Handbook of Research in School Consultation

2. Auflage 2014
ISBN: 978-0-415-50122-4
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 580 Seiten, Format (B × H): 175 mm x 241 mm, Gewicht: 980 g

Reihe: Consultation, Supervision, and Professional Learning in School Psychology Series

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.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Erchul, William P

Sheridan, Susan M

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Beratungspsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

CONTENTS

Foreword: Stephen N. Elliott

Preface



Section A. Introduction

Chapter 1. Overview: The State of Scientific Research in School Consultation

Chapter 2. School-Based Problem-Solving Consultation: Plotting a New Course for Evidence-Based Research and Practice in Consultation

Section B. Methodological Foundations

Chapter 3. Measurement in School Consultation Research

Chapter 4. Quantitative Research Methods and Designs in Consultation

Chapter 5. Qualitative and Mixed-Methods Designs in Consultation Research

Chapter 6. Commentary: Evidence-Based Practice in School-Based Consultation Research

Section C. What We Know: Process/Outcome Findings from Selected Models of Practice

Chapter 7. Research Issues in Mental Health Consultation andConsultee-Centered Approaches

Chapter 8. Behavioral Consultation: Contemporary Research and Emerging Challenges

Chapter 9. The Past, Present, and Future of Conjoint Behavioral Consultation Research

Chapter 10. Bringing Instructional Consultation to Scale: Research and Development of IC and IC Teams

Chapter 11. Organization Development and Change Facilitation in School Settings: Theoretical and Empirical Foundations

Chapter 12. Section Commentary: Process and Outcome Research in Selected Models of Consultation

Section D. What We Know: Process/Outcome Findings from Selected Research Perspectives

Chapter 13. Studying Multicultural Aspects of Consultation

Chapter 14. Researching Interpersonal Influence within School Consultation: Social Power Base and Relational Communication Perspectives

Chapter 15. Research Examining the Relationships between Consultation Procedures, Treatment Integrity, and Outcomes

Chapter 16. A Commentary on What We Know: Process/Outcome Findings from Selected Research Perspectives

Section E. Additional Cutting-Edge Topics and Future Challenges

Chapter 17 Assessing the State of Evidence in Consultation Training: A Review and Call to the Field

Chapter 18. Team-Based School Consultation

Chapter 19. Research on Consultation in Early Childhood Programs

Chapter 20. School Consultation and Response to Intervention: Convergence, Divergence, and Future Directions for Research and Practice

Chapter 21. Section Commentary: Adapting Consultation Research to Challenges of the 21st Century

Section F. Conclusions

Chapter 22. Epilogue: Final Comments on School Consultation Research



Author Index

Subject Index

Über Autor(innen)

William P. Erchul is Research Professor in the Sanford School of Social and Family Dynamics at Arizona State University in Tempe, AZ; Professor Emeritus in the Department of Psychology at North Carolina State University in Raleigh, NC.

Susan M. Sheridan is George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families, and Schools at the University of Nebraska-Lincoln.