Consultation needs a sound basis for an integration of its parts in order to become a scientific discipline. Help givers have concentrated on specializing to the detriment of solidarity of consultation. Studying and evaluating consultation behavior results in a coherent and systematic basis for a consultation theory. (Author/MFD)

This triad of consulting models identifies the assumption upon which each rests. The consultant with adequate knowledge and self-insight will understand which model is appropriate to a given situation. The three models include: (1) purchase of expertise; (2) doctor-patient role; and (3) consultation process for problem solving. (Author/MFD)

This model of consultation is a process of highly structured consensus for decision making. The consultant provides a framework for generating plans and solutions. The weakest link in consultation appears to be research and evaluation. Infusing consulting interns and university professors into internal operations will result in better evaluation…

Public Act 94-142 will have a profound effect on education. There will be a need for new consultation models. This article presents four consulting postures which are seen as desirable and compatible for counselors' use. They present unique issues to be investigated in light of future trends. (Author/MFD)

This model examines the theory, clinical process, and intervention techniques of behavioral consultation in educational and medical settings. Behavioral consultation requires empirical validation of intervention. It also holds the counselee accountable for consultations. The consultant has many techniques, but must be sensitive to interaction…

This model presents a working plan of consultation between schools and a community mental health agency. This involves two functioning levels: (1) concern with process issues; (2) interpersonal transactions between staff and students. This model defines stages in relationship to the institution. It emphasizes the importance of multi-level…

Describes social problem-solving programs for withdrawn and hyperactive children within a school context developed and implemented in a day care center, a Montessori nursery school, a Catholic elementary school, and a Catholic high school. Program implementation and some of the effects on the consultative relationship are also presented. (Author)