Evidence-Based School Counseling
A Student Success Approach

Evidence-Based School Counseling presents a unique method for training graduate students to become effective school counselors that is presented in a "Tell, Show, Do, Coach" approach to instruction and reflective of ASCA, CACREP, and CAEP standards. This method is based on three interrelated components: (a) the ASCA National Model, especially its Mindsets & Behaviors for Student Success and its related student competencies, (b) the extensive research base associated with social/emotional learning (SEL), non-cognitive factors and college/career readiness, and (c) evidence-based programs tied to this research base and suited to school counselor implementation. The text highlights how the new ASCA Mindsets & Behaviors for Student Success have been modeled after this research base and provides resources for school counselors to find evidence-based programs and interventions connected to this research. Evidence-Based School Counseling provides extensive practice and coaching so students can arrive at practicum and internship feeling confident, and they can hit the ground running as they start their careers.

Introduction 1. Conceptual Framework for School Counseling 2. Evidence-Based School Counseling 3. School Counselors are in the Student Success Business 4. Evidence-Based Classroom Core Curriculum 5. Evidence-Based Group Counseling 6. Individual Counseling 7. Consultation and Collaboration 8. Supervision in Practicum and Internship in School Counseling 9. Ethics 10. Building Your Program Tied to ASCA National Standards-RAMP 11. The Role of Technology in School Counseling 12. Competency Assessments Appendix A. ASCA Ethical Standards for School Counselors Appendix B. 2016 CACREP Standards

Greg Brigman, PhD, is a professor of counselor education at Florida Atlantic University and has been a counselor educator and researcher for more than 26 years. Dr. Brigman has extensive experience as a classroom teacher, school counselor, staff development trainer, and curriculum researcher, and he regularly consults with school districts to evaluate the impact of school counselor and teacher-led evidence-based programs to improve student performance. He is a frequent presenter at international, national, and state professional conferences and is the co-developer of the Student Success Skills program. He has received numerous awards for his research and teaching.

Elizabeth Villares, PhD, is a professor and doctoral program coordinator in the Department of Counselor Education at Florida Atlantic University. Dr. Villares has worked as a teacher, school counselor, and school counseling program director and counselor educator for more than 20 years. She specializes in counseling children and adolescents, the use of technology to improve data-driven practices, and collaborating with school counselors to design outcome research and program evaluation projects. Her current research interests include developing and implementing school counselor-led evidence-based programs to improve the academic, social/emotional development, and college and career readiness of students from pre-kindergarten to grade 16.

Linda Webb, PhD, is a counselor educator and retired research faculty member at Florida State University and has been a teacher, school counselor, and counselor educator for a combined 30 years. During that time, she has been interested in school counseling outcome research. Her expertise is in the area of student behaviors and their relationship to academic learning and has experience developing and researching interventions that address learning and social needs of students. Dr. Webb has worked extensively with school cou