(A) Applies relevant research findings to inform the practice of school counseling;
The following course syllabi reflect how this competency was met through my graduate studies:
| COUN 589: Action Research |
Comprehensive Guidance and Counseling Program
I worked with a team of classmates to create and present an example Comprehensive Guidance and Counseling Program (CGCP). The purpose of the CGCP is to demonstrate and track the interventions being used to meet the social, emotional, academic and career needs of the student population. Through the process of creating a CGCP, I became better equipped to use data to articulate, model and advocate for an appropriate school counseling program.
I worked with a team of classmates to create and present an example Comprehensive Guidance and Counseling Program (CGCP). The purpose of the CGCP is to demonstrate and track the interventions being used to meet the social, emotional, academic and career needs of the student population. Through the process of creating a CGCP, I became better equipped to use data to articulate, model and advocate for an appropriate school counseling program.
| Comprehensive Guidance and Counseling Program |
Action Research
For my action research project I examined the effectiveness of infusing mindfulness-based practices with emotional regulation skills training in a small group in order to reduce classroom disruptions in first graders. The first grade teachers were concerned by the number of disruptions being caused by a small group of students, so I had those students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that this intervention was effective at reducing classroom disruptions and increasing emotional regulation for the students.
For my action research project I examined the effectiveness of infusing mindfulness-based practices with emotional regulation skills training in a small group in order to reduce classroom disruptions in first graders. The first grade teachers were concerned by the number of disruptions being caused by a small group of students, so I had those students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that this intervention was effective at reducing classroom disruptions and increasing emotional regulation for the students.
| Action Research Paper |