Consultation and Collaborative Problem Solving

SC 610

Syllabus

Course Description

This course is designed to increase the student’s awareness of the framework and rationale for collaboration and problem solving, the facilitating factors involved, and strategies for implementation. The main emphasis of Consultation and Collaborative Problem Solving is collaborative consultation as a process enabling people with diverse expertise to work together generating solutions for educating all students with the purpose of both preventing and alleviating the learning and adjustment difficulties of individual or groups. Attention will be given to school aged students with special needs and their placement in the regular school environment. This course will provide an opportunity to develop skills essential to the consulting process and collaboration between students, families and professionals and will address academic, career and personal/social success for all students.

Objectives- Council for Accreditation of Counseling and Related Educational Programs 2009 standards

· Describe and apply the principal theoretical models of consultation and problem solving including mental health, behavioral, organizational, and instructional. (CACREP M.6., C.1.)

· Identify the key stages and phases of the consultation and problem solving process. (CACREP M.4.)

· Develop skills in the use of communication and interpersonal skills to facilitate the consultative/problem solving process including building effective teams to promote effective academic, career and social/personal development for students. (CACREP M.3, C.2.)

· Explain knowledge of personal and environmental factors that influence the process and outcome of consultation for typical and diverse populations. (CACREP A.3, B.2., F.3.)

· Develop skills and of strategies for evaluating the process and outcome of consultation. (CACREP C.4.)

· Select strategies to promote and develop issues for effective teamwork relevant to consultation and problem solving with parents, teachers, and the community as a whole. (CACREP M.2.)

· Explore and describe legal and ethical responsibilities related to the consultation process and working with a pluralistic population of students, families, school personnel and the community as a whole. (CACREP A.2., B.1., E.1., E.2., F.4.)

· Select and evaluate important topics related to consultation and problem solving research.(CACREP I.1., I.3.I.5., J.1.,J.2., M.3.,M.8.)

· Explain various theories of family, cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families (CACREP A.7., C.6., M.9., N.2.)

· Create plans for parent participation recognizing those parent attitudes influence children’s dispositions to learn.( M.7.,N.1.)

· Develop a list of community resources/services to use and support students’ and their families, teachers and other educational personnel. (CACREP N.5., M.7.)

· Identify and apply appropriate interventions such as peer programming, effective referral procedures and curriculum / educational design to assist students, families and educational personnel. (CACREP M.8.,N.5., N.2.)

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

This course will develop an increased awareness of the framework and rationale for collaboration and problem solving, the facilitating factors involved, and strategies for implementation of appropriate programs with school-age population, families, teachers and the community as a whole. Students will be involved in a variety of tasks for completion of course requirements: readings, reports on readings, exams, journal and reflection entries, projects related to real world learning environments, and development of instructional counseling strategies for specific content areas. Participants model appropriate assessment concepts to educational scenarios in each module.

Course Materials

Required Texts:

Interactions: Collaboration Skills for School Professional (2007) 5^th ed. by Marilyn Friend and Lynne Cook

Home-School Relations: Working Successfully with Parents and Families 3^rd ed. (2008), by Glenn Olsen and Mary Lou Fuller.

Online readings and Web site reviews, including journal articles and best practices from the body of educational research, will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Students will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests and special projects as listed in the module content.

Session Outline

Introduction:

Introduce yourself to others in the class using the course Forum.
Post your introduction in the correct thread.
Reply to at least one other participant's introduction.

Module 1: The Fundamentals of Collaboration

The student will develop an overview of the fundamentals of collaboration as used by the school counselor.
The student will create examples and non-examples of the collaboration and problem solving processes.
The student will choose steps for matching the collaboration process into appropriate school contexts.
The student will develop an understanding of families and their functions.

Module 2: Interpersonal Problem Solving

The student will assess the use of interpersonal problem solving as an interactive process for use in the educational setting with students, families and educational professionals.
The student will understand the difference between reactive and proactive approaches to problem solving.
The student will examine skills of parent-teacher communications.
The student will analyze the principles for effective communications with parents.

Module 3: Collaboration and Developing Teams

The student will examine a variety of school teams and models for collaboration.
The student will define the characteristics of effective teams.
The student will explain the dimensions of ‘teaming models of teaching’ used in schools for both typical and special need students.
The student will summarize the need for parent involvement in education.

Module 4: Collaboration as a Service Delivery Approach

The student will define collaboration and the characteristics for use with educational professionals and families.
The student will identify modules for collaboration and how these are used with typical and diverse populations.
The student will research issues that effect consultation as a collaborative service.
The student will identify family-involvement models in special education, early childhood education, elementary education, and middle school education.

Module 5: Collaboration in Action: Co-Teaching and Paraeducators

The student will compare and contrast co-teaching with other educational program placement options.
Describe the use of co-teaching with diverse groups of learners.
Identify and explain six approaches for implementing co-teaching in a school setting.
Contrast and compare the roles, responsibilities, and activities of teachers and paraeducators in school settings.
Develop a set of strategies to effectively work, communicate, and supervise paraeducators.
Explain the use of collaboration skills needed to work effectively with paraeducators.

Module 6: Pragmatic Issues for Collaborative Schools

The student will evaluate the use of time and scheduling for effective collaboration in school settings.
The student will describe the roles and responsibilities that professional assume in collaborative schools.
The student will develop a staff development plan to educate professionals on the use of collaborative programs.
The student will identify the attributes and concepts of interpersonal communication models.
The student will develop a chart to identify effective verbal and nonverbal communication skills.
The student will describe guidelines for effective interpersonal feedback.
The student will describe the purpose of questions and different formats for questions as used by the school counselor.

Module 7: Effective Collaborative and Communication Skills for Use in Difficult Interactions

The student will explain how conflict and resistance can be addressed in difficult interactions.

The student will describe three major causes of conflict and response styles to use in difficulty interactions.
The student will develop a plan for using the principles of negotiation to address conflict in the educational setting.
The student will develop strategies for responding to resistance in the educational setting.

Module 8: Collaborative Practice: The Rest of the Story

The student will investigate the use of collaboration and communication skills when working with related service professional, transition specialists administrators, families, and other community professionals.
The student will investigate the ethical issues of using collaboration as a counseling technique by the school counselor.

Module 9: The Collaborative Process, Education Law and Parental Rights

The student will investigate the legal rights and responsibilities of parents, schools and the role of the school counselor.
The student will review court cases and explore the role curriculum, regular and special education, student rights, harassment, and liability effect the role and responsibility of a school counselor.

Module 10: The Effects of Violence, Poverty and other Societal Issues

The student will identify the impact of family violence on the education of students.
The student will explore the complexities of poverty on the lives and educational experiences for students and families.
The student will explain the affects of various family constellations on the education of students and the relationship with the school counselor.

Module 11 The Effects of Bullying on School Achievement and Home-School Partnerships

The student will develop an understanding of the impact of school violence and the school climate.
The student will investigate the role of the school counselor in helping the school and families prevent and stop bullying.
The student will develop an annotated bibliography for curriculums and other resources to use in individual, group and classroom counseling instruction to help with the issues of bullying and school violence.
The student will define the role of advocacy and its importance in the school counselor’s career development.

Student Requirements

Students will complete weekly written assignments.
Students will complete weekly application to educational setting.
Students will complete forum postings and responses.
Students will complete special projects and or exams.

100-93	A
92-85	B
84-77	C
76-69	D
69-0	F

Student Academic Integrity

Students guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

Judith Sedgeman's The Three Principles at www.hsc.wvu.edu/sbi

Partnerships, Family, and Narrative
Northwest Regional Laboratory School-Family-Community Partnership Team: www.nwrel.org/partnerships or www.nwrel.org/partnerships/links/index.html

Harvard Family Research Project and the Family Involvement Network of Educators: www.gse.harvard.edu/hfrp/projects/fine.html

Narrative Space webpage at: elegantwebdesign.net/narrative/index.html

Nonviolent communication resources for parents: www.cnvc.org/parents.htm

Resilience
The National Resilience Resource Center: www.cce.umn.edu/nrrc

Project Resilience: www.projectresilience.com

Search Institute: www.searchinstitute.org

Tucson Resiliency Initiative: www.tucsonresiliency.org

Safety The early warning timely response – A guide to safe schools is found at: www.ed.gov/about/offices/list/osers/osep/gtss.html

Community-The Public Conversations Project: www.publicconversations.org/pcp/resources/resources.asp

Education Reform and Assessment: The Education Trust: www.edtrust.org

Oregon Department of Education CIM and CAM: www.ode.state.or.us/cimcam

Center for Education Policy Research: Understanding University Success: www.s4s.org

Other References:

Adelman, H. S. & Taylor, L. (2003). On sustainability of project innovations as systemic change., 1-25. Journal of Educational and Psychological

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Adelman H. , & Taylor, L. (2000). Shaping the future of mental health in schools. Psychology in the Schools, 37(1), 49-60.

Alberto, P. A., & Troutman, A. C. (2006).< Applied behavior analysis for teachers (7^thed.). Columbus, OH: Merrill.

AmericanSchool Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

Braaten, B & Quinn, C. (2000). Successful inclusion of students with emotional and behavioraldisorders: The Bryn Mawr Elementary School Program. Preventing School Failure, 45, 15-18.

Burns, M. K. (2004). Using curriculum-based assessment in consultation: a review of three levels of research, , 63-78. Journal of Educational and

Psychological Consultation 15.

Craig, S., Hull, K., Haggart, A. G., & Perez-Selles, M. P. (2000). Promoting cultural competencethrough teacher assistance teams. Teaching Exceptional Children, 32, (3) 6-13.

Cullinan, D. (2007). Students with emotional and behavioral disorders: An introduction for teachers and other helping professionals (2^nd. ed.). Columbus: Pearson, Merril/Prentice Hall.

Curtis, M., & Stollar, S. (1996). Applying principles and practices of organizational change to school reform. School Psychology Review, 25(4), 409-417.

Epstein, J. L., Sanders, M. G., Simson, B. S., Salinas, K. C., Jansorn, N. R., & VanVoorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

French, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education, 35, 41-53.

Friend, M. & Cook, L. (2003). Interactions: Collaboration skills for school professionals(Fourth edition). White Plains, NY: Longman.

Ingraham, C. L. (2000).Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29(3), 320-343.

Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (2006). Managing classroom behavior: A reflective case-based approach (4^rded.). Boston: Allyn & Bacon.

Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom (5^thed.). Boston: Allyn & Bacon.

Knoster, T. P., & McCurdy, B. (2002). Best practices in functional behavioral assessment for designing individualized student programs. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV. Bethesda, MD: National Association of Schoo lPsychologists.

Pryzwansky, W. B., Brown, D., Schulte, A. C. (2005). Psychological consultation and collaboration: Introduction to theory and practice. Needham, MA>: Allyn & Bacon, Inc.

.Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35, 53-62.

Rosenfield, S. & Gravois, T. A. . NY: The Guilford Press.

Schwarz, P. & Bettenhausen, D. L. (2000). You can teach an old dog new tricks. In R. A. Villa& J. S. Thousand (Eds.), Restructuring for caring and effective education (pp. 469-483). Baltimore, MD: Paul Brookes.

Sheridan, S., Kratochwill, T. R., & Bergan, J. R. (1996).Conjoint Behavioral Consultation: A Procedural Manual. NY:Plenum Press.

Sladeczek, I., Elliott, S. N., Kratochwill, T. R., Robertson-Mjaanes, S. (2001). Application of goal attainment scaling to a conjoint behavioral consultation case. Journal of Educational and Psychological Consultation, 12, 45-58.

Steege, Brown-Chidsey, & Mace (2002) Best practices in evaluating interventions. In A Thomas & J. Grimes (Eds.), Best practices in school psychology IV. (pp.517-534). Bethesda, MD>:National Association of School Psychologists.