ERIC EJ864350: Advancing One's Understanding of School Counseling through Publication: The "What" and "How" of Writing an Article

2008·0.05 MB·English

by  ERIC

(cid:65)(cid:100)(cid:118)(cid:97)(cid:110)(cid:99)(cid:105)(cid:110)(cid:103)(cid:32)(cid:79)(cid:110)(cid:101)(cid:213)(cid:115)(cid:32)(cid:85)(cid:110)(cid:100)(cid:101)(cid:114)(cid:115)(cid:116)(cid:97)(cid:110)(cid:100)(cid:105)(cid:110)(cid:103)(cid:32)(cid:111)(cid:102)(cid:32)(cid:83)(cid:99)(cid:104)(cid:111)(cid:111)(cid:108)(cid:32)(cid:67)(cid:111)(cid:117)(cid:110)(cid:115)(cid:101)(cid:108)(cid:105)(cid:110)(cid:103)
(cid:65)(cid:100)(cid:118)(cid:97)(cid:110)(cid:99)(cid:105)(cid:110)(cid:103)(cid:32)(cid:79)(cid:110)(cid:101)(cid:213)(cid:115)(cid:32)(cid:85)(cid:110)(cid:100)(cid:101)(cid:114)(cid:115)(cid:116)(cid:97)(cid:110)(cid:100)(cid:105)(cid:110)(cid:103)(cid:32)(cid:111)(cid:102)(cid:32)(cid:83)(cid:99)(cid:104)(cid:111)(cid:111)(cid:108)(cid:32)(cid:67)(cid:111)(cid:117)(cid:110)(cid:115)(cid:101)(cid:108)(cid:105)(cid:110)(cid:103)(cid:32)(cid:84)(cid:104)(cid:114)(cid:111)(cid:117)(cid:103)(cid:104)(cid:32)(cid:80)(cid:117)(cid:98)(cid:108)(cid:105)(cid:99)(cid:97)(cid:116)(cid:105)(cid:111)(cid:110)(cid:58)
(cid:84)(cid:104)(cid:101)(cid:32)(cid:210)(cid:87)(cid:104)(cid:97)(cid:116)(cid:211)(cid:32)(cid:97)(cid:110)(cid:100)(cid:32)(cid:210)(cid:72)(cid:111)(cid:119)(cid:211)(cid:32)(cid:111)(cid:102)(cid:32)(cid:87)(cid:114)(cid:105)(cid:116)(cid:105)(cid:110)(cid:103)(cid:32)(cid:97)(cid:110)(cid:32)(cid:65)(cid:114)(cid:116)(cid:105)(cid:99)(cid:108)(cid:101)
(cid:74)(cid:97)(cid:109)(cid:101)(cid:115)(cid:32)(cid:70)(cid:46)(cid:32)(cid:75)(cid:108)(cid:101)(cid:105)(cid:110)
(cid:74)(cid:97)(cid:109)(cid:101)(cid:115)(cid:32)(cid:70)(cid:46)(cid:32)(cid:75)(cid:108)(cid:101)(cid:105)(cid:110)(cid:44)(cid:32)(cid:69)(cid:100)(cid:46)(cid:68)(cid:46)(cid:32)(cid:105)(cid:115)(cid:32)(cid:97)(cid:110)(cid:32)(cid:65)(cid:115)(cid:115)(cid:105)(cid:115)(cid:116)(cid:97)(cid:110)(cid:116)(cid:32)(cid:80)(cid:114)(cid:111)(cid:102)(cid:101)(cid:115)(cid:115)(cid:111)(cid:114)(cid:32)(cid:111)(cid:102)(cid:32)(cid:72)(cid:117)(cid:109)(cid:97)(cid:110)(cid:32)(cid:68)(cid:101)(cid:118)(cid:101)(cid:108)(cid:111)(cid:112)(cid:109)(cid:101)(cid:110)(cid:116)(cid:32)(cid:67)(cid:111)(cid:117)(cid:110)(cid:115)(cid:101)(cid:108)(cid:105)(cid:110)(cid:103)(cid:32)(cid:105)(cid:110)(cid:32)(cid:116)(cid:104)(cid:101)(cid:32)(cid:67)(cid:111)(cid:108)(cid:108)(cid:101)(cid:103)(cid:101)(cid:32)(cid:111)(cid:102)(cid:32)(cid:69)(cid:100)(cid:117)(cid:99)(cid:97)(cid:116)(cid:105)(cid:111)(cid:110)(cid:32)(cid:38)(cid:32)(cid:32)
(cid:72)(cid:117)(cid:109)(cid:97)(cid:110)(cid:32)(cid:83)(cid:101)(cid:114)(cid:118)(cid:105)(cid:99)(cid:101)(cid:115)(cid:32)(cid:97)(cid:116)(cid:32)(cid:116)(cid:104)(cid:101)(cid:32)(cid:85)(cid:110)(cid:105)(cid:118)(cid:101)(cid:114)(cid:115)(cid:105)(cid:116)(cid:121)(cid:32)(cid:111)(cid:102)(cid:32)(cid:73)(cid:108)(cid:108)(cid:105)(cid:110)(cid:111)(cid:105)(cid:115)(cid:32)(cid:97)(cid:116)(cid:32)(cid:83)(cid:112)(cid:114)(cid:105)(cid:110)(cid:103)(cid:222)(cid:101)(cid:108)(cid:100)(cid:46)(cid:32)(cid:74)(cid:105)(cid:109)(cid:32)(cid:105)(cid:115)(cid:32)(cid:99)(cid:117)(cid:114)(cid:114)(cid:101)(cid:110)(cid:116)(cid:108)(cid:121)(cid:32)(cid:97)(cid:32)(cid:109)(cid:101)(cid:109)(cid:98)(cid:101)(cid:114)(cid:32)(cid:111)(cid:102)(cid:32)(cid:116)(cid:104)(cid:101)(cid:32)(cid:71)(cid:83)(cid:67)(cid:65)(cid:32)(cid:74)(cid:111)(cid:117)(cid:114)(cid:110)(cid:97)(cid:108)(cid:213)(cid:115)(cid:32)(cid:69)(cid:100)(cid:105)(cid:116)(cid:111)(cid:114)(cid:105)(cid:97)(cid:108)(cid:32)(cid:82)(cid:101)(cid:118)(cid:105)(cid:101)(cid:119)(cid:32)(cid:66)(cid:111)(cid:97)(cid:114)(cid:100)(cid:46)(cid:32)
(cid:67)(cid:111)(cid:114)(cid:114)(cid:101)(cid:115)(cid:112)(cid:111)(cid:110)(cid:100)(cid:101)(cid:110)(cid:99)(cid:101)(cid:32)(cid:114)(cid:101)(cid:103)(cid:97)(cid:114)(cid:100)(cid:105)(cid:110)(cid:103)(cid:32)(cid:116)(cid:104)(cid:105)(cid:115)(cid:32)(cid:97)(cid:114)(cid:116)(cid:105)(cid:99)(cid:108)(cid:101)(cid:32)(cid:115)(cid:104)(cid:111)(cid:117)(cid:108)(cid:100)(cid:32)(cid:98)(cid:101)(cid:32)(cid:97)(cid:100)(cid:100)(cid:114)(cid:101)(cid:115)(cid:115)(cid:101)(cid:100)(cid:32)(cid:116)(cid:111)(cid:32)(cid:106)(cid:107)(cid:108)(cid:101)(cid:105)(cid:52)(cid:64)(cid:117)(cid:105)(cid:115)(cid:46)(cid:101)(cid:100)(cid:117)(cid:46)
(cid:65)(cid:98)(cid:115)(cid:116)(cid:114)(cid:97)(cid:99)(cid:116) manuscripts in which authors have used data to support
or validate their efforts and desire to share these great
Writing for publication is a great privilege and one that
ideas and approaches with colleagues via publication.
should be approached deliberately as well as innovatively.
According to Stone and Dahir (2007), “data brings our
As experts in our respective fields, writing for publication
attention to issues that require schoolwide conversations
is an opportunity to share original thoughts, take
and planning” (p. 18). I believe this assertion can be
positions, and/or report findings as well as simultaneously
extended more specifically to school counseling. Data
advance foundational knowledge in our areas. The power
demands attention and often facilitates meaningful
and influence of such scholarly pursuits should be taken
dialogue around school counseling and what does or does
seriously. More specifically, one’s efforts should be well
not constitute a “best practice.” By publishing empirically-
thought out and demonstrate a willingness to take risks
based articles, not only does one continue the process of
by legitimately suggesting a novel idea or an approach
demystification, but one also encourages discourse that
to the epistemology of school counseling. The following
can lead to well informed decisions and planning.
commentary reflects my paradigm for evaluating
manuscripts and characterizes the “what” and “how” of Stone and Dahir (2007) offer the following benefits
writing for publication. associated with data: (a) data can accurately present the
current situation of student challenges and accomplishment
in critical areas, (b) data can assist in identifying the needs
(cid:84)(cid:104)(cid:101)(cid:32)(cid:210)(cid:87)(cid:104)(cid:97)(cid:116)(cid:211)
of students on your caseloads, (c) data can reveal school
When contemplating the “what” of writing for and/or system wide challenges that affect success, and
publication in the area of school counseling, it is (d) data helps to identify and eliminate barriers. These
advantageous to consider efforts that involve data. The qualitative findings should be evidence enough that
current culture of education is replete with terminology writing data-based articles is not only an acceptable risk,
such as data driven, decision-making, evidence-based but a necessary one when writing for publication relative
practices, standards, and rubrics. Furthermore, school to school counseling issues.
counseling cannot avoid the influence of the No Child
Left Behind Act (2001) and therefore must consider the
(cid:84)(cid:104)(cid:101)(cid:32)(cid:210)(cid:72)(cid:111)(cid:119)(cid:211)
value of how data commingles with school counseling.
My consideration of the “how” is a two pronged
Projecting, collecting, analyzing, and using data
discussion. The first prong deals with “how” does one
for many counselors is a daunting task and can feel
access meaningful data to write evidence-based articles.
anticomplimentary to what we really enjoy doing.
The second prong offers a glimpse into what I hope to
However, the more we work with data and write about
experience when reviewing a manuscript.
how to use data effectively to inform school counseling,
the more data becomes demystified. This is not to say that First, given the numerous challenges associated with
position papers or theory-driven work is less valuable, writing evidence-based articles, it would behoove future
but wrestling with, and writing about data can offer authors to consider collaborative ventures. As Viccora
tremendous risks and rewards. Therefore, I enjoy reviewing (2007) suggests, join forces with data-savvy partners
(cid:49)(cid:48)
(cid:71)(cid:101)(cid:111)(cid:114)(cid:103)(cid:105)(cid:97)(cid:32)(cid:83)(cid:99)(cid:104)(cid:111)(cid:111)(cid:108)(cid:32)(cid:67)(cid:111)(cid:117)(cid:110)(cid:115)(cid:101)(cid:108)(cid:111)(cid:114)(cid:115)(cid:32)(cid:65)(cid:115)(cid:115)(cid:111)(cid:99)(cid:105)(cid:97)(cid:116)(cid:105)(cid:111)(cid:110)
(cid:65)(cid:100)(cid:118)(cid:97)(cid:110)(cid:99)(cid:105)(cid:110)(cid:103)(cid:32)(cid:79)(cid:110)(cid:101)(cid:213)(cid:115)(cid:32)(cid:85)(cid:110)(cid:100)(cid:101)(cid:114)(cid:115)(cid:116)(cid:97)(cid:110)(cid:100)(cid:105)(cid:110)(cid:103)(cid:32)(cid:111)(cid:102)(cid:32)(cid:83)(cid:99)(cid:104)(cid:111)(cid:111)(cid:108)(cid:32)(cid:67)(cid:111)(cid:117)(cid:110)(cid:115)(cid:101)(cid:108)(cid:105)(cid:110)(cid:103)
such as faculty at universities and colleges. Counseling accepted for publication” (p. 34).
is a relationally-based field and writing in such a way
can be mutually beneficial for countless stakeholders.
(cid:70)(cid:105)(cid:110)(cid:97)(cid:108)(cid:32)(cid:84)(cid:104)(cid:111)(cid:117)(cid:103)(cid:104)(cid:116)(cid:115)
Furthermore, Stone and Dahir (2007) remind us that
many school counselors have access to meaningful data
It is a tremendous joy and honor to be an external
right under their noses. Examples would be management
Review Board Member for the GSCA Journal. The
systems or databases that include demographic
professional counselors of Georgia do incredible work and
information, course information, and copious student
will continue to do so well into the future. I look forward
information. These positions suggest that writing
to reviewing further manuscripts and sincerely hope the
evidence-based articles does not require an experimental
above words can be of assistance and/or guidance. My
design, nor does it require one to reinvent the wheel.
thoughts and positions are by no means absolute, and
Simply expound upon existing data and open the readers’
only represent guiding principles I use when reviewing
minds to new and exciting ideas.
manuscripts.
The second prong involves the approach to writing that
I hope to find when reviewing a manuscript. Overall, I
(cid:82)(cid:101)(cid:102)(cid:101)(cid:114)(cid:101)(cid:110)(cid:99)(cid:101)(cid:115)
enjoy reviewing a manuscript that contains passion for
the subject matter, conviction of thought, and brevity. I American Psychological Association. (2001). Publication
would encourage authors to take risks and follow their manual of the American Psychological Association (5th ed.,
heart. Our greatest work comes from articulating that Text Revision). Washington, DC: Author.
which we love. I would also encourage authors to venture
No Child Left Behind Act pf 2001, Pub. L. No. 107-
into uncharted territory. One does not always have to
110, 115, Stat. 1434 (2001).
agree with the status quo and while incremental ideas
have great value, bold ideas facilitate substantive changes. Stone, C. B., & Dahir, C. A. (2007). School counselor
Finally, I think the Publication Manual of the American accountability: A MEASURE of student success (2nd ed.).
Psychological Association’s (APA, 2001) concept of economy Columbus, OH: Pearson.
of expression is fundamental to quality writing. “Say only
Viccora, E. (2007, January/February). Inquiring minds.
what needs to be said. The author who is frugal with
ASCA School Counselor, 44, 10-14.
words not only writes a more readable manuscript but
also increases the chances that the manuscript will be
(cid:49)(cid:49)
(cid:71)(cid:83)(cid:67)(cid:65)(cid:32)(cid:74)(cid:111)(cid:117)(cid:114)(cid:110)(cid:97)(cid:108)(cid:32)(cid:50)(cid:48)(cid:48)(cid:56)(cid:32)(cid:32)(cid:32)(cid:124)(cid:32)(cid:32)(cid:32)(cid:86)(cid:111)(cid:108)(cid:117)(cid:109)(cid:101)(cid:32)(cid:49)(cid:44)(cid:32)(cid:78)(cid:111)(cid:46)(cid:32)(cid:49)