School-Based Consultation

The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based, student-centered consultation and coaching intervention developed specifically for students with ASD.

What is COMPASS? It starts with parent-teacher consultation with a COMPASS trained consultant resulting in individualized goals and teaching plans using an Evidence Based Practice in Psychology (EBPP) framework. After the consultation, teachers receive evidence-based coaching with performance feedback and progress monitoring towards IEP progress.

What are the theoretical frameworks that inform COMPASS? COMPASS is an implementation strategy influenced by the framework  of Dunst, Trivette, and Raab (2013) (Figure 3) that considers the relationships between what the COMPASS consultant does (implementation practice) to impact what the teacher does (intervention practice) to improve child educational outcomes (practice outcomes).

What has the previous research on COMPASS found? Three previous randomized controlled trials found that COMPASS results in better IEP quality and goal attainment progress over the course of an academic year compared to control groups.

What is this study about? All previous studies have been delivered by the original developers. This study sought to train local, school-based consultants to implement COMPASS with high fidelity and satisfaction.

Client-centered and consultee-centered consultation models are predominately used in K-12 schools to meet the needs of at-risk learners and ensure equitable access to educational services. Although the efficacy of both models has significant support in the literature, studies regarding relationships formed during problem solving in consultation are lacking. Using a conceptual framework informed by Caplan’s theoretical models of consultation and Vygotsky’s social learning theory, the central research question explored how the development of interpersonal relationships during client-centered and consultee-centered consultation influence problem solving. A multiple case study design involved 3 elementary schools in a large mid-Atlantic school district. The participants included 4 elementary school teachers and four consultants. Data from teacher and consultant interviews, observations of case meetings, and case documentation were collected. The first level of data analysis involved line-by-line coding and category construction. The second level involved theory development to examine data for patterns, themes, and relationships to determine key findings. Results indicated that interpersonal relationships are complex and nuanced. Using collaborative verbal and nonverbal communication skills, consultants operated within a framework for interaction with consultees, thereby enabling the development of affective safety, shared ownership, and relational parity. Working to develop strong interpersonal relationships increased the likelihood of effective problem solving. Implications for social change include a better understanding of how relationships formed during the consultation process encourage teachers and consultants to work together more effectively, thereby increasing equitable services for at-risk students.

A psychoanalytic model of preschool consultation is presented, born of the conviction that psychoanalysis has powerful tools with which to tackle some of our most difficult and entrenched community problems. Since trauma is known to impact our ability to think reflectively and symbolically (Fonagy, Moran, and Target 1993), the clinical methods of psychoanalysis—drawing on the ideas of container/contained, the capacity to hold alternate
points of view, and the capacity to reflect empathically (here with teachers in the face of their at times harsh and insensitive treatment of students)—are crucial to success in work with cumulatively traumatized staff (Khan,1963). The strongest resistances to consultation arise from an antiattachment
system developed as a result of cumulative trauma and
operating at multiple levels in the preschool. Consultation services are organized around an understanding of this anti-attachment system. At various levels of the system, including staff, parents, and children, consultants work to facilitate secure relationships in the preschool setting. These relationships foster recognition of children’s emotional complexities and build cooperative links between staff and parents, in an atmosphere that otherwise might often push adults into fearful, self-protective states that interfere with their contact with children’s states of mind.

The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.

Narratives of unruly Black children in failing schools often normalize hopelessness at the expense of students. Newer, sometimes silenced voices, however, can produce counter-narratives that can lead to ecological solutions for assisting traumatized students. This is a case study of the transformation of a principal who asked, “What’s wrong with these children?” to an advocate whose inquiry shifted to “What happened to these children, and what must we do to help them?” With trauma awareness and behavioral management training for her staff, improvements began. The local school board cut her successes short by changing the lock on her office door on the day before teachers returned for the Fall Semester and informed her that her services were no longer needed. What is the lesson for the consultant?

This paper serves as a practical guide to conduct research in schools and educational settings. In particular, it focuses on the small island state of Malta as a case study in the light of Bronfenbrenner’s (1979) ecological systems approach. This guide offers various approaches to conducting research in different settings, namely State (governmental) and non-State (church and independent) primary and secondary schools. It provides reflections, implications and suggestions on the approach, design and implementation of school-based research. Researchers are invited to reflect and adopt these five principles: reflexivity, strategy, ethics, flexibility and generosity. This paper puts forward a checklist that researchers can use as a point of reference. Such a guide is relevant to three sets of stakeholders in educational practice. Firstly, it is aimed at educational institutions that provide undergraduate or postgraduate courses and require students to conduct school-based research as part of such courses. Secondly, it is aimed at academics who either lecture about research methods in these courses or act as academic supervisors. Thirdly, it could serve as an initial reading and practical guide for novice researchers and students who are about to conduct school-based research in Malta.

Cet article présente les résultats d’une recherche portant sur l’évaluation d’un programme d’accompagnement collaboratif des enseignants du secondaire afin de faciliter l’inclusion scolaire d’élèves présentant des troubles du comportement, en particulier les perceptions des acteurs concernant les conditions d’efficacité du programme. Des entretiens semi-dirigés ont été réalisés auprès de 42 enseignants ayant été accompagnés, onze accompagnateurs et huit directions d’école. Selon l’analyse qualitative des résultats, le programme peut facilement être mis en place auprès des enseignants qui oeuvrent dans les écoles secondaires afin de faciliter l’intégration des élèves présentant des troubles du comportement. L’élément clé du programme semble être les activités de résolution de problème basées sur une évaluation fonctionnelle des comportements problématiques.

According to the National Center for Educational Statistics (2011) the U.S. public school system provides educational instruction and services to over 49 million children, with approximately thirteen percent of those children in special education services. With such easily accessible “clientele,” it’s unassailable to determine that school-based consultation services will increase student functioning and achievement, increase teacher success and contentment, and ensure administration delectation. The following articles have been reviewed in an effort to support the previously stated conclusion in identifying and promoting the value of school-based consultation, the validity of the interventions it provides, and the increase in likelihood of school success.

This article analyses the progressive disempowerment of teachers rooted in professional
concepts, institutional culture and educational change processes and it speculates on the
mission that school consultation could develop to support the reversal of this process. It
proposes the recovery of advocacy school consultation to give voice to students in order to
promote teacher empowerment.

ABSTRACT: Each mental health discipline offers unique contributions to the development and operation of school-based mental health programs. The collaboration of professionals from different disciplines with each other, as well as with health and educational staff, is essential for service delivery in school settings. Conversely, interprofessional conflicts and turf issues can impede the development of effective school-based mental health programs. The authors, who represent counseling, nursing, psychiatry, psychology, and social work, discuss the roles and competencies of each profession in providing school-based mental health services. Training requirements within each discipline that relate to school mental health are described. Barriers to effective interdisciplinary collaboration, and methods of overcoming them, are delineated

Öz.Bu araştırmanın amacı, ailelere sunulan konsültasyon çalışmalarının okul psikolojik danışmanları tarafından nasıl yürütüldüğünü belirlemek ve ailelerin bu çalışmalara ilişkin yeterlik algılarını çeşitli değişkenlere göre incelemektir. Araştırmada karma araştırma yöntemi desenlerinden olan yakınsayan paralel desen kullanılmıştır. Araştırmaya 20 okul psikolojik danışmanı ve 392 veli katılmıştır. Araştırmanın nitel verilerine, yarı yapılandırılmış görüşmelerle ulaşılırken; nicel verileri ise anket kullanılarak elde edilmiştir. Araştırmanın nitel sonuçlarına göre okul psikolojik danışmanlarının konsültasyon hizmetlerini önemli ve gerekli buldukları; konsültasyona ilişkin verilen eğitimleri yetersiz gördükleri ve hizmet içi eğitime ihtiyaç duydukları sonucuna ulaşılmıştır. Sonuçlar aynı zamanda okul psikolojik danışmanlarının çoğunlukla ebeveyn tutumları, ergenlik dönemi ve özellikleri, verimli ders çalışma yöntemleri ve aile içi iletişim ile ilgili konularda ebeveynlerle çalıştıklarını içermektedir. Araştırmanın nicel kısmında ise ailelerin konsültasyon çalışmalarına ilişkin yeterlik algılarının ebeveynlerin yakınlık derecelerine, okul kademesine, eğitim düzeylerine göre farklılaştığı sonucu elde edilmiştir. Anahtar Kelimeler.Konsültasyon, aile konsültasyonu, rehberlik hizmetleri Abstract.The aim of this research is to determine how the consultation studies with families are conducted by the school counselors and to examine the efficacy perception of families for this studies according to various variables. The convergent parallel design, which is a mixed research method, was used in the research. 20 school counselors and 392 parents participated to the research. While qualitative datas of the study were obtained by semi-structured interviews; quantitative datas were obtained using the questionnaire. According to qualitative results of the research, it was found that school counselors gives point to the fact that consultation services are important and necessary, the education related consultation is inadequate and they need in-service training. The results also include that school counselors often work with parents on issues related to attitudes of parents, adolescence period and its features, methods of efficient studying, communication in the familiy. In the quantitative part of the study, the results were obtained that the perceptions of competence regarding the consultation work of the families differed according to the parents' degree of intimacy, school level, education level.

The aim of this study, conducted in Sweden, was to investigate the cultural barriers between school personnel (teachers and principals) and nonschool personnel (a resource team), who were external to the school system, regarding consultation about challenging or difficult-to-teach students. Focus groups with teachers, principals, and the resource team as well as interviews with students and parents were conducted. The qualitative analysis resulted in a grounded theory of change resistance in the context of school consultation. Differences in professional assumptions led to conflicting professional main concerns. An intergroup conflict was inevitable in many cases and the professional cultural barriers that remained produced and reinforced professional ethnocentricity. This contributed to a lack of integration between external consultants and school personnel. Lack of integration contributed to the legitimacy loss and the maintenance of professional ethnocentricity. The basic social process of change resistance was centered in the interaction between professional ethnocentricity and lack of integration.

This edited collection explores the phenomenon of global education policies (GEPs) and is centrally concerned with why policymakers in developing countries ‘buy into’ GEPs, such as school-based management and learner-centred education. The editors (Chapter 1) argue that ‘it is not always clear whether GEPs work or not, or under what conditions they do so’ (p. 19), and direct attention to the processes through which policymakers come to perceive GEPs to work. While GEPs are adopted by governments around the world, low-income countries are particularly susceptible to the agendas of well-resourced international organisations such as the World Bank, donor agencies and NGOs, which influence educational priorities and strategies at the national level.
In such contexts, Verger, Novelli and Altinyelken emphasise international organisations’ capacity to promote policies through high profile launch events, briefs and reports, in which policies are framed in technical, ostensibly neutral terms within the ‘common sense’ neo-liberal discourse of cost-effectiveness and efficiency gains (p. 20). An example of this is school-based management, which for the last two decades has been advanced by the World Bank as a means to ‘improve educational outcomes and increase client satisfaction’ (Barrera-Osorio et al., 2009 …

An important issue in the education of children with disabilities in contemporary Japan is the enhancement of measures to deal with the severity, pluralization, and diversi cation of disabilities. This requires an improvement in teachers’ expertise at schools for children with disabilities. As part of the effort to support such an improvement in the expertise of teachers, we addressed the issue of school consultation, organized this concept, reported the actual situation in schools for children with disabilities, and assessed the signi cance of school consultation. Speci cally, the following items were assessed and discussed: 1) whether school consultation is a cooperative effort with teachers and teachers’ organizations to make the best use of shared expertise in resolving problems; 2) the effectiveness of consultation in specialized training through practical efforts; and 3) the importance of on-site training (training in the classroom) based on school consultation in improving teachers’ expertise.

Saviez-vous que le ministère de l’Éducation, du Loisir et du Sport (MELS) sollicite votre avis au sujet de la réforme de l’enseignement de l’histoire nationale au primaire et au secondaire ? Tout porte à croire que non.

Le 2 septembre, la ministre Marie Malavoy annonçait son intention de réformer l’enseignement de l’histoire. De plus, elle déclarait : « On veut écouter la population, qui a des choses à dire. C’est un enjeu qui concerne tout le monde. » Cette consultation publique est hébergée sur le site Web du MELS depuis le 11 novembre, et ce, jusqu’au 13 décembre.

Le MELS dispose d’une foule de moyens pour inviter la population sur son site Internet : publicité et avis dans les médias ; compte Twitter ; points de presse ; une annonce à l’Assemblée nationale ou sur un site Internet comme Portail Québec. Or, à ce jour, le seul moyen employé par le MELS pour rejoindre le grand public est l’envoi d’un communiqué de presse daté du 8 novembre. Seul Le Soleil a relayé le communiqué.

Les médias nationaux ont passé outre au lancement de la consultation. Dès lors, un minimum de publicité aurait été nécessaire pour aviser les Québécois. Autrement dit, pour la consultation sur l’histoire, le gouvernement a dépensé deux millions de moins en frais publicitaire que pour le projet de la charte. Pourtant, la publicité sur la charte a été « payante » : on a recueilli 26 305 commentaires. Sans publicité, combien en recueillera le MELS ?

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Pour la suite : http://www.ledevoir.com/societe/education/395078/histoire-la-consultation-invisible

This article presents the conceptual foundations and specific features of an ecologically oriented model of school-based organizational consultation. We begin by providing an overview of ecological theory. This is followed by a brief description of a model of school-based organizational consultation with a special focus on the ecological elements of the approach. Next, several trends in educational service delivery (i.e.,