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Meeting the University Counseling Centers Demand with Outreach Competencies

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Title: Meeting the University Counseling Centers Demand with Outreach Competencies
Language: English
Authors: Batsirai Bvunzawabaya, Rebecca Rampe
Source: Journal of College Student Mental Health. 2024 38(4):897-923.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Guidance Centers, Universities, Outreach Programs, Competence, Mental Health, Trauma Informed Approach, Social Justice, Evaluation
DOI: 10.1080/28367138.2024.2343487
ISSN: 8756-8225
1540-4730
Abstract: In the last 30 years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Higher Education Institutions are prime settings to promote prevention and outreach efforts for positive mental health. University and College Counseling Centers have historically been leaders in outreach and prevention delivery thus the need for competencies is evident. Utilizing a trauma-inclusive and social justice lens, this article will focus on outlining six outreach competencies: (1) integrate, (2) scope, (3) collaborate, (4) assess, (5) implement, and (6) evaluate. The authors provide application examples for further illustration.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443663
Database: ERIC
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  Value: <anid>AN0180231304;[nm80]01oct.24;2024Oct15.04:47;v2.2.500</anid> <title id="AN0180231304-1">Meeting the University Counseling Centers Demand with Outreach Competencies </title> <p>In the last 30 years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Higher Education Institutions are prime settings to promote prevention and outreach efforts for positive mental health. University and College Counseling Centers have historically been leaders in outreach and prevention delivery thus the need for competencies is evident. Utilizing a trauma-inclusive and social justice lens, this article will focus on outlining six outreach competencies: (<reflink idref="bib1" id="ref1">1</reflink>) integrate, (<reflink idref="bib2" id="ref2">2</reflink>) scope, (<reflink idref="bib3" id="ref3">3</reflink>) collaborate, (<reflink idref="bib4" id="ref4">4</reflink>) assess, (<reflink idref="bib5" id="ref5">5</reflink>) implement, and (<reflink idref="bib6" id="ref6">6</reflink>) evaluate. The authors provide application examples for further illustration.</p> <p>Keywords: Competencies; higher education; mental health; outreach; prevention; university counseling centers; social justice; trauma-inclusive</p> <hd id="AN0180231304-2">INTRODUCTION</hd> <p>As we have witnessed for centuries, countries do not have the infrastructure and service availability for mental health providers to treat people in an individual based and reactive manner for positive mental health changes needed in communities. Professionals are encouraged to "take an active role in warding off the negative consequences of mental, behavioral, and substance use problems" (Conyne et al., [<reflink idref="bib17" id="ref7">17</reflink>], p. 5). We see similar barriers in implementing outreach efforts in higher education settings. However, with a large percentage of people attending two- or four-year colleges or universities in the United States of America, they are prime settings to promote prevention and outreach efforts for positive mental health. In the last thirty years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Institutions of higher education have also been charged with viewing health promotion from a holistic perspective requiring various forms of prevention, intervention, and postvention. In fact, the Okanagan Charter published in 2015 encourages universities and colleges to have their mission and vision anchored in health promotion principles (International Conference on Health Promoting Universities & Colleges, [<reflink idref="bib21" id="ref8">21</reflink>]).</p> <p>A review of the literature demonstrates that the earliest documented prevention efforts came from Dr. John Snow in London in 1854. Dr. Snow found an increase in cholera from those drinking out of a certain drinking line, which led him to remove access to the water line and reduce the outbreak of cholera at that time (Conyne et al., [<reflink idref="bib17" id="ref9">17</reflink>]). This was one of the first documented "upstream" approaches to treating the community versus solely the individual. Looking beyond the individual and including a community continued to be highlighted in 1979. Bronfenbrenner released a text outlining the ecological model that viewed a developing person and the environment around that person as having an evolving and constant interaction with each other ([<reflink idref="bib34" id="ref10">34</reflink>]). Bronfenbrenner divided the person's environment into five different systems with all relationships being bi-directional. The five systems starting with the inmost system are the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem (Bronfenbrenner, [<reflink idref="bib13" id="ref11">13</reflink>]). This model challenged healthcare to view people in the context of their layered and complex environments.</p> <p>Even though the ecological model encouraged viewing people within communities, efforts focusing on interventions with the individual continued to take precedence. In 1982, Albee wrote, "in spite of 20 years of intensive effort since the report of the Joint Commission on Mental Illness and Health (1960), and in spite of the millions of federal dollars poured into the support of professional training and the construction of community mental health centers, we are still falling further behind" (p. 1043). Albee recommended that prevention efforts focus on reducing organic causes of disease and stress while increasing coping skills, self-esteem, and social support with this focus still being important in prevention today (1982). Current prevention efforts in mental health remain dominated by the individual psychotherapy and medical model with continued difficulties with buy-in for prevention efforts from some providers and systems. Prevention in this document is conceptualized in accordance with five dimensions from Romano and Hage (2002). These dimensions overlap appropriately with what the authors consider dimensions of outreach as the following: (a) preventing a problem behavior from ever occurring; (b) delaying the onset of a problem behavior; (c) reducing the impact of a problem behavior; (d) strengthening knowledge, attitudes, and behaviors that promote emotional and physical well-being; and (e) promoting institutional, community, and government policies that further physical, social, and emotional well-being (Romano & Hage, 2002).</p> <p>In the Association of University and College Counseling Center Directors ([<reflink idref="bib10" id="ref12">10</reflink>]) white paper published in 2024, the authors emphasize the importance of developing a mental health strategic plan for the campus as part of the institution's identity. Outreach is the avenue in which these goals have historically been achieved. For university and college counseling center (UCCC) professionals, outreach is the named branch of UCCC prevention, consultation, community engagement, and passive programming through marketing that has been emphasized since around the 1960s. In 1974, Morrill, Oetting, and Hurst provided encouragement for intervention needs to be aimed at groups and communities across the university that influence the individual college student. The Cube model conveyed outreach as a component of UCCC functioning, viewing it as an important intervention (Morrill, et al., [<reflink idref="bib27" id="ref13">27</reflink>]). UCCC professionals and trainees have a unique perspective and role in bringing clinical knowledge to outreach efforts, adding needed depth to prevention and outreach programming. Outreach is an accrediting standard of the International Accreditation of Counseling Services (2020) with them defining it as:</p> <p>The counseling service must offer preventive programming focused on the developmental needs of students, to maximize the potential to benefit from their academic experience. Programs should help students acquire new knowledge, skills, and behaviors; encourage positive and realistic self-appraisal; foster personal, academic and career choices; enhance the ability to relate mutually and meaningfully with others; and increase the capacity to engage in a personally satisfying and effective style of living. Counseling centers may use social media and/or passive programming in their outreach efforts. These programs should be responsive to sexual/relational orientation, gender identity, racial, cultural, disability and ethnic diversity among students, and reach students who are less likely to make use of traditional counseling services. Counseling centers should effectively market their services to the university community – communicating the range of services available to students in order to maximize awareness and utilization.</p> <p>(p. 4)</p> <p>In the Comprehensive Counseling Center (CCC) Model, the authors share that the components of counseling centers featured in the model are critical with "the heart and soul of the CCC concept [being] the center's outward focus in connecting directly with the campus through its extensive consultation and outreach functions" (Brunner et al., [<reflink idref="bib14" id="ref14">14</reflink>], p. 299). An emphasis on "positive mental health" in the new millennium draws attention to the need to incorporate positive psychology, resilience, strengths, and aspects of neuroscience into mental health prevention work (Conyne et al., [<reflink idref="bib17" id="ref15">17</reflink>]).</p> <p>Despite this recognition of outreach's role on campuses, its importance as a stand-alone intervention has continued to evolve in the UCCC arena as the focus has traditionally been on psychotherapy as the primary intervention (Asidao & Sevig, [<reflink idref="bib9" id="ref16">9</reflink>]: Golightly et al., [<reflink idref="bib20" id="ref17">20</reflink>]). Most recently, with the emergence of health promotion offices, there has been encouragement for outreach work to take place outside of UCCCs due to a belief that mental health providers should focus on individual and group psychotherapy to meet an increase in clinical demand. This view seems shortsighted as it minimizes the impact UCCCs can have in prevention efforts and overlooks the benefits of mental health providers working alongside health promotion offices on our campuses.</p> <p>It is imperative that we foster a culture of outreach and prevention in UCCCs as one of many interventions utilized on campuses. UCCCs are known for hosting many levels of trainees (i.e., practicum externs, predoctoral interns, postdoctoral fellows) thus creating an opportunity to prioritize outreach in the training that takes place in those settings. Despite the emphasis on prevention in healthcare, graduate training programs in various mental health fields (i.e., psychology, social work, clinical mental health, etc.) often neglect teaching students the specific skills of engaging in prevention programming through outreach for the improvement of mental health in communities. As a result, we find that many in the field may engage in outreach work but are often unsure whether they are utilizing best practices.</p> <p>The establishment of the Association of College Counseling Center Outreach (AUCCCO) in 2009 by Dr. Christine Asidao and her colleagues along with the literature cited above have cemented the importance of outreach work. To further this work, outreach competencies for practice are vital in the recognition and expansion of the strengths of outreach inherent within the university counseling center, campus, and the local community. In addition to the definitions offered above, in this paper outreach will be defined as having "a lens toward social justice, large-scale programming that also incorporates branding or marketing of mental health, partnerships and liaison relationships across campus, new models where counseling center staff are working outside the office, postvention and responding to events that impact students, psychoeducational presentations, and advances in technology to reach students" (Golightly et al., [<reflink idref="bib20" id="ref18">20</reflink>], p. 453). This article will focus on bringing outreach competencies into development to support the continued important efforts of UCCC professionals reaching out to the campus community through many avenues.</p> <hd id="AN0180231304-3">PURPOSE</hd> <p>The purpose of developing UCCC outreach competencies is to ground these centers in a shared understanding of outreach's benefits and expertise, in the context of the current dominant narrative of this deference toward individual psychotherapy as the main intervention tool. Additionally, having outreach competencies that are trauma and social justice informed can serve as a tool for training students who are practicing within the UCCC arena. One guiding method referenced is the initiator-catalyst approach, which states that outreach and consultation on college campuses "calls for (a) prioritizing outreach activities, (b) encouraging creative and opportunistic involvement with academic units, (c) initiating projects and then turning them over to other campus constituencies, relying on quantitative and (d) qualitative data gathered on campus as well as on emerging research on prevention, and (e) developing innovative uses for technology" (Archer & Cooper, [<reflink idref="bib8" id="ref19">8</reflink>], p. 80). Outreach can be both the initiator and catalyst for change by ensuring adequate competency. The definition of competency utilized in this document is "a complex set of behaviors built on the components of knowledge, skills, attitudes, and 'competence' as personal ability" (Carraccio et al., [<reflink idref="bib15" id="ref20">15</reflink>], p. 362). Competency-based approaches can be viewed as having four steps: (<reflink idref="bib1" id="ref21">1</reflink>) competency identification, (<reflink idref="bib2" id="ref22">2</reflink>) determination of competency components and performance levels, (<reflink idref="bib3" id="ref23">3</reflink>) competency evaluation, and (<reflink idref="bib4" id="ref24">4</reflink>) overall assessment of the process (Carraccio et al., [<reflink idref="bib15" id="ref25">15</reflink>]). The competencies listed follow this step process with evaluation/assessment optional measures provided in the Appendices.</p> <hd id="AN0180231304-4">PROCESS OF DEVELOPMENT</hd> <p>The process of developing these guidelines originated with the authors while we were serving as board members of the Association of University and College Counseling Center Outreach (AUCCCO). The authors developed outreach standards of practice for an annual AUCCCO conference presentation in 2019. The initial development included a review of research on UCCC outreach specifically and the competencies were named "standards of practice." After the dual pandemics that included the Coronavirus disease of 2019 and the recognition of the impact of race-based societal inequities in 2020 (Jones, [<reflink idref="bib22" id="ref26">22</reflink>]), it was important to discuss how best to meet the vast mental health needs present on universities and colleges. The competencies can assist in training and support of staff in delivering outreach as a mental health prevention, intervention, and postvention approach to create healing spaces outside of a UCCCs. At the core of the competency development is viewing outreach through a social justice and trauma-inclusive lens discussed later in the paper. Fortunately, there are many documents supporting the development of training competencies for outreach and prevention in various settings. Many models and guidelines were reviewed including: the American Psychological Association <emph>Guidelines for Prevention in Psychology</emph> (APA, [<reflink idref="bib3" id="ref27">3</reflink>]); <emph>A Guide to SAMSHA's Strategic Prevention Framework</emph> (SAMSHA, [<reflink idref="bib34" id="ref28">34</reflink>]); <emph>Improving Health in the United States: The Role of Health Impact Assessment</emph> (National Academy of Sciences, [<reflink idref="bib28" id="ref29">28</reflink>]); <emph>Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality</emph> (American Psychological Association, [<reflink idref="bib6" id="ref30">6</reflink>]); <emph>Guidelines on Trauma Competencies for Education and Training</emph> (American Psychological Association, [<reflink idref="bib4" id="ref31">4</reflink>]); <emph>National Social Work Competency Framework</emph> (Ministry of Health, Ministry of Social and Family Development and National Council of Social Service, [<reflink idref="bib26" id="ref32">26</reflink>]). We hope that our competencies will contribute to the use of outreach specifically on university and college campuses.</p> <hd id="AN0180231304-5">Trauma-Inclusive Lens</hd> <p>Trauma is often defined differently in various settings and this section will briefly highlight the intricacies of how traumatic experiences could be manifested in outreach settings. Trauma in this document is defined as "the specific physiological changes that occur in the brain and body related to any negative life experience and to the perpetuation of those changes over time" (Scaer, [<reflink idref="bib32" id="ref33">32</reflink>], p. 287). Trauma exists on a continuum where an event that may not be considered traumatic to one person might be to another with the imprint of traumatic experiences being unique to every human. Following the publication of the Adverse Childhood Experiences (ACEs) study, attention was brought to the impact that early life adverse experiences can potentially have on various adult health concerns and difficulties in functioning (Felitti et al., [<reflink idref="bib18" id="ref34">18</reflink>]). Many studies have gathered data on ACEs within the college student population finding anywhere from 50–70% of students experiencing at least 1 ACE often mirroring the larger scale ongoing ACEs data collection by the Center for Disease Control (Merians et al, [<reflink idref="bib25" id="ref35">25</reflink>]; Windle et al., [<reflink idref="bib35" id="ref36">35</reflink>]). Trauma prior to college can influence a student's experience in their ability to engage academically or stay regulated to absorb and learn about mental health and well-being. While students and professionals carry various traumatic experiences with them, they often also have the strength of resiliency (American Psychological Association, [<reflink idref="bib7" id="ref37">7</reflink>]) that was crafted earlier in their life through relationships and certain narratives/meaning-making strategies. To the best of a facilitator's ability, trauma and resilience are both important to consider in spaces that should be healing and educating.</p> <p>Trauma-inclusive is a term utilized to highlight trauma as an aspect of many humans' development possibly impacting the way outreach programming is experienced (Rampe , [<reflink idref="bib30" id="ref38">30</reflink>]). Trauma-inclusive programming practices "consider trauma as an invisible or visible injury carried with a person and possibly impacting an attendee's program attendance, engagement, and post-experience" (Rampe, [<reflink idref="bib30" id="ref39">30</reflink>], p. 149). Students bring their whole selves and lived experiences into programing spaces but may be out of touch with their bodies or minds due to trauma-related injuries. Utilizing neuroscience to encourage and create physical and emotional regulation is one approach to encouraging program engagement of diverse nervous systems (Perry, [<reflink idref="bib29" id="ref40">29</reflink>]). This neuroscience approach can be translated into programming by offering a regulating activity, relating/connecting time, and then reflection upon information acquired (Perry, [<reflink idref="bib29" id="ref41">29</reflink>]). These competencies consider trauma as a variable informing outreach to the best of the authors' ability.</p> <hd id="AN0180231304-6">Social Justice Lens</hd> <p>In [<reflink idref="bib1" id="ref42">1</reflink>], Albee stated that "psychologists must join with persons who reject racism, sexism, colonialism, and exploitation and must find ways to redistribute social power and to increase social justice" (Albee, [<reflink idref="bib2" id="ref43">2</reflink>], p. 897). Incorporating social justice in prevention includes examining and challenging "societal structures, policies, and hierarchies that limit access to resources based on group or individual characteristics" (Kenny & Romano, [<reflink idref="bib23" id="ref44">23</reflink>], p. 23). When engaging in outreach from a social justice lens, one must recognize the interactions between culture, identity, and social justice as determinants of mental health. As noted earlier, one's ability to challenge systems of oppression (e.g., sexism, racism, heterosexism etc.) and existing systemic disparities at the individual, institutional, and community levels is part of effective and competent outreach and prevention work. The Steve Fund ([<reflink idref="bib33" id="ref45">33</reflink>]), in partnership with The Jed Foundation, created the Equity in Mental Health Framework (EMHF) which offers clear and actionable steps rooted in a social justice framework that serves as a model for improving the higher education landscape. The EMHF provides ten strategies for higher education leaders, faculty, and staff as a guide to implementing enduring structural changes that inform policy and practice. These strategies reduce prejudice and stigma to foster a more supportive and inclusive higher education environment, that in turn allows students of color to thrive (https://stevefund.org/report/equity-in-mental-health-framework/).</p> <p>French et al. ([<reflink idref="bib19" id="ref46">19</reflink>]) proposes a Radical Healing Framework for Communities of Color that emphasizes that healing primarily occurs in community with others. They posit that radical healing, and its components are rooted in collectivism, critical consciousness, radical hope, strength and resistance, and cultural authenticity and self-knowledge (French et al., [<reflink idref="bib19" id="ref47">19</reflink>]). The radical healing framework can help to guide outreach work as it incorporates a social justice lens informed by liberation, Black, and ethnopolitical psychologies, and intersectionality theory. Additionally, much can be learned from Menakem ([<reflink idref="bib24" id="ref48">24</reflink>])'s emphasis on the need for incorporating somatic work in the racial healing process as recognition of ongoing and intergenerational trauma that we encounter as racialized people. Exercises suggested in his book, <emph>My Grandmother's Hands</emph> can be utilized as helpful tools in social justice informed outreach work (Menakem, [<reflink idref="bib24" id="ref49">24</reflink>]). Advocating for institutional policies that target the specific mental health needs present in minoritized communities and increased access to information for participants based on various levels of ability is vital in outreach. Additionally, identifying the systemic biases within a UCCC and the policies and practice of the institution is required to bring about meaningful change when engaging in social justice-based outreach.</p> <hd id="AN0180231304-7">OUTREACH COMPETENCIES</hd> <p>These outreach competencies mirror public health models in addressing prevention, intervention, and postvention approaches that acknowledge the 5 levels of prevention work based on Romano and Hage ([<reflink idref="bib31" id="ref50">31</reflink>]) earlier in the article. These competencies are vital in the recognition and expansion of the strengths inherent within the counseling center, campus, and the local community. Our recommendation is that every UCCC's mission must include the advocacy of positive mental health, particularly for marginalized communities as a core value. In addition, outreach related activities must be recognized as direct service given that it provides an impact on students that compliments the impact of clinical services that take place in the UCCC. These competencies are based on three assumptions that: (a) outreach and prevention must extend the expertise of counseling centers to the larger campus community, (b) the campus climate has a profound influence on students' lives, and therefore outreach services must be informed by a trauma-inclusive perspective that addresses the intersection of multiple social identities, promote social justice, and celebrate diversity in all its forms, and (c) maintaining ethical conduct in all aspects of outreach work must be upheld including maintaining privacy, respecting one's rights and dignity and benevolence.</p> <p>It is important to note that the UCCC professional's sociocultural identities, lived experiences, and training background as well as the identities and experiences of the audience, provide added nuance to how the content is delivered and understood by the audience. There are six competencies that can be used as guidelines while engaging in outreach and prevention work. See Figure 1 for a graphic of the competencies and a checklist of the competencies can be found in Appendix A. A sample evaluation based on the competencies can be found in Appendix B.</p> <p>Graph: Figure 1. UCCC Outreach Competencies</p> <hd id="AN0180231304-8">Integrate</hd> <p>The history and context under which outreach work occurs is vital to providing successful programming. It can be tempting to approach the work from an ahistorical perspective or to assume that one has adequate experience that compensates for continued learning. However, the need for ongoing learning and then integrating this knowledge is required as societal events (e.g., increased attention to suicide, political changes, weather-related stressors) and the student population changes from one year to the next. Thus, there is a need to consistently adapt our approaches to support our students and campus communities. As discussed earlier in the introduction, effective outreach requires an understanding of theoretical frameworks that address the individual, small communities (e.g., students of color, LGBTQ+, first generation students), and institutional (e.g., history of student, faculty and staff death by suicide, classism) mental health needs. If one is trained as a mental health professional, relying on counseling skills and knowledge, such as active listening skills, validation, instilling hope, assessing one's mental health needs (e.g., risk of harm) are tools to effective practice. In addition, reviewing the professional literature from inter-disciplinary sources that inform outreach and prevention practice in a higher education setting is imperative. Some counseling centers and public health and wellbeing offices will hire undergraduate or graduate students to assist in the outreach and prevention work. Thus, part of the work is engaging in one's own development as well as the growth of others, particularly the training staff. The checklist items below are integrating competencies to support outreach by all staff and trainees in UCCCs.</p> <p>Checklist items:</p> <p></p> <ulist> <item> Review UCCC models (i.e., initiator-catalyst, the cube, comprehensive counseling center, etc.) and other salient historical prevention work that was reviewed earlier in the article.</item> <p></p> <item> Review current national/local mental health trends and understand the prevalence at one's institution (i.e., Center for Collegiate Mental Health data, National College Health Assessment data, etc.).</item> <p></p> <item> Understand and implement public health, social justice, and trauma-inclusive approaches in outreach and prevention work.</item> <p></p> <item> Engage in ongoing self-reflection and continued education of oneself, one's practice, and campus community to ensure competent and ethical practice.</item> <p></p> <item> Assist in serving as models and mentors for training staff and colleagues to support their competencies for effective outreach and prevention practice.</item> <p></p> <item> Provide seminars focused on outreach and prevention work for trainees and colleagues.</item> <p></p> <item> Participate regularly in national conferences and professional development to increase self-awareness, knowledge, and skills of best practices (e.g., AUCCCO).</item> </ulist> <p>Application Example:</p> <p>Lo has a bachelor's degree in psychology, and she has just completed her master's degree in public health. She was hired by a college counseling center to aid in their outreach and prevention work alongside some of the mental health professionals at the counseling center. Lo began by asking her supervisor and colleagues what models were used to inform their outreach and prevention work. She read some articles, attended some of her colleagues' programs and met with some student leaders and campus staff members to better understand how to best approach her work. Lo was informed that her institution was not able to explicitly offer workshops specifically for LGBTQ+ students due to the history of the institution. Lo decided to choose topics that she thought might be appealing specifically to LGBTQ+ students, and asked campus partners, their peer educators, and student leaders to share information about these events through their informal channels. Informed by her public health education, Lo suggested some creative ways (e.g., having students use their social media platforms) to market their events so that LGBTQ+ students as well as other minoritized students could still receive support from the center. Lo's supervisor often brought in external speakers and encouraged members of the outreach and prevention team to use a multidisciplinary method including non-Western approaches to engaging in outreach and prevention work. Lo also reflected on ways to affirm and advocate for the visibility of LGBTQ students to the upper administration.</p> <hd id="AN0180231304-9">Scope</hd> <p>Effective outreach and prevention work requires an awareness and understanding of the institution and higher education system to promote a positive mental health culture of compassion, collaboration, and community action. The institutional culture is influenced by the history of the founding of the institution, significant historical events at the institution, the values espoused by the institution and the current leadership of the institution. Additionally, the location of the institution, including the political leadership of the mayor of the city and neighboring cities or the state's laws and governor help to inform the overall culture of the campus. A component of the culture is identifying how mental health and stigma have been addressed at the institution and at what level it has been discussed. Reviewing Bronfenbrenner's ecological system or similar frameworks can help to provide an assessment of the various factors affecting the mental health culture of the institution ([<reflink idref="bib13" id="ref51">13</reflink>]). Therefore, exploring what student trends other departments are noticing (e.g., reports of increased loneliness), what efforts they have engaged in to meet these specific needs and how the national data is informing the trends demonstrated by their students is key.</p> <p>Checklist Items:</p> <p></p> <ulist> <item> Develop awareness and understanding of the institution's mission statement.</item> <p></p> <item> Review the institution's past and present impact on student's mental health and well-being.</item> <p></p> <item> Examine the experiences of trauma encountered by minoritized communities at the institution and within the higher education system given the institutional culture and history.</item> <p></p> <item> Develop awareness of the role of stigma and mental health within the institutional and societal environment.</item> <p></p> <item> Meet with campus partners to review current programming being utilized and what is working effectively for the student body.</item> </ulist> <p>Application Example:</p> <p>Ry works at a Minority Serving Institution that was founded by an ex-slave. The institution has approximately five thousand students enrolled. The institution has a high acceptance rate. Many of the students who attend the institution commute to the campus and identify as first-generation poor and/or working-class students. They have strong values around social justice and service that often-run counter to the values of the state. Previous university leadership have identified mental health as a priority but have not dedicated resources to directly support the mental health of students, faculty, and staff which has resulted in a high level of stigma on campus. However, in the past year, the current president has hired a Wellness Leader to address some of the mental health concerns of the students. Ry is trained as a psychologist and uses many of her skills to build rapport, taking time to gain trust where she recognizes that the students are empowered in finding solutions to current mental health problems. She has identified that accessibility to mental health resources in the community is often a barrier for students along with stigma. Ry has meetings with campus partners in different areas of campus two to three times a year. She has a student advisory board that also provides feedback to the counseling center. Ry has monthly meetings with the Wellness Leader, and is included in campus committees, and in the hiring of various positions on campus. Ry tries to integrate the institution's mission statement and values around social justice and service in their approach to outreach and prevention work on campus. Additionally, when the local leaders in the city make statements around mental health, she tries to integrate these statements into her outreach work (e.g., posting on social media). Ry also applies for any city or state funding that might be available to further support their work on campus. Of note, this was a slow process for Ry as it takes time to build trusting relationships and obtain buy-in from various partners/institutional members.</p> <hd id="AN0180231304-10">Collaborate</hd> <p>It is difficult if not impossible to have effective outreach and prevention work without collaboration with various stakeholders on campus. Effective practice of outreach and prevention services seeks and promotes multidisciplinary collaboration and partnership as integral to mental health programming within a campus community. Professionals engaged in this work are utilized and seen as outreach consultants. For example, faculty and staff can call the UCCC outreach team/liaison to consult on observed concerning behavior of a student where the counselor can provide guidance on how best to intervene. Strong relational and community engagement skills are key components in this area.</p> <p>Checklist Items:</p> <p></p> <ulist> <item> Develop collaborative relationships with campus partners that promote community building, provide a network of support for students, and allow greater understanding of the campus environment.</item> <p></p> <item> Recognize that effective outreach consultation is time intensive and requires an ongoing and consistent presence with campus partners.</item> <p></p> <item> Engage with student groups on campus to better understand their needs and increase avenues of support for the community.</item> <p></p> <item> Inform and consult regarding mental health programming conducted by departments outside of a counseling center.</item> <p></p> <item> Consider what other departments may be able to provide this programming as well as the UCCC.</item> </ulist> <p>Application Example:</p> <p>Eli is the Director of Outreach and Community Engagement at a large institution with 45,000 students. In reviewing the data, Eli notices that some students are not seeking individual or group therapy at the main counseling center location. Minoritized students report high levels of distress but are not utilizing the resources as expected. Therefore, in addition to the services provided within the Counseling Center, Eli has decided to start a Let's Talk program (Boone & Eells, [<reflink idref="bib12" id="ref52">12</reflink>]; Boone et al., [<reflink idref="bib11" id="ref53">11</reflink>]) to better serve minoritized students. Prior to beginning the program, Eli met with the leaders of the cultural center, college housing, athletics, fraternity and sorority life and academic programs to see where the Let's Talk sites could be located across the large campus. Eli also met with the counseling center student advisory board and the peer educators to receive their feedback on possible locations and how to market this new service. Eli also utilized the extensive liaison system (i.e., where each counseling center staff member is connected to a campus partner for clinical and outreach consultation purposes) to begin advertising this new initiative. Once the Let's Talk Program sites were launched, Eli ensures that the counseling center staff are safe in their respective campus environments and develop meaningful relationships at each of the locations, issues surveys to assess utilization and satisfaction, and he meets with the various stakeholders to ensure that the needs of the students are being met.</p> <hd id="AN0180231304-11">Assess</hd> <p>Effective outreach and prevention programming includes assessing the mental health needs of the students, and the campus community that is being served by the counseling center. Assessment can take place via informal conversations, focus groups, qualitative and quantitative surveys and through a review of previous programming efforts. Gauging the knowledge gained from individual and group counseling sessions of the counseling center staff may also be a helpful tool in understanding common themes that may be emerging. Once the information is gathered, understanding the different modes (i.e., via universal design) of delivering the outreach and prevention programming is essential so that the information is accessible. Understanding the institutional needs allows for greater ability for targeted programming that is trauma inclusive. The assessment goals are reevaluated periodically and continue to evolve over time to best meet the needs of the campus community.</p> <p>Checklist Items:</p> <p></p> <ulist> <item> Develop a strategic plan/mission and vision of outreach with measurable goals and objectives in meeting the needs as stated by students, and the campus community.</item> <p></p> <item> Utilize different forms of needs assessments and modalities based on the strategic plan with some flexibility in mind.</item> <p></p> <item> Develop programs that are informed by clinical and outreach-related research and knowledge of the campus community in promoting positive mental health.</item> <p></p> <item> Seek consultation from peers and campus community partners in the development of programming.</item> <p></p> <item> Repeat assessment needs stated previously at least every four to five years to stay abreast of the changing landscape of the campus community.</item> </ulist> <p>Application Example:</p> <p>A mental health student group and athletic team decide to have a suicide prevention program on campus after the death of a student. They contact the counseling center to have them assist in the planning and implementation of the program. Identifying the goals of the students and how that may or may not meet the needs of the wider student community and the family of the student was an important step in the process. As part of the process, students who may be triggered by the event had easy access to the center or counselors on the day for support. Discussions around the potential impact of this event on the campus culture and views around mental health took place before, during and after the event. The core planning committee also engaged in a debrief session to process their individual reactions to hosting this event, and to identify any areas of growth if this is to become a yearly event. Best practices in advertising this event to minimize the contagion effect from the event were required.</p> <hd id="AN0180231304-12">Implement</hd> <p>Once a need is identified, one must decide when and who should offer the program. Effective outreach and prevention programming requires the ability to facilitate group discussions, lead experiential activities, and engage in trauma inclusive practice. Additionally, the application of varied modalities for engagement (e.g., use of written material, video, music, art), and the skills to tend to strong emotional reactions that might arise because of the event (e.g., natural disasters). The utilization of technology in the marketing and advertising of counseling center services, and in the dissemination of positive (e.g., reduce stigma, increase help-seeking behaviors) mental health promotion results in effective implementation. Strong facilitation skills include public speaking proficiency, teaching ability, and therapeutic and group facilitation skills that are inclusive of those with varying language abilities, communication, and comprehension abilities.</p> <p>Checklist Items:</p> <p></p> <ulist> <item> Design and implement programs that allow for effective group facilitation that is trauma inclusive and responds to emotions that might arise.</item> <p></p> <item> Develop awareness and ability to disseminate information based on various learning styles while varying modalities of delivery.</item> <p></p> <item> Facilitation of healing practices after a critical incident has occurred on campus through awareness of what supports healing.</item> <p></p> <item> Maintain consistency and structure in the delivery of programming, particularly in the delivery of signature programs and annual events.</item> <p></p> <item> Engage in on-going self-reflection and supervision to ensure that one's biases do not adversely impact outreach-related work.</item> <p></p> <item> Develop websites, podcasts, videos, and self-help tools that aid in the promotion of positive mental health as a form of digital outreach.</item> <p></p> <item> Strive to develop technology that is accessible to various populations.</item> </ulist> <p>Application Example:</p> <p>The sexual violence prevention office on campus requests that Kel, a social worker at the counseling center, an expert in sexual trauma treatment participate in a panel discussion following a documentary. The event will begin by showing a documentary highlighting the problem of sexual violence on college campuses and an hour-long discussion after the viewing. Each attendee also receives written information on available campus and community resources and the event is streaming via zoom for those who are unable to attend in person. Closed captioning is utilized, and every speaker is asked to use the microphone. The event is open to everyone in the wider community including those not affiliated with the institution. Kel decides to have another staff member from the counseling center join them, as these events may require multiple facilitators.</p> <p>During the event, some students become emotionally upset and request to speak with a therapist. These students receive referral services from counseling center staff members. Additionally, during the event, a person who is not affiliated with the university begins asking questions and making comments that are victim-blaming; and they begin to dominate the conversation. Kel utilizes their facilitation skills to include the attendee in the conversation while also providing another perspective that runs counter to their views. They invite the attendee to speak with them afterward as they may have questions that cannot be addressed during the larger discussion. The sexual violence prevention and counseling center staff meet later that week to debrief their reactions to the event and to review the evaluations completed by the attendees. Some students express a desire to exclude attendees not affiliated with the university even though this opposes their values around their inclusion. Kel gathers all the feedback and plans to seek ongoing consultation to see how to balance the needs of the students while honoring the intended purpose of the event.</p> <hd id="AN0180231304-13">Evaluate</hd> <p>Evaluating outreach and prevention efforts ensures that we are indeed meeting the agreed upon goals and can aid in convincing and demonstrating to stakeholders the value of the programming offered. At the core of any evaluation lies the cultural values of the person doing the evaluation and the goals of the program. These components influence the questions asked, information gathered, methods, and the form of evaluation implemented. As stated by the Centers for Disease Control and Prevention ([<reflink idref="bib16" id="ref54">16</reflink>]) "culture is influenced by many characteristics (i.e., race, ethnicity, language, gender, age, religion, sexual orientation, education, and experience), it is important that we stop and reflect on our own culture before embarking on an evaluation" (p. 3). Effective practice of outreach and prevention services require the knowledge, skills, and awareness of issues of inclusion, diversity, and equity in all aspects of practice. Thus, it is imperative to examine and acknowledge the various identities and power one holds as a mental health provider when delivering outreach programming.</p> <p>Effective outreach and prevention practice requires a consistent assessment of the outreach program offered in meeting the needs of students and campus community. Demonstrating the effectiveness of various programming also presents the opportunity for those with the ability to fund future programming to invest in the work taking place at the counseling center. Ensuring buy-in and continuity of programming is key to cementing institutional change around the promotion of positive mental health. Additionally, the information gathered can aid in the improvement of future programming and in identifying other areas of need. This data can also be used to give specific feedback to the outreach and prevention team. Although evaluations must be used as a tool to gather meaningful data, they do not need to be used at every outreach event if deemed unnecessary.</p> <p>Checklist Items:</p> <p></p> <ulist> <item> Develop measurable goals and objectives for future programming informed by past assessment and evaluation results.</item> <p></p> <item> Engage in self-reflection around any bias that could exist in the style and format of the evaluation selected.</item> <p></p> <item> In accordance with overarching goals, examine the efficacy of programs and services offered by the counseling center using various assessment tools.</item> <p></p> <item> An evaluation of outreach facilitators to ensure ethical and competent practice in the development and delivery of outreach material must be developed and discussed periodically.</item> </ulist> <p>Application Example:</p> <p>After a natural disaster that affected a subset of the international student population, it was decided that a candlelight vigil and town hall would be essential. During the town hall event students were invited to share their reactions, assist in fundraising efforts for the communities affected and had the option to learn basic listening skills to support their friends who may be affected by the tragedy. During the candlelight vigil later that evening, students received mental health resources on campus, in the wider community, and international resources for the families of students affected by the tragedy. Students who were taught specific listening skills were assessed one month and then three months later to see if they recalled and still utilized the skills. One year after the event, students who were still on campus and attended these events were given evaluations and engaged in informal conversations to gauge the effectiveness of this postvention event.</p> <hd id="AN0180231304-14">CONCLUSION</hd> <p>The outreach competencies shared in this article include lessons learned through many years of UCCC outreach and a thorough review of the literature to support outreach programming and outreach training in a UCCC. Some limitations of our competencies include the fact that much of our work has taken place at highly selective and relatively well-resourced Predominantly White Institutions where the access to resources and student populations may be different from other settings such as community colleges where the UCCC may be comprised of one or two individuals. We recognize the role that burnout has on mental health providers, the devastating impact of the COVID-19 pandemic and staffing challenges that many UCCCs are currently facing may impact their ability to fully implement our competencies. Many UCCCs are also undergoing restructuring efforts that may also impact their level of engagement and investment in this work. Lastly, we acknowledge that due to the increased need for mental health support, it may be challenging for UCCC staff to have the time to engage in these competencies exactly how they are outlined. However, we believe that there is already a lot of great outreach work happening on many of our campuses. Consequently, our competencies serve to enhance ongoing efforts and provide a guide for those developing their outreach programs. Despite these limitations, we believe that the call to action to engage in effective and meaningful outreach and prevention work to promote a culture of positive mental health in higher education is loud and clear. We hope that these competencies can build on the work currently taking place and provide a helpful guide for us as we look ahead.</p> <hd id="AN0180231304-15">ACKNOWLEDGMENTS</hd> <p>The authors would like to thank Dr. Christine Asidao, Dr. Charlotte Amenkhienan, Dr. Teresa Michaelson, and Dr. Gary Glass for their contribution to this paper</p> <hd id="AN0180231304-16">DISCLOSURE STATEMENT</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0180231304-17">APPENDIX A</hd> <p></p> <hd id="AN0180231304-18">Checklist Items</hd> <p></p> <ulist> <item> <bold> _I__B_Integrate</bold>_i_</item> <p></p> <item> Review UCCC models (i.e., initiator-catalyst, the cube, comprehensive counseling center, etc.) and other salient historical prevention work that was reviewed earlier in the article.</item> <p></p> <item> Review current national/local mental health trends and understand the prevalence at one's institution (i.e., Center for Collegiate Mental Health data, National College Health Assessment data, etc.).</item> <p></p> <item> Understand and implement public health, social justice, and trauma-inclusive approaches in outreach and prevention work.</item> <p></p> <item> Engage in ongoing self-reflection and continued education of oneself, one's practice, and campus community to ensure competent and ethical practice.</item> <p></p> <item> Assist in serving as models and mentors for training staff and colleagues to support their competencies for effective outreach and prevention practice.</item> <p></p> <item> Provide seminars focused on outreach and prevention work for trainees and colleagues.</item> <p></p> <item> Participate regularly in national conferences and professional development to increase self-awareness, knowledge, and skills of best practices (e.g., AUCCCO).</item> <p></p> <item> <bold> _I__B_Scope</bold>_i_</item> <p></p> <item> Develop awareness and understanding of the institution's mission statement.</item> <p></p> <item> Review the institution's past and present impact on student's mental health and well-being.</item> <p></p> <item> Examine the experiences of trauma encountered by minoritized communities at the institution and within the higher education system given the institutional culture and history.</item> <p></p> <item> Develop awareness of the role of stigma and mental health within the institutional and societal environment.</item> <p></p> <item> Meet with campus partners to review current programming being utilized and what is working effectively for the student body.</item> <p></p> <item> <bold> _I__B_Collaborate</bold>_i_</item> <p></p> <item> Develop collaborative relationships with campus partners that promote community building, provide a network of support for students, and allow greater understanding of the campus environment.</item> <p></p> <item> Recognize that effective outreach consultation is time intensive and requires an ongoing and consistent presence with campus partners.</item> <p></p> <item> Engage with student groups on campus to better understand their needs and increase avenues of support for the community.</item> <p></p> <item> Inform and consult regarding mental health programming conducted by departments outside of a counseling center.</item> <p></p> <item> Consider what other departments may be able to provide this programming as well as the UCCC.</item> <p></p> <item> <bold> _I__B_Assess</bold>_i_</item> <p></p> <item> Develop a strategic plan/mission and vision of outreach with measurable goals and objectives in meeting the needs as stated by students, and the campus community.</item> <p></p> <item> Utilize different forms of needs assessments and modalities based on the strategic plan with some flexibility in mind.</item> <p></p> <item> Develop programs that are informed by clinical and outreach-related research and knowledge of the campus community in promoting positive mental health.</item> <p></p> <item> Seek consultation from peers and campus community partners in the development of programming.</item> <p></p> <item> Repeat assessment needs stated previously at least every four to five years to stay abreast of the changing landscape of the campus community.</item> <p></p> <item> <bold> _I__B_Implement</bold>_i_</item> <p></p> <item> Design and implement programs that allow for effective group facilitation that is trauma inclusive and responds to emotions that might arise.</item> <p></p> <item> Develop awareness and ability to disseminate information based on various learning styles while varying modalities of delivery.</item> <p></p> <item> Facilitation of healing practices after a critical incident has occurred on campus through awareness of what supports healing.</item> <p></p> <item> Maintain consistency and structure in the delivery of programming, particularly in the delivery of signature programs and annual events.</item> <p></p> <item> Engage in on-going self-reflection and supervision to ensure that one's biases do not adversely impact outreach-related work.</item> <p></p> <item> Develop websites, podcasts, videos, and self-help tools that aid in the promotion of positive mental health as a form of digital outreach.</item> <p></p> <item> Strive to develop technology that is accessible to various populations.</item> <p></p> <item> <bold> _I__B_Evaluate</bold>_i_</item> <p></p> <item> Develop measurable goals and objectives for future programming informed by past assessment and evaluation results.</item> <p></p> <item> Engage in self-reflection around any bias that could exist in the style and format of the evaluation selected.</item> <p></p> <item> In accordance with overarching goals, examine the efficacy of programs and services offered by the counseling center using various assessment tools.</item> <p></p> <item> An evaluation of outreach facilitators to ensure ethical and competent practice in the development and delivery of outreach material must be developed and discussed periodically.</item> </ulist> <hd id="AN0180231304-19">APPENDIX B</hd> <p></p> <hd id="AN0180231304-20">Sample Evaluation</hd> <p>1. <emph><bold>Integrate</bold></emph></p> <p>Please Rate the Quality of Your Skills in Each of the Following Areas of Counseling Characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Effectively reviewed UCCC models (i.e., initiator-catalyst, the cube, comprehensive counseling center, etc.) and other salient historical prevention work that was reviewed earlier in the article.</td></tr><tr><td>Reviews current national/local mental health trends and understands the prevalence at one's institution.</td></tr><tr><td>Demonstrates understanding and implements public health, social justice, and trauma-inclusive approaches in outreach and prevention work.</td></tr><tr><td>Displays ability to engage in ongoing self-reflection and continued education of oneself, one's practice, and campus community to ensure competent and ethical practice.</td></tr><tr><td>Displays ability to model and mentor training staff and colleagues to support their level of competency for effective outreach and prevention practice.</td></tr><tr><td>Demonstrates ability to provide seminars focused on outreach and prevention work for trainees and colleagues.</td></tr><tr><td>Participates in national conferences and professional development to increase self-awareness, knowledge, and skills of best practices.</td></tr></tbody></table> </ephtml> </p> <p>2. <emph><bold>Scope</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates awareness and understanding of the institution's mission statement.</td></tr><tr><td>Displays knowledge of the institution's past and present impact on student's mental health and well-being.</td></tr><tr><td>Exercises compassion and understanding of the experiences of trauma encountered by minoritized communities at the institution and within the higher education system given the institutional culture and history.</td></tr><tr><td>Demonstrates awareness of the role of stigma and mental health within the institutional and societal environment.</td></tr><tr><td>Meets with campus partners to review current programming being utilized and what is working effectively for the student body.</td></tr></tbody></table> </ephtml> </p> <p>3. <emph><bold>Collaborate</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to develop collaborative relationships with campus partners that promote community building, provide a network of support for students, and allow greater understanding of the campus environment.</td></tr><tr><td>Displays recognition that effective outreach consultation is time intensive and requires an ongoing and consistent presence with campus partners.</td></tr><tr><td>Engages with student groups on campus to better understand their needs and increase avenues of support for the community.</td></tr><tr><td>Displays ability to inform and consult regarding mental health programming conducted by departments outside of a counseling center.</td></tr><tr><td>Demonstrates ability to consider and include other departments who can provide programming in addition to the UCCC.</td></tr></tbody></table> </ephtml> </p> <p>4. <emph><bold>Assess</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to develop a strategic plan/mission and vision of outreach with measurable goals and objectives in meeting the needs as stated by students, and the campus community.</td></tr><tr><td>Displays ability to utilize different forms of needs assessments and modalities based on the strategic plan with some flexibility in mind.</td></tr><tr><td>Demonstrates ability to develop programs that are informed by clinical and outreach-related research and knowledge of the campus community in promoting positive mental health.</td></tr><tr><td>Exercises use of consultation from peers and campus community partners in the development of programming.</td></tr><tr><td>Conducts repeat assessments at least every four to five years to stay abreast of the changing landscape of the campus community.</td></tr></tbody></table> </ephtml> </p> <p>5. <emph><bold>Implement</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to design and implement programs that allow for effective group facilitation that is trauma inclusive and responds to emotions that might arise.</td></tr><tr><td>Displays awareness and ability to disseminate information based on various learning styles while varying modalities of delivery.</td></tr><tr><td>Demonstrates ability to facilitate healing practices after a critical incident has occurred on campus through awareness of what supports healing.</td></tr><tr><td>Exercises consistency and structure in the delivery of programming, particularly in the delivery of signature programs and annual events.</td></tr><tr><td>Demonstrates ability to engage in on-going self-reflection and supervision to ensure that one's biases do not adversely impact outreach-related work.</td></tr><tr><td>Demonstrates skills in the use of websites, podcasts, videos, and self-help tools that aid in the promotion of positive mental health as a form of digital outreach.</td></tr><tr><td>Displays ability to develop technology that is accessible to various populations.</td></tr></tbody></table> </ephtml> </p> <p>6. <emph><bold>Evaluate</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>0</td><td>1</td><td>2</td><td>3</td></tr></thead><tbody><tr><td><bold>Needs Improvement</bold></td><td><bold>Developing</bold></td><td><bold>Proficient</bold></td><td><bold>Exceeds Expectations</bold></td></tr><tr><td>Rarely or never demonstrates this skill/behavior; this is an area of concern</td><td>Inconsistently demonstrates this behavior/skill; actively working on skill development but needs ongoing feedback and support</td><td>Consistently and competently demonstrates this skill/behavior</td><td>Advanced performance; consistently and thoroughly demonstrates this skill/behavior</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to develop measurable goals and objectives for future programming informed by past assessment and evaluation results.</td></tr><tr><td>Displays ability to engage in self-reflection around any bias that could exist in the style and format of the evaluation selected.</td></tr><tr><td>Exercises skills to examine the efficacy of programs and services offered by the counseling center using various assessment tools.</td></tr><tr><td>Conducts an evaluation of outreach facilitators to ensure ethical and competent practice in the development and delivery of outreach material must be developed and discussed periodically.</td></tr></tbody></table> </ephtml> </p> <p>7. <emph><bold>Implement</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to design and implement programs that allow for effective group facilitation that is trauma inclusive and responds to emotions that might arise.</td></tr><tr><td>Displays awareness and ability to disseminate information based on various learning styles while varying modalities of delivery.</td></tr><tr><td>Demonstrates ability to facilitate healing practices after a critical incident has occurred on campus through awareness of what supports healing.</td></tr><tr><td>Exercises consistency and structure in the delivery of programming, particularly in the delivery of signature programs and annual events.</td></tr><tr><td>Demonstrates ability to engage in on-going self-reflection and supervision to ensure that one's biases do not adversely impact outreach-related work.</td></tr><tr><td>Demonstrates skills in the use of websites, podcasts, videos, and self-help tools that aid in the promotion of positive mental health as a form of digital outreach.</td></tr><tr><td>Displays ability to develop technology that is accessible to various populations.</td></tr></tbody></table> </ephtml> </p> <p>8. <emph><bold>Evaluate</bold></emph></p> <p>Please rate the quality of your skills in each of the following areas of counseling characteristics</p> <p></p> <p> <ephtml> <table><thead><tr><td>N/A</td><td>0 Needs Improvement</td><td>1 Developing</td><td>2 Proficient</td><td>3 Exceeds Expectations</td></tr></thead><tbody><tr><td>Demonstrates ability to develop measurable goals and objectives for future programming informed by past assessment and evaluation results.</td></tr><tr><td>Displays ability to engage in self-reflection around any bias that could exist in the style and format of the evaluation selected.</td></tr><tr><td>Exercises skills to examine the efficacy of programs and services offered by the counseling center using various assessment tools.</td></tr><tr><td>Conducts an evaluation of outreach facilitators to ensure ethical and competent practice in the development and delivery of outreach material must be developed and discussed periodically.</td></tr></tbody></table> </ephtml> </p> <ref id="AN0180231304-21"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Albee, G. 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  Data: Meeting the University Counseling Centers Demand with Outreach Competencies
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  Data: <searchLink fieldCode="AR" term="%22Batsirai+Bvunzawabaya%22">Batsirai Bvunzawabaya</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Rampe%22">Rebecca Rampe</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Mental+Health%22"><i>Journal of College Student Mental Health</i></searchLink>. 2024 38(4):897-923.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 27
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  Data: Journal Articles<br />Reports - Descriptive<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Guidance+Centers%22">Guidance Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Outreach+Programs%22">Outreach Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink>
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  Data: 10.1080/28367138.2024.2343487
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  Data: 8756-8225<br />1540-4730
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  Data: In the last 30 years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Higher Education Institutions are prime settings to promote prevention and outreach efforts for positive mental health. University and College Counseling Centers have historically been leaders in outreach and prevention delivery thus the need for competencies is evident. Utilizing a trauma-inclusive and social justice lens, this article will focus on outlining six outreach competencies: (1) integrate, (2) scope, (3) collaborate, (4) assess, (5) implement, and (6) evaluate. The authors provide application examples for further illustration.
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      – SubjectFull: Outreach Programs
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      – SubjectFull: Competence
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