consultancy in schools

1. Consultancy in Schools Alan McGrath Senior Guidance Officer Registered Psychologist

2. Alan McGrath Registered Psychologist Today’s Session Definition of consultancy Characteristics of the consulting relationship Issues for consultants operating in the school environment The skills necessary to be a consultant Stages in the consultancy process A consultancy model Discussion / Personal Action Plan

3. Alan McGrath Registered Psychologist Definition of consultancy One professional approaches another professional for help with a professional issue. It is not counselling, although you may use some counselling skills It is not teaching, although the both the client and the consultant may learn from each other

4. Alan McGrath Registered Psychologist Characteristics of the Consultant / Client Relationship Egalitarian, non-hierarchical in nature (one professional helping another) Entered into voluntarily by the client (i.e. the client has asked for the help) Both parties work collaboratively to solve the problem But the problem remains the responsibility of the client

5. Alan McGrath Registered Psychologist Consultancy levels Level 1 - Assess child, write report with recommendations for teacher / other professional. Direct service to child. (Traditional model). Level 2 – Assess / observe child, work with teacher to develop strategies, child is the client. Indirect service to child Level 3 - Work with the teacher, may or may not assess the child, teacher is the client. Direct service to teacher. Level 4 - Work with the school as a social system. Client is whoever “hired” you. Indirect service to child / teacher.

6. Alan McGrath Registered Psychologist Underlying values / beliefs which facilitate the consultancy process Human beings are remarkably resilient and creative Human beings have within themselves the capacity to solve problems, find solutions, make changes If you are unsure of how to help you must ensure you do no harm The emotions of your clients are not your emotions. You can recognise them, empathise with them but you don’t have to absorb them. “It is just a feeling” – you must be comfortable with this concept.

7. Alan McGrath Registered Psychologist Issues for consultants working in schools Perhaps alone amongst the professions, there is nothing in their training or culture which prepares teachers to be consultees (ie. Most have only a limited idea of how to use a consultant) Most teachers hate experts Most teachers have little time for academics Most teachers don’t read professional journals or books and have no interest whatsoever in “what the research says”.

8. Alan McGrath Registered Psychologist Issues for consultants working in schools Most teachers are task-oriented (I want to know what to do and I want to know it now!) This is often paired with the attitude of, “But don’t you dare try to tell me what to do!” Most teachers are extremely busy and often quite stressed School environments can be extremely noisy, busy places where finding a place to sit and talk in confidence, or for any period of time, can present difficulties for a consultant

9. Alan McGrath Registered Psychologist Issues for consultants working in schools Crossed Communication The interaction of the above factors regularly produce scenarios such as: Consultant says: I’m here to help you work with Johnny Teacher hears: She’s going to take Johnny off my hands Teacher thinks: But what would she know, probably only doing this job because she couldn’t hack teaching Teacher says: Would you like him straight away?

10. Alan McGrath Registered Psychologist Consultancy Skills Essential Skills Interpersonal communication / rapport building Process / problem solving skills (e.g. contracting, data collection, assessment, problem definition, exploration of alternatives, report writing etc etc) Content skills / knowledge Knowledge of the policy framework and culture of the client organisation

11. Alan McGrath Registered Psychologist Consultancy Skills The Core Element Successful consulting in schools is about interpersonal communication / rapport / trust building. Unless you are skilled in this area it doesn’t matter how much expertise you have in your area of speciality. This is not an argument for content free consultation - it is just a statement about relative importance

12. Alan McGrath Registered Psychologist Consultancy Skills The Core Element We all have skills in interpersonal communication / rapport / trust building. No matter how skilled we are we can improve but it takes practice . “You can’t improve your golf game very much without hitting lots of golf balls”

13. Alan McGrath Registered Psychologist Learning any Skill Skill Cycle

14. Alan McGrath Registered Psychologist Core Skills a. Attending / Non-Verbals i. The physical environment ii. Seating / standing positions iii. Eye contact iv. Hand gestures v. Body lean vi. General body language

15. Alan McGrath Registered Psychologist Core Skills b. Listening             i.      Minimal encouragers             ii.     Open ended questions             iii.    Reflection of content             iv.    Reflection of feeling v. Summarising / clarifying

16. Alan McGrath Registered Psychologist Core Skills c. Avoiding “soapie” responses             i.     “I know just how you feel…”    ii.      Why, why, why Delilah?    iii.     Advising, sympathising, trivialising, joking, comparing, analysing etc iv. “Jumping to solutions”

17. Alan McGrath Registered Psychologist Stages in consultancy 1. Building rapport 2.     Assessment of readiness to be involved / to change / to make an effort 3.     Contracting 4.     Exploring the issues / gathering data 5.     Defining the issues 6. Exploring possible strategies 7.     Choosing / Planning a strategy (collaboratively) 8.     Implementing the strategy 9.     Monitoring 10.   Evaluation

18. A Twelve Step Consultancy Model Developed specifically for use in schools

19. Alan McGrath Registered Psychologist Essentially do a lot of sympathetic listening, “uh-huhhing” and head nodding. Use statements like, I know what you mean …., How do you put up with it? …… That’s really awful ………. At the appropriate point say, I can see you’ve been trying very hard, doing your best … but sometimes our best just isn’t good enough … is it ..? Used at the beginning of sessions to put the teacher in their place and to clearly establish the pecking order.

20. Alan McGrath Registered Psychologist 2. The Principle of Discrepant Identification Further reinforcement of Step 1. Allow the teacher to go on and on about what a dreadful child Johnny is, how he is the most difficult student they have ever taught etc, etc Look quizzical, glance back through your notes and slowly say: Are you sure we are talking about the same child?

21. Alan McGrath Registered Psychologist 3. The Principle of Pseudo-Equivalence Used as a follow-up to Steps 1 and 2 to reinforce your pre-eminence in the relationship. When the teacher shows any signs of asking for answers, adopt a professorial manner and say; Of course you’ve read the research in this area? Most will admit they have not. Administer a “parent / child” lecture. Or just raise your eyebrows and look towards heaven. Occasionally some upstart will say, Yes I have read it and it says ……… Reply, Yes but I was referring to the latest research …….

22. Alan McGrath Registered Psychologist 4. The Principle of Multi-Variate Causation Very straight-forward technique which is used to avoid having to be specific or actually provide any useful answers; It could be a genetic predisposition or an illness during early childhood. Have you checked his school history?… There may be gaps there.. He may not have received adequate cognitive stimulation in the home setting ……Then again it is possible …… Also very useful when you haven’t got a clue what the cause may be.

23. Alan McGrath Registered Psychologist 5. The Principle of the Great Psychologists Explanation Basically this amounts to name dropping. Liberally sprinkle your pronouncements with names such as Ivey, Seligman, Becker, Rutter, Kagan etc. Be careful not to use the names of those who are too well known as some teachers may actually know something about their work. If you can’t think of any names to drop just make them up.

24. Alan McGrath Registered Psychologist 6. The Principle of Platitudinous, Jargonistic Terminology Self explanatory technique – used to further confuse and disorient the teacher thus avoiding actually having to deal with their issues. e.g. There is an imperative need for a restricted paradigm shift away from pseudo-investigative formulations towards a more rigorous application of empirical principles, procedures and methodologies... (We need to tighten up what we’re doing)

25. Alan McGrath Registered Psychologist 7. The Principle of If-Then Displacement Every consultant’s favourite. Diverts the teacher’s attention from the real issues and gives you an opportunity to vent your spleen. Also helpful in fooling the teacher into thinking that you are on their side. e.g. Of course if the government was serious about education and actually put its money where its mouth is we would be able to provide Johnny with a special teacher who could look after him on a full-time basis. That’s what he needs … but EQ just won’t come to the party. It’s disgraceful really. Why don’t you get the parent to write to their local member or maybe you could bring it up at the next union meeting?

26. Alan McGrath Registered Psychologist 8. The Principle of Steadfast Remediation Occasionally, even if you have faithfully applied the earlier principles, a teacher will still have the temerity to demand some specific advice or suggestions. This type will invariably respond to your favourite recipe-for-success by saying, I’ve tried that - and it doesn’t work! Try to remain calm and non-judgemental. Simply and quietly say, Yes but how consistent have you been in applying the program? Nearly everyone will admit an occasional failing. This is a great opportunity to give another lecture. This time it should be sterner than the first.

27. Alan McGrath Registered Psychologist 9. The Principle of Biographic Directionality Again used for teachers who are becoming insistent on solutions. Simply say, Surely you’ve read …………? Pick something really obscure so there is no chance they will be able to respond in the affirmative. Strongly recommend they go and read the reference you have quoted. You could also hand them a very long reading list along with a few homilies about how “excellent” and “useful” they will find this research.

28. Alan McGrath Registered Psychologist 10. The Principle of Interrogatory Reversal For use when a teacher tries to corner you with a question like, You keep talking about a perceptual problem. Just what is a perceptual problem? Response: Well what do you understand by the term? Good answer: Well you’ve got the general idea .. Write it down if you get the chance! Poor answer: Wonderful opportunity for criticism. You can get really stuck in if the teacher’s attitude warrants it. If they won’t play this game suggest they are being unco-operative or even that they do not have the child’s best interests at heart.

29. Alan McGrath Registered Psychologist 11. The Principle of Existential Support Use this principle to terminate those sessions in which you have successfully intimidated the teacher and avoided taking any responsibility whatsoever for future outcomes: “Well this has been a very useful meeting. It’s been great to work with you. I’m sure if you consistently apply all the ideas we’ve come up with Johnny won’t present too many problems in the future. Give me a call anytime – you know I’m here to help. My door is always open – I really appreciate the opportunity to make a difference for the Johnnies of this world…… and I can see you’ve found it a valuable opportunity to pick up your game….”

30. Alan McGrath Registered Psychologist 12. The Principle of Massive Annihilation Reserve this for those recalcitrants who despite your professional application of earlier principles continue to demand that you provide them with useful, practical strategies: Stand up Raise your voice Inform them of your superior qualifications Remind them of their repeated failure to be consistent and their abysmal knowledge of the literature Most teachers will be in tears by this stage so you can terminate using a combination of Principles 1 and 11. The remainder will walk out muttering under their breath and you will never see them again. Mission accomplished!

31. Alan McGrath Registered Psychologist “The No-Fail Model” Hopefully not too many participants will actually employ these terrorist tactics. But if we are totally honest with ourselves most of us will recognise that there have been times when we have used all of these strategies (hopefully in a milder form !). So what can we learn from these negative instances?

32. Alan McGrath Registered Psychologist Essentially do a lot of sympathetic listening, “uh-huhhing” and head nodding. Use statements like, I know what you mean …., How do you put up with it? …… That’s really awful ………. At the appropriate point say, I can see you’ve been trying very hard, doing your best … but sometimes our best just isn’t good enough … is it ..? Used at the beginning of sessions to put the teacher in their place and to clearly establish the pecking order.

33. Alan McGrath Registered Psychologist 2. The Principle of Discrepant Identification Further reinforcement of Step 1. Allow the teacher to go on and on about what a dreadful child Johnny is, how he is the most difficult student they have ever taught etc, etc Look quizzical, glance back through your notes and slowly say: Are you sure we are talking about the same child?

34. Alan McGrath Registered Psychologist 3. The Principle of Pseudo-Equivalence Used as a follow-up to Steps 1 and 2 to reinforce your pre-eminence in the relationship. When the teacher shows any signs of asking for answers, adopt a professorial manner and say; Of course you’ve read the research in this area? Most will admit they have not. Administer a “parent / child” lecture. Or just raise your eyebrows and look towards heaven. Occasionally some upstart will say, Yes I have read it and it says ……… Reply, Yes but have you read the latest research …….

35. Alan McGrath Registered Psychologist 4. The Principle of Multi-Variate Causation Very straight-forward technique which is used to avoid having to be specific or actually provide any useful answers; It could be a genetic predisposition or an illness during early childhood. Have you checked his school history?… There may be gaps there.. He may not have received adequate cognitive stimulation in the home setting ……Then again it is possible …… Also very useful when you haven’t got a clue what the cause may be.

36. Alan McGrath Registered Psychologist 5. The Principle of the Great Psychologists Explanation Basically this amounts to name dropping. Liberally sprinkle your pronouncements with names such as Ivey, Seligman, Becker, Rutter, Kagan etc. Be careful not to use the names of those who are too well known as some teachers may actually know something about their work. If you can’t think of any names to drop just make them up.

37. Alan McGrath Registered Psychologist 6. The Principle of Platitudinous, Jargonistic Terminology Self explanatory technique – used to further confuse and disorient the teacher thus avoiding actually having to deal with their issues. e.g. There is an imperative need for a restricted paradigm shift away from pseudo-investigative formulations towards a more rigorous application of empirical principles, procedures and methodologies... (We need to tighten up what we’re doing)

38. Alan McGrath Registered Psychologist 7. The Principle of If-Then Displacement Every consultant’s favourite. Diverts the teacher’s attention from the real issues and gives you an opportunity to vent your spleen. Also helpful in fooling the teacher into thinking that you are on their side. e.g. Of course if the government was serious about education and actually put its money where its mouth is we would be able to provide Johnny with a special teacher who could look after him on a full-time basis. That’s what he needs … but EQ just won’t come to the party. It’s disgraceful really. Why don’t you get the parent to write to their local member or maybe you could bring it up at the next union meeting?

39. Alan McGrath Registered Psychologist 8. The Principle of Steadfast Remediation Occasionally, even if you have faithfully applied the earlier principles, a teacher will still have the temerity to demand some specific advice or suggestions. This type will invariably respond to your favourite recipe-for-success by saying, I’ve tried that - and it doesn’t work! Try to remain calm and non-judgemental. Simply and quietly say, Yes but how consistent have you been in applying the program? Nearly everyone will admit an occasional failing. This is a great opportunity to give another lecture. This time it should be sterner than the first.

40. Alan McGrath Registered Psychologist 9. The Principle of Biographic Directionality Again used for teachers who are becoming insistent on solutions. Simply say, Have you read …………? Pick something really obscure so there is no chance they will be able to respond in the affirmative. Strongly recommend they go and read the reference you have quoted. You could also hand them a very long reading list along with a few homilies about how “excellent” and “useful” they will find this research.

41. Alan McGrath Registered Psychologist 10. The Principle of Interrogatory Reversal For use when a teacher tries to corner you with a question like, You keep talking about a perceptual problem. Just what is a perceptual problem? Response: Well what do you understand by the term? Good answer: Well you’ve got the general idea .. Write it down if you get the chance! Poor answer: Wonderful opportunity for criticism. You can get really stuck in if the teacher’s attitude warrants it. If they won’t play this game suggest they are being unco-operative maybe even that they do not have the child’s best interests at heart.

42. Alan McGrath Registered Psychologist 11. The Principle of Existential Support Use this principle to terminate those sessions in which you have successfully intimidated the teacher and avoided taking any responsibility whatsoever for future outcomes: “Well this has been a very useful meeting. It’s been great to work with you. I’m sure if you consistently apply all the ideas we’ve come up with Johnny won’t present too many problems in the future. Give me a call anytime – you know I’m here to help. My door is always open – I really appreciate the opportunity to make a difference for the Johnnies of this world…… and I can see you’ve found it a valuable opportunity to pick up your game….”

43. Alan McGrath Registered Psychologist 12. The Principle of Massive Annihilation Reserve this for those recalcitrants who despite your professional application of earlier principles continue to demand that you provide them with useful, practical strategies: Stand up Raise your voice Inform them of your superior qualifications Remind them of their repeated failure to be consistent and their abysmal knowledge of the literature Most teachers will be in tears by this stage so you can terminate using a combination of Principles 1 and 11. The remainder will walk out muttering under their breath and you will never see them again. Mission accomplished!

44. Alan McGrath Registered Psychologist Where to from here? Personal Action Plans Questions / Discussion

45. Alan McGrath Registered Psychologist Today’s Session Definition of consultancy Characteristics of the consulting relationship Issues for consultants operating in the school environment The skills necessary to be a consultant Stages in the consultancy process A consultancy model Discussion / Personal Action Plan