This handbook examines policy research on school counseling across a wide range of countries and offers guidelines for developing counseling research and practice standards worldwide. It identifies the vital role of counseling in enhancing students’ educational performance and general wellbeing, and explores effective methods for conducting policy research, with practical examples. Chapters present the current state of school-based counseling and policy from various countries, focusing on national and regional needs, as well as opportunities for collaboration between advocates and policymakers. By addressing gaps in policy knowledge and counselor training, the Handbook discusses both the diversity of prominent issues and the universality of its major objectives.
Topics featured in this handbook include:
· The use of scoping reviews to document and synthesize current practices in school-based counseling.
· Contemporary public policy on school-based counseling in Latin America.
· Policy, capacity building, and school-based counseling in Eastern/Southern Africa.
· Public policy, policy research, and school counseling in Middle Eastern countries.
· Policy and policy research on school-based counseling in the United Kingdom.
· Policy research on school-based counseling in the United States.
The International Handbook for Policy Research in School-Based Counseling is a must-have resource for researchers, graduate students, clinicians, and related professionals and practitioners in child and school psychology, educational policy and politics, social work, psychotherapy, and counseling as well as related disciplines.
- Examines purposes, methods, and outcomes of international policy research on school-based counseling
- Explores how school counseling enhances educational and career outcomes and wellbeing
- Synthesizes current policy research methodologies in school-based counseling
- Analyzes the evidence base of how school-based counseling is germane to public policy
- Identifies future directions in school-based counseling policy research
Dr. John Carey is Professor of School Counseling and Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research at the University of Massachusetts, Amherst. He is also the Coordinator of the Collaboration between the Dipartimento di Filosophia, Pegagogia e Psicologia, Università degli studi di Verona and the Department of Student Development, University of Massachusetts and has an appointment as a Visiting Professor at the Università degli studi di Verona.
Dr. Belinda Harris is Associate Professor and Director of Postgraduate Taught Courses at the University of Nottingham, where she is also a member of the Centre for Research in Schools and Communities, the Centre for Trauma, Resilience and Growth, and the Centre for Forensic and Family Psychology.
Dr. Sang Min Lee is an Associate Professor in the Department of Education at the Korea University. He earned his Master of Education in Educational Counseling from Seoul National University in Korea.
Dr. Oyaziwo Aluede is Professor of Guidance and Counselling (specialised in School Counselling) and the Director of Quality Assurance and Linkages at the Ambrose Alli University, Ekpoma- Nigeria. Until very recently, he was the Dean of the Faculty of Education of the University