This Article Résumé Full Text (PDF) All Versions of this Article: 0829573509341552v1 24/3/222    most recent References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Gutow, M. R. Articles by Reicher, S. R. Social Bookmarking                         What's this?

Responding to Community Needs Utilizing a Consultative Approach

Towson University, Maryland, mgutow{at}towson.edu

Stefanie Rynkewitz

Loudoun County Public Schools, Ashburn, Virginia

Shira R. Reicher

Anne Arundel County Public Schools, Maryland

The role of the school psychologist has evolved from serving as a gatekeeper for special education eligibility to that of a change agent within the school. This shift in professional focus positions school psychologists with the capacity to make an impact beyond the school setting. This article provides an example of how the consultative skills that school psychologists utilize daily within schools, may be applied to the community setting. A description of the collaborative consultation process will be presented as it was applied to a community agency working with Latino child witnesses of domestic violence. Modifications to the model are also discussed.

Key Words: collaborative consultation • community • school psychology • Latino • domestic violence

This version was published on September 1, 2009

Canadian Journal of School Psychology, Vol. 24, No. 3, 222-236 (2009)
DOI: 10.1177/0829573509341552


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?