Publications 

Note. Copies of publications and conference presentations, etc. are available by request: email sinkc@wwu.edu 

PEER-REVIEWED JOURNAL ARTICLES 

• Moran, D., Carlisle, K., Sink, C. A., & Rocha, J. (Under revision). "Initial Development of the Escala de Fortaleza en Jóvenes para Padres". 

• Ramrakhiani, S., Byrne, A., & Sink. C. (2021, Fall). Examining the Experiences of Campus Climate and Safety among International Students.  Journal Committed to Social Change on Race and Ethnicity, 7(2), 1-31.  https://doi.org/10.15763/issn.2642-2387.2021.7.2.1-31  (open access)

• Sink, C. A., & Lemich, G. (2021, April). A primer on Celtic spirituality with recommendations for counseling practice. Counseling and Values, 66(1), 40-56.  https://doi.org/10.1002/cvj.12143 

• Kalkbrenner, M., Sink, C. A., & Smith, J. (2020). Mental Health Literacy and Peer-to-Peer Counseling Referrals among Community College Students. Journal of Counseling and Development, 98(2), 172-182.  https://doi.org/10.1002/jcad.12311 

• Sink, C. A., & Dice, R. T. (2019). A Personalist Orientation to School-based Counseling Policy Research. Journal of School-Based Counseling Policy and Evaluation, 1(2), 1-7.   https://doi.org/10.25774/ddxf-8y63

• Mariani, M., Sink, C. A., Villares, E., & Berger, C. (2019). Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory-Short Form for Parents. Professional School Counseling, 21(1), 1-14. 

• Kalkbrenner, M., Sink, C. A., Schwitzer, A., & Richards, T. (2019). Understanding Mental Health Scale (UMHS): Development, validation, and implications for college counseling. Journal of College Counseling, 22(3), 270-286.

• Sink, C. A., Adkins, C., Cooney, M., & Garverick, T. (2019). An exploratory study of online software to support accountability practices. Professional School Counseling, 22(1a), 104-114.

• Goodman-Scott, E., Sink, C. A., Cholewa, B. E., & Burgess, M. (2018). A complex samples investigation of school counselor ratios and high school student academic outcomes. Journal of Counseling and Development, 96(4), 388-398. doi: 10.1002/jcad.12221

• Sink, C. A., Carey, J. C. (2018). Commentary—On school-based counseling policy and evaluation. Journal for School-Based Counseling Policy and Evaluation, 1(1), iv-vi.    https://scholarworks.wm.edu/jscpe/vol1/iss1/3

• Kalkbrenner, M., & Sink, C. A. (2018). Development and validation of the College Mental Health Perceived Competency Scale. The Professional Counselor, 8(2), 175-189  http://tpcjournal.nbcc.org/development-and-validation-of-the-college-mental-health-perceived-competency-scale/

• Sink, C. A.., & Lemich, G. (2018). Program evaluation in doctoral-level counselor education preparation: Concerns and recommendations. American Journal of Evaluation, 39(4), 496-510.  Article first published online: April 29, 2018.  https://doi.org/10.1177/1098214018765693 

• Cleveland, R., & Sink, C. A. (2018). Student happiness, school climate, and School Improvement Plans: Implications for school counseling practice. Professional School Counseling, 21(1), 1-10. DOI: 10.1177/2156759X18761898  Available at: http://journals.sagepub.com/doi/pdf/10.1177/2156759X18761898

• Sink, C. A., & Lemich, G. (2017). Well-being therapy in schools: Implications for supporting students with spirituality-related issues. Counselling and Spirituality, 36(1-2), 121-143. doi: 10.2143/CS.36.1.3285229 Print edition available at: http://poj.peeters-leuven.be/content.php?url=issue&journal_code=CS&issue=1&vol=36

• Sink, C. A. (2016). Incorporating multi-tiered system of supports into school counselor preparation. The Professional Counselor, 6(3), 203–219. http://tpcjournal.nbcc.org/category/pdf-articles/volumes/volume-6/volume-6-issue-3/

• Sink, C. A., & Ockerman, M. S. (2016). Introduction to the Special Issue School counselors and a multi-tiered system of supports: Cultivating systemic change and equitable outcomes. The Professional Counselor, 6(3), v-ix.

• McIntosh, E., MacDonald, D., & Sink, C. A. (2016). Macmurray on relationality: A tool for systems theory? Philosophy and Theology, 28(1), 203-220. doi: 0.5840/philtheol20167150 https://www.pdcnet.org/pdc/bvdb.nsf/purchase?openform&fp=philtheol&id=philtheol_2016_0999_7_1_50

• Mariani, M., Villares, E., Sink, C. A., Colvin, K., & Kuba, S. P. (2016). Confirming the structural validity of the My Class Inventory – Short Form Revised. Professional School Counseling, 19(1), 92-102.  doi: 10.5330/1096-2409-19.1.92

• Villares, E., Mariani, M., Sink, C. A., & Colvin, K. (2016). Multilevel confirmatory factor analysis of the Teacher My Class Inventory–Short Form. Measurement and Evaluation in Counseling and Development, 49(4), 1-11. doi:10.1177/0748175616639107

• Hall, J., & Sink, C. A. (2015). Nature of mathematics classroom environments in Catholic high Schools. The Journal of Catholic Education, 18(2), 74-98. Available at http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1791&context=ce

• Sink, C. A., & Bultsma, S. (2014). Psychometric analysis of the Life Perspectives Inventory and implications for assessing characteristics of adolescent spirituality. Measurement and Evaluation in Counseling and Development, 47(2), 150-167.  http://mec.sagepub.com/content/47/2/150.full.pdf+html

• Cleveland, R., & Sink, C. A. (2013). A mindfulness approach to educating preservice school counselors about spirituality. Counselling and Spirituality, 32(2), 59-77. 

• Sink, C. A., & Moore, L. (2013). Sustaining professional school counselling through viable accountability practices. Educational Research Journal《教育研究學報》, 28(1 & 2), 103-124. (published by the Hong Kong Educational Research Association)

• Mvududu, N., & Sink, C. A. (2013). Factor analysis in counseling research. Counseling Outcome Research and Evaluation, 4(2), 75-98. doi: 10.1177/2150137813494766

• Sink, C. A., & Simpson, L. (2013). African American adolescent spirituality: Implications for school counseling. Religion and Education, 40, 1-31. 

• Sink, C. A., & Cleveland. (2012). Spirituality an untapped developmental asset: Implications for school counseling/La spiritualité en tant qu’atout inexploité de développement: les conséquences pour le counseling scolaire. Counselling and Spirituality, 31(2), 15-38

• Sink, C. A., & Hyun, J. (2012). A comprehensive review of research on child and adolescent spirituality: Evidence for the inclusion of spirituality in school counseling. Journal of Asia Pacific Counseling, 2(1), 19-43.

• Seo, M., Sink, C. A., & Cho, H-I. (2011). Spirituality in Korean adolescents: Life Perspectives Inventory. Professional School Counseling, 15(1), 15-33.

• Sink, C. A., & Devlin, J. (2011). Student spirituality and professional school counseling: Issues, opportunities, and challenges. Counseling and Values, 85, 130-148.

• Sink, C. A., & Mvududu, N. H. (2010). Statistical power, sampling, and effect sizes: Three keys to research relevancy. Counseling Outcome Research and Evaluation 1, 1–18.

• Webb, M., Sink, C. A., Chickering, S., & Scallon, M. (2010). Suffering with God Scale: Theoretical development, psychometric analyses, and relationships with indices of religiosity. Research in the Social Scientific Study of Religion, 21, 71-94.

• Sink, C. A. (2010). Reflections on the ethical and professional considerations in writing about clients. Counseling and Values, 54, 157-161.

• Sink, C. A. (2009). School counselors as accountability leaders: Another call for action. Professional School Counseling, 13, 68-74.

• Sink, C. A., & Edwards, C. (2008). Supportive learning communities and the transformative role of professional school counselors. Professional School Counseling, 12(2), 108-114.

• Sink, C. A., Akos, P., Turnbull, R., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington state middle schools. Professional School Counseling, 12(1), 43-53.

• Sink, C A. (2008). Elementary school teachers and counselors: Classroom collaborators for higher student achievement. Elementary School Journal, 108(5), 445-458.

• Sink, C. A., Sink, M., Stob, J., & Taniguchi, K. (2008). Further evidence of gender differences in computer literary. CHANCE, 21(1), 53-57. (American Statistical Association)

• Sink, C. A., & Spencer, L. R. (2007). Teacher version of the My Class Inventory—Short Form: An accountability tool for elementary school counselors. Professional School Counseling, 11, 129-139.

• Sink, C. A., Stern, J., & Cleveland, R. (2007). Spiritual formation in Christian school counseling programs. Journal of Research on Christian Education, 16, 35-63.

• Sink, C. A., Edwards, C. I., & Weir, S. J. (2007). Helping children transition from kindergarten to first grade. Professional School Counseling, 10(3), 233-237.

• Sink, C.A. & Stroh, H. (2006). Practical significance: Use of effect sizes in school counseling research. Professional School Counseling, 9, 401-411.

• Sink, C. A. (2005). Fostering academic development and learning: Implications and recommendations for middle school counselors. Professional School Counseling, 9(2), 128-135.

• Sink, C. A. (2005). Comprehensive school counseling programs and academic achievement—A rejoinder to Brown and Trusty. Professional School Counseling, 9(1), 9-12. 

• Sink, C. A., & Spencer, L. R. (2005). My Class Inventory—Short Form as an accountability tool for elementary school counselors to measure classroom climate. Professional School Counseling, 9(1), 37-48. 

• Rowley, W. J., Stroh, H. R., & Sink, C. A. (2005). Comprehensive school counseling programs’ use of guidance curricula materials: A survey of national trends. Professional School Counseling, 8(4), 296-304.

• Sink, C. A. (2004). Spirituality and comprehensive school counseling programs. Professional School Counseling, 7, 309-317.

• Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6(5), 352-364. 

• Algera, H., & Sink, C. A. (2002). Another look at character education in Christian schools. Journal of Research on Christian Education, 11(2), 161-181.  

• Sink, C. A. (2002). Comprehensive guidance and counseling programs and the development of multicultural student-citizens. Professional School Counseling, 6, 130-137. 

• Stroh, H. R., & Sink, C. A. (2002). Making the connection: Applying APA’s learner-centered principles to school-based group counseling. Professional School Counseling, 6, 71-78. 

• Rowley, W. J., Sink, C. A., & MacDonald, G. (2002). An experiential and systemic approach to encourage collaboration and community-building within school counseling programs. Professional School Counseling, 5, 360-365. 

• Shen, Yih-Jiun, & Sink, C. A. (2002). Helping elementary-age children cope with disasters. Professional School Counseling, 5, 322-330.

• Sink, C. A. (2002). In search of the profession’s finest hour: A critique of four views of 21st century school counseling. Professional School Counseling, 5, 156-163. 

• Davis, K. M., & Sink, C. A. (2001). Navigating the publication process II: Further recommendations for prospective contributors. Professional School Counseling, 5, 56-61. 

• Sink, C. A., & Yillik-Downer, A. (2001). School counselors’ perceptions of comprehensive guidance and counseling programs: A survey of national trends. Professional School Counseling, 4, 278- 288.

• MacDonald, G, & Sink, C. A. (1999). A qualitative developmental analysis of comprehensive guidance programmes in schools in the United States. British Journal of Guidance and Counselling, 27, 415-430.

• Sink, C. A., & MacDonald, G. (1998). The status of comprehensive guidance and counseling in the United States. Professional School Counseling, 2, 88-94. 

• Sink, C. A., van Keppel, J., & Purcell, M. (1998). Reliability estimates of the Purpose in Life and Seeking Noetic Goals tests with rural and metropolitan adolescents. Perceptual and Motor Skills, 86, 362. 

• Sink, C. A. (1997). Is constructivism education’s cold fusion? Issues in Education: Contributions from Educational Psychology, 3, 263-272.

• Sink, C. A. (1997). Spirituality and faith development of schoolchildren: Implications for school counseling. Religion and Education, 24, 59-67.

• Barnett, J. E., & Sink, C. A. (1997). Promises and pitfalls of alternative assessment. National Association of Laboratory Schools Journal, 22, 9-13. 

• Sink, C. A., Barnett, J. E., & Hixon, J. E. (1996). Advancing pedagogy and classroom assessment in laboratory schools. National Association of Laboratory Schools Journal, 19, 5-7. 

• Sink, C. A., & Harrington, D. E. (1994). Comparisons among neo-Lurian measures of brain-injured students. Psychological Reports, 74, 975-978. 

• Sink, C. A., Barnett, J. E., & Pool, B. A. (1993). Perceptions of scholastic competence and their relation to middle school achievement. Perceptual and Motor Skills, 76, 471-478. 

• Zalewski, L. J., Sink, C. A., & Yachimowicz, D. J. (1992). Using cerebral dominance for education programs. Journal of General Psychology, 119, 45-57.

• Sink, C. A., Barnett, J. E., & Hixon, J. E. (1991). Self-regulated learning and achievement by middle-school children. Psychological Reports, 69, 979-989. 

• Sink, C. A. (1991). The information-integration model and the cognitive assessment of brain-injured community college students. CAPED Journal, 6, 23-35. (Refereed—CA State Professionals Educating the Disabled journal)

• Sink, C. A., & Tracy, L. S. (1988). Educating the brain injured: A continuum of services. Cognitive Rehabilitation, 6, 34-37. 

• Kavale, K., A., & Sink, C. A. (1985). Sir Cyril Burt in review: An empiricist in the dock (Sir Cyril Burt: un empirista en el banquillo de los acusados). Revista de Historia de la Psicologia, 6, 287-316. Spanish title “Sir Cyril Burt: un empirista en el banquillo de los acusados” http://www.sehp.org./revistas.htm 

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PROFESSIONAL TEXTS

• Stern, L. J., Sink, C. A., Wałejko, M., & Wong, P. H. (Eds) (2022) The Bloomsbury Handbook of Solitude, Silence and Loneliness. London: Bloomsbury Publishing. https://www.bloomsbury.com/uk/the-bloomsbury-handbook-of-solitude-silence-and-loneliness-9781350162150/ 

• Sink, C. A., Seo, M., & Kim, D. H. (2013). 아동청소년을 위한 긍정상담 (Child adolescent counseling and spirituality: School counseling in positive psychology) (published in Korean). Seoul, Korea: Hakjisa Publishing. http://www.hakjisa.co.kr/

• Sink, C. A., Edwards, C., & Eppler, C. (2012). Group counseling in the schools. Belmont, CA: Brooks/Cole Cengage. ISBN-10: 0618574476  ISBN-13: 9780618574476 Available on Amazon.com

• Sink, C. A. (Ed.). (2011). Mental health issues for school counselors. Florence, KY: Brooks/Cole Cengage Learning. ISBN-10: 061875458X  ISBN-13: 9780618754588 available www.amazon.com 

• Sink, C. A. (Ed.). (2005). Contemporary school counseling: Theory, research, and practice. Florence, KY: Wadsworth Cengage Learning. available www.amazon.com

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CONTRIBUTIONS TO BOOKS 

• Savitz-Romer, M., & Sink, C. A. (2023). Tier 1: Creating Equitable Systems of Support and Facilitating Systemic Change. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds.), The School Counselor’s Guide to Multi-Tiered Systems of Support (chapter 5, pp 114-149; 2nd ed.). New York: Routledge.

• Sink, C. A. (2022). Section 3: Loneliness: Introduction. in  In Stern, L. J., Sink, C. A.,  Wałejko, M., & Wong, P. H. (Eds), The Bloomsbury Handbook of Solitude, Silence and Loneliness (pp. 213-217). London: Bloomsbury Academic Publishing. https://www.bloomsbury.com/uk/the-bloomsbury-handbook-of-solitude-silence-and-loneliness-9781350162150/ 

• Sink, C. A. (2022). The psychological implications of loneliness . In Stern, L. J., Sink, C. A., Wałejko, M., & Wong, P. H. (Eds), The Bloomsbury Handbook of Solitude, Silence and Loneliness (pp.  236-249). London: Bloomsbury Academic Publishing. https://www.bloomsbury.com/uk/the-bloomsbury-handbook-of-solitude-silence-and-loneliness-9781350162150/ 

• Sink, C. A., McMahan, E. A., Karasawa, K., Hashimoto, T., & Jung, K. H. (2022). Chapter 17: Positive psychology in South Korea and Japan: Current state of affairs and future potential. In E. C., Chang, C. Downey, H. Yang, I. Zettler, & M. Muyan (Eds.), International handbook of positive psychology: A global perspective on the science of positive human existence (pp. 499-534). Switzerland, New York: Springer International Publishing.  ISBN 10.1007/978-3-030-57354-6_17 ISBN-13: 978-3030573539 https://www.springer.com/gp/book/9783030573539 

• Sink, C. A. (2019). Tier One: Creating Strong Universal Systems of Support and Facilitating Systemic Change. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds.), The School Counselor’s Guide to Multi-Tiered Systems of Support (chapter 3; 1st ed.). New York: Routledge. https://www.routledge.com/The-School-Counselors-Guide-to-Multi-Tiered-Systems-of-Support/Goodman-Scott-Betters-Bubon-Donohue/p/book/9781138501614?gclsrc=aw.ds&utm_source=cjaffiliates&utm_medium=affiliates&cjevent=e464b510684a11ec812e03b30a1c0e10 

• Sink, C. A. (2019). Assessment: Case of the ninth grade gap.  In C. Wood, T. A. A. Portman, & H. J. Fye (Eds.), Critical incidents in school counseling (3rd ed.; pp. 181-193). Alexandra, VA: American Counseling Association.

• Sink, C. A., Cooney, M., & Adkins, C. (2017). Conducting large-scale evaluation studies to identify characteristics of effective comprehensive school counseling programs. Carey, J. C., Harris, B.,  Lee, S. M., &  Mushaandja, J. (Eds.). International handbook for policy research on school-based counseling (pp. 133-152). New York: Springer. 

• Stern, J., & Sink, C. (2016). Reimaging how we see children. In J. Stern (Ed.), Virtuous educational research: Conversations on ethical practices (pp. 154-161). New York: Peter Lang.

• Sink, C. A., & Carlson, M. (2015). School counseling. In R. Tracey, & V. Kelly (Eds.), Critical incidents in integrating spirituality into counseling (pp. 21-30). Alexandria, VA: American Counseling Association.

• Bikowsky, B., & Sink, C. A. (2014). Case management and assessment in the schools: Voices from the field. In B. Erford (Ed.), Orientation to the Counseling Profession (2nd ed., pp. 407-409). Columbus, OH: Pearson Education. 

• Carmona, A., & Sink, C. A. (2014). Outcome research in counseling: Voices from the field.  In B. Erford (Ed.), Orientation to the Counseling Profession (2nd ed., pp. 490-491). Columbus, OH: Pearson Education. 

• Kulbeck, C., & Sink, C. A. (2014). Accountability for what I do: Voices from the field. In B. Erford (Ed.), Orientation to the Counseling Profession (2nd ed., 481-482). Columbus, OH: Pearson Education. 

• Quick, M. B., & Sink, C. A. (2014). Spirituality. In B. Erford & R. Byrd (Eds.), Applying techniques to common encounters in school counseling: A case-based approach (pp. 79-84). New York: Pearson.

• MacDonald, D., & Sink, C. A. (2013). European philosophies and influences on school-based counseling practices in the United States. In R. Kucha & H. Cudak (Eds.), European ideas in the works of famous educationalists: International, globalization and their impact on education (Studia i Mongraphie Nr. 41, pp. 241-258). Lodz, Poland: Wydawnictwo Spolecznej Akaemii Nauk (Social Academy of Sciences).

• Sink, C. A. (2012). Writing for publication: Collecting and sharing results in an article. In ASCA National Model (3rd ed., pp. 120-122). Alexandria, VA: American School Counselor Association.

• Grothaus, T., Devlin, J. M., Sink, C. A., & Edwards, C. (2011). School preparation within a developmental constructivist framework. In G. McAuliffe & K. Eriksen (Eds.), Handbook of counselor preparation: Constructivist, developmental, and experiential approaches (pp. 311-336). Thousand Oaks, CA: Association for Counselor Education and Supervision/Sage Publications.

• Sink, C. A., & Mvududu, N. (2009). Meta-analysis. In T. Bradford (Ed.), Encyclopedia of counseling (pp. 334-337). Alexandria, VA: American Counseling Association.

• Sink, C. A. (2005). How has the role of the school counselor changed over time and in what ways will it continue to change? In R. Sabella (Ed.), School counseling principles: Foundations and basics (pp. 181-183). Alexandria, VA: American School Counselor Association.

• Sink, C. A., & Igelman, C. N. (2004). Chapter IV: Anxiety disorders. In F. Kline & L. Silver (Eds), The Educator’s guide to medical issues in the classroom (pp. 171-191). Baltimore, MD: Brookes Publishing Company.

• Sink, C. A., & Rubel, L. (2001). The school as community approach to violence prevention. In D. S. Sandhu (Ed.). Faces of violence: Psychological correlates, concepts, and intervention strategies (pp. 417-437). Huntington, NY: Nova Science Publishers.

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INVITED TEST AND BOOK REVIEWS, JOURNAL INTRODUCTIONS/EDITORIALS, ETC.

• Sink, C. A. (2023). Introduction to the Special Issue on Advancing School Counseling Groups with Black Male Youth. Journal of School-Based Counseling Policy and Evaluation, 5(1), 1-3. https://doi.org/10.25774/aaex-ga96

• Sink, C. A., Burgess, M., & Winters, D. (2021, February). [Review of  Piers-Harris Self-Concept Scale. Third Edition.]. Twenty-first Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Handley, W. (2021, February). [Review of REACH Survey]. Twenty-first Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Carlisle, K. L. (2017). [Review of Kindergarten Readiness Test (KRT), 2nd ed.]. Twentieth Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press. Mavailable online at MMY

• Sink, C. A., & Carlisle, K. L. (2017). [Review of BASC-3 Behavioral and Emotional Screening System]. Twentieth Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press. available online at MMY 

• Sink, C. A., & Moore, L. D. (2014). [Review of the test Parent-Adolescent Relationship Questionnaire (PARQ]. Nineteenth Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Moore, L. D. (2014). [Review of the test the Anger Regulation and Expression Scale (ARES]. Nineteenth Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Bottery, M. (2013). Introduction to the Special Issue on Education and Sustainability. Educational Research Journal (教育研究學報), 28(1 & 2), 1-4.

• Sink, C. A. (2012). Éditorial/Editorial: Introduction to the Special Issue on School Counselling and Spirituality. Counselling and Spirituality, 31(2), 9-13.

• Sink, C. A. (2011). Editorial Introduction: School-wide responsive services and the value of collaboration. Professional School Counseling, 14(3), ii-iv.

• Sink, C. A., & Mvududu, N. G. (2009). [Review of the test Emotional Disturbance Decision Tree]. The 18th Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Mvududu, N. G. (2009). [Review of the test Resiliency Scales for Children and Adolescents]. The 18th Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A. (2008). Editor’s note. Wisdom of Robert Solomon: Naturalized spirituality and counseling. Counseling and Values, 52, 78-80. 

• Sink, C. A., & Wilson, B. (2007). [Review of the test Child and Adolescent Risk Evaluation: A Measure of the Risk for Violent Behavior]. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), The 17th Mental Measurements Yearbook (pp. 754-757). Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A., & Eppler, C. (2007). [Review of the test Stanford-Binet Intelligence for Early Children (5th ed.)]. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), The 17th Mental Measurements Yearbook (pp. 202-205). Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.

• Sink, C. A. (2006). Introductory comments to special issue on research methods in school counseling. Professional School Counseling, 9, 336.

• Sink, C. A. (2006). Editor’s Note. On the importance of the quality research. Counseling and Values, 51(1), 2-4.

• Sink, C. A. (2006). Editor’s Note. What John Macmurray can add to Counseling and Values community. Counseling and Values, 50(3), 162-164.

• Sink, C. A. (2005). Editor’s Note. Nurturing Interfaith Dialogue and Cooperation within the Counseling Context. Counseling and Values, 50(2), 82-83. 

• Sink, C. A. (2005). Editor’s Note. The challenge and promise of change. Counseling and Values, 50(1), 2-4. 

• Sink, C. A., & Edwards, C. I. (2005). [Review of the test Reynolds Bully-Victimization Scales for Schools]. In R. A. Spies & B. S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 886-889). Omaha, NB: Buros Institute. 

• Sink, C. A., & Eigenbrood, R. (2005). [Review of the test Auditory Processing Abilities Test]. In R. A. Spies & B. S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 70-73). Omaha, NB: Buros Institute.

• Sink, C. A., & Richmond, L. (2004). Introducing spirituality to Professional School Counseling. Professional School Counseling, 7, 291-292.

• Sink, C. A. (2000). Modeling collaboration through caring communities of learners. Professional School Counseling, 3(5), ii-iii. 

• Sink, C. A. (2000). Navigating the publication process—Recommendations for prospective contributors. Professional School Counseling, 3(4), ii-v.

• Sink, C. A. (2000). The school counselor as a “psychoeducational resource specialist:” Reframing our role for the next century. Professional School Counseling, 3(3), ii-iii. 

• Sink, C. A. (1999). Reflections on the future of school counseling. Professional School Counseling, 3(2), ii-iii. 

• Sink, C. A. (1999). Professional school counseling in transition. Professional School Counseling, 3(1), ii-iii. 

• Sink, C. A. (1996). [Ending the battle Review of the book School Wars: Resolving our conflicts over religion and values]. Christian Counseling Resource Review, 3, 6.

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RESEARCH AND TECHNICAL REPORTS

• Sink, C. A. (2018, Oct. 30). Trauma-sensitive School Checklist (TSSC) results/contours by grade level (Tech. Rep.). Monroe School District, WA. (paper attached below)

• Sink, C. A. (2018, Feb.). Summary of MSD 2016-2017 School-based Counselor Assessment Data (Tech. Rep.). Monroe School District, WA.  (paper attached below)

• Milliken, T., & Sink, C. A. (2016, April). ForKids after school programming 2014-2015 school year program evaluation results (Tech. Rep.). ForKids, Norfolk, VA.

• Sink, C. A. & Hartman, D. (2014, April). Evaluation of the College and Career Readiness of High School Students in South Whidbey School District, WA. (Tech. Rep.).

• Sink, C. A. (2011, April). Results of needs assessment Sumner School District. Sumner School District, WA.

• Jensen, C., Sink, C. A., et al. (2008, June). Charting our course: Navigation 101 and the “road map” to a Washington State Comprehensive School Counseling Program. Olympia, WA: Office of State Superintendent of Publication Instruction. Retrieved from, http://www.k12.wa.us/navigation101/Counselors/default.aspx

• Sink, C. A., Thompson, C., & Risdal, J. (2007, November). Evaluation of Year Three (2006-2007) of Highline School District’s Elementary School Counseling Grant (Tech. Rep.). Burien, WA: Highline School District, Research Department.

• Sink, C. A., Risdal, J., and others (2006, November). Evaluation of Year Two (2005-2006) of Highline School District’s Elementary School Counseling Grant (Tech. Rep.). Burien, WA: Highline School District, Research Department.

• Sink, C. A., Risdal, J., and others (2005, November). Evaluation of Year One (2004-2005) of Highline School District’s Elementary School Counseling Grant (Tech. Rep.). Burien, WA: Highline School District, Research Department.

• Bennett, M., & Sink, C. A. (2005, March). The effectiveness of anti-bullying intervention: Taking a Stand Against Bullying Exploratory findings [Tech. Rep.]. Funding from King County Sheriff’s Office, Shoreline Police Department, and Juvenile Accountability Block Incentive Grant. Available from Chief M. Bennett, Maple Valley Police Department.

• Technical assistance to report called Learning to change: School coaching for systemic reform. Gates Foundation. Authors: Carol J. Brown Heather R. Stroh Jeffrey T. Fouts & Duane B. Baker. Available at:

• http://www.gatesfoundation.org/nr/downloads/ed/researchevaluation/SchoolCoachingStudy05.pdf

• Sink, C. A., Gratama, C., Wilke, K., and others (2004, February). Evaluation of Year Two (2002-2003) of Highline School District’s Elementary School Counseling Grant (Tech. Rep.). Burien, WA: Highline School District, Research Department. Available on-line at: http://www.spu.edu/orgs/schoolcounseling/resources.htm [see Resources & Materials/Research Materials]

• Sink, C. A. (2004, February). What are the effects of comprehensive developmental guidance programs on early elementary students’ academic achievement? (School Counseling Research Brief Vol. 2:2) Amherst, MA: The National Center for School Counseling Outcome Research, University of Massachusetts. Available on-line at: http://www.umass.edu/schoolcounseling/briefs.htm

• Sink, C. A., & Stroh, H. L. (2003, May). Improving academic achievement in primary students through a systemic approach to guidance and counseling (Research Report #5). Lynwood, WA: Washington School Research Center, Seattle Pacific University. Available on-line at: http://www.spu.edu/orgs/research/currentresearch.html, http://www.enc-eric-proposal.net/eric8841.html, and http://www.umass.edu/schoolcounseling/Research%20Monographs.htm

• Sink, C. A., Gratama, C., Wilke, K., LaRocque, M., & Risdal, J. (2003, January). Evaluation of Year One (2001-2002) of Highline School District’s Elementary School Counseling Grant (Tech. Rep.). Burien, WA: Highline School District, Research Department. Available on-line at: http://www.spu.edu/orgs/schoolcounseling/resources.htm [see Resources & Materials/Research Materials]

• Carlson, J. S., & Sink, C. A. (1987). Education Abroad Program directors' report (Tech. Rep.). Santa Barbara: University of California, Education Abroad Program.

• Sink, C. A. (1987, May). Teaching cognitive skills to regular and special needs students: A bridge to educational and vocational success. Paper presented at the ninth annual national conference of the National Institute of Staff and Organizational Development, Austin, TX. [Edited manual of cognitive curriculum]

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MISCELLANEOUS PUBLICATIONS (nonjuried)

• Sink, C. A., & Chun, J. (2013, Winter). School counseling and student spirituality. VSCA Voice, 8-10. (published by American School Counselor Association for state associations; published in 31 other state publications) for copy see http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=dae499b0-7d69-4e61-aa9a-c9306013d986

• Sink, C. A. (2010). Student spirituality: An untapped developmental resource. ASCA School Counselor, 47(3), 38-43.

• Edward, C. N., & Sink, C. A. (2008, fall). Students with anxiety. WSCA School Counselor Insights, p. 6. (state journal)

• Sink, C. A., Sink, M., Stob, J., & Taniguchi, K. (2006). "Computer Literacy of Adolescents in Grades 9 to 12: An Exploratory Study," 2006 Proceedings of the American Statistical Association, Survey Methods Section [CD-Rom], Alexandria, VA: American Statistical Association: pp. 3694-3996.

• Sink, C. A. (2003, April). School counselors as moral agents. In A. K. Ellis (Ed.), Proceedings of the Third Annual Conference on Moral and Civic Education: Vol. 2 (pp. 4-6). Seattle, WA: Seattle Pacific University, International Center for Curriculum Development. 

• Sink, C. A., & Robinson, H. L. (2001, August). Comprehensive guidance and counseling in Washington state: Taking a closer look. Newsletter of the Washington School Counselor Association, 1, 2-3. [invited article]

• Sink, C. A., & Stuen, C. L. (1996). Characterizing student behavior. Christian Educators Journal, 36, 4-6. 

• Sink, C. A., & Ryan, C. S. (1989). Head trauma students offer challenges for vocational educators. Working Together, 11, 4-6.

• Sink, C. A. (1984). Making social skills work on the job. Working Together, 6, 3-4. 

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