Single-subject research design for school counselors: Becoming an applied researcher

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
J. Scott Young, Professor and Chair (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: During the past decade, there has been discussion over the need for outcome research documenting the work of school counselors and the lack of research delineating the work of school counselors (Baker, 2000; Fairchild, 1993; Green & Keys, 2001; Myrick, 1990; Paisley & McMahon, 2001; Rhyne-Winkler & Wooten, 1996; Vacc & Rhyne-Winkler, 1993; Whiston & Sexton, 1998). Outcome research supporting the work of school counselors is increasingly being demanded as the public desires to know how public education funds are spent on school counseling services and whether those services are effective (Burnham & Jackson, 2000; Looney, 1998; Lusky & Hayes, 2001; Rhyne-Winkler & Wooten). The addition of new school counseling positions and continuation of school counseling programs in public and private education has prompted efforts to justify funding and retention of school counselors as necessary components of the educational system (Whiston & Sexton). Funding of school counseling programs is of great concern as public education frequently must deal with decreased federal, state, and local funding sources which translates into reductions in programs, services, and personnel (Lenhardt & Young, 2001; Otwell & Mullis, 1997). Not only can empirical research be helpful to justify funding, but also it can be a useful tool for program evaluation to establish and maintain an effective school counseling program. Enhancement of the professional viability of school counselors can also be a benefit of empirical research (Borders & Drury, 1992; Fairchild; Lenhardt & Young; Paisley & McMahon). A clear need exists for research on school counselors and their interventions, but it is unclear who is responsible for conducting this research. It has been suggested that school counselors should accept the challenge to provide the needed accountability data (Johnson, 2000; Paisley & McMahon; Otwell & Mullis). Moreover, Lenhardt and Young proposed that through advocacy, public relations, and marketing, the profession could be strengthened; however, this is dependent on accountability efforts including measuring student outcomes and conducting action research.

Additional Information

Publication
Professional School Counseling, 6(2), 146-154.
Language: English
Date: 2002
Keywords
Counseling, School, Research, Outcomes, Longitudinal, Results