Part I:

Consultation and Consultants, Collaboration and Collaborators

Chapter I:
Introduction and Overview

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.

Consultation Defined
Consultation deals The consultant and exclusively with the consultee work consultees worktogether in solving related or carethe problems giving related defined by problems. 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

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.

Consultation and Consultants

Who are consultants?
Who are consultees? Who is the client system?

Consultants and Consultees

Priority can be The consultant given to either provides indirect consultee or service to the client system client system by depending on the providing direct approach used by service to the the consultant consultee

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

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.

Triad of Consultation
Consultant Consultee

Client System

Figure 1.2 The triadic relationship in consultation

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.

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

The Relationships of the Parties in Collaboration

Collaborator #1

Collaborator #2

Client System

Figure 1.3 The Relationships of the Parties in Collaboration

Mental Health Consultation and Mental Health Collaboration Contrasted on Key Dimensions
Dimensions Mental Health Consultation Mental Health Collaboration

Location of consultants home base

Type of psychological service Consultant-consultee relationship

External to the organization

Generally indirect, with little or no client contact Assumes a coordinate and nonhieracrhical relationship

Internal to the organization

Combines indirect and direct services, and includes client contact Acknowledges status and role differences within the organization and thus the liklihood of a hierarchical relationship

Consultee participation

Assumes voluntary participation

Assumes voluntary participation, but acknowledges the possibility of forced participation

Generally team-based, involving several collaborators

Interpersonal working arrangement

Often dyadic, involving consultant and consultee

Confidentiality of communications within relationship

Assumes confidentiality to exist with limits of confidentiality (if any) specified during initial contracting Yes

Does not automatically assume confidentiality, given organization realities and pragmatic need to share relevant information among team members Not assumed to be true, as a collaborators expertise is his or her specialty area is generally deferred to by team Shares equal responsibility for overall outcome, and primary responsibility for mental health aspects of case or program

Consultee freedom to accept or reject consultant advice

Consultant responsibility for case/program outcome

No

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.

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).

Chapter II:
Consultants, Consultees, and Collaborators

Skill Areas for Consultants and Collaborators

Interpersonal skills Communication skills Problem-solving skills Skills in working with organizations

Skill Areas for Consultants and Collaborators contd

Group skills Skills in dealing with cultural diversity Ethical and professional behavior skills

Roles of the Consultant:

The consultant can take on a variety of roles depending on several factors:

Nature of the problem Purpose and desired outcomes of consultation

Skills of the consultant Skills of the consultee

Common Consultation and Collaboration Roles

Directive *
Advocacy Expert Trainer/Educator Collaborator Fact Finder Process Specialist *

Non-directive

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

Research in Consultation and Collaboration

Consultation research suggests that consultation has efficacy even though consultation practice has outpaced its body of research.

Research contd
The research on collaboration is very limited

Chapter III:
Entry Stage

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

Phase One: Exploring Organizational Needs

To Consult or Not to Consult

Why am I here? Who are you? What is likely to happen? What will be the result? What can go wrong?

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

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

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)

During Phase Four a Consultant Should. . .

Create trustworthiness by. . . Demonstrating understanding Using power appropriately Respecting confidentiality Exhibiting credibility

Multicultural Implications: Entry Stage

Be aware of others value systems Use effective communication and interpersonal skill Determine comfort level in dealing with any cultural or ethnic issues related to the problem Be aware of how cultural differences may impact the outcome of consultation

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

Chapter IV:
Diagnosis Stage

Stage II: Diagnosis

Phase One: Gathering Information Phase Two: Defining the Problem Phase Three: Setting Goals Phase Four: Generating Possible Interventions

Phase One: Gathering Information

Deciding to proceed Selecting dimension Deciding who will be involved in data collection Selecting the data collection methods

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

Means of Collecting Data

Interviews Surveys Questionnaires Observation Documents/Records

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?

Phase Three: Setting Goals

The process of shaping, a movement toward concreteness and specificity from a broader, more general perspective

Goal Setting Steps

Specify objective How will objective be measured? Specify target Specify time span Prioritize goals Rate goals Determine coordination requirements

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

Multicultural Implications: Diagnosis Stage

Be aware of differences in gathering data Be aware of perceptions of what needs to be accomplished held by consultee Cultural differences can play a role in the interventions proposed

Application of Multicultural Implications 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

Chapter V:
Implementation Stage

Stage III: Implementation

Phase One: Choosing an Intervention
Phase Two: Formulating a Plan Phase Three: Implementing the Plan Phase Four: Evaluating the Plan

Phase One: Choosing an Intervention

Select one or two interventions that have a high probability of being successful
Take advantage of decision consultation

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

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)

Phase Three: Implementing the Plan

Help consultee be flexible Reassure and prepare consultee Offer technical assistance during this time Exercise caution toward dependency

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

Techniques used in outcome evaluation

Individualized goal attainment measures
Standardized outcome assessment devices Consumer satisfaction survey

Multicultural Implications: Implementation 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

Application for Multicultural Implications 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

Chapter VI:
Disengagement Stage

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

Phase One: Evaluating Process

Determine process and effects of consultation Assess accountability and improvements in service Add knowledge to the field of consultation

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

Phase Two: Planning PostConsultation Matters

Review planning process:
determining objectives establish procedures defining steps assigning responsibility testing for feasibility, cost effectiveness and capabilities

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 postconsultation efforts

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

Multicultural Implications: Disengagement Stage

Be aware of the cultural social needs of consultee involving the time factor involved with disengagement Dependency during follow-up phase may be influenced by cultural factors

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

Chapter VII:
Ethical, Professional, and Legal Issues

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

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

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

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

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

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

The Consultant and the Group

Consulting with groups with caseloads Consulting with training groups

Intervention Areas Involving Ethical Issues

Individual vs. systems-level Use of assessment data Empirical validity of interventions

Ethical Issues in Organizational Consultation

Typical ethical issues exacerbated by complexity or organization Aspirational ethics Virtue ethics

Consulting Over the Internet

Relationship development Confidentiality Location-specific factors

Legal Issues: Malpractice

Behaviors 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

Part III:
Models of Consultation and Collaboration

Chapter VIII
The Pragmatic Issues of Working within an Organization

Pragmatic Issues
A. Recent changes in society and organizations B. The influence of organizational theory C. Organizational change

Pragmatic issues contd

C. Dealing with organizational culture D. Issues in assessment in organizations E. Culturally sensitive organization F. Time constraints

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

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

Organizational Theory defined

*The study of the structures and processes of organizations and the behavior of groups and individuals within them (Pugh, 1967).

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.

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

Four components to the systems theory

A framework (pattern of activities) Goals Methods and operations People

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

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

5 subsystems within an organization

The technological or production subsystem The support subsystem The maintenance subsystem The adaptive subsystem The managerial subsystem

Approaches to organizational change

Empirical-rational approach Normative-reeducative approach Power-coercive approach

Top-down approach
Bottom-up approach Shared approach

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

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 crossculturally

Chapter IX:
Mental Health Consultation and Collaboration

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

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

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

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

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

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

Types of Mental Health Consultation

Client-centered case
Consultee-centered case Program-centered administrative Consultee-centered administrative

The Client-Centered Case Process

The focus is a clients case that is giving the consultee difficulty Consultant functions as expert The consultee acts as a link between client and consultant as well as a professional collaborator

Application for ClientCentered 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

Consultee-Centered Case Process

The goal is improvement of consultees ability to work on a particular case and cases in the future Consultant plays the roles of detective, expert, and educator

Application for ConsulteeCentered Process

Determine what reason the consultee is having a problem:
Lack of knowledge Lack of skill Lack of self-confidence Lack of professional objectivity

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

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

 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

Application for ProgramCentered Administrative Process

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

Application of ConsulteeCentered Administrative Consultation Process

Beginnings follow the same methods as other consultation processes Determine who consultees will be Study the organizations social system and identify problems and issues

Ecological Perspective
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

Mental health collaboration contrasted with mental health consultation

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

Chapter X:
Behavioral Consultation and Collaboration

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

Characteristics of Behavioral Consultation

Use of indirect service delivery models Reliance on behavioral technology principles Diversity of intervention goals Changes aimed at various targets in different settings

Key Concepts in Behavioral Consultation

Scientific View of Behavior Emphasis on current influences on behavior

Principles of behavior change

The Consultation Process

Behavioral case consultation
Behavioral technology training Behavioral systems consultation

Behavioral Case Consultation

A consultant provides direct, behaviorbased 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

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

Four Stages of Problem Identification for Behavioral Case Consultation

Problem identification stage Problem analysis Plan (treatment) implementation stage Problem (treatment) evaluation stage

Behavioral Technology Training

Used when consultees seek to increase general usage of behavioral technology principles when working with clients Often used in schools

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

Behavioral Systems Consultation

Behavioral technology principles are applied to a social system The consultant uses principles to analyze and change interactions among various subsystems of a larger social system or between two or more interactive systems

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

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

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

Collaboration from a Behavioral Perspective

The use of behavioral collaboration can be increased by organizations making effective use of behavioral technology training

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

Chapter XI:
Organizational Consultation and Collaboration

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.

Key Concepts in Organizational Consultation

The organization as client Process is as important as content

Edgar Scheins Model of Consultation

Purchase of Expertise
Education/Training consultation Program Consultation

The Doctor/Patient Model The Process Model

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

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

 Assessing training needs Developing and stating measurable objectives Understanding the learning and change process Designing a learning experience Planning and designing educational events

Critical Skills for Education/Training Consultation

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

Four Steps of Educational/Training Consultation

Needs assessment Planning education/training activities Performing education/training Evaluation

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

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

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

The Process Model

The consultants expertise should include skills to involve the consultee in defining the problem, to form a team with the consultee and to ensure that the consultation process focuses on the consultees needs The consultant makes the consultee a more effective problem solver

Seven Steps to Process Consultation

Making initial contact Defining the relationship Selecting a setting and method of work Gathering data/making diagnosis Intervening Reducing involvement Terminating

More on Process Consultation

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

Collaboration from an Organizational Perspective

Aim is same as organizational consultation: the enhanced functioning of the organization The emergence of the internal consultant role has created many opportunities for collaboration in organizations

Multicultural Aspects Related to 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

Chapter XII:
School Based Consultation and Collaboration

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

School Based Consultation and Collaboration contd

School-based consultation can be focused on primary prevention, secondary prevention or tertiary prevention

School Based Consultation and Collaboration contd

The manner in which consultation and collaboration take place in schools varies according to the model being employed

Consulting and Collaborating with School Administrators

The schools leadership is a powerful force in determining the extent to which consultation and collaboration are considered acceptable services Administrators have priorities and pressures for which they may actively seek consultation

Organizational Development 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

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

Alderian Consultation:
Consultation with teachers
Four Basic Assumptions:
teachers cannot take responsibility for student behavior teachers should be more involved with encouragement than with praise teachers cannot always prevent failure on the part of the student teachers need to try to meet affective and cognitive needs of students

C-Group
Forces of the group:
Consultation Collaboration Clarification Caring Confrontation Communication Cohesion Commitment Change Concern Confidentiality

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

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

Steps of Instructional Consultation

Establishing collaborative relationship Identifying problem Observing classroom Assessing curriculum-based learning Planning instructional intervention Terminating

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

Parent Case Consultation

Can be Alderian, behavior, or mental health The goal is to promote increased positive involvement by parents in the school life of their child and improve family relationships

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

Home School Collaboration

Goal is to create effective partnerships between school-based professionals and parents to enhance student learning In collaborating with parents, school-based professionals ensure that parents are true partners, are viewed as experts on their children, and have some responsibility for the outcomes.

Cross-Cultural Considerations 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

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.

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

Pragmatic Issues of SchoolBased Consultation

Ethical issues Working with other school-based consultants Systems view of the school

More Pragmatic Issue for S-B Consultation

Develop a framework for prevention and intervention Time constraints

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

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

Chapter XIII
Case Study Illustrations

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