1. Consultation
Thompson, C.L. & Henderson, D. A. (2011). Consultation. In Counseling Children, 8th Edition. Pacific Grove, CA: Brooks/Cole

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

3. Individual Consultation
Consultant
Consultee
Client
Copyright 2011 Brooks/Cole, a division of Thomson Learning

4. Individual Consultation
Consultant
Consultee
Client
Copyright 2011 Brooks/Cole, a division of Thomson Learning

5. Group Consultation Consultant Consultee Client
Copyright 2011 Brooks/Cole, a division of Thomson Learning

6. Mental Health Consultation
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.
Copyright 2011 Brooks/Cole, a division of Thomson Learning

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

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

9. School Consultation
Erchul, W. P., & Martens, B. K. (2002). Chapter 2: Promoting change in schools. In School Consultation: Conceputal and Empirical Bases of Practice, Second Edition. New York: Kluwer Academic Publishers

10. Definitions of Change Alterations of Within Beliefs Attitudes
Behaviors
Within
Children
Adolescents
Adults

11. Definition of Indirect Services
Services provided to the client through another person or agent.
Examples:
Consultation
Pre-referral Intervention
In-service Training
Program Evaluation
Research

12. Areas in Need of Change
Third-party adult may lack or fail to demonstrate essential skills needed to change the client.
Third-party adult may hold unrealistic beliefs that keep them from trying to change the client (e.g., children with disabilities cannot….).
Third-party adult may have unusual attitudes towards the child (e.g., stereotyping) and/or the service (e.g., special education will magically fix the problem, I cannot provide special services in my classroom).

13. Consultation Vs. Collaboration
Consultant directs the experience
Based on a respectful, cooperative relationship.
Process depends upon one persons ability to use social power to effect change in another.
Works within the strengths and weaknesses of consultee.
Both parties share power
Based on a respectful, cooperative relationship.
Process depends upon individuals working collectively to solve problems.
Works within the strengths and weaknesses of all parties.
Consultation Vs. Collaboration

14. Strategies for Change: Chinn and Benne
Empirical-rational approach
Change will happen when consultee sees the need.
“Knowledge is Power”
Normative-Reeducative
Change happens because the consultee sees the need and sees that others value it.
“Knowledge and People are Power”
Power-Coercive Approach
Change happens because of guilt or sanctions.

15. Types of Social Power
Coercive Power: change happens because of perceived punishment.
Reward Power: change happens because of perceived reward.
Legitimate Power: change happens because power is given based on professional role or position.
Expert / Informational Power: change happens because of perceived expertise or increase knowledge.
Referent Power: change happens because of a desire to be like the other person and/ or because of a perceived personal connection.

16. What Makes Change in Schools?
Two most effective power sources for consultation in schools.
Expert / Informational Power
Referent Power
Most effective power sources for administration in schools.
Coercive Power
Reward Power
Legitimate Power

17. Consultation Transcripts
Conoley, J. C., & Conoley, C. W. (1992). Appendix A. In School consultation: Practice and training, Second edition. Boston: Allyn and Bacon.

18. Assignment for Discussion
Read through the transcripts provided in the readings on electronic reserves.
This week’s discussion should be about these transcripts, and how they relate to the topics discussed in the consultation lecture.