Evidence-Based School Counseling presents a unique method for training graduate students to become effective school counselors that is presented in a "Tell, Show, Do, Coach" approach to instruction and reflective of ASCA, CACREP, and CAEP standards. This method is based on three interrelated components: (a) the ASCA National Model, especially its Mindsets & Behaviors for Student Success and its related student competencies, (b) the extensive research base associated with social/emotional learning (SEL), non-cognitive factors and college/career readiness, and (c) evidence-based programs tied to this research base and suited to school counselor implementation. The text highlights how the new ASCA Mindsets & Behaviors for Student Success have been modeled after this research base and provides resources for school counselors to find evidence-based programs and interventions connected to this research. Evidence-Based School Counseling provides extensive practice and coaching so students can arrive at practicum and internship feeling confident, and they can hit the ground running as they start their careers.
Table of Contents
Introduction 1. Conceptual Framework for School Counseling 2. Evidence-Based School Counseling 3. School Counselors are in the Student Success Business 4. Evidence-Based Classroom Core Curriculum 5. Evidence-Based Group Counseling 6. Individual Counseling 7. Consultation and Collaboration 8. Supervision in Practicum and Internship in School Counseling 9. Ethics 10. Building Your Program Tied to ASCA National Standards-RAMP 11. The Role of Technology in School Counseling 12. Competency Assessments Appendix A. ASCA Ethical Standards for School Counselors Appendix B. 2016 CACREP Standards
Greg Brigman, PhD, is a professor of counselor education at Florida Atlantic University and has been a counselor educator and researcher for more than 26 years. Dr. Brigman has extensive experience as a classroom teacher, school counselor, staff development trainer, and curriculum researcher, and he regularly consults with school districts to evaluate the impact of school counselor and teacher-led evidence-based programs to improve student performance. He is a frequent presenter at international, national, and state professional conferences and is the co-developer of the Student Success Skills program. He has received numerous awards for his research and teaching.
Elizabeth Villares, PhD, is a professor and doctoral program coordinator in the Department of Counselor Education at Florida Atlantic University. Dr. Villares has worked as a teacher, school counselor, and school counseling program director and counselor educator for more than 20 years. She specializes in counseling children and adolescents, the use of technology to improve data-driven practices, and collaborating with school counselors to design outcome research and program evaluation projects. Her current research interests include developing and implementing school counselor-led evidence-based programs to improve the academic, social/emotional development, and college and career readiness of students from pre-kindergarten to grade 16.
Linda Webb, PhD, is a counselor educator and retired research faculty member at Florida State University and has been a teacher, school counselor, and counselor educator for a combined 30 years. During that time, she has been interested in school counseling outcome research. Her expertise is in the area of student behaviors and their relationship to academic learning and has experience developing and researching interventions that address learning and social needs of students. Dr. Webb has worked extensively with school counselors in the field and consults with school district personnel in the use of evidence-based programs that improve student academic and social outcomes.
"Using a strong research foundation and providing a multitude of practical examples, the text shares ways school counseling programs impact student outcomes, such as academic achievement and social-emotional-learning growth, while illustrating how to use evidence-based school counseling interventions to fulfill the ASCA Mindsets and Behaviors. Truly a valuable resource for school counseling training programs and school counselors that wish to apply evidence-based school counseling practice and make measurable impacts on student outcomes!"
Brett Zyromski, PhD, assistant professor of counselor education, EHE/Department of Educational Studies, The Ohio State University
"Brigman, Villares, and Webb have provided school counseling students, practitioners, and scholars with an essential text that should be read and re-read and applied and reapplied. Readers will especially appreciate the inference that school counseling practice is a means to vivify social and emotional development in students. Additionally, the authors provide clear and usable suggestions designed to assist school counselors illustrating their work as evidence-based."
Matthew E. Lemberger-Truelove, PhD, LMHC (NM), associate professor, Regents' lecturer, and program coordinator in counselor education, University of New Mexico
"Evidence-Based School Counseling very effectively integrates the expertise of veteran school counselor educators with both practical and innovative ideas about how to promote student success. This must-read book is an important overview of best practices in the profession, with detailed yet concise chapters on key components of school counselor work. The approach detailed in this text provides essential strategies for training effective school counseling practitioners as well as for creating impactful programs."
Carey Dimmitt, PhD, professor of school counselor education, University of Massachusetts Amherst, director of the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE), UMass Amherst