Consultation in School, Family, and Organizational Systems

Consultation in School, Family, and Organizational Systems

CPSE 610

Fall 2006

T 8:00- 10:50 am

343 MCKB

Instructor: Dr. Rachel E. Crook LyonFamily Consultant:Karolyn Peery

340 Q MCKB(801) 465-8884 (h)

(801) 422-4375(801) 310-4698 (c )

Textbook: Dougherty, A.M. (2005). Psychological consultation and collaboration in school and community settings, fourth edition. Brooks/Cole.

Additional Readings:

Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and positive behavior supports: Addressing problem behavior in family contexts. Baltimore: Brookes.

O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J., Storey, K. & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.

Consultation has become a major approach for providing counseling and psychology services to children and adolescents. Consultation emphasizes an increase in problem-solving expertise within a triadic relationship (consultant-consultee-child). Consultation is recognized as an indirect service delivery approach whereby services are delivered by a consultant (the school counseling psychologist or special education teacher) to a consultee (teacher, parent or administrator) who, in turn, provides services to a child in the school or community setting. The indirect approach to service delivery generally is regarded as a “best practice” because it allows the counseling psychologist to impact many more children than could be served through a direct approach. Consultation involves a collaborative relationship in which the consultant is viewed as a facilitator. The emphasis is placed on the collaborative problem-solving process, which occurs during a series of interviews and related assessment activities. Throughout this process, the consultant’s role is to elicit a description of the problem, assist in analyzing the problem, devise a plan for intervention, and monitor the program once implemented. School reform efforts across the United States suggest a tremendous need for the involvement and support of individuals highly skilled in problem-solving and in understanding and facilitating organization change. Consultation is an important competency, which directly impacts change at individual and organizational levels.

Also in the midst of the current climate of education reform, numerous research studies have proven beyond dispute the positive connection between parent involvement and student success. Effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of education reform. In fact, the overall importance of parent and family involvement may be the foundation for all other education reforms. The Educate America Act: Goals 2000, goal 8 states: Every school will promote partnerships that will increase parental involvement and participation which promotes the social, emotional and academic growth of children.

The competencies and skills you will learn in this class will allow you to function as effective change agents in the lives of children and families and on a larger system or organizational level. Bringing people together to achieve a common goal will allow you to make significant contributions to your school, community and the field. We hope you will find the information and competencies that you gain from this class experience very valuable.

Objectives:

Demonstrate knowledge of change theory & the ethics of implementing activities to promote change

• Demonstrate sensitivity to multicultural, ethical and moral issues relevant to consultation, change and involvement of parents.
• Identify major sources of consultee difficulty and resistance to change, and demonstrate the knowledge to intervene effectively.

Demonstrate knowledge to use consultation to work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

• Describe eight different types of activities or stages that characterize most instances of consultation.
• Learn skills and develop characteristics, which will allow you to initiate and implement collaboration, consultation and coordination of efforts with various school personnel and parents.
• Demonstrate the knowledge to work with a consultee to identify a target behavior.
• Design a feasible plan for collecting baseline data and work collaboratively with a consultee to develop intervention plans and follow up and evaluation of progress, and implementing modifications as needs arise.
• Develop competencies that allow you to contribute appropriately to staffings, conferences, SEOP and IEP meetings.
• Demonstrate knowledge of the principles to effectively facilitate change at a systems level.

Demonstrate knowledge of methods to involves families in education and service delivery

• Demonstrate knowledge of various family systems models and how each theory views family influences on student development, learning and behavior.
• Identify ways to implement and apply the National Standards for Parent/Family Involvement which include:

1. effective home/school communication,
2. promotion and support of parenting skills,
3. involving parents in meaningful ways to promote student learning,
4. fostering effective parent volunteer programs,
5. promoting collaborative school decision making and advocacy, and
6. facilitating collaboration with community resources.

Suggested Readings:

Bergen, J.R. & Kratochwill (1990) . Behavioral consultation and therapy. New York: Plenum Press.

Campbell, C. (1993) Strategies for reducing parent resistance to consultation in the schools. Elementary School Guidance &

Counseling, 28 ,12), p. 83 – 91.

Erchul, W.P. & Conoley, C.W. (1991). Helpful theories to guide counselors’ practice of school-based consultation.

Elementary School Guidance & Counseling, 25 (2), p. 204-211.

Fine, M. J. & Gardner, P. A. (1991). Counseling and education services for families: An empowerment perspective.

Elementary School Guidance & Counseling, 26 (10), p. 33 – 44.

Jackson, D.N., & Hayes, D.H. (1993). Multicultural issues in consultation. Journal of Counseling and Development, 72, 144-147.

National PTA. The national standards for parent/family involvement programs (1998). National PTA: Chicago.

Sheridan, S.M., Kratochwill, T.R., & Bergan, J.R. (1996). Conjoint behavioral consultation: A procedural manual.

Weekly Reading Assignments and Discussion Topics (subject to change):

Note: We will typically spend part of class time discussing the readings and part on supervision (practical application).

DateTopicAssignment

Week 19/05Review Course Requirements

Overview/Definition/History/Context of Consultation

Proclamation to the Family Activity

Introduction to family project—Karolyn Peery

Week 2 9/12Introduction to Consultation Ch. 1

Skills & Characteristics of Effective ConsultantsQuiz #1

Helping & Diversity Skills Family Project readings Ch. 1

Family Project Collaboration-Family Case Studies

Week 39/19 Behavioral Techniques in Consultation

Family Project Collaboration-Pre testing (SIBR and PCRI)Ch. 2

Selection of Families

Week 4 9/26Consultation with Parents, Families and SchoolsCh. 12

Adopting a Family Relationship Framework Pre-testing Assignment

Family Development (Gender, Culture & Ethnicity Factors) 1st visit reflection

The Family as a Psychosocial System, Genograms

Family Project Collaboration-teaching parents to collect data on problem behavior

Week 5 10/03Behavioral Techniques in ConsultationCh. 10

Families Project Collaboration-Functional Behavioral Assessment Family Project readings Ch 5 2nd visit reflection

Week 6 10/10Organizational ConsultationCh. 8

Meet individually with Karolyn Peery/ Tina Dyches FUBA rough draft due

3rd visit reflection

Week 7 10/17Organizational Consultation Ch. 11

Family Project Collaboration-Developing a Behavior Plan FUBA due

Week 810/24Stages of consultation: Entry and DiagnosisCh. 3-4

Meet individually with Karolyn Peery/Tina Dyches BIP rough draft due

Family Project readings Ch. 3

4th visit reflection

Week 910/31Stage of consultation: Implementation Ch. 5

Working Through Resistance BIP due

Family Project Collaboration-Alan Tribble

Week 1011/07Stages of consultation: DisengagementCh. 6

Families Project Collaboration-Trouble Shooting 5th visit reflection

Week 11 11/14Diversity & Ethical Issues in ConsultationCh. 8

Family Project Collaboration-Post tests and data 6th visit reflection

Week 12 11/21 Friday Classes, Thanksgiving Break, No Class!

Week 1311/28Organizational and Family SystemsPresentations and

Papers on Systems Analysis

7th visit reflection

Week 1412/05Models of Consultation: Mental Health ConsultationCh. 9

Adlerian Techniques in Consultation Parent Post Data Collection due

8th visit reflection

Week 1512/12Case Examples of ConsultationCh. 13

Evaluation of the Consultation Process-Karolyn Peery Post testing due

Week 1612/18Final Exam: Presentation of Consultation Case StudiesPapers due 11:00 am Envelope for family:

FUBA and pre-test data

Intervention plans

Weekly data

Post-test data

Assignments and Grading Criteria:

Quizzes= 75 points500 – 480 A

FUBA= 50 points479 – 450A-

BIP= 50 points449 – 430B+

Data on Families= 50 points429 – 415B

Pre/Post Assessment of Families= 50 points414 - 400B-

Systems Evaluation Project= 75 points

Case Study= 150 points

500 points

Quizzes (75 points): Students are expected to attend class regularly. Promptness, demonstration of effective interpersonal relations, competent communication skills and professional conduct will all be expected. Quizzes will be given on the weekly readings in the first 5 minutes of class. Avoid leaving class early except for emergencies. Avoid having cell phones ringing during class. Quiz #1 will require you to introduce yourself as the school’s new school psychology practicum student and your vision of the consultation process.

The System Evaluation Project (75 points): You will conduct a systems analysis of an organization by applying Morasky’s (1982) principles to a system (family, business, school). Include two proposed goals and two proposed interventions at different levels of the organization (individual, group, intergroup, total organization). In the role of a consultant, you will prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal.

Family Project (200 points): You will demonstrate the knowledge and professional expertise to collaborate with families as well as school and community-based professionals by designing, implementing and evaluating an intervention that effectively responds to the educational & mental health needs of one child. More information will be forthcoming.

The Consultation Case Study (150 Points): You will demonstrate your knowledge of collaboration by conducting and reporting on an intervention that responds to the educational and mental health needs of one child. You may use your family project or you may choose a case from your practicum site. Your study shall address each of the following areas:

1) Provide description of the client and the consultee (age, gender, race/ethnicity, socio-economic status, etc)

2) History of the consulting relationship (brief summary of the meetings with the consultee, any challenges)

3) Provide background and context of the problem

• Problem is identified in observable, measurable terms
• Present level of performance vs. expected level
• There is baseline data

4) Provide description and analysis of the problem

• Assessment methods used
• Discussion of hypothesis generated

5) Link problem analysis data with goals for intervention

6) Provide specific description of the intervention (individual, group, organizational) and steps for implementation

7) Discuss collaboration efforts with family, school, and /or community-based individuals

• Description of and rationale for such

8) Provide outcome data and a discussion of the results of the intervention

• Change in behavior/ skills
• Progress towards goals

9) If intervention/consultation was not successful, discuss possible influencing factors and modifications that you could have implemented. If intervention/consultation was successful, discuss possible influencing factors and modifications that you could have implemented.

10) Brief summary paragraph on what you learned from this consultation project

This case study should be submitted in a single-spaced typed format. A maximum length of 10 pages (minimum 10 pt. Print) will be accepted. Scoring and evaluative criteria will be reviewed in class. You will prepare a 10 minute presentation complete with overhead or PowerPoint slides to share your work with your colleagues.

Preventing Sexual Harassment:

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.

Students With Disabilities:

Brigham Young University and I personally, are committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability

to complete this course successfully, please contact me at the beginning of the semester. You may also want to contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.

The Systems Evaluation Project

You will conduct a systems analysis on an organizational system (the front office of your school) or a family system (your consultation case family).

I. Organizational system:

1. Conduct a systems analysis by applying Morasky’s (1982) principles to the front office of your school:
2. Conduct a general review of the organization
3. Define geographical and functional boundaries
4. Identify production processes
5. Identify products

1. Identify input-output boundaries
2. Identify the goals of the organization--Are the current goals clear? Appropriate?
3. Identify target groups—list target groups in terms of priorities, e.g., teachers, administration, pupils, parents, community, lawmakers
4. Describe external support—list environmental factors that interact with the organization (e.g., laws)
5. Describe production processes
6. Identify feedback mechanisms
7. List external sensing mechanisms
8. List internal feedback mechanisms

1. What are the major constraints placed on the organization at this time--List external constraints and identify internal constraints by subsystem (e.g., principal and secretary)

1. Identify two proposed interventions (acceptant, catalytic, confrontational, prescriptive, & theory/principle, etc) at any of the different levels of the organization (individual, group, intergroup, total organization).

1. In the role of a consultant, prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal.

II. Family system:

1. Conduct a family systems analysis by applying family systems theory and principles to your consultation family:
2. Conduct a general review of the family
3. Identify members of the family
4. Define geographical boundaries (e.g., who lives where? Who shares a room? Where and when do family activities occur?)

1. Compose a family genogram (see attached sheet)
2. Identify closeness, distance, enmeshment, conflict among the family members and extended family.
3. Identify subsystems in the family—do children assume parental roles or do parents assume children’s roles? Who is the decision maker? Are siblings treated differently and is one favored over another?

1. Identify the goals of the family--Are the current goals clear? Appropriate? What expectations do the parents hold for the child?

1. Communication

1. Is communication clear in the family?
2. Is it affirming?

1. Describe external support—list environmental factors that interact with the family (e.g., church, school, friends)

1. What are the major constraints placed on the family at this time--List external constraints and identify internal constraints by subsystem (e.g., mother and son collude to exclude father from decision-making)

1. Identify two proposed interventions (acceptant, catalytic, confrontational, prescriptive, & theory/principle, etc) at any of the different levels of the family organization (individual, subsystem, intergroup, total organization).

1. In the role of a consultant, prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal.

Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards

• Practicing nurturing pedagogy
• Providing access to knowledge
• Enculturating for democracy
• Ensuring responsible stewardship of the schools

DOMAIN I: Data-Based Decision-Making and Accountability

Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated

Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable

DOMAIN II: Consultation and Collaboration

Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated

Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable

DOMAIN VIII: Home/School/Community Collaboration

Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated

Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable

Oral Presentation Grading Scale