This authoritative guidebook gives school counselors the tools to identify evidence-based practices and to use data in designing, implementing, and evaluating programs and interventions.
|Edition description:||New Edition|
|Product dimensions:||7.00(w) x 10.00(h) x (d)|
About the 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.
John Carey is the Director of the National Center for School Counseling Outcome Research, Associate Professor of School Counseling and the Coordinator for the School Counselor Education Program at the University of Massachusetts, Amherst.
Dr. Carey’s research interests include school counseling outcome measurement, school counseling program evaluation, standards-based models of school counseling, and the development of research-based interventions to promote career development and eliminate the achievement gap. He is the coeditor of the text, Multicultural Counseling in Schools: A Practical Handbook.
Trish Hatch, Ph.D. is the Director of the Center for Excellence in School Counseling and Leadership (CESCa L) and the Director of the School Counseling Program at San Diego State University. She has trained thousands of school counselors and administrators in the Use of Data to Effect Change and is nationally recognized as a passionate and engaging keynote speaker, trainer and consultant. She is a former school counselor, site level and central office administrator over school counseling programs. She served as Vice President of the American School Counselor Association and as an appointed member of the National Panel for Evidenced-Based School Counseling Practices. She was awarded Administrator of the Year by the American School Counseling Association. She received her Ph D in Education: Institutional Leadership and Policy Studies at the University of California at Riverside. Trish is the co-author of The ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003, 2005). Trish currently lives in San Diego and is the proud mother of three sons.
Table of 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?
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