Professional Self Managed Plan Phase 2 with Consultation Notes Form

David Profitt
EDC 511
Professional Self Managed Plan Phase 2

On 9/24/03 I participated as a fictional consultant dyadic meeting with a fellow classmate. The meeting concerned a student who was a freshman in high school in a Severely Emotionally Disturbed classroom who was subject to excessive verbal outbreaks in class. The student also had threatened and attempted violence, but the teacher’s major concern was the verbal outbreaks. It was believed that controlling these would cause the more severe situations to dissipate, as they seemed to result from the former. Also, the teacher did not seem overly concerned that harm would actually come from the student’s outbreaks. The sole goal of the first meeting was problem identification; the second meeting covered all the phases in working with a problem, including problem identification, baseline analysis, treatment implementation development; and the third meeting involved treatment evaluation. This was my second attempt to act in the role of a consultant.

Assessment:

I left this session feeling very positive about my performance. Even though this was a fictional setting, the consultation felt very real. I followed the pattern of the Observation Guide and worked to make sure that all the data gathering steps had been followed. The Problem Identification Interview started with the opening statements and a gathering of the teacher’s concerns. I worked to reiterate information and validate that the teacher and myself were thinking along the same lines. As I would probably do in real life, I took notes throughout the meetings. This was helpful, as I could scan my notes to see if anything was missing. After gathering data and prioritizing the issues, the client and I agreed on a method of baseline data collection. Specific measurements were requested. It was necessary to gather more than just “amounts” or “times.” We agreed to gather not only incident counts, but antecedent and consequence data. Looking back, I should have also asked the consultee to note the length of the student’s outbreaks.

For the second session, the Problem Analysis Interview, the data showed specific patterns in the behavior that were not evident in the first meeting. I believe this was due to two facets. First, there was the creativity of the fictitious consultee, and second, the fact that I asked for antecedent and consequence data. Because of the client’s impressive gathering of data, we were able to brainstorm possible solutions to the problem. I also took the opportunity to thank the teacher for her great data collection efforts and encouraged her to continue with these as we implemented a treatment.

Possibly due to my fellow student’s attempts to make my job easy and possibly because it was very late in the evening, our fictitious intervention plan proved highly successful. The negative behaviors decreased dramatically and the teacher was quite happy with the results. It was decided that the intervention could be continued and modified slightly to include a feature which would allow the student to return to normal interaction with his peers under circumstances which he could partially control. Additional meeting(s) would occur in the future to review the student’s progress.

In my first Professional Self Management Plan I listed my top goals as reducing mental distraction of possible problem solutions, problem narrowing or prioritizing, and improving name use. I had these goals in mind before beginning this week’s consultation sessions. Because of this, I was focused on the tasks at hand. Also, I used the teacher’s name (Sandra) at appropriate times throughout the session and feel we prioritized the problems so we were focusing on the most severe goal. Not everything was perfect, however, which will be discussed in the Goal Setting section.

Goal Setting and Strategy Plans:

Even though I saw improvement on my past goals with this session, I can not say that I should now leave these goals behind. Also, in addition to the previous, two new concerns came to mind with this consultation session. First, it was pointed out by one of my two cohort members that I use the word “I” too much, possibly causing it to appear that I believe I am superior or better informed than the client. I should learn to use more generic “let’s” type statements when conversing with consultees. Second, I forgot to inquire about the total amount of time dedicated to the problem. Having more knowledge of the duration of the problem and resources the problem is taking will better show its severity and better enable the client and myself to prioritize behaviors.

To operationally define these goals and list strategies for their obtainment, I would like to see the following:

• Focus on the task at hand, including prioritizing. Although abstract, this goal will be evidenced by correctly using the problem identification and problem analysis models. Gaps in the model give evidence to areas where I do not have focus. I would like to internalize the steps involved, so that they come naturally, and I can focus on the client’s needs as I work through the appropriate problem identification and analysis steps. My eventual goal is to not need to refer to a checklist when working with a consultee. In beginning consultation sessions, however, I will use an abbreviated form of the Observation Guide to remind me of the steps I need to cover (see attached). Eventually, a blank piece of paper may be used for notes as the steps will become automatic with practice.
• I will use the consultee’s name at least two times throughout the session and spend time in opening salutation and greeting. I will use the consultee’s name once during the opening greetings, and once in the closing greetings. This will personalize the process and encourage a sense of familiarity and trust.
• I will use non personal pronouns throughout the session. My consultation notes guide (see attached) contains the line “Remember, Let’s focus on solution options.” which is placed as a reminder that I need to refer to “us” when talking with the consultee. This will help me remember that the consultee is an equal, and we are working together.
• When inquiring about the problem, I will inquire about the nature of the problem, specific examples, antecedents, consequences, and behavior duration and class time consumed because of the problem. I have forgotten these last two in the past. To assure that I do not forget these important points in the future, I have added a “duration / time used” line to my consultation notes page (see attached).
• I will leave every consultation session with at least one goal for future improvement. There is always room for improvement.

Evaluation plan:

I was asked in regards to my previous Self Management Plan how I would know when I have “arrived.” I never considered that I would arrive, for I see my future as one of continual improvement. As I reach certain goals, I will discover new areas which could use improvement. If I continue to see improvement, and continue to search for new improvement, then I suppose in a sense I will know I have arrived, or am at least in a continual state of arriving. In evaluating my performance, I will continue to use my peers and professors for feedback. Their comments will point out needs and areas of improvement I may not see on my own.

As for the goals listed above, I will use my consultation notes (see attached) to determine if I stayed on track throughout the consultation session. Checking off each section as I cover it in the session will show what was accomplished. I will also make a note as to whether or not I used the counselee’s name at the beginning and end of the session, though, for tact reasons, there is no such place for a mark on the checklist. I will simply have to note whether or not I met that goal. After a session, I will also check to see if I know the problem, its antecedents, consequences, duration and the time the problem takes from the class. If I know these facts, then I will be sure I met the goal of obtaining this information. Finally, if I can’t find any areas for improvement, then I am not being true to my goal of always bettering myself. More correctly, I wouldn’t be being true to myself. Ultimately, that is my highest goal for my future improvement.

Click here for the Consultation Notes form.

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