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Useful Theories in School-Based ConsultationJane Close Conoley is an associate professor of educational psychology at the University of Nebraska-Lincoln and the Buros Institute of Mental Measurements. Her doctoral degree is from The University of Texas at Austin where she concentrated in school psychology. Her work has focused on service delivery issues and childhood emotional disturbance and behavioral disorders.
Collie W. Conoley is an associate professor of educational psychology at the University of Nebraska-Lincoln. His PhD is from the counseling psychology program at The University of Texas at Austin. In addition to his interests in indirect service delivery, he has investigated various psychotherapeutic strategies. He is an expert in family and marital therapy. In the press of actually providing consultation services, a theoretical orientation may seem superfluous. In fact, however, a solid theoretical grounding can be of great practical use. Several orientations have been developed and can be combined to fit a consultant's personal beliefs and practice situations. Mental health, behavioral, and process models of consultation are those most often described. A unifying perspective is obtained by using ecological theory as a conceptual umbrella to plan entry, assessment, intervention, and evaluation activities.
Remedial and Special Education, Vol. 9, No. 6,
14-20 (1988) This article has been cited by other articles:
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