Christopher A. Sink

Statistical Power, Sampling, and Effect Sizes: Three Keys to Research Relevancy

This article discusses the interrelated issues of statistical power, sampling, and effect sizes when conducting rigorous quantitative research. Technical and practical connections are made between these concepts and various inferential tests. To increase power and generate effect sizes that merit practical or clinical notice, not only must the research aims and associated design be well devised, reflecting best scientific practice, state of the art sampling procedures should be applied with sufficiently large and representative number of participants. Applications to research conducted in the counseling profession are included.

Factor Analysis in Counseling Research and Practice

This article summarizes the general uses and major characteristics of factor analysis, particularly as they may apply to counseling research and practice. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are overviewed, including their principal aims, procedures, and interpretations. The basic steps of each type of factor analysis are elucidated. For EFA, the methods of factor extraction (principal component analysis and principal axis factoring), retention, rotation, and naming are summarized. CFA’s basic operations (model specification, testing, and interpretation) are discussed. In conclusion, EFA and CFA are directly applied to the development of a counseling-related instrument.

Another Look at Character Education in Christian Schools

A review of the literature and meta-analytic research into the effectiveness of character/moral education programs reveals that Christian educators should be wary of implementing such curricula. A brief history of character education demonstrates how the field has evolved. Problems associated with programming rationale, faulty methodology, and the lack of appropriate research may leave educators questioning the validity of character education interventions. Recommendations for practice in Christian education contexts are provided.

A Qualitative Developmental Analysis of Comprehensive Guidance Programmes in Schools in the United States

Abstract A mixed-data inquiry and analysis of the current state-level comprehensive developmental guidance models in the United States is presented. The 24 states with current programmes are commended in their initial attempts at model development, especially in the personal/social developmental domain. The most significant gap across models is in attention to ethnic and cultural developmental issues. Current programmes are also lacking in defining how developmental components are integrated with one another. Authors of state programmes are encouraged to be more specific in the use of developmental language and constructs so that comprehensive developmental guidance programmes will address the needs of all students. A challenge is given to other nations to consider the developmental nature of their programmes.

RELIABILITY ESTIMATES OF THE PURPOSE IN LIFE AND SEEKING NOETIC GOALS TESTS WITH RURAL AND METROPOLITAN-AREA ADOLESCENTS '

The Purpose in Life and Seeking Noetic Goals tests were administered to 198 rural Missouri and 659 metropolitan-area Washington high school students and readministered after an 8-week interval. The obtained test-retest and Cronbach alpha coefficients were largely consistent with earlier research using adult clinical samples.

Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement

In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Associations organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers and school counselors overlap and give examples of how they can form more effective educational partnerships. Finally, I provide school‐based examples of this team approach.

Spiritual Formation in Christian School Counseling Programs

This article makes the case that Christian school counselors should be more directly engaged in student spiritual formation. To accomplish this aim, the historical context for the discussion is first explored, followed by a review of contemporary medical and psychological research associating a positive spirituality with healthy functioning across a variety of developmental domains. The argument is then situated within developmental theory and systems thinking as well as the Christian theological—philosophical writings of John Macmurray. Recommendations for improving Christian school counseling practice as they relate to student spiritual formation are included.

Using cerebral dominance for education programs.

Instructional methods in todays classroom are sometimes based on the notion of cerebral dominance. However, the link between hemispheric laterality and education practice is highly questionable. One instrument used by teachers to assess individual differences in cerebral dominance is a paper-and-pencil survey called Your Style of Learning and Thinking (SOLAT; Torrance, Reynolds, Riegel, & Ball, 1977). In this study, the authors explored the psychometric properties of the SOLAT in three phases. In the first phase, the authors examined SOLATs construct validity. Contrary to cerebral dominance theory, a principal factor analysis revealed a seven-factor solution. The second phase was conducted to determine the SOLATs internal consistency and test-retest reliability coefficients. As expected, these analyses generated low to moderate correlations. In the final phase, the authors further examined the SOLATs construct validity by comparing the performance of brain-injured versus normal adults. With one exception, there were no significant differences. The results of this study did not support the notion of hemisphericity, at least not as measured by the SOLAT. Therefore, educators should not use the SOLAT to categorize students in terms of their preferred mode of processing information.

Conducting Large-Scale Evaluation Studies to Identify Characteristics of Effective Comprehensive School Counseling Programs

This chapter explores and summarizes the key research methodological issues and considerations involved with the state-level evaluations of comprehensive school counseling programs (CSCPs) conducted in the USA, elucidating their commonalities and differences. Definitional and conceptual considerations are first reviewed, followed by a discussion of evaluation research as a critical tool to guide policymaking and implementation. Specific applications are then proffered in an attempt to illustrate and demonstrate the utility of these methodologies for generating knowledge and program policy. To conclude, recommendations to improve school counseling program evaluation research are included.

Confirming the Structural Validity of the My Class Inventory – Short Form Revised

Researchers analyzed data collected from elementary school students (N = 893) to further establish the psychometric soundness of the My Class Inventory - Short Form Revised (MCI-SFR). A confirmatory factor analysis was conducted resulting in a good fit for a four-factor model, which corresponds to the instruments four scales (Cohesion, Competitiveness, Friction, Satisfaction). Findings confirm the MCI-SFR as both a reliable and valid measure for assessing students’ perceptions of their classroom climate.