Further considerations on a cognitive problem-solving perspective on school consultation.

Addresses cognitive research in school consultation and critiques W. Pryzwansky (see record 1989-38304-001). Four topics are reviewed: (a) the present state of cognitively oriented research in consultation, (b) research on social-science problem solving and its extension to school consultation, (c) research on teachers' cognitions and decision making in the classroom, and (d) cognitive training strategies that can be applied to consultation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School consultation: Some considerations from a cognitive psychology perspective.

The cognitive psychology literature examining expert vs novice problem-solving approaches contributes to the conceptualization of school consultation as a problem-solving activity. As an initial step in pursuing those ideas systematically, think-aloud protocols were collected from 11 school psychology students and 21 school psychologists responding to an actual taped consultation case. Preliminary data analyses identified 3 levels of problem finding during the entry state of consultation. Results suggest that the identified levels were not necessarily related to experience or training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

A behavioral consultation training model is presented that articulates training competency and service goals in school psychology. The model promotes evaluation of the competencies of school psychologists and their impact on the settings in which consultation services are provided. It also focuses on learning and adjustment problems in the socialization process and works on specific target behaviors. Problem-solving strategies are developed in 4 stages: (a) problem identification, (b) problem analysis, (c) intervention, and (d) evaluation. Difficulties encountered in implementing the model are discussed. (60 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

U.S. Workplace bullying: Some basic considerations and consultation interventions.

Bullying in the workplace is a worldwide phenomenon. There is a sizable professional literature on workplace bullying based largely on studies in European and other countries in comparison to studies involving U.S. corporations. Psychological consultants to U.S. corporations need to know and understand how certain considerations such as prevalence, legal reform and issues, and employers’ response to bullying differ in the United States compared with other countries. This article provides an overview of these considerations, emphasizing prevalence studies on bullying in the United States. It then describes one successful consultation intervention that targeting bullying in a U.S. corporation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral consultation from a request-centered relational communication perspective.

Used J. Folger and S. Puck's (1976 [unpublished paper]) relational communication coding system to examine relationship definition aspects of behavioral consultation. It was predicted that (1) consultees would be characterized as passive, accepting, and cooperative within the relationship and (2) consultants would be shown to control the relationship through their frequent initiation of requests. 10 doctoral-level psychology students served as consultants to 1 female consultee each across 3 interviews. 7,493 total messages were coded. Results support the 2 predictions and also reveal negative correlations between consultee initiation of requests during the initial interview and consultation outcome measures. Findings are discussed in relation to social exchange theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Open systems consultation: Some lessons learned from case experience.

Contends that mental health consultation has been dominated by G. Caplan's (see record 1964-06327-001) approach. Recently, it has been argued that mental health consultation can be better understood in open systems terms. The present article provides a case study of how the entry phase of the consultation process can be conceptualized in open systems terms and how this conceptualization provides both particular clarity of analysis and clearer directions for the solution of consultation problems. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In a different voice: Credentialing in school psychology from a doctoral perspective.

To clarify the context in which controversy over credentialing in doctoral school psychology is embedded, I review some of the relevant issues and problems and hope that the analysis will help to focus attention on the special needs of doctoral school psychologists. Recommendations on how to change this professional situation are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Oculomotor paralysis. The perspective of a neuro-ophthalmology consultation

Ocular paresis is a usual diagnosis in neuro-ophthalmologic consultation, and its aetiology is indeed a challenge. The authors studied 3400 records concerning this consultation, between 1982 and the third quarter of 1993. During this period 221 cases with ocular paresis were selected. During this retrospective study we point out the following items: the cranial nerve affected; the neuro-ophthalmologic semiology; the aetiology and clinical evolution, according to the age groups. From 221 cases selected, 111 were paresis from the VIth pair (50.2%), 88 from the IIIrd pair (39.8%), 14 multiple paresis (6.4%) and 8 paresis from the IVth pair (3.6%). The most frequent complaint was diplopia (> 90%). As far as the aetiological diagnosis is concerned, this was easier to establish in patients > 50 years of age. In this age group the most usual aetiology was vascular and traumatic pathologies. In younger patients the most frequent pathologies were traumatic and tumoral. The prognostic was better in the vascular group, the paresis recovery being > 50% in all other pathologies, except the tumoral one.     

Multilevel school consultation training: Preliminary program evaluation.

Recommends the acquisition of consultation skills for school psychologists but notes that this is a neglected area in the majority of training programs. To meet the need for training prototypes, a multilevel consultation training sequence with matched field experiences graduated by learning goals and previous skill development is proposed. Specifically, Level 1 of the consultation program and its matched field experience, consultation with student teachers, is evaluated as a viable means within a university setting by which novice consultants can practice diverse consultation skills. Evaluation data from 12 consultation students (doctoral candidates), student teachers, and student teaching supervisors support the effectiveness of the program for both consultants and consultees. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural organizational consultation: A social justice perspective.

Multicultural organizational consultation (MOC) possesses a strong social justice component because it is directed toward removing barriers to equal access and opportunity in organizations. As such, it often challenges the power and privilege of organizational policies and practices that oppress marginalized groups and perpetuate disparities. Four important characteristics of MOC are discussed: (a) the need for a conceptual framework of multicultural organizational development, especially how standard operating procedures (programs, policies, and practices) may enhance or impede diversity initiatives; (b) confronting the sociopolitical systems of power and privilege inherent in organizations; (c) the consultant's ability to understand his or her own worldview in relation to other diverse worldviews related to race, gender, sexual orientation, and other sociodemographic dimensions; and (e) integrating roles and tasks in facilitating difficult dialogues on race, gender, and sexual orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociobiology: Some general considerations.

Sociobiology (SB) is a reactionary ideology posing as a scientific synthesis between biology and sociology, between organismic evolution and socially organized behavior. SB is virtually cribbed out of social Darwinism. SB erroneously transfers genetic determinations of physical characteristics to their activities or to the behavior of the whole organism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A scientific problem-solving approach to developing accountability procedures for school psychologists.

Discusses the use of evaluations of school psychological services in improving service delivery and professional development. The steps of a scientific problem-solving approach to accountability are outlined in terms of problem definition, generation of alternatives, decision making, implementation and outcome evaluation, dissemination of results, and meta-evaluation. The use of this model is illustrated by its application to the assessment of the evaluation, consultation, and referral services provided by a school psychologist. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A psychology intern on a psychiatric consultation team: An intern's perspective.

A rotation on a consultation-liaison team can provide the intern with a varied experience and exposure to the diversity of psychological concomitants of medical illness as well as more purely psychological problems. The intern's training also provides the opportunity to teach other team members about psychological factors that may be operative in their patients. Potential conflicts arising from differences between the training of psychiatry and psychology team members and the divergence between the medical and behavioral or social-developmental models are noted. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions to merit pay increases: A longitudinal test of a signal sensitivity perspective.

The relationships among merit pay raises, trait positive affectivity (PA), and reactions to merit pay increases (pay attitudes and behavioral intentions) were explored in a longitudinal study of hospital employees. Drawing on signal sensitivity theory, the authors expected that PA would moderate the relationship between merit pay raise size and reactions to the increase such that pay raise size would be more strongly related to pay attitudes and behavioral intentions among those low in PA. Results strongly supported the predictions in the case of reactions to the raise amount (happiness and effort intentions) but not for pay level satisfaction. Implications of the results and directions for future research are identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empathy research: Some methodological considerations.

Calls for a systematic inquiry into the construct of empathy and suggests that improved definitional and methodological consideration in research will lead to more persuasive findings about the alleged relations between empathy and client outcomes. A category system is proposed for analyzing methodological deficiencies. The system is applied to 4 different measures of empathy and 3 studies having different findings but purportedly similar designs. Renewed attention to the construct of empathy is advocated. (93 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consultant experience and attributions in school consultation.

Hypothesized that experienced school psychologists would be more flexible than inexperienced school psychologists in their attributions of responsibility for outcome of consultation. Responses from 56 members of a state school psychological association were analyzed for attributions of responsibility for outcome to the consultee, to the consultant, and to other factors. Results fail to support the hypothesis. Regardless of consultation success or failure, Ss attributed responsibility for consultation outcome mostly to the consultee. Experienced psychologists, however, were more likely than inexperienced psychologists to attribute responsibility for outcome to teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing social problem-solving performance in an elementary school setting.

Social problem-solving training, conducted as part of a social studies curriculum with 185 3rd- and 4th-grade children, was assessed by a measure of problem-solving thinking, a structured adult–child interaction, a structured group interaction, and the Nowicki-Strickland Locus of Control Scale for Children. The experimental design used 4 training groups: no treatment (control), video modeling tapes (TV), video modeling tapes plus discussion exercises (discussion), and video modeling tapes plus role-play exercises (role play). The major findings revealed significant overall treatment effects on problem-solving thinking, the group interaction, and locus of control. Findings are interpreted as indicating that the role-play treatment is more likely to transfer to everyday social interactions and enhance children's social competence. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work-related stress and blood pressure: Current theoretical models and considerations from a behavioral medicine perspective.

There is extensive evidence that the prevalence of human hypertension is related to psychosocial factors, possibly including chronic exposure to stress. A tripartite model, consistent with the literature on stress and health, may help to define this relationship better. Its 3 components are environmental stressors, individual factors affecting the perception of stress, and the individual's physiological susceptibility. To date, researchers have looked at individual parts of this model, but rarely all 3. Some models of work stress (e.g., the job strain, effort-reward, and person-environment fit models) focus on work-related stressors alone or in conjunction with individual characteristics. Other models (e.g., the defense-defeat, John Henryism, and reactivity models) focus on individual differences in response, with little attention paid to the nature of the stressors. The authors suggest that it is timely to integrate these approaches and to look for physiological mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing school psychology: A turn-of-the-century perspective.

Contemporary school psychology is more than an extrapolation of its early circumstances. However, several aspects remain intact despite changes in child classification, technology and instrumentation, regulation, and professionalization of the field. A snapshot is presented of school psychology practice during its origin period at the turn of the 20th century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)