1. Monica Jones, Ph.D. (mj429@cornell.edu) Sarah Rubenstein-Gillis, LMSW (sr829@cornell.edu) Wai-Kwong Wong, Ph.D. (ww46@cornell.edu) Starring: AUCCCO National Conference 2014

2.  2001 – University Counseling and Advising Network (UCAN)  A program that consists of trained clinicians who provide consultation to faculty and staff who have concerns about a student in distress who may not have accessed traditional counseling services.

3.  Challenges facing counseling centers across the country:  Increasing demand for services  Increasing demand for consultation and support among the network of faculty and staff on our campuses.  Significant proportion of students in distress who are not receiving services.  The majority of students who kill themselves never receive counseling services

4.  In past year:  “so depressed it was difficult to function”  Cornell: 44%  seriously contemplated suicide  Cornell: 11%  attempted suicide  1.3% (~175 undergraduates)  1.3% nation 2006 National College Health Assessment (NCHA) 1902 Cornell undergraduates responding

5.  In last 12 months, was unable to function academically for at least a week due to depression, stress, or anxiety:  White: 37%  Asian American:50%  International: 51%  URM:54% 2005 Enrolled Students Survey 4790 undergraduates; 37% response rate

6.  In last 12 months, seriously considered attempting suicide:  White: 6%  URM:8%  Asian American:10%  International: 10%  In last 12 months, attempted suicide:  White:.04%  URM:1.9%  Asian American:2.5%  International: 2.9% 2005 Enrolled Students Survey 4790 undergraduates; 37% response rate

7.  Stigma  Students of color have elevated levels of perceived public stigma  Black students have highest level of perceived public stigma  Male, Asian, International, more religious and lower SES students have high levels of personal stigma Eisenberg, D., Downs, M.F., Golberstein, E. &Zivin, K. (2009). Stigma and help for mental health among college students. Medical Care Research and Review, 66(5), 522 – 541.

8.  Community psychology/Social work vs. Clinical model  Clinical model  Client self-identifies and seeks help  Focus on individual and intrapsychic processes  Focus on psychopathology  Community psychology model  Client is identified by community partners and engaged in community  Flexible focus – individual, community, system  Flexible focus – psychopathology, “conditions of life,” systemic, social justice

9.  Client (individual, group, community) empowerment  Focus on individual well-being in a socio-cultural context  Service to students who are vulnerable and have been historically oppressed  Promotion of social justice, social change, and advocacy  Commitment to diversity  Coordination of various departments and systems to develop a plan and alleviate situational stressors  Provide humane, effective care and less stigmatizing services

10.  Address problems where they occur  Not just in student’s head  But in the community or system where they live and work  Move beyond the traditional psychotherapist role and setting  Case manager  Advocate  Outreach worker  Student support  Don't wait for students to come to us  Reach students in alternative, often indirect ways

11.  Defined  “…specialized technical assistance to individuals or organizations in regard to the psychological aspects of their work.” (APA, 1999)  “…advisory in nature… has no direct responsibility for its acceptance” (APA, 1999)  Student centered  Faculty, staff, CAPS clinicians, Gannett medical  Via phone, email, in-person meetings  Many of CCI responses are indirect, but can lead to direct intervention  Problem solving/brainstorming  Identifying natural supports and campus resources  Contacting campus partners (ie. Student Services, Housing, etc.)

12.  Help faculty and staff determine a best course of action to support a student  Backup support to campus partners  Provide direct intervention with students who are at-risk and/or in distress who are unable or unwilling to come in to CAPS  Community visits and welfare checks  CSM Team

13.  Coordinate various departments and systems to develop a plan to alleviate situational stressors

14.  “Working to assist and/or intercede on a student’s behalf to alleviate injustice or inequity in the treatment or decision making related to a student issue”  Engaging individuals and/or systems directly, on behalf of the student(s), to negotiate obstacles  Focus on empowerment of student to engage individuals or systems to address an issue

15.  Caseload  Support role to a student having difficulty accessing CAPS  Direct connect to CAPS clinician  Non-traditional in approach

16.  Outreach  Relationship Building  Orientations  Notice and Respond

17. SHAREDINDIVIDUAL  Alert Team (Behavioral Intervention Team)  Diversity Community  Council of Mental Health and Welfare  Community Support Team  “Let’s Talk” providers  School of Arts & Sciences  Johnson Graduate School School of Management  President’s Council on Sexual Violence Prevention  Incidence Assessment and Response Team  Student Academic Services Council’s Subcommittee on Staff Retention  Bias Assessment and Response Team  House Fellow, Flora Rose  Women of Color Colleague Network Group  Office of Academic and Diversity Initiatives- Mentoring Initiative

18.  Community Based Services Team  Victim Advocate  Privilege Awareness Working Group  Notice and Respond Trainer  Continuing Education Training

22. Click here: https://vimeo.com/99165782 for a video presentation by Wai-Kwong Wong, PhD Assistant Director for Community Based Services Counseling and Psychological Services Cornell University