CHAPTER 10 DELIVERY SYSTEM: CONSULTATION IN THE DAP MODEL

1. Publisher to insert cover image here CHAPTER 10DELIVERY SYSTEM: CONSULTATION IN THE DAP MODEL Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

2. Consultation • The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requires school counselors to demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate. • Presented as a responsive service within the delivery system • One challenge is a lack of available research that addresses the realities of school-based consultants

3. Definition of Consultation • Interaction between the counselor and another person with the primary focus of assisting that other person to function more effectively with a third person or group within a work, school, or interpersonal system • Various approaches to consultation • Three parties: • The Consultant: the school counselor • The Consultee: the person who approaches the consultant for assistance • The Client: the third person, usually not present during the consultation

4. Definition of Consultation • Provides many benefits to school counselors, the consultees, and the client/system: • Efficient use of time • Provides an opportunity for counselors to intervene in a holistic, systemic way • Empowers the consultee to address his/her own problems and work through them

5. Definition of Consultation • Two differences between counseling and consulting: • Counseling is dyadic, involving only two parties and is focused on the intrapsychic, personal problems of the client • Consultation is triadic, involving the consultant, the consultee, and the client

6. Generic Process Model of Consultation • Various models outline the process of consultation • Four major phases of consultation in generic model: • Stage 1: Entry • Stage 2: Diagnosis • Stage 3: Implementation • Stage 4: Disengagement

7. Generic Process Model of Consultation • Five common modes of consultation: • Prescription: School counselor prescribes an intervention strategy to the consultee that targets a needed change in a client • Provision: Directly implementing interventions that consultees are unable or unwilling to implement themselves • Initiation: Initiating assistance to a consultee when issues are not successfully addressed

8. Generic Process Model of Consultation • Collaboration: Engages school counselors and consultees in a process of trying to identify possible solutions to problems • Mediation: School counselor takes on a mediation role and working with two or more individuals who needs assistance in resolving disputes

9. Multicultural Considerations • Consultation through a social justice lens calls school counselors to: • Diligently increase their own multicultural competency • Actively consider the social, economic, environmental, political, and cultural contexts of consultation • Be mindful of school-specific social justice issues in consultation practice • Promote fair collaboration between the school and culturally-linguistically-diverse (CLD) families • Advocate for equitable treatment for CLD children

10. A Closer Look At Considerations • Increasing Multicultural Competency • Failure to do so may result in school counseling practices including consultation that may be potentially harmful for culturally-linguistically-diverse (CLD) students • Greater level of cultural competency may include a strengths-based perspective of CLD students where goals, expectations, and student assessments are culturally appropriate

11. A Closer Look At Considerations • Consideration of Social, Cultural, Educational Context • Important to have a systemic understanding of social justice issues both inside and outside the school • Students are impacted by larger systems like state and federal governmental systems and policies

12. A Closer Look At Considerations • Mindfulness of School-Specific Social Justice Issues • Work with partners to identify expectations, assess issues, and develop strategies and interventions to address the issues • May need to make cultural adaptations to evidenced-based and previously used interventions and seek evaluation measures that are culturally appropriate

13. A Closer Look At Considerations • Promotion of Fair Collaboration Between Educational Stakeholders • School counselors and partners create a space where all participants are respected • School counselors and partners need to have an awareness of how their own cultural values, norms, and expectations impact their respective views of the presenting issue and may lead to cultural misunderstandings

14. Consultations with Student Partners • Important to consider consulting with students about ways to improve the school environment/system or the family environment/system is an appropriate use of consulting skills • Extension of the advocate role of a school counselor • The student is not responsible for the school or family system but is responsible to that system

15. Consultation with Adult Partners • Allows for systemic intervention to improve student outcomes and increases the skills of adult partners in the process • Growth with adult partners increases support network for current AND future students • Allows for efficient use of time while creating collaborative partnerships that are proactive and preventative • Allows for counselors and partners to advocate for systemic change and equity in education

16. Consultation with Adult Partners • Caplan’s model provides framework for understanding different approaches to consultation • Emphasizes intra- and interpersonal variables while accounting for environmental influences that impact behaviors of school counselors, adult partners, and students • Grounded in accurate assessment of both the student’s and adult partner’s respective contexts

17. Consultation with Adult Partners • Success of consultation will depend on the extent to which the consultant accurately understands the culture of: • The family • The school • The district • The agency • The community as a whole

18. Caplan’s Four Approaches to Consultation • Client-Centered Case Consultation • Characterized by direct contact between the consultant and the client • Primary goal of consultant is to develop a plan for dealing with the client’s difficulties • Secondary goal is to help the consultee improve his/her skills

19. Caplan’s Four Approaches to Consultation • Program-Centered Administrative Consultation • Occurs when a consultee calls on the consultant to provide assistance with a specific need or problem in an organization • Focus remains on the need or problem and doesn’t broaden to an examination of the entire organization

20. Caplan’s Four Approaches to Consultation • Consultee-Centered Case Consultation • The consultant is assessing and addressing the functioning of the consultee • Secondary goal is improving the interaction between the consultee and the client(s) • Exploration of the problem centers around conceptual or affective distortions that the consultee exhibits while interacting with the clients • Consultee-Centered Administrative Consultation • Involves efforts to improve the functioning of the organization as a whole

21. Consultation with Adult Partners • Four Sources of Difficulties Faced by Consultees: • Lack of Knowledge, Lack of Skill, Lack of Confidence, and Lack of Objectivity • Lack of Knowledge and Skill: Addressed by the counselor providing information and/or practice in the missing skill • Lack of Confidence: Addressed by the consultant providing feedback to help the consultee through early professional experiences

22. Consultation with Adult Partners • Lack of Objectivity: Addressed with consultants who: • Model professional objectivity and perspective • Refocus the consultee onto the issue(s) of the client • Unlink the distortions of the consultee from the reality of the client • Dispute the predetermined conclusions and themes

23. Consulting with Parents and Caregivers • Most work in providing consultation to parents and caregivers is either client-centered case consultation or consultee-centered case consultation • Most common is client-centered case consultation • Focus remains on the student • This type of consultation can show how counseling and consultation can overlap • School staff may initiate consultation • Schools are encouraged (and legally required) to engage parents to promote positive student outcomes

24. Consulting with School Colleagues • Can focus on individuals or the school as a whole • Allows for counselors to systemically serve all students by supporting other staff • Consultee-Centered Consultation is used if problems seem to reside with the professional • Helps the person deal more effectively with all students by working on that person’s attitudes or behaviors • Administrative Consultation is used when the principal is the consultee • Helps address overall school issues and to design or deliver a specific program

25. Consulting with Community Colleagues • Individual client-centered or consultee-centered case consultation might take place with a colleague who is working with an individual student or family • Program-centered administrative consultation might occur if a community agency asked the school counselor to present a program on student development or work on ways to coordinate referrals

26. Overcoming Common Challenges in Consultation • Most important issues facing education- At-Risk Children and School-Community Integration • Requires a very broad focus, the ability to see the big picture of a student’s context, and skills in initiating community participation • Power dynamics can often occur • Important for the consultant to empathize and view the situation from the consultee’s perspective • Counselors need to be flexible with how their status factors into the relationship and acknowledge the consultee’s expectations of the counselor’s expertise

27. Overcoming Common Challenges in Consultation • Three models of consultation: • The Purchase of Expertise Model • The consultant is an expert who is expected to provide a solution to a previously determined problem • The Doctor-Patient Model • The consultant is an expert who is expected to provide both a diagnosis of the situation and the solution

28. Overcoming Common Challenges in Consultation • The Process Model • The consultant is egalitarian whose job is to monitor and provide insights into the process of problem solving • Focus is on helping the consultee formulate his/her own solutions to the problem

29. Overcoming Common Challenges in Consultation • Many possible sources of resistance to consultation: • Parents and caregivers might fear being blamed, fear a loss of privacy, or fear that the school will take over their authority • Your school may resist because they believe everything will work out without intervention • Further resistance may be triggered by consultant insensitivity, the consultant’s style, or a dysfunctional consulting relationship

30. Overcoming Common Challenges in Consultation • Many strategies to reduce resistance: • Recognize resistance is normal and healthy • Help consultee to understand the process of consultation, the role of the consultant, and the appropriate role of consulting • Establish an open, respectful, and confidential relationship • Focus on the positives of the situation and express support • Remain objective, refrain from engaging in power struggles, use encouragement, and emphasize the control of the consultee in implementation