A Measure of Social Support for School Consultation

Consultation is a process whereby school
psychologists assist teachers in developing
effective strategies for solving student problems
while helping teachers to develop skills themselves
to solve student issues. The purpose of this work
was to construct a reliable and valid measure to
assess social support within consultation. Erchul
and Marten''s (2002) model of school consultation
consists of three interrelated tasks: problem
solving, social influence, and support and
development. To date no research has directly
investigated the role of support within school
consultation. Various methods exist to assess
support; however, many lack acceptable psychometric
properties or assess support from a general rather
than specific sources.
This book provides a review of social support
literature, school consultation literature, and an
integration of concepts across both fiels. It
presents an instrument for assessing social support
within school consultation along with preliminary
reliability and validity data.

Autorentext
Melinda D. Rupard earned her B.A. in psychology from the University of North Carolina at Wilmington. She then went on to receive an M.A. from Wake Forest University and a Ph.D. from North Carolina State University. She is currently employed as a school psychologist in North Carolina.

Klappentext
Consultation is a process whereby school psychologists assist teachers in developing effective strategies for solving student problems while helping teachers to develop skills themselves to solve student issues. The purpose of this work was to construct a reliable and valid measure to assess social support within consultation. Erchul and Marten's (2002) model of school consultation consists of three interrelated tasks: problem solving, social influence, and support and development. To date no research has directly investigated the role of support within school consultation. Various methods exist to assess support; however, many lack acceptable psychometric properties or assess support from a general rather than specific sources. This book provides a review of social support literature, school consultation literature, and an integration of concepts across both fiels. It presents an instrument for assessing social support within school consultation along with preliminary reliability and validity data.