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Counseling Center 60th Annual Report
2018-2019
Mission Statement The Counseling Center supports the University’s mission “to foster the educa on, cri cal
thinking, and intellectual growth of its students, the crea on and applica on of new
knowledge, the economic development of the State, and effec ve engagement of its
students, faculty and staff with the surrounding world.”
To advance the University’s mission, the primary focus of the University of Maryland
Counseling Center is to provide comprehensive and effec ve psychological, career,
academic, tes ng, and disability services to meet the personal, developmental, mental
health, and educa onal needs of its diverse student body. We strive to uphold the
highest standards of the University, the Division of Student Affairs and our profession for
ethical and responsible service delivery.
Our dedicated professionals support the academic mission of the University through
consulta on, outreach, and partnerships with faculty, staff, administrators, parents and
other key stakeholders. The Counseling Center staff value and are engaged in on‐going
educa onal ac vi es and experiences to enhance their knowledge‐base and
mul cultural capaci es. We provide services and programs that are inclusive, and give
voice to the varied experiences of students by providing a safe place to be heard,
appreciated, and accepted.
The Counseling Center promotes the values of the university and the profession, through
research, teaching, and supervised training opportuni es for emerging professionals.
T his is the 60th Annual Report of the University of Maryland Counseling Center. Directed by
Dr. Sharon Kirkland‐Gordon, the Counseling Center provides comprehensive support
services that promote the mental health, personal, social, and academic development and
success of University of Maryland students. The 2018‐2019 academic year marked 80 years
of service to the University of Maryland community.
Contents Key Accomplishments and Notable Events 4
Summary of Help‐Seeker Contacts 4
Who Seeks Services? 5
Counseling Center Highlights 6
Counseling Service 6
Accessibility and Disability Service 10
Guided Study Sessions 12
Research Unit 14
Tes ng Office 15
Scholarly Ac vi es 15
Staff Development 16
Training Programs 17
Learning Objec ves and Outcomes 18
Diversity Accomplishments, Goals, and Ini a ves 18
Counseling Center Goals 2018‐2019 20
Counseling Center Goals 2019‐2020 22
Challenges and Opportuni es 24
Staff 25
4
Improved the final examina on administra on process, including hiring over 50 proctors to administer accommodated exams to
registered students with Accessibility and Disability Service (ADS).
Administered 12,294 accommodated tests in the Accessibility and Disability Service, a 42% increase.
Hired Dr. Ted Picke , Jr. and Dr. Yi‐Jiun Lin to serve as Associate and Assistant Directors respec vely, of the Counseling Service division;
Carolina Ethridge, Assistant to the Director; four psychologists, Dr. Michelle Farrell, Dr. Darren Freeman‐Coppadge, Dr. Kevin McGann, and
Dr. Tessa Wimberley (Counseling Service); disability specialist, Lindsey Visbaras (Accessibility and Disability Service); Guided Study Session
coordinator, Danielle Pafe (Research Unit); a tes ng coordinator, Jeremy Lightner (Tes ng Office); and administra ve assistant, Shannon
Quarles, to join the Counseling Center Staff.
Implemented a triage system in the Counseling Service to enhance service delivery and provide greater access. Hired two triage
counselors, Nehal El Guindy and Lauren Levine.
Received approval to renovate the second floor of Shoemaker Building to accommodate addi onal psychologists and the Guided Study
Session program.
Developed the inaugural therapy group, Entre Nosotrxs La nx Support Group. (Berbery)
Served 4,386 students in the Guided Study Session program, a 15% increase over the number of par cipants in 2017‐2018.
Launched “Welltrack” in collabora on with the Health Center, a self‐help mobile applica on designed to support and promote good
mental health and well‐being.
Created the Counseling Center’s Mental Health Student Advisory Board in collabora on with the Student Government Associa on.
Developed a social jus ce oriented an ‐racism support group for white students. (Collins)
Conducted a food insecurity study that spawned several campus ini a ves including thousands of contribu ons to the Campus Pantry,
development of an Emergency Meal Fund, and dona ons from generous benefactors.
Managed student death crises, reac ons to an an ‐racism group for white students, and supported residents and resident life staff
through a crisis in the residence hall involving mold outbreak.
Awarded over $30,000 in need‐based scholarships for returning and mature students provided by the Charlo e Newcombe Founda on,
Gerald Portney Memorial Scholarship, and the B. Udell Friedland Memorial Endowed Scholarship funds.
Key Accomplishments and Notable Events
Summary of Help-Seeker Contacts Division 2018-2019 Prior 3-yr Avg.
Change from 3-yr Avg.
Counseling Service Intake Appointments 2,914 2,310 +26%
Accessibility and Disability Service 2,177 2,062 +6%
Total Help Seekers* 9,467 11,721 -19%
Proctored, Standardized, and Psychologi-cal Tests
10,957 10,383 +5%
UMD Student Enrollment (Undergrad + Grad)
41,200 — —
* Due to the re rement of Learning Assistance Service, total help seekers during 2018‐2019 no longer includes student contacts
from this service.
5
Who seeks services? C
ou
nse
ling
Serv
ice Male
39%
Female 55%
Male 46%
Female 53%
Academic Status Race/Ethnicity Gender
The Counseling Center is commi ed to providing culturally sensi ve services and inclusive programs that facilitates
valida on and acceptance. Our help‐seekers reflect the University’s diverse student popula on in terms of academic
status, race and ethnicity, gender, and country of origin.
Junior 24%
First Year 19%
Sophomore 19%
Senior 19%
Graduate Student 18%
First Year 29%
Sophomore 21%
Junior 23%
Senior 15%
Post Bac, Special UG 6%
Graduate Student 6%
Transgender & Gender Queer
6%
White 50%
Asian/Asian Am. 21%
Black/African Am. 14%
Hispanic 7%
Biracial/Mul racial 5%
Other 3%
Interna onal 10%
White 68%
Other/Nondisclosure 12%
Black/African Am. 10%
Interna onal 2%
Hispanic < 1%
Biracial/Mul racial 0%
Asian/Asian Am. 9%
Male 39%
Female 61%
White 43%
Asian/Asian Am. 23%
Black/African Am. 17%
Biracial/Mul racial 6%
Other <1%
Hispanic 10%
Sophomore 40%
Junior 26%
First Year 21%
Senior 12%
Graduate Student <1%
Co
un
selin
g Se
rvic
e
Acc
ess
ibili
ty a
nd
Dis
abili
ty
Serv
ice
Gu
ided
Stu
dy
Sess
ion
s
LGBQA* 17%
* Lesbian, Gay, Bisexual, Queer, Ques oning, Asexual
White 46%
Asian/Asian Am. 15%
Black/African Am. 11%
Biracial/Mul racial 4%
Interna onal 13%
Other/Unknown 16%
Hispanic 8%
UM
D S
tud
ent
Po
pu
lao
n
(U
nd
ergr
ad +
Gra
d)
Male 53% Female
47%
Graduate Student 25%
Senior 22%
Junior 20%
Sophomore 16%
First Year 15%
6
1. “I feel isolated and alone.”
2. “My thoughts are racing.”
3. “I feel tense.”
4. “I am unable to concentrate as much as usual.”
5. “I feel disconnected from myself.”
6. “It’s hard to stay mo vated for my classes.”
7. “I have sleep difficul es.”
8. “I am concerned that other people do not like me.”
9. “I feel self‐conscious around others.”
10. “I have unwanted thoughts I can’t control.”
Counseling Service
Top Concerns on the Symptom Scale
The Counseling Service in the Counseling Center is the primary campus provider of free and confiden al therapy to help UMD
students manage mental health, personal, career, and academic challenges. Staffed primarily by licensed psychologists, the
Counseling Service also conducts campus outreach presenta ons, provides emergency response services, and assists with
referrals to off‐campus mental health providers.
Average number of individual counseling sessions received by
clients.
Percent of intake clients who received priority
assignment to counseling.
Percent of clients who were assigned a
counselor within 2 weeks of being placed
on the wai ng list.
No. of emergency and drop‐in appointments; up 26.8%, compared
to 503 last year.
6.02 14.4 45 638
At intake, Counseling Service clients completed the several surveys, which include ques ons regarding current and past
suicidality. Clients responding with a 3 or 4 about having suicidal thoughts are considered higher risk and are further
assessed using the Collabora ve Assessment and Management of Suicidality (CAMS).
Client Suicide Risk at Intake
Of students considered
suicide in the past two
weeks.
Of students have made
a suicide a empt in
their life me.
2018-2019 Appointments
2017‐2018 2018‐2019 % Change
All intake assessments1 2,524 2,914 +15
Total client contacts2 11,380 11,988 +5
Unique clients3 2,524 2,807 +11
1 “All intake assessments” counts all a ended intakes for the repor ng year, including unscheduled appointments such as emergency and drop‐in appointments. This number will count an individual each me they had an intake.
2 “Total client contacts” counts all client appointments in the Counseling Service for the repor ng year.
3 “Unique clients” counts each student seen at the Counseling Service once regardless of the number or type of appointments.
5.2%
6.4%
“I have thoughts about ending my life.”
(0) Not At all like me
1 2 3 (4) Very
much like
506
338
217
114
414
275
195
141
1,494
1,609
12% Of students were
considered higher risk.
2017‐2018 2018‐2019
+8%
+22%
+23%
+11%
‐19%
7
Student Satisfaction with Counseling
79%
98% 93%
100%
The amount of me I waited
for counseling a er my intake was acceptable
My counselor
understood my concerns
I’m sa sfied with the
progress I made in
counseling
It’s important for this
University to have the
Counseling Center
91%
67%
88% 89%
My group counselor
was sensi ve to issues of
diversity related to
my concerns
My group counseling
helped me to complete the semester or to con nue as a student
at UMD
I’m sa sfied with the
progress I made in group
counseling
I would recommend this group to others (e.g.,
friends)
“It's a non‐judgmental safe‐
space which allows me to
express my innermost
uncertain es.”
“My counselor was very recep ve
to any and all concerns, willing to
provide resources to assist, very
responsive and welcoming.”
“The support provided by the
other members and the group
leaders was probably the best
part of the experience.”
Improvement as a Result of Counseling
91%
80% 75%
90%
Ability to work
through future
problems
Quality of Rela onships
Academic‐related
skills and func ons
At least one of the areas
of my life has improved
“The group environment
lends itself for students to
be more pa ent, mindful
and empathe c about
others. And how these
improvements can lead to a
be er understanding of
one’s self.”
“I liked the different people in
my group and the experiences
they brought.”
“My counselor never made
me feel ashamed to be
feeling the way that I did. She
allowed me to express myself
openly and gave the support
that she thought was best for
me. I felt open and
comfortable.”
“I felt that my counselor was
always very genuine. This made
it easier for me to trust her.”
“The group helped me
improve upon being more
self‐aware about my
emo ons and how I interact
with others. Overall, I felt
more comfortable with many
of my rela onships because
of the group.”
8
The Counseling Service offered two dis nct three‐session workshops that u lized empirically‐supported cogni ve‐behavioral approaches. These workshops served a total of 458 students.
Anxiety Toolbox helped students gain more understanding about anxiety and taught strategies for managing symptoms of anxiety and stress.
Ge ng Unstuck helped students understand depression and its symptoms, as well as learn strategies to manage these symptoms.
Group Therapy Group sessions increased by 12% over last academic year. This was due to
con nued efforts to expand our workshop offerings, as well as the addi on of new
staff.
Following are the Counseling Center’s most popular groups:
Hope and Healing group for Student Survivors of Sexual Trauma
LGBTQIA Support Groups
Interna onal Student Support Group
A Lighter Shade of Blue
Crea ng Confidence
New Therapeu c Groups for 2018‐2019:
Entre Nosotrxs La nx Support Group
Men and Masculinity
An ‐Racism and Ally Building Group
2017‐18 2018‐19
3,264
+6%
The Counseling Service con nued to offer a er‐hours phone crisis counseling via
ProtoCall. A record of each call was retained in our confiden al records and followed‐
up by the Counseling Service's Care Manager when indicated. The use of this service
decreased by 19% compared to last year.
A er‐Hours Crisis Consulta ons 191 155
2017‐18 2018‐19
‐19%
Workshops
Referral Services
Appointments were
conducted with 413
clients.
I learned what I needed to
effec vely address my concerns.
I would recommend to a friend.
100% 82%
Ge ng Unstuck
3,466
I learned what I needed to effec vely
address my concerns.
I feel like the program helped me.
86% 86%
Anxiety Toolbox
Group and Workshop sessions were
conducted
763
Total Group & Workshop Appointments
452 56% Confirmed that they
had started treatment.
266 Clients par cipated in
Anxiety Toolbox
196 Clients par cipated in
Ge ng Unstuck
295 Sessions offered during
2018‐2019
21% Increase in sessions
offered
A er‐Hours Crisis Consulta ons
9
Summary of ‘Warmline’ Phone Consultations with the Counseling Service
Counseling Service Outreach Highlights
Drop-In Hours for Historically Underrepresented Students Recognizing that s gma about seeking counseling and unfamiliarity about the counseling process prevents some students from ge ng the help they need, the Counseling Service offered unscheduled appointments with a counselor. These “drop‐in” ses‐sions were available during the 3p.m. hour each weekday for students of color, LGBTQ students, and interna onal students.
STUDENTS OF COLOR DROP‐IN RAINBOW DROP‐IN INTERNATIONAL STUDENT DROP‐IN Students ‐ 42 Students ‐ 16 Students ‐ 11 Visits ‐ 47 Visits ‐ 20 Visits ‐ 11
Mental Health Awareness Week The Counseling Center’s annual Mental Health Awareness Week reached a record number of students with ac vi es, including the Self‐Care Drive‐Thru, Depression Awareness Day (with screening assessments), a film screening of Inside Out, yoga, mental health discussions with underrepresented students, and tabling events held across campus.
Well Track In the first year of the campus wide launch of the WellTrack app, 1622 students signed up. Data indicated that students logged in 15,534 mes and 76% of users reported improvement.
Campus Crisis Interven on 21 crisis interven on sessions were provided by Counseling Service staff following the occurrence of significant campus crises throughout the year.
Partnerships The Counseling Center con nued to strengthen campus partnerships, including the Resident Life‐Counseling Center Dyad program, in which 32 presenta ons, interven ons, and consulta ons were provided to Resident Life Staff.
Mental Health Student Advisory Board In collabora on with the SGA, the Counseling Center established a new advisory board with students to consult about clinical and outreach efforts.
Educa on, Preven on, and S gma Reduc on The Counseling Center offered programs and presenta ons on Stress Management, Coping Skills, Helping Students in Distress, Time Management, Mul cultural Iden es and Minority Stress, Ea ng Disorders, Sexual Assault, and Interpreta ons of Career Assessments to students, faculty, and staff.
Tabling and Informa onal Presenta ons Counseling Center staff a ended 22 campus events, including large‐scale events such as First Look Fair and Stampfest, to offer informa on about Counseling Center services. Informa onal presenta ons about our services were also provided on 36 occasions to students, faculty, and staff, as well as at 31 parent/family orienta ons.
21 Crisis Interven ons
182 Programs Provided
11,574 Par cipants Reached
2017‐2018 2018‐2019
# o
f p
ho
ne
calls
Faculty/Staff Parents/Family
78
87
52
95+ 12% +83%
Top Caller
Concerns
Faculty/
Staff
Parents/
Family
Clinical 59% 51%
Learning/Academic 30% 28%
Psychosocial
Stressors
26% 25%
Adjustment — 37%
10
Accessibility and Disability Service The Accessibility and Disability Service (ADS) provides reasonable accommoda ons to qualified individuals to
ensure that they have equal access to the services and programs at the University of Maryland. The
professionals in the ADS office are available to assist, consult, support, and advocate on behalf of students to
ensure that their educa onal, accommoda on, and accessibility needs are met.
2017‐2018 2018‐2019 % Change
851 858 +.80%
517 524 +1.35%
62 87 +40.32%
1,430 1,469 +2.72%
Registra on
Contacts
Consulta ons
Total
Disability 2016‐2017 2017‐2018 2018‐2019
Psychological 591 652 661
ADHD 322 650 673
Learning Disability 573 327 304
Medical 150 177 207
Neurological 71 79 89
Physical 41 46 32
Deaf/Hard‐of‐Hearing 25 30 29
Brain Injury 22 29 29
Vision 27 28 26
Other/Not indicated 71 52 127
TOTAL 1893 2070 2177
Three-Year Population Comparison
11
Student Satisfaction with ADS
“I would not have been
successful with tes ng without
ADS. There’s no way I could
have passed without the
accommoda ons and help.”
“ADS staff was excellent.”
“Without ADS I would not have
passed half of the classes I have
been in.”
Accommodated Exams
2017‐2018 2018‐2019 3‐year Average % 3‐yr Change
Test Takers 1,164 1,327 1,037 +28.08
Exams Administered 10,526 12,294 8,687 +41.52
Tes ng Hours 18,492 26,763 16,222 +64.97
% Change
+14
+17
+45
Technology-Assisted Exam Proctoring
2015‐2016 2016‐2017 2017‐2018 2018‐2019
177
226 326
334
The support I received from
ADS is valuable to me
It is important
for UMD to have a
disability service
I am sa sfied with my
accommodaons
My work with ADS is important
to my con nued enrollment
I am sa sfied with the meliness of ADS
response to my
concerns
Deaf and Hard-of-Hearing Services
90%
94%
81% 79%
91%
Percent of students who agreed with survey items.
2016‐2017 2017‐2018 2018‐2019
No. of Requests 543 422 348
Billable Hours 136.03 101.88 162.5
Cost $16,309.45 $12,728.83 $18,746.72
Cap oning Requests
“Tes ng Office is be er.
Counselors are the best.”
“This year I was easily able to
schedule a mee ng with an ADS
advisor.”
“I worked directly with
[Counselor] and had an
excellent experience.”
“My transfer process was
difficult but ADS Staff bent over
backwards to get me squared
away, thank you.”
“I really like how everything
becomes paperless with a
simple form to fill out to
request the work for the tests
from professors.”
12
Guided Study Sessions The Guided Study Sessions (GSS) program offers regularly scheduled group review sessions for students enrolled
in tradi onally difficult courses. Trained peer Leaders hold two, 50‐minute study sessions per week to help
students incorporate evidence‐based strategies into their studying and to improve their mastery of course
material. Historically, students who a end GSS earn higher course grades and have lower instances of earning a
D, F, or W in the course than students who do not a end.
Top 5 Most Visited GSS Courses 1. Chem 231: Organic Chemistry I (3,969 visits)
2. Chem 131: Chemistry I—Fundamentals of General Chemistry (3,359 visits)
3. BSCI 170: Principles of Molecular and Cellular Biology (2,610 visits)
4. Chem 241: Organic Chemistry II (2,432 visits)
5. Math 140: Calculus I (2,415 visits)
GSS Appointments
The GSS program saw an 8.4% increase in contact visits, 14.9% increase in hours of support, and 8.0%
increase in unique students served this year.
25,508
27,655
4,062
29,234 33,601
4,386
Contacts Unique Students Hours of Academic Support
“I like how the GSS
program con nuously
goes over informa on
from each lecture so that
I don’t end up cramming
for the exam the night
before.”
“It is a peer teaching
rather than a
professional in the
subject. They
understand how
confusing it can be,
because they were once
in our place.”
“I like ge ng the extra prac ce
through the problems, being
able to ask ques ons, and
working through the problems
with other students.”
2018‐2019 2017‐2018
96% of students
would recommend
GSS to a friend.
Student Satisfaction with GSS
13
14
Research Unit The Research Unit is responsible for genera ng new ideas and conduc ng research studies that support the interests of the Counseling Center, Student Affairs, and the University community. Research topics include student development and reten on, clinical service delivery, mul culturalism, and social jus ce. The Research Unit produces a variety of research briefs, publishes ar cles in professional journals, and presents study findings at conferences and to the University campus community. The design, implementa on, and analyses of the annual University New Student Census and Withdrawal Survey are the Research Unit’s primary responsibili es.
2018 University New Student Census (UNSC) The 2018‐2019 UNSC focused on students’ social media use, coping, help‐seeking a tudes/behaviors, social connectedness, psychological adjustment, altruism, empathy, compassion, diversity issues, and food/housing insecurity. For the Summer UNSC, out of 7,510 successfully emailed invita ons, 4,381 students responded to the survey, yielding a response rate of 58.3%. Addi onally, out of 807 emailed invita ons for the Winter UNSC, 412 students provided answers to the survey ques ons, yielding a response rate of 51%.
The Withdraw Survey, a collabora ve effort of the Office of the Registrar and the Counseling Center, is administered to undergraduate students who withdraw from the University during a semester. Between the Fall 2018 and the Spring 2019 semesters, 485 students who withdrew from the university completed the survey. Of these, 12.9% were first‐year students, 26.4% sophomores, 33.8% juniors, 21.1% seniors, and 5.7% “others” (e.g., post‐baccalaureate, part‐ me, and non‐degree seeking). Approximately 65.2% were male and 34.8% female. Furthermore, 53.1% of the respondents were direct admits, 41% transfer students, and 5.9% some other entry status (e.g., visi ng students). Finally, 91.2% were U.S. ci zens, while 8.8% were interna onal students.
Who Withdrew From the University? The Withdrawal Survey
Projects with the University Career Center & The President’s Promise In Collabora on with the University Career Center, the Research Unit completed two projects on career development (i.e., career self‐efficacy, perceived educa onal barrier, curiosity & explora on, voca onal clarity, and pursuit of con nuing educa on) and diversity issues.
Food Insecurity Study
In the Fall 2017, a total of 4,901 students (3,791 undergraduate and 1,110 graduate students; 12% of total enrollment) completed the survey on food insecurity (22% response rate).
Findings:
Food insecurity has pervasive impacts on student academic performance, career development, and well‐being.
On average, compared to their counterparts, food insecure students:
have lower GPAs
are more likely to withdraw from the University
miss out on professional and social development opportuni es (e.g., unpaid internships)
express concerns about self‐image and s gma associated with being food insecure
experience intense levels of stress and worry Ac ons:
Students, faculty, and staff have donated thousands of food items to the Campus Pantry. The Counseling Center added food insecurity items to the Counseling Service intake forms and the Withdrawal Survey.
15
Testing Office The Tes ng Office administers proctored tes ng, computer‐based tes ng, and paper‐based large scale tes ng to
University of Maryland students and to other test takers from outside the University. A variety of computer‐based tests
were taken at the Tes ng Office. The Tes ng Office also provides psychological and voca onal assessments to students
receiving counseling from Counseling Service therapists.
Large scale standardized tes ng (including the ACT and LSAT) increased just over 20%.
Computer‐based proctored tes ng increased nearly 19% while overall proctored tes ng decreased just over 15%.
Several Counseling Service instruments transi oned to electronic formats.
The Tes ng Office is the largest U.S. provider of tes ng services to University of London clients; registra on increased by 19%.
Summary of Tests Administered
Presentations and Publications by Counseling Center Staff
Testing Office Highlights
Scholarly Activities
The Research Commi ee examined client changes in symptomatology over the course of individual counseling and
inves gated any treatment outcome discrepancies between clients with privileged versus marginalized iden es. The data
was derived from clients receiving services from Summer term of 2017 to Spring term of 2018. The preliminary analysis
suggest that controlling for their ini al symptom severity and treatment lengths,
our individual clients reported overall distress and symptom reduc on; and
no discrepancy was found in treatment outcomes across client’s gender, race/ethnicity, sexual orienta on,
and na onal origin.
The Research Committee
21 ar cles and reports
published and/or in
press
48 presenta ons at professional
conferences and mee ngs
Computer Based Tests 6,808
Large Scale Standardized Tests 2,487
Proctored Tests 1,524
Counseling Service Tests 138
16
Staff Development
Counseling Center Professional Ac vi es and Training
¤ University of Maryland Student Affairs Conference
¤ UndocuTerp Training
¤ Rainbow Terrapin Training
¤ Student Affairs Indaba Series
¤ American College and Personnel Associa on (ACPA)
Counseling Service Con nuing Educa on
¤ Career counseling assessment, theory and online resources applicable to clinical work within a university counseling
center se ng ‐ Pepper E. Phillips, Ph.D. and Kelly Michelle Lee, Ph.D.
¤ LGBTQ Affirming Care: How Not to Create Closets in Your Office ‐ Jessica Rothstein, Psy.D.
¤ Obsessive‐Compulsive Disorder: Theme, Varia ons and Treatment ‐ Michael A. Lent, Ph.D. & Charles S. Mansueto, Ph.D.
¤ Self‐Care As Ethical Necessity ‐ Beth Sperber Richie, Ph.D.
¤ South Asian/South Asian American Mental Health: An Introduc on ‐ Chandni Dipak Shah, Ph.D.
Counseling Service
¤ Associa on of Counseling Center Training Agencies
¤ Associa on for the Coordina on of Counseling Center Clinical Services
¤ Licensed Clinical Professional Counselors of Maryland 2019 Spring Conference
¤ Big 10 Counseling Center’s Conference at Rutgers University
¤ Associa on of University and College Counseling Center Director’s Conference
¤ Na onal Mul cultural Conference and Summit
¤ Maryland Summit of Mul cultural Issues in Counseling Centers
Accessibility and Disability Service
¤ Accessibility of Online Content‐ Understanding Barriers to Success
¤ Apprecia ve Leadership, Ka e Conlon, Center for Organiza onal Leadership and Change
¤ Deaf‐Parented Interpreters: A Challenge to the Status Quo in Sign Language Interpreter Educa on?
¤ Improving Execu ve Func ons: Strategies for Children
¤ Out of the Box: Crea ve and Innova ve Approaches to Preven ng and
¤ Prac cing Social Consciousness in the Sign Language Interpre ng Profession
¤ Responding to Power‐Based Violence
¤ Stepping Out of the Shadows of Invisibility
¤ Thrive Thursday ‐ Make it Happen: Strategic Doing
¤ Transforming Perspec ves: The Power of One‐to‐One Conversa ons for Sign Language Interpreters
¤ Transi on Models for Students with Disabili es
¤ Understanding and Naviga ng Interpersonal Barriers to Diversity Conversa ons
¤ University System of Maryland ‐ Accessibility Community of Prac ce
Guided Study Sessions
¤ Interna onal Center for Supplemental Instruc on ‐ Educa on Research 101: A Beginner's Guide to Designing Ed Research
Research Unit
¤ 28th Annual Mid‐Atlan c Popular Culture Associa on 2019 Conference
¤ Aging and Social Change 9th Interdisciplinary Conference
¤ Annual Conven on of the American Psychological Associa on
¤ North American Refugee Health Conference
¤ Interna onal Center for Supplemental Instruc on ‐ Educa on Research 101: A Beginner's Guide to Designing Ed Research
¤ The Social Price of Constant Connec vity: Smartphones Impose Subtle Costs on Well‐being
¤ The Society for the Psychological Study of Social Issues Conference
17
Training is a key component of the mission of the Counseling Center. Several training programs in the Counseling
Service offer supervised training to psychology graduate students who are preparing for careers as psychologists,
teachers, and researchers.
Training Programs
2017‐2018 2018‐2019
No. applicants 117 105
Male 35% 32%
Female 65% 68%
Interna onal
Students
10% 16%
No. of Doctoral Interns
No. of Doctoral Externs
Number of Prac cum Trainees
4 2 21
The Counseling Center’s doctoral psychology internship, accredited by the American Psychological Associa on,
provides training in the professional ac vi es of university‐based psychologists. The Counseling Center trains four
interns who complete a 2,000‐hour program that runs each academic year from July 1 to June 30. Based in the
Counseling Service, the internship provides generalist training in individual counseling, group counseling,
consulta on and outreach, research, and supervision.
Psychology Externship
Practicum Trainees
The part‐ me psychology externship provides counseling training to two advanced psychology graduate students.
Externs carry a weekly client caseload of six to eight students and receive two hours per week of individual clinical
supervision from a senior Counseling Service therapist. Externs also a end weekly senior staff case conference.
Op onal training experiences include co‐leading therapy groups and co‐presen ng outreach programs.
The Counseling Center is the primary clinical training site for doctoral students in the UMD Counseling Psychology
program and master’s students in Counseling, Higher Educa on and Special Educa on. Prac cum students carry a
weekly client caseload of one to three students and receive one hour per week of individual clinical supervision from
either doctoral interns or senior Counseling Service therapists.
Summary of Internship
Applica ons
Doctoral Psychology Internship
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Diversity Accomplishments Accomplished
¤ Strengthened partnership with ODI (hate‐bias commi ee, consultant with ODI)
¤ Provided training on South Asian mental health
¤ Required par cipa on in one diversity program
¤ Included R&D presenters with a mul cultural emphasis
¤ Required Safe Space and UndocuTerp training for all staff
¤ Included diversity ini a ves on PRD
¤ Hired diverse staff
¤ Changed waitlist form from gender to sex of therapist
Ongoing
¤ Develop evalua on system for assessing diversity programs (outreach, R&D, groups, etc.)
¤ Develop an interven on with White students to increase cultural competence
¤ Con nue to develop programs and services that are inclusive of various social iden es
¤ Improve inclusivity of intake demographic items
Learning Objectives and Outcomes
The Counseling Service refined their evalua ve measures of direct services this year. Specifically, they developed learning objec ves and
corresponding learning outcome measures for (a) individual counseling, (b) workshop series, and (c) group therapy programs. These
measures are: (a) Counseling Service Final Session Ques onnaire, (b) Anxiety Toolbox and Ge ng Unstuck Workshop Evalua ons, and (c)
Group Therapy Ques onnaire. Approved by the Ins tu onal Review Board (IRB), these measures are administered electronically at the
last session. They include ques ons related to client sa sfac on as well as their perceived helpfulness and changes as a result of the
treatment/service they received. The results of these learning outcomes are summarized in the annual report.
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Diversity and inclusion ini a ves are integral to the mission, values and func oning of the University Counseling Center. Our mission is to
provide culturally sensi ve services to the campus community and aid in the development of the mul cultural capaci es our staff. For decades,
the Counseling Center has been leader in addressing issues of diversity, through prac ce and scholarship. In addi on to our ongoing projects
and ini a ves, following are goals for 2019‐2020.
Con nue to support staff
training in Student Affairs
diversity and inclusion
ini a ves
Diversity
Ini a ves
Diversity Goals and Initiatives
Expand outreach services to
underrepresented student
groups on campus
Develop a center‐wide
training for students with
disabili es
Enhance referral network
for needs of students from
low socioeconomic
backgrounds
Develop center‐wide
training related to diverse
faith‐based experiences
Develop a training for
students from low
socioeconomic backgrounds
Con nue R&D
presenta ons with a
mul cultural emphasis
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Provide Counseling,
Educa on, and
Assessment to Support
Student Reten on &
Success
Expand cogni ve‐behaviorally based Workshops in the areas of coping and resilience. (CS) Accomplished
Develop and implement a depression support group. (CS) Accomplished
U lize advanced features of Titanium, the Counseling Center’s electronic record‐keeping system, to provide
metrics on Counseling Center clientele, trends, and counselor effec veness. (CS) In progress
Expand structures and therapeu c group offerings. (CS) Accomplished and Ongoing
Develop service delivery strategies that focus on mely access to services. (CS) Accomplished
Con nue to refine the Counseling Service’s evalua on and follow‐up system. (CS, RU) In progress
Continue to enhance and support the function of Counseling Service standing committees. (CS) In progress
Provide
Psychoeduca onal
Development through
Outreach and Preven on
Explore innova ve ways of providing outreach services. (CS) Accomplished and Ongoing
Con nue to enhance the Counseling Center’s social media presence by providing regular posts (4‐5 per
month) on Twi er and Facebook, and other social media pla orms. (CS) Accomplished and Ongoing
Con nue to promote Kognito, Helping Students in Distress training, for faculty and staff. (CS) Ongoing
U lize data from the University New Student Census to develop interven ons that address social media use.
(CS,RU) Accomplished
Introduce, launch and market WellTrack, self‐help app to the campus community. (CS) Accomplished and
Ongoing
Con nue to update and refine the Counseling Center’s Resource Directory. (RU) Accomplished
Provide Campus
Consulta on
Establish a Counseling Center mental health student advisory commi ee. (CS) Accomplished
Con nue collabora on with key student organiza ons that are focused on mental health. (CS) Accomplished
Strength collabora on with the Mental Health Service with the implementa on of a new system for
providing access to client records. (CS) Ongoing
Con nue to strengthen collabora on with the Hearing and Speech Department to facilitate referrals and
coordinate services for students par cipa ng in the Social Interac on Group Network for Students with
Au sm (SIGNA). (ADS) Accomplished and Ongoing
Provide educa on and awareness presenta ons focused on ADS policies and procedures for academic
departments. (ADS) Accomplished and Ongoing
Con nue to offer consulta ons for research on student development, reten on, food insecurity, and
mul cultural issues. (RU) Accomplished and Ongoing
Counseling Center Goals 2018-2019
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Develop Accountability and
Evalua on Procedures Develop a system to evaluate outreach ac vi es. (CS, ADS) In progress
Increase the return rates of follow‐up surveys in the Counseling Service by 10%. (CS) Accomplished
and Ongoing
Develop the Clockwork note taking module into a streamlined process that ensures the assignment of
note takers in a mely and efficient manner. (ADS) In progress
Restructure the ADS staff me alloca ons in an effort to fully and efficiently address the varying
demands and requirements of the office. (ADS) Accomplished and Ongoing
Provide Instruc on,
Training, and Supervision
Provide con nuing educa on presenta ons for staff. (All) Accomplished
Con nue to refine new guidelines and procedures for exam retrieval. (ADS) In progress
Con nue to provide research supervision to doctoral interns. (RU) Accomplished
Extend Research Knowledge Con nue to conduct the University New Student Census (UNSC) and provide summary reports for
major stakeholder. (RU) Accomplished
Con nue to conduct research on counseling process and outcome, student reten on and success, and
social jus ce issues. (RU) Ongoing
Revise the withdrawal survey. (RU) Accomplished
Explore data findings from the University New Student Census and the Career Center’s Gradua on
Survey related to student development, reten on, and mul cultural issues. (RU) Accomplished
Present research findings at professional mee ngs and conferences. (RU) Accomplished
Con nue to collaborate with the Dining Services to support food insecurity ini a ves. (RU)
Accomplished
Promote and Encourage
Wellness and Self Care Con nue to facilitate the development of the self‐care commi ee (All) Accomplished and Ongoing
Conduct at least one staff retreat to foster greater staff cohesion and a healthy workplace culture. (CS)
Accomplished
Develop and implement recogni on and apprecia on ac vi es and ini a ves across units of the
Counseling Center. (All) In progress
Iden fy, Recruit and Hire
Personnel Hire psychologists, coordinator of collabora ve learning, disability specialist, tes ng coordinator and
an associate director of the Counseling Center. (All) Accomplished
Develop and implement formal onboarding training for new staff. (All) Accomplished and Ongoing
Increase the diversity of Guided Study Session student leaders by engaging in targeted recrui ng via
campus minority service programs. (RU) In progress
Acquire Con nued
Educa on and Training in
Diversity/Mul culturalism
Encourage Staff to par cipate in Student Affairs Indaba Series. (All) Ongoing
Con nue Counseling Center Research and Development Colloquia and include presenters with a focus
on diversity, inclusiveness, and mul culturalism. (All) Accomplished and Ongoing
Con nue to include diversity training in staff performance reviews. (All) Accomplished and Ongoing
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Counseling Center Goals 2019-2020 Provide Counseling,
Educa on, and
Assessment to Support
Student Reten on &
Success
Refine the triage and Counselor on Duty systems. (CS)
Develop an onboarding process for new Director and staff. (All)
Iden fy a source and develop procedures for the ADS Scholarship funding stream. (ADS)
Develop hospitaliza on procedures including repor ng and documenta on. (CS)
Develop a transi on program for gradua ng seniors. (CS)
Develop and promote a transi on group for freshmen. (CS)
Provide
Psychoeduca onal
Development through
Outreach and Preven on
Promote and increase WellTrack accounts to 10% of the student enrollment. (CS)
Con nue to update and refine the Counseling Center’s Resource Directory. (RU)
Provide Campus
Consulta on
Develop formal liaison rela onships with campus partners such as MICA, Equity Center, Nyumburu, ODI,
etc. (CS)
Enhance collabora on with exis ng campus partners and en es (e.g., Title IX, ODI, Graduate school care
manager, etc.) (CS)
Con nue to offer consulta on for research on student development, reten on, food insecurity, and
mul cultural issues. (RU)
Con nue to strengthen communica on and collabora on with University Health Center. (CS)
Acquire Con nued
Educa on and Training
in Diversity/
Mul culturalism
Con nue to develop training for Guided Study Session leaders on topics related to diversity and inclusion.
(RU)
Encourage staff to par cipate in Student Affairs Indaba Series. (All)
Con nue Counseling Center Research and Development Colloquia and include presenters with a focus on
diversity, inclusiveness, and mul culturalism. (All)
Con nue to include diversity training in staff performance reviews. (All)
Provide con nuing educa on with specific emphasis on use of religion/spirituality in therapy. (CS)
Iden fy, Recruit and Hire
Personnel Hire full me tes ng coordinator in the ADS tes ng office. (ADS)
Recruit diverse mentors and leaders for Guided Study Sessions program. (RU)
Develop and implement a structured system for securing appropriate staffing during midterm and final
exam weeks. (ADS)
23
Develop Accountability and
Evalua on Procedures Use Titanium for benchmarking with peer ins tu ons. (CS)
Develop and implement a system for clinical accountability (e.g., reports on client contacts, clinical
effec veness). (CS)
Collaborate with the Provost and faculty to review and revise procedures for midterms/final exams.
(ADS)
Administer a survey for Big 10 Disability Services to determine best prac ces for administering
accommodated exams. (ADS)
Develop a faculty advisory board. (ADS)
Con nue to create, review, and/or update all Clockwork procedures modules. (ADS)
Provide Instruc on,
Training, and Supervision
Con nue to develop the Guided Study Sessions Mentor training program. (RU)
Provide and promote opportuni es for non‐exempt staff to par cipate in professional development.
(All)
Enhance our staff development programs to include presenta ons on suicide, students with thought
disorders, grief and loss, meaning in life. (CS)
Develop an internal resource manual. (CS)
Extend Research Knowledge Con nue to conduct the University New Student Census (UNSC) and provide summary reports for
major stakeholders. (RU)
Con nue to conduct research on counseling process and outcome, student reten on and success, and
social jus ce issues. (RU)
Iden fy trends across different data sets including UNSCs, Withdrawal Survey, Food Insecurity Survey,
and Counseling Service Survey. (RU)
Conduct follow‐up study for 2016 UNSC. (RU)
Revise the Withdrawal Survey. (RU)
Con nue to collaborate with the Dining Services to support food insecurity ini a ves. (RU)
Con nue to collaborate with the Career Center to examine issues related to student development,
reten on, and diversity. (RU)
Present research findings at professional mee ngs and conferences. (RU)
Promote and Encourage
Wellness and Self Care Plan an all‐staff retreat to foster greater staff cohesion and a healthy workplace culture. (All)
Con nue to facilitate the development of the self‐care commi ee. (All)
Develop and implement recogni on and apprecia on ac vi es and ini a ves across units of the
Counseling Center. (All)
Building Maintenance Develop a Building Maintenance Committee.
24
Challenges and Opportunities This year once again demonstrates the value and importance of the Counseling Center to the overall wellness of the university. The
2018‐2019 academic year can be characterized as one of significant change, transi ons, high impact situa ons, and crises. The
University was significantly impacted by a series of high profile incidents and crises, including tragic student deaths, a serious mold
outbreak in a residence hall, and a Counseling Center an ‐racism group for white students that caused a flurry of nega ve reac ons
and hurt feelings. In response to these incidents, the Counseling Center provided crisis interven on, consulta on, counseling, and on‐
going support for the campus community.
To strengthen the Center’s infrastructure, the Administra ve Group reorganized to include three members of the Counseling Service
staff, Dr. Ted Picke , Associate Director; Dr. Yi‐Jiun Lin, Assistant Director; and Dr. David Petersen, Training Director. Previously, only
the Associate Director of the Counseling Service served on the Counseling Center’s leadership team. Furthermore, we were also
successful in hiring Drs. Picke and Lin into their current posi ons in the spring of this year. We also welcomed Carolina Ethridge,
Assistant to the Counseling Center Director. Other staff changes included the addi on of four psychologists, Dr. Michelle Farrell, Dr.
Darren Freeman‐Coppadge, Dr. Kevin McGann, and Dr. Tessa Wimberley; two triage counselors, Nehal El Guindy and Lauren Levine; a
disability specialist, Lindsey Visbaras, in Accessibility and Disability Services; a Guided Study Session coordinator, Danielle Pafe; a tes ng
coordinator, Jeremy Lightner, in the Tes ng Office; and an administra ve assistant, Shannon Quarles. With addi onal staff in the
Counseling Service and ADS, we increased our capacity to serve more students.
To address ongoing demand issues, the Counseling Service division con nued to examine its service delivery model to broaden the
scope of treatment op ons, provide services tailored to fit individual needs, and more clearly align professional roles with specific
func ons. The addi on of a triage system and the con nued development of cogni ve‐behavioral workshops are examples of ac ons
intended to manage these challenges.
Similarly, the Accessibility and Disability Service also observed a steady up ck in the number of registered students with disabili es.
This growth had a direct impact on accommodated tes ng, space, staffing, and costs. In order to address the increase in students, the
division developed a new system for the final examina on period and hired 50 proctors. Considering available resources, the associated
costs of providing these accommoda ons compel us to think about more efficient and effec ve ways of delivering accommodated
tes ng services. These challenges present an exci ng opportunity to collaborate with academic affairs, and faculty in par cular, to
discuss these problems and seek viable solu ons. To this end, in the summer of 2019, the ADS office plans to develop a Faculty Advisory
Board to focus on these concerns.
With the re rement of Dr. Sharon Kirkland‐Gordon, the Counseling Center will be under new leadership which presents an opportunity
for new visioning, the fostering of new partnerships, and the implementa on of new ini a ves, programs and services. In addi on, the
second floor renova on will be completed in August 2019, where addi onal therapy offices, a new group room, and the GSS program
will be housed. With regard to outreach, there is an opportunity to develop a campaign to promote and broaden the reach of the self‐
help app Welltrack, and the online training for at‐risk students, Kognito.
25
Administra ve Group Sharon Kirkland‐Gordon, PhD Director Lydia Ahn, MS Graduate Assistant Carolina Ethridge Assistant to the Director Jo Ann Hutchinson, RhD Assistant Director, Accessibility and Disability Service Yi‐Jiun Lin, PhD Assistant Director , Counseling Service David Petersen, PhD Training Director, Counseling Service Theodore Picke , Jr., PhD Associate Director, Counseling Service Yu‐Wei Wang, PhD Research Director, Assistant Director, & Clinical Associate Professor
Kim Tran
Business Manager Non‐Exempt Staff
Eleanor Anderson Donna Crooks Virginia Evano‐Williams Margaret Gibbs Margaret Kuhn Shannon Quarles Don Turner
Accessibility and Disability
Service
Joanna Balz, MS Tessa DiPerri, MA Evalyn Hamilton, MBA Francy S lwell, MLS William Dan Newsome, MEd Lindsey Visbaras, MEd Cassandra Wierzbolowicz, MBA
Counseling Service
Allison Asarch, PsyD Maria Berbery, PhD Kimberly Campbell, PhD Noah Collins, PhD Nehal El Guindy, MS Michelle Farrell, PhD Darren Freeman‐Coppadge, PhD
Jinhee Kang, PhD Lauren Levine, MSW Kevin McGann, PhD Erica Merson, PhD Pepper Phillips, PhD Lyzaida Rivera‐Bauer, PhD (PT) Chandni Shah, PhD Simone Warrick‐Bell, MA Tessa Wimberley, PhD Randi Wortman, PhD (PT)
Doctoral Interns
Caleb Chadwick, MEd Xu Li, MEd Charles “CJ” Polihronakis, MEd Jamie Welch, MA
Doctoral Externs
Eddie Chong, MA Glenn Ireland, MA
Tes ng Office
Alice Mitchell, PhD
Jeremy Lightner, MS
Research Unit
Tiana Cruz, MA
Guided Study Sessions Program Danielle Pafe, MEd Graduate Assistants
Aakash Aggarwal Kaushal Banninthaya Julia Barlis Keval Bhanushali Leah Bush Kinjal Chavda Ashley Clark Marquita Devane Brian Keum Kathryn Kline Seini O’Connor Mary Sarro
The Counseling Center has four divisions: Counseling Service, Accessibility and Disability Service, Tes ng Office, and Research Unit, and one program, Guided Study Sessions. Day‐to‐day opera ons are managed by the Administra ve Group.
Staff
2018‐2019 Departures:
Aakash Aggarwal, GA Rangna Atapa u, GA Kaushal Banninthaya, GA Julia Barlis, GA Eugina Becton, Assistant to the Director Morgan Benner, Administra ve Assistant Keval Bhanushali, GA Rashanta Bledman, Staff Psychologist Kany Bonnaire, Administra ve Assistant Leah Bush, GA Caleb Chadwick, Intern Kinjal Chavda, GA Eddie Chong, Extern Santana DeJesus, Administra ve Assistant Marquita Devane, GA
Virginia Evano‐Williams, Account Clerk Vishal Gaur, GA Glenn Ireland, Extern Brian Keum, GA Kathryn Kline, GA Karen Levush, GA Xu Li, Intern Irene Mar n, Administra ve Assistant Rebecca Seini O'Connor, GA Yanira Or z, Coordinator Kosha Parekh, GA Charles "CJ" Polihronakis, Intern Ryan Sappington, GA Kim Veney, Secretary Collin Vernay, GA Jamie Welch, Intern