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

by Carey Dimmitt and John C Carey Corwin Press
Pub Date:
06/2007
ISBN:
9781412948906
Format:
Pbk 240 pages
Price:
AU$67.00 NZ$71.30
Product Status: Not Our Publication - we no longer distribute
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''The authors present a daunting challenge—the move to evidence-based school counseling practice—but make a sound argument as to why it must be met and then get busy explaining how to do what we need to do.''
—Katie Gray, Director of Student Services
Blackstone Valley Regional Vocational Technical High School, MA

''The dual scenarios at the beginning of each chapter are great examples of what an evidence-based approach looks like.''
—Shawn Grime, School Counselor
Bryan High School, OH

Measure the difference you make in students' academic, career, and personal/social development!

Today's school counselors are under enormous pressure to document their effectiveness by using data and producing quantitative accountability reports—whether or not they’ve had the appropriate training. This authoritative guide from highly respected counselor educators and trainers gives preservice and inservice school counselors the tools to knowledgeably identify evidence-based practices in their field and to use data in designing, implementing, and evaluating programs and interventions.

Evidence-Based School Counseling provides a practical process for using evidence to determine three critical issues: what needs to be done, which interventions should be implemented, and whether or not the interventions are effective. Aligned with the American School Counselor Association’s National Model, this resource offers counselors skill-building guidelines for:

Selecting, collecting, and analyzing data for informed planning
Carrying out action research and building collaborative partnerships
Measuring student learning and behavior change
Communicating results to stakeholders, and more
As counselors successfully incorporate data-based decision making and program planning into their work, they will witness positive academic and personal changes in the lives of their students.

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

'The dual scenarios at the beginning of each chapter give a great visual of what an evidence-based approach looks like.' Shawn Grime, School Counselor 'The move to evidence-based school counseling practice presents a daunting challenge, but the authors offer a sound argument as to why it must be met and then get busy explaining how to do what we need to do.' Katie Gray, Director of Student Services 'School counselors and students of the profession receive specific guidelines and models for collecting and analyzing data, including tips on measuring student learning and behavior modification. An excellent guide counselors will appreciate.' California Bookwatch, August 2007 'An utterly invaluable guide to measuring qualities and situations that would seem at first glance to deny quantification. Highly recommended for aspiring and working professionals in the field.' Wisconsin Bookwatch, November 2007 'What sets this book apart from its contemporaries is that it is both comprehensive and practical. The book is well written, well organized, and easy to read. It not only serves to educate but, equally important, to inspire change, innovation, and forward movement.' PsycCRITIQUES, February 2008, Vol. 53(9) 'An excellent contribution to the field of school counseling.' Victoria L. Bacon, Professor of Counselor Education
Trish Hatch, Ph.D. is the Director of the Center for Excellence in School Counseling and Leadership (CESCaL) 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 PhD 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. . 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 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 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 .