Linking Theory, Research, and Practice to School Social Work Consultation © School Social Work...

Linking Theory, Research, and Linking Theory, Research, and Practice toPractice to

School Social Work Consultation School Social Work Consultation ©©

School Social Work Association of AmericaSchool Social Work Association of AmericaAnnual Program MeetingAnnual Program Meeting

Nashville, TN Nashville, TN April 15 - 18, 2015April 15 - 18, 2015

Christine Anlauf Sabatino, Ph. D., LICSW, C-Christine Anlauf Sabatino, Ph. D., LICSW, C-SSWSSSWS

Professor & DirectorProfessor & Director

Center for the Advancement of Children, Youth, and Center for the Advancement of Children, Youth, and FamiliesFamilies

National Catholic School of Social ServiceNational Catholic School of Social Service

The Catholic University of AmericaThe Catholic University of America

Washington, DCWashington, [email protected]

Chair, NASW School Social Work Specialty SectionChair, NASW School Social Work Specialty Section

mailto:[email protected]

BackgroundBackground

Consultation is consistently identified in Consultation is consistently identified in practice research literature as an important practice research literature as an important school social work practice task.school social work practice task.

See studies by:See studies by:

Allen-Meares, 1994 Allen-Meares, 1994

Boyle-Del Rio, Carson, & Hailbeck, 2000Boyle-Del Rio, Carson, & Hailbeck, 2000

Carr, 1976Carr, 1976

Constable, Kuzmickaite, Harrison, & Volkmann, 1999Constable, Kuzmickaite, Harrison, & Volkmann, 1999

Kelly, Berzin, Frey, Alvarez, , Shaffer, & O’Brien Kelly, Berzin, Frey, Alvarez, , Shaffer, & O’Brien (2010). (2010).

Meares, 1982Meares, 1982

Costin, 1968Costin, 1968

Timberlake, Sabatino, & Hooper, 1982 Timberlake, Sabatino, & Hooper, 1982

Consultation is consistently identified in Consultation is consistently identified in school social work textbooks as an school social work textbooks as an important school social work practice important school social work practice method.method.

See school social work text books by: See school social work text books by:

Allen-Meares, 2010 Allen-Meares, 2010

Massat, Constable, McDonald, Flynn 2009Massat, Constable, McDonald, Flynn 2009

Dupper, 2003Dupper, 2003

Franklin, Harris, & Allen-Meares, 2006 Franklin, Harris, & Allen-Meares, 2006

Openshaw, 2008Openshaw, 2008

• The term ‘consultation’ is used as a generic The term ‘consultation’ is used as a generic term. (What does the term actually mean)?term. (What does the term actually mean)?

• The term ‘consultation’ is not defined in The term ‘consultation’ is not defined in school social work practice task research. school social work practice task research.

(What does the research really tell us)?(What does the research really tell us)?

Consultation has a specific definition. Consultation has a specific definition.

Consultation is an Consultation is an indirect methodindirect method of of intervention, which intervention, which assists othersassists others to become to become more effective in dealing with complex more effective in dealing with complex work work problemsproblems..

The consultant The consultant shifts from direct serviceshifts from direct service to to indirect service with indirect service with a commitment to other’s a commitment to other’s control of interventions.control of interventions.

The The role of the consultantrole of the consultant is that of expert or is that of expert or technical advisor, who introduces new technical advisor, who introduces new information, concepts, perspectives, values, and information, concepts, perspectives, values, and skills to help service delivery systems.skills to help service delivery systems.

Theoretical ModelsTheoretical Models

The professional literature across the allied helping The professional literature across the allied helping professionsprofessions

identifies six models of consultation, includingidentifies six models of consultation, includingclinical consultationclinical consultationmental health consultationmental health consultationbehavioral consultationbehavioral consultationeducation and training consultationeducation and training consultationprogram consultation, and program consultation, and organizational consultationorganizational consultation

See: Sabatino, C. (2014). See: Sabatino, C. (2014). Consultation theory and Consultation theory and practice: A practice: A handbook for school social workers. handbook for school social workers. New New York: Oxford York: Oxford University Press.University Press.

Clinical Consultation DefinedClinical Consultation Defined

Clinical ConsultationClinical Consultation is the provision of is the provision of your your

expertiseexpertise in psychosocial in psychosocial assessment and assessment and

treatmenttreatment planning based on the person-in- planning based on the person-in-

environment perspective as exemplified in the environment perspective as exemplified in the

Individualized Education ProgramIndividualized Education Program (IEP) and the (IEP) and the

Individual Family Service PlanIndividual Family Service Plan (IFSP) processes. (IFSP) processes.

Clinical ConsultationClinical Consultation also addresses home, also addresses home,

school, and community school, and community trauma and crisestrauma and crises that that

impact school success.impact school success.

Mental Health Consultation DefinedMental Health Consultation Defined

• Mental health consultation is the Mental health consultation is the dissemination of dissemination of mental health knowledge and concepts that mental health knowledge and concepts that help school personnel understand mental help school personnel understand mental health problems that interfere with school health problems that interfere with school performance. performance.

• Mental health consultation provides school Mental health consultation provides school personnel with personnel with knowledge, skill, confidence, knowledge, skill, confidence, and objectivityand objectivity to overcome work challenges to overcome work challenges in the school, classroom, or with individual in the school, classroom, or with individual students.students.

Behavioral Consultation DefinedBehavioral Consultation Defined

• Behavioral consultation is the Behavioral consultation is the identification and implementation of a plan identification and implementation of a plan to to increase preferred behaviorsincrease preferred behaviors and to and to decrease unwanted behaviors.decrease unwanted behaviors.

• Behavioral consultation may focus change Behavioral consultation may focus change at any of at any of three levelsthree levels: : 1) the individual 1) the individual studentstudent, , 2) a 2) a classclass or other working or other working group of group of studentsstudents, or 3) an , or 3) an entire schoolentire school community. community.

Education and Training Consultation Education and Training Consultation DefinedDefined

Education and training consultation includes: Education and training consultation includes:

1) 1) information and referral servicesinformation and referral services

2) 2) interdisciplinary coordinationinterdisciplinary coordination (team work) (team work) and and interagency collaborationinteragency collaboration (collaborative (collaborative councils)councils)

3) 3) staff development and in-service trainingstaff development and in-service training

Program Consultation Defined Program Consultation Defined

Program consultation Program consultation addresses the needs of a addresses the needs of a specified school group or populationspecified school group or population unable to unable to achieve school success using traditional achieve school success using traditional pathways offered by the school system. pathways offered by the school system.

Program consultation involves needs Program consultation involves needs assessment, brainstorming, implementing, assessment, brainstorming, implementing, evaluating, and/or reworking strategies that evaluating, and/or reworking strategies that help school groups or populations achieve help school groups or populations achieve

school success.school success.

Organizational Consultation DefinedOrganizational Consultation Defined

Organizational consultation assists school Organizational consultation assists school personnel to personnel to improve school functioningimprove school functioning. .

It focus on issues of It focus on issues of school structuresschool structures

such as leadership, administration, and such as leadership, administration, and staffing. staffing.

It focuses on It focuses on school processes school processes

such as information exchange, coordination of such as information exchange, coordination of activities, and decision-making.activities, and decision-making.

Research QuestionsResearch Questions

• How do school social workers describe How do school social workers describe their consultation practice?their consultation practice?

ResearchResearch• Survey instrument developed based on the literature for the Survey instrument developed based on the literature for the

six theoretical modelssix theoretical models

• Survey underwent technical review using Survey underwent technical review using – Systematic Instrument Appraisal (Fowler)Systematic Instrument Appraisal (Fowler)– Criteria for assessing survey questions (Czaja & Blair)Criteria for assessing survey questions (Czaja & Blair)– Criteria for assessing proposed survey questions (Dillman)Criteria for assessing proposed survey questions (Dillman)– Checklist for Questionnaire Designers and Reviewers (GAO)Checklist for Questionnaire Designers and Reviewers (GAO)

• National sampleNational sample

• Data Collection: E-Bell announcement published three times Data Collection: E-Bell announcement published three times (September 2013 – January 2014) with one follow-up email (September 2013 – January 2014) with one follow-up email (January 2014) to state presidents(January 2014) to state presidents

• Reliability established using Cronbach’s alpha.Reliability established using Cronbach’s alpha.• All subscales met the Kaiser-Meyer-Olkin (KMO) measure of All subscales met the Kaiser-Meyer-Olkin (KMO) measure of

sampling adequacysampling adequacy• All subscales met Bartlett’s test of sphericity.All subscales met Bartlett’s test of sphericity.

• Factor analysisFactor analysis

Preliminary Findings – Sample Preliminary Findings – Sample CharacteristicsCharacteristics

N = 219N = 219

GenderGender AgeAge•• Females: 91.5% Females: 91.5% •• Range: 21 – Range: 21 –

6666•• Males: 8.5%Males: 8.5% •• Average Age: 44.82Average Age: 44.82

•• Median Age: 45Median Age: 45

Racial/Ethnic BackgroundRacial/Ethnic Background•• African American: 8.8%African American: 8.8%•• Asian American: 2.3%Asian American: 2.3%•• Biracial: 0.9%Biracial: 0.9%•• Hispanic/Latino & American Indian: 0.5%Hispanic/Latino & American Indian: 0.5%•• Other (not specified): 0.9%Other (not specified): 0.9%•• Unknown (left blank) 0.9%Unknown (left blank) 0.9%•• White European American: 78.2%White European American: 78.2%•• White European & Native American: 0.9%White European & Native American: 0.9%

Respondents by stateRespondents by state• 21 states represented, including DC21 states represented, including DC

• 4 states with the greatest number of respondents were:4 states with the greatest number of respondents were:– California: 11.3%California: 11.3%– Illinois: 42.5%Illinois: 42.5%– Michigan: 8.5%Michigan: 8.5%– Minnesota: 13.7%Minnesota: 13.7%

Position Title: Total of 35 were given by Position Title: Total of 35 were given by respondentsrespondents• School Social Worker: 73.5%School Social Worker: 73.5%

• Social Worker: 4.2%Social Worker: 4.2%

• Psychiatric Social Worker: 3.7%Psychiatric Social Worker: 3.7%

• School Counselor: 1.9%School Counselor: 1.9%

• Mental Health Consultant: 1.4%Mental Health Consultant: 1.4%

• 28 Other Titles were held by only one respondent28 Other Titles were held by only one respondent



Highest DegreeHighest Degree• MSW: 92.1%MSW: 92.1%

• Other: 6.5%Other: 6.5%

• Doctorate in Social Work: 0.9%Doctorate in Social Work: 0.9%

• BSW: 0.5%BSW: 0.5%• Other Degrees included doctorates in education and educational Other Degrees included doctorates in education and educational

psychology and masters in education, educational counseling, psychology and masters in education, educational counseling, counseling psychology, and administrationcounseling psychology, and administration

State Certification Required (Pupil State Certification Required (Pupil Service)Service)• Yes: 81.7%Yes: 81.7%• No: 18.3%No: 18.3%

State Licensure Required (LCSW)State Licensure Required (LCSW)• Yes: 48.6%Yes: 48.6%• No: 51.4%No: 51.4%

NASW MemberNASW Member• Yes: 35.2%Yes: 35.2%• No: 64.8%No: 64.8%

NASW SSW Specialty MemberNASW SSW Specialty Member• Yes: 7.9%Yes: 7.9%• No: 92.1%No: 92.1%

SSWAA National MemberSSWAA National Member• Yes: 24.5%Yes: 24.5%• No: 75.5%No: 75.5%

SSWAA State MemberSSWAA State Member• Yes: 73.1%Yes: 73.1%• No: 26.9%No: 26.9%


Number of Years as a School Social Number of Years as a School Social WorkerWorker• Mean: 13.43Mean: 13.43• Median: 12Median: 12• Range: 1 - 34Range: 1 - 34

Public School Social WorkerPublic School Social Worker• Yes: 93.1%Yes: 93.1%• No: 6.9%No: 6.9%

School SettingSchool Setting• Urban SchoolsUrban Schools– Yes: 36.6%Yes: 36.6% No: 63.4%No: 63.4%

• SuburbanSuburban– Yes: 42.1%Yes: 42.1% No: 57.9%No: 57.9%

• RuralRural– Yes: 30.1%Yes: 30.1% No: 69.9%No: 69.9%


Discussion of the Sample Discussion of the Sample

School social worker title protection is an issue School social worker title protection is an issue of concern of concern (more that 35 titles listed)(more that 35 titles listed)

School social workers choose to be members of School social workers choose to be members of their state SSWAA association rather than their state SSWAA association rather than members of National SSWAA, NASW, or NASW members of National SSWAA, NASW, or NASW SSW Specialty Section.SSW Specialty Section.

State LCSW licensure now is required for state State LCSW licensure now is required for state pupil service certification in almost half the pupil service certification in almost half the respondents’ states.respondents’ states.

Analysis of the ModelsAnalysis of the Models

Reliability of scales for each model Reliability of scales for each model (i.e., internal consistency of the items)(i.e., internal consistency of the items)

Frequency of use Frequency of use (i.e., for each task contained in the (i.e., for each task contained in the respective models, how often it is respective models, how often it is performed)performed)

Factor analysis for each model Factor analysis for each model (i.e., underlying constructs among items in (i.e., underlying constructs among items in each scale)each scale)

Reliability of the ModelsReliability of the Models

ModelModelCronbach’s Cronbach’s

AlphaAlphaClinical ConsultationClinical Consultation .77.77

Mental Health ConsultationMental Health Consultation .92.92

Behavioral ConsultationBehavioral Consultation .97.97Education and Training Education and Training ConsultationConsultation .89.89

Program ConsultationProgram Consultation .95.95

Organizational ConsultationOrganizational Consultation .96.96

Practice Research Practice Research

• What are the school social workWhat are the school social workpractice tasks used most frequently inpractice tasks used most frequently ineach of the six models of consultation?each of the six models of consultation?

• How do the tasks group together?How do the tasks group together?

Clinical Consultation – Clinical Consultation – Frequencies Frequencies

Clinical ConsultationIn the last year, how frequently/infrequently

did you:Infrequently Sometimes Frequently

Write SCH for IEPs? 31.8% 15.4% 52.8%

Document family priorities, resources, and concerns for Individualized Family Service Plans (IFSPs)?

62.9% 16.9% 20.2%

Provide psychosocial expertise on barriers to learning? 3.7% 13.0% 83.3%

Offer a strengths-based perspective about school issues?

1.9% 11.3% 86.9%

Incorporate students' strengths in student assessment?

1.4% 8.5% 80.1%

Examine protective factors in student assessment? 9.1% 17.6% 73.4%

Assess risk factors affecting school performance? 2.4% 7.1% 90.6%

Work with school personnel when crises occur? 1.4% 8.9% 89.7%

Deliberate with school personnel when a trauma occurs?

18.1% 16.3% 63.6%

Work on student suicide or threat of a suicide? 17.7% 16.7% 65.5%

Factor Analysis:Factor Analysis:Clinical Consultation ModelClinical Consultation Model

Total Variance Explained: 65.27%Total Variance Explained: 65.27%

Number of Factors Extracted: 2Number of Factors Extracted: 2

Cronbach’s Alpha: .83 (original: .77)Cronbach’s Alpha: .83 (original: .77)

Loading ValuesLoading ValuesFactor 1Factor 1 Factor 2Factor 2

Offer a strengths-based perspective about school issues? Offer a strengths-based perspective about school issues? .854.854

Examine protective factors in student assessment?Examine protective factors in student assessment? .778.778

Incorporate students' strengths in student assessment?Incorporate students' strengths in student assessment? .765.765

Assess risk factors affecting school performance?Assess risk factors affecting school performance? .724.724

Provide psychosocial expertise to school personnel on barriers to Provide psychosocial expertise to school personnel on barriers to learning?learning? .663.663

Deliberate with school personnel when a school tragedy occurs?Deliberate with school personnel when a school tragedy occurs? .870.870

Work with school personnel when a student suicide or threat of a Work with school personnel when a student suicide or threat of a suicide occurs?suicide occurs? .855.855

Work with school personnel when crises occur?Work with school personnel when crises occur? .735.735

Clinical ConsultationClinical Consultation

School social workers do not participate in School social workers do not participate in documenting the family priorities resources documenting the family priorities resources and concerns for the IFSP.and concerns for the IFSP.

Comments? Comments?

Mental Health Consultation – Mental Health Consultation – Frequencies Frequencies

Mental Health ConsultationIn the last year, how frequently/infrequently

did you provide school personnel:Infrequently Sometimes Frequently

Information about mental health issues impacting school performance? (Knowledge)

4.7% 18.6% 76.8%

Techniques for handling a work problem? (Skills) 11.2% 35.5% 53.2%

Support to bolster their confidence in resolving a work problem? (Confidence)

11.7% 32.7% 55.6%

Feedback to examine their reactions to a work problem? (Objectivity)

18.9% 39.2% 42.0%

Objectivity SubscaleIn the last year, how frequently/infrequently

did your work focus on helping school personnel:

Infrequently Sometimes Frequently

Avoid direct personal involvement? 27.5% 39.9% 22.6%

Maintain a professional role? 19.0% 32.2% 48.8%

Explore "either/or thinking" (complete success/utter failure) about a situation?

28.4% 36.5% 35.1%

Challenge stereotypes, perceptions, attitudes about a situation?

11.4% 33.5% 55.1%

Regain a professional stance in the face of challenging situations?

16.9% 34.9% 48.1%

Examine a conclusion made about a situation based on little or contradictory evidence?

18.5% 43.6% 37.9%

Factor Analysis:Factor Analysis:Mental Health Consultation ModelMental Health Consultation Model




Loading ValuesLoading Values

Factor 1Factor 1 Factor 2Factor 2Regain a professional stance in the face of challenging situations?Regain a professional stance in the face of challenging situations? .848.848

Examine a conclusion they have made about a situation based on Examine a conclusion they have made about a situation based on little or contradictory evidence?little or contradictory evidence? .831.831

Maintain a professional role?Maintain a professional role? .816.816

Challenge stereotypes, perceptions, attitudes about a situation?Challenge stereotypes, perceptions, attitudes about a situation? .796.796

Explore "either/or thinking" (complete success/utter failure) about Explore "either/or thinking" (complete success/utter failure) about a situation?a situation? .783.783

Avoid direct personal involvement?Avoid direct personal involvement? .699.699

Techniques for handling a work problem?Techniques for handling a work problem? .849.849

Feedback to examine their reactions to a work problem? Feedback to examine their reactions to a work problem? .845.845

Support to bolster their confidence in resolving a work problem?Support to bolster their confidence in resolving a work problem? .845.845

Information about mental health issues impacting school Information about mental health issues impacting school performance? performance? .708.708

Mental Health ConsultationMental Health Consultation

If you combine the categories of ‘sometimes’ If you combine the categories of ‘sometimes’ and ‘frequently,’ school social workers and ‘frequently,’ school social workers frequently use all four theoretical frequently use all four theoretical components of mental health consultation components of mental health consultation

In other words, school social workers are In other words, school social workers are continually involved in providing mental continually involved in providing mental health principles and practices in the areas of health principles and practices in the areas of knowledge, skills, support, and objectivity to knowledge, skills, support, and objectivity to help school personnel resolve work-related help school personnel resolve work-related problems.problems.

Behavioral Consultation – Behavioral Consultation – Individual Student FrequenciesIndividual Student Frequencies

Behavioral ConsultationIn the last year, how frequently/infrequently did you

help school personnel address the following w/individual students:


Determine what is maintaining negative behaviors? 7.9% 20.5% 71.7%

Identify ways to strengthen adaptive behaviors? 12.2% 22.1% 65.7%

Create plans to decelerate negative behaviors? 5.7% 17.4% 77.0%

Create plans to accelerate adaptive behaviors? 9.4% 23.8% 66.8%

Identify antecedents to student negative behavior? 4.2% 16.4%79.4%

Positively reinforce targeted adaptive behaviors? 6.6% 17.1% 76.3%

Identify difference between punishment and negative reinforcement?

12.7% 29.9% 52.4%

Behavioral Consultation – Behavioral Consultation – Class/Group-Wide FrequenciesClass/Group-Wide Frequencies


help school personnel address following with class/group students:






Identify antecedents to student negative behavior? 26.2% 33.6% 40.2%



29.6% 34.3% 36.1%

Behavioral Consultation – Behavioral Consultation – School-Wide FrequenciesSchool-Wide Frequencies


help school personnel address following w/entire school community:






Identify antecedents to student negative behavior? 39.0% 27.1%33.8%



42.0% 28.3% 29.7%

Factor Analysis:Factor Analysis:Behavioral Consultation ModelBehavioral Consultation Model




Loading ValuesLoading ValuesFactor 1Factor 1

Group: Group: Identify antecedents to student negative behavior?Identify antecedents to student negative behavior? .862.862

Group: Group: Create plans to decelerate negative behaviors?Create plans to decelerate negative behaviors? .831.831

Group: Group: Create plans to accelerate adaptive behaviors?Create plans to accelerate adaptive behaviors? .825.825

Group: Group: Identify difference between punishment and negative Identify difference between punishment and negative reinforcement?reinforcement? .807.807

Group: Group: Positively reinforce targeted adaptive behaviors?Positively reinforce targeted adaptive behaviors? .805.805

Group: Identify ways to strengthen adaptive behaviors?Group: Identify ways to strengthen adaptive behaviors? .802.802

Group: Determine what is maintaining negative behaviors?Group: Determine what is maintaining negative behaviors? .795.795

Individual: Individual: Identify difference between punishment and negative Identify difference between punishment and negative reinforcement?reinforcement?

.506.506

Factor Analysis:Factor Analysis:Behavioral Consultation ModelBehavioral Consultation Model

Loading ValuesLoading ValuesFactor Factor

22Factor Factor

33School: CSchool: Create plans to decelerate negative behaviors?reate plans to decelerate negative behaviors? .892.892

School: School: Create plans to accelerate adaptive behaviors?Create plans to accelerate adaptive behaviors? .885.885

School: ISchool: Identify antecedents to student negative behavior?dentify antecedents to student negative behavior? .875.875

School: Identify ways to strengthen adaptive behaviors?School: Identify ways to strengthen adaptive behaviors? .873.873

School: Determine what is maintaining negative behaviors?School: Determine what is maintaining negative behaviors? .861.861

School: School: Positively reinforce targeted adaptive behaviors?Positively reinforce targeted adaptive behaviors? .843.843

School: School: Identify difference between punishment and negative Identify difference between punishment and negative reinforcement?reinforcement? .737.737

Individual: CIndividual: Create plans to decelerate negative behaviors?reate plans to decelerate negative behaviors? .828.828

Individual: Determine what is maintaining negative behaviors?Individual: Determine what is maintaining negative behaviors? .811.811

Individual: IIndividual: Identify antecedents to student negative behavior?dentify antecedents to student negative behavior? .798.798

Individual: IIndividual: Identify ways to strengthen adaptive behaviors?dentify ways to strengthen adaptive behaviors? .785.785

Individual: CIndividual: Create plans to accelerate adaptive behaviors?reate plans to accelerate adaptive behaviors? .767.767

Individual: Individual: Positively reinforce targeted adaptive behaviors?Positively reinforce targeted adaptive behaviors? .717.717

Behavioral ConsultationBehavioral Consultation

Individual students: Very frequently use behavioral Individual students: Very frequently use behavioral consultationconsultation

Class-wide: Not frequently provided. Class-wide: Not frequently provided. Does match frequency of individual consultation Does match frequency of individual consultation only only when when

combining categories of ‘sometimes’ and ‘frequently’combining categories of ‘sometimes’ and ‘frequently’

School-wide: Not frequently provided. School-wide: Not frequently provided. Does match frequency of individual consultation Does match frequency of individual consultation onlyonly when when

combining categories of ‘sometimes’ and ‘frequently’combining categories of ‘sometimes’ and ‘frequently’

In other words, mezzo and macro behavioral consultation In other words, mezzo and macro behavioral consultation is less frequently provided. is less frequently provided.

Comments in light of PBIS?Comments in light of PBIS?

Education and Training – FrequenciesEducation and Training – FrequenciesEducation and Training Consultation

In the last year, how frequently/infrequently did you:


Provide information and referral sources to school personnel for students and families?

1.9% 22.8% 75.3%

Provide psychosocial information to school personnel on barriers to students' school success?

2.8% 16.8% 80.4%

Develop training opportunities for school personnel? 29.4% 39.7% 30.9%

Provide information and referral sources to families? 1.4% 13.7% 84.4%

Provide psychosocial information to families on barriers to students' school success?

3.7% 21.4% 74.8%

Provide school-related information to families? 2.8% 13.6% 83.6%

Present at Parent Teacher Association (PTA) meetings? 74.1% 17.8% 8.0%

Provide school-related information to community partners/stakeholders?

42.3% 31.2% 26.0%

Present workshops for community partners? 71.0% 19.9% 9.0%

Recommend school and community resources to school personnel?

14.5% 31.8% 53.8%

Recommend school and community resources to families? 3.3% 13.1% 83.6%

Recommend school and community resources to community partners/stakeholders?

43.21% 26.1% 30.8%

Link together home-school-community resources? 10.0% 24.3% 65.7%

Serve on a multidisciplinary school team? 2.8% 6.2% 91.0%

Serve on an interagency professional team? 37.07% 20.9% 42.2%

Factor Analysis:Factor Analysis:Education & Training Consultation Education & Training Consultation

ModelModelTotal Variance Explained: 73.67%Total Variance Explained: 73.67%


Cronbach’s Alpha: .85 (original: .89)Cronbach’s Alpha: .85 (original: .89) Loading Loading

ValuesValuesFactor Factor

11Factor Factor

22Factor Factor

33Provide information and referral sources to families?Provide information and referral sources to families? .878.878Provide school-related information to families?Provide school-related information to families? .855.855Recommend school and community resources to families?Recommend school and community resources to families? .837.837Provide psychosocial information to families on barriers to Provide psychosocial information to families on barriers to students' school success?students' school success? .764.764

Provide school-related information to community Provide school-related information to community partners/stakeholders?partners/stakeholders? .816.816

Present workshops for community partners?Present workshops for community partners? .794.794Recommend school and community resources to community Recommend school and community resources to community partners/stakeholders?partners/stakeholders? .789.789

Provide psychosocial information to school personnel on Provide psychosocial information to school personnel on barriers to students' school success?barriers to students' school success? .762.762

Provide information and referral sources to school personnel Provide information and referral sources to school personnel for students and families?for students and families? .721.721

Develop training opportunities for school personnel?Develop training opportunities for school personnel? .689.689

Education and Training ConsultationEducation and Training Consultation

Would redo this section to categories questions Would redo this section to categories questions according to three subcomponents:according to three subcomponents:

• Information and Referral (offered frequently Information and Referral (offered frequently but not identified as a consultation service)but not identified as a consultation service)

• Multi-disciplinary team work (coordination) & Multi-disciplinary team work (coordination) & Interagency Collaboration (creating new Interagency Collaboration (creating new groups to serve vulnerable children)groups to serve vulnerable children)

• Staff Development & In-Service TrainingStaff Development & In-Service Training

Program Consultation – Program Consultation – Frequencies Frequencies

Program ConsultationIn the last year, how frequently/infrequently

did your work focus on helping school personnel:


Conduct a needs assessment on a school issue? 34.9% 36.7% 28.4%

Conduct a needs assessment for an identified student population?

33.3% 34.3% 32.4%

Gather stakeholders to address a school issue or population?

41.0% 33.0% 26.0%

Propose new ways to address school issues or populations?

20.5% 38.1% 41.4%

Review current school program goals, objectives, and activities?

22.9% 33.6% 43.5%

Participate in data collection for a program? 24.2% 28.8% 46.9%

Analyze data collected on a school program? 31.1% 27.0% 41.8%

Monitor progress of school programs? 31.9% 29.1% 39.0%

Evaluate program implementation? 38.5% 28.6% 32.8%

Evaluate program outcomes? 37.8% 29.2% 33.1%

Provide feedback to school about program successes and failures?

35.5% 29.4% 35.1%

Recommend restructuring/revising existing school programs?

31.0% 33.8% 35.2%

Factor Analysis:Factor Analysis:Program Consultation ModelProgram Consultation Model





Monitor progress of school programs?Monitor progress of school programs? .910.910Evaluate program outcomes?Evaluate program outcomes? .900.900Evaluate program implementation?Evaluate program implementation? .894.894Analyze data collected on a school program?Analyze data collected on a school program? .870.870Provide feedback to school about program successes and Provide feedback to school about program successes and failures?failures? .841.841

Participate in data collection for a program?Participate in data collection for a program? .834.834Recommend restructuring/revising existing school Recommend restructuring/revising existing school programs?programs? .800.800

Conduct a needs assessment on a school issue?Conduct a needs assessment on a school issue? .855.855Conduct a needs assessment for an identified student Conduct a needs assessment for an identified student population?population? .801.801

Propose new ways to address school issues or Propose new ways to address school issues or populations?populations? .727.727

Gather stakeholders to address a school issue or Gather stakeholders to address a school issue or population?population? .697.697

Program ConsultationProgram Consultation

• Majority of respondents do not participate in Majority of respondents do not participate in

program consultation. program consultation.

Comments?Comments?

Organizational Consultation – Organizational Consultation – Frequencies Frequencies

Organizational ConsultationIn the last year, how frequently/infrequently did

you:Infrequently Sometimes Frequently

Work with school leaders to address complex school issues? 17.2% 27.6% 55.2%

Work with school administrators to address management issues?

32.9% 31.0% 36.2%

Help resolve staffing issues? 35.6% 28.3% 16.0%

Strengthen interactions among school personnel? 29.4% 34.1% 27.5%

Promote open communication patterns among school personnel?

22.4% 23.8% 53.8%

Advance positive multi-disciplinary group dynamics? 25.1% 18.6% 56.3%

Participate in program planning to address complex school issues?

29.3% 29.8% 40.9%

Bring together community stakeholders to respond to school needs?

59.1% 23.0% 17.8%

Discuss with school leaders desired outcomes for a school issue?

27.4% 28.4% 44.1%

Identify the number of students or staff affected by a school issue?

33.7% 29.4% 36.9%

Help identify potential causes of a school issue? 25.3% 31.3% 43.4%

Participate in developing interventions for a school issue? 21.9% 27.4% 50.7%

Help outline expected results of school intervention? 29.9% 31.8% 38.4%

Assist in monitoring school interventions? 32.6% 32.5% 35.8%

Participate in to help schools adapt to change? 28.5% 27.6% 43.9%

Factor AnalysisFactor Analysis::Organizational Consultation ModelOrganizational Consultation Model





Help outline expected results of school intervention?Help outline expected results of school intervention? .880.880

Assist in monitoring school interventions?Assist in monitoring school interventions? .868.868

Help identify potential causes of a school issue?Help identify potential causes of a school issue? .839.839

Participate in developing interventions for a school issue?Participate in developing interventions for a school issue? .834.834

Identify the number of students or staff affected by a Identify the number of students or staff affected by a school issue?school issue? .812.812

Participate in to help schools adapt to change?Participate in to help schools adapt to change? .714.714

Strengthen interactions among school personnel?Strengthen interactions among school personnel? .806.806

Help resolve staffing issues?Help resolve staffing issues? .787.787

Promote open communication patterns among school Promote open communication patterns among school personnel?personnel? .786.786

Work with school administrators to address management Work with school administrators to address management issues?issues? .744.744

Advance positive multi-disciplinary group dynamics?Advance positive multi-disciplinary group dynamics? .708.708

Organizational ConsultationOrganizational Consultation

• Bringing together community stakeholders to Bringing together community stakeholders to respond to school needs infrequently used (how does respond to school needs infrequently used (how does this square with home-school-community linkage this square with home-school-community linkage paradigm)?paradigm)?

• They report they do not focus on issues of They report they do not focus on issues of – school structures school structures such as leadership, administration, such as leadership, administration,

and staffing, orand staffing, or– school processes school processes such as information exchange, such as information exchange,

coordination of activities, and decision-making.coordination of activities, and decision-making.

Comments?Comments?

Next Steps Next Steps

Replication with allied professions: school psychologists Replication with allied professions: school psychologists and school counselorsand school counselors

Replication to delete titles of the models and just mix up Replication to delete titles of the models and just mix up the questions to see if responses are significantly the questions to see if responses are significantly different, especially with program and organizational different, especially with program and organizational consultation. consultation.

Begin survey with macro practice tasks and end with Begin survey with macro practice tasks and end with micro practice tasks.micro practice tasks.

Determine if respondents indicate that they have Determine if respondents indicate that they have developed a hybrid model of consultation by piecing developed a hybrid model of consultation by piecing together elements of different models, creating a together elements of different models, creating a unique model to meet school needs? Analysis unique model to meet school needs? Analysis forthcoming!forthcoming!

Linking Theory, Research, and Practice to School Social Work Consultation © School Social Work...

Documents

Transcript of Linking Theory, Research, and Practice to School Social Work Consultation © School Social Work...