promising service delivery models & practices in post-secondary counselling

Promising Service Delivery Models &

Practices in Post-Secondary

Counselling

Dianne Norman, Student Case Manager, Office of the Vice Provost, Students, Ryerson University

Coordinates services for students who have complex personal stories-Critical incident/behaviour case management

Consults with RU Community and external partners regarding challenging student interactions and innovative solutions

Collaborates with campus partners on education initiatives

Dispute resolution and prevention

Role Description

F l o u r i s h i n g C a m p u s e s | 1 1 / 0 7 / 2 0 1 4

Housed in the Office of the Vice Provost Students, as a “stand alone” office, close collaboration with Student Code of Non-academic Conduct.

Reports to Director of the Office of the Vice Provost, Students

Member of the Assessment and Behavioural Risk Team

Organizational

Structure


Position is referral based – students cannot access service without a referral

Support students who have exhausted internal processes or situations which involve multiple departments and issues

Consult directly with staff or faculty on complicated cases

Organizational

Structure


Referral sources and key partners

Department Heads (Directors, Chairs and Deans), Counselling, Academic Accommodations Services, Security, Academic Integrity Office, Residences, Code of Conduct, International Student Services, Diversity and Equity

Organizational

Structure


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Model & Process

1. Engagement: receiving the referral and meeting with the student – possible triage as to “appropriateness”

2. Intake: identifying issues, needs, barriers, services presently accessing, goals

3. Planning: prioritizing and creating a plan with the student depending on complexity this can be phased

4. Implementation: execution of the plan

5. Monitoring: check in’s with the student and stakeholders – return to planning if needed

6. Closure and Disengagement: closing file once objectives have been met


NAvigaTe – formal referral process

Access on established external community relationships via RU counselling partners

Slowly building relationships externally

Community Relationshi

ps


Amanda Youssef, Personal Counsellor, Student Wellness Centre, McMaster University

Differentiated from Academic, Career, and Accessibility Counsellors

My Role: to respond to the personal and mental health concerns of the student community

Personal Counsellors provide individual, couple, and group counselling

Role Description


Counselling Services, together with campus health services, form the McMaster University Student Wellness Centre (SWC)

The SWC and Student Accessibility Services (SAS) are housed under Student Affairs

The SWC works with McMaster’s Students In Difficulty Committee

Some key internal partners: Medical and Wellness Education staff within SWC, SAS, Student Success Centre, Academic Advising

Organizational

Structure


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Model & Process

1. Walk-in times available 4 hours/day: Student arrives at SWC

2. Student fills out Intake Questionnaire, PHQ9, GAD7, and Consent Form while in waiting area

3. Student is seen for a 20 minute Consultation session by the Counsellor on duty

4. Student need is assessed much like triaging in an ER

5. Student is referred to the appropriate resource(s) on campus or within the community


Key Hamilton Partners:

St Joseph’s and McMaster Children’s Hospitals

Good2Talk, COAST crisis lines

Eat Right Ontario

ADGA, AY, NA, AA – substance abuse

Cleghorn

The Well


ps


No wait lists

Better use of SWC Counselling resources – 57% of students are booked for an Intake Counselling session following their Consultation session

Greater utilization of community resources (13% referred to the community)

Greater number of SWC psychoeducational groups (47 groups offered from Fall to Summer terms)

Fewer no shows to intake and crisis appointments

Crisis appointments are more available

Medical mental health appointments are more appropriately booked

Receptionists’ duties reduced

Benefits of Model



Greater need than we can serve

Counsellors cannot offer weekly sessions due to caseloads

Community resources still lacking – wait lists, cost, etc.

Offering additional groups at the SWC has created challenges in caseload management

Additional interns – helpful with caseload, but there is a shortage of office space

Challenges of Model

Adrienne Luft, Mental Health Student Support Coordinator, Wilfred Laurier University

Case Manager, Peer Mental Health Initiatives, Community Partnerships, and Mental Health Education

Role Description


Where is your position housed? Initially Student Affairs, Student Wellness Centre

Who do you report to? Director of the Wellness Centre

Do you work with a “Student of Concern” Committee? Students’ advocate in the Behaviour Intervention Team process

Internal relationships/key internal partnerships?

Organizational

Structure


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Model & Process1. Collect collateral information/outreach

to student to book appointment

2. Assessment of needs/background

3. Work with student to connect to internal and external resources

4. Ongoing follow up until connections made

5. Check in re: are supports working/are additional resources needed

6. Closure/Bridge to reconnect


Benefits & Challenges of Model

Benefits


• Previously, confidentiality a challenge

• Case Load Growth/Work Load

• Defining role clearly for university partners

• Decreased administrativ

e support

Challe nges• Transitional support

decreases gaps• Single point of

contact for mental health referrals from community and hospital

• Multi-disciplinary team approach in Wellness Centre

• Removed from medical withdrawal process, primary role to advocate for students.

• The intersection of different components of my role.

Skills for Safer Living, Service Collaborative, Here 24-7

In the works….formalized partnership with Grand River Hospital

Expedited Referral Process between Wellness Centre and Accessible Learning Centre


ps


Anh Brown, Campus Student Case Manager, Western Universitycoordinates multiple campus and community services in support of any Western student experiencing challenges, promoting continuity of care and service.

Key Functions:• Work one-on-one with students to identify goals;• Develop an action plan toward achieving goals while addressing the

challenges that might be standing in their way;• Assess the types of supports and resources a student my need;• Support students in navigating campus and community resources;• Consult and coordinate with faculties, students services, and off-campus

service providers;• Follow-up on an on-going basis to help students stay on track in achieving

their goals.

Role Description


• Direct report to AVP Housing & Ancillary Services and an Advisory Panel comprised of the AVP Housing & Ancillary Services, Director of Student Development Centre, Director of Student Health Services, Director of Residences, and Residence Counsellor.

• No formal Student of Concern committee• Internal partnerships include the Student Development

Centre, Student Health Services, Housing/Residence, Campus Police, Faculties/Academic Counsellors, Student Success Centre, Equity & Human Rights, and Ombudsperson

Organizational Structure


Model & Process

1. Receive referral information from campus/community partner

2. Intake & Assessment – collect information directly from the student regarding the problem

3. Triage – identify what supports would be most appropriate for the student and make appropriate referrals

4. Follow-up with student to confirm that they have made a connection to referred service

5. Follow-up with service provider in situations where student was unable to make a connection to referred service

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Benefits & Challenges of Model

Benefits:

• Purpose is not to replace traditional counselling models, but rather to provide a adjunct service

• Increased coordination of service in situations where there are numerous or complex challenges

• Early outreach to students experiencing distress

• Support for students in navigating health and social service systems

Challenges:

Clarifying the role of case management vs. counselling

Confidentiality and privacy regulations


• Key External Partners include London Health Sciences Centre, CMHA Middlesex, and Addiction Services of Thames Valley

• Participate in relevant community partnership groups, including the London Service Collaborative, London-Middlesex Suicide Prevention Council, and the London Transition Age Project Advisory Committee

• Referral processes include meeting with students while they are in the hospital, attending discharge planning meetings with health care team, scheduling transition meetings with student, external service provider, and Case Manager, and having the student contact Case Manager directly

Community Relationships


Questions?

promising service delivery models & practices in post-secondary counselling

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