The Lessons of Meta-Analysis: Does Group Counseling with Children and Adolescents Make a Difference?

Carey and Dimmitt present a brief overview and analysis of the article, Evaluating the effectiveness of child and adolescent group treatment: A meta-analytic review, originally published in Journal of Clinical Child Psychology. The authors present a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including a discussion of the positive outcomes that result from group counseling, both in clinical and school settings

Does Implementing a Research-Based School Counseling Curriculum Enhance Student Achievement?

Carey presents a brief overview and analysis of the article, Helping students improve academic achievement and school success behavior, originally published in Professional School Counseling. The author presents a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including the need for the school counseling profession to move toward standardized interventions and away from counselor-generated interventions to develop best practices and a solid research base for effective programs

The Current Status of School Counseling Outcome Research

Wendy McGannon has taken the lead in developing a review and analysis of The Current Status of School Counseling Outcome Research. Some basic information related to the NCLB mandates are reviewed in terms of how they impact the school counseling profession and counselor accountability. Types of research are described and a distinction is made between research and evaluation. Additionally, this paper includes a discussion of evidence-based practice and an explanation of how all of these topics are relevant to school counselors and school counseling programs at this time. This includes a brief history of the school counseling movement from the mental health model to Comprehensive Developmental Guidance, and then to the American School Counseling Association’s (ASCA) National Model and data-driven decision-making

The impact of school counseling on student educational outcomes in high schools: What can we learn about effectiveness from statewide evaluations of school counseling practice in Nebraska and Utah?

Jay Carey and Karen Harrington synthesize what they\u27ve learned from their research regarding statewide evaluations of school counseling practices in Utah and Nebraska. The authors summarize key introductory context points, methods and results, in addition to offering critical perspectives that discuss limitations of the study like the use of a cross-sectional rather than longitudinal design that limits outcome measurability

A Review of the Major School Counseling Policy Studies in the United States: 2000-2014

Jay Carey and Ian Martin conducted a review of the major policy studies concerning school counseling in the United States. The authors located 37 documents disseminated between 2000 and 2014 that were either intentionally written with a focus on policy implications or were frequently used to attempt to influence policy decision-making. Their review is organized by types of policy studies: Literature Reviews, Survey Research, Statewide Evaluations of School Counseling Programs, State Evaluations of School Counseling Practice, Existing Database Investigations of School Counseling, Research Identifying Elements of Exemplary Practice, Studies of Evaluation Capacity and Practices in School Counseling

What are the Implications of Possible Selves Research for School Counseling Practice?

Jay Carey and Ian Martin provide a summary and critical analysis of Possible Selves Theory and its relation to academic achievement. Possible Selves Theory includes a focus on what the student\u27s self-concept is in the future and how this affects motivation in school. In addition, the authors offer insight into interventions using Possible Selves Theory and implications for future practice

What Are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program?

Carey, Bowers, and McGannon present a brief overview and analysis of the article, The impact of more fully implemented guidance programs on the school experiences of High School students: A statewide evaluation study, originally published in the Journal of Counseling and Development. The authors present a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including the positive outcomes that result from the implementation of a comprehensive school guidance curriculum

System Energy Assessment (SEA), Defining a Standard Measure of EROI for Energy Businesses as Whole Systems

A more objective method for measuring the energy needs of businesses, System Energy Assessment (SEA), identifies the natural boundaries of businesses as self-managing net-energy systems, of controlled and self-managing parts. The method is demonstrated using a model Wind Farm case study, and applied to defining a true physical measure of its energy productivity for society (EROI-S), the global ratio of energy produced to energy cost. The traceable needs of business technology are combined with assignable energy needs for all other operating services. That serves to correct a large natural gap in energy use information. Current methods count traceable energy receipts for technology use. Self-managing services employed by businesses outsource their own energy needs to operate, and leave no records to trace. Those uncounted energy demands are often 80% of the total embodied energy of business end products. The scale of this "dark energy" was discovered from differing global accounts, and corrected so the average energy cost per dollar for businesses would equal the world average energy use per dollar of GDP. Presently the energy needs of paid services that outsource their own energy needs are counted for lack of information to be "0". Our default assumption is to treat them as "average". The result is to assign total energy use and impacts to the demand for energy services, for a "Scope 4" GHG assessment level. Counting only the energy uses of technology understates the energy needs of business services, as if services were more energy efficient than technology. The result confirms a similar finding by Hall et. al. in 1981 [9]. We use exhaustive search for what a business needs to operate as a whole, locating a natural physical boundary for its working parts, to define businesses as physical rather than statistical subjects of science. :measurement, natural systemsComment: 33 pages, 15 figures, accepted as part of pending special issue on EROI organized by Charlie Hall for Sustainability (MDPI

CSCORE’s Annual Review of Research

Presented at the annual American Counseling Association National Conference in San Francisco, CA, this presentation outlines and summarizes the most cutting edge in school counseling research from the years 2011-2012