Collaborative Consultation: Empowering Public School Personnel to Provide Heterogeneous Schooling for All-or, Who Rang That Bell?

Nevin, Ann; Thousand, Jacqueline S.; Paolucci-Whitcomb, Phyllis; Villa, Richard A.

doi:10.1207/s1532768xjepc0101_3

Cited by 44 publications

(19 citation statements)

References 37 publications

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“…Results from these studies are often difficult to interpret because of the numerous operational definitions that are used as researchers examine what they consider to be a collaborative approach to consultation. However, Nevin, Thousand, Paolucci-Whitcomb, and Villa (1990) offered a framework for collaborative consultation that incorporated many of the elements of other definitions Correspondence to: P. Dawn Tysinger, NCSP, Georgia Southern University, Dept. of Leadership,Technology,and Human Development,P.O.…”

Section: Collaborative and Expert Approachesmentioning

confidence: 99%

Teacher expectations on the directiveness continuum in consultation

Tysinger

Diamanduros

2009

Psychology in the Schools

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The study investigated the consultation approaches of collaborative-directive and collaborativenondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative-directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. C 2009 Wiley Periodicals, Inc.Researchers in the area of school-based consultation have attempted to determine the most effective approach for consultation success. Although the collaborative-directive and collaborativenondirective approaches to consultation were introduced by Gutkin (1999), few published studies have addressed this new conceptualization of consultation (which may reflect a change in published literature toward problem-specific consultation [e.g., for students with Attention-Deficit/ Hyperactivity Disorder {ADHD} or grief issues] and away from approach-oriented research). Additionally, the school-based consultation literature identifies teacher expectations for consultation as key to consultation success. The current research investigated whether teacher expectations for consultation more closely align with the collaborative-directive or the collaborative-nondirective approach to consultation and examined the impact of matching or mismatching teachers' expectations for consultation on their subsequent ratings of consultant effectiveness and intervention acceptability. Collaborative and Expert ApproachesMuch of the present literature in the area of school-based consultation has focused on determining the most effective approach for school psychologists to use when consulting with teachers regarding academic, behavioral, and social-emotional behavior. However, the empirical focus on collaborative and expert approaches to consultation has dominated the consultation process literature. Thus, an academic debate has emerged between the collaborative and expert camps with proponents of each touting empirical evidence interpreted as supporting their respective approaches.The collaborative approach is generally believed to include the consultee in determining the content and process of consultation to a greater extent than other approaches. The psychologist offers a forum for processing the consultee's ideas without becoming directive. With the assistance of the consultant, the consultee identifies the issue t...

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Section: Collaborative and Expert Approachesmentioning

confidence: 99%

Teacher expectations on the directiveness continuum in consultation

Tysinger

Diamanduros

2009

Psychology in the Schools

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“…Additionally to having beneficial effects for students, BC has been shown to be effective to contribute to teacher professionalization. Consultation has been shown to increase innovative and experimental teaching (Alinder, 1994), to increase teacher skills and satisfaction (Kaiser et al, 2009), to improve the teachers' ability to meet the needs of special needs students (Seppälä and Leskelä-Ranta, 2006), to decrease teacher stress (Tunnecliffe et al, 1986), and to facilitate the development of a learning organization that is able to cope with the challenges of inclusive education (Nevin et al, 1990). Additionally, shared vision and increased teacher communication, which are organizational level outcomes of consultation, have been shown to significantly influence both student achievement (Lomos et al, 2011), and student motivation (Opdenakker and Van Damme, 2007).…”

Section: Behavioral Consultationmentioning

confidence: 99%

The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education

2017

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Studies show a decrease in students' motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation combined with strategy instruction. The longitudinal effects of the two interventions were tested on the goal orientations of 279 students. The growth curves show a long-term effect of the intervention combining teacher consultancy with strategy instruction on task orientation, ego-enhancing orientation, and ego-defeating orientation as compared to the control condition. For the strategy instruction only condition, only effects on ego orientation were found. The outcomes suggest that combining the instruction of self-regulation strategies with teacher consultation on student problemsolving can stop the downward trend in student motivation, even on the long term.

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“…Collaborative consultation is a model that actively involves parents, educators, youths, and counselors as equal participants and experts in problem solving a specific issue (Nevin, Thousand, Paolucci-Whitcomb, & Villa, 1990). Contrary to traditional models, the counselor functions as both a giver and receiver of information (Idol, Nevin, & PaolucciWhitcomb, 1994).…”

Section: Collaborative Consultation As a New Modelmentioning

confidence: 99%

Collaborative Consultant: A New Role for Counselors Serving At‐Risk Youths

Keys

Bemak

Carpenter

et al. 1998

Jour of Counseling & Develop

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School and community counselors have important roles in developing and implementing mental health programs for youths and families. Counselors who are working with the more complex issues of at-risk youths can enhance implementation of prevention programs by altering their roles to function within a collaborative consultation model. This model represents a new paradigm in that counselors interdependently and collaboratively partner with people previously considered their "consultees." Such collaboration can result in more comprehensive and integrated programs, and it can prevent fragmentation and duplication of efforts. Collaborative consultation is described and contrasted with more traditional consultation models, and a 5-stage implementation process is presented. Personal and systemic factors that support the collaborative process are examined.

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Collaborative Consultation: Empowering Public School Personnel to Provide Heterogeneous Schooling for All-or, Who Rang That Bell?

Cited by 44 publications

References 37 publications

Teacher expectations on the directiveness continuum in consultation

Teacher expectations on the directiveness continuum in consultation

The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education

Collaborative Consultant: A New Role for Counselors Serving At‐Risk Youths

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