Thirty Years of the National Survey of Counseling Center Directors: A Personal Account

Gallagher, Robert P.

doi:10.1080/87568225.2012.685852

Cited by 144 publications

(182 citation statements)

References 4 publications

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“…For example, our research suggests that services at our counseling center help our students think more clearly and perform better academically. These findings are similar to those of Gallagher (2012), who found that 56% of clients reported that counseling helped them remain in school and that 61% believed that counseling center services improved their academic performance. In addition, students who attended a greater number of sessions were more likely to feel they could deal more effectively with their problems than students who attended fewer sessions.…”

Section: Discussionsupporting

confidence: 80%

Assessment in a University Counseling Center: A Case Example

Saunders

House

2015

Mich. Jour. Couns.

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Section: Discussionsupporting

confidence: 80%

Assessment in a University Counseling Center: A Case Example

Saunders

House

2015

Mich. Jour. Couns.

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“…A national survey of college counseling center directors indicated that 91.60% of participants reported that the prevalence, complexity, and severity of MHDs among college students were on the rise (Gallagher, 2012). In addition to the increasing severity of MHDs, there are particular MHDs that have become especially common among college students.…”

Section: Increasing Prevalence Of Mhds Among College Studentsmentioning

confidence: 99%

“…College students are also struggling with more severe and complex mental health issues (Benton, Robertson, Tseng, Newton, & Benton, 2003;Gallagher, 2012;Gallagher & Schwartz, 2006). A national survey of college counseling center directors indicated that 91.60% of participants reported that the prevalence, complexity, and severity of MHDs among college students were on the rise (Gallagher, 2012).…”

Section: Increasing Prevalence Of Mhds Among College Studentsmentioning

confidence: 99%

Recognizing and Supporting Students with Mental Health Disorders: The REDFLAGS Model

Kalkbrenner

2015

JET

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The increasing prevalence of Mental Health Disorders (MHDs) and campus violence tragedies has called attention to the issue of MHDs on college campuses. The current article provides an overview of the prevalence and severity of MHDs among college students. In addition, a review of the most common MHDs on college campuses is included. Students with MHDs are at increased risks for a variety of negative consequences. Students who received treatment for MHDs reported a more positive daily functioning and demonstrated significantly higher retention rates. However, a large proportion of the students who are living with MHDs do not receive treatment. Furthermore, college counselors typically only interact with a small proportion of the students who are living with MHDs. Faculty members have more frequent interactions with students and are a valuable resource for recognizing students who are living with MHDs. The REDFLAGS Model, an acronym that identifies eight behavioral indicators of MHDs in students is introduced. A description of how educators can use the REDFLAGS Model as a tool for recognizing signs of MHDs in their students is described. It is not recommended that educators provide treatment for MHDs to their students. Rather, educators can use The REDFLAGS Model to recognize signs of MHDs in students and support them by making referrals to the college counseling center or to other resources. A resource list of mental health support services that are available for college students is included. The resource list can be customized to include resources at specific universities in particular geographic areas.

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“…All of these changes potentially put the emotional well-being of the individual at risk and can trigger mental health problems (Roberts and Zelenyanski, 2002). Several studies have reported an increase in the psychological problems of university students over the last five years, specifically: learning difficulties (Gallagher, Sysko and Zhang, 2001), eating disorders (Fiates and Salles, 2001), problems with alcohol, and other illicit drugs (Wagner, Stempliuk, Zilberman, Barroso, and Andrade, 2007) and problems related to sexual abuse (Bertocci, Hirsch, Sommer and Williams, 1992). Kitzrow (2003) also highlights a variety of social and cultural problems that are increasingly affecting university students, such as divorce, family dysfunction, emotional instability, interpersonal difficulties, and the lack of parental and frustration tolerance.…”

mentioning

confidence: 99%

Psychological intervention needs: validation of a survey with Portuguese university students

Pinto

Martins

2017

R Est Inv Psico y Educ

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This work presents and discusses the psychometric characteristics of the Portuguese version of The Survey of Student Needs (SSN), a self-report questionnaire that assesses psychological intervention needs. A total of 659 university students participated, 76.5% women, with a mean age of 21.96 years. The results of Exploratory Factor Analysis (EFA) report a factorial solution of three factors explaining 38.49% of the variance. Considering the internal consistency of this factorial structure, Cronbach's alpha values of .88 were found in factor 1, .81 in factor 2, and .84 in factor 3. The results of the Confirmatory Factor Analysis (CFA) suggest that the factorial solution proposed by the EFA presents better fit indices to the empirical data when compared to three alternative models (X2/df = 3.096, CFI = .842, GFI = .851, RMSEA = .056, P[rmsea ≤ .05] < .000). In conclusion, this study indicates that the SSN is a valid and reliable instrument applicable to the research and intervention contexts of this field.Keywords: psychological needs; needs assessment; higher education; psychometrics Resumen Este trabajo presenta y analiza las características psicométricas de la versión en portugués de la Encuesta de Necesidades Estudiantiles (SSN), un cuestionario de autoinforme que evalúa las necesidades de intervención psicológica. Un total de 659 estudiantes universitarios participaron, 76.5% mujeres, con una edad media de 21.96 años. Los resultados de Análisis Factorial Exploratorio (AFE) informan una solución factorial de tres factores que explican el 38.49% de la varianza. Teniendo en cuenta la consistencia interna de esta estructura factorial, encontramos los valores alfa de Cronbach de .88 en el factor 1, .81 en el factor 2 y .84 en el factor 3. Los resultados del Análisis Factorial Confirmatorio (CFA) sugieren que la solución factorial propuesta Por la EFA presenta mejores índices de ajuste a los datos empíricos en comparación con tres modelos alternativos (X 2 / df = 3.096, CFI = .842, GFI = .851, RMSEA = .056, p [rmsea ≤ .05] < .000). En conclusión, este estudio indica que el SSN es un instrumento válido y confiable aplicable a los contextos de investigación e intervención en este campo.Palabras clave: necesidades psicológicas; evaluación de las necesidades; educación universitaria; psicometría

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Thirty Years of the National Survey of Counseling Center Directors: A Personal Account

Cited by 144 publications

References 4 publications

Assessment in a University Counseling Center: A Case Example

Assessment in a University Counseling Center: A Case Example

Recognizing and Supporting Students with Mental Health Disorders: The REDFLAGS Model

Psychological intervention needs: validation of a survey with Portuguese university students

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