The field of school consultation, which is centered principally in school psychology and cuts across related disciplines such as special education and school counseling, has never had a comprehensive volume that examines its research perspectives and methodologies, its models of practice, and its future research directions. That is the mission of this Handbook. It provides both producers and consumers of school consultation with an invaluable snapshot of its current boundaries and rapidly growing content.
Key features of this outstanding new book include the following:
- research oriented - whereas many books dealing with school consultation practice have appeared over the last decade, none has attempted to provide a comprehensive review of research findings and methods supporting its growing body of evidence-based practice.
- author expertise - chapter authors are well known for their contributions to the school consultation research literature and, collectively, are recognized for their ability to translate scientific findings into implications for practice.
- commentary chapters - commentary chapters written by leading scholars provide integrative critiques of the book’s three major sections.
This book is intended for researchers, graduate students, and practitioners in school psychology and related human service disciplines, including special education, counselor education, counseling psychology, and school social work.
Table of Contents
Contents: J.C. Conoley, Foreword. Preface. Part I: Introduction. W.P. Erchul, S.M. Sheridan, Overview: The State of Scientific Research in School Consultation. J.L. Frank, T.R. Kratochwill, School-Based Problem-Solving Consultation: Plotting a New Course for Evidence-Based Research and Practice in Consultation. Part II: Methodological and Statistical Foundations. A.C. Schulte, Measurement in School Consultation Research. F.M. Gresham, M. Vanderwood, Quantitative Research Methods and Designs in Consultation. J. Meyers, S.D. Truscott, A.B. Meyers, K. Varjas, A.S. Collins, Qualitative and Mixed Methods and Designs in Consultation Research. A. VanDerHeyden, J.C. Witt, Section Commentary on Effective Consultation. Part III: What We Know: Process/Outcome Findings From Selected Models of Practice. S.E. Knotek, M. Kanuika, K.M. Ellingsen, Mental Health Consultation and Consultee-Centered Approaches. B.K. Martens, F.D. DiGennaro, Behavioral Consultation. S.M. Sheridan, B.L. Clarke, J.D. Burt, Conjoint Behavioral Consultation: What Do We Know and What Do We Need to Know? S.A. Rosenfield, A. Silva, T.A. Gravois, Bringing Instructional Consultation to Scale: Research and Development of IC and IC Teams. R.J. Illback, M.A. Pennington, Organization Development and Change in School Settings: Theoretical and Empirical Foundations. E.C. Lopez, B.K. Nastasi, Section Commentary: An Integrative View of Process/Outcome Research
From Selected Models of Consultation. Part IV: What We Know: Process/Outcome Findings From Selected Research Perspectives. C.L. Ingraham, Studying Multicultural Aspects of Consultation. W.P. Erchul, P.F. Grissom, K.C. Getty, Studying Interpersonal Influence Within School Consultation: Relational Communication and Social Power Perspectives. G.H. Noell, Research Examining the Relationships Among Consultation Process, Treatment Integrity, and Outcomes. J.N. Hughes, L. Loyd, M. Buss, Empirical and Theoretical Support for an Updated Model of Mental Health Consultation for Schools. S.G. Forman, J.E. Zins, Section Commentary: Evidence-Based Consultation: The Importance of Context and the Consultee. Part V: Conclusions. S.M. Sheridan, W.P. Erchul, Epilogue: The Future of Scientific Research in School Consultation.