Education | Psychoeducational Consultation
G645 | 5956 | Dr. Charles Ridley
The primary focus of this course is on organizations rather than
individuals as the target of analysis, change, and evaluation. Such a
focus requires an additional set of considerations, conceptions,
intervention strategies, and skills differentiated from traditional
psychological counseling. Therefore, it is the intention of this
course to highlight consultation as the mode of intervention. In so
doing, students are expected to become better conceptualizers and
problem-solvers. Students will learn a variety of micro-consultation
skills to improve work environments, enhance intra-group
relationships, improve communications and productivity, promote
collaborative treatment strategies, and foster better outcomes social
systems clients. The implicit assumption is that improved
organizational effectiveness will benefit all organizational
1.To define consultation as a distinctive modality of change.
2.To develop an appreciation for open systems theory and
3.To analyze and synthesize the various models, processes, and
theories of consultation.
4.To learn a wide range of consultation interventions.
5.To understand the professionalism of consultation and ethical
6.To develop an interdisciplinary perspective on consultation.
Doughterty, A.M. (2000). Psychological consultation and collaboration
in the school and community settings (3rd ed.). Belmont, CA:
Articles and Chapters
Behring, S. T., & Ingraham, C. L. (1998). Culture as a central
component of consultation: A call to the field. Journal of Educational
and Psychological Consultation, 91(1), 57-72.
Burke, W. W. (1982). Organization development: Principles and
practices. Boston: Little, Brown & Co.
Chapter 4:AThe organization as a system@
Chapter 16:AEvaluating Organization Development Efforts@
Dougherty, A. M., Dougherty, L. P. & Purcell, D. (1991). The sources
and management of resistance to consultation. The School Counselor,
Egan, G. (1985). The data and tools of needs assessment (chapter 3).
Change agent skills in helping and human services. Monterey, CA:
Froehle, T. C., & Rominger, R. L. (1993). Directions in consultation
research: Bridging the gap between science and practice. Journal of
Counseling and Development, 71(6), 693-699.
Fuqua, D. R. & Kurpius, D. J. (1993). Conceptual models in
organizational consultation. Journal of Counseling and Development,
Gallessich, J. (1985). Toward a meta-theory of consultation. The
Counseling Psychologist, 13(3), 336-354.
Jackson, D. N. & Hayes, D. H. (1993). Multicultural issues in
consultation. Journal of Counseling and Development, 72(2), 144-147.
Katz, D., & Kahn, R. (1978). The social psychology of organizations
(2nd ed.). New York: John Wiley.
Chapter 2:AOrganizations and the Systems Concept@
Chapter 3:ADefining Characteristics of Social Organizations@
Chapter 19:AOrganizational Change@
Kotter, J.P. (March-April, 1995). Leading Change: Why Transformation
Efforts Fail. Harvard Business Review, 59-67.
Kurpius, D. (1985). Consultation interventions: Successes, failures,
and proposals. The Counseling Psychologist, 13(3), 368-389.
Kurpius, D., Fuqua, D., & Rozecki, T. (1993). The consulting process:
A multidimensional approach. Journal of Counseling and Development,
Lippitt, G., & Lippitt, R. (1978). The consulting process in action.
San Diego: University Associates.
Chapter 7:AThe Consultant's Skills, Competencies, and Development@
Maguire, T. V. & Miller, J. R. (1982). The professional culture of the
mental health center as a defense against confronting organizational
dysfunction: A case study. Psychotherapy: Theory, Research, and
Practice, 19(1), 18-25.
Morrison, A. & Glinow, M. (1990). Women and minorities in management.
American Psychologist, 45(2), 200-208.
Newman, J. L. (1993). Ethical issues in consultation. Journal of
Counseling and Development, 72(2), 148-158.
Parsons, R. D. (1996). The skilled consultant: A systematic approach
to the theory and practice of consultation. Needham Heights, MA: Allyn
Chapter 1:AThe (R)evolution of Consultation@
Chapter 2:AIntegrating the Various Consultant Roles and Functions@
Chapter 4:AWorking Through Resistance@
Chapter 10:AEthical Concerns and Considerations@
Parsons, R. D., & Meyers, J. (1984). Developing consultation skills: A
guide to training, development, and assessment for human services
professionals. San Francisco: Jossey-Bass.
Chapter 7:ADirect Assessment of Problems: Level One@
Chapter 8:AIndirect Assessment and Interventions: Level Two@
Chapter 9:APromoting Knowledge and Skill Development: Level Three@
Price Waterhouse Change Integration Team (1995). Better change: Best
practices for transforming your organization. Chicago: Irwin.
Chapter 1:AThe Basics of Change@
Chapter 2:ABuilding the Case for Change@
Chapter 8:AThinking Big, Acting New@
Chapter 9:AMeasuring Performance@
Ridley, C. R. & Mendoza, D. W. (1993). Putting organizational
effectiveness into practice: The preeminent consultation task. Journal
of Counseling and Development, 72(2), 168-177.
Senge, P. M. (1990). The fifth discipline: The art and practice of the
learning organization. New York: Doubleday.
Chapter 1:"Give me a lever long enough...and single-handed I can move
Chapter 2:"Does your organization have a learning disability?"
Strebel, P. (1996). Why do employees resist change? Harvard Business
Review, May-June, 86-92.
Sue, D. W. (1995). Multicultural organizational development:
Implications for the counseling profession. In Ponterotto, J. G.,
Casas, J. M., Suzuki, L. A. & Alexander, C. M. (Eds.). Handbook of
multicultural counseling (pp. 474-492). Thousand Oaks, CA: Sage.
Sue, D. W. (1991). A model for cultural diversity training. Journal of
Counseling and Development, 70(1), 99-105.
Wallace, W. A., & Hall, D. L. (1996). Psychological consultation:
Perspectives and applications. Pacific Grove: Brooks/Cole.
Chapter 1:AIntroduction to Consultation@
Chapter 2:AStages of Consultation@
Chapter 3:AConsultation Models and Approaches@
Chapter 5:AResistance and Reactance to the Consultation Process@
Chapter 11:AEthical and Legal Dilemmas in Consultation@
Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles
of problem formation and problem resolution. New York: Norton.
Chapter 1:AThe Theoretical Perspective@
Chapter 2:AThe Practical Perspective@
Chapter 7:ASecond-Order Change@
Weiss, C. H. (1998). Evaluation: Methods for studying programs and
policies. Saddle River, NJ: Prentice Hall.
Chapter 1:ASetting the Scene@
Chapter 2:APurpose of Evaluation@
Chapter 14:AEvaluating with Integrity@
1. Midterm Examination (October 28, 2002) 100
2. Research Paper (Due December 9, 2002) 100
3. Final Examination: Exam Week 100
Write a paper entitled "A Theory of Consultation." Write the paper as
though it is a major article to be published in Consulting Psychology
Journal: Practice and Research. This assignment is intended to give
students an opportunity to do scholarship on a topic relevant to their
professional interests. By definition, this paper is integrative in
nature. You will be graded on your ability to think independently,
cogently, and demonstrate good use of the literature. In addition,
you are expected to bridge theory and practice. While providing a
sound conceptual foundation, the theory should also provide concrete
consultation intervention strategies. At least 15 pages of text is a
reasonable expectation for this assignment. Failure to submit this
assignment on time results in an automatic one half grade reduction.
Students may take one of a number of different approaches to this
assignment. Here are some suggestions. First, write a general theory
of consultation that has universal application. Second, write a
theory that is oriented toward a particular type of organizational
setting (e.g., mental health center, hospital, church, small
business). Third, write a theory oriented to a specific
organizational problem (e.g., management-employee relationships,
stress in the work setting, organizational reengineering). Fourth,
write a theory that focuses on a specific consultation strategy (e.g.,
team building, executive coaching). These are only examples. All
students are welcome to discuss their interests with the professor.
By December 16, 2002, you are to submit to the instructor a written
statement certifying that you have read all of the required readings
for the course. Failure to meet this expectation results in an
automatic one half grade reduction.
A+ 99 - 100%
A 93 - 98%
A- 90 - 92%
B+ 85 - 89%
B 80 - 84%
C 75 - 79%
F Below 75%
Week One: Introduction and Overview
Doughtery (1995), Chapters 1 and 2
Parsons (1996), Chapters 1 and 2
Wallace & Hall (1996), Chapter 1
Week Two: Open Systems Theory
Burke (1982), Chapter 4
Katz & Kahn (1978), Chapter 2
Senge (1990), Chapters 1 and 2
Maguire & Miller (1982)
Week Three: Levels of Analysis of Social Systems
Katz & Kahn (1978), Chapter 3
Week Four: Design of Organizations
Week Five: Organizational Change
Price Waterhouse Change Integration Team (1995), Chapters 1, 2, and 8
Ridley & Mendoza (1993).
Watzlawick, Weakland, & Fisch (1974), Chapters 1, 2, and 7
Week Six: Resistance to Change
Dougherty, Dougherty, & Purcell (1991)
Parsons (1996), Chapter 4
Wallace & Hall (1996), Chapter 5
Week Seven: Models of Consultation
Fuqua & Kurpius (1993)
Wallace & Hall (1996), Chapter 3
Week Eight: Stages of Consultation
Doughtery (1995) Chapters 3, 4, 5, and 6
Wallace & Hall (1996) Chapter 2
Week Nine: Midterm Examination
Week Ten: Organizational Interventions (Part I)
Katz & Kahn (1978), Chapter 19
Kurpius, Fuqua, & Rozecki (1993)
Week Eleven: Organizational Interventions (Part II)
Week Twelve: Micro-Consultation Skills
Lippitt & Lippitt (1978) Chapter 7
Parsons & Meyers (1978) Chapters 7, 8, and 9
Week Thirteen: Diversity Issues
Behring & Ingraham (1998)
Jackson & Hayes (1993)
Morrison & Glinow (1990)
Week Fourteen: Legal and Ethical Issues
Dougherty (1995) Chapter 7
Parsons (1996) Chapter 10
Wallace & Hall (1996) Chapter 11
Week Fifteen: Needs Assessment and Program Evaluation
Froehle & Rominger (1993)
Price Waterhouse Change Integration Team (1995) Chapter 9
Weiss (1998) Chapters 1, 2, and 14
Week Sixteen: Final Examination
CACREP Standards Met
II-J-2-a: Multicultural and pluralistic trends including
characteristics and concern of diverse groups
II-J-2-b: Attitudes and behavior based on such factors as age, race,
religious preference, physical disability, sexual orientation,
ethnicity and culture, family patterns, gender, social economic
status, and intellectual ability
II-J-3: HELPING RELATIONSHIPS - Studies that provide an understanding
of counseling and consultation processes
II-J-3-a: Counseling and consultation theories including both
individual and systems perspectives as well as coverage of relevant
research and factors considered in applications
II-J-3-c: Counselor or consultant characteristics and behavior that
influence helping processes including age, gender and ethnic
differences, verbal and nonverbal behavior and personal
characteristics, orientations, and skills