Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-2322 |
| Date | 01 January 2008 |
| Creators | Scarborough, Janna L., Luke, Melissa |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | ETSU Faculty Works |
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