1ACTION RESEARCH GUIDELINES
Guidelines for Action Research Project
Revised August 2020
The reason everyone goes into education is to have a powerful influence on the
educational lives of students. Action research helps reinforce and cement the belief that
together (teachers and administrators) can make a difference.
Dr. Carl Glickman, 1995
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National University
School of Education
Department of Education Administration
Action Research Project Guidelines
While developed in ILD 625, an action research project is the major outcome for the
EDA 637 (Action Research) course. Action research includes planning for future action
while developing an inquiry around a topic of study. Candidates will analyze data in a
topic of their interest which is aligned to an area of school, classroom or school district
with a focus for improvement. The topic should promote positive change and include
discussions of equity, access, and growth in student learning. The action research model
below provides an overview of the steps designed by NU faculty to help candidates
successfully complete their action research project.
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The completion and approval by the course instructor of Sections 1, 2 and 3 are required
prior to any collection of data without the consent of the course instructor. In the initial
stage of the project, Sections 1, 2 and 3 are referred to as “the proposal.”
The action research project will be reported in the form of an 18 to 20-page
research report and will adhere to the following guidelines.
Candidates must use the American Psychological Association (APA) 7th Edition, format
for the paper. The following sections need to be included in this order:
Title Page
Refer to the sample title page
List of tables, illustrations, figures, charts and graphs
Abstract (double space)
Text (Sections 1-5)
References
Appendices, including IRB Application approval if deemed necessary by the
instructor, Site Permission Form, and Criteria to Collect Data Form.
Please Note: The National University Institutional Review Board (IRB) must approve the
researcher’s application prior to the data collection phase of the research project, if
deemed necessary by the EDA 637 instructor. A reason the EDA 637 instructor would
determine an IRB review was not needed is because the project research design did not
make use of human subjects and perhaps only utilized archival data.
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Sample Title Page
Running head: YOUR TITLE (in header on first page only flush left)
(Your) Title
An Action Research Project
By
(Your Name)
In partial fulfillment of the requirements for the
Master of Science in Education Administration
Submitted to (Instructor’s Name)
National University (Campus Location)
Month/Day/Year
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Abstract
The abstract should be a concise summary of your paper. It should be one paragraph,
with no indentation, not to exceed 250 words. This component should be added to the
paper after Sections 4 and 5 are completed. The paragraph should include the following
aspects of the study: a) objectives, b) methods, c) results and d) conclusions.
For more information refer to the APA Publication Manual (2020) 7th edition.
Section 1 (Level 1 heading)
(Section 1 is what the researcher thinks about the issue)
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Introduction (Level 1 heading)
Writing an action research report is a professionally written paper, which follows a
specific format and communicates a process undertaken by the writer. Each section will
contain the parts and major sub-headings provided in these Guidelines. Personal
pronouns (e.g., I, we, me, us) are not permitted or viewed as appropriate in Sections 1 to
4. Section 5 requires a reflective analysis of the process and as a more natural educational
experience, use of personal pronouns is encourage in this section specifically. Note: In
the future should you decide to publish your results, either for a professional journal or
document, the form used in Section 5 would need to revert to the more technical mode
without the use of personal pronouns. This document would be appropriate although it
would require a National University Institutional Review Board approval.
It is of utmost importance that you avoid using any identifying information, including
names of schools, students or teachers. The specific subsections will vary depending on
your topic. Sections 1 and 3 of the proposal are initially written in future tense because
this presents your plans for your research. When you receive approval to conduct the
research from the National University Institutional Review Board (IRB) if deemed to be
necessary by your instructor or only your instructor’s approval, you will change the verb
tense to past tense prior to submitting the final action research project.
Section 1, Introduction, provides the overview of the project. The introductory section
does not receive a subtitle. The purpose of the introductory section is to set the stage and
introduce the section, establish the overall area of concern and communicate information
about what is to follow. This section does not include technical details. Briefly discuss
the overall focus of the action research report and establish the context for the study. The
importance of the problem or issue would be noted and a rationale for why you have
chosen to undertake the study. Remember, this is an introduction; it sets the stage for the
following sections in Section 1, so you would also briefly outline the following
components of this section.
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Background and Statement of the Problem (Level 1 heading)
The purpose of this section is to provide a discussion of how the problem has been dealt
with in the past. This section presents the “big picture” and provides the context of
previous studies and relates it to the present research.
For example, for students experiencing bullying by fellow students, with learning
disabilities, there is a history of segregation, and then mainstreaming or inclusion. For
this section you would provide a brief discussion of services for students with learning
disabilities and how the movement from segregation to inclusion has resulted in several
issues and problems for teachers. Cite sources as appropriate. The background serves to
underscore why you are conducting the study and how it relates to previous studies. This
section helps you focus your study and at the same time sets it in a broader context.
Relative to a broader context, be aware of how your project may have implications
related to opportunity, access, gender equity, and cultural proficiency for all students
within your contextual venue.
Consider the following areas in your discussion:
•
Issues and the problem(s) i.e., statistical literature and research
o from a national perspective
o from a regional or state perspective
o from a local (school or district perspective)
o from a classroom or program perspective
•
If appropriate, provide literature describing the lack of relevant research
•
Provides the historical perspective leading to the present concerning the problem.
Purpose of the Study (Level 2)
Based on the rationale and perspectives you described in the Background section above,
describe the purpose of your study, using the research you cited above to support your
statement. You will state specifically the purpose of your study, or what you intend to
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discover, describe, examine, investigate, etc. Here there should be a specific articulation
of variables of the study and how they will be measured, and the relationship to be
explored.
Describe the audience and/or focus of the project. Why is this research important? What
do you hope to learn? Who might be interested in the results?
Research Question/s
State your research question/s in terms of a what, how or why format. In Action
Research, it is suggested that you articulate between 1 and 2 questions. Note: In Section
4 the research results will be presented as answers to this question / these questions.
Sample questions are provided: . . .
1. How do students’ learning styles affect their performance in the initial algebra
course in a selected high school as it is currently taught? Or
2. What is the effect of the Accelerated Reader Program on low performing
students’ attitudes towards reading as measured by their motivation and number
of books read at a selected elementary school?
(Here it is important for the researcher to remember that any questions listed
should be discussed in the study and measured and analyzed.)
Context of the Action Research Study (Level 2)
Typically, an action research project has significance for your practice or immediate
educational environment. Describe the context in which you will implement the study.
Include information about the following:
•
Community
•
District and school
•
Classroom
▪
gender
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grade
•
specific needs of students (disabilities, second language learners, gifted, etc.)
•
content area, subjects or behavioral focus
•
degree of rigor
•
other significant information
•
Audience (teachers, staff, administration, parents, etc.)
Definition of Terms (Level 2)
Define major variables, concepts or terms that are specific to this study or might be new
or novel to the reader, i.e. teachers, parents, administrators, students. Define important
terms that may have multiple definitions and need to be clarified. If needed, please
provide citations. Introduce the words that will be defined, i.e. “For purposes of this
study, the following words and phrases are defined:”
Individual Education Plan (I.E.P.). (Use level 3 heading for each term defined).
Write the definition in complete sentences. List the term to be defined which should be
in italics, with a hanging indentation. Defined terms should be in alphabetical order.
Individual Education Plan (I.E.P.) An IEP is a legal document that is written in a
meeting with regular education staff, special education staff,
administration, support staff, and parents. The purpose of the meeting is
to discuss the results of an evaluation of student learning for possible
consideration for Special Education. When students qualify to receive
special education services, the IEP includes goals and a plan to address the
identified learning needs. If the student does not qualify for Special
Education, that decision is noted on the IEP form.
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Section 2 (Level 1)
(Section 2 is what others have studied about the issue)
Review of the Literature (Level 1)
(Always presented through the voice of the researcher of the action research study, not
the researcher who authored the literature)
The introduction to Section 2 may be one or more paragraphs. The introduction is
untitled with the first line of each paragraph indented. Briefly describe the topics to be
covered in the section. The order of topics is from the global view to the specific. (Should
mirror the same frame from the background of the study in Section 1)
This section presents a review of relevant literature and peer-reviewed research, as
appropriate for the document. This review should provide an interpretative summary of
the peer reviewed research on the selected topic. The purpose of the literature review is to
present an historical background for the study and current peer-reviewed research
developments on your topic. A good review critiques the peer-reviewed research studies
and shows how the findings relate to the problem under study.
This section provides the link between existing knowledge, as presented in peerreviewed research, and the problem being studied. Use the Purpose, as described in
Section 1, to focus your reading and literature search. Present or past tense is used in
writing this section as appropriate.
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Based on the peer-reviewed research you have gathered, identify the two concepts/ideas
related to your topic that you will review. Each of these closely related concepts/ideas
you have identified in the literature would become a heading or section of the review.
Selected Concepts or Ideas (Level 1)
From your review of the literature, you will select the most pertinent areas (generally
three or four) related to the study. Each of these concepts would be a heading in your
literature review.
As an alternative, you may want to start with an historical overview of administrative
leadership of school organizations. An example of concepts that could be developed are
the kinds of leadership styles that have been most successful as it relates to improving
student achievement for public school students. You would summarize the research
related to each concept and then describe important studies related to the concepts.
Analysis and Description of Conceptual Holes, Problems and Needs (Level 1)
In this section, describe any conceptual holes you may have found in the literature, if
any. You may not have found specific research related to your topic. For example, you
may have found research about coaching of school principals, but not for first year
principals or those in a high school setting. Your action research project, given a very
similar setting, may add to the body of knowledge on the subject matter as it relates to
your specific setting albeit recognizing that action research, by definition is not
generalizable.
In this section you may note problems with the research you found that was lacking
evidence based research procedures or you may note the need for studies in the area of
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your research: Implications for Practice in Classrooms, Schools, Districts, or with
Teachers and/or Students.
Section 3 (Level 1)
(Section 3 delineates exactly how the researcher will perform the study)
Research Design (Level 1)
This section of the proposal begins with an introduction that is not subtitled. The
introductory paragraph of Section 3, Research Design, provides a brief overview to the
section. Generally, one paragraph is sufficient. This section is written in future tense for
the proposal. The verb tense will be changed to past tense for the complete 5-section
document. The introduction provides a brief description of the research and re-states the
research question/s. (Include a verbatim restatement of the “Purpose of the Study” here).
Suggested text for the introductory paragraph is provided here: “The purpose of Section 3
is to describe the action research design and procedures that will be used to answer the
research question(s) presented in Section I of this action research report: (repeat the
question).” This is done to refocus the reader’s attention to the nature of the datagathering process.
Action Research Plan (Level 1)
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Summarize the key findings from the Review of Literature (Section 2) that provide
support and a rationale for your inquiry and action research question(s).
Restate the research question(s).
•
Describe the action strategy or intervention to be implemented and studied.
Connect this to the research as well.
•
Describe the rationale for the intervention/action strategy. Why did you select
this particular intervention?
Site or Setting (Level 2)
Describe where the intervention will take place. If this is your classroom, briefly
describe the setting (i.e., kind of program), when the intervention will occur, etc. Also
set the context for your classroom as well, in terms of the school and community.
Provide enough information for the reader to understand the context of the study but
provide general descriptions so that the identity of the students, teachers, school and
district are protected.
Participants (Level 2) Describe the overall group of students (population) you propose
to study in your research. Provide general information about the population, including
age, gender, ability level, classification, language, ethnicity, etc. This demographic
information can be included in a chart. Describe the specific group of students (sample)
for this research study. Who are the students? Why are you studying this group of
students? Will all students in your class or school be included or are you studying a
sample of your classroom or school population? Discuss the sampling strategies you
have chosen and why you chose them. As an example, convenience and purposive
sampling will often be selected in school settings. Remember to protect the privacy of
your participants (students, parents or teachers), by assigning them pseudonyms, letters or
numbers.
Data Gathering Methods and Procedures (Level 2)
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Describe the methods used to gather information about the effects of your intervention.
You will need to use multiple methods in order to provide “triangulated” evidence for
your data. The multiple data sources will add validity to your findings. Additionally,
identify two strategies you have implemented to support the reliability of the data
gathering processes you have chosen to use. Provide sufficient detail in the procedures
component of the paper to allow another researcher to replicate the study, given the
understanding that completely replicated studies are not possible in practical terms. Talk
about the different measures and sources of information. Outline each method including:
Instruments (Level 2)
•
•
•
Questionnaire
–
rationale for this method (citation)
–
key question areas,
–
question examples
–
example questions
–
expected length of the participation time
–
time when administered
–
type of data obtained (i.e., numbers, text, scales, scores)
Teacher’s journal or anecdotal notes/field notes
–
rationale for this method (citation)
–
key question areas or directions
–
time, date, what will be recorded.
–
type of data obtained (i.e., numbers, text/narrative, scales, scores)
Observations
–
rationale for this method (citation)
–
key observation or behaviors (defined).
–
format of form (include in appendix)
–
time of administration
–
type of data obtained (i.e., numbers, text, scales, scores)
–
use of artifacts (e.g. portfolios, student work products)
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Document analysis
–
rationale for this method (citation)
–
documents to be analyzed
•
•
description of documents
Assessments or performance measures
–
rationale (citation)
–
type of data obtained (i.e., numbers, text, scales, cores)
–
administration information (how often, format, scores obtained, etc.)
Verbal interactive measures
–
interviews
–
focus groups
A copy of the final survey, interview or focus group questions, or other instrument
utilized in the study should be placed in an appendix and referred to in this section.
Describe in detail how you will implement each of the data collection methods, including
a timeline and process for ensuring consistency and reliability in your data collection
procedures. Include an alignment chart to illustrate the design integrity of your study.
See the following example. Your instructor will determine if the alignment chart is to be
included in your final Section 3 but is a way to help you organize your data and plan for
your data collection. It is also a check to be sure you are going to collect the right data to
answer your research questions. For the reader, it provides a rapid overview of your
research design.
Purposes as related to
the study’s question
To determine
student attitudes
toward school and
learning and selfperceptions about
Data
Gathering
Method
1. Student
Interview
2. Student
Data
Sources
Students
Timing
Type of Data
Collected
1. Once,
prior to
project.
Attitudes
about school
and learning
with the
Internet
2. Once a
Key Questions,
Concepts, and
Observation
How can
knowledge
about student
attitudes aid in
improving
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ability.
Journal
week
To determine the issues
that parents face
concerning homework.
Parent
Survey
Parents
Once, prior
to project.
To gain insight on
student’s past and
present progress in
order to determine
strengths and
weaknesses.
Records
Analysis
1. School
CUM folders
Prior to
project and
ongoing.
2. State SAT9 scores
3. classroom
grade book
Ideas and
attitudes
about
homework
Student
achievement
and ability
(past and
present) and
possible
behavioral
consideractions.
motivation and
engagement?
What is the best
way to keep
parents involved
in homework?
What are the
ability levels of
the students?
What
achievement
patterns have
been established
give past
reports?
Ethical Considerations (Level 1)
Discuss ethical considerations and the review process that should be followed. Discuss
risk/benefit ratio and identify steps to minimize any risks. Note: The cover letter and/or
consent forms will be part of a previous assignment as well as the approval letter from the
National University Institutional Review Board (IRB) if determined to be necessary by
the instructor. Underscore the understanding in the proposal that no data will be collected
prior to the reception of IRB approval and/or the instructor’s approval as determined by
the instructor. Mention needs to be made of the processes and procedures which will be
implemented to ensure the confidentiality and safeguards provided to protect the interests
of the human subjects participating in the research project. At a minimum, approval of
the site administrator needs to be obtained and documented. A template form is available
on the www. IRBnet website for site approval and approval of human subject
participants. In addition, approval of all data gathering processes, procedures and
instruments need the instructor’s approval prior to implementation. The following
terminology or similar may be used in this section: The National University Institutional
Review Board reviewed and approved the project proposal if deemed appropriate by the
course instructor and did not review the final project as it was not deemed necessary
given university policy.
Data Analysis (Level 1)
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Describe the plan for data analysis. How will demographic data be analyzed? How will
you analyze the data you have gathered in terms of procedures (percentages, identifying
themes and patterns, tabulating totals, etc)? How will the data be used to answer the
research question(s)? Outline how you plan to compile the information in order to
discuss the results (which you will do in Section 4). What visual representations, such as
tables and figures in APA format will be used to display the data appropriately? Once the
study is completed, the student needs to update this section with any modifications to the
original proposed data analysis and is written in past tense.
National University IRB Review
Please note: At a point in time prior to the data collection taking place your instructor
will determine if your project will need IRB review. (Please note: You will need
verification of having successfully completed the CITI examination which should have
occurred during the ILD 625 course.) If the IRB review is needed, (1) go to the CayuseIRB chicklet at Single Sign-On, (2) go to Cayuse IRB, Human Studies Compliance and
(3) on next screen, go to the top right corner click on New Study.
The criteria, which will be used to make the determination if an IRB review will be
needed is as follows:
Action Research studies require NU-IRB approval if the data:
can be considered a controversial subject;
will be used in a dissertation or thesis;
. will be published (including at the NU library);
could potentially be published or shared publicly utilizing human subjects (including,
but not limited to trade journals, electronic sharing mechanisms, etc.);
will be used to create a presentation or poster session that will be presented at
peer-reviewed/professional conferences, or at NU symposiums/assemblies;
will be used for improving instruction/professional skills;
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will be shared only within the school/organization in which the individual
is affiliated
will be presented only to the principal/supervisor;
will be presented only to the instructor, class members, and other NU
students and faculty (not for a thesis or dissertation) in a NU classroom setting;
Action Research studies do not require NU-IRB approval if the data:
•
Does not include the use of human subjects as part of the data-collection process.
As an example, a quantitative action research study may make use of three
sources of data which were archival in nature and did not actively engage a
human subject in the data-collection process.
Section 4 (Level 1)
Data Analysis and Discussion (Level 1)
An introductory paragraph is provided for this section. Briefly restate the purpose of the
action research project and the format you will use to report the findings.
Findings (Level 2)
This is a presentation of the results of the data you have gathered. The data is presented in
relation to each research question. Data presentation should be factual, and tables are
utilized to illustrate information when appropriate.
Tables and figures (i.e., charts, graphs, drawings, maps, photos and plots) should be
placed following each research question within the narrative of Section 4. Examples of
tables and figures in APA format are provided in the APA 7th Edition Manual and general
use texts.
Subsections. (Level 3)
Use subheadings in the Findings sections to organize your results. Organize findings in
relation to each research question, or parts of the question. Discuss the analysis process
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you used for each of the data collection methods and describe the results for each
method.
Discussion (Level 1)
This section includes a discussion and overview of the major findings. The discussion
may include the findings in your research that relate to the results reported in Section 2,
the Review of Literature. As an example, how were your findings similar or different
relative to the research literature you reviewed? Organize this discussion to follow the
findings described in the above section.
Limitations (Level 1)
Limitations are the weaknesses that impact the results of the study. Describe the
limitations that existed due to factors that you could not control that impacted the study.
These are compromises to the “goodness” of the data collected. Some examples might be
the small sample size or an unexpected school occurrence that disrupted a part of the
planned procedure or other factors that affected your study and the results.
Section 5 (Level 1)
Conclusion and Next Steps
Section 5 begins with an introductory paragraph stating what will be reported in this
section. Reminder, in Section 5 you are permitted to use personal pronouns as noted in
Section 1, at least to a minimal extent. This section has six main subsections: (1)
conclusions, (2) implications for teaching and administrative practice, (3) implications for
future research, (4) how the findings of the study will or have been shared with various
stakeholders and if they had been shared what were the reactions, (5) imagine if you were
a site principal, provide a reflection about how you could utilize this action research
inquiry to help bring about change in an incremental model of the use of action research
in your learning organization and (6) reflections from the ILD 625 (Educational
Research) instructor with whom you initiated your project.
Conclusions (Level 1)
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In this sub-section of Section 5 you will provide a summary of the results and an analysis
of the results of your research. What are the conclusions of your study? How were the
research questions answered? What was learned about the intervention or about the
participants?
Implications for Teaching and Administrative Practice (Level 2)
In this sub-section discuss the implications of your study as they relate to your current
and future educational leadership roles for which you might aspire. Use the conclusions
from previous sections to personalize the results and discuss how the study has impacted
you as a practitioner. What will you change or do differently? Finally, discuss how you
might make beneficial use of the action research process as an educational leader?
Implications for Further Research (Level 2)
Research is a cycle. What are the next logical questions to come out of this research for
you and others to pursue? Identify the implications for further research.
Outline whether you might want to extend or continue the study along with
considerations for the next inquiry question, data gathering methods and data sources – or
conduct a related study. Based on the findings in this study, what recommendations
would you make for areas that need to be studied in the future as related to your specific
study? Not surprisingly, graduates of this program have extended their work (topic) at the
doctoral level.
Sharing the Results of the Project (Level 2)
Describe how the results of the action research project have been or will be shared. At a
minimum to the site administrator needs to be made aware of the results of the study.
Who are or were the additional stakeholders which should be made aware of the
findings? What were the responses and reactions? What are the next procedural steps
which are planned to take place relative to addressing the originally identified problem?
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What assistance has your study played in helping to bring about a solution to the
problem?
On Reflection and Visioning (Level 2)
As you pursue your career in the field of educational leadership, in these final paragraphs
you will design a proposal responding to the issue you have studied herein that you could
actually give to a supervisor by doing the following:
1) Please reflect and envision the ways you might use the action research problemsolving strategies you have developed in this project.
2) As a scholar-practitioner, please discuss the use of the Professional Learning
Community Model as part of the proposed implementation process to address the issue
you studied in this research project.
3) Develop a Leadership Plan of Action (LPA) that could actually be given to a
supervisor using a variety of formats, including a narrative description with bulleted
points, or a matrix, such as a Gantt Chart (See Sample Gantt Chart) on p. 25 of this
document, to name just two. The Action Research Model, designed by National
University Educational Leadership faculty, may assist you with several guiding questions
to get you started. They are listed within the model on p. 2 of this document.
Reflections from the Educational Research (ILD 625) Instructor (Level 2)
As you conclude the project, contact the instructor with whom you initiated the action
research thesis project and send that individual your project as an attachment. Request
they read the project and share with you via written or verbally their reflective comments
relative to the document. Please include all or selected highlights of that commentary in
this sub-section of the project. Naturally, it is an excellent opportunity to express your
appreciation to them for their contributions in assisting you in developing a successful
project. Please note: If the ILD 625 Course Instructor is unavailable to provide her/his
ACTION RESEARCH GUIDELINES
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input and that will delay the completion of the project, the Course Instructor has the
authority to waive this subsection in lieu of project completion with the hope that input
can be obtained at a later time after the final project grade has been provided.
References (Level 1)
Any reference cited in the narrative must appear in the reference list and be formatted
according to APA Guidelines (7th Ed.).
References:
·
should be current and dated within the last ten years, though exceptions are
necessary for foundation authors.
·
should include foundation authors related to the issue/problem.
·
often should include research and authors with contrasting views.
·
should generally include primary, peer-reviewed research
There should be approximately 10-15 references. The majority should be peer-reviewed.
Below are examples of the four most common types of references that you may use:
book, journal article (print and online), and website.
Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building
exceptional schools. San Francisco: Jossey-Bass.
Kulophas, D.; Hallinger, P.; Ruengtrakul, A.; & Wongwanich, S. (2018). Exploring the
effects of authentic leadership on academic optimism and teacher engagement in
Thailand. International Journal of Educational Management, 32(1) 27-45.
Drollinger, T., Comer, L. B., & Warrington, P. T. (2006). Development and validation of
the active empathetic listening scale. Psychology & Marketing, 23(2), 161-180.
https://doi.org/10.1002/mar.20105
California Longitudinal Pupil Achievement Data System (CALPADS). (2020). California
Department of Education. https://www.cde.ca.gov/ds/sp/cl/
Producing the Final Action Research Project at National University
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The guidelines listed below are provided for those graduates who would like to
commemorate the successful completion of their Action Research Thesis Project
experience by having it professionally bound at their expense. The suggestions listed
below are consistent with those recommended for binding similar graduate publications
at a wide variety of institutions of higher education including National University.
A.
Materials
Paper. The quality of paper for submission of the final copies of the project is white,
25% cotton, bond, 20 or 24 pounds. Paper must be standard size of 8-1/2 x 11 inches. The
same kind of paper must be used throughout the entire manuscript.
B.
Preparing the product
Appearance. The manuscript must be neat in appearance and without error. It is the
responsibility of the candidate to proofread and make sure the manuscript does not have
typographical or content errors before final submission. The use of any correction fluid
is not acceptable. Copies that have dark shading, lines or any other marks caused by the
copying process are not acceptable. Off centered and unevenly copied pages are
unacceptable. You need to type (print) on only one side of each page.
Fonts. All typing (formatting) must be done on a word processor with a 12-point font
size. Examples of acceptable typefaces (fonts) are: Courier, Times, and Times New
Roman. Typing (formatting) of the entire manuscript must be done on the same word
processor and with the same typeface (font). Charts, figures and long tables may be typed
(formatted) in a different typeface (font) if necessary.
Printers. The print must be letter quality with consistently clear, dark, and black
characters. Line drawings should be in black ink for clear reproduction. Hand-written
insertions are acceptable only when a computer program cannot make the symbols or
when the hand-written symbols are superior in quality.
ACTION RESEARCH GUIDELINES
24
Spacing. The text of the manuscript must be double-spaced throughout; however, long
tables may be single-spaced. Text within a chapter should be continuous. No short pages
are acceptable unless it is the last page of a chapter or if there is a table or figure in it.
Margins. When formatting the original manuscript stay well within the margin.
Left: 1-½ inches (This margin is wider because of binding requirements.)
Top: 1 inch
Right: 1 inch
Bottom: 1¼ inch
With the exception of page numbers, all manuscript material must fit within these margin
requirements.
Page Numbers. Page numbers must always be located at the upper right-hand corner of
the page – in the Header. No dashes, periods, underlining or other marks may appear
before, after or under the page number. Page numbers must appear at the same height
throughout the document.
Pagination. Every sheet of paper in the manuscript must be numbered. This includes
references, and appendices. The title page is counted and numbered. Arabic numerals are
used for all manuscript pages.
C.
Format
The manuscript consists of three main parts: the title page, the text, and the reference
section. Insert a page break to begin each section. The student in consultation with the
faculty determines the internal arrangement within the text and reference section.
D.
Arrangement
ACTION RESEARCH GUIDELINES
25
The preliminary pages in this order
Title page (counted and numbered)
Abstract (counted and numbered)
The text
The first page following the last page of preliminary pages is the first page of the text
(counted and numbered)
Text of body (divided into 5 sections) (counted and numbered)
Reference section
List of references (counted and numbered)
E.
Page formats:
Title Page: The title for the action research proposal in upper- and lower-case characters.
Refer to sample Title Page.
Candidate name as registered at the university. The name should be consistent from title
page.
The date at the bottom of the title page is the date the action research project is submitted.
After the project has been submitted for final review, if it received IRB approval the
researcher will need to return to the IRB website and file the completion of research
form. The form can be found in the designer section under the pull-down menu of forms.
F.
Final Grade
It is the candidate’s responsibility to communicate with the EDA 637 course instructor so
that the final grade may be assigned:
ACTION RESEARCH GUIDELINES
26
(Please note the title page does not include a pagination header, top right; all other pages
include the pagination header…not to exceed 50 characters) It does include the numeral 1
in the top right corner.
27
ACTION RESEARCH GUIDELINES
Sample Gantt Leadership Plan of Action, Proposal of Activities and Timeline for ______________________ (topic of study)
As a scholar-practitioner, having gathered and analyzed data around the topic noted above, my LPA proposes the following activities:
Leadership Plan of Action (LPA) Proposed Activities↓
Timeline →
Start
Finish
Date
Date
Sept/
Oct
Nov/
Dec
Jan/
Feb
Mar
April
May
(Example – Communicate findings to staff)
X
(Form a Professional Learning Community, begin dialogue around data we
would like to see improved)
X
(Design a change effort in collaboration with site staff and administration)
X
(Continue here and below to list activities with descriptions of your
scholar-practitioner plans for school improvement)
X
X
X
X
X
X
X
28
ACTION RESEARCH GUIDELINES
Appendixes (Level 1 heading)
Appendix A
IRB Approval (if deemed necessary by the Course Instructor)
and
Site Approval Request
ACTION RESEARCH GUIDELINES
29
Appendix B
Or Site Permission Form
REQUEST FOR PERMISSION TO CONDUCT RESEARCH FORM
INFORMATION ABOUT: (give title of study)
RESPONSIBLE INVESTIGATOR: (name of responsible investigator and co-investigator; include contact
information)
Under the direction of (Faculty Sponsor Name) in the Sanford College of Education at National University, the
investigator(s) is conducting a research study and is inviting you to participate in it.
The purpose of this form is to provide information that may affect your decision about whether or not you will
provide permission to conduct this research project at your site. If you choose to approve this research, please sign
in the space at the end of this form to record your consent.
Research Project Information
Undergraduate Course Requirement
Master’s Level Thesis
Graduate Course Requirement
Doctoral Dissertation
Research Question(s):
Desired Start Date:
Duration:
Participants (indicate all that apply):
Sample Size
Needed Grade Level(s) Requested School(s)/Site(s) Requested Time Required
Students
Teachers
Administrators
Other Staff
Parents
Other (specify):
Brief summary of research design, including procedures for data analysis:
(Describe briefly and in lay terms procedures to which participant is consenting. Be specific in describing
treatments or tests, how often and how much given, time limits of study, invasive techniques, any restrictions on
ACTION RESEARCH GUIDELINES
30
normal activities, long-term follow-up examinations or the possibility of receiving inactive material in a doubleblind trial).
Potential Risks:
(List known risks or side effects: if none, so state’, if unpredictable, so state; include measures that will be taken to
minimize hazard or discomfort).
Potential Benefits:
(Payment, known treatment benefits; if none so state).
Instruments to be used:
(Describe if applicable).
Additional Information:
WILL IT COST ANYTHING TO PARTICIPATE IN THE STUDY? WILL I GET PAID TO
PARTICIPATE?
(Describe if applicable).
WHAT HAPPENS IF THE RESEARCHER GETS NEW INFORMATION DURING THE STUDY?
The researcher will contact all participants and site if the researcher learns new information that could change the
decision about participating in this study.
HOW WILL THE RESEARCHER PROTECT PARTICIPANTS’ CONFIDENTIALITY?
The results of the research study will be published, but names or identities will not be revealed.
WHAT HAPPENS IF A PARTICIPANT DOESN’T WANT TO CONTINUE IN THE STUDY?
Participation in this study is voluntary. If individuals choose not to participate or if you choose to terminate the
study, this may be done at any time. There will be no penalty.
WILL PARTICIPANTS BE COMPENSATED FOR ILLNESS OR INJURY?
You are not waiving any of your legal rights if you agree to participate in this study. But no funds have been set
aside to compensate you or participants in the event of injury. If anyone suffer harm because due to participation in
this research project, please contact the Office of the Institutional Review Board, National University, 11255 North
Torrey Pines Road, La Jolla, CA 92037; Telephone (858) 642-8136.
VOLUNTARY CONSENT
By signing this form, you are saying (1) that you have read this form or have had it read to you and (2) that you
understand this form, the research study, and its risks and benefits. The researcher will be happy to answer any
questions you have about the research. If you have any questions, please feel free to contact (principal
investigator) at (phone number).
ACTION RESEARCH GUIDELINES
31
If at any time you feel pressured to participate or if you have any questions about your rights or this form, please
call the Office of the Institutional Review Board at (858) 642-8136.
Note: By signing below, you are telling the researcher “Yes” you want to participate in this study.
Please keep one copy of this form for your records.
Your Name (please print): _________________________________________
Your Signature:
_________________________________________
Title:
________________________________________
Date:
_____________________
INVESTIGATOR’S STATEMENT
I certify that this form includes all information concerning the study relevant to the protection of the rights of the
participants, including the nature and purpose of this research, benefits, risks, costs, and any
experimental procedures.
I have described the rights and protections afforded to human research participants and have done nothing to
pressure, coerce, or falsely entice this person to participate. I am available to answer the participant’s questions and
have encouraged him or her to ask additional questions at any time during the course of the study.
Investigator’s Signature: __________________________________________
Investigator’s Name:
(Principal Investigator)
__________________
Date
ACTION RESEARCH GUIDELINES
32
Appendix C
CITI Training Certification
School Counselling Research
Diana Akko
National University
5 April 2023
Table of Contents
Abstract. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Section 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Introduction.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 5
Purpose.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Research Questions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Context of the Action Research Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 2.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Review of the Literature.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 7
Concepts or Ideas specific to your study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Section 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Research Design.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Site or Setting.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 9
Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 9
Data Gathering Methods and Procedures.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Ethical Considerations.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . 10
Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . 10
Section 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Data Analysis and Discussion.. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Findings.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Discussion.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Limitations.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Section 5. . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Abstract
Occasionally, school counselors are grouped along with social workers and
psychologists. School counselors are comparable to guidance counselors in many ways, but they
are also quite different in important ways. Most of what a school counselor learns is comparable
to what other human service professionals learn. Case management, counseling theory, and
intervention techniques are taught to the group. In addition, a school counselor’s work
environment is heavily focused on performance; thus, they are under continual pressure to
demonstrate their worth to their colleagues and students. Learners typically want just directly
over the courses to take.
Section 1
Introduction
School counselors often provide adolescents with their first haven away from home. For
some children, the school counselor’s office is the only place they feel safe enough to talk about
their problems or how they feel at school. Students may spend less time in counseling offices
than counselors, but that does not mean the physical setting does not impact them. The
counselor-student connection can be hampered or encouraged by the setting in which they
interact. Those working as school counselors must always remember the message their office
conveys to visitors. Whether or not we try to avoid it, the workplace setting may significantly
impact our mental and physical health. A counselor’s own beliefs and ideals have no place in
student sessions. It is the counselor’s role to guide students and offer guidance, but it is crucial to
remember that these sessions are for the students. Anyone working in this field might benefit
from often consulting relevant reference materials. Maintaining a healthy rapport with a student
is essential for counselors since it directly affects the development of the therapy session.
Purpose
The study aimed to examine, using narrative research, how older people who live at home
and use medications are known to increase their risk of falling understand and account for their
fall risk. The researchers explained their motivation by providing data on the prevalence of falls
among the elderly, the methods used to avoid such falls, the rate of decline in their health, and
their knowledge about using pharmaceuticals to treat these problems. Researchers also noted a
dearth of studies examining whether or not the elderly comprehend the effects of their drugs and
how they would respond to a problem with their prescription if they were aware of it.
Research Questions
I.
What kinds of things do students bring up in counseling?
II.
Does gender have a role in the types of counseling students undergo?
III.
How severely impacted were the counseling students’ lives?
Context of the Action Research Study
Student counseling is a prevalent issue, as shown by the current survey of college
students undertaken over the previous three decades. The study used college students from
various universities to collect data on physical student counseling. One-third of college couples
report being affected by the unjust treatment of students in counseling, while 10-35% of college
students in high school report being affected. This research focuss on a significant issue in
student counseling: the dynamics between the counselor, the counselee, the victim, and the
student’s gender.
Section 2
Literature Review
Children who are suffering may need further aid to overcome difficulties of a
developmental or educational nature that are preventing them from making progress.
Standardized evaluations are crucial to this academic component of school counseling programs
since they are sometimes required to pass a course, graduate, or enroll in college. The current
policy in schools is meant to assist with the issue of overcrowding in educational institutions.
Abortions are safe and legal, and so are contraceptive pills. There are a few exceptions to the rule
that most families nowadays only have one kid enrolled in school.
For instance, if the first kid in a rural farming family had a condition that was not inherited, if
both parents were members of a national minority group, or if the family lived in a distant
location where population growth was not a concern, the family might have a second child. For
some affluent families, the solution to the problem of having too many children is to have more
of them and pay the associated tax (Dahir et al., 2019). Because of the Policy’s long duration, it
is usual for school-aged children and adolescents to express loneliness in the absence of siblings.
Adolescence is a time when this feeling of isolation can peak, amplifying the effects of social
anxiety and adding to the challenges students face.
Schools have a rich tradition of philosophical consideration of psychological questions
but a far shorter tradition of putting those concepts to the test in the lab. Those with mental
illness turned to fortune tellers, talismans, and other forms of spiritual treatment in the past, with
many believing that possession by evil spirits was to blame (American School Counselor
Association, 2019). Herbal medicine and relaxation techniques have become increasingly
commonplace in treating mental illness. The historical focus of schools on measuring students’
knowledge and understanding through exams persists today.
Concepts or Ideas specific to your study
Although practically every high school senior in the United States has a decent chance of getting
into college, many will find it difficult to land a solid job once they graduate. In contrast to the
situation in the workplace, where virtually everyone who applies to college is accepted,
practically everyone who attends college graduates. Around 15% of high school seniors enroll in
college, yet the graduation rate is nearly 100% (Supriyanto et al., 2019). Students may start to
believe that their mental and emotional well-being does not matter because of how they perform
on an exam.
A big student body creates a competitive environment that contributes to the current trend
of placing a premium on standardized testing. Exams help narrow the pool of potential
candidates for scarce but rewarding employment. One-third or more of college graduates
struggle to find satisfying work. It appears that the rates of anxiety and sadness have grown
because of the schools’ fast economic expansion and the need to achieve high levels of
performance. Despite only being home to around a quarter of the world’s population, schools are
responsible for about half of all suicides. Counselors are available in an increasing number of
schools, and university counseling facilities can be found at virtually every school, but few
troubled students use these resources.
Section 3
Research Design
A narrative design might be used to comprehend people’s intentional acts and
participation better. Researchers can get first-hand accounts by using this approach. These firstperson accounts illuminate the participant’s perspective, outlook, attitude, and conduct. By using
this approach, researchers may learn a lot about how people with mental illness view their own
fall risk and how it relates to their medication use and symptoms. Researchers can learn more
about the topic from the participants and see if any commonalities among them would be missed
in a survey or other approach.
Site
Twenty community colleges were selected for this study because they all had experience
dealing with violent incidents on campus.
Participants
Participants were selected using a stratified random sample plan modified to account for
participants’ primary school and college experiences (Creswell & Poth, 2016). Measure sampling
and maximum difference sampling, both common in qualitative research, were combined in this
method.
Data Gathering Methods and Procedures
Assuring the safety and identifying the victims requires as transparent a data-gathering
process as feasible when assessing the school counseling experiences of college students. For
this study, we gathered information on the victim’s age, gender, relationship with the offender,
the agency contacted, and the type of school counseling received by the offender.
Ethical Considerations
Problems with confidentiality, worries about students’ safety, feelings of isolation and
helplessness, and a lack of control were all cited as causes for alarm regarding school counseling.
Most of those polled said they had experienced burnout, but they could cope through workload
management, debriefing, peer support, self-care, and political engagement.
A counselor must use professional ethics and culturally sensitive methods in their job. While the
researcher did get agreement from their customers for the study, it needs to be clarified from the
text whether the students could provide informed consent. Consenting to participate in research
requires students to be of legal age and of sound mind. It is important to consider the presence of
the Power of Attorneys and Legal Guardians while dealing with a senior population.
Data Analysis
In addition, cultural factors and the secrecy of the data and interviews should have been
addressed in the study. It would have been useful to inquire about participants’ cultural
backgrounds during the audio sessions if the study were repeated, especially because several
cultures have distinctive perspectives on the benefits and drawbacks of pharmaceutical use. In
addition, the researchers would have had exclusive access to the documents and audio they had
collected.
Section 4
Data Analysis and Discussion
Cognitive therapists hold that an individual’s outlook determines how they act in any
given situation. Distorted thinking can give rise to unreliable thoughts, which are not facts. CBT
is a systematic, “intense and short-term problem-oriented strategy” that has shown efficacy
across the age spectrum. Many people consider CBT the “gold standard” of treatment because of
its effectiveness in alleviating symptoms of a wide range of illnesses, including mental health
issues like depression and anxiety, as well as behavioral issues like addiction and eating
disorders. It is efficient because it follows a set format, addresses a defined issue, and guides
patients through tried-and-true techniques for improving recovery by recognizing self-defeating
thought patterns and learning to reframe them. Systematic text condensation was used to
examine the interview data.
STC works well for cross-category descriptions of phenomena. This process has four
iterations, with four to eight initial subjects depending on an overall assessment of the data. The
first thing an author needs to do is look through the transcripts and pick out the three most
fruitful ones to use. The study aimed to identify the top three topics of conversation; hence, it
used the wealthiest (Crothers et al., 2020). The next stage is to organize the data into preliminary
themes by identifying meaning units that shed light on the research issue. When scholars
examine a topic further, new subtopics emerge, and existing ones undergo revisions and
rebranding. There are various steps involved in this. Summarize the themes and use the
interviewee’s own words wherever possible. The condensates are employed as the foundation for
the analytic text of the individual themes, guaranteeing a high degree of fidelity to the original
text.
The next stage is to conceive and synthesize the text to reflect its validity and
completeness accurately. Three overarching themes and several subthemes within those themes
were presented to summarize the material gleaned from the interviews. Subthemes reflected
patterns in the audio recordings, whereas the overarching themes reflected issues or concerns
validated by research. Participants’ actual words were used to illustrate their ideas, feelings, and
viewpoints on these supplementary topics. The results could be presented in a straightforward
and well-supported way.
This study had three overarching themes: participants felt rejected by counselors when
they expressed a problem or physiological pain, believed that their falls were unrelated to their
drug use, and attributed problems to other sources. The findings were presented clearly and
straightforwardly, giving the reader both data from the study and supporting evidence from other
studies. Just four subjects mentioned dizziness as a symptom; thus, while the study brought fresh
insights and confirmations, it did have some limitations.
The researchers’ investment in the topic also introduces a potential bias in the results. It is also
crucial to remember a counselor rather than a researcher in a situation that may have made them
feel more anxious than they did in the other interview, interviewed that one participants. There is
a critical shortage of school counselors despite the high demand. More training is needed for
school counselors, most of whom have only completed the first three years of a four-year degree
program. Counselors and psychologists in schools can get the national certification.
The most common counseling approaches in the West are taught to aspiring school
counselors, including psychodynamic theory, behavior modification, and family therapy.
Cognitive therapy has proven to be the most effective treatment method. Modern school
counselors are trained in the standard therapeutic approaches but frequently advise their students
to try alternative treatments like qigong, acupuncture, and music therapy (Tang, 2020).
Psychologists or therapists do not commonly recommend spiritual healing in the present day
since the government views such practices as being superstitious.
Findings
There is a severe lack of data on the content and structure of actual therapy sessions. School
counselors cite the stress of trying to do well in school and on admission examinations as the
number one issue students face. Many kids may not have a problem with alcohol or drugs, but
they do have a problem with video games and computer games. Teenage boys frequently report
feelings of isolation, depression, social anxiety, and estrangement from the family. School
absences due to truancy are widespread. The vast majority of students do not use school
counseling services, even though they are typically provided free of charge.
Discussion
This approach considers diversity by stressing the significance of learning about the
student’s cultural background and performing comprehensive case studies considering diverse
perspectives. Although this theory incorporates intercultural concerns, it may need to be revised
in its application to some communities. Weaknesses in the Western nuclear family underpin the
concept of birth order. If we discuss birth order in a school counseling session, we risk alienating
some of the students we are trying to help and may even cause them to doubt themselves.
Other students may benefit less from this treatment since they were taught not to discuss
their history. Adlerian therapy’s last step makes use of the encouragement process. This strategy
will be utilized regularly with student populations (Metcalf, 2021). An integral part of a
counselor’s role is highlighting students’ best qualities and abilities to encourage them to develop
and utilize their maximum potential. Another viable theory that might be applied here is the
reality hypothesis. People are urged to reconnect with the people they have chosen to have in
their qualitative worlds, as is the case in traditional reality psychotherapy.
The wants of customers are also considered under the reality theory. They include things like
achievement, power, freedom, and satisfaction. People’s needs drive both short-term and longterm objectives. The psychotherapist’s responsibility is to help students clarify their wants and
needs. Many factors influenced the decision to use a reality-based approach. This philosophy
may be put into practice quickly and will simplify a school counselor’s busy life. Customers or
students will fare better with a plan in place. Since trust is established and the student has input
into the process. Students completely forthright about their strengths and weaknesses are in the
best position to receive effective help.
The reality therapist acts as an advisor, guide, and role model by presenting patients with
challenging situations that prompt them to consider the consequences of their behavior and
whether or not they are meeting their most fundamental needs without causing harm to
themselves or others. In addition to providing guidance and support, a good school counselor
should also serve as a positive example and educator for the students they advise. School
counselors are responsible for helping children with their concerns while preventing damage to
others. One reality theory strategy that students might use is to concentrate on the student’s aims.
Based on this principle, a counselor may work with a student to help them rethink and redefine
their goals, and the student can then be encouraged to prioritize their time and energy
accordingly.
The third approach involves including the student in the decision-making procedure. The
learner will feel more invested in the outcome since he created the strategy himself. As a result,
the concept of counseling as a laborious exchange of advice needs to be revised. An important
intercultural aspect of the approach is including the student in making decisions to improve their
lives. Despite its usefulness in various contexts, there are a few things to keep in mind when
employing reality therapy. Discrimination based on race, gender, sexual orientation, or ability is
not well addressed in reality therapy, which might hinder its effectiveness.
Limitations
If these topics are avoided, the student may conclude that the therapist doesn’t get them.
Some customers feel uncomfortable asking for what they want outright. It is generally agreed
that individuals should put the interests of society ahead of their wants and needs. Modern
psychologists disagree that there is one best way to examine people. Yet, various theoretical
perspectives have shaped the study of human behavior. They are pertinent because they not only
guarantee that the student’s goals are clearly stated and hence ways to ensure attainment of those
goals, but they also do not enable the student to create a distinct vision of self. Positive
transformation is more likely to occur when the kid is actively engaged in deciding on the best
course of action for the future. The reality theory facilitates this process. Introductory sessions
are vital in therapy because they provide the groundwork for future alliance-building and respect
between counselees.
Section 5
Conclusion
The research provided a snapshot of a successful ethical qualitative research strategy. The
researchers’ careful data gathering, coding, and presentation made the results straightforward.
The future will be brighter with access to qualitative data since it gives insight into customers’
minds, actions, and stories. A more accurate diagnosis and course of therapy may be provided
based on a thorough understanding of the patient’s mental status, which can be gained by
collecting and analyzing the data presented here. Especially if they lack expertise in the area,
counselors should maintain value neutrality while discussing contentious issues. Several
precautions must be taken before a counselor acts when faced with a situation or problem they
know little or nothing about. It is important to recognize the many elements of the predicament.
Thinking about the student’s rights and developmental stages is important. School counselors
should begin with these steps when faced with a moral problem. Use moral judgment and weigh
the pros and cons of all possible actions. The American Counseling Association Code of Ethics
begins with a prologue outlining the core beliefs that guide the counseling profession. This
entails accepting customers as they are and standing by them no matter where they come from.
However, if counselors act in a way that goes against the ACA Code of Ethics, they must follow
certain steps, such as resuming their professional training.
References
American School Counselor Association. (2019). ASCA school counselor professional
standards & competencies.
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