child and adolescent counseling chapter 16

Chapter 16

Consultation and
Collaboration
 
You must be the change you wish to see in 
the world.
Mahatma Gandhi

© 2011 Brooks/Cole, A


Chapter Objectives
After reading this chapter, you should be able to:
•Define consultation and collaboration
•Discuss models of consultation
•Talk about roles of consultants
•Explain collaboration
•Outline ways to build teams
•Describe assessment types and instruments

© 2011 Brooks/Cole, A


Consultation
• A process in which the counselor
works with (parent, teacher,
administrator) with the goal of positive
change in the child
• Voluntary problem-solving process
with goals of enhanced services and

improved functioning
© 2011 Brooks/Cole, A


Consultation with Children
Typical tasks involve the following:
• professional development workshops
• assisting teachers
• providing resources
• interpreting information
• consult with other specialists
© 2011 Brooks/Cole, A


Mental Health Consultation
• Focus on primary prevention and
helping professionals as well as others
• Interaction between 2 professionals
• Consultant an expert, diagnoses a
problem and provides a solution

© 2011 Brooks/Cole, A


Mental Health Consultation
• Client-centered case consultation
• Consultee-centered case consultation
• Program-centered administrative
consultation
• Consultee-centered administrative

consultation

© 2011 Brooks/Cole, A


Process Consultation
• A skill, interest in how things happen
rather than what is done
• Set of activities to help the consultee
perceive, understand, and act upon
events within one’s environment
• focus on how problems are solved and
the system in which they occur
© 2011 Brooks/Cole, A


Process Consultation
Consultant and consultee examine six areas:
• Communication patterns
• Group member roles
• Group problem solving and decision making
• Group norms and growth
• Leadership and authority
• Intergroup cooperation and competition
© 2011 Brooks/Cole, A


Behavioral Consultation
• More structured model; application of
systems theory and principles of learning

to a problem-solving process:
• Problem identification and analysis
• Selection of target behavior
• Behavioral objectives
• Plan, design, implementation
• Evaluate of behavioral change program
© 2011 Brooks/Cole, A


Cross-Cultural Consultation
Ingraham (2000) suggests
• Support consultee success
• Value multiple perspectives
• Create emotional safety and support

© 2011 Brooks/Cole, A


Cross-Cultural Consultation
Brown, Pryzwansky and Schulte provide
questions to assess
•

Hierarchy

•

Who should be involved

•

What leads to use

•

Allowing the right not to participate

© 2011 Brooks/Cole, A


The Consulting Process
1. Pre-entry
•

look at oneself to see if you are right for
the task and services to be provided

2. Entry, problem exploration and contracting
• learn about needs, presenting problem,
people involved, previous interventions,
and expectations of seeker

© 2011 Brooks/Cole, A


The Consulting Process (Cont.)
3. Diagnosis stage
• Information gathering, problem
confirmation, goal setting, and potential
interventions

4. Solution searching and intervention
selection
• avoid favorite paradigm
• consider human and structural factors
© 2011 Brooks/Cole, A


The Consulting Process (Cont.)
5. Evaluation
• Ensures professional effectiveness
• Were goals achieved?
• Did interventions work?

© 2011 Brooks/Cole, A


The Consulting Process (Cont.)
6. Termination
• Describe what was and was not
successful
• Look for areas of improvement

© 2011 Brooks/Cole, A


Myrick’s approach
1.
2.
3.

4.
5.
6.

Identify the problem clearly.
Clarify the situation.
Determine the desired outcome.
Gather any needed information.
Develop a plan of action.
Evaluate and revise as needed.
© 2011 Brooks/Cole, A


Consultation Interventions
• Role Shift
o changing

one’s behavior to elicit
behavior change in another person

• Logical Consequences
o experience

natural consequence rather
than punishment

o teach

rules of society
© 2011 Brooks/Cole, A

Consultation Interventions
• Listing of Behaviors
• Isolation Techniques
o unacceptable

behavior results in
removal from group

o quiet
o if

place, but not out of sight

worse, time out room
© 2011 Brooks/Cole, A


Collaboration
Friend and Cook (2000) definition:
• A style for direct interaction between 2
co-equal parties voluntarily engaged in
shared decisions making process as
they work towards a common goal.

© 2011 Brooks/Cole, A


Collaboration

Five stages of problem solving for
collaborative consultation:
1. Coming together
2. Defining a shared vision
3. Developing a plan
4. Taking action
5. Evaluating progress
© 2011 Brooks/Cole, A


Guidelines on whether to use
collaboration
or
consultation
•

Determine how the two services are viewed by
the consumer
• Counselor should reflect on their personal
reactions to the two services and comfort with
each
• Collaboration may be method if parameters of
consultation impossible
• Fundamental to choice is nature of problem,
the context in which it occurs and the skills of
everyone involved.
© 2011 Brooks/Cole, A


Reasons for Collaboration

Collaborative efforts may involve nurturing
relationships to:
• increase resources
• enhance effectiveness
• decrease fragmentation
• cost efficiency
© 2011 Brooks/Cole, A


Teaming
• Specialized work purpose
• Have shared goals and are
interdependent
• Each team member is aware of the
focus, the responsibilities and the pal
for accomplishing the task

© 2011 Brooks/Cole, A


Assessment as an
Intervention
• Counselors often use a variety of tools
to help understand children
• Some of the more commonly used
assessment tools are interviews, case
histories and behavioral observations

© 2011 Brooks/Cole, A

Mental Status Exam
Observations include:
1. General appearance, behavior, attitude
2. Speech characteristics and thought
process
3. Emotional status and reactions
4. Content of thought

© 2011 Brooks/Cole, A