This handbook examines policy research on school counseling across a wide range of countries and offers guidelines for developing counseling research and practice standards worldwide. It identifies the vital role of counseling in enhancing students’ educational performance and general wellbeing, and explores effective methods for conducting policy research, with practical examples. Chapters present the current state of school-based counseling and policy from various countries, focusing on national and regional needs, as well as opportunities for collaboration between advocates and policymakers. By addressing gaps in policy knowledge and counselor training, the Handbook discusses both the diversity of prominent issues and the universality of its major objectives.
Topics featured in this handbook include:
- The use of scoping reviews to document and synthesize current practices in school-based counseling.
- Contemporary public policy on school-based counseling in Latin America.
- Policy, capacity building, and school-based counseling in Eastern/Southern Africa.
- Public policy, policy research, and school counseling in Middle Eastern countries.
- Policy and policy research on school-based counseling in the United Kingdom.
- Policy research on school-based counseling in the United States.
The International Handbook for Policy Research in School-Based Counseling is a must-have resource for researchers, graduate students, clinicians, and related professionals and practitioners in child and school psychology, educational policy and politics, social work, psychotherapy, and counseling as well as related disciplines.
Spis treści
Section 1. Conceptual Introduction.- Chapter 1. Introduction to Policy Research in School-Based Counseling.- Chapter 2. What Policy Makers Need to Know about School-Based Counseling.- Section 2: Effective Methodologies.- Chapter 3. Using Literature Reviews to Document and Synthesize Current Practices in School-Based Counseling.- Chapter 4. Using Surveys to Document the Current Knowledge and State of Practice in School-Based Counseling.- Chapter 5. Using Mixed Methods to Evaluate Pilot Counseling Provision in Welsh Primary Schools.- Chapter 6. Conducting Needs Assessments and Gap Analyses to Identify Necessary School-Based Counseling Services.- Chapter 7. Using Methodological Reviews and Meta-Analyses to Identify Current Best Practices in School-Based Counseling.- Chapter 8. Conducting Research Studies to Identify Efficacious and Effective Practices in School-Based Counseling.- Chapter 9. Conducting Evaluation Studies to Identify Organizational and Staffing Features of Effective School-Based Counseling Programs.- Chapter 10. Identifying and Evaluating Existing Data Sets to Answer Policy Questions Related to School-Based Counseling.- Chapter 11. Evaluating the Impact of National and State Policies on School-Based Counseling Practices and Student Outcomes.- Chapter 12. Using Qualitative Methods to Evaluate Policy Implementation.- Chapter 13. Using Cost-Benefit Analyses in School-Based Counseling Policy Research.- Section 3: Current Findings.- Chapter 14. Policy Research and Implications in African Countries.- Chapter 15. Policy Research and Implications in Asian Countries.- Chapter 16. Policy Research and Implications in European Countries.- Chapter 17. Policy Research and Implications in Middle Eastern Countries.- Chapter 18. Policy Research and Implications in North American Countries.- Chapter 19. Policy Research in Oceania Countries.- Chapter 20. Policy Research and Implications in South and Central American Countries.- Section 4: Synthesis and Future Directions.- Chapter 21. Global Summary of What we Know and What We Still Need to Know.- Chapter 22. Future Directions in Policy Research in School-Based Counseling.- Chapter 23. Making Policy Research Accessible: Moving Toward the Development of an International Clearinghouse.
O autorze
Dr. John Carey is Professor of School Counseling and Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research at the University of Massachusetts, Amherst. He is also the Coordinator of the Collaboration between the Dipartimento di Filosophia, Pegagogia e Psicologia, Università degli studi di Verona and the Department of Student Development, University of Massachusetts and has an appointment as a Visiting Professor at the Università degli studi di Verona.
Dr. Belinda Harris is Associate Professor and Director of Postgraduate Taught Courses at the University of Nottingham, where she is also a member of the Centre for Research in Schools and Communities, the Centre for Trauma, Resilience and Growth, and the Centre for Forensic and Family Psychology.
Dr. Sang Min Lee is an Associate Professor in the Department of Education at the Korea University. He earned his Master of Education in Educational Counseling from Seoul National University in Korea.
Dr. Oyaziwo Aluede is Professor of Guidance and Counselling (specialised in School Counselling) and the Director of Quality Assurance and Linkages at the Ambrose Alli University, Ekpoma- Nigeria. Until very recently, he was the Dean of the Faculty of Education of the University
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