Behavioral consultation is a four-stage problem-solving model that involves the cooperative efforts of two or more persons to clarify a student's needs and develop and implement appropriate strategies for intervention. This approach facilitates the development of reports which serve to effectively and efficiently communicate assessment and treatment data with clients, serve as a source of hypotheses and interventions, and provide a baseline for evaluating progress and any future behavioral changes. Further, the systematic and comprehensive documentation of treatment approaches and outcomes translates to increased accountability for practitioners.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
This powerpoint presentation is about multicultural counseling. The Agenda of this topic is as follows:
1. What is counseling?
2. Meaning and Context of Multicultural Counseling
3. Multicultural Competencies.
4. Characteristics of culturally Competent Counselor.
5. Dimensions of Culturally Competent Counselor
6. Multidimensional Model of Cultural Competence
7. Understanding Cultures and their impact on clients
8. Conclusion.
This powerpoint presentation is about multicultural counseling. The Agenda of this topic is as follows:
1. What is counseling?
2. Meaning and Context of Multicultural Counseling
3. Multicultural Competencies.
4. Characteristics of culturally Competent Counselor.
5. Dimensions of Culturally Competent Counselor
6. Multidimensional Model of Cultural Competence
7. Understanding Cultures and their impact on clients
8. Conclusion.
Family, family as system, crisis, crisis intervention, adaptive qualities, family therapy and approaches, stages of family therapy, 12 family strengths by Otto
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
Transtheoretical Model (Stages of Change Model)Rozanne Clarke
The Transtheoretical Model (TTM) speaks on suggested strategies for public health interventions to address people at various stages of the decision-making process. Acknowledgements of this and other behavioural change models will resulting in social marketing campaigns being implemented as they're tailored to suit the target audience.
A Seminar-Workshop for Alternative Learning Equivalency and Accreditation Program (ALEAP) students of the Center for Guidance and Counseling
Sept. 4, 2011
Family, family as system, crisis, crisis intervention, adaptive qualities, family therapy and approaches, stages of family therapy, 12 family strengths by Otto
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
Transtheoretical Model (Stages of Change Model)Rozanne Clarke
The Transtheoretical Model (TTM) speaks on suggested strategies for public health interventions to address people at various stages of the decision-making process. Acknowledgements of this and other behavioural change models will resulting in social marketing campaigns being implemented as they're tailored to suit the target audience.
A Seminar-Workshop for Alternative Learning Equivalency and Accreditation Program (ALEAP) students of the Center for Guidance and Counseling
Sept. 4, 2011
THE SIX THINKING HATS: LOOKING AT A DECISION FROM ALL POINTS OF VIEW Mapua Institute of Technology-Makati City , Philippines [Sept. 5, 2010]
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Presented during 5th Psychology Congress New Era University, Diliman, QC Philippines November 21, 2008
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Enhancing clients problem solving skillsAthira5Rajeev
Enhancing client's problem solving skills - ASSERTIVENESS TRAINING,SOCIAL SKILL TRAINING,STRESS MANAGEMENT & ENHANCING CLIENT'S SOCIAL SUPPORT SYSTEM. For MSW sutdents
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
How to Write a Marketing Plan: A Comprehensive Guide with TemplatesVital Design
Since we are a digital marketing agency, this marketing plan discussion will focus heavily on
digital marketing (what we call “inbound marketing”) — but the strategies and concepts discussed
can be expanded to encompass your entire marketing department.
LPC Models and Techniques in Clinical SupervisionGlenn Duncan
This is part 3 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This 6 hour course on Models and Techniques of Clinical Supervision uses a didactic lecture format followed up with experiential learning exercises, that cover many different models of conducting clinical supervision and different techniques utilized in clinical supervision. Areas covered include a working definition of clinical supervision, breaking down this definition into the components that make up clinical supervision. The Integrated Developmental Approach to supervision (Stoltenberg & Delworth) is discussed in detail, covering descriptions of level 1, 2 and 3 counselors and supervisors. Next other models of supervision are also covered, including the Discrimination Model of supervision (Bernard), the systems model of supervision (Holloway), and the Blended Model of supervision (a model crafted specifically for working with drug/alcohol counselors by Powell). Next discussed are supervision interventions and techniques (including case conferencing, utilizing self reports, process notes, audio taping, video taping and utilizing live supervision). Teaching methods include lecture, interactive exercises and group participation/discussion.
Provides an overview of organization development (OD), focusing particularly on the intervention processes available. Categories or types of intervention are noted, and the depth of intervention is recognised as a key decision point for OD practitioners.
Change ModelsDifferent models have been developed to help plan f.docxsleeperharwell
Change Models
Different models have been developed to help plan for and implement change. Change has been studied from the conceptual approach, such as "what," as well as from the process approach of "how."
The conceptual models of change usually concentrate on content and strategic initiatives. On the other hand, process models focus on the sequence of events necessary to effect organizational change by focusing on the stages and steps of implementation.
Develop Contextual Issues of the Change
Once the need for change and the cause for implementation have been established, the contextual issues of the change can be developed to help evaluate the extent of change that an organization can implement with the resources available. Factors to consider during this process include:
· Readiness of the organization
· Culture of the organization
· Systems issues
· Amount of resistance that might be involved
Communicate the Vision to Employees
Once the vision for the change has been developed, the leaders should communicate the vision to employees. The vision should be clearly articulated, including how the change will impact the employees. This can be difficult when the change will have a negative impact on employees, but it is better for employees to understand the change than to be in the dark.
When change is implemented and individuals' employment is affected, it may be best for leaders to hold off and not communicate any reductions in force until it is necessary for the employees to know. Any change in employee status can be hard for everyone, including the employees who are staying. Both groups of employees need careful communication and support while going through the transitions.
Plan Strategies and Develop Criteria
Once the reason for the change has been communicated, implementation strategies should be considered. This is an opportunity for the leadership to involve the workforce as the workforce can be instrumental in developing the implementation strategies. As the implementation strategies are being formed, how the outcomes would be measured should be considered. How will an organization know when the change is finished and successful? If the organization includes outcome measures (e.g., increase in market share and decrease in costs) in its planning, it will help those implanting the change to know what constitutes success.
Implement and Monitor
Change can then be implemented, monitored, and managed to ensure that sequential steps are taken and continuous feedback is available.
While there are several steps for managing and monitoring change, most change processes will follow this type of model. On the other hand, conceptual models of change emphasize the mental constructs and sense making of the change
Change Process Models
There are several change models that can be used to implement a change effort. The process models are often used because they provide leaders and organizations with a sequential approach to cha.
covers OD Objectives ,strategy and OD Interventions( covering all the models of Interventions) , Organisational change( Types of Change; Process of change, Models, Change agent
Forte ethics, values, critical thinking theory ppt oct 26 14Salisbury University
Professional expectations and contemporary practice features necessitate a critical approach to theoretical knowledge. However, there is little guidance. This workshop introduced a critical thinking approach and a set of theory appraisal skills for judging explanatory and practice theories by normative standards associated with professional ethics, professional values, and scientific ideals.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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2. Scenario
A general education teacher seeks
consultation from a school psychologist
on a 1st grade student (Billy) who is
experiencing off-task behavior such as
getting out of his seat often and talking to
neighbors during classroom instructional
times.
3. Introduction
Introduced by John Bergan in 1977 (Watson et. al,
1997)
Evolved from behavioral paradigm based on
Positivism ( Henning-Stout, 1993)
Applies BehavioralTechnology to the
consultation process (Elliot & Busse, 1993).
Expanding application of behavioral
technology to mental health and educational
concerns (Noel, 1996).
Consultant needs to be skilled in
behavioral theory and practice (Kratochwill &
Bergan, 1990)
4. Introduction
Behavioral Psychologist B.F. Skinner and Albert
Bandura
Behavioral psychology stresses the principles of
learning in understanding how behavior acquired
and changed.
Behavior models of consultation are based on the
idea that because most behavior is learned, it can
be unlearned and new behavior can take its
place.
Behavioral consultation can be used in a variety of
settings including mental health centers, schools,
and other human service organizations.
5. Definition:
Behavioral consultation is a problem-
solving process that has its foundation in
the behavioral theory/ psychology
It involves a relationship whereby
services consistent with a behavioral
orientation are provided to a client
through the mediation of important others
in that client’s environment.That is, indirect
service (Keller, 1981).
7. Four (4) Characteristics
(Kratochwill et el., 2002;Vernberg & Repucci, 1986).
The use of indirect service client system.
(delivery models)
Reliance on behavioral technology principles
throughout the consultation process (to design;
to assess the consultative interventions)
Diversity of interventions goals ranging from
solving problematic situation to enhance
competence to empowering (Problem-solving
orientation)
Changes aimed at various targets in different
settings (individual, groups, organizations, and
communities).
8. Characteristics of BC (Henning-Stout, 1993, pp.25-26).
1. All behaviors are learned.
2. Change of social behaviors can be explained through
observation of functional introduction of the individual
behaviors and the environment.
3. Assessment of intervention’ and evaluation of its
effectiveness are directly linked.
4. Behaviors of focus must be observable, measurable, and
quantifiable.
5. Environmental background provide points for initiating
change.
6. Understanding and intervening with behavior, are guided
and modified according to the data collected, reflecting
the frequency, intensity, or duration of that behavior.
7. One person’s behavior to be changed; behaviors in other
individuals interacting within the environment must also
be modified.
9. Three forms of Behavioral Consultation
tend to follow a set of problem-solving
sequence (Kratockwill,Elliot,& Callan-Stoiber,2002):
Description of the problem in behavioral
terms
A functional analysis of the problem and
consequences.
Selection of a target behavior
Generation of behavioral objectives
Design and implementation of a behavior
change plan
Evaluation of the process
10. Principles of
behavior
change
Behavioral consultation assumes that behavior is lawful and
that changing the consequences of behavior by using the
principles of learning produces a change in behavior.
Used principles for the behavioral change are reinforcement,
punishment, extinction, shaping, and modeling etc.
11. Emphasis on current influence
on behavior.
The consultant believes that the current
behaviors constitute the problem in a
particular situation
By focusing on the current behaviors the
behavioral consultation will be able to
discriminate between existing and desire
behavior
13. Overview
Behavioral consultation can take three forms
Behavioral case consultation
Behavioral technology training
Behavioral system consultation
All three forms have the following characteristics
Indirect service to the client system
Use of behavioral technology principles
throughout the consultation process
A problem-solving orientation
Empirical validation of intervention
14. Model 1: Behavioral Case
Consultation
In behavioral case consultation a
consultant provides direct, behavior-
based service to a consultee concerning
the management of a client or group of
clients.
Behavioral case consultation consists of a
series of four stages that provide form
and focus to the problem solving engaged
in by the consultant and consultee.
15. The Four stages
Identifying the problem
Analyzing the problem
Implementing a treatment
Evaluating the treatment
16. Consultation Goal
Use consultant’s expertise in
the principles of learning to
manage the consultee’s
management of the case.
That is, to help the consultee
make positive changes in the
client’s environment and
therefore in the client’s
behavior.
17. Consultant Function And Roles
Behavioral consultant use a systematic
problem-solving process to assist
consultees with their clients.
The consultant guides the consultee’s
behavior through the use of selected
types of verbalizations.
Management of the consultation process
by using verbal skills in structuring the
consultant-consultee interaction is
therefore the major task of the
consultant.
18. These are the skills using in
the consultation process.
Verbal InteractionTechnique
Message Source
Message Content
Message Process
Message Control
19. Consultee Experience in
Consultation
The consultee expected to work with the
consultant toward the successful
completion of the consultation process
and to be actively involved in the
problem-solving process.
The consultee’s four primary duties in the
consultation process are to specify or
describe, evaluate or decide, provide
direct services to the client, and supervise
client’s actions.
20. Application: Consultant
Techniques And Procedures
Both types of behavioral case
consultation-development and
problem centered-concern changes
in clients behavior.
There are four stages to the
behavioral consultation process
Problem Identification Stage
Problem Analysis Stage
Plan Implementation Stage
Treatment Evaluation Stage
21. Model 2: BehavioralTechnology
Training
When consultees seek to increase
general usage of behavioral technology
principles when working with clients
(Kratochwill and Pittman 2002).
Consultants train consultees in general
behavioral principles or specific behavioral
technology skills (Bergan & Kratochwill,1990;Watson &
Robinson, 1996) or both (Elliot & Busse, 1993;Vernberg &
Reppucci, 1986).
22. “One common format for technology
training is teacher skill development that
focuses on teaching specific information
such as assessment techniques, discipline
or child management tactics, the process
of consultation, or a combination”
(Kratochwill and Pittman 2002).
23. Justifications for its Existence
Consultees who use behavioral technology are
frequently successful.
An understanding of behavioral technology
increases the likelihood that behavioral
programs will be implemented appropriately.
Consultees who understand behavioral
technology are likely to generalize it to new
situations and thus enhance other aspects of
their lives.
24. Goals
Is increased consultee competence in the use
of general and/or specific behavioral
technology procedures.
The consultee is a trainee expected to apply
learned procedures with appropriate work
related concerns.
The steps involved are conducting a needs
assessment, planning the training, performing it,
and evaluating it.
There is strong empirical evidence that
behavioral technology training of consultees
lead to improve client behavior (Vernberg & Reppucci,
1986)
25. Problems Encountered
Whether it is generalized to settings
beyond the training and whether
consultees continue to use training in
intended environments (Elliott & Busse, 1993)
Behavioral technology training can be a
particularly important in the schools.
26. Sometimes the teachers give up
easily for the following reason:
1) Teachers using behavioral are responsible for
solutions to the problem, though not for the
child’s problem
2) Teacher’s working knowledge of behavioral
technology is limited
3) The underlying assumptions of behavioral
technology may be at odds with teachers’
explanations of human conduct
(Rosenfield, 2002a).
27. Some suggestions for consultants:
They should be seen as resources for classroom
practice and need to encourage teachers to be
resource persons among themselves.
Because the language of behavior modification
can cause a clash of values, consultants need to
choose meaningful and acceptable words in
behavior technology training.
Teachers need to be in control of the use of
behavioral technology and see interventions as
congruent with their values.
28. Model 3: Behavioral System
Consultation
In behavioral system consultation,
behavioral technology principles are
applied to a social system (Lewis and Newcomer,
2002;Williams, 2000)
The goal of behavioral system
consultation is to enhance the efficiency
and effectiveness of a system in terms of
its stated functions and to focus on the
process and structure of the system itself
(Curtis & Stollar, 1996)
29. The two steps are defining the system
structure and defining the system process.
In defining the structure the consultant
and the consultee work as collaborators.
In defining the process of a system the
consultant and consultee define the
system’s parameters in terms of behavior
of the system’s members.
30. Behavioral Ecology, which states that human
are part of a multilevel system called
ecology environment (Willems, 1974) is a mix of
individual approaches derived from
traditional behavior modification and
ecological approaches that study
environments and social systems. (Jeger &
Slotnick 1982)
Behavioral ecology assumes that the settings
in which individuals operate are
interdependent.
31. The relationship between
consultant and consultee:
As in other types of behavioral consultation,
the consultant acts as an expert, but in
behavior system consultation the consultant
must be an expert in the specifics of systems
theory and behavioral ecology.
The nature of the consultation relationship
is collaborative; consultees participate to the
degree their skills and knowledge permit.
The consultee’s most important function is
that decision maker.
32. In system definition, the consultant and
consultee gather information about the
behavior of members of the system
relative to the system’s goals and
structures
There are two steps of defining the
system structure and defining the system
process.
33. In determining the structure of a system, the
consultant and consultee or the collaborators
define systems parameters with regard time and
space. Including such variables as physical setting
and boundaries, environmental design, number
of system members, and polices and procedures
In determining the process of a system, the
consultant and consultee or the collaborators
define the system’s parameters in terms of the
behavior of the system’s members including
such variables as assessment functions,
intervention functions, evaluation functions,
communication functions.
34. Once the system’s structural and process
factors are known, it is time to assess the
system in terms of those factors.
The consultant and consultee or collaborators
then use three steps in system intervention to
eliminate structural and process limitations:
1. they prioritize system needs
2. specify behavioral outcomes goals,
3. design and implement an intervention
program
35. System Evaluation
In system evaluation, the consultant and
the consultee evaluate the intervention
program operations and system change.
In evaluating the operations of the
intervention program, the parties involved
determine whether the program was
implemented in the way intended and
with the results expected.
36. WRITING COMPREHENSIVE
BEHAVIORAL CONSULTATION
REPORTS
To summarize behavioral consultation services
Accurately convey the information that was
gathered, to create a formal document that will
help future service providers who might work
with the client,
To articulate consequential and antecedent
behaviors that clearly link to solving a problem
behavior,
And to clearly demonstrate, via tables or graphs
of baseline and treatment data, whether the
goals of consultation have been met.
37. CRITICAL ELEMENTS IN
BEHAVIORAL CONSULTATION
REPORTWRITING
1. Identifying information:
2. Reason for referral
3. Consent
4. Problem-solving
Techniques
5. Background Information
6. Problem Identification
7. Data Collection
Methodology
8. Problem Analysis
9. Baseline Data
Presentation
10. Problem Definition
11. Goal Definition
12. Treatment
Implementation
13. SummativeTreatment
Evaluation
14. Progress Monitoring
Data Presentation
15. FormativeTreatment
Evaluation
16. Summary
17. Recommendations
18. Signature
38. References:
Dougherty,A. M. (2009). Psychological consultation and
collaboration in school and community settings. (5th edition).
Belmont, CA:Wadsworth/Thomson.
Brickman,T.M., Segool, N.K., Pham,A.V., & Carlson, J.S.
(2007).Writing Comprehensive Behavioral Consultation
Reports: Critical Elements, International Journal of
Behavioral Consultation andTherapy, 3 (3), 372-383.