Exam 1: School-Based Consultation: Overview and University Training Considerations

In several studies reported in the chapter, surveys have been completed by practicing school psychologists regarding their own experiences in learning consultation. What are the most frequently-taught consultative models, and why are these almost uniformly reviewed in consultation coursework?

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Question 1

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The most frequently-taught consultative models in consultation coursework for practicing school psychologists are the behavioral, cognitive-behavioral, and problem-solving models. These models are almost uniformly reviewed in consultation coursework because they have been found to be effective in addressing a wide range of student and school-related issues. Additionally, these models provide a structured framework for school psychologists to follow when working with teachers, parents, and other stakeholders in the school community. By teaching these models, consultation coursework aims to provide school psychologists with a solid foundation in evidence-based practices that can be applied in their professional work. Furthermore, these models emphasize collaboration, data-driven decision making, and problem-solving skills, which are essential competencies for school psychologists in their consultative role. Overall, the frequent review of these consultative models in coursework is intended to prepare school psychologists to effectively support the academic, social, and emotional needs of students within the school setting.

What reason explains why educational and mental health support personnel do not work as consultants to a greater extent?

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Question 2

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Based upon numerous studies of the content of consultation courses taught to graduate students, which of the following consultative theories or models are not frequently taught?

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Question 3

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There also appear to be systemic, organizational barriers affecting time spent in consultation. These include:

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Question 4

In using data-based decision-making regarding consultation practice and outcomes, which is not one of the models that have been proposed to assist in this endeavor within this text?

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Question 5

Why are role playing exercises recommended for students learning to perform consultation?

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Question 6

State the definition of school-based consultation that was discussed in this chapter.

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Question 7

In contrast to other consultative theories, in consultee-centered consultation, __________.

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Question 8

The concept known as the implementation cliff illustrates the difficulty that school psychologists encounter in everyday practice in using EBPs. Discuss the reasons for the implementation cliff and how school psychologists can address these issues.

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Question 9

Identify five barriers to engaging in school based consultation.

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Question 10

Exceptional professional learning (EPL) was developed as a comprehensive consultation approach directed toward the processes and mechanisms of consultee cognitive, behavioral, and motivational change. In this model, consultants:

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Question 11

One of the criticisms that has been levied regarding school-based consultation is that there have not been enough gold standard research methodologies used in determining their efficacy (e.g., random assignment, control group/experimental group, pretest/posttest designs). How could you think of a way to use this type of design in measuring consultation outcomes (both for consultees and clients)?

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Question 12

Service providers in related disciplines (e.g., school psychology, school counseling, school social work, etc.) may have difficulty communicating and collaborating due in part to:

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Question 13

Students need to demonstrate knowledge and application of systematic problem-solving, and be able to link problems with evidence-based interventions. Beyond these broad premises, the orientation to teaching consultation is varied. Describe the various techniques or teaching methods that can be used so that students are ready to move from exposure to the information to successful implementation of the skills during fieldwork or internship experiences.

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Question 14

Why are indirect service delivery models vulnerable to criticisms of lacking scientific rigor and evidence in comparison to direct service delivery?

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Question 15

There is research suggesting that consultation is one of the roles that some educational and mental health support personnel are satisfied with or very much enjoy in their role functioning, while other evidence is mixed regarding the pleasure experienced associated with engaging in consultative activities by other educational and mental health professionals. Who seems to most enjoy engaging in consultative activities?

(Multiple Choice)

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Question 16

Rosenfield and colleagues (2010) describes a developmental model of skill development, which includes all but one of the following stages:

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Question 17

In RE-SB consultation, consultants focus on the cognitive processes that lead to unhealthy emotions and unproductive behaviors, and the interplay between individuals and the environmental variables, thoughts, and behaviors that work in concert to inadvertently sustain a problem. First, consultants help teachers in___________________

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Question 18

One of the criticisms that has been levied regarding training programs in professional psychology is that pre-service school-based consultation training has lacked rigor. Why is this?

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Question 19

What is the most common form of supervision provided to consultants in training?

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Question 20

Showing 1 - 20 of 32

In several studies reported in the chapter, surveys have been completed by practicing school psychologists regarding their own experiences in learning consultation. What are the most frequently-taught consultative models, and why are these almost uniformly reviewed in consultation coursework?

What reason explains why educational and mental health support personnel do not work as consultants to a greater extent?

Based upon numerous studies of the content of consultation courses taught to graduate students, which of the following consultative theories or models are not frequently taught?

There also appear to be systemic, organizational barriers affecting time spent in consultation. These include:

In using data-based decision-making regarding consultation practice and outcomes, which is not one of the models that have been proposed to assist in this endeavor within this text?

Why are role playing exercises recommended for students learning to perform consultation?

State the definition of school-based consultation that was discussed in this chapter.

In contrast to other consultative theories, in consultee-centered consultation, __________.

The concept known as the implementation cliff illustrates the difficulty that school psychologists encounter in everyday practice in using EBPs. Discuss the reasons for the implementation cliff and how school psychologists can address these issues.

Identify five barriers to engaging in school based consultation.

Exceptional professional learning (EPL) was developed as a comprehensive consultation approach directed toward the processes and mechanisms of consultee cognitive, behavioral, and motivational change. In this model, consultants:

Service providers in related disciplines (e.g., school psychology, school counseling, school social work, etc.) may have difficulty communicating and collaborating due in part to:

Why are indirect service delivery models vulnerable to criticisms of lacking scientific rigor and evidence in comparison to direct service delivery?

Rosenfield and colleagues (2010) describes a developmental model of skill development, which includes all but one of the following stages:

One of the criticisms that has been levied regarding training programs in professional psychology is that pre-service school-based consultation training has lacked rigor. Why is this?

What is the most common form of supervision provided to consultants in training?

Stages, Processes, and Procedures in School-Based Consultation

Multicultural Issues in School-Based Consultation

Instructional Consultation Ic and Instructional Consultation Teams ICT

Mental Health Consultation MHC

Behavioral Consultation, the Problem-Solving Model, and Conjoint Behavioral Consultation

Social Cognitive Theory Consultation

Adlerian Consultation AC and Solution-Focused Consultation SFC

Organizational and Systems Consultation OSC

Assessment Considerations in Consultation

Efficacy and Effectiveness of School-Based Consultation

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