Problem-solving strategies in consultation.

Hollister, William G.; Miller, Francis T.

doi:10.1111/j.1939-0025.1977.tb01250.x

Cited by 13 publications

(4 citation statements)

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“…A review of problem-solving literature reveals the existence of a plethora of problem-solving models (e.g., Bergan, 1977;Blai, 1986;Brightman & Verhoeven, 1986;Burke, Haworth, & Brantley, 1980;Conrath, 1985;Hollister & Miller, 1977;R. A. Kaufman, 1971;Kratochwill & Bergan, 1990;La Monica, 1982;Margolis & Brannigan, 1987;Miller & Feggestad, 1987;VanGundy, 1988;Wasik & Fishbein, 1982).…”

Section: Problem-solving Modelsmentioning

confidence: 98%

Interpersonal Problem Solving : A Selective Literature Review to Guide Practice

Jayanthi¹,

Friend²

1992

Journal of Educational and Psychological Consultation

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Increasing evidence exists of the need for school professionals to be proficient in interpersonal problem solving. With the intention of providing information on how to solve a problem, literature on interpersonal problem-solving skills from various disciplines is reviewed and summarized. The review indicates that the interpersonal problem-solving process consists of five stages: (a) problem identification, (b) generation of alternate solutions, (c) decision making, (d) implementation of the solution, and (e) evaluation of the outcomes. Suggestions for carrying out each stage are enumerated. Concerns regarding the empirical base of the interpersonal problem solving literature are raised.Interpersonal problem solving is a special concern for professionals who contribute to the education of students with disabilities (Friend & Cook, in press;Heppner, 1978). For example, teachers, psychologists, counselors, and administrators often work together to make decisions concerning eligibility, programmatic needs, and placement for students. Likewise, they problem solve with each other to resolve logistical and administrative dilemmas such as scheduling, allocation of funds, and transportation.The need for skillful interpersonal problem solving among school professionals working with special education students has evolved concurrently with the increasing trend toward less restrictive environRequests for reprints should be sent to Madhavi Jayanthi,

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Section: Problem-solving Modelsmentioning

confidence: 98%

Interpersonal Problem Solving : A Selective Literature Review to Guide Practice

Jayanthi¹,

Friend²

1992

Journal of Educational and Psychological Consultation

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“…The problem identification stage is the most critical step in solving problems (Bergan & Tombari, 1976;Hollister & Miller, 1977;Lazarus, 1976). It is here that a clear goal statement relative to each problem of focus is developed to assist the problem-solving group in later stages of the process.…”

Section: The Model For School-based Problem Solvingmentioning

confidence: 99%

Reducing Crime and Conflict in Kentucky's Schools

Kenney

McNamara

2003

Youth Violence and Juvenile Justice

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Reacting to concerns about crime and fear in their schools, staff of the Kentucky Regional Community Policing Institute introduced, during the 2000 to 2001 academic year, a pilot effort at student-led problem solving. Conducted in six Kentucky high schools, this effort was intended to determine if student-based efforts could improve quality of life on school campuses while increasing students' sense of empowerment and school commitment. The project's evaluation identified problems of implementation and offers recommendations to strengthen future efforts.

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“…A prominant feature of behavioral consultation in the schools is the identification of specific problem behaviors and the functional analysis of environmental factors that contribute to these behaviors as antecedent, sequential, or consequent conditions (Bergan, 1977; Gutkin & Curtis, 1982; Kratochwill & Van Someren, 1985). By delimiting the focus of problem identification and problem analysis, it is believed that the consultant and consultee increase the probability of generating successful solutions (D’Zurilla & Goldfried, 1971; Hollister & Miller, 1977). Moreover, through structured interactions with the consultant, it is also believed the consultee acquires skills in problem identification and analysis that generalize to subsequent situations (Curtis & Watson, 1980).…”

Section: Goals Of Behavioral Consultationmentioning

confidence: 99%

Expanding the scope of behavioral consultation: A systems approach to classroom behavior change.

Martens

Witt²

1988

Professional School Psychology

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This article discusses the utility of a systems approach to classroom behavior change. It is suggested that the child-centered focus of behavioral consultation be broadened toward the goal of improving the functional effectiveness of classrooms as interactive systems. Three primary developments that have encouraged the adoption of a systems approach to classroom behavior change are reviewed and include: (a) increased popularity and use of the consultation model, (b) increased reports of intervention side-effects, and (c) frequent failure to obtain treatment generalization and maintenance. Following discussion of each of these factors, implications are drawn for broadening the scope of assessment during the identification and functional analysis of classroom behavior.Ecological conceptualizations of children's learning and behavior problems have become increasingly popular over the past 10 years (Bandura, 1978;Bronfenbrenner,

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Problem-solving strategies in consultation.

Cited by 13 publications

References 1 publication

Interpersonal Problem Solving : A Selective Literature Review to Guide Practice

Interpersonal Problem Solving : A Selective Literature Review to Guide Practice

Reducing Crime and Conflict in Kentucky's Schools

Expanding the scope of behavioral consultation: A systems approach to classroom behavior change.

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