A Resilient Community: Do students
use the skills they learn in drop-in
psycho-educational workshops?
Chiaothong Yong, PsyD
Harry Warner, MA, LPCC-SAUCCCO Conference. June 2018.
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AGENDA
• Workshop programs at OSU
• A survey on the effectiveness of workshops
• Survey results
• Implications
• Future directions
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Psychoeducational workshops
• The art of allowing: Letting go of perfectionism
• Building mastery: Skills for a drama free life
• Mindful skills for stress management
• Beating anxiety
• Psychiatry
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Workshops at OSU
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Experiential workshops
• Art space: Creativity for the body, mind, and soul
• Dance it off: Mindfulness For The Body
• Yoga for wellness
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Workshops at OSU
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2017-2018
4386
2835
2065
3570
3682
3272
349
927 1422 109
Tables
Campus Events
External WS
Presence
CCS Overview
Internal WS
Consultation
Panels
Crisis/Debriefing
Interviews
Participants distributed across type of program
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Internal Workshops 16-17 to 17-18
Year 16-17 17-18
# of Workshops 217 178
# of Participants 3230 3273
Avg Participants 14.88 18.39
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Workshop Averages 13-14 to 17-18
3.01
11.26
18.38
0
5
10
15
20
25
Average number of participants
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
22.59
14.88
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Internal Workshops Breakdown FallFALL 2017 Sessions Avg # of
Participants
Total
Participants
Beating Anxiety 15 41.2 618
Mindfulness Stress mgt 11 12.27 135
Dance it Off 16 9.94 159
Building Mastery 12 15.17 182
Yoga for Wellness 5 11.2 56
Art Space 9 24.33 193
Perfectionism 14 17.14 240
Psychiatry Workshop 5 33.8 169
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Internal Workshops Breakdown FallSPRING 2018 Sessions Avg # of
Participants
Total
Participants
Beating Anxiety 15 25.47 382
Mindfulness Stress mgt 13 10.92 142
Dance it Off 15 9.67 145
Building Mastery 15 15.6 234
Yoga for Wellness 5 11.4 57
Art Space 12 15.33 184
Perfectionism 15 21.4 321
Psychiatry Workshop 4 14 56
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Basic infrastructure and logistics
• Workshops every weekday
• Staffing considerations
• Marketing
• Social justice considerations
• Find your carrots
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• Waitlisted students
• Disposition
• Experience for trainees
• Demonstration of services
• Funnel Requests
• Collaboration Opportunities
• Provides Infrastructure
• Not just for numbers
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What are the comprehensive benefits of
providing workshops??
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Now that you have your workshop program….
How do we know it’s effective?
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Research Questions
1. Do students use the skills we teach them?
2. What skills are they using?
3. Who is coming to our workshops?
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Survey methods
• Pre- and post-workshop survey
• Online data collection via GoLink
• Qualitative and quantitative questions
• Incentivized for participation
• $ on to student’s BuckID (lucky draw)
• Facilitated by the Center for the Study of
Student Life
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Participants
• Pre-workshop
• n = 457 (377 after missing items)
• Post-workshop (2 weeks later)
• n = 121
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Demographics
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Demographics
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Demographics
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Pre-Workshops
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Pre-Workshops
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Pre-Workshops
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Post-Workshops
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What are the skills that students learned?
• Arts
• Physical
• Interpersonal
• Gratitude
• Mindfulness
• Cognitive
Post-Workshops – Qualitative Data
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• Coloring
• Doodling
• Making art
• Drawing
• Painting
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Arts
• Create a zentangle
• Crafting
• Crocheting
• Finger painting
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• Breathing
• Deep breathing
• Exercising
• Yoga
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Physical
• Dancing
• Eating 3 meals a day
• Getting a good night
sleep
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• Confrontation
• Being a better active
listener
• DEAR MAN exercise
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Interpersonal
• Talking about the stress
• Talking to a friend
• Stop worrying about what
other people think about
me
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• Cycle of negative behavior changes
• Changing attitude at work
• Taking a step back to have a moment to myself
and to evaluate all of my alternatives
• Using a schedule for time management
• Think about the stressor before quickly reacting
so I would only do actions that benefited me and
not look for easy temporary solutions that would
hurt me in the long run
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Cognitive
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• Trying to not think about myself as a result of my
actions (i.e., I’m a terrible business student”)
• Setting achievable goals
• Stopping to think about my overthinking and how
I’m blowing it out of proportion
• Taking a step back and think about the situation
from another perspective to help me cope
• Not thinking in black and white as much
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Cognitive
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• Focusing
• Focus on the present
• Meditation
• Keep an open mind
with no self-judgment
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Mindfulness
• Mindfulness exercise
• Full body scan
• Openness
• Sitting in the quiet and
listening to all the
sounds around me to
relax
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Gratitude
• Find something I did good
• Self-forgiveness
• Self-compassion (e.g., knowing that not
everything I do has to be exact and perfect)
• Not judging self
• Learning to accept life for what it is (i.e., being
more chill about the situation)
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• Presenters played a huge role:
• Engaging, fun, approachable, entertaining,
knowledgeable, use of examples,
examples were relatable
• Experiential:
• Hands-on workshops
• Content:
• Good visual presentation, practical
takeaways, informational
What did they like?
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• More depth/breadth about the skills
• More information (e.g., cause) about the
issues (e.g., perfectionism, anxiety)
• Temporary “solutions”
What else did they want from us?
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• Encouraging results:
• Students retained and used skills learned
from workshops
• Workshop topics
• Link top UCC presenting concerns to
workshops
• Increase minority students in attending
workshops
Outcome Implications
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• Do the skills students learn help them?
• Do workshops help meet clinical demand?
• How do workshops compare to short-term
skills based therapy or wellness coaching?
• Link pre/post respondents.
• Compare by demographic groups.
Future Questions / Directions
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