The transformed school counselor chapter 12

The Effectiveness of Consultation in the Schools Continued Triadic-Dependent Consultation Model  Views the consultant as an expert in child behavior  The goal of the consultant as exp

School Counselors as

Consultants

The Transformed School Counselor

Chapter 12

The Effectiveness of Consultation in the Schools

 Consultation is a problem-solving Consultation

approach with the adults in a student’s life who are in a position to affect positive

change.

The Effectiveness of Consultation

in the Schools Continued

Triadic-Dependent Consultation Model

 Views the consultant as an expert in child behavior

 The goal of the consultant as expert is to increase the skills, knowledge, and objectivity of the consultee so that the consultee can more successfully help the consultant implement an intervention plan.

The Effectiveness of Consultation

in the Schools Continued

Collaborative Consultation Model

 Maintains an equal partnership among all parties involved and includes shared responsibility for outcomes and

accountability

 Attention is placed on relationship building, communication skills, problem-solving approaches and accountability for results.

 This model is far more effective than the expert model because people are more likely to implement change when they are actively involved in creating solutions

The Effectiveness of Consultation

in the Schools Continued

Consultation as a Powerful Tool

 Allows counselors to have a far-reaching, lasting impact on the school’s internal and external

community members

 Extends the counselor’s reach to more students by working with the adults in a student’s life who can make a major impact on student’s academic, career, and social/emotional life.

 Works with parents, teachers, and administrators to benefit

a student or remove a barrier that is impeding progress for

a student

The Effectiveness of Consultation

in the Schools Continued

Consultation as an Effective Use of Time

 The rule of parsimony refers to an efficient use of time

such that school counselors spend their time where they can impact the most students.

 In a successful consultation, knowledge gained can be transferred to new situations, ideas germinate into plans that can benefit many more students, and professional skill

is enhanced

 Direct service delivery, such as individual counseling, reaches one student at a time, while consultation indirectly impacts many students by working with the adults in

The Effectiveness of Consultation

in the Schools Continued

The Consultant as Facilitator

 Consultation should focus on an equal partnership, but on many occasions the school counselor will have greater knowledge and be capable of a larger contribution to problem-solving Nevertheless…

 In an equal partnership, the counselor should focus

on the facilitative role rather than the expert role.

 In an equal partnership, equal problem-solving effort is expected and helping others feel

empowered is one of the goals.

The Consultant as Facilitator Continued

 Internal consultees may include:

 Classroom teacher

 Administrator

 Media specialist

 Special education teacher

 School nurse

 External consultees may include:

Consulting With Teachers

Teachers as consultees fall into five categories:

1 The confident teacher – has a history of being successful with students and reaches out to the school counselor to serve as a resource for agencies, tutors, mentors, and as a sounding board

2 The questioning teacher – skilled teacher who seeks a new voice and new strategies for effecting change in students

3 The dependent teacher – often less skilled at behavior and classroom management and may be struggling or overwhelmed

4 The absentee teacher – never calls on the school counselor because of a belief that he or she should be able to solve problems independently or because of refusal to admit that any problems exist

5 The dominating teacher – demands your undivided attention, may try to monopolize your time, and may deplete your energy

PREPARE for Effective Consultation with Teachers

PREPARE is an acronym for P hilosophy,

R elationships, E quity of power, P rofessional development, A ccessibility, R esources, and

E valuate.

PREPARE for Effective Consultation with Teachers

 Philosophy

 School counselors establish a philosophy of consultation that matches the mission of their schools.

PREPARE for Effective Consultation with Teachers

 Relationships – guiding principles for building relationships with teachers

 Appreciate and understand how demanding and difficult it

is to be a teacher.

 Follow through on commitments made to consultees.

 Recognize the harm to your role if you are viewed as untrustworthy.

 Provide a welcoming atmosphere and demeanor.

 Demonstrate genuine respect and a belief that the consultee can effect change

PREPARE for Effective Consultation with Teachers

 Equity of Power – a non-hierarchical relationship between the consultant and the consultee

 Help your consultee feel empowered to be an equal partner or dominant force in solving

problems.

 Treat consultee with patience.

 Avoid a condescending tone or behavior.

 Solicit consultee’s suggestions

PREPARE for Effective Consultation with Teachers

 Professional Development – enhances your own skills and supports the growth and development of faculty members and administrators

 Professional organizations, literature, conferences, and in-services will contribute to professional development.

PREPARE for Effective Consultation with Teachers

 Accessibility

 Be visible in the halls, cafeteria, and classrooms.

 Send a note to teachers and other consultees that tells them you are there to help.

 Post your daily, weekly, and monthly schedule on your door.

 Let it be known that you are an advocate for students, parents, and teachers.

PREPARE for Effective Consultation with Teachers

 Resources – brokering and managing resources increases the effectiveness of the consultation role

 A consultant who brokers resources brings in many agencies, business partners, and parents to deliver strategies.

PREPARE for Effective Consultation with Teachers

 Evaluate

 Evaluate your effectiveness as a consultant

by establishing baseline data with which to compare results.

Consulting With Parents

 Outcomes of educational consultation are likely to be more successful when there is

an effective parent-educator partnership.

 Student performance is enhanced by a strong relationship between parents and the school .

PARTNER for Effective Conferences With Parents

approach to facilitating success of conferences with parents:

PARTNER for Effective Conferences With Parents

 Planning for Success

 Think positive thoughts about the student.

 Keep the number of people in the room to a minimum.

 Dress professionally, but in a way that helps parents identify with you.

PARTNER for Effective Conferences With Parents

 Acknowledging Parents as Partners

 Convey confidence in having the parent as a partner.

 Understand that parents are doing the best they can.

 Recognize the parents’ rights to be the guiding voice in their children’s lives.

PARTNER for Effective Conferences With Parents

 Rapport Building

 Begin with positives remarks about the student.

 Use facilitation skills to defuse anger.

 Avoid absolute statements.

PARTNER for Effective Conferences With Parents

 Teaming to Identify the Problem

 Encourage parents to talk about how they see their child’s progress in school.

 Collaborate with the parent to recognize and acknowledge the shared goal of removing barriers.

 Avoid fixed ideas about how the problem should

be solved.

PARTNER for Effective Conferences With Parents

 Negotiating a Plan of Action

 Search for congruence with the parents in defining the problem to be addressed.

 Develop a plan of action in measurable goals, not in the form of problems.

PARTNER for Effective Conferences With Parents

 Ending Effectively

 Summarize the conference and check for understanding.

 Process what was said in the conference.

 End with affirmations about the potential for making a difference.

PARTNER for Effective Conferences With Parents

The Action Plan

an action plan are presented as The Four Ds:

1 D ata gathering

2 D evising the action plan

3 D elivering the action plan

4 D ebriefing

The Action Plan

1 Data Gathering Data collection helps participants in the consultation process make better decisions by accurately identifying the problem so that resources and energy brought

to the table are really addressing the critical issues.

The Action Plan

1 Data Gathering, continued…

10 basic approaches to Data Gathering :

 Educational record review

 Interviewing the teacher

 Interviewing the parent

 Interviewing other educators

 Interviewing the student(s)

 Interviewing other helping professionals

 Student observation

 Systems observation

 Educational assessment

The Action Plan

 2 Devising the Action Plan After the facts have been collected by all parties involved to accurately determine the student’s needs, the consultant and consultees will start to devise an action plan.

 3 Delivering the Action Plan All stakeholders are required to set timelines and strategies that they will implement.

 4 Debriefing Determine whether the action plan was effective and what revisions, if any, are necessary.

Special Education (SE) and Consultation

 Response to Intervention (RtI) is a program in which educators make data-driven decisions to provide high- quality instruction for all students

 Under the provisions of the Individuals with Disabilities Education Act (IDEA), regular education teachers are responsible for teaching SE students mainstreamed into their classroom and are entitled to receiving additional help.

 The school counselor as a consultant can be a contributor to the support for regular education teachers who have SE

students.

Special Education (SE) and Consultation

 Large numbers of students are being placed into SE who, with appropriate interventions, could be very successful in the regular education classroom.

 Many school districts are now requiring Pre-referral Teams, which provide consultation and

collaboration regarding a student’s problem for the purpose of decreasing the number of students

referred into SE and ensuring that when a student is referred for SE, the referral is appropriate .

Parent Education

School counselors educate parents by providing training, opportunities, programs, and materials.

Parent education goals

 Helping parents achieve better parent-child communication

 Providing information that parents need in order to support and work with their child on academic issues

 Strengthening the home and school partnership

 Helping parents understand child development and behavior management with programs such as Parent Effectiveness Training (PET) and Systemic Training for Effective Parenting (STEP)