Conducting Participatory Culture-Specific Consultation: A Global Perspective on Multicultural Consultation

Nastasi, Bonnie K.; Varjas, Kristen; Bernstein, Rachel; Iavasena, Asoka

doi:10.1080/02796015.2000.12086024

Cited by 96 publications

(28 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As evidence for the need to develop culturally specific school-wide programs, Nastasi and Hitchock (2016) noted that although social/emotional learning (SEL) programs have considerable empirical support (e.g., Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011), evidence-based SEL programs often are not effectively implemented because coordinators of such programs fail to incorporate the cultural values, priorities, resources, and strengths of the school’s community (Burke, 2008). PCSIM uses naturalistic inquiry to construct a deep understanding of culture from the perspective of its members that is then used in the development of interventions that are culture-specific (Nastasi, Varjas, Bernstein, & Jayasena, 2000). PCSIM uses not only quantitative data but methods of inquiry including interviews with stakeholders to develop an understanding of their perspectives and needs.…”

Section: Discussionmentioning

confidence: 99%

School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

Hilts

Kratsa

Joseph

et al. 2019

Professional School Counseling

View full text Add to dashboard Cite

This study examined what school counselors perceive to be consistent barriers to implementing a program that adheres to the ASCA National Model. The Recognized ASCA Model Program (RAMP) designates such implementation. Principal component analysis revealed six common barriers: lack of confidence, lack of administrative support, time spent on clerical and office work, lack of teacher and parent support to implement aspects of the ASCA National Model, time spent on testing and monitoring, and time constraints. Logistic regression indicated three of the six barriers were significant predictors of RAMP status. We discuss implications for the school counseling profession.

show abstract

Section: Discussionmentioning

confidence: 99%

School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

Hilts

Kratsa

Joseph

et al. 2019

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…The key stakeholders in the school were represented by the school's leadership team, which was made up of teachers, staff, and school administrators from both campuses. The process of participatory consultation (Nastasi, 2000;Nastasi et al, 2004;Nastasi, Varjas, Bernstein, & Jayasena, 2000) was used to build equal partnerships, foster ownership, and build capacity within the existing systems. The participatory model allowed us to engage the school's leadership team as partners in the process of developing, implementing, and evaluating the curriculum and other intervention services.…”

Section: Establishing and Maintaining Partnershipsmentioning

confidence: 99%

School-based mental health services in post-disaster contexts: A public health framework

Nastasi

Overstreet

Summerville

2011

School Psychology International

Self Cite

View full text Add to dashboard Cite

Large scale natural disasters pose serious risks to mental health and simultaneously wreak havoc on the very systems called upon to ameliorate those risks. School-based mental health services have been identified as a potential mechanism through which gaps in service delivery systems can be addressed in post-disaster environments. We believe that a public health framework provides a useful guide for school psychologists who may be called upon to develop school-based systems of care following a disaster. In this article we discuss considerations and challenges in the application of this model in the context of our experience developing school-based mental health services in New Orleans, Louisiana, USA, following Hurricane Katrina.

show abstract

“…The consultant's ethical responsibility is to "see what the client, consultee, or members of the system see and experience as a result of their cultural lenses rather than to simply assume that their viewpoints are the same as [the consultant's]" (Parsons, 1996, p. 232). This principle is rooted firmly in the ethical concerns of other professions, such as psychology and social work, in which consultants are required not only to be sensitive to alternative worldviews but also to be aware of the limits of a single-culture perspective in considering the relevance of their consultation approaches and strategies (Henning-Stout & Meyers, 2000;Nastasi, Varjas, Bernstein, & Jayasena, 2000;National Association of Social Workers, 2000).…”

Section: Silences In the Codesmentioning

confidence: 99%

Ethics and Evidence in Consultation

Wesley

Buysse

2006

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

T he evidence-based practice movement in the early childhood field has stimulated efforts to synthesize and disseminate research findings related to direct services, such as child interventions and classroom teaching practices. This article describes the need to use an evidence-based process to make decisions about indirect services, specifically consultation, that include not only the best available scientific research but also professional and family wisdom and values as sources of evidence. Three scenarios are presented that illustrate various ethical issues related to early childhood consultation. Among four concluding recommendations for the early childhood field is the need to amend codes of ethics in general and special early childhood education to reflect values and practices related to indirect service delivery models involving collaborative relationships with other adults.During the past decade, an increased emphasis has been placed on evidence-based practice in the health professions and, more recently, in the social services professions. With this focus has come a fresh examination of professional values and principles and their role in establishing the evidence base (Kessel, 2002;Marsh, 2003). As we begin to define and apply evidence-based practice in the early childhood field, we need to consider not only direct services to children and families but also the delivery of indirect services through consultation with other adults. In addition to providing therapy and instruction to children with special needs, professionals must have the knowledge and skills for developing productive consulting relationships that are characterized by mutual participation and shared expertise with consultees. In this article, we describe issues and challenges related to early childhood consultation and the role of professional ethics and values as an important source of evidence in the process of making decisions about consultation practice.

show abstract

Conducting Participatory Culture-Specific Consultation: A Global Perspective on Multicultural Consultation

Cited by 96 publications

References 25 publications

School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

School-based mental health services in post-disaster contexts: A public health framework

Ethics and Evidence in Consultation

Contact Info

Product

Resources

About