INTERNATIONAL HANDBOOK FOR POLICY RESEARCH ON SCHOOL-BASED COUNSELING

1. Introduction to Policy Research in School-Based Counseling
2. What Government Policy Makers Need to Know About School-Based Counseling
3. Ethical and Social Justice Foundations of Policy and Policy Research Related to School-Based Counseling
4. Using Scoping Reviews to Document and Synthesize Current Practices in School-Based Counselling
5. Developing and Conducting International School Counseling Survey Research
6. Using Mixed Methods to Evaluate Pilot Counselling Provision in Welsh Primary Schools
7. Conducting Needs Assessments to Identify Necessary School-Based Counseling Services
8. Using Methodological Reviews and Meta-analyses to Identify Current Best Practices in School-Based Counseling
9. Conducting Intervention Research to Identify Efficacious and Effective Practices in School-Based Counseling
10. Conducting Large-Scale Evaluation Studies to Identify Characteristics of Effective Comprehensive School Counseling Programs
11. Identifying and Using Secondary Datasets to Answer Policy Questions Related to School-Based Counseling: A Step-by-Step Guide
12. Evaluating the Impact of National and State Policies on School-Based Counseling Practices and Student Outcomes
13. Using Qualitative Methods to Evaluate Policy Implementation in School-Based Counseling
14. Using Cost-Benefit Analyses in School-Based Counseling Policy Research
15. Focusing on Context Within International School-Based Counseling Research
16. Policy, Capacity Building and School-Based Counselling in Nigeria
17. Policy and Challenges of Contextualization for School-Based Counselling in Countries in Eastern and Southern Africa
18. School-Based Counseling Policy, Policy Research, and Implications: Findings from Hong Kong and Japan
19. School-Based Counseling Policy, Policy Research, and Implications: Findings from South Korea
20. Public Policy, Policy Research, and School Counseling in India
21. Policy and Practice of School-Based Counseling in Bangladesh: Current Provisions and Future Directions
22. School-Based Counseling in Malaysia as Southeast Asian Country
23. Policy, Policy Research on School-Based Counselling in the United Kingdom
24. Policy, Research and the Development of School Counselling in Malta: Lessons Learnt in a Small-Island Community
25. School-Based Counseling, Policy, Policy Research, and Implications in Turkey and Other Middle Eastern Countries
26. Policy Research on School-Based Counseling in the United States: Establishing a Policy Research Agenda
27. Policy, Research, and Implications for School Counseling in Canada
28. Public Policy and Policy Research on School-Based Counseling in Australia
29. Policy, Policy Research in Aotearoa New Zealand
30. Historical Influences on the Development of Policy Affecting School-Based Guidance and Counseling in Latin America
31. Contemporary Public Policy on School-Based Guidance and Counseling in Venezuela, Costa Rica, and Other Latin American Countries
32. Using Advocacy in Policy Research and School-Based Counseling
33. Present Status and Future Directions for Policy Research and Evaluation in School-Based Counseling

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 Handbookdiscusses 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.

Features
• 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

Authors
• 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