- Slides: 47
: E R U T U F E H T O T K C A B R E E T N U L O V A HOW P L E H N A C M A T PROGR C E N N O C O R T YOU RE R U O Y D N A P X E AND REACH PRESENTED BY: DR. ANDREA IGLESIAS UNIVERSITY OF COLORADO, BOULDER
WHO WE ARE Counseling and Psychological Services (CAPS) University of Colorado, Boulder Ø 12 FTE therapists Ø 9 trainees Ø 20 Peer Educators/Volunteers Ø Servicing University of Colorado Campus v 30, 000 students v 18% diverse students v 5 -6, 000 staff and faculty (via consultations/trainings/collaborations)
CAPS— 3 AREAS OF FOCUS Ø Clinical— v. Individual v. Group v. Couples Ø Training—practicum trainees and post docs Ø Outreach—
2012 -2013 ACADEMIC YEAR Ø Clinical v 1428 students served Ø Training v 2 Post Docs v 6 Practicum Level Trainees Ø Outreach v~18, 000 contacts with students/staff and faculty
COMMUNITY PSYCHOLOGY MODEL Came out of movements in the 60 s Fundamentally concerned about: Ø Context is important---Relationship between the individual well being in the community context v. Look for threats to MH arising out of social environment Ø Prevention Ø Enhance strengths/ competencies v. Individual v. Community Ø Social Justice Lens
WHAT DOES THAT MEAN? Ø Entire campus as our client not just the individual Ø We are part of the community Ø We work in community—Relationships are important Ø Focus on health not illness Ø Build on people’s capacity to cope v Empower people to help selves and others with information Ø Advocate for change v Individual v Community/group v Systems/institutions
COMMUNITY PSYCHOLOGY IN ACTION Ø 50/50 –clinical/outreach split Ø All Staff carry Liaisonships v. Residence Hall v. Academic Dept v. Student Affairs Ø Some carry more… v. Student groups v. Health Center v. Greek Life v. Recreation Center
CHALLENGES AND EVOLUTION CAPS --Reorganized Outreach 5 yrs ago- Before and After § Lots of Vulnerable populations § Not accessing CAPS in high numbers § Misperceptions about Counseling § “Have to be really sick to seek services…” § Concerns § Confidentiality § Fit—Not sure if anyone at the Center will understand experience/ability to relate § Stigma § Minimization of issues § Staff and Faculty –Pipeline issue § anxious about dealing with students of concern § not always clear on services and how to refer
HOW DO WE MAKE IT WORK? ØTime—Long term view ØBuy In from the staff ØNeed to build relationships ØNot possible to address ALL needs directly v. Limited resources v. Large campus v. Broad needs
’ N O U O Y E OM TO ? S U C T W WE’LL COME TO YOU
SATELLITE OFFICES AND LIAISONSHIPS Counselor-In-Residence Program Engineering Veteran Services Student Academic Services Center Student Outreach and Retention Center for Equity Music school International Education Academic departments Student Affairs departments
LTD RESOURCES…WHAT TO DO? ØCreative Solutions for doing a lot with very little ØNeed to broaden out concept of outreach v. Look beyond presentations and workshops v. More proactive as opposed to just responsive or reactive v. If our core belief is that the work is in relationships, how do we serve all and build quality relationships with limited resources? ØBuild capacity in the individuals/community to deal with issues more effectively
D M A R AN G O Y R T R I P U R C O O A T P A G C U CA NIN D E G E R N E H I E T D G ITY D P L I N N N U B RE MU E R A ST M N T E COO L U V
HISTORY OF PEER USE AT CAPS Taught a class for credit- diff evolutions of that Just for screens or occasional feedback- no integration One student coordinating with little support § holder of the list § not very good training A lot of start and stop- lack of continuity and sustainability Not integrated intentionally into our center and mission of valuing community and social justice
IF SO HARD, THEN WHY REVIVE? Focus on community strengthening and building capacity Help with limited resources Social justice- improved outreach to underrepresented communities Reduce stigma around mental health Research consistently points to the value of peer support in mental health Increased accessibility and visibility- CAPS Ambassadors! Spread message of hope and community § normalize struggle § “You're not the only one who feels this way” Great training experience for post-docs and advanced pracs To build outreach into training in our profession
MORE GREAT REASONS TO HAVE A PEER PROGRAM Lots of energy to the center Improved PR § student voice and perspective § expanded audience Help with areas we struggle in such as social media, multimedia Evening and weekend availability Access to communities we may not have connections with Relationships with other departments, access to faculty and staff Feedback loop about us and the community Funding opportunities Help with outreach prep, lighten the load for outreach events They can be our voice on important committees
Because at the end of the day it's all about connection. A Personal one. About Relationships. Knowing you belong. Knowing that someone (in a real and genuine way) cares.
STARTING THE NEW PROGRAM Idea surges after hiring student employee to help with Bounce Back Born Fall 2011 Process of getting started § Director buy in § Promoting and recruiting § Setting up structure and expectations § incentives 1 staff, 1 postdoc, 1 student employee
PROGRAM STRUCTURE 3 vol opp per semesters- 1 a mo One 2 hour training, 1 all day training § Basic Helping Skills § Suicide Prevention § Multicultural/Social Justice Training § Alcohol and Stages of Change § Skills Lab § Elevator Speech about CAPS, knowledgeable about resources § Training provided by different CAPS members § Emphasis on community and social justice mission from the very beginning § Tour of the Center
PROGRAM STRUCTURE Meetings every other week Training for first hour § in house or other departments on campus § Focus on mental health, prevention, social justice, professional development 2 nd hour hands on/sign ups Multiple training and scheduling tools and resources § training volunteer binder § Dropbox § Google calendar Committees-social media, PR, student orgs Utilizing returning volunteers Important to integrate students into our center
WHAT’S IN IT FOR THEM? INCENTIVIZE! Important to provide incentives Certificate after 1 year of participation Resume builder Trainings Network with Professional Staff Possible letter of Rec Ability to apply to peer educator or summer internships A place to build a community, build friendships Feel valued by us, feel like making an impact Encouraged creativity and passions Direct experience in the field Professional development and support § Graduate student panels § Presentations and support for getting into graduate school § Peer Library T-shirt
SO WHAT DO THEY DO? Help with mental health screens Support of Residence Life Stress break program College knowledge presentation and project Academic skills presentation Roommate game Suicide prevention video Library outreach- Finals care kits, programs Bulletin boards Promoting events Info fairs Tabling Stress relief programs- Make your own stress ball! Brainstorming of new and creative outreach ideas
BY COMMITTEE: SOCIAL MEDIA Improve Facebook and work on increasing number of likes and spreading information Explore Twitter and Pinterest Meet with social media from other committees § Working toward creating connections with other departments and student groups so they will post our information Research of other universities
BY COMMITTEE: PR Create flyers Strategized advertising Names of groups and blurbs Review of flyers and website Development of logos Networking and knowledge of where to spread information Flyer “Wear Your CAPS T-shirt Days” Set up tablings
BY COMMITTEE: STUDENT ORGANIZATIONS Student org newsletter Surveys Panel Promotion of our services to specific organizations Promotion of volunteer program to organizations Tracking what student orgs are represented, what connections we already have Help decide what students groups/communities to target outreach to
APPLICATION PROCESS Advertising of position § Widely, multiple majors and departments § Advisors § Advocacy centers § Newsletters and articles Recruiting for specific needs- design, film, creativity, interpersonal Intention to have diverse group of students with many different communities represented Initial application Selected for group interview § structure of interview Final selections Has helped increase status of volunteer position- seen as competitive
PEER EDUCATOR INTERNSHIP Volunteer for at least one semester to be eligible Paid or for internship credit Weekly group supervision Bounce back co-facilitation One outreach project § Use of volunteer teams 2 day training Additional support to program, outreach efforts Leadership within the volunteer program
PEER EDUCATOR PROJECTS How to Help a Friend § Website focused § Multiple mental health topics resources § Business Cards § Networking § Publicity How to Be A Happy B-School Campaign § Focus on wellness in stressful Business School environment § Stress relief events § Tabling § Helpful Handouts Panhellenic Outreach § Body image event at a chapter house § Bulletin Boards § Programs, chapter meetings
HOW TO HELP A FRIEND Our student showcased: http: //www. colorado. edu/node/2982029 The website (which is in the works)- will soon feature videos, links etc https: //counseling. colorado. edu/index. php? option=com_content&view=arti cle&id=32&Itemid=45 We also have a business card with the website and QR code that gets passed out during tabling , to advocacy centers, to clients, to student organizations etc.
TO PAY OR NOT TO PAY? • Peer Educators are the only ones that get either pay or internship credit • Volunteers do not receive pay or credit- other incentives • Conflict with funding source about whether or not to pay • This is a social justice issue • We don’t anyone to not have this opportunity and resource available that can help them get into graduate school due to not being able to volunteer 10+ hours a week. • Some have to hold additional jobs due to financial strain and cannot do this • All about accessibility of opportunities
SURVIVOR’S GUIDE: A STUDENT ASSISTANT Scheduling Tracking Connecting with staff Helping with procedures Budget keeping Emails/email reminders Keeping track of calendar, Dropbox Researching- things to purchase, places Copies Set up Material gathering/organizing
GETTING THE FUNDING Minimal at first Parent interest which led to a proposal Relationship building- meetings, email updates, pics, visits -> Trial period “Permanent funding" Some help from CAPS Help from Bounce Back budget Challenges with dealing with funding Funding has allowed for: § § § § Technology and software Food (always good incentive) Outreach materials such as fun giveaways Programming materials Training materials for volunteers and for staff Professional Development Resources Button and Sticker Makers, art supplies etc.
POSSIBLE CHALLENGES Volunteer training Time for continuous supervision Potential for “drama” Staff buy in and training Staff time Concerns about liability and reputation- use of confidentiality agreements, releases Where do I get the funding? No response/no show – use of volunteer agreement
CREATING AN EMPIRE Peer Ed program- now 4 Increased funding #of applications is going up! Visibility and knowledge about program growing Has led to being able to be more selective resulting in more committed and enthusiastic volunteers § More programming offered- quantity, quality, and variety Positive feedback from the community Helped in building connections- requests for peer mentor training
THIS YEAR VOLUNTEERS CONNECTED WITH…. . 3, 099 students!!!!!!!
NEW SUMMER VOLUNTEER PROGRAM! 9 weeks unpaid internship Up to 15 hours a week- with 10 hours expected on site per week Attend Weekly Trainings and Weekly Supervision Work on 1 or more outreach and PR projects § Mental Health Resource, First Year Experience, AOD Weekly outreach including tabling, surveying students, Orientation support Provide 1 -3 programs throughout the summer Research and Data Entry support as needed Provide support to CAPS staff in planning Fall and Spring Volunteer Program as needed Train to become more active leaders in CAPS Volunteer Program Social media and Web Development support Revising and redoing our brochures and handouts Researching other counseling centers/programs etc
SUSTAINABILITY AND GROWTH Long term perspective required Intentionality and flexibility Portfolios Electronic folders second server Dropbox Returning volunteers and developing a multi-level program Training and re-training of staff and staff support Continuous eye for funding opportunities Recruiting for certain skills and interests Now focus on assessment and learning outcomes § Use of Titanium and Survey Monkey
YOU CAN DO THIS! I know it may seem intimidating at first and like it takes a lot of time…. • It does take a lot of time- but the impact is huge! And if you have a student assistant and/or a trainee working with you, and get staff involved, and delegate, it’s possible! • We started with no funding and limited opportunities for our volunteers and grew from there • I’m including some of the documents we have used, but feel free to contact me if you’d like to consult, want more materials, or just want to learn more!
VOLUNTEERS IN ACTION "CAPS is a community-sized classroom--through volunteering I am able to transform my passions for social justice, health education, and outreach into real life learning opportunities. " -Mifa Kim “I love being a CAPS Volunteer because it gives me the opportunity to do what I love, which is listening, interacting and helping my peers and community. I have gained experience that has allowed me to be an effective and strong support system for anyone in need. ” – Maggie Keller “Counseling and Psychological Services at CU Boulder has given me the opportunity to grow and be a leader. The skills I have acquired from being a volunteer and will help me throughout my time at CU as well as the rest of my life! ” -Anil Arora
SOME MORE QUOTES… “I appreciate the inclusive community within CAPS. The volunteer program provides some great resources for reaching out to the university to advocate for mental health. Beyond that, volunteering has given me valuable information about pursuing a career in Counseling. ” -Madeleine Kennan “Put simply, CAPS has truly shaped the person that I am today. I've had the opportunity to outreach to the CU community, receive multiple trainings, and work side-by-side with CAPS staff. From all my experiences through CAPS, I now have the motivation, determination, and skills I need in order to pursue a career in counseling” -Erica Rozbruch, Peer Educator
VOLUNTEERS IN ACTION
VOLUNTEER WEBSITE In Progress, but go here to learn more details about what they do! https: //counseling. colorado. edu/index. php? option=com_content&view=arti cle&id=114&Itemid=23
CONTACT ME! Dr. Andrea Iglesias University of Colorado Andrea. [email protected] edu 303 -492 -3282
SOME RESEARCH ON PEERS…. § Like mentors, peers can coach and counsel, offer information and advice, provide encouragement, act as sounding boards, function as positive role models, and promote a sense of belonging. Peers of the same age offer unique opportunities for sharing, are easier for participants to approach than adult mentors, and typically develop relationships that are longer lasting than those established with adults. While mentoring relationships are primarily one-way helping relationships, peer relationships offer a higher degree of mutual assistance, with both individuals giving and receiving support.
SOURCES http: //www. elcentrocollege. edu/Campus_Info/Title V/docs/Roles%20 Risks%20 and%20 Benefits%20 of%20 Peer%20 Mentoring. pdf https: //www. washington. edu/doit/Mentor/peer. html Mentoring and Undergraduate Academic Success: http: //www. jstor. org/stable/1170575? seq=3 Case Study: http: //www. mandbf. org/wpcontent/uploads/2011/03/Peer_Mentoring_in_Sc hools 1. pdf