Evidence-Based School Counseling: Making a Difference with Data-Driven Practices

Evidence-Based School Counseling: Making a Difference with Data-Driven Practices

By: Patricia A. Hatch (editor), Carey Dimmitt (editor), Catherine L. Dimmitt (editor), John C. Carey (editor)Paperback

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Description

Today's school counselors are under enormous pressure to document their effectiveness by engaging in data-based decision-making and producing quantitative accountability reports. However, the majority of counselors do not have training in these areas. Advocating for a shift from the historical best practice orientation to an evidence-based one, this authoritative guide from influential counselor educators John C. Carey, Trish Hatch, and Carey Dimmitt aims to help school counselors both preservice and inservice, acquire the knowledge and skills to make that shift. Detailed chapters and illustrative vignettes make practical the process of using evidence to accomplish three critical functions: determining what needs to be done, determining which interventions should be implemented, and determining whether the implemented interventions were effective. Additional topics covered include measuring student learning and behavior change, and communicating results to stakeholders.Counselors who successfully incorporate data-based decision-making and program planning will not only be able to document their work they'll be able to see the positive academic and personal changes in the lives of their students.

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About Author

Carey Dimmitt is the Associate Director of the Center for School Counseling Outcome Research, an Assistant Professor of School Counseling, and the Clinical Director of the School Counseling Program at the University of Massachusetts, Amherst. She received her Ph.D. in Counseling Psychology from UMass-Amherst. Prior to her work as a counselor educator, Dr. Dimmitt worked for 14 years with children and families in schools and community mental health settings. Dr. Dimmitt's major scholarly interests are in the areas of outcome research, effective teaching and counseling practices K-16, school counseling curriculum development, clinical training for school counselors, and systemic change in educational institutions. She is the mother of two children. Dr. John Carey is Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation and Professor of School Counseling at UMASS Amherst. He is a recipient of an American School Counseling Association (ASCA) Counselor Educator of the Year Award. Dr. Carey is included on the Fulbright Specialist Roster and works internationally to improve school-based counseling and school counselor education. His research interests include school counseling outcome measurement, policy research in school-based counseling, standards-based models of school counseling, and the development of research-based interventions to promote academic achievement and eliminate the achievement gap. He is coeditor of Multicultural Counseling in Schools: A Practical Handbook. Trish Hatch, Ph.D. is Professor at San Diego State University and former Director of the School Counseling Program (2004-2015). She is the author of the Corwin best-seller The Use of Data in School Counseling: Hatching Results for Students, Programs and the Profession (2014) and co-author of the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005) and Evidence-Based Practice in School Counseling: Making a Difference with Data-Driven Practices (Dimmit, Carey & Hatch, 2007). These books are used throughout the nation for professional learning and preparation of school counselors. Dr. Hatch is Executive Director and Founder of the Center for Excellence in School Counseling and Leadership (CESCaL), which aims to improve the profession of school counseling through policy and practice, as well as the President and CEO of Hatching Results(R), LLC, an educational consulting company that provides training, consultation, grant writing, and program evaluation services to support school counselors, administrators, and school districts in designing, implementing, and evaluating school counseling programs. Besides this, she serves as a national consultant and advisor on school counseling and educational issues for The White House and the US Department of Education. Recently she co-led the organization and planning of the second "invitation only" White House Convening on School Counseling at San Diego State University. A former school counselor, site and central office administrator, state association president and ASCA Vice President, Dr. Hatch has received multiple national awards including the American School Counselor Association (ASCA) Administrator of the Year Award and their highest honor, the Mary Gehrke Lifetime Achievement Award. She most recently received the National Association for College Admission Counseling's (NACAC) Excellence in Equity Award (2015) and the inaugural California Association of School Counselors' School Counselor Educator of the Year (2016). Looking for more resources on data in school counseling? Check out the online course Data! Data! Data!

Contents

Preface Acknowledgments About the Authors 1. Moving to Evidence-Based School Counseling Practice Integrating Evidence and Practice A Model for Evidence-Based School Counseling Practice Evidence-Based School Counseling in the Context of the Reform Movement School Counseling and Standards School Counseling Reform Summary 2. Data-Based Decision Making: Knowing What Needs to Be Addressed Data-Based Decision Making and School Improvement Data-Based Decision-Making Models A General Model for Data-Based Decision Making Enabling Conditions for Data-Based Decision Making Summary 3. Practical Considerations in Using Data Types of Data Collecting, Analyzing, and Disaggregating Data Developing Data-Based Action Plans Creating an Action Plan With Evaluation in Mind: Using Process, Perception, and Results Data Data Over Time Summary 4. Choosing Interventions: Reading and Weighing Outcome Research Why Are Research-Based School Counseling Interventions Important? Becoming an Informed Consumer of Research The Research Context How Can School Counselors Find Interventions That Will Work? Summary 5. Evaluating School Counseling Interventions and Programs What Is Evaluation? Programs and Interventions Evaluating Interventions Evaluating Programs "Customer" Satisfaction Using External Experts in School Counseling Reviews Summary Sample Intervention Evaluation Action Plan: Evaluation of Second Step Violence Prevention Curriculum (Fifth Grade) 6. Action Research and Collaborative Partnerships What Is Action Research? Action Research Partnerships Why Conduct Action Research? How to Conduct Action Research Summary 7. Measuring Student Learning and Behavior Change Types of Assessment Measuring Student Learning Effectively Using Existing Assessment Tools Measuring Changes in Attitudes, Skills, and Knowledge Developing Pre- and Posttests Summary Sample Learning Goals and Related Pre- and Posttest Questions Sample Standards-Aligned Curriculum and Pre- and Posttests Fifth Grade-Middle School Transition Lesson 8. Using Surveys to Gather Information Using Existing Surveys Survey Development Summary 9. Moving to Evidence-Based School Counseling Practice An Integrated Evidence-Based Proactive Approach The Journey: Getting From Here to There A Five-Year Plan Reporting About Results to Enhance Legitimacy Disseminating Results Effectively The ASCA National Model and Results Reporting Planning Your Ongoing Professional Skill Development Reconstructing Professional Identity Appendix A: Guidance Curriculum Action Plans, Intentional Guidance Action Plans, and a Needs Assessment Survey Appendix B: Summary of School Counseling Outcome Research Articles and Findings References Index

Product Details

  • publication date: 14/08/2007
  • ISBN13: 9781412948906
  • Format: Paperback
  • Number Of Pages: 240
  • ID: 9781412948906
  • weight: 503
  • ISBN10: 1412948908

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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