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MAKING THE CONSULTATION PROCESS MORE OVERT: ITS EFFECTS ON CONSULTEE PROBLEM-SOLVING SKILLS (SCHOOL PSYCHOLOGIST)
Abstract
This investigation was conducted primarily to determine whether making the problem solving process more overt to consultees increased consultees' ability to learn behavior modeled during initial consultation sessions. Secondarily, the effect of enhancing consultees' perceptions of consultants' expertise was also examined. Subjects were 195 college undergraduate women randomly assigned to one of six treatment conditions. Subjects viewed videotapes of one of three types of consultation conditions: (a) traditional consultation, (b) process overt consultation, or (c) irrelevant consultation (control condition). Consultant expertise was manipulated by varying the consultants' introductions. Consultants received either an enhanced or nonenhanced introduction. Ability to define children's problems in behavioral terms and to describe the process for defining children's classroom problems constituted the dependent variables for this study. Data analyses indicated that subjects exposed to process overt consultation were able to write problem definitions which were significantly more behavioral than subjects in either the traditional consultation or control conditions. Results also indicated that significantly more subjects in the process overt and traditional consultation conditions than in the control condition provided goals for the child's behavior as part of their problem definitions. In addition, it was found that as the problem solving process was made more overt, subjects were significantly better able to describe the process for defining children's problems. No significant differences were found between level of consultant expertise on any of the dependent variables. Theoretical and practical implications of these findings are discussed. Most importantly, data from this study provide support for the preventive component of consultation. Results indicate that consultee's problem solving behavior can be modified through exposure to consultation, particularly process overt consultation. The results strongly suggest that the use of overt process statements during initial consultation sessions is an effective approach for helping consultees learn process skills and apply these skills when attempting to identify or define students' needs. Limitations of the study and suggestions for further research are also discussed.
Subject Area
Educational psychology
Recommended Citation
CLEVEN, CHERYL ANN, "MAKING THE CONSULTATION PROCESS MORE OVERT: ITS EFFECTS ON CONSULTEE PROBLEM-SOLVING SKILLS (SCHOOL PSYCHOLOGIST)" (1987). ETD collection for University of Nebraska-Lincoln. AAI8704544.
https://digitalcommons.unl.edu/dissertations/AAI8704544