School Psych Praxis Consult Models

Front 1

Behavioral Model

Back 1

 An indirect service in which the consultant and consultee participate in a problem-solving process to help the client
 Built on social-learning and behaviorist theories of learning (Skinner, Bandura, Meichenbaum)
 Assumes that all behavior is functional; it serves a purpose
 Uses ABC model: behaviors are functions of contingencies (antecedents & consequences)
 Major steps:
1. Problem identification
2. Problem analysis
3. Plan implementation
4. Plan evaluation

Front 2

Consultee Centered (IN DEPTH)

Back 2

 Type of mental health consultation
 Consultant deals directly with the consultee in order to assist the consultee in formulating a plan for dealing with the client
 Consultant has little or no direct interaction with the client; this is model described in figure of triadic nature of consultation
 Most common model used in school-based collaborative consultation

Front 3

Instructional

Back 3

 Was developed for consultants working in the school to provide framework for working with teachers with concerns about students & classroom management
 Assumes instructional mismatch between learner’s capabilities & curriculum constitutes basis for most learning problem referrals
 Examine dynamic interaction of learner, the setting, teaching methods, and the curriculum--- ecologically oriented approach
 Focus is to restructure the setting and instruction to facilitate students’ growth, academically, socially, and/or behaviorally
 Major steps
1. Entry & contacting
2. Problem ID
3. Intervention planning
4. Intervention implementation
5. Resolution/Termination

Front 4

Mental Health

Back 4

 Primary focus is on the consultee (nonhierarchical exchange between the consultant and the consultee)
 Consultation is usually conducted as short series of interviews
 Consultant does not get involved in personal problems of consultee
 Model intended to be used primarily for mental health problems; however, ideas can apply to behavior or learning problem
 Uses a psychodynamic theoretical framework

Front 5

Client Centered

Back 5

Type of Mental Health Model
focus is a client’s case that is giving the consultee difficulty; consultant functions as expert

Front 6

Consultee Centered

Back 6

-mental health type
goal is improvement of consultee’s ability to work on a particular case & cases in future

Front 7

program centered (administrative)

Back 7

mental health type
-assessment of mental health aspects of some program or internal functioning of the organization; administrator acts as principle consultee; consultant should be knowledgeable and experienced in organizational theory and practice, program development, fiscal policy, administrative procedures and personal management

Front 8

consultee centered (administrative)

Back 8

consultant works with an organization’s administrative-level personnel to help solve problems in personal management or implementation of organizational policy; administrator has the job of helping the consultant decide whether additional forms of consultation are required, whether there are to be other consultees, and how involved they are to be in the consultation process

Front 9

organizational model

Back 9

 Focuses on issues relating to groups, organizations & systems rather than to individuals
 Organization as a client
 Follow steps of problem solving model (Problem ID Stage, Problem analysis Stage, Intervention Stage, Evaluation Stage)
 Assumes that conflicts among individual and groups are the basic barriers to effective and efficient organizational functioning
 Major steps
1. Pre-entry
2. Entry, problem exploration
3. Info gathering/problem confirmation
4. Solution searching/intervention selection
5. Evaluation
6. Termination

Front 10

Consultation

Back 10

seeking the opinion, advice, or expertise of another. It is an indirect process that empowers the consultee

Front 11

Collaboration

Back 11

an interactive, planning, and decision-making process involving two or more team members. It is a direct process

Front 12

Multi-Cultural Theory

Back 12

 When working with parents or consultee from different racial-ethnic backgrounds
• Acknowledge cultural differences; they can affect parent-teacher, and consultant, interactions
• Examine your own cultural beliefs & ways of responding
• Realize that group interactions and ways of responding (such as etiquette and patters of responding) vary across cultural groups
• Try to understand student’s behavior as a function of her culture
• Find ways to validate culturally specific ideas
• Learn about backgrounds & beliefs regarding schooling, disability & childrearing
• Realizing many families not used to a collaborative approach
• Be familiar with some words and forms of greetings that are common to the families you are dealing with
• Locate members of family’s background or culture who can mediate between the constituent parties (e.g. older sibling, minister)
• For students who recently arrived from a non-English-speaking country, learn important words & phrases to assist the student’s very early adjustment to the classroom