Consultation Barriers Between Teachers and External Consultants: A Grounded Theory of Change Resistance in School Consultation

Thornberg, Robert

doi:10.1080/10474412.2013.846188

Cited by 14 publications

(23 citation statements)

References 20 publications

(47 reference statements)

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“…The findings presented here stress the need for both parties to make it part of their ordinary work to discuss their different perspectives on pupil-related problems and to regard these professional perspectives as valuable contributions (Blomqvist, 2004;Thornberg, 2014). Such a situation would seem best for ensuring that inter-professional work avoids the risk of getting stuck in jurisdictional conflicts and instead can focus on enhancing pupils' well-being.…”

Section: Discussionmentioning

confidence: 99%

“…In accordance with recent research, an individualistic perspective on pupil-related problems is prevalent and deeply consolidated in schools, but as seen in this study this is not encompassed by all teachers. In contrast to this individualistic view, school social workers are assumed to represent a more holistic perspective (Thornberg, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Significant effort has been put into studying how the different professional groups who work in schools use, or do not use, their professional skills. When it comes to dealing with pupil-welfare issues, criticism has been directed at both the teachers (Ahlstrand, 1995;Thornberg, 2008Thornberg, , 2014 and the pupil-welfare teams (Guvå, 2009;Hjörne & Säljö, 2013;Höög, 2013;Koskela, Määttä & Uusiautti, 2013). Using different normative starting points, there have been discussions about the need for the specific skills that a school social worker can apply when interacting with pupils in contrast to the value of the overall, holistic view that can be attained if the teacher handles all contacts with the pupil through, for example, a mentorship system.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Isaksson

Larsson

2017

Education Inquiry

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This article describes how school social workers and teachers perceive their cooperation with each other with regard to pupils' well-being in Swedish schools. A total of 23 qualitative interviews were conducted with a strategic sample of teachers and school social workers. The analysis of the interview data was based on Andrew Abbott's theory of the system of professions, and the cooperation and boundary work of the two professional groups are discussed in terms of jurisdictional conflicts and "cultural machinery". The analysis shows that on a general level both school social workers and teachers seem to agree about the need for school social work, but tensions and diverging views were uncovered when investigating the cultural machinery in their daily work. This study shows how both of these professional groups protect the boundaries of their own jurisdictions, but also how these boundaries are relaxed when social workers and teachers jointly try to solve everyday problems.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Isaksson

Larsson

2017

Education Inquiry

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“…Babad and Peer (2010) has emphasized the importance of a consultee's nonverbal behavior in the behavioral consultation process. Thornberg (2014) suggests that within a school consultation environment, a conflict between external consultants and consultee school personnel can hinder the professional development of consultee teachers. Therefore, it is important to consider the length of time for which a consultee shows consent by a nodding response in behavioral consultations.…”

Section: Discussionmentioning

confidence: 99%

Relationship between Nonverbal Behavior of Consultants and Consultees: A Preliminary Study

Oishi¹

2017

PSYCH

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Little is known about the relationship between the nonverbal behavior of consultants and consultees in problem identification interviews in behavioral consultations. In particular, despite its assumed importance to consultative relationships and consultation success, the effects of nonverbal behavior on behavioral consultations remains unexplored. This short case report describes a study which sought to determine how nonverbal behavior from consultants can control the behavior of consultees. We recorded the occurrence or nonoccurrence of gestures and nodding responses and examined the association between these nonverbal behaviors in consultants and consultees by lag sequential analysis of videotaped sessions. The consultations involved two consultants and one consultee. The consultee presented the cases of two clients with distinct clinical problems and discussed solutions in two consultation sessions with each consultant, for a total of four consultation sessions. Our findings suggest that the experiential differences of consultants influenced the use and effect of nonverbal behaviors in behavioral consultations. Lag sequential analysis further showed that a consultant's nonverbal behavior, such as hand gestures, controlled that of the consultee. However, the promotional impact of nodding responses by the consultee in response to the experienced consultant was not observed in response to the less experienced consultant. Although our findings were derived from a single consultation series involving only four consultation sessions, they highlight the importance of nonverbal behavior for behavioral consultation success and suggest that consultant education and training programs for nonverbal behavior be continually updated with new knowledge to improve consultation success.

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“…Preparation and willingness to engage in the process are also key when it comes to interdisciplinary collaboration within school improvement initiatives. Research on school consultation indicates that multi-professional interactions between school personnel and nonteacher consultants is often challenging (Thornberg, 2014). Rubinson (2002) found that teachers prefer to seek advice from their school peers rather than from individuals from outside their profession.…”

Section: ) Resistance To Changementioning

confidence: 99%

Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement

Antoniou

Griaznova

2018

Studies in Educational Evaluation

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A number of studies have been conducted to identify the impact of the Dynamic Approach to School Improvement (DASI) on student outcomes, using mainly quantitative and experimental designs. However, few studies explored the impact of DASI in schools facing challenging circumstances using qualitative methods. This in turn restricts our ability to provide in-depth and detailed explanations of how, why and under which conditions DASI works in improving student outcomes in socially disadvantaged schools. This study provides an in-depth understanding of the teachers' perspectives of the facilitators and barriers they encountered while implementing DASI in a primary school in England with a relatively high percentage of socially disadvantaged students. Data were gathered from teachers using semistructured interviews at the beginning, during and the end of the intervention. The results of the study highlight important changes in a number of elements related with teacher, school and DASI characteristics.

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Consultation Barriers Between Teachers and External Consultants: A Grounded Theory of Change Resistance in School Consultation

Cited by 14 publications

References 20 publications

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Relationship between Nonverbal Behavior of Consultants and Consultees: A Preliminary Study

Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement

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