Consultancy in Schools

1
Consultancy in Schools

• Alan McGrath
• Senior Guidance Officer
• Registered Psychologist

2
Todays Session

• Definition of consultancy
• Characteristics of the consulting relationship
• Issues for consultants operating in the
  school environment
• The skills necessary to be a consultant
• Stages in the consultancy process
• A consultancy model
• Discussion / Personal Action Plan

3
Definition of consultancy

• One professional approaches another professional
  for help with a professional issue.
• It is not counselling, although you may use some
  counselling skills
• It is not teaching, although the both the client
  and the consultant may learn from each other

4
Characteristics of the Consultant / Client
Relationship

• Egalitarian, non-hierarchical in nature (one
  professional helping another)
• Entered into voluntarily by the client (i.e. the
  client has asked for the help)
• Both parties work collaboratively to solve the
  problem
• But the problem remains the responsibility of the
  client

5
Consultancy levels

• Level 1 - Assess child, write report with
  recommendations for teacher / other professional.
  Direct service to child. (Traditional model).
• Level 2 Assess / observe child, work with
  teacher to develop strategies, child is the
  client. Indirect service to child
• Level 3 - Work with the teacher, may or may not
  assess the child, teacher is the client. Direct
  service to teacher.
• Level 4 - Work with the school as a social
  system. Client is whoever hired you. Indirect
  service to child / teacher.

6
Underlying values / beliefs which facilitate the
consultancy process

• Human beings are remarkably resilient and
  creative
• Human beings have within themselves the capacity
  to solve problems, find solutions, make changes
• If you are unsure of how to help you must ensure
  you do no harm
• The emotions of your clients are not your
  emotions. You can recognise them, empathise with
  them but you dont have to absorb them. It is
  just a feeling you must be comfortable with
  this concept.

7
Issues for consultants working in schools

• Perhaps alone amongst the professions, there is
  nothing in their training or culture which
  prepares teachers to be consultees (ie. Most have
  only a limited idea of how to use a consultant)
• Most teachers hate experts
• Most teachers have little time for academics
• Most teachers dont read professional journals or
  books and have no interest whatsoever in what
  the research says.

8
Issues for consultants working in schools

• Most teachers are task-oriented (I want to know
  what to do and I want to know it now!)
• This is often paired with the attitude of, But
  dont you dare try to tell me what to do!
• Most teachers are extremely busy and often quite
  stressed
• School environments can be extremely noisy, busy
  places where finding a place to sit and talk in
  confidence, or for any period of time, can
  present difficulties for a consultant

9
Issues for consultants working in schools

• Crossed Communication
• The interaction of the above factors regularly
  produce scenarios such as
• Consultant says Im here to help you work
  with Johnny
• Teacher hears Shes going to take Johnny off my
  hands
• Teacher thinks But what would she know,
  probably only doing this job because she
  couldnt hack teaching
• Teacher says Would you like him straight away?

10
Consultancy Skills

• Essential Skills
• Interpersonal communication / rapport building
• Process / problem solving skills (e.g.
  contracting, data collection, assessment,
  problem definition, exploration of alternatives,
  report writing etc etc)
• Content skills / knowledge
• Knowledge of the policy framework and
  culture of the client organisation

11
Consultancy Skills

• The Core Element
• Successful consulting in schools is about
  interpersonal communication / rapport / trust
  building.
• Unless you are skilled in this area it doesnt
  matter how much expertise you have in your area
  of speciality.
• This is not an argument for content free
  consultation - it is just a statement about
  relative importance

12
Consultancy Skills

• The Core Element
• We all have skills in interpersonal
  communication / rapport / trust building.
• No matter how skilled we are we can improve but
  it takes practice .
• You cant improve your golf game very much
  without hitting lots of golf balls

13
Learning any Skill

• Skill Cycle

Aware Unskilled
Aware Skilled
Unaware Unskilled
Unaware Skilled
14
Core Skills

• a. Attending / Non-Verbals
• i. The physical environment
• ii. Seating / standing positions
• iii. Eye contact
• iv. Hand gestures
• v. Body lean
• vi. General body language

15
Core Skills

• b. Listening
•             i.      Minimal encouragers
•             ii.     Open ended questions
•             iii.    Reflection of content
•             iv.    Reflection of feeling
• v. Summarising / clarifying

16
Core Skills

• c. Avoiding soapie responses
•            
• i.     I know just how you feel
•    ii.      Why, why, why Delilah?
•    iii.     Advising, sympathising, trivialising,
  joking, comparing, analysing etc
• iv. Jumping to solutions

17
Stages in consultancy

• 1. Building rapport
• 2.     Assessment of readiness to be involved /
  to change / to make an effort
• 3.     Contracting
• 4.     Exploring the issues / gathering data
• 5.     Defining the issues
• 6. Exploring possible strategies
• 7.     Choosing / Planning a strategy
  (collaboratively)
• 8.     Implementing the strategy
• 9.     Monitoring
• 10.   Evaluation

18
A Twelve Step Consultancy Model

• Developed specifically for use in schools

19
1.   The Principle of Vicarious Authority

• Essentially do a lot of sympathetic listening,
  uh-huhhing and head nodding.
• Use statements like, I know what you mean .,
  How do you put up with it? Thats really
  awful .
• At the appropriate point say, I can see youve
  been trying very hard, doing your best
• but sometimes our best just isnt good enough
  is it ..?
• Used at the beginning of sessions to put the
  teacher in their place and to clearly establish
  the pecking order.

20
2. The Principle of Discrepant Identification

• Further reinforcement of Step 1.
• Allow the teacher to go on and on about what a
  dreadful child Johnny is, how he is the most
  difficult student they have ever taught etc, etc
• Look quizzical, glance back through your notes
  and slowly say
• Are you sure we are talking about the same child?

21
3. The Principle of Pseudo-Equivalence

• Used as a follow-up to Steps 1 and 2 to
  reinforce your pre-eminence in the relationship.
• When the teacher shows any signs of asking for
  answers, adopt a professorial manner and say
• Of course youve read the research in this area?
• Most will admit they have not.
• Administer a parent / child lecture. Or just
  raise your eyebrows and look towards heaven.
• Occasionally some upstart will say, Yes I have
  read it and it says
• Reply, Yes but I was referring to the latest
  research .

22
4. The Principle of Multi-Variate Causation

• Very straight-forward technique which is used to
  avoid having to be specific or actually provide
  any useful answers
• It could be a genetic predisposition or an
  illness during early childhood. Have you checked
  his school history? There may be gaps there.. He
  may not have received adequate cognitive
  stimulation in the home setting Then again it
  is possible
• Also very useful when you havent got a clue
  what the cause may be.

23
5. The Principle of the Great Psychologists
Explanation

• Basically this amounts to name dropping.
• Liberally sprinkle your pronouncements with
  names such as Ivey, Seligman, Becker, Rutter,
  Kagan etc.
• Be careful not to use the names of those who are
  too well known as some teachers may actually know
  something about their work.
• If you cant think of any names to drop just
  make them up.

24
6. The Principle of Platitudinous, Jargonistic
Terminology

• Self explanatory technique used to further
  confuse and disorient the teacher thus avoiding
  actually having to deal with their issues.
• e.g. There is an imperative need for a
  restricted paradigm shift away from
  pseudo-investigative formulations towards a more
  rigorous application of empirical principles,
  procedures and methodologies...
• (We need to tighten up what were doing)

25
7. The Principle of If-Then Displacement

• Every consultants favourite. Diverts the
  teachers attention from the real issues and
  gives you an opportunity to vent your spleen.
  Also helpful in fooling the teacher into thinking
  that you are on their side.
• e.g. Of course if the government was serious
  about education and actually put its money where
  its mouth is we would be able to provide Johnny
  with a special teacher who could look after him
  on a full-time basis. Thats what he needs
  but EQ just wont come to the party. Its
  disgraceful really. Why dont you get the parent
  to write to their local member or maybe you could
  bring it up at the next union meeting?

26
8. The Principle of Steadfast Remediation

• Occasionally, even if you have faithfully
  applied the earlier principles, a teacher will
  still have the temerity to demand some specific
  advice or suggestions.
• This type will invariably respond to your
  favourite recipe-for-success by saying, Ive
  tried that - and it doesnt work!
• Try to remain calm and non-judgemental. Simply
  and quietly say, Yes but how consistent have you
  been in applying the program?
• Nearly everyone will admit an occasional
  failing. This is a great opportunity to give
  another lecture. This time it should be sterner
  than the first.

27
9. The Principle of Biographic Directionality

• Again used for teachers who are becoming
  insistent on solutions.
• Simply say, Surely youve read ?
• Pick something really obscure so there is no
  chance they will be able to respond in the
  affirmative.
• Strongly recommend they go and read the
  reference you have quoted.
• You could also hand them a very long reading
  list along with a few homilies about how
  excellent and useful they will find this
  research.

28
10. The Principle of Interrogatory Reversal

• For use when a teacher tries to corner you with
  a question like, You keep talking about a
  perceptual problem. Just what is a perceptual
  problem?
• Response Well what do you understand by the
  term?
• Good answer Well youve got the general idea
  ..
• Write it down if you get the chance!
• Poor answer Wonderful opportunity for
  criticism. You can get really stuck in if the
  teachers attitude warrants it.
• If they wont play this game suggest they are
  being unco-operative or even that they do not
  have the childs best interests at heart.

29
11. The Principle of Existential Support

• Use this principle to terminate those sessions
  in which you have successfully intimidated the
  teacher and avoided taking any responsibility
  whatsoever for future outcomes
• Well this has been a very useful meeting. Its
  been great to work with you. Im sure if you
  consistently apply all the ideas weve come up
  with Johnny wont present too many problems in
  the future. Give me a call anytime you know
  Im here to help. My door is always open I
  really appreciate the opportunity to make a
  difference for the Johnnies of this world and I
  can see youve found it a valuable opportunity to
  pick up your game.

30
12. The Principle of Massive Annihilation

• Reserve this for those recalcitrants who despite
  your professional application of earlier
  principles continue to demand that you provide
  them with useful, practical strategies
• Stand up
• Raise your voice
• Inform them of your superior qualifications
• Remind them of their repeated failure to be
  consistent and their abysmal knowledge of the
  literature
• Most teachers will be in tears by this stage so
  you can terminate using a combination of
  Principles 1 and 11.
• The remainder will walk out muttering under
  their breath and you will never see them again.
  
• Mission accomplished!

31
The No-Fail Model

• Hopefully not too many participants will
  actually employ these terrorist tactics.
• But if we are totally honest with ourselves
  most of us will recognise that there have been
  times when we have used all of these strategies
  (hopefully in a milder form !).
• So what can we learn from these negative
  instances?

32
1.   The Principle of Vicarious Authority

• Essentially do a lot of sympathetic listening,
  uh-huhhing and head nodding.
• Use statements like, I know what you mean .,
  How do you put up with it? Thats really
  awful .
• At the appropriate point say, I can see youve
  been trying very hard, doing your best but
  sometimes our best just isnt good enough is it
  ..?
• Used at the beginning of sessions to put the
  teacher in their place and to clearly establish
  the pecking order.

33
2. The Principle of Discrepant Identification

• Further reinforcement of Step 1.
• Allow the teacher to go on and on about what a
  dreadful child Johnny is, how he is the most
  difficult student they have ever taught etc, etc
• Look quizzical, glance back through your notes
  and slowly say
• Are you sure we are talking about the same child?

34
3. The Principle of Pseudo-Equivalence

• Used as a follow-up to Steps 1 and 2 to
  reinforce your pre-eminence in the relationship.
• When the teacher shows any signs of asking for
  answers, adopt a professorial manner and say
• Of course youve read the research in this area?
• Most will admit they have not.
• Administer a parent / child lecture. Or just
  raise your eyebrows and look towards heaven.
• Occasionally some upstart will say, Yes I have
  read it and it says
• Reply, Yes but have you read the latest research
  .

35
4. The Principle of Multi-Variate Causation

• Very straight-forward technique which is used to
  avoid having to be specific or actually provide
  any useful answers
• It could be a genetic predisposition or an
  illness during early childhood. Have you checked
  his school history? There may be gaps there.. He
  may not have received adequate cognitive
  stimulation in the home setting Then again it
  is possible
• Also very useful when you havent got a clue
  what the cause may be.

36
5. The Principle of the Great Psychologists
Explanation

• Basically this amounts to name dropping.
• Liberally sprinkle your pronouncements with
  names such as Ivey, Seligman, Becker, Rutter,
  Kagan etc.
• Be careful not to use the names of those who are
  too well known as some teachers may actually know
  something about their work.
• If you cant think of any names to drop just
  make them up.

37
6. The Principle of Platitudinous, Jargonistic
Terminology

• Self explanatory technique used to further
  confuse and disorient the teacher thus avoiding
  actually having to deal with their issues.
• e.g. There is an imperative need for a
  restricted paradigm shift away from
  pseudo-investigative formulations towards a more
  rigorous application of empirical principles,
  procedures and methodologies...
• (We need to tighten up what were doing)

38
7. The Principle of If-Then Displacement

• Every consultants favourite. Diverts the
  teachers attention from the real issues and
  gives you an opportunity to vent your spleen.
  Also helpful in fooling the teacher into thinking
  that you are on their side.
• e.g. Of course if the government was serious
  about education and actually put its money where
  its mouth is we would be able to provide Johnny
  with a special teacher who could look after him
  on a full-time basis. Thats what he needs
  but EQ just wont come to the party. Its
  disgraceful really. Why dont you get the parent
  to write to their local member or maybe you could
  bring it up at the next union meeting?

39
8. The Principle of Steadfast Remediation

• Occasionally, even if you have faithfully
  applied the earlier principles, a teacher will
  still have the temerity to demand some specific
  advice or suggestions.
• This type will invariably respond to your
  favourite recipe-for-success by saying, Ive
  tried that - and it doesnt work!
• Try to remain calm and non-judgemental. Simply
  and quietly say, Yes but how consistent have you
  been in applying the program?
• Nearly everyone will admit an occasional
  failing. This is a great opportunity to give
  another lecture. This time it should be sterner
  than the first.

40
9. The Principle of Biographic Directionality

• Again used for teachers who are becoming
  insistent on solutions.
• Simply say, Have you read ?
• Pick something really obscure so there is no
  chance they will be able to respond in the
  affirmative.
• Strongly recommend they go and read the
  reference you have quoted.
• You could also hand them a very long reading
  list along with a few homilies about how
  excellent and useful they will find this
  research.

41
10. The Principle of Interrogatory Reversal

• For use when a teacher tries to corner you with
  a question like, You keep talking about a
  perceptual problem. Just what is a perceptual
  problem?
• Response Well what do you understand by the
  term?
• Good answer Well youve got the general idea
  ..
• Write it down if you get the chance!
• Poor answer Wonderful opportunity for
  criticism. You can get really stuck in if the
  teachers attitude warrants it.
• If they wont play this game suggest they are
  being unco-operative maybe even that they do not
  have the childs best interests at heart.

42
11. The Principle of Existential Support

• Use this principle to terminate those sessions
  in which you have successfully intimidated the
  teacher and avoided taking any responsibility
  whatsoever for future outcomes
• Well this has been a very useful meeting. Its
  been great to work with you. Im sure if you
  consistently apply all the ideas weve come up
  with Johnny wont present too many problems in
  the future. Give me a call anytime you know
  Im here to help. My door is always open I
  really appreciate the opportunity to make a
  difference for the Johnnies of this world and I
  can see youve found it a valuable opportunity to
  pick up your game.

43
12. The Principle of Massive Annihilation

• Reserve this for those recalcitrants who despite
  your professional application of earlier
  principles continue to demand that you provide
  them with useful, practical strategies
• Stand up
• Raise your voice
• Inform them of your superior qualifications
• Remind them of their repeated failure to be
  consistent and their abysmal knowledge of the
  literature
• Most teachers will be in tears by this stage so
  you can terminate using a combination of
  Principles 1 and 11.
• The remainder will walk out muttering under
  their breath and you will never see them again.
  
• Mission accomplished!

44
Where to from here?

• Personal Action Plans
• Questions / Discussion

45
Todays Session

• Definition of consultancy
• Characteristics of the consulting relationship
• Issues for consultants operating in the
  school environment
• The skills necessary to be a consultant
• Stages in the consultancy process
• A consultancy model
• Discussion / Personal Action Plan