Teaching a Course in School‐Based Consultation

Abstract

The author details strategies for teaching a graduate-level counseling course in school-based consultation. Specifically addressed are strategies for developing a consultation knowledge base and the importance of skills development for school counselors-in-training as well as other school-based practitioners.Although consultation is not a specific course requirement for school counseling programs that are approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 200 1), CACREP does require knowledge in consulting skills; in addition, many school counseling programs require a course in consultation for school-based practitioners-in-training. Consultation has long been recognized as an important and integral function for counselors in a variety of settings (Baker, 2000; Brown, Pryzwansky, & Schulte, 2000;Dinkmeyer & Carlson, 2001;Dougherty, 1999;Kahn, 2000; Kampwirth, 2002;McCarthy & Sorenson, 1993;Mendoza., 1993;Myrick, 1997;Newman, 1993; Randolph & Graun, 1988;West & Idol, 1993). For school counselors, consultation has further been recognized as one of the four "Cs" of school counseling; the other functions are counseling, coordination, and collaboration (Baker, 2000).Because they recognize the need for school counselors and other school-based practitioners to develop fundamental consultation skills for working within the school environment (Baker, 2000;Dinkmeyer & Carlson, 2001; Idol & Baran, 1992; Kampwirth, 2002;Myrick, 1997;West & Idol, 1993), school counselor educators are called on to teach these skills to and develop them in their school counseling program students. Although not a specific blueprint for teaching school-based consultation, the purpose of this article is to delineate strategies that can be used to teach such a course effectively. Specifically, this article emphasizes the importance of combining a strong consultation knowledge base with basic skills development among students aspiring to work as school-based consultants. The CourseIn designing a course in school-based consultation, it is important for two basic components to be incorporated within the course curricu-

Enhancing Role-Play Activities With Pocket Camcorder Technology: Strategies for Counselor-Educators

“…The potential benefits of role-play are numerous: Students must actually demonstrate behaviors rather than simply display a cognitive understanding of the skill ; role-play can offer students a safe, low-risk environment for trying out fundamental skills; and the experiential nature of role-plays may be especially effective in terms of the emotional impact that "learning by doing" may have on the student (Kolb, 1984). Authors have offered specific suggestions for incorporating video recording with role-playing strategies in counselor education and supervision (Barnes & Goeman, 2007;Davis, 2003;Davis, Chang, & McGlothlin, 2005). By videotaping role-play exercises and viewing the tapes with their classmates, students have the opportunity to observe their own skills in action, to observe the behaviors of other trainees, and to give and receive peer feedback.…”

School Counselor Consultation Preparation: A National Study

“…School counselors require unique and specific knowledge, skills, and competencies to be an effective consultant (Brigman & Webb, 2008; Brown, 1993; Dinkmeyer et al, 2016). In the existing yet largely outdated pedagogy literature, counselor educators recommended enhancing students’ knowledge of consultation theoretical approaches, modalities, processes, and dynamics (Brown, 1993; Davis, 2003; Sangganjanavanich & Lenz, 2012; Stoltenberg, 1993). Although didactic methods are necessary, these scholars emphasized the importance of experiential learning, including role plays, audio‐ and videotape reviews, consultation fieldwork requirements, and supervision of consultation.…”

Teaching a Doctoral Course in Consultation: The Parallel Team Process

“…lthough consultation is not a specific course requirement for counseling programs that are approved by the Council for Accreditation of According to French and Bell (1999), an important characteristic of organizational consultants is interpersonal competence. Similarly, Yalom (1995) highlighted the importance of interpersonal relationships in group work.…”

“…Katzenbach and Smith (1993) identified several important team building concepts: 1) smaller groups operate more effectively and efficiently; 2) identified purposes and goals provide direction for a team; 3) identification of personal competencies (technical, problem solving and interpersonal) enable team members to choose roles that fit; 4) mutual accountability promotes equal sharing of work assignments; and 5) commitment leads to fulfillment of the goals. Experts believe that work teams can be the building foundations of organizations (French & Bell, 1999). The predominant view is that teams need to manage their relationships and work processes to be effective.…”

“…Counseling and Related Educational Programs (CACREP, 2001) CACREP does require knowledge in consulting skills (Davis, 2003). Consultation is an important function of counselors, as evidenced in the work of Morrill, Oetting, and Hurst (1974).…”