Using the Millon College Counseling Inventory to Assess Student Mental Health Needs

By Millon, Theodore; Strack, Stephen et al. | Journal of College Counseling, Fall 2008 | Go to article overview
Save to active project

Using the Millon College Counseling Inventory to Assess Student Mental Health Needs


Millon, Theodore, Strack, Stephen, Millon-Niedbala, Carolyn M., Grossman, Seth D., Journal of College Counseling


Students visiting college counseling centers experience a broad range of complex and sometimes severe concerns that are often not adequately addressed by existing clinical measures. In response, the Millon College Counseling Inventory (MCCI;T. Millon, S. N. Strack, C. Millon, & S. Grossman, 2006) was specifically designed for use with contemporary college populations. The authors introduce the MCCI, briefly explain its development, discuss its utility for everyday use in counseling centers, and offer a fictional case illustration.

**********

The Millon College Counseling Inventory (MCCI; Millon, Strack, Millon, & Grossman, 2006) is a multidimensional self-report questionnaire designed specifically to measure and describe the presenting concerns, personality dynamics, and mental health needs of contemporary college and university counseling center clientele. In this article, we first introduce the MCCI and briefly describe its development. Next, we explain how it might be used by counseling professionals in college settings as an intake tool, as a means to gauge the progress of counseling, and as a way to measure outcomes. We then provide a case example illustrating its use with a college counseling client.

Assessing College Student Mental Health Needs

Effective counseling in contemporary mental health settings depends on accurate assessment to make sense of client needs (Hinkle, 1994; Seligman, 2004). Furthermore, with today's emphasis on brief counseling methods and eclectic and solution-focused psychotherapy models, efficient assessment of client needs has become even more essential (Budman & Gurman, 1983; Mahalick, 1990; Neukrug, 2001). In particular, professionals in college and university counseling and mental health centers are seeing greater numbers of clients, many of whom are perceived as experiencing complex concerns, as presenting with ambiguity regarding their potential for more severe pathology and potential for harm to self or others, or as having acute needs that may require more immediate intervention (Archer & Cooper, 1998; Bishop, 2006; Bishop & Cohen, 2000). College counselors are also often required to make important service decisions in the face of limited or competing resources and to demonstrate accountability (Bishop, 1990; Gallagher, 1996; Heppner et al., 1994; Stone & Archer, 1990). Correspondingly, effective counseling responses, good clinical decision making, and demonstrating accountability are all enhanced by useful clinical assessment tools.

At the same time, to date, counseling centers have been inconsistent in their use of clinical assessment tools. For example, Gallagher, Gill, and Goldstrohm (1998) reported that the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; American Psychiatric Association, 2000) diagnostic system was used by less than 30% of centers. Likewise, formal psychological testing traditionally has not been widely used as a core assessment strategy in college settings (Archer & Cooper, 1998). When psychological testing is used, counseling center staff typically rely on single-construct measures, such as a tool for identifying an eating disorder or posttraumatic stress disorder (Mowbray et al., 2006), or they use mainstream instruments, such as the Minnesota Multiphasic Personality Inventory-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) or the Millon Clinical Multiaxial Inventory--III (Millon, Millon, Davis, & Grossman, 2006). Single-construct measures are useful for the narrow domain they are designed to assess but do not identify a client's full range of presenting concerns. Mainstream instruments, although appropriate for some college counseling applications, are designed with a more general clinical/psychiatric focus that may not adequately address typical college student needs. Furthermore, in some cases, these instruments are very time intensive to administer.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Using the Millon College Counseling Inventory to Assess Student Mental Health Needs
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?