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School Consultation (3rd Ed., 3rd ed. 2010) Conceptual and Empirical Bases of Practice Issues in Clinical Child Psychology Series

Langue : Anglais

Auteurs :

Couverture de l’ouvrage School Consultation

Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice.

The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation?consultants, teachers, students, staff, and the school itself?and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.

Key features of the Third Edition include:

  • An integrated mental health/behavioral model for school consultation.
  • An organizational study of the school as a setting for consultation.
  • Assessment issues and strategies particularly relevant to school consultation.
  • Approaches to providing teachers with implementation support.
  • Conceptual models for selecting academic and behavioral interventions.
  • Administrative perspectives on school consultation.
  • A real, transcribed case study analyzed by the authors.

In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.

Preface.- Section One: Background.- Introduction to Consultation.- The Effectiveness of Human Services Consultation.- Historical Influences on the Human Services Consultant Role.- Historical Influences on the School Consultant Role.- Reconceptualizing Consultation for Today's Schools.- The Rest of the Book.- Problem Solving and Response-to-Intervention.- Establishing a Context for RTI and the Modern Practice of School Consultation.- Problem Solving.- Response-to-Intervention.- Conclusion.- Promoting Change in Schools.- Changing Beliefs, Attitudes, and Behaviors within Consultation.- Helping the Consultee to Change.- General Strategies for Effecting Changes in Human Systems.- The Bases of Social Power and Their Application to School Consultation.- Other Means of Influence.- A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation.- Conclusion.- The School as a Setting for Consultation.- Organizational Traditions in the Public School System.- The Service Structure of Public Schools.- School Consultation from an Administrative Perspective.- Section Two: Consultation Processes And Outcomes.- Bases of an Integrated Model of School Consultation.- Community Mental Health and Mental Health Consultation Bases.- Behavioral Psychology and Behavioral Consultation Bases.- Summary of the Bases of an Integrated Model of School Consultation.- Achieving Entry in School Consultation: Entering the Service Delivery Network.- Model Description and Application.- A Critical Appraisal of Consultation Models.- An Integrated Model of School Consultation.- Assessment in School Consultation.- Functional Behavior Assessment.- Systematic Formative Evaluation.- Brief Experimental Analysis.- Selecting Effective School-Based Interventions.- Effectiveness of Intervention Alternatives.- Conceptual Models of Children’s Learning and Behavior Problems.- Implementation Issues.- Section Three: Key Participants InConsultation.- Teachers as Consultees.- Perspectives on Teachers and Teaching.- Perspectives on Teachers and School Consultation.- Increasing the Effectiveness of Consultation with Teachers.- Providing Consultative Support to Teachers.- Students as Clients.- Legislation Governing Service Delivery in the Schools.- Educational Approaches to Classification.- A Contextual Model of Student Achievement.- Consultation Case Study.- Problem Identification Interview: February 18.- Problem Analysis Interview: March 4.- Problem Evaluation Interview: April 9.- Epilogue: The Effective Practice of School Consultation.- References.- Author Index.- Subject Index

William P. Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. in Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Dr. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA’s Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Dr. Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Dr. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books. He has been associate editor of School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation. He also

Promotes a scientist-practitioner viewpoint by providing guidance for the practice of school consultation based on research findings

Offers a preliminary integration of the consultation literature with the emerging RTI/problem-solving literature

Considers school consultation as a type of interpersonal influence process, and then applies relevant literature on behavioral change to explain and affect change in consultees, clients, and classrooms

Includes supplementary material: sn.pub/extras

Date de parution :

Ouvrage de 258 p.

15.5x23.5 cm

Disponible chez l'éditeur (délai d'approvisionnement : 15 jours).

179,34 €

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Date de parution :

Ouvrage de 258 p.

Disponible chez l'éditeur (délai d'approvisionnement : 15 jours).

Prix indicatif 263,74 €

Ajouter au panier