School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Building Competence in School Consultation directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. Drawing from evidence-based approaches as well as experienced instructors’ real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role. Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resources that translate academic findings into skills ready for immediate use.
"Building Competence in School Consultation: A Developmental Approach is the book for which I and our field has been waiting. Newman and Rosenfield unpack and clearly articulate the process of becoming a competent school consultant—a highly touted but little-understood clinical skill. The activities and assessments embedded throughout assure that neophyte and experienced mental health professionals alike can enhance their consultation practice to provide optimal services to consultees and clients."
—Cynthia E. Hazel, Department Chair of Teaching and Learning Sciences and Professor of Child, Family, and School Psychology at the University of Denver, USA
"Finally, a book about the foundations of consultation that is applicable to a wide variety of school consultation models. Readers will find not only an introduction to consultation but also a guide to understanding and fostering consultant-consultee relationships. The book’s developmental perspective, emphasizing consultation’s lifelong learning process, will speak to both novice and experienced consultants, while its focus on ethical issues and dilemmas in schools is a unique and welcome feature."
—Ingrid Hylander, Associate Professor and Senior Researcher at the Karolinska Institute, Sweden
"Identifying reflective exercises, case studies, and modeling activities is often a challenge for instructors of consultation. This comprehensive and practical guide to the development of consultation skills is an essential resource. Reflective, interactive, and thought-provoking, it offers trainees a well-rounded skill set, including the utilization of multiple media platforms, the integration of lived experiences, and more."
—Stacy A. S. Williams, Assistant Professor of Psychology at Marist College, USA
Preface. Acknowledgments 1. Consultation Training: Making it Work 2. Understanding School Culture 3. Consultation Relationships: Building Working Relationships 4. Communication Skills 5. The Consultative Problem Solving Process: An Introduction 6. Contracting: Making the Invisible Visible 7. Problem Identification and Problem Analysis: Look Before You Leap 8. Designing and Implementing Interventions: It's Not Magic – It's Planning, Monitoring, and Performance Feedback 9. Post-Intervention Planning and Closure 10. Learning to Consult: The Roles of Assessment, Feedback, and Deliberate Practice. References. Appendices. Index
Under the advisory editorship of Daniel Newman, the Routledge Consultation, Supervision, and Professional Learning in School Psychology Series will provide a full array of handbooks, textbooks, and books for practitioners focused on the areas of school consultation, supervision, and professional learning. Contributions to the series will focus on the process and outcomes of indirect service delivery in schools. Handbooks will be edited volumes that provide in-depth, up-to-date coverage of the latest theories, research, methodologies, issues, applications, and policies in targeted areas of study. Each handbook will profile the boundaries and various sectors within its field of study and will vary in length from 400 to 600 printed pages. Textbooks may be either edited or authored volumes that include some theory but focus mainly on the skills that are central to evidence-based practice. They will generally range from 200-400 pages. Books for practitioners will be authored volumes that provide actionable strategies for working professionals. They will generally range from 150-300 pages. Following is a list of recent publications and volumes currently in development:
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