Becoming a school consultant: lessons learned
"Most consultation courses in school psychology focus heavily on theoretical models of consultation and associated intervention procedures. Little time is devoted to developing communication and process skills. Yet these process skills are key to properly identifying student problems and select...
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
New York [u.a.]
Routledge
2012
|
| Edition: | 1. publ. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "Most consultation courses in school psychology focus heavily on theoretical models of consultation and associated intervention procedures. Little time is devoted to developing communication and process skills. Yet these process skills are key to properly identifying student problems and selecting appropriate interventions. Without skillfully conducted consultations, implementation and evaluation of an intervention can be minimal. This book is designed to help students develop the process skills needed to become effective school consultants in consultee-centered consultation, with special emphasis on the instructional consultation model. The authors address specific skills and issues faced by novice consultants and documents how they worked through particular issues that are likely to occur in school consultation practice"-- Provided by publisher |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XIV, 237 S. graph. Darst. |
| ISBN: | 9780415883436 9780415883443 |
Staff View
MARC
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| 245 | 1 | 0 | |a Becoming a school consultant |b lessons learned |c ed. by Sylvia Rosenfield |
| 250 | |a 1. publ. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 520 | |a "Most consultation courses in school psychology focus heavily on theoretical models of consultation and associated intervention procedures. Little time is devoted to developing communication and process skills. Yet these process skills are key to properly identifying student problems and selecting appropriate interventions. Without skillfully conducted consultations, implementation and evaluation of an intervention can be minimal. This book is designed to help students develop the process skills needed to become effective school consultants in consultee-centered consultation, with special emphasis on the instructional consultation model. The authors address specific skills and issues faced by novice consultants and documents how they worked through particular issues that are likely to occur in school consultation practice"-- Provided by publisher | ||
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Record in the Search Index
| _version_ | 1804148492533235712 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
REVIEWER ACKNOWLEDGMENTS IX
LIST OF CONTRIBUTORS XL
PREFACE XLLL
INTRODUCTION: BECOMING A SCHOOL CONSULTANT 1
SYLVIA ROSENFIELD
PART I: SUPPORTING THE NOVICE CONSULTANT 23
1 EDUCATING A REFLECTIVE SCHOOL CONSULTANT: MULTI-FACETED TECHNIQUES 25
KATIE SUTTON BURKHOUSE
2 SUPERVISION OF SCHOOL-BASED CONSULTATION TRAINING: ADDRESSING THE
CONCERNS OF NOVICE CONSULTANTS 49
DANIEL NEWMAN
PART 11: STARTING AT THE BEGINNING 71
3 THE IMPORTANCE OF COLLABORATIVE COMMUNICATION 73
EMILY GUSTAFSON
4 WHAT DO YOU DO WHEN THERE ARE MULTIPLE CONCERNS? USING PROBLEM
IDENTIFICATION TO CLARIFY AND PRIORITIZE A TEACHER S CONCERNS 85
KATHLEEN GIFFORD
5 MAKING THE CASE FOR CONSULTEE-CENTERED CONSULTATION: A NOVICE
CONSULTANT S PERCEPTION OF CULTURE AND RELATIONSHIPS 99 ERICA SHERRY
VII
IMAGE 2
VIII * CONTENTS
6 RELATIONSHIP BUILDING AND OBJECTIVITY LOSS: THE IMPORTANCE OF THE
PROCESS IN CONSULTATION 111
CYRIL PICKERING
PART III: CONSULTING IN THE
ELEMENTARY GRADES 125
7 MAKING THE INSTRUCTIONAL MATCH SALIENT FOR THE TEACHER 127
COURTENAY BARRETT
8 IMPROVING AN ENGLISH LANGUAGE LEARNER CLIENT S COMPREHENSION THROUGH
CONSULTEE-CENTERED CONSULTATION 139 LAURA SCHUSSLER
PART IV: CONSULTING ON A CLASS-WIDE
CONCERN 161
9 WHO OWNS THE CLASSROOM HOMEWORK PROBLEM? 163
JILL BERGER
10 A TEACHER S CONCERN FOR ONE STUDENT REVEALS A CLASSROOM- WIDE
BULLYING CONCERN 177 MEGAN VAGANEK
PART V: CONSULTING WITH SPECIAL
EDUCATION TEACHERS 193
11. CASE METAMORPHOSIS THROUGH CONSULTATION 195 ELISE T. PAS
12. LEAVING NO TEACHER BEHIND: WIDENING THE VIEW AND CHANGING THE
PERSPECTIVE 211 ELIZABETH TSAKIRIS
INDEX 233
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV039638798 |
| classification_rvk | CX 4500 |
| ctrlnum | (OCoLC)668197071 (DE-599)BVBBV039638798 |
| dewey-full | 371.2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2 |
| dewey-search | 371.2 |
| dewey-sort | 3371.2 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 1. publ. |
| format | Book |
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| indexdate | 2024-07-10T00:08:00Z |
| institution | BVB |
| isbn | 9780415883436 9780415883443 |
| language | English |
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| physical | XIV, 237 S. graph. Darst. |
| publishDate | 2012 |
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| publishDateSort | 2012 |
| publisher | Routledge |
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| spelling | Becoming a school consultant lessons learned ed. by Sylvia Rosenfield 1. publ. New York [u.a.] Routledge 2012 XIV, 237 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index "Most consultation courses in school psychology focus heavily on theoretical models of consultation and associated intervention procedures. Little time is devoted to developing communication and process skills. Yet these process skills are key to properly identifying student problems and selecting appropriate interventions. Without skillfully conducted consultations, implementation and evaluation of an intervention can be minimal. This book is designed to help students develop the process skills needed to become effective school consultants in consultee-centered consultation, with special emphasis on the instructional consultation model. The authors address specific skills and issues faced by novice consultants and documents how they worked through particular issues that are likely to occur in school consultation practice"-- Provided by publisher Educational consultants EDUCATION / General bisacsh Schulpsychologische Beratung (DE-588)4077213-5 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Schulpsychologische Beratung (DE-588)4077213-5 s DE-604 Rosenfield, Sylvia A. Sonstige oth Erscheint auch als Online-Ausgabe 978-0-203-81858-9 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024488757&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Becoming a school consultant lessons learned Educational consultants EDUCATION / General bisacsh Schulpsychologische Beratung (DE-588)4077213-5 gnd |
| subject_GND | (DE-588)4077213-5 (DE-588)4143413-4 |
| title | Becoming a school consultant lessons learned |
| title_auth | Becoming a school consultant lessons learned |
| title_exact_search | Becoming a school consultant lessons learned |
| title_full | Becoming a school consultant lessons learned ed. by Sylvia Rosenfield |
| title_fullStr | Becoming a school consultant lessons learned ed. by Sylvia Rosenfield |
| title_full_unstemmed | Becoming a school consultant lessons learned ed. by Sylvia Rosenfield |
| title_short | Becoming a school consultant |
| title_sort | becoming a school consultant lessons learned |
| title_sub | lessons learned |
| topic | Educational consultants EDUCATION / General bisacsh Schulpsychologische Beratung (DE-588)4077213-5 gnd |
| topic_facet | Educational consultants EDUCATION / General Schulpsychologische Beratung Aufsatzsammlung |
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