School-Based Problem-Solving Consultation

Plotting a New Course for Evidence-Based Research and Practice in Consultation

Authored by: Jennifer L. Frank , Thomas R. Kratochwill

Handbook of Research in School Consultation

Print publication date:  April  2014
Online publication date:  April  2014

Print ISBN: 9780415501200
eBook ISBN: 9780203133170
Adobe ISBN: 9781136478444

10.4324/9780203133170.ch2

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Abstract

In the first edition of this chapter (Frank & Kratochwill, 2008), we noted that the consultation problem-solving approach has been a driving force in school-based intervention practices (Allen & Graden, 2002; Bergan & Kratochwill, 1990; Chalfant & Pysh, 1989; Graden, Casey, & Christenson, 1985; Zins, 1996; Zins & Erchul, 2002). Although variations of consultation problem solving have emerged in literature and practice, most psychologists adhere to a stage-based model that emphasizes the need for collaboration with professionals and parents, problem definition, assessment for intervention, ongoing progress monitoring, and evaluating outcomes to determine intervention effectiveness (Bergan & Kratochwill, 1990; Kratochwill, 2008). Of course, problem-solving frameworks extend beyond consultation (see Brown-Chidsey & Andren, 2013; Stoiber & Kratochwill, 2002), but consultation has been a prominent enactment of this approach to school academic and mental health services.

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