Consultee-centered consultation : improving the quality of professional services in schools and community organizations
著者
書誌事項
Consultee-centered consultation : improving the quality of professional services in schools and community organizations
(Consultation and intervention in school psychology series)
Routledge, 2010
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"Transferred to digital printing 2010 by Routledge"--T.p. verso
"First published by Lawrence Erlbaum Associates, Inc., Publishers"--T.p. verso
Includes bibliographical references and index
内容説明・目次
内容説明
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 conceptual change in both the consultant and consultee is stressed throughout the book.
*Historical Perspectives--The first section describes the historical evolution of consultee-centered consultation beginning with the work of Gerald Caplan and progressing to its broad, contemporary version that accommodates various professions and multiple psychological orientations.
*Numerous Examples--The book provides a wealth of examples illustrating how consultee-centered consultation can be applied within school, child-care, social welfare, hospital and corporate settings.
*International Focus--The chapter contributors represent a wide range of geographical and professional expertise.
*Evaluation Methods--The final section provides examples of evaluation methods.
This volume is appropriate for school, counseling, and clinical and child clinical psychologists; human service professionals working with professionals from other disciplines; and special education leaders.
目次
Contents: C. Spielberger, Foreword. Part I:Theoretical Advances in Consultee-Centered Consultation.N.M. Lambert, Consultee-Centered Consultation: An International Perspective on Goals, Process, and Theory. G. Caplan, Recent Advances in Mental Health Consultation and Collaboration. J. Sandoval, Constructivism, Consultee-Centered Consultation, and Conceptual Change. I. Hylander, Analysis of Conceptual Change in Consultee-Centered Consultation. Part II:Consultee-Centered Consultation With Schools and Community Organizations.Section 1:Preschool and Child Care.I. Hylander, G. Guva, A Model for Consultation With Day Care and Pre-Schools. Section 2:Schools.B. Duncan, School Psychologists as Consultee-Centered Consultants Within a System-of-Care Framework: Service and Training Challenges. L. Babinski, S. Knotek, D.L. Rogers, Facilitating Conceptual Change in New Teacher Consultation Groups. C. Hatzichristou, Alternative School Psychological Services: Development of a Model Linking Theory, Research, and Service Delivery. C. Ingraham, Multicultural Consultee-Centered Consultation: Supporting Consultees in the Development of Cultural Competence. Section 3:Health and Welfare.P. Steinhauer, Thirty Years of Consultation to Child Welfare. J.N. Gongora, Consultee-Centered Consultation in a Network Intervention With Health Providers. R.B. Caplan-Moskovich, Consultee-Centered Consultation in Low Feasibility Settings. E. Rubin, M. Eladhari, Consultation and Administrative Coordination in a Special Day Treatment Setting. Section 4:Corporate Settings.M. Ekenbark, The Consultation Process in Corporate Groups. Section 5:Evaluation Practice.J.G. Kelly, The Legacy of Consultee-Centered Consultation for Collaborative Research. Part III:The Consultation Process--Dialogues Across Settings and Disciplines to Activate Conceptual Change.E. Johannessen, Complicating the Thinking of the Consultee. G. Guva, Meeting a Teacher Who Asks for Help, but Not for Consultation. M. Brodin, What Does He Look Like? From the Inner World of the Consultee to the Inner World of the Client. S. Thoern, Allowing Ambiguity and Listening to the Contradictions. E. Michelsen, Anger and Gender in Consultation. M. Mang, Using Metaphors, Parables and Anecdotes in Consultation. P. Partanen, C. Wistroem, Promoting Student Learning by Consultee-Centered Consultation. A. Wachter, To "Create a Conversation That Is a Little Bit Different." S. Rosenfield, Consultation as Dialogue: The Right Words at the Right Time. S. Knotek, Developing Through Discourse: Speech Genres as Pathways to Conceptual Change. M. Garcia, Reflectivity in Consultation. Part IV:Evidence of the Impact of Consultee-Centered Consultation.I. Hylander, Identifying Change in Consultee-Centered Consultation. J. Sandoval, Evaluation Issues and Strategies in Consultee-Centered Consultation.
「Nielsen BookData」 より