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Chapter 8 Consultation and Collaboration

Chapter 8 Consultation and Collaboration. Triadic-Dependent Consultation : Traditional consultative role of expert providing advice. The Top Ten Ways School Counselors Can Support Teachers. Call on counselors to help you understand the whole student.

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Chapter 8 Consultation and Collaboration

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  1. Chapter 8Consultation and Collaboration

  2. Triadic-Dependent Consultation: Traditional consultative role of expert providing advice

  3. The Top Ten Ways School Counselors Can Support Teachers • Call on counselors to help you understand the whole student. • Consult with counselors for professional advice. • Tackle problems before they become insurmountable. • Offer students an empathetic listener. • Guide students’ decision-making. • Collaborate with a counselor to integrate counseling & class lessons. • Work with counselors & teachers to design professional development that meets your needs. • Allow a counselor to make peace. • Explore career options. • Ask a counselor to clarify the severity of a problem. Reproduced with permission from I. Brodie (2013, April 20). The top ten ways school counselors can support teachers (Web log post). Retrieved from: http://www.ed.gov.blog/2012/06/the-top-10-ways-school counselors-can-support-teachers/

  4. Functions of School Counseling Advisory Council • Needs assessments • Analyzes collected data • Creating the foundation of the program • Managing & delivering the program • Disseminating the results to various stakeholders American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

  5. Family-School Collaboration Provisions in No Child Left Behind (NCLB) • State departments of education & school districts must provide professional development opportunities that enhance educators’ & parents’ understanding of the importance of collaboration & the skills to achieve goal-oriented partnership programs • Schools must share with parents information & decisions about students’ placements & the school’s performance • Schools are expected to increase equity in education by making more of an effort to include families, even those who are currently involved, & by ensuring that communications with parents are clear, useful, & executed in languages that all parents understand

  6. Day-Vines & Terriquez (2008). A strengths-based approach to promoting prosocial behavior among African-American & Latino students. Professional School Counseling, 12, 170-175. • Collected data on referrals & suspensions by race & type of offense • School discipline committee developed several interventions to ensure more equitable disciplinary procedures & practices • Posted rules & consequences in classrooms • Lunchtime workshops with students to identify student rights & responsibilities • Conducted after-school faculty & staff in-services for teachers & students regarding how to promote positive school climate • Teachers & students shared effective strategies • Administrators identified & worked with teachers with highest levels of disciplinary referrals, observing classroom 5) School discipline committee surveyed students & teachers for additional suggestions 6) Development of center offering mental health services & tutoring

  7. Collaborative Consultation

  8. Solution Focused Theory-Assumptions • People are growth oriented & proactive self-healers • The resources clients need lie within personal history • Reality is constructed through language, & if you change a person’s language, you change their reality • Helping people “rewrite their stories,” through the use of questions that alter people’s language results in a “cognitive shift”

  9. Phases of Solution-focused Consultation Kahn, B. B. (2000). A model of solution-focused consultation with school counselors. Professional School Counseling, 3, 248-254.

  10. Scaling Questions/Progress

  11. Systemic Consultation • Student’s presenting problems are viewed as resting within the interactions between the teacher & student & between the teachers & parents(White & Mullis, 1998) • The student’s behavior is seen as functional & exploration of the various contexts of the child’s life is necessary to determine the potential purpose of the behavior • The consultant explores with the teacher the history of his or her relationship with the student, examining the reciprocal interactions between the teacher & student • The consultant seeks to help the teacher generate new perspectives of the student & their relationship with the student, which often leads the teacher to develop new solutions

  12. Tasks of Parent Consultation

  13. Systemic Approach to Parent-Teacher Conferences • Systemic understanding of behavior • How do consultees contribute to or maintain the behavior of student in question? • Observe or ask questions about patterns of interaction • Focus on process vs. content • Observe the interactions (who & how) vs. the content of information

  14. Parent Parent Teacher Structural Goals Student

  15. Steps of Parent-Teacher Conferences

  16. 3) Equalize Participation

  17. Steps of Parent-Teacher Conferences

  18. 6) Identify Agreed Goals & Responsibilities

  19. Behavioral Consultation Process

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