This action might not be possible to undo. Are you sure you want to continue?
Gary Margolis Ph.D, Executive Director, Emeritus College Mental Health Services Associate Professor English and American Literatures Middlebury College 802-462-2129 firstname.lastname@example.org Summer 2013, 2 days 1 Credit
Developmental Issues of College Students. 1. The frame of late adolescence/young adulthood.(18-26). 2. Competency “tasks”, issues and engagements (on-going process). 3. A community of peers, a community of mentors. Campus symbolic and surrogate “family and family of origin. 4. Community of tradition in a community of change. 5. Creating and transforming the self in relation to one other, others and the Other. 6. Creating meaning, purpose and vocation(to earn and to be called). 7. Darkroom, developing image. A. First Year Students. Common Concerns of students and their families. Counseling approaches, given developmental moment and individual student style and cultures: counselor to lead, follow or both.(directive/non-directive) B. Sophomores. Common issues. Counseling tact, taking into account existential nature of some of the questions. Modeling experiencing and “riding with” anxiety of no fast, complete answers.
C. Juniors. Common Issues. Counseling tact, being here and anticipating change, more autonomy and responsibility. D. Seniors. Common Issues. Counseling tact, “hello and good-bye”
Common Presenting Concerns. 1. Problems, Predicaments, Challenges, Concerns to be Felt, Understood, Solved, Relinquished and Reframed. What does the client see, experience as the problem? How do significant others see the problem? What solutions, responses have succeeded, half-succeeded, stumbled in the past? What names, labels, diagnoses have been applied to the client and by whom? How have these designations defined and impacted the client, in the past and present? 2. The “Intake” Process Welcoming the client. Decor, “Signs”, Phone reception, Initial meeting/first session. Inviting the client to review “problem” checklist. Inviting the client to review and list/acknowledge strengths and resources. Creating positive self and outcome assumptions and expectations, what we call hope. (Ask the class for their definition and experience of “hope”. Review the client concerns lists. Look for high risk designations. Ask for elaboration, if necessary. Could you share more about that. I want to understand what you mean, what happened, how you experienced that and still do. Review previous care: counseling, treatment. etc and the client’s experience of it. Are there collaborations that the client and/or you suggest/need to be made/facilitated? Keeping the issue “right-size”. “Carr Hall” story. What/where is the client’s anxiety? Where is ours?
Assessing Acuity and Risk.
1. Listening to the story: past, present and future. How the client views themselves in Time. Despair and Hope. 2. Noting and intuiting past high risk behavior and its associated pain. Asking of it. What was the client needing, trying to say, to have heard? 3. Asking of recent and immediate high-risk thoughts, behaviors and plans. Distinguishing between thoughts, fantasies and emotions 4. Barring substance use/abuse, engaging “No suicide, homicide, self-harm decision”. (Promises, Contracts, Decisions) 5. The Science of Intuition. The Art of Science. Listening to your feelings, Respecting your thoughts. Knowing the research. 6. Counselor’s ducks in a row. Consultation, Supervision, Immediate resources. (office and campus colleagues, chaplains, police, hospital, 12 step meetings, translators…) 7. Grief associated with sitting with high-risk clients. Vicarious trauma (Feeling their story, remembering our own) Imaging loss. What if? Personally, professionally. Our “clinical”, philosophic and spiritual/religious attitudes and perspectives on death/suicide. Knowing what we know about ourselves. Feeling our anxiety. Knowing its past, its current creation.
Creating a Counseling Focus and Plan: The Realities of Student Daily Lives and Campus Resources. Co-creating a counseling focus. Client and counselor needs. Symptom relief. Behavior change. Personal transformation. Immediate and longer term. readiness for what type and length of care. Counseling Center counseling model: training, staffing and resources. 2. Reviewing, revisiting counseling focus. Flexibility and commitment. Engaging, understanding reluctance and anxiety. Counseling outcome instruments. 3. How is plan connected to outcome for client, counselor and center? Performance evaluation. 4. Counseling one spoke on the resource wheel. 5. The counseling hour, half-hour, drop-in. 6. Is No-showing saying something? I’m wondering...I’m curious… 1.
Reaching-In, Reaching-Out: How and When to Go Deeper in Counseling, How to Extend Invitation to Services. (Ocean image)
What is the client seeking? Symptom relief. Deeper understanding of self, of how the mind creates/influences feelings. Behavior change.
2. What tools/processes does the counselor have, in the context of shorter term college counseling? a. Brief therapy b. Cognitive-behavioral therapy. c. Psycho-educational counseling groups. d. Stress management: Nutrition, Movement, Meditation. e. Expressive arts therapy. (metaphor) f. Spiritual/religious practice. g. In patient/out patient psychiatric care. h. Therapeutic communities. i. Mentoring, Advising. j. 12 Step Meetings. k. Psychodynamic therapy. 1. The past. 2. Dreams. 3. Interpretation. 3. Acknowledging/Using the Counseling Relationship. a. Transference and Counter transference. b. Role-playing. c. Empty chair. 4. The extended college counseling team a. Making referrals. b. Sharing information. c. Feedback and follow-up. 5. Specialty care. a. Learning disabilities and other learning challenges. b. Dependences and addictions. (Substance, Food, Gambling, Sex, Internet). c. Psychiatric. Mood/thought “Disorders”. d. Attention. e. Post-traumatic Stress. f. Physically-challenged.
Serving and Supporting Underserved Students: Multicultural Sensitivity and Skills. 1. Who are the underserved on a particular campus? a. Race/ethnicity. b. Gender.
c. d. e. f.
Sexual Orientation. Socio-economic. Religion. Family and cultural engagement with mental health services.
2. How do counselors and college counseling centers enhance the use of their services? a. Office art, images and literature b. Staffing. c. Meeting students “where they ‘live’.” d. On-going, multi-cultural knowledge and competency training. e. Adapting counseling interaction to what works for a particular student. 3. Knowing your own story, assumptions, and anxieties. 4. Choosing if/when to acknowledge client-counselor differences and experience.
Privacy and Confidentiality: Roles and Responsibilities of Student Affairs Team Members.
1. Creating “Safe”, professional space. a. Privacy of conversations with administrative assistant/receptionist and counselor. b. Informed consent explanation of policies and procedures. c. Emergency access. d. Clarity re: designation of counselor. e. Introduction as to “how counseling can work”. f. On-going invitation for feedback and questions. 2. “Confidence” in confidentiality. a. Defining parameters of confidentiality. Immediate danger to self, other, property. b. Describing varying privacy and confidentiality limitations among student affairs roles. c. Sharing of appropriate information among counseling staff, their signed-released referrals and clinical supervisors. 3. Clinical Notes. a. Office format. b. Understanding how they can be solicited and released. c. Who could be reading a note someday? d. Drafts and final copy.
Consultation 1. 2. 3. 4. 5. When in doubt consult, consult, consult. When not in doubt, consult, consult, consult. Counseling Practice takes life-long practice. Always a new wrinkle. Co-counseling. One-way mirrors. Inviting the team. Inviting significant others to session. Filling in the story.
Supervision 1. 2. 3. 4. Frequency and access. What needs repetition. What needs growth. Therapeutic supervision. How are we being “triggered” and how to use it. Professional standards for supervision.
The Stresses and Joys of Campus Counseling: Taking Care of Yourself While Caring for Others. 1. 2. 3. 4. 1. 2. 3. 4. 5. 6. 7. Working with high risk adolescents/young adults. Many students, less time. Vibrating our own wounds and traumas. Changing financial and professional landscape. Working with creative and resilient students. Participating in growthful change. Theirs and ours. Expanding our learning within a community of learning. Access to campus resources. Colleagueship. Healing our wounds and traumas. Enhancing the lives of others, our community and the world our students graduate to, we live in with them.
Instructor Presentation Group Discussion Case Study Reflection
College Mental Health Practice Grayson and Meilman College Student Mental Health Benton and Benton College of the Overwhelmed Kadison
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.