Consultee-centered consultation [[electronic resource] ] : improving the quality of professional services in schools and community organizations / / edited by Nadine M. Lambert, Ingrid Hylander, Jonathan H. Sandoval

• Pubblicazione: Mahwah, N.J. ; ; London, : Lawrence Erlbaum Associates Ltd., 2004
• Descrizione fisica: 1 online resource (414 p.)
• Disciplina: 371.4
• Soggetto topico: Educational counseling; Counselors - Professional relationships
• Soggetto genere / forma: Electronic books.
• Altri autori: LambertNadine M HylanderIngrid SandovalJonathan
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Title; Copyright; Contents; I Theoretical Advances in Consultee-Centered Consultation; 1 Consultee-Centered Consultation: An International Perspective on Goals, Process, and Theory; 2 Recent Advances in Mental Health Consultation and Mental Health Collaboration; 3 Conceptual Change in Consultee-Centered Consultation; 4 Analysis of Conceptual Change in Consultee-Centered Consultation; II Consultee-Centered Consultation With Schools and Community Organizations; 5 Development of Consultee-Centered Consultation in Sweden ; 6 School Psychologists as Consultee-Centered Consultants Within a System-of-Care Framework: Service Delivery and Training Challenges7 Facilitating Conceptual Change in New Teacher Consultation Groups; 8 Alternative School Psychological Services: Development of a Model Linking Theory, Research and Service Delivery; 9 Multicultural Consultee-Centered Consultation: Supporting Consultees in the Development of Cultural Competence; 10 Thirty Years of Consulting to Child Welfare; 11 Using Consultee-Centered Consultation in a Network Intervention With Health Providers ; 12 Consultee-Centered Consultation in Low Feasibility Settings13 Consultation and Administrative Coordination in a Special Day Treatment Setting; 14 The Consultation Process in Corporate Groups; 15 The Legacy of Consultee-Centered Consultation for the Process of Collaborative Research; III The Consultation Process-Dialogues Across Settings and Disciplines to Activate Conceptual Change; 16 Complicating the Thinking of the Consultee; 17 How to Respond to Teachers, Who Ask for Help but not for Consultation ; 18 What Does He Look Like? From the Inner World of the Consultee to the Inner World of the Client (With a Little Help From a Question)19 Allowing Ambiguity and Listening to the Contradictions; 20 Anger and Gender in Consultation; 21 Use of Metaphors, Parables, and Anecdotes in Consultee-Centered Consultation: School-Based Applications; 22 Promoting Student Learning by Consultee-Centered Consultation With a Vygotskian Framework; 23 To "Create a Conversation That Is a Little Bit Different"; 24 Consultation as Dialogue: The Right Words at the Right Time ; 25 Developing Through Discourse: Speech Genres as Pathways to Conceptual Change26 Reflectivity in Consultation; IV Evidence of the Impact of Consultee-Centered Consultation; 27 Identifying Change in Consultee-Centered consultation; 28 Evaluation Issues and Strategies in Consultee-Centered Consultation; Index
• Sommario/riassunto: This book describes the theory, methods, and contemporary applications of consultee-centered consultation, a non-hierarchical, non-prescriptive helping relationship between a consultant and a person or group (consultee) seeking professional help with a client. The goal is to provide help in re-conceptualizing the consultee's work problem thereby 1) improving their relationship with the client and 2) expanding the professional repertoire of both consultant and consultee. Key features of this outstanding new book include the following:*Conceptual Change Focus--The process of conceptua
• Titolo autorizzato: Consultee-centered consultation
• ISBN: 1-4106-1035-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910450286803321
• Lo trovi qui: Univ. Federico II
• Serie: Consultation and intervention series in school psychology.