Consultation Theory and Process: An Integrated Model

An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students

“…As indicated in the literature (Kurpius, 1978;West et al, 1989), to engage in a consultation activity, it is necessary for educational consultants to understand their own attitudes, values, needs, beliefs, skills, knowledge, and limitations. This understanding is necessary to establish a ctirnate for collaboration that will foster growth and change.…”

“…Under each competency in Table 1, there are a series of questions generic to consultation and a series of questions specific to consultation as it applies to CLDE students. These questions were developed from the educational consultation and itingual special education literature (Baca -~antes, 1989;Conoley & Conoley, 1982;Friend, 1984Friend, ,1985Heron & Harris, 1987;Idol et al, 1986;Idol & West, 1987;Idol-Maestas, 1983;Jones, 1988;Kurpius, 1978;Kurpius & Lewis, 1988;Langdon, 1983;Ortiz, 1988;Reisberg & Wolf, 1988; Rosenfield, 't 98~; West, 1988;West et al, 1989) and are intended to be representative of the topics to be addressed in each area.…”

“…However, their essential ingredients are incorporated into the following definition: &dquo;Effective consultation is a collaborative, voluntary, mutual problem-solving process that ieads to the prevention or resolution of identified problems&dquo; (Harris & Heron, 1989, p. 292). Theory and practice (e.g., Conoley & Conoley, 1982;Harris et al, 1987;Heron & Harris, 1987;Idol, Paolucci-Whitcomb, & Nevin, 1986;Idol-Maestas, 1983;Kurpius, 1978;Reisberg & Wolf, 1886Rosenfield, 1987;Tombari & Bergan, 1978;West et ai., ~ 1989) suggest the use of the following sequence of problem-solving strategies when using consultation : assess the situation, establish objectives, establish program content, identify program participants, develop program schedules, articulate program, implement program, and redesign program. Educational consultation focuses on the ~ra~ -educational situations are handled rather than on the particular situation to be handled (Kurpius & Lewis, 1988).…”

Social Need, Public Response: The Volunteer Professional Model for Human Services Agencies and Counselors

“…For example, a counselor-educator may wish to provide volunteer direct counseling in order to keep these skills viable, rather than engaging in paraprofessional training that is a direct repeat of the educator's working life. A social service caseworker may wish to volunteer counsultation skills (Kurpius, 1978) to a voluntary agency as a contrast to the direct…”

Aggressive consultation in the schools with mini-consultants, college credits—and a show of power

“…However, this was a special class to help them solve problems that were important in their professional lives and would eventually lead to their becoming more autonomous problem solvers. The authoritarian instructor role was used to foster teacher growth, so they would not need an authoritarian instructor (Kurpius, 1978;McGreevy, 1978).…”