This book describes the theory, methods, and contemporary applications of consultee-centered consultation, a non-hierarchical, non-prescriptive helping relationship between a consultant and a person or group (consultee) seeking professional help with a client. The goal is to provide help in re-conceptualizing the consultee's work problem thereby 1) improving their relationship with the client and 2) expanding the professional repertoire of both consultant and consultee. Key features of this outstanding new book include the following:
*Conceptual Change Focus--The process of conceptual change in both the consultant and consultee is stressed throughout the book.
*Historical Perspectives--The first section describes the historical evolution of consultee-centered consultation beginning with the work of Gerald Caplan and progressing to its broad, contemporary version that accommodates various professions and multiple psychological orientations.
*Numerous Examples--The book provides a wealth of examples illustrating how consultee-centered consultation can be applied within school, child-care, social welfare, hospital and corporate settings.
*International Focus--The chapter contributors represent a wide range of geographical and professional expertise.
*Evaluation Methods--The final section provides examples of evaluation methods.
This volume is appropriate for school, counseling, and clinical and child clinical psychologists; human service professionals working with professionals from other disciplines; and special education leaders.
Contents: C. Spielberger, Foreword. Part I:Theoretical Advances in Consultee-Centered Consultation. N.M. Lambert, Consultee-Centered Consultation: An International Perspective on Goals, Process, and Theory. G. Caplan, Recent Advances in Mental Health Consultation and Collaboration. J. Sandoval, Constructivism, Consultee-Centered Consultation, and Conceptual Change. I. Hylander, Analysis of Conceptual Change in Consultee-Centered Consultation. Part II:Consultee-Centered Consultation With Schools and Community Organizations. Section 1:Preschool and Child Care. I. Hylander, G. Guvå, A Model for Consultation With Day Care and Pre-Schools. Section 2:Schools. B. Duncan, School Psychologists as Consultee-Centered Consultants Within a System-of-Care Framework: Service and Training Challenges. L. Babinski, S. Knotek, D.L. Rogers, Facilitating Conceptual Change in New Teacher Consultation Groups. C. Hatzichristou, Alternative School Psychological Services: Development of a Model Linking Theory, Research, and Service Delivery. C. Ingraham, Multicultural Consultee-Centered Consultation: Supporting Consultees in the Development of Cultural Competence. Section 3:Health and Welfare. P. Steinhauer, Thirty Years of Consultation to Child Welfare. J.N. Gongora, Consultee-Centered Consultation in a Network Intervention With Health Providers. R.B. Caplan-Moskovich, Consultee-Centered Consultation in Low Feasibility Settings. E. Rubin, M. Eladhari, Consultation and Administrative Coordination in a Special Day Treatment Setting. Section 4:Corporate Settings. M. Ekenbark, The Consultation Process in Corporate Groups. Section 5:Evaluation Practice. J.G. Kelly, The Legacy of Consultee-Centered Consultation for Collaborative Research. Part III:The Consultation Process--Dialogues Across Settings and Disciplines to Activate Conceptual Change. E. Johannessen, Complicating the Thinking of the Consultee. G. Guvå, Meeting a Teacher Who Asks for Help, but Not for Consultation. M. Brodin, What Does He Look Like? From the Inner World of the Consultee to the Inner World of the Client. S. Thörn, Allowing Ambiguity and Listening to the Contradictions. E. Michélsen, Anger and Gender in Consultation. M. Mang, Using Metaphors, Parables and Anecdotes in Consultation. P. Partanen, C. Wiström, Promoting Student Learning by Consultee-Centered Consultation. A. Wächter, To "Create a Conversation That Is a Little Bit Different." S. Rosenfield, Consultation as Dialogue: The Right Words at the Right Time. S. Knotek, Developing Through Discourse: Speech Genres as Pathways to Conceptual Change. M. Garcia, Reflectivity in Consultation. Part IV:Evidence of the Impact of Consultee-Centered Consultation. I. Hylander, Identifying Change in Consultee-Centered Consultation. J. Sandoval, Evaluation Issues and Strategies in Consultee-Centered Consultation.
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: