2015‐ Annual Report 2016 - UW-La Crosse · completes and submits an annual report on our ......

2015‐2016

Annual Report

Submitted by: Gretchen Reinders, PhD, Director

UWL Counseling & Testing Center Annual Report 2015-16

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UWL Counseling & Testing Center Annual Report 2015-16 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 11

Adjunctive Services page 14

Outreach Programming page 14

Testing page 15

ADHD Assessment & Psychological Testing page 15

Service page 16

Teaching Contributions page 16

Professional Development page 16

Supervision and Training page 17

Diversity and Inclusive Excellence Efforts page 17

Opportunities and Challenges for 2015-16 page 18

Appendices


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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 UWL 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 UWL 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 full a re-accreditation site visit is planned for fall 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. Because this is a re-accreditation year, annual report data was included to the extent possible in this year’s re-application in October 2015.


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Notes of acknowledgement

The 2015-2016 academic year was the first full academic year with Ms. Christal Johansen in the front office coordinator role. Ms. Johansen has continued to provide our students with warm and personable service, and provides our office and clinical staff with a calm presence, consistency, and organization.

Tara Farmer, LPC, joined our clinical staff in a split-position as a Counselor/Clinical Case Manager. This hire marked the CTC meeting a goal of increasing clinical hours available as well as assisting students (as well as faculty, staff and community members) in better connecting resources. Ms. Farmer brings diverse experiences and strong generalist skills, as well as specialized skills in managing crisis and assessing severe mental illness.

Dr. Beth Mullen-Houser became a licensed psychologist this year and continued to provide group counseling services to help students with disordered eating concerns. In addition, she continued to develop a new group/workshop format for our center called RIO (Recognition, Insight, Openness). Dr. Ryan McKelley continued to offer a men’s therapy group in the spring semester.

Other transitions this past year have added strength and positivity to our team. Ms. Stephanie Brown, MA, and Dr. Kristina Johnson served in a one-year psychology residency. Ms. Becca Johnson engaged in a one-year training practicum/internship for her pre-master’s clinical requirements. Ms. Jen Bayer continued offering services as a pre-doctoral practicum counselor in the fall of 2015. All four of our clinicians-in-training were excellent additions to our clinical staff.

In addition, Ms. Colleen Eary joined our staff after Mr. Jonathan Skubis exited his position as a Testing Center Associate. Ms. Eary came to us having a significant amount of testing experience and was truly able to hit the ground running in our busy Testing Center. I extend continued gratitude for Mr. Criss Gilbert’s expertise and management of the Testing Center and Office Management at the CTC, and for his training and supervision of Ms. Eary.

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. Students who may not have been able to attend or succeed in college settings 20 years ago are now on campus, thus diversifying and enriching our student body; in turn, they are also in need of resources including (but not limited to) student support services like counseling. These students are also managing very real sociocultural, financial, and emotional concerns. Furthermore, we continue to read and hear about mental health issues of today’s college student, limited resources and increased demand, as well as campus crises. Altogether this increases the demand not only for direct counseling services but also for outreaches and preventative services from the campus and local community increases. This indirect service is an integral part of the services we deliver, and is central to our mission.

In keeping with the national college counseling trend, the demands for clinical services continue to grow, as does the need for outreach, academic skills, testing, and preventative services. The Counseling and Testing Center would not be able to meet these demands for services if it were not for the dedicated CTC staff who work determinedly to meet the student needs. On behalf of the


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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 2015-2016 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.


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Staff

Gretchen Reinders, PhD, LP; Director

Francie Biesanz, LPC; Senior Counselor/Outreach Coordinator

Crys Champion, PhD, LP; Counselor, Underserved Populations Focus

Tara Farmer, LPC; Counselor/Clinical Case Manager

Randy Kahn, LPC; Counselor

Kristen Marin, PhD, LP; Psychologist/Training Coordinator

Liz Stine, LPC; Counselor

Criss Gilbert, MS; Testing Center Coordinator, Office Manager

Charlene Holler, M.Ed; Academic Skills Specialist, Testing Center Associate

Christal Johansen; Front Office Coordinator

Jonathan Skubis; Testing Center Associate

Colleen Eary; Testing Center Associate

Ryan McKelley, PhD – contractual clinical staff

Beth Mullen-Houser, PhD – contractual clinical staff

Psychology Residents

Stephanie Brown, MA

Kristina Johnson, PhD

Counseling Intern

Becca Johnson

Counseling Practicum Counselor

Jen Bayer

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. The other measures mentioned above are utilized internally and aid in decision-making regarding clinical service delivery.

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. There has been some improvement over time in ability to use PnC to gain accurate records of clinical (direct and indirect) services, but training and assistance in learning how to use the reporting functionality of PnC is costly (financially and time-wise). It is this writer’s hope that the summer will provide more time to devote to getting the assistance needed.


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Direct & Indirect Services

The primary goal of the CTC is the provision of direct counseling services to UWL 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 9/8/15 through 5/13/16. Focus on the academic year is highlighted below, as services demands in the summer months are significantly less (e.g., total number of unique students seen in the summer is typically between 80-110).

Service # of unique appointments made

(N =)

% of total

appointments

# of unique Clients

(N = 1162)

Individual Therapy Sessions 2142 42% 554

Intake and Returning Intake Sessions

603 12% 603

Triage 636 12.5% 627

Urgent Care 127 2.5% 138

Academic Skills Intake Sessions 139 2.7% 139

Academic Skills Visits 150 3% 83

ADHD Assessment visits 79 1.5% 17

Psychological Testing 2 0.04% 2

Consultation Visits 180 3.5% 138

Couples Intake and Sessions 6 0.1% 6

Group Therapy Screening Visits 114 2% 106

Group Therapy Sessions 173 * *

Relaxation Room Visits 900 18% 312

* Because of the way PnC tracks service utilization, those clients who participated in group therapy only may not be included in the above figures.


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During the academic year, from 9/8/2015 – 5/13/2016, approximately 930 students received direct services. The CTC conducted 4,178 direct service appointment this academic year which includes but is not limited to the following appointments: 139 academic skills intakes, 150 academic skills visits, 81 assessment and psychological testing visits, 180 consultation visits, 127 urgent care visits, 636 triage visits, 603 counseling intake visits, 114 individual group therapy screenings, and 2,142 individual therapy visits. Ninety-eight percent of counseling appointments were delivered at CTC’s main office in Centennial Hall and 2% were delivered at our satellite office in the SHC. The SHC had less mental health hours available to students than in previous years, in just one full day of a psychology resident being onsite this year. Average number of one-on-one individual therapy sessions (excluding group therapy) was 4.5 (median of 3, mode of 1 session), before therapy terminated or the client discontinued services. The range varied from 1 session to 27 sessions. Only 40 clients were seen more than 12 times in the academic year; representing only 4% of clients. This number is significant because it demonstrates how the majority of clients are seen within the brief therapy model of the CTC (12 visits = triage, intake, and 10 individual therapy sessions), and the vast majority (90%) report significant benefit from therapy services (per LOS survey). Yet it also demonstrates how, when clinically indicated, we can retain clients beyond session limits to provide needed 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, as it pulls from the UWL system of PeopleSoft. Future iterations of this report may include more specific demographic information, since the university is looking into different ways of allowing students to self-identify on admission/enrollment forms. The CTC is committed to gathering self-reported data as well as that entered in through university registration. Please see Appendix A for more comprehensive demographic information.

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 B. 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.

The Fall semester 2015 presented the CTC with the highest service demand seen in recent years, thus resulting in our triage assessments no longer being offered within 1-5 days of a student’s initial contact, even with many additional triage time slots being offered (e.g., a typical week offers 28 triage slots and we were regularly increasing that to 36-40). We tracked the new appointment requests and the vast majority (over 80%) of clients were new to the CTC (no prior contact with our office for any service). In addition, there were often days where 15+ students called for new appointments, effectively scheduling half of the available triage slots for the week in just one day. The CTC staff met regularly to discuss how we were managing the demand, and by November 2015 made adjustments to the way we were taking in new clients who would have limited time for any follow-up visits. Our Clinical Case Manager engaged in more brief screening for students


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calling and presenting in person, to assess for immediacy of need and other supportive services that might be appropriate to help those students. Although this entire semester was quite stressful to manage, the staff gained a good deal of information about how we could adjust our new client intake procedures, and we worked well together to problem-solve. We look forward to using this knowledge to prepare for what we expect to be a similar fall semester in 2016. Anecdotally, we also discussed the reasoning for the higher demand, and potential reasons include the personality of the new students, increased awareness of services resulting in increased referrals, results of outreach, national attention placed upon mental health needs, etc.

The fall semester is traditionally a higher demand semester than the spring, both for direct clinical services as well as indirect outreach/consultation requests (approximately seeing 20% more new clients in the fall and receiving 20-30% more requests for outreach in the fall). However, this fall was significantly busier than the spring of 2016. Because of this remarkable contrast from fall to spring semesters, data was collected for triage appointments alone. Keeping in mind that there are only so many hours in the day and counselors on staff for triage visits, the following chart summarizes the comparison numbers by semester and compared to the last academic year. This fall saw an increase of 12.6% from the previous fall semester, while our spring semester numbers stayed consistent.

Academic Year Triage visits scheduled: Fall

Triage visits scheduled: Spring

2015-16 382 286

2014-15 339 286

In addition to individual direct service contacts, the CTC offered 28 group counseling options this academic year (13 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-one of the 28 offered groups ran, with membership varying from three members to 10. See Appendix C for images of the advertisements. Several groups continued from fall to spring semester, with the highest interest and attendance in the following group topics: panic/worry, social anxiety, mindfulness, and depression groups. Prior to the fall semester starting, the CTC team discussed revamping our group offerings, and while we offered a similar number of groups this year, several aspects of the program were changed. Among these include offering at least one drop-in skills group every semester, where students are not required to have a pre-group meeting with a clinician. These referrals often still came out of triage or consultation visits, but it opened the door for students interested in trying out mindfulness and stress management skills. We will continue to look at offering these types of services, always being mindful of balance of reducing perceived barriers to access while still keeping in mind potential safety concerns for students in these drop-in groups. As such, they will most likely continue for skills groups like RIO or mindfulness groups. Another change was starting a general stress management and RIO groups later in the semester, which assisted in having supportive options for students who came to the CTC very late in the semester.


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Our Academic Skills Specialist, Charlene Holler, offered a variety of skills-based workshops on topics such as test preparation, time management and overcoming procrastination. These workshops continue to be poorly attended, with the vast majority of workshops resulting in zero attendees. Plans for future offerings of workshops will be based upon purposeful collaborations with the offices that send the most referrals to us (e.g., offering workshops in OMSS, IEE, CAAS, and Res halls and asking for a contact person in those spaces to coordinate details of the event). Important to note is that Ms. Holler continues to see consistent numbers in her individual academic skills visits, and was able to manage the demand for services well this year.

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 fifth year that UW-L has participated in this study and results continue to be impressive and promising.

In the Fall of 2015 and Spring of 2016, 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 with each participating university’s Director in early July every year. Therefore, at this time of year data from the 2014-15 academic year surveys can be shared (full report available upon request). Some pieces of outcome data to share from that report include:

Compared to other UWS counseling center clients, UWL students reported the following as occurring less frequently than other students (p< .05): hospitalized for mental health concerns, Experienced harassing, controlling, and/or abusive behavior from another person (not sexual assault). All other historical and current presenting concerns did not differ significantly from other UWS schools.

Addition outcome measures were gathered and include the following:

Intrapersonal Learning Outcomes Subscale

Subscale Items

StronglyDisagree/ Disagree

Neutral

Agree/Strongly

Agree

Campus Mean (n)

UWSystem Mean (n)

N/Aa

1. I made improvements on the specific issues for which I sought counseling.

3.0% 8.2% 87.3% 4.24 (267) 4.23 (1504)

1.5%

2. I have started to live a healthier lifestyle in at least one area (e.g. sleep, diet, exercise, alcohol/drug use). 5.6% 18.4% 70.4% 3.98 (267) 4.01

(1505)5.6%

3. I have improved my ability to manage stress. 6.0% 20.6% 70.4% 3.87 (267) 3.89 (1505)

3.0%

4. I am better prepared to work through future concerns and achieve my goals. 5.2% 13.1% 79.8% 4.01 (267) 4.08

(1503)1.9%

5. I increased my self-confidence and/or self-esteem. 7.9% 28.1% 61.8% 3.75 (267) 3.83 (1503)

2.2%

6. The counseling process helped me understand cultural, family, ethnic, and/or community differences. 9.0% 27.7% 43.8% 3.65 (267) 3.73

(1505)19.5%


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7. I have gained a greater understanding of myself or a clearer sense of identity. 3.4% 15.4% 78.3% 4.10 (267) 4.07

(1504)3.0%

8. I increased my ability to think clearly and critically about my problems. 3.4% 13.9% 81.3% 4.08 (267) 4.08

(1505)1.5%

9. I improved my communication skills. 5.6% 22.8% 67.4% 3.85 (267) 3.90 (1504) 4.1%

Total Subscale3.95 (267) 3.98

(1505)

Note: Responses of “”not applicable” or “N/A” are not included when calculating Mean scores. a N/A frequencies for campus only

Counseling Satisfaction Subscale

Subscale Items


Neutral

Agree/ Strongly

Agree Campus Mean (n)

UW System Mean (n)

1. The office staff were helpful in providing information and direction.

0.4% 4.1% 95.5% 4.44 (267) 4.25 (1503)

2. This counselor displayed sensitivity/acceptance to individual differences (e.g. culture, gender, ethnicity, etc.). 1.1% 3.7% 95.1% 4.54 (267)

4.49 (1503)

3. This counselor helped me clarify my concerns and provide guidance. 3.0% 6.4% 90.6% 4.39 (267)

4.38 (1502)

4. This counselor supported me in making my own decisions and reaching my personal goals. 1.9% 6.4% 91.8% 4.41 (267)

4.41 (1504)

5. The counseling environment was warm and inviting. 2.2% 5.6% 92.1% 4.46 (267) 4.45 (1504)6. It is important for me to have counseling services located on

campus. 0.0% 4.5% 95.5% 4.66 (267) 4.66 (1503)

7. I would return to the counseling center again. 1.9% 7.1% 91.0% 4.55 (267) 4.53 (1503)8. I would recommend counseling services to a friend. 1.1% 5.6% 93.3% 4.60 (267) 4.59 (1503)

Total Subscale 4.51 (267) 4.47 (1497)

Academic Outcomes Subscale

Subscale Items

Strongly Disagree/ Disagree

Neutral

Agree/ Strongly


UW System Mean (n)

1. Counseling has increased my academic motivation and/or class attendance. 19.0% 42.6% 38.4% 3.22 (263) 3.22 (1497)

2. Counseling has helped me to focus better on my academics. 14.8% 37.6% 47.6% 3.39 (263) 3.40 (1496)3. Counseling has helped with my academic performance. 16.0% 40.3% 43.7% 3.33 (263) 3.29 (1494)

4. Counseling has helped me stay at school. 17.9% 37.6% 44.5% 3.32 (263) 3.31 (1496)

Total Subscale 3.31 (263) 3.31 (1492)

Retrospective Academic Functioning Items


Neutral

Agree/ Strongly


UW System Mean (n)

Prior to counseling, I was struggling with my academics. 44.1% 17.1% 38.8% 2.93 (263) 2.85 (1498) Prior to counseling, I was thinking of leaving school. 59.7% 15.2% 25.1% 2.38 (263) 2.30 (1498)

Item

Poor

Fair

Good

Very Good

Excellent Campus

Mean (n) UW

System Mean (n)

My level of well-being when I started counseling.

39.1% 38.3% 19.5% 3.0% 0.0% 1.86 (266) 1.95 (1501)

My level of well-being now. 1.9% 16.5% 44.9% 30.0% 6.7% 3.23 (267) 3.33 (1502)

Perceived change from start of counseling to time of LOS

Reported decline Reported no change Reported improvement

Campus Survey % (n) 1.9% (5) 15.4% (41) 82.7% (220)


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UW System Survey % (n) 1.4% (21) 16.1% (242) 82.5% (1237)

Item

Poor

Fair

Good

Very Good

Excellent Campus

Mean (n) UW

System Mean (n)

Overall effectiveness of counseling in helping with my problems.

1.5%

12.4%

33.0%

34.1%

19.1%

3.57 (266) 3.67 (1503)

Overall quality of the services I received. 0.4% 6.4% 15.0% 36.1% 42.1% 4.13 (266) 4.13

(1502)

We are also 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 Behavioral Health Monitor (BHM). The table below summarizes individual client-reported data from time of intake to most recent BHM scores. Also important to note is that this data includes those clients who may have dropped out of therapy before fully engaging in the process but were still seen for at least two clinical contacts.

Adjunctive Services

Global MentalHealth

Well BeingScale

SymptomsScale

AnxietySubscale

DepressionSubscale

SuicideMonitoring

Scale

Life FunctioningScale

BHM Outcomes by Scale

#Recovered #Improved #Unchanged #Deteriorated


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The Relaxation Room has strong visibility and frequent use. This is an indirect service available to any registered UWL 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 2015-2016 academic year, 312 unique students used the relaxation room for a total of 900 visits.

In 2015-16 we continued to have psychiatric services available at UWL through Student Health Services (SHC) with Dr. Tom Trannel (fall) and Kristine Brink, APNP (spring). Psychiatric services are funded by student segregated fees as well as money received from Western Technical College (WTC). Currently, the psychiatric services are available to UWL students and WTC students but are reserved for those students with serious and/or complex psychiatric needs. 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 response to crisis. Over the 2015-2016 academic year, 132 outreach programs were conducted serving UWL students, staff, and faculty, and La Crosse community members. Appendix D details the outreaches from this past year. We saw a significant number of outreaches provided this year, up 40% as compared to previous year, and this is due in part to deliberate efforts to network with the community mental health providers by Tara Farmer, LPC (7 outreaches) and to having an SAA graduate student working with us on outreach. Kayla Lentz provided 7 outreaches (4 of which were directly focused on students and student staff living in Res halls).

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 and crises on campus. The CTC staff continues to work diligently to help our students and community respond to these crises. During the past year, CTC staff provided campus crisis intervention and outreach to students and staff following a student death, and provided 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. Although response to crisis could be defined as direct service, our clinicians are often called in to assist in offering information, psychoeducation, and resources to those in the aftermath of a traumatic event or crisis. As such, we are often assisting groups of people, in a supportive presence, rather than doing group therapy, and this fits better into the definition of outreach.


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Testing Services The testing center serves as a national, regional and campus site for the administration, scoring, interpreting, and dispersal of many tests and psychological inventories. The testing center offers a number of high stakes exam programs for admission, certification and licensure from over a dozen test providers. These test vendors include ACT, Castle World Wide, CLEP, College Board, DSST, ETS/Prometric, Kryterion, LSAC, Miller Analogy, PAN, Pearson/VUE, PSI/LaserGrade, ProV, and the University of Wisconsin Center for Placement Testing.

Few testing programs remain in paper and pencil format (ACT, CHES, GRE Subject exams, LSAT, SAT, UW Placement exams). Most exam programs are now computer based and delivered in two testing labs housed in 2113 – 215 Centennial Hall.

During the 2015-2016 academic year (data current through 6/5/16), 5,650 exams were administered. This includes a total thus far of 2095 UW System placement tests (one regional testing date remains, Saturday, June 18, 2016), as well as 726 other paper and pencil tests. The remaining 2,829 were computer based tests. 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 two years ago had a small impact on the activities of the testing center. Likewise, the opening of a Pearson/VUE test center at Western Tech had a slight impact on testing programs at UWL. From last academic year to this current year, the impact was minimal, if at all. For example, GRE testing was impacted initially (two years ago) but has remained constant in the past year (514 and 513 GRE administrations, respectively). Praxis testing numbers are down but testing for the US post office is up. All in all, computer-based testing has continued to show stability in terms of services offered and tests administered, and therefore maintaining revenue. The largest effect on testing volume was the mandate that high school students take the ACT in their high school during their junior year. This has decreased the demand for ACT on campus. CTC looks forward to continuing to meet 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.

ADHD Assessments and Psychological Testing

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.,


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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. In the coming academic year, we will change our process to focus assessments during interim periods, when students are able to meet for longer chunks of time (allowing for testing to be completed in one full day), when our clinicians have longer chunks of time available as well, so as to more efficiently assess and still meet the clinical demands of students with other mental health concerns. Psychological testing (e.g. personality assessment) is done on an as-needed basis and administered by the clinician when deemed clinically appropriate.

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, Trans Task Force Steering Committee, 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.

Teaching Contributions Several staff members regularly guest lecture in a variety of classes in topics related to stress management, adjustment to college, academic skills, and disordered eating. This past academic year, the nearly all clinical staff member and our Academic Skills Specialist presented in classrooms. In addition, Charlene Holler continues to teach an undergraduate course in the summer session on developmental reading.

Professional Development During the 2015-2016 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: Self-compassion, Privilege, Emotional Support Animals, Perfectionism, and Suicide Assessment and documentation. In addition, Dr. Kristen Marin and Liz Stine, LPC, presented at the North Central College Health Association (NCCHA) conference this year, as did Dr. Gretchen Reinders (with partners from the Eating Disorders


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Treatment Team). Dr. Reinders also presented for the second year in a row at the annual Wisconsin Association of Professional Counselors in Higher Education (WAPCHE) conference.

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, Becca Johnson. She quickly became a valued member of our team. 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. Kristina Johnson and Ms. Stephanie Brown, and Dr. Crys Champion 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:

Offered a training rotation for our psychology residents on Diversity, which led to active participation in Pride Center outreach as well as membership on the Hate/Bias Response Team.

Purposeful focus in training seminars for staff and for trainees on issues related to diversity. Continued implementation of the Let’s Talk consultation service, which is housed in OMSS. Continued membership and active participation on the Trans Task Force steering committee. Participation in the UWL Drag Show. Organization and sponsorship of open-enrollment Campus Connect gatekeeper trainings to

faculty/staff and students.

Table: Opportunities & challenges from last year, updates on progress made, and future direction for related opportunities:

Opportunities & Challenges from 2015-16 Report on Progress Made Opportunities & Challenges for 2016-17

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.

Creation and implementation of the Mental Health Promotion Task Force, charged by Dean of Students and Interim Provost, in Fall 2015. Memberships includes 12 individuals across campus, representing staff, faculty and students. Co-chaired by Dr. Gretchen Reinders and Kate Noelke.

See first annual report, to be released summer 2016, for full details on this task force’s first year, which includes development of a community health promotion model, as well as a number of efforts directed at reducing stigma and increasing help-seeking behaviors.

Continue to build upon a fruitful first year of the Mental Health Promotion Task Force.

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

Significant progress made on this front. Tara Farmer, LPC, has engaged in networking with community providers since fall 2015, thus elevating our number of referral resources, understanding of resources that were not previously known, and facilitating coordination of care for students to/from local hospitals. Our office has

Continue to systematically evaluate (3-4 times per academic year, and as needed) the Clinical Case Manager role. This includes but is not limited to: development of a more structured referral resource list; tracking/follow-up of referrals made; adjusting direct services hours as needed to meet demands.


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tracking and following-up on referrals made.

noticed improved communication with hospitals and Mobile Crisis as a result.

Additionally, this first year has been spent monitoring clinical flow/demand, and with regular check-ins between Director and Case manager, we have a good sense of the best way to utilize this new split position’s time.

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.

Accomplished. This year we removed the CARE team rotation as an option. We altered the outreach rotation to be a Diversity rotation, and both of our residents spent time collaborating with OMSS, Campus Climate, and the Pride Center. One resident had significant experiences with treating eating disorders and carried a significant caseload of clients with these concerns. She also sat on the EDTT.

Develop written orientation manuals for the training rotations, with resident feedback incorporated every year.

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

Accomplished. Initial progress made in the formation of the group, clarification of roles and how to refer, setting monthly meetings, and engaging in case consultation.

There will be a challenge this coming year with the EDTT, with the retirement of Dr. Sylvia Van Atta. As Chair of the EDTT, I have voiced preference for either hiring another provider with this experience or offering training opportunities to a provider within the SHC, to fill this essential role.

Consider development of written procedures for the EDTT, especially


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with regard to students of concern who may come to CARE or others.

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

The CTC continues to provide space, time, and training for staff with regard to D & I efforts. This year was influenced by national and local/campus events and sentiments that impacted our campus as a whole, and our office devoted time to participate as supporter of our students and colleagues.

We offered four different groups to support traditionally underserved populations and only one group ran (Like, Comment, Share - a co-facilitated group with Campus Climate). The remaining offerings (for Vets, trans and non-binary students, and those experiencing stress from identity and/or culturally based marginalization) did not have enough membership to make.

Continue to partner with offices across campus to provide safe and supportive spaces for all students to receive services.

Continue to seek out training opportunities for staff members to work towards/maintain cultural competence.

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

Accomplished. Although difficult to fully assess the sustainability of this position, since the test center associate left in October and was not replaced until late December, all evidence suggests that this project position will continue to be funded as a 95% position.

Continue to develop this position as an assistant to the Test Center Coordinator, Criss Gilbert.


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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).

Some progress was made in this area, as the Director was able to delegate some website editing and outreach-related tasks. While no group coordinator has emerged, we have been able to streamline the group services organization to one clinician. In addition, the clinical case manager is communicating more with community providers and in more than one instance, a clinician has taken Director’s place on a committee.

Continue to examine areas of the CTC administration that can be appropriately delegated and/or shared within house. Small but meaningful examples could be rotating responsibility of facilitating case conference meetings.

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.

Significant progress was made on this but took much longer than expected and required repeated outreaches for assistance. Francie Biesanz picked up this work and has been doing a great job on it. She will continue to providing editing services for our website, focusing much of the editing during interim periods.

Provide reasonable support in terms of time and training to allow for consistent web editing functionality for Ms. Biesanz.

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

Let’s Talk continues to be a well-supported service by campus partners and faculty members. While still underutilized the Let’s Talk numbers have increased in the past year (from 8 students to 16).

We will consider expanding Let’s Talk to provide hours in the new Student Center in January 2017. Hours will continue to come from clinician’s outreach expectations and not impact direct service. We will continue to provide remote access to


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PnC to allow for case management in Let’s Talk locations.

We will continue to better market the consultation program.

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.

Some progress was made in this area, but retention of students in group formats can be problematic.

Develop more stringent guidelines and clear expectations of group therapy membership.

Continue to offer drop-in, skills based group formats for the clinically busier time periods.

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.

Some progress was made in this area. The outreach intern assisted with some of our basic requests for programming that are less clinical in nature, thus minimizing clinician time out of the office. We did do a better job as a staff in being present at campus events.

This goal needs to be modified. We do not need to increase our outreach time but rather be purposeful in offering what we see as the most helpful in reaching those we need to reach. For example, offering Campus Connect trainings to faculty departments or offering abbreviated presentations about our services to student groups. Continuing to partner with other supportive services outside of counseling (e.g., SHC, WRC, SSS, etc.), and working with the Mental Health Promotion Task Force, will aid us in refining our outreach program.


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Appendix A

Client Characteristics, as reported on the Client Information Form (CIF) and pulled from Point and Click (PnC). Not all clients responded to all items, thus totals are less than 100%.

Counseling & Testing Center

2015-2016

Gender Identity (data pulled from CIF) Woman 70.2% Man 25.6% Transgender 0.12% Self-identified (written response) 1.05% Age (data pulled from PnC) Range: 18-54; Mode: 20 Sexual Orientation (data pulled from CIF) Heterosexual 84.6% Lesbian 1.3% Gay 1.3% Bisexual 4.1% Questioning 1.3% Self-identified (written response) 2.9% Race (data pulled from CIF) African American/Black 1.2% American Indian or Alaskan Native 0.1% Asian American/Asian 3.9% Hispanic/Latino/a 3.1% Native Hawaiian or Pacific Islander 0% Multiracial 5.5%

White 81.9% Self-identified (written response) 1.3% Religious/Spiritual Preference (data pulled from CIF) Agnostic 12.1% Atheist 5.6% Buddhist 0.6% Catholic 24.8% Christian 31.2% Hindu 0% Jewish 0.5% Muslim 0.2% No Preference 17.6% Self-identified (written response) 3.3%


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School of Enrollment (data pulled from CIF) Science & Health 43%

Liberal Studies 25% Business Administration 9%

School of Education 7% Education, Exercise Science, Health & Rec 8% Arts & Communication 6%

*Western Technical College 0.3% University Academic Status (data pulled from PnC) Freshman 16% Sophomore 26% Junior 22% Senior 26% Graduate 5% Unassigned 5% Current or past military service (data pulled from CIF) No 94.4% Yes 2.6%

International Student (data pulled from CIF) No 94.6% Yes 1.8%

Housing information (data pulled from CIF) On-campus 44.8% Off-campus apt/house 52%

Other housing 0.2%

CIF = Client Information Form PnC = Point and Click


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Appendix B – Most common client reported presenting concerns, per Client Information Form (CIF)

Reported Concern (round to nearest percent)

Stress/Stress management 65%

Anxiety/fears/worries (non-academic) 64%

Depression/sadness/mood swings 58%

Problems related to school or grades 43%

Low self-esteem/confidence 39%

Procrastination /motivation 37%

Attention/concentration 36%

Sleep difficulties 26%

Friends/roommates/dating concerns 23%

Choice of major/career 23%

Eating behavior/weight problems/eating disorders/body image 20%

Shyness/social discomfort 17%

Anger/irritability 16%

Physical symptoms/health 11%

Family-related concerns 10%

Suicidal thoughts/urges 10%

Grief/loss 9%

Self-injury 7%

Childhood abuse 6%

Sexual assault 5%

Alcohol/drug use 4%


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Appendix C: Group Therapy Flyers


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Appendix D – Outreach Presentations 2015-16

FALL 2015

Date of Presentation Topic Class or Group Outreach Type CTC Code

Attendance or contacts #

8/13/2015 Campus Connect Residence life professional staff Presentation

Mental Health 21

8/19/2015 Veteran homelessness/MH VA Summit Conference Networking Mental Health

8/26/2015 Inclusive Excellence: Current Events through Dialogue RA training Presentation

Mental Health 113 + RHAC

8/27/2015 Orientation to CTC/Networking Gundersen Inpatient Networking Mental Health 6

8/28/2015 Behind Closed Doors RA training Presentation Mental Health 113

8/28/2015 Mental Health 101 Enrollment Management Retreat Presentation

Mental Health 45

8/28/2015 Orientation to CTC, review SI protocol, SI case, and self care RA training Presentation

Mental Health 113

9/1/2015 Behind Closed Doors Reuter Hall Presentation Mental Health 15

9/2/2015 Interview: Homesickness/relationship/services

UWL 100/Campus Community Presentation

Mental Health ??

9/2/2015 Orientation to CTC/ Networking Hiawatha Valley Networking Mental Health 1

9/2/2015 veteran's info and orientation New student/veterans Presentation Mental Health 30

9/3/2015 C&TC services International students Presentation Acad. Skills 75

9/4/2015 ATP Cross Cultural Guides Campus Climate Counseling Presence

Mental Health 25

9/7/2015 ATP Performance‐ attended event Campus Climate Counseling Presence

Mental Health

9/11/2015 Study strategies Effective Behaviors/Psych class Presentation Acad. Skills 40

9/14/2015 CTC services and self care residents in Angell Hall Presentation Mental Health 40

9/15/2015 Attended event LGBTQ Wecome Back Social

Counseling Presence

Mental Health

9/15/2015 Attended meeting Rainbow Unity Counseling Presence

Mental Health 12

9/15/2015 Orientation to CTC/Networking Driftless Recovery Networking Mental Health 2

9/16/2015 Study strategies UWL 100 Presentation Acad. Skills 15

9/16/2015 presentation/collaboration WTC counseling staff Networking Mental Health 12


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9/16/2015 Attended Meeting, Spoke & Networked

City of La Crosse Human Rights Commission: Voices of the African American Comunity Networking

Mental Health 50‐60

9/17/2015 Stress Management Presentation UWL 100 Presentation Mental Health 14

9/22/2015 Orientation to CTC/Networking Human Development Assoc. Networking

Mental Health 2

9/22/2015 Orientation to CTC/Networking The Therapy Place Networking Mental Health 2

9/22/2015 Attended meeting Rainbow Unity Presentation Mental Health 25

9/22/2015 Let's Talk planning, collaborative programming OMSS Staff meeting Networking

Mental Health 6

9/28/2015 Campus Connect RA Staff Class Presentation Mental Health





9/30/2015 Stress Management Wentz Hall Residents Presentation Mental Health 7

10/1/2015 Health Communications Health Communications Class Presentation

Mental Health

10/1/2015 Health Communications Health Communications Class Presentation

Mental Health


10/6/2015 Campus Resources/Services Psych 200 Presentation Mental Health

10/6/2015 Attended meeting Rainbow Unity Counseling Presence

Mental Health 20

10/8/2015 Student Staff Self Care Night All Residence Life Staff Members Presentation

Mental Health 40

10/10/2015 Stress Management/Self‐care/CTC resources

OMSS student leadership development retreat Presentation

Mental Health 40

10/12/2015 Time Management UWL 100 Presentation Mental Health 20

10/12/2015 ATP Performance‐ attended event Campus Climate Counseling Presence

Mental Health

10/12/2015 Attended event ATP encore Counseling Presence

Mental Health

10/14/2015 Profession of Counseling H‐P 106 Presentation Mental Health 70


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10/16/2015 Campus Closeup Presentation Mental Health

10/19/2015 Intro to Rel Rm International students Presentation Mental Health 8


10/21/2015 Test prep and test anxiety UWL 100 Presentation Acad. Skills 25

10/26/2015 Time Management UWL 100 Presentation Acad. Skills 24

10/26/2015 Eating disorders Abnormal Psych class Presentation Mental Health 80

10/27/2015 Note taking ESL class Presentation Acad. Skills 6

10/28/2015 Stress Management Presentation UWl 100 Presentation Mental Health

10/28/2015 Students with Disabilities ‐ attended and put in a plug for the CTC

CATL Workshop, Access Center

Counseling Presence

Mental Health 10

10/28/2015 Breaking Through Screening (LGBTQ elected officials' stories) ‐ attended Campus wide

Counseling Presence

Mental Health

10/29/2015 Orientation to CTC Mobile Crisis Networking Mental Health 14

10/29/2015 Lost Voices of Ferguson Campus wide Counseling Presence

Mental Health



11/5/2015 Stress Management UWL 100 Presentation Mental Health 25

11/9/2015 Stress Management Presentation UWL 100 Presentation Mental Health

11/11/2015 Addressing MH stigma Health education class Presentation Mental Health 25

11/11/2015 Hunting Ground Movie Campus wide Counseling Presence

Mental Health


11/16/2015 Suicide Prevention HED 345 Mental and Emotional Health Presentation

Mental Health 20

11/17/2015 Self‐care and connection during finals and over the holidays Rainbow Unity Presentation

Mental Health 25

11/18/2015 Stress Management All Residents in Residence Halls Presentation

Mental Health 10

11/19/2015 Stress Management Wentz Residence Presentation Mental Health 5

11/30/2015 Listening Session for International Students after Paris International Students Presentation

Mental Health


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12/2/2015 Stigma around Addiction

La Crosse Collegiate Recovery and a health education course Presentation

Mental Health 25

12/5/2015 Residence Life Leadership conference presentation All on campus residents Presentation

Mental Health 35

12/10/2015 Stress Management All Lauz Hall residents Presentation Mental Health 20

12/10/2015 Attended event

Examining Native American Imagery in LAX

Counseling Presence

Mental Health 75

12/16/2015 De‐Stress Fest (collaboration with Wellness Resource Center

All UW‐La Crosse students Presentation

Mental Health 200+

12/3/2015 group facilitation with ORL Res Life staff Presentation Mental Health 30

SPRING 2016

Date of Presentation Topic Class or Group Outreach Type

CTC Code

Audience Category

Attendance or contacts #

1/13/2016 Self‐care and compassion fatigue

Hate Response Team Conference Presentation

Mental Health Students 7

1/19/2016 Campus Connect

Academic Advising, Career Services, OMSS Presentation

Mental Health Students

1/21/2016 Cultural guide feedback ATP dress rehearsal

Counselor Presence


1/22/2016 Campus Connect Student Health Center providers Presentation

Mental Health Faculty/Staff

1/22/2016 Self‐care and compassion fatigue ATP

Counselor Presence


1/27/2016 Invited members to Thriving Together group Rainbow Unity Presentation


2/1/2016

Time Management/Effective Study Skills Psych class Presentation


2/3/2016 Effective study sessions All students Presentation Mental Health Students 0

2/6/2016 Campus Connect Zen Den facilitators Presentation

Mental Health Mix

2/8/2016 Mental Health 101 Athletics staff Presentation Mental Health Faculty/Staff 11


2/18/2016 Anxiety and Stress Radiation Therapy Presentation Mental Health Students 19


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2/18/2016 Math and Science Strategies All students Presentation



2/19/2016 Campus Closeup Potential students/parents Presentation MH & AS Students/Parents 50

2/22/2016 Self‐care

Diversity and Inclusion staff retreat Presentation

Mental Health Faculty/Staff 30

2/23/2016 Info on MHP task force Deans Presentation Mental Health Faculty/Staff 7

2/26/2016 Math and Science Strategies All students Presentation MH & AS Students 0

3/1/2016 Part 1 Training on Career Counseling

Career Services and Academic Advising Presentation


3/2/2016 Test Prep & Test Anxiety All students Presentation Mental Health Students 3




3/3/2016 Grief/Loss Class or Group Counselor Presence MH & AS Students 30

3/22/2016 Follow Your Bliss students Presentation MH & AS Students 20




3/22/2016 Working with students in distress SSS Presentation


3/28/2016 Eating Disorders Abnormal Psych Presentation Mental Health Students 85

3/28/2016 Campus Connect students Presentation Mental Health Students 9

3/30/2016 Campus Connect Faculty/Staff Presentation Mental Health Faculty/Staff 8

3/30/2016 Listening Skills Group: Zen Den Presentation MH & AS Students 5

4/1/2016 Drag Show Students/fac/staff Presentation Mental Health Mix 350

4/4/2016 Roundtable student research Students

Counselor Presence

Mental Health Mix 20

4/6/2016 Parts of Me and Intersectionality Students

Counselor Presence


4/7/2016 CTC services school counselors Presentation Public 22

4/10/2016 suicide prevention walk Active Minds events

Counselor Presence



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4/11/2016 event de‐brief ORL staff Counselor Presence


4/11/2016 event de‐brief ORL students Counselor Presence


4/13/2016 event de‐brief ORL students Counselor Presence


4/13/2016 Campus Connect Community Health Ed Presentation


4/14/2016 event de‐brief resident students Presentation Mental Health students 50

4/18/2016 Transphobia teach in Students/fac/staff Counselor Presence


4/18/2016 interview with WXOW community Presentation Mental Health Public

4/20/2016 Stomp out stigma campus event Counselor Presence


4/20/2016 CTC services Comm Studies facutly Presentation MH & AS Faculty/Staff 20

4/20/2016 Alcohol Awareness Outreach All students Presentation

Mental Health Students

4/20/2016 Stomp out stigma Students Counselor Presence


4/22/2016 Campus Closeup Potential students/parents Presentation MH & AS Students/Parents 50

4/26/2016 Self‐care/stress management

Student Support Services Presentation


4/26/2016 Rainbow Graduation

Students/staff associated with pride center

Counselor Presence


4/27/2016 Stress & Anxiety University Center Student Workers Presentation


4/28/2016 ATP Graduation

Students/staff associated with ATP

Counselor Presence


4/29/2016 Test Prep & Test Anxiety All students Presentation Mental Health Students 0

4/29/2016 Test Prep & Test Anxiety All students Presentation Acad. Skills Students 0

5/10/2016 Stress Management Table Students Presentation Mental Health Students

5/12/2016 Stress Management Table students Presentation Mental Health Students

4/7/2016 Title IX Annie Clark presentation

Counselor Presence


5/10/2016 Community Listening Session DAN

Counselor Presence

Mental Health

Members of the community 50


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Appendix E - Overview of Testing Statistics

COMPUTER DELIVERED EXAMS

ACTFL (American Council on Teaching Foreign Language) 12

ASE (Automotive Service) 179

Castle World Wide 174

CLEP (College Level Exam Program) 37

DSST (Dantes Standardized Testing) 21

FORT (Foundations of Reading) 186

Kryterion 19

GRE (Graduate Record Exam) 513

MAT (Miller Analogy) 41

MCAT (Medical College Admission Test) 54

MTLE (Minnesota Teacher Licensure Exam) 154

PAN 123

Pearson – other 105

Praxis (Teacher Certification) 616

Prov 8

PSI/LaserGrade (non USPS) 41

TOEFL (Test of English as a Foreign Language) 9

USPS (United States Postal Service) 537

PAPER/PENCIL EXAMS

ACT 180

CHES 45

GRE Subjects 22

LSAT (Law School Admission Test) 77

SAT 133

Proctored Correspondence Exams 269

UW Placement Tests 2095

TOTAL Exams Delivered 2015 – 2016 5650

*New test Vendors


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

10

3

01

2 2

0 01

2

01234

ACTFL

ACTFL (12)

13 9 8 813 11 8 10 9 13

2720

05

1015202530

Castle World Wide

CWW (149)

6

14

1 2 2

6

2 31 2

7

02468

CLEP

CLEP (37)


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5

0 1 02

02 2 1 1

6

102468

DSST

DSST (21)

54 65 62 60 61 5328 45

21 22 20 22020406080

100120140160

June (145)

July (108)

Augu

st (142)

September (134)

October (134)

November (144)

Decem

ber (105)

January (107)

February (60)

March (92)

April (101)

May (99)

ETS/Prometric

MCAT (54)

ASE (179)

TOEFL (9)

Core (241)

Praxis 2 (375)

GRE (513)

0

2

01

2

0

2 2

5

2

0

3

0123456

Kryterion

Kryetrion (19)


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1 2 1 14 5

7 75

13 4

02468

MAT

MAT (41)

10

2016

12 14

2 3 510 10

147

05

10152025

PAN

Pan (123)

9 7 11 7 4 3 2 0 3 311

5 10 44

2 2 1 17 6

3

15 13 148 13 13 17

6

1425 16

17 16 14

16 136

13 3718

13 23

0

10

20

30

40

5060

Pearson/VUE

FORT (186)

MTLE (154)

IT (45)

Other (60)


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1125

18 22 1727

3527 22

10

29 26

0

10

20

30

40June (11)

July (25)

Augu

st (18)

Septembe…

October…

November…

Decem

ber…

January (27)

February…

March (10)

April (29)

May (26)

Proctored Exams

Proctored Exams (269)

4573 58 58 57

3617 31 41 37 41 43

020406080

100

June (46)

July (82)

Augu

st (63)

Septemb…

October…

Novembe…

Decem

be…

January…

February…

March (44)

April (41)

May (43)

PSI/LaserGrade

LaserGrade (41)

USPS (537)

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