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

exclusively with the consultee’s work-related or care-giving related problems.

• The consultant and consultee work together in solving the problems defined by 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 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

Rights of Consultation Participants

• Participation in consultation is voluntary for all parties involved

• Consultees are free to do whatever they wish with the consultant’s they wish with consultant’s 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

Consultee

Client System

Consultant

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 cont’d

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

Client System

Collaborator# 2

Collaborator# 1

The Relationships of the Parties in Collaboration

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 consultant’s home base

External to the organization Internal to the organization

Type of psychological service

Generally indirect, with little or no client contact

Combines indirect and direct services, and includes client contact

Consultant-consultee relationship

Assumes a coordinate and nonhieracrhical relationship

Acknowledges status and role differences within the organization and thus the liklihood of a hierarchical relationship

Consultee participation Assumes voluntary participation

Assumes voluntary participation, but acknowledges the possibility of forced participation

Interpersonal working arrangement

Often dyadic, involving consultant and consultee

Generally team-based, involving several collaborators

Confidentiality of communications within relationship

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

Does not automatically assume confidentiality, given organization realities and pragmatic need to share relevant information among team members

Consultee freedom to accept or reject consultant advice

Yes Not assumed to be true, as a collaborator’s expertise is his or her specialty area is generally deferred to by team

Consultant responsibility for case/program outcome

No Shares equal responsibility for overall outcome, and primary responsibility for mental health aspects of case or program

From: Caplan, G.R., Caplan, R.B., and Erchul, W.P. (1994). Caplan mental health consultation:Historical background and current status. Consulting Psychology Journal, 1994, p.7. By permissionof 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 cont’d

• 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*

AdvocacyExpert

Trainer/EducatorCollaboratorFact 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 cont’d

• 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 organization’s schedule• Have those affected by consultation

informed about the consultant’s 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 other’s 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 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

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 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

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 Post-Consultation 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 post-consultation 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 one’s 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: MalpracticeBehaviors often leading to legal

entanglements:• Misrepresenting one’s 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 VIIIThe Pragmatic Issues of Working

within an Organization

Pragmatic Issues

A. Recent changes in society and organizations

B. The influence of organizational theoryC. Organizational change

Pragmatic issues cont’dC. Dealing with organizational cultureD. Issues in assessment in organizationsE. Culturally sensitive organizationF. 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 cross-culturally

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 client’s case that is giving the consultee difficulty

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

and consultant as well as a professional collaborator

Application for Client-Centered Process

• Create a list of questions about both the client’s and consultee’s 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 consultee’s ability to work on a particular case and cases in the future

• Consultant plays the roles of detective, expert, and educator

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

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

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

The Consultee-Centered Administrative Consultation

Process• The consultant works with an organization’s

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 Consultee-Centered Administrative

Consultation Process• Beginnings follow the same methods as

other consultation processes• Determine who consultees will be• Study the organization’s 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, 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

Verbalization Technology• Control of the consultant’s and consultee’s

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 sub-systems of a larger social system or between two or more interactive systems

The Consultant’s 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 organization’s 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 Schein’s 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

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

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 consultant’s 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 consultee’s 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 cont’d

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

School Based Consultation and Collaboration cont’d

• 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 school’s 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 school’s 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-GroupForces of the group:

• Consultation• Collaboration• Clarification• Caring• Confrontation• Communication

• Cohesion• Commitment• Change• Concern• Confidentiality

C-Group cont’d– The group consist of four to six teachers and

the consultant– It meets once a week– Six to eight sessions– Teacher presents problems with individual

student and group discusses them

Instructional Consultation

• 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 child’s life such as the home and school.

Interagency cont’d

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

Pragmatic Issues of School-Based 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 cont’d

• 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