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

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



Product Details

ISBN-13: 9781412948890
Publisher: SAGE Publications
Publication date: 05/29/2007
Pages: 240
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.

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 a Professor at San Diego State University (SDSU), where she was Director of the School Counseling Program from 2004 until 2015. She is the best-selling author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (2014) and co-author of Evidence-Based Practice in School Counseling: Making a Difference with Data-Driven Practices (Dimmit, Carey & Hatch, 2007) and the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005).

Dr. Hatch is the Founder and Executive Director of the Center for Excellence in School Counseling and Leadership (CESCa L) in the College of Education at SDSU and is President and CEO of Hatching Results, LLC, where she has gathered a diverse team of expert school counselors, school counselor educators, and leaders to provide training and consultation across the nation on evidence-based practice and the use of data to increase outcomes for students.

She is a legislative advocate and national leader. She has served on multiple state and national school counseling research summit steering committees, including as a national expert consultant on school counseling for the Obama Administration at The White House and US Department of Education. Dr. Hatch is one of five original panel members for the National Panel for Evidenced-Based School Counseling Practices and serves on the Advisory Council for the National Evidence-Based School Counseling Conference.

A former school counselor, high school administrator, and central office administrator overseeing 72 school counselors in 32 high needs schools, Dr. Hatch has received multiple state and national school counseling awards and was inducted into the H.B. Mc Daniel Hall of Fame at Stanford University for lifetime achievement in school counseling. Most recently, she received the Excellence in Education Award for “improving the field of education and service to students” by the National Association of College Admission Counseling (NACAC) and the inaugural California Association of School Counselors’ School Counselor Educator of the Year (2016) award.

Table of Contents

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
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
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
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
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
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
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
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

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews