The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors' attitudes toward EBPs and related factors. We investigated the relationships between school counselors' grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.

Program evaluations in education programs are conducted to address the outcomes, experiences, and phenomena that occur from programs. Program evaluation models are plentiful, and commonly used models include objectives, summative, formative, process, and outcome approaches. The strength of the model relies on the competencies and confidence of the evaluators. When used properly models are a reliable method for judging programs and their outcomes. Absent from these models is the intentional inclusion of culture. Culture is multidimensional and intersectional and holistically affects programs. Therefore, as the cultural makeup of the education systems continues to grow in diversity, program evaluation models must consider the impacts and influences that multi-dimensional culture has on programs at all stages of planning, delivery, and evaluation. This chapter provides specific areas of cultural identity to address with explicit steps for infusing deliberate emphasis into the program evaluation models.

Program evaluations in education programs are conducted to address the outcomes, experiences, and phenomena that occur from programs. Program evaluation models are plentiful, and commonly used models include objectives, summative, formative, process, and outcome approaches. The strength of the model relies on the competencies and confidence of the evaluators. When used properly models are a reliable method for judging programs and their outcomes. Absent from these models is the intentional inclusion of culture. Culture is multidimensional and intersectional and holistically affects programs. Therefore, as the cultural makeup of the education systems continues to grow in diversity, program evaluation models must consider the impacts and influences that multi-dimensional culture has on programs at all stages of planning, delivery, and evaluation. This chapter provides specific areas of cultural identity to address with explicit steps for infusing deliberate emphasis into the program evaluation models.

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