Jade Pearson

Specialty Standard 3 Reflections

Specialty 3: PRACTICE

3a collaboration within the higher education community to develop programs and interventions

to promote the academic, social, and career success of individuals in higher education settings

Collaboration within higher education is needed to develop programs and interventions

consistently to promote students’ academic, social, and career successes. Generally, partnerships

between departments such as student affairs and academic affairs are beneficial in creating

student programs that promote persistence and retention. For example, the Counseling Center

may collaborate with the Health and Wellness Center to create a program for students who suffer

from acute stress in the higher education setting. These collaborations result in programs that are

far more beneficial than if there were no collaborations between departments.

Another example is creating programs for student populations that represent a small

percentage at the college. Black and African American students at College of the Canyons make

up about 3% of the student population. Including too many programs geared toward this tiny

capus population may make a student feel overwhelmed by their choices. They may want to

attend a meeting geared towards leadership, and another geared towards mental health and

wellness and may be forced to choose due to other obligations. Collaboration between

departments would make events more cohesive, thereby allowing the student to attend one event

covering multiple related subjects.

During my time at UCLA as a Career Counseling Intern, I developed a presentation and

presentation on transfer students’ interviewing skills. I was able to collaborate with the transfer

department to coordinate a workshop for 25 transfer students. This workshop included

information and resources for successful virtual interviewing and job searching skills. Within this

presentation, I allowed students to participate by asking questions and engaging in scenarios to

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help their learning: this presentation aimed to promote the academic, social, and career success

of the students.

Toward the end of the presentation, I allowed feedback from the students. The feedback

was overwhelmingly positive as many students felt that they gained helpful information for

virtual interviewing. They also felt that they learn the skills needed to be successful in their

interviews in a chain of jobs that aids their career development. These overall positive feelings

were reflected on our post-presentation survey. Answers that students chose such as “I feel

confident in my resume-writing skills” met the program outcomes that we sent in place.

Collaboration between higher education communities to develop interventions is a great

way to offer support to students. Examples of higher education communities include the health

and wellness center, the counseling department, the transfer center, and the undocumented

student population center. I was able to work with the Transfer Center at UCLA to coordinate a

workshop for transfer students that focus on virtual interviewing skills. This collaboration

allowed me to reach students outside of my department and help with their personal, social, and

career development. Overall, this program was a success and meeting the set outcomes.

3b. strategies to assist individuals in higher education settings with personal/social development

Students may have difficulty integrating into a new environment such as the higher

education setting when they first encounter it. Different student groups will present with special

challenges to transitioning. For example, special student populations such as undocumented

students, ethnic minority populations, and first-generation college students will likely have

different needs. The needs of students in these groups is likely uniquely shaped by a combination

of things such as culture, roles outside higher ed, previous higher ed and/or workforce

experience, SES, age, mental health status, etc. Strategies to assist these individuals are in place

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to assist students with personal and social development. Schlossberg’s (1984) Transition Theory

helps student affairs professionals approach the change that students may experience from a

theoretical perspective. Schlossberg describes transition by the type, the context, the impact, and

coping strategies, all of which contribute to the perceived transition that the student experiences

(Schlossberg, 1984). One method to assist struggling students is to encourage them to become

involved with clubs and organizations on campus.

In my first year of the counseling program, I worked with first-year undergraduate

students as part of a first-year experience class called University 100 (U-100). The purpose of

this mentorship was to ease the transition by offering support, a coping strategy that Schlossberg

(1984) describes in her theory. One student, in particular, was having a hard time transitioning

into the college setting and was very homesick. She also had a difficult time with her social life

as she was having arguments with her roommates and had no form of social support on campus. I

could see she was in distress and asked if she had considered any clubs on campus, to which she

answered she hadn’t. I recommended we walk over to the student involvement center and learn

about one organization in particular called WISDOM. WISDOM is an affinity group for Black

women on campus to gain support and a sense of community. WISDOM would be a great

According to Schlossberg (1984), support is an effective strategy for some individuals

when going through a perceived transition. I reasoned that with additional support, the student

should cope with her move to college. The student seemed eager to join the organization, and I

allowed her space to explore the center on her own after she warmed up to the environment.

When I followed up with the student, I could see that she was noticeably more upbeat. She

shared that she felt more able to handle her studies because she wasn’t as sad due to being

homesick.

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It is essential for student affairs professionals to encourage the personal and social

development of their students. Brofrenbrenner’s (1979) Ecological Systems Theory states that

human development is influenced by a complex system of relationships affected by multiple

levels of the surrounding environment, from immediate settings of family and school to broad

cultural values, laws, and customs. A healthy “ecosystem” will lend to the cognitive health of the

individual (Brofrenbrenner, 1979). With a robust and healthy personal and social life, students

can have better cognitive health, allowing them to focus on their studies and persisted through

college. Although students will encounter barriers to developing socially, student affairs

professionals can certainly encourage this growth.

3c. interventions related to a broad range of mental health issues for individuals in higher

education settings

● There is a broad range of mental health issues for individuals in higher education settings,

and counselors should be well aware of the intervention strategies. For example, there is a

high prevalence of anxiety and depression amongst college students. Additionally,

college students may also have other mental health issues such as bipolar disorder,

substance use disorder, and eating disorders. All of these types of illnesses affect the

student’s level of functioning, and they will likely require intervention. It is essential to

know that specific student populations have additional barriers to help-seeking. For

example, Black men and Latino men may have difficulty asking for help due to a culture

of “picking one up from their own bootstrap” or an overall feeling of shame when

needing help.

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● Major Artifact, "Targeted Interventions for College Students Suffering From

Eating Disorders"

○ In the tenure of my counseling program, I researched a unique student population.

The student population I chose was students suffering from an eating disorder.

Eating disorders affect many students. They can include binge eating disorder,

bulimia, and anorexia. Because eating disorders are not talked about much on a

college campus, students have difficulty asking for help because they lack the

strategies to do so. Furthermore, there may be feelings of shame or even deny that

they have a problem which also contributes to barriers and help-seeking.

○ Intervention strategies may include educating the campus community, leading

psychoeducational or focus groups, and providing workshops on mental wellness.

Depending on the student population, counselors may use a particular intervention

strategy. For example, when working with freshman college students, educating

the parent on symptoms may be helpful, as many first-year students still live at

home with a parent or guardian. Counselors should be aware of signs that students

may suffer from an eating disorder. Signs of an ED include having an irregular

eating schedule, calling themselves “fat“ or “skinny“ quite often, bruises on

knuckles from potential purging, rapid weight gain or weight loss, or other

physical characteristics.

● Example: Student with depressive symptoms in psychoeducational group

○ Another example is my time working with African-American students and my

Black Student Alliance: Holistic Wellness & Success (BSA HWS) group focused

on holistic wellness and success. I met with the students for a total of seven

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sessions. I covered a wide variety of topics to help students cope with the

transition into and out of college and additional coping strategies to help with

college success and persistence. In the sixth session, students felt more

comfortable disclosing details about themselves because we have built up rapport

with each other. One student described her mood as the color purple and the color

gray, which she described as a positive transition, but uncertainty and sadness,

which is harmful. She went on to describe her time in a psych ward where she got

help for her depression. Simultaneously another student described her mood as the

color red, which stood for “emergency“ and “help.” I realize that both of the

students needed to be checked on. After consulting with my program coordinator,

I decided to reach out to the student and assess them separately to ensure that they

are safe and gather more information about their support systems. After following

up with both students and asking them questions such as, “what are your support

systems like?“ And “what do you do for self-care?“ After asking such questions, I

assessed that both of the students were not in any danger and my concern for them

went down substantially.

● There are interventions related to a broad range of mental health issues for individuals in

higher education settings. Eating disorders, for example, require awareness and education

for the students to know that they even need help for this issue. And working with my

BSA group, I had a chance to meet with students to assess their mental health and use in

assessment intervention to ensure that they were safe and had a support system. These

interventions helped to care for this unit and ensure their safety and well-being.

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3d. strategies for addiction prevention and intervention for individuals in higher education

Settings

● Strategies for addiction prevention and intervention for individuals in higher education

settings are essential because college students will likely engage in some sort of

substance use during their time on campus.

● Prevention

○ Letting students know that perceptions of use on college campuses are not reality.

○ Perceived use is 90% ; actual use = 52% for alcohol

○ Perceived weed use is 84% ; actual use is 13%

■ If we think someone is doing something, there may be an unconscious pull

to do it as well

● Signs of a potential problem

○ Failure to fulfill responsibilities (school, work, home)

■ 2-3 of the criteria mild use disorder

■ 4-6 is moderate

■ 6+ is heavy

○ Drinking or using in physically dangerous situations

○ Continuing to drink or use despite relationship problems

○ Withdrawal from activities or decrease enjoyment in them

○ Mood changes

○ Physical or mental problems

○ Spending lots of time thinking about, looking for, recovering from substance

○ Unsuccessful attempts to cut down the use

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● Intervention

○ Communicating with residents who use substances

○ Helping highlight values, goals, pros and cons of use - motivational interviewing

■ What are they doing to reach their goal and act on values? What’s

interfering?

■ Is substance use getting in the way of academics or life responsibilities?

■ Share info that you know

○ Express care and concern rather than judgment

○ Remember, it's not your job to convince them that a more significant problem

exists

○ Do not lecture

● During my counseling program, I had the chance to work with African-American student

populations as a psychoeducational group facilitator. I covered a wide variety of topics,

including college transition coping strategies and holistic wellness and success strategies

to increase students' chances of success and provide a sense of belonging within the

group. One student, in particular, was very open about his struggle with substance abuse

only A couple of years prior. He talked about the feelings of being out of control and not

for filling his responsibilities to the point where he failed his classes. The students went

into rehab to receive help with the problem. I asked the student to reflect on his values

and goals and how that helped him become sober. The student responded that they had a

plan to help others with substance abuse problems and graduating college to become a

successful business and entrepreneur professional. The student shared that their mood

changes, mental issues such as psychosis, and physical issues such as losing weight and

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being tired diminished after getting sober. The student demonstrated the adverse effects

that addiction had on his life but the triumphs he experienced as a result of fighting his

illness.

● The student was an inspiration for myself and the other group members, encouraging

everyone to be open and transparent with the issues they struggle with themselves. One

way to prevent substance use is to have open conversation on the topic and demystify

substance use in college. One intervention strategy I used was to educate the students on

mental wellness strategies. For example, I dedicated a meeting to discuss emotional,

social, mental, physical, and spiritual wellness, including caring for the substances that

one puts in their body.

● There are strategies for addiction prevention and intervention for individuals in higher

education settings. First and foremost, it is important to educate students on substance use

and abuse on the college campus. Next, the counselor must recognize the signs of a

potential problem to assess and intervene appropriately. One strategy that I saw work

from my student, in particular, was motivational interviewing. I asked the students his

values in his goals which helped him reflect on why he was sober in the first place. I also

used unconditional positive regard and reflection of meaning to help the student feel

heard and seen (Rogers, 1951). His transparency proved to be an inspiration for his group

members who struggled with issues of their own. This example demonstrates how group

counseling can also be an excellent intervention strategy for those who suffer from

substance abuse. It was essential to understand that substance abuse issues are real, and

people do suffer. However, there is light at the end of the tunnel, and counselors can help

students reach their goals through proper intervention strategies.

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3e. use of multiple data sources to inform programs and services in higher education settings

● Data sources inform programs and services in higher education settings. Research and

literature reviews help to inform student affairs and counseling professionals in how to

move forward. Research and literature reviews provide statistics and outcomes that were

previously impactful in controlled studies. Other data sources include pre- and

post-assessments and surveys to measure student learning.

● A simple model for learning improvement is the scale to measure learning that is taking

place.

● Program learning, assessment, intervention, and re-assessment cycle when assessing

student programs

● There are direct vs. indirect measures

○ For example, using “strongly agree” on a self-report

○ Indirect- ask the student to reflect on their learning rather than to demonstrate it -

self-report

○ Direct- require the student to display their knowledge and skills as they respond to

the instrument itself

● Most assessment is indirect in student affairs and higher education to identify and assess

student learning

● Indirect

○ Students cannot accurately indicate whether learning has occurred. Correlation

between self-assessed knowledge and actual cognitive learning

● Direct approach (can be done with a variety of methodology)

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○ I.e. session for entering students on requesting accommodations and disability

services - outcome: students will be able to articulate the process of requesting

accommodations

■ My use a rubric to assess this type of approach

○ Bloom's Taxonomy (1956) - identify, demonstrate

■ True/False questions which directly measures learning

■ Validity-reliability -multiple questions in this case because there is a 50%

chance of correctness

○ Checklist rubric

● Data yielded from direct measures allows us to improve programs and services so that

indirect data are limited. The development of program outcomes influences the types of

measures that will be used. As a result of the data, counselors and student affairs

professionals can be more confident that learning that occurs through our programs and

services and that there is an actual gain. Additionally, stakeholders take the assessments

measures more seriously, and fewer surveys are needed

● Experience:

○ During my time in the counseling program, I had the chance to develop a

psychoeducational group for African-American college students. I implemented

strategies to facilitate the group and then assess the success of the group. It was an

honor to create and assess my group from beginning to end (Minor Artifact,

PSLO + Assessment Tool). For example, I wrote a literature review on

psychoeducational groups for first-generation college students, a large population

of African-American student populations. I was able to formulate an outline for

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the students’ topics and evaluate previous strategies’ success.

○ I then used interviews to assess the fit of potential group members. I asked

questions such as “what do you hope to get out of this group?“and “have you

participated in a group such as this before?” By asking such questions, I got a

sense of each student’s goals and their fit for the group, and how they would

interact with other students. I used sources such as my Group Counseling

instructor and my Program Coordinator to gather additional information and data

sources on moving forward with my group if I ran into any issues. For example, I

consulted with my Program Coordinator about including students without making

them feel like they were being called out because I wanted to encourage

participation rather than force students to participate.

○ I utilized both direct and indirect assessment when evaluating the

psychoeducational group I created a pre-group survey and a post-group survey to

evaluate the program’s effectiveness. I consulted with my assessment instructor

asking questions about direct and indirect assessment, Likert scale type questions,

and open-ended questions to gather the data needed to help improve the program

in the future. I also got advice on utilizing a rubric for my post-assessment survey,

an excellent strategy to measure a data point more directly.

● Multiple data sources, including literature reviews, research, direct and indirect

assessments, and professional consultation, inform higher education programs and

services. I utilize various data sources by creating a psychoeducational group for

African-American students to provide skills and support for coping with the college

transition and ultimately leading to success and persistence. Are use direct and indirect

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measures to create a pre-group survey and a post-group survey. I consulted research and

literature to inform my program’s conceptualization and the topics that I would cover.

Lastly, I consulted my assessment instructor and my group instructor to fine-tune my

counseling strategies within the group and my group’s post-assessment. Overall I believe

that the use of multiple data points help to make my psychoeducational group stronger

and more effective for my students.

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References

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I. The Cognitive Domain.

New York: David McKay Co Inc.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

design. Cambridge, Mass: Harvard University Press.

Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications,

and theory. Boston: Houghton Mifflin Co.

Schlossberg, Nancy K. Counseling Adults in Transition: Linking Practice with Theory. New
York: Springer Pub. Co., 1984.

Minor Artifact, PSLO + Assessment Tool

Major Artifact, "Targeted Interventions for College Students Suffering From Eating Disorders

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