ERIC Number: ED451444
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Consultation: Creating School-Based Interventions. Second Edition.
Dinkmeyer, Don, Jr.; Carlson, Jon
Decades after consultation has become a mandated function of school counselors, consultants still seek effective ways to deliver this essential role. This book, geared towards mental health professionals, provides a set of skills for working with the school-based population. The ideas, based on Adlerian psychology, present a theory of consultation built on the assumption that problems result not only from the direct actions of a disruptive student, but also from the individual beliefs and expectations of the teacher and parents. Schools often find that a holistic, systems approach is needed to deal with behavior problems. Consultation provides counselors with such an approach. Chapter 1 provides an introduction and guidelines of consulting in schools. Chapter 2 compares the traditional expectations for school counselors with alternative expectations. Chapter 3 presents a rationale for the Adlerian approach and discipline strategies. Chapter 4 reviews the Seven-Step Consulting Process and techniques for creating an effective relationship. Chapter 5 presents the importance of teacher perceptions, effective behaviors for teachers and consultants, and effective group procedures. Chapter 6 discusses a comprehensive developmental guidance program and procedures for training teachers. Chapter 7 explains parent and family consultation. Chapter 8 provides case examples. (Contains 1 figure, 14 tables, and 69 references.) (JDM)
Descriptors: Behavior Problems, Consultation Programs, Elementary School Students, Elementary Secondary Education, Mental Health Workers, Parent Influence, School Counselors, Secondary School Students, Teacher Influence
Brunner-Routledge, a member of the Taylor & Francis Group, 7625 Empire Drive, Florence, KY 41042 ($27.95). Tel: 800-634-7064 (Toll Free).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A