Consultation - 1

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Consultation

The consultant provides direct services to consultees to assist them in developing skills which ultimately make them independent to the consultant.

Is a triad: the consultant, consultee, and client

Problems considered are work related (this concept is broadly defined – consider example of a teacher transferring personal problems to the child).

The consultant’s role varies according to the consultee’s needs.

We must be open, as we do not deal with single topic issues. We are not specialists in a particular behaviour or need.

The locus of the consultant may be
1. internal (as one who works within the system)
2. external (not working for the system)

All communication is confidential.

Consulting is an indirect service model – we may work with teachers about the children

Three theoretical models.
1. The empirical-rational model: Individuals are rational & will act to protect their self interest. Strategies are information and knowledge based. Individuals are expected to change when confronted with data & logical rational. Also known as the Expert Approach.
2. Normative-Re-educative model: There is the assumption that socio-cultural norms are equally important in human motivation for change to occur. There must be changes in attitudes, values, skills, & significant relationships. (keep this in mind with the data portion of the empirical-rational model.
3. Power-coercive model. (NOT advocated) Based on economic, political, or moral power. Ex. Proficiency testing to determine teacher salary. Teachers bucking the system to get their way and make changes (strikes). Parents not allowing certain topics to be discussed.

Aptitude Treatment Theory
Aptitude by treatment interactions (for every problem there is a specific prescription).

Problems were defined as a particular type of disability – we put them into categories. Once in a category, we knew how to treat them. These were labels.

The official labels are:
• Specific Learning Disability (SLD)
• Cognitive Disability (former: MR) – IQ below 70 AND low levels in other areas.
• Developmental Delay (only in children under 8 years of age)
• Deaf/Blind
• Deaf
• Emotional Disturbance (ED)
• Multiple Disabilities
• Other Health Impairment. (this includes ADHD)
• Traumatic Brain Injury
• Vision Impairment
• Speech Impairment.

The Aptitude by Treatment Theory has been found not to be true, but this fact seems to be ignored in our society. The more up to date viewpoint is that every individual should be evaluated for individual needs but placement in the classroom is not the answer in all cases. Instead, use problem solving methodology to resolve problems.

System Reforms

Legislative & Political reform have caused proficiency tests and school ratings systems.

Financial reform – the differences between districts is amazing.

School Reform – Collaborative Consultation
Do we use it for intervention services or eligibility determination?

In doing Assessment for Intervention, there are five components.
1. Have an outcome orientation. Be able to prove that you are successful. To do this, gather data and feedback. Focus on Output model
2. Problem solving orientation
3. Assessment technology & Decision making – more than just giving tests. Included observation, interviews, records reviews.
4. Instructional Design must be based on empirical data. (So should interventions in general).
5. When we use the terminology, “Behavioral Change,” we’re talking about both the academic and social.

Consultant Characteristics

How you carry yourself is of great importance. Positive characteristics to consider include:
• Have respect for everyone you work with. In doing so, you hope to earn mutual respect.
• Have ability to solve problems.
• Empathy (understanding, NOT pity)
• Willingness to take a risk (don’t always go with the flow if the flow is going in the wrong direction, but know when to take a stand).
• Commitment, Determination & Persistence
• Autonomous social & cultural identity (know what your values are and you will also know your biases)

Consultant Skills:
• Need to know how to find quality interventions.
• Be able to work with administrators
• Be a teacher advocate
• Have good interpersonal skills with parents
• Know law, policies, and procedures.
• Know district rules about discipline
• Know curriculum
• Know written and unwritten social norms (A written social norm is like a union – and unwritten social norm is what happens in the teacher’s lounge.)

Three styles a consultant can take.
1. Responder
2. Manager
3. Initiator

Parent Consultees

There is a continuum of practice

Levels, Least to greatest involvement:
1. Place minimal emphasis on family – focus on child
2. Ongoing psycho-educational interactions (emphasize traditional testing in which you just give information)
3. Develop relationship with the family with understanding, support, and reassurance.
4. Use a systematic & planned assessment & intervention that is developed through teaming with the teacher & family.
5. Enmeshment (this is over the cliff)

How far you will go will depend on individual situations

Understand family interaction patterns. Learn these from family, kids, teachers.

Develop an understanding of the behaviour of the child as it relates to the culture from which he comes.

In healthy families, there are clear boundaries between the parents and child. A healthy balance allows both connection and individuality.

Families with dysfunction may be extremely rigid or loose in the ways they interact.

Individual symptoms in a child could have meaning in a family interaction. Ex. The child refuses to come to school for fear mom will die while the child is at school.

Small changes can lead to major family change. Note the example of sending a rare good note home from school, instead of the usual bad.

Filed under: EDC 510-511 Consultation in Schools and Practicum
Copyright: August, 2003 - David Profitt