1. Interpersonal and Relational Processes in Conjoint Behavioral Consultation Ariadne Schemm & Valerie Gortmaker

2. Development of Relationship-Building Competencies in Consultees Overt Didactic Approach Role Model Practice Feedback

3. Training Interpersonal Skills

4. Skill Domains Microskills Perspective Taking Building Partnerships Conflict Management

5. Microskills Open Questions Minimal Encouragers Reflection Self-disclosure Paraphrase/Summarize

6. Open Questions Questions that are designed to elicit more than a single response (they open the opportunity for the client to talk, elaborate, and/or describe situations) Video Clip

7. Minimal Encouragers Statements or gestures that encourage the consultee to communicate their thoughts or ideas (e.g., um hum, huh or head nods).

8. Reflection A statement made by the consultant that responds to the emotional tone of the consultee’s message.

9. Self-Disclosure Personal experiences of the consultant shared with the consultee within the consultative relationship.

10. Paraphrase Paraphrase: A statement that rephrases the content of the consultee’s message (i.e., describing a situation, event, person, or idea) using one’s own language. Video Clip

11. Summarize Summarize: A statement that combines two or more paraphrases and condenses the essential elements of the consultee’s message.

12. Perspective Taking Listen to and Acknowledge Different Perspectives Adopt a Non-deficit Approach Be Responsive

13. Listen to and Acknowledge Different Perspectives Help the consultees see that the situation can be viewed from different vantage points, and that this can be beneficial for problem-solving. Video Clip

14. Adopt a Non-deficit Approach Place attention on the shared strengths of the home, school and child, rather than on efforts to “fix” child, family or school problems. Video Clip

15. Be Responsive Attend to consultee’s needs and provide effective resources.

16. Building Partnerships Point out Similar Experiences Point out Consultee Contributions Develop Opportunities for Positive Communication

17. Point out Similar Experiences Highlight the similarity of examples provided by the parents and teachers.

18. Point out Consultee Contributions Recognize the benefits associated with the unique contributions of parents and educators.

19. Positive Communication Emphasize the positive and realistic aspects of the child (e.g., “good news” phone calls).

20. Conflict Management Focus on Mutual Goals Use Language to Unify (e.g., us, we, our) Reframing Provide Structure Read Nonverbal Language

21. Focus on Mutual Goals Place an emphasis on the situation and concerns shared across systems, not the individual parent, teacher or student.

22. Use Language to Unify Emphasize a team concept with words such as “we,” “us,” and “together.”

23. Reframing Re-name or re-label a consultee’s thoughts, feelings, or beliefs about a particular individual, situation, or process to provide an alternate positive frame of reference.

24. Provide Structure Use the structured problem solving steps to systematically resolve the issue.

25. Read Nonverbal Language Be attentive to the consultee’s nonverbal cues.

26. Interpersonal skills are the keys to bringing systems together in a supportive and collaborative manner. –Didactic supervision presents interpersonal skills as a vehicle to build home-school partnerships. –Role playing and role-modeling provide interpersonal practice to facilitate individual development. –On-site practicum provides training and feedback experience in real-life situations.

27. The Effect of Good Interpersonal Skills Interpersonal skills are the roots upon which one needs to build the more systemic goals to ultimately meet the needs of the child. Build awareness of interpersonal skills through building competencies. Once competencies are built, consultants use skills to ultimately meet more systemic goals of providing home-school partnerships and focusing on family needs.