Counseling research and program evaluation pdf

Did clients practice mindfulness? Did the therapist deliver the therapy in the standard way? Process-outcome questions investigate the relationship between therapy processes and outcomes. Did clients who regularly practiced mindfulness show greater reduction in symptoms? Did clients who reported better therapeutic alliances resolve problems to a greater degree? Did couples therapy result in better relationships between partners when conducted strictly in accordance with the manual?

As a general rule, it makes sense to start with outcome questions. Until we are clear about outcomes it does not make much sense to investigate processes or process-outcome questions. Once outcomes are well established, investigation of processes and process-outcome becomes important to understand what it is about the therapy that makes a difference. This kind of research can lead to improvements in therapy technique.

Find out what is already known. The research question determines the focus of the research but not much else. The next step is to find out what is already known. This is usually done by means of a literature review, which is increasingly easy. Access to a good university library helps but is not essential. Medline Pubmed is freely available and is the single most useful resource for accessing research into psychotherapy and counselling.

Medline has good search features and gives access to abstracts. In some cases these lead to full access. PsychInfo is also a very good database but is not freely available. The Google search engine does interface with Medline but it is a rather inefficient search process as it turns up a lot of low quality information as well. Google Scholar is useful as it provides access to full text articles and books and not just abstracts.

However, the range is limited and the articles that turn up on a search are often old. Using Medline, supplemented by Google will give a good indication of the scope of work done in the area and provide some pointers to the approach taken and the quality. In some cases it will actually answer the question. Most but not all research will be subject to formal ethical review. Ethical review is desirable and is one of a number of benefits of collaborating with a university. Therapists who feel ambivalent about, or antagonistic towards, research may query the ethical standing of the proposed work.

Having the research reviewed by a well-constituted ethical review process will address these concerns. In general, ethical review will consider questions such as:. When the work is not subject to formal review, such as in a quality assurance project, the research or evaluation team must address these issues. Design the Study. A new study should address a question that we do not already have the answer to. Alternatively, the focus may be more on process or process-outcome issues.

The form and methodology of the study will depend on factors such as resources and expertise. Studies may be qualitative, quantitative or use mixed methods. All have advantages. Qualitative studies are good for intensive exploration of small samples.

They are especially important when the characteristics of key variables are not well understood or when there are not reliable and valid measures for key variables. They can be very helpful in exploring process issues. Qualitative studies tend to be time consuming, more demanding on participants, and data analysis is difficult. They also have less impact on decision makers because they are by nature exploratory, and tend not to provide definitive answers to questions.

Qualitative studies are not recommended unless the researchers have substantial expertise in this approach. Quantitative studies use standardized measures to quantify outcome variables such as symptoms, quality of life or relationship satisfaction, or process variables such as the therapeutic alliance, homework compliance or fidelity to treatment.

There are two widely used designs: uncontrolled repeated measures and controlled repeated measures. Uncontrolled repeated measures studies have a single sample with all participants receiving the treatment. At a minimum, measurement is prior to treatment and post treatment, but there may also be measurements during treatment and at follow up. The effect of the treatment is inferred from changes in scores after treatment compared with before treatment. Process measures such as the therapeutic alliance can be administered during treatment to evaluate change over the course of treatment, or to investigate the relationship between process and outcome.

Uncontrolled studies are less credible than controlled studies because it is possible that any improvements may have occurred without the treatment. However it is often possible to benchmark treatment effects for uncontrolled studies with effects reported in the literature, which enhances credibility.

Controlled repeated measures studies use the same approach explained above except that there is a control sample group who do not receive the treatment but who complete the same measures as the study group.

It is always best to randomly assign participants to the treatment and the control so as to minimize risk of bias in assignment. Controlled studies and especially randomized controlled studies have greater credibility than uncontrolled studies. Quantitative studies are relatively easy to implement so long as a few basic principles are followed:. Data analysis. A study design gives consideration not just to how data will be collected but also how it will be analyzed.

Data analysis processes for qualitative research are highly variable. There is a common aim of extracting themes and ideas but no single procedure for doing this. The aim is to distill the meaning of the information. The risk is that the meaning will be distorted by the subjectivity and biases of the researcher. A range of strategies have been developed to maximize the extraction of meaning and minimize bias, but there is no consensus as to the best method or methods to employ.

In my opinion, it is best not to attempt analysis of qualitative data without the assistance of someone with expertise in one or more of the established methods. Furthermore, it is better not to wait until the data analysis phase to bring in expertise because the approach to data collection and the approach to data analysis are often intimately linked. Quantitative data analysis can be technical but is relatively straight forward because there are well developed and widely accepted statistical procedures.

There are more and less sophisticated approaches but quite a lot of useful analysis can be done using commonly available databases such as Excel or online programs. Many health professionals have sufficient basic training in statistics to conduct this kind of analysis. There is growing interest in building data collection into routine clinical practice.

They also compile aggregated data summaries that provide information about outcomes for the organization. Both systems charge users, but the fees are modest. This new edition also offers enhanced and expanded case studies, making them a central organizing theme, and adds more international examples. New online resources for this edition include a table of evaluation models, examples of program evaluation reports, sample handouts for presentations to stakeholders, links to YouTube videos and additional annotated resources.

All resources are available for download under the tab eResources at www. Virtually all of the testable terms, concepts, persons, places, and events from the textbook are included. Cram Just the FACTS studyguides give all of the outlines, highlights, notes, and quizzes for your textbook with optional online comprehensive practice tests.

Accompanys: Author : Richard A. Berk,Peter H. Through the use of specific examples to illustrate evaluation research goals and methods, this book provides readers with an overview of the science and politics of evaluation research that is comprehensive in the topics covered, but selective in the details discussed. The Second Edition includes coverage of meta-analysis, selection models and instrumental variables.

In addition, the authors have expanded their sections of the analysis of data, evaluation when the units of analysis are entire organizations or political jurisdictions, and comparisons between evaluation research and other fields.

Author : Carl J. Scott Young,M. Check with the seller before completing your purchase. Concise and lucid writing made this book in its first edition the leading research methods text written specifically for counselors. The text introduces reader to the basics of how to do research-from formulating a problem, doing a literature review, selecting a design, collecting and analyzing data, through reporting results. It also provides readers with the information they need to become intelligent consumers of published research.

Covering a broad range of quantitative, qualitative, and mixed methods designs, as well as action research and program evaluation, the text presents the most common types of research used in the field of counseling. From reviews of the text: "The content is strong and clearly explained.

This is the best [counseling research text] I have seen. So often I find counseling students viewing research methods courses as courses they must just 'get through' and not ones that will help them in their future careers. This book. The many examples used throughout the text and sample paper are great resources for the students. It is relevant to counseling students, it has information required by CACREP, and it is a comprehensive research textbook that is easy for students to follow.

The examples given are superb. Within its structured environment, students can practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes. Author : Stephen A. Kapp,Gary R. Kapp and Gary R.

Anderson, serves as a core textbook in the advanced undergraduate and graduate social work program evaluation courses. It combines the methodology of program evaluation with the reality of working with agencies and organizations to describe the effectiveness of their services and programs. Students will gain an understanding of the political and social context and pressures in which a program is developed, implemented and evaluated. This book offers a practice-oriented approach to evaluation.

While many program evaluation methods texts often add a chapter or brief sections that describe organizational and political factors. Features and Benefits: combines the methodology of program evaluation with the reality of working with agencies an understanding of the political and social context and pressures in which a program is developed, implemented and evaluated examples of the techniques to apply in family and children services agencies.

Author : Patricia Burch,Carolyn J. Heinrich equips students, researchers, and policymakers in the social sciences with the tools they need for applying mixed methods in policy research and program evaluation, from design, through data collection, and dissemination.

Throughout the book, the authors describe challenges that both beginners and advanced scholars are likely to encounter when doing mixed methods research and recommend practical tools available to address them. Author : Nancy G. It was developed by the author for her course in counseling services and administration as a response to her frustration for a comprehensive book that takes students through all the necessary components involved in developing a mental health community program such as reducing teen pregnancy, increasing access for minorities, health promotion and prevention.

This book is unique in its coverage of all the main areas required to plan and implement a community program, but it goes a step further by including important information on sustaining the program, budgeting, funding, community resource development, and fully implementing the program.

In addition, the author has developed a number of tools that aid the student in developing a community program usually a required class project including exercises to help with needs assessment and planning, as well as exercises and quizzes, which will be included in a cd with the book. The book presents the author's step model that guides a student through the entire process of planning and developing a mental health community program.

Author : Joshua C. Designed to help students learn how to assess clients, conduct treatment planning, and evaluate client outcomes, this practical book addresses specific CACREP competencies. Incorporating case studies and examples, authors Joshua C. To learn more about each text in the series, please visit www.

Stephen Lenz. Counseling and Educational Research Rick A. Research and Evaluation in Counseling Bradley Erford. Research Design in Counseling P. Erford,Robert Perrin. Neurocounseling Thomas A. Cram Textbook Reviews. Program Evaluation Kenneth J. Thinking about Program Evaluation Richard A. Harry Daniels. Program Development in the 21st Century Nancy G.