1
ANZSSA HEADS OF COUNSELLING SERVICES
BENCHMARKING PILOT SURVEY 2010
Undertaken on behalf of the
Australian and New Zealand Student Services Association (ANZSSA) Executive
By Annie Andrews
Director, UNSW Counselling and Psychological Services [CAPS]
Analysis and report completed by UNSW psychology student intern Nicole Sokol
2
Contents
Executive Summary ................................................................................................................... 3
Research Aims and Approach .................................................................................................... 6
Report on Results ....................................................................................................................... 6
Counselling Service Managers ........................................................................................... 6
Funding, Roles and Structure ............................................................................................. 7
Institution Information ...................................................................................................... 14
Service Activity Information ............................................................................................ 15
Fees and Charges for Services .......................................................................................... 26
Service Data ...................................................................................................................... 28
Student/Client Information ............................................................................................... 34
Appendix 1: Survey Document ................................................................................................ 35
Appendix 2: Data Summary Table .......................................................................................... 36
3
ANZSSA Heads of Counselling Services Benchmarking Pilot Survey 2010
Executive Summary
1. 18 Australian universities and 5 New Zealand universities participated in the pilot
survey (n = 23).
2. Participating Australian Universities: Australian National University, Bond
University, Canberra Institute of Technology, Curtin University, Griffith University,
Royal Melbourne Institute of Technology, University of Adelaide, University of
Melbourne, University of Newcastle, University of New England, University of New
South Wales, University of South Australia, University of Southern Queensland,
University of Sydney, University of Western Australia, University of Technology
Sydney, and University of Western Sydney.
3. Participating New Zealand Universities: Auckland University of Technology, Massey
University (Albany), Massey University (Palmerston North), Massey University
(Wellington), and University of Canterbury.
4. The 23 institutions surveyed represent over 500, 000 students who are eligible for
counselling services at their institutions.
5. Total institutional enrolment head counts ranged from < 10,000 to > 50,000 students
across respondents.
6. Counselling service managers were often psychologists (56.5%) or social workers
(26.1%) while others identified themselves as nurses (4.3%), medical practitioners
(4.3%), psychotherapists (8.6%) or counsellors (8.6%).
7. Most counselling service managers (72.7%) indicated that their weekly average of
unpaid overtime fell between 3 and 13 hours.
8. Psychologists and social workers were the most commonly employed professionals
within university counselling services (90.0% and 60.0% respectively). Generalist
psychologists and psychiatrists were the most frequently requested staff additions
(55.0% and 40.0% respectively).
9. Operating funds for the counselling service were often allocated as part of the
institution’s operating budget allocation (73.7%) and/or as a rolling allocation based
on the previous year’s budget (52.6%).
10. The majority of services did not directly charge any student for counselling or
psychological services in 2010 (89.5%).
4
11. Slightly over sixty-eight percent (68.4%) of respondents indicated that their services
were not considering any fee introduction. Others indicated that certain fee
introductions were under consideration including: a small cancellation or ‘no show’
fee (10.5%); a professional association recommended fee (5.3%); a small fee for
mental health first aid workshops delivered to students (5.3%); and a fee for
international students using their insurance (5.3%).
12. No Australian services reported provided counselling and psychological services (1-1
or in group) to students via Medicare bulk billed options and the majority of
respondents (73.3%) reported that no salaried professional staff were utilising
Medicare options to charge students within the service.
13. Current professional staff to student ratios (i.e., total number of students eligible to
access counselling services divided by FTE counsellors) varied between 1:1153 and
1:7490. Eighty-five percent (85.0%) of managers reported that their current
professional staff to student ratio was inadequate for the expected/core service
delivery. A ratio of 1:3000 was found to be the most common professional staff to
student ratios considered adequate to meet service demands (31.6%).
14. The advertised upper limit of counselling appointments that a student/client could
access in one year often varied between 4 to 10 appointments (47.4%) although in
26.3% of cases there was no established limit.
15. The majority of respondents indicated that the average number of appointments
utilised by clients within the counselling service fell between 2.5 and 3.9
appointments in 2009 (84.2%). By comparison the average number of appointments
in the 2009 AUCCD survey was 5.69.
16. Almost fifty-three percent (52.6%) of respondents indicated that occasionally by
arrangement counselling and psychological services were provided beyond the usual
business hours of 9am – 5pm, Monday to Friday. However, the majority of services
never provided counselling and psychological services on Saturday or Sunday
(77.8%).
17. Screening tools (e.g., Kessler 10) were used to assess the severity of psychological
distress prior to placement on a waiting list only in a minority of cases (30.8%). Most
of these services (66.7%) also had a procedure and stated policy for students with
acute psychological distress, who were not able to be given an immediate
appointment.
5
18. Most respondents (66.7%) indicated that their service had no firm practice of giving
formal diagnoses using the DSM-IV and instead left diagnosis to the discretion of the
professionals.
19. All respondents reported the use of a cognitive-behavioural orientation by
professional staff working 1-1 or in workshop formats and both solution-focused and
narrative orientations were also widely used (89.5%).
20. Student development (89.5%) and managing challenging student behaviour (89.5%)
were the most commonly reported areas of activity specifically targeted by the
mission, role and functions of counselling services.
21. Among the most commonly reported services, activities and resources provided by
counselling services were websites with student focused resources (89.5%) and
consultation on student-related issues with institution staff (94.7%) and with college
or halls of residence staff (84.2%).
22. Almost seventy-eight percent (77.8%) of respondents reported that there had been an
increase in the demand for counselling services in 2010 as compared to 2009.
23. For 47.1% of respondents, the reported or estimated percentage of students who were
eligible for 1-1 counselling services that actually accessed these services in 2009 fell
between 4% and 7%.
24. The most prevalent presenting issues identified by service clients during 2009 were
reported to be depression (100.0%), anxiety (100.0%), relationship issues (83.3%) and
stress (77.8%).
25. Most respondents (53.3%) indicated/estimated that less than 40% of service clients
had severe problems (likely diagnosis using DSM-IV criteria) in 2009.
26. All respondents agreed with the statement: “In the USA, Canada, Australia and New
Zealand heads of counselling services have been reporting over the last decade a
steady increase in the complexity and severity of student mental health presentations
along with an increase in the proportion of students affected.”
27. Slightly more than seventy-three percent (73.3%) of respondents indicated/estimated
that 3% to 10% of service clients in 2009 were assessed by the counsellors as being at
risk for self-harm or suicide.
28. According to nearly sixty-seven percent of managers (66.7%), less than 4% of service
clients were reported/estimated to have been hospitalised for the treatment of mental
illness episodes or for containment of self harm or suicide intent in 2009.
6
Research Aims and Approach
This pilot survey for Counselling Service managers in the post-secondary education
sector was conducted on behalf of the Australian and New Zealand Student Services
Association (ww.anzssa.org). Its primary aim was to provide direction for the establishment
of an annual ANZSSA Heads of Counselling Services Benchmarking Survey. The survey
(see Appendix 1) explored issues related to staffing, administrative processes, service
delivery activities, student service users, data generated by the service and data pertaining to
the institution in which the service operates. Missing data was taken as unavailable and
responses that did not conform to the requirements of the question were excluded. All
responses are presented in table format in Appendix 2 with data de-identified for
confidentiality purposes.
Report on Results
Counselling Service Managers
Eighteen Australian universities and five New Zealand universities participated in the
pilot survey. Most counselling service manager positions required postgraduate qualifications
(78.3%) and professional registration (91.3%) and the majority of these managers had been
employed within the post secondary/higher education sector for at least 10 years (56.5%).
These individuals were often psychologists (56.5%) or social workers (26.1%) while other
managers identified themselves as nurses (4.3%), medical
practitioners (4.3%),
psychotherapists (8.6%) or counsellors (8.6%). Several managers also identified that they had
dual professional backgrounds. In the majority of cases, managers fulfilled some
counselling/clinical role (87.0%) and 45% of these individuals also managed one or more
other services. In most cases only one or two other services reported to their position (76.9%)
and most counselling services had a member of staff who functioned as a deputy manager
(69.6%).
The majority of counselling service managers spent between 40% and 70% of their
full time effective load (FTE) on administrative tasks (73.9%) while 69.6% of managers
spent between 20% and 50% of their FTE on direct service delivery such as counselling
students, facilitating workshops or preparing online resources. Weekly averages of manager’s
unpaid overtime are displayed in Figure 1. Weekly averages of manager’s unpaid overtime
7
are displayed in Figure 1. Most counselling service managers (72.7%) indicated that their
weekly average of unpaid overtime fell between 3 and 13 hours.
None
0.0%
1 - 3 hours
27.3%
3 - 5 hours
9.1%
5 - 7 hours
22.7%
7 - 9 hours
22.7%
9 - 11 hours
13.6%
11 - 13 hours
4.5%
More than 13 hours
0.0%
0
1
2
3
4
Frequency (n = 22)
5
6
7
Figure 1. Manager’s weekly average of unpaid overtime.
Funding, Roles and Structure
Operating funds for the counselling service were often allocated as part of the
institution’s operating budget allocation (73.7%) and/or as a rolling allocation based on the
previous year’s budget (52.6%). One New Zealand university reported budget support from
voluntary student service fees while two other New Zealand universities obtained budget
support from non-voluntary student service fees paid at enrolment. The majority of services
reported that they had not received additional budget allocation as a consequence of increases
in overall enrolment (80.0%).
The professional staff head counts of direct reports to the counselling service manager
are displayed in Figure 2. Sixty-five percent (65.5%) of managers indicated that between 5
and 12 staff members reported directly to their role. Figure 3 shows the established full time
effective (FTE) professional staffing load for the counselling service across all campuses
(excluding the manager’s role). An FTE of between 4 and 7 was reported by 45.0% of
respondents. The types of professionals employed by the counselling services are shown in
Figure 4. Psychologists and social workers were the most commonly employed professionals
(90.0% and 60.0% respectively). Figure 5 outlines the types of professionals that managers
would like to add or increase in the FTE within their service teams. Generalist psychologists
8
and psychiatrists were the most frequently requested staff additions (55.0% and 40.0%
respectively). Almost thirty-seven percent (36.8%) of managers reported that no
administrative or project work staff reported directly to their role while 52.6% reported
having a headcount of 1 or 2 staff members performing these tasks. In addition, the majority
of managers (89.5%) reported that the established administrative and project staffing load
(FTE) for the counselling service was between 0 and 2 across all campuses.
0-4
0.0%
5-8
40.0%
9 - 12
25.0%
13 - 16
20.0%
17 - 20
10.0%
21 - 24
0.0%
25 - 28
0.0%
29 +
5.0%
0
2
4
6
Frequency (n = 20)
8
10
Figure 2. Professional staff head count (across all campuses) of direct reports to the
counselling service manager.
0-3
25.0%
4-7
45.0%
8 - 11
25.0%
12 or more
5.0%
0
2
4
6
8
10
Frequency (n = 20)
Figure 3. Established full time effective (FTE) professional staffing load for the counselling
service across all campuses.
9
Psychologist/s (generalist and/or psychologists with endorsed
specialty areas under National registration)
90.0%
Social worker/s
60.0%
Counsellor/s (background other than psychologist or social
worker)
30.0%
Nurse/s with experience in health, mental health treatment
10.0%
General practitioner/s with mental health expertise
10.0%
Mental health worker/s
10.0%
Psychiatrist/s
5.0%
Mental health educator/s
5.0%
Psychiatric nurse/s
0.0%
Other (please specify): E.g., Occupational Therapist; Disability
Advisers;
15.0%
0
5
10
15
Frequency (n = 20)
20
Figure 4. Types of professionals employed within the counselling services.
Psychologist/s (generalist)
55.0%
40.0%
Psychiatrist/s
Psychologist/s (with endorsed specialty areas under National
registration)
35.0%
Social Worker/s
35.0%
Mental health worker/s
25.0%
General Practitioner/s with mental health expertise
20.0%
Mental health educator/s
20.0%
Nurse/s with experience in health, mental health treatment
15.0%
Counsellor/s (background other than psychologist or social
worker)
10.0%
Psychiatric Nurse/s
0.0%
None of the above
0.0%
Additional staff not required
0.0%
Other (please specify): E.g., Administrative and IT Support
5.0%
0
5
10
Frequency (n = 20)
15
Figure 5. Types of professionals that managers would like to add or increase in the FTE
within their service teams.
10
Figure 6 shows the current professional staff to student ratios provided by the
participating counselling services (i.e., total number of students eligible to access counselling
services divided by FTE counsellors). Eighty-five percent (85.0%) of managers reported that
their current professional staff to student ratio was inadequate for the expected/core service
delivery. The professional staff to student ratios considered adequate to meet service
demands are displayed in Figure 7. A ratio of 1:3000 was found to be the most common
response (31.6%) and one respondent suggested that demand and wait time should drive the
staff to student ratio.
1 : 1000
5.3%
1 : 1500
0.0%
1 : 2000
5.3%
1 : 2500
0.0%
1 : 3000
10.5%
1 : 3500
15.8%
1 : 4000
10.5%
1 : 4500
5.3%
1 : 5000
5.3%
1 : 5500
0.0%
1 : 6000
15.8%
1 : 6500
10.5%
1 : 7000 or more
15.8%
0
0.5
1
1.5
2
2.5
3
3.5
Frequency (n = 19)
Figure 6. Current professional staff to student ratios provided by counselling services
(i.e., total number of students eligible to access counselling services divided by FTE
counsellors).
11
1:1000
10.5%
1:1500
15.8%
1:2000
5.3%
1:2500
5.3%
1:3000
31.6%
1:3500
10.5%
1:4000
5.3%
1:4500
5.3%
1:5000
10.5%
> 1:5500
0.0%
0
1
2
3
4
Frequency (n = 19)
5
6
7
Figure 7. Professional staff to student ratio considered adequate to meet service demands.
Student services which are offered as part of the counselling service’s responsibilities
or activities are displayed in Figure 8. All respondents offered counselling/psychological
services for both local and international students and the vast majority provided these
services for minority/indigenous students (95.0%). Figure 9 shows which student services are
centrally funded (full or part) and offered separately from the counselling service. For most
respondents these included: a service for international students (95.0%), academic
skills/information literacy services (95.0%), equity/disability services (85.0%) and peer
mentoring services (80.0%).
12
Counselling/psychological services for international
students
100.0%
Counselling/psychological services for local students
100.0%
Counselling/psychological services for minority/indigenous
students (ATSI/Maori/PI)
95.0%
Case management of students referred to specialist services
or external service providers
55.0%
Transition to university/First Year Experience
Coordination/Services
35.0%
Peer Mentoring Services (could be coordination or services
such as mentor training)
20.0%
Mental Health Educator or support services provided by a
psychologist or nurse
20.0%
Student Volunteer Programs (could be coordination or
services)
15.0%
Leadership development programs (could be coordination
or services)
15.0%
Reasonable educational accommodation adjustments for
students with disability or learning difficulties
15.0%
Retention Programs (could be coordination or services)
10.0%
Budgeting and financial advice for students on low
incomes
5.0%
Welfare services
5.0%
Careers counselling
5.0%
Academic skills/Information literacy services
5.0%
English language support services
5.0%
Psychological assessment of learning difficulties/disability
5.0%
Psychiatric Services
(assessment/medication/treatment/longer term…
5.0%
Academic advising services
5.0%
Learning engagement & enhancement services for cohorts
entering under special access programs (e.g., LSES etc.)
5.0%
Job readiness and employment preparation services
0.0%
No interest or low interest loans service
0.0%
Other (please specify): E.g., Harassment Prevention and
complaints/ support processes for students
5.0%
0
5
10
15
Frequency (n = 20)
20
Figure 8. Student services offered as part of counselling service responsibility/activities.
25
13
A dedicated service for international students (does not include personal
counselling/psychological services)
95.0%
Academic skills/information literacy services
95.0%
Equity services/Disability services
85.0%
Peer Mentoring Services coordination and support
80.0%
Services for Indigenous students (ATSI or Maori or PI)
75.0%
Scholarships office
75.0%
Long stay housing and accommodation services
75.0%
Religious Centre/Chaplaincy
75.0%
Academic advising services
70.0%
Budgeting and financial advice for students on low incomes
70.0%
Medical/Health service
65.0%
Reasonable educational accommodation adjustments for students with
disability or learning difficulties
65.0%
Careers and Employment Service (combined)
65.0%
English language support services
60.0%
IT and online learning software support services
55.0%
No or low interest loans service (education or living costs)
55.0%
Transition to university/First Year Experience Coordination/Services
45.0%
Retention Programs Coordination/Services
40.0%
Welfare services
35.0%
Physiotherapy services
35.0%
Student Volunteer Programs Coordination/Services
35.0%
Careers services
30.0%
Dental Service
25.0%
Learning engagement and enhancement services for specific cohorts
entering under special access programs (LSES, First in Family, etc.)
Psychological assessment of learning difficulties/disability (offered as
separate service)
Psychiatric Services (assessment/medication/treatment/longer term
psychotherapy)
Mental Health Educator or support services provided by a psychologist or
nurse
15.0%
Short stay or urgently needed/emergency housing service
15.0%
25.0%
20.0%
15.0%
Case management of students referred to or from specialist external
service providers
10.0%
Employment Service
10.0%
Psychological assessment of learning difficulties/disability (offered by
counselling or disability service)
A dedicated service for international students (includes personal
counselling/psychological services)
Other (please specify): Academic developer, Research Education
Adviser; Campus Life Co-ordinators
5.0%
0.0%
5.0%
0
5
10
15
20
Frequency (n = 20)
Figure 9. Student services which are centrally funded (full or part) and offered separately from
the counselling service.
14
Institution Information
The majority of managers reported that their institution’s total student enrolment
(measured at 31 March 2010) had increased in comparison to the previous year’s total
(78.9%). Others reported a decrease or little variation in total student enrolment (5.3% and
15.8% respectively). Almost ninety-five percent (94.7%) of respondents reported that their
institution was primarily known as a public college/university and the majority of institutions
were found to provide learning mostly via on campus attendance with some flexible access
via use of an online teaching environment (63.2%). The number of ‘onshore’ and ‘offshore’
campuses operated by each institution are displayed in Figures 10A and 10B respectively.
Most institutions (68.4%) had between 1 and 4 onshore campuses and 61.1% of institutions
had no offshore campuses.
‘Onshore’ campuses
A
None
‘Offshore’ campuses
B
0.0%
0
1
10.5%
2
10.5%
61.1%
1
3
16.7%
21.1%
4
26.3%
5
10.5%
6
10.5%
2
11.1%
3
7
5.3%
8
0.0%
9
0.0%
10
0.0%
>10
4
0.0%
5
2
5.6%
6 or more
5.2%
0
5.6%
4
Frequency (n = 19)
6
0.0%
0
5
10
15
Frequency (n = 18)
Figure 10. Number of onshore (A) and offshore (B) campuses operated by each institution.
Most counselling services were found to deliver comparable services to all students
enrolled with the institution (52.6%). Others provided comparable services only for students
attending some onshore campuses (21.1%) or all onshore campuses (21.1%; as well as specific
offshore campuses, 5.3%). Forty-two percent (42.1%) of managers reported that all campuses
15
provided a service dedicated to the provision of counselling and psychological assistance, while
the remaining 57.9% reported that most or some campuses offered such a service. Only 26.3%
of managers reported that their institutions researched the home to institution commuter
durations/distances travelled by students. Most institutions were reported to have a
comprehensive emergency/critical incident response plan that included expertise provided by
counselling service staff (89.5%). Furthermore, 84.2% of managers reported at least moderate
confidence in their institution’s preparedness and capacity to respond to a critical event on
campus that threatens the safety of one or more persons. Data regarding enrolment figures as of
March 31, 2010 can be obtained from the data summary table provided in Appendix 2 (Q37Q39).
Service Activity Information
The areas of activity specifically targeted by the mission, role and functions of counselling
services are displayed in Figure 11. Student development and managing challenging student
behaviour were the most commonly reported areas (89.5%). Figure 12 indicates the cohorts for
whom counselling and psychological services were provided. All respondents indicated that
services were offered to all currently enrolled students.
All managers identified that legislative frameworks, professional codes of conduct and
institutional requirements represented legal and ethical requirements/expectations which were
integral to the professional behaviour of service staff. The Public Sector Management Act was
also identified by one respondent. Sixty-three percent (63.2%) of managers indicated that these
professional responsibilities were fully integrated into service procedure and practice. Recruiting
only professionals who have the required professional ethics and behaviour (89.5%),
emphasising these responsibilities in an induction program (84.2%) and inducting staff into
confidentiality requirements with a signed agreement (57.9%) were identified as common
quality assurance strategies. Additional quality assurance activities utilised by services and
conducted on a regular basis are shown in Figure 13. Mapping of service strategic goals and
operational plans against the institutional strategic plans and relevant key performance
indicators (89.5%) as well as regular review of service values, practices and procedures (84.2%)
were the most frequently reported quality assurance activities.
Figure 14 shows the supervisory activities occurring within counselling services, with the
most common including: ad-hoc case discussion with another team member as required (89.5%),
peer consultation with senior team member as needed (89.5%), and peer consultation at least 2
16
hours per month in small groups (78.9%).
Strategies applied in the management of the
professional workload and professional activities undertaken by counsellors are displayed in
Figure 15. The vast majority of responders (94.7%) indicated that: direct service provision
responsibilities (1-1 or group facilitation) rarely exceeded 5 of 7 hours per day; professional
development and performance development were considered as related activities; and requests
for professional development funding and/or to attend as part of work duties were usually
approved (if directly relevant to service delivery or the individual’s stated career goals/learning
plan).
Student development- life skills, interpersonal skills,
psychological resilience etc.
89.5%
Contribution to the management of
inappropriate/difficult/challenging student behaviour
89.5%
Enhancing student academic performance
84.2%
Strategies to reduce student attrition/enhance student retention
84.2%
Early identification and intervention for risk of self harm or
other harm in the student cohort
84.2%
Institutional responsiveness to mental health issues
78.9%
Input to student policies and procedures
73.7%
Strategies to enhance overall student well-being
73.7%
Equity and access support for students
68.4%
Contribution to the response to student misconduct complaints
68.4%
Safer community interventions
52.6%
Student experience of campus life
52.6%
Healthy universities interventions
47.4%
Student academic engagement
47.4%
Recognition and response to diversity in the student
population
47.4%
0
5
10
Frequency (n = 19)
15
20
Figure 11. Areas of activity specifically targeted by the mission, role and functions of the
counselling service.
17
All currently enrolled students (no exclusions)
100.0%
Undergraduate coursework students
84.2%
International students
84.2%
Postgraduate coursework students
78.9%
Postgraduate research students
73.7%
Special entry course enrolled students (uni prep programs)
73.7%
Students on academic suspension
36.8%
Students enrolled in courses provided by commercial entities
associated with your institution
36.8%
Students from other institutions under formal arrangements
(e.g., MOU agreements)
36.8%
Staff of the institution
36.8%
Students from other institutions under informal arrangements
31.6%
Student alumni (for 6-12 months post-graduation)
10.5%
Other (please specify): Staff in relation to student matters ;
Perspective & suspended students for referral purposes;
Organisations for EAP & professional supervision;
Associated university
21.1%
0
5
10
15
Frequency (n = 19)
Figure 12. Cohorts for whom counselling and psychological services were provided.
20
18
Mapping of service strategic goals and operational plans
against the institutional strategic plans and relevant key
performance target/indicators
89.5%
Regular review of service values, practices and procedures
84.2%
Regular assessment of service efficacy and achievement
78.9%
Regular measurement of client satisfaction
78.9%
Regular review of client needs and emerging student issues
73.7%
Regular use of feedback mechanisms
68.4%
Presentations and/or publications by staff on clinical issues,
student needs and emerging issues, service delivery
effectiveness and service evaluation
68.4%
Undertaking research pertinent to service delivery
42.1%
Routine use of outcome measures
31.6%
0
5
10
15
20
Frequency (n = 19)
Figure 13. Quality assurance activities conducted on a regular basis.
Ad-hoc case discussion with other team member as required
89.5%
Peer consultation with senior team member as needed
89.5%
Peer consultation at least 2 hours per month (small group)
78.9%
Regular review of caseload with senior team member or
senior professional
Individual supervision for at least 1 hour per month (with
senior team member)
Individual supervision for at least 1 hour per month (with
external supervisor)
47.4%
Peer consultation at least 2 hours per month (1-1)
47.4%
73.7%
52.6%
Consultation with a psychiatrist (1 on 1)
10.5%
Consultation with a psychiatrist (group)
5.3%
Other (please specify): E.g., Monthly peer consultation with
medical team
5.3%
0
5
10
15
20
Frequency (n = 19)
Figure 14. Clinical supervision/consultations or supervisory activities that have occurred in the
service in the last 18 months.
19
Direct service provision responsibilities (1-1 or group
facilitation) rarely exceed 5 of 7 hours per day
94.7%
Professional development and performance development are
considered as related activities
94.7%
Requests for professional development funding and/or to
attend as part of work duties are usually approved provided
the professional development activity is directly relevant to
service delivery or the individual’s stated career
goals/learning plan
94.7%
Adequate time is provided in work duties for completion of
administrative tasks and essential record keeping
89.5%
Every staff member has a professional development plan with
negotiated resource allocation
84.2%
Professional development is considered with regard to the
requirements of continued registration and/or professional
association membership
84.2%
Each counsellor is expected to have a personal ongoing
professional development learning plan
73.7%
Counsellors routinely undertake a variety of professional
activities (1-1 counselling, workshop planning and
facilitation, preparation of psycho-educational resources etc)
68.4%
Counsellors have different duties dependent on skills and
preferred ways of working (e.g., some will do less workshop
and resource development and more 1-1 counselling and
psychological interventions than others)
68.4%
Each counsellor is required to work to key performance goals
57.9%
Each professional staff member is allocated a set dollar figure
in support of professional development
57.9%
0
5
10
15
20
Frequency (n = 19)
Figure 15. Strategies applied in the management of the professional workload and professional
activities undertaken by counsellors.
20
Almost seventy-nine percent (78.9%) of respondents indicated that their service
occasionally or regularly offers supervised training placements for interns in psychology, social
work and mental health workers. Some services indicated that they occasionally provide
opportunities for students to undertake volunteer project work relevant to their degree and career
(42.1%), while the majority indicated that this was either a rare occurrence or did not occur at all
within their service (52.6%). Figure 16 displays key characteristics of service accommodation
and infrastructure. All respondents indicated that client records were adequately protected and
secure and the vast majority of respondents reported that furnishings satisfied comfort and OHS
requirements (94.7%).
Client records are adequately protected and secure
100.0%
Furnishings satisfy comfort and OHS requirements
94.7%
Accessible for students with disabilities
89.5%
Sound transfer levels adequate to ensure privacy during
counselling sessions
89.5%
Adequate rooms for counselling (size- minimum 13 metres
square, light, warmth, cooling and ventilation)
89.5%
Reception and waiting areas have adequate privacy
89.5%
Staff and students have access to information technology
required for service delivery
84.2%
Central location
73.7%
Discrete location
73.7%
The service has regular access to a suitable room for
interactive workshops
63.2%
The service uses electronic case management software
63.2%
All client records are created and stored electronically
57.9%
A professional library is provided for staff
57.9%
Supervision of staff and interns can be conducted via direct
observation and/or audio-video recordings
36.8%
A self help library is provided for students
31.6%
0
5
10
Frequency (n = 19)
Figure 16. Characteristics of service accommodation and infrastructure.
15
20
21
The majority respondents indicated that their service or institution had not conducted any
research on student mental health or student well-being (63.2%). Eighty-three percent (83.3%)
of services reported that they had conducted Mental Health Awareness programs or workshops
in the last two years. Most managers reported observing ‘emerging’ areas of demand for service
delivery in the last 24 months (68.4%). A range of examples were provided including a need for:
mental health first aid training; services for students with complex needs; strategies for dealing
with internet-related issues (e.g., online social engagement, pornography addiction); and more
online mental health resources and services. See Q58 in the data summary table provided in
Appendix 2 for a list of action responses taken.
Almost fifty-three percent (52.6%) of respondents indicated that occasionally by
arrangement counselling and psychological services were provided beyond the usual business
hours of 9am – 5pm, Monday to Friday. However, the majority of services never provided
counselling and psychological services on Saturday or Sunday (77.8%). Slightly more than
sixty-eight percent (68.4%) of services reported that they occasionally on specific request
address the specialised needs of commuter students who travel considerable distances to attend
campus and therefore experience reduced opportunity to utilise student services and counselling.
To accommodate these students, some services reported utilising telephone, VoIP/Skype or
online counselling. Most respondents (72.2%) indicated that their service did not provide any
services that specifically addressed the needs of part time students who frequently attend class
from 4pm - 9:30pm. However those institutions that did provide such services (27.8%) indicated
that after hour’s services and telephone counselling were used to accommodate these students.
Figure 17 displays online/website services and resources for student and university
community access. A static website with service information (94.4%) and tip sheets and
brochures (83.3%) were the most common resources provided.
Static website with service information
94.4%
Tip sheets and brochures
83.3%
Self-paced learning materials
33.3%
Online chat/forum options
16.7%
Online counselling
5.6%
Q and A posting
5.6%
Other (please specify): E.g., Downloadable audio and
video material; Referral to online chat/forum options
11.1%
0
5
10
15
20
Frequency (n = 18)
Figure 17. Online/website services and resources for student and university community access.
22
Other services provided by counselling services are shown in Figure 18. Frequent
examples included: urgent appointment options available each day (94.7%); flexible adherence
to stated session limits for ongoing counselling appointments as needed to address the mental
health needs of the student (84.2%); and telephone counselling appointments (78.9%).
Urgent appointment options available each day
94.7%
Flexible adherence to stated session limits
84.2%
Telephone counselling appointments
78.9%
Ongoing counselling appointments limited by service policy
63.2%
First appointments pre-booked in advance (60 mins)
47.4%
Walk-in and wait for appointment option
36.8%
Drop-in appointments (30 mins) only bookable on the day
31.6%
Email counselling
31.6%
Drop-in appointments (60 mins) only bookable on the day
26.3%
Telephone and face-face triage system for screening severity
of presentation for clients prior to first assessment
26.3%
Face-face triage system for screening severity of
presentation for clients prior to first assessment
21.1%
First appointments pre-booked in advance (30 mins)
21.1%
Telephone triage system for screening severity of
presentation for clients prior to first assessment
15.8%
Unlimited ongoing counselling appointments
10.5%
Online counselling (asynchronistic)
10.5%
Single session appointments (60-90 mins) with follow up
limited to phone, email or an additional 30-minute appt
0.0%
Online chat in real time (synchronistic) with a counsellor
0.0%
Other (please specify): E.g., Online Q & A posting
5.3%
0
5
10
Frequency (n = 19)
Figure 18. Services provided by the counselling service.
15
20
23
The advertised upper limit of counselling appointments that a student/client could access
in one year often varied between 4 to 10 appointments (47.4%) although in 26.3% of cases there
was no established limit. The majority of respondents indicated that the average number of
appointments utilised by clients within the counselling service fell between 2.5 and 3.9
appointments in 2009 (84.2%). Just over sixty-eight percent (68.4%) of services were found to
utilise a waiting list or unmet demand list and in all of these cases, students registered on the
waiting list were offered appointments available due to cancellations. However services used a
screening tool (e.g., Kessler 10) to assess the severity of psychological distress prior to
placement on a waiting list only in the minority of cases (30.8%). Of those services which
utilised a psychological distress screening tool (e.g., Kessler 10), the majority (66.7%) indicated
that the service had a procedure and stated policy for students with acute psychological distress,
who were not able to be given an immediate appointment. These follow-up procedures included
seeing the student as a ‘priority on the day’ or arranging referral both within and outside the
service. None of the respondents offered a 24/7 telephone counselling service however other
options for after hours mental health services (e.g., Lifeline and after hours medical facilities)
were provided to students.
The majority of services (52.6%) sent students an SMS reminder one or two days before
their appointment as a strategy to minimise “no shows”. Eighty-four percent (84.2%) of
respondents indicated that their service routinely provided students with information on alternate
options for seeking counselling and psychological services and mental health treatment. This
information was provided via various methods including: use of brochures, the service phone
message bank, the service website, by administrative staff or by the counsellor/s. Most services
indicated that they were able to respond to all requests for counselling appointments within an 8day period (66.7%). In the event that students were not able to be seen within this timeframe,
services reported offering students ‘on-the-day’ emergency appointments, utilising appointments
with cancellations and/or encouraging students to seek support via other options. The majority
of services (73.7%) did not request that each student complete a substantial screening tool (e.g.,
DASS or service-devised first visit questionnaire) prior to or at the first scheduled appointment.
However within most services (63.2%), at least some service practitioners routinely used a client
outcome measure such as OQ45.2 or ORS/SRS scales.
Figure 19 shows the psychological/psychotherapeutic orientations that were utilised by
professional staff working 1-1 or in workshop formats. All respondents reported the use of a
cognitive-behavioural orientation and both solution-focused and narrative orientations were also
widely used (89.5%).
24
100.0%
Cognitive-Behavioural (e.g., CBT)
Solution-focused
89.5%
Narrative
89.5%
Behavioural (e.g., ACT)
78.9%
Eclectic
78.9%
Psychodynamic
57.9%
Developmental
57.9%
Integrative
57.9%
Interpersonal Psychotherapy
42.1%
Other (please specify): E.g., Positive psychology;
Existential Constructivist; Acceptance-based therapies
15.8%
0
5
10
15
20
Frequency (n = 19)
Figure 19. Psychological/psychotherapeutic orientations utilised by professional staff working
1-1 or in workshop formats.
Figure 20 displays a range of services, activities and resources provided by counselling
services. Among the most commonly reported were websites with student focused resources
(89.5%) and consultation on student-related issues with institution staff (94.7%) and with
college or halls of residence staff (84.2%). The majority of services (78.9%) did not utilise a
‘consumer or student reference group’ to inform and guide service delivery (e.g., from the
Student Guild, through the student ambassador program or student volunteers). However all
those that did utilise such a group, indicated that this method of seeking student input had been
worthwhile. Most services did not offer any specific programs for students of low-SES
background, first in family to attend or for students with a disability (82.4%). ‘Client
satisfaction’ surveys were often conducted once a year (50.0%) or every two to five years
(27.8%). Some routine feedback, evaluation or quality measures utilised by counselling services
included: Specific feedback templates for each service; online feedback options; waiting room
comments box; process evaluations; and outcome measures e.g. OQ45 or DASS. The majority
of services did not conduct any research (63.2%) however those that did investigated topics
including: student well-being and mental health; international students’ use of the counselling
service; and mindfulness vs. ACT.
25
Consultation on student-related issues with institution staff
94.7%
Website with student focused resources
89.5%
Consultation on student-related issues with college or halls
of residence staff
84.2%
Faculty requested workshops outside class schedules
78.9%
Training programs for ‘residential advisors’ in colleges or
halls of residence
78.9%
Program of psycho-educational workshops
73.7%
Mental Health First Aid or similar workshop
68.4%
Consultation on student-related issues with parents of
students
63.2%
Consultation on student-related issues with staff in
organisations affiliated with your institutions
63.2%
Specific orientation program for first year students
57.9%
After hours workshops at colleges or halls of residence
52.6%
Within curriculum ‘guest’ lectures
52.6%
Training programs for students involved in volunteer
activities
47.4%
Therapeutically focused group programs
47.4%
Specific programs for different cohort levels
(undergraduate/postgraduate/research)
36.8%
Programs that aim to educate students on their use of
alcohol and other drugs
31.6%
Specific workshops for advanced year students
26.3%
Specific programs for academically at risk students
26.3%
Peer Mentoring programs
21.1%
Consultation on student-related issues with staff at other
institutions supported via an MOU
21.1%
Website with interactive capability supporting dynamic
engagement with students
15.8%
Courses to promote psychological and/or personal
development in an online teaching environment
5.3%
Programs that target internet overuse, e.g. harmful levels of
internet gambling or gaming
0.0%
Other (please specify): E.g., Workshops for insomnia and
stress; Mental health first aid and alcohol/drug education
10.5%
0
5
10
Frequency (n = 19)
Figure 20. Services, activities and resources provided by counselling services.
15
20
26
Figure 21 shows the percentage of staffing time services utilised on specific areas of
service delivery averaged across all survey respondents. See Q86 in the data summary table
provided in Appendix 2 for a breakdown of staffing time distributions across different service
areas.
Individual counselling appointments
(67.8%)
3.3%
2.9%
3.4%
Urgent/emergency appointments (12.1%)
5.9%
Consultation with university staff about
specific students of concern (6.3%)
6.3%
Psycho-educational workshops (5.9%)
12.1%
Psychotherapeutic workshops (2.9%)
67.8%
Mental health awareness lectures or
workshops to staff/students (3.3%)
Workshops or presentations in scheduled
class time (3.4%)
Figure 21. Percentage of staffing time utilised on specific areas of service delivery averaged
across all survey respondents.
Fees and Charges for Services
The majority of services did not directly charge any student for counselling or
psychological services in 2010 (89.5%). One service reported charging students who requested
more appointments than the 10 permitted per year, while another charged all students unless
they were unable to pay or a third party was covering the charge (e.g., disability allowance or
international student insurance). Almost seventy-four percent (73.7%) of respondents reported
that their counselling service did not charge fees. Others indicated that fees were charged for
certain counselling activities including: 1-1 services (10.5%); additional services delivered as
part of the curriculum (10.5%); services delivered at special request by Faculty or Department
27
(10.5%); services delivered to students enrolled with independent entity related to the institution
(10.5%); services delivered under a formal MOU (5.3%); services delivered to external
customers (5.3%); and staff training services (5.3%). See Q89 in the data summary table
provided in Appendix 2 for an outline of the fee rates which applied in these cases. Slightly over
sixty-eight percent (68.4%) of respondents indicated that their services were not considering any
fee introduction. Others indicated that certain fee introductions were under consideration
including: a small cancellation or ‘no show’ fee (10.5%); a professional association
recommended fee (5.3%); a small fee for mental health first aid workshops delivered to students
(5.3%); and a fee for international students using their insurance (5.3%).
Australian respondents were asked about their services’ use of the Better Access to Mental
Health Care initiative options for service users. No services reported provided counselling and
psychological services (1-1 or in group) to students via Medicare bulk billed options and the
majority of respondents (73.3%) reported that no salaried professional staff were utilising
Medicare options to charge students within the service. Over sixty-six percent (66.7%) of
respondents indicated that some or many students likely to be eligible for psychological
treatment under Medicare funded options were referred to their general practitioner (GP) or the
GPs in the university health service. The vast majority of Australian respondents (93.3%)
indicated that their service was not considering providing students with direct access to
psychologists or social workers who can bulk bill under Medicare items within the service. One
service reported having used bulk bill provision in the past but has since ceased employing this
approach.
Most services (61.1%) did not provide counselling and psychological services to students
enrolled at another institution under a formal MOU agreement. Of the remaining respondents
who did provide this service (38.9%), 57.1% considered this arrangement as primarily cost
recovery while the other 42.9% reported that there was a built-in profit margin. Sixty-one
percent (61.1%) of services did not charge other areas of their institution for services delivered
that go beyond core services (e.g., mental health awareness training, leadership programs for
elite students etc.). The majority of services (83.3%) did not undertake any pro bono service
delivery for an institution affiliated with their institution. Most services (61.1%) indicated that
they never offered provision for ‘outsourced’ options for counselling or psychological services
via private practitioners (who on arrangement invoiced the service) to students who were
undertaking an academic program placement or workplace internship etc., in overseas, rural or
regional locations. An additional 33.3% of respondents reported that they occasionally offered
this option when no other option was available.
28
Service Data
Figure 22 displays the reported or estimated percentage of students who were eligible for
1-1 counselling services that actually accessed these services in 2009. For 47.1% of respondents,
this percentage fell between 4% and 7%. Data regarding the total number of students eligible to
receive counselling services in 2009 as well as the number of 1-1 sessions utilised by students in
2009 can be obtained from the data summary table provided in Appendix 2 (Q98 and Q101
respectively). Nearly fifty-four percent (53.8%) of respondents indicated/estimated that on
average, three to four occasions of service were utilised in 2009 by each student using the
counselling service. An additional 38.5% of respondents reported/estimated their average
number of occasions of service in 2009 to be below three. The reported/estimated percentage of
‘no shows’ for counselling appointments during 2009 was 5% or below for most respondents
(83.3%). Figure 23 shows the reported/estimated percentage of students who accessed only one
occasion of service in 2009. This percentage varied greatly between services with responses
varying between 3% and 68%. Institutions with lower staff to student ratios typically
reported/estimated lower percentages of students who accessed only one occasion of service. In
2009, the percentage of students given a follow-up appointment who failed to return as arranged
was 25% or less for most services (85.7%).
< 4%
17.6%
4% - 7%
47.1%
8% - 11%
17.6%
12% - 15%
11.8%
> 15%
5.9%
0
2
4
6
Frequency (n = 17)
8
10
Figure 22. Reported/estimated percentage of eligible students who utilised 1-1 services in 2009.
< 30%
27.3%
30% - 40%
9.1%
40% - 50%
27.3%
50% - 60%
9.1%
> 60%
18.2%
0
1
2
Frequency (n = 11)
3
4
Figure 23. Reported/estimated percentage of students who accessed only one occasion of
service in 2009.
29
The most prevalent presenting issues identified by service clients during 2009 are
displayed in Figure 24 and include depression and anxiety which were highlighted by all
respondents. Figure 25 shows issues that were regularly identified by counsellors in their
assessment of students attending the counselling service. Perfectionism negatively impacting on
academic achievement (94.4%), performance anxiety (88.9%) and interpersonal conflict (88.9%)
were the most commonly identified problems in this category. The factors that were identified as
significant contributors to the level of psychological distress in those that presented for urgent
attention in 2009 are displayed in Figure 26. Depression was identified by all respondents and
88.9% of respondents identified anxiety and relationship issues as significant contributing
factors.
Depression
100.0%
Anxiety
100.0%
Relationship issues
83.3%
Stress
77.8%
Adjustment issues
61.1%
Academic progress
50.0%
Welfare needs (financial hardship,
accommodation/homelessness etc.)
22.2%
Administrative issues
16.7%
0
5
10
Frequency (n = 18)
15
Figure 24. The most prevalent presenting issues identified by service clients during 2009.
20
30
Perfectionism- negatively impacting on academic achievement
94.4%
Performance anxiety
88.9%
Interpersonal conflict
88.9%
Panic attack
83.3%
Social anxiety- social isolation
83.3%
Too little personal motivation to support academic progression
77.8%
Personality Disorder
66.7%
Unclear career goals
61.1%
Sexuality issues
61.1%
Inadequate interpersonal skills to establish significant
friendships
61.1%
Domestic violence
55.6%
Inadequate skills to be a successful independent learner
44.4%
Harassment/Stalking behaviour
38.9%
Psychosis
33.3%
Paranoia
27.8%
Inadequate skills to support independent living
27.8%
Sexual assault/rape
27.8%
Unplanned pregnancy
27.8%
Asperger’s Syndrome/Autism Spectrum disorders
22.2%
Gambling problems
16.7%
Gender identity issues
16.7%
Other (please specify): Trauma; Physical health issues
impacting negatively on study and life
5.3%
0
5
10
15
Frequency (n = 18)
Figure 25. Problems regularly identified by counsellors in their assessment of students who
attend for counselling/psychological services.
20
31
Depression
100.0%
Anxiety
88.9%
Relationship issues
88.9%
Academic issues
83.3%
Unexpected illness or death of family member or close friend
83.3%
Psychosis (emerging or acute or low level and chronic)
72.2%
Personality disorder
66.7%
Victim of violence/sexual assault/rape
66.7%
University related issues (course complaints, research
supervisor complaints, inappropriate relationship with
university staff member etc.)
61.1%
Unexpected events in home region (natural disaster, civil
unrest, war)
55.6%
Finances
55.6%
Childhood abuse
50.0%
Social isolation
50.0%
Bipolar disorder
44.4%
Childhood sexual assault
44.4%
Unexpected pregnancy
44.4%
Behaviour in class or with other students
38.9%
Physical health issues
27.8%
Homelessness
16.7%
Legal concerns
11.1%
0
5
10
15
20
Frequency (n = 18)
Figure 26. Significant contributors to the level of psychological distress in those that presented
for urgent attention in 2009.
32
Data pertaining to client referral patterns during 2009 can be obtained from the data
summary table provided in Appendix 2 (Q108). For 76.9% of respondents, referral for urgent
assessment by a community mental health team occurred on less than 3% of occasions. Most
respondents (81.8%) indicated/estimated that less than 3% of cases were referred to hospital
causality/emergency services. Eighty percent (80.0%) of respondents reported/estimated that
less than 10% of cases were referred to a general practitioner for services provided via
government funded health services or private health insurance at first screening or assessment.
However this referral approach was utilised by most respondents (81.8%) in less than 5% of
cases after the service session limit was reached and in less than 3% of cases because of need for
specific expertise for ongoing treatment. Almost seventy-three percent (72.7%) of respondents
indicated/estimated that they refer to a GP for referral to psychiatric services (government
funded or private health insurance) in 3% or less of cases. Referral to a general practitioner for
referral to other allied health service providers was reported/estimated to occur on less than 5%
of occasions by 75.0% of respondents. Direct referral to a psychologist in private practice and
direct referral to other allied health service providers occurred on less than 2% of occasions
according to most respondents (77.8% and 70.0% respectively). All respondents
reported/estimated that 2% or less of cases were referred to the university based psychology
school clinic and 75.0% of respondents referred to other areas of the university on less than 20%
of occasions.
Almost sixty-seven percent (66.7%) of respondents reported/estimated that less than 5% of
students who accessed counselling and psychological services in 2009 were in need of urgent
attention because of concern about personal safety or the safety of others (e.g., suicidal intent,
domestic violence, stalker, psychosis etc). The majority of institutions (66.7%) indicated that
they did not have any way of knowing how many students enrolled at the institution committed
suicide in 2009. Almost ninety percent (88.9%) of managers reported that they did not know of
any clients of their service who committed suicide in 2009. Most services (72.2%) did not
collect data on the number of service clients who acknowledged past suicide gestures or
attempts. Slightly more than seventy-three percent (73.3%) of respondents indicated/estimated
that 3% to 10% of service clients in 2009 were assessed by the counsellors as being at risk for
self-harm or suicide. Fifty percent (50.0%) of the participating services kept data on the number
of students who presented with alcohol or other drug overuse or abuse behaviour, while 43.8%
of services kept data on the number of students who presented with self harming behaviour (e.g.,
cutting, burning, self flagellation etc.). Only 16.7% of services kept data on the number of
students who presented to the service with internet overuse or online gaming problems, whereas
33
55.6% of services kept data on the number of students who presented with eating disorders or
disturbed eating.
The majority of respondents (66.7%) indicated that their service had no firm practice of
giving formal diagnoses using the DSM-IV and instead left diagnosis to the discretion of the
professionals. Diagnosis also depended on the context of the professional relationship, treatment
needs and disability provision needs. Almost twenty-eight percent (27.8%) of respondents
reported that their service model of practice did not encourage formal diagnosis as part of the
assessment and treatment process because of concerns about the impact of the diagnostic label
on students’ future careers or insurance options. Figure 27 shows the reported/estimated
percentage of service clients who had severe problems (likely diagnosis using DSM-IV criteria)
in 2009. Most respondents (53.3%) indicated/estimated that less than 40% of clients fell in this
category. Slightly over sixty-four percent (64.3%) of respondents indicated/estimated that less
than 6% of service clients had an impairment so severe that the professional staff of the service
encouraged enrolment withdrawal for a medical leave period in 2009. The majority of
respondents (73.3%) reported/estimated that less than 14% of service clients in 2009 were so
impaired that they could only continue with their enrolment with on-going psychological
assistance which exceeded the average number of occasions of service per client. In 2009, less
than 11% of service clients at most institutions (64.3%) were reported/estimated to have had
periods of severe distress (e.g., depression, anxiety, panic attacks, suicidal ideation, self harm
etc.) and were able to continue with their enrolment with psychological treatment utilising
occasions of service equal to or less than the average number of occasions of service per client.
According to nearly sixty-seven percent of managers (66.7%), less than 4% of service clients
were reported/estimated to have been hospitalised for the treatment of mental illness episodes or
for containment of self harm or suicide intent in 2009. Sixty percent (60.0%) of respondents
indicated/estimated that in 2009, less than 30% of service clients had mental health concerns due
to stress related to academic progress concerns (e.g., academic suspension/exclusion, excessive
academic performance expectations, academic failure, fear of failure, negative impact of
perfectionism, performance anxiety etc.)
Almost seventy-eight percent (77.8%) of respondents reported that there had been an
increase in the demand for counselling services in 2010 as compared to 2009. Data regarding the
total number of students eligible to receive counselling services in 2010 as well as the number of
1-1 sessions utilised by students in 2010 can be obtained from the data summary table provided
in Appendix 2 (Q126 and Q128 respectively). The majority of respondents (92.3%) indicated
that on average, two to five occasions of services were utilised per client during semester 1 of
34
2010. The percentage of ‘no shows’ to service workshops during 2010 was reported/estimated to
be less than 5% by 54.5% of respondents.
< 10%
20.0%
10% - 20%
6.7%
20% - 30%
13.3%
30% - 40%
13.3%
40% - 50%
26.7%
> 50%
20.0%
0
1
2
3
Frequency (n = 15)
4
5
Figure 27. Reported/estimated percentage of service clients who had severe problems (likely
diagnosis using DSM-IV criteria) in 2009.
Student/Client Information
Managers of counselling services were asked to indicate their level of agreement with the
following statement: “In the USA, Canada, Australia and New Zealand heads of counselling
services have been reporting over the last decade a steady increase in the complexity and
severity of student mental health presentations along with an increase in the proportion of
students affected.” One hundred percent (100.0%) of respondents agreed with the statement.
Fifty percent (50.0%) of respondents also indicated that they had service data which provided
some support for this claim (i.e., service data reflects increasing severity and complexity of
clinical presentations but increases in the proportion of students with more severe and complex
mental health issues cannot be validated due to limits imposed by service resources). Another
25% agreed with the statement but possessed no hard data beyond professional staff reports
while the remaining 25% had at least considerable hard data sampled across a number of
services to support this claim.
Data regarding the types of students who accessed counselling services in 2009 can be
obtained from the data summary table provided in Appendix 2 (Q132). Service clients were
more often female than male for all participating counselling services. Undergraduate students
constituted the majority of service clients (> 60%) for all respondents. For most respondents
(60.0%), 20% or less of service clients were on an international student visa and in most cases
(88.9%), 5% or less of service clients were indigenous or from a population minority (e.g.,
ATSI, Maori, Pacific Islander).
35
Appendix 1: Survey Document
1. Survey description
This is a pilot survey for Counselling Service managers in post-secondary education sector. It is being conducted on
behalf of the Australian and New Zealand Student Services Association. (www.anzssa.org)
The survey has been sent to counselling service managers within universities in both Australia and New Zealand.
The survey explores issues related to staffing, administrative processes, service delivery activities, student service
users, data generated by the service and data pertaining to the institution in which the service operates. Data
collected in this pilot survey it will give direction to the establishment of an annual ANZSSA Heads of Counselling
Services Benchmarking Survey.
The survey has been attached as a PDF for your convenience. The survey makes enquiries of institution and service
data so it will greatly facilitate your capacity to complete the survey in one sitting if you have been able to source the
data requested within the survey (as available) before starting your online response. Questions that you cannot
answer due to lack data or information should be left blank.
The survey has been set up so you can return to answers already completed until the survey is finalised. You can
stop and start the survey until it is completed. The survey tool will save answers per page. To take advantage of this
option you will need to use the same computer to access the survey on each occasion.
All managers that complete the survey will receive a report in a de-identified format. The final survey report will be
made available in the public domain only as deemed appropriate by the ANZSSA Executive. Identified data collected
will not be available to other than the data collector and will be held in confidence.
The data collection for this survey is scheduled to close on 3rd of September 2010 so your response will need to be
lodged prior to close of business on the 3rd.
It is estimated that the survey will take less than an hour to complete once your data and information has been
amassed.
Your generosity with your time and service information provided via your participation is greatly appreciated.
Annie Andrews
Director
UNSW Counselling and Psychological Services [CAPS]
on behalf of the ANZSSA Executive.
36
2. Counselling Service manager information
It is requested that the survey be completed by the manager of the university counselling service.
Data collected in this section provides information on the person responding to the survey.
* 1. Please complete the following details:
Name of person
completing this survey:
Institution:
Address 1:
Address 2:
City/Town:
State/Province:
Postal Code:
Country:
Email Address:
Phone Number:
* 2. How many years have you been employed within the post secondary/higher
education sector?
j
l
m
less than one year
j
l
m
10 -12 years
j
l
m
1-3 years
j
l
m
13 -15 years
j
l
m
4-6 years
j
l
m
16 years or more
j
l
m
7-9 years
3. What is the name of the service that you manage?
4. What is your professional role?
Please tick any categories that apply.
c
e
f
Counselling Service Manager (no counselling/clinical role)
c
e
f
Counselling Service Manager (no counselling/clinical role) plus manager of one or more other service areas
c
e
f
Counselling Service Manager (some counselling/clinical role)
c
e
f
Counselling Service Manager (some counselling/clinical role) plus manager of one or more other service areas
c
e
f
Senior Counsellor (administrative plus counselling/clinical role)
c
e
f
Other (please specify)
37
5. What is your professional background?
j
l
m
Psychologist
j
l
m
Social Worker
j
l
m
Psychiatrist
j
l
m
Medical Practitioner
j
l
m
Nurse
j
l
m
Mental Health professional
j
l
m
University Administrator
j
l
m
Other (please specify)
5
6
6. Does your position require postgraduate qualifications?
j
l
m
No
j
l
m
Yes
7. Does your current role require professional registration?
j
l
m
No
j
l
m
Yes
8. On average how many hours of unpaid overtime do you work each week?
j
l
m
None
j
l
m
7-9 hours
j
l
m
15-17 hours
j
l
m
1-3 hours
j
l
m
9-11 hours
j
l
m
17-19 hours
j
l
m
3-5 hours
j
l
m
11-13 hours
j
l
m
more than 19 hours
j
l
m
5-7 hours
j
l
m
13-15 hours
9. How many services or units other than the counselling service report to your
position?
j
l
m
0
j
l
m
1
j
l
m
2
j
l
m
3
j
l
m
4
j
l
m
5
j
l
m
more than 5
38
10. Please name the additional services that report to your position:
5
6
11. How much of your role (proportion of FTE) is utilised in administrative tasks?
Please give your answer as a fraction of a full time effective load, e.g. FTE = 0 or FTE
= 0.4 or FTE = 0.6. Please average the allocation across 12 months.
12. How much of your role is allocated to direct service delivery such as counselling
students or facilitating workshops or preparing online resources etc?
Please give your answer as a fraction of a full time effective load, e.g. FTE = 0 or FTE
= 0.4 or FTE = 0.6. Please average the allocation across 12 months.
13. Do you have a deputy manager or a senior counsellor who functions as a deputy
manager?
j
l
m
No
j
l
m
Yes
39
3. Funding, Roles and Structure
Data collected in this section provide information on the funding sources and structure of the roles within the service.
14. Are operating funds for the counselling service provided by your institution using
any of the following funding options? Tick any that apply.
c
e
f
Service budget allocated as part of the institutions operating budget allocation - different sources of funding for the institution are
not apparent at this level.
c
e
f
Percentage of income generated by student enrollment.
c
e
f
Budget supported by a voluntary student services fees paid at enrolment.
c
e
f
Rolling allocation based on previous years budget (may have adjustment up or down by % imposed on all budget areas)
c
e
f
Budget allocation based on yearly submissions that are competitive with other services
c
e
f
None of the above
Other (please specify)
5
6
15. Has your service received additional budget allocation as a consequence of
increases in overall enrollment?
j
l
m
No
j
l
m
Yes
If yes please specify the additional funding allocated as a percentage of your 2010 budget.
5
6
16. If you answered YES to the previous question has the additional funds been
provided as ongoing funds?
j
l
m
No the funds were time limited
j
l
m
Yes the funds were ongoing
j
l
m
Uncertain - yet to be decided
40
17. How many professional staff (across all campuses) are direct reports to your
role?
Please give the actual head count rather than FTE allocation.
j
l
m
0
j
l
m
11
j
l
m
22
j
l
m
1
j
l
m
12
j
l
m
23
j
l
m
2
j
l
m
13
j
l
m
24
j
l
m
3
j
l
m
14
j
l
m
25
j
l
m
4
j
l
m
15
j
l
m
26
j
l
m
5
j
l
m
16
j
l
m
27
j
l
m
6
j
l
m
17
j
l
m
28
j
l
m
7
j
l
m
18
j
l
m
29
j
l
m
8
j
l
m
19
j
l
m
30 plus
j
l
m
9
j
l
m
20
j
l
m
10
j
l
m
21
18. Please indicate which professionals are employed by your service.
Tick all that apply.
c
e
f
Psychologist/s (generalist and/or psychologists with endorsed specialty areas under National registration)
c
e
f
Social worker/s
c
e
f
Psychiatrist/s
c
e
f
Mental health worker/s
c
e
f
Counsellor (background other than psychologist or social worker)
c
e
f
Mental health educator/s
c
e
f
Psychiatric nurse/s
c
e
f
Nurse/s with experience in health, mental health treatment
c
e
f
General Practitioners with mental health expertise
c
e
f
Other (please specify)
5
6
19. What is the current professional staff to student ratio provided by your service?
(Total number of students eligible to access counselling services divided by FTE
counsellors.)
5
6
41
20. Do you consider this staffing to student ratio adequate for the expected/core
service delivery?
j
l
m
No
j
l
m
Yes
21. What professional staff to student ratio do you consider would be adequate to
meet the demands of the service?
j
l
m
1 : 1000
j
l
m
1 : 4500
j
l
m
1 : 1500
j
l
m
1 : 5000
j
l
m
1 : 2000
j
l
m
1 : 5500
j
l
m
1 : 2500
j
l
m
1 : 6000
j
l
m
1 : 3000
j
l
m
1 : 6500
j
l
m
1 : 3500
j
l
m
1 : 7000
j
l
m
1 : 4000
j
l
m
Other
Other (please specify)
22. Which of the following professionals would you like to add or increase in the FTE
within your service team?
Tick all that apply.
c
e
f
Additional staff not required
c
e
f
Psychologists (generalist)
c
e
f
Psychologists (with endorsed specialty areas under National registration))
c
e
f
Social worker/s
c
e
f
Psychiatrist/s
c
e
f
Mental health worker/s
c
e
f
Counsellor (background other than psychologist or social worker)
c
e
f
Mental health educator/s
c
e
f
Psychiatric nurse/s
c
e
f
Nurse/s with experience in health, mental health treatment
c
e
f
General Practitioners with mental health expertise
c
e
f
None of the above
c
e
f
Other (please specify)
5
6
42
23. Are the salaries paid to service staff competitive with other relevant employers?
j
l
m
Yes
j
l
m
No
j
l
m
Don't know
24. What is the established full time effective (FTE) professional staffing load for the
counselling service across all campuses?
Please exclude your role from the count.
Please give your response as the FTE number e.g. 6, 9.5 or 13.7.
25. How many staff (direct reports to your role) do not do any counselling and do
undertake administrative or project work within the counselling service (across all
campuses) ?
Please give the actual head count (not FTE).
j
l
m
0
j
l
m
7
j
l
m
14
j
l
m
1
j
l
m
8
j
l
m
15
j
l
m
2
j
l
m
9
j
l
m
16
j
l
m
3
j
l
m
10
j
l
m
17
j
l
m
4
j
l
m
11
j
l
m
28
j
l
m
5
j
l
m
12
j
l
m
19
j
l
m
6
j
l
m
13
j
l
m
20 plus
26. What is the established administrative and project staffing load for the
counselling service across all campuses?
Please give your response as the FTE number e.g. 6, 9.5 or 13.7.
43
27. Which of the following student services are centrally funded (full or part) and
offered separately from your service? Tick all that apply.
c
e
f
A dedicated service for international students (does not include personal counselling/psycholgical services)
c
e
f
A dedicated service for international students (includes personal counselling/psycholgical services)
c
e
f
Services for indigenous students (ATSI or Maori or PI)
c
e
f
Budgeting and financial advice for students on low incomes
c
e
f
Scholarships Office
c
e
f
No or low interest loans service (education or living costs)
c
e
f
Welfare services
c
e
f
Long stay housing and accommodation services
c
e
f
Short stay or urgently needed/emergency housing service
c
e
f
Careers Services
c
e
f
Employment Services
c
e
f
Careers and Employment Service (combined)
c
e
f
Academic skills/information literacy services
c
e
f
IT and online learning software support services
c
e
f
English language support services
c
e
f
Equity Services/Disabilty Services
c
e
f
Reasonable educational accommodation adjustments for students with disability or learning difficulties
c
e
f
Psychological assessment of learning difficulties/disabilty (offered by counselling or disability service)
c
e
f
Psychological assessment of learning difficulties/disabilty (offered as separate service)
c
e
f
Case management of students referred to or from specialist external service providers
c
e
f
Psychiatric Services (assessment/medication/treatment/longer term psychotherapy)
c
e
f
Mental Health Educator or support services provided by a psychologist or nurse
c
e
f
Medical/Health Service
c
e
f
Dental Service
c
e
f
Physiotherapy Service
c
e
f
Religious Centre/Chaplaincy
c
e
f
Academic advising services
c
e
f
Transition to university/First Year Experience Coordination/Services
c
e
f
Retention Programs Coordination/Services
c
e
f
Peer Mentoring Services coordination and support
c
e
f
Student Volunteer Programs Coordination/Services
c
e
f
Learning engagement & enhancement services for specific cohorts entering under special access programs (LSES, First in
Family etc)
44
Other (please specify)
5
28. Which of the following student services are offered as part of counselling service
responsibility/activities? Tick all that apply.
c
e
f
Counselling/psychological services for international students
c
e
f
Counselling/psychological services for local students
c
e
f
Counselling/psychological services for minority/indigenous students (ATSI/Maori/PI)
c
e
f
Budgeting and financial advice for students on low incomes
c
e
f
No interest or low interest loans service
c
e
f
Welfare services
c
e
f
Careers counselling
c
e
f
Job readiness and employment preparation services
c
e
f
Academic skills/information literacy services
c
e
f
English language support services
c
e
f
Reasonable educational accommodation adjustments for students with disability or learning difficulties
c
e
f
Psychological assessment of learning difficulties/disabilty
c
e
f
Case management of students referred to specialist services or external service providers
c
e
f
Psychiatric Services (assessment/medication/treatment/longer term psychotherapy)
c
e
f
Mental Health Educator or support services provided by a psychologist or nurse
c
e
f
Academic advising services
c
e
f
Transition to university/First Year Experience Coordination/Services
c
e
f
Retention Programs (could be co-ordination or services)
c
e
f
Peer Mentoring Services (could be coordination or services such as mentor training)
c
e
f
Student Volunteer Programs (could be coordination or services)
c
e
f
Leadership development programs (could be coordination or services)
c
e
f
Learning engagement and enhancement services for specific cohorts entering under special access programs (LSES, First in
Family etc)
c
e
f
Other (please specify)
45
4. Institution information
Data collected in this section provides information on the institutional context of the operation and service delivery
provided by the counselling service.
29. Did total student enrollment (measured at 31 March) at your institution increase or
decrease in comparison to the previous years total?
j
l
m
Decrease
j
l
m
Increase
j
l
m
Little variation
30. Is your institution primarily known as a public or private college/university?
j
l
m
Public
j
l
m
Private
31. Does your institution provide learning via:
j
l
m
flexible delivery/distance options only
j
l
m
blend of flexible delivery, distance and on campus attendance
j
l
m
primarily on campus attendance with some flexible access via use of online teaching environment
j
l
m
Other (please specify)
5
6
32. How many 'onshore' campuses does your institution operate?
j
l
m
none - all virtual/remote
j
l
m
6
j
l
m
1
j
l
m
7
j
l
m
2
j
l
m
8
j
l
m
3
j
l
m
9
j
l
m
4
j
l
m
10
j
l
m
5
j
l
m
>10
33. How many 'off shore' campuses does your institution operate?
j
l
m
0
j
l
m
6
j
l
m
1
j
l
m
7
j
l
m
2
j
l
m
8
j
l
m
3
j
l
m
9
j
l
m
4
j
l
m
10
j
l
m
5
j
l
m
>10
46
34. Does the counselling service deliver comparable services to all students enrolled
with the institution?
j
l
m
Yes - all students are offered comparable services irrespective of campus or enrolment type
j
l
m
No - only students attending on-shore campuses receive comparable services
j
l
m
No - only students attending on-shore and specific off-shore campuses receive comparable services
j
l
m
No - only students attending specific on-shore campuses receive comparable services
j
l
m
Other (please specify)
35. How many of the campuses provide a service dedicated to the provision of
counselling and psychological assistance?
j
l
m
All
j
l
m
Most
j
l
m
Some
j
l
m
None
36. Does your institution research the home to institution commuter
durations/distances travelled by students?
j
l
m
Not applicable
j
l
m
Don't know
j
l
m
No
j
l
m
Yes
37. Please give the enrolment figures recorded at your institution across all
campuses for the following cohorts (measured at the March 31).
Missing data will be assumed as not able to be provided by your institution.
Total Institution enrolment - head count
Total Institution enrolment - FTE
47
38. Please give the enrolment figures recorded at your institution across all
campuses for the following cohorts (measured at the March 31).
Missing data will be assumed as not able to be provided by your institution.
Full-time undergraduate coursework - Total head count
Full-time undergraduate coursework - Total FTE count
Full-time postgraduate coursework - Total head count
Full-time postgraduate coursework - Total FTE count
Full-time postgraduate research students - Total head count
Full-time postgraduate research students - Total FTE count
Part-time undergraduate coursework - Total head count
Part-time postgraduate coursework - Total FTE count
Part-time postgraduate research students - Total head count
Part-time postgraduate research students - Total FTE count
39. Please give the enrollment figures recorded at your institution across all
campuses for the following cohorts (measured at the March 31).
Missing data will be assumed as not able to be provided by your institution.
International Students (on student visas) - Total head count
International Students (on student visas) - Total FTE count
Local students (includes permanent residents) - Total head count
Local students (includes permanent residents) - Total FTE count
Students who identify as indigneous (e.g. ATSI, Maori, Pacific Islander) - Total head count
Students identified as low SES - Total head count
Students registered for disability learning provisions - Total head count
Students for whom English is not their first language - Total head count
Students who moved from a rural area, another city, another state - Total head count
Students who are returning to education after more than one year of no study - Total head count
Students who are transfering with credit from another institition - Total head count
40. As of March 31 this year what percentage of the enrolment at your institution is:
Male
Female
Non traditional gender identification
41. As of 31st March this year
1. What percentage of enrolled students were under 18 years of age?
2. What percentage of the enrolled students live in halls of residence or colleges on campus or in
accommodation associated with your institution?
3. What percentage of the enrolled students are first in their immediate family to attend post-secondary
education/university?
4. What percentage of the enrolled students are commencing (first year in program)?
48
42. Does your institution have a comprehensive emergency/critical incident response
plan that includes expertise provided by counselling service staff?
j
l
m
No
j
l
m
Yes
j
l
m
Uncertain
43. How confident do you feel in your institutions preparedness and capacity to
respond to a critical event on campus that threatens the safety of one or more
persons?
j
l
m
No not at all confident
j
l
m
Moderately confident
j
l
m
Very confident
49
5. Service activity information
Data collected in this section provide information on the operation and service delivery provided by the counselling
service.
44. Which of the following areas of activity does the mission, role and functions of
your service specifically target?
Tick all that apply.
c
e
f
Enhancing student academic performance
c
e
f
Strategies to reduce student attrition/enhance student retention
c
e
f
Equity and access support for students
c
e
f
Institutional responsiveness to mental health issues
c
e
f
Early identification and intervention for risk of self harm or other harm in the student cohort
c
e
f
Student development - life skills, interpersonal skills, psychological resilience etc
c
e
f
Student experience of campus life
c
e
f
Student academic engagement
c
e
f
Recognition and response to diversity in the student population
c
e
f
Strategies to enhance overall student well being
c
e
f
Healthy universities interventions
c
e
f
Contribution to the management of inappropriate/difficult/challenging student behaviour
c
e
f
Contribution to the response to student misconduct complaints
c
e
f
Safer community interventions
c
e
f
Input to student policies and procedures
c
e
f
Other (please specify)
5
6
50
45. Please indicate the cohorts for whom your service provides counselling and
psychological services. (Tick all that apply):
c
e
f
All currently enrolled students (no exclusions)
c
e
f
Student alumni (for 6-12 months post graduation)
c
e
f
Students on academic suspension
c
e
f
International students
c
e
f
Postgraduate research students
c
e
f
Postgraduate course work students
c
e
f
Undergraduate course work students
c
e
f
Special entry course enrolled students (uni prep programs)
c
e
f
Students enrolled in courses provided by commercial entities associated with your institution
c
e
f
Students from other institutions under informal arragenments
c
e
f
Students from other institutions under formal arragenments (e.g. MOU agreements)
c
e
f
Staff of the institution
c
e
f
Other (please specify)
5
6
46. Which of the following legal and ethical requirements/expectations are integral to
the professional behaviour of service staff? Tick all that apply.
c
e
f
Legislative frameworks (e.g. duty of care, disability, discrimination, harassment, privacy and freedom of information, mandatory
reporting, child abuse, record keeping and occupational health and safety)
c
e
f
Professional codes of conduct (e.g. Registration Board, Professional Association)
c
e
f
Institutional requirements (e.g. code of conduct)
c
e
f
Other (please specify)
5
6
47. Do you consider that each of the above professional responsibilities are
integrated into service procedure and practice?
j
l
m
No
j
l
m
Yes-In part
j
l
m
Yes-Mostly
j
l
m
Yes-Fully
51
48. Which of the following are used within your service as quality measures? (Tick all
that apply)
c
e
f
Recruiting only professionals who have required professional ethics and behaviour (linked to legal registration)
c
e
f
Recruiting staff that are inducted into confidentiality requirements with a signed agreement
c
e
f
Providing an induction program with emphasis on these responsibilities
c
e
f
Other (please specify)
5
6
49. Which of the following quality assurance activities are conducted on a regular
basis? Tick all that apply.
c
e
f
Mapping of service strategic goals and operational plans against the institutional strategic plans and relevant key performance
target/indicators
c
e
f
Regular review of client needs and emerging student issues
c
e
f
Regular assessment of service efficacy and achievement
c
e
f
Routine use of outcome measures
c
e
f
Regular measurement of client satisfaction
c
e
f
Regular use of feedback mechanisms
c
e
f
Regular review of service values, practices and procedures
c
e
f
Undertaking research pertinent to service delivery
c
e
f
Presentations and/or publications by staff on clinical issues, student needs and emerging issues, service delivery effectiveness
and service evaluation
c
e
f
None of the above
c
e
f
Other (please specify)
5
6
52
50. Which of the following clinical supervision/consultations or supervisory activities
occur in the service?
Tick any that have been utilised by service staff in the preceding 18 months.
c
e
f
Individual supervision for at least 1 hour per month (with senior team member)
c
e
f
Individual supervision for at least 1 hour per month (with external supervisor)
c
e
f
Peer consultation at least 2 hours per month (small group)
c
e
f
Peer consultation at least 2 hours per month (1-1)
c
e
f
Consultation with psychiatrist (group)
c
e
f
Consultation with a psychiatrist (1 on 1)
c
e
f
Regular review of caseload with senior team member or senior professional
c
e
f
Ad-hoc case discussion with other team member as required
c
e
f
Peer consultation with senior team member as needed
c
e
f
Other (please specify)
5
6
53
51. Which of the following are applied in the management of the professional
workload and professional activities undertaken by counsellors? Tick all that apply.
c
e
f
Counsellors routinely undertake a variety of professional activities (1-1 counselling, workshop planning and facilitation,
preparation of psycho-educational resources etc)
c
e
f
Counsellors have different duties dependent on skills and preferred ways of working (e.g. some will do less workshop and resource
development and more 1-1 counselling and psychological interventions than others)
c
e
f
Direct service provision responsibilities (1-1 or group facilitation) rarely exceed 5 of 7 hours per day
c
e
f
Adequate time is provided in work duties for completion of administrative tasks and essential record keeping
c
e
f
Every staff member has a professional development plan with negotiated resource allocation
c
e
f
Professional development and performance development are considered as related activities
c
e
f
Each counsellor is required to work to key performance goals
c
e
f
Each counsellor is expected to have a personal ongoing professional development learning plan
c
e
f
Professional development is considered with regard to the requirements of continued registration and/or professional association
membership
c
e
f
Requests for professional development funding and/or to attend as part of work duties are usually approved provided the
professional development activity is directly relevant to service delivery or the individuals stated career goals/learning plan
c
e
f
Each professional staff member is allocated a set dollar figure in support of professional development
c
e
f
None of the above apply
c
e
f
Other (please specify)
5
6
52. Does the service offer supervised training placements for interns in psychology,
social work, mental health worker etc?
j
l
m
Regularly
j
l
m
Occasionally
j
l
m
Rarely
j
l
m
Never
54
53. Does the service provide opportunities for students to undertake volunteer
project work relevant to their degree and career within the service?
j
l
m
Regularly - have a formal student volunteer program
j
l
m
Occasionally - when a specific student with appropriate skills is matched with a project
j
l
m
Rarely
j
l
m
Never
Please specify the student volunteer programs provided
5
6
54. Please indicate which of the following apply to the service accommodation and
infrastructure.
Tick all that apply.
c
e
f
Central location
c
e
f
Discrete location
c
e
f
Accessible for students with disabilities
c
e
f
Sound transfer levels adequate to ensure privacy during counselling sessions
c
e
f
Adequate rooms for counselling (size - minimum 13 metres square, light, warmth, cooling and ventilation)
c
e
f
Furnishings satisfy comfort and OHS requirements
c
e
f
Reception and waiting areas have adequate privacy
c
e
f
Client records are adequately protected and secure
c
e
f
The service uses electronic case management software
c
e
f
All client records are created and stored electronically
c
e
f
A professional library is provided for staff
c
e
f
A self help library is provided for students
c
e
f
The service has regular access to a suitable room for interactive workshops
c
e
f
Supervision of staff and interns can be conducted via direct observation and/or audio-video recordings
c
e
f
Staff and students have access to information technology required for service delivery in a contemporary counselling service
c
e
f
None of the above apply
Additional comments about existing service accommodation
5
6
55
55. Has your service or institution conducted any research on student mental health
or student well-being?
j
l
m
No
j
l
m
Yes
If yes please specify
5
6
56. Which of the following activities has your service conducted in the last 2 years?
Tick all that apply.
c
e
f
Depression Awareness Screening Day
c
e
f
Anxiety Awareness Screening Day
c
e
f
Mental Health Awareness Programs/Workshops
c
e
f
Other systemic intervention program/s
c
e
f
None of the above
Other (please specify)
5
6
57. Have you observed any 'emerging' areas of demand for service delivery that you
have observed in the last 24 months.
j
l
m
No
j
l
m
Yes
If yes please specify
5
6
58. If you answered Yes to the question above:
What action have you taken so far to respond to these emerging areas?
5
6
56
59. Does your service provide counselling and psychological services beyond usual
business hours e.g. Mon-Fri (9 -5)?
j
l
m
Never
j
l
m
Yes - Occasionally by arrangement
j
l
m
Yes - Only during peak demand periods
j
l
m
Yes - Routinely during teaching weeks only
j
l
m
Yes - Routinely during the whole of the academic year
j
l
m
Other (please specify)
5
6
60. Does your service provide counselling and psychological services on Saturday
or Sunday?
j
l
m
Never
j
l
m
Yes - Occasionally for specific workshops or programs
j
l
m
Yes - Routinely during teaching weeks only
j
l
m
Yes - Routinely during the whole of the academic year
j
l
m
Other (please specify)
5
6
61. Which of the following does your service provide in an online/website
environment for student and university community access?
Tick all that apply.
c
e
f
Static website with service information
c
e
f
Online chat/forum options
c
e
f
Online counselling
c
e
f
Q and A posting
c
e
f
Tip sheets and brochures
c
e
f
Self paced learning materials
c
e
f
None of the Above
c
e
f
Other (please specify)
5
6
57
62. Commuter students who travel considerable distances to attend campus can
experience a reduced opportunity to utilize student services and may have difficulty
attending for needed counselling.
Does your service address this need for service provision in any particular way?
j
l
m
Not applicable - distance education only institution
j
l
m
Not at all
j
l
m
Occasionally on specific request
j
l
m
Yes - during teaching weeks only
j
l
m
Yes- routinely
If yes please explain what accommodations are made for these students
5
6
63. Part time students frequently attend class from 4pm - 9.30 pm.
Does your service provide any services that specifically address the needs of these
part time students?
j
l
m
No
j
l
m
Yes
If yes please specify
5
6
58
64. Which of the following does your counselling service provide?
Tick any that apply.
c
e
f
Telephone triage system for screening severity of presentation for clients prior to first assessment
c
e
f
Face-face triage system for screening severity of presentation for clients prior to first assessment
c
e
f
Telephone and face-face triage system for screening severity of presentation for clients prior to first assessment
c
e
f
Urgent appointment options available each day
c
e
f
Walk-in and wait for appointment option
c
e
f
Drop-in appointments (30 minutes) only bookable on the day
c
e
f
First appointments pre-booked in advance (30 minutes)
c
e
f
Drop-in appointments (60 minutes) only bookable on the day
c
e
f
First appointments pre-booked in advance (60 minutes)
c
e
f
Single session appointments (60 -90 minutes) with follow up limited to phone, email or an additional 30 minute appointment
c
e
f
Unlimited ongoing counselling appointments
c
e
f
Ongoing counselling appointments limited by service policy
c
e
f
Flexible adherence to stated session limits for ongoing counselling appointments as needed to address the mental health needs
of the student
c
e
f
Online chat in real time (synchronistic) with a counsellor
c
e
f
Telephone counselling appointments
c
e
f
Email counselling
c
e
f
Online counselling (asynchronistic)
c
e
f
Other (please specify)
5
6
65. What is the advertised upper limit of counselling appointments that a
student/client can access in each year in your service?
j
l
m
No limit
j
l
m
less than unlimited but more than 11 appointments
j
l
m
7 to 10 appointments
j
l
m
4 to 6 appointments
j
l
m
less than 4 appointments
j
l
m
Other (please specify appointment limit)
5
6
59
66. The 2009 UCCD survey report indicate that the average number of sessions
utilised per client within university or college counselling services was 6.2 (whether
or not there is a session limit imposed by service policy) .
In 2009, what was the average number of appointments utilised by the clients within
the counselling service that you manage?
j
l
m
< 1.4
j
l
m
1.5 - 1.9
j
l
m
2 - 2.4
j
l
m
2.5 - 2.9
j
l
m
3 - 3.4
j
l
m
3.5 -3.9
j
l
m
4 - 4.4
j
l
m
4.5 - 4.9
j
l
m
5 - 5.4
j
l
m
5.5 - 5.9
j
l
m
6 - 6.4
j
l
m
If > 6.5 sessions per client on average please specify the average number
67. Does the service utilise a waiting list or unmet demand list?
j
l
m
No
j
l
m
Yes
68. Please respond to this question only if your service utilizes a wait list for
appointments.
Are students registered on the wait list offered appointments as available due to
cancellations?
j
l
m
No
j
l
m
Yes
60
69. Please respond to this question only if your service utilizes a wait list for
appointments.
Does the service use a screening tool to assess severity of psychological distress
prior to placement on wait list?
j
l
m
No
j
l
m
Yes
If yes please specify the screening tool used
5
6
70. Please respond to this question only if your service utilizes a psychological
distress screening tool such as the Kessler 10.
Do you have procedure and stated policy for students with acute psychological
distress, and not able to be given immediate appointment, to be followed up within 24
- 48 hours (i.e. within 2 working days)?
j
l
m
No
j
l
m
Yes
Please briefly explain the follow-up process
5
6
71. Does your service offer a 24/7 telephone counselling service?
j
l
m
No
j
l
m
Yes
Please briefly explain the options for after hours mental health services available to the students of your institution. Include external
community services to which students are referred by your service website or phone message.
5
6
61
72. Which of the following strategies does your service employ to minimise "no
shows" for scheduled appointments?
Tick all that apply.
c
e
f
Phone call the day before to confirm appointment
c
e
f
SMS prior one or two days before to confirm appointment
c
e
f
An administrative fee or charge/fine for non attendance
c
e
f
None of the above
c
e
f
Other (please specify)
5
6
73. Does the service routinely provide students with information on alternate options
for seeking counselling and psychological services and mental health treatment?
j
l
m
No
j
l
m
Yes
If yes please detail when and how this information is provided
5
6
74. Is the service able to respond to all requests for counselling appointments within
an 8 day period?
j
l
m
No
j
l
m
Yes
Please describe any specific strategies utilized to follow up students who request an appointment and are not able to be seen within 8
days.
5
6
75. Please specify the average wait time for a first appointment if longer than 8 days.
62
76. Does the service request that each student complete a substantial screening tool
prior to or at the first scheduled appointment?
j
l
m
No
j
l
m
Yes
Please specify the screening tool used
5
6
77. Which of the following psychological/psychotherapeutic orientations are utilized
by professional staff working 1-1 or in workshop formats?
Tick all that apply.
c
e
f
Psychodynamic
c
e
f
Cognitive - Behavioural (e.g. CBT)
c
e
f
Behavioural (e.g. ACT)
c
e
f
Developmental
c
e
f
Narrative
c
e
f
Solution-focused
c
e
f
Interpersonal Psychotherapy
c
e
f
Integrative
c
e
f
Eclectic
c
e
f
Other (please specify)
5
6
78. Are service practitioners routinely using a client outcome measure (e.g. OQ 45.2
or ORS/SRS scales)?
j
l
m
Yes - use of outcome measures are standard service procedure
j
l
m
Yes - some but not all - use of a client outcome measure is counsellor's choice
j
l
m
None of the counsellors use a client outcome measure
If yes please specify the outcome measure/s being used
5
6
63
79. Which of the following does the service provide? Tick all that apply.
c
e
f
Program of psycho-educational workshops
c
e
f
Specific orientation program for fist year students
c
e
f
Peer mentoring programs
c
e
f
Specific workshops for advanced year students
c
e
f
Specific programs for different cohort levels (undergraduate/postgraduate/research)
c
e
f
Specific programs for academically at risk students
c
e
f
Therapeutically focused group programs
c
e
f
Website with student focused resources
c
e
f
Courses to promote psychological and/or personal development in an online teaching environment
c
e
f
Website with interactive capability supporting dynamic engagement with students
c
e
f
Consultation on student related issues with institution staff
c
e
f
Consultation on student related issues with college or halls of residence staff
c
e
f
Consultation on student related issues with parents of students
c
e
f
Consultation on student related issues with staff in organizations affiliated with your institutions
c
e
f
Consultation on student related issues with staff at other institutions supported via an MOU
c
e
f
Within curriculum 'guest' lectures
c
e
f
Faculty requested workshops outside class schedules
c
e
f
After hours workshops at colleges or halls of residence
c
e
f
Training programs for students involved in volunteer activities
c
e
f
Training programs for 'residential advisors' in colleges or halls of residence
c
e
f
Mental Health First Aid or similar workshop that educates staff or students about mental health/illness, 'at risk' behaviours and self
harm and suicidality
c
e
f
Programs that aim to educate students on their use of alcohol and other drugs
c
e
f
Programs that target internet overuse, e.g. behaviours related to harmful levels of gambling or gaming via the internet
c
e
f
Other (please specify)
5
6
64
80. Does your service utilize a 'consumer or student reference group' to inform and
guide service delivery?
j
l
m
No
j
l
m
Yes
If yes please specify how students are recruited to this process
5
6
81. Please complete this question only if you answered yes to the previous question.
Has this method of seeking student input been worthwhile?
j
l
m
No
j
l
m
Yes
82. Does your service offer any specific programs for students of LSES background,
first in family to attend, or for students with disability?
j
l
m
No
j
l
m
Yes
83. How frequently does your service conduct a 'client satisfaction' survey?
j
l
m
Not ever
j
l
m
Occasionally - institution has restrictions on number of student surveys conducted
j
l
m
Yes for specific purposes (strategic planning, review process etc)
j
l
m
Yes once a year
j
l
m
Yes every two years
j
l
m
Yes every three to five years
84. Please describe any other routine feedback, evaluation or quality measures used
by your service.
5
6
65
85. Does the service conduct any research?
j
l
m
No
j
l
m
Yes regularly
j
l
m
Yes occasionally
If Yes, please state what research has been conducted in the last 3 years
5
6
86. In 2009 what percentage of staffing time did the service utilize on the following
areas of service delivery?
Individual counselling appointments
Urgent/emergency appointments
Consultation with university staff about specific students of concern
Psycho-educational workshops
Psychotherapeutic workshops
Mental health awareness lectures/workshops (to staff or students)
Workshops or presentations in scheduled class time
66
6. Fees and charges for services
This section requests information on fee for service charges utilized by your service.
87. In 2010 does your service directly charge any student for counselling and
psychological services?
j
l
m
No
j
l
m
Yes
If yes please specify which students are charged for counselling and psychological services.
5
6
88. Please tick all categories below that apply to the counselling service activities.
c
e
f
No fees charged
c
e
f
Fees charged for 1-1 services
c
e
f
Fees charged for group services
c
e
f
Fees charged for cancellation or 'no show' appointments
c
e
f
Fees charged for additional services delivered as part of curriculum
c
e
f
Fees charged for services delivered at special request by Faculty or Department
c
e
f
Fees charged for services delivered to students enrolled with independent entity related to the institution
c
e
f
Fees charged for services delivered under a formal MOU
c
e
f
Other (please specify)
67
89. If you answered YES to the previous question please tick any category that is
applicable.
c
e
f
A cancellation or no show fee of less than $20
c
e
f
A cancellation or no show fee of more than $20
c
e
f
A token fee for service of less than $10
c
e
f
A university subsidized fee of less than $30
c
e
f
A university subsidized fee of more than $30
c
e
f
A student association subsidised fee of less than $30
c
e
f
A student association subsidised fee of more than $30
c
e
f
A cost recovery fee of between $30 and $90
c
e
f
A cost recovery fee of more than $90
c
e
f
Full fee charged based on professional association recommended rate
c
e
f
Full fee charged based on your services/institutions fee scale
c
e
f
Staff using the counselling services to access 1-1 psychological services are charged as per health insurance/Medicare schedule
as applicable
c
e
f
Fees are charged but none in the options listed above
c
e
f
Other (please specify)
5
6
90. With regards to service fees which of the following options are currently under
consideration? Please tick any that apply.
c
e
f
No not considering any fee introduction
c
e
f
Considering a small cancellation or no show fee
c
e
f
Considering token fee
c
e
f
Considering a subsidized fee
c
e
f
Considering a cost recovery fee
c
e
f
Considering professional association recommended fee
c
e
f
None of the above
c
e
f
Other (please specify)
5
6
68
91. This question is applicable ONLY to AUSTRALIAN respondents.
Please tick any of the following that apply to your services' use of Better Access to
Mental Health Care initiative options for service users.
c
e
f
It is service policy that ALL students likely to be eligible for psychological treatment under Medicare funded options are referred
to their general practitioner or the general practitioners in the university health service
c
e
f
Many students likely to be eligible for psychological treatment under Medicare funded options are referred to their general
practitioner or the general practitioners in the university health service
c
e
f
Some students likely to be eligible for psychological treatment under Medicare funded options are referred to their general
practitioner or the general practitioners in the university health service
c
e
f
Students are referred to service professional staff under the Medicare funded options by their general practitioners and these
students are bulk billed only
c
e
f
Students are referred to service professional staff under the Medicare funded options by their general practitioners and these
students are charged the amount funded under Medicare plus an additional amount
c
e
f
No salaried professional staff are utilising Medicare options to charge students within this service
c
e
f
Salaried professionals within the service are billing students under the Medicare options with the Medicare rebate signed over to
the service
c
e
f
Independently practicing psychologists with Medicare rebate options have rooms within the service and are the only practitioners
charging fees within this serivce
c
e
f
None of the above
c
e
f
Other (please specify)
5
6
92. This question is applicable ONLY to AUSTRALIAN respondents.
Does the service provide any counselling and psychological services ( 1-1 or in
group) to students via Medicare bulk billed options?
j
l
m
No
j
l
m
Yes
93. This question is applicable ONLY to AUSTRALIAN respondents.
Is your service actively considering providing students with direct access to
psychologists or social workers who can bulk bill under Medicare items within the
serivce?
j
l
m
No
j
l
m
Yes
Please explain the model you are considering for providing access to Medicare funded services.
5
6
69
94. Does your service provide counselling and psychological services to students
enrolled at another institution under a formal MOU agreement?
j
l
m
No
j
l
m
Yes
If yes is this arrangement primarily cost recovery or is there a built in profit margin?
5
6
95. Does your service charge other areas of your institution for services delivered
that go beyond your core services?
e.g. mental health awareness training, leadership programs for elite students etc.
j
l
m
No
j
l
m
Yes
96. Does your service undertake any pro bono service delivery for an institution
affiliated with your institution?
j
l
m
No
j
l
m
Yes
97. Does your service offer provision for 'outsourced' options for counselling or
psychological services via private practitioners (who on arrangement will invoice
your service) to students who are undertaking an academic program placement or
workplace internship etc, in overseas, rural or regional locations?
j
l
m
Not ever
j
l
m
Occasionally if no other option available
j
l
m
Regularly as part of routine service delivery
70
7. Service data
This section asks for specific data on service usage and activities. Please enter data as available. If using estimates
please indicate by using "Est" following the figure.
98. How many students in total were eligible to receive services from the counselling
service at your institution in 2009?
99. What percentage of students who were eligible for 1-1 counselling services
actually accessed 1-1 services in 2009?
Please estimate the percentage if accurate data is not available.
100. What percentage of enrolled students participated in all programs, workshops
etc (other than individual 1-1 counselling) during 2009?
Please estimate the percentage if accurate data is not available.
101. How many 1-1 occasions of service did students utilize in 2009?
Please estimate if accurate data is not available.
102. What was the average number of occasions of service utilized in 2009?
Please estimate if accurate data is not available.
103. What was the percentage of 'no shows' for counselling appointments during
2009?
Please estimate the percentage if accurate data is not available.
104. What percentage of students accessed only one occasion of service in 2009?
Please estimate the percentage if accurate data is not available.
105. What percentage of students given a follow-up appointment failed to return as
arranged in 2009?
Please estimate the percentage if accurate data is not available.
71
106. Which of the following were within the most prevalent presenting issues
identified by service clients during 2009?
Tick all that apply.
c
e
f
Academic Progress
c
e
f
Administrative issues
c
e
f
Depression
c
e
f
Anxiety
c
e
f
Stress
c
e
f
Relationship issues
c
e
f
Adjustment issues
c
e
f
Welfare needs (financial hardship, accommodation/homelessness etc)
c
e
f
Other (please specify)
72
107. Please tick any of the following that are regularly identified by counsellors in
their assessment of students who attend for counselling/psychological services at
your service.
c
e
f
Personality Disorder
c
e
f
Psychosis
c
e
f
Paranoia
c
e
f
Social anxiety - social isolation
c
e
f
Performance anxiety
c
e
f
Panic attack
c
e
f
Perfectionism - negatively impacting on academic achievement
c
e
f
Asperger's Syndrome/Autism Spectrum disorder
c
e
f
Inadequate skills to support independent living
c
e
f
Inadequate skills to be a successful independent learner
c
e
f
Inadequate interpersonal skills to establish significant friendships
c
e
f
Sexuality issues
c
e
f
Gender identity issues
c
e
f
Unplanned Pregnancy
c
e
f
Interpersonal conflict
c
e
f
Harassment/Stalking behaviour
c
e
f
Domestic violence
c
e
f
Sexual assault/rape
c
e
f
Gambling problems
c
e
f
Too little personal motivation to support academic progression
c
e
f
Unclear career goals
c
e
f
Other (please specify)
5
6
73
108. This question asks for client referral patterns during 2009,
Please answer any of the following for which you have data.
Please estimate percentage if you have no specific data.
What percentage of service clients were referred as per the following categories?
Referred for urgent assessment by community mental health team
Referred to hospital causality/emergency service
Referred to GP for services provided via government funded health services or private health insurance at first
screening/assessment
Referred to GP for services provided via government funded health services or private health insurance after service session
limit reached
Referred to GP for services provided via government funded health services or private health insurance because of need for
specific expertise for on going treatment
Referred to GP for referral to psychiatric services (government funded or private health insurance)
Referred to GP for referral to other allied health service provider
Referred directly to psychologist in private practice
Referred directly to other allied health service provider
Referred to university based psychology school clinic
Referred to other area of university
109. What percentage of students who accessed counselling and psychological
services at your institution in 2009 were in need of urgent attention because of
concern about personal safety or the safety of others (suicidal intent, domestic
violence, stalker, psychosis etc)?
Please estimate if you have no specific data.
74
110. In 2009, which of the following factors were identified as significant contributors
to the level of psychological distress in those that presented for urgent attention?
Tick all that apply.
c
e
f
Depression
c
e
f
Anxiety
c
e
f
Bipolar disorder
c
e
f
Psychosis (emerging or acute or low level and chronic)
c
e
f
Personality disorder
c
e
f
Childhood abuse
c
e
f
Childhood sexual assault
c
e
f
Behaviour in class or with other students
c
e
f
Academic issues
c
e
f
Finances
c
e
f
Legal concerns
c
e
f
Homelessness
c
e
f
Victim of violence/sexual assault/rape
c
e
f
Physical health issues
c
e
f
Unexpected pregnancy
c
e
f
Relationship issues
c
e
f
Social isolation
c
e
f
University related issues (course complaints, research supervisor complaints, inappropriate relationship with uni staff member etc)
c
e
f
Unexpected events in home region (natural disaster, civil unrest, war)
c
e
f
Unexpected illness or death of family member or close friend
c
e
f
Other (please specify)
5
6
111. Does your institution have any way of knowing how many students enrolled at
the institution committed suicide in 2009?
j
l
m
No
j
l
m
Don't know
j
l
m
Yes
If Yes, please give the known number of students who committed suicide in 2009.
75
112. Do you know of any students who were clients of your service who committed
suicide in 2009?
j
l
m
No
j
l
m
Yes
If Yes, please give the known number of students that were clients of the service and who committed suicide in 2009.
113. Does your service collect data on the number of service clients who
acknowledge past suicide gestures or attempts?
j
l
m
No
j
l
m
Yes
If YES please specify the known number of students seen in 2009 who have identified a history of suicide gestures or attempts
114. What percentage of service clients during 2009 were assessed by the
counsellors as being at risk for self-harm or suicide?
Please estimate the percentage if no specific data is available.
115. Does your service keep data on the number of students who presented with
alcohol or other drug overuse or abuse behaviours?
j
l
m
No
j
l
m
Yes
If Yes, please give the known number of students who were understood to be overusing or abusing alcohol or other drugs in 2009.
116. Does your service keep data on the number of students attending your service
who present with self harming behaviour (cutting, burning, self flagellation etc)?
j
l
m
No
j
l
m
Yes
If Yes, please give the known number of students who were understood to be self harming in 2009.
117. Does your service keep data on the number of students who present to the
service with internet overuse or online gaming problems?
j
l
m
No
j
l
m
Yes
If Yes, please give the known number of students who were understood to have internet overuse/gaming problems in 2009.
76
118. Does your service keep data on the number of students who present to the
service with eating disorders or disturbed eating?
j
l
m
No
j
l
m
Yes
If Yes, please give the known number of students who were understood to have eating problems in 2009.
119. Does your service model of practice encourage professional staff to apply a
formal diagnosis using DSM IV as part of the assessment or treatment process?
j
l
m
No - formal diagnosis is not part of the assessment and treatment process because of the concern about the impact of the
diagnostic label on student future career or insurance options etc.
j
l
m
No firm practice of giving formal diagnosis- Left to the discretion of the professional and the context of the professional
relationship and treatment needs or disability provision needs.
j
l
m
Yes - routine component of assessment and treatment process
120. In 2009, what percentage of service clients had severe problems (likely
diagnosis using DSM IV criteria)?
Please estimate the percentage if no specific data available.
121. In 2009 what percentage of students presenting to the service had an
impairment so severe that your professional staff would encourage enrolment
withdrawal for a medical leave period?
Please estimate the percentage if no specific data available.
122. In 2009 what percentage of students presenting to the service were so impaired
that they could only continue with their enrolment with on-going psychological
assistance which exceeded average number of occasions of service per client in
2009?
Please estimate the percentage if no specific data available.
123. In 2009 what percentage of the service clients had periods of severe distress
(depression, anxiety, panic attacks, suicidal ideation, self harm) and were able to
continue with their enrolment with psychological treatment utilizing occasions of
service equal to or less than the average number of occasions of service?
Please estimate the percentage if no specific data available.
77
124. In 2009, what percentage of the clients attending the service were hospitalised
for treatment of mental illness episodes or for containment of self harm or suicide
intent?
Please estimate the percentage if no specific data available.
125. In 2009, what percentage of clients attending the service had mental health
concerns due to stress related to academic progress concerns (academic
suspension/exclusion, excessive academic performance expectations, academic
failure, fear of failure, negative impact of perfectionism, performance anxiety etc)?
Please estimate the percentage if no specific data available.
126. How many students in total are eligible to receive services from the counselling
service at your institution in 2010?
127. Compared to 2009 has there been an increase in the demand for counselling
services in 2010?
j
l
m
No
j
l
m
Yes
j
l
m
Uncertain
If yes please given an estimate of the percentage increase.
128. How many occasions of service did students utilize during semester 1 2010?
129. What was the average number of occasions of service utilized during semester 1
2010?
130. Please give the percentage of 'no shows' to service workshops during 2010.
Please estimate the percentage if no specific data available.
78
8. Student/client information
This section asks for information directly related to students who utilise counselling and psychological services at
your institution.
131. In the USA, Canada, Australia and New Zealand heads of counselling services
have been reporting over the last decade a steady increase in the complexity and
severity of student mental health presentations along with an increase in the
proportion of students affected.
Please tick the statement that most reflects your level of agreement with this
statement.
j
l
m
Do not agree - students have always presented with serious and complex issues. Reported changes are due to other factors such
as societal awareness of mental health/illness and increased staff expertise leading to more appropriate diagnosis and treatment plans.
j
l
m
Agree but no hard data- Professional staff report a greater proportion of caseload with complex presentation and significant
mental health issues. NO hard data for this beyond professional staff reports.
j
l
m
Agree - some support provided by service data - Our service data reflects increasing severity and complexity of presentation by
students attending the service. Increases in the proportion of students with more severe and complex mental health issues cannot be
validated due to limits imposed by service resources.
j
l
m
Agree - considerable hard data sampled across a number of services - Our service data reflects increasing severity and complexity
of presentation by students attending the service. Increases in the proportion of students with more severe and complex mental
health issues is also indicated based on data from counseling services, disability services and health services available to our students.
j
l
m
Strongly agree - multiple sources of hard data - Institution wide student 'well-being' surveys and mental health awareness
programs indicate that mental health concerns within the student population is significant and possibly at proportions higher than
expected in the general population. Our service data reflects increasing severity and complexity in student presentations. Increases in
the proportion of students with more severe and complex mental health issues is also indicated based on presentations to counseling
services, disability services and health services available to students.
132. In 2009, what percentage of students accessing the counselling service were:
Male
Female
Identified as non traditional gender
Undergraduate students
Postgraduate coursework students
Research postgraduate students
On an international student visa
Spoke a language other than English as first language
Indigenous or population minority (e.g. ATSI, Maori, Pacific Islander)
Identified as having a disability
Enrolled in non traditional program for gender
LSES background
Identified as financially at risk re basic living requirements
Lived on campus
79
9. Feedback on this survey
This section asks for your feedback on this survey.
133. This survey is being used as a pilot study for the development of a
benchmarking survey to be funded by ANZSSA.
It is likely that the number of questions will be reduced and question formats
changed after reviewing responses and feedback to this pilot survey from
counselling service managers.
To help ANZSSA identify the value of the survey to you as manager please tick ANY
of the following statements that apply to your experience in completing this survey.
c
e
f
Looking beyond the time and effort involved in completing the survey it has been a worthwhile exercise and provided a useful
reflective tool.
c
e
f
The survey has the potential to be helpful in completing my service's annual report.
c
e
f
This survey provides a useful start to the development of a useful benchmarking tool for use within the post-secondary education
sector in the Australian and New Zealand.
c
e
f
I did not have access to much of the specific data being requested.
c
e
f
I would not have a use for some of the information being canvassed.
c
e
f
The number of questions could be culled and still have a useful survey.
c
e
f
I would like to give specific feedback to ANZSSA about improvements to this survey and I will email my comments directly to
a.andrews@unsw.edu.au
c
e
f
Other (please specify additional feedback)
5
6
80
10.
THANK YOU
Thank you for taking the time to complete this comprehensive survey. A detailed report will be made
available to all mangers who completed the survey.
The data in the report will provide benchmarking and best practice information for counselling
services in the post secondary sector for Australia and New Zealand.
81
Appendix 2: Data Summary Table
COUNSELLING SERVICE MANAGER INFORMATION
%
1
2
#
Demographic Information
Australia
New Zealand
78.3%
21.7%
18
5
n = 23
How many years have you been employed within the post secondary/higher education sector?
Less than 1 year
1 - 3 years
4 - 6 years
7 - 9 years
10 - 12 years
13 - 15 years
16 years or more
4.3%
17.4%
8.7%
13.0%
4.3%
8.7%
43.5%
1
4
2
3
1
2
10
n = 23
3
What is the name of the service that you manage?
Examples:
Counselling Service; Counselling and Psychological Services; Counselling and Disability Services; Counselling, Disability & Elite Athlete Service;
Counselling and Equity; Health and Counselling Centre; Health Centre; StudentASSIST; Student Services; International Student Support Unit
and Counselling Service
4
What is your professional role? Please tick any categories that apply.
Counselling Service Manager (some counselling/clinical role)
Counselling Service Manager (some counselling/clinical role) plus manager of one or more other service areas
Counselling Service Manager (no counselling/clinical role)
Counselling Service Manager (no counselling/clinical role) plus manager of one or more other service areas
Senior Counsellor (administrative plus counselling/clinical role)
Other (please specify): E.g., Medical Director
47.8%
39.1%
0.0%
0.0%
8.7%
4.3%
11
9
0
0
2
1
n = 23
What is your professional background?
Psychologist
Social Worker
Medical Practitioner
Nurse
56.5%
26.1%
4.3%
4.3%
13
6
1
1
5
82
Psychiatrist
Mental Health Professional
University Administrator
Other (please specify): E.g., Counsellor; Psychotherapist
6
7
8
9
10
0.0%
0.0%
0.0%
8.7%
0
0
0
2
n = 23
Does your position require postgraduate qualifications?
No
Yes
21.7%
78.3%
5
18
n = 23
Does your current role require professional registration?
No
Yes
8.7%
91.3%
2
21
n = 23
On average how many hours of unpaid overtime do you work each week?
None
1 - 3 hours
3 - 5 hours
5 - 7 hours
7 - 9 hours
9 - 11 hours
11 - 13 hours
More than 13 hours
0.0%
27.3%
9.1%
22.7%
22.7%
13.6%
4.5%
0.0%
0
6
2
5
5
3
1
0
n = 22
How many services or units other than the counselling service report to your position?
0
1
2
3
4
5
More than 5
43.5%
26.1%
17.4%
0.0%
4.3%
4.3%
4.3%
10
6
4
0
1
1
1
n = 23
Please name the additional services that report to your position.
Examples:
83
11
12
13
Student Health; Student & Staff Medical Clinic; Harassment contact people; Disability Service; Multi Faith Service; Migrant Support;
Equity/Peer Tutoring; Fee Assistance; Youth Support; Elite Athlete Service; International Student Support; Careers and Employment Service
Other Individuals that Report to your Position:
Mental Health Co-ordinator; Consultant Psychiatrist; International Student Officer; Doctors; Nurses; Administrative Staff; Dieticians;
Physiotherapists; Careers Adviser; Academic Developer; Research Education Adviser; Learning Adviser; Online Adviser; Student Services Web
Manager
n = 13
How much of your role (proportion of FTE) is utilised in administrative tasks? Please give your answer as a fraction of a full time effective
load, e.g., FTE=0 or FTE=0.4 or FTE=0.6. Please average the allocation across 12 months.
0.0 - 0.1
4.3%
1
0.2 - 0.3
4.3%
1
0.4 - 0.5
34.8%
8
0.6 - 0.7
39.1%
9
0.8 - 0.9
17.4%
4
n = 23
How much of your role is allocated to direct service delivery such as counselling students or facilitating workshops or preparing online
resources etc.? Please give your answer as a fraction of a full time effective load, e.g., FTE=0 or FTE=0.4 or FTE=0.6. Please average the
allocation across 12 months.
0.0 - 0.1
8.7%
2
0.2 - 0.3
43.5%
10
0.4 - 0.5
26.1%
6
0.6 - 0.7
17.4%
4
0.8 - 0.9
4.3%
1
n = 23
Do you have a deputy manager or a senior counsellor who functions as a deputy manager?
No
69.6%
16
Yes
30.4%
7
n = 23
FUNDING, ROLES AND STRUCTURE
14 Are operating funds for the counselling service provided by your institution using any of the following functioning options? Tick any that
apply.
Service budget allocated as part of the institutions operating budget allocation- different sources of funding for
73.7%
14
the institution are not apparent at this level
84
Rolling allocation based on previous years’ budget (may have adjustment up or down by % imposed on all
budget areas)
Budget supported by voluntary student services fees paid at enrolment
Percentage of income generated by student enrolment
Budget allocation based on yearly submissions that are competitive with other services
None of the above
Other (please specify): E.g., Non-voluntary student service fees paid at enrolment (NZ)
15
16
17
18
Has your service received additional budget allocation as a consequence of increases in overall enrolment?
No
Yes
If Yes, please specify the additional funding allocated as a percentage of your 2010 budget:
E.g., 0.068%; 5%; 12%;
Additional 1.0 FTE
If you answered YES to the previous question has the additional funds been provided as ongoing funds?
No the funds were time limited
Yes the funds were ongoing
Uncertain- yet to be decided
52.6%
10
5.3%
0.0%
0.0%
0.0%
10.5%
1
0
0
0
2
n = 19
80.0%
20.0%
16
4
n = 20
25.0%
50.0%
25.0%
1
2
1
n=4
How many professional staff (across all campuses) are direct reports to your role? Please give the actual head count rather than FTE
allocation.
0-4
0.0%
5-8
40.0%
9 - 12
25.0%
13 - 16
20.0%
17 - 20
10.0%
21 - 24
0.0%
25 - 28
0.0%
29 +
5.0%
Please indicate which professionals are employed by your service. Tick all that apply.
Psychologist/s (generalist and/or psychologists with endorsed specialty areas under National registration)
Social worker/s
90.0%
60.0%
0
8
5
4
2
0
0
1
n = 20
18
12
85
Counsellor/s (background other than psychologist or social worker)
Nurse/s with experience in health, mental health treatment
General practitioner/s with mental health expertise
Mental health worker/s
Psychiatrist/s
Mental health educator/s
Psychiatric nurse/s
Other (please specify): E.g., Occupational Therapist; Disability Advisers; Administrative Staff
19
20
21
30.0%
10.0%
10.0%
10.0%
5.0%
5.0%
0.0%
15.0%
6
2
2
2
1
1
0
3
n = 20
What is the current professional staff to student ratio provided by your service? (Total number of students eligible to access counselling
services divided by FTE counsellors.)
1:1000
5.3%
1
1:1500
0.0%
0
1:2000
5.3%
1
1:2500
0.0%
0
1:3000
10.5%
2
1:3500
15.8%
3
1:4000
10.5%
2
1:4500
5.3%
1
1:5000
5.3%
1
1:5500
0.0%
0
1:6000
15.8%
3
1:6500
10.5%
2
1:7000 or more
15.8%
3
n = 19
Do you consider this staffing to student ratio adequate for the expected/core service delivery?
No
85.0%
17
Yes
15.0%
3
n = 20
What professional staff to student ratio do you consider would be adequate to meet the demands of the service?
1:1000
10.5%
2
1:1500
15.8%
3
1:2000
5.3%
1
1:2500
5.3%
1
86
1:3000
1:3500
1:4000
1:4500
1:5000
1:5500 or more
Other (please specify): Variable - Demand and wait time should drive ratio.
22
23
24
31.6%
10.5%
5.3%
5.3%
10.5%
0.0%
5.3%
Which of the following professionals would you like to add or increase in the FTE within your service team? Tick all that apply.
Psychologist/s (generalist)
55.0%
Psychiatrist/s
40.0%
Psychologist/s (with endorsed specialty areas under National registration)
35.0%
Social Worker/s
35.0%
Mental health worker/s
25.0%
General Practitioner/s with mental health expertise
20.0%
Mental health educator/s
20.0%
Nurse/s with experience in health, mental health treatment
15.0%
Counsellor/s (background other than psychologist or social worker)
10.0%
Psychiatric Nurse/s
0.0%
None of the above
0.0%
Additional staff not required
0.0%
Other (please specify): E.g., Administrative and IT Support Staff
5.0%
Are the salaries paid to service staff competitive with other relevant employers?
No
Yes
Don’t know
30.0%
60.0%
10.0%
6
2
1
1
2
0
1
n = 19
11
8
7
7
5
4
4
3
2
0
0
0
1
n = 20
6
12
2
n = 20
What is the established full time effective (FTE) professional staffing load for the counselling service across all campuses? Please exclude
your role from the count. Please give your response as the FTE number e.g., 6, 9.5 or 13.7.
0-3
25.0%
5
4-7
45.0%
9
8 - 11
25.0%
5
12 or more
5.0%
1
87
Additional comments: Receive additional support from external counsellors funded by Health Department; Additional 20 hrs of project
administration
n = 20
25
26
How many staff (direct reports to your role) do not do any counselling and do undertake administrative or project work within the
counselling service (across all campuses)? Please give the actual head count (not FTE).
0
36.8%
1
21.1%
2
31.6%
3
5.3%
4
5.3%
5 or more
0.0%
7
4
6
1
1
0
n = 19
What is the established administrative and project staffing load for the counselling service across all campuses? Please give your response as
the FTE number e.g., 6, 9.5 or 13.7.
0-2
70.0%
15
3-5
25.0%
4
6 or more
5.0%
1
Additional comments: 2.6 FTE shared across other services e.g., career, housing, etc.
27
n = 20
Which of the following student services are centrally funded (full or part) and offered separately from your service? Tick all that apply.
A dedicated service for international students (does not include personal counselling/psychological services)
95.0%
19
Academic skills/information literacy services
95.0%
19
Equity services/Disability services
85.0%
17
Peer Mentoring Services coordination and support
80.0%
16
Services for Indigenous students (ATSI or Maori or PI)
75.0%
15
Scholarships office
75.0%
15
Long stay housing and accommodation services
75.0%
15
Religious Centre/Chaplaincy
75.0%
15
Academic advising services
70.0%
14
Budgeting and financial advice for students on low incomes
70.0%
14
Medical/Health service
65.0%
13
Reasonable educational accommodation adjustments for students with disability or learning difficulties
65.0%
13
Careers and Employment Service (combined)
65.0%
13
English language support services
60.0%
12
88
IT and online learning software support services
No or low interest loans service (education or living costs)
Transition to university/First Year Experience Coordination/Services
Retention Programs Coordination/Services
Welfare services
Physiotherapy services
Student Volunteer Programs Coordination/Services
Careers services
Dental Service
Learning engagement and enhancement services for specific cohorts entering under special access programs
(LSES, First in Family, etc.)
Psychological assessment of learning difficulties/disability (offered as separate service)
Psychiatric Services (assessment/medication/treatment/longer term psychotherapy)
Mental Health Educator or support services provided by a psychologist or nurse
Short stay or urgently needed/emergency housing service
Case management of students referred to or from specialist external service providers
Employment Service
Psychological assessment of learning difficulties/disability (offered by counselling or disability service)
A dedicated service for international students (includes personal counselling/psychological services)
Other (please specify): Academic developer, Research Education Adviser; Campus Life Co-ordinators who
work with student associations and Campus Ministry to provide extra-curricular activities on campus
55.0%
55.0%
45.0%
40.0%
35.0%
35.0%
35.0%
30.0%
25.0%
25.0%
11
11
9
8
7
7
7
6
5
5
20.0%
15.0%
15.0%
15.0%
10.0%
10.0%
5.0%
0.0%
5.0%
4
3
3
3
2
2
1
0
1
n = 20
28
Which of the following student services are offered as part of counselling service responsibility/activities? Tick all that apply.
Counselling/psychological services for international students
100.0%
Counselling/psychological services for local students
100.0%
Counselling/psychological services for minority/indigenous students (ATSI/Maori/PI)
95.0%
Case management of students referred to specialist services or external service providers
55.0%
Transition to university/First Year Experience Coordination/Services
35.0%
Peer Mentoring Services (could be coordination or services such as mentor training)
20.0%
Mental Health Educator or support services provided by a psychologist or nurse
20.0%
Student Volunteer Programs (could be coordination or services)
15.0%
Leadership development programs (could be coordination or services)
15.0%
Reasonable educational accommodation adjustments for students with disability or learning difficulties
15.0%
Retention Programs (could be coordination or services)
10.0%
20
20
19
11
7
4
4
3
3
3
2
89
Budgeting and financial advice for students on low incomes
Welfare services
Careers counselling
Academic skills/Information literacy services
English language support services
Psychological assessment of learning difficulties/disability
Psychiatric Services (assessment/medication/treatment/longer term psychotherapy)
Academic advising services
Learning engagement and enhancement services for specific cohorts entering under special access programs
(LSES, First in Family etc.)
Job readiness and employment preparation services
No interest or low interest loans service
Other (please specify): E.g., Harassment Prevention and complaints/ support processes for students
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
1
1
1
1
1
1
1
1
1
0.0%
0.0%
5.0%
0
0
1
n = 20
INSTITUTION INFORMATION
29 Did total student enrolment (measured at 31 March) at your institution increase or decrease in comparison to the previous year’s total?
Increase
78.9%
15
Decrease
5.3%
1
Little variation
15.8%
3
n = 19
30 Is your institution primarily known as a public or private college/university?
Public
94.7%
18
Private
5.3%
1
n = 19
31 Does your institution provide learning via:
Flexible delivery/distance options only
0.0%
0
Blend of flexible delivery, distance and on campus attendance
36.8%
7
Primarily on campus attendance with some flexible access via use of online teaching environment
63.2%
12
Other (please specify)
0.0%
0
n = 19
32 How many ‘onshore’ campuses does your institution operate?
None- All virtual/remote
0.0%
0
1
10.5%
2
2
10.5%
2
90
33
34
35
36
3
4
5
6
7
8
9
10
>10
21.1%
26.3%
10.5%
10.5%
5.3%
0.0%
0.0%
0.0%
5.3%
4
5
2
2
1
0
0
0
1
n = 19
How many ‘offshore’ campuses does your institution operate?
0
1
2
3
4
5
6 or more
61.1%
16.7%
11.1%
5.6%
0.0%
5.6%
0.0%
11
3
2
1
0
1
0
n = 18
Does the counselling service deliver comparable services to all students enrolled with the institution?
Yes- all students are offered comparable services irrespective of campus or enrolment type
No- only students attending onshore campuses receive comparable services
No- only students attending onshore and specific offshore campuses receive comparable services
No- only students attending specific onshore campuses receive comparable services
Other (please specify)
52.6%
21.1%
5.3%
21.1%
0.0%
10
4
1
4
0
n = 19
How many of the campuses provide a service dedicated to the provision of counselling and psychological assistance?
All
Most
Some
None
42.1%
31.6%
26.3%
0.0%
8
6
5
0
n = 19
5.3%
1
Does your institution research the home to institution commuter durations/distances travelled by students?
Not applicable
91
Don’t know
No
Yes
37
38
31.6%
36.8%
26.3%
6
7
5
n = 19
Please give the enrolment figures recorded at your institution across all campuses for the following cohorts (measured at March 31). Missing
data will be assumed as not able to be provided by your institution.
Total Institution enrolment- head count:
< 10,000
6.3%
1
10,000 -20,000
25.0%
4
20,000 - 30,000
25.0%
4
30,000 - 40,000
18.8%
3
40,000 - 50,000
12.5%
2
> 50,000
12.5%
2
n = 16
Total Institution enrolment- FTE:
< 10,000
15.4%
2
10,000 -20,000
53.8%
7
20,000 - 30,000
0.0%
0
30,000 - 40,000
30.8%
4
> 40,000
0.0%
0
n = 13
Please give the enrolment figures recorded at your institution across all campuses for the following cohorts (measured at March 31). Missing
data will be assumed as not able to be provided by your institution.
Full-time undergraduate coursework- Total head count
< 10,000
16.7%
2
10,000 -20,000
33.3%
4
20,000 - 30,000
16.7%
2
30,000 - 40,000
25.0%
3
> 40,000
8.3%
1
n = 12
Full-time undergraduate coursework- Total FTE count
< 10,000
33.3%
3
10,000 -20,000
33.3%
3
20,000 - 30,000
33.3%
3
92
> 30,000
0.0%
0
n=9
Full-time postgraduate coursework- Total head count
< 3,000
3,000 - 6,000
6 000 - 9,000
> 9,000
27.3%
45.5%
9.1%
18.2%
3
5
1
2
n = 11
Full-time postgraduate coursework- Total FTE count
< 1,000
1,000 - 2,000
2,000 - 3,000
> 3,000
37.5%
0.0%
37.5%
25.0%
3
0
3
2
n=8
Full-time postgraduate research students- Total head count
< 1,000
1,000 - 2,000
2,000 - 3,000
> 3,000
30.0%
30.0%
30.0%
10.0%
3
3
3
1
n = 10
37.5%
12.5%
0.0%
37.5%
3
1
0
3
1
n=8
33.3%
0.0%
33.3%
33.3%
2
0
2
2
n=6
Full-time postgraduate research students- Total FTE count
< 300
300 - 600
600 - 900
900 - 1,200
> 1,200
Part-time undergraduate coursework- Total head count
< 1,000
1,000 - 2,000
2,000 - 3,000
> 3,000
Part-time postgraduate coursework- Total FTE count
93
39
< 500
500 - 1,000
> 1,000
20.0%
20.0%
60.0%
1
1
3
n=5
Part-time postgraduate research students- Total head count
< 500
500 - 1,000
> 1,000
50.0%
25.0%
25.0%
2
1
1
n=4
Part-time postgraduate research students- Total FTE count
< 100
100 - 300
> 300
33.3%
33.3%
33.3%
1
1
1
n=3
Please give the enrolment figures recorded at your institution across all campuses for the following cohorts (measured at March 31). Missing
data will be assumed as not able to be provided by your institution.
International Students (on student visas)- Total head count:
< 4,000
35.7%
5
4,000 - 9,000
21.4%
3
9,000 - 13,000
21.4%
3
> 13,000
21.4%
3
n = 14
International Students (on student visas)- Total FTE count:
< 4,000
50.0%
4
4,000 - 9,000
25.0%
2
9,000 - 13,000
12.5%
1
> 13,000
12.5%
1
n=8
Local students (includes permanent residents)- Total head count:
< 10,000
15.4%
2
10,000 -20,000
38.5%
5
20,000 - 30,000
15.4%
2
30,000 – 40,000
23.1%
3
> 40,000
7.7%
1
94
n = 13
Local students (includes permanent residents)- Total FTE count:
< 10,000
10,000 -20,000
20,000 - 30,000
> 30,000
25.0%
37.5%
25.5%
12.5%
2
3
2
1
n=8
Students who identify as indigenous (e.g., ATSI, Maori, Pacific Islander)- Total head count:
< 100
100 - 300
300 - 500
> 500
25.0%
25.0%
33.3%
16.7%
3
3
4
2
n = 12
Students identified as low SES- Total head count:
< 1,000
1,000 - 5,000
5,000 - 9,000
> 9,000
25.0%
25.0%
25.0%
25.0%
1
1
1
1
n=4
Students registered for disability learning provisions- Total head count:
< 400
400 - 800
800 - 1,200
> 1,200
11.1%
22.2%
44.4%
22.2%
1
2
4
2
n=9
Students for whom English is not their first language- Total head count:
< 1,000
1,000 - 5,000
5,000 - 9,000
> 9,000
16.7%
33.3%
33.3%
16.7%
1
2
2
1
n=6
Students who moved from a rural area, another city, another state- Total head count:
< 2,000
2,000 – 5,000
20.0%
60.0%
1
3
95
> 5,000
20.0%
1
n=5
Students who are returning to education after more than one year of no study- Total head count:
n=0
Students who are transferring with credit from another institution- Total head count:
36
40
1
n=1
As of March 31 this year, what percentage of the enrolment at your institution is:
Male:
< 40%
40 % - 45%
45% - 50%
> 50%
7.7%
23.1%
53.8%
15.4%
1
3
7
2
n = 13
Female:
< 50%
50% - 55%
55% - 60%
> 60%
15.4%
53.8%
23.1%
7.7%
2
7
3
1
n = 13
Non-traditional gender identification:
0%
41
As of March 31 this year:
What percentage of enrolled students were under 18 years of age?
< 1%
1% - 2%
> 2%
1
n=1
50.0%
33.3%
16.7%
3
2
1
n=6
What percentage of enrolled students live in halls of residence or colleges on campus or in accommodation associated with your institution?
< 5%
50.0%
3
5% - 15%
33.3%
2
> 15%
16.7%
1
n=6
96
What percentage of enrolled students are first in their immediate family to attend post-secondary education/university?
44%
66.2%
What percentage of enrolled students are commencing (first year in program)?
< 30%
30% - 35%
35% - 40%
> 40%
12.5%
25.0%
37.5%
25.0%
1
1
n=2
1
2
3
2
n=8
42 Does your institution have a comprehensive emergency/critical incident response plan that includes expertise provided by counselling service
staff?
No
5.3%
1
Yes
89.5%
17
Uncertain
5.3%
1
n = 19
43 How confident do you feel in your institution’s preparedness and capacity to respond to a critical event on campus that threatens the safety
of one or more persons?
No not at all confident
15.8%
3
Moderately confident
57.9%
11
Very confident
26.3%
5
n = 19
SERVICE ACTIVITY INFORMATION
44 Which of the following areas of activity does the mission, role and functions of your service specifically target? Tick all that apply.
Student development- life skills, interpersonal skills, psychological resilience etc.
89.5%
17
Contribution to the management of inappropriate/difficult/challenging student behaviour
89.5%
17
Enhancing student academic performance
84.2%
16
Strategies to reduce student attrition/enhance student retention
84.2%
16
Early identification and intervention for risk of self harm or other harm in the student cohort
84.2%
16
Institutional responsiveness to mental health issues
78.9%
15
Input to student policies and procedures
73.7%
14
Strategies to enhance overall student well-being
73.7%
14
Equity and access support for students
68.4%
13
Contribution to the response to student misconduct complaints
68.4%
13
97
Safer community interventions
Student experience of campus life
Healthy universities interventions
Student academic engagement
Recognition and response to diversity in the student population
Other (please specify)
45
46
52.6%
52.6%
47.4%
47.4%
47.4%
0.0%
Please indicate the cohorts for whom your service provides counselling and psychological services. (Tick all that apply).
All currently enrolled students (no exclusions)
100.0%
Undergraduate coursework students
84.2%
International students
84.2%
Postgraduate coursework students
78.9%
Postgraduate research students
73.7%
Special entry course enrolled students (uni prep programs)
73.7%
Students on academic suspension
36.8%
Students enrolled in courses provided by commercial entities associated with your institution
36.8%
Students from other institutions under formal arrangements (e.g., MOU agreements)
36.8%
Staff of the institution
36.8%
Students from other institutions under informal arrangements
31.6%
Student alumni (for 6-12 months post-graduation)
10.5%
Other (please specify):
21.1%
Staff in relation to student matters (not personal matters);
Perspective students are allowed 1 session for referral purposes, Students who have been suspended are also
allowed 1-2 sessions for referral purposes;
Fee for service customers in two broad categories: Organisations who engage us as a provider of Employee
Assistance Program counselling services for their staff & Organisations and individuals who engage us in the
provision of direct professional supervision;
Associated university
10
10
9
9
9
0
n = 19
19
16
16
15
14
14
7
7
7
7
6
2
4
n = 19
Which of the following legal and ethical requirements/expectations are integral to the professional behaviour of service staff? Tick all that
apply.
Legislative frameworks (e.g., duty of care, disability, discrimination, harassment, privacy and freedom of
100.0%
18
information, mandatory reporting, child abuse, record keeping and occupational health and safety)
Professional codes of conduct (e.g., Registration Board, Professional Association)
100.0%
18
98
Institutional requirements (e.g. code of conduct)
Other (please specify): E.g., Public Sector Management Act
47
48
100.0%
5.6%
Do you consider that each of the above professional responsibilities are integrated into service procedure and practice?
No
0.0%
Yes- In part
10.5%
Yes- Mostly
26.3%
Yes- Fully
63.2%
Which of the following are used within your service as quality processes? (Tick all that apply)
Recruiting only professionals who have required professional ethics and behaviour (linked to legal registration)
Providing an induction program with emphasis on these responsibilities
Recruiting staff that are inducted into confidentiality requirements with a signed agreement
Other (please specify): E.g., Reference checks including personal and professional referees; Police checks;
Four or more years experience; Role-play as part of interview requirements; Ongoing supervision both peer
and 1 to 1; Clinical meetings; Participation in a reflecting team
89.5%
84.2%
57.9%
5.3%
18
1
n = 18
0
2
5
12
n = 19
17
16
11
1
n = 19
49
50
Which of the following quality assurance activities are conducted on a regular basis? Tick all that apply.
Mapping of service strategic goals and operational plans against the institutional strategic plans and relevant
key performance target/indicators
Regular review of service values, practices and procedures
Regular assessment of service efficacy and achievement
Regular measurement of client satisfaction
Regular review of client needs and emerging student issues
Regular use of feedback mechanisms
Presentations and/or publications by staff on clinical issues, student needs and emerging issues, service delivery
effectiveness and service evaluation
Undertaking research pertinent to service delivery
Routine use of outcome measures
None of the above
Other (please specify)
89.5%
17
84.2%
78.9%
78.9%
73.7%
68.4%
68.4%
16
15
15
14
13
13
42.1%
31.6%
0.0%
0.0%
8
6
0
0
n = 19
Which of the following clinical supervision/consultations or supervisory activities occur in the service? Tick any that have been utilised by
service staff in the preceding 18 months.
99
Ad-hoc case discussion with other team member as required
Peer consultation with senior team member as needed
Peer consultation at least 2 hours per month (small group)
Regular review of caseload with senior team member or senior professional
Individual supervision for at least 1 hour per month (with senior team member)
Individual supervision for at least 1 hour per month (with external supervisor)
Peer consultation at least 2 hours per month (1-1)
Consultation with a psychiatrist (1 on 1)
Consultation with a psychiatrist (group)
Other (please specify): E.g., Monthly peer consultation with medical team
51
52
89.5%
89.5%
78.9%
73.7%
52.6%
47.4%
47.4%
10.5%
5.3%
5.3%
17
17
15
14
10
9
9
2
1
1
n = 19
Which of the following are applied in the management of the professional workload and professional activities undertaken by counsellors?
Tick all that apply.
Direct service provision responsibilities (1-1 or group facilitation) rarely exceed 5 of 7 hours per day
94.7%
18
Professional development and performance development are considered as related activities
94.7%
18
Requests for professional development funding and/or to attend as part of work duties are usually approved
94.7%
18
provided the professional development activity is directly relevant to service delivery or the individual’s stated
career goals/learning plan
Adequate time is provided in work duties for completion of administrative tasks and essential record keeping
89.5%
17
Every staff member has a professional development plan with negotiated resource allocation
84.2%
16
Professional development is considered with regard to the requirements of continued registration and/or
84.2%
16
professional association membership
Each counsellor is expected to have a personal ongoing professional development learning plan
73.7%
14
Counsellors routinely undertake a variety of professional activities (1-1 counselling, workshop planning and
68.4%
13
facilitation, preparation of psycho-educational resources etc)
Counsellors have different duties dependent on skills and preferred ways of working (e.g., some will do less
68.4%
13
workshop and resource development and more 1-1 counselling and psychological interventions than others)
Each counsellor is required to work to key performance goals
57.9%
11
Each professional staff member is allocated a set dollar figure in support of professional development
57.9%
11
None of the above apply
0.0%
0
Other (please specify)
0.0%
0
n = 19
Does the service offer supervised training placements for interns in psychology, social work, mental health worker etc?
Regularly
42.1%
8
100
Occasionally
Rarely
Never
53
54
36.8%
15.8%
5.3%
7
3
1
n = 19
Does the service provide opportunities for students to undertake volunteer project work relevant to their degree and career within the
service?
Regularly- have a formal student volunteer program
5.3%
1
Occasionally- when a specific student with appropriate skills is matched with a project
42.1%
8
Rarely
31.6%
6
Never
21.1%
4
Please specify the student volunteer programs provided:
Mental Health Week; Get up and Go Program, Previous programs have included a project on mental health and visual art competition; CS is part of
training for mentors, leadership etc but no student works specifically within CS
n = 19
Please indicate which of the following apply to the service accommodation and infrastructure. Tick all that apply.
Client records are adequately protected and secure
100.0%
19
Furnishings satisfy comfort and OHS requirements
94.7%
18
Accessible for students with disabilities
89.5%
17
Sound transfer levels adequate to ensure privacy during counselling sessions
89.5%
17
Adequate rooms for counselling (size- minimum 13 metres square, light, warmth, cooling and ventilation)
89.5%
17
Reception and waiting areas have adequate privacy
89.5%
17
Staff and students have access to information technology required for service delivery in a contemporary
84.2%
16
counselling service
Central location
73.7%
14
Discrete location
73.7%
14
The service has regular access to a suitable room for interactive workshops
63.2%
12
The service uses electronic case management software
63.2%
12
All client records are created and stored electronically
57.9%
11
A professional library is provided for staff
57.9%
11
Supervision of staff and interns can be conducted via direct observation and/or audio-video recordings
36.8%
7
A self help library is provided for students
31.6%
6
None of the above apply
0.0%
0
Additional comments about existing service accommodation: E.g., There is some difference in quality of accommodation and infrastructure across
different service sites
101
n = 19
55
56
57
58
Has your service or institution conducted any research on student mental health or student well-being?
No
Yes
Which of the following activities has your service conducted in the last 2 years? Tick all that apply.
Mental Health Awareness Programs/Workshops
Other systematic intervention program/s
Depression Awareness Screening Day
Anxiety Awareness Screening Day
None of the above
Other (please specify): E.g., Staff training in Mental Health; Australian Student Depression Attitudes Study (ASDAS)
http://www.depressionresearch.net/summaries/asdas.htm
63.2%
36.8%
12
7
n = 19
83.3%
27.8%
5.6%
5.6%
16.7%
15
5
1
1
3
n = 18
Have you observed any ‘emerging’ areas of demand for service delivery in the last 24 months?
No
31.6%
6
Yes
68.4%
13
If Yes please specify:
Mental health awareness (e.g., assisting fellow students with mental health issues and staff understanding);
Mental Health First Aid Training;
Changing patterns of interpersonal communication using IT options (e.g., online social engagement);
Student isolation and lack of meaningful relationships;
Services for students with complex needs (e.g., severe mental health issues, autism spectrum disorders, disengaged youth);
Balancing study and internet networking;
Attending on campus risk associated with mental health issues;
Electronic mental health services (E.g. Internet addiction, problematic sexual risk behaviour, wellbeing and positive psychology);
Disruptive behaviour; Internet pornography addiction;
Changes to international students’ insurance cover to access medical diagnosis/treatment for newly emerging or pre-existing psychiatric and mental
health issues;
No down time (for counsellors/services) and more distressed students presenting;
Decrease in community services available for students
n = 19
If you answered YES to the question above: What action have you taken so far to respond to these emerging areas?
Examples:
102
59
60
61
Introduced (more) Mental Health First Aid workshops;
Employed a specialist tutor for students with Autism Spectrum Disorders;
Employed a teacher/youth advisor;
Staff professional development and training (e.g., as Mental Health First Aid trainers);
Liaison with other teams;
Create links to external mental health services;
Introduced an electronic question and answer service;
Expanded provision of online information;
Expanded provision of groups and workshops in areas of wellbeing and positive psychology;
Contributed to the development of a serious health condition policy to provide the process to manage these issues on campus;
Appointed a mental health coordinator;
Developed screening template and specialist referral resources;
Reporting incidences to hierarchy;
Advising and assisting halls and colleges more about students in distress or exhibiting distressing behaviour. Many incidents occur in residential
colleges
n = 11
Does your service provide counselling and psychological services beyond usual business hours e.g., Mon-Fri (9-5)?
Never
15.8%
3
Yes- Occasionally by arrangement
52.6%
10
Yes- Only during peak demand periods
0.0%
0
Yes- Routinely during teaching weeks only
0.0%
0
Yes- Routinely during the whole of the academic year
15.8%
3
Other (please specify): E.g., One counselling appointment per week 4:30 - 5:30pm; Extended hours of service
15.8%
3
until 7pm two evenings a week on one campus; Only doctors available outside business hours
n = 19
Does your service provide counselling and psychological services on Saturday or Sunday?
Never
77.8%
14
Yes- Occasionally for specific workshops or programs
16.7%
3
Yes- Routinely during teaching weeks only
0.0%
0
Yes- Routinely during the whole of the academic year
0.0%
0
Other (please specify): E.g., Only services provided by doctors not counsellors
5.6%
1
n = 18
Which of the following does your service provide in an online/website environment for student and university community access? Tick all
that apply.
103
Static website with service information
Tip sheets and brochures
Self-paced learning materials
Online chat/forum options
Online counselling
Q and A posting
None of the above
Other (please specify): E.g., Downloadable audio and video material; Referral to online chat/forum options
62
63
64
94.4%
83.3%
33.3%
16.7%
5.6%
5.6%
0.0%
11.1%
17
15
6
3
1
1
0
2
n = 18
Commuter students who travel considerable distances to attend campus can experience a reduced opportunity to utilise student services and
may have difficulty attending for needed counselling. Does your service address this need for service provision in any particular way?
Not applicable- distance education only institution
0.0%
0
Not at all
5.3%
1
Occasionally on specific request
68.4%
13
Yes- during teaching weeks only
0.0%
0
Yes- routinely
26.3%
5
If Yes please explain what accommodations are made for these students:
Telephone counselling; Skype counselling; Online counselling and email contact; Outreach services; After hours services
n = 19
Part time students frequently attend class from 4pm - 9:30pm. Does your service provide any services that specifically address the needs of
these part time students?
No
72.2%
13
Yes
27.8%
5
If Yes please specify:
One late night to 6pm; Appointments from 8-9am and 4-6pm; After hours mobile counselling service phone available from 5-8pm during term time;
Phone appointments; Some Saturday workshops
n = 18
Which of the following does your counselling service provide? Tick all that apply.
Urgent appointment options available each day
94.7%
18
Flexible adherence to stated session limits for ongoing counselling appointments as needed to address the
84.2%
16
mental health needs of the student
Telephone counselling appointments
78.9%
15
Ongoing counselling appointments limited by service policy
63.2%
12
First appointments pre-booked in advance (60 minutes)
47.4%
9
104
Walk-in and wait for appointment option
Drop-in appointments (30 minutes) only bookable on the day
Email counselling
Drop-in appointments (60 minutes) only bookable on the day
Telephone and face-face triage system for screening severity of presentation for clients prior to first assessment
Face-face triage system for screening severity of presentation for clients prior to first assessment
First appointments pre-booked in advance (30 minutes)
Telephone triage system for screening severity of presentation for clients prior to first assessment
Unlimited ongoing counselling appointments
Online counselling (asynchronistic)
Single session appointments (60-90 minutes) with follow up limited to phone, email or an additional 30-minute
appointment
Online chat in real time (synchronistic) with a counsellor
Other (please specify): E.g., Online question and answer posting
65
66
36.8%
31.6%
31.6%
26.3%
26.3%
21.1%
21.1%
15.8%
10.5%
10.5%
0.0%
7
6
6
5
5
4
4
3
2
2
0
0.0%
5.3%
0
1
n = 19
What is the advertised upper limit of counselling appointments that a student/client can access in each year in your service?
No limit
26.3%
Less than unlimited but more than 11 appointments
5.3%
7 to 10 appointments
21.1%
4 to 6 appointments
26.3%
Less than 4 appointments
0.0%
Other (please specify):
21.1%
E.g., Not defined to give flexibility;
Advertised as short term service;
No limit advertised;
For clients seen for more than 10 sessions, case is reviewed by Counsellor and Head of Counselling;
Longer interventions in cooperation with specialist providers is possible for more serious psychiatric cases
5
1
4
5
0
4
n = 19
The 2009 UCCD survey report indicated that the average number of sessions utilised per client within university or college counselling
services was 6.2 (whether or not there is a session limit imposed by service policy). In 2009, what was the average number of appointments
utilised by the clients within the counselling service that you manage?
< 1.4
0.0%
0
1.5 - 1.9
5.3%
1
2 - 2.4
0.0%
0
105
67
68
69
70
2.5 - 2.9
3 - 3.4
3.5 - 3.9
4 - 4.4
4.5 - 4.9
5 - 5.4
5.5 - 5.9
6 – 6.4
If > 6.5 sessions per client on average please specify the average number
21.1%
42.1%
21.1%
5.3%
0.0%
0.0%
0.0%
5.3%
0.0%
4
8
4
1
0
0
0
1
0
n = 19
Does the service utilise a waiting list or unmet demand list?
No
Yes
31.6%
68.4%
6
13
n = 19
Please respond to this question only if your service utilises a wait list for appointments. Are students registered on the wait list offered
appointments as available due to cancellations?
No
0.0%
Yes
100.0%
0
13
n = 13
Please respond to this question only if your service utilises a wait list for appointments. Does the service use a screening tool to assess severity
of psychological distress prior to placement on wait list?
No
69.2%
9
Yes
30.8%
4
If Yes please specify:
Kessler 10 (plus Likert scale regarding level of concern about academic performance); 30-minute screening interview
n = 13
Please respond to this question only if your service utilises a psychological distress screening tool such as the Kessler 10. Do you have
procedure and stated policy for students with acute psychological distress, and not able to be given immediate appointment, to be followed
up within 24 – 48 hours (i.e. within 2 working days)?
No
33.3%
3
Yes
66.7%
6
Please briefly explain the follow-up process:
Student called by senior counsellor for further assessment and referral within service, further appointments with senior counsellor or referral out via
GP or to other options as applicable;
106
Student referred to doctor or nurse and appointment made with next available counsellor or clinical service manager;
Staff extend themselves beyond reasonable limits or refer to Psychiatric Emergency Centre at local hospital;
If acute- contacted within 1-2 hours, If less acute- contacted within 24 hours. Staff rostered on counselling response roster, 2 hours per day, One
hours am, One hour pm;
Will be seen as a priority on the day
n=9
71
Does your service offer a 24/7 telephone counselling service?
No
100.0%
Yes
0.0%
Please briefly explain the options for after hour’s mental health services available to students of your institution. Include external community
services to which students are referred by your service website or phone message:
Lifeline, Community Assessment and Triage team, After hours medical facility; University Security
19
0
n = 19
72
73
Which of the following strategies does your service employ to minimise “no shows” for scheduled appointments? Tick all that apply.
SMS one or two days before to confirm appointment
52.6%
Phone call the day before to confirm appointment
5.3%
An administrative fee or charge/fine for non attendance
0.0%
None of the above
26.3%
Other (please specify):
15.8%
Email reminder;
After 3 no-shows student is contacted, counselled and warned subsequent no-show will result in losing access
to the service;
At peak times in semester, administrative staff call day prior to remind student (however % no-shows is no
different when student is called or not)
10
1
0
5
3
n = 19
Does the service routinely provide students with information on alternate options for seeking counselling and psychological services and
mental health treatment?
No
15.8%
3
Yes
84.2%
16
If Yes, please detail when and how this information is provided:
While on waiting list, students are provided with a “While you are waiting” information brochure that contains other options for seeking help;
Options outlined in person once needs have been identified;
Message bank and website;
Administrative staff advise over telephone;
107
Counsellors discuss options with student;
Links on website;
Referrals to other agencies, services, to the psychology clinic on campus as well as private referrals;
See GP for Mental Health Care Plan;
Information about crisis care through avenues such as Lifeline;
Advice regarding the Psychiatric Emergency Service;
Advice given during the intake screening session
n = 19
74
75
76
77
Is the service able to respond to all requests for counselling appointments within an 8-day period?
No
33.3%
6
Yes
66.7%
12
Please describe any specific strategies utilised to follow up students who request an appointment and are not able to be seen within 8 days:
Encouraged to seek support via other options; Offered Walk-in clinic or given on-the-day or emergency appointments; Can utilise Drop-In Service
available each day 1pm-4pm; Offered cancellations; Call during counselling response roster
n = 18
Please specify the average wait time for a first appointment if longer than 8 days.
Examples:
8.2 days; 10 days; 10-14 days; 14 days; Wait time varies between 1 day and 21 days
n=6
Does the service request that each student complete a substantial screening tool prior to or at the first
scheduled appointment?
No
73.7%
14
Yes
26.3%
5
If Yes, please specify the screening tool used:
Depression Anxiety Stress Scale (DASS); Audit; Outcome Questionnaire 45.2 (OQ 45.2) & Outcome Rating Scale (ORS); Internally developed
health and well-being questionnaire; Service-devised First Visit Questionnaire- 60 questions including DASS and short version of Frost Perfectionist
Scale. Screen for personality disorder symptoms, self harm and suicidality current or past;
n = 19
Which of the following psychological/psychotherapeutic orientations are utilised by professional staff working 1-1 or in workshop formats?
Tick all that apply.
Cognitive-Behavioural (e.g., CBT)
100.0%
19
Solution-focused
89.5%
17
Narrative
89.5%
17
Behavioural (e.g., ACT)
78.9%
15
108
Eclectic
Psychodynamic
Developmental
Integrative
Interpersonal Psychotherapy
Other (please specify): E.g., Positive psychology; Existential Constructivist; Acceptance-based therapies
78
Are service practitioners routinely using a client outcome measure (e.g. OQ45.2 or ORS/SRS scales)?
Yes- use of outcome measures are standard service procedure
Yes- some but not all- use of a client outcome measure is counsellor’s choice
None of the counsellors use a client outcome measure
If Yes please specify the outcome measure/s being used:
ORS/SRS; OQ45; ACORN; DASS
78.9%
57.9%
57.9%
57.9%
42.1%
15.8%
15
11
11
11
8
3
n = 19
21.1%
42.1%
36.8%
4
8
7
n = 19
79
Which of the following does your service provide? Tick all that apply.
Consultation on student-related issues with institution staff
Website with student focused resources
Consultation on student-related issues with college or halls of residence staff
Faculty requested workshops outside class schedules
Training programs for ‘residential advisors’ in colleges or halls of residence
Program of psycho-educational workshops
Mental Health First Aid or similar workshop that educates staff or students about mental health/illness, ‘at risk’
behaviours and self harm and suicidality
Consultation on student-related issues with parents of students
Consultation on student-related issues with staff in organisations affiliated with your institutions
Specific orientation program for first year students
After hours workshops at colleges or halls of residence
Within curriculum ‘guest’ lectures
Training programs for students involved in volunteer activities
Therapeutically focused group programs
Specific programs for different cohort levels (undergraduate/postgraduate/research)
Programs that aim to educate students on their use of alcohol and other drugs
Specific workshops for advanced year students
Specific programs for academically at risk students
94.7%
89.5%
84.2%
78.9%
78.9%
73.7%
68.4%
18
17
16
15
15
14
13
63.2%
63.2%
57.9%
52.6%
52.6%
47.4%
47.4%
36.8%
31.6%
26.3%
26.3%
12
12
11
10
10
9
9
7
6
5
5
109
Peer Mentoring programs
Consultation on student-related issues with staff at other institutions supported via an MOU
Website with interactive capability supporting dynamic engagement with students
Courses to promote psychological and/or personal development in an online teaching environment
Programs that target internet overuse, e.g. behaviours related to harmful levels of gambling or gaming via the
internet
Other (please specify): E.g., Workshops for insomnia and stress; Mental health first aid and alcohol/drug
education undertaken by Health Promotion unit of Medical Centre
21.1%
21.1%
15.8%
5.3%
0.0%
4
4
3
1
0
10.5%
2
n = 19
80
81
82
83
84
Does your service utilise a ‘consumer or student reference group’ to inform and guide service delivery?
No
78.9%
Yes
21.1%
If Yes please specify how students are recruited to this process:
Advisory board with representatives from the Student Guild; Students volunteer in response to invitations to express interest; Through student
ambassador program
15
4
n = 19
Please complete this question only if you answered YES to the previous question. Has this method of seeking student input been worthwhile?
No
0.0%
0
Yes
100.0%
4
n=4
Does your service offer any specific programs for students of LSES background, first in family to attend, or for students with a disability?
No
82.4%
14
Yes
17.6%
3
n = 17
How frequently does your service conduct a ‘client satisfaction’ survey?
Not ever
5.6%
1
Occasionally- institution has restriction on number of student surveys conducted
11.1%
2
Yes for specific purposes (strategic planning, review process etc.)
5.6%
1
Yes once a year
50.0%
9
Yes every two years
11.1%
2
Yes every three to five years
16.7%
3
n = 18
Please describe any other routine feedback, evaluation or quality measures used by your service.
Examples:
110
85
86
Feedback template used for all workshops, ORS/SRS, cohort surveys, staff surveys, focus groups for specific cohorts;
All workshops/groups/seminars have a specific evaluation;
Online feedback option on the website;
OQ45, process evaluation (forms at the times of activity) of groups, seminars or workshops, Impact or follow up evaluation (usually survey based) of
some groups, seminars and workshops, pre and post screening using appropriate measures of some therapeutically orientated group programs;
Feedback box in Student Services reception area;
Email feedback to measure client satisfaction all year round for every client;
Online evaluation of service by consenting clients;
Well-utilised waiting room comments box;
DASS and client satisfaction surveys;
Evaluation of groups
n = 10
Does the service conduct any research?
No
63.2%
12
Yes
5.3%
1
Yes occasionally
31.6%
6
If Yes, please state what research has been conducted in the last 3 years:
Student Wellbeing survey, adjustment to uni survey at end of first semester;
Mental Health Survey, Terminated Student Survey;
Journal articles: How student services professionals view wisdom in work and life. Hanging out in social spaces;
Research into International student use of Counselling Service;
Research has been conducted as part of individual Psychologist's academic course requirements around issues relating to intervention strategies
(typically literature reviews). This research has not been initiated by the service, but informs our practice;
Mindfulness vs. ACT research;
Evaluation of Mental Health Strategy, Evaluation of online mental health information, Evaluation of efficacy of group therapy programs, Papers on
aspects of therapeutic practice, Papers on aspects of higher education policy and practice, Psychological dimensions of barriers to research higher
degree completion, Health and wellbeing needs of international students, Impact of mental health training. Institutional use of special consideration
for mental ill-health issues
n = 19
In 2009 what percentage of staffing time did the service utilise on the following areas of service delivery?
Individual counselling appointments:
< 50%
0.0%
0
50% - 60%
17.6%
3
60% - 70%
29.4%
5
70% - 80%
29.4%
5
111
> 80%
23.5%
4
n = 17
Urgent/emergency appointments:
< 5%
5% - 10%
10% - 15%
15% - 20%
> 20%
0.0%
29.4%
35.3%
29.4%
5.9%
0
5
6
5
1
n = 17
Consultation with university staff about specific students of concern:
< 5%
5% - 8%
9% - 12%
> 12%
11.8%
64.7%
17.6%
5.9%
2
11
3
1
n = 17
Psycho-educational workshops:
< 5%
5% - 8%
9% - 12%
> 12%
40.0%
26.7%
26.7%
6.7%
6
4
4
1
n = 15
Psychotherapeutic workshop:
< 2%
2% - 4%
5% - 7%
> 7%
39.4%
30.8%
23.1%
7.7%
5
4
3
1
n = 13
Mental health awareness lectures/workshops (to staff and students):
< 2%
2% - 4%
5% - 7%
> 7%
20.0%
46.7%
26.7%
6.7%
3
7
4
1
n = 15
Workshops or presentations in scheduled class time:
112
< 2%
2% - 4%
5% - 7%
> 7%
31.3%
25.0%
37.5%
6.3%
5
4
6
1
n = 16
FEES AND CHARGES FOR SERVICES
87 In 2010 does your service directly charge any student for counselling or psychological services?
No
89.5%
17
Yes
10.5%
2
If Yes please specify which students are charged for counselling and psychological services:
Students who have more appointments than the number permitted per year; All required to pay unless they are unable to or a third party is paying
e.g., international student insurance or disability allowance.
n = 19
88 Please tick all categories below that apply to the counselling service activities.
No fees charged
73.7%
14
Fees charged for 1-1 services
10.5%
2
Fees charged for additional services delivered as part of curriculum
10.5%
2
Fees charged for services delivered at special request by Faculty or Department
10.5%
2
Fees charged for services delivered to students enrolled with independent entity related to the institution
10.5%
2
Fees charged for services delivered under a formal MOU
5.3%
1
Fees charged for group services
0.0%
0
Fees charged for cancellation or ‘no show’ appointments
0.0%
0
Other (please specify): Fees charged to external customers; Staff training fees
10.5%
2
n = 19
89 If you answered YES to the previous question please tick any category that is applicable.
Full fee charged based on your services/institutions fee scale
33.3%
2
Full fee charged based on professional association recommended rate
16.7%
1
A cost recovery fee of more than $90
16.7%
1
A university subsidised fee of more than $30
16.7%
1
A university subsidised fee of less than $30
16.7%
1
A cancellation or no show fee of less than $20
0.0%
0
A cancellation or no show fee of more than $20
0.0%
0
A token fee for service of less than $10
0.0%
0
A student association subsidised fee of less than $30
0.0%
0
113
A student association subsidised fee of more than $30
A cost recovery fee of between $30 and $90
Staff using the counselling services to access 1-1 psychological services are charged as per health
insurance/Medicare schedule as applicable
Fees are charged but none in the options listed above
Other (please specify): Staff are charged a subsidised fee.
90
91
0.0%
0.0%
0.0%
0
0
0
0.0%
16.7%
0
1
n=6
With regards to service fees which of the following options are currently under consideration? Please tick any that apply.
No not considering any fee introduction
68.4%
Considering a small cancellation or no show fee
10.5%
Considering professional association recommended fee
5.3%
Considering token fee
0.0%
Considering a subsidised fee
0.0%
Considering a cost recovery fee
0.0%
None of the above
10.5%
Other (please specify): Considering small fee for delivery of Mental Health First Aid to students; Considering
10.5%
charging international students on their insurance.
13
2
1
0
0
0
2
2
n = 19
This question is applicable only to AUSTRALIAN respondents. Please tick any of the following that apply to your services’ use of Better
Access to Mental Health Care initiative options for service users.
No salaried professional staff are utilising Medicare options to charge students within this service
73.3%
11
Some students likely to be eligible for psychological treatment under Medicare funded options are referred to
40.0%
6
their general practitioner or the general practitioners in the university health service
Many students likely to be eligible for psychological treatment under Medicare funded options are referred to
26.7%
4
their general practitioner or the general practitioners in the university health service
It is service policy that ALL students likely to be eligible for psychological treatment under Medicare funded
6.7%
1
options are referred to their general practitioner or the general practitioners in the university health service
Students are referred to service professional staff under the Medicare funded options by their general
6.7%
1
practitioners and these students are bulk billed only
Students are referred to service professional staff under the Medicare funded options by their general
0.0%
0
practitioners and these students are charged the amount funded under Medicare plus an additional amount
Salaried professionals within the service are billing students under the Medicare options with the Medicare
0.0%
0
rebate signed over to the service.
Independently practicing psychologists with Medicare rebate options have rooms within the service and are the
0.0%
0
114
only practitioners charging fees within this service.
None of the above
Other (please specify): For longer term interventions students are advised of options
92
93
94
95
96
6.7%
6.7%
1
1
n = 15
This question is applicable only to AUSTRALIAN respondents. Does the service provide any counselling and psychological services (1-1 or
in group) to students via Medicare bulk billed options.
No
100.0%
15
Yes
0.0%
0
If Yes please specify which students are charged for counselling and psychological services:
Students who have more appointments than the number permitted per year; All required to pay unless they are unable to or a third party is paying
e.g., international student insurance or disability allowance.
n = 15
This question is applicable only to AUSTRALIAN respondents. Is your service actively considering providing students with direct access to
psychologists or social workers who can bulk bill under Medicare items within the service?
No
93.3%
14
Yes
6.7%
1
Please explain the model you are considering for providing access to Medicare funded services:
Undecided yet but hope they will be our staff salaried by the University with Medicare funds allocation to supplement our budget;
We used to but no longer do this
n = 15
Does your service provide counselling and psychological services to students enrolled at another institution under a formal MOU
agreement?
No
61.1%
11
Yes
38.9%
7
If Yes is this arrangement primarily cost recovery or is there a built in profit margin?
Cost recovery (# = 4); Built in profit margin (# = 3)
n = 18
Does your service charge other areas of your institution for services delivered that go beyond your core services? E.g., mental health
awareness training, leadership programs for elite students etc.
No
61.1%
11
Yes
38.9%
7
n = 18
Does your service undertake any pro bono service delivery for an institution affiliated with your institution?
No
83.3%
15
115
Yes
16.7%
3
n = 18
Does your service offer provision for ‘outsourced’ options for counselling or psychological services via private practitioners (who on
arrangement will invoice your service) to students who are undertaking an academic program placement or workplace internship etc, in
overseas, rural or regional locations?
Not Ever
61.1%
11
Occasionally if no other option available
33.3%
6
Regularly as part of routine service delivery
5.6%
1
n = 18
SERVICE DATA
98 How many students in total were eligible to receive services from the counselling service at your institution in 2009?
< 10,000
11.8%
2
10,000 - 20,000
11.8%
2
20,000 - 30,000
35.3%
6
30,000 - 40,000
17.6%
3
> 40,000
23.5%
4
n = 17
99 What percentage of students who were eligible for 1-1 counselling services actually accessed 1-1 services in 2009? Please estimate the
percentage if accurate data is not available.
< 4%
17.6%
3
4% - 7%
47.1%
8
8% - 11%
17.6%
3
12% - 15%
11.8%
2
> 15%
5.9%
1
n = 17
100 What percentage of enrolled students participated in all programs, workshops etc. (other than individual 1-1 counselling) during 2009?
Please estimate the percentage if accurate data is not available.
< 4%
23.5%
4
4% - 7%
47.1%
8
8% - 11%
11.8%
2
> 12%
5.9%
1
n = 15
101 How many 1-1 occasions of service did students utilise in 2009? Please estimate if accurate data is not available.
< 2,000
25.0%
4
97
116
2,000 - 4,000
4,000 - 6,000
> 6,000
102
103
104
105
106
37.5%
25.0%
12.5%
What was the average number of occasions of service utilised in 2009? Please estimate if accurate data is not available.
<3
38.5%
3-4
53.8%
>4
7.7%
6
4
2
n = 16
5
7
1
n = 13
What was the percentage of 'no shows' for counselling appointments during 2009? Please estimate the percentage if accurate data is not
available.
< 3%
28.6%
4
3% - 5%
42.9%
6
> 5%
14.3%
2
Additional comments: Low due to SMS reminder system; Unknown but small numbers
14.3%
2
n = 14
What percentage of students accessed only one occasion of service in 2009? Please estimate the percentage if accurate data is not available.
< 30%
27.3%
3
30% - 40%
9.1%
1
40% - 50%
27.3%
3
50% - 60%
9.1%
1
> 60%
18.2%
2
Additional comments: 83% access 1-4 appointments
9.1%
1
n = 11
What percentage of students given a follow-up appointment failed to return as arranged in 2009? Please estimate the percentage if accurate
data is not available.
< 10%
42.9%
3
10% - 25%
42.9%
3
> 25%
14.3%
1
n=7
Which of the following were within the most prevalent presenting issues identified by service clients during 2009? Tick all that apply.
Depression
100.0%
18
Anxiety
100.0%
18
Relationship issues
83.3%
15
117
Stress
Adjustment issues
Academic progress
Welfare needs (financial hardship, accommodation/homelessness etc.)
Administrative issues
Other (please specify):
107
108
77.8%
61.1%
50.0%
22.2%
16.7%
0.0%
Please tick any of the following that are regularly identified by counsellors in their assessment of students who attend for
counselling/psychological services at your service.
Perfectionism- negatively impacting on academic achievement
94.4%
Performance anxiety
88.9%
Interpersonal conflict
88.9%
Panic attack
83.3%
Social anxiety- social isolation
83.3%
Too little personal motivation to support academic progression
77.8%
Personality Disorder
66.7%
Unclear career goals
61.1%
Sexuality issues
61.1%
Inadequate interpersonal skills to establish significant friendships
61.1%
Domestic violence
55.6%
Inadequate skills to be a successful independent learner
44.4%
Harassment/Stalking behaviour
38.9%
Psychosis
33.3%
Paranoia
27.8%
Inadequate skills to support independent living
27.8%
Sexual assault/rape
27.8%
Unplanned pregnancy
27.8%
Asperger’s Syndrome/Autism Spectrum disorders
22.2%
Gambling problems
16.7%
Gender identity issues
16.7%
Other (please specify): Trauma; Physical health issues impacting negatively on study and life
11.1%
This question asks for client referral patterns during 2009. Please answer any of the following for which you have data. Please estimate
percentage if you have no specific data. What percentage of service clients were referred as per the following categories?
14
11
9
4
3
0
n = 18
17
16
16
15
15
14
12
11
11
11
10
8
7
6
5
5
5
5
4
3
3
2
n = 18
118
Referred for urgent assessment by community mental health team
< 2%
2% - 3%
4% - 5%
> 5%
38.5%
38.5%
23.1%
0.0%
5
5
3
0
n = 13
Referred to hospital causality/emergency service
< 2%
2% - 3%
4% - 5%
> 5%
54.5%
27.3%
18.2%
0.0%
6
3
2
0
n = 11
Referred to GP for services provided via government funded health services or private health insurance at first screening/assessment
< 5%
50.0%
5% - 10%
30.0%
> 10%
20.0%
5
3
2
n = 10
Referred to GP for services provided via government funded health services or private health insurance after service session limit reached
< 2%
36.4%
4
2% - 5%
45.5%
5
6% - 9%
0.0%
0
> 9%
18.2%
2
n = 11
Referred to GP for services provided via government funded health services or private health insurance because of need for specific
expertise for on-going treatment
< 2%
54.5%
6
2% - 3%
27.3%
3
4% - 5%
18.2%
2
> 5%
0.0%
0
n = 11
Referred to GP for referral to psychiatric services (government funded or private health insurance)
< 2%
36.4%
4
2% - 3%
36.4%
4
4% - 5%
27.3%
3
119
> 5%
0.0%
0
n = 11
50.0%
25.0%
0.0%
25.0%
6
3
0
3
n = 12
77.8%
11.1%
11.1%
7
1
1
0
n=9
Referred directly to other allied health service provider
< 2%
2% - 3%
4% - 5%
> 5%
70.0%
0.0%
30.0%
0.0%
7
0
3
0
n = 10
Referred to university based psychology school clinic
0%
1%
2%
>2%
30.0%
30.0%
40.0%
0.0%
3
3
4
0
n = 10
Referred to other area of university
< 10%
10% - 20%
> 20%
33.3%
41.7%
25.0%
Referred to GP for referral to other allied health service provider
< 2%
2% - 5%
6% - 9%
> 9%
Referred directly to psychologist in private practice
< 2%
2% - 3%
4% - 5%
> 5%
109
4
5
3
n = 12
What percentage of students who accessed counselling and psychological services at your institution in 2009 were in need of urgent attention
because of concern about personal safety or the safety of others (suicidal intent, domestic violence, stalker, psychosis etc)? Please estimate if
you have no specific data.
120
< 2%
2% - 5%
6% - 9%
> 9%
110
111
20.0%
46.7%
6.7%
26.7%
3
7
1
4
n = 15
In 2009, which of the following factors were identified as significant contributors to the level of psychological distress in those that presented
for urgent attention? Tick all that apply.
Depression
100.0%
18
Anxiety
88.9%
16
Relationship issues
88.9%
16
Academic issues
83.3%
15
Unexpected illness or death of family member or close friend
83.3%
15
Psychosis (emerging or acute or low level and chronic)
72.2%
13
Personality disorder
66.7%
12
Victim of violence/sexual assault/rape
66.7%
12
University related issues (course complaints, research supervisor complaints, inappropriate relationship with
61.1%
11
university staff member etc.)
Unexpected events in home region (natural disaster, civil unrest, war)
55.6%
10
Finances
55.6%
10
Childhood abuse
50.0%
9
Social isolation
50.0%
9
Bipolar disorder
44.4%
8
Childhood sexual assault
44.4%
8
Unexpected pregnancy
44.4%
8
Behaviour in class or with other students
38.9%
7
Physical health issues
27.8%
5
Homelessness
16.7%
3
Legal concerns
11.1%
2
Other (please specify):
0.0%
0
n = 18
Does your institution have any way of knowing how many students enrolled at the institution committed suicide in 2009?
No
66.7%
12
Don’t know
11.1%
2
Yes
22.2%
4
121
If Yes please give the known number of students who committed suicide in 2009:
Nil; N/A; 1; 1; Estimate of 4
n = 18
112
Do you know of any students who were clients of your service who committed suicide in 2009??
No
Yes
If Yes, please give the known number of students that were clients of the service and who committed suicide in 2009:
1; 2
88.9%
11.1%
16
2
n = 18
113
114
115
116
Does your service collect data on the number of service clients who acknowledge past suicide gestures or attempts?
No
72.2%
Yes
27.8%
If Yes, please specify the known number of students seen in 2009 who have identified a history of suicide gestures or attempts:
9; 18;
31.8% indicated suicidal ideation either current or past (N=498)
13
5
n = 18
What percentage of service clients during 2009 were assessed by the counsellors as being at risk for self-harm or suicide? Please estimate the
percentage if no specific data is available.
< 3%
20.0%
3
3% - 6%
40.0%
6
7% - 10%
33.3%
5
> 10%
6.7%
1
n = 15
Does your service keep data on the number of students who presented with alcohol or other drug overuse or abuse behaviours?
No
50.0%
9
Yes
50.0%
9
If Yes, please give the known number of students who were understood to be overusing or abusing alcohol or other drugs in 2009:
3; 4; 14; 24; 66;
1.4%; 4%;
Concerned about frequency of use: N = 511, 32% (19% alcohol, 13% other drugs)
n = 18
Does your service keep data on the number of students attending your service who present with self harming behaviour (cutting, burning,
self flagellation etc.)?
No
56.3%
9
122
Yes
If Yes, please give the known number of students who were understood to be self harming in 2009:
3; 10; 10; 296;
2.8%; 3.5%
43.8%
7
n = 16
117
Does your service keep data on the number of students who present to the service with internet overuse or online gaming problems?
No
83.3%
Yes
16.7%
If Yes, please give the known number of students who were understood to have internet overuse/gambling problems in 2009:
396;
0.5%; 2%
15
3
n = 18
118
119
120
Does your service keep data on the number of students who present to the service with eating disorders or disturbed eating?
No
44.4%
Yes
55.6%
If Yes, please give the known number of students who were understood to have eating problems in 2009:
5; 12; 15; 15; 16; 19;
1.5%; 2.4%; 4.5%
8
10
n = 18
Does your service model of practice encourage professional staff to apply a formal diagnosis using DSM IV as part of the assessment or
treatment process?
No - formal diagnosis is not part of the assessment and treatment process because of concern about the impact
27.8%
5
of the diagnostic label on student future career or insurance options etc.
No firm practice of giving formal diagnosis- Left to the discretion of the professional and the context of the
66.7%
12
professional relationship and treatment needs or disability provision needs
Yes- routine component of assessment and treatment process
5.6%
1
n = 18
In 2009, what percentage of service clients had severe problems (likely diagnosis using DSM IV criteria)? Please estimate the percentage if
no specific data available.
< 10%
20.0%
3
10% - 20%
6.7%
1
20% - 30%
13.3%
2
30% - 40%
13.3%
2
40% - 50%
26.7%
4
123
> 50%
121
122
123
124
125
20.0%
3
n = 15
In 2009, what percentage of students presenting to the service had an impairment so severe that your professional staff would encourage
enrolment withdrawal for a medical leave period? Please estimate the percentage if no specific data available.
< 3%
50.0%
7
4% - 6%
14.3%
2
7% - 10%
28.6%
4
> 10%
7.1%
1
n = 14
In 2009, what percentage of students presenting to the service were so impaired that they could only continue with their enrolment with ongoing psychological assistance which exceeded average number of occasions of service per client in 2009? Please estimate the percentage if no
specific data available.
< 5%
26.7%
4
5% - 9%
26.7%
4
10% - 14%
20.0%
3
> 14%
26.7%
4
n = 15
In 2009, what percentage of the service clients had periods of severe distress (depression, anxiety, panic attacks, suicidal ideation, self harm
etc.) and were able to continue with their enrolment with psychological treatment utilizing occasions of service equal to or less than the
average number of occasions of service? Please estimate the percentage if no specific data available.
< 3%
35.7%
5
3% - 11%
28.6%
4
12% - 20%
21.4%
3
> 20%
14.3%
2
n = 14
In 2009, what percentage of the clients attending the service were hospitalised for treatment of mental illness episodes or for containment of
self harm or suicide intent? Please estimate the percentage if no specific data available.
< 2%
53.3%
8
2% - 4%
13.3%
2
5% - 7%
20.0%
3
> 7%
13.3%
2
n = 15
In 2009, what percentage of clients attending the service had mental health concerns due to stress related to academic progress concerns
(academic suspension/exclusion, excessive academic performance expectations, academic failure, fear of failure, negative impact of
124
126
127
perfectionism, performance anxiety etc)? Please estimate the percentage if no specific data available.
< 15%
15% - 30%
30% - 45%
> 45%
33.3%
26.7%
26.7%
13.3%
5
4
4
2
n = 15
How many students in total are eligible to receive services from the counselling service at your institution in 2010?
< 10,000
10,000 - 20,000
20,000 - 30,000
30,000 - 40,000
> 40,000
18.8%
6.3%
37.5%
18.8%
18.8%
3
1
6
3
3
n = 16
11.1%
77.8%
11.1%
2
14
2
Compared to 2009, has there been an increase in the demand for counselling services in 2010?
No
Yes
Uncertain
If Yes please give an estimate of the percentage increase:
3%; 5%; 5%; 8%; 10%; 12%; 14.8%; 26%; 50%
n = 18
128
129
How many occasions of service did students utilize during semester 1 2010?
< 500
500 - 1,000
1,000 - 1,500
1,500 - 2,000
2,000 - 2,500
> 2,500
7.7%
7.7%
23.1%
15.4%
23.1%
23.1%
1
1
3
2
3
3
n = 13
What was the average number of occasions of service utilized during semester 1 2010?
<2
2-3
4-5
>5
7.7%
53.8%
38.5%
0.0%
1
7
5
0
n = 13
125
130
Please give the percentage of 'no shows' to service workshops during 2010. Please estimate the percentage if no specific data available.
< 3%
33.3%
3% - 5%
16.7%
> 5%
41.7%
Additional comments: Low because of SMS reminders
8.3%
4
2
5
1
n = 12
STUDENT/CLIENT INFORMATION
131 In the USA, Canada, Australia and New Zealand heads of counselling services have been reporting over the last decade a steady increase in
the complexity and severity of student mental health presentations along with an increase in the proportion of students affected. Please tick
the statement that most reflects your level of agreement with this statement.
Do not agree - students have always presented with serious and complex issues. Reported changes are due to
0.0%
0
other factors such as societal awareness of mental health/illness and increased staff expertise leading to more
appropriate diagnosis and treatment plans.
Agree but no hard data- Professional staff report a greater proportion of caseload with complex presentation and
25.0%
4
significant mental health issues. NO hard data for this beyond professional staff reports.
Agree - some support provided by service data - Our service data reflects increasing severity and complexity of
50.0%
8
presentation by students attending the service. Increases in the proportion of students with more severe and
complex mental health issues cannot be validated due to limits imposed by service resources.
Agree - considerable hard data sampled across a number of services - Our service data reflects increasing
18.8%
3
severity and complexity of presentation by students attending the service. Increases in the proportion of
students with more severe and complex mental health issues is also indicated based on data from counselling
services, disability services and health services available to our students.
Strongly agree - multiple sources of hard data – Institution-wide student 'well-being' surveys and mental health
6.3%
1
awareness programs indicate that mental health concerns within the student population are significant and
possibly at proportions higher than expected in the general population. Our service data reflects increasing
severity and complexity in student presentations. Increases in the proportion of students with more severe and
complex mental health issues is also indicated based on presentations to counselling services, disability services
and health services available to students.
n = 16
132 In 2009, what percentage of students accessing the counselling service were:
Male:
< 20%
0.0%
0
20% - 30%
35.7%
5
30% - 40%
50.0%
7
126
40% - 50%
> 50%
14.3%
0.0%
2
0
n = 14
Female:
< 50%
50% - 60%
60% - 70%
70% - 80%
> 80%
0.0%
7.1%
50.0%
42.9%
0.0%
0
1
7
6
0
n = 14
Identified as non-traditional gender:
0%- 0.5%
0.5% - 1%
75.0%
25.0%
6
2
n=8
Undergraduate students:
< 60%
60% - 70%
70% - 80%
80% - 90%
> 90%
0.0%
9.1%
45.5%
45.5%
0.0%
0
1
5
5
0
n = 11
Postgraduate coursework students:
< 10%
10% - 20%
20% - 30%
> 30%
20.0%
60.0%
10.0%
10.0%
2
6
1
1
n = 10
Research postgraduate students:
< 5%
5% - 9%
10% - 14%
15% - 19%
> 19%
22.2%
22.2%
22.2%
22.2%
11.1%
2
2
2
2
1
n=9
127
On an international student visa:
< 10%
10% - 20%
20% - 30%
> 30%
10.0%
50.0%
10.0%
30.0%
1
5
1
3
n = 10
Spoke a language other than English as first language:
< 10%
10% - 20%
20% - 30%
> 30%
14.3%
28.6%
42.9%
14.3%
1
2
3
1
n=7
Indigenous or population minority (e.g., ATSI, Maori, Pacific Islander):
< 2%
2% - 5%
> 5%
66.7%
22.2%
11.1%
6
2
1
n=9
Identified as having a disability:
< 10%
10% - 30%
> 30%
50.0%
33.3%
16.7%
3
2
1
n=6
Enrolled in non-traditional program for gender:
< 5%
> 5%
LSES background:
0
32
Identified as financially at risk re basic living requirements:
< 5%
> 5%
1
1
n=2
1
1
n=2
2
2
n=4
128
Lived on campus:
< 10%
10% - 30%
> 30%
50.0%
33.3%
16.7%
FEEDBACK ON THIS SURVEY
133 This survey is being used as a pilot study for the development of a benchmarking survey to be funded by ANZSSA. It is likely that the
number of questions will be reduced and question formats changed after reviewing responses and feedback to this pilot survey from
counselling service managers. To help ANZSSA identify the value of the survey to you as manager please tick ANY of the following
statements that apply to your experience in completing this survey.
This survey provides a useful start to the development of a useful benchmarking tool for use within the post83.3%
secondary education sector in the Australian and New Zealand.
Looking beyond the time and effort involved in completing the survey it has been a worthwhile exercise and
77.8%
provided a useful reflective tool.
The survey has the potential to be helpful in completing my service's annual report.
66.7%
The number of questions could be culled and still have a useful survey.
61.1%
I did not have access to much of the specific data being requested.
50.0%
I would not have a use for some of the information being canvassed.
22.2%
I would like to give specific feedback to ANZSSA about improvements to this survey and I will email my
5.6%
comments directly to a.andrews@unsw.edu.au
Other (please specify additional feedback):
33.3%
Would need to organise reports in order to answer questions as do not routinely need or use most of the data
although do have access to it;
Need focus group discussion to ensure we are providing accurate data;
Unfortunately the Access database used in 2009 failed halfway through 2nd semester.
I am please to say we have implemented a web based case management database which will enable me to fully
answer these types of questions in the future. We are in the process of backdating our data to the beginning of
2010, and therefore unable to provide the 2010 data answers;
New to position, hard to find data. Survey was too long & therefore irritating- need shorter, targeted surveys;
Survey was very time consuming even if have data at hand and often required that data be obtained from central
university sources- need more warning and a longer time frame to complete survey. Survey is useful but needs
to be refined so can collect specific and useful data;
Survey requires data similar to that needed to compile annual report- providing service data however requires
good data capture software in order to give accurate data.
3
2
1
n=6
15
14
12
11
9
4
1
6
n = 18
129