Counseling Impact Assessment Report

2020-21

2 
University of Wisconsin System 
2020-21 Counseling Impact Assessment Report 
Table of Contents 
Counseling Impact Assessment Committee ...................................................................................... 4 
Counseling Center Directors ............................................................................................................... 4 
Acknowledgements ............................................................................................................................. 5 
Foreword ............................................................................................................................................... 6 
Methods ................................................................................................................................................ 7 
Table 1: Measures.............................................................................................................................................. 7 
Table 2: Participation by UW Institution ......................................................................................................... 7 
Executive Summary ............................................................................................................................. 8 
Introduction ........................................................................................................................................ 10 
Client Utilization and Demographics ............................................................................................... 10 
Figure 1: Counseling Center Utilization ......................................................................................................... 10 
Table 3: Demographic Trend Data ................................................................................................................ 11 
Client Presenting Concerns and Personal Histories ....................................................................... 11 
Table 4: Presenting Concerns ......................................................................................................................... 12 
Table 5: Academic Impact .............................................................................................................................. 12 
Table 6: Mental Health and Alcohol/Drug History ....................................................................................... 13 
Client Outcomes ................................................................................................................................. 13 
Table 7: Interpersonal and Emotional Wellbeing Outcomes ...................................................................... 14 
Table 8: Academic Outcomes ......................................................................................................................... 15 
Client Satisfaction .............................................................................................................................. 15 
Table 9: Client Satisfaction ............................................................................................................................. 16 
COVID-19 Impacts ............................................................................................................................... 17 
Table 10: COVID-19 Pandemic Questions ..................................................................................................... 18 
Personnel/Staffing ............................................................................................................................. 19 
Figure 2: 5 Year trend: Ratio of Students to Counselors ............................................................................. 19 
Table 11: 5 Year trend: Ratio of students to counselors by campus ......................................................... 20 
Figure 3: Clinical Load Index (CLI) Distribution ............................................................................................ 21 
Conclusion........................................................................................................................................... 21 

3 
References .......................................................................................................................................... 22 
Appendices .......................................................................................................................................... 23 
Appendix 1: Client Information form (CIF) .................................................................................................... 23 
CIF Client Demographics ........................................................................................................................................................ 23 
Client Reported Presenting Concerns) - % Reporting Yes ................................................................................................... 25 
Academic Outcomes ............................................................................................................................................................... 26 
Mental Health History Items .................................................................................................................................................. 27 
Extended Mental Health History Items ................................................................................................................................. 28 
Reported Marijuana Use ......................................................................................................................................................... 28 
Appendix 2: Learning Outcomes and Satisfaction Survey (LOS) ................................................................ 28 
LOS Demographic Data .......................................................................................................................................................... 28 
Lifestyle and Self-Efficacy ....................................................................................................................................................... 29 
Counseling Satisfaction .......................................................................................................................................................... 30 
Academic Outcomes ............................................................................................................................................................... 30 
Retrospective Academic Functioning Items .......................................................................................................................... 31 
Appointment Availability ........................................................................................................................................................ 31 
Overall Satisfaction ................................................................................................................................................................. 31 
Retrospective Ratings of Well-Being ...................................................................................................................................... 31 
Perceived Change in Well-Being from Start of Counseling ................................................................................................. 32 
Effectiveness of Counseling Support ..................................................................................................................................... 32 
Effect of Counseling on Academic Retention ....................................................................................................................... 33 
Appendix 3: COVID-19 Counseling Services Outcomes ............................................................................... 33 
Counseling Attendance ........................................................................................................................................................... 33 
Platform Utilized for Counseling ............................................................................................................................................ 33 
Telecounseling Outcomes ...................................................................................................................................................... 34 
Appeal for Telecounseling ...................................................................................................................................................... 34 
Online Self-Care Resource Use .............................................................................................................................................. 34 
Self-Care Strategies ................................................................................................................................................................. 34 
Pandemic Outcomes on Mental Health ................................................................................................................................ 35 
Personal Resilience ................................................................................................................................................................. 35 
Perceived Support ................................................................................................................................................................... 35 
Appendix 4: CIF and LOS Survey Trend Data Tables ................................................................................... 35 
Demographics ......................................................................................................................................................................... 35 
Presenting Concerns ............................................................................................................................................................... 36 
Mental Health History ............................................................................................................................................................. 36 
Client Outcomes: Interpersonal and Emotional Wellbeing ................................................................................................. 36 
Client Outcomes: Academics .................................................................................................................................................. 37 
Client Satisfaction .................................................................................................................................................................... 37 
 
   

Counseling Impact Assessment Committee

Deirdre Dalsing, UW-Platteville

Director, Counseling Services

Committee Chair

John Achter, UW System Administration

Student Behavioral Health Coordinator, Office of Student Success

UW System Liaison

Chasidy Faith, UW-Stout

Director, Counseling Center

Stacey Gerken, UW-Stevens Point

Director, Counseling Center

Amy Henniges, UW-Green Bay

Director, Health & Counseling Services

Veronica Warren, UW-Whitewater

Director, Counseling Center

Riley McGrath, UW-Eau Claire

Director, Counseling Services

Justin Sullivan, UW-Stout

Project Manager, Catalyst

Counseling Center Directors

Riley McGrath, UW-Eau Claire

Director, Counseling Services

Amy Henniges, UW-Green Bay

Director, Health & Counseling Services

Gretchen Reinders, UW-La Crosse

Director, Counseling & Testing

Sarah Nolan, UW-Madison

Director of Mental Health Services

Carrie Fleider, UW-Milwaukee

Director, University Counseling Services

Sandy Cox, UW Oshkosh

Director, Counseling Center

Renee’ Sartin Kirby, UW-Parkside

Director, Student Health & Counseling Center

Deirdre Dalsing, UW-Platteville

Director, Counseling Services

Debbie Janis, UW-River Falls

Director, Student Health & Counseling

Stacey Gerken, UW-Stevens Point

Director, Counseling Center

Chasidy Faith, UW-Stout

Director, Counseling Center

Randy Barker, UW-Superior

Director for Health, Counseling & Well-Being

Matt Mallin, UW-Whitewater (part-year)

Interim Counseling Director, University Health & Counseling Services

Veronica Warren, UW-Whitewater (part-year)

Counseling Director, University Health & Counseling Services

Acknowledgements

This work would not be possible without the commitment of time and effort from the participating

counseling centers and the UW System Counseling Impact Assessment Committee. Special

appreciation is extended to UW System Administration for their recognition of this important project

and decision to annually fund the work, and to Catalyst at UW-Stout for coordinating data gathering

and reporting. Finally, we want to express sincere gratitude to all counseling center staff—service

providers, interns, front desk workers, and other support staff—who work tirelessly to meet

students in their time of need and provide high-quality services in an often stressful, yet also

fulfilling environment. Thank you for all you do.

Foreword

This Annual Report summarizes results from the tenth year of data collection by the University of

Wisconsin (UW) System Counseling Impact Assessment Project, overseen by a systemwide

committee of the same name. The project tracks a core set of common data elements across UW

System counseling centers, for the purposes of providing benchmark data for each campus and to

allow for system-level analyses of counseling utilization and impact. Incremental progress has been

made each year in establishing a systematic and sustainable assessment process that both serves

day-to-day clinical needs of counseling center professionals and helps them evaluate and improve

upon their work. By moving thoughtfully and systematically, we hope to continue to strengthen the

ways in which we assess our work, for the betterment of the clients we serve.

An addition to this year’s report is the incorporation of trend data over the lifespan of the project.

We have now gathered 10 years of client feedback on the impact of services received through the

Learning Outcomes and Satisfaction (LOS) survey and nine years of client demographic and

background data through the Client Information Form (CIF). This annual report attempts to

summarize this data in a way that is accessible and helpful to both counseling center professionals

and their constituents in understanding our work.

During the 2020-2021 academic year, the impact from the COVID-19 pandemic was widespread.

Counseling Centers adjusted and revised services with a focus on quality and impact. Questions

were added to the LOS survey to obtain information regarding utilization and interest in

telecounseling services, as well as to assess the impact of the pandemic on important mental health

factors.

As noted in the Acknowledgements, this work would not be possible without the commitment of

time and effort from individual campuses and UW System partners. We hope the resulting report

proves thought-provoking to readers and provides a useful context for them to understand our

evolving needs and consider ways to continue supporting the mental health and well-being of our

student body.

Deirdre Dalsing, UW-Platteville

Committee Chair

Methods

The current report summarizes data collected across 12 institutions within the University of

Wisconsin System.* The report uses two primary sources of data collection, which are summarized

in the table below. In addition to these two primary sources of data, counseling center directors

responded to survey questions to inform the Utilization and Personnel/Staffing sections of this report.

Table 1: Measures

Campuses collect CIF data as part of routine clinical practice when clients first request services. This

data is shared in a deidentified manner with Catalyst at the end of the academic year and

aggregated for reporting purposes. LOS surveys are administered at the end of each semester.

Table 2: Participation by UW Institution

*Note: UW-Madison did not participate in the two primary sources of data collection, the CIF and LOS. It did, however, submit

data points for Utilization and Personnel/Staffing sections of this report.

Client Information Form (CIF)

▪ A standard intake form created by the

Counseling Impact Assessment Committee and

piloted during the 2012-13 academic year

▪ Utilizes items from the Center for Collegiate

Mental Health (CCMH), which allows for national

comparisons

▪ Gathers information about presenting

concerns, mental health background, and

academic functioning at counseling intake

▪ Consists of varying response scales, depending

on type of item

Learning Outcomes and Satisfaction (LOS) Survey

▪ A survey for students who utilize counseling

services administered on a semesterly basis

▪ Includes an overall measure of satisfaction with

services and impact of counseling on academic

and other areas of life functioning

▪ Assesses the extent to which clients perceive

counseling as helpful in the context of

intrapersonal learning (e.g., stress

management) and academic outcomes

▪ Consists of the response scales Disagree (1) to

Strongly Agree (5) and Poor (1) to Excellent (5)

CIF – Intake

n = 4,772

LOS - End of Semester

n = 1,261

UW-Platteville

7% (317)

12% (148)

UW-Stout

9% (409)

12% (151)

UW-Green Bay

1% (35)

4% (56)

UW-River Falls

6% (305)

4% (47)

UW-Stevens Point

6% (298)

5% (63)

UW-Milwaukee

12% (581)

12% (156)

UW Parkside

1% (63)

2% (27)

UW-Eau Claire

18% (858)

20% (251)

UW Oshkosh

13% (605)

4% (48)

UW-Whitewater

12% (583)

12% (150)

UW-La Crosse

13% (595)

11% (135)

UW-Superior

3% (123)

2% (29)

Executive Summary

▪ Counseling Utilization: Over 13,000 students utilized campus counseling services across

the UW System in 2020-21, which represents a 7.5% decrease from last year. The decrease

is believed to be related to access issues during the pandemic and is concerning because of

several reports documenting increased mental health distress among students during the

pandemic.

▪ Demographics: Female students (70%) are more likely than male students (28%) to attend

counseling, and the gap widened during this pandemic year. Students who identify as

transgender or other nonbinary gender label (2.5%) represent an increasing number of

counseling clients. The percentage of LGBTQ students (30%) has increased significantly

since tracking began and is greater than a national benchmark comparison. Students

of color and students with disabilities have also been growing as a proportion of students

attending counseling.

▪ Presenting Concerns and Academic Impact: Anxiety (76% of students), Stress (66%), and

Depression (66%) continue to dominate the issues for which students seek counseling.

All three increased in prevalence this year, as did concerns with Procrastination/Motivation

(47%) and Attention/Concentration (41%), consistent with surveys of college student mental

health during the pandemic. At the onset of counseling, more students reported having a

hard time focusing on academics (57%) than in previous years and fewer students (10%)

reported thinking about leaving school.

▪ Mental Health History: UW students attending counseling increasingly report a prior

history of mental health treatment, including counseling (65%), medications (47%), and

hospitalization (11%), all of which exceeded the most recent national benchmarks. Clients

with a history of suicidal thoughts (37%), non-suicidal self-injury (29%), and suicide attempts

(11%) have also increased in recent years, consistent with national benchmarks.

▪ Drug and Alcohol Use/Misuse History: The prevalence of problematic alcohol use history

among students attending counseling has remained stable in recent years and is reported

by approximately 25% of counseling clients. However, the 14-day prevalence of marijuana

use has increased significantly over time, from 14% of counseling clients in 2012-13 to

21% in 2020-21—likely the result of relaxed attitudes related to increasing legalization

around the country.

▪ Mental Health Outcomes: On post-counseling surveys, over 80% of students reported

improvements in overall well-being and on the specific issues for which they sought

counseling. These percentages rebounded this year after at least a five-year decline that

coincided with drastic increases in counseling utilization. The rebound is believed to be

due to greater availability of counseling appointments due to pandemic-related reductions

in overall utilization this year.

▪ Academic Outcomes: On post-counseling surveys, 2/3 (67%) of counseling clients who

reported struggling academically said that they experienced an increase in academic focus

as a result of counseling. Over the past eight years, approximately 78% of students who

said they were thinking of leaving school prior to counseling indicated that counseling

helped them stay in school. This represents at least 18,000 students that counseling

centers helped retain between 2012 and 2021, accounting for more than $19 million

annually in saved tuition revenue.

▪ Client Satisfaction: UW students have historically reported very high satisfaction levels with

counseling services. For example, consistently over 90% of students attending counseling

indicate they would return and recommend services to a friend. However, like trends in

counseling outcomes, some satisfaction indicators—in particular, items related to availability

and timeliness of appointments—were declining for several years before rebounding in

2020-21, likely due to pre-pandemic increases in utilization.

▪ COVID-19 Impacts: The vast majority of counseling clients reported that the pandemic

negatively impacted their stress levels (81%), yet most of them also perceived

themselves to be resilient (87%). This suggests that, even among students reporting

significant struggles, they continue to feel able to persevere. Ninety-eight percent (98%) of

clients completing surveys reported that most or all their sessions were completed through

telecounseling this year, and most felt that telecounseling positively impacted their

well-being (88%).

▪ Personnel/Staffing: After several years of gradual improvement, the student-to-counselor

ratio worsened slightly this year, averaging 1,533/1 (recommended ratio is 1,000/1 in a

high utilization environment). A new metric, the Clinical Load Index (CLI), was added as a

standardized metric for looking at the relationship between supply and demand for

counseling services. With counseling utilization expected to rebound to pre-pandemic

levels or greater in 2021-22, the need to address staffing shortages is expected to

become even more critical.

Introduction

Counseling services on university campuses play an increasingly vital role in the success of students,

as mental health issues have become more normalized and students continue to seek services in

record numbers. From the core services of individual and group counseling, to the equally important

work of prevention education, skills workshops, campus consultation, and crisis intervention,

counseling center professionals strive to be responsive to the evolving mental health and well-being

needs of their campus communities.

This report shares the latest data from the Counseling Impact Assessment Project (CIAP), initiated by

UW System counseling directors in 2010 to provide a systematic way to track trends, assess their

work, and engage in ongoing quality improvement. Recent annual reports have focused primarily on

presenting aggregate data without much context or interpretation for the reader. That has served

counseling professionals well to help them evaluate their work; however, it has been less helpful to

the wider audience that has begun to pay more attention to the mental health needs of students. In

response, this year the CIAP committee decided to bring back a narrative report and to focus on

broad trends observed on some of the most critical data points since the inception of the project.

We hope that this will provide the reader with a sense not only of the most recent academic year,

but also of the evolution of counseling center work over approximately the past decade.

Client Utilization and Demographics

Confidential and free counseling services are available to all UW students as a part of tuition and

fees paid at each institution. Over 13,000 students utilized campus counseling services across the

UW System in 2020-21, which represents a 7.5% decrease from last year. Figure 1 illustrates the

most recent five-year trend in counseling center utilization. As reported in the 2019-20 annual

report, UW System counseling centers experienced a 55% increase in students accessing counseling

services between 2009-10 and 2019-20, despite declining enrollment systemwide. Utilization dipped

slightly in 2019-20 and again in 2020-21 as universities and students adjusted to the COVID-19

pandemic. Despite the tremendous effort by counseling centers to continue serving students, the

transition to offering services in a primarily remote, telecounseling environment clearly reduced

access for some students. This decline in utilization parallels national trends documented by the

Center for Collegiate Mental Health (CCMH, 2021), and raises a concern about unmet student need

in light of several reports documenting increased mental health distress among students during the

pandemic (Health Minds, 2021; CCMH, 2021).

Figure 1: Counseling Center Utilization

As can be seen in Table 3, consistently over time counseling clients are more likely to be female (70%

in 2020-21) than male (28%), with the gap widening during this pandemic year. The population of all

UW students also skews female (55% vs. 45%), but to a lesser degree. This reflects well-known

gender differences in mental health help-seeking and is similar to benchmark data from CCMH (65%

female; 33% female in the 2019-20 academic year). Of note is that increasing numbers of students

identify as transgender or other nonbinary gender label (2.5% in 2020-21). These students report

higher levels of mental health symptoms in population surveys (American College Health

Association, 2021) and have been a focus of mental health outreach in recent years.

Other marginalized populations of students who also report higher levels of mental health

symptoms—including students of color (15%), LGBTQ students (30%), and students with disabilities

(10.9%)—have also been accessing services in greater numbers in recent years. The proportion of

students of color seeking counseling is comparable to percentages of underrepresented minority

students in the population at UW comprehensive institutions (14.6% in 2020-21), but lower than the

CCMH benchmark of universities around the U.S., which includes more diverse campuses. Students

with disabilities appear to be overrepresented in counseling, comprising 11% of counseling clients

compared to 6.6% of the overall student population according to the most recent UW System

Disability Services Annual Report (2021). LGBTQ students are also likely overrepresented in

counseling—and to a great degree. While no UW System benchmark exists for LGBTQ students, a

2021 Gallop poll of Generation Z (into which most current college students fall) indicated that just

over 15% identify as non-heterosexual. It is therefore remarkable that 30% of UW counseling clients

identified as LGBTQ this year, a proportion that also far exceeds the 22% CCMH benchmark of

counseling clients at other U.S colleges and universities in 2019-20.

Table 3: Demographic Trend Data

Client Presenting Concerns and Personal Histories

Counseling centers assist students with a wide variety of presenting concerns. Similar to previous

years, a large number of students in 2020-21 presented to counseling with their top concerns as

anxiety, fears, or worries (76%), stress and stress management (69%), and depression, sadness, or

mood swings (66%) (see Table 4). Half of all clients noted procrastination/motivation concerns (50%)

followed by low self-esteem/self-confidence (47%). Additionally, attention/concentration (41%) and

friends/roommates/dating concerns (32%) remained prevalent. It is also notable that over half of all

clients (57%) agreed or strongly agreed at the beginning of counseling that they were having trouble

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

CCMH

2019-20

Female 6.7% 63.3% 70.0% 70.0% 64.8%

Male -7.2% 27.5% 34.7% 27.5% 32.6%

Transgender/Self Identify 1.9% 0.6% 3.0% 2.5% 2.5%

White No Change 84.0% 86.5% 85.0% 64.7%

Students of Color 2.0% 13.0% 16.2% 15.0% 35.3%

Heterosexual -15.5% 70.0% 85.5% 70.0% 74.7%

LGBTQ 20.2% 9.8% 30.0% 30.0% 21.9%

Registered Disability 3.2% 7.0% 10.9% 10.9% 10.0%

focusing on academics (see Table 5), regardless of their presenting concerns, and almost half (47%)

noted their academic motivation and/or attendance was suffering. The full list of presenting

concerns and academic impact questions can be found in Appendix 1.

Table 4: Presenting Concerns

Table 5: Academic Impact

In terms of trends over time in presenting concerns, Table 4 depicts a fairly steady increase over the

last eight years in counseling clients reporting anxiety and depression, consistent with national

trends, as well as the correlated issues of procrastination/motivation and low self-esteem/self-

confidence. Notable changes in academic impact during 2020-2021 shown in Table 5—likely

impacted by COVID-19—were that more students reported they were having a hard time focusing

on academics, and fewer reported that they were thinking about leaving school. The impact on

academics is consistent with national surveys during the pandemic that consistently reported more

students were having difficulty concentrating and staying focused with the shift to online/remote

learning environments.

Prior to attending a first appointment, counseling clients are asked several questions about their

past mental health histories, some of which are summarized in Table 6. National trends for almost

two decades have suggested that increasing numbers of students come to college with a history of

counseling/mental health needs, and that the types of issues they bring with them have become

more serious and/or complex in nature. This is one of many phenomena believed to contribute to

increased utilization of counseling services on college campuses, as prior help-seeking may increase

the ability to attend college among students with mental health needs and also reduce stigma to

seeking further help.

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

Anxiety, Fears, Worries 16.1% 59.9% 76.0% 76.0%

Stress & Stress Management 4.3% 59.0% 69.0% 69.0%

Depression, Sadness, Mood Swings 11.9% 54.1% 67.1% 66.0%

Procrastination/Motivation 14.0% 36.0% 50.0% 50.0%

Low Self-Esteem/Self-Confidence 9.5% 37.5% 47.0% 47.0%

Attention/Concentration 3.6% 30.0% 41.0% 41.0%

Problems related to School or Grades -2.2% 26.0% 45.3% 40.0%

Friends 7.4% 24.6% 32.0% 32.0%

Sleep Difficulties 6.7% 23.3% 31.3% 30.0%

Eating Behavior 10.2% 15.8% 26.0% 26.0%

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

I am having a hard time focusing on my

academics (agree/strongly agree)

5.3% 50.0% 57.0% 57.0%

I am thinking about leaving school

(agree/strongly agree)

-1.3% 10.0% 15.6% 10.0%

Consistent with these national trends, among UW counseling clients there has been an increase over

the past eight years in students presenting to counseling centers with a previous history of mental

health treatment (from 47% in 2012-13 to 65% in 2020-21), reporting that they have taken a

prescribed medication for mental health concerns (from 32% to 47%), and having been previously

hospitalized for mental health concerns (from 6% to 11%). On each of these prior treatment

indicators, counseling clients in the UW System exceed national averages from the most recent

CCMH dataset, suggesting we have a higher treatment-seeking student body at UW institutions than

nationally. On indicators of students posing a threat to themselves, there have also been concerning

increases over the past eight years—in the proportion acknowledging a history of non-suicidal self-

injury (from 20% to 30%), seriously considering suicide (from 24% to 36%) and making one or more

suicide attempts (from 7% to 12%). These percentages are consistent with national benchmark data

from CCMH.

Table 6: Mental Health and Alcohol/Drug History

In terms of drug and alcohol history, it is notable that the prevalence of problematic alcohol use

history appears to have remained stable in recent years (25% to 26%) and is consistent with

benchmark data. However, the proportion of students reporting marijuana use in the past 2 weeks

has increased sharply (from 14% to 21%), as laws permitting recreational use of marijuana in some

states have contributed to more accepting attitudes nationwide. Note that the CCMH benchmark for

marijuana use is even higher (26%), which is likely because it includes data from counseling centers

in states where recreational marijuana use is legal. Despite these percentages of alcohol and

marijuana use/misuse, only 7% of counseling clients checked alcohol or drug use as one of the

presenting concerns they wanted to address in counseling.

Client Outcomes

To assess the impact of counseling on student intrapersonal learning and emotional well-being, the

Learning Outcome and Satisfaction (LOS) survey looks at several key self-report indicators.

Intrapersonal learning is assessed by items such as “I made improvements on the specific issues for

which I sought counseling,” “I am better prepared to work through future concerns and achieve my

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

CCMH

2019-20

Counseling 17.8% 47.2% 65.0% 65.0% 59.5%

Medication 14.7% 32.3% 47.0% 47.0% 36.1%

Hospitalization 4.8% 6.2% 11.0% 11.0% 9.9%

Non-Suicidal Self-Injury 9.9% 20.1% 31.0% 30.0% 29.1%

Serious Suicidal Ideation 12.0% 24.0% 36.0% 36.0% 36.9%

Suicide Attempt(s) 5.4% 6.6% 12.0% 12.0% 10.9%

Felt the need to reduce your alcohol or drug

use

0.9% 25.1% 26.0% 26.0% 27.4%

Marijuana Use 6.6% 14.4% 21.0% 21.0% 26.0%

Prior Treatment

Threat to Self

Drug and Alcohol

goals,” and “I increased my ability to think clearly and critically about my problems.” Data presented

in Table 7 shows that student responses to these statements tend to be overwhelmingly positive.

Over the past eight years, between 83% and 86% of counseling clients reported that they made

improvement on specific issues that brought them to counseling; between 75% and 80% felt better

prepared to work through future concerns and to achieve their goals; and between 74% and 79% of

students felt they increased their ability to think clearly and critically about their problems. To assess

the impact of counseling on emotional well-being, students were asked to assess their level of well-

being both prior to and after attending counseling. Between 80% and 82% of students self-reported

an increase in well-being from their experiences with counseling services, which is consistent with

surveys of clients attending outpatient psychotherapy in other settings. Overall, over the past eight

years, between 83% and 93% of students rated the effectiveness of therapy in a positive manner

(i.e., good, very good, or excellent), with the highest ratings occurring in 2020-21.

Table 7: Interpersonal and Emotional Well-Being Outcomes

Although these outcome metrics have been consistently positive, there are some small but

meaningful trends that merit further comment. On several of the items in Table 7, there exists a

slight but persistent decline in students overall experience with counseling services from 2015

through 2019. As noted in prior annual reports, student utilization of counseling services in the UW

System and nationally was increasing by 30% to 40% during that time period. At the same time,

counseling center resources on many UW campuses decreased, were stagnant, or increased only

modestly. To meet the increased demand with scarce resources, counseling centers were forced to

make difficult decisions that limited access for students, such as offering fewer or less-frequent

appointments to each student and creating waitlists that delayed timely access to a first

appointment. Research conducted by CCMH (2020) has shown that decreasing treatment “dosage”

(i.e., the number and frequency of appointments) is associated with decreases in student

improvement on measures of mental health and well-being. In this context, a positive outcome of

decreased counseling utilization in 2020-21 was that counseling centers were able to see students

for more sessions with less time between sessions, which led to improvements in well-being and the

self-reported effectiveness of counseling.

Improvements in well-being translate into academic improvements. Research into human cognition

clearly demonstrates that mental health issues can impact the ability to focus as well as the ability to

process and encode information, all of which are necessary to be academically successful. To assess

the impact of counseling services on academic outcomes, students who sought counseling were

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

I made improvements on the specific issues

for which I sought counseling

No Change 80.0% 86.0% 83.0%

I am better prepared to work through future

concerns and achieve my goals.

1.6% 75.0% 80.2% 78.0%

I increased my ability to think clearly and

critically about my poblems.

1.2% 74.0% 79.0% 79.0%

Percentage of students who self-reported an

increase in well-being from the beginning of

services to the end of services.

No Change 80.0% 82.4% 82.0%

Percentage of students who rated

effectiveness of counseling in helping with

their problems: good, very good, or excellent.

4.6% 83.0% 93.0% 93.0%

Client Outcomes: Interpersonal and Emotional Well Being

asked if they were struggling with academics and/or thinking about leaving school (see Table 8). The

percentage of students who report struggling with academics has ranged from 36% to 38% each

year, and the percentage of students who indicate they were thinking about leaving school ranged

from 21% to 25%. Of the students who indicated they were struggling academically, between 62%

and 67% reported increased focus on academics as a result of counseling, and of the students who

indicated they were thinking about leaving school, between 72% and 79% indicated that counseling

helped them stay in school.

Extrapolating the average percentage of students who were thinking of leaving school (22%) but

were influenced through counseling to stay (78%) to the approximately 105,000 students attending

counseling over the past eight years, we can estimate that counseling centers have helped retain at

least 2,200 students per year—or approximately 18,000 total—who otherwise might have left

because their mental health was significantly impacting their ability to be a successful student.

Assuming an average undergraduate resident tuition rate across the System of $8,550, this accounts

for at least $19 million in saved tuition revenue per year that can be at least partially attributed to

having counseling services on campus.

Table 8: Academic Outcomes

Client Satisfaction

UW students who have utilized counseling have consistently reported high satisfaction with services

received. Table 9 shows eight-year satisfaction trends for appointment scheduling, access to

services, and willingness to return and refer others, with 81% to 96% of students giving favorable

ratings on items related to these categories.

While satisfaction levels remain high overall, they have been declining in recent years prior to 2020-

21, coinciding with increased utilization of counseling outlined earlier in this report. Like the trend

on outcome indicators, as more students accessed counseling without a parallel increase of

personnel or financial resources for additional services, students reported having a less positive

experience with counseling. Of particular note are two LOS items related to appointment scheduling,

both of which declined from satisfaction levels nearing 90% to as low as 81% in 2018-19, before

rebounding in 2020-21. It is likely no coincidence that the rebound observed this year comes while

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

Percentage of students who reported they

were struggling academically prior to

counseling.

-1.0% 36.0% 38.0% 37.0%

Of those who reported struggling

academically, the % of students who

reported increased academic focus as a

result of counseling.

1.0% 62.0% 67.0% 67.0%

Percentage of students who reported they

were thinking of leaving school prior to

counseling.

-4.0% 21.0% 25.0% 21.0%

Of those who reported they were thinking of

leaving school, the percentage of students

who reported that counseling helped them

to stay in school.

-1.8% 76.0% 79.0% 77.0%

Client Outcomes: Academics

overall utilization decreased, which meant that students were not waiting as long for intake or

follow-up appointments.

Qualitative data in recent years has also highlighted student frustration with initial access and the

ability to schedule follow-up appointments, with students sharing comments such as “I was lucky

enough to get my first appointment the same week that I called due to someone cancelling, but two

of my friends had to wait almost a month for their first appointment after calling.” Another student

shared “It took a while to get the first appointment. I do understand that it’s a highly desired service.

However, I contacted the counseling center at a time I felt I was very low and was unable to get an

appointment until about a month later.” Prior research has shown a link between delayed access to

counseling when needed and lower student retention, highlighting the need to match the availability

of counseling to the level of student demand to the greatest degree possible.

Finally, it is notable that student agreement with the statement that it is important to have

counseling services located on campus has consistently been above 90%, although it declined in

2020-21. This one-year dip is likely attributable to the fact that very few students attended in-person

counseling this year as they were introduced to telecounseling as a new modality for receiving

services. See Appendix 2 for more complete client satisfaction data from 2020-21.

Table 9: Client Satisfaction

To augment quantitative feedback, the LOS survey asks a series of questions requiring narrative

responses about students’ experience with counseling. These are shared with individual counselors

and reviewed at the center level as part of ongoing quality improvement discussions. Below is a

sample of some impacts—often perceived as life changing—that students shared about their

experience in counseling in 2020-21.

What was most helpful about attending counseling?

▪ “When you internalize your feelings for so long, it's hard to see what you're going through in

any other perspective. I have learned so much about myself and the mental health issues

that I've been having. Talking with my counselor has helped me to rationalize, accept, cope,

and grow from the feelings that I have, and I'm not sure where I would be right now mentally

if I hadn't made the call to the counseling center.”

▪ “At one point, I became so stressed out about my academic career and my life that I had

muscle aches, trouble focusing, couldn't get out of bed, and struggled with thoughts of

suicide. My counselor assured me that everything I was feeling was valid, that I was not the

Item

8-Year

Change

2012-2020 Lowest Highest

UW System

2020-21

I was able to get my first appointment in a

timely manner.

-0.9% 81.0% 88.9% 88.0%

I was able to get follow-up appointments in

a timely manner.

1.1% 81.8% 87.0% 87.0%

It is important for me to have counseling

services located on campus.

-6.4% 90.0% 96.4% 90.0%

I would return to the counseling center

again.

-0.9% 91.0% 92.9% 92.0%

I would recommend counseling services to

a friend.

0.0% 92.0% 94.0% 94.0%

Client Satisfaction

only one struggling and that trauma from my past was also impacting how my brain

decoded information. Although I still struggle with my mental health issues, I know now that

it is ok to feel the way that I feel, that it is passing, to appreciate and savor the little things,

and I can and will be happy.”

▪ “I was able to grow and find myself through the service. I am glad that I have started this

otherwise I would not be alive.”

Students also shared what they perceived as less helpful and were asked to make suggestions for

improvement. While the most common response to these questions was that nothing was

unhelpful, the most frequent substantive responses to these questions related to appointment

availability and expanding services to better meet student demand. Below are a few examples:

What was least helpful?

▪ “The only problem I found so far was that it took a long time to get an appointment. It took

me more than three weeks to book an appointment and another three weeks for a follow-

up. I understand that's not the counselors’ fault as there are only so many to go around, but

being able to talk to someone sooner would have definitely helped with some of my more

immediate struggles.”

▪ “Appointments are every two weeks instead of once a week. There is a great demand for

counseling services and students would benefit from more appointments.”

▪ “The time between appointments is very long. I wish we could make appointments closer

together.”

Suggestions for Improvement.

▪ “Do not limit our sessions. I have established a great relationship with my counselor, and I

am very disappointed about losing it. In addition, I've been attending university counseling

services because my insurance has poor coverage in my home area and no coverage at

school, so I will be left with nothing when my sessions expire.”

▪ “Expand the services! I think they are so helpful and need to stay and continue growing.”

▪ “Please hire more counselors and psychiatrists.”

COVID-19 Impacts

In response to the COVID-19 pandemic, the LOS survey added an additional section beginning

Spring 2020 to measure students’ perceptions related to the impact of the pandemic on their well-

being and the impact of services offered during this time.

Several national surveys have reported that the COVID-19 pandemic had a negative impact on

individuals’ mental health and well-being. On the LOS survey, students were asked to rate the

impact of the COVID-19 pandemic on their sleep and stress levels. Table 10 shows that most

students seeking counseling during this year felt that the pandemic negatively impacted their stress

(81%). Additionally, 60% reported a negative impact on their sleep. Greater levels of stress and more

difficulties with sleep likely contributed to other increases in mental health and academic concerns

noted earlier in this report, such as higher anxiety and greater difficulties with motivation and focus

on academics. In addition to reporting negative impacts on sleep and stress, it is important to note

that 87% of students also reported they perceived themselves to be resilient. This is a testament to

our students and suggests that, even among students reporting significant struggles, they continue

to feel able to persevere.

As shown in Table 10, the percentage of students who indicated they received counseling during the

COVID-19 pandemic was 39% during 2019-2020 and 97% during 2020-2021. Additionally, the

percentage of students who reported that most or all their sessions were completed through

telecounseling was 74% in 2019-2020 and 98% in 2020-2021. These percentages suggest that

counseling access decreased at the onset of the pandemic in Spring 2020 as both students and

centers adjusted to remote environments and telecounseling for the safety of clients and providers.

This required training in telecounseling for staff, adjustments to policies and procedures, and

ensuring that video conference platforms conformed to the highest privacy standards. The higher

percentages of students reporting telecounseling in 2020-21 suggest that centers rebounded

successfully to continue offering service in this new modality.

Table 10: COVID-19 Pandemic Questions

Students were also asked to report the degree of positive outcomes received from utilizing

counseling services during COVID-19. Students overwhelmingly agreed that telecounseling positively

impacted their well-being during the pandemic (88%). Additionally, most students agreed that their

time in counseling provided them with adequate strategies for self-care (85% responding yes). These

high marks support the higher levels of satisfaction students reported with counseling this past year

and the positive impact that telecounseling had on supporting student well-being and assisting them

with coping with stressful events.

Since telecounseling was not an option prior to the pandemic, centers wanted to know how students

felt about this service modality. Students were asked to report the degree to which they would like

to have telecounseling services offered in the future, with 56% strongly desiring this service, 25%

feeling neutral, and only 6% of students indicated they do not desire having telecounseling available

in the future. In narrative responses, many students commented on preferring in-person therapy

over telecounseling, but also wanting telecounseling as an additional option since it increases

accessibility to care, flexibility, and comfort for many students.

Item 2019-20 2020-21

Students reporting negative impact on stress levels. 78.0% 81.0%

Students reported that the pandemic negatively impacted their sleep. 64.0% 60.0%

Students reporting high levels of resiliency. 83.0% 87.0%

Students who received counseling during the pandemic. 39.0% 97.0%

Students for whom most/all appointments were telecounseling. 74.0% 98.0%

Students who strongly desire telecounseling offered in future. 45.0% 56.0%

Percentage of students who report that telecounseling impacted

them in the following areas

Helped in completing school work during the pandemic.

61.0% 54.0%

Positively impacted their wellbeing during the pandemic.

91.0% 88.0%

Provided adequate strategies for self-care.

86.0% 85.0%

Helpful in supporting wellbeing during the pandemic.

77.0% 84.0%

Personnel/Staffing

The number of professional staff relative to campus enrollment is a critical indicator of a counseling

center’s ability to provide timely and effective services. This annual report has been tracking the

ratio of students to counselors over the course of several years. According to the International

Association of Counseling Services (IACS) Standards for University and College Counseling Services

(2020), “Every effort should be made to maintain minimum staffing ratios in the range of one FTE

professional staff member (excluding trainees) for every 1,000-1,500 students, depending on

services offered and other campus mental health agencies.” Figure 2 displays the average ratio of

students to counselors across the UW System over the past five academic years. After several years

of gradual improvement, the student-to-counselor ratio worsened slightly this year. Communication

with counseling directors indicates that this was largely due to hiring freezes implemented during

the pandemic that prevented them from filling open positions.

Figure 2: Five-Year Trend: Ratio of Students to Counselors

To illustrate the variability of the counselor-to-student ratio across the UW System, Table 11 displays

the five-year trend of students to counselors by campus. This year, eight of 13 met the 1:1,500

minimum ratio; and only 1 met the 1:1,000 recommended ratio (with two others being very close).

Taking a closer look at the campuses with the highest ratio of students per full-time equivalent (FTE)

counselor, it is also notable that some of our most racially and ethnically diverse campuses have the

worst staffing ratios, highlighting inequities across the System. As state funding has dwindled as a

proportion of UW institutional budgets in recent decades, counseling centers have increasingly

turned to segregated fees to fund services. This leads to unequal funding levels across campuses

because segregated fees are subject to individual institutional priorities and approval processes.

In spring 2020, a Systemwide behavioral health workgroup recommended that all UW campuses

work toward the 1:1,000 ratio considering the significant spike in utilization seen in recent years.

Without this level of staffing, campuses are forced to make decisions that place limits on the access

and quality of services provided, which contribute to drops in satisfaction and outcomes that are

delineated elsewhere in this report. With support from the Board of Regents and President Tommy

Thompson, a $10 million behavioral health priority was proposed in the System biennial budget to

begin to rectify the staffing challenges and inequities. Unfortunately, the priority did not make it to

the final budget passed by the legislature, delaying any System-level response to the staffing issue.

Table 11: Five-Year Trend: Ratio of Students to Counselors by University

This year’s report introduces a new metric to provide another perspective on appropriate staffing and

service levels for counseling centers. Over the past few years, the Center for Collegiate Mental Health

(CCMH), in partnership with the International Association of Counseling Services (IACS) and the

Association for University and College Counseling Center Directors (AUCCCD) developed the Clinical

Load Index (CLI) as “a reliable, comparable, and intuitive distribution of staffing levels that can be used

to inform decisions about the resourcing of mental health services in colleges and universities” (CCMH,

2019). Instead of focusing exclusively on FTE staffing levels, the CLI takes into account the actual number

of students seeking services (counseling center utilization), and the amount of “clinical capacity” (weekly

appointment availability) to calculate a standardized score that describes the relationship between the

supply and demand for counseling at any given center. The CLI may be thought of as the “standardized

annual caseload” for a full-time counselor having a typical number of appointments available per week.

Figure 3 shows the CLI distribution for UW counseling centers (represented by blue dots) during the

2020-21 academic year, compared to the 2018-19 national reference group of campuses collected by

CCMH (represented by gray dots). The average CLI score reported by CCMH in 2018-19 was 119 (which

translates to 119 students seen by each full-time counselor, per year). This compares to an average CLI

of 102 across UW System counseling centers in 2020-21. It is important to note that, because utilization

declined across the system this year, and our CLI scores are plotted against a pre-pandemic reference

group, the CLI average for UW System looks artificially good this year and will almost certainly be higher

when in-person services once again become the norm.

Campus 2015 2016 2017 2018 2019 2020 Trend

Eau Claire 1,599 1,526 1,312 1,544 1,100 1,048

Green Bay 1,983 2,816 2,840 2,224 1,944 2,222

La Crosse 1,706 1,573 1,566 1,568 1,229 1,190

Madison 1,636 981 951 830 708 867

Milwaukee 2,952 2,252 2,187 2,134 1,991 2,747

Oshkosh 1,441 1,356 1,349 1,403 1,105 1,647

Parkside 2,224 2,138 2,084 2,045 2,150 2,250

Platteville 2,543 2,177 1,739 1,616 1,475 1,445

River Falls 1,554 1,598 1,595 1,344 1,291 1,323

Stevens Point 1,434 1,443 1,212 1,145 1,512 1,622

Stout 1,558 1,697 1,364 1,270 949 1,107

Superior 1,321 1,577 947 918 1,339 1,011

Whitewater 1,737 1,626 1,855 1,558 1,751 1,454

Figure 3: Clinical Load Index (CLI) Distribution

CCMH (2020) research has documented that higher CLI scores are associated with lower treatment

dosages (fewer and less frequent appointments) which are, in turn, associated with less improvement in

symptoms of common concerns like depression, anxiety, and general distress. This research is

consistent with data presented in this report, showing that higher utilization in recent years coincided

with declines in client satisfaction and outcomes, which rebounded this year when utilization (and

average CLI score) was lower.

Both student to counselor ratios and the Clinical Load Index provide important ways of monitoring our

ability to provide basic behavioral health treatment services on our campuses. It is hoped that these two

metrics will inform ongoing efforts to reach more favorable and equitable staffing levels to better serve

the needs of our students.

Conclusion

Meeting students in their time of need is both highly fulfilling and emotionally demanding work. This

report documents both the successes and challenges of providing mental health counseling services on

UW System campuses, and the data presented—both quantitative and qualitive—strongly supports the

contributions of counseling services to student success.

UW System counseling centers provide a wide range of high-quality intervention, prevention, and

consultation services thanks to the combined efforts of creative and talented teams who take very

seriously their relationship to the academic mission of the university. As noted in the introduction,

counseling centers have long been central to overall behavioral health efforts in higher education and

have received increasing attention as student behavioral health has gained wider attention nationally

and locally.

22 
Coinciding with this trend is the recognition that counseling centers cannot solely be responsible for the 
mental health and well-being of students. In the three-tier public health framework underlying the UW 
System behavioral health initiative, counseling centers represent a critical component of Tier 1: 
treatment and crisis intervention services. Equally worthy of attention are Tier 2 (targeted populations) 
and Tier 3 (overall well-being initiatives), in which counseling centers can play a role alongside the wider 
campus community to establish cultures of well-being on our campuses.  
Comprehensive public health approaches will continue to be necessary to ensure that student mental 
health and well-being is prioritized by administrators, faculty, and staff alike. Counseling centers are 
well-suited to take a lead role in these efforts as long as the resources necessary to do this work 
continue to be evaluated and adjusted to meet the evolving needs of students and our campus 
communities. 
References 
 
American College Health Association (2021, Spring). American College Health Association-National College 
Health Assessment III: Reference Group Executive Summary. Silver Spring, MD: American College Health 
Association; 2021. Retrieved from https://www.acha.org/documents/ncha/NCHA-III_SPRING-
2021_REFERENCE_GROUP_EXECUTIVE_SUMMARY_updated.pdf.  
Center for Collegiate Mental Health (2021, January). 2020 Annual Report (Publication No. STA 21-045). 
Retrieved from https://ccmh.psu.edu/assets/docs/2020%20CCMH%20Annual%20Report.pdf.  
Center for Collegiate Mental Health (2021). COVID-19’s impact on college student mental health. Five-part blog 
series retrieved from https://ccmh.psu.edu/index.php?option=com_dailyplanetblog&tag=covid-19.  
Center for Collegiate Mental Health (2020, January). 2019 Annual Report (Publication No. STA 20-244). 
Retrieved from https://ccmh.psu.edu/assets/docs/2019-CCMH-Annual-Report_3.17.20.pdf.   
Healthy Minds Network & American College Health Association (2020). The impact of COVID 19 on college 
student well-being. Retrieved from https://healthymindsnetwork.org/wp-
content/uploads/2020/07/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf.  
Healthy Minds Network (2021). The healthy minds study: Fall 2020 data report. Retrieved from 
https://healthymindsnetwork.org/wp-content/uploads/2021/02/HMS-Fall-2020-National-Data-
Report.pdf.  
International Accreditation of Counseling Services (2020). Standards for university and college counseling 
services. Retrieved from https://iacsinc.org/wp-content/uploads/2021/02/IACS-2020-STANDARDS.pdf.  
University of Wisconsin System (2021). Services for Students with Disabilities Annual Report. Retrieved from 
https://www.wisconsin.edu/disability-resources/download/2019.20-
UWSA_DisabilityServices_AnnualReport_FINAL.pdf.  
   

Appendices

Appendix 1: Client Information Form (CIF)

Designed to measure client characteristics and history, the CIF consists of a presenting concerns checklist,

four items assessing intake academic functioning, and the standard demographic and personal history

items established by the Center for Collegiate Mental Health (CCMH). The 2020-21 results of the CIF are

presented below, with benchmark comparisons to national counseling center data collected by CCMH

during the 2019-20 academic year (the most recent available).

CIF Client Demographics

Counseling Clients

(n = 4,772)

UW System Population

(n = 164,766)

CCMH

(n=185,440)

Academic Status (%)

(n = 4,102)

Freshman/First-year

21%

18%

21%

Sophomore

22%

18%

21%

Junior

24%

18%

22%

Senior

26%

24%

21%

Graduate/Professional Degree

15%

Other

Gender Identity (%)

(n = 4,686)

Woman

70%

55%

65%

Man

28%

45%

33%

Transgender

< 1%

Self-identify

Race/Ethnicity (%)

(n = 4,690)

White

85%

76%

65%

Asian American/Asian

Multiracial

Hispanic/Latino(a)

10%

African American/Black

10%

American Indian or Alaskan Native

< 1%

Self-identify

Native Hawaiian or Pacific Islander

< 1%

Sexual Orientation (%)

(n = 4,564)

Heterosexual

70%

75%

Bisexual

16%

13%

Self-identify

Questioning

Lesbian

Gay

GPA [Mean (SD)]

2.64 (1.40)

System Survey

(n = 4,772)

CCMH

(n = 185,440)

Current Housing (%)

(n = 4,120)

On-campus residence hall/apartment

42%

37%

Off-campus apartment/house

54%

60%

On-/off-campus co-operative housing

< 1%

On-/off-campus fraternity/sorority house

< 1%

Other

Who Do You Live With (%)

Roommate(s)

55%

69%

Alone

19%

13%

Spouse, partner, or significant other

11%

10%

Parent(s) or guardian(s)

12%

10%

Family other

Children

Other

Relationship Status (%)

Single

56%

62%

Serious dating or committed relationship

42%

34%

Married

1.6%

Divorced

< 1%

<1%

Civil union, domestic partnership, or equivalent

< 1%

<1%

Widowed

<1%

Separated

< 1%

<1%

Current Financial Situation

Always stressful

12%

13%

Often stressful

23%

21%

Sometimes stressful

39%

35%

Rarely stressful

20%

22%

Never stressful

Registered Disability (% Yes)

10.9%

10%

If yes, which category - check all that apply (%)

Attention Deficit/Hyperactivity disorder

37%

42%

Counseling

Clients

(n = 4,772)

UW System Population

(n = 164,766)

CCMH

(n=185,440)

International Student (% Yes)

First-Generation Student (% Yes)

23%

31%

23%

Age [Mean (Mode)

21.22 (21)

21-24 AVG

21.87 (21)

US Military Service (% Yes)

Traumatic/Stressful Military

Experience [% Yes (n)]

< 1% (27 )

31% (404)

Student Athlete (% Yes)

17.5%

26%

Transfer Student (% Yes)

18%

14%

18%

System Survey

(n = 4,772)

CCMH

(n = 185,440)

Difficulty Hearing

< 1%

Specific Learning Disability

14%

13%

Mobility Impairments

< 1%

Neurological Disorder

Health Impairment/Condition

< 1%

11%

Psychological Disorder/Condition

29%

32%

Visual Impairments/Difficulty Seeing

Traumatic Brain Injury

< 1%

Cognitive Difficulties/Intellectual Disability

Difficulty Speaking/Language Impairment

< 1%

Autism Spectrum Disorder

Other

15%

16%

Religious/Spiritual Preference (%)

Christian

30%

32%

Catholic

15%

14%

Agnostic

17%

15%

Atheist

10%

Self-identify

Buddhist

< 1%

<1%

Jewish

< 1%

Muslim

< 1%

Hindu

< 1%

No preference

23%

20%

Hours of Work Per Week (%)

31%

42%

1-5

10%

6-10

12%

11-15

13%

11%

16-20

15%

13%

21-25

26-30

31-35

36-40

40+

Client Reported Presenting Concerns - % Reporting Yes

Items

Counseling Clients

(n = 4,772)

Anxiety/fears/worries (other than academic)

76%

Stress/stress management

69%

Depression/sadness/mood swings

66%

Items

Counseling Clients

(n = 4,772)

Low self-esteem/confidence

47%

Procrastination/motivation

50%

Attention/concentration

41%

Friends/roommates/dating concerns

32%

Sleep difficulties

30%

Problems related to school or grades

40%

Choice of major/career

17%

Shyness/social discomfort

21%

Eating behavior/weight problems/eating disorders/image

26%

Anger/irritability

23%

Marital/couple/family concerns

13%

Grief/loss

14%

Physical symptoms/health (headaches, stomachaches, pain)

12%

Alcohol/drug use

Self-injury (cutting, hitting, burning)

Childhood abuse (physical, emotional, sexual)

11%

Sexual assault/dating violence/stalking/harassment

Sexual orientation

Gender Identity

Seeing/hearing things others don’t

Cultural adjustment

Urge to injure/harm someone else

Bullying/harassment

Prejudice/discrimination

Other

Students were asked to report the degree to which their academics were being negatively impacted by their

mental health. Students responded to each item on a scale from 1 (Strongly Disagree - SD) to 5 (Strongly

Agree - SA).

Academic Outcomes

Subscale Item

SD/Disagree

Neutral

Agree/SA

System Mean

(n)

I am struggling with my academics.

43%

23%

34%

3.80 (4,626)

I am thinking of leaving school.

77%

13%

10%

2.22 (4,615)

My academic motivation and/or

attendance are suffering.

35%

19%

47%

4.25 (4,615)

Subscale Item

SD/Disagree

Neutral

Agree/SA

System Mean

(n)

I am having a hard time focusing on my

academics.

24%

19%

57%

4.73 (4,614)

For the items below, students were asked to report the frequency with which they have had various

experiences in their lifetime. The System and CCMH columns represent the percentages of students who

reported having the experiences at least one time.

Mental Health History Items

Items

Never

Time

2-3

Times

4-5

Times

than 5

Times

System %

(n)

CCMH %

(n)

Been hospitalized for mental health

concerns.

90%

< 1%

10%

(465)

(12,304)

Felt the need to reduce your

alcohol or drug use.

75%

10%

26%

(1,180)

27%

(19,891)

Others expressed concern about

your alcohol or drug use.

86%

13%

(646)

15%

(17,062)

Received treatment for alcohol or

drug use.

95%

< 1%

5% (218)

(2,703)

Purposely injured yourself w/o

suicidal intent (e.g., cutting, hitting,

burning, etc.).

71%

14%

30%

(1,200)

29%

(35,342)

Seriously considered attempting

suicide.

64%

13%

36%

(1,493)

37%

(45,190)

Made a suicide attempt.

88%

12%

(496)

11%

(13,198)

Considered causing serious

physical injury to another person.

95%

< 1%

5% (224)

(8,535)

Intentionally caused serious

physical injury to another.

96%

< 1%

3% (149)

(1,920)

Someone had sexual contact with

you w/o your consent.

72%

13%

29%

(1,306)

26%

(30,635)

Experienced harassing, controlling,

and/or abusive behavior from

another person (e.g., friend, family

member, partner, or authority

figure).

60%

23%

40%

(1,881)

39%

(46,480)

Experienced a traumatic event that

caused you to feel intense fear,

helplessness, or horror.

57%

16%

14%

10%

43%

(875)

43%

(48,995)

Extended Mental Health History Items

Items

Never

Prior to

College

After

Starting

College

Both

System %

(n)

CCMH % (n)

Attended counseling for

mental health concerns.

36%

24%

21%

20%

65% (3,048)

60% (70,278)

Taken a prescribed

medication for mental

health concerns.

54%

12%

17%

18%

47% (2,178)

36% (42,131)

Reported Marijuana Use

Items

None

Once

Twice

3 to 5

Times

6 to 9

Times

10 or

Times

System %

(n)

CCMH %

(n)

Think back over the

last two weeks. How

many times have you

used marijuana?

79%

21% (994)

26% (27,521)

Appendix 2: Learning Outcomes and Satisfaction Survey (LOS)

The Learning Outcomes and Satisfaction (LOS) Survey is the standard outcome measure created by the

Counseling Impact Assessment Committee in 2011. Administered to clients at the end of the semester, the

LOS is designed to measure the extent to which clients believe that counseling helped them to make

improvements on intrapersonal skills, academic functioning, and well-being, as well as their satisfaction with

services. The LOS contains three subscales: the Intrapersonal Learning Outcomes Subscale, the Client

Satisfaction Subscale, and the Academic Outcomes Subscale. Additional items that do not factor onto the

three subscales are presented separately. The 2020-21 results of the LOS are presented below with all client

LOS entries included.

LOS Demographic Data

System Survey (n = 1,261)

Academic Status (%)

(n = 1,064)

Freshman/First year

205 (19%)

Sophomore

194 (18%)

Junior

266 (25%)

Senior

275 (26%)

Graduate/professional degree student

107 (10%)

System Survey (n = 1,261)

Other

17 (2%)

Gender Identity (%)

(n = 1,063)

Woman

811 (76%)

Man

191 (18%)

Transgender

23 (2%)

Self-identify

38 (4%)

Race/Ethnicity (%)

(n = 1,063)

African American/Black

17 (2%)

American Indian/Alaskan Native

6 (1%)

Asian American/Asian

41 (4%)

Hispanic/Latino(a)

38 (4%)

Native Hawaiian/Pacific Islander

1 (< 1%)

Multiracial

41 (4%)

White

911 (86%)

Self-identify

8 (1%)

Age [Mean (SD)]

21.93 (4.13)

Number of Sessions [Mode]

For the tables below, students were asked to report their level of agreement with statements on a scale

from 1 (Strongly Disagree - SD) to 5 (Strongly Agree - SA).

Lifestyle and Self-Efficacy

Subscale Items

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

I made improvements on the specific issues for which

I sought counseling.

11%

83%

4.12 (1,191)

I have started to live a healthier lifestyle in at least

one area (e.g., sleep, diet, exercise, alcohol/drug use).

21%

72%

3.90 (1,178)

I have improved my ability to manage stress.

24%

68%

3.80 (1,185)

I am better prepared to work through future

concerns and achieve my goals.

16%

78%

3.99 (1,187)

I increased my self-confidence and/or self-esteem.

10%

28%

62%

3.74 (1,184)

The counseling process helped me understand

cultural, family, ethnic, and/or community

differences.

12%

34%

53%

3.63 (1,121)

I have gained a greater understanding of myself or a

clearer sense of identity.

16%

76%

3.99 (1,181)

I increased my ability to think clearly and critically

about my problems.

16%

79%

4.03 (1,186)

I improved my communication skills.

24%

69%

3.86 (1,176)

Subscale Items

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

Total Subscale

7.4%

20.7%

71%

3.90 (1,194)

Counseling Satisfaction

Items

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

The office staff were helpful in providing information

and direction.

11%

86%

4.22 (1,097)

This counselor displayed sensitivity/acceptance to

individual differences (e.g., culture, gender, ethnicity,

etc.).

95%

4.59 (1,131)

This counselor helped me clarify my concerns and

provide guidance.

92%

4.44 (1,137)

This counselor supported me in making my own

decisions and reaching my personal goals.

92%

4.47 (1,132)

The counseling environment was warm and inviting.

91%

4.47 (1,122)

It is important for me to have counseling services

located on campus.

90%

4.55 (1,121)

I would return to the counseling center again.

92%

4.56 (1,131)

I would recommend counseling services to a friend.

94%

4.61 (1,135)

Total Subscale

3.6%

86.6%

4.49 (1,143)

Academic Outcomes

Items

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

Counseling has increased my academic

motivation and/or class attendance.

19%

41%

40%

3.25 (1,139)

Counseling has helped me to focus better

on my academics.

16%

34%

51%

3.44 (1,160)

Counseling has helped with my academic

performance.

16%

40%

43%

3.33 (1,154)

Counseling has helped me stay at school.

18%

38%

45%

3.39 (1,119)

Total Subscale

17.3%

38%

44.7%

3.37 (1,169)

Retrospective Academic Functioning Items

Items

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

Prior to counseling, I was struggling with my academics.

46%

17%

37%

2.86 (1,181)

Prior to counseling, I was thinking of leaving school.

67%

11%

21%

2.25 (1,177)

Appointment Availability

Item

SD/Disagree

Neutral

Agree/SA

System Mean

(n)

I was able to get my first appointment in a

timely manner.

88%

4.34 (1,136)

I was able to get follow-up appointments in a

timely manner.

87%

4.32 (1,131)

For the tables below, students were asked to respond to each item on a scale from 1 (Poor) to 5 (Excellent).

Overall Satisfaction

Item

Poor

Fair

Good

Very

Good

Excellent

System

Mean (n)

Overall effectiveness of

counseling in helping with

my problems.

35%

34%

18%

3.53 (1,141)

Overall quality of the services I

received.

18%

35%

40%

4.05 (1,141)

Retrospective Ratings of Well-Being

Item

Poor

Fair

Good

Very

Good

Excellent

System

Mean (n)

My level of well-being when

I started counseling.

40%

43%

15%

1.81 (1,140)

My level of well-being now.

18%

47%

29%

3.11 (1,139)

Perceived Change in Well-Being from Start of Counseling

Decline

No change

Improvement

System Survey % (1139)

2% (17)

17% (189)

82% (933)

For the table below, students were separated by those who reported that they were or were not struggling

with their academics prior to counseling to compare how counseling affected academic performance for

each group. Students responded to each item on a scale from 1 (Strongly Disagree - SD) to 5 (Strongly Agree

- SA).

Effectiveness of Counseling Support

Scale Items

SD/Disagree

Neutral

Agree/SA

Overall

System

Mean (n)

Counseling has increased my academic

motivation and/or class attendance.

Struggling

49 (11%)

129

(30%)

255

(59%)

3.63 (433)

Not

Struggling

170 (24%)

334

(47%)

200

(28%)

3.02 (704)

Total (average)

3.25

(1,139)

Counseling has helped me to focus

better on my academics.

Struggling

46 (11%)

(22%)

292

(67%)

3.76 (435)

Not

Struggling

134 (19%)

292

(40%)

296

(41%)

3.25 (722)

Total (average)

3.44

(1,160)

Counseling has helped with my academic

performance.

Struggling

48 (11%)

122

(28%)

268

(61%)

3.68 (438)

Not

Struggling

140 (20%)

342

(48%)

232

(33%)

3.12 (714)

Total (average)

3.33

(1,154)

Counseling has helped me stay at school.

Struggling

45 (11%)

106

(25%)

272

(64%)

3.82 (423)

Not

Struggling

156 (22%)

314

(45%)

226

(32%)

3.12 (696)

Scale Items

SD/Disagree

Neutral

Agree/SA

Overall

System

Mean (n)

Total (average)

3.39

(1,119)

For the table below, students were separated by those who reported that they were or were not thinking of

leaving school at the beginning of counseling to compare whether counseling services impacted retention.

Students responded to each item on a scale from 1 (Strongly Disagree - SD) to 5 (Strongly Agree - SA).

Effect of Counseling on Academic Retention

Counseling has helped me stay at

school.

SD/Disagree

Neutral

Agree/SA

System Mean

(n)

Thinking of Leaving

25 (10%)

33 (13%)

195 (77%)

4.01 (253)

Not Thinking of Leaving

176 (20%)

387

(45%)

301 (35%)

3.20 (864)

TOTAL (Average)

18%

38%

45%

3.39 (1,119)

Appendix 3: COVID-19 Counseling Services Outcomes

The Learning Outcomes and Satisfaction (LOS) Survey had an additional section created in Spring 2020 to

measure the students’ perceptions of the response and services offered during the pandemic. Students

were asked to respond to a series of questions related to whether they received counseling services during

the COVID-19 pandemic and the degree to which they were impacted by COVID-19 related events.

Counseling Attendance

Did you receive counseling during the COVID-19 pandemic?

% (n)

Yes

96.60% (922)

3.40% (32)

Platform Utilized for Counseling

Which closely describes the counseling services you received?

% Reporting

Most or all counseling appointments were in-person.

<1.00%

About an even split between in-person and telehealth appointments.

1.20%

Which closely describes the counseling services you received?

% Reporting

Most or all counseling appointments were telehealth appointments.

97.90%

Telecounseling Outcomes

Subscale Item

SD/Disagree

Neutral

Agree/SA

System

Mean (n)

Helped me in completing my schoolwork.

8.80%

37.70%

53.50%

3.79

(877)

Positively impacted my well-being during the

pandemic.

4.40%

7.40%

88.10%

4.80

(874)

Helpful in supporting my wellbeing.

4.80%

11.10%

84.20%

4.74

(558)

Appeal for Telecounseling

For the item below, students responded on a scale from 1 (Do Not Desire) to 5 (Strongly Desire).

Subscale Item

Do Not

Desire

Neutral

Strongly

Desire

System Mean

(n)

Telehealth should be offered in the

future

5.80%

25.00%

56.00%

3.03 (859)

Online Self-Care Resource Use

How often did you access online resources on the counseling website?

% Reporting

Daily

< 1.00%

A few times a week

2.60%

Once a week

14.70%

A few times a month

25.20%

Once a month

10.70%

A few times a year

19.30%

Never

27.00%

Self-Care Strategies

For the item below, students responded on a scale from 1 (Definitely No) to 5 (Definitely Yes).

Subscale Item

Neutral

Yes

System Mean

(n)

Has your time in counseling provided you with

adequate strategies for self-care?

4.40%

10.20%

85.40%

1.86 (888)

For the items below, students responded on a scale from 1 (Negatively Impacted) to 5 (Positively Impacted).

Pandemic Outcomes on Mental Health

Subscale Item

Negatively

Impacted

Did not

Change

Positively

Impacted

System

Mean (n)

How would you rate the impact of the

pandemic crisis on your sleep?

59.60%

27.90%

16.10%

3.68 (890)

How would you rate the impact of the

pandemic crisis on your stress levels?

80.80%

4.90%

14.30%

4.14 (890)

Personal Resilience

For the item below, students responded on a scale from 1 (Extremely Non-Resilient) to 5 (Extremely

Resilient).

Subscale Item

Not Resilient

Resilient

System Mean (n)

How would you rate your personal resilience?

12.70%

87.30%

3.48 (888)

Perceived Support

For the items below, students responded on a scale from 1 (Definitely No) to 5 (Definitely Yes).

Subscale Item

Might or

Might Not

Yes

System

Mean (n)

Have you felt supported during this time?

8.30%

12.90%

78.80%

2.99 (889)

Do you feel you have adequate support services

available to you currently

5.10%

9.90%

85.10%

3.16 (887)

Appendix 4: CIF and LOS Survey Trend Data Tables

Demographics

Item

2012-13

2014-15

2016-17

2018-19

2020-21

Female

63.3%

65.6%

66.9%

64.0%

70.0%

Male

34.7%

32.7%

30.9%

33.0%

27.5%

Transgender/Self Identify

0.6%

1.7%

2.2%

3.0%

2.5%

White

85.0%

86.0%

86.5%

84.0%

85.0%

Students of Color

13.0%

14.1%

13.5%

16.2%

15.0%

Heterosexual

85.5%

84.6%

82.6%

78.0%

70.0%

LGBTQ

9.8%

15.4%

22.0%

30.0%

Registered Disability

7.7%

8.8%

8.5%

7.0%

10.9%

Presenting Concerns

Item

2012-13

2014-15

2016-17

2018-19

2020-21

Anxiety/fears/worries (other than academic)

59.9%

65.4%

73.3%

61.0%

76.0%

Stress/stress management

64.7%

66.7%

68.3%

59.0%

69.0%

Depression/sadness/mood swings

54.1%

64.1%

67.1%

58.0%

66.0%

Procrastination/motivation

36.0%

42.1%

45.9%

38.0%

50.0%

Low self-esteem/confidence

37.5%

42.3%

46.3%

39.0%

47.0%

Attention/concentration

37.4%

38.2%

38.9%

30.0%

41.0%

Problems related to school or grades

42.2%

45.3%

44.7%

26.0%

40.0%

Friends/roommates/dating concerns

24.6%

29.9%

29.7%

26.0%

32.0%

Sleep difficulties

23.3%

29.4%

31.3%

26.0%

30.0%

Eating behavior

15.8%

20.3%

21.0%

20.0%

26.0%

Item

2012-13

2014-15

2016-17

2018-19

2020-21

I am having a hard time focusing on my academics

(agree/strongly agree).

51.7%

52.2%

53.6%

50.0%

57.0%

I am thinking about leaving school

(agree/strongly agree).

11.3%

15.6%

13.5%

11.0%

10.0%

Mental Health History

Item

2012-13

2014-15

2016-17

2018-19

2020-21

Prior Treatment

Counseling

47.2%

52.5%

55.7%

57.0%

65.0%

Medication

32.3%

39.9%

42.2%

40.0%

47.0%

Hospitalization

6.2%

9.9%

10.0%

11.0%

Threat to Self

Non-Suicidal Self-Injury

20.1%

27.6%

30.2%

31.0%

30.0%

Serious Suicidal Ideation

24.0%

34.0%

35.7%

34.0%

36.0%

Suicide Attempt(s)

6.6%

10.7%

11.4%

12.0%

Drug and Alcohol

Felt the need to reduce your alcohol or drug use

25.1%

25.9%

25.6%

26.0%

Marijuana Use

14.4%

17.3%

18.5%

20.0%

21.0%

Client Outcomes: Interpersonal and Emotional Well-being

Item

2012-13

2014-15

2016-17

2018-19

2020-21

I made improvements on the specific issues for which

I sought counseling

83.4%

86.0%

82.0%

80.0%

83.0%

I am better prepared to work through future

concerns and achieve my goals.

76.4%

80.2%

76.8%

75.0%

78.0%

Item

2012-13

2014-15

2016-17

2018-19

2020-21

I increased my ability to think clearly and critically

about my problems.

77.8%

78.7%

76.3%

74.0%

79.0%

Percentage of students who self-reported an increase

in well-being from the beginning of services to the

end of services.

82.4%

82.0%

81.0%

80.0%

82.0%

Percentage of students who rated the effectiveness of

therapy in helping students with their problems as

good, very good, excellent.

88.4%

90.0%

83.0%

85.0%

93.0%

Client Outcomes: Academics

Item

2012-13

2014-15

2016-17

2018-19

2020-21

Percentage of students who reported they were

struggling.

38.0%

36.0%

38.0%

36.0%

37.0%

Percentage of students who reported increased focus

as a result of receiving services.

66.0%

63.0%

62.0%

64.0%

67.0%

Percentage of students who reported they were

thinking of leaving school before receiving services.

25.0%

22.0%

21.0%

Percentage of students who reported the counseling

services they received helped them to stay in school.

78.8%

77.0%

79.0%

76.0%

77.0%

Client Satisfaction

Item

2012-13

2014-15

2016-17

2018-19

2020-21

I was able to get my first appointment in a timely

manner.

88.9%

87.5%

83.1%

81.0%

88.0%

I was able to get follow-up appointments in a timely

manner.

85.9%

85.8%

81.8%

82.0%

87.0%

It is important for me to have counseling services

located on campus.

96.4%

95.5%

96.0%

95.0%

90.0%

I would return to the counseling center again.

92.9%

91.6%

92.6%

91.0%

92.0%

I would recommend counseling services to a friend.

94.0%

93.6%

93.3%

92.0%

94.0%