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This paper reviews Hardy’s (2008) dissertation on perceptions of school counselors and school administrators with the respect to the roles of school counselors as they implement the New York Comprehensive School Counseling Model. This critique will examine the problem and purpose of the study, literature review, methodology and conclude with discussion and summary. The Problem (Hardy’s, 2008) study focused on two problems. The first concern focused on “the ambiguous role definition of actual practice for school counselors since New York State school counselors responsibilities are defined by local school district administration instead of the components of the New York State Model. In addition, a second problem is the understanding by school personnel of the school district’s conditions and their readiness towards the implementation of the New York State Mode” (p.2-3).
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