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International Handbook for Policy Research on School-Based Counseling pp 11–22Cite as

What Government Policy Makers Need to Know About School-Based Counseling

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Abstract

Rationale and processes for adopting or adapting a government or agency sponsored model for school-based counseling are presented. Essential elements for favorable conditions for expanding a government- or agency-based model for school-based counseling are identified. A case study of a more than 20-year initiative in one state in the USA for implementing a highly successful model for school-based school counseling is presented. Conclusions include: It was essential to have a written state model of school-based counseling that promoted common understanding of the work of school-based counselors across the state and local levels. It was essential for the State Department of Education to pay careful attention to fostering favorable conditions for the development and expansion of school-based school counseling, and it was essential for the State Department of Education to use program evaluation to identify the tangible benefits of school-based counseling to the public good in order to leverage political and fiscal support from the legislature.

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Acknowledgments

R. Lynn Jensen, for his early insights for and adoption of a comprehensive, developmental approach to school-based counseling; Dr. Norm Gysbers for providing the model and training for the development of the Utah CSCP; Norm Gysbers, C. D. “Curly” Johnson, and Robert Myrick for their role in the development of the ASCA National Model for School Counseling Programs; Judy Bowers and Trish Hatch for their leadership in developing the ASCA National Model; all the original members of the advisory group for the ASCA National Model for providing a professional learning community; Pat Martin for her 1998 presentation, “Acting As If You Really Cared about All Students,” and all that followed after it; Ian Martin, for his work on CSCP implementation and evaluation; Jay Carey, for his leadership in research and evaluation; and many other colleagues at the state, local government, and school level who work to make a difference for students every day.

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Authors and Affiliations

  1. Utah State Board of Education, University of Phoenix, Salt Lake City, UT, USA

    Dawn Stevenson MS, MEd

  2. Draper Park Middle School, Canyons School District, Salt Lake City, UT, USA

    Nathan Edvalson MS, MEd

Authors
  1. Dawn Stevenson MS, MEd
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  2. Nathan Edvalson MS, MEd
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Corresponding author

Correspondence to Nathan Edvalson MS, MEd .

Editor information

Editors and Affiliations

  1. Department of Student Development, University of Massachusetts, Amherst, Massachusetts, USA

    John C. Carey

  2. University of Nottingham School of Education, Nottingham, United Kingdom

    Belinda Harris

  3. Department of Education, Korea University, Seoul, Korea (Republic of)

    Sang Min Lee

  4. Department of Guidance and Counselling, Ambrose Alli University, Ekpoma, Nigeria

    Oyaziwo Aluede

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Stevenson, D., Edvalson, N. (2017). What Government Policy Makers Need to Know About School-Based Counseling. In: Carey, J., Harris, B., Lee, S., Aluede, O. (eds) International Handbook for Policy Research on School-Based Counseling. Springer, Cham. https://doi.org/10.1007/978-3-319-58179-8_2

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