Astramovich, R. L. (2011). Needs assessment: A key evaluation tool for professional counselors. ‎Retrieved from http://counselingoutfitters.com/vistas/vistas11/Article_41.pdf
Astramovich, Randall & Coker, Kelly. (2007). Program Evaluation: The Accountability Bridge Model for ‎Counselors. Journal of Counseling & Development. 85. 10.1002/j.1556-6678.2007.tb00459.x. ‎
Bui, Y. N. (2020).  How to write a master’s thesis (3rd ed.). Sage Publication.
Martin, I. and Carey, J. (2022) Development of a Logic Model to Guide Evaluations of the ASCA National ‎Model for School Counseling Programs, The Professional Counselor - The official journal of the ‎National Board for Certified Counselors, Inc. and Affiliates (NBCC). NBCC, Inc. and Affiliates. ‎Available at: https://tpcjournal.nbcc.org/volume-4-issue-5-articles/ (Accessed: March 12, 2023). ‎
Raddatz, K. (2020, October 12). Survey: Nearly 30% of Minnesota teachers are considering quitting due to stress, COVID-19 workload. CBS Minnesota. https://minnesota.cbslocal.com/2020/10/12/survey-nearly-30-of-minnesota-teachers-are-considering-quitting-due-to-stress-covid-19-workload/
Stanley, J. (2013). How unsustainable workloads are destroying the quality of teaching. Schools Week. https://schoolsweek.co.uk/how-unsustainable-workloads-are-destroying-the-quality-of-teaching/
Turner, L., Johnson, T.G., Calver, H.G., & Chaloupka, F.J. (2017). Stretched too thin? The relationship between insufficient resource allocation and physical education instructional time and assessment practices. Teaching and Teacher Education, 68, (pp. 210-219). https://doi.org/10.1016/j.tate.2017.09.007Links to an external site.


Counselor Training Program Evaluation References

The purpose of counselors evaluating their models of learning and what they are taught about how to implement those practices as a mode of accountability. By doing so, through formative evaluation, individual counselors are taking ownership of the field as a whole, and their individual practice models and ethical behaviors, thereby enhancing counseling practices, holding stakeholders accountable, and enhancing the profession. Summative evaluation will do the same by providing for outcome research and accountability of counseling practices. Both hold value and are useful to us counselors in our work. Just as formative and summative evaluation is valid, so are external and internal evaluators. Both models of evaluation can be used for a number of purposes including communication, management, documentation, operation, development, approach, and questions. Designs most used in the counseling field are detailed, such as evaluations focused on desired outputs. To prevent assumption from constructing the designs of programming, ideally both types of evaluations will be used to allow some form of comparison of output data. The strengths of these designs are shown post application when either achievement or non-achievement of their desired outputs result. Therefore, a span from broad to detailed knowledge of the effects of predicted extraneous covariates will be necessary and allow for comparison of before and after implementation of the program. If an internal factor is sought as an explanation of predicted results, such as associated reductions in a common measurable systemic change or improvement, then external evaluation is most applicable. Internal evaluators would be more appropriate to address evaluation of outcomes. Therefore, an internal evaluator would not make a good predictor, but would rather do well as focusing on components of a hypothesis. Evaluations that focus on components of the program result are better implemented externally. External evaluators can better predict whether internal applications will produce results. For example, the internal structuring of a program is envisioned internally by its creators, i.e., from vision statement, mission statement, target audience, to treatments. Without external evaluation of these implementations, such as knowing that the target audience would not have access to typical levels of program resources, will help prevent programs from developing and implementing the activities associated with incorrect business plan data. Consider a program for non-discriminatory efforts in the application of mental health assessments. Evaluation of cultural responsiveness, competency, and equity in program development would be essential. So would consideration of comprehensive thoughts, customs, values, and beliefs of racial, ethnic, abilities, and ‎religious groups in social constructs. Cognizance of this during the assessment process would be the ultimate goal. Leading to the development of employment/career choices, culture influences and impacts all stakeholders’ decisions in the counseling field. Therefore, it is important to include cultural considerations during the assessment process. There is need to be culturally all-encompassing and responsive. All stakeholders’ goals are to minimize cultural bias and to be aware of acculturation. Additional audiences which exist for the results of these evaluations are anyone given assessment and evaluation that includes the identification of a person’s beliefs, skills, abilities, achievement, ‎interests, personality type, values, language, gender, race, ethnicity, and socioeconomic status. Given the global implications of this demographic data Formative, Summative, Internal and External evaluation of assessment programs will always be appropriate. Random ‎sampling and purposive sampling would be feasible and useful in most evaluations. Consistent, regular evaluation of such information gathering is not only ethical but a legal obligation of mental health professionals through HIPAA practices. Though some governmental monitoring and evaluation of such information is already in place, it can cost some programs significantly to implement evaluation after the fact, if an error has resulted in discriminatory practices. To maintain or decrease the costs associated with an evaluation counselor self-awareness, counseling relationships, worldviews, counseling and advocacy interventions should all be regularly monitored and reported for cultural competency and responsiveness. 

Counseling Program Evaluation, School Counseling Program Evaluation and Needs Assessment as a key Evaluation Tool for Professional Counselors


There is a shared responsibility between peer support workers and peers that moves away from risk assessments towards mutually responsible relationships.

University of Illinois at Urbana-Champaign

* Boundaries
* Power
* Stress for peer support workers
* Accountability
* Maintaining peer support workers' distinct role

Challenging issues in peer support

Repper, J., & Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of mental health, 20(4), 392-411. https://doi.org/10.3109/09638237.2011.583947

A review of the literature on peer support in mental health services

Peer support workers may be viewed more like friends than non-peer case managers or clinical staff, and they are expected to disclose personal information and to share intimate stories from their own lives.

Boundaries in peer support

Formalising peer support by offering payment, training and titles will lead to power differences.

Power

Peer support workers might be exposed to stress that could result in a reoccurrence of symptoms that may result in rehospitalisation.

Stress for peer support workers

Accountability

They provide support based on experience rather than professional expertise, more reciprocal relationships and more egalitarian conversations. 

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