| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Diversity | Engage in intentional outreach to students of color to provide mental health information and encourage help-seeking as needed. | Utilize process groups, informal liaison relationships, social media, and committee service to share messages of support with students of color. | Students of color will heighten their awareness of mental health, its relationship to academic success, and the availability of CPSC services. | Number of students reached and number of hours spent in outreach activities specifically geared toward students of color will be tracked with a special Titanium code. Number and relative percentage of students of color seen as CPSC clients will also be compared to university-wide statistics to evaluate proportionality of service delivery. | Midyear: In fall 2020, CPSC spent 141 hours providing service to 146 people, focused on mental health support for students of color. Primary activities included the Uplifting Black Voices group, as well as presentations and committee work. The percentage of CPSC clients from racial minority groups was approximately equal to or exceeded university-wide percentages. Most notably, 5.8% of CPSC clients identified as African-American/Black vs 1.3% university-wide. Year-end: In AY 2020-21, CPSC spent 299 hours providing service to 537 people, focused on mental health support for students of color. Primary activities included the Uplifting Black Voices group, as well as presentations and committee work. The percentage of CPSC clients from racial minority groups was approximately equal to or exceeded university-wide percentages. Most notably, 4.4% of CPSC clients identified as African-American/Black vs 1.3%university-wide. | CPSC continues to be committed to meeting the mental health needs of our BIPOC students. We hope to build on our success with the Uplifting Black Voices group by extending similar group offerings to other racial identity groups in the future. Intentional collaboration with important campus partners, including the Center for Multicultural Excellence, will be key to the success of such efforts. |
| Access | Utilization of Therapy Assistance Online (TAO) will increase, including among Davis students. | Various TAO-targeted promotions will take place with Davis students, including Mental Health Minute newsletter entries. | Davis campus students will gain an awareness of TAO, a free schedule-friendly mental health self-help service that may effectively meet the needs of many Davis students. | The number of unique TAO users will be tracked, although it is not possible to identify Davis students in this data. | Midyear: TAO currently has 1,131 registered users, with about 80% engaging independently with the program's self-help options and about 20% using TAO in conjunction with their individual therapy at CPSC. Year-end: TAO implemented a new version during Spring 2021. Previous user accounts did not automatically roll over to the new version of the TAO platform. Current unique users of the new version total 579. About 80% of these users are CPSC clients accessing TAO for their individual and group therapy sessions with CPSC, as TAO hosts the videoconferencing platform used for teletherapy at CPSC; about 20% are engaging independently with the self-help options offered through TAO. | We will continue promoting this convenient psychoeducational resource and growing the number of active TAO users, both among CPSC clients and with independent users in the WSU community. CPSC clinicians can likely encourage their clients to maximize the resources TAO provides beyond teletherapy access, and independent users can be encouraged to take advantage of the self-help options available through TAO. |
| Learning | Refine new service delivery model to maximize client success. | Re-evaluate client data and clinician perspectives on the use of Single-Session Interventions (SSIs) and initial Consultations (ICs). Make necessary adjustments for virtual service delivery. | Students will learn to differentiate their mental health concerns and needs according to the service types available. | Data, including number of unique students served, numbers of SSIs, ICs, and intakes, as well as wait times and referrals to services other than individual therapy, will be tracked in order to assess ongoing effectiveness and efficiency of this new service delivery model. | Midyear: In fall 2020, while operating 100% virtually, we served 357 unique students in 2,280 sessions, including 59 SSIs, 169 ICs, 146 intakes, and 1906 counseling sessions. Students remained on the waitlist for an average of 2.4 days following their IC, and their average wait time for an intake was 5.8 days. 124 referrals to services other than individual therapy were provided to students. Year-end: In AY 2020-21, while operating 100% virtually, we served 639 unique students in 4,883 sessions, including 135 SSIs, 344 ICs, 336 intakes, and 3,006 counseling sessions. Students remained on the waitlist for an average of 2.1 days following their IC, and their average wait time for an intake was 6.8 days. 258 referrals to services other than individual therapy were provided to students. | Our data demonstrate the effectiveness and efficiency of our new service delivery model, in both face-to-face and virtual modalities. We intend to continue offering ICs and SSIs, and also offering hybrid session formats for students. |
| Diversity | CPSC staff members and trainees will deepen their awareness of racism and anti-racist work. | CPSC staff may choose to participate in small book groups to read and discuss popular racial-justice literature. | N/A | Number of chapters/books/articles read and number of discussions held will be tracked, as well anecdotal perceptions of personal and professional impact. | Midyear: 15/19 staff members elected to participate in small book groups reading Ibram Kendi's "How to be an Antiracist." Groups will discuss the book in 4 discussions over the course of the Spring 2021 semester. Year-end: 4 small groups met 4 times each to discuss the Kendi book. Anecdotal reports reflected meaningful impact on personal growth, professional influence, and interpersonal connection among staff. | This shared reading, especially in the context of a tumultuous year, highlighted the importance of intentionality in raising our collective awareness of racial justice issues as they impact our community, our campus, our division, and our staff. We expect to continue this focus in one or more ways, which could include additional reading groups, an internal multiculturalism/social justice committee, or other options. |