Selection of consultees in school mental health consultation

Alpert, Judith L.; Ludwig, Linda; Weiner, Linda

doi:10.1016/0022-4405(79)90053-0

Cited by 10 publications

(4 citation statements)

References 5 publications

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“…Willson, 1980.) Indeed it is difficult to achieve true randomization in consultation research, since consultees are typically volunteers (and not representative of all those who need indirect service), and consultants may choose to work with only certain types of consultees (cf. Alpert, Ludwig, & Weiner, 1979).…”

Section: Breadth Of School Consultation Research In the Seventiesmentioning

confidence: 99%

“…Other important consultant characteristics identified in the recent literature are flexibility (Bergan & Tombari, 1976) and collaborativeness (Reinking, Livesay, & Kohl, 1978;Wenger, 1979). Teachers who appear to be more responsive to school consultation compared to those who are not, are generally younger, less experienced, more anxious (Meyers, Friedman, Gaughan, & Pitt, 1978), and seen as more supportive of and sensitive to children's needs (Alpert et al, 1979).…”

Section: Participant Characteristicsmentioning

confidence: 99%

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School consultation research: Past trends and future directions.

Medway¹

1982

Professional Psychology

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This article reviews and evaluates school consultation research conducted during the past decade. Attention is given to the breadth and quality of the present consultation knowledge base, the appropriateness of data analysis procedures, and the impact of consultation research findings on consultation training. Several recommendations for future directions in school consultation research are offered from both methodological and substantive perspectives.The expansion of consultation services has undoubtedly been one of the most important developments in the field of school psychology within the past quarter of a century. This growth is evident in the increasing time that psychologists provide to indirect services, the number of papers proposing consultation as a primary function for school psychologists (O'Callaghan, 1974), the growing recognition of the importance of consultation training for school psychologists (Stewart & Medway, 1978), and most recently, interest in consultation as a topic of serious research inquiry. This article will review the breadth, quality, results, and impact of school consultation research conducted during the 1970s and outline important directions for future research in this area from both methodological and substantive perspectives.Since the term consultation has been used to describe a diverse collection of psychological techniques, rarely are the necessary and sufficient conditions of consultation practice outlined without equivocation or qualification. Stewart and Medway (1978) described some of the basic parameters of school consultation, and their definition of consultation will be used in the present.discussion. This article defines consultation as "a series of face-to-face interactions between a mental health specialist (the consultant) and one or more persons (the consultees) who provide services of a psychological nature to another (the client). Simply stated, consultation focuses on improving and strengthening the ability of the consultee to work with the client" (Stewart & Medway, 1978, p. 711). Emphasis is placed on indirect services. School consultation typically involves a school psychologist as consultant, a teacher as consultee, and a student of the teacher as client.From a historical perspective, psychologists and social workers showed little interest in evaluating the effects of consultation prior to the early 1960s (cf. Mannino & Shore, 1975), since most writers and practitioners were concerned with developing models and techniques of consultation practice. It is interesting to note that Gerald Caplan chose the title The Theory and Practice of Mental Health Consultation for his influential 1970 book and devoted less than 10% of the text to discussion of systematic research or evaluation. Indeed, as the age of consultation entered the early 1960s, it was exceedingly difficult to design meaningful consultation studies since (a) there was little agreement as to just what consultation entailed, (b) there was little agreement as to what should be the goals of a consult...

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Section: Breadth Of School Consultation Research In the Seventiesmentioning

confidence: 99%

Section: Participant Characteristicsmentioning

confidence: 99%

School consultation research: Past trends and future directions.

Medway¹

1982

Professional Psychology

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“…The highly dogmatic individual in need of closure, structure, and identification with powerful others, would appear to gain more from a consultant who overtly demonstrates expertise in solving the problem presented by the consultee. Researchers have also reported that dogmatic teachers generally are not preferred by psychologists for involvement in a consultation process (Alpert, Ludwig, & Weiner, 1979).…”

Section: The Short Form Dogmatismmentioning

confidence: 98%

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

Slesser¹,

Fine²,

Tracy³

1990

Journal of Educational and Psychological Consultation

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“…The diverse and varied role of the school psychologist practitioner has been the subject of considerable attention during the past two decades (see Bardon, 1976;Bardon, 1979;Colligan & McGolgan, 1980;Fairchild, 1974;Gilmore & Chandy, 1973;Kaplan, Clancy, & Chrin, 1977;Kirschner, 1971;Landau & Gerken, 1979;Lesiak & Lounsberry, 1977;Lucas & Jones, 1970;Meacham & Peckham, 1978;Monroe, 1979;Roberts, 1970;Senft & Clair, 1972). Virtually every possible role of school psychologists has been espoused by various advocates, ranging from tester-diagnostician (Meacham & Peckham, 1978;Styles, 1965) to consultant (Alpert, 1977;Alpert, Ludwig, & Weiner, 1979;Gallesich, 1974;Gutkin & Curtis, 1982;Meyers, 1973) to counselor-therapist (Arbuckle, 1967;Carroll, Bretzing, & Harris, 1981;Fairchild, 1974).…”

mentioning

confidence: 99%

System intervention and the school psychologist: Maximizing interplay among roles and functions.

Hannafin¹,

Witt²

1983

Professional Psychology: Research and Practice

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School psychologists face unique challenges in the determination of professional roles and responsibilities. Although many popularly accepted roles have been endorsed by members of the profession, insufficient alien lion has been directed toward system influences and the effects of such influences on the functions of school psychologists. The purposes of the present article are to present a conceptual framework for understanding systems and to present a model for affecting system-level interventions. School psychologists are encouraged to consider the broader implications of their roles and responsibilities within educational systems and to maximize the value oj traditional roles by seeking both individual and systemlevel change.

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Selection of consultees in school mental health consultation

Cited by 10 publications

References 5 publications

School consultation research: Past trends and future directions.

School consultation research: Past trends and future directions.

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

System intervention and the school psychologist: Maximizing interplay among roles and functions.

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