Blog 7

With every textbook chapter and article assigned for this course, I cannot express how thankful I am for my previous graduate school experience.  When I flipped to the chapter for this week and read the title, "Accountability, Action Research, and Data-Driven Outcomes," I was totally transported to the second year of my previous graduate school.  My thesis was completely built upon the framework I read in this chapter.

My first step in the process was to identify a topic, and I had chosen to investigate flashbulb memories.  Within my search for relevant literature, I had found a small gap that had yet to be investigated, much like conducting research within the school environment.  As I began writing up my rationale in order to investigate the effect of contextual familiarity in regards to memories which differ on valence (positive/negative) and arousal (high/low), it was necessary to provide my committee with the background as to why I was conducting research on this topic.  This was definitely reflected in the article's description of the reasoning for conducting research and the use of experimental and control groups.

Once I had my thesis approved to be conducted, it was on to the collection of data.  I was able to teach myself some computer programming which allowed me to run a program that instantly collected data from the participants (undergraduate Intro to Psychology students)  that had signed up for my experiment.  What the participants did not know was whether they were in my control or experimental group.  I was able to have over 100 students participate in the experiment in order to evaluate my data and support my thesis.  I was then required to analyze the data in order to defend my thesis to my graduate thesis committee.  One of the most important things I learned was to know as much as you can on a topic because administration, much like my committee, will test the justification and accountability of the research conducted.

                

My prior experience and this course have made me feel that this is definitely something I will be able to confidently take on as a school counselor.  Just reading this chapter and article makes me realize that the year of graduate statistics I took at my prior graduate school will be easily implemented into the career I am currently pursuing.

Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc.

Gysbers, N. C. (2004). Comprehensive Guidance and Counseling Programs: The Evolution of Accountability. Professional School Counseling, 8(1), 1-14.