School Consultation

7/29/2019 School Consultation

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Part I:

Consultation and Consultants,Collaboration and Collaborators


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Chapter I:Introduction and Overview


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Consultation Defined

Consultation is a process in which a human

services professional assists a consultee

with a work-related (or caretaking-related)problem with a client system, with the goal

of helping both the consultee and the client

system in some specific way.


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Consultation Defined

Consultation deals

exclusively with the

consultees work-related or care-

giving related

problems.

The consultant and

consultee work

together in solvingthe problems

defined by

consultation.


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.

Role of human service

professional

Problem-solvingprocess

Triadic in nature

Helping relationship Internal or external

Voluntary for all

parties

Relationship of peers Collaborative

Temporary

Remedial ordevelopmental


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ConsultativeRelationship

The relationship between the consultee

and consultant is one of peers, of two

equals. Though the two roles are equal

in terms of power, it is the consultee

who has the greatest need within the

consultative relationship.


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Consultation and Consultants

Who are consultants?

Who are consultees?

Who is the client system?


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Consultants and Consultees

Priority can be

given to either

consultee or

client system

depending on the

approach used by

the consultant

The consultant

provides indirect

service to the

client system by

providing direct

service to the

consultee


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Rights of Consultation

Participants Participation in consultation is

voluntary for all parties involved Consultees are free to do whatever

they wish with the consultants

they wish with consultantssuggestions and recommendations


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Length of Consultation

Though the consultation

relationship is temporary, thelength of consultation may range

from a single session to weekly

sessions for more than a year.


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Triad of Consultation

Consultee

Client System

Consultant

Figure 1.2 The triadic relationship in consultation


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Collaboration Defined

Collaboration is very similar to consultation

in that it follows the same problem-solving

process

Collaboration involves the interactive

exchange of resources, interdependence,

and a focus on decision making.


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Collaboration contd

Collaboration is a service in which the

helper accepts responsibility for the mental

health aspects of a case.


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Client System

Collaborator

# 2

Collaborator

# 1

The Relationships of the Parties in Collaboration

Figure 1.3 The Relationships of the Parties in Collaboration


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Mental Health Consultation and Mental Health

Collaboration Contrasted on Key Dimensions

Dimensions Mental Health Consultation Mental Health Collaboration

Location of consultants

home base

External to the organization Internal to the organization

Type of psychological

service

Generally indirect, with little

or no client contact

Combines indirect and direct

services, and includes clientcontact

Consultant-consultee

relationship

Assumes a coordinate and

nonhieracrhical relationship

Acknowledges status and

role differences within the

organization and thus the

liklihood of a hierarchical

relationship

Consultee participation Assumes voluntary

participation

Assumes voluntary

participation, but

acknowledges the possibility

of forced participation

Interpersonal working

arrangement

Often dyadic, involving

consultant and consultee

Generally team-based,

involving severalcollaborators


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Confidentiality of

communications within

relationship

Assumes confidentiality to

exist with limits of

confidentiality (if any)

specified during initial

contracting

Does not automatically

assume confidentiality, given

organization realities and

pragmatic need to share

relevant information among

team members

Consultee freedom to accept or

reject consultant advice

Yes Not assumed to be true, as a

collaborators expertise is his

or her specialty area isgenerally deferred to by team

Consultant responsibility for

case/program outcome

No Shares equal responsibility

for overall outcome, and

primary responsibility for

mental health aspects of caseor program

From: Caplan, G.R., Caplan, R.B., and Erchul, W.P. (1994). Caplan mental health consultation:

Historical background and current status. Consulting Psychology Journal, 1994, p.7. By permission

of publisher.


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A Distinguishing Difference

Between

Consultation and Collaboration

In consultation, the consultee retains

responsibility for the outcome, is consideredto be the determiner of the suitability of

possible interventions, and is responsible

for adequate implementation of the

intervention (i.e., ensuring treatment

integrity) (Zins & Erchul, 1995).


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Chapter II:Consultants, Consultees,

and Collaborators


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Skill Areas for Consultants

and Collaborators Interpersonal skills

Communication skills

Problem-solving skills

Skills in working with organizations


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Skill Areas for Consultants and

Collaborators contd

Group skills

Skills in dealing with cultural diversity

Ethical and professional behavior skills


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Roles of the Consultant:The consultant can take on a variety of roles

depending on several factors:

Nature of the

problem Purpose and

desired outcomes

of consultation

Skills of the

consultant

Skills of the

consultee


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Common Consultation and

Collaboration RolesDirective*

Advocacy

Expert

Trainer/Educator

Collaborator

Fact FinderProcess Specialist

*

Non-directive


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Internal/External

Consultants

A consultant can either be separate

from or part of the system in which

consultation is to occur.


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Research in

Consultation and Collaboration

Consultation research suggests that

consultation has efficacy even thoughconsultation practice has outpaced its body

of research.


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Research contd

The research on collaboration is very

limited


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Chapter III:Entry Stage


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Stage I: Entry

Phase One: Exploring OrganizationalNeeds

Phase Two: Contracting

Phase Three: Physically Entering theSystem

Phase Four: Psychologically Enteringthe System

Ph O


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Phase One:

Exploring Organizational Needs

To Consult or Not to Consult

Why am I here?

Who are you? What is likely to happen?

What will be the result?

What can go wrong?


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Phase Two: Contracting

Reason for

contracting:

To clearly defineexpectations of

both consultant

and consultee

Elements of a

contract:

goals

time frame

responsibility of

consultant & agency boundaries

review and

evaluation


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Phase Three: Physically

Entering the System Moving into work space

Getting to know employees of organization

Adapt to organizations schedule

Have those affected by consultation

informed about the consultants role


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Phase Four: Psychologically

Entering the System The gradual acceptance of the consultant by

members of the organization in which

consultation is being performed Consider the process level (how

organization functions) and personal

interaction (how people within anorganization function)


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During Phase Four a Consultant

Should. . . Create trustworthiness by. . .

Demonstrating understanding

Using power appropriately

Respecting confidentiality

Exhibiting credibility


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Multicultural Implications:

Entry Stage

Be aware of others value systems

Use effective communication and

interpersonal skill

Determine comfort level in dealing with any

cultural or ethnic issues related to the

problem

Be aware of how cultural differences may

impact the outcome of consultation


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Application of Multicultural

Implications for Entry Certain minority cultural groups may be

concerned about the interpersonal

orientation of a consultant who is from amajority culture; whereas, a consultee from

a majority culture may be more interested in

the assistance-value of a consultant


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Chapter IV:

Diagnosis Stage


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Stage II: Diagnosis

Phase One: Gathering Information

Phase Two: Defining the Problem

Phase Three: Setting Goals

Phase Four: Generating Possible

Interventions


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Phase One: Gathering

Information Deciding to proceed

Selecting dimension

Deciding who will be involved in data

collection

Selecting the data collection methods


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Types of Data

Genetic data

Current descriptive data

Process data

Interpretive data

Consultee-client system relationship data

Client system behavior data


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Means of Collecting Data

Interviews

Surveys

Questionnaires

Observation

Documents/Records


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Phase Two: Defining the

Problem How many factors affect the problem?

How has the problem developed overtime?

What past events are causing the

current problem? How are future expectations related?


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Phase Three: Setting Goals

The process of shaping, a

movement toward concreteness

and specificity from a broader,

more general perspective


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Goal Setting Steps

Specify objective

How will objective

be measured?

Specify target

Specify time span

Prioritize goals

Rate goals

Determine

coordination

requirements


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Phase Four: Generating

Possible InterventionsIntervention-a force that attempts to

modify some outcome. In

consultation, interventions are actions

or activities that, when put together in

a systematic manner, make up a plan to

achieve a goal


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Diagnosis Stage Be aware of differences in gathering

data

Be aware of perceptions of what needs

to be accomplished held by consultee

Cultural differences can play a role inthe interventions proposed


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Implications for Diagnosis Consultee from a high context culture may

prefer interviewing and observation;

whereas, those from a low context culturemay prefer surveys or document research

Some cultural groups may see the focus of

diagnosis as being the group, and some maysee the focus as being the individual


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Chapter V:

Implementation Stage


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Stage III: Implementation

Phase One: Choosing an Intervention

Phase Two: Formulating a Plan

Phase Three: Implementing the Plan

Phase Four: Evaluating the Plan


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Phase One: Choosing an

Intervention Select one or two interventions that have a

high probability of being successful

Take advantage of decision consultation


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Types of Interventions

Individual Interventions

Dyadic and Triadic Interventions

Interventions for use between groups

Interventions for the entire

organization


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Phase Two: Formulating the

Plan Plan- a detailed step-by-step method,

formulated before hand, for doing

something. Considerations-

What (objective)

Where (locale of implementation)When (time frame)

How (methods, procedures, sequence)

Who (who is responsible for what)


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Phase Three: Implementing

the Plan Help consultee be flexible

Reassure and prepare consultee

Offer technical assistance during this time

Exercise caution toward dependency


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Phase Four: Evaluating the

Plan Evaluation- the collection of

data/information about the

implementation to determine itseffectiveness in meeting the specified

goal

implementation evaluation

outcome evaluation


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Techniques used in outcome

evaluation Individualized goal attainment measures

Standardized outcome assessment devices

Consumer satisfaction survey


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Implementation Stage Cultural differences can impact the perception of

the type of intervention selected and these

differences should be taken into account whenselecting and implementing an intervention

The question of responsibility during

implementation may be based on culturaldifferences

During evaluation it is important to have

multicultural input

Application for M ltic lt ral


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Application for Multicultural

Implications during

Implementation

Some cultural groups choose to focus on

using groups rather than focusing on timefactors

Some cultural groups may see the efficiency

of the plan as most beneficial duringevaluation; whereas, other groups may

evaluate the social impact of the plan


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Chapter VI:

Disengagement Stage


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Stage IV: Disengagement

Phase One: Evaluating the Process of

Consultation

Phase Two: Planning Post-consultationMatters

Phase Three: Reducing Involvement and

Following-up Phase Four: Terminating


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Phase One: Evaluating

Process Determine process and effects of

consultation

Assess accountability and

improvements in service

Add knowledge to the field ofconsultation


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Types of Evaluation

Summative

the evaluation of outcomes or products

Formative

evaluation of the process of consultation

perform evaluations at the end of eachphase of consultation


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Phase Two: Planning Post-

Consultation Matters Review planning process:

determining objectives

establish proceduresdefining steps

assigning responsibility

testing for feasibility, cost effectivenessand capabilities


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Phase Three: Reducing

Involvement and Following-up Reducing

Involvement-

gradual reduction inconsultants contactwith consultee andorganization, which

prevents abrupttermination

Follow-up-

the process ofperiodically checkinghow well the results ofconsultation are beingmaintained over timeand how the

organization isperforming post-consultation efforts


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Phase Four: Terminating

Terminating provides closure in a formal

and ritualistic manner

leave consultee satisfied in process andaccomplishments

tie up unresolved issues before leaving

beware of the issues of dependence anddepression


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Disengagement Stage Be aware of the cultural social needs of

consultee involving the time factor involved

with disengagement Dependency during follow-up phase may be

influenced by cultural factors



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Implications for

Disengagement

Some consultees may require a longer

follow-up period before termination as

a result of degree of dependency or

importance of relationships


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Chapter VII:

Ethical, Professional, and

Legal Issues


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Ethics Defined

Standards of moral and professional

conduct

Code of ethics--a written ethical guidelinefollowed by professionals

discourages inappropriate practice

protects recipient of servicespromotes exemplary behavior


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Making Ethical Judgements

Identify problem

Identify potential

issues Review ethical

guidelines

Consult colleagues

Consider courses of

action

Considerconsequences for

various decisions

Determine best course

of action


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Values

Those beliefs and principles held by aperson which have been formed by his/her

life experiences

Consultant should know what his/her valuesare

Consultant should not expect other to hold

the same values Consultant should be aware of specific

values held by cultural and ethnic groups


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Competence

Providing services and accepting jobs for

which one is qualified

maintain high levels of professionalism know ones professional limitations

know when to decline and refer

avoid situations in which personal concernscould affect professional performance


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Consultant-Consultee-Client

Relationship Work-related focus

Dual relationships

Freedom of choice


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Rights of Consultee

Confidentiality--protecting the identities of

parties involved in consultation

Informed Consent--to inform consulteesabout the nature and goals of consultation,

their right to privacy, the voluntary nature

of participation and the complete freedomthey have in following suggestions made by

the consultant


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The Consultant and the Group

Consulting with groups with caseloads

Consulting with training groups


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Intervention Areas Involving

Ethical Issues

Individual vs. systems-level

Use of assessment data

Empirical validity of interventions


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Ethical Issues in

Organizational Consultation Typical ethical issues exacerbated by

complexity or organization

Aspirational ethics Virtue ethics


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Consulting Over the Internet

Relationship development

Confidentiality

Location-specific factors

Legal Issues: Malpractice


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g pBehaviors often leading to legal

entanglements: Misrepresenting ones training

Failing to respect integrity and privacy

Using improper diagnosis and assessment Collecting fees improperly

Libel and slander

Breech of contract Failing to keep adequate records

Failing to provide informed consent

Providing poor advice


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Part III:

Models of Consultation

and Collaboration


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Chapter VIII

The Pragmatic Issues of Workingwithin an Organization


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Pragmatic Issues

A. Recent changes in society and

organizations

B. The influence of organizational theoryC. Organizational change


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Pragmatic issues contd

C. Dealing with organizational cultureD. Issues in assessment in organizations

E. Culturally sensitive organization

F. Time constraints

B i S i t l Ch


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Basic Societal Change

Affecting New Workers

Diminishing % of young people entering workforce

New workers less skilled than previous generations

Over 33% of new workers are from minority groups

Women make up at least 60% of new workers

O i i l Ch


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Organizational Changes

Affecting the Workplace

Increased complexity and diversification

Managers of agencies/organizations more familiar withorganizational change concepts

Organizations/agencies more concerned with ethics

Greater competition among all types of organizations

O i ti l Th


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Organizational Theory

defined*The study of the structures and processes of

organizations and the behavior of groups and

individuals within them (Pugh, 1967).


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The Bureaucratic Model

Designed by Max Weber as the ideal of organizational

effectiveness.

Means to ends in nature

Each unit under direct control of higher unit

Organizations meant to be efficient, effective, and

equitable.

O S t


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Open Systems

Organizational TheoryTwo types of systems: closed and open

*Closed systems are not affected by theirenvironments: they have a finite amount of energy,

and when that energy is used up, the system runs

down.

*Open systems have permeable boundaries and can

obtain energy from and send energy back to the

environment.

*Organizations can be viewed as open systems

F t t th


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Four components to the

systems theoryA framework (pattern of activities)

Goals

Methods and operations

People

B i ti f th


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Basic assumptions of the

systems theoryOrganizations are open systems; subject to internal and

external influences

Considers organizations a totality

Interdependence among its parts

Assumes that an organization is more than a sum of itsparts

Organizational behavior is seen an dynamic & cyclical


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9 Characteristics of Systems

Importation of energy

The throughput

The output

Systems are cycles and eventsNegative entropy

Information input, negative feedback, and the

coding process

The steady state and dynamic homeostasis

Differentiation

Equifinality

5 b t ithi


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5 subsystems within an

organizationThe technological or production subsystem

The support subsystem

The maintenance subsystem

The adaptive subsystem

The managerial subsystem

Approaches to


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Approaches to

organizational changeEmpirical-rational approach

Normative-reeducative approach

Power-coercive approach

Top-down approach

Bottom-up approachShared approach

Cultural attributes of a


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Cultural attributes of a

successful organizationUniqueness in their philosophy

A focus by management on maintaining the philosophy

Deliberate attempts to integrate the philosophy

throughout the organization

Involvement by all staff in communicating and

reinforcing an organization-wide view of events and

decisions


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Culturally Sensitive Organization

Views diversity as a value added

opportunity

Is proactive in responding to the constantdiversity-related, economic, political and

social conditions

Effectively provides services cross-culturally


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Chapter IX:

Mental Health Consultationand Collaboration

Basic Characteristics of


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Basic Characteristics of

Mental Health Consultation Method used by professionals in respect to a layclient or program for clients

Problem is mental health related

Consultant had no professional responsibility for

the outcome of the case

Consultee can accept or decline the suggestions of

the consultant

The relationship between consultant and consultee

is to coordinate

Basic Characteristics of Mental


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Health Consultation (cont.) The consultant is external

Consultation often takes place in a short set of

interviews

Consultants use a problem, response method

during consultation, not predetermined answers

The goals of consultation are to help consultee

improve their handling or understanding of thecurrent work difficulty and to increase the

capacity to deal with future problems



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Health Consultation (cont.) Consultation continues indefinitely

The aim of consultation is to improve job

performance

Consultation does not focus on personal problems

or feelings of the consultee

Consultation is a professional function of a

specialist

M.H.C. is a method of communication between a

mental health specialist and other professionals


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Psychodynamic Approach

Fosters the concept that our behavior is a

product of unconscious motivation and that

most of our personal issues result from earlychildhood experiences, resulting in conflicts

that affect our behavior and cause use

problems


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Transfer Effect

The concept that what is learned in one

situation should be useable in similar, future

situations


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One-Downsmanship

A valuable relationship building technique

that a consultant can use to ensure that the

relationship remains on equal footing

Types of Mental Health


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Types of Mental Health

Consultation Client-centered case

Consultee-centered case

Program-centered administrative

Consultee-centered administrative

The Client Centered Case


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The Client-Centered Case

Process The focus is a clients case that is giving the

consultee difficulty

Consultant functions as expert The consultee acts as a link between client

and consultant as well as a professional

collaborator

Application for Client


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Application for Client-

Centered Process Create a list of questions about both the

clients and consultees situations and

options Answer those questions by gathering

information from the consultee

Write a report for the consultee outliningobservations and recommendations

Consultee-Centered Case


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Consultee-Centered Case

Process The goal is improvement of consultees

ability to work on a particular case and

cases in the future Consultant plays the roles of detective,

expert, and educator

Application for Consultee-


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Application for Consultee-

Centered Process Determine what reason the consultee is

having a problem:

Lack of knowledgeLack of skill

Lack of self-confidence

Lack of professional objectivity


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Lack of Objectivity

Simple identification--identifies with the client

Transference--Transfers onto the client feeling

and attitudes from key relationships in the past

Characterological distortions--Personality

problem that interferes with effective delivery of

human services

Theme interference--A special type of transferencein which the consultee experiences an

unexplainable block in progressing on a case

Program-Centered


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Administrative Consultation

Process Assessment of mental health aspects of some

program or internal functioning of the

organization Consultant should be knowledgeable and

experienced in organizational theory and practice,

program development, fiscal policy,

administrative procedures and personalmanagement

Administrator acts as principle consultee

Application for Program-


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Centered Administrative

Process Scanning--a general overview of the

organization and its functions

Gather and interpret additional data Consultant makes interim recommendations

Formal report of recommendations for both

short-term and long-term goals and methodsof implementation

The Consultee-Centered


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Administrative Consultation

Process The consultant works with an organizations

administrative-level personnel to help solve

problems in personal management orimplementation of organizational policy

The administrator has the job of helping the

consultant decide whether additional forms of

consultation are required, whether there are to be

other consultees and how involved they are to be

in the consultation process

Application of Consultee-


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Centered Administrative

Consultation Process Beginnings follow the same methods as

other consultation processes

Determine who consultees will be

Study the organizations social system

and identify problems and issues

Ecological Perspective


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Ecological Perspective

Provides consultants with a way of makingchanges within a given system

Helps individuals contribute significantly

Helps people adapt to the setting in which

something is expected of them

Resources of the organization are an important

part of facilitating change during consultation

Prevention is the key goal Considers how persons, settings and events can

become resources for positive developments with

an organization


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Mental health collaboration

contrasted with mental health

consultation


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Multicultural Aspects

Client-centered allows for minimal

disclosure on the part of the consultee

Consultee-case suitable for consulteeswanting assistance from a knowledgeable

authority figure

Increased breadth and flexibility allow frosensitivity to cultural variables


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Chapter X:

Behavioral Consultation andCollaboration

Behavioral Consultation


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Defined A relationship whereby services consistentwith a behavioral orientation are provided

either indirectly to a client or system ordirectly by training consultees to enhance

their skills with clients and/or systems

Characteristics of


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Characteristics of

Behavioral Consultation Use of indirect service delivery models Reliance on behavioral technology

principles Diversity of intervention goals

Changes aimed at various targets in

different settings

Key Concepts in Behavioral


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Key Concepts in Behavioral

Consultation

Scientific View of Behavior

Emphasis on current influences on behavior

Principles of behavior change

C i


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The Consultation Process

Behavioral case consultation

Behavioral technology training

Behavioral systems consultation

Behavioral Case


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Behavioral Case

Consultation A consultant provides direct, behavior-based service to a consultee concerning the

management of a client or group of clientsassigned to the consultee

Consultants use a system problem-solving

process to assist consultee with their clients

V b li i T h l


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Verbalization Technology

Control of the consultants and consultees

verbalizations by the consultant for full

benefit and effectiveness for theconsultation process to occur

Four Aspects:

message sourcemessage content

message process

message control

Four Stages of Problem

Id ifi i f B h i l


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Identification for Behavioral

Case Consultation

Problem identification stage

Problem analysis Plan (treatment) implementation stage

Problem (treatment) evaluation stage

Behavioral Technology


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Behavioral Technology

Training

Used when consultees seek to increase

general usage of behavioral technologyprinciples when working with clients

Often used in schools

Th T i i


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The Training

The consultant trains consultees in general

behavior principles or specific behavioral

technology skills Can be formal or informal

Individual or group

Education/training model (chap. 9) issimilar to this training

Behavioral Systems


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e v o Sys e s

Consultation Behavioral technology principles areapplied to a social system

The consultant uses principles to analyzeand change interactions among various sub-

systems of a larger social system

or between two or

more interactive

systems

The Consultants Function


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and Roles An expert in behavioral systemsconsultation, systems theory, and behavioral

ecology Guides consultee through a systematic

problem-solving process

Consultation relationship is collaborative

Implications for


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p

Consultation Behavioral systems consultation assumesthat all or part of a system is experiencing

functional difficulty Consultation consists of the following:

system definition

system assessmentsystem intervention

system evaluation

C j i t B h i l C lt ti


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Conjoint Behavioral Consultation

Uses parents and teachers as conjoint

consultees

Designed to bridge the gap between theschool and the home and maximize the

spread of effects form one setting to another

Collaboration from a Behavioral


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Perspective

The use of behavioral collaboration can be

increased by organizations making effective

use of behavioral technology training

Multicultural Aspects Related to


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p


Appealing to cultural groups that do not

freely express feelings

Valuable to cultural groups that wantconcrete and predictable outcomes


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Chapter XI:

Organizational Consultation andCollaboration

Organizational Consultation


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g

Defined The process in which a professionalprovides assistance of a technical,

diagnostic/prescriptive, or facilitative natureto an individual or group from that

organization to enhance the organizations

ability to deal with change and maintain or

enhance its effectiveness in some

designated way.

Key Concepts in


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y p


The organization as client

Process is as important

as content

Edgar Scheins Model of


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g

Consultation Purchase of ExpertiseEducation/Training consultation

Program Consultation

The Doctor/Patient Model

The Process Model

The Purchase of Expertise


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p

Model The consultee knows what the problem is,what needs to be done to solve the problem

and who can help solve it The consultant comes in as an expert to

simply solve the problem

Education/Training


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g

Consultation

The most frequently used purchase of

expertise consultation

The consultant provides education/training

services in any number of areas and settings

Critical Skills for

Education/Training


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Education/Training

Consultation Assessing training needs Developing and stating measurable

objectives Understanding the learning and change

process

Designing a learning experience Planning and designing educational events

Critical Skills for Educational/


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Training Consultation

Using heuristic laboratory methods

Using multiple learning stimuli

Functioning as a group teacher or trainer Helping others learn how to learn

Four Steps of

Educational/Training


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Educational/Training

Consultation

Needs assessment

Planning education/training activities Performing education/training

Evaluation



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A form of purchase expertise consultation

in which the organization in some way uses

the consultant to help plan a new program

or revise or deal with factors that affect an

existing program

The goal is to provide an organization

technical assistance so that a given program

can be successful



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The consultee knows something is wrong,

but does not know what is wrong.

The consultant is given the power to make adiagnosis and prescribe a solution

The goal is to define the problem and

recommend realistic interventions

Critical Skills for the


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Doctor/Patient Model Diagnostic skills Prescriptive skills

In-depth knowledge of organizational theory

Ability to read organizations

Data collection skills

Date interpretation skills

Human relations skills

The Process Model


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The Process Model

The consultants expertise should include

skills to involve the consultee in defining

the problem, to form a team with the

consultee and to ensure that the consultation

process focuses on the consultees needs

The consultant makes the consultee a more

effective problem solver

Seven Steps to Process


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Consultation Making initial contact Defining the relationship

Selecting a setting and method of work Gathering data/making diagnosis

Intervening

Reducing involvement

Terminating

More on Process


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Consultation Prevention is the key goal

Process consultation considers how persons,settings and events can become resources

for positive developments within an

organization

Collaboration from an


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Organizational Perspective

Aim is same as organizational consultation:

the enhanced functioning of the

organization

The emergence of the internal consultant

role has created many opportunities for

collaboration in organizations

Multicultural Aspects Related to


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Cultural groups that prefer structured,expert-based consultation will find thepurchase of expertise model attractive

Cultural groups preferring assistance inproblem definition will find thedoctor/patient model attractive

Cultural groups for which the relationship isessential will prefer the process model


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Chapter XII:

School Based Consultationand Collaboration

School Based Consultation


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and Collaboration Consultation and collaboration are effectivein providing psychological services in the

schools

As the mental health and instructional needs

of students have become of increasing

concern, interest in consultation and

collaboration has increased commensurately



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and Collaboration contd School-based consultation can be focusedon primary prevention, secondary

prevention or tertiary prevention



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and Collaboration contd The manner in which consultation and

collaboration take place in schools varies

according to the model being employed

Consulting and Collaborating with


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School Administrators

The schools leadership is a powerful force

in determining the extent to which

consultation and collaboration are

considered acceptable services

Administrators have priorities and pressures

for which they may actively seek

consultation

Organizational Development


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Consultation School administrator + school-based

consultant

A way of making carefully planned,predictable change in a school

The goal is to enhance the schools

effectiveness by helping school personnelunderstand and effectively act on problems

and move toward self-renewal



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Teachers

School-based consultants assist teachers

with both academically and behavioral

challenged children as well as those with

lesser concerns

School consultation and collaboration can

be effective and efficient ways to help

teachers enhance their professional skills

Alderian Consultation:


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Consultation with teachers

Four Basic Assumptions:

teachers cannot take responsibility for student

behavior

teachers should be more involved with

encouragement than with praise

teachers cannot always prevent failure on the

part of the studentteachers need to try to meet affective and

cognitive needs of students

C-Group


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Forces of the group:

Consultation

Collaboration

Clarification

Caring

Confrontation

Communication

Cohesion

Commitment

Change

Concern

Confidentiality

C-Group contd


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C Group cont d

The group consist of four to six teachers and

the consultant

It meets once a week

Six to eight sessions

Teacher presents problems with individual

student and group discusses them

Instructional Consultation


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Instructional Consultation

A collaborative process in which a problem

is identified and interventions are selectedand made

Steps of Instructional


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Consultation Establishing collaborative relationship

Identifying problem

Observing classroom Assessing curriculum-based learning

Planning instructional intervention

Terminating


Parents/Guardians/Extended


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Parents/Guardians/Extended

Families

Schools are consciously attempting to assist

children and increase parental/guardianinvolvement in the school

There is no one eclectic model of parentconsultaion or collaboration

Parent Case Consultation


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Parent Case Consultation

Can be Alderian, behavior, or mental health

The goal is to promote increased positive

involvement by parents in the school life of

their child and improve family relationships

Parent Education


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Parent Education

A variation of the education/training

consultation model (chap. 9)

Parent effectiveness training

Alderian approaches

Behavioral approaches

Home School Collaboration


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Home School Collaboration

Goal is to create effective partnerships

between school-based professionals and

parents to enhance student learning

In collaborating with parents, school-based

professionals ensure that parents are true

partners, are viewed as experts on their

children, and have some responsibility for

the outcomes.

Cross-Cultural Considerations

Wh W ki ith P t


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When Working with Parents

Culture directly influences the family in asignificant manner

Consultants can ensure that schools remove

barriers for non-mainstream parents

Consultants will want to exercise caution inmaking any kind of generalizations

regarding any characteristics of a givenculture

Interagency Collaboration


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e ge cy Co bo o

Rationale:

The problems of children with social and/or

educational problems effect all aspects of achilds life such as the home and school.

Interagency contd


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g y

The shared responsibility for the case shifts

the focus from what the school can do to

what the community should do to provide

services

Pragmatic Issues of School-

B d C lt ti


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Based Consultation Ethical issues

Working with other school-based

consultants Systems view of the school

More Pragmatic Issue for

S B C lt ti


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S-B Consultation Develop a framework for prevention and

intervention

Time constraints

Multicultural School Consultation


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Ethnic and linguistic minority children

constitute the most rapidly growing segment

of the youth population in the U.S.

Consultants take into account both

individual differences and cultural issues so

as not to overemphasize cultural variables

School Consultation in the 21st

C t


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Century

Consultation and collaboration will:

Focus more on positively impacting all

students Develop culturally sensitive interventions

Engage in system-level initiatives

Use data-driven decision making


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Chapter XIII

Case Study Illustrations

Case Study Illustrations contd


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y

The purpose of this chapter is to assist you

to apply theory t practice and obtain a more

realistic picture of what transpires in

consultation.

ACME Human Services Center

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School Consultation

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