Teachers' perceptions of control and preferences for consultative services.

Gutkin, Terry B.; Ajchenbaum, Michael

doi:10.1037/0735-7028.15.4.565

Cited by 28 publications

(23 citation statements)

References 21 publications

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“…Despite the wealth of previous conceptual and empirical literature on variables presumed to be related to teacher resistance to consultation (Bossard & Gutkin, 1983;DeForest & Hughes, 1992;Gutkin, 1980Gutkin, , 1986Gutkin, , 1997Gutkin & Ajchenbaum, 1984;Gutkin & Bossard, 1984;Gutkin & Hickman, 1990), the present investigation did not provide much empirical support for the theories proposed. That no predictive relationship was found between the identified factors (Tier I) and the number of teacher-reported actual consultations can probably be accounted for by several important methodological and conceptual differences between the present study and the literature preceding it.…”

Section: Discussioncontrasting

confidence: 71%

“…Unlike the majority of the previous studies, the present study investigated teachers' actual reported participation in, rather than stated preferences for, evaluations of consultation. This difference may imply the existence of a discrepancy between teachers' perceptions of variables affecting their consultation decisions and subsequent actual consultative behaviors (Gutkin & Ajchenbaum, 1984;Hughes et al, 1989). When it comes to actual consultative behaviors, there may in fact be no real relationship between variables thought to promote or diminish teacher resistance to consultation and actually consulting with a school psychologist.…”

Section: Discussionmentioning

confidence: 96%

“…Researchers have made numerous isolated attempts at investigating which variables facilitate and/or inhibit teachers from seeking consultative relationships (Alpert, Ballantyne, & Griffiths, 1981;Bossard & Gutkin, 1983;DeForest & Hughes, 1992;Gutkin & Ajchenbaum, 1984;Gutkin & Hickman, 1988Gutkin, Singer, & Brown, 1980;Hughes, Grossman, & Barker, 1989). Hypotheses about teacher resistance to school-based consultation have been constructed both directly and indirectly by considering this research.…”

Section: Teacher Resistance To Consultationmentioning

confidence: 97%

See 2 more Smart Citations

Teacher Resistance to School-Based Consultation with School Psychologists

González

Nelson

Gutkin³

et al. 2004

Journal of Emotional and Behavioral Disorders

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This study investigated teacher resistance to real-world school-based consultation services delivered by school psychologists. In 2 analyses, the predictive power of both proximal and distal variables was examined with regard to the reported use of consultation over the course of the 1998—1999 school year by elementary school teachers. In the primaryfindings,factor analysis of survey items yielded 8 proximal variable factors: School Psychologist Characteristics, Principal Support for Consultation, Personal Teaching Efficacy, Teacher—School Psychologist Similarity, Classroom Management/Discipline Efficacy, Adequacy of Time Availability for Consulting, Opportunity to Reciprocate, and Teacher Consultation Insight. However, stepwise regression of actual reported teacher consultations on the factors revealed they were not significant. In the secondary analysis of distal variables, using stepwise regression, the number of hours the school psychologist is in the building was the only variable to make a significant, albeit small, contribution to the prediction of number of actual reported consultations. Several important methodological and conceptual differences between the present study and the literature on consultation are identified. Implications, study limitations, and future research directions are discussed.

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Section: Discussioncontrasting

confidence: 71%

Section: Discussionmentioning

confidence: 96%

Section: Teacher Resistance To Consultationmentioning

confidence: 97%

See 1 more Smart Citation

Teacher Resistance to School-Based Consultation with School Psychologists

González

Nelson

Gutkin³

et al. 2004

Journal of Emotional and Behavioral Disorders

Self Cite

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show abstract

“…Many studies have addressed these kinds of questions by employing more conventional approaches based in the scientific method (e.g., Curtis & Watson, 1980;Graden, Casey, & Bronstrom, 1985;Gutkin & Ajchenbaum, 1984;Gutkin & Bossard, 1984; Henning-Stout & J. C. Conoley, 1987;Pryzwansky & White, 1983;Witt & Elliott, 1983;Witt, Moe, Gutkin, & Andrews, 1984). The findings of these studies have provided interesting and important insights into possible patterns in successful and unsuccessful consultation.…”

Section: Connected Knowing and Consultation Researchmentioning

confidence: 95%

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

Henning-Stout¹

1994

Journal of Educational and Psychological Consultation

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“…Among the characteristics of consultees that have been found especially influential in the consultation process are consultees' expectations and preferences (Gutkin, 1980), experience (Gutkin & Bossard, 1984), ethnic background (Morrison, 1970, perception of consultants (Gutkin, 1983), perceived sense of control (Gutkin & Ajchenbaum, 1984), and emotional state (Brown, Pryzwansky, & Schulte, 1987). Given the nature of the role of the consultee in parent-teacher consultation and the presence of a consultee dyad, complex interaction and relationship variables are likely to be of critical importance.…”

Section: Consultee Characteristics/relationship Variablesmentioning

confidence: 99%