Now in its second edition, the Handbook of Research in School Consultation provides the field of school-based consultation with a comprehensive volume examining research perspectives and methodologies, models of practice, and future research directions. Revised and updated, this collection brings together leading experts in the field, offering both producers and consumers of school consultation an invaluable snapshot of the current boundaries and rapidly growing content of the discipline. It touches upon not only the scientific progress of the field, but also upon the variety of cutting-edge techniques and approaches currently being developed with an eye toward a changing world. Perfect for school psychologists, and also appropriate for researchers, trainers, and school-based professionals such as special educators and school counselors, this handbook is an absolute necessity for those keeping pace with the innovating, evolving world of school consultation.

The rapid changes in the composition of school-age youth around the world have catalyzed a growing concern about how to address children’s mental health and education. Grounded in this increasingly global perspective, The International Handbook of Consultation in Educational Settings is designed to provide a multicultural/transnational approach to consultation theory, research, training, and practice in educational settings. With chapters written by geographically diverse and prominent scholars across the field of school psychology, this handbook captures the range of ways in which consultation services are trained, implemented, and researched internationally. Written for practitioners, researchers, faculty members, and graduate students in the fields of school psychology, school counseling, special education, and educational psychology, this volume is the first of its kind to provide a comprehensive look at consultation in learning environments across the world. The International Handbook of Consultation in Educational Settings offers various perspectives on models, implementation, training, and research on school consultation. After an introduction to the volume by the editors, contributors to Part II examine school-based consultation around the world to explore how consultation services are implemented in different countries. Part III addresses cross-cultural issues in consultation, particularly at a systems level. Part IV presents themes related to processes and issues in the implementation of consultation by focusing on approaches in various countries. The chapters in Part V focus on consultation training, offering insights into the development of students and professionals into effective consultants in cross-cultural and systemic contexts. Part VI describes how practitioners can contribute to the body of research on consultation through careful planning and implementation of their work. Finally, the editors summarize key concepts and findings in a concluding chapter.

This volume offers a systematic approach to school consultation that differs from those that have been published previously. The authors combine the most useful and/or empirically validated principles from mental health and behavioral consultation with practices shown to be effective in contemporary consultation research (i.e. behavior analysis, social influence, and implementation support). This second edition also includes expanded coverage on a wide range of topics.

Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: An integrated mental health/behavioral model for school consultation. An organizational study of the school as a setting for consultation. Assessment issues and strategies particularly relevant to school consultation. Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions. Administrative perspectives on school consultation. A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.

In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.

This book adapts June Gallessich's (1982) consultation theory and practice framework that defines consultation in specific terms and discusses six consultation models. It provides school social workers with the knowledge, skill, and confidence to develop and implement consultation services that help school personnel become more effective in their professional work.

This sixth book in the Prevention Practice Kit provides an introduction to evidence-based prevention in psychology. Counselors, psychologists and mental health workers in schools, government agencies, community settings, and in private practice are increasingly expected to select evidence-based practices and programs, and to document the effectiveness of the care they provide. The book addresses the types of questions that may be most pertinent to counselors, psychologists, and other mental health workers who are engaged in prevention and interested in understanding evidence-based programs.

Drawing on historical writings about mental health consultation and on contemporary research and theory, Jonathan Sandoval lucidly explains the consultee-centered approach to consultation. The book provides an expert foundation on which to build a training program for future school-based consultants. Written for graduate students in school psychology, counseling psychology, special education, and social work, this book is an invaluable resource for mental health professionals working in schools who wish to upgrade their professional skills and grow as reflective practitioners. Individual chapters describe different stages in the consultation process; outline the processes characterized in each stage; detail useful consultant skills; review pertinent research; discuss the ethical principles underlying practice; and suggest self-monitoring questions for student consultants. Featuring a step-by-step developmental model of the consultee-centered consultation process, this book encourages consultants to prioritize those characteristics that contribute to a consultee’s work difficulty, in addition to assessing the client more generally. By detailing this unique approach, this concise volume provides an applicable, contextualized, and strategic form of consultation, and fosters a professional-to-professional relationship distinguishable from supervision, counseling, therapy, coaching or other methods.

This timely second edition provides an applied perspective regarding school-based consultation, including an overview of mental health and behavioral, instructional, social cognitive, Adlerian, solution-focused, and organizational/systems consultation. With updated empirical evidence showcasing the effectiveness of consultation, this book delivers clear procedures for establishing a consultative relationship and includes case examples of problems and critical thinking questions to facilitate discussion among students and educators regarding school-based consultation. Issues of multicultural issues responsiveness, as well as ethical and legal considerations, are raised to broaden the scope of consultation stages and processes. To assist instructors in using this text, PowerPoint lectures and an instructor’s test bank are available as eResources to accompany each chapter.

The Desk Reference in School Psychology provides practitioners, academics, and students with a compendium of current, evidence-based, and state-of-the-art best practices in education and psychology. This comprehensive, detailed, and empirically supported resource renders the Desk Reference an ideal, practical go-to guide for all school-based professionals, including classroom teachers, counselors, social workers, and school psychologists.