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A review of literature from the past 30 years establishes psychological distress as both a longstanding and current issue affecting university students worldwide. Poorer academic outcomes and problematic health behaviours are linked to students’ distress, and these wider implications also highlight the need for appropriate policies and services to support students during what is clearly a challenging time. Further review identified various socio-demographic, situational and academic factors as potential bases of students’ distress. Undoubtedly, the demands of the university lifestyle are inherently stressful; yet experiencing these as distressing is not inevitable. Rather, a review of links between university students’ psychological attributes and psychological distress indicates such attributes might be ideal points of intervention to ensure students are best equipped to manage the stressors of university, and greater attention in this area is recommended.

Mental health screening as a part of collegiate athletic preparticipation evaluations is becoming increasingly common, but effective and efficient screening depends on a screening tool that can accurately identify mental health symptoms and the need for mental health intervention. Case-control study. Archival clinical records review. Two cohorts of incoming National Collegiate Athletics Association Division I collegiate athletes (N = 353). Athletes completed the Counseling Center Assessment of Psychological Symptoms (CCAPS) Screen as a part of their preparticipation evaluation. These data were then matched with basic demographic data and mental health treatment history from clinical records, and the utility of the CCAPS Screen in determining a future or ongoing need for mental health services was analyzed. Score differences for each of the 8 CCAPS Screen scales (Depression, Generalized Anxiety, Social Anxiety, Academic Distress, Eating Concerns, Frustration, Family Distress, and Alcohol Use) were found based on several demographic variables. Logistic regression analysis demonstrated that female sex, team sport participation, and the Generalized Anxiety scale score predicted future participation in mental health treatment. Decision tree testing of the CCAPS scales showed low utility in classifying those who received mental health treatment versus those who did not. The CCAPS Screen did not appear to differentiate well between those who eventually received mental health services and those who did not. This should not be taken to mean that mental health screening is not useful but rather that a 1-time, state-based screening is not sufficient for athletes who experience intermittent but recurring stressors in a dynamic environment. A proposed model for improving the current standard of practice for mental health screening is provided as a focus of future research.

This study examined college counseling experiences and academic outcomes. About 10% of college students seek counseling for mental health needs, and many would be unable to persist without support. Building on previous research, the research found that participating in counseling was beneficial to academic success. Students who visited the counseling center and then remained in counseling as recommended were more likely to experience GPA increases and graduate than were their peers who either did not complete further counseling after their first visit or were referred off campus. Attending a greater number of sessions appeared to have greater benefits. Implications for professionals across campus are discussed. This study contributes to the ongoing investigation of college counseling outcomes on academic success. The findings add empirical evidence from actual client records to an extant literature that has focused primarily on student self-reports and counseling staff perceptions.

College counseling centers are assumed to play a vital role in addressing students’ mental health needs during the COVID-19 pandemic. The aim of this study was to characterize the extent to which NYC metropolitan area school websites communicated to students their updated mental health service offerings, psychoeducational information related to COVID-19, and community-based resources after the abrupt end to on-campus services during the Spring semester. A total of 138 websites were analyzed. Overall, only half of the surveyed web pages provided information about remote counseling, and just under two thirds of schools (57.97%) had directions for students experiencing a mental health emergency. As predicted, enrollment size was associated with whether psychoeducation about mental health and COVID-19 and information about remote counseling were available on a school’s website. In both cases, medium-sized schools were the most likely to have these resources available on their websites as compared to small and large-sized schools. College counseling center web pages should include robust and current information that targets schools’ diverse student bodies.

Self-cognition and self-acceptance are essential for mental health development and emotion in college students. The study investigated the efficacy of group drawing therapy in improving Chinese college students' positive self-cognition and self-acceptance. It is worth noting that Chinese college students in a collectivist culture have systematic and fluid conceptualizations of the self, such as \"self in relation to others\" and \"self in background.\" In this study, the intervention group participated in group drawing therapy, and the control group did not participate in any mental health care. Our results demonstrated promising effects in improving the level of self-cognition and self-acceptance among college students. Group drawing therapy was beneficial to the growth-oriented development of college students. Additionally, it may provide an innovative direction for student development professionals and help mental health educators promote self-growth in psychologically disturbed college students.

An increasing number of individuals with Autism Spectrum Disorder (ASD) are enrolling in post-secondary education. Though many students may use services provided by university and college counseling centers (UCCCs), little is known about the landscape of care for students with ASD in this setting. UCCC directors ( n  = 79) completed an online survey to assess current utilization, clinician experience with ASD, and campus collaborations. While the majority of directors (69.7%) reported an increase in students with ASD requesting mental health services at their centers, the survey identified a discrepancy between their intention to improve services and current reported levels of expertise, training, and resources. Directors identified barriers to improving UCCC services to students with ASD, providing direction for future improvement.

This article examines the strategies and forms of expertise on language and communication mobilized to engineer commodifiable migrant workers. Drawing on an ethnographic account of counselling practices in a state-run Italian job guidance centre for newly arrived migrants, I examine the calculations, tactics, and forms of expertise on language and communication mobilised by job counsellors. Here, I illustrate how these tactics regulate, or “police”, migrants’ communicational conduct and promote their socialisation into a desirable professional self that can be commodified on the Italian job market. In doing so, I demonstrate that the state’s investment in the policing of migrants and the commodifiability of their labour is an investment in a larger project of societal consent for both the arriving migrants and for the forms of precarity they are believed to embody in Italy. At the same time, I argue this state agenda should not make us blind to the fact that the individuals and actors, including professional counsellors, working in these job guidance centres seem ready to invest a great deal into these spaces in the interest of pursuing another, more emancipated agenda. Indeed, in my paper I aim to demonstrate that job guidance centres are also spaces of hope where people work to support migrants who are preparing themselves for a viable future and attempting to create the practical framework for their life projects.

Tenille Gaines is the associate director for counseling in Michigan State University’s Counseling and Psychiatric Services department. She will receive the Harriet Copher Haynes Diversity Leadership Mentoring Award. The award honors “talented mental health professionals of diverse identities who aspire to become counseling center directors.”

We examine the role of counselors and other practitioners in delivering career interventions using Information and Communication Technology (ICT). Current benefits and limitations of ICT use provide the basis for recommendations. Potential benefits of increased ICT engagement include cost-effectiveness and improved access to resources and support. Potential limitations include poor assessment and information quality, limited practitioner support when needed, problems with distance intervention and social media, confidentiality of client records, inequality of access, inadequate competencies, and poor implementation. Specific practitioner roles are identified, and those related to social media are elaborated. Implications for theory, research, training, and policy are provided.