Summer 2003

Instructor: Jeremy Jewell, Ph.D. Class Location: Alumni Hall, Room 0201

Office: Alumni Hall, Room 0124 Class Times: Fridays 9:00 – 2:00 (5/30 – 7/25)

Office Hours: Friday 2:00 – 4:00 or by appointment

Phone: (618) 650-3734

Email: jejewel@siue.edu

Required Texts:

1. Brown, D., Pryzwansky, W. B., & Shulte, A. C. (2001). Psychological Consultation: Introduction to Theory and Practice. Boston, MA: Allyn & Bacon.

2. Other readings as assigned

Course Description and Goals:

This course is designed to examine the theory, principles, and procedures of the consultation process. Various models and methods of consultation will be covered. These include behavioral, mental health, collaborative, and organizational models of consultation. The distinct responsibilities and relationships involved in each model of consultation will be emphasized. Consultation as an intervention at the individual, group, and system levels will be discussed as well.

Classroom Format

Class time will be spent on lecture as well as discussions of the assigned material. In addition, class time will also be spent role-playing consultation techniques and other active learning exercises. The course schedule below lists dates and assigned readings. Since much of the time will be spent in discussion, it is critical that students read assigned material before class so that all students will be able to participate in the learning process.

Learning Objectives:

· Develop a basic understanding of consultation and its history in a variety of settings

· Appreciate the plurality of models in which a consultant may choose to practice, including behavioral, mental health, collaborative, and other consultation approaches.

· Develop skill in consultation in order to effect positive change at the level of the individual student, classroom, building, district, and/or agency.

· Gain the knowledge and interpersonal skills necessary to facilitate communication among teams of school personnel, families, community professionals, and others.

· Understand the similarities and differences among various models of consultation, as well as the general definition of consultation.

· Understand the stages common to many forms of consultation.

· Understand how consultation differs from other practices such as direct clinical

service, education, etc.

· Understand how to use effective consultation and collaboration skills with culturally diverse populations.

· Review ethical issues that may arise during the practice of consultation.

· Develop the ability to clearly present and disseminate information to parents, teachers, school boards, policy makers, colleagues, etc. in a variety of contexts.

· Finally, utilize and synthesize information learned in the course to develop a personal

model of consultation.

Grading

Students’ grades will be determined by the following:

Article Review – 50 points

Mock Consultation – 100 points

Grand Rounds – 100 points

Final Exam – 100 points

Class Participation – 50 points

Final grades are as follows:

360+ points -- A

320-359 points -- B

280-319 points -- C

280 points -- F

Course Requirements

Article Review

Students are required to find a research article and conduct a 20 minute in-class discussion on the article. Copies of the research article to be reviewed should be provided to the rest of the class by the Monday before it is to be reviewed. The article should be directly related to the topic of consultation (theory, practice, or research). Students are expected to lead a discussion of the critical points of the article and may also wish to pose conceptual or practical questions to the class. Students are to submit a one page double spaced critique of the article on the day that they present as well.

Mock Consultation Videotape

Students will participate in a mock consultation in conjunction with a group of teachers/students in SPE 595. This mock consultation will be held at 4:30 pm in AH 3317A on June 18^th (Wednesday). Students from this class will be paired with students from SPE 595. Students from this class will play the role of consultant, while students from SPE 595 will be the consultee (teacher), and will discuss problems with a real student in their current or past class. Students will be responsible for videotaping the consultation session. This video will be graded based on a) rapport with the consultee b) application of the general model of consultation. Students are expected to cover the definition of the problem, goal setting, and strategy (intervention) selection. Students are not expected to cover the implementation or evaluation stages of consultation. Students will then review their videotape and write a 3 page double-spaced reflection paper. This paper should discuss the students’ strengths and weaknesses regarding their ability to build rapport with the consultee and apply the general model of consultation. The video and reflection paper are due at the beginning of class on 6/27. Students will receive a single grade for the video and paper.

Grand Rounds

Students will lead a grand rounds with the participants of the grand rounds being students in SPE 400 – The Exceptional Child. This grand rounds process will be held on 6/24 in FH 0111. Students will be evaluated by the participants of the grand rounds based on the students’ a) ability to encourage and generate discussion b) ability to validate the thoughts and opinions of others c) ability to lead a grand rounds that is free from criticism d) ability to follow the general grand rounds process. Students will also write a 2 page double-spaced reflection paper that discusses their personal reactions to the grand rounds process and an evaluation of their performance. The reflection papers will be due on 7/11 at the beginning of class. Students will receive a single grade based on their peer evaluations and their reflection papers.

Final Exam

A take-home final exam will be assigned on 7/18 and will be due on 8/1. The exam will consist of short answer and essay questions as well as a case study component.

Tentative Topic Schedule

DATE	TOPIC	READING	Article Reviewers
5/30	Introduction to consultation. Ethics	Chapter 1 Chapter 13
6/6	A general model of consultation. Consultee-centered consultation	Chapter 6 Chapter 9	Suzanne Colleen
6/13	Consultation in the schools. Consultation with parents.	Chapter 12 Chapter 11	Summer Laurie
6/20	Organizational (system-wide) consultation. Grand rounds process.	Chapter 5	Erica Heather
6/27	Resistance in consultation.	Chapter 7 Other Readings TBA
7/4	No Class
7/11	Consultation in mental health settings.	Chapter 2	Jill Carla
7/18	Behavioral consultation.	Chapter 3	Mindy

Additional Requirements

Perfect class attendance is expected. Any student needing to be absent due to an emergency should contact the instructor as soon as possible regarding the absence. More than one absence may result in the student’s removal from the class.

Department of Psychology Policy on Incomplete Grades and Withdrawal

It is the student's responsibility to officially withdraw from a course by the dates set by the University if the student is not intending to complete the course. Students who do not withdraw and have not completed the course will receive an Unauthorized Withdrawal (UW). Only under special circumstances a faculty member may agree to give a student an Incomplete (INC) grade in order to allow the student to complete the remaining work for the course not later than the end of the following semester. An INC is never automatic but must be approved by the instructor. If an instructor agrees to give a student an INC grade, the instructor and the student will fill out a form (Memorandum of Incomplete Grade) indicating why an INC is being given. One copy of the completed form will be given to the student, one copy will be given to the instructor, and one copy will be kept by the Department of Psychology secretary. If the work is not completed by the time specified on the Memorandum of Incomplete Grade form, the grade will be changed from INC to F.