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RESEARCH
DATA ON TECHNOLOGY BASED
INTERVENTIONS AND BULLYING EFFECTS
Attached is our latest research brief,
written by Emily Cachiguango, a graduate student in the school
counseling program at UMass-Amherst and Karen Harrington, CSCOR’s
Senior Research Fellow. The brief evaluates a study by McLaughlin,
Laux, and Pescara-Kovach (2006) which assessed the added value of
video and computer-based interventions in a cognitive-behavioral
bullying prevention program. Bullying prevention is a crucial
component of any school counseling program and knowing which
interventions are successful promotes a safer school environment.
This study shows that using technology to increase treatment levels is
an effective and efficient way to reduce bullying.
(click
here for Research Brief attachment)
From
2003 to 2007, CSCOR organized a School Counselor Leadership Institute
(SCLI). For a variety of reasons, we are not holding an SCLI this
summer. School counselors interested in alternative professional
development and graduate credit opportunities are encouraged to
consider the following options:
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The
Massachusetts School Counselor Association (MASCA) is holding its
second annual MA Model Institute for counselors interested in
implementing the MA Model. Instructors will be Jan Tkaczyk, Katie
Gray, and Helen O’Donnell. For more information go to:
http://www.masca.org/.
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CSCOR Associate Director, Dr. Carey Dimmitt, is teaching a
three-credit graduate course
“School Counseling Curriculum: Development and Implementation”
offered in Amherst, Massachusetts through UMass Continuing
Education. Please see
http://www.umassulearn.net/summer/Summer-2008-Classes for more
information.
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Karen Harrington, Senior Research Fellow at CSCOR, is teaching a
graduate course at Northeastern University in Boston, Massachusetts
entitled “Evidence-based Practice
for School Counselors.” See
http://www.spcs.neu.edu/pdp/programs/guidance for more
information about the course and available accommodations.
Further
details about the School Counseling
Curriculum: Development and Implementation and
Evidence-based Practice for School Counselors classes can
be found in the second attached PDF.
A
great new resource for the field that we wanted to let you know about
can be found at
http://www.schools.utah.gov/cte/guidance.html. Under the
“Research Publications” section are a number of PDFs with information
about comprehensive school counseling and program evaluation that can
be downloaded for your use.
Carey Dimmitt, Associate Director
Center for School Counseling Outcome
Research
University
of Massachusetts, Amherst
http://www.umass.edu/schoolcounseling
Support Personnel Accountability Report Card (SPARC)
... is a continuous improvement
tool that gives a school site an opportunity to demonstrate effective
communication and a commitment to getting results. Modeled after the
School Accountability Report Card (SARC), the SPARC has been developed by
an advisory group of Los Angeles County counselors, counselor supervisors,
counselor educators, and California Department of Education consultants.
Go to SPARC's website for full details
and helpful downloads - click here.
COMPREHENSIVE GUIDANCE AND COUNSELING
PROGRAM
PARTICIPATION MAKE SIGNIFICANT DIFFERENCE IN MISSOURI:
Missouri School Counselors Benefit All Students:
How Implementing Comprehensive Guidance Program Improves Academic
Achievement For All Missour Students. By Richard Lapan, Ph.D; Norman
Gysbers, Ph.D; and Marc Kayson, M.A.
The purpose of this study was to investigate if the
level of implementation of the MCGP in school buildings in Missouri makes
a difference in student academic achievement and in important student
behaviors that affect academic achievement. The second purpose was
to investigate how Missouri school counselors are spending their
professional time. The third purpose was to explore the impact of
more fully implemented comprehensive guidance programs in schools with
substantial minority student enrollments. The findings of the study
are reported as follows ...
click here to view full Study and
printable pdf
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