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ERIC Number: ED546104
Record Type: Non-Journal
Publication Date: 2012
Pages: 304
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-9170-8
The Impact of Consultation Models on Interpersonal Relationships during Problem Solving
Neall, Michael Timothy
ProQuest LLC, Ph.D. Dissertation, Walden University
Client-centered and consultee-centered consultation models are predominately used in K-12 schools to meet the needs of at-risk learners and ensure equitable access to educational services. Although the efficacy of both models has significant support in the literature, studies regarding relationships formed during problem solving in consultation are lacking. Using a conceptual framework informed by Caplan's theoretical models of consultation and Vygotsky's social learning theory, the central research question explored how the development of interpersonal relationships during client-centered and consultee-centered consultation influence problem solving. A multiple case study design involved 3 elementary schools in a large mid-Atlantic school district. The participants included 4 elementary school teachers and four consultants. Data from teacher and consultant interviews, observations of case meetings, and case documentation were collected. The first level of data analysis involved line-by-line coding and category construction. The second level involved theory development to examine data for patterns, themes, and relationships to determine key findings. Results indicated that interpersonal relationships are complex and nuanced. Using collaborative verbal and nonverbal communication skills, consultants operated within a framework for interaction with consultees, thereby enabling the development of affective safety, shared ownership, and relational parity. Working to develop strong interpersonal relationships increased the likelihood of effective problem solving. Implications for social change include a better understanding of how relationships formed during the consultation process encourage teachers and consultants to work together more effectively, thereby increasing equitable services for at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A