| CODE | PSY5631 | ||||||||||||
| TITLE | Consultation Approaches to Assessment and Intervention | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Psychology | ||||||||||||
| DESCRIPTION | This study-unit will introduce participants to the behavioral, mental health, collaborative, and other consultation models in school psychology. This unit seeks to assist the student to understand the theoretical bases underpinning each of these models and be able to justify their use as a preferred method of working in different situations. Participants will also become aware of the relevant skills and stages in school consultation and will also be enabled to incorporate consultation into their practical work in schools and other settings. Study-unit Aims: This study-unit is aimed at enabling participants to become aware of and start practicing by supporting children and young people through indirect work or consultation with families, schools and communities. Students will become aware of the different models of consultation that psychologists can use, understand and practice the facilitative skills in consultation, and engage in collaborative consultation in schools. This study-unit is aimed at enabling participants to become aware of and start practicing by supporting children and young people through indirect work or consultation with families, schools and communities. Students will become aware of the different models of consultation that psychologists can use, understand and practice the facilitative skills in consultation, and engage in collaborative consultation in schools. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of collaborative and consultation models and methods (e.g. behavioral, mental health, instructional); - Demonstrate understanding of the applicability of the different consultation models for addressing relevant challenges for families, schools and communities; - Demonstrate an understanding of different approaches to accessing, managing, and disseminating information to enhance the consultation process; - Discuss the appropriateness of different models of consultation in different situations; - Evaluate the advantages and disadvantages of a variety of consultation approaches for the effective work of school psychologists; - Describe ways in which consultation can be used in all areas of practice, e.g. with individual and groups of teachers or parents; - Describe the key facilitator skills needed to use consultation effectively; - Display knowledge of research on the impact of consultation for professional practice. 2. Skills: : By the end of the study-unit the student will be able to: - Demonstrate competence in consultation and collaboration to promote change at various levels (e.g., an individual, classroom, building, system and/or other agency); - Demonstrate competence in consultation and collaboration to facilitate the development of positive school climates; - Demonstrate competence in consultation and collaboration skills to enhance student learning; - Demonstrate competence in consultation and collaboration skills to promote professional development of teachers and/or parents; - Demonstrate skills in respectful relationships with those with whom they work; - Apply their professional knowledge to support the consultation process; - Apply consultation skills to empower others to take responsibility for making their own decisions; - Demonstrate competence in using technological resources to access, manage, and disseminate information to enhance the consultation process. Main Text/s and any supplementary readings: Main text: - Hatzichristou, C., & Rosenfield, S. (Eds.) (2018). The International Handbook of Consultation in Educational Settings (Consultation, Supervision, and Professional Learning in School Psychology Series). London: Routledge. - Newman, D. & Rosenfield, S. (2018). Building Competence in School Consultation: A Developmental Approach. London: Routledge. Supplementary text - Dougherty, A.M. (2014). Psychological consultation and collaboration (6th ed.). Belmont, CA: Brookes Cole - Ingraham et al. (2016). Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School. Journal of Educational and Psychological Consultation, 26(4), 354鈥�384. - Nastasi, B.K. (2018). Commentary: Participatory Consultation for International Research and Development. Journal of Educational and Psychological Consultation, 28(1), 95鈥�103. - Newman, D. S. et al. (2017). A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go. Journal of Educational and Psychological Consultation, 27(1), 13-51. - Rosenfield, S. (Ed.) (2012). Becoming a school consultant: Lessons learnt. London: Routledge - Thornberg, R. (2014) Consultation Barriers Between Teachers and External Consultants: A Grounded Theory of Change Resistance in School Consultation, Journal of Educational and Psychological Consultation, 24(3), 183-210. |
||||||||||||
| ADDITIONAL NOTES | Co-Requisite Study-units: Psycho-educational Assessment | ||||||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||
| LECTURER/S | Paul A. Bartolo |
||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||||||||