Theory and Cases in School-Based Consultation

Laura M. Crothers, DEd, is a professor of school psychology at Duquesne University and the Martin A. Hehir Endowed Chair for Scholarly Excellence. She also serves at the associate dean for graduate studies in research in the School of Education and studies childhood bullying.Tammy L. Hughes, PhD, ABPP, is a professor of school psychology at Duquesne University and a fellow of the American Psychological Association. Her clinical experience includes assessment, counseling, and consultation services.Jered B. Kolbert, PhD, is a professor of counselor education, and co-directs the Counselor Education Program at Duquesne University. He has co-authored books regarding childhood bullying and the school counseling profession.Ara J. Schmitt, PhD, is a professor of school psychology at Duquesne University. His research interests involve the psychoeducational evaluation and evidence-based intervention of learning problems and pediatric chronic illnesses.

• 1. School-Based Consultation: Overview and University Training Considerations 2. Stages, Processes, and Procedures in School-Based Consultation 3. Multicultural Issues in School-Based Consultation 4. Instructional Consultation (IC) and Instructional Consultation Teams (ICT) 5. Mental Health Consultation (MHC) 6. Behavioral Consultation, the Problem-Solving Model, and Conjoint Behavioral Consultation 7. Social Cognitive Theory Consultation 8. Adlerian (AC) and Solution-Focused Consultation (SFC) 9. Organizational and Systems Consultation (OSC) 10. Assessment Considerations for Consultation 11. Efficacy and Effectiveness of School-Based Consultation References

"In today’s fast-paced world and increasing mental health needs in educational settings, professionals need a practical and erudite resource to guide them in applying various consultation models, especially with culturally- and linguistically-diverse individuals. The second edition of Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals by Crothers, Hughes, Kolbert, and Schmitt delivers a clear, thorough, and highly useful resource for all school-based personnel. Kudos to Crothers et al. for providing a volume that will be used for years to come." — Vincent C. Alfonso, PhD, dean of School of Education, Gonzaga University, USA"Filled with rich detail about pertinent conceptual frameworks and containing numerous practical suggestions, this is a wonderful, comprehensive resource for all engaged in school-based consultation. I highly recommend this book!" — David Shriberg, Indiana University, USA, editor of Journal of Educational and Psychological Consultation"The second edition of Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals really hits the mark by providing a book that will most definitely enhance high-quality instruction in the classroom rather than detract from it! Many current consultation resources are either too scholarly and dense that make it less practical in training, or too simplified that require much supplementation by the instructor. This new edition is the perfect balance. It is chock full of practical resources to enhance rigorous training of consultants (e.g., skills and dispositions, presentations for instructors, test banks) and grounded in research and theory. Most importantly, it connects complicated theoretical models such as multicultural consultation with consultant decision making, which is critical to developing practitioners who are thoughtful and ethical in the global society that we find ourselves in now. We need to train this next generation of consultants with the future in mind and this book does just that! I have taught consultation to graduate students from various professions (i.e., school psychologists, school counselors, special educators, and clinical psychologists) for over a decade and will be sharing it widely among my peers!" — Sam Y. Song, PhD, co-director of the National Network of Restorative School Researchers (NNRSR) and associate professor of Department of Counselor Education, School Psychology, and Human Services, University of Nevada, Las Vegas, USA