9780805844634

Consultee-Centered Consultation : Improving the Quality of Professional Services in Schools and Community Organizations

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  • ISBN13:

    9780805844634

  • ISBN10:

    0805844635

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2004-03-29
  • Publisher: Lawrence Erlbau

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Supplemental Materials

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Summary

This book describes the theory, methods, and contemporary applications of consultee-centered consultation, a non-hierarchical, non-prescriptive helping relationship between a consultant and a person or group (consultee) seeking professional help with a client. The goal is to provide help in re-conceptualizing the consultee's work problem thereby 1) improving their relationship with the client and 2) expanding the professional repertoire of both consultant and consultee. Key features of this outstanding new book include the following: *Conceptual Change Focus--The process of conceptual change in both the consultant and consultee is stressed throughout the book. *Historical Perspectives--The first section describes the historical evolution of consultee-centered consultation beginning with the work of Gerald Caplan and progressing to its broad, contemporary version that accommodates various professions and multiple psychological orientations. *Numerous Examples--The book provides a wealth of examples illustrating how consultee-centered consultation can be applied within school, child-care, social welfare, hospital and corporate settings. *International Focus--The chapter contributors represent a wide range of geographical and professional expertise. *Evaluation Methods--The final section provides examples of evaluation methods. This volume is appropriate for school, counseling, and clinical and child clinical psychologists; human service professionals working with professionals from other disciplines; and special education leaders.

Author Biography

Nadine Lambert is Professor in the Cognition and Development area in the Graduate School of Education at the University of California Berkeley. A former director of their School Psychology Program, she is a Diplomate of the American Board of Professional Psychology and a licensed psychologist. She was honored in 1999 by the American Psychological Association for "distinguished contributions for applications of psychology to education and training."
Jonathan Sandoval is Professor of Education and Interim Director of the Division of Education at the University of California, Davis. He has served as President of the Division of School Psychology, American Psychological Association and represents the Division on the APA Council of Representatives. He has worked extensively in recent years on school crisis prevention and intervention.
Ingrid Hylander is Assistant Professor of Psychology at the Department of Behavioral Sciences at Linkoping University in Sweden. A licensed psychologist with specialist diplomas in educational psychology and clinical psychology, she has worked extensively, both as a researcher and as a trainer, in the field of consultation.


Table of Contents

Part I Theoretical Advances in Consultee-Centered Consultation
These papers provide a history of consultee-centered consultation as a method for promoting the well-being of the population, and show how the method has evolved over the years to become an approach with broad applications serving professionals and their clients in school and community settings.
1 Consultee-Centered Consultation: An international Perspective on Goals, Process, and Theory
3(18)
Nadine M. Lambert
2 Recent Advances in Mental Health Consultation and Collaboration
21(16)
Gerald Caplan
3 Constructivism, Consultee-Centered Consultation, and Conceptual Change
37(8)
Jonathan Sandoval
4 Analysis of Conceptual Change in Consultee-Centered Consultation
45
Ingrid Hylander
Part II Consultee-Centered Consultation With Schools and Community Organizations
This part is divided into sections focused on the following settings: Preschool and Child Carel, School, Health and Welfare, Corporate settings, and Evaluation Practice. In each of the sections, the authors address the following:
A. the key factors that support the consultation process including.: the general structure of the organization; the culture of the organization; how consultation is initiated; entry approaches into the organization and the individuals responsible for the consultation agreement; clients of the organization; specific features and description of the consultation process n the particular system; evaluation of consultation in ongoing or short-term relationships;
B. ways that the interaction between consultant and consultee promote conceptual change as evidenced by: changes in the ways that the problem is presented by the consultee and consultant; and, changes in the ways that the problem is represented or understood by the consultant and the consultee.
Preschool and Child Care
5 A Model for Consultation With Day Care and Pre-Schools
65(14)
Ingrid Hylander and Gunilla Guva
School
6 School Psychologists as Consultee-Centered Consultants Within a System-of-Care Framework: Service and Training Challenges
79(22)
Brent Duncan
7 Facilitating Conceptual Change in New Teacher Consultation Groups
101(14)
Leslie Babinski, Steven Knotek & Dwight L. Rogers
8 Alternative School Psychological Services: Development of a Model Linking Theory, Research, and Service Delivery
115(20)
Chryse Hatzichristou
9 Multicultural Consultee-Centered Consultation: Supporting Consultees in the Development of Cultural Competence
135(16)
Colette Ingraham
Health and Welfare
10 Thirty Years of Consultation to Child Welfare
151(22)
Paul Steinhauer
11 Consultee-Centered Consultation in a Network Intervention With Health Providers
173(16)
José Navarro Gongora
12 Consultee-Centered Consultation in Low Feasibility Settings
189(16)
Ruth B. Caplan-Moskovich and Gerald Caplan
13 Consultation and Administrative Coordination in a Special Day Treatment Setting
205(18)
Eva Rubin and Marjatta Eladhari
Corporate Settings
14 The Consultation Process in Corporate Groups
223(12)
Margit Skenbark
Evaluation Practice
15 The Legacy of Consultee-Centered Consultation for Collaborative Research
235(14)
James G. Kelly
Part III The Consultation Process - Dialogues Across Settings and Disciplines to Activate Conceptual Change
The chapters in this section describe techniques and processes involved in consultee-centered consultation that promote engagement in the process and new conceptualizations in both the presentation and representation of the professional problem.
16 Complicating the Thinking of the Consultee
249(8)
Eva Marion Johannessen
17 Meeting a Teacher Who Asks for Help, But Not for Consultation
257(10)
Gunilla Guvå
18 What Does He Look Like? From the Inner World of the Consultee to the Inner World of the Client
267(14)
Marianne Brodin
19 Allowing Ambiguity and Listening to the Contradictions
281(12)
Solveigh Thörn
20 Anger and Gender in Consultation
293(10)
Elin Michélsen
21 Using Metaphors, Parables and Anecdotes in Consultation.
303(12)
Michelle Mang
22 Promoting Student Learning by Consultee-Centered Consultation.
315(10)
Petri Partanen & Carl Wistrom
23 To "Create a Conversation That is a Little Bit Different"
325(14)
Anders Waachter
24 Consultation as Dialogue: The Right Words at the Right Time
339(12)
Sylvia Rosenfield
25 Developing Through Discourse: Speech Genres as Pathways to Conceptual Change
351(10)
Steve Knotek
26 Reflectivity in Consultation
361(14)
Margaret Garcia
Part IV Evidence of the Impact of Consultee-Centered Consultation
Models for evaluating change in the consultation process focus on the interplay between the consultants' and consultees' presentations of the problems and representations of its underlying dynamics. Documenting the impact of consultation involves assessing the conceptual development that occurs for the two or more participants in the process and the effects of this change on the clients.
27 Identifying Change in Consultee-Centered Consultation
375(18)
Ingrid Hylander
28 Evaluation Issues and Strategies in Consultee-Centered Consultation
393(8)
Jonathan Sandoval
Index 401

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