Society of Counseling Psyc hology Section on College and University Counseling Centers

SCUCC Spring 2013 Newsletter Volume 7, Issue 2

From the SCUCC Chair-Elect

Inside this issue: From the SCUCC Chair-Elect

1

From the SCUCC Newsletter

1

Editor More Than We Can Bear

4

Convention

5

Highlights Upcoming

5

Conferences Leadership

7

Roster SCUCC Call

9

For Awards Membership Information

10

Spring 2013

Lauren Woolley, Ph.D. Staff Psychologist University of San Diego

Greetings SCUCC members! I hope this message finds you well as we dive into the end of the spring semester. Like most college and university counseling centers my center is

currently experiencing a very high demand for services. Sadly, we’ve experienced two student deaths within 1.5 months which is unusual for our small campus. My colleagues and I have little time to catch our collective breath as we attend to student needs. I recently created a personal goal of practicing ―extreme self-care‖ which includes: closing my email during lunch; utilizing the mindfulness and DBT self-soothing skills I teach my clients (who can be stressed while looking at cute pictures of puppies on Google

images?); taking a self-care day; closing my door to get work done; laughing with colleagues; and reminding myself why I chose this profession in the first place. We do amazing work, but it is easy to lose sight of it in between rushing from one crisis to another. I hope all of you are practicing extreme self-care. (Reminding myself that I’m going to Hawaii in a few months also helps!) Some exciting developments are happening in SCUCC. (Continued Page 2)

From the SCUCC Newsletter Editor Hello fellow SCUCC members! I am pleased to be the new Newsletter Editor for our section. I have been a Licensed Staff Psychologist at TCU for several years, during which I have worn all the many hats required by our work as student counseling center staff members! It is my hope as Editor that I can solicit a wide range of helpful, informative, Kristin Harris-McDonald, Ph.D. and relevant material to inStaff Psychologist clude in the newsletter. I welcome hearing any thoughts, Texas Christian University suggestions, or constructive feedback regarding the news-

letter. In this edition, we have a featured article by a group of our colleagues from Baylor University in Waco, Texas. Their article details their experience of developing a support group for African American students on the campus of a Predominately White Institution (PWI.) We all share a commitment to inclusiveness and engagement of all diverse individuals on our campuses, and this article speaks directly to that commitment. (Continued Page 3)

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Continued from the SCUCC Chair Elect : James Lyda, Ph.D., a Division 17 Leadership Academy participant partnered with SCUCC to develop a Threat Assessment Seminar. We hope to make it available to members this summer. We’re also excited that Christine Zhou, Ph.D., Research Committee, and Kristin Harris-McDonald, Ph.D., Newsletter Editor, joined our team of appointed officers. We thank Sheri Clark, Ph.D. and Tiffany O’Shaughnessy, Ph.D., who previously held these positions. We are grateful for their time and wonderful contributions to SCUCC. If you are interested in running for an SCUCC officer position we are currently accepting nominations for the following positions:

The Treasurer shall work with the Society Treasurer and the Section Chair to establish and maintain appropriate financial records and procedures. The Treasurer shall, upon request and at reasonable times, make the financial records of the Section available to Section members. The Treasurer will maintain an updated membership roster of the Section, and will ensure that the listserv is current with members in good standing. In the event that the Treasurer shall not serve the full term of Office, the Chair shall appoint a Treasurer to serve until the term expires or elections are held, whichever occurs first.

Communications Officer: The Communications Officer shall keep the records of the Section, including but not limited to minutes of meetings of the Section and the Executive Committee, archival information such as a chronology of officers, committee chairs and committee members, awards presented, APA programs sponsored, and records of significant involvements of the Section. This officer will also keep the membership informed about the activities of the Section. The Communications Officer may respond to articles printed and represent the Section, in consultation with the Chair and Chair-Elect (e.g., articles in the Monitor, Chronicle of Higher Education, APA journals). In the event that the Communications Officer shall not Treasurer: The Treasurer shall be responsible for maintaining the funds and serve the full term of Office, the financial records of the Section and for Chair shall appoint a Communications preparing the reports and performing Officer to serve until the term expires or elections are held, whichever octhe duties and responsibilities outlined curs first. in Article VIII of the SCUCC bylaws. Chair-Elect: The Chair-Elect shall perform all duties as assigned by the Chair. The Chair-Elect will coordinate educational programming and may choose to appoint a committee, in conjunction with the Chair, to plan programs sponsored or co-sponsored by the Section. The Chair-Elect will also organize the Section yearly awards and appoint a committee, in conjunction with the Chair, to solicit nominations for student and psychologist awards and select awardees. In the event that the Chair shall not serve the full term of office, the Chair-Elect shall succeed to the unexpired remainder thereof and continue to serve through the next full term.

Nomination guidelines Please submit a statement of no longer than two paragraphs describing the prospective candidate's qualifications and interest. Submissions should be sent to [email protected] no later than June 14, 2013 5pm PST. Self-nominations are acceptable and encouraged. All nominations will be submitted to all eligible members for voting on or before July 5, 2012. Voting will be open for one week and election results will be announced within 2 business days of end of voting. The abovereferenced officer positions shall be elected by a majority email ballot vote by all eligible members who vote on the issue. These officers will begin their terms at the Annual SCUCC Business Meeting at the 2013 APA Convention. I look forward to seeing many of you in Hawaii! [email protected]

Remember to nominate colleagues for SCUCC Officer positions and/or for yearly SCUCC Awards!!!

Volume 7, Issue 2

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Continued from the SCUCC Newsletter Editor: I also think the article is a great example of how collaboration among departments on campuses can serve to enrich our students’ experiences (and our own!) In addition, we have some information about upcoming SCUCC officer nominations and an opportunity to nominate our colleagues for yearly SCUCC awards. I hope you will consider nominating yourself or others for service or recognition in our wonderful section! Also, I have included information on upcoming confer-

ences and SCUCC events and programs at APA in Hawai’i this summer. I will be sending a conference supplement out during the summer, which will detail APA programs applicable to student counseling centers and their staff. If you are reading this newsletter and you are not part of Div. 17 SCUCC, I invite you to consider joining your colleagues in membership in SCUCC; a membership application is included in the newsletter for

this purpose. I hope the end of the semester goes well for everyone- it is very close in sight! As Lauren mentioned, I also hope to see many of you in Hawai’i this summer at APA. Enjoy the newsletter! Please send comments, suggestions, constructive feedback, etc. to:

[email protected]

Have Something to Say? We’d love to hear your voice in our next newsletter. All submissions with information relevant to the needs of University and College Counseling Centers are encouraged. The deadline for submissions for the Fall Newsletter is October 15, 2013. Articles should be approximately 500-700 words in length.

For more information contact: Kristin Harris-McDonald, Ph.D. SCUCC Newsletter Editor [email protected]

The following posters have been selected for the Div. 17/SCUCC Poster session at APA in Honolulu this summer: Evan Stanforth (University of Denver): To Have More Sessions or Not to Have? That's the Question Therese Bermingham (University of Minnesota): Comparisons across stressful events in college students: Identifying mediators following sexual assault and bereavement Merideth Ray (Georgia State University): Grade Expectations: Perfectionism and Shifting Expectations in Academic Performance for STEM Students

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More Than We Can Bear: Collaborating to Meet the Mental Health Needs of African American Students Ramona Curtis, MA

Lori Genous, MS

Director Civic Engagement and Educational Development

Director of Wellness Baylor University

Baylor University

―Counselors

must be trained in color consciousness, racial selfhate and other cultural adjustment issues relating to cross cultural counseling as it impacts the African American client.‖

Kim Marmon, MS

Monique Marsh, PsyD

Resource Specialist Multicultural Affairs

Staff Psychologist

Baylor University

Baylor University

Motivation for Change With the goal of helping to meet the holistic needs of the African American students on our campus, several departments collaborated to create two initiatives for the purpose of breaking down the stigma of mental health and creating an alternative option for the treatment of all aspects of our minority students’ wellness. More Than We Can Bear (MTWCB), is an annual forum devoted to increasing awareness of mental health issues in the Black community and implications for improving mental health service for students of color. This forum brings well-known minority experts in the area of mental health to campus to engage and educate students, faculty and staff. The second initiative is the My Sister, My Self (MSMS) community, which is a group for women of color to come together for fellowship and encouragement with the goal of sharing information on ways in which women of color can improve themselves individually and collectively. The students are provided with psychoeducation information about a variety of topics and are referred to other campus resources when and if needed.

The motivation behind this endeavor began in 2010, with the suicide deaths of two former African American students in their 20’s. The time between the deaths, the Director for Civic Engagement & Educational Development read an article in the February/March 2010 edition of Heart and Soul magazine entitled, ―Dazed, Confused: Depression’s Effect on Black Women,‖ by Asha Bandele. The article told the story of an African American college student who was smart, exceptional and seemed to have it all together, however depression led to a suicide attempt. The article further reported the concerns surrounding mental health issues of African Americans. This was the wakeup call for the university to form campus partnerships to address this matter. The thought was to build coalitions across identities and functional areas to serve our students holistically. In this article we will examine issues related to college students and introduce to you our efforts to address these issues on campus. However, it is important to begin with the need for a careful assessment. To understand the impact of culture on African

American clients it is important to conduct an assessment that not only addresses quality of life issues that impact one’s mental, physical and emotional health. It is equally important to also examine the racial health of the client. The ability to understand racial identity issues among African Americans is a must for counseling centers. Counselors must be trained in color consciousness, racial self - hate and other cultural adjustment issues relating to cross cultural counseling as it impacts the African American client. For example a consequence of the African American experience with the history of racism and discrimination in the US is the development of a ―healthy cultural suspicion‖. Multi-generational experiences with racism, rejection, and intrusion create this ―nobody’s business but our own‖ (Boyd-Franklin) mentality. Continued research in this area reveals other cultural barriers that impact the success of African American clients. Research Barriers to the students of color seeking treatment, tending to their wellness needs (Continued Page 6)

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APA 2013 Convention - July 31to August 4, 2013 - Honolulu, Hawai’i Be sure to check out the SCUCC sponsored programming: 

Symposium—Perspectives of Psychologists Serving on Threat Assessment Teams— Time/Date TBA



Business Meeting, Awards Presentation and Roundtable Discussions— Time/Date TBD



Student Poster Presentations—Time/ Date TBD

More details to follow in the summer conference supplement. See you all in Hawai’i!

Upcoming Conferences American College Personnel Convention March 30-April 2, 2014 – Indianapolis, IN www.myacpa.org

American Group Psychotherapy Association March 3-8, 2014– Boston, MA www.agpa.org Asian American Psychological Association July 30, 2013—Honolulu, HI www.aapaonline.org

American Counseling Association March 26-30, 2014 – Honolulu, HI www.counseling.org/convention American Psychological Association Convention July 31—August 4, 2013—Honolulu, HI www.apa.org/convention Association of Black Psychologists Annual International Convention July 22—25, 2013– New Orleans, LA www.apbsi.org

Association of Counseling Center Training Agencies Association for Women in Psychology Conference TBA (date not available on website at this time) March 6-9, 2014—Columbus, OH www.accta.net www.awpsych.org Association for University & College Counseling Center Directors October 26-30, 2013 – San Diego, CA www.aucccd.org

NASPA March 15-19, 2014 – Baltimore, MD http://www.naspa.org/conf

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More Than We Can Bear continued…

―PWIs are designed to meet the needs of the majority students ... departments that are designed to meet the needs of all students may not be seen by minority students as a place where they can comfortably seek the help they need. ‖

and being all around successful students needed to be determined before the programs could be implemented. We sought to understand how students of color arrived at a place in which they would not seek treatment of any kind (i.e. psychotherapy, psychoeducational, or supportive) for any part of their wellness (i.e. mental health, spiritual, social, physical, etc). The Common Sense Model (CSM) explains one of the ways in which students come to understand mental health and wellness incorrectly. Beliefs are shaped by what one is told or overhears, is taught directly or indirectly, personal experiences, and inferences one makes on his/her own. Convictions gained through these avenues can be accurate. However, if information is inaccurate, misinterpreted, misunderstood or generalized it can be harmful and decrease help-seeking behavior due to misinformation resulting in the lack of one’s ability to make well informed decisions about mental health and treatment. The CSM has contributed to the misconceptions of the AIDS virus so much so that some still believe that mere skin-to-skin contact can leave one susceptible to contracting AIDS. According to the CSM there are five areas in which faulty perceptions about mental health can be created: 1) Identity – beliefs about the symptoms associated with the illness, 2) Cause – beliefs about etiology and onset 3) Timeline – beliefs about the course of an illness 4) Consequences – beliefs about short and long term effects, and 5) Cure/Control – beliefs about the curability or controllability of an illness (Ward & Heidrich, 2009). Self-concealment, which is the negative attitude one has toward the part of themself which

is imperfect, is another barrier to students of color seeking treatment (Masuda, Anderson & Edmonds, 2010). Self-concealment makes it difficult for one to admit that something about them is functioning abnormally. Just the thought of having an imperfection and how others may view them because of that imperfection is distressing. Without the admittance of illness no treatment is sought. If internal barriers were not harmful enough, the environment of the Predominately White institution (PWI) is within itself an external barrier to treatment for students of color. Historically, PWIs are designed to meet the needs of the majority students (Gusa, 2010). When surveyed, our students stated that they often feel like an outsider on campus. They do not feel the university does a good job of providing them with support, and they often find it difficult to relate to others on campus (MSMS feedback survey). Since the university is seen as a whole, departments that are designed to meet the needs of all students may not be seen by minority students as a place where they can comfortably seek the help they need. These departments do not turn students away, but they might lack things that are important for students of color, for example, the ability to seek counseling from an ethnically or culturally matched counselor, staff with cultural training to understand the unique circumstances of being a minority on campus, or resources that are tailored to minority students. The aforementioned research moved us to find ways to help our students of color find sanctuary within their cultures, feel con-

nected to and supported by their institution, and most importantly change their views on mental illness and their pattern of helpseeking behavior. It also justified the relevance of the MTWCB and MSMS initiatives which act as links between the African American culture and the predominately White college campus while providing students with psychoeducation, support, and resources. The minority faculty/ staff facilitators connect students to their culture and to their institution as the faculty/staff are members of both groups (FiestPrice, 2001). Additionally, seeing majority faculty/staff engaging with, supporting, and partnering with these types of initiatives helps students to recognize such faculty/staff as friendly allies. Collaborating to Meet the Needs of African American Students on Your Campus When considering recreating this type of program on your campus, take into consideration that it takes a higher level of commitment to the greater good for this to work. Understand that you are giving this often overlooked student population a safe space to speak their truth, the gift of visibility, resources, education, and a level of care about their journey through and beyond their collegiate career that may not be received elsewhere. Creating a similar group begins with networking to bring the right departmental partners on board. Making connections with potential partners is important. Reach out to make connections at division meetings, department programs, and develop relationships with student organizations and leaders who will publicize and

Volume 7, Issue 2

advocate for your initiative. Be strategic in garnering faculty/staff support. Seek individuals who see a need for such initiatives and have the time to dedicate through preparation, actual meetings, and possibly connecting with young women outside the meeting space. As with any relationship or partnership, effective communication is necessary in order to ensure everyone is on the same page regarding the strategic vision. Collaborators will come to the table with diverse ideas and objectives in their area of expertise. Facilitators for MSMS consist of staff from the departments of Multicultural Affairs, the Counseling Center, Wellness, and Community Engagement & Service. Facilitators must be willing to work outside of the traditional business hours. The facilitators meet biweekly to brainstorm and develop topics for discussion. Careful planning and researching topics of interest offers group members effective tools for dealing with their current issues, and provides them with resources needed to help navigate through college life. Our hope is that students will be equipped

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with help-seeking behaviors that impact their total wellness. When passion exists during group, members commit extra time in processing emotions. Transparency is an intricate part of successful collaborative work with your colleagues and students, especially dealing with such sensitive subjects as race, mental health, and campus climate. There must be a willingness to share stories and be authentic while listening and disseminating information to the students. The students as well as faculty and staff that facilitate and attend both MTWCB and MSMS forums validate and listen to each other through sharing victories, lessons, and struggles of being a minority attending or working at a predominately White institution. Stories of personal mental health experiences, struggles with maintaining holistic wellness, and overcoming internal, external, and cultural barriers are also often shared. Transparency is needed in planning as personal knowledge is just as important as research when developing a blueprint for the best way to reach and educate the stu-

dents. Additionally, it allows students to feel connected to the faculty/ staff collaborators. The forum and group are not intended to be traditional therapy groups or clinics and are explicitly stated as so. Therefore, there is an authenticity that can be applied that is not confined by the regulation of client/counselor ethics. The commonality of being African American women and the transparency of the facilitators, partners and students is what unites the women of MSMS and has created a special sisterhood among us, despite generational and background differences. In essence, there is intentional relationship building and sharing of self. Once our collaborative group was identified to assist in the development of My Sister My Self, we researched how other college campuses are addressing this issue, and found several examples of similar groups. One of the earliest was the creation of an organization called ―Sistafriends‖ founded by three students at the University of Chicago during the mid-nineties. The (Continued Page 8)

SCUCC Leadership Roster Jan Collins-Eaglin—Chair

Lauren Woolley—Chair Elect

Aaron Krasnow—Past Chair

Chris Daood—Treasurer

Tiffany O’Shaughnessy—Communications Chair

Christine Zhou—Research Committee

Kristin Harris-McDonald—Newsletter Editor

Larry Marks—Webmaster

Jonathan Dator—Student Liaison

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More Than We Can Bear continued…

―We are not only trying to impact young women in the group or on campus, but developing students to make a global impact.‖

goal of ―Sistafriends‖ was to ―enrich the quality of black female life on campus.‖ Other examples of support groups for women of color/AfricanAmerican women were found at Amherst College, the University of Kentucky, Triton College, Sam Houston State University, and Banard College. In addition to researching examples and best practices, it is necessary to develop a mission/ vision statement to define who you are as well as your goal as a group. As such, MSMS is a ―community developed to providing a safe and comfortable environment for women of color to address issues that affect their emotional, physical, spiritual, environmental, intellectual, and social wellness. The primary goal of this group is to discuss avenues in which this population can improve individually and collectively in the unique setting of a predominately White institution.‖ It is important to note that groups and organizations such as these should not exist in a bubble. We are not only trying to impact young women in the group or on campus, but developing students to make a global impact. The formation of groups like this is an important part of that process. Prior to the inception of MSMS, campus-wide collaborations in addition to MTWCB were sought to engage representatives from various departments on the importance of resources for students of color at PWIs. In September of 2010, partners viewed a webinar entitled ―Depression and AfricanAmericans: Myths, Stigma, and Best Practices for Counseling Clients‖ hosted by Terrie Williams, MSW and Thomas Parham, PhD. Possible presenters were re-

searched from the Depression and Bi-polar Support Alliance and the Association of Black Psychologists. Previous topics have included: relationships, portrayal of African-American women in the media/music, healthy hair, sisterhood, colorism, body image, cultural misperceptions, classroom interactions, and the role of the church in African-American wellness, racism, interracial dating, physical/mental health, and shifting. When starting a group, the following may be helpful to consider: costs associated with running a group, e.g. food, beverages, give-a-ways, and guest presenters; surveys, focus groups to assess needs of students, topics of interest, etc.; what you want to accomplish, development of learning outcomes, assessment, additional faculty/staff support. Key lessons learned include: knowing exactly as a group what role you want to play on campus as different groups may have certain requests of you, e.g. sponsorship, etc.; have a permanent location and a general format that ends on a high note; decide what you are going to call the group-be careful with language (support group, community group); do not be afraid of some sessions turning into a venting session; there is diversity among African-American women - some may not feel the group is for them, or they may not want to segregate themselves more, as they already feel isolated or singled out; be prepared to refer students to campus resources (spiritual life, counseling center, health center, etc.). It is imperative that students see majority faculty/staff engaging with, supporting, and partnering with these types of initiatives. This helps students to recognize such

faculty/staff as allies and feel comfortable seeking their assistance if and when needed. Most importantly your group needs to meet the needs of your students because that is the ultimate goal.

References Bell, P. (2002). Chemical Dependency and the African American, 2nd Edition. Hazelden, Center City, MN. Boyd-Franklin, N. & Haffer Bry, B. (2000). Reaching Out in Family Therapy: Home-Based, School and Community Interventions, Guilford Publications, Inc., New York, NY. Feist-Price, S. (2001). African American Faculty Mentoring Relationships at Predominantly White Institutions. Rehabilitation Education , 47-53. Gusa, D. L. (2010). White Institutional Presence: The Impact of Whiteness on Campus Climate. Harvard Educational Review , 464-489. Lett, D. F., & Wright, J. v. (2003). Psychological Barriers Associated with Matriculation of African American Students In Predominantly White Institutions. Journal of Instructional Psychology , 189-196. Makos, J. (1995, December 7). Sistafriends: Creating Community for African-American Women. Retrieved February 5, 2013, from uchicago.edu: HYPERLINK "http:// chronicle.uchicago.edu/951207/ sistafriends.shtml" http:// chronicle.uchicago.edu/951207/ sistafriends.shtml Masuda, A., Anderson, P. L., & Edmonds, J. (2012). Help-Seeking Attitudes, Mental Health Stigma, and Self-Concealment Among African American College Students. Journal of Black Studies , 773-786. Ward, E. C., & Heidrich, S. M. (2009). African American Women's Beliefs About Mental Illness, Stigma, and Preferred Coping Behavior. Research In Nursing and Helaht , 480 -492.

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SCUCC Call for Awards The Society of Counseling Psychology Section on College and University Counseling Centers Awards Committee calls for nominations for the yearly awards for excellence in counseling center work. Individuals can be nominated for a single project or for career long contributions. See below for information. Counseling Center Outstanding Contribution to Counseling Center Work Award—for

professional psychologists, with more than five years of counseling center employment, who have shown outstanding leadership and excellence in any of the following realms of counseling center work: clinical innovation and skills, best practices in training, innovations in preventative programming, outreach to underserved populations, research contributions, and/or exemplary practices in administration. Counseling Center Outstanding Early Career Psychologist Award for professional psy-

chologists, with less than five years of counseling center employment, who have shown outstanding leadership and excellence in any of the following realms of counseling center work: clinical innovation and skills, best practices in training, innovations in preventative programming, outreach to underserved populations, research contributions, and/or exemplary practices in administration. Counseling Center Outstanding Graduate Student/Intern Award for graduate students

and interns employed by or training at counseling centers who have demonstrated excellence in clinical work, outreach, supervision, or research. NOMINATION GUIDELINES: Submit a statement of no longer than two pages describing the candidate’s qualifications and contributions, along with a copy of the candidate’s curriculum vita. It is preferred that the nomination information be submitted in Microsoft Word or PDF format as an email attachment. Self-nominations are acceptable. Membership in the SCUCC is preferred. The nomination of candidates with contributions in any area in the broad spectrum of counseling center work, including clinical innovations and skills, training, outreach, diversity programming, research and administration, is encouraged. DEADLINE is May 24, 2013. Submissions should be sent to Lauren Woolley at [email protected] no later than 5pm Pacific Standard Time.

AWARD SELECTION PROCESS: The Awards Committee will review nominations. Decisions will be submitted to and approved by the Executive Board of the Section on College and University Counseling Centers. Awards will be given during the 2013 APA convention in Honolulu, Hawaii at the annual SCUCC Business Meeting and Breakfast. If you are interested in serving on our awards committee, please contact [email protected].

Membership Application Section on College and University Counseling Centers A Section of the Society of Counseling Psychology—Division 17American Psychological Association

Name: ____________________________________________________________________________________ Name of College/University: ___________________________________________________________________ Highest Degree Awarded: _____________________________________________________________________ Work Setting: _________________________________ Position: _____________________________________ Address: ___________________________________________________________________________________ Gender: ( ) Male ( ) Female ( ) Transgendered APA Membership #:: _________________________________ Indicate Type of Membership: ( ) Section Member - Associate Member, Member, or Fellow of Division 17 ( ) Professional Affiliate - Affiliates of the Division, or Fellows or Members of APA who are not members of the Division but who have an interest in the purposes of the Section ( ) Student Affiliate - Any student belonging to APAGS or Division 17 SAG (Membership Fee Waived) Phone Number: ________________________________ Fax Number: _________________________________ ( ) New Membership

( ) Renewal

E-mail: ____________________________________________________________________________________ May we put your information on our webpage?

( ) Yes ( ) No

Would you like to be on the listserv?

( ) Yes ( ) No ( ) Already on Listserv

Signature: ____________________________________ Date: _______________________________________ Please list any ideas you have for future SCUCC Projects

Please Send the $10 Membership Dues and Completed Application To: Chris Daood Marquette University Counseling Center Holthusen Hall #204 P.O. Box 1881 Milwaukee, WI 53201 Checks Payable To: Division 17 SCUCC EIN for Division 17 is 52-1564001