Consultation in Educational Settings

This subject has the following teaching availabilities in 2013:

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

The unit deals with the role of the educational psychologist as a consultant in helping to maximise to develop an organizational policy and intervention programs on a topics such as discipline, bullying, dealing with trauma, or integration. The program addresses the issues relating to negotiation and consultation, gaining entry into an organisation and the role of the consultant as a collaborative problem solver who works in some circumstances directly and in others indirectly in providing services to an educational community. There is an emphasis on developing the skills that enable an educational psychologist negotiate a consultation in an educational setting; consult with parents and teachers to increase their effectiveness in resolving the psychological and learning problems of children and adolescents; to become a change agent in an organisation (in particular a school); and to deliver a consultation in a team.

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A consultation package to an organisation in the form of a program that addresses contemporary issues of concern to the educational system (100 per cent).

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Erchul, W. P. & Martens, B. K. (1997). School Consultation: Conceptual and empirical bases of practice. New York: Plenum.

This subject is not available as a breadth subject.

On completion of the subjects students should be able to:

• offer a consultation to an organisation (a particular exemplar of which will be the school);
• negotiate a consultation in an educational setting;
• consult with parents and teachers to increase their effectiveness in resolving the psychological and learning problems of children and adolescents;
• become a change agent in an organisation (in particular a school);
• deliver a consultation in a team.

Generic Skills

On completion of this subject, students should be able to:

• Develop skills to consult with organizations and develop the capacity to become a change agent.