Location: United States |  Change Location
Male flipping through Corwin book

Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.



Evidence-Based School Counseling

Making a Difference With Data-Driven Practices

This authoritative guidebook gives school counselors the tools to identify evidence-based practices and to use data in designing, implementing, and evaluating programs and interventions.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781412948906
  • Published By: Corwin
  • Year: 2007
  • Page Count: 240
  • Publication date: June 08, 2007

Price: $41.95

Price: $41.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.



Measure the difference you make in students' academic, career, and personal/social development!

Today's school counselors are under enormous pressure to document their effectiveness by using data and producing quantitative accountability reports—whether or not they've had the appropriate training. This authoritative guide from highly respected counselor educators and trainers gives preservice and inservice school counselors the tools to knowledgeably identify evidence-based practices in their field and to use data in designing, implementing, and evaluating programs and interventions.

Evidence-Based School Counseling provides a practical process for using evidence to determine three critical issues: what needs to be done, which interventions should be implemented, and whether or not the interventions are effective. Aligned with the American School Counselor Association's National Model, this resource offers counselors skill-building guidelines for:

  • Selecting, collecting, and analyzing data for informed planning
  • Carrying out action research and building collaborative partnerships
  • Measuring student learning and behavior change
  • Communicating results to stakeholders, and more

As counselors successfully incorporate data-based decision making and program planning into their work, they will witness positive academic and personal changes in the lives of their students.

Key features

  • Explores the school counselor's role in the accountability movement

  • Walks counselors through the process of selecting, collecting, and analyzing outcome research

  • Offers accessible instruction on using statistics in data analysis

  • Provides the principles of effective program evaluation

  • Fills a critical void in school counseling professional literature



Carey Dimmitt photo

Carey Dimmitt

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.

John (Jay) C. Carey photo

John (Jay) C. Carey

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 photo

Trish Hatch

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.

Table of Contents

Table of Contents



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


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


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


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?


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


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


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


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


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





Price: $41.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.