Building Alliances Through | Test Questions & Answers Ch.14

Chapter 14: Building Alliances through Consultation and Collaboration

Multiple Choice

1. During this, you develop a therapeutic relationship for the purpose of empowering an individual to accomplish his or her goals.

1. Counseling
2. Consulting
3. Coaching
4. Teaching

2. Dougherty (2009) captured the essence of consultation process with his generic four stage model that includes all but which:

1. Entry
2. Diagnosis
3. Disengagement
4. Plan

3. The recipient of the direct consultation is called the:

1. patient
2. client
3. consultee
4. student

4. Systems engage in fairly ____________ sequences of behaviors.

1. contradictory
2. opposing
3. inconsistent
4. consistent

5. These individuals focus their efforts on reducing the contextual barriers.

1. School psychiatrists
2. School counselors
3. School psychologists
4. School social workers

6. This theory posits that students learn more when parents, educators, and others in the community recognize their shared goals and responsibilities for student learning and work together rather than alone:

1. overlapping squares of influence
2. overlapping spheres of influence
3. overlapping diamonds of influence
4. overlapping ovals of influence

7. According to the Rubin 12 stage model, these steps include celebrating the success of the plan, gathering additional information, reporting the findings, and working with the collaborative group to determine next steps:

1. 1-3
2. 4-6
3. 9-12
4. 7-8

8. According to the Rubin 12-stage model, these steps address the work of the collaborative group:

1. 1-3
2. 4-8
3. 9-10
4. 11-12

9. Who originated structural family therapy?

1. Rogers
2. Minuchin
3. Bowlby
4. Satir

10. This involves pooling the expertise of the collaborators and using the information as the basis of problem solving:

1. Counseling
2. Consulting
3. Collaboration
4. Teaching

11. According to the Rubin 12-stage model, these steps address the issue of identifying, assessing, and recruiting potential collaborators:

1. 1-3
2. 4-6
3. 7-9
4. 10-12

12. During this, your ultimate goal is directed toward helping a teacher to work more effectively with a student, educating parents on how to establish more effective structures for their adolescent, or facilitating systems change to benefit all students.

1. Counseling
2. Consulting
3. Coaching
4. Teaching

13. The Delivery System of the ASCA model provides general guidelines for distribution of counselors' time among all but which:

1. Prescribing medication
2. Guidance curriculum
3. Individual student planning
4. System support

14. Only ______ states have a certification process in place for licensing school social workers

1. 21
2. 31
3. 41
4. 11

15. The recommended ratio for school social workers to students is:

1. 1: 300
2. 1: 600
3. 1: 500
4. 1: 400

16. The ASCA National Model focuses on all but which domains:

1. Vocational
2. Spiritual
3. Academic
4. Personal/Social

17. With the publication of the NASP Practice Model, the recommended ratio is one school psychologist for every:

1. 300-500 students
2. 500-700 students
3. 100-300 students
4. 600-900 students

18. These individuals collaborate with community-based organizations to help students and families have access to needed services.

1. School psychiatrists
2. School counselors
3. School psychologists
4. School social workers

19. In more ___________areas, school psychologists tend to operate in an itinerant model where they might serve many different small schools in a typical week.

1. uptown
2. rural
3. suburban
4. city

20. The ASCA National model is presented in four distinct, but interconnecting components including all but which:

1. The Delivery System
2. The Foundation
3. The Consultation System
4. The Management System

21. The Model for Comprehensive and Integrated School Psychological Services is based on:

1. Three domains
2. Five domains
3. Ten domains
4. Fifteen domains

22. These individuals emphasize understanding the functioning of children with the contexts of schools, families, and communities.

1. School psychiatrists
2. School counselors
3. School psychologists
4. School social workers

23. These are the counselors' responses to the immediate needs of students:

1. Counselor Reaction
2. Responsive Services
3. Risk Assessment
4. Crisis Intervention

24. Contemporary school counselors base their programs on the

1. TSCA National Model
2. BSCA National Model
3. ASCA National Model
4. NSCA National Model

25. These individuals emphasize developing programs that promote and enhance student learning.

1. School psychiatrists
2. School counselors
3. School psychologists
4. School social workers

True/False

1. School-based professional helpers often assist students indirectly by consulting with their parents or guardians, teachers, and other adults.

2. The role and function of school psychologists do not vary a great deal by the state.

3. In urban and suburban areas, some districts have moved toward a school-based model with a school psychologist serving only one school as a member of the school faculty.

4. Consultation is an involuntary problem-solving process.

5. A basic understanding of family systems principles and approaches is not particularly advantageous for school-based helpers as they rarely consult with parents, coordinate referrals, and collaboration with community service providers.

6. Supporting parents' and significant adults' efforts to prepare their children for success in school and for entry into adulthood has become central to the work of school-based professional helpers.

7. In collaboration, the responsibility for the process, decisions, execution of plans, and outcomes is shared.

8. In schools, consultation is often focused on assisting other professionals as they endeavor to promote development of students or provide a school environment that is more conducive to students' personal and academic growth.

9. Elementary school counselors devote the majority of their time to consultation or interpreting educational assessments.

10. School psychologists tend to spend the majority of their time providing individual and group counseling.

Short Answer Essay

1. Compare and contrast school counseling services, school psychology services, and school social work services.

• School Counseling Services
  • Professional school counselors are certified or licensed through state departments of education. They are responsible for providing comprehensive programming to meet the needs of all students through a school counseling program. They use a developmental approach to facilitate student growth and address the needs, tasks, and interests related to those stages. The four primary interventions provided by counselors include: counseling (individual and group), large group guidance, consultation, and coordination. Their emphasis is on developing programs that promote and enhance student learning. The majority of their skills, time, and efforts are focused on direct services to students, teachers, and families.
• School Psychology Services
  • School psychologists are also licensed or certified professionals who may work within the school setting. Their practice blends the science and practice of psychology with the educational process to benefit children, youth, families, and learners of all ages. School psychologists provide a range of direct services including psychological and behavioral assessments, intervention, prevention, crisis response, and individual and group counseling. Their indirect services include teacher and parent consultation, program development, and evaluation of services. They emphasize understanding the functioning of children with the contexts of schools, families, and communities. Additionally, school psychologists promote healthy environments through research-based effective programs that enhance the social and academic skills of students. (NASP, 2010b)
• School Social Work Services
  • School social workers are also licensed/credentialed individuals who focus their efforts on reducing the contextual barriers (e.g., social, cultural, economic) that may place children at risk for school failure. They promote student achievement, safety, attendance, social-behavioral competency, and family and community involvement. School social workers provide a wide range of services to students, including assessment and screening of social and emotional concerns, individual and group counseling, crisis intervention, family support, advocacy, and classroom instruction. School social workers collaborate with community-based organizations to help students and families have access to needed services. School social workers also provide consultation to families, teachers, and administrators. They assist in the development and implementation of new programs, resources, and policies directed toward maximizing students’ success in school.

2. Discuss Solution Focused group consultation.

• The value of consultation is often strengthened when students, their parents, and perhaps a teacher participate as a group. Many of the models described earlier tend to focus on work with the individual. We present an alternative model that incorporates a small group of individuals (e.g., parents, student, three teachers who work with the student) and which follows a solution-focused approach. Expertise and authoritative leadership are critical to assure that a meeting of diverse individuals is beneficial. Indeed, this can be a daunting responsibility.
• The framework is quite similar to individual or group counseling.

1. Join with every person present and establish structure.
   • • Emphasize the importance of each group members' contributions.
     • Capitalize on positive effects of parent and school collaboration.
     • Summarize purpose and provide overview of meeting.
2. Establish a brief description of the concern on which members agree.
3. Inquire about exceptions.
4. Inquire about previous attempts to address the situation and the results.
   • • Invite members to generate ideas for new strategies.
5. Establish goals with presuppositional language:
   • How will you know when Joe has learned to manage his anger?
   • What will be the first small steps that will let you know he has begun managing his anger?
6. Consider taking a break
7. Identify ways each member has contributed or will contribute to solution
8. Suggest a task
   • As a consultant, you may determine that interventions based on behavioral, Adlerian, or other approaches would be beneficial.
   • You may also recognize the need for additional information.
9. Determine schedule for an additional meeting or follow up.

• In organizing group consultation, professional helpers must consider who should be present in the context of their schools and the overall mission of the school. They should refrain from involvement in relationships and personal difficulties of students' parents; the focus should remain on students and their academic success.

3. Discuss collaboration and describe it differs from consultation.

• School-based professional helpers also work collaboratively. Conversely, in the process of collaboration, they may provide components of consultation. However, there are essential differences between consultation and collaboration. In consultation relationships, professional helpers have primary responsibility for the structure and many phases of the process. The recipient of the direct consultation -- the consultee -- holds final responsibility for the outcome.
• In collaboration, the responsibility for the process, decisions, execution of plans, and outcomes is shared. Brown et al. (2011) articulated the difference by stating that “Collaboration involves pooling the expertise of the collaborators and using the information as the basis of problem solving.” Thus, collaboration involves a shared responsibility for the outcome of the problem solving process. Collaboration can occur among different groups of individuals both professional and non professional. To be effective, Homan (2004) suggested that those who collaborate must have clear communication, trust, established and clear roles, a process for monitoring outcomes, and recognition of one another.
• Collaboration is not for the faint of heart. It involves risk, relationship building, personal interaction skills that are above the norm, a spirit of cooperation, leadership ability, mediation skills, a thorough understanding of the nature and function of schools, likeableness, the ability to think on your feet, flexibility, a willingness to compromise, confidence, and an attitude and sincere belief that you can and will make a difference regardless of the attestations of the naysayers.
• "Collaboration is harder than working alone" is an obvious conclusion that can be drawn from such a description. At the same time, experts have suggested that collaboration may be "more suitable as a systemic change strategy than consultation" (Brown et al., 2011, p. 4). Because of the shared responsibility for designing and enacting interventions, collaboration offers distinct advantages in schools.

4. Discuss Family System Theory and why understanding this theory is advantageous for school-based helpers.

• A basic understanding of family systems principles and approaches is advantageous for school-based helpers as they consult with parents, coordinate referrals, and collaboration with community service providers. Partnerships with parents and families can be strengthened by attention to basic tenets of family systems theories, and the diverse ways families function effectively.
• Systemic therapies are drawn from general theories about systems. In this regard, principles of biological, mechanical, and social systems extend to families. This way, any set of components or parts that are interrelated in mutually contributory ways constitutes a system -- a circulatory system, an automotive system, or a family system. Additionally, each individual part’s value is considered in context rather than in isolation. For example, a carburetor is of little value unless it is connected with the other components of an engine. A human heart is interdependent with other parts of the human body.
• Systems are thought to be redundant and predictable; thus, they engage in fairly consistent sequences of behaviors, which often become the focus of systemic therapy. Systemic therapists explicate patterns rather than blaming any one entity such as parents, teachers, or student.
• Just as individuals encounter challenges as they negotiate developmental stages. Families must also respond to changes that parallel individual members' development. For example, families change dramatically when the first child goes to school and when the last child begins school. They must respond to changing needs of children as they reach adolescence and prepare for emancipation.
• Family systems theories and approaches are diverse, just as are the models used in individual and group counseling. Some theorists emphasized intergenerational legacies and patterns. Others focused on communication patterns and reciprocal interactions. Minuchin, who originated structural family therapy, examined the nuclear family, its subsystems and hierarchies, the external and internal boundaries, the family's rules (explicit and implicit), and the communication styles. Structural family therapists view problems in context of the structure, and address them with changes in the structure. For example, structural family therapists empower parents to assume their responsibilities as leaders in the home.
• Many concepts from the structural approach are applicable to our work in schools. Children function best when they have clear guidelines regarding behavior that are consistently followed. They also benefit from nurturing relationships with adults characterized by clear respect for boundaries. Sexual abuse is an extreme and highly destructive example of boundary violation. However, conversations with children that should be limited to adults is another example of a boundary violation.