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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Explore a wide range of strategies and techniques to build your school counselor consulting skillset In the newly revised Second Edition of School Counselor Consultation: Skills for Working Effectively With Parents, Teachers, and Other School Personnel, a team of distinguished counselors delivers a comprehensive and insightful exploration of the consultation process. With a strong focus on proven, practical techniques, this book offers readers a detailed case consultation model, an interactive workshop model, concise discussions of trauma-informed practices, consultations supporting students with anxiety, and more. The book also includes: * An emphasis on building the skills necessary for counselors to facilitate the personal, social, career, and academic growth of students. * An integration of theory and practice using an experiential approach to developing consulting competence. * Appendices and sample activities that outline the techniques and strategies used to support learning. Perfect for students pursuing master's degrees in Education, School Counselor Consultation is also ideal for school counselling students and practitioners seeking a hands-on framework for applying consulting theory and approaches to the school setting.
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Veröffentlichungsjahr: 2021
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School Counselor Consultation
Skills for Working Effectively with Parents, Teachers, and Other School Personnel
Greg Brigman, Elizabeth Villares, Fran Mullis, Linda D. Webb, and JoAnna F. White
Second Edition
This edition first published 2022
© 2022 John Wiley & Sons Inc.
Edition HistoryJohn Wiley & Sons, Inc. (1e, 2005)
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The right of Greg Brigman, Elizabeth Villares, Fran Mullis, Linda D. Webb, and JoAnna F. White to be identified as the authors of this work has been asserted in accordance with law.
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Library of Congress Cataloging-in-Publication Data
Names: Brigman, Greg, 1951- editor.Title: School counselor consultation : skills for working effectively with parents, teachers,and other school personnel / Greg Brigman, Elizabeth Villares, Fran Mullis,Linda D. Webb, Joanna F. White.Description: Second edition. | Hoboken, NJ : John Wiley & Sons, [2022] | Includes bibliographicalreferences and index.Identifiers: LCCN 2021028988 (print) | LCCN 2021028989 (ebook) | ISBN 9781119809319 (paperback) |ISBN 9781119809395 (pdf) | ISBN 9781119809388 (epub)Subjects: LCSH: Educational counseling. | Student counselors--Professional relationships.Classification: LCC LB1027.5 .S272 2022 (print) | LCC LB1027.5 (ebook) | DDC 371.4--dc23LC record available at https://lccn.loc.gov/2021028988LC ebook record available at https://lccn.loc.gov/2021028989
Cover design by Wiley
Set in 9.5/12.5pt STIXTwoText by Integra Software Services Pvt. Ltd, Pondicherry, India
Contents
Cover
Title page
Copyright
Foreword
Introduction and Overview
List of Tables
Part I: Grounding Your Approach to Consultation in the Schools
1 School Counselors as Consultants
Personal and Professional Growth Orientation
Knowledge of Consultation and Human Behavior
Consultation Skills
A Multicultural and Diversity Perspective
Why Consult?
2 A School-Based Approach to Consultation: Supporting Models and Theories
Consultation in Schools
Theoretical Approach
Models of Consultation
Another Approach to Organization of Models
Models and Theory Central to this Approach
Case Consultation Model
Teaching/Workshop Model
3 The Practical Advantage of Adlerian Theory in Teacher and Parent Consultation
The Three Cs of the Adlerian Approach
Capable
Connected
Contributing
Encouragement
Mistaken Goals of Behavior
Attention-Seeking
Revenge- and Power-Seeking
Avoidance of Failure
Summary
4 Ethical Issues in Consultation
Tripartite Relationship
Information about the Student
Information about the Consultee
Nonsupervisory Relationship
Voluntary and Temporary Relationship
Encourages Consultee Self-Reliance
Work-Related Relationship
Other Ethical Issues
Working with Other Professionals
Competence
Values
Additional Considerations
Part II: Working in Schools as a Consultant
5 Case Consultation with Teachers and Parents
Basic Consultation Model
Before the Consultation
Step I: Prepare for the Consultation
During the Consultation
Step II: Define the Process and Develop the Relationship
Step III: Gather and Present Information about the Student
Summary of Five Question Guide
Step IV: Choose Behaviors to Work On
After the Consultation
Step V: Follow-Up
6 Typical Issues in School Consultation
How to Refer Students
Teach Your Faculty the Referral Process
Encourage Teacher Involvement
Let Teachers Know What to Expect with Regard to Follow-up
What Parents and Teachers Can Tell Students about Seeing the Counselor
Frequently Asked Questions
From Teachers
From Parents
From Administrators
Consultee Resistance
7 Workshops and Education Programs
Workshop Model
Programs for Teachers
Student Success Skills
Tribes:
A New Way of Learning and Being Together
Open Circle
Preparing Parents for a Different Approach
Programs for Parents
Parent Success Skills
MegaSkills®
Roots and Wings: Raising Resilient Children
Building Successful Partnerships: A Guide for Developing Parent and Family Involvement
8 Other Opportunities for Consultation in Schools
Parent–Teacher–Counselor Conferences
Student–Teacher–Counselor Conferences
Teacher Team Consultation
Grade-Level Team Meetings
School-Based Teams
Consider Member Composition
Determine Meeting Logistics
The Consultative Process
Plans for Follow-up
Referral Teams
Common School-Based Recommendations for Students with Task Completion Difficulties
Teacher Advisor Programs
Other Suggestions about Kinds of Consultation
9 Classroom Meetings: Creating a Climate of Cooperation
Benefits of Classroom Meetings
The Classroom Meeting Format
Teaching Teachers to Use Classroom Meetings
Barriers to Effective Classroom Meetings and Strategies to Overcome Them
10 Consultation with Administrators
The Importance of Gaining Administrator Support for Your Program
Crisis Intervention: Planning for and Responding to a Crisis
The Role of the School Counselor
Guidelines for Responding to a Crisis
School-Wide Plans
Web Sites with Links to Resources Related to Crisis Prevention and Response
Crisis and Trauma Resources: Professional Development
Additional Resources
The Process of School-Wide Change
The School Counselor and Discipline Planning
Advocating for Student Involvement When Assessing School-Wide Need
Providing Workshops/In-Service for Teachers
Providing Workshops/Information to Parents
Helping Administrators and Staff Understand the “Scope” of School-Wide Discipline
Being Involved in the Development of a School-Wide Plan for Discipline
A Four-Key Approach to School-Wide Discipline
Key 1: The Identification, Development, and Practice of Desired Social Skills
Key 2: Encouraging and Reinforcing Desired Behaviors
Key 3: Corrective Intervention Strategies and Consultation
Key 4: Support System and Additional Intervention Strategies for Students Who are Not Experiencing Success
11 Consultation in the Community
Referrals
Speakers Bureau
Parent Group
Parent–Teacher Organization
Service or Civic Clubs
Business Partners or Partners in Education
Community Task Forces
Grandparent Programs
Keys to Successful Community Involvement
Part III: Addressing 21st Century Needs
12 The School Counselor as Leader
Qualities and Styles of Effective Leadership
Social-Emotional Leadership
Servant Leadership
School Counselor’s Role as Leader and Advocate
Transformative Leadership
Competencies to Advocate for School Counseling Roles
Promoting Equity and Cultural Competence
Multicultural and Social Justice Leadership Form (MSJLF)
Leading through Data-Driven Decision Making
LEAD
13 Systemic Approach to School-Wide Consultation
Systemic Approach to School–Family–Community Consultation
Identification of Stakeholders in Systems and Metasystems
Evidence-Based Approaches and Activities
Systemic Social and Emotional Learning
Creating a Foundation of Support
Adult SEL Development
SEL for Students
Practice Continuous Improvement
Advocating for Student-within-Environment
Coregulation
Social Justice Initiative
14 Consultation Supporting Student Mental Health: Anxiety
Introduction to Anxiety and Anxiety Disorders in Children and Adolescents
Prevalence of Anxiety and Depression
Anxiety Disorders
Generalized Anxiety Disorder (GAD)
Separation Anxiety
Social Anxiety (Social Phobia)
Panic Disorder (PD)
Specific Phobias
Post-Traumatic Stress Disorder (PTSD)
Obsessive Compulsive Disorder (OCD)
Depression
Possible Interventions and Supports
The School Counselor’s Role in Addressing Anxiety Issues in Students
15 Consultation and Trauma-Infused Practices
What is Trauma?
Recognizing the Signs of Trauma
Trauma-Informed Practices in Schools
The Role of the School Counselor in Building Trauma-Informed Schools
Design and Deliver a Comprehensive School Counseling Program
Pay Attention to the Classroom Climate
Address Trauma with a Multitiered Approach
Leverage Consultation to Strengthen Stakeholder Skills
Engage in School-Wide Practices to Promote and Empower All Students
Establish Community Partnerships
Summary
16 School Counselor Consultation and Working with Undocumented Students
Overview of Undocumented Students
DACA and Dreamers
Undocumented Students’ Access to Education
Working with Undocumented Students and Families in Schools
Addressing Risk Factors Facing Undocumented Youth
Addressing the Needs of Undocumented Students at All Levels
Create Welcoming, Safe, and Supportive Environments
Improve School and Family Communication
Increase Awareness of Culturally Sensitive Practices
Support After-School Activities
Conduct Needs Assessments
Obtain Consent Early
Focus on College Readiness and Planning
Explore Career Opportunities
Provide Support for Students’ Transition to College
Summary
About the Authors
References
Index
End User License Agreement
List of Illustrations
Chapter 7
Workshop Evaluation (modify the form as necessary)
.
Chapter 8
Request for School-Based Team Meeting
Notice of School-Based Team Meeting
.
Coordination of School-Based Services
.
Chapter 9
Problem-Solving Agenda
.
Evaluation of Classroom Meetings Teacher Survey
.
Chapter 10
Student Success Skills: Seven Keys to Mastering Any Course
.
Chapter 13
Systems View of a School
.
List of Tables
Chapter 3
Summary Chart.
Chapter 7
Effective Parenting Checklist.
Chapter 9
Classroom Encouragement/Connection Activities.
Chapter 10
Seven-Part Crisis Management Plan.
Chapter 14
Generalized Anxiety Disorder Warning Signs/Symptoms and Possible Reactions.
Chapter 15
Resources for Locating Trauma-Informed Evidence-Based Programs
Chapter 16
Resources for How to Work with Undocumented Students.
Table I
Case Consultation Feedback Form.
Feedback to Workshop Facilitators.
Self-Assessment of Consultation Knowledge and Skills.
Guide
Cover
Title page
Copyright
Table of Contents
Foreword
Introduction and Overview: Building Consultation Skills
List of Tables
Begin Reading
About the Authors
References
Index
End User License Agreement
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Foreword
This text on school counselor consultation is as timely as it is helpful. The publication of the second edition comes on the heels of the global COVID-19 pandemic and other discontent tied to myriad forms of societal inequity and injustice. Current circumstances exasperate long-standing inadequacies in our various social institutions and further illustrate how essential schools can be for a great number of people. While schools are intended to be a hub for learning and social advancement, often school environments can further perpetuate the types of personal and social ineffectuality that limit individual and collective growth. Consultation services offered by school counselors cannot possibly exceed the total threats to students, schools, or entire social systems, but this approach to school counseling can offer tangible practice behaviors that can support the individual student and total school alike.
As consultant, a school counselor generally provides an indirect service to one or more third party individuals (consultees) who will later put into use the content of the consultation session(s). It is assumed that the consultee will develop some type of appreciable skill, which will in turn be embodied by the consultee in a manner that will positively affect a student or group of students. This way of professional practice is more systemic and ecological in nature. The school counselor as consultant has amplified one’s reach, as the consultee will certainly interact with a great variety of students over long periods of time.
The brand of school counseling consultation proffered in this text is consistent with the best practices across a variety of disciplines. In this book, Brigman and colleagues suggest that school counselor adopt a “tell, show, do, coach” approach. To tell is not simply didactic advice giving. Instead, a consultant inspired by this approach considers the presenting topic, the unique needs and qualities associated with the consultee, and the cultural character of the situation. Once these constituent ingredients are thoroughly considered, the school counselor consultant articulates (“tells”) the qualities associated with the circumstance. To tell in consultation also includes exposure to the necessary prior knowledge for success. Stated plainly, rather than the school counselor telling the consultee what to do (based on the school counselor’s perspective), the school counselor draws from a larger ecology of wisdom and helps express it in an actionable manner.
The steps of showing and doing in consultation are also consistent with this systems- focused approach to school counseling practice. Showing is not simply some top-down “let me show you how it is done” overture, rather, the intent is to both model possible alternatives and instill a sense of flexibility across varying possibilities. Too often, events that transpire in a school feel habitual or disempowering; through showing, the school counselor as consultant exposes how happenings in school are both personally relevant and yet unsentimental. In kind, what is exposed as one of many possibilities in the showing portion invites the consultee to try on each of the various possibilities in the doing activities. The distancing necessary to break old rigid beliefs and behaviors now returns to the consultee in the doing phase in a way that is relevant to what one can do in a school and the qualities of the school environment.
Finally, the coaching portion of this consultation practice is as pivotal as the other ingredients. An effective coach encourages the consultee to implement and adjust using one’s wherewithal as necessary. A coach has helped the individual prepare in advance, but continues to support and strategize, with the consultee as the predictable and unpredictable manifest in a school.
In addition to the “tell, show, do, coach” motif used throughout the text are the incredibly helpful skills checklists, experiential activities, and examples through cases or workshops. In this way, the text itself mirrors the philosophical position of “tell, show, do, coach”—that is, readers are presented with the important prior knowledge about consultation practices, they are shown examples and encouraged to try out hypothetical examples, and throughout the text, they are offered ongoing encouragement to be best consultants possible!
This textual consistency is augmented by six new chapters compared to the original edition of this book. These six chapters provide deeper explication of the philosophic underpinnings of this type of consultation and offer other specific case examples customary to contemporary school counseling.
This second edition of this consultation text fits within a larger suite of school counseling practices promulgated by Brigman and his many collaborators (e.g., Student Success Skills, Ready to Learn). These other approaches tend to focus first on how a school counselor can intervene with a particular student such that they can actualize the student’s potential. While the student focus is clear, in these works it is also evident that school counselors must expose the content to the various adults in the lives of students. This book on school counselor consultation inverts this focus while maintaining continuity in the belief that any student change must be complimented with changes at the school system level. The importance of this philosophic and practice position cannot be undersold. Schools are complex networks of individuals, and they only thrive when as many individuals are empowered to support and share in their collective successes.
Matthew Lemberger-Truelove
Professor, University of North Texas
Editor, Journal of Counseling & Development
Author, Theories of School Counseling for the 21st Century
Introduction and Overview Building Consultation Skills
An Application-Learning Model
Counselors entering schools should be prepared to support the school’s academic mission by promoting and enhancing the learning process. To accomplish this goal, counselors need the knowledge and skills that allow them to facilitate the personal/social, career, and academic growth of students through interventions with students, teachers, parents, and administrators. These interventions include individual and group counseling, classroom guidance, and consultation and are part of a balanced comprehensive developmental guidance program. Consultation, as a counselor intervention, is the focus of this text. An application-learning model is used to develop skills in two primary areas: case consultation and workshop presentation.
Preparation for Consultative Role
State and national agencies that oversee counselor preparation have recognized the need for consultative skills to be well developed, as large numbers of students can be impacted through work with parents, teachers, and administrators. Both the American School Counselor Association’s (ASCA) National Model (2019) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) include consultation as a key component of a comprehensive school counseling program. We believe consultation is an essential component with specific skills that can be used to make a difference with students through working with the adults who are charged with their learning and development.
Goals for this Text
Our goal for this text is to provide a framework for a hands-on approach to developing the knowledge and skills school counselors need to function as effective consultants in schools. A foundation is laid through the introduction of theory, consulting approaches, and their application in school settings. An increased integration of theory and practice is offered through an experiential approach to developing competence as a consultant to parents, teachers, and administrators. After reading and participating in the skill-training exercises detailed in this text, school counselors will have the knowledge, skills, and confidence to effectively deliver consultation as one of the interventions supporting increased learning opportunities for students. This appendix provides an overview of some of the techniques and strategies that have been used in course delivery, as well as some sample activities used to support learning, as school counselors build an ongoing base of knowledge and integrate consultative skills into their school counselor roles.1
“Tell, Show, Do, Coach” Model
Teaching the consultative process involves building a knowledge base, and introducing the necessary skills to facilitate that process. We believe that Bandura’s social-learning theory is the most effective way to provide comprehensive training in consultation (Bandura, 1977). This “tell, show, do, coach” model provides opportunities to learn about the consultation process; see consultation skills demonstrated; practice delivering both case consultation and group consultation (workshops); and receive both supportive and corrective feedback as part of the course, culminating with opportunities for school counselors to demonstrate their ability to integrate their knowledge base with initial mastery of consultative skills, later during their internship. This increases confidence and the likelihood that counselors will be able to effectively facilitate the consultative process in their schools.
Tell
The “tell” portion of the course begins with general information about consultation. A brief history of school consultation, an overview of the consultative process, and a differentiation between consultation and counseling will help to orient school counselors to consultation in general and introduce them to issues that have ethical ramifications. Information about the different approaches to consultation is also provided.
As school counselors are demonstrating consultative skills throughout the course, they can also contribute to this “tell” part of the model, as they provide well-researched information on topics frequently emerging during consultation. Specific topics such as child abuse, loss, violence prevention, and changing families can be addressed, along with information about appropriate resources and interventions.
Show/Do
Two important skillsets to develop during this course are case consultation skills and workshop-presentation skills. The process of observing these skills being used in context and practicing the skills during class speeds skill acquisition and deepens understanding. By practicing in small groups, school counselors have the opportunity to see multiple models for these two important skillsets, as well as several core skills such as listening, attending, providing feedback, and eliciting input and information. A structured guide is provided for both the case consultation and the workshop. This guide is incorporated into the feedback forms used by observers, as shown in Tables I.1 and I.2.
Table I.1 Case Consultation Feedback Form.
Graduate student’s name: _______________________________
Rater’s name: __________Date of review: __________ Focus of consultation: __________
Please rate each of the following categories:
Lowest
Highest
Before Consultation
Evidence of PR review, information from parents, teachers
1
2
3
4
5
During Consultation
1. Structure meeting—time, topic, process
1
2
3
4
5
2. Start with positives/strengths
1
2
3
4
5
3. Clarify problem in concrete behavioral terms including duration and frequency
1
2
3
4
5
4. Clarify goal of consultation in behavioral terms
1
2
3
4
5
5. Clarify everything that has been tried and results—include examples and child’s reaction to intervention and adult’s emotional reaction
1
2
3
4
5
6. Mistaken Goal of student behavior identified (attention, power, revenge, avoidance of failure)
1
2
3
4
5
7. Clarify what client thinks might work
1
2
3
4
5
8. Gather missing information: peer relations, academic strengths/weaknesses, academic and peer performance of siblings, relationship to parents and siblings
1
2
3
4
5
9. Recommendations/suggestions offered as additional alternatives for client to consider—put client in role of expert to evaluate suggestion
1
2
3
4
5
10. Encouragement for student and parent /teacher built in
1
2
3
4
5
11. Commitment to implement plan obtained
1
2
3
4
5
12. Follow-up meeting/phone conference set
1
2
3
4
5
I liked: (strengths of consultation)
Suggestions for improvement:
Table I.2 Feedback to Workshop Facilitators.
Title of workshop:_______________________________________
Name of workshop facilitator:_______________________________________
Person providing feedback:_______________________________________
Please provide the following information with regard to your experience.
Warm-Up
The “warm-up” helped me get into the topic and got me ready to get involved.
Example/Comments:
Ask before Telling
I was asked to share some of my own ideas before information was presented.
Example/Comments:
Personalize and Practice
As information was shared, I was asked to think about, write, or share some of my own experiences as related to the topic at hand. I was given an opportunity to practice what I was learning.
Example/Comments:
Process and Summarize
At the end of the session, I was asked to reflect on my involvement in the workshop and how I will use what I have learned or relearned.
Example/Comments:
Evaluate
I was asked for feedback about the effectiveness of the workshop in reaching targeted outcomes.
Example/Comments:
The most effective workshop strategy I experienced today was:
Something I might suggest for next time:______________________________________________________________________________
Coach
Use of the Peer Coaching Model for Feedback (Brigman & Campbell, 2002) is encouraged to support and speed skill development. Peer coaching not only helps the school counselor evaluate skill development but also allows the participants to identify particularly effective strategies while strengthening their own learning process. The peer-coaching model has been found to be very useful in providing feedback that allows for self-reflection and input from others while maintaining a positive focus.
The following steps are used to facilitate the peer-coaching process after a demonstration of the case consultation model or a workshop presentation:
One of the participants (not the school counselor who led the workshop or demonstration of case consultation) will facilitate a process that begins by giving participants a few moments to complete their notes and ratings for the presentation, so that the presenter can consider whether what they did was helpful, useful, and/or particularly effective.
The workshop/demonstration presenter is then asked by the facilitator to share what they thought was done effectively. It is important for the facilitator to stop the presenter if negatives are mentioned at this point.
The presenter is asked if they would like to hear other effective skills that were noticed by participants. Participants share what they have noted on their written feedback sheet.
Next, the presenter shares what could be done differently next time to make the workshop or consultation even better. After sharing these proposed changes, the presenter is asked if they would like to hear suggestions from others.
Participants share suggestions. After giving suggested changes, each group member concludes with a positive comment about the experience.
Group members give their written feedback sheets to the workshop presenter.
Case Consultation with Parents/Teachers: Building Your Skills
Emphasis is placed on building the skills needed to engage in effective consultative experiences with parents and teachers. After receiving an overview of the model and observing specific skill demonstrations, school counselors are given the opportunity to practice their new consultation skills in triads. One person in each group plays the role of the consultant, another plays the role of parent or teacher, and the third person is the observer. Each triad member has the chance to play all roles.
After each practice consultation, feedback is provided using the “peer-coaching” model. The observer facilitates the feedback process. Tasks to be taught, demonstrated, and practiced are found on the “Case Consultation Feedback Form” (see Table I.1) and include:
Before the Consultation
setting up and preparing for the consultation
During the Consultation
structuring the meeting
developing the relationship
identifying strengths and potential strengths
clarifying behaviors
making goals specific
identifying interventions
developing plans for improvement and follow-up
After the Consultation
follow-up of consultation
Workshop Presentation
Each school counselor develops a workshop that demonstrates knowledge of a specific content area to include extent of the problem, behaviors that impact school success, strategies that might be shared with teachers and parents, recommended resources, as well as knowledge of workshop development. The workshop presenter provides a workshop outline (following the format provided in Chapter 7) and copies of any handouts or activities used to facilitate the workshop experience to each class member. Background information, resources for parents and teachers, along with this outline, provide content, as well as a framework, for other school counselors to use to prepare workshops in their own schools.
School counselors develop workshop fliers or brochures to promote their presentation. Participants in teacher education courses who may be interested in one or more of the topics could be invited to attend. This creates a more field-based experience, as school counselors are extending their experiences beyond their counselor education peer group. Following the workshop, presenters are provided feedback using the peer-coaching model and using the “Feedback to Workshop Facilitators Form” (see Table I.2).
Sample Workshop Titles
Setting students up for success.
Helping students manage test anxiety.
Stress management for teachers.
Family friendly schools.
Bully proofing.
Sexual harassment.
Building safe and friendly schools.
Helping students have a successful transition.
Conflict management.
Creating a caring, supportive, and encouraging classroom community.
Motivating low achieving students.
Strategies for helping ADHD students learn.
Using classroom meetings to support a positive climate.
Cognitive skills to improve student learning.
Brain-friendly activities that promote learning and cooperation.
Additional Activities to Support the Text
In addition to case consultation and workshop practice and feedback activities, the following activities provide additional opportunities to build a knowledge base and develop the skills needed for competent consultation: (a) three-part resource collection that supplements the counseling student’s workshop topic, and (b) school-based observation of a school counselor facilitating a team of professionals.
Three-Part Resource Collection to Supplement Workshop Topic
School counselors develop a resource guide to be shared with peers. The resource collection provides these students the opportunity to increase their familiarity with professional journals and a host of other resources that help to build their knowledge base, making them more effective as counselors and consultants. School counselors develop a paper, resource collection, and book review to support their workshop. This three-part collection (on a single topic) is shared with peers, providing each person with a collection of resources and information from which they can draw as they continue through the program and into their own professional settings. The expectation is that this kind of development and sharing continues as counselors enter their own schools. See suggested workshop topics in the previous section for focus of “Three-Part Collection.”
Paper: Building Knowledge and Resources
School counselors select one of the topics frequently addressed through consultation in the schools. A sample five-part format for the paper is: (1) describe the extent of the problem; (2) detail the behavioral characteristics frequently exhibited by students (especially those that might impact school success); (3) explain the counselor’s role as a consultant working with this issue; (4) provide suggested strategies for teachers/parents working with students exhibiting these behaviors; and (5) reflect on conclusions drawn by the student about their ability to be effective working as a consultant in this area.
Resource Collection: Building Knowledge and Resources
School counselors explore and evaluate resources within their chosen topic area. Resources should include professional books or journals, materials available for parents, materials available for teachers, community resources, and internet sites. Each entry includes a brief annotation as to the intended audience and what the resource might provide. Sources for obtaining the resources should also be included.
Book Review: Building Knowledge and Resources
School counselors review one of the books on their resource list from the popular literature that is meant to be read by parents. This review includes complete bibliographic information, a general synopsis of the book as well as specific contributions—what particular knowledge, insights, skills, or strategies can be gained from reading the book. Reviewers are asked to give examples as well as recommendations for using this book as a resource for parents.
School-Based Observation: Facilitating a Team of Professionals
School counselors-in-training meet with a school counselor to arrange an opportunity to observe a consultative experience with a team of professionals. Tasks are to notice those strategies/skills that contribute toward the meeting of the consultative goals, to write-up observations, and share the experience with peers. The write-up includes the purpose/goal(s) of the consultation (determined prior to the actual consultation); who was present (titles only); and what took place before, during, and after the team meeting that was aimed at reaching the goal(s). The logistics of setting up the consultation as well as follow-through plans are also noted. School counselors-in-training are asked to notice the role of the school counselor in the team meeting process and how interactions and contributions are facilitated among the group members. Particular note should be taken of the school counselor’s leadership role in the meeting.
The final part of the write-up examines what went well and things they might do differently or strategies they might have included that may have contributed to the effectiveness of the consultation. This is not meant to be evaluative, but is a chance for counseling students to demonstrate knowledge of the process and what might have been particularly effective or missing.
Survey Results
We have used the activities described in the previous section and found that they have produced consistent results. Recently surveyed students in the school counseling program overwhelmingly agreed or strongly agreed (95% to 100%) with a series of statements reflecting their positive experience using this experiential skill- and knowledge-building approach. The self-assessment (see Table I.3) included rating knowledge and skills in the use of the consultative process with teachers, parents, and administrators; planning and delivering teacher or parent workshops; facilitating team meetings; evaluating knowledge of student behavior and appropriate intervention strategies, as well as building a resource base concerning a wide range of student issues and concerns for use with parents and teachers.
Table I.3 Self-Assessment of Consultation Knowledge and Skills.
Mark the Likert-type scale to indicate where you see yourself with regard to the following knowledge and skills.
Strongly Disagree
Disagree
Unsure
Agree
Strongly Agree
I have knowledge and understanding of the consultative process.
1
2
3
4
5
I have the knowledge and skills to plan and deliver a teacher workshop.
1
2
3
4
5
I have the knowledge and skills to plan and deliver a parent workshop.
1
2
3
4
5
I have the knowledge and skills to facilitate
the consultative process with teachers.
1
2
3
4
5
I have the knowledge and skills to facilitate the consultative process with parents.
1
2
3
4
5
I have the knowledge and skills to organize and facilitate team meetings (child study).
1
2
3
4
5
I have knowledge of student behavior (causes and intervention strategies).
1
2
3
4
5
I have started to collect information about resources concerning a wide range of student issues/concerns for use with parents/teachers.
1
2
3
4
5
Continue your assessment by responding to the following:
I have provided copies of each assignment to all class members (hard copy or electronic copy).
Yes
No
I plan to continue to expand my knowledge base about children/adolescent issues and strategies for intervention by: __________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Other comments:
School counselors, as behavior and relationship specialists in their schools, can help others to work more effectively with students through consultation (Myrick, 2003). The models and supporting theories presented in this text, along with the kinds of activities suggested, can be used to deliver an experience that will prepare school counselors for their consultative role.
Notes
1.
The model discussed can be used with preservice school counselors in university programs, as well as with in-service school counselors who seek to review or enhance their consultation skills. To avoid confusion, the term
school counselor
will be used to refer to both preservice and in-service school counselors.
List of Tables
I.1 Case Consultation Feedback Form
I.2 Feedback to Workshop Facilitators
I.3 Self-Assessment of Consultation Knowledge and Skills
2.1 The HELPING Model
2.2 Case Consultation Model
3.1 Summary Chart
7.1 Effective Parenting Checklist
9.1 Classroom Encouragement/Connection Activities
10.1 Seven-Part Crisis Management Plan
14.1 Generalized Anxiety Disorder Warning Signs/Symptoms and Possible Reactions
15.1 Resources for Locating Trauma-Informed Evidence-Based Programs
16.1 Resources for How to Work with Undocumented Students
Part I Grounding Your Approach to Consultation in the Schools
1 School Counselors as Consultants
CHAPTER HIGHLIGHTS
Personal and Professional Growth Orientation
Knowledge of Consultation and Human Behavior
Consultation Skills
A Multicultural and Diversity Perspective
Why Consult?
The importance of consultation has been discussed for decades. In 1962, Gilbert Wrenn stressed its importance in his book, Counseling in a Changing World. Faust (1968), in his now classic book for elementary school counselors, stated that consultation was more important than either group or individual counseling. Dinkmeyer and Caldwell (1970) recognized consultation as a key component of a developmental guidance program. Over the years, consultation as a counselor intervention has continued to receive support (Dustin & Ehly, 1992; Gysbers & Henderson, 2000; Paisley & McMahon, 2001; Wittmer, 2000). The ASCA National Model: A Framework for School Counseling Programs (2019 ) includes consultation as a key responsive service critical to the successful implementation of a comprehensive developmental school guidance and counseling program.
Writers such as Dinkmeyer et al. (2000) and Myrick (2003) encourage school counselors to consult with adults, because children and adolescents are often powerless to make changes; therefore, it is more useful to work with the significant adults in their lives. Consultation is also time efficient. The counselor can teach the consultee skills that may be applied in similar situations. Thus, more children and adolescents can be reached through consultation than through individual or small-group counseling.
The effective consultant, as described by Dougherty (2000), has these attributes:
a personal and professional growth orientation;
knowledge of consultation and human behavior; and
consulting skills.
We have added a fourth attribute:
a multicultural and diversity perspective.
Personal and Professional Growth Orientation
An orientation toward personal growth is not something that can be taught in graduate school, but it is an attitude toward life that can be encouraged. Any activity that is new or different could be considered a growth activity, whether cognitive, physical, emotional, or spiritual. Professional growth means participating in activities that specifically lead to being a more effective consultant, and it could include academic courses, workshops, professional reading, and supervised practice.
To be effective, the school counselor must have a growth orientation. If we expect students, teachers, and administrators to make changes in their lives, we must also be willing to grow and change. The number of topics about which counselors as consultants must be knowledgeable increases each year. All of these topics cannot possibly be taught within a one-quarter or one-semester consultation course. If counselors are to remain competent in their field, professional growth activities are critical.
Knowledge of Consultation and Human Behavior
Many of the courses required for a master’s degree in school counseling, such as theories of learning and theories of behavior change, help the consultant gain knowledge of human behavior. Although other courses in a school counseling program might touch on consultation, the most effective way to gain a knowledge of consultation is to complete specific training in that area.
Consultation Skills
Preparing to become effective consultants in the school includes knowledge of:
consultation models/theory
human development
available resources for parents
1
and teachers
a wide range of student issues/concerns
