a. Acknowledging the ongoing need for licensed clinicians to meet the needs of students with mental illness, psychological impairment, and/or need for confidential and expert support when facing difficult circumstances.
b. Explicitly challenging the conventional assumption that mental health services are primarily to be addressed with each individual struggling student via formal counseling services, asserting a socio-ecological understanding of student struggle that requires community-level interventions and participation from campus community.
i.Primarily campus life and academic support partners ii.Integrated with opportunities to support student leadership development and vocational development
c. Explicitly challenging increasing narratives that limit the discussion of student struggles to medical and/or health frameworks that require licensed providers as the primary agents of help
i. emphasizing the diversity in the campus community as playing a role in informing and defining how struggle is experienced, understood, and addressed.
ii. allowing academic inquiry, across disciplines, and various student development professionals identify how their campus functions interact routinely with issues narrated as mental health issues.
d. Articulating the roles of the counseling center beyond therapists providing services in the offices and delivering Level I and Level 2 Outreach (Marketing and Informing community on conditions that warrant referral to the counseling center)
i. To Include a key programming role to key constituents
ii. To include a training role for campus partners to participate in community level interventions
iii. To include a consultant role for campus partners (including student organizations and leaders) identifying the roles they play in student development, with attention to common underlying variables contributing to student distress and impairment.
iv.To include development (or acquisition) of materials to be used by campus partners in their community-level intervention efforts.