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School Counselor Inclusion: A Collaborative Model to Provide Academic and Social-Emotional Support in the Classroom Setting.

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Title: School Counselor Inclusion: A Collaborative Model to Provide Academic and Social-Emotional Support in the Classroom Setting.
Authors: Clark, Mary Ann, Breman, Jennifer Crandall
Source: Journal of Counseling & Development (Wiley-Blackwell). Winter2009, Vol. 87 Issue 1, p6-11. 6p.
Subjects: Student counselors, Educational counseling, Inclusive education, Educational standards, Academic achievement, Career development, Psychological adaptation, Social support, United States education system
Geographic Terms: United States
Abstract: The increasingly diverse student demographics reflect a myriad of needs in the interrelated arenas of educational achievement, social-behavioral adjustment, and career development, while federal legislation, the ethical standards of the American School Counselor Association (ASCA; 2004a), and the ASCA (2005a) National Model have emphasized academic achievement and success for all students. This article describes a new model of school counselor "inclusion" that involves collaboration with classroom teachers and changes the setting of school counselor interventions to the classroom for small-group and individual work. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Counseling & Development (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The increasingly diverse student demographics reflect a myriad of needs in the interrelated arenas of educational achievement, social-behavioral adjustment, and career development, while federal legislation, the ethical standards of the American School Counselor Association (ASCA; 2004a), and the ASCA (2005a) National Model have emphasized academic achievement and success for all students. This article describes a new model of school counselor "inclusion" that involves collaboration with classroom teachers and changes the setting of school counselor interventions to the classroom for small-group and individual work. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Counseling & Development (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/j.1556-6678.2009.tb00543.x
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      – Code: eng
        Text: English
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      – SubjectFull: Student counselors
        Type: general
      – SubjectFull: Educational counseling
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      – SubjectFull: Inclusive education
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      – SubjectFull: Educational standards
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      – SubjectFull: Academic achievement
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      – SubjectFull: Career development
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      – SubjectFull: Psychological adaptation
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      – SubjectFull: United States education system
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              Text: Winter2009
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