Co-editors, School Counseling Research and Practice,

Co-editors, School Counseling Research and Practice,
Help! I Want to Publish in a Journal: Writing and Reviewing for Professional School Counselors . Susan Stillman and Joyce DeVoss. Co-editors, School Counseling Research and Practice, A New Journal of AzSCA

Workshop Objectives Participants will
Gain a basic understanding of the scholarly writing process from topic selection to finalizing for submission. Learn how to review manuscripts, scoring according to rubrics. Learn how to give supportive, constructive, specific feedback to authors to improve manuscripts.

Writing for Publication

Why do you want to write? Think about your reasons for coming today
Why do you want to write? What will help you to do? What is your previous experience writing? What have you learned from past experience? What do you need to know? What causes one to do anything? ----WTS research--help others and advantage self Motivation both internal and external, both to help others and to help self advance. Emotions are core. What are you excited about? What do you want to improve? Conditions create consequences that evoke emotions that cause motivation. Share examples of Joyce’s and my writing to show where and how the inspiration comes from Tell story of elementary VP who contacted me--writer’s block--book chapter Tell about WTS by writing…. How does one align personally, interpersonally, structurally? How do you access…engage…sustain?

Who is your audience? School Counselor Journals Other?
AZSCA Research Journal ASCA School Counselor Professional School Counseling AzSCA Newsletter Other? Your own school newsletter/website Other association’s newsletters, e.g. AERA SIG SEL Book chapter with colleagues, e.g. Elementary school counseling, proposal for social justice chapter Other peer-reviewed journals, e.g. ASCD, Educational Leadership Websites, blogs, & other online posts Resources for Teacher Leadership. (n.d.). Other publications--show examples Also read from SEL SIG newsletter--and talk about writing for presentation

What are some article types?
Research––empirical studies of original research reflect stages of process Practice––discussion of an approach to an issue with sufficient details to help others apply it to own work Theoretical––discussion of theory development, critiques, and usefulness Review articles––critical evaluations of previously published work Case studies––report on work with an individual or group to illustrate a problem and means for solving, or need for more research See APA 5th pp. 7-9 We will focus on types--research and practice. Give some examples. Ask them to give an example of each of these--in school counseling terms Research--use of small group vs large grp guidance on student achievement Practice-career day, peer mediation Theoretical-use of Adlerian model in schools Review articles or books--book review of Goleman in ed Lead Case study- a report on work with one student,class, group or population--even a case study of introdcing national model

How to come up with topics?
What are hot topics in your school setting? What are you passionate about? What have you and colleagues worked on that you may want to share with others? Action research is a springboard for writing. Examples? Advocacy is a springboard for writing-what groups have your advocated for? Think, pair, share . . . Ideas for hot topics-in your school, in the journals-brainstorm with partner, write for 3 minutes now Closing the gap action plans work well here. Define AR--from group; examples Define advocacy--from group; examples Thiknk pair Share with group.

Writing itself is advocacy!
School counselor standards include not only advocating, but also contributing to profession What issues have you worked on? Did you collect data? Do you have results? What were the implications? Your successes? Journal modeling activity Every issue of PSC should include articles that are directly relevant to practicing school counselors. School counselors at the elementary, middle school, and high school levels should be able to peruse the table of contents of every issue and find themselves drawn to articles that can provide the type of highly relevant and applied knowledge that can help them do their jobs better. (Auger, 2005, ¶6). ACTIVITY: Concrete examples: Finding advocacy examples in the journals. Pass around enough journals for everyone to find an article that they find directly relevant. What articles are they drawn to? Find an article you are drawn to and explain why?Is this something you could imagine writing? Why? If not, how could you get there? Share a few of these topics. Say what type of article it is. Research? Practice?> Theoretical? Case study?

Let’s try some writing . . . Spend a minute brainstorming some ideas that you could write about Spend the next minute developing that topic The value of outlining Volunteers to read their ideas? Think about your own setting, your practice, your students, your peers, your colleagues Think about national model and what you could do to further it in your setting You importance of outlining!!

Academic Integrity Understand what plagiarism is: Using someone’s words or ideas without giving them credit. While sometimes intentional, it is often due to lack of knowledge. Know when and how to paraphrase, quote, and cite Useful resources library.uwa.edu/Help/Plagiarism.ppt webster.commnet.edu/mla/index.shtml

If you are thinking of writing for Professional School Counseling:
Welcomes original manuscripts on school counseling research, practice, theory and contemporary issues in the field. Features: These articles are largely research-oriented. Theoretical, philosophical, and literature reviews or meta-analyses will be considered. Manuscripts should include implications or practical applications for school counselors. Perspectives from the Field (1,500-2,000 words): These short articles or opinion pieces focus on beneficial school-based practices or contemporary issues and concerns related to school counselors. School counselors are encouraged to submit their views. (ASCA Website) Both research and practice The “cadillac” of writing for school counseling

What PSC is looking for:
We really need more studies that take the time to more closely examine the actual interactions among school counselors, students, teachers, and parents We need studies that use existing data that are already being collected, coded, and saved by schools. School counselors are being pushed to carry out evaluations of their efforts to see whether they are making a difference for students. Data collection should not become another "add-on" duty for school counselors to perform. Outcomes that school administrators and policymakers care about (e.g., grades, test scores, attendance, classroom behavior, and office referrals) are already available. It is time to clearly demonstrate that what practicing school counselors do can greatly contribute to improving these valued outcomes. (Lapan, 2005, section 9 and 6). Lapan, R. T. (2005). An editor's top ten wish list. Professional School Counseling, 8(5), II-IV. Retrieved March 6, 2009, from Urging you to collect data Find out what works Show we make a difference Looking for practicing school counseling to do this

More from PSC School counselors should be able to read about new, effective programs and interventions; learn whether programs and approaches they have been using are validated by research; and read articles that help them better understand the needs and issues of students and families. PSC should be the preferred source for school counselors who strive to be reflective, informed, cutting-edge practitioners. (Auger, 2006, para. 4) Auger, R.W. (2006). A season of excitement and change. Professional School Counseling, 10(2). Retrieved March 11, 2009, from

PREPARING YOUR MANUSCRIPT FOR SUBMISSION AND REVIEW
1. Do not submit material under consideration by another periodical. 2. Manuscripts must conform to the guidelines in the 2001 edition of the American Psychological Association (APA) Publication Manual (5th ed.). The manual is in most libraries and major bookstores. You may also contact APA Order Department, 750 First St., N.E., Washington, DC , (800) 3. Refer to the APA guidelines to eliminate bias based on gender, sexual orientation, racial or ethnic group, disability, or age. Avoid using passive voice. 4. ASCA style does not allow footnotes (except in tables and figures) or bibliographies. For reference, endnotes, and in-text citations follow APA style. 5. Keep article titles and headings within the article as short as possible. 6. For the reviewers' benefit, double space all material, including references and quotations, and allow wide margins. (ASCA Website) Bias No footnotes APA 5th - a great source of info, not just APA style

If you are thinking of writing for ASCA School Counselor:
ASCA School Counselor runs feature articles dealing with trends, "how-to" topics and other issues of interest to professional school counselors. The writing style is bright, stylish and easy-to-read. Articles should be educational in focus. They should be written in an informal, nuts-and-bolts style rather than in an academic journalese style. There should be no separate list of references but rather, where necessary, the attribution should be woven into the article text itself. Articles will be edited and, in some cases, rewritten for clarity, style and brevity. Articles must be new. If the article is based on a previously written article or on a speech, it must be reworked so it sounds like fresh material. The final headline is determined by the editor. References integrated Very easy to do-- more accessible to start with See upcoming themes

More from ASCA School Counselor
Audience: ASCA School Counselor readers are professional school counselors working at all levels (elementary, middle/jr. high, secondary and post-secondary), as well as counselor educators and school counseling students. Article topics should be oriented with this audience in mind. Length: Should be at least 1,500 words long, but no more than 2,500 words. Procedure: Prospective contributors should query the editor with a description of the proposed article. The editor may request a one-page summary or outline prior to agreeing to read a manuscript.

ASCA Editorial Calendar
May/June 2009 Mental Health and the School Counselor's Role July/August 2009 Conference Issue – School Counseling as a Career September/October 2009 Equity and Access for All Supplement: College Planning and Preparation November/December 2009 Protecting Kids in a High-Tech World January/February 2010 Character Education March/April 2010 School Counselor of the Year May/June 2010 Student Achievement July/August 2010 Conference Issue – Celebrate School Counseling September/October 2010 College Planning Supplement: Career Planning November/December 2010 Special Education Students Choose one of these--what could you write about that you have data or experience in? Make a commitment to one of these. Go round-- what issue could you think about writing for? Choose one, raise hand, talk with others who like this issue topic too I am determined to write about social emotional learning for the character ed issue

If you are thinking of writing for AzSCA School Counseling Research and Practice:
Manuscripts on issues of interest to practicing K-12 school counselors and counselor educators Topics of interest would include empirical research, action research, innovations in school counseling practice, current trends and professional, legal and ethical issues. Next issue will focus on advocacy for K-12 students. We are looking for both submissions about completed advocacy-related projects and data collection and analysis and your process of determining how to proceed, i.e., what were the roadblocks and successes along the way. Articles on promising and beneficial school-based practices or contemporary issues for school counselors will be considered for inclusion. Your topic should be clearly connected to the AzSCA Model in your manuscript. We are also seeking reviews of current books or other resources of interest to school counselors. The book and resource reviews should include practical implications for school counselors.

School Counseling Research and Practice (2009) Volume 1 topics were:
Comparing the Effectiveness of Group and Individual Counseling: An Exploratory Study Recognized ASCA Model Program (RAMP) Award: A Qualitative Study of RAMP winners in the Tucson Unified School District School and Community Counseling Collaboration: A Promising Approach to Address Youth Substance Abuse I Was Sold on Data Because of Those Aha Moments! Promoting School Counselor Research and Publication Could you see yourself writing any of these?

TEMPLATE FOR RESEARCH ARTICLES FOR SCHOOL COUNSELING RESEARCH AND PRACTICE JOURNAL
RESEARCH MANUSCRIPTS Manuscripts should be about 2,000-3,500 words written in APA format with references and should focus on research-oriented school-based practices or contemporary issues and concerns related to school counselors. These can be theoretical, philosophical and literature reviews or meta-analyses. Use the following headings to organize the article. ABSTRACT Provide a 250 word summary of the article. PROBLEM DESCRIPTION Clearly describe the problem or issue addressed in the study including a brief summary of relevant research. Abstract--a reader’s first and most important contact with your article. Should be “dense with information but also readable, well organized, brief, and self-contained” (APA, p. 12). Compare your abstract with your outline to be sure it is accurate Be concise and specific--purpose or thesis, results and conclusions, =, nonevaluative, quickly conmprehensable. See APA pp for more info on abstracts Describe problem --why is it important? What background research was examined ?

TEMPLATE FOR RESEARCH ARTICLES FOR SCHOOL COUNSELING RESEARCH AND PRACTICE JOURNAL
METHOD Subheadings: Participants and Procedure Instrumentation Describe your participants, your instrumentation and the procedures used. RESULTS Present your data, report on your analyses, including statistical analyses, and any tables, diagrams, graphs or lists to help explain your data. DISCUSSION Discuss issues related to the topic of study, including any relevant incidental learning. Include a brief summary of other relevant research CONCLUSIONS Summarize implications and conclusions from the ideas discussed in the manuscript. REFERENCES Provide related references in APA format. In Discussion, may start with a clear statement of the support or non support of your hypothesis--did what you thought would happen happen? Why or why not? What else happened? Now what? Conclude with why this was an important study, what issues hinge on the findings. How can your results give other scholar/practitioners what they need

TEMPLATE FOR PRACTICE MANUSCRIPTS
These manuscripts should be about 1,500-2,000 words written in APA format and should focus on beneficial school-based practices or contemporary issues and concerns related to school counselors. School counselors are especially encouraged to submit their views. ABSTRACT Provide a 150 word summary of the article. PROBLEM DESCRIPTION Clearly describe the problem or issue addressed in the study including a brief summary of relevant research. Abstract--a reader’s first and most important contact with your article. Should be “dense with information but also readable, well organized, brief, and self-contained” (APA, p. 12). Compare your abstract with your outline to be sure it is accurate Be concise and specific--purpose or thesis, results and conclusions, =, nonevaluative, quickly conmprehensable. See APA pp for more info on abstracts

TEMPLATE FOR PRACTICE MANUSCRIPTS FOR THE SCHOOL COUNSELING RESEARCH AND PRACTICE JOURNAL
HEADINGS Use headings to organize the article and provide lists, tables, graphs and/or diagrams (if you have them) that help explain the concepts presented. SUBHEADINGS Use subheadings as needed to organize the manuscript. See APA format guide for help with the format of the subheadings. DISCUSSION Discuss issues related to the topic of study, including any relevant incidental learning. Include a brief summary of other relevant research CONCLUSIONS Summarize implications and conclusions from the ideas discussed in the manuscript. REFERENCES Provide related references in APA format. APA 5th pp Headings are importjnat Headings “carefully outline the hierarchy of ideas you wish to present and use headings to convey the sequence and levels of importance. Headings help the reader to grasp the article’s organization and the relative importance of the parts of the article” (APA, 2001, p. 10). BE sure to link to the ASCA National Model

AzSCA School Counseling Research & Practice Journal Submission Instructions
Manuscripts should not exceed 16 double-spaced typewritten pages, not including title page and references. American Psychological Association (APA) Publication Manual (5th edition) style and guidelines to eliminate biased language. Include on a separate page, the title of the article and an abstract of no more than 150 words. Submissions will be reviewed anonymously. Please be sure that authors names do not appear anywhere in the manuscript other than the title page. Send electronically as attachment to editors, Joyce DeVoss, and Susan Stillman at Deadline for receipt of the manuscripts is June 30, 2009.

Resources Resources for Teacher Leadership. (n.d.). Retrieved March 9, 2009 from Mentors, peers, critical friends, writing buddies, groups, colleagues, AzSCA AZSCA Journal Editors Joyce DeVoss Susan Stillman Quote about a writing buddy: “In the past six months, I have written more, submitted more, and sold more than I have in any other six month period since I started writing. Why have I been so much more productive? For the past six months, I have had a writing buddy.” READ: “My buddy and I exchange weekly and monthly goals, critique each other's work, share market information, celebrate acceptances, cry over rejections, and give each other the support and encouragement every writer needs. Since I'm accountable to her for my goals, I achieve them. Since we exchange pieces for critique every Monday, I always have something ready. When my mailbox is stuffed with rejections and I want to give up writing, my buddy gets me through it. Even though we've never met -- we live about 300 miles apart -- my buddy is one of the most important people in my life. And I'm not alone. Many writers have discovered the benefits of having a writing buddy..” Spend some time now thinking of anyone in this room or someone you know…

Don’t “find” the time, “make” the time for writing!
What is your motivation to write? How has this workshop helped you so far? What was the most important thing? Who do you have to align with in order to get this writing done? Share your passion for school counseling, your work with students and colleagues, your data, your ideas, and your excellent programs––find your motivation!

Reviewing for School Counseling Research and Practice Journal Publication

Qualifications of A Member of the SCR&P Editorial Board
Some experience in professional writing and/or editing Good command of English grammar, punctuation and scholarly writing Good understanding of research design Familiarity with APA format, including manuscript specifications, citations and references Good attention to details Commitment to careful review of manuscripts Willingness to give detailed feedback to authors to improve their manuscripts

Reviewing Manuscripts According to a Rubric
Rubric: School Counseling Research and Practice Editorial Review Form Reviewer ___________________ Date Sent ____________ Date Due Manuscript A promising approach to address youth substance abuse Please use an additional page if you need more space for your comments. Return this review by the deadline ( ) to: Joyce A. DeVoss, Ph.D, NAU-Tucson and Susan Stillman, Ed.D,NAU-Tucson. Reviews should be ed to Please rate ALL manuscripts on the following dimensions: Poor Marginal Good Excellent 1. Organization and clarity 1 2 3 4 2. Quality of literature review 1 2 3 4 3. Overall quality of content 1 2 3 4 4. Contribution to theory 1 2 3 4 5. Contribution to practice 1 2 3 4 6. Relevance to school counselors 1 2 3 4

Reviewing Manuscripts According to a Rubric
7. Journal Specs including APA format 1 2 3 4 Please also rate RESEARCH manuscripts on the following dimensions: 8. Clarity of research questions 1 2 3 4 9. Quality of design and methodology 1 2 3 4 10. Adequacy of data analysis 1 2 3 4 11. Interpretation of results and conclusion 1 2 3 4 Recommendation (please check one): _____ Accept as is _____ Provisionally accept, pending revisions _____ Reject _____ Inappropriate for this journal Overall review of the manuscript/comments:

Sample of Completed Review Form
Manuscript ____M1_______________________________________________________ Please use an additional page if you need more space for your comments. Return this review by the deadline ( ) to: Joyce A. DeVoss, Ph.D, NAU-Tucson and Susan Stillman, Ph.D, NAU-Tucson. Reviews should be ed to and Please rate ALL manuscripts on the following dimensions: Average score Poor Marginal Good Excellent 1. Organization and clarity 1 2 3 4 2. Quality of literature review 1 2 3 4 3. Overall quality of content 1 2.5 3 4 4. Contribution to theory 1.75 2 3 4 5. Contribution to practice 1 2 3 4 6. Relevance to school counselors 1 2.75 3 4

Sample of Completed Review Form
7. Journal Specs including APA format 1 2.75 3 4 Please also rate RESEARCH manuscripts on the following dimensions: 8. Clarity of research questions 1 2.75 3 4 9. Quality of design and methodology 1 2 3 4 10. Adequacy of data analysis 1 2.75 3 4 11. Interpretation of results and conclusion 1 3 4

Reviewer 1: Reject Reviewer 1 Comments:
Overall review of the manuscript/comments: My impression: I am not impressed with this paper. I believe the quality of the research is poor, the results debatable, and the conclusions are erroneous and, if published, actually would be detrimental to gains made by the school counseling profession in implementing the National Model. Specifically, Statements are not backed up. What support is there for the statement about job satisfaction research, or that this study is unique for presenting issues that counselors face? Abstract is poorly written, with numerous mistakes in evidence. Use of secondary sources is not advisable when primary sources are available. On page three, the writer makes unfounded assumptions. Statistics given on p. 4 are misleading. What is a relative majority? How can 34% be a relative majority? A study is not more recent if the date is in the same year. The conclusion about using the National Model is not based on solid data but rather just the author’s impressions from one or two reported studies of a few issues, such as mattering or job stress. P.14 error re prior. The Holland study is not referenced and confusing. Who has divided up counselor duties according to Holland? This paper does not align with the National Model.

Reviewer 2: Provisionally accept, pending revisions
Manuscript is not in full APA (5th edition) style and please check grammar issues as well; Abstract is longer 150 words and overall the manuscript is too long. Actual research questions should be presented earlier in the paper, such as directly before the Method section. Method must be expanded. The Procedure for soliciting and securing school counselor participants is not covered and must be included. How were these school counselors sought out? If it was through a membership in ASCA or AzSCA, which would be considered a limitation to the study… The data analyses were not as sophisticated as they could have been (i.e., multiple linear regression, hierarchical regressions, etc.) Thus, the paper’s results are only self-report percentages and some additional correlations. I believe additional analyses would aid in understanding this data in different ways…

Although this study is similar to other previously undertaken, this work does have direct implications for Arizona. I suggest the authors revise the Discussion (and cut it down) so that it is directly linked to Arizona Counselor Education programs, and school districts. Also, what are the implications for so many of the school counselors not being actually trained in school counseling? What are the implications for the state and for future standards? Finally, what is this study’s contribution to theory and to practice? I suggest spelling that out more clearly in the Discussion.

A question: “What can school counselors learn from the results of this study”? I do like the connection made with the National Model. Add a copy of the survey used

You Want to Be a Reviewer?
Form small working groups. Review the sample manuscript provided to you using the rubrics form. Decide whether the manuscript should be accepted or rejected or provisionally accepted or found inappropriate for SCR&P. Provide at least three feedback statements.

Compare notes Review the scoring for the groups.
Review the recommendations. Review the feedback. Is there consensus? Do we need additional reviews? Is the feedback clear and unbiased and in a format that can be understood and received by the authors?

Next Steps Editor sends summarized feedback and a letter to the authors letting them know what the recommendation was and, if accepted provisionally, what is needed to revise the manuscript for publication and the deadline for resubmission. Manuscript is resubmitted with revisions and editor reviews revisions and citations and references and sends any changes needed back to authors. Final manuscript is submitted to editor, reviewed and send to typesetter, then, printer as part of a journal. Authors receive a copy of the official journal with a congratulations letter!

Call for Editorial Board Members
Anyone who has published in professional newsletters, journals, books, or has contributed chapters in books and would like to serve on the editorial board should apply to one or both of the co-editors by at the addresses above by June 30, 2009.

Questions? Comments?

Thank You for Attending!

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