School Consultation

11. How do you deal with Resistance?

- FACILITATE o F - facilitate o A - Assist o C - Communicate both your support and ideas o I - Interpersonally relate o L - Live in their shoes o I - Inquire o T - Teach o A - Acknowledge their efforts o T - Tolerate their discrepant views, not inappropriate actions oE - Evaluate your collaborative efforts

10. What are the manifestations and causes of Resistance?

- RESISTANCE o R - Refusal; active or passive o E - Expectations are too high o S - Skill inadequacy o I - "I did it; It didn't work" o S - System lack of support (real/imagined) o T - Threat to existing ecology of the classroom o A - Anxiety over being watched (in the classroom) o N - Non-reinforcement for efforts o C - Confidence lacking oE - Easier to insist that someone else do it

3. What are the key concepts of the mental health model?

-The relationship between the consultant and consultee is coordinate and nonhierarchical. Even though the consulted has referred the problem to the consultant and be considered the dependent person in the dyad the working relationship established is equal partnership dyad -------- -Consultation is usually conducted as a short series of interviews. Cases involve two to five meetings, brief phone of email conversations -------- -The consultant does not get involved in the personal problems of the consultee. Referral for counseling is best if the emotional well being of the consultee is impeding their ability to carry out the intervention -------- -A long-term goal of all consultations is to improve the on-the-job functioning of the consultee. The consultant attempts to give the consultee the skills that they might be lacking -------- - The caplans intend their model to be used primarily for mental health problems. can apply to any behavior/learning problem the student is experiencing

6. What are the key activities that are common to both consultation and collaboration and how do they appear different?

Although both involve two or more people working together and using problem solving strategies to achieve desired outcomes, they differ in some ways. Not always interchangeable because consultation is not always collaborative. In collaboration any one person can be the expert, for consultation the expert is the consultant. In consultation, the consultant is providing an indirect service to the client system, so the consultee takes responsibility for the implementation of the intervention. In collaboration, the consultant is providing a direct service to the client system so the implementation of the intervention is a shared responsibility.

7. List and describe the 4 functional models of school consultation (1-2)

Attending: pay attention to eye contact, head nods, and eyebrow movement. Communicate to the consultee that you are paying attention. Be careful to not let personal habits interfere with their communication style Active listening: show the speaker you have heard both the subject and emotional content of the message. The active listener should reflect the speaker's words back so that the speaker knows that their words have been heard accurately.

9. List and describe the following communication skills: Attending, active listening, being empathetic, being assertive, questioning...

Attending: pay attention to eye contact, head nods, and eyebrow movement. Communicate to the consultee that you are paying attention. Be careful to not let personal habits interfere with their communication style Active listening: show the speaker you have heard both the subject and emotional content of the message. The active listener should reflect the speaker's words back so that the speaker knows that their words have been heard accurately.

4. Compare and contrast the behavioral model and mental health model

Behavioral consultation emphasizes identifying and analyzing the clients problems to create interventions. It views behaviors as serving a function. The mental health model is when a consultant assists a consultee on the psychological elements of a work-related problem related to a client/program. The mental health model focuses on the consultee rather than the client. Behavioral model focuses on reinforcement, modeling, and self-reinforcement, while mental health model emphasizes intrapsyhic feeling and their effects on interpersonal relationships and on the inter/intrapersonal variables. They are similar in the way that they do not ignore the ecological context in which the behavior unfolds.

14. List and describe the 6 original bases of social power from the article "School Psychologists' Perceptions of Social Power Bases in Teacher Consultation.

Coercion: Person B's perception that Person A can punish B if B does not comply. Reward: B's perception that A can reward B if B complies. Legitimate: B's obligation to accept A's influence attempt because B believes A has a legitimate right to influence, perhaps because of A's professional role or position. Expert: B's perception that A possesses knowledge or expertise in a specific area of interest to B. Referent: A's potential to influence B based on B's identification with A and/or desire for such identification. Information: A's potential to influence B because of the judged relevance of the information contained in A's message. Informational power is attributed to A by A's providing B with a logical explanation or new information favoring change.

7. List and describe the 4 functional models of school consultation (1-2)

Conjoint Behavioral Consultation (CBC) an indirect service delivery model that builds on positive parent-teacher relationships, integrates data-based problem solving and collaboration, and implements EBI's across home and school setting. parents and teachers are consultees. Involves multiple meetings, emphasizes relationship building, and supporting teachers and parents. Instructional Consultation (IC) Dual focus on content and process.It focuses on improving the students outcome in order to reduce inappropriate referrals or eligibility for SPED. It includes assessment methods, evidence-based academic and behavioral interventions, fidelity assessments, and decision making rules.

1. Define consultation and collaboration

Consultation: the act of consulting and is an interpersonal helping relationship that uses problem-solving to achieve its end. (indirect process where a consultant meet in order to help the consultee and the client system) Collaboration: two or more people working together; using systematic planning and problem-solving procedures to achieves desired outcomes, a non-hierarchical relationship to develop interventions (direct service to client system)

7. List and describe the 4 functional models of school consultation (3-4)

Ecobehavioral Consultation: combines ecological system theory with behaviorism. the student's difficulty is understood in terms of a mismatch between the student's developing abilities and demands of the system where the problem occurs. Consultee-centered consultation: the key components are shared decision making and emphasize mutuality in all stages of the process. Emphasizes consultant-consultee relationships to achieve problem-solving. The goal is to reconceptualize the problem so that the consultee's skills are expanded and the professional consultant-consultee relationship is improved.

16. How does the NCLB Act affect consultation in the schools?

Education policy such as the NCLB act is an example of macrosystem influence that made school based consultation more valued in comparison to the past. The requirements of NCLB include annual testing in reading and math of all students grades 3 -8 as well as provisional funds to help schools that were persistently underachieving. It is particularly relevant for students with disabilities because it requires that these students participate in higher stakes testing that is required by this act. District administrators are now just as responsible for the performance of these students with disabilities as they are for students without disabilities.

9. List and describe the following communication skills: Attending, active listening, being empathetic, being assertive, questioning...

Empathy: Implied by active listening. Teachers/parents expect professionals in education to be empathic, to listen to their concerns and understand them, and no to rush to pre-formed solutions. Assertiveness: consultants should be considerate of the consulates times to understand the concern and identify solutions efficiently. I vs. you message; and instead of but Questioning: goal is to gather information and data, seek opinions, and detect attitudes. It is to help clarify a problem. Can be both inviting and threatening.

13. What are some potential difficulties in communication? (List 4 out of 7)

False Assurances Interruptions Misdirected Questions Credibility Gap

12. List and describe the six desirable interpersonal skills

Forging Positive Relationships People are more willing to work with people who are outwardly friendly Ex: getting to know the staff, show the consultee that you identify with them, be approachable Conveying Competence and Confidence Be knowledgeable about the process of consultation Ex: develop a repertoire of evidence-based interventions, forward thinking about upcoming meetings, read literature on best practices Projecting the Idea The the Situation Is Going to Improve Maintain a hopeful outlook on the case Ex: detect the teacher's stress level and respond accordingly, project an idea of teamwork between you and the consultee Following through with Enthusiasm Check in with the consultee in a positive way to maintain the relationship and provide adequately support Ex: always set up a next meeting and come prepared, validate the consultee's efforts Developing and Maintaining Trust Take the time to develop a relationship of mutual trust Ex: always keep your word with a consultee or communicate immediately if you cannot, be a dependable person that follows through on promises Treating Consultees as Adults Recognize that adults generally pr/efer to be self-directed and want to be treated a certain level of respect Ex: do not speak in a condescending manner, treat the consultation as an interactive process in which both opinions are valued

8. List and describe the 3 of the 4 roles of school based consultants.

Information delivery: Consultant gives consulates information ideas, facts, and opinions about the student's learning/behavioral adjustment problem Indirect service provision: the consultant acts indirectly in the service of students by working directly with teachers and parents, who are direct providers for students. Assessments: consultants can review records, interview the teacher/student/parent, conduct observations, and testing (RIOT)

2. Define stages of the behavioral model (3-4)

Plan implementation: consultee proceeds with the appropriate intervention, the consultant will monitor the consultee, and suggest modifications if needed. also make sure the plan is working effectively for the student. Plan evaluation: evaluate goal attainment, plan effectiveness, and plan post implementation. Determine continuation, modification, or termination of the plan.

2. Define stages of the behavioral model (1-2)

Problem identification: objectives of this stage are to determine the consultee's concerns (determine the client, prioritize problems, select target behavior (s), estimate the seriousness of the behavior, decide on tentative goals. Discuss the possible ABCs and data collection ideas. Set up the next meeting. Problem analysis: determine the nature of the problem by observing it directly, clarify issues with the consulted, brainstorm possible interventions, analyze data, conduct a functional behavioral assessment FBA, verify the ABCs

15. What were the 4 key results found in the article "School Psychologists' Perceptions of Social Power Bases in Teacher Consultation?"

a) Primary principal components analysis indicated that social power bases in the school psychologist-teacher consulting relationship may be summarized by four factors labeled position power, impersonal sanctions, personal power, and credibility b) A secondary PCA revealed that a soft-harsh power base distinction is meaningful within school consultation c) Psychologists saw the use of soft power bases as resulting in more effective influence, thereby supporting the study's central hypothesis d) Regarding the role of social power bases in various professional relationships, the psychologist-teacher consulting relationship appears to be more similar to the professor-student relationship than to the supervisor-subordinate relationship.

5. What are the 4 lacks of consultees?

lack of: Knowledge Skill Confidence Objectivity