• No results found

Council for the Advancement of Standards in Higher Education


Academic year: 2021

Share "Council for the Advancement of Standards in Higher Education"


Loading.... (view fulltext now)

Full text


Council for the Advancement of Standards

in Higher Education

CAS Self-Assessment Guide for


Counseling Services

October 1, 2014


Counseling Services


Standards Contextual Statement

The face of college counseling is changing to meet the needs of today’s students. It continues to

represent the integration of a helping profession activity with an educational environment (Dean &

Meadows, 1995). The arrival of the current high-achieving generation of traditional college students,

along with the influx of nontraditional, under-represented, and first-generation students, enhances the

campus environment but also brings greater levels of anxiety, depression, and even suicidal ideation

(Howard, Schiraldi, Pineda, & Campanella, 2006; Twenge, 2006).

The nature and type of the higher education environment and its effects on students are important

tools for college counselors. Steenbarger (1990) noted that college counseling exemplifies the

developmental framework that has produced a history of creative outreach and support work on

campuses. The delivery of counseling services to students in higher education has been and is evolving

to respond effectively to clientele in an ever-changing environment.

Historically, the role and function of college counseling has changed in response to both external and

internal factors. Social needs, political environment, national economy, and changing demographics all

exert shifting influences to which counseling services must respond. Change also occurs in response to

internal factors unique to each campus environment (e.g., location of the counseling center within

health services versus an office that combines the counseling services with career services or academic

advising versus a stand-alone counseling center). As a result, the breadth and depth of counseling

services reflect the intersection of these influences. Davis and Humphrey’s (2000) comprehensive work

provided a thorough review of the history of college counseling roles and service delivery models, the

changing demographics of higher education, and implications for the future. With the rapid

technological and cultural changes in our society, the counseling profession among other helping

professions put forth standards of practice to meet the ever-changing needs of higher education

clientele. College counselors have a responsibility to stay informed with a strong knowledge of current

student needs (Upcraft, Gardner, & Barefoot, 2005).

The current challenges are created by external forces including changing ethnic, racial, national, and

experiential backgrounds of students; increasing psychological, health, safety, and financial needs of

students; increasing competition for resources in higher education; increased emphasis on

accountability; new and changing regulations regarding client privacy; and the implications of health

and mental health care reform (American College Health Association, 2007; Gallagher, 2007; Kadison &

DiGeronimo, 2004; Magoon, 2002). Moreover, the aftermath of 9/11, Virginia Tech, and other global

traumatic events highlight the necessity for college counseling programs to be responsive to

unanticipated factors. The level of severity of college students’ presenting concerns is much greater

than the traditional presenting problems of adjustment issues and individuation that were typically

identified in counseling center research from the 1950s through the early 1980s (Pledge, et al., 1998).

Recent research indicates that the level of severity of presenting problems and the complexity of

problems continue to increase (ACHA, 2007; Benton et al., 2003; Kadison, 2006). As the severity and

complexity of clients’ problems expand, it is increasingly important for college counseling professionals

to be prepared to work with physicians, community mental health providers, other campus

departments, and health care professionals. An increased focus on retention and outcomes

assessment, generated in part by accreditation agencies, has challenged college counseling programs

to be more intentional about demonstrating efficacy (Boyer, 2005; Dean & Meadows, 1995; Lifton,

Seay, & Bushko, 2004; Tinto, 2006-07).


Based on these challenges, Stone and Archer (1990) stressed a need for counseling services to (a)

clearly define boundaries on the types of problems and degree of severity of those clients for whom

the counseling professionals will provide services and (b) develop and identify extensive referral and

outreach services to transition effectively more severe clients to appropriate community resources. At

the same time, college counselors strive to maintain the developmental, preventive, and consultative

services that are integral to their work. As Stone and Archer (1990) noted, the concepts of working

within limits and achieving balance between demands and resources are significant for college

counseling services. Archer and Cooper (1998) further recognized the importance of demonstrating to

institutions the positive outcomes of helping students maintain psychological health and develop

personally in ways that support retention.

College counseling services work with other student support services to promote students’ personal

and educational success through activities that complement formal academic programs. College

counselors offer remedial, preventive, crisis, outreach, and consultative services, depending on the

nature of the campus and students served. A strong commitment to professional development,

whether through conducting research, providing training and supervision, maintaining professional

credentials, upholding ethical standards of practice, or actively participating in professional

organizations or other scholarly activities, is the catalyst for competent responses to the changing

social issues and complex developmental, psychosocial, and mental health concerns of students (Boyd,

et al., 2003).

College attendance creates a unique set of circumstances and stresses that can stimulate significant

student growth and development, especially when the many student support functions are well

coordinated and working together. As students experience change, they often need to address

personal issues, work through challenges, and deal with the implications of growth and change. The

rapid changes that characterize today’s society, compounded by the impact of global crisis, catastrophic

natural events, and economic decline can exacerbate students’ personal and psychological problems

(Davis & Humphrey, 2000; Kadison & DiGeronimo, 2004). However, students’ access to and success in

higher education are maximized as counseling services embrace and use medical, technological, and

psychological advances. Humphrey, Kitchens, and Patrick (2000) encouraged counseling services to

expand and embrace the use of interactional and Internet-based technologies for additional

service-delivery options; this is particularly important as more students enroll through distance education

options. Counseling services must offer assistance and resources to students through innovative means

in order to serve the needs of all students.

The CAS Counseling Services Standards and Guidelines that follow provide college counselors with

criteria to develop, enhance, evaluate, and judge the quality of campus counseling services.

References, Readings, and Resources

American College Health Association. (2007). American College Health Association – National College

Health Assessment: Reference Group Executive Summary Fall 2007. Baltimore, MD: American

College Health Association.

Archer, J., Jr., & Cooper, S. (1998).

Counseling and mental health services on campus: A handbook of

contemporary practices and challenges

. San Francisco: Jossey-Bass.

Benton, S., Robertson, J., Tseng, W., Newton, F., & Benton, S. (2003). Changes in counseling center

client problems across 13 years,

Professional Psychology: Research and Practice, 34,



Boyd, V., Hattauer, E., Brandel, I. W., Buckles, N., Davidshofer, C., Deakin, S., et al. (2003).

Accreditation standards for university and college counseling centers.

Journal of Counseling and

Development, 81

, 168-177.

Boyer, P. G. (2005). College student persistence of first-time freshmen at a Midwest university: A

longitudinal study.

Research for Educational Reform, 10 (1),


Dean, L. A., & Meadows, M. E. (1995). College counseling: Union and intersection.

Journal of

Counseling and Development



, 139-142.

Davis, D., & Humphrey, K. (2000).

College counseling: Issues and strategies for a new millennium.

Alexandria, VA: American Counseling Association.

Gallagher, R. P. (2006).

National survey of counseling center directors

. Alexandria, VA: International

Association of Counseling Services.

Humphrey, K., Kitchens, H., & Patrick, J. (2000). Trends in college counseling in the 21


century. In D.

Davis & K. Humphrey, (Eds.)

College counseling: Issues and strategies for a new millennium

(pp.289-305). Alexandria, VA: American Counseling Association.

Kadison, R. D. (2006). College psychiatry 2006: Challenges and opportunities.

Journal of American

College Health,


(6), 338-340.

Kadison, R. D., & DiGeronimo, T. F. (2004).

College of the overwhelmed: The campus mental health

crisis and what to do about it.

San Francisco: Jossey-Bass.

Lifton, D. E., Seay, S. & Bushko, A. (2004). Measuring undergraduate hardiness as an indicator of

persistence to graduation within four years. In I. M. Duranczyk, J. L. Higbee, & D. B. Lundell


Best Practices for Access and Retention in Higher Education.

Minneapolis, MN: Center for

Research on Developmental Education and Urban Literacy, General College, University of


Magoon, T. (2002).

College and university counseling center directors’ 2001-2002 data bank

. College

Park, MD: University of Maryland.

Pledge, D., Lapan, R., Heppner, P., Kivlighan, D., and Roehlke, H. (1998). Stability and severity of

presenting problems at a university counseling center: A six year analysis

. Professional Psychology:

Research and Practice



, 386-389.

Seenbarger, B. N. (1990). Toward a developmental understanding of the counseling specialty.


of Counseling and Development



, 435-437.

Stone, G. L., & Archer, J., Jr. (1990). College and university counseling centers in the 1990s:

Challenges and limits.

The Counseling Psychologist



, 539-607.

Tinto, V. (2006-2007). Research and practice of retention: What next?

Journal of College Student

Retention, 8 (1),


Twenge, J. M. (2004).

Generation me: Why today’s young American’s are more confident, assertive,

entitled – and more miserable than ever before.

New York: Free Press.

Upcraft, M. L., Gardner, J. N., & Barefood, B. O. (2005).

Challenging and supporting the first-year

student: A handbook for improving the first-year of college.

San Francisco: Jossey-Bass.

Additional Resources

American College Counseling Association (ACCA): http://www.collegecounseling.org

American College Health Association (ACHA): http://www.acha.org

American College Personnel Association (ACPA): http://myacpa.org;

Commission VII: Counseling & Psychological Services: http://myacpa.org

American Counseling Association (ACA): http://www.counseling.org

American Psychological Association (APA): http://www.apa.org/ and Division 17, Counseling Psychology



Association for the Coordination of Counseling Center Clinical Services: http://accccs.appstate.edu/

Association of Counseling Center Training Agents (ACCTA): http://www.accta.net

Association of Counselor Education and Supervision (ACES): http://www.acesonline.net/

Association of Psychology Postdoctoral and Internship Centers (APPIC):


Association for University and College Counseling Center Directors (AUCCCD):


Clearinghouse for Structured/Thematic Groups & Innovative Programs, University of Texas at Austin:


Counseling Center Village: http://ub-counseling.buffalo.edu/ccv.html

International Association of Counseling Services (IACS): An Accreditation Association:


Contextual Statement Contributors

Carolyn W. Kern, University of North Texas

Angela Shores, Meredith College

Previous Contributors

Laura A. Dean, University of Georgia, ACCA

Michelle (Stefanisko) Cooper, Western Carolina University


University of Arkansas at Monticello

Counseling Services Self-Assessment



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

1.1 The primary mission of the Counseling Service (CS) is to assist students in defining and accomplishing personal, academic, and career goals 1.2 The scope of the CS includes

1.2.1 individual and group counseling services 4 1.2.2 programming focused on the developmental needs of students to maximize their potential 4 1.2.3 consultative services to the institution to foster an environment supportive of students’ intellectual, emotional, spiritual, and physical development 4 1.2.4 advocacy for a healthy and diverse learning community 4 1.2.5 assessment services to identify and address student needs through services and referrals 4 1.2.6 crisis response, including threat assessment 4 1.3 The CS

1.3.1 develops, disseminates, and implements its mission 4 1.3.2 regularly reviews its mission 4 1.3.3 is coordinated to ensure a cohesive system of support for students when counseling functions exist in separate administrative units 4 1.4 The CS mission statement

1.4.1 is consistent with that of the institution 4 1.4.2 is consistent with professional standards 4 1.4.3 is appropriate for student populations and community settings 4 1.4.4 references learning and development 4

Part 1. Mission Overview Questions

A. What is the program mission?

The mission of Counseling Services (CS) is to assist students in achieving their personal, academic, and career

goals through counseling, testing and educational programs. To accomplish its mission, Counseling Services has

a well-developed set of goals that are consistent with the mission of the University.


Provide a warm, welcoming, empathic, and easily accessible counseling experience

Provide confidential individual and group counseling services to students who may be experiencing

psychological, academic, career or behavioral difficulties


Provide programming focusing upon the developmental needs of students which will maximize their

potential to benefit from the academic environment

Provide professional development opportunities for staff including in-service training programs and

educational workshops

B. How does the mission embrace student learning and development?

The mission of CS is to promote student growth and development, with regard to both personal and

interpersonal skills.

C. In what ways does the program mission complement the mission of the institution?

CS’s mission compliments the mission of the institution by ensuring that students are provided the

opportunity to explore concerns and problems that prevent them from achieving academically and socially.

The mission statement will be reviewed annually (July) to make sure that is consistent with professional




ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

2.1 The Counseling Service (CS) promotes student learning and development outcomes that

2.1.1 are purposeful 4

2.1.2 contribute to students’ realization of their potential 4 2.1.3 prepare students for satisfying and productive lives 4 2.2 The CS collaborates with colleagues and departments across the institution to promote student learning, development, persistence, and success 4 2.3 The CS

2.3.1 assesses relevant and desirable student learning and development 4 2.3.2 provides evidence of impact on outcomes 4 2.3.3 articulates contributions to or support of student learning and development in the domains not specifically assessed 4 2.3.4 articulates contributions to or support of student persistence and success 4 2.3.5 uses evidence gathered through assessment to create strategies for improvement 4 2.4 The CS is

2.4.1 intentionally designed 4

2.4.2 guided by theories and knowledge of learning and development 4 2.4.3 integrated into the life of the institution 4 2.4.4 reflective of developmental and demographic profiles of the student population 4 2.4.5 responsive to needs of individuals, populations with distinct needs, and relevant constituencies 4 2.4.6 delivered using multiple formats, strategies, and contexts 4 2.5 When distance education is provided, the CS assists learners in achieving their education goals by providing access to

2.5.1 information about programs and services 4 2.5.2 staff members who can address questions and concerns 4 2.5.3 counseling, advising, or other forms of assistance 4 2.6 The CS provides these services directly, through referral, or in collaboration:

2.6.1 individual counseling in personal, educational, and career development; interpersonal relationships; and family, social, and psychological issues 4

2.6.2 group interventions 4

2.6.3 psychological testing and other assessment techniques 4

2.6.4 outreach efforts 4

2.6.5 outreach and counseling support for students from diverse backgrounds 4 2.6.6 counseling support for students affected by addictions and substance abuse 4 2.6.7 counseling support to help students assess and overcome specific deficiencies in preparation or skills 4 2.6.8 psychiatric consultation, evaluation, and support services 4 2.6.9 crisis and violence assessment, intervention, and response 4


2.6.10 disaster preparedness and response 4 2.6.11 staff and faculty development programs 4 2.7 The CS establishes cooperative relationships and maintains appropriate mutual referrals with other institutional agencies addressing similar issues 4 2.8 When specialized expertise is needed but not available within the CS, staff members refer students to institutional or community resources 4 2.9 The CS actively interprets and advocates for the needs of students to administration, faculty members, and staff 4 2.10 If a fee-for-service model is employed, the CS understands students’ health care insurance and works with students to utilize their coverage 4

Part 2. Program Overview Questions


What are the primary elements of the program?

CS’s, a unit within the division of Student Affairs (SA), is designed to promote student development

and learning through a holistic approach. We work closely with our colleagues in Student Affairs and

other academic divisions on campus to offer programing that is beneficial to all students. We

regularly partner with Student Health to offer services that provide educational information for

healthy relationships, healthy behaviors and social responsibility.

Educational Counseling is available to help students plan and make decisions concerning their

college education. The Counseling Services office provides workshops and individual assistance each

semester to assist students with study skills, test anxiety, time management and stress management,

as well as other student success skills.

The CS provides a full range of personal and support services, which promote personal, academic, and

the psychological well-being of students. A trained, full-time counselor is available to any U.A.M.

student to discuss issues ranging from test anxiety to emotional adjustment. The office also provides

referrals to local mental health agencies for crisis situations and long-term treatment. The counselor

serves as a member of the University Behavior Intervention Team. This role allows the counselor to

offer support and services not only to students but to also serve as an advocate for the student to

administration, faculty and staff.

UAM collaborates with Student Health to provide confidential screenings. The screenings are

purchased through Screening for Mental Health, Inc. (SMH).

alcohol abuse

depression & anxiety

eating disorders

The screenings can be done within minutes. Students will then be asked to answer a series of

demographic questions, as well as a series of Yes/No questions. At the end of each anonymous

screening, students receive an immediate result. A screening test is not a substitute for a complete

evaluation but it can help students learn if their symptoms are consistent with issues that require

further consultation and follow-up.



What evidence exists that confirms the contributions of the program to student learning and


A program evaluation form was created by the Student Affairs staff members. It was implemented in

the fall of 2013 and revisions were made to the form during the spring of 2013. The Student Affairs staff

is encouraged to use it following programs and events. The administrative assistant in SA is responsible

for taking all evaluations and compiling and sharing them with the SA staff.

C. What evidence is available to confirm achievement of program goals?

The CS Office initiated the first student satisfaction survey in April 2013. A total of thirty surveys were

distributed and only 5 evaluations were received.

Each department of SA received Customer Satisfaction cards to be placed in each office. Once a survey

is received the administrative assistant compiles the information and will forward to the corresponding



Part 3. Organization and Leadership

ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

3.1 The Counseling Service (CS) has

3.1.1 clearly stated goals 4

3.1.2 current and accessible policies and procedures 4 3.1.3 written performance expectations for employees 4 3.1.4 functional work flow graphics or organizational charts demonstrating clear channels of authority 4 3.2 In providing strategic planning, CS leaders

3.2.1 articulate a vision and mission that drive short- and long-term planning 5 3.2.2 set goals and objectives based on the needs of the population served and desired student learning or development and program outcomes 5 3.2.3 facilitate continuous development, implementation, and assessment of goal attainment congruent with institutional mission and strategic plans 5 3.2.4 promote environments that provide meaningful opportunities for student learning, development, and engagement 5 3.2.5 develop and continuously improve programs and services in response to the changing needs of students served and evolving institutional priorities 5 3.2.6 intentionally include diverse perspectives to inform decision making 5 3.3 In providing supervision, CS leaders

3.3.1 manage human resource processes including recruitment, selection, development, supervision, performance planning, evaluation, recognition, and reward 5 3.3.2 influence others to contribute to the effectiveness and success of the unit 5 3.3.3 empower professional, support, and student staff to accept leadership opportunities 5 3.3.4 offer appropriate feedback to colleagues and students on skills needed to become more effective leaders 5 3.3.5 encourage and support professional development, collaboration with colleagues and departments across the institution, and scholarly contribution to the profession 5 3.4 In providing management, CS leaders

3.4.1 identify and address individual, organizational, and environmental conditions that foster or inhibit mission achievement 4 3.4.2 plan, allocate, and monitor the use of fiscal, physical, human, intellectual, and technological resources 4 3.4.3 use current and valid evidence to inform decisions 4 3.4.4 incorporate sustainability practices in the management and design of programs, services, and facilities 4 3.4.5 understand appropriate technologies and integrate them into programs and services 4 3.4.6 are knowledgeable about codes and laws relevant to programs and services and ensure that staff members understand their responsibilities through appropriate training 4 3.4.7 assess potential risks and take action to mitigate them 4 3.5 In advancing the organization, CS leaders

3.5.1 communicate effectively in writing, speaking, and electronic venues 4 3.5.2 advocate for programs and services 4


3.5.3 advocate for representation in strategic planning initiatives at appropriate divisional and institutional levels 4 3.5.4 initiate collaborative interactions with internal and external stakeholders who have legitimate concerns about and interests in the functional area 4 3.5.5 facilitate processes to reach consensus where wide support is needed 4 3.5.6 inform other areas within the institution about issues affecting practice 4 3.6 In maintaining integrity, CS leaders

3.6.1 model ethical behavior and institutional citizenship 5 3.6.2 share data used to inform key decisions in transparent and accessible ways 5 3.6.3 monitor media used for distributing information about programs and services to ensure the content is current, accurate, appropriately referenced, and accessible 5

Part 3. Organization and Leadership Overview Questions


In what ways are program leaders positioned and empowered to accomplish the program mission?

The Counseling Services program leader position is staffed by one full time director. The Director must

hold an earned graduate or professional degree in a field relevant to the position they hold or must

possess an appropriate combination of education credentials and related work experience. Currently,

the Director has a Master’s in Counseling and has twelve years of experience working in Counseling,

Testing and Career services at UAM.

The Director is encouraged to implement, update and develop any services that will positively impact

the needs of the students and help to meet and exceed the mission of the program. The Director is

encouraged to attend and participate in professional development, facilitate trainings, consult with

others in the profession, and maintain professional memberships.

The Director is required to participate in bi-weekly Student Affairs staff meetings and annual strategic

planning meetings. On-going feedback is given during the meetings and budget revisions. The director

also serves on the CASAA Committee, University Behavior Intervention Team and Sexual Assault

Awareness Committee.


How do program leaders advance the organization?

The director communicates effectively in writing, speaking to other staff and faculty concerning

student issues and the program

The director is involved in the strategic plans for Student Affairs

Initiates collaborative interactions with internal and external organizations to provide services

and programs


How are program leaders accountable for their performance?

The program leader is required to complete an annual self-performance evaluation.


What leadership practices best describe program leaders?

The director of CS must interact and represent the department within the organizations structure of the

university. The director must interact significantly with unit heads, faculty and staff in academic units.

The program leader must also assume a “hands-on” approach in CS. The staff in CS is comprised of the

director, graduate assistant and student workers. All administrative decisions are made by the program

leader since there is a limited amount of senior leadership and experience.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

4.1 The Counseling Service (CS) is staffed adequately to accomplish mission and goals 4.2 Within institutional guidelines, the CS

4.2.1 establishes procedures for staff recruitment and selection, training, performance planning, and evaluation 4 4.2.2 sets expectations for supervision and performance 4 4.2.3 assesses the performance of employees individually and as a team 4 4.2.4 provides access to continuing and advanced education and appropriate professional development opportunities to improve the leadership ability, competence, and skills of all employees 4 4.3 The CS

4.3.1 maintains position descriptions for all staff members 4 4.3.2 institutes recruitment and hiring strategies that encourage applications from under-represented populations 4 4.3.3 develops promotion practices that are fair, inclusive, proactive, and non-discriminatory 4 4.3.4 considers work life initiatives, such as compressed work schedules, flextime, job sharing, remote work, or telework 4 4.3.5 has technical and support staff members adequate to accomplish the mission 4 4.4 CS professional staff members

4.4.1 from the disciplines of counseling and clinical psychology, counseling and counselor education, psychiatry, and clinical social work, or with appropriate training, credentials, and supervised experience, perform counseling functions in the CS 4 4.4.2 hold earned graduate or professional degrees in fields relevant to the position or possess an appropriate combination of educational credentials and related work experience 4 4.4.3 have at least a master’s degree from a regionally accredited institution in a relevant discipline 4 4.4.4 engage in continuing professional development activities 4 4.5 Degree- or credential-seeking interns or graduate assistants in the CS

4.5.1 are qualified by enrollment in an appropriate field of study and by relevant experience 4 4.5.2 are trained and supervised adequately by professional staff members 4 4.6 Supervisors of CS interns or graduate students adhere to all parameters of job descriptions, work hours, and schedules 4 4.7 Student employees and volunteers

4.7.1 are carefully selected, trained, supervised, and evaluated 4 4.7.2 are educated on how and when to refer those in need of additional assistance to qualified staff members and have access to a supervisor for assistance in making these judgments 4 4.7.3 are provided clear job descriptions, pre-service training based on assessed needs, and continuing development 4 4.8 All CS staff members, including student employees and volunteers,


4.8.2 receive specific training on privacy and confidentiality policies and laws regarding access to student records and other sensitive institutional information 4 4.8.3 receive training on policies and procedures related to the use of technology to store or access student records and institutional data 4 4.8.4 are knowledgeable about and trained in emergency procedures, crisis response, and prevention efforts and in safety and emergency procedures for securing and vacating facilities 4 4.9 The CS director has an appropriate combination of graduate coursework, formal training, and supervised experience 4 4.10 The level of CS staffing

4.10.1 is established and reviewed regularly with regard to service demands, enrollment, user surveys, diversity of services offered, institutional resources, and other available services 4 4.11.1 is adequate and appropriate for program and service demands 4

Part 4. Human Resources Overview Questions


In what ways are staff members’ qualifications examined?

The only full time CS staff member is the director. The director is in charge of Counseling, Testing, and

Career Services and supervises the Harris Hall Tutoring. CS is approved to have one graduate assistant,

however, that GA covers the office for all four areas in the department. The graduate assistant works twenty

hours per week in the office and the remainder of the time is covered by student workers. The student

workers and graduate assistant are carefully selected, trained and supervised by the director. A training

manual was created in summer of 2013. The

Crisis Responses & Procedures Training Manual primarily

focuses on helping staff with situations that might hold the potential of aggressive or violent behavior. This

includes verbal hostility and threats as well as physical acting out toward people or objects. The training and

manual covers office procedures, safety procedures, HIPPA and FERPA regulations, suitable use of

technology and how to appropriately respond to a student, faculty or staff member that might be in need of

immediate assistance.

The director of CS responsibilities are listed below.

Trains, supervises all office staff and tutors

Responsible for all budgets associated with the department and staff time records

Prepares all monthly and yearly reports

Serves as a member of the UBIT Committee

Coordinates and implements all programing and screening related to the office of CS

Provides all counseling and consultation services

Collaborates with faculty and staff to provide training and educational programs

B. In what ways are staff members’ qualifications examined and their performance judged?

The director is required to complete an annual self-performance evaluation and other staff meet with

the director annually to complete a staff evaluation.


Part 5. ETHICS

ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

5.1 The Counseling Service (CS) reviews relevant professional ethical standards and implements appropriate statements of ethical practice 5 5.2 The CS publishes and adheres to statements of ethical practice and ensures periodic review by relevant constituents 5 5.3 The CS orients new staff members to relevant statements of ethical practice and related institutional policies 5 5.4 The CS’s statement of ethical standards

5.4.1 specifies that staff members respect privacy and maintain confidentiality as appropriate 5 5.4.2 specifies limits on disclosure of student records as well as requirements to disclose to appropriate authorities 5 5.4.3 addresses personal and economic conflicts, or appearance thereof, by staff members in the performance of their work 5 5.4.4 reflects the responsibility of staff members to be fair, objective, and impartial in their interactions with others 5 5.4.5 references management of institutional funds 5 5.4.6 references appropriate behavior regarding research and assessment with human participants, confidentiality of research and assessment data, and students’ rights and responsibilities 5 5.4.7 includes the expectation that CS staff members confront and hold accountable other staff members who exhibit unethical behavior 5 5.4.8 addresses issues surrounding scholarly integrity 5 5.5 CS staff members

5.5.1 take reasonable personal action when a client’s condition indicates serious and foreseeable harm to the client or others 5 5.5.2 clearly articulate, review with clients, and acknowledge by signature instances of limited confidentiality 5 5.5.3 inform users of programs of ethical obligations and limitations emanating from codes and laws or from licensure requirements 5 5.5.4 recognize and avoid conflicts of interest that could influence their judgment and objectivity 5 5.5.5 perform duties within the limits of the position, training, expertise, and competence, and when limits are exceeded make referrals to persons possessing appropriate qualifications 5 5.5.6 conform to relevant federal, state/provincial, and local statues governing delivery of counseling and psychological services 5 5.5.7 comply with applicable laws related to privacy and confidentiality 5 5.5.8 are familiar with and adhere to relevant ethical standards in the field 5 5.5.9 keep confidential client status and information disclosed in individual counseling sessions unless written permission to divulge the information is given by the client 5 5.5.10 inform clients of issues such as limits to confidentiality during intake or early in the counseling process so clients can participate from a position of informed consent 5 5.6 Promotional and descriptive information are accurate and free of deception 5 5.7 The CS adheres to institutional policies regarding ethical and legal use of software and technology 5 5.8 The CS maintains records in a confidential and secure manner while specifying procedures to monitor access, 5


use, and maintenance of records

Part 5. Ethics Overview Questions


What ethical principles, standards, statements, or codes guide the program and its staff members?

We follow the ethical standards of the American Counseling Association. A copy of the ACA Code Ethics

is on file in the CS Office.


What is the program’s strategy for managing student/staff member confidentiality and privacy issues?

A contract must be signed by each graduate assistant, student worker and intern. The contract covers

all areas of confidentiality that might pertain to their position while working in the Office of Counseling,

Testing and Career Services.

All counseling records are stored in locked cabinets in the Director’s office.


How are ethical dilemmas and conflicts of interest managed?

The director must report any issues involving ethical dilemmas or conflicts of interest to the Dean of

Students or the Vice Chancellor of Student Affairs.


In what ways are staff members informed and supervised regarding ethical conduct?

There are no part-time/full-time staff members other than the Director of Counseling, Testing and

Career Services at this time.


Part 6.


ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

6.1 The Counseling Service (CS)

6.1.1 is in compliance with laws, regulations, and policies that relate to its respective responsibilities and that pose legal obligations, limitations, risks, and liabilities for the institution as a whole 3 6.1.2 informs staff members, appropriate officials, and users of programs and services about existing and changing legal obligations, risks and liabilities, and limitations 3 6.1.3 has written policies on all relevant operations, transactions, or tasks that have legal implications 3 6.1.4 regularly reviews policies to ensure that they reflect best practices, available evidence, and policy issues in higher education 3 6.1.8 has procedures and guidelines consistent with institutional policy for responding to threats, emergencies, and crisis situations 3 6.1.9 has systems and procedures to disseminate timely and accurate information to students, other members of the institutional community, and appropriate external organizations during emergency situations 3 6.1.10 obtains permission to use copyrighted materials and instruments 3 6.1.11 purchases the materials and instruments from legally compliant sources or seeks permission from the publisher or owner 3 6.1.12 references copyrighted materials and instruments with appropriate citations 3 6.2 CS staff members

6.2.1 use reasonable and informed practices to limit the liability exposure of the institution and its officers, employees, and agents 3

6.2.2 are informed about institutional policies regarding risk management, personal liability, and related insurance coverage options and are referred to external sources if the institution does not provide

coverage 3

6.2.3 neither participate in nor condone any form of harassment that demeans persons or creates an intimidating, hostile, or offensive environment 3 6.2.4 are knowledgeable about internal and external governance systems that affect programs 3 6.3 The institution provides access to legal advice for CS staff members as needed to carry out assigned responsibilities 3

Part 6. Law, Policy, and Governance Overview Questions


What are the crucial legal issues faced by the program?

Confidentiality is the most crucial issue faced by the UAM Counseling Services. To help in educating

faculty, staff and administration FERPA and HIPPA workshops and have been provided by UAM Student

Affairs and UAM Personnel Office.


How are staff members instructed, advised, or assisted with legal concerns?

UAM’s Personnel Office maintains an online handbook that offers information for all employees. The

link is located on the Finance and Administration/Personnel website.


The university system attorney is available to all university employees if legal advice is necessary.

C. How are staff members informed about internal and external governance systems?

Counseling Services policies and procedures are in place and staff persons are made aware of HIPPA and

FERPA regulations as well as the UAM policies and procedures.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

7.1 The Counseling Service (CS) creates and maintains educational work environments that are

7.1.1 welcoming, accessible, and inclusive to persons of diverse backgrounds 5 7.1.2 equitable and non-discriminatory 5

7.1.3 free from harassment 5


The CS does not discriminate on the basis of ability; age; cultural identity; ethnicity; family educational history; gender identity and expression; nationality; political affiliation; race; religious affiliation; sex; sexual orientation; economic, marital, social, or veteran status; or any other basis included in institutional policies and codes and laws


7.3 The CS

7.3.1 advocates for sensitivity to multicultural and social justice concerns by the institution and its personnel 5 7.3.2 modifies or removes policies, practices, facilities, structures, systems, and technologies that limit access, discriminate, or produce inequities 5 7.3.3 includes diversity, equity, and access initiatives within their strategic plans 5 7.3.4 fosters communication that deepens understanding of identity, culture, self-expression, and heritage 5 7.3.5 promotes respect about commonalities and differences among people within their historical and cultural contexts 5 7.3.6 addresses the characteristics and needs of a diverse population when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices 5 7.3.7 provides staff members with access to multicultural training and holds staff members accountable for integrating the training into their work 5 7.3.8 responds to the needs of all students and other populations served when establishing hours of operation and developing methods of delivering programs, services, and resources 5 7.3.9 ensures physical, program, and resource access for persons with disabilities 5 7.3.10 recognizes the needs of distance learning students by providing appropriate and accessible services and resources or by assisting them in gaining access to other appropriate services and resources in their

geographic region 5

Part 7. Diversity, Equity, and Access Overview Questions


How does the program ensure non-discriminatory, fair, and equitable treatment to all constituents?

UAM Counseling Services provides a Diversity Statement on our website outlining our beliefs about

offering services to all individuals. We strive to provide a welcoming environment to all individuals that

may seek our services.


What policies and/or practices are in place to address imbalances in participation among selected

categories of students and imbalances in staffing patterns among selected categories of program staff



All services counseling services, educational workshops and programs are free and available to all

currently enrolled students. Students taking online courses may call the CS office to request

information, handouts or copies of PowerPoints presentations.


How does the program create and maintain the educational and work environment to comply with

institutional policies and all applicable codes and laws?

The Harris Hall renovation was completed in 2003 with all ADA requirements being met.

UAM is an Equal Opportunity Employer



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

8.1 The Counseling Service (CS) reaches out to internal and external populations to

8.1.1 establish, maintain, and promote understanding and effective relations with those that have a significant interest in or potential effect on the students or other constituents served by the programs and services 5 8.1.2 garner support and resources for programs and services as defined by the mission statement 5 8.1.3 disseminate information about the programs and services 5 8.1.4 collaborate, where appropriate, to assist in offering or improving programs and services to meet the needs of students and other constituents and to achieve program and student outcomes 5 8.1.5 engage diverse individuals, groups, communities, and organizations to enrich the educational environment and experiences of students and other constituents 5 8.2 The CS establishes and maintains close working relationships with community mental health resources where adequate mental health resources are not available on campus 5 8.3 The CS has procedures for the referral of students who require counseling beyond its scope 5 8.4 The CS has procedures and guidelines consistent with institutional policy to

8.4.1 communicate with the media 4 8.4.2 contract with external organizations for delivery of programs and services 4 8.4.3 cultivate, solicit, and manage gifts 4 8.4.4 apply to and manage funds from grants 4 9.1 The CS advocates for membership on critical institutional committees, especially those related to crisis response, students at risk, and threat assessment 4



With which relevant individuals, campus offices, and external agencies must the program maintain

effective relations?

UAM Counseling Services is a part of Student Affairs and maintains a close working relationship with the

following departments within its division; Student Health, Public Safety, Residence Life, Student

Programs, Intramurals and Upward Bound.

Some of the most common collaborations within Counseling Services take place between Counseling

Services, Residence Life and Student Health. Referrals between these departments are extremely

common. Directors in each of these departments make referrals if they feel a student would benefit

from services from the other.

Counseling Services regularly consults with faculty and staff on a regular basis due to student referrals

and concerns that are forwarded. The director also conducts outreach activities in the classroom when

requested by faculty and for campus groups outside the classroom setting.

One of the most important collaborations occurs between Counseling Services and the members of

University Behavior Intervention Team (UBIT). The roles of Counseling Services in UBIT are to help


coordinate the University’s response to a student crisis; to offer counseling, guidance, and support to

students, faculty, staff and families. The director is the first to receive a UBIT Concern Report. Once

received the director forwards a copy to the Director of the Department of Public Safety. The two

directors determine if the concern requires an immediate emergency response or if it is a concern that

requires more of an intervention and support that is more suited to referrals to an on-campus


Counseling Services also attempts to be familiar with the community therapy providers in the local area

that are interested in and experienced in working with the university student population. The office also

provides referrals to local mental health agencies for crisis situations and long-term treatment as

needed. We have a list of local therapists and clinics and their contact information.


What evidence confirms effective relationships with program constituents?

Counseling Services collaborates with a large number of offices and divisions at UAM to provide

educational programs, special events and services for our students. A list of those programs is listed


Red Ribbon Week with Alcohol and Other Drug Committee (AOD), Domestic Violence Education with

Student Health and Department of Public Safety, Shoot Sober with AOD Committee, Intramural

/Recreation & Student Health, Sober Santa with AOD Committee, National Eating Disorders Screening

Day with Student Health, Alcohol Awareness Month Activities with Student Health and Student

Government Association, Rate Your Date Domestic Violence Education with Student Health, Wellness

Fair with Wellness Committee.

Counseling Services are extended to other campuses and campus groups. Monthly report data will

changed to include a section on referrals to outside agencies. The UBIT training sign-in sheets and Vet

Friendly training sign-in sheets document that training is offered on campus for the campus community

and the other two Colleges of Technology. All programs/trainings are available to any staff, faculty or

student at the three campuses.

All UAM employees must follow all institutional polices regarding communicating with media, initiation

of contracts with external organizations, receipt of gifts or funds, and management of grant funding.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

9.1 The Counseling Service (CS) has adequate funding to accomplish its mission and goals 5 9.2 The CS demonstrates fiscal responsibility, responsible stewardship, and cost-effectiveness consistent with institutional protocols 5 9.3 An analysis of expenditures, external and internal resources, and impact on the campus community is completed before

9.3.1 establishing funding priorities 5 9.3.2 making significant changes 5

Part 9. Financial Resources Overview Questions


What is the funding strategy for the program?

Counseling Services funding comes from Testing/Career Services operating budgets. These budgets are

used to provide materials, supplies needed to operate the office, purchase computers, equipment, any

expenses for programing or educational materials, provide funding for payroll used for student workers,

graduate assistant and staff.

In order to supplement the budget the SA staff is encouraged to seek out grants or funding that might

be available. UAM is a member of Arkansas Collegiate Drug and Education Committee. SA’s has a

representative that attends regular monthly meetings. UAM takes full advantage of the grants offered

by this organization each fall and spring semester.

In this fiscal year a new computer has been purchased to replace an outdated computer in the office.


What evidence exists to confirm fiscal responsibility, responsible stewardship, and cost-effectiveness?

The budgets are set annually by the UAM Executive Council after budgets hearings at which department

heads are given the opportunity to provide analysis of budget statuses and make requests for

reallocations, one time purchases and reoccurring increases.

A history of efficient services with no crises in the budget is evidence of appropriate planning and


Reconciled Procurement Card logs, reports and forms each month confirm compliance with state


UAM formed the Cost Containment Committee (CCC) to suggest ways that the university might save

money. CCC encourages each department to look at ways that they might reduce the costs associated

with their area.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

10.1 The Counseling Service (CS) has adequate technology to support its mission and goals 5 10.2 Use of technology in the CS complies with institutional policies and procedures and legal requirements 5 10.3 The CS uses current technology to provide updated information regarding mission, location, staffing, programs, services, and official contacts to students and designated clients 5 10.4 The CS explores use of technology to enhance delivery of programs and services, especially for students at a distance and external constituencies 5 10.5 The CS uses technology that facilitates learning and development and reflects intended outcomes 5 10.6 The CS

10.6.1 maintains policies and procedures that address the security, confidentiality, and backup of data, as well as compliance with privacy laws 5 10.6.2 has plans in place for protecting confidentiality and security of information when using Internet-based technologies 5 10.6.3 develops plans for replacing and updating existing hardware and software as well as for integrating new technically-based or -supported programs 5 10.7 Workstations and computer labs maintained by the CS for student use are accessible to all designated clients and meet standards for delivery to persons with disabilities 5 10.8 The CS provides

10.8.1 access to policies on technology use that are clear, easy to understand, and available to all students 5 10.8.2 assistance, information, or referral to appropriate support services to those needing help accessing or using technology 5 10.8.3 instruction or training on how to use technology 5 10.8.4 information on the legal and ethical implications of misuse as it pertains to intellectual property, harassment, privacy, and social networks 5 10.9 Student violations of technology are addressed in student disciplinary procedures 5 10.10 A referral support system is available for students who experience negative emotional or psychological consequences from the use of technology 5 10.11 The CS maintains secure and ethical use in applying technology for providing counseling services 5 10.12 The CS selects technology that reflects current best pedagogical practices when technology is used to facilitate student learning and development 5

Part 10. Technology Overview Questions


How is technology inventoried, maintained, and updated?

The UAM Department of Information Technology (IT) is responsible for administering and/or

overseeing the campus computer network as well as the campus's public computer labs and facilities.

Each year Finance and Administration requires an inventory of each department’s equipment. A sheet

is provided to check current inventory. All computers and IT related items are listed on the inventory.


The Director of Counseling Services and graduate assistant are able to create IT work orders as needed.

Student workers and tutors are encouraged to notify the director when technical/software issues arise.

The director works closely with IT to provide updated computers, equipment and software for staff and

students. This is an ongoing process.

All UAM employees are required to follow the polices as stated by IT. These polices are located on the

UAM IT website.


What evidence exists to confirm that technology is available for all who are served by the


The Commuter Lounge, Harris Hall Tutoring Labs, Veteran Lounge and Testing Center all provide

computers that are able to be accessed by prospective and current students. Sign in sheets are located

in the Testing Center, Commuter Lounge and Tutoring Labs. Monthly reports are generated to show

the usage in these areas.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

11.1 The Counseling Service (CS)

11.1.1 has adequate, accessible, and suitably located facilities and equipment to support its mission and goals 5 11.1.2 takes into account expenses related to regular maintenance and life-cycle costs when purchasing capital equipment 5 11.2 CS facilities and equipment

11.2.1 are evaluated regularly 5

11.2.2 are in compliance with relevant legal and institutional requirements that ensure access, health, safety, and security of students and other users 5 11.3 CS staff members have

11.3.1 workspace that is well equipped, adequate in size, and designed to support their work 5 11.3.2 access to appropriate space for private conversations 5 11.3.3 the ability to adequately secure their work 5 11.4 The facilities guarantee security and privacy of records and ensure confidentiality of sensitive information 5 11.5 The location and layout of the facilities are sensitive to the needs of persons with disabilities as well as with the needs of other constituencies 5 11.6 The CS maintains a physical and social environment that facilitates optimal functioning and ensures appropriate confidentiality 5

Part 11. Facilities and Equipment Overview Questions


How are facilities inventoried and maintained?

Counseling Services is located on the second floor of Harris Hall. The Testing Center Office serves as the

main office for the department. It has a large work space, two computers in the office, phone and a

secure closet area to store tests and files.

The director’s office offers a private area for counseling and locked storage for counseling records and


The department updates and maintains the equipment and facilities as needed. All areas in the

department are ADA accessible.


What evidence exists to confirm that access, health, safety, and security of facilities and equipment are

available for all who are served by the program?

All events, programs and workshops and private counseling provided to UAM students are free and

available to all currently enrolled students. All UAM facilities (including housing) are ADA accessible.



ND 0 1 2 3 4 5

Does Not Apply Insufficient Evidence/ Unable to Rate Does Not Meet Partly Meets Meets Exceeds Exemplary

Criterion Measures Rating

12.1 The Counseling Service (CS) has a clearly-articulated assessment plan to

12.1.1 document achievement of stated goals and learning outcomes 3 12.1.2 demonstrate accountability 3 12.1.3 provide evidence of improvement 3 12.1.4 describe resulting changes 3 12.2 The CS has adequate resources in the following dimensions to develop and implement assessment plans:

12.2.1 fiscal 3

12.2.2 human 3

12.2.3 professional development 3

12.2.4 technology 3

12.3 The CS employs direct and indirect evaluation and qualitative and quantitative methodologies to

12.3.1 determine achievement of mission and goals 3 12.3.2 determine achievement of learning and development outcomes and whether they are met effectively and efficiently 3

12.3.3 ensure comprehensiveness 3

12.4 Data are collected from students and other constituencies 3 12.5 Assessments are shared appropriately with multiple constituencies 3 12.6 Assessment and evaluation results are used to

12.6.1 identify needs and interests in revising and improving programs and services 3 12.6.2 recognize staff performance 3 12.6.3 maximize resource efficiency and effectiveness 3 12.6.4 improve student learning and development outcomes 3 12.6.5 improve student persistence and success 3 12.7 Changes resulting from assessment and evaluation are shared with stakeholders 3

Part 12. Assessment and Evaluation Overview Questions


What is the comprehensive assessment strategy for the program?

Last year (4-22-13) was the first year for CS to do an online evaluation. Twenty-seven evaluations were

sent and several students responded to the evaluation. Since there were only a few results returned,

the survey will be sent once the student has completed counseling, instead of waiting until the end of

the semester.


Beginning in fall of 2012, staff in the Division of Student Affairs initiated the process of implementing

student learning outcomes developed by the Council for the Advancement of Standards in Higher

Education. For example, Student Health Services, Counseling Services, Intramurals, Residence Life,

Student Programs and Activities, Upward Bound and Department of Public Safety, have all established

mission statements and student learning outcomes that are grounded in the CAS standards. The

division will be using CAS to guide programming and assess student learning. A division-wide student

assessment survey has been developed that is used to evaluate all events and programing.

Directors in the Division of Student Affairs have an annual self-evaluation. The evaluation is completed

and the director meets with their supervisor to review the document.


How are tangible, measurable outcomes determined to ensure program achievement of mission and


Most programs offered by CS are assessed using the student assessment survey that is mentioned

above. The evaluations are completed and the data is compiled and the results are sent back to each

department. The data is gathered to identify whether programs and events are beneficial to students.



Work Form A

Assessment, Ratings, and Significant Items


Step One

: This work form should be completed following a review of the individual ratings of the team

members. Examine the ratings of each criterion statement by the team members, and record the

following in the form below:

Discrepancies: Item number(s) for which there is a substantial rating discrepancy (two or

more ratings apart). These items will need to be discussed further by team members.

Strengths: Item number(s) for which all participants have given a rating of 4 & 5, indicating

agreement that the criterion


the standard or is



Needed Improvements: Item numbers for which all participants have given a rating of 1 & 2,

indicating agreement that the criterion

Does Not Meet


Partly Meets

the standard.

Items not listed in one of these categories represent consensus among the raters that practice in that

area is satisfactory, having been rated a 3, which indicates


the standard. Items rated 0 because


Insufficient Evidence/Unable to Rate

should be listed in Needed Improvements.

Step Tw o

(below): List the items needing follow-up action for improvement and indicate what requires

attention. The team or coordinator should consider including any criterion measure rated as being not

met by any reviewer, as well as those with significant discrepancies that are not resolved by team











1.2 1.3 1.4



2.1 2.3 2.4 2.5 2.6


Organization and


3.1 3.2 3.3 3.4 3.5 4

Human Resources

4.2 4.3 4.4 4.5 4.7 4.8 4.10 5


5.4 5.5


Law, Policy, and


6.1 6.2 6.3


Diversity, Equity,

and Access

7.1 7.3


Institutional and

External Relations

8.1 8.4


Financial Resources




10.6 10.8


Facilities and


11.1 11.2 11.3


Assessment and


12.1 12.2 12.3 12.6


Step Tw o: List item number(s) for each Part determined to merit follow-up, and

describe the practice weaknesses that require attention.


No actions required














Work Form B

Follow-Up Actions


The purpose of this work form is to begin the planning for action to be taken on practices judged to

merit follow-up (Work Form A, Step Two). In the chart below, as

Step Three

, transfer short

descriptions of the practices requiring follow-up and detail these items using the table format provided.

Step Three: Describe the current practice that requires change and actions to initiate the


Practice Description

Corrective Action Sought

Task Assigned


Due Dates




Work Form C

Summary Action Plan

Step Four:

This form concludes the self-assessment process and calls for action to be taken as a consequence of

study results. Write a brief action plan statement in the spaces below for each Part in which action is

required. (Note: If using the electronic/CD version, text boxes will expand with typing.)

Part 1: Mission

No action required

Part 2: Program

No action required

Part 3: Organization and Leadership

No action required

Part 4: Human Resources

No action required

Part 5: Ethics

No action required

Part 6: Law, Policy, and Governance

No action required

Part 7: Diversity, Equity, and Access

No action required


No action required

Part 9: Financial Resources

No action required

Part 10: Technology

No action required

Part 11: Facilities and Equipment

No action required

Part 12: Assessment and Evaluation

No action required

http://www.collegecounseling.org http://www.acha.org http://myacpa.org; http://myacpa.org http://www.counseling.org http://www.apa.org/ http://www.apa.org/about/division/div17.html http://accccs.appstate.edu/ http://www.accta.net http://www.acesonline.net/ http://www.appic.org/index.html http://www.aucccd.org http://www.utexas.edu/student/cmhc/clearinghouse/index.html http://ub-counseling.buffalo.edu/ccv.html http://www.iacsinc.org/


Related documents

Volcanism in Alaska and its effect on past human populations is a particularly important research topic, especially given the high frequency of previous volcanic eruptions in

This paper presents the new organisation of the SIGMET watch in France implemented in September 2011, the dissemination of SIGMET information in a graphical

Moreover, while an increase in the share of food crop over the years does not have an impact, the increase in shares of non-farm business income and non-agricultural wages have

RC.connect Connect, login, close connection to Cassandra RC.get Functions for querying Cassandra database RC.insert Update function to insert data into Cassandra RC.read.table Read

When the key policy tools are controlled for, centralisation of the benefit and support assessment service and timely vocational rehabilitation were found to be strongly

4.5 KCC Members have recognised the importance of having effective contract management in place across all of the Authority’s portfolio of contracts, and in order to

In the context of a wider project to minimise use of physical restraint on acute mental health wards, we aimed to explore the views of staff and services users surrounding

Sprague and colleagues (2001) expand on the significance of school connectedness and precursors to violence; their cost-effective implementation of interventions between