ERIC Number: EJ821551
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 0
Resistance: Experienced and Novice Consultants' Interpretations and Strategies for Addressing It in Behavioral Consultation Interviews
Gorges, Todd; Elliott, Stephen N.; Kettler, Ryan J.
Canadian Journal of School Psychology, v19 n1-2 p1-32 2004
This study examined whether experienced and novice school psychology consultants differed in identification of consultee resistance, attribution of sources of resistance, and quantity and variety of strategies to handle resistance. The participants were characterized as novice consultants (N = 33) if they had completed fewer than 20 cases or as experienced consultants (N = 19) if they had completed 20 or more cases. All participants viewed two videotapes of consultation cases: one featuring overt resistance and one featuring subtle resistance. Participants completed involvement worksheets, indicating when they observed resistance on the videotape, who was the source of the resistance, and what strategies could be used to address the resistance and the rationales behind such strategies. The findings supported the prediction that all participants would attribute resistance primarily to the consultee rather than to the psychologist or the environment. The prediction that experienced consultants would produce a greater number and variety of strategies also was supported, but only for the overt-resistance case. The findings did not support the prediction that experienced consultants would identify more resistant statements/behaviors than novice consultants. These results indicate the need for further research on attributions to resistance in behavioral consultation, and the use of more extensive strategies to address resistance by experienced school psychology consultants.
Descriptors: Consultants, School Psychologists, Prediction, School Psychology, Identification (Psychology), Behavior Problems, Interviews, Video Technology, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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