Jade Pearson

Core 8 Reflections
Core 8. RESEARCH AND PROGRAM EVALUATION

a. the importance of research in advancing the counseling profession, including how to

critique research to inform counseling practice and i. analysis and use of data in counseling

Research in advancing the counseling profession is necessary to advance the practice.

Part of this research is also to critique it (8a). Additionally, analyzing and using this data to

inform counseling practice can help the counseling professional stay up-to-date on their practice

(8i). Assessment tools can help inform and enrich the counseling session by providing the

counselor and client the tools to inform decision making. Errors from assessments can come in

the form of time sampling, content sampling, test administration, test-taker variables, and

test-taker envy (choosing those options that one wants to be) (Henning & Roberts, 2016).

In reference to 8a, I conducted an Assessment Tool Analysis on the Enneagram (Minor

Artifact, “Enneagram Assessment Tool”). The Enneagram is a model of the human psyche that

is principally understood and taught as a typology of nine interconnected personality types. I

researched the reliability, or consistency, of the tool. I also examined the validity, or accuracy, of

the assessment tool. I found through my research that the Enneagram assessment tool was both

reliable and valid. Because of this assignment, I felt more comfortable in utilizing a tool that I

previously was simply interested in for counseling practice.

In reference to 8i, I analyzed the Myers Briggs assessment tool (MBTI) data for future

use in my work as a Career Counseling Intern at UCLA. The Myers–Briggs Type Indicator is an

introspective self-report questionnaire indicating differing psychological preferences in

perceiving the world and making decisions. The test attempts to assign four categories:
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Core 8 Reflections
introversion or extraversion, sensing or intuition, thinking or feeling, judging or perceiving

(Briggs, 1998).

After analyzing the internal consistency (multiple forms of collecting one data point) and

inter-rate estimates ( different administrators of assessment should get the same results), I felt

confident in utilizing the MBTI for students. For example, one of my students I worked with

during drop-in hours who was interested in the business’s careers came to me with questions. In

understanding the MBTI reliability, validity, and other factors, I felt more comfortable

recommending this assessment tool to the student. I referred them to 30-minute appointments

with a Career Counselor at UCLA. When I met with the student next to discuss plans for a career

path, they informed me that they would pursue marketing because it was a better fit for their

natural strengths and ways of perceiving the world based on their MBTI. I used the counseling

skill of validation by using the student’s actual strengths of intuitive analysis to validate the

student.

Overall, research is essential for the advancement of the counseling profession. I was able

to critique the Enneagram assessment tool to inform my future counseling practice (8a).

Additionally, I analyzed the MBTI assessment tool and used this in my session with a student

who needed assistance in career exploration (8i). I feel confident in my abilities as a counselor

due to my in-depth knowledge of assessment tools, which can enrich the counseling session by

giving the student tools to inform their decisions.

b. identification of evidence-based counseling practices and e. evaluation of counseling

interventions and programs

Jade Pearson
Core 8 Reflections
Identification of evidence-based counseling practice is essential for effective counseling

in sessions. An evidence-based counseling framework informs the counselor on how to

conceptualize a presenting problem and then utilize assessments (8b). Evaluation of counseling

interventions and programs is also used to inform the targeted intervention’s next steps (8e).

Evidence-based counseling practice may include theoretical frameworks and counseling skills

such as information giving, unconditional positive regard, and attending (Corey, 2016).

In my counseling program tenure, I took a Counseling Theory course to learn about many

different frameworks and integrative practice for counselors (8b). I wrote a paper for the

Counseling Theory course in which I analyzed Existential Therapy and Cognitive Behavioral

Therapy (Minor Artifact, “Existential Theory and CBT”). I conceptualized a “client” and

proceeded to do a write-up for case conceptualization. I wrote a vignette and a treatment plan

that included targeted interventions and goals for my “client”, divided up into initial, working,

and closing phases.

In reference to 8e, I evaluated the Career Services Center (SMCCSC) at Santa Monica

College . I utilized the Council For the Advancement of Standards in Higher Education (CAS)

(Wells & Henry-Darwish, 2019) to formulate questions to conduct a survey with two career

counselors at SMCCSC (Minor Artifact, “CAS Standards Project). I created a Google Form

to send to each counselor and followed up with a phone call to clarify discrepancies. I found that

the SMCCSC was consistent in 12 of the 13 standards outlined by CAS (Wells &

Henry-Darwish, 2019).

Overall, the identification of evidence-based counseling practice and evaluation of

counseling interventions and programs has informed my work as a counselor and student affairs

professional. I feel confident moving forward in my career after graduation due to my

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Core 8 Reflections
experience. I believe that my work will help advance the field of counseling and student affairs

in the future.

c. needs assessments and d. development of outcome measures for counseling programs

A needs assessment is a systematic set of procedures that are used to determine needs,

examine their nature and causes, and set priorities for future action. Needs assessments are

conducted to help program planners identify and select the right job before doing the job right

(8c). These needs assessments help inform outcome measures for counseling programs.

Outcomes - are specific, measurable statements that let you know when you have reached your

goals. Outcome statements describe specific changes in your knowledge, attitudes, skills, and

behaviors you expect to occur as a result of your actions (8d). Both needs assessments and

outcome measures are part of the assessment cycle. Assessments and outcomes help to illuminate

the strengths and shortcomings of a program and inform the future decisions pertaining to the

program.

In the tenure of my counseling program, I learned about needs assessments in The

assessment course (8c). I learned that assessments are used to analyze, evaluate, and determine

the effectiveness of a condition, climate or programming. Needs assessments can identify gaps,

causes of gaps, potential solutions, and limitation plans, and evaluation of change. In my

placement at the UCLA career center as a career counseling intern, I discussed needs assessment

with my supervisor. We decided to create a Google form to survey students to see the types of

programs and services they want to receive from the career center. We found from the survey that

students wanted to receive guidance about how to choose a major.

In reference to 8d, I created student learning outcomes and an assessment tool for the

black excellence program at UCLA and the black student alliance psychoeducational group at
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Core 8 Reflections
COC (Minor Artifact, “PSLO + Assessment Tool for BSA-HWS Program” ). I created

domains that measured student learning outcomes, including self-efficacy, career readiness, and

self-esteem. I made both a pre-survey and post-survey instrument tool to assess the two

programs’ outcomes properly. I am still yet to analyze the outcome, but I have a clear picture of

the direction I want to go.

Overall, needs assessments and student learning outcomes help counselors decide on

evidence-based practices and programs to increase student learning and persistence. I

conceptualized a need assessment and developed a student learning outcome for two separate

programs at both of my internship sites. I am confident that the work I am doing is leading to

goals and outcomes as specified by assessment.

f. qualitative, quantitative, and mixed research methods and g. designs used in research and

program evaluation

Qualitative, quantitative, and mixed research methods are all ways to collect data to

inform a program moving forward. Additionally, there are designs used in research and program

evaluation such as tracking usage, satisfaction assessments, program review, benchmarking, and

resource effectiveness. The research design refers to the overall strategy that you choose to

integrate the different components of the study coherently and logically, thereby ensuring you

will effectively address the research problem; it constitutes the blueprint for the collection,

measurement, and analysis of data (8f, 8g). There are four main types of quantitative research

designs: Descriptive, Correlational, Causal-Comparative, and Experimental Research. Each

attempt to establish cause-effect relationships among the variables.

Jade Pearson
Core 8 Reflections
In the tenure of my counseling program, I was able to research different kinds of research

methods and designs to inform my psychoeducational group for Black college students. I created

a literature review that explored targeted interventions for Black and African-American students

on college campuses. The types of research were both qualitative, quantitative, and mixed

methods (8f, 8g). For example, one study found that Both black and African-American students,

utilizing qualitative assessments, encounter similar barriers to their education due to being a

marginalized minority population. Additionally, another study found that psychoeducational

groups for Black students help each student gain an empathetic understanding for one another

and promote persistence. Using these assessments in my research, I informed my practice of

psychoeducational groups for black students. I am pleased to say that my students at the College

of the Canyons reported feeling supported and more confident in their abilities, which was one of

my program outcomes (8f, 8g) (Minor Artifact, “Anonymous Poll for BSA-HWS”).

Overall, qualitative, quantitative, and mixed research methods can help inform student

affairs and counseling professionals’ programs and services. Designs use in research, and

program evaluation can vary, but all have the same outcome of improving the program. I use all

methods to inform my practice as a counselor and achieve desirable outcomes for my students.

The main type of research I utilized for my psychoeducational group was correlational variable

research. I found that therapeutic factors such as instilling a sense of belonging in Black college

students helped them feel more included and less isolated, thereby impacting retention and

successful graduation. I used this research to inform my practice, which yielded positive results.

h. statistical methods used in conducting research and program evaluation and j. ethical and

culturally relevant strategies for conducting, interpreting, and reporting the

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Core 8 Reflections
results of research and/or program evaluation

There are statistical methods used in conducting research and program and evaluation.

Additionally, there are ethically and culturally relevant strategies for conducting, interpreting,

and reporting the results of the research (8h). In reference to 8j, Cultural competence is a set of

congruent behaviors, attitudes, and policies that come together in a system, agency, or

professionals and enables effective work in cross-cultural situations. Cultural competence is an

essential and ethical obligation for all evaluators.

Applying a critical cultural lens to evaluation will ensure that efforts have cultural

relevance and generate meaningful findings that stakeholders will ultimately value and use (8j).

For example, it is important to conceptualize a barrier that is not Euro-centric when assessing

marginalized groups. Ethically, counselors should ensure that they are conducting research that

poses no harm to the participants or potential harm, including that in informed consent.

Interpreting results without bias is essential to getting true results. Lastly, reporting true results to

any governing bodies or stakeholders and in a timely manner is an ethically important strategy.

Counselors and student affairs professionals should address the limitations of an assessment and

use that to inform practice.

There are statistical methods for counseling and program assessment that I learned in my

Assessment course during my counseling program (8j). Assessment is the process whereby

counselors collect data that helps the counselor decide the client, such as diagnoses. Standardized

tests are objective measures given in a standard way. These include intelligence tests, aptitude

tests, achievement tests, career-related inventories, and personality inventories. Nonstandardized

assessment or clinical assessment is the counselor’s assessment of an individual based on clinical

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Core 8 Reflections
experience. Lastly, there is assessment through intake interviews which conceptualizes the

client’s presenting problem and informs treatment.

In reference to 8h, statistical evaluation methods include process, impact, outcome, and

summative evaluation. Process evaluation is used to “measure the program’s activities, program

quality and who it is reaching. Impact evaluation is used to measure the program’s immediate

effect and is aligned with the program’s objectives. Outcome evaluation is concerned with the

program’s long-term effects and is generally used to measure the program goal. Consequently,

outcome evaluation measures how well the program goal has been achieved. At the completion

of the program, it may also be valuable to conduct the summative evaluation. This considers the

entire program cycle.

In reference to 8j, during my counseling program tenure, I was able to evaluate services

at the UCLA Career Center. One presentation that we gave for transfer students on the topic of

virtual interviewing was evaluated at the end of the presentation. Are utilized a Google form with

questions addressing areas of the presentation such as impact, objectives, and value. We use

these assessments to inform our practice in the future. The statistical method I used was an

impact evaluation (how the intervention being evaluated affects outcomes). The ethically

relevant strategy was reporting this to my supervisor in a timely manner. Culturally, I made sure

that students had access to the survey and the questions were relevant to the student population,

which was transfer students in this case.

Overall statistical methods can be used in conducting research and program evaluation.

Additionally, there are ethical and culturally relevant strategies for conducting assessments and

reporting the results of research or program evaluation to stakeholders. I was able to ethically

report the results of an impact evaluation, using culturally relevant strategies to inform my
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Core 8 Reflections
practice. I also applied statistical methods in my program evaluation for the UCLA Career

Center.
Jade Pearson
Core 8 Reflections
References

Briggs Myers, I. (1998). Introduction to type: A guide to understanding your results on the
Myers-Briggs Type Indicator (6th ed.). Mountain View, CA: CPP.

Corey, G. (2016). Theory and practice of group counseling (10th ed.). CENGAGE Learning
Custom Publishing.

Henning, G.W., & Roberts, D. (2016). Student affairs assessment: Theory to practice. Sterling,
VA: Stylus Publishing.

Wells J.B., & Henry-Darwish, N. (Eds.). (2019). CAS professional standards for higher
education (10th ed.). Washington, D.C.: Council for the Advancement of Standards in
Higher Education.

Minor Artifact, “Enneagram Assessment Tool”

Minor Artifact, “Existential Theory and CBT”
Minor Artifact, “CAS Standards Project
Minor Artifact, “PSLO + Assessment Tool for BSA-HWS Program” (may be the major artifact)
Minor Artifact, “Anonymous Poll for BSA-HWS”