Consultation and Connected Knowing: What We Know Is Determine by the Questions We Ask

Comprehensive school-linked services: Implications for school psychologists

“…Space and scope limitations do not allow for an extensive discussion of the relative merits of traditional models with respect to such goals. However, we agree with recent contributions to the consultation literature proposing the relevance of a constructivist perspective in consultation and the importance of process variables in developing and maintaining an egalitarian relationship between consultant and consultee (Cobern, 1993, Henning-Stout, 1994Sandoval, in press). The concern for egalitarian interactions appears to be particularly relevant in light of attempts to increase parent participation and cultural diversity within an empowerment framework.…”

“…A similar issue applies to other professional traditions such as, for example, the tendency in social work literature to advocate the professionalization and specialization of case management duties (Brown, 1992). The consultation tradition developed in the field of school psychology emphasizing collaborative and egalitarian relationships (Caplan, 1970;Henning-Stout, 1994) may provide a critical perspective in such a debate and help in advocating a case management model that is conceived as a group responsibility and a team process involving different professionals according to expertise and level of involvement. The literature on team problem solving may be a relevant contribution within these lines (e.g., Rosenfield, 1992).…”

Toward a Grounded Theory of the Conceptual Change Process in Consultee-Centered Consultation

“…Lately, there is a new interest in exploring the complexity of the consultation practice using a wide variety of research methodologies (Henning-Stout, 1994;Meyers, 1995;Pryzwansky & Noblit, 1990;Rosenfield, 1991;Sandoval, 1999).…”

Culture as a Central Component of Consultation: A Call to the Field

“…Only a handful of studies have addressed diversity issues within consultation by exploring the influences of cultural factors such as ethnicity, cultural affiliation, socioeconomic status, and acculturation (Duncan, 1995;Tarver Behring & Gelinas, 1996); gender (Harris, Ingraham, & Lam, 1994;Henning-Stout, 1994a); school culture (Pefia, 1996;Westby & Ford, 1993); and professional culture (Lopez, Dalal, & Yoshida, 1993). It is our opinion Downloaded by ["University at Buffalo Libraries"] at 19:55 14 June 2016 that the failure to respond to previous calls to include systematic attention to culture in the theory, practice, and education of consultants may, in part, reflect a reluctance to recognize culture.…”