(Popov &
Carey)
January 30, 2023
Draft 8,14,2023 JCC
Several
countries have developed formal models of school-based counseling that are
supported by professional associations and government education ministries as
an policy lever to improve practice (Morshed and Carey, 2020). This project is
the first international comparative project to study these models. The project will collect written models that
are endorsed by professional groups of school-based counselors and/or
governmental education agencies.
Project Goals:
To understand the similarities and differences in formal
school-based counseling models elaborated in different countries.
To understand how contextual factors influence differences
in the models.
To understand the strengths and limitations of using formal
models as a policy lever to improve proactive.
To generate suggestions to improve formal model development
and use.
Research Process:
Because
the evaluation of models in context requires a deep understanding of the
practice of school-based counseling and the nature of policy within each
country, expert researchers in each country will be needed, Popov and Carey
will serve as Principal Investigators and coordinate the work of the local
expert s
The PIs will identify teams countries in which formal models
of school-based counseling have been developed, adopted, and (hopefully) evaluated.
These countries include Bulgaria, Hong Kong, Malta, Philippines, Slovenia, Serbia,
Turkey, Wales, and the USA. Other countries may be included if there is a
written model has been endorsed by a professional group of school-based
counselors and/or by a governmental education agency (e.g. Ministry or Department
of Education).
The PIs will recruit research in each of these countries
through BCES and ISPRESC.
The PIs and Research Team will:
·
Review and all models.
·
Collect and categorize models.
·
Document how models were developed implemented
and evaluated.
·
Develop a comparative framework to describe the
dimensions along which models and their associated practices differ.
·
Evaluate their own countries model using this
framework with a focus on the extent to which the model promotes effective
practice within their particular context.
·
Participate in cross-team dialogue to summarize
results, conclusions, implications, and recommendations.
Expected Results:
·
Understanding of similarities and contextual
differences in the nature of models.
·
Identification of the strengths and weaknesses
associated with the use of formal models to improve practice.
·
Identification of the strengths and weaknesses
associated with the use of formal models to improve counselor education.
·
Understanding of the similarities and contextual
differences in effective model implementation and use as a policy lever.
·
Identification of unanticipated negative
consequences of using formal models as a policy lever.
Project Timing:
Collaborator recruitment will start immediately. Collection
of models will begin in March 2023. Data collection and analysis are intended
to be completed by December 2023. At that point collaborative manuscript
development and publication will commence.
Publication:
The project is expected to result in a number of
international and national publications.
The PIs will be responsible for coordinating writing on international
publications. All team members who contribute to these publications will be
acknowledged as coauthors.
Team members will coordinate the writing of nationally
focused publications in their home countries.
All collaborators who contribute data and/or analysis will be
acknowledged as coauthors.
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