Indian child welfare: A community team approach to protective services

The purpose of this study is threefold: first, to describe the characteristics of child abuse and neglect on a major Indian reservation; second, to examine the impact of a community team approach to child abuse and neglect as measured by the incidence of reported abuse and neglect and admissions for emergency foster care; and third, to make recommendations for actions to close the gaps in child welfare services to Indian children living on reservations.     

Consultation: Developing a comprehensive approach to service delivery

This article brings together some of the thinking that seems important in illuminating key aspects of a consultation approach to the work of an educational psychology service. It begins by considering some current forces that influence the pattern of service, and the value of locating these forces historically. Definitions, assumptions and underlying psychological models for a comprehensive consultation approach to educational psychology service are considered, and an outline is offered of how it is carried out, how it works and its outcomes. Common pitfalls regarding consultation and the implications for change in a service context are described.     

Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities

The historical roots of the IQ-achievement discrepancy definition of learning disability are discussed as a reference point for explaining why this definition came into being and why it is inadequate for dealing with the variety of learning and developmental disabilities that present in school settings. A proposal is offered and justified for defining learning disabilities on the basis of profiles for multiple developmental domains that affect learning. In this proposal, developmental dyslexia is differentiated from other learning disabilities. Developmental dyslexia is defined as uneven development (dissociation) between word reading and higher-level processes in the functional reading system. Dyslexics may struggle with word reading because of deficits in phonological processes, orthographic-phonological connections, and/or fluency (rate, automaticity, or executive coordination). The need for both national and international classification schemes for defining specific learning and developmental disabilities for the purposes of educational services and research is emphasized. Grant P50 33812-06 from the National Institute of Child Health and Human Development supported preparation of this article.     

A student team approach to teaching adolescents with special emotional and behavioral needs

Teams-Games-Tournament (TGT), an instructional technique involving student teams and learning games, is proposed as an alternative classroom structure for children with special needs. TGT and individualized instruction were compared in a school for adolescents of normal intelligence experiencing problems with human relationships and academic tasks. Students were randomly assigned to treatments. A five-category behavioral observation scale recorded student interaction and task behavior. In addition, students responded to a five-item sociometric instrument. The results confirmed hypotheses that TGT would exceed individualized instruction on students' attraction to one another, frequency of peer tutoring, and percent of time on task. A five-month followup showed former TGT students distributed among six new classes to be still interacting with their peers both on and off task more than control students.     

Consultation Related to Giftedness: A School Counseling Perspective

School counselors, when serving as consultants and assuming consultee roles, can contribute significantly to the well-being of gifted students at all school levels. This article summarizes pertinent current training of school counselors, social and emotional concerns of gifted children and adolescents, and the practice of consultation as it relates to school counseling. In addition, brief narratives describe consultations related to peer relations, underachievement, college and career decisions, assistance to classroom teachers and parents, small-group work, potential misdiagnosis, alternative and affective curriculum, and diversity.     

A learner–centred approach to developing team skills through web–based learning and assessment

In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face–to–face classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision–making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills.     

A call to come together: why it matters and why it works

This letter to the editor is in response to Barbara Hotelling's column, "Tools for Teaching - The Power of Numbers: Transforming Birth Through Collaborations," published in the Volume 19, Number 2 (Spring 2010) issue of The Journal of Perinatal Education. Hotelling's brief overview of the history of birth activism in the United States and of current collaborations among diverse groups and individuals provides inspiration to continue efforts that improve maternity care and promote natural, safe, and healthy childbirth practices.     

Gerald Caplan: A Tribute to the Originator of Mental Health Consultation

Gerald Caplan (1917–2008), world-renowned child and community psychiatrist, was the originator of the modern practice of mental health consultation. In addition to consultation, Caplan developed and refined many conceptual models and methods for practice for use in community mental health, psychology, and education. This tribute article focuses on his career and contributions to the field of consultation and offers insights into his approach to mental health consultation.     

Assessment of Consultation and Intervention Implementation: A Review of Conjoint Behavioral Consultation Studies

Reviews of treatment outcome literature indicate treatment integrity is not regularly assessed. In consultation, two levels of treatment integrity (i.e., consultant procedural integrity [CPI] and intervention treatment integrity [ITI]) provide relevant implementation data. Specifically, assessment of CPI and ITI are necessary to conclude (a) consultation is functionally related to consultee implementation behavior and (b) intervention implementation is functionally related to student outcomes. In this article, study characteristics and the presence of treatment integrity at both levels are examined in 21 studies utilizing Conjoint Behavioral Consultation, a model of consultation that includes multiple consultees. Results indicate that in approximately half of studies, CPI, ITI, or both are assessed and, when reported, treatment integrity is moderately high across both levels. However, there are distinct differences in the assessment and reporting of these levels of treatment integrity. Limitations and implications for consultation research and treatment integrity reporting are discussed.     

"十字交叉法"快捷吗

在《化学教学》2 0 0 0年第 6期中 ,林海伦、章征宇、张建新三位老师发表了《“十字交叉法”的数学原理与方法运用》一文。读后 ,我们感到从原理和运用的思路上确实受益匪浅 ,但该文的第五部分“十字交叉法的运用示例”中 ,所举例子是否选用此法尚有商榷之处 ,现将自己的思考过程与解法列出 ,以期得到同行们的指正。原文示例如下 :(原解从略 )例 2 .将一定体积ＳＯ2 通入 1 0 0ｍＬ ,2ｍｏｌ·Ｌ- 1 的ＮａＯＨ溶液 ,使其充分反应。经测定 ,反应后共有1 6.7ｇ溶质。试分析其中各成份的物质的量。例 3.现有ＣＨ4和Ｃ2 Ｈ6 组成的混合气体 ,在…     

School Counselor Consultation Preparation: A National Study

The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments.     

Consultation and the Parent-Educator Partnership: A Perspective

The importance of consulting with parents and teachers is discussed in this article. It is contended that educational and psychological consultants must go beyond adopting a systems approach to applying principles of general systems theory by understanding and enhancing the reciprocal influences of home and school. Three literature areas that support this contention are reviewed: (a) parent involvement in education, (b) prevention efforts, and (c) systems/ecological theory. Six critical practice issues are outlined for consulting when the home-school interface is a focal concern.     

A Review of Consultation: Practice and Practitioner

This article is a review of Consultation: Practice and Practitioner, by Jonell Kirby, who is both editor of the book and a contributing author. In the preface of the book Kirby states that, “Consultation is replacing referrals for comprehensive treatment and services” (Kirby, 1985, p. vii). Kirby proposes that consultation will fill the gap between the general practitioner helper and the specialized expert. In the past, when a client required help outside of the specialist's expertise, the client was referred to another practitioner, creating a situation that often confused the client and caused the original service provider to worry about the client's welfare. This book is based on the beliefs and experiences of seven contributors. In the first two chapters the authors discuss the general nature of consultation; the remaining chapters focus on specific settings such as schools, hospitals, business settings, mental health centers, and police departments.     

Culture as a Central Component of Consultation: A Call to the Field

The purpose of this article is to call for the inclusion of culture as a central component in the field of consultation. For consultation to remain maximally effective, current with counseling and psychological frameworks, and compliant with ethical standards, it is imperative that all consultation theory, research, practice, and training be examined and understood in the context of culture (Duncan, 1995; Gibbs, 1985; Hansen, Himes, & Meier, 1990; Henning-Stout, 1994a; Ingraham & Tarver Behring, 1996; Jackson & Hayes, 1993).