THE PROFESSIONAL DEVELOPMENT SCHOOL EARLY CHILDHOOD INTERNSHIP EXPERIENCE: A CATALYST FOR REFLECTIVE TEACHING AND PRACTICE

This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers.     

The Social Dynamics of Aggressive and Disruptive Behavior in School: Implications for Behavior Consultation

The role of social dynamics in the establishment and maintenance of aggressive and disruptive behavior is reviewed and discussed in light of consultation. Three key areas are outlined: the contributions of social structures to interpersonal conflict, the relation between peer associations and problem behavior, and the relation between social positions and problem behavior. This article suggests that direct intervention efforts (e.g., social skills training, behavior management strategies, peer support strategies, grouping practices) can be augmented by information about ongoing social dynamics in the classroom and school. Specific ways that behavior consultants can use social dynamic information to support the direct intervention efforts of teachers and administrators are discussed.     

Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education

Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.     

Fidelity of Problem Solving in Everyday Practice: Typical Training May Miss the Mark

Social skills training interventions have been used extensively for remediating interpersonal deficits of children and adolescents. These interventions represent an essential component of school curricula for at-risk and handicapped students, and have been incorporated into treatment programs for youngsters receiving services in psychiatric hospitals or clinics, residential facilities, and correctional institutions. As the degree of specialized knowledge necessary to effectively implement social skills training programs increases, the need for consultation services becomes more acute. Specific functional relationships among child characteristics, target behaviors, and interventions, for instance, must be analyzed with respect to ecological parameters and constraints. In this article, I discuss the use of consultation for conceptualizing and implementing social skills training with youngsters. Integrating consultation into social skills training requires developing a dynamic and collaborative relationship with practitioners. Current issues and misconceptions pertinent to social skills training are proffered in order to enhance consultant's role as problem solver and to ensure treatment integrity. This article also delineates the nexus among assessment information, target behavior selection, and intervention factors that are considered essential for providing comprehensive and effective social skills training.     

A comparison of workshop training versus intensive,experiential training for improving behavior support skills in early educators

Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day classroom-based training that introduced effective preventative and behavior support strategies followed by school year behavioral consultation support; or (2) an intensive condition that included the one-day workshop plus four days of experiential learning and practice in a preschool classroom followed by school year behavioral consultation support. Eighty-eight teachers/aides were randomly assigned to one of the two training conditions, and training occurred in August before the commencement of the school year. Results indicated that on observations of effective behavioral management and instructional learning formats, teachers in the intensive condition were improved proximally, with effects waning over time. For measures of teacher use of praise, the intensive group maintained the improved rate throughout the school year relative to the workshop group. Rates of commands and observations of classroom productivity were not different between groups. Teachers were satisfied with both approaches to training.     

The multiplier effect: A strategy for the continuing education of school psychologists

Twenty-two school psychologists participated in a year long institute designed to test the use of a multiplier effect in the continuing professional development of school psychologists in Michigan. Participants, representing 12 geographic regions, attended six days of in-service meetings on the topics of behavior modification strategies, models of continuing education, affective education, life-space interviewing and consultation strategies. Participants were then responsible for conducting two, one-day workshops in their regions on topics discussed in the institute. The impact of the intervention model was evaluated using personal interviews, questionnaires and tape recordings. Results indicated that 550 school psychologists attended two in-service meetings with generally favorable reactions. Specific evaluative data, conclusions and suggestions for modification of future models are presented.     

School-Based Behavioral Consultation: Delivering Treatment for Children's Externalizing Behavior in the Classroom

This study examined the efficacy of school-based behavioral consultation as a method of delivering treatment for children with externalizing behavior problems. Behavioral consultation was conducted with teachers of 3 general education students identified as exhibiting clinically significant externalizing behavior in the classroom. An A-B design with replication across participants and a follow-up phase was used to analyze the effectiveness of consultative treatment on students' disruptive behavior. Direct observation and behavioral checklist data indicated a significant decrease in externalizing behavior from baseline to treatment. Teachers indicated satisfaction with consultation services and viewed the treatment plan as appropriate, fair, and reasonable for their students. The results are taken as general support for the effectiveness of school-based behavioral consultation as a method of delivering treatment for children with significant behavior problems. Limitations, implications for consultation practice, and future research are discussed.     

Ko wai Au? Who am I? Examining the multiple identities of Māori youth

In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.     

DIRECT BEHAVIORAL CONSULTATION: EFFECTS ON TEACHERS’ PRAISE AND STUDENT DISRUPTIVE BEHAVIOR

Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings.     

Multicultural Consultee-Centered Consultation: When Novice Consultants Explore Cultural Hypotheses With Experienced Teacher Consultees

Using case study qualitative methodology and naturalistic inquiry, this study investigates how beginning consultants use multicultural consultee-centered consultation (MCCC) to explore cultural hypotheses with experienced teachers. The study involves the conceptualizations and detailed records of 3 ethnically diverse novice consultants who hypothesize cultural issues in the problem situation and use MCCC with teachers of diverse students ages 6-12. Grounded in the multicultural consultation framework (Ingraham, 2000), analyses focus on consultation stages, communication processes, factors associated with success and failure, and their relationship with co-constructing problem definitions with consultees. Results of within-case and cross-case analyses illustrate the complexity of practicing and studying MCCC and suggest several issues that may influence multicultural consultation outcomes. Specific questions for future research are identified.     

Developing Consultation Partnerships

This article concerns why and how we are continuing to develop consultation in the educational psychology service and in Surrey. Recently, we have focused on helping others understand and use consultation as a way of promoting a more effective and consistent approach with schools. The article outlines our professional understanding of consultation, provides details of consultation workshops, the outcomes of the training and encourages reflection on some important issues in sharing consultation skills.     

一例小学生行为问题咨询案例

通过对一例小学求助者心理问题的形成原因与发展过程的了解、分析,对求助者的心理状态进行评估,对其做出诊断,制定了相应的咨询目标和咨询方案,咨询过程中运用行为疗法、认知疗法对学生的行为问题进行干预,经过十次咨询,学生行为得以改善,取得较好的咨询效果。     

Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement and relevant field-based experiences. However, relatively little literature has described how faculty can pursue comprehensive change in their graduate programs to move training toward a social justice orientation. The purpose of this article is to describe how principles of organizational consultation can be applied to cultivate a program-wide emphasis on social justice issues in school psychology training. In particular, this article reviews relevant literature on social justice education and describes an adapted 5-stage model of organizational consultation for coordinating cohesive program change. Specific recommendations for implementing high-quality social justice training are provided, and directions for future research are discussed.     

Training model and techniques: Choice Awareness in Consultation

The Choice Awareness system is based on the definition of choice as any behavior over which individuals can exercise some degree of control. A primary goal of consultation is to enable individuals to encounter their difficulties effectively; in Choice Awareness terms, this is a process of making effective choices. Among Choice Awareness concepts are a two-way division into an OK to OD (overdone) continuum of choices, and the CREST choices: caring, ruling, enjoying, sorrowing, and thinking/working. In this article the concepts of Choice Awareness are summarized and Choice Awareness is discussed in general terms as a consultation process. Finally, Choice Awareness is considered as a collaborative consultation process through step-by-step comparison to the model of consultation presented by Kurpius (1978).     

Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

The articles written for this series, Consultation Models Revisited, are primarily about the practice of consultation in schools. We found many areas of commonality across the artides and have delineated 7 areas as critical to the understanding of school consultation. We also highlight some ideas presented in individual articles that contribute significantly to school consultation. The last part of this article addresses issues that were not discussed in the series but that we feel are important considerations for consultation in schools today.     

The effects of consultee-centered consultation on teacher behavior

The purpose of this investigation was to respond to two deficiencies in past consultation research. It described the consultee-centered consultation techniques which were used, and it attempted to demonstrate the effectiveness of consultee-centered consultation in changing observable teacher behavior. Evidence was presented to show how consultation was followed by a reduction in the negative verbal behavior of two out of three teachers who participated in the study. An attempt was made to show how this study related to Caplan's (1970) assumptions regarding consultee-centered case-consultation. It was concluded that multiple baseline designs offer a viable approach to experimental research in consultation with small numbers of subjects.     

Collaborative Consultation: The San Juan Unified School District Project

Critically needed in the area of school consultation are field-based, evaluation reports of outcomes of actual implementation of school consultation. This article is such a report, describing how the Resource/Consulting Teacher model was implemented with resource specialists in a pilot program in Sacramento, California. We describe: (a) the procedures necessary to bring about such an implementation, (b) the district itself, and (c) the training efforts made to prepare the resource specialists for the new role. Emphasis is placed on how 13 resource specialists formed a collaborative working group among themselves, as well as their efforts to engage in collaborative consultation with classroom teachers and building administrators to assist certain special education students and certain students at risk for school failure. Preliminary evaluation data are included that describe the progress of individual students and groups of elementary students (N = 79) who received specialized remedial reading instruction, and individual students who received intervention to increase appropriate social behaviors. The specialized reading and behavior instruction was provided to special education students in resource rooms and general classrooms; the at-risk student instruction was in general education programs. As a result, 29 special education students were mainstreamed back into their general education reading classes, 7 students were nearly ready to be returned, and 9 students were totally dismissed from the special education program and reinstated as general education students.     

论党内民主生活会质量

党内民主生活会质量高低 ,对增强党组织的凝聚力、吸引力和战斗力有重要意义。世界的无限多样性要求我们必须客观、全面、联系地看待党内民主生活会 ;党组织的层次性、固定性及领导班子的交替性 ,决定了要用系统的方法制订和实行党内民主生活会制度 ;人的思想多样化 ,决定党内民主生活会的思想要用党性原则统一 ;积极疏通信息反馈渠道 ,有利于党内民主生活会形成传递信息的良性循环 ,有利于进一步增强贯彻党的基本理论和基本方针的自觉性 ,提高认识 ;“三个代表”重要思想教育活动 ,是新形势下加强党的建设的一项创造性探索和成功实践 ,是当前党内民主生活会的样板     

以工会为平台的工资集体协商研究

企业工资的单向决策机制引发了诸多经济问题和社会问题。当前以工会为平台的工资集体协商制度是一项平衡劳资双方力量、构建和谐劳资关系的重要制度安排。工会可以聚合劳动者的社会资本,减少资方的交易成本,是劳资双方利益的结合点。工资集体协商是将工会组织纳入工资协商体系,进而平衡劳资双方地位而形成的工资共决制度。现阶段,以工会为平台的工资集体协商制度在实践中仍面临着认识性偏差、工会主体性不足以及协商制度不健全等问题。提高对工资集体协商的正确认识,增强工会的独立性和代表性,加快工资集体协商制度化建设是推进工资集体协商的重要任务。     

Micro-Analysis of Consultant and Consultee Verbal and Nonverbal Behaviors

The verbal and nonverbal communication behaviors of consultants and consultees were examined in this study. The problem identification interviews (Bergan, 1977) of two consultants and 20 consultees were videotaped as they discussed school problems being experienced by the consultees. A modified version of the Message Process category of Bergan's (1977) Consultation Analysis Record was employed to measure verbal behavior. Nonverbal behaviors (Facial, Voice, and Body) were assessed as either positive, negative, or neutral following the coding scheme employed by Gottman, Markman, and Notarious (1977). Consultant and consultee verbal and nonverbal behaviors were coded each 10 sec using a system of momentary time sampling. Preliminary mapping of consultation communication behaviors are presented. A more complex behavior code is suggested to better understand the nature of communication interactions during consultation sessions. Limitations of the' current study are examined and results are discussed in terms of implications for consultation practice and future research.