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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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. Dr. Hatch is Director of the School Counseling Program and Associate Professor at San Diego State University (SDSU) and Executive Director of the Center for Excellence in School Counseling and Leadership (CESCaL) in the College of Education at SDSU. She has served on multiple state and national school counseling research summit steering committees and is one of 5 original panel members for the National Panel for Evidenced-Based School Counseling Practices (2004-2006). Dr. Hatch currently serves on the advisory council for the Evidence-Based School Counseling Conference (2013-2014). Dr. Hatch has successfully co-authored 13 Elementary and Secondary School Counseling (ESSC) grants awarding more than $16,000,000 in federal funds to school districts. In addition to providing external evaluator on 10 federal grants, she provides professional development for school counselors, social workers, school psychologists and administrators on successful implementation of ESSC grants. Since 2007, Dr. Hatch has provided more than 250 full days of training to 100+ school districts in 20 states on the use of data in school counseling to create efficient and effective evidenced-based school counseling programs that align with the ASCA National Model. A former school counselor and administrator, Dr. Hatch has served in multiple leadership roles, including Supervisor/Post Secondary Level Vice President of the American School Counselor Association (ASCA) and President of the California School Counseling Association. She has received various state and national awards including the ASCA Mary Gehrke Lifetime Achievement Award and the ASCA Administrator of the Year Award. As President and CEO of Hatching Results(TM) LLC, Dr. Hatch has gathered a team of expert school counselors and counselor educators who provide training and consulting on evidenced-based practice and the use of data to improve outcomes for students, programs, and the profession. Please visit them at www.hatchingresults.com.


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

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