Deck 8: Consultation and Collaboration

Question 1

The school counseling program should be comprised of:

A) parents who do not work.
B) persons who reflect the diversity of the community.
C) at least 3 administrators.
D) just the school counselors in the building.

Answer 1

B

Question 2

One of the functions of the advisory for the school counseling program is to:

A) assist with the dissemination of the results of the school counseling program.
B) creating the annual agreement between the school counselor and principal.
C) advise school counselors regarding whether the school counselor must breach confidentiality in specific circumstances.
D) assist the school counseling in delivering individual counseling.

Answer 2

A

Question 3

No Child Left Behind (NCLB: 2002) has several provisions regarding family-school collaboration. One of these provisions includes the expectation that:

A) parents to receive financial compensation for traveling to school.
B) parents are to be provided with an advocate for parent-teacher conferences.
C) schools seeks to make more an effort to include families
D) all teachers are expected to speak Spanish to that they more effectively communicate with Spanish-speaking family members.

Answer 3

C

Question 4

One major criticism of how parent involvement has been traditionally defined is that it:

A) has been used by administrators as a method to negative evaluate teachers.
B) does not identify the reciprocal nature of parent-teacher interactions.
C) does not include a broad definition that captures how minority parents are often involved in their child's education.
D) is not based in scientific research.

Question 5

Which of the following is NOT a suggested strategy for increasing the school involvement of minority parents?

A) Schools need to be creative and flexible in how when they provide opportunities.
B) Schools should hire an advocate for each minority parent who attends a parent- teacher conference.
C) School personnel should becoming defensive at what they may perceive as criticism on the part of a minority parent.
D) Seek to understand the perspectives of minority parents.

Question 6

Consultation in school is defined as a:

A) not used within the ASCA National Model (2012).
B) service delivery model in which a consultant uses problem-solving strategies to address the needs of a consultee and a client.
C) situation which the professional is more motivated to change than is the student.
D) an indirect service in which school counselors offer advice to teachers regarding how to improve instruction.

Question 7

In the triadic-dependent approach to consultation the consultant is regarded as a(n):

A) expert who is generally active and directive in prescribing an intervention for the consultee.
B) administrator who dictates how a teacher will change in order to keep his or her job.
C) active listener who helps the consultee identify exceptions to the problems.
D) medical personnel who can identify the biochemical imbalance that is contributing to the student's academic or behavioral difficulties.

Question 8

In collaborative consultation:

A) the consultant is regarded as an expert who is generally active and directive in prescribing an intervention for the consultee.
B) the student is required to be present for the consultation meeting.
C) an administrator must be present in order to make the final decision.
D) each member of the consultation team is regarded as possessing potentially important insights and resources.

Question 9

In Solution-focused consultation, the consultant seeks to understand the consultee's "frame" of the situation because it is believed that the consultee's perspective:

A) is the reason for a student's difficulties.
B) provides insights regarding the student's unconscious.
C) is important and the consultant may help the consultee construct a new frame of the situation.
D) is driven by an unconscious desire to humiliate the student.

Question 10

One of the ways in which Solution-focused consultation differs from traditional models of consultation is that:

A) the consultant establishes a baseline for the target behavior.
B) the consultee's goals are defined in measurable, objective terms.
C) there is less focus on the student in question and more focus on what the consultee can control.
D) it can only be implemented by an administrator.

Question 11

Which of the following questions is a Solution-focused consultant likely to use?

A) Have you contacted an administrator to deal with the problem?
B) Which behavior of the student do you wish to target?
C) How will you know when consultation is successful?
D) When did you last contact the parents of the student?

Question 12

The exploring exceptions technique in Solution-focused consultation involves asking the consultee to explore:

A) times when the problem did not occur, or occurred to a lesser degree, and then exploring the consultee's contributions to that success
B) when they were not overly focused on a student.
C) when they successful prior to becoming a teacher.
D) when they accessed parts of their unconscious.

Question 13

Scaling questions are used by Solution-focused consultants to:

A) identify times when the problem of the student did not exist.
B) help consultees access their unconscious process.
C) counter the tendency of consultees to thinking in all or nothing terms.
D) obtain information regarding the possible bio-chemical deficiencies that contribute to the student's problem.

Question 14

In systemic consultation, the problems and potential solutions are not see as existing within the child, but rather:

A) within society's unrealistic expectations for students.
B) problems within the curriculum.
C) due to the nature of the administration.
D) within the nature of the interactions between the student and teacher and teacher and parents.

Question 15

In school-based systemic consultation, the consultant explores the reciprocal nature of the situation, meaning that the consultant seeks to identify:

A) how the child's social difficulties have been impacting his or her academic achievement.
B) how the child's behavior influenced the teacher, and in turn, how the teacher's behavior influenced the child
C) the effectiveness of psychotropic medications.
D) the child's social skills.

Question 16

In school-based systemic consultation, one the reasons for enhancing the relationship between the school and family is to:

A) decrease legal liability of the school because meeting with the parents is a legal liability.
B) ensure that the child is completing his or her homework.
C) help the parents understand that they are no responsible for the child's difficulties at school.
D) understand how the family context may be contributing the child's difficulties at school.

Question 17

In school-based behavioral consultation, during the problem identification step, the consultant:

A) teaches the consultee how to begin fading.
B) identifies the antecedents and consequences of the identified behavior.
C) reviews information drawn from test data, observations, records, and interviews.
D) brainstorms with the consultee possible interventions.

Question 18

In school-based behavioral consultation, during the problem analysis step, the consultant:

A) teaches the consultee how to begin fading.
B) identifies the antecedents and consequences of the identified behavior.
C) reviews information drawn from test data, observations, records, and interviews.
D) brainstorms with the consultee possible interventions.

Question 19

In school-based behavioral consultation, during the plan implementation step, the consultant:

A) teaches the consultee how to begin fading.
B) identifies the antecedents and consequences of the identified behavior.
C) reviews information drawn from test data, observations, records, and interviews.
D) brainstorms with the consultee possible interventions

Question 20

In school-based behavioral consultation, during the implementation stage, the consultant:

A) teaches the consultee how the skills of reinforcement and modeling.
B) identifies the antecedents and consequences of the identified behavior.
C) reviews information drawn from test data, observations, records, and interviews.
D) brainstorms with the consultee possible interventions.