Conjoint Behavioral Consultation

Sheridan, Susan M.; Kratochwill, Thomas R.; Bergan, John R.

doi:10.1007/978-1-4757-2512-4

Cited by 194 publications

(195 citation statements)

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“…This was a study of CBC processes only; there is simply not enough information available to state with certainty which relational patterns predict optimal consultation outcomes. Further, given that CBC goals extend beyond improvement in client behavior and encompass "relational" objectives, such as increasing parental involvement and strengthening home-school collaborative partnerships (Sheridan, 1997;Sheridan et al, 1996), different communication patterns may be expected, and in fact desired, in CBC versus traditional BC. For example, it is pos sible that the role of a consultant in CBC is to exert some structure and guidance in the interviews, but remain effective at sharing or even giving up some of the over all infl uence and decision making that occurs during the process.…”

Section: Discussionmentioning

confidence: 99%

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Patterns of relational communication in conjoint behavioral consultation.

Erchul¹,

Sheridan²,

Ryan³

et al. 1999

School Psychology Quarterly

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Conjoint behavioral consultation (CBC) is a structured model of service delivery that joins parents and teachers in collaborative problem-solving with the assistance of a consultant-psychologist (Sheridan, Kratochwill, & Bergan, 1996). CBC is carried out through the conduct of problem identification, problem analysis, and treatment evaluation interviews. In this CBC process study, interpersonal relationship patterns occurring within interviews were examined using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Four CBC cases, consisting of 9,696 individual messages, were coded from audiotapes and verbatim transcripts. Scores on the variables "domineeringness" and "dominance" were calculated for each participant in order to assess patterns of relational control. Results suggested that consultants and consultees were generally consistent with each other in their levels of domineeringness and dominance. Consultants received slightly higher scores than consultees in their attempts to structure the CBC interactions (domineeringness), and consultees received slightly higher scores than consultants with respect to influence (dominance).

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Section: Discussionmentioning

confidence: 99%

“…Both outcome and process goals of CBC are outlined in Sheridan et al (1996). Examples of outcome goals include improving client behaviors and consultee skills.…”

Section: Consultant Trainingmentioning

confidence: 99%

Patterns of relational communication in conjoint behavioral consultation.

Erchul¹,

Sheridan²,

Ryan³

et al. 1999

School Psychology Quarterly

Self Cite

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“…Three of the four stages are initiated in the context of a structured interview with parents and teachers. These include (a) conjoint problem identifi cation, (b) conjoint problem analysis, (c) treatment implementation, and (d) conjoint treatment evaluation (Sheridan et al, 1996). During the conjoint problem identifi cation interview, consultants work together with parents and teachers to identify a child's needs across the home and school settings, and consultees decide upon target behaviors for intervention.…”

Section: Defi Nition Process and Conceptual Frameworkmentioning

confidence: 99%

“…Important goals of CBC include (a) address the needs that consultees have for children, (b) establish partnerships, and (c) develop and enhance the skills and competencies of consultees (Sheridan et al, 1996). These goals parallel several FCPP principles, including (a) focus on family-identifi ed rather than professional-identifi ed needs, (b) strengthen social supports and promote partnerships and collaboration among systems, and (c) promote acquisition of family and child competencies (Dunst, Trivette, & Deal, 1994;Dunst & Trivette, 1987).…”

Section: Goals Of Cbcmentioning

confidence: 99%

“…During this stage, parents and teachers examine the behavioral data collected to evaluate the effects of the treatment and determine if the goals of consultation have been met across the home and school settings. The team discusses plans for continuation, modifi cation, or termination of the intervention based on the child's progress towards his or her goal.CBC acknowledges that children function within and across various systems in their environment by adopting an ecological-systems perspective (Bronfenbrenner, 1977;Sheridan et al, 1996). The two primary systems in children's lives are the home and school systems.…”

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confidence: 99%

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Family‐centered positive psychology: Focusing on strengths to build student success

Sheridan

Warnes

Cowan

et al. 2003

Psychology in the Schools

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University of Nebraska-LincolnFamily-centered positive psychology (FCPP) is defi ned as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of defi ciencies. This approach to family-based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifi es FCPP practice, and illustrate its use through an authentic data-based case study.Positive psychology is defi ned as "the scientifi c study of ordinary human strengths and virtues," which "adopts a more open and appreciative perspective regarding human potentials, motives, and capacities" (Sheldon & King, 2001; p. 216). Much of the literature on positive psychology focuses on the application of principles to the study of individuals in personal life contexts. Attention is provided to the attributes, capacities, and capabilities of the individual. For enhancing the lives of children, however, it is clear that similar strengths and assets must be garnered in the adults who control the environments within which all are interacting. That is, children and youth exist in interlocking contexts that both separately and together affect their functioning. The resources available to the adults who control those contexts are critically important for children's ultimate development. It has been argued that to truly help children, service providers must paradoxically focus efforts and energies on the adults (e.g., parents and teachers) in their lives (Conoley & Gutkin, 1986;Sheridan & Gutkin, 2000). Building strengths, enhancing skills, and coalescing resources for the multiple adults in children's lives are among the benchmark functions for school psychologists. Indeed, notions of positive psychology can be instrumental in our conceptualization of services provided to parents, family members, teachers, and other adults with whom children live. The purposes of this paper are to defi ne family-centered positive psychology, identify its primary assumptions and key principles, present a model by which service providers (e.g., school psychologists) can use its principles to enhance outcomes for students, and illustrate the process with a case example. Defi nition and Assumptions of Family-Centered Positive PsychologyFor purposes of this paper, we defi ne "family-centered positive psychology" (FCPP) as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing on the resolution of problems or remediation of defi ciencies. The point of contact is the family as the context for growth withi...

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Traumatic Brain Injury and Special Education Services

Lowe

Reynolds

2008

Encyclopedia of Special Education

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Conjoint Behavioral Consultation

Cited by 194 publications

References 18 publications

Patterns of relational communication in conjoint behavioral consultation.

Patterns of relational communication in conjoint behavioral consultation.

Family‐centered positive psychology: Focusing on strengths to build student success

Traumatic Brain Injury and Special Education Services

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