Title: Part I: Consultation and Consultants, Collaboration and Collaborators
1Part IConsultation and Consultants,Collaboratio
n and Collaborators
2Chapter I
- Introduction and Overview
3Consultation 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.
4Consultation 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
6Consultative 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.
7Consultation and Consultants
- Who are consultants?
- Who are consultees?
- Who is the client system?
8Consultants 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
9Rights 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
10Length 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.
11Triad of Consultation
Consultee
Consultant
Client System
Figure 1.2 The triadic relationship in
consultation
12Collaboration 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.
13Collaboration contd
- Collaboration is a service in which the helper
accepts responsibility for the mental health
aspects of a case.
14The Relationships of the Parties in Collaboration
Collaborator 2
Collaborator 1
Client System
Figure 1.3 The Relationships of the Parties in
Collaboration
15Mental Health Consultation and Mental Health
Collaboration Contrasted on Key Dimensions
16From 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.
17A 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).
18Chapter II
- Consultants, Consultees,
- and Collaborators
19Skill Areas for Consultants and Collaborators
- Interpersonal skills
- Communication skills
- Problem-solving skills
- Skills in working with organizations
20Skill Areas for Consultants and Collaborators
contd
- Group skills
- Skills in dealing with cultural diversity
- Ethical and professional behavior skills
21Roles 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
22Common Consultation and Collaboration Roles
- Directive
-
- Advocacy
- Expert
- Trainer/Educator
- Collaborator
- Fact Finder
- Process Specialist
-
- Non-directive
23Internal/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.
25Research contd
- The research on collaboration is very limited
26Part IIA Generic Model of Consultation and
Collaboration
- Four Stage Process
- Four Phases per Stage
27Chapter III
28Stage I Entry
- Phase One Exploring Organizational
Needs - Phase Two Contracting
- Phase Three Physically Entering the System
- Phase Four Psychologically Entering
the System
29Phase 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?
30Phase 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
31Phase 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
32Phase 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)
33During Phase Four a Consultant Should. . .
- Create trustworthiness by. . .
- Demonstrating understanding
- Using power appropriately
- Respecting confidentiality
- Exhibiting credibility
34Multicultural 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
35Application 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
36Chapter IV
37Stage II Diagnosis
- Phase One Gathering Information
- Phase Two Defining the Problem
- Phase Three Setting Goals
- Phase Four Generating Possible
Interventions
38Phase One Gathering Information
- Deciding to proceed
- Selecting dimension
- Deciding who will be involved in data collection
- Selecting the data collection methods
39Types of Data
- Genetic data
- Current descriptive data
- Process data
- Interpretive data
- Consultee-client system relationship data
- Client system behavior data
40Means of Collecting Data
- Interviews
- Surveys
- Questionnaires
- Observation
- Documents/Records
41Phase 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?
42Phase Three Setting Goals
- The process of shaping, a movement toward
concreteness and specificity from a broader, more
general perspective
43Goal Setting Steps
- Specify objective
- How will objective be measured?
- Specify target
- Specify time span
- Prioritize goals
- Rate goals
- Determine coordination requirements
44Phase 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
45Multicultural 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
46Application 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
47Chapter V
48Stage III Implementation
- Phase One Choosing an Intervention
- Phase Two Formulating a Plan
- Phase Three Implementing the Plan
- Phase Four Evaluating the Plan
49Phase One Choosing an Intervention
- Select one or two interventions that have a high
probability of being successful - Take advantage of decision consultation
50Types of Interventions
- Individual Interventions
- Dyadic and Triadic Interventions
- Interventions for use between groups
- Interventions for the entire organization
51Phase 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)
52Phase Three Implementing the Plan
- Help consultee be flexible
- Reassure and prepare consultee
- Offer technical assistance during this time
- Exercise caution toward dependency
53Phase 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
54Techniques used in outcome evaluation
- Individualized goal attainment measures
- Standardized outcome assessment devices
- Consumer satisfaction survey
55Multicultural 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
56Application 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
57Chapter VI
58Stage 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
59Phase One Evaluating Process
- Determine process and effects of consultation
- Assess accountability and improvements in service
- Add knowledge to the field of consultation
60Types 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
61Phase Two Planning Post-Consultation Matters
- Review planning process
- determining objectives
- establish procedures
- defining steps
- assigning responsibility
- testing for feasibility, cost effectiveness
and capabilities
62Phase 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
63Phase 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
64Multicultural 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
65Application 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
66Chapter VII
- Ethical, Professional, and Legal Issues
67Ethics 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
68Making 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
69Values
- 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
70Competence
- 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
71Consultant-Consultee-Client Relationship
- Work-related focus
- Dual relationships
- Freedom of choice
72Rights 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
73The Consultant and the Group
- Consulting with groups with caseloads
- Consulting with training groups
74Intervention Areas Involving Ethical Issues
- Individual vs. systems-level
- Use of assessment data
- Empirical validity of interventions
75Ethical Issues in Organizational Consultation
- Typical ethical issues exacerbated by complexity
or organization - Aspirational ethics
- Virtue ethics
76Consulting Over the Internet
- Relationship development
- Confidentiality
- Location-specific factors
77Legal 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
78Part III
- Models of Consultation and Collaboration
79Chapter VIII
- The Pragmatic Issues of Working within an
Organization
80Pragmatic 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
82Basic 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
83Organizational 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
84Organizational Theory defined
The study of the structures and processes of
organizations and the behavior of groups and
individuals within them (Pugh, 1967).
85The 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.
86Open 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
87Four components to the systems theory
- A framework (pattern of activities)
- Goals
- Methods and operations
- People
88Basic 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
899 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
-
905 subsystems within an organization
- The technological or production subsystem
- The support subsystem
- The maintenance subsystem
- The adaptive subsystem
- The managerial subsystem
91Approaches to organizational change
- Empirical-rational approach
- Normative-reeducative approach
- Power-coercive approach
- Top-down approach
- Bottom-up approach
- Shared approach
92Cultural 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
93Culturally 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
94Chapter IX
- Mental Health Consultation and Collaboration
95Basic 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
96Basic 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
97Basic 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
98Psychodynamic 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
99Transfer Effect
- The concept that what is learned in one situation
should be useable in similar, future situations
100One-Downsmanship
- A valuable relationship building technique that a
consultant can use to ensure that the
relationship remains on equal footing
101Types of Mental Health Consultation
- Client-centered case
- Consultee-centered case
- Program-centered administrative
- Consultee-centered administrative
102The 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
103Application 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
104Consultee-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
105Application 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
106Lack 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
107Program-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
108Application 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
109The 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
110Application 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
111Ecological 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
112Mental health collaboration contrasted with
mental health consultation
113Multicultural 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
114Chapter X
- Behavioral Consultation and Collaboration
115Behavioral 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
116Characteristics 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
117Key Concepts in Behavioral Consultation
- Scientific View of Behavior
- Emphasis on current influences on behavior
- Principles of behavior change
118The Consultation Process
- Behavioral case consultation
- Behavioral technology training
- Behavioral systems consultation
119Behavioral 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
120Verbalization 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
121Four Stages of Problem Identification for
Behavioral Case Consultation
- Problem identification stage
- Problem analysis
- Plan (treatment) implementation stage
- Problem (treatment) evaluation stage
122Behavioral Technology Training
- Used when consultees seek to increase general
usage of behavioral technology principles when
working with clients - Often used in schools
123The 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
124Behavioral 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
125The 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
126Implications 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
127Conjoint 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
128Collaboration from a Behavioral Perspective
- The use of behavioral collaboration can be
increased by organizations making effective use
of behavioral technology training
129Multicultural 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
130Chapter XI
- Organizational Consultation and Collaboration
131Organizational 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.
132Key Concepts in Organizational Consultation
- The organization as client
- Process is as important as content
133Edgar Scheins Model of Consultation
- Purchase of Expertise
- Education/Training consultation
- Program Consultation
- The Doctor/Patient Model
- The Process Model
134The 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
135Education/Training Consultation
- The most frequently used purchase of expertise
consultation - The consultant provides education/training
services in any number of areas and settings
136Critical 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
137Critical 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
138Four Steps of Educational/Training Consultation
- Needs assessment
- Planning education/training activities
- Performing education/training
- Evaluation
139Program 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
140The 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
141Critical 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
142The 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
143Seven 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
144More 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
145Collaboration 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
146Multicultural 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
147Chapter XII
- School Based Consultation and Collaboration
148School 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
149School Based Consultation and Collaboration contd
- School-based consultation can be focused on
primary prevention, secondary prevention or
tertiary prevention
150School Based Consultation and Collaboration contd
- The manner in which consultation and
collaboration take place in schools varies
according to the model being employed
151Consulting 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
152Organizational 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
153Consulting 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
154Alderian 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
155C-GroupForces of the group
- Consultation
- Collaboration
- Clarification
- Caring
- Confrontation
- Communication
- Cohesion
- Commitment
- Change
- Concern
- Confidentiality
156C-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
157Instructional Consultation
- A collaborative process in which a problem is
identified and interventions are selected and made
158Steps of Instructional Consultation
- Establishing collaborative relationship
- Identifying problem
- Observing classroom
- Assessing curriculum-based learning
- Planning instructional intervention
- Terminating
159Consulting 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
160Parent 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
161Parent Education
- A variation of the education/training
consultation model (chap. 9) - Parent effectiveness training
- Alderian approaches
- Behavioral approaches
162Home 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.
163Cross-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
164Interagency 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.
165Interagency 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
166Pragmatic Issues of School-Based Consultation
- Ethical issues
- Working with other school-based consultants
- Systems view of the school
167More Pragmatic Issue for S-B Consultation
- Develop a framework for prevention and
intervention - Time constraints
168Multicultural 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
169School 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
170Chapter XIII
171Case 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