Report of the National Panel for Evidence-Based School Counseling: Outcome Research Coding Protocol and Evaluation of Student Success Skills and Second Step

Child‐centered Play Therapy in the Schools: Review and Meta‐analysis

“…For the systematic review, two team members reviewed the Outcome Research Coding Protocol: Coding Studies and Rating the Level of Evidence for the Causal Effect of an Intervention (ORCP; Carey, Dimmett, Hatch, Lapan, & Whiston, ). The ORCP was developed by combining recommendations from the Procedural and Coding Manual for Review of Evidence‐Based Interventions (Task Force on Evidence‐Based Interventions in School Psychology, ) and The Study Design and Implementation Assessment Device (Valentine & Cooper, ).…”

School Counselors as Accountability Leaders: Another Call for Action

“…Controversial as it is, the No Child Left Behind legislation (U.S. Department of Education, 2002) as well has had, in some regards, a positive influence on educational and school counseling accountability leadership (Dollarhide & Lemberger, 2006). With its stringent guidelines for scientific research evidence supporting the effectiveness of educational programs and interventions, certain No Child Left Behind provisions underscore the need for resultsbased school counseling practices (Carey, Dimmitt, Hatch, Lapan, & Whiston, 2008). Counselors can now consult helpful online accountability databases, including the What Works Clearinghouse established in 2002 by the U.S. Department of Education's (n.d.) Institute of Education Sciences to digitally "house" scientifically based efficacy research in education, as well as the findings from the National Panel for School Counseling Evidence-Based Practice (Carey et al).…”

Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

“…Previous SSS studies have documented the intervention's positive impact on student academic performance as measured by standardized test scores in math and reading (Villares et al, 2012). Professionals in the field of counseling have identified a need to evaluate the link between the SSS program and intermediate variables related to student learning such as engagement in school success skills, prosocial behavior and perceptions of classroom climate (Carey, Dimmitt, Hatch, Lapan, & Whiston, 2008). Findings from the current study indicate that students who received the SSS intervention engaged significantly more in behaviors indicative of school success at posttest.…”

“…Since the bullying literature calls for the use of multiple measures when attempting to link interventions to improvements, we recommend that additional studies track attendance rates, disciplinary referrals, bullying incident reports, and peer and teacher nominations, in addition to student instruments. Future researchers in this area also should gather data from teacher participants and vary the type of measurements specifically tied to prosocial and bullying behaviors (Pellegrini & Bartini, 2000;Van Schoiack-Edstrom, Frey, & Beland, 2002), as well as academic outcomes (Carey et al, 2008;Hall, 2006). This study sought to create a whole-school culture by incorporating the intervention across an entire grade level at each school.…”