Resistance to school-based consultation: A behavioral analysis of the problem

Abstract

When attempting to consult with school personnel, psychologists frequently encounter various forms of resistance. This paper conceptualizes resistance to consultation services within a behavioral/cognitive behavioral framework, and discusses how resistance can result from contingencies operating at both the system and the building levels.

Managing Resistance to Instructional Modifications in Mainstreamed Environments

“…Unfortunately, it is common for child study team members to encounter resistance when attempting to secure the cooperation of classroom teachers, on whom mainstreaming or initial preventive efforts depend (Piersel & Gutkin, 1983). Salvia and Munson (1985) concluded that "levels of acceptance of handicapped children by regular classroom teachers have been somewhat discouraging" (p. 119).…”

The Consultation Process: Research and Practice

“…Sources of resistance may be system and/or consultee related. As the success of a consultation project depends on consultee cooperation, this issue has received increasing research attention (e.g., Hughes & Falk, 1981;Piersal & Gutkin, 1983).…”

Resource Consultation Model in Gifted Education to Support Talent Development in Today's Inclusive Schools

“…After a review of the literature on special education teacher consultants, Haight (1984) concluded that the role is nearly impossible to handle because of insufficient role definition, increased demands on regular classroom teachers, lack of consideration for multiple responsibilities, inadequate support, and lack of professional preparation. In general, the implementation of a consultation program requires a change in teacher attitudes, knowledge, and skills at the classroom level, and a change in philosophy and allocation of (gifted) educational services at the system (i.e., school) level (Piersel & Gutkin, 1983 Consultants for gifted students must also develop support bases, not only within the classroom, but with the school administration and the broader community. They must be committed to building systems that will enhance the total school community.…”