Research And Evaluation Differences Between Research and Evaluation  Research and evaluation are closely related but differ in four ways: –The purpose for which they are conducted. –Concern regarding external validity or generalizability from the sample to the population. –Their relationships to theory. –Applicability of the findings. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Differences Between Research and Evaluation (continued)  Evaluation: Usually concerns the validity or applicability of a particular program. What factors make the program a good one or a bad one.  Research is mostly quantitative and tries to determine cause and effect. Does intervention (A) cause outcome (B) and can these finding be generalized to other populations? “Copyright © Allyn & Bacon 2004”

Research And Evaluation Types of Counseling Research  Process Research: Studies what occurs inside and outside the counseling session. What works and why?  Outcome Research: Studies whether or not counseling worked and which theories work better for which issues. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Methods Of Research  Descriptive: It is interested in what already is in existence and methods include: Surveys, case studies, content analysis and participant-observer research.  Experimental: Involves the comparison, description,and/or analysis of data under controlled circumstances.  Historical: This studies something that has already occurred so that future perspectives can be ascertained from examination and analysis of past information. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Methods Of Research (continued)  Evaluative: Usually field research. It’s goal is to improve counseling methods or treatments.  Quantitative: Observations are objective and statistically analyzed.  Qualitative: Does not provide statistical analysis and uses a phenomenological perspective and is subjective. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Problems and Issues in Research  Many practitioners do not want to conduct research.  Many counselors believe that counseling is more of an art and not such a science.  Counseling theory is often difficult to research.  It is often difficult to develop firm conclusions due to low external validity of the studies. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Suggested Research Competencies for Graduate Students  The ability to ask a good research question.  The ability to clearly define terms.  An understanding of the sources of confusion and ambiguity and how to control for them. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Suggested Research Competencies for Graduate Students (continued)  An understanding of the different problems associated with observation and measurement.  An understanding of the current literature.  Knowledge of the research process.  An interest in ongoing research throughout one’s professional life. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Steps to Evaluation  Identify the purpose of the evaluation.  Determine who will make the decisions once the data is collected.  Determine what criteria will be used to make the decision.  What are the sources of process and outcome data?  What are going to be the methods for data collection? “Copyright © Allyn & Bacon 2004”

Research And Evaluation Steps to Evaluation (continued)  Collect the data.  Analyze the data.  Interpret the data.  Use the data to make a decision about the program in question. “Copyright © Allyn & Bacon 2004”

Research And Evaluation Steps For Counselor Accountability  Do a needs assessment for the clients served?  Establish program objectives based on client needs.  Design the interventions to achieve the objectives.  Develop an outcome measure to determine success. “Copyright © Allyn & Bacon 2004”