scholarly journals Evidence-Based School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880184 ◽  
Author(s):  
Brett Zyromski ◽  
Carey Dimmitt ◽  
Melissa Mariani ◽  
Catherine Griffith
Keyword(s):  
Counselor Education ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Community Integration ◽  
Evidence Based ◽  
Education Programs ◽  
Instructor Training ◽  
Evidence Based Practices ◽  
School Counselor Education

Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches—stand-alone courses, full program integration, and program–school–community integration—in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.

Enhancing Evidence-Based Practice Through University–Practitioner Partnerships

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443
Author(s):  
Ian Martin ◽  
Brett Zyromski ◽  
Edward W. Gigliotti
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Evidence Based Practice ◽  
Successful Implementation ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Partnership Model ◽  
Step Model ◽  
The University

This article proposes a three-step model for implementing successful university and practitioner partnerships to advance the use of evidence-based practices (EBP) in school counseling. Although an ethical mandate exists to use EBP, many school counselor educators and school counselors struggle to implement EBP in their coursework or at their schools. The university–practitioner partnership model proposed here emphasizes that EBP be taught in coursework, that students reinforce those practices through observation of practitioners using them in their schools, and that students experiment with EBP in their fieldwork. We provide suggestions to support successful implementation of the model.

scholarly journals School Counselors’ Attitudes Toward Evidence-Based Practices

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Grade Level ◽  
Theoretical Orientation ◽  
Behavioral Theory ◽  
Future Research ◽  
Evidence Based ◽  
Related Factors ◽  
Evidence Based Practices ◽  
Cognitive Behavioral Theory

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.

New Counselors' Leadership Efforts in School Counseling: Themes from a Year-Long Qualitative Study

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Colette T. Dollarhide ◽  
Donna M. Gibson ◽  
Kelli A. Saginak
Keyword(s):  
Qualitative Study ◽  
Counselor Education ◽  
School Counseling ◽  
School Counselors ◽  
Long Range ◽  
School Counselor ◽  
Temporal Context ◽  
Counseling Practice ◽  
The Future

Leadership requires long-term commitment and a long-range vision of the future. As school counselors are called on to provide leadership, it becomes important to understand the temporal context of school counseling leadership. To accomplish this, a year-long qualitative study was designed in which the authors interviewed five new counselors who agreed to engage in leadership. In this article, the results of these interviews are presented and discussed in terms of school counseling practice and school counselor education.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

Advocacy in the IEP Process: Strengths-Based School Counseling in Action

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Jill A. Geltner ◽  
Teresa N. Leibforth
Keyword(s):  
Special Education ◽  
School Counseling ◽  
School Counselors ◽  
Family Involvement ◽  
School Counselor ◽  
Student Support Team ◽  
National Model ◽  
Iep Process ◽  
504 Plan ◽  
Special Education Process

As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

Sign in / Sign up

Export Citation Format

Share Document