Changes in consultee problem clarification skills following consultation

Consultee and Client Remedial and Preventive Outcomes Following Consultation: Some Mixed Empirical Results and Directions for Future Researchers

“…Although it is not possible to determine with precision why our findings were different, it is noteworthy that several of the successful prior studies were conducted in laboratorylanalogue settings (e.g., Cleven & Gutkin, 1988;Curtis & Watson, 1980;Revels & Gutkin, 1983) and involved sigrhcantly longer periods of consultation services as well as elements of inservice training (e.g., Curtis & Metz, 1986). In retrospect, it was probably unreasonable to expect changes in brainstorming skills as a result of a single consultation case.…”

Consultation and Connected Knowing: What We Know Is Determine by the Questions We Ask

“…We may know, for example, that less experienced consultants are more likely to move too quickly into the plan-generation stage without spending enough time agreeing with the consultee on the nature of the problem (Curtis & Watson, 1980). The value of the inferences available from this finding and their implications for the training and supervision of new consultants are apparent.…”

“…Many studies have addressed these kinds of questions by employing more conventional approaches based in the scientific method (e.g., Curtis & Watson, 1980;Graden, Casey, & Bronstrom, 1985;Gutkin & Ajchenbaum, 1984;Gutkin & Bossard, 1984; Henning-Stout & J. C. Conoley, 1987;Pryzwansky & White, 1983;Witt & Elliott, 1983;Witt, Moe, Gutkin, & Andrews, 1984). The findings of these studies have provided interesting and important insights into possible patterns in successful and unsuccessful consultation.…”

A Grounded Theory Study of Supervision of Preservice Consultation Training

“…Lepage, Kratochwill, and Elliott (2004) replicated these findings and added that training resulted not only in immediate skill and knowledge increases for CITs but also maintained improvements between 6 months and 4 years following training. Curtis and Watson (1980) indicated different consultee outcomes at the inservice level based on consultant skills. Consultee outcomes were more positive (e.g., improvement in their use of problem-clarifying language) for those who worked with more highly skilled consultants, and high-skilled consultants spent twice as much time consulting with their teachers than low-skilled consultants.…”