UW-L Counseling & Testing Center Annual Report 2014-15 · practicum/internship for her...

UW-L Counseling & Testing Center Annual Report 2014-15

2014-2015

Annual Report

Submitted by: Gretchen Reinders, PhD, Director


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UW-L Counseling & Testing Center Annual Report 2014-15 A N N U A L R E P O R T

Table of Contents

Mission Statement, Philosophy, Statement on Inclusive Excellence page 2

Accreditation page 3

Notes of acknowledgement page 4

Staff page 6

Statement regarding statistics page 7

Narrative report

Direct and Indirect Services page 8

Outcome Data page 9

Adjunctive Services page 10

Outreach Programming page 11

Testing page 11

Psychological Testing page 12

Service page 12

Teaching Contributions page 13

Professional Development page 13

Supervision and Training page 13

Diversity and Inclusive Excellence Efforts page 13

Opportunities and Challenges for 2015-16 page 14

Appendices page 16


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Counseling and Testing Mission Statement

Our mission is to promote students’ emotional, academic, social, and cultural growth through

counseling, crisis intervention, and outreach within an atmosphere of confidentiality and inclusivity.

To meet the needs of UW-L and the region, we provide comprehensive testing services that

adhere to nationally recognized standards.

Philosophy

The Counseling & Testing Center (CTC) provides client-centered mental health and academic skills services to our UW-L campus community. Services provided to students include individual and relationship counseling, group counseling, crisis counseling, consultation, workshops, various assessments, and academic skills counseling. Services provided to the faculty and staff include consultation, service through joint committee membership, and outreach. Both the campus and larger regional community benefit from a wide variety of testing services provided through our test center. The philosophy of the CTC is derived from a strengths-based, student-centered, and developmental approach. Our clinicians promote growth by assisting clients in identifying their personal strengths and resources, as well as the resources that are available in their support network in the greater campus and surrounding community. Clinicians also focus on enhancing the client’s ability to make decisions and developing their ability to resolve difficulties in their lives. The CTC staff work with individuals with adjustment and development-related concerns as well as more significant mental health/psychological disorders. The CTC is team-oriented, and collaboration is a foundation of our service provision. The CTC has an ongoing commitment to recognizing and valuing the needs of a diverse population within a university setting. Cases are assigned with the client in mind, considering client needs and preferences, staff expertise, and availability of clinicians. We encourage a generalist model for counselors, in which a wide range of theoretical perspectives and techniques are considered to best meet client needs. We also strive to support staff in developing specific areas of interest and expertise.

Statement on Inclusive Excellence

At the University of Wisconsin-La Crosse, diversity and inclusion are integral to the achievement of

excellence. As part of the university’s implementation of Inclusive Excellence, the Counseling and

Testing Center is committed to:

Forging thoughtful relationships with groups of students who are traditionally underserved by

mental health services. To this end, we will:

Develop connections with diverse student groups through collaboration, trainings, and outreach presentations with student organizations and campus offices.

Initiate alternative and culturally congruent ways of providing counseling services to diverse students who may not traditionally seek out office-based therapy services.


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Making our office-based services as comfortable and inclusive as possible, so that all students feel

our services fit their needs. To achieve this, we will:

Increase group therapy services for diverse student groups.

Examine and modify student paperwork to ensure that they are inclusive.

Survey students regarding their experiences and incorporate feedback that improves the experience of seeking services for diverse groups of students.

Using our existing knowledge and expertise to benefit the cultural competence of the campus

community. Among other actions, we will:

Collaborate with other departments/offices and offer outreach programs focused on increasing awareness and knowledge about diversity issues.

Participate in campus-wide committees and groups that foster Inclusive Excellence.

Continuing growth and development of our own cultural competence: personally, professionally,

and as a staff. For this purpose we will:

Continue to focus on developing and maintaining multicultural competence via staff in-services/training on diversity issues and clinical staff training on topics of diversity.

Maintain a consistent focus on developing multicultural competence for clinicians-in-training (i.e., interns, postdoctoral residents).

Accreditation

Since 1979 the International Association of Counseling Services, Inc. (IACS) has accredited the

University of Wisconsin–La Crosse Counseling & Testing Center. Accreditation by IACS certifies

that the CTC meets or exceeds certain criteria and standards that are applied exclusively to

college and university counseling centers. The CTC is the only UWS Counseling Center that is

accredited by IACS. A complete re-evaluation is done on each accredited site every four years.

CTC completed its IACS re-evaluation in the spring of 2011 and was fully re-accredited. Our

next re-evaluation is scheduled for 2015, with a re-accreditation site visit planned for spring of

2016. In addition to regular re-evaluations, the CTC completes and submits an annual report on

our services and staffing for approval by IACS during the spring of every year. The 2014-2015

annual report is currently underway.


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Notes of acknowledgement

The 2014-2015 academic year was the first full academic year with this writer in the Director

role, and was a year with some continuing changes and transitions. Jenny King, front office

coordinator, resigned from the CTC in January of 2014. Ms. King had been an integral part of

our team, offering initial contact for everyone who walked in to our doors or called our Center.

She represented the CTC with kindness, professionalism, enthusiasm, and genuine care for students’

well-being. We wish her well. We had big shoes to fill with Ms. King leaving, and we are

incredibly grateful to have been able to hire Ms. Christal Johansen. Ms. Johansen came to us as a

UW-L alumna with many years of experience in a medical office setting. She moved into her role

here the second week of the spring semester and did so seamlessly! Ms. Johansen has been a

welcome addition to our team and brings to the front desk a wealth of experience, high energy,

organization, and humor.

Randy Kahn, LPC, joined our clinical staff as a Counselor. Mr Kahn had been a contract clinician in

previous years and thus was able to hit the ground running as the fall semester started. Mr. Kahn

brings diverse experiences and strong generalist skills, as well as specialized skills in treating

AODA issues, trauma, and Veteran-specific concerns. His mindfulness skills workshop is a welcome

and needed addition to our group offerings.

Due to circumstances beyond our control we continued to have a Counselor position unfilled, and

as such, our core staff and contract staff worked together to meet the needs of our campus

community. Namely, Dr. Beth Mullen-Houser continued to provide group counseling services to help

students with anxiety and disordered eating concerns. Dr. Ryan McKelley continued to offer a

men’s therapy group. Dr. Marc Kayson provided clinical services to students at the Student Health

Center two afternoons per week. Without their clinical expertise and assistance, the CTC would

not have been able to meet the service demands, and for that we are quite grateful!

Other transitions this past year have added strength and positivity to our team. Dr. Crys

Champion, Counselor, became licensed as a psychologist in the state of Wisconsin (LP). We are

excited and proud to continue to have our core clinical staff licensed as clinicians. Drs. Nikki

Cassidy and Sarah Dahl served in a one-year postdoctoral residency, working to satisfy their

requirements for licensure as psychologists. Ms. Kelly Ehleiter engaged in a one-year training

practicum/internship for her pre-master’s clinical requirements. Ms. Ehleiter was our first intern to

come to us from the Viterbo training program. All three of our clinicians-in-training were excellent

additions to our clinical staff.

I extend gratitude for Mr. Criss Gilbert’s expertise and management of the Testing Center and

Office Management at the CTC. He continues to build our relationship with vendors and add tests

that meet the needs not only of students but also community members of La Crosse and

surrounding areas. Even with a new Prometric Center opening up in La Crosse, the Testing Center

was able to maintain a steady stream of business and very little changes were seen in terms of

volume and finances this year.

In keeping with the national college counseling trend, the demands for clinical services continue to

grow, as does the need for outreach, academic skills, and preventative services. The Counseling


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and Testing Center would not be able to meet these demands for services if it were not for the

dedicated CTC staff and the hard work of community clinicians who contract with us regularly to

help us meet the student needs. On behalf of the students at the University of Wisconsin – La

Crosse, the campus faculty, staff, and administrators, and the greater La Crosse community, I

would like to express my appreciation to all the Counseling and Testing Center staff members who

helped make 2014-2015 a very successful year. Their hard work, talent, collaborative

teamwork, and genuine concern for students help to improve the quality of students’ lives, the

climate of this great campus, and ensure that students experience academic success and personal

growth.

Although there still exists a marked and pervasive stigma regarding mental health, students are

more inclined to seek services and refer friends in need of help. Today’s college student is more

likely to have had previous counseling experience and many come to campus with current

psychotropic medication prescriptions. Furthermore, as we continue to see and hear about mental

health issues and campus crises in the news, the demand for outreaches from the campus and local

community increases. This indirect service is becoming an integral part of the services we deliver.

While it can create a greater stress on our resources, we are both professionally and ethically

obligated and happy to provide this service.


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Staff

Gretchen Reinders, PhD, LP; Director

Francie Biesanz, MA, LPC; Senior Counselor/Outreach Coordinator

Crys Champion, PhD; Counselor

Randy Kahn, LPC; Counselor

Kristen Marin, PhD, LP; Associate Psychologist/Training Coordinator

Liz Stine, MS, LPC; Associate Counselor

Criss Gilbert, MS; Testing Coordinator, Office Manager

Charlene Holler, M.Ed; Academic Skills Specialist

Christal Johansen; Front Office Coordinator

Jenny King, MASL; Front Office Coordinator

Jonathan Skubis; Test Center Administrator

Marc Kayson, PhD – contractual clinical staff

Jon Marin, PhD – contractual supervisory staff

Ryan McKelley, PhD – contractual clinical staff

Beth Mullen-Houser, PhD – contractual clinical staff

Post Doctoral Fellows

Nikki Cassidy, PsyD

Sarah Dahl, PhD

Counseling Intern

Kelly Ehleiter

Student Worker

Walker Kinziger


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Statement regarding statistics

Efforts have been taken to provide the most valid representation of services offered by the

Counseling and Testing Center. We have several ways of collecting data on the clients we see

and the services we provide. These methods include Point and Click (PnC; our electronic record-

keeping system, which pulls demographic information from PeopleSoft, the school records and

registration electronic system), CelestHealth/Behavioral Health Monitor (BHM 20), which is our

outcomes assessment program, the Learning Outcomes and Client Satisfaction Survey (LOS;

administered at the end of each semester) and our Client Information Form (CIF). Each method

has merit and value; however, each of these programs/assessments measure services differently.

Aggregate data from the Learning Outcomes and Client Satisfaction Survey and the CIF is shared

with participating UW system schools and is contributed to a larger scale study that examines the

impact of UW counseling services on its students and campuses. As with most statistics, those

presented within this report should be interpreted with some caution. They are provided to

communicate the spirit of services and outcomes, as well as to give the reader a general picture

of our client population.


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Direct & Indirect Services

The primary goal of the CTC is the provision of direct counseling services to UW-L students. Direct

service includes clinical assessments, counseling (individual, group, and occasional couples and

family), psychological testing, consultations, crisis intervention, and academic skills counseling.

Indirect services include light therapy visits and relaxation room visits. The table below summarizes

in number the varied and comprehensive outpatient services that we conduct as a Center, and

utilization from 5/19/14-5/15/15.

Service % of total

appointments

# of unique Clients

(N = 1162)

Individual Therapy Session 42% 562

Intake and Returning Intake Session 12% 601

Triage 12.5% 630

Urgent Care 3.3% 138

Academic Skills Intake 2.7% 135

Academic Skills Visit 2.7% 71

Assessment/Psychological Testing 2% 31/7

Consultation 2% 87

Relaxation Room Visit 18.3% 362

Light Therapy Visit * *

Couples Intake and Session 0.1% 5

Group Therapy Screening Visit 2% 104

Group Therapy Visits **Unable to assess **Unable to assess

* Note that we began offering portable light therapy devices for student loan. The few students who utilize this service

did so by checking out devices and returning them to the CTC. ** Because of the way PnC tracks service utilization, those

clients who participated in group therapy only may not be included in the above figures.

From 5/19/2014 – 5/15/2015, approximately 900 students received direct services. All of our

reported figures related to direct service are lower than last year’s numbers primarily due to

being one clinician short of fully staffed. The CTC conducted 4,199 direct service appointment this

academic year which includes but is not limited to the following appointments: 138 academic

skills intakes, 138 academic skills visits, 98 assessment/psychological testing visits, 96 consultation

visits, 171 urgent care visits, 643 triage visits, 616 counseling intake visits, 112 individual group

therapy screenings, and 2,179 individual therapy visits. Ninety-six percent of counseling

appointments were delivered at CTC’s main office in Centennial Hall and 4% were delivered at


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our satellite office in the SHC (note that the SHC had less mental health hours available to

students than in previous years). Average number of one-on-one individual therapy sessions

(excluding group therapy) was 4, before therapy terminated or the client discontinued services.

In general, the average profile of a student-client who receives services identifies as female,

White, single, and 20 years of age. The client information form (CIF) provides the opportunity for

clients to endorse gender identities other than female and male, as well as varied sexual

orientations. Our electronic medical recordkeeping system, Point and Click (PnC) does not allow

for this reporting. However, the CTC gathered self-reported data as well as that entered in

through university registration. Please see Appendix A for more comprehensive demographic

information.

In addition to continuing to offer triage assessments within 1-5 days of a student’s initial contact,

the CTC offered 29 group counseling options this academic year (14 in the fall, 15 in the spring,

with a number of groups being offered both semesters). Group membership and attendance

fluctuated greatly from semester to semester and among group offerings. Twenty-three of the 29

offered groups ran, with membership varying from two members to 10. See Appendix B for

images of the advertisements. The groups offered included: a transition to college workshop, a

Men’s Group, Grief & Loss, Mindfulness, ACT on Anxiety, Breaking Free from Anxiety and

Depression, Freedom from Disordered Eating, Understanding Self and Others process groups,

Multicultural Talking Circle, Living social (for social anxiety), and a Women’s Empowerment Group

(trauma focused work). In addition to group counseling options, our Academic Skills Specialist,

Charlene Holler, offered a variety of skills-based workshops on topics such as test preparation,

time management and overcoming procrastination.

Students are asked to identify their presenting concerns, on the CIF, into broad categories. After

the intake session, the counseling staff categorizes the concerns more precisely. Again, efforts

were made this year to use the CIF to summarize the data, and these are presented in more

detail in Appendix C. The most commonly reported presenting concerns included stress, anxiety,

depression, problems in school, low self-esteem, attention problems, sleep, relationship concerns,

choice of major/career, and disordered eating.

Outcome Data

Learning Outcome and Client Satisfaction data is solicited from every student who receives

counseling or academic skills services at CTC. UW-L participates in a UW system wide initiative

to assess learning outcomes and client satisfaction in a standardized fashion. The survey (LOS) is

comprised of three subscales: Intrapersonal Learning Outcomes, Academic Outcomes, and Client

Satisfaction. This is the fourth year that UW-L has participated in this study and results continue

to be impressive and promising.

In the Fall of 2014 and Spring of 2015, clients were sent an email with an invitation to access the

learning outcomes survey at a protected website. Data is collected, analyzed and summarized

into both a UWS report and a school specific report. These reports are completed and shared


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with each participating university’s Director in early July every year. Therefore, future iterations

of annual reports will include summary data from the previous year.

In lieu of having this overall summative data, we are able to gather basic data for those who

engaged in at least two therapeutic visits with a clinician, using client self-reported symptom

distress scales via the BHM. The table below summarizes 383 individual client-reported data from

time of intake to most recent BHM scores. Note that the totals are greater than 383 because some

of the clients who indicated improvement from intake to last session reported such improvement

that their scores are labeled as not only “improved” but as “recovered.” Also important to note is

that this data includes those clients who may have dropped out of therapy before fully engaging

in the process.

Adjunctive Services

The Relaxation Room has increased in visibility and use every year. This is an indirect service

available to any registered UW-L student, whether a client at CTC or not. The room offers

leather recliners with massage/heat pads, noise cancelling head phones, as well as computer

based relaxation programs, music, and biofeedback programs. During the 2014-2015 academic

year, 362 unique students used the relaxation room for a total of 941 visits.

We continue to be fortunate enough to have psychiatric services available at UW-L through

Student Health Services (SHC) with Dr. Tom Trannel. Psychiatric services are funded by student

108 127101 92

4992

195189

181185

65

145

86 7071 97

32 104

22 32 40 2723 42

Global MentalHealth

Well-being Scale Anxiety SymtpomScale

DepressionSymptom Scale

Suicide MonitoringScale

Life FunctioningScale

BHM Outcomes by Scale

Recovered Improved Unchanged Deteriorated


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segregated fees as well as money received from Western Technical College (WTC). Currently, the

psychiatric services are available to UW-L students and WTC students but are reserved for those

students with serious and/or complex psychiatric needs. The CTC staff engaged in a monthly case

consultation with Dr. Trannel this academic year. Please see Dr. Allen’s annual report on the SHC

services for psychiatric-related data.

Outreach Programming

The outreach activities are the most diverse programming function of the CTC. The outreach goal

is the delivery of preventive, consultative, educational, and developmental programs to the UW-L

campus’ students, staff, faculty, parents, as well as various civic, health, and educational institutions

in La Crosse and surrounding areas. The formats range from classroom presentations, speaking at

conferences, media interviews, workshops, and educational brochures. Over the 2014-2015

academic year, 93 outreach programs were conducted serving over 2000 students, staff, faculty,

and community members. Appendix D details the outreaches from this past year.

One type of outreach and one of the most important direct roles of a university counseling center

is to take a leadership role in response to traumatic events on campus. The CTC staff continues to

work diligently to help our students and community respond to these crises. The 2014-2015

academic year was a difficult one due to several tragic events. During the past year, CTC staff

provided campus crisis intervention and outreach to students and staff following student deaths, as

well as provide guidance and consultation to other campus offices/departments in response to

high incidences of suicidal ideation and other relevant situations relating to students of concern.

Testing Services

The testing program is a national, regional and campus site for the administration, scoring,

interpreting, and dispersal of many tests and several psychological inventories. The testing

program offers a number of high stakes exam programs for admission, certification & licensure

from over a dozen test providers, including ETS, ACT, Pearson/VUE, Castle World Wide,

Kryterion, PAN, Miller Analogy, CLEP, DSST, Comira, PSI/LaserGrade, Prov, and the University of

Wisconsin Center for Placement Testing.

While a few testing programs remain in paper and pencil format (ACT, SAT, LSAT, UW Placement

exams) most exam programs are now delivered via computer in two testing labs housed in

Centennial Hall. The testing program serves the UW-L community and the greater La Crosse area.

During the 2014-2015 academic year (data current through 5/31/15), 6,181 exams were

administered. This includes a total thus far of 2217 UW System placement tests, as well as 906

other paper and pencil tests. The remaining 3,058 were computer based tests. CTC testing staff

has noticed an annual increase in tests administered at our Center. While the demand for certain

tests increased, others decreased as testing waxes and wanes with the economic and job climates.

The opening of a corporate owned Prometric Test Center in downtown La Crosse had only a slight

impact on the activities of the testing center. Likewise, the opening of a Pearson/VUE test center at


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Western Tech had a negligible impact on testing programs at UW-L. They both serve different

client populations. CTC looks forward to continued growth and meeting the testing needs of the

UW-L, La Crosse and surrounding communities.

Appendices E and F contain an overview and details of the various tests the CTC offered this

past year.

Psychological Testing

Psychological testing is done on an as-needed basis and administered by the clinician when

deemed clinically appropriate. Attention Deficit-Hyperactivity Disorder (ADHD) evaluations

include the use of several different assessment measures and help in identifying treatment and

academic accommodation needs. All evaluations and resulting diagnoses are important. The CTC

has worked hard to develop a sound and comprehensive evaluation process that is consistent with

best practices. The evaluations include a thorough initial evaluation before determining if a full

assessment is deemed appropriate. By continuing to meet regularly as an ADHD clinical sub-

committee, our staff modifies and hones the referral process and this initial evaluation in order to

avoid unnecessary testing and cost to students, and allows for exploration of other possible

contributing factors to attention-related problems (e.g., substance use, sleep difficulties, anxiety).

Due the potential academic and medical implications, as well as the growing trend of stimulant

medication abuse on college campuses, CTC has modified the ADHD evaluation protocol. The

protocol is more comprehensive and now includes an intellectual functioning measure, as well as a

measure that allows the clinician to rule out other primary motivations for seeking a diagnosis of

ADHD.

Service

The CTC staff has a strong commitment to the service mission of the University. The following is a

sample listing of the service contributions by the CTC staff: Violence Prevention Advisory

Committee, Emotional Wellness Committee, CARE Team, ATP Cross Cultural Guides, Division of

Student Affairs Staff Recognition Committee, First Year Registration and Orientation, and Search

and Screen Committees.

Additionally, many clinical consultations were provided to the staff, faculty, parents and students

throughout the year. The staff consults about counseling services, student problems, and questions

regarding resources. Discussions about clients are always governed by confidentiality statutes.


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Teaching Contributions

Several staff members regularly guest lecture in a variety of classes in topics related to general

mental health, adjustment to college, academic skills, and disordered eating. In addition, our

Academic Skills Specialist, Charlene Holler, continues to teach an undergraduate course in the

summer session on developmental reading.

Professional Development

During the 2014-2015 year, the staff was involved in a variety of professional activities. These

included weekly training activities coordinated by Dr. Marin, as well as workshop and conference

attendance pursued by staff to meet ongoing licensure requirements and further develop areas of

clinical interest and expertise. Some continuing education topics include: Dialectical Behavior

Therapy (DBT), Motivational Interviewing (MI), Spirituality Identity development, Assessment of

Eating Disorders, and Microaggressions. In addition, the CTC helped organize and sponsor a

trans* health workshop between the CTC and SHC personnel, as well as the Campus Connect

gatekeeper train-the-trainer with many members of the Student Affairs (and other) divisions at

UW-L.

Supervision and Training

The CTC continues to offer a practicum and internship program for a Masters-level counselor

trainee, and had a wonderful experience with our trainee, Kelly Ehleiter. She quickly became a

valued member of our team. Kelly was ready to take on triage appointments early on, and she

sought out an opportunity to co-facilitate a mindfulness group with a staff clinician. This group

filled quickly and was very well-received by our students. The CTC also continues to be a

postdoctoral psychology resident training site. Dr. Gretchen Reinders served as primary

supervisor to the two residents this year, Dr. Sarah Dahl and Dr. Nikki Cassidy, and Dr. Jon Marin

served as secondary supervisor for the postdoctoral residents during the academic year. Dr.

Kristen Marin will assume secondary supervision responsibilities over the summer months.

Diversity and Inclusive Excellence Efforts

The Counseling and Testing Center was involved in a number of diversity efforts during this past

year and made strides in increasing efforts to reach underserved student populations. Our staff

as a whole worked together to specifically examine our own multicultural awareness and

competency and we looked at how our Center represents Inclusive Excellence. Some of our efforts

included (but are not limited to) the following:

Revision of our CTC Statement on Inclusive Excellence.

Revision of initial paperwork and the front desk orientation manual with regard to the use

of inclusive and non-gendered language.


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Purposeful focus in training seminars for staff and for trainees on issues related to

diversity.

Joint trainings with areas from Diversity & Inclusion

The development and implementation of the Let’s Talk consultation service, which was

housed for this pilot year in an office in OMSS.

Continued collaboration with Veteran’s Services, including a survey to assess interest, need

and potential barriers to veterans seeking mental health services.

Participation in the UW-L Drag Show.

Organization and sponsorship of a trans* health workshop between the CTC and SHC

personnel.

Opportunities and Challenges for 2015-2016

Build upon the Campus Connect training by partnering with the other ten (10) campus offices/departments represented at the training. Create a community health model that fits for our campus and addresses prevention, early detection and intervention, referral and de-stigmatization. Consider partnering with the SHC for primary care screening, keeping in mind the need for available resources to be able to appropriately follow-up and assess those students who identify having suicidal thoughts. Consider partnering with the Wellness Resource Center Coordinator for a grant proposal to assist in long-term planning and implementation of suicide prevention.

With the hiring of a Counselor/Clinical Case Manager we have an opportunity to improve upon our existing relationships and communication with community resources. We hope to effectively develop this new split position to assist the CTC in coordinating services to students in need of assistance from other university departments and/or community resources, maintaining a database of resources, and tracking and following-up on referrals made.

We have modified the training rotations for our two postdoctoral residents to provide better training opportunities and better meet the needs of our Center and our clients. Four training rotations include: Student Health Center, CARE team participation, treatment of eating disorders, and outreach. Plan to evaluate training rotations on an annual basis and adjust options as needed.

Develop an interdisciplinary Eating Disorders Treatment Team consisting of providers from the CTC and SHC.

Continue to push ourselves to explore new and exciting ways to incorporate Inclusive Excellence ideals and standards into our daily work.

Hiring of a Test Center Associate in a project position (replacing the LTE position) will help ensure that our testing program will continue to meet the campus and community demand


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for a broad range of certification and testing needs, and this position may offer the opportunity to expand testing services.

Continue to assess administrative and clinical needs of the CTC, more purposefully delegating some administrative tasks when appropriate (e.g., delegate group services coordination to one clinician).

Work with UW-L Information Technology Services to improve and modify our website to increase ease of use, incorporate more educational components, and accurately reflect all that our Center has to offer.

Expansion of “Let’s Talk” with a continued goal of reaching traditionally underserved populations. Assess and modify as needed.

Continue to build our group therapy program so that it becomes a primary treatment modality. Implement systematic methods for surveying how effective the group services are and utilize that data to modify services as needed.

Continue to increase outreach efforts, with a dual purpose of increasing visibility and presence of CTC staff at various events on campus, as well as focus on preventative services, early detection and education. The CTC will have an intern from the SAA program this fall who will assist our Outreach Coordinator in continuing to develop our core outreach programs, increase visibility of our services, and evaluate those services.


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Appendix A

User Characteristics (874 unique students)

Counseling & Testing Center

2014-2015

Gender Identity (data pulled from CIF)

Woman 68.2%

Man 30.3%

Transgender 0.2%

Self-identified (written response) 1.2%

Average Age 21 (mode: 20)

Sexual Orientation (data pulled from CIF)

Heterosexual 89%

Lesbian 1.6%

Gay 1.5%

Bisexual 4%

Questioning 1%

Self-identified (written response) 3%

Race (data pulled from CIF)

African American/Black 1.8%

American Indian or Alaskan Native 0.23%

Asian American/Asian 3%

Hispanic/Latino/a 2.5%

Native Hawaiian or Pacific Islander 0.3%

Multiracial 3.1%

White 86.3%

Self-identified (written response) 2.6%

Religious/Spiritual Preference (data pulled from CIF)

Agnostic 10.8%

Atheist 6.8%

Buddhist 0.6%

Catholic 22%

Christian 36%

Hindu 0%

Jewish 0.2%

Muslim 0.6%

No Preference 18.3%

Self-identified (written response) 4%


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School of Enrollment (data pulled from CIF)

Science & Health 40%

Liberal Studies 26%

Business Administration 11%

School of Education 9%

Education, Exercise Science, Health & Rec 6%

Arts & Communication 6%

*Western Technical College 1%

University Academic Status (data pulled from PnC prior to spring semester end)

Freshman 17%

Sophomore 24%

Junior 20%

Senior 29%

Graduate 6%

Post-Bacc Undergraduate 0.2%

Unassigned 3%

Undergraduate Special 1%

Educational Specialist 0.1%

Graduate Special 0.2%

Current or past military service (data pulled from CIF)

No 98%

Yes 2%

International Student (data pulled from CIF)

No 98.5%

Yes 1.5%

Housing information (data pulled from CIF)

On-campus 41.5%

Off-campus apt/house 57.3%

Other housing 1%

CIF = Client Information Form PnC = Point and Click


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Appendix B: Group Therapy Flyers


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Appendix C – Most common client reported presenting concerns, per Client Information Form

(CIF)

Reported Concern (round to nearest percent)

Stress/Stress management 63%

Anxiety/fears/worries (non-academic) 60%

Depression/sadness/mood swings 60%

Problems related to school or grades 45%

Procrastination /motivation 39%

Low self-esteem/confidence 37%

Attention/concentration 35%

Sleep difficulties 26%

Friends/roommates/dating concerns 24%

Choice of major/career 21%

Eating behavior/weight problems/eating disorders/body image 19%

Anger/irritability 18%

Shyness/social discomfort 17%

Family-related concerns 12%

Physical symptoms/health 11%

Suicidal thoughts/urges 11%

Grief/loss 10%

Self-injury 8%

Sexual assault 5%

Childhood abuse 5%

Alcohol/drug use 5%


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Appendix D – Outreach Presentations 2014-15

FALL 2014

Date of Presentation Time Topic Class or Group

Audience # Requester

8/25/2014

CTC Services ATP Slideshow

Carmen Hetzel

11/11/2014 8-9 am Veterans breakfast event

12/3/2014 5-7 PM Ferguson processing All campus

8/26/2014 1:00-3:00 Listening/Helping Skills RA Training 125 Res Life

8/28/2014 1-4 PM Involvement Fest Table Tabling Event 75 Volunteered

8/29/2014 11:00-12:00 Combat to College Veterans Welcome 35 Frank Tierney

9/1/2014 Various mtgs thr. out Sept.

Let's Talk, for referral sources and partners

OMSS, Campus Climate 20

9/9/2014 12-1P Time Management UWL 100 24 Jenni Hartzheim

9/10/2014 12:00:00 AM Involvement Fest Table Tabling Event 100 Volunteered

9/10/2014 9-10:15 PM Hall Meeting (Sexual Assault) with OSL Sanford Hall 70 Joe Lasley

9/10/2014 1-2P Time Management UWL 100 24 Melin/Dzjekin

9/18/2014 3:00:00 AM Study Abroad Re-entry International Ed 4 Katie Van Wyk

9/18/2014 5:30-7 Veteran support group SVA 24 Alyssa

9/22/2014 9:55-10:50 CTC Services ENG 110 College Writing 21 Lindsay Steiner

9/24/2014 1-2P Time Management UWL 100 24 Noelke/Barlow

9/29/2014 6-7:00 CTC Services Angell Hall 40 Jill Blanchard

9/29/2014 7-8:30 PM Being a counselor at CTC MS counseling class at WSU 25 Mary Fawcett

9/29/2014 7-9 PM Grief/Loss (community death)

Hmong Org. Promoting Ed (HOPE) 50 HOPE President Yeng Yang

9/30/2014 1:10-2:05 Stress Mgmt UWL 100 25 Marie Moeller

9/30/2014 6-7 PM Test Preparation Hutch Hall 16 Molly Davies

10/1/2014 12-1P Study Strategies/Time Mgmt UWL 100 24 Burkhardt

10/1/2014 1-2 PM Test Preparation Tips Group 3

10/2/2014 1-2 PM Time Management Group 4

10/6/2014 8:15-9:10 Stress Mgmt & Rel. Rm.

ESL 250 Pub Speaking 6 Carrie Melin

10/6/2014 7:30-8:45 disordered eating eagles 101 class 100 Sara Burton

10/14/2014 2-3P Study Strategies/Time Mgmt UWL 100 24 Leahy

10/16/2014 4-5 PM Stress related to academics

Student Support Services 15 Mic Naumann, Kelly Weber

10/17/2014 12:15-12:45 Campus Close-up Parents of Future Students 8 Port o Call

10/17/2014 12:40-3:30 Test Preparation Tips Logan HS AVID Program 50 Logan HS

10/20/2014 11:00-11:55 Stress Mgmt UWL 100 24

10/21/2014 7-8P Time Management Student Activities 12


Page 22

Student Staff

10/21/2014 7-8:15 PM Mental Health and Stress Management Panhellenic Council 20

Whitney Hedge

10/28/2014 3:30-4:00 Stress Mgmt UWL 100 27 Kristin Koepke

10/29/2014 1:10-2:05 Stress Mgmt UWL 100 25 Kate Noelke

10/29/2014 7-9 PM AODA Grant Event Campus event 40 AODA Grant

10/29/2014 1:00 PM Memory Workshop 0

10/30/2014 12:15-1:15 Campus Close-up

Parents of Future Students 5 Port o Call

10/30/2014 1-2P Study Strategies Workshop 4

10/30/2014 3:45-5P Speed Reading Workshop 1

11/3/2014 6-7 PM Study Strategies WI Covenant 10

Amanda Mathwig

11/4/2014 7-8 PM Stress/Time Management Wentz Hall 9 Megan Christophersen

11/4/2014 9:25-10:50 disordered eating Abnormal Psych class 30 Marc Kayson

11/4/2014 11-12:25 disordered eating Abnormal Psych class 50 Marc Kayson

11/4/2014 6-7PM Study Strategies/Time Mgmt WI Covenant

Amanda Mathwig

11/6/2014 1:10-2:05 Stress Mgmt UWL 100 25 Dena Huisman

11/11/2014 5-6 PM Test Prep/Anxieties Active Minds 20 Emily Alexander

11/14/2014 12:15-1:15 Campus Close-up Parents of Future Students 5 Port o Call

11/19/2014 2:15 Stress Mgmt UWL100 21 Tim Dale

11/19/2014 3-4PM Study Strategies UW-L 100 25 Tim Dale

12/4/2014 9:30-11 Grief & Loss Res Life Pro Staff 35 April Handtke

12/8/2014 12-1 Profession of counseling and CTC services

Health Professions 106 70 Scott Stine

11/11/2014 7:00:00 PM Praxis CORE First Year Education majors 25

Bethany Brent, School of Ed

1419


Page 23

CTC Outreach: Spring 2014

Date of

Presentation Time Topic Class or Group

Aud.

# Requester

1/21/14 ATP 25

1/23/14 CTC Services Univ Centers 9

Larry

Ringenberg

1/23/14 2L30-4:30 ATP Cultural Critique ATP 20

1/26/14 5:00-6:30 Multicultural Leadership OMSS? 60 Thomas Harris

2/5/14 Reverse Culture Shock

Study Abroad

Students 7

2/5/14 Test Prep 10

2/6/14 White Priv Panel Campuswide 50

2/17/14 Grief Frat 12

2/10/14 Counseling Support/Grief Memorial 50

2/21/14 Counseling Services Campus Closeup 150

2/23/14 Test Prep Sigma Tau Gamma 150

2/25/14 Mental Health SAH105 25

2/25/14 Mental Health SAH105 25

2/26/14 7-8 pm Ableism

Broadening

Horizens Jill Blanchard

2/26/14 Eating Disorders Campus Wide 50

2/27/14 Eating Disorders Campus Wide 50

3/5/14 Counseling Profession Health Professions 70

3/6/14 10-11 pm Grief

Rad. Therapy

Students 25

Amanda

Carpenter

3/12/14 8:45-9:30

Relaxation Rm and

biofeedback

Intern'l students 4 Carrie Melin

3/27/14 Eating Disorders

Abnormal Psych

(MG) 35

4/2/14 Depression

Racquet Reporter

Int.

4/2/14 7:45-8:45 Relationships Eagle Mentoring 11 Victor Gonzales

4/8/14 CTC Services English Class 20 Lindsay Steiner

4/8/14 CTC Services English Class 20 Lindsay Steiner

4/10/14 Alcohol Screening All campus 75 CTC

4/17/14 CTC Services ASI & IES 10

4/29/14 Presence OMSS Graduation 20

5/1/14 Presence Pride Graduation 20

1003


Page 24

Appendix E - Overview of Testing Statistics

COMPUTER DELIVERED EXAMS

ACTFL (American Council on Teaching Foreign Language) 9

ACE (American Council on Exercise) 110

ASE (Automotive Service) 209

CLEP (College Level Exam Program) 34

Comira 16

*DSST (Dantes Standardized Testing) 22

FBI 14

FORT (Foundations of Reading) 207

Kryterion 13

GRE (Graduate Record Exam) 514

MAT (Miller Analogy) 27

MCAT (Medical College Admission Test) 64

MTLE (Minnesota Teacher Licensure Exam) 205

PAN – other 26

Pearson – other 94

Praxis (Teacher Certification) 899

Prov 13

*PSI (non USPS) 44

TOEFL (Test of English as a Foreign Language) 49

TSA (Transportation Security Administration) 99

USPS (United States Postal Service) 390

PAPER/PENCIL EXAMS

ACT 320

CHES 39

GRE Subjects 40

LSAT (Law School Admission Test) 88

SAT 168

Proctored Correspondence Exams 251

UW Placement Tests 2217

TOTAL Exams Delivered 2014 – 2015 6181 *New test Vendors


Page 25

Appendix E – Monthly Testing Data by test company (or type)

0

2

1

3

1 1 1

0

0.5

1

1.5

2

2.5

3

3.5ACTFL

ACTFL OPIc + WPT (9)

11 7 3

14

2 6 4 6 10

2315

905

10152025

Castle World Wide

Tests (110)

3 31

23 3

2

53

1

6

201234567

CLEP Tests Delivered

CLEP (34)


Page 26

6

2

6

1 1 201234567

Comira

Comira (16)

0

50

100

150

200

250

300

ETS Exams ASE (209)

MCAT (64)

PPST CORE(432)

Praxis II (467)

TOEFL (49)

GRE (514)

0 1 2 1

10

63

0 0

4

0 00

2

4

6

8

10

12

MAT Tests Delivered

MAT (27)


Page 27

01020304050607080

PAN Exams

Other (14)

FBI (14)

USPS (230)

TSA (99)

JonesNCTI (12)

4 3 8 3 5 0 312 9 6 10 5

90

43 3

5 4

63

07

2

2126 11 22 22

15 11

11 17 2314

12

13 21

1722

1019 22

17 1220 14

20

0

10

20

30

40

50

60

Pearson/VUE

FORT (207)

MTLE (205)

IT (46)

Other (68)

21

37

11 12

3238

27

116

26 25

50

10

20

30

40

Proctored Exams Delivered

Tests (251)


Page 28

0

10

20

30

40

50

60

70

PSI/LaserGrade

Other (39)

NCMRE (5)

USPS (160)

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