Although the participants engaged in evaluation to varying degrees, all participants spoke about evaluation of services and their CDSCP.
There was a reciprocal nature between the actions utilized to implement a CDSCP.
This consequence was reflected in positive terms by both Anna, "We know that CDSCP is the best way to meet the needs of all students in the school," and Spartan, "Now we work with all students in all domains.
All participants noted that should all of their actions toward implementation of a CDSCP ultimately fail and therefore they perceived they would not have opportunities to implement plans and processes to serve all students, they would leave that system rather than compromise what they believed to be in the best interest of students.
The participants described an intentional, active, and reciprocal process in which they tailored the CDSCP and its implementation to meet the specific needs of the students, the school, and the community in which it was delivered.
In addition to emphasizing systemic needs, the participants believed in the importance of a CDSCP and in their abilities to implement it (school counselor self-efficacy).
Participants spoke about CDSCP implementation, including the provision of services for all students, in terms of an ongoing, flexible, active, and somewhat circular process of marketing, planning, and evaluating action strategies that were responsive to the systems in which they worked.
This finding appears consistent with Sink and Yillik-Downer's (2001) observation that as professional school counselors' experience and confidence in CDSCP implementation increased, so did their investment in and ownership of their program increase.
Several participants in this study mentioned the importance of having personal models they could observe and with whom they could talk about the implementation and management of a CDSCE Thus, supervision that incorporates all aspects of a CDSCP seems important, particularly for new graduates.
The model of CDSCP implementation that emerged from this study needs further testing.
The participants in this study believed that their efforts to implement and integrate a CDSCP were the best way to serve the needs of children and adolescents.
In the 1980s, CDSCP models were established and refined as a means to guide the practice of school counselors in their quest to turn vision into action and serve all students in a systematic and integrated way (Gysbers & Henderson, 2000).