Changing a Field of Change

Conoley, Collie W.; Conoley, Jane Close; Reese, Robert J.

doi:10.1080/10474410903106836

Cited by 8 publications

(5 citation statements)

References 33 publications

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“…Although the process has been widely advocated, guidance has come more from professional advice than from research-and evidence-based practice (cf. Conoley et al, 2009;Flowers & Carpenter, 2009;Gelzheiser, 2009;Ronka, Lachat, Slaughter, & Meltzer, 2008;Schmoker, 2003;Ysseldyke et al, 2009).…”

Section: Discussionmentioning

confidence: 96%

“…The ubiquitous and central role of school psychologist as leaders in school-based decision making and on problemsolving teams (cf. Conoley, Conoley, & Reese, 2009;Cowan & Cohn, 2009;Donovan & Cross, 2002;Gelzheiser, 2009;Gilman & Medway, 2007;Graczyk, Domitrovich, Small, & Zins, 2006;Newell, 2010;Shriberg, 2007;Ysseldyke et al, 2006;Ysseldyke, Burns, & Rosenfield, 2009) highlights a need for improved understanding of how collaborative problem-solving teams operate and how to assist individuals on them to effectively address educational concerns common in U.S. schools.…”

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confidence: 93%

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Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Todd

Horner

Newton

et al. 2011

Journal of Applied School Psychology

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The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol-Decision Observation, Recording, and Analysis-was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problemsolving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect. 42 Downloaded by [Georgian Court University] at 16:53 04 April 2015 Effect of TIPS Training 43Team members perceived their meetings after TIPS training as resulting in more effective problem solving. Collectively, the results are interpreted as demonstrating a functional relation between TIPS training and improved problem solving practices by school teams. Implications address how to improve team-based consultation and problem solving in schools.Data-based decision making and problem solving are continuous and central activities in schools. Decisions are made not just about individual students and their instruction, but also about the organization of schoolwide educational systems and resources. Nearly every school in the country has teams meeting regularly to make decisions concerning administrative, academic, and social support issues. The assumption is that the involvement of multiple individuals on a team will provide a more inclusive system of problem solving and decision making in which collective experiences, knowledge, skills, language, and vision contribute to improving the core features of schooling and outcomes for children. The ubiquitous and central role of school psychologist as leaders in school-based decision making and on problemsolving teams (cf. a need for improved understanding of how collaborative problem-solving teams operate and how to assist individuals on them to effectively address educational concerns common in U.S. schools.An impressive literature exists with guidance and recommendations about the need for and the process of team-based problem solving (Bransford ). Two messages from this literature are (a) the steps for data-based problem solving remain consistent across time, context, and authors; and (b) there is evidence that current problem-solving practices in schools leave room for improvement.As a field, education is not using be...

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Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 93%

Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Todd

Horner

Newton

et al. 2011

Journal of Applied School Psychology

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“…Relationship development, process consultation, and multicultural competence fall into the relationship and interactive category. Both technique and relationship factors are important to positive consultation outcomes, but, historically, consultation training has focused on the development of the technique competencies (see Anton-LaHart & Rosenfield, 2004; Conoley, Conoley, & Reese, 2009).…”

Section: Discussionmentioning

confidence: 99%

Transforming knowledge to skill: Evaluating the consultation competence of novice school-based consultants.

Newell¹

2012

Consulting Psychology Journal: Practice and Research

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The purpose of this study was to evaluate the consultation competence of novice consultants using computer simulation. Computer simulation was used to closely approximate the school environment in which school consultants work and to directly observe all consultants' actions and decisions during the completion of a consultation case. For this study, three graduate students in university school psychology training programs were recruited to each complete the same three consultation cases, yielding nine cases. A collective case study design was used to examine case completion, individually and collectively. Results indicated that novice consultants demonstrated strongest competence in their knowledge of behavioral theory, assessment, and intervention. However, the weakest areas of consultation competence included relationship development, process consultation, and multicultural consultation. Based on these results, consultation trainers need to develop consultants' relationship development and multicultural consultation competence and explore the use of direct observation assessment tools such as computersimulation to evaluate the competence of consultants to ensure that school-based consultants are prepared for practice.

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“…However, Conoley, Conoley, and Reese (2009, p. 242), writing specifically about training school psychologists as consultants, pointed out that there is “very little research that illuminates the necessary qualities a school psychologist must have to engender an interpersonal alliance that would predict consultation success.” It is our view that experiential training and supervision is the best way to develop the complex skill set required. Becoming part of such networks should begin in graduate school and be continued during internship and as an early career focus, providing consultants with early imprinting with regard to their carrying out their role within the context of professional learning communities.…”

Section: Implications For Training and Supervisionmentioning

confidence: 99%

Consultation to support sustainability of social and emotional learning initiatives in schools.

Kress¹,

Elias²

2013

Consulting Psychology Journal: Practice and Research

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Sustainability of implementation has emerged as a major challenge for school-based social and emotional learning initiatives. There is a growing consensus regarding the importance of framing the issue of sustainability within the broader ecology of the school setting, and consultants have been advised to draw from ecological models in their work. Little has been written, however, about the implications of the consultant's own self being an element of the ecological system of implementation of the social and emotional learning initiative. In this arricle we present the idea that implementation involves the creation of an ongoing set of ecological relationships in which the implementers and the consultant constitute a community with the shared goal of promoting positive social and emotional outcomes among youth. We discuss the implications of this idea for consultants working with schools as well as for training and supervising such consultants.

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Changing a Field of Change

Cited by 8 publications

References 33 publications

Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Transforming knowledge to skill: Evaluating the consultation competence of novice school-based consultants.

Consultation to support sustainability of social and emotional learning initiatives in schools.

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