Test 1

Question 1

**Define Consultation

Answer 1

assisting individuals and groups for the purpose of helping them to be more effective in their job, whether on the individual, group, organizational, or community level.
Consultation is an interpersonal helping relationship that uses problem solving to achieve its ends.
It is an indirect process in which a human service professional assists a consultee with a work-related problem with a client system, with the goal of helping both the consultee and the client system in some specific way.
An example of a consultation would be a school psychologist working with a school teacher to improve classroom management techniques.

Question 2

**Define collaboration

Answer 2

two or more people working together to assist a client system, using systematic planning and problem-solving procedures, toward some desired outcome. The collaborators can be of different disciplines; for example, a school counselor, a school psychologist, and a teacher mutually provide distinct, yet coordinated, service to a student.

Question 3

List the stages of the behavioral model

Answer 3

problem identification
problem analysis
plan implementation
plan evaluation

Question 4

Describe the problem identification stage of the behavioral model?

Answer 4

During this stage, the consultant receives and discusses a referral with the consultee and attempts to clarify its nature. (Is it primarily a behavior problem or a learning problem? how might the behavior be described operationally?) The objectives of this stage are to assess the nature of the consultee’s concerns; prioritize problems; select target behavior(s); make initial estimate of the problem’s seriousness; decide on tentative goals; discuss possible antecedents, sequences, and consequences; discuss possible data collection ideas; and set a date for the next meeting.

Question 5

**Describe the problem analysis stage of the behavioral model?

Answer 5

During this stage, the consultant delves further into the nature of the problem, usually by directly observing, conducting FBA if appropriate, clarifying issues with the consultee, and brainstorming possible interventions. Other activities at this stage are to examine the data for patterns; solidify goals; verify antecedents, behavior sequences, and consequences; determine strengths and assets of the students; research school resources that can be incorporated into the planning; and design and get agreement about the intervention plan.

Question 6

Describe the plan implementation stage of the behavioral model?

Answer 6

During this stage, the consultee proceeds with the appropriate interventions. The consultant’s main objectives at this stage are to monitor what the consultee is doing (to ensure treatment integrity), suggest modifications as appropriate, and reinforce the consultee for her efforts.

Question 7

**Describe the plan evaluation stage of the behavioral model?

Answer 7

This stage consists of 3 steps: evaluate goal attainment, plan effectiveness, and planning post implementation. The primary goal is to determine how well the goals have been met. Continuation, modification, or termination is determined at this stage.

Question 8

**What are the key concepts of the mental health model?

Answer 8

1. The relationship between consultant and consultee is coordinate and nonhierarchical
2. Consultation is usually conducted as a short series of interviews
3. Consultant does not get involved in personal problems of consultee
4. Long-term goal of all consultation is to improve on-the-job functioning of the consultee
5. The model is intended to be used primarily for mental health problems

Question 9

*Compare and contrast the behavioral model and mental health model.

Answer 9

Behavioral model is a problem-centered approach, built on theories of learning that has an emphasis on identifying and analyzing the client’s problems in order to design an evaluation intervention emphasizing reinforcement, modeling, and self-reinforcement. /////////// It targets behaviors and all behaviors are meaningful because they serve some function. ///////// This model focuses on behaviors that are observable to the teacher or parents or are reported by the student. ////// The problem is reframed in terms of goals and defined in operational terms and the target behavior is measured repeatedly over time to determine improvement. //// The behavioral model has surface appeal and a solid track record of empirical validation.

Mental health model is a collaborative approach, based on psychodynamic theories of human interaction that stresses intrapsychic feelings and their effects on interpersonal relationships. /////// The mental health model differs from behavioral consultation in its focus on the consultee rather than the client. ////// The main goal of this model is to increase the capacity of consultees. ////// It collects data on changes in attitude or behavior rather than the outcome of the client.

Question 10

What are the 4 lacks of consultees?

Answer 10

knowledge
skill
confidence
objectivity

Question 11

What are they key activities that are common to both consultation and collaboration and how do they appear different?

Answer 11

Both focus on problem solving, cooperation and teamwork. The differences are in service delivery. with consultation, they work together, make a plan and the consultee will be in charge of implementing to the client system. the consultee takes responsibility for the implementation of the intervention (indirect service to the client system)
In collaboration, they work together to make a plan where both involved in service to the client system. the implementation of the intervention is a shared responsibility (direct service to the client system). In regards to relationships with the consultee, consultation uses the expert model. collaboration uses all experts in our own field and have equal amounts of information to start.

Question 12

What are the 4 functional models of school consultation?

Answer 12

Conjoint Behavioral Consultation
Instructional consultation
Ecobehavioral consultation
Consultee-Centered Consultation

Question 13

Describe the conjoint behavioral consultation model of school consultation.

Answer 13

The conjoint behavioral consultation model of school consultation is an indirect service-delivery model that builds on positive parent-teacher relationships and implements evidence-based interventions across home and school settings.

Question 14

Describe the instructional consultation model of school consultation.

Answer 14

It focuses on improving student outcomes in order to reduce inappropriate referrals or eligibility for special education. It is delivered as a school-wide team.

Question 15

Describe the ecobehavioral consultation model of school consultation.

Answer 15

It combines ecological systems theory with behaviorism
Its development is viewed as a series of mutual accommodations or transactions between the child and her environment
It focus on conditions that can be modified
It uses preventative techniques

Question 16

Describe the consultee-centered consultation model of school consultation.

Answer 16

Its key components are shared decision making and an emphasis on mutuality in all stages of the process

Question 17

List 4 roles of school based consultants.

Answer 17

Acronym: informed consent is always

Information delivery
coordination/facilitation/coaching
indirect service provision
assessment

Question 18

Describe information delivery

Answer 18

consultant gives consultee information, ideas, facts, and opinions, about students’ learning and behavioral/adjustment problems

Question 19

Describe coordination/facilitation/coaching

Answer 19

consultant develops collaborative ways of facilitating planning for targeted students

Question 20

Describe indirect service provision

Answer 20

consultant acts indirectly in the service of students by working directly with teachers and parents, who in turn are the direct service providers to the students

Question 21

Describe assessment

Answer 21

consultants can conduct observations; review records; and interview the teacher, student, and parent to help define the problem

Question 22

describe attending

Answer 22

characterized by good facial mannerisms such as eye contact, head nods, and squinting or lifting the eyebrows as appropriate.
Basically just paying attention when the consultee/client is talking

Question 23

describe active listening

Answer 23

shows the speaker that you have heard both the subject content and the emotional content of the message. Reflect back the speaker’s words so that the speaker knows the words have been heard accurately and that the listener has understood the feelings behind the words.

Question 24

describe empathy

Answer 24

-one of the most important, and often most difficult
to demonstrate empathy, listen to consultant’s concerns, understand them at a level greater than just the word meanings, and don’t rush to pre-formed solutions (allowing a consultee to save face after an unproductive or unprofessional remark)

Question 25

describe assertive (keeping a goal orientation)

Answer 25

use assertive body language to convey the image that the referral problem will be solved and that quitting is not an option; relates to decision making, being confident in diagnosis, and intervention plan and what needs to be done to help the client

Question 26

describe asking questions

Answer 26

It is the most important and most delicate skill in consultative interaction because questions can be both inviting and threatening
Questions help to clarify the problem
Questions serve 3 main purposes:
gather information and data
seek options
detect attitudes
Questions can be open/closed, direct/indirect, or single/multiple.

Question 27

What are the manifestations and causes of resistance?

Answer 27

R- refusal, active or passive
E- expectations too high
S- skill inadequacy
I- “I did it, it didn’t work!”
S- System lack of support, real or imagined
T- Threat to existing ecology of the classroom
A- Anxiety over being watched
N- Non-Reinforcement for efforts
C- Confidence, lack of
E- Easier to insist that someone else do it

Question 28

How do you deal with resistance?

Answer 28

F- facilitate
A- assist in consultees’ thinking and plan building
C- communicate both your support and ideas
I- interpersonally relate
L- live in consultees’ shoes
I- inquire
T- teach
A- acknowledge consultees’ efforts
T- tolerate consultees’ discrepant views but don’t allow inappropriate practices
E- evaluate your collaborative efforts

Question 29

List the 6 desirable interpersonal skills.

Answer 29

1. Forging positive relationships
2. conveying competence and confidence
3. projecting the idea that the situation is going to improve
4. following through with enthusiasm
5. developing and maintaining trust
6. treating consultees as adults

Question 30

Describe forging positive relationships.

Answer 30

People are more willing to work with affable, outgoing, friendly people than with people who aren’t. Become one of the staff. Building rapport is important. Learn the art of small talk and use it. Identify with consultees.

Question 31

describe Conveying competence and confidence:

Answer 31

Be prepared to be a helper by developing a repertoire of evidence-based interventions and methods for evaluating intervention outcomes that can be adapted to fit a variety of situations. Confidence comes from a feeling of being well trained and prepared for consultation and from successful experiences.

Question 32

describe Projecting the idea that the situation is going to improve:

Answer 32

Be optimistic about the chance that change can happen. Don’t buy into the hopelessness you may hear from consultees.

Question 33

describe Following through with enthusiasm:

Answer 33

demonstrate commitment by timely follow-up and staying with the situation until it is resolved or until the consultee decides that he/she wants to let it develop on its own for a while.

Question 34

describe Developing and maintaining trust:

Answer 34

A period of time is necessary before trust is established. Consultees need time to build an opinion of a new consultant. Consultants also need time to build trust in those with whom they work. Be sure you are honest and dependable in your dealings with others. Expect others to do as they say just as you do.

Question 35

describe Treating consultees as adults:

Answer 35

Learn to appreciate that adult consultees differ in training, willingness to participate in the process, ability to carry out plans, and perspectives on problems. Adults prefer to be self-directed; they do not want or expect to be told what to do unless they ask for assistance directly. They generally prefer to be active contributors to the interactive process rather than passive participants. Adults prefer to believe that they are able to solve their own problems with some facilitative help from the consultant.

Question 36

What are some potential difficulties in communication?

Answer 36

false reassurances
wandering interaction
interruptions
credibility gap

Question 37

Describe false reassurances.

Answer 37

making referral issue sound simple and like it’ll resolve by itself or quickly improve - minimizes consultee’s feelings and devalues their concerns

Question 38

Describe Wandering interaction

Answer 38

consultant seems to have an attention deficit - can’t remember things, gets cases mixed up, unable to focus on what’s relevant
Interruptions - consultant interrupts consultee, breaking flow of interaction and suggesting that trying to problem-solve with them isn’t worth the effort

Question 39

Describe credibility gap

Answer 39

most subtle of communication problems; belief that one or both parties that they shouldn’t take consultation process seriously because other party isn’t competent, of real help, or in a position to collaborate; lack of faith precludes success

Question 40

List and describe the 6 original bases of social power from the article “school psychologists’ perceptions of social power bases in teacher consultation.”

Answer 40

• Coercion- a consultee is fearful of confrontation by the consultant
• Reward- a consultee views praise from the consultant as rewarding
• Legitimate- a consultee views the consultant’s attempt to help as appropriate to the consultant’s role
• Expert- the consultant is viewed as possessing knowledge or expertise in a specific area of interest in the consultee’s opinion
• Referent- the consultant is viewed by the consultee as being similar
• Information- the methods of persuasion by the consultant are viewed by the consultee as relevant

Question 41

What were the 4 key results found in the article “School Psychologists’ Perceptions of Social Power Bases in Teacher Consultation?”

Answer 41

1. social power bases in the school psychologist-teacher consulting relationship may be summarized by four factors labeled position power, impersonal sanctions, personal power, and credibility
2. soft-harsh power base distinction is meaningful within school consultation
3. psychologists saw the use of soft power bases as resulting in more effective influence, thereby supporting the study’s central hypothesis
4. the psychologist-teacher consulting relationship appears to be more similar to the professor-student relationship than to the supervisor-subordinate relationship

Question 42

How does No Child Left Behind Act affect consultation in the schools?

Answer 42

a. requirements include annual testing in reading and math of all students in grades 3-8 as well as the provision of additional funds to support schools that are consistently underachieving
b. attempt to close the gap between the actual and expected level of student performance, esp. among the lowest achieving students
c. consultation used to be an “emerging role” and now it is an accepted, routinely practiced, and valued service provided by psychologists, counselors, social workers, and other professionals
d. They do child find- to help kids and parents get involved in the school before age 5; seek out kids who are school aged and try to get them enrolled…. public school system is responsible for services for students ages 3-18, but if diagnosed, 3-21, which means that consultation will be needed to help these children succeed academically
e. The earlier the intervention the better
f. To make sure that all children are learning, we use standardized testing
g. when children are identified at risk, there is much more service provided to them and school psychologists consult and collaborate to make sure that they become successful if they aren’t already