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Overview

This integrative volume offers a systematic approach to school consultation unlike those previously published. Erchul and Martens combine the most useful and empirically validated principles from mental health and behavioral consultation with practices shown to be effective in contemporary consultation research (i.e., behavior analysis, social influence, and social support). In so doing, the authors view the practice of school consultation as the accomplishment of three interrelated tasks: problem solving, social influence, and professional support and development. School Consultation describes the fundamentals of practice and fully explores processes and potential outcomes. Special attention is paid to the needs of first-time consultants, who are given advice on how to select school-based interventions and to assess their effectiveness in terms of treatment outcome, integrity, and social validity. The authors show that the school is a large organization providing a range of services, and that the delivery of these services is influenced at once by legislation, the limitations of educational approaches to classification, and the challenges and rewards facing individual teachers. School Consultation is an important resource for school consultants, clinical child psychologists, school psychologists, educational specialists, counselors, special educators, and school social workers, as well as consultation researchers, university trainers, and students in graduate-level consultation courses.

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

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Editorial Reviews

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.
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.
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.
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Product Details

  • ISBN-13: 9780306466915
  • Publisher: Springer-Verlag New York, LLC
  • Publication date: 1/1/2002
  • Series: Issues in Clinical Child Psychology Series
  • Edition description: Subsequent
  • Edition number: 2
  • Pages: 268
  • Product dimensions: 0.69 (w) x 9.21 (h) x 6.14 (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

Pt. 1 Background
1 Introduction to Consultation 3
2 Promoting Change in Schools 19
3 The School as a Setting for Consultation 49
Pt. 2 Consultation Processes and Outcomes
4 Bases of an Integrated Model of School Consultation 73
5 Model Description and Application 97
6 Selecting and Evaluating School-Based Interventions 119
Pt. 3 Key Participants in Consultation
7 Teachers as Consultees 141
8 Students as Clients 163
9 Consultation Case Study 183
10 Epilogue: The Effective Practice of School Consultation 203
References 213
Author Index 235
Subject Index 243
About the Authors 249
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