School Consultation

1. Front Matter

   Pages i-xv

   PDF

2. Introduction to Consultation

   • William P. Erchul, Brian K. Martens

   Pages 1-16

3. Promoting Change in Schools

   • William P. Erchul, Brian K. Martens

   Pages 17-45

4. The School as a Setting for Consultation

   • William P. Erchul, Brian K. Martens

   Pages 47-68

5. Bases of an Integrated Model of School Consultation

   • William P. Erchul, Brian K. Martens

   Pages 69-92

6. Model Description and Application

   • William P. Erchul, Brian K. Martens

   Pages 93-112

7. Selecting and Evaluating School-Based Interventions

   • William P. Erchul, Brian K. Martens

   Pages 113-130

8. Teachers as Consultees

   • William P. Erchul, Brian K. Martens

   Pages 131-149

9. Students as Clients

   • William P. Erchul, Brian K. Martens

   Pages 151-168

10. Consultation Case Study

    • William P. Erchul, Brian K. Martens

    Pages 169-189

11. Epilogue: The Effective Practice of School Consultation

    • William P. Erchul, Brian K. Martens

    Pages 191-199

12. Back Matter

    Pages 201-232

    PDF

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.

• development
• intervention
• problem solving

`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)

• North Carolina State University, Raleigh, USA

  William P. Erchul

• Syracuse University, Syracuse, USA

  Brian K. Martens

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