TY - BOOK ID - 7721961 TI - School consultation : conceptual and empirical bases of practice AU - Erchul, William P. AU - Martens, Brian K. PY - 1997 SN - 0306454564 1489900802 1489900780 PB - New York (N.Y.) : Plenum press, DB - UniCat KW - Educational consultants KW - Psychological consultation KW - School psychology KW - Ontwikkelingspsychologie KW - speciale problemen KW - speciale problemen. KW - Clinical psychology. KW - Education. KW - Clinical Psychology. KW - Education, general. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Psychiatry KW - Psychology, Applied KW - Psychological tests KW - Education UR - https://www.unicat.be/uniCat?func=search&query=sysid:7721961 AB - Consultation is an indirect model of delivering psychological services. Within this model, a consultant and caregiver (consultee) work together to optimize the functioning of a client in the caregiver's setting and to increase the caregiver's capacity to deal with similar situations in the future. In schools, for example, a psychologist may consult with a teacher about a student in the teacher's classroom. The practice of school consultation has burgeoned since its formal introduction into public education during the 1960s. Today, graduate training programs in various specialties of psychology and education require coursework in consultation, and many professionals in these areas spend some portion of their day engaged in consultation. Consultation can be a powerful tool in delivering psychological services in schools, but only when the consultant possesses a requisite level of skill and sophistication. In preparing this volume, we envi sioned its major purpose as reducing the level of naivete typically experienced by the beginning school consultant. Toward that end, we offer a systematic approach to school consultation that targets much of the information needed for one to consult in a competent manner. The reader should note that our use ofthe somewhat ambiguous term school consultant is intentional and recognizes that consultants working in schools today represent a variety of professional disciplines. The pri mary intended audience for this book, however, is clinical child psy chologists and school psychologists, although psychologists having other specialties are likely to find its content useful. ER -