YOU MUST BE THE CHANGE YOU WISH TO SEE IN THE WORLD. MAHATMA GANDHI Copyright 2011 Brooks/Cole, a division of Thomson Learning Chapter 16 Consultation and Collaboration

Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning A process in which the counselor works with (parent, teacher, administrator) with the goal of positive change in the child Voluntary problem-solving process with goals of enhanced services and improved functioning

Bronfenbrenner’s Ecological Model Copyright 2011 Brooks/Cole, a division of Thomson Learning

Individual Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning ConsultantConsulteeClient

Individual Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Consultant ConsulteeClientConsultee

Group Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning ConsultantConsulteeClient

Mental Health Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Client-centered case consultation  Usually type of individual consultation with focus on client’s skill deficits. Consultee-centered case consultation  Usually type of individual consultation with focus on consultee’s skill deficits. Program-centered administrative consultation  Usually type of group consultation with focus on client/group’s skill deficits. Consultee-centered administrative consultation  Usually type of group consultation with focus on consultee’s skill deficits.

Consultation with Children Copyright 2011 Brooks/Cole, a division of Thomson Learning Typical tasks involve the following:  professional development workshops  assisting teachers  providing resources  interpreting information  consult with other specialists

Mental Health Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Focus on primary prevention and helping professionals as well as others Interaction between 2 professionals Consultant an expert, diagnoses a problem and provides a solution

Process Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning A skill, interest in how things happen rather than what is done Set of activities to help the consultee perceive, understand, and act upon events within one’s environment focus on how problems are solved and the system in which they occur

Process Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Consultant and consultee examine six areas:  Communication patterns  Group member roles  Group problem solving and decision making  Group norms and growth  Leadership and authority  Intergroup cooperation and competition

Behavioral Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning More structured model; application of systems theory and principles of learning to a problem- solving process:  Problem identification and analysis  Selection of target behavior  Behavioral objectives  Plan, design, implementation  Evaluate of behavioral change program

Cross-Cultural Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Ingraham (2000) suggests  Support consultee success  Value multiple perspectives  Create emotional safety and support

Cross-cultural Consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Brown, Pryzwansky and Schulte provide questions to assess  Hierarchy  Who is in charge? How formal do I be?  Who should be involved  What family should be here? …school personnel?  What leads to use  How do I get them to open up and talk?  Allowing the right not to participate  How do I make them feel comfortable and not forced?

The Consulting Process Copyright 2011 Brooks/Cole, a division of Thomson Learning 1. Pre-entry Look at oneself to see if you are right for the task and services to be provided 2. Entry, problem exploration and contracting learn about needs, presenting problem, people involved, previous interventions, and expectations of seeker

The Consulting Process (Cont.) Copyright 2011 Brooks/Cole, a division of Thomson Learning 3. Diagnosis stage Information gathering, problem confirmation, goal setting, and potential interventions 4. Solution searching and intervention selection avoid favorite paradigm consider human and structural factors

The Consulting Process (Cont.) Copyright 2011 Brooks/Cole, a division of Thomson Learning 5. Evaluation Ensures professional effectiveness Were goals achieved? Did interventions work? 6. Termination Describe what was and was not successful Look for areas of improvement

Myrick’s approach Copyright 2011 Brooks/Cole, a division of Thomson Learning 1. Identify the problem clearly. 2. Clarify the situation. 3. Determine the desired outcome. 4. Gather any needed information. 5. Develop a plan of action. 6. Evaluate and revise as needed.

General Problem Solving Model Copyright 2011 Brooks/Cole, a division of Thomson Learning Stop and Think  Stop  Think  Choose  Do  Evaluate

Consultation Interventions Copyright 2011 Brooks/Cole, a division of Thomson Learning Role Shift  Teaching consultee to changing one’s own behavior to elicit behavior change in another person  Identify what behavior that consultee is doing to encourage negative response from client. Logical Consequences  experience natural consequence rather than punishment  teach rules of society

Consultation Interventions Copyright 2011 Brooks/Cole, a division of Thomson Learning Listing of Behaviors  Can determine a baseline.  Happening an inappropriate amount of times? Isolation Techniques  unacceptable behavior =removal from group  quiet place, but not out of sight  if worse, time out room  in extreme situations, they will be removed from the location all together (suspension, etc.)

Collaboration Copyright 2011 Brooks/Cole, a division of Thomson Learning Friend and Cook (2000) definition A style for direct interaction between 2 co-equal parties voluntarily engaged in shared decisions making process as they work towards a common goal.

Collaboration Copyright 2011 Brooks/Cole, a division of Thomson Learning collaborator Client

Collaboration Copyright 2011 Brooks/Cole, a division of Thomson Learning Five stages of problem solving for collaborative consultation: 1. Coming together 2. Defining a shared vision 3. Developing a plan 4. Taking action 5. Evaluating progress

Guidelines on whether to use collaboration or consultation Copyright 2011 Brooks/Cole, a division of Thomson Learning Determine how the two services are viewed by the consumer Counselor should reflect on their personal reactions to the two services and comfort with each Collaboration may be method if parameters of consultation impossible Fundamental to choice is nature of problem, the context in which it occurs and the skills of everyone involved.

Reasons for Collaboration Copyright 2011 Brooks/Cole, a division of Thomson Learning Collaborative efforts may involve nurturing relationships to:  increase resources  enhance effectiveness  decrease fragmentation  cost efficiency

Teaming Copyright 2011 Brooks/Cole, a division of Thomson Learning Specialized work purpose Have shared goals and are interdependent Each team member is aware of the focus, the responsibilities and the plan for accomplishing the task

Assessment as an Intervention Copyright 2011 Brooks/Cole, a division of Thomson Learning Counselors often use a variety of tools to help understand children Some of the more commonly used assessment tools are interviews, case histories and behavioral observations Sattler has a great list of interviewing techniques.

Mental Status Exam Copyright 2011 Brooks/Cole, a division of Thomson Learning Observations include: 1. General appearance, behavior, attitude 2. Speech characteristics and thought process 3. Emotional status and reactions 4. Content of thought

Mental Status Exam (Cont.) Copyright 2011 Brooks/Cole, a division of Thomson Learning Observations include: 5. Orientation and awareness 6. Memory 7. General intellectual functioning 8. Insight 9. MSE Summary

Formal Tests Copyright 2011 Brooks/Cole, a division of Thomson Learning Intelligence Tests Projective Techniques Achievement Tests Aptitude Tests Other tests, surveys, or scales

DEMONSTRATION ROLE PLAY APPLICATION Copyright 2011 Brooks/Cole, a division of Thomson Learning Class Project: Consultation

What does it look like… Copyright 2011 Brooks/Cole, a division of Thomson Learning Roles  School Psychologist (consultant)  Parent Client  Younger Child Identified problem  Teacher/ Child Conflict

Let me try… Copyright 2011 Brooks/Cole, a division of Thomson Learning Roles  Teacher  Parent  Counselor or School Psychologist (consultant) Client  7-year-old  Male  Middle –class, English speaking Identified problem  Is being bullied by several children  No physical harm; only emotional harm

In the real world… Copyright 2011 Brooks/Cole, a division of Thomson Learning Roles  Your team (multiple consultants) Client  Inner-city, alternative, high school Identified problem  School is finding a recent increase in teen pregnancy by 50% from last year.