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Abstract

This study examined the role of professional school counselors in the school turnaround process. Themes from a qualitative case study analysis suggest that school counselors used leadership to develop data-driven programs and activities congruent with the ASCA National Model. Additionally, school counselors sought greater collaboration, partnership, and relationships with teachers, students, families, and the community at larger. Finally, the role of school counselors was heavily shaped by the expectations of school principals. Implications are explored for school counseling practice.

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