Hostname: page-component-84b7d79bbc-g78kv Total loading time: 0 Render date: 2024-07-30T22:41:18.136Z Has data issue: false hasContentIssue false
  • English
  • Français

Identifying and removing blockages to successful collaborations between counsellors, teachers and parents

Published online by Cambridge University Press:  12 February 2016

Adrian F. Ashman
Adrian F. Ashman*
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
Get access

Extract

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.

Type
Research Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 4 , November 1994 , pp. 1 - 17
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Andrews, S.V., & Wheeler, P.J. (1990). Tracing the effects of reflective classroom practice. Paper presented at the Annual Meeting of the National Reading Conference, Miami, Florida.Google Scholar
Ashman, A.F., & Conway, R.N.F. (1993). Using cognitive methods in the classroom. London: Routledge.Google Scholar
Ashman, A.F., Gillies, R., & Beavers, S. (1993). Counsellor roles and perceptions of training. Australian Journal of Guidance and Counselling, 3, 1–14.Google Scholar
Babcock, N.L., & Pryzwansky, W.B. (1983). Models of consultation: Preferences of educational professionals at five stages of service. Journal of School Psychology, 21, 359–366.CrossRefGoogle Scholar
Bauer, A.M., & Sapona, R.H. (1988). Facilitation and problem solving: A framework for collaboration between counselors and teachers. Elementary School Guidance and Counseling, 23, 5–9.Google Scholar
Bauwens, J., Hourcade, J.J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10, 17–22.CrossRefGoogle Scholar
Boomer, G. (Ed.) (1982). Negotiating the curriculum: A teacher-student partnership. Sydney: Aston Scholastic.Google Scholar
Boyer, M., & Home, A. (1989). Schools and parents: Partners in career equity guidance for young adolescents. Equity Career Guidance Project Monograph No. 2. Terre Haute, IN: Indiana State University Department of Counseling and The Indiana Commission on Vocational and Technical Education.Google Scholar
Brown, D., Wyne, M.D., Blackburn, J.E., & Powell, W.C. (1979). Consultation: Strategy for improving education. Boston: Allyn & Bacon.Google Scholar
Butler-Smith, C., Cameron, R., Sutton, A., & Watts, L. (1988). Collaborative consultation skills. Geebung, Q: Department of Education.Google Scholar
Casto, R.M., & Julia, M.C. (1994). Interpersonal care and collaborative practice. Pacific Grove, CA: Brooks/Cole Publishers.Google Scholar
Curtis, M.J., & Myers, J. (1988). Consultation: A foundation for alternative services in the schools. In Graden, J.L.Zins, J.E., & Curtis, M.J. (Eds), Alternative educational delivery systems: Enhancing the instructional options for all students (pp.35–48). Washington, DC: National Association of School Psychologists.Google Scholar
Dale, P. (1989). Dangerous families: Assessment and treatment of childabuse. New York: Tavistock Publications.Google Scholar
Davis, W.E. (1991, August). Promoting effective communication between schools and parents of disadvantaged students. Paperpresented at the 99th Annual Convention of the American Psychological Association, San Francisco, CA.Google Scholar
Davison, J. (1990). The process of school consultation: Give and take. In Cole, E. & Siegel, J.A. (Eds), Effective consultation in school psychology (pp.53–71). Toronto: Hogrefe & Huber.Google Scholar
Dinkmeyer, D., & McKay, G.D. (1976). Systematic training for effective parenting. Circle Pines, MN: American Guidance Service.Google Scholar
Dougherty, A.M., Dougherty, L.P., & Purcell, D. (1991). The sources and management of resistance to consultation. The School Counselor, 38, 178–187.Google Scholar
Ellis, A. (1985). Overcoming resistance: Rational emotive therapy with difficult clients. New York: Springer.Google Scholar
Erchul, W.P. (1992). On dominance, cooperation, teamwork, and collaboration in school-based consultation. Journal of Education and Psychological Consultation, 3, 363–366.CrossRefGoogle Scholar
Fine, M.J., Grantham, V.L., & Wright, J.G. (1979). Person variables that facilitate or impede consultation. Psychology in the Schools, 16, 533–539.3.0.CO;2-D>CrossRefGoogle Scholar
Friend, M., & Cook, L. (1992). The ethics of collaboration. Journal of Education and Psychological Consultation, 3, 181–184.CrossRefGoogle Scholar
Gerber, M., & Kauffman, J. (1981). Peer tutoring in academic settings. In Strain, P. (Ed.), The utilization of classroom peers as behavior change agents (pp.155–188). New York: Plenum.CrossRefGoogle Scholar
Gordon, T. (1970). Parent effectiveness training. New York: Wyden.Google Scholar
Gresham, F.M., & Kendell, G.K. (1987). School consultation research: Methodological critique and future research directions. School Psychology Review, 16, 306–316.CrossRefGoogle Scholar
Haberman, M. (1978). A theoretic and research basis for reconceptualizing the role of professional laboratory experience in teacher education. Paper presented to the American Association of Colleges of Teacher Education, Chicago, IL.Google Scholar
Harris, A.M., & Cancelli, A.A. (1991). Teachers as volunteer cons ultees: Enthusiastic, willing, or resistant participants? Journal of Education and Psychological Consultation, 2, 217–238.CrossRefGoogle Scholar
Harris, K.C., & Zetlin, A.G. (1993). Exploring the collaborative ethic in an urban school: A case study. Journal of Educational and Psychological Consultation, 4, 305–317.CrossRefGoogle Scholar
Hooper, F.C. (1967). Prison boys of Port Arthur: A study of the Point Puer boys' establishment, Van Diemen's Land, 1834 to 1850. Melbourne: Cheshire.Google Scholar
Huebner, E.S., & Hahn, B.M. (1990). Bestpractices in coordinating multidisciplinary teams. In Thomas, A., & Grimes, E. (Eds), Best practices in school psychology – II (pp. 235–246). Washington, DC: National Association of School Psychologists.Google Scholar
Huhn, R., & Zimpfer, D.G. (1984). The role of middle and junior high school counselors in parent education. School Counselor, 31, 357–365.Google Scholar
Humes, C.W., & Hohenshil, T.H. (1987). Elementary counselors, school psychologists, school social workers: Who does what? Elementary School Guidance and Counseling, 22, 213–223.Google Scholar
Idol, L. (1983). Special educator's consultation handbook. Austin, TX: Pro-ed.Google Scholar
Idol, L., & Baran, S. (1992). Elementary school counselors and special educators consulting together: Perilous pitfalls or opportunities to collaborate? Elementary School Guidance and Counseling, 26, 202–214.Google Scholar
Idol, L., Paolucci-Whitcomb, P., & Nevin, A. (1986). Collaborative consultation. Rockville, MD: Aspen Systems.Google Scholar
Jensen, B.F., & Potter, M.L. (1990). Best practice in communicating with parents. In Thomas, A., & Grimes, E. (Eds), Best practices in school psychology – II (pp.183–193). Washington, DC: National Association of School Psychologists.Google Scholar
Johnson, D.W., & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction.Google Scholar
Johnson, L.J., Pugach, M.C., & Hammitte, D.J. (1988). Barriers to effective special education consultation. Remedial and Special Education, 9, 41–47.CrossRefGoogle Scholar
Kolko, D.J., Kazdin, A.E., McCombs Thomas, A., & Day, B. (1993). Heightened child physical abuse potential. Journal of Interpersonal Violence, 8, 169–192.CrossRefGoogle Scholar
Leitch, M.L., & Tangri, S.S. (1988). Barriers to home-school collaboration. Educational Horizons, 66, 70–74.Google Scholar
Lombana, J.H., & Lombana, A.E. (1982). The home-school partnership: A model for counselors. The Personnel Guidance Journal, 61, 35–39.CrossRefGoogle Scholar
McDowell, R. (1974). Managing behavior: A parent involvement program. Torrence, CA: Winch & Associates.Google Scholar
May, R. (1958). Existence: A new dimension in psychiatry and psychology. New York: Simon Schuster.CrossRefGoogle Scholar
Meador, B.D., & Rogers, C.R. (1973). Client-centered therapy. In Corsini, R. (Ed.), Current psychotherapies (pp.119–166). Itasca, IL: F.E. Peacock Publishers.Google Scholar
Milner, J.S., Robertson, K.R., & Rogers, D.L. (1990). Childhood history of abuse and adult child abuse potential. Journal of Family Violence, 5, 15–34.CrossRefGoogle Scholar
Motsinger, H.M. (1990). Positive involvement is possible if…Paper presented at the Rural Education Symposium of the American Council of Rural Special Education and the National Rural and Small Schools Consortium, Tuscon, AZ.Google Scholar
Nevin, A., Thousand, J.S., & Villa, R.A. (1993). Establishing collaborative ethics and practices. Journal of Educational and Psychological Consultation, 4, 293–304.Google Scholar
Phillips, V., & McCullough, L. (1990). Consultation-based programming: Instituting the collaborative ethic in schools. Exceptional Children, 56, 291–304.CrossRefGoogle Scholar
Piersel, W.C., & Gutkin, T.B. (1983). Resistance to school-based consultation: A behavioral analysis of the problem. Psychology in the Schools, 20, 311–320.3.0.CO;2-4>CrossRefGoogle Scholar
Pryzwansky, W.B. (1977). Collaboration or consultation: Is there a difference? Journal of Special Education, 11, 179–182.CrossRefGoogle Scholar
Roos, P. (1985). Parents of mentally retarded children: Misunderstood and mistreated. In Turnbull, H.R. III & Turnbull, A.P. (Eds), Parents speak out: Then and now (pp.245–260). Columbus, OH: Charles E. Merrill.Google Scholar
Sanderson, C. (1990). Counselling adult survivors of child sexual abuse. London: Jessica Kingsley.Google Scholar
Schein, E.H. (1972). Professional education. New York: McGraw Hill.Google Scholar
Scholten, F.T. (1990). What does it mean to consult? In Cole, E. & Siegel, J. A. (Eds), Effective consultation in school psychology (pp.33–53). Toronto: Hogrefe & Huber.Google Scholar
Sheridan, S.M., Kratochwill, T.R., & Elliott, S.N. (1990). Behavioral consultation with parents and teachers: Delivering treatment for socially withdrawn children at home and school. School Psychology Review, 19, 33–52.CrossRefGoogle Scholar
Skrtic, T.M. (1988). The crisis in special education knowledge. In Meyen, E.L. & Skrtic, T.M. (Eds), Exceptional children and youth: An introduction (pp.415–447). Denver, CO: Love Publishing Co.Google Scholar
Skrtic, T.M. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver, CO: Love Publishing Co.Google Scholar
Tolan, S.S. (1987). Parents and ‘professionals’: A question of priorities. Roeper Review, 9, 184–187.CrossRefGoogle Scholar
Trachtman, G. (1981). On such a full sea. School Psychology Review, 10, 138–181.CrossRefGoogle Scholar
Turnbull, A.P.,& Turnbull, H.R. III (1986). Families, professionals, and exceptionality: A special partnership. Columbus, OH: Charles E. Merrill.Google Scholar
Vosler-Hunter, R.W. (1989). Changing roles, changing relationships: Parent-professional collaboration on behalf of children with emotional disabilities. Portland, OR: Portland State University, Research and Training Center on Family Support and Children's Mental Health.Google Scholar
West, J.F., & Cannon, G.S. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21, 56–63.CrossRefGoogle ScholarPubMed
West, J.F., & Idol, L. (1987). School consultation (Part 1): An interdisciplinary perspective on theory, models, and research. Journal of Learning Disabilities, 20, 388–408.CrossRefGoogle Scholar
Witt, J.C. (1990). Collaboration in school-based consultation: Myth in need of data. Journal of Educational and Psychological Considtation, 1, 367–370.CrossRefGoogle Scholar
Witt, J.C., & Bartlett, B.J. (1982). School psychologists as knowledge-linkers in the solution of children's reading problems. School Psychology Review, 11, 221–228.CrossRefGoogle Scholar
Wright, S.K. (1991). The arts in early childhood. Sydney: Prentice Hall.Google Scholar
Zins, J.E., & Ponti, C.R. (1990). Best practice in school-based consultation. In Thomas, A. & Grimes, J. (Eds), Best practices in school psychology (pp.673–693). Washington, DC: National Association of School Psychologists.Google Scholar