Consultee Centered Consultation

Consultee-Centered Consultation is a non-hierarchical, non-prescriptive helping role relationship between a resource (consultant) and a person or group (consultee) who seeks professional help with a work problem involving a third party (client). This volume describes its history and development.

Drawing on historical writings about mental health consultation and on contemporary research and theory, Jonathan Sandoval lucidly explains the consultee-centered approach to consultation. The book provides an expert foundation on which to build a training program for future school-based consultants. Written for graduate students in school psychology, counseling psychology, special education, and social work, this book is an invaluable resource for mental health professionals working in schools who wish to upgrade their professional skills and grow as reflective practitioners. Individual chapters describe different stages in the consultation process; outline the processes characterized in each stage; detail useful consultant skills; review pertinent research; discuss the ethical principles underlying practice; and suggest self-monitoring questions for student consultants. Featuring a step-by-step developmental model of the consultee-centered consultation process, this book encourages consultants to prioritize those characteristics that contribute to a consultee’s work difficulty, in addition to assessing the client more generally. By detailing this unique approach, this concise volume provides an applicable, contextualized, and strategic form of consultation, and fosters a professional-to-professional relationship distinguishable from supervision, counseling, therapy, coaching or other methods.

Consultation Across Cultural Contexts addresses the challenges that school psychologists face when working in unfamiliar settings and diverse cultural contexts. Establishing first the necessity of understanding and respecting these contexts, this book provides both theoretical background knowledge and a wealth of technical and practical information, animated by first-hand accounts. Divided into sections that touch upon topics such as difficult teachers and the role of poverty, race, and class, the selections include examples from diverse school ecologies, schools in various states of transition, resource challenged schools, and more.

This book describes the theory, methods, and contemporary applications of consultee-centered consultation, a non-hierarchical, non-prescriptive helping relationship between a consultant and a person or group (consultee) seeking professional help with a client. The goal is to provide help in re-conceptualizing the consultee's work problem thereby 1) improving their relationship with the client and 2) expanding the professional repertoire of both consultant and consultee. Key features of this outstanding new book include the following: *Conceptual Change Focus--The process of conceptual change in both the consultant and consultee is stressed throughout the book. *Historical Perspectives--The first section describes the historical evolution of consultee-centered consultation beginning with the work of Gerald Caplan and progressing to its broad, contemporary version that accommodates various professions and multiple psychological orientations. *Numerous Examples--The book provides a wealth of examples illustrating how consultee-centered consultation can be applied within school, child-care, social welfare, hospital and corporate settings. *International Focus--The chapter contributors represent a wide range of geographical and professional expertise. *Evaluation Methods--The final section provides examples of evaluation methods. This volume is appropriate for school, counseling, and clinical and child clinical psychologists; human service professionals working with professionals from other disciplines; and special education leaders.

Presenting a comprehensive overview of the consultation process and the most popular models for consultation, this book consolidates information from a variety of settings (school, mental health agencies, business and the like) and includes numerous case examples.

This special issue addresses the three core issues of theoretical base, the consultant's line of responsibility, and application in educational settings. The first article presents a theoretical perspective on consultee-centered consultation from cognitive change theory and constructivist notions. The remaining papers each present concepts and results from empirical investigations that examine the process of consultee-centered consultation in the context of school settings. The goal of this issue is that readers form a new and more complex view of consultee-centered consultation.