Cole / Siegel Effective Consultation in School Psychology

2. Auflage 2003
ISBN: 978-1-61676-252-0
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 524 Seiten

Since the first edition of this book appeared over a decade ago, school psychology research, knowledge and skills have expanded and yet the field continues to face challenges. The book’s model continues to be taught and to impact on professional development in school systems in many countries. The aim of this substantially revised and expanded edition is to strengthen service delivery models by incorporating primary, secondary, and tertiary prevention, for the benefit of students, parents, educators, and present and future school psychologists. Major questions addressed include: What can school psychologists do to enhance students’ learning and psychosocial adaptation? Why is it advisable to adopt a consultative model of service in education? How can school psychologists assist educators in planning effective school-based programs and services? How can school psychologists support the adaptation of multicultural school communities? The book provides practical assistance to school psychologists who wish to free themselves from the narrow constraints of testing, assists them in identifying the models, skills, and tools they need for fostering a consultative approach, and provides them with useful information for implementation.

Autoren/Hrsg.

Cole, Ester

Siegel, Jane A

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Beratungspsychologie

Inhaltsverzeichnis

1;Table of Contents;6
2;Preface;10
3;Dedication;12
4;About the Editors;14
5;The Contributors;16
6;Part 1 Perspectives on Consultation and Training;18
6.1;Chapter 1 Role Expansion for School Psychologists: Challenges and Future Directions;20
6.2;Chapter 2 Multidisciplinary School Teams: A Five-Year Follow-up Study;41
6.3;Chapter 3 Canadian Consultation in an International Context: A Review of the Literature;62
6.4;Chapter 4 Problem-Solving Consultation in the New Millennium;77
6.5;Chapter 5 What Does it Mean to Consult?;104
6.6;Chapter 6 Integrating School and Clinical Child Psychology: An Innovative Model for Training School Psychologists;124
7;Part 2 The Psychologist as a Change Agent;144
7.1;Chapter 7 Collaborative Consultation Training in a Multicultural Context;146
7.2;Chapter 8 Parent-Teacher Mediated Intervention: A Growth-Promoting Process;160
7.3;Chapter 9 Underachieving Adolescents: Assessment and Intervention;184
7.4;Chapter 10 Empowerment Plus®: A “Wholistic” Approach to Cost- Effective Psychological Service Delivery in the Area of AD/HD;202
7.5;Chapter 11 School Psychology in Multicultural Inclusive Communities: Responding to Children’s Needs;239
7.6;Chapter 12 Bringing Narrative Thinking into School Psychology Practice;295
7.7;Chapter 13 Deaf Immigrant and Refugee Children: A Different Kind of Multiculturalism?;313
7.8;Chapter 14 Collaborative Consultation in French Immersion: Observing Communication and Interaction Patterns;339
7.9;Chapter 15 Consulting About Young Children: An Ecosystemic Developmental Perspective;353
8;Part 3 Consultation in School- Based Programs;380
8.1;Chapter 16 Appraisal for Better Curriculum;382
8.2;Chapter 17 Suicide Prevention in Schools: Facing the Challenge;432
8.3;Chapter 18 Violence Prevention in Schools: Knowledge, Skills, and Interventions;479
8.4;Chapter 19 Violence Prevention in Secondary Schools: A Project for Raising Awareness and Facilitating Action;494
9;Appendix A: Warning Signs: Take a Stand Against Violence – A Guide for Students;518
10;Appendix B: Warning Signs: Take a Stand Against Violence – A Debriefing Guide for Secondary School Teachers;522
11;Appendix C: Newsletter Insert – Making Our Schools Safer: A Focus on Prevention;524

Leseproben

Chapter 7 Collaborative Consultation Training in a Multicultural Context (p. 129-130)

Collaborative consultation has been recognized for its value in school psychology service delivery since the early 1970’s; however, induction in this practice still presents a challenge not only for novice school psychologists, but also for highly skilled and seasoned practitioners who have focused on prescriptive diagnostic work and expert oriented models of intervention practice. Although psychologists may be well trained in data gathering and problem solving skills required for effective school consultation, there is no guarantee that they will be able to successfully apply these skills in a variety of consultation settings and cultural contexts. The aim of this chapter is to discuss my experience in collaborative consultation training in two vastly different multicultural contexts, Canada and Latvia, which has led to an examination of collaborative consultation training from a multicultural and feminist perspective and, the development of a peer supervision framework.

Historical Perspective: Learning to Practice Classroom Consultation

To begin with, I wish to acknowledge the contribution made by Seymour Sarason (Miezitis, 1991; Sarason, 1966) and David Hunt (1987, 1992) to my philosophy and practice of school consultation and my approach to consultation training.

I began the practice of classroom observation-based teacher consultation in 1973, in collaboration with a doctoral student Mary Morris, who worked with me as researcher and co-leader of a professional development workshop. We offered an inservice training program for grade 1 teachers interested in learning about ways of helping distractible children adjust to school expectations as part of a research project (Miezitis, 1973). Our twelve session weekly program consisted of theoretical presen tations and the discussion of individual cases brought forward by the teachers who had volunteered for this project.

As part of the training sessions, we analyzed each case, solicited regular input and feedback from the workshop participants and suggested recommendations for ways of handling the children in various classroom situations. However, it soon became apparent that the suggestions were not always implemented or were, in fact, not yielding the expected results. After several weeks we began to sense the mounting frustration that teachers were experiencing, and began to fear that the teachers, who had volunteered for our program, would drop out and we would not be able to complete the project. We realized that we were missing some very crucial information about the teacher-pupil interactions and decided to offer to visit the teachers in their classrooms and collect some first hand observations on the referred children’s behavior. We hoped to gain additional information from an "outsider’s" perspective to help the teachers to understand the difficulties experienced by the "distractible" children.

When we first walked in a classroom to conduct observations and advise teachers, as the ‘experts on distractibility’, we felt quite overwhelmed with the complexity of classroom life. My co-leader and I began to notice that a teacher often had inconsistent or even opposite reactions to different children exhibiting similar behaviors. Our initial half day observations coupled with the information that the teachers had offered in their case presentations and the pre and post observation interviews allowed us to gain some insight into the teacher’s expectations and perceptions of thriving and non thriving children in their classroom. Discussions of video taped classroom interactions with each individual teacher as well as with the workshop participants, provided further opportunities to unravel the complexities of the problems faced by the classroom teacher and clarify some of our divergent and puzzling observations. The observers’ background of professional experience, philosophy of education, personality style, attitudes, expectations and understandings of the situation all contributed to the richness of the discussion and provided opportunities for bringing content into what was becoming a collaborative process rather than a structured, content driven training program. The participants became more open and enthusiastic about the meetings as time went on, an atmosphere of trust and collegial support developed. Eventually even the most reluctant participants were eager to have the "consultants" visit their classrooms and invited comments on their videos.