Consultation in School, Family, and Organizational Systems

Consultation in School, Family, and Organizational Systems CPSE 610 Fall 2008 T 9:00- 10:50 am 319 MCKB

Instructor: Dr. Rachel E. Crook Lyon Family Consultant: Karolyn Peery 340 Q MCKB (801) 465-8884 (h) (801) 422-4375 (801) 310-4698 (c ) [email protected] [email protected]

Textbook: Dougherty, A.M. (2008). Psychological consultation and collaboration in school and community settings, fifth edition. Brooks/Cole.

Additional Readings: Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and positive behavior supports: Addressing problem behavior in family contexts. Baltimore: Brookes.

O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J., Storey, K. & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.

Consultation has become a major approach for providing counseling and psychology services to children and adolescents. Consultation emphasizes an increase in problem-solving expertise within a triadic relationship (consultant-consultee-child). Consultation is recognized as an indirect service delivery approach whereby services are delivered by a consultant (the school counseling psychologist or special education teacher) to a consultee (teacher, parent or administrator) who, in turn, provides services to a child in the school or community setting. The indirect approach to service delivery generally is regarded as a “best practice” because it allows the counseling psychologist to impact many more children than could be served through a direct approach. Consultation involves a collaborative relationship in which the consultant is viewed as a facilitator. The emphasis is placed on the collaborative problem-solving process, which occurs during a series of interviews and related assessment activities. Throughout this process, the consultant’s role is to elicit a description of the problem, assist in analyzing the problem, devise a plan for intervention, and monitor the program once implemented. School reform efforts across the United States suggest a tremendous need for the involvement and support of individuals highly skilled in problem-solving and in understanding and facilitating organization change. Consultation is an important competency, which directly impacts change at individual and organizational levels. Also in the midst of the current climate of education reform, numerous research studies have proven beyond dispute the positive connection between parent involvement and student success. Effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of education reform. In fact, the overall importance of parent and family involvement may be the foundation for all other education reforms. The Educate America Act: Goals 2000, goal 8 states: Every school will promote partnerships that will increase parental involvement and participation which promotes the social, emotional and academic growth of children. The competencies and skills you will learn in this class will allow you to function as effective change agents in the lives of children and families and on a larger system or organizational level. Bringing people together to achieve a common goal will allow you to make significant contributions to your school, community and the field. We hope you will find the information and competencies that you gain from this class experience very valuable.

Objectives:

Demonstrate knowledge of change theory & the ethics of implementing activities to promote change  Demonstrate sensitivity to multicultural, ethical and moral issues relevant to consultation, change and involvement of parents.  Identify major sources of consultee difficulty and resistance to change, and demonstrate the knowledge to intervene effectively.

Demonstrate knowledge to use consultation to work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

 Describe eight different types of activities or stages that characterize most instances of consultation.  Learn skills and develop characteristics, which will allow you to initiate and implement collaboration, consultation and coordination of efforts with various school personnel and parents.  Demonstrate the knowledge to work with a consultee to identify a target behavior.  Design a feasible plan for collecting baseline data and work collaboratively with a consultee to develop intervention plans and follow up and evaluation of progress, and implementing modifications as needs arise.  Develop competencies that allow you to contribute appropriately to staffings, conferences, SEOP and IEP meetings.  Demonstrate knowledge of the principles to effectively facilitate change at a systems level.

Demonstrate knowledge of methods to involves families in education and service delivery  Demonstrate knowledge of various family systems models and how each theory views family influences on student development, learning and behavior.  Identify ways to implement and apply the National Standards for Parent/Family Involvement which include: 1. effective home/school communication, 2. promotion and support of parenting skills, 3. involving parents in meaningful ways to promote student learning, 4. fostering effective parent volunteer programs, 5. promoting collaborative school decision making and advocacy, and 6. facilitating collaboration with community resources.

Suggested Readings:

Bergen, J.R. & Kratochwill (1990) . Behavioral consultation and therapy. New York: Plenum Press. Campbell, C. (1993) Strategies for reducing parent resistance to consultation in the schools. Elementary School Guidance & Counseling, 28 ,12), p. 83 – 91. Erchul, W.P. & Conoley, C.W. (1991). Helpful theories to guide counselors’ practice of school-based consultation. Elementary School Guidance & Counseling, 25 (2), p. 204-211. Fine, M. J. & Gardner, P. A. (1991). Counseling and education services for families: An empowerment perspective. Elementary School Guidance & Counseling, 26 (10), p. 33 – 44. Jackson, D.N., & Hayes, D.H. (1993). Multicultural issues in consultation. Journal of Counseling and Development, 72, 144-147. National PTA. The national standards for parent/family involvement programs (1998). National PTA: Chicago. Sheridan, S.M., Kratochwill, T.R., & Bergan, J.R. (1996). Conjoint behavioral consultation: A procedural manual.

Weekly Reading Assignments and Discussion Topics (subject to change): Note: We will typically spend part of class time discussing the readings and part on supervision (practical application).

Date Topic Assignment

Week 1 9/02 Review Course Requirements In class--Meyers (2002) Overview/Definition/History/Context of Consultation Proclamation to the Family Activity Training in Consultation Introduction to family project—Karolyn Peery, Autism Speaks DVD

Week 2 9/09 Introduction to Consultation Ch. 1-2 Skills & Characteristics of Effective Consultants Helping & Diversity Skills Family Project Collaboration-Overview of program

Week 3 9/16 Consultation with Parents & Families Cox (2005), Lucyshyn (2002), Family Project Collaboration—Selection of Families Guidelines Athanasiou et al (2002)

Week 4 9/23 Consultation in School Settings Ch. 12, Guli (2005)

Week 5 9/30 Behavioral Techniques in Consultation Ch. 10. Freer & Watson (1999) Families Selection—DPSD—(SIB-R/PCRI)

Week 6 10/07 Organizational Consultation Ch. 8, Rosenfield (1992) Family Project Collaboration—Teaching parents to collect data Pre-testing Assignment 1st visit reflection

Week 7 10/14 Organizational Consultation Ch. 11, Lucyshyn (Ch 5) Family Project Collaboration-Functional Behavior Assessment 2nd visit reflection

Week 8 10/21 Stages of consultation: Entry and Diagnosis Ch. 3-4, Lucyshyn (Ch 3) Family Project Collaboration—Choosing alternative competing FUBA due behavior and consequences 3rd visit reflection

Week 9 10/28 Stage of consultation: Implementation Ch. 5, Schiappa (2000), Working Through Resistance Sterling-Turner et al (2002) Family Project Collaboration-Meet individually to develop BIP 4th visit reflection

Week 10 11/04 Stages of consultation: Disengagement Ch. 6, Stenger et al (2002) Families Project Collaboration-Teaching Behavior Plan BIP due,

Week 11 11/11 Diversity & Ethical Issues in Consultation Ch. 8 Family Project Collaboration-Trouble shooting 5th visit reflection

Week 12 11/18 Organizational and Family Systems Presentations and Papers on Systems Analysis 6th visit reflection Week 13 11/25 Friday Classes, Thanksgiving Break, No Class!

Week 14 12/02 Models of Consultation: Mental Health Consultation Ch. 9, Conwill (2003) Adlerian Techniques in Consultation 7th visit reflection Family Project Collaboration- Post-testing, termination

Week 15 12/09 Case Examples of Consultation Ch. 13 Evaluation of the Consultation Process-Karolyn Peery Post testing due

Week 16 12/17 Wed, Final Exam: Presentation of Consultation Case Studies Papers due 9:00 am Envelope for family: FUBA and pre-test data Intervention plans Weekly data Post-test data Weekly reflections

Assignments and Grading Criteria:

Quizzes = 75 points 500 – 480 A FUBA = 50 points 479 – 450 A- BIP = 50 points 449 – 430 B+ Data on Families = 50 points 429 – 415 B Pre/Post Assessment of Families = 50 points 414 - 400 B- Systems Evaluation Project = 75 points Case Study = 150 points 500 points

Quizzes (75 points): Students are expected to attend class regularly. Promptness, demonstration of effective interpersonal relations, competent communication skills and professional conduct will all be expected. Quizzes will be given on the weekly readings in the first 5 minutes of class. Avoid leaving class early except for emergencies. Avoid having cell phones ringing during class. Quiz #1 will require you to introduce yourself as the school’s new school psychology practicum student and your vision of the consultation process.

The System Evaluation Project (75 points): You will conduct a systems analysis of an organization by applying Morasky’s (1982) principles to a system (family, business, school). Include two proposed interventions at different levels of the organization (individual, group, intergroup, total organization). In the role of a consultant, you will prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal.

Family Project (200 points): In teams of two, you will demonstrate the knowledge and professional expertise to collaborate with families as well as school and community-based professionals by designing, implementing and evaluating an intervention that effectively responds to the educational & mental health needs of one child. The Consultation Case Study (150 Points): You will demonstrate your knowledge of collaboration by conducting and reporting on an intervention that responds to the educational and mental health needs of one child. You may use your family project or you may choose a case from your practicum site. Your study shall address each of the following areas: 1) Provide description of the client and the consultee (age, gender, race/ethnicity, socio-economic status, etc) 2) History of the consulting relationship (brief summary of the meetings with the consultee, any challenges) 3) Provide background and context of the problem . Problem is identified in observable, measurable terms . Present level of performance vs. expected level . There is baseline data 4) Provide description and analysis of the problem . Assessment methods used . Discussion of hypothesis generated 5) Link problem analysis data with goals for intervention 6) Provide specific description of the intervention (individual, group, organizational) and steps for implementation 7) Discuss collaboration efforts with family, school, and /or community-based individuals . Description of and rationale for such 8) Provide outcome data and a discussion of the results of the intervention . Change in behavior/ skills . Progress towards goals 9) If intervention/consultation was not successful, discuss possible influencing factors and modifications that you could have implemented. If intervention/consultation was successful, discuss possible influencing factors and modifications that you could have implemented. 10) Brief summary paragraph on what you learned from this consultation project

This case study should be submitted in a single-spaced typed format. A maximum length of 10 pages (minimum 10 pt. Print) will be accepted. Scoring and evaluative criteria will be reviewed in class. You will prepare a 10 minute presentation complete with overhead or PowerPoint slides to share your work with your colleagues.

Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24- hours); or contact the Honor Code Office at 378-2847.

Students With Disabilities:

Brigham Young University and I personally, are committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact me at the beginning of the semester. You may also want to contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB. The Systems Evaluation Project You will conduct a systems analysis on an organizational system (the front office of your school) or a family system (your consultation case family). I. Organizational system:

1. Conduct a systems analysis by applying Morasky’s (1982) principles to the front office of your school: a. Conduct a general review of the organization i. Define geographical and functional boundaries ii. Identify production processes iii. Identify products

b. Identify input-output boundaries c. Identify the goals of the organization--Are the current goals clear? Appropriate? d. Identify target groups—list target groups in terms of priorities, e.g., teachers, administration, pupils, parents, community, lawmakers e. Describe external support—list environmental factors that interact with the organization (e.g., laws) f. Describe production processes g. Identify feedback mechanisms i. List external sensing mechanisms ii. List internal feedback mechanisms

h. What are the major constraints placed on the organization at this time--List external constraints and identify internal constraints by subsystem (e.g., principal and secretary)

2. Identify two proposed interventions (acceptant, catalytic, confrontational, prescriptive, & theory/principle, etc) at any of the different levels of the organization (individual, group, intergroup, total organization).

3. In the role of a consultant, prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal.

II. Family system:

1. Conduct a family systems analysis by applying family systems theory and principles to your consultation family: a. Conduct a general review of the family i. Identify members of the family ii. Define geographical boundaries (e.g., who lives where? Who shares a room? Where and when do family activities occur?)

b. Compose a family genogram (see attached sheet) i. Identify closeness, distance, enmeshment, conflict among the family members and extended family. ii. Identify subsystems in the family—do children assume parental roles or do parents assume children’s roles? Who is the decision maker? Are siblings treated differently and is one favored over another?

c. Identify the goals of the family--Are the current goals clear? Appropriate? What expectations do the parents hold for the child?

d. Communication

i. Is communication clear in the family? ii. Is it affirming?

e. Describe external support—list environmental factors that interact with the family (e.g., church, school, friends)

f. What are the major constraints placed on the family at this time--List external constraints and identify internal constraints by subsystem (e.g., mother and son collude to exclude father from decision-making)

2. Identify two proposed interventions (acceptant, catalytic, confrontational, prescriptive, & theory/principle, etc) at any of the different levels of the family organization (individual, subsystem, intergroup, total organization). 3. In the role of a consultant, prepare a 5 minute oral presentation as well as a 2-3 page written document of your system evaluation and proposal. NCSP Case Study Rubric Section 1: Problem Identification

Very Effective Effective Needs Development

The student’s behavior is The student’s behavior is The student’s behavior is 1.1 defined in the context of operationally defined identified but not appropriate grade and/or operationally defined peer expectations, e.g., local norms

The problem is collaboratively The problem is not 1.2 defined collaboratively defined

1.3 The discrepancy between The behavior is operationally The behavior is not current and desired level of defined or quantified in terms operationally defined in performance is explained of both current and desired terms of both current and levels of performance desired levels of performance

1.4 Baseline includes the A baseline for the student A baseline for the student student behavior and behavior is established using behavior is not established or peer/grade norms and sufficient data has insufficient data expectations with computed trend lines

1.5 The student behavior is The student behavior is not identified as a skill and/or identified as a skill and/or performance deficit performance deficit

1.6 Parents/guardians and teachers Parents/guardians and are involved in the problem- teachers are not involved in identification process the problem-identification process Summary

Section 2: Problem Analysis

2.1 Hypotheses are One or more hypotheses are Hypotheses are not developed, generated through developed to identify the hypotheses are developed in collaboration with functions that the behavior serves only one area and/or teacher and/or parent and/or the conditions under hypotheses are not measurable which the behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home

2.2 There are multiple There is evidence that Appropriate data are not sources of data that appropriate data are collected to collected to confirm or reject converge on each confirm or reject the proposed the hypotheses proposed hypothesis hypotheses. Appropriate data include one or more of the following: record review, interview, observation, testing, and self report

2.3 Hypotheses reflect an awareness Hypotheses do not reflect an of issues of diversity (e.g. awareness of issues related to physical, social, linguistic, diversity (e.g. physical, social, cultural) linguistic, cultural) Summary Comments

Section 3: Intervention

3.1 Intervention is linked to Intervention is not linked to observable, measurable goal observable, measurable goal statement(s) statement (s)

3.2 Intervention(s) selection is based Intervention(s) selection is not on data from problem analysis based on data from problem and hypothesis testing analysis and hypothesis testing

3.3 Intervention(s) is evidence-based Intervention(s) is not evidence- (e.g. research literature, functional based (e.g. research literature, analysis, single case design functional analysis, single case analysis) design analysis)

3.4 Intervention(s) is developed Intervention(s) is not collaboratively developed collaboratively

3.5 Intervention (s) reflects sensitivity Intervention(s) does not reflect to individual differences, sensitivity to individual resources, classroom practices, differences, resources, and other system issues. classroom practices, and other Acceptability of intervention is system issues. Acceptability verified of intervention is not verified 3.6 Logistics of setting, time, Logistics of setting, time, resources and personnel are resources and personnel are included in the intervention plan not included in the intervention plan

3.7 Intervention selection considers Intervention selection does not unintended outcomes or consider unintended outcomes limitations of limitations

3.8 Intervention is monitored and data Treatment integrity is not are provided to ensure that it is monitored implemented as designed

Summary

Section 4: Evaluation

4.1 Charting includes student Progress monitoring data are Progress monitoring data are performance trend lines, demonstrated on a chart not demonstrated on a chart and/or goal lines

4.2 Progress monitoring data Progress monitoring data are Intervention is not are demonstrated to be demonstrated to be effective demonstrated to be effective effective when compared when compared to baseline data through data comparison to data generated from multiple sources/settings 4.3 Response to intervention Data are used to inform further Data are not used to inform data are used to inform problem solving and decision further problem solving and problem solving and making (i.e., continuation of decision making decision making. Single intervention, modification of case design was specified intervention, maintenance of intervention)

4.4 Strategies for Strategies for Strategies for transfer/generalizing transfer/generalizing outcomes transfer/generalizing outcomes to other to other settings are addressed outcomes to other settings are settings are documented not addressed as effective

4.5 Modifications for future Effectiveness of intervention is Effectiveness of intervention interventions are shared through collaboration is not shared or considered based upon with parents, teachers, and other communicated collaborative personnel examination of effectiveness data

4.6 Strategies for follow-up Suggestions for follow-up are Suggestions for follow-up are are developed and developed (e.g., continued not developed implemented progress monitoring, transition planning)

Summary Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards

Conceptual Framework INTASC Evaluation Aims Standards

CF 1: Embrace and Apply the S1: Subject Matter Moral Dimensions of Teaching S2: Student Learning  Practicing nurturing S3: Diverse Learners pedagogy S4:Instructional Strategies  Providing access to S5: Learning Environments knowledge S6: Communication  Enculturating for S7: Planning Instruction democracy S8: Assessment Core Course Outcomes  Ensuring responsible S9: Reflection and stewardship of the Professional Development From CEC Standards schools S10: Collaboration, Ethics, & CF2: Demonstrate Academic Relationships Excellence CF3: Model Collaboration CF4: Act with Social Competence Main Course Objective CEC CC7S2 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Develop and implement S9, S10 individualized programs in collaboration with others Knowledge CEC GC10K1 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Collaboration models S9, S10 CEC GC10K2 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Roles of families in education S9, S10 CEC GC10K3 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Strategies for concerns S9, S10 CEC GC10K4 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Culturally responsive factors S9, S10 Skills CEC GC10S1 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Utilize resources S9, S10 CEC GC10S2 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Coordinate related personnel S9, S10 CEC GC10S3 CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, Teach behavior mgt to parents S9, S10 Disposition Positive regard for CF1, CF2, CF3, CF4 S1, S2, S3, S4, S6, S7, S8, collaboration S9, S10 DOMAIN I: Data-Based Decision-Making and Accountability Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable Data-Based Decision-Making and Accountability Self-Evaluation Supervisor’s Evaluation COMPETENCIES Develop Evaluation Develop Evaluation Demonstrates knowledge and use of varied models and methods of assessment Demonstrates ability to translate assessment results into empirically-based services Demonstrates ability to evaluate the outcomes of services Demonstrates knowledge and use of effective data-based problem solving processes

DOMAIN II: Consultation and Collaboration Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable Consultation and Collaboration Self-Evaluation Supervisor’s Evaluation COMPETENCIES Develop Evaluation Develop Evaluation Demonstrates knowledge and application of various consultation models Collaborates with others in planning and decision-making processes at the individual, group, and system levels Demonstrates use of effective collaboration skills with individuals of diverse backgrounds and characteristics Employs positive interpersonal skills and effective listening Demonstrates flexibility, tolerance of opposing viewpoints, and patience in difficult situations

DOMAIN VIII: Home/School/Community Collaboration Development Rating: 0 - Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 - Commendable Home/School/Community Collaboration Self-Evaluation Supervisor’s Evaluation COMPETENCIES Develop Evaluation Develop Evaluation Demonstrates knowledge of family systems, including family strengths and influences on student development, learning, and behavior Demonstrates knowledge and application of methods to involve families in education and service delivery Demonstrates knowledge of cultural issues that impact home- school collaboration Demonstrates knowledge of other family, home, and community factors that work to support learning and achievement in school Demonstrates ability to apply this knowledge to design, implement, and evaluate programs that promote school, family, and/or community partnerships and enhance academic and behavioral goals for students Provides support and assistance for parents when participating in school functions or activities to help them become comfortable, active, effective participants Demonstrates knowledge about school and community resources; helps create links between schools, families, and community agencies; and helps coordinate services when programming for children, including multiple agencies Oral Presentation Grading Scale

Speaker ______Topic: ______Grade _____

Delivery Superior Adequate Poor Dress and Grooming Voice (volume, pitch, pace, clarity) Poise, naturalness, confidence Eye Contact Knowledge of subject Adaptation of subject to audience

Organization Interesting opening Clear purpose Clear plan of development Limited number of points Appropriate emphasis on each point Adequate examples, details, or reasons Smooth transitions Effective ending (clear, sense of closure)

Resources Report adapted well to setting A/V aids augment spoken message A/V aids clearly audible/visible A/V aids simple A/V aids handled smoothly Time used well (5 points off for every minute speech goes over allotted time)

Comments:

Adapted from Kristine Hansen’s original November, 2003