Developing and Maintaining Intra/Interprofessional Collaborative Relationships for Student Success: A Grounded Theory Study on School Counselor Collaboration

Abstract

This qualitative, grounded theory research study examined how school counselors can develop and maintain positive intra/interprofessional collaborative relationships with other school professionals. Nineteen school counselors representing various demographics, levels, and geographic settings participated in the study. This article explains the emergent theory and model that resulted from the analysis of the data and discusses implications for school counselor practice and education.