School Counselor Inclusion: A Collaborative Model to Provide Academic and Social-Emotional Support in the Classroom Setting.
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 AS...
| Publicado en: | Journal of Counseling & Development Vol. 87; no. 1; pp. 6 - 12 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Counseling Association
Winter2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508118785&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508118785 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07489633 JCD jtl: Journal of Counseling & Development issn: 07489633 maglogo: N pubinfo: dt: Winter2009 vid: 87 iid: 1 pid: 1026 pub: American Counseling Association artinfo: ui: 508118785 ppf: 6 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P size: 128KB tig: atl: School Counselor Inclusion: A Collaborative Model to Provide Academic and Social-Emotional Support in the Classroom Setting. aug: au: Clark, Mary Ann Breman, Jennifer Crandall su: Teacher-student relationships Classroom environment Educational counseling sug: subj: Teacher-student relationships Classroom environment Educational counseling ab: 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. The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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