MODELS: A Tale of 10 Cities Gaya Arasaratnam, Concordia University, - - PowerPoint PPT Presentation

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MODELS: A Tale of 10 Cities Gaya Arasaratnam, Concordia University, - - PowerPoint PPT Presentation

Mar 08, 2023 405 likes •687 views

EMBEDDED COUNSELLING MODELS: A Tale of 10 Cities Gaya Arasaratnam, Concordia University, Director, Campus Wellness and Support Services Sandra Yuen, University of Toronto, Director, Professional Practice and Quality Assurance Cheryl Washburn,

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SLIDE 1

EMBEDDED COUNSELLING MODELS: A Tale of 10 Cities

Gaya Arasaratnam, Concordia University, Director, Campus Wellness and Support Services Sandra Yuen, University of Toronto, Director, Professional Practice and Quality Assurance Cheryl Washburn, University of British Columbia, Director, Counselling Services

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SLIDE 2

Presenters

Gaya Arasaratnam

Director, Campus Wellness & Support Services Concordia University, QC

Sandra Yuen

Director, Professional Practice & Quality Assurance University of Toronto, ON

Cheryl Washburn

Director, Counselling Services University of British Columbia, BC

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SLIDE 3

Land Acknowledgement

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SLIDE 4

Outline

  • Framing our discussions
  • Why study embedded models?
  • Participating universities
  • Learning outcomes of today’s session
  • Project methodology
  • Key findings
  • Common drivers
  • Approaches to service delivery
  • Successes, challenges, key lessons
  • Metrics
  • Q&A
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SLIDE 5

Why study embedded models?

  • Background on embedded models
  • Key drivers for embedded models
  • Overview of different embedded models in North America
  • Tips for developing embedded models
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SLIDE 6

Participating Universities

Concordia University QC Dalhousie University NS Memorial University NL University of British Columbia BC University of Calgary AB University of Toronto: St. George ON University of Windsor ON University of Waterloo ON Queen’s University ON Ryerson University ON

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SLIDE 7

Learning Outcomes

  • Background on embedded models
  • Key drivers for embedded models
  • Overview of different embedded models
  • Promising practices
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SLIDE 8

PROJECT METHODOLOGY

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SLIDE 9

Process

Step 1 Step 2 Step 3 Step 4 Step 5

LITERATURE REVIEW DATA COLLECTION STAKEHOLDER INTERVIEWS ANALYSIS OF MODELS COMMON METRICS

Understanding context and background. Sharing structure of models. Creating KPIs and metrics. Snowball method. Commonalities, differences, successes, challenges.

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SLIDE 10

KEY FINDINGS

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SLIDE 11

Common Drivers

  • Increase accessibility
  • Reduce stigma
  • Enhance awareness & referral
  • Tailor resources to community needs
  • Intervene early to reduce downstream demand.
  • Strengthen Partnerships
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SLIDE 12

Common Services in Hub

Hub Services

Intake Counselling Navigation Health Education Outreach

Consultation

Walk-In

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SLIDE 13

Features

  • Where do students access services?
  • What services are provided?
  • Who is served?
  • Who provides services?
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Embedded Site as Point of Access

  • 5/10 function as first point of contact for students
  • Offer some combination of triage, single session and/or anonymous drop in

sessions.

  • Serve as an access point for students who may find it difficult accessing central

service due to time or distance

  • Low barrier access point for students who may not feel comfortable going to

central services

  • 5/10: Triage is done centrally, through the Hub.
  • Students are referred to embedded services as appropriate.
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Level of Intervention Provided

  • 7/10 : Spokes see a wide variety of cases: low to high risk
  • Tend to replicate many of the services and programs offered in the Hub:
  • Individual counselling, group counselling (2)
  • Wellness programming, workshops (e.g. stress management)
  • Consultation and crisis support
  • 3/10: Spokes see low-moderate severity cases primarily
  • Tend to focus on early intervention, low-mid intensity interventions including:
  • Anonymous drop-in conversations, single session (walk-in & by appt.), brief counselling
  • Psycho-educational workshops (e.g. stress management) & consultation
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Single Site vs Neighborhood

  • 2/10: Serve “neighbourhoods” rather than a single faculty
  • Embedded staff may move from site to site as needed and depending on the

time of year which helps them build expertise across faculties and reduce faculty reliance on a single counsellor.

  • 8/10: Embedded staff are assigned to a single faculty.
  • Can have a positive effect on capacity building, partnerhships and
  • pportunities for collaboration over time. Faculties tend to provide

space/equipment and tend to fund counsellor salaries in full or part.

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SLIDE 17

Multi-Disciplinary Embedded Teams

  • 2/10: Multidisciplinary team approach implementated.
  • Teams may consist of providers from Nursing, Counsellling, Careers,

Accessibility, International Student Advising and Chaplains as well as peer support.

  • Students have an opportunity to meet with those who they feel most

comfortable approaching.

  • Intentionality of development process varies.
  • Intentional design of embedded model
  • Coordination/integration of existing embedded staff in other disciplines
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Successes

  • Students have greater access to resources
  • Increased ability to build student’s mental health literacy
  • Counsellors develop a strong understanding of faculty culture
  • Early intervention
  • Greater support for Faculty
  • Stronger partnerships & opportunities for collaboration
  • Lower costs
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SLIDE 19

Challenges

  • Counsellors can feel isolated and function as “one-person clinics”
  • Maintaining boundaries; working within scope
  • Location and office space can compromise confidentiality and privacy.
  • Program support varies (coordination/supervision, reception/clerical)
  • Faculty drop by needing support with their own concerns
  • Variability in fee structures and inequity between faculties. Some sites

may not have funds to support embedded counselling.

  • Leadership changes resulting in loss of program champions
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SLIDE 20

Promising Practices

  • Program Expectations
  • Relationship Management
  • Staff Support
  • Program Evaluation
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SLIDE 21

METRICS

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SLIDE 22

Metrics

  • Perceived value
  • Usage rates
  • Presenting issues and outcomes
  • Embedded therapist experience
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SLIDE 23

Perceived Value

  • Student perception of the value of a faculty-embedded office
  • Partner perception of the value of a faculty-embedded office
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SLIDE 24

Usage Rates

  • Service usage (quantitative)
  • Percentage of on-location services (vs. all mental health services)
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SLIDE 25

Presenting Issues & Outcomes

  • Top 5 presenting issues (student’s self-report)
  • Top 5 presenting issues (clinicians)
  • Learning outcomes
  • Client satisfaction
  • Pre- post treatment outcome
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SLIDE 26

Embedded Therapist Experience

  • How supported they feel being away from the main centre
  • How much they experience “mission creep” - being asked to do more

than the role is defined to do

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THANK YOU

gaya.arasan@concordia.ca sandra.yuen@utoronto.ca cheryl.washburn@ubc.ca