School consultation has become an important vehicle for delivering psychological and educational services. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how school consultation works.
Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice.
The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation-consultants, teachers, students, staff, and the school itself-and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.
Key features of the Third Edition include:
An integrated mental health/behavioral model for school consultation.
An organizational study of the school as a setting for consultation.
Assessment issues and strategies particularly relevant to school consultation.
Approaches to providing teachers with implementation support.
Conceptual models for selecting academic and behavioral interventions.
Administrative perspectives on school consultation.
A real, transcribed case study analyzed by the authors.
In the tradition of its predecessors, School Consultation , Third Edition , is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.
Preface.- Section One: Background.- Introduction to Consultation.- The Effectiveness of Human Services Consultation.- Historical Influences on the Human Services Consultant Role.- Historical Influences on the School Consultant Role.- Reconceptualizing Consultation for Today's Schools.- The Rest of the Book.- Problem Solving and Response-to-Intervention.- Establishing a Context for RTI and the Modern Practice of School Consultation.- Problem Solving.- Response-to-Intervention.- Conclusion.- Promoting Change in Schools.- Changing Beliefs, Attitudes, and Behaviors within Consultation.- Helping the Consultee to Change.- General Strategies for Effecting Changes in Human Systems.- The Bases of Social Power and Their Application to School Consultation.- Other Means of Influence.- A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation.- Conclusion.- The School as a Setting for Consultation.- Organizational Traditions in the Public School System.- The Service Structure of Public Schools.- School Consultation from an Administrative Perspective.- Section Two: Consultation Processes And Outcomes.- Bases of an Integrated Model of School Consultation.- Community Mental Health and Mental Health Consultation Bases.- Behavioral Psychology and Behavioral Consultation Bases.- Summary of the Bases of an Integrated Model of School Consultation.- Achieving Entry in School Consultation: Entering the Service Delivery Network.- Model Description and Application.- A Critical Appraisal of Consultation Models.- An Integrated Model of School Consultation.- Assessment in School Consultation.- Functional Behavior Assessment.- Systematic Formative Evaluation.- Brief Experimental Analysis.- Selecting Effective School-Based Interventions.- Effectiveness of Intervention Alternatives.- Conceptual Models of Children's Learning and Behavior Problems.- Implementation Issues.- Section Three: Key Participants InConsultation.- Teachers as Consultees.- Perspectives on Teachers and Teaching.- Perspectives on Teachers and School Consultation.- Increasing the Effectiveness of Consultation with Teachers.- Providing Consultative Support to Teachers.- Students as Clients.- Legislation Governing Service Delivery in the Schools.- Educational Approaches to Classification.- A Contextual Model of Student Achievement.- Consultation Case Study.- Problem Identification Interview: February 18.- Problem Analysis Interview: March 4.- Problem Evaluation Interview: April 9.- Epilogue: The Effective Practice of School Consultation.- References.- Author Index.- Subject Index
From the reviews of the third edition:
"Psychologists have become essential consultants in the school system and, although programs have taken root to train behavioral health professionals to work in the school system, this book provides a different approach to effectively administering that role. The intention is to instruct novice psychologists in the art and science of the unique consultant role they will play in the school system. ... intended mainly for school and child clinical psychologists, but also for other clinical or developmental psychologists, school social workers, and special educators." (Christopher J. Graver, Doody's Review Service, September, 2010)
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Klappentext
Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice.
The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation-consultants, teachers, students, staff, and the school itself-and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.
Key features of the Third Edition include:
An integrated mental health/behavioral model for school consultation.
An organizational study of the school as a setting for consultation.
Assessment issues and strategies particularly relevant to school consultation.
Approaches to providing teachers with implementation support.
Conceptual models for selecting academic and behavioral interventions.
Administrative perspectives on school consultation.
A real, transcribed case study analyzed by the authors.
In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.
Promotes a scientist-practitioner viewpoint by providing guidance for the practice of school consultation based on research findings
Offers a preliminary integration of the consultation literature with the emerging RTI/problem-solving literature
Considers school consultation as a type of interpersonal influence process, and then applies relevant literature on behavioral change to explain and affect change in consultees, clients, and classrooms
