Mental health student services on campus include the provision of counselling and psychotherapy, utilizing a variety of theoretical approaches and of varied duration. In some clinics, counselling and psychotherapy is provided within session limits or “brief” and “short-term” approaches are adopted. Some services also use outcome measures to evaluate change as a result of these interventions (e.g., Outcomes Rating Scale, Outcomes Questionnaire-45, Behavioral Health Measure, Behaviour and Symptom Identification Scale). For some clinics, counselling services are provided by mental health trainees as part of practicum placements or internships. We are interested in featuring counselling or psychotherapy models where clinics can demonstrate positive outcomes in terms of service delivery efficiencies (e.g., access, flow, wait times), training outcomes, or treatment outcomes. We are also interested in hearing from campuses that would be interested in creating a data consortium on treatment outcomes, using a common measures approach to assist in establishing national benchmarks. For project submission or inquiries, please contact info@bp-net.ca.
This review of reviews commissioned and funded by the What Works Centre for Wellbeing explored what is known about effective ways to improve student mental health and wellbeing. Through a synthesis of 23 review studies from across the world, this review identifies a variety of interventions for student mental health and wellbeing and outlines strengths, limitations, gaps and opportunities to improve the quality of their evidence.
This presentation discusses 10 case studies of faculty-embedded counselling models from British Columbia, Alberta, Ontario, Quebec, Nova Scotia, and Newfoundland and Labrador, and the drivers for the embedded counselling model of service delivery, successes, challenges, and lessons learned.
Since August 2015, Western University has been implementing a Walk-in Single Session Therapy Program as part of its diverse range of services. In this session, participants learned about the range of factors that have contributed to the success of the programme: 1) Changing the triage model, 2) Providing training to staff, and 3) Emphasizing students existing strengths, abilities, and values.
