Pub Date : 2022-10-07DOI: 10.1080/10474412.2022.2131558
Melissa A. Collier‐Meek, T. Kratochwill, Hao-Jan Luh, L. Sanetti, Annisha Susilo
ABSTRACT School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists’ engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.
{"title":"Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities","authors":"Melissa A. Collier‐Meek, T. Kratochwill, Hao-Jan Luh, L. Sanetti, Annisha Susilo","doi":"10.1080/10474412.2022.2131558","DOIUrl":"https://doi.org/10.1080/10474412.2022.2131558","url":null,"abstract":"ABSTRACT School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists’ engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"10 - 44"},"PeriodicalIF":1.7,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/10474412.2022.2132254
J. Castillo, Andy Garbacz, W. R. Black, Dia Davis, Emily J. Wingate, David Furjanic
ABSTRACT Research on organizational consultation in schools demonstrates increased implementation of evidence-based practices by consultees and improved outcomes for students. Implementation science increasingly has been adopted as a framework for organizational consultants to use to promote uptake of evidence-based practices in schools. Although research that identifies processes and skills that increase implementation of system-level interventions remains important, a focus on how educators make sense of and enact the practices in their context is needed. In this article, we discuss how consultants can build upon implementation science approaches by exploring educators’ sensemaking. We draw from other disciplines to illustrate how educators make sense of new practices and their application within local socio-political contexts. Additionally, the importance of communities of learners and teaming in facilitating and evaluating sensemaking is discussed. Finally, we call for consultants to take active roles in investigating and facilitating educators’ sensemaking.
{"title":"The Role of Sensemaking in the Organizational Consultation Process in Schools","authors":"J. Castillo, Andy Garbacz, W. R. Black, Dia Davis, Emily J. Wingate, David Furjanic","doi":"10.1080/10474412.2022.2132254","DOIUrl":"https://doi.org/10.1080/10474412.2022.2132254","url":null,"abstract":"ABSTRACT Research on organizational consultation in schools demonstrates increased implementation of evidence-based practices by consultees and improved outcomes for students. Implementation science increasingly has been adopted as a framework for organizational consultants to use to promote uptake of evidence-based practices in schools. Although research that identifies processes and skills that increase implementation of system-level interventions remains important, a focus on how educators make sense of and enact the practices in their context is needed. In this article, we discuss how consultants can build upon implementation science approaches by exploring educators’ sensemaking. We draw from other disciplines to illustrate how educators make sense of new practices and their application within local socio-political contexts. Additionally, the importance of communities of learners and teaming in facilitating and evaluating sensemaking is discussed. Finally, we call for consultants to take active roles in investigating and facilitating educators’ sensemaking.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"345 - 368"},"PeriodicalIF":1.7,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10474412.2022.2054422
S. A. Garbacz, Phoebe Jordan, Tanya Novotnak, Kaitlyn Young, Miranda Zahn, Mitchell A. Markham
ABSTRACT The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school general education teachers. Participants responded to questions during focus groups and interviews regarding their perspectives about conjoint behavioral consultation. Results were analyzed using thematic coding to identify the themes from participant responses. Results suggested that parents, teachers, and students viewed aspects of CBC as relevant and useful. In addition, participants identified potential barriers to CBC implementation during middle school. Findings suggest implications for possible modifications to enhance CBC implementation during middle school. Limitations and future research directions are discussed.
{"title":"Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students","authors":"S. A. Garbacz, Phoebe Jordan, Tanya Novotnak, Kaitlyn Young, Miranda Zahn, Mitchell A. Markham","doi":"10.1080/10474412.2022.2054422","DOIUrl":"https://doi.org/10.1080/10474412.2022.2054422","url":null,"abstract":"ABSTRACT The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school general education teachers. Participants responded to questions during focus groups and interviews regarding their perspectives about conjoint behavioral consultation. Results were analyzed using thematic coding to identify the themes from participant responses. Results suggested that parents, teachers, and students viewed aspects of CBC as relevant and useful. In addition, participants identified potential barriers to CBC implementation during middle school. Findings suggest implications for possible modifications to enhance CBC implementation during middle school. Limitations and future research directions are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"454 - 485"},"PeriodicalIF":1.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1080/10474412.2022.2122980
Amity Noltemeyer, Daniel S. Newman, Sally L. Grapin, Lindsay M. Fallon
ABSTRACT This document is intended to promote equity and social justice in the writing process by supporting authors’ engagement in self-reflection and bias monitoring as they develop manuscripts for publication. The document is intended to serve as a companion to our Tips for Reviewers, which was previously developed to promote a more equitable peer review process.
{"title":"Promoting Equity and Social Justice in Manuscript Writing: Tips for Authors","authors":"Amity Noltemeyer, Daniel S. Newman, Sally L. Grapin, Lindsay M. Fallon","doi":"10.1080/10474412.2022.2122980","DOIUrl":"https://doi.org/10.1080/10474412.2022.2122980","url":null,"abstract":"ABSTRACT This document is intended to promote equity and social justice in the writing process by supporting authors’ engagement in self-reflection and bias monitoring as they develop manuscripts for publication. The document is intended to serve as a companion to our Tips for Reviewers, which was previously developed to promote a more equitable peer review process.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"139 - 148"},"PeriodicalIF":1.7,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/10474412.2022.2104300
Blair A. Baker, Summer Davis, Kerrie G. Wilkins-Yel, Atrayee Mukherjee, Adrian Paneto
ABSTRACT In K-12 settings, misunderstandings of racial dynamics and color-blind attitudes may stymie teachers from adequately addressing racial discrimination amongst students. This study qualitatively asked if, why, and how pre- and in-service teachers would hypothetically intervene on racial discrimination toward a Black student, and whether color-blind racial attitudes in teachers manifest in their intervention approaches. Findings suggest pre- and in-service educators intend to intervene on racial discrimination. However, the rationale and strategies for intervening often reflect color-blind or biased racial attitudes, suggesting the need for consultation professionals to support teachers in implementing more effective intervention strategies. Given the racial nature of this consultation need, the authors present the multicultural consultation framework as a potentially useful lens through which consultants can work with educators on discrimination intervention.
{"title":"“It’s the Teacher’s Responsibility:” Examining Pre-service and In-service Teachers’ Responses to Racial Discrimination","authors":"Blair A. Baker, Summer Davis, Kerrie G. Wilkins-Yel, Atrayee Mukherjee, Adrian Paneto","doi":"10.1080/10474412.2022.2104300","DOIUrl":"https://doi.org/10.1080/10474412.2022.2104300","url":null,"abstract":"ABSTRACT In K-12 settings, misunderstandings of racial dynamics and color-blind attitudes may stymie teachers from adequately addressing racial discrimination amongst students. This study qualitatively asked if, why, and how pre- and in-service teachers would hypothetically intervene on racial discrimination toward a Black student, and whether color-blind racial attitudes in teachers manifest in their intervention approaches. Findings suggest pre- and in-service educators intend to intervene on racial discrimination. However, the rationale and strategies for intervening often reflect color-blind or biased racial attitudes, suggesting the need for consultation professionals to support teachers in implementing more effective intervention strategies. Given the racial nature of this consultation need, the authors present the multicultural consultation framework as a potentially useful lens through which consultants can work with educators on discrimination intervention.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"201 - 229"},"PeriodicalIF":1.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-15DOI: 10.1080/10474412.2022.2100401
Karen C. Stoiber, M. Gettinger, Zachary A. Bella, K. Monahan
ABSTRACT Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called Positive Environment and Behavior for Building Learning and Engagement (PEBBLE). PEBBLE incorporates (a) didactic instruction related to consultation and ecological-positive support strategies, (b) evidence-based strategy and consultation implementation resources, and (c) supervised in-vivo practice. Outcome measures assessed both trainee outcomes, including self-reported efficacy, knowledge, and confidence, and classroom outcomes (direct observations). Results show PEBBLE led to statistically significant improvements in trainees’ self-reported efficacy, knowledge, and confidence and had a positive impact on classroom environments. Additionally, students who participated in PEBBLE in their first year of school psychology training had self-efficacy and competency ratings comparable to more advanced students. Implications for consultative training based on ecological-positive support approaches and future research are addressed.
{"title":"An Examination of Training in Ecological-Positive Support Consultation","authors":"Karen C. Stoiber, M. Gettinger, Zachary A. Bella, K. Monahan","doi":"10.1080/10474412.2022.2100401","DOIUrl":"https://doi.org/10.1080/10474412.2022.2100401","url":null,"abstract":"ABSTRACT Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called Positive Environment and Behavior for Building Learning and Engagement (PEBBLE). PEBBLE incorporates (a) didactic instruction related to consultation and ecological-positive support strategies, (b) evidence-based strategy and consultation implementation resources, and (c) supervised in-vivo practice. Outcome measures assessed both trainee outcomes, including self-reported efficacy, knowledge, and confidence, and classroom outcomes (direct observations). Results show PEBBLE led to statistically significant improvements in trainees’ self-reported efficacy, knowledge, and confidence and had a positive impact on classroom environments. Additionally, students who participated in PEBBLE in their first year of school psychology training had self-efficacy and competency ratings comparable to more advanced students. Implications for consultative training based on ecological-positive support approaches and future research are addressed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"114 - 138"},"PeriodicalIF":1.7,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42446005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/10474412.2022.2090949
S. Dunsmuir, E. Kennedy, J. Lang, J. Monsen
ABSTRACT In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change at social-political and professional standard levels. A qualitative exploratory design was chosen to inform semi-structured interviews with 14 participants from 16 universities in the United Kingdom providing post-graduate training. These interviews were analyzed thematically, with 10 over-arching themes identified. Themes are discussed across three aspects: (i) systemic factors, (ii) facilitators and barriers in consultation training in the current UK context and (iii) curriculum content and pedagogic methods used in consultation training at pre-service level. Strengths, limitations, and implications for applied practice and future research are discussed.
{"title":"A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom","authors":"S. Dunsmuir, E. Kennedy, J. Lang, J. Monsen","doi":"10.1080/10474412.2022.2090949","DOIUrl":"https://doi.org/10.1080/10474412.2022.2090949","url":null,"abstract":"ABSTRACT In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change at social-political and professional standard levels. A qualitative exploratory design was chosen to inform semi-structured interviews with 14 participants from 16 universities in the United Kingdom providing post-graduate training. These interviews were analyzed thematically, with 10 over-arching themes identified. Themes are discussed across three aspects: (i) systemic factors, (ii) facilitators and barriers in consultation training in the current UK context and (iii) curriculum content and pedagogic methods used in consultation training at pre-service level. Strengths, limitations, and implications for applied practice and future research are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"314 - 344"},"PeriodicalIF":1.7,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43687305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-04DOI: 10.1080/10474412.2022.2083624
Amanda L. Witte, Rachel E. Schumacher, S. Sheridan
ABSTRACT Conjoint Behavioral Consultation (CBC) is an indirect intervention delivered by a consultant, wherein parents and teachers engage in collaborative problem-solving. This small-n study investigated the effects of remote videoconference delivery of CBC (Tele-CBC) in a rural region. The effectiveness of Tele-CBC was tested using a concurrent multiple baseline across participants design replicated across three participants in a staggered fashion. In addition to assessments of student outcomes, the acceptability of Tele-CBC and perceived effectiveness of the Tele-CBC consultant were evaluated. Results indicated the majority of students whose parents and teachers participated in Tele-CBC demonstrated a decrease in off-task behaviors at school and problem behaviors at home after a collaborative intervention plan was implemented. Parents and teachers rated Tele-CBC as highly acceptable and the Tele-CBC consultant as highly effective. This study indicates Tele-CBC offers promise as an intervention to increase access to consultation in underserved rural communities.
{"title":"The Effectiveness of Technology-Delivered Conjoint Behavioral Consultation: Addressing Rural Student and Family Needs","authors":"Amanda L. Witte, Rachel E. Schumacher, S. Sheridan","doi":"10.1080/10474412.2022.2083624","DOIUrl":"https://doi.org/10.1080/10474412.2022.2083624","url":null,"abstract":"ABSTRACT Conjoint Behavioral Consultation (CBC) is an indirect intervention delivered by a consultant, wherein parents and teachers engage in collaborative problem-solving. This small-n study investigated the effects of remote videoconference delivery of CBC (Tele-CBC) in a rural region. The effectiveness of Tele-CBC was tested using a concurrent multiple baseline across participants design replicated across three participants in a staggered fashion. In addition to assessments of student outcomes, the acceptability of Tele-CBC and perceived effectiveness of the Tele-CBC consultant were evaluated. Results indicated the majority of students whose parents and teachers participated in Tele-CBC demonstrated a decrease in off-task behaviors at school and problem behaviors at home after a collaborative intervention plan was implemented. Parents and teachers rated Tele-CBC as highly acceptable and the Tele-CBC consultant as highly effective. This study indicates Tele-CBC offers promise as an intervention to increase access to consultation in underserved rural communities.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"254 - 279"},"PeriodicalIF":1.7,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42915322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-29DOI: 10.1080/10474412.2022.2082447
Kizzy Albritton, Rachel Stein
ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.
{"title":"Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities","authors":"Kizzy Albritton, Rachel Stein","doi":"10.1080/10474412.2022.2082447","DOIUrl":"https://doi.org/10.1080/10474412.2022.2082447","url":null,"abstract":"ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"239 - 243"},"PeriodicalIF":1.7,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1080/10474412.2022.2078335
Kristy L. Brann, Shereen C. Naser, Macarthur Clough
ABSTRACT The current study describes the process of a participatory consultation framework, the Participatory Culture Specific Intervention Model (PCSIM), to plan and implement a data-based decision-making framework. The framework integrates proactive and systematic identification of emotional and behavioral needs as well as cognitive psychology techniques to promote more deliberate teacher decision making around student behavior. Using a participatory consultation framework is one way to build deeper school buy-in for implementing new initiatives by addressing immediate needs, taking into consideration school context and culture, and explicitly involving important stakeholders in all aspects of the planning and implementation process. We will describe the PCSIM consultation process for developing and piloting a decision-making framework around student behavior that emphasizes prevention and attempts to negate the role of implicit racial bias on decision making in order to reduce disproportionality in behavioral referrals. The current study describes phases 1–9 out of 11 of the PCSIM processes.
{"title":"Organizational Consultation to Promote Equitable School Behavioral Data Practices Using the Participatory Culture-Specific Intervention Model","authors":"Kristy L. Brann, Shereen C. Naser, Macarthur Clough","doi":"10.1080/10474412.2022.2078335","DOIUrl":"https://doi.org/10.1080/10474412.2022.2078335","url":null,"abstract":"ABSTRACT The current study describes the process of a participatory consultation framework, the Participatory Culture Specific Intervention Model (PCSIM), to plan and implement a data-based decision-making framework. The framework integrates proactive and systematic identification of emotional and behavioral needs as well as cognitive psychology techniques to promote more deliberate teacher decision making around student behavior. Using a participatory consultation framework is one way to build deeper school buy-in for implementing new initiatives by addressing immediate needs, taking into consideration school context and culture, and explicitly involving important stakeholders in all aspects of the planning and implementation process. We will describe the PCSIM consultation process for developing and piloting a decision-making framework around student behavior that emphasizes prevention and attempts to negate the role of implicit racial bias on decision making in order to reduce disproportionality in behavioral referrals. The current study describes phases 1–9 out of 11 of the PCSIM processes.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"231 - 253"},"PeriodicalIF":1.7,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45307299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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