{"title":"使用CSCORE协议识别学校咨询干预研究中的循证实践","authors":"E. Mason, Beverly J. Trezek","doi":"10.1080/21501378.2020.1796480","DOIUrl":null,"url":null,"abstract":"Abstract Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none of the identified interventions met all criteria of the protocol and confirmed the persistent issues of research quality in school counseling intervention research. However, the variable strengths and limitations of the research included in this review may be worth considering in the context of school counseling theory to practice. Implications regarding the state of intervention research and EBPs in school counseling are discussed.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"7 1","pages":"91 - 104"},"PeriodicalIF":0.0000,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Using the CSCORE Protocol to Identify Evidence-Based Practices in School Counseling Intervention Research\",\"authors\":\"E. Mason, Beverly J. Trezek\",\"doi\":\"10.1080/21501378.2020.1796480\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none of the identified interventions met all criteria of the protocol and confirmed the persistent issues of research quality in school counseling intervention research. However, the variable strengths and limitations of the research included in this review may be worth considering in the context of school counseling theory to practice. Implications regarding the state of intervention research and EBPs in school counseling are discussed.\",\"PeriodicalId\":37884,\"journal\":{\"name\":\"Counseling Outcome Research and Evaluation\",\"volume\":\"7 1\",\"pages\":\"91 - 104\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-08-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Counseling Outcome Research and Evaluation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21501378.2020.1796480\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Counseling Outcome Research and Evaluation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21501378.2020.1796480","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Using the CSCORE Protocol to Identify Evidence-Based Practices in School Counseling Intervention Research
Abstract Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none of the identified interventions met all criteria of the protocol and confirmed the persistent issues of research quality in school counseling intervention research. However, the variable strengths and limitations of the research included in this review may be worth considering in the context of school counseling theory to practice. Implications regarding the state of intervention research and EBPs in school counseling are discussed.
期刊介绍：
Counseling Outcome Research and Evaluation (CORE) provides counselor educators, researchers, educators, and other mental health practitioners with outcome research and program evaluation practices for work with individuals across the lifespan. It addresses topics such as: treatment efficacy, clinical diagnosis, program evaluation, research design, outcome measure reviews. This journal also serves to address ethical, legal, and cultural concerns in the assessment of dependent variables, implementation of clinical interventions, and outcome research. Manuscripts typically fall into one of the following categories: Counseling Outcome Research: Treatment efficacy and effectiveness of mental health, school, addictions, rehabilitation, family, and college counseling interventions across the lifespan as reported in clinical trials, single-case research designs, single-group designs, and multi- or mixed-method designs.
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