Perceptions of Helpfulness in Conjoint Behavioral Consultation: Congruence and Agreement between Teachers and Parents

Autor/inn/en	Sheridan, Susan M.; Erchul, William P.; Brown, Melissa S.; Dowd, Shannon E.; Warnes, Emily D.; Marti, Diane C.; Schemm, Ariadne V.; Eagle, John W.
Titel	Perceptions of Helpfulness in Conjoint Behavioral Consultation: Congruence and Agreement between Teachers and Parents
Quelle	In: School Psychology Quarterly, 19 (2004) 2, S.121-140 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
Schlagwörter	Consultation Programs; Parent Teacher Cooperation; Helping Relationship; Consultants; Partnerships in Education; Counseling Effectiveness; Parent Attitudes; Teacher Attitudes; Student Behavior + Suchen Sie Ihr Suchwort? Fachberatung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Helfende Beziehung; Consultant; Berater; Hochschulpartnerschaft; Elternverhalten; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	Conjoint behavioral consultation (CBC) can be considered a help-giving model, wherein consultants work with parents and teachers in an effort to develop constructive partnerships aimed at addressing needs of students for whom both parties share responsibility. The development of strong relationships among systems in a child's life is related to positive outcomes for children, and congruence among systems is one relationship variable that has received previous research attention. This study examined the degree to which parent and teacher perceptions of the helpfulness of the CBC consultant are congruent, and its relationship with various case outcomes. Correlational analyses suggest that parents' and teachers' perspectives of the helpfulness of the consultant are not necessarily related to each other, and as differences increase, perceptions of outcomes decrease for both parties. Research implications, limitations, and future directions are offered. (Author).
Anmerkungen	Guilford Press, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3 (Toll Free); Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: news@guilford.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10