Using the CSCORE Protocol to Identify Evidence-Based Practices in School Counseling Intervention Research

Abstract

Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none of the identified interventions met all criteria of the protocol and confirmed the persistent issues of research quality in school counseling intervention research. However, the variable strengths and limitations of the research included in this review may be worth considering in the context of school counseling theory to practice. Implications regarding the state of intervention research and EBPs in school counseling are discussed.

Keywords:

• School counseling
• intervention research
• evidence-based practice

Acknowledgment

The authors would like to thank Jamie Shabman, Georgia State University graduate student, for her contributions to the review.

Disclosure

We have no known conflicts of interest to disclose.

Additional information

Notes on contributors

E. C. M. Mason

E. C. M. Mason is an Assistant Professor at Georgia State University.

Beverly J. Trezek

Beverly J. Trezek is an Associate Professor and Tashia F. Morgridge Chair in Reading at University of Wisconsin-Madison.