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

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.

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