School psychologists' and teachers' perceptions of the acceptability, effectiveness, and efficiency of school-based consultation interventions
Abstract
The study compared the perceptions of teachers (n = 20) and school psychologists (n = 20) with respect to the Acceptability, Effectiveness, and Efficiency of three approaches to school-based consultation aimed at ameliorating a teacher's lack of objectivity due to theme interference, regarding a child who is exhibiting mild behavioral problems in the classroom. The three approaches represented in the study were a behavioral approach, an indirect intervention utilizing a parable based on the mental health model of consultation, and a confrontational school-based mental health approach. The subjects read vignettes describing each of the interventions and rated each intervention for Acceptability, Effectiveness, and Efficiency using a modified version of the Behavior Intervention Rating Scale (M-BIRS). A multivariate analysis of variance was used to analyze the data. The independent variables in this analysis were group, a between subjects factor (teachers versus school psychologists) and type of intervention, a within subjects factor (indirect, direct, and behavioral). Results indicated that school psychologists viewed the indirect intervention (parable) as more acceptable, effective, and efficient than the behavioral intervention, while teachers viewed the behavioral intervention as more acceptable, effective, and efficient than the indirect intervention. Findings were discussed in terms of the need for school psychologists to employ consultation approaches and interventions that will be viewed as acceptable by the teacher consultee.
Subject Area
Psychotherapy|Educational psychology
Recommended Citation
Srednicki, Henry John, "School psychologists' and teachers' perceptions of the acceptability, effectiveness, and efficiency of school-based consultation interventions" (1994). ETD Collection for Fordham University. AAI9511225.
https://research.library.fordham.edu/dissertations/AAI9511225
