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…

The purpose of this article is to engage in the debate about "Blueprint III" regarding practice and graduate education in school psychology. We use school-based consultation as a lens to uncover meaning and context in the "Blueprint" and give particular attention to the "Blueprint" authors' foregrounding of prevention…

This paper criticizes past research in consultee-centered consultation because of the inadequate description of techniques and subjective criteria which are not based on directly observable behavior. A research design based on the use of a small number of subjects is proposed as one way to improve this research. (Author)

This paper proposes a consultative model for school psychology which includes four levels of functioning: I) Direct Service to the Child; II) Indirect Service to the Child; III) Direct Service to the Teacher; and IV) Service to the School System. A distinction is made between the content and process of consultation. (Author)

Investigation expands upon the Erchul and Chewning (1990) study examining relational communication aspects of behavioral consultation. Study hypothesizes that the more a consultee follows the lead of a consultant, the more favorable the outcome for consultants. Results indicate participants were more controlling than those in previous study. One…

Surveyed school psychology training programs regarding their approaches to consultation training. Results indicate: 40 percent offer at least one course devoted solely to consultation; more doctoral programs offer consultation training; and practicum experience is considered an important aspect. Suggests greater emphasis on consultation training…

School psychologists need training in being effective consultants, but such training is rarely required for certification or graduation, and there is little research on this problem. Principles for training are discussed, particularly for identifying and minimizing teacher and consultant resistance. (Author/CTM)

This module (part of a series of 24 modules) is on training teachers to make effective use of consultation. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the…