School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

Creator(s)

Janna L. Scarborough, East Tennessee State UniversityFollow
Melissa Luke, Syracuse

Document Type

Article

Publication Date

2008

Description

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.

Copyright Statement

This document was published with permission from the publisher. It was originally published in the Professional School Counseling.

Citation Information

Scarborough, Janna L.; and Luke, Melissa. 2008. School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation. Professional School Counseling. Vol.11 404-416. 10.5330/PSC.n.2010-11.404 ISSN: 1096-2409