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Title: Part I: Consultation and Consultants, Collaboration and Collaborators


1
Part IConsultation and Consultants,Collaboratio
n and Collaborators
2
Chapter I
  • Introduction and Overview

3
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.

4
Consultation Defined
  • Consultation deals exclusively with the
    consultees work-related or care-giving related
    problems.
  • The consultant and consultee work together in
    solving the problems defined by consultation.

5
.
Characteristics of Consultation
  • Role of human service professional
  • Problem-solving process
  • Triadic in nature
  • Helping relationship
  • Internal or external
  • Voluntary for all parties
  • Relationship of peers
  • Collaborative
  • Temporary
  • Remedial or developmental

6
Consultative Relationship
  • 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.

7
Consultation and Consultants
  • Who are consultants?
  • Who are consultees?
  • Who is the client system?

8
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

9
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 consultants
    suggestions and recommendations

10
Length of Consultation
  • Though the consultation relationship is
    temporary, the length of consultation may range
    from a single session to weekly sessions for
    more than a year.

11
Triad of Consultation
Consultee
Consultant
Client System
Figure 1.2 The triadic relationship in
consultation
12
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.

13
Collaboration contd
  • Collaboration is a service in which the helper
    accepts responsibility for the mental health
    aspects of a case.

14
The Relationships of the Parties in Collaboration
Collaborator 2
Collaborator 1
Client System
Figure 1.3 The Relationships of the Parties in
Collaboration
15
Mental Health Consultation and Mental Health
Collaboration Contrasted on Key Dimensions
16
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.
17
A Distinguishing Difference Between Consultation
and Collaboration
  • In consultation, the consultee retains
    responsibility for the outcome, is considered to
    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).

18
Chapter II
  • Consultants, Consultees,
  • and Collaborators

19
Skill Areas for Consultants and Collaborators
  • Interpersonal skills
  • Communication skills
  • Problem-solving skills
  • Skills in working with organizations

20
Skill Areas for Consultants and Collaborators
contd
  • Group skills
  • Skills in dealing with cultural diversity
  • Ethical and professional behavior skills

21
Roles of the ConsultantThe 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

22
Common Consultation and Collaboration Roles
  • Directive
  • Advocacy
  • Expert
  • Trainer/Educator
  • Collaborator
  • Fact Finder
  • Process Specialist
  • Non-directive

23
Internal/External Consultants
  • A consultant can either be separate from or part
    of the system in which consultation is to occur.

24
  • Research in
  • Consultation and Collaboration
  • Consultation research suggests that consultation
    has efficacy even though consultation practice
    has outpaced its body of research.

25
Research contd
  • The research on collaboration is very limited

26
Part IIA Generic Model of Consultation and
Collaboration
  • Four Stage Process
  • Four Phases per Stage

27
Chapter III
  • Entry Stage

28
Stage I Entry
  • Phase One Exploring Organizational
    Needs
  • Phase Two Contracting
  • Phase Three Physically Entering the System
  • Phase Four Psychologically Entering
    the System

29
Phase OneExploring Organizational NeedsTo
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?

30
Phase Two Contracting
  • Reason for contracting
  • To clearly define expectations of both consultant
    and consultee
  • Elements of a contract
  • goals
  • time frame
  • responsibility of consultant agency
  • boundaries
  • review and evaluation

31
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

32
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 an organization function)

33
During Phase Four a Consultant Should. . .
  • Create trustworthiness by. . .
  • Demonstrating understanding
  • Using power appropriately
  • Respecting confidentiality
  • Exhibiting credibility

34
Multicultural ImplicationsEntry 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

35
Application of Multicultural Implications for
Entry
  • Certain minority cultural groups may be concerned
    about the interpersonal orientation of a
    consultant who is from a majority culture
    whereas, a consultee from a majority culture may
    be more interested in the assistance-value of a
    consultant

36
Chapter IV
  • Diagnosis Stage

37
Stage II Diagnosis
  • Phase One Gathering Information
  • Phase Two Defining the Problem
  • Phase Three Setting Goals
  • Phase Four Generating Possible
    Interventions

38
Phase One Gathering Information
  • Deciding to proceed
  • Selecting dimension
  • Deciding who will be involved in data collection
  • Selecting the data collection methods

39
Types of Data
  • Genetic data
  • Current descriptive data
  • Process data
  • Interpretive data
  • Consultee-client system relationship data
  • Client system behavior data

40
Means of Collecting Data
  • Interviews
  • Surveys
  • Questionnaires
  • Observation
  • Documents/Records

41
Phase Two Defining the Problem
  • How many factors affect the problem?
  • How has the problem developed over time?
  • What past events are causing the current problem?
  • How are future expectations related?

42
Phase Three Setting Goals
  • The process of shaping, a movement toward
    concreteness and specificity from a broader, more
    general perspective

43
Goal Setting Steps
  • Specify objective
  • How will objective be measured?
  • Specify target
  • Specify time span
  • Prioritize goals
  • Rate goals
  • Determine coordination requirements

44
Phase Four Generating Possible Interventions
  • Intervention- 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

45
Multicultural ImplicationsDiagnosis 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 in the
    interventions proposed

46
Application of MulticulturalImplications for
Diagnosis
  • Consultee from a high context culture may prefer
    interviewing and observation whereas, those from
    a low context culture may prefer surveys or
    document research
  • Some cultural groups may see the focus of
    diagnosis as being the group, and some may see
    the focus as being the individual

47
Chapter V
  • Implementation Stage

48
Stage III Implementation
  • Phase One Choosing an Intervention
  • Phase Two Formulating a Plan
  • Phase Three Implementing the Plan
  • Phase Four Evaluating the Plan

49
Phase One Choosing an Intervention
  • Select one or two interventions that have a high
    probability of being successful
  • Take advantage of decision consultation

50
Types of Interventions
  • Individual Interventions
  • Dyadic and Triadic Interventions
  • Interventions for use between groups
  • Interventions for the entire organization

51
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)

52
Phase Three Implementing the Plan
  • Help consultee be flexible
  • Reassure and prepare consultee
  • Offer technical assistance during this time
  • Exercise caution toward dependency

53
Phase Four Evaluating the Plan
  • Evaluation- the collection of data/information
    about the implementation to determine its
    effectiveness in meeting the specified goal
  • implementation evaluation
  • outcome evaluation

54
Techniques used in outcome evaluation
  • Individualized goal attainment measures
  • Standardized outcome assessment devices
  • Consumer satisfaction survey

55
Multicultural ImplicationsImplementation Stage
  • Cultural differences can impact the perception of
    the type of intervention selected and these
    differences should be taken into account when
    selecting and implementing an intervention
  • The question of responsibility during
    implementation may be based on cultural
    differences
  • During evaluation it is important to have
    multicultural input

56
Application for MulticulturalImplications during
Implementation
  • Some cultural groups choose to focus on using
    groups rather than focusing on time factors
  • Some cultural groups may see the efficiency of
    the plan as most beneficial during evaluation
    whereas, other groups may evaluate the social
    impact of the plan

57
Chapter VI
  • Disengagement Stage

58
Stage IV Disengagement
  • Phase One Evaluating the Process of
    Consultation
  • Phase Two Planning Post-consultation
    Matters
  • Phase Three Reducing Involvement and

    Following-up
  • Phase Four Terminating

59
Phase One Evaluating Process
  • Determine process and effects of consultation
  • Assess accountability and improvements in service
  • Add knowledge to the field of consultation

60
Types of Evaluation
  • Summative
  • the evaluation of outcomes or products
  • Formative
  • evaluation of the process of consultation
  • perform evaluations at the end of each phase of
    consultation



61
Phase Two Planning Post-Consultation Matters
  • Review planning process
  • determining objectives
  • establish procedures
  • defining steps
  • assigning responsibility
  • testing for feasibility, cost effectiveness
    and capabilities

62
Phase Three Reducing Involvement and Following-up
  • Reducing Involvement-
  • gradual reduction in consultants contact with
    consultee and organization, which prevents
    abrupt termination
  • Follow-up-
  • the process of periodically checking how well the
    results of consultation are being maintained over
    time and how the organization is performing
    post-consultation efforts

63
Phase Four Terminating
  • Terminating provides closure in a formal and
    ritualistic manner
  • leave consultee satisfied in process and
    accomplishments
  • tie up unresolved issues before leaving
  • beware of the issues of dependence and depression

64
Multicultural ImplicationsDisengagement 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

65
Application of Multicultural 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

66
Chapter VII
  • Ethical, Professional, and Legal Issues

67
Ethics Defined
  • Standards of moral and professional conduct
  • Code of ethics--a written ethical guideline
    followed by professionals
  • discourages inappropriate practice
  • protects recipient of services
  • promotes exemplary behavior

68
Making Ethical Judgements
  • Identify problem
  • Identify potential issues
  • Review ethical guidelines
  • Consult colleagues
  • Consider courses of action
  • Consider consequences for various decisions
  • Determine best course of action

69
Values
  • Those beliefs and principles held by a person
    which have been formed by his/her life
    experiences
  • Consultant should know what his/her values are
  • Consultant should not expect other to hold the
    same values
  • Consultant should be aware of specific values
    held by cultural and ethnic groups

70
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 concerns could
    affect professional performance

71
Consultant-Consultee-Client Relationship
  • Work-related focus
  • Dual relationships
  • Freedom of choice

72
Rights of Consultee
  • Confidentiality--protecting the identities of
    parties involved in consultation
  • Informed Consent--to inform consultees about the
    nature and goals of consultation, their right to
    privacy, the voluntary nature of participation
    and the complete freedom they have in following
    suggestions made by the consultant

73
The Consultant and the Group
  • Consulting with groups with caseloads
  • Consulting with training groups

74
Intervention Areas Involving Ethical Issues
  • Individual vs. systems-level
  • Use of assessment data
  • Empirical validity of interventions

75
Ethical Issues in Organizational Consultation
  • Typical ethical issues exacerbated by complexity
    or organization
  • Aspirational ethics
  • Virtue ethics

76
Consulting Over the Internet
  • Relationship development
  • Confidentiality
  • Location-specific factors

77
Legal Issues MalpracticeBehaviors 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

78
Part III
  • Models of Consultation and Collaboration

79
Chapter VIII
  • The Pragmatic Issues of Working within an
    Organization

80
Pragmatic Issues
  • Recent changes in society and organizations
  • The influence of organizational theory
  • Organizational change

81
  • Pragmatic issues contd
  • C. Dealing with organizational culture
  • D. Issues in assessment in organizations
  • E. Culturally sensitive organization
  • F. Time constraints

82
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

83
Organizational Changes Affecting the Workplace
  • Increased complexity and diversification
  • Managers of agencies/organizations more familiar
    with
  • organizational change concepts
  • Organizations/agencies more concerned with ethics
  • Greater competition among all types of
    organizations

84
Organizational Theory defined
The study of the structures and processes of
organizations and the behavior of groups and
individuals within them (Pugh, 1967).
85
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.

86
Open Systems Organizational Theory
Two types of systems closed and open Closed
systems are not affected by their environments
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
87
Four components to the systems theory
  • A framework (pattern of activities)
  • Goals
  • Methods and operations
  • People

88
Basic assumptions of the systems theory
  • Organizations 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 its
  • parts
  • Organizational behavior is seen an dynamic
    cyclical

89
9 Characteristics of Systems
  • Importation of energy
  • The throughput
  • The output
  • Systems are cycles and events
  • Negative entropy
  • Information input, negative feedback, and the
  • coding process
  • The steady state and dynamic homeostasis
  • Differentiation
  • Equifinality

90
5 subsystems within an organization
  • The technological or production subsystem
  • The support subsystem
  • The maintenance subsystem
  • The adaptive subsystem
  • The managerial subsystem

91
Approaches to organizational change
  • Empirical-rational approach
  • Normative-reeducative approach
  • Power-coercive approach
  • Top-down approach
  • Bottom-up approach
  • Shared approach

92
Cultural attributes of a successful organization
  • Uniqueness 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

93
Culturally Sensitive Organization
  • Views diversity as a value added opportunity
  • Is proactive in responding to the constant
    diversity-related, economic, political and social
    conditions
  • Effectively provides services cross-culturally

94
Chapter IX
  • Mental Health Consultation and Collaboration

95
Basic Characteristics of Mental Health
Consultation
  • Method used by professionals in respect to a lay
    client 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

96
Basic Characteristics of Mental 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 the
    current work difficulty and to increase the
    capacity to deal with future problems

97
Basic Characteristics of Mental 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

98
Psychodynamic Approach
  • Fosters the concept that our behavior is a
    product of unconscious motivation and that most
    of our personal issues result from early
    childhood experiences, resulting in conflicts
    that affect our behavior and cause use problems

99
Transfer Effect
  • The concept that what is learned in one situation
    should be useable in similar, future situations

100
One-Downsmanship
  • A valuable relationship building technique that a
    consultant can use to ensure that the
    relationship remains on equal footing

101
Types of Mental Health Consultation
  • Client-centered case
  • Consultee-centered case
  • Program-centered administrative
  • Consultee-centered administrative

102
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

103
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 outlining
    observations and recommendations

104
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

105
Application for Consultee-Centered Process
  • Determine what reason the consultee is having a
    problem
  • Lack of knowledge
  • Lack of skill
  • Lack of self-confidence
  • Lack of professional objectivity

106
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
    transference in which the consultee experiences
    an unexplainable block in progressing on a case

107
Program-Centered 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 personal management
  • Administrator acts as principle consultee

108
Application for Program-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 methods of
    implementation

109
The Consultee-Centered Administrative
Consultation Process
  • The consultant works with an organizations
    administrative-level personnel to help solve
    problems in personal management or implementation
    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

110
Application of Consultee-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

111
Ecological Perspective
  • Provides consultants with a way of making changes
    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

112
Mental health collaboration contrasted with
mental health consultation
113
Multicultural Aspects
  • Client-centered allows for minimal disclosure on
    the part of the consultee
  • Consultee-case suitable for consultees wanting
    assistance from a knowledgeable authority figure
  • Increased breadth and flexibility allow fro
    sensitivity to cultural variables

114
Chapter X
  • Behavioral Consultation and Collaboration

115
Behavioral Consultation Defined
  • A relationship whereby services consistent with a
    behavioral orientation are provided either
    indirectly to a client or system or directly by
    training consultees to enhance their skills with
    clients and/or systems

116
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

117
Key Concepts in Behavioral Consultation
  • Scientific View of Behavior
  • Emphasis on current influences on behavior
  • Principles of behavior change

118
The Consultation Process
  • Behavioral case consultation
  • Behavioral technology training
  • Behavioral systems consultation

119
Behavioral Case Consultation
  • A consultant provides direct, behavior-based
    service to a consultee concerning the management
    of a client or group of clients assigned to the
    consultee
  • Consultants use a system problem-solving process
    to assist consultee with their clients

120
Verbalization Technology
  • Control of the consultants and consultees
    verbalizations by the consultant for full benefit
    and effectiveness for the consultation process
    to occur
  • Four Aspects
  • message source
  • message content
  • message process
  • message control

121
Four Stages of Problem Identification for
Behavioral Case Consultation
  • Problem identification stage
  • Problem analysis
  • Plan (treatment) implementation stage
  • Problem (treatment) evaluation stage

122
Behavioral Technology Training
  • Used when consultees seek to increase general
    usage of behavioral technology principles when
    working with clients
  • Often used in schools

123
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) is similar to
    this training

124
Behavioral Systems Consultation
  • Behavioral technology principles are applied to a
    social system
  • The consultant uses principles to analyze and
    change interactions among various sub-systems of
    a larger social system or between two or
    more interactive systems

125
The Consultants Function and Roles
  • An expert in behavioral systems consultation,
    systems theory, and behavioral ecology
  • Guides consultee through a systematic
    problem-solving process
  • Consultation relationship is collaborative

126
Implications for Consultation
  • Behavioral systems consultation assumes that all
    or part of a system is experiencing functional
    difficulty
  • Consultation consists of the following
  • system definition
  • system assessment
  • system intervention
  • system evaluation

127
Conjoint Behavioral Consultation
  • Uses parents and teachers as conjoint consultees
  • Designed to bridge the gap between the school and
    the home and maximize the spread of effects form
    one setting to another

128
Collaboration from a Behavioral Perspective
  • The use of behavioral collaboration can be
    increased by organizations making effective use
    of behavioral technology training

129
Multicultural Aspects Related to Behavioral
Consultation
  • Appealing to cultural groups that do not freely
    express feelings
  • Valuable to cultural groups that want concrete
    and predictable outcomes

130
Chapter XI
  • Organizational Consultation and Collaboration

131
Organizational Consultation Defined
  • The process in which a professional provides
    assistance of a technical, diagnostic/prescriptive
    , or facilitative nature to 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.

132
Key Concepts in Organizational Consultation
  • The organization as client
  • Process is as important as content

133
Edgar Scheins Model of Consultation
  • Purchase of Expertise
  • Education/Training consultation
  • Program Consultation
  • The Doctor/Patient Model
  • The Process Model

134
The Purchase of Expertise 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

135
Education/Training Consultation
  • The most frequently used purchase of expertise
    consultation
  • The consultant provides education/training
    services in any number of areas and settings

136
Critical Skills for 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

137
Critical Skills for Educational/ Training
Consultation
  • Using heuristic laboratory methods
  • Using multiple learning stimuli
  • Functioning as a group teacher or trainer
  • Helping others learn how to learn

138
Four Steps of Educational/Training Consultation
  • Needs assessment
  • Planning education/training activities
  • Performing education/training
  • Evaluation

139
Program Consultation
  • 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

140
The Doctor/Patient Model
  • The consultee knows something is wrong, but does
    not know what is wrong.
  • The consultant is given the power to make a
    diagnosis and prescribe a solution
  • The goal is to define the problem and recommend
    realistic interventions

141
Critical Skills for the 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

142
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

143
Seven Steps to Process Consultation
  • Making initial contact
  • Defining the relationship
  • Selecting a setting and method of work
  • Gathering data/making diagnosis
  • Intervening
  • Reducing involvement
  • Terminating

144
More on Process Consultation
  • Prevention is the key goal
  • Process consultation considers how persons,
    settings and events can become resources for
    positive developments within an organization

145
Collaboration from an 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

146
Multicultural Aspects Related to Organizational
Consultation
  • Cultural groups that prefer structured,
    expert-based consultation will find the purchase
    of expertise model attractive
  • Cultural groups preferring assistance in problem
    definition will find the doctor/patient model
    attractive
  • Cultural groups for which the relationship is
    essential will prefer the process model

147
Chapter XII
  • School Based Consultation and Collaboration

148
School Based Consultation and Collaboration
  • Consultation and collaboration are effective in
    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

149
School Based Consultation and Collaboration contd
  • School-based consultation can be focused on
    primary prevention, secondary prevention or
    tertiary prevention

150
School Based Consultation and Collaboration contd
  • The manner in which consultation and
    collaboration take place in schools varies
    according to the model being employed

151
Consulting and Collaborating with 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

152
Organizational Development 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 personnel understand and
    effectively act on problems and move toward
    self-renewal

153
Consulting and Collaborating with 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

154
Alderian ConsultationConsultation 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 student
  • teachers need to try to meet affective and
    cognitive needs of students

155
C-GroupForces of the group
  • Consultation
  • Collaboration
  • Clarification
  • Caring
  • Confrontation
  • Communication
  • Cohesion
  • Commitment
  • Change
  • Concern
  • Confidentiality

156
C-Group contd
  • 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

157
Instructional Consultation
  • A collaborative process in which a problem is
    identified and interventions are selected and made

158
Steps of Instructional Consultation
  • Establishing collaborative relationship
  • Identifying problem
  • Observing classroom
  • Assessing curriculum-based learning
  • Planning instructional intervention
  • Terminating

159
Consulting and Collaborating with
Parents/Guardians/Extended Families
  • Schools are consciously attempting to assist
    children and increase parental/guardian
    involvement in the school
  • There is no one eclectic model of parent
    consultaion or collaboration

160
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

161
Parent Education
  • A variation of the education/training
    consultation model (chap. 9)
  • Parent effectiveness training
  • Alderian approaches
  • Behavioral approaches

162
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.

163
Cross-Cultural Considerations When Working with
Parents
  • Culture directly influences the family in a
    significant manner
  • Consultants can ensure that schools remove
    barriers for non-mainstream parents
  • Consultants will want to exercise caution in
    making any kind of generalizations regarding any
    characteristics of a given culture

164
Interagency Collaboration
  • Rationale
  • The problems of children with social and/or
    educational problems effect all aspects of a
    childs life such as the home and school.

165
Interagency contd
  • The shared responsibility for the case shifts the
    focus from what the school can do to what the
    community should do to provide services

166
Pragmatic Issues of School-Based Consultation
  • Ethical issues
  • Working with other school-based consultants
  • Systems view of the school

167
More Pragmatic Issue for S-B Consultation
  • Develop a framework for prevention and
    intervention
  • Time constraints

168
Multicultural School Consultation
  • 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

169
School Consultation in the 21st 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

170
Chapter XIII
  • Case Study Illustrations

171
Case Study Illustrations contd
  • 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
  • Typescript of consultation and collaboration
    sessions
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