Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches-stand-alone courses, full program integration, and program-school-community integration-in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.

Authors performed a content analysis of school counseling–related intervention research in 21 journals affiliated with the American Counseling Association and the American School Counselor Association across the 10-year span of 2006–2016. Results indicated that minimal school counseling intervention research articles were published ( N = 53) in these 21 journals during that time period and that most studies were quasi-experimental, single-group, pre-/posttest design with a fairly small N, raising questions about validity and generalizability of findings. We discuss implications for practice and future research.

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This article describes efforts undertaken to design, deliver, and evaluate a college and career readiness (CCR) unit for fifth-grade students. Preliminary findings from the school counselor-developed and -delivered intervention, Operation Occupation, supported interdisciplinary efforts between counselors and classroom teachers. Pre- and postintervention perception data revealed that students increased their knowledge and skills related to CCR. Teachers also reported positive perceptions about the experience. The article shares implications for school counselors.

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