A national survey investigating consultation training occurring in school psychology programs

The 203 school psychology training programs in the United States were surveyed regarding their approaches to consultation training, and responses were obtained from 60% of these programs. Forty percent of the programs offer at least one course devoted solely to consultation, while 60% do not offer such a course; more of the doctoral programs responding offer consultation training than do the nondoctoral programs; and practicum experience is considered an important aspect of consultation training. It is concluded that a greater emphasis on consultation training may help to promote implementation of this role.     

A structured integrative model of mental health consultation in schools

This paper presents a Structured Integrative Model (SIM) of individual mental health consultation. SIM is based on the problem-solving approach to mental health consultation, while integrating principles from dynamic and cognitive therapies. The model evolves through four stages: Building the Contract, Searching for New Understanding, Applying the New Understanding to Intervention, and Evaluating the Results. The SIM places special emphasis on the different functions, responsibilities, and possible contributions of the consultee and the consultant, as two active and equal partners working towards a common goal.This paper was supported by a grant from the Sturman Center for Human Development, The Hebrew University of Jerusalem.     

Increased consultation opportunities for school psychologists: A service delivery model

A model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services is described. Requirements of the model include: (a) having funds available for contract testing, (b) having conferences with teachers prior to formal referral of children, and (c) having qualified contract evaluators available. Benefits, as well as obstacles to be expected in implementing the model, are discussed.     

The training and analysis of consultation process using transactional analysis

The present investigation was an attempt to examine the possibility of experimentally manipulating the process of consultation. In this instance, the process of consultation was conceived in terms of the Transactional Analysis paradigm. The study employed a small-N analogue to consultee-centered consultation with the experimental treatment consisting of a training session in Transactional Analysis for the consultants. The treatment effect was assessed against three dependent measures: (a) the subjective evaluations of the consultant-consultee pairs; (b) the percent of behavioral change toward goal; and (c) the number of Adult-Adult transactions characterizing the consultation exchange. The data indicate increases in the number of Adult-Adult transactions, the Average Subjective Evaluation, and the Percent of Goal Attainment for two of the four experimental subject pairs. However, the result for only one subject met the requirements of the multiple baseline design, so that it could be concluded that the observed gains for this subject probably could be attributed to the T.A. training session. In addition to suggesting the influence of Adult-Adult transactions on consultation, this study is felt to offer insight to researchers seeking appropriate experimental designs for manipulating relevant process variables in consultation and detecting the effects of these manipulations.     

Integrating guidance,counselling, and counsellor education in Botswana: A consultation model

This paper reflects the work of the authors as consultants to the Ministry of Education and the University of Botswana on a project sponsored by the USAID. The mission of the consultants was to assist the educational leaders of the country of Botswana, Africa, in determining the next major step in developing country-wide guidance and counselling services in responding to significant boundary shifts, both economically and intellectually. The paper discusses background of Education and Guidance in Botswana along with recommendations to our respective agencies. We further review the procedure used to reach our conclusions, impediments to implementation, and recommendations for future consultancies.     

School consultation: The training needs of teachers and school psychologists

This paper describes the roles of teachers and school psychologists and presents an overview of current and prospective methods of providing services to special needs children. On the basis of the literature and professional experience, it is suggested that changes are needed in the provision of special education services. The consultative relationship between teachers and school psychologists is viewed as the key to successful classroom intervention for special needs children. Although each profession brings expertise into the consultative relationship, better training is needed for teachers and school psychologists to ensure that effective intervention strategies are developed.     

Reassessing training programs: A model for identifying training excesses and deficiencies

Needs assessments are traditionally based on an optimals-actuals deficiency model that is utilized before instruction is implemented. However, in some cases an existing training program may be reassessed to determine what training needs still exist. These situations could benefit from an excess-based model, where the assessment effort is designed to identify instructional excesses as well as deficiencies. This article explains the theory and procedures for an innovative needs reassessment approach, the CODE system. The article also provides some empirical data on the potential value of the CODE process for decisions about the reallocation of instructional resources in existing training programs. Two exploratory studies were conducted that provide evidence of the validity of the CODE system: (a) a needs reassessment of a corporate training program, and (b) a medical training program reassessment.     

A context-adaptive teacher training model in a ubiquitous learning environment

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model.     

A constructivist model of training for career counselors

The following sources of funding for CCTP are gratefully acknowledged: Canadian Employment and Immigration Commission; The British Columbia Ministry of Advanced Education, Technology and Training; and The University of Victoria. Grateful recognition is also extended to the Canadian Guidance and Counseling Foundation, whose offices administer funding and other forms of assistance to CCTP. For their help in the preparation of this article, the author would like to thank Marie Hoskins and Alana Samson.     

A new training model: Professional child psychology

School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. The school system is only a part of the broader alliance of agencies and institutions servicing the needs of children. The psychologist as a behavioral scientist should not be identified with institutions, but primarily with the subject matter of his training and concern, the child.