ERIC Number: EJ1020006
Record Type: Journal
Publication Date: 2013-Dec
Reference Count: 21
Social Power and Influence: Understanding Its Relevance in Early Childhood Consultation
Spino, Margie A.; Dinnebeil, Laurie A.; McInerney, William F.
Young Exceptional Children, v16 n4 p17-30 Dec 2013
The purpose of this article is to introduce and describe a model of social power and influence developed by Erchul and Raven (1997). This model describes the decision-making process a consultant would engage in to choose, implement, evaluate as well as the use of strategies that they might use to influence another person to act in a particular way (Erchul, Grissom, & Getty, 2008). Buysse and Wesley (2005) identified "social influence" and power as important features in early childhood consultation. While consideration of these concepts may be relatively novel in examining the practice of early childhood consultation, behavioral consultants and counselors have long been familiar with them (Erchul et al., 2008). Given the current interest in the use of coaching, consultation, and technical assistance (TA) to support optimal services to young children with special needs and their families (Fox, Hemmeter, Snyder, Binder, & Clarke, 2011), Spino, Dinnebeil, and McInerney, believe that it is important to discuss this model and outline its relevance to the early childhood community. These authors also agree with Buysse and Wesley (2005) about the ethical considerations that must be considered when making decisions to recognize the existence of social power and influence strategies and, perhaps, to consider the dynamics of social power and influence in relationships with consultees.
Descriptors: Decision Making, Social Influences, Power Structure, Early Childhood Education, Consultants, Consultation Programs, Compliance (Psychology), Feedback (Response), Motivation, Interaction, Interpersonal Relationship, Special Education, Ethics, At Risk Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A