ERIC Number: ED318981
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Changes in Teacher Attributions of Student Problems Following Consultation.
Stine, Karen Coe; And Others
This study was conducted to examine the effects of consultation on consultee perceptions of the causality of children's school- related problems and the expectations for successful problem resolution. Participants were 39 volunteer teachers from Catholic elementary schools, none of whom had ever before worked with a consultant. Consultants were 7 certified school psychologists, all of whom had completed formal training in collaborative-behavioral consultation. Consultation sessions took place in school settings. Differential changes in perceptions were examined for teachers who worked with the consultant for 10 weeks and teachers in a no- treatment control group. Transcriptions of audiotaped neutral interviews conducted with teachers prior to and following weekly consultation sessions over the 10 weeks were analyzed using an attributional framework consisting of the dimensions of locus of causality and globality. Trained raters classified the attributional content of the transcriptions, and expert raters also independently assigned each transcription an overall rating according to how optimistic they perceived the teacher to be regarding problem resolution. Analysis of attributional statements indicated no significant changes in teachers' perceptions of causality or expectations for successful problem resolution between groups or within groups from pre- to post-treatment. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (21st, Boston, MA, March 28-April 2, 1989).