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Conjoint Behavioral Consultation

Conjoint Behavioral Consultation. Practicum in School Psychology Consultation August 26, 1999 S. Sheridan, Ph.D. Consultation: An Overview. What Is Consultation??. First, what do you think?!?. What Is Consultation??.

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Conjoint Behavioral Consultation

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  1. Conjoint BehavioralConsultation Practicum in School Psychology Consultation August 26, 1999 S. Sheridan, Ph.D.

  2. Consultation: An Overview

  3. What Is Consultation?? • First, what do you think?!?

  4. What Is Consultation?? • An indirect form of service-delivery that involves the cooperative, problem-solving efforts of two or more persons to clarify a clients’ needs, and to develop, implement, and evaluate appropriate strategies for intervention (Brown et al., 1991; Sheridan & Kratochwill, 1990; Zins et al., 1988).

  5. Why Do Consultation?? • Attempts to provide comprehensive mental health services without support and follow-through by significant others leads to: • disjointed and fragmented services, • lack of follow-through (generalization), • unreasonable case loads, and • significant job stress.

  6. Conjoint BehavioralConsultation (CBC)

  7. Conjoint Behavioral Consultation: A Definition • A structured, indirect form of service delivery in which teachers and parents are brought together to collaboratively identify and address students’ needs (Sheridan & Kratochwill, 1992). • Emphasizes meaningful parental/family participation in their child’s education • A consultation model that goes beyond the school setting, promoting and supporting home-school partnerships in the context of cooperative and collegial problem-solving

  8. Conjoint Behavioral Consultation:A Definition • The bi-directional, reciprocal interconnections between home and school are central, especially as they contribute to the academic, behavioral, and social-emotional development of children. • All stages of consultation (from problem identification to evaluation) are conducted in a simultaneous (rather than parallel) manner.

  9. Key Characteristics of Consultation/CBC • Indirect service delivery (triadic model) carried out via a joint, problem-solving process. • Work-related focus (not therapeutic); consultation is NOT counseling! • Participants: Consultant, consultee, client. • Voluntary, collegial relationship that involves parity & interdependence • Roles of participants are both defined and varied; each participant brings his or her own expertise to the process.

  10. Direct Service (Dyadic) Model Therapist Client

  11. Indirect Service (Triadic) Model Consultant Consultee Client

  12. Conceptual Bases:Ecological Theory • Concerned with the interaction between an individual and the environment. • Ecosystems (the interactions among systems) are examined, rather than focusing on an individual within a narrow context. • Emphasizes the “mutual accommodation” between an individual and the environment. • Problems are seen as a function of a “mismatch” between the person and environment.

  13. Conceptual Bases:Ecological-Systems Theory • An individual is an inseparable part of a small social system comprised of 4 interrelated systems: • Microsystem: Relation of the client with the immediate setting. • Mesosystem: Interrelations among the major systems in one’s life. • Exosystem: Events in systems in which one does not directly participate, but that impinge upon the immediate system. • Macrosystem: Overall cultural or subcultural patterns of which the other systems are a concrete manifestation (economic, political, etc.)

  14. Macrosystem Exosystem Mesosystem Micro- system Mesosystem Exosystem Macrosystem

  15. Conceptual Bases:Ecological-Behavioral Theory • Combines the empirical technology of behavioral theory/analysis with the conceptual advances of ecological theory • Allows for a comprehensive and functional understanding of a client’s needs • Recognizes the importance of broad-based data collection and cross-setting intervention. • Stresses the importance of looking at the entire system surrounding clients, as well as coordinating these systems.

  16. Conjoint Behavioral Consultation Based on the assumptions that: • Consistency and congruence in approaches, attitudes, and actions across home and school systems are important • Structured, joint problem solving facilitates clear communication, shared goals, and congruent practices • CBC is one vehicle by which to foster constructive, goal directed, solution-oriented home-school partnerships

  17. CBC Outcome Goals • Obtain comprehensive and functional data over extended temporal and contextual bases • Identify potential setting events that are temporally or contextually distal to target • Improve skills and knowledge of all parties • Establish consistent programming across settings • Monitor behavioral contrast and side effects systematically via cross-setting treatment agents • Develop skills and competencies for future conjoint problem solving • Enhance generalization and maintenance of treatment effects

  18. CBC Process Goals • Improve communication and knowledge about child and family • Increase commitments to educational goals • Address problems across, rather than within, settings • Promote shared ownership for problem identification and solution • Promote greater conceptualization of a problem • Increase the diversity of expertise and resources available • Establish and strengthen home-school partnerships; enhance the home-school relationship

  19. Stages in Behavioral Consultation/CBC • Conjoint Problem Identification • Conjoint Problem Analysis • Conjoint Treatment Implementation • Conjoint Treatment Evaluation Stages are procedurally operationalized through a series of behavioral interviews requiring both “process” and “content” expertise.

  20. Process Expertise • Procedural knowledge about stages and objectives • Discrete verbal skills that guide consultant and consultee through consultation stages • Serve as a script for problem solving • Allow a standardized approach for eliciting and organizing relevant information • Essential foundation and structure for consultative interactions

  21. Content Expertise • General, working knowledge about assessment methods, intervention strategies, evaluation techniques. • Understanding of important case information, and the manner in which it influences consultation procedures and outcomes. • Requires consultant to incorporate professional knowledge base as it relates to client and case characteristics (e.g., population considerations) as they are presented in consultation.

  22. CBC Procedural Considerations

  23. Pre-consultation: • A “preconsultation meeting” is recommended to begin building the home-school consultation relationship, and to establish roles, responsibilities, shared expectations, etc. • To the greatest extent possible, this should include all individuals who will be a part of consultation

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