In identifying other challenges to CDSCP implementation, Bob said that his "fist of things to do is far longer than whatever gets done.
school's history of having a CDSCP, administrative support, shared stakeholder visions, collaborative colleagues, lack of multiple demands, and school counselor duties aligned with CDSCP implementation).
There were three overarching actions employed to carry out the implementation of a CDSCP within the contexts of school counselor self-efficacy and systemic thinking and integration and under the facilitating and deterring conditions within the school.
Participants described the "big picture" of their vision of a CDSCP as well as how to implement and manage the "details.
An overarching theme reflected in the ongoing process of planning and implementing a CDSCP was, as Bob stated, "a work in progress.
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.