共查询到20条相似文献，搜索用时 15 毫秒
1.
Elaine Munro 《Educational Psychology in Practice》2000,16(1):53-58
This article provides an outline of some of the thinking and processes that Buckinghamshire Educational Psychology Service went through in making the move from a referral system to a consultation approach to service delivery. The article sets these changes in the Buckinghamshire context and raises issues for future consideration and planning by other educational psychology services. 相似文献
2.
David R. Ritter 《Psychology in the schools》1978,15(2):239-243
The effects of a school consultation program were reviewed through an analysis of referral patterns of teachers over a seven-year period. The provision of consultation services was found to result in a pattern of decreasing referrals on the part of teachers over time, suggesting that the consultation process seemed to have the side benefit of helping teachers develop their own skills in coping with difficulties of students without the need for frequent consultation. 相似文献
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Ralph D. Wenger 《Psychology in the schools》1979,16(1):127-131
Investigated teacher responses to a consultant's efforts to foster either a collaborative or an expert consultation relationship via a quasi-experimental study. Eight teachers were exposed to a collaborative approach, and seven to an expert. Teacher satisfaction with the consultation and the extent of their implementation of the recommendations were the dependent variables examined. Teachers exposed to the collaborative approach were significantly more satisfied (p <.05, Mann-Whitney U Test, one-tailed). There was no significant difference in the extent of recommendation implementation of the two groups of teachers, but a consultant approach-teacher experience interaction was suggested. The generalizability of these results and recommendations for design modification for further research are discussed. 相似文献
4.
Sue Evans 《Educational Psychology in Practice》2005,21(2):131-146
This paper outlines the development, within a small, rural educational psychology service in Wales, of a group consultation approach to service delivery. This involved educational psychologists offering consultation to small groups of teachers as an alternative to direct assessment work. The process of implementing the group consultation approach is described and the findings of a pilot evaluation in the northern area of the county are discussed. The evaluation is a report on initial findings. It is expected that further update reports will be submitted. 相似文献
5.
P. Dawn Tysinger Jeffrey A. Tysinger Terry Diamanduros 《Psychology in the schools》2009,46(4):319-332
The study investigated the consultation approaches of collaborative‐directive and collaborative‐nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative‐directive or collaborative‐nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative‐directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. © 2009 Wiley Periodicals, Inc. 相似文献
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Child abuse pediatricians have multiple roles in caring for abused children, including prevention, diagnosis, treatment, and, when needed, expert legal opinion. The child physical abuse consultation differs from the traditional medical consultation in that it has medical, investigative and legal audiences, all of whom have different information needs. How child abuse pediatricians approach their cases and how they document their initial inpatient consultations that will be used by such a diverse audience is currently unexplored. We used content analysis to examine 37 child physical abuse consultation notes from a national sample of child abuse pediatricians in order to understand physicians’ approaches to these consultations. Three commonly used models of child physical abuse consultation were identified in the data that we named the base model, the investigative model, and the family-dynamic model. While model types overlap, each is distinguished by key features including the approach used to gather information, the information recorded, and the language used in documentation. The base model most closely mirrors the traditional medical approach; the investigative model concentrates on triangulation of sources of information; and, the family-dynamic model concentrates on physician perceptions of family relationships. The three models of consultations for child physical abuse mirror the areas of child abuse pediatrics: diagnostic, forensic and therapeutic. These models are considered in relationship to best practice from other medical specialties with forensic components. 相似文献
7.
The purpose of this investigation was to respond to two deficiencies in past consultation research. It described the consultee-centered consultation techniques which were used, and it attempted to demonstrate the effectiveness of consultee-centered consultation in changing observable teacher behavior. Evidence was presented to show how consultation was followed by a reduction in the negative verbal behavior of two out of three teachers who participated in the study. An attempt was made to show how this study related to Caplan's (1970) assumptions regarding consultee-centered case-consultation. It was concluded that multiple baseline designs offer a viable approach to experimental research in consultation with small numbers of subjects. 相似文献
8.
Douglas K. Smith 《Psychology in the schools》1981,18(4):475-481
The importance of classroom management to the consultation role in school psychology is explored. Approaches to classroom misbehavior by classroom teachers and graduate students completing their training in school psychology were analyzed, using the induction-sensitization model of socialization. Significant differences in overall approach to classroom management were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant gender-profession interaction was found. Further analysis revealed a significant difference between male and female teachers in their approach to classroom management. These results are discussed and programs of consultation (group and individual) are outlined, utilizing the results of the study. 相似文献
9.
OBJECTIVE: Cases of child abuse filed in court as crimes against children represent a small percentage of the total numbers of children maltreated. However, studying crimes of maltreatment against children is important for individual victims and their families, and for theory and policy in order to assure that these cases are managed as well as possible. Forensic consultation teams can perform several functions related to child abuse crimes: provide multidisciplinary expertise in the evaluation of maltreatment cases, offer a method for allocating resources between cases managed by the criminal justice and child protection systems, and provide important research and teaching opportunities. This study reviews the role played by multidisciplinary team consultations based on the perception of client professionals whose agencies pay for an outside consulting forensic team. METHOD: Professionals referring to a forensic team for consultative assistance were asked to evaluate the service during telephone interviews, responding to both structured and unstructured questions. RESULTS: Responding professionals (N= 18) stated that the team increased their confidence that the approach being taken to a case was correct (94%), that missing expertise was provided (100%), that progress was made in cases that might otherwise not have been made (55%), and that ambiguity was reduced (in 83% of referred cases). Using the team sometimes caused delays. Some delays were unacceptable administrative delays while others were considered necessary to assure completeness of the evaluation. CONCLUSION: The use of the team did not result in resolution of all of the cases referred, but referral to the team consistently provided closure for referring professionals. In one-third of the cases studied, if it had not been for the START consultation the cases would not have proceeded to an appropriate criminal or civil resolution. 相似文献
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This article reports the results of an investigation of the consultation practices of school psychologists. It was found that consultation is one of the school psychologist's major professional functions, and that psychologists feel that other school personnel want them to spend more of their professional time consulting than they do at present. Client-centered consultation is the dominant variety practiced by the respondents, and they tend to conceptualize their consultation efforts in a humanistic (Rogerian) or behavioristic framework. Age and salary are factors in the amount and type of consultation done. Most of the respondents had little formal training in consultation and have learned what they know on the job. 相似文献
12.
Joel Meyers Michael P. Freidman Edward J. Gaughan Norman Pitt 《Psychology in the schools》1978,15(2):292-296
This paper presents an approach to investigating affect in the process of consultee-centered consultation. The anxiety and hostility of three consultants and consultees was assessed from an intensive analysis of their verbal behavior during consultation. Comparisons to normative data suggested that the anxiety and hostility expressed by consultees was high, relative to that expressed under more neutral conditions, and a relationship was observed between consultee anxiety and consultation outcome. It was concluded that this provides a potentially productive direction for future research in consultation. 相似文献
13.
The application of Rational-Emotive Therapy in the practice of consulteecentered consultation is discussed. The consultant's task is to identify those irrational beliefs which are impeding consultee job-effectiveness and to help modify these beliefs. Several common consultation problems and techniques for their management are presented. As a result of rational consultation, consultees may abandon their irrational ideas and solve their problems, may rationally accept the problem and avoid unpleasant feelings, or may directly teach clients rational concepts discussed during the consultation sessions. 相似文献
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This paper presents a Structured Integrative Model (SIM) of individual mental health consultation. SIM is based on the problem-solving approach to mental health consultation, while integrating principles from dynamic and cognitive therapies. The model evolves through four stages: Building the Contract, Searching for New Understanding, Applying the New Understanding to Intervention, and Evaluating the Results. The SIM places special emphasis on the different functions, responsibilities, and possible contributions of the consultee and the consultant, as two active and equal partners working towards a common goal.This paper was supported by a grant from the Sturman Center for Human Development, The Hebrew University of Jerusalem. 相似文献
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Paula Sachs Wise 《Psychology in the schools》1979,16(4):515-519
An investigation of the teachability of 11 consultation-related skills was conducted. Thirty-two subjects, all students in graduate reading courses at The Ohio State University, participated in the study—16 in a control group and 16 in an experimental group. A Solomon Design (Solomon, 1949) was employed. Experimental group subjects participated in a six-session workshop that provided training in the 11 consultation skills. The control group received no such training. A factor analysis of the data yielded two significant factors. One factor loaded highest on the verbal consultation variables, and the second factor loaded highest on the nonverbal consultation variables. Therefore, Factor I was named “Verbal Consultation,” while Factor II was named “Nonverbal Consultation.” Four analyses of variance were completed, using the two factors. The primary conclusions of the analyses of variance were that the experimental group subjects significantly outperformed the control group subjects in Verbal Consultation on the posttest (p<.05), but the experimental and control groups did not differ significantly in Nonverbal Consultation on the posttest. Suggestions for further research in the area of consultation are given. 相似文献
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C L Wesson 《Exceptional children》1990,57(3):246-256
This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation. 相似文献
20.
The results of a school psychological and social work program are presented on children referred for behavioral and learning problems. Through the consultation service, the average student objective for learning problems was achieved to 85% of criterion, and the average objective for behavioral problems was achieved to 82% of criterion during a 10-week period. An analysis of the consultation activities was made in relation to the accomplishment of the objectives for both learning and behavioral problems. No clear evidence was found for any single activity being related to success. Also analyzed was the time spent on each consultation activity and the accomplishment of the student objectives. There was a positive relationship between total consultation time and student outcomes on learning problems, but there was no significant relationship between total consultation time and the accomplishment of objectives for behavioral problems. General findings show that consultation activities can be conducted with small investments of time and with a high degree of student accomplishment of objectives. A case is presented for the merits of program improvement by monitoring psychological and social work services. 相似文献