School Consultation: Conceptual and Empirical Bases of Practice / Edition 3

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Overview

Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice.The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.Key features of the Third Edition include:An integrated mental health/behavioral model for school consultation.An organizational study of the school as a setting for consultation.Assessment issues and strategies particularly relevant to school consultation.Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions.Administrative perspectives on school consultation.A real, transcribed case study analyzed by the authors.In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.

Promoting change in schools, the school as a setting for consultation, description of a model, case study.

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Editorial Reviews

Doody's Review Service
Reviewer: 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.
Doody Reviews
Reviewer: Christopher J. Graver, PhD (Madigan Army Medical Center)
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.
From The Critics
Reviewer: 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.
Booknews
A guide for child psychologists who are or would like to be consultants to schools. Combines useful and empirically validated principles from mental health and behavioral consultation with consultation practices shown to be effective, such as behavior analysis, social influence, and social support. Includes three interviews with consultants. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9781441957467
  • Publisher: Springer New York
  • Publication date: 3/18/2010
  • Series: Issues in Clinical Child Psychology Series
  • Edition description: 3rd ed. 2010
  • Edition number: 3
  • Pages: 258
  • Sales rank: 1,344,512
  • Product dimensions: 6.20 (w) x 9.30 (h) x 0.90 (d)

Meet the Author

William P. Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. in Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Dr. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA’s Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Dr. Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Dr. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books. He has been associate editor of School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation. He also has served on the editorial review boards of five scholarly journals. Brian K. Martens, Ph.D., is a Professor of Psychology and Associate Chair of the Psychology Department at Syracuse University. He received his B.S. in psychology from Colorado State University, and earned his Ph.D. in 1985 from the APA-approved program at the University of Nebraska-Lincoln. Dr. Martens’ research is concerned with translating findings from basic operant studies into effective school-based interventions, functional assessment and treatment of children’s classroom behavior problems, and the instructional hierarchy as a sequenced approach to skill building. His scholarly record includes more than 100 published research articles, books, chapters, and invited reviews in the areas of applied behavior analysis, school consultation, and instructional intervention. Dr. Martens is a past Associate Editor of the Journal of Applied Behavior Analysis and School Psychology Quarterly, and currently serves as a Guest Associate Editor or Editorial Board member for five journals. Dr. Martens received the Lightner Witmer Award from Division 16 of APA in 1990, was named Outstanding Teacher of the Year at University College in 1995, and is a past member of the Board of Directors of the Society for the Experimental Analysis of Behavior. He was elected to Fellow status in Division 16 of APA in 1996, elected as a member of the Society for the Study of School Psychology in 2001, and named one of 90 Distinguished Alumni from the Teachers College at the University of Nebraska in 1997. Dr. Martens received the Editorial Appreciation Award from School Psychology Review in 2002 as well as the Excellence in Graduate Education Faculty Recognition Award from Syracuse University in 2006.
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Table of Contents

Preface.- Section One: Background.- Introduction to Consultation.- The Effectiveness of Human Services Consultation.- Historical Influences on the Human Services Consultant Role.- Historical Influences on the School Consultant Role.- Reconceptualizing Consultation for Today's Schools.- The Rest of the Book.- Problem Solving and Response-to-Intervention.- Establishing a Context for RTI and the Modern Practice of School Consultation.- Problem Solving.- Response-to-Intervention.- Conclusion.- Promoting Change in Schools.- Changing Beliefs, Attitudes, and Behaviors within Consultation.- Helping the Consultee to Change.- General Strategies for Effecting Changes in Human Systems.- The Bases of Social Power and Their Application to School Consultation.- Other Means of Influence.- A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation.- Conclusion.- The School as a Setting for Consultation.- Organizational Traditions in the Public School System.- The Service Structure of Public Schools.- School Consultation from an Administrative Perspective.- Section Two: Consultation Processes And Outcomes.- Bases of an Integrated Model of School Consultation.- Community Mental Health and Mental Health Consultation Bases.- Behavioral Psychology and Behavioral Consultation Bases.- Summary of the Bases of an Integrated Model of School Consultation.- Achieving Entry in School Consultation: Entering the Service Delivery Network.- Model Description and Application.- A Critical Appraisal of Consultation Models.- An Integrated Model of School Consultation.- Assessment in School Consultation.- Functional Behavior Assessment.- Systematic Formative Evaluation.- Brief Experimental Analysis.- Selecting Effective School-Based Interventions.- Effectiveness of Intervention Alternatives.- Conceptual Models of Children’s Learning and Behavior Problems.- Implementation Issues.- Section Three: Key Participants In Consultation.- Teachers as Consultees.- Perspectives on Teachers and Teaching.- Perspectives on Teachers and School Consultation.- Increasing the Effectiveness of Consultation with Teachers.- Providing Consultative Support to Teachers.- Students as Clients.- Legislation Governing Service Delivery in the Schools.- Educational Approaches to Classification.- A Contextual Model of Student Achievement.- Consultation Case Study.- Problem Identification Interview: February 18.- Problem Analysis Interview: March 4.- Problem Evaluation Interview: April 9.- Epilogue: The Effective Practice of School Consultation.- References.- Author Index.- Subject Index
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