2019
DOI: 10.1177/2156759x19834443
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An Exploratory Study of Online Software to Support Accountability Practices

Abstract: This article addresses school counselor evidence-based accountability practice by summarizing the findings of a hands-on evaluation of readily accessible, free online accountability software that can be used for data collection, management and analysis, and presentations. Using germane school data, four preservice counselors individually rated these tools and commented on their advantages and disadvantages for accountability work. We provide recommendations for data-based practice and improved training.

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Cited by 3 publications
(3 citation statements)
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“…However, school counselors may experience concern regarding their abilities to employ data-informed decisionmaking (Astramovich et al, 2005;Holcomb-McCoy et al, 2009;Topdemir, 2013;Young & Kaffenberger, 2011). Further, the general lack of intuitive accountability tools school counselors can utilize that address these important areas may also mire school counselors' data-informed efforts (Sink et al, 2019). In response to this gap and professional issue, the present study introduces the ASCA-Informed Student Needs Assessment-High School Version (ASNA-H), a practitioner-friendly resource aligned with contemporary school counseling practice that school counselors can use to clarify student needs regarding (a) school connectedness and developing prosocial skills, (b) social/ emotional support, (c) academic and career development, and (d) relationships and emotional regulation, thus supporting school counselors' data-informed practices.…”
Section: Introductionmentioning
confidence: 99%
“…However, school counselors may experience concern regarding their abilities to employ data-informed decisionmaking (Astramovich et al, 2005;Holcomb-McCoy et al, 2009;Topdemir, 2013;Young & Kaffenberger, 2011). Further, the general lack of intuitive accountability tools school counselors can utilize that address these important areas may also mire school counselors' data-informed efforts (Sink et al, 2019). In response to this gap and professional issue, the present study introduces the ASCA-Informed Student Needs Assessment-High School Version (ASNA-H), a practitioner-friendly resource aligned with contemporary school counseling practice that school counselors can use to clarify student needs regarding (a) school connectedness and developing prosocial skills, (b) social/ emotional support, (c) academic and career development, and (d) relationships and emotional regulation, thus supporting school counselors' data-informed practices.…”
Section: Introductionmentioning
confidence: 99%
“…Bu durum, okul psikolojik danışmanlarının değerlendirme konusunda bilgi ve beceri eksikliğinden veya uzun süre çaba gerektirecek değerlendirme aktiviteleri için yeterli zamana sahip olmamalarından kaynaklanıyor olabilir. Nitekim birçok çalışma, okul psikolojik danışmanlarının, kendilerinden beklenen değerlendirme görevlerini yerine getirmeleri için gerekli bilgi, yetenek, beceri ve kişisel özelliklerden yoksun olduklarını göstermektedir (Bauman, Siegel, Davis, Falco ve Seabolt, 2002;Burnham, Dahir, Stone ve Hooper, 2008;Dimmitt, 2010;Hatch ve Chen-Hayes, 2008;Maras, Coleman, Gysbers, Herman ve Stanley, 2013;Sink, Adkins, Cooney ve Garverick, 2019;Studer, Oberman ve Womack, 2006).…”
Section: Tartişma Sonuç Ve öNeri̇lerunclassified
“…However, school counselors may experience concern regarding their abilities to employ data-informed decision making (Astramovich et al, 2005; Holcomb-McCoy et al, 2009; Topdemir, 2013; Young & Kaffenberger, 2011). Further, the general lack of intuitive accountability tools school counselors can utilize that address these important areas may also mire school counselors’ data-informed efforts (Sink et al, 2019). In response to this gap and professional issue, the present study introduces the ASCA-Informed Student Needs Assessment—High School Version (ASNA-H), a practitioner-friendly resource aligned with contemporary school counseling practice that school counselors can use to clarify student needs regarding (a) school connectedness and developing prosocial skills, (b) social/emotional support, (c) academic and career development, and (d) relationships and emotional regulation, thus supporting school counselors’ data-informed practices.…”
mentioning
confidence: 99%