Walk-In Triage Systems in University Counseling Centers

To meet the complex mental health needs of students, some university counseling centers (UCCs) have implemented walk-in triage intake systems, which have not yet been empirically investigated. This study compared client and clinician differences (N = 5564) between a traditional scheduled intake system (Year 1) and a walk-in triage system (Year 2) at a large, southeastern UCC. Results showed a significant increase in clients’ attendance rates and clinicians’ caseloads, a significant decrease in no-show rates, and no change in students’ symptom severity at intake between Years 1 and 2. Clinicians’ number of scheduled appointments were unchanged, indicating that clinicians were already at maximum capacity for appointments in Year 1. Results are discussed in terms of the benefits and challenges that walk-in triage systems present to students, universities, and UCCs.     

Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision

The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings.     

The funding of university research: A comparative study of the United Kingdom and Canada

This paper extends previous work concerning the allocation of resources through the mechanism of peer-adjudicated grants in the Science Research Council to the National Science and Engineering Research Council of Canada. The aim of this research has been to draw comparisons between the flows of these research resources from the research councils to the universities in the United Kingdom and Canada over the period 1964 to 1974 inclusive. The paper analyses the data using two indicators; one which measures concentration of resources and another which measures the median level of support for a given field. The principal results suggest for both countries that the concentration of resources is not a function of their availability; that the concentration of resources has tended not to vary over time; and that concentration has increased with the level of institutional aggregation. The main differences between countries are that the Science Research Council tended to have the higher level of concentration at the level of the scientist but that the National Science and Engineering Research Council had higher levels of concentration at the department and university levels.With regard to median levels of support it appears that for both countries the levels of support have remained constant or declined over time; and that there are national differences in the costs of research in areas supported by the two research councils. The implications of these findings are discussed with reference to the dynamics of the peer-review system.     

So You Want to Teach For the Environment ...

This article contends that the most effective way to move forward in the realm of environmental education may be to do so outside the sanction of official policy. When all the rhetoric is removed, teaching for the environment is a radical activity which governments will almost certainly attempt to neutralise and control. Thus, attempting to reconcile market‐driven government policy with environmental educational goals is likely to be a waste of effort.