Education | Psychoeducational Consultation
G645 | 5009 | Dr. Jeff Daniels


OVERVIEW

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. The implicit assumption is that improved
organizational effectiveness will benefit all organizational
stakeholders.

OBJECTIVES

To define consultation as a distinctive modality of change.

To analyze and synthesize the various models, processes, and theories
of consultation.

To learn a wide range of consultation interventions.

To understand the professionalism of consultation and ethical
considerations.

To develop an interdisciplinary perspective on consultation.

REQUIRED READINGS

Textbook

Doughterty, A.M. (2000). Psychological consultation and collaboration
in the school and community settings (3rd ed.).  Belmont, CA:
Brooks/Cole.

There also is a packet of reading materials available for your
purchase at the IU Bookstore.


COURSE REQUIREMENTS/Points

Research Paper   (Due)  100
Original Article Reviews 30
Final Examination 100
Total 230

RESEARCH PAPER

NOTE: FOR ALL ASSIGNMENTS, PLEASE SUBMIT THEM ELECTRONICALLY, IN MS
WORD FORMAT. YOU MAY EITHER E-MAIL ME DIRECTLY, OR SEND THEM TO ME
VIA ON-COURSE.

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.

ORIGINAL ARTICLE REVIEWS

As you read the course assignments, you are to find a total of three
citations that are of interest to you. For each, find the original
source and read it. You must do three reviews, and each paper should
be roughly three pages, typed, double-spaced. Attend to each of the
following points:

Give a brief summary of the article;
Write your professional critique of the article
Indicate the extent to which the article was helpful to your
understanding of the topic
Assess the extent to which the author(s) who cited the article
accurately portrayed the findings/points of this article.

GRADING PROCEDURE

A+  99 - 100%
A  93 - 98%
A-  90 - 92%
B+  87 - 89%
B  83 - 86%
B-  80  82%
C  75 - 79%
F  Below 75%

Schedule

June 20	
Introduction and Overview
Dougherty, Chapters 1 & 2
Kurpius & Fuqua, 1993
Dixon & Dixon, 1993
Froehle & Rominger, 1993
		
June 25	
Models of Consultation
Dougherty, Chapter 3
Kurpius, Fuqua, & Rozecki, 1993

June 27	
Entry Stage	
Dougherty, Chapter 3
Remley, 1993

July 2		
Diagnosis & Implementation Stages
Dougherty, Chapters 4 & 5

July 4		
No Class  Independence Day

July 9		
Implementation & Disengagement Stages
Dougherty, Chapters 5 & 6

July 11		
Ethical & Legal Considerations
Dougherty, Chapter 7
McCarthy & Sorenson, 1993

July 16		
Pragmatic Issues
Dougherty, Chapter 8

July 18		
Organizational Consultation
Dougherty, Chapter 9
Fuqua, Newman, & Dickman, 1999

July 23	
Mental Health Consultation
Dougherty, Chapter 10
Caplan, Caplan, & Erchuk, 1994

July 25		
Behavioral Consultation
Dougherty, Chapter 11
Elliott, 1988

July 30		
School Consultation
Dougherty, Chapter 12

August 1		
Last Day of Class


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