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Monica Jones, Ph.D. (mj429@cornell.edu) Sarah Rubenstein-Gillis, LMSW (sr829@cornell.edu) Wai-Kwong Wong, Ph.D. (ww46@cornell.edu) Starring: AUCCCO National Conference 2014
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2001 – University Counseling and Advising Network (UCAN) A program that consists of trained clinicians who provide consultation to faculty and staff who have concerns about a student in distress who may not have accessed traditional counseling services.
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Challenges facing counseling centers across the country: Increasing demand for services Increasing demand for consultation and support among the network of faculty and staff on our campuses. Significant proportion of students in distress who are not receiving services. The majority of students who kill themselves never receive counseling services
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In past year: “so depressed it was difficult to function” Cornell: 44% seriously contemplated suicide Cornell: 11% attempted suicide 1.3% (~175 undergraduates) 1.3% nation 2006 National College Health Assessment (NCHA) 1902 Cornell undergraduates responding
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In last 12 months, was unable to function academically for at least a week due to depression, stress, or anxiety: White: 37% Asian American:50% International: 51% URM:54% 2005 Enrolled Students Survey 4790 undergraduates; 37% response rate
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In last 12 months, seriously considered attempting suicide: White: 6% URM:8% Asian American:10% International: 10% In last 12 months, attempted suicide: White:.04% URM:1.9% Asian American:2.5% International: 2.9% 2005 Enrolled Students Survey 4790 undergraduates; 37% response rate
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Stigma Students of color have elevated levels of perceived public stigma Black students have highest level of perceived public stigma Male, Asian, International, more religious and lower SES students have high levels of personal stigma Eisenberg, D., Downs, M.F., Golberstein, E. &Zivin, K. (2009). Stigma and help for mental health among college students. Medical Care Research and Review, 66(5), 522 – 541.
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Community psychology/Social work vs. Clinical model Clinical model Client self-identifies and seeks help Focus on individual and intrapsychic processes Focus on psychopathology Community psychology model Client is identified by community partners and engaged in community Flexible focus – individual, community, system Flexible focus – psychopathology, “conditions of life,” systemic, social justice
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Client (individual, group, community) empowerment Focus on individual well-being in a socio-cultural context Service to students who are vulnerable and have been historically oppressed Promotion of social justice, social change, and advocacy Commitment to diversity Coordination of various departments and systems to develop a plan and alleviate situational stressors Provide humane, effective care and less stigmatizing services
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Address problems where they occur Not just in student’s head But in the community or system where they live and work Move beyond the traditional psychotherapist role and setting Case manager Advocate Outreach worker Student support Don't wait for students to come to us Reach students in alternative, often indirect ways
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Defined “…specialized technical assistance to individuals or organizations in regard to the psychological aspects of their work.” (APA, 1999) “…advisory in nature… has no direct responsibility for its acceptance” (APA, 1999) Student centered Faculty, staff, CAPS clinicians, Gannett medical Via phone, email, in-person meetings Many of CCI responses are indirect, but can lead to direct intervention Problem solving/brainstorming Identifying natural supports and campus resources Contacting campus partners (ie. Student Services, Housing, etc.)
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Help faculty and staff determine a best course of action to support a student Backup support to campus partners Provide direct intervention with students who are at-risk and/or in distress who are unable or unwilling to come in to CAPS Community visits and welfare checks CSM Team
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Coordinate various departments and systems to develop a plan to alleviate situational stressors
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“Working to assist and/or intercede on a student’s behalf to alleviate injustice or inequity in the treatment or decision making related to a student issue” Engaging individuals and/or systems directly, on behalf of the student(s), to negotiate obstacles Focus on empowerment of student to engage individuals or systems to address an issue
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Caseload Support role to a student having difficulty accessing CAPS Direct connect to CAPS clinician Non-traditional in approach
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Outreach Relationship Building Orientations Notice and Respond
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SHAREDINDIVIDUAL Alert Team (Behavioral Intervention Team) Diversity Community Council of Mental Health and Welfare Community Support Team “Let’s Talk” providers School of Arts & Sciences Johnson Graduate School School of Management President’s Council on Sexual Violence Prevention Incidence Assessment and Response Team Student Academic Services Council’s Subcommittee on Staff Retention Bias Assessment and Response Team House Fellow, Flora Rose Women of Color Colleague Network Group Office of Academic and Diversity Initiatives- Mentoring Initiative
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Community Based Services Team Victim Advocate Privilege Awareness Working Group Notice and Respond Trainer Continuing Education Training
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Click here: https://vimeo.com/99165782 for a video presentation by Wai-Kwong Wong, PhD Assistant Director for Community Based Services Counseling and Psychological Services Cornell University
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