Starring:
AUCCCO National Conference 2014
Monica Jones, Ph.D.
(mj429@cornell.edu)
Sarah Rubenstein-Gillis, LMSW
(sr829@cornell.edu)
Wai-Kwong Wong, Ph.D.
(ww46@cornell.edu)
– University Counseling and Advising
Network (UCAN)
A program that consists of trained clinicians
who provide consultation to faculty and staff who
have concerns about a student in distress who
may not have accessed traditional counseling
services.
2001
Challenges
facing counseling centers
across the country:

Increasing demand for services
 Increasing demand for consultation and support
among the network of faculty and staff on our
campuses.
 Significant proportion of students in distress who are
not receiving services.
 The majority of students who kill themselves never
receive counseling services

In past year:

“so depressed it was
difficult to function”
 Cornell: 44%

seriously contemplated
suicide
 Cornell: 11%

attempted suicide
 1.3% (~175
undergraduates)
 1.3% nation
2006 National College Health Assessment
(NCHA)
1902 Cornell undergraduates
responding
In last 12 months, was unable to function
academically for at least a week due to
depression, stress, or anxiety:
White:
Asian American:
International:
URM:
37%
50%
51%
54%
2005 Enrolled Students Survey
4790 undergraduates; 37% response rate
 In last 12 months, seriously considered
attempting suicide:
 White:
 URM:
 Asian American:
 International:
6%
8%
10%
10%
 In last 12 months, attempted suicide:
 White:
 URM:
 Asian American:
 International:
.04%
1.9%
2.5%
2.9%
2005 Enrolled Students Survey
4790 undergraduates; 37% response rate

Stigma
Students of color have
elevated levels of
perceived public
stigma
 Black students have
highest level of
perceived public
stigma
 Male, Asian,
International, more
religious and lower SES
students have high
levels of personal
stigma

Eisenberg, D., Downs, M.F., Golberstein, E. &Zivin, K. (2009). Stigma and help for mental
health among college students. Medical Care Research and Review, 66(5), 522 – 541.


Community psychology/Social work vs.
Clinical model
Clinical model




Client self-identifies and seeks help
Focus on individual and intrapsychic processes
Focus on psychopathology
Community psychology model



Client is identified by community partners and
engaged in community
Flexible focus – individual, community, system
Flexible focus – psychopathology, “conditions of
life,” systemic, social justice
Client
(individual, group, community) empowerment
Focus on individual well-being in a socio-cultural
context
Service to students who are vulnerable and have been
historically oppressed
Promotion of social justice, social change, and
advocacy
Commitment to diversity
Coordination of various departments and systems to
develop a plan and alleviate situational stressors
Provide humane, effective care and less stigmatizing
services
Address


problems where they occur
Not just in student’s head
But in the community or system where they live and work
Move
beyond the traditional psychotherapist role
and setting


Case manager
Advocate
 Outreach worker
 Student support
Don't
wait for students to come to us
Reach students in alternative, often indirect ways

Defined
“…specialized technical assistance to individuals or organizations
in regard to the psychological aspects of their work.” (APA, 1999)
 “…advisory in nature… has no direct responsibility for its
acceptance” (APA, 1999)





Student centered
Faculty, staff, CAPS clinicians, Gannett medical
Via phone, email, in-person meetings
Many of CCI responses are indirect, but can lead to direct
intervention



Problem solving/brainstorming
Identifying natural supports and campus resources
Contacting campus partners (ie. Student Services, Housing, etc.)





Help faculty and staff determine a best course
of action to support a student
Backup support to campus partners
Provide direct intervention with students who
are at-risk and/or in distress who are unable or
unwilling to come in to CAPS
Community visits and
welfare checks
CSM Team

Coordinate various departments and systems
to develop a plan to alleviate situational
stressors

“Working to assist and/or intercede on a
student’s behalf to alleviate injustice or
inequity in the treatment or decision making
related to a student issue”


Engaging individuals and/or systems directly, on
behalf of the student(s), to negotiate obstacles
Focus on empowerment of student to engage
individuals or systems to address an issue


Caseload
Support role to a
student having
difficulty accessing
CAPS


Direct connect to
CAPS clinician
Non-traditional in
approach

Outreach

Relationship Building

Orientations

Notice and Respond
SHARED





Alert Team (Behavioral
Intervention Team)
Diversity Community
Council of Mental Health
and Welfare
Community Support
Team
“Let’s Talk” providers
School of Arts & Sciences
 Johnson Graduate School
School of Management

INDIVIDUAL







President’s Council on Sexual
Violence Prevention
Incidence Assessment and
Response Team
Student Academic Services
Council’s Subcommittee on Staff
Retention
Bias Assessment and Response
Team
House Fellow, Flora Rose
Women of Color Colleague
Network Group
Office of Academic and Diversity
Initiatives- Mentoring Initiative





Community Based Services Team
Victim Advocate
Privilege Awareness Working Group
Notice and Respond Trainer
Continuing Education Training
Clients
300
250
200
150
Clients
100
50
0
6/09-5/10 6/10-5/11 6/11-5/12 6/12-5/13 6/13-5/14
(208)
(230)
(136)
(168)
(241)
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
CCI
CAPS
Cornell
School
CALS
AAP
A&S
Engineering
Hotel
Human Eco.
ILR
Graduate
Professional
CE
Unknown
Classification
Freshman
Sophomore
Junior
Senior
Graduate
Professional
Unknown
Click here:
https://vimeo.com/99165782
for a video presentation by
Wai-Kwong Wong, PhD
Assistant Director for Community Based Services
Counseling and Psychological Services
Cornell University