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Applying Positive Psychology to University Counseling Center Services

Applying Positive Psychology to University Counseling Center Services. Roderick D. Hetzel, James G. Marsh, Susan Matlock-Hetzel, & Eileen Hulme Baylor University. Are mental health problems increasing in severity among university counseling center clients?. Benton et al. (2003).

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Applying Positive Psychology to University Counseling Center Services

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  1. Applying Positive Psychology to University Counseling Center Services Roderick D. Hetzel, James G. Marsh, Susan Matlock-Hetzel, & Eileen Hulme Baylor University

  2. Are mental health problems increasing in severity among university counseling center clients?

  3. Benton et al. (2003) “Students who were seen in counseling services in more recent time periods frequently have more complex problems, such as difficulties in relationships and developmental issues, as well as the more severe problems, such as anxiety, depression, suicidal ideation, sexual assault, and personality disorders … The number of students seen each year with depression doubled over the time period, while the number of suicidal patients tripled and the number of students seen after a sexual assault quadrupled” (p. 69-70).

  4. Are the clinical demands greater than the clinical resources?

  5. Kadison and DiGeronimo (2004) “Higher education is a business. And like any other business, it strives to offer a quality product at a reasonable price. But in a bad economy (as we’ve seen lately) colleges face a double problem: their endowment is reduced, and the demand for scholarship funds increases” (p. 164).

  6. How can positive psychology help to meet the psychological and developmental needs of college students?

  7. Lopez (2004) “In the context of strong mentoring relationships and a stimulating, safe environment, capitalizing on human strengths enhances motivational forces and promotes academic achievement and personal adjustment, leading to college retention and civic contribution.”

  8. Civic Engagement Retention Achievement/Adjustment Motivational Forces Facilitating Conditions

  9. Total Enrollment (Fall 2004) Undergraduates (Fall 2004) Baylor University

  10. Baylor University Counseling Center • Clinical Staff • 4 licensed psychologists • 1 licensed professional counselor • 1 psychiatrist (part-time) • 4 practicum students (Psy.D. clinical psychology program) • Services • Individual, couples, and group psychotherapy • Crisis intervention and emergency services • Outreach, consultation, and prevention services • Sessions • Intake + 12 sessions • $10.00 fee starting at 7th session

  11. Baylor University Counseling Center Client Demographics (2003–2004)

  12. Baylor University Counseling Center Client Demographics (2003–2004)

  13. IACS Accreditation Standards (2000) “The counseling service should play three essential roles in serving the university and college community. Themost prominent is providing counseling and/or therapy to students experiencing personal adjustment, vocational, developmental and/or psychological problems that require professional attention. Second is the preventive role of assisting students in identifying and learning skills which will assist them in effectively meeting their educational and life goals. The third role involves supporting and enhancing the healthy growth and development of students through consultation and outreach to the campus community.” (Section B)

  14. Counseling and Psychotherapy • Provide counseling and psychotherapy services for students experiencing • adjustment problems • vocational concerns • developmental conflicts • relationship conflicts • psychological problems

  15. Counseling and Psychotherapy • Strengths Assessment • StrengthsFinder (www.strengthsquest.com) • VIA Signature Strengths Series (www.authentichappiness.org) • Strengths Interventions • Lead to self-efficacy, hope, and positive affect • “How have you used your strengths to cope with your problem?” • Identify and reinforce strengths in session • Use signature strengths as resources • Build undeveloped strengths to help reach goals • Importance of “The Five Key Strengths” • Pathology = Misdirected or frustrated strength?

  16. Counseling and Psychotherapy • Purposeful Dialogue about “Deep Strategies” • Instillation of hope • Building relational resilience • Finding meaning and purpose • Enhancing positive emotions • Developing positive strengths • “Resiliency Group” for Wait-List Clients • The Gratitude Visit • Three Good Things • You At Your Best • Top Strengths • Using Your Top Strengths • Making Meaning in Life

  17. Outreach • Provide preventive and developmental programs to help students • acquire new knowledge, skills and behaviors • encourage positive and realistic self-appraisal • foster personal, academic and career choices • enhance ability to relate mutually and meaningfully with others • increase capacity for satisfying and effective style of living

  18. Outreach • Traditional Outreach • “Popcorn Sessions” • Specific requests from residence halls or student groups • Mental health screening for depression, anxiety, substance abuse, and eating disorders • Website Revisions • Including information on social and emotional competencies • Hope, resilience, self-efficacy

  19. Outreach • “Adopt A Residence Hall” • Develop ongoing relationships with students and staff in one particular residence hall • Innovative and non-traditional programming based on positive psychology principles and practices • Strengths Programming • Presentations to entire freshman class on strengths during first six weeks of fall semester

  20. Outreach • Resiliency Class – EDC 1200 1. Defining Resiliency and Learning ABCs 2. Avoiding Thinking Traps 3. Detecting Icebergs 4. Challenging Beliefs 5. Challenging Beliefs 6. Putting it in Perspective 7. Calming and Focusing and Real-Time Resilience

  21. Outreach • Peer Mentoring Program 1. Student life advising integrating interests, strengths, and academic schedule 2. Weekly individual peer mentoring sessions focusing on hope, academic self-confidence, and strengths • Based on Lopez’s 8-week group therapy hope intervention • Help students develop academic and life goals • Instill hope by developing motivation (willpower) and means (waypower) to reach goals • Educational, experiential, and homework components

  22. Consultation • Provide consultation services to members of university community to support and enhance the healthy growth and development of students through • Faculty and staff support • Student needs advocacy • Program development • Teaching and advising • Outreach programming • Retention activities

  23. Consultation • Strengths Coordination Council • Student Life Advising • Training Community Leaders (Resident Assistants) • Consultation on Retention The ACT Study on Student Retention (Tinto, 1993)

  24. Positive Psychology At Your UCC • Identify what your supervisors (VP, Dean, Director) care about • Retention, discipline, meaning and purpose, engaged learning • Tell them how you can help them reach their goals • Inform them what others are doing and what you can to do to stand out • Seek external funding or “seed money” for new programs • Stay current with literature in other areas of student development • Play to your supervisor’s strengths!

  25. The Very Positive Staff of the BUCC

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