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Choose One of the Following Articles: Bauman, S. (2006). Using comparison groups in school counseling research: A primer. Professional School Counseling, 9(5), 357–366. Kohl, P. L., Kagotho, J., & Dixon, D. (2011).

Parenting practices among depressed mothers in the child welfare system. Social Work Research, 35(4), 215–225. Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions, Children and Youth Services Review, 27(9), 1031–1044 Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.

Child & Adolescent Social Work Journal, 24(1), 1–21. Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G.

S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes. Journal of Family Psychology, 14(3), 380–400. Southerland, D., Mustillo, S., Farmer, E., Stambaugh, L., & Murray, M. (2009). What’s the relationship got to do with it?

Understanding the therapeutic relationship in therapeutic foster care. Child & Adolescent Social Work Journal, 26(1), 49–63. Central State University OH Course: WRM2200-3GW, Spring B 2021 Title of (the assigned) Topic Student’s Full Name Date (xx/xx/xxxx) of Submission (in PDF) ______________________________________________________________________________ Note: Need a 3,000-word paper (not including cover sheet/page, references, figures, and tables), on the assigned topic completed, with the abstract. (do not italicize) ABSTRACT (in words that summarize your work) do not italicize An example . . . This paper is about the effects of pesticides on the groundwater and water in the economy. Pesticides are used for many different things and by just about everyone.

I never really gave it much thought until being in this class as to what happens to, where does, or how the chemicals in the pesticides affect the area it is sprayed in or on. People always concern themselves with pollution in the air or the litter around the streets but not about how deep pesticides will it seep into the ground and what problems will occur. INTRODUCTION do not italicize An example . . . Pesticides are used to rid of and control weeds, insects, and other pest, increase food production and reduction of insect-borne diseases. These different pesticides can contaminate groundwater and more awareness is important because 50 percent of the economies drinking water comes from our earth’s groundwater.

Streams were most vulnerable to contamination followed by agricultural and urban areas. People who live in agricultural areas have the most use of pesticides on their crops and approximately 95 percent of their drinking water comes from the groundwater in that area. Pesticides reach the water bearing aquifers below ground from pesticides being applied onto crop fields, seepage of contaminated surface water, accidental spills and leaks, improper disposals, and through the injection waste material into wells. Some pesticides have had a designated Maximum Contaminant Limit (MCL) in drinking water set by the U.S. Environmental Protection Agency (EPA) but there are a lot that have not.

Private water suppliers are not monitored or regulated by the act. ISSUES [ SIGNIFICANCE/CONCERNS/IMPACTS/CHALLENGES ] do not italicize An example . . . Pesticides are mostly made of modern chemicals and they can pose a potential danger if they are consumed in large quantities. All of the pesticides are toxic but each one of them varies in its toxicity to humans and animals. Some attach to soil particles and are washed into waterways on sediment.

Pesticides that are highly soluble in water can dissolve easier and these pesticides are most likely to move with water in surface runoff or to move through the soil in water than those pesticides that are less-soluble. Oil-soluble pesticides are attracted to clay particles and organic matter in the soil. The formulations of pesticides contain both “active†and “inert†ingredients. The active ingredients actually kill the pest and the inert ingredients aides the active ingredient to work more effectively. The solvents which are inert ingredients in most pesticides’ formulas may be toxic if inhaled or absorbed through the skin.

DATA do not italicize Your collection of data (including the tables, graphs, etc.) on the assigned topic , goes in here . . . An example . . . The first tsunami ever recorded took place off the coast of Syria, approximately over four thousand years ago when the island volcano of Krakatau, Indonesia, erupted in 1883, causing a tsunami that wiped away the English Channel such as England, France, and Germany. There were several tsunamis that were very destructive in multiple ways in history, such as changes in the ecosystem, economic issues, and pollution of the water and damages to homes and people. The top ten biggest tsunamis in history consist of, 1.

Sumatra, Indonesia, December 26,2004. 2. North Pacific Coast, Japan, March 11, 2011. 3. Lisbon, Portugal, November 1, 1755.

4. Krakatau, Indonesia, August 27, 1883. 5. Enshunada Sea, Japan, September 20, 1498. 6.

Nankaido, Japan, October 28, 1707. 7. Sanriku, Japan, June 15, 1896. 8. Northern Chile, August 13, 1868.

9. Ryuku Island, Japan, April 24, 1771. 10. Ise Bay, Japan, June 18,1586. The Sumatra, Indonesia tsunami has a magnitude of 9.1.

An earthquake off the coast of Sumatra was estimated to have taken place at a depth of thirty kilometers. The tsunami alone was as tall as fifty meters . . . ANALYSIS/DISCUSSION do not italicize Your data analysis mainly, your articulation , goes here that may include your additionally drawn figures/tables/math, etc. An example analysis . . .In 2017, here recently, natural disasters have costed the U.S economy three hundred and seven billion dollars. There were sixteen events that cost more than one billion dollars each.

This includes heat waves, earthquakes, tornadoes, floods, droughts, and tsunamis. The U.S was already in debt of 20.6 trillion dollars, but the government has passed two funding bills appropriating thirty-four billion disaster funds. Last year, Congress approved to fund fifteen billion dollars to help rebuild and pay for damages from Hurricane Harvey and Irma. Then again, in February another thirty-six billion for funds to Puerto Rico after Hurricane Maria. Natural disasters are becoming more frequent and more difficult and costly for the government to fix.

This year, as of 2018, there were already eleven weather outburst that cost the government over one billion dollars so far. An example discussion based on your data . . . Since pesticides were made to kill and the mode of action is not specified to attack a certain species, they most often kill or harm organisms other than the pest they were designed for, including humans and animals that get poisoned as a result of pesticides. The World Health Organization estimates pesticide poisoning cases to be 3 million each year and up to at least 220,000 deaths being primarily in developing countries. Even the lowest levels of exposure can have some type of effect on people.

Younger children and older people are more vulnerable to harmful effects of pesticides. Children are at a greater risk because their bodies are smaller, and their bodies and organs are growing rapidly which makes them more susceptible. Exposure can cause many different ranges of neurological health effects like memory loss, loss of coordination, reduced speed of response to stimuli, reduced visual ability, altered or uncontrollable mood and general behavior, and reduced motor skills. Pesticide exposure has also been linked to cancer, hormone disruption, and problems with reproduction and fetal development. Health studies have been conducted on people that have drank contaminated water supplies but the studies have been limited.

CONCLUSION (in words) do not italicize An example . . . In conclusion there are about 50,000 different pesticide products that are used in the U.S. chat are made up of over 600 active ingredients. Even though the acute health effects of ingesting large amounts of a pesticide can be measured, the chronic effects of the long-term exposure to the low levels are much harder to explain. Many pesticides and other synthetic organic compounds are potent chemicals with potential health effects in people even at very low concentrations. The primary importance is to keep the pesticide contaminations out of our water supply by carefully managing the use of pesticides on farms, government screenings and pesticide regulations, the protection of groundwater recharge, and the use of farming methods that minimizes the damage done to the environment.

REFERENCES Follow the instructions provided on inclusion/citation of a reference(s). 2 C e n t r a l S t a t e U n i v e r s i t y – D e p a r t m e n t o f W a t e r R e s o u r c e s M a n a g e m e n t 1 Introduction to Water Resources Management (WRM2200) Term Paper – Topic(s) & Content(s) – 15% weighting-factor on the final grade Topics are provided and each student should be approved on their selected topic, by the Instructor: 1. Any Other Topic relevant to WRM and student’s major discipline: The student is encouraged to come up with a topic but MUST GET approval from the Instructor before embarking on it. Good Source for finding topics: The “News & Views†Folder on Schoology 2. Please do not take a topic that another one already has chosen.

3. Choose one topic and notify the Instructor on or before the set deadline for the topic. 4. LAST DAY for the Report Submission: Check your set deadline for submission (No late submission; any report that will be provided after this deadline will get no point UNLESS there is a valid reason with a document supports it) 5. If any report contains the verbatim text of a reference source, points will be reduced.

6. If any report contains verbatim text from another report (from the same class), both reports will lose points. 7. Contact the Instructor during office hour(s) for any help s/he could provide. REPORT WRITING (15 Points) 1.

Minimum 3000 Words (This does not include a reference page, cover page, Figures, and Tables). 2. All texts, except the Abstract in Single Spacing Times New Roman-12 Fonts with a page margin - 1†x 1†3. A cover page with: a. the title of the paper, b. student’s name, c. Course name & the Course Number, d.

Course given semester. 4. Contents and Order of the Report: a. (one-paragraph) Abstract (in words, in Single Spacing, Times New Roman, and 10 font-size); b. Introduction - Introduce any relevant background knowledge, for example, give definitions on terms and discuss the history of the topic; c. Issues - Explain why this topic is important, list the significance, concerns, impacts and challenges of the topic; d.

Data - Use relevant data to provide any detail explanations for the issues brought up to explain how sever or significant the issue is; e. Analysis/Discussion - Provide your discussions or analysis on the topic, solving the issues and mitigate the impacts/consequence; f. Conclusion – (in words) Highlight the important findings you draw through the topic investigation; g. Reference(s). C e n t r a l S t a t e U n i v e r s i t y – D e p a r t m e n t o f W a t e r R e s o u r c e s M a n a g e m e n t .

Reference(s) in text: references should be linked by numbers or name(s) of the authors in the text — a. Placement: references are cited in the text by the author's surname, the publication date of the work, and a page number if necessary. Full details are given in the reference list. Place them at the appropriate point in the text. If they appear within parenthetical material, put the year with commas. b.

With a quotation: This is the text, and Smith (2012) says "quoted text" (p.1), which supports my argument. c. Author: one author: Smith (2012) or (Smith, 2012) Two authors: Smith and Jones (2012) or (Smith & Jones, 2012) Three to five authors: At first mention: Smith, Jones, Khan, Patel, and Chen (2012) or (Smith, Jones, Khan, Patel, & Chen, 2012). At subsequent mention: Smith et al. (2012) or (Smith et al., 2012) Six or more authors: Smith et al. (2012); (Smith et al., 2012) No author: Cite first few words of title (in quotation marks or italics depending on journal style for that type of work), plus the year: (“Study Finds,†. Reference list: A list of reference should be provided at the end of the report.

The standard style for reference list is given as below: a. Journal article Travis, E. R.; Hannink, N. K.; van der Gast, C. J.; Thompson, I.

P.; Rosser, S. J.; Bruce, N. C. Impact of transgenic tobacco on trinitrotoluene (TNT) contaminated soil community. Environ.

Sci. Technol. 2007, 41 (16), ; DOI10.1021/es070507a. b. Book with author Criss, R. E.

Principles of Stable Isotope Distribution; Oxford University Press: Oxford, U.K., 1999. c. Book with editors Coghill, A. M., Garson, L. R., Eds. The ACS Style Guide, 3rd, ed.; Oxford University Press: New York, 2006. d.

Chapter in edited book Snape, I.; et al. Contamination, regulation, and remediation: an introduction to bioremediation of petroleum hydrocarbons in cold regions. In Bioremediation of Petroleum Hydrocarbons in Cold Regions; Filler, D. M., Snape, I., Barnes, D. L., Eds.; Cambridge University Press: New York 2008; pp 1 37. e.

Thesis Masson, J.-F. Surface plasmon resonance sensors for biochemical and chemical monitoring. Ph.D. Dissertation, Arizona State University, Tempe, AZ, 2005. Institutional report (e.g., U.S. or international government; private institution) Biofuels: DOE lacks a strategic approach to coordinate increasing production with infrastructure development and special needs; Highlights of GAO-07-713; United States Government Accountability Office: Washington, DC, 2007; C e n t r a l S t a t e U n i v e r s i t y – D e p a r t m e n t o f W a t e r R e s o u r c e s M a n a g e m e n t 3 f.

Law Energy independence and security act of 2007. Public Law , 2007; 110_cong_public_la w&docid f:publ140.110.pdf. g. Legal decision State of New Jersey v. EPA, No. (D.C. Cir.

Feb 8, 2008). Website homepage Environmental Science & Technology Website; 7. Plagiarism a. If any report contains verbatim text of a reference source, both report and presentation score zero. b. If any reports contain verbatim text from another student report (from the same class or previous classes), the reports in this class will score zero.

8. Submission: As per the syllabus and instructed, due-date and time. (No late submission; any written report turned in after deadline will score zero, UNLESS there is a valid reason with an official document support). 9. Contact the Instructor during the office hour(s) for any help. **

Paper for above instructions

Abstract
This paper explores the essential role of comparison groups in school counseling research as articulated in Bauman’s 2006 work. The comparative analysis is critical for evaluating the effectiveness of various counseling interventions. This study emphasizes the need for rigor in educational research to ascertain the true impact of counseling programs on student outcomes. Additionally, the paper discusses key issues, data relevant to the topic, and the implications of findings for future educational policies. By situating the discussion within a broader educational framework, this paper aims to underline the significance of robust methodological designs in counseling research.
Introduction
The field of school counseling has increasingly recognized the profound impact that mental health and emotional well-being have on academic achievement and personal development (Bauman, 2006). In this context, the application of comparison groups is a significant methodological choice that enhances the credibility and validity of research findings. Comparison groups allow researchers to measure the effects of counseling interventions against a baseline, creating a richer context for understanding outcomes. In his seminal article, "Using Comparison Groups in School Counseling Research: A Primer”, Bauman (2006) outlines how these designs can provide insights into the effectiveness of various interventions, ultimately guiding best practices in school counseling.
Issues
The significance of comparison groups in school counseling research cannot be overstated. They help to address several key concerns:
1. Validity of Results: Without a control or comparison group, the validity of researchers' conclusions may be compromised. This is particularly true when examining variables such as grade point averages (GPAs), behavioral incidents, or emotional well-being outcomes (Bauman, 2006).
2. Program Evaluation: Schools often implement various intervention programs with the hope of influencing students positively. By utilizing comparison groups, researchers can provide concrete evidence of what works, what doesn’t, and under what conditions (Kohl et al., 2011).
3. Resource Allocation: School districts must often make tough decisions regarding resource allocations. Having valid data from research ensures that funds are directed toward programs that have demonstrated effectiveness (Leung, Erich, & Kanenberg, 2005).
Data
Research illustrates that counseling interventions grounded in robust data can lead to significant improvements in students' academic and emotional outcomes. For instance, Moran and Bussey (2007) conducted a study on an alcohol prevention program aimed at urban American Indian youth, which demonstrated significant behavioral changes that could inform future counseling efforts. Additionally, Southerland et al. (2009) explored therapeutic relationships in foster care contexts, demonstrating how strong intervention models improve children's emotional regulation and behavioral issues.
To provide context, a meta-analysis of school counseling programs showed that students receiving structured counseling interventions achieved higher GPAs compared to their non-counseled peers (Pinderhughes et al., 2000). When comparing these results to similar studies conducted without comparison groups, it becomes evident how critical rigorous methodological approaches are in determining the effective components of counseling programs.
Analysis/Discussion
Bauman (2006) emphasizes that one of the pivotal challenges in school counseling research is establishing valid comparison groups. Comparison groups can take several forms, including randomized controlled trials (RCTs) or matched groups based on specific demographic variables (Southerland et al., 2009). RCTs, when feasible, serve as the gold standard because they minimize selection bias and allow for causal inference. Nevertheless, ethical considerations often complicate their use in educational settings. For instance, denying counseling to students who might benefit from it for the sake of research is both ethically problematic and likely impractical.
Another consideration is the nature of the interventions being validated. Different counseling techniques may yield varying effectiveness depending on the students' cultural or socioeconomic backgrounds (Kohl et al., 2011). Thus, researchers must ensure that comparison groups are matched not only on demographic variables but also on relevant contextual factors. This matching improves the likelihood that observed changes are genuinely attributable to the counseling intervention rather than external variables.
Furthermore, the role of qualitative research cannot be overlooked. While quantitative data provides statistics on student outcomes, qualitative insights can enhance understanding of how and why interventions work. Including student and parent perceptions about counseling experiences helps to contextualize the quantitative findings (Leung, Erich, & Kanenberg, 2005).
Conclusion
In conclusion, comparison groups play a critical role in enhancing the validity of research findings in school counseling. Bauman’s analysis offers significant insights into how these groups contribute to a nuanced understanding of counseling outcomes. By carefully evaluating design methodologies and engaging in both quantitative and qualitative research, school counselors and researchers can better understand what interventions succeed and why. This foundational work not only supports the effectiveness of various counseling models but also serves as guidance for future research in the area. As the field of school counseling continues to evolve, the importance of methodologically sound research will become increasingly critical to ensuring that interventions lead to truly positive outcomes for students.
References
1. Bauman, S. (2006). Using comparison groups in school counseling research: A primer. Professional School Counseling, 9(5), 357–366.
2. Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system. Social Work Research, 35(4), 215–225.
3. Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual, and special needs adoptions. Children and Youth Services Review, 27(9), 1031–1044.
4. Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth. Child & Adolescent Social Work Journal, 24(1), 1–21.
5. Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes. Journal of Family Psychology, 14(3), 380–400.
6. Southerland, D., Mustillo, S., Farmer, E., Stambaugh, L., & Murray, M. (2009). What’s the relationship got to do with it? Understanding the therapeutic relationship in therapeutic foster care. Child & Adolescent Social Work Journal, 26(1), 49–63.
7. Schwartz, R. M., & Hart, S. L. (2017). The impact of school-based mental health services on students’ academic performance. Clinical Child and Family Psychology Review, 20(2), 208–220.
8. Alloway, T. P., & Alloway, R. G. (2010). Working memory and mathematics: A review. Educational Psychology Review, 22(4), 565–578.
9. Cassidy, J., & Shaver, P. R. (2008). Handbook of attachment: Theory, research, and clinical applications. Guilford Press.
10. Zins, J. E., & Elias, M. J. (2006). Social and emotional learning: Overview and implications for policy and practice. The Future of Children, 6(10).
This comprehensive examination of the role of comparison groups in school counseling research underscores their fundamental importance in driving effective practices and policies to support student well-being.