Considers arguments that William Erchul (1999) presented in response to the author's literature review (Gutkin, 1999) of collaborative versus directive consultation. Identifies and analyzes critical points of agreement and disagreement. Presents an expanded model of "rapprochement" in response to Erchul's recommendation to incorporate the dyadic…

The collaboration debate in the school-based consultation literature is discussed in detail. A rapprochement is suggested that is intended to disentangle the false "collaborative-directive/prescriptive/expert dichotomy that has appeared in prior analyses and to provide direction for future research and practice. (Author/MKA)

Reviews group-based social psychological work. Focuses on the need for improved outcome criteria with which school psychologists can assess the quality of group decision making, the power of majorities in groups, the value of minority dissent, group polarization, and the establishment of shared norms. Examines implications for psychologists. (RJM)

Verbal interactions of 41 initial consultation interviews were analyzed using Bergan's (1977) Consultation Analysis Record procedures. Consultants were graduate students participating in an upper-level graduate course on school-based consultation, while consultees were field-based educational and psychological professionals. Results indicated both…

Analyzed the WISC-R verbal-performance, full scale IQ, verbal IQ, and performance IQ scatter indices of verified special education students. Results indicated none of these measures discriminated among emotionally disturbed, learning disabled, minimally brain injured, and educable mentally retarded children. (Author)

Investigated the effects of model status and various symbolic modeling procedures on brainstorming behavior in female undergraduate education majors (N=136). Results indicated that more solutions were produced by the experimental and higher-status model groups than by the control and peer model groups. (LLL)

School psychology consultants rated the primary consultee problem for each of their consultation cases. Findings indicate significantly more consultation cases resulted from consultee lack of knowledge, skills, and confidence than from consultee lack of objectivity. Findings question the practical utility of psychodynamically oriented Caplanian…

Investigated variables related to teachers' (N=146) attitudinal preferences for consultation versus more traditional referral services. Results indicated that principal initiating structure, number of years of teaching experience, and number of years teaching at the current school each made statistically significant, although weak, contributions…

Investigated whether consultees' problem definition skills could be enhanced by increasing their awareness of processes during consultation. Assigned undergraduates (N=195) to consultation with or without cognitive modeling or to control group. Results revealed that subjects in cognitive modeling group wrote better problem definitions and were…

Elementary school teachers (N=104) were sent brief description of common classroom problem and information designed to alter their sense of control over the problem. Results indicated that increasing teachers' perceptions of control over the problem resulted in an increased preference for consultative rather than referral services. (Author/NB)

Performed orthogonal and oblique factor analysis using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) standardization sample (N=1,880). Analysis of the variance components for each subtest at every age level revealed a substantial proportion of subtests at a wide range of age levels evidenced high or intermediate levels of specific…

Principal factor solutions to the WISC-R were compared across race for Anglo and Chicano children. Additional comparisons of factor solutions were made with those for Anglo, Chicano, Black, and Papago students and the WISC-R standardization sample. Substantial congruence occurred across race. The two-factor solution was most appropriate for this…

Investigated the impact of consultation services on teachers' preferences for consultation v referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems. Results supported the consultation model. (Author)

Applies service delivery perspective to professional school psychology as means to understand and respond to field's problems. Analyzes school psychologists' professional functions and reconceptualizes field as indirect service delivery profession. Proposes "Paradox of School Psychology"--to serve children effectively school psychologists must…

Investigates variables drawn from the Elaboration Likelihood Model (ELM) that might be manipulated to enhance the persuasiveness of a psychoeducational report. Results showed teachers in training were more persuaded by reports with high message quality. Findings are discussed in terms of the ELM and professional school psychology practice. (RJM)