Group Consultation

Group Consultation.

Problem solving assumptions that collaborative consultation is based on

  1. People prefer to solve their own problems.
  2. Usually the best strategy will come from the person most familiar with the problem.
  3. People are more likely to carry out a strategy if they actively collaborate in its development.

As a consultant, you are more interested in the process than the content. The content will often come from the consultee.

In groups, it is important to maintain structure. They need to be based on an equal relationship and supported by open communication.


The outcomes need to be different than what was occurring when you began. The strategies need to be ones which could not have been created by the teacher individually, but needed the assistance of more than one mind. You need group think.

Team participation needs to be voluntary and confidential.

Blocks to Listening.

In groups, each person often has his/her own agenda and personality. You need to be in tune with what is going on with each person in the group.

  • Comparing: You as a facilitator, if you are comparing in your mind what someone else is saying and comparing it to your own situation.
  • Mind Reading: As a facilitator, you may be trying to participate to what the other person is going to say next.
  • Rehearsing: You are practicing what you are going to say next in your own mind when you should be listening.
  • Filtering: Only hearing what you want to hear.
  • Judging: Not having an open mind – having that opinion you think is perfect and putting it on others. As school psychs we MUST be unbiased!
  • Dreaming: Zoning out – I’m doing it now. J
  • Identifying: Identifying yourself with what they are saying – you jump in and say “I know exactly what you are talking about” before they even finish.
  • Advising: “Well, If I were you, I would do this.” – setting yourself up as an expert.
  • Sparring: Arguing.
  • Being Right: Insisting on your own opinion as the one that is chosen.  This is something that may happen, but you have to earn it over time.
  • Derailing: The subject is changed. Done to avoid a topic – bad, bad school psych.
  • Placating: Instead of hitting the problem, you just assure the client that everything will be fine without listening or focusing on their concern.

 

Questioning:

  • Informational: you ask for the facts.
  • Clarifying questions: Closed questions to get to the specifics of what they said.
  • Open ended questions: you get more info from these than any others. Hopefully, will prevent the need for too many additional questions.

When listening: lean in to the conversation, eye contact, nodding.

Paraphrasing: Make sure you understand what they are saying.

Summarizing: Establishes markers so you can move on.

Roles:

  • Task Roles:
    • One is the coordinator.
    • Evaluator or monitor.
    • Elaborator – the person who contributes to the content

The school psych could have all three of these roles.

  • Relationship building and maintenance roles
    • Harmonizer – keeps the peace
    • Gatekeeper – makes the rules
    • Follower – just goes along
  • Self-centered roles: These roles do not help with the team process
    • Blocker (the person who finds a “yes, but…”
    • Recognition seeker. Wants to talk all the time, often about them.
    • Dominator. Tries to control everything and everyone.
  • Signs of resistance:
    • Look for people who want more detail, or offer too much detail.
    • People who complain about not having enough time.
    • People who make a verbal attack
    • People who appear to be confused
    • Silence
    • Total compliance.
    • No more problem.
    • No follow through
    • Lack of support
    • Low trust level.
    • An organizational philosophy which does not agree with the collaborative solving process
    • Low morale
    • Any other communication patterns or norms which don’t seem to support what you are trying to do.
  • Strategies for dealing with resistance
    • Foster a collaborative relationship in and outside of the team meetings.
    • View resistance as normal/natural It is hard to make a change.
    • Recognize reward and punishment factors with the people you are working with. If it makes them feel bad, they won’t do it.
    • Encourage expressions of concerns – and when offered, don’t take them personally. Maintain that non-biased perspective
    • Try not to argue or get defensive.
    • Monitor feelings.
    • Observe non verbal messages from others.
    • Focus on the important concern – sometimes there are multiple concerns, which can be let go.
    • Reanalyze strategies that have been rejected.
    • Make plans specific, so that people know exactly what the expectation is.
    • Confront resistance tactfully.
    • Be honest about feelings.
    • Gain sanction for plans. Recognize that change takes time.
    • Let others know the benefits of collaboration.
  • Strategies for handling conflict:
    • Promote discussion of the conflict. Avoiding discussion will cause it to fester.
    • Use the problem solving model. Using an agreed upon structure will help eliminate some opportunities of dissention.
    • If you have  a dispute, break it into its simple elements
    • Recognize the interest of the consumers. Try to understand why they are thinking about it this way.
    • First work on obtainable goals unrelated to the conflict.
    • If you can’t resolve the conflict in the meeting, you might bring in an objective consultant, or you may want to reconvene at another time, when people have calmed down.
Filed under: EDC 510-511 Consultation in Schools and Practicum
Copyright: October, 2003 - David Profitt