1. CHAPTER 10 DELIVERY SYSTEM: CONSULTATION IN THE DAP MODEL
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CHAPTER 10 DELIVERY SYSTEM: CONSULTATION IN THE DAP MODEL
Developed by:
Kelli Saginak, Amy Taake, & Anna Girdauskas University of Wisconsin, Oshkosh

2. Consultation
The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requires school counselors to demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate.
Presented as a responsive service within the delivery system
One challenge is a lack of available research that addresses the realities of school-based consultants

3. Definition of Consultation
Interaction between the counselor and another person with the primary focus of assisting that other person to function more effectively with a third person or group within a work, school, or interpersonal system
Various approaches to consultation
Three parties:
The Consultant: the school counselor
The Consultee: the person who approaches the consultant for assistance
The Client: the third person, usually not present during the consultation

4. Definition of Consultation
Provides many benefits to school counselors, the consultees, and the client/system:
Efficient use of time
Provides an opportunity for counselors to intervene in a holistic, systemic way
Empowers the consultee to address his/her own problems and work through them

5. Definition of Consultation
Two differences between counseling and consulting:
Counseling is dyadic, involving only two parties and is focused on the intrapsychic, personal problems of the client
Consultation is triadic, involving the consultant, the consultee, and the client

6. Generic Process Model of Consultation
Various models outline the process of consultation
Four major phases of consultation in generic model:
Stage 1: Entry
Stage 2: Diagnosis
Stage 3: Implementation
Stage 4: Disengagement

7. Generic Process Model of Consultation
Five common modes of consultation:
Prescription: School counselor prescribes an intervention strategy to the consultee that targets a needed change in a client
Provision: Directly implementing interventions that consultees are unable or unwilling to implement themselves
Initiation: Initiating assistance to a consultee when issues are not successfully addressed

8. Generic Process Model of Consultation
Collaboration: Engages school counselors and consultees in a process of trying to identify possible solutions to problems
Mediation: School counselor takes on a mediation role and working with two or more individuals who needs assistance in resolving disputes

9. Multicultural Considerations
Consultation through a social justice lens calls school counselors to:
Diligently increase their own multicultural competency
Actively consider the social, economic, environmental, political, and cultural contexts of consultation
Be mindful of school-specific social justice issues in consultation practice
Promote fair collaboration between the school and culturally-linguistically-diverse (CLD) families
Advocate for equitable treatment for CLD children

10. A Closer Look At Considerations
Increasing Multicultural Competency
Failure to do so may result in school counseling practices including consultation that may be potentially harmful for culturally-linguistically-diverse (CLD) students
Greater level of cultural competency may include a strengths-based perspective of CLD students where goals, expectations, and student assessments are culturally appropriate

11. A Closer Look At Considerations
Consideration of Social, Cultural, Educational Context
Important to have a systemic understanding of social justice issues both inside and outside the school
Students are impacted by larger systems like state and federal governmental systems and policies

12. A Closer Look At Considerations
Mindfulness of School-Specific Social Justice Issues
Work with partners to identify expectations, assess issues, and develop strategies and interventions to address the issues
May need to make cultural adaptations to evidenced-based and previously used interventions and seek evaluation measures that are culturally appropriate

13. A Closer Look At Considerations
Promotion of Fair Collaboration Between Educational Stakeholders
School counselors and partners create a space where all participants are respected
School counselors and partners need to have an awareness of how their own cultural values, norms, and expectations impact their respective views of the presenting issue and may lead to cultural misunderstandings

14. Consultations with Student Partners
Important to consider consulting with students about ways to improve the school environment/system or the family environment/system is an appropriate use of consulting skills
Extension of the advocate role of a school counselor
The student is not responsible for the school or family system but is responsible to that system

15. Consultation with Adult Partners
Allows for systemic intervention to improve student outcomes and increases the skills of adult partners in the process
Growth with adult partners increases support network for current AND future students
Allows for efficient use of time while creating collaborative partnerships that are proactive and preventative
Allows for counselors and partners to advocate for systemic change and equity in education

16. Consultation with Adult Partners
Caplan’s model provides framework for understanding different approaches to consultation
Emphasizes intra- and interpersonal variables while accounting for environmental influences that impact behaviors of school counselors, adult partners, and students
Grounded in accurate assessment of both the student’s and adult partner’s respective contexts

17. Consultation with Adult Partners
Success of consultation will depend on the extent to which the consultant accurately understands the culture of:
The family
The school
The district
The agency
The community as a whole

18. Caplan’s Four Approaches to Consultation
Client-Centered Case Consultation
Characterized by direct contact between the consultant and the client
Primary goal of consultant is to develop a plan for dealing with the client’s difficulties
Secondary goal is to help the consultee improve his/her skills

19. Caplan’s Four Approaches to Consultation
Program-Centered Administrative Consultation
Occurs when a consultee calls on the consultant to provide assistance with a specific need or problem in an organization
Focus remains on the need or problem and doesn’t broaden to an examination of the entire organization

20. Caplan’s Four Approaches to Consultation
Consultee-Centered Case Consultation
The consultant is assessing and addressing the functioning of the consultee
Secondary goal is improving the interaction between the consultee and the client(s)
Exploration of the problem centers around conceptual or affective distortions that the consultee exhibits while interacting with the clients
Consultee-Centered Administrative Consultation
Involves efforts to improve the functioning of the organization as a whole

21. Consultation with Adult Partners
Four Sources of Difficulties Faced by Consultees:
Lack of Knowledge, Lack of Skill, Lack of Confidence, and Lack of Objectivity
Lack of Knowledge and Skill: Addressed by the counselor providing information and/or practice in the missing skill
Lack of Confidence: Addressed by the consultant providing feedback to help the consultee through early professional experiences

22. Consultation with Adult Partners
Lack of Objectivity: Addressed with consultants who:
Model professional objectivity and perspective
Refocus the consultee onto the issue(s) of the client
Unlink the distortions of the consultee from the reality of the client
Dispute the predetermined conclusions and themes

23. Consulting with Parents and Caregivers
Most work in providing consultation to parents and caregivers is either client-centered case consultation or consultee-centered case consultation
Most common is client-centered case consultation
Focus remains on the student
This type of consultation can show how counseling and consultation can overlap
School staff may initiate consultation
Schools are encouraged (and legally required) to engage parents to promote positive student outcomes

24. Consulting with School Colleagues
Can focus on individuals or the school as a whole
Allows for counselors to systemically serve all students by supporting other staff
Consultee-Centered Consultation is used if problems seem to reside with the professional
Helps the person deal more effectively with all students by working on that person’s attitudes or behaviors
Administrative Consultation is used when the principal is the consultee
Helps address overall school issues and to design or deliver a specific program

25. Consulting with Community Colleagues
Individual client-centered or consultee-centered case consultation might take place with a colleague who is working with an individual student or family
Program-centered administrative consultation might occur if a community agency asked the school counselor to present a program on student development or work on ways to coordinate referrals

26. Overcoming Common Challenges in Consultation
Most important issues facing education- At-Risk Children and School-Community Integration
Requires a very broad focus, the ability to see the big picture of a student’s context, and skills in initiating community participation
Power dynamics can often occur
Important for the consultant to empathize and view the situation from the consultee’s perspective
Counselors need to be flexible with how their status factors into the relationship and acknowledge the consultee’s expectations of the counselor’s expertise

27. Overcoming Common Challenges in Consultation
Three models of consultation:
The Purchase of Expertise Model
The consultant is an expert who is expected to provide a solution to a previously determined problem
The Doctor-Patient Model
The consultant is an expert who is expected to provide both a diagnosis of the situation and the solution

28. Overcoming Common Challenges in Consultation
The Process Model
The consultant is egalitarian whose job is to monitor and provide insights into the process of problem solving
Focus is on helping the consultee formulate his/her own solutions to the problem

29. Overcoming Common Challenges in Consultation
Many possible sources of resistance to consultation:
Parents and caregivers might fear being blamed, fear a loss of privacy, or fear that the school will take over their authority
Your school may resist because they believe everything will work out without intervention
Further resistance may be triggered by consultant insensitivity, the consultant’s style, or a dysfunctional consulting relationship

30. Overcoming Common Challenges in Consultation
Many strategies to reduce resistance:
Recognize resistance is normal and healthy
Help consultee to understand the process of consultation, the role of the consultant, and the appropriate role of consulting
Establish an open, respectful, and confidential relationship
Focus on the positives of the situation and express support
Remain objective, refrain from engaging in power struggles, use encouragement, and emphasize the control of the consultee in implementation