and Outcome Questionnaire-45 (OQ-45). The Research
Committee examined the instruments’ psychometric properties, scale domains, strengths and limitations, clinical
use among other college counseling centers, and compatibility with the Counseling Center’s existing electronic
record keeping system. Results will be used to consider enhancements to the Counseling Center’s client assess-
ment procedures.
The Research Committee
Article and Presentation Topics
College Student Development
Career Issues
Sexual Violence
Supervision and Training
Research Methodology
Multiculturalism
International Student Issues
Student Athlete Identity
Therapy Process and Outcome
Highlights from New Student Census
16
Staff Development
Number of Classes Taught by Center Staff 25
Number of Graduate Level Classes Taught 4
Number of Graduate Students Taught 28
Number of Undergraduate Classes Taught 21
Teaching Activities
Committee Work
Counseling Center staff served on 24 in-house committees. This includes standing committees, search com-
mittees, and project-specific committees. In addition to work groups within the Counseling Center, staff were
involved in 38 committees in the Division of Student Affairs and other University departments.
Disaster Mental Health, Mary Tramontin, Psy.D.
Ethical and Legal Implications of Counseling Center Practice, Diane Krejsa, J.D. and Laura Anderson Wright, J.D.
Academic Policies
Helping Students in Distress
Mindfulness
Positive Psychology
Working with Students on the Autism Spectrum
Learning Assistance Disability Support Service
Counseling Service Case Conferences
Counseling Service counselors met weekly in two groups from September through April. Each week, a guest con-sultant led a discussion of a staff member’s therapy case. Sessions addressed therapist challenges, approaches to treatment in a short-term model, and specific clinical issues such as post-traumatic stress, multicultural variables in therapy, immigration issues and challenges, psychoses, dissociative identity disorder, and complex trauma. Staff attended 21 case conferences during the year.
Continuing Education Programs
Transgender Care, Thomas Coughlin, LPC, NDD, M.S.
Mental Health Concerns of Student-Athletes, James Houle, Ph.D.
Rainbow Terrapin Network Membership Training
Testing Accommodations for People with Disabilities:
Research-based Practices
Declining Student Resilience: A Serious Problem for
Colleges, MD AHEAD
Program Standards, Reviews and Student Learning
Outcomes, MD AHEAD
Assistive Technology, Crystal Tenan
IIT Case Management for Elementary Schools, Kate
Kramer, Ph.D.
ADA Leadership Network, Mid-Atlantic ADA Center
Test Administration Training
(MCAT, Praxis ParaPro, Miller Analogies, GRE, TOEFL, CLEP, University of London, individual proctored testing, Counseling Service assessment instruments)
Testing Office
17
Training is a key component of the mission of the Counseling Center. Several training programs in the Counseling
Service offer supervised training to psychology graduate students who are preparing for careers as psychologists,
teachers, and researchers.
Training Programs
2014-2015 2015-2016
Number of applicants
115 105
Male 22% 21%
Female 84% 78%
International Students
27% 16%
A new training rotation in the Office of Diversity and Inclusion was developed. Two of this year’s interns selected this weekly placement, which consisted of conducting outcome as-
sessment of the office’s programs for students and staff and administering a needs assessment of ser-
vices for students from countries that are undergoing turmoil.
The internship partnered with the Department of Resident Life to develop training for interns in pro-
gram evaluation. After a summer training seminar the interns will design, implement, and evaluate a
module of the training conducted with new resident assistants.
An in-depth self-study was compiled by the Training Committee and submitted to the American Psycho-
logical Association’s Commission on Accreditation (CoA). The self-study was approved, which allows
the Counseling Center to move forward with a reaccreditation site visit in September 2016.
Psychology Internship
Internship Highlights
No. of Doctoral Interns
No. of Doctoral Externs
Number of Practicum Trainees
4 2 21
A 12-month clinical internship is a required final step in doctoral applied psychology programs, and the Counseling
Center trains four interns in its nationally recognized program. Based in the Counseling Service, the internship,
accredited by the American Association, provides generalist training in individual counseling, group counseling,
consultation and outreach, research, and supervision.
Psychology Externship
Practicum Trainees
Two advanced doctoral psychology trainees provided more than 240 hours of clinical service to clients during this aca-
demic year. In addition to supervised training in individual counseling, externs co-led the My Body My Self therapy
group and administered psychological assessments to inform treatment of clients on the autism spectrum.
The Counseling Center provided counselor training for graduate students in the Psychology Department and in Coun-
seling, Higher Education and Special Education. Practicum students received one hour of on-site weekly clinical super-
vision from Counseling Service therapists, practica instructors, and licensed therapists contracted by the department
training programs.
Summary of Internship Applications
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Diversity Goals and Initiatives A1. Goal: The Counseling Center will strive to achieve 100% compliance of diversity considerations as a supplemental category on the Performance Review and Development form. (1 year) Update: Accomplished and ongoing The Counseling Center included engagement in diversity training/activities as one of the supplemental performance factors on the PRD. A2. Goal: The Counseling Center will encourage and continue to provide opportunities for administrative support staff to participate in diversity programs by requiring that they attend at least one diversity program a year. Update: Accomplished and ongoing The Counseling Center offered a diverse slate of R&D presentations, including the Inclusion, Diversity, Equity Awareness (IDEA) Committee’s annual presentation; and encouraged participation in the Student Affairs INDABA series. A3. Goal: Professional staff will continue to participate in diversity related programs through Research and Development presentations, continuing education sessions required for licensure, and national and regional conferences. (1 Year) Update: In progress Specific and more intensive diversity training for staff is being planned for the coming year. A4. Goal: Counseling Service psychologists will provide leadership and consultation in the areas of multicultural competence and race relations as necessary for departments in the Division of Student Affairs. (1-2 years) Update: Partially accomplished and ongoing Psychologists in the Counseling Service provided consultation and outreach to various departments and student groups following incidents that were considered offensive and discriminatory. B1. Goal: The Counseling Center will continue to build on the goal of completing its website to include information, images, for students, faculty and staff that are inclusive of diverse populations. (1 Year) Update: Accomplished The Counseling Center launched its new website in April, 2016. The website was designed to reflect the Center’s values as it relates to inclu-siveness and multicultural competence, highlight our diverse staff, and include diverse images and content. B2. Goal: The Counseling Center will follow through on its prior year’s goal to provide an assessment of public spaces (hallways, group rooms, testing room) to determine how they could better reflect the valuing of diverse people and their identities. (1-2 Years) Update: In progress The Counseling Center’s administrative group has engaged in discussions of how to best create a welcoming and inclusive cultural space that affirms the existence of various racial-ethnic/cultural/social identities. We plan to take action on this initiative in the coming year. B3. Goal: The Counseling Center will, as the budget allows, invest in magazines and publications in the waiting area that reflect diverse people and their identities. (1 Year) Update: No further action. Following observations of student behavior, we concluded that students rarely read paper magazines. Clients in our waiting area are engaged in using their mobile devices and reading on-line material that is of interest to them. B4. Goal: The Counseling Center will continue to build on developing a workshop and place information on the website specifically for First Generation Students. (1 Year) Update: In progress Currently, we are working on using our research findings on First Generation Students to develop programs/services for FGS. One of our goals for the coming year is to create a list of tools and resources for FGS. C1. Goal: The Counseling Center will complete the development of a database of professional organizations that target specific interest or social identity groups that can be used for job searches. (1 year) Update: In progress The list is in the process of being compiled.
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C2. Goal: The Counseling Center will continue to diversify its staff by specifically targeting men to achieve a gender balance. (Ongoing) Update: Continuing In recent searches for counseling positions, the pool of eligible applicants included mostly women and only a few men. Over the years, there has been a steady decline in the number of men entering the profession. We will continue to search for male applicants through our profes-sional affiliations. D1. Goal: The Counseling Center’s doctoral internship program will continue to provide educational training opportunities by exploring rotations in the Department of Athletics and the Office of Diversity and Inclusion. (1 Year) Update: Partially accomplished and continuous Two doctoral interns completed social justice rotations in the Office of Diversity and Inclusion. Rotations in the Department of Athletics is in progress. D2. Goal: The Disability Support Service will provide educational presentations and workshops for faculty and staff who work with stu-dents with disabilities. (1 Year) Update: Accomplished and ongoing The Disability Support Service (DSS) increased their outreach efforts by providing educational presentations for faculty and staff. D3: The Disability Support Service will develop handbooks for faculty and parents in order to provide educational information on services, policy, procedures, etc. (1 Year) Update: Partially accomplished Handbooks and information for faculty and parents will be finalized in the fall. E1. Goal: The Counseling Center will resume its search for a Research Director with demonstrated experience and scholarship in the area of multicultural competencies. (1 Year) Update: Accomplished Dr. Yu-Wei Wang, former faculty member, was hired as the Research Director of the Counseling Center’s Research Unit. Her scholarship in the area of social justice, multicultural competency, and international students are nationally recognized. E2. The Counseling Center will continue to conduct research that examines the critical needs of diverse incoming students particularly in the areas of academic adjustment and career development. (2 years) Update: Accomplished and ongoing The findings from the New Student Census provided data on career decision-making, academic adjustment, and college readiness for specific groups, including underrepresented and marginalized students. E3. Goal: Over 40 years of research collected from the Mental Health Professionals of Color (Minority Databank) that explores experienc-es of professionals of color in counseling center settings will be presented nationally. (1 Year) Update: Accomplished Highlights from the Vivian S. Boyd Databank for Mental Health Professionals of Color, which has amassed over 40 years of data, were pre-sented at the Association of University and College Counseling Center Directors conference in October 2015. F1: Goal: The Counseling Center will explore partnerships to engage in the area of diversity training and/or programming. (1 Year). Update: Ongoing The DSS office developed a partnership with the Department of Hearing and Speech Sciences to develop a support group for students on the autism spectrum. In addition, the Counseling Service collaborated with MICA to launch a poster campaign to reduce mental health stigma among students of color. F2: Goal: The Counseling Center will seek opportunities to create partnerships with various mental health and counseling agencies in the diverse external community. (1 Year) Update: The Counseling Service’s care manager continues to build a referral database that includes racially and culturally diverse groups of community providers.
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Counseling Center Goals 2015-2016 Goal 1 Provide Counseling and Assessment to Support Student Retention and Success
Objectives: Status:
a. Develop an autism spectrum disorder group in conjunction with the Department of Hearing and Speech Science. (DSS)
Accomplished and ongoing
b. Develop a new structured eating disorder group. (CS) Accomplished and ongoing
c. Launch new ADHD screening an assessment services for students. (CS) Accomplished and ongoing
d. Begin a men’s therapy group that explores aspects of healthy masculinity and relationships. (CS)
No action
Goal 2 Promote Psychological Development through Outreach and Prevention
Objectives: Status:
a. Create an academic course focused on wellness in collaboration with other department in student affairs.
In progress
b. Provide greater access to online tools and prevention apps. (CS)
Accomplished
c. Finalize and publicize the DSS Student Advisory Board’s Parent Transition video by October 1, 2015.
In progress
d. Publicize the DSS Faculty Resource Guide by the beginning of the Fall 2015 semester.
In progress
e. Introduce online risk assessment training tool, Kognito, to faculty, staff and students. (CS)
Accomplished
Goal 3 Develop Innovative Programs to Support Student Needs
Objectives: Status:
a. Launch ProtoCall 24-7 call service to provide accessibility and support to students, faculty and staff outside of normal business hours.
Accomplished and ongoing
Goal 4 Provide Campus Consultation
Objectives: Status:
a. Establish dyad relationships with the Graduate School, Honors/Gemstones, Freshman Connection
Accomplished and ongoing
b. Continue the provision of education and awareness presentations focusing on DSS policies and procedures to academic departments.
Accomplished and ongoing
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Goal 6
Develop Accountability and Evaluation Procedures
Objectives: Status:
a. Increase the return rate of follow-up surveys by 5% across divisions. (ADMIN)
Accomplished
b. Implement Clockwork electronic record keeping system by August 1, 2015. (DSS)
Accomplished
c. Develop pre- post-session evaluation system for use in individual counseling and pilot test system during Spring 2016 semester. (CS)
No action
d. Conduct Fall and Spring trials of new Counseling Service quality assurance system for client records Accomplished and ongoing
Goal 7 Provide Instruction, Training, and Supervision
Objectives: Status:
a. Complete the American Psychological Association and International Association of Counseling Services self-studies and prepare for the (APA) accreditation visit.
Accomplished
Goal 8 Extend Research Knowledge
Objectives: Status:
a. The Research Unit will provide support and guidance to the Counseling Service in designing and implementing research pertaining to psychotherapy outcomes.
Accomplished and ongoing
b. The Research Unit will continue to provide research on the New Student Census and provide a summary report for major stakeholders on its findings.
Accomplished
c. Develop and disseminate the 2015 Disability Service Providers’ Trends Survey. No action
Goal 9 Acquire Continued Education and Training in Diversity/Multiculturalism
Objectives: Status:
a. All staff will participate in at least two diversity-related trainings per year. (ADMIN)
Accomplished and ongoing
b. SA Diversity initiatives Include diversity/multiculturalism goals in each staff members PRD objectives setting meeting 2015 (ADMIN)
Accomplished and ongoing
c. Schedule on staff development program for Spring 2016 focused on working toward cultural competence in therapy (CS)
No action
Goal 10 Promote and Encourage Wellness and Self Care
Objectives: Status:
a. Staff will be encouraged to take advantage of programs in the Division of Student Affairs related to wellness, and work-life balance. (ADMIN)
Accomplished
Goal 5 Identify, Recruit and Hire Personnel
Objectives: Status:
a. The Counseling Center will fill the following vacancies: (1) Research Director; (2) Director of the Learning Assistance Service; (3) Psychologist in the Counseling Service; (4) Admin Assistant to the Director; (5) Math Learning Specialist. (ADMIN)
Accomplished
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Counseling Center Goals 2016-2017
Goals
Action Items 2016-2017
Provide Counseling,
Education, and
Assessment to Support
Student Retention &
Success
Increase the number of online EDCP108B course offerings by at least one per semester (LAS)
Establish a LAS Student Advisory board (LAS)
Continue collaboration with the Speech and Language Department to provide a psychoeducational group
experience for students with Autism Spectrum disorder and increase student participation in this group.
(DSS)
Explore and employ evidence-based practices and interventions in the area of coping and resilience (CS)
Establish programs and services specifically designed for transfer students (LAS, CS)
Provide
Psychoeducational
Development through
Outreach and Prevention
Establish and enhance suicide prevention outreach efforts (CS)
Continue to build on the Counseling Center’s social media presence by using platforms such as Facebook
and Twitter to provide information. (Social Media Committee)
Assist in the development of a centralized database of campus resources (ADMIN)
Develop learning skills animations through Powtoons (LAS)
Conduct eight to ten education and awareness presentations focusing on Accessibility and Disability
Service policies and procedures to academic departments (DSS)
Establish partnerships with other departments/offices/programs in the Division of Student Affairs and
Academic Affairs to provide outreach targeted to students of color (LAS, CS)
Update handouts, brochures, and materials for tabling events (CS, LAS, DSS)
Provide Campus
Consultation
Provide tutor training for campus units (LAS)
Obtain national tutor/mentor certification and offer certification to campus units (LAS)
Provide research consultation to targeted units on campus (RU)
Complete the development of an online training program on Accessibility and Disability Service in Fall
2016 and administer the training to faculty and staff in the Spring 2017 semester. (DSS)
Continue to build and maintain collaboration with the Department of Athletics (CS)
Assess the dyad partnership with Department of Resident Life dyad and identify areas needing
improvement (CS)
Identify, Recruit and Hire
Personnel
Hire a psychologist in the Counseling Service (CS)
Orient two new psychologists in the Counseling Service (CS)
Hire part-time contingent 1, psychologists in the Counseling Service (CS)
Develop LAS student advisory board (LAS)
Increase the diversity of GSS leaders and PAL volunteers (LAS)
Recruit membership to the Accessibility and Disability Service Student Advisory Board to increase
participation by three new members per semester (DSS)
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Develop Accountability and
Evaluation Procedures Update follow-up surveys in LAS, CS, and DSS.
Update LAS learning outcomes as needed and select at least one learning outcome to measure (LAS)
Increase the return rate of follow-up surveys in LAS by 25% (LAS)
Evaluate the retention of students participating in the GSS program (LAS)
Implement automated test request and note taking procedures via the Clockwork electronic record keeping system (DSS)
Establish evaluation procedures for outreach presentations and programs (CS, LAS, DSS)
Maintain the Center’s
Administrative and
Professional Development
Functions
Establish an action plan to initiate the name-change process for DSS (DSS, ADMIN)
Provide policy updates for center’s handbooks (CS, DSS, LAS)
Complete Clockwork procedure manual (DSS)
Update Research Unit Handbook (RU)
Complete the update and revision of the Accessibility and Disability Service Handbook (DSS)
Provide Instruction,
Training, and Supervision
Provide LAS staff with training opportunities (TutorTrac, HR, Advanced Excel, etc.) (LAS)
Implement a pilot training program within the Accessibility and Disability Service to develop TypeWell transcribing skill and proficiency in trainees by Summer II 2016. (DSS)
Develop a course that addresses mental health and overall wellbeing (CS)
Participate in the American Psychological Association’s accreditation evaluation and site visit of the
pre-doctoral internship program (CS)
Provide training opportunities and continuing education for administrative assistants (ADMIN)
Provide at least one Center-wide professional development session (CS)
Extend Research Knowledge Develop and disseminate Disability Service Providers’ Trends Survey (DSS)
Work with Research Unit to analyze at least one academic related issue from the University New
Student Census (RU)
The Research Unit will provide support and guidance to the Counseling Center in designing and
implementing research pertaining to psychotherapy outcomes, resilience, and student retention (RU)
The Research unit will continue to provide research on the New Student Census and provide summary
report for major stakeholders (RU)
Provide Off-Campus
Professional Consultation
and Services (Community
Engagement)
Explore expansion of Testing Office operations to better serve the community
Acquire Continued
Education and Training in
Diversity/Multiculturalism
Include diversity/multiculturalism training in each staff members’ PRD (ADMIN)
Acquire continued education and training in diversity/multiculturalism (ADMIN)
Promote and Encourage
Wellness and Self Care Host at least one session on wellness and self-care at an LAS staff meeting (LAS)
Encourage participation in Division of Student Affairs and University wellness activities (ADMIN)
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Challenges and Opportunities After a year of significant personnel changes, one-time budget cuts and the initiation of cost-saving measures, the 2015-2016 year was marked by less financial volatility. A major highlight was the addition of several new Counseling Center staff, including Eugina Becton, Assistant to the Director; Dr. Kimberly Bethea, Director of the Learning Assistance Service; Megan Bergandy, Math Learning Specialist; and Dr. Yu-Wei Wang, Research Director.
Staffing continues to be a major concern in the Counseling Service and Learning Assistance Service (LAS). LAS lost .75 FTE as a result of budget cuts in FY15. Given the Counseling Center’s very tight budget, a decision was made to hire a graduate assistant and a temporary employee to support the unit. With this reduction in staff, LAS is challenged to assess its core priorities, reorganize, and provide services that meet the most critical needs.
While economic uncertainty continues into FY17, a 2.5% merit allocation was provided this year. This came as welcome news to Counseling Center staff. There were no COLA increases. The Counseling Center ended the year in consultation with the Division of Student Affairs and University Human Resources regarding the Department of Labor’s new FLSA final rule which provides new standards for salary and compensation levels. A small number of Counseling Center employees are impacted by the final rule.
With regard to service delivery, the Counseling Service continues to develop strategies and examine best practices for meeting increased demands for service. As the number of students requiring counseling and mental health care continues to grow, we are challenged to develop and adapt new models of service delivery and to employ the necessary resources to meet this demand.
OPPORTUNITIES
In a time of tremendous transformation in higher education and university and college counseling centers, there are many opportunities to assess the services we provide, determine best practices, develop programs and services that best address our critical needs, and continue to collaborate with other departments to provide optimal service and care.
The Counseling Center anticipates an onboarding process for new staff in the Research Unit, the Learning Assistance Service, and the Counseling Service.
The Counseling Center will explore various best practice, intervention, and funding models to meet the growing demands for service.
The Counseling Center and the Heath Center’s Mental Health Service will continue to collaborate in an effort to examine our scope of practice to best serve the needs of students.
In response to the number of students reporting suicidal thoughts and behaviors, the Counseling Center will directly focus its outreach programming on suicide prevention, education, and coping.
LAS will utilize a variety of on-line instructional tools and interventions to enhance academic support services.
In an effort to be more inclusive and descriptive, DSS will begin the process of changing the name of their unit to Accessibility and Disability Services.
In collaboration with Dining Services, the Health Center, Recreation Services, and the University Career Center and the President’s Promise, the Counseling Center will continue its collaboration in developing a course on student wellness.
Based on research findings from the University New Student Census, the Counseling Center will design programs and services
specifically for transfer students.
The Counseling Center will begin to develop a course on mental health awareness.
The Testing Office will explore opportunities for the expansion of its services.
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The Counseling Center has five divisions: Counseling Service, Disability Support Service, Learning Assistance Service, Testing Office, and Research Unit. Day-to-day operations are managed by the Administrative Group.
Administrative Group Sharon Kirkland-Gordon, PhD Director Eugina Becton, MA Assistant to the Director Kimberly Bethea, PhD Assistant Director Learning Assistance Service Jo Ann Hutchinson, RhD Assistant Director Disability Support Service Monica Kearney, MS Graduate Assistant David A. Petersen, PhD Associate Director Counseling Service Kim Tran
Business Manager Yu-Wei Wang, PhD Research Director & Clinical Associate Professor
Non-Exempt Staff
Virginia Evano-Williams, DSS
Margaret Gibbs, CS
Tamara Hodge-Wells, CS (PT)
Margaret Kuhn, LAS
Hannah Phillips, TO
Learning Assistance Service
Megan Bergandy, MEd
Shirley Browner, MEd
Beverly Greenfeig, MEd
Yanira Ortiz
Disability Support Service
Joanna Balz, MS
Tessa DiPerri, MA
Evalyn Hamilton, MBA
Francy Stilwellm, MLS
William Dan Newsome, MEd
Cassandra Wierzbolowicz, MS
Counseling Service
Maria Berbery, PhD
Rashanta Bledman, PhD
Kimberly Campbell, PhD
Noah Collins, PhD
Carlton Green, PhD
James Houle, PhD
Ann Jones, PhD (PT)
Jinhee Kang, PhD
Yi-Jiun Lin, PhD
Simone Livingston, MA
Kevin McGann , PhD (PT)
Erica Merson, PhD
Yvonne Oslin, PhD
Pepper Phillips, PhD
Theodore Pickett, Jr., PhD
Randi Wortman, PhD (PT)
Doctoral Interns
Na-yun Choi, MS
Engin Ege, MS
Nicole Giordano, MS
Ayse Ikizler, MS
Doctoral Externs
Molly Bowers, MA
Elizabeth Sauber, MS
Testing Office
Alice Mitchell, PhD
Manager
Research Unit
Amina Adam, MS
Patricia Hunt, MS
Graduate Assistants
Auring Agramonte, MS
Jessica Albrecht, MS
Rangna Atapattu
Blair Bullock
Amy Eshleman
Kara Estelle
Amy Furhman, MS
Michael Hopkins-Gross
Younghwa Kim, MS
Kathryn Kline
Katie Koo, MS
Xu Li, MS
Celena Meyer
Mark Montgomery, MS
Rajni Sharma
Nancy Truong, MS
Manikanth Vedma
Lynsey Weston, MS
Staff
