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
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., retired as a professor at San Diego State
University (SDSU) in August of 2019 and was recently awarded
Professor Emeritus status. During her tenure, Dr. Hatch served as
Director of the School Counseling Program from 2004-2015 and as
Executive Director of SDSU’s Center for Excellence in School
Counseling and Leadership.
She is the best-selling author of The Use of Data in School
Counseling (2013) and co-author of Evidence-Based School
Counseling: Making a Difference with Data-Driven Practices
(Dimmitt, Carey, and Hatch, 2007) and the ASCA National Model: A
Framework for School Counseling Programs (ASCA, 2003,
2005). These books, as well as the three most recent
collaborative texts that focus on implementing elementary and
secondary school counseling programs, are used throughout the world
in the preparation and professional development of school
counselors.
Trish recently self-published Pilots, Passengers, Prisoners and
Hijackers: An Educator’s Guide to Handling Difficult People While
Moving Forward (2018), a book derived from nearly 20 years of
workshops and keynote speeches she’d given on the topic.
Regarded within the profession as an advocate and national leader,
Dr. Hatch served as a consultant and advisor on school counseling
and educational issues for the White House and the U.S. Department
of Education under the Obama administration. In 2014, she co-led
the organization and planning of the second “invitation-only” White
House Convening on School Counseling at SDSU.
A former school counselor, site and central office administrator,
state association president, and American School Counselor
Association (ASCA) Vice President, Dr. Hatch has received multiple
national awards, including ASCA’s Administrator of the Year award
and its highest honor, the Mary Gehrke Lifetime Achievement award.
She most recently received the National Association for College
Admission Counseling’s (NACAC) Excellence in Education Award,
previously awarded to First Lady Michelle Obama and Senator Tom
Harkin, as well as the inaugural California Association of School
Counselors’ School Counselor Educator of the Year award.
As President and CEO of Hatching Results, LLC, Dr. Hatch leads a
team of award-winning school counseling professionals who provide
training and consultation to school districts across the country.
"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*
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