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1.
This article reviews reasons for the recent increase in interest in the adoption of consultation on a system-wide basis along with many of the problems often associated with these efforts. The intervention assistance model is proposed as an alternative means of implementing, organizing, and operating system-wide consultation programs. Aspects of the model that overcome many of the more commonly occurring problems involved in system-wide consultation are described, and specific guidelines to facilitate practice in this area are offered.  相似文献   

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3.
Controversy surrounds the use of confrontation in human services consultation. This analogue study investigated the effects of facilitative consultative conditions, consultant experience, and the stage of consultation in which confrontation occurs on consultees' perceptions of the use of direct confrontation. Graduate student participants viewed and then rated the consultants' use of confrontation in 16 videotaped scenarios of a consultation interaction representing combinations of the independent variables (facilitative conditions, consultant experience, and stage of consultation) and containing a consultant-initiated direct confrontation. The study was replicated with a group of undergraduate students taking counseling courses. Results for both groups suggest that facilitative conditions, consultant experience, and the stage of consultation in which confrontation occurs interact in influencing consultees' perceptions of confrontation. Results are discussed in terms of implications for practice and future research efforts.  相似文献   

4.
A survey of 50 early childhood special educators was conducted regarding issues germane to school psychological consultation. Results indicated that behavioral and home-related problems were major concerns, and that goals in seeking consultation were primarily motivated by a lack of knowledge. A variety of service-delivery models was chosen, with a slight preference for an indirect, mental-health model.  相似文献   

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6.
Core characteristics of problem-solving consultation research, theory, and practice in psychology and education are reevaluated within the context of consultation training agendas. Features of problem-solving consultation must be reconceptualized for advances to occur in future consultation training. Specifically, the consultant-consultee relationship, coordinate power status, consultee's right to reject the consultant's suggestions, involvement of the consultee in the consultation process, the voluntary nature of consultation, and ethical issues are discussed within a broadened framework for consultation training that emphasizes a process in which consultation services can occur on a variety of consultee-client dimensions. These dimensions include case-centered consultation (e.g., teacher-based consultation, parent-based consultation, conjoint parent-teacher consultation, child-based consultation, and peer-mediated consultation), technology training with teachers and parents, and organizational consultation. The expanded conceptual framework for consultation involves not only a reconceptualization of traditional problem-solving consultation core characteristics for practice, but also agendas for new areas within consultation training curricula at both the preservice and inservice levels. Moreover, such a broadened framework demonstrates the necessity for incorporating empirical research from other areas of psychology, education, and organizational management within the area of school consultation.  相似文献   

7.
高教决策咨询制度是实现高教决策科学化民主化的重要保障。英美日等西方高等教育强国都建立有完善的高教决策咨询制度,表现在咨询机构、咨询报告、咨询报告的影响力等各方面。考察和分析英美日三国的高教决策咨询制度对重建我国高教决策咨询制度具有启发和借鉴意义。  相似文献   

8.
This article draws on organizational and cross-cultural consultation tenets, to analyze the contract negotiation of a school reform initiative by focusing on the contracting and cross-cultural issues that emerge at that stage. A case from one school presents illustrative examples generated and grounded by qualitative methodology using participant observation, semistructured interviews, extant records, and researcher logs. Themes related to contract negotiation that were derived from the analysis include conflicting expectations and beliefs; dissatisfactions with procedures and policies; lack of empowerment; pedagogical dissonance; and feelings of blame, inadequacy, and racism. This case highlights problems that can occur in school-based, cross-cultural organizational consultation when a rigid adherence to the content of consultation overshadows the consultation process. It is suggested that framing consultation as a coconstructed, participatory process that includes consensual contract negotiation may promote successful school reform. This is significant when the consultants and consultees do not share common cultural reference points. It is argued that consultants who value cultural reciprocity between themselves and consultees while being intentional in their use of process skills have the best potential to effect sustainable school-based change.  相似文献   

9.
政党协商是我国协商民主的重要形式之一,是中国共产党与各民主党派等进行直接协商的政治形式。政党协商始终坚持政治、制度、价值等基本原则,在制度建设、实践探索、程序设计和观念文化等方面取得了显著的成效。但在实现国家治理现代化、深入推进社会主义民主政治建设的条件下,政党协商依然面临着一系列的挑战。在民主和法治的轨道上,既注重挖掘既有的存量资源,又注重体制机制改革创新,是积极推动政党协商的基本路径。  相似文献   

10.
The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training.  相似文献   

11.
The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school factors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and individual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pressures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consultant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided.  相似文献   

12.
In this commentary, I provide a brief overview of definitions and types of consultation, as well as a discussion of the distinction between consultation and collaboration. I then apply the information from this review to the four articles on consulting about gifted and talented students. Using Caplan's framework, I argue that these papers contain examples of both case and administrative consultations, and that the focus on students who are gifted and talented takes consultation from a preventative intervention to a promotive one, thus expanding the applicability of the process of consultation. However, it is important to remember that consultation as it is defined in the literature has certain specific features. Therefore, simply labeling oneself as a consultant does not necessarily mean that one is engaging in consultation.  相似文献   

13.
This article uses the author's 30 years of teaching consultation as a basis for developing suggestions for those providing training in this field. The article addresses questions about what the content of training should be, how consultation training can link theory to practice and how to respond to persistent challenges to training (e.g., freedom versus constraint, multicultural consultation, and when consultation training should be offered within a preservice curriculum for developing school-based consultants). The training suggestions derive from a model of consultation and consultation training that is based in constructivism and seeks to enhance feelings of empowerment and long term implementation of consultation on the part of the trainee. The article proposes a practitioner-researcher model in which practicing consultants view themselves as researchers who collect data and share information about their practice with other school-based consultants. These shared practices are used to inform the knowledge base and are used as a basis for contributing to the scholarly literature. Finally, this article proposes directions for researching the process and outcome of consultation training that cut across all of the issues raised in this article.  相似文献   

14.
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   

15.
大学生心理咨询现状、存在的问题及其对策   总被引：1，自引：0，他引：1  
我国的心理咨询起步于20世纪80年代中期,近年来发展很快,但是存在的问题也不少,如,地区、校际发展不平衡;高校的心理咨询机构不健全;实际操作中科学化、专业化、规范化水平不高等等.笔者认为各大学应该从提高对心理咨询重要性的认识、提高咨询者的专业素质、改善心理咨询机构的条件等方面加以改进和提高.  相似文献   

16.
Multimodal consultation provides a problem-solving approach that recognizes and analyzes the components of multifaceted, multisubsystem referral problems. The approach, which is exemplified in the present article within the ecological perspective, consists of five parts: from the identification and analysis of maladaptive interactions that cause, support, or maintain a referral problem's environment to the evaluation of consultation interventions that target different aspects of the referral environment and are based on different consultation models. Multimodal consultation is primarily a conceptual model at this time; however, suggestions for empirical and heuristic research also are discussed.  相似文献   

17.
The purpose of this article is to identify some of the research questions which arise when consultation services are introduced in school systems. Specifically, questions that arise from introducing pre-referral and in-service consultation are discussed. It is emphasized that unique problems are encountered when consultation is implemented system wide. These problems need to be empirically evaluated across each organizational level of school systems. Conclusions are drawn suggesting the need to adopt formal methods for institutionalizing consultation in the schools.  相似文献   

18.
This article examines the practices of school psychologists who work within an urban school district. Participants (N = 86) rated 20 specific practices on their current use, their importance, and their level of competence. Overall the school psychologists rated their involvement in traditional assessment activities as significantly more common than consultation/collaboration and prevention/intervention; however, they indicated consultation and prevention/intervention activities as significantly more valued than traditional assessment practices. Participants also noted prevention, intervention, and functional assessment as their top priorities for professional development. Thus, a practice gap was noted with regard to what this group of school psychologists' value and what they do. Results are discussed within the context of current educational reform initiatives.  相似文献   

19.
Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.  相似文献   

20.
High verbal control is a way of exercising interpersonal power and may be an important influence on consultation process and outcome. In this study, two groups of public school teachers were shown videotapes depicting either high or low levels of consultant verbal control. Dependent measures included a consultation-acceptance rating, a behavioroid measure assessing consultee commitment to future consultation meetings, and a thought-listing technique soliciting covert cognitive responses occurring while the teachers viewed the consultation exchanges. Results indicated that the verbal control manipulation produced differences in teachers' perceptions of the consultant's level of verbal control. After viewing the vignettes, 16% of the teachers expressed willingness to commit to future consultation. However, there was no apparent detrimental effect of high consultant verbal control: Of those teachers willing to commit, differences between high and low control were not significant. Post hoc analysis of acceptance scale items indicated that participants thought the consultee learned more about the problem discussed during the consultation under the high consultant verbal control condition. Advantages and limitations of high consultant verbal control as a consultation process variable are discussed, and recommendations for future consultation research are offered.  相似文献   

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