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Reading notes from Rosenfield ch. 2 for 10/11

by: Abigail Donate

Reading notes from Rosenfield ch. 2 for 10/11 SPSY 6450

Abigail Donate
CU Denver
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About this Document

Bulleted notes from chapter readings
School Consultation: Mental Health Professionals
Dr. Rachel Michelson
Class Notes
school, Consultation




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This 3 page Class Notes was uploaded by Abigail Donate on Sunday October 2, 2016. The Class Notes belongs to SPSY 6450 at University of Colorado Denver taught by Dr. Rachel Michelson in Fall 2016. Since its upload, it has received 18 views. For similar materials see School Consultation: Mental Health Professionals in School of Education and Human Development at University of Colorado Denver.

Popular in School of Education and Human Development


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Date Created: 10/02/16
Reading Notes on Supervision of School-Based Consultation Training: Addressing the Concerns of Novice Consultants-Daniel Newman from “Becoming a School Consultant; Lessons Learned”. Edited by Sylvia Rosenfield 2012 Advance Organizer Questions: 1. What are the main content and process concerns that arise for consultation in-trainings (CIT's) during the pre-service level coursework and practicum experiences? (see p.53 for detailed list) 2. How are CIT concerns addressed through consultation supervision? (see p. 60 for case examples) 3. What consultation skills are demonstrated for CIT's across all three case examples? 4. What unique consultation concepts are demonstrated by each case example? Introduction: (p. 49)  School Psychology Trainees and practitioners do not receive adequate supervisory support It's possible that there is not enough supervision due to lack of research that consultation is  important for practicing students The Role of CIT Concerns during Consultation Training and Supervision (p.50)  Triggered events can bring forth surprise, discomfort and confusion which in turn can be a learning opportunity for the CIT under proper supervision.  Concerns that cause such reactions for the CIT could be not knowing what skills or strategies to use, personhood issues, and the ability to conceptualize the problem  With critical reevaluation CIT's could learn new and available skills, content and process knowledge, and a better understanding of self.  It is better for both CIT and supervisor to anticipate "triggers" by practicing or going over examples that have happened in the past and what could be done differently.  Some initial triggers are the following: a. Lack of skills/strategies b. Personhood issues c. Conceptualization When consultation supervision is deliberatively responsive to CIT needs and prioritizing CIT  learning, this creates a maximally supportive supervision environment (p. 52) Research on CIT Concerns: (p. 52)  A total of 9 CIT problems themes were identified in a research study  Six were categorized as field concerns such as the following: o Entry o Lack of knowledge in specialized areas o Consultation-consultee incongruity o Territoriality o Ambivalence of the consultative role o Student status of consultants  Three as supervision concerns such as the following o Giving/receiving personal and professional feedback o Dealing with dual supervisory input o Emergent versus structured supervision time  Research shows that CIT's are faced with initial problem-solving process and stages (the automaticity of the order in problem solving and how to document appropriately.  Using data is important and essential according to NASP standards. However, many CIT's do not how to use or interpret data correctly.  Communication skills is important in consultation because of the need to define and clarify concerns that are observable and measureable  Building relationships as a CIT is difficult because sometimes the consultee will show some sort of resistance and may perceive the consultation as a negative event. Supervision Techniques and Strategies p. 59  Supervision techniques such as the use of self-report, process and case notes, audiotaping/videotaping of fieldwork, and ongoing opportunities for reflection are important strategies used to help develop the consultation skills of CITs  Besides receiving onsite supervision, it is important that CITS also receive offsite course work (such as class in consultation) in order to increase content knowledge in this area. The Role of Supervision in Addressing CIT Concerns: p. 60 Case Example 1: Common CIT concerns with the problem-solving process  Alice is a 2nd year school psych student in a doctoral program  Alice is working on her first consultation with Ms. B a second grade teacher  Mrs. B has concerns with a student's writing skills  Scheduling meeting time was difficult because of Alice's practicum schedule, their 3rd meeting was in January and Mrs. B was showing urgency and frustration from lack of implementation progress and Alice was feeling the pressure to move forward in the case.  Alice began problem solving without having clearly defined the problem they were working on  Throughout the process, Alice met also with supervisor, audio recorded sessions and composed reflective logs of each session.  Because of Alice's strategies of recording her progress, her supervisor was able to realize that Alice was moving too soon to the problem-solving step without having had defined the problem appropriately.  Reflective questions and supervisor feedback helped Alice redirect the consultation process.  Normalizing Alice's behavior by doing CIT to CIT comparison helped Alice not to feel overwhelmed.  Alice learned the importance of "staying true" to the problem-solving process even if she feels pressured to move forward. Case Example 2:CIT and supervisor working together through consultation case process concern  Kathy, a highly reflective student, is a 2nd year school psych student in a doctoral program  Kathy worked with Mr. Y, a fourth grade teacher  Kathy believed both herself and Mr. Y were "lengthy communicators and had very long sessions, but process was not being made to identify or prioritize a single problem to work on together  Kathy believed herself to be too assertive.  Kathy felt lost in Mr. Y's lengthy storytelling and could not find a natural "breath spot" to stop the dialogue.  Kathy needed help from her supervisor on how deal with directing teachers  Kathy wanted to find a balance between being sufficiently directive while still being collaborative  Supervisor and Kathy revisited audio recording for specific examples of ineffective communication  Kathy rehearsed what she would say in her own words and modeled how her supervisor would have addressed the concerns  Kathy was able to reach a point where she would know where and when to interrupt without showing disrespect and feeling comfortable herself. Case Example 3, A fictional case?: How a CIT can move from a contrived or forced relationship toward a collaborative relationship by using communication skills Sheena is a specialist-level school psychology trainee working on her first consultation case   Sheena's a site supervisor is a full-time school psychologist practitioner who assigned to work with a seventh-grade teacher, Ms. Q, regarding an academic concern for a student in the domain of writing.  Sheena felt that this case was "fictional" and that Ms. Q had only agreed to work with her as a favor to the supervisor.  This shaded Sheena's perceived ability to assist the consultee.  Overtime, Sheen did develop communication skills and realized she could offer something to Ms. Q. Summary P. 65  CITs will encounter a multitude of concerns as they begin to bridge newly learned conceptual knowledge with their first applied consultation case.  It is important for novice practitioners to have guided supervision in order to avoid misguided discovery process


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