Teachers and School Counselors Enhancing Student Social Emotional Learning Through Consultation
Social and emotional learning has been given more attention with states seeking to construct intrapersonal and interpersonal objectives to couple with already established academic cognitive standards (CASEL, 2013). Potential for academic growth in all students is intrinsically linked with their social and emotional development (CASEL, 2013). Meeting today’s students’ social and emotional needs, however, is still not a focal point or an objective in our teacher preparation programming (Furney, Hazaki, Clark/Keefe, & Harnett, 2003). To best meet the needs of today’s students, therefore, requires an open dialogue and partnership between school counselors and classroom teachers. This conceptual article describes effective utilization of the five modes of consultation through application to a school counselor/teacher consultative relationship case study, highlighting practices that teachers and school counselors can use to integrate social and emotional competency development into content area instruction.
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