Transcript CHAPTER 6 - Webportfolio.info

CHAPTER 6:
Outcomes Research on School
Counseling Interventions and
Programs
Transforming The School Counseling
Profession
Fourth Edition
Bradley T. Erford
Chapter 6: Outcomes Research on School Counseling
Interventions and Programs
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-2
Introduction
Although professional school counselors may believe certain approaches are
effective, others, such as school board members, administrators, parents, and
legislators, want documented evidence of the effectiveness of school
counseling.
•
Many of these individuals not only want confirmation that school counseling
services are beneficial to students, but also that these services are cost
effective.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-3
Introduction
The U.S. Department of Education made it a goal to transform
education into an evidence-based field.
Outcome research in professional school counseling analyzes whether
school counseling programs or components of a program result in
positive outcomes for students.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-4
Introduction
Counselors are ethically bound to provide effective services to their
clients, and without thorough knowledge of the research, counselors
will not know what has been shown to be the “best.”
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-5
Is Professional School Counseling Effective?
School counseling outcomes research is generally based on qualitative reviews and metaanalytic techniques.
Results from qualitative reviews are generally supportive about the effectiveness of school
counseling.
•
Substantial impact on educational and personal development.
If results from meta-analytic results are coalesced there is support that school counseling
interventions are moderately to highly effective.
Results from both qualitative and meta-analytic techniques are based on a limited number of
studies.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-6
Which students benefit from school counseling interventions?
Effectiveness of school counseling at different school levels is somewhat mixed and is
probably related to differences in interventions used at different levels.
Who uses school-based counseling services most often?
•
African American students
•
Students who display early onset mental health and educational problems
•
Students who possess externalizing or educational difficulties
African American males were more likely to seek school counseling to help with academic
achievement than White students.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-7
Which students benefit? (cont)
It is less important to figure out who benefits than how professional
school counselors can deliver a school counseling program effectively
to all students.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-8
What Are Effective Methods for Delivering School Counseling Programs?
Professional school counselors must implement a comprehensive school
counseling program for all students that is a systematic component of
the larger school’s purpose and mission.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-9
School Counseling Core Curriculum
Although much of the research is on elementary guidance curriculum, it seems
middle school students benefited most from guidance curriculum offerings with
an effect size of .46.
High school students benefited with an effect size of .39.
Elementary students benefited with an effect size of .31.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-10
School Counseling Core Curriculum (cont)
Elementary counselors primarily used the guidance curriculum to address
personal/affective needs.
Elementary guidance lessons which focused on improving self-esteem and selfconcept had limited impact on students’ self-esteem.
Schlossberg, Morris, and Lieberman (2001) found that counselor-led, developmental
guidance units presented in 9th grade classrooms have the potential to improve
students' expressed behavior and general school attitudes, while also addressing
student developmental needs.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Individual Student Planning
Only 10 studies of individual planning have been conducted, mostly with high
school students.
Overall weighted effect size was statistically significant.
Professional school counselors often design individual planning around
educational and career/vocational planning.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Individual Student Planning (cont)
Parents and students indicate that they would like more emphasis on career
guidance and development activities.
Meta-analyses differ somewhat on the degree to which career interventions are
effective.
•
The first meta-analysis (Oliver & Spokane, 1988) indicated career
interventions were highly effective, whereas the meta-analysis of more
current research (Whiston et al., 1998) found career interventions to be
moderately effective.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-13
Individual Student Planning
(cont)
A recent study found that “counselor-free” interventions are not effective, and
interventions that involve a counselor are significantly more efficacious (Whiston,
Brecheisen, & Stephens, 2003).
Whiston et al. (1998) found that career interventions were more effective at the
junior/high middle school level than at the high school level.
Career development activities seem to be generally effective.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-14
Responsive Services
It seems elementary children, in particular, benefit from
responsive services.
Few findings have been conducted with adolescents.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Individual and Group Counseling
Group interventions seemed to be more effective than individual counseling, however few
studies have been conducted of the effectiveness of individual counseling in schools.
Littrell, Malia, and Vanderwood (1995) concluded that three approaches to brief
individual counseling were effective with secondary students.
In a meta-analysis of the effects of school-based programs on aggressive behavior,
Wilson, Lipsey, and Derson (2003) found that behavioral counseling approaches showed
the largest effects.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Individual and Group Counseling (cont)
A substantial number of studies verified the positive effects of group
counseling interventions.
Support for group counseling was mostly found with elementary
students.
Much more research needs to be conducted with secondary students.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Bullying and Violence Prevention Programs
In recent studies of the Olweus Bullying Prevention Program, Olweus (2005) found
reductions in bullying behavior which approached around 50%.
Some of the initial studies of the implementation of the Bullybusters program found a
20% reduction in the number of bullying incidents reported in the first year.
In a study of the effectiveness of the PeaceBuilders program, Flannery et al. noted
significantly higher ratings of social competence among K-2 students who received the
intervention and moderately higher levels of social competence for students receiving the
intervention in grades 3-5.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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School- Based Alcohol and Drug Programs
The National Registry of Effective Prevention Programs
(NREPP) is a list of over 150 substance abuse programs
recommended by the Substance Abuse and Mental Health
Services Administration.
Studies on school-based substance abuse prevention
programs have shown important criteria to include:
community components and peer leaders.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-19
Suicide Prevention
Suicide is the 3rd leading cause of death among young people (NIMH,
2012)
Studies have shown that students who participate in suicide
prevention and intervention programs, such as Signs of Suicide
(SOS), to report 40% fewer suicide attempts.
“Gatekeepers” trained in QPR reported a significant increase (14%)
in questioning youth about suicide.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-20
Peer Mediation
Although many studies indicated that those who participated in peer mediation
programs have substantial knowledge of the program, they did not indicate the
effectiveness on reducing conflict.
Wilson et al. (2003) found that peer mediation programs had a small impact on
reducing aggressive behavior.
There does not seem to be conclusive empirical support for peer mediation
programs.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-21
Parent Education and Family Counseling
Many studies indicate that parent and educational family counseling is
extremely effective.
There is some evidence that with low achieving and underachieving students,
the effectiveness of counseling is significantly related to the amount of parental
involvement in the process.
This is an important time for professional school counselors to take a role in
parent education and family counseling.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-22
System Support
There is growing empirical support for the effectiveness of consultation
activities.
Consultation can lead to more students being referred for school
counseling.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
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Does a Fully Implemented School Counseling Program Make a Difference?
According to Lapan, Gysbers, and Sun (1997),students from schools with more
fully implemented programs were more likely to report that:
•
(a) they had earned higher grades;
•
(b) their education better prepared them for the future;
•
(c) they had more career and college information available to them;
and
•
(d) their schools had a more positive environment.
Many other studies showed consistent results.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-24
Does a Fully Implemented School Counseling Program Make a Difference?
Schools with higher counselor-to-student ratios were more likely to have higher
numbers of students with recurring disciplinary problems.
There is increasing research that demonstrates that lower professional school
counselor-to-student ratios positively influence a number of student outcomes.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-25
Conclusion
Reviews of outcome research in professional school counseling
generally indicate that school counseling activities have a positive
effect on students.
More research needs to be conducted about the effectiveness of
professional school counseling.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015, 2011, 2007, 2003 by Pearson Education, Inc. All Rights Reserved
1-26