An Exploration of Strength-Based Consultation; the Tree of Change

Autor/in	Williamson, LeMarra
Titel	An Exploration of Strength-Based Consultation; the Tree of Change
Quelle	In: Educational & Child Psychology, 39 (2022) 3, S.129-147 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Psychology; Consultation Programs; Problem Solving; Minority Group Students; Foreign Countries; Case Studies; Psychologists; Cooperation; Counseling Techniques; Personal Narratives; Therapy; Cultural Relevance; Student Empowerment; United Kingdom (London) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Fachberatung; Problemlösen; Ausland; Case study; Fallstudie; Case Study; Psychologist; Psychologe; Psychologin; Co-operation; Kooperation; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Erlebniserzählung; Therapie; Studienberechtigung
Abstract	Aims: This paper presents and evaluates the consultation model Tree of Change (ToC) which offers an alternative approach to traditional problem-solving consultation frameworks for practice in educational psychology. ToC aims to resolve many of the issues associated with the traditional deficit models by enhancing the positive developmental pathways of pupils through augmenting their strengths, as opposed to focusing solely on reducing or eliminating the stated issue of concern (Donovan & Nickerson, 2007; Nickerson & Fishman, 2013; Resiliency Initiatives, 2011). Method: This study was set within diverse ethnic and socio-economic communities based in north and east London. The researcher used a qualitative case study design. For the purpose of this study, case studies have been defined as a strategy for carrying out an investigation of a particular occurrence within the context of 'the real world' (Robson, 2011). The present study fits within Robson's notion of a 'set of individual case studies' because it involves the study of a common set of features (e.g. exploring the implementation of ToC) across eleven consultations: nine Educational Psychologist (EP)and two EP- Teacher- Parent-pupil consultations. In total four EPs participated in the study all of whom were female. Eleven case studies were generated as a result of this: EP A submitting one case study, EP B submitting five cases, EP C submitting three cases and EP D providing two cases. The ethnicity of the EPs were black British, white British and Italian. The ethnicity of the consultees is reported in appendix 3. Consultation meetings were facilitated by EPs using the ToC model, please refer to appendix 1. Findings: Evaluation data revealed the ToC approach generated pupils' strengths at different levels of ecology which influenced action plans by affecting the choice of strategy and/or target of interventions for young people. Limitations: Data purported that information about the ToC should be shared in advance of consultation meetings so that consultees can better prepare and familiarise themselves with the process. Using the ToC virtually reportedly reduced relational connections when compared to engaging in this process face-to-face. Conclusions: The ToC is a collaborative consultation framework which creates positive developmental pathways for pupils through augmenting their strengths and reducing the emphasis placed on their deficits. The process promotes shared understanding of pupil's narratives and empowers marginalised voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01