Consultee-Centered Consultation: Improving the Quality of Professional Services in Schools and Community Organizations

Table of contents

• Consultee-Centered Consultation - Improving the Quality of Professional Services in Schools and Community Organizations *
• Title Page *
• Contents v
• I - Theoretical Advances in Consultee-Centered Consultation 1
• 1 - Consultee-Centered Consultation: an International Perspective on Goals, Process, and Theory 3
• References *
• 2 - Recent Advances in Mental Health Consultation and Mental Health Collaboration 21
• References *
• 3 - Conceptual Change in Consultee-Centered Consultation 37
• References *
• 4 - Analysis of Conceptual Change in Consultee-Centered Consultation 45
• References 60
• II - Consultee-Centered Consultation with Schools and Community Organizations 63
• 5 - Development of Consultee-Centered Consultation in Sweden 65
• References *
• 6 - School Psychologists as Consultee-Centered Consultants Within a System-Of-Care Frame Work: Service Delivery and Training Challenges 79
• References *
• 7 - Facilitating Conceptual Change in New Teacher Consultation Groups 101
• References *
• 8 - Alternative School Psychological Services: Development of a Model Linking Theory, Research and Service Delivery 115
• References *
• 9 - Multicultural Consultee- Centered Consultation: Supporting Consultees in the Development of Cultural Competence 133
• References *
• 10 - Thirty Years of Consulting to Child Welfare 149
• References *
• 11 - Using Consultee-Centered Consultation in a Network Intervention with Health Providers 171
• References *
• Suggested Reading *
• 12 - Consultee-Centered Consultation in Low Feasibility Settings 187
• References *
• 13 - Consultation and Administrative Coordination in a Special Day Treatment Setting 203
• References *
• 14 - The Consultation Process in Corporate Groups 221
• References *
• 15 - The Legacy of Consultee-Centered Consultation for the Process of Collaborative Research 233
• References 243
• III - Tlie Consultation Process—dialogues Across Settings and Disciplines to Activate Conceptual Change 245
• 16 - Complicating the Thinking of the Consultee 247
• References *
• 17 - How to Respond to Teachers, Wlio Ask for Help but Not for Consultation 255
• References *
• 18 - From the Inner World of the Consultee to the Inner World of the Client (with a Little Help from a Question) 265
• References *
• 19 - Allowing Ambiguity and Listening to the Contradictions 279
• References *
• 20 - Anger and Gender in Consultation 291
• References *
• 21 - Use of Metaphors, Parables, and Anecdotes in Consultee-Centered Consultation: School-Based Applications 301
• References *
• 22 - Promoting Student Learning by Consultee-Centered Consultation with a Vygotskian Framework 313
• References *
• Suggested Reading *
• 23 - To “create a Conversation That is a Little Bit Different” 323
• References *
• 24 - Consultation as Dialogue: the Right Words at the Right Time 337
• References *
• 25 - Developing Through Discourse: Speech Genres as Pathways to Conceptual Change 349
• References 357
• 26 - Reflectivity in Consultation 359
• References 368
• IV - Evidence of the Impact of Consultee-Centered Consultation 371
• 27 - Identifying Change in Consultee-Centered Consultation 373
• References 387
• 28 - Evaluation Issues and Strategies in Consultee-Centered Consultation 391
• References *
• Index 401

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