Model Description and Application

  • William P. Erchul
  • Brian K. Martens
Part of the Issues in Clinical Child Psychology book series (ICCP)


In Chap. 5, we traced the evolution of two prominent consultation models, mental health consultation and behavioral consultation, and discussed the assumptions and principles underlying each. An approach to strategic communication based on Raven’s social power and interpersonal influence models (Erchul & Raven, 1997) was reviewed briefly, followed by a discussion of issues (e.g., the 14 “know the territory” questions, the A VICTORY model) that should be addressed in order to gain successful entry into the service delivery network of schools. In this chapter, we discuss research findings that point to the limitations inherent in relying on any one consultation model as a means of delivering comprehensive services in the schools. Based on these limitations, we present an integrated model of school consultation that we believe is particularly appropriate for use by internal consultants (e.g., school psychologists) and that combines the elements of social influence and professional support within a problem-solving context. Each of these elements (problem solving, social influence, professional support) is discussed as a component task of the school consultation process, which begins after the consultant has a basic understanding of schools and classrooms and has successfully entered the service delivery network. The chapter concludes by considering the outcomes of successful school consultation in terms of improving the learning and adjustment of children as clients and improving the professional functioning of teachers as consultees.


Social Influence Performance Feedback Initial Request Consultation Model School Consultant 
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Authors and Affiliations

  1. 1.Department of PsychologyNorth Carolina State UniversityRaleighUSA
  2. 2.Department of PsychologySyracuse UniversitySyracuseUSA

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