- Shopping Bag ( 0 items )
Doody's Review ServiceReviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Psychologists have become essential consultants in the school system and, although programs have taken root to train behavioral health professionals to work in the school system, this book provides a different approach to effectively administering that role.
Purpose: The intention is to instruct novice psychologists in the art and science of the unique consultant role they will play in the school system.
Audience: This book is intended mainly for school and child clinical psychologists, but also for other clinical or developmental psychologists, school social workers, and special educators. The authors are experienced and distinguished professors of psychology.
Features: The initial section provides historical information on school consultation and begins to challenge preconceived notions early on. Whereas older references are necessary in a historical review, much of the research to support the authors' new view and framework is still based on references from the 1950s to 1970s. The structure of schools is discussed and the available services introduced. The No Child Left Behind and Individuals with Disabilities Education Improvement Acts are explored in terms of their relevance for school consultants. The next section describes older models of consultation and then reviews the authors' new, integrated model. While the merit of this is yet to be judged, their model essentially takes previous models and advises the use of all of them throughout the consultation. The actual integration is difficult to see in their presentation. Later chapters delve into pertinent issues related to having teachers or students as clients and the unique challenges that accompany those relationships. Although the suggestions for clinical interactions, managing relationships, and maximizing time will be helpful to novice therapists, a lot of general clinical skills are not particular to the school setting. Moreover, the sample dialogue from the case study seems focused on implementation issues more pertinent to reading specialists than psychologists. The book is filled with small, dense print, and the organization makes it difficult to read. There are very few summary tables and it appears that there are no graphs or figures.
Assessment: This is a mediocre contribution to the field. Many of the suggestions are generic, the case study does not seem wholly pertinent, and the integrated model fails to impress as novel. Although there is some good information on school structure and services in this book, the presentation and organization makes it tedious and laborious to seek out.