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Running Head: CONSULTATION CASE EXAMPLE PART 4

Consultation Case Example: Part 4

Kristy Walter
Seattle University

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Running Head: CONSULTATION CASE EXAMPLE PART 4
When consulting and collaborating on the behalf of Chris, an 11-year-old male in
the 7th grade, the generic consultation model will be used. As Chris appears to be
struggling with both academic and emotional/social issues, the consultation process
should remain open, general and objective to the evidence presented before creating
potential interventions. Dougherty (2014) describes the generic model of consultation
and collaboration as straightforward and researched-based. In addition, counselors,
psychologists, social workers, and any other helping professional can use this generic
model during a consultation and collaboration process. The generic model can be of
great assistance in this case because it is made up of four research-supported stages and it
remains flexible throughout each stage and the transitions in between. This particular
model also addresses some of the multicultural considerations in this case that must be
evaluated for effective consultation.
As Chris was originally referred for counseling services because of an angry
outburst in the lunchroom and a steady decline of his grades, it is important during the
consultation process to use a model that can be applied to both academic and social
issues. Dinkmeyer (2006) states that for appropriate consultation in schools, a counselor
must be open-minded and understand that no behavior is unrelated to what is happening
in the students environment. I chose this model in hopes that the flexibility of the
generic process would allow for the exploration of the student in a holistic manner. As
Chris appears to have developed issues with academics and his relationships with his
peers at similar times, I could imagine that there has been a particular event or change in

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his life that caused this shift. By using this model, I will move through each stage with
objectivity, seeking to learn about the possible antecedents and purposes of these
behaviors. By using this model, I hope that the interventions that result from the
consultation process will address all Chriss academic and emotional/social needs either
indirectly or directly. For example, the reason Chris has been struggling academically
might be because he is feeling overwhelmed by his course load and his outburst last week
may have been the result of the build-up of stress and pressure. If I were to design an
intervention that helped him learn to organize his time and workload more effectively and
then gave him some techniques for handling stress, his behavior toward his peers may be
indirectly and positively affected.
In addition to the flexibility of the generic model of consultation and
collaboration, this model is also universal and multiculturally competent. Dougherty
(2014) states that the generic model is able to work with consultees with cultural
sensitivity and appropriateness. It is also designed to be flexible with a consultees
cultural view on problem solving. In this case, Chriss father is French, his mother is
Chinese, and therefore there may be multiple cultural dynamics to consider. HolcombMcCoy (2009) states that when working with any family in a consultation role it is
important to understand the role of the familys culture on both the interventions and on
the consultation or collaboration process. In this case, to avoid misconceptions and
assumptions, I would want to gain a deeper understanding in the first two stages of the
generic model process about the familys expectations, beliefs and values. This generic

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model allows for the consultation process to openly accept a familys cultural values and
remain flexible when creating possible interventions.
To truly provide ethically appropriate consultation, it is vital that an appropriate
model is chosen and implemented. In this case, using the generic model of consultation
and collaboration allows for objective flexibility, cultural understanding and clear
structure. When using this model with Chriss case, I believe that my consultation with
his teachers, the administration and his parents will be clear, appropriate for both
academic and social needs and help Chris feel more supported in the coming months.

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References

Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test
driving interventions to increase treatment integrity and student outcomes. School
Psychology Review, 41(4), 467-481.
Dinkmeyer, D. (2006). School Consultation Using Individual Psychology. Journal of
Individual Society. Vol 62, No. 2. Pg. 180-187.
Dougherty, A.M. (2014). Psychological Consultation and collaboration in school and
community settings. Belmont, CA: Cengage Learning.
Holcomb-McCoy, C. (2009). Cultural Considerations in Parent Consultation.
Professional Counseling Digest. American Counseling Association.
ACAPCD-25
Perera-Diltz, D., Moe, J., Mason, K. (2011). An Exploratory Study in School Counselor
Consultation Engagement. Cleveland State University. Cleveland, OH.