Evidence-Based School Counseling

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. is a nationally recognized leader in school counseling, known for her work bridging research, practice, and policy. A former school counselor, administrator, and district leader, she joined the faculty at San Diego State University (SDSU), where she directed the School Counseling Program from 2004 to 2015 and was later named Professor Emeritus upon her retirement. As Founder and Board Chair of Hatching Results, Inc., she continues to provide governance leadership while the company delivers nationwide training and consultation on data-driven, evidence-based practices.Dr. Hatch is the best-selling author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (2014) and co-author, with Julie Hartline, of the Second Edition (2023). She co-authored Evidence-Based School Counseling: Making a Difference With Data-Driven Practices (Dimmitt, Carey, & Hatch, 2007) and The ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003, 2005). This seminal document redefined the role of school counselors nationwide.Additional texts in the Hatching Results series include Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier One Activities (Hatch, Duarte, & De Gregorio, 2018); Hatching Results for Secondary School Counseling: Implementing Core Curriculum, Individual Student Planning, and Other Tier One Activities (Hatch, Triplett, Duarte, & Gomez, 2019); and Hatching Tier Two and Three Interventions in Your Elementary School Counseling Program (Hatch, Kruger, Pablo Roman, & colleagues, 2019).Known for her dynamic leadership, passionate advocacy, and unwavering commitment to the profession, Dr. Hatch served as an expert consultant on school counseling for the Obama administration at the White House and the U.S. Department of Education. She also co-led the 2014 White House Convening on School Counseling at SDSU in partnership with the Office of the First Lady’s Reach Higher Initiative.A former ASCA Vice President and state association president, Dr. Hatch has received numerous honors, including the ASCA Administrator of the Year Award, the Mary Gehrke Lifetime Achievement Award, induction into the H.B. McDaniel Hall of Fame at Stanford University, the NACAC Excellence in Education Award, and recognition by the California Association of School Counselors (CASC) as both School Counselor Educator of the Year and recipient of its Lifetime Achievement Award.

"The dual scenarios at the beginning of each chapter give a great visual of what an evidence-based approach looks like."

• PrefaceAcknowledgmentsAbout the Authors1. Moving to Evidence-Based School Counseling PracticeIntegrating Evidence and PracticeA Model for Evidence-Based School Counseling PracticeEvidence-Based School Counseling in the Context of the Reform MovementSchool Counseling and StandardsSchool Counseling ReformSummary2. Data-Based Decision Making: Knowing What Needs to Be AddressedData-Based Decision Making and School ImprovementData-Based Decision-Making ModelsA General Model for Data-Based Decision MakingEnabling Conditions for Data-Based Decision MakingSummary3. Practical Considerations in Using DataTypes of DataCollecting, Analyzing, and Disaggregating DataDeveloping Data-Based Action PlansCreating an Action Plan With Evaluation in Mind: Using Process, Perception, and Results DataData Over TimeSummary4. Choosing Interventions: Reading and Weighing Outcome ResearchWhy Are Research-Based School Counseling Interventions Important?Becoming an Informed Consumer of ResearchThe Research ContextHow Can School Counselors Find Interventions That Will Work?Summary5. Evaluating School Counseling Interventions and ProgramsWhat Is Evaluation?Programs and InterventionsEvaluating InterventionsEvaluating Programs"Customer" SatisfactionUsing External Experts in School Counseling ReviewsSummarySample Intervention Evaluation Action Plan: Evaluation of Second Step Violence Prevention Curriculum (Fifth Grade)6. Action Research and Collaborative PartnershipsWhat Is Action Research?Action Research PartnershipsWhy Conduct Action Research?How to Conduct Action ResearchSummary7. Measuring Student Learning and Behavior ChangeTypes of AssessmentMeasuring Student Learning EffectivelyUsing Existing Assessment ToolsMeasuring Changes in Attitudes, Skills, and KnowledgeDeveloping Pre- and PosttestsSummarySample Learning Goals and Related Pre- and Posttest QuestionsSample Standards-Aligned Curriculum and Pre- and PosttestsFifth Grade-Middle School Transition Lesson8. Using Surveys to Gather InformationUsing Existing SurveysSurvey DevelopmentSummary9. Moving to Evidence-Based School Counseling PracticeAn Integrated Evidence-Based Proactive ApproachThe Journey: Getting From Here to ThereA Five-Year PlanReporting About Results to Enhance LegitimacyDisseminating Results EffectivelyThe ASCA National Model and Results ReportingPlanning Your Ongoing Professional Skill DevelopmentReconstructing Professional IdentityAppendix A: Guidance Curriculum Action Plans, Intentional Guidance Action Plans, and a Needs Assessment SurveyAppendix B: Summary of School Counseling Outcome Research Articles and FindingsReferencesIndex