Semester and Intersession Hours: Summer Hours

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Welcome! College can be great, but you can also feel stressed, lonely, or overwhelmed at times. If you are looking for help with a personal problem that is interfering with your academic progress, work life, or general well being, then you’ve come to the right place. Did you know that as Chico State student you are eligible for free counseling services? We invite you to explore this site to learn more about who we are and the services we can offer you.

Psychological Counseling Center 141 Meriam Library 530-898-6345 530-898-6869 (fax)

Semester and Intersession hours: Summer Hours M – F 8:00 a.m. – 5:00 p.m. M – Th 7:00 a.m. – 4:30 p.m. F 7:00 a.m. – 11:00 a.m.

About Us The Psychological Counseling Center offers free counseling services to regularly enrolled students at California State University, Chico. There are a wide variety of reasons students come to counseling:

 resolving personal problems or conflicts  seeking clarification and support in making important life decisions  experiencing an emotional crisis due to a traumatic incident or a series of incidents  help in developing personal survival skills necessary to achieve personal goals

Our staff includes professionally trained and skilled counselors with whom you can discuss your concerns, questions, and feelings in a comfortable and trusting relationship. You may learn to make better decisions, change certain behaviors, improve personal skills, develop increased confidence in your abilities, and acquire a keener awareness and appreciation of your needs and those of other people. With the help of a counselor's support and involvement, changes such as these may be less difficult than you think.

Staff The counseling staff of the Psychological Counseling Center includes licensed Psychologists, licensed Marriage and Family Therapists, Licensed Clinical Social Workers, as well as master's level interns whose work is supervised by our licensed staff. While some of our counselors have particular areas of expertise, each counselor is trained to assess and to treat a variety of clinical concerns. In most cases, the counselor you see will be the next one available who can meet your schedule. If you return for services from one semester to the next, you will be encouraged to see the counselor who already knows your history and has worked with you previously.

Counseling Staff Mimi Bommersbach, Ph.D Director Lana Burris, Ph.D. Psychologist Stephanie Chervinko, Ph.D. Psychologist Deborah Genito, L.C. S.W. Social Worker Renée López, Ph.D. Psychologist Paul Morones, L.C.S.W. Social Worker Aldrich M. Patterson, Jr., Ph.D. Psychologist Lisa Quinn, Ph.D. Psychologist

Administrative Support Staff Langley Snyder Office Manager Patt Hunn Administrative Support Assistant

Mimi Bommersbach, Ph.D. Licensed Psychologist Interim Director

On staff since 2001

Education: Ph.D., Clinical Psychology, California School of Professional Psychology (2000)

Interests: Group and individual therapy, understanding emotions, anger management, grief, loss, and depression, sexual assault and abuse, relationship issues, ethnic and cultural identity, adult re-entry students.

Lana S. Burris, Ph.D. Licensed Psychologist Intern Coordinator

On staff since 1998

Education: Ph.D., Clinical Psychology, California School of Professional Psychology (1996)

Interests: Individual and group counseling, women's issues, depression, gay/lesbian/bisexual issues, shyness, dysfunctional family dynamics, and disaster crisis response.

Stephanie Chervinko, Ph.D. Licensed Psychologist

On staff since 2006

Education: Ph.D., Counseling Psychology, Michigan State University (2004)

Interests: Individual and group therapy. Eating disorders and body image issues, depression, anxiety, self-esteem, relationship issues, and sexual assault.

Renée López, Ph.D. Staff Psychologist

On staff since 2006

Education: Ph.D., Counseling Psychology, Teachers College Columbia University (2000)

Interests: Individual, couples and group counseling. Multicultural training and supervision, Bi- racial Identity, Single Mothers in college, peer counselor training, women's issues, and Chicano/Latino mental health.

Deborah Genito, L.C.S.W. Licensed Clinical Social Worker Wellness Coordinator

On staff since 2006

Education: M.S.W., Social Work, University of Connecticut (1978)

Interests: Individual, groups, family issues related to dysfunctional families, depression, assertiveness, self-esteem, stress management.

Paul Morones, L.C.S.W. Licensed Clinical Social Worker Associate Director

On staff since 1986

Education: M.S.W., Social Work, California State University-San Francisco (1973)

Interests: Individual and couple counseling, depression, conflict resolution, personal growth and self-esteem, grief/loss issues, romantic relationship issues, ethnic minority issues particularly with Latinos.

Aldrich M. Patterson, Jr., Ph.D. Licensed Psychologist

On staff since 1983

Education: Ph.D., Counseling Psychology, University of Maryland (1985)

Interests: Individuals, groups, couples, personal growth and development, anxiety, depression, relationships, human relations training, cross-cultural counseling, success skills, motivation and self-esteem.

Lisa Quinn, Ph.D. Licensed Psychologist

On staff since 1992

Education: Ph.D., Experimental Psychology, Brown University (1982) Retraining Certificate, Clinical Psychology, California School of Professional Psychology (1990)

Interests: Depression, anxiety, parenting, ethnic minority issues, childhood abuse issues, alcoholism, and sexual orientation.

Langley Snyder Office Manager

On staff since 2002

Patt Hunn Administrative Support Assistant

On staff since 2007

Mission Statement

The Counseling Center holds the fundamental belief that a student’s intellectual and personal development is inseparable, and that the University’s primary academic mission is most fully served through the development of the whole person. The Center strives to achieve this through the delivery of a variety of services intended to enhance personal and academic effectiveness, interpersonal growth, emotional support in crisis conditions, and promote a healthy campus environment. In addition, it is our belief that systemic social inequalities exists which impacts the growth, development and sense of worth and wellness of students. It is our belief that responsible action must take place which addresses and strives to eliminate forms of oppression which diminish wholeness and effectiveness (e.g., racism, sexism, heterosexism, ableism, classism and other biases).

Services Offered

We offer individual assessment sessions in which a counselor gains insight into your issues and then in collaboration with you makes a decision about the type of counseling that would best address those issues. Depending on the nature of your needs and the availability of resources, this could include group counseling, short-term individual counseling, short-term couples counseling, referral to a workshop or presentation on a specific topic, or referral to counseling services in the community.

Emergency Services We provide crisis assessment and intervention for people experiencing immediate concerns. During evenings weekends, holidays, and vacation breaks when the Counseling Center is not open, the Butte County Crisis Line is available 24 hours a day at 1-800-334-6622. IF THIS IS A LIFE THREATENING SITUATION OR ONE THAT COULD RESULT IN HARM TO YOURSELF OR SOMEONE ELSE, CALL 911.

The following are available emergency counseling services within the community:

University Police Department Yuba Hall Emergencies: 911 24 hours, 7 Days/Wk.

Crisis Line 592 Rio Lindo Avenue Chico, CA 95926 891-2810 1-800-334-6622 24 hours, 7 Days/Wk.

Rape Crisis Intervention 2889 Cohasset, Suite #2 Chico, CA 95926 342-7273 24 hours, 7 Days/Wk.

National Suicide Prevention Lifeline 1-800-273-TALK (1-888-628-9454 for Spanish-speaking callers) 24 hours, 7 Days/Wk.

Catalyst Women's Advocates, Inc. (Information and support for battered women, emergency short-term shelter) 895-8476 24 hours, 7 Days/Wk.

Butte County Dept of Behavioral Health 592 Rio Lindo Avenue Chico, CA 95926 Access: 891-2999 (8 a.m.-5 p.m., M-F)

Northern Valley Catholic Social Services 10 Independence Circle Chico, CA 95973 345-1600 M-F, 8 a.m. - 5 p.m. Planned Parenthood 556 Vallombrosa Chico, CA 95926 342-8367 M-F, 9 a.m.-5 p.m.

Individual Counseling

Short-term individual counseling is confidential and safe opportunity to talk with a therapist one- on-one about your concerns. Students seek individual counseling for a wide variety of issues that include, but are not limited to depression, anxiety, stress, interpersonal conflicts, eating disorders, substance abuse, identity development, sexual assault, and grief. Individual counseling sessions last approximately 50 minutes.

Couples Counseling

Couples counseling provides the opportunity to explore, understand, and work through relationship issues with a partner, significant other, roommate, or friend. Couples may be seen at the center as long as one partner is a CSU, Chico student.

Group Counseling

We offer a diverse variety of therapy and support groups to meet your needs. All of our groups are lead by experienced counselors Please click on the link below for a complete listing of our current group offerings. By participating in group counseling you may benefit from the mutual support and feedback you get from meeting with a small group of individuals who have similar concerns. Group counseling also provides the opportunity to practice new behaviors and assert yourself in ways that might not be possible in individual counseling. In fact, most research has shown group counseling to be equal to or more effective to individual treatment.

Consultations

We provide psychological consultations to students, staff, faculty, and parents on how to best handle situations with students who are having difficulty functioning within the university. Problems can range from interpersonal conflicts or disagreements to extremely serious concerns over suicide or potential violence.

Outreach/Workshops

Our staff provides guest lectures and workshops throughout the semester. If your class or organization would like to request a program or workshop please call the center. Our ability to honor outreach requests is contingent upon current demands for direct clinical service. We ask that requests for programs be made two weeks in advance. Make an Appointment

You need to come into the Psychological Counseling Center, Meriam Library, Room 141, and complete some forms prior to setting up your first appointment. This paperwork takes 10 - 15 minutes to complete and includes:

 an intake form containing demographic information and problems you have experienced within the last few weeks  an informed consent form which discusses your rights to services, what you may expect from counseling, confidentiality policies, and a brief description of the counselors  an audio/videotape recording consent form You are not required to be taped

After you have completed the paperwork, our staff at the front desk will schedule an appointment for you. Depending on the nature of the problem and on the time during the semester you are seeking services, you may be seen promptly or you may have to wait up to two weeks for an appointment with a counselor. If you are in immediate crisis, we will try to see you as soon as possible.

Eligibility for Services

The Psychological Counseling Center provides confidential services to students regularly enrolled at California State University, Chico. The cost of these services is covered by the university's general education fund. The services offered will depend on the needs and resources of the student balanced against the available resources of the center. Couples may be seen at the center as long as one partner is a CSU, Chico student.

Graduate students in Psychology please note: At your first appointment you should discuss the issue of dual role conflicts that could arise if you obtain counseling from the center and then later apply for a counseling internship here. We strongly advise that you consider other individual or group counseling options within the community if you might seek an internship here in the future.

What to Expect

During your first meeting, a counselor will explore your concerns, background information, and your goals for counseling. After discussing your problem with you, the counselor will help you decide which of our services will best meet your needs, or refer you to services in the community.

Often, the counselor will be able to assist you immediately, and further sessions will not be necessary. If the counselor decides to see you individually, you may be put on a waiting list until the counselor has an opening in his/her schedule. If you do receive individual counseling, your counselor will provide you a limited number of sessions. Your counselor will make every effort to assist you as much as possible in the tie he/she has available. However, because there are extreme demands on counseling resources, you may not receive the kind or amount of help that you would prefer or feel you need.

In counseling you can expect to be: - listened to - helped to communicate clearly - helped to put your current concerns in perspective - helped to develop goals and plans

Your counselor will expect you to: - be as honest and open as possible - be committed to working on your concerns - accept responsibility for your feelings and actions - keep your appointments.

You have the right to ask questions regarding your treatment and to discontinue treatment at any time, with appropriate notice to the office. Any appointment you miss, without 24 hour notice, is considered a "no show", which may result in counseling services being discontinued for the semester.

There may be risks involved in counseling, as well as risks involved in not receiving counseling for a problem. Resolution of a problem may result in uncomfortable feelings and/or significant life changes. Some students benefit from counseling, some benefit from alternative forms of treatment, and some benefit from a variety of methods. Alternatives may include self-help books and materials, 12-step programs, medication, hospitalization, or non-Western healing methods, (e.g., acupuncture, spiritual ceremonies). While the counselor can give you recommendations for treatment based on experience and training, the choice for treatment rests with you.

Client Confidentiality Policy

Your contact with the center is confidential, except in certain situations which are discussed below. We are not allowed to discuss your counseling, even the fact that you have sought counseling, with anyone outside this office--unless you give us written permission to do so. Information regarding your case will be contained in a confidential file which is kept in a locked cabinet. Only your counselor accesses all the information in this file, unless other counselors have a need to know (e.g., they need to see you on an emergency basis when your counselor is not available). Clerical staff only access the standardized forms that you sign upon seeking services.

There are exceptions to these rules of confidentiality, (e.g., in certain life and death emergencies, or by court order). If your counselor seriously believes that you intend to harm yourself or others, or suspects child abuse/neglect or dependent adult abuse/neglect on your part, the counselor is legally and ethically bound to report this to the appropriate people. Further, if you are a survivor of child abuse, and the abuser has current access to children, your counselor is legally and ethically bound to make a report if there is a reasonable suspicion of current child abuse.

With your permission, your session(s) may be audio or video taped. See "Audio/Videotape Recording Consent Form" for conditions and options regarding taping.

Self-Help Links

Addictions http://www.habitsmart.com/

Alcoholics Anonymous (Butte/Glenn Counties) http://www.aabutte-glenn.org/

Attention Deficit Disorder http://www.chadd.org

Bi-polar Disorder

http://www.dbsalliance.org

Borderline Personality Disorder http://www.bpdcentral.com

College Adjustment and Mental Health

http://www.campusblues.com

Depression

http://www.dbsalliance.org

Drug Free Resource http://www.drugfreeamerica.org

Eating Disorders http://www.something-fishy.org/

http://www.edap.org

http://www.anred.com

Families of Mentally Ill Information and Support http://www.nami.org/ Go Ask Alice-Advice Column from Columbia University http://www.columbia.edu/cu/healthwise/alice.html

Internet Mental Health http://www.mentalhealth.com

Mood Disorders

http://www.psycheducation.org http://www.emoryclinicaltrials.com/

Narcotics Anonymous (Northern California)

http://www916northna.org

Self-Help Magazine http://www.shpm.com/

Self-Help Resources http://ub-counseling.buffalo.edu/selfhelp.shtml

Study Skills Self Help http://www.ucc.vt.edu/stdysk/stdyhlp.html

TRAUMATIC EVENTS Coping with terrorism Managing Traumatic Stress When Bad Things Happen Helping Young Children Cope with Trauma Guide for Families Affected by Transportation Disasters Red Cross

Virtual Pamphlets http://counseling.uchicago.edu/vpc/

Tips for Faculty/Staff

Introduction Guidelines for Intervention The Anxious Student The Dependent, Passive Student The Depressed Student The Sexually Harassed Student The Sexually Assaulted Student The Student in Poor Contact with Reality The Suspicious Student The Substance Abusing Student The Suicidal Student The Verbally Aggressive Student The Violent Student Emergency Telephone List

INTRODUCTION

Most of the student population at CSU, Chico are not permanent residents of Butte or surrounding counties. This means that when the majority of our students first matriculate or return after a semester break they leave many of the support systems (e.g., family and friends) they may have used to cope with life’s changes and distressing events. Although many students quickly establish new and effective support systems in Chico, the difficulty that others have in doing this may seriously interfere with their personal and academic goals and performance.

As a faculty or staff member interacting daily with students, you are in an excellent position to recognize behavior changes that characterize an emotionally troubled student. You may observe that at certain times of the year, particularly during midterms, finals, and holidays, students experience increased anxiety. A student’s behavior, especially if it is inconsistent with your previous observations, could well constitute an attempt to draw attention to his/her plight…”a cry for help.”

This information was created to help you when these difficult occasions occur. It offers straightforward advice, techniques, and suggestions on how to cope with, intervene, and assist troubled and/or difficult students in or out of the classroom. The original version of this information was created in 1983 at Humboldt State University. Since that time, it has been adapted and amended by many campuses whose counseling center directors participate in the Organization of Counseling Center Directors in Higher Education (OCCDHE).

Signs of Distress · Bizarre, alarming, or dangerous behavior · Confusion · Depression, lack of energy · Disheveled appearance/change in personal hygiene · Excessive procrastination/poorly prepared work · Inability to concentrate · Increased irritability, aggressive or abrasive behavior · Indecisiveness · Missed classes/assignments · Mood swings · Nervousness · Persistent worrying · Restlessness · Social isolation · Withdrawal, fearfulness How concerned you are when you observe one or more of these signs depends on such things as how severe the behavior is or how this is a change from previous observations of the student. Several of these signs may be more worrisome than just one of these indicators. You are not expected to be an expert here. But seeing such signs may indicate the student is in distress.

GUIDELINES FOR INTERVENTION

Openly acknowledging to students that you are aware of their distress, that you are sincerely concerned about their welfare, and that you are willing to help them explore their alternatives, can have a profound effect. We encourage you, whenever possible, to speak directly and honestly to a student when you sense that she/he is in academic and/or personal distress.

1. Request to see the student in private if you feel comfortable/safe doing so. This may help minimize the embarrassment and defensiveness. 2. Briefly acknowledge your observations and perceptions of the situation and express your concerns directly and honestly. 3. Listen carefully to what is troubling the student and try to see the issues from her/his point of view without necessarily agreeing or disagreeing. 4. Attempt to identify the student’s problem or concern, as well as your own concerns or uneasiness. You can help by exploring alternatives to deal with the problem. 5. Comment directly on what you have observed without interpreting or judging. Strange and inappropriate behavior should not be ignored. 6. Involve yourself only as far as you want to go. At times, in an attempt to reach or help a troubled student, you may become more involved than time or skill permits. Extending oneself to others always involves some risk—but it can be a gratifying experience when kept within realistic limits.

Consultation

If you are unsure how to respond to a specific student, we encourage you to consult with one of the professional staff at the Counseling Center. Call us at 898-6345, inform the receptionist who you are (faculty, staff, administrator) and ask to speak with one of the counselors. A brief consultation may help you sort out the relevant issues, explore alternative approaches, and suggest new ways to cope with the anxiety or stress the student may be experiencing.

Overall, when dealing with most students in crisis situations, conveying your concern and willingness to help in any way you can (including referral to counseling) is probably the most important thing you can do. Your support, encouragement, and reassurance will be particularly valuable to a student in crisis.

Making a Referral

When you have determined that a referral to the Psychological Counseling Center is appropriate, you can be most helpful by clearly and concisely telling the student why you think counseling would be helpful. Don’t force the issue if the student takes a defensive posture—simply restate your concerns and recommendations. You might also tell the student a few facts about our services. For instance, all services are free to regularly enrolled students, and professional counselors and psychologists provide counseling Monday through Friday from 8 a.m. to 5 p.m. All discussions are confidential except when the student presents a danger to self, others, or when certain kinds of abuse is involved.

Early intervention is preferable to crisis intervention. To ensure prompt attention, it is best to call 898-6345 in advance and let us know the student will be coming in. Having the student make the initial contact increases her/his responsibility and commitment to come for counseling; however, there may be times, especially if the student is in crisis, when it is advantageous for you to call ahead and let us know the situation and that you are expecting the student to come to our office and/or accompany the student to our office. We will schedule the student with one of our professional staff as quickly as possible. Please do not ask for a specific counselor, as we have a rotating on-duty crisis counselor available.

In some situations, it may be imperative to request the student be seen as soon as possible. If a student’s situation is urgent, she/he will probably have concerns involving:

· Suicide · Fear of losing control and possibly harming/hurting someone · Sexual assault · Physical assault or witness to an assault or accident · Fear for her/his life or for the life of someone they know · Abuse · Recent death of a friend or family member · Some other traumatic event

Call or have the student call the Counseling Center at 898-6345. Inform the receptionist who you are (student, faculty, staff, administrator). Identify the need for an urgent assessment.

When to call University Police 911

· When you believe that you or another person is in immediate danger. · When you believe that the student is about to harm her/himself. · When you believe that the student is out of control and disruptive.

BASIC GUIDELINES FOR VARIOUS TYPES OF PROBLEMS There are many ways that a student can be experiencing psychological distress. Students with different conditions respond better to different kinds of treatment. The following gives some guidelines on how to deal with various types of students.

THE ANXIOUS STUDENT Anxiety is a normal response to a perceived danger or threat to one’s well being. These students are highly anxious about the unknown and may perceive danger is everywhere. Uncertainty about expectations and interpersonal conflicts are primary causes of anxiety. High and unreasonable self-expectations increase anxiety also. A panic attack is an overwhelming sense of dread and fear and is the extreme result of feeling anxious. Regardless of the cause, symptoms may include rapid heart palpitations, chest pain or discomfort, dizziness, sweating, trembling or shaking, or cold, clammy hands. The student may also complain of difficulty concentrating, always being “on the edge”, having difficulty making decisions, or being too fearful to take action. In more rare cases, a student may experience a panic attack in which the physical symptoms occur spontaneously and intensely in such a way that the student may fear she/he is dying. The following guidelines remain appropriate in most cases.

· Let the student discuss his/her feelings and thoughts. Often this alone relieves a great deal of pressure. · Provide reassurance. · Be clear and explicit about what you are willing to do. It may be helpful to have the student repeat what you have said to ensure that he/she understands. · Provide a safe and quiet environment until the symptoms subside. · Remain calm.

DON’T:

· Minimize the perceived threat to which the student is reacting. · Overwhelm the student with information or ideas to “fix” his/her condition. · Take responsibility for the student’s emotional state.

THE DEPENDENT, PASSIVE STUDENT

Typically, even the utmost time and energy given to these students is not enough. They often seek to control your time and unconsciously believe the amount of time received is a reflection of their worth. You may find yourself increasingly drained and feeling responsible for this student in a way that is beyond your normal involvement.

· Let them make their own decisions. · Set firm and clear limits on your personal time and involvement. · Offer referrals to other resources on- and off-campus.

DON’T: · Get trapped into giving advice. · Let them use you as their only source of support. · Avoid the student as an alternative to setting and enforcing limits.

THE DEPRESSED STUDENT

Depression, and the variety of ways it manifests itself, is part of a natural emotional and physical response to life’s ups and downs. With the busy and demanding life of a college student, it is safe to assume that most students will experience periods of reactive depression in their college careers. It is when the symptoms become so extreme, or are so enduring, that they begin to interfere with the student’s ability to function in school, work, or social environments, that the student will come to your attention and be in need of assistance.

Typically, a depressed student may feel guilty or angry at her/himself, have trouble concentrating or remembering, lose interest in schoolwork or usual activities, or feel worthless or inadequate. Physical symptoms include changes in appetite (usually a loss of appetite), difficulty sleeping (usually trouble falling asleep or early morning wakening), and low energy level.

· Let the student know you’ve noticed that she/he appears to be feeling down and you would like to help. · Reach out and encourage the student to express how she/he is feeling · Tell the student of your concerns · Offer options to further investigate and manage the symptoms of the depression, including counseling if it seems appropriate

DON’T

· Minimize the student’s feelings, e.g., “Don’t worry,” “Crying won’t help,” or “Everything will be better tomorrow.” · Be afraid to ask whether the student is suicidal if you think she/he may be. (Refer to section on The Suicidal Student.)

THE SEXUALLY HARASSED STUDENT

Sexual harassment involves unwelcome and unwanted sexual attention and/or advances, requests for sexual favors, and other inappropriate verbal or physical conduct. It is usually found in the context of a relationship of unequal power, rank or status. It does not matter that the person’s intention was not to harass. It is the effect it has that counts. As long as the conduct interferes with a student’s academic performance, or creates an intimidating, hostile or offensive learning environment, it is considered sexual harassment. Sexual harassment usually is not an isolated one-time only case but repeated pattern of behavior that may include:

· Comments about one’s body or clothing · Questions about one’s sexual behavior · Demeaning references to one’s gender · Sexually oriented jokes · Conversations filled with innuendoes and double meanings · Displaying of sexually suggestive pictures or objects · Repeated non-reciprocated demands for dates or sex

Sexual harassment of students is covered by the California Education Code, section 89535. Common reactions by students who have been harassed is to doubt their perceptions, wonder if it was a joke, or wonder if, in some way, they have brought it on themselves. A student may begin to participate less in the classroom, drop or avoid classes, or even change majors.

· Separate your personal biases from your professional role. · Listen carefully to the student, and assure the student you understand. · Encourage the student to keep a log or find a witness. · If the student is confused about what she/he wants to do, help the student seek informal and confidential advice through the Counseling Center, · If the student wants to informally report the concern through channels, suggest the department chair or supervisor (if it is a student employee situation). · Inform the student that formal complaints against another student can begin in the Student Judicial Affairs Office (898-6897); complaints against a staff or faculty member can begin in the Vice Provost for Human Resources Office (898-5029).

DON’T:

· Ignore the situation: Taking no action reinforces the student’s already shaky perception that she/he has been wronged. Ignoring the issue can also have legal implications. · Overreact. (Just listen, support, and guide the student to appropriate channels.)

THE SEXUALLY ASSAULTED STUDENT

Sexual assault is any intentional knowing touching or fondling by the accused, either directly or through the clothing, or the victim’s genitals, breasts, thighs, or buttocks without the victim’s consent. It can include, but is not limited to acts or attempted acts of rape, forced sodomy, forced oral copulation, rape by a foreign object, sexual battery or acquaintance rape. Rape by an acquaintance accounts for 60% of all rapes and can be psychologically more damaging than stranger rape.

Individuals who have been sexually assaulted suffer a significant degree of physical and emotional trauma during a rape, immediately after a rape, and over a considerable time period after a rape. Rape Trauma Syndrome helps describe common reactions to the experience of being raped; however, it is important to remember that each individual may response in their own unique way. During the acute phase, which can last for as few as two days following a rape to as long as several months after a rape, the student may express a variety of emotions including, shock, disbelief, helplessness, shame, anger, depression. Others may appear to be very controlled with their emotions; seeming almost numb. During the second phase, outward adjustment, the student may appear as if she is adjusting to being raped and dealing with it; however, she may be trying to forget about the rape to the best of her ability.

DO:  Provide empathy, support and understanding – correct self blame.  provide resources so they can talk to someone about what happened (e.g., Counseling Center 898-6345, MLIB 141 or Rape Crisis (891-1331).  Let them know how to report this if they choose to (e.g. campus police or Chico PD).  See UPD sexual assault web page for more information on what is involved in reporting) (e.g. getting medical attention and evidence collecting, protective orders, etc.)

DON’T:  Minimize the impact of the event, especially in the case of an acquaintance rape  Suggest in some way that brought this event upon themselves (e.g. ask them if they were drinking, what they were wearing, etc.)

THE STUDENT IN POOR CONTACT WITH REALITY

This student has difficulty distinguishing fantasy from reality, the dream from the waking state. Their thinking is typically illogical, confused, or irrational; their emotional responses may be incongruent or inappropriate; and their behavior may be bizarre and disturbing. They may experience hallucinations, often auditory, and may report hearing voices. Generally, these students are not dangerous and are very frightened and overwhelmed. If you cannot make sense of their conversation, they may be in trouble.

· Respond with warmth and kindness, but with firm reasoning. · Remove extra stimulation from the environment and see them in a quiet atmosphere (if you are comfortable doing so). · Acknowledge your concerns and state that you can see they need help. · Acknowledge their feelings or fears without supporting the misperceptions, e.g., “I understand you think they are trying to hurt you and I know how real it seems to you, but I don’t hear the voices (see the devil, etc.).” · Reveal your difficulty in understanding them, e.g., “I’m sorry but I don’t understand. Could you repeat that or say it in a different way?” · Focus on the “here and now.” Switch topics and divert the focus from the irrational to the rational or the real. · Speak to their healthy side, which they have. It’s OK to joke, laugh, or smile when appropriate. · Seek help from the Counseling Center or University Police

DON’T:

· Argue or try to convince them of the irrationality of their thinking, which may lead them to defend their position or false perceptions more ardently. · Play along, e.g., “Oh year, I hear the voices (or see the devil).” · Encourage further revelations of craziness. · Expect customary emotional responses.

THE SUSPICIOUS STUDENT

Usually these students complain about something other than their psychological difficulties. They are tense, cautious, mistrustful, isolated, and have few friends. They tend to interpret minor oversights as significant personal rejection, and often overreact to insignificant occurrences. They see themselves as the focal point of everyone’s behavior and everything that happens has special meaning to them. They are overly concerned with fairness and being treated equally. Feelings of worthlessness and inadequacy underlie most of their behavior, even though they may seem capable and bright. This type of student is often mistrusting of psychological counseling and reticent to engage in it. But you may wish to call and consult with us on how to proceed.

· Express compassion/concern without intimate friendship. Remember, suspicious students have trouble with closeness and warmth. · Be firm, steady, punctual, and consistent. · Be specific and clear regarding the standards of behavior you expect. · Be aware that humor may be interpreted as rejection.

DON’T:

· Assure the student that you are her/his friend. · Be overly warm and nurturing. · Flatter or participate in their games; you don’t know the rules. · Be cute or humorous. · Challenge or agree with any mistaken or illogical beliefs. · Be ambiguous.

THE SUBSTANCE ABUSING STUDENT

Given the stresses of university life, students are especially susceptible to drug and/or alcohol abuse. A variety of substances are available that provide escape from pressing demands. These drugs soon create their own set of problems in the form of addiction, accident proneness, and poor health. The most abused substance –so commonplace we often forget that it is a drug—is alcohol. Alcohol and other drug-related accidents remain the greatest single cause of preventable death among college students.

The effects of alcohol and drugs on the user are well known to most of us. Student substance abuse is most often identified by faculty when irresponsible, unpredictable behavior affects the learning situation (i.e., drunk and disorderly in class), or when a combination of the health and social impairments associated with alcohol and/or drug abuse sabotages student performance. Because of the denial that exists in most substance abusers, it is important to express your concern about the student not in terms of suspicions about alcohol and other drugs but in terms of specific changes in behavior or performance.

· Be on the alert for signs of drug abuse: preoccupation with drugs, inability to participate in class activities, deteriorating performance in class, periods of memory loss/blackouts. · Confront the student with her/his behavior that is of concern. · Address the substance abuse issue if the student is open and willing. · Offer support and concern for the student’s overall well being. · Encourage the student to seek help. · Maintain contact with the student after a referral is made.

DON’T:

· Convey judgment or criticism about the student’s substance abuse. · Ignore the problem. · Make allowances for the student’s irresponsible behavior. · Ignore signs of intoxication.

THE SUICIDAL STUDENT

Suicide is the second leading cause of death among college students. It is important to view all suicidal comments as serious and make appropriate referrals. The suicidal person is intensely ambivalent about killing himself/herself and typically responds to help. High risk indicators include: feelings of hopelessness and futility; a severe loss or threat of loss; a detailed suicide plan; a history of previous attempts; history of alcohol or drug abuse; feelings of alienation and isolation; preoccupation with death.

· Take the student seriously—80% of suicides give warning of their intent. · Acknowledge that a threat of or attempt at suicide is a plea for help. · Be available to listen, to talk, to be concerned, but refer the student to the Psychological Counseling Center (898-6345, MLIB 141) or a community hotline (891-2810) for additional help. Attempt to make sure the student actually gets some help. · Take care of yourself. Suicide intervention is demanding and draining work.

DON’T:

· Minimize the situation or depth of feeling. · Be afraid to ask the person if they are so depressed or sad that they want to hurt themselves (e.g., “You seem so upset and discouraged that I’m wondering if you are considering suicide.”) · Ignore your limitations.

THE VERBALLY AGGRESSIVE STUDENT

Students may become verbally abusive when confronted with frustrating situations that they perceive as beyond their control. They can displace anger and frustration from those situations onto the nearest target. Explosive outbursts or ongoing belligerent, hostile behavior become this student’s way of gaining power and control in an otherwise out-of-control experience. It is important to remember that the student is generally not angry with you personally, but is angry at his/her world and you are the handy target of pent-up frustrations.

· Acknowledge the student’s anger and frustration, e.g., “I hear how angry you are.” · Rephrase what the student is saying and identify his/her emotion, e.g., “I can see how upset you are because you feel your rights are being violated and nobody will listen.” · Reduce stimulation; invite the student to your office or other quiet place, if this is comfortable for you. But don’t if you do not feel safe in doing so. · Allow the student to tell you what is upsetting her/him. · Tell the student you are not willing to accept their verbally abusive behavior, e.g., “When you yell and scream at me that way, I find it hard (impossible) to listen.” · Tell them they are violating your personal space and to please move back (if they are getting physically too close), e.g., “Please stand back; you’re too close.” · Help the student problem solve and deal with the real issues when she/he becomes calmer, e.g., “I’m sorry you are so upset; I’d like to help if I can.” · Be honest and genuine, do not placate aggression.

DON’T

· Get into an argument or shouting match. · Become hostile or punitive yourself, e.g., “You can’t talk to me that way!” · Press for explanations or reasons for their behavior. · Ignore the situation · Touch the student, as this may be perceived as aggression or otherwise unwanted attention. · Give away your own rights as a person. THE VIOLENT STUDENT

Violence related to emotional distress is very rare and typically occurs only when the student is completely frustrated, feels powerless, and is unable to exert sufficient self-control. The adage, “An ounce of prevention is worth a pound of cure,” best applies here. This behavior is often associated with the use of alcohol and other drugs.

· Prevent total frustration and helplessness by quickly and calmly acknowledging the intensity of the situation, e.g., “I can see you’re really upset and may be tempted to lash out.” · Explain clearly and directly what behaviors are acceptable, e.g., “You certainly have the right to be angry, but breaking things is not OK.” · Get necessary help (other staff, University Police, Psychological Counseling, etc.) · Stay safe: have easy access to a door; keep furniture between you and the student. Do not see the person alone if you fear for your safety.

DON’T:

· Ignore warning signs that the person is about to explode, e.g., yelling, screaming, clenched fists, threats. · Threaten, dare, taunt, or corner student. · Touch the student.

EMERGENCY TELEPHONE NUMBERS

Psychological Counseling 898-6345 8:00 AM – 5:00 PM, Monday – Friday

Student Health Center 898-5241

University Police 898-5555

Crisis Line – Butte County 891-2810 24 hours/7 days

Rape Crisis Intervention 342-7273 24 hours/7 days

National Suicide Prevention Lifeline 1-800-273-TALK (1-888-628-9454 for Spanish-speaking callers) 24 hours, 7 Days/Wk. National Crisis Hotline 1-800-SUICIDE (784-2433) 24 hours/7 days

Catalyst Women’s Advocates 895-8476 (Information and support for battered women, emergency short-term shelter) 24 hours/7 days

Butte County Dept. of Behavioral Health 891-2999 8:00 AM – 5:00 PM, Monday – Friday

Planned Parenthood 342-8367

Chico Veterans Center 899-8549

Tips for Parents

We offer free counseling services to regularly enrolled students. Both individual and group formats are used to improve interpersonal skills, self-awareness, problem solving ability, and spiritual/emotional integration. If your son or daughter is struggling with a personal problem, please encourage them to visit our center (see “Make an Appointment” for more information.)

Internship

Internship Program Highlights Pre-Masters Program Post-Masters Level Program Past Intern Testimonies For More Information

Internship Program Highlights

 Extensive individual and group supervision by experienced clinical social workers and psychologists.

 A staff rich in diversity (ethnic background, sexual orientation, clinical interest areas).

 State of the art technology including digital recording of sessions and electronic scheduling and documentation system.

 Counseling experience with a diverse population of students having a broad range of presenting issues.

 Stipends and hours required towards licensure.  Weekly diversity training to increase multicultural competence.

 Opportunities to co-lead skill building and process groups with counselors.

 Opportunities to gain familiarity with local agencies and emergency services via pre- arranged tours and introductions.

 Participation in special projects and community liaison experience for social work trainees.

 Preparation for the transition to post-internship employment.

Pre-Masters Program

Our pre-masters program is open to MFT and social work trainees. MFT trainees typically work 15 hours per week during Fall semester and 20 hours per week during the Spring semester. Social work trainees usually work 24 hours each semester as required by their program.

A typical weekly schedule would include 2 hours of group co-leading, several hours devoted to individual/couples counseling, 4 hours of supervision (individual, group supervision, diversity training), 1 hour for staff meeting, and time to do case note documentation. Social work interns also typically devote 5 hours per week to various social work projects and act as a community liaison for our agency.

Post-Master’s Level Program

Students who already have their masters degree may be eligible for an advanced internship. MFT interns usually work 19 hours per week each semester. MSW interns typically work 20 hours per week each semester. These hours usually include 2 hours of group co-leading, 3 hours of supervision, 1 hour of staff meeting, 3 hours for documentation, and the remaining hours for individual/couples counseling.

Past Intern Testimonies

“My experience with the CSUC Counseling Center was that it was the best of five internship placements I held in this area, and I believe, still ranks up there as the best training available for therapist trainees. There are several reasons for this. The first is that the quality and quantity of supervision is simply unrivaled by any other internship site.” Karen Gage, MFT, Ph.D.

“I was encouraged to experiment with my style and interventions and given the room to try new things. Each staff member offers a different area of expertise offering a rich array of knowledge. Experiential learning is advanced through using the one-way mirror, viewing client tapes, case presentations and seminars. This traineeship was an excellent way to begin my work during graduate school.” Lisa Hancock, MFTI “The counseling center provides a wonderful context for professional and personal learning and growth. The staff is thoroughly professional, yet casual and warm, making it a comfortable and fun place. Supervision is excellent—accessible, knowledgeable, encouraging, supportive and safe for taking the risks required for professional growth. The issues students presented were much more diverse and complex than I expected.” Annie Bernkrant, MSW

For More Information

Lana Burris, Ph.D. Intern Coordinator (530) 898-6345 [email protected]