Effective Consultation in School Psychology
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Ester Cole, Jane A. Siegel (Eds.)
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Effective Consultation in School Psychology
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Hogrefe Publishing
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9781616762520
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2
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CHF 39.60
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Angewandte Psychologie
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English
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524
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Wasserzeichen/DRM
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PC/MAC/eReader/Tablet
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PDF
Since the first edition of"Effective Consultation in School Psychology" appeared in the 1990s, school psychology research, knowledge and skills have expanded. Yet the field continues to face challenges within education systems related to budgetary constraints, changing and at times inconsistent policy directives, and ever more multicultural populations.
The book's model continues to be taught internationally, and to impact on professional development in school systems in many countries. This substantially revised and expanded edition contains seven updated chapters from the first edition, as well as 12 completely new chapters, reflecting, the evolution of advocacy, research, and creativity in school psychology.
The aim of the book is to strengthen service delivery models by incorporating primary, secondary and tertiary prevention, for the benefit of students, parents, educators, and present and future school psychologists.
Major questions addressed include: what can school psychologists do to enhance students' learning and psychosocial adaptation?; Why is it advisable to adopt a consultative model of service in education?; How can school psychologists assist educators in planning effective school-based programmes and services?; And how can school psychologists support the adaptation of multicultural school communities?
Chapter 7 Collaborative Consultation Training in a Multicultural Context
(p. 129-130)
Collaborative consultation has been recognized for its value in school psychology service delivery since the early 1970’s; however, induction in this practice still presents a challenge not only for novice school psychologists, but also for highly skilled and seasoned practitioners who have focused on prescriptive diagnostic work and expert oriented models of intervention practice. Although psychologists may be well trained in data gathering and problem solving skills required for effective school consultation, there is no guarantee that they will be able to successfully apply these skills in a variety of consultation settings and cultural contexts. The aim of this chapter is to discuss my experience in collaborative consultation training in two vastly different multicultural contexts, Canada and Latvia, which has led to an examination of collaborative consultation training from a multicultural and feminist perspective and, the development of a peer supervision framework.
Historical Perspective: Learning to Practice Classroom Consultation
To begin with, I wish to acknowledge the contribution made by Seymour Sarason (Miezitis, 1991; Sarason, 1966) and David Hunt (1987, 1992) to my philosophy and practice of school consultation and my approach to consultation training.
I began the practice of classroom observation-based teacher consultation in 1973, in collaboration with a doctoral student Mary Morris, who worked with me as researcher and co-leader of a professional development workshop. We offered an inservice training program for grade 1 teachers interested in learning about ways of helping distractible children adjust to school expectations as part of a research project (Miezitis, 1973). Our twelve session weekly program consisted of theoretical presen tations and the discussion of individual cases brought forward by the teachers who had volunteered for this project.
As part of the training sessions, we analyzed each case, solicited regular input and feedback from the workshop participants and suggested recommendations for ways of handling the children in various classroom situations. However, it soon became apparent that the suggestions were not always implemented or were, in fact, not yielding the expected results. After several weeks we began to sense the mounting frustration that teachers were experiencing, and began to fear that the teachers, who had volunteered for our program, would drop out and we would not be able to complete the project. We realized that we were missing some very crucial information about the teacher-pupil interactions and decided to offer to visit the teachers in their classrooms and collect some first hand observations on the referred children’s behavior. We hoped to gain additional information from an"outsider’s" perspective to help the teachers to understand the difficulties experienced by the"distractible" children.
When we first walked in a classroom to conduct observations and advise teachers, as the ‘experts on distractibility’, we felt quite overwhelmed with the complexity of classroom life. My co-leader and I began to notice that a teacher often had inconsistent or even opposite reactions to different children exhibiting similar behaviors. Our initial half day observations coupled with the information that the teachers had offered in their case presentations and the pre and post observation interviews allowed us to gain some insight into the teacher’s expectations and perceptions of thriving and non thriving children in their classroom. Discussions of video taped classroom interactions with each individual teacher as well as with the workshop participants, provided further opportunities to unravel the complexities of the problems faced by the classroom teacher and clarify some of our divergent and puzzling observations. The observers’ background of professional experience, philosophy of education, personality style, attitudes, expectations and understandings of the situation all contributed to the richness of the discussion and provided opportunities for bringing content into what was becoming a collaborative process rather than a structured, content driven training program. The participants became more open and enthusiastic about the meetings as time went on, an atmosphere of trust and collegial support developed. Eventually even the most reluctant participants were eager to have the"consultants" visit their classrooms and invited comments on their videos.
Table of Contents
6
Preface
10
Dedication
12
About the Editors
14
The Contributors
16
Part 1 Perspectives on Consultation and Training
18
Chapter 1 Role Expansion for School Psychologists: Challenges and Future Directions
20
Chapter 2 Multidisciplinary School Teams: A Five-Year Follow-up Study
41
Chapter 3 Canadian Consultation in an International Context: A Review of the Literature
62
Chapter 4 Problem-Solving Consultation in the New Millennium
77
Chapter 5 What Does it Mean to Consult?
104
Chapter 6 Integrating School and Clinical Child Psychology: An Innovative Model for Training School Psychologists
124
Part 2 The Psychologist as a Change Agent
144
Chapter 7 Collaborative Consultation Training in a Multicultural Context
146
Chapter 8 Parent-Teacher Mediated Intervention: A Growth-Promoting Process
160
Chapter 9 Underachieving Adolescents: Assessment and Intervention
184
Chapter 10 Empowerment Plus®: A “Wholistic” Approach to Cost- Effective Psychological Service Delivery in the Area of AD/HD
202
Chapter 11 School Psychology in Multicultural Inclusive Communities: Responding to Children’s Needs
239
Chapter 12 Bringing Narrative Thinking into School Psychology Practice
295
Chapter 13 Deaf Immigrant and Refugee Children: A Different Kind of Multiculturalism?
313
Chapter 14 Collaborative Consultation in French Immersion: Observing Communication and Interaction Patterns
339
Chapter 15 Consulting About Young Children: An Ecosystemic Developmental Perspective
353
Part 3 Consultation in School- Based Programs
380
Chapter 16 Appraisal for Better Curriculum
382
Chapter 17 Suicide Prevention in Schools: Facing the Challenge
432
Chapter 18 Violence Prevention in Schools: Knowledge, Skills, and Interventions
479
Chapter 19 Violence Prevention in Secondary Schools: A Project for Raising Awareness and Facilitating Action
494
Appendix A: Warning Signs: Take a Stand Against Violence – A Guide for Students
518
Appendix B: Warning Signs: Take a Stand Against Violence – A Debriefing Guide for Secondary School Teachers
522
Appendix C: Newsletter Insert – Making Our Schools Safer: A Focus on Prevention
524
