Overview
- Authors:
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William P. Erchul
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North Carolina State University, Raleigh, USA
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Brian K. Martens
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Syracuse University, Syracuse, USA
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Table of contents (10 chapters)
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- William P. Erchul, Brian K. Martens
Pages 1-16
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- William P. Erchul, Brian K. Martens
Pages 17-45
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- William P. Erchul, Brian K. Martens
Pages 47-68
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- William P. Erchul, Brian K. Martens
Pages 69-92
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- William P. Erchul, Brian K. Martens
Pages 93-112
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- William P. Erchul, Brian K. Martens
Pages 113-130
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- William P. Erchul, Brian K. Martens
Pages 131-149
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- William P. Erchul, Brian K. Martens
Pages 151-168
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- William P. Erchul, Brian K. Martens
Pages 169-189
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- William P. Erchul, Brian K. Martens
Pages 191-199
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Back Matter
Pages 201-232
About this book
Consultation is an indirect model of delivering psychological services. Within this model, a consultant and caregiver (consultee) work together to optimize the functioning of a client in the caregiver's setting and to increase the caregiver's capacity to deal with similar situations in the future. In schools, for example, a psychologist may consult with a teacher about a student in the teacher's classroom. The practice of school consultation has burgeoned since its formal introduction into public education during the 1960s. Today, graduate training programs in various specialties of psychology and education require coursework in consultation, and many professionals in these areas spend some portion of their day engaged in consultation. Consultation can be a powerful tool in delivering psychological services in schools, but only when the consultant possesses a requisite level of skill and sophistication. In preparing this volume, we envi sioned its major purpose as reducing the level of naivete typically experienced by the beginning school consultant. Toward that end, we offer a systematic approach to school consultation that targets much of the information needed for one to consult in a competent manner. The reader should note that our use ofthe somewhat ambiguous term school consultant is intentional and recognizes that consultants working in schools today represent a variety of professional disciplines. The pri mary intended audience for this book, however, is clinical child psy chologists and school psychologists, although psychologists having other specialties are likely to find its content useful.
Reviews
`Although this appears to be a small book, Erchul and Martens have packed it with information...The authors do a thorough job of addressing all known (as established by research) reasons that consultation may fail...If you are currently providing consultation services to the school, then this is a must read book.'
Contemporary Psychology, 43:3 (1998)
Authors and Affiliations
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North Carolina State University, Raleigh, USA
William P. Erchul
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Syracuse University, Syracuse, USA
Brian K. Martens
