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dc.contributor.authorThomas, Sara W.
dc.date.accessioned2021-09-07T21:05:24Z
dc.date.available2021-09-07T21:05:24Z
dc.date.issued10/1/2011
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4673
dc.description.abstractMany attempts have been made to mold the role of the school counselor over the last century. Reviewing the history of the school counselor helps identify the discrepancies within the role of the school counselor and highlights the need for a comprehensive school counseling program. As schools reform to keep up with present day issues and problems, school counselors must also clarify their role to continue to support student’s academic, career and personal/social success. The ASCA National Model provides a structured plan for school counselors to implement into their school district to be the most effective. A qualitative research, using the methodology of empirical phenomenology, was conducted to collect the data from a mental health team from a high school setting. Through a focus group and individual one-on-one interviews, the team shared their experiences and the impact of the comprehensive plan that was implemented in their department in 2008.
dc.subjectSchool Counselor
dc.subjectAmerican School Counselor Association
dc.subjectCounseling
dc.subjectComprehensive School Counseling Program
dc.titleThe Impact of a Comprehensive School Counseling Plan
dc.typethesis
refterms.dateFOA2021-09-07T21:05:24Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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