Dr. Richard Cleveland is an Assistant Professor in teh department of Leadership, Technology & Human Development. Dr. Cleveland's research interests are focused in assessment, school counseling outcome research, student/client spirituality, and mindfulness.
Areas of Expertise (5)
School Counseling Outcome Research
Nominee, Jack Miller Service Award. College of Education, Georgia Southern University
SoTL Research Fellow. Awarded by Centers for Teaching & Technology, Georgia Southern University
2015 - 2016
Award of Excellence for Academic Assessment Program Report, MEd Counselor Education Concentration in School Counseling Program
2014 - 2015
Outstanding Past President Award. Awarded by Washington School Counselor Association
Outstanding Educator Award. Awarded by Woodside Elementary PTA
Seattle Pacific University: Ph.D., Counselor Education 2013
Seattle Pacific University: M.Ed., School Counseling 2005
Seattle Pacific University: B.A., Mathematics 1999
- American School Counselor Association
- Georgia School Counselor Association
- Southern Association for Counselor Education and Supervision
- American Counseling Association
- Association for Spiritual, Ethical. and Religious Values in Counseling
Hannon, M. D., Mohabir, R., Cleveland, R. E., & Hunt, B.
A team of 5 school counselors were interviewed to learn how they professionally and personally experienced the deaths of multiple students in 1 year in their school while attending to the needs of the school community. By using narrative inquiry, 5 themes emerged from the analysis: gravity of the losses, logistics of care, personal vs. professional conflicts, increased student cohesion, and efficacy. Recommendations for counselor preparation, research, and counseling practice are offered.
Cleveland, R. E.
A special issue of Learning: Research and Practice dedicated to mindfulness is summarized with the assertion that the contributions illustrate a perspective for successful mindfulness scholarship. Specifically, definitional components of mindfulness practice are just as essential for mindfulness scholarship. After a review of the special issue, this perspective for mindfulness scholarship is presented, and the article closes with two examples of mindfulness scholarship aligned with the 3-component framework of intention, awareness, and non-judgment.
Cleveland, R. E., & Sink, C. A.
To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.
Cleveland, R. E.
Many programs utilize digital portfolios for students to archive assignments. This manuscript highlights how one counselor education program implemented digital portfolios as a means for fostering student reflection, and subsequently evolved the portfolios towards satisfying both comprehensive exam and student employment goals. The author introduced a digital portfolio component to a core curriculum course in hopes of fostering students’ reflection. Simultaneously, counselor education program faculty were addressing inadequacies of norm-referenced testing employed for students’ comprehensive exam.
Cleveland, R. E., & Hartline, J.
This article describes initial efforts to pilot an evaluation instrument for school counselors. The pilot was a collaboration led by the state's school counselor association involving a state department of education (DOE), local school districts, and university faculty members. The article begins with a brief overview of historical and contextual factors relevant to the creation of the instrument and the pilot project.