University of Wisconsin – La Crosse
Counseling and Testing Center (CTC)
2011-2012
Annual Report
Submitted by
Bridgette C. Hensley, Psy.D.
Director
Notes of Appreciation
The 2011-2012 year was a year of new beginnings. After much anticipation the Counseling &
Testing Center was relocated to the new Centennial Hall building. Our new space is beautiful
and students can now take advantage of the new Relaxation Room and expanded testing labs. It
is wonderful to be housed with so many of our Student Affairs colleagues in the same building.
In addition to the move, two of our long time staff began new endeavors leaving CTC. Dr.
Jeannie Hanley, Counselor, retired in January 2012 after 27 years with the University of
Wisconsin – La Crosse. She was dedicated to the success of students, in all aspects of their lives.
Mrs. Sarah Herath, a 12 year limited term employee who worked as a Testing Associate in the
testing lab left to focus on raising her children. We wish them both well. As doors close others
open, and we were fortunate to find several new valued colleagues. Dr. Lauren Everitt joined the
ranks of CTC in March 2011 on an interim basis as Psychologist/Training Coordinator. Her
passion for training has enhanced the strength and depth of our clinical training program. Ms.
Jenny King also came on board to take on duties in the testing lab. We love having Jenny on
staff; she puts testers at ease in what is often an anxiety provoking experience. Additionally, in
June, 2012, we were fortunate to hire one of our current Post-Doctoral Psychology Fellows, Dr.
Kristen Marin, for the Counselor/Substance Abuse Focus position. Dr. Marin is an excellent
clinician and a wonderful collaborative colleague. We look forward to her becoming a
permanent part of our team this August. Since taking over the helm of the testing side of the
CTC house last April, Mr. Criss Gilbert has done an exemplary job of identifying testing needs
of the students and community and obtaining contracts with testing vendors so that students no
longer need to drive hours away for exams.
In keeping with the trend over the last few years, the demands for clinical services continue to
grow, as does the need for outreach services. CTC would not be able to meet these demands for
services if it were not for the dedicated CTC staff and the hard work of community clinicians
who contract with us regularly to help us meet the student needs. On behalf of the students at the
University of Wisconsin – La Crosse, the campus faculty, staff, and administrators, and the
greater Coulee region, I would like to express my appreciation to all the Counseling and Testing
Center (CTC) staff that helped make 2011-2012 a very successful year. Their hard work, talent,
ingenuity, and genuine concern for students, help improve the quality of lives, the climate of this
great campus, and ensure that students experience academic success and personal satisfaction.
Counseling and Testing Center
2011-2012
Bridgette C. Hensley, Director
Francie Biesanz
Lauren Everitt
Criss Gilbert
Jeannie Hanley
Charlene Holler
Donna Jolley – contractual staff
Randy Kahn – contractual staff
Jenny King
Rebecca Lee
Ryan McKelley – contractual staff
Beth Mullen-Houser – contractual staff
Patricia Sterling
Liz Stine – contractual staff
John Streyle – contractual staff
Post Doctoral Fellows
Jenn Hommerding
Kristen Marin
Counseling Interns
Sara Christianson
Jamie Sebion
Melissa Althoff
Student Helpers
Emily Hacker
Amanda Poznanski
2
A Special Note Regarding Statistics
Efforts have been taken to provide the most valid “picture” of services offered by the Counseling
and Testing Center. We have several ways of collecting data on the clients we see and the
services we offer. These methods include Titanium (our scheduling program),
CelestHealth/Behavioral Health Monitor (BHM 20) which is our outcomes assessment program,
the Student Satisfaction Surveys (administered at the end of each semester), and our intake
forms. Each method has merit and value; however, each of these programs/assessments measure
services differently. The majority of the statistics contained in this report come from Titanium,
which is CTC’s electronic medical record and its primary source for tracking data. As with most
statistics, those presented within this report should be interpreted with some caution. They are
provided to communicate the spirit of services and outcomes, as well as to give the reader a
general picture of our client population.
3
Narrative Report
Providing high quality services to students and the campus community is the primary goal of the
CTC staff. These services have a direct impact on the satisfaction and retention of university
students. The professional staff is asked to work in several multi-dimensional roles, which is an
asset for the Center and UW-L.
The mission of the CTC is stated as follows.
Our mission is to promote students’ emotional, academic, social, and cultural
growth through counseling, crisis intervention, and outreach within an atmosphere
of confidentiality and inclusivity. To meet the needs of UW-L and the region, we
provide comprehensive testing services that adhere to nationally recognized
standards.
The CTC’s “tag line,” is:
Caring, Compassionate, Confidential
A.
Accreditation
Since 1979 the International Association of Counseling Services, Inc. (IACS) has accredited the
UW–La Crosse CTC. Accreditation by IACS certifies that the CTC meets or exceeds certain
criteria and standards that are applied exclusively to college and university counseling centers.
The CTC completed its’ seven year on-site accreditation visit in fall, 2006. The CTC complied
with all the recommendations and was granted full re-accreditation in October, 2008. Full
accreditation continues to be granted annually and was last established in March 2010. A reevaluation was completed in April 2011 and we were granted full re-accreditation.
B.
Direct Services
The primary goal of the CTC is the provision of direct counseling services to UW-L students.
Direct service includes clinical assessments, counseling (individual, group, couples, and family),
psychological testing, consultations, crisis intervention, academic, as well as psychoeducational
workshops and seminars among a few others. A total of 1747 students received direct services.
A relatively small fraction of these students are Wisconsin Technical College (WTC) students
whom we serve at UW-L’s Student Health Center (SHC). The total above includes but is not
limited to the following: 581 students who presented for intake appointments (including
returning intakes), 77 students who presented for academic intakes, 225 students who presented
for urgent care appointments, 26 students who presented for ADHD screenings (22 of which
completed full ADHD evaluations), 98 students who received academic skills services,
531students who received individual therapy, 2 students who participated in couples therapy and
146 students who participated in either a therapy group or workshop. Groups offered this
academic year include: ACT on Anxiety, ADHD Clinic, Assertiveness Workshop, Coping with
Finals Workshop, Depression, Drake Hall Support Group, GBITQQAA Men’s Group, Grief and
Loss, Memory, Men’s Therapy Group, Multicultural Talking Circle, and Speed Reading.
4
Approximately 74% of clients receive between one and five therapy sessions before being
discharged or discontinuing services. This figure closely mirrors statistics regarding the length
of treatment in the community by the general population.
One of the most important direct roles of a university counseling center is to take a leadership
role in response to traumatic events on campus. The CTC staff continue to work diligently to
help our students and community respond to these crises. During the past year CTC staff
provided campus crisis intervention to students and staff following the Drake Residence Hall
fire, an unexpected death of a faculty member, and the homicide of a WTC student who was
acquainted with many UW-L students, including her boyfriend.
We continue to be fortunate enough to have Psychiatric Services available at UW-L through
Student Health Services (SHC). Psychiatric services are provided by Dr. Tom Trannel, a
community psychiatrist who is employed 24 hours per month. Psychiatric services are funded by
student segregated fees as well as money received from WTC. The psychiatric services are
available to UW-L students and WTC students but are reserved for those students with serious
and/or complex psychiatric needs.
Please see Dr. Allen’s annual report on the SHC for statistics regarding psychiatric evaluations
and follow ups, as well as medication evaluations and follow ups.
In general, the profile of a student-client who receives service is female (70%), White (70%),
and a Wisconsin Resident (64%). We do not currently track our referral sources. Anecdotally,
some of our largest referral sources include other students (word of mouth), parents, and
Residence Life. The academic classifications of students were relatively evenly distributed
among the undergraduates: Freshman (18%), Sophomores (20%), Juniors (20%), Seniors (18%),
and Graduate Students (4%). One percent of students do not report this data. Appendix A
contains a table that illustrates these demographics.
Students are asked to identify their presenting concerns into broad categories. After the intake
(1st) session the counseling staff categorizes the concerns more precisely. The picture of
presenting concerns mirrors the national data for the college population. Most students present
with multiple concerns and the foremost clinical issues include anxiety, depression, academic
difficulties, and relationship concerns. In these areas, situational anxiety and depression are cited
most commonly, although chronic depression is cited frequently as well. With respect to
depression, suicidal thoughts and gestures are indicated by 9.8% of those clients who endorse
depression as a primary concern. It is worth noting that anxiety and depression (as primary
problems at intake) have increased by approximately 12% and 7%, respectively, since last
academic year. Although this trend is not uncommon across campuses, nationally, it is also
accompanied by an increase in acuity. The number of students reporting suicidal ideation and
gestures at their intake has increased by nearly 128% since last academic year. This increase is
congruent with our experience of having to hospitalize more client this year than at any time in
the past. The increase may also be due to other factors, such as decreased stigma about talking
about suicide and asking for help, and improved assessment skills on part of the clinician.
5
Furthermore, of the clients who indicated a disability as their primary concern, 4.4% of them
endorsed ADHD as the main issue. Of the clients who indicated substance abuse as a primary
problem, 14.2% of them indicated concerns about their alcohol use and 5.3% indicated concerns
about their drug use. With respect to physical problems as a primary concern, 4% of clients in
this category identified Sleep Problems as the main difficulty. Appendix B illustrates the
prevalence of problem type at intake.
The BHM is also used to help clinicians determine presenting problems and the level of
distressed being experienced by the client, as well as the client’s overall level of functioning.
The BHM is based on nationally standardized norms for students using the services at university
and college counseling centers. During this academic year, 526 clients were assessed at intake
using the BHM. It is important to note that this latter number differs from the total number of
clients served directly by CTC (N=1747) because not all students who seek direct services take
the BHM. At this time, the BHM is only administered to those students who receive individual,
couples, or family therapy services.
Based on 526 clients and with respect to presenting distress level, 25.33% presented in the
Normal range, 32% presented in the Mild range, 14.86% presented in the Moderate range, and
27.81% presented in the Severe range (an 18% increase from last year). When considering the
distress level at intake for suicide, 75.86% of clients present in the Normal range, while 24.14%
present in the Mild to Severe ranges (the majority of these falling in the Mild range).
Approximately six percent of clients fall in the Severe range for suicide risk at intake. On a
more positive note, of the 102 clients who were identified as having Mild to Severe risk for
suicide over the course of their treatment, the majority showed significant progress with 61.76%
of clients indicating recovery and 81.37% of clients indicating improvement.
Student outcome and user satisfaction data is solicited from every student who receives
counseling or academic skills services at the CTC. This year, however, UW-L participated in a
system wide initiative to assess learning outcomes and client satisfaction in a standardized
fashion. The survey is comprised of three subscales: Intrapersonal Learning Outcomes,
Academic Outcomes, & Client Satisfaction. The results have been impressive, both at the
system and campus levels. In the Fall of 2011 and Spring of 2012, our clients were sent an email
with an invitation to access the learning outcomes survey at a protected website. One hundred
and twelve clients responded to the survey in the Fall and 106 clients responded in the Spring.
These numbers actually represent a decrease in respondents from last academic year but the
decrease is easily explained by the standardized assessment process which allows for only a two
week survey duration. This duration is in stark contrast to the 4-6 survey response window we
allowed in the past.
Results of the Fall 2011 survey indicate:


75% of respondents said that they agree and strongly agree that they are better prepared
to work through future concerns and achieve their goals.
59% of respondents said that they agree and strongly agree that counseling has helped
them focus better on their academics.
6




96% of respondents said that they agree and strongly agree that it is important for them to
have counseling services located on campus.
89% reported improvement over time.
For those who responded "Agree/Strongly Agree" to "Prior to counseling, I was
struggling with my academics," 61% of these respondents endorsed "Agree/Strongly
Agree" when asked if "Counseling has helped me stay at school."
For those who responded "Agree/Strongly Agree" to "Prior to counseling, I was
thinking of leaving school," 91% of these respondents endorsed "Agree/Strongly
Agree" when asked if "Counseling has helped me stay at school."
The official results of the Spring 2012 survey are still pending but an initial review shows similar
treatment efficacy findings to those of the Fall survey. The majority of students who receive our
services report their well-being to be in the Good to Excellent ranges at the time of the survey.
According to results of the BHM, which is completed by each therapy client upon intake and
prior to each follow up session, most students show improvement in functioning over time.
Global Mental Health scores for clients (N=297) at the most recent session (as of 5/22/2012), fell
in the following categories: Recovered (40.74%), Improved (67.68%), Unchanged (28.62%),
and Deteriorated (3.42%). Clients included in these calculations are those who entered
psychotherapy in the distressed (i.e. Mild, Moderate, Severe) range except for Deteriorated
clients where all clients are included. Improved clients include those clients who also recovered.
While psychotherapy clients, in general, demonstrate some improvement with therapy, a small
percentage deteriorate when psychological processes are activated. This is a risk of treatment.
Awake and Alive GET SMART was discontinued at the end of the 2010-2011 school year. In
the fall of 2011, UW-L transitioned to an on-line education program for first time alcohol and
drug offenses, as well as a legal diversion program (for alcohol offenses) facilitated through
University Police. CTC provided only 6 substance abuse assessments during the 2011-2012
school year, as our substance abuse specialist retired in January 2012. During her absence,
students in need of substance abuse assessments were referred to community providers.
C.
Testing Services
The testing program, housed within the Counseling and Testing Center, is comprised of national,
psychological, internet based testing (iBT), and computer based testing (CBT). The program is a
national, regional and campus site for the administration, scoring, interpreting, and dispersal of
many tests and several psychological inventories. The national tests consist of many
professional certification/licensure exams, graduate school and professional education program
exams as well as international competency exams. We serve the UW-L community and the
greater La Crosse area. The psychological tests are administered to clients of CTC upon referral
from their clinician. Many tests are administered via the computer or internet. However, there
are still a few tests given in a paper and pencil administration format, including the Wisconsin
Placement Test.
Over 5000 tests were given during the 2011-2012 academic year. This number reflects a 26%
increase from the previous year. Testing waxes and wanes with the economic and job climates.
7
However, this year four prominent factors are responsible for the increase in test administrations.
Our testing lab space has doubled in our new Centennial Hall Location allowing for more seats,
our hours of operation have increased and now include Saturdays, test registration has been made
easier by an online registration system, and our new Testing Coordinator/Office Manager has
been instrumental in developing new contracts with testing vendors creating greater and easier
accessibility for testers. We look forward to continued growth and serving the UW-L, La Crosse
and surrounding communities.
Appendix C contains an overview of the Placement Testing Program over the last two years.
Appendices D and E reflect testing trends over the year with respect to ETS (Educational Testing
Service) and PAN (Performance Assessment Network) testing. Finally, Appendix E is an
example of relatively new testing contract and the utilization of the tests offered by the vendor.
Psychological Testing
Psychological testing is done on an as needed basis and administered by the clinician when
deemed clinically appropriate. The more common psychological measures administered, scored,
and interpreted by the staff in the CTC include: CISS (Campbell Interest and Skill Survey);
LASSI (Learning and Study Strategies Inventory); MBTI (Myers Briggs Type Inventory); and
the MMPI-II (Minnesota Multiphasic Personality Inventory). Substance Abuse and ADHD
evaluations include the use of several different assessment measures and help in identifying
treatment needs and making appropriate referrals.
D.
Outreach Programming
The outreach activities are the most diverse programming function of the Counseling and Testing
Center. The outreach goal is the delivery of preventive, consultative, educational, and
developmental programs to the UW-L campus to students, staff, faculty, parents, and various
civic and educational institutions in La Crosse. The formats range from classroom presentations,
speaking at conferences, media interviews, workshops, educational brochures and email based
programs. Over the 2011-2012 academic year, 60 outreach appointments were conducted
serving approximately 1,341 students and staff. The following are just a few examples of the
outreach efforts conducted by staff at the Counseling and Testing Center.

Charlene Holler presented on study skills and time management to a variety of
classrooms, Golden Key, First Flight, Wisconsin Covenant Leadership, ADHD Clinic,
and nine UW-L 100 classes.

Jeannie Hanley and Bridgette Hensley participated in the La Crosse Area Suicide
Prevention Initiative Committee and annual Suicide Prevention Summit.

Jenn Hommerding, Liz Stine, and Bridgette Hensley facilitated several outreaches for
death and grief issues.

Rebecca Lee facilitated a Puzzle Group for students.
8
E.

Francie Biesanz continued to coordinate, maintain, and create educational brochures.
Additionally, she facilitated various outreaches to the Veterans Club, and the
International Student Orientation.

Many CTC staff contributed to the Parent Eagle Newsletter and the Stall Street Journal.

Various staff members (Francie Biesanz, Bridgette Hensley, Kristen Marin, Lauren
Everitt, and Jenn Hommerding) facilitated classroom presentations on a variety of topics.
Additionally the following staff provided presentations and training to Hall Directors and
Resident Assistants on suicide awareness and suicide prevention, depression, eating
disorders and other topics: Francie Biesanz, Kristen Marin, Jenn Hommerding, Patricia
Sterling, and Bridgette Hensley.

Francie Biesanz and Kristen Marin provided consultation to Awareness through
Performance.

CTC staff hosted Open Houses for students, community providers, and UW-L faculty and
staff.

Finally, screening days (Anxiety and Depression) were held, as well as a Suicide
Prevention Awareness event.
Service
The Counseling and Testing Center staff has a strong commitment to the service
mission of the University. Below is a sample listing of the service contributions by the CTC
staff.









Francie Biesanz served on the Violence Prevention Advisory Committee, ASC
Salary and Personnel Committee, and Branding Committee.
Bridgette Hensley and Jenn Hommerding served on the Behavior Intervention
Team.
Charlene Holler chaired the Division of Student Affairs Staff Recognition
Committee.
Bridgette Hensley helped facilitate the Health and Safety presentations at all the
summer registration and orientation sessions.
Jeannie Hanley and Bridgette Hensley served on the La Crosse Area Suicide
Prevention Initiative.
Various staff members chaired and participated on Search and Screen
Committees.
Several staff member contributed to the efforts around hate incidents.
CTC staff served at the OMSS picnic.
Clinical consultations were provided to the staff and faculty and to parents
throughout the year. The staff consults about counseling services, student
9
problems, and questions regarding resources. Discussions about clients are
always governed by confidentiality statutes, but it remains clear that many staff,
faculty, administrators, and parents benefit from this service.
F.
Teaching Contributions
Jeannie Hanley continues to function as graduate faculty in the Student Affairs and
Administration (SAA) program in the Department of Psychology, where she teaches, coordinates
comprehensive examinations, and participates/chairs on thesis committees. Additionally,
Bridgette Hensley served as adjunct faculty in the Department of Psychology and the SAA
program, where she taught Special Topics courses on suicide and mental health trends. Lauren
Everitt served as adjunct faculty in the Department of Psychology where she taught a class on
Multicultural Issues.
G.
Professional Development
During the 2011-2012 year, the staff was involved in a variety of professional activities. These
included weekly training activities coordinated by Lauren Everitt, as well as workshop and
conference attendance. Major highlights for the year included staff participation in the third
annual “Suicide Prevention Summit,” attendance at seminars facilitated by Dr. Chris Kilmartin,
and an excellent conference on Eating Disorders and Self Injury. Additionally, staff pursue
professional development on their own in order to meet ongoing licensure requirements.
H.
Supervision and Training
The Counseling and Testing Center continues to be a regional training site for graduate students
who want to complete practicum and internships in counseling and psychology. Dr. Bridgette
Hensley served as a primary supervisor for Kristen Marin and Jenn Hommerding (Post-Doctoral
Fellows), Lauren Everitt, Beth Mullen-Houser, and Liz Stine. Dr. Ryan McKelley served as
secondary supervisors for the Post-Doctoral Fellows. Additionally, Jeannie Hanley Francie
Biesanz, and Patricia Sterling served as primary supervisors for the master level practicum
students and interns Jamie Sebion, Melissa Althoff, and Sara Christianson. Kristen Marin and
Jenn Hommerding acted as secondary supervisors for the master level trainees.
I.
Diversity Efforts
The Counseling and Testing Center was involved in a number of diversity efforts during this past
year. Each staff member was asked to set a personal diversity learning objective. The outcomes
included professional readings, as well as discussions and attendance at multi-cultural events.
Additionally, CTC has collaborated with Campus Climate, OMSS, and other offices to provide
outreach, consultation, support and prevention programming in response to this year’s hate
incidents.
J.
Personnel

Jeannie Hanley retired from the Counseling and Testing Center.
10

Ryan McKelley, Liz Stine, Beth Mullen Houser, Donna Jolley, John Streyle and Randy
Kahn served as a contractual psychologist with CTC to aide in meeting service demands.

Jenny King began in the position of Testing Associate.
K.
Challenges/Opportunities in 2012-2013

Modify our service delivery model so that we can provide effective and timely services to
students. Service delivery changes will likely include a primary group therapy modality
model and triage services.

Continue to develop our Testing program to meet the campus and community demand for
a broad range of certification and testing needs.

Continue to develop our Training program, exploring the feasibility of and potential to
acquire APPIC (Association of Psychology Postdoctoral and Internship Centers)
membership which will enable us to implement a psychology internship training
component. Continue to provide training and supervision for two post-doctoral
psychology residents, as well as practicum students when available.

Continue to explore collaborative opportunities with the Offices of Multicultural Student
Services and International Education, the Pride Center, Disability Resource Services, as
well as Career Services and Academic Advising.

Continue to push ourselves to explore new and exciting ways to incorporate Inclusive
Excellence ideals and standards into our daily work.

Work toward proficiently, across the entire CTC staff, in the understanding and use of
Point and Click.

Seek to hire a full time Testing Associate and an additional Counselor.

Explore grant opportunities in collaboration with other UW-L offices and community
organizations.
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Appendix A
User Characteristics
Counseling & Testing Center
2011-2012
Sex
Male
Female
Unknown
Current Marital Status
Single
Partner
Married
No Response
30.1%
69.8%
0.1%
57.0%
20.5%
2.3%
0.3%
Race
Black
Native American
Asian (not Southeast)
White
Hispanic
Asian (Southeast)
Multi-Racial
Other
No Response
College Enrollment
Business Administration
Liberal Studies
Arts & Communication
Education
Education, Exercise Science
Health & Rec
Science & Allied Health
Western Technical College
No Response
University Status
Freshman
Sophomore
Junior
Senior
Graduate
No Response
0.7%
0.3%
1.6%
70.9%
2.0%
2.1%
2.6%
0.2%
0.2%
7.5%
23.2%
4.0%
7.1%
5.8%
31.7%
0.8%
0.6%
18.4%
19.7%
20.0%
18.0%
4.3%
0.1%
12
13
Appendix B: Presenting Problems
14
Appendix C: Placement Testing
UW Placement Regional Program Spring 2011
Date
capacity
Registered
Registration
as a % of
Capacity
tested
3/19/11
3/25/11
4/2/11
4/16/11
6/25/11
TOTALS
300
300
300
300
300
1500
120
119
177
238
91
745
40%
39.6%
50%
79.3%
30%
49.6%
105
105
159
199
71
639
show rate as
% or those
registered
who tested
87.5%
88.2%
89.8%
84.6%
78%
85%
Show
rate as %
of
capacity
35%
35%
53%
66.3%
23.6%
42.6
UW Placement Regional Program Spring 2012
Date
Capacity
Registered
Registration
as % of
Capacity
Tested
160
8
Show rate as
% of those
registered
who tested
95.2%
61.5%
Show
rate as %
of
capacity
64%
16%
3/24/12
4/7/12
cbt
4/21/12
5/5/12
5/19/12
6/2/12
cbt
6/23/12
250
50
168
13
67.2
26%
250
250
250
50
222
158
243
18
88.8%
63.2%
97.2%
36%
197
141
212
13
88.7%
89.2%
87.2%
72.2%
78.8%
56.4%
84.8%
26%
250
142
TOTALS
1350
964
60.8%
731*
88.9%
54.1%
15
Appendix D: ETS Tests
ETS CBT Tests
July 2011 – June 2012
300
ASE (279)
MCAT (67)
250
PPST Individual (142)
200
150
100
50
0
PPST Combined (233)
174
2
9
10
7
3
71
5
4
18
20
3
0
83
9
16
10
6
2
115
9
28
26
4
19
56
8
26
31
15
44
7
6
7
18
3
19
27
20
35
66
8
45
Praxis II (282)
TOEFL (92)
63
28
0
25
0
38
12
20
19
37
3
21
34
1
23
36
11
12
GRE (563)
12
19
12
30
8
23
6
13
13
5
2
35
TOTAL TESTS GIVEN IN 2115 (ETS LAB) = 1658
16
Appendix E: PAN Tests
PAN (Performance Assessment Network)
2011 – 2012
Total Exams Given for PAN = 293
17
Appendix F: New Contract – Castle World Wide
Castle World Wide
2011 - 2012
Total CWW exams given since contract began 9/01/11 = 71
18