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An EvidenceBased Practice Approach to School Counselor Education

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Title: An EvidenceBased Practice Approach to School Counselor Education


1
An Evidence-Based Practice Approach to School
Counselor Education
  • John Carey, Carey Dimmitt, Natalie Kosine
  • National Center for School Counseling Outcome
    Research
  • University of Massachusetts, Amherst
  • Tim Poynton
  • Suffolk University

2
Evaluation and Research Competencies for School
Counselors
  • Knowledge of Evaluation and Research Methods are
    critical knowledge for school counselors to have
    in order to participate in school reform efforts,
    demonstrate accountability, and effectively
    define evidence-based practices for local use

Data
School Counselors
Conceptual and Practical methods for using data
3
Prior Research School Counselors and
Accountability
  • Early research from the 1970s focused on time
    analysis procedures
  • Answers the question
  • How does a counselor spend his or her time?
  • Still important today, but not in isolation

4
Prior Research School Counselors and
Accountability
  • Literature from the 1970s describes additional
    data sources for accountability, but relatively
    few school counselors actually engaged in formal
    evaluation activities that used quantitative
    data with relatively large numbers of students
    (Vacc, 1981).
  • WHY?
  • Relevance

5
Accountability Today
  • The ASCA National Model is the gold standard
    for school counseling programs, and is driven by
    the NCLB act
  • Asserts that counselors must demonstrate how
    students are different as a result of the school
    counseling program in measurable terms (ASCA,
    2003)

6
School Counselor Competence in Research and
Evaluation
  • Early research arguing that school counselors
    tend to confuse accountability with research
    (Atkinson, Furlong, and Janoff, 1979) is no
    longer true
  • Several authors assert that lack of training in
    graduate school (Wilson, 1985 Fairchild, 1993
    Vacc, 1981 Myrick, 1984, 1997) and little
    knowledge of assessment and evaluation procedures
    (Myrick, 1984, 2003) significantly hinder
    counselors accountability efforts

7
School Counselor Competence in Research and
Evaluation
  • Articles are appearing that describe various
    research methods to engage in accountability
    efforts, such as single-subject designs (Foster
    et al, 2002) and using schoolwide data (Dimmitt,
    2003 Hayes et al, 2002)

8
Why School Counselors Underutilize the Research
Literature
  • School Counselor Education Programs
  • School Counselor Education Programs neglect
    training in research design, statistics and
    measurement
  • School counselors have few opportunities to
    engage in research during graduate training
  • School Counselor Education programs
    underemphasize research approaches that are the
    most appropriate for school counselors

9
Why School Counselors Underutilize the Research
Literature
  • School Counselor Education Programs
  • School Counselor Education program do not infuse
    research throughout the curriculum
  • School Counselor Education programs fail to teach
    that research is an indispensable foundation for
    practice


10
Why School Counselors Underutilize the Research
Literature
  • Public Schools Present barriers to Research
  • Parents are reluctant to allow student to
    participate in research
  • Classroom organization precludes strong research
    designs
  • School Counselor Role does not include research
  • Reward structures do not encourage research

11
Why School Counselors Underutilize the Research
Literature
  • School Counselor Attitudes towards Research
  • School Counselors do not perceive research as
    valuable and relevant to their work
  • School Counselors commonly fear statistics
  • Gender stereotypes may inhibit research interest
    in female school counselors

12
Why School Counselors Underemphasize Evaluation
  • School Counselor Education Programs
  • Neglect evaluation training in favor of research
    training
  • State Departments of Education
  • Do not require evaluation competence for
    certification
  • School Counselors
  • Fear the results of evaluation
  • Lack evaluation skills
  • Public Schools
  • Workload precludes evaluation

13
The Uses of Data
Accountability
Using Data
Decision Making
14
Evidence-Based Practice
  • All of the prior conceptual work on school
    counselor accountability, evaluation and and
    research has missed the mark
  • Accountability has historically been viewed as
    the reason school counselors should engage in
    data collection activities
  • In EBP, accountability is the end product of a
    process counselors can engage to identify areas
    in need of services, select appropriate
    interventions to address those needs, and
    evaluate the programs effectiveness at meeting
    those needs

15
A Model of Evidence-Based Practice
Practitioners Individual Expertise
Best Evidence
Client Values and Expectations
EBP
Adapted from Shlonsky and Gibbs (2004), Will
the Real Evidence-Based Practice Please Stand Up?
Teaching the Process of Evidence-Based Practice
to the Helping Professions. In Brief Treatment
and Crisis Intervention, 4(2), 137-153.
16
A Model of Evidence-Based Practice in School
Counselor Education
Intervention and Program EvaluationCompetence
Outcome Research Competence
Assessment of Intervention Targets and
Goals
EBP
17
A Model of Evidence-Based Practice in School
Counselor Education
Outcome Research Competence
Intervention and Program EvaluationCompetence
Knowing how studentschanged
Assessment of Intervention Targets and Goals
EBP
18
A Model of Evidence-Based Practice in School
Counselor Education
Intervention and Program EvaluationCompetence
Outcome Research Competence Knowing what
generally works
Assessment of Intervention Targets and
Goals
EBP
19
A Model of Evidence-Based Practice in School
Counselor Education
Intervention and Program EvaluationCompetence
Outcome Research Competence
Assessment of Intervention Targets and
Goals Knowing what is needed
EBP
20
A Model of Evidence-Based Practice in School
Counselor Education
Intervention and Program EvaluationCompetence
Outcome Research Competence
Assessment of Intervention Targets and
Goals
EBP
21
An Evidence-Based Practice Competencies
  • Our recommendations will be framed across topical
    areas which are domains of knowledge school
    counselors need to be effective practitioners in
    the 21st century
  • Topical Areas
  • Assessment of Intervention Target and Goals
    Competence
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

22
An Evidence-Based Practice Competencies
  • Developing the knowledge and skills to identify
    areas for program improvement
  • Requires developing competencies in
  • Analysis of Institutional data
  • Processes for obtaining planning information from
    stakeholders
  • Quantitative needs assessment techniques
  • Topical Areas
  • Assessment of Intervention Target and Goals
    Competence
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

23
An Evidence-Based Practice Competencies
  • Developing the knowledge and skills to identify
    and evaluate published research literature
  • Requires developing competencies in
  • Documentation and replicability of interventions
  • Strength of the research design
  • Psychometric properties of instruments and
    measures
  • Topical Areas
  • Assessment of Intervention Target and Goals
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

24
An Evidence-Based Practice Competencies
  • Competencies (continued)
  • Evaluate analytic and meta-analytic reviews of
    outcome studies
  • Summarize the results of major school-counseling
    related outcome studies
  • Conceptual knowledge of statistical significance
    and effect size
  • Conduct literature searches and consult panels
    and other information sources for evidence-based
    practices
  • Topical Areas
  • Assessment of Intervention Target and Goals
    Competence
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

25
An Evidence-Based Practice Competencies
  • Requires developing the knowledge and skills to
    generate local knowledge of school counseling
    intervention and program effectiveness
  • Requires developing competencies in
  • Strong evaluation designs appropriate for
    educational settings
  • Selection and use of sound instruments and
    measures
  • Topical Areas
  • Assessment of Intervention Target and Goals
    Competence
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

26
An Evidence-Based Practice Competencies
  • Competencies (continued)
  • Data analysis techniques, including the use of
    technology tools to assist in data analysis
  • Interpretation of the results of data analysis
  • Accurate dissemination and reporting of results
  • Topical Areas
  • Assessment of Intervention Target and Goals
    Competence
  • Outcome Research Competence
  • Intervention and Program Evaluation Competence

27
A Model of Evidence-Based Practice in School
Counselor Education
Intervention and Program EvaluationCompetence
Outcome Research Competence
Assessment of Intervention Targets and
Goals
EBP
28
Curriculum Implications
  • A course that helps counselors develop skills in
    all three EPB domains is very helpful
  • Its important at counselors are also taught how
    to enact an integrated EBP approach that can be
    implemented in a school (Data Based
    Decision-Making, Action Research, Logic Modeling)
  • EBP skills should be integrated into all
    professional courses and practica (reading
    meta-analytic reviews and original research,
    evaluating research, writing briefs, designing
    evaluation approaches)

29
Questions and Discussion
30
Thank You!For additional information,please
visit the Center for School Counseling Outcome
Research websitehttp//www.cscor.org
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