The Comprehensive Counseling Center Model

A Survey of Demographic, Professional, and Clinical Characteristics of Clinicians in University Counseling Centers

“…The distribution of professional activities found in the current study appears to prioritize direct services to students, which may be due to some UCCs not having formal training programs (e.g., programs for practicum students or interns) or embedded resources such as prevention services that further diversify professional activities. Brunner et al (2017) comprehensive counseling center model is one example for how UCCs can extend beyond tertiary intervention (e.g., clinical services) to also provide primary (i.e., promotion of well‐being) and secondary (i.e., crisis intervention) services with the goal of increasing student well‐being and retention. Such a model may serve to diversify task variety for clinicians beyond direct services to clients (e.g., individual counseling).…”

“…Despite movement toward unification, university and college counseling centers (UCCs) operate in a variety of unique campus environments (e.g., rural vs. urban, small vs. large student body, residential vs. nonresidential, full‐time vs. part‐time), necessitating flexibility to meet the needs of students across these contexts. The broad array of campus environments and needs underscores the importance of evaluating the function of the UCC within the larger university system prior to determining a structure or service delivery model (Brunner et al, 2017; Mitchell et al, 2019). Pressures to provide mental health services to meet students’ needs have resulted in the use of a range of clinical service models, including a wide variety of interventions targeted at prevention, intervention, and postintervention (LeViness et al, 2019).…”

“…Pressures to provide mental health services to meet students’ needs have resulted in the use of a range of clinical service models, including a wide variety of interventions targeted at prevention, intervention, and postintervention (LeViness et al, 2019). For example, Brunner et al's (2017) comprehensive counseling center model identifies how UCCs can provide primary, secondary, and tertiary interventions across the domains of clinical work, consultation, outreach/prevention, and training. Such models encompassing primary, secondary, and tertiary interventions align with the values of counseling but, more so, holistically address the needs and wellness of increasingly diverse student populations (Gelso et al, 2014; Packard, 2010).…”

Behavioral Health for the Front Line: Lessons from the Covid-19 Pandemic

“…It has four pillars: direct clinical services, outreach, consultation, and training. 23 We developed a variety of virtual student outreach programs to engage students who had shifted to remote learning. Synchronous, virtual group program topics included mindfulness-based stress reduction, how to maintain connection during the pandemic, loving kindness, coping with anxiety, creating a “new normal,” grief and loss, affirmations, gratitude, and celebrating milestones during the pandemic.…”

The Impact of the Student Counseling Center at Sultan Qaboos University on the Development of the Counseling Profession in Oman

“…The University Counseling Center according to Comprehensive Counseling Centre Model CCC provides a full range of services, including individual or group counseling services. The CCC provide consultations and collaborative services, outreach and preventive programs, training and education (Brunner, Wallace, Keyes, Polychronis, 2017). Rosenbaum & Weatherford (2017) clarify that the CCC model is appropriate for larger universities.…”