Routine outcome monitoring (ROM) and feedback in university student counselling and mental health services: Considerations for practitioners and service leads

Abstract Aim Routine outcome monitoring (ROM), including the use of feedback, has become a much vaunted method in psychological therapies but is little used university/college counselling and mental health services, perhaps because its adoption raises questions for many practitioners service leaders. There need both clinical‐ research‐based statements to clarify reasoning rationale ROM. This paper aims present respond common challenges reservations about using ROM student and/or services. Method The article poses 15 issues drawn from literature on this topic further refined by practitioner‐ researcher‐members consortium comprising leads, practitioners, researchers working field UK. address nine themes: (1) purpose yield ROM; (2) burden measurement; (3) impact clients process therapy; (4) consistency with therapeutic theory; (5) client groups settings; (6) concern practitioners; (7) equality, diversity, inclusion; (8) implementation; (9) relationship paradigm practice‐based evidence. Findings Responses each are provided methodological, evidence‐based, clinical perspective. Conclusions responses provide necessary information enable them make informed decisions as value, or otherwise, adopting ROM, delivery interventions, generating evidence created practice.