Patterns of interprofessional conflict resolution on school child study teams

Hyman, Irwin A.; Carroll, Richard D.; Duffey, James B.; Manni, John L.; Winikur, David

doi:10.1016/0022-4405(73)90024-1

Cited by 22 publications

(2 citation statements)

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“…(p. 125) That conflict exists among professionals is well established. To some degree, conflict resolution appears to be a function of professional status and feeling, as much as a function of knowledge (Hyman, Carrol, Duffey, Manni, & Winikur, 1973). Again, Martin (1976) recognizes the importance of discipline's orientation and its impact on decision making when he states:…”

Section: Intermentioning

confidence: 99%

Interdisciplinary Training and Professional Interaction

Prasse

Fafard²

1982

Teacher Education and Special Education: The Journal of the Tea

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Educational services to handicapped children today are multifaceted in nature. That is to say, service delivery is characterized by input from a variety of professionals representing different disciplines, by expanded curriculum accompanied by technological advances, and by administrative flexibility permitting education to occur in a variety of settings.Thus, professionals working with handicapped students are also multifaceted. Today's professionals are required to function in a process of collaboration rather than isolation.Responsibilities for determining the nature of a handicapping condition are jointly shared rather than resting in a single person.As a result of these changing professional responsibilities, training programs are being modified. Approaches to inservice training have ranged all the way from prepackaged materials to developing individual educational plans (e.g., Program STEPPE) to comprehensive statewide inservice programs (e.g., Case Conference). In the same vein, preservice training has accommodated these new demands by either modifying content in existing courses, adding new courses, or in some cases totally restructuring a complete training program. It is too early to determine the impact of these attempts on educators working with handicapped students. However, close observation indicates many of the changes and approaches, while well intentioned, are left wanting.Even a cursory glance at the interaction among professionals reveals a lack of interdisciplinary collaboration. Closer examination indicates strong feelings of territoriality, and the inadequacies that one discipline perceives in another contribute to stereotypes. The attitudes professionals hold toward other disciplines are subtle, can restrict communication, and prevent the mutual trust and cooperation needed to formulate programs for handicapped children. The consequence can be ineffective educational decision making.There is growing concern about the effect of professional interactions on service delivery to the handicapped. FitzSimons (1977), Wallace (1976), Larsen (1976), and Lieberman (1980) recognize conditions such as lack of cooperation and territoriality which potentially affect interdisciplinary communication and participation. Martin (1976) states the problem succinctly:

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Section: Intermentioning

confidence: 99%

Interdisciplinary Training and Professional Interaction

Prasse

Fafard²

1982

Teacher Education and Special Education: The Journal of the Tea

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“…Although the medical model may be appropriate in some instances, a growing body of literature questions both the appropriateness of such a modejl as the basis of special education legislation and its effectiveness as a model for school psychology service delivery (Brady, Manni, & Winikur, in press;Lidz, 1981;Mercer & Ysseldyke, 1977;Oakland, 1979;Tucker, 1977Tucker, ,1980Ysseldyke, 1979). Although team decision making with respect to special education classification is the norm throughout the country, concerns with such a model continue to be reported (Hyman, Carroll, Duffy, Manni, & Winikur, 1973;Thomas, 1972;Yoshida, Fenton, Maxwell, & Kaufman, 1978a, 1978bYsseldyk, Algozzine, Richey, & Graden, 1982). Much of our effort results in the classification of youngsters as eligible for special education class placement, yet research evidence supporting the efficacy of such programs still remains to be demonstrated (Carroll, 1967;Lambert, 1981 Finally, the outcome of much of the school psychologist's efforts is the hideous labeling of children as "retarded," "disturbed," or any number of other equally inappropriate applications.…”

Section: A Current Perspective On School Psychologymentioning

confidence: 99%

Taking the high road: Toward an applied educational psychology.

Winikur¹

1982

Professional Psychology

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This article presents the author's perspective on the future of school psychology as an applied field of psychology. In so doing, the author first reacts to Bardon 's proposals with respect to the National Association of School Psychologists/American Psychological Association (NASP/APA) "dilemma." This is followed by thoughts regarding school psychology's current status and model of functioning within the schools. Finally, a new conceptualization of school psychology is offered. This new model calls for a broader domain than just the schools for the provision of psychological services and for a new orientation of the field.Psychology, the scientific study of behavior, has undergone tremendous changes during the past 15 years. Although it would be presumptuous to identify ourselves as a mature science, we have certainly stepped smartly out of infancy, through childhood, and into our early adolescent phase. The applied field of school psychology, likewise, has experienced tremendous shifts during this period. Besides the scientific and technological advances provided in such areas as social learning theory, cognitive behavior modification, psychometrics, neurophysiological psychology, advances in multivariate analysis, and so forth, the field of school psychology has itself been the subject of significant changes resulting from a variety of forces. We have been greatly influenced by the actions of the courts (Bersoff, 1980) and the federal legislature (see e.g., P.L. 94-142, The Education for All Handicapped Act of 1975, and P.L. 92-180, Family Educational Rights and Privacy Act of 1974). The introduction of the mental health consultation movement into the schools (Meyers, Martin, & Hymah, 1977) and the press for a variety of functions beyond traditional psychoeducational diagnostics, including such roles as child advocacy, involvement in preschool programs, group and/or individual therapy, involvement in vocational programs, program development and evaluation, to name just a few, have made this an exciting and dynamic period for school psychology.During this time we have seen develop an independent professional association, The National Association of School Psychologists (NASP), which has stimulated much discussion and constructive development in our profession. It has made available to all school psychologists the opportunity for full participation in a professional association representing their interests and views. Although any such period of change and growth is not without its pains and difficulties, I feel most of us would, after glancing backward, nod in the affirmative with respect to what we, as school psychologists, have accomplished as a profession and for the schools of this country.A Look Toward the Future Although backward glances can be self-serving, they are most useful in placing the present in perspective and in giving impetus to the future. So much is currently happening in school psychology and in education that it is difficult to gain perspective and plan comfortably.

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The problems facing multidisciplinary teams: As perceived by team members

Pfeiffer

1981

Psychol. Schs.

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The present study investigated the problems that team members perceive to exist on multidisciplinary teams. One hundred forty-seven team members on 40 teams from four urban school districts completed a questionnaire that presented an exhaustive listing of potential team problems. Results indicated that the two most pressing areas of concern for urban, multidisciplinary team members were: too constrictive a set of team roles and goals, and teams functioning under extensive pressure with minimal support. Strategies to reduce problems and enhance team functioning are presented.

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Patterns of interprofessional conflict resolution on school child study teams

Cited by 22 publications

References 0 publications

Interdisciplinary Training and Professional Interaction

Interdisciplinary Training and Professional Interaction

Taking the high road: Toward an applied educational psychology.

The problems facing multidisciplinary teams: As perceived by team members

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