School Consultation

Consultation is an indirect model of delivering psychological services. Within this model, a consultant and caregiver (consultee) work together to optimize the functioning of a client in the caregiver's setting and to increase the caregiver's capacity to deal with similar situations in the future. In schools, for example, a psychologist may consult with a teacher about a student in the teacher's classroom. The practice of school consultation has burgeoned since its formal introduction into public education during the 1960s. Today, graduate training programs in various specialties of psychology and education require coursework in consultation, and many professionals in these areas spend some portion of their day engaged in consultation. Consultation can be a powerful tool in delivering psychological services in schools, but only when the consultant possesses a requisite level of skill and sophistication. In preparing this volume, we envi sioned its major purpose as reducing the level of naivete typically experienced by the beginning school consultant. Toward that end, we offer a systematic approach to school consultation that targets much of the information needed for one to consult in a competent manner. The reader should note that our use ofthe somewhat ambiguous term school consultant is intentional and recognizes that consultants working in schools today represent a variety of professional disciplines. The pri mary intended audience for this book, however, is clinical child psy chologists and school psychologists, although psychologists having other specialties are likely to find its content useful.

Autorentext

William P. Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. in Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Dr. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA's Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Dr. Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Dr. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books. He has been associate editor of School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation.He also has served on the editorial review boards of five scholarly journals. Brian K. Martens, Ph.D., is a Professor of Psychology and Associate Chair of the Psychology Department at Syracuse University. He received his B.S. in psychology from Colorado State University, and earned his Ph.D. in 1985 from the APA-approved program at the University of Nebraska-Lincoln. Dr. Martens' research is concerned with translating findings from basic operant studies into effective school-based interventions, functional assessment and treatment of children's classroom behavior problems, and the instructional hierarchy as a sequenced approach to skill building. His scholarly record includes more than 100 published research articles, books, chapters, and invited reviews in the areas of applied behavior analysis, school consultation, and instructional intervention. Dr. Martens is a past Associate Editor of the Journal of Applied Behavior Analysis and School Psychology Quarterly, and currently serves as a Guest Associate Editor or Editorial Board member for five journals. Dr. Martens received the Lightner Witmer Award from Division 16 of APA in 1990, was named Outstanding Teacher of the Year at University College in 1995, and is a past member of the Board of Directors of the Society for the Experimental Analysis of Behavior. He was elected to Fellow status in Division 16 of APA in 1996, elected as a member of the Society for the Study of School Psychology in 2001, and named one of 90 Distinguished Alumni from the Teachers College at the University of Nebraska in 1997. Dr. Martens received the Editorial Appreciation Award from School Psychology Review in 2002 as well as the Excellence in Graduate Education Faculty Recognition Award from Syracuse University in 2006.

Klappentext

This innovative volume presents an integrated model of school consultation that combines the theoretically distinct approaches of mental health and behavioral consultation with the empirically validated principles of behavioral analysis, social influence, and social support. This model views the practice of school consultation as the accomplishment of three interrelated tasks: problem solving, social influence, and professional support and development. Ideal for the beginning consultant, the text features a set of three transcribed interviews with a detailed analysis of the three tasks and a tabular comparison of the key dimensions of mental health consultation and mental health collaboration.

Inhalt

1. Introduction to Consultation.- 2. Promoting Change in Schools.- 3. The School as a Setting for Consultation.- 4. Bases of an Integrated Model of School Consultation.- 5. Model Description and Application.- 6. Selecting and Evaluating School-Based Interventions.- 7. Teachers as Consultees.- 8. Students as Clients.- 9. Consultation Case Study.- 10. Epilogue: The Effective Practice of School Consultation.- References.- About the Authors.- Author Index.