3. Teacher and family consultation Flashcards
Current definitions:
King et al
triadic form of indirect service delivery where a knowledgeable specialist (consultant) collaborates with another person (consultee) to support the needs of a client
Current definitions:
Feldman et al
service delivery where a school psychologist works together with a teacher and/or parent to identify a problem and create an intervention implemented with varying degrees of support or independently. Members are consultant, consultee and client.
History of school consultation
- 1970s - consultant
- problem-solving process that assists the consultee (defining problem, strategies and evaluating progress)
- providing info or instruction through classroom directed activities, in-service programs, and parent education
Limitations of consultation
- In the past it was reactive rather than proactive
- Systems in service were rarely “wrapped around” students, teachers and families
- instead they were just directed to different services with no coordination or communication among services
Traditional models
Triadic-dependent consultation
Counsellor assumes role of expert from whom the consultee seeks advice
- Consultee depends on expertise with help from a third party
- Assistance is provided indirectly through the consultant-consultee relationship
Traditional models
Collaborative dependent consultation
consultant is expert but takes additional roles of educator and facilitator
- consultee depends on expert
- but expert also seeks to educate the consultee about problem-solving process and establish partnership relationship
Limitations of traditional models
- emphasize role of expert
- operate under organizational policy constraints (funding patterns…)
- all group members depend on consultant to identify and develop a situation
New model
Collaborative interdependent consultation
Interactive process that enables groups of people with diverse expertise to generate creative solutions to mutually defined problem
- team
- “consultees” as equals, actively involved
- counsellor is both giver and receiver of info
- any member has enough info to develop a solution
- ownership and mutual expertise
- coordination vs collaboration: team who coordinate functions, meaning all ware of what each is doing, but when collaborating, they are actively involved in everything
New model
6 features of collaborative interaction
- is voluntary
- it requires parity among participants (role of expert depends on the problem
- is based on mutual goals
- it depends on shared responsibility for participation and decision-making (division of labour may not be proportionate)
- individuals who collaborate share their resources
- individuals who collaborate share accountability for outcomes
Essential areas of expertise for school psychologists working to establish a collaborative process
- an underlying knowledge base
- intrapersonal attitudes supportive of collaborative group processes
- communication and problem-solving skills that enhance the collaborative process itself
Good practices of school consultation:
effective
- take time to build relationship
- clearly defined roles and responsibilities
- regular contact between team members
- consultant doesn’t engage in heavily jargon-loaded dialogue with consultee
Bad practices of school consultation
Barriers
Personal factors
- attitude: unable to knowledgeably participate in collaboration
- fear that those that are not a part of the system will be intrusive (school, agency or family)
- not valuing different opinions
- defensiveness because of negative history
- fear of trying something new
- insufficient time
Bad practices of school consultation
Barriers
Systemic factors
- System-specific language (jargon) that intimidates or isolates others
- establishing policies but not encouraging collaboration
- inflexible and centralized organizational tructure
- lack of communication
- funding policies
- absence of intersystem structures to support collaboration
