consultation ch.2

models of consultation

-3 models: mental health, behavioral, and organizational mental health consultation: conceptualizes a problem in terms of mental health construct. Helping consultees work with their clients or with the mental health implications of their programs. consultant acts as either facilitator or technical advisor in advocating the value of enhancing the mental health functioning of all involved in consultation. Focuses both on helping consultees help their clients and on helping consultees become more effective professionals Behavioral consultation: conceptualizes the problem in terms of reducing the difference between the current frequency of some problem behavior and the desired frequency of that behavior. Accomplished by the use of interventions based on the principles of learning. The consultant acts as both expert and guide and advocates that behavior be changed in a precise, scientific manner. Based on social learning theory. organizational consultation: conceptualizes the problem in terms of an organization's structure and processes, and has the goal of modifying those structures and processes to amelio-rate some problem through carefully designed interventions that affect the organization's system. Helping members become more satisfied and productive. -have the common characteristics and assumptions of all consultation as well as the common trait of informing consultation research -all models of consultation can help consultees deal with a work related concern through a problem solving process and stress the problem solving skills of the consultant -can have a preventative effect and help consultees become more effective with similar or related problems in the future -no model has developed an adequate theoretical basis from research to prescribe how the consultant and consultee should interact with each other. -models can overly focus their attention on aspects of the model instead of the features of the consultation setting

outcome research

-3/4 of studies reported positive outcomes and that behavioral consultation research studies were most prevalent.

skills in working with organizations

-becoming accepted by the members of the organization in which consultation is to occur (ex: creating working relationships with prospective consultees). -understanding the ecological variables as they affect the context of consultation -using organizational analysis (ex: determining who talks to whom under what conditions) -providing feedback (ex: giving the consultee objective information about some aspect of the organization's functioning) -using systems theory (ex: dealing with complex organizational issues) -gathering information (ex: using surveys to determine the attitudes of the organization's members) -using a repertoire of organization-wide interventions of capacity building (ex: providing a stress management program) -determining the cultural competence of an organization (ex: its working atmosphere related to cultural differences) -determining the culture of the organization (ex: norms, standards, and values) -using program planning (ex: assisting consultees in executing effective programs) -determining how to utilize human resources within the organization (assisting consultees in improving managerial styles)

Group skills

-education/training, consultation, program consultation, process consultation, and behavioral system consultation use group work -critical for collaborators -focusing and maintaining attention on task and work issues (ex: gently reminding the group when it gets off task) -managing conflict within a group of consultees (ex: using mediation skills in assisting two conflicting group members) -managing agendas of meetings (ex: helping group members determine what items should be on an agenda and how those items are to be dealt with) -providing feedback to group members (ex: confronting members, avoidance of important issues) -facilitating concrete and specific communication among group members (ex: reflecting the true meaning of vague generalities) -linking the comments of one group member to pertinent comments from others (ex: tying in a consultee's statement about one of her clients to another consultee's remark about one of his clients) -facilitating the development of the group process (ex: knowing when to move from the getting acquainted stage to the working stage) -using group management skills (ex: knowing how to terminate a group session) -sensing and using group dynamics to help consultee groups meet their goals (ex: calling attention to the emotional current running through the group)

expert

-provide content expertise that is specialized and that is often a need for which consultees solicit consultation -effective includes: identifying an appropriate intervention target, selecting an effective intervention, ensuring correct implementation of the intervention, and correctly monitoring the effectiveness of the intervention and responding formatively to facilitate effectiveness -1. never tie a helping hand behind you back. 2. do not do for consultees what they can do for themselves

trainer/educator

-very closely related to the role of expert -"technological advisor" does not imply change in the professional functioning of consultees -formal/informal -engage -the role of trainer implies that the consultant has both the expertise in certain skills and the ability to create the conditions under which consultees can acquire those skills -the role of educator implies that the consultant posses a body of knowledge that consultees desire and has the ability to teach them that knowledge -formal: workshops and seminars -informal: usually occurs between the consultant and the consultee during some other aspect of the consultation relationship

4 types of consultation research

1. experience based writings (case studies) 2. quasi-scientific research 3. scientific research 4. meta-analysis

consultee as a variable

affects the process for better or worse. The consultee's experience in consultation as a variable that impacts the consultation process. -consultants will want to promote the use of effective knowledge, skills, and attitudes of the part of the consultee. -consultants will want to assess their consultee's expertise in these areas relative to the problem at hand at the outset of the consultation process. -consultants will want to consider the degree to which multicultural, system level, and ecological factors are likely to impact the consultee's performance in the consultation situation

meta-analysis

attempts to tie together the results of several studies

mental health consultation model

conceptualizes a problem in terms of mental health construct. Helping consultees work with their clients or with the mental health implications of their programs. consultant acts as either facilitator or technical advisor in advocating the value of enhancing the mental health functioning of all involved in consultation. Focuses both on helping consultees help their clients and on helping consultees become more effective professionals

organizational consultation model

conceptualizes the problem in terms of an organization's structure and processes, and has the goal of modifying those structures and processes to amelio-rate some problem through carefully designed interventions that affect the organization's system. Helping members become more satisfied and productive.

behavioral consultation model

conceptualizes the problem in terms of reducing the difference between the current frequency of some problem behavior and the desired frequency of that behavior. Accomplished by the use of interventions based on the principles of learning. The consultant acts as both expert and guide and advocates that behavior be changed in a precise, scientific manner. Based on social learning theory.

external consultant

consults within an organization to which she or he is not permanently employed on a temporary basis -characterized by marginality; they are only marginally admitted into the organization. They are likely to be objective, neutral, and comfortable with conflict, ambiguity, and stress

experience based writings (case studies)

describe a given consultation experience

quasi-scientific research

here is not adequate control over the variable being assessed, as distinguished from the third type

skills in working with cultural diversity

involves interpersonal, communication, problem-solving, ethical, and professional behavior skills -understanding the impact of one's own culture including values, attitudes, and beliefs on practice -valuing, respecting, and understanding the impact of other cultures -adapting a culturally responsive consultation style -integrating a knowledge of cultural diversity into effective practice -not making value judgments about consultees (or client systems) who are culturally different -challenging any stereotypic beliefs about culturally diverse groups -viewing cultural differences as issues to meet, not as impediments -using methods consistent with the life experiences and values of different minority groups -possessing specific knowledge about the particular minority group served in consultation -ensuring that definition of problems and development of goals take place within a cultural context

fact finder

involves obtaining information -the consultant gathers information, analyzes it, and feeds it back to the consultee -methods for gathering information include reading records, interviewing, observing, and surveying -a role every consultant takes on frequently

ethical and professional behavioral skills

necessary skills often associated with internal feelings or beliefs that are explicitly demonstrated in consultants' behavior -acting with integrity (ex: maintaing confidentiality) -adhering to an ethical code (ex: adhering to accepted guidelines for professional behavior) -engaging in consultation only within one's professional limits (ex: declining consultations for which one is not qualified) -maintaing personal and professional growth (ex: engaging in professional development activities) -having the intent to help (being as thorough as possible) -effectively coping with the stress of consulting (ex: using stress management skills) -ensuring cultural competence (ex: adapting procedures to cultural context) -using effective writing skills (ex: writing high quality reports) -using power for legitimate purposes only (ex: using one's skills to influence others appropriately)

Interpersonal Skills

of creating, maintaining, and terminating relationships refer to our ability to get along with other human beings: -putting the consultee at ease (ex: making small talk) -setting expectations about the relationship (ex: contracting behaviors) -creating an environment conducive to mutual collaboration (ex: determining early on what the consultee can and cannot do) -creating an environment conducive to change (ex: talking implicitly and explicitly about how consultation is related to change) -creating an appropriate image of the consultant in the eyes of the consultee (ex: explaining early on who the consultant is and what he or she can do for the consultee) -developing a social influence base built on prestige, trustworthiness, and similarity (ex: making explicit use of expertise, benign intent, and similarities to the consultee -being comfortable with oneself as consultant (ex: exuding confidence) -noting and responding not only to consultee verbalizations, but also to emotions and non-verbal behaviors (ex: reflecting a therapists's anxiety about working with a client who has AIDS) -using appropriate humor (ex: being willing to laugh at oneself)

internal consultant

part of the organization in which consultation occurs. -affected by the hierarchy and the politics of the organization; they operate more by mandate than by choice -better suited for program consultation (ex: consulting about an antibullying program) than broader organizational issues such as leadership. -movement to suggest that collaboration is preferred to consultation when delivered by professionals who are internal to the system.

process research

problem identification is the best predictor of problem solutions

scientific research

requires adequate control over the experimental conditions.

Quantitative Research

research that collects and reports data primarily in numerical form

Qualitative Research

research that relies on what is seen in field or naturalistic settings more than on statistical data

collaborator

taken on the consultant engages the consultee more deeply in the consultation process, thereby increasing the consultee's investment in consultation and the likelihood that consultation will have preventative effect on the consultee that will transfer to similar situations in the future -this role is not opposite of the expert role -directive and nondirective -collaborative directive role: the consultant could be viewed as being prescriptive when appropriate, settling disputes through shared decision making, using interpersonal influence techniques as necessary, and being respectful of consultee's right to reject ideas -collaborative nondirective role: has the consultant assisting consultees to developing their own solutions to presenting problems, attempting to minimize their own directiveness and control over consultation sessions, and accepting consultee leads throughout the process -collaborator role: describes consultant behavior that engages the consultee in a joint endeavor to accomplish a particular task at a particular time. -concept of complementarity: the consultee has a large say in determining what is discussed in consultation and how the consultation process transpires -each collaborator takes responsibility for some aspect of direct service to the client system

advocate

the consultant attempts to persuade the consultee to do something the consultant deems highly desirable. -persuasion is a primary activity in this role -the most directive consulting role -often combined with outreach;the promotion of available services to selected populations

Communication Skills

to people's ability to send and receive meaningful messages -nonverbal attending (ex: keeping an open body posture) -listening (ex: actively discerning a consultee's intended meaning -expressing empathy (understanding the consultee's experience as well as his or her cultural context and accurately communicating that understanding back to the consultee) -questioning (ex: asking consultees to expand on a subject or be more specific) -clarifying or paraphrasing (ex: putting consultee's expressions into the consultant's own words to demonstrate understanding or to help consultees understand themselves better) -summarizing (ex: putting together the main points of discussion in order to determine the next step in the consultation process) -provide feedback (ex: providing consultees with information about themselves for the purposes of examination and change) -giving information (ex: informing the consultee of the possible ways a given client might be effectively helped) -"speaking the same language" (ex: choosing plain language that avoids jargon).

process specialist

when a problem is being solved, the consultant as process specialist does not examine the content but rather the problem-solving process itself -the least directive role of the consultant -focus more on the how and the what -major goal: the enhancement of the consultee's understanding of the process events that affect everyday behavior -process observer role and process facilitator role -process observer role: the consultant provides periodic feedback concerning the group's process, models problem-solving processes, assists the group in dealing with communication issues, and facilitates the group process. the consultee becomes a better and more independent problem solver in the future. requires the consultant to work with more than one consultee. -process facilitator role (change facilitator role): consultants facilitating the acceptance of research-based practices (including interventions and programs) by teachers and administrators. communicating with potential adopters, developing rapport and empathy with consultees, and carefully matching research based practices to consultee and student needs